1

2
 CO QAH + MELC LW
HANDOUT No. _1_
Course Outline & Quality Assured
Handouts paired with MELC-
Based Learner’s Worksheet in ORAL COMMUNICATION

MELC: Employs various communicative strategies in different situations

(EN11/12OC-IIab-21)

Semester: 1ST SECOND QUARTER__ Week No. ___1____ Day: ___1-4___

LESSON; COMMUNICATIVE SRATEGIES

People communicate every day to establish and maintain relationships, know and understand themselves,
Moreover, since human are special beings who survive more effectively though sensible discourses, they are driven
to learn the skills of creating and sustaining meaningful conversations.
Conversation is interactive communication between two or more people, and it is a significant part of our
everyday life. However, a conversation may be complex at times; that is why some people get lost along the way
and misunderstand each other.

TOPIC : TYPES OF COMMUNICATIVE STRATEGIES

Cohen (1990) states that strategies must be used to start and maintain a conversation. Knowing and applying
grammar appropriately is one of the most basic strategies to maintain a conversation. These are the strategies that
people use.
Communicative Strategies Meaning Example
1. Nomination Speaker carries to establish a topic
collaboratively. Basically, when
you use this strategy, you try to “Hey, how are you? I missed you!”
introduce a topic with the people
you are talking to
2. Restriction Refers to any limitation you may
give or create as a speaker. On “Before we start our discussion, let
some cases of communication, me remind you again of our house
there's instructions that must be rules.”
followed. Those instructions
confine you as a speaker and limit
what you can say
3. Turn-taking This points to the process by which
individuals decide who take the “Now, it’s your turn to ask
conversational floor. Primarily, the questions.”
idea is to give all communicators a
chance to speak.

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 4. Topic Shifting Involves moving from one topic to
another, where one part of a “Anyway, have you heard the news
conversation ends and where the last night?”
other begins.
5. Repair Refers to how speaker address the
problems in speaking, listening and “I’m sorry for what I’ve done, how
comprehending that they may can I make it up for you?”
encounter in a conversation.
6. Termination Refers to the conversation
participants’ close initiating “Well then, I think we’re good. See
expressions that end a topic in a you!”
conversation.

REFERENCES

Oral Communication in Context for Senior High School. 839 EDSA, South Triangle, Quezon City: C & E
Publishing, Inc., 2016.

Oral Communication in Context Second Edition. 4/F SEDCCO 1 Bldg. Diwa Learning Systems Inc.

4
 CO QAH + MELC LW
LEARNING WORKSHEET No.1
Course Outline & Quality Assured Handouts
paired with MELC- Based Learning Worksheet In Oral Communication

Name: _________________________________ Grade & Section: ______________________

Teacher: _______________________________ Date Submitted:
__________________________

MELC: Employs various communicative strategies in different situations

(EN11/12OC-IIab-21)

Objectives/Subtasks
1. Choose an appropriate communicative strategy to use in a given situation.
2. Identify the communicative strategies used in statements.

Topic: Communication Strategies

Semester: 2nd Week No. 1 Day: 1-4

Activity 1

Look at the given pictures. How do you think should the speakers speak? Identify the appropriate communicative
strategy, then write a short dialogue using the strategy that you identified. Write your answers in the box. The first
one is done for you.

Communicative Strategy: Termination

A: I heard that they had a great time!
B: They sure did!
C: Good for them. Well, guys. I have to go now.
My bus is coming! See you tomorrow!

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Activity 2
What type of strategy is used in each statement? Write your answer on the space provided.
____________________1. Do you have anything to say?
____________________2. One of the essential lessons I gained from the discussion is the importance of
listening well to others.
____________________3. Excuse me? I think we should talk one at a time.
____________________4. Go on with your idea. I will let you finish before I say something.
____________________5. Have you heard the latest news?
____________________6. Hi, Jonas! How are you?
____________________7. Send my regards to them! See you next week!
____________________8. Good to see you. Anyway, I came to visit you because I want to personally
offer an apology for what happened yesterday.
____________________9. Sorry, I can’t decide on that now. Let us discuss it tomorrow, okay?
____________________10. Now, it’s your turn to ask me a question.

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 7
Answer key:
Activity1
1. Answer may vary
2. Answer may vary
Activity 2
1. Topic Control
2. Restriction
3. Repair
4. Turn-takin
5. Nomination
6. Nomination
7. Termination
8. Nomination
9. Termination
10. Turn -taking
 CO QAH + MELC LW

Course Outline & Quality Assured HANDOUT No. 2

Handouts paired with MELC- in Oral Communication in Context
Based Learner’s Worksheet

MELC: Explains that a shift in speech context, speech style, speech act and communicative strategy affects the
following: ( EN11/12OC-IIab-22)
Language form - EN11/12OC-IIab-22.1
Duration of interaction - EN11/12OC-IIab-22.2
Relationship of speaker - EN11/12OC-IIab-22.3
Semester: First Quarter: 2 (Final ) Week No. 2 Day: 1-4

LESSON: Communicative Strategies in Various Speech Situations

In the previous topics, speech contexts are identified to have two types: intrapersonal and interpersonal.
Intrapersonal communication is simply put as talking to one’s self as he acts both as the receiver and sender of his
message (thoughts). On the other hand, interpersonal communication exists between and among people. The latter
is categorized into four: dyad, small group, public, and mass communication.

Speech Style
Defined as the way people communicate which can be categorized as intimate, casual , consultative, formal, and
frozen.

Speech acts is an actual utterance that a speaker says to attain a desired effect. For example, when a person is
apologetic, he will create utterances that makes him sorry over something. This can also be dne in a form of greeting,
request, refusal, agreement, or commendation. Speech acts has three types:
1. Locutionary – actual act of uttering
2. Illocutionary – the social function or the intended effect
3. Perlocutionary – the resulting act

Communicative Strategies
These are the techniques that communicators use to start, maintain, and end conversation. Cohen ( 1190) states
some communicative strategies: nomination, restriction, turn-taking, topic control, topic shifting, repair and
termination.
A sudden change in communicative strategy may negatively affect the quality of interaction, which includes the
performance and organization of ideas of the speaker, the audience, and the message of the topic or the discussion.

TOPIC 1
Language Form
This refers to the grammatical structure of words and phrases in a sentence. If there is a shift in context and form,
let’s take a look at the example below:

Some random guy threw his drank on me.

As a person who is listening to the speaker, one might think, Oh, it’s a teenager and the drink could be soda as
young adults normally drink carbonated drinks. However, the story will be different if the speaker uttered any of
the sentences below:

Some random man threw his drink on me.

Some random boy threw his chocolate on me.

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Do you see the difference? There are also words with unwanted connotations that affect how a listener understands
the message. Let’s try to use the words hostess and salvage is a crime that leads to the death of another. When in
fact, the former is a female host and the latter means an act of saving something.
Culture plays a vital role in the language formation of individual speakers. The best thing to do is to study
and appreciate the culture of the person whom one is talking to. Technically speaking, that is called cultural relativity
or understanding someone’s thoughts, actions, and words based on that person’s point of view.

TOPIC 2
Duration of interaction
Refers to length of time that at least two individuals are in each other’s presence, especially when
meaning is communicated towards each other.
How long must a person normally interact? Are there rules stating the amount of time a person must spend talking?
It is said that people spend averagely 20% of each day socializing with others and most of time, it is by face-to-face
interaction (FTF) (Dunbar, 1998). Remember, the duration of interaction depends on how well a speaker controls
the topic, maybe by avoiding topic shifting and by terminating the talk well.
When one thinks of speech or speaking, he may imagine a one-way message from speaker to audience.
However, what makes a fascinating speech is that the speaker engages and interacts with his audience. Interaction
plays a vital role in speaking of the situation- public or intimate. Note that an engaged audience is more likely to
pay attention to the speaker.

TOPIC 3
Relationship of Speaker
A speaker who exhibits socially accepted behaviors while communicating will create a neutral
environment that would elicit positive responses among both the communicators and interlocutors. A positive
speaker who is engaged, professional, and sensitive will nurture favorable responses among his colleagues. If the
positive aura changes, the flow of communication will likely be short and fast (Gislason, 2009).
The relationship between the speaker and the listener is direct (Peterson, 2015). It is the speaker’s jb to
elicit trust for the audience or listener to engage and follow where the speaker leads.

With these in mind, a speaker may ask himself the following questions (Peterson, 2015):
1. Are you the right person to speak in front of this audience?
2. Why is this audience important to you?
3. Why is the message important for you or to be told?
4. What are your goals and intentions in bringing this message?

To establish relationship with the audience more, he may also think about these:
1. What is your relationship with your audience?
2. Why do they want to listen you?
3. What do they know about your topic?
4. What do the listeners want, need, or expect to hear from your talk?

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 REFERENCES

Oral Communication in Context for Senior High School. 839 EDSA, South Triangle, Quezon City: C & E
Publishing, Inc., 2016.

https://www.scribd.com, SLM Oral Communication Melc 9

10
 CO QAH + MELC LW
LEARNING WORKSHEET No. 2
Course Outline & Quality Assured Handouts paired
with MELC- Based Learning Worksheet in Oral Communication in Context

Name: _________________________________ Grade & Section: _________________________

Teacher: _______________________________ Date Submitted: __________________________

MELC: Explains that a shift in speech context, speech style, speech act and communicative strategy affects the
following: ( EN11/12OC-IIab-22)
Language form - EN11/12OC-IIab-22.1
Duration of interaction - EN11/12OC-IIab-22.2
Relationship of speaker - EN11/12OC-IIab-22.3
Objectives/Subtasks:
Explain how a shift in speech context, speech style, speech act and communicative strategy affects the following:
language form, duration of interaction, relationship of speaker.
Topic: Communicative Strategies
Semester: First/ 2nd Quarter Week No. 2 Day: 1-4

Think it Through
Directions: Answer each question comprehensively. You may use separate sheet of paper if needed.

1. How do you think do communicative strategies (nomination, restriction, turn-taking, topic control, topic
shifting, repair, termination) affect the effectiveness of the communication process?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

2. How does listening help in shifting the topic effectively?

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
_________________________________________________________________________________________

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 3. What do you think will happen if a pair or a group of people talks about different topics simultaneously?
Have you experienced the same situation? What did you do about it?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

4. In a heated argument, would you apologize to the other person even if you believe that you are right? Why
or why not?

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

5. Think of a situation where it would be better to keep the communication process going. How will you
prolong the communication in this situation?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

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Note: In performing the activity you should be reminded by the following guidelines.

Outstanding Satisfactory Needs Improvement Unsatisfactory

5pts 3pts 2 pts 1pts

Content & Outstanding Satisfactory Needs Improvement Unsatisfactory

Development

- Content is comprehensive, - Content is accurate - Content is not - Content is

accurate, and persuasive. and persuasive. comprehensive and /or incomplete.
- Major points are stated - Major points are persuasive. - Major points are not
clearly and are well stated. - Major points are clear.
supported. - Responses are addressed, but not well -Specific examples are
- Responses are excellent, adequate and address supported. not used
timely and address topic. topic. - Responses are
- Content is clear. - Content is clear. inadequate or do not
-Specific examples are used. -Specific examples are address topic.
used. -Specific examples do
not support topic.

Organization Outstanding Satisfactory Needs Improvement Unsatisfactory

& Structure

-Structure of the paper is - Structure is mostly - Structure of the paper - Organization and
clear and easy to follow. clear and easy to is not easy to follow. structure detract from
- Transitions are logical and follow. - Transitions need the message.
maintain the flow of thought - Transitions are improvement. - Writing is disjointed
throughout the paper. present. - Conclusion is and lacks transition of
- Conclusion is logical and - Conclusion is logical. missing, or if provided, thoughts.
flows from the body of the does not flow from the
paper. body of the paper.

Grammar, Outstanding Satisfactory Needs Improvement Unsatisfactory

Punctuation
& Spelling
- Rules of grammar, usage, - Rules of grammar, - Paper contains few - Paper contains
and punctuation are usage, and grammatical, numerous
followed; spelling is correct. punctuation are punctuation and grammatical,
followed with minor spelling errors. punctuation, and
errors. spelling errors.
Spelling is correct.

/15 TOTAL SCORE

Source: Rubric gallery. (2020). Retrieved July 14, 2020, from https://www.rcampus.com/rubricshowc.cfm?sp=yes

Scoring:

13-15 – Outstanding 9-12 – Satisfactory 5-8 – Needs Improvement 1-4 Unsatisfactory

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 CO QAH + MELC LW HANDOUT No. 3
Course Outline & Quality Assured Handouts paired with MELC- Based in Oral Communication in
Learner’s Worksheet Context

MELC: Explains that a shift in speech context, speech style, speech act and communicative strategy affects the
following: ( EN11/12OC-IIab-22)
Role and responsibilities of the speaker - EN11/12OC-IIab-22.4
Message - EN11/12OC-IIab-22.5
Delivery - EN11/12OC-IIab-22.6
Semester: First Quarter: 2 (Final ) Week No. 3 Day: 1-4
LESSON: Communicative Strategies in Various Speech Situations

The speaker and audience have active and passive roles to play in communication. They should work together, making
use of non-verbal cues to ensure that the discussion is productive. You might be shy at the first when talking to people.
but to make the communication successful, you have to express your ideas confidently and responsibly by analyzing,
interpreting, and understanding the dynamics of how people express and exchange messages to achieve the
communication goals given the communication situation.
TOPIC : 4
Role and Responsibilities of the Speaker
The speaker always plays the most important role in the conversation to keep it going. Normally, speeches
have three general purposes: to inform, to persuade, and to entertain. However, most f the time, they tend to overlap.
For example, informative speeches are persuasive in nature because they drive the audience into believing that they are
accurate (Harlan, 1993). Also, very dry technical speeches can be entertaining when the speaker presents colorful
illustrations, purple language, and animated visuals in his presentation. The duration and the engagement of the listeners
depend on the topic and how well he delivers it given different situations, contexts, and styles. It is therefore imperative
that the speaker is guided by the following roles (LumenLearning.com):
1. Informative
2. Credible
3. Knowledgeable
4. Makes the topic relevant
It is also required that the speaker boasts his credibility by making sure that his responsibilities in the
following are maintained (LumenLearning.com):
1. Establishes expertise by:
• Citing credible sources
• Making sure facts are given
• Revealing personal experience about the topic
2. Helps the audience connect with him by:
• Wearing appropriate clothing
• Mentioning commonalities
• Being friendly and approachable
• Relating to the listeners’ affections, situations, and goals
3. Shows that he is telling the truth by:
• Presenting both sides of the argument
• Sharing what led the speaker to commit with the topic
• Establishing natural nonverbal cues that connect to what is said
• Maintain ethics all throughout the talk

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 TOPIC : 5
Message
The shift in context, style, speech act, and strategy will affect how the listener understands the message. For
example, in a consultative style, when a doctor speaks informally and does not show compassion over his patient, the
latter might not trust the credibility of the professional. Remember, whatever the style or the situation is, the speaker
must always exhibit a positive and neutral environment so messages of any form of degree will be understood. If you
are to be asked, how do you want your doctor to be like?

TOPIC : 6
Delivery
Speech delivery is normally affected when a speaker is facing various speaking environments. For example,
when he speaks to a specific audience, in an open-air venue or outside the building, in different venues, with a
microphone, or on a podium or lectern. Memorized or read, speeches or talks vary greatly and dependently on who the
speaker is talking to.

Whenever there is a shift of any of these, language form, duration, relationship of speaker, role and
responsibilities of the speaker, message and delivery are affected.

Example A.
Approach Situation: you and your best friends are talking
Context: Dyad Style: Casual
Language Form Less formal words, use those that you both understand

Duration of interaction Not very long unless you are in a hurry

Relationship of speaker Friends
Role and responsibilities of the speaker Make each other feel happy or comfortable
Message Funny experiences

Extemporaneous, not rehearsed

Delivery

Example B.
Approach Situation: you are talking to your guidance counselor
Context: Dyad Style: Consultative
Language Form A bit formal and serious
Duration of interaction There is a time limit from 10-30 minutes
Relationship of speaker Professional
Role and responsibilities of the speaker Speaker must be polite and honest
Message Personal experience

Delivery Clear and extemporaneous

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 You will see that there is a difference in the approaches if the context is different. What is important is you
know what is the APPROPRIATE approach. This is the best way to become effective in our communication with
others. It is not enough that you know the concepts. You have to understand how to use them, where to apply and when
to adjust.

REFERENCES

Oral Communication in Context for Senior High School. 839 EDSA, South Triangle, Quezon City: C & E Publishing,
Inc., 2016.

Oral Communication in Context Second Edition. 4/F SEDCCO 1 Bldg. Diwa Learning Systems Inc.

https://www.scribd.com, SLM Oral Communication Melc 9

16
 CO QAH + MELC LW

Course Outline & Quality Assured Handouts LEARNING WORKSHEET No. 3

paired with MELC- Based Learning in Oral Communication in Context
Worksheet

Name: _________________________________ Grade & Section: _________________________

Teacher: _______________________________ Date Submitted: __________________________

MELC: Explains that a shift in speech context, speech style, speech act and communicative strategy affects
the following: ( EN11/12OC-IIab-22)
Role and responsibilities of the speaker - EN11/12OC-IIab-22.4
Message - EN11/12OC-IIab-22.5
Delivery - EN11/12OC-IIab-22.6
Objectives/Subtasks:
Explain how a shift in speech context, speech style, speech act and communicative strategy affects the
following:
Role and responsibilities of the speaker, Message, Delivery.
Topic: Communicative Strategies
Semester: First/ 2nd Quarter Week No. 3 Day: 1-4

Instructions: Write a 500-300 word essay by answering the question below. You may use extra sheet of
paper if needed.

• How can the sudden change in communicative strategy within a conversation affect the quality of
interaction, the speaker-audience relationship, the role and responsibility of the speaker, the message, and
the delivery?

Note: In performing the activity you should be reminded by the following guidelines.

17
 Outstanding Satisfactory Needs Improvement Unsatisfactory

5pts 4pts 3 pts 1pts

Content & Outstanding Satisfactory Needs Improvement Unsatisfactory

Development
- Content is comprehensive, - Content is accurate and - Content is not - Content is incomplete.
accurate, and persuasive. persuasive. comprehensive and /or - Major points are not
- Major points are stated clearly - Major points are stated. persuasive. clear.
and are well supported. - Responses are adequate - Major points are -Specific examples are not
- Responses are excellent, timely and address topic. addressed, but not well used
and address topic. - Content is clear. supported.
- Content is clear. -Specific examples are - Responses are
-Specific examples are used. used. inadequate or do not
address topic.
-Specific examples do not
support topic.

Organization Outstanding Satisfactory Needs Improvement Unsatisfactory

& Structure
-Structure of the paper is clear - Structure is mostly clear - Structure of the paper is - Organization and
and easy to follow. and easy to follow. not easy to follow. structure detract from the
- Transitions are logical and - Transitions are present. - Transitions need message.
maintain the flow of thought - Conclusion is logical. improvement. - Writing is disjointed and
throughout the paper. - Conclusion is missing, lacks transition of
- Conclusion is logical and flows or if provided, does not thoughts.
from the body of the paper. flow from the body of the
paper.

Grammar, Outstanding Satisfactory Needs Improvement Unsatisfactory

Punctuation
& Spelling - Rules of grammar, usage, and - Rules of grammar, - Paper contains few - Paper contains numerous
punctuation are followed; usage, and punctuation are grammatical, punctuation grammatical, punctuation,
spelling is correct. followed with minor and spelling errors. and spelling errors.
errors.
Spelling is correct.

/15 TOTAL SCORE

Source: Rubric gallery. (2020). Retrieved July 14, 2020, from https://www.rcampus.com/rubricshowc.cfm?sp=yes

Scoring:

13-15 – Outstanding 9-12 – Satisfactory 5-8 – Needs Improvement 1-4 Unsatisfactory

18
 CO QAH + MELC LW
HANDOUT No. 4
Course Outline & Quality Assured
Handouts paired with MELC- Based
Learner’s Worksheet Oral Communication in Context

MELC: Uses principles of effective speech writing focusing on: (EN11/12OC-IIcj-25)

• Audience profile (EN11/12OC-IIcj-25.1)
• Logical organization (EN11/12OC-IIcj-25.2
• Duration (EN11/12OC-IIcj-25.3)
Semester: First Final Term Week No. 4 Day: 1-4
LESSON: Principles of Speech Writing

TOPIC 1: The Speech Writing Process

Just like events planning, or any other activities, writing an effective speech follows certain steps or processes. The
process for writing is not chronological or linear; rather, it is recursive. That means you have the opportunity to
repeat a writing procedure indefinitely, or produce multiple drafts first before you can settle on the right one. Figure
1 shows the schematic
diagram.

The following are the components of the speech writing process.

• Audience analysis entails looking into the profile of your target audience. This is done so you can tailor-fit
your speech content and delivery to your audience. The profile includes the following information.

❖ demography (age range, male-female ratio, educational background and affiliations or

degree program taken, nationality, economic status, academic or corporate designations)
❖ situation (time, venue, occasion, and size)
❖ psychology (values, beliefs, attitudes, preferences, cultural and racial ideologies, and
needs)

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A sample checklist is presented below.
Audience Analysis
Place of Residence (barangay, town/city,
province)
Ethnicity
Age Range
Educational Background
Religious Affiliations/culture /beliefs
Spoken languages
Types of occasion
Economic status
Educational institution

• The purpose for writing and delivering the speech can be classified into three—to inform, to entertain, or
to persuade.
❖ An informative speech provides the audience with a clear understanding of the
concept or idea presented by the speaker.
❖ An entertainment speech provides the audience with amusement.
❖ A persuasive speech provides the audience with well-argued ideas that can influence
their own beliefs and decisions.

The purpose can be general and specific. Study the examples below to see the differences.

General Purpose Specific Purpose

*To inform Grade 11 students about the value of daily exercise to achieve a healthy
To inform body.
*To inform Grade 11 students the correct process of proper garbage disposal.
*To entertain the Grade 11 students with his/her funny experience in proper garbage
To entertain disposal
*To entertain the Grade 11 students with interesting observations of the people who do
the daily exercise.
*To persuade their fellow students to practice the proper garbage disposal
To persuade *To persuade the schools administrator to promote among students the value of having
daily exercise.

• The topic is your focal point of your speech, which can be determined once you have decided on your
purpose. If you are free to decide on a topic, choose one that really interests you. There are a variety of
strategies used in selecting a topic, such as using your personal experiences, discussing with your family
members or friends, free writing, listing, asking questions, or semantic webbing.

Narrowing down a topic means making your main idea more specific and focused. The strategies in
selecting a topic can also be used when you narrow down a topic.
Example:
Topic: Solid Waste Management
Narrowed topic: Benefits of Solid Waste Management

20
 • Data gathering is the stage where you collect ideas, information, sources, and references relevant or related
to your specific topic. This can be done by visiting the library, browsing the web, observing a certain
phenomenon or event related to your topic, or conducting an interview or survey. The data that you will
gather will be very useful in making your speech informative, entertaining, or persuasive.

• Writing patterns, in general, are structures that will help you organize the ideas related to your topic.
Examples are biographical, categorical/topical, causal, chronological, comparison/contrast, problem-
solution, and spatial.
Note: You must consider that your topic and purpose must match the writing pattern that you employ.

Logical Organization
Below are different writing patterns from which you can select the one that best suits your topic and/or purpose.
Pattern Descriptions Examples
Biographical Presents description of your Specific To inform the audience about the late former
life or of a person, famous or Purpose President Benigno Aquino
not Specific Describing the life and contributions of the
Topic late former President Benigno Aquino in our
country
Categorical/ Present related categories Specific To persuade the community to value the
Topical supporting the topic Purpose proper garbage disposal
Specific Why community members should promote the
Topic proper garbage disposal
Causal Present cause and effect Specific To inform my audience on the effects of over
relationships Purpose population
Specific Explain the possible effects of over population
Topic in one’s country
Chronological Presents the idea in time Specific To inform my audience about the significant
order Purpose events in the 2016 National and Local
Elections
Specific Describing the significant events before,
Topic during and after the 2016 National and Local
Elections
Comparison / Presents comparison/ Specific To persuade the audience that living in the
Contrast contrast of two or three Purpose Mindanao is better than living in Luzon
points Specific Explain why the Mindanao is more habitable
Topic than Luzon
Problem- Present an identified Specific To persuade the audience to support the
solution problems, its causes, and Purpose Vaccination campaign to avoid Covid 19
recommend ed solutions Virus
Specific Explain the benefits of having vaccinated
Topic against Covid 19 virus as the primary means
in decreasing the mortality rate.

21
 • An outline is a categorized list that shows the connection of your idea. A good outline helps to see that
all the ideas are accordance with your main idea or message. The introduction, body, and conclusion
are the essential elements of an outline.

❖ The introduction is the basis of your speech. The main goal is to catch up the
attention of your audience and present subject or main idea of your speech. The
following are some strategies.
✓ Begin with a familiar or strong quote and explain what it means.
✓ Use real-life experience and connect that experience to your subject.
✓ Tell a personal experience to illustrate your point
❖ The body of the speech provides details, examples, or explanations that can help you
deliver your purpose and explain the main idea of your speech. The body of your
speech should only have one main idea. The following are some strategies.
✓ Present real-life examples
✓ Use Practical examples
✓ Present comparison
✓ Show statistics or data
❖ The conclusion provides a summary, emphasizes the message, and calls for attention.
Furthermore, it aims to leave the audience with a memorable statement. The
following are some strategies.
✓ Use encouraging words, positive examples or memorable lines
from songs, movies, or advertisements familiar to your audience.
✓ Start your conclusion with a restatement of your message.
✓ Ask a question/s that can make your audience reflect or ponder.

• Editing/Revising your written speech involves correcting errors in mechanics, such as grammar,
punctuation, capitalization, unity, coherence, and others. Andrew Dlugan (2013), an award winning public
speaker, lists six power principles for speech editing.

a. Edit for focus – check if it focuses on the main topic

b. Edit for clarity – make sure your words are clear and easy to understand
c. Edit for concision – keep it simple and easy
d. Edit for continuity – ideas should flow smoothly
e. Edit for variety – shift in tone and style
f. Edit for impact and beauty – make it memorable

• Rehearsing gives you an opportunity to identify what works and what does not work for you and for your
target audience. Some strategies include reading your speech aloud, recording for your own analysis or for
your peers or coaches to give feedback on your delivery. The best thing to remember at this stage is:
“Constant practice makes perfect.”

Duration

Time is important, and a speaker should always bear that in mind. Hence, a speech must be just long enough
to fulfill your speech goals but short enough to hold your audience’s attention. For example, the president’s state of
the nation address (SONA) last between 30 and 90 minutes to give him or her enough time for a comprehensive

22
delivery of relevant information. A very short SONA might not include all the details that the citizens would like to
hear. On the other hand, a very long SONA might bore the audience.
Another example is a toast speech that is delivered on important occasions such as birthday to honor the
celebrator. In such a situation, the toast is expected to be short and sweet, rather than long and winding.

Some Guidelines in Speech Writing

1. Keep your words short and simple. Your speech is meant to be heard by your audience, not read.
2. Avoid jargon, acronyms, or technical words because they can confuse your audience.
3. Make your speech more personal. Use the personal pronoun “I,” but take care not to overuse it. When you
need to emphasize collectiveness with your audience, use the personal pronoun “we.”
4. Use active verbs and contractions because they add to the personal and conversational tone of your speech.
5. Be sensitive of your audience. Be very careful with your language, jokes, and nonverbal cues.
6. Use metaphors and other figures of speech to effectively convey your point.
7. Manage your time well; make sure that the speech falls under the time limit.

REFERENCES

Oral Communication in Context for Senior High School. 839 EDSA, South Triangle, Quezon City: C & E
Publishing, Inc., 2016.

Teacher’s Manual for Oral Communication in Context for Senior High School. 839 EDSA, South Triangle,
Quezon City: C & E Publishing, Inc., 2016.

Oral Communication in Context Second Edition ,Senior High School Series, 4/F SEDCCO 1 Bldg. , Makati City:
DIWA Learning Systems Inc., 2019

23
 CO QAH + MELC LW
LEARNING
WORKSHEET No. 4
Course Outline & Quality Assured Handouts paired with
MELC- Based Learning Worksheet in Oral Communication in
Context

Name: _________________________________ Grade & Section: _________________________

Teacher: _______________________________ Date Submitted: __________________________

MELC: Uses principles of effective speech writing focusing on: (EN11/12OC-IIcj-25)

• Audience profile (EN11/12OC-IIcj-25.1)
• Logical organization (EN11/12OC-IIcj-25.2
• Duration (EN11/12OC-IIcj-25.3)
Objectives/Subtasks:
Differentiate the processes of speech writing.
Uses principles of effective speech writing.
Topic: Principles of Speech Writing
Semester: First/ 2nd Quarter Week No. 4 Day: 1-4

A. Directions: Differentiate the processes in speech writing in terms of description and application.

Speech Writing Description Application

Process
For example
Conducting an Provides the preferences, gender, status, Prewriting
audience analysis among others of your target audience
Determining the
Speech Purpose
Preparing an Outline

Editing and Revising

B. Directions: Conduct a general audience analysis in your community. Use the sheet below.

General Audience Analysis

Age Range
Male-Female Ratio
Educational Background
Educational Institution
Place of Residence (city, province, town)
Marital Status
Economic Status (Household income above 30,000 or
below 30,000)
Language Spoken
Religious Affiliations/beliefs

24
C. It is time to make your first draft. Follow the steps in the writing process to write your speech. An example is
given below to guide you.

For example: Purpose – to entertain my audience

Speech writing Your output

process
Audience Profile

Purpose

Topic

Pattern to use

Outline

D. REWRITE IT.

It is time to write your speech based on what you did in Activity C. Be sure to review and make necessary
revisions. Encode or write it legibly.

25
Answer key
A.

26
 CO QAH + MELC LW
HANDOUT No. 5
Course Outline & Quality Assured
Handouts paired with MELC- Based
Learner’s Worksheet in Oral Communication

MELC:
Explains that a shift in speech context, speech style, speech act and communicative strategy affects the
following:
• Word choice
• Grammatical correctness
Objective/Subtask:
Use principles of effective speech writing focusing on word choice and grammatical correctness.

Semester: First (Q2) Week No. 5 Day: 1-4

LESSON: Principles of Speech Writing

TOPIC 1: Word Choice

Have you ever seen speakers addressing an

audience? How do they grab the attention of the
audience? What do they mostly care about? A
speaker grabs the attention of the general masses
by their engaging choice of word.

A speaker, in general, is most careful about the

word choice. What will happen if they do not pay
attention to the word choice? An improper word
Highlandliteracy.com choice leads to a certain misunderstanding.

The term word choice refers to the decision of a writer to use a certain word to get the point across to a specific
audience, specificity, tone, and diction. A word is the simplest part of any language. While communicating or
delivering any ideas or thoughts, one must use a proper word. Word choice is a person’s choice or selection of words.
It is a way something is expressed in words. The choice of words is the style of expression. A person, in general,
chooses words to which he feels comfortable, confident, and simple enough for a general audience to understand.

27
Importance of Word Choice
A person must develop the habit of using correct words. While speaking or writing, one must use the most appropriate
word. One must learn the importance of correct word choice.
• If a person is using an incorrect word, the message delivered is not meant.
• Incorrect word choice leads to the misunderstanding among the audience.
• It sometimes makes a situation awkward and unclear.
• Sometimes, an incorrect word makes no sense.
• Correct word choice increases the impact on one’s mind.
• It reveals the attitude and personality of a person.

Six Principles of Word Choice

• Choose understandable words.
• Use specific, precise words.
• Choose strong words.
• Emphasize positive words.
• Avoid overused words.
• Avoid obsolete words.

Ways of Improving the Choices of Words

There are many words available to express one’s emotions. A speaker or a writer thus feels the trick of using the
correct word amongst the given one. There are many ways in which a person can choose a word more appropriately.
Some of them are:
• Focus on the tone of diction or communication.
• Pick words that match with the tone.
• Use a dictionary or thesaurus for finding synonyms and antonyms.
• Focus on the age-group of the audience.
• Improve your vocabulary.
• Learn some metaphors.
• Learn the meaning of the words as much as you can.
• Use new words in sentences for practice.
• Differentiate between parts of speech. Learn the difference between the words used as a noun, adverbs,
verbs, or adjective.
• Avoid redundancies.
• Avoid awkward, vague, and unclear word.
• Do not use the word only because others are using it.
• Replace general words with more specific ones.
• Learn to use a single word in different situations to give different meanings.
• Use bias-free language or word.
• Use politically, correct words.
• Try to use words clearly and only when needed.
• Try to simplify your content or writing before delivering.
• Use proper diction.
• Avoid slang.
• Avoid jargon.
• Practice a lot.
•

28
 TOPIC 2: Grammatical correctness

writeforbusiness.com

Good writing is about more than spelling, grammar, and punctuation. It is a balance of clear communication,
compelling language, and just the right tone. But there is no denying that misspellings, grammar issues, and rogue
punctuation can undercut an otherwise brilliant piece of writing.

Grammatical Correctness
The elements of good writing are simple: grammar, spelling, punctuation, and capitalization. By mastering the
rules and conventions, you will make your writing easier to understand and more enjoyable to your readers.

Correct Grammar
Grammar explains the forms and structure of words (called morphology) and how they are arranged in sentences
(called syntax). In other words, grammar provides the rules for common use of both spoken and written language so
we can more easily understand each other.

Grammar involves using the eight parts of speech together in conventionally acceptable ways. Correctness is not a
matter of being stuffy but of being understood. You can improve the grammar of your writing by reviewing the
following parts of speech:
• Noun - name a person, animal, place, thing, or abstract idea.
• Pronoun - take the place of nouns or another pronoun.
• Verb - express actions, events, or states of being.
• Adjective - modify nouns or pronouns by describing, identifying, or quantifying them. An adjective usually
precedes the noun or the pronoun which it modifies.
• Adverb - modify a verb, adjective, another adverb, a phrase, or a clause and indicate manner, time, place,
cause, or degree. Adverbs can be recognized because they answer the question how, when, where, or how
much. Adverbs often end in ly.
• Preposition - link nouns, pronouns, and phrases to other words in a sentence and usually indicate a
relationship of time, space, or logic.
• Conjunction - link words, phrases, and clauses.
• Interjection - are added to a sentence to convey emotion and are usually followed by an exclamation point.

Examples:
1. Incorrect: If you would have told me you were sick, I would have called.
Correct: If you had told me you were sick, I would have called.

2. Incorrect: Please reach out to Alice or myself if you have any questions.

29
 Correct: Please reach out to Alice or me if you have any questions.

Correct Punctuation
Punctuation marks are like road signs, telling the reader where to pause or stop. Without them, the reader can easily
get lost; and once that happens, the writing has failed to deliver its message.
• periods, question marks, and exclamation points
• commas - tell the readers to pause and assimilate information. They are also used to separate the items in a
series.
• semicolons - link independent clauses that are closely related in meaning when they are not linked by a
conjunction.
• quotation marks - indicate direct speech. All punctuation marks are enclosed within the quotation marks
except for semi-colons, colons, and question marks when they are not part of the quotation.
• Dash - signals a sudden change of thought or break in a sentence. Dashes can also be used in place of
parentheses to emphasize information.
• End punctuation - period, question mark, and exclamation mark – denotes the end of a sentence.
• Parentheses - enclose words that are not directly related to the main thought of the sentence but provide
important information, or to provide examples.
• apostrophes - indicates that letters are missing from a contraction, or shows possession (i.e., that one thing
belongs to another). The word (its) spelled without an apostrophe is a possessive; spelled with an apostrophe
(it’s) is a contraction of it is. Similarly, whose is a possessive pronoun, and who is a contraction of who is.
Do not use an apostrophe to form the plural of numbers or letters (the 1990s, a box of PCs).

Examples:
1. Incorrect: I prefer to travel in the winter not the summer.
Correct: I prefer to travel in the winter, not the summer.

2. Incorrect: In this role, I gained hands on management experience.

Correct: In this role, I gained hands-on management experience.

Correct Spelling
Misspelled words can lead to confusion among your readers and, potentially, misinterpretation of your message.
If you are writing a technical document, you probably have the know how to spell well. So, when proofreading your
work, focus on ensuring that some of the most misspelled words are spelled correctly.

Another problem is a heavy reliance on spell check. Though it can alert you to a word that is misspelled, spell check
cannot tell you if you have used the correct word. It is important to carefully check over commonly confused words,
such as 'to' and 'too', 'their' and 'they're', and 'except' and 'accept', to ensure that you have used the word you intended.

Examples:
1. Incorrect: The weather may effect our picnic plans this weekend.
Correct: The weather may affect our picnic plans this weekend.

2. Incorrect: Even common mispellings can be distracting for readers.

Correct: Even common misspellings can be distracting for readers.

30
 REFERENCES

Oral Communication in Context for Senior High School. 839 EDSA, South Triangle, Quezon City: C & E
Publishing, Inc., 2016.
Teacher’s Manual for Oral Communication in Context for Senior High School. 839 EDSA, South Triangle, Quezon
City: C & E Publishing, Inc., 2016.
https://www.adelaide.edu.au/english-for-uni/passive-voice/exercise-2-grammatical-correctness
https://grammargossip.wordpress.com/2016/03/28/the-importance-of-word-choice/
https://www.grammarly.com/blog/correctness-dimension/
https://www.slideshare.net/MadhuRanjani1/is-grammar-important
https://writingcenter.unc.edu/tips-and-tools/word-choice/
https://writeforbusiness.com/book/write-business/chapter-6-correctness

31
 CO QAH + MELC LW
LEARNING WORKSHEET No. 5
Course Outline & Quality Assured Handouts
paired with MELC- Based Learning Worksheet in Oral Communication

Name: _________________________________ Grade & Section: _________________________

Teacher: _______________________________ Date Submitted: __________________________

MELC:
Explains that a shift in speech context, speech style, speech act and communicative strategy affects the
following:
• Word choice
• Grammatical correctness
Objective/Subtask:
Use principles of effective speech writing focusing on word choice and grammatical correctness.

Semester: First Term: Final Week No. 5 Day: 1-4

LESSON: Principles of Speech Writing

ACTIVITY #1 – WORD CHOICE

Directions: Fill in the blanks with the appropriate possessive pronouns—their, there, or they're.
1. Unable to tolerate the dust one moment longer, Elizabeth spent the afternoon cleaning the living room
tables and shelves. Now __________ slippery with furniture polish, glowing in the sunlight that spills
through the open window.
2. Oh, no! _________ are lima beans on my plate!" screamed Noel before he fainted with a thud on the dining
room floor.
3. Warren hates cleaning the bathroom because his brothers always leave globs of toothpaste in the sink, and
_________ dirty underwear hangs from the doorknobs or lies in damp piles on the tile floor.

Read the item below. Fill in the blanks with the appropriate relative pronouns—who or whom.
4. Diane insisted that her appointment was with Roberto, the only stylist __________ she would trust with her
hair.
5. Juan dreaded another football camp with Coach Hayden, _________ insisted that players collapse on the
field before he would give them permission to leave a workout early.
6. Marina registered for American Literature, even though the professor was TBA. She prayed that she would
not find herself in a classroom with Dr. Carson, the one professor __________ no one can please.
7. Mr. Martinez decided to fire Roseanne, the cashier __________ could never make correct change.

Read the item below. Fill in the blanks with the appropriate expletive pronouns - its or it's.
8. The puppy was unsure if shredding a roll of toilet paper was worthy of praise or a squirt from the water
bottle, so it wagged __________ tail with hesitation
9. "__________ been quite a challenge," Eric admitted as he shook hands with Dr. O'Sullivan on the last day
of class.

32
 10. The cup of hot tea sat on __________ saucer, tendrils of steam rising into the air.

Read the item below. Fill in the blanks with the appropriate word—to, too, or two.
11. After the marathon, Yolanda soaked her __________ sore feet in a bucket of warm water.
12. If you really want the answers to Dr. Hirta's calculus homework, bring a jelly donut __________ Joyce, the
smartest student in the class.
13. The party next door—with its laughter, shouting, and music—was __________ loud, so Lisa banged on her
neighbors' door to complain.
14. Tony should buy an aquarium full of goldfish. A puppy would be __________ rambunctious for his small
apartment.
15. When Betty Lou accused Randall of being a coward, he __________ allowed the tarantula to crawl on his
head.

ACTIVITY #2 – GRAMMATICAL CORRECTNESS

Directions: Read and carefully examine the sentences below. Tell whether it is grammatically accepted or not. Write
before the number YES if the sentence construction is correct and NO if it is not. Then revise the sentence and write
it on the space provided.

_____________ 1. The computer was shut down by Mike's friend.

____________________________________________________.

_____________ 2. The computer shut down.

____________________________________________________.

_____________ 3. The coffee stained the carpet

___________________________________________________.
_____________ 4. I was laughed.
____________________________________________________.

_____________ 5. This exam is important for students to be passed.

____________________________________________________.

_____________ 6. These problems may not associate with the failure of the system.
____________________________________________________.

_____________ 7. The event was occurred.

____________________________________________________.

_____________ 8. The tree was fallen by the wind.

____________________________________________________.

_____________ 9. The dog was disappeared.

____________________________________________________.

_____________ 10. The mixture consisted of flour and water.

____________________________________________________.

33
 34
Answers Key
ACTIVITY #1
Fill in the blanks with the appropriate choice—their, there, or they're.
1. the’re
2. there
3. their
Fill in the blanks with the appropriate choice—who or whom.
4. whom
5. who
6. whom
7. who
Fill in the blanks with the appropriate choice - its or it's.
8. its
9. it’s
10. its
Fill in the blanks with the appropriate choice—to, too, or two.
11. two
12. too
13. too
14. too
15. too
ACTIVITY #2
Yes or No Revision
1.Yes
2.Yes
3.Yes
4.No answers may vary
5.No answers may vary
6.No answers may vary
7.No answers may vary
8.No answers may vary
9.No answers may vary
10.
Yes
 CO QAH + MELC LW

Course Outline & Quality

HANDOUT No. 6
Assured Handouts paired with
MELC- Based Learner’s in Oral Communication
Worksheet

MELC:
Explains that a shift in speech context, speech style, speech act and communicative strategy affects the
following:
• Articulation
• Modulation
• Stage presence
Objective/Subtask:
Use principles of effective speech delivery focusing on articulation, modulation, and stage presence
Semester: First Term: Final Week No. 6 Day: 1-4

LESSON: Principles of Delivery

TOPIC 1: Articulation

What is Articulation?
Articulation is pronouncing the words and speaking with clear diction that effectively transmits the message of the
speaker. This refers to the speaker’s skill in pronouncing the words of the speech since clear diction effectively transmits
the message. This also mean the act of vocal expression, utterance, or enunciation.

Articulation refers Poor articulation Unawareness and Becoming a higher

to the quality of results when laziness are two self-monitor is an
sounds we speakers do not common effective way to
produce. speak clearly. challenges to improve your
articulation. articulation.

For example:
1. A person may say dinnt instead of didn’t
2. A person may say gonna instead of going to
3. A person may say wanna instead of want to
4. A person may say hunnerd instead of hundred.

The first act of speech is breathing, in which you get air into a storage chamber; second is phonation, the process
by which you force air into vibration by the action of the vocal folds; third, resonation, in which your mouth, nose and

35
throat cavities amplify the sound so you can hear it; and finally there is articulation , in which you modify the sound by
movement of the teeth, tongue, and lips into recognizable patterns
TOPIC 2: Modulation

What is Modulation?
Modulation is the capability to adjust or manipulate the resonance and
timbre of the vocal tone.

This refers to the speaker’s ability to adjust or manipulate the resonance

and timbre of one’s voice. This also means the fine-tuning of the pitch
or tone of voice that helps the audience clearly hear and understand the
lecture, presentation, and speech delivered by a speaker.

Voice modulation is one of the most powerful weapons that you can have in your
arsenal while delivering a speech. Not only does it reflect confidence, but it also
helps in convincing your audience about your beliefs or ideas. This is the power
that voice modulation commands over people! Therefore, to become a master
public speaker one must learn the art of voice modulation.

Proper modulation gives life to a talk, stirs emotions, and motivates to action. Lack of modulation may give the impression
that you have no real interest in your subject.
➢ Always convey your message with the variation in the pitch and tempo. Never deliver your speech
in a monotone as it will not only bore but also send your audience to sleep.
➢ Speak at a rate so that your audience can understand you because fast delivery betrays a lack of
confidence.
➢ Speak normally at about 125 to 150 words per minute. Check your speed and try to bring it within
this range.
➢ Pronounce words properly, putting stresses at the right syllables.
➢ Speak loud enough so that everyone in the audience can hear you clearly.
➢ Pause for a moment in between sentences to control your speed and approach better.
➢ Refrain from vocalized pauses and nasalization such as 'er', 'ah', 'unh', 'umm', etc.
➢ Take care that you do not repeatedly use such phrases as 'you see', 'I mean', 'What I meant,'
'Understand? 'Have you understood,' 'Clear?', 'Is it clear?', 'Was it clear?

Benefits of Voice Modulation

1. Shows confidence
2. Express emotions
3. Binds the audience
4. Speech becomes interesting
5. Allows speaker to stress/draw the attention of a listener
6. Brings clarity in communication

Various Tips in Modulation

• Do not talk in high pitch. It is like noise.

36
 • Do not talk in low pitch. It cannot be heard.
• Stress words which are important.
• Pause after the speech has ended
• Speak clearly and slowly. It helps your audience get the point.
• Do practice in front of mirror.

TOPIC 3: Stage Presence

What is Stage Presence?

Stage presence is the ability to “own” the stage, of the Speaker being able to fill the space and project his/her personality
to the Audience. The opposite of stage presence is stage fright, which is considered by many as the topmost fear in the
world of public speaking, making one feel shaky and nervous.

This refers to the speaker’s ability to “own” the stage, filling it with one’s personality and projecting it to the audience or
group of listeners. This also means the sum of all the qualities that keep the audience engaged while delivering a speech.
➢ Appearance and comfort are our first sphere. You must be dressed to the occasion.
➢ Body posture and attitude is the second sphere. Right from the moment you step on that stage
your body language matters. The way you stand, your speaking posture, use of hand gestures etc.
everything counts and hence must be well noted and taken care of.
➢ The third sphere is the tone of the speech. You can play with different styles, as is suitable to the
topic of your speech. Voice modulation, use of examples, a peck of humor, etc. all this is important
in engaging the audience.
➢ The fourth sphere is the use of stage space. It is a smart move on the part of a speaker to
choreograph his speech, that is, he must plan a speech to be delivered using different parts of the
stage at different levels.

All these spheres are equally important for an effective stage presence that is undoubtedly important to engage the
audience while giving a speech!

37
 REFERENCES

Oral Communication in Context for Senior High School. 839 EDSA, South Triangle, Quezon City: C & E Publishing,
Inc., 2016.
Teacher’s Manual for Oral Communication in Context for Senior High School. 839 EDSA, South Triangle, Quezon
City: C & E Publishing, Inc., 2016.
https://open.lib.umn.edu/communication/chapter/10-3-vocal-delivery/
https://slidehunter.com/importance-voice-modulation-delivering-a-speech/
https://slidehunter.com/stage-presence-play-vital-role-delivering-speech/
https://www.slideshare.net/CommLab/improving-public-speaking-skills
https://www.slideshare.net/sheirajimenez/lesson-18-principles-of-speech-delivery-2
https://www.slideshare.net/SlideTeam1/voice-modulation-communication-effective-variation-icon-intonation
https://www.youtube.com/watch?v=LwGRNHhvsjQ

38
 CO QAH + MELC LW
LEARNING WORKSHEET No. 6
Course Outline & Quality Assured Handouts paired
with MELC- Based Learning Worksheet in Oral Communication

Name: _________________________________ Grade & Section: _________________________

Teacher: _______________________________ Date Submitted: __________________________

MELC:
Explains that a shift in speech context, speech style, speech act and communicative strategy affects the
following:
• Articulation
• Modulation
• Stage presence
Objective/Subtask:
Use principles of effective speech delivery focusing on articulation, modulation, and stage presence
Semester: First Term: Final Week No. 6 Day: 1-4

LESSON: Principles of Speech Delivery

ACTIVTY #1 – Articulation Exercises

Tongue twisters are a good way to practice clear articulation. Start slowly and build up speed. Memorize them and repeat
them.

Directions: Select one (1) tongue twister below. Using your gadget or mobile phone, record yourself doing the tongue
twister and submit it to your subject teacher or send through your chat group.
1. High roller, low roller, lower roller.
2. I need a box of biscuits, a box of mixed biscuits, and a biscuit mixer.
3. He thrusts his fists against the posts and still insists he sees the ghosts.
4. The jolly collie swallowed a lollipop.
5. Friday's Five Fresh Fish Specials.

ACTIVITY #2 – Modulation Exercises

Directions:
1. Record yourself practicing your speech. How does your speech sound in terms of vocal variety?
a. Rate ________________________________________________________________________
b. Pitch _______________________________________________________________________
c. Volume _____________________________________________________________________
2. Listen to your recorded speech again. Write a self-critique, answering the following questions: What
surprised you the most? What is an area of strength upon which you can build? What is one area for
improvement?

39
Write your self-critique here or you may use a separate sheet of paper for your answer.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

40
 41
Answers Key
ACTIVITY No. 1
Answers may vary
ACTIVITY No. 2
Answers may vary
 CO QAH + MELC LW

Course Outline & Quality Assured HANDOUT No. 7

Handouts paired with MELC- Based in Oral Communication
Learner’s Worksheet

MELC: Explains that a shift in speech context, speech style, speech act and communicative strategy affects the
following:
• Facial Expressions, Gestures and Movements
• Rapport with the audience
EN11/12OCIIcj-26.1-26.5

Semester: 1st Week No. 7 Day: 1-4

LESSON: Principles of Speech Delivery: Stage Presence, Facial Expressions, and Audience Rapport

People communicate every day to establish and maintain relationships, now and understand themselves, and find
meaning in the daily grind. Moreover, since humans are social beings who survive more effectively through
sensible discourses, they are always driven to learn the skills of creating and sustaining meaningful conversations.
Successful communication requires understanding of the relationship between words and sentences and the speech
acts they represent. However, a conversation may be complex at times; that is why some people get lost along the
way and misunderstand each other. It is only when we willingly cooperate an speak in socially approved ways that
we can make a conversation meaningful.

STAGE PRESENCE

Stage Presence is your ability to own the stage. This means that you act as though walking onto the stage and
delivering your speech is a day-to-day, completely normal thing for you to do, and that you feel totally in control
and comfortable in your own skin. You have no shame, because you know you are prepared.

Here are four practices that will help you own the stage, as adapted from Chow (2016) & Reen (2017):

1. Appearance and Comfort

Your Comfort is your number one priority when considering what to wear.
This doesn’t mean you should show up in your pajamas, but don’t wear
something that feels awkward or makes you feel that you are not in your own
element. When you are confident about your Appearance, you will feel
good as a result, and this translates to you being more confident while
delivering your speech.

Make yourself look good. Dress nicely and make sure your outfit is
appropriate for the occasion. Consider your audience demographic. What
is the most common occupation among your audience? What would you
wear, if you were meeting with one of them for a job interview? This is what
you should be wearing on stage.

42
2. Body Posture and Attitude
From the moment you step onto the stage, people are evaluating you. They
are trying to determine if you are truly worthy of the time, they are about
to give you. Your every move is scrutinized as they wonder if you appear
prepared and confident. Because of this, good Body Posture really goes a
long way, so stand up straight.

If you are slouching, your audience will immediately think you are not
capable of doing your job, as slouching is a universal signal that you lack
confidence in what you are doing, and a lack of confidence translates to a

loss of audience appeal. Your Body Posture reflects your Attitude: if you think positively and are confident in
your own abilities, this will reflect in how you carry yourself onto the stage.

Try this practice before you go on stage:

1. In a standing position, close your eyes and relax your entire body, especially your back and shoulders.
2. Take deep breaths, allowing your lungs to fill completely, then exhaling completely.
3. Allow your head to fall, touching your chin to your chest; your arms should be loose and at your sides.
4. Imagine there is a string connected to the top of your head, and that someone is pulling it up.
5. Allow your head to pull your spine up and into a straightened position; your chin is up.
6. Remind yourself that you have prepared for this speech, and embrace your sense of confidence.
7. This is the posture and attitude to maintain. Now open your eyes and walk onto the stage; you are ready.

3. Delivery Style
Your Delivery Style is how you, and you alone, are able to deliver your speech. It is your own signature: a
delivery that is completely unique to you. You can learn all the tricks and techniques on how to be an effective
public speaker by reading and observing others, but only as you apply those techniques, and grow confident in
your own abilities to captivate an audience, will you develop your own individual Delivery Style.

4. Choreographed Movements
Before you deliver your speech, make sure you have practiced your body movements. Some speakers like to
walk around the stage a lot. This helps them not to feel so small before
their audience, and can be an especially helpful technique when speaking
to a larger crowd.

However, there are times when walking to and fro on stage won’t work or
is inappropriate for the setting, like when you are delivering a speech from
a podium at a very formal event. During these times, make sure you
occasionally move your head from side to side, looking at different
sections of your audience, so everyone feels included. Be careful not to
do this excessively, however, or it will begin to appear as a robotic gesture
and lose its intended impact.

Whatever you particular situation is, just make your Choreographed Movements as natural as possible, and
choose appropriate gestures. Remember that every gesture represents particular ideas and emotions. Here are
six different gesture classifications, according to Reen (2017):

1. Descriptive - These indicate meaning either literally or suggestively.

2. Symbolic - These indicate meaning either representatively or figuratively, rather than literally.

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 3. Locative - These point to a place, position, or direction.

4. Emphatic -These are used when words or ideas need to be stressed or reinforced.

5. Transitional - These are used to move your audience from one idea to the next, or to enumerate things.

6. Dramatic or Imitative - These over-emphasize your meaning or impersonate another’s actions.

5. Weight Placement
Maintain good Body Posture and evenly distribute your weight on your feet. Avoid leaning on things such as
podiums, stools, walls or microphone stands. Do not cross your legs while standing or lean more heavily on one
foot or the other. Avoid shifting your weight from side to side or swaying. Similarly to Body Posture, Weight
Placement gives your audience a visual cue as to your preparedness and confidence in your topic.

6. Speak Deeply
Lower your voice as much as you naturally can without feeling awkward. A deeper voice has a natural tendency
to command and will help you get your audience’s attention.

FACIAL EXPRESSIONS

Similarly to body gestures and weight placement, Facial Expressions

act as visual aids to your audience. Your audience will look at your face
to try and understand your character, your attitudes, your sincerity,
whether you’re a nice person or not, and whether you are not honestly
believe what you are telling them.

Resting Grumpy Face

Your facial expressions will usually match your tone, but not always.
There are some people who suffer from what’s sometimes referred to as
Resting Grumpy Face. You may be one of these poor souls but not
even know it. Resting Grumpy Face occurs when your natural facial expressions are those of being angry or
generally annoyed by the world. If you’re not certain if you suffer from Resting Grumpy Face or not, ask a friend
or family member you trust, to get an outside opinion. If it turns out you do, you’ll have to make an extra effort to
smile, even when no one is looking, simply to train your face to appear more amicable.

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Facial Expression Dos and Don’ts
It’s good to have a point of reference, to know what to do and what not to do when delivering a speech, so here is a
short list of Facial Expression Dos and Don’ts for the next time you deliver a speech (Reen, 2016):

1. Free Yourself of Inhibition

Avoid appearing reserved, as openness will draw your audience closer to you. Think of it this way: the stage is
yours and yours alone and the people in the audience are your adoring fans; so however you choose to present
yourself, they’ll love.

2. Avoid Rehearsing Your Facial Expressions

Avoid rehearsing what you’ll do with your face in advance, as it will most likely come off as fake or unnatural
when you actually need the expressions to work for you. Just match your facial expressions to your message and
you’ll be fine.

3. Avoid Poker Face

Poker Face is that deadpan, You can’t read what I’m thinking expression. Obviously, this is not what you want
at all. Conversely, you’ll want to avoid the opposite as well. Carrying exaggerated expressions are fake and
often come off as condescending. Both of these are masks that hide who you really are, which is who the audience
came to see.

4. Train Yourself
We all have nervous ticks until we recognize them and train them out of ourselves. Take stock of yourself, take
videos, and watch for motions you do that seem repetitive, like blinking hard or clearing your throat, stretching
your neck out, etc. To prevent nervous ticks in your face, such as eyelids or cheeks that involuntarily quiver,
you’ll have to do some research on your particular tick. The Internet is a wealth of information that connects us
to the entire world; there is bound to be someone out there somewhere who shares the same maladies with you
and has learned to overcome them.

AUDIENCE RAPPORT

Audience Rapport is the bond that exists between you and your audience. This is developed through understanding,
respect, and the nurturing of a harmonious relationship. Once you have this kind of a connection with your audience,
you’ll find them generally accepting you and the ideas or messages you deliver. You can easily gain this after you’ve
completed a rigorous audience analysis and applied what you have learned.

Here are some ways to develop excellent rapport with your audience, no matter who they are (Reen, 2017).

1. Dress and groom appropriately for the occasion.

2. Make sure your content is organized and suitable for your audience.
3. Use inclusive pronouns like we rather than I.
4. Respectfully and sincerely identify and emphasize the common ground you share with your audience.
5. Avoid jargon, unless your audience knows what you are talking about.
6. Share personal stories, as this reminds your audience that you are human, just like them.
7. Be mindful of your body language and make eye contact.
8. Be positive, confident, and in control, and you will appear positive, confident and in control.
9. Understand the impact of your vocal delivery to your audience.

In summary, to be a great public speaker, you must always remember the principles of Stage Presence, Facial
Expressions, and Audience Rapport. The next time you deliver a speech from a stage, act like you own it! The stage
is yours, and so is the audience, so be confident! Use your gestures and Facial Expressions wisely, as these develop
good Audience Rapport. However, before you ever get close to that stage, just remember the three Ps of public
speaking: Practice, Practice, Practice!

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 References

Chow, E. (2016, May 15). How To Develop A Strong Stage Presence. Retrieved July 28, 2020,
from https://www.google.co/amp/s/publicspeakingstrategies.wordpress.com/2015/05/15/how-to-develop-a-strong-stage-
presence/amp/
Oral Presentation Rubric [PDF]. (2013). Newark: IRA NTCE.
Reen, S. (2017, September 28). Principles of Speech Delivery. Retrieved July 28, 2020,
from https://www.scribd.com/document/360132154/Principles-of-Speech-Delivery

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7CO QAH + MELC LW
LEARNING WORKSHEET No.7
Course Outline & Quality Assured Handouts paired
with MELC- Based Learning Worksheet in Oral Communication

Name: _________________________________ Grade & Section: _________________________

Teacher: _______________________________ Date Submitted: __________________________

MELC: Explains that a shift in speech context, speech style, speech act and communicative strategy affects the
following:
• Facial Expressions, Gestures and Movements
• Rapport with the audience
EN11/12OCIIcj-26.1-26.5
Topic: Principles of Speech Delivery: Stage Presence, Facial Expressions, and Audience Rapport
Semester: 7 Week No. 7 Day: 1-2

What Have I Learned So Far?

Activity 1
Instruction: Encircle the letter of the correct answer.

1. Which of the following pictures below shows a good gesture while delivering a speech in front of a crowd?

A. C.

B. D.

2. If you will be given a chance to share a particular speech which of the given illustrations below will you
avoid to project?

A. C.

B. D.

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3. When you are confident about your appearance, you will feel good in delivering your speech.

A. B.

4. Your gestures and body language should ________.

A. Confuse your audience C. Match your words
B. Scare your audience D. Limit your interaction

5. Which one does not show eye contact while delivering a speech?

A. C.

B. D.

6. The following are principles of speech delivery, EXCEPT:

A. Audience Rapport C. Facial Expressions
B. Visual Aids D. Stage Presence

7. Which of the following refers to your own signature method of delivering your speech?
A. Appearance and Comfort C. Body Posture and Attitude
C. Choreographed Movements D. Delivery Style

8. Which refers to standing erect and evenly distributing your weight on your feet?
A. Body Posture and Attitude C. Choreographed Movements
B. Delivery Style D. Weight Placement

9. Which gesture refer to pointing to a place, position or direction?

A. Descriptive C. Emphatic
C. Locative D. Transitional

10. Which gesture is used to move your audience from one idea to the next, or to enumerate things?
A. Descriptive C. Emphatic
C. Locative D. Transitional

11. Which gesture is representative or figurative, rather than literal?

A. Dramatic C. Symbolic
B. Emphatic D. Transitional

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 12. Which gesture is used when you need to reinforce words or ideas?
A. Dramatic
B. Emphatic
C. Symbolic
D. Transitional

13. What does it mean to free yourself of inhibition?

A. Be open to your audience
B. Match your facial expression to the message
C. Use effective gestures
D. Prevent nervous ticks on your face

14. Why do you need to avoid wearing a poker face?

A. Your audience needs to look at a beautiful face
B. Your audience wants to know if you are single
C. Your face acts like a visual aid to your audience
D. Your face is used to measure your intelligence

15. The following are ways to develop audience rapport, EXCEPT:

A. Dress and groom appropriately for the occasion
B. Make sure your content is suitable to your audience
C. Use inclusive pronouns like ‘we’ rather than ‘I’
D. Use jargon to impress your audience

Activity 2

Directions: Mark the column that determines how often you practice the statement.
Do this as objectively as possible.

Usually Sometimes Seldom

3 PTS 2 PTS 1 PT
1. I use an appropriate type of speech delivery.
2. I am aware of different speaking situations.
3. I use a conversational style in my speech.
4. I establish and maintain eye contact effectively.
5. I adjust the volume of my voice depending on the size of the
audience.
6. I vary y speed.
7. I modulate my voice.
8. I use pauses effectively.
9. I pronounce words correctly.
10. I avoid mannerisms or distracting movements.
TOTAL
GRAND TOTAL /30

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 SCORE PROFICIENCY LEVEL

15. D 10. D D 5. 28-30 = Advanced

14. C 9. C C 4. 25-27 = Proficient
13. D 8. D A 3. 23-24 = Approaching Proficiency
21-22 = Developing
20 and below = Beginning
12. B 7. D C 2.
11. C 6. B B 1.

ANSWER KEY

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 Development Team of the Learning Activity Sheets (LAS)

Management Team:

Dr. Thelma Cabadsan-Quitalig, CESO V, Schools Division Superintendent

Dr. Sherlita A. Palma, CESO VI Asst. Division Superintendent
Dr. Renato S. Cagomoc CID Chief
Geraldine P. Sumbise EdD EPS Designate

Writers:
Regean L. Doropan
Marjon M. Pajardo
Jonalyn T. Moraca
Arnel C. Sto. Domingo
Gilda O. Salomon
Rowena Q. Marquez

Editors: Ma. Donna B. Mercurio, Sonia C. Cupla, Meriam Calesa, Judith S. Fortaleza,
Sara B. Demit

Reviewers: Niann L. Atis LR Production Assistant

Rolando M. Lacbo LR Coordinator
Ma.Gina U. Moreno, DIC, O2
Geraldine P. Sumbise EdD EPS English Designate
Sara B. Demit Principal
Sonia C. Cupla Head Teacher
Meriam Calesa Master Teacher
Judith S. Fortaleza Master Teacher
Ma. Donna B. Mercurio SHS Teacher

Cover Design: Stephany S. Maaghop

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