Oral Communication-Module 2

SUPPLEMENTARY LEARNING MATERIALS IN ORAL COMMUNICATION
Most Essential Learning Competency:
• Respond appropriately and effectively to a speech act
Sub-Competencies:
• The learners should be able to:

- distinguish types of speech act;
- determine the appropriate response in different social setting;
- classify the different types of illocutionary act.
START UP
Directions: Take the quiz below and check if you can discern the meaning behind the utterance.
Write the letter of the correct answer on the space provided before the number.
_____ 1. Consider the phrase: “I now declare Martial Law.” Who among the following can say this
phrase and make martial law actually happen?
A. President of the country C. Retired veterinarian

B. Pregnant neighbor D. Famous rock star
_____ 2. What do you think does the speaker mean when he/she says, “Can you open the door?”
A. The speaker wants to know if I have the ability to open the door.
B. The speaker is requesting me to open the door.
C. The speaker does not make sense.
D. The speaker is asking me a question.
_____ 3. You and your friend who has a fever enter your room. She shivers and tells you, “It’s cold
in here!” How would you interpret what she said?
A. She feels cold.

B. She wants me to increase the temperature in the room.
C. She does not feel well because of the cold.
D. She is complimenting the temperature in my room.
_____ 4. Based on the scenario in item number 3, what would your next action be?
A. I will thank my friend.

B. I will agree with her and say that the room is cold.
C. I will increase the temperature to decrease the coldness.
D. I will ignore my friend.
_____ 5. In which of the following statements is the speaker making a commitment?
A. “I checked her Facebook profile yesterday.”

B. “I’m in love and I’m happy!”
C. “I promise to love you for better or for worse.”
D. “I think following my suggestion will get us a high grade.”
_____ 6. It is an utterance considered as an action, particularly with regards to its intention, purpose
or effect. What type of communicative strategy is this?
A. speech B. speech act C. speech style D. speech context
_____ 7. What type of speech act shows consequence of the words we say?
A. locutionary B. illocutionary C. elocutionary D. perlocutionary
_____ 8. You and your friend are talking about a television show that you both watched the other
night. You said, "What did you think about John's reaction to Anna's news?" Which type of
speech act is described in the italicized statement?
A. locutionary B. illocutionary C. propositional D. perlocutionary
_____ 9. What type of illocution is this statement, “Follow the minimum health requirements against
COVID-19”.
A. Assertive B. Commissive C. Declaration D. Expressive
_____ 10. What type of illocution is this statement, “I am telling you that he is the best player in the
Olympics”?
A. Assertive B. Commissive C. Declaration D. Expressive
LESSON 6 TITLE: TYPES OF SPEECH ACT
We all know that speech context and speech styles are just two parts of a communicative strategy. The
third prerequisite is the Speech Act. We know that we perform all sorts of 'speech acts' besides making
statements. These serve as vehicle for all sorts of social activity. By this time, we will be focusing on the types
of speech act. So, it’s time to gear up your mind with the new topic for today’s lesson.
Speech Act
A speech act is an utterance that a speaker makes to achieve an intended effect.
There are three types of Speech Act:
According to J. L. Austin (1962), a philosopher of language and the developer of the Speech Act
Theory, there are three types of acts in every utterance, given the right circumstances or context. These are:
1. Locutionary Act refers to the actual utterance of the speaker.
Example: When you ask someone, “Can you pass the salt?” – The literal meaning concerns the
hearer’s ability to pass the salt.
2. Illocutionary Act refers to the intended utterance by the speaker (performance).
Example: “Can you pass the salt?” - In illocution, it is being interpreted by the receiver that
the speaker requested him to pass the salt.

Five classifications of Illocutionary Act:
a. Assertive – It is an act in which the speaker expresses belief about the truth
of a proposition. Some examples are suggesting, swearing,
boasting, concluding and putting forward.
Example: No one makes better sandwich than I do.
b. Directive – It is an act in which the speaker tries to make the addressee
perform an action. Some examples are asking, ordering,
requesting, inviting, advising and begging.
Example: Would you make me a cup of tea?
c. Commissive – It is an act which commits the speaker to doing something in
the future. Some examples are promising, planning, vowing,
betting.
Example: I promise to come at eight and cook a nice dinner for you.
d. Expressive – It is an act in which the speaker expresses his/her feelings or
emotional reactions. Some examples are thanking, apologizing,
welcoming, deploring.
Example: Thank you for your kind offer.
e. Declaration – It is an act which brings a change in the external situation. Some
examples of declarations are blessing, firing, baptizing, bidding,
passing a sentence and excommunicating.
Example: I bequeath all my property to my beloved fiancée.
3. Perlocutionary Act refers to the actions that result from the locution or what we bring about or
achieve by saying something such as convincing, persuading, deterring or
surprising.
Example: “Can you pass the salt?” - if illocutions cause listeners to do something, they
are perlocutions.
Remember: A speaker can use different locution acts to achieve the same illocutionary force or use one
locution for many different purposes. For instance, when you ask someone, “Could you water the plants?” The
literal meaning concerns the hearer’s ability to water the plants whereas its illocution is to request the hearer
to water the plants for the speaker. If illocutions cause the listeners to do something, they are perlocutions; in
this case, the hearer is watering the plants.
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Activity 1 (Identify Me!)
Directions: Identify the classification of illocutionary act (intention) in each item. Write
your answer on your answer sheet.
____________1. From now on, I will love you until my hair turns grey.
____________2. I do appreciate your presence today as I celebrate my natal day.
____________3. I now pronounce you husband and wife.
____________4. I am the only one in General Santos City who has a new Lamborghini car.
____________5. I’m sorry for disappointing you.
____________6. We believe that most plastic are made from soy beans.
____________7. I declare this meeting adjourned.
____________8. Please open the door.
____________9. You are fired!
. ___________10. I promise to submit my accomplished module on time.
Activity 2 (Do a Good Turn Daily)

Directions: Suppose you are in the situations described below. As a good citizen, how
are you going to respond to these? Supply the table with the needed information. The
first one is done for you. Do this in your answer sheet.
Scenario Locutionary Illocutionary Perlocutionary

(Utterance) (Intention) (Response)
Example:
Mrs. Sanchez was “It’s heavy!” Mrs. Santos I will help her
carrying heavy needs help. bring her books.
books.
1. Renato lost his
wallet.
2. The children were
crossing the busy
street.
3. Anton could not
find his eraser for
the Math tests.
4. Mae accidentally
slipped on the
floor.
5. The beggar asked for
food.
Activity 3: (Get Me Right!)

Directions: Recall a conversation you had with someone who did not understand what
you mean and gave you a different response. Then supply the table below
with the needed information. Do this in your answer sheet.
Example:
Situation: Break Time at the School Canteen
Scenario Line Intention Outcome

My classmate and I “Wow, a cake! To indirectly say My friend just
were eating at the Does it taste that I want to be responded, “Yes, it
canteen. good?” given a slice of the tastes good.”
cake.
*I was not given a
slice of the cake.
Situation:
Scenario Line Intention Outcome
Time to Reflect
Directions: Explain the importance of being able to respond effectively and appropriately
to speech act. Use the prompt below to express your thoughts on this.
1. At first, I thought that…
2. But now, I have learned that…

• Employ various communicative strategies in different situations.
Sub-Competencies:

- Identify the types of communication strategy;
- Apply appropriate communicative strategy in different contexts;
- Examine various contexts using communicative strategy.
START UP
Directions: To test your knowledge about the lesson, answer the following questions by writing the letter
and word of your answer on a separate sheet of paper.
1. This communication strategy means fixing or correcting the statement of the speaker as a remedy
to something that has gone wrong.
A. Termination B. Repair C. Nomination D. Restriction
2. This strategy refers to limiting the topic or subject in a conversation.
3. This strategy is used to end, conclude or close the conversation or interaction.
4. This is a strategy in which the speaker proposes a topic or issue.
5. What strategy is used in the statement “By the way, have you submitted the outputs?”
A. Topic Shifting B. Turn- taking C. Topic Control D. Repair
6. “I’ll send you an e-mail” is an expression for________________.
7. “Sorry, I regret what I’ve done” is an example of _____________.
8. “Have you watched the viral video Kung Pwede Lang?” is an example of__________.
9. What strategy should the speaker use if s/he wants to give all the communicators the chance to
talk?
A. Restriction B. Turn-taking C. Termination D. Repair
10. The following are examples of Termination. EXCEPT.
A. I’ll just call you. B. Goodbye C. See you later D. Continue

LESSON 7 TITLE: TYPES OF COMMUNICATIVE STRATEGY
Communicative Strategies are plans/ways/means of sharing information which are adopted to

achieve a particular social, political, psychosocial, or linguistic purpose.
Since engaging in conversation is also bound by implicit rules, Cohen (1990) states that strategies
must be used to start and maintain a conversation. Knowing and applying grammar appropriately is one of the
most basic strategies to maintain a conversation. The following are some strategies that people use when
communicating.
1. Nomination
A speaker carries out nomination to collaboratively and productively establish a topic. Basically,
when you employ this strategy, you try to open a topic with the people you are talking to.
When beginning a topic in a conversation, especially if it does not arise from a previous topic,
you may start off with greetings, news inquiries, and news announcements as they promise extended
talk. Most importantly, keep the conversational environment open for opinions until the prior topic
shuts down easily and initiates a smooth end. This could efficiently signal the beginning of a new topic
in the conversation.
Examples: Let’s talk or discuss about……

Have you heard the news about……?
2. Restriction
Restriction in communication refers to any limitation you may have as a speaker. When
communicating in the classroom, in a meeting, or while hanging out with your friends, you are
typically given specific instructions that you must follow. These instructions confine you as a speaker
and limit what you can say.
For example, in your class, you might be asked by your teacher to brainstorm on peer pressure
or deliver a speech on digital natives. In these cases, you cannot decide to talk about something else.
On the other hand, conversing with your friends during ordinary days can be far more casual than
these examples. Just the same, remember to always be on point and avoid sideswiping from the topic
during the conversation to avoid communication breakdown.
Examples: Let us focus on …...

Limit your talk on …...
3. Turn-Taking
Sometimes people are given unequal opportunities to talk because others take much time during
the conversation. Turn-taking pertains to the process by which people decide who takes the
conversational floor. There is a code of behavior behind establishing and sustaining a productive
conversation, but the primary idea is to give all communicators a chance to speak.
Remember to keep your words relevant and reasonably short enough to express your views or
feelings. Try to be polite even if you are trying to take the floor from another speaker. Do not hog the
conversation and talk incessantly without letting the other party air out their own ideas. To
acknowledge others, you may employ visual signals like a nod, a look, or a step back.
Examples: What do you think?

You wanted to say something?
4. Topic Control
Topic control covers how procedural formality or informality affects the development of topic
in conversations. For example, in meetings, you may only have a turn to speak after the chairperson
directs you to do so. Contrast this with a casual conversation with friends over lunch or coffee where
you may take the conversational floor anytime.
Remember that regardless of the formality of the context, topic control is achieved
cooperatively. This only means that when a topic is initiated, it should be collectively developed by
avoiding unnecessary interruptions and topic shifts. You can make yourself actively involved in the
conversation without overly dominating it by using minimal responses like “Yes,” “Okay.”
Examples: Go on.
Continue. I agree with you.
5. Topic Shifting
Topic shifting, as the name suggests, involves moving from one topic to another. In other words,
it is where one part of a conversation ends and where another begins.
When shifting from one topic to another, you have to be very intuitive. Make sure that the
previous topic was nurtured enough to generate adequate views. You may also use effective
conversational transitions to indicate a shift.
Examples: By the way…...

Going back to our topic…...
6. Repair
Repair refers to how speakers address the problems in speaking, listening, and comprehending
that they may encounter in a conversation. For example, if everybody in the conversation seems to
talk at the same time, give way and appreciate other’s initiative to set the conversation back to its
topic.
Repair is the self-righting mechanism in any social interaction (Schegloff et al, 1977). If there is
a problem in understanding the conversation, speakers will always try to address and correct it.
Although this is the case, always seek to initiate the repair.
Examples: I mean …...

What I mean is……
Rather…...
Two Common Types of Repair
a. Self-initiated Repair – this type of repair is both initiated and carried out by the
speaker of the trouble source.
Example: I’ll be attending Lorna’s –I mean Lerma’s wedding next week.
b. Other initiated Repair – this type of repair is carried out by the speaker of the trouble
source but initiated by the recipient.
Example:
Speaker A. The retrieval of modules will be next week.

Speaker B. What? This week?
Speaker A. It will be next week.
7. Termination
Termination refers to the conversation participants’ close-initiating expressions that end a topic
in a conversation. Most of the time, the topic initiator takes responsibility to signal the end of the
discussion as well.
Although not all topics may have clear ends, try to signal the end of the topic through concluding
cues. You can do this by sharing what you learned from the conversation. Aside from this, soliciting
agreement from the other participants usually completes the discussion of the topic meaningfully.
Here are some expressions and forms that you can use in closing a conversation.
a. Pre-closing
Examples: It was nice meeting you, Ms. Vanessa.
Thanks for taking the time to talk with us.
In today’s topic, I learned that……
b. Follow up
Examples: I’ll give you a call.
How can I reach or contact you?
c. Closing
Examples: See you next week.
I look forward to seeing you again.
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Activity 1 (Recognize the Strategy!)
Directions: Identify the type of communicative strategy in each statement. Write your
answer on a separate sheet of paper.
____________1. “Do you have anything to say?”

____________2. “One of the essential lessons I gained from the discussion is the importance
of sports and wellness to a healthy lifestyle.”
____________3. “Excuse me? I think we should speak one at a time, so we can clearly
understand what we want to say about the issue.”
____________4. “Go on with your ideas. I’ll let you finish first before I say something.”
____________5. “Have you heard the news about the latest achievement of our government?”
____________6. “Hey, how are you? I missed you!”
____________7. “Best regards to your parents! See you around!”
____________8. “Good to see you. Anyway, I came to visit you because I want to personally
offer apologies for what I did yesterday.”
____________9. “Sorry, I can’t decide on that now. I am still focused on my writing assignment.
Let’s talk next time, okay?”
____________10. “Now, it’s your turn to ask questions.”
Activity 2 (Pick Me Out!)

Directions: Read carefully the dialogue. Pick out the expressions and phrases used to illustrate a
particular communication strategy. Then, identify the communication strategy used.
Copy the table and write your answers on separate sheet of paper.
Dialogue
Situation: A group of students are exchanging messages in their group chat.
Student A: Hello classmates! Have you finished answering the activities in our module?
Student B: Not yet. I am still accomplishing the outputs in Oral Communication.
How about you?
Student A: I am done in Oral Communication. Anyway, how do you find the tasks in our
General Mathematics subject?
Student B: It’s too difficult. I don’t know if I answered the activities correctly.
Students C: I agree with you. I experienced the same. I asked my sister to assist me.
Student A: Wow! That’s the perk of having a brother—I mean sister.
Student C: Going back to Oral Communication, what did you do in the comic strip activity?
Student A: I just followed the instructions stated in the module. By the way, did you use
digital or manual illustration?
Student B: I used digital, I found it easier.
Student A: Yes, that’s right because I’m not good in creating manual illustration.
Student C: Thank you for your time classmates. I will start answering my module again.
Student B: Thank you too. I’ll just pm you if I want to ask something.
Student A: Bye classmates.
Expressions and Phrases Communication Strategy

Example: Hello classmates! Have you finished answering the activities in
our module? Nomination
1
2
3
4
5
6
7
8
9
10
Activity 3 (Hone your skills!)

Directions: Write a similar dialogue on any topic using all the Communicative Strategies. The
strategies may be used more than once in the dialogue. Identify each one by underlining
the statement which applies a Communicative Strategy. Write the communicative
strategy used inside parentheses after each sentence.
Example:
Situation: Conversation between siblings.
Sibling A: Hey Sis, have you watched the k-drama ‘Romance is a Bonus Book’? (Nomination)
Sibling B: Yes, I like it so much. In fact, that is one of my favorite k-dramas. Anyway, are you
also fond of watching C-drama? (Topic Shifting)
Time to Reflect
Directions: Evaluate your learning journey of the lesson by accomplishing the graphic
organizer below on a long bond paper. Provide explanation as to why you have
considered a topic Easy to Understand, Hard to Understand, and Interesting.
• Explain that a shift in speech context, speech style, speech act and communicative strategy affects
the following:
o Language form
o Duration of interaction
o Relationship of speaker
o Role and responsibilities of the speaker
o Message
o Delivery
START UP
Directions: Take the quiz below to assess your prior knowledge about the topic. Write TRUE if the
statement is correct and FALSE if not. Write your answer on your answer sheet.
1. Being able to use communicative strategies makes certain not only the achievement of the Speech Purpose
but also, the enrichment of the communication experience for both speaker and listener.
2. A client who is having a meeting with his lawyer should use colloquial language.
3. In a classroom setting, repair is done through error correction by the teacher.
4. “Hey, Allen!” is an example of a formal style of communication.
5. We acquire competence when we know when to speak, when not to speak, and what to talk about with
whom, when, where, in what manner.
6. I’ll send you an email is an expression used for topic control.
7. Individual manner or style of speaking or communicating is the same in all types of contexts.
8. Grammatical and communicative competence are both important in expressing our thoughts, feelings, and
ideas effectively.
9. Language form can be extemporaneous, manuscript, memorized, and impromptu.
10. The length of communication varies depending on how the communication is going between the
communicators involved.
LESSON 8 TITLE: COMMUNICATIVE COMPETENCE STRATEGIES IN VARIOUS

SPEECH SITUATIONS
To express our thoughts, feelings, and ideas effectively in a language, we need to have not only
grammatical competence but also communicative competence (Hymes, 1966, as cited in Midoul, 2011).
Grammatical competence is the ability to produce and understand grammatically correct sentences while
communicative competence is the ability to produce and understand sentences that are acceptable and
appropriate to a particular situation from interpersonal (i.e., dyad or group) to public communication, or to
mediated communication.
Each speech style (or the way Language is used) varies with the Purpose of communication and the
speech context (or level of communication engaged in). Intimate and Casual styles are used in Dyadic
communication, particularly in conversation and Dialogue, while Consultative style may be for Group
Discussion. Formal and, sometimes, Frozen styles are most often associated with Public Communication.
As for the three Types of Speech Acts, these are helpful in elaborating the meaning of what is being
said. For a Locutionary act to make sense, the same meaning should be shared by both the Speaker and the
Listener. While an Illocutionary Act embodies the speaker’s intention, the Perlocutionary Act is meant to elicit
a response from the listener.
Communicative Strategies are useful in the communication process because they help impart the
message using questions and answers, repetition for clarification, topic shifting, and topic control. Nomination
begins the interaction while Termination ends it.
Speech Context, Speech Style, Speech Act, and Communicative Strategies affect the following:
• Language form could be formal and informal.
• Duration is the length of communication, could be shortened or lengthened depending on

how the conversation is going on between the sender and the receiver.
• Relationship of speaker to the receiver of the message could be intimate, frozen, consultative,
casual, or formal.
• Delivery is the mode of communication which could be:
o Extemporaneous – speaking with limited preparation; guided by notes or outline
o Impromptu – speaking without advanced preparation; unrehearsed speech
o Memorized – planned and rehearsed speech
o Manuscript – reading aloud a written message
• Message is the information/idea conveyed by the sender. The message may be views or
opinions, feelings, orders, suggestions or questions.
• Roles and responsibilities of the speaker
Look at the sample situations below:

A: Mike Enriquez delivers a news report about Mandatory drug testing in schools
B: A group of students presenting their final output in front of a panel of teachers
Speech Context: In the diagram above, the two situation of news report and group presentation of
students are presented. In situation A, the type of speech context is mass communication which communication
is delivered with the use of any form of media. While the other used face-to-face small-group discussion.
Speech Style: Although both situations used different context, they are similar in the style of speech,
which is both formal. Formal style of speech is one way and allows no interruption.
Speech Act: The speech act used in both situations is locutionary. The speech has sense and has the
same meaning to both the speaker and the listener.
Communicative Strategy: The communicative strategy used differs, on the first situation, the news
anchor delivering the news report constrains the response of the audience. On the second situation, however,
turn-taking is used, as the group is presenting and each is given a topic to discuss.
Duration: On the duration of the communication, situation A is short, as it is a news report, while
situation B is lengthy for it is a group presentation.
Relationship of Speaker: The relationship of the speaker is different on both, as on situation A, it

is mediated and there is no contact between the speaker and listener. The situation B, however, used face-to-
face delivery and is in formal situation.
Role of Speaker: In situation A, the role of the speaker is to deliver a report, in situation B, it is to
present a given topic as a group. The way they present their speech differs as the context is different.
Message: The messages delivered differs in presentation, one is in the tone of a news reporting,
while the other is a discussion among group.
Delivery: The delivery on situation A is through a manuscript as the news anchor is reading his
report, while the group presentation may use a prepared outline of their discussion.
In the two situations above, although, it is both formal in style, the context is different, which affects
the way of communication and the strategies used.
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Activity 1 (Read More, Learn More)
Directions: Read the communicative situation below and answer the questions that follow. Write
the letter and word of the correct answer on a separate sheet of paper.
Grace and Victor are having dinner in a restaurant. They ordered grilled chicken, beef stew,
and buttered vegetables. Grace tasted the vegetables and found them unpleasant. Sarcastically, she
comments, “These veggies are great!” Victor responds by transferring his own buttered vegetables
onto Grace’s plate. This displeased Grace further. While Grace’s locution was a positive comment
for the vegetable, her illocution was actually a disgust. Unfortunately, Victor’s perlocution did not
match Grace’s locution. Victor missed the sarcastic nature of Grace’s remark and responded
inappropriately.
Questions:
1. How many communicators are involved in the situation?

a. one c. three
b. two d. four
2. Where did the communicative situation occur?

a. at home c. at the park
b. at the restaurant d. at the office
3. What is the medium of communication in the situation?

a. phone c. social media
b. face-to-face d. video call
4. What speech context is presented in the communicative situation?

a. Intrapersonal Communication c. Mass Communication
b. Interpersonal Communication d. Public Communication
5. What speech style is exemplified in the conversation between Grace and Victor?
a. Formal c. Casual
b. Frozen d. Intimate
6. What is the locution of the statement “These veggies are great!”?

a. The veggies’ taste good. c. The veggies’ taste unsavory.
b. The veggies’ have unpleasant taste. d. The veggies’ taste disgusting.
7. What is the speaker’s illocution of the statement “These veggies are great!”?
a. She wants Victor to give her more buttered vegetables.
b. She wants to emphasize that she likes the veggies so much.
c. She wants to state that the veggies are actually disgusting.
d. She wants to ask for more veggies.
8. What is the receiver’s perlocution of the statement “These veggies are great!”?
a. Victor transferred his own buttered vegetable onto Grace’s plate.
b. Victor agreed that the veggies are great.
c. Victor ordered another set of veggies.
d. Victor tasted the vegetables to check if it is really good.
9. Does the speaker’s illocution match the receiver’s perlocution?

a. Yes c. Maybe
b. No d. None of the above.
10. What is the result of the interaction?

a. Victor responded appropriately.
b. Victor did not have an appropriate response.
c. Victor analyzed Grace’s message correctly.
d. Victor realized the sarcastic nature of Grace’s remark.
Activity 2 (Perfect Match!)

Directions: Read and analyze the communicative situation below then write the letter and
word/phrase/sentence of the correct answer on a separate sheet of paper.
1. Mr. Cortez, a science teacher, has completed his research on quantum physics. In which of
the following situations would require him to use a formal style?
a. Consulting an expert on quantum physics.
b. Discussing his research with a colleague.
c. Presenting his research in a conference.
d. Talking to his academic supervisor about his achievement.
2. What speech style is involved in the dialogue box below and what relationship do the
participants have?
Anna: Kate? Do you think someday we can be like them?

Kate: Like what? With families and home?
Anna: Yeah, with a mom and a dad, a permanent road over our heads…...if only that
accident didn’t …...Oh, I wish they were still alive.
Kate: Me, too. But at least we still have each other, right? I’ll always be here for you,
kiddo.
Anna: I know. I don’t know what I’ll do without you.
Kate: You’ll never have to worry about that.
a. Intimate: Between siblings

b. Intimate: Between mother and daughter
c. Casual: Between two friends
d. Casual: Between acquaintance
3. The following are statements that use frozen style EXCEPT_____________.
a. “I now pronounce you husband and wife.”
b. “I solemnly pledge to practice my profession faithfully.”
c. “Our Father, Who art in Heaven.”
d. “I love you with all my heart, babe.”
4. The following participants may use an intimate speech style EXCEPT____________.
a. Mr. Sanchez (employer) and Ms. Alejo (employee)
b. Jessica and Karen (best friends)
c. Kat and Nina (close siblings)
d. Ramon (husband) and Liza (wife)
5. Which of the following statements is an example of a formal style?

a. “It is a pleasure to meet you, Mr. John Perez.”
b. “Nice meeting you, John!”
c. “I can’t believe I’m actually talking to you, John.”
d. “Hey, Mr. Perez!”
Activity 3 (Push a Pen!)

Directions: Answer the following questions briefly and intelligently. (3-5 sentences) Write your
answer on a separate sheet of paper. (5pts. each)
1. In a conversation, two persons take turns speaking and listening. Do you think listening is as
important as speaking for the coherence of a conversation? Why or Why not?
2. In what ways are ordinary conversations different from specific interactions like court
proceedings or marriage ceremony?
3. Why do you need to adjust your manner of speaking to the speech situation? Cite an example to
explain your answer.
4. In selecting your style of communicating, should you consider the kind of listeners or audience
you expect to have? Why or Why not?
Activity 4 (Finding the Common Denominator)

Directions: Identify the language form, duration, relationship of speaker, role and responsibilities,
message and delivery in each situation. Explain the difference in the two situations.
Accomplish the table below on a sheet of paper.
Situation A Situation B
The guest speaker delivers A married couple talks
his/her speech in front of the about their plans and
graduates. aspirations.
I. LANGUAGE FORM
a. Speech Context
Explanation:
b. Speech Style
Explanation:
c. Speech Act
Explanation:
d. Communicative Strategy
Explanation:
II. DURATION (give specific

number of minutes or hours)
Explanation:
III. Relationship of the Speaker

Explanation:
IV. Message
Explanation:
V. Delivery (manuscript, impromptu,

extemporaneous, memorized)
Explanation:
VI. Roles and Responsibility of the

Speaker
Explanation:
Time to Reflect
Directions: Copy the graphic organizer on a separate sheet of paper then complete the
phrases inside it.

• Use principles of effective speech writing focusing on:
o Audience profile
o Logical organization
o Duration
o Word choice
o Grammatical correctness
Sub-Competencies:
- Use outlining technique as a guide in writing a well-written speech
- Design a speech observing the mechanics of writing.
START UP
Directions: Write T if the statement is true; write F if it is false. Use separate sheet of paper for
your answer.
____________1. An outline determines whether your supporting ideas match your main idea or not.
____________2. Any speech should include an introduction, body, and conclusion.
____________3. In the introduction, you explain the importance of your topic by giving examples.
____________4. Knowing the audience and the occasion is crucial in writing a speech.
____________5. Rehearsing is a major requirement.
____________6. Speech writing is a recursive process
____________7. The approach that you will use in your introduction can determine the success of
your speech.
____________8. The primary objective of speech writing is getting the right or appropriate topic.
____________9. The purpose of the speech will help you identify ideas that will support your main
idea or message.
____________10. Word choice is one consideration in writing a speech.
LESSON 9 TITLE: PRINCIPLES OF SPEECH WRITING
Just like events planning, or any other activities, writing an effective speech follows certain steps or
processes. The process for writing is not chronological or linear; rather, it is recursive. That means you have
the opportunity to repeat a writing procedure indefinitely, or produce multiple drafts first before you can settle
on the right one. Figure 1 shows the schematic diagram.
The following are the components of the speech writing process.
• Audience analysis entails looking into the profile of your target audience. This is done so you can
tailor-fit your speech content and delivery to your audience. The profile includes the following
information.
✓ demography (age range, male-female ratio, educational background and affiliations or
degree program taken, nationality, economic status, academic or corporate designations)
✓ situation (time, venue, occasion, and size)
✓ psychology (values, beliefs, attitudes, preferences, cultural and racial ideologies, and needs)
The purpose for writing and delivering the speech can be classified into three—to inform, to entertain, or to
persuade.
✓ An informative speech provides the audience with a clear understanding of the concept or
idea presented by the speaker.
✓ An entertainment speech provides the audience with amusement.
✓ A persuasive speech provides the audience with well-argued ideas that can influence their
own beliefs and decisions.
The topic is your focal point of your speech, which can be determined once you have decided on your purpose.
If you are free to decide on a topic, choose one that really interests you. There are a variety of strategies used
in selecting a topic, such as using your personal experiences, discussing with your family members or friends,
free writing, listing, asking questions, or semantic webbing.
✓ Narrowing down a topic means making your main idea more specific and focused. The
strategies in selecting a topic can also be used when you narrow down a topic.
✓ Data gathering is the stage where you collect ideas, information, sources, and references
relevant or related to your specific topic. This can be done by visiting the library, browsing
the web, observing a certain phenomenon or event related to your topic, or conducting an
interview or survey. The data that you will gather will be very useful in making your speech
informative, entertaining, or persuasive.
✓ Writing patterns, in general, are structures that will help you organize the ideas related to
your topic. Examples are biographical, categorical/topical, causal, chronological,
comparison/contrast, problem-solution, and spatial.
✓ An outline is a hierarchical list that shows the relationship of your ideas. Experts in public
speaking state that once your outline is ready, two-thirds of your speech writing is finished. A
good outline helps you see that all the ideas are in line with your main idea or message. The
elements of an outline include introduction, body, and conclusion. Write your outline based
on how you want your ideas to develop.
The introduction is the foundation of your speech. Here, your primary goal is to get the attention of your
audience and present the subject or main idea of your speech. Your first few words should do so. The following
are some strategies to get the attention of your audience.
✓ A startling Statement
✓ An amazing fact
✓ A thought-provoking rhetorical question
✓ A Famous proverb or maxim
✓ An interesting anecdote or story
✓ A definition of an expert in the field
✓ A controversial statement
✓ A well-proven statistic
✓ An example
✓ A statement by a well-known person
✓ A Humor
Example Introduction using a particular strategy:
A fact
Sweat doesn’t smell bad. A stinky “body odor” is caused when the skin bacteria feed on sweat. Their
waste products are what smell bad!
A statistic
One billion people across the world use YouTube evry month! YouTube is an amazing space and
generates amazing facts…...Reelso.com
A statement by a well-known person

“In the twenty-first century, knowledge and know-how are the keys to success. As basketball coach
Pat Riley said, “If you are not getting better, you are getting worse.”” (Brian Tracy)
A question
How often do you check your phone? In today’s hyper-connected world, meditation and relaxation-
focused resource Calm gives you a much-needed mental break during the day, and can help you quiet
the spinning wheels in your head when its time to sleep at night. Now the company is rolling out a
second application called Checky, designed more to make you aware of how often you’re using your
smartphone.
The body of the speech provides explanations, examples, or any details that can help you deliver your purpose
and explain the main idea of your speech. One major consideration in developing the body of your speech is
the focus or central idea. The body of your speech should only have one central idea. The following are some
strategies to highlight your main idea.
✓ Present real-life or practical examples

✓ Show statistics
✓ Present comparisons
✓ Share ideas from the experts or practitioners
The conclusion restates the main idea of your speech. Furthermore, it provides a summary, emphasizes the
message, and calls for action. While the primary goal of the introduction is to get the attention of your audience,
the conclusion aims to leave the audience with a memorable statement. The following are some strategies.
✓ Begin your conclusion with a restatement of your message.

✓ Use positive examples, encouraging words, or memorable lines from songs or stories familiar
to your audience.
✓ Ask a question or series of questions that can make your audience reflect or ponder.
Below is an example of Basic Speech Outline
BASIC SPEECH OUTLINE
Introduction of Speech
I. Attention Device Opener – Question, Statistic, Example, Story – to grab
audience’s attention
II. Central Idea – The main idea of your speech that is integrated into your
introduction.
III. Specific Purpose – To explain (inform, persuade, show, etc.) your topic with
three main points that will become the body of speech.
Body of Speech
I. First Main Point – Write a sentence explaining what your first point is.
A. Story, statistic, research, reference, etc. about first main point.
B. Story, statistic, research, reference, etc. about first main point.
C. Story, statistic, research, reference, etc. about first main point.
(Transition Statement: Use your last point to transitions to the Second Main Point)
II. Second Main Point – Write a sentence explaining what your second point is.
A. Story, statistic, research, reference, etc. about second main point.
B. Story, statistic, research, reference, etc. about second main point.
C. Story, statistic, research, reference, etc. about second main point.
(Transition Statement: Use your last point to transitions to the Third Main Point)
III. Third Main Point – Write a sentence explaining what your third point is.
A. Story, statistic, research, reference, etc. about third main point.
B. Story, statistic, research, reference, etc. about third main point.
C. Story, statistic, research, reference, etc. about third main point.
(Transition Statement: Now make a transition to the conclusion)
Conclusion of Speech
I. Review the Main Points – Recap your speech in a concise but creative format.
II. Final Thought – This should be a meaningful statement that will stick with your
audience and give closure
Editing/Revising your written speech involves correcting errors in mechanics, such as grammar, punctuation,
capitalization, unity, coherence, and others. Andrew Dlugan (2013), an award-winning public speaker, lists
six power principles for speech editing.
✓ Edit for focus.

Ensure that everything you have written, from introduction to conclusion, is related to
your central message.
✓ Edit for clarity
Make all ideas in your speech clear by arranging them in logical order (e.g., main idea
first then supporting details, or supporting details first then main idea).
✓ Edit for concision
Keep your speech short, simple, and clear by eliminating unrelated stories and sentences
and by using simple words.
✓ Edit for continuity.
Keep the flow of your presentation smooth by adding transition words and
phrases.
✓ Edit for variety.
Add spice to your speech by shifting tone and style from formal to conversational
and vice-versa, moving around the stage, or adding humor.
✓ Edit for impact and beauty.
Make your speech memorable by using these strategies: surprise the audience, use
vivid descriptive images, write well-crafted and memorable lines, and use figures
of speech.
Rehearsing gives you an opportunity to identify what works and what does not work for you and for your
target audience. Some strategies include reading your speech aloud, recording for your own analysis or for
your peers or coaches to give feedback on your delivery. The best thing to remember at this stage is: “Constant
practice makes perfect.”
------------------------------------------------------------------------------------------------------
Activity 1: (Try it out!)
Directions: Identify the type of introduction opening used in the following paragraphs. Write
your answer on a separate sheet of paper.
1. With recent studies showing that, on average, dog owners live up to 24% longer than
those without canine companions, there's no doubt that a dog can have a range of
physical and mental health benefits for its owner. These include a more active lifestyle, a
social network of other pet owners, companionship, and a sense of purpose.
2. Global climate change is a crisis that affects everyone, rich and poor, young and old.
From rising ocean levels to increased temperature extremes, the world is changing for
everyone. How will your life be different in the coming years?
3.When I got home from school that day, my grandmother greeted me with a plate of
cookies and a worried expression. I hadn't received the scholarship I needed to go to
ballet camp, and we'd need to find another way to earn the money. That's when I started
my business giving dance lessons to preschoolers, and it's taught me a lot about how to
solve problems on my own.
4. I'm not going to lie. The first time I made an art doll out of clay, it was a total nightmare. I
literally had bad dreams about that thing for a week. But I'll save you the terror and show
you how to create a not-so-scary doll with these techniques.
5. Do you know that drug addicts never grow old?
6. What will you if you have one million pesos today?
7. "Try not to become a person of success, but rather try to become a person of value." --
Albert Einstein
8. No man is an island.
9. Once upon a time there was a young man named Alex who grew up in a poor country.
But Alex was a little bit ambitious. From an early age, he decided that he wanted to
conquer the entire known world. But there was a small problem. Most of the known
world was under the control of a huge multinational called the Persian Empire, headed by
King Darius II. To fulfill his ambition, Alex was going to have to take market share away
from the market leader, who was very determined to hold on to it.
10. “Dare beyond your strength, hazard beyond your judgment, and in extremities, proceed
in excellent hope. Bare the accidents of life with dignity and grace, making the best of
circumstances. ― Miriam Defensor Santiago, Stupid is Forevermore
Activity 2 (Choose it Right!)
Directions: Choose a specific topic that you are interested in. Delimit your chosen by
converting it into a specific subject which shall be the main focus of your speech.
Decide on your general and specific purpose to be used. An example is given
below. Write your answer on a separate sheet of paper.
Example:
Subject Youth
Topic Youth’s Mental Health
General Purpose To motivate/persuade
Specific To motivate the youths to value their mental health by undergoing
Purpose psychological first aid seminar and activities.
Subject
Topic
General Purpose
Specific
Purpose
Activity 3 (Push a Pen!)

Directions: Write a speech outline about your chosen topic in Activity 2. Use a separate
sheet of paper for your answer.
Title
Introduction
I.
II.
III.
Body of Speech
I.
II.
III.
Conclusion
I.
II.
.
C.
Activity 4 (Hone your skills!)
Directions: Using the outline you have prepared in Activity 3, write your speech applying
what you have learned in the lesson. Use any of the openings given for your
Introduction. Make use of transition to make your ideas flow smoothly.
Time to Reflect
Directions: Using the diagram below, reflect on your key take-aways in writing the
Introduction, Body and Conclusion of your Speech.


• Uses principles of effective speech delivery focusing on:
o Articulation
o Modulation
o Stage Presence
o Facial Expressions, Gestures, and Movements
o Rapport with the audience
Sub-Competencies:
- Identify the principles of effective speech delivery
- Apply the principles of speech delivery in an actual speech activity
START UP
Directions: Take the quiz below to assess your prior knowledge about the topic. Write TRUE if
the statement is correct and FALSE if not. Write your answer on a separate sheet of
paper.
1.Modulation makes your speech interesting to listen to and it is what makes the
words and phrases stand out.
2.To build rapport means to focus on yourself.
3.While facial expressions, like all nonverbal cues, can bring a speech to life, do not
forget to be natural and authentic.
4. Rapport focuses on making individual sounds clear and intelligible.
5. If you say something funny let everyone laugh and savor the moment.
6. If your speech is long, you need to maintain the audience’s interest at some key
points in your speech.
7. Gestures cannot help the speaker establish contact with the audience.
8. Stories are a highly effective way to establish emotional connection with the
audience.
9. A good stage presence draws the audience into the speech or performance.
10. A powerful speaker shows confidence through body posture and movement.
LESSON 10 TITLE: PRINCIPLES OF SPEECH DELIVERY
After you have completed all the steps in preparing your speech, you are ready to deliver it. But before
you do this, you must begin rehearsing. The more you rehearse your speech, the more confident you will
become when the time comes to deliver it.
This lesson will help you successfully deliver your speech by putting in mind and mastering the principles
of speech delivery.
ARTICULATION
Articulation focuses on making individual sounds clear and intelligible. In articulation you change the
sounds coming from your vocal folds by moving the teeth, tongue, jaws, lips and other speech organs in
recognizable and distinguishable patterns.
If you cannot actually produce the sound, then the tips below may help you with the articulation.
1. Make sure you are not substituting or omitting sounds.
2. Pay particular attention to common sound substitution such as t for th.
3. Practice reading and recording passages with the sounds you are having a problem with.
4. Speak slowly so that words and sounds do not end up running together.
5. Speak in a consistent tone.
6. Practice the sounds that you find them hard to produce.
MODULATION
Modulation in speaking means change in volume, timing, or pitch. It makes your speech interesting to
listen to and it is what makes the words and phrases stand out. It can thus be used to enhance emphasis in
words, with rising and lowering tones adding subtle meaning. By modulating your voice, it facilitates the
understanding of your speech. It is important therefore that the public speaker masters the art and the skill of
modulation.
Components of Modulation
1. Pace or Speech Speed - employ the speed that your listeners can easily and properly
understand your speech.
2. Pitch of Depth of Voice – refers to how high and low you speak when delivering a speech.
3. Pause - the intervals like when there is punctuation.
4. Power - the intensity that you use in your voice.
5. Volume - the sound level of your speaking voice.
6. Emphasis - the stress or focus on the key words or syllables to bring out the desired meaning.
7. Inflection - the ups and downs of words.
STAGE PRESENCE
Stage presence refers to the charisma and charm that a speaker possesses that draws in an audience and
commands their full attention. Stage presence is, above all, expressed confidence.
Ways to improve Stage Presence
1. Relax – being comfortable on stage makes your movements, expressions and speech more
natural.
2. Practice – the comfort level that only come with the feeling of confidence can be attain
through practice.
3. Study – find someone who excels in the field and study how they act on stage.
FACIAL EXPRESSIONS, GESTURES AND MOVEMENTS

Facial Expressions - Appropriate facial expressions can help you connect with your audience and
reinforce the content of your speech. For instance, you can show your friendly intentions through a smile at
the beginning of your speech. Facial expressions, like all nonverbal cues, can bring a speech to life, do not
forget to be natural and authentic.
Gestures – Similar to facial expressions, you can use gestures to establish contact with the audience
and provide visual support for your message. Here are some of the do’s and don’ts.
1. Don’t put your hands in your pockets.
2. Don’t clasp your notes or hold on to the lectern.
3. Don’t fold your arms.
4. Hand gesture appear more open and honest to the audience.
5. Don’t use too few or too many gestures.
6. Repetitive use of gestures distracts the audience.
7. Avoid mannerisms.
8. Consider which gestures to use before your speech.
Body Posture and Movement – A powerful speaker shows confidence through body posture and
movement. There are some occasions like during a business meeting where a speaker may sit while delivering
a speech, however, standing will be more effective.
Remember that you can use your body to communicate positively and effectively with the audience.
Here are some examples of how your body movements may naturally support your delivery.
1. Upper body toward the audience – lean into the audience to bridge the space of separation.
2. Feet and legs – move purposefully from one side to the other.
3. Arms and Chest – crossing your arms may be interpreted as confrontational.
4. Standing still without movement – indicate interest and concern.
RAPPORT WITH THE AUDIENCE

Rapport means establishing friendly relationship with someone else but in speech it refers to the
process of building an understanding and harmonious relationship or bond between the speaker and the target
audience.
10 Tips to Build Rapport and Engage your Audience (According. Dorothea Stuart)
1. Put your audience first.
2. Find opportunities for humor.
3. Allow for flexibility in your contest.
4. First impressions count
5. Have strong opening
6. Manage the middle.
7. Use stories for emotional connection
8. Use your voice with variety
9. Give the audience time.
10. Have a strong ending
------------------------------------------------------------------------------------------------------
Activity 1 (Match it Right!)

Directions: Match the definition provided in Column A with the principle of speech
delivery in Column B. Write the letter of your answer on your answer sheet.
COLUMN A COLUMN B
_____1. This basically draws the attention of the audience A. Gestures

into the speech or performance.
B. Emphasis
_____2. It is done to let the listeners absorb the information
you are conveying to them. C. Articulation
_____3. The individual sounds coming from your vocal folds D. Pause
by moving the teeth, tongue, jaw, and lips.
E. Stage Presence
_____4. This helps the speaker establish contact with the audience.
F. Pitch
_____5. It makes your speech interesting to listen to and it is what
makes the words and phrases stand out. G. Modulation
_____6. It means to focus on your audience not to yourself. H. Rapport
_____7. In speech, it means the ups and downs of words. I. Inflection
_____8. This pertains on how high or low you speak when delivering J. Volume
your speech.
_____9. It means putting some stress or focus on the key words or syllables.
_____10. The sound level of your speaking voice.
Activity 2 (Speak Up!)

Directions: Memorize and deliver the speech “BAD GIRL” (for female version) and “BAD BOY”
(for male version). Record your final speech delivery and send it to your Oral
Communication teacher via messenger or email. In submitting your recorded speech,
follow the file format (Last Name, Name, Middle Initial and Section – Ex. Madrigal,
Zarica H.- Tangerine)
BAD GIRL
Hey! Every Body seems to be staring at me.You! You! All of you! How dare you to stare at me?! Why? Is it
because I’m a bad girl? A bad girl I am, A good for nothing teenager---a problem child? That’s what you call
me! I smoke. I drink. I gamble at my young tender age. I lie. I cheat, and I could even kill, if I have too.
Yes, I’m a bad girl, but where are my parents? You! You! You are my good parents? My good elder brother
and sister in this society where I live?
Look! Look at me…What have you done to me? You have pampered and spoiled me, neglected me when I
needed you most! Entrusted me to a yaya, whose intelligence was much lower than mine! While you go
about your parties, your meetings and gambling sessions…
Thus… I drifted away from you! Longing for a father’s love, yearning for a mother’s care!
As I grow up, everything changed! You too have changed! You spent more time in your poker, mahjong
tables, bars and night clubs. You even landed on the headlines of the newspaper as crooks, peddlers and
racketeers.
Now, you call me names; accuse me in everything I do to myself? Tell me! How good are you? If you really
wish to ensure my future. Then hurry….hurry back home! Where I await you, because I need you… Protect
me from all evil influences that will threaten at my very own understanding…
But if I am bad, really bad…then, you’ve got to help me! Help me! Oh please…Help me!
BAD BOY
Hey! Every Body seems to be staring at me. You! You! All of you! How dare you to stare at me?! Why? Is it
because I’m a bad boy? A bad boy I am, A good for nothing teenager---a problem child? That’s what you
call me! I smoke. I drink. I gamble at my young tender age. I lie. I cheat, and I could even kill, if I have too.
Yes, I’m a bad boy, but where are my parents? You! You! You are my good parents? My good elder brother
and sister in this society where I live?
Look! Look at me…What have you done to me? You have pampered and spoiled me, neglected me when I
needed you most! Entrusted me to a yaya, whose intelligence was much lower than mine! While you go
about your parties, your meetings and gambling sessions…
Thus… I drifted away from you! Longing for a father’s love, yearning for a mother’s care!
As I grow up, everything changed! You too have changed! You spent more time in your poker, mahjong
tables, bars and night clubs. You even landed on the headlines of the newspaper as crooks, peddlers and
racketeers.
Now, you call me names; accuse me in everything I do to myself? Tell me! How good are you? If you really
wish to ensure my future. Then hurry….hurry back home! Where I await you, because I need you… Protect
me from all evil influences that will threaten at my very own understanding…
But if I am bad, really bad…then, you’ve got to help me! Help me! Oh please…Help me!
Time to Reflect
Directions: Share your significant experiences before, during, and after your speech
delivery of the declamation piece “Bad Girl/Bad Boy”.
ASSESSMENT
MULTIPLE CHOICE
DIRECTIONS: Read the test items carefully. Write the letter of your answer on your answer sheet.
_______1. The problem with this kind of speech is the possibility that the audience will get bored listening,
especially that there is not much eye contact established between the speaker and the audience.
A. Manuscript C. Impromptu
B. Memorized D. Extemporaneous
_______2. The use of these materials makes oral presentations clearer, more concrete, persuasive and
interesting.
A. Ethos B. Pathos C. Visual Aids D. Logos
_______3. This speech may be impressive if the speaker is able to deliver it with spontaneity, meaning, s/he
will be able to completely master his/her piece and will have no problem recalling the lines.
_______4. This type of speech is delivered at the spur of the moment.

_______5. This is presented when exact wording is required, such as presenting policies, contracts and
scientific reports.
_______6. This type of speech gives the speaker the opportunity to prepare. During the delivery, the speaker
may refer occasionally to his/her outline or brief notes in recalling specific points and ideas.
_______7. How would an audience member know that a speaker was giving an extemporaneous speech?
A. The speaker uses a few notes to look at and talks in a conversational tone.
B. The speaker has a manuscript that is read directly to the audience.
C. The speaker seems to master word for word the lines in his/her speech.
D. The speaker delivers an on-the-spot speech.
_______8. It is the part of speech where you, as a writer, must get the attention of your target audience.
A. Title B. Introduction C. Body D. Theme
_______9. Sequential ideas with supporting details are included in the _________ of a speech.
A. Title B. Introduction C. Body D. Theme
_______10. In this part, you may use a question, a maxim or proverb, a startling statement or a narrative to
start your speech.
A. Title B. Introduction C. Body D.
Conclusion
_______11. A call to action, or a memorable statement that will leave a mark in the minds of the audience is
used in this part of a speech.
A. Title B. Introduction C. Body D. Conclusion
_______12. It is a strategy used to maintain a logical flow of material.

A. Outlining B. Drafting C. Research D. Practice
_______13. A good taste of this can be included in a speech.

A. Rumor B. Humor C. Fashion D. Food
_______14. Dramatic Reading is an example of _______________ Speech Delivery.

_______15. Declamation Contest allows the speakers to deliver a ____________ speech.

_______16. The following statements belong to the Principles of Effective Speech Delivery EXCEPT.
A. Analyzing the Audience
B. Relying heavily on own beliefs and knowledge
C. Outlining and Organizing the Speech Content
D. Choosing the subject and topic
_______17. Changing the sounds coming from vocal folds by moving the teeth, tongue, jaw, lips and other
speech organs in recognizable or distinguishable patterns is called _________________.
A. Articulation B. Modulation C. Volume D. Pitch
_______18. This vocal element refers to the highness or lowness of sounds

_______19. It is the intensity or loudness and softness of voice.

_______20. It refers to the change in volume, timing or pitch in speech delivery

_______21. It refers to the sound or timbre of the voice.

A. Rate B. Pronunciation C. Pause D. Quality
_______22. It refers to the combination of vowels, consonants, syllables and accents a speaker uses to
emphasize a specific word
_______23. These are breaks or interruptions in speech that separate thoughts and ideas.
_______24. It refers to the number of words an individual utters in one minute.

_______25. It refers to the spontaneous actions reflective of an individual’s feelings and messages.
A. Appearance C. Facial Expressions
B. Eye Contact D. Gestures
_______26. Appropriate way of dressing and presenting oneself in front of the audience is an example for
this non-verbal element
_______27. This verbal element means reinforcing words/ feelings though projecting proper emotions
_______28. As you begin your speech, the next ________________is critical because that can make or
break you as a speaker.
A. 30 - 60 minutes B. 30 – 60 seconds C. 10 – 30 minutes D. 1 hour
_______29. When RA 7659 or the Death Penalty Law was still active, six innocent people out of 10 convicts
were executed. This statement is an example of this type of introduction.
A. Rhetorical Question C. Story
B. Fact and Figures D. Anecdote
_______30. “How many more innocent men and women will suffer?” is an example of_________
introduction.
A. Rhetorical Question C. Emotive Language
B. Startling Statement D. Anecdote
******* Do your best! God Bless you ☺*******

---------------------------------------------------------------------------------------END---------------------------------------------------------------------------------------
References:
Flores, R. S. (2016). Oral Communication in Context. Manila: Rex Bookstore Inc.

Sipacio, P. J., & Balgos, A. R. (2016). Oral Communication in Context for Senior High School. Quezon City: C & E Publishing Inc.
Padilla, M. M., Seril, E. S., Terrayo, V. N., Abayan, E. L., dagdag, L. A., Roxas, F. R., & Buluran, C. C. (2011). Speak Right! Malabon: Mutya Publishing
House Inc.

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SUPPLEMENTARY LEARNING MATERIALS IN ORAL COMMUNICATION

SUPPLEMENTARY LEARNING MATERIALS IN ORAL COMMUNICATION

Most Essential Learning Competency:

• Respond appropriately and effectively to a speech act

• The learners should be able to:

A. President of the country C. Retired veterinarian

A. She feels cold.

A. I will thank my friend.

_____ 5. In which of the following statements is the speaker making a commitment?

A. “I checked her Facebook profile yesterday.”

A. speech B. speech act C. speech style D. speech context

A. locutionary B. illocutionary C. elocutionary D. perlocutionary

A. locutionary B. illocutionary C. propositional D. perlocutionary

A. Assertive B. Commissive C. Declaration D. Expressive

A. Assertive B. Commissive C. Declaration D. Expressive

LESSON 6 TITLE: TYPES OF SPEECH ACT

A speech act is an utterance that a speaker makes to achieve an intended effect.

There are three types of Speech Act:

1. Locutionary Act refers to the actual utterance of the speaker.

2. Illocutionary Act refers to the intended utterance by the speaker (performance).

the speaker requested him to pass the salt.

Five classifications of Illocutionary Act:

of a proposition. Some examples are suggesting, swearing,

boasting, concluding and putting forward.

Example: No one makes better sandwich than I do.

b. Directive – It is an act in which the speaker tries to make the addressee

perform an action. Some examples are asking, ordering,

requesting, inviting, advising and begging.

Example: Would you make me a cup of tea?

c. Commissive – It is an act which commits the speaker to doing something in

the future. Some examples are promising, planning, vowing,

d. Expressive – It is an act in which the speaker expresses his/her feelings or

emotional reactions. Some examples are thanking, apologizing,

Example: Thank you for your kind offer.

e. Declaration – It is an act which brings a change in the external situation. Some

examples of declarations are blessing, firing, baptizing, bidding,

passing a sentence and excommunicating.

Example: I bequeath all my property to my beloved fiancée.

achieve by saying something such as convincing, persuading, deterring or

Activity 2 (Do a Good Turn Daily)

Scenario Locutionary Illocutionary Perlocutionary

Activity 3: (Get Me Right!)

Scenario Line Intention Outcome

1. At first, I thought that…

2. But now, I have learned that…

Most Essential Learning Competency:

• Employ various communicative strategies in different situations.

• The learners should be able to:

A. Termination B. Repair C. Nomination D. Restriction

2. This strategy refers to limiting the topic or subject in a conversation.

A. Termination B. Repair C. Nomination D. Restriction

3. This strategy is used to end, conclude or close the conversation or interaction.

A. Termination B. Repair C. Nomination D. Restriction

4. This is a strategy in which the speaker proposes a topic or issue.

A. Termination B. Repair C. Nomination D. Restriction

A. Topic Shifting B. Turn- taking C. Topic Control D. Repair

6. “I’ll send you an e-mail” is an expression for________________.

A. Termination B. Repair C. Nomination D. Restriction

7. “Sorry, I regret what I’ve done” is an example of _____________.