Oral Communication in Context TG for SHS (1).doc

Teacher’s Manual for

Oral Communication in Context For Senior High School

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Teacher’s Manual for Oral Communication in Context For Senior High School Published in 201 b! C " # Publishing$ %nc& '() #*S+$ South Triangle$ ,ue-on Cit! Tel& .o&/ 02 )2)30'' email/ info4ceboo5sho6&com Co6!right 7 201 b! C " # Publishing$ %nc&$ Phili66e 8ohn Fresnillo Si6acio and +nne 9ichie :arcia ;algos +ll rights reserise= >ithout the 6rior >ritten 6ermission of the 6ublisher&

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Contents About the Guide Unit I

iv

Nature and Elements of Communication Fundamentals of Communication �� 對��

1

�2

Intercultural Communication ��對��10

2

Unit II

Strateies in !arious S"eech Situations 1 Types

of Speech Context and Style ��對 �� 18 2 Types of Speech Act

��對 �� 對 �� 25 # Types of

Communicatie Strate!y ��對�� "0

Unit III $undamentals of %ublic S"ea&in 1 #rinciples

of Speech $ritin! ��對 �� "8 2 #rinciples of

Speech %eliery ��對�� &&

Unit I! T'"es of S"eech 1

'r!ani(in! and %elierin! a )anuscript Speech &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& 52

2

'r!ani(in! and %elierin! a )emori(ed Speech &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& 58

#

'r!ani(in! and %elierin! an Impromptu Speech &&&&&&&&&&&&&&&&&&&&&&&&&&&& *2

(

'r!ani(in! and %elierin! an +xtemporaneous Speech &&&&&&&&&&&&&&&&&*8

)

'r!ani(in! and %elierin! an +ntertainment Speech &&&&&&&&&&&&&&&&&&&&&& ,"

*

'r!ani(in! and %elierin! an Informatie Speech &&&&&&&&&&&&&&&&&&&&&&&&&&&&,8

+

'r!ani(in! and %elierin! a #ersuasie Speech&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&82

,eferences

-.

iii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

)relims *+,updated.indd 

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About the Guide t i n

U

I

Nature and Elements of Communication Curriculum Guide Competency

Code

defines communication$ p. 1

#N'''%OC-3a-'

explains the nature and process of communication$ pp. 1-/

#N'''%OC-3a-%

differentiates the various models of communication$ pp. /-(

#N'''%OC-3a-

distinguishes the uni4ue feature5s6 of one communication process from the other$ p. (

#N'''%OC-3a-1

Content Standard

understands the nature and elements of oral communication in discusses the functions of communication$ p. 9 #N'''%OC-3be-8 context$ pp. %-'1

)erformance Standard

explains !hy there is a brea7do!n of communication$ p. 8 #N'''%OC-3a-/ uses various strategies in order to avoid communication #N'''%OC-3a-( brea7do!n$ p. 8

designs and performs effective controlled and uncontrolled oral Fundamentals of identifies the spea7er:s purpose5s6$ p. 9 communication #N'''%OC-3be-2 Communication activities based on !atches and listens to sample oral communication activities$ #N'''%OC-3be-'& context$ pp. %$ 1$ ($ 2$ values the functions pp. %$ ''-'1$ '/-'( ''-'1$ '/-'8$ %( purposes of oral ascertains the verbal and nonverbal cues that each spea7er communication$ #N'''%OC-3be-'' uses to achieve hisher purpose$ pp. '-'1 pp. 9$ '1 comprehends various 7inds of oral texts$ pp. %$ ''-'1 #N'''%OC-3be-'%

Lesson 1:

identifies strategies used by each spea7er to convey hisher #N'''%OC-3be-' ideas effectively$ pp. 9-8$ '&

evaluates the effectiveness of an oral communication #N'''%OC-3be-'1 activity$ p. '1 demonstrates sensitivity to the socio-cultural dimension of communication situation !ith focus on culture$ pp. '2-%'$ %(-%9

Lesson 2: Intercultural Communication

#N'''%OC-3a-9 #N'''%OC-3a-9.'

demonstrates sensitivity to the socio-cultural dimension of communication situation !ith focus on gender$ pp. %'-%%$ %-%1

#N'''%OC-3a-9.%

demonstrates sensitivity to the socio-cultural dimension of communication situation !ith focus on age$ pp. %'-%%

#N'''%OC-3a-9.

demonstrates sensitivity to the socio-cultural dimension of communication situation !ith focus on social status$ pp. %'$ %-%/

#N'''%OC-3a-9.1

The guide consists of hich can hel6 the teacher effecti ho> the textboo5’s content aligns >ith the *e6artment of #ducation’s curriculum& %t sho>s the com6etencies >hich are found in each unit and the exact textboo5 6ages in >hich the! are found&

demonstrates sensitivity to the socio-cultural dimension of communication situation !ith focus on religion$ #N'''%OC-3a-9./ pp. %'$ %-%/

iv All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

)relims *+,updated.indd 1

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n o s s e

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Types of

Speech Context and Style Suested Number of /ours0 +

Lesson i!hli!hts

0

S6eech contexts ma! be formal or informal$ 6ersonal or im6ersonal de6ending on the relationshi6 of the communicators and the context&

1

The s6eech st!le that a communicator ado6ts de6ends on the listener$ the situation$ and
" Supplementary Information 

1

Selfconce6t is the basis in intra6ersonal communication& This refers to ho> a communicator sees himEherself and in
;; #Ȁ $ % ⸀#ᜀ#ᜀ#ᜀ#ᜀ # % ####Ȁ#⸀# ᜀ#ᜀ#ᜀ#ᜀ#ᜀ#ᜀ#ᜀ %#Ȁ⸀##### ᜀ#ᜀ#ᜀ#ᜀ#ᜀ#ᜀ#ᜀ # % #Ȁ⸀##Ȁ# ⸀#$ % #ȀȀ⸀#ᜀ#ᜀ# % ##; % # ᜀ#ᜀ#ᜀ#ᜀ#ᜀ; %#Ȁ⸀㴀 %#Ȁ#⸀ # % ##Ȁ##Ȁ⸀# ᜀ#ᜀ#ᜀ#ᜀ#ᜀ##Ȁ⸀# ᜀ#ᜀ#ᜀ#ᜀ#ᜀ# %#Ȁ#⸀ # % ##Ȁ### ᜀ#ᜀ#ᜀ#ᜀ # % #Ȁ⸀#ᜀ#ᜀ#ᜀ#ᜀ#ᜀ#ᜀ#ᜀ1 Teachin! Strate!ies ᜀ#ᜀ#ᜀ $ " Let&s 'arm (p) p* 2+ 0 #ncourage the students to be creatin scenes in the 6erformances of !our students >hich !ou can integrate into the discussion&

1 Self,audit) p* -" 0 +s5 !our students to do the Self-audit actiith them& 1 The 6roficienc! leill gi
#ach lesson comes >ith a suested number of hours >hich estimates$ based on the to6ic and the t!6e of acti long each lesson is to be facilitated& This feature >ill hel6 the teacher manage time and ma6 out hisEher strategies in teaching the lesson&

v All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic

)relims *+,updated.indd /

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o s s e

1

L n

.rinciples of

Speech 'ritin! Suested Number of /ours0 *

2- Lesson i!hli!hts 0 1 2 (

Griting a s6eech also follo>s a 6rocess& +udience anal!sis is a 5e! factor in >riting an effectiriting is a recursi
Supplementary Information 0

Tell them >hat !ou’re going to tell them$ tell them$ then tell them >hat !ou told themI is an old adage about s6eechma5ing >hich 6oints out that in ma5ing a s6eech$ the s6ea5er has to gi
1

Sign6osts are transitional mar5ers in the s6eech that let the audience 5no> at >hat 6art of the s6eech the s6ea5er is in& Common sign6osts include the numeric first, second, and third transitions to outline three main 6oints&

Teachin! Strate!ies A* Let&s 'arm (p) p* /" 2( #m6hasi-e that students onl! haill ta5e in 6lanning the 6rogram& The! don’t haith an actual 6rogram& 2D +fter>ards$ discuss their insights using the guide @uestions in the boo5& 23 This acti of ho> a set of logical and organi-ed 6rocesses has to be done to achiea! a s6eech is >ritten&

2- Self,audit) p* /1 +s5 !our students to do the Self-audit actiith them& The 6roficienc! leith an insight on ho> to teach the lesson and >hich to6ics ha
6reface ehich the learner must be able to ta5e a>a! after the discussion& %tems in this list are meant to be em6hasi-ed during the discussion& esson hihlihts

vi All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

)relims *+,updated.indd (

('%&'( /01'0'9 )+

n o s s e

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0r!aniin! and eli3erin! a

4anuscript Speech Suested Number of /ours0 *

2-

Lesson i!hli!hts

0

*eli
1

One of the challenges in deliith the audience >ithout being able to loo5 at them all the time$ but this can be o
2

Supplementary Information 0

+dditional ti6s for deli :ellis$ 2011& Questions in the speech should be short and concise. When delivering them, the speaker should look at the audience. The manuscript should be formatted for ease of delivery. A sample format for the speech is pt. 1, no more than !-" #ords per line, and no more than $-% paragraphs per page. The pages should be numbered and should not be stapled. The speaker should never end a sentence or begin a ne# one by looking do#n.

1

;elo> are additional 6roblems that s6ea5ers ma! ex6erience in deli
III* Teachin! Strate!ies A* Let&s 'arm (p) p* +5 3''' +fter e
The su""lementar' information 6resents hich can be used to enhance the discussion& This feature contains additional facts >hich are not found in the textboo5&

vii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

1 2 ( D


('%&'( /01'0'2 )+

o s s e

2

L n


4emoried Speech Suested Number of /ours0 (

6777

Lesson i!hli!hts

LJȀȀ⸀JᜀJᜀJᜀJᜀJᜀJᜀ0 %n deli
K JJJ KJJJ ᜀJᜀJᜀJ ᜀJᜀJᜀJᜀJ ᜀJ

LJȀȀ⸀JᜀJᜀJᜀJᜀJᜀJᜀ1 + memori-ed delihen to memori-e de6ends on the to6ic and the occasion&

K JJJ KJJJ ᜀJᜀJᜀJ ᜀJᜀJᜀJᜀJ ᜀJ

" Supplementary Information 0 The follo>ing are additional ti6s in deli
1 Teachin! Strate!ies A* Let&s 'arm (p) p* 1"+ :iing guidelines to the students >hen the! are 6re6aring their @uotes& 0 The @uote must be at least 13 >ords long& 1 The! ma! use lines from their faed& This acti
)-

include instructions$ comments$ and suggestions for teaching each com6onent in the textboo5 and facilitating the exercises and actihich can be used in e
viii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.


('%&'( /01'0%' )+

I8* Ans9er ey Let&s 'arm (p) p* 5+ Students’ choices ma' var'3

;xercise I
" Group Acti3ity) pp* 6-,65 Students’ acts ma' var'3

II*

Group Acti3ity>4ini .ro?ect) pp* 65,66

Students’ tourism commercial ma' var'3

III*

.air Acti3ity) p* 66

Students’ evaluation ma' var' but must identif' correct communicative strateies3

I8*

.air Acti3ity) pp* 6/,6@

Students’ oral "resentations ma' var'3

einforcement Acti3ity) p* 6@ Students’ essa's ma' var'3

#(

The ans5er &e' follo>s after the teaching strategies and 6roers to exercises and acti
i6 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.


('%&'( /01'0%% )+

C(L4IBATIBG TASS Suested Number of /ours0 1  Instruct the students to choose the letter of the correct ans5er3

0 Ghat is the first stage in s6eech >ritingN 0 *etermining the 6ur6ose 1 Selecting a to6ic 2 Anal'7in the audience

( 9ehearsing 1 Ghich of the follo>ing is not a 6o>er 6rinci6le in s6eech editingN 0 #dit for focus 1 #dit for clarit! 2 #dit for continuit! # Edit for harmon'

2 This refers to the stage in s6eech >riting >hen a >riter chooses a structure for hisEher s6eech& 0 *ata gathering 1 Outlining 2 Choosin a 5ritin "attern

( #diting ( Ghich of the follo>ing is not an effectiriting a s6eechN 0 +
( se contractions& D Ghich 6art of the s6eech restates the main ideaN 0 ;od! 1 Conclusion

2 %ntroduction ( Transition 3 Ghich of the follo>ing is an effecti
1 9arel! loo5 the audience in the e!e& 2 +l>a!s be formal and serious& ( se filler >ords to a
(.

+ set of culminatin tas&s is found after each unit& This feature consists of t>o 6arts/ an obectiledge of the students and an out6utbased acti
6 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

t i n

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U

Nature and Elements of Communication Curriculum Guide Competency defines communication$ p. 1

Code

Content Standard


#N'''%OC-3a-'

explains the nature and process of communication$ pp. 1-/ #N'''%OC-3a-% differentiates the various models of communication$ pp. /-( #N'''%OC-3a-

distinguishes the uni4ue feature5s6 of one communication #N'''%OC-3a-1 process from the other$ p. (

understands the explains !hy there is a brea7do!n of communication$ p. 8 #N'''%OC-3a-/ nature and uses various strategies in order to avoid communication #N'''%OC-3a-( elements of oral designs and performs brea7do!n$ p. 8 communication in effective controlled and Lesson 1: discusses the functions of communication$ p. 9 #N'''%OC-3be-8 context$ pp. %-'1 uncontrolled oral communication Fundamentals of identifies the spea7er:s purpose5s6$ p. 9 #N'''%OC-3be-2 Communication activities based on !atches and listens to sample oral communication activities$ #N'''%OC-3be-'& values the functions context$ pp. %$ 1$ ($ 2$ pp. %$ ''-'1$ '/-'( purposes of oral ''-'1$ '/-'8$ %( ascertains the verbal and nonverbal cues that each spea7er #N'''%OC-3be-'' communication$ uses to achieve hisher purpose$ pp. '-'1 pp. 9$ '1 comprehends various 7inds of oral texts$ pp. %$ ''-'1 #N'''%OC-3be-'% identifies strategies used by e ach spea7er to convey hisher #N'''%OC-3be-' ideas effectively$ pp. 9-8$ '& evaluates the effectiveness of an oral communication activity$ p. '1

#N'''%OC-3be-'1

demonstrates sensitivity to the socio-cultural dimension of #N'''%OC-3a-9 communication situation !ith focus on culture$ #N'''%OC-3a-9.' pp. '2-%'$ %(-%9 demonstrates sensitivity to the socio-cultural dimension of communication situation !ith focus on gender$ #N'''%OC-3a-9.% pp. %'-%%$ %-%1

Lesson 2: demonstrates sensitivity to the socio-cultural dimension of Intercultural communication situation !ith focus on age$ pp. %'-%% #N'''%OC-3a-9. Communication

demonstrates sensitivity to the socio-cultural dimension of communication situation !ith focus on social status$ #N'''%OC-3a-9.1 pp. %'$ %-%/ demonstrates sensitivity to the socio-cultural dimension of communication situation !ith focus on religion$ #N'''%OC-3a-9./ pp. %'$ %-%/

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

n o s s e

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Fundamentals of

Communication Suested Number of /ours0 +

" Lesson i!hli!hts The follo>ing conce6ts haords$ but is created b! 6eo6le& ™ ?arious models are 6ro6osed to ex6lain ho> communication >or5s& ™ ?erbal communication and nona!s& ™ .on
considered in connection >ith or5 around them&

" Supplementary Information The follo>ing information can be incor6orated during the discussion of the conce6ts& ™ S6eech or oral communication is the exchange of verbal messages >ith the em6lo!ment of

non
Teachin! Strate!ies A* Let&s 'arm (p) p* 2 #ncourage the students to be creatiers to the debriefing @uestions& *o this actiers ma!
oral comm *+
('%&'( /010'9 )+

* Self,audit) p* +s5 !our students to do the Self-audit actiith them&

C* Let&s 'orD and Learn) p* 5 The students’ ideas of communication are highlighted b! the ets Warm up and Selfaudit actiers and their 6roficienc! leill hel6 !ou distinguish >hich 6arts to focus on& 0 To start the discussion$ ha host and encourage the students to be more actiill ser
0 1

+fter the actiers of the students& *iscuss the definition and nature of communication&

Nature of Communication: "3 (

%n discussing the second nature of communication$ note that communication can also occur >ithin a single 6erson& Elements of Communication: "3 (

0 1

*iscuss the elements of communication& To illustrate these in action$ !ou ma! 6la! a
Models of Communication: ""3 )4* ȀJLJJȀȀ LJᜀJᜀJᜀJᜀJᜀJᜀ KJ ȀLJJȀ JLJ ᜀJᜀJᜀJᜀJᜀJᜀJᜀ0

To introduce the models of communication$ as5/ %s there onl! one >a! to ex6lain ho> communication >or5sN ȀJLJJȀȀ LJᜀJᜀJᜀJᜀJᜀJᜀ KJ ȀLJJȀ JLJ ᜀJᜀJᜀJᜀJᜀJᜀJᜀ1 Sa! that the 6rocess of communication has been anal!-ed b! ith one of the most classic models of communication$ >hich is +ristotle’s Model of Communication& %t is a linear model >hich consists of three basic elements/ the s6ea5er$ the subect$ and the listener& Ghether communication ha66ens or not de6ends on the listener$ >ho establishes the 6oint of the message& O!ero$ 2010 +fter introducing +ristotle’s Model of Communication$ discuss the ShannonGea these interactions$ or !ou ma! as5 students to come u6 >ith their o>n exchanges >hich follo> each model& ȀJLJJȀȀ LJᜀJᜀJᜀJᜀJᜀJᜀ KJ ȀLJJȀ JLJ ᜀJᜀJᜀJᜀJᜀJᜀJᜀD +s5 the students to do #xercise %% on 6age & +s the students discuss$ go around the room and assist them if the! haledge of the elements of communication >ill also be demonstrated in this actihat the students ha
# All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /010'9 )+

$unctions of Communication: "3 +

+s5/ Ghat are some of the things !ou >ant to achiehen !ou communicate somethingN S!nthesi-e the ans>ers and conclude that communication serers >ith !our students& Should !our students’ ans>ers contradict the ans>er 5e!$ allo> them to ustif!& $eatures of Communication: ""3 +4-

0 To introduce the to6ic$ as5 students the follo>ing/ Gho$ in !our o6inion$ is a good communicatorN Gh! do !ou thin5 heEshe communicates >ellN 9andoml! call t>o or three students to share their ans>ers& +c5no>ledge or affirm their ans>ers as necessar!& 1)& *iscuss each feature& To illustrate each$ gi
0 1 2 (

Segue to this to6ic b! as5ing/ %f a s6ea5er follo>s all the features in effectiill ea!s be successfulN *iscuss the
0 1 2

(

#x6lain that communication consists of hen communicating the! inter6ret it& For exam6le$ do a thumb’s u6 gesture$ smile$ fro>n$ narro> !our e!es and call on random students to giers >ith !our students& Should !our students’ ans>ers contradict the ans>er 5e!$ allo> them to ustif!&

" Let&s .ractice) p* 11 I. Group Activity, pp. 11-12

0&0 Haell$ as long as the! follo> the guidelines& ( All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /010'9 )+

Group Activity, p. 12

Haing rubric& 8G;

Criteria

<6=

G; <5=

S; <-=

L; <2=

B

<1=

% *he chosen scene sho!ed a barrier of communication. %1 *he presentation demonstrated students: understanding of communication barriers and communication brea7do!n.

%/*he group !as !ell-prepared. %( *he performance !as entertaining. T0TAL

08;ALL SC0;

%&

Le!end: =>#  *o a very great extent? >#  *o a great extent? S#  *o some extent? @#  *o a little extent? N  Not at all

atin!:

=>#  '9-%&? >#  '-'(? S#  2-'%? @#  /-8? N - 1

23 Group activity, p. 12

2( Hao minutes to share their insights& 23 +fter all the assigned s6ea5ers haers and briefl! discuss them >ith the class& Focus !our s!nthesis on the barriers to effecti
+s5 students general reflection @uestions such as the follo>ing/ ( Ghat do !ou see !ourself doing t>ent! !ears from no>N D Ghat is one thing !ou li5e about !ourself and >h!N 3 Gho is !our fahen !ou haithoutN  %f !ou can choose >hich countr! !ou can be born in$ >hat countr! >ould !ou choose and >h!N ' Ghat eould !ou neant to ha66en to !ouN %n facilitating this acti host and iners freel!& :io minutes to share& V. Iniviual activity, p. 12

2( %n this actiithin the time limit& 2D %nstruct the students to stud! the rubric on 6age 1(& ) All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

;* einforcement Acti3ity) p* 15 se the rubric belo> in assessing the re6orts of !our students& Criteria for Assessin the ,e"ort 8G;

Criteria /888

<6=

G; <5=

S; <-=

L; <2=

B

<1=

*he r eport d iscusses t he n ature$ p rocess$

elements$ and models of communication in relation to the student:s observation !ith interesting insights and depth.

/882

*he

report

understanding

of the

demonstrates

an

concepts about

communication.

/82& *he report follo!s the appropriate format and number of !ords. /82'

*he choice of !ords is appropriate.

/82%

*he

report

is

coherent

and

cohesive.

*ransitions and cohesive devices are used for the smooth flo! of ideas.

/82

*he report is free from grammatical errors T0TAL

08;ALL SC0;

&

Le!end: =>#  *o a very great extent? >#  *o a great extent? S#  *o some extent? @#  *o a little extent? N  Not at all atin!: =>#  %/-&? >#  '2-%1? S#  '-'8? @#  9-'%? N - (

F* ;,linD) p* 15 To su66lement this lesson$ as5 the students to refer to an! of the lin5s 6ro
G* Let&s eflect) p* 15 Aet the students >rite their reflections using the chart& Qou ma! as5 them to do the reflection at the end of the session or gior5&

*


oral comm *+
('%&'( /010'9 )+

I8* Ans9er ey Let&s 'arm (p Students’ "resentations ma' var'3

;xercise I) p* 5 Students’ communication facts ma' var'3

;xercise II
;xercise III
Control

(

Social interaction

)

Motivation

*

Emotional e6"ression

+

Information dissemination

-

Motivation

.

Information dissemination

1 Emotional e6"ression 11 Information

dissemination

13 Control

+ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /010'8 )+

;xercise I8
arriers

1* as a "rocess 2* occurs bet5een

"efinition

t5o "eo"le

Communication

Features

2# Com"leteness 2( Conciseness 25 Consideration 2* Concreteness 2+ Courtes' 2- Clearness 2. Correctness

+odels

*ransaction +odel rief descriptions

)rocess

#lements

Shannon-Beaver +odel

 1 2 # ( ) * + -

eneratin encodin receivin decodin "rovidin feedbac&

S"ea&er Messae Encodin Channel =ecodin ,eceiver $eedbac& Conte6t ;arrier

rief descriptions

Sample answer:

Sample answer:

This is a t5o45a' "rocess: 5hich ma&es it more

This is a linear or one4 5a' "rocess consistin of source: transmitter: channel: receiver: and destination3

interactive3

1* 2* -* 5* 6*

;xercise 8
*3

T

23 T

+3

T

#3 T

-3 $

(3 T

.3

T

)3 T

13

T


oral comm *+
('%&'( /010'8 )+

" Group Acti3ity) p* 11 Grou"s’ scores 5ill var' de"endin on the amount of time s"ent3

" Group Acti3ity) p* 12 Grou"s’ "resentations ma' var'3

" Group Acti3ity) p* 12 Grou"s’ discussions ma' var'3

I8* Indi3idual Acti3ity) p* 12 Students’ reactions ma' var'3

Indi3idual Acti3ity) p* 12 Students’ s"eeches ma' var'3

einforcement Acti3ity Students’ re"orts ma' var'3

. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /010'8 )+

o s s e

2

L n

Intercultural

Communication Suested Number of /ours0 2



Lesson i!hli!hts ™ #ach culture has a different set of a!

6eo6le from different cultures communicate& ™ ?arious measures can be a66lied to be a com6etent intercultural communicator and to mitigate misinter6retation& ™ Ghen communicating in a multicultural context$ understanding the tradition and ith 6eo6le regardless of gender$ social status$ age$ religion$ and others&

Supplementary Information ™ Contact cultures and noncontact cultures 6ro
communicating& %n contact cultures such as Southern #uro6e and Middle #ast$ 6eo6le tend to stand closer to each other$ touch during coneen communicators= little to no touch and less e!e contact& Fran5lin and Clar5$ 2001 ™ Communicatiith a local language’s idiomatic ex6ressions$ 6hrasal ords$ among others$ can also hinder effectiith exam6les of some intercultural blunders from R6ro#dits$ 2012/ n the 1/!0s, an aftershave product #as advertised for men in the iddle 2ast, and the ad sho#ed a photo of a man and his dog. The product dramatically failed in slamic countries, #here dogs are considered unclean. A golf ball manufacturing company sold their products in packs of four for easy purchase in 3apan. 'ut the items sold in 4fours5 became unpopular because the #ord 4four5 sounds like the #ord 4death5 in 3apanese & 1 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /010'8 )+

Teachin! Strate!ies 

Let&s 'arm (p) pp* 16,1/ 0 1 2 (

1

+s !our students 6re6are$ go around to assist and ans>er >hateith a s6ecific set of behaith their grou6 mates and do not share the rules >hich the! created in their grou6s& To achieith colorful banners or streamers&

Self,audit) pp* 1/,1@ +s5 !our students to do the Self-audit actiith them& The 6roficienc! leill gi
Let&s 'orD and Learn) pp* 1@,1+ 0 1 2

To start the discussion$ has6a6ers and online >ebsites& Ma5e sure that these sources carr! no signs of bias or stereot!6es& Qou ma! also use traebsites$ such as lonel!6lanet&com$ as sources& +ssess !our students’ 6erformances using the rubric belo>& Criteria for Assessin Students’ %erformances =>#

Criteria

5/6

># S# 516 56

@# N 5%6 5'6

*he intervie! !as conducted professionally. *he 4uestions !ere insightful and !ell-thought-out. *he ans!ers !ere informative and accurate. *he intervie! s7it !as free from stereotypes andor racism. *he presenters spo7e clearly$ audibly$ and !ithout pronunciation errors.

T0TAL 08;ALL SC0;

%/

Le!end: =>#  *o a very great extent? >#  *o a great extent? S#  *o some extent? @#  *o a little extent? N  Not at all atin!: =>#  %'-%/? >#  '(-%&? S#  ''-'/? @#  (-'&? N - /


9e' Ta&ea5a's: "3 1.

Aet the students identif! the languages in the s6eech balloons& 9andoml! call students to sa! each >ord and identif! the language& =efinition and Nature of Intercultural Communication: ""3 1.42

To introduce this to6ic$ !ou ma! mention intercultural blunders gi
#x6lain that successful intercultural communication does not ha66en instantl!& There are stages an indi
0 1

2 ( D

+fter +fter discussi discussing ng the the *M%S$ *M%S$ lead the discussio discussionn to the sehen >hen tal5ing tal5ing to the the follo>i follo>ing/ ng/ 0 + memb member er of the the o66 o66os osit itee sex sex 1 Some Someon onee olde olderr or !oung !ounger er tha thann them them 2 + 6er 6erso sonn from from a dif diffe fere rent nt rel relig igio ionn +s5 +s5 ith >ith 6eo6l 6eo6lee >ho diff differ er from from them them in terms of culture$ gender$ age$ religion$ or social status& S!nth S!nthes esii-ee ans>e ans>ers rs and and segue segue to the the guide guideli line ness on ho> to ahen >hen tal5 tal5in ingg to someone& Then$ Then$ ha ans>er er #xerc #xercise ise %% %% and #xerc #xercise ise %%% %%% on 6& 22& 22& Qo Qou are encour encourage agedd to discuss the ans>ers >ith !our students& Should !our students’ ans>ers contradict the ans>er 5e!$ allo> them to ustif!&

Let&s .ractice) p* 2Group Activity, pp. 23-2!

0 1

%nstruct %nstruct the the students students to to do +& +& Tell Tell them to to be critical critical of the 6ictur 6icture& e& Aet them them do ;& 9emind 9emind them them to be be consciou consciouss of time time in in doing doing the acti
Group Activity, pp. 2!-2"

0 1

Warm 6p and :rou6 +ctiin >ingg criter criteria& ia& Creati
>

1 "oints 12


oral comm comm *+
('%&'( /010'2 )+

4

Group Activity, p. 2#

0 1

%n this actiill >ill assess assess one of hisEhe hisEherr grou6 mates& mates& Han o>n time5ee time5ee6er 6er to ma5e ma5e sure eithi >ithinn the time limit& 2 +fter>ard +fter>ards$ s$ debrief debrief the student studentss and relate relate !our !our short discus discussion sion to to the @ualities @ualities of a good intercultural communicator&

einforcement Acti3ity) pp* 2/,2@ +ssess students’ out6uts using the follo>ing rubric& Criteria for Assessin the Essa'

=># ># 5/6 516

Criteria

S# 56

@# 5%6

N 5'6

*he essay essay demonstr demonstrates ates an understa understandin nding g of the concepts in intercultural communication. communication.

*he essay effectively discusses the strategies in sending the right messages across cultures.

*he essay follo!s the appropriate format and number of !ords. *he choice of !ords is appropriate. *he essay essay is cohere coherent nt and cohesi cohesive. ve. *ran *ransit sition ions s and cohesive devices are used for the smooth flo! of ideas.

*he essay is free from grammatical errors. T0TAL

08;ALL SC0;

>-"


F* ;,linD) p* 2@ To su66lement su66lement this lesson$ as5 the students to refer to an! an ! of the lin5s 6ro
G* Let&s eflect) p* 2@ Aet the students >rite their reflections using the chart& Qou Qou ma! as5 them to do the reflection at the end of the session or gior5& ho me>or5&

1# All rights reserved. reserved. No part of this material may be reproduced reproduced or transmitted transmitted in any form or by any means means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /010'2 )+

I8* Ans9er ey Let&s 'arm (p) p* 16 Students’ "erformances ma' var'3

;xercise I
;xercise II
*3 ?9

23 Ae

+3 ,eliion

#3 Culture

-3 Social status

(3 Social status

.3 ?9

)3 Ae

13 ?9

;xercise III
*3 T

23 $

+3 T

#3 $

-3 T

(3 T

.3 T

)3 $

13 T

Group Acti3ity) pp* 2-,25 A3 Com"arisons ma' var': but must reflect the follo5in idea0 The 5oman in the advertisement for S5eden 5as removed in the advertisement for Saudi Arabia3 ;3

1



The advertisement 5as edited to cater to Saudia Arabia’s strict rules about 5omen3

1

Ans5ers ma' var'3

2

Ans5ers ma' var'3

Group Acti3ity) pp* 25,26 A3 Students’ ans5ers ma' var'3 ;3 Students’ loos ma' var'3

2

Group Acti3ity) p* 2/ Students’ s"eech "resentations ma' var'3

einforcement Acti3ity) pp* 2/,2@ Students’ essa's ma' var'3

1( All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /010'2 )+

C(L4IBATIBG TASS Suested Number of /ours0 1 Instruct the students to choose the letter of the correct ans5er3

0

Ghich of the follo>ing elements of communication refers to the information or ideas con
1

Ghich model de6icts communication as linearN 0 Transaction Model 1 %n
2

@aron

2 emotional barrier ( s6eciali-ed field of ex6ertise Ghich of the follo>ing refers to the use of sim6le !et 6recise and 6o>erful >ordsN 0
3

emotional e6"ression

Ghich barrier is characteri-ed b! a set of
D

Shannon48eaver Model

( Schramm Model Ghich function of communication is serhen 6eo6le’s feelings are being in
(

messae

brevit'

( a66ro6riateness Ghich of the follo>ing statements sho>s 6ositihat others share about theirs& 1

I do not thin& that m' o5n culture is better than others’3

2 (

% communicate for others to understand and a66reciate m! o>n culture& % do not exert effort in learning about others’ cultures&

1) All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /010'2 )+



Ghich of the follo>ing best defines intercultural communicationN 



1 %t is a com6etition among 6eo6le set to ma5e their cultures 5no>n& 2 %t is an organi-ed 6rocedure >here ehen a s6ecific culture is regarded as the best among the rest& Ghich *M%S stage is sho>n in the statement$ Peo6le of different cultures are not reall! uni@ue& The! are categoricall! the same&I 0 acce6tance 1 defense 2 denial #

'

minimi7ation

Ghich of the follo>ing cannot be considered a characteristic of a com6etent intercultural communicatorN 0 inclusi
)

It ha""ens 5hen individuals neotiate: interact: and create meanins 5hile brinin in their varied cultural bac&rounds3

idealistic

Ghich of the follo>ing statements best sho>s %.T#:9+T%O. as a *M%S stageN 

I hear 'ou and I 5ant to see ho5 I can benefit from 5hat 'ou said3B

1 2

% can see nothing ne> in >hat >e all 6resented&I % don’t thin5 !our suggestions >ill >or5& The! don’t ser
(

Ma!be % can ma5e necessar! adustments in order to meet our obecti
;3 =ivide the students into rou"s of five3 et them do the follo5in0

10 Githout using an! 6ro6s$ create an %.FOM#9C%+A that sho>s communication as an %.CAS%?# tas5& 11 Ma5e the infomercial creatio to three minutes& Assess each rou"’s "erformance usin the follo5in criteria3

Content of the 6resentation

(0 6oints

Partici6ation of grou6 members

(0 6oints

Creati
(0 6oints

se of re@uired time in the 6resentation

10 6oints

Total

1 "oints

1* All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /010'2 )+

II

t i n

U

Strateies in !arious S"eech Situations Curriculum Guide Competency

Code

Content Standard


identifies the various types of speech context$ #N'''%OC-3f-'/ pp. '-1

Lesson 1: Types of

exhibits appropriate verbal and non-verbal #N'''%OC-3f-'( behavior in a given speech context$ pp. 9-2 distinguishes types of speech style$ p. / #N'''%OC-3f-'9

Speech Context and Style identifies social situations in !hich each speech style is appropriate to use$ p. (

#N'''%OC-3f-'8

observes the appropriate language forms in #N'''%OC-3f-'2 using a particular speech style$ pp. 9-2 recogniDes that responds appropriately and effectively to a #N'''%OC-3f-%& communicative speech act$ Lesson 2: pp. 1'$ 1(-19 competence Types of Speech Act engages in a communicative situation using re4uires demonstrates effective acceptable$ polite and meaningful #N'''%OC-33ab-%' understanding of use of communicative communicative strategies$ pp. 12$ /-/1 speech context$ strategy in a variety of speech style$ speech situations$ pp. #N'''%OC-33ab-%% speech act and %2$ 9$ 2$ 12$ /-/9 #N'''%OC-33ab-%%.' communicative strategy$ pp. 1/$ 19$ #N'''%OC-33ab-%%.% /(-/9 explains that a shift in speech context$ speech style$ speech act and communicative #N'''%OC-33ab-%%. Lesson -: strategy affects the language form$ duration Types of of interaction relationship of spea7er$ role Communicati3e Strate!y and responsibilities of the spea7er$ message$ #N'''%OC-33ab-%%.1 and delivery$ pp. /(-/9 #N'''%OC-33ab-%%./ #N'''%OC-33ab-%%.(


oral comm *+
('%&'( /0102 )+

n o s s e

1

L

Types of

Speech Context and Style Suested Number of /ours0 +

Lesson i!hli!hts ™ S6eech contexts ma! be formal or informal$ 6ersonal or im6ersonal de6ending

on the relationshi6 of the communicators and the context& ™ The s6eech st!le that a communicator ado6ts de6ends on the listener$ the situation$ and
Supplementary Information ™ Selfconce6t is the basis in intra6ersonal communication& This refers to ho> a

communicator sees himEherself and in

Let&s 'arm (p) p* 2+ 0

#ncourage the students to be creatin scenes in the 6erformances of !our students >hich !ou can integrate into the discussion& 1

Self,audit) p* -" 0

+s5 !our students to do the Self-audit actiith them& 1 The 6roficienc! leill gi

oral comm *+
('%&'( /0102 )+

Let&s 'orD and Learn) p* -1 0 1 2

Hahich each t!6e of communication is used& #ncourage them to freel! share their ideas&

T'"es of S"eech Conte6t: ""3 #24##

S!nthesi-e the ans>ers of the students in #xercise %& se this to segue to the discussion on the t!6es of s6eech contexts& Haarm u6 actihen discussing this lesson& +fter the discussion$ haor5 >ith their seatmates and ans>er #xercise %% on 6age (D to re the to6ics discussed& 9emind students to gi
0

1 2 ( D 3



To introduce the conce6t of s6eech st!les$ as5 !our students ho> the! >ould as5 each of the follo>ing 6eo6le to >ait for themEgiers must generall! follo> a casual s6eech st!le 1 Close famil! members or bo!friendsEgirlfriends trend in ans>ers must generall! follo> the intimate s6eech st!le 2 Cashier at a store trend in ans>ers must generall! follo> the consultatiers to 6oint out that although students >ere basicall! sending the same message to each of the giho the! >ere tal5ing to& *iscuss each s6eech st!le& Hahat t!6e of s6eech st!le the! >ill use >hen tal5ing to that 6erson& Hah!& +fter the discussion$ haer #xercise %%% on 6& (3& %f some students ans>er differentl! in some of the items$ haers& .ote that the relationshi6 >ith the communicators and the context influence the s6eech st!le& +s5 the students to >or5 >ith their 6artners and ans>er #xercise %? on 6age (&

* Let&s .ractice) p* -@ I. Group Activity, p. 3$

Qou ma! use the same set of @uestions for each grou6& Ma5e sure to use o6enended @uestions >hich re@uire the student to share hisEher sentiments or insights& Sam6le @uestions are gi& 0 Ghat is the most im6ortant thing that has ha66ened to !ou so farN 1 Ghat is one thing !ou are 6roud of about !ourself and >h!N 1. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

0

2

Ghat matters more/ to gain the res6ect of others or to haer o the! care about !ouN #ach student has one minute to share hisEher ans>er& +ssign a time 5ee6er in each grou6 to ensure that eithin the time limit&

Group Activity, p. 3$

0

+s5 the students to >or5 in the same grou6 as the 6rerite an original 6la! >hich em6lo!s the & Criteria for Assessin the %la' 8G;

Criteria

<6=

G; <5=

S; <-=

L; <2=

B

<1=

=arious speech contexts and styles !ere used in the performance. *he performance demonstrated the students: understanding of the concepts.

*he performance !as entertaining. *he preparation and the performance adhered to the time limit. All the members of the group contributed to the performance. *he performance is free from errors in grammar and pronounciation. T0TAL

08;ALL SC0;

>-"



0

+fter creating their tableaux$ ha each grou6’s set of 6ictures during the guessing game& 1 This actiill ta5e&

2 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

IV. Group Activity, p. 3$

Qou ma! as5 students to bring related materials a da! before the actiing rubric& Criteria for Assessin the %oster 8G;

Criteria

<6=

G; S; <5= <-=

L; B <2= <1=

*he poster effectively sho!s the group:s ideas on the topic. *he poster is creative and eye-catching. =arious symbols$ colors$ and signs are used in portraying the ideas about the topic. T0TAL

08;ALL SC0;

>16

Le!end: =>#  *o a very great extent? >#  *o a great extent? S#  *o some extent? @#  *o a little extent? N  Not at all atin!: =>#  '-'/? >#  '&-'%? S# 9-2? @#  1-(? N - 


0 1 2

+ssign >hich grou6 >ill >or5 >ith each other& Qou ma! allo> the student een the formal and casual
VI. Group Activity, pp. 3$-3%

:i to !our students& Han to6ic as long as !ou a66roer @uestions as necessar!& ;efore the grou6s 6resent$ 6air u6 the grou6s so the! ma! e

oral comm *+
('%&'( /0101& )+

;* einforcement Acti3ity) p* -+ +ssess !our students’ out6uts using the follo>ing rubric& Criteria for Assessin the !ideo Intervie5 8G;

Criteria

<6=

G; <5=

S; <-=

L; <2=

B

<1=

*he intervie! 4uestions are logically arranged. *he intervie! 4uestions tac7le the topic effectively. *he intervie! is conducted professionally. *he intervie!er appears professional and confident during the intervie!. *he !ord choice and language used are appropriate. T0TAL

08;ALL SC0;

>26


F* ;,linD) p* -+ To su66lement this lesson$ as5 the students to refer to an! of the lin5s 6ro
G* Let&s eflect) p* 5" Aet the students >rite their reflections on the table on 6age D0& Qou ma! as5 them to do the reflection at the end of the session or gior5&

I8* Ans9er ey Let&s 'arm (p) p* 2+ Students’ stories ma' var'3

;xercise I) p* -1 Students’ sam"le information ma' var' but must adhere to the conte6t of communication iven3


oral comm *+
('%&'( /0101& )+

;xercise II) p* -5 Type Intrapersonal

Interpersonal: yad

Situation ;xamples

escriptions

Self as the sender,recei3er of

messa!e Communication that occurs

bet9een t9o people

1* Eournalin! 2* Self,talDin! -* ThinDin! 1* TalDin! 9ith>to a friend 2* Gi3in! an order to a restaurant cre9>staff -* 0ne,on,one meetin! 9ith anyone

1* Group meetin! in class Interpersonal: Small Communication that in3ol3es 2* 4eetin! 9ith other members>officers of

!roup

three or more people

the or!aniation -* Teachin! small !roups 1* Gi3in! public announcements

.ublic Communication

4essa!e that is deli3ered before 2* eli3erin! any type of public speeches -* oin! the role of a master of ceremonies or the public

hostin! an e3ent>pro!ram ;xercise III) p* -6 13 Consultative

.3 $ormal

23 Consultative

13 $ro7en

#3 $ormal

113 $ro7en

(3 $ormal

123 Consultative

)3 $ormal

1#3 $ro7en

*3 Casual

1(3 Casual

+3 Casual

1)3 Consultative

-3 Intimate

;xercise I8) p* -/ Encourae students to list as man' reasons as the' can3 The follo5in are sam"le ans5ers3 The a""ro"riate lanuae should be used because it ma' result in confusion if the settin and conte6t do not match the lanuae3 The lanuae should also be a"t to the s"eech st'le because it reflects the for4malit' of the situation3 It also affects the relationshi" of the "artici"ants3

2# All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

Group Acti3ity) p* -@ Students’ ans5er ma' var'3

Group Acti3ity) p* -@ Students’ ans5er ma' var'3

Group Acti3ity) p* -@ Students’ tableau ma' var'3 Their scores are determined b' the number of their correct uesses3

I8* Group Acti3ity) p* -@ Students’ "osters ma' var'3

Group Acti3ity) p* -@ Students’ recreated stories ma' var'3

8I* Group Acti3ity) p* -@,-7 ?ral "resentations ma' var'3

einforcement Acti3ity) p* -+ Students’ intervie5s ma' var'3

2( All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0101' )+

o s s e

2

L n

Types of

Speech Act Suested Number of /ours0 (

Lesson i!hli!hts ™ *ifferent t!6es of s6eech act are used to ex6ress different 5inds of intentions& ™ Communicati
to understand s6eech acts&

Supplementary Information ™ The conditions that ha
called felicit! conditions&I ™ +ustin lists three felicit! conditions/ 0 there must be a conith a conedding t>o 6eo6le the fro-en ritual and the effect of the cou6le getting married 1 the circumstances and the 6ersons must be a66ro6riate a teacher cannot sentence a coneds t>o cou6les$ but in an informal setting$ it is not considered a 6erformati
Teachin! Strate!ies Let&s 'arm (p) pp* 51,52 0 1

+fter the exercise$ chec5 the students’ res6onses& *etermine the a
Self,audit) pp* 52,50 1

+s5 !our students to do the Self-audit actiith them& The 6roficienc! leith an insight on ho> to teach the lesson and >hich to6ics ha

oral comm *+
('%&'( /0101' )+

Let&s 'orD and Learn) p* 50 1

To start the to6ic$ haatch the n time before the! come to !our class or 6la! the
=efinition of S"eech Acts: ""3 (#4((

+fter the exercise$ as5 the students >hat the as about& Sa! that through the interaction of the t>o 6eo6le$ something >as achieas able to order flo>ers& State that in ma5ing s6eech acts$ the same idea a66lies/ >hen a s6eech act is uttered$ an action is carried out& *iscuss the definition and t!6es of s6eech acts$ as >ell as indirect s6eech act& %n discussing indirect s6eech acts$ !ou can as5 students to giing/ 0 Can !ou chec5 the cabinet for m! 6honeNI  indirectl! as5s the listener to chec5 the cabinet& 1 *o !ou 5no> if heEshe got a 100 on the recent examNI  indirectl! as5s the listener >hat someone’s grade is& 2 The >indo> is still o6en&I  indirectl! as5s the listener to close the >indo>& %erformatives: "3 ((

%ntroduce the conce6t of 6erformatio situations/ 0 a cou6le >ed b! a udge 1 a cou6le >ed b! a beggar Then$ as5/ %n >hich scenario is the cou6le legall! declared as husband and >ifeN :i
+fter discussing 6erformati the idioms and the eccentricities in a language to be able to communicate effectiing exam6le/ The 6hrasal ants to as5 Qna out$I might be inter6reted incorrectl! to mean that ac5 >ants Qna to ste6 outside& +fter discussing the classifications of s6eech act$ ha
oral comm *+
('%&'( /0101' )+

Let&s .ractice) p* 5/ I. Pair Activity, p. !#

0 1 2

1

*o>nload the atch it in class& Qou ma! also do>nload the 6reers& Then$ randoml! call on students to share their com6arisons& *iscuss the ans>ers >ith the class and focus on the differences in the t!6es of s6eech acts used&

Group Activity, p. !$

0

9emind the students that at least fie
einforcement Acti3ity) p* 5@ 0 1

+ns>er >hateith !ou moreI means that a 6erson >holeheartedl! agrees >ith the other 6erson$ not the other >a! around& +ssess the essa!s using the rubric belo>& Criteria for Assessin the Essa' 8G;

Criteria

<6=

G; <5=

S; <-=

L; <2=

B

<1=

*he essay demonstrates an understanding of the speech acts and communicative competence. *he essay correctly analyDes the given conversation and provided an insightful discussion.

*he essay follo!s the format and the number of !ords prescribed. *he choice of !ords is appropriate. *he essay is coherent and cohesive. *ransitions and cohesive devices are used for the smooth flo! of ideas.

*he essay is free from grammatical errors. T0TAL

08;ALL SC0;

>-"


2+ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0101' )+

;* ;,linD) p* 57 To su66lement this lesson$ as5 the students to refer to an! of the lin5s on 6age D' and learn more about s6eech act&

F* Let&s eflect ) p* 57 Aet the students >rite their reflections using the chart& Qou ma! as5 them to do the reflection at the end of the session or gior5&

I8* Ans9er ey Let&s 'arm (p) pp* 51,52 a3 %resident of the countr' b3 The s"ea&er is reuestin me to o"en the door3 b3 She 5ants me to increase the tem"erature in the room3 c3 I 5ill increase the tem"erature to decrease the coldness3 c3 I "romise to love 'ou for better or for 5orse3B

;xercise I) p* 5/ello: hi: he' This is =r3 Guevara’s office 8ell: I uess that’s it3 See 'ouD ;'e: than&sD Note0 Ans5ers should onl' be based on the video3

;xercise II <.air=) p* 5/ The follo5in are sam"le ans5ers3

Classification of Speech Act Asserti3es irecti3es

Situation

;xample

'hen you are accused of doin! I s9ear I did not do itH somethin! you did not do 'hen you order a meal in a I&ll !et 3alue meal A* :indly upsie my

restaurant Commissi3es ;xpressi3es eclaration

drinDs and fries*H 'hen you promise to do I&ll clean the house later*H somethin! 'hen you offer an apolo!y FI&m so sorry* I didn&t mean it*H 'hen a ?ud!e sentences a The ?ury finds you !uilty of !rand theft defendant to ?ail auto) and are sentenced to 1" years in

prison 9ithout bail*H


oral comm *+
('%&'( /0101' )+

.air Acti3ity) p* 5/ The follo5in are some of the differences bet5een the t5o videos3 

!ideo 10 The conversation 5as formal and "rofessional3 The s"eech st'le used 5as formal and the s"eech acts used 5ere mostl' directives and assertives3

1

!ideo 20 Com"ared to the "revious video: this 5as less formal3 The reetins: "re4 closin: and closin too& a less "rofessional but still businessli&e tone: but the s"eech st'le 5as consultative3 Commissives and directives 5ere also the s"eech acts used3

Group Acti3ity) p* 5@ Students’ s&its ma' var'3

einforcement Acti3ity Students’ essa's ma' var'3

2. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0101% )+

o s s e

3

L n

Types of

Communicati3e Strate!y Suested Number of /ours0 )

Lesson i!hli!hts ™ ?arious strategies can be used to be able to communicate effectia!s to

get their messages across& ™ Communicatior5 around 6roblems encountered in actual con
II* Supplementary Information ™ Other communicati
aing / Semantic avoidance 7 The s6ea5er communicates something different from >hat heEshe originall! intends& #xam6le/ The e!e >as >oundedI blac5 e!e essage reduction U The message is ex6ressed$ but it is less accurate than the original idea& #xam6le/ The >oman >as >earing a sort of long dressI to describe a >oman >earing a go>n essage abandonment U The message is totall! discontinued& #xam6le/ She >as >al5ing in that&&& % don’t 5no>&I ™ #xam6les of achieing/ )oinage U The s6ea5er ma5es a ne> >ord to ex6ress hisEher idea& #xam6le/ HouseshoesI for sli66ers )ircumlocution U The s6ea5er describes the obect or the action instead of using the actual >ord& #xam6le/ % >ant to bu!&&& the thing that !ou >ear >hen !our hands feel coldI to refer to gloord from hisEher nati a&&& bruha in the forest&I Appeal for assistance U The s6ea5er turns to a natiord& #xam6le/ s6ea5er 6oints to his an5les Ghat do !ou call thisNI # All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0101% )+

Let&s 'arm (p) p* 5+ 0

*o>nload the o minutes to 6resent the decision& 2 Facilitate the decisionma5ing of the class b! as5ing >hich of the mentioned 6laces the! li5ed most& Ha of hands& ( This actiith each other and collaborate to arri
Self,audit) p* 6" 0 1

Let&s 'orD and Learn) p* 61 9e' Ta&ea5a's: "3 )1

0

To o6en the to6ic$ as5 the students to share their ex6erience in tal5ing >ith their grou6mates in the Garm 6 acti
Ghat are some of the difficulties !ou encountered in tal5ing to each other$ if an!N

1 Ho> did !ou >or5 around these difficultiesN 9andoml! call students to share their ans>ers& +c5no>ledge and affirm their ans>ers as necessar!& T'"es of Communicative Strateies: ""3 )14)2

1 2 ( D

Tal5 about the t!6es of communicatihich exem6lif! each communicatiards$ haer #xercise % on 6age 3(& :ier$ then chec5& *iscuss the ans>ers >ith them&

Let&s .ractice) p* 6Group Activity, pp. "3-"!

0 1

To assign scenes to each grou6$ >rite the scenes on stri6s of 6a6er and ha

(& +ssess !our students’ 6erformances using the rubric belo>& 8G;

Criteria

<6=

G; <5=

S; <-=

L; B <2= <1=

*he s7it demonstrated students: 7no!ledge of communicative strategies. Appropriate communicative strategies !ere used during the presentation. *he s7it adhered to the time limit. #rrors in grammar and pronunciation !ere avoided. *he language and speech style !ere appropriate to the context of the s7it. T0TAL

08;ALL SC0;

>26


Group Activity'ini-pro()ct, pp. "!-""

0 1 2

To hel6 !our students 6re6are their commercials$ !ou ma! 6la! the tourism hen ans>ering the guide @uestions& .ote that the out6ut has to be a threeminute
Pair Activity, p. ""

0 1 2

Haor5 in 6airs in ans>ering this actiere able to successfull! identif! the communicati
IV. Pair Activity, pp. "#-"$

:ier6oint 6resentations of all 6airs on the follo>ing da!& #m6hasi-e that both students ha
#2 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0101% )+

;* einforcement Acti3ity) p* 6@ +ssess !our students’ out6uts using the rubric belo>& Criteria for Assessin the Essa' 8G;

Criteria *he

essay

demonstrates

<6=

an

understanding

G; <5=

S; <-=

L; <2=

B

<1=

of

communicative strategies and the changes a spea7er ma7es in relation to the speech context$ style$ and act. *he essay comprehensively tac7les ho! the language$ duration of interaction$ relationship of the spea7er and listeners$ roles and responsibilities of the spea7er$ message$ and delivery changes in the face of different contexts.

*he essay follo!s the correct format and re4uired minimum !ord count. *he essay is !ritten coherently and cohesively. *he !ord choice is appropriate. *he essay is free from grammatical errors. T0TAL

08;ALL SC0;

>-"


G* ;,linD) p* 6@ To su66lement this lesson$ as5 the students to refer to an! of the lin5s 6ro
* Let&s eflect ) p* 67 Aet the students >rite their reflections using the chart& Qou ma! as5 them to do the reflection at the end of the session or gior5&

## All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0101% )+

I8* Ans9er ey Let&s 'arm (p) p* 5+ Students’ choices ma' var'3

;xercise I
.



Turn4ta&in

1

Termination

2

Turn4ta&in

#

Turn4ta&in

(

Nomination

)

Nomination

*

Termination

+

,e"air

-

Termination Turn4ta&in

Group Acti3ity) pp* 6-,65 Students’ acts ma' var'3

Group Acti3ity>4ini .ro?ect) pp* 65,66 Students’ tourism commercial ma' var'3

.air Acti3ity) p* 66 Students’ evaluation ma' var' but must identif' correct communicative strateies3

I8* .air Acti3ity) pp* 6/,6@ Students’ oral "resentations ma' var'3

einforcement Acti3ity) p* 6@ Students’ essa's ma' var'3

#( All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0101% )+


0

%n >hich s6eech st!le are argon$ lingo$ and street slang usuall! usedN 0 intimate 1 formal 2

1

2

( cohenV 

there is no direct connection bet5een the form of the utterance and the intended meanin3

1

there is a direct connection bet>een the form of the utterance and the intended meaning&

2 there is no direct connection bet>een the intention and the intended meaning& ( there is a direct connection bet>een the intention and the intended meaning& This refers to the abilit! of a s6ea5er to use linguistic 5no>ledge to effectiith others& 0 %nter6ersonal communication 1

(

Communicative com"etence

2 Social interaction ( Communicatiing statements sho> a commissiant to eat some ca5e&I 1 She >ent outWI 2

D

casual

I’ll be here tomorro5 at *"m3B

( %’m sorr! % >as so angr! at !ou !esterda!&I Ghich of the follo>ing is .OT a s6eech contextN 0 %ntra6ersonal communication 1 *!ad communication 2

on distance communication

( Mass communication & 9estriction in communication refers to an!

!ou ma! ha
limitation

ideas noises internal conflict

#) All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0101% )+

0

Ghich of the follo>ing is an exam6le of a fro-en s6eech st!leN 

1

1 The President’s SO.+ 2 + commencement s6eech ( O6ening remar5s Gho 6ro6osed the classification of illocutionar! actsN 0 8ohn +ustin 1

2

%anatan Ma&aba'an

ohn Searle

2 8ohn Cena ( Martin 8oos Ghich statement reflects terminationN 

8ell then: I thin& 5e’re ood3 See 'ouDB

1 % didn’t 5no> about that&I 2 So$ ha
(



?ne s"ea&er

1 2 (

T>o s6ea5ers + small grou6 + s6ea5er and an audience

;3 =ivide the students into rou" of five3 et them do the follo5in0

D

3 

Ma5e an entertaining musical s5it >hich sho>s 0 ho> the context and relationshi6 of 6artici6ants affect communication and 1 ho> 6roblems in communication can be o
Assess each rou"’s "erformance usin the follo5in criteria3


(0 6oints


(0 6oints

#ntertainment
(0 6oints


10 6oints

Total

1 "oints

#* All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0101% )+

t i n

U

III

$undamentals of %ublic S"ea&in Curriculum Guide Competency

Code

Content Standard


uses principles of effective speech !riting focusing #N'''%OC-33c-%/ on audience profile$ p. ( #N'''%OC-33c-%/.' uses principles of effective speech !riting focusing #N'''%OC-33c-%/.% on logical organiDation$ pp. (1-((

Lesson 1: .rinciples of uses principles of effective speech !riting focusing #N'''%OC-33c-%/. Speech 'ritin!

on duration$ p. (8

uses principles of effective speech !riting focusing #N'''%OC-33c-%/.1 on !ord choice$ pp. (9-(8

proficiently delivers uses principles of effective speech !riting focusing #N'''%OC-33c-%/./ realiDes the rigors of various speeches using on grammatical correctness$ pp. (9-(8 crafting one:s the principles of distinguishes types of speeches$ pp. 8&-8% #N'''%OC-33c-% speech$ pp. (%-9/ effective speech delivery$ pp. 88-2' uses principles of effective speech delivery in #N'''%OC-33c-%1 different situations$ pp. 8-81$ 88-2'

Lesson 2: #N'''%OC-33c-%( .rinciples of uses principles of effective speech delivery focusing #N'''%OC-33c-%(.' Speech eli3ery

on articulation$ modulation$ stage presence$ facial #N'''%OC-33c-%(.% expressions$ gestures and movements$ and #N'''%OC-33c-%(.

rapport !ith the audience$ pp. 81-8( #N'''%OC-33c-%(.1 #N'''%OC-33c-%(./


oral comm *+
('%&'( /0/0' )+

o s s e

1

L n

.rinciples of

Speech 'ritin! Suested Number of /ours0 *

Lesson i!hli!hts ™ Griting a s6eech also follo>s a 6rocess& ™ +udience anal!sis is a 5e! factor in >riting an effecti
conclusion& ™ S6eech >riting is a recursi
Supplementary Information ™ Tell them >hat !ou’re going to tell them$ tell them$ then tell them >hat !ou told themI is

an old adage about s6eechma5ing >hich 6oints out that in ma5ing a s6eech$ the s6ea5er has to gi at >hat 6art of the s6eech the s6ea5er is in& Common sign6osts include the numeric first, second, and third transitions to outline three main 6oints&


Let&s 'arm (p) p* /" 0

#m6hasi-e that students onl! haill ta5e in 6lanning the 6rogram& The! don’t haith an actual 6rogram& 1 +fter>ards$ discuss their insights using the guide @uestions in the boo5& 2 This acti of ho> a set of logical and organi-ed 6rocesses has to be done to achiea! a s6eech is >ritten& 1

Self,audit) p* /1 0 1


oral comm *+
('%&'( /0/0' )+

Let&s 'orD and Learn) p* /2 0 1

Haer #xercise %& +fter chec5ing the ans>ers to the exercise$ chec5 >hich item the students mostl! got >rong&

The S"eech 8ritin %rocess: "3 *2

To introduce the lesson$ refer to the >armu6 acti a s6ecific set of ste6s to 6lan !our 6rogramN Sa! that >hen the! >rite a s6eech$ the! also ha a logical set of ste6s$ ust li5e in the 6lanning exercise& Conductin an audience anal'sis: "3 *#

*iscuss the first stage& +s5/ Gh! is it im6ortant to anal!-e the audience before >riting the s6eechN *iscuss demogra6h!$ situation$ and 6s!cholog!& 0 *emogra6h! has to be 5no>n to determine the interest of the audience& %t >ill also affect the language st!le and formalit! of the s6eech& 1 Situation >ill affect the length of s6eech$
Ps!cholog! >ill let the >riter 5no> >hich a66eal to use and ho> to situate hisE her text in the context of the audience& Present the audience anal!sis chec5list and tell the students that the! ma! use this >henerite a s6eech& =eterminin the "ur"ose of the s"eech: ""3 *#4*(

.ext$ discuss the three general 6ur6oses& 9emind the students that in determining their 6ur6ose$ the! must alread! ha
#m6hasi-e to the students that the to6ic the! >ill select must be interesting for them& +side from the techni@ues listed in the boo5$ students can also bro>se the %nternet to loo5 for suitable to6ics& Narro5in do5n a to"ic: "3 *(

Stress that a to6ic must not be too general or ill not be discussed >ell& #x6lain ho> a general to6ic is narro>ed do>n& =ata atherin: "3 *(

#m6hasi-e the follo>ing/ 0 The s6eech must be >ellresearched and su66orted b! facts& 1 Sources must be ill be maintained& #. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

Selectin a 5ritin "attern: ""3 *(4 *)

*iscuss the riting 6attern that the! >ill em6lo!& %re"arin an outline: "3 **

Stress the follo>ing >hen discussing the outline& 0 Pre6aring an outline is im6ortant because it forms the foundation of the student’s s6eech& 1 +n outline 5ee6s the s6eech coherent and cohesio t!6es of outline that students can use& Creatin the bod' of the s"eech: ""3 **4*+

%n discussing this to6ic$ re the conce6t of a thesis statement the main idea of an essa! >ith the students& Sa! that a s6eech must also hahen >riting the bod! of the s6eech are the follo>ing/ 0 Follo> the s6eech 6attern in dea!$ the audience can 5ee6 trac5 of the ideas& %re"arin the introduction: "3 *+

Tell the students that aside from catching the attention of the audience$ the introduction >ill also sho> them a 6re of >hat the s6eech is about& *iscuss the techni@ues in beginning a s6eech& %re"arin the conclusion: "3 *+

*iscuss the techni@ues in ending a s6eech& Stress that the conclusion must also 6roith a sense of closure& EditinFrevisin: "3 *+4*-

Tell the students that u6 to this 6oint$ the s6eech is still a draft& %t still has to be edited and reer 6rinci6les for s6eech editing of *lugan& Qou ma! gi
*iscuss rehearsing& Stress that the! hahich 6arts to enhance& Guidelines: "3 *-

*iscuss the guidelines in >riting a s6eech& Qou ma! also gi$ haer #xercises %% and %%% on 6ages ')& Chec5 their ans>ers and re items >hich >ere missed b! the maorit!& ( All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/0' )+

Let&s .ractice) p* @" I.Group Activity, pp. $*-$2

0 1 2 (

:iards$ haor5s& +s5 students to chec5 >hether the editing 6rinci6les that >ere a66lied are a66ro6riate and >hether the final out6ut is easier to understand& #ing rubric& ,ubric for Assessin the ,evision

G; S; L; B <6= <5= <-= <2= <1=

8G;

Criteria *he edited revised version is easier to understand.

*he edit demonstrates learners: 7no!ledge of the six po!er principles. *he principles used in editing are appropriate for the specific part. *he parts !hich need editing are underlined and revised. T0TAL

08;ALL SC0;

>2"

Le!end: =>#  *o a very great extent? >#  *o a great extent? S#  *o some extent? @#  *o a little extent? N  Not at all atin!: =>#  '9-%&? >#  '-'(? S#  2-'%? @#  /-8? N - 1

Iniviual Activity, pp. $3-$!

0

Haith their to6ic before the! 6roceed to the next ste6&

1

+ssist the students through each ste6& Clarif! that the! >ill harite a >hole s6eech& +ns>er >hate&

2

,ubric for Assessin the S"eech

G; S; L; B <6= <5= <-= <2= <1=

8G;

Criteria *he speech is organiDed logically. *he introduction catches attention. *he body develops the topic !ith !ell-argued ideas. *he conclusion !raps up the speech creatively. *he speech is free from grammatical errors. T0TAL

08;ALL SC0;

>26


(1 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/0'1 )+

0

Iniviual-Pair Activity, p. $"

0 1

Ha
;* einforcement Acti3ity) p* @/ +ssess students’ out6uts using the rubric belo>& ,ubric for Assessin the 8ritten ,e"ort

G; S; L; B <6= <5= <-= <2= <1=

8G;

Criteria

*he essay effectively presents the intervie! information. *he 4uestions in the intervie! are strongly connected to the process of speech !riting. *he essay follo!s the correct format and r e4uired minimum !ord count. *he essay is !ritten coherently and cohesively. *he !ord choice is appropriate. *he essay is free from grammatical errors. T0TAL

08;ALL SC0;

>-"


F* ;,linD) p* @/ To su66lement this lesson$ as5 the students to refer to an! of the lin5s 6ro
G* Let&s eflect) p* @/ Aet the students >rite their reflections using the chart& Qou ma! as5 them to do the reflection at the end of the session or gior5&

I8* Ans9er ey Let&s 'arm (p) p* /" Students’ "lans ma' var'3

;xercise I
*3

T

23 T

+3

T

#3 $

-3

T

(3 T

.3

T

)3 T

13

T

(2 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/0'1 )+

;xercise II <.air=) p*/7,/+ Ans5ers ma' var'3 Sam"le ans5ers are iven belo53 Ma&e the s"eech clear: concise: and com"lete3 Identif' the "ur"ose of 'our s"eech3 Alin 'our s"eech to the t'"e of 'our audience3 ?utline 'our s"eech3 Edit and revise 'our s"eech effectivel' to ensure correctness and a""ro"riateness3 Ma&e the introduction attention4catchin3 Ma&e sure that the conclusion restates the main ideas3 The bod' must have one central idea3 The s"eech must be 5ell4researched and 5ell4su""orted3 aron: slan: and vular 5ords must not be used in 5ritin a s"eech3

;xercise III) p*/+ ;elo5 are four of the "rocesses in 5ritin an effective s"eech3 ,efer to the discussion in chec&in and differentiatin the other "rocesses3

Speech 9ritin! process escription Application Conductin! an audience .ro3ides the preferences) !ender) status) .re,9ritin! analysis amon! others) of your tar!et audience eterminin! the speech Gi3es the 9riter a clear sense of the .re,9ritin!

purpose .reparin! an outline ;ditin!>e3isin!

purpose of the speech ;nsures the ali!nment of the messa!e of .re,9ritin!>urin! 9ritin!

the speech and its supportin! ideas Allo9s the 9riter to maDe necessary After 9ritin!

corrections to the speech Group Acti3ity) pp* @",@2 ,evisions ma' var' but should follo5 the set criteria3

Indi3idual Acti3ity) pp* @-,@5 ?ut"uts ma' var' but should follo5 the standards set3

Indi3idual,.air Acti3ity) p* @6 $eedbac&s ma' var' but should adhere to the criteria3

einforcement Acti3ity) p* @/ 8ritten re"orts ma' var'3

(# All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

o s s e

2

L n

.rinciples of

Speech eli3ery Suested Number of /ours0 +

I* Lesson i!hli!hts ™ Practice is one of the most essential elements of a successful deli
s6eech deliell as ra66ort >ith the audience$ are essential to successful 6ublic s6ea5ing& ™ There are classifications of s6eeches de6ending on the 6ur6ose and the deliell as the setting&

Supplementary Information ™ Stage fright$ i&e&$ the anxiet! felt >hen in front of an audience$ is a common occurrence

among learners >ho are ta5ing u6 6ublic s6ea5ing& Some of its s!m6toms include dr! mouth$ tense eat! 6alms$ sha5! legs$ and a 6ounding heart Fran5lin " Clar5$ 2001& ™ Some ti6s to battle stage fright are gi Fran5lin " Clar5$ 2001/ 0 9esearch the to6ic thoroughl! to feel more 6re6ared and confident& 1 Thin5 of the audience members as friends& 2 Ta5e dee6 breaths to calm !ourself& ( 9elease the tension in !our bod! b! mo
III* Teachin! Strate!ies A* Let&s 'arm (p) p* @@ Stress that e
(( All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/0'/ )+

Self,audit) p* @7 0 1

Let&s 'orD and Learn) p* @+ 0 1

To start the discussion$ haatch the ith their 6artners beforehand& *iscuss the guide @uestions in the exercise >ith the class& 9andoml! select the discussion to the s6eech deli
Insihts on %ublic S"ea&in: ""3 +.4-

#m6hasi-e that 6ublic s6ea5ing does not onl! mean 6ronouncing and enunciating >ords correctl!& %t has more to do >ith establishing and maintaining a connection >ith the audience and successfull! gi
9e the t!6es of s6eech according to 6ur6ose& Ha
*iscuss each t!6e$ its descri6tion$ and the 6ros and cons& +s5 students if the! can identif! additional 6ros and cons for each t!6e of s6eech& +fter>ards$ ha
*iscuss the different t!6es of situations in >hich 6eo6le deli
#m6hasi-e that 6ractice is essential to a good delihom !our students can emulate& Qou ma! also 6la! their
Segue to the ti6s for effecti the ti6s for effectier #xercise %%% on 6age '& :iards$ discuss their ans>ers& () All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

Let&s .ractice) p* 7/ I.

Group Activity, pp. %#-%$

0 1 2 (

D

Haatch the atch a ellN Gh! do !ou thin5 soN 1 Ghat 6art of the s6ea5er’s deli
II.Group-Iniviual Activity, %%-+1

3   '

.ote that if the student o6ts to giith an outline should be used& #ach grou6 has 10 minutes to delihole s6eech& +ssign >hich students >ill e
einforcement Acti3ity) p* +1 #& ,ubric for Assessin the 8ritten ,e"ort

G; S; L; B <6= <5= <-= <2= <1=

8G;

Criteria *he essay effectively presents the information !ith the speech !riter.

intervie!

*he 4uestions in the intervie! are strongly connected to the process of speech !riting. *he essay follo!s the correct format and r e4uired minimum !ord count. *he essay is !ritten coherently and cohesively. *he !ord choice is appropriate. *he essay is free from grammatical errors. T0TAL

08;ALL SC0;

>-"


(* All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/0'( )+

F* ;,linD) p* +2 To su66lement this lesson$ as5 the students to refer to an! of the lin5s 6ro
G* Let&s eflect) p* +2 Aet the students >rite their reflections using the chart& Qou ma! as5 them to do the reflection at the end of the session or gior5&

I8* Ans9er ey Let&s 'arm (p) p* @@ Students’ s"eeches 5ill var'3

;xercise I <.air=) p* @+ Students’ observations ma' var'3

;xercise II
Types ;xtemporaneous 

Impromptu

4anuscript

efinition SpeaDin! 9ith ad3anced preparation .lanned and rehearsed speech Guided by notes or outline SpoDen con3ersationally 4ost popular type

;xamples  Campai!n speech  Class assi!ned reportin!

     SpeaDin! 9ithout ad3anced preparation  Class recitation  (nrehearsed speech  Speech for a birthday  SpoDen con3ersationally celebrator  ible readin! SpeaDin! 9ith ad3anced preparation  Be9scastin! .lanned and rehearsed speech eadin! aloud a 9ritten messa!e 9ord, for,9ord

4emoried

 SpeaDin! 9ith ad3anced preparation  Sta!e play  .lanned and rehearsed speech  eclamation speeches  ecitin! a 9ritten messa!e 9ord, for,9ord from memory

;xercise III) p* 7/ Ans5ers ma' var' but should be related or relevant to the ideas belo53 Use a conversational st'le3 oo& 'our audience members in the e'e so the' 5ill feel that the' are "art of 'our s"eech3 ,emember to ad@ust 'our volume to the audience and venue si7e3

(+ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

*



!ar' 'our rate or s"eed to &ee" 'our audience interested and to avoid a monotone "attern3

1

Master 'our voice and find 'our "itch level hih or lo5H3

2

Use "auses 5hen 'ou em"hasi7e the most im"ortant 5ords: "hrases: or sentences3

#

Use the correct "ronunciation and enunciation of 5ords3

(

Avoid fillers or e6"ressions that substitute actual 5ords3

)

Start 'our s"eech b' standin straiht and balancin 'our 5eiht3 This 5ill ive a "ositive first im"ression3 Use "recise movements and avoid distractin mannerisms3

Group Acti3ity) p* 7/ Evaluations ma' var' de"endin on the video 5atched3

Group,Indi3idual Acti3ity) p* 77 Students evaluations ma' var' but should be based on the criteria set3

( All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/0'( )+


0

Ghat is the first stage in s6eech >ritingN 0 *etermining the 6ur6ose 1 Selecting a to6ic 2

1

( 9ehearsing Ghich of the follo>ing is not a 6o>er 6rinci6le in s6eech editingN 0 #dit for focus 1 #dit for clarit! 2 #dit for continuit! #

2

(

0 1

*ata gathering Outlining

2

Choosin a 5ritin "attern

( #diting Ghich of the follo>ing is not an effectiriting a s6eechN 0 +
( se contractions& Ghich 6art of the s6eech restates the main ideaN 0 ;od! 1

3

Edit for harmon'

This refers to the stage in s6eech >riting >hen a >riter chooses a structure for hisEher s6eech&

2

D

Anal'7in the audience

Conclusion

2 %ntroduction ( Transition Ghich of the follo>ing is an effecti
%ause to em"hasi7e 5ords3

1 2 (

9arel! loo5 the audience in the e!e& +l>a!s be formal and serious& se filler >ords to a
(. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/0'( )+



Ghich of the follo>ing is not a t!6e of s6eech according to deli


1 Manuscri6t s6eech 2 %m6rom6tu s6eech ( #xtem6oraneous s6eech The follo>ing are different deli
'

S"ea&in in a concert

2 S6ea5ing >ith a micro6hone ( S6ea5ing >ith a 6odium Ghich of the follo>ing should be emulated from good s6ea5ersN 0 Ho> the! >al5 1 Ho> the! laugh 2

)

Informative s"eech

/o5 the' connect 5ith the audience

( Ho> the! >al5 a>a! from the stage Ghich of the follo>ing statements about s6eech deliords 6erfectl!& 1 Public s6ea5ing is a talent and cannot be learned& 2

Effective s"eech deliver' means connectin 5ith the audience and communicatin the messae3

(

:ood deliords used in the s6eech&

;3 =ivide the students into rou" of five3 et them do the follo5in0

10 sing the materials !ou hahich lists riting and deli
Content of the 6oster

D0 6oints

?isual a66eal

(0 6oints


20 6oints


10 6oints

Total

1 "oints

) All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/0'( )+

t i n

U

IV

T'"es of S"eech

Curriculum Guide Competency

Code

Content Standard


Lesson 1: 0r!aniin! and eli3erin! a

4anuscript Speech Lesson 2: 0r!aniin! and eli3erin! a

4emoried Speech Lesson -: 0r!aniin! and eli3erin! an

Impromptu Speech Lesson 5: 0r!aniin! and eli3erin! an

;xtemporaneous Speech Lesson 6: 0r!aniin! and eli3erin! an

;ntertainment Speech Lesson /:

0r!aniin! and eli3erin! an

Informati3e Speech Lesson @: 0r!aniin! and eli3erin! a

.ersuasi3e Speech

uses principles of effective speech delivery in different situations$ pp. 22-'&9$ '&2$ ''$ ''($ '%%-'%$ '%($

''$ '/$ '2-'1&$ '11$ '/$ '/($ '(8

#N'''%OC-33c-%1

proficiently delivers various speeches using realiDes the rigors of the principles of crafting one:s effective speech speech$ pp. '&1-'&/$ delivery$ pp. 22-'&1$ ''$ '%%$ ''$ '2$ ''$ ''($ '%%-'%$ ''$ '/'-'/%$ '(8 '/$ '2-'1&$ '11$ '/$ '/($ '(8 uses principles of effective speech #N'''%OC-33c-%( delivery focusing on articulation$ #N'''%OC-33c-%(.' modulation$ stage presence$ facial #N'''%OC-33c-%(.% expressions$ gestures and #N'''%OC-33c-%(. movements$ and rapport !ith the audience$ pp. 22-'&9$ '&2$ ''$ #N'''%OC-33c-%(.1 '%%-'%$ '%($ ''$ '/$ '2-'1&$ #N'''%OC-33c-%(./ '11$ '/$ '/($ '(8


oral comm *+
('%&'( /0/01 )+

o s s e

1

L n


4anuscript Speech Suested Number of /ours0 *

Lesson i!hli!hts ™ *eli
connection >ith the audience >ithout being able to loo5 at them all the time$ but this can be o
Supplementary Information ™ +dditional ti6s for deli :ellis$ 2011& 0

Questions in the speech should be short and concise. When delivering them, the speaker should look at the audience.

1

The manuscript should be formatted for ease of delivery. A sample format for the speech is pt. 1, no more than !-" #ords per line, and no more than $-% paragraphs per page. The pages should be numbered and should not be stapled.

$

The speaker should never end a sentence or begin a ne# one by looking do#n.

™ ;elo> are additional 6roblems that s6ea5ers ma! ex6erience in deli
s6eech Fran5lin and Clar5$ 2001& %

When reading from a manuscript, there is a tendency to sound robotic or rigid.

8

The speech cannot be revised at the last minute.

9

The speaker needs to have a long time to prepare for the delivery.

III* Teachin! Strate!ies A* Let&s 'arm (p) p* +5 0

+fter e
)2 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/01 )+

1

+s5/ 0 +s the listener$ do !ou thin5 the s6ea5er >as able to establish a connection >ith !ouN

1 Gas the s6ea5er able to deliellN Gh! do !ou thin5 soN 2 +s the s6ea5er$ >hat difficulties did !ou obserers& ( This acti of ho> a manuscri6t s6eech deli
Self,audit) p* +6 0 1

Let&s 'orD and Learn) p* +/ 0 1 2 (

;efore the discussion$ hanload the atch them in class& +fter>ards$ giers to the guide @uestions& 9andoml! call a student from each grou6 to share their res6onses to the class& S!nthesi-e the ans>ers then segue to the discussion&

9e' Ta&ea5a's: "3 .*

%n discussing this$ recall the first guide @uestion in #xercise % and discuss students’ ans>ers& Hahen reading from a manuscri6t is ad
*iscuss the 6otential 6roblems& Qou ma! also bring u6 additional 6otential 6roblems mentioned in the Su66lementar! %nformation& Strateies in ?rani7in and =eliverin a Manuscri"t S"eech: "3 .+

*iscuss the strategies& #m6hasi-e that 6ractice is the main idea and the im6ortant 6oints b! heart&

)# All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/01 )+

Ti"s in Usin the Manuscri"t Method: "3 .+

0

*iscuss the ti6s& Qou ma! also bring u6 the ti6s gi
1

Qou ma! also as5 !our students to research additional ti6s and then share them >ith the class& +fter the discussion$ haering the exercise$ haho >ill share their res6onses to X1& S!nthesi-e the ans>ers& For item X 2$ randoml! call a student from each grou6 to deliing the mar5ings for em6hasis and 6auses that their grou6 added&

2 ( D

Let&s .ractice) p* ++ 0 Group Activity, ++-1*3

0 1 2 (

9emind the students to follo> the ti6s in 6re6aring for a manuscri6t s6eech$ es6eciall! in mar5ing the scri6t& +s the grou6s 6re6are$ go around to monitor and ans>er @uestions& :i
II. Pair Activity, p. 1*3

D 3  1

Has transcri6t beforehand& :i
Group Activity, p. 1*!

0 1 2

Grite each motier @uestions$ if an!& Students ma! also use the @uote at the beginning of their s6eech& #& Scorin! Criteria

8G;

G;

S;

L;

B

<6 pts=

<5 pts=

<- pts=

<2 pts=

<1 pt=

Content and 0r!aniation 3deas are arranged logically using the appropriate organiDational pattern .

*ransitions are smooth. *he purpose of the speech is !elldefined and achieved throughout.

)( All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

+ain points are stated clearly. 3ntroduction captures listener:s attention.

*he conclusion effectively and creatively !raps up the speech.

Speech eli3ery *he speech is not read in a monotone voice and the rate of spea7ing is varied effectively.

*he volume is apt f or the audience siDe and the setting. Bords are pronounced and enunciated !ell and filler !ords are avoided.

Audience rapport is established through eye contact and other means. Non-verbal cues are used to effectively deliver the message. "istracting movements or mannerisms are avoided.

Contribution to the Group *he student actively tries to contribute hisher ideas in preparing the speech. *he student ta7es part in the speech-!riting process. *he student provides feedbac7 and response to the draft of the group:s speech.

T0TAL GAB T0TAL

,,,9/

Le!end: =>#  *o a very great extent? >#  *o a great extent? S#  *o some extent? @#  *o a little extent? N  Not at all atin!: =>#  ('-9/? >#  1(-(&? S#  '-1/? @#  '(-&? N - '/

IV. Iniviual Activity, p. 1*!-1*#

:et the clean co6! of the s6eech before the 6resentation of the students& Ha
)) All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/0/ )+

;* einforcement Acti3ity) p* 1"@ +ssess the essa!s using the rubric belo>& ,ubric for Assessin the etter 8G;

Criteria

<6=

G; <5=

S; <-=

L; <2=

B

<1=

*he letter gives effective advice in speech delivery. *he letter demonstrates the learner:s 7no!ledge in effectively delivering a manuscript speech.

*he letter contains all the necessary parts and follo!s the prescribed format. *he letter is !ritten coherently and cohesively. *he !ord choice is appropriate. *he letter is free from grammatical errors. T0TAL

08;ALL SC0;

>-"


F* ;,linD) p* 1"@ To su66lement this lesson$ as5 the students to refer to an! of the lin5s 6ro
G* Let&s eflect) p* 1"7 Aet the students >rite their reflections using the chart& Qou ma! as5 them to do the reflection at the end of the session or gior5&

I8* Ans9er ey Let&s 'arm (p) p* +5 Students’ "erformances var'3

;xercise I
)* All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm comm *+
('%&'( /0/0/ )+

;xercise II
E6trac E6tractt 10 Ans5er Ans5erss ma' var'3 var'3 ?ne acce" acce"tab table le ans5er ans5er is is that the edit edit 5as made made to ma&e it more concise and easier to follo5 5hen s"o&en3 E6tract 20 Ans5ers ma' var'3 ?ne acce"table ans5er is that the edit 5as made to add more information3

1

a3 Ans5e ns5ers rs ma' var var'3  Ans5 Ans5er erss ma' ma' var' var'33 1 Ans5 Ans5er erss ma' ma' var' var'33

1

Group Acti3ity) p* ++,1"%erformances var'3

2

.air Acti3ity) p* 1"%erformances var'3

#

Group Acti3ity) p* 1"5 %erformances var'3

I8* I8* Indi3idua Indi3iduall Acti3ity Acti3ity)) p* 1"5,1"/ %erformances var'3

einforcement Acti3ity) p* 1"@ Students’ letters var'3

)+ All rights reserved. reserved. No part of this material may be reproduced reproduced or transmitted transmitted in any form or by any means means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm comm *+
('%&'( /0/0/ )+

o s s e

2

L n


4emoried Speech Suested Number of /ours0 (

(

Lesson i!hli!hts ™ %n deli
not reciting all the lines correctl!$ is the 6riorit!& ™ + memori-ed delihen to memori-e de6ends on the to6ic and the occasion&

Supplementary Information ™ The follo>ing are additional ti6s in deli
Teachin! Strate!ies A* Let&s 'arm (p) p* 1"+ 0

1 2

:iing guidelines to the students >hen the! are 6re6aring their @uotes& 0 The @uote must be at least 13 >ords long& 1 The! ma! use lines from their faed& This acti
) All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/0( )+

Self,audit) p* 11" 0 1

Let&s 'orD and Learn) p* 111 0 1

Ha
9e' Ta&ea5a's: "3 111

*iscuss the definition of a memori-ed s6eech& #m6hasi-e that li5e the manuscri6t s6eech$ it also has the tendenc! to sound robotic and rigid if not 6racticed >ell& Qou ma! 6la!
;riefl! discuss instances >hen a s6eech has to be memori-ed& :iing/ 0 Presentation of an a>ard 1 ;est Man’s s6eech =isadvantaes of a Memori7ed S"eech: "3 111

*iscuss the disad
+fter discussing the disad
0 1 2 ( D

*iscuss the ti6s in memori-ing a s6eech& Call on student ith their classmates& Qou ma! also mention the additional ti6s gier& Chec5 the ans>ers& *etermine >hich item most of the class got >rong& Call some students to ustif! their ans>er&

Let&s .ractice) p* 11Group Activity, p. 113

0 1

*o>nload the inner of the ;est +cce6tance S6eech& ).


oral comm *+
('%&'( /0/0( )+

:io minutes to 6resent their >inner and their ustification& +ssess the e& Criteria for Assessin the Evaluation

G; S; L; B <6= <5= <-= <2= <1=

8G;

Criteria *he group !as able to give an effective evaluation of the speeches based on information about memoriDed speeches.

*he evaluation demonstrated learners: 7no!ledge of the memoriDed speech. *he ustifications !ere logical and !ell-argued. T0TAL

08;ALL SC0;

>16


0

Iniviual Activity, pp. 113-11!

0

:irite their short s6eech$ 10 minutes to memori-e it$ and t>o minutes to delihose 6erformance heEshe >ill e
einforcement Acti3ity) p* 116 +ssess !our students’ essa!s using the follo>ing rubric& ,ubric for Assessin the Essa'

G; S; L; B <6= <5= <-= <2= <1=

8G;

Criteria

*he essay effectively presents the intervie! information. *he 4uestions in the intervie! are strongly connected to the process of speech !riting. *he essay follo!s the correct format and r e4uired minimum !ord count. *he essay is !ritten coherently and cohesively. *he !ord choice is appropriate. *he essay is free from grammatical errors.

T0TAL 08;ALL SC0;

>-"


* All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/09 )+


I8* Ans9er ey Let&s 'arm (p) p* 1"+ 

Students’ deliveries var'3

I* ;xercise I) p* 111 Students’ "erformances ma' var'3

II* ;xercise II) p* 112 1

;

2

G

#

G

(

;

)

G

*

;

+

G

-

G

.

;

1

;

Let&s .ractice Group Acti3ity) p* 11Students’ evaluations ma' var'3

Indi3idual Acti3ity) pp* 11-,115 Students’ s"eeches and "erformances var'3

einforcement Acti3ity) p* 116 Students’ essa's var'3

*1 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/09 )+

o s s e

3

L n

0r!aniin! and eli3erin! an

Impromptu Speech Suested Number of /ours0 *

Lesson i!hli!hts ™ %n im6rom6tu s6ea5ing$ the s6ea5er has no 6re6aration time& ™ +do6ting a strateg! in organi-ing an im6rom6tu s6eech >ill hel6 s6ea5ers

frame their s6eech& ™ Confidence is essential to a successful im6rom6tu s6eech&

Supplementary Information ™ Other useful ti6s in deliing Fran5lin and

Clar5$ 2001/ 0

*eep the audience in mind #hile structuring the speech. )onsider their kno#ledge level and mood.

1

:o not panic and apologi(e for a lack of preparation. t decreases credibility.

$

Talk to the audience in a conversational tone.

%

When temporarily lost for #ords, do not use filler #ords. Simply pause until you remember your train of thought.

™ +dditional strategies for organi-ing an im6rom6tu s6eech include the follo>ing *lugan$

2011/ 0 9W U *iscuss the to6ic b! tal5ing about Gho$ Ghat$ Ghen$ Ghere$ and Gh! as6ects of the to6ic& 1 ssue, &ros vs. )ons, )onclusions U *escribe the issue$ discuss its adbac5s& #nd the s6eech >ith a recommendation&

Teachin! Strate!ies A* Let&s 'arm (p) p* 11/ 0 1 2

Call students in random order to share their ideas in front of the class& This acti im6rom6tu s6ea5ing is done& +fter eers& *2


oral comm *+
('%&'( /0/09 )+

Self,audit) p* 11@ 0 1

+s5 +s5 !ou !ourr stu stude dent ntss to to do do the the Self-audit actiith them& The 6rofici 6roficienc enc!! leith an insight on ho> to teach the lesson and >hich to6ics ha

Haer ans>er the exercise& +fter>ard +fter>ards$ s$ chec5 chec5 the ans>e ans>ers& rs& .ote .ote >hich items items most most of the class class got got >rong >rong and correct correct this in the discussion&

9e' Ta&ea5a's: "3 11-

*iscuss the definition of im6rom6tu s6eech& Ha
%ntroduce some strategies in organi-ing an im6rom6tu s6eech& Stress that a66l!ing a strateg! >ill hel6 students form a coherent and com6lete s6eech& *iscuss each of the strategies on the textboo5& Qou ma! gi each strateg!& strateg!& Qou Qou ma! also discuss the additional strategies gi
0 1 2 (

*iscuss *iscuss the ti6s for effecti +fter>ard ards$ s$ chec5 chec5 the the ans>e ans>ers rs and and correc correctt miscon misconce6 ce6tio tions ns as nece necess ssar! ar!&&

* Let&s .ractice) p* 122 I. Iniviual Activity, p. 122

0

Call Call student studentss in a random random order order&& Ma5e Ma5e sure that that eo signal signal cards cards for for the time& time& On On the first first one$ one$ >rite >rite (0 second secondss leftI leftI and on the second one$ >rite Time’s u6&I Time each s6eech and raise the a66ro6riate card accordingl! to notif! the student of the remaining time&

*# All rights reserved. reserved. No part of this material may be reproduced reproduced or transmitted transmitted in any form or by any means means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

Iniviual Activity, p. 122

0

1 2 (

Pre6are Pre6are a list list of Phili66i Phili66ine ne destinat destinations& ions& The follo> follo>ing ing are some some sugges suggestions tions&& 0 ;atanes 1 Oslob$ Cebu 2 ;aguio Cit! ( Manila D ?igan$ gan$ %loc %locoos Sur 3 ambales  ;oraca!  Choc Chocol olat atee Hil Hills ls$$ ;oho ;oholl ' Ma! Ma!on ?o ?olcan lcano$ o$ +lba! lba! ) Mt& Pinatubo 10 nderg ndergrou round nd 9i Pala>an an 11 Pags Pagsan ana ann Fal Falls ls 12 #l .ido .ido$$ Pal Pala> a>an an Clarif! Clarif! that studen students ts hao t>o minutes minutes to to 6re6are 6re6are the strateg! strateg! the! >ill >ill use$ use$ but the! the! >ill onl! be able to 5no> the destination immediatel! before the! s6ea5& Pre6are Pre6are t>o signal signal cards cards for for the time& time& On On the first first one$ one$ >rite >rite (0 second secondss leftI leftI and on the second one$ >rite Time’s u6&I Time each s6eech and raise the a66ro6riate card accordingl! to notif! the student of the remaining time& #
III. Iniviual Activity, p. 122

Pre6are a list of essential s5ills a 21 st centur! Fili6ino learner should haing are some exam6les/ E Critical thin5ing E +da6tabilit! E Problem solo minutes to 6re6are the strateg! the! >ill use$ but the! >ill onl! be able to 5no> the s5ill immediatel! before the! s6ea5& #
*( All rights reserved. reserved. No part of this material may be reproduced reproduced or transmitted transmitted in any form or by any means means - electronic

oral comm *+
('%&'( /0/09 )+

IV. Class- Iniviual Activity, p. 122-123

0

Haill >ill do$ do$ as >ell >ell as the the order order of 6resent 6resentation ation&&

1

Tradi adition tiona al Styl Stylee

0

1

$

&hoto &rompts

0 1 2 (

%

:iin >ingg guideli guidelines nes in in 6re6ari 6re6aring ng the @ues @uestio tions& ns& 0 ,uesti ,uestions ons mu must st not not be ans>er ans>erabl ablee b! !es !es or no& no& 1 The! must be sociall sociall!! releice t>ice=on =once ce >hen >hen heEshe heEshe has onl! onl! thirt! seconds to >ra6 u6 the s6eech and then finall! >hen heEshe has reached the time limit& Pre6are Pre6are 6ictures 6ictures reflec reflecting ting curren currentt e business& Qou Qou can get 6hotos from s sites online& Qou ma! 6resent 6resent each each 6ictur 6icturee in a Po>erP Po>erPoin ointt Present Presentati ation on or !ou ma! 6rint 6rint them out& Qou ha himE her the corres6onding 6hoto& Time Time the s6eec s6eechh and signal signal to the the student student t>ice t>ice=on =once ce >hen >hen heEshe heEshe has onl! onl! thirt! seconds to >ra6 u6 the s6eech and then finall! >hen heEshe has reached the time limit&

'o; of Surpr rprises ses

0

;efore ;efore the the da! of this acti< acti follo>ing ing guideli guidelines nes as as to >hat >hat item item can can be brought brought for the exerci exercise& se& 0 %tems %tems must must not be dangerous$ dangerous$ aliell& >ell& 2 Sam6le Sam6le item itemss could be a uni@ue uni@ue souice t>ice=on =once ce >hen >hen heEshe heEshe has onl! onl! thirt! seconds to >ra6 u6 the s6eech and then finall! >hen heEshe has reached the time limit& Iniviual Activity, pp. 123-12!

0 1 2

+ssign +ssign students students to to e
*) All rights reserved. reserved. No part of this material may be reproduced reproduced or transmitted transmitted in any form or by any means means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

;* einforcement Acti3ity) Acti3ity) p* 126 +ssess the students’ s6eeches using the rubric in the textboo5& Ha @uestions and res6onses as >ell and assess these using the rubric belo>& Criteria for Assessin the Intervie5

G; S; L; B <6= <5= <-= <2= <1=

8G;

Criteria *he intervie! 4uestions are arranged logically. logically. *he intervie! !as conducted professionally. professionally. *he 4uestions are related to the process of impromptu speech delivery and oral communication. communication. T0TAL

08;ALL SC0;

>16


F* ;,linD) p* 126 To su66lement su66lement this lesson$ as5 the students to refer to an! an ! of the lin5s 6ro
G* Let&s eflect) p* 126 Aet the students >rite their reflections in a ournal& Qou Qou ma! as5 them to do the reflection at the end of the session$ or gior5&

I8* Ans9er ey Let&s 'arm (p) p* 11/ Students’ s"eeches var'3

;xercise I <.air=) p* 117 13 T

+3 $

23 $

-3

T

#3 T

.3

T

(3 T

13 $

$ $

** All rights reserved. reserved. No part of this material may be reproduced reproduced or transmitted transmitted in any form or by any means means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm comm *+
('%&'( /0/08 )+

;xercise II <.air=) p* 121 Ans5ers ma' var'3 Sam"le ans5ers are iven belo53

Speech situation ;xample:

.reparations

1* AsD around 9hat the debutante aspires or 9ishes for 1* Gi3in! personal birthday !reetin!s to a 2* (se number 1 in de3elopin! your speech debutante -* e!in your speech 9ith a memorable anecdote or a

trait related to the debutante* 5* .ractice 2* Gi3in! an on,the,spot self,introduction 1* Include only the most essential thin!s about you* 2* 0r!anie in your head your ideas from the most essential to the least ones or the other 9ay around*

-* 8isualie your presentation* Indi3idual Acti3ity) p* 122 Students’ s"eeches var'3

Indi3idual Acti3ity) p* 122 Students’ s"eeches var'3

Indi3idual Acti3ity) p* 122 Students’ s"eeches var'3

I8* Class, Indi3idual Acti3ity) p* 122,12Students’ s"eeches var'3

Indi3idual Acti3ity) pp* 12-,125 Students’ evaluations ma' var': but must be based on the criteria set3

einforcement Acti3ity) p* 126 Students’ s"eeches and intervie5s var'3

*+ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

o s s e

4

L n


;xtemporaneous Speech Suested Number of /ours0 *

Lesson i!hli!hts ™ %n an extem6oraneous s6eech$ the s6ea5er deliith the

hel6 of an outline or notes&

Supplementary Information ™ %n an extem6oraneous s6eech$ note cards 6la! a useful role& The follo>ing are

some ti6s for 6re6aring note cards Fran5lin and Clar5$ 2001& 0

6se key#ords and phrases in #riting the outline.

1

Write in big font si(es that can be easily read. :o not cram a lot of key#ords in one note card.

$

%

6se color coding, highlights, or other symbols to sho# #hich items have to be emphasi(ed.

™ Fran5lin and Clar5 2001 also list some of the ad
extem6oraneousl!& 0

t is fle;ible. Speakers can make changes and additions even during the last minute.

1

The delivery does not sound rigid= rather, it is more spontaneous and natural.

$

t challenges the speaker to think on his>her feet.

III* Teachin! Strate!ies A* Let&s 'arm (p) p* 12/ 0

Tr! to act out the exam6le so that students can ill 6resent& 2 :i
* All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/08 )+

D 3

This acti

Let&s 'orD and Learn) p* 127 0

;efore the discussion$ ha
1

Once e does this actiers&

2

9e' Ta&ea5a's: "3 12-

S!nthesi-e the res6onses in the 6re
*ifferentiate an extem6oraneous s6eech from an im6rom6tu s6eech& Qou ma! also tal5 about the ad
*iscuss @uestions of fact$ n sam6le @uestions 6er classification& *iscuss the last t>o ste6s in stud!ing the s6eech& Ste"s in %re"arin for a Successful E6tem"oraneous S"eech: ""3 12.41#

0 1 2

*iscuss the ste6s for an effectiith the class& +fter the discussion$ haer #xercise %% on 6age 1(0&

* Let&s .ractice) p* 1-1 I. Group Activity, p. 131

0 1

:i
*. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

(& #ing criteria& ,ubric for Assessin the Grou" Activit'

Criteria

8G;

G;

S;

L;

B

<6 pts=

<5 pts=

<- pts=

<2 pts=

<1 pt=

Eustification) Content) and 0r!aniation *he ustification for choosing the six people to save is explained !ell. *he ustification is supported by sound arguments.

eli3ery *he speech is delivered conversationally and !ith a dynamic voice.

Nonverbal cues are used to communicate the message !ell.

Contribution to the Group *he student actively tries to contribute hisher ideas during the group discussion. *he student ta7es part in the decision-ma7ing process.

T0TAL

GAB T0TAL

JJJ>-"


atin!: =>#  %/-&? >#  '2-%1? S#  '-'8? @#  9-'%? N - ( Iniviual Activity, pp. 131-133

0 1 2

+ssist students in selecting and narro>ing do>n !our to6ic& 9emind them to follo> the s6eech >riting 6rocess in 6re6aring their s6eech& :i
+ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

;* einforcement Acti3ity) p* 1-+ssess students’ essa!s using the rubric belo>& Criteria for Assessin the Essa' 8G;

Criteria

<6=

G; <5=

S; <-=

L; <2=

B

<1=

*he essay provides insight on the problems faced in high school and solutions to them. *he essay demonstrates the learner:s 7no!ledge of speech delivery$ particularly on ho! the speech can be made attention-getting.

*he essay follo!s the prescribed format. *he essay is !ritten coherently and cohesively. *he !ord choice is appropriate. *he essay is free from grammatical errors. T0TAL

08;ALL SC0;

>-"


F* ;,linD) p* 1-To su66lement this lesson$ as5 the students to refer to an! of the lin5s 6ro
G* Let&s eflect) p* 1-5 Aet the students >rite their reflections using the chart& Qou ma! as5 them to do the reflection at the end of the session or gior5&

+1 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/02 )+

I8* Ans9er ey Let&s 'arm (p) p* 12/ %resentations var'3

;xercise I) p* 127 Students’ s"eeches var'3

;xercise II) p* 1-" 13 $

113 $

23 %

123 %

#3 $

1#3

!

(3 %

1(3

!

)3 !

1)3 $

*3 $

1*3 %

+3 !

1+3 $

-3 $

1-3 $

.3 !

1.3 $

13 !

23 %

Group Acti3ity) p* 1-1 Ans5ers ma' var' but should be based on the criteria set3

Indi3idual Acti3ity) pp* 1-1,1-Students’ s"eeches var'3

einforcement Acti3ity) p* 1-Students’ essa's var'3

+2 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/02 )+

o s s e

5

L n


;ntertainment Speech Suested Number of /ours0 (

Lesson i!hli!hts ™ +n entertainment s6eech aims to amuse the audience& ™ Humor can also be added to other t!6es of s6eeches&

Supplementary Information ™ +dditional guidelines in 6re6aring an entertaining s6eech are listed belo>& 0

*no# the audience before #riting the speech so you can suit it to their conte;t.

1

6se safe humor. :o not use profane language or vulgar #ords ?ust to make a ?oke.

$

Quality is better than @uantity. e# but solid entertaining anecdotes #ill #ork better as compared to many #eak stories.


Let&s 'arm (p) p* 1-6 0 1 2

1

Self,audit) p* 1-/ 0 1

2

:iill alread! get a sense of ho> an entertaining s6eech is deliith them& The 6roficienc! leith an insight on ho> to teach the lesson and >hich to6ics ha
Let&s 'orD and Learn) p* 1-@ 0 1

Hanload the it to the class&

+# All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/02 )+

Then$ giers to the @uestions& Call on random students to share their res6onses& 9e' Ta&ea5a's: "3 1#+

3& S!nthesi-e ans>ers and segue to the discussion of the entertainment s6eech& Aims of Entertainment S"eech: "3 1#+

*iscuss the main 6ur6ose of an entertainment s6eech& #x6lain to the students that the! ma! also add entertaining as6ects to other t!6es of s6eeches& /o5 to Ma&e
To introduce the to6ic$ as5 !our students/ Ghat things ma5e !ou laugh or feel entertainedN Segue to the >a!s on ho> a s6eech can be made entertaining& Han techni@ues& Ste"s in 8ritin an Entertainment S"eech: ""3 1#+41#-

0 1 2

Tal5 about the guidelines in >riting an entertainment s6eech& *iscuss the suggested outline as >ell& Then$ haers and chec5&

* Let&s .ractice) p* 1-+ Group Activity, p. 13+

0 1 2

:iing rubric& ,ubric for Assessin the Stor'

Criteria

8G;

G;

S;

L;

<6 pts=

<5 pts=

<- pts=

<2 pts=

B <1 pt=

Story *he story incorporates various entertaining elements such as puns$ !itty remar7s$ funny characters$ and the li7e.

*he story is very enoyable and light.

eli3ery *he spea7er is animated in hisher delivery and is enoyable to listen to. Bords are pronounced and enunciated !ell and filler !ords are avoided.

+( All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/01& )+

Audience rapport is established through eye contact and other means. T0TAL

GAB T0TAL

JJJ>26

Le!end: =>#  *o a very great extent? >#  *o a great extent? S#  *o some extent? @#  *o a little extent? N  Not at all atin!: =>#  %'-%/? >#  '(-%&? S#  ''-'/? @#  (-'&? N  /

Group Activity, p. 1!*

0 1 2

Haatch the o minutes to 6resent their insights& +fter all the students haers& S!nthesi-e the insights and relate them to ho> students can add more humor to their s6eech&

Iniviual Activity, 1!*-1!1

0 1 2

+ssist !our students as the! >rite their s6eeches& 9emind students that !ou hariting their s6eeches$ the! also ha
IV. Pair Activity, 1!1-1!2

( D

9emind students to be obectiith their 6artners&

einforcement Acti3ity) p* 152 se the rubric belo> in assessing a student’s out6ut& Criteria for Assessin the Essa' 8G;

Criteria

<6=

G; <5=

S; <-=

L; <2=

B

<1=

*he essay effectively compares the speeches in terms of their purpose and style of delivery.

*he essay demonstrates the learner:s 7no!ledge of entertaining speech. *he essay follo!s the prescribed format. *he essay is !ritten coherently and cohesively.

+) All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/01& )+

/. *he !ord choice is appropriate. (. *he essay is free from grammatical errors.

T0TAL 08;ALL SC0;

>-"


atin!:

=>#  %/-&? >#  '2-%1? S#  '-'8? @#  9-'%? N - (

F* ;,linD) p* 15To su66lement this lesson$ as5 the students to refer to an! of the lin5s 6ro
G* Let&s eflect) p* 15Aet the students >rite their reflections using the chart& Qou ma! as5 them to do the reflection at the end of the session or gior5&

I8* Ans9er ey Let&s 'arm (p) 1-6 Students’ stories var'3

;xercise I) p* 1-@ Ans5ers ma' var'3 Ans5ers ma' var'3 Attention4etter: introduction: bod': conclusion ocal Enlish is im"ortant because it sho5s the linuistic habits of "eo"le: but standard Enlish is also im"ortant so that "eo"le across cultures can understand each other3 The local lanuae see"s into Enlish and results in various differences in accents and "hrases: such as the "hrase et do5nB in Mala'sian Enlish as o""osed to the standard et out3B The s"eech also sa's that Standard Enlish is needed for better understandin: and the s"ea&er su""orts this b' mentionin various real4life e6am"les 5hich sho5 that understandin is enhanced 5hen the standard is used3

;xercise II) p* 1-7,1-+ ?utlines var' de"endin on the video3

Group Acti3ity) p* 1-+ Students’ Stories 5ill var'3

Group Acti3ity) p* 15" The ualities identified var'3

+* All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/01& )+

Indi3idual Acti3ity) 15",151 Students’ s"eeches var'3

I8* .air Acti3ity) 151,152 Evaluations ma' var': but must be ob@ective3

einforcement Acti3ity) p* 152 Students’ essa's var'3

++ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/01& )+

o s s e

6

L n


Informati3e Speech Suested Number of /ours0 *

Lesson i!hli!hts ™ +n informati
Supplementary Information ™ Some strategies for selecting a to6ic for an informati
Thinking of past lessons and sub?ects #hich interest you.

1

Talking to other people and brainstorming.

$

'ro#sing different types of literature and media.

%

isting do#n all your interests.

8

6sing graphic organi(ers to generate ideas.

III* Teachin! Strate!ies 1

Let&s 'arm (p) p* 155 1& :iill tal5 about one of the three to6ics the! listed& Their seatmate >ill sim6l! choose >hich one& (& Ma5e sure that eill be giill alread! get a sense of ho> to deli
2

Self,audit) p* 156 1& +s5 !our students to do the Self-audit actiith them& 2& The 6roficienc! leith an insight on ho> to teach the lesson and >hich to6ics ha

oral comm *+
('%&'( /0/01& )+

Let&s 'orD and Learn) p* 15/ 0 1 2 (

Hanload the ant$ as long as it is also informatier the @uestions& +fter>ards$ randoml! call on students to share their ans>ers&

9e' Ta&ea5a's: "3 1(*

3& *iscuss the ans>ers briefl! and then segue to the to6ic& T'"es of Informative S"eech: ""3 1(*41(+

*iscuss each t!6e of informati
0 1

+fter discussing the t!6es$ tal5 about the organi-ational 6atterns& #m6hasi-e that an informati a logical organi-ation to be effecti
2 ( D 3 

*iscuss each 6attern& To illustrate each$ !ou ma! sho> the class a er #xercise %% on 66& 131132& :ier& +fter>ards$ chec5 the ans>ers& *iscuss !our students’ ans>ers and correct misconce6tions as necessar!&

Let&s .ractice) p* 16I. Iniviual Activity, p. 1"3

0 1 2 (

#ncourage students to use 6ro6s or hile deliill ha
Iniviual Activity, p. 1"3

0 1 2

Clarif! that the students >ill ha
Iniviual Activity, p. 1"3

0 1

+ssist the students in de

oral comm *+
('%&'( /0/01& )+

+llot one >hole session for the s6eech deli
0 1

#m6hasi-e to !our students that their eith their 6artners&

einforcement Acti3ity) p* 166 0

.ote that the lin5 and title of the
1

+ssess students’ re6orts using the rubric belo>& ,ubric for Assessin the ,e"ort 8G;

Criteria

<6=

G; <5=

S; <-=

L; <2=

B

<1=

*he report sho!s a good observation of the different elements of the chosen speech. *he report demonstrates the 7no!ledge of informative speech.

learner:s

*he report follo!s the prescribed !ord count. *he report is !ritten coherently and cohesively. *he !ord choice is appropriate. *he report is free from grammatical errors. T0TAL

08;ALL SC0;

>-"



- All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/01& )+

I8* Ans9er ey ;xercise I) p* 15/ e3 S"eech about ste"s or "rocesses a3 Chronoloical: or seuencin of events or ste"s

;xercise II) pp* 161,162 Ans5ers ma' var': but must be a""ro"riate to the to"ic3

Let&s .ractice Indi3idual Acti3ity) p* 16Students’ s"eeches var'3

Indi3idual Acti3ity) p* 16Students’ s"eeches var'3

Indi3idual Acti3ity) p* 16Students’ s"eeches var'3

I8* Indi3idual Acti3ity) pp* 16-,165 Evaluations ma' var': but must be ob@ective3

-1 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/01& )+

o s s e

7

L n


.ersuasi3e Speech Suested Number of /ours0 *

Lesson i!hli!hts ™ %n a 6ersuasi
6ers6ectiellresearched and su66orted b! facts& ™ ?arious organi-ational 6atterns can be used to structure a s6eech coherentl!&

Supplementary Information ™ +ristotle defines three areas that a 6ersuasi
Clar5$ 2001/ 0 &athos Blisteners needsC inill be elicited from the audience through the argument& 1 2thos BcredibilityC in
1

Teachin! Strate!ies A* Let&s 'arm (p) p* 16/ 0 1

*iant to saers& 2 +s soon as a grou6 decides on a 6ersonalit!$ as5 them to tell !ou and then >rite it on the board& ( :i
-2 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/01& )+

2

Ma5e !our decision based on the follo>ing criteria& 0 Soundness of reasoning 1 Aogic of the decision 2 Persuasi


Haer #xercise 1 >ithin fiards$ chec5 their ans>ers& %dentif! >hich items most of the class got >rong and focus on these in the discussion&

9e' Ta&ea5a's: "3 1)-

+fter the exercise$ introduce the 6ersuasiarm u6 actiant to achiehen the! gaer& The res6onse !ou need is To 6ersuade or con
3& *iscuss the definition and 6ur6ose of a 6ersuasi
Segue to the @ualities of a 6ersuasi as an effecti
*iscuss each t!6e of 6ersuasi
*iscuss the organi-ational 6atterns for ma5ing a 6ersuasiill >rite& Methods of %ersuasion: ""3 1*)41*+

*iscuss the methods of 6ersuasion& #m6hasi-e that credibilit!$ ehen deli
-# All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/01& )+

0 1

To illustrate the im6ortance of each$ !ou ma! loo5 for sam6le s6eeches >hich do not haith the class >h! the s6eech does not >or5& +fter>ards$ haer #xercise %% on 6age 1&

* Let&s .ractice) p* 1/7 Group Activity, p. 1#%

0 1 2 (

Clarif! that each student has to deliominute 6ersuasiithin their grou6s& :iithin their grou6s$ go around to monitor and ensure that e
Iniviual Activity, p. 1#%

0 1 2

:iill get a chance to s6ea5& #
Group Activity, p. 1#%

0 1 2 (

:i
IV. GroupPair Activity, p. 1#%

Ha& G; S; L; B <6= <5= <-= <2= <1=

8G;

Criteria *he annotations are insightful and !ell-thought-out. *he annotations demonstrate the learner:s 7no!ledge of the principles of persuasive speech.

*he comments on organiDational patterns are accurate and sound. *he comments on the type of persuasive speech that the sample adheres to are valid. T0TAL

08;ALL SC0;

>2"

Le!end: =>#  *o a very great extent? >#  *o a great extent? S#  *o some extent? @#  *o a little extent? N  Not at all atin!: =>#  '9-%&? >#  '-'(? S#  2-'%? @#  /-8? N - 1 -( All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/01' )+

Iniviual Activity, pp. 1#%-1#+

0 1 2 ( VI.

+ssist the students in dehole session for the s6eech deli
Iniviual Activity, pp. 1#+-1$*

D 3

#m6hasi-e to !our students that their eith their 6artners&

einforcement Acti3ity) p* 1@" +ssess students’ out6uts using the rubric belo>& ,ubric for Assessin the %resentation

G; S; L; B <6= <5= <-= <2= <1=

8G;

Criteria

*he content of the persuasive speech addresses a relevant social issue. *he resource person:s comments logically address the issue presented in the speech. *he spea7er conveys the resource person:s ideas !ith persuasion and confidence. T0TAL

08;ALL SC0;

>16

Le!end: =>#  *o a very great extent? >#  *o a great extent? S#  *o some extent? @#  *o a little extent? N  Not at all atin!: =>#  '%-'/? >#  '&-'%? S#  9-2? @#  1-(? N - 

F* ;,linD) p* 1@" To su66lement this lesson$ as5 the students to refer to an! of the lin5s 6ro
G* Let&s eflect) p* 1@1 Aet the students >rite their reflections using the chart& Qou ma! as5 them to do the reflection at the end of the session or gior5&

-) All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/01' )+

I8* Ans9er ey Let&s 'arm (p) p* 16/ Students’ aruments ma' var'3

;xercise I <.air=) p* 167 True

False

1* As or!aniational patterns) problem,solution and problem,cause,solution are the same* 2* 4onroe&s moti3ated seKuence is an impro3ed pattern of problem,solution* -* .ersuasi3e speaDin! is obser3ed in any situation* 5* Supportin! statements are not really necessary in persuasi3e speaDin!* 6* There are 3arious or!aniational patterns that can be obser3ed in persuasi3e speaDin!* /* There is one best type of persuasi3e speaDin!* @* 'e deli3er a Kuestion of policy speech to call for action* 7* our ultimate !oal as a persuasi3e speaDer is to con3ince your audience to belie3e in you* ;xercise II) p* 1/@ Ans5ers ma' var' de"endin on the e6ercise chosen3

Let&s .ractice Group Acti3ity) pp* 1/+,1@" Students’ s"eeches var'3

Indi3idual Acti3ity) pp* 1/7,1/+ Students’ s"eeches var'3

Group>.air Acti3ity) p* 1/7 Students’ s"eeches var'3

I8* Indi3idual Acti3ity) p* 1/7 Students’ s"eeches var'3

Indi3idual Acti3ity) p* 1/7 Students’ evaluations var'3

einforcement Acti3ity) p* 1@" Students’ "resentations var'3

-* All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.


0

Ghich of the follo>ing 6ersons is most li5el! to deli
1

2 a father ( a teacher Ghich of the follo>ing is the most essential ti6 in memori-ing a s6eechN 0 9emember the difficult >ords& 1 Memori-e eord& 2

2

,eframin

( Pla!ing *eith the hel6 of short notes or a clear outlineN 0 im6rom6tu 1 manuscri6t 2 memori-ed #

3

im"rom"tu s"eech

Ghich strateg! of organi-ing a s6eech does a redefining of the to6ic into something that !ou >ant to tal5 aboutN 0 Point9eason#xam6lePoint method 1 ;ridging 2

D

Understand the main ideas b' heart3

( Memori-e onl! the maor details& Ghich of the follo>ing s6eeches is deliith little or no time at allN 0 manuscri6t s6eech 1 extem6oraneous s6eech 2 entertainment s6eech #

(

a media "ersonalit'

e6tem"oraneous

Ghich extem6oraneous @uestion is centered on >hether a to6ic or 6rinci6le is moral or immoralN 0 %s it a @uestion 6olic!N 1 %s it a @uestion of moralit!N 2 %s it a @uestion of factN #

Is it a uestion of value

-+ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/01' )+



Ghich of the follo>ing is the ultimate goal of an entertainment s6eechN 0 to introduce ne> o5es 1 to discuss ti6s on ho> to be a comedian 2



( to share the funn! side of life %s the use of fillersI in a s6eech 6art of a com6etent deli
'

No: because the' distract the listeners and conve' nothin about the s"eech3

2 Qes$ because the! add excitement to the s6eech& ( .o$ because fillers are language no one understands& Ghich organi-ational 6attern is best to use >hen !ou >ant to 6resent the de
)

to share ood5ill and "leasure

chronoloical "attern

( com6arison and contrast Ghich @ualit! of a 6ersuasi
5ell4defined oal

;3 =ivide the students into rou"s of five3 et them do the follo5in0

10 Create a comed! s5it that sho>s the different t!6es of s6eech& 11 *o it in 13 minutes& 12 Present it in three to fi

(0 6oints


(0 6oints

Creati
(0 6oints


10 6oints

Total

1 "oints

- All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

oral comm *+
('%&'( /0/01' )+

eferences

;ennett$ 8& M& " ;ennett$ M& 8& 200D& *eeen #nglish and S6anish s6ea5ers Hill Com6anies$ %nc& :ud!5unst$ G& 200(& )ross-cultural and intercultural communication 2nd ed& S+/ Sage Publications& :ud!5unst$ G& " Rim$ Q& Q& 200(& )ommunicating #ith strangersE An approach to intercultural communication& S+/ Mc:ra>Hill& -. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

ibliography,updated.indd 82

('%&'( /0(0&& )+

H!bels$ S& " GeaHill Com6anies$ %nc& 8andt$ F&#& 2001& ntercultural communicationE An introduction th ed& Thousand Oa5s$ Calif/ Sage Publications& Martine-$ .& *& 200& Fesponsible speech communication 9e>>&academia&eduED)0DD'2E:lobali-ationYandY%nterculturalYCommunicationY;lunders O!ero$ O&S& 2010& From onetoone’ to man!toman!’/ + ne> model of communication&I %n 9& +5infele!e #d&$ ass communicationE A book of readings 66& 1D(1& .igeria/ Platinum Printing and Pac5aging Atd& Shannon$ C& " Gea
. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying  !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.

Oral Communication in Context TG for SHS (1).doc

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