English

Delivering A Self-Composed
Speech
 Delivering A Self-Composed
Speech

Hi! Are you done with the pre-assessment test? This time, please continue
answering the following exercises in your notebook.
Directions: Determine if the text is narrative, descriptive, expository, or persuasive.
Write the letter of the correct answer in your notebook.

A. Narrative text tells u s either true or fiction events or connected sequence

of events. These events are recounted by the narrator to the readers.
B. Descriptive text shows how something is done. It is written through careful
observation. It may pertain to places, persons, animals, featuring their
qualities and distinctive aspects to give a clear and complete description of
something that happened.
C. Expository text is usually nonfiction and is informational. It is not designed
like that of a story but is organized according to purpose or goal of the
author. Examples of this text are news articles, books, manuals, or
textbooks.
D. Persuasive text has the purpose of presenting a point of view to persuade
a reader. This text can be a n argument, exposition, discussion, review or it
can also be a n advertisement.

1. Teacher Raxie works hardly for the Regional Surveillance on School-Based

Management. With m u c h tasks to accomplish, her hair looks unfixed and untidy.
Her face seems to frown as if no energy is left of her. S h e barely stands just to
cope with all the needed things to accomplish. With tired-looking eyes, she keeps
them attended by displaying necessary documents on screen.
2. How many times do I have to tell you? We have to work hand-in-hand in order to
sustain our best practices. This recognition defines who we are in everything that
we do. Would it be easy for u s to just let go of this status? Let u s therefore make
sure that justice will be serve to our hardworking people!

3. Yesterday, our Principal Madam Dorothy L. Suaz o appeared before the Barangay
Officials’ regular session to make necessary arrangements in preparation for the
conduct of Regional Surveillance on the Sustainability of School-Based
Management (Advanced Level) at B N H S . O ur principal took pride in informing the
5
barangay that Buenavista N H S is the only school in the barangay who had been
declared as S B M (Advanced Level) implementer. The principal also communicated
 the request to sponsor the utilization of internet cafes for the conduct of ORPT
among Grade 7 Learners. The session ended with a manifestation of 100% support
from the Barangay Officials on the conduct of the aforesaid event on April 23.

4. Buenavista National High School has gone to its 1st Surveillance after being
recognized as the only Advanced (Level 3) Practitioner in School-Based
Management (SBM) by DepEd Caraga- Tandag City Division in 2019. Rev. Fr.
Moncelito G . Ga mo sa , IFI parish priest and Hon. Julieta L. Galupo, B L G U
Education Committee Chairperson, together with the other stakeholders engaged
themselves during the document analysis, observation and discussion processes
(DOD) . The D O D processes were headed by the S G O D Chief Dr. Gregorio C .
Labrado and the Division S B M Coordinator Dr. Maria Teresa M . Ajos.Dr. Labrado
and D r. Ajos conducted D O D on Principle 1 (Leadership & Governance) and
Principle 3 (Accountability & Continuous Improvement) while Division Planning
Officer Mr. Ronald Arnego and Education Program Supervisor, Mr Benny Abala
worked validated Principle 4 (Management of Resources) and Principle 2
(Curriculum & Instruction), respectively.

5. Kakaiba-yanihan: An Inclusive Psychosocial Support Service for Learners with

Disability. Halina't panoorin mo ang Episode 5 ng Kakaiba-yanihan na may
paksang "GRATITUDE: WAY TO J O Y ” ka sa m a sina Mr. Rolando Inocencio at Mr.
Chris del Monte. Para sa replay ng episodes at iba pang videos, bisitahin lamang
ang opisyal na YouTube channel ng DepEd Philippines: youtube.com/deped_ph.
(DepEd Caraga Region Facebook Page)
6. To implement the S O NA directive of President Rodrigo Roa Duterte in building a
Public Education Network (PEN) and to strengthen the promotion of quality
education during the pandemic, the Department of Education (DepEd) and the
Department of Information and Communications Technology (DICT) seal their
partnership on this day's signing of the Memorandum of Agreement (MOA). (DepEd
Caraga Region Facebook Page)
7. “The pandemic continues to weigh u s down but we still have something going on
in our Region that will make u s excited for our future. This pandemic provided u s
the right time and ample opportunities for doing action researches. We must
take a closer look at these needs to find ways to satisfy our clients. If ever there is
the best time to conduct research, this is the time,” said Regional Director Dr.
Evelyn
R . Fetalvero in her message. Sh e also challenged everyone in the department to
“embrace research with passion.” (DepEd Caraga Region Facebook Page)

8. Libertad National High School Dance Company performed a special pre-recorded

dance presentation during the intermission. The dancers harmoniously moved
their feet, h ands, and body to interplay with the meaning of the dance. The set
also complemented the story of the dance with a jeepney in a highway, pertaining
to a journey. The show can still be viewed on the DepEd Caraga Region and DepEd
Philippines Facebook pages. (DepEd Caraga Region Facebook Page)

9. Time is gold. True, you can buy Gold at shopping malls, jewelry stores, and
pawnshops. Bu t can you buy time? N O. Time is even more valuable than the 6
most expensive gold. You cannot turn back time, even if you had zillions. If you
lost gold, you could always purchase a replacement. Bu t if you lost time, could
you
 seek for another time? N O. That is why time is very precious. Every tick-tock
is worth the grandest gold karat m a n has ever bought. (Algien A. Parker)
10.As m u c h as possible, do not just sit there the whole day under the tree waiting for
the mango fruit to fall down into your mouth. You are wasting so m u c h time.
Instead of being like J u a n , think something productive that you c an do even in
little ways s u c h as cleaning the house, helping your younger siblings in their
assignments, and among others. You are never too sure. So wake u p, get up and
work. Remember that Grasshopper, who just played the whole summer, asked
help from little Ant who worked his back to store food for winter. (Algien A. Parker)
11.Mahayag beach is filled with people on weekends. They have the chance to relax
and unwind in this beautiful white beach. You can feel you are in Boracay though
you are just in Tandag. The white sand, the crystal-clear water, the fresh air, and
the wonderful people, all shape your experience in this refreshing beach. Children
play, mothers bond, and fathers rest.

12.Here comes another busy day. People sit on their tables. They open their laptops.
Some work with music while others listen to news simultaneously. Meetings here
and there, attending either virtually or face-to-face. People ask reports from each
other, walking fast and furious. They are as busy as the bees.
13.A hundred years ago there lived a king. He had some beautiful daughters, but
the youngest daughter was the most beautiful. Close by the king’s castle, there
was a great dark forest. And under a n old lime tree in the forest, there was a well.
When the day was warm, the king’s youngest daughter usually went out into the
forest. When she was bored, she took her golden ball and played with it.
(https://knowitinfo.com/what-is-narrative-text-and-example/)
14.A beggar found a leather purse that someone had dropped in a market place.
Opening it, he discovered that it contained 100 pieces of gold. Then he heard a
merchant shouted, "A reward! A reward to the one who find my leather purse!"
Being a n honest m a n, the beggar came forward and handed the purse to the
merchant saying, "Here is your purse. Will you keep your word to give a reward
now?" "Reward?" scoffed the merchant greedily counting the amount of gold. "The
purse I dropped had 200 pieces of gold in it. Youve already stolen more than the
reward I’ll give to you.! G o away or I’ll tell you to the police." (The Purse of Gold)
15.There was a young boy named Fred. He was s u c h a happy boy because he loved
his mom and dad. One day, his mom and dad told him they would take him
fishing. He was so excited. They fished all day and had the best time!
(https://slideplayer.com/slide/6398008/)

7
It is time for you to know the lesson through the following activities!
Activity 1
Get ready for a discussion with the following questions:
1. Have you given a speech in front of a class before? How did you
prepare for your speech? Enumerate the steps on how you prepared for
it.
.

What were your preparations before you delivered your speech in front of
your classmates? List them down below.

8
 2. What do you think are the qualities of a good speaker? C a n you give at least
three?

Let u s have a brief discussion of the lesson. The following points will help you
discover and understand new concepts and skills in the delivery of a self-composed
speech.
What is speech?

Speech is the use of language in h u m a n vocal communication. Ea c h language

uses phonetic vowel and consonant sound combinations that form the sound of its
words. Speakers perform several different deliberate acts of speech, for example,
telling, announcing, questioning, persuading, directing. To express meaning, they
may use enunciation, intonation, loudness, tempo, and other non-representational
or paralinguistic aspects of vocalization.

You may refer to all social interactions in which language plays a significant
role as speech events. The interlocutors (the people talking to each other) usually
face each other in a discussion and do not speak at the same time. Most people
initiate their conversations and greet each other, then continue to talk in a turn-
taking way.

Some of the speech events you may be engaged with is when you deliver your
speech during the room-to-room campaign for a n S S G election, turn-over speech
during the Juniors-Seniors Promenade, and welcome address or speech of gratitude 9

during a graduation ceremony. (Hutchinson et al., 2020)

 What are the characteristics of a good speech?

A good speech h as qualities which can convey a message effectively through

words of mouth or spoken words. Expression should be transparent and
unambiguous so that it is easy for the public to understand. It should be delivered
in a n unbiased and unemotional way so that it doesn't drive the audience away from
the main theme. A good speech is one that ensures the participation of the audience
with the speaker and ensures the audience will ensure their attention through
effective listening, expressing their solidarity with the speech and so on. (Based on
“Delivering a Speech Lesson Plan” from study.com)

How to write an effective speech?

Research indicates that the speeches make people remember so little. People
can hear and not understand the voice. Write two simple phrases instead of one
long, complicated sentence. Interpret your speech aloud as you write it down. Your
question should be a representation of who you are and what you care about. Do
analysis. If you have the evidence to back him u p, your new policy plan will sound
very good.

In writing your speech, always remember the following conventions to help

you make your speech a n effective one:
• Introduce yourself
• Make a great opening statement (a rhetorical question, a surprising
statement, a famous quote)
• Structure your speech
• Begin every paragraph with a topic sentence
• Use very good English
• Express your opinion
• Write from the 1st person and engage your audience
• Use personal details and anecdotes
• Use rhetorical questions
• Use emotive language
• Use figurative language
• Use contrast
• Use repetition
• Use the list of three
• Focus on the topic

(Based on “How to Prepare and Deliver a Speech Effectively,” n.d.)

10
 The Structure of Your Speech

(https://www.perthtoastmasters.org/experiences-speech-ideas-example-speech
-creative-process-conception-execution/)

Introduction
Because the introduction serves as both a sales pitch and a useful outline, it should
strike a good balance between hype and content. Get the audience's attention,
introduce the subject, clarify its importance to the audience, state a thesis or intent,
and outline the key points which are all essential. You c an have a road map that
outlines your key points by the end of the introduction. (Based on “Boundless
Communications” from courses.lumenlearning.com)

Body
The body of a speech is the central section of the speech in which the main ideas and
key concepts of the speech are discussed. Except for the introduction and
conclusion, the body is everything. The main points of a speech make up the body of
the speech. This is significant because it aids the audience's comprehension of your
speech. ( Jackson, n.d.)

Conclusion
Your speech's conclusion summarizes your main points and purpose while leaving a
lasting impression on your audience. The conclusion's purpose is to summarize your
main points and prepare the audience for the end of your speech. You'll want to
recapture the essence of your speech, including your main points and the reason
you spoke. It's especially important to remember that the end of your speech isn't
the time to introduce new points or new supporting evidence; doing so will only
confuse the audience. Consider your conclusion to be like tying a bow or a ribbon:
it's the finishing touch that makes your project stand out. (Based on “Boundless
Communications” from courses.lumenlearning.com)
11
 How to effectively deliver a speech?

Remember the following in delivering a speech effectively:

Avoid signs of nerves Develop good body

during your speech language

Make eye contact to

Gesticulate for success
engage people

The conventions in delivering a speech include the following:

A measure of perceived
intellect or education is
Articulation how well we
articulate.

Proper articulation applie

d to a given word is Pronunciation
that word’s
pronunciation.

Subtleties in the way we

Accent, pronounce words and phrase our
Dialect, and speech within a given language
Regionalisms are evident
in accents, regionalisms,
and dialects.

12
 What’s More

Here are some activities for your independent practice to solidify your understanding
and skills about delivering a self-composed speech. You may check the answers to
the exercises using the Answer Key at the end of the module.

Activity 1. Concept Map about Speech Conventions

Directions: Complete the concept map below about the speech conventions. Write
your answers on a separate sheet of paper.

Speech
C o nventions

Assessment 1
I h ope cu rrently, you a lready ha ve an idea of a topic for a speec h
delivery.
Directions: Now, think of the following questions to help you plan for your
topic. Write your answers on a separate sheet of paper.

Who will be your audience?

What is your purpose?

What is your topic?

13
Here is a checklist containing possible topics which you may like. Tick the box of
your interest or write it down if not found in the list.
1. Beauty is not only in the eye of the beholder.
2. Books are always better than the movie.
3. Pick-up lines do work.
4. YouTube needs to monitor comments.
5. Online friends show more compassion.
2 . Sex education does not work.
3 . Global warming is a myth.
4 . Video games like Mobile Legends are the blame of violence at school.
5 . Celebrities are not role models.
6 . Social media fame is a scam .
Others:
Adapted from https://www.myspeechclass.com/interesting-speech-topics.html

Activity 2 – Giving Observation on a Speech Performance

Directions: Play using any gadget available, the following video titled “Turnover
Speech of Dr. Evelyn C . Bandoy & Message of S D S Dr. Imelda N.
Sabornido | Turnover Ceremony” through the link
https://youtu.be/wRmJGcqUQRw .
(Note to the student: In case you do not have connection to access the li n k, please contact your
teacher to provide you the offline file o f the video.)

Observe the performance of the two speakers while delivering their speeches with the
following guide questions.
1. What elements of good speech delivery are exemplified by the speakers?
2. How did they communicate effectively in public speaking?
3. What do you think are the purposes of the speeches of the first and the
second speakers?
Assessment 2
Directions: If you were the speaker, what do you think would be the things that you
should consider in making the delivery of the speech effective?
Give your suggestions below.

Things to do...

• Things to consider...

Things to do...

• Things to consider...
14
Activity 3- Outlining
Directions: Make a n outline of your topic for speech delivery using the graphic
organizer below.
• Subpoint 1
Main • Subpoint 2
Point 1
• Subpoint 1
Main • Subpoint 2
Point 2
• Subpoint 1
Main • Subpoint 2
Point 3

Assessment 3
Directions: WRITING MY S P E E C H . Based on your topic outline in Activity 3 , you
may now write sentences to form paragraphs to come up with a written speech ready
for delivery.

15
 What I Have Learned

Let u s try to process what you have learned from the lesson.

Directions: Complete the following chart based from the learnings you gained
from this lesson. Write your answers on a separate sheet of paper.

Three things that you learned from the lesson.

1.

2.

3.

One question I still want to ask.

1.

Two things that I liked from

the lesson.
1.

2.

. 16
 What I C a n Do

Your excitement will now come into reality!

Directions: Deliver the speech that you have written earlier. Record your
performance in either audio or video. Below is the performance rubric
for your guidance.

Speech Delivery Rubric

Poor Fair Good Excellent
Boring Alright Enjoyable Entertaining
2 points 3 points 4 points 5 points
Eye Student reads Student looks up The student The student u s e s
Contact the speech and from their ma kes eye e ye contact to
never looks at speech a fe w contact with all communicate a
the audience or times, generally sides of the room clearer message
hides behind the contacting only and looks up by looking at
speech. one area of the repeatedly. audience
room. members directly
to highlight a
point.

Voice It is difficult the Once or twice, the The audience The speaker u s e s
Volume audience to audience can a lw a y s the volume of his
and make out cannot hear the or her voice to
important understand an
Clarity details because insignificant speaker clearly. emphasize
the speaker detail because points and to a dd
s p e a ks to the speaker meaning to the
quietly or s p e a ks too presentation.
mumbles. quietly or
mumbles.

Pace The speaker's The speaker The pace of the The speaker
pace ma kes it maintains a speech is e a s y to varies the pace in
difficult to good pace that follow but m a y order to
understand the m a y be a tad too emphasize points
speech slow or too fast not vary. and add
because it is but m a y not meaning.
too fast. vary
understandable
to the audience.

Poise The speaker The student While the Due to practice

seems ma kes student m a y and familiarity
unprepared and pronunciation stumble, he or with the speech,
unpracticed errors or become sh e continues the speaker
because he or befuddled at on in a ma kes only the
s h e stumbles one point. Ma y professional smallest of
over ma ny use words like manner. errors like an
words, cannot "um" or "like." unnecessary
read the words, hesitation.
or ha s a
conversation
with him or
herself in front of 17
the class.
 Body The speaker's The speaker’s The speaker's The speaker's
Language gestures are appearance ma y appearance is appearance is
distracting. lack formality professional professional in
The speaker because he or dress, stance,
looks s h e is fidgeting, in dress, and gestures.
depressed or not standing up stance, and The student u s e s
apathetic. straight, or s e e m s gestures. their body to
insecure. emphasize points
or a dd meaning.

Voice The speech is The speaker The speech is The speech is

Intonation delivered in a s ounds delivered delivered with
monotone or uninterested in with enthusiasm and
what he or s he the speaker u s e s
apathetic voice. is presenting. enthusiasm. intonation in
order to
emphasize
points and add
meaning.

Adopted from https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=L77877&

Congratulations! You have made it this far. Aren’t you proud of yourself ? You
have performed varied activities which added more to your knowledge. You are now
in the final round. Good luck!
1. Practice Inflection
Gather some children's books (aimed at 6-10 years of age) and read them
aloud in class or at home. Using inflection to show the punctuation, the force and
the characters. Don’t be scared! Remember this is how most kids learn to read and
speak.
2. Pronunciation
Put several forms and backgrounds into many books, or publications. Browse
through the email and find odd words. Look at them in a dictionary online or offline
and see how they are pronounced. It could turn into a ‘stump the speaker’ game of
guessing how every word is pronounced. This c an also be used to point out certain
common words which are frequently mispronounced.
3. Projection
Think of a n interesting topic. Talk to yourself in a mirror. Don't scream. Keep
it going for a few minutes (it's going to be loud), then ask someone in your home
about his/her observations of what you are doing.

18
Activity: Lights, Camera, Action!

Directions: Read each instruction below. While performing the task, record it using
your cellphone, or camera. Submit your output to the link provided by
your teacher. If you have no gadget, you may borrow from a friend or
relative.

1. Speak Up

Write a brief speech addressing a concern or problem in your community or

things that you should do in this time of pandemic. Record your speech in either
audio or video. Use the rubric below to guide you in your performance. Enjoy!
SKILLS 4 3 2 1

Clear and convincing Clear use of facts and Partially clear use of Confusing or
command of facts and information with facts and information incomplete facts with
Research information with partially developed with limited or little and/or confusing
insightful explanations explanations in incomplete explanations as to
Analysi that help to illustrate support of the explanations to how the facts support
s the speaker’s ideas speaker’s ideas or support the speaker’s the speaker’s ideas or
and arguments. At arguments. At least six ideas or arguments. arguments. At least
least six sources are sources are At least five sources four sources are
incorporated into the incorporated into the are incorporated into incorporated into the
speech. All six speech. the speech. speech.
sources are used to
strengthen the
persuasive argument.

Clearly and logically Clear attempt at Some inconsistencies A lack of organization

organized speech with organization with a in organization makes it difficult to
an engaging beginning, and/or a lack of follow the speaker’s
Organization introduction, a middle, and end sustained focus ideas; speech may
logically sequenced and an attempt to throughout the speech be too
body with appropriate use transitions with inconsistently conversational and
transitions, and a used transitions may ramble without
clear and convincing a clear beginning,
conclusion. middle, or end

Uses sophisticated Uses appropriate Use words that may Inappropriate use of
and varied language language and word be unsuited to the language distracts the
that is suited to the choice, but with less topic, audience or audience because it
topic and audience; sophistication, purpose of the speech; is too informal or
Language
word choice is expressiveness word choice lacks too imprecise given
concise, original, and and/or originality originality and fails to the topic and
effectively conveys the convey an appropriate purpose of the
appropriate tone tone for the speech speech
given the purpose of
the speech

Artfully incorporates Incorporates at least Incorporates at least Incorporates four or

at least six different six different tropes or five different tropes or fewer tropes or
tropes or schemes to schemes to persuade schemes to persuade schemes to persuade
Tropes persuade the target the target audience the target audience. the target audience.
and audience. Tropes and
Schemes schemes are fluidly
and naturally scattered 22
 throughout the speech
and aid in the
persuasive
argument. Usage
does not feel forced.

Appeals All three appeals are All three appeals are An attempt at using all Either not all appeals
fluidly and naturally clearly used three appeals is are obvious or they
scattered throughout throughout the speech made, although there are used ineffectively
the speech with to effectively may be some
imbalance or the
a balance that persuade persuasion may be
effectively aids in your slightly ineffective
your persuasion audience
without making it feel
forced
or contrite
Grammar No spelling, Some minor spelling, Multiple spelling, Numerous spelling,
and punctuation, punctuation, punctuation, punctuation,
Conventi capitalization, capitalization, capitalization, capitalization,
ons grammar or usage grammar or usage grammar or usage grammar or usage
errors. errors; some sentence errors; mechanical errors which
variety; a few errors errors do not disrupt distract reader.
Written in an artful in MLA formatting. flow of ideas. Some Numerous errors in
style with sentence errors in MLA MLA formatting.
variety. No MLA formatting.
formatting errors.

Adopted from
http://www.lindblomeagles.org/ourpages/auto/2012/4/26/52048625/2012%20Written%20Speech%

20Rubric.doc

Speech Delivery Rubric

Poor Fair Good Excellent
Boring Alright Enjoyable Entertaining
2 points 3 points 4 points 5 points
Eye Student reads Student looks up The student The student u s e s
Contact the speech and from their ma kes e ye eye contact to
never looks at speech a f ew contact with all communicate a
the audience or times, generally sides of the room clearer message
hides behind the contacting only and looks up by looking at
speech. one area of the repeatedly. audience
room. members directly
to highlight a
point.

Voice It is difficult the Once or twice, the The audience The speaker u s e s
Volume audience to audience can a l wa y s the volume of his
and Clarity make out cannot hear the or her voice to
important understand an emphasize points
details because insignificant speaker clearly. and to add
the speaker detail because meaning to the
s p e a ks to the speaker presentation.
quietly or sp e a k s too
mumbles. quietly or
mumbles.

Pace The speaker's The speaker The pace of the The speaker
pace ma kes it maintains a speech is e a s y to varies the pace in
difficult to good pace that follow but m a y 23
order to
understand the m a y be a tad too not vary.
slow or
 speech because too fast but m a y emphasize points
it is too fast. not vary and a dd meaning.
understandable
to the audience.
Poise The speaker The student While the Due to practice
seems ma kes student m a y and familiarity
unprepared and pronunciation stumble, he or with the speech,
unpracticed errors or become s he continues the speaker
because he or befuddled at on in a ma kes only the
s he stumbles one point. Ma y professional smallest of errors
over ma ny use words like manner. like an
words, cannot "um" or "like." unnecessary
read the words, hesitation.
or ha s a
conversation
with him or
herself in front of
the class.

Body The speaker's The speaker’s The speaker's The speaker's

Language gestures are appearance ma y appearance is appearance is
distracting. lack formality professional professional in
The speaker because he or in dress, dress, stance,
looks s h e is fidgeting, stance, and and gestures.
depressed or not standing up gestures. The student u s e s
apathetic. straight, or s e e m s their body to
insecure. emphasize points
or add meaning.

Voice The speech is The speaker The speech is The speech is

Intonation delivered in a sounds delivered delivered with
monotone or uninterested in with enthusiasm and
the speaker u s e s
apathetic voice. what he or s he enthusiasm. intonation in
is presenting. order to
emphasize points
and a dd meaning.

1. My Friend’s Fictional Life

What you do in this activity is you stand up before people (you can do it home
by yourself as well) and you take one of your friends and introduce them to them.
Instead of presenting them in the usual way, though, you are making them u p a
fictional story.
S o , you say, hi this is S a m anth a , and she moonlights as a guitarist in the
church. And you talk about her life, whatever it may be.

2. Impromptu Game

Essentially, you just get up in front of people and someone gives you
something impromptu in which to ride.
It could be a topic; it could be a sentence, or it could be just a single word or
something like that. Bu t we run on just one subject.
For example: You need to talk about the Corona Virus Disease of 2019,
or you 24
need to talk about what makes you a great learner, or you need to talk about
social distancing or constant proper handwashing. So that’s the impromptu game.
Reference
Boundless. (n.d.). Boundless communications. Retrieved April 20, 2021, from
https://courses.lumenlearning.com/boundless-
communications/chapter/introduction/#:~:text=The%20introduction%20ha
s%20five%20important,that%20outlines%20your%20main%20points.
"Delivering a Speech Lesson Plan." Study.com. November 10, 2016.
https://study.com/academy/lesson/delivering-a-speech-
lesson- plan.html.

Dictionary.cambridge.org. 2020. S PEAK UP | Definition In The

Cambridge English Dictionary. [online] Available at:
<https://dictionary.cambridge.org/us/dictionary/english/speak-up>
[Accessed 15 May 2020].

Englishmate.com. 2020. How To Prepare and Deliver A Speech Effectively –

Englishmate Blog. [online] Available at:
<https://www.englishmate.com/blog/how-to-prepare-and-deliver-a-
speech-effectively/> [Accessed 15 May 2020].

Hutchinson, C . , Adler, R . and Rodman, G . , 2020. Understanding H u m a n

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