HIGH SCHOOL DEPARTMENT
LEARNING ACTIVITY SHEETS
ORAL COMMUNICATION IN CONTEXT
Quarter 4
Learning Activity Sheet No. 2
Topic: Speech Writing Process and Speech Delivery
Learning Competency/ies and Code:
The learner…
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, role and responsibilities of the speaker, message,
delivery; and
2. uses principles of effective speech writing focusing on: audience profile, logical organization, duration, word
choice, grammatical correctness and articulation, modulation, stage presence, facial expressions, gestures and
movements, rapport with the audience.
Topic Background Information/Concepts Notes: (Briefly discuss or present the lesson/topic/concept. Whenever
possible, cite examples, illustrations, etc.)
LESSON 1: PRINCIPLES OF SPEECH WRITING
Just like events planning or any other activities, writing an effective speech follows certain steps or processes. The
process for writing is not chronological or linear; rather, it is recursive. That means you have the opportunity to repeat a
writing procedure indefinitely, or produce multiple drafts first before you can settle on the right one. Figure 1 shows the
schematic diagram.
Conducting an audience analysis
Determining the purpose of the speech
Selecting a topic
Narrowing down the topic
Gathering Data
Selecting a speech pattern
Preparing ang outine
Creating the body if the speech
Preparing the introduction
Preparing the conclusion
* Editing and/or Revising
* Rehearsing
Fig. 2. Speech Writing Process
The following are the components of the speech writing process.

Audience analysis entails looking into the profile of your target audience. This is done so you can tailor-fit your
speech content and delivery to your audience. The profile includes the following information.
 Demography (age-range, male-female ratio, educational background and affiliations or degree taken,
nationality, economic status, academic and corporate designations.
 Situation (time, venue, occasion, and size)
 Psychology (values, beliefs, attitudes, preferences, cultural and racial ideologies and needs)
A sample checklist is presented below.
Audience Analysis
Age Range
Male-Female Ration
Educational Background
Educational Institution
Place of Residence (city, province, town)
Marital Status
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Economic Status (Household income above 30, 000 or
below 30, 000)
Language Spoken
Religious Affiliations/Beliefs

The purpose for writing and delivering the speech can be classified into three – to inform, to entertain, or to
persuade.
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An informative speech serves to provide interesting and useful information to your audience like your
teacher talking about earth-quakes or a fellow student presenting his/her research.
An entertainment speech provides pleasure and enjoyment that make the audience laugh or identify
with anecdotal information. The toastmaster speech is known to have such characteristics.
A persuasive speech aims to persuade or convince people to change the way they think or do
something, or to start doing something that they are not currently doing. Most political speeches aim at
targeting the belief system of the listeners.
The purpose can be general or specific. Study the examples below to see the differences.
General
Purpose
Specific Purpose

To inform
To entertain

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
To persuade


To inform the Grade 11 students about the process of conducting an automated student
government election.
To inform the Grade 11 students about the definition and relevance of information literacy today.
To inform the Grade 11 students about the importance of effective money management.
To entertain Grade 11 students with his/her funny experiences in automated election.
To entertain Grade 11 students with interesting observations of people who lack information
literacy.
To entertain Grade 11 students with the success stories of the people on the community.
To persuade the school administrators to switch from manual to automated student government
election.
To persuade Grade 11 students to develop information literacy skills.
To persuade the school administrators to promote financial literacy among students.

The topic is your main point, which can be determined once you have decided on your purpose. If you are free
to decide on a topic, choose one that really interests you. There are a variety of strategies used in selecting a
topic, such as using your personal experiences, discussing with your family members or friends, freewriting,
listing, asking questions, or semantic webbing.

Narrowing down a topic means making your main idea more specific and focused, the strategies in selecting
a topic can also be used when you narrow down a topic.
Purpose
General Purpose
To inform
To inform Grade 11 students on the importance of effective money management
Topic
Financial literary or effective money management
Effective money management
Narrowing down a topic
through listing
Effective money management of Grade 11 students
Developing an effective money management of Grade 11 students
Defining and developing effective money management skills of Grade 11 students

Data gathering is the stage of gathering and measuring information on variables of interest, in an established
systematic fashion that enables one to answer stated research questions, test hypotheses, and evaluate
outcomes. This can be done by visiting a library, browsing the web, observing a certain phenomenon or event
related to your topic, or conducting an interview or survey. The data that you will gather will be very useful in
making your speech informative, entertaining, or persuasive.

Writing patterns, in general are structures that will help you organize the ideas related to your topic. Examples
are biological, categorical/topical, causal, chronological, comparison/contrast, problem-solution, and spatial.
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Pattern
Biographical
Categorical/
Topical
Causal
Chronological
Comparison/
Contrast
ProblemSolution
Descriptions
Presents
descriptions of your
life or of a person,
famous or not
Presents related
categories
supporting the topic
Presents causeeffect relationships
Presents the idea in
time order
Presents
comparison/contrast
of two or three
points
Presents an
identified problem,
its causes and
recommended
solutions
Types of
Speech
Appropriate
to
Examples
Specific Purpose
To inform my audience about my
grandfather, the late former President
Ramon Magsaysay
Specific Topic
Describing the life and works of my
grandfather, the late former President
Ramon Magsaysay
Specific Purpose
To persuade the community
members to reduce, reuse, and
recycle as means of eliminating
garbage and protecting the
environment.
Specific Topic
Why the community members should
promote reducing, reusing, and
recycling?
To inform
To entertain
To inform
To entertain
To persuade
Specific Purpose
To inform my audience on the effects
of overeating.
Specific Topic
Explaining the possible effects of
overeating to one’s health
To inform
Specific Purpose
To inform my audience about the
significant events in the 1986 EDSA
Revolution or People Power
Specific Topic
Describing the significant events
before, during, and after in the 1986
EDSA Revolution or People Power
Specific Purpose
To persuade the audience that living
in the Philippines us better than living
in Australia
To inform
To inform
To persuade
Specific Topic
Explaining why Philippines us more
habitable than Australia
Specific Purpose
To persuade the audience to support
the educational programs of the
national government
Specific Topic
Explaining the reasons for supporting
the
government’s
educational
programs seen as the primary means
if increasing literacy rate in the
Philippines
To inform
To persuade
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
An outline is a breakdown of the main and supporting ideas in your essay, report, or speech. Think of it as a
map of your paper.
For example, let’s say that you are writing an essay about how comic books are very similar to movies in the way that
they convey information. Your outline may look like this:
Thesis - Reading comic books are similar to watching movies.
A. Both are visual media
1. Both use color and light to convey meaning.
2. Comic panels are like the camera’s view.
3. Both rely on images instead of descriptions, as found in books.
B. Movies and comic books start out as basically the same thing.
1. Movies and comic books both start off as scripts.
2. Movie scripts become storyboards, which are basically comics, before they are filmed.
Conclusion - Comic books are very similar to films in many ways. Both are visual, allowing the action to take place on
the page, rather than in your mind. In the early steps of creation, the two media are identical. Next time you see a movie,
remember that you are watching a comic book.

The body of the speech provides an explanation, examples, or any details that can help you deliver your
purpose and explain in the main idea of your speech.
One major consideration in developing the body of your speech is the focus or central idea. The body of your
speech should only have one central idea.
The following are some strategies to highlight your main idea.
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
The introduction is the foundations 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. Your first few words should do so. The following
are some strategies.
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
Present real-life or practical examples
Show statistics
Present comparisons
Share ideas from the experts or practitioners
Use a real-life experience and connect the experience to your subject.
Use practical examples and explain their connection to your subject.
Start with a familiar or strong quote and then explain what it means.
Use facts or statistics and highlight their importance to your subject.
Tell a personal story to illustrate your point.
The conclusion restates the main idea of your speech. Furthermore, it provides a summary, emphasizes the
message, and calls for action. While the primary goal of the introduction is to get the attention of your audience,
the conclusion aims to leave the audience with a memorable statement.
The following are some strategies.
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
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
Begin your conclusion with a restatement of your message.
Use positive examples, encouraging words, or memorable lines from songs or stories familiar to the
audience.
Ask a question or series of questions that can make your audience reflect or ponder.
Editing/Revising your written speech involves correcting the errors in mechanics, such as grammar,
punctuation, capitalization, unity, coherence, and others. Andrew Dlugan (2013), an award-winning public
speaker, lists six power principles for speech editing.
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
Edit for Focus
Audience response you want to avoid: “The presenter was all over the map. It was confusing.”
Edit mercilessly if you have written something in an earlier draft that strays from your core message.
All elements of your speech — every point, every statistic, every anecdote, every story, every joke,
every visual aid — must support your core message.

Edit for Clarity
Audience response you want to avoid: “The talk was interesting, but I just didn’t get it.”
On a macro-level, an earlier article of this series showed you that points in your outline should be
sequenced in a way which mirrors the meaningful relationship. (e.g. chronological, spatial, causeeffect) Ordering your speech logically is one of the best ways to ensure clarity. Start with one point,
and build out from there, as if you were adding one lego block to another over time.
On a micro-level, clarity is also important.
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Can the sentences be clearer?
Have you avoided any tongue-twisters?
Is technical jargon eliminated? (Your audience analysis will guide you.)
Edit for Concision
Audience response you want to avoid: “He just went on and on and on…”
Inspiration is provided by Antoine de Saint-Exupery who wrote: “Perfection is achieved, not when
there is nothing more to add, but when there is nothing left to take away.”
For each element of your presentation, ask yourself “Is this essential?” If the answer is no, cut it.
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Eliminate entire points or stories if the core message is conveyed without them.
Eliminate sentences if the paragraph reads fine without them.
Eliminate words which do not add meaning to the sentences.
Replace long words with short words that convey the same meaning. e.g. use rather than utilize
Edit for Continuity
Audience response you want to avoid: “She lost me after the fourth slide.”
Transition words, phrases, and sentences — bridging — are necessary to make your speech flow.
Your aim is to avoid abrupt transitions where you can lose audience members. One point should feed
naturally into the next. Sidebars and other diversions are the enemy.

Edit for Variety
Audience response you want to avoid: “It was boring.”
Audiences like variety. It makes the speech more enjoyable, and it also helps you appeal to different
types of thinkers.
Here are just a few ways to inject variety into a presentation:
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Move around the stage.
Use a prop, slides, or other visual aids
Break up long, serious stretches of a speech with humor.
Engage the audience with a rhetorical question or an activity.
Balance theory with practical statistics. Balance stories with logical arguments.
Note: Some of these are delivery techniques rather than writing techniques.
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
Edit for Impact and Beauty
Audience response you want to avoid: “Nothing really stood out.”
There are many closely related techniques to make a speech memorable, including:
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Surprise the audience.
Create vivid images.
Appeal to the senses.
Craft truly memorable lines.
Use analogies, similes, and metaphors.
Employ rhetorical devices throughout.
Rehearsing gives you an opportunity to identify what works and what does not work for you and your target
audience. Rehearsal is important because you can put the effective parts back together to create a total speech
and practice before delivering it in front of the actual audience. Some strategies include reading your speech
aloud, recording of your own analysis of for your peers or coaches to give feedback on your delivery. The best
thing to remember at this state is: “Constant practice makes perfect.”
Some Guidelines in Speech Writing
1. Keep your words short and simple. Your speech is meant to be heard by your audience, not read.
2. Avoid jargon, acronyms, or technical words because they can confuse your audience.
3. Make your speech more personal. Use the personal pronoun “I,” but take care not to overuse it. When you need
to emphasize collectiveness with your audience, use the personal pronoun “We.”
4. Use active verbs and contractions because they add to the personal conversational tone of your speech.
5. Be sensitive of your audience. Be very careful with your language, jokes and nonverbal cues.
6. Use metaphors and other figures of speech to effectively convey your point.
7. Manage your time well; make sure that the speech falls under the time limit.
LESSON 2: PRINCIPLES OF SPEECH DELIVERY
Delivery for Different Situations
Bear in mind that not all speaking situations happen in the classroom. Some may happen in unfamiliar environments.
To illustrate, you may run or be nominated for a school or local government office, so a room-to-room and public
campaign speech is required; or you may be invited to welcome a visitor in your school or community, so an opening or
welcoming remark is necessary; or you may be asked to represent your school or community in a literary context. There
are a few situations where your delivery skill will be simultaneously challenged and honed.
As a public speaker you need to be ready to deal with the most common challenges in different speaking environments.
Below are some of them.
1. Speaking to a specific audience size
Description
Audience size depends on the venue size
Advantages
You can determine your approach with your audience: more intimate and personal for
a smaller size; more formal for a larger size.
Disadvantages
This can be challenging and intimidating.
Tips
Ask the organizer about the estimated number of the audience so you can adjust your
delivery.
Practice, practice, practice
2. Speaking in an open-air venue or outside a building
Description
Examples are open courts or grounds, football fields, farms, etc.
Advantages
You will feel more relaxed due to the atmosphere of the venue.
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Disadvantages
Tips
You will encounter a lot of communication barriers such as noise, inattentive audiences,
discomfort, challenging weather, possible absence of technology such as audio-visual
equipment, etc.
You might be forced to make adjustments, especially in voice projection.
Check the venue prior to your speaking engagement.
Ask the organizers about the availability of equipment.
Challenge yourself don how you can get and maintain the attention of your audience.
Use the outdoor setting or venue to your advantages a way of jumpstarting your speech
or as an example to support your main point.
Practice, practice, practice.
3. Speaking in different venues
Description
Speaking in venues that vary according to size: classroom, meeting or conference
room, ball room, social hall, auditorium, covered court, open court, etc.
Advantages
You will be exposed to different venues, which will add to your public speaking
experience.
Disadvantages
You will have to make big adjustments in terms of your nonverbal cues: volume of
voice, body language, facial expression, etc.
Tips
Check the venue days before you rescheduled speech and arrive hours earlier in the
venue, so you can determine the adjustments to make.
For a larger venue, speak more slowly use pauses very frequently to highlight the most
important ideas of your speech, exaggerate facial expressions and gestures; and when
you use visual aids, make them more visible.
In a small venue, your audience will see you up close. Therefore, manage your notes
well when you use them and adjust your nonverbal cues as necessary.
Practice, practice, practice.
Tools for Effective Speech Delivery
Vocal Delivery
Vocal delivery refers to how you use your voice to communicate your message in a public speech. Speaking in a
monotone manner, meaning there is no inflection or variety in your speaking patterns, tends to bore listeners. They tune
out if your voice does not provide them with some enthusiasm or variety to help them key in to important sections of your
speech. Ways to enhance vocal delivery include using variety in your volume, pitch, and rate, as well as articulating and
pronouncing your words and eliminating verbal fillers.
Volume is the loudness or softness of your voice. You can speak loudly to call attention to important parts of your
speech. Similarly, you may lower your voice almost to a whisper to emphasize other parts of the speech. The most
important aspect of volume is that everyone in the room needs to be able to hear you, so do not lower your voice so
much that people in the rear of the room cannot hear you.
Pitch is the high and low sounds of your voice. Vary your pitch to avoid a monotone delivery. However, the habit of
inflecting up (raising the sound) at the ends of sentences and phrases is a pitch problem because it sounds like you are
asking a question. Making everything you say sound like a question undermines your authority; it sounds as though you
are asking for the audience's approval. You sound more assertive and confident when you lower your pitch and inflect
downward.
How fast or slow you talk is your speaking rate. While sprinting through your message may leave listeners behind, talking
too slowly may bore them. Record your speech to determine if you speak too slowly or too quickly. If you talk fast, you
run the risk of running your words together, making it difficult for your audience to understand you. You also may wish
to insert strategic pauses to emphasize parts of the speech.
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Articulation is the act of making distinct vocal sounds. As noted with rate, running your words together because you
speak too fast is an element of bad articulation. Speak distinctly. Proper articulation helps your listening audience
understand your words.
Also, properly pronounce words. For example, "picture" is pronounced "pic'-ture," not "pitch'-er," and "get" is pronounced
"get," not "git." Pronouncing words incorrectly makes the speaker sound uneducated.
A verbal filler occurs when you use words or sounds such as "like," "you know," "uh," or "um" many times during your
speech. These fillers break up the flow of your speech and cause listeners to pay attention to the fillers rather than your
message. Fillers also make it seem as if you are not prepared for the speech. Some ways to overcome verbal fillers are
to practice your speech until you can deliver it without resorting to verbal fillers, to slow down and allow yourself time to
think about what you say before you open your mouth, and to become aware of the fillers you typically use. By becoming
aware that you use the word "like" a lot, for example, you can teach your ear to listen for those times when you are
tempted to use it, and you can slowly train yourself out of the habit of using that verbal filler.
Body Language
Your body is a valuable tool in a public speech. How you use body language influences what your audience thinks of
you and how the audience understands your message. For example, you can emphasize points by pointing your finger,
pounding your fist into your hand, or using facial expressions.
The first impression your audience members will have of you—even before you open your mouth to talk—is what they
see. Your clothing and grooming should be appropriate for the occasion. For example, you would dress differently for a
dinner speech than you would for a speech to a group of cattle producers as part of a beef cattle field day held by a
county Extension office.
Your posture is important. Stand erect, but be comfortable, not stiff. Also, do not lock your knees in place because doing
so can lessen blood circulation and cause you to pass out in the middle of your speech.
Throughout the speech, maintain eye contact with the audience. Slowly scan the room and talk to individuals as you
present your speech. Do not read your notes word for word or look at the computer projection screen all the time.
Audiences expect to be spoken to, and speaking involves eye contact.
Facial expressions can help you tell your story in meaningful ways. Your facial expressions should reflect what you
say in your speech. If you are saying something about a happy occasion, your face should reflect that with a smile.
Audiences respond positively to honest, sincere expressions.
Gestures involve movement of your arms, hands, and fingers. Use gestures to convey messages in a natural way. Be
careful of over gesturing—using hand motions or moving your arms for no reason. Gestures done in a distracting way
draw attention to your arms or hands, rather than to the message. Similarly, playing with your keys or change in your
pockets can divert attention from what you are saying. Other distracting actions or gestures include adjusting your
eyeglasses, keeping your hands behind your back, and crossing your arms or hands in front of you. You need to be
aware of your entire body throughout the speech.
You may want to move around during the speech if you are able to. Sometimes you will not be able to move around
much, for example, if the microphone is stationary. If you are free to move, do so in a way that does not distract from
your message. Movement should be purposeful. As a rule, you should stand still except when you move for a particular
reason or to stress an important point in your speech.
Visual Aids
Visual aids used in speeches are such things as objects, writing boards (chalkboards, dry erase boards, or smart
boards), and computer-generated slides. Refer to Visual Communication (http://edis.ifas.ufl.edu/wc101) for more
information about developing visual aids. When using visual aids, always maintain eye contact with the audience. This
is especially true when using computer-generated slides, where the temptation is to read the words on the slide.
Visual aids are used for three main reasons:
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To seize viewers' attention and help them focus on major points. Sometimes it takes an eye-catching visual to
grab the viewer's attention.
To translate words into meaning. A graphic, photograph, or chart may be easier to understand than someone's
vocal description of a topic.
To get your point across. Use visual aids to help educate, inform, and persuade.
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Audience Engagement
Engaging your audience helps your listeners feel as if they are part of the speech. You may not be able to engage the
audience for every speech, but you should consider ways of interacting with the audience, such as asking questions,
telling appropriate jokes, asking for feedback, and, if you are able to move around, walking around the audience.
Method of Delivery
For any type of speech, you can choose one of four methods of delivery: speaking from a manuscript, speaking from
memory, speaking impromptu, or speaking extemporaneously.
Speaking from a manuscript means using a word-for-word script. Manuscript speeches are used when exact wording
is required. Speeches given by political leaders are often done with a manuscript because the wording in manuscript
speeches is carefully planned. Professional speechwriters often write manuscript speeches. The major disadvantage to
a manuscript speech is that it is read to the audience.
The memorized speech is a manuscript speech committed to memory. This type of speech is used in oratory contests
and on formal occasions. The speech is written out and then memorized word for word. It usually is best to have an
outline of your speech in front of you in case you forget what comes next. It may take many days or weeks to commit
the speech to memory, so it is always best to begin preparation for this speech delivery method far in advance.
An impromptu speech is unpracticed, spontaneous, or improvised. This type of speech is sometimes called "off the
cuff" and usually involves little or no time to prepare. Impromptu speeches are usually given in emergency situations,
such as when a scheduled speaker is unable to attend. If you are called upon at the last minute to give a speech,
following are some ways to make the impromptu speech effective:
If time is available, organize your ideas into an introduction, a body with three to five main points, and a conclusion.
 Jot down some short notes to help guide your speech.
 Act confident. Do not tell the audience that you do not know what you are going to say. The person in charge
has asked you to deliver the impromptu speech because that person believes in you. Take reassurance in that.
 Be brief. This helps you avoid rambling.
 Draw on your experiences to help illustrate the points.
 Take a deep breath and focus on the topic.
The preparation required for an extemporaneous speech is between that needed for a memorized speech and an
impromptu speech. Speaking extemporaneously requires considerable preparation before the speech is given, but the
speaker waits until the actual presentation to select the exact wording of the speech. This type of delivery is frequently
used on public speaking occasions because the speaker can be spontaneous and more conversational with the
audience. Note cards of major and supporting points or an outline of key words and phrases can be used for
extemporaneous speeches.
More Tips for Effective Speech Delivery
1. Make a good set of notes you can follow at a glance, and PRACTICE your presentation.
2. Dress for the occasion and tidy yourself up. Do something about hair that tends to fall into your face. Avoid
wearing a hat or cap because it can obscure your face.
3. Arrange the environment to suit your presentation and get rid of distractions; erase needless information from
the boards, turn off equipment you’re not going to use, close or open windows, blinds and doors to aid audience
visibility, hearing and comfort. Turn on enough light so people can adequately see you, your eyes and your facial
expressions.
4. Check the operation of audiovisual equipment before your presentation. Have a backup plan in case it fails.
5. Make sure your notes and other materials are in proper order before you begin.
6. Get rid of any gum or food you might have in your mouth. Don't hold a pen or paper clip or anything else that
you might twiddle and distract your listeners.
7. Stand or sit up straight with your weight balanced. Avoid slumping, twisting or leaning on the lectern, table, or
computer console. Don't stand in the light from the projector.
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8. Make eye contact before you start to speak, as you normally do in beginning a conversation.
9. Don't start with “um” or “OK.”
10. Talk to your listeners as if you are having a conversation with them.
 Make plenty of genuine eye-to-eye contact with members of the audience.
 Avoid merely reading your presentation.
 Focus on sharing your ideas. Communicate.
11. Use your voice expressively and meaningfully.
 Minimize the uhs, ums, likes and y’knows.
 Enunciate words clearly. Don’t mumble or garble them.
 Speak with appropriate loudness and speed. Consider audience, place and topic.
 Use variations in speed, inflections, and force to enhance your meaning and hold audience attention.
Avoid monotony.
12. Use your body expressively and meaningfully.
 Look interested in your topic. Show your enthusiasm, sincerity, commitment.
 Minimize distracting mannerisms and aimlessly shifting weight or moving about.
 Use gesture and movement naturally to describe things, underscore transitions and emphasize points.
Learning Tasks/Activities: (Present the tasks or activities that address the learning competencies. Make sure you have
given a clear and concise instructions to every activity.)
Activity 1. MODIFIED TRUE OR FALSE. Write TRUE if the statement is correct. If it is incorrect, change the underlined
word and write your answer on the space provided before the number. (2 points each)
Activity 2. WRITING A NARRATIVE ESSAY. Write a narrative essay of your own choice of topic considering the grammar,
punctuation, capitalization, unity, coherence in writing. (50 points)
Activity 3. PERFORMANCE TASK. IMPROMPTU SPEECH.
Each student will choose a topic from the fishbowl and will deliver a two-minute speech. You will be graded based on the
rubric below.
Guide Questions: (Provide guide question/s when necessary for the students to go through in learning the
lesson/topic/concept presented)
1. How can you apply the lessons in any communication opportunities?
Graded Assessment: Please see the attached activity sheets.
Core Values/Values Integration: (Indicate the values or moral that students can develop in learning the
lesson/topic/concept.)
Human Person, Spirituality, Competence, and Commitment
Rubrics for Scoring: (Holistic or Analytic):
FOR ESSAY:
Criteria
Content
Style
(4) Exemplary
Ideas are clearly
organized,
developed, and
supported to achieve
a purpose. The
purpose is clear.
Writing is smooth,
skillful and coherent.
Sentences are
(3) Satisfactory
Ideas are organized,
developed, and
supported to achieve
a purpose. The
purpose is
recognizable.
Writing is clear and
sentences have
varied structure.
(2) Developing
Ideas are partly
organized,
developed, and
supported. The
purpose is less clear.
(1) Beginning
Ideas are not
organized,
developed, and
supported. The
purpose is not clear.
Writing is clear but
sentences may lack
variety.
Writing is confusing
and hard to follow.
Contains fragments
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Fluency
strong and
expresses in varied
structure.
No spelling,
punctuation, or
grammatical errors
are found in the text.
FOR IMPROMPTU SPEECH:
Criteria
3
Content
The speaker
demonstrates
understanding of
the prompt and
provides solid
supporting details.
Vocals
The speaker has
good volume,
projection and
vocal variation. The
speaker talks at an
understandable
and steady rate of
speed. Audience is
captivated.
Non verbal
The speaker
exhibits only
positive movement
and maintains
consistent eye
contact with the
audience.
The speaker
delivers the speech
without pauses
Continuity
Time
50 seconds or
below
and/or run-on
sentences.
Few spelling,
punctuation, or
grammatical errors
are found in the text
A number of
spellings,
punctuation, or
grammatical errors
are found in the text
3
The speaker
addresses the
prompt and
provides limited
supporting
details. Details
may be
redundant or off
topic.
The speaker has
good volume
and/or lacks
vocal variation.
The rate is
average. The
audience is only
marginally
engaged.
1
The speaker fails
to address the
prompt and/or
supplies very
minimal details to
elaborate on
topic.
The speaker
exhibits nervous
movement and
limited eye
contact with the
audience.
The speaker
exhibits nervous
movement and
fails to make eye
contact with the
audience
The speech
flows smoothly
with few pauses
and/or thinking
words.
Between :501:30
The speaker has
frequent pauses
and fillers in
speech.
A maximum number
of spellings,
punctuation, or
grammatical errors
are found in the text
Score
The speaker fails
to utilize vocal
variations and
has poor volume.
Rate is either too
slow or too rapid.
Speaker fails to
captivate the
audience.
1:30 or longer
Reference/s:
Book/Textbooks
Sipacio, P. & Balgos, A. (2016). Oral communication in context. Quezon City: C & E Publishing Company.
Prepared by:
Checked by:
JUMILL LIAH GRACE P. LIBOSADA
Subject Teacher
Reviewed and recommended by:
ANTONIETA B. TORRES, LPT, MAED
Academic Coordinator
JAYA JANE P. DOMO, LPT
Subject Moderator
Approved by:
CLAIRE H. LAVERNA, LPT, PhD
Principal
HSD-FO-003
HIGH SCHOOL DEPARTMENT
LEARNING ACTIVITY/TASK
ORAL COMMUNICATION IN CONTEXT
ACTIVITY 1-3
Name: _________________________________________
Grade & Section: _______________
Activity 1. MODIFIED TRUE OR FALSE. Write TRUE if the statement is correct. If it is incorrect,
change the underlined word and write your answer on the space provided before the number. (2 points
each)
___________________ 1. An outline determines whether your supporting ideas match your main idea
or not.
___________________ 2. Any speech shouldn’t include an introduction, body, and conclusion.
___________________ 3. In the introduction, you explain the importance of your topic by giving
examples.
___________________ 4. Knowing the audience and the occasion is crucial in writing a speech.
___________________ 5. Rehearsing is a major requirement in speech writing.
___________________ 6. Speech writing is a recursive process.
___________________ 7. Word choice is considered unessential in the writing process.
___________________ 8. The purpose of speech will help you identify ideas of your topic.
___________________ 9. Writing patterns help you inorganize the ideas related to your topic.
___________________ 10. Editing excludes correcting errors in mechanics, such as grammar and
others.
___________________ 11. Speaking in a monotone manner tends to bore listeners.
___________________ 12. The most important aspect of pitch is that everyone in the room needs to
hear you.
___________________ 13. You sound more assertive when you lower your pitch and inflect upward.
___________________ 14. Proper verbal filler helps your listening audience understand your words.
___________________ 15. How you use body language influences what your audience thinks of you
and how the audience understands your message.
Activity 2. WRITING A NARRATIVE ESSAY.
Write a narrative essay of your own choice of topic considering the grammar, punctuation,
capitalization, unity, coherence in writing. You will be graded based on the rubric below (50 points).
(Arial, 12, Long bond paper, justified)
Criteria
Content
Style
Fluency
(4) Exemplary
Ideas are clearly
organized,
developed, and
supported to achieve
a purpose. The
purpose is clear.
Writing is smooth,
skillful and coherent.
Sentences are
strong and
expresses in varied
structure.
No spelling,
punctuation, or
grammatical errors
are found in the text.
(3) Satisfactory
Ideas are organized,
developed, and
supported to achieve
a purpose. The
purpose is
recognizable.
Writing is clear and
sentences have
varied structure.
(2) Developing
Ideas are partly
organized,
developed, and
supported. The
purpose is less clear.
(1) Beginning
Ideas are not
organized,
developed, and
supported. The
purpose is not clear.
Writing is clear but
sentences may lack
variety.
Writing is confusing
and hard to follow.
Contains fragments
and/or run-on
sentences.
Few spelling,
punctuation, or
grammatical errors
are found in the text
A number of
spellings,
punctuation, or
grammatical errors
are found in the text
A maximum number
of spellings,
punctuation, or
grammatical errors
are found in the text
HSD-FO-003
Activity 3. PERFORMANCE TASK. IMPROMPTU SPEECH.
Each student will choose a topic from the fishbowl and will deliver a two-minute speech. You will be
graded based on the rubric below.(100 points)
IMPROMPTU SPEECH RUBRIC
Criteria
Content
3
The speaker
demonstrates
understanding of
the prompt and
provides solid
supporting details.
Vocals
The speaker has
good volume,
projection and
vocal variation. The
speaker talks at an
understandable
and steady rate of
speed. Audience is
captivated.
Non verbal
The speaker
exhibits only
positive movement
and maintains
consistent eye
contact with the
audience.
The speaker
delivers the speech
without pauses
Continuity
Time
50 seconds or
below
3
The speaker
addresses the
prompt and
provides limited
supporting
details. Details
may be
redundant or off
topic.
The speaker has
good volume
and/or lacks
vocal variation.
The rate is
average. The
audience is only
marginally
engaged.
1
The speaker fails
to address the
prompt and/or
supplies very
minimal details to
elaborate on
topic.
The speaker
exhibits nervous
movement and
limited eye
contact with the
audience.
The speaker
exhibits nervous
movement and
fails to make eye
contact with the
audience
The speech
flows smoothly
with few pauses
and/or thinking
words.
Between :501:30
The speaker has
frequent pauses
and fillers in
speech.
Score
The speaker fails
to utilize vocal
variations and
has poor volume.
Rate is either too
slow or too rapid.
Speaker fails to
captivate the
audience.
1:30 or longer
“Honest people don't hide their deeds.”
― Emily Brontë, Wuthering Heights
Parent Name and Signature
Date Submitted
HSD-FO-003