11
Oral Communication
in Context
Second Quarter
LEARNING ACTIVITY SHEETS
i
COPYRIGHT PAGE
Learning Activity Sheet in Oral Communication in Context
Grade 11
Copyright @ 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this materials shall subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit.”
This material has been developed for the implementation of the K to 12 Curriculum through the
Curriculum and Learning Management Division (CLMD). It can be reproduced for educational
purposes and the source must be acknowledged. Derivatives of the work including creating an edited
version, an enhancement of supplementary work are permitted provided all original works are
acknowledged and the copyright is attributed. No work may be derived from the material for
commercial purposes and profit.
Consultants:
Regional Director
Assistant Regional Director
Schools Division Superintendent
Assist. Schools Division Supt.
Chief Educ. Supervisor, CLMD
Chief Education Supervisor, CID
Development Team
Writers
Content Editors
Language Editor
Illustrator
Layout Artist
Focal Persons
ESTELA L. CARIŇO, EdD, CESO IV
RHODA T. RAZON, EdD, CESO V
MADELYN L. MACALLING, PhD, CESO VI
EDNA P. ABUAN, PhD
DANTE J. MARCEL, PhD, CESO VI
OCTAVIO V. CABASAG, PhD
RODRIGO V. PASCUA, EdD
: Ruel Bayucan, Percila A. Corrales, Aileen Joy A. Mora, Edlyn M.
Baui, Terrenz Khryst Arellano, Florabel G. Pascua, Joevince G.
Baldovino, Jamaica C. Ahanil, Mark Kevin C. Agcanas, and Joana
Marie A. Diaz
: Joy F. Lopez, Ronald A. Mayo, Michael Kevin A. Monforte, Jay
Loren C. Tabugay, Jonalyn D. Callueng, Marisa Furigay, Vina
Victoria Abilla
: Glenda I. Pira, Alibadabad NHS, SDO Isabela
: Calixto O. Calixto, Highway Region NHS, SDO Isabela
: Leonard A. Gelacio, Cordon South CS, SDO Isabela
: Jay J. Gallegos, EPS English, SDO Isabela
Ma. Cristina Acosta, EPS LRMDS, SDO Isabela
Maria Geraldine G. Lastra, Librarian, SDO Isabela
Ronnie F. Tejano, Regional EPS English
Rizalino Caronan, Regional EPS LRMDS
Printed by DepEd Regional Office No. 02
Regional Center, Carig Sur, Tuguegarao City
ii
TABLE OF CONTENTS
Competency
Page No
Employs various communicative strategies
in different situations
1
Explains that a shift in speech context,
speech style, speech act and communicative
strategy affects the following:
• Language form
• Duration of Interaction
• Relationship of Speaker
• Roles and Responsibilities of Speaker
• Message
• Delivery
10
19
28
49
60
73
Uses principles of effective speech writing focusing on:
• Audience profile
• Logical Organization
• Word choice and grammatical correctness
81
94
110
Uses principles of effective speech delivery focusing on:
• Articulation
• Modulation
• Stage presence
• Facial expression, gestures, and movement
• Rapport with the audience
125
137
146
159
171
iii
ORAL COMMUNICATION IN CONTEXT
Name of Learner:
Section:
Grade Level:
Date:
LEARNING ACTIVITY SHEET
TYPES OF COMMUNICATIVE STRATEGY
Background Information for Learners
Since engaging in conversation is also bound by implicit rules, 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. The
following are the communicative strategies that people use when communicating.
1.
2.
3.
4.
5.
6.
7.
Nomination- collaboratively and productively establish a topic.
Restriction- limitation you may have as a speaker.
Turn-taking- process by which people decide who takes the conversational floor.
Topic control- covers how procedural formality or informality affects the
development of topic in conversations.
Topic shifting- involves moving from one topic to another.
Repair- refers to how speakers address the problems in speaking, listening and
comprehending that they may encounter in a conversation.
Termination- refers to the conversation participants’ close-initiating expressions that
end a topic in a conversation.
Learning Competency
Engages in a communicative situation using acceptable, polite and meaningful
communicative strategies (EN11/12OC-IIab-21)
Directions and Instructions
Good day learner! Today is another chapter to journey on a five-stage adventure (1-Load, 2Engage, 3-Advance, 4-Refine, 5-Nurture) regarding Types of Communicative Strategy. First,
I’d like to introduce you Janice.
Janice wants break up with her boyfriend Mikee. She wanted to tell him that while they had
good years together, the beatings have to stop. While Mikee is in a business trip, Janice
thought it’s time to escape her situation. She wants to tell Mikee through e-chat that they
need to go in separate ways. How would Janice start a conversation with Mikee regarding
this? Let’s help her. Do you agree on taking this challenge?
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Level 1: LOAD
Load your knowledge about types of communicative strategy.
Your sharpness is very much needed here. Complete the crossword puzzle by filling in the
communicative strategy that fits each clue.
Across
4. It refers to any limitation you may have as a speaker
5. It involves moving from one topic to another
7. It refers to the conversation participant’s close initiating expressions that end a topic in a
conversation
Down
1. A speaker carries out to collaboratively and productively establish a topic.
2. It cover how procedural formality affects the development of topic in conversations.
3. Sometimes people are given opportunities to talk because others take much time during the
conversation.
6. It refers to how speakers address the problems in speaking, listening, and comprehending
that they may encounter in a conversation.
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Level 2. ENGAGE
Engage and Power up!
Read carefully the following statements. Determine the communicative strategy each statement
portrays. Choose the correct answer from the choices in the box.
Nomination
Restriction
Turn-taking
Topic control
Topic shifting
Repair
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Statement
Best regards to your parents! See you around!
By the way, there's a new shop opening at the mall
Hi, Juan! Did you watch the news today? There was a news item
about new cases of COVID 19…
In your class, you might be asked by your teacher to brainstorm
on peer pressure.
Can we all listen to the one who talk in front of us?
Termination
Answer
One of the essential lessons I gained from the discussion is the
importance of sports and wellness to a healthy lifestyle.
Excuse me, but there are 5 Functions of Communication not 4.
“What do you think?
In addition to what you said about the beautiful girl is that she is
also smart.
Go on with your ideas. I'll let you finish first before I say
something.
LEVEL 3. ADVANCE
Advance to be better!
Directions: Arrange the scenes accordingly based on the sequence of a usual conversation.
Write your answer on the box provided.
Scenes
Logical
Arrangement (1-7)
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TASK 4: REFINE
Refine your skills in analyzing contexts!
Directions: Read the conversation below and understand carefully how the mother and
daughter converse about COVID 19. After reading, answer the questions that follow.
Scene: Belle is 15 years old. She’s watching TV when her mom gets home from work.
Mom: Hi darling, how was your day?
Belle: Fine.
Mom: Have you started on your homework yet?
Belle: Sort of…but this news is almost over….
Mom: OK, you can finish that, but you really need to get started as soon as it’s over. I don’t
want you staying up until midnight like you did last night.
Belle: Fine.
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Mom moves to put her stuff down and goes to get started on dinner in the kitchen. Belle joins
her mom in the kitchen.
Mom: What news were you watching anyway?
Belle: About situation report of COVID 19 in the Philippines.
Mom: About what…
Belle: Mom, it’s COVID 19 situation report. I feel scared! As of the moment, the news
reported that there has been 11, 618 confirmed cases in our country where 64.2 % of the said
cases are from National Capital Region. Our situation is getting worse? Do you think so?
Mom: Yes, and that will get worst if we don’t act on it.
Belle: How do we that Mother?
Mom: Preventing the sharp rise of that pandemic means we must cooperate with the
government. As ordinary citizens, we can do that through staying home, observing proper
hygiene at all times and observing social distancing in public places.
Belle: Well, that could be a boredom for us. We can’t do things the way we used to.
Mom: That is a normal reaction because we have lots of social limitations due to COVID.
But we have to comply with these health protocols and standards.
Belle: What about in school? When can we go back to the old normal?
Mom: Why you’re asking that?
Belle: Of course, I’m eager to be with my teachers and friends. I missed the moments we
have collaborative discussions and engagements.
Mom: Yes, you are right. Of today’s situation, you will really miss those. But as I said, we
have to follow guidelines set by government. That’s the least we can do to fight the crisis.
These guidelines are applied to all work places, workers, and even in the private sector.
Belle: Yeah, that was also discuss during the virtual orientation of the opening of our classes.
As a student, despite of limitations, I am thankful about it.
Mom: That is something we really need to be grateful. Students are, in fact, very lucky for
given the opportunity to choose from the different learning modalities. Anyway, are you
enjoying your on-line learning.
Belle: Certainly, yes. I find our virtual lectures interesting as well as chatting my fellow
students, posing questions to my teachers and taking the on-line exams.
Mom: Good! That means you have adjusted to the new normal. With that, do your best to
make me proud.
Belle: Is that some kind of pressure? (Laughs…)
Mom: Just a reminder, darling!
Belle: Okay, I’d go back to my room to complete my assignments.
Mom: Sure. I’ll take a look on your activities later.
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Guide Questions:
1. How did the mother start the conversation?
2. What are the restrictions in the conversation?
3. Do they have a good turn taking strategy? How could you say so?
4. How did the speakers manage the topic control, shifting, and repair?
5. Are you satisfied on the termination strategy employed by the speakers? Why or why not?
TASK 5. NURTURE
Nurture the knowledge and skills you have learned. It is your time to shine!
Analyze the situation given and present an output of your own choice from the listed
activity packages below.
Situation: You are a Grade 10 completer and you want to enroll at San Antonino
National High School. You are undecided on what track and strand to enroll. Use a
communicative strategy to successfully transact your business with the school career advocate
or guidance counselor.
Package 1
Comic Strip
1. Use A4 page bond paper. Fold it in half to make a four-page comic strip.
2. Sketch out your cover page using a pencil. Then outline using a pen. Color it.
3. On the remaining pages, plan the plot of your comic strip from the beginning up
to its ending. Consider 4-6 frames each page.
4. After sketching the characters and their dialogs, color your characters.
5. Complete the comic strip.
Note: You may also opt to cut pictures from magazines, design your comic strip
in ppt using pixton and other apps like cartoon story maker.
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Package 2
Printed Dialogue
1. Construct at least one-page dialog in A4 bond paper.
2. Think of a catchy title, assign names to your characters and proceed writing the
conversation.
3. You may opt to illustrate the scene through an image as an add-on to your
script. The illustration can be a downloaded from the internet or your original
drawing.
Package 3
Video Presentation
1. Create a one-minute video presentation.
2. Portray one of the characters and ask a partner who can play the character/s
needed in your script .
3. Shoot, edit and finalize your video presentation.
Rubrics for Scoring the Comic Strip, Printed Script, and Video Presentation
Criteria
5 (Excellent)
3 (Good)
1 (Fair)
Use of Communicative
Strategy
All seven
communicative
strategies are used.
4-6 communicative
strategies are used.
1-5 communicative
strategies are used
Content and creativity
The story contains
many creative
details and the
author has really
used his
imagination.
Shows events that
are relevant and
reasonably accurate
as a sequel to the
novel
The story contains a
few creative details
and the author has
used his
imagination.
The story
contains a few
creative details
and the author
has tried to use
his imagination.
Shows most
important events
related to story,
highlights
unimportant points.
Choice of Scenes
Shows most of the
important related to
the story, however
there is at least one
discrepancy/conflict
with the original
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Reflection
Thank you for participating in our today’s lesson! Now, let’s go back to Janice’s situation. If
your are in her shoes how would you start and end your conversation with Mikee?
REFERENCES
https://www.hhs.gov
www.tolearnenglish.com
Answer Key
TASK 1
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TASK 2
1.Termination
2.Topic shifting
3. Nomination
4. Restriction
5. Turn-taking
6. Topic Control
7. Repair
8. Turn-taking
9. Topic shifting
10. Turn-taking
TASK 3.
5
3
7
1
2
4
6
TASK 4.
Answer varies
TASK 5. Answer varies
Prepared by
RUEL BAYUCAN
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11
Oral Communication
in Context
Second Quarter
LEARNING ACTIVITY SHEET
ORAL COMMUNICATION IN CONTEXT
Name of Learner:
Grade Level:
Section:
Score:
LEARNING ACTIVITY SHEET
LANGUAGE FORM
Background Information for Learners
Form refers to the shape and structure. It can also mean the organization, placement and
relationship between texts. As such, language form refers to the so-called surface features of
language and how these are arranged.
Points to remember:
A shift on speech style (e.g. from formal to informal) can affect the form of the language. A
formal style does not allow contractions and ellipsis while informal does. An informal or casual
style also allows the use of slang, jargon and vernacular language. Martin Joos (1976), a linguist
and German professor, also added that the form of language that the speaker utilized is
characterized by the level of formality.
A shift on speech context on the hand, also affects the language form. An intrapersonal
communication used most of first-person pronoun when people are talking to themselves about
their feelings by means of thoughts. The words and phrases tend to be personal since
communication will just revolve among themselves. While in interpersonal, which is expressive
in nature, can use variety of language to express what is on the mind in a loose and free discussion.
In interpersonal, language is affected depends on the context of the conversation.
A shift on speech act can also affect the language form. The forms of language depend on the
intention of the speaker and the listener. For an instance an illocutionary-directives can be express
in imperative way. Therefore, the subject of the statement is implied.
A shift on communicative strategy likewise affects the language form. Nomination and turntaking strategies somehow be presented through interrogative while in the process of terminating
the conversation ends in a plane statement.
As we shift or change our manner of communication (speech style), the way that people use in
communication (speech context), the purpose and intention (speech acts) and our communicative
strategies, the language form is most likely affected.
Leaning Competency with Code
Explains that a shift in speech context, speech style, speech act and communicative strategy
affects the language form (EN11/12OC-IIab-22.1)
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Directions and Instructions
Hello learner! Continue your journey as you engage yourself to another set of learning
activities applying the things you have already learned from the first quarter.
At this point, you need to reflect on the given announcement and fill out the bubble
map below expressing how you feel and what preparations you will make about it.
ANNOUNCEMENT:
WHAT: HOME VISITATION
WHEN: FRIDAY-9:00 A.M.
WHO: TEACHER
LEARNING CONTRACT
LEVEL 1. LOAD
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish the activity
package and submit it to your teacher (
) on (
).
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LEVEL 1. LOAD
Load to complete!
Here we go! Your teacher comes to visit you. Since it is a scheduled visit, your guardian
or parent is present with you. Write your name in the oblong and your parent’s name in the
rectangle. Complete the conversation by filling in the blanks with the missing words/phrases.
The choices are given in the box.
Enjoy the visitation!
We’ll
May
sorry
Thank you
gonna
c’mon
Do
I’m
if
can
A Conversation during Home Visitation
Teacher: Good morning!
&
: Good morning too teacher!
Teacher: How is your child’s progress in accomplishing his/her modules at home?
: He is doing good teacher. I am so proud about my child. Indeed, my child is
very serious in his/her studies. Aren’t you my dear?
: Oh (1.)
Mom/Dad! You know it’s too difficult for me to be here with all
this stuff. I (2.)
be bored! You know teacher, I really missed my
classmates and our learning routine!
: Oh my dear, just be happy that we’re here for you. (3.)
help you
accomplish all those stuff as long as we can.
Teacher: Do not worry, everything will be okay. We just have to accept and live with it for
the meantime.
: I am (4.)
for that, teacher. (5.)
sorry too Mom/Dad.
Teacher: It’s okay. (6.)
we talk about your child’s promotion? Do you have any
question?
: How (7.)
I be sure that my child will be promoted next school year?
Teacher: I guess your child knows the answer. May we give him/her time to think.
: (thinking and reflecting): (“I will do all necessary activities within the given
time and with that, I will get promoted”). Aha!
Teacher: What is it? Would you mind to share us what is all about?
: You will promote me teacher (8.)
I will do all the activities within
the given time.
Teacher: That is good! (9)
all your best to finish all your tasks. Call me if you need
my help.
: (10)
for your patience and guidance teacher. We will do our best to
help our child in doing all the tasks.
Teacher: It is my job to help you! I have to go. I still have to visit some. Good bye!
&
: Good bye teacher!
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LEVEL 2. ENGAGE
Engage to determine!
The previous conversation applied different shifts on speech style, speech context,
speech acts and communicative strategy. Reread carefully the conversation and determine all
applied shifts in each statement given below. Write your answer on the blank space at the end
of each statement. Choose your answer from the choices below.
Good luck!
Choices
Formal
Casual/Informal
Consultative
Intimate
Frozen
Interpersonal
Intrapersonal
Speech Style
(for items 1 & 2)
Speech Context
(for items 3 & 4)
Speech Acts
(for items 5 & 6)
Communicative Strategy
(for items 7 & 8)
Directive
Commissive
Expressive
Assertive
Declaratives
Nomination
Termination
Turn-Taking
Topic Shifting
Repair
1. He is doing good teacher. I am so proud about my child. Indeed, my child is very serious in
his/her studies.
2. Aren’t you my dear?
3. I will be promoted if I will do all the activities within the given time.
4. (“I will do all necessary activities within the given time and with that, I will get
promoted”). Aha!
5. I am sorry for that, teacher.
6. Call me if you need my help.
_
7. Would you mind to share us what is all about?
8. I have to go.
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Level 3: ADVANCE
Advance your comprehension!
After determining the shifts in communication which occurred in the conversation, look
closer to the language forms. Have you noticed how those shifts affect the forms of the
language? Use the table below to note your observations as shift happens in the conversation.
An example is given for you.
Shifts occurred
from -to
Speech Styles
Formal to
informal
Observations
Formal- complete and
formal words
Informal- slang and
contracted words
Examples
Formal- come on
Informal- c’mon
Speech Context
Speech Act
Communicative
Strategy
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LEVEL 4: REFINE
Refine your learning!
You are almost there! This time, reason out how the shift in speech context, speech
style, speech act and communicative strategy affect the language form by writing your
explanation on the box provided. Make your parents proud!
L
Speech Style
A
Explanation:
A
N
G
S
H
I
F
T
U
Speech Context
Explanation:
A
G
E
Explanation:
Speech Acts
F
O
N
O
R
Communicative
Strategy
Explanation:
M
S
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LEVEL 5: NURTURE
Nurture your communications!
You have finally come into the last level! For your last task, direct a small group
conversation that may include any of the following:
a. family members;
b. friends;
c. teacher.
Conversation with your friends and members can be done via SMS or any medium for
on-line platform.
After which, read the conversation and make an analysis on how the shift in speech
context, act, style and communicative strategy affects language form. Present your output
through an essay form with at least 250-300 words.
Your output can be written or printed. Submit it via drop boxes of the school or you can
email your teacher. Do not forget to attach the written or printed conversation.
Be guided by the rubric below.
Content
Mechanics
Organization
5
The essay
contains all
necessary
explanations on
the shift occurred
on the
conversations.
The essay uses
correct spelling,
punctuation and
grammar.
The essay follows
the correct format
and is wellorganized. It is
easy to
understand.
3
The essay contains
some of
explanations on the
shift occurred on
the conversations.
1
The essay contains
few explanations on
the shift occurred
on the
conversations.
There are few
misspelled words
and some are not
punctuated
correctly.
The essay is wellorganized but not
so easy to
understand.
There are many
misspelled words
and some are not
punctuated
correctly.
The essay is
organized but it is
difficult to
understand.
Score
Total
Congratulations! You made it!
Please let me know your insights gained in this activity by completing the
Reflection.
See you in my next home visit!
TEACHER
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Reflection:
Complete this statement:
With the activities I have undertaken on this lesson, I learned that
.
Student’s signature
References:
Bloom, L. and Lahey, M. (1978) Language Development and Language Disorders New York: Wiley.
Retrieved from
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2
ahUKEwias6zwscnpAhULCqYKHbcQBEcQFjAOegQIAxAB&url=https%3A%2F%2Fwww.sltinfo.co
m%2Flanguage-form%2F&usg=AOvVaw08sUFrHfcTmL3jQDZcOccW
Lahey, M. (1988) ‘What is language?’ In Language Disorders and Language Development London:
Collier Macmillan. Retrieved from
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2
ahUKEwias6zwscnpAhULCqYKHbcQBEcQFjAOegQIAxAB&url=https%3A%2F%2Fwww.sltinfo.co
m%2Flanguage-form%2F&usg=AOvVaw08sUFrHfcTmL3jQDZcOccW
Dapat, J. R., Sadorra, B. E., & Lumabi, B. M. (2016) Oral Communication in Focus. Lorimar
Publishing, Inc. Quezon City, Metro Manila
Peña, A. R. & Aludin, A. (2016) Oral Communications. Vibal Group Inc. Quezon City
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Answer Key
Level 1: LOAD
1. c’mon
2. gonna
3. We’ll
4. sorry
5. I’m
6. May
7. can
8. if
9. Do
10 Thank you
Level 2: ENGAGE
1. formal
2. informal/casual
3. interpersonal
4. intrapersonal
5. expressive
6. directive
7. Turn-taking
8. Termination
LEVEL 3: ADVANCE (answers may vary)
LEVEL 4: REFINE (answers may vary)
LEVEL 5: NURTURE (ratings may vary based on the rubric)
Prepared by:
PERCILA A. CORRALES
Teacher III
Angadanan National High School
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11
Oral Communication
in Context
Second Quarter
LEARNING ACTIVITY SHEET
ORAL COMMUNICATION IN CONTEXT
Name of Learner:
Grade Level:
Section:
Score:
LEARNING ACTIVITY SHEET
Duration of Interaction
Background Information for Learners
Duration refers to the length of time that something lasts.
Interaction is a mutual or reciprocal action.
Duration of interaction is the length of time in a given conversation. This can be affected
when sudden change or shifts on speech style, speech act, speech context and communicative
strategies will occur. The conversation may become shorter or longer.
Points to remember:
A shift on speech style (e.g. consultative to casual) can affect the duration of interaction. A
consultative style the listener’s response are limited to short words to signify his understanding
but when it shifts to casual style, both the speakers and listener ought to transmit information
which makes the conversation more interactive. Furthermore, a casual style is closely connected
to social interaction which results to a longer time of connection (Pena and Anudin, 2016).
A shift on speech context we spend more time engaged in interpersonal communication than
the other forms of communication. Communication is enhanced when the relationship exists over
a long period of time. Active participants take longer interaction. Working through a problem in
the privacy of your own mind is a form of intrapersonal communication. Intrapersonal
communication only involves own self. In intrapersonal communication the information is
always kept in a person’s mind, however, in an interpersonal communication, the information
flows from one person to another.
A shift on speech act can also affect the duration of interaction. A person who is reflecting
(intrapersonal) can control the time. He/she can have as long as s/he wants to except if interrupted
by factors like another person who talks and develop conversation (interpersonal).
A shift on communicative strategy affects the duration of interaction. As such, a conversation
that needs repair will make the interaction longer. On the other hand, a restricted conversation
demands shorter time and a terminated conversation stops.
As we shift or change our manner of communication (speech style), the way that people use in
communication (speech context), the purpose and intention (speech acts) and our communicative
strategies, the duration of interaction is most likely affected.
Leaning Competency with Code
MELC:
Explains that a shift in speech context, speech style, speech act and
communicative strategy affects the following: language form, duration of
interaction, relationship of speaker, role and responsibilities of the speaker,
message and delivery.
CG:
Explains that a shift in speech context, speech style, speech act and
communicative strategy affects the duration of interaction (EN11/12OCIIab-22)
Directions and Instructions
What’s up! Are you excited to take the next activity? Well, before you proceed, fill in
the activity plan below. In the second column, please set the time period which you think you
need in doing each activity. In the third column, write the actual time you consumed in doing
each activity. Affix your signature once you are done.
Activity
TIME TO BEAT
(in minutes)
TIME CONSUMED
(in minutes)
Signature
Level 1
Level 2
Level 3
Level 4
Level 5
Hello, please do not forget to sign the learning contract below. Good luck!
LEARNING CONTRACT
LEVEL 1. LOAD
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish the activity
) on (
).
LEVEL
LOAD
package and1.
submit
it to your teacher (
LEVEL 1: LOAD
Load to determine!
Let’s get started! Since you have already an idea of what shifting is and how it happens
in a conversation, determine the shifting category that occurs in the different conversation
below. You may choose from the following: shift in speech act, shift in speech context, shift
in speech style, or shift in communicative strategy. Please don’t forget to time your activity.
Good luck!
Conversation No. 1.
Place an illustration of a nurse and a COVID patient talking.
https://insights.som.yale.edu/insights/leading-through-covid-supporting-patients-and-families
Patient: Nurse, am I going to be okay?
Nurse: Yes of course. Just keep on praying.
Patient: You always make me strong. I owe you those inspiring words.
Nurse: (smiling while tears started to fall). (If you only knew, I was about to give up. I
have a family and I have not seen them for days to take good care of you. But more
pressingly, I am afraid I could be the next victim) (walks away).
Conversation No. 2.
Place an illustration of a doctor and a patient talking.
Doctor: How do you feel?
Patient: I feel better, doc.
Doctor: Take this medicine three times a day and have enough sleep. Does our father know
what happened to you?
Patient: Please don’t tell him. He might get mad at me.
Doctor: You’re a family to me. I would be guilty to not let him know. Maybe I’m going to
tell him when we meet tonight.
Conversation No. 3.
Place a police office in an outpost talking to a biker.
Police Officer: Go home! Don’t attempt to go elsewhere. I will be watching you.
Understood?
Citizen: I am so sorry, officer. I thought it would be okay even if I don’t have my travel
pass. This will not happen again. Please let us pass.
Police officer: No more excuses. Go home!
Conversation No. 4.
Place an illustration of a mayor and a journalist having an interview.
Host: How is your town after a citizen tested positive, mayor?
Mayor: Our town is now under Enhance Community Quarantine (ECQ).
Host: You mean it would go back to what was applied last April 2020 when no one was
allowed to go out?
Mayor: Okay, let me rectify my statement earlier. We are on Modified ECQ. Citizens can
still go out to buy their needs but only a member per family is allowed to do so. I hope I
made myself clear.
LEVEL 2. ENGAGE
Engage to enjoy!
Now that you are done identifying the kind of shifts in the previous situations, this time
you need to describe the duration of interaction. An example below is done for you.
e.g. Shift in speech style- a repaired conversation takes a longer interaction.
Situations
Shifts
1
(This is your answer
in the previous
activity.)
2
3
4
Observation on the Duration of Interaction
Level 3: ADVANCE
Advance your skills!
Based on the observation presented in the previous activity, reason out how the shift in
speech context, speech style, speech act and communicative strategy affect the duration of
interaction. Write your answer in the boxes provided below. Make your hard work and time
full of worth!
A SHIFT ON
SPEECH
CONTEXT
SPEECH
STYLE
SPEECH
ACT
COMMUNICATIVE
STRATEGY
DURATION OF INTERACTION
EXPLANATION:
EXPLANATION:
EXPLANATION:
EXPLANATION:
LEVEL 4: REFINE
Refine your knowledge
Determine which among the situations has a longer and shorter duration of interaction.
Afterwards, write a brief explanation on what causes the shortness or lengthiness of the
conversation on the rectangle. Remember, you have a time to beat. Enjoy!
A. A consultative talk
between a parent and a
teacher.
VS.
#1
A. A mother directing her
daughter to find the correct
answer.
VS.
#2
A. A teacher introducing a
new topic to her students.
VS.
#3
B. A friendly talk of a parent
and a teacher who
happened to be high school
friends.
B. A daughter apologizing
to her mother after giving
the wrong answer.
B. A teacher re-explaining
the topic being
misunderstood.
LEVEL 5: NURTURE
Nurture your time!
Interview a family member of any topic that interests you both. You may do it through
calls or in person. Record the content of your interview in any clean sheet of paper. Afterwards,
label all shifts which happened during the conversation. Be aware of the duration of the
interaction. Here’s your rubric:
5
Content
Effect on
duration
The interview
contains complete
shifting of
conversation on
context, style, act,
and strategy.
The interview
shows the total
effect on the
duration of
interaction.
3
The interview
contains complete
shifting of
conversation on
context, style, act,
and strategy.
The interview
shows the total
effect on the
duration of
interaction.
Total
1
Score
The interview
contains complete
shifting of
conversation on
context, style, act,
and strategy.
The interview
shows the total
effect on the
duration of
interaction.
CONGRATULATIONS! You just finished all the activities. Go over your
time table. Did you beat your target time? Well, what matters most is that you
enjoyed doing the learning adventures. Goodbye and stay safe!
Reflection:
Complete this statement:
With the activities I have undertaken on this lesson, I learned that
Student’s Signature
References:
Dapat, J. R., Sadorra, B. E., & Lumabi, B. M. (2016) Oral Communication in Focus. Lorimar
Publishing, Inc. Quezon City, Metro Manila.
Peña, A. R. & Aludin, A. (2016). Oral Communications. Vibal Group Inc. Quezon City.
https://www.merriam-webster.com/dictionary/duration
Answer Key
Level 1: LOAD
1. speech context
2. speech style
3. speech act
4. communicative strategy
Level 2: ENGAGE ((answers may vary)
LEVEL 3: ADVANCE (answers may vary)
LEVEL 4: REFINE (answers may vary)
LEVEL 5: NURTURE (ratings may vary based on the rubric)
Prepared by:
PERCILA A. CORRALES
Teacher III
Angadanan National High School
11
Oral Communication
in Context
Second Quarter
LEARNING ACTIVITY SHEET
ORAL COMMUNICATION IN CONTEXT
Name of Learner
Score
Grade/Section
_
Date
LEARNING ACTIVITY SHEET
RELATIONSHIP OF THE SPEAKER
Background Information for Learners
We communicate with different people in different ways. How we communicate with
individuals close to us differs from the way we communicate with strangers. That is, how we
respond to a communication process depends on the degree of relationship we have with other
people.
Notes to remember:
The degree of relationship we have with others in a certain speech environment dictates
the level of communication (conversational relationship) and the language (speech style) we
use which can be intimate, formal, casual, consultative or frozen.
As we shift from one speech context to another, our level of communication and language
(speech style), speech act and communicative strategy also change.
Degree refers to the extent which something happens.
Relationship means the way in which two or more people or groups regard and behave
toward each other; the state of being connected.
Shift means a change in position, direction or tendency.
Learning Competency with Code:
Explain that a shift in speech context, speech style, speech act and communicative strategy
affects the relationship of speaker. (EN11/12OC-IIab-22. 3)
Directions and Instructions:
Dear, learner, wwelcome to your next learning adventure! With your previous learning
activities, you have been armored with knowledge and information that made you a better
learner.
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Now, you are set to take your five-stage adventure (1-Load, 2- Engage, 3- Advance,
4-Refine, 5- Nurture). Take your time and enjoy!
Before you start the activities, please fill up the Learning Contract.
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish the activity
package and submit it to your teacher (_
_) on (
_).
Activity 1: LOAD
Loaded Expressions!
Read the following statements. Do their expressions sound familiar? Identify the personas
being referred to based on their utterances. The first one is done for you.
1. “For me, you are the sunshine that lights up the
whole world. I can’t imagine the future without you.”
Your answer: an in loved person
2. “My heart shouts in joy seeing the stretch of soil
before me turning its verdant small grains into gold ”.
Your answer:
_
3. “As long as I am here. There’s no mutiny in my ship.
That’s an order men!”.
Your answer:
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_
29
4. “With the silent passing of time, slowly, I have been
losing my strength, my sight and even my appetite”.
Your answer:
_
5. “These waters have fed generations.
Today, they feed us and our children. Everyone who
lives along these shores greatly depend on the bounty
they offer.”
Your answer:
_
6. “Please spare me a bite or a few coin. I have not
eaten anything for the whole day ”.
Your answer:
_
7. “Each symbol, sign, object or image I have drawn in
my canvas is full of life. It’s beautiful. It’s a
masterpiece! ”.
Your answer:
_
8. It’s ironic. We have been building almost every man’s
house in the neighborhood but we haven’t built ours”.
Your answer:
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9. “Each performance and somersault I do on the
trampoline makes the audience amazed.”
Your answer:
_
Your answer:
_
10. “With every carve that my hands make,
I bring this stone to life.”
Answer this question in a sentence only:
How were you able to identify the persona being referred to in each number?
Activity 2: ENGAGE
Engage your comprehension!
Here are five (5) communication processes. Read and understand them carefully for
you to be able to do the given activities.
Situation 1: (Setting: At home)
Khobie: Mother, I am so excited. Today is the start of classes. I am now in Grade 11.
Mother: So, you must not be late, dear. Start the school year right! Be good!
Khobie: Yes, Mother. I am ready. Promise, I’ll make you proud of me again this school year !
Goodbye Mother, see you later. Love you! (Khobie hugs his mother before leaving)
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Situation 2: (Setting: In the school)
Khobie: Hello everyone! Nice to see all of us back!
Bryan: Hi Khobie, how’s your vacation?
Celine: I heard you and your mother went to Ilocos for a week.
Miko: And we’re expecting for the pasalubong, the chichacorn and sukang Iloco!
Rina: And the famous Vigan longganisa.
Khobie : Don’t worry, I will give each of you your pasalubong later. What about you? How
did you spend your vacation?
Miko : I had a different summer vacation. I worked at Uncle Rene’s shop and I earned
enough allowance for the next three months.
Celine : That’s a nice way to spend your vacation Miko. But before you continue your story,
let’s hear more of Khobie’s experiences in Ilocos.
Miko : Sure ! Come on Khobie, tell us how much you enjoyed the beautiful beaches and
mouth-watering dishes in Ilocos.
Situation 3: (Setting: In the classroom)
Ms. Garcia: Good morning class!
Class: Good morning ma’am!
Ms. Garcia: I am Ms. Maricel A.Garcia, your class adviser and teacher in Oral Communication.
Before we discuss our school rules and regulations and the content of your subject, I would
like to give you not more than 20 seconds to share something about your expectations in this
class.Introduce yourself first before sharing your expectations. Who wants to go first? Yes!
Khobie: I am Khobie E. Villamor. I am expecting that in this class, I‘ll improve my oral
communication skills and be more confident in facing people.I know it’s tough but I’ll do
everything to gain a lot in this subject.
Ms. Garcia : What a nice expectation, Khobie ! How about the rest ? Any volunteer?
Situation 4: (Setting: In the Faculty Room after class hours)
Principal: I called for this short meeting to inform you that our enrolment number as of today
is 1,857. It means that it has exceeded the enrolment last year which was 1,602. This morning,
Practice personal hygiene protocols at all times
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I went around and observed that some classes are crowded. What can you suggest to solve it?
Yes, Ms. Marcos!
Ms. Marcos: I suggest that we create 2 more sections for the Grade Level that has greatly
increased in its enrollees. The library and half of the Home Economics building can be used as
classrooms. With the Grade Levels whose increase is still manageable, let’s distribute the
enrollees in the different classes.
Ms. Cruz : Kindly repeat your suggestion Ms. Marcos. I did not get it well. Sorry.
Principal : Yes Ms. Marcos, kindly repeat your suggestion.
(More suggestions are given)
Principal: Thank you for all your suggestions. Let’s have tonight to think of the best suggestion
to be done. I will call for another meeting about this matter. That’s all for now. See you
tomorrow.
Situation 5: (Setting: On Khobie’s way home)
Khobie: Will I go home right away or drop by the computer house? No! Mother must have
been waiting for me. In the first place, I’m so hungry and I can imagine mother’s pinakbet!
Situation 6 : (Setting : At home, after school)
Khobie: Mother, I’m home.
Mother: There you are! How’s school, my dear son?
Khobie: It’s fine Mother! I enjoyed a lot. So, what’s in the news for today ? (Looking at the
television airing a live news)
Mother: It’s the same news every year on tuition fee hike. Parents and students are complaining
of the 5 % increase in last year’s tuition fee in the universities.
( Police mobile car passes by)
Policeman: Everyone in the neighborhood is reminded to keep your homes safe especially at
night due to the increasing number of robberies recorded. Minors should observe the curfew
hour set by the authorities. Parents are accountable if in case their children will be caught still
on the streets beyond curfew hour.
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A. Identify the speakers involved in the given situations above and the conversational
relationship existing among them. Then, indicate the speech style (Intimate, Casual, Formal,
Consultative, Frozen). Number 1 is done for you as an example.
Speakers involved in
the speaking
situation
1.
Khobie and his mother
Conversational
relationship of the
speakers and speech style
used
Parent -child
relationship
Intimate
2.
3.
.
4.
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5.
6. For this number, include all three speaking situations in situation 6.
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B. Identify the speech context being illustrated in each of the different speaking situations
presented above.
Setting/speaking situation
Type of Speech Context illustrated
At Khobie’s home
In the school
In the class
At the Faculty Room
Khobie on his way home
At home after class hours
(Note : Include all the three (3 ) speaking
situations here)
C. Answer each of the following in a sentence only.
1. In situation 1, can the speakers make use of the same intimate language when speaking
with others? Why?
2. How does situation 2 differ from situation 1?
3. Why is situation 3 different from situations 1 & 2 in terms of level of formality?
4. What makes situation 4 different from the first three speaking situations?
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5. In situation 5, who is Khobie talking to? How does communication happen here?
6. Aside from Khobie and his mother’s conversation in situation 6, what other speaking
situations are presented? How do these differ from the other communication processes given?
7. Considering the different speaking where Khobie is involved, is there a difference in the
speech acts and communicative strategies that he uses?
8. Does Khobie have the same conversational relationship as he engages in different speaking
situations? Why?
Activity 3: ADVANCE
Advance your understanding!
In your previous activities, you have observed that in every speech context there is
an appropriate speech style to be used based on the conversational relationships a speaker has
with the other speakers in the communication process. That is, the degree of relationships
dictates the speaker’s level of communication and language which can be intimate, formal,
casual, consultative or frozen.
Moreover, you have to remember that as a speaker engages in the different speaking
situations, he/she also needs to perform the required speech act and the right communicative
strategies.
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A. Based on the speaking situations presented above, identify the speech acts based on Searle’s
classification of Speech Act. Explain why.
SITUATION
SPEECH ACT
Khobie and his mother’s
conversation
Directives
JUSTIFICATION
Because the Mother told
Khobie to start the year right
and do good. This is an act of
telling someone what to do.
Khobie and his friends
Ms. Garcia and her students
Khobie to himself
Principal and the teachers
Policeman and the people in
the neighborhood
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B. Indicate the communicative strategy shown in the following dialogues or statements
taken from the speaking situations above.
Dialogues/ Statements
Communicative Strategy
1. “Hello, everyone! Nice to see all of us back!
“
2. “Kindly repeat your suggestion Ms. Cruz. I
did not get it well.”
3.” What can you suggest to solve it? “
4. “What about you? How did you spend your
vacation? “
5. “Good bye mother. See you later.”
6. “But before you continue your story, let’s
hear more of Khobie’s experiences in Ilocos.”
7. I called for this short meeting to inform
you that our enrolment number as of today is
1,857.
8. What a nice expectation, Khobie! How
about the rest? Any volunteer?
9. I will call for another meeting about this
matter. That’s all for now. See you
tomorrow.
10. I would like to give you not more than
20 seconds to share something about your
expectations in this class.
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Activity 4: REFINE
Refine your thoughts!
1. Recall at least five (5) movies or series, radio dramas, stories or novels that you have
watched, listened to or read.
2. Name one character from each of the five (5) movies or series, radio dramas, stories
or novels. Note down his/her most remarkable line/sentence and to whom he/she has said it
and their relationship. After which, indicate the speech style, speech context, speech act and
communicative strategy used.
Title of
movie,
drama,
story or
novel
Characte
r who
said the
line
Most
remarka
ble line
Example:
Mufasa
Simba
“Look
inside and
you have
more than
what you
become.”
Lion King
To whom
the line is
said
Relations
hip to the
speaker
Speech
Co ntex t
Used
Speech
Style
Used
Speech
Act
Commun
icative
Stratey
Father
Interperso
nal (dyad)
Intimate
Locutiona
ry
Nominati
on
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41
Activity 5: NURTURE
Nurtured talents showcasing!
Welcome to your last adventure on this lesson!
To finish your adventure, perform one of the following activities. Make sure that in your
work, you use the appropriate conversational relationship language, speech context, speech act
and communicative strategy suited to the person/s named in your chosen category.
Category
Activity
Artists’ Lane
A poster with a five-sentence message for a special friend
showing your appreciation.
Poets’ Nook
A poem for your mother/father expressing your gratitude for all
the things they have done.
Writers’ Spot
A letter inspiring yourself to pursue your dreams
Singers’ Corner
A song for a person celebrating his/her greatness
Journalists’ Zone
An article for the community leaders showing your admiration of
their committed service.
Scientists’ Realm
A photo collage of inventions that you wish to offer the entire
humanity, work accompanied with a 5-sentence dedication
Humanists’ Ground
A print ad encouraging people to sustain a just and peaceful
society, work accompanied with a 5-sentence message
Write your activity here or you may you use a clean bond paper.
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ANALYTIC RUBRIC FOR PERFORMANCE TASK
Criteria
Sufficient (3)
Above Average
(4)
The
central
purpose of the
student work is
clear and ideas
are
almost
always focused
in a way that
supports
the
thesis. Relevant
details illustrate
the
author’s
ideas.
The central purpose
of the student work
is clear and
supporting
ideas
always are always
wellfocused .Details are
relevant, enrich the
work.
Organization
Information
and Information
and
(Sequencing of
ideas are poorly ideas are presented
elements/ ideas) (20%) sequenced(the
in an order that the
author
jumps audience
can
around)The
follow
with
audience
has minimum
difficulty following difficulty.
the
thread
of
thought.
Information and
ideas
are
presented in a
logical sequence
which
is
followed by the
reader with little
or no difficulty.
Information
and
ideas are presented
in a logical
sequence
which
flows naturally and
is engaging to the
audience.
Mechanics
Needs
improvement (1)
Clarity (Thesis
supported by relevant
information and
ideas) (20 %)
Developing(2)
The purpose of the The central purpose
work is not well- of
work
is
defined.
identified.
Central ideas are not Ideas are generally
focused to support focused in a way
the thesis.
that supports the
thesis
Thoughts
appear
disconnected.
(Correctness of
grammar) (20%)
Creativity
Originality)
(40%)
and
Misspellings and or
systematic
grammatical errors
seriously hamper the
comprehension of
work
Misspellings
and/or systematic
grammatical errors
distract from the
work
The
comprehension
of the work
minimally
interrupted by
misspellings
and/or
systematic
grammatical
errors.
Misspellings and/or
grammatical errors
do not hamper the
comprehension of
the work
There is need to
improve the creative
facet
of
the
presentation
Creativity is shown
but in unorganized
manner. The piece
is
slightly
unoriginal.
Creative
adaptation of the
lesson is almost
perfect and is
original
Creative adaptation
of
the
lesson
includes no errors
and is original
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CONGRATULATIONS for a job well done! You successfully finished your five-stage
adventure. You must be proud of yourself. Keep it up until your next lesson adventure in
Oral Communication!
Reflection:
Directions: Complete the following statement:
With all the activities that I have undertaken on this lesson, I learned
that
References:
Pinzon, MJ. L. & Jamande, NK. F. (2017). Power speak : Oral communication in context.
Abiva Bldg., 851 G. Araneta Ave., Quezon City : Abiva Publishig House, Inc.
Balgos,AR.G. & Sipacio, PJ. F.( 2016). Oral communication in context. 839, EDSA, South
Triangle, Quezon City : C & E Publishing, Inc..
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Answer key:
Activity 1: LOAD
A. Loaded Voice
1. An in loved person
6. A beggar
2. A farmer
7. A painter
3. A ship’s captain
8. A carpenter
4. An old/aging person
9. An acrobat, a gymnast
5. A fisherman
10. A sculptor
Activity 2: ENGAGE
A.
Speakers involved in
the speaking
situation
Khobie and his mother
1.
Conversational
relationship of the
speakers and speech style
used
Parent -child
relationship
Intimate
2.
Khobie and his friends
friend-friend relationshi[
Casual
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45
3.
.
Ms. Garcia
students
and
her
Teacher-student
relationship
Formal
4.
Principal and the
teachers
Head-subordinate
relationship
Formal
5.
Khobie to himself
Self -relationship
Intimate
6.
Khobie and his mother
Parent-child relationship
Intimate
Mother watching news on
TV
Self- it relationship
Formal
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46
Policeman warning the
neighborhood
People-people
relationship
Formal
B. Identify the speech context being illustrated in each of the different speaking situations
presented above.
Setting/speaking situation
Type of Speech Context illustrated
At Khobie’s home
Interpersonal (Dyad)
In the school
Interpersonal (Small group)
In the class
Public
At the Faculty Room
Small group
Khobie on his way home
Intrapersonal
At home after class hours
Interpersonal (Khobe and his mother)
Mass communication (Mother watching the
news on TV)
Public (Policeman warning the people
C. Answers may vary
Activity 3: ADVANCE
Answer may vary depending on the statements chosen in each situation.
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47
B. Indicate the communicative strategy shown in the following dialogues or statements
taken from the speaking situations above.
Dialogues/ Statements
Communicative Strategy
1.“ Hello everyone! Nice to see all of us back!
“
Nomination
2. “ Kindly repeat your suggestion Ms. Cruz.
I did not get it well.”
Repair
3.” What can you suggest to solve it? “
Turn Taking
4.“ What about you? How did you spend your
vacation? “
5.“ Good bye mother. See you later.”
Topic shifting
Termination
6.“ But before you continue your story, let’s
hear more of Khobie’s experiences in Ilocos.”
Topic Control
7.I called for this short meeting to inform you
that our enrolment number as of today is
1,857.
Nomination
8. What a nice expectation, Khobie ! How
about the rest ? Any volunteer?
Turn Taking
9.I will call for another meeting about this
matter. That’s all for now. See you
tomorrow.
Termination
10. I would like to give you not more than 20
seconds to share something about your
expectations in this class.
Restriction
Activity 4: REFINE
(Answers may vary)
Activity 5: NURTURE
(Outputs may vary)
Prepared by
FLORABEL G. PASCUA
Teacher III, Salinungan National High School
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11
Oral Communication
in Context
Second Quarter
LEARNING ACTIVITY SHEET
ORAL COMMUNICATION IN CONTEXT
Name of Learner
Score
Grade/Section
_
Date
LEARNING ACTIVITY SHEET
ROLE AND RESPONSIBILITIES OF A SPEAKER
Background Information for Learners
Communication is an important tool that allows you to be understood by others.
In your everyday life, you communicate with different people and you become one of
the actors in various communication processes. In these communication processes, you
play an important role - either you become the speaker (sender of information) or the
receiver (listener/audience to the information). Being a speaker or a receiver in any
communication process entails responsibilities.
Notes to remember:
Role means a function played or assumed by a person or thing in a particular
situation.
Responsibility means the state of having a duty to deal with something or of
having control over someone.
An individual who participates in any communication process has roles and
responsibilities. He or She may be the speaker (sender of information) or a receiver
(listener /audience listening to the information).
These roles of being a speaker or a listener may change depending on the
speaking situation he/she participates in.
Learning Competency with Code:
Explain that a shift in speech context, speech style, speech act and communicative
strategy affects the role and responsibilities of speaker. (EN11/12OC-IIab-22. 4)
Practice personal hygiene protocols at all times
49
Directions and Instructions:
Dear learner, welcome to your next learning adventure! With your previous
learning activities, you have been armored with knowledge and information that have
made you a better learner.
Now, you are set to take your five-stage adventure (1-Load, 2- Engage, 3Advance, 4-Refine, 5- Nurture). Take your time and enjoy!
Before you start the activities, please fill up the Learning Contract
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish the activity
package and submit it to your teacher (_
_) on (
_).
Activity 1: LOAD
Load and gear up!
You certainly play an important communicative role at home, in the family, in the
school and the community. Your role in each of the given contexts is already identified
and written in the circle. Give five (5) communication responsibilities that your role
entails and put them inside the boxes.
1. At home
Asking my
parents politely
A
good
child
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50
2. In School
Participating
actively in class
A
responsible
student
3. In the Community
Listening to
barangay
symposium on
waste
A supportive
resident
Questions:
1. Are your roles the same in the given contexts? Why?
2. As your roles change from one context to another, are your communicative
responsibilities also changing? Why?
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51
Activity 2: ENGAGE
Engage and level up!
From the previous activity, you have learned that as your roles change from one
context to another, your responsibilities also change. Your role and responsibilities at
home, in the school and in the community differ. This is also the same when you engage
in the communication process. Your role and responsibilities as a speaker change from
one speaking situation to another.
Think of 5 examples of speaking situations that you perform, do, or participate
in at home, in the school and in the community. Write these in the first column. In the
second column, write your role in the speaking situations; whether you are a speaker
(sender) or listener (receiver) of the information. In the third and fourth column,
indicate the speech context and speech style used respectively. Be guided with the
example given in each category.
At home/in the
family
Example : Telling
my mother about a
school happening
My role in the
communication
process
Speaker/Sender of
information
Speech Context
Used
Interpersonal
Speech Style
Used
Intimate
1.
2.
3.
4.
5.
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52
Continuation of activity 2…
In the school
Your role in the
communication
process
Example:
Listener/Receiver
Listening to my
of information
Oral Com teacher’s
lecture
Speech Context
Used
Interpersonal
Speech Style
Used
Formal
1.
2.
3.
4.
5.
In the community
Example :Being a
participant in the
Barangay AntiDrug Symposium
Your role in the
communicati
on process
Listener/Receiver
of information
Speech Context
Used
Public
Speech Style
Used
Formal
1.
2.
3.
4.
5.
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53
Questions:
1. What causes the change in your role in the various speaking situations you have at
home, in the school and the community?
2. How does speech context affect the speech style you use in the different speaking
situations?
3. Does each speaking situation require you to perform the same speech act? Why?
4. The speaking situations you participate in require you to use different
communicative strategies. How does a shift/change in communicative strategy affect
your role and responsibility as a speaker?
Activity 3: ADVANCE
Advance and power up!
As a speaker in different communication processes, you have some
responsibilities to perform in order to maintain a meaningful, healthy and friendly
speaking environment. Identify at least five (5) responsibilities that you have as a
speaker and five (5) responsibilities that you do as a listener to achieve a successful
communication process.
My role responsibilities as a speaker: ( Example : I speak with others politely.)
1.
2.
3.
4.
5.
My responsibilities as a listener: ( Example : I listen attentively.)
1.
2.
3.
4.
5.
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54
Comprehension Check: Answer these questions briefly.
1. How do your responsibilities as a speaker differ from your responsibilities as a
listener?
2. Do you think a shift in speech context, speech style and speech act cause this
difference in your responsibilities as a speaker and a listener? Why?
Activity 4: REFINE
Refine and brace up!
Read the given speaking situations carefully. As a speaker or a listener, explain
a doable or an achievable solution for each of the communication problems presented.
1. You are listening to a reportorial activity in your UCSP class. One of the reporters
has been feeding a misleading information. As a listener to the communication process,
what responsibility would you play to address the problem?
2. Mr. Jun Marcos was invited as one of the speakers in a Youth Forum in your town.
To prepare for this speaking engagement, he asked the organizers for the topic and the
profile of the audience. He found out that he would be speaking before one hundred
twenty (120) teenagers composed of Senior High School and college students, teenage
mothers and fathers and out-of-school youth. He prepared a speech which
comprehensively explains his topic. However, the participants became inattentive when
he was half-way done with his two-hour session. How would Mr. Marcos, as a speaker,
have managed this communication breakdown? Provide useful suggestions.
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Congratulations dear learner. You are now on your final task!
Activity 5: NURTURE
Nurtured skills parade!
Using any of the following activities, explain/describe how the shift/change in
speech context, speech style, speech act and communicative strategy affects your role
and responsibilities as a speaker.
Writer’s Ink Drops: An essay of not less than 100 words
Painter’s Brush Works: A poster or a simple indigenous painting using any
material available at home
Poet’s Pen Scribbles: A poem consisting of four-quatrains (four stanzas)
Singer’s Note Echoes: A four-stanza song (medley, rap, ballad, pop) adopting the tune
of your favorite song
Vlogger’s Cam Rolls: A 5-minute vlog creatively done at home (recorded and to be
sent personally or online)
Place your work here. Use a separate sheet of paper if needed:
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56
ANALYTIC RUBRIC FOR PERFORMANCE TASK
Criteria
Needs
improvement
(1)
Clarity (Thesis
supported by
relevant
information and
ideas) (20 %)
Organization
(Sequencing of
elements/ ideas)
(20%)
Developing(2)
Sufficient
(3)
Above
Average (4)
The purpose of The
central
the work is not purpose
of
work
is
well-defined.
identified.
Central ideas
are not focused Ideas
are
to support the generally
thesis.
focused in a
way
that
Thoughts
supports the
appear
thesis
disconnected.
The central
purpose of
the student
work is clear
and ideas are
almost
always
focused in a
way
that
supports the
thesis.
Relevant
details
illustrate the
author’s
ideas.
The
central
purpose of the
student work is
clear
and
supporting
ideas always
are
always
wellfocused .Detail
s are relevant,
enrich
the
work.
Information
and ideas are
poorly
sequenced(the
author jumps
around)The
audience has
difficulty
following the
thread
of
thought.
Information
and ideas are
presented in an
order that the
audience can
follow with
minimum
difficulty.
Information
and ideas are
presented in
a
logical
sequence
which
is
followed by
the reader
with little or
no difficulty.
Information
and ideas are
presented in a
logical
sequence
which
flows
naturally and is
engaging to the
audience.
Misspellings
and
or
(Correctness of
systematic
grammar) (20%) grammatical
errors seriously
hamper
the
comprehension
of work
Misspellings
and/or
systematic
grammatical
errors distract
from the work
The
comprehensi
on of the
work
minimally
interrupted
by
misspellings
Misspellings
and/or
grammatical
errors do not
hamper
the
comprehension
of the work
Mechanics
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57
and/or
systematic
grammatical
errors.
Creativity and There is need to
Originality)
improve
the
creative facet
(40%)
of
the
presentation
Creativity is
shown but in
unorganized
manner. The
piece
is
slightly
unoriginal.
Creative
adaptation
of the lesson
is
almost
perfect and
is original
Creative
adaptation of
the
lesson
includes
no
errors and is
original
Reflection:
Directions: Complete this statement:
With all the activities that I have undertaken on this lesson, I learned
that
.
References:
Pinzon, MJ. L. & Jamande, NK. F. (2017). Power speak : Oral communication in
context. Abiva Bldg., 851 G. Araneta Ave., Quezon City : Abiva Publishig
House, Inc..
Balgos,AR.G. & Sipacio, PJ. F.( 2016). Oral communication in context.
839, EDSA, South Triangle, Quezon City : C & E Publishing, Inc..
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58
Answer Key:
Activity 1: LOAD (Answers may vary)
Activity 2: ENGAGE (Answers may vary)
Activity 3: ADVANCE (Answers may vary)
Activity 4: REFINE (Answers may vary)
Activity 5: NURTURE (Answers may vary)
Prepared by:
FLORABEL G. PASCUA
Teacher III, Salinungan National High School
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59
11
Oral Communication
in Context
Second Quarter
LEARNING ACTIVITY SHEET
ORAL COMMUNICATION IN CONTEXT
Name of Learner:
Section:
Grade Level:
Score:
_
LEARNING ACTIVITY SHEET
Message
Background Information for Learners
Communication is a very important part of our lives as it is the primary way we
connect with other people. We do interact with people and communicate with them.
From these communication processes and interactions, we get and provide pieces of
information or messages.
Notes to remember:
Message is the information that the speaker wants to relay to the receiver.
The message can be delivered verbally or non-verbally. Verbal messages are in the
form of words, phrases, sentences or any form of utterances. Non-verbal messages
include signs, symbols, touch, eye contact, voice, space, body language and posture,
facial expressions and gestures.
The message conveyed by the speaker depends on the speaking situations he/she
participates in. The message will be affected when there is a shift to the communicative
strategies and their elements--Speech context (Intrapersonal and Interpersonal); Speech
Style (Intimate, Casual, Consultative, Formal and Frozen); Speech Act (Locutionary,
Illocutionary and Perlocutionary); and Communicative Strategy (Nomination,
Restriction, Turn-taking, Topic control, Topic shifting, Repair and Termination)
The message should be clear to avoid communication breakdown.
Learning Competency with Code:
MELC: Explains that a shift in speech context, speech style, speech act and
communicative strategy affects the following: Language form, Duration of interaction,
Relationship of speaker, Role and Responsibilities of the Speaker, Message, Delivery
(Semester 1, Quarter 2)
CG: Explain that a shift in speech context, speech style, speech act and
communicative strategy affects the message. (EN11/12OC-IIab-22).
Directions and Instructions:
Dear learner, welcome to your next learning experience! With your previous
learning activities, you have gained more knowledge that will greatly help you continue
in your learning race.
Now, you are set to take your five-stage adventure (1-Load, 2- Engage, 3Advance, 4-Refine, 5- Nurture). Take your time and enjoy!
Level 1: LOAD
Load to refresh!
Below are sample speeches and conversations. Read and analyze them carefully.
Speech 1
It is indeed a great pleasure to introduce to you our Guest Speaker for this 1st Moving
Up Ceremony and 22nd Recognition Day of the Regional Science High School for Region
02.
We are very much honored to have with us today an alumnus of RSHS who is actually
the pride of the Region.
Our Guest Speaker who is considered as the Ybanag Precious Gem is from Minanga
Sur, San Pablo, Isabela. He is the son of Engr. EFREN M. ABIQUI and NORMA G.
ABIQUI. He was born on March 4, 1992. And if you were to ask his status, he is still
single and available. The reason is not because he does not care for the ladies but because
he first focused on his study.
For this, his track record showed an impressive achievement from his childhood days
up to the present time.
At the age of three, he dreamt to be a PMAer. It was his first visit at PMA on the year
1995 when his family recognized his interest in entering PMA. He was fascinated by the
armoury and the cadets who roamed around the academy.
Excerpt from an Introduction of Guest Speaker
Speech 2
While our economic problems are integrated in character, we must be concerned
with the plight of the common man as an imperative of justice. We must help bridge the
wide gap between the poor man and the man of wealth, not by pulling down the rich to
his level as communism desires, but by raising the poor up towards the more abundant
life. This is democracy’s supreme endeavor. I shall therefore from this day onward
vigorously exert all efforts to increase the productivity of the farmer and the laborer, to
teach the common man scientific methods to lighten his burdens, to give land to the
landless and in time to place within his means the essential commodities for a decent
living.
It is not our only task to solve the immediate problems of the present and build
materially for the future. The structure of this Republic must be built not only upon
material but more so upon spiritual foundations. Our fifth mission, therefore, is to
establish the practices and the example that will strengthen the moral fiber of our Nation
and reintroduce those values that would invigorate our democracy. This we shall seek
through formal modes of reform, through enforcement of statutes and, whenever feasible,
through the power of example. I shall accordingly endeavor to set the tone not only for
integrity but also for simple living, hard work, and dedication to the national well-being.
- Inaugural address of his excellency Diosdado Macapagal [Delivered at the Quirino
Grandstand, Manila, December 30, 1961]
Two persons giving their vow for each other
“Today, I make a vow before God and before these people who really love and
support us from the very start. Shane, I promise to love and treasure you forever. I do
not know what lies ahead of us, what the future holds for us, but I am sure, I’ll do
everything to prove you how much I love you.”
“Xander, I have been lost and miserable until you came along. I thank God so
much for bringing you into my life. I have never been this happy. I want you to know
that I am not perfect but I’ll do my very best to become deserving of your love.I will
love you for the rest of my life”.
Conversation between two friends:
Mary: Hey, it’s me! How are you?
Jane: Hi! I’m good, and you?
Mary: I’m great! Do you want to go to the cinema tonight? They are showing the
Twilight Saga!
Jane: Sounds like fun! What time shall we go?
Mary: There is a showing at seven o’clock. The Twilight Saga is a series of five romance
fantasy films from Summit Entertainment based on the four novels by American author
Stephenie Meyer. It is about the story of Bella and the vampire. I love to know more
about them.
Jane: I think I like to know more about them too. So, come on let us watch the movie.
-http://xtec.gencat.cat/web/.content
A doctor and a patient’s conversation
“Ms. Santos, your health is your greatest concern right now. You should not forget
taking your medicines despite of your busy schedule. If not, you’ll not get better”.
“Yes doc. I am sorry for having not followed all your instructions. Beginning
today, I’ll follow everything that you have said for me to get better. Thank you Dr.
Mercado”.
Answer each of the following questions in not more than two sentences.
1. What does speech 1 talk about? What particular occasion do you hear this kind of
speech?
2. What does speech 2 tell about? Does it have the same message/content with that of
speech 1? Which important occasion had it been delivered?
3. How does the conversation of Mary and Jane differ with the two sample speeches?
4. Describe the lines of
the persons giving their vow for each other. How do their lines
differ with the first three speaking situations?
5. Based
on the dialogues/lines of the doctor and Ms. Santos, what can you conclude of
Ms. Santos’ health condition? How does their conversation differ with the rest of the
speaking situations presented?
LEVEL 2: ENGAGE
Message in Focus!
Choose three different people from the list below and write each one of them a
message of not more than 50 words. Use the space provided or a separate sheet when
needed.
1. To your Brgy. Captain asking him to lead the people in saving the river in your
barangay
2. To the out-of -school youth in your community
3. To a student who has not been studying
4. To a best friend whom you have secretly fallen in love with.
5. To a parent who has been sacrificing a lot for his/her children
6. To a medical doctor who renders services in the mountains
Answer each question in not more than two sentences.
1. Do your three messages for three different people have the same content? Why?
.
2. What do you think causes the change in content of your message?
.
LEVEL 3: ADVANCE
Virtual and Non-Virtual Talk
In this level, you may select one among the options below for your output.
Activity 1: Read and analyze the situations below. Describe the speech context, style,
act and communication strategy being reflected. An example is provided as a basis.
Example:
Situation
Speech Context
Speech Style
Speech Act
Communicative
Strategy
Teacher talks to
the principal
about the
classroom
observation.
The principal
explains the
good points and
the some points
for
The
communication
occurs between
two people.
The situation
shows a
conversation
between a
superior and a
subordinate.
The situation
shows an
illocutionary
act of
suggesting
and advising
in which the
speaker
expresses
belief about
The speakers use a
Turn taking
strategy in which
they decide who
takes the
conversational
floor. They
use either an
informal approach
( just jump in and
improvement.
The teacher
clarifies some
questions for
the
enhancement of
the strategies.
Situations
1. Teacher Edz goes
to her English class
and greets the
students cheerfully.
She asks the class
Secretary to report her
the attendance. As
usual, no one is
absent. This always
inspires her to deliver
her lessons
effectively. She
discusses to the
learners the relevance
of understanding
context to have a
meaningful
communication.
2. Teacher Belle
chitchats with her
friends. She shared
about the plot of the
Movie entitled, ‘Love
Thy Woman’. She
illustrated her feelings
while watching and
they laughed to one
another. Her friends
expressed too their
reactions and
experiences about the
movie.
the truth of a
proposition.
Speech Context
Speech
Style
Speech Act
start talking) or a
formal approach
(permission to
speak is requested)
Communicative
Strategy
3.Teacher talks to her
husband. She shares
her exciting
experiences to her
students in the class.
Also, she asks pieces
of advice on what
solution is possible
for the students with
problems in the
school and in the
family.
Activity 2
List three Filipino movies or TV and Radio Shows where the shift in speech context,
speech style, speech act and communicative strategy affects the message. Fill out the
table by providing your favorite scenario in the selected movie or TV and Radio Shows.
An example is provided as a basis.
Example:
Movie
shows/TV or
Radio Shows
Speech
Context
Speech Style
Speech Act
Communicative
Strategy
Four Sisters
and a Wedding
During the
game, the
Bayags kept on
pointing hints
that Teddie is a
maid. Noticing
this, Grace
immediately
disrupted them
and had the
Bayags leave
for insulting
her daughter
inside their
own home.
Jeanette
mentioned
before leaving
that Teddie is a
“maid in
Spain”. The
communication
Alex and
Bobbie spoke
to one another
sincerely and
they’ve
decided that
Alex should
confront Chad
and end things.
Their
conversation is
private and the
message is
talked about
between them.
When the
family
reunites, the
sisters
expressed
their opinion
on CJ's abrupt
decision of
getting
married,
offending him.
CJ accepted
their apology,
but told them
to behave
themselves for
when they
meet his
fiancée,
Princess
(Angeline
Quinto), and
The sisters
surprised Grace
with piled crackers
as a gift for her
when suddenly, CJ
called in to inform
that Princess’
grandfather died.
The family went to
express their
condolences and
they apologized
for all the troubles
that they have
brought in their
respective
families. They
overcame
communication
breakdown to send
comprehensible
messages.
involves small
group
discussion who
engage in a
face-to-face
interaction.
Movie
shows/TV or
Radio Shows
1.
2.
Speech
Context
her family,
The Bayags.
The speaker
uses
expressive
feelings as
illocutionary
act to open his
message.
Speech Style
Speech Act
Communicative
Strategy
3.
Level 3: REFINE TO REMEMBER
In this activity, you may select one among the options for your output.
1. Simulate a seminar-workshop about protecting the environment. In the
situations, there are speakers, listeners, facilitators and utility workers who
composed the team of the program. Write a 5-page script about the seminarworkshop and focus on the message used by the different roles depending on
the context of the message.
2. This time, you are going to be a GLOBAL CITIZEN in helping the world to
attain the sustainable development goals by applying the shift in speech context,
speech style, speech act and communicative strategy affecting the message.
One way to achieve meaningful and substantial communication is through the
application of UNESCO’s (United Nations Educational, Scientific, and Cultural
Organization) Global Citizenship Education (GCED).GCED is UNESCO’s response
to society’s challenges. It works by empowering learners of all ages to understand that
these are global, not local issues and to become active promoters of more peaceful,
tolerant, inclusive, secure and sustainable societies. It also aims to instill in learners
the values, attitudes and behaviors that support responsible global citizenship:
creativity, innovation, and commitment to peace, human rights and sustainable
development. One best way to be a GLOBAL CITIZEN is to contribute to UNESCO’s
17 Sustainable Development Goals (SDGs).
The following are the 17 Sustainable Development Goals of UNESCO:
https://www.un.org/sustainabledevelopment
Your task now is to make a Short Film Advertisement about these sustainable
development goals based on the shift of message in speech act, context, style and
communicative strategies. But do not worry, you will not make a video rather you will
write a script of your Short Film Advertisement. A Short Film Advertisement is a
television or video advertisement that tries to persuade people to buy a product or gain
service to pitch goods or services with a call to action.
Level 5: NURTURE TO MASTER
Writing Prowess Test
Choose a personality in which it touches the concept of Speech act, Speech Style,
Speech Context and Communicative strategy and write a 250-word speech or a Skit
which reflects shift of speech act, context, style and communicative strategies affecting
the message.
1. You are invited in your Alma Mater to be the guest speaker during the
Commencement Exercises with the theme, “Sulong Edukalidad: Pagtataguyod
sa Kinabukasan ng Bayan” (Sulong Edukalidad: Championing the Nation's
Future).
2. You are invited by your friends to talk about the latest product you posted in
your vlog.
3. You are working as a bartender in a KTV Bar. In Five minutes, the shop will
be closed. Your task is to announce the closing of bar in Five minutes.
4. You participated in a presidential election and your task is to deliver a
campaign speech in front of the public.
5. You are an advocate of Environmental preservation and you are invited to
discuss in the conference about the saving of life in water, land and air.
6. You are a neighbor telling a random story to other neighbors.
7. You are a priest who is giving a sermon to the devotees about the Lenten
Season.
Rubric for Scoring
Rubric of Speech Writing
Name:
Date:
Topic:
Hour:
Category
Organization
Scoring Criteria
Ideas are arranged logically.
Appropriate organizational pattern
is observed.
Transitions are smooth.
Content is relevant and welldeveloped.
Purpose is well-defined.
Main points are stated.
Content
Arguments are sound and
supported with valid and credible
sources.
Introduction captures listener's
attention.
Speech is ended effectively with a
review of the main points.
Creativity
Mastery
Select a topic that my audience
can easily relate to and feel
interested in.
Grab the attention of the audience
through an absorbing introduction.
Mastery of the topic is evident.
TOTAL
GRAND TOTAL
5
4
3
2
1
Rubric for Scriptwriting / Skit Writing
Name:
Date:
Topic:
Hour:
Category
Organization
Scoring Criteria
Create distinct and consistent,
compelling, believable and multilayered personalities.
Illustrate exceptional pacing and
plotting of the story.
Showcase overall quality in the
writing including readability,
punctuation, grammar and
spelling.
Demonstrate natural, concise and
distinctive voices, unique to each
character.
Content is relevant and welldeveloped.
Purpose is well-defined.
Main points are stated.
Content
Arguments are sound and
supported with valid and credible
sources.
Introduction captures listener's
attention.
Speech is ended effectively with a
review of the main points.
Creativity
Mastery
Select a topic that the audience
can easily relate to and feel
interested in.
Grab the attention of the audience
through an absorbing introduction.
Mastery of the topic is evident.
TOTAL
GRAND TOTAL
5
4
3
2
1
Reflection:
What I have learned in the activity?
Illustrate what you have learned in the lesson through a photo collage that will be
lay out in the box below. You may use pictures. Write a one-paragraph description of
the collage on the space provided before the box.
.
References:
Flores, Ramona S. (2016). Oral Communication in Context First Edition. Manila
Philippines; Rex Printing Company, Inc.
Sipacio, Philippe John Fresnillo and Balgos, Anne Richie Garcia (2016). Oral
Communication in Context For Senior High School. Quezon City; C & E
Publishing, Inc.
Answer Key:
Students’ answers vary in all the activities given
Prepared by
EDLYN M. BAUI
11
Oral Communication
in Context
Second Quarter
LEARNING ACTIVITY SHEET
ORAL COMMUNICATION IN CONTEXT
Name of Learner:
Grade Level:
Section:
Score:
LEARNING ACTIVITY SHEET
Delivery
Background Information for Learners
Communication is indeed a very important aspect of our everyday life. In
communicating with people at home, in the school or in the community, we want to be
understood clearly. We want our message or information to be understood by others so
we can maintain a smooth and a meaningful flow of the communication process. Hence,
the delivery of message, how it is done, is also a concern of the speakers in the
communication process. Any problem in the delivery of message can cause
communication breakdown.
Notes to remember:
Delivery is the means by which a message is delivered.
Message delivery varies in different communication processes.
The delivery of message should be simple and clear.
Learning Competency with Code:
MELC: Explains that a shift in speech context, speech style, speech act and
communicative strategy affects the following: Language form, Duration of
interaction, Relationship of speaker, Role and responsibilities of the speaker,
Message, Delivery (Semester 1, Quarter 2)
CG: Explain that a shift in speech context, speech style, speech act and
communicative strategy affects delivery. (EN11/12OC-IIab-22. 6)
Directions and Instructions:
Dear learner, welcome to your next learning experience! With your previous
learning activities, you have gained more knowledge that will greatly help you continue
in your learning race.
Now, you are set to take your five-stage adventure (1-Load, 2- Engage, 3Advance, 4-Refine, 5- Nurture). Take your time and enjoy!
Before you start the activities, please fill up the Learning Contract
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish the activity
package and submit it to your teacher (_
_) on (
_).
I. LOAD
Load to refresh!
Read the given situations below then do the activities.
Eric, a Grade 11 student has the following scenario for the day:
Saying good
bye to his
mother
Speaking with a
tricycle driver
Listening to the
lecture of Ms. Pilar
Participating
in the AntiDrug
Symposium
Greet the school
principal at the gate
Conversing with
classmates about
their favorite
teleserye
Telling his best
friend that he has
been bullied twice
by classmate
Buying food from
the canteen vendor
Referring the behavior of a
bully classmate to his class
adviser
Questions: Answer each question in not more than two sentences.
1. How many communication processes did Eric have for the day?
2. Do you think he had different ways of speaking with the different persons involved
in the communication context? Did each scenario require him to give different
messages/information? Why?
3. Do you think his manner of delivering/ giving the messages changed from one
situation to another? Why?
II. ENGAGE
Picture Talk
Analyze the given pictures below and give a brief background of what is going on
in each communication situation. After which, answer the questions that follow. The
first one is done for you.
The anchor is delivering a special report about
an event currently occurring.
https://www.vecteezy.com/vector-art/519639-a-male-news-reporters
https://webstockreview.net/explore/feast-clipart-family-dining/
https://www.freepik.com
Answer each of the following questions in not more than three sentences.
1. Differentiate the four pictures in terms of:
a.
b.
c.
d.
Context
Style
Act
Communicative strategy
2. How is the delivery of the message affected when there is a shift in speech context,
speech style, speech act and communicative strategy affecting the delivery of the
message?
III. ADVANCE
Situational Phase
You were assigned by your teacher to be a tutor of your classmate for a speech
contest which will happen during the grade 11 culminating activity. Now, your task is
to train your classmate on how to deliver the speech convincingly and effectively.
In order to do this, you must have clear plan on how your classmate’s training goes.
Write a one paragraph answer with 100-150 words discussion based on the following
questions:
1. How will you design the delivery plan of your classmate considering the
following?
a. Speech context
b. Speech style
c. Speech act
2. What communication strategies will you employ in the delivery of your
classmate’s speech?
IV. REFINE
Refining through application
After clearly plotting the training plan, your next focus is to write 300 to 500- word
speech to be delivered. Choose one of the topics below. Again, consider the context,
style, act and strategy as you proceed writing.
a.
b.
c.
d.
e.
Clean water and sanitation
Zero hunger
Sustainable cities and communities
Global partnership
Responsible consumption and production
Your output can be either any of the following.
1. A handwritten or printed speech. Attach a sketch or description on how the
speech shall be delivered. Drop in the drop boxes of your school.
2. A video presentation of the speech being delivered. Email to your teacher.
V. NURTURE
Nurture to reinforce learning!
Listen, watch, or search any of the following communication situations:
1. A podcast featuring your favorite personalities
2. A radio interview with one or two callers
3. A speech delivery of a prominent personality
4. A conversation among friends
See whether the participants in these conversations apply the shift in speech
context, speech style, speech act and communicative strategy affecting the delivery of
the message.
Write a 300- word reflection of your analysis. Use the space provided or a
separate sheet when needed.
Rubric for Scoring
Rubric of Writing Activity
Name:
Topic:
Date:
Hour:
Category
Organization
Content
Creativity
Mastery
Scoring Criteria
Ideas are arranged logically.
Appropriate organizational
pattern is observed.
Transitions are smooth.
Content is relevant and welldeveloped.
Purpose is well-defined.
Main points are stated.
Arguments are sound and
supported with valid and
credible sources.
Introduction captures listener's
attention.
Speech is ended effectively
with a review of the main
points.
Select a topic that my audience
can easily relate to and feel
interested in.
Grab the attention of the
audience through an absorbing
introduction.
Mastery of the topic is evident.
TOTAL
GRAND TOTAL
5
4
3
2
1
Reflection:
What have I learned in the activity?
References:
Flores, Ramona S. (2016). Oral Communication in Context First Edition.
Manila Philippines; Rex Printing Company, Inc.
Sipacio, Philippe John Fresnillo and Balgos, Anne Richie Garcia (2016).
Oral Communication in Context For Senior High School. Quezon City; C & E
Publishing, Inc.
ANSWER KEY:
Activity 1-5: Answer vary
Prepared by:
EDLYN M. BAUI
Teacher III, Regional Science High School
Schools Division Office of Isabela
11
Oral Communication
in Context
Second Quarter
LEARNING ACTIVITY SHEET
ORAL COMMUNICATION IN CONTEXT
Name of Learner:
Grade Level:
Section:
Score:
LEARNING ACTIVITY SHEET
PRINCIPLES OF EFFECTIVE SPEECH WRITING FOCUSING ON AUDIENCE
PROFILE
Background Information for Learners
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. The first step in writing your speech in
the profile of your target audience.
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.
a.
Demography (age range, male-female ratio, educational background and affiliations or
degree program taken, nationality, economic status, academic or corporate designations)
b. Situation (time, venue, occasion, and size)
c. Psychology (values, beliefs, attitudes, preferences, cultural and racial ideologies, and
needs
Profiling the target audience of your speech will be more effective if you integrate the
purpose for writing and delivering the speech. The purpose can be classified into three—
to inform, to entertain, or to persuade.
a. An informative speech provides the audience with a clear understanding of the
concept or idea presented by the speaker.
b. An entertainment speech provides the audience with amusement.
c. A persuasive speech provides the audience with well-argued ideas that can
influence their own beliefs and decisions.
Learning Competency
MELC:
Uses principles of effective speech writing
CG:
Uses principles of effective speech writing focusing on Audience Profile
(EN11/12OC-IIcj-25.1)
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81
Directions and Instructions
Welcome, 21st Century LEARNER!
You are now on your journey of sharing your wonderful and creative thoughts as you
LOAD, ENGAGE, ADVANCE, REFINE, and NURTURE. This activity sheet deals with the
principle of effective speech writing focusing on audience profile.
To enter with your journey, you need to log-in to our OCgram by filling in your
information below.
Username:
Signature:
Draw your own emoticon
inside the box that
represents you.
LEARNING CONTRACT
AGREEMENT: By signing in your OCgram account, you are hereby accepting the
responsibility to finish the activity package and submit it to your teacher
(
) on (
).
Level 1: LOAD
Load up your armor!
Let us review by identifying what element (Demography, Situation, or Psychology) of
audience profile does the following statements belong to. Write your answer on the space
provided before the number.
1. Millennials and Generation Z
2. Young Professionals
3. Online Platform such as YouTube, Facebook, Instagram
4. COVID Awareness Month
5. ASEAN leaders and ASEAN young scientists
6. Grade 9 and 10 students of your school
7. COVID Patients under recovery
8. Christians and Muslims
9. 2020 SHS graduating students who don’t have an actual graduation
ceremony
10. Audio Visual Room during a class symposium on New Normal
Education
11. Frontliners
12. Evening of the 5th of June 2020 at the gymnasium
13. Filipinos who have lost their jobs amidst COVID 19
14. Senators and congressmen/congresswomen
15. 18 years old and below
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LEVEL 2: ENGAGE
Engage and gear up!
To start it up, you are going to analyze a written and an oral speech. You have two options for
this activity. Your analysis will be
Option A: Watch I-Witness: 'Ako si Patient 2828,' dokumentaryo ni Howie Severino on YouTube and
analyze the target audience by examining the profiling used. You may use the audience analysis chart
on the next page. https://www.youtube.com/watch?v=KdqgzZJbiCw.
Option B: Read the speech of Greta Thunberg and analyze the target audience by examining the
profiling used by speaker. You may use the audience analysis chart below on the next page.
Climate activist Greta Thunberg, 16, addressed the U.N.'s Climate Action Summit in New York
City on Monday. Here's the full transcript of Thunberg's speech, beginning with her response to
a question about the message she has for world leaders.
"My message is that we'll be watching you.
"This is all wrong. I shouldn't be up here. I should be back in school on the other side of the
ocean. Yet you all come to us young people for hope. How dare you!
"You have stolen my dreams and my childhood with your empty words. And yet I'm one of the
lucky ones. People are suffering. People are dying. Entire ecosystems are collapsing. We are in
the beginning of a mass extinction, and all you can talk about is money and fairy tales of eternal
economic growth. How dare you!
"For more than 30 years, the science has been crystal clear. How dare you continue to look away
and come here saying that you're doing enough, when the politics and solutions needed are still
nowhere in sight.
"You say you hear us and that you understand the urgency. But no matter how sad and angry I
am, I do not want to believe that. Because if you really understood the situation and still kept on
failing to act, then you would be evil. And that I refuse to believe.
"The popular idea of cutting our emissions in half in 10 years only gives us a 50% chance of
staying below 1.5 degrees [Celsius], and the risk of setting off irreversible chain reactions beyond
human control.
"Fifty percent may be acceptable to you. But those numbers do not include tipping points, most
feedback loops, additional warming hidden by toxic air pollution or the aspects of equity and
climate justice. They also rely on my generation sucking hundreds of billions of tons of your
CO2 out of the air with technologies that barely exist.
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83
"So a 50% risk is simply not acceptable to us — we who have to live with the consequences.
"To have a 67% chance of staying below a 1.5 degrees global temperature rise – the best odds
General
Audience
given by the [Intergovernmental Panel on
Climate
Change]Analysis
– the world had 420 gigatons of
CO2 left to emit back on Jan. 1st, 2018. Today that figure is already down to less than 350
gigatons.
"How dare you pretend that this can be solved with just 'business as usual' and some technical
solutions? With today's emissions levels, that remaining CO2 budget will be entirely gone
within less than 8 1/2 years.
"There will not be any solutions or plans presented in line with these figures here today,
because these numbers are too uncomfortable. And you are still not mature enough to tell it
like it is.
"You are failing us. But the young people are starting to understand your betrayal. The eyes
of all future generations are upon you. And if you choose to fail us, I say: We will never
forgive you.
"We will not let you get away with this. Right here, right now is where we draw the line. The
world is waking up. And change is coming, whether you like it or not.
"Thank you."
Sample Audience Analysis Chart
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
Note: You can add more elements in your audience analysis that you think are implied in the text or in
the video.
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84
Write your Audience Analysis here.
NAME OF THE SPEAKER/AUTHOR:
TITLE OF THE VIDEO/TEXT:
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85
Level 3: ADVANCE
You have learned that profiling your audience is very vital in the success of effectively
conveying your message. Thus, in this level, advance your speech writing skill by doing first
your own audience analysis. The situation is, you are a successful influencer on social media
through your videos and other contents you made, your principal is inviting you to deliver a
speech during the Career Week. They asked you to prepare a speech that focuses on how to use
the social media to promote advocacies and at the same time to earn an income. You are going
to make your own audience analysis using the T-Chart you have used in level 2. Use the
OCgram page below for your output.
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86
LEVEL 4: REFINE
Refine your skills in analysis!
Your Turn! Since you have already signed in to your OCgram account, it is your turn
to be a Vlogger. A vlogger is someone who makes vlogs (short films that record your thoughts,
ideas, or opinions on a subject) and posts them on the internet.
Let us imagine that you will be a future Vlogger and think of a content for your vlog
by following the audience profile you have done in level 3. When done with the task, answer
the following questions.
1. What will be the content of your Vlog? Why did you choose the topic?
2. What is the general purpose of your Vlog?
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3. Who are the target audience of your Vlog? Explain.
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88
LEVEL 5: NURTURE
Nurture your knowledge!
Activity 1. Write down!
You’re done with profiling your audience. Congratulations! Now, you are ready to
write a short script for your Vlog that addresses the elements you have in your audience
profiling in Level 3.
Be reminded that as a vlogger, you are the hero of your story, and you are the storyteller.
You have full control over what you share. Vlogs can be as simple as creating a daily diary, or
they can be more complex with thoughtful storylines and editing.
Use the following criteria in writing your output:
1.
Your short script should not less than 500 words and will not exceed to 1000
words.
2. English will be the medium to be used.
3. Your Vlog should be logical and in the form of a narrative. You can also be
conversational.
4. The first part will be the introduction of yourself. You can make your creative
name as a Vlogger. (e.g. Good Day everyone! I am Amazing Vince, you’re
friendly guy next door, and welcome to my Vlog!)
Write your script here!
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ANALYTIC RUBRIC FOR SCRIPT
Directions: Your script will be graded according to the following rubric. Use the
following rubric as a guide in constructing your short script for your Vlog!
Grammar and
Spelling
Written in
Script Format
Creativity
Easy to
understand
and follow
Specific
Assignment
Directions
Poor (1 Point)
Fair (2 Points)
Writer makes
more than 6
errors in
grammar or
spelling
The script is not
written in script
format.
There is little
evidence of
creativity in the
narrative. The
author does not
seem to have
used such
imagination.
Writer makes m
5-6 errors in
grammar or
spelling
Script does not
make sense.
Reader cannot
understand the
intention or
where the script
is going.
Meets few or no
requirements
specified in this
assignment.
Good (3
Points)
Writer makes 34 errors in
grammar or
spelling
Excellent (4
Points)
Writer makes 1-2
errors in grammar
or spelling
The script is
written in the
correct format
The narrative
The narrative
The narrative
contains a few
contains a few
contains many
creative details creative details creative details
and/or
and/or
and/or descriptions
descriptions.
descriptions
that contribute to
The author has that contribute
the reader’s
tried to use
to the reader’s
enjoyment. The
his/her
enjoyment. The author has really
imagination.
author has used used his
his imagination. imagination.
Script is
Script has parts Script is easy to
difficult to read that are
understand and
and understand. confusing, but
follow. It flows and
the overall
makes sense.
intention is
clear.
The script is
slightly correct.
The script is
mostly correct.
Meets some of
the
requirements
specified in this
assignment.
Meets all the
requirements
specified in this
assignment.
Extends all the
requirements
specified in this
assignment.
Activity No. 2. Vlog It! (Optional)
Now that you are done with your simple script, you can now make a video recording of
your Vlog. You can be creative in recording and editing your Vlog. Upload your vlog to your
social media account and tag your teacher.
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REFLECTION: In not less than 5 sentences, share your thoughts on what practical lesson
you have learned from level 1 to 5.
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References:
Sipacio, Philippe John F., & Balgos Anne Richie G. (2016). Oral Communication in
Context For Senior High School. EDSA, South Triangle, Quezon City. C & E
Publishing, Inc.
iRubric Script Writing Rubric
Retrieved from https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=LX7569C&
I-Witness: ‘Ako si Patient 2828, ‘dokumentaryo ni Howie Severino | Full Episode
Premiered April 18, 2020
https://www.youtube.com/watch?v=KdqgzZJbiCw
https://www.npr.org/2019/09/23/763452863/transcript-greta-thunbergs-speech-at-the-u-nclimate-action-summit
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Answer Key
Level 1: LOAD
1. Psychology
2. Psychology
3. Demography
4. Situation
5. Demography
6. Demography
7. Psychology
8. Psychology
9. Psychology
10. Situation
11. Demography
12. Situation
13. Psychology
14. Demography
15. Demography
Level 2: ENGAGE
(Answers may vary)
LEVEL 3: ADVANCE
(Answers may vary)
LEVEL 4: REFINE
(Answers may vary)
LEVEL 5: NURTURE
(Answers may vary)
Prepared by:
Joevince G. Baldonado
Master Teacher I, Raniag National High School
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11
Oral Communication
in Context
Second Quarter
LEARNING ACTIVITY SHEET
ORAL COMMUNICATION IN CONTEXT
Name of Learner:
Section:
Grade Level:
Score:
LEARNING ACTIVITY SHEET
PRINCIPLES OF SPEECH WRITING: LOGICAL ORGANIZATION
Background Information for Learners
Logical organization refers to the logical arrangement of ideas in a text.
Organization can be easily followed through the use of outline. Strong organization
constitutes proper paragraphing and logical order of presentation of ideas.
Writing patterns, in general, are structures that will help you organize the ideas
related to your topic.
• Biographical presents descriptions of your life or of a person, famous or not.
• Categorical/Topical presents related categories supporting the topic.
• Causal presents cause-effect relationships.
• Chronological presents the idea in time order.
• Comparison/ Contrast presents comparison/ contrast of two or three points.
• Problem-solution presents an identified problem, its causes, and
recommended solutions.
An outline is a hierarchical list that shows the relationship of your ideas. A good
outline helps you see that all the ideas are in line with your main ideas or message.
The elements of an outline include introduction, body, and conclusion.
•
Table Format
Purpose
Specific Purpose
Topic
Pattern
Introduction
Body
Conclusion
To persuade
To persuade the community members to reduce,
reuse, and recycle as means of eliminating garbage
and protecting the environment.
Promoting the importance of reducing, reusing, and
recycling in eliminating wastes and protecting the
environment.
Problem-solution
Share facts on the current situation of the
environment.
State the message of the speech (specific topic)
Discuss how improper waste disposal becomes an
environmental problem.
Explains how reducing, reusing, and recycling would
eliminate wastes and protect the environment.
State the specific purpose of your speech again.
Call for action.
•
List Format
1.0 As of today, there is an alarming increase of wastes in our community.
1.1 According to solid wastes management Office, if we do not take
immediate action we might face more perils caused by natural
calamities.
1.2 Now, I am going to talk about how to eliminate wastes and
protect the environment.
2.0 Improper waste disposal causes environmental problems.
2.1 Wastes contaminate the soil.
2.2 Wastes contaminate the water.
2.3 Wastes can cause floods.
3.0 There are ways to eliminate wastes and protect the environment.
3.1 Reducing, reusing, and recycling can help eliminate waste.
3.2 People should start doing these at home.
4.0 We must act now.
4.1 This solution should be supported by the local government.
4.2 Let us learn from the lesson in natural calamities we have
experienced.
The introduction is the foundation of your speech. Here, your primary goal is
to get the attention of your audience and present the subject or main idea of your
speech.
The body of the speech provides explanations, examples, or any details that
can help you deliver your purpose and explain the main idea of your speech.
The conclusion restates the main idea of your speech.
Learning Competency with Code
MELC: Uses principle of effective speech writing focusing on: Audience profile,
Logical organization, Duration, Word choice, and Grammatical correctness
CG: Uses principle of effective speech writing focusing on Logical organization
(EN11/12OC-IIcj-25.2)
Directions and Instructions
Hello learner! Do you want to be an Eco-Warrior and save mother earth from
dying? Eco- warriors are environmental advocates who promote sustainable lifestyle
and conserve Earth’s natural resources. Today is your chance to be one of them and
help mother earth. Thus, you need to do everything in this activity sheet to become
one. You are set to take your five-stage adventure (1-Load, 2-Engage, 3-Advance, 4Refine, 5-Nurture) dealing with the principles of speech writing focusing on logical
organization. At this point, you need to choose your preferred warrior. Write your name
below your chosen warrior, then sign the learning agreement. Good luck, warrior!
Name:
Name:
Credits: Mobile Legends
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to
Level 1: LOAD
finish the activity package and submit it to your teacher (
) on
Load
up
your
environmental
speeches
with
different
patterns
and
outlines.
(
).
Level 1: LOAD
Load up your environmental speeches with different patterns and outlines.
Find and encircle the different speech patterns and outlines. Write a short
description of each pattern and outline on the box below. After accomplishing the task,
find your goal as an Eco-warrior then complete the word puzzle below.
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Speech Pattern
1.
Description:
2.
Description:
2.
Description:
4.
Description:
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1.
Description:
3.
Description:
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LEVEL 2: ENGAGE
Engage yourself in environmental battle!
To attain logical organization of your environmental speech, fill in the missing data in
the following climate change problem- solution map with the phrases below. Make
sure to select only the relevant information.
•
•
•
•
•
•
•
•
•
•
Reducing use of items that produce greenhouse gases
Accelerating ice melt in Greenland
Variations in the sun’s energy reaching Earth
Cutting down trees
Climate change
Mobile gaming
Shrinking mountain glaciers
Refers to the broader range of changes that are happening to our planet
Changes in the reflectivity of the Earth’s atmosphere and surface
Shifting in flower/plant blooming times
Nature
Encompasses global warming
•
•
Causes
Problem
•
•
Changes in the greenhouse
effect, which affect the
amount of heat retained by
Earths’ atmosphere
•
Solution
•
Planting
trees
•
•
•
Effects
•
Rising sea levels
•
•
•
Level 3: ADVANCE
Advance your skills in analyzing environmental speeches!
You are now half way through to becoming an Eco- warrior. This time, your task
is to read and analyze the environmental speech of Severn Cullis-Suzuki. Focus on
the logical arrangement of the speech then complete the table below.
The Girl Who Silenced the World for Five Minutes
Severn Cullis-Suzuki started the Environmental Children’s Organization (ECO)
when she was only 9-years-old. ECO was a small group of children committed to
learning and teaching other kids about environmental issues. In 1992 they raised their
own money and attended the UN’s Earth Summit in Rio de Janeiro. A then 12-yearold Severn closed a Plenary Session with this amazing speech that received a
standing ovation. She received a lot of praise for her talk then—even Al Gore called it
“the best speech at Rio.” The speech went viral on You Tube, where it is called The
Speech that Silenced the World for Five Minutes.
“Hello, I am Severn Suzuki speaking for E.C.O – the Environmental Children’s
Organization. We are a group of 12 and 13 year-olds trying to make a difference,
Vanessa Suttie, Morgan Geisler, Michelle Quigg and me. We’ve raised all the money
to come here ourselves, to come 5,000 miles to tell you adults you must change your
ways. Coming up here today, I have no hidden agenda. I am fighting for my future.
Losing my future is not like losing an election, or a few points on the stock market.” “I
am here to speak for all generations to come. I am here to speak on behalf of the
starving children around the world whose cries go unheard. I am here to speak for the
countless animals dying across this planet, because they have nowhere left to go. I am
afraid to go out in the sun now, because of the holes in our ozone. I am afraid to breathe
the air, because I don’t know what chemicals are in it. I used to go fishing in Vancouver,
my home, with my Dad until, just a few years ago, we found a fish full of cancers. And
now we hear of animals and plants going extinct every day, vanishing forever. In my
life, I have dreamt of seeing the great herds of wild animals, jungles and rainforests full
of birds and butterflies, but now I wonder if they will even exist for my children to see.”
“Did you have to worry of these things when you were my age? All this is
happening before our eyes and yet we act as if we have all the time we want and all the
solutions. I’m only a child and I don’t have all the solutions, but I want you to realize,
neither do you. You don’t know how to fix the holes in our ozone layer. You don’t know
how to bring the salmon back up a dead stream. You don’t know how to bring back an
animal now extinct. And you can’t bring back the forest that once grew where there is
now a desert. If you don’t know how to fix it, please stop breaking it.”
“Here you may be delegates of your governments, business people, organizers,
reporters or politicians. But, really, you’re mothers and fathers, sisters and brothers,
aunts and uncles and all of you are someone’s child. I’m only a child, yet I know we are
all part of a family, 5 billion strong, in fact 30 million species strong. And borders and
governments will never change that. I’m only a child, yet I know we are all in this together
and should act as one single world towards one single goal.”
“In my anger, I am not blind and in my fear I am not afraid of telling the world
how I feel. In my country we make so much waste, we buy and throw away, buy and
throw away, buy and throw away and yet Northern countries will not share with the
needy. Even when we have more than enough we are afraid to share, we are afraid to
let go of some of our wealth. In Canada, we live the privileged life. We’ve plenty of food,
water and shelter. We have watches, bicycles, computers and television sets. The list
could go on for 2 days. Two days ago here in Brazil, we were shocked when we spent
time with some children living on the streets. This is what one child told us, ‘I wish I was
rich and if I were, I would give all the street children food, clothes, medicines, shelter
and love and affection’. If a child on the street who has nothing is willing to share, why
are we who have everything still so greedy? I can’t stop thinking that these are children
my own age, that it makes a tremendous difference where you are born. And that I could
be one of those children living in the favelas of Rio. I could be a child starving in Somalia,
or a victim of war in the Middle East or a beggar in India. I am only a child, yet I know if
all the money spent on war was spent on finding environmental answers ending poverty
and in finding treaties, what a wonderful place this earth would be.”
“At school, even in kindergarten, you teach us how to behave in the world. You
teach us to not to fight with others, to work things out, to respect others and to clean up
our mess, not to hurt other creatures, to share, not be greedy. Then, why do you go out
and do the things you tell us not to do? Do not forget why you are attending these
conferences, who you are doing this for. We are your own children. You are deciding
what kind of a world we are growing up in. Parents should be able to comfort their
children by saying ‘Everything is going to be all right, it’s not the end of the world, and
we are doing the best we can’. But I don’t think you can say that to us anymore. Are we
even on your list of priorities?
My dad always says, ‘You are what you do, not what you say’. Well, what you do
makes me cry at night. You grown-ups say you love us. But I challenge you, please,
make your actions reflect your words. Thank you.”
Question
1. What
is
Severn
Suzuki’s purpose?
2. What is the topic of
the speech?
3. What speech pattern
did she use?
4. How does she begin
her speech?
5.
How does
she
develop the main
ideas in the body?
6. What ideas from the
beginning of
her
speech are included
or expanded in her
conclusion?
7. What strategy does
she use in her
conclusion?
Answer
Evidence from the text
8.
How does
she
organize her ideas in
the speech?
9. What type of appeal
does Severn Suzuki
use the most?
10. What does she want
her audience to feel
or do after listening to
her speech?
LEVEL 4: REFINE
Refine your environmental speech writing skills!
A. Think of a good topic for a persuasive speech that will help you in advocating
environmental awareness in your community. Identify the speech pattern you
will use. Will it be biographical, categorical/topical, causal, chronological,
comparison/contrast, or problem solution?
General Purpose
Specific Purpose
Topic
Specific (Narroweddown) Topic
Speech Pattern
B. Prepare an outline for your persuasive speech using any of the formats
discussed. Use the sheet below.
Outline Format:
LEVEL 5: NURTURE
Nurture your Eco-warrior spirit!
Warrior you are now at the last level of your Eco-warrior adventure! At this level,
accomplish the performance task below that will surely help you become an Ecowarrior.
Note: You can use the sheets in Level 4 to organize your ideas for the task.
Performance Task:
As an Eco- Warrior (Environmental Advocate), you are
tasked by your school to participate in a national conference that
tackles issues on environment. Senior High School students from
different regions are the participants for this conference. Luckily,
the organizer of the said conference had chosen you to write a
speech promoting environmental awareness and ways on saving
mother earth. You are expected to write a speech that is logically
organized, accurate and coherent.
Analytic Rubric for Performance Task
Excellent (5)
Good (3)
Organization The speech is well
(25%)
organized and
uses appropriate
pattern.
Introduction The introduction is
(20%)
well developed,
engaging and
interesting. It
contains detailed
background
information.
The speech is
organized and
uses appropriate
pattern.
The introduction
adequately
explains the
background, but
lacks details.
There is focus on
issue related to
each main topic.
Topic sentence is
clear and wellstated. Items
under each topic
are connected and
linked to the topic.
No errors were
found in each part.
The conclusion
Conclusion
effectively wraps
(20%)
up and goes
beyond restating
the thesis.
All details
Accuracy
and content provided in the
speech are
(15%)
accurate and full
of helpful
information.
TOTAL SCORE
Some items are
closely linked to
the topic. There
was a solid
attempt but
slight errors in
some areas
were found.
Main points
(20%)
Needs
Improvement (1)
The speech is not
organized and uses
inappropriate
pattern.
Insufficient
information was
presented. Only
random collections
of information that
are unclear and
unrelated to the
topic are presented.
The focus in each
area is vague or
missing.
The conclusion
summarizes the
topics.
The conclusion
does not summarize
the main points.
Some of the
details provided
in the speech
are accurate and
full of helpful
information.
The speech
provided inaccurate
details and lacks
helpful information.
Score
Title
TASKS COMPLETED
Congratulations! You are now a Certified
Eco- Warrior for you have finally completed your
tasks! You may now accept the first badge of your
environmental adventure.
Credits: ML Badges
Reflection:
Reflect on the concepts and ideas that have just been introduced, make
connections to your prior knowledge or experience, and seek clarification by
completing the following:
•
•
•
•
•
•
I learned that
I changed my attitude about
I became more aware of
I was surprised about
I felt
I empathized with
_
References:
Sipacio, P. J.,and A. R. Balgos. Oral Communication in Context. C & E Publishing Inc.,
2016.
http://www.troup.org>ELAPDFWebresultstextcopyofthespeechthegirlwhosilencedthe
worldforfiveminute...-troupcountyschools
http://19january2017snapshot.epa.gov
Answer Key
Level 1: LOAD
H
E
L
P
S
A
V
E
M
O
T
H
E
R
E
A
R
T
H
B
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F
I
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V
E
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C
P
L
A
N
T
A
L
I
F
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O
D
C
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O
L
I
D
A
O
I
P
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K
B
P
I
H
L
C
N
U
H
C
G
I
R
U
T
M
V
R
O
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R
M
I
O
H
S
C
A
O
R
S
O
C
T
P
A
O
O
V
B
O
A
M
L
R
I
E
N
F
A
T
N
E
E
A
W
B
B
G
O
T
T
E
C
O
D
H
G
R
P
Speech Pattern
1. Biographical
2. Causal
3. Categorical
4. Problem solution
5. Chronological
6. Comparison/contrast
*Descriptions may vary
F
M
R
N
R
A
L
E
O
E
E
E
B
S
N
E
E
E
I
H
O
N
E
T
I
R
E
Y
J
W
T
K
A
T
O
R
A
T
E
I
R
T
U
I
S
E
M
R
G
A
P
A
E
E
L
N
T
H
N
C
M
A
S
O
O
N
S
U
L
R
O
G
C
W
O
A
C
E
D
A
A
L
E
N
N
E
O
L
O
M
W
A
H
A
G
T
A
W
L
L
T
A
R
T
C
S
L
E
B
I
E
I
A
R
I
U
U
O
Y
Y
W
D
E
O
O
S
U
S
A
N
R
N
N
D
C
R
S
R
L
A
A
V
C
E
N
L
T
J
L
G
S
S
G
A
A
E
A
L
I
D
S
O
Y
A
T
L
I
F
E
I
S
I
E
L
L
H
L
D
F
O
T
C
C
R
R
O
O
U
T
L
I
N
E
O
J
A
M
U
E
T
E
A
L
T
A
V
N
V
O
L
U
N
T
E
E
R
H
I
M
T
S
T
E
H
S
E
O
T
A
B
L
E
F
O
R
M
A
T
I
C
R
E
S
E
T
E
N
V
I
R
O
N
M
E
N
T
N
O
W
A
Outline Format
List Format
Table Format
*Descriptions may vary
H E L P S A V E
-W
ioGr E
Goal
LEVELE2c:oE
NaGrrA
M O T H E R E A R T H
LEVEL 2: ENGAGE
•
Mobile gaming – irrelevant information
Nature
Encompasses global warming
Refers to the broader range of
changes that are happening to
our planet
•
•
Causes
•
Problem
•
Climate
change
•
•
•
Changes in the greenhouse
effect, which affect the
amount of heat retained by
Earths’ atmosphere
Changes in the reflectivity of
the Earth’s atmosphere and
surface
Cutting down trees
Variations in the sun’s energy
reaching Earth
Effects
•
•
•
•
Rising sea levels
Shifting in flower/plant
blooming times
Accelerating ice melt in
Greenland
Shrinking mountain glaciers
LEVEL 3: ADVANCE (Answers may vary)
LEVEL 4: REFINE (Answers may vary)
LEVEL 5: REFINE (Answers may vary)
Prepared by
Jamaica C. Ahanil
Teacher III, Raniag National High School
Solution
•
•
Planting trees
Reducing use
of items that
produce
greenhouse
gases
11
Oral Communication
in Context
Second Quarter
LEARNING ACTIVITY SHEET
ORAL COMMUNICATION IN CONTEXT
Name of Learner:
Grade/Section:
Score:
Date:
LEARNING ACTIVITY SHEET
WORD CHOICE AND GRAMMATICAL CORRECTNESS IN SPEECH
WRITING
Background Information for Learners
One of the fundamentals of public speaking is to master the principles of effective speech
writing. In order for a public speaker to come up with a suitable speech in various occasions, one
must deal with how audience profile, logical organization, duration, word choice and grammatical
correctness work synchronically to achieve its purpose.
This session covers the important concepts of Word Choice and Grammatical Correctness
as basis for an impressive discourse.
WORD CHOICE: What do I need to convey?
Writing is a series of choices. By the time you start working on your speech, you choose
your topic, your approach, your sources and your main points. When it’s time to write, you have to
consider your diction or your choice and use of words that will help you express your ideas. You
may want to leave a good impression to your speech by ‘sounding smart’ using big and technical
words. Instead, think about what makes sense and sound best to your audience for you to
communicate your points clearly and convincingly.
You may want to consider the following in writing your piece to achieve clarity:
1. Limit the use of jargon, technical terms, acronyms and abbreviations. Use only when
necessary and don’t forget to give its definition or explain in layman’s term. Be aware of
your reader’s knowledge and choose the words and phrases that you are certain they will
understand.
2. Be careful when using the thesaurus for synonyms/antonyms. You may pick the wrong
choice of word.
3. Avoid using too general term that may confuse your listeners. They might have different
interpretation on the point you want to emphasize.
4. Get rid of using words with multiple meanings (homonyms) since you are focusing on an
oral craft.
5. Observe repetition and redundancy of terms. Repetition can be a good thing to emphasize
your main points but you may opt to substitute the term. Dismiss redundant terms and ideas
as well.
6. Be careful when using words that you are unfamiliar with. Even terms with denotative
meaning may suggest different meaning when used in wrong context.
7. Select words that are accurate with what you want to mean. Match it to the tone and style of
your entire speech.
8. Look for misused words. A single sound/letter missed in a word/phrase may suggest
different meaning and confuse your audience.
9. Avoid words with unwanted connotation and meanings. Consider your audience whenever
you feel like using expressions that suggest double meaning. The use of informal and formal
wordings may depend on the occasion.
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110
10. During your revision/proofreading period, check for awkward, vague and unclear word
choice that may sacrifice the meaning of the entire speech.
GRAMMATICAL CORRECTNESS: How will I make it powerful?
According to David Rosenwasser and Jill Stephen, "Achieving grammatical correctness is a
matter of both knowledge-how to recognize and avoid errors-and timing: when to narrow your focus
to proofreading" (Writing Analytically, 2012).
In crafting your speech, using correct grammar not only helps you communicate more
effectively and precisely, but also helps you create a good impression to your audience and keep
them focused all throughout your delivery.
To make your discourse powerful, you have to consider the following areas of grammatical
correctness before publishing your craft.
• Mechanics
• Grammar
• Style
Mechanics
1. Use signals and transition words to help your audience keep track on the important points.
2. Punctuate your sentences correctly, this will be your basis for correct intonation and pausing
during your speech delivery.
3. Never disregard checking for spelling errors. It might lead you to another mistake of
mispronouncing misspelled words.
4. Quote statements properly, don’t forget to acknowledge the sources.
Grammar
1. Strictly observe rules on subject-verb and pronoun-antecedent agreements.
2. Look for your verbs, consistency of tenses shall apply from the linking, helping to action
verbs used.
3. Use active verbs and contractions because they add to the personal conversational tone of
your speech.
4. 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.”
5. You may use metaphors and other figures of speech to effectively convey your point.
6. Whenever possible, avoid using indefinite referents such as “it,” “there,” and “this” when no
specific referents precede the pronouns.
7. Vary your sentence structures to avoid monotony. However, lengthy statements from
complex and compound complex structures may not be taken well. Use simpler sentence in
speaking than you would in writing.
8. Your syntax matters. Be observant with incomplete sentences, run-on sentences, comma
splices, dangling modifiers and fragments.
9. Use accurate and strong content words and make sure that function words are doing their
role.
10. Observe your shift in person or point-of-view. Be consistent in your established POV from
the beginning of your speech.
11. Keep parallelism in mind most especially when enumerating some points.
Style
1. Your style should match your topic and general purpose.
2. Set the tone of your speech which may help you consider the presentation of your thoughts,
including the word choice.
3. Choose a speech style according to your topic. Formal speech requires straightforward ideas
while casual style is conversational in nature.
Practice personal hygiene protocols at all times
111
Learning Competency:
Use principles of effective speech writing focusing on
• Word choice
(EN11/12OC-IIcj-25.4)
• Grammatical correctness
(EN11/12OC-IIcj-25.5)
Directions and Instructions:
Welcome to the new dimension of the enhanced 21st century education! You are one of
the lucky learners who will surely enjoy flexible learning with creativity and integrity.
With this modality, you will be guided with five phases that will lead you to mastering
the most essential competencies of a Grade 11 student taking up Oral Communication in
Context. Specifically, this activity sheet deals with the principles of effective speech writing
focusing on word choice and grammatical correctness
So, prepare to Load, Engage, Advance, Refine and Nurture with the different tasks
designed for you.
Now, I want you to set your goal since you will be relying to your own talent and skills
as you accomplish this activity sheet. Put a check on the nearest image appropriate to your
track and complete the required information in the box below:
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish
the activity package and submit it to your teacher (
) on
Practice personal hygiene protocols at all times
112
Phase 1: LOAD
Load up your armor with terms!
As a future
, I want you to study the word cloud below. These
words will surely guide you when you’ll be given the chance to create your own speech. But
this time, I want you to categorize the key terms associated to the two principles of speech
writing which are word choice and grammatical correctness. Write the words on the column
they belong.
WORD CHOICE
GRAMMATICAL CORRECTNESS
◼
◼
◼
◼
◼
◼
◼
◼
◼
◼
◼
◼
◼
◼
◼
◼
◼
◼
◼
◼
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113
Phase 2: ENGAGE
Engage and gear up!
Every job requires a message to be delivered as this entails flawless construction in
word choice and grammar to relay its meaning well.
Below is an excerpt from a delivered speech on COVID-19 which was intentionally
edited to emphasize some points in writing principle. The italicized words/phrases from
Column A signify errors. Match these mistakes to the identified components on word choice
and grammatical correctness found in Column B. Write the letter of your choice on the space
provided.
Your
Answer
COLUMN A
1. We are in the middle of an unfolding catastrophe – unpresidented in
scale and devastating in impact for all.
2. We face a new novel and different kind of enemy.
3. In the most visceral way, COVID-19 create an upending impact in
the totality of our way of life.
4. We are forced to impose drastic measures to address this pandemic,
if people turned to be the virus, then they should also deserve
extreme punishments.
5. These immediate responses while necessary could drive our
societies and the larger international community further apart.
6. To effectively overcome the challenge of the COVID-19 pandemic,
ASEAN must collaborate and be coordinated within our region and
beyond.
7.ASEAN must remain open for trade.
8. Let us, therefore insure the supply chain connectivity and the
smooth flow of goods within our region.
9. Food security is key in maintaining socio-economic and political
stability. Especially at a time of great difficulty for our people.
10. Without a prophylactic biological preparation, we can only delay
the spread of the disease.
11. We should fast-track cooperation with their Dialogue Partners in
this area.
12. We therefore have to improve and expand existing ASEAN’s
mechanisms to conceal public health emergencies.
13. This emergency has triggered a crisis of solidarity in the other
parts of the world. As we always have in times of great challenges –
ASEAN stood in unity, mutual assistance, and confidence in our
collective unity.
14. Regardless of how we handle the crisis within my own respective
territories, we can only be truly safe if we defeat this virus
everywhere.
15. Let us therefore strengthen our networks because of solidarity and
cooperation. Let us surmount this crisis together.
COLUMN B
a. Subject-Verb
b. Punctuation
c. Dangling Modifier
d. Point-of-View
e. Redundancy
f. Spelling Error
g. Verb Tense
h. Parallelism
i. Misused Words
j. Jargon
k. Pronoun Antecedent
l. Tone
m. Acronym
n. Synonym
o. Function Word
Excerpt from the Full Transcript during the Speech on Intervention of President Rodrigo Roa Duterte at the Special
ASEAN Summit on Covid-19 (April 14, 2020). Retrieved from PCOO-PND (Presidential News Desk); https://pcoo.gov.ph/presidentialspeech/intervention-of-president-rodrigo-roa-duterte-at-the-special-asean-summit-on-covid-19/
Practice personal hygiene protocols at all times
114
Phase 3: ADVANCE
Advance your stance by recognizing differences!
One of the best assets of successful professional is to craft his/her own speech and
convey the message effectively. In order for you to be trained well, here are statements which
did not follow some principles in writing. Read and analyze each sentence then determine the
principle it violated. Underline the error committed and shade WC if it falls under Word Choice
and shade GC for mistake on Grammatical Correctness.
WC GC








STATEMENT(S)
1. We sprayed the ants in their private places to try our product
2. When you get done with that report, can you send it to Bill and I?
3. Jeannie goes to the finish line and wins the race.
4. The court had determined that Miranda confessed to the crime without being
informed that he could remain silent during questioning.






5. Our product does plenty of stuff.
6. This product will give you juvenile appearance.
7. I still remember when he complemented my hard work and perseverance
Infront of our friends.




8. An emotional piece of news may effect how you feel after you hear it.
9. After going AWOL, the team leader faced a lot of charges when he was found
by his colleagues.






10. My boss and his team arrived but their running late.
11. Luke and Jack went out for lunch to celebrate his first day on the job.
12. I also feel that in order to minimize the risk of iatrogenic femoral shaft
fracture, a full trial reduction should be avoided.






13. These recipes is good for beginning chefs.
14. However after reading an awesome blog post I understand the difference.
15. My hobbies include paragliding, blogging and have some baked cookies.
Practice personal hygiene protocols at all times
115
Phase 4: REFINE
Refine your skills in analysis!
This time, read an excerpt of an opening remarks and identify the mistake committed
in each paragraph. You may opt to mark the error(s) then write your revised version on the
second column. Based on the principles learned, specify the area of error you encountered.
SPEECH
REVISION
Good afternoon.
In the past two weeks, the number of cases of
diseases caused by novel severe acute respiratory
syndrome coronavirus 2 outside China has increased 13fold, and the number of affected countries have tripled.
There are now more than 118,000 cases in 114
countries, and 4,291 people have lost they’re lives caused
by COVID-19.
Thousands more is rebellious for their lives in
hospitals.
In the days and weaks ahead, we expect to see the
number of cases, the amount of deaths, and the number of
effected countries climbs even higher.
WHO has been assessing this eruption around the
clock and we are deeply concerned both by the alarming
levels of spread and severity, and by the alarmed levels of
inaction.
I have therefore made the assessment that
COVID-19 can be characterized as a pandemic.
Pandemic is not a word to use lightly or less care.
It is a word that, if misused, can cause unreasonable fear,
or unjustified acceptance that the fight is over, leading to
unnecessary suffering and death.
Describing the situation as a pandemic thus not
change WHO’s assessment of the treat posed by these
virus. It doesn’t change what WHO is doing, and it
doesn’t change what countries should do.
We have never before seen a pandemic sparked
by a coronavirus. These is the first pandemic. Caused by
a coronavirus.
And we have never before scene a pandemic that
can be controlled, at the same time.
WHO has been in fool responce mode since we
were notified of the first cases.
But we have called every day for countries to take
urgent and aggressive action.
We have rung the alarm bell loud and clearer.
(Source: WHO Director-General's opening remarks at the media briefing on COVID-19 - 11 March 2020;
https://www.who.int/dg/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19 ---- 11-march-2020)
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Phase 5: NURTURE
Nurture your knowledge!
While formal speech writing is important, sometimes it is helpful to change a formal
style into an informal one in order to clearly understand the meaning. This is especially true
for a communicative speech to be delivered in common audience. You are going to watch a
speech from TEDx Talks. Then, construct a short conversational speech based on the things
you have learned from the video. Talk as if you have already fulfilled the dream job you
mentioned in your learning contract.
Retrieved from: TEDx Talks (2018) https://www.youtube.com/watch?v=AdAkyHEYsxY
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(You may use another sheet if necessary)
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118
Reflection:
How will this lesson help you in fulfilling your roles in the future?
.
References:
• Nordquist, Richard. (2020, February 11). Definition and Examples of Correctness in
Language. Retrieved from https://www.thoughtco.com/correctness-grammar-and-usage1689807
• PCOO-PND (Presidential News Desk); https://pcoo.gov.ph/presidentialspeech/intervention-of-president-rodrigo-roa-duterte-at-the-special-asean-summit-on-covid19/
• TEDx Talks (2018) https://www.youtube.com/watch?v=AdAkyHEYsxY
• UTC/School of Education/Essay/School-educationtepessayresources/rubric
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ANSWER KEY:
Phase 1: LOAD
WORD CHOICE
GRAMMATICAL CORRECTNESS
◼ CONNOTATION
◼ SPELLING
◼ ACRONYM
◼ PUNCTUATION
◼ DENOTATION
◼ SYNTAX
◼ DICTION
◼ CONTENT WORD
◼ REPETITION
◼ FUNCTION WORD
◼ REDUNDANCY
◼ STYLE
◼ JARGON
◼ SUBJECT-VERB AGREEMENT
◼ CONTEXT
◼ TENSES
◼ SYNONYMS
◼ CONSISTENCY
◼ HOMONYMS
◼ TRANSITION WORDS
Phase 2: ENGAGE
Your
Answer
COLUMN A
F
1. We are in the middle of an unfolding catastrophe –
unpresidented in scale and devastating in impact for all.
2. We face a new novel and different kind of enemy.
3. In the most visceral way, COVID-19 create an upending
impact in the totality of our way of life.
4. We are forced to impose drastic measures to address this
pandemic, if people turned to be the virus, then they should
also deserve extreme punishments.
5. These immediate responses while necessary could drive our
societies and the larger international community further apart.
6. To effectively overcome the challenge of the COVID-19
pandemic, ASEAN must collaborate and be coordinated within
our region and beyond.
7.ASEAN must remain open for trade.
8. Let us, therefore insure the supply chain connectivity and the
smooth flow of goods within our region.
9. Food security is key in maintaining socio-economic and
political stability. Especially at a time of great difficulty for our
people.
10. Without a prophylactic biological preparation, we can only
delay the spread of the disease.
11. We should fast-track cooperation with their Dialogue
Partners in this area.
12. We therefore have to improve and expand existing ASEAN’s
mechanisms to conceal public health emergencies.
E
A
L
B
H
M
I
C
J
K
N
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COLUMN B
a. Subject-Verb
b. Punctuation
c. Dangling Modifier
d. Point-of-View
e. Redundancy
f. Spelling Error
g. Verb Tense
h. Parallelism
i. Misused Words
j. Jargon
k. Pronoun
Antecedent
l. Tone
120
G
D
O
13. This emergency has triggered a crisis of solidarity in the
other parts of the world. As we always have in times of great
challenges – ASEAN stood in unity, mutual assistance, and
confidence in our collective unity.
14. Regardless of how we handle the crisis within my own
respective territories, we can only be truly safe if we defeat this
virus everywhere.
15. Let us therefore strengthen our networks because of
solidarity and cooperation. Let us surmount this crisis together.
m. Acronym
n. Synonym
o. Function Word
Phase 3: ADVANCE
WC GC
STATEMENT(S)
◼

1. We sprayed the ants in their private places to try our product

◼
2. When you get done with that report, can you send it to Bill and I?
◼
◼
◼
◼
◼
◼
◼







3. Jeannie goes to the finish line and wins the race.


◼
◼
◼




◼
◼
◼
4. The court had determined that Miranda confessed to the crime without being informed
that he could remain silent during questioning.
5. Our product does plenty of stuff.
6. This product will give you juvenile appearance.
7. I still remember when he complemented my hard work and perseverance in front of our
friends.
8. An emotional piece of news may effect how you feel after you hear it.
9. After going AWOL, the team leader faced a lot of charges when he was found by his
colleagues.
10. My boss and his team arrived but their running late.
11. Luke and Jack went out for lunch to celebrate his first day on the job.
12. I also feel that in order to minimize the risk of iatrogenic femoral shaft fracture, a full
trial reduction should be avoided.
13. These recipes is good for beginning chefs.
14. However after reading an awesome blog post I understand the difference.
15. My hobbies include paragliding, blogging and have some baked cookies.
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Phase 4: REFINE
SPEECH
Good afternoon.
In the past two weeks, the number of
cases of diseases caused by novel severe acute
respiratory syndrome coronavirus 2 outside
China has increased 13-fold, and the number of
affected countries have tripled.
There are now more than 118,000 cases
in 114 countries, and 4,291 people have lost
they’re lives caused by COVID-19.
Thousands more is rebellious for their
lives in hospitals.
In the days and weaks ahead, we expect
to see the number of cases, the amount of deaths,
and the number of effected countries climbs even
higher.
WHO has been assessing this eruption
around the clock and we are deeply concerned
both by the alarming levels of spread and
severity, and by the alarmed levels of inaction.
I have therefore made the assessment
that COVID-19 can be characterized as a
pandemic.
Pandemic is not a word to use lightly or
less care. It is a word that, if misused, can cause
unreasonable fear, or unjustified acceptance that
the fight is over, leading to unnecessary
suffering and death.
Describing the situation as a pandemic
thus not change WHO’s assessment of the treat
posed by these virus. It doesn’t change what
WHO is doing, and it doesn’t change what
countries should do.
We have never before seen a pandemic
sparked by a coronavirus. These is the first
pandemic. Caused by a coronavirus.
And we have never before scene a
pandemic that can be controlled, at the same
time.
WHO has been in fool responce mode
since we were notified of the first cases.
But we have called every day for
countries to take urgent and aggressive action.
We have rung the alarm bell loud and
clearer.
REVISION
In the past two weeks, the number of cases of
diseases caused by COVID-19 outside China has
increased 13-fold, and the number of affected
countries has tripled.
There are now more than 118,000 cases in 114
countries, and 4,291 people have lost their lives
caused by COVID-19.
Thousands more is fighting for their lives in
hospitals.
In the days and weeks ahead, we expect to see the
number of cases, the number of deaths, and the
number of effected countries climbs even higher.
WHO has been assessing this outbreak around
the clock and we are deeply concerned both by
the alarming levels of spread and severity, and by
the alarmed levels of in action.
We have therefore made the assessment that
COVID-19 can be characterized as a pandemic.
Pandemic is not a word to use lightly or
carelessly. It is a word that, if misused, can cause
unreasonable fear, or unjustified acceptance that
the fight is over, leading to unnecessary suffering
and death.
Describing the situation as a pandemic does not
change WHO’s assessment of the threat posed by
this virus. It doesn’t change what WHO is doing,
and it doesn’t change what countries should do.
We have never before seen a pandemic sparked
by a coronavirus. This is the first pandemic
caused by a coronavirus.
And we have never before seen a pandemic that
can be controlled, at the same time.
WHO has been in full response mode since we
were notified of the first cases.
And we have called every day for countries to
take urgent and aggressive action.
We have rung the alarm bell loud and clear.
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122
Phase 5: NURTURE
Students’ output will be checked by the teacher using the attached rubric.
Prepared by:
AILEEN JOY C. MORA
Writer
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SPEECH RUBRIC
Traits
5
Word Choice&
Precise,carefull y chosen
words; strong descriptions/
explanations; uses
consistent academic
languageof a teaching
professional; effective
variation in sentence
patterns
Sentence Fluency
-precision
-effectiveness
-professional
languageuse
-rhythm, flow,
variety
Directions: Your speech will be graded based on this rubric. Consequently, use this
rubric as a guide when writing your speech focusing only on the discussed pr inciples.
4
3
2
1
Descript ive, broad range Words may be correct but Monotonous, repet itious, Limited range of words;
of words; utili zes
mundane; no attempt at sometimesinappropriate;
some vocabulary
appropr iate professional
word choice; occasional
frequent use of informal misused;regular use of
languagethat
use of informal language
languagethat
repetitive phrasing,
demonstrates precise
not used in professional compromisesprofessional slang, informal tone,
vocabulary; good variety
writing; many similar
tone; monotonous
jargon, cliches;
in length and structure
patterns and beginnings
sentence patterns
disjointed, confusing,
rambling
Gramnar
Exceptionall y strong control
Strong control of
Inconsistent control over Lacks contro l over many Lacks contro l over most
several gram-subject/ verb
of grammar conventions; no
grammar conventions;
grammatical conventions;
grammatical
conventions; regular
agreement
subject-verb orpronoun
errors are few (only 1-2) matical conventions; may
frequent occasions of
-pronoun agreement disagreement; no run-on's
have 2-3 run-on 's or
and minor (ex., use of
agreement issues,verb
use of sentences w/
"their" as the pronoun for fragments OR may have
-person
or fragments; no issuesin
tense, run-on's and
agreement issues,verb
-verb tense
parallel structure or mis2-3 agreement or verb fragments; frequent use of tense prob lems, run"child"); no issuesin
-run-on'sor sentence
placed modifi ers
parall el structure or mis- tense; occasional use (2-3
non-parallel structure
ons, & fragments;
issues)ofnon-parallel
regular use of nonfragments
placed modifiers
and/or misplaced
-parallel structure
modifiers
parallel structure and/or
structure and/or
-misplaced modifiers
misplacedmodifiers
misplacedmodifiers
Mechanics
-spelling,
capitali zation,
punctuat ion,
Exceptionall y strong control
Strong control of
of standard mechanics of mechanics;errors arefew
writing; no errors
and minor (ex.,
misplacement of 1-3
commas)
Limited control of
mechanics; frequent
errors (4-6) do not
interfere with
understand ing
Frequent significant errors Numerous errors (1O+)
(7-9) in mechanics may
in mechanics distract
the reader and make
impede readability
the text difficult to read
11
Oral Communication
in Context
Second Quarter
LEARNING ACTIVITY SHEET
ORAL COMMUNICATION IN CONTEXT
Name of Learner:
Grade Level:
Section:
Score:
LEARNING ACTIVITY SHEET
PRINCIPLES OF EFFECTIVE SPEECH DELIVERY FOCUSING ON
ARTICULATION
Background Information for Learners
Articulation and Pronunciation are two interrelated concepts when it comes to oral
communication which are sometimes being used interchangeably. However, each carries its own
specific meaning and being able to make this distinction will enhance the ways of communication.
Articulation is the term used for all actions of the organs of the vocal tract that effect
modifications of the signal generated by the voice source. This modification results in speech
events which can be identified as vowels, consonants or other phonological units of a language.
In other words, this is how the sound of the letters is being made through our speech organs.
Pronunciation, on the other hand, refers to the ability to use the correct stress, rhythm,
and intonation of a word in a spoken language. A word may be spoken in different ways by various
individuals or groups, depending on many factors. These factors include the place you grow in,
the place you are living in, the kind of ethnic group you live with, or your education. Having
speech or voice disorder can also affect your pronunciation. Always remember that knowing how
to properly produce sounds and pronounce words will lead you to becoming an articulately good
speaker.
To help you better with being articulate, here are the 8 Must-Follow Secrets to Improve
Your Speech by ReadersDigest.com:
1. Listen to Yourself Speak. We know it’s terrifying, but nothing will squash those verbal ticks
quite like listening to yourself speak. Record yourself in a natural conversation; for example,
replay a conference call or have a friend interview you on tape. Listen for technical issues, such
as filler words, up talk, monotone, and run-on sentences, as well as any habits that sound awkward
or uncomfortable. Identifying the problem is the first step toward tackling it.
2. Monitor Your Speed. It should be near the minute mark, says Carol A. Fleming, author of It’s
the Way You Say It. “Aim for about 155 to 175 words per minute for normal conversation,” she
writes. If you’re reciting background information or summarizing something, pick up the pace. If
you're explaining something more technical, slow it down.
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125
3. Eliminate Filler Words. If you're wondering how to be more articulate, it's probably because
you've caught yourself over-utilizing words such as “um,” “like,” and “ahh,” which can make you
sound unsure and inarticulate. Replace these fillers with more eloquent transitions, suggests
Forbes contributor Selena Rezvani. “One of the functions of “Um” is to tell your audience that you’re
not done talking yet and need to gather your thoughts," she writes. 'Let’s move on to…', 'Another important
consideration is…', and 'Let’s transition to talking about…' are great replacements.
4. Focus on the Final Sound. Avoid trailing off or mumbling by making a conscious effort to fully
pronounce each syllable. Pay special attention to the Ts in contractions and the final words of sentences.
5. Study Other Speakers. Articulate speakers learn from other articulate speakers. Need inspiration? Find
a radio show or podcast you enjoy, and analyze the host's speech. He or she has likely squashed any verbal
ticks, and can help you identify effective patterns of speech.
6. Speak with Confidence. How to be more articulate? Speak with confidence. Even if you’re talking on
the phone, the way you hold yourself impacts the way people perceive your ideas. Extend your vocal cords
by keeping your chin parallel to the floor and sitting up straight, and avoid moving your hands too much
(studies show keeping them folded on the table projects trustworthiness).
7. Think Before You Speak. Perhaps the most important trick for more articulate speech? Know what
you’re talking about. Having a clear idea of what you want to say will allow you to organize your
thoughts into a coherent structure. It's that simple.
8. Address Your Weaknesses. Once you've identified your weaknesses, create a plan for addressing them.
One strategy is to tackle a specific issue each day. For example, focus on eliminating filler words on
Monday, and on completing your sentences on Tuesday. Repeat the process each week until speaking
clearly becomes second nature.
Once you've mastered the art of speech, you are now ready to grip the mic and take on the stage.
Leaning Competency
Uses principles of effective speech delivery focusing on Articulation (EN11/12OC-IIcj-26.1)
Directions and Instructions
Good day, learner!
It’s been quite some time since you started honing your skills needed for the subject
Oral Communication in Context. Our dream of making you a competent speaker is almost at
hand. You just have to continue taking the five-stage challenge (1-Load, 2-Engage, 3-Advance,
4-Refine, 5-Nurture) for you to achieve it. At this time, you’ll be accomplishing five challenges
regarding the use of principles of effective speech delivery focusing on Articulation.
You will not be alone in this challenge, say hi to our buddy, Spongebob, who will
accompany you as we fulfill our dream of you becoming a competent speaker. Spongebob has
been out the television for quite some time. He wanted to give you the secret recipe of his
famous delicious Krabby Patty. Do you want to know the secret recipe? Let’s do this by
accomplishing the tasks given to you. Whenever you accomplish each stage, you have to cut
out the boxed image at the end of every challenge and paste it below to unlock the secret recipe.
Are you willing to take on the challenge? Let’s start!
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126
Secret Formula
1
2
3
4
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish the activity
package and submit it to your teacher (
) on (
).
Level 1: LOAD
Load up your speaking skills!
To be an articulate speaker, we should know when and where a word should be
accented. A word would mean differently if we put the accent on the wrong syllable.
Just like in the words,
record (re´cord) (noun) which means a written information on facts and events
and
record (record´) (verb) which means to write or jot down information on facts or events
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127
Now, read the following words below. Syllabicate the words and put a mark above the
letter which is supposed to be accented. Refer to the sample below:
pronunciation = pro.nun.cia.tion
1.
talented =
9.
amnesia =
2.
accuracy
=
10. Madrid
3.
committee
=
11. Aladdin =
4.
honorable
=
12. Bouquet=
5.
lavatory =
6.
agreement
=
14. infatuation
7.
pronoun
=
15. circumstances =
8.
judicatory
=
=
13. bureaucratic =
=
Congratulations!
For finishing the activity! How was the first activity?
Did you have fun? Brace yourself for you’ll be having
more activities to do. Now, cut the box and paste it in
on the first box in your Secret Recipe card.
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128
LEVEL 2: ENGAGE
Engage and speak up clearly!
Now, you’re on the second stage of discovering the Secret Recipe of the delicious
Krabby Patty. For this activity, you are given Ten (10) Tongue Twisters. You are going to
read this one out and practice saying it without having any mistakes. After practicing, ask one
member of your family to be the facilitator of this activity. Let your family member hold the
checklist below. Put a check (/) on the Remarks for every correct tongue twister that you are
going to recite and cross out (x) if you committed mistakes in reciting it. He/she should affix
his/her signature after the whole activity. Spongebob hopes you to be honest in this activity.
Are you ready? Let’s start!
Remarks
I have got a date at a quarter to eight; I’ll see you at the gate, so don’t be late (2x)
Can you can a can as a canner can can a can? (2x)
A skunk sat on a stump and thunk the stump stunk, but the stump thunk the skunk stunk
(2x)
4. Fred fed Ted bread, and Ted fed Fred bread (2x)
5. I slit the sheet, the sheet I slit, and on the slitted sheet I sit
6. If a dog chews shoes, whose shoes does he choose?
7. Susie works in a shoeshine shop. Where she shines she sits, and where she sits she shines
8. How much wood would a woodchuck chuck if a woodchuck could chuck wood?
He would chuck, he would, as much as he could, and chuck as much wood
As a woodchuck would if a woodchuck could chuck wood
9. Betty Botter bought some butter
But she said the butter’s bitter
If I put it in my batter, it will make my batter bitter
But a bit of better butter will make my batter better
So ‘twas better Betty Botter bought a bit of better butter
10. Peter Piper picked a peck of pickled peppers
A peck of pickled peppers Peter Piper picked
If Peter Piper picked a peck of pickled peppers
Where’s the peck of pickled peppers Peter Piper picked?
1.
2.
3.
I,
, (name of your family member) do hereby attest that the
above test result is true and that I’m the one who conducted the test.
Great Job!
Now, cut the boxed picture and paste it in your Secret Recipe
card. Proceed to the next page for another challenging
adventure!
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129
Level 3: ADVANCE
Advance your adventure by practicing your speed!
One of the best ways to know in public speaking whether you are doing good or bad is
when you know if you are speaking too fast or too slow. Not sure if you're speaking too fast or
too slow? Read the passage aloud (at your standard conversational speed) while recording
yourself on your cellphone or any recording material. How long did it take you? Write your
time here:
.
“I Am a Filipino”
by Carlos P. Romulo
An Excerpt
I am a Filipino–inheritor of a glorious past, hostage to the uncertain future. As such I must prove
equal to a two-fold task–the task of meeting my responsibility to the past, and the task of performing my
obligation to the future.
I sprung from a hardy race, child many generations removed of an cient Malayan pioneers. Across
the centuries the memory comes rushing back to me: of brown-skinned men putting out to sea in ships that
were as frail as their hearts were stout. Over the sea I see them come, borne upon the billowing wave and
the whistling wind, carried upon the mighty swell of hope–hope in the free abundance of new land that was
to be their home and their children’s forever.
This is the land they sought and found. Every inch of shore that their eyes first set upon, every hill
and mountain that beckoned to them with a green-and-purple invitation, every mile of rolling plain that
their view encompassed, every river and lake that promised a plentiful living and the fruitfulness of
commerce, is a hallowed spot to me.
By the strength of their hearts and hands, by every right of law, human and divine, this land and all
the appurtenances thereof–the black and fertile soil, the seas and lakes and rivers teeming with fish, the
forests with their inexhaustible wealth in wild life and timber, the mountains with their bowels swollen with
minerals–the whole of this rich and happy land has been, for centuries without number, the land of my
fathers. This land I received in trust from them and in trust will pass it to my children, and so on until the
world is no more.
I am a Filipino. In my blood runs the immortal seed of heroes–seed that flowered down the centuries
in deeds of courage and defiance. In my veins yet pulses the same hot blood that sent Lapulapu to battle
against the first invader of this land, that nerved Lakandula in the combat against the alien foe, that drove
Diego Silang and Dagohoy into rebellion against the foreign oppressor.
(Reprinted from The Philippines Herald, August 16, 1941)
Source: Philippines Magazine, January 1944. Retrived from http://malacanang.gov.ph/75480-i-am-afilipino-by-carlos-p-romulo/
Now, ask any member of your family to read aloud the speech and try to record the
time of how long did it took him/her to deliver the excerpt. How long did they read it? Jot it
down here
. What can you say on his/her speed of reading the speech? Does it
sound good? What could he/she do to improve it?
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130
For the last time, read the excerpt on the previous page like you are delivering it before
a crowd. Ask any member of your family to grade your performance using the rubric below.
Let him/her affix their signature afterwards. Be sure also to record the time of your delivery.
I,
, (name of your family member) do hereby attest that the above
evaluation result is true and that I’m the one who conducted the evaluation.
Name Over Printed Name
Date Conducted
Total Time
Terrific!
Now, cut the boxed picture and paste it in your Secret Recipe
card. Proceed to the next page for another challenging
adventure!
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131
LEVEL 4: REFINE
Refine your skills in writing!
Now it’s time for you to compose a short speech. But before writing, look for your topic
in the crossword puzzle provided below. There are ten possible topics, encircle the words on
the list and choose from it afterwards. You should only be using a topic which you have
encircled in the puzzle. Game? Enjoy searching!
Here are the words that you have to find:
1.
2.
3.
4.
5.
Education
Pandemic
Bayanihan
Distance
Health
6. Awareness
7. Frontliners
8. Home Schooling
9. Quarantine
10. Death
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132
Have you found the topic you want to write a speech about? Now, read the following
instruction for your speech writing activity.
Write a three-minute speech about the topic you have chosen from the previous task.
Consider the following situation in writing your speech:
You are already a graduate in your dream profession and your high school alma mater
asked you to be their Guest Speaker for a symposium. There will be at least 1,000 participants
which includes the faculty and staff of the school, visitors and stakeholders, and the whole
studentry. You are to inform them about the topic you have chosen. Take note that your speech
should be comprehensive to the students and should also be not boring for the other
participants.
Are you now ready to take on the challenge? Hold your mighty pen and let your mind
speak.
Rubric for scoring your written speech.
Public Speaking Rubric: Writing Rubric
Criteria
Introduction
Body- Ideas, details
and connection to
the main topic
Conclusion
Sentence Structure
and vocabulary
Level 1
(1 point)
Level 2
(2 point)
Level 3
(3 point)
Level 4
(4 point)
Introduction does not
attempt to engage the
audience and the main
idea of the speech is
unclear
-Topic has an unclear
focus and is not
effectively developed.
-Main idea is
unsupported.
-Speech is described
with limited detail.
Introduction somewhat
attempts to engage the
audience but the main
idea of the speech is
somewhat unclear
-Topic is somewhat
general.
- Speech has little
support for the main
idea. Ideas are poorly
developed.
-There is little
descriptive detail.
Introduction engages the
audience. The main idea
of the speech is clear
Introduction is creative
and engages the
audience. The main idea
of the speech is clear
-Topic is specific.
-Main idea is supported.
There is a good
sequencing of ideas.
-There is an effective
use of descriptive
details.
Lacks an adequate
conclusion. Main idea
was not restated.
Audience was unsure if
the speech had ended.
Vocabulary and
sentence structure is
limited and repetitive.
Conclusion is weak and
somewhat unrelated to
the main idea.
Conclusion is good,
provided and effective
ending. Restated the
main idea of the speech.
Vocabulary and
sentence structure lacks
originality and is
repetitive.
Vocabulary and
sentence structure are
original and effective.
-Topic is specific and
unique.
-Main idea is thoroughly
supported. Ideas flow
together well and
engage audience’s
interest.
-There are many
effective and interesting
details.
Conclusion is clear,
concise and effective.
Reflects content and the
main idea in an original
and interesting way.
There is an extensive
use of vocabulary and
sentence structure.
Vocabulary is original,
effective and expressive.
Source: http://www.ourspeeches.com/public-speaking-writing-rubric
Nice Going!
You are one-step away from getting the final ingredient for
Spongebob’s Krabby Patty! Stay active and turn to the next
page.
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133
Level 5: NURTURE
Nurture your competence on becoming an articulate speaker!
Hello Learner! You are about to take on the last stage of becoming a competent
articulate speaker. Accomplishing the last task will also give you the opportunity to get the
secret recipe of Spongebob for his delicious Krabby Patty. Keep still and take on the challenge!
Your task now will depend on the chosen neighbors of Spongebob in Bikini Bottom.
Choose one among Patrick, Squidward and Mr. Krabs and accomplish the activities given.
Good luck!
Using the speech you had written in Exercise 4
perform a Manuscript Speech through a recorded
performance. Consider the proper attire to be used
and demonstrate the tips on becoming an articulate
speaker. You may upload it in any webhosting
platforms and send the link to your teacher. If
webhosting is not available, you may submit the
copy of your video to your teacher together with a
copy of your manuscript.
With the speech written in Exercise 4, ask any
member of your family to be your audience for your
Manuscript Speech performance. Hand them the
rubric and let them grade your performance. Write a
short summary and a one-paragraph reflection
paper on your performance. In your performance,
don’t forget to demonstrate the tips on becoming an
articulate speaker.
Perform a Manuscript Speech using your written
output in Exercise 4. Ask 5 friends to watch your live
performance with the use of any video conferencing
app or site. Don’t forget to send them copy of the
rubric for grading and ask them to give their
feedback regarding the performance. Read their
feedbacks/comments and compile. Write a reflection
paper on your performance feedbacks and state
what should you do to improve the performance.
Use the rubric on the next page to grade your performance. Don’t forget to attach your
reflection papers to your activity sheets before submitting it to your teacher.
Photo credits: www.google.com
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Perfectly Done!
Cut the picture now to unlock the
Secret Recipe of Spongebob! You are
now ready to face your audience! With
the activities you have accomplished,
there is no way that you can’t be an
Articulate Speaker!
Reflection:
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Complete this statement:
With the activities I have undertaken on this lesson, I learned that
Reference:
Labianca, J. How to Be More Articulate: 8 Must-Follow Secrets to Improve Your Speech.
Retrieved from https://www.readersdigest.ca/health/healthy-living/how-to-be-more-articulate/
======================================================================
Answer Key
Level 1: LOAD (Answer may vary)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Talented – ta’.len.ted
accuracy – a’.cu.ra.cy
committee – com.mit.’tee
honorable – ho’.no.ra.ble
lavatory – la’.va.to.ry
agreement – a.gree’.ment
pronoun – pro’,noun
judicatory – ju.di.ca.to’.ry
amnesia – am.ne’.sia
Madrid – mad.rid’
Aladdin – a.lad’.din
Bouquet – bou.quet’
bureaucratic – bu.reau’.cra.tic
infatuation – in.fa.tua’.tion
circumstances – cir’.cums.tan.ces
Level 2: ENGAGE (Result may vary)
LEVEL 3: ADVANCE (Result may vary)
LEVEL 4: REFINE (Answers may vary)
LEVEL 5: NURTURE (Answers may vary)
Prepared by
TERENZ KRHYST ARELLANO
Ramon National High School
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11
Oral Communication
in Context
Second Quarter
LEARNING ACTIVITY SHEET
ORAL COMMUNICATION IN CONTEXT
Name of Learner:
Grade Level:
Section:
Score:
LEARNING ACTIVITY SHEET
MODULATION
Background and Information for Learners
What is voice modulation?
Voice modulation is the skill which helps you to put emotion into the message you
want to convey.
In speaking, it helps you to decorate your sentence with the expression, proper
emotions perfect use of the pitch, change in volume and timing. When you control or adjust
your voice from low to a loud whisper in order to make your tone more appealing and
basically make your voice more dramatic when you adjust the pitch up and down you are
modulating. Modulation makes your speech interesting to listen to and it is what makes the
words and phrases captivating. By modulating your voice, it facilitates the understanding of
your speech. Thus, it can be used to enhance emphasis in words, with rising and lowering
tones that add subtle meaning to your message.
Why is it important for a public speaker to master the art and skills in voice
modulation?
Voice Modulation is an important aspect of an effective communication. Without
Voice Modulation, your speech would sound flat. There are basically 6 benefits of
modulation: binds the audience, expresses emotions, shows confidence, speech becomes
interesting, allows speaker to stress/draw the attention of a listener, and brings clarity in
Communication
COMPONENTS OF VOICE MODULATION
1. Pace or Speed: Rapid or slow speech should be used sparingly and cautiously,
but there will be timing that varies in between the very fast and very slow.
2. Pitch or Depth of Voice: The pitch is how high or low you speak. When
delivering a speech, you can create a variety in your voice as well as make certain words
stand out.
3. Pause: Observe pauses at required intervals like when there is punctuation.
4. Power: Make your voice commanding by generating intensity in your voice.
5. Volume: Project your voice so that your audience who are seated in the last rows
in the room will hear you audibly.
6. Emphasis: Place some stress or focus on the key words or syllables to provide
contrast to your words and to bring out their desired meaning.
7. Inflection: Link meaning and feeling with your words.
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Learning Competency with Code
Uses principles of effective speech delivery focusing on modulation
EN11/12OC-IIcj-26.2
Directions and Instructions
Hello, Learner!
Do you have what it takes to be the next stage icon?
The mic awaits exquisite vocal
talents in the first edition of
THE CENTER
STAGE
Rock the stage and bring your
‘A game’ with your talents in
public speaking
Be BOLD. Be BRAVE.
So, what are you waiting for? Begin your quest and conquer the five levels of this
activity sheet. Complete the acronym L-E-A-R-N and gain your golden ticket to stardom.
Here are the 5 levels (1-Load, 2-Engage, 3-Advance, 4-Refine, 5-Nurture).
Are you ready, learner?
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To begin, sign up the Learning Contract below and click ‘SUBMIT’ button.
As a Learner it is my responsibility to
Name:
Signature:
Date of Submission:
Name of Subject
Teacher:
SUBMIT
LEVEL 1: LOAD
Load up your voice box!
First, let’s do some warm up. Your first task is to determine how often you practice
voice modulation based on what the statements say. Check the column that describes and
corresponds with your present situation. Do this objectively. Bear in mind that there are no
wrong answers here. Then, answer the additional task below the table.
Area
Statement
Volume
I adjust the volume of my voice depending on
the speaking environment.
Power
I speak loudly enough so that everyone can
hear me.
Emphasis
I raise my voice when making important
point.
I use a variety of voice that adds emphasis
and intimacy in my words when speaking.
Pace
Pitch
Pause
Inflection
Usually
(3)
Sometimes
(2)
Seldom
(1)
Never
(0)
I make varied timing in between my lines and
statements.
I end questions on a high pitch.
I affirm a statement by ending on a lower
pitch.
I pause after making important point to
provide opportunity for my listener to absorb
it.
I express my feelings or emotions through my
words or phrases.
I tend to sound enthusiastically when
conveying important information.
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139
Scoring
Score
Level of Proficiency
Usually: 3 points
Sometimes: 2 points
Seldom: 1 point
Never: 0
28-30
25-27
23-24
21-22
20 and below
Advanced
Proficient
Approaching Proficiency
Developing
Beginning
GRAND TOTAL:
/30
Write a short description of your present level of proficiency in terms of voice modulation.
LEVEL 2: ENGAGE
Engage and reach your star!
See! Stage 1 is as easy as Do-Re-Mi!
After completing the first stage, create your personal development plan to improve your
skills in voice modulation. This will serve as your guide to developing your vocal skills and be
able to conquer the stage and be the star in “The Center Stage”.
To move to the next level, refer to the guide questions and finish the task below.
MY PERSONAL DEVELOPMENT PLAN
Area for Development
(Identify the category that needs
improvement.)
I will achieve this by:
(State how will you achieve your
target, resources you can use and
people who can support you)
What’s happening now?
(Specify indication that this area
requiring improvement/
development)
How will I know I’ve been
successful?
(Describe what will success look like)
Progress
(Note your expected changes)
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LEVEL 3: ADVANCE
Advance and standout!
You are now halfway through to becoming a stage icon. At this level, you are asked to
identify which component/s of voice modulation is/are most likely needed in each picture and
briefly explain your answer on how the speaking situation requires it.
SPEAKING
SITUATION
COMPONENT/S OF
VOICE
MODULATION
EXPLANATION
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LEVEL 4: REFINE
Refine your voice quality!
In order to improve your skills in modulation, you need assistance and support from
individuals whose works often require voice modulation. Choose one among the activities
below which you feel most likely to accomplish. Using the guide questions below, make a
maximum of 250-word written report about your observation on how the
speaker/singer/reporter modulates his or her voice.
Activity #1: Conduct phone call or online interview to somebody whose work requires
voice modulation (e.g. Barangay Patrol announcer, Sports Announcer, Radio Broadcaster,
Jeepney Barker, Minister, etc).
Activity #2: Listen to one of your favorite songs or playlists in your phone and radio.
Activity #3: Watch any of your most viewed news anchor or reporter in the television.
GUIDE QUESTIONS:
Does the speaker adjust the volume of his/her voice?
Does the speaker raise his/her voice when making important point?
Does the speaker use a variety of voice that adds emphasis and intimacy in his/her
words?
Does the speaker consider varied timing or pacing in delivering his/her lines?
Does the speaker project high and low pitch in his/her voice?
Does the speaker pause in between lines when making important points?
Does the speaker show different emotions in his/her words?
Doe the speaker sound enthusiastically when conveying information?
MY REPORT
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LEVEL 5: NURTURE
Nurture your vocal skills and conquer the center stage!
Well done, learner! You are now at the last part of this quest. Brace yourself because
you are about to perform your final task.
Incorporate your knowledge from the previous levels of learning voice modulation and
record your voice or make a self-video using voice recorder or any devices. Reach your star
and let your voice be heard. Make sure to send your audio clip or video clip through Facebook
Messenger or E-mail within the date of submission. Performance rubric is provided below for
evaluation.
TRACK: ACADEMIC
As a Radio Broadcaster of your school publication, you are assigned to make a 1-minute or
less news report about your school’s response on COVID 19 Pandemic to the members of
the school community. Make sure to provide comprehensive details and factual information
in your report.
TRACK: Technology, Livelihood and Entrepreneurship (TVL)
You are a volunteer at your Local Government Unit, you are assigned to train Out-of-School
Youth in your community with some basics of your specialization. For your 1 to 2-minute
presentation, you need to provide the step-by-step procedures of your chosen topic.
TRACK: SPORTS
To complete your apprenticeship, you are selected to be the courtside announcer in a
Basketball game. You need to prepare 1 or 2-minute introductory spiels containing some
information about the two opposing teams.
TRACK: ARTS AND DESIGN
As a theater actor, your school decided to hold a play on COVID 19 Crisis. You are tasked
to write your script and perform 2-minute monologue presentation that should capture the
salient parts of how Filipinos cope with the said crisis.
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PERFORMANCE RUBRIC
EXCELLENT
CRITERIA
(5)
GOOD
(4)
FAIR
(3)
POOR
(2)
NOT EVIDENT
(1)
Voice is adjusted to desired
volume.
Words are clearly spoken.
Important points are made
during the delivery.
Variety of voice that adds
emphasis and intimacy in
words is evident.
Varied timing in between my
lines and statements is
remarkable.
High and Low pitch add flavor
and affirm with each statement.
Careful pause after making
important point is provided.
Emotions exude through words
and phrases.
Conveys information clearly.
Congratulations!
Just remember to use your voice in
chasing your dreams and reaching the farthest
star. Influence others using your velvet
voice and let people hear your thoughts and
be inspired by your words. You are now a
certified stage icon in public speaking. Here’s
your golden ticket to stardom.
REFLECTION:
Drop your reflection below about your learning.
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REFERENCES:
Raja, T., (2019), Tips on voice modulation when public speaking,
https://www.speakforlife.com.au/tips-on-voice-modulation-when-public-speaking/
http://bmenglishspeakingradio.podbean.com/e/7-tips-for-voice-modulation/
Answer Key:
LEVELS 1 to 5: All answers may vary
Prepared by:
MARK KEVIN C. AGCANAS
Teacher II
Don Mariano Marcos National High School
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11
Oral Communication
in Context
Second Quarter
LEARNING ACTIVITY SHEET
ORAL COMMUNICATION IN CONTEXT
Name of Learner:
Grade Level:
Section:
Score:
LEARNING ACTIVITY SHEET
STAGE PRESENCE
Background and Information for Learners
What is Stage Presence?
According to James E. Dyer, stage presence refers to the ability of the speaker
to acquire and keep the audience’s attention through his or her presentation style. Key
to a good stage presence is an expressed confidence. Confidence is there for
everybody to see and because of this the performance appears to be very easy.
Basically, a good stage presence draws the audience into the speech or performance.
It establishes connection with the speaker or performer and the audience and
envelops them in the speech or performance.
When in front of the audience, stage presence is not the only factor that will
make one succeed in his public speaking engagement or performance. The speaker’s
poise, posture gestures and movements can significantly add or to take away
from the presentation. The goal is to control these aspects of delivery so they
reinforce the message rather than distract the audience.
When speaking in front of an audience, these tips
will
you communicate more effectively on stage: (Adapted from ismckenzie.com)
help
1. Consciously lift your eyebrows to brighten your face.
2. Smile a lot.
3. Channel your nervousness into your diaphragm. Relax your neck, and your
shoulders, and breathe slowly and deeply using your diaphragm. Put any
tension you have there. When you breathe in, your stomach should push out.
As you breathe out, your stomach should shrink. (Your shoulders should not
move when you breathe)
4. Hands should be at your sides and still, unless you are using them to express
your piece, or are holding a microphone.
5. Hold the microphone at an angle it so you are speaking directly into the top
of it. The microphone should be 2 to 5 inches away from your mouth—no
farther.
6. Raise your voice pitch slightly from your normal speaking voice. It will make
you sound more energized and less tired. Project your voice to the back of the
room, using your diaphragm, not your vocal cords, to increase the volume.
Enunciate your consonants.
7. Stand with legs shoulder width apart. Stand straight. Don’t lean or slouch.
8. Own the message you are communicating. Don’t just speak words. If the
message isn’t important to you, you’re not going to make it important to your
listeners?
9. Make sure you have water handy. Nervousness often causes a dry mouth—
often unexpectedly.
10. If you are too nervous to look at the audience, look slightly above them.
11. Memorize as much as possible before you get on stage. It will be easier to
focus on expression and communication.
12. If you make a mistake, ignore it and move on. The audience will forget it as
fast as you do (if they noticed it in the first place). Facial expressions or
comments only draw attention to the mistake and make it easier to remember.
Leaning Competency
Uses principles of effective speech delivery focusing on Stage Presence
EN11/12OC-IIcj-26.3
Directions and Instructions
Would you like to speak with courage and conquer the stage, like a soldier
prepping for war?
Complete these five stages (1-Load, 2-Engage, 3-Advance, 4-Refine, 5Nurture) and together, let us win this!
Still having doubts? Read aloud this Franklin Roosevelt’s wisdom:
“There is nothing to fear but fear itself. It only has to be understood.”
So, face your fear and dive to thrive! Onward, public speaking soldier, marching
as to war!
To start your mission, you need to affix your signature in the Learning Contract
and make sure to accomplish all given activities within the date of submission.
LEARNING CONTRACT
LEVEL 1. LOAD
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish the activity
package and submit it to your teacher (_
_) on (
_).
Level 1: LOAD
Load up your ammunition, cadet!!
Set your goal for public speaking and be determined to
improving your stage presence. Using MBO-style (Manage by
Objectives), make sure to present clear objectives and arm
yourself with your best fold skills by completing the statements
below.
I will learn to...
I will be a better...
MY NAME
I will practice...
I will not be afraid to...
I want to…
I will always remember
to...
I will try harder to...
Source: https://www.teacherspayteachers.com/Product/Goal-Setting-Graphic-Organizer-5230922
LEVEL 2: ENGAGE
Engage! Watch your steps, Cadet!
Out of this puddle of physical behaviors/attributes, select carefully which you
feel contribute most strongly to a positive perceived public speaking engagement or
performance. Draw a line connecting each positive physical behaviors/attributes and
reach your station safely. Then, answer the question below.
Beware! Hidden explosives and mine bomb are scattered on the ground.
Smooth
Visible
Physical
reaction to
Exude with
Excessive
enthusiasm
swaying
Straight and
Tall posture
Lack of
Physical
Eye contact
with
Confident
entrance to the
stage
Q1: As a public speaker, how important do you consider stage presence to be in your
overall performance?
Q2: Explain the connection of each positive physical behavior/attribute to your
overall public speaking engagement.
Level 3: ADVANCE
Advance and be equipped in any battle!
Dodge the bullet.
As a public speaker, how will you plan and prepare to be ready to deal with the
most common challenges in various speech contexts and speaking environment?
Conduct self-assessment by writing your strengths and weaknesses on the given
situations and give some tips on how to manage your stage presence well.
SITUATION
Delivering
inspirational
speech for the
aspiring
soldiers in the
Philippine
Military
Academy.
Disseminating
public
information on
TV about the
role of
uniformed
personnel in
Covid-19
Pandemic
Outbreak.
Giving a eulogy
for a fallen
comrade.
As a Troop
leader, you are
assigned to
give Welcome
Address in a
consultative
meeting of your
division.
STRENGTHS
WEAKNESSES
TIPS
LEVEL 4: REFINE
Refine your skills to lead well, speak well!
You are now down to the 4th stage of this combat zone against stage fright.
Rodolfo “Dups” de los Reyes wrote in his book, Speak with Butterflies, “the
public speaker we aim to emulate is one who needs no loud trumpet to blare his
assets, no sound and fury signifying nothing: a public speaker who listens as he
speaks; a public speaker who builds an invisible bond when he relates to his
audience…” As a Cadet to public speaking, you will need to practice and refer to other
inspiring individuals whose speeches empower many people locally and globally.
Below are activities that will help you enrich your stage presence and expand
your speaking prowess from good to becoming an excellent one. Choose one between
the options below which you feel more likely to accomplish. Then, do the succeeding
task.
OPTION 1: Here are the links of the videos that you could watch and enjoy.
Alternatively, you may refer to this link http://www.ted.com/talks for other options.
1. How Lupang Hinirang Oath to be Sung by Joey Ayala
https://www.youtube.com/watch?v=41guxaNk9FY
2. On grit and passion: Jonathan Yabut at TEDxDiliman
https://www.youtube.com/watch?v=nYzgoBVwG0A
3. The skill of self confidence | Dr. Ivan Joseph | TEDxRyersonU
https://www.youtube.com/watch?v=w-HYZv6HzAs
OPTION 2: Interview an individual from your locality who often experiences
public speaking engagement such as campaign speeches, reading policy or memo in
public, introducing a speaker or giving of welcome/opening or closing remarks,
inspirational message, etc.
Use the evaluation tool to assess the Speaker’s performance or speaking
engagement and with a minimum of 500 words (for TVL learners, a minimum of 200
words), make a written report below.
Title of Speech
viewed or Speaking
Engagement:
Name of Speaker:
Type of Speech
Delivery Used:
Question
What is the
audience and
venue size?
Response
Observations/Remarks
Did the Speaker
use microphone?
How did the
Speaker approach
the audience?
Did the Speaker
maintain eye
contact?
Did the Speaker
stand tall and
straight?
Did the Speaker
use the volume of
his/her voice?
Did the Speaker
use his/her pitch
well?
Did the Speaker
avoid distracting
movements?
Did the Speaker
move on the stage
frequently?
Did the Speaker
use appropriate
facial expressions?
Did the Speaker
dress for the
occasion?
LEVEL 5: NURTURE
Nurture and conquer!
Prepare for the real battle. You are now ready to face your public audience.
And when you stand up to speak, you’ve got two surefire missiles: your stage presence
and your voice.
Below is the speech of the former president Jose P. Laurel delivered over
Station PIAM Manila, on February 29, 1944, addressed to the Filipino youth.
Your role is to choose whether you want to deliver the said speech in
manuscript, as extemporaneous, or as memorized. Assign a family member or a peer
to evaluate your performance as you deliver the speech. A performance rubric is
provided below for evaluation.
For transparency purposes, video record or take a self-video of your
performance. Submit a written report of your strengths and weaknesses along with the
soft copy of your full-performance. Remember: BE HONEST RATHER THAN
IMPRESSIVE.
Speech of His Excellency, Jose P. Laurel, President of the Republic of the
Philippines
YOUTH OF MY BELOVED LAND:
In this critical period of our history, we need the heart, the soul and the vigor of the youth of our land
to help us build our country on the most enduring basis of brotherhood and solidarity of all Filipinos.
I am, therefore, happy to know of the integration of the Filipino youth and that the Fil ipino youth is
now on the march. The question is: Where is it going? Is it marching with irresistible will and
determination toward progress and civilization, peace and order, and the prosperity and happiness
of the Fatherland? If it is, I, as the chosen head of our nation and our people, heartily welcome it and
bid it Godspeed.
It is trite saying that the future belongs to youth, especially to those dynamic, aggressive and selfconfident young men and women who have foresight. Thus they have the bounden duty to ensure it.
So much faith the greatest Filipino patriot and hero, Rizal, had in the youth of the land that while he
was still in his teens, he dedicated to it his prize winning poem entitled “To the Filipino Youth,” and
he called the Filipino youth not without reason and justification “Fair hope of my Fatherland.”
Several years later, when Rizal was in Madrid, he thought again of the Filipino youth. On the occasion
of the signal honor and distinction conferred upon the famous Filipino painter Juan Luna when one
of his paintings was awarded the highest prize in the artistic world, Rizal offered a touching toast. He
expressed the fervent hope that the worthy and commendable examples of Juan Luna, and
Resurrection, another famed Filipino painter, will be imitated or emulated by the Filipino youth. In the
course of a few years that youth had become to him more than the “fair hope of my fatherland”; it
had become the “sacred hope of my Fatherland.”
Rizal’s fair and sacred hope is represented by the young men and women of today, by you, the
Filipino youth on the march, you who will be either the leaders and masters of your country and your
country’s fate tomorrow or the hewers of wood and drawers of water for other people more ambitious
and far-seeing than you, men with vision, with courage, and with an indomitable will to succeed
whatever be the obstacles.
Inspired by the same noble sentiment, the late Dr. Rafael Palma, builder of the University of the
Philippines, dedicated to the same youth, to the same “fair and sacred hope” of the Fatherland, his
last work and masterpiece, his life-size biography of Rizal. In his dedicatory remarks he gave voice
to his abiding faith and confidence in the ability of the Filipino young men and women to make good.
Have they made good or are they making good? Were Rizal living today would he be proud of them?
Would he say, if he could see them from beyond the tomb, that he did not die in vain, that his country’s
sacred and beautiful hope has not disappointed him and those who like him had given their full
measure of sacrifice for the glory of their Fatherland?
How fare the youth of the land? Are they planting the seeds that will make their country great? Do
they realize the serious problems that now confront the Republic of the Philippines, which is their
Republic, and are they contributing to the fullest extent to the solution of such problems? Ar e they
putting their strong and broad shoulders on the wheel of progress and prosperity? Are they helping
actively in the complete restoration of peace and order in their country and in the gigantic
reconstruction work which both the people and the government must undertake? Are they doing their
duty as citizens of the Republic, working for the common happiness and welfare of their respective
communities?
As ye sow, so shall ye reap. Are the Filipino young men and women of today sowing the seeds of
peace and prosperity so that they will reap the fruits of progress and tranquillity? Man is the archetype
of society. Both society and the nation grow as the individuals grow. Unless our youth prepare for the
future, there will be no future for them.
“I want to let those who deny us every feeling of patriotism,” wrote Rizal, “that we know how to die
for our duty and for our convictions. What matters death if one dies for what one loves, for one’s
country, and for those one adores?”
In one of his parting letters he wrote “My future, my life, my joys, all I have sacrificed for my love for
her”—referring to the Philippines. “Whatever be my fate, I will die blessing her and wishing her the
dawn of her redemption.” That, you will agree, is a wonderful sentiment. Does the Filipino youth of
today feel and cherish it?
Isagani, one of the youthful characters that stand out in bold relief in Rizal’s Noli, once called on one
of the leading lawyers in Manila for an advice. The lawyer advised Isagani to follow the line of least
resistance. “Why fight, why think,” he argued, “when somebody else will do the fighting and thinking
for you? Prosperity, happiness, and peace of mind,” the legal adviser pointed out, lie in the direction
of the current. “Believe me,” he concluded, “you will remember me and think me right when you have
gray heirs like mine.”
What was Isagani’s retort? “When I have gray hairs like yours,” he answered, “and I look back upon
my past and see that I had worked only for myself, without having done what I could well have done
and should have done for the country which has given me everything, then, every gray hair of mine
will be for me a thorn and instead of being proud of my gray hairs, I shall be ashamed of them.”
Do the Filipino youth of today talk and feel that way? Are they fully aware of the tremendous
responsibility placed upon them by Rizal when he called them “fair and sacred hope of the
Fatherland?” Are they willing to die for their convictions, to fight hunger and poverty and all the other
evils that hard times bring in their train so that their country, their people, their Republic, might live in
peace and in abundance?
Contrasting his age and that of his son, the father of Ibarra, Rizal’s hero in the NOLI, said: “The future
opens itself for you; for me it is closing. Your affections are being born; mine are dying. Fire burns in
your blood; frost is congealing in mine; and yet you cry and do not know how to sacrifice the present
for the future, a future which will be useful to you and your country.”
“You do not know how to sacrifice the present for a useful, fruitful future.” Surely, the youth of today
cannot and will not accept that serious charge. They cannot and will not disappoint their greatest
hero, martyr and model. They are ready and willing, I take it, to do their part, to work with their duly
constituted leaders for the salvation of their country especially during these days of supreme ordeal
when the fate of the Philippines is at stake as a result of the scarcity of food and the continued
pernicious and disloyal activities of some of our citizens.
I am taking the liberty, therefore, on this occasion to invite and c all upon all the youth of the land to
join hands with the forces of the government to stimulate food production, to restore complete peace
and order throughout the length and breadth of the Philippines, and to work actively and persistently
for the welfare, progress and prosperity of the Republic. The Republic is not of this generation to
keep, but it is particularly for the young generation and future generations to preserve and to enjoy.
I thank you for this opportunity of addressing the youth of the land on this memorable occasion. I
shall be happy to say a few words to you later in connection with the integration movement of the
Filipino youth not only in the public and private schools but of all Filipino young men and women all
over the islands so that the youth of the land may be not only a strong factor in supporting this
government and in making this Republic an enduring nation but also so that with the help and
cooperation and loyalty of the Filipino youth, we may be in a position to transmit as a heritage to
future generations a country, a people, compact and united in the bonds of a common affection.
I thank you.
Source: Office of the Solicitor General Library
Performance Rubric for Oral Presentation focusing on Stage Presence
Category
Non-verbal
Cues
SCORING CRITERIA
Excellent
Good
Fair
Poor
(5)
(4)
(3)
(2)
Maintains eye contact with
audience
No visible reactions to mistakes
Manages posture, feet and
movement
Exudes enthusiasm and
confidence
Avoids awkward mannerisms
Verbal
Cues
Body language matches the
message
Raises pitch slightly and
projects voice clearly
Uses the pause and the stress
to convey the message
Adjusts volume of voice
Fillers were avoided.
Total
Grand Total
My Strengths
/50
My Weaknesses
Not
evident
(1)
Reflection:
CONGRATULATIONS, Cadet! You made it!
To complete your mission, drop your reflection to this point using the 3-2-1 chart.
Write 3 important facts about the
lesson
Write 2 interesting ideas based on the
background information
Raise 1 thought to think about
regarding the lesson
References:
ianmckenzie, 2014 Communication, 12 Tips to Improve Your Stage Presence
https://www.ismckenzie.com/?s=tips+to+effectively+communicate+on+stage
Rodolfo “Dups” A. De Los Reyes, PhD, A. 1993. Speak with Butterflies: Learn and
Laugh Your Way to Effective Business Presentations, Manila, PPG
ANSWER KEY
LEVEL 1: Load (Answers may vary)
LEVEL 2: Engage
Smooth Physical
Visible reaction
Movements
to mistakes
Exude with
enthusiasm
Excessive
swaying
Straight and
Tall posture
Lack of Physical
Movement
Eye contact
with audience
Confident entrance
to the stage
LEVEL 3: Advance (Answers may vary)
LEVEL 4: Refine (Answers may vary)
LEVEL 5: Nurture (Answers may vary)
Prepared by:
MARK KEVIN C. AGCANAS
Teacher II
Don Mariano Marcos National High School
11
Oral Communication
in Context
Second Quarter
LEARNING ACTIVITY SHEET
ORAL COMMUNICATION IN CONTEXT
Name of Learner:
Score:
Grade/Section:
Date:
LEARNING ACTIVITY SHEET
FACIAL EXPRESSIONS, GESTURES AND MOVEMENTS
Background Information for the Learner
Dorothy: Hello Thea! What are you doing in front of the mirror? It took you almost a
day looking at your face!
Thea: (Facing the mirror, making different faces) It is good you are here, sissy! Tomorrow, I
will deliver a speech in front of the class. What should I do?
Dorothy: Oh, I see! I can help you with that. I could still remember my teacher’s lecture about
facial expressions, gestures and movements when delivering a speech.
Thea: Really! Please help me.
Dorothy: Let us begin with facial expressions. Before you go to the stage, think of something
that makes you happy, and hold on to that thought before you begin your speech
presentation. It will make your smile more organic and believable. Genuine smile
travels all the way up to your eyes.
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Thea: Like this? (Showing her smile)
Dorothy: Yes! But you will not smile all the time in your presentation, at least at the
appropriate moments. It is only on rare occasions that you may need to be
somber and serious all through out. Remember that the movements of your
eyes, mouth and facial muscles can build a connection with your audience.
Thea: Of course, ate! I should match my facial expressions with my message. It is important
that my facial expressions stay consistent with my message.
Dorothy: If your facial expressions and speech content are not consistent, your
audience could become confused by the conflicting messages, which
could lead them to question your honesty and credibility.
Thea: Our teacher also told us to maintain eye contact with our audience. The
audience will reciprocate that eye contact to show that s/he is paying
attention. This will also help my audience remember the content of
my speech better, because acting like s/he is paying attention
actually leads him/her to pay attention and better retain information.
Dorothy: That’s right! The next important thing that you need to remember is the
gesture. Gestures include arm and hand movements. Use them to help
emphasize a point, to express emotion, to release tension and to
engage your audience. You can easily recognize that a well-chosen
gesture can help make a point memorable or lead the audience to the
next point.
Thea: Is it alright to cross arms across my chest?
Dorothy: Nope! Use your hand gesture responsively. Appropriate hand speaking
space is from the top of your chest to the bottom of your waist. Make
your gestures purposeful but natural.
Thea: I got it! I need to practice speaking with my hands until it feels and looks
natural.
Dorothy: Exactly! If needed, you can film yourself or do you want me to take your
video?
Thea: Thanks sissy! But what about my movements on stage? Should I stay in one
place all throughout my speech?
Dorothy: Oh, yes movements are important aspect of your speech and requires
planning, the same as the words you choose and the visual aids you
design. Many speakers employ the triangle method of body movement
where they start in the middle, take a couple steps forward and to the
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right, then take a couple steps to the left, then return back to the center.
Thea: oh, I see! So I will move that way until I’m done with my speech?
Dorothy: Not really! Obviously you don’t need to do this multiple times in a five- to tenminute speech, as doing so, tends to make an audience dizzy. To make
your movements appear more natural, time them to coincide with a key
point you want to emphasize or a transition between key points.
Thea: Thank you so much sissy! I think I am now ready to rehearse. I will call you
soon when I am ready for a video. I will go to my room now and
practice. See you later!
Leaning Competency with Code
Uses principles of effective speech delivery focusing on facial expressions, gestures and
movement (EN11/12OC-IIcj26.4)
Directions and Instructions
Hello, learner!
This is your last set of activity as you end your subject Oral Communication in Context.
As you go along the last journey, you shall still take a five-stage adventure (1-Load, 2-Engage, 3Advance, 4-Refine, 5-Nurture) regarding the use of principles of effective speech delivery
focusing on Facial Expressions, Gestures, and Movements.
Unlike Dorothy and Thea, Marjorie who is an only child, has difficulty in showing her
feelings. She does not even know how to move her hands for a gesture or doesn’t even move her
feet when practicing her speech. That is her big problem, how can you help her?
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She is so shy to tell her problem to her parents. Her friends are away from their house. But
for sure she has also a mirror in their house to practice her facial expressions. Can she also ask
one of her friends to come to their house or can she go to a friend’s house for some help in gestures
and movements?
Let us help Marjorie gain her confidence in speaking especially in showing her feelings
through facial expressions and to lessen her fear in moving on stage. The following activities can
help you and Marjorie.
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish
the activity package and submit it to your teacher (
) on
(
).
Level 1: LOAD
Fact or Bluff!
Are you ready to lend a hand for Marjorie? Let us take the first step. From the dialog you
have read, you can identify if the statements are true or not.
Draw a smiley face ( ☺) in the box if the statement is a fact and a sad face ( ) if the
statement is a bluff or incorrect.
1. We may complicate communication by trying to convey one message
consciously while in fact conveying another unconsciously through facial
expressions, gestures, or movements.
2. Audience may not need to reciprocate the eye contact to the speaker.
3. Gestures should be memorized and mastered for a clearer message to
the audience.
4. Movements are planned but not needed to be rehearsed.
5. Facial expressions and speech content must be consistent to avoid
confusion.
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Level 2: ENGAGE
Feeling – Engage!
Now, it is time for you and Marjorie to identify the feelings conveyed in the following
speech excerpts.
Draw inside the mirror the best feelings conveyed in each speech excerpt. Choose from
the emojis given below.
angry
happy
sad
loved
frightened confused
1. “ Lord this year has been great. I am beyond grateful. Thank you so much to the people
behind MMFF, MMDA for this award. To the whole team of Mindanao, congratulations for bagging 11
awards. Direk Brillante, thank for the opportunity to work with you. I will be forever grateful to you for the
role of Saima.” (Judy Ann Santos-Agoncillo, Best Actress, MMFF 2019)
2. “ To his children, I know that each one realizes that their father loved each of them totally.
And in his dying day when we would all crowd his ICU room, I would tell him (Dolphy)that is lucky.”
(ZsaZsa Padilla on Necrological Service at the Dolphy Theater)
3. “I was really clueless, that’s why when Zoren proposed to me under a cherry
blossoms tree that he had made as part of the surprise, I couldn’t hold back my tears. ” (Carmina
Villaroel )
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4. “Please don’t treat me as a mere observer. I am a judge in this proceeding! In any trial
court…you should not speak, you should not take any behavior at all unless with the consent of the presiding
judge. Don’t drown me out by screaming in this courtroom! Only I can scream here and my fellow judges!”
(Mirriam Santiago speech during Corona’s impeachment trial.”.
5. “The percentage of preparation is equal to the percentage of survival. If the 7.2
magnitude earthquake does occur, Metro Manila could run out of food and water for a week.”(Dr.
Ted Esguerra, Operational Medicine Instructor – International Disaster Response Network)
Level 3: ADVANCE
Match to advance!
Do you make face or use hand signals in a conversation? Filipinos also use a lot of these.
This time, can you help Marjorie identify the meaning of the facial expressions and hand
gestures in the pictures below?
Match the picture in column A to its meaning in column B. Write the letter of the best
answer before the number.
COLUMN A
COLUMN B
A. sad or bored
1.
B. a symbol of solidarity and support
2.
C. Wish for luck or invalidates a promise being made
3.
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D. Sign of acknowledgement
4.
E. completely unprepared to say anything
5.
F. shy or embarrassed
6.
G. Showing interest
7.
H. defensive or self-protective
8.
I. Brief greeting or parting tradition
9.
J. thinking or daydreaming
10.
K. ready and in control or a sign of aggressiveness
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Level 4: REFINE
Solve to Refine!
Great job! You are almost done and you are always ready to lend a helping hand to
Marjorie.
Can you and Marjorie read each situation and identify the problem met by the speaker.
Then, suggest a possible solution to the problem. The first one is done for you.
1. Marie is about to deliver her speech in the class as one of the requirements in Oral
Communication. She is perspiring a lot and could not help to stop her hands from shaking.
The day before, she finished her project in Science.
Identify the problem:
Marie did not able to master her speech
What is the possible solution?
Marie should give more time in practicing her speech
2. Angelo starts to deliver his speech. He stays in one position. He is quite relaxed and
continues his speech in the same position. The audience starts to bow their heads and sit in
a slouching position.
Identify the problem:
What should Angelo do to avoid the problem?
3. Rojan is confident that he can give justice to one of the famous speeches of all time. He
exerts all his effort by using a lot of hand gesture all the time. He often moves from one
place to another. The audience stops looking at him.
Identify the problem:
What is the best advice to Rojan to improve his speech next time?
4. Michelle practiced her speech a week before her presentation. She practiced her hand
gestures and movements according to the content of her speech. During her rehearsal, she
thought of the words before her movements. She then made awkward movements
because the words came first before the action.
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Identify the problem:
What is the best advice to Michelle to improve her hand gestures and movements?
5. Marco starts his speech looking at the back of the audience. He then moves his eyes to
the center and looks for someone who reciprocates eye contact to him. He chose to keep
his eyes to that audience.
Identify the problem:
What is the best advice to Marco?
Level 5: Nurture
Speak your mind!
Congratulations! You did a great job! With your help, Marjorie is confidently ready to
deliver her speech as her last task. Marjorie will surely remember all the lessons about facial
expressions, gestures and movements.
This is the application of all the lessons you have discussed while helping Marjorie. Now
is the time to practice with her. Memorize the chosen seven paragraphs speech that can leave a
lasting impact to the audience. Imagine that you are the person delivering the speech during those
times. Give emphasis on facial expressions, gestures and movements. Be guided with the given
rubric. Give your best! Good luck!
Excerpt of the Speech of His Excellency, Jose P. Laurel, President of the Republic of the
Philippines, delivered over Station PIAM Manila, on February 29, 1944, addressed to the
Filipino youth.
YOUTH OF MY BELOVED LAND:
In this critical period of our history, we need the heart, the soul and the vigor of the youth of our
land to help us build our country on the most enduring basis of brotherhood and solidarity of all
Filipinos. I am, therefore, happy to know of the integration of the Filipino youth and that the
Filipino youth is now on the march. The question is: Where is it going? Is it marching with
irresistible will and determination toward progress and civilization, peace and order, and the
prosperity and happiness of the Fatherland? If it is, I, as the chosen head of our nation and our
people, heartily welcome it and bid it Godspeed.
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It is trite saying that the future belongs to youth, especially to those dynamic, aggressive and selfconfident young men and women who have foresight. Thus they have the bounden duty to ensure
it. So much faith the greatest Filipino patriot and hero, Rizal, had in the youth of the land that while
he was still in his teens, he dedicated to it his prize winning poem entitled “To the Filipino Youth,”
and he called the Filipino youth not without reason and justification “Fair hope of my Fatherland.”
How fare are the youth of the land? Are they planting the seeds that will make their country great?
Do they realize the serious problems that now confront the Republic of the Philippines, which is
their Republic, and are they contributing to the fullest extent to the solution of such problems? Are
they putting their strong and broad shoulders on the wheel of progress and prosperity? Are they
helping actively in the complete restoration of peace and order in their country and in the gigantic
reconstruction work which both the people and the government must undertake? Are they doing
their duty as citizens of the Republic, working for the common happiness and welfare of their
respective communities?
As ye sow, so shall ye reap. Are the Filipino young men and women of today sowing the seeds of
peace and prosperity so that they will reap the fruits of progress and tranquillity? Man is the
archetype of society. Both society and the nation grow as the individuals grow. Unless our youth
prepare for the future, there will be no future for them.
“I want to let those who deny us every feeling of patriotism,” wrote Rizal, “that we know how to
die for our duty and for our convictions. What matters death if one dies for what one loves, for
one’s country, and for those one adores?”
I am taking the liberty, therefore, on this occasion to invite and call upon all the youth of the land
to join hands with the forces of the government to stimulate food production, to restore complete
peace and order throughout the length and breadth of the Philippines, and to work actively and
persistently for the welfare, progress and prosperity of the Republic. The Republic is not of this
generation to keep, but it is particularly for the young generation and future generations to preserve
and to enjoy.
I thank you for this opportunity of addressing the youth of the land on this memorable occasion. I
shall be happy to say a few words to you later in connection with the integration movement of the
Filipino youth not only in the public and private schools but of all Filipino young men and women
all over the islands so that the youth of the land may be not only a strong factor in supporting this
government and in making this Republic an enduring nation but also so that with the help and
cooperation and loyalty of the Filipino youth, we may be in a position to transmit as a heritage to
future generations a country, a people, compact and united in the bonds of a common affection.
I thank you.
Source: Office of the Solicitor General Library
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Rubric for grading:
Self-Rating Sheet
Category
Verbal
Nonverbal
Scoring Criteria
VGE GE
5
4
SE
3
LE N
2
1
Voice is modulated.
Fillers are avoided.
Volume is well-adjusted to audience size.
Rate or speed of speaking is varied.
Audible and pleasant voice is used.
Pauses are effectively used.
Words are pronounced and enunciated well.
Mastery of speech is evident.
Eye contact is established and maintained.
Speaker is prepared and confident.
Distracting movements or mannerisms are avoided.
Facial expressions are appropriate to the messages.
Gestures, posture and facial expressions are
expressive, dynamic and natural.
Attire is appropriate.
Total
Grand
Legend:
Total
VGE: To a very great extent Score:
GE: To a great extent
SE: To some extent
LE: To a little extent
N: Not at all
Score/70
VGE: 58-70
GE: 46-57
SE: 34-45
LE: 22-33
N: 10 – below
Reflection
Thank you very much for helping Marjorie finished her tasked. It is indeed a blessing to learn great
things with you. CONGRATULATIONS!
To check how much have you learned from this lesson, please complete this statement:
With the activities I have undertaken on this lesson, I learned that:
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Reference
Koch, A. (2007).Speaking with A Purpose. Retrieved from
https://open.lib.umn.edu/businesscommunication/chapter/11-3-movement-in-your-speech/
http://malacanang.gov.ph/5475-speech-of-president-laurel-addressed-to-the-filipino-youth-february-291944/
Answer Key
Level 1: LOAD
1. smiley face
2. sad face
3. smiley face
4. sad face
5. smiley face
Level 2:
1. happy
2. sad
3. loved
4. angry
5. confused
Level 3
1. E
2. A
3. K
4. H
5. F
6. J
7. G
8. C
9. B
10. I
Prepared by
JOANA MARIE A. DIAZ
Master Teacher I, Aurora Senior High School
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11
Oral Communication
in Context
Second Quarter
LEARNING ACTIVITY SHEET
ORAL COMMUNICATION IN CONTEXT
Name of Learner:
Score:
Grade/Section:
Date:
LEARNING ACTIVITY SHEET
PRINCIPLES OF EFFECTIVE SPEECH DELIVERY FOCUSING ON RAPPORT
WITH THE AUDIENCE
Background Information for Learners
Effective speech delivery will never be achieved even if you have a good articulation,
proper voice modulation, impressive stage presence and correct facial expressions, gestures and
movements. The effectiveness of your speech will could also be seen on your rapport with your
audience.
Rapport is the trust and connection that a speaker creates with his/her audience. If you
want your audience to agree with you or to change their view about something, it is important to
build trust, connection and rapport. Building connection with your audience is like putting color
into your sketch/drawing, the more colorful the drawing is, the more audience will be attracted to
look at it.
Moreover, when you establish rapport with your audience, you are making them your
partner in a conversation, your allies in your presentation. Whatever happens or feelings you have
as you speak, your audience will always be attentive and will make you feel that you will be
successful in your speech delivery. Thus, it is a must to know your audience as you talk to help
you with your smooth speech delivery.
Analyzing your audience helps you to adapt your message to make your audience respond
as you would want them to do. Just like in a daily conversation, the way you talk should be
appropriate to the kind of listener you have so as to get their attention of listening to you.
Here are eight ways to build rapport with any audience:
1. Talk to people before your presentation begins. Introduce yourself as people gather.
Shake hands. Ask them about themselves, what they do, and why they are there. Smile.
2. Have your audience’s best interests at heart. Use your presentation as an opportunity
to serve your audience, not to impress or “sell” them.
3. Establish eye contact. Look people in the eye one person at a time. Hold their gaze for 5
to 7 seconds, and then look someone else in the eye. (A word of caution: some cultures
consider direct eye contact intrusive and rude, so be careful.)
4. Speak simply and with conviction. Don’t give a speech; have a conversation with your
audience. Use words and expressions you normally do. Say “I,” “we,” and “you,” when
appropriate. Speak a little louder than usual. (Doing so injects more energy into your
voice.) And use your customary gestures; just make them bigger.
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5. Approach your presentation from your audience’s perspective — not your
perspective. Address their concerns. Speak to their interests, values, and
aspirations. Help them solve problems that bother them, or achieve goals that are
important to them. Avoid words — jargon and acronyms — they don’t understand.
Cite evidence they find credible.
6. Dress appropriately. Dress a little more formally than your audience in order to
establish your credibility and authority. Dress appropriately for your profession. If
you’re a lawyer speaking to high school seniors, you don’t have to dress down. Look
the part. Wear your business attire. On the other hand, if you’re a construction
worker making a team presentation to the CEO and CFO of a hospital as part of a
bid process, no one will expect you to outdress them. Whatever you wear, make sure
it’s neat and clean.
7. Avoid using humor or language that might offend them. Audiences are touchy
these days. And once you offend them, you’ll rarely regain their trust or goodwill.
Toastmasters International™ suggests avoiding language or topics best left in the
“bathroom, barroom, or bedroom.” Generally, you can’t go wrong if you use humor
that lets people laugh at you and at your foibles. Also avoid stereotypes of all sorts.
8. Tell stories to engage their imaginations. Most audiences — highly technical
audiences are an exception — relate to a personal story. Sometimes you need to give
a little trust in order to receive some trust back.
Take the time and effort to get into rapport with your audience. It will make a big
difference in the success of your presentation.
Leaning Competency with Code
Uses principles of effective speech delivery focusing on Rapport with Audience
(EN11/12OC-IIcj-26.5)
Directions and Instructions:
Hello learner!
This is your last set of activity as you end up your subject Oral Communication in
Context. As you go along the last journey, I want you to still take again a five-stage of adventure
(1-Load, 2-Engage, 3-Advance, 4-Refine, 5-Nurture) regarding the use of principles of
effective speech delivery focusing on Rapport with Audience.
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To start this adventure, I want you to meet Alyana Dalisay. Alyana is in trouble!
She got lost in the forest and she needs your help to get out of the forest. For you to
help her, below is the adventure map, there are 5 stations, and each station has an
activity to be accomplished. After accomplishing each activity, you have to cross out
the stations and move to the next one. Alyana would ONLY be able to meet Police
Senior Master Sergeant Ricardo Dalisay at the end of the last station.
Are you ready to help Alyana? Let’s start!
START HERE
L
E
A
R
N
FINISH
Art by:
@sallyandpiper
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish
the activity package and submit it to your teacher (
) on
(
).
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Level 1: LOAD
Load up your courage of what you have learned!
Choose one from the two graphic organizers below and make your own summary on
how to develop rapport with audience. Don’t forget to provide keywords for each.
Graphic Organizer 1
How to develop
rapport with
audience?
Graphic Organizer 2
Congratulations for finishing the activity! How was the first activity? Did you have fun? Brace
yourself for you’ll be having more activities to do. Enjoy and don’t forget to cross out L in your
adventure card!
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LEVEL 2: ENGAGE
Engage and gear up!
You are now on the second adventure in helping Alyana see PSMSgt. Ricardo. For this
activity, you have to study the following pictures. Identify who would be the most appropriate
audience that the speaker deals with in the situation. Write your answer on the blank and
explain your answer briefly. Consider the lessons we discussed on the things to consider before
someone delivers his/her speech. Refer to the example below.
Answer: Students
Explanation:
Students are most likely to be the audience of
the speaker in the picture because the speaker
is a teacher and she is having her talk inside
the classroom.
Photo credit: https://rmn.ph/sobra-4000-nga-vacantteaching-positions-ha-region-8-napun-an-na/deped-12/
1.
Presidential Election Debate
Answer:
Explanation:
Copyright: Photo courtesy of Comelec EID
2. Graduation Ceremony
Answer:
Explanation:
Copyright: www.entranceuniversity.com
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3. Research Forum
Answer:
Explanation:
Photo credits: Terenz Khryst P. Arellano
4. Spoken Word Poetry (School Competition)
Answer:
Explanation:
Photo credits: www.candymag.com
5. Campus Leadership Seminar
Answer:
Explanation:
Photo credits: https://ilc.upd.edu.ph/2017/05
Was it hard? I know you’ve done your best with this activity. Your kind heart in helping
Alyana out in the forest made you to keep going! It’s time for you to cross out E in your
Adventure Card!
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Level 3: ADVANCE
Advance your adventure by analyzing situations!
Below are five situations of a speech delivery. Analyze each situation carefully and
explain whether the delivery is a success or a failure. After writing your explanation, give at
least three tips on how the speaker can improve his speech delivery.
Situation 1
Melody is a well-known writer of a Sci-fi-themed novels. With her unexpected plot
twists and vivid use of words, most of her novels are read by students in senior high school
and college. Because of her popularity, her high school Alma Mater invited her to be a
speaker for their Reading Month Celebration. Prior to the invitation, she has to beat the
deadline of her submission for her latest book.
On the day of her speaking engagement, she had decided to use her previous speech
in a Professional Writers Book Writing Conference because of her lack of time to prepare.
She was able to deliver well her speech because she mastered it already. However, the
students could not connect with her.
What is your comment on Ms. Melody’s speaking engagement? Suggest an idea on how she
will improve it.
Write your thoughts here…
Situation 2
Race is running for Supreme Student Government position of President. They will be
having a Meeting De Avanze wherein all candidates must provide a speech on their goals and
platforms which they will be accomplishing if they win in the elections. He found out that
his opponent, who is a bisexual, likes him that much and felt bad about it.
During his speech, he intentionally insults all students belonging to the LGBTQ+
genders and brags that his opponent had a crush on him. But at the end of the speech, he seeks
the support of all his schoolmates to still vote for them emphasizing his advantage towards a
bisexual leader.
What’s wrong with the speaker’s actuation? Suggest what should the speaker have done.
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Write your thoughts here…
Situation 3
Sheena Domingo is freshman in her university. All freshmen were called in the
Gymnasium to attend their orientation program. As she listens to the main speaker of the
event she got bored because the speaker looked only on his notes and spoke so fast. She tried
to raise her hand to ask question but the speaker also ignored her. She then decided to just
play on her phone and waited for the speaker to finish with his talk.
What could be wrong with the situation? Suggest an idea for the improvement of the
speaker.
Write your thoughts here…
Are you done? Now, cross out A in your map. You are close to helping Alyana be with
PSM Sgt. Ricardo.
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LEVEL 4: REFINE
Refine your skills in writing!
Now it’s time for you to compose a short speech based on the topic given below.
Prepare a three-minute informative speech which aims to demonstrate the process of doing the
topic you have chosen.
Consider the following things in writing your speech: You are going to speak in front
of 50 participants whose age ranges from 13-22 years-old and a ratio of 28 males and 22
females. Most of them are high school students and the rest are college students.
Choose one from the topics given below:
1. What are the effects of COVID-19 to the economic aspect of the Philippines?
2. What are the benefits of Social Distancing?
3. How did Global Pandemic affect the social life of everyone?
4. How to choose the best hero in Mobile Legend?
5. What are the best baked goods during the Community Quarantine?
6. What is it like to be a
(your Strand/Track) student?
Rubric for scoring your written speech.
Public Speaking Rubric: Writing Rubric
Criteria
Level 1
(1 point)
Level 2
(2 point)
Introduction
Introduction does not
attempt to engage the
audience and the
main idea of the
speech is unclear
Introduction engages
the audience. The
main idea of the
speech is clear
Introduction is
creative and engages
the audience. The
main idea of the
speech is clear
Body- Ideas,
details and
connection to the
main topic
-Topic has an unclear
focus and is not
effectively developed.
-Main idea is
unsupported.
-Speech is described
with limited detail.
Introduction
somewhat attempts to
engage the audience
but the main idea of
the speech is
somewhat unclear
-Topic is somewhat
general.
- Speech has little
support for the main
idea. Ideas are poorly
developed.
-There is little
descriptive detail.
-Topic is specific.
-Main idea is
supported. There is a
good sequencing of
ideas.
-There is an effective
use of descriptive
details.
Conclusion
Lacks an adequate
conclusion. Main idea
was not restated.
Audience was unsure
if the speech had
ended.
Vocabulary and
sentence structure is
limited and repetitive.
Conclusion is weak
and somewhat
unrelated to the main
idea.
Conclusion is good,
provided and effective
ending. Restated the
main idea of the
speech.
Vocabulary and
sentence structure
lacks originality and is
repetitive.
Vocabulary and
sentence structure are
original and effective.
-Topic is specific and
unique.
-Main idea is
thoroughly supported.
Ideas flow together
well and engage
audience’s interest.
-There are many
effective and
interesting details.
Conclusion is clear,
concise and effective.
Reflects content and
the main idea in an
original and
interesting way.
There is an extensive
use of vocabulary and
sentence structure.
Vocabulary is original,
effective and
expressive.
Sentence
Structure and
vocabulary
Level 3
(3 point)
Level 4
(4 point)
Source: http://www.ourspeeches.com/public-speaking-writing-rubric
How was the written task? Did you find it interesting? Well, Alyana found it
helpful too! Don’t forget to cross out R for this will give you the last stage to
accomplish. Are you excited? Now, move to the next page.
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Level 5: NURTURE
Nurture your knowledge in developing rapport with audience!
Hi learner! You are now in the last stage of your adventure in helping Alyana out of the
forest. For your last activity, choose one soldier from PSM Sgt. Ricardo’s troop Task Force
Agila to accompany you. Each soldier has a task to accomplish. Read the instructions after
choosing your soldier and do your Performance Task.
Police Captain
Mark Vargas
Police Captain
Mark Vargas
Chief Master Sergeant
Jerome Girona Jr.
Chief Master Sergeant
Jerome Girona Jr.
Police Captain
Avel Guzman
Master Sergeant
Rigor Soriano
Make a 2-minute vlog by using the speech you wrote in Exercise 4. You may
use any web host like Facebook or YouTube. Give your vlog a title and make
sure to make content out of the topic you have chosen. You may also edit
your vlog on any editing app you feel comfortable with. After uploading it,
send the link to your teacher along with eh copy of your speech/script.
Make a pastel painting or artistic drawing of the scene of how the speaker
should look like or dress up if you are going to deliver your speech that you
wrote in Exercise 4. Do the activity in an Oslo paper and provide a copy of
the speech pasted at the back of the paper and your explanation of your
drawing or painting.
Police Captain
Avel Guzman
Master Sergeant
Rigor Soriano
Ask any member of your family to read and understand the speech you had
written in Exercise 4. Afterwards, ask him/her to deliver it where you will
act as one of the audience. Make sure to record the performance and make
an analysis on the performance answering the following questions:
1. What are the strengths and weaknesses of the speaker’s
performance?
2. How could he/she improvement his/her speech delivery?
Turn your speech in Exercise 4 into a song and make a dance choreography
or song interpretation out of it. You may or may not be in the video, and any
video editing app can be used. Upload it in any web host and take down notes
on the audience’s comment on the video. Submit the video to your teacher
along with the copy of your speech written in a whole sheet of paper or bond
paper. Submit also some comments from the web host where you uploaded
the video.
Photo credits: www.ent.abs-cbn.com
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180
ANALYTIC RUBRIC FOR PERFORMANCE TASK
Needs
Developing (2)
Improvement (1)
Clarity (Thesis The purpose of the The central purpose
supported by student work is not of the student work
relevant
well-defined.
is identified. Ideas
information
Central ideas are not are generally
focused to support focused in a way
and ideas.)
the thesis. Thoughts that supports the
(20%)
appear
thesis.
disconnected.
Above
Average (4)
The central purpose The central purpose
of the student work of the student work
is clear and ideas
is clear and
are almost always supporting ideas
focused in a way
always are always
that supports the
well-focused.
thesis. Relevant
Details are relevant,
details illustrate the enrich the work.
author’s ideas.
Organization
(Sequencing of
elements/ideas)
(20%)
Information and
ideas are presented
in a logical
sequence which is
followed by the
reader with little or
no difficulty.
Information and
ideas are presented
in a logical
sequence which
flows naturally and
is engaging to the
audience.
The comprehension
of the work is
minimally
interrupted by
misspellings and/or
systematic
grammatical errors.
Creativity and There is a need to Creativity is shown Creative adaptation
Originality.
improve the creative but presented in
of the lesson is
facet of the
unorganized
almost perfect and
(40%)
presentation.
manner. The piece original.
is slightly
unoriginal.
Misspellings and/or
grammatical errors
do not hamper the
comprehension of
the work.
Mechanics
(Correctness
of grammar)
(20%)
Information and
ideas are poorly
sequenced (the
author jumps
around). The
audience has
difficulty following
the thread of
thought.
Misspellings and/or
systematic
grammatical errors
seriously hamper
the comprehension
of the work.
Information and
ideas are presented
in an order that the
audience can follow
with minimum
difficulty.
Sufficient (3)
Misspellings and/or
systematic
grammatical errors
distract from the
work.
Creative adaptation
of the lesson
includes no errors
and is original.
You have freed Alyana from the forest!
Congratulations for completing the 5 tasks/activities given to you to
help Alyana find PSM Sgt. Ricardo again! Your efforts in
completing this Activity Sheet will surely be of great help to you as
you take on the stage as a speaker.
Reflection:
Complete this statement:
With the activities I have undertaken on this lesson, I learned that
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181
Reference
Witt, C. How to Build Rapport with Your Audience. Retrieved from http://wittcom.com/how-tobuild-rapport-with-your-audience/
Image Sources:
https://rmn.ph/sobra-4000-nga-vacant-teaching-positions-ha-region-8-napun-an-na/deped-12/
https://www.entranceuniversity.com/getting-in/school-feeds/this-isnt-farewell-valedictory-speechof-su-bin-lim-high-school-class-2017/
https://www.candymag.com/all-access/10-most-feels-inducing-tweets-from-juan-miguel-severo
https://ent.abs-cbn.com/angprobinsyano/articles-photos/06061319-kilalanin-ang-mga-miyembrong-task-force-agila-8505?image=95997
Answer Key
Level 1: LOAD (Answer may vary)
Level 2: ENGAGE
1.
2.
3.
4.
5.
Community. Explanation may vary
Graduates. Explanation may vary
Panel. Explanation may vary
Panel/Judges/Students. Explanation may vary
Student leaders. Explanation may vary
LEVEL 3: ADVANCE (Answers may vary)
LEVEL 4: REFINE (Output may vary)
LEVEL 5: NURTURE (Output may vary)
Prepared by
TERENZ KRHYST ARELLANO
Ramon National High School
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