A Worktext on

Oral Communication
Meeting the Challenges of the 21st Century

Maria Rosario Rabe-Aranda, M.A.

Carla Vee Ababon-Cervania, M.A.
Jeffrey Villanueva Engracia, M.A.
Rodrigo Andaya Litao, Ph.D.
Rosalyn Gunobgunob-Mirasol, Ph.D.
Authors

Infopage
Education Services, Inc.
2021

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 A Worktext on Oral Communication: Meeting the Challenges of the 21st Century

Published in 2021 by Infopage Education Services, Inc.

#1863 Simoun Street, Zone 049, Brgy 500, City of Manila, Philippines 1013
[email protected]
(02) 7-577-44-70

Copyright © 2021
Infopage Education Services and Maria Rosario Rabe-Aranda, M.A., Carla Vee Ababon-
Cervania, M.A., Jeffrey Villanueva Engracia, M.A., Rodrigo Andaya Litao, Ph.D., and Rosalyn
Gunobgunob-Mirasol, Ph.D.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means—electronic, mechanical, photocopying,
recording or otherwise—without the prior written permission of the author and the
publisher.

Cataloging-in-Publication Data

Aranda, Maria-Rosario Rabe.

A worktext on oral communication : meeting the challenges /
Maria- Rosario R. Aranda and [ four others] . — Manila : Infopage
Education Services, [2021], ©2021.
pages, cm.
ISBN 978-621-95927-7-2 (hb)
ISBN 978-621-95927-8-9 (pdf)
1. Oral communication — Study and teaching (Secondary).
2. Conversation analysis — Study and teaching (Secondary). I. Cervania,
Carla Vee A. II. Engracia, Jeffrey V. III. Litao, Rodrigo A. IV. Mirasol,
Rosalyn G. V. Title.

302.2242071 LB1139.L3 P120210090

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 Preface
Education continuously evolves leading to numerous changes in the way teaching and
learning are perceived and effected. This results in changes in curriculum design and
methods of teaching that aim to deliver differentiated learning experiences for various
students who are unique, differently abled, and are coming from different backgrounds.
Along with this, the rise of virtual learning accommodates the need for effective use of
technology particularly at a time that the world faces unforeseen challenges brought about
by the pandemic. To help address these concerns, we are pleased to present to you our
second edition of this resource material entitled A Worktext on Oral Communication:
Meeting the Challenges of the Twenty-First Century.

Following the subject outline provided by the Department of Education, this worktext is
divided into four parts:

Unit I: Nature and Elements of Communication

Unit II: Functions of Communication

Unit III: Communicative Competence Strategies in Various Speech Situations

Unit IV: Types of Speeches

In addition, the content standards, performance standards, and learning competencies

stipulated in the K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL (ORAL
COMMUNICATION IN CONTEXT) have guided the authors of this worktext in the
development and presentation of the lessons as well as in the designing of meaningful and
integrated learning tasks that address the development of the learner’s listening, speaking,
reading, writing, viewing, and communication strategies.

To facilitate the organization of the learning content in this worktext and guide the
learners to keep track of the flow of the lessons, the authors have created the following
sections and section headings:

• ASPIRE! – This segment gives students a glimpse of their target goals in the lesson.
This helps set on the desired outcome and guides the students towards their
learning direction.

• ASSERT! – This section serves as a teaser or a motivation by letting the students a)

recall the previous lessons; b) connect them to the present; c) provide an overview
of the new lesson; and d) engage the learners in an energizer or opening activity to
prepare them for the new lesson.

• ACQUIRE! – This part presents and develops the new lesson. This is written in a
conversational style to keep the learners active in interacting with the text as they
read.

iii

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 • ASSESS! – This portion presents the varied learning tasks; teachers may decide to
carry out all these tasks or choose only a few from those presented.

• ABRIDGE! – This is a summary or review of the lesson discussed in class, which

lists the important concepts of the lesson taken up.

The use of this worktext may help the learners find the learning journey in the subject
easy, fun, and meaningful particularly when the learning tasks are facilitated under the
able guidance of the teachers in charge of the course. On this note, the teachers are
encouraged to develop also among their learners judicious use of instructional learning
materials, such as this worktext to maximize learning opportunities to encourage teachers
to diversify their instructional repertoire to match their learners’ learning styles, and to
provide more opportunities for reflective learning to allow them account for the factors
enabling them to learn better or prevent them from demonstrating the desired learning
outcomes.

–The Authors

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 Contents
Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi

Unit 1 Nature and Elements 1

Lesson 1 Definition of Communication. . . . . . . . . . . . . . . . . . . . . . . . 2

Assess 1: Conceptualizing Your own Definition of Communication. 4

Assess 2: Discussing the Relevance of a Quotation. . . . . . . . . . . . . . . . . . 5

Lesson 2 Principles of Effective and Efficient Communication. . . . 7

Principles of Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Assess 3: Suggesting Principles of Effective Communication

to Miscommunication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Assess 4: Applying the Principles of Communication

in Real Life Situations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Assess 5: Finding out About Other Principles of Communication . . 16

Assess 6: Finding out About Other Principles of Communication. . 18

Lesson 3 The Process of Communication . . . . . . . . . . . . . . . . . . . . 20

Assess 7: Constructing Your own Process of Communication. . . . . . 22

Assess 8: Reacting to a Quotation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Lesson 4 Communication Models and Elements of

Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Claude Elwood Shannon and Warren Weaver (1949). . . . . . . . . . . . . . 26

Transactional Model of Communication

by DEAN C. BARNLUND (1970) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

E-mediated Communication Model (2016). . . . . . . . . . . . . . . . . . . . . . 28

Assess 9: Making Your own Model of Communication. . . . . . . . . . . . . 32

Assess 10: Sharing What You Know. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Lesson 5 Verbal and Non-Verbal Communication. . . . . . . . . . . . . 35

Verbal Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Non-verbal Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

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 Paralanguage and Silence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Space. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Assess 11: Giving Directions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Assess 12: Determining Persons in your Proximity . . . . . . . . . . . . . . . . 41

Lesson 6 Effective Communication Skills . . . . . . . . . . . . . . . . . . . . 43

Strategies on Improving Effective Communication Skills. . . . . . . . . 43

Assess 13: Answering Survey on Communication Skills. . . . . . . . . . . . 47

Assess 14: Building Blocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Assess 15: Writing a Reflection Paper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Lesson 7 Effective Listening Skills . . . . . . . . . . . . . . . . . . . . . . . . . . 51

The Act of Listening. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Why We Listen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

The Listening Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

The Types of Listening. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Roadblocks to Effective Listening. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

On Becoming an Effective Listener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Tips for Effective Listening. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Assess 16: Reflecting on How a Good Listener

affects Relationships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Assess 17: What’s in the Podcast?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Assess 18: Summarizing What You Heard . . . . . . . . . . . . . . . . . . . . . . . . 60

Assess 19: Simulation Drill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Lesson 8 Intercultural Communication. . . . . . . . . . . . . . . . . . . . . . 64

Assess 20: Understanding Intercultural Communication. . . . . . . . . 69

Assess 21: Reflecting on Intercultural Communication . . . . . . . . . . . . 70

Assess 22: Sharing What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Unit 2 Functions of Communication 73

Lesson 1 Functions of Communication. . . . . . . . . . . . . . . . . . . . . . 74

Assess 23: Exercising Critical Thinking Skills. . . . . . . . . . . . . . . . . . . . . . 78

Assess 24: Role Play Activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

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 Unit 3 Communicative Competence Strategies in Various
Speech Situations 82

Lesson 1 Other Types of Speech Contexts (Group, Public, and

Mass Communication) and Communication Styles. . . 83
Other Types of Speech Contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Communication Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Concept of Language Change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Assess 25: Getting to Know Group Communication. . . . . . . . . . . . . . . 88

Assess 26: Recognizing Group Dynamics 1 . . . . . . . . . . . . . . . . . . . . . . . 89

Assess 27: Recognizing Group Dynamics 2. . . . . . . . . . . . . . . . . . . . . . . 90

Assess 28: Reflecting on Group Dynamics

and Conflict Management Styles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Lesson 2 Types of Speech Style. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Levels of Formality on Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Assess 29: Role Playing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Assess 30: Demonstrating Common Culture. . . . . . . . . . . . . . . . . . . . . . . 97

Assess 31: Explaining the Level of Intimacy . . . . . . . . . . . . . . . . . . . . . . 98

Lesson 3 Types of Speech Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Types of Speech Act. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Locutionary Act. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Three Sub-acts of Locutionary Act. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Illocutionary Act. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Searle’s Category of Illocutionary Act . . . . . . . . . . . . . . . . . . . . . . . . . 102

John Austin’s Category of Illocutionary Act . . . . . . . . . . . . . . . . . . . . 103

Perlocutionary Act. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Felicity Condition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

Assess 32: Completing the Venn Diagram. . . . . . . . . . . . . . . . . . . . . . . . 105

Assess 33: Giving Appropriate Responses . . . . . . . . . . . . . . . . . . . . . . . . 106

Assess 34: Determining the Messages conveyed on the Pictures. . 107

Lesson 4 Communication Strategies. . . . . . . . . . . . . . . . . . . . . . . 110

Communication Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

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 Assess 35: Getting to Know Your Communication Strategies 1. . . . 113

Assess 36: Getting to Know Your Communication Strategies 2 . . . 114

Assess 37: Learning More about Communication Strategies. . . . . . 116

Assess 38: Reflecting on Communication Strategies and

Communication Styles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Unit 4 Types of Speech 120

Lesson 1 Informative Speech. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Types of Speeches According to Purpose. . . . . . . . . . . . . . . . . . . . . . . . 122

Presenting an Effective Informative Speech. . . . . . . . . . . . . . . . . . . . . 122

Assess 39: Match and Learn Organizational Patterns. . . . . . . . . . . . . 126

Assess 40: Let’s Simplify. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Assess 41: Explaining Information from a Graphic Organizer. . . . . 128

Assess 42: Synthesize It!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Lesson 2 The Persuasive Speech. . . . . . . . . . . . . . . . . . . . . . . . . . . 132

Defining Persuasive Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

Types of Persuasive Speeches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

Types of Proposition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

Selecting and Developing a Topic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

Persuasive Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

Avoiding Logical Fallacies in Your Arguments. . . . . . . . . . . . . . . . . . . . 137

Assess 43: Persuade Me, If You Can . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

Assess 44: On Propositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

Assess 45: The Value of Persuasion: Propositions of Value. . . . . . . . 142

Assess 46: Organizing my Claim of Value . . . . . . . . . . . . . . . . . . . . . . . . 143

Assess 47: Persuasion is the Best Policy. . . . . . . . . . . . . . . . . . . . . . . . . . 144

Assess 48: Organizing Your Claim of Policy . . . . . . . . . . . . . . . . . . . . . . 145

Lesson 3 Special Occasion or Ceremonial Speeches. . . . . . . . . . 147

Preparing the Entertainment Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

Organizing Your Entertaining Speech. . . . . . . . . . . . . . . . . . . . . . . . . . . 152

Assess 49: Looking Into Inspirational Speeches. . . . . . . . . . . . . . . . . . 153

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 Assess 50: Giving Effective Oral Presentations . . . . . . . . . . . . . . . . . . . 154

Assess 51: You Can Try to Persuade Me. . . . . . . . . . . . . . . . . . . . . . . . . . . 155

Assess 52: Speaking in Special Occasions. . . . . . . . . . . . . . . . . . . . . . . . . 156

Lesson 4 Speeches According to Speech Delivery. . . . . . . . . . . . 158

Assess 53: Looking into Manuscript Delivery. . . . . . . . . . . . . . . . . . . . . 165

Assess 54: Getting into Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

Assess 55: Extemporize it!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

Assess 56: Take it to the Media: Lights, Camera, Action! . . . . . . . . . 168

Assess 57: Perfect Timing and Outlining . . . . . . . . . . . . . . . . . . . . . . . . . 171

Lesson 5 Principles of Speech Writing. . . . . . . . . . . . . . . . . . . . . . 175

How to Write the Introduction of a Speech. . . . . . . . . . . . . . . . . . . . . . 180

How to Write the Body of a Speech. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183

How to Write the Conclusion of a Speech. . . . . . . . . . . . . . . . . . . . . . . . 183

Assess 58: Identifying a Good Topic for a Speech. . . . . . . . . . . . . . . . . 185

Assess 59: Identifying Quotes of Famous Personalities. . . . . . . . . . . 186

Assess 60: Watching a Video: How to do a

Presentation—5 Steps to a Killer Opener. . . . . . . . . . . . . . . . . . . . . 189

Assess 61: Watching a YouTube Video:

Four Ways to End a Speech with a Bang . . . . . . . . . . . . . . . . . . . . . . 190

Assess 62: Analyzing Written Speeches . . . . . . . . . . . . . . . . . . . . . . . . . . 191

Assess 63: Preparing/outlining the Speech

to be Presented in Class. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195

Lesson 6 Principles of Speech Delivery . . . . . . . . . . . . . . . . . . . . . 198

Assess 64: Speak Right. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204

Assess 65: Optimizing Your Gestures. . . . . . . . . . . . . . . . . . . . . . . . . . . . 207

Assess 66: Let’s Do Some Podcast. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208

Lesson 7 Oral Presentation Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 210

Prepare for Oral Presentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211

Engage Your Audience in the Introduction. . . . . . . . . . . . . . . . . . . . . . 211

Provide Support to Your Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . 212

Create an Strong Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213

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 Creative Effective Visuals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213

Objects and Models. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214

Photographs and Drawing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214

Graphs and Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214

Video and Audio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214

Speaker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214

Principles for Integrating Visual Aids. . . . . . . . . . . . . . . . . . . . . . . . . . . 215

Assess 67: Preparing Effective Presentation Slides. . . . . . . . . . . . . . . 216

Assess 68: Oral Presentation in the Workplace. . . . . . . . . . . . . . . . . . . 217

Assess 69: Preparing a Petcha Kucha Presentation. . . . . . . . . . . . . . . 218

Assess 70: Planning Your Petcha Kucha Presentation . . . . . . . . . . . 220

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222

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 Acknowledgments
We would like to thank the many people who have made this worktext into fruition:

First, our God Almighty, for the gift to write and the opportunity to share what we
have to others;

Second, our patron saint St. Thomas Aquinas; and

Third, our families and our loved ones for their support and encouragement.

Our indefinite thanks to all of you.

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A Worktext on Oral Communication.indb 12 04/07/2021 10:42:16 AM
 1

UNIT
Nature and Elements

 Definition of Communication

 Principles of Effective and Efficient Communication

 The Process of Communication

 Communication Models and Elements of Communication

 Verbal and Non-verbal Communication

 Effective Communication Skills

 Effective Listening Skills

 Intercultural Communication

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 1 Definition of Communication
LESSON

¯¯Aspire
Learning Competency

At the end of this lesson, you should be able to:

1. define communication;

2. explain the nature and process of communication;

3. explain the importance of communication in our lives; and

4. conceptualize your own definition of communication.

¯¯Assert

With the help of your teacher, create a team of six for your roundtable discussion
on the importance of communication. Each team member will assume a role as one of
the community helpers (e.g. teacher, doctor, cleaner, sales representative). Then, as a
class create a Venn diagram for the class’ output.
The following are the suggested interview questions:
1. What is the role of communication in their fields?
2. What are the different communication skills needed for their positions?
3. Why is it important to be effective communicators in their fields?
4. How do they resolve issues on communication breakdown?

¯¯Acquire
Experts in communication have given varied definitions of communication. This term
is abstract, as the definition may vary from differing perspectives and contexts. The word
communication comes from Old French communicacion, from Latin communicationem, noun
of action from past participle stem of communicare “to share, divideout, communicate,
impart, inform, join, unite, participate in,” literally “to make common.” The first use of this
term was recorded in the 14th century. With this etymology, various definitions have been
conceptualized. First in this worktext was Grice and Skinner’s definition (2010), they
defined communication as the sharing of meaning by sending and receiving symbolic cues.

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 Definition of Communication

Second, Samovar, Porter, and McDaniel (2010) defined communication as a dynamic

process in which people attempt to share their internal states with other people through the use of
symbols. Lastly, Dunn and Goodnight (2003) defined communication as an interdependent
process of sending, receiving, and understanding messages.

If you take notice of the definitions of communication, words such as process, share,
receive, people, symbols, and messages were used. With this at hand, we could conceptualize
our own definition of communication! Communication is a two-way process that involves
sharing, receiving, and discerning verbal and non-verbal cues between and among people.

Communication serves various functions in our lives. Samovar et al. (2010) gave four
salient functions of communication. The first one is that communication allows you to
gather information about other people. Communication allows you to learn about the other
person. When you are open to communicate with different people, you will realize that
indeed, each of us is unique, and this uniqueness will allow you to better understand
yourself. Second, communication helps fulfill interpersonal needs. While some persons
prefer to be alone, people are social creatures by nature. Communicating with other people
will help you satisfy your needs. Have you ever had an experience of being troubled, then
suddenly a friend comes in and comforts you? How did you feel? This intertwine allows you
to feel secure. It gives you a sense of belongingness, you feel the warmth of other people,
and you could also share your affection with them in communication. Third, communication
establishes personal identities.

Communication does not only allow you to meet your interpersonal identities. It also
helps you to shape your own personality. Knowing your own self—your strengths,
weaknesses, and priorities—would lead you to a better perspective in life and great
opportunities in the future. Lastly, communication influences others. Think of an
experience with a person who communicates effectively. Think of a teacher, an actor or an
actress, a political leader, or a spiritual personality you know. Think of a scenario where you
need to elect a leader or after watching a television, you are pushed to buy a product
endorsed by a certain personality on television. How did you feel after listening to them? In
what ways are they influential? Truly, communication influences other people. It is for this
reason that you, as a student must enhance your communication skills.

To communicate effectively is indeed indispensable in your ever-changing and

challenging world. You need to master the art of communication to be a productive member
of society. As students, it is always a challenge for you to communicate well. Various
classroom tasks and activities require you to listen and to receive information, and this will
enable you to share and communicate your ideas not only to your teachers but to other
people as well. Starting today, learn and master the art of communication as this is one of
the sure ways on how to be a successful person in the future.

A Worktext on Oral Communication.indb 3 04/07/2021 10:42:21 AM

 Assess 1: Conceptualizing Your own Definition of Communication

Name: Score:

Section: Date:

Assess 1: Conceptualizing Your own Definition of Communication

Given the following pool of words, conceptualize your own definition of communication,
then explain your answer to the class. You are free to add up other words that you need.

process ideas plans attitudes

personal others skills oral

Information effective levels actions

language feelings sender receiver

A Worktext on Oral Communication.indb 4 04/07/2021 10:42:22 AM

 Assess 2: Discussing the Relevance of a Quotation

Name: Score:

Section: Date:

Assess 2: Discussing the Relevance of a Quotation

Read the following quotation from Brian Tracy, then with a partner, discuss the relevance
of the quotation to your life. Be guided by the following questions:

Communication is a skill that can be learned.

It’s like riding a bicycle or typing.
If you’re willing to work at it, you can rapidly
improve the quality of every part of your life.
–Brian Tracy

1. Why did Brian Tracy associate communication to riding a bicycle or typing?

2. How can communication improve the quality of your life?

3. In your own opinion, what other skills can be improved once you become expert in
communication?

A Worktext on Oral Communication.indb 5 04/07/2021 10:42:22 AM

 Nature and Elements

¯¯Abridge

• Communication comes from Old French “communicacion” and

“communicationem.”
• Communication is a two-way process.
• Communication allows you to understand yourself better.

A Worktext on Oral Communication.indb 6 04/07/2021 10:42:22 AM

 Principles of Effective and
2
LESSON

Efficient Communication

¯¯Aspire
Learning Competency

At the end of this lesson, you should be able to:

• Determine the different ways by which you may improve your use of verbal and non-
verbal communication.

¯¯Assert

Based on what you have learned so far about communication, discuss in your
own word, your answers to the following questions:
1. What do you do in order to address situations where it became difficult for
you to communicate your message with the person you were speaking with?
2. How would you be able to improve on the way you communicate with other
people?

In relation to the simple activity above, you may have realized by now since you have
learned in the previous lesson in this book, that there are two major ways by which you may
transmit a message, and this would be through verbal and non-verbal forms of
communication.

Moreover, since communicating would constantly require the use of these two forms of
communication, for this particular lesson, you will be learning all about examples of ways, by
which you can improve on using them, through what we call Principles of Communication.

¯¯Acquire

Principles of Communication
When we talk of principles of communication, we are simply referring to those things
that we should be able to abide by in order to ensure effective and efficient communication.
In general, there are various source materials that will dictate numerous sets of these so-
called principles, but most common among these sources, would be the use of words that

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 Nature and Elements

start with the letter “C”; hence, people would sometimes refer to these principles as the
Letter Cs of communicating.

In the case of this book’s discussion, you will be introduced to a total of Nine (9) Cs to
communication, as discussed by Chez Misko, in his 2019 article entitled, “Effective
Communication: The Nine Cs”, including other ways, which may not necessarily start with
the letter C, but may also be considered as other possible applicable solutions to effective
and efficient communication.

According to Chez Misko, the Nine Cs of Communication, together with their

explanations, are as follows:

1. Congruency

When you talk of congruency, this simply refers to your verbal and non-verbal
communication, always complementing each other. What this simply means is that
what the verbal form of communication is communicating, should be the same
with or seconded by your non-verbal form of communication. In other words, you
cannot be saying one thing but executing a completely different set of non-verbal
cues that communicate exactly the opposite.

2. Conciseness

This principle of communication suggests that when you communicate, you have to
avoid including words or actions that add no value to the message. What this simply
means is that you have to consider using words and executing actions that will help
make the person you are interacting with understand the message—nothing more,
nothing less.

3. Clarity

Clarity on one hand refers to avoiding being vague or unclear with what you are
communicating; hence, your receiver’s understanding of the message is an
important parameter as basis for achieving this principle of effective
communication. In other words, clarity simply suggests that your words should
always be understandable. No part of your message should be difficult to
comprehend because this will only result in misunderstanding or
miscommunication.

4. Consistency

Consistency, on the other hand, refers to your persistence as the sender of the
message in order to ensure that the receiver understands you and your message in
its entirety. This means that if presented with the opportunity, you must devise
ways on how you may repeat your message, to make the person you are interacting
with, and remember what was communicated.

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 Principles of Effective and Efficient Communication

5. Considering your Audience

Considering your audience means that before deciding to participate in any

communicative activity, you should always undergo what you call audience
analysis. Audience analysis simply refers to gathering as many information as you
can about the recipient of your message. A simple practical reason for this is because
knowing who your message recipient is, will help you shape, craft, or prepare your
message into something that will be acceptable and understandable from their
perspectives.

6. Content

Content may be considered as one of the key ingredients or elements of

communication. This may be referred to as the message itself. You always have to
remember that you are only as good or valuable as your information is; therefore, it
considered important that you also put value on what you will be communicating.
This means that you have to allot a time in preparing for your message, prior to
your delivery of it.

7. Checking for Understanding

This principle of communication simply suggests that after you have communicated
the message to the other person, you have to find ways in testing your receiver to
verify or confirm that the message was indeed received, in the truest sense of the
word.

8. Choosing the Right Medium

Another way by which you can ensure effective communication is by knowing which
medium is available at your disposal, and determining which of these may be
considered, as the most effective way that would make your message reach your
intended audience. Yes, there are a lot of media available, and they all would most
definitely be able to send your message. However, you as the sender should also be
able to evaluate which of these would most likely efficiently and effectively do the job.

9. Common Language

This principle of effective communication merely conveys the idea, that you should
communicate using a language that is common and understandable for you and
your audience. Some would probably think that using jargon or technical terms
would be impressive, but if doing so only impedes your audience’s understanding of
the message, then the use of which is worthless. However, this does not necessarily
mean that you should entirely avoid the use of jargons. If for example, the person
you are planning to interact with is knowledgeable of the technical terms that you
plan on using or if they are considered fellow experts in your field, you may use
such words, since they are also common and understandable from

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 Nature and Elements

In addition to the Nine Cs of Communication, there are also other ways by which you
may improve your way of verbally communicating with other people, and these would be
through appropriateness, brevity, vividness, and ethics.

On the one hand, when you say appropriate, it only means that to communicate, you
always have to remember to say what is rightly demanded by the situation. In other words,
verbal forms of communication should always fit the context for which it is used. For
example, you may find it okay to throw a simple innocent joke to your friend, but to do the
same to your teacher would be deemed as inappropriate. On the other hand, to brevity
simply means that whatever you decide to say, it should be short and direct to the point and
noteworthy. It means that it should be simple that the person you are speaking with would
easily understand it, and at the same time, meaningful to the point that the person finds
sense in what you are saying.

Ethics, however, means that when communicating, you always have to be mindful of
the other person’s gender, role, ethnicity, preference, and status. By taking note of these
things, you would be able to craft a message that would not compromise the other person’s
background.

Lastly, you should also always aim to be vivid in your use of verbal form of
communication. This means that you must have a wide array of vocabulary with you in
order to make sure that you do not run out of words to express your ideas. This also means
that you should know how to play with your words. In communicating, variety is very
important.

Additionally, the Nine Cs of Communication may be applied for both verbal and non-
verbal forms of communication; however, borrowing Bovee and Thill’s discussion in their
book “Business Communication today”, there are also ways of improving your use of non-
verbal communication, and they are as follows:

MAINTAIN EYE CONTACT STUDY CULTURAL DIVERSITIES

USE POSTURE TO SHOW IMPROVED YOUR DECODING

INTEREST SKILLS

PROBE FOR MORE OBSERVE YOURSELF IN THE

INFORMATION MIRROR

DO NOT FORGET HOW

AVOID OUT OF CONTEXT NV
APPEARANCE SAYS SOMETHING

ENLIST FAMILY AND FRIENDS

First, from the perspective of the receiver, to maintain eye contact means that you
have to look the person you are interacting with in the eyes because this can be considered
as a good indication of your attentiveness to what is being communicated and willingness
to participate in the interaction process. If you would fail to this, one likely result is that

10

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 Principles of Effective and Efficient Communication

the other person might think that you are not interested with what he or she is saying.
Meanwhile, from the perspective of the sender, not looking at the person you are speaking
with may indicate uncertainty or lack of confidence in your message. This would result in
making your audience think that you are not that knowledgeable of what you are talking
about, resulting in the decrease of your credibility.

Second, you should maintain a good posture. This means that when you are
communicating with another person, whether you are sitting on a chair or standing on
stage, you must keep an acceptable stance. On one hand, if you are sitting, you should avoid
slouching as this may indicate your disregard for the message. On the other hand, if you are
standing, make sure to stand straight as this would increase projecting an image of
confidence and at the same time, credibility.

Third, is to probe for more information. What this basically suggests, is that you should
make sure to take any opportunity to clarify with the other person, whatever part of the
message that you find confusing. This means that if there are parts of the message that you
do not understand, you should not be afraid to ask the other person what he or she probably
meant when he said this or that.

Fourth is to avoid out of context non-verbal cues. What you simply have to remember
here is that non-verbal cues are actions that you execute as part of your message in order to
assist you in making the other person understand what you are actually saying; however,
excessively using them as your way of coping with your nervousness, is not advisable, since
this will distract not only you, but also the people you are communicating with. If for
example, you find these unhealthy mannerisms as part of your system already, perhaps,
what you may do is to train yourself to look for other less subtle ways by which you can
release or transfer the tension that you feel while speaking. This would sometimes be in the
form holding on to something tightly or placing your hand at the back or on your pocket and
tightly closing your fist so that all your tensions are in check.

Fifth is to study the cultural background of the person you are planning to interact
with, because when it comes to non-verbal cues, interpretations for which, may vary from
culture to culture. What one non-verbal cue mean in one culture, may mean the exact
opposite in another. More discussion on this will be covered in another lesson in your book.

Sixth is to improve your decoding skills, and this simply means that you have to
constantly expose yourself to as many non-verbal cues as you can, and at the same time
knowing how each of these means in various situations. In this way, you would be able to
prevent yourself from being misinterpreted and misinterpreting people.

Seventh is to observe yourself in the mirror. Sometimes, it would be much better, if you
include as part of your preparation, practicing in front of the mirror, so that you can also
evaluate yourself in terms of your use and non-use of non-verbal cues, as you deliver your

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 Nature and Elements

message. By doing so, you would be able to assess whether there are non-verbal cues that
seem to be unnecessary or repetitive, or if there are some parts of your message, which
might be more impactful, if they would be accompanied with certain actions. Also, a more
modern version of this is by recording yourself as you deliver your message, and watching
the speech after, so that you can scrutinize more, the absence and/or presence of non-verbal
cues.

Eighth is capitalize on your appearance as well. Although we should not be quick in

judging people based on what they look like, you cannot change the fact that people by
nature have the tendency to be judgmental. They may sometimes be quick in forming their
impressions of people they interact with, simply based on what the other person is wearing.
Consequently, always remember to dress appropriately for the occasion. What you decide to
wear when you deliver a message, partly contributes to how people will perceive you. Take
note that no matter how good a speaker you are, if you will not dress appropriately when you
face your audience, then there is a chance that you will be ignored.

Ninth is to enlist your family and friends. Sometimes, your best and most honest critics
are the people closest to you. If you can afford to request your family and friends to observe
you as you deliver your speech or watch your recorded message, you may encourage them to
also provide you with suggestions as points for improvement on your use of non-verbal
cues.

12

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 Assess 3: Suggesting Principles of Effective Communication to Miscommunication

Name: Score:

Section: Date:

Assess 3: Suggesting Principles of Effective Communication to Miscommunication

Analyze each of the comic strips found below and determine the principles of
communication you think the interlocutors were lacking resulting in miscommunication.
Justify your answers.

https://dilbert.com/strip/2012-05-17

13

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 Assess 3: Suggesting Principles of Effective Communication to Miscommunication

Name: Score:

Section: Date:

https://dilbert.com/strip/2007-08-06

https://dilbert.com/strip/2019-11-26

14

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 Assess 4: Applying the Principles of Communication in Real Life Situations

Name: Score:

Section: Date:

Assess 4: Applying the Principles of Communication in Real Life Situations

Based on your understanding of the Principles of Communication, devise ways or

strategies that you may employ to achieve five (5) of the Nine Cs of Communication.
Substantiate your answers by giving specific sample communication situations.

1. Chosen Communication Principle:

Sample Strategy to Achieve it:

2. Chosen Communication Principle:

Sample Strategy to Achieve it:

3. Chosen Communication Principle:

Sample Strategy to Achieve it:

4. Chosen Communication Principle:

Sample Strategy to Achieve it:

5. Chosen Communication Principle:

Sample Strategy to Achieve it:

15

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 Assess 5: Finding out About Other Principles of Communication

Name: Score:

Section: Date:

Assess 5: Finding out About Other Principles of Communication

As previously discussed in this lesson, there are various sets of principles of communication.
To know what they are, refer to the following instructions:

1. Unscramble the letters for each of the scrambled words provided below, and write the
formed words opposite each set of boxes to find the 1st hidden message.

CLRAE
27 18 2 5

RECRCOT
23 4 9

EOLEMCPT
8 24 12 10

ERENTCOC
16 21 26 22 6 28 19

ECNCIOS
15 14 3

EIDOERDCSN
29 30 20 17 11 7

UEUTOSOCR
13 1 25

1st Hidden Message

H H
1 2 3 4 5 6 7 8 9 10 11

F
12 13 14 15 16 17 12 18 19 20 21

22 23 24 24 25 26 17 27 5 28 14 29 30

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 Assess 5: Finding out About Other Principles of Communication

2. Complete the word search puzzle by looking for the unscrambled words, and copy the
unused letters starting in the top left corner into the blanks to reveal the 2nd hidden
message.

S E V E C N C S C C

O F C O O M M J O O

N I C A M T I O N U

N H A P P L M H C R

Q M I K L S I R R T

S O V G E F T A E E

O O C Y T J T E T O

C O R R E C T L E U

E S I C N O C C S S

C O N S I D E R E D

2nd Hidden Message

3. Choose one principle of communication, and explain what you think it means in your
own words.

Chosen Communication Principle:

Explanation:

4. Scan the QR code found at the right most bottom of this page, to check if your answer to
your chosen principle is correct. (No cheating)

17

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 Assess 6: Finding out About Other Principles of Communication

Name: Score:

Section: Date:

Assess 6: Finding out About Other Principles of Communication

Based on what you have learned so far about principles of communication, discuss in
your own word, how you think you may be able to improve now on the way you will be
communicating with other people. Write your composition on the space provided below:

18

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 Principles of Effective and Efficient Communication

¯¯Abridge

• According to Chez Misko, the Nine Cs of Communication are Congruency,

Conciseness, Clarity, Consistency, Considering your Audience, Content, Checking
for Understanding, Choosing the Right Medium, and Common Language.
• Bovee and Thill (2008) emphasized the following ways of improving your use of
non-verbal communication: maintain eye contact, good posture, probe for more
information, avoid out of context non-verbal cues, cultural background, decoding
skills, observe yourself in the mirror, capitalize on your appearance, and enlist
your family and friends.

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 3 The Process of Communication
LESSON

¯¯Aspire
Learning Competency

At the end of this lesson, you should be able to:

1. delineate the process of communication and

2. explain why communication is active and ever-changing.

¯¯Assert

In Lesson 1, you learned about the etymology and definition of communication,

and you also conceptualized your own definition of it. In this lesson, you will learn the
process of communication and the various models of communication. This lesson will
also provide a concise information about the elements of communication that are
included in each model. It will challenge you to make your own model of
communication.
Think of an event that you have done in the past that involved a step-by-step
procedure. Share it with your classmates while considering the following:
1. the date, time, and the place of the event;
2. the process that you needed to undergo;
3. the difficulty of not following the process; and
4. the ease of sticking to the process.

¯¯Acquire
Communication, just like all other phenomena in this world, is a process. For instance,
before going to the supermarket, the first thing that you should do is to have a list of the
things that you want to buy and the things that you need to buy. Next, while in the
supermarket, you start choosing items in your list, and sorting them into your trolley. Once
everything has been bought, you line up to the cashier, and pay your bills. This scenario
entails a process from thinking up to paying your bills. The same is true with the process of
communication. It is important to note that this process is active and is continuously open
to adjustments, change, and a great deal of consciousness to the ones who are part of the
process. Adjustments are ever active in the communication process because both the source

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 The Process of Communication

of the message and the receiver of the message need to consider each other’s context,
distance, mood, and his/her ability to receive the information. Depending on the need, the
sender and the receiver need to adjust. Communication is also regularly changing. These
changes should be realized by the participants of the process. Failure to realize and the
inability to be sensitive on the change may result to a breakdown of communication. All
partakers of the process must be consciously aware of their role. The sender must
consciously be aware of his role as the source of the information. The receiver of the message
must also be aware of the role he/she plays as the absorber of the information, must realize
when he/she takes the role of the sender, and vice versa.

In the past, we thought that communication is a one-way process. This process is

unilateral, meaning, one is active, and the other one is passive. Dunn and Goodnight (2003)
considered this as linear model. The sender is active, and the listener is passive. This model
will be discussed further on the next lesson.

But through the years, scholars have realized that communication is indeed continuing,
progressing, ever-changing, dynamic, and can effect change. It is a challenge for all of us
today to not just be hearers of the message, but more importantly, to be active listeners of
the message who constantly evaluates all aspects of the process of communication. Active
partakers of the communication process must have the ability to continuously evaluate the
speaker, the message, the channel, the context, and himself/herself as well.

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 Assess 7: Constructing Your own Process of Communication

Name: Score:

Section: Date:

Assess 7: Constructing Your own Process of Communication

Using the pool of words below, construct your own process of communication. You may
want to add additional words to complete your own.

Ears level first step ability

Role active last continuous

Eyes final sender receiver

22

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 Assess 8: Reacting to a Quotation

Name: Score:

Section: Date:

Assess 8: Reacting to a Quotation

React on the quotation of Dan Oswald. Share an experience that may support your answer.

Communication must be HOT.

That’s Honest, Open, and Two-way.
–Dan Oswald

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 Nature and Elements

¯¯Abridge

• We communicate in various ways through speaking, reading, writing, viewing, and

listening.
• Everybody should be active speakers and listeners of the communication process.

24

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 Communication Models and
4
LESSON

Elements of Communication

¯¯Aspire
Learning Competency

At the end of this lesson, you should be able to:

1. compare and contrast the different models of communication;

2. explain the differences or similarities of the elements of communication in the given

models of communication;

3. be familiar with the key personalities in the different social networking sites;

4. determine the meaning of emoticons and emojis; and

5. conceptualize your own model of communication.

¯¯Assert

In the previous lesson, you learned that communication is a process and that it is
continuously open to adjustments, and change. You also conceptualized your own
process of communication. In this lesson, you will get familiar with the different
communication models proposed by scholars in communication. Communication
model is a conceptual model used to have a clear picture of a process of communication
in a diagram.
Through this, you can better understand what is going on in the process as one
sends a message and another one receives the message. This worktext gives three
models of communication. The first one is the schematic diagram of a general
communication system by Claude Elwood Shannon and Warren Weaver for Bell
Laboratories in 1949. The second is the Transactional model and the third is the
E-mediated communication model.
Try to recall a situation in as much detail as possible that concerns the following:
1. Have you had an experience of being misinterpreted? How did it feel?
2. Have you had an experience of trying to say something but you could not
think of a word that best described your thought?
3. Have you had an experience of texting somebody, but suddenly you ran out
of load and failed to send the message?

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 Nature and Elements

¯¯Acquire
First, let us look at the schematic diagram of a general communication system by Claude
Elwood Shannon and Warren Weaver

Claude Elwood Shannon and Warren Weaver (1949)

Information
Transmitter Receiver Destination
Source

Signal Received
Signal
Message Message

Noise Source

Shannon and Weaver developed this model of communication that reflects the purpose
of radio and telephone in transferring message. The model is composed of three major
units: sender, channel, and receiver. The sender was the part of a telephone a person spoke
into, the channel was the telephone itself, and the receiver was the part of the phone where
one could hear the other person. For them, a noise that can be static interferes with one
listening to a telephone conversation. Based on this model, there is no means for immediate
feedback; therefore, most scholars considered this model as linear communication model
because it does not give credence to the importance of feedback.

Schematic diagram of a general communication system by Claude Elwood Shannon and

Warren Weaver (1949)

1. An information source is that which produces a message or sequence of messages

to be communicated to the receiving terminal

The message may be an information source which produces a message or sequence

of messages to be communicated to the receiving terminal. The message may be of
various types: (a) A sequence of letters as in a telegraph of teletype system; (b) A
single function of time as in radio or telephony; (c) A function of time and other
variables as in black and white television and (d) Two or more functions of time, if
the system is intended to service several individual channels in multiplex
(Shannon,1948).

2. A transmitter which operates on the message in some way to produce a signal

suitable for transmission over the channel.

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 Communication Models and Elements of Communication

3. The channel is merely the medium used to transmit the signal from transmitter to
receiver. It may be a pair of wires, a coaxial cable, a band of radio frequencies, a
beam of light, etc.

4. The receiver ordinarily performs the inverse operation of that done by the
transmitter, reconstructing the message from the signal.

5. The destination is the person (or thing) for whom the message is intended.

Transactional Model of Communication by DEAN C. BARNLUND (1970)

D.C. Barnlund proposed the Transactional Model of Communication in 1970. This model
emphasizes that people are concurrently connected as they send and receive messages.

Communication is seen as a pipeline that serves as a means in which information

travels from one individual to another and this message becomes separate from the
communication itself.

This model may seem so complex but this gives a detailed view of how communication
occurs between people. It is important to take note of the following words: cues, jagged
lines, valence signs, speech act, filter, and noise. Cues refer to the signs of doing something.
There are public cues, private cues, and behavioural cues. Public cues (Cpu) are physical,
environmental or artificial and natural or man-made. Private cues (Cpr) are also known as
private objects of orientation which include senses of a person. Both of these cues can be
verbal as well as non-verbal. Another set of cues are behavioral cues. Behavioral cues can be
verbal (Cbehv) as well as non-verbal (Cbehnv).

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 Nature and Elements

The jagged lines show that the availability of cues can be unlimited and are denoted as
VVVV. The valence signs, +,0 and – are also attached to these types of cues which illustrates
the amount/degree/strength of attractiveness of the cues in the message. Speech act refers
to the particular instance of communication in the model. Filters are the realities of people
engaged in communication. Here the senders’ and receivers’ personal filters might differ
according to cultures, traditions, content of the message, etc. Lastly, noise is the problem
that arises in communication flow and disturbs the message flow.

E-mediated Communication Model (2016)

This communication model is relevant today because of the influence cyberspace has in
the generation today. Cyberspace as defined by Collins English Dictionary (n.d.) is a term
that covers all of the data stored in a large computer or network represented as a three-
dimensional model through which a virtual-reality user can move. It was first used in 1982,
often as two words at first; the term was coined by science fiction writer William Gibson
(best known for “Neuromancer”) and used by him in a short story he published in 1982.

FEEDBACK

Cyberspace

Video
SNS E-mail Blogs
Calls

Sender CONTEXT CONTEXT Receiver

• Facebook • gmail • blogger.com • Skype
• Twitter • yahoo • medium.com • FB messenger
• Instagram • hotmail • penzu.com • google
• Tumbler • AIM • squarespace. hangouts
• Snapchat • icloud com • Apple
• weebly.com Facetime
• Line

FEEDBACK

The advent of cyberspace brought forth a new “race” called millennial generation. This
term is used to refer to the generation, born from 1980 onwards, brought up using digital
technology and mass media; the children of Baby Boomers; and they are also called
Generation Y (millennial generation, n.d.).

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 Communication Models and Elements of Communication

The internet has created a new generation that best communicates using friendly-user
technological gadgets today. This phenomenon makes our world a wall-less society. More
and more individuals from as early as three years old to those chronologically advanced
individuals have access to free, fast, and famous apps that allow them to connect to the
world.

The following terms are important in understanding this model: Sender, Message
transmitted through the cyberspace, receiver, feedback, and context:

1. Sender/Receiver. Both the sender and the receiver play an interchanging roles in
the process. The roles shift when one party gives feedback to the other party.

2. Message. This is what the receiver of the message wants to convey. It may be an
idea, opinion, reaction, or comments. The receiver has an important responsibility
in relaying the information. He/she must be clear on what he/she wants to share
because if the message is not delivered correctly, a miscommunication in the
process may occur.

3. Medium/Channel. This model highlights how the message or information is

relayed to the other party. As the name of the model suggests, the e-mediated flow
of communication is basically with the aid of a cyberspace. The message,
transmitted through the social networking sites, E-mails, blogs, and video calls, is
any information that the sender wishes to relay to the other party. Social
networking sites include, but not limited to, Facebook, Twitter, Instagram, Tumblr,
Snapchat.

Facebook’s founder is Marc Zuckerberg who founded Facebook in 2004 when he

was a sophomore taking up Psychology in Harvard University. Twitter is also a
social networking site that allows users to send and read messages called “tweets.”
It was founded by Jack Dorsey. Instagram’s prime movers were Kevin Systrom and
Mike Krieger. Instagram has become the home for visual storytelling for everyone
from celebrities, newsrooms and brands, to teens, musicians and anyone with a
creative passion. Tumblr allows the users to effortlessly post anything, including
texts, photos, quotes, links, music, and videos. It was founded in 2007 by David
Karp.

E-mail (short for electronic mail) is a feature of many web-based communication

sites. Here in the Philippines, the most popular e-mailing sites are yahoomail,
gmail, Hotmail, AIM (AOL Instant Messaging), and iCloud. These e-mailing sites
have changed the world’s information relay. It has unpopularized the snail mail.
Blog is a shortened form of weblog. It is a website that allows everyone to share his/
her own experiences, observations, opinions, reactions, reflections, and comments
on a particular issue. Some of the websites allow the users to post images and

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 Nature and Elements

provide links to other websites. The examples shown in the diagram are the most
popular websites used today.

Video calls are also gaining popularity among netizens. Computers have changed
the way you live. People who are working away from their family have always been
up-to-date to their loved ones because of a faster, real-time, and easy way of
communication. Everyone can make a video call anywhere in the world for free. All
that one needs is a connection to the internet. Skype, Facebook messenger, Google+
hangouts, Apple Facetime, and Line are the most accessed video calling in the
Philippines.

4. Feedback. E-mediated communication is a creative way of relaying the sender’s

ideas to the receiver. There are various words and symbols used in digital
technology such as text emoticon or emoji. Text emoticon is a digital icon or a
sequence of keyboard that serves to represent a facial expression and are used in a
digital message or text to convey the writer’s emotions or clarify intent (emoticon,
n.d.). The idea and first use of a text smiley face is credited to Scott Elliott Fahlman,
a computer scientist at Carnegie Mellon University. He thought using smile and
frown text symbols would help message board users distinguish between serious
posts and jokes (Beal, 2009). Emoji is a small digital picture or pictorial symbol that
represents a thing, feeling, concept, and others used in text messages and other
electronic communications (emoji,n.d.). Emoji in Japanese literally means “picture
letters” or “picture character.” These are meant to also convey messages and
feelings. The following are examples of emojis taken from http://webservices.itcs.
umich.edu/:

5. Context. The context is very important in this model as it shapes the way the
message may be interpreted. Both the sender and the receiver should be aware of
each other.

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 Communication Models and Elements of Communication

Since this communication uses more emojis and emoticons, the receiver must be
conscious of what to use as he/she conveys messages and ideas. The environment of
this model is the cyberspace; therefore, the sender and the receiver must be aware
of the time of communication. There are times that you are conversing with another
person in a different timeline. Context includes the environment, the time, date,
and setting.

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 Assess 9: Making Your own Model of Communication

Name: Score:

Section: Date:

Assess 9: Making Your own Model of Communication

Given the following words, conceptualize your own model of communication based on
your context. You may want to add or delete some words from the box to create your own
model. Use pictures and other illustrations to make your model more creative.

Source channel e-mail receiver

Message feedback context setting

place ideas or concept time noise

distance date

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 Assess 10: Sharing What You Know

Name: Score:

Section: Date:

Assess 10: Sharing What You Know

Answer the following questions briefly with a partner.

1. Explain the relationship between and among the following elements of communication.
How?

a. Sender and receiver

b. Sender, channel, and message

c. Receiver, feedback

d. Message, medium and context

2. Recall a source of experience when your information failed to consider the context of
the receiver of the message. Were you able to communicate effectively? How did the
receiver of your message interpret your message? What did you do to make a meaningful
conversation?

3. What is the necessary thing to do if the sender and the receiver have different
approaches to the communication process?

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 Nature and Elements

¯¯Abridge

• Claude Eldwood Shannon and Warren Weaver developed the general

communication system in 1949.
• Dean C. Barnlund developed the transactional model of communication in 1970.
• Because of the influence of the Internet, the E-mediated Communication model is
relevant today.
• The elements of communication presented in the three models are source or
sender, channel, message, receiver, medium, context, and feedback.

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 Verbal and Non-Verbal
5
LESSON

Communication

¯¯Aspire
Learning Competency

At the end of this lesson, you should be able to:

1. explain the importance of verbal and non-verbal communication;

2. enumerate the different characteristics of language;

3. demonstrate sensitivity to the intended message of a non-verbal communication; and

4. determine key personalities that occupy the proximity in your life.

¯¯Assert

In Lesson 4, you learned about the three different models of communication and
the elements of communication. You also learned that the sender and the receiver of
the message have important roles in the communication process. In this lesson, you
will learn the ways on how you transmit message to other people. We will focus on the
two: the verbal and the non- verbal communication. This lesson will make you aware
that the verbal and non-verbal ways of communication are significant in relaying
information in the different contexts. We shall first discuss the verbal communication,
followed by the non-verbal communication.
Group your class into two and debate on “Which is more important: Verbal or
Non-verbal Communication?” One group will be the affirmative side and one will be
the negative side. The president of the class acts as an adjudicator. Your teacher will
facilitate this challenging activity.

¯¯Acquire

Verbal Communication
Verbal communication is a kind of communication that uses speech in relaying
information to other people. Words are used to convey what the sender wants the receiver to
understand. The most important aspect of verbal communication is the language. The
sender needs to consider the appropriacy of the enunciation, stress, and tone of the language
he/she uses to ensure that the process of communication is successful. Since verbal

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 Nature and Elements

communication relies on the use of words, the person’s language must be clearly understood.
The use of language is what makes humans so unique. We are the only species that utilize
language in communication with other people or race.

Several scholars gave distinction of what we need to consider in understanding the

language. First, language is an arbitrary system of symbols (Dunn and Goodnight, 2003).
Language is arbitrary because its meaning depends on arbitrary association of meaning with
sign or symbol and on conventions shared by sender and receiver of the message (Hockett,
n.d.). Consider the word “eggplant,” you might say that there is no egg in the eggplant. What
could have been the reason why we name “eggplant” as “eggplant.” It is because language is
arbitrary. If there is an accepted rule in the society, then the word will be accepted. It is for
this reason that context plays a significant role in understanding the meaning of words.

Language is conventional. It is guided by rules. We cannot say this: “Love you I.” It may
be incomprehensible for some. We all know that language follows a set of grammatical
rules. Particularly in the sentence given, it should follow the sentence pattern subject-
transitive verb-object; therefore, the correct arrangement should be “I love you.” The
symbols are the result of the accepted rules in the society. Different languages follow
different rules. The rules of Filipino language is different from the rules of American
language and rules of American language is different from Korean language. The sender,
then should give an extra care if he/ she is talking in front of people with varied language
backgrounds.

Language is living and evolving. This is another characteristic of language that

separates human beings from other species. We have the capacity to create meaningful
utterances. Language changes because the users before have a different need of the language
than the users today. Before, words like selfie, I¤U, lego, facebooking, and many more were
not in the dictionary of our parents. Today, people had been using these terms every day. We
also borrow from other cultures. Here in the Philippines, when we ride on a jeepney, and we
would alight, we say “Para!” We borrowed this word from the Spaniards, and it means to
stop in English. We also combine multiple words to create a different word. For example,
TAPSILOG for tapa, sinangag, at itlog. We have brunch for breakfast and lunch. Cellfone for
cellular phone and Wifi for wireless fidelity. Language also evolves depending on the users.
Some words become unpopular among our generation today, for example, Friendster,
groovy, and fudgel are rarely used today.

Non-verbal Communication
Non-verbal communication includes an extensive scope of concepts we transmit
without the use of words or speech. Anderson (1999) stated that 65-70 percent of the
meaning of the messages is delivered using non-verbal cues. Mehrabian (1968), however,
estimated that 93 percent of the total impact of the message is conveyed through

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 Verbal and Non-Verbal Communication

non-verbal factors. This simply means that non-verbal communication is also as important
as verbal communication. Moreover, feelings, and emotions are more accurately expressed
by non-verbal communication (Leathers and Eaves, 2008). We sometimes say, “I do not
remember the name, but the face.” This is especially true if the person has very unique
facial expressions.

Dunn and Goodnight (2003) listed six types of non-verbal communication. The first one
is the BODILY MOVEMENT or KINESICS. Kinesics is the study of bodily movements. Bodily
movements include emblem, illustrators, affect displays, regulators, and adaptors (Ekman
and Friesman (1969), as cited in Dunn and Goodnight (2003). Emblems are body motions
that take the place of a word. For example, when we nod our heads, it means “Yes.” When we
wag our heads, it means “No.” Illustrators are symbols that reinforce a verbal message.
When you say “I am hungry” and accompanying this utterance is a little hold of your
tummy, this “holding of your tummy” is an illustrator. Affect displays are nonverbal sign of
emotional state. This constitutes our facial expression, for example, when we are happy, we
smile. Affect displays are sometimes misleading and depends on the kind of value system
one was raised with. For example, a sturn face will always be expected among males; they
are not used to crying because some believed that crying is not for men. Regulators are non-
verbal behaviors used to control, or regulate, communication between people. These signal
the sender to continue his/her message. For example, when the receiver reacts positively by
smiling, this signals the sender to continue the message; however, if the receiver frowns,
the sender might hesitate to continue his/her message. Adaptors are non-verbal behaviours
individuals use to adjust to or cope with uncomfortable communication situations. For
example, a student who expects a call during a recitation grade from his/her teacher would
most naturally tap his/her fingers onto the arm chair or do a doodling on the notebook to
ease what he/she feels inside.

Touch is also a non-verbal communication that transmits various messages. Tactile

communication refers to all the ways our skin affects and reacts to other forms of bodily
contact either from others or ourselves and signals a message that has at least one meaning
(Leather and Eaves, 2008). Touch communicates many different things. We can express
emotions through touch. For example, when we hug our loved ones, it means that we care
for them. If we slap somebody, it means anger; we can also encourage somebody by tapping
the shoulder. Most of us have learned the value of touch since we were a child. We love to be
caressed by our mothers when we were young. However, there are also some people who are
likely to be more uncomfortable with touching. So care must be given when we touch
someone.

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 Nature and Elements

Paralanguage and Silence

Paralanguage is how we say the word. It includes pitch, volume, rate, and quality of the
voice. Silence is the absence of using your voice. Sometimes, we feel awkward if there is a
prolonged silence in a meeting. It may signal
something. In this case, the sender and the
receiver of the message must be sensitive to
the context of silence. Many people would
choose to be silent if they are lonely, mad, or
irritated. When one decides not to speak to
you, he/she is giving a message. However,
silence could also mean a positive remark.
Silence means respect. When we respect the
sender, we listen intently and quietly.

Space
Proxemics is the study of physical space as it relates to human interaction. The distance
varies depending on the culture and the kind of relationship one establishes to other people.
People need space. When you are in the classroom, you know where your space is. Most
probably, you will choose a space that is most comfortable to you. Intimate distance is
usually reserved privately. The area ranges from actual touching to a distance of
approximately 18 inches (Hall, 1969). Personal distance occurs mostly during interactions
dealing with personal matters, and it ranges from 18 inches to four feet. Social distance is
appropriate for a nonpersonal nature. Examples of which are during the meeting, book club
sharing, its distance is approximately four to 12 feet. Public distance is for public
communication. Usually when we hear speakers in a formal occasion, we maintain a public
distance, and the area exceeds 12 feet. Territory is the space we consider as our own. For
example, our room at home. Since it is our own, the tendency is we hang our personal
pictures on the wall and decorate it according to our preference.

Physical appearance and clothing. We are what we dress. Our physical appearance and
clothing reveal the kind of personality that we have. Clothes do not just protect us. It conveys
our attitude and even the way we see the world. Certain types of dress will give us an idea of
the different persons in our society. When we see men in white cloth, we think that they
belong to a religious organization. When we see people in corporate attire, military
uniforms worn by soldiers, native dresses, we easily categorize them into different classes
of individuals.

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 Verbal and Non-Verbal Communication

Time is also important in the non-verbal communication. Chronemics is the study of

time. Think of a student who keeps coming to school late. What might the professor think
about him/her? What are the kinds of people who would keep you waiting? In one study, the
amount of time spent with someone was the leading predictor of relational satisfaction and
understanding (Stelzner and Egland, 1995, as cited in Dunn and Goodnight (2003).

In addition to those given above, the way we stare also reflect what we want to say
without saying a word. Oculesics is the study of eye behaviour, eye movement, and eye gaze.
You often hear your mother say, “Makuha ka sa tingin,” and “the eyes are the windows to
the soul.” Our eyes reveal a lot of our personality; the way we gaze, stare, look, and the
movement of our eyes may convey different messages.

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 Assess 11: Giving Directions

Name: Score:

Section: Date:

Assess 11: Giving Directions

Make a list of activities that require a series of steps to execute, such as editing a photo
using Photoshop, how to go to the nearest mall, and how to bake a cake. Write each task
on a separate index card. One person in the group draws an index card and instructs the
rest of the group on how to complete the task, without the use of any gestures and without
saying what the task is. Ask one member of the group to act out the directions exactly as
stated. Other members of the group listen and try to guess what the task is (Wolters, 2015).

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 Assess 12: Determining Persons in your Proximity

Name: Score:

Section: Date:

Assess 12: Determining Persons in your Proximity

Identify personalities in your life that may fit in the images of a person. Cut out and paste
pictures of them. You may want to add 2-3 pictures per level.

Intimate (<2’)

Personal (2-4’)

Social (4-12’)

Public (>12)’

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 Nature and Elements

¯¯Abridge

• Language makes humans unique among all other creatures of God.

• Language is living and evolving.
• Non-verbal communication involves kinesics, touch, paralanguage and silence,
space, physical appearance and clothing, time, and oculesic.

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 6 Effective Communication Skills
LESSON

¯¯Aspire
Learning Competency

At the end of this lesson, you should be able to:

1. explicate the importance of effective communication skills in one’s life;

2. demonstrate understanding of the strategies on how to effectively communicate; and

3. write a reflection on the importance of effective communication.

¯¯Assert

In the previous lesson, you learned about the verbal and the non-verbal
communication. You also learned that time is very important in the process of
communication. In this lesson you will learn strategies on improving effective
communication skills.
This activity is a study on how team members choose to interpret and prioritize
certain information over others.
In a group of five, each leader should write down on a piece of paper an exciting
story that happened to him last week, he/she shall say it in front of the class while all
other groups listen. Then the other group will paraphrase what he/she shared with the
class. After the first group, the next group follows until all have shared and
paraphrased the story.

¯¯Acquire

Strategies on Improving Effective Communication Skills

The ability to communicate effectively is undeniably important in today’s competitive
world. All of us need to communicate whether you are a student, a teacher, an employee, a
boss, a parent, or a child. Being an effective communicator will lead you to a better and
brighter opportunity in the future. You will be able to connect to people from all walks of life
at work and in social circles. Remember that communication is not only the ability to
transmit information to a receiver. Effective communication entails not only speech but all
the skills including non-verbal communication, active listening, maintaining your

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 Nature and Elements

composure when faced with a stress, and the capacity to recognize and understand your
emotions and those of the person you are communicating with (Robinson, Seagul, and
Smith, 2016).

Ponder on the tips below and apply them in your future speech activities:

1. Organize your thoughts. The source of the message has the responsibility to relate
the message accurately and clearly. If you are invited to speak in front of an
audience, make sure that you have a predetermined structure of your speech. Your
talk should capture your audience attention. How do you accomplish that? Through
a good introduction! A good introduction will surely “hook” your audience to you. It
can be an anecdote, a quotation, a question, statistics, a market report or even a
personal experience. However, make sure that all those mentioned are relevant to
you main topic. Plan your speech well. Make an outline and practice in front of the
mirror.

2. Know your audience. It is always important to know who you are speaking to.
Determine significant information about your audience: their cultural background,
their wants and needs, what they want to know, what they are interested in, and
what they want to hear. Learn how to adapt to their needs as well as their body
language. Pay attention to their non-verbal responses and facial expressions. It
helps to ask yourself: “Who are my audience?” Knowing their context will surely
aid you to better understand and communicate with them.

3. Learn to listen. Once you are done with what you want to say, give your listener a
chance to speak. Be sensitive. Listen. Take a look at how LISTEN and SILENT are
spelled. These two terms have the same letters. You can never listen if you are not
silent. Silence here does not only mean the absence of the noise, like your lips are
sealed. Silence also entails silence of the heart. We sometimes hear this: “It takes a
heart to listen.” One more thing, try to imagine this: connect your two ears together,
what shape does it form? It forms a heart. Therefore, it is necessary that your heart
is not troubled by your preoccupations and biases when listening. Be an active
listener! Evaluate the message, be attentive, and focus your attention to the speaker.
This will make you a better receiver of the message. If the audience would realize
that you are not only a good speaker but a good listener as well, surely, you will get
all the respect that you deserve.

4. Understand yourself. People seem to take for granted the importance of knowing
oneself. We often hear “You can not give what you do not have.” This statement is a
reminder to all of us that we also have the responsibility to reflect on our value
systems, our culture, and how we look at life. If you are aware of your strengths,
weaknesses, likes and dislikes, you will certainly be able to adapt to any situation.
You have to be keen on your moods, how you react and respond to what is happening

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 Effective Communication Skills

to your environment. It may be a challenge for you but you have to be aware of your
emotions and moods because they affect your state of mind. It also pays if you are
conscious on how you stand, sit, react, and even your mannerisms. Ask a trusted
friend if you have mannerisms that may distract your listener, and avoid them. A
good source of information is somebody who is aware of himself/herself and how
he/she responds to a given situation. When you have truly understood yourself,
then you are giving other persons a chance to be open to you.

5. Practice. Practice. Practice. We often hear this statement: “Practice makes perfect.”
It may sound so cliché, but this is really true! Let us find out why. Look at what
science has to say. Science attests that our brain is incredibly plastic—it means that
it does not harden at age 25 and stay solid for the rest of our lives.

According to Shen (2013), in performing various tasks, we have to activate various

portions of our brain. Our brains coordinate a complex set of actions involving
motor function, visual and audio processing, verbal language skills and more. For
the first time, it might feel creaky and amateurish.

There is also a tendency to forget a thinking or two, but that is normal; as we

practice, it gets more natural and complacent. When we practice, we help our brain
optimize for these coordinated activities. This process is called myelination.
According to University of Georgia (2016), myelination is the process of coating the
axon of each neuron with a fatty coating called myelin which protects the neuron
and helps it conduct signals more efficiently. Myelination happens naturally, much
of it during childhood.

Toddlers are like myelin generating machines, soaking up information about the
world and themselves. As we get older, we can continue to generate more myelin
onto our axons, but it happens at a slower rate and requires more effort. So as we
practice, we trigger a pattern of electrical signals through our neurons. Over time,
that triggers the glial cell duo to myelinate those axons, increasing the speed and
strength of the signal. Shen (2013) gave an example of how this myelination and
practice affect our performance. His evidence was a study on musicians’ brains.
One specific study approves that the brain of musicians are different from ordinary
people. This study used Diffusion MRI which gives information about tissues and
fibers inside our brain in a non-invasive way. The study suggested that the
estimated amount of practice an expert piano player did in childhood and
adolescence, was correlated with the white matter density in regions of the brain
related to finger motor skills, visual and auditory processing centers, and others—
compared to regular people. And most significantly was that there was a directly
correlation between how many hours they practiced and how dense their white/
myelin matter was. On his final note, Shen suggests that we need to practice

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 Nature and Elements

frequently, and get a lot of feedbacks so we can practice correctly and improve our
performances in the right thing. Finally, your practice must be intentional, aimed
at improving performance, and combined with immediate feedback and repetitious
(Barr, 2016).

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 Assess 13: Answering Survey on Communication Skills

Name: Score:

Section: Date:

Assess 13: Answering Survey on Communication Skills

Go to https://www.mindtools.com/pages/article/newCS_99.htm and answer the survey on

“How good are your communication skills?” Then, answer the following questions:

1. Based on your computed score, are your communication skills effective?

2. Which statement best describes your personality as communicator? Why?

3. What are your roles as a sender and as a receiver?

4. How do you plan your communication?

5. Why is sensitivity important in the communication process?

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 Assess 14: Building Blocks

Name: Score:

Section: Date:

Assess 14: Building Blocks

This game develops descriptive and instructional skills as well as teamwork. The game
works best with small groups—a minimum of three people, up to six or seven—and
requires two identical sets of building blocks. Four roles are involved: director, runner,
builder and observer. One person is the director, one person as the runner, one person as
the builder, and one person as the observer.

Everybody else is the observer, but if the group has only three people, all share the
observer role. Put the director and builder on opposite sides of the room, with their
backs to each other, each with his own set of building blocks. You, as the facilitator, are
to build something with the director’s blocks. The director must then give instructions
to the runner, who must relay those instructions to the builder in an attempt to have the
builder create an exact replica of the director’s blocks. Limit the activity to 10 minutes,
then compare the builder’s construction with the director’s. Have the group reflect on the
exercise. Take feedback from all four roles, then run the exercise again—make sure to
create a new original model for the director—to see how the team improves.

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 Assess 15: Writing a Reflection Paper

Name: Score:

Section: Date:

Assess 15: Writing a Reflection Paper

Write a reflection on the following quotation. How is it relevant in today’s world? What
can you do to help others improve their communication skills?

People fail to get along because they fear each other;

they fear each other because they don’t know each
other; they don’t know each other because they have
not communicated with each other.
–Martin Luther King, Jr.

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 Nature and Elements

¯¯Abridge

• Effective communication requires one to be an active speaker and an active

listener.
• A good introduction allows you to get the attention of your audience; therefore,
you must plan it very well.
• Plan your speech based on the context and needs of your audience.

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 7 Effective Listening Skills
LESSON

¯¯Aspire
Learning Competency

At the end of this lesson, you should be able to:

1. discuss the meaning of listening as a skill in communication;

2. differentiate the processes involved in effective listening;

3. relate the different barriers that hinder the communicative process; and

4. demonstrate ability to listen and express information, feelings, and attitudes in explicit
terms.

¯¯Assert

In the previous lesson, you learned about effective communication skills. You also
learned some tips on how to be an effective communicator. In this lesson, you will
learn a very important skill that most of us take for granted—listening. You will also
learn the different types of listening.
Think-Pair Share: Read the short verse below and discuss the message with your
seatmate.
How Do I Communicate with You?
(Don Rogers: ETC: A Review of General Semantics, 1973)

How do I communicate with you? Let me count the ways.

I communicate to the limits my body, mind, and spirit can reach,
When searching for a ground of being,
a communion of humankind, myself.

I cannot speak of communication without me in it, because my communication is me.

Because I communicate, I am.
I communicate with you freely,
so we become part of one another.

I communicate with you purely, so I can be true to both of us.

I communicate with the will of involvement,
with the passion of discovery,
And with innocence of faith.

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 Nature and Elements

I communicate with you with a love I seemed to gain

With my realization of a world beyond myself—
I communicate with the breath, smiles, tears, of all my life!

And when I stop communicating,

I shall be dead, in mind if not in body,
In spirit, if not in mind.

Comprehension Questions:
1. According to the poem, why is ‘I’ necessary in communication?
2. What does the poem say about how I communicate with you? Why do you think I
communicate in this manner?
3. What happens to me when I stop communicating? Why is this so?

¯¯Acquire

The Act of Listening

In the previous lesson, you have focused on the effective communication skills. You can
only be an effective speaker if you are also an active listener. In this lesson, you will be
refreshed on the process of listening. Listening is considered as a highly complex and
interactive process by which aural language is translated to meaningful utterances in the
mind. This accounts for the need to keep an open mind and to be constantly in search for
new ideas in order to integrate what people hear with the things that they are already
familiar with.

The main thing to remember is that listening is not the same as hearing. People often
use the terms hearing and listening interchangeably. Hearing is defined as a physiological
process that involves receiving of vibrations through the delicate structures within the ears.
In other words, it involves the physical perception of sound waves through a range of tones,
pitches and loudness that the person receives from the environment. On the other hand,
listening is a psychological process that involves interpreting and giving meaning to what
we often hear. As people grow older, they become gradually aware of the symbolic
representations of sounds being heard; thus, they may sometimes choose to hear what is
only important to them. In many instances, people can comprehend speech rapidly that a
lot of these listeners also take part in conversation even with less than half of their capacity
to comprehend what they hear.

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 Effective Listening Skills

Why We Listen
People communicate to one another not only to obtain, process, and understand varied
information. It is a two-way process by which we assign and convey meaning in an attempt
to create shared understanding and appreciation of the world around us. We accumulate
intensive amount of information almost every day. All forms of communication evolve
around our daily experiences, attitudes, knowledge, skills, perceptions, and culture, which
may influence the context of the message. Surprisingly, many scholars agree that we spent
about 45% of our daily communication habits through listening activities compared to
other communication skills such a reading, writing and speaking. This is done through
conversations, classroom lectures or forum, group meetings, conferences, and electronic or
broadcast media and the likes. More importantly, there are several reasons why it is
important to develop the person’s listening abilities. For many students, becoming effective
listeners primarily is one of the key competencies that they need to develop since listening
takes most of their time at school and even in their social circles.

1. Perceptive listening will minimize misunderstanding and help people build more
satisfying and productive relationships with their peers, teachers, and significant
others.

2. Interpreting messages successfully and showing appreciation of aesthetic sounds

will help increase their mental health, social inclinations, and academic
partnerships and teamwork.

3. Time allocated to accurate listening helps eliminate confusion when they hear
unique and unfamiliar oral linguistic patterns.

The Listening Process

In order to fully understand the message and consequently retain what we hear, it is
vital to run through the four stages involved in this process. Since listening plays an integral
role in the total communication process as a whole, we should take into account a full
understanding of its complex process. The act of listening, therefore, may involve the four
distinct processes, which are as follows:

1. Receiving,

2. Perceiving,

3. Interpreting, and

4. Responding.

Over the years, various definitions have been proposed with emphasis to listening as
the process of receiving, perceiving, interpreting, and responding to auditory messages
(Bradley, 1991, pp. 41-43) transmitted via sound waves. Sequentially, listening process

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 Nature and Elements

moves through the first three stages, yet at times no verbal response is needed. However,
other processes, such as responding and remembering, are also indicators of the total
listening activity. The physiological aspects of the first step of listening involve seeing and
hearing. The process of receiving is accomplished by being able to recognize sight words
and printed codes, which are important as much as observing verbal and nonverbal cues:
tone of the voice, facial expressions, bodily movements, and gestures. This reception of
symbolic codes is directly connected to the fact that the brain readily interprets any given
stimuli by the sense of sight. Likewise, it is also important to note that if physical barriers to
receiving oral input will be limited due to hearing impairments, the quality of our speech
and language development are affected. The process of perceiving is accompanied by
deliberate and conscious effort of the listener to focus his attention to the message by
selecting, organizing, and analyzing the meaning of stimuli received from the environment.
The symbolic stimuli are not just mere words but also signs and sounds that may have
intended meaning.

This is followed by the process of interpreting the meaning attached to these symbols,
which plays a very important role in the communication process because it influences how,
when, where, and why we interact with others. This is relative to the listener’s ability to
make sense of the meaning assigned to the visual and aural symbols that are perceived.
Interpretation can be influenced by many different factors, such as cultural differences,
gender differences, and language barriers. The process of responding, in effect, is a form of
feedback that indicates entirety in the cycle of human communication. When we respond to
the message, we usually provide verbal or nonverbal reactions. It is a technique that involves
any discernable or particular way of responding to the thoughts and feelings communicated
to us by another person. Remembering the message, on the other hand, is also a necessary
step in the listening process since this relationship allows huge information to be retained
in our memory and be used immediately in different rhetorical situations available. Hence,
these processes are all considered crucial if we want effective listening to happen in order to
improve not only our skills in interpreting and sharing messages with one another but more
so to create meaningful and mutual sharing of ideas harmoniously.

The Types of Listening

Effective listening is the foundation of strong relationships within the organization,
with others, at home, in education and in the workplace, and within the social environment.
Different situations require different types of listening. Often, people may listen in order to
obtain information, improve relationships, show appreciation or discriminations, or engage
in a critical evaluation.

1. Informative listening occurs when the listener is primarily concerned with

understanding of the message. This type of listening is found in almost all facets of

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 Effective Listening Skills

our lives since most of the things we learn come from informative listening.
Examples of this type include listening to classroom lectures, listening to
demonstration of a particular procedure, or new practices. We also listen to
instructions, briefings, reports, and speeches. We become successful in
understanding what the speaker means if we know some of the factors that relate to
informative listening, such as the relevance of the source and the manner of
transmitting the message.

2. Emphatic listening involves being able to blend into the world of the speaker by
seeing, hearing, and feeling what the other is experiencing. It is quite obvious to
observe how we become more effective emphatic listener if we gain more
experiences relating to people who lost a job, got a divorce, or have been bankrupt
than those who do not. This type of listening requires us to become more involved
in knowing and accepting the other person.

3. Appreciative listening includes listening to music for enjoyment and pleasure,

appreciating the style and skills of a speaker, or making choices of things that give
entertainment, such as television shows, radio, or film. This type of listening is a
kind of response and not the source of the message. Usually, our prior experiences
prevent us from enjoying or continue liking the presentation, for instance, due to
our sensitivity to imperfections. Many people appreciate the sights and sounds of a
particular place where they grow up because they are reminded of happy or pleasant
times in their lives. We may often show more enjoyment or appreciation if we
associate any sound with the memories of our pleasant experiences rather than
unpleasant ones.

4. Critical listening relates to the ability of a person to both interpret and evaluate the
message. It is oftentimes the most difficult and sophisticated type of listening
because we go beyond mere understanding the message to assessing the meaning
and value attached to it. This may require us to identify and evaluate the rational
structure of the key ideas and reorganize this information offered by the speaker.
Examples of this type of listening occur when we listen critically in the school, on
the job, in the community, service clubs, in places of worship, in the family and
wherever our own emotional, intellectual, physical, and spiritual needs accompany
it.

5. Discriminative listening is the most basic form of listening, which is first

developed at a very early age. In early childhood, for example, a distinction is made
between the sounds of the voices of the parents, such as the voice of the father,
which is different from that of the mother. As we grow up, we become more
discriminative requiring us to conclude from the way the message is presented by
the other person. Hence, this type of listening involves the person to seek to

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 Nature and Elements

understand or make inferences drawn relatively from the message of the speaker,
such as what the speaker really thinks, believes, or feels. The basis of the conclusion
in discriminative listening relies not on what the speaker says but on how the
speaker says it in terms of his rate, volume, force, pitch, and emphasis and other
nonverbal cues. This allows critical listeners to more accurately judge not only the
speaker’s message but his intentions as well.

As a student, a huge amount of your time is spent in listening. Knowing the critical
value of each type of listening whether informative, emphatic, appreciative, critical, or
discriminative requires certain skills. There are some situations or cases where effective
types of listening skills are the same, while there are other cases where the type of listening
involved differs. Thus, you are actively encouraged to discover some of the common nuances
to effective listening at school. What style of listening best describes you? Do you think you
practice different styles in different situations?

Roadblocks to Effective Listening

Certain barriers present themselves throughout the communication process. These
BARRIERS are factors that have a negative impact on the communication process, for
example, inappropriate channels, incorrect words/sentence construction, conflicts, noise,
attitudes, lack of interest, education, experience, expectations, emotional condition,
environments, etc. In addition, other authorities assert that communication problems occur
due to the presence of noise, inappropriate medium, assumptions, misconceptions,
emotions, language differences, poor listening skills, and distractions. The following can
be considered symptomatic of a problem that involves listening:

1. restlessness, clumsiness, or awkwardness in body movement,

2. excessive body movements and poor coordination,

3. daydreaming, distracted thinking,

4. poor mental organization skills, inability to discriminate sounds and words using
verbal and nonverbal clues,

5. poor concentration and inattentiveness to learning situations,

6. instructions are often repeated,

7. tendency to misinterpret the message which leads to unusual reactions or behavior,

8. difficulty in carrying out the conversation,

9. tendency to withdraw or evade communication especially in new situations, and

10. lack of interest, avoidance, refusal, or inability to use language as the mode of
expression.

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 Effective Listening Skills

On Becoming an Effective Listener

Listening is a vital skill for life in general, thus, to become a good communicator starts
with becoming an effective listener. Knowing how to be a good listener impacts our efforts
and willingness to adjust in to what the speaker is trying to convey. However, there are
times when a person engages in negative behaviors that lead to poor listening. These may
involve: 1) jumping to conclusions before the speaker has finished talking, 2) focusing on
the addressee that paying more attention to how the person communicates rather than
what is being communicated, and 3) beginning to think of a response initially before the
other person has finished speaking.

The best listeners should know how to evaluate a plethora of concepts, thoughts and
philosophies that arise in daily situations. The more they are personally involved in what
they hear, the more they become more attentive and mentally alert in assimilating
meaningful information. Hence, a good listener is oftentimes aided also by their ability to
ask questions and expand their thoughts and points of view in varied ways.

Tips for Effective Listening

1. Have your pen and paper ready. Write down what the speaker is saying.

2. Limit your own talking. You cannot talk and listen at the same time.

3. Ask question. If you do not understand something, clear it up immediately.

4. Be patient. A pause, even a long pause, does not always mean the speaker is finished.

5. Concentrate. Focus on what the speaker is saying. Practice shutting out distractions.

6. Listen for people’s ideas, not just to their words. People may speak differently than
you- listen not only to their words but also for their emphasis, the context of what they
are saying, and the overall direction of their conversation.

7. Use interjection. An occasional “Yes”, “I see”, or “sure” serves the same purpose as eye
contact and head nods in a conversation-they let the speaker know you are listening.

8. Turn off your worries. Do not be distracted by last night’s arguments with your family
members or the unpaid bills.

9. Do not argue mentally. You may not agree with what your speaker is saying but keep an
open mind. You may uncover a new opportunity or even learn something new.

10. Do not jump into conclusions. Do not make assumptions before you have heard
everything the speaker has to say. Hear them out!

11. Listen for overtones. The way the speaker says things is often more important than
what they say. Listen for emotions such as sarcasm, irritation, or relief in their voices.

12. Practice listening. Practice with friends, family, and associates. You become
professional through repetition.

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 Assess 16: Reflecting on How a Good Listener affects Relationships

Name: Score:

Section: Date:

Assess 16: Reflecting on How a Good Listener affects Relationships

In a well-thought of and coherent paragraph, write about how being a good listener
affects your family relationships. Talk about the different situations when you failed
to listen to a family member. Comment also on the impact of the situation when other
family members did not listen to you. How do you think can communication with your
family members be improved especially when conflicts or differences arise?

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 Assess 17: What’s in the Podcast?

Name: Score:

Section: Date:

Assess 17: What’s in the Podcast?

Listen to the podcast that your instructor will play in class. Afterwards, fill in the gaps to
complete the excerpt.

Jim earned twenty dollars a week, which does not go far. 1)

had been greater than she had expected. They always are. Many a happy hour she had

spent planning to buy something nice for him. Something fine and rare—something

close to being 2) of the honor of belonging to Jim.

There was a tall glass mirror between the windows of the room. Suddenly Della

turned from the window and stood before the glass 3) and

looked at herself. Her eyes were shining, but her face had lost its color within twenty

seconds. Quickly she pulled down her 4) and let it fall to its full

length.

Now, Mr. and Missus James Dillingham Young had two 5)

which they valued. One was Jim’s gold time piece, the watch that had been his fathers

and his 6) The other was Della’s hair.

Had the Queen of 7) lived in their building, Della would

have let her hair hang out the window to dry just to 8) the value

of the queen’s jewels.

So now Della’s beautiful hair fell about her, shining like a brown

9) . It reached below her knees and made itself almost like a

covering for her. And then quickly she put it up again. She stood still while a few

10) fell on the floor.

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 Assess 18: Summarizing What You Heard

Name: Score:

Section: Date:

Assess 18: Summarizing What You Heard

A. Watch the video entitled “BBC Documentary—Secrets inside Einstein’s mind/BBC

Science Documentary 2016” from http://youtu.be/TWX5sBpRsRY once. Afterwards, in
no more than ten sentences,. write its summary depending only on your strength in
listening to and retaining important information

B. Once you are done writing, listen to the video for the second time and take note of all
important information that you missed out.

C. Now notice which part of the information you recalled immediately. Was it the
one stated in the beginning, middle, or in the end? Which part was the hardest to
remember?

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 Assess 18: Summarizing What You Heard

D. How should you improve your note taking skills knowing that most pieces of
information tend to be forgotten?

E. Why is effective listening important in the workplace?

F. What are the usual roadblocks you encounter when you are striving to listen to an
important lecture, report, demonstration of a process, among many other academic
activities you participate in?

G. How can you improve your listening skills especially in academic settings? List down
at least 3 specific examples.

1.

2.

3.

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 Assess 19: Simulation Drill

Name: Score:

Section: Date:

Assess 19: Simulation Drill

Imagine or pretend that you are a Radio Jock. Think of a sound advice for the letter sender
that you are to feature in your segment. Please check http://www.nicholasreese.com/how-
to-ask-for-advice/ to help you in your response.

With a partner, create your dialogue for the conversation. Give a number of alternatives in
helping the letter sender using correct English expressions. Use the space below to write
your dialogue.

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 Effective Listening Skills

¯¯Abridge

• Listening is considered a highly complex and interactive process by which aural

language is translated to meaningful utterances in the mind.
• The act of listening may involve the four distinct processes as follows: receiving,
perceiving, interpreting, and responding.
• Effective listening is the foundation of strong relationships within the organization,
with others, at home, in education and in the workplace, and within the social
environment.
• There are different types of effective listening, namely: informative, emphatic,
appreciative, critical, and discriminative.
• Informative listening occurs when the listener is primarily concerned with
understanding the message.
• Emphatic listening involves being able to blend into the world of the speaker by
seeing, hearing, and feeling what the other is experiencing.
• Appreciative listening includes listening to music for enjoyment and pleasure,
appreciating the style and skills of a speaker or making choices of things that give
entertainment such as television shows, radio, or film.
• Critical listening relates to the ability of a person to both interpret and evaluate
the message.
• Discriminative listening is the most basic form of listening which is first developed
at a very early age.
• BARRIERS to effective listening are factors that have a negative impact on the
communication process, for example, inappropriate channels, incorrect words or
sentence construction, conflicts, noise, attitudes, lack of interest, education,
experience, expectations, emotional condition, environments, etc.
• Listening is a vital skill for life in general, thus, to become a good communicator
starts with becoming an effective listener.

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 8 Intercultural Communication
LESSON

¯¯Aspire
Learning Competency

At the end of this lesson, you should be able to:

1. demonstrate sensitivity to the socio-cultural dimension of communication situation

with focus on:

a. Culture,

b. Gender,

c. Age,

d. Social status, and

e. Religion;

2. explain the importance of understanding the multicultural upbringing of a person;

3. distinguish the different non-verbal signs used to convey meaning;

4. characterize masculine and feminine speech types; and

5. reflect on the essence of cross-cultural communication.

¯¯Assert

In the previous lesson, you learned about listening as a skill. You learned that
listening is also important in the successful communication process. In this lesson you
will learn the value of intercultural communication. You will also learn that culture,
gender, age, social status, and religion are important considerations in a successful
communication process.
Interview five of your classmates about
1. their mother’s and father’s place of birth and first language;
2. their religion and philosophy in life;
3. their likes and dislikes;
4. their strength and weaknesses; and
5. their cultural practices.
What do you notice? Do all your classmates have the same answer? What do you
think are the reasons why they are different or similar? Share you findings in class.

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 Intercultural Communication

¯¯Acquire
As the world becomes a wall-less society, the need to understand each other is
important. Our wordview, including our orientation toward God, humanity, nature,
questions of existence, life, and reasoning, depends on how we are natured and nurtured by
our society. These differences make us unique individuals. The word “intercultural
communication” was first used by American anthropologist Edward T. Hall, who used it for
the first time in his book The Silent Language in 1959.

Unique as we are, a good communicator should be sensitive to the person’s multicultural

upbringing. It is important that we are aware of our differences in terms of culture, gender,
age, social status, and religion. Knowing these, there is a greater opportunity for you to
communicate effectively to people.

1. CULTURE

According to Triandis (1994), culture is a set of human-made objective and

subjective elements that in the past have increased the probability of survival and
resulted in satisfaction for the participants in an ecological niche, and thus, became
shared among those who could communicate with each other because they had a
common language and they lived in the same time and place. It is really challenging
to communicate with people with various cultures.

The Center for Intercultural Competence (2016) listed the following typical
examples of cultural differences:

a. Shaking the head in a horizontal direction in most countries means “no,” while
in India it means “yes,” and in Hindi language the voice lowers in pitch at the
end of a question.

b. Showing the thumb held upwards means in Latin America, especially Brazil,
but also in many other countries “everything’s okay,” while it is understood in
some Islamic countries as well as Sardinia and Greece as a rude sexual sign.
The sign of thumb up may signify the number “one” in France and a few other
central European countries.

c. “Everything okay” is shown in western European countries, especially between

pilots and divers, with the sign of the thumb and forefinger forming an “O.”
Here in the Philippines, it means “money,” still, however, in Spain, some Latin
American countries, Eastern Europe and Russia, it is an indecent sexual sign.

d. In North America as well as in Arabic countries, the pauses between words are
usually not too long, while in Japan pauses can give a contradictory sense to the
spoken words by the meaning of pauses. Enduring silence is perceived as
comfortable in Japan, while in Europe and North America, it may cause

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 Nature and Elements

insecurity and embarrassment. Scandinavians, by Western standards, are more

tolerant of silent breaks during conversations.

e. Laughing is connoted in most countries with happiness while in Japan it is

often a sign of confusion, insecurity, and embarrassment.

f. If invited to dinner, in many Asian countries and Central America, it is well-

mannered to leave right after the dinner: the ones who do not leave may
indicate they have not eaten enough. In the Indian Sub-Continent, European
and North American countries, this is considered rude, indicating that the
guest only wanted to eat but would not enjoy the company with the hosts.

g. In Africa, telling to a female friend one has not seen for a while that she has put
on weight means she is physically healthier than before or had a nice holiday,
while this would be considered as an insult in Europe, North America and
Australia.

2. GENDER

Gender refers to how a particular culture differentiates masculine and feminine

social roles (Samovar, et al., 2010). It involves our notion of “femaleness” and
“maleness.” Culture, again, plays a significant role in how we perceive gender
beauty. Have you ever observed the topics of conversation of males and females?
What do they usually talk about? We say that females are more emotional than
males, and the former is more talkative than the latter. Learning Seed (2009) listed
the characteristics of masculine and feminine speech types:

a. Masculine speech is competitive; while feminine speech strives to achieve

harmony.

b. Masculine speech emphasizes independence; while feminine speech seeks

consensus.

c. Feminine speech is polite and indirect; while masculine speech is blunt and
direct.

d. Detailed descriptions are feminine; while brief summaries are masculine.

e. Masculine speech is detached; while feminine speech is emotional.

Our notion of gender may change over time, but the most important thing to
remember is that whoever we converse with, respect and understanding must be
practised always.

3. AGE

A good communicator always considers the differences of age among his/her

audience. Baby-boomers, or those who were born in 1946-1964, may have the

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 Intercultural Communication

difficulty coping with the changes that our world is experiencing. Generation X, on
the other hand, are those who were born from 1966-1976. While the Generation Y or
called millenniums (millenials) are those who were born from 1997-1994. Let us
look at the extreme side of these generation in terms of how they are open to the
use of technology. Baby boomers may have difficulty using what the millenials are
using today. They might easily get confused with the apps and other software
devices available in cyberspace.

Most of the time, we hear from our elders phrases such as “During my days…”
which younger generations today could hardly understand. These scenarios should
make us better understand that each of us was born in a different time, and so
respect is deemed necessary. A good communicator always considers the age of the
one he/she is communicating with.

4. SOCIAL STATUS

Social status as defined by Encyclopedia Britannica (2015) is the relative rank that
an individual holds, with rights, duties, and lifestyle, a social hierarchy based on
honour or prestige. Also termed status, it may be ascribed or achieved status.
Ascribed status is assigned to individuals at birth without reference to innate
abilities. It is based on sex, age, race, family relationships, or birth. Achieved status
may be based on education, occupation, marital status, accomplishments or other
factors. Undeniably, people communicate differently based on the status of the
person. How do you communicate with the President of the Philippines and with
the president of your class? How do you talk with a priest and with your neighbour?
How do you talk to your teacher and to your classmates? These differences in status
require a great deal of communication skills. In the study of H. Kim, Tasaki, I. Kim,
and Lee (2007), they found out that individuals showed greater level of
argumentativeness in the conversation with a low status communicator (classmate
or roommate) than in the conversation with a high status communicator (professor).
On the other hand, individuals showed greater level of communication apprehension
in the conversation with high status communicator (professor) than in the
conversation with low status communicator (classmate or roommate). This implies
that social status may change the way we converse with other people. A good
communicator should be flexible with who he/she is conversing with. He/she should
respect the social status of the person.

5. RELIGION

All of us belong to a certain religion. Kimbal (2002) noted that religious traditions
provide structure, discipline, and social participation in a community (as cited in
Samovar, et. al, 2010). Religion also guides people in explaining the supernatural
phenomena in the world. Our worldview is also shaped by our religion. We must

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 Nature and Elements

always consider that faith should never be a topic of debate. Whatever God we
believe in, we should always show respect to anybody who has a different belief
than ours whether through institutions such as Catholic Church, spiritual and
social leaders like the Buddha and Confucius, or the teaching of the Bible, Vedas,
Koran, Torah, and I Ching. All of these are aimed at living in peace and harmony
with each other. Although, we may seem familiar with the clashes some religions
have, a good communicator is always respectful to a person’s religion and belief.

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 Assess 20: Understanding Intercultural Communication

Name: Score:

Section: Date:

Assess 20: Understanding Intercultural Communication

Divide your class in half. Tell the students that each group is a new culture and each
culture must create its own body language for greetings, leave takings, etc. They must
also decide what questions are asked and what topics are discussed when meeting
strangers. They must also decide if and in what ways men and women in their cultures
differ communicatively. Less imaginative students may require some funny or strange
examples to inspire their creativity.

Place the students in two different rooms, so the groups cannot look at or overhear each
other. In each room, they create their body language and other rules of social interaction.
Then students within each group practice with each other, following their rules.

In the next stage, explorers from each culture travel to the other cultures with instructions
to interact and observe the foreign group’s body language, conversation rules, sex roles,
etc. During this stage each group has foreign guests. Give them three to five minutes to
interact. Then the foreigners return to their home cultures and report their observations
to their partners. After this, a new group of explorers leaves for the foreign culture and
the process is repeated until all students have spent time exploring and observing the
foreign culture. Each group discusses how the two cultures differ and what they share in
common.

In the last step, all members of the two cultures come together in one class.
Representatives from each culture express their assumptions about the other culture.
Each group tells the other group if the assumptions are correct. If the assumptions are
incorrect, the groups teach their rules of social interaction (Adopted from Kajiura, 1996).

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 Assess 21: Reflecting on Intercultural Communication

Name: Score:

Section: Date:

Assess 21: Reflecting on Intercultural Communication

Reflect on the statement by Edward T. Hall. What is the relevance of his statement in
today’s world?

The essence of cross-cultural communication has more to

do with releasing responses than with sending messages.
It is more important to release the right response than to
send the right message.
–Edward T. Hall

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 Assess 22: Sharing What You Know

Name: Score:

Section: Date:

Assess 22: Sharing What You Know

Answer the following questions concisely.

1. How do you show respect to other people who have a different worldview about
education?

2. Do you agree that women are superior than men or vice versa?

3. Do you agree that faith is not debatable? Why or why not?

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 Nature and Elements

¯¯Abridge

• In intercultural communication, culture, gender, age, social status, and religion

should always be considered.
• Social status can be ascribed or achieved status. Ascribed status is based on sex,
age, race, family relationships, or birth while achieved status may be based on
education, occupation, marital status, accomplishments, etc.
• Religion aims at living in peace and harmony with each other.

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 2

UNIT
Functions of Communication

 Functions of Communication

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 1 Functions of Communication
LESSON

¯¯Aspire
Learning Competency

At the end of this lesson, you should be able to:

1. enumerate and discuss the functions of communication;

2. give concrete examples of each function; and

3. watch, listen, and evaluate the speaker on the functions of communication.

¯¯Assert

In the previous lesson, you have learned that communicating involves not only
sending and imparting your message to your desired audience, but it also entails
situating your message appropriately within a particular group of people who may
perceive your message differently as defined by their customs and cultural practices.
It means being culturally sensitive in your interactions with people belonging to
different cultural backgrounds.
Please watch, listen, and evaluate the speaker in terms of purpose and functions
of communication at https://www.youtube.com/watch?v=CMVHGAlk6VA Lindz
Marsh’s topic is Learning Moment 2 – Purpose and Functions of Communication.

¯¯Acquire
In this lesson, you will know the functions of communication. You will also understand
and appreciate or value each function or purpose of communication in your life.

The word communication is widely used by everybody in the society, public members,
professionals, scholars, and other practitioners. Thus, you have to know the functions of
communication in your life as an individual and a would-be professional. The following are
the different functions of communication:

1. Regulation/Control – While you are in your senior high school, you join a
recognized or accredited organization. In this organization, the team has always
long or medium plans for the months ahead of the activities for one academic year.
The plans are accompanied by objectives, human resources, financial budget,

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 Functions of Communication

meetings, and evaluation. Objectives must be specific, measurable, attainable,

reliable, and time- bound (SMART). In your team, all the human resources or people
must know their respective functions or roles because these are accompanied by
their duties as well as obligations. Whether you are a leader or member, you see to it
that you cooperate with your team. Remember the cliché, “Together you stand and
divided you fall.” As a result, each individual in the team must exert his best efforts
in his given tasks in the particular committee. Financial budget must be considered
in your organization. The expenses for every activity are to be presented in the
meetings and each financial budget is approved by the board or the team of people.
Meetings are set to discuss pertinent matters regarding an activity. For every date
of the meeting, each member has to write in his/her planner the important date in
which he/she participates and articulates his/her ideas for the benefit of the
organization. Punctuality is required in meetings. At the end of your activity, you
and your team must evaluate your achievements, as well as things to be improved
for another activity. This evaluation tool serves as a guidepost for the next activities
in your organization.

2. Social Interaction – Humans are social beings. You need to communicate with
others to establish good physical, mental, emotional, and health topics. For
example, when you jog or exercise around the campus, you need to communicate
with other joggers to win new friends. These friends may have the same likes or
interests like you. While you are journeying in your senior high school, you meet
new classmates and friends. You go to the library and find ample time for readings
and research. Then you share your reading insights and experiences with your
classmates. There is a room for brainstorming and networking especially if you are
working as a team. Your metacognition is also enhanced because of the exchange of
ideas and feelings with your classmates. Aside from intellectual interaction, people
are emotional or they use their hearts to articulate their feelings. These contexts
can be in different forms: happiness or sadness. Through the exchange of
sentiments, these people can have an outlet for their purgation of emotions
particularly when they are depressed. In addition, when you are healthy or sick, you
need to see a doctor because he attends to your disease. There is a great need for
your patient’s history for proper diagnosis. The doctor interacts by interviewing
and you are required to narrate your illness. Through your narrative, you are given
the corresponding medication. Aside from the given examples, there are lots of
reasons why you have to interact with other people such as business transactions,
clarifications, and other meaningful purposes. Indeed, social interaction is a
fundamental mechanism by which people show whether they are satisfied or
frustrated in life.

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 Functions of Communication

3. Motivation – One of the positive demands in communication is the proper

motivation. You need to inspire, to persuade, to convince, and to change for your
benefit or for the betterment or improvement of others. Additionally, motivation is
needed for your organization to reach the peak of success or you can call it an
achievement despite of the challenges during the activities especially if all the
participants are given the right words of inspiration and encouragement. If you
become the leader of your team, you must provide them with the right directions by
motivating the members properly. However, you have to be a good example for
others to follow your instructions and you have to be fair by treating them with
justice and equality. In short, learn how to empathize with them because they are
feeling individuals. You work with them in a team and not in a group. You treat them
as co-partners in your organization in which there is love, respect, and trust for
one another. Whatever success you get as a leader, you share it with them; so, they
also feel your success and the team’s success in your activities.

4. Information or referential – These are the facts, data, and figures for varied
purposes in communication. According the MacBride, information moves in all
directions in the organization; it may be given orally or in writing. Nowadays, the
accessibility of your information may be taken from the computer technology. As a
communicator, you have to discern the facts, data, and figures whether they are
reliable, valid, truthful, and meaningful. Otherwise, you have to discard if these
facts, data, and figures are unreliable, invalid, non-truthful, and meaningless.
Moreover, you need to cite the sources of data that are taken from databases such as
Science Direct, EBSCO, JSTOR and other reputable sources from the experts or gurus
in your field of specialization. Let these pieces of information be your springboard
for your success because you have read a lot. Share these readings with others in
order that the read information may assist others to grow with wisdom like you.
Remember that when people are well- informed, you can make a dent in their lives
that would make them better people in the society.

5. Emotional expression – Skillful appeal to emotions is a necessity in persuasion.

Emotions serve to be the bridge for your expression of your feelings, your
fulfillment of your social needs, your vehicle to facilitate your decision-making
with your team, and your transmission of the data in identifying and evaluating
your alternative choices for the benefit of your team. Thus, you need to provide an
avenue for emotional expression because this serves as an outlet in human
communication.

6. Discussion and argumentation – Open discussion and argumentation on salient

issues are demanded in every organization. Proper participation and consultation
among the members in a team are highly recommended because the voices of most

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 Functions of Communication

members must be listened to and not to be heard only by a few people. You and your
members must articulate your ideas on how you arrive with the correct solutions
for all the issues at hand. There can be favorable or unfavorable arguments but as
long as you decide as a team; there are no procrastinations or humiliations at the
end of the discussion. Extensive discussion and argumentation may consume hours
in your meeting but they lead to enlightenment of the members in your team. For
example, in doing your research, you need to deliberate regarding your review of
related studies or references, financial budget, working time schedule or deadlines
from your thesis adviser, the topic and other factors to be considered. Thus, it is a
must that you listen to one another then contemplate on the issues at hand for you
and the team to have a smooth sailing research.

7. Cultural promotion – Appreciation and understanding of the different cultural

varieties are required for an effective human communication. To attain peace,
prosperity, and harmony, you must be able to show mutual love, respect, and trust
to the different cultures, traditions, norms, values, beliefs, and attitudes of the
Eastern and Western nations. Peace talks and art of negotiations are needed to have
effective and meaningful human interaction. Acceptance of the other nationalities’
strengths and weaknesses is a must for better understanding among nations and
growth of global interest through effective human communication strategies to
speak and perceive the world.

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 Assess 23: Exercising Critical Thinking Skills

Name: Score:

Section: Date:

Assess 23: Exercising Critical Thinking Skills

A. Identify and explain the function of communication that can be utilized in the
following contexts.

1. Dealing with different nationalities

2. Discussing the “pros” and “cons” of gender sensitivity

3. Obtaining happiness in a victorious game or competition

4. Inspiring other people to be positive thinkers

5. Acquiring data from reputable journals

6. Interacting with different types of people

7. Utilizing the roles and responsibilities of the different committees

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 Assess 23: Exercising Critical Thinking Skills

B. Based on your personal experiences, give a concrete example of one or two functions
of communication that is/are significant in your personal life.

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 Assess 24: Role Play Activity

Name: Score:

Section: Date:

Assess 24: Role Play Activity

Choose 5 members in your class and come up with a skit that depicts one or two functions
of communication. Identify the characters in your presentation. Present the skit in 10
minutes.

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 Functions of Communication

¯¯Abridge

• The different functions of communication are regulation/control, social

interaction, motivation, information or referential, emotional expression,
discussion and argumentation, and cultural promotion.
• In regulating an organization, plans are accompanied by objectives, human
resources, financial budget, meetings, and evaluation.
• People are social beings. They interact about good physical, mental, emotional,
and health topics.
• Proper motivation needs to inspire, to persuade, to convince, and to change for
your benefit or for the improvement of others.
• Information includes facts, data, and figures for varied purposes in
communication.
• Emotions serve as bridge for your expression of your feelings, your fulfillment of
your social needs, your vehicle to facilitate your decision-making with your team,
and to transmit the data in identifying and evaluating your alternative choices for
the benefit of your team. Open discussion and argumentation on salient issues
with proper participation and consultation are demanded in every organization.
• Cultural promotion entails appreciation and understanding among the different
cultural varieties to attain peace, prosperity, and harmony.

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 3

UNIT
Communicative Competence
Strategies in Various
Speech Situations

 Other Types of Speech Contexts

and Communication Styles

 Types of Speech Style

 Types of Speech Act

 Communication Strategies

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 Other Types of Speech
Contexts (Group, Public, and
1
LESSON

Mass Communication) and

Communication Styles

¯¯Aspire
Learning Competency

At the end of this lesson, you should be able to:

• Identify the various types of speech contexts and communication style.

¯¯Assert

So far, you have come to understand various speech contexts like intrapersonal
communication, which happens when the same person acts as both the sender and
the receiver of the message, and interpersonal communication, which occurs when
the sender and the receiver are two different persons. Consequently, in order for you
to understand the different types of speech context, you have to ask yourself the
question, “What are the circumstances that lead to communication?” Likewise, in
order for you to substantively answer this question, you also have to understand that
these so called circumstances are highly dependent on the number of participants
involved in the communication process.
Resultingly, a more definitive question that should be raised to ensure
understanding of this lesson, you also have to ask yourself the question, “How many
participants may be involved in the communication process?” This question if
repeatedly asked and answered differently, will provide you with the other types of
speech contexts, which will be the focus of this lesson.

¯¯Acquire
Other Types of Speech Contexts
Another communication circumstance may be made up of 3-10 people. When this
happens in a communication situation, you call this communication circumstance as group
communication. In group communication, there are various people participating in the
communication process as they constantly assume the role of the sender and the receiver. A
very good example of this is when you and your classmates brainstorm on possible tasks
needed to accomplish a performance task given by your teacher.

Moreover, since in a group communication, more people are involved, achieving

successful and meaningful communication may be more challenging. Consequently, when

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 Communicative Competence Strategies in Various Speech Situations

you find yourself participating in this kind of interaction, you have to be very familiar with
the types of people and how they might behave when in group communication, and at the
same time, the different ways by which they manage and resolve conflict. The types of
people that you might meet in this type of communication circumstance are the controlling,
egalitarian, structuring, dynamic, relinquishing, and withdrawing.

A controlling type of person is someone who does not care so much and places no value
over the feelings of other people. When you talk to them, it does not matter what other’s
opinions are, as long as everybody else do what he/she says. An egalitarian type, on the
other hand may be considered as the exact opposite of the controlling type. If the latter is
more egotistic, the former is more altruistic. This type of person may be someone who
would exhibit a more respectful approach when it comes to communicating with other
members of the group. A structuring type of person, on the other hand, may be considered
as the result-oriented type of person. This is the type of person who takes the initiative to
lead the group and make sure that the group progresses with whatever it is that you need to
accomplish. Meanwhile, the dynamic type of person is someone who knows the right words
to say in order to encourage or motivate the other members of the group to coordinate with
each other. Next is the relinquishing type. This type of person is likely to just give up on a
point instead of pushing for his/her ideas just to avoid having a disagreement with other
members of the group. Last is the withdrawing type. This type of person is someone who
may be considered as physically present, but mentally absent. They are those who might
actually were just forced to communicate with the group even if they do not want to;
consequently, they are highly demotivated and would rather keep quiet. They are also very
apathetic and highly uncooperative.

Although we find ourselves inherently possessing the characteristics of one type of

person, our behavior sometimes change as a way to cope with the dynamics of the group;
consequently, we find ourselves manifesting one different types of personalities in different
situations.

Aside from group dynamics, there is also such a thing as conflict management styles.
These refer to the different strategies that people utilize in order to avoid clashing or having
a disagreement with each other. Below is a table of the different conflict management styles:

Competing
Avoiding
What to do in Group Communication to Avoid Conflict Accommodating
Collaborating
Compromising

First, competing refers to a strategy where the person asserts his authority over the
others. This type of person has high respect for himself/herself, but show little to no respect
for others. Second is the avoiding strategy. Very much unlike the competing style, this

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 Other Types of Speech Contexts (Group, Public, and Mass Communication) and Communication Styles

conflict management style emphasizes on giving in to others; hence, if used in

communication, it emphasizes more on respecting the others as respect for self suffers.
Third is the accommodating strategy. In this conflict management style, the person
provides insights, but concedes immediately, if contradicted. This may be described as
showing a little respect for self and somewhat high respect for others. Fourth is the
compromising style. In this style, the person insists that at least a little of his/her insights
be acknowledged. Consequently, this conflict management style is said to be a level higher
than accommodating. Fifth and last is the collaborating strategy. In this strategy, everyone’s
ideas are welcomed and all decisions are reached by consensus.

The last pair of speech contexts would be the public and mass communication. When
there is only one sender of the message, delivering a speech to many receivers, this may be
considered as either public or mass communication. The difference between the two is that
in public communication, the interlocutors are contained in just one single venue, while
mass communication extends to a much greater and far too geographically dispersed
audience to the point that a medium becomes necessary for the sender to reach out to the
receivers. Examples of these two types of speech contexts would be the SONA of the
President. On one hand, considering the President as the sender of the message and the
members of the senate and congress as receivers, this would be considered as an example of
Public communication. On the other hand, if we also consider the general public who are
also listening to the speech of the President either through television or radio while at the
comforts of our own homes, this would now be considered as an example of mass
communication since the receivers are far dispersed and there is a medium now that tries to
reach out to these people.

Communication Styles
In addition to the lesson on speech contexts, another lesson which may be given a
separate attention, but need not be allotted a different discussion, is the lesson on
communication styles.

Our understanding of communication styles is actually dependent on our understanding

of the different types of person we meet in group communication, and the conflict
management styles.

When we talk about communication styles, these may simply refer to the kind of
behavior that interlocutors manifest, in order to make their intentions known, communicate
their ideas, or assert their messages. There are four communication styles namely openly
aggressive, assertive, passive aggressive, and passive behavior.

On one hand, when you say aggressive behavior, you may consider this type of person to
be similar to that of a controlling type, and uses a competing conflict management style. An

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 Communicative Competence Strategies in Various Speech Situations

assertive behavior, on the other hand, may be considered comparable to egalitarian type of
person, and accommodating conflict management style.

However, the passive aggressive behavior may be considered interesting because it may
look like it exhibits the behavior of a relinquishing type, but is actually a disguised
controlling person.

Lastly, the passive behavior, is similar to a relinquishing type of person, and utilizes an
avoiding conflict management style.

Concept of Language Change

To summarize, the five speech styles are intimate, casual, consultative, formal, and
frozen. Furthermore, for each speech style, there are specific words that are appropriate to
use. However, what you have to note, is that we should not limit ourselves to the kind of
language to use, for each of these speech styles.

The reason for this, can be explained by a phenomenon in the field of historical
linguistics, called language change. When we talk of language change, this refers to a
phenomenon suggesting, that no matter how much we want to try to keep or prevent the
language from evolving, it will keep on doing so. People who advocate for language change,
believe that such phenomenon exists because of its evidence in any language.

One evidence or factor contributing to language change is the fact that language, as
experts believe, is considered as a living organism. Just like any living organism, it is born,
it matures, and eventually, it dies. If it is lucky, it is even born into a completely different
language. An example of this would be the different transformations of different words or
ideas in languages from one generation to another. If you have noticed, there are words that
have come up and became very popular for a time during the time of your parents, but these
words eventually fell out of fashion and were replaced by newer words as time passed by.
This is the reason why there are some words that may be familiar to your parents, that you
may no longer be familiar with, and vice-versa.

Another factor contributing to language change, is social prestige. This agent of

language change is considered evident, in cases when a language is changed over time,
brought by the influence of prominent people in the society. This is because, by nature,
people would always want to associate themselves with people they have high regards for.
Consequently, when an influential person is seen, heard, or observed to be using the
language differently from how it is normally used, there is a tendency for other people to
imitate them. Eventually, this becomes a catalyst for language change.

Practicality is another pronounced evidence of language change. Language, as we know

it, was primarily invented, to speed up communicating with each other. However, it is also
in our nature as human beings, to create shortcuts when there are things that make life

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 Other Types of Speech Contexts (Group, Public, and Mass Communication) and Communication Styles

difficult for us, like in the case of rules to remember or number of letters to use, when using
a language. When the use of a language becomes too difficult, the tendency is to shorten
everything; thus, this becomes a tool for language change.

The second to the last contributing factor to language change, is inventions. Simply put,
when something new is created, it follows that a word for it is formed; hence, adding to the
list of vocabulary words in a language. In some cases though, instead of creating a new
word, people just tend to add another meaning to those words that are already existing in
the language; nevertheless, language in this situation, is still seen to change.

The last contributing factor to language change is imperfect learning. Sometimes,

language changes, because people have just accustomed themselves to the improper use of
words or rules in a language; consequently, instead of correcting these errors, we just end
up accommodating them, thereby, creating a new set of rules in using the language.

In conclusion, in relation to speech styles, there are many factors contributing to

language change. Regardless of these factors, one thing is clear. Due to the ever-changing
nature of language, what may be considered as an appropriate word for a particular speech
style today may no longer be considered appropriate for that speech style ten to fifteen years
from now. While it is true that there are various features of the language for each speech
style, language is forever fluid.

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 Assess 25: Getting to Know Group Communication

Name: Score:

Section: Date:

Assess 25: Getting to Know Group Communication

Complete the crossword puzzle below about speech contexts.

5 6

7 8 9

10

11

12

13

14

15

Across Down
3. This type of person makes sure that at least a portion of his/her ideas will 1. This type of person in group communication motivates other members to
be used as basis for discussion/solution even if the others are rejected by cooperate.
all the other members of the group.
2. This type of person in group communication does not only information but
4. This type of person in group communication does not allow others to speak also allows others to speak their minds.
their minds.
6. This is the type of communication when the sender and the receiver are
5. This type of person in group communication does not cooperate at all in one and the same.
the communication process.
8. This is the type of speech context if there are more than one sender and
7. This strategy to manage conflict in group communication is achieved when receivers in the communication process.
a person insists on what he/she wants until the others give in.
9. This strategy to manage conflict in group communication is met when a
11. This strategy to manage conflict in group communication occurs when the person just let the others do the talking.
person insists on the use of at least a small portion of his/her ideas while
10. This type of person in group communication sees to it that all members of
the rest will have to be from other members’ ideas.
the group have something to do.
13. This type of person in group communication gives in to other members of
12. This is the type of communication when there is one or few delivering a
the group just to avoid conflicts.
message to a large group of receivers.
14. This refers to the different types of interaction based on the number of
participants involved in the communication process.
15. This strategy to manage conflict in group communication is achieved when
all members of the group reach decisions by consensus.

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 Assess 26: Recognizing Group Dynamics 1

Name: Score:

Section: Date:

Assess 26: Recognizing Group Dynamics 1

Provide possible different lines or statements from each type of person you meet in a
group communication. Give three possible statements for each.

Personality Type Possible Statements

Controlling

Egalitarian

Dynamic

Structuring

Relinquishing

Withdrawing

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 Assess 27: Recognizing Group Dynamics 2

Name: Score:

Section: Date:

Assess 27: Recognizing Group Dynamics 2

Assess the likely contribution of the personalities you meet in group communication by
predicting what could be their contribution to effective communication. Judge whether
they are going to contribute either to the success or failure of group communication. You
have to give your explanation for your assessment.

Likely Contribution
Type Explanation
(Success or Failure?)

Controlling

Egalitarian

Dynamic

Structuring

Relinquishing

Withdrawing

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 Assess 28: Reflecting on Group Dynamics and Conflict Management Styles

Name: Score:

Section: Date:

Assess 28: Reflecting on Group Dynamics and Conflict Management Styles

Based on what you have learned about the different types of people you meet in group
communication, what would you suggest as an ideal group dynamics? Write your
reflection on the space provide.

Reflect on the conflict management style that best fits your characteristics. Write your
answer on the space provided below:

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 Communicative Competence Strategies in Various Speech Situations

¯¯Abridge

• Other types of Speech Contexts are group communication, public, and mass
communication.
• The different conflict management styles are competing, avoiding,
accommodating, collaborating, and compromising.
• The four communication styles are aggressive, assertive, passive aggressive, and
passive.
• The factors contributing to the concept of language change are Language as a
living organism, social prestige, practicality, inventions, and imperfect learning.

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 2 Types of Speech Style
LESSON

¯¯Aspire
Learning Competency

At the end of this lesson, you should be able to:

1. distinguish types of speech style;

2. identify social situations in which each speech style is appropriate to use; and

3. observe the appropriate language forms in using a particular speech style.

¯¯Assert

In the previous lesson, you learned about the types of speech context and the
interpersonal, intrapersonal, and public types of speech context. In this lesson, you
will learn about the types of speech style specifically the levels of formality on
language and how each applies to every situation.
Consider the following statements. How do they differ?
1. The way you conversed with Matthew should be changed.
2. You should think of how you conversed with Matthew.
3. You and Matthew won’t get along.
4. Better talk to Matthew, Bro!
5. Talk nicely, or else…

¯¯Acquire
Levels of Formality on Language
All of us have an experience of varying our words depending on who we are
communicating with. We all have experienced how we speak so softly whenever we need a
favor from somebody especially to our mother and friends. We also had a chance to really
think of the words that come through our mouth during a graded recitation in class. Most of
us have experienced how in our pursuit of sweetness, utter words of love and comfort to
persons who occupy a special place in our heart.

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 Communicative Competence Strategies in Various Speech Situations

All these experiences require a language appropriate in a given context. Dr. Martin Joos
(1907-1978) was credited to having proposed the Levels of Formality in a Language. He
published his book “The Five Clocks” in 1972. The levels are consisting of Intimate, Casual,
Consultative, Formal, and Frozen. These levels are also known as speech style.

1. Intimate. This communication is highly private. Intimacy is the feeling of closeness

and belongingness we have with a special person in our life. This is rooted out of
the bonds that we have with the person. In intimate relationship, we value the
person the way he/she acts, speaks, and even the way he/she thinks in a very special
way. We usually address the person in a very unique manner. Sometimes, we create
aliases that make the relationship more closely acquainted. It is a style among
intimate members of a family or friends who do not need a complete language with
clear articulation. It is enough to use short utterances. Endearing terms such as
Love, Hon, Mahal, Sweetheart, and even some pet names are used. Here the
communicators are very much close with each other that the level of affection is
high.

2. Casual. We sometimes refer to this as a “group” language because the language

used is very familiar with those involved. Common or casual conversation is the
first thing that we learned when we grow up. As all have a need to converse with
other people, we learn and practice casual language. If we desire to talk to a person
in the bus or in the train, we use a casual language. Usually, in a casual conversation,
you will hear fillers like “ahh,” “ahem,” “super,” and “like.” You will hear the
natural rhythm of the language. Sometimes, we interrupt the speaker to clarify his/
her message.

3. Consultative. Consultative communication often follows the norms of

communication. Both the sender and the receiver are engaged in a structure that
they both agree. There is an active participation and involvement of the participants.
However, there is a societal expectation that comes with this level. This usually
happens between a student to teacher, patient to doctor, employee to employer,
client to a lawyer, client to a counsellor. A high level of respect is given to the one
giving the advice.

4. Formal. The language used here usually follows an accepted format. It is usually
objective in nature and formal. We use formal language to express politeness
especially if we do not know the person. When we present to our classmates in front
of the class, we usually use a formal language. Speeches, pronouncements, homilies
and official meetings are considered formal.

5. Frozen. This level of communication uses language that barely and at no time
changes. It is usually used in a very respectful occasion or formal ceremony. It is
also called oratorical style which is characterized by the very careful, has fixed

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 Types of Speech Style

form, and has symbolic or historical nature (as cited in Nurul, 2011). Examples of
this frozen communication are the liturgical prayers like “Our Father,” the
Preamble, Pledge of Allegiance, bibliographical reference, and constitutions.

Young (2012) illustrates the five levels of communication using the following chart:

Register Definition Explanation

Frozen Language that never changes Wedding vows, Miranda rights

Formal Standard English Speeches, school lessons
Consultative Less formal standard English News casting, employee to employer
Loose sentence structure, vernacular
Casual Language between friends
Speeches
Language between lovers or other close
Intimate Pet names, inside jokes
family and friends

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 Assess 29: Role Playing

Name: Score:

Section: Date:

Assess 29: Role Playing

Simulate the following scenarios. Take note of the language that you used. Apply the
concepts you learned in this lesson.

1. A student consulting his/her teacher about his/her failing grades

2. A doctor advising his/her patient on his/her prescriptions

3. A judge pronouncing the verdict to the person charged with criminal offense

4. A priest solemnizing a wedding ceremony

5. A beauty pageant contestant answering the final question

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 Assess 30: Demonstrating Common Culture

Name: Score:

Section: Date:

Assess 30: Demonstrating Common Culture

Group yourselves according to your own cultural background, then demonstrate to class
the common culture that you have as a group. It may be various celebrations like how you
pray in your community, awarding ceremonies, or the election process. Explain to the
class the processes and the utterances involved in the activity.

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 Assess 31: Explaining the Level of Intimacy

Name: Score:

Section: Date:

Assess 31: Explaining the Level of Intimacy

Look at the image below by Li (n. d. ) and explain how the level of intimacy is applied for
each scenario.

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 Types of Speech Style

¯¯Abridge

• The five levels of formality of language according to Dr. Martin Joos are intimate,
casual, consultative, formal, and frozen.
• How we address and talk to a person reflects the kind of relationship we have
with him/her.
• We vary our words depending on the person we are communicating with.

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 3 Types of Speech Act
LESSON

¯¯Aspire
Learning Competency

At the end of this lesson, you should be able to:

1. explain the three facets of speech act;

2. explicate the three sub-acts of locutionary act;

3. compare and contrast Searle’s and Austin’s categories of illocutionary act;

4. determine the intended meaning speaker of a speaker in his/her utterance; and

5. respond appropriately and effectively to a speech act.

¯¯Assert

In the previous lesson, you learned about the levels of formality by Dr. Martin
Joos. In this lesson, you will learn about types of speech act specifically locution,
illocution, and perlocution.
Read the following statements aloud. With a partner, answer the following
questions:
1. Who may possibly utter the statements?
2. What do you think is the reason of uttering the statement?
3. What do you think is the intended meaning of the utterance?
a. I think you should see a doctor.
b. You must stop smoking.
c. I will see you at the library.
d. I should have not seen the movie.
e. Could you answer the phone, please?
f. Help maintain the grass.
g. I will give a quiz tomorrow.
h. Tidy your room up!
i. You have the right to remain silent.
j. Attendance is a must.

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 Types of Speech Act

¯¯Acquire
Types of Speech Act
Speech acts play an integral part of communication in our everyday lives. We may not
be aware that in our communication, we are performing a speech act. The beginning of the
speech act theory was credited to John Austin. He gave a series of lectures, the William
James Lectures at Harvard University. These lectures were published posthumously as a
book with the title ”How to Do Things with Words” in 1962. The concept of John Austin
about speech act was extended by John Rogers Searle who is an American philosopher and
professor of Philosophy at the University of California, Berkeley. According to Searle, to
understand a language one must understand the speaker’s intention. They both believed
that speaking a language is performing speech acts. There are three facets of speech act:
Locutionary, Illocutionary, and Perlocutionary.

Locutionary Act
This term is also known as propositional act and an utterance act. A locutionary act is
the act of saying a relevant assertion. This act uses a referring expression, also known as a
noun phrase, and a predicating expression, also known as a verb phrase. If the speaker has
the opportunity to interact and if the sender and the receiver speak the same language and
if they recognize the same idea that the sender is referring then it becomes possible for
them to share meaning. Therefore, when a friend says, “I love you,” the referring expression
is “I” and the predicating expression is the “love you.”

Three Sub-acts of Locutionary Act

1. Phonic Act. This is the act of producing an utterance-inscription. This includes the
production of sounds, if it is in oral communication, and written symbols, if it is in
written communication.

2. Phatic Act. This is the act of constructing relevant and meaningful groups of sounds
and symbols that may consist of word, clause, phrase, sentence, or discourse following
the rules of a certain language.

3. Propositional Act. The propositional content of a locutionary act can be either

expressed or implied with the idea of concern or incrimination. When your teacher says,
“You must attend your class,” it is an expressed locutionary act because it signifies a
future act, that you, the hearer, should consider. An example of implied locutionary act I
warn you that cigarette smoking is dangerous. This utterance constitutes an implied
locutionary act because its propositional content does not predicate a future act of the
hearer; instead, it predicates a property of cigarettes (Parker and Riley, 1994).

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 Communicative Competence Strategies in Various Speech Situations

Illocutionary Act
The illocutionary act is closely connected with the speaker’s intentions, e.g. stating,
questioning, promising, requesting, giving commands, threatening and many others. This
act constitutes an illocutionary force. The illocutionary act indicates how the whole
utterance is to be taken in the conversation. It is highly important that both the sender and
the receiver be familiar with the context of the speech uttered by the speaker. It is equally
important to ascertain the kind of culture that one has so that the illocutionary act will be
successful. Therefore, the illocutionary speech act is communicatively successful only if the
speaker’s illocutionary intention is recognized by the hearers. John Austin and John Searle
provide five major categories of Illocutionary Act. Compare and contrast the differences and
similarities of the two.

Searle’s Category of Illocutionary Act

1. Representatives. These are utterances which commit the hearer to the truth of the
expressed proposition. This class includes acts of stating, asserting, denying,
confessing, admitting, notifying, concluding, predicting, etc.

Example: Pres. Rodrigo Duterte is the first president from Mindanao.

2. Directives. These utterances are attempts by the speaker to get the addressee to do
something. This class includes acts of requesting, ordering, forbidding, warning,
advising, suggesting, insisting, recommending, and so on.

Example: Could you make me a soup, please?

3. Commissives. These utterances commit the speaker to some future course of action.
This class includes acts of promising, vowing, volunteering, offering, guaranteeing,
pledging, and so on.

Example: I promise to love you forever.

4. Expressives. An expressive is an utterance used to express the emotional state of the

speaker. This class includes the acts of apologizing, thanking, congratulating,
condoling, welcoming, deploring, objecting, and so on.

Example: Congratulations to you for passing your Senior High School with flying colors!

5. Declarations. A declaration is an utterance used to change the status of some entity.

This act includes acts of appointing, naming, resigning, baptizing, arresting, and so on.

Example: You’re out! (uttered by an umpire at a baseball game).

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 Types of Speech Act

John Austin’s Category of Illocutionary Act

1. Verdictives. These consist in the delivering of a finding, official or unofficial, upon
evidence or reasons as to value or fact so far as these are distinguishable.

Examples of verbs in this class are acquit, hold, calculate, describe, analyze, estimate,
date, rank, assess, and characterize.

2. Exercitives. One of these ‘is the giving of a decision in favor of or against a certain
course of action or advocacy of it. ’, ‘a decision that something is to be so, as distinct
from a judgment that it is so.’

Some examples are order, command, direct, plead, beg, recommend, entreat and advise,
appoint, dismiss, nominate, veto, declare closed, declare open, as well as announce,
warn, proclaim, and give.

3. Commissives. ‘The whole point of a commissive to commit the speaker to a certain

course of action.’

Some of the examples are promise, vow, pledge, covenant, contract, guarantee, embrace,
and swear.

4. Expositives are used in acts of exposition involving the expounding of views, the
conducting of arguments, and the clarifying of usages and reference.

Examples: affirm, deny, emphasize, illustrate, answer, report, accept, object to, concede,
describe, class, identify and call.

5. Behabitives. This class, with which Austin was very dissatisfied (‘a shocker’, he called
it) ‘includes the notion of reaction to other people’s behavior and fortunes and of
attitudes and expressions of attitudes to someone else’s past conduct or imminent
conduct’.

Examples are apologize, thank, deplore, commiserate, congratulate, felicitate, welcome,

applaud, criticize, bless, curse, toast and drink. But also, curiously: dare, defy,
protest, and challenge.

Perlocutionary Act
Perlocutionary act is performed with the intention of producing a further effect on the
hearer. Some confuse illocutionary act and perlocutionary act because a perlocutionary act
also involves an illocution. To make a distinction, consider the example below:

“Could you move a bit?”

This illocutionary act is considered Directive for Searle and Exercitive for Austin, that is
a request. As an illocution, it succeeds if the hearer recognizes that he should move, but as a
perlocutionary act, it succeeds only if the receiver actually moves a bit.

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 Communicative Competence Strategies in Various Speech Situations

Some speakers use various strategies to get the hearer understand what they intend to
say. Some utter direct statement, others with a varied tone of the voice, some would be more
careful and courteous, and still others use indirectness to convey information. Indirectness
is often used by some speakers to express politeness. Take a look at an example below:

Buds: “Are we going to watch a basketball game tonight?”

Rose: “My head suddenly feels heavy.”

Buds: “Okay, then, let me massage your head.”

In the example below, Rose did not directly answer the question of Buds, but he certainly
understands that she cannot watch the basketball game because she suffers from a
headache. This successful perlocutionary act underscores the importance of the
communicators to be aware of the context they are in.

Felicity Condition
According to Austin, context is an important factor in the valid performance of an
illocutionary act. The term of felicity conditions was proposed by Austin who defines them
as follows (Austin, 1962: 14 – 15):

A. There must exist an accepted conventional procedure having a certain conventional

effect, that procedure to include the uttering of certain words by certain persons in
certain circumstances.

B. The particular persons and circumstances in a given case must be appropriate for
the invocation of the particular procedure invoked.

C. The procedure must be executed by all participants both correctly and completely.

D. Where, as often, the procedure is designed for use by persons having certain
thoughts or feelings, or for the inauguration of certain consequential conduct on
the part of any participant, then a person participating in and so invoking the
procedure must intend so to conduct themselves, and further must actually so
conduct themselves subsequently.

Compare the following examples:

1. “You are out,” a baseball umpire to a player.

“You are out,” a fan to a player.

2. “We shall have a quiz today,” a teacher to the students.

“We shall have a quiz today,” the office staff to the students.

3. “Classes are suspended this afternoon,” the President of the country.

“Classes are suspended this afternoon,” the service cleaning personnel to the class.

Which do you think are the utterances that are valid? Why?

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 Assess 32: Completing the Venn Diagram

Name: Score:

Section: Date:

Assess 32: Completing the Venn Diagram

Compare and contrast the classifications of Illocutionary Act of Austin and Searle using
the Venn Diagram below:

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 Assess 33: Giving Appropriate Responses

Name: Score:

Section: Date:

Assess 33: Giving Appropriate Responses

Give an appropriate response to the following utterances. Decide on the speaker of the
utterances and context of the act.

1. You are getting healthier now.

2. I have seen the light!

3. I need space.

4. I wonder when our order be served…

5. Your smile means so much to me.

6. You can’t be serious!

7. Your room is messy.

8. Are you there?

9. Where were you when I needed you the most?

10. There’s a rainbow after the rain…

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 Assess 34: Determining the Messages conveyed on the Pictures

Name: Score:

Section: Date:

Assess 34: Determining the Messages conveyed on the Pictures

Look at the following picture. What messages are they giving you?

Picture 1:

Retrieved from http://www.indiana.edu/~rcapub/v21n3/p10.html

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 Assess 34: Determining the Messages conveyed on the Pictures

Picture 2:

MAY I SPEAK
WITH YOUR HECK, YOU DON’T NEED
HELLO! FATHER, MY PERMISSION! WHAT A
PLEASE! BE MY GUEST! WEIRDO.

Retrieved from https://202semantics.wordpress.com/2009/11/13/direct-speech-acts-pwn-indirect-

speech-acts/

Picture 3

Retrieved from https://www.quora.com/

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 Types of Speech Act

¯¯Abridge

• John Austin and John Rogers Searle are the pioneers of speech act.
• Speech act started from a simple lecture to a principle that is recognized and
investigated in the academe.
• The three facets of speech act are locution, illocution, and perlocution.
• Different verbs are used to express the intention of the speaker.

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 4 Communication Strategies
LESSON

¯¯Aspire
Learning Competency

At the end of this lesson, you should be able to:

1. enumerate the different communication strategies;

2. distinguish between and among communication strategies; and

3. utilize communication strategies to aid communication problems and avoid

miscommunication.

¯¯Assert

Below are some examples of memes that would somehow make us investigate
the way we communicate with people. Carefully analyze the given memes and discuss
among yourselves, which of these are very much reflective of how you interact with
people and therefore relatable based on your experience:

Noticeably, what can be considered common about the memes provided above, is that
they provide us with examples of expressions that we find ourselves using, as a way to
compensate for our lack of words to use, while we are in the middle of a conversation. When
we resort to these tactics, we consider this Communication Strategies, and these are what
one of what you will be learning all about for this lesson. In other words, for this lesson, you

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 Communication Strategies

will learn other more practical ways on how to compensate for difficulties in using the
language, more commonly known as Communication Strategies.

¯¯Acquire
Communication Strategies
When we talk of communication strategies, these refer to the different schemes or
tactics that communicators resort to in order to cope with language as a communication
barrier. Brown, H.D. (2000) proposes that there are a total of twelve communication
strategies, and they are as follows:

First, when we talk about message abandonment, this occurs when the speaker decides
to just finish the conversation in order to prevent himself/herself from saying something
he/she would otherwise regret—less talk, less mistake. However for some, message
abandonment might be too rude and obvious, this is why some would just consider topic
avoidance. In topic avoidance, instead of completely ignoring the other person by not
talking, the speaker, in this strategy may just consider changing the topic or decide to talk
about something else, with the hope of redirecting the attention of the other person.

Use of all-purpose words may also be considered as another communication strategy.

In this strategy, the speaker may find himself/herself at a loss for the right words to say, so
instead of being specific with his/her ideas, the speaker just makes use of general
expressions like etcetera, and so on and so forth and the likes, with hopes of the listener
being able to get already what the speaker means. Word coinage, on the other hand, refers to
when the speaker decides to invent a word just to be able to make sense. Sometimes, this
happens most especially when the speaker does not know the right words to say, or is not
familiar with the word to use to express a particular idea.

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 Communicative Competence Strategies in Various Speech Situations

Literal translation happens when the speaker makes use of words in the original
language while expressing himself/herself in the target language. This becomes necessary
especially when the speaker can not find the exact equivalent of a term in the native
language with that of the target language. Foreignizing however, refers to when the speaker
tries to use the words in the native language as if they are actual words in the target
language.

Another pair of communication strategies are code switching and code shifting. Both of
these communication strategies require the speaker to combine the use of two languages in
order to express himself/herself. The difference is that in code switching, the speaker uses
the two languages within sentences, while in code shifting, there is a smoother transition
from one language to another as the user consciously change the language used, from one
sentence to another. If one sentence makes use of one language, another sentence would use
another language. There is no mixing of the two languages in the same sentence.

Gap fillers, on the other hand, happen when the speaker excessively uses intensifiers,
qualifiers or exuberant expressions like totally, actually, definitely, and the likes. There is
no rule that prevents you from using these intensifiers, but it becomes problematic when
overly used. To know if a word is exuberant, try removing it from your statement. If the
meaning of the sentence does not change, the word is said to be a gap filler.

Circumlocution is the type of communication strategy that is evident when instead of

using the word to refer to a single idea, the speaker makes use of more vivid descriptions
with the hope of being able to compensate for the word you could not use. Approximation on
the other hand, occurs when you try to look for a closely related word in order to refer to
something.

Second to the last communication strategy is the use of non-verbal cues. As the words
that make up the term itself suggests, this is the communication strategy that is used when
you just execute different non-verbal forms of communication or actions in place of words.
Lastly, is appeal for help, this happens when as a last resort, the speaker just asks for the
assistance of another person in order to communicate ideas.

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 Assess 35: Getting to Know Your Communication Strategies 1

Name: Score:

Section: Date:

Assess 35: Getting to Know Your Communication Strategies 1

Complete the crossword puzzle below about communication strategies.

2 3

4 5

6 7

10 11 12

13

14

15

Across Down
6. This communication strategy is used in order to distract the listener’s 1. This communication strategy is utilized when the speaker decides to do
attention to other issues. away with communicating the message to avoid committing mistakes.
8. These are expressions scattered unnecessarily in a sentence in order to 2. This makes use of two languages alternately from one sentence to another.
address quiet moments during interaction.
3. These refer to a set of techniques that interlocutors use in order to cope
10. This communication strategy is applied by transforming an idea from one with language barrier.
language to another even if it sacrifices the true meaning of the original
4. This makes use of a combination of two languages in one sentence.
message.
5. This communication strategy is executed by replacing words with a more
13. The speaker in this communication strategy use another word as a
general expression.
replacement for another seemingly more difficult word.
7. This is manifested when a term or word is described instead of referring to
14. This is utilized when the speaker mimes out her ideas instead of putting
the actual word itself.
them into actual words.
9. This communication strategy allows for the speaker’s native language to
15. This communication strategy is manifested when the speaker follows word
imitate the way the target language pronounces words.
construction rules in the target language to come up with his own word to
refer to an abstract idea. 11. This refers to when the speaker looks for another interlocutor to do the
communicating for him.

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 Assess 36: Getting to Know Your Communication Strategies 2

Name: Score:

Section: Date:

Assess 36: Getting to Know Your Communication Strategies 2

Read the excerpt from an article previously written by Gerry Avelino and Arik Abu, for The
La Sallian-Menagerie and give the different communication strategies that were evident
in it. Write your answer on the space provided.

Ten Conyo'mandments!
by Gerry Avelino and Arik Abu
1. Thou shall make gamit “make+pandiwa”
“Let’s make pasok na to our class!”
“Wait lang! I’m making kain pa!”
“Come on na, we can’t make hintay anymore!”
2. Thou shall make kalat “noh”, “di ba” and “eh” in your pangungusap
“I don’t like to make lakad in the baha nga, noh? Eh di ba it’s like, so ewww, di ba?
“What ba? Stop nga being maarte noh!”
“Eh as if you want naman also, di ba?
3. When making describe a whatever, always say “It’s SO pang–uri!”
“It’s so malaki, you know, and so mainit!”
“I know right? So sarap nga eh!”
“You’re making me inggit naman, I’ll make bili nga my own burger.”
4. When you are lalaki, make parang punctuation “dude”, “tsong” or “pare”
“Dude, ENGANAL is so hirap, pare.” - (mikey: ENGANAL = Engineering Analysis in DLSU, FYI.)
“I know, tsong, I got bagsak nga in quiz one, eh.”
5. Thou shall know you know? I know right!
“My bag is so bigat today, you know.”
“I know, right! We have to make dala pa kase the jumbo Physics book eh!”
6. Make gawa the plural of pangalans like in English or Spanish
“I have so many tigyawats, oh!”
7. Like, when you can make kaya, always like. Like, I know right?
“Like it’s so init naman!”
“Yeah! The aircon, it’s like sira kase eh!”
8. Make yourself feel so galing by translating the last word of your sentence, you know, your
pangungusap?
“Kakainis naman in the LRT! How plenty tao, you know, people?”
“It’s so tight nga there, eh, you know, masikip?”
9. Make gamit of plenty of abbreviations, you know, daglat?
“Like OMG! It’s like traffic sa EDSA.”
“I know, right? It’s so kaka!”
“Kaka?”
“Kakaasar!”
10. Make gamit the pinakamarte voice and pronunciation you have para full effect!
“I’m like, making aral at the Arrhneow!”
“Me naman, I’m from Lazzahl!”

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 Assess 36: Getting to Know Your Communication Strategies 2

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 Assess 37: Learning More about Communication Strategies

Name: Score:

Section: Date:

Assess 37: Learning More about Communication Strategies

Apart from those communication strategies discussed in this book, there are seven (7)
others namely Nomination, Restriction, Turn-taking, Topic control, Topic shifting,
Repair, and Termination. Research on what each of these strategies mean and provide a
sample situation where each of the strategies may be used.

1. Nomination

Meaning:

Sample Situation where it may be used:

2. Restriction

Meaning:

Sample Situation where it may be used:

3. Turn-taking

Meaning:

Sample Situation where it may be used:

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 Assess 37: Learning More about Communication Strategies

4. Topic control

Meaning:

Sample Situation where it may be used:

5. Topic shifting

Meaning:

Sample Situation where it may be used:

6. Repair

Meaning:

Sample Situation where it may be used:

7. Termination

Meaning:

Sample Situation where it may be used:

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 Assess 38: Reflecting on Communication Strategies and Communication Styles

Name: Score:

Section: Date:

Assess 38: Reflecting on Communication Strategies and Communication Styles

Defend why or why not communication strategies are helpful in communicating ideas.
Defend your answer.

Using your understanding of the different communication styles, reflect on how you
interact with people and the kind of communication style that you usually employ.
Substantiate your answer by providing specific communication situations you have
previously participated in justifying your chosen communication style.

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 Communication Strategies

¯¯Abridge

• There are various communication strategies you can use to ensure more
meaningful interaction with others. You can use these in dyad, small, or large
group communication. These communication strategies include topic initiation,
topic maintenance, turn-taking, topic shift, topic repair, and topic termination.
• Turn-taking is further categorized into turn-getting, turn-accepting, turn-yielding,
and turn-accepting.
• Aside from the use of the aforementioned communicative strategies, you must
likewise use polite expressions as you interact with others.
• Shift in speech context, speech style, speech act and communication strategy
affect the following: language form, duration of interaction, relationship of
speaker, role and responsibilities of the speaker, message, and delivery.

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 4

UNIT
Types of Speech

 Informative Speech

 The Persuasive Speech

 Special Occasion or Ceremonial Speeches

 Speeches According to Delivery

 Principles of Speech Writing

 Principles of Speech Delivery

 Oral Presentation Skills

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 1 Informative Speech
LESSON

¯¯Aspire
Learning Competency

At the end of this lesson, you should be able to:

1. determine specific objectives of an informative speech;

2. distinguish different types of informative speech;

3. determine different organizational patterns of an informative speech;

4. use simple language and eliminate technical words in your informative speech; and

5. synthesize relevant information for your informative speech.

¯¯Assert

List down at least 3 webinars that you are interested in attending.

1.

2.

3.

Comprehension Questions:

1. What makes these webinars interesting?

2. What do you expect to learn from these webinars?
3. If you are to organize a webinar, what will it be about?

A webinar is a form of informative speech delivered by an expert in the field, which is

now a popular means of presenting information given the conditions of the new normal.
Before anything else, what is an informative speech?

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 Types of Speech

¯¯Acquire
Types of Speeches According to Purpose
An informative speech, also known as expository speech, is the most common speech
activity you may encounter in your university life and your chosen profession.

Presenting an Effective Informative Speech

1. Purpose

Your main goal in presenting an informative speech is to share knowledge on a

particular idea, person, process, or event, which is free from any bias or judgement. You
may provide a definition, description, demonstration of a process, or an explanation of
a topic. However, you are not supposed to take sides, aim at changing the views of your
audience, or compel them to act on a cause in doing so.

On the other hand, it is also not enough to inform your audience about your chosen
topic; the information to be conveyed must be directly relevant and must make sense to
them. Beebe and Beebe (2003) have outlined some goals you may consider looking into
as you prepare your informative speech, which are listed below:

A. Increase understanding

When you speak to increase your audience’s understanding, make sure that you and
the audience agree on the meaning of terms or the key concepts that you are to
present. You must avoid any misrepresentation and misinterpretation of ideas.

B. Maintain interest on a chosen topic

Present your message in a way that is favorable to your audience. They must see the
need for this information to be discussed.

C. Remember relevant information

Listeners do not remember all information conveyed to them, but you can help
increase their retention by organizing information through graphic organizers, by
reinforcing ideas through internal and final summaries, and by connecting these
pieces of information to their needs and interests.

2. Qualities of an Effective Informative Speaker

The following are qualities that you must build in yourself as an informative speaker:

A. Knowledgeable

Research and read extensively on the topic that you are to present. Exhaust all
available sources of information. Be aware that your audience may know more than
you do on your chosen topic. Be prepared to answer any questions raised by your
audience.

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 Informative Speech

B. Objective

Stick to hard facts and present them without any slant or prejudice to any person or
group of people. Also, avoid cherry picking pieces of information from various
sources that fit your agenda.

C. Credible

Schreiber (2003) enlisted three ways to establish your credibility as a speaker:

1. Establish your skill, knowledge, and ability on the field you are to discuss.

2. Lead your audience to relate and identify with you.

3. Show your audience that you are worthy of their time and attention and that
you are telling the truth.

D. Updated

Provide accurate and recent information. Cite the latest primary and secondary
sources, while avoiding questionable resource materials.

E. Engaging

Here are some ways to capture and maintain your audience’s attention:

1. Get to know who your audience is;

2. Begin your speech with an attention grabber;

3. Be clear with your objectives and organize your speech;

4. Stimulate your audience’s five senses;

5. Vary your tone and exercise voice projection;

6. Move around and use audio visual aids or multimedia materials; and

7. Involve your audience in a short activity.

Types of Informative Speeches and Organizational Patterns

Types of
Description/ Organizational
Informative Sample Topics
Definition Pattern
Speech

1. Speeches of A clear meaning of A. Topical/ What is the Internet

Definition an idea, concept, or Logical Pattern: of Things (IoU) all
thought is provided Specific topics about?
in the speech. are arranged
What are the
according to
inventions of Elon
importance
Mask?
B. Comparison and
Contrast
C. Classification
Pattern

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 Types of Speech

Types of
Description/ Organizational
Informative Sample Topics
Definition Pattern
Speech

2. Speeches of The speaker A. Chronological/ How to cut or style

Demonstration demonstrates how Sequential your hair during a
or Process to do something Pattern lockdown ?
following a logical
How to manage your
process.
time when you are
studying or working
from home?
3. Speeches of The speaker presents A. Spatial Pattern Exploring the scenic
Description a colorful illustration islands in Coron,
B. Comparison and
or an image of a Palawan
Contrast
person, thing, animal,
Living in the new
or place through C. Classification
normal
the use of words
and imagery, so that
the audience can
experience it.
4. Speeches of An issue, idea, A. Topical or Understanding the
Explanation practices, traditions, Logical Pattern Spanish cultural
or norms are clarified influences in the
B. Cause and Effect
and explained values of Filipinos
thoroughly. These C. Comparison and
How are women
answer the question Contrast
portrayed in Noli Me
‘why’ and ‘how,’ D. Problem Tangere?
considering the topic Solution
and its implications.

3. Choosing your topic

Always consider your audience in choosing your topic. Know what your audience feels
about your topic as well as what they already know and what they still need to know
about it. When the audience can relate new information with what they already know, it
is easier for them to understand it. Moreover, motivational appeal of your chosen topic
can be achieved if this is directly affecting your audience. If your topic has an emotional
appeal to your audience, the more they will find your speech meaningful and
memorable.

4. Organizing your ideas and other relevant information

1. Gather and synthesize relevant information from various sources. Look at similar
and contradicting statements on your topic from different texts and make
connections between or among these important ideas.

2. Carefully plan and organize your ideas following a logical flow, while avoiding
unnecessary backtracking and jumping from previously discussed concepts to
another (Gronbeck, McKerrow, Ehninger, & Monroe, 1994)

3. Strike a balance between quality and quantity of information in your informative

speech by focusing on not more than five key points, which are emphasized and
repeated in your speech through specific examples.

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 Informative Speech

4. Repetition of relevant information maximizes retention and enhances

understanding. This can be done by rephrasing key points through simple language
and by giving specific examples.

5. Choose a language that is appropriate to your audience. Include exact and precise
words.

Techniques/Strategies Organizing an Informative Speech

Use of attention getters: intensity of a concept or idea, newness, contrasting

ideas (past from now), humor or an anecdote, or a startling statement.
Introduction
Afterwards, relate your attention getter to your main idea. Your main idea
must be clearly stated.
Build interest by selecting specific and concrete ideas relating them to your
purpose and to your audience’s interests. Limit main points, emphasizing
Body
on the topic. Your language use is dictated by your audience, but try to use
simple language as much as you can. Avoid jargons if these are unnecessary.
Summarize your main idea and main points; use a clincher or predict the
Conclusion
future.

5. Strategies to an effective informative speech delivery

A. Engage your audience to think by fulfilling their need to know.

B. Use simple language. Avoid unnecessary technical words just to sound smart.

C. Connect information to audience’s emotions. Relate these to their immediate

reality.

D. Reinforce not more than five key points. Avoid overwhelming your audience with
unneeded information.

E. Use visuals effectively.

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 Assess 39: Match and Learn Organizational Patterns

Name: Score:

Section: Date:

Assess 39: Match and Learn Organizational Patterns

Match the topic with an appropriate speech organizational pattern.

Topic Organizational Patters

1. The architectural A. Topical or logical pattern

designs of
international
airports
B. chronological or time sequence
pattern
2. Revisiting the
Spanish occupation
in the Philippines
C. spatial or geographical pattern
(Ideas are arranged based on
3. How to lose weight physical location)
safely

4. Tensions in South
D. classification pattern (The topic is
China Sea
divided into several parts based on
their common characteristics.)

5. The effects of the

lockdown on the
mental health of
E. problem-solution pattern
the students

6. High definition
F. cause and effect pattern
pictures

7. A critique on
genetic engineering G. motivated sequence order

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 Assess 40: Let’s Simplify

Name: Score:

Section: Date:

Assess 40: Let’s Simplify

Rewrite the following group of words to make them precise, simple, and straight to the
point. Number one is given as an example for you.

1. regardless of the given situation even though eventhough

2. put them in action

3. got better

4. as a negative consequence of

5. leave behind

6. a large number of

7. because of the fact that

8. during the time that

9. an estimated

10. it would appear that

11. in many cases

12. it is probable that

13. as far as we are concerned

14. has the ability to

15. not too long from now

16. be aware of the fact that

17. not very good

18. advance planning

19. come equipped with

20. empty void

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 Assess 41: Explaining Information from a Graphic Organizer

Name: Score:

Section: Date:

Assess 41: Explaining Information from a Graphic Organizer

Individual Speech Activity: Present the information stated in the graphic organizer
below. Record your response and submit an audio file in mp3 format. Your response must
be at least one minute in length but no longer than two minutes.

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 Assess 42: Synthesize It!

Name: Score:

Section: Date:

Assess 42: Synthesize It!

A.
1.

2.

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 Assess 42: Synthesize It!

B. Putting It Together: Read and draw out important information from each paragraph
below. Next, write a new paragraph combining these pieces of information.

Although real-time RT-PCR is considered

the gold standard for the diagnosis of
acute SARS-CoV-2 infection, this test is
limited by the transient nature of RNA.
In addition, the sensitivity of RT-PCR
methods is imperfect, which may lead
to the underdiagnosing of SARS-CoV-2
The aged COVID-19 patients with infections, especially in subclinical or
increased inflammatory indicators, asymptomatic cases. By identifying
worse lymphopenia and cardiovascular individuals who have developed
comorbidities are more likely to have antibodies to the virus (including those
clinically diagnosed bacterial co-infection. who may be asymptomatic or have
Moreover, they tend to have severer recovered), serology can give greater
clinical manifestations and increased insight into the prevalence of SARS-CoV-2.
probability of multiple system functional However, concerns have arisen on the
damage (He, S., Liu, W., Jiang, M., Huang, persistence of IgG antibodies to SARS-
P., Ziang, Z., Deng, D., Chen, P., & Xie, P., CoV-2 after recovery (Kasztelewicz et al.,
2021). 2021).

The Philippine government encourages A technical issue with the case collection
the production of its own vaccine instead systems resulted in lower reporting of
of merely dependent on the availability COVID-19 death counts over the past
of vaccines produced by other countries week. The said issue caused incomplete
(Valencia, C., 2021). There is a call to revive fatality numbers and data to be encoded
the opening of a laboratory that used to and as a result, there were 341 deaths
manufacture vaccines for certain diseases prior to April 2021 that went unreported.
in 1930, which was later turned into a The number of deaths reported today
mall. (382) already includes the said deaths not
reported in previous counts (Department
of Health, 2021).

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 Informative Speech

¯¯Abridge

• An informative speech is the most common speech activity you will encounter in
academic settings and in the workplace.
• Your main goal is to accurately inform and to educate your audience on a
particular idea, thought, concept, process, event, object, people, or subject
matter, which is free from bias, prejudice, or any judgement.
• Description, definition, explanation, and demonstration are specific types of
informative speech.
• In preparing your informative speech, your specific goal may include the following:
increase your audience’s knowledge, maintain their interest on a given topic, or
increase their retention.
• An informative speaker is knowledgeable, objective, credible, updated, and
engaging.
• In order for you to gain credibility on your chosen topic, you will have to carefully
choose your resource materials and synthesize varied information effectively.

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 2 The Persuasive Speech
LESSON

¯¯Aspire
Learning Competency

At the end of this lesson, you should be able to:

1. define the main purpose of persuasive speeches;

2. make various outlines of an effective persuasive speech on propositions of fact, value,

and policy;

3. determine persuasive strategies that you can strengthen for your speech activity;

4. determine logical fallacies to avoid in writing your propositions and arguments; and

5. write an effective persuasive speech.

¯¯Assert

Your family wants to try something new for dinner. Recommend a restaurant and
a food delivery service where you can order your food.

Discussion Questions:

1. Do you find it easy to convince people to consider your opinion? Why or why not?
2. What words or expressions do you usually say to persuade others?
3. What do you often do when you are unable to convince others?

¯¯Acquire
In the previous lesson, you learned how to educate your audience about an idea or
process. In this lesson, you will understand the power of persuasion and learn strategies in
utilizing this skill when you start planning your advocacy.

Persuasion is a large part of your life. For instance, when you are about to have a chapter
test, but you think that you have very little time to prepare, you will have to convince your
teacher to reschedule. When you are working with your peers on a performance task, you
will also have to convince them to consider your idea over the other. In other occasions, you

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 The Persuasive Speech

also see yourself being persuaded like when you are invited to join an organization, vote for
a particular party, or decide with your family where to go on a vacation.

With this being said, persuasion is an essential skill to develop as this can help you in
your everyday life where there is a constant negotiation and interplay of power. Besides
this, learning how to analyze arguments can help you make informed choices especially
when an enticing opportunity presents itself that may, however, have little bearing in your
life. Studying arguments can help you choose wisely over a variety of options. You will then
be able to trace fallacious statements and misrepresentations. Consequently, you will learn
to give strong arguments when presenting ideas over a perceptive audience. As a whole, you
will know that persuasion is more than being charming, but it is a craft of negotiating,
compromising, and reaching a common ground.

Defining Persuasive Speaking

Persuasion is defined as “a symbolic process in which communicators try to convince
other people to change their attitudes or behavior regarding an issue through the
transmission of a message, in an atmosphere of free choice” (Perloff, 2003). It is a
transmission of a highly cultural intentional message embedded with symbols and
representations of language, which meaning and perception of the message will vary from
one individual to another; hence, the communicative act of consciously influencing another
towards a particular objective may either be successful or not.

Perloff (2003) reasons that the ultimate goal of persuasion is change, which is related to
social influence; however, people cannot be coerced to do what they dislike to do, as
persuaders only stimulate free minds through their reasoned arguments, but they are the
people themselves who decide either to refuse or give in. If change is the main goal of
persuasion, the effects of persuasion as pointed by Miller (1980, as cited in Perloff, 2003) are
shaping but not coercing, reinforcing but not converting, and lastly, changing but not
transforming towards self-distraction.

Persuasion, especially involving a higher demand of change among the intended

audience, often requires a formal manner of transmitting the intentional message of change
through persuasive speeches. One particular example is the campaign rallies for presidential
elections where persuasive speeches are carefully written to sway voters towards a
particular choice.

Persuasive speeches are considered an art of convincing others through careful choice
of clear arguments and sound evidence governed by reason. Meanwhile, Aristotle conveyed
three important elements in persuasive speaking, “In making a speech one must study
three points: first, the means of producing persuasion; second, the language; third the
proper arrangement of the various parts of the speech.” These three elements, namely,

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 Types of Speech

persuasive strategies, language, and organizational patterns are reviewed thoroughly in

the succeeding pages.

As a whole, “Persuasive speeches must confront the complex challenges of influencing

or reinforcing people’s beliefs, attitudes, values, or characteristics that may seem natural,
ingrained, and unchangeable” (Stone & Barnett, 2011, pp. 16-2).

Types of Persuasive Speeches

The main idea of a persuasive speech, which will be reinforced by other minor or sub-
ideas, is in the form of a proposition. A proposition is an assertion that clearly states your
position or your take on certain issues. Your proposition must be arguable and provable.

Types of Proposition
1. Propositions of Fact

These are verifiable assertions that focus on whether or not an idea, object, or
phenomenon exists, true or untrue. However, verification of its trueness or falsity may
not always be a direct process, and people may find different results and may not always
agree on what they discover. Often, we deduce propositions that are the closest possible
response to controversial issues, but the discovery leading to the certainty of our
answers may not all the time be ascertained.

Most often, persuasive speakers choose claims of fact that are highly controversial in
order to have a longer discussion with their audience. Avoid claims of fact that are too
narrow and un-debatable that there is very little room for audience to be persuaded
(Simonds, Hunt, & Simonds, 2010).

Propositions of Fact

1. Intense internet exposure affects the mental health of teenagers.

2. The use of language is a highly political act.
3. Emilio Aguinaldo does not possess qualities of a national hero.

Supposing among the listed propositions, you are interested to work on the first
example. You can now state your three main points by answering the following guide
questions:

a. How can this be true?

b. Why do I believe this?

Afterwards, you can identify your purpose and your three main points to support your
proposition.

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 The Persuasive Speech

Topic: Ill Effects of Internet Exposure

General Purpose of the speech: to persuade
Specific Purpose: to persuade my audience that they need to limit their internet usage as too
much internet exposure leads to mental problems among adolescents.
Supporting Ideas:
1. Social media is anti-social in way that people use it to compare themselves to others in a
negative way, which leads to a weak and unhealthy self-concept.
2. The use of the internet, which includes playing online video games, makes teenagers stuck
in their virtual world instead of interacting with real people in real life settings.
3. Too much internet usage among young people can lead to sleeping problems, depression,
and stress.

2. Propositions of Value

When you state a Proposition of Value, you express and reveal your personal beliefs. You
take an evaluative stance, a value claim, or a moral judgment, such as whether or not
you find a belief, condition, phenomenon, or action good or bad, right or wrong,
unethical or not, just or unjust.

The following are examples of value claims that you can or work on:

Propositions of Value

1. The propagation of nuclear weapons can never be justified through threats of national
security.
2. Mercy killing is just when holding on to a loved one’s life brings more difficulty, misery,
drudgery, and deep financial woes to the family.
3. Les Miserables is better than other musical plays in terms of characterization, plot
development, and the theme.

As claims of value are highly abstract ideas, make use of clear and concrete examples
from real life experiences that your audience can relate to. On the other hand, as you
can never be sure of your readers’ personal preferences, anticipate various reactions to
your claims and see the issue from countless perspectives.

Outlining a Persuasive Speech on Proposition of Value

Topic: Anti COVID-19 vaccine inoculation
Thesis Statement: Taking the available anti-COVID 19 vaccine is a personal responsibility.
General Purpose: to persuade
Specific purpose: encourage my listeners to take action and be part of the vaccination roll out
against COVID-19 in their local government unit (LGU).
Three Main Points:
1. After getting the vaccine, you may already do some activities that you are not able to do
during the pandemic.
2. Getting the vaccine will give you natural immunity and protect you from having serious
effects of the disease.
3. Once you get the vaccine, you may help reduce the spread of the virus.

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 Types of Speech

3. A Persuasive Speech on Propositions of Policy

Propositions of Policy advocate whether a particular course of action be undertaken or

not, continued or discontinued, or changed.

Propositions of Policy

1. Parents of minors who are still out beyond curfew hours should be apprehended.
2. A three-child policy should be considered to counter overpopulation.
3. Les Miserables is better than other musical plays in terms of characterization, development of
the conflict, and the theme.

Thesis Statement/Proposition: Continuing education and re-training should be considered by

university Filipino graduates.
General Purpose: to persuade
Specific Purpose: to persuade university graduates that they need to take continuous education
for further specialization with our membership in the ASEAN Economic Community.
Supporting Ideas:
1. With the Philippines’ membership in the ASEAN Economic Community, Filipino graduates
need to gain and maintain a competitive edge alongside their counterparts in advanced
ASEAN nations.
2. With the fast rate of change brought about by technological revolution, what Filipino
graduates learned in universities may now be a thing in the past.
3. Stiff competition especially in a now borderless society intensifies the survival of the fittest.

In a proposition of policy, discuss the problem or area of concern. Next, propose a course of
action.

Finally, show that your suggestions are favorable and beneficial.

Selecting and Developing a Topic

1. First, be clear about what you want to talk about. Your awareness on current events and
your personal stand on controversial issues will help you choose your topic. Almost
always, persuasive speeches address pressing situations that the world faces—Covid-19,
oil price hike, global warming, and exploitation of human resources.

2. Choose a topic that you feel strongly about and start your research.

3. Conduct an audience analysis, which includes knowing the composition of your

listeners, their demographics, their set of values, and their purpose for listening to you.
This will help you strategize your message, while considering their possible responses
to your intended message.

Persuasive Strategies
Aside from determining what your audience feels about your chosen topic, consider the
following persuasive strategies to increase the likelihood that your audience accepts your
proposition and work on your call to action if you have one.

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 The Persuasive Speech

1. Ethos is a Greek word referring to the character that defines a particular

community, culture, country, or ideology. This is expounded by Campbell and
Huxman in 2009 (as cited in Stone, 2003) that ethos is not about demonstrating that
you are a good person, but it is about mirroring qualities a particular group
considers of value and by showing that you make reasonable choices. It is following
norms appropriate in a given context, which may vary across cultures. Ethos is also
referred to by the Greeks as the power found in music to influence behavior,
sentiments, and even right judgment. In speech delivery, this means to say that
even before you start speaking, your audience already assesses you—your choice of
clothes, your tone, your mannerisms, and your demeanor—based on their
standards. You will have to consider these little details other than your message if
you are to deliver an effective persuasive speech and achieve your speech goals.

2. Logos is the logical manner you prove your main idea through your arguments. As
cited by in Stone in 2003, Toilmen elaborated the three elements in an argument,
namely: claim, a statement that you want your audience to take in; data, the initial
evidence where your claim is grounded on; and warrant, a connector.

3. Pathos refers to your ability to make a strong emotional connection with your
audience.

Avoiding Logical Fallacies in Your Arguments

The strength of your persuasion lies in your arguments and the pieces of evidence that
you use to support them. However, when you write your arguments, you must avoid
misleading statements and logical fallacies. These are statements that may appear to be
factual or convincing. However, if you are to dig deeper, you will know that they are far from
being so. Study the following common fallacies below:

Logical Fallacies

Ad Hominem Another term for it is character assassination or poisoning the well. Instead of
presenting arguments to dispute what another person is saying, one resorts to
attacking the person making the argument.
1. Person A: Vaccine A is good enough.
2. Person B: Why should I believe you? You are a senseless paid troll!
Ad Misericordiam This is also known as an appeal to pity, which is no argument at all.
1. In a job interview, the applicant says, “I have ten kids who stopped school.
I also have no way to feed them. Please hire me!”
Ad Populum This follows the contention that since the majority believes on it, then it must right.
1. Everyone takes out a loan to buy a car, so you should too.
2. None of the cool kids wear helmets when they ride bikes. You should take
yours off.

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 Types of Speech

Logical Fallacies

Petitio Principii This is referred to as circular reasoning. Nothing new is added to the argument.
1. Lion King is an excellent film because it has excellent animation.
2. Cleanliness is the act of being clean.
Ad Ignorantiam The absence of proof does not prove its non-existence.
1. No one has seen God; therefore, God does not exist.
2. There are no documents to demonstrate that my client is engaged in corrupt
and illegal practices. Hence, my client is not guilty.
Post Hoc Ergo A fallacy that connects two unrelated events to explain its occurrence.
Propter Hoc
1. I passed the bar exam because I used my lucky pen.
2. Jeffrey is expecting some cash since his palms are itchy.
Ad Baculum Ad Baculum refers to the use of force or one’s authority for another person to
accept one’s argument.
1. I am your mother; do as I say.
2. Manager: “Should I remind everyone who is in charge here?”
Advantage The fallacy of Advantage is committed when one forces another person to concede
against his/her will in exchange for something beneficial.
1. Do not the tell the higher ups about this; otherwise, I will have to fire you. (The
advantage offered is keeping one’s work.)
2. Don’t say there is money involved. That is if you are still eyeing for that
promotion.
Composition The fallacy of composition is committed when what is true to the individual parts is
inferred to the whole.
1. Aina is a Filipina domestic helper. All Filipinas are domestic helpers.
2. Mr. Villar is a successful business tycoon with the right business mindset. All
entrepreneurs can become multi-millionaires with the right business outlook.
Division Meanwhile, division is an informal fallacy that takes place when what is true to the
whole is assumed to its individual parts.
1. I see you came from a family of doctors. How come you’re not a doctor?
2. That class is weird; that makes you weird, too, since you belong to that class.
Amphiboly The fallacy of amphiboly occurs when the sentence is unclear because of faulty
syntax or errors in grammar.
Walking down the street, the car passed by.
Accent In a fallacy of accent, the sentence can be interpreted in different ways, creating
confusion to the reader.
Let’s eat Grandma. (The absence of a comma changes the meaning.)
A woman, without her man, is nothing. A woman: without her, a man is nothing.
Equivocation Meanwhile, the fallacy of equivocation is committed when a key term is used more
than once in an argument and which refers to different meanings, resulting to
ambiguity.
I was told to have faith in God, and so I try to exercise my faith whenever I can. I have
faith in my father’s doctors; they are the best in town. That makes me a faithful person.
Accident and Fallacy of accident occurs when a general rule is applied to every situation even
when it is an exception to the rule.
Exercise makes everyone healthy. (This rule is applied even to those who have heart
failure.)
Converse Accident Fallacy of converse accident, also known as hasty generalization, is committed
when a rule that is meant for exceptional cases is applied to all situations.
Senior citizens are at home during the lockdown. Therefore, senior citizens prefer indoor
activities.

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 Assess 43: Persuade Me, If You Can

Name: Score:

Section: Date:

Assess 43: Persuade Me, If You Can

A. Which among the listed questions of fact fits as an appropriate topic to be considered
in a given speech context? Also, provide an explanation for your choice.

1. Audience: Grade 11 students of a non-sectarian international school in a Muslim

populated

a. Why do women rarely occupy managerial positions than men in Arab countries?

b. Why is praying in between class periods beneficial to students?

c. Why you should recycle?

d. How does music or media influence high school students’ psychological and
mental development?

2. Audience: Fourth year Pharmacy students on a public forum on health care reforms
in the country.

a. How does the Philippine government address the health care crisis in the
country?

b. Which drugs are currently listed as harmful substances in the market?

c. How can World Health Organization work towards a sustainable health

coverage?

d. How can the health services of the country be made more accessible and
affordable in order to respond to the ever-growing health needs of the people?

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 Assess 43: Persuade Me, If You Can

B. Given each of the following topics and purpose of a speech task, provide three
supporting ideas.

Topic: Unidentified flying Object (UFO)

to persuade
General Purpose of the speech:

Specific Purpose/main idea of the speech: to persuade skeptics on the existence

of UFO’s and their increased activity in the planet Earth over the years.

Supporting Ideas:

1.

2.

3.

Topic: Genetically Modified Product (GMO)

General Purpose of the speech: to persuade

Specific Purpose/main idea of the speech: to persuade high school students on the
hazardous impacts of GMOs to the environment.

Supporting Ideas:

1.

2.

3.

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 Assess 44: On Propositions

Name: Score:

Section: Date:

Assess 44: On Propositions

Read each of the following propositions. Determine whether the proposition states a fact,
value, or policy. Write your answer on the space provided.

1. Using solar energy can save us money.

2. Elected government officials are more efficient than appointed ones.

3. The imposition of a military program in universities instills discipline

and nationality among the students.

4. Car seats for children must be mandated by law in the Philippines.

5. It is unethical for teachers to require their students to buy books that

they co-authored.

6. Universities must adapt a zero-tolerance policy on cyberbullying.

7. Academic freeze should be observed in times of pandemic.

8. A federal form of government will help lift the country from poverty.

9. It is beneficial for children to grow up without the use of gadgets.

10. It is unfair for middle income families to pay a large amount of tax.

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 Assess 45: The Value of Persuasion: Propositions of Value

Name: Score:

Section: Date:

Assess 45: The Value of Persuasion: Propositions of Value

Fill in the table with the information required in preparing a persuasive speech on
proposition of value.

Questions of Value What is my stand on

Evidences/
that I believe and this? What are my How can I support
arguments to
consider relevant initial beliefs/value my stand/claim of
support my stand/
and interesting to judgment on this value?
claim of value.
my audience given topic?

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 Assess 46: Organizing my Claim of Value

Name: Score:

Section: Date:

Assess 46: Organizing my Claim of Value

Choose among your questions of value that you want to continue working on for your
persuasive speech on claims of value. Then, work on an outline by filling in the necessary
details below.

Topic:

General Purpose of the speech:

Specific Purpose of the speech:

Three Main Points:

1.

2.

3.

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 Assess 47: Persuasion is the Best Policy

Name: Score:

Section: Date:

Assess 47: Persuasion is the Best Policy

Which among these policies Which among these policies

Policies existing in your should be continued and should be stopped totally?
neighborhood, school, town, reinforced? (Choose only (Choose only one)
city, or country one) State your 3 main State your 3 main reasons
reasons why. why.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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 Assess 48: Organizing Your Claim of Policy

Name: Score:

Section: Date:

Assess 48: Organizing Your Claim of Policy

Topic:

General Purpose of the speech:

Specific Purpose of the speech:

Three Main Points:

1.

2.

3.

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 Types of Speech

¯¯Abridge

• Persuasion, especially involving a higher demand of change among the intended

audience, often requires a formal manner of transmitting the intentional message
of change through persuasive speeches.
• Propositions of fact, value, and policy are the different types of persuasive
speeches.
• Selecting your topic also includes knowing what your audience thinks about it as
their perception will affect the effectiveness of your speech.

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 Special Occasion or
3
LESSON

Ceremonial Speeches

¯¯Aspire
Learning Competency

At the end of this lesson, you should be able to:

1. differentiate speeches for special occasions;

2. determine different types of humor and how to incorporate them in your speech; and

3. prepare and deliver a speech for special occasions.

¯¯Assert

Recall unforgettable speeches you have heard that made such an impression on
you. These speeches may be presented by well-known people or those you met in a
meeting, a party, an important event, etc. List them down and write down a striking
quality for each of these speeches that make them memorable for you.

Unforgettable Speeches Striking Quality of the Speech

¯¯Acquire
After learning about persuasive speeches and persuasive strategies that include pathos,
logos, and ethos in the previous lesson, it is time to see the lighter side of public speaking.
These speeches bring us to wonderful moments shared with important people like accepting
an award, commemorating an event, finally earning that university degree, roasting for a
friend who made it big in his or her chosen field, a wedding toast, saying goodbyes,
welcoming another milestone, and what not.

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 Types of Speech

Often, we find ourselves in these wonderful occasions, delivering entertainment

speeches, welcoming an important guest, motivating a group of people, presenting an
award, or opening an important event in artistic and eloquent ways.

Being invited to speak in these wonderful occasions is but an honor, as we are directly
contributing to the success of these delightful events. Also, by gracing them, we are able to
maintain healthy relationships with peers, loved ones, colleagues, neighbors, and with
others who are to be part of our lives. Effectively preparing and delivering these types of
speeches would likewise open a multitude of opportunities for us, for in these social events
we are to encounter new friends, partners, employers, or mentors who will possibly and
positively open horizons for us and bring us to places we can hardly imagine.

1. Inspirational speeches are delivered for the main purpose of uplifting the listeners
and providing them with the desire and confidence to face difficulties and realize
their goals. The audience are likewise convinced that they can succeed and are able
to reach what they aim for. Most often, success stories of ordinary or well-known
people in history are incorporated in these speeches. In doing so, the audience is
able to relate their personal experiences with successful people who appeared to be
like them in the beginning—struggling, almost hopeless, dejected, a failure.
Similarly, the audience are made to believe that they, too, can achieve what
successful people have attained given the right effort, will power, and perseverance.

An inspirational speaker must show that he or she is credible and is passionate

about what he or she is talking about.

The Basics of an Inspirational Speech

In order for you to successfully motivate your audience, your inspirational

speech must have the following elements:

1. Confidence – The audience must see your emanating confidence, as you

cannot inspire if you do not appear confident and self-assured. Be reminded
how body gestures can send messages. You have to maintain a self-assured,
confident, powerful posture and at the same time you have to evoke
compassion.

2. Optimism – Positivity must be the main tone of your speech. When you
appear optimistic, your audience will find you credible and will be drawn to
you. You have to make your audience feel good about himself or herself.
Give listeners hope.

3. Feasible Goals – The listeners are persuaded that the objectives are
attainable and realistic.

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 Special Occasion or Ceremonial Speeches

4. Passion – Zealousness or passion must be readily felt by your audience as

you deliver your speech. They must be able to see your conviction and
eagerness as you appeal to their emotions.

In order for you to successfully motivate your audience, your inspirational

speech must have the following elements:

The Basic Structure of an Inspirational Speech

Opener/ Arresting Statement Icebreaker or attention grabber

Introduction State what the speech is about and your key points.
Establishing Credibility/ Include evidences, facts, statistics, anecdotes, quotes, and
Expertise personal experiences to make the audience believe in you.
Include optimism and positivity by providing examples
The feel good factor and
how difficulty and challenges can be overcome and tough
feasible goals
realistic goals are achieved.
Reinforcement Repetition of important points covered
Conclusion State a memorable positive statement.

The following are different kinds of inspirational speech delivered in various

occasions.

A. A commencement speech, congratulatory as its main feature, denotes an

important milestone among graduates as diplomas are to be given in a
commencement exercise or a graduation ceremony, and it commemorates
the beginning of a chapter in their lives. It is delivered by a famous speaker,
who has gained distinction for his/her work either in the national or
international level. Often, pressing national and international concerns are
included in the speech, which prompt graduates to a particular action.

B. A commemorative speech, evoking strong emotions from the speaker and

the audience, is delivered to honor, remember, or immortalize people or
significant events.

Five Famous Inspirational Speeches

1. Steve Jobs: Stanford University Commencement Speech, 2005

2. Barack Obama: Keynote Speech, 2004
3. Baz Luhrmann: ‘Everybody’s Free (To Wear Sunscreen),’ 1999
4. Randy Pausch: ‘Achieving Your Childhood Dreams,’ 2007
5. Robin Roberts: Arthur Ashe Courage Award Speech, 2013 ESPYS
*** You may also find this speech by a UP student inspiring: http://www.philstar.com/
arts-and-culture/2016/07/11/1601462/best-student-speech-ever

1. Dedication is a commemorative speech designed to honor an

individual, a group of people, or an important event.

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 Types of Speech

2. Eulogy is another commemorative speech delivered to honor the

memory of an individual who has recently died, focusing on his/her
good deeds, feats, and accomplishments, celebrating his/her life as a
whole.

C. Another commemorative speech is a keynote speech, which is delivered in

conferences, conventions, exhibitions, symposiums, or a large assembly of
people with common interests by a reputable person, an expert in a
particular profession. The speech may recount the organization’s mission
and vision, its history and accomplishments, foresee trends and envision
the organization’s direction, and incorporate the theme of the event with
the main message.

2. A speech of introduction makes known the main speaker of the event and
encourages the audience’s engagement to the speaker (O Hair & Stewart, 1999, as
cited in Scholl, 2003). This is a short speech as the one introducing the speaker
should not take the attention away from main speaker. The speech includes the
following: brief background of the speaker, introduction of the speaker’s topic or
speech, and a move from the speaker to welcome the main speaker.

3. A toast is a tribute to a person, couple in a wedding, or an event given at a precise

time when everyone is around, seated after dinner, or has been already given a
drink. The person giving or offering the toast should exhibit spontaneity and a tone
of confidence, which can be achieved when the speaker is appropriately just being
himself/herself. The toast should be brief, a positive statement, spontaneous, and
not forced. You can start by introducing yourself briefly and focusing on the chief
reasons for the toast. Afterwards, express a wish/hope for the honoree or the
parties/organizations gathered for the event. Match your tone with the mood of the
gathering.

4. A roast is a tasteful and good-natured banter or joke on the honoree of the speech.
It may also include genuine praises and honor to the guest of honor/honoree. The
guest of honor is surrounded by friends, fans, family or, supporters who will also
give him/ her the same kind of fun treatment.

5. A speech to present an award presents a person who has an award and recognizes
his or her achievement. The following are essential parts of the speech: striking or
relevant information of the recipient of the award and the relevance of the award
being given. The speaker can also make the event more meaningful to the award
recipient and the audience.

6. A speech to accept the award is delivered immediately right after the award is
given.

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 Special Occasion or Ceremonial Speeches

The award recipient should be able to show humility, grace, and gratitude especially
to those who are instrumental in his/her winning. The list of people to thank for
should be carefully thought of and should not miss out anyone.

7. Entertainment speeches are designed to entertain, amuse, humor the audience

most often in various social events, namely, organization meetings, dinner, parties,
holidays, parties, weddings, and ribbon cuttings.

It is a lot easier to gain the audience’s sentiments, have them in tears, or convince
them to act on a particular cause than to entertain them. With this stated,
entertainment speeches are harder to prepare and to pull off than it is for the
informative, inspirational, and persuasive speeches. The entertainment speaker
has to connect with the audience in the cognitive and affective level in such a way
that the listeners decide among themselves to lower down their defenses, not to
take themselves seriously, allowing themselves to be entertained. An entertainment
speaker has to concentrate on the audience’s feelings and emotions and to entice
them towards his or her goals and objectives.

Preparing the Entertainment Speech

The most common misconception on entertainment speeches is that it has to be funny
or comical to be considered entertaining (Monroe, 1955). Humor, though, is an important
part of entertainment speech as it makes your message engaging and helps you create
rapport with your audience. Humor not only lightens the tone of your speech, but more
importantly it is used to enhance your message and send your point across (Schall, 2003).
Julian C. Schall (2003) in her book chapter entitled ‘Special Occasion Speaking’ enumerated
common verbal humor that you can include in your entertainment speech but should be
well-thought of and used carefully, to wit:

Common Types of Verbal Humor

Anecdote Interesting stories told to help the speaker make a point.

Aside A statement added as an after-thought appearing as though the speaker said
something that reminded him/her of the aside
Banter Good natured teasing done back and forth with another person, sometimes with
an audience member
Blendword The combination of two words to make a new word: murse for ‘man’ and ‘purse’
Blunder Witty ways of making a mistake or verbal faux pas
Conundrum A word puzzle that has a pun for an answer; e.g. cows wearing belts because their
horns do not work.
Freudian Slip A humorous statement that appears to come spontaneously, but it really reflects
the speaker’s subconscious.
Hyperbole Excessive exaggeration.
Irony Words or statement used to reflect the complete opposite of their original
meaning.

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 Types of Speech

Common Types of Verbal Humor

Joke A short anecdote that has a funny twist at the end.

Parody A humorous version of another writing or speech
Recovery The appearance of a blunder that the speaker quickly corrects, in an attempt to
save himself/herself.
Repartee Clever or witty retorts, often in the form of insults
Satire Humor that is critical or makes fun of something
Situational Humor Humor that comes from the speaker’s own personal experiences
Understatement Intentionally down-sizing something to make it appear smaller or less severe

In preparing entertainment speeches, the most important thing you have to do is to

assess your audience by knowing their preferences and their level of sophistication.
Afterwards, choose your main theme and work towards choosing an appropriate topic that
is good-natured, fun, and is appropriate to your personality.

Three Important Features of Your Theme

Positivity/Optimism The tone must be light and good-natured.

Simplicity Un-complicate your point. Work towards one to two main points and have
your listeners understand them easily.
Lively Choose a theme that can be illustrated with a few interesting puns and
humor.

Organizing Your Entertaining Speech

Opening: an anecdote that directly relates to your purpose and audience.

Short explanation of your anecdote.

Demonstrate how your speech will be organized around this point.

Consider adding more anecdotes.

Restate your main point.

End with a memorable anecdote

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 Assess 49: Looking Into Inspirational Speeches

Name: Score:

Section: Date:

Assess 49: Looking Into Inspirational Speeches

Watch a speech online that you find most inspirational. Afterwards, figure out the
different parts noteworthy to be emulated in your inspirational speech activity and fill in
the table below.

Title of Inspirational Speech:

Opener/
Arresting
Statement

Introduction

Establishing
Credibility/
Expertise

The feel good

factor and
feasible goals

Reinforcement

Conclusion

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 Assess 50: Giving Effective Oral Presentations

Name: Score:

Section: Date:

Assess 50: Giving Effective Oral Presentations

A group of 4-6 members shall prepare a 10 minute oral presentation of a journal article
related to their chosen strand: Business, Humanities, Science and Technology, or PES.
Choose relevant information to include in the presentation and use appropriate visuals.
Be ready to answer questions from the class after the presentation.

Exceeds Standards Meets

Emerging (2) Attempting (1)
(4) Expectations (3)
Subject Shows mastery in Shows precise Shows some Shows little
Matter the chosen topic and objective knowledge on the knowledge of the
knowledge of the topic. topic.
topic.
Organization Main points are Most points Some points are Points mentioned
coherent and covered are mentioned but are are incoherent, not
logical; transitions coherent and not supported in logical; little to no
are smooth. Careful logical. Transitions the material. There transitions us used.
summary and are somewhat is an attempt to use
synthesis are done smooth. transitions.
Voice Maintains effective Often tries to Shows little No voice variety
modulation and modulate and vary voice variety and and modulation;
variation of voice voice but some are modulation. speaks in a
which add to the not effective. monotone.
overall message.
Language Use Makes use of A few lapses in Some lapses in Major lapses in
effective grammar grammar and grammar and grammar and
and vocabulary. vocabulary. vocabulary. A lot of vocabulary that
Most jargons are Some jargons are technical terms are affect the message
simplified. simplified. mentioned in the imparted and
report. the audience’s
understanding of
the report.
Visual Aids Creatively and Adequately and Some visuals are Visuals are not
systematically effectively uses not related to the appropriately
uses visual aids to visual aids and topic and can be chosen to the topic.
reinforce the main other methods of distracting.
ideas. delivery
Appearance Speaker exhibits Speaker appears Speaker’s Speaker shows no
confidence and confident and nervousness affects confidence and
credibility. has somewhat the conveyed credibility.
established message. He/she
credibility presents ideas
hesitatingly and
has little credibility.
Total

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 Assess 51: You Can Try to Persuade Me

Name: Score:

Section: Date:

Assess 51: You Can Try to Persuade Me

Advocacy Campaign Speech

Memorized Speech

A group of 4 to 6 members shall prepare a 5–7–minute advocacy campaign speech,

focusing on national or international issues that our country or the world now faces. It
must have a call to action. It must also be memorized and choreographed similar to a
speech choir to gain and sustain the audience’s attention and hopefully encourage them
for a call of action at the end of the speech activity.

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 Assess 52: Speaking in Special Occasions

Name: Score:

Section: Date:

Assess 52: Speaking in Special Occasions

Speaking in Social Events

General Objective: deliver a highly organized speech about a person or event

Speech Type: Presenting and Accepting an Award

Create an award to present and accept an award. Be able to set the tone
or mood in class.

Speech Duration: 2 to 3 minutes Presenting an Award, 2 to 3 minutes Accepting an Award.

Variation: Presenting the speaker and Keynote Address

With a partner, present the guest speaker to give the keynote address.
The partner will deliver the keynote address immediately after.

Speech Duration: 2 to 3 minutes presentation of guest speaker, 3-5 minutes – keynote

address.

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 Special Occasion or Ceremonial Speeches

¯¯Abridge

• The most common purposes in a speech act are as follows but are not limited to:
1. to inform, 2. to persuade, 3. to entertain, and 4. to inspire. Each purpose is a
particular speech type.
• In preparing the informative speech, a balance of quality over quantity of
information must also be maintained by choosing and highlighting not more than
5 key points, which are emphasized and repeated by giving specific examples.
• It is important to conduct an audience profiling in presenting a persuasive speech
to know the temperament of the people on a given topic.
• Speeches for special occasions are speeches that we all encounter doing; it can be
prepared and rehearsed before the event.

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 Speeches According to
4
LESSON

Speech Delivery

¯¯Aspire
Learning Competency

At the end of this lesson, you should be able to:

1. use principles of effective speech delivery in different situations; and

2. use principles of effective speech delivery focusing on

a. articulation

b. modulation

c. stage presence

d. facial expressions, gestures, and movements e. rapport with audience..

¯¯Assert

The context of each speech activity is illustrated below. From what you learned,
list down the important aspects of speech preparation that the speaker should
consider in order for him/her to have an effective speech delivery.
1. Julia made it in a competitive international scholarship interview. She had
reviewed what she wrote in her application form and had prepared a
proposal she committed to do for her country if she would be the recipient of
the prestigious scholarship. What else would she had done to ace that
interview?

2. Mark, Vincent, Angela, and Tyron made it in an international scientific

conference in Singapore. Mark prepared the slides of their presentation and
included most of the contents of their research as he said all details were
important. How could they improve their oral presentation?

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 Speeches According to Speech Delivery

3. Leni, Jeff, Trina, and Jacob were asked to prepare a 7–minute advocacy
speech on a topic of their choice. They conducted their initial research and
gathered relevant documents to prepare their speech. What should they
have done before conducting the research?

4. You have an oral report to present next week on the benefits of Cannabis in
cancer treatment to a group of people entirely negative on the legalization of
marijuana. How must you prepare your speech so that your audience does
not dismiss your point?

5. Leila has an important speech on the history of Philippine Visual Arts to

deliver for the National Arts Day in Philippine International Convention
Center next week. She is anxious she would forget some lines if she were to
memorize her speech word by word. At the same time, she worries that she
may say the wrong words if she does not write her speech from start to end
and merely rely on an outline and some key words n her note card. What can
you suggest her to do to have an excellent presentation?

¯¯Acquire
The previous lesson gave you an overview of the different purposes a speech is
presented for—a particular social event, important interaction in the workplace, or
professional growth and continuing education in seminars, trainings, and others. You may
see yourself preparing and delivering significant speeches before a big audience, such as
welcoming a keynote speaker, presenting an award, a roast, or a toast for your friend. At this
time, you may have carefully chosen your topic, outlined your main points, selected the
most appropriate speech organization, and have known that your speech is done perfectly.
However, as speeches are meant to be presented and not to be read by your audience, you are
not yet completely prepared for your speech activity. What is just as important is rehearsing
the delivery of your speech as this gives life to your manuscript.

Speech delivery is a carefully rehearsed and practiced presentation of the speech you
wrote, and what your audience sees, perceives, and remembers in totality that includes
what you convey to them both verbally and non-verbally.

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 Types of Speech

This lesson will provide you guidelines on how to ace that speech delivery. First, you
will have to know which method or style of delivery is most appropriate for your message,
intended purpose, audience, and the context of your speech activity.

The following are styles or methods in delivering a speech:

1. Manuscript Style

From the word manuscript, the mode of delivery entails having to read from your
prepared speech. You may look at your note cards, printed speech, or from your
tablet from time to time as you deliver your speech. The manner of delivery is
similar to newscasters reading from a teleprompter as they provide important
events of the day. You may ask when this style of delivery is used. Just as newscasters
are limited with airtime as it is costly, and the information to be given, such as
names of important or concerned people, must be accurate, the manuscript method
serves these particular constraints.

This style of delivery may also be familiar to you as you recall watching the
inaugural speech of our newly installed president. As the new president stated his
platforms, policies, his important methods of governance, and chosen direction for
the country, it is vital that he did not overlook crucial points, and he did prudently
choose the right words and conveyed the right tone. The president could not be
found faltering in the kind of message he sent across; otherwise, he would be
subjected to criticisms in the next day’s paper, and the confidence in his presidency
would be put to a risk. This could mean a plunge in the stock market, a destabilization
from those who are convinced that he is not a capable leader, leading to a messy
turbulent state of affairs. Hence, when conveying an impeccable message is of
utmost concern, reading from the manuscript is the most apt delivery style.

If you have watched the movie ‘The King’s Speech,’ you will note that every word of
the King’s speech and the powerful and eloquent fusion of his words in his speech
created a symphony of hope and strength to his listeners who were at the brink of
drudgery and misery brought about by the horrors of that unavoidable war.

2. Memorized Style

Nowadays, the memorized style is used for very short speeches, such as those
delivered in presenting awards, in welcoming remarks, opening an important
event, and other special occasions. The speech is first written and memorized word
by word. If delivered effectively though this is the most difficult to pull through,
this style creates an illusion that the speaker is presenting his or her ideas in a
spontaneous manner; however, he or she also runs the risks of forgetting some
lines and awkwardly remembering and picking it up in front of the audience. The
memorized method is also the appropriate delivery when you have to present the

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 Speeches According to Speech Delivery

same speech for different audiences, such as in tour guides or in demonstrating a

process where your expertise is highly expected.

Previously, this method of delivery was practiced especially in oratorical and

declamation contests where speakers memorized and rehearsed famous speeches
of significant people in history. The speakers were then evaluated based on their
memory, interpretation of the text, voice and diction, facial expressions, and
gestures.

3. Impromptu

This is also known as ‘off-the-cuff’ or the ‘spur-of-the-moment’ delivery. It simply

means without prior preparation. The aim is to achieve spontaneity through a
conversational tone in expressing your thoughts and ideas. Since you are given
little to no preparation for impromptu speaking, you can know about the topic
beforehand, list down potential questions to be asked, be familiar with
organizational patterns, and try to organize your thoughts following an appropriate
speech organizational pattern.

You may have done a fair amount of impromptu speaking without you being aware
of it, such as when you are called to speak what you know about an assigned topic in
class, recap the speaker’s discussion, give your own response on an artwork, short
story, or a movie, state your progress on a project, or give feedback on your peer’s
oral presentation.

Its essential parts are a shortened version of common prepared speeches, which are
as follows:

Important Parts of an Impromptu Speech

1. Attention Getter – It can be an arresting statement, a rhetorical question, a tasteful

humor, a statistics, a narrative or an anecdote.
2. Thesis – State your main point, argument, or contention.
3. Response – A preview of main points that support your thesis.
4. Example – Provide evidences to support your claim.
5. Memorable Conclusion/Clincher (Relate conclusion to your main point.)

You can also organize your ideas and thoughts through these organization patterns:

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 Types of Speech

PREP it!

POINT – State the main point of your speech.

Example: I believe that the Philippines is not ready to engage in a war with China in relation to the
South China Sea territorial dispute.
REASON – State the reason/s why you believe this as true.
Example: As China insists on its sovereignty on South China Sea even with the tribunal’s decision
in favor to us Filipinos and does insist on going on a combat, our country does not have
adequate defence facilities to face them. Whatever we do have pales in comparison with
China’s advance weaponry and infantry.
EXAMPLE – Provide examples to support your claim.
Example: For instance, China sent fighter jets in a disputed island in February 2016, redeployed
it shortly after, and set up a highly advanced radar system. Any of these is no match to the
hand-me-down ships sent to us by benevolent industrialized countries.
POINT – Restate your main point to conclude your speech.
As you can see, our sticks and itaks are no match with China’s sophisticated defences, which they
have prepared, ages ago.

Problem–Cause–Solution

Problem: State the problem.

Example: Traffic jams in Metro Manila are getting worst.
Cause: Enumerate the main causes of the problem.
The following are the main culprits for the worsening traffic condition in Metro Manila.
1. An annual car growth is rapidly increasing to 500,000 by 2020 as reported by John
Forbes.
2. Road and infrastructure construction and maintenance are poorly planned and
improved.
3. Population and employment in the metropolitan are also speedily increasing.
Solution: Suggest ways to solve it.
Metro Manila traffic jams can be solved in these 3 ways:
1. The government should impose a stricter regulation, such as heavy taxation to motorists,
to counter the car growth surge.
2. The government should invest more on better road projects, routes, and other
infrastructures immediately.
3. Decongest Metro Manila by providing people with job opportunities outside Metro
Manila.

Challenge–Action–Result

Challenge: Identify the problem, difficulty, or challenge.

As Martin Luther King said, “Procrastination is the thief of time.” Killing time must be the hardest
challenge senior high students face.
Action: Illustrate the action conducted to overcome the problem.
As for me, I strove to change not only my daily schedule but more importantly my mindset. I see the
value of every minute and tend to look at time not as a passing unproductive hour but as a wasted
minute.
Result: Analyze the results and consequences of the action done.
Since I calculate the number of minutes I usually waste on Facebook and other social media sites
and not per hour, I am more conscious on how this eats up a large portion of my time; and hence,
I try to act on my schedule in a minute than wait for the next hour to do so. The change in mindset
definitely works.

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 Speeches According to Speech Delivery

Chronological

Past: State important events that shaped the past in relation to chosen topic.

Bilingual education in the Philippines dates back as early as 1970. However, this
was met with strong opposition especially among those who see the value of the English
language as a global language. Therefore, Filipino and English medium of instruction was
not fully implemented even before a new language policy has been introduced.
Present: Identify the changes in the present. How is it today?

Mother tongue based curriculum or multilingual education is currently adapted by

the Department of Education in the primary education. This means that core subjects will
be at first taught in the child’s mother tongue before another language is introduced. This
educational reform aims to be inclusive as majority of the Filipino children has poor access
of the English language. Hence, it is difficult for them to make sense of their learning in a
completely alien language.
Future: Determine its direction in the future.

This may be an ideal language policy for the country; however, inculturation on its
advantages among students, parents, stakeholders, and the Filipino community will take
years. Filipinos will have to understand the real dynamics at play especially in poor barrios.
Also, trainings in teaching Science and Math will have to be conducted, and appropriate
learning resources shall be invested on. It will take years or even decades for this to be fully
implemented, but if the government is truly serious and decided on the implementation of
this policy, more and more students will not be left out.

4. Extemporaneous

This style of delivery works best for every speaker. In extemporaneous style, you
have ample time to prepare for your speech; however, you do not have to write or
memorize every word that you will say. It is not a completely written speech, but
you may use notecards or cue cards, which contain an outline and key words of your
speech during your delivery. In preparing for an extemporaneous speech, you can
work on the outline of your message and familiarize yourself with the structure of
your speech. Also, the more knowledgeable you are on your topic, the more
confident you will be. Hence, gather as much verifiable and accurate information as
you can. As you rehearse, you can record your voice through a device as you recite
your speech following your outline. Talking yourself towards the end of your speech
goals helps you avoid being trapped with written words. Remember rehearsing on
your feet at least six times, editing your notes after assessing your audio recorded
material. The more you practice, the better your speech delivery will be.

Easy Preparation for Extemporaneous Speaking:

1. Analyze the extemporaneous question/s you have to work on. Mostly, they are
questions of fact, value, and policy:

a. Questions of fact

Why is China insistent on its claim on the contested South China Sea?

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 Types of Speech

b. Questions of Value

Can we blame the government for actively naming generals and other
government leaders who boldly promote crime and corruption to protect their
personal interests?

c. Questions of Policy

How can the government reduce the gap between the haves and the have-nots?

2. Identify your purpose. Is it to inform, entertain, or persuade? Decide what your

message is at once.

3. Stick to your topic, research, and organize.

4. Refrain from memorizing what you will have to say.

5. Have a strong and confident introduction, as everything else you will have to
say follows from this. You can plan your introduction carefully though
remember you have to refrain from memorizing.

6. Remember to add transitions as you proceed from one point to another.

7. Be flexible. You can adlib some phrases from time to time as that helps you
create that spontaneous/natural feel.

8. Finally, all is well that ends well. Think of a good conclusion that briefly
summarizes your main points.

Organizing Your Extemporaneous Speech

Introduction: State an attention grabber. Afterwards, connect attention grabber with the
question you are attempting to answer. Then, provide a brief background/preview of what
you are to talk about by reading your question, which is followed by your thesis. Finally,
provide your audience reasons why your topic is timely and relevant.
Body of the Speech: State Main Point 1
Sub Point 1
Sub Point 2
Transition
State Main Point 2
Sub Point 1
Sub Point 2
Transition
State Main Point 3
Sub Point 1
Sub Point 2
Transition
Conclusion: Restate the question, your main points, and highlight your stand/position.
Afterwards, you can relate it to your attention grabber and close.

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 Assess 53: Looking into Manuscript Delivery

Name: Score:

Section: Date:

Assess 53: Looking into Manuscript Delivery

Fill in the table with each of the following information asked.

Manuscript Delivery

Suggested ways of
Occasions
delivery addressing
Advantages Disadvantages manuscript delivery
the disadvantages
is the best option
you noted

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 Assess 54: Getting into Patterns

Name: Score:

Section: Date:

Assess 54: Getting into Patterns

Match the impromptu prompt with the appropriate organizational pattern. Write your
answer on the space provided. Also provide a brief explanation for your answer.

Prompt Organizational Patterns

1. If you were to choose a

period or era in history
to be born in, which
period would that be?

2. For you, which is the

root cause of all social
evil: – money, power, or
illiteracy?

3. If you can change

anything in the world
today, what would that
be?

4. How do you think we

can solve the increasing
crime rates in the
country?

5. What do you think is

the main problem that
our new president
should address
immediately?
6. How can we end
terrorism?
7. For you, does
information technology
bring in healthier
personal relationships
or not?
8. Suggest ways to your
peers on how to
maximize your use of
gadgets.

9. Are you in favor of the

3-child policy to counter
overpopulation in the
Philippines?

10. Should the church be

separated from the
state? Why or why not?

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 Assess 55: Extemporize it!

Name: Score:

Section: Date:

Assess 55: Extemporize it!

Following the sample outline page 164, prepare an extemporaneous speech from any of
the prompts listed below:

1. How can small scale businessmen in the Philippines compete favorably alongside the
strong international ASEAN companies with our membership in the ASEAN Economic
Community?

2. Comment on the ethical and moral issues surrounding the advances done on gene-
editing technology, namely, genetic discrimination.

3. Give your insights on the control of power among all the nations in the world especially
among highly industrialized countries, such as USA, China, Russia, and others in order
to avoid the rise of war among countries and allies.

Organizing Your Extemporaneous Speech

Introduction (attention grabber):

Body of the Speech: Main Point

Sub Point 1

Sub Point 2

Transition

Main Point 2

Sub Point 1

Sub Point 2

Transition

Sub Main Point 3

Sub Point 1

Sub Point 2

Transition

Conclusion:

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 Assess 56: Take it to the Media: Lights, Camera, Action!

Name: Score:

Section: Date:

Assess 56: Take it to the Media: Lights, Camera, Action!

• Type of Delivery: Manuscript

• Type of Speech According to Delivery: Informative

• Content: News Report on a Chosen Current Event, Global or National Issue

• Speech Content Qualities: Include only accurate, precise, ethical, verifiable, and
objective information.

• Add On: Include 1-3 visual aids in the form of chart, graph, or images to make your
speech interesting. However, do not include another video.

• Speaker Traits to Establish: Credibility and Confidence

• Rubric for Assessment: Please refer to Get Deeper Rubric

Watch news reports from BBC or CNN. Notice the newscasters’ voice projection,
facial expressions, and audience rapport despite having to read from a teleprompter. In
a group of 3-4 members, prepare a 5-7 minute news report video on your chosen
relevant current event, national, or international issue that we now face. You should
only discuss one current event, global or national issue and discuss it in detail. Your
videos must be in VLC or mediaplayer format. Save your video in a USB with your family
name in capital letters followed by your given name and section as the file name. e.g.
FERRER SANTIAGO TY 1 ABM 16

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 Assess 56: Take it to the Media: Lights, Camera, Action!

Rubric on Assess 56: Take it to the Media: Lights, Camera, Action!

Needs
Choice of Topic Excellent (4) Good (3) Fair (2) Improvement
(1)

Opening and Clearly and Established the The audience had Unfocused
Intro immediately main the idea of an idea what to introduction, the
established the the presentation expect; however, audience did not
main idea of the at the end of the the introduction know what the
presentation, introduction, did not establish main idea is.
gained the some points made the main idea.
audience attention did not directly
contribute to
the main idea,
gained audience
attention.
Content (x2) Showed careful Almost all of It is hard to Lacks synthesis
and thorough the information distinguish of information; it
synthesis gathered are evidences from is just a cut and
of accurate, precise, accurate, assumptions and paste of imprecise,
objective, objective, interpretations. inaccurate, biased,
verifiable, and verifiable, and Some information and unethical
ethical information ethical. However, are inaccurate, evidences. It
and evidences some evidences unethical, biased, is not clear if
are off tangent and unethical. information
and are not given is an
separated from assumption or an
assumptions and interpretation.
interpretations.
Organization Clarity of main and Main points Main points can Unclear main
supporting ideas are adequately be drawn by the points, no logical
is established, established; audience but flow of evidences,
smooth and logical however, lacking are not clearly jumps from one
organization of some transitions. established; idea to another.
ideas. almost no Connection of
transitions are ideas from one
used. to another is not
established.
Speaker’s Stance Speaker exhibits Speaker appears Speaker’s Speaker shows no
confidence and confident and nervousness confidence and
credibility. has somewhat affects the credibility.
established conveyed
credibility. message. He/
she presents
ideas hesitatingly
and has little
credibility.
Voice & Manner Loud, clear, Loud, clear, with Sometimes, voice Voice is hard
conversational some pauses is loud and clear. to hear or
with the to gather facts/ Other times, understand,
right pauses; information. audience has a little to no voice
movements Movements hard time picking variety/projection,
emphasize/ somewhat up what was said. movements
reinforce the reinforce the main significantly
A few movements
point. Well- points. Good voice distract the
reinforce key
rehearsed. projection. audience.
points but most
Excellent voice
of the time
projection.
distracting.
Acceptable voice
projection.

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 Assess 56: Take it to the Media: Lights, Camera, Action!

Needs
Choice of Topic Excellent (4) Good (3) Fair (2) Improvement
(1)

Visual Aids Chosen well and Practical figures Connection with Chosen visual aids
placed well, and but lacks some the information do not relate to
is flashed at the information, is not clearly the topic, not well-
right time with the sometimes placed established; some placed, not flashed
right transitions, well, projected visual aids are at the right time,
reinforces the almost at the not necessary, visual aids are not
main points right time but can most of them relevant.
without the need be made better, are distracting,
for explanation. supports some key too little/much
points. information.
Closure Conclusion is Conclusion is Recap is not very Recap ends
clearly stated. stated; however, clear; points abruptly, no
Recap is clear some points raised mentioned are not synthesis of main
and has tied up in recap were organized. Closure points.
important points not supported in has little to do
presented. Shows the presentation. with the topic and
effective closure Closure meets is off tangent.
expectations but
can be improved.
Video Video is complete, Video is complete, Video misses Video lacks
Completion and showing good editing is done, important important parts
Transitions editing, sound acceptable sound elements, is edited and is not edited,
and lighting, and lighting, and but has poor lights and sounds
and smooth transitions are lighting/sounds, are poorly done,
transitions, present but can be transitions are no transitions.
improved. missing.

Total = 100 pts.

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 Assess 57: Perfect Timing and Outlining

Name: Score:

Section: Date:

Assess 57: Perfect Timing and Outlining

Extemporaneous Speaking

Expert Groups are given a specific topic to work on and are tasked to brainstorm and
make an outline of their extemporaneous speech within 25 minutes. They are given resource
materials related to their topic to help them brainstorm. Afterwards, randomly, a speaker is
called in each group to present an extemporaneous speech based on their outline within 3 to
5 minutes.

Suggested Topics for the Speech Activity:

1. Should the government re-impose capital punishment?

2. If you were the president of the Philippines, would you decide to engage on war with
China?

3. What poses as the main threat to the environment of third world countries?

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 Assess 57: Perfect Timing and Outlining

Rubric on Extemporaneous Speaking

Needs (1)
Excellent (5) Good (4) Satisfactory (3) Fair (2)
Improvement
Organization The Catchy The main point The thesis/ The speaker is
introduction, introduction, is implied in the main point unclear about
body, and the main introduction; is not stated the topic to be
conclusion idea/thesis is some points and unclear; discussed; the
show an conveyed in the related to the the audience thesis is not
organic whole; introduction; main idea are can just infer; stated; points
transitions however, a discussed in a few points mentioned
from one few points the body. Some were related to confuse the
section to mentioned in are off tangent the main idea. audience. The
another are the body do not though. Most of the speech just
smooth and directly relate Conclusion is ideas discussed ends without
lead the to the topic; given but can were off achieving
audience conclusion be improved. tangent. Abrupt anything.
to a better ties all points ending
understanding. discussed. Most
transitions
make it easy for
the audience to
follow.
Delivery Voice Voice, Mostly, there Some There was no
modulation, rate, facial is an attempt movements attempt to vary
rate of expressions, to attain voice were and modulate
speaking, facial and movement projection and distracting and voice; very
expressions, reinforce the variety; facial show lack of limited eye
eye contact, message; Eye expressions confidence; contact done,
movements contact and were used facial mannerisms,
reinforce rapport may to reinforce expressions/
Movement
the message be improved. the point but eye contact
were
and are not Spontaneity some are not were not
distracting.
distracting. in delivery is consistent with established.
Tension is
Delivery is somewhat the message, Speaker has
evident all
spontaneous achieved. appearing trite some awkward
throughout the
and and rehearsed. pauses to
presentation.
conversational. There is an gather his/
attempt to be her thoughts.
spontaneous Spontaneity
but tension is is barely
evident. achieved.
Language Meets Adequately A few lapses in 3-5 lapses in More than
expectations meets the grammar and grammar and 5 lapses in
while adding standard pronunciation pronunciation grammar and
creative forms with almost were noted but were noted, pronunciation
of language no lapses in were not really which were noted
– such as grammar and distracting. somewhat and make
metaphors, pronunciation. distract the the message
puns, similes, audience. confusing;
etc. affecting the
intended
meaning.

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 Assess 57: Perfect Timing and Outlining

Needs (1)
Excellent (5) Good (4) Satisfactory (3) Fair (2)
Improvement
Content Shows excellent Topic is Topic is Topic is stated Topic is not
command adequately somewhat but is mostly discussed and
of the topic; discussed but discussed not clearly developed;
elaborates can still be though the discussed, no clearly the
main points by elaborated speaker logical flow, speaker is not
giving related by giving digressed examples given clear about
and relevant more relevant a little bit; are off key. what to say
examples; topic examples and examples given about the topic.
is thoroughly evidences. were not all
discussed. related to the
topic.

Total

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 Types of Speech

¯¯Abridge

• The following are styles or methods in delivering a speech: manuscript,

memorized, impromptu, and extemporaneous.
• The manuscript style entails having to read from your prepared speech when
conveying an impeccable message is of utmost importance.
• The memorized style is first written and memorized word by word. This is the
most difficult to pull through.
• Impromptu is also known as ‘off the cuff’ or the ‘spur of the moment’ delivery,
which means without prior preparation. Its aim is to achieve spontaneity through
a conversational tone in expressing your thoughts and idea.
• Extemporaneous style of delivery works best for every speaker. You have ample
time for your speech, but you do not have to write or memorize every word that
you will say. It is not a completely written speech, but may use notecards during
the delivery.

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 5 Principles of Speech Writing
LESSON

¯¯Aspire
Learning Competency

At the end of this lesson, you should be able to:

1. explain the steps involved in speech preparation;

2. use principles of effective speech writing focusing on audience profile, logical

organization, duration, word choice, and grammatical correctness; and

3. write and assess written speeches.

¯¯Assert

• To assess the quality of thoughts of people, don’t listen to their words, but watch
their actions.
• Statements of ordinary people are ignored like poor freebies, statements of great
people are accepted like profound philosophy.
• If you are not good at speeches, be good at your actions.
• My words are not the inspiration, I am the inspiration.
— Amit Kalantri

Some of the most powerful speeches I have given have been delivered in the
dedicated silence of my actions.
― Steve Maraboli

• Proper planning and preparation prevents poor performance.

• In presentations or speeches less really is more.
― Stephen Keague

You will die but the words you speak or spoke will live forever.
― Auliq Ice

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 Types of Speech

¯¯Acquire
In the previous lessons of this Unit, you realized that speeches could be classified
according to purpose and mode of delivery. According to purpose, speeches could be
expository or informative, persuasive, entertainment, and inspirational. In terms of mode
of delivery, they could be manuscript, memorized, impromptu, and extemporaneous
speeches.

Whatever the purpose or mode of delivery of the speech is, you must remember that
giving of speech in public may require formality. Hence, you need careful planning or
preparation to be able to come up with an effective one.

Listed below are the steps that you need to consider in speech preparation:

1. Choosing a topic.

There are three characteristics of a good topic for your speech:

a. It is timely or relevant.

b. It is a topic which most people can relate to. c. It is personally interesting to you.

A timely or relevant topic is one that is currently the talk or interest of most people
probably because they find the information about it useful for their needs or they
still have so many questions or unresolved issues about it so they talk about it most
of the time. It could be political, religious, economic, or health-related topics,
among other fields. When you talk on a timely topic, you may be able to draw the
attention of your listeners because they may still have some questions about it or
information they would like to know further.

However, there may be topics that are timely or relevant but they are so technical
that they may require certain expertise to talk about. If you feel you lack such
expertise, avoid such topics.

Finally, choose one that you find personally interesting to you because it is your
interest in it that will drive you to develop it into a good speech. You will notice that
you lack energy to work on something in which you are not personally interested.

In some instances, you might be invited by some organizations in your community

or school to talk on certain topic of interest. This means that it is the inviting
organization that will give you the topic, and you are chosen to speak about it
probably because they know your competence to speak in public and expertise on
the topic.

Which of the following topics you think are timely and relevant (put a check mark
before each letter), which ones may require expertise (put an asterisk before each
letter), and which ones are already obsolete or old?

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 Principles of Speech Writing

a. Why Duterte won the election

b. Synthetic inorganic chemistry

c. How PAG-ASA determines if there is an incoming typhoon?

d. New hope for the cure for cancer e. Causes and effects of smoking

2. Analyzing your audience

The next thing to consider is to analyze who your audience will be. Specifically, you
need to ask the following basic questions to determine their profile before you write
out your speech:

a. What is their age?

b. What is their profession/occupation?

c. What are their needs? What would they like to know about the topic?

d. What beliefs may they have about the topic?

e. What are their interests?

f. What is their religion?

g. Do they represent a particular group or affiliation e. g. religious or political

group?

There may be other questions that you need to ask about your audience. What you
need to bear in mind is that your main purpose for determining the profile of your
audience is for you to suit your speech to the type of audience you will have. For
instance, if your audience is a group of student athletes, you speech must adapt to
their level, interest, vocabulary, etc. If your audience belongs to a religious group,
you need to be careful not to offend their religious beliefs otherwise they will not
anymore pay attention to you. Please note that you run the risk of giving an
irrelevant speech if you fail to adapt it to your audience.

Can you still add to the aforementioned list of questions that may help in profiling
the characteristics of an audience?

3. Sourcing the information

To enrich the information in your speech, you need to consult some reliable
references such as professional journals, books, newspapers, magazines, etc.
Consulting other references will enable you to get an overview of your chosen topic,
determine the possible sub-topics it may have, and verify related information you
have some doubts about. Additionally, it will help you, too, to sequence or organize
the information that you need around your topic. Most importantly, you need to
consult some sources because you need information such as evidence or facts,
statistics, and other relevant information to back up what you will claim in your

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 Types of Speech

speech. Just be sure to cite the source of any idea or information that you borrow
from sources so you can avoid plagiarism, which is an act of stealing information
that belongs to others without acknowledging the source properly. Copying
verbatim from a source must be done sparingly. Instead, paraphrase or summarize
the information you have borrowed and acknowledge the source to show
indebtedness. Plagiarism is highly unethical and must not be tolerated. Schools,
colleges, and universities have serious sanctions for anyone who might be charged
of this intellectual dishonesty. In citing the sources of the information you have
borrowed from references, your teacher might prescribe a particular documentation
system such as the American Psychological Association (APA) or the Modern
Language Association (MLA).

4. Outlining and organizing speech contents

After taking down notes from sources, the next step to do is to organize the
contents of your speech. In this phase of your speech preparation, you will find that
outlining will help you a great deal to organize the pieces of information you have
gathered for your speech.

In outlining or organizing your speech contents, you must be guided by the

following considerations:

a. What is the general purpose of your speech? Is it to inform, to persuade, to

entertain, or to inspire?

b. What is the specific purpose of your speech? The answer to this question is
usually the main idea that you would like to say in your speech.

c. What are the key points that you will discuss to support the specific purpose or
main idea of your speech? It is better that these key points be previewed in your
introduction. Previewing what you will talk about enables your audience to get
an overview of your speech and allows them to anticipate your talk with a sense
of direction and purpose.

Study carefully the example that follows:

SAMPLE OUTLINE OF A SPEECH

Topic: Death Penalty

General purpose of the speech: to persuade

Specific purpose/main idea of the speech: to make the audience believe that death
penalty should not be restored because it is against the will of God, it deprives
man a second chance to live a meaningful and productive life, and it is inhuman
to die by means of electric chair or lethal injection.

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 Principles of Speech Writing

I. Introduction

A. Attention-getter: Singing opening lines from a song “Dead Man Walking”

I hear the angels talking talking talking

Now I’m a dead man walking walking walking

I hear the angels talking talking talking

Now I’m a dead man

B. Statement of purpose and brief preview of the key points to be discussed:

To persuade the audience not to allow the restoration of death penalty:

a. What the Bible says about taking away the life of a person;

b. Death penalty as depriving the person a second chance to live;

c. Inhuman ways to take away the life of a person by death penalty;

d. Concrete actions each one can do to convince the legislatures not to

restore death penalty

II. Body of the speech

A. What the Bible says about taking away the life of a person

1. Exodus 21:12

2. Proverbs 24:11

3. Genesis 9:6

B. Death penalty as depriving the person a second chance

1. No more chance for the concerned person to redeem his life

2. No more chance for the concerned person to live a meaningful and

productive life with the members of the family

C. Inhuman ways to take away the life of a person

1. The use of electric chair

2. The use of lethal injection

3. Other death penalty practices outside the country

III. Conclusion

A. Summary of the key points discussed

B. Concrete actions each one can do to convince the legislatures not to restore
death penalty

1. Lobbying at the House of Senate

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 Types of Speech

2. Campaign for raising public awareness through print, electronic, and

broadcast media

C. Closing Technique: Singing or playing the full song “Dead Man Walking”

How to Write the Introduction of a Speech

Follow these tips in writing the introduction of your speech:

1. Catch the attention of the listeners to get them to listen to you. To be able to do this, you
may employ any of the following techniques to open your speech (Antonio, Litao, &
Madrunio, 2011).

a. Asking a rhetorical question

You do not wait for an immediate response to your question because the main
purpose for asking this is to get the interest of your audience and listen to what you
will say. For instance, if the occasion on the day you are to give the speech is about
disaster preparation and rescue, you might perhaps begin your speech by asking:

“Is there anyone here in this assembly who will say he or she is not afraid if an
earthquake of 7.5 magnitude and up occurs?”

Or if your topic is about eliminating crimes in the metropolis, you might want to
ask:

Have you witnessed a crime incident and courageously reported it the police station?

b. Citing a biblical passage

Passages from the Holy Bible or any scriptures abound. You choose one that best fits
the topic of your speech. For example, if your topic is about healing, and the general
purpose of your speech is to inspire, you might want to cite the biblical passage
taken from Isaiah 41:10, which says:

So do not fear for I am with you; do not be dismayed, for I am your God; I will
strengthen you and help you; I will uphold you with my righteous right hand.

Suppose your topic is about ensuring success in school or professional career, could
you think of a related biblical passage that you can cite to open your speech?

c. Using a quotation

Just like citing a biblical passage, citing quotations from famous people such as
highly celebrated national or world leaders, heroes, politicians, TV or movie
personalities, renowned educators, philanthropists, etc., may also interest the

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 Principles of Speech Writing

audience to listen to your speech. Can you recall from your previous lessons or
readings what quotations the following celebrities were famous for?

a. Mother Theresa of India

b. Pope John Paul II

c. Obama

d. Ninoy Aquino

e. Princess Diana

d. Singing the first few lines of a song or reciting a famous poetic passage

This could be quite unusual but interesting because the audience typically likes a
speaker who is also a performer who can sing a song or recite a poem on the stage.
Surely, there may be some popular related songs or poems that you can use to open
your speech.

Which popular songs or poems can you think of for the following speech topics?

a. Forgiving and forgetting

b. The magic of love

c. The wonder of nature

d. The joy of traveling

e. The most prosperous countries

e. Telling an anecdote or a humorous story

This refers to recounting of a humorous story related to your speech. This may be
an incident that happened to you, your friends or other people. When you wish to
share those that happened to other people, be sure you make it anonymous to
protect their identity. You probably may have some anecdotes which you think can
fit well a particular occasion or topic for a speech. Can you share some of these with
your classmates now?

f. Using a startling or intriguing statement

The use of this technique is likewise useful to excite the audience and get them to
pay attention to you. Startling or intriguing statement poses surprising or
controversial information most people are not yet familiar with. Listed below are
examples.

a. “The Philippines is still one of the unhealthiest countries in Asia, lagging

behind India, Malaysia, Thailand, Vietnam and Sri Lanka” (Torres, 2016).

b. According to the Philippine Statistical Authority (PSA), data on teenage

pregnancy in the Philippines “reveal that every hour, 24 babies are delivered by

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 Types of Speech

teenage mothers. According to the 2014 Young Adult Fertility and Sexuality
(YAFS) study, around 14 percent of Filipino girls aged 15 to 19 are either pregnant
for the first time or are already mothers—more than twice the rate recorded in
2002. Among six major economies in the Association of Southeast Asian
Nations, the Philippines has the highest rate of teenage pregnancies and is the
only country where the rate is increasing, per the United Nations Population
Fund” (Van den Hor, 2014).

g. Using narrative materials taken from newspapers, television newscasts, talk shows, etc.

Narrative materials are those derived from the popular stories of a person, a group
of people, or community that have become celebrated cases or viral in social media.
They are the hot topics in most radio programs or TV talk shows because they are
able to draw human interest. These are usually success stories and have been
documented in both printed and broadcast media. Some examples are as follows:

• How Pacquiao rose from rags to riches

• How Pia Wurtzbach lost in pageants and tried again, and won the Miss Universe
title in 2015

• The Carrot Man, Jeyrick Sigmaton

• Gama Penumbra as Asia’s Got Talent winner

• The Singing Sensation Charice Pempengco

• Filipinos who have climbed Mount Everest

2. State the general and specific purposes of your speech, including the preview of the key
points that you will discuss in the body of the speech. This allows the audience to
anticipate what you are to talk about and gives them a sense of direction. Study the
following example.

Death penalty is not a new topic, but it still draws much attention from the different
sectors of our society probably because of the many unresolved issues that it brings to
every Filipino. Today, I am here to persuade you that the restoration of death penalty is
counterproductive in eliminating or reducing the incidence of crimes in our country. First,
I will talk about what the Scriptures say about taking the life of any human being. Next,
I will discuss how it deprives man a second chance to live a redeemed and productive
life. Additionally, I will elaborate on the inhuman practices in the implementation of
death penalty, and finally, I will enumerate some concrete actions we can undertake to
prevent our government from implementing death penalty.

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 Principles of Speech Writing

How to Write the Body of a Speech

Follow these steps in writing the body of your speech:

1. Recall the key points that you have previewed in your introduction and provide details
to discuss each of them. These key points are the ones that will support the main idea of
your speech. Go back to the sample outline given above. How many key points are
previewed? What are they? These are the ones that will be discussed in the body of the
speech.

2. In discussing each of the key points, be sure to guide your audience so they will not get
lost as they listen. To do this, you need to use transitional expressions or word signals
to connect your ideas from one point to the next, and even move your body or change
your use of space on the stage to mark shifts of ideas in your speech. Examples are given
below.

• Now, let me first discuss the first point of my talk.

• Moving on, I now bring you to the second point of my talk.

• I have just presented the second point of my talk. Now, please allow me to discuss
the next.

• Finally, I will now elaborate on the last point of my speech.

Can you point out the transitional expressions or word signals that will help the
listeners not to get lost as they listen to your speech? Can you also cite examples of body
movements to help indicate shifts of thoughts from one key point to the next? Show to
the class how these might be done.

How to Write the Conclusion of a Speech

To conclude your speech, follow these tips:

1. Summarize the key points that you have discussed in the body of the speech. Please be
sure that you do not discuss a new topic here. To make it simple, you may recast the
preview of the key points you mentioned in the introduction. Again, just like in the body
of the speech, you must also use some transitional expressions or word signals so that
the audience may know that you are now in the concluding part. Pay attention to the
examples below.

Ladies and gentlemen, I have just discussed why we need a change of lifestyle these days.
I first talked about effects of lifestyle on health. Then, I presented the types of diseases
that most Filipinos are now suffering from just because of undesirable lifestyles, and
finally, I discussed the financial burden these diseases may cause if we continue to
practice these modern life-threatening lifestyles.

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 Types of Speech

Can you point out the transitional expressions or word signals that indicate what the
speaker has discussed in his/her speech?

2. Try to add brief personal insights about your talk, or encourage your audience to reflect
about the implications of your speech, and move them to come up with personal agenda
to help improve their lives. For instance, if you have talked about eliminating serious
problems in our country such as graft and corruption, you might want to ask the
audience to reflect if they themselves have their own forms of graft and corruption in
their lives (in school, at home, or in the workplace) and make an appeal to action to
address these counterproductive practices.

3. Close with a technique that will make the audience remember your speech well. These
could be the attention-getting techniques that are usually used in the introduction such
as direct quote of powerful passages, singing popular songs or reciting memorable
poems, asking rhetorical questions, sharing anecdotes, and citing startling statements,
etc.

You must remember that planning and preparation will enable you to come up with a
very effective speech. As Keague (2012) pointed out, “Proper planning and preparation
prevents poor performance.”

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 Assess 58: Identifying a Good Topic for a Speech

Name: Score:

Section: Date:

Assess 58: Identifying a Good Topic for a Speech

Complete the given grid below with possible timely/relevant and interesting topic for
each subject.

Subject Topic of Interest General Purpose Specific Purpose Key Points to

or Main Idea of the Support the Specific
Speech Purpose or Main
Idea
Health How to Manage To inform To inform the 1. Causes of
Stress audience that Stress
stress is caused, 2. Effects of
which may lead to Stress on
certain diseases; it health/diseases
must therefore be caused by
managed. stress
3. Suggested
ways to
manage stress
Religion

Science

Technology

History

Culture and
Arts

Business

Sports

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 Assess 59: Identifying Quotes of Famous Personalities

Name: Score:

Section: Date:

Assess 59: Identifying Quotes of Famous Personalities

A. Listed below are quotations of famous people around the world. Complete the grid
below with the desired information.

What is/was
Who says/said Source of
Quotations this personality
it? information
known for?

1. “Is life so dear or peace so

sweet as to be purchased at
the price of chains and slavery?
Forbid it, Almighty God! I know
not what course others may
take but as for me give me
liberty or give me death.”

2. “Let us always meet each other

with a smile, for smile is the
beginning of love.”

3. “I have weighed all the virtues

and faults of the Filipinos, and
I have come to the conclusion
that the Filipino is worth dying
for.”

4. “Change will not come if we

wait for some other person or
some other time. We are the
ones we've been waiting for.
We are the change that we
seek.”

5. “Freedom consists not in doing

what we like, but in having the
right to do what we ought.”

6. “Today, the news is scandals;

that is news, but the many
children who don't have food
- that's not news. This is grave.
We can't rest easy while things
are this way.”

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 Assess 59: Identifying Quotes of Famous Personalities

What is/was
Who says/said Source of
Quotations this personality
it? information
known for?

7. “Reconciliation should be
accompanied by justice,
otherwise it will not last.
While we all hope for peace it
shouldn't be peace at any cost
but peace based on principle,
on justice.”

8. “When I despair, I remember

that all through history the
ways of truth and love have
always won. There have been
tyrants, and murderers, and
for a time they can seem
invincible, but in the end they
always fall. Think of it–always.”

9. “In the struggle for survival,

the fittest win out at the
expense of their rivals because
they succeed in adapting
themselves best to their
environment.”

10. “I learned that courage was not

the absence of fear, but the
triumph over it. The brave man
is not he who does not feel
afraid, but he who conquers
that fear. “

B. Pair off with someone and discuss with him or her what each of the listed quotations
means. Then share the insights of your partner in class.

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 Assess 59: Identifying Quotes of Famous Personalities

C. The quotations listed on pages 186–187 may be used to open or close a speech. For
each of them, think of a topic for a speech to which each quotation might fit.

Quotation No. Speech Topic

10

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 Assess 60: Watching a Video: How to do a Presentation—5 Steps to a Killer Opener

Name: Score:

Section: Date:

Assess 60: Watching a Video:

How to do a Presentation—5 Steps to a Killer Opener

Watch a video from youtube, How to Do a Presentation—5 Steps to a Killer Opener, which you
can retrieve from https://www. youtube. com/watch?v=dEDcc0aCja. Then answer the given
questions below.

1. What is the video all about?

2. The speaker mentioned the five steps to a killer opener. What does it mean? What are
these killer openers and given examples?

Killer opener means

The five killer openers and given examples are as follows:

Killer openers Examples given

a.

b.

c.

d.

e.

3. The killer openers cited in the youtube video you have just watched are other alternative
techniques you can use to open your speech. Which of them do you feel most
comfortable to use? Why?

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 Assess 61: Watching a YouTube Video: Four Ways to End a Speech with a Bang

Name: Score:

Section: Date:

Assess 61: Watching a YouTube Video: Four Ways to End a Speech with a Bang

Watch another video from youtube, 4 Ways to End a Speech With a Bang, which you can
retrieve from https://www. youtube. com/watch?v=EucZKuqaVEE. Then answer the given
questions below.

1. What is the video all about?

2. According to the speaker, what are the four ways to end a speech with a bang? Recall
also the example given for each tip.

Four ways to end a speech Examples given

a.

b.

c.

d.

3. Do you think you can adopt any of these speech endings given? Why or why not?

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 Assess 62: Analyzing Written Speeches

Name: Score:

Section: Date:

Assess 62: Analyzing Written Speeches

A. Given below are sample short speeches. Read them carefully and answer the questions
that follow.

Speech Sample 1: (Retrieved from http://www.speech-guru.com/sample_persuasive_

speech.php)

Why Email Spam Should Be Outlawed

Apart from the numerous benefits and conveniences people around the world can
enjoy due to the Internet, there are also multiple drawbacks. Not all of them are
obvious to an average user, and perhaps only professional IT workers face them from
time to time. However, there is a problem almost any Internet user has encountered at
least once in a lifetime. Unlike many people might think, spam is not just an annoying
but harmless email message; in fact, spam can be a dangerous tool capable of harming
its recipients, and should be outlawed.

Spam can cause real damage. If you wonder how a mere electronic letter can be
harmful, first recall the usual contents of spam letters. Along with intrusive
commercials and newsletters from electronic shops you have used just once, every
email user is also at risk of receiving spam letters advertising pornography, weapons,
and other questionable content. Although it might be safe in the United States of
America, the European Union, and some other western countries, it can be illegal in
more religious countries–especially in Islamic states. A citizen of such a country who
has received a spam letter with porn can be thrown in jail for nothing. A person who
never looked for such content might be accused of consuming it. This is not to mention
child pornography, which is also distributed and advertised through spam messages
(IFR).

Having to deal with spam day by day can be stressful. Even though spam messages
usually have an “unsubscribe” link, getting off a spammer’s list requires a number of
actions, such as visiting the website, acknowledging unsubscription, sending
confirmation letters, typing captcha, and so on. This might be not a problem in the
case of being a target of just several spammers; however, usually Internet users
receive dozens of spam messages daily; unsubscribing from each of them is almost
impossible. Many AOL users, who are now having hard times dealing with spam,

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 Assess 62: Analyzing Written Speeches

report they are already nearing the point when their mailboxes stop being useful for
them because of spam (Spam Abuse).

Spam can be harmful in yet another way. Rather often, spam emails contain
viruses such as trojans, worms, unblockable ads, bitcoin miners, and other malware;
opening a message with such a program can instantly damage users’ computers.
Spam is a tool for all kinds of frauds; for example, popular are inheritance frauds,
when a user receives a personalized and seemingly credible email from a lawyer (often
with a personal website and social media accounts) informing them about inheriting a
sum of money, or real estate, and requiring them to send some personal data for a
final check. Spam often advertises low quality, fake, or misleading products; various
self-improvement and plastic surgery services and products are also distributed
through spam–no need to say they deal more harm than use (FW2.com).

All these facts speak in favor of the necessity to proclaim spam illegal. A seemingly
harmless electronic message can deal real damage: involve a user in a scam;
contaminate their computer with malware, or even cause accusations in illegal
actions such as distributing child pornography. Therefore, this problem should not be
overlooked, and spam should be outlawed.
References
“Why Is Spam Bad?” Spam Abuse. N.p., n.d. Web. 15 Jan. 2016.
“Why Is Spam Bad?” FW2.com. N.p., n.d. Web. 15 Jan. 2016.
“The Real Threat Spam Possesses.” IFR.N.p., n.d. Web. 15 Jan. 2016.

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 Assess 62: Analyzing Written Speeches

Speech Sample 2: (Retrieved from http://www.speech-guru.com/sample_persuasive_

speech.php)

Career Objectives

Dear students, where are you going to be in five years? What will you be doing from
9 till 6 every day? In what sphere will you work? In other words, what are your career
objectives? Some of you must be thinking that the third year of studies is yet too early to
ask such questions. Let me assure you that it is high time to decide upon this issue.

In fact, as my 7 year-long experience as HR-manager shows, there are only two

alternatives. Either you think about your career beforehand—now!—or you graduate in
two years with an empty track record, and cling to the very first job available with the
highest salary. “Not bad at all”, some of you might think. Still, believe me that you will
soon get bored, for money is not the sense of life. When you hate what you do every day
for eight hours, when you go to work only to receive your monthly salary—your life is
not complete to say the least. I like the quotation by Elizabeth Kubler Ross who said that
“people are like stained-glass windows. They sparkle and shine when the sun is out, but
when the darkness sets in, their true beauty is revealed only if there is a light from
within” (3). The source of this inner light is love for everything that surrounds you—
your family in the first place, but also your work! It should give you delight, ensure your
professional and personal growth and provide you with a sense of achievement and
importance of what you do. Trust my experience: such people rarely get bored with
their work in the course of years and are much happier than disillusioned money-
earners.

The most difficult thing here is to find the right kind of job. Every person is unique
and is best suited to a particular sphere or position. You will never know which exactly
is perfect for you until you try. In two years you will graduate the Linguistic department.
Where will you go when the diploma is in your pocket? The earlier you start searching,
the sooner you will know the answer. Some of you will pursue the direct specialization
and work as translators, interpreters or language teachers. Others will plunge into a
neighboring sphere and will carve out a career in the tourist business, management etc.
Whatever sphere you choose, it should be your cup of tea, not just means to earn your
living or beguile eight hours of your day. I call upon you to assume an active attitude to
you career, and investigate the possible fields of interest right now, while you still have
time to be mistaken and opportunity to work part-time. Two years is the term long
enough to understand what you actually expect from your job and find at least the
direction of your path. You will know the practical advantages of a definite job—and its
drawbacks as well. The more you do now, the less confusion you’ll feel when the
university door is flung open and you are welcome to go—but where? Even small
working experience will help you to answer this question and find your true self by
becoming a skilled professional.

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 Assess 62: Analyzing Written Speeches

According to my deepest conviction, happy person is the person who always brings
his own sunshine, wherever he goes and whatever the weather. Hope to see these sparks
in you in two years by the time of your graduation. Thank you.

Now complete the given grid below with the needed information.

Rating for Rating for

Sample Sample
Speech 1 Speech 2
(1-lowest; 5- (1-lowest; 5-
highest) highest)

INTRODUCTION

The specific purpose of the speech was clearly mentioned.

There was an effective attention-getter used.

The speech had preview of the key points to support the main idea.

BODY

A transitional expression was clearly used to mark shift from the

introduction to the body of the speech.

The key points previewed in the introduction were clearly discussed

in the body (in the order they were previewed in the introduction).

There was an obvious research made to back up relevant claims

in the speech (facts, statistical figures, etc. ; sources were properly
cited.

Transitional expressions were clearly used in the body of the speech

to mark shifts of thoughts from one point to the next; the reader did
not get lost in following the flow of thought.

CONCLUSION

There was a transitional expression used to mark shift from the

body to the conclusion.

There was a wrap up of the key points discussed in the body.

The technique used to close the speech was attention-getting (and

could possibly leave a long lasting impression for the audience.)

OTHER CONSIDERATIONS:

The choice of topic was timely/relevant/interesting.

The speech material was impressive.

TOTAL =

B. Now pair off with someone to discuss your rating. For items in which you have varied
rating, be able to justify your points and convince each other to arrive at a common
rating.

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 Assess 63: Preparing/outlining the Speech to be Presented in Class

Name: Score:

Section: Date:

Assess 63: Preparing/outlining the Speech to be Presented in Class

Your teacher will require you to deliver an original speech in class. Before you do it, you
need to plan and write out your speech. Outlining your speech will help you a great deal to
make you better prepared for this activity.

1. Use the given space below to outline the speech you will give for the class.

2. After outlining, show your draft first to your peers then later to your teacher for
feedback.

3. Based on their comments, revise your outline before you write out your speech and
submit it to your teacher.

4. Write out your speech based on your final outline which your teacher has approved. Be
also guided by the criteria for grading written speech (see ASSESS 62).

5. Rewrite your speech after getting the comments and suggestions of your classmates
and your teacher.

Guides Write your thoughts/plan in this column.

Your topic
(It must be timely/relevant/interesting for you and
target audience.)
Your general purpose
(Is it to inform? persuade? entertain? Inspire?)
I. INTRODUCTION
A. Opening technique/attention-getter
(e.g. Is it use of a rhetorical question? an
anecdote? a startling statement? a story?
etc.)
B. Specific purpose of your speech/main
idea
(e.g. Stricter implementation of laws on
irresponsible or unethical use of social
media must be strengthened.)
C. Preview of the key points to be 1.
discussed.
2.
(What are the key points you can talk
about to support your specific purpose or
3.
main idea of your speech? Enumerate at
least three key points

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 Assess 63: Preparing/outlining the Speech to be Presented in Class

Guides Write your thoughts/plan in this column.

II. BODY (Discussion of key points that help

support the main idea of the speech)
A. Key Point 1 and supporting details 1.
a.
b.
c.
B. Key Point 2 and supporting details 2.
a.
b.
c.
C. Key Point 3 and supporting details 3
a.
b.
c.
D. Key Point 4 and supporting details 4.
a.
b.
c.
III. CONCLUSION
A. Wrap-up of the key points discussed

B. Closing technique to be used

(The techniques used to open a speech may
also be used to close it. Just choose one
you think is appropriate for your topic.)

C. References
(Use the proper format prescribed by your
teacher.)

Note: You are free to modify this outline depending on the length of your speech/number of
supporting details in your speech.

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 Principles of Speech Writing

¯¯Abridge

• Speech writing requires careful planning or preparation to ensure success in

delivering a speech for public communication.
• In preparing a speech, the following steps must be considered: choosing a topic,
analyzing the audience, sourcing the information, outlining and organizing the
speech contents.
• The introduction of a speech must contain an attention-getter such as the
following: use of a rhetorical question, quotations , startling statement, narrative
material, etc. Likewise, it must state the general and specific purposes of your
speech. In addition, the introduction must preview the key points that you will
take up in the body of the speech.
• The body of the speech contains the discussion of the key points which have been
previewed in the introduction. These key points should be taken up one by one,
and the discussion must flow smoothly from one to the next point using correct
transitional devices.
• The conclusion of a speech must provide a wrap up of the key points discussed in
the body of the speech. It must likewise use an effective closing technique to
leave a long lasting impression for the listeners.
• Rewriting is the key to effective writing. To polish your speech, be humble enough
to show it to your peers and teacher and get comments from them. Then, revise
your speech based on these comments and suggestions.

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 6 Principles of Speech Delivery
LESSON

¯¯Aspire
Learning Competency

At the end of this lesson, you should be able to:

1. determine principles of effective speech delivery;

2. practice voice modulation, proper articulation, and use of appropriate gesture;

3. determine effective ways to capture and sustain your audience’s attention during your
speech delivery; and

4. determine effective ways to be an effective rapport builder.

¯¯Assert

As Williamson (2014) conveyed that “the energy required to increase your

loudness should be directed to controlling diaphragm;” hence, breathing techniques
from the diaphragm would be helpful. Perform the following speech exercises as
suggested by Williamson (2014) to help you achieve voice variety in your speech
delivery:
Say it out loud with numbers:
In performing the counting exercise, Williamson (2014) suggests that if you cannot
count 1 to 10 in one breath, you can divide each utterance into a length that you find
comfortable speaking, such as counting from 1 to 5 and 6 to 10.
1. Count and steadily increase the loudness.

123 45 6 78 9 10
2. Count and steadily decrease the loudness.

1 23 456 78 9 10

3. Count and increase the loudness on every second number.

1 2 3 4 5 6 7 8 9 10

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 Principles of Speech Delivery

¯¯Acquire
After choosing your delivery style, you are now ready to rehearse your speech. Voice
variety is one of the many things you will have to build in speech delivery, which includes
non-verbal communication, namely, the manner you use your body, voice, and facial
expressions to express, emphasize, and illustrate your ideas, and connect with your
audience. In effectively delivering a speech, you will have to sound intelligible, which can be
achieved by employing the right pronunciation and articulation, voice modulation, stage
presence, facial expressions, and establish rapport with your listeners.

1. Articulation

As conveyed by Victor Capece (2003), people will often measure how intelligent or
educated we are based on how well we articulate, which is how we produce sounds
and utter words with the use of our tongue, lips, jaw, and palate. Articulation is also
similar to diction and enunciation. The clarity of the consonant and vowel sounds
we produce determine how articulate we are as a speaker, and this demands
practice. Having the right diction is an important part of communication in the
same manner that following the right convention is in writing.

2. Modulation

You can make your oral presentation, speech, or oral reports more interesting,
clearer, easy to understand, and memorable if you are able to modulate your voice
appropriately for your given purpose. This includes the effective use of tone and
pitch of your voice; hence, this is avoiding sounding monotonous or high strung,
which can be barriers to an effective communication. Voice modulation and variety
can help lead you to a professional success.

To attain this, you will have to exercise regularly your vital speech organs by
ensuring you have the right movements of your lips, tongue and jaw, as you speak.
You can practice the movement of these speech organs by reading aloud as part of
your daily routine. By doing so, you will discover faults in your voice projection,
overcome your poor habits in speaking, and improve in no time. You can assess your
tone and the way you modulate your voice by recording and listening to your speech
through a device and work on the flaws you have noted. You can also record
speeches, lectures, or presentations of professional speakers and note how they
vary their pitch in conveying an idea, concept, or an emotion. Apart from these, you
can check how words, especially those challenging ones, are correctly pronounced
online.

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Your Checklist in Mastering the Art of Voice Modulation

Always Often Sometimes Rarely Never

1. I convey my message
varying my pitch and 4 3 2 1 0
tempo.
2. I follow a rate in
speaking that my
audience can clearly 4 3 2 1 0
understand my
message.
3. I speak with a normal
rate of 125 – 150 4 3 2 1 0
words per minute.
4. I pronounce my
words correctly,
4 3 2 1 0
following the correct
stress of syllables.
5. I speak loudly so that
everyone can hear
me. Other times, I
4 3 2 1 0
vary the loudness of
my voice to reinforce
a point.
6. I refrain from using
fillers, such as ‘uhm, 4 3 2 1 0
like, er, ah.’
7. I avoid repeated
words that my
audience may find
4 3 2 1 0
bothersome like
‘Okay?, Clear? I mean’
among others.

3. Stage Presence

Stage presence refers to your ability to gain and maintain your audience’s attention
and interest through your style of presentation or delivery. Your poise, gesture
posture, mannerisms, and movements can relevantly contribute to your overall
delivery or break it entirely.

Your audience can assess your confidence and authority through your poise and
posture. Often, without you being aware of it, you already leave an impression to
your audience the moment you stand in front of them. Your approach, your stance,
and facial expressions can help in making your audience feel comfortable and
relaxed all throughout your speech activity. A genuine smile can help in projecting
your sincerity, which is the one of important qualities an audience is looking for in
a speaker. Moreover, you have to maintain a good posture by standing straight and
avoiding slouching. The distance between your feet as you are standing should be
about shoulder-width apart while putting on equal weight on both your feet.

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In addition, your gestures and movement can also strengthen your point or your
message. However, if used excessively and inappropriately, which is not in
coherence with your spoken words, your gestures can also distract your audience,
and you can lose them from listening to you altogether.

Also, you have to be aware of the certain vibes you carry out with your mannerisms
and movements. You may give out a nervous vibe especially when your anxiety level
over the speech activity is high, such as some indicated nervous habits —playing
with your hair or any object you are holding, pacing, shifting your weight, leaning,
crossing legs, or moving your arms or your hands unnaturally. There is a better way
to release your nerves by planning out how you can use this nervous energy to
reinforce your speech and add to the effectiveness of your speech delivery. For
instance, moving across the stage provides you an opportunity not only to eliminate
but to capitalize on that energy. However, when you do so, do it with a purpose.
With your movements, you also are engaging your audience especially when you
are moving towards them. Using a gesture can also reinforce a point. You can also
use movements when you have a transition from one idea to another, such as
moving from the center to your right. When you move to show transitions in your
speech, your audience can follow through your message. You can also use
movements to regain your audience’s attention when you see them distracted.
However, be careful that your movements do not look so rehearsed, unnatural, and
overused as this can ultimately distract your audience.

4. Facial Expressions

Through your eyes, mouth, and facial expressions, you can create and sustain
interest, engage your audience, and convey an important emotion—your passion,
sentiments, or concern—towards the topic you are talking about and make your
audience feel it, too, thus, relating to them not only on a cognitive but also on the
affective level and building a connection with them. Through your eye contact, you
can establish sincerity and credibility to your audience and make your presentation
memorable and thought provoking. Failure to establish eye contact with your
listeners may send in a negative feel such as disinterest, rudeness, lack of concern,
or interest. However, the appropriate eye contact varies from culture to culture.

The human face is known to express at least 10,000 emotions; hence, as a speaker, it
would be good if you can explore the different ways you can establish and reinforce
the right feelings or emotions as depicted in your speech.

5. Rapport

Rapport, which means affinity, bond, empathy, a close or harmonious relationship

where people understand each other’s ideas feelings and they are able to relate well

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 Types of Speech

with one another. In public speaking, this relationship can be achieved between the
speaker and the audience when ideas, feelings, or sentiments are presented
effectively and a common understanding is established. This is one of the most
important speaking goals of every speaker.

You can understand rapport with this statement: I know you are there. I understand
where you are coming from and I respect you. How you view your audience would help
you create trust and gain it from them. Where there is trust, the audience are more
drawn to listen and follow.

Just imagine yourself having to speak in front of everybody and noticing them not
engaged with you or are distracted all throughout your speech activity. You see
them glancing at their watches and just could not wait for you to end. It can be a
draining experience not only for you but for your audience as well. This means to
say you do not only think about thoroughly preparing for your message or your
speech, your delivery, your gestures and voice projection, but more importantly,
you have to consider your audience. Thinking about them, their interests, and their
response would determine the success of your speech presentation. Here are
important elements in building rapport with your audience.

Elements of Building Good Rapport with Your Audience

1. Audience Composition. This includes their cultural background, their shared values—
cultural, religious, political, and moral—primary language, educational background,
ethnicity, gender, demographics, and their background knowledge on the topic that you
are to talk about.
2. Their purpose of listening to your speech/presentation. Are your audience required
to attend to your speech activity? Is it by their own choice to be there? Is it for their
personal/professional growth, for leisure or a hobby?
3. Their specific concerns, personal views, beliefs on your topic. Are they in agreement to
your stand, neutral, no reaction, or hostile?
4. Their expectations on the speech activity. Is it to gain additional knowledge, an
opportunity to meet important people and build a network on a particular field, a chance
for them to ask questions or clarify a concern or an issue?
5. Their language. Are they familiar with the technical terms related to your topic?
6. Their common ground with you. What do you share in common with them? This could be
in the form of background experiences, training, living situations, interests, preferences
and dislikes, goals, areas of concern. If you can establish a common ground or a mutual
interest, they can relate more with you.

Tick if your
Do You have What it Takes to be an Affective Rapport Builder
answer is yes

1. Are you dressed appropriately for the occasion?

2. Is your topic suitable/appropriate for your given audience?

3. Does your opening statement indicate who your audience is in

particular?

4. Have you used inclusive language—use of ‘we’ instead of ‘I’?

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 Principles of Speech Delivery

Tick if your
Do You have What it Takes to be an Affective Rapport Builder
answer is yes
5. Have you used technical words that your audience is not familiar
with?
6. Have you established a common ground with them by sharing a
personal experience they can relate to?
7. Are you mindful of your movements, gestures, and facial
expressions?
8. Do you appear confident, sincere, credible, and positive to your
audience?
9. Are you aware how your delivery can help you achieve your speech
goals?

If you think more of your audience, you are able to create a You-message as you
prepare it based on what you think they need to know, what they want to know, and
what will be helpful for them in the long run. You would then be less conscious of
yourself and not be focused about saving face.

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 Assess 64: Speak Right

Name: Score:

Section: Date:

Assess 64: Speak Right

Take turns reading with a partner the following excerpts of well-known speeches and
literary work, taking note of the right pace, pauses, tone, pitch, and voice projection.

1. Practice pauses to strengthen your message and hold your listener’s attention. Read
the following excerpt entitled Their Finest Hour by Winston Churchill (as cited in
Toastmasters International, 2011, 15)

The whole fury and might – of the enemy – must very soon be turned
on us. Hitler knows – that he will have to break us in this island – or lose
the war. If we – can stand up to him – all Europe – may be free – and the
life of the world may move forward – into broad sunlit uplands. – But if we
fail – then the whole world – including the United States – including all
that we have known and cared for – will sink into the abyss – of a new dark
age – made more sinister – and perhaps more protracted – by the lights of
perverted science. Let us therefore – brace ourselves to our duties – and so
bear ourselves that – if the British Empire and its Commonwealth last for a
thousand years – men will say – “This – was their finest hour.”

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 Assess 64: Speak Right

2. Read the poem by Walt Whitman below while taking note when to increase and decrease
the volume of your voice to reinforce the message.

Beat! Beat! Drums!

Beat! beat! drums!—blow! bugles! blow!

Through the windows--through the doors--burst like
a ruthless force,
Into the solemn church, and scatter the congregation,
Into the school where the scholar is studying;
Leave not the bridegroom quiet--no happiness must
he have now with his bride,
Nor the peaceful farmer any peace, plowing his
field or gathering his grain,
So fierce you whirr and pound you drums--so shrill
you bugles flow.

Beat! beat! drums!--blow! bugles! blow!

Over the traffic of the cities--over the rumble of
the wheels in the streets;
Are beds prepared for sleepers at night in the house?
no sleepers must sleep in those beds,
No bargainers’ bargains by day--no brokers or speculators--
would they continue?
Would the talkers be talking? Would the singer
attempt to sing?
Would the lawyer rise in the court to state his case
before the judge?
Then rattle quicker, heavier drums--you bugles
wilder blow.

Beat! beat! drums!--blow! bugles! blow!

Make no parley--stop for no expostulation;
Mind not the timid--mind not the weeper or prayer,
Mind not the old man beseeching the young man,
Let not the child’s voice be heard, not the mother’s
entreating,
Make even the trestles to shake, the dead where they
lie awaiting the hearses,
So strong you thump, O terrible drums--so loud you
bugles blow.

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 Assess 64: Speak Right

3. Practice varying your pitch to intensify your message. Read ‘Warning’ by Jenny Joseph
(as cited in Micklo, 2012).

When I am an old woman I shall wear purple

With a red hat which doesn’t go, and doesn’t suit me.

And I shall spend my pension on brandy and summer gloves

And satin sandals, and say we’ve no money for butter.

I shall sit down on the pavement when I’m tired

And gobble up samples in shops and press alarm bells

And run my stick along the public railings

And make up for the sobriety of my youth.

I shall go out in my slippers in the rain

And pick flowers in other people’s gardens

And learn to spit.

You can wear terrible shirts and grow more fat

And eat three pounds of sausages at a go

Or only bread and pickle for a week

And hoard pens and pencils and beermats and things in boxes.

But now we must have clothes that keep us dry

And pay our rent and not swear in the street

And set a good example for the children.

We must have friends to dinner and read the papers.

But maybe I ought to practice a little now? So people who know me are not too shocked
and surprised

When suddenly I am old, and start to wear purple.

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 Assess 65: Optimizing Your Gestures

Name: Score:

Section: Date:

Assess 65: Optimizing Your Gestures

Think-Pair Share: Ask your partner to take a video of you while you rehearse your speech.
Afterwards, let your partner assess your movements and gestures by answering the
following questions in a paragraph form.

1. What is the connection between the content of your partner’s speech and his or her
movements? Do they create harmony or an organic whole?

2. What mannerisms should your partner avoid when he or she is delivering a speech?

3. Describe your partner’s speaking posture. How can your partner improve his or her
bearing or his or her speaking posture?

4. Evaluate your partner’s gestures. Do his or her gestures reinforce the audience’s
understanding of his or her verbal message? Do they help depict powerful images in his
or her listeners’ minds? Do they express your partner’s emotions and attitudes towards
his or her chosen topic?

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 Assess 66: Let’s Do Some Podcast

Name: Score:

Section: Date:

Assess 66: Let’s Do Some Podcast

Make a podcast or a short audio book of your chosen literary work, showing a variety of
emotions through the tone, pitch, rate, and volume of your voice. You can either choose
3 poems following your own created story line/storyboard or 1 short story of at least 3 to
5 pages. Afterwards, gather all created podcasts as a class and save them in a CD. Choose
a creative title for your anthology. You can add instrumental music or guitar/piano
renditions to make your anthology more interesting. Provide a creative CD cover and title.

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 Principles of Speech Delivery

¯¯Abridge

• Speech delivery is the presentation of your speech, and what your audience sees,
perceives, and remembers in totality that includes what you convey to them both
verbally and non-verbally.
• The following are styles or methods in speech delivery: manuscript, memorized,
extemporaneous, and impromptu.
• Your choice of speech delivery style is determined by your purpose, intended
audience, and the context of your speech activity.
• Extemporaneous speaking proves to be the best style to take on for any speaker
as it results to a spontaneous and conversational way of imparting a message.
• Speech delivery includes articulation, voice modulation, establishing rapport with
your audience, stage presence, and facial expressions.
• When you show eloquence in your articulation of words, people would tend to
see you as a highly educated person. It seems to be used as a barometer for
perceived level of intelligence.
• Voice modulation includes the proper way of using your vital speech organs in
producing sounds and uttering words, your rate or speed in speaking, tone, and
pitch.
• The use of facial expressions and appropriate body gestures and movement can
help emphasize a point, an idea, or emotion.
• The more you rehearse your speech, the more effective speaker you will be.

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 7 Oral Presentation Skills
LESSON

¯¯Aspire
Learning Competency

At the end of this lesson, you should be able to:

1. prepare an organized presentation;

2. create effective visuals; and

3. demonstrate powerful oral presentation.

¯¯Assert

You are asked to prepare an oral presentation on each of the following topics.
Imagine that the use of PowerPoint slides in oral presentations is already out dated.
With your partner, think of creative, interesting, and innovative ways to present the
different topics, incorporating the use of multimedia and technology.

Oral Multimedia/ Other

Topics/Subject Matter Presentation Technology to Materials to
Strategies Use Use

1. Book Writing or Article Critique

(English)
2. Canonical authors and works
of Philippine National Artists in
Literature (Philippine Literature)
3. Different Art Forms as seen in
Modern Times (Contemporary
Philippine Arts)
4. The Evolution of Traditional
to New Media (Media and
Information Literacy)
5. Basic concepts of stocks and
bonds (General Mathematics)
6. Tests of Hypothesis (Statistics
and Probability)
7. Deformation of the Crust (Earth
and Life Science)
8. Conformity and Defiance
(Understanding Culture, Society,
and Politics)

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 Oral Presentation Skills

¯¯Acquire
In the previous lessons, you have learned to prepare speeches for different purposes,
which include speeches in special occasions that you will encounter from now and then. You
also have covered organizing informative speeches, and one of the most common of these is
the oral report or oral presentations. In this lesson, you will be guided in improving your
oral presentation skills and your effective use of visuals.

Oral presentations are an integral part of your academic life, which will prepare you for
presentation skills needed in the workplace. Your competence and confidence in this area
would be beneficial to you in your profession later on. Whichever discipline or career path
you will belong to later, oral presentations would largely be a part of it as sharing
information especially in the age of information and technology is vital. How can you then
improve or strengthen your presentation skills and your use of visuals? This lesson will
provide you with the essentials in oral presentations.

Prepare for Oral Presentation

Engage Your Audience in the Introduction
Many speakers would agree that in any presentation, the most difficult part is
identifying the best or most appropriate way to start. Whether one is presenting an
informative speech, a persuasive business proposal or simply reporting a research output, it
is important to create a good impression and capture the interest of the audience.

The first two minutes of the presentation is the most crucial because it is the time when
listeners try to relate with the speaker. The audience observe and judge speakers during this
time based on how they present themselves (dress, stance, posture), and their message
(pronunciation, grammar, visuals). Thus, even professional speakers would write, memorize
and practice their introduction until they sound like an expert on the subject.

The introduction does two things—arouse the interest of the audience and engage them
emotionally. There are various ways to do these. Below are some of the strategies you may
use to make a strong opening:

a. Ask a question

b. Quote a famous person

c. Tell an anecdote or a story

d. Present a vision of the future or a description of a related situation

e. Surprise the audience with trivia, statistics or recent findings related to the topic

f. Show a relevant video, visual or prop

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 Types of Speech

Whatever technique you use to engage your audience in the opening of your speech,
remember that it determines the attention they will put give on your presentation. Make it
interesting enough to hold them to their seats and lead them to the body or discussion part.

Lastly, use transitions that lead the audience to your next agenda, example:

This brings us to the topic of my speech…

This is why, I will discuss today the…

Now, let me discuss the three main points. First, …

Provide Support to Your Discussion

The body of your presentation should explain and discuss thoroughly the main points.
This means that you need to give enough evidence to your claims by presenting facts,
examples, illustrations , consequences, and other information that prove your point.

These evidence or supporting information convince your listeners that you are a
credible source of information. Use them to persuade your audience but be careful not to
sound too emotional or dramatic. Some listeners question a speaker’s purpose when
emotionally-charged language is used. Maintain objectivity by presenting both sides and
providing ample example based on research or real life experience.

In addition, oral presentation of body or discussion of points has to be logically

organized so audience will get a clear picture of your purpose. The use of transitions as first,
second, next, additionally, or in contrast help listeners follow the direction of your talk and
connect the details presented.

There are several ways of organizing the body of your presentation, these are:

a. By criteria – This is used when presenting proposals. The main point is presented
as a criterion and explained by providing alternatives

b. With a direct sequence – This is used when reporting routine information.

Conclusions are introduced first before stating the support.

c. Using indirect sequence – This is employed in persuasive speeches or presentations.

Reasons are used as main points then a conclusion follows.

d. By chronology – This is used in event or status reports. Main ideas are presented
based on date of occurrence.

e. Through cause and effect – This is applied in both informative and persuasive
presentations that require identifying problems and their solutions.

f. In order of importance – This is used in meetings where discussion of agenda is

organized based on degree of urgency or importance.

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 Oral Presentation Skills

g. By elimination of alternatives – Similar to order of importance, this pattern is

applied to guide decision making. Alternatives are first identified before slowly
eliminating options.

Remember, the discussion part contains the details of your presentation. It is therefore
useful to provide information that is both factual and objective. If you are presenting a
persuasive presentation, it is useful to prepare a counter-argument to negative information.
Show your audience that you are firm about your points and you know the answer or solution
to the negative information.

Create an Strong Conclusion

The conclusion ends your presentation, so it should be made to create your desired
response from your audience. If your presentation intends to make your audience act on a
problem, you have to encourage them to support your cause. If your presentation is a report
on the progress of a project, you have to make your audience feel satisfied with the
information presented. Make your last words count by creating an impact.

Here are some effective strategies to use:

a. Call audience to action

e.g. I encourage you to do your share. Start recycling now.

b. Quote a famous figure

c. Create a vision for your audience to imagine

d. Ask a question

e. Show a video, meme or visual that compels audience to think

f. Make them sing, dance or laugh

Remember, the purpose of your conclusion is not only to tell the audience that you are
at the end of your discussion, but that you need to make a point. Thus, be sure to summarize
the ideas you have covered in the discussion and end with a forceful note.

Creative Effective Visuals

Imagine a demonstration speech about origami or paper folding being simply described
without a single visual aid. Would you enjoy listening to it? Would you remember the process
easily? You probably would fall asleep during the presentation, especially if the speaker
would not animate his/her discussion with other techniques.

Visuals enhance oral presentation. They help clarify points, make the message more
interesting and increase retention of information.

There are different types of visual aids. Each has a specific purpose and use depending
on topic, audience and context.
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 Types of Speech

Objects and Models

Objects and models are used in demonstration speeches. They help the speaker identify
specific parts of the subject and clarify instructions when they represent tools. The object or
model should only be big enough for all of the audience to see, but not too big that they
overwhelm the audience, unless that was the intention of the speaker.

Some examples of models and objects that are used are ‘training dummy’ for instructing
CPR to medical students, sport equipment, toys and kitchen tools.

Photographs and Drawing

When objects or models are not available, it may be appropriate to use photographs and
drawings instead. The photos and illustrations should be large enough for each member of
the audience to see. Lucas (2015) discourages the passing of photographs and other visual
aids to members of the audience because they often distract attention to the speaker.

In classroom demonstrations or business meetings, photographs are uploaded and

shown through a PowerPoint.

Graphs and Charts

Graphs and charts are used in presentations to show patterns, trends, findings and
relationship of variables. They are used to analyze, interpret and summarize information.
Speakers use them when presenting financial report, market trends, sales pitchor a
persuasive speech.

Video and Audio

These types of visual aids are most appreciated by audiences because they stimulate
both the visual and aural senses. Although audio recordings or videos effectively transmit
messages that speakers want to convey, they may also keep the attention of the audience
away from the speaker when not properly managed. There are instances when a venue
would not have the equipment to show the video or some technical concern may disrupt the
discussion. In these situations, the speaker should make sure that prior arrangements are
made or he/she should be ready to either narrate or describe the content if a problem occurs.

Video and audio recordings are often used in speech classes, in presenting an analysis
of ad clips, or when emphasizing a point that may be contained in a film clip or song.

Speaker
The speaker himself may be a visual aid. When he demonstrates movements in dancing
or martial arts, his body becomes his tool to convey a message. The speaker may also use
specific styles of dressing that reinforces a point. This type of visual should be carefully
planned and practiced to create the intended effect.

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 Oral Presentation Skills

Principles for Integrating Visual Aids

Stephen Lucas in his book “The Art of Public Speaking,” identified eight principles that
speakers in a public context should apply when using presentation aids. According to him,
visual aids accent the features of a speech only when carefully selected and used.

Principle 1 Presentation aids are not mandatory. Use them only when you
have a goal in mind and the time to prepare them well.

Principle 2 The focus of the presentation is the speaker and not the
presentation aid.

Principle 3 Presentation aids are an invitation to interact with the audience,

not a barrier between the audience and you.

Principle 4 Presentation aids require good composition, just like any other
element of a good public speech.

Principle 5 Effective and ethical use of presentation aids means the image,
video, or sound clip is appropriate to the room and the audience.

Principle 6 Supplemental media should solve a problem or deal with a

challenge you face in giving your speech.

Principle 7 Less is more

Principle 8 Credit your sources

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 Assess 67: Preparing Effective Presentation Slides

Name: Score:

Section: Date:

Assess 67: Preparing Effective Presentation Slides

Prepare effective PowerPoint slides on any of the topics listed in Get Up found on page
286. Be sure to make it simple, clear, concise, and not distracting and cluttered. Let your
slides enhance your message. Afterwards, exchange slides with your partner and conduct
a peer evaluation.

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 Assess 68: Oral Presentation in the Workplace

Name: Score:

Section: Date:

Assess 68: Oral Presentation in the Workplace

Prepare a five-minute oral presentation on any of the following tasks that you might
encounter in the workplace:

1. Your new product to your prospective investors

2. A negative message to the Department Heads on why your construction firm was not
able to close the deal with the DPWH.

3. You are an intern and you are about to present your patient’s medical history, diagnosis,
progress if there is any, and intervention program before the residents of St Luke’s
Hospital.

4. Accomplishment report of your team before the entire staff.

5. Your company’s profit and drastic loses and your recommendations as the accountant.

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 Assess 69: Preparing a Petcha Kucha Presentation

Name: Score:

Section: Date:

Assess 69: Preparing a Petcha Kucha Presentation

DEMONSTRATE POWERFUL ORAL PRESENTATION

Your teacher will assign a theme or topic that you would present orally. Using what you
have learned on oral presentation and visual aids, prepare a Pecha Kucha speech for two
minutes.

Pecha Kucha is a Japanese term which means “chitchat.” It was first introduced in Tokyo
in February 2003, to encourage young designers to showcase their work in public within
a given time. The original Pecha Kucha speech is presented through a series of pictures
or illustrations that are discussed briefly in twenty seconds each, with a maximum of
twenty slides.

In this activity, you are tasked to create a PowerPoint presentation with automatic
transition of twenty seconds after each slide. You will choose and create six slides that
would accompany your speech about the given topic. This presentation is timed. Your
score will get a deduction of one point for every second before or beyond two minutes.

PECHA KUCHA CHALLENGE

A presentation of ten pictures that shows one’s unique individuality. Each picture
should tell a story and should be explained in twenty seconds or less.

A student is given three minutes to complete the speech. A bell will be rung thirty
seconds before the time is up to remind the speaker of his/her time. If the speaker exceeds
the 3-minute time allotment, he/she gets three points deduction for every fifteen seconds.
Three points would also be deducted to his/her score if the presentation is less than three
minutes.

Objective:

1. Introduce one’s self creatively through a series of pictures. (that shows one’s self-
concept)

2. Create a coherent yet concise speech that focuses on a particular theme or tagline.

3. Deliver an entertaining speech that shows one’s uniqueness and values.

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 Assess 69: Preparing a Petcha Kucha Presentation

Basis for Grading:

A. Verbal delivery

• Enunciation

• Voice projection

• Timing and pacing

B. Non-verbal cues

• Eye contact

• Body movements and gestures

• Posture and confidence

C. Slide show presentation

• Visual appeal and creativity

• Organization of pictures and ideas

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 Assess 70: Planning Your Petcha Kucha Presentation

Name: Score:

Section: Date:

Assess 70: Planning Your Petcha Kucha Presentation

Theme / Title of the presentation (e.g. This lady is a sincere, loving and exceptionally
funny friend and daughter):

Manuscript (draft):

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 Oral Presentation Skills

¯¯Abridge

• The first two minutes of the presentation is the most crucial because at this time
listeners are trying to relate with the speaker.
• The introduction does two things—arouse the interest of the audience and
engage them emotionally.
• The body of your presentation should explain and discuss thoroughly the main
points.
• Organizing the body of your presentation can be done by any of the following: by
criteria, using direct or indirect sequence, through chronological order, cause and
effect patterns, by order of importance, and by elimination of alternatives
• The conclusion ends your presentation, so it should be made to create your
desired response from your audience.
• Visuals enhance oral presentation. They help clarify points, make the message
more interesting and increase retention of information.
• Presentation aids are not mandatory. Use them only when you have a goal in
mind and the time to prepare them well.
• The focus of the presentation is the speaker and not the presentation aid.
• Presentation aids are an invitation to interact with the audience, not a barrier
between the audience and you.
• Presentation aids require good composition, just like any other element of a good
public speech.

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