Oral Com Q2 Module 3 1 - Lecture notes 3-1 PDF

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Oral Communicationin ContextQuarter 2 – Module 3:Principles of Effective SpeechWriting and DeliveryOral Communication in Context in Context Alternative Delivery Mode Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery First Edition, 2020Republic Act 8293, section 176 states tha...

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Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery

Oral Communication in Context in Context Alternative Delivery Mode Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writers: Magnon Dionell D. Domingo, Feric C. Robis, Ethel B. Dasig, Bernadette C. Royo, Jessica S. Solpico, Kyla P. Suba, Kristine Anne V. Liboon Editors: Rizza A. Pereyra, Marites M. Aguilar Reviewers: Bernadette M. Songalia, Gilbert C. Alva, Jhonathan S. Cadavido, Erma S. Valenzuela, Laila R. Maloles Illustrator: Mark Razul G. Leal, Joseph O. Ocfemia Layout Artist: Gilbert G. Manaois Management Team: Wilfredo E. Cabral, Regional Director Job S. Zape Jr., CLMD Chief Marites A. Ibañez, Schools Division Superintendent Daisy Z. Miranda, Schools Division Superintendent Egardo B. Militante, Assistant Schools Division Superintendent Buddy Chester M. Repia, Assistant Schools Division Superintendent Orlando T. Valverde, CID Chief Vincent Emmanuel L. Ilagan, CID Chief Godofredo C. Mercado, EPS In-charge of LRMS Henry P. Contemplacion, EPS In-charge of LRMS

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Gate 2 Karangalan Village, Barangay San Isidro Cainta, Rizal 1800 02-8682-5773/8684-4914/8647-7487 [email protected]

Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery

Introductory Message For the facilitator: Welcome to Oral Communication in Context 11 Alternative Delivery Mode (ADM) Module on the Principles of Effective Speech Writing and Delivery! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.

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For the learner: Welcome to Oral Communication in Context11 Alternative Delivery Mode (ADM) Module on the Principles of Effective Speech Writing and Delivery! The hand is one of the most symbolized parts of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: What I Need to Know

This will give you an idea of the skills or competencies you are expected to learn in the module.

What I Know

This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module.

What’s In

This is a brief drill or review to help you link the current lesson with the previous one.

What’s New

In this portion, the new lesson will be introduced to you in various ways such as through a story, a song, a poem, a problem opener, an activity or a situation.

What is It

This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills.

What’s More

This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module.

What I Have Learned

This includes questions or blank sentence/paragraph to be filled in, to process what you learned from the lesson.

What I Can Do

This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns.

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Assessment

This is a task which aims to evaluate your level of mastery in achieving the learning competency.

Additional Activities

In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts.

Answer Key

This contains answers to all activities in the module.

At the end of this module you will also find:

References

This is a list of all sources used in developing this module.

The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Do not forget to answer What I Know before moving on to the other activities included in the module. 3. Read the directions carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it!

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What I Need to Know

This module was designed and written with you in mind. It is here to help you master the Principles of Effective Speech Writing and Delivery. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with your needs. The module consists of two (2) lessons namely:  

Lesson 1: Principles of Effective Speech Writing Lesson 2: Principles of Speech Delivery

After going through this module, you are expected to: 1. discuss the principles of effective speech writing; 2. analyze the importance of Audience Profile, Logical Organization, Duration, Word Choice and Grammatical correctness) in writing a speech; 3. compose a speech applying the principles of effective speech writing and delivery; 4. identify the principles of effective speech delivery; and 5. demonstrate effective speech delivery.

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What I Know Directions: Read each item carefully then choose the letter that corresponds to your answer. Write your answer on a separate sheet of paper. 1. Which is NOT a reason for doing audience profiling? A. It will help the speaker limit the content. B. It will help the speaker make an impressive speech. C. It will help the speaker identify the language to be used during the delivery. D. It will help the speaker discover information in order to connect with the audience. 2. What function of a good introduction is evident when a speaker tells a joke or an anecdote or a powerful statement? A. establish credibility B. gain audience attention

C. preview main idea D. state the purpose of the speech

3. What function of introduction is used when a speaker shows the audience that he is reliable and trustworthy to discuss the topic? A. establish credibility C. preview main idea B. gain audience attention D. state the purpose of the speech 4. What term denotes the smooth transition of one sentence to another or one paragraph to another? A. duration B. grammatical correctness

C. logical organization D. word choice

5. Which part of the speech provides summary of the main points of the speech? A. body C. introduction B. conclusion D. thesis statement 6. Which part of the speech reveals the goal of the speech? A. body C. introduction B. conclusion D. thesis statement 7. Which part of the speech uses definitions, concrete examples and testimonies? A. body C. introduction B. conclusion D. thesis statement

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8. Which statement is NOT true about the body of the speech? A. The most common number of key points is five. B. The body of the speech is the core part of the speech. C. If you have a long point in your speech, you will need to break that point into multiple points. D. If you have only one point in your speech, it will either be too short, or too complicated for the audience to understand. 9. Which is NOT true about doing the conclusion?

A. Present a summary B. Repeat the key ideas presented C. Provide key points of discussion D. Signal the end of your speech 10. What method of speech organization presents comparison and contrast of two or three points? A. Chronological Order B. Spatial Order

C. Comparison and Contrast order D. Problem-Solution Order

11. What method of speech organization involves a discussion of both the cause and effect of an issue? A. Causal Order C. Spatial Order B. Comparison and Contrast D. Chronological Order 12. What method of speech organization is like going from one place to another, or from one direction to another? A. Spatial Order B. Causal Order

C. Chronological Order D. Categorical Order

13. What method of speech organization presents the idea in time order? A. Causal Order C. Categorical Order B. Chronological Order D. Spatial Order 14. Which group shows appropriate use of words? I. Focus on the age-group of the audience so you can adjust. II. Avoid redundancies, awkward, vague and unclear word. III. Choose impressive words to be reliable. IV. Do not use the word only because others are using it. V. Replace general words with more specific ones. VI. Use jargon and slang. A. I, II, III

B. IV, V, VI

C. I, II, V

D. III, IV, VI

15. Which pair can help a writer ensure that words are used correctly? I. almanac IV. dictionary II. thesaurus V. journal III. bibliography VI. encyclopedia A. I and III

B. II and IV

C. III and V

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D. IV and VI

Lesson

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Principles of Effective Speech Writing

How do you think one should prepare for his or her speech? What will you consider in selecting the topic for your speech? In this section, you will learn techniques and methods on how to make your own speech. We are going to look closely at how you can write a speech masterpiece, starting with how you should analyze your target audience up to refining your speech as to logical organization, word choice and grammatical correctness.

What’s In In the previous module, you discovered how a shift in speech context, speech style, speech act and communicative strategy affect the language form, duration of interaction, relationship with the speaker and the roles and responsibility of the speaker, content of message and delivery. Your previous activities let you explore the importance of the speech in variety of occasions and settings. This time, you will discover the complexities of speech communication in formal writing through writing a speech.

Note to the Teacher This module comprises two (2) lessons with series of self-paced activities that will help your student achieve the objectives of this lesson. As the subject teacher, your guidance and support are very important to help your student finish the entire lesson. Happy Teaching!

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What’s New

In this lesson, we will use what you have learned in the previous module in a more formal context. You will start to compose your formal speech, but before that, answer this given activity by writing TRUE if you think the statement is correct. If not, write FALSE. ___________1. I should consider my audience’s age, interest and gender when writing my speech. ___________2. I should use impressive words so that my audience will be amazed. ___________3. I should research on what my audience know about the topic. ___________4. I should use jargon in my speech to make it more reliable. ___________5. I should use varied methods to make my topic more organized. ___________6. I should never consider the length of my speech. ___________7. I should consider my audience’s attention span in writing my speech. ___________8. I should use catchy starter to get my audience’s attention. ___________9. I should edit my work only because of grammatical errors. __________10. I should never ask someone to proofread or comment on my speech.

What is It A good speech requires days or even weeks of preparation depending on the topic and the availability of materials needed. While many are expert enough to compose their speech a night before they deliver it, seldom that it became very successful for a beginner writer. For this reason, careful planning is important to come up with a well-written speech. When planning for writing your speech, you should consider the following principles:

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1. Audience Profile Knowing your audience specifically their general age, gender, educational level, religion, language, culture and group membership is one of the most important aspects in developing your speech. Basically, this is done so that you can tailor-fit your speech content and delivery to your audience. Analyzing your audience will help you discover the information you can use to build a connection between you and members of your audience.  Who is the audience?  How many?  What does the audience know about the subject?  Why should they be interested?

Use the following table to analyze your target audience.

Audience Analysis Age Bracket Gender Educational Background Place of Residence (city, town, province) Marital Status Language spoken Religious Affiliations/Beliefs

2. Logical Organization Once you have already analyzed your target audience, the next part is to organize your speech manuscript. The logical organization or arrangement of thoughts when it comes to speech writing can be defined as all aspects of your writing that help the reader move smoothly from one sentence to the next, and from one paragraph to another. Thus, carefully planning the content of your speech is also necessary. The written speech has three parts: the introduction, body and conclusion. The role of introduction and conclusion is mostly similar in many speeches, that is, the introduction presents the main idea of your speech, while the conclusion reiterates the main idea. The body offers definitions, examples, or any information that can help you convey your intent and clarify the main concept of your speech.

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The Introduction The introduction is the most crucial part of the speech. It is generally only 10 to 15 percent of the time the speaker spends speaking. According to Wrench (2012), a good introduction serves five functions: (1) you should be able to gain audience attention and interest, (2), it states the purpose of your speech, (3) it establishes your credibility, (4) it should provide reasons for your audience to listen and (5) your introduction should preview the main idea of your speech.

The Body The body of the speech is the core part of the speech that addresses the main ideas and principles of the speech. It consists of the main points. This is presented using methods of organization (Flores 2016). 1. Problem-Solution Order- It explains the problem and suggests a possible solution. Example: Cleaning up Laguna de Bay

2. Categorical/Topical Order- It divides the topic into subtopics based on the importance or interest value or simply because the topic requires it. Example: Importance of promoting the Reduce, Reuse and Recycle program

3. Chronological Order - A historical or time approach which is from the past to the present. It presents idea in time order. Example: The significant development of the province of Laguna from Spanish period to present. 4. Comparison and Contrast Order- It presents comparison and contrast of two or three points. Example: Comparison between living in the city and life in the province.

5. Spatial/Geographical Order- Going from one place to another, from one direction to another Example: Traveling around the wonders of Batanes islands

6. Causal Order- It involves a discussion of both cause and effect of an issue. Example: The Fish Kill in Laguna de Bay

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Make sure that you move smoothly from one paragraph to another. Transitional words are used to connect words, phrases or sentences. They help the reader to move from one idea to the next to build coherent relationships within the text. Study the following table showing examples of different transitional words and their functions.

Function

Addition Comparison Contrast

Emphasis Example or Illustration Summary or Conclusion Time Sequence

Examples Again, also, and, and then, besides, equally important, further, furthermore, in addition, in the first place, moreover Also, in the same way, likewise, similarly Although, yet, but, despite that even so, even though, for all that, however, in contrast, in spite of, instead, nevertheless, notwithstanding, on the contrary, on one hand-on the other hand, otherwise, regardless, still, though certainly, indeed, in fact, of course as an illustration, for example, for instance, namely, specifically, that is, to illustrate all in all, altogether, as has been said, finally, in brief, in conclusion, in short, in simpler terms, in summary, on the whole, to summarize after a while, afterward, again, and then, as long as, at last, at length, at that time, before, earlier, eventually, finally, first, formerly, in the past, last, lately, meanwhile, next, now, presently, second, shortly, simultaneously, since, so far, soon, still, subsequently, then, thereafter, until, until now, when

Adapted from: The Transitional Devices Table. https://kielikompassi.jyu.fi/kookit06/corpus/micase/transitionaldevicetable.html

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