TG Oral Com
TG Oral Com
TG Oral Com
TEACHING GUIDE
CONTENT STANDARDS The learner will be able to understand the nature and elements of oral communication in context
PERFORMANCE STANDARDS The learner will be able to design and perform effective controlled and uncontrolled oral communication activities based on context.
SPECIFIC LEARNING OUTCOMES At the end of this lesson, the learners will be able to:
RESOURCES Sipacio, Philippe John F. & Balgos, Anne Richie G. Oral Communication in Context For Senior High School. C&E Publishing Inc.
Quezon City.
The teacher will ask his students to form groups of five. They are going to create a two-minute group presentation that reflects their understanding of
what “communication” is all about.
ESSENTIAL QUESTIONS:
Day 1
The student will stand up. They will think of one fact that they know about communication and they will share it with the rest of the class. Once they
have share something, they can sit down and listen to other presenters in the class.
Day 2:
They will be group. They will study the Schramm Model; and answer the following questions.
The teacher will divide the class into three groups. This activity follows the format of a charades game, and the objective is to guess unknown words
in the shortest time possible.
Day 4:
The teacher will randomly ask you a question. Once his turn comes, he has to stand in front and answer the teacher’s question, which may range
from life goals to personal favorites. After he answers, his teacher will give a follow-up question which he has to answer as well. Then he will assign
two members of the class to respond to his answer.
ENRICHMENT (1 hour)
A. With the same group, they will perform a five- minute presentation of their favorite scene from an English Movie, TV Series, or Musical or Non-
musical stage play. The chosen scene should show how one or more barriers to communication lead to miscommunication. They have 20 minutes to
plan and organize.
1. Was there a lack of communication or miscommunication within your group when you organized and performed your tasks? What are these?
Reinforcement Activity A
Observe two of your classes other than English. Find out the nature, process, elements, and models of communication exemplified in each class.
Using a maximum of 500 words, write a report about your observation. Use the following format : font 12, Times New Roman, 1.5 spacing.
Imagine that you are addressing a group of parents and teachers in an assembly on understanding your generation known as the “Millennial
Generation.”
1. Prepare a two-minute speech that communicates your ideas about the topic.
2. Your speech should highlight who the millennials are and how they are different from other generations.
3. Before the speech delivers, find a partner.
4. Evaluate each other’s speech deliveries using the rubrics below.
5. Write the strong and week points of the presentation in the succeeding table.
Legend: VGE – Very Great Extent; GE – Great Extent; SE – Some Extent; LE – Little Extent; N – not at all
Scoring: VGE- 33-40; GE – 25-32; SE – 17-24; LE – 9-16; N- 8
SAN ANDRES SCHOOL OF MASANLOC
Poblacion, Masinloc, Zambales
SY 2019-2020
TEACHING GUIDE
CONTENT STANDARDS The learner will be able to value the functions/purposes of oral communication.
PERFORMANCE STANDARDS The learner will be able to write a 250-word essay of his/her objective observation and evaluation of the various speakers watched and
listened to.
SPECIFIC LEARNING OUTCOMES At the end of this lesson, the learners will be able to:
RESOURCES Peña, Andrew Rey S. & Anudin, Ali G. Oral Communication. Vibal Group Inc. Quezon City.
The teacher will ask his students to form a group with five members and choose a song. Replace the lyrics of the song to express their emotions
toward someone or something. They Perform the song in class.
ESSENTIAL QUESTIONS:
Role Play:
The teacher will group his students with five members and he will ask the group leaders to pick one from the following situations:
The teacher will ask his students to write a short speech about what they want to do in life. They will explain their desires, needs, aspirations and
goals. They will deliver the speech in front of the class.
EVALUATION ( 1 hour)
Reinforcement Activity A
The teacher will ask his students to do a Role Play showing a communication function.
HOLISTIC RUBRIC ON STUDENTS’ PERFORMANCE
Band Description
3 The performer uses many forms and expressions effectively to fully accomplish his or her intended use or
function for language.
2 The performer uses many forms and expressions effectively to fully accomplish his or her intended use or
function for language, but some forms and expressions are not evident or appropriate to the function
intended.
1 The performer can use only a few forms and expressions to accomplish his or her intended use or function
for language; many forms and expressions are not evident or appropriate to the function intended.
0 The performer is totally unable to use forms and expressions to accomplish his or her intended use or
function for language.
TEACHING GUIDE
PERFORMANCE STANDARDS The learner will be able to write a 250-word essay of his/her objective observation and evaluation of the various speakers watched and
listened to.
SPECIFIC LEARNING OUTCOMES At the end of this lesson, the learners will be able to:
RESOURCES Sipacio, Philippe John F. & Balgos, Anne Richie G. Oral Communication in Context For Senior High School. C&E Publishing Inc.
Quezon City.
The teacher will ask his students to work in groups of eight and read the following scenes.
ESSENTIAL QUESTIONS:
1. the teacher will ask the same group to discuss in few minutes what information can be contained in each of the following types of communication.
The students will fill in each box with the information needed.
2. The teacher will facilitate the discussion on Types of Speech Context. He will ask his students to do each context for mastery.
3. The teacher will facilitate the discussion on the Types of Speech Styles.
4. The students will identify and discuss the differences among the types of speech contexts using graphic organizer below.
5. The students will ask to write in bullet points why appropriate language should be observed in using a particular speech style.
PRACTICE (4 hours) Teacher’s Tip
Group Activity 1: The teacher will pass around a box with strips of paper in it. Each strip of paper has a question. Each of the students will pick a
strip and share their answers with the group. There are no wrong answers, but they have very little time to think about their answers.
Group Activity 2: The students are going to write a short original play which employs the various speech contexts and speech styles. They are going
to present in the class.
Group Activity 3: The students will create a poster or a collage that will represent their ideas on the topic. They should employ as many colors,
symbols, and signs as they can to make their collage or poster more meaningful. They must be ready to explain their output. All members in the
group will present in class.
Group Activity 4: The students will form four to six groups. Each group will be working with another group. All groups will write a story in formal style.
This can be a simple story from a fairy tale or any book, movie, or television show. Then exchange stories with another group. Translate the story into
casual style. After few minutes, they will assign a volunteer who will share the story’s casual version.
ENRICHMENT (4 hours)
A. The student will watch the video of former US President Barrack Obama’s interview with Jack Ma and Aisa Mijeno. Visit
https://www.youtube.com/watch?v=dlANyG0i604.
As they listen, they have to jot down notes regarding the styles and contexts of communication. They will compare notes with their classmates and
write a one page-reflection in a paragraph form.
B. The students will form a group. Using their facial expressions and body gestures, they will create a tableau of the following:
After creating tableau, they will come up with three topics which characterize the modern Filipino youth in the home, school, and community. Create a
tableau for each of your topics.
After wards they will take group pictures of their tableaux. They will show it to their classmates and they have to guess the topic.
The Group which guesses the most number of tableaux gets the highest score.
C. The students will prepare and plan for a small group discussion. They will form a group of four or five members. They will imagine that they are
officers of a school organization conducting a meeting to address a specific concern. Below are some of the suggested topics which they can
discuss.
Policy on wearing school uniform Education system Internship opportunities for students
Tuition fee increase Smoking and drinking within the premises of Teacher-student relationship
the school
Reinforcement Activity A
The students will again form a group of four members. They will come up with a song, poem, reader’s theatre, or any oral performance in front of
class. They will be guided by the rubrics below.
On the day of the performance, non performing groups must identify the styles and context use.
Criteria 3 2 1 0
Number of Examples The performance showed The performance showed The performance showed The performance didn’t
many examples of the few examples of the only one or two examples show examples of the
element of communication. element of communication. of the element of element of communication.
communication.
Quality of Example All the examples almost At least some of the At least one of the All the examples barely
clearly illustrated the examples almost clearly examples almost clearly illustrated the element of
element of communication. illustrated the element of illustrated the element of communication.
communication. communication.
Presentation The presentation was The presentation was The presentation was The presentation was
smooth and clear. understandable but not difficult to follow. chaotic.
smooth.
Reinforcement Activity B
The students will find any professional in their community, and they will conduct an interview on strategies in developing their interpersonal and
intrapersonal skills in the workplace. They have to record their interview.
Reinforcement Activity C
The students will hone their knowledge in identifying types of speech contexts by looking into the exercises found on the websites below.
a. http:// faculty.buffalostate.edu/smithrd/UAE%20CommunicationUnit4.pdf
SAN ANDRES SCHOOL OF MASANLOC
Poblacion, Masinloc, Zambales
SY 2019-2020
TEACHING GUIDE
CONTENT STANDARDS The learner will be able to value the functions/purposes of oral communication.
PERFORMANCE STANDARDS The learner will be able to write a 250-word essay of his/her objective observation and evaluation of the various speakers watched and
listened to.
SPECIFIC LEARNING OUTCOMES At the end of this lesson, the learners will be able to:
RESOURCES Sipacio, Philippe John F. & Balgos, Anne Richie G. Oral Communication in Context For Senior High School. C&E Publishing Inc.
Quezon City.
Teacher Tip
https://www.youtube.com/results?search_query=telephone+conversation
With a partner, they will discuss the answers to the following questions.
ESSENTIAL QUESTIONS:
1. The teacher facilitates the discussion on the Types of Speech Acts. The students will work in pairs and complete the following table with
information related to Searles’s Classification of Speech Acts.
Assertive
Directive
Commisive
Expressive
Declaration
A. The students will watch another video. They are going to pay attention to details like greetings, personal identification, and pre-closing and closing
signals.
https://www.youtube.com/watch?v=A2EwBB5McJo
Work with partner and compare the greeting, pre-closing, and closing in Video 2 to those in Video 1. How are they similar or different?
B. The students will be grouped into five members each. They will prepare a three-to four- minute creative skit which shows at least five examples of
Searle’s speech act classifications.
Legend: VGE – Very Great Extent; GE – Great Extent; SE – Some Extent; LE – Little Extent; N – not at all
Scoring: VGE- 25-30; GE – 19-24; SE – 13-18; LE – 7-12; N- 6
The student will take a look at the conversation below where the remark by a native English speaker could be misinterpreted by a native Chinese
listener.
The students will write an essay with no less than 500 words, discuss where the confusion originated. Use the following format: computerized, font
12, Times New Roman, spacing 1.5.
The student will hone their ability to recognize types of speech acts by checking the exercises found on the websites below.
https://www.coursehero.com/file/27820140/Exercises-on-Speech-Acts-with-answers-covereddocx/
SAN ANDRES SCHOOL OF MASANLOC
Poblacion, Masinloc, Zambales
SY 2019-2020
TEACHING GUIDE
CONTENT STANDARDS The learners will recognize that communicative competence requires understanding of speech context, speech style, speech act and
communicative strategy
PERFORMANCE STANDARDS The learner will demonstrate effective use of communicative strategy in a variety of speech situations.
LEARNING COMPETENCIES 1. Engages in a communicative situation using acceptable, polite and meaningful communicative strategies
2. Explains that a shift in speech context, speech style, speech act and communicative strategy affects the form, duration, relationship,
role, message & delivery
SPECIFIC LEARNING OUTCOMES At the end of this lesson, the learners will be able to:
RESOURCES Sipacio, Philippe John F. & Balgos, Anne Richie G. Oral Communication in Context For Senior High School. C&E Publishing Inc.
Quezon City.
The teacher will ask his students to watch an MTV performed by various Filipino artists entitled, “Tara Na Biyahe Tayo,”.
https://www.youtube.com/watch?v=WM4X8M2GiEw
While watching the video clip, think about what for you is a must-see in the country. After watching the video, the students will be grouped into five
members each. They will decide on the “most exciting tourist spot” in the country. They will assign a speaker who will share their decision and
reasons for this with the class.
As soon as all the groups have presented their decisions, they will vote for the “Most Exciting Tourist Spot in the Philippines.”
ESSENTIAL QUESTIONS:
What are the ways we can communicate well in a discussion group or speech using strategies?
A. Imaginary Trip: The class will pretend that they are members of the Field Trip Committee. The teacher will assign to role play one of the prompts
below.
Scene 1: While eating in the canteen, you go over the brochures of the tourist spot for the field trip. You talk about various information about the
location.
Scene 2: You decide on the final itinerary of the field trip and discuss the details such as transportation, accommodation, meals, and itinerary.
Scene 3: You are tasked to present the final itinerary to the students’ parents during the quarterly parents’ meeting.
Scene 4: Upon arrival at your destination, you talk to the hotel concierge about your reservations. You inquire about breakfast schedules, hotel keys,
extra beddings, and room service.
Scene 5: You ask a police officer and a street vendor (on two different instances) for directions to the beach because the class is lost somewhere in
town.
ENRICHMENT (2 hours)
A. Mini Project: The students will be grouped and form a three- minute tourism commercial about the place they already visited. They are going to
mention the things that make the tourist spot a dream destination. The said activity will help the learners practice making positive statements about a
vacation site and responding to how people see this place differently.
EVALUATION (2 hours)
Reinforcement Activity A:
The students will think of a time when they had to explain one message in two different instances with varying contexts. In an essay with a minimum
of 500 words, discuss why their communicative strategies change as there are adjustments in every speech context, speech style, and speech act.
Discuss their language, duration of interaction, their relationship to the listener, their roles and responsibilities as a speaker, their message and their
delivery and how these differ in the two varying instances and contexts.
TEACHING GUIDE
CONTENT STANDARDS The learners will realize the rigors of crafting one's speech.
PERFORMANCE STANDARDS The learner will proficiently deliver various speeches using the principles of effective speech delivery.
LEARNING COMPETENCIES 1. Uses principles of effective speech writing focusing on audience profile; logical organization; duration; word choice and grammatical
correctness.
SPECIFIC LEARNING OUTCOMES At the end of this lesson, the learners will be able to:
The teacher will ask his students to form groups of five members. They will study the scenario.
You were assigned by your principal to be your school’s events planner. Now, your task is to organize a welcome program for a
foreign visitor.
They have few minutes to discuss the steps they will take to organize the program. They will assign one representative who will share the output of
the group.
ESSENTIAL QUESTIONS:
How will we use our skills in writing to express our speech well before an audience?
1. The teacher will facilitate the instruction on the “The Speech Writing Process.”
2. The teacher will also discuss together with his students the components of the speech writing process. He will also ask his students to fill out a
sample audience analysis checklist as presented below.
Audience Analysis
Age Range
Male-Female Ratio
Educational Background
Educational Institution
Marital Status
Economic Status
Language Spoken
3. They will also discuss the purpose of writing speech, as well as, how to choose a topic for the speech.
4. The teacher will also lead his students to do the outline in writing speech as suggested below:
Purpose
Specific purpose
Topic
Pattern
Introduction
Body
Conclusion
5. The teacher will also stress out the guidelines in speech writing.
A. The teacher will ask his students to list down at least ten principles or characteristics of speech writing.
B. The students will also, identify and differentiate the process in speech writing in terms of description and application.
ENRICHMENT (2 hours)
A. The teacher will ask his students to group themselves and edit a speech based on the Six Power Principles for Speech Editing of Andrew Dlugan.
B. They will conduct a general audience analysis. They will be using the sheet below.
Audience Analysis
Age Range
Male-Female Ratio
Educational Background
Educational Institution
Marital Status
Economic Status
Language Spoken
EVALUATION (2 hours)
Reinforcement Activity A:
The students will prepare for their own speech using the Speech Writing Process
1. They will identify the general and specific purpose. They will use the sheet below.
General Purpose
Specific Purpose
2. They will identify the topic. They will use the sheet below.
General Purpose
Specific Purpose
Topic
3. They will narrow down the topic. They will use the sheet below.
General Purpose
Specific Purpose
Topic
4. The students will prepare an outline for their speech using any of the formats discussed. They will use the format below.
General Purpose
Specific Purpose
Topic
Speech Pattern
Outline
Reinforcement Activity B:
The teacher will ask his students to find one speech writer in their community and interview him/her on his/her experiences in speech writing. Then
using a minimum of 500 words, make a written report about his/her responses.
Use the following format: computerized, font 12, Times New Roman, 1.5 spacing.
TEACHING GUIDE
CONTENT STANDARDS The learners will realize the rigors of crafting one's speech.
PERFORMANCE STANDARDS The learner will proficiently deliver various speeches using the principles of effective speech delivery.
RESOURCES Sipacio, Philippe John F. & Balgos, Anne Richie G. Oral Communication in Context For Senior High School. C&E Publishing Inc.
Quezon City.
They will be given few minutes to prepare the speech. Everyone should have a speaking task. Make sure that their speech is clear and persuasive.
ESSENTIAL QUESTIONS:
How does a speaker prepare and deliver an engaging and effective speech?
1. The class will watch the following videos of the World Champions of Public Speaking. All of the featured speakers are winners of a public speaking
competition organized by Toastmasters International.
2. They will find a partner and discuss their answers to the following questions.
a. What are your observations on the delivery of the speaker? Give at least five observations.
4. The teacher will facilitate the discussion on Types of Speech according to delivery and purpose.
5. The teacher will discuss the most common challenges in different speaking environments.
6. The class will also discuss the tools for effective speech delivery.
7. The students will also list down ten habits for good delivery that a speaker needs to develop.
PRACTICE (1 hour and 30 minutes) Teacher’s Tip
A. The students will group themselves and watch any of the videos with links below, then, do the tasks that follows.
Type of Speech According to Purpose Used: Did the speaker avoid distracting movements?
What is the audience and venue size? Did the speaker use appropriate facial
expressions?
Did the speaker adjust to the audience size? Did the speaker dress for the occasion?
A. The students will work in groups of four. Below is an abridged version of the inaugural speech of former president Ramon Magsaysay delivered at
the Independence Grandstand, Manila on December 30, 1953.
As a group, decide one part that each of the members will deliver in class. They could choose whether they want to deliver each part in manuscript,
extemporaneous, or as memorized. They have given few minutes to prepare.
Legend: VGE – Very Great Extent; GE – Great Extent; SE – Some Extent; LE – Little Extent; N – not at all
Scoring: VGE- 49-60; GE – 37-48; SE – 25-36; LE – 13-24; N- 12
B. The students will hone their knowledge of the principles of speech delivery by checking the links below.
https://www.youtube.com/watch?v=n4NVPg2kHv4
https://www.youtube.com/watch?v=W5Xasz8gzD0
https://www.youtube.com/watch?v=k8GvTgWtR7o
EVALUATION (2 hours)
Reinforcement Activity A:
Interview a local official or a student government officer on his/her experiences in public speaking. Then, with a minimum of 500 words, make a
written report about their responses.
Follow the format: computerized, font 12, Times New Roman, 1.5 spacing.
SAN ANDRES SCHOOL OF MASANLOC
Poblacion, Masinloc, Zambales
SY 2019-2020
TEACHING GUIDE
CONTENT STANDARDS The learners will realize the rigors of crafting one's speech.
PERFORMANCE STANDARDS The learner will proficiently deliver various speeches using the principles of effective speech delivery.
RESOURCES Sipacio, Philippe John F. & Balgos, Anne Richie G. Oral Communication in Context For Senior High School. C&E Publishing Inc.
Quezon City.
A. Manuscript Speech
The teacher will ask his students to find partners and do the reading task. They will read aloud the following lines from Marianne Williamson’s A
Return to Love: Reflections on the Principles of a Course in Miracles.
When done, exchange roles with your partner and do the same routine.
B. Memorized Speech
1. Individually, write on a one-fourth sheet of paper a quotation or adage that has inspired you through the years.
2. After writing an inspiring line, the students will fold the piece of paper. The teacher will pass a box around; they will drop their folded papers in the
box.
3. Once all the sheets of paper have been collected, the teacher will pass around the box again. This time, they will pick a piece of paper.
4. They are given five minutes to memorize the inspirational quote and plan for appropriate facial expressions and gestures.
5. One by one, you will deliver the line in front of the class, without the copy and with the appropriate nonverbal cues.
C. Impromptu Speech
1. The students will think of one thing that make them happy. They write their answer on ¼ sheet of paper.
2. They will fold the paper and submit them to the teacher. The teacher will collect all the folded pieces of paper and place them in a box.
3. The teacher will call a volunteer to pick a piece of paper. He / she will then be given one minute to say something about the word or phrase on that
paper.
4. Everyone in class will be given the opportunity to speak in front.
D. Extemporaneous Speech
1. The students will be asked to group themselves into five members each. They will consider themselves as youth ambassadors who are invited to
the Malacañang Palace. Their goal is to convinced the President to act on pressing social issues in the country.
2. They will talk about a social issue in the Philippines that has to be addressed by the government as soon as possible.
3. They will imagine that they have a Power point presentation to go along with their speech.
4. Each member should take part in the presentation. You have 10 minutes to prepare.
E. Entertainment Speech
F. Informative Speech
1. The students will prepare three pieces of ¼ sized paper. On each sheet, they will write a topic they are deeply interested in and knowledgeable
about. It could be a hobby, a band, or a movie.
2. When they are called by their teacher, they will ask their seatmate to pick one from the three pieces of paper that they have.
3. Once a topic is chosen, they will be given one minute to introduce it to the class. They will make sure to incorporate facts and supporting
information when talking about the topic.
G. Persuasive Speech
Five famous world personalities are in a hot air balloon. The balloon is quickly losing heat, and only one safety parachute
is available to save a person.
1. With groups, the students will think of a famous personality from any field whom they think contributed much to the world. Then, think of various
reasons why their chosen personality has to receive the parachute.
2. Each group will choose a representative who will assume the persona of their chosen personality. All representatives will stand in front of the class.
3. They then have to present their arguments. Based on the arguments, the teacher will choose who will get the parachute.
ESSENTIAL QUESTIONS:
A. Manuscript Speech
1. The teacher will ask his students to watch the video of late Senator Miriam Defensor Santiago, entitled, A Date with Destiny:
https://www.youtube.com/watch?v=xdWaESUSyoM&t=431s. After viewing the video, the students will answer the following questions:
2. The teacher will facilitate the discussion on potential problems with manuscript method; strategies in organizing and delivering manuscript speech;
and tips in using manuscript method.
B. Memorized Speech
1. The teacher will ask his students to think of a song that they have memorized by heart. The song may have created a great impact on them and
inspired them to see life positively. They will deliver the lines in class as if they were part of speech. They must vary the volume, rate, and pitch of
their voice when delivering the excerpt.
2. The teacher will facilitate the discussion on the advantages and disadvantages of the watch Memorized Speech. The teacher will also share some
tips in memorizing a speech.
C. Impromptu Speech
1. The teacher will facilitate the discussion on the strategies in organizing an impromptu speech.
2. He will also discuss some useful tips in effective impromptu speech delivery.
D. Extemporaneous Speech
1. The teacher will facilitate the discussion on the definition of extemporaneous speech as well as the three steps in studying extemporaneous topic.
2. The teacher will group her students and ask to read the scenario.
A ship is sinking and only one lifeboat is available. There are seven (7) passengers left, but the lifeboat can only accommodate six (6).
You have to decide who among the following passengers you will save.
E. Entertainment Speech
1. The teacher will present the video on the speech of Mariana Pascal - https://www.youtube.com/watch?v=9u2BtGHa_0Y
2. The students will work with their partners and answer the following questions. They have three minutes to discuss the answers with their partners.
4. The teacher will facilitate the discussion on how to make a certain speech entertaining.
F. Informative Speech
1. The teacher will facilitate the class in discussing Types of Informative Speeches.
2. The teacher will also discuss certain Organizational Patterns.
G. Persuasive Speech
1. The teacher will facilitate the discussion on Qualities of an Effective Persuasive Speech; Types of Claims in Persuasive Speech; Organizational
Patterns; and Methods of Persuasion.
A. Manuscript Speech
1. The students will work in groups of nine and assign a number from 1-9 to each of the members. They will imagine that they are delivering an
inaugural address as the President of the Philippines. They will use the inaugural address of former President Diosdado Macapagal taken from the
official Gazette of the Republic of the Philippines.
Each member of the group will deliver to the class the part corresponding to his number. They have 20 minutes to prepare.
B. Memorized Speech
1. The students will work in groups of five. They will imagine that they are the judges for the Best Acceptance Speech Award. They will watch some of
the acceptance speeches in the Oscar Awards; then, the students will choose who’s the Best. The group member with an incoming birthday closest
to the current date will share their group’s insights and justification to their decision. Here are the links:
1. The student will think of at least five impromptu speech situations and list the preparations they should make to succeed.
2.
3.
4.
5.
2. On a ¼ sheet of paper, write the name of one local or international personality. Fold the paper. The teacher will provide a box where the students
have to drop the folded piece of paper. Then the students will read the situation.
Your dean assigns you to represent your school in a summit. There, you meet a local or international personality. You
realized that you had the perfect opportunity to talk to that person. What would you say?
The students will pick a name from the box and address the question above in front of their classmates. The teacher will signal once the students
reached the time limit.
D. Extemporaneous Speech
The students will think of a social issue that they can discuss in a five- minute extemporaneous speech. After their teacher approves their topics, they
will prepare an outline for their speech using the format discussed. Then, they will prepare to deliver their extemporaneous speech in class.
E. Entertainment Speech
1. The teacher will ask the students to watch one of these videos below.
1.1
1.2
1.3
2. Body
2.1
2.2
2.3
3. Conclusion
3.1
3.2
3.3
F. Informative Speech
1. The students will work in pairs. They will choose two out of ten topics given below. Then, they will identify the suitable type of informative speech,
as well as an appropriate patterns of organization for the speech. The students will write the purpose and thesis statement as well.
Topics:
Outline:
Topic:
Type of Informative Speech:
Pattern of Organization:
Purpose:
Thesis Statement:
G. Persuasive Speech
1. The students will work in groups and they will think creatively and come up with their own innovation in any field, such as technology, architecture,
or fashion. They will convince the entire class that it is superior to the existing ones.
A. Manuscript Speech
1. In 300-500 words, the students will write a short persuasive speech about a given topic. They make sure that the write-up has introduction, body,
and conclusion. They have to be prepared to deliver their speech in class.
B. Memorized Speech
1. The students will hone their skills in delivering a memorized speech by checking the exercises found on the following websites.
C. Impromptu Speech
1. Photo prompts – The teacher will prepare pictures reflecting current events. Each picture may be played in a power point presentation slide.
Once it’s their students’ turn to speak, the teacher will show the picture. They have two minutes to prepare and two minutes to speak. The teacher will
signal once they have reached the time limit.
D. Extemporaneous Speech
1. The students will hone their skills in delivering an extemporaneous speech by checking the exercises found on the following websites.
1. Work with groups. Below are the links to the entertaining performance of GB Labrador, Eri Neeman, Victor Anastacio, and Alex Calleja.
As a group, the students will identify three qualities that these speakers have in common and three techniques that they all employed in their
speeches. They will assign a speaker who will share their insights with the class.
a. GB Labrador- https://www.youtube.com/watch?v=aXhBQFt95tk
b. Eri Neeman - https://www.youtube.com/watch?v=SFRvQZLiPhQ
c. Victor Anatacio - https://www.youtube.com/watch?v=lqAxkSzDt8Y
d. Alex Calleja - https://www.youtube.com/watch?v=viPAboQixPA
F. Informative Speech
1. The students will hone their skills in delivering an informative speech by checking the exercises found on the following websites.
G. Persuasive Speech
1. The teacher will provide links which contain an exercise on logical fallacies. The students will choose one and follow the instructions.
EVALUATION (6 hours)
A. Manuscript Speech
1. The students will choose any of the following occasions and write a five-sentence speech that they will deliver in class.
a. Introducing a person
b. Giving a toast during wedding
c. Presenting an award
d. Accepting an award
e. Giving tribute to a person, place or event
B. Memorized Speech
1. The students will choose any of the following occasions and write a five-sentence speech that they will deliver in class.
a. Introducing a person
b. Giving a toast during wedding
c. Presenting an award
d. Accepting an award
e. Giving tribute to a person, place or event
C. Impromptu Speech
1.The students will be assigned as critique for the impromptu speech presentations of two or three of their classmates using the following sheet and
rubric.
D. Extemporaneous Speech
1. Below is the link to the speech of Carl Aquino, Class 2010 Valedictorian of West Hall High School in the USA. Watch the video and in essay of not
less than 500 words, identify the problem that students face in high school and the solutions to these as shared by the speaker. Lastly, discuss
strategies and techniques which the speaker used to make his speech more attention- getting.
Carl Aquino’s Speech - https://www.youtube.com/watch?v=lCN6FjqDcHg
E. Entertainment Speech
1. The students will develop a five-minute entertainment speech and they will present them in the class.
F. Informative Speech
1. The students will choose a topic that would make them interested. Then, they will prepare a two- three – minute informative speech whose specific
aim is to demonstrate the process of doing something. Below are some sample topics to guide them.
G. Persuasive Speech
1. The students will brainstorm on an emerging challenge, problem, or threat in their locality that can serve as a topic for their persuasive speech.
Below are some sample topics.
2. Then the students will prepare a five-minute speech using an appropriate persuasive speaking type and organizational pattern.