SHS Oral Communication TM

ANDREW REY S.
PEÑA
ALI G. ANUDIN
ORAL
COMMUNICATION
TEACHER’S MANUAL
Oral Communications
Teacher’s Manual
ISBN: 978-971-07-4120-5
Copyright © 2016 by Vibal Group, Inc. and Andrew Rey S. Peña

and Ali G. Anudin
All rights reserved. No part of this book may be reproduced or transmitted in any form
or by any means – electronic or mechanical, including photocopying, recording, or
any information storage and retrieval system without permission in writing from the
publisher and authors. Published and printed by Vibal Group Inc. with main office at
1253 Gregorio Araneta Avenue, Quezon City.
Regional Offices: 0290 Nivel Hills, Lahug, Cebu City and Kalamansi St. cor. 1st
Avenue, Juna Subdivision, Matina, Davao City
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preface
Vibal books are well-known for their appropriateness in content, smoothness of style, and creativity
in presentation. This book responds to the emerging needs of the new K-12 curriculum, following
the requirements of the Department of Education’s curriculum guide. It offers even more by
incorporating insights gleaned from research particularly in the field of 21st century skills. Besides
the packed content, lessons in this book have:
WALktHrough
CHAPTER OVERVIEW
It provides an introduction of the chapter which allows the teacher to collect
relevant information about its scope.
LESSON OVERVIEW
It provides a glimpse of what to expect from the lesson and gives insights bout the
topics to be discussed in each lesson.
DIAGNOSTIC TEST
It provides various learning exercises to gauge understanding and ensures that
learners fully grasp the concepts discussed in the chapter.
SUMMATIVE ASSESSMENT
It serves as a tool for the teacher to evaluate learning at the end of the chapter.
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TABLE OF CONTENTS
Chapter 1: Nature and Elements of Communication 1
Lesson 1: What Communication Is 1
Lesson 2: The Functions of Communication 8
Lesson 3: The Contexts of Communication 16
Lesson 4: Verbal and Nonverbal Communication 24
Chapter 2: You as an Effective Communicator 35
Lesson 1: Communicative Competence 35
Lesson 2: Communicative Strategies 44
Lesson 3: Oral Communication for Practical Purposes 55
Lesson 4: Oral Communication for Social Purposes 64
Chapter 3: Oral Communication in Academic Settings 73
Lesson 1: Oral Reporting 73
Lesson 2: Participating in Group Discussions 89
Lesson 3: Writing and Delivering a Speech 96
Lesson 4: Participating in Debates 110
Chapter 4: Oral Communication in Work and Social Settings 132
Lesson 1: Preparing and Delivering an Informative Speech 132
Lesson 2: Preparing and Delivering a Persuasive Speech 139
Lesson 3: Preparing and Delivering an Entertainment Speech 147
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ORAL
COMMUNICATION
TEACHER’S MANUAL
v
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Chapter 1 The Nature and Elements of Communication
Chapter Overview
Communication is essential to human life. Without it, we cannot function properly. One of the pri-
mary ways we communicate is through oral communication. This includes language. We use language
for many reasons and in many ways. Understanding communication, particularly oral communication,
helps us become more competent in communication. In this unit, your students will learn the basic
knowledge about oral communication including its elements.
In lesson one, the learners will understand what communication is and how the process of oral com-
munication goes. They will explore the elements and the different types and models of communication
which will help them visualize and gain insight into how communication happens.
In lesson two, the students will learn the different functions of communication, particularly their
characteristics and their differences from each other. These functions of communication will give them in-
sight into how they use language and how communication upholds and develops other aspects of their lives.
Through lesson three, the students will understand and apply the concept of speech acts so they
will relate better with their co-communicators. They will also learn how to behave in different contexts
of communication that require different behavior. They will discover the difference between commu-
nication settings and the different styles of communication particularly on the basis of several features
they each have.
In the last lesson of this chapter, the learners will be provided useful insight into the different verbal
and nonverbal aspects of communication. Thus, they will develop their skills in combining verbal and
nonverbal cues to aid their oral communication. This lesson will also show them how mastery of differ-
ent speaking components produce excellence in giving speeches and in everyday oral communication.
Content Standard
The learners understand the nature and elements of oral communication in context.
Performance Standard
The learners design and perform effective controlled and uncontrolled oral communication activities
based on a context.
Lesson 1 What Communication Is
Lesson Overview
The lesson explains why effective communication matters. It highlights the elements of communication
with specific characteristics of senders and receivers of messages in the communication process. It also
discusses the types of communication. More importantly, students are exposed to the unique features of
different communication models—Jakobson’s model, Saussure’s model, Shannon’s model, and Berlo’s
model—with concrete illustrations of the communication process for each model.
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Learning Competencies
At the end of the lesson, the learners should be able to:
1. define communication (EN11/12OC-1);
2. identify the elements of communication;
3. explain the nature and process of communication (EN11/12OC-2);
4. distinguish the unique features of each communication model (EN11/12OC-4);
5. identify the types of communication (EN11/12OC-15);
6. differentiate the various models of communication (EN11/12OC-3);
7. explain why there is a breakdown of communication (EN11/12OC-5);
8. watch and listen to sample oral communication activities (EN11/12OC-10);
9. comprehend various kinds of oral texts (EN11/12OC-12); and
7. value communication.
Diagnostic Test
Post the following questions on the board and ask students to work on them in pairs. Ask
the students to write their answers using/following the chart below:
What is communication?
How does communication work

effectively?
What do you think happens

when communication fails?
Instructional Plan
Make sure that the title of the lesson is written in front for the whole class to see.
A. Motivation
Tell the students that they will play a message relay game. Divide the class into 2-4 groups
depending on the class size, and instruct each group to form a line. Tell them that you will give
the student who is in front a message which he/she must pass correctly to the next person. Em-
phasize that the goal of the activity is to get the message relayed up to the last person complete
and without any changes. Ask if they have any questions.
Give at least three different messages one after the other. These messages should vary in
number of words. Below are examples you may use:
1. Communication is important. (First round of relay)
2. Interaction is not possible without communication. (Second round)
3. Developing insight into communication makes us better communicators. (Third round)
After the activity, ask a few students, coming from different groups, on what went well and
what went wrong.
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B. Presentation of Content
READ and DISCUSS

Ask a student to read out loud the learning competencies found on page 3 of their worktext.
Remind the class that those are what they need to achieve during and after the lesson.
Ask the following questions:
1. What is communication?
2. When does communication happen?
3. Why do people communicate?
4. Why do you think you need to learn about communication?
Write this question on the board: What do you think is communication? Call a few students
to share their thoughts and have them write their answers on the board. You may use clustering
technique by writing the word communication in a circle and instruct the students to write their
answers around it.
Communication
Why Effective Communication Matters, page 4

Tell the class: This time, let us find out how complex communication is especially how det-
rimental it can be if it fails.
Instruct the class to read silently “Why Effective Communication Matters” found on the
same page of the worktext, page 4.
After the students finish reading, ask: In your own words, why do you think you need to
“learn” about communication? Call on some individuals to share their thoughts.
Communication Defined, The Communication Process, and The Elements of Communication, pages 4-7
Before having the students continue reading the topics “Communication Defined,” “The
Communication Process,” and “The Elements of Communication” on pages 5-7, you may use
the KWLH chart. Post the following on the board written on any large paper or as an electronic
presentation. Ask the students to write their answers on their notebooks.
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K-W-L-H
What I know What I want to know What I have learned How can I learn
more
Instruct the class to read the discussion questions How does the communication process hap-
pen? and What is necessary for communication to happen? found alongside the topics on pages.
[These may serve as oral recitation questions or they may be simply used for class discussion.]
Types of Communication, pages 7-9
Ask the class: Have you tried talking out loud to yourself? How did you benefit from it?
Call a few students to share their experiences.Then call one student to read what intrapersonal
communication is found on page 7 of his or her textbook.
Say: When you talk to yourself, it is what you call intrapersonal communication. You often
do this when you think about your decisions or the probable solutions to your problems.
Have the class read aloud “Interpersonal” on page 8 of their textbook. After they read, ask:
Do you experience difficulty talking to others? Can you recall a time when you had to adjust
yourself talking to someone or talking to a small group of friends? Call some volunteers to
share their experiences.
Invite one student to read “Public” on page 8 and another one to read “Intercultural” on
page 9. After the reading, have a few students share their answers on the Reflect questions—
1. How comfortable are you in speaking before an audience of many people? Why?
2. Have you ever experienced talking with someone from a different culture? If yes, de-
scribe your experience.
Say: Class, adjustments in this type of communication are normal because either clarifi-
cation and feedback is maximized or lessened because the interlocutors or the participants in
the communication situation are focusing in one on one conversation or talking to more than
one participant.
Communication Models, pages 9-13

Instruct the class to read silently the different models of communication on pages 9-13.
Divide the class into three groups. Group them according to their levels—Advanced, Inter-
mediate, and Beginners—and have them work on the chart/s posted. Tell them that each group
will report the output in front of the class.
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DIFFERENTIATED INSTRUCTION
For Advanced
Model Describe the Process Similarities Differences

of Communication
Roman Jacobson’s
Model
Ferdinand de Saus-
sure’s Model
Claude Shannon’s
Model
Eugene Nida’s
Model

After the group has worked on the chart, have them discuss the following questions:
1. What is communication based on the different models?
2. Explain the process of communication.
For Intermediate
Model Describe the Process of Communication
Roman Jacobson’s
Model
Ferdinand de Saus-
sure’s Model
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Claude Shannon’s
Model
Eugene Nida’s Model
After the group has worked on the chart, have them discuss this question:
Which model does your group find more effective in terms of the process of communication?
Explain your answer.
For Beginners
Tell the group to work on the chart below. Have them list all of the potential ways to deliver
messages to their intended audience in the first column, and list the communication channels
their intended audience uses in the second column. Say: For some channels, like newspapers,
television, and radio, there may be many options that your audience can use. For instance,
there are several radio and television channels to choose from, or different newspapers that
are available. Where possible, be specific as to which radio/TV channel or newspaper your
intended audience prefers.
Ways to Deliver Messages Communication Channels
After the group presentation, you can say: in addition to the models we have discussed,
proponent Kjell Berg presents four models that may be considered by products of the code model
of communication: the conduit, dialogic, interaction, and self-regulatory models.
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C. Processing
Processing Questions, page 14
Direct the learners’ attention to the questions on page 14. (Note that the processing questions
found on page 14 of the book may be asked during the processing of group presentation.) Have
them answer the following questions:
1. What is communication?
2. How do you describe an effective communication?
3. What happens when communication fails?
4. What are the three types of communication?
5. Give example for each type of communication.
D. End-of-Lesson Assessments
Have the students answer the following questions:
1. What is effective communication?
2. Choose only one among the following models and discuss it using the guide questions :
a. Jacobson’s Model
b. Saussure’s Model
c. Shannon’s Model
d. Nida’s Model
• Describe and discuss the process of communication of the model.
• How is the model different from other models?
• Give examples of things that can make a message less clear.
3. Based on the result of this test, privately decide who would take remediation, reinforcement,
or enrichment for this lesson. Assign the students who got lower scores in the end-of-lesson
assessment into group one, the ones who got middle scores into group two, and the ones
who got high scores into group three.
Remediation
Tell the group to make a table comparing the different types of communication in terms of
purpose, opportunity, or requirement for clarification, context, or any basis they can come up with.
Allow them to use Filipino or any other language they are comfortable with in their discussion.
Instruct them to upload their table to your class blog or website wherein their classmates will give
their comments.
Reinforcement
Instruct the group to make an infographic of any model of communication discussed in class. Let
them choose one from among the four models of communication and make an infographic of that
model. Tell them to highlight the important features of that model and provide appropriate graphics
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for the model of communication they have chosen. Remind them to make sure that the infographic
is not congested or has too much information. Have the group upload their work to the class blog
or website wherein their classmates will give comments.
Enrichment
Instruct the group to come up with their own model of communication. Tell them to make a
drawing that shows the group's model of communication with a short description of the components
of the model. Remind them to mention any special feature or characteristic of the model. Instruct the
group to publish the output to the class blog or website wherein their classmates will make comments.
E. Reflection
Wrap Up, page 15
A. Ask: How does understanding communication helps us? Call several students to answer.
B. Have the students write in their diaries the answer to the following questions. Have them titled
it “Reflections for Chapter 1 Lesson 1.”
1. What part of the lesson did I do well?
2. What part of the lesson did I not deliver as well as I wanted to?
3. What particular strategy or approach will I do well to employ in other lessons?
4. What aspect of the lesson must I try to improve?
5. How do I feel about my over-all performance in this lesson?
Additional Readings
• Perry Blackburn in his book, The Code Model of Communication, discusses in detail many of
the models discussed in this lesson
• Visit www.communicationtheory.org for more discussion of communication models.
Lesson 2 The Functions of Communication
Lesson Overview
In this lesson, students work on explicit communication functions—regulation and control,
social interaction, motivation, emotional expression, and expressing opinions—with examples of
language forms and how they are used in real communication. Exercises include identifying and
categorizing communication functions in different settings.
1. discuss the functions of communication (EN11/12OC-8);
2. identify the speaker’s purpose(s) (EN11/12OC-9);
4. comprehends various kinds of oral texts (EN11/12OC-12); and
5. evaluate the effectiveness of an oral communication activity (EN11/12OC-14).
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Diagnostic Test
Post the following on the board written on any large paper or as an electronic presentation.
Ask the students to write their answers for the cloze test on their notebooks.
Everyone in society liberally uses the term _______(1)___________. Communication is de-

fined as the interaction, giving and taking of _________(2)_________, sending and receiving
of _________(3)_________ through verbal and _______(4)___________means.
Functions of communication differ, as one should determine the ________(5)__________of

the communication. Known as the primary function and in certain circumstances the situation
or position may have one, two or three other _______(6)___________ functions. For example,
regulation/_______(7)___________, social interaction, motivation, information, emotional
________(8)__________.
In any type of communication, there is a ________(9)__________and receiver of the______

(10)____________. The question of whether the message is sent and how the message
is _______(11)___________is of fundamental significance in______(12)____________.
Communication is successful only when the receiver receives the intended message of
the_______(13)___________.
Answers:
1. communication 8. expression
2. information 9. sender
3. messages 10. message/information
4. nonverbal 11. received
5. purpose/function 12. communication
6. secondary 13. sender
7. control
Instructional Plan
A. Motivation
Tell your students that they are going to play a blindfold game. This game will help them improve
their communication and listening skill and will also help build trust between partners.
Participants and Materials
• This activity can work well with any class size.
• Blindfolds enough for half of the students in the class
• In the field/outside the classroom or in the classroom if there is enough space
• Create obstacles or choose a course where students have to maneuver in giving and
following directions.
Instructions
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1. Make sure that your course is challenging, but still safe to navigate around.
2. Put team members into pairs and ask them to stand at one end of the room or field.
3. One person from each pair should put on the blindfold.
4. The sighted students must guide their partners across the room or the field and give instruc-
tions to help them avoid the obstacles.
5. When each team reaches the other side of the room, partners should switch roles and then
repeat the exercise.
Talk to the class after the activity and ask the following questions: How did you have to com-
municate differently to guide your partners? How did your listening skills adapt when you were
blindfolded?
READ and DISCUSS
Tell the class that the topic is about the functions of communication.
Ask a student to read aloud the learning outcomes found on page 16 of the book.
Ask: What do you think are the purposes of communication? What do you think why communi-
cation fails? Call a few students to share their thoughts and write their answers on the board.
Tell the class that in the next activity, they will be working individually on a few survey ques-
tions to find out their awareness or susceptibility to being the origin of communication failure. This
activity will show how often they engage in the following behaviors when talking to other people
or to a particular person. Have them use the following scale to describe their behavior.
3 – I do this all the time.
2 – I sometimes do this.
1 – I seldom do this.
0 – I never do this.
Post the following questions on the board written on any large paper or as an electronic pres-
entation. Ask the students to write their answers on their notebooks.
_______ 1. When I say something, I am frank and honest about my need to say it.
_______ 2. I know that the message I receive may not be the same as the other person intended
to send.
_______3. Before I talk to someone, I ask myself about who I am talking to and how it will
affect his or her perception of my message.
_______4. When I talk to someone, I keep an attentive eye and ear out for a sign that I am
understood.
_______5. I make my messages as concise and to the point as possible.
_______6. I try not to use words that might trigger an emotional response that may upset or
disturb the receiver of my message.
_______7. I study my communication style to regulate what nonverbal messages I send and
how well they fit to the meaning I desire to get across.
_______8.I carefully think whether my receiver in a face-to-face meeting would best understand
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my message, over the telephone, or in writing.
_______9. I make an honest effort to listen to ideas with which I do not agree.
______10. I look for ways to improve my listening and speaking skills.
Continue and ask: How can you use communication to influence or convince other people? Call
a few more students to share their thoughts.
Regulation, pages 17-18

Tell students to read silently "Communication Functions" and "Regulation." After they read,
have them discuss with a partner the reflection statement—Give examples of commands or questions
that influence people to do something.
Social Interaction, page 18

Ask a student to read what social interaction is. After the student reads the paragraph, remind
the class the importance of social interaction—it seems unimaginable to exist without social interac-
tion, that no man is an island. Have them discuss with their seatmate the reflection statement—Give
examples of things you say in order to be closer to other people.
Motivation, pages 18-19

Say: How do you use communication to express your desires and needs? Now, let us take a closer
look on the basic functions of communication. Instruct a student to read aloud the text.
Reiterate: Motivation is inherently one of the most basic functions of human communication, let
us determine polite ways of expressing motivation especially when asking for something, saying what
you like, or expressing preferences or choice. Call a few students and ask: Who can give examples
on how to say the things you want to say politely?
Information, pages 19-20

Ask: Why do you think you need to be aware of the different ways information can be obtained?
Call a few students to answer orally. Have the class read silently the text on pages 19-20.
Emotional Expression, page 20

Tell the students to read the text silently. After they read, ask: Based on your experiences, how
important do you think should a person know how to express emotions properly? Call on some
volunteers to share their thoughts.
Ask: Give an example of how you express strong emotion about something or someone. After
calling a few students, remind the students that they have to be particularly careful of their language
especially when expressing strong emotions directly to someone or some people to avoid offending
them.
The Special Case of Expressing Opinions, page 21

Call a few students to give examples of how they express their opinions. Ask the class to read
the text silently.
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Have the students examine a few more language functions essential in their daily lives be it
on their day-to-day interactions with their friends and family members or on academic functions.
Divide the class into six groups. Group them according their levels.
For Advanced
Using the table below, list as many language expressions you can think of for each language
function.
Language Language Expressions
Function
Giving Advice Examples:
• A (self-help) book I read recommends ...
• A piece of advice from ... that I'd like to pass on is to ...
• A wise man once said ...
• As the proverb says, ...
• I can't recommend ... strongly enough.
Agreeing
Disagreeing
For Intermediate
Using the table below, list as many language expressions you can think of for each language
function.
Function
• If I was/were in your place, I'd…
• If that happened to me/In that case/If I had that problem, I'd ...
• It is usually a good idea to ...
• ... would probably work.
• ... (always) works for me.
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Apologizing
Making Re-
quests
For Beginners
Using the table below, list as many language expressions you can think of and do this for each
language function in your table.
Function
• (I think/I really think) you need to/must/should ...
• It is usually a good idea to ...
• My suggestion/advice is (to) ...
• Why don't you ...?
• You could (try) ...
Introducing
oneself
Introducing
others
View/Listen, pages 22-23

Say: For your assignment go to https://www.youtube.com/watch?v=5Zgla9zpuO0 and watch
the videoclip of a situational comedy (sitcom). Furthermore, study the rubric found on page 22-23
and be ready for a group activity next meeting.
In the next meeting, continue the discussion on the functions of communication by dividing the
class into groups of three members and have them work on the assesment for viewing worksheet
found on pages 22-23.
Speak, page 23-24
Instruct the students to work on the activies found on page 23. Have them choose two or three
activities, and tell them to ask a classmate to do one specific activity with them. Tell the students to
perform their chosen activities in front of the class. Remind them not to disclose to their classmates
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about the function or purpose of what they are doing.
Tell the audience to use the rubric found on page 24 to assess their classmates’ performances.
After all the performance, give the class time to go over their ratings. Then ask: Who do you
think among your classmates performed well? Instruct the students to write a 250-word essay about
what made the performance go well including the expressions and actions done well on a piece of
intermediate paper.
C. Processing
Processing Questions, pages 21-22
Tell the class to synthesize what they have learned. Ask them the following questions:
1. What is meant by communication functions?
2. What is the significance of comparing language to a tool?
3. What is meant by language as regulatory/control?
4. What is meant by language as motivation?
5. What is meant by language as social interaction?
6. Why is language as social interaction special?
7. What is meant by language as information?
8. What is meant by language as emotional expression?
Have the students answer the following questions:
1. Why is understanding the functions of communication important?
2. Choose one of the following functions of communication, and explain what it is and give
at least three examples of functions and their expressions:
• Motivation
• Information
• Emotional expression
• Expressing opinions
Remediation
Tell the first group to collect internet links of short video clips showing different communication
functions, at least two for every function. Have them compile the video clips as a playlist and post
the playlist on a video sharing website so the copyright of the videos will not be violated. Have them
share the link of their playlist on the class website or blog.
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Reinforcement
Instruct the second group to create an infographic showing the functions of communication
discussed in the reading complete with examples, and have them post it on the class website or blog
where their classmates will give their comments on their infographic.
Enrichment
Instruct the third group to create their own categories of functions of communication. Tell them
to give examples for each of the functions and then create a visual aid showing their categories.
Remind them to post the group's output on the class website wherein their classmates will comment.
E. Reflection
Wrap Up, page 25
A. Ask: How do humans use communication? Call several students to answer.
Additional Readings
• Kathryn Sue Young and Howard Paul Travis discusses functions of nonverbal communication
in Oral Communication: Skills, Choices, and Consequences, published by Waveland Press.
• Sheila Steinberg discusses uses for language as well as Jakobson’s communicative functions
in An Introduction to Communicative Studies, published by Juta & Co.
• For Michael Halliday’s discussion of his functions of communication, you can read Towards
a Language-Based Theory of Learning, available in pdf format from http://lchc.ucsd.edu/
mca/Paper/JuneJuly05/HallidayLangBased.pdf
• For Roman Jakobson’s discussions of his functions of communication, you can read Linguis-
tics and Poetics, available in pdf format from http://www.akira.ruc.dk/~new/Ret_og_Rigtigt/
Jakobson_Eks_15_F12.pdf
• Language functions are divided into four categories in A Primer on Communication. Avail-
able online at http://2012books.lardbucket.org with an anonymous publisher and author.
• A simple categorization of language functions is found in http://philosophy.lander.edu/logic/
form_lang.html
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Lesson 3 The Contexts of Communication
Lesson Overview
Using cooperative-collaborative approaches, students work together in small groups to identify
and analyze various types of speech contexts, speech styles, and speech acts. The lesson provides
social situations in which each speech style is appropriate to use. Exercises give students opportu-
nities to handle communication breakdowns, which is an important life-long skill.
At the end of this lesson, the learners should be able to:
1. identify the various types of speech contexts, speech styles, and speech acts (EN11/12OC-15,
EN11/12OC-17);
2. explain why there is a breakdown in communication (EN11/12OC-5);
3. exhibit appropriate verbal and non-verbal behavior in a given speech context (EN11/12OC-16);
4. identify social situations in which each speech style is appropriate to use (EN11/12OC-18);
5. observe the appropriate language forms in using a particular speech style (EN11/12OC-19);
6. respond appropriately and effectively to a speech act (EN11/12OC-20);
7. watch and listen to sample oral communication activities (EN11/12OC-10); and
8. comprehend various kinds of oral texts (EN11/12OC-12).
Diagnostic Test
Ask the students to write their answers on their notebooks.
Directions: Select the best answer to each question about contexts of communication. (10 points)
1. These are acts that relate to actions done by saying them.

A. Communication acts C. Perlocutionary acts
B. Speech acts D. Illocutionary acts
2. It is John Searle’s category of illocutionary act that commits the speaker to the truthfulness of
a condition or situation.
A. Assertives C. Commisives
B. Directives D. Expressives
3. This act shows a speaker’s attitude toward a situation, which includes apologizing, congratu-
lating, thanking, or comforting someone.
A. Assertives C. Commisives
B. Directives D. Expressives
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4. A type of speech style which is conversational where the speaker constantly observes the lis-
tener’s verbal and nonverbal cues for feedback.
A. Intimate C. Consultative
B. Casual D. Frozen
5. It is a very formal style which is not intended to give a particular message but to allow a reader
to find many meanings for oneself.
A. Formal C. Consultative
B. Casual D. Frozen
6. A conversational style used among friends.

A. Intimate C. Consultative
B. Casual D. Frozen
7. The words wanna, readin’, ain’t, and isn’t are examples of…
A. Reduced speeches C. Idioms
B. Slangs D. Latinisms
8. A group of words with a meaning that may not be related to the individual words that make it
up.
A. Reduced speeches C. Idioms
B. Slangs D. Latinisms
9. It is the force which refers to the intent of a speaker when he or she says something to a listener.
A. Perlocutionary force C. Exclamatory force
B. Locutionary force D. Illocutionary force
10. The type of communication that minimizes the need for nonverbal communication especially
gestures.
A. Interpersonal communication C. Intercultural communication
B. Intrapersonal communication D. Public communication
Answers:
1. B 2. A 3. D 4. C 5. D 6. B 7.A 8. C 9. D 10. B
Instructional Plan
A. Motivation
[Pre-assigned task] Tell your students to go to https://www.youtube.com/watch?v=5HI_xFQWi-
YU and listen to the song titled “The Promise” by When in Rome.
Ask: How did you find the video of the song “The Promise” by When in Rome? Call a few
students to share their thoughts. Guide them/elicit from them samples of speech acts without you
17
telling them that they are speech acts. Say that in this lesson you are going to talk about the contexts
of communication, which one important concept they will learn is the concept of speech acts. One
kind of speech act is to make a promise.
READ and DISCUSS
Ask: When was the last time you said "I love you" to your parents or other sigficant people in
your life? Did you really mean what you said at that time? Or did you say it because you had other
reasons in mind? Encourage students to share.
Speech Acts, pages 26-29

Ask the class to read silently "Speech Acts" on pages 26-29. Remind them to pay particular to
the given examples. But before they proceed, have the the students read the questions below. Tell
them to discover the answer to these questions as they read.
1. What are speech acts? Give examples.
2. What are locutionary and illocutionary acts?
3. What are the two kinds of illocutionary acts?
4. Give examples of constantive and performative acts.
5. How often do you use them and in what particular situations?
6. What verbal and nonverbal behavior are appropriate in different speech contexts?
7. How are formal and informal settings different?
8. Which among the five categories of Searle’s illocutionary acts do you think you use
most?
9. Give examples of illocutionary acts and their corresponding perlocutionary acts.
To maximize the use of speech acts, divide the class into three groups.
For Advanced
Show your understanding of how speech acts work by giving examples of situations showing
the following: The relationship of speaker-listener, the locutionary act, the illocutionary act, and the
category or type of illocutionary act. An example is provided to guide your group on how to do it.
Speaker-Listener Locutionary Act Illocutionary Act Category of Illocu-
tionary Act
Mother to Son “Your bed is a mess!” Tidy your bed. Directive
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For Intermediate
Show your understanding of how speech acts work by giving examples of situations showing
the following: the locutionary act, the illocutionary act, and the perlocutionary act. The first one is
done to guide your group on how to do it.
Speaker-Listener Locutionary Act Illocutionary Act Perlocutionary Act

Mother to Son “Your bed is a mess!” Tidy your bed. The son will either tidy
the bed or will not do
anything.
In classroom – Teacher
to students
Father to daughter
Doctor to patient
Girlfriend to Boyfriend
Sister to younger sister
For Beginners
Identify the illocutionary act of the following examples. Discuss your answers with the group.
The first one is done so your group will be guided on how to do the activity.
Speaker-Listener Locutionary Act Category of Illocutionary Act

Mother to Son “Your bed is a mess!” Directives
In classroom – Teacher “It is hot in here.”
to students
Father to daughter “I did it for your own good.”
Doctor to patient “I will help you ease the pain.”
Appropriate Verbal and Nonverbal Behavior in Different Speech Contexts, pages 29-32
Instruct the class to read silently the paragraphs on "Appropriate Verbal and Nonverbal Behavior
in Different Speech Contexts" found on pages 29-32. Tell them to take notes on the characteristics of
intrapersonal, interpersonal, public, and intercultural communications by using the following chart.
Types of Communication Characteristics Real Life Examples

Intrapersonal
Interpersonal
Public
Intercultural
19
After the reading, tell the students to work with a partner and compare notes. Tell them to dicuss
the similarities and differences they have in their notes.
Intrapersonal and Interpersonal, pages 29-30
Ask: Have you tried talking to yourself in a particular situation? Did it help? List your observa-
tions on people’s actions, mannerisms, or expression when they talk. Do these affect communication?
Call on a few students to share their work. You can help process the discussion by giving
generalization like talking to yourself is beneficial because research has shown that when you talk
to yourself give whether out loud or in the mind, it strengthens your attention span—helping you
concentrate despite distractions.(Rin Mitchell)
Public, pages 30-31

Ask: What kind of public speaking have you experienced? Did you like it? Why?
Have the students work with the same partner to answer the reflection question Think of a good
public speaker. What elements of the speaker’s performance made the speech very effective? on page
31. Provide students with the following questions below:
a. What body languages did the speaker use during his speech?
b. How did his use of body language help him?
c. List some ideas you got from the speaker in terms of using his voice well.
d. List a few characteristics of a bad public speaker.
e. List some characteristics of a good public speaker.
Intercultural, page 32
Have the students answer the following individually:
a. What religion do you practice?
b. What language or languages do you speak?
c. What food do you eat at home?
d. Do you wear anything specific on special occasions?
e. What are the holidays and ceremonies important for your family or community?
Split the class into groups of three or four members. Instruct them to discuss the dos and don'ts
when visiting another culture.
Dos Don'ts
Call on some volunteers to share their responses.

In the class discussion, ask: Do you have difficulties talking to someone from a different culture?
Call a few students to share their experiences. You can also ask your students to work with the same
20
group and work on body expressions and what they mean or how they are interpreted in different
cultures. You can provide a sample discussion guide like the one below.
Facial or Body Expression Interpretation in

Filipino Culture American Culture
Nodding
Grinning
Crossing legs
Tell your students that they can also compare body expressions using regional cultures in the
same country.
Informal and Formal Settings, pages 32-33
Tell the students to read the topic on pages 32-33. Then have them work with a partner to com-
plete the table below.
Directions: Give examples of formal and informal situations like the one given below, and think
of suitable formal or informal expression/s for each situation.
Speaking Situation Formal or Informal Formal or informal expres-

sion for the situation
Inviting a good friend to watch Informal Hey! Grab your stuff and let’s
a movie go watch a movie.
After the students share their work in class, have them work on the reflection question found on
page 33. [Describe a time when you engaged in a formal speech setting. How well did you perform
and why?]
Speech Styles, pages 33-36
Tell the class to read silently the paragraphs on speech styles found on pages 33 to 36. After
the reading, have the students work on the table below with a partner.
Levels of Formality of Lan- Characteristics of Language Examples

guage
Intimate
Casual
Consultative
Formal
Frozen
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C. Processing
Tell the students to synthesize what they have learned. Ask them the following questions:
1. What do you think is the main reason there are different styles?
2. Give the elements that change from one style to another.
3. Give an experience of yours where there was a difference between illocutionary and perlo-
cutionary force. How did the breakdown occur? How was it repaired?
4. What additional guideline can you give when speaking in a particular context?
5. What additional characteristic of formal setting can you give?
6. Give your own examples of constantive and performative speech acts.
View/Listen, page 36
Say: For your assignment go to https://www.youtube.com/watch?v=dIANyG0i6O4 and listen
to a portion of US President barrack Obama’s interview with Jack Ma and Aisa Mijeno. As you
listen, jot down notes regarding the elements of communication characterizing the interview. Note
any breakdown in communication and give an explanation as to why it happened (if there are any).
Also, see how many broken sentences (fragments) there are in this video. Based on your findings,
assess whether the people in the video are speaking in casual or consultative style.
In the next meeting, allow the students compare notes with their classmates, and then instruct
them to write a one-page reflection in paragraph form on the communication elements involved in
the interview.
Speak, page 37
Divide the class into groups of four members. Tell the groups to come up with a song, drama,
poem, reader’s theater, or any oral performance in front of class which their classmates identify
the element of communication shown in their performance. Emphasize to the groups that their
performance should show many examples of that element of communication. Direct the students'
attention to the holistic rubric found on page 37.
Have the students answer the following:
1. What are speech acts? Support your definition/s with your own examples.
2. Discuss the following categories of illocutionary acts by John Searle. Make sure to support
your discussion with an example for each function. Do not use examples found in your
textbook.
a. Assertives
b. Directives
c. Commisives
d. Expressives
e. Declaratives
3. Give an example for each speech style below. Make sure that you do not give examples
already found in your textbook.
22
Levels of Formality of Lan- Examples
guage
Intimate
Casual
Consultative
Formal
Frozen
Remediation
Create a scrapbook containing pictures of your classmates. The pictures should show your
classmates speaking in different contexts. Give a short label on your pictures including what kind
of speaking context they are involved in.Your scrapbook can be digital or hardcopy. Share your
scrapbook with your classmates.
Reinforcement
Watch a movie involving a lot of talking among different people. Print out a scene and which
speech style the characters were using. Explain in writing why you think it was that particular speech
style the characters used. You should have around seven to eight scenes. You need not find a scene
for frozen speech style.
Enrichment
Prepare a skit showing different speech acts. Highlight how to respond properly to a specific
speech act. Explain the different speech acts your group have employed.
E. Reflection
Wrap Up, page 39
A. Ask: How does context affect our approach to communication? Call several students to answer.
23
Additional Readings
• Rajend Mesthrie discusses the five styles attributed to Martin Joos in Introducing Sociolinguis-
tics, published by John Benjamins Publishing Company.
• Martin Joos discusses his five styles in an articletitled "The Isolation of Styles" that is part of
Joshua Fishman’s Readings in the Sociology of Language, published by Walter de Gruyter, 1968.
• Martin Joos’ landmark book is entitled The Five Clocks: A Linguistic Excursion Into the Five
Styles of English Usage, published by Harbinger in 1967.
• John Searle talks about different kinds of illocutionary acts in his book, A Taxonomy of Illocu-
tionary Acts, published by L.A.U.T. in 1976.
• For more explanation on speech acts, read J.L.Austin’s How to Do Things with Words, 2nd ed.
Published by Harvard University Press
• Visit https://www.questia.com/library/communication/human-communication for more discus-
sion on speech contexts.
Lesson 4 Verbal and Nonverbal Communication
Lesson Overview
Students are asked to engage in communicative situations employing or using acceptable, polite,
and meaningful strategies. Exercises involve recognizing and categorizing verbal and nonverbal cues
that speakers use to achieve their purpose in communication.
1. ascertain the verbal and nonverbal cues that speakers use to achieve his or her purpose
(EN11/12OC-11);
3. comprehend various kinds of oral texts (EN11/12OC-12);
4. identify strategies used by each speaker to convey his/her ideas effectively (EN11/12OC-13);
2. exhibit appropriate verbal and nonverbal behavior in a speech situation (EN11/12OC-16); and
3. engage in communicative situation using acceptable, polite, and meaningful communicative
strategies (EN11/12OC-21).
Diagnostic Test
This test can either be delivered orally or can be written on a piece of paper. Tell the students to
support their answers by explaining why they chose the particular letter.
Directions: Select the best answer to each question about verbal and nonverbal communication.
24
1. Which part of your body do you think is the most expressive?
A. Eyes C. Shoulders
B. Face D. Hands
2. Which among the parts of your body adds significant information to your face-to-face commu-
nication?
A. Eyes C. Shoulders
B. Face D. Hands
3. What do you usually do when you meet a person for the first time?
A. Hug C. Greet formally
B. Shake hands D. Pat on the back
4. Crossing and re-crossing your legs, swinging your foot, and toying with your hands may be
interpreted that you are:
A. bored C. not interested with the topic
B. ready to leave D. all of the above
5. What do you think usually happens to people who are nervous to speak?
A. They speak slower. C. They speak in a regular pace.
B. They speak faster. D. They do not speak at all.
Answers to the diagnostic test may vary depending on the reasoning of the students.
Instructional Plan
A. Motivation
Tell your students that you are going to show them different pictures of people. Have them
describe the people they see in the photographs. Tell them to describe what each person's body
language says. Have the students note down what they think for each picture and then discuss their
findings in groups of three to four members.
Suggested photographs:
1. A photo of a person lying on a beach having a massage
2. A photo of a person doing a lot of work in an office—looking very tired
3. A photo of a person shouting at the top of his voice angrily
4. A child laughing running after bubbles
5. A photo of a person crying in pain
6. A photo of a person clasping his hands and seems praying
After the group discussion, ask the groups to present their work in class.
After all the groups have presented, ask the following questions:
1. Did all the members in your group immediately agree with your descriptions of the pictures?
Why or Why not?
2. What made the pictures easy to describe?
3. What made them difficult to describe?
25
Guide the students until you elicit from them the idea that gestures are important to help deter-
mine what the body language or facial expression of a person means. Say: For communication to
work effectively, speakers must not only use their words but also their actions.
Readings, pages 41-45
Introduce the topic of the lesson. Say: Today, we are going to talk about verbal and nonverbal
communication.
Tell the whole class to read silently the paragraph on verbal and nonverbal communication
found on the same page.
After giving a few minutes reading time, ask: How can you use nonverbal communication to
enhance your verbal communication? Call a few students to answer the question.
Say to your students that for them to become effective communicators, they need to properly
combine verbal and nonverbal communication.
Inform your class that you are going to have another activity. Direct them to go to page 41 of
their books and have them try a few lines using verbal and nonverbal cues.
Call a few students to give the first one a try— sing the happy birthday song with the saddest face.
Then for the next, ask who can recite the announcement eloquently with tone of voice, gestures,
and facial expression. Call a few volunteers to try it out.
After the second activity, instruct the students to form groups of 5-7 members and tell them to
prepare for a reader’s theater. Explain: Readers' theater is reading directly from a script done by
group of people. The script may be adapted from literature, and it does not require costumes or props.
The pupose of the group of readers is to paint a picture in the heads of the audience the actions they
could probably do just by letting them listen to the script being read aloud.
Give the groups at least 15 minutes to practice reading the script taken from Sonnet 43 by Eliz-
abeth Barrett Browning on page 41 of the book. Remind them to use the appropriate tone of voice,
gestures, and facial expression.
Before they start with the 15-minute practice time, provide the groups the rubric that will guide
them in their preparation.
26
Readers Theater Presentation Rubric
Group members: _________________ Date: ___________

Oral Delivery 3 3 1
The group constantly The group frequently The group spoke too
spoke sufficient for spoke sufficient for soft to hear.
Volume audience to hear. audience to hear.
The group pro- The group pro- The group pro-

nounced words were nounced most words nounced many words
Clarity properly and clearly which were properly inaccurately, too fast
understood. and clearly under- or slow, stutters.
stood.
The group constantly The group frequently The group read with
Reads with expres- read with appropri- read with appropri- little or no expression
sion and gesture ate expression and ate expression and and gesture.
gesture. gesture.
The group constantly The group occasion- The group had difficul-
Teamwork worked well with each ally worked well with ty working with each
others. each other. other
Total points possible 12

Points earned ________
Instruct the students to start preparing. Call the class to order after 15 minutes. Have each group
present. Be sure to grade each performance using the rubric.
Before moving on to the next activity, you can ask your students these two comprehension
questions about the sonnet:
1. What do you think the sonnet wants to tell us?
2. How did knowing the meaning of the sonnet help you deliver it orally?
Call several students to respond.
Verbal and Nonverbal Communication, page 41
Call a student to read the first two paragraphs on verbal and nonverbal communication found
on page 41.
Highlight the sentence where words and actions match. Ask: What do you think happens when
words and actions don't match? Call a few individuals to share their thoughts.
Verbal Communication, pages 41-43

Instuct your students to read silently the paragraphs on the verbal elements: Pause, Loudness or
Softness, Rhythm, Tone, and Appropriate form of Langauge found on pages 41-43.
After the reading, have the students work with their classmate to discuss the four reflection
questions on the same pages of the book. Then call a few pairs to share their ideas in class.
27
Ask: Are you familiar with Charades? Can anyone tell the class what it is?” Call a few students
to respond. Say: Charades is a game that could help facilitate awareness of how emotion, identity
and social situation can be conveyed through faces and body languages. So that everybody can
participate and experience Charades we are going to divide the class into three groups and each
group can play their own using words I will be providing you.”
Instructions to the whole class [This could be written on the board or could be typed and dis-
tributed along with the charade ideas]:
1. Provide the charade ideas like the one you have in this manual.
2. Cut along the dotted lines separating the charade ideas, and fold them in half.
3. Put them in a bowl for students to pick the charades ideas at random.
4. Depending on the size or number of students in a team, you may decide to let the teams
act in pairs or choose a lone actor.
5. Instruct the first actor(s) to pick a piece of paper out of the bowl and read what it says with-
out telling anyone.
6. If the student actor/s does not/do not understand the charade idea, have another team
member help explain it or pick a new one from the bowl.
7. The first team actor/s will begin to act out the the word/s or scenario written on a piece of
paper.
8. The team’s actor/s can give one of three clues to the team members: person (character),
expression, or situation.
9. The actor should remain silent and must not utter a word.
10. The actor can point out the number of words by showing the parallel number of fingers on
their hand.
11. You can actually use more clues depending on how creative your group is (syllables,
sounds like, etc...).
12. The team members will try to guess what the team actor is describing and when they guess
correctly the next team actor from the other team can have a turn.
13. Charade ideas may be categorized in words, verbs, phrases, adjectives, name of movies,
actors, etc.
28
For Advanced
This game works well when played by teams. So, you will have to divide your group further
into two teams. Follow general instruction for you to successfully play the game.
Charade ideas:
TV Sitcom Song/Music
The Big Bang Theory Locked Away
(by Adam Levine)
Movie Movie
The Lion, the Witch and the Wardrobe The Revenant
Novel Superhero Movie

The Litte Prince The Avengers
You may change or add some more charade ideas appropriate for the profiency level of the
group. You could also ask each team to write or create their own charade ideas for the other team
to guess/act out.
For Intermediate
TV Sitcom Song/Music
Vampire Diaries Love Yourself
(by Justine Bieber)
Movie Movie
Hunger Games Terminator
Anime Movie
Samurai X Transformers
to guess/act out.
29
For Beginners
Expression Expression
Sad Angry
Person Person
Doctor Engineer
TV Program Movie
Supergirl Transformers
to guess/act out.
After the game, ask students the following:

1. Did you enjoy the game?
2. What have you learned from the charades game?
Call on a few individuals to respond.
Say: Now let us see if your experiences are concrete manifestations of the elements of nonverbal
communication. This time I would like you to read the paragraphs on the elements of nonverbal
communication [Gestures, Eye Contact, Posture, Facial Expression, Proxemics, and Sensitivity to
Listener’s Reaction] found on pages 43-45 of the book.
After the time given for the silent reading, have the students choose a partner to answer the
reflection questions on a piece of paper. One pair one paper.
Say: For your assignment go to https://www.youtube.com/watch?v=jjwYW2ZdY04 and view
Ms. Patricia Evangelista deliver her winning piece in 2004 International Public Speaking. Observe
how Ms Evangelista used verbal and nonverbal skills to effectively deliver her speech. Write your
observations on a piece of paper and be ready to share them in class next meeting.
Speak, page 47
Reiterate the instructions in the book so you can help students understand what they are going
to do. Say: You can choose one of topics given in the book or you can use your own topic. Prepare
a short speech (1-2 minutes) regarding your stand on a particular issue. Go into groups of four to
five members and present your speech before your groupmates. Use the rubric found in page 47 of
the book to assess the use of verbal and nonverbal components of each presentor. You can also give
additional comments.
30
C. Processing
Tell the class to synthesize what they have learned. Ask them the following questions:
1. How is verbal communication different from nonverbal communication?
2. Which verbal or nonverbal feature of communication do you find some difficulty in using?
Why?
3. What happens when a speaker uses inappropriate verbal and nonverbal elements?
4. What should you remember regarding the following elements of verbal communication?
a. pause
b. loudness or softness
c. rhythm
d. repetition and rephrasing
e. tone
f. appropriate form of language
5. What should you remember regarding the following elements of verbal communication?
a. gestures
b. eye contact
c. posture
d. facial expression
e. proxemics
Assessments, page 48
1. Explain the following elements of verbal communication. Why are they so important in the
communication process?
a. Pause
b. Loudness or softness
c. Rhythm
d. Repetition and rephrasing
e. Tone
f. Appropriate form of language
2. Explain the following elements of nonverbal communication. Why are they so important
in the communication process?
a. Gestures
b. Eye contact
c. Posture
d. Facial expression
e. Proxemics
31
Remediation
Examine the pictures given below and answer the questions that follow.
[Please provide the following photographs:

1. photo of an Afro-American male with a big smile on his face
2. Photo of a Chinese woman looking so angry
3. photo of an old Filipina woman with a very sad face
4. photo of a famous actor looking so tired]
1. Describe each photo by answering the question—What message does each person’s
facial expression show?
2. Does the person’s gender and age influence how her/his facial expression is interpreted?
Explain your answer.
3. Do you think ethnic or racial features of a person influence the interpretation of his/her
facial expression? Explain your answer.
Reinforcement
Analyze the photos given below and answer the questions that follow.
[Please provide the following photographs:

1. photo of a Chinese male teenager standing, facing forward with the chin a little higher.
looks arrogant
2. photo of a black bald woman with arms crossed but slouching looking very sad
3. photo of a woman jumping with joy
4. photo of a famous wrestler looking ready to fight]
1. Describe each photo by answering the question—What message does each person’s
body language show?
2. Do you think the gender of a person in the photo affects the interpretation of his/her
body language?
3. Do you think ethnic or racial features of a person influence the interpretation of his/her
body language?
4. Have you experienced judging other people based on their body language? Give a
specific example.
5. Have you experienced wherein your body language was misundertood by other people?
Give a specific example.
32
Enrichment
Examine the pictures given below and answer the questions that follow.
Please provide the following photographs:

1. photo of two people belonging to different ethnic groups on a public transport seated widely
apart
2. photo of two people talking but separated by approximately 2-3 meters
3. photo of a man and a woman hugging while talking
4. photo of two people talking while walking with very close distance but not touching each
other]
1. Which among the four pictures above obviously demonstrate a strong relationship or
connection between people? Which ones show distance from each other? Explain why.
2. What is your reaction looking at picture 1? Does the race or ethnicity influence the
distance? Why do you think so?
3. Do you see cultural distinction in how people see or explain the social distances shown
in the pictures? Why?
4. What kind of proxemics do you use when talking to other people coming from a different
race or religion? Explain your answer.
E. Reflection
A. Ask: How do verbal and nonverbal work together to facilitate communication? Call several
students to answer.
B. In their diaries have the students write “Reflections for Chapter 1 Lesson 4.” Have them answer
the following questions:
a. What part of the lesson did I do well?
b. What part of the lesson did I not deliver as well as I wanted to?
c. What particular strategy or approach will I do well to employ in other lessons?
d. What aspect of the lesson must I improve?
e. How do I feel about my over-all performance in this lesson?
Additional Reading
• Rudolph F. Verderber discusses sending verbal and nonverbal messages in his book Speech for
Effective Communication published by Holt Rinehart and Winston
33
Assess your students' performance in this chapter using the following:
1. Compile several short videos that show different communication functions. Manipulate the video
such that you have a voice over describing the specific communication functions in the video.
Share the videos in class and let other classmates comment after you finish each video.
2. Create a short powerpoint or video showing any of the following:

a. Upload your infographic in your website or in a social networking site.
b. Allow others to comment on your infographic.
self-assessment
Write a half-page explanation about how you—
a. Use communication in your life in terms of the functions of communication.
b. Engage in intrapersonal, interpersonal, public, and intercultural communication.
c. Use different speech styles in communicating with others.
34
Chapter 2 You as an Effective Communicator
CHAPTER OVERVIEW
Chapter two emphasizes that the ability to communicate effectively does not happen spontaneously or
automatically. Thus, activities and/or exercises in the chapter help students realize that to become effective
communicators they need certain requirements that involve understanding of different communication
principles, acquisition of several communication skills, and internalization of significant attitudes. This
chapter also discusses how to communicate for practical as well as social purposes.
CONTENT STANDARD
The learner recognizes that communicative competence requires understanding of speech context,
speech style, speech act and communicative strategy.
PERFORMANCE STANDARD
The learner demonstrates effective use of communicative strategy in a variety of speech situation.
Lesson 1 Communicative Competence
LESSON OVERVIEW
Lesson one begins with a discussion on the three aspects of communicative competence—structural,
lexical, and socio cultural aspects. Students will understand that to be competent in communication they
should know how to use proper forms in specific language functions. The exercises will help the students
exhibit sensitivity to important dimensions of communication contexts with utmost consideration on
people’s culture, gender, age, social status, and religion.
1. begin to demonstrate sensitivity to socio-cultural dimensions of communication situation with
focus on:
a. culture (EN11/12OC- 7.1),
b. gender (EN11/12OC- 7.2),
c. age (EN11/12OC- 7.3),
d. social status (EN11/12OC- 7.4), and
e. religion (EN11/12OC- 7.5);
2. understand and apply principles that promote acceptable, polite, and meaningful communicative
strategies (EN11/12OC-21);
5. explain possible causes of breakdown in communication (EN11/12OC-5); and
6. appreciate the importance of appropriate verbal and nonverbal behaviour in a practical speech
situation (EN11/12OC-16);
35
Diagnostic Test
Post the following on the board written on any large paper or as an electronic presentation. This
test can either be delivered orally or can be written on a piece of paper. Tell the students to support
their answers by explaining why they chose the particular answer.
Directions: Read each sentence carefully and decide based on the context whether the speaker
is showing agreement or disagreement of the topic. Underline the most appropriate word for each
context.
1. My cup of coffee tastes so (bland, strong)—exactly the way I want it.
2. I wish I didn’t have to share a room with my sister. I know so well how she could be so
(inquisitive, nosy).
3. Though the subscription of our cable tv is (overpriced, expensive), it is okay for us paying
extra because it has many channels.
4. We are very fortunate to have Leslie in our team. She has many (genuine, insane) ideas.
5. Jane is an exceptional president. She undoubtedly knows how to (handle, interfere) an
organization.
6. You have to turn your radio off. I don’t think I can work with all that (music, noise).
7. Be cautious with your new secretary. She seems (intelligent, cunning) one.
8. Edgar is admirable because he is rather (reserved, unfriendly) and dignified.
9. You have to warn your new employee not to be too (excited, assertive). She is driving
clients away.
10. Laarni’s ability for (creation, deception) is what makes her a wonderful storyteller.
Answers:
1. strong 4. genuine 7. cunning 10. creation
2. nosy 5. handle 8. reserved
3. expensive 6. noise 9. assertive
Instructional Plan
A. Motivation
Have the students relate a personal experience or story they know wherein there was a miscom-
munication between locals and foreigners in the Philippines or elsewhere. Tell them to xplain the
point where there was a mistake in expression. Call on several individuals to share their experiences.
READ AND DISCUSS
Communicative Competence, page 52
Tell the class that today you will talk about aspects communicative competence. Ask a student
to read out loud the learning outcomes found on page 51 of the book. Call another student to
read aloud the paragraphs on communicative competence found on page 52. Then ask the class:
Why do you think it is important to develop communicative competence? Call a few students
to respond. Remind the students that being competent in communication will make them inter-
36
act well with others. Being competent in communication is not just using correct grammar or
vocabulary but also it is the ability to use language to communicate appropriately and to know
how to repair communication breakdown.
The Structural Aspect, pages 52-53

Tell the students to read silently the structural aspect on pages 52-53.
Ask: Why should we be good in structural aspect? Call a few students.
Have the class watch the actual video of Miss Earth candidate. The link is found on page 53.
You may download the video ahead of time so you can show it in class or you may pre-assign
the viewing of the video.
Ask: Do you think the mistake made by Ms. Earth is acceptable? Call a few students to
respond. Then ask further: What do you think could be done to avoid such mistake? Call a few
students again to answer the question.
Instruct the students to discuss with their seatmates their experiences they might have or the
ones they know where unfamiliarity with appropriate grammar or pronunciation between people
led to miscommunication. After the discussion you can proceed to the next aspect.
The Lexical Aspect, pages 53-55

Have the class read silently the paragraphs on the lexical aspect of communicative compe-
tence including the subtopics on pages 53-54.
After the silent reading, you can start the discussion by asking your students what they
understand about connotation. Call a few students to answer. Then say that connotation can
be both positive and negative and that being able to use and understand connotations properly
lessens miscommunication and leads to better understanding among people.
Divide the class into groups of 4 to 5 members and have them accomplish the following tasks:
For High Achievers

Think two synonymous words—one with a positive connotation and the other with a negative
one. Classify your words using the table below. Give a sample sentence for each word. Come
up with ten sets of synonymous words.
Synonymous Words Positive Connotation Negative Connotation Sample Sentences

1.
A.
B.
37
2.
A.
B.
3.
A.
B.
4.
A.
B.
5.
A.
B.
6.
A.
B.
7.
A.
B.
8.
A.
B.
9.
A.
B.
10.
A.
B.
38
For Middle Achievers
Classify the following words as positive or negative and give a sample sentence for each
word. You can use a dictionary to help you.
Positive Connota- Negative Connota- Sample Sentences
tion tion
1. relaxed, 1.
easy-going 2.
2. inquisitive, 1.
interested 2.
3. hand- 1.
icapped, 2.
retarded
4. economical, 1.
cheap 2.
5. confident, 1.
egotistical 2.
For Lower Achievers

Classify the following words as positive or negative. You can use a dictionary to help you.
Positive Connotation Negative Connotation

1. mumble, converse
2. wild, domesticated
3. young, immature
4. handicapped, retarded
5. relaxed, easy-going
6. slender, skinny
7. economical, cheap
8. confident, egotistical
9. inquisitive, interested
10. truthful , frank
39
After the activity, you can tell your students to read the article about President Corazon Aquino
suing journalist Louie Beltran at http://articles.philly.com/1987-10-13/news/26216480_1_an-
gry-aquino-president-corazon-c-aquino-luis-beltran.This can be pre-assigned or be given as a
homework.
Understatement, Hyperbole, Irony, pages 54-55
Say: Part of being competent in communication is being able to understand figures of speech
commonly used in conversations. Read silently the paragraphs about the following figures of
speech: Understatement, Hyperbole, and Irony found on pages 54-55.
After the silent reading, instruct the students to work with a partner and have them work
on the following exercise:
Directions: Discuss the following statements and identify the figure of speech for each.
1. Congratulations boys! You lost the ballgame again.
2. Amelie told the group that she was so hungry that she could eat a horse.
3. Alma is not a bad singer.
4. After completing the 21-kilometer run, Jeremy said, “I’m a little tired.”
5. After failing the test Shella exclaimed, “Oh Great!”
6. Angelie looked out of the window to see the typhoon worsening and told her sister what
a wonderful weather it is.
7. I have told Andrew a million times not to leave the lights on.
8. I will die if I will not be able to watch Jason Mraz’s concert.
Call a few pairs of students to share their answers.
The Socio Cultural Aspect, page 55

Have the class read the paragraphs on the socio cultural aspect on page 55. And after reading,
tell them to turn to their seatmate to discuss the following questions:
1. Why is it important to relate well with others?
2. Talk about an incident in your life where you misunderstood someone or where you
were misunderstood by others. What did you do?
3. Talk about ways when talking to an adult and talking with the same age. List language
expressions you would likely use when talking to the two age groups.
Direct the students' attention to the table showing different functions of language a competent
speaker uses on pages 55-56.
After the students examine the table on functions of language, ask them to work on sample
sentences. Tell the students to work in groups of 4-5 members to give at least 2-3 sample sentences
for each language function. Remind them that their sentences are used in real communication.
You can suggest to your students to use the table below. Say: choose the corresponding forms
to the functions and give at least two examples for each function.
40
Functions of Language Activity
Function Forms Sample Sentences
Expressing one’s opinion I think... 1. I think using solar panels have
I believe... more advantages than using coal as
source of energy.
2. I believe that internet gaming
does more harm than good.
Interrupting a speaker
Making and accepting
apologies
Asking for, giving and
rejecting advice
Asking for, offering, ac-
cepting and rejecting help
Asking for and giving
directions
Giving and responding to
compliments
Making requests
Understanding Non-literal Use of Words or Expressions and Avoiding Topics or Unproductive

Comments, pages 56-57
After the activity, you can ask your students to proceed to the next subtopic. Instruct them
to read the paragraphs on "Understanding Non-literal Use of Words" and "Avoiding Topics or
Unproductive Comments" on pages 56-57.
After the silent reading, let the class discuss with their seatmates about a time when someone
gave an unproductive or unacceptable comment. Tell them to share how they felt about it. Call
a few students to talk about their experiences.
Understanding Nonverbal Cues, page 57
Ask one student to read the paragraph on "Understanding Nonverbal Cues" aloud.
Have the students recall what they learned in lesson 4 of chapter one about verbal and
nonverbal communication. Reiterate that a person who is competent in communication must be
sensitive to nonverbal cues for successful or effective communication to occur.
Have them discuss with their seatmates the time when the way someone spoke to them but
led to miscommunication or even emotional problems. Call a few students to share what they
have talked about.
Say: For your assignment go to http://s446.photobucket.com/user/oralcommtoday1/library.
Click and view the video entitled “Unit 2 – Lesson 1: Communication breakdown due to lack
of communicative competence. You will view videos showing breakdown in communication due
to lack of communicative competence.
41
In the next meeting, divide the class into groups of 4-5 members. Instruct the group discuss
what problem in communicative competence was responsible for the breakdown in commu-
nication in each video they watched. Tell them to choose a secretary who will write down the
answers they discussed about each video.
Speak, pages 58-59
Reiterate the instructions in the book so you can help your students understand what they
are going to do. Say: Choose three of the following situations and perform a skit involving how
to appropriately communicate in them.
a. Telling a man that his fly is open
b. Telling a woman that her jeans’ fly is open
c. Appreciating someone’s clothing
d. Telling someone that he or she is singing out of tune
e. Comforting someone
Be guided by the given rubric.
C. Processing
Ask the students to answer the processing questions on pages 57-58.
1. What is communicative competence? How do you develop it?
2. Explain the following aspects of communicative competence:
a. Structural
b. Lexical
c. Socio-cultural
3. Why is communicative competence important?
4. Give an example in your experience where there was a breakdown in communication because
of lack of communicative competence.
5. Give specific examples of what communicative competence requires.
D. End-of-Lesson Assessment
Have the learners accomplish the following tasks:
1. Identify whether the following situations describe structural, semantic/lexical, or so-
cio-cultural competence. Write your answer on the line provided after each situation.
A. A person understands the difference that indigent means poor while indigenous means na-
tive to a particular land, usually belonging to a minority group. ___________________________
B. A person understands and knows how to use idiomatic expressions.
________________________.
C. A person knows that when an adult man is called a boy by his friends it means that he
is immature. _____________________________
D. A person is aware that language of politeness is important. ______________________
E. A person knows that saying negative things about other people when they are not around
is unacceptable. _________________________
2. Define communicative competence in your own words. Include in your discussion the
advantages and/or disadvantages of having and not having communicative competence.
42
3. Based on the result of this test, privately decide who would take remediation, reinforce-
ment, or enrichment for this lesson. Assign the students who got lower scores in the
end-of-lesson assessment into group one, the ones who got middle scores into group
two, and the ones who got high scores into group three.
Remediation
Pair up and practice using the language functions you have created in the previous group
activity “Functions of Language." From the table of the functions of language, pull out the
sentences and practice using them with a partner. Remember the language forms when you use
language functions in specific situations where you need to use them.
Reinforcement
Write scripts of dialogues showing at least two functions of language. Choose only two
from the following:
a. Making requests
b. Asking and giving directions
c. Interrupting a speaker
d. Making and accepting apologies
The two dialogues you are going to prepare should be limited to a minimum of four (4)
exchanges between two speakers, and a maximum of eight (8) exchanges between 2-3 speakers.
Be guided by the dialogue box below.
Speaker A:
Speaker B:
Speaker A:
Speaker B
Be creative in designing your dialogue boxes. Use the table you worked on in the previous
activity where you can get language forms and adapt sample sentences. Take turns practicing
your dialogues. Post your dialogues on our class website for your other classmates will see.
Enrichment
Write scripts of dialogues showing all the functions of language listed below.
a. Expressing one’s opinion
b. Asking for, giving, and rejecting advice
c. Asking for, offering, accepting, and rejecting help
d. Giving and responding to compliments
43
The four dialgoues you are going to prepare should be limited to a minimum of six (6) ex-
changes between two speakers, and a maximum of ten (10) exchanges between 2-4 speakers.
Be guided by the dialogue box below.
Speaker A:
Speaker B:
Speaker A:
Speaker B
Speaker A:
Speaker B:
Be creative in designing your dialogue boxes. Use the table you worked on in the previous
activity "Functions of Language” where you can get language forms and adapt sample sentences.
Practice your dialogues. Post your dialogues on our class website so the other groups can see them.
E. Reflection
Wrap Up, page 59
A. Ask: How do we become competent in communication? Call several students to answer.
Additional Reading
Douglas H. Brown has an excellent chapter on communicative competence in his book Principles
of Language Learning and Teaching published by Pearson Education.
Lesson 2 Communicative Strategies
Lesson Overview
Lesson two discusses particular communicative strategies such as nomination, restriction,
turn taking, topic control, topic shifting, repair, etc. Students will participate in different com-
municative situations using acceptable, polite and meaningful communicative strategies.
1. engage in a communicative situation using acceptable, polite, and meaningful communicative
strategies (EN11/12OC-21);
44
2. explain that a shift in communicative strategy affects
a. language form (EN11/12OC-22.1);
b. duration of interaction (EN11/12OC-22.2);
c. relationship of speaker (EN11/12OC-22.3);
d. role and responsibilities of the speaker (EN11/12OC-22.4);
e. message (EN11/12OC-22.5);
f. delivery (EN11/12OC-22.6);
and
6. use various strategies in order to avoid communication breakdown. (EN11/12OC-6).
Diagnostic Test
This test can either be delivered orally or can be written on a piece of either. Tell the students
to support their answers by explaining why they chose the particular answer.
Directions: Identify [from the list below] the particular strategy employed when the following
expressions are used. Write your answers on a piece of paper
Nomination
Restriction
Topic shifting
Repair
Termination
Turn-taking
1. Let me say that again… ___________________________________

2. We were able to discuss… ___________________________________
3. I will now talk about… ___________________________________
4. Let me rephrase that… ___________________________________
5. Today I am going to discuss… ___________________________________
6. Can I go ahead? ___________________________________
7. Can I speak first? ___________________________________
8. Let’s talk about… ___________________________________
9. What else can you say about it? ___________________________________
10. Let me end by saying… ___________________________________
11. Do you agree? ___________________________________
12. In conclusion… ___________________________________
13. 13. What I mean is… ___________________________________
14. I mean… ___________________________________
15. Let us now turn to the issue… ___________________________________
45
Answers:
1. Repair 6. Turn-taking 11. Turn-taking

2. Termination 7. Turn-taking 12. Termination
3. Topic shifting 8. Nomination 13. Repair
4. Repair 9. Turn-taking 14. Repair
5. Nomination 10. Termination 15. Topic shifting
Instructional Plan
A. Motivation
Instruct the students to go to http://s446.photobucket.com/user/oralcommtoday1/library. Tell
them to click and view the video entitled “Chapter 2 – Lesson 2: Turn-taking. They will listen
to two audio interactions showing proper and improper turn-taking. Explain several differences
between the discussion with proper turn-taking and the one with improper turn-taking.
Tell your students to work with a classmate (dyad) to discuss the following questions:
1. What do you think are some reasons why people fail to communicate well?
2. How can you tell when you are really communicating well with someone?
3. What “bad” communication habits do you think do you have? What do you do to over-
come them?
READ and DISCUSS
Communicative Strategies, page 61
Tell the class that in this lesson they will be examining some of the things that contribute
to communication problems and talk about some ideas on how to overcome those problems by
looking at select communication strategies.
Instruct the class to read silently the paragraphs on communicative strategies including the
paragraphs on nomination and restriction.
After the silent reading, tell them to work with their seatmates to brainstorm on what other
language expressions do they use when introducing a new topic.
Restriction, page 61
Ask: Why do you think it is important in small group discussions to restrict the topic? Call
a few students to answer the question.
Turn-taking, pages 61-62

Divide the class into groups to work on a particular task on turn-taking. Give the groups
their tasks.
46
For High Achievers

Create language expressions for each of the following categories of turn-taking strategies:
Strategy Expressions
Talking first 1.
2.
3.
4.
5.
Signaling that you are 1.
going to continue 2.
3.
4.
5.
Offering others the oppor- 1.
tunity to speak 2.
3.
4.
5.
Asking for more details 1.
2.
3.
4.
5.
Signaling the end of one’s 1.
turn 2.
3.
4.
5.

Classify the following expressions under the different turn-taking strategies. Choose at
least two strategies and create scenarios/situations where you can practice using the language
expressions you have classified.
47
Talking first 1.
2.
3.
4.
5.
3.
4.
5.
tunity to speak 2.
3.
4.
5.
2.
3.
4.
5.
turn 2.
3.
4.
5.
Can I go ahead? Can you give me your thoughts on…?

And that’s not all. And then?
I think I have made my point. That’s all I wanted to say.
Can I speak first? Do you agree?
And what’s more,… What else can you say about it?
That is just about it. (I think) you get the idea.
I’d like to begin the conversation/discussion by… Do you/ Did you want to add anything?
Furthermore,… What happened?
Shall I get us started? Don't you think (so)?
In addition,… What are you going to do about it?
Shall I begin the discussion? Not only that, but…
Does anyone want to say anything before we move on? So?
I guess I covered my part.
48
For Lower Achievers
Classify the following expressions under the different turn-taking strategies.
Talking first 1.
2.
3.
4.
5.
3.
4.
5.
tunity to speak 2.
3.
4.
5.
2.
3.
4.
5.
turn 2.
3.
4.
5.
Can I go ahead? Can you give me your thoughts on…?

And that’s not all. And then?
I think I have made my point. That’s all I wanted to say.
Can I speak first? Do you agree?
And what’s more,… What else can you say about it?
That is just about it. (I think) you get the idea.
I’d like to begin the conversation/discussion by… Do you/ Did you want to add anything?
Furthermore,… What happened?
Shall I get us started? Don't you think (so)?
In addition,… What are you going to do about it?
Shall I begin the discussion? Not only that, but…
Does anyone want to say anything before we move on? So?
49
Answers:
Talking first
Can I go ahead?
Can I speak first?
I’d like to begin the discussion by…
Shall I get us started?
Shall I begin the discussion?
Signaling that you are going to continue

And that’s not all.
And what’s more,…
Furthermore,…
In addition,…
Not only that, but…
Offering other people the chance to speak

Can you give me your thoughts on…?
Do you agree?
Do you/ Did you want to add anything?
Does anyone want to say anything before we move on?
Don't you think (so)?
Asking for more details

And then?
What else can you say about it?
What happened?
What are you going to do about it?
So?
Signaling the end of one’s turn

I think I have made my point.
That’s all I wanted to say.
That is just about it.
(I think) you get the idea.
Ask the students ponder on the reflection question found on page 62. [What would happen
if participants in a discussion do not know how to do turn-taking properly?] Call a few students
to share their thoughts on the question. Proceed to the next subtopic.
50
Topic Control, page 62
Call on a student to read aloud the paragraph on topic control. Then ask: How is topic control
different from restriction? Call on a few students to answer the question.
Topic Shifting, page 62

Instruct the class to read silently the paragraphs about topic shifting.
After the silent reading, instruct the students to work with a classmate to brainstorm/list
common expressions used when shifting to another topic.
After the given time for dyad work, call on a few pairs to share their list of expressions.
Repair and Termination, pages 62-63

Tell the class to read silently the paragraphs about repair and termination, and tell them to
be ready for another activity.
After the silent reading, have the students join a group of 4-5 members to work on this
activity—Think of specific situations be it formal or informal where you can apply repair and
termination. Classify the situations using the table below and make sure you give example ex-
pressions for each situation. One example is done to guide you.
Situation/Context Strategy Expressions

Formal: Ending an Oral 1. Let me end by saying…
presentation in class 2. Let me some up the points I
have presented…
Answers may vary.
51
Preventing Breakdown in Communication, pages 63-64
Ask the class to read silently the paragraphs about preventing breakdown in communication
particularly paragraphs about asking for clarification, repetition, and rephrasing.
After the silent reading, you can ask your students to work with the same group and ask
them to work on the same activity you did for "Termination" and "Repair." Tell them to share
their work in class.
Then direct the students to watch the video at this link https://www.youtube.com/watch?v=G-
4VzYGeF0M showing Churchill used these skills to galvanize hi countrymen for the defence
of their country. The viewing activity may be given as an assignment.
Ask them to turn to their seatmates and have them describe a situation where they understood
what was being said only when the speaker rephrased what he or she was saying. Call on a few
students to share their ideas in class.
Using Non-verbal Language, page 65
Then instruct the class to read the last two communicative strategies. Ask a student to read
aloud the paragraph about using nonverbal language. Remind your students that although the
topic nonverbal language has already been discussed in the previous unit, it is important for
them to understand that it goes well with all communicative strategies.
Building on What Others Have Said,page 65

Ask your students to read the last two paragraphs about building on what others have said.
After reading, you may ask lead up questions like ones below.
1. Class, do you agree with that is no original idea? Support your answer.
2. What do you think of the mantra "Ideas are made of other ideas"?
Call a few students to share their thoughts.
You can sum up the discussion by saying: I think that it is not possible to find any idea
which may not be broken down into smaller ideas. In fact some of the monumental ideas came
from other small ideas.
You can generate your own generalization.
Say: For your assignment go to https://www.youtube.com/watch?v=eBD4vJS0dPk and
listen to Sen. Benigno Aquino Jr.’s airplane interview on his way back to the Philippines from
the US. Then, write a half-page reflection regarding the communication strategies used in this
interview. Share your reflection with 2-3 of your classmates and discuss what you each wrote.
Speak, page 66
Divide the class into groups of 4-5 members. Have the groups come up with a speech in which
the speaker talks about any topic in this book. The speaker must use topic nomination, restriction,
and termination and may include other communication strategies as well. After the group finishes
drafting the speech, the group will choose a speaker who will practice delivering the speech. When
all groups are ready, each speaker will deliver his or her speech and the other groups will assess
the speaker’s performance based on the holistic rubric found on page 66 for this speaking activity.
52
C. Processing
Ask the students to answer the processing questions on pages 65-66.
1. Why do you think there is a need to use communicative strategies?
2. Give an example of:
a. a topic that cannot be sufficiently discussed in one hour
b. a topic that can be sufficiently discussed in 30 minutes
c. an experience you had where you misunderstood a speaker and how the speaker repaired
the discussion or speech
d. an experience where you used one of the strategies mentioned in the reading
3. Which of the strategies mentioned above do you use often? Why?
4. What can a speaker do in order to prevent a possible breakdown in communication?
Have the learners accomplish the following tasks:
1. In your own words, explain what communicative strategies are.
2. Discuss the following communicative strategies. Make sure you include examples for each
strategy.
a. Nomination
b. Restriction
c. Topic shifting
d. Repair
e. Termination
f. Turn-taking
3. Based on the result of the test above, privately decide who would take remediation, rein-
forcement, or enrichment for this lesson. Assign the students who got lower scores in the
end-of-lesson assessment into group one, the ones who got middle scores into group two,
and the ones who got high scores into group three.
Remediation
Look for at least 2-3 video clips in any online or internet resources showing turn-taking strat-
egies. You can use the list of strategies and their corresponding expressions you have work on in
the previous activity. Make sure that you identify the specific turn-taking strategies shown in your
video clips.
53
Reinforcement
Look for at least 4-5 video clips in any online or internet resources showing the following
strategies:
A. Nomination
B. Restriction
C. Topic shifting
D. Repair
E. Termination
Make sure the strategies are clearly shown in the videos.
Enrichment
Create your own video (3-5 minutes) with short episodes showing the following strategies:
A. Nomination
B. Restriction
C. Topic shifting
D. Repair
E. Termination
F. Turn-taking
Make sure that a short episode for each of the different strategies is shown in your video.
E. Reflection
Wrap Up, page 67
A. Ask: What are the ways we can communicate well in a discussion group or speech using strat-
egies? Call several students to answer.
Additional Readings
Douglas H. Brown has an excellent chapter on communication strategies in his book Principles
of Language Learning and Teaching published by Pearson Education.
54
Lesson 3 Oral Communication for Practical Purposes
Lesson Overview
In this lesson, students will be asked to perform several activities that underscore specific practical
oral communication skills such as giving and receiving directions, making and receiving social calls,
making and receiving business calls, etc. In doing so, students are expected to learn these skills by
essentially performing them.
1. understand expressions used in communicating in practical situations;
4. identify strategies used by each speaker to convey his/her ideas effectively (EN11/12OC-13)
5. engage in a practical communicative situation using acceptable, polite, and meaningful com-
municative strategies, forms, and expressions (EN11/12OC-21);
6. exhibit appropriate verbal and nonverbal behavior in practical speech situation (EN11/12OC-16);
7. value the importance of acceptable, polite, and meaningful oral communication in practical
situations
Diagnostic Test
Ask the students to write their answers on their notebooks.
Directions: Complete the telephone conversation below by filling out the blanks with the words/
expressions found in the box that follow.
A: Meilleur Professional Development Training Co. Ms. Galvan ___________. How can I
_____ you?
B: Good afternoon, ______ is Ms. Tabuniar ________ DS Company. Could I ________ to

Ms. Ramos?
A: Yes, of course. Would you ___________ a minute. I ́ll _________ you _____________.
(Ms. Ramos is not around)
A: I am ___________, she is not _________ at the moment. Would you like to __________
a message?
B: B: No, thank-you. When do you think _________ I call her __________?
A: Could you kindly ________ her _________ tomorrow same time?

B: Yes, of course. Thank you very much. Goodbye.
A: Goodbye.
55
afraid from in ring through
back hang on leave speaking speak
could help put this up
A: Meilleur Professional Development Training Co. Ms. Galvan speaking. How can I help you?
B: Good afternoon, this is Ms. Tabuniar from DS Company. Could I speak to Ms. Ramos?
A: Yes, of course. Would you hang on a minute. I ́ll put you through.
(Ms. Ramos is not around)
A: I am afraid, she is not in at the moment. Would you like to leave a message?
B: B: No, thank-you. When do you think could I call her back?
A: Could you kindly ring her up tomorrow same time?

B: Yes, of course. Thank you very much. Goodbye.
A: Goodbye.
Instructional Plan
A. Motivation
Ask your students to read the jokes about asking for directions and answering the phone found
on page 69 of the book.
After the reading, ask: What do you think makes the jokes funny? Did you understand the jokes?
Call students to explain the jokes one at a time.
Readings, pages 69-75
Tell the class that today you are going to talk about oral communication for practical purposes.
Ask a student to read out loud the learning outcomes found on page 68 of the book.
Speaking for Practical Purposes, page 69

Call another student to read aloud the paragraph on speaking for practical purposes found on
page 69. Emphasize a significant line in the paragraph, say: Exactly class. Knowing how to speak in
practical situations will enable your conversations to become more orderly and clear.
Giving and Receiving Directions, pages 70-71
Then direct the students' attention to the expressions on giving and receiving directions, and
then to the modified map below the expressions.
Ask: Do you usually use the expressions when you ask for or give directions? Call a few stu-
dents to respond. Students may answer that they ask for and give directions in their vernacular. If
this happens, then compare the vernacular and the English language and point out the similarities
especially expressions of politeness when using the language functions and expressions.
56
Say: You know very well that there will always come a time that you will need to speak English
in dealing with other people in practical situations. Now I’d like you to find a partner and take turns
in practicing the two practical conversations in asking and giving directions found on pages 70-71
Make sure that both you and your partner get to practice both scripts/dialogues.
After giving your students enough time to practice the dialogues, you can ask students if they
have learned something new in the activity. Lead or elicit from students the polite expressions tan-
gible in the dialogues.
Making and Receiving a Social Call, page 71

Before going further with the lesson, you can ask students pre-discussion questions like the ones
below.
1. How many of you here still have landline phones at home?
2. What are the usual expressions you use to make calls and answer calls?
3. Are there any differences to make or to answer a call when using a landline or mobile phone?
Call a few students to answer the questions.
Emphasize to your students that even if they are living in the 21st where mobile or cellular
phones are indispensable, many offices still prefer landline phones. Then say: Now let us see if your
expressions are any similar with the ones we have—fixed expressions used for making and taking
calls. Have them turn to page 71 of their book and study the expressions in making and receiving
social calls. Then instruct your students to work with a partner, a different partner from the one they
had in the previous activity. Tell them to practice the dialogue and take turns in portraying the role of
the receiver and the caller. Then ask students if they see similarities or differences on the expressions
they personally use and the ones in the dialogue. Point out the importance of polite expressions again.
Making and Receiving a Business Call, page 72

Now you are going to look at expressions used in making and receiving business calls. Direct
the students to open their book on page 72 to study the different expressions.
Instruct you students to work with a partner again to practice the given dialogue. Then after the
dialogue drill, you can divide the class into three groups according to level of proficiency. Instruct
each group to work on their tasks respectively.
For High Achievers

Create your own dialogues for making and receiving a business call showing the following:
1. Identifying yourself
2. Answering a call
3. Asking for identification
4. Passing the phone to another person
57
Using the model dialogue you have on page 72 of your book, write a similar dialogue using
another topic or context.
Receiver:
Caller:
Reciever:
Caller:
For Lower Achievers

(Within the group, pair up the students so they can maximize time in practicing the appro-
priate expressions within the dialogue.)
Using the same dialogue on making and receiving a call, change some information as shown
below and take turns in practice the dialogue. You can also change the word or words in boldface.
Receiver: Language Study Center. This is _____________speaking. How may I help

you?
Caller: Hello. This is_____________. I’m from the English for All Foundation. I’m calling
regarding your degree offerings for teaching English.
Receiver: I will let you speak with ____________________. She is the dean of our
school of language teaching. Please wait a moment.
Caller: Thank you.
Relaying Messages, pages 72-73

Tell the class that now you are going to talk about relaying messages properly. Tell the students
that would like them to also focus on the proper form or tense shifting when relaying messages.
Instruct the class to pair up with their seatmates to work on the dialogues found on pages
72-73. Say: Help each other change the tenses required in relaying messages in different con-
texts. After you have work on the proper tenses, take turns in practicing the expressions using
the dialogues.
After the dyad, you can highlight the different tense changes:
1. Present tense to past tense
2. Past tense to past perfect
3. Can/will with could/would
58
Making, Accepting, and Rejecting Offers, page 73-74
After the discussion you can proceed to the next communicative purposes, which are making,
accepting, and rejecting offers.
Say that another important practical purposes for communication are making, accepting,
and rejecting offers.
You can ask your students the following:
1. What do you usually say when you offer people something?
2. What about when you accept offers?
3. What do you say when you reject offers?
Call a few students to answer the questions. Elicit from students the idea that many people
may be sensitive on these functions. Say: Problems may arise if you send the wrong signal in
offering or you reject offers inappropriately. It is important that you use the proper forms in
performing such functions. I’d like you to look at the appropriate expressions when making,
accepting, and rejecting offers found at the bottom of page 73.
Then instruct your students to turn to their seatmate and practice the sample dialogues found
on page 74.
After the activity, ask: What other language expressions do you know when accepting or
rejecting offers? Call a few students and have them write their answers on the board then offer
the following additional expressions:
Accepting offers Rejecting offers

Yes please. I’d like to. It’s OK, I can do it/handle it myself.
That would be very kind of you. Don’t worry, I can manage.
Yes please, I’d love to. No, thank you.
If you wouldn’t mind.
Thank you, that would be great.
Write on the board only those not mentioned by your students. If they are all given by your
students, just check if the forms of their sentences are correct. Then proceed to the next language
function.
Asking for Help, page 74

55. Say: next class we will handle probably one of your favorite language functions—asking
for help.
You can ask a few questions before discussing the lesson:
1. When are you most likely to ask help from others?
2. How do you ask for help? In terms of verbalizing it.
Call a few students to answer the questions. Then direct your class to go to page 74 of their
textbook.
Have the students study the language functions when they ask for help, agree to help, and decline
to help. Then instruct the class to practice the dialogues. Say: Turn to your seatmate and practice
the three sets of exchanges you have.
59
After the activity, you can elicit other language expressions from your students. Say: What you
have on the textbook are only few examples of expressions to use when you ask, agree or reject help.
What other expressions do you remember that you have used or you are using when performing the
functions? Call a few students to share their answers, and write them on the board so you can check
if the language forms are correct.
After the class discussion you can direct your students to a website. Say: Go to http://s446.pho-
tobucket.com/user/oralcommtoday1/library. Click and view the video entitled “Chapter 2 – Lesson
3: Interactive activities. You will listen to interactive activities for oral communication in practical
situations.
If the alloted time for the lesson is not enough you can give the viewing as an assignment/
homework.
Guidelines for Practical Communication, pages 74-75

Ask your students also to study the guidelines for Practical Communication found on pages 74-75.
Click and view the video entitled “Chapter 2 – Lesson 3: Conversations in practical situations. You
will listen to several conversations in practical situations.
Assessment for Viewing/Listening, page 76
Instruct the students to choose a conversation they listened to in the section on View/Listen. Have
them discuss with their classmates the guidelines mentioned in the section on reading contributed
to the smooth flow of conversation and why.
Speak, page 76
Divide the class into three groups according to level of proficiency. Instruct the group to work
on their tasks respectively.
For High Achievers

Prepare and perform a skit that involves one of the following practical situations you have
used in one of the previous activities.
A. Making, Accepting, and Rejecting Offers
B. Asking for Help, Agreeing to Help, and Declining to Help
Perform the skit in such a way that the proper combination of expressions is appropriately
applied in the situation and the proper use of the guidelines for practical communication is
highlighted. Use the rubric found on page 76 of the book to assess the skits of the two groups
before or next in number to your group.
(They will rate the performances of the groups for middle and low achievers.)
60
Prepare and perform a skit that involves one of the following practical situations you have
used in one of the previous activities.
A. Making and Receiving a Social Call
B. Making and Receiving a Business Call
Perform the skit in such a way that the proper combination of expressions is appropriately
applied in the situation and the proper use of the guidelines for practical communication is
highlighted. Use the rubric found on page 76 of the book to assess the skits of the two groups
before or next in number to your group.
(They will rate the performances of the high and low achievers.)
For Lower Achievers

Prepare and perform a skit that involves following practical situation you have used in one
of the previous activities.
Giving and Receiving Directions
- Asking for directions
- Giving directions
You can adopt the dialogues you have practiced during the earlier activities in the textbook.
Perform the skit in such a way that the proper combination of expressions is appropriately applied
in the situation and the proper use of the guidelines for practical communication is highlighted.
Use the rubric found on page 76 of the book to assess the skits of the two groups before or next
in number to your group.
(They will rate the performances of the high and middle achievers.)
C. Processing
Ask the students to answer the processing questions on page 75:
1. Why is it important to use the proper expressions in communicating in practical situations?
2. Give an example of a misunderstanding between people engaged in a practical speaking
situation. How was it resolved? If it was not resolved, how could it have been resolved?
3. Which of the guidelines for practical communication do you think is most useful for you?
Why?
4. What guideline can you add to what is already given above?
61
Assessment, page 77
Have the students answer following:
1. Discuss the following guidelines for practical communication. Include in your discussion
examples of how each guideline is used in practical situations.
A. Always be polite.
B. Seek clarification for anything you do not completely understand.
C. Listen attentively to what others are saying.
D. Pay attention to non-verbal cues.
E. Use communication strategies.
2. Use the proper tenses in the following sentences/utterances when the reporting verb is in
the past tense such as said. Complete the following sentences:
Present tense to past tense

A. Leslie (original sentence): I am going to watch a movie.
You (reporting): Leslie said she ____________________________________________.
B. Almin (original): I have enrolled in a driving school.
You (reporting): Almin said he _____________________________________________.
Past tense to past perfect

C. Almina (original): I sent all my used clothes to the shelter.
You (reporting): Almina said she ________________________.
D. Almira (original): I gave permission for her to attend the prom night.
You (reporting): Almira said she _____________________________________.
Remediation
Improve your skit based on the assessment of your classmates. Perform your skit and video it.
Upload your video into our website. Let your classmates post comments regarding how well the
skit showed an example of proper oral communication in a practical situation.
62
Reinforcement
Enrichment
Answers:
1. Answers for question number one may vary.
2. Tenses
A. Leslie said she went to watch a movie.
B. Almin said he had enrolled in a driving school.
C. Almina said she had sent her used clothes to the shelter.
D. Almira said she had given permission for her to attend the prom night.
E. Reflection
Wrap Up, page 77
A. Ask: How do we communicate effectively in day-to-day, practical situations? Call several stu-
dents to answer.
Additional Readings
• Judith Tanka and Lida Baker has lessons about oral communication in many practical and
academic situations in their book Interactions 1 (Listening/Speaking) International Edition
published by McGraw-Hill.
• The website of the US Department of State has many audio files showing speaking in practical
situations. (www.americanenglish.state.gov)
63
Lesson 4 Oral Communication For Social Purposes
Lesson Overview
Lesson four helps the students realize that social relationships can be affected by the words
they speak or by how they express their feelings. Activities in this lesson include identifying social
situations in which students engage using acceptable, polite, and meaningful communicative strat-
egies. Specifically, the lesson discusses how to develop the skills in authentic conversations, and it
provides guidelines for speaking in social contexts. Students will also work on tasks in which they
will demonstrate appropriate verbal and nonverbal behavior.
1. identify social situations in which each speech style is appropriate to use (EN11/12OC-18);
5. engage in a communicative situation for social purposes using acceptable, polite, and meaningful
communicative strategies (EN11/12OC-21);
6. exhibit appropriate verbal and nonverbal behavior in a given speech context (EN11/12OC-16); and
7. value the importance of social communication skills.
diagnostic test
their answers by explaining why they chose the particular letter.
A. Choose the letter of the correct expression for the each situation.
1. Your brother is talking about a novel you both read and says it was really a good read. What
will you say if you do not agree with him?
A. I could not agree more. C. I agree up to a certain a point.
B. I’m not really sure about it. D. I beg to disagree.
2. Your friend says that his favorite basketball team will win against yours. What will you say
if you don't really agree with him?
A. I bet they would. C. I could not agree more.
B. I'm not quite sure. D. That’s an interesting thought.
3. Your classmate feels so strongly about a political issue and she says something that you
partially agree with. What will you say?
A. I could not agree more. C. I don't agree with you.
B. I agree up to a point. D. I have second thought about it.
64
4. You are certain that you and your father will never agree about something. What will you say?
A. I could not agree more. C. We may agree to disagree
B. Let’s argue again. D. I totally disagree.
B. Fill in the blanks with the correct language expressions on the following conversations.
5. Coach: I'm exhausted.

Players: ____________.
A. Neither us B. So do we C. So are you D. So are we
6. Ali: I don’t like Durian.

Leslie: ____________.
A. I do not B. So do I C. So do me D. Neither do I
7. Amie: I love bitter gourd.

Alma: ____________.
A. I don't B. I do C. So do I D. Me too
8. Angelie: I can’t live without chocolates.

Chris: ____________ .
A. Neither do I B. I love too C. So do I D. I do
9. Almina: I'd like to visit Zamboanga City.

Raymond: ____________.
A. So would I B. So had I C. Neither had I D. Neither would I
10. Razedin: I don't like people who are homophobic.

Amelie: ____________.
A. Neither can I B. I don't C. I do D. So do I
Answers:
1. D 6. B
2. B 7. A
3. B 8. C
4. C 9. A
5. D 10. D
65
Instructional Plan
A. Motivation
Tell your students to go to http://s446.photobucket.com/user/oralcommtoday1/library. Say: Click
and view the video entitled "Chapter 2–Lesson 4: Speaking and listening for social purposes. You
will listen to samples of conversation involving speaking and listening for social purposes.
You can ask students what they have observed in the video. Elicit responses which will empha-
size the language for social purposes.
Read and Discuss, page 79-87
Oral Communication for Social Purposes, page 79
Have the students read silently the paragraphs about oral communication for social purposes.
Then ask the class: How do you speak in social settings? Call on a few students to answer the ques-
tion. Then point out if they use the same expressions found in the book when they make suggestions
and when they agree on certain things. Call on a few students to answer.
Ask them to practice the dialogues found on page 80. Tell them to take turns in portraying the
characters. Make sure all your students have a partner to practice the dialogues.
After giving enough time for your class to practice the dialogues, you can ask the following
questions for discussion:
1. Do the dialogues come natural to you? Why or why not?
2. What are expressions can you think of when speaking in the same situations?
Call on a few students. Then you may comment depending on the answers of your students.
You may say: Maybe one of the reasons why you find the dialogues unnatural is because you
don’t get to the chance to use the expressions or you don’t get to speak English when you are in the
same situations as in the dialogues.
Direct the students' attention on the language expressions when giving disagreements/disagreeing.
You can call a student to read aloud the expressions on disagreeing found on the same page (80).
Ask: What other expressions can you add to the list?
Call on a few students and have them write their answers/suggestions on the board. Then instruct
the class again to work with their seatmates and practice the dialogues for disagreeing.
After giving your students ample time to practice the dialogues, you can proceed to the next
subtopic. You can first ask pre-discussion questions to prepare your students to the next topic.
1. Do you like being given feedbacks? By your teachers, parents, friends, or anybody?
[Call a few students before proceeding to the next question.]
2. What do you usually feel after receiving feedbacks?
[Call a few students again, but not the same ones, and note the positive and negative comments.
Then proceed to the last question.]
66
3. So, what exactly makes receiving a feedback make you feel bad?
[Call those who have negative comments about feedbacks.]
Say: You have to understand class that feedbacks are good especially when they are constructive
because they can help us improve and become better individuals/persons.
Have the students examine the dialogues showing different contexts of giving positive feedbacks.
A. Librarian to library user
B. Person to a person who works slowly
C. Teacher to student
Ask: How would you feel if you were one of those receiving feedbacks in the dialogues? Call
on a few students to answer.
Then, ask: If you were the ones giving feedbacks, what else can you do to make sure that your
message or feedbacks appear really constructive?
Call on a few students until you have elicited nonverbal cues.
Restate that by using non-verbal expressions to accompany the feedbacks will somehow give
assurance to the receiver of the feedback that he or she is getting a constructive one.
Tell the students to work with the same partner and practice the dialogues in giving constructive
feedback using nonverbal cues. Tell them to take turns portraying the different speakers.
When you have given enough time for your students to practice the dialogues, you can proceed
to the mini task. Instruct them to read the story of how Gideon gave positive feedback such that he
was able to placate the wrath of the people of Ephraim and how Jephthah’s insolent remark toward
the people of Ephraim sparked war (Judges 8:1 and Judges 12:1-4).
Allow time for discussion. Analyze and pull out constructive and negative feedbacks for students
to see the importance of knowing how to use oral communication for social purposes. Then proceed
to "Skills for Conversations."
Developing the Skills of Conversation, pages 81-82

Ask the students to take a look at the functions and language expressions needed in skills for
conversations. Give your students time to study the expressions. Then ask: Can you still think of
other expressions from the ones listed in your book? Call on a few students to answer, and write
the answers on the board. You can also give your own suggestions to add to the list. Then you can
instruct your class to access the link http://s446.photobucket.com/user/oralcommtoday1/library to
view the video entitled “Unit 2 – Lesson 4: More interactive activities for listening and speaking
for social purposes.”
67
The viewing may also be given as a homework especially when students do not have internet
access in school. Have them read and study the five prominent skills of conversation found on pages
81-82. You can also ask five students to read each paragraph of the skill in class. This is for purpos-
es of emphasis. You can ask your students if they understand the skill every after paragraph being
read aloud. Help explain to your students what each skill is. But it is better if you elicit explanation
from other students in class to check if others understand the skills. Then ask your class: Do you
now understand the skills you need to develop for a successful conversation? Then you can either
ask your students answer the question that follow on a piece of paper or write their answer in their
journals/diaries.
Say: Describe how you can improve your social skills by applying one or two skills given in
your textbook. Then you can proceed to Using Constructive feedback To Resolve Disagreements.
Instruct your students to visit the link https://www.youtube.com/watch?v=6a8F28WVXlk and
listen to the song, “I’d like to teach the world to sing.” The following are possible discussion questions:
A. What do you think is the message of the song? What does it want to convey?
B. Why do you think this song was written? Who are the target audience or listeners?
Call a few students to answer the questions. Then post or ask the following discussion questions:
A. Do you believe that disagreements are inevitable? [Give another synonym for the word
inevitable for low learners to understand. e.g. unavoidable or inescapable]
B. How can disagreements be avoided or resolved?
[You may list on the board the answers of your students]
Tell the students to read the paragraph on how or why good oral communication can help re-
solve disagreements. [paragraph does not have a heading but is found at the bottom of page 82 of
the textbook]
Guidelines for Speaking Socially, pages 83-84

Say: To improve our social interaction skills we need follow certain guidelines acceptable in
society.
Instruct your students to read silently the guidelines for speaking socially.
64. After the reading time given, ask your students to turn to their seatmates and discuss
examples or situations where they or other people have clearly shown in conversations the following:
A. Politeness
B. Humility
C. Ability to avoid topics or issues that could embarrass others or the listener
D. Ability to understand that some questions or comments require a level of closeness
E. Ability to avoid talking negatively about others
F. Ability to display patience
68
Tell your students to determine evidences or illustrations to support their claims for the items
above.
After giving your students enough time to discuss their experiences you can ask them the reflection
question: Share how a particular guideline given in your textbook helped you in a particular situation.
Call on a few students to share or you can simply ask them to write their reflection in their
diary/journal.
Click and view the video entitled “Chapter 2–Lesson 4: Speaking and Listening for Social Purposes.

Tell your students to choose a conversation they listened to in the section on View/Listen. Have
them discuss with a classmate which of the guidelines or skills mentioned in the section on reading
contributed to the smooth flow of conversation and why.
Speak, page 85
Divide your class into groups of four members each. Give a group number for each group. Say:
Prepare and perform a skit that involves one of the social situations mentioned in the section on
reading (making suggestions, agreeing and disagreeing, giving constructive feedback). Perform the
skit in such a way that the proper combination of expressions is appropriately applied in the situa-
tion and the proper application of the guidelines for social communication is highlighted. You may
also prepare and perform a skit that shows skills of conversation. You may think of a good topic to
talk about such as a government project or preparations for an upcoming national event. Perform
the skit in such a way that the skills of conversation are highlighted including giving constructive
feedback to resolve disagreements. Use the rubric found on page 85 to assess the skit of the group
next in number to your group.
C. Processing
Ask the students to answer the processing questions on pages 84-85:
1. Which of the guidelines for speaking for social purposes do you think is most useful to you?
Why?
2. What guidelines for speaking for social purposes or skills in conversation can you add?
3. Give one instance where applying guidelines in speaking in a social setting was very ben-
eficial in your conversation.
4. Which skill of conversation do you think you need to work on and why?
5. Why is it particularly important to resolve disagreements by giving constructive feedback?
69
Assessments, page 86
1. Identify if the following feedbacks are constructive or non-constructive [destructive]. Write
your answer on the space provided after each statement.
A. I don’t think what you did is acceptable. _________________________
B. Stop talking to your seatmate or else… _________________________
C. I really admired how organized you were in leading your members in the group
task.__________________________
D. I felt what you did with your homework lacked many details ."__________________
E. I know that you want to help to for the success of the event but you need to do it fast
so others who depend on your work can start theirs right away.______________________
2. Explain the importance of the following skills in developing good conversation skills:
A. Sensitivity to other participants’ desire to speak
B. Engaging others to speak
C. Sensitivity to others’ desire not to speak
D. Showing willingness to listen
E. Remembering what others have already said
Based on the result of the test above, privately decide who would take remediation, reinforce-
ment, or enrichment for this lesson. Assign the students who got lower scores in the end-of-lesson
assessment into group one, the ones who got middle scores into group two, and the ones who got
high scores into group three.
Remediation
Write the words, “Benefits of good oral communication in social settings,” on a cartolina or
manila paper. Stick it on a board. Prepare several reams of sticky notes. Each person who can think
of a benefit of good oral communication in social settings will write it on a sticky note and post it
on the cartolina on the board. When everyone is finished let each one read silently what is written
on the sticky notes. Take a picture of the notes and post them on our website.
70
Reinforcement
Choose from the three scripts of the skits you had performed in the heterogeneous grouping.
Review the skit and let those members of the previous group who prepared the script lead. Improve
the skit based on the previous assessment of the other groups. Perform your skit and video it. Upload
your video to our website. Let your classmates post comments regarding how well the skit showed
an example of proper oral communication in a social situation.
Enrichment
Prepare/write your own version of guidelines for speaking socially. Make sure that your guide-
lines are clear and easy to understand. When you are done preparing the guidelines, choose a few
members of your group to verbalize creatively the rules in a video presentation. Upload your video
to our website. Let your classmates post comments regarding how well the guidelines were presented
and that if they have learned something new on how to function properly using oral communication
in a social situation.
E. Reflection
Wrap Up, page 86
A. Ask: How do we improve relationships using communication? Call several students to answer.
Additional Readings
• Judith Tanka and Lida Baker has lessons about oral communication in many social situations in
their book Interactions 2 (Listening/Speaking) International Edition published by McGraw-Hill.
• The website of the US Department of State has many audio files showing speaking in social
situations. (www.americanenglish.state.gov)
• Read what the book of James has to say about the tongue (James 3 : 1- 12).
71
1. Form a group with three members. Identify the verbal and non-verbal skills to communicate
effectively. Discuss and come up with a table regarding what constitutes poor, acceptable, and
good execution of a specific skill. Study the rubric below.
Skill Poor Acceptable Good
Eye contact The speaker hardly The speaker looks at The speaker main-
looks at the audience. the audience most of tains eye contact with
Instead his or her the time, but at sev- the audience at all
eyes are focused on eral times, his or her times, shifting his or
the ceiling, what he eyes look at the ceil- her gaze from one
or she is reading, or ing, his or her shoes, part of the audience to
somewhere else. or somewhere else. the other in a smooth
way.
2. Create an infographic showing any of the following:

a. different guidelines for oral communication for practical situations
b. different guidelines for oral communication for social situations
c. different skills of conversation
Upload your infographic in your website or in a social networking site. Your classmates will com-
ment on your infographic.
SELF-ASSESSMENT
Write a half-page explanation about how a person becomes competent in communication and how
competent you consider yourself to be in communication.
72
Chapter 3 Oral Communication in Academic Settings
CHAPTER OVERVIEW
This chapter explains the importance of developing oral presentation skills, especially helping stu-
dents realize that oral communication activities are necessary in the classroom. Thus, the lessons here
include those that are often required in the classroom—oral reporting, participating in group discussions,
writing and delivering speeches, and participating in debates. This chapter also engages students in
cooperative-collaborative techniques to train them to work well with others. It provides guidelines for
each type of oral communication activity found in this chapter.
CONTENT STANDARDS
The learners…
• value the functions/purposes of oral communication;
• recognize that communicative competence requires understanding of speech context, speech
style, speech act, and communicative strategy; and
• realize the rigors of crafting one’s speech.
PERFORMANCE STANDARDS
The learners…
• demonstrate effective use of communicative strategy in a variety of speech situations; and
• proficiently deliver various speeches using the principles of effective speech delivery.
Lesson 1 Oral Reporting
LESSON OVERVIEW
In this lesson, students will accomplish tasks that highlight specific features of oral reporting.
The lesson provides guidelines in preparing and delivering reports, which includes discussions
on knowledge of the topic, organization of content, type of audience, etc. This lesson also gives
students the opportunity to learn how to evaluate their own work and that of others using rubrics
specially designed for the activity. In doing so, students are expected to learn different skills by
actually performing them.
1. distinguish the unique characteristics of oral reporting;
2. engage in a communicative situation using acceptable, polite, and meaningful (EN11/12OC- 21);
3. exhibit appropriate verbal and nonverbal behavior in given speech contexts (making oral reports)
(EN11/12OC- 16);
4. evaluate the effectiveness of an oral communication activity (EN11/12OC-14);
7. value the skills in giving oral reports.
73
Diagnostic Test
Post the following questions on the board and ask students to work on them in pairs. Ask the
students to write their answers using/following the chart below:
What is oral reporting?
How does oral reporting work

effectively?
Identify good characteristics in

doing oral reports. [Dos]
Identify bad habits in oral report-

ing. [Don’ts]
Instructional Plan
A. Motivation
Before You Read, page 90
Instruct your class to work in a group of four to five members to brainstorm their previous rou-
tines when presenting oral reports when they were in junior high school. After their discussion, have
them work on the chart titled "My Practices in Oral Presentations" found on page 90 of the textbook.
Read and Discuss, pages 91-98
Lesson Opener, page 89
Ask a student to read out loud the learning outcomes found on page 89 of their textbook.
Before asking your students to read the topic “Guidelines in Making Effective Oral Reports”
on page 91, you may use the KWLH chart as a start-up activity. Post the following on the board
written on any large paper or as an electronic presentation. Ask the students to write their answers
on their notebooks.
74
K-W-L-H
What I know about What I want to know What I have learned How can I learn more
oral reporting about oral reporting about oral reporting about oral reporting
Guidelines in Making Effective Oral Reports, pages 91

Call another student to read aloud the short paragraph about guidelines in making effective oral
reports and the four way test.
Then ask: How do you personally prepare for an oral report in any of your classes currently or
when you were still in junior high? Call on a few students to share their practices.
Knowledge of the Topic, page 91

Instruct your students to read the paragraph about knowledge of the topic found at the bottom
of page 91.
Ask: What or how do you usually discuss a topic assigned to you? Call on a few students to answer.
Tell your students to recall past oral reports they did especially in junior high. Instruct them to
turn to their seatmates and discuss the following questions:
1. How do you structure your topic for presentation?
2. Are you going to define the topic?
3. Are you going to discuss subtopics?
4. How do you introduce your topic?
Call a few pairs to share their thoughts on the questions.

Share to your students the following starters.
I’m going to talk about ...
I’d like to talk about ...
The main focus of this presentation is...
Say that one of the most important first steps in preparing for an oral report is researching the topic.
Remind them when they conduct research online they need to ensure the accuracy of the in-
formation they need. Tell them that one way of doing this is by using a site to help them ensure the
accuracy of information. Tell them to visit this link http://www.lib.vt.edu/instruct/evaluate/.
Type of Audience, page 92

Instruct your students to read the paragraphs on the type of audience. Tell them that it is im-
perative that they create a good rapport or relationship with their audience and to establish a good
relationship with their audience, they need to have concrete strategies.
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Tell the students to study carefully the four suggested strategies/techniques on how to involve
the audience. [Telling your audience outrightly the significance of the topic; sharing relevant per-
sonal experiences or anecdotes; recounting a recent incident; and, asking a controversial question].
Group the students according to their level of proficiency.
For Higher Achievers

Create your own examples of the four techniques in involving your audience. Choose your own
topics. Make sure that a different topic is used per strategy.
Topic Strategy
Topic 1: Tell your audience why the topic is significant:
Topic 2: Share a relevant personal experience or anecdote:
Topic 3: Recount a recent incident:
Topic 4: Ask a controversial question:

Choose only two among the four strategies in involving your audience and write examples based
on the topics provided below.
A. Tell your audience why the topic is significant.
B. Share a relevant personal experience or anecdote.
C. Recount a recent incident.
D. Ask a controversial question.
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Topic Strategy
Topic 1: Cyber Bullying Strategy and sample:
Topic 2: The K-12 Curriculum Strategy and sample:
For Lower Achievers

Using the model sample found on page 92 of your book, write a sample using a particular strategy
on how to involve your audience.
Topic: College Education Tell your audience why it is important/significant to get a
college education:
To get a college education is important because...
After the activity, you can proceed to the second consideration in involving the audience in
oral reporting.
Remind the students that to keep their audience, they need to be clear and explicitly mention
the purpose of their presentation.
Ask the students to read the paragraph on mentioning the purpose of your presentation found
on page 93 of the book. Then tell them to turn to their seatmates and review the start up expressions
on how to mention purpose.
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1. Today, I am going to talk about…
2. The topic is…
3. This morning I will explain…
4. The goal of today’s talk is…
Choose any topics from this lesson or from the previous unit in the textbook and use them to
practice with the start up expressions. e.g. Today, I am going to talk about communicative com-
petence.
After giving your students time to practice using the start up expressions you can proceed to the
next item which is using signposting to guide audience. Have the students study the categories of
signposts found on pages 93-94. You can simply ask your students to be familiar with the categories
of signposts or you have the option to ask them to do an alternative activity like the one below.
Alternative Task
Work with a partner and come up with additional examples for the categories of signposts. You
should not include the ones used in the examples found in your book.
Goal/Purpose Common Signposts Examples
Emphasizing priority • First 1.

or significance • Firstly
• Foremost 2.
• Primarily
• Primary importance 3.
• Most importantly
• Significantly 4.
• Essentially
• In essence 5.
Contrasting ideas • However 1.

• Despite this
• On the other hand 2.
• Nevertheless
• Nonetheless 3.
• But, still, yet,
• Though, although,
4.
• Even so,
• In spite of that;
5.
• Be that as it may
• Having said that
• Notwithstanding
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Adding extra point/s • In addition 1.
• Additionally
• Further, Furthermore 2.
• Added to this
• As well, too, besides 3.
• On top (of that)
• Moreover
4.
• What's more
• Over and above that
5.
Offering an alternative • As an alternative 1.

• Alternatively
• Conversely 2.
• Instead
• Otherwise 3.
• If not
• On second thoughts
4.
• All things being equal.
5.
After the task you can proceed to the next item.

Instruct the class to read "Involve your audience to ask questions or give comments" found on
pages 94-95 of the book. Tell the students that with the same partner to practice the expressions on
how to encourage their audience to ask questions or give comments.
• Please feel free to interrupt me at any given time.

• Before I begin I would like to tell you that I will be happy to take questions at any point dur-
ing my discussion or presentation.
• I would appreciate it if you could ask questions at the end of the presentation.
• An open forum is in place after the presentation.
• You will be given time for questions at the end of the presentation.
• At the end of your presentation, you can use one of the following sample expressions:
• I am ready to take any questions.
• Now, are there any questions you would like to raise?
• Do you have any questions or comments?
• Thank you. I would be happy to take questions now.
• Are there any questions?
Tell your students to be familiar with the expressions because they will be using them when
they will do oral presentations.
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Proceed to the next topic. You can start by posting or asking the following discussion questions.
1. How do you introduce your topic for the oral report?[Introduction]
2. How do you organize the content of your report?
3. How do you usually end your report?
NOTE: The focus of this lesson is to help students develop the topic and content topic of the report.
You can ask your students to work in groups of 4-5 members and brainstorm ideas to answer
the discussion questions. You can also encourage them to use a chart or any graphic organizer they
know to map or note ideas/answers to the discussion questions.
Introducing the topic of the report Ideas:
Organizing the content of the Ideas:

report
Closing or ending the report Ideas:
After the time given for group work, you can ask your students to share their ideas to the whole
class.
Organization of Content, pages 95-96

Instruct your students to go to page 95 of their book. Have them read the topic on how to do
an introduction for an oral report found on pages 95-96. Tell them to examine carefully the sample
introduction.
Then tell your students to practice with a partner delivering the sample introduction provided
on page 96.
After the time allotted given for practice, you can now tell your students to look at the depend-
ency tree, one of the frameworks in developing the body of your report.
Ask: Based on the introduction, what or how do you think will the content of the report be
developed?
Call a few students to answer the question.
Instruct the class to go back to their previous groupings of 4-5 members. Have them look again
at the ideas of the introduction and work on the activity that follows.
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First, air pollution can be reduced by controlling the use of private automobiles because
it will substantially lessen the burning of fossil fuels. Second, in reducing air pollution, people
play a crucial role by not using massive amounts of plastics, which is hazardous pollutants of
the soil. And third, I will discuss to you how significant it is to reduce air pollution if factories
regulate their carbon emissions.
From page 96 of the textbook
Instruct the groups to work on the supporting details of the following ideas using the following
template.
You can explain further by reminding students what supporting ideas are, say: Supporting ideas
may be in the form of explanation answering the questions why or how. e.g. why controlling auto-
mobiles can substantially lessen air pollution, and how do you suppose you will control the use of
automobiles. Say that they can also give concrete examples to support their claims.
First, air pollution can be reduced by controlling the use of private automobiles because it will
substantially lessen the burning of fossil fuels.
Supporting Ideas:
Why is lessening the burning of fossil fuels necessary?
How can the use of private automobiles be controlled?
Examples [e.g. Illustrate how other countries you know successfully reduced the use of auto-
mobiles which in turn reduced air pollution.]
Second, in reducing air pollution, people play a crucial role by not using massive amounts of
plastics, which is hazardous pollutants of the soil.
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Supporting Ideas:
Why?
How?
Example/s:
And third, I will discuss to you how significant it is to reduce air pollution if factories regulate
their carbon emissions.
Why?
How?
Example/s:
After the given time for the group work, you can instruct your students within the their respective
groups to take turns to practice delivering their work.
Tell all the groups to choose one representative to deliver their work in front of the class.
Conclusion, page 96
You can now proceed to the content conclusion of the report.
Call a student to read aloud the paragraph about conclusion.
Ask: How do you usually conclude or end the topic/content of your report? What do you usually
say?
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Call a few students to answer the question. Then check if your students came up with the same
or similar ideas as the ones below.
Tell the students that there are two strategies they can end their report—by summarizing infor-
mation or by encouraging action.
You can write the following on the board.

Summarizing information – Tell your audience what you have just told them (Aristotelian)
Encouraging action – Inspire or urge your audience by appealing to their sense of responsibility.
e.g. you can say that taking action will safe guard a future generation.
You can also give some useful expressions for concluding.
after all, all in all, all things considered, briefly, by and large, in any case, in any event,
in brief, in conclusion, on the whole, in short, in summary, in the final analysis,
in the long run, on balance, to sum up, to summarize, finally
You can have an option to do the following activity. With the same group, instruct the students
to prepare their own concluding remarks by using both strategies.
First, air pollution can be reduced by controlling the use of private automobiles because it will
substantially lessen the burning of fossil fuels. Second, in reducing air pollution, people play a
crucial role by not using massive amounts of plastics, which is hazardous pollutants of the soil.
And third, I will discuss to you how significant it is to reduce air pollution if factories regulate
their carbon emissions.
From page 96 of the textbook
A. Summarizing information
B. Encouraging action
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You can tell your students to take turns and practice delivering the concluding part of the content
of the oral report.
You can give your students an alternative oral report outline like the one below.
The sample outline below is a standard outline of basic components or strategies that are gen-
erally used in oral presentations/reports:
Title of Oral Report/Presentation:
I. Introduction
A. Attention-Grabber and Rapport-Establishing Strategy –
1. Telling your audience explicitly the significance of the topic;
2. Sharing relevant personal experiences or anecdotes;
3. Recounting a recent incident; and
4. Asking a controversial question
B. Background, Purpose, or Relevance of the Topic
C. Previewing:
Thesis: State explicitly what you are going to talk about using signposting
II. Body of Oral Report Content Topic
A. First main point or claim in support of thesis or in elaboration of topic
1. Supporting evidence/Explanation
a. Facts
b. Types/Kinds [if applicable]
c. Examples/Illustrations
2. References/Sources of Information
B. Second Main point or claim in support of thesis or in elaboration of topic
a. Facts
C. Third point or claim in support of thesis or in elaboration of topic
a. Facts
III. Conclusion
A. Re-statement of thesis or the major points
B. Summarizing Information
C. Encouraging actions
D. Closing or summary statements
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Visuals, pages-96-97
You can proceed to the net topic—Visuals.
Ask your class and say: What are visual aids?
Call on a few students to answer the question.
Reiterate the importance of using visual aids to enhance oral reports/presentations.
Instruct your students to read the topic about visuals found on pages 96-97.
Ask: Do you ask the same questions when you prepare your visuals? Call on a few students to
answer. Then you can instruct your students to visit the website for other rules and guidelines in
using visuals or slides in a presentation:
http://blog.ted.com/10RtipsRforRbetterRslideRdecks/ and http://www.entrepreneur.com/arti-
cle/232788
Instruct your students to read, review, and study the steps on delivering the oral reports found
on page 97. Then after giving your students time to look at the steps, you can again instruct them
to view a video at S446.photobucket.com/user/oralcommtoday1/library a. Tell them to listen and
watch how students manage oral reports in a classroom setting. Observe how the students handle
the following:
a. introducing the topic of the report
b. using strategies in organizing content of report
c. showing techniques in dealing with audience
d. handling visual aids
e. entertaining questions
f. closing a report
Viewing/Listening, pages 98-99

Say: For your assignment log on to Go to S446.photobucket.com/user/oralcommtoday1/library
and click on the video entitled unit3-lesson1: Misfits of Oral Presentation. You will see two video
clips showing the dos and donts oral presentations. Discuss with a partner the following:
A. Best practices in doing oral reports
B. Things you should avoid in an oral presentation
Tell the students to write down their observations on the video clips using the table Assessment
for Viewing/Listening found on pages 98-99.
Speak, pages 99-100

After the viewing activity, you can now instruct your students to work on the speaking activity.
This time they will prepare their own speeches based on the topics given on page 99 of the textbook.
Have them work on the activity found on pages 99-101 with the same group. Remind them to strictly
follow the steps for the activity. Tell the students that they will be presenting their work in class.
As the instruction in the book indicated, each group will have to choose one representative to
deliver the report. Remind the students to also submit a written version of their oral report. Use the
criteria found on pages 101-102 to rate the performance of the other groups. Give comments as much
as you can to help other groups improve their work. Please note that the outputs of this activity may
be used in the remediation, reinforcement, and enrichment. Be sure to collect the written output.
85
C. Processing
Have the students answer the questions on page 98.
1. Why do you think it is important to observe guidelines in doing an oral presentation?
2. Which among the guidelines mentioned in the lesson do you often use when doing oral
presentations? Why?
3. Give an example of the following when getting audience attention:
• An interesting question
• A recent incident related to your topic
• A personal experience or an anecdote related to the topic
• A reason showing the topic is important to your audience
D. End-of-lesson Assessment
Have the students accomplish the following tasks:
1. Categorize the language expressions samples by writing them in the corresponding categories of
signposts.
Goal/Purpose Examples
Emphasizing priority or significance 1.
2.
3.
Contrasting ideas 1.
2.
3.
Adding extra point/s 1.

2.
3.
Offering an alternative 1.
2.
3.
• Most remarkably, this involves…

• Alternatively, we could also consider…
• Instead, it’s also probable to…
• Significantly, this is a matter of…
• All things being equal, I feel that we can solve this issue by…
• Furthermore, the idea is not only…
• On the other hand, this is not the only alternative to…
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• One central consideration, is…
• Added to this, we have…
• Despite that point, we must also note…
• On top of all that, we also have…
• Notwithstanding, it does allow us to…
2. Explain the following strategies in involving your audience in doing oral reports. Give an example
for each.
A. Telling your audience the significance of the topic;
B. Sharing relevant personal experiences or anecdotes;
C. Recounting a recent incident; and
D. Asking a controversial question
3. Based on the result of this test, privately decide who would take remediation, reinforcement, or en-
richment for this lesson. Assign the students who got lower scores in the end-of-lesson assessment
into group one, the ones who got middle scores into group two, and the ones who got high scores
into group three.
Remediation
Choose one from among the three oral reports you did in the previous activity (speaking activ-
ity). Observe/examine the content structure of the oral report using the 10 guidelines in delivering
an effective oral report/presentation found on page 97. Help each other because you are going to
look into 10 guidelines, e.g. first guideline is if the oral presenter greeted the audience…guideline
10 if the presenter thanked the audience. Then choose members who will deliver orally the critique
on guidelines which will be vidoetaped. Upload your work to our website and let your classmates
give comments. Submit your work at least after a week.
Reinforcement
Choose one from among the three oral reports you did in the previous activity (speaking ac-
tivity). Revise the oral report considering the comments given previously. Use appropriate visuals
to go along with the oral report. Then choose members who will deliver the report which will be
vidoetaped. Then upload your work to our website and let your classmates give comments. Submit
your work at least after a week.
Enrichment
Prepare an oral report following all the guidelines discussed in class. Choose any of the topics
you can find from Chapter 1 to 3 of your textbook. Give an option to suggest your own topic but
subject to teacher's approval. Use appropriate visuals for their report. Then choose members who
will deliver the report which will be vidoetaped. Post your video on our class website and let your
classmates make comments. Submit your work at least after a week.
87
Answers:
Goal/Purpose Examples
Emphasizing priority or significance • Significantly, this is a matter of…
• One central consideration, is…
• Most remarkably, this involves…
Contrasting ideas • On the other hand, this is not the only alterna-
tive to…
• Despite that point, we must also note…
• Notwithstanding, it does allow us to…
Adding extra point/s • Furthermore, the idea is not only…

• Added to this, we have…
• On top of all that, we also have…
Offering an alternative • All things being equal, I feel that we can solve
this issue by…
• Alternatively, we could also consider…
• Instead, it’s also probable to…
2. Answers may vary.
E. Reflection
Wrap Up, page 103
A. Ask: What are the best practices in organizing oral presentations? Call several students to
answer.
Additional Readings
• Rudolph F. Verderber’s Speech for Effective Communication, Second Edition
• Sumathi Renganathan et al’s Introducing Professional Communication Skills for Undergraduates
published by Oxford Fajar
88
Lesson 2: Participating In Group Discussion
LESSON OVERVIEW
This lesson helps students realize the value of working with others. Specifically, it discusses proper
decorum in group discussions and it provides guidelines for participating in group discussions. Exercises
allow students to work in groups throughout the lesson to practice or try out various strategies not only
to work well with the other members of the group but also practice strategies that avoid communication
breakdown during group discussions.
1. engage in a communicative situation (group discussion) using acceptable, polite and meaningful
communicative strategies (EN11/12OC- 21);
2. exhibit appropriate verbal and nonverbal behavior in given speech context (participating in
group discussions) (EN11/12OC- 16);
3. use various strategies in order to avoid communication breakdown during a group discussion
(EN11/12OC- 6);
4. evaluate the effectiveness of an oral communication activity (EN11/12OC- 14);
7. value the skills used in participating in group discussions
Diagnostic Test
their answers by giving explanations and/or illustrations to their answers.
1. What is group discussion?
2. How should a group discussion be organized?
3. What are the best practices in participating in group discussions?
4. What are the things that should be avoided when participating in group discussion?
5. How many members should a group have for effective discussion?
Instructional Plan
A. Motivation
Tell your students to go to page 105 of the textbook and work on the activity. Tell your students
that the activity does not have formal guidelines.
A. Work in a group of five to seven members and choose one of the topics below.
1. Effects of International Conflicts
2. Child Labor in Third World Countries
3. The Use of Euro 4 for New Vehicles
89
4. Human Trafficking
5. Conditional Cash Transfer in the Philippines
B. Discuss the topic using the chart as your guide.
Identify and define the key Terms: Definitions:

terms in your topic.
Identify the problems in your Problems: Solutions:

topic and propose solutions 1. 1.
to them.
2. 2.
3. 3.
C. Select one member to present in class the output what the group has come up.
After the activity, ask the following questions:
1. How was it working with your group?
2. Did you work well as a group?
3. What specific problems did you encounter in working as a group?
4. How did you resolve the problems if there are any?
Tell the class that in this lesson they will be learning about participating in group discussions.
Call a student to read out loud the learning outcomes found in page 104 of the book.
Why Engage in Group Discussions?, page 105

Ask: Why do you think we need to engage in group discussions? Call a few students to answer
the question. Write on the board portions (gists) of your students’ answers. Then call another student
to read out loud "Why Engage in Group Discussions" on page 105.
Then ask: Among the five reasons identified on your book, which ones did you not have on your
list of answers? Do you agree with the reasons why we need to engage in group discussions? Why
or why not? Call a few students to share their thoughts. Then you may comment or say that par-
ticipating in group discussions may be difficult if certain decorums are not observed. Then ask: In
your past experiences working in groups, what were the usual problems you encountered? [It can
also be asked as a general question: What are the usual problems do you encounter in participating
in group discussions?] Call a few students to share their experiences.
90
Observing Proper Decorum in Group Discussions, pages 106-107
Instruct your students to turn to pages 106-107 of their book. Tell them to read silently the topics
about observing proper decorum and guidelines on participating in group discussions. After the stu-
dents are done reading you can ask them to work with their seatmates to discuss the example topic
and the elements used in discussing the topic shown in the table found on page 107. After giving
your class enough time to discuss the example, you can ask the questions that follow. This could be
a journal/diary entry or another group task but answers are to be documented.
1. Among the seven guidelines for participating in group discussions, which do you have
difficulty doing? Why?
• Reading about the topic.
• Choosing a format for discussion.
• Determining roles of members of the discussion group.
• Establishing guide questions based on the topic.
• Identifying the problem or problems.
• Proposing solutions.
• Staying on topic.
2. What do you think you need to do to improve your participation in group discussions?
By this time you should have already pre-assigned topics for the class. The assignment of topic
is by group. So you should have also pre-assigned groupings for the reading/topic assignment.Each
group will have to research or read on the same topic you will assign to them. The topics will be
totally up to you. You may choose topics which you have access to. Sample topics may include
anything on:
A. Health
B. Employment
C. Science
D. Social issues, etc.
Make sure that the topics you choose will have provisions for problems and solutions so your
students will have an engaging discussion. You may also ask your students to bring resource materials
about their respective topics. Only when you have pre-assigned the groupings and the topics that
the next activity may work well. For the activity, instruct the class to go to their groups. Tell your
students that each group should choose a leader to facilitate the discussion, and a secretary to record/
document your discussion. But remind the class that everybody will have equal rights in terms of
sharing ideas and/or arguing for stands. Then have them work on the guidelines (for participating
in group discussions) 4-6 which are 4-establishing questions based on the topic, 5-identifying the
problem, and 6-proposing solutions.
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Tell your students that they will be submiting their discussion notes/charts. Tell them to assign one
member to video record the group discussion. Remind them if the one recording wants to participate
another member should take over the recording. Following the sample outline found on page 107,
prepare your own discussion chart. You may also follow or get ideas from the modified chart below.
Topic: ____________________________________________
Background of the problem: Sample basic questions you may use:
1. What is the topic about?
2. Why is it important or relevant?
3. Where did the problem originate?
4. What is the status quo or present situation?
Possible discussion guide questions: These questions are relative to the topic:
1. How (process) is it really a problem?
2. What do you think are the causes of the prob-
lem (or state the topic)?
3. What do you think can be done to address this
problem?
The group members may also decide to have only

one question as long as it contains the problem in
one main idea.
Brainstorm all possible solutions the Solutions:

group can think of.
Choose best solutions using the following 1. Can the solution be attained?
criteria: A. Cost needed
A. Feasibility B. Duration
B. Effectiveness
2. Will the solution not create other problems?
After the time given for the group acivity, you can call a representative for each group to present
their work.
After the presentation of outputs, you can ask the following questions to the entire class:
1. What went well in your group discussion?
2. What went wrong?
3. How did you negotiate for a consensus?
92
Call a few students from different groups to share their thoughts on the questions.
Proceed to the next subtopic. Direct the students to read the dos and don’ts in group discussion
on page 108.
For High Achievers

Using a different topic, prepare a discussion chart, this time the dos and don’ts in group dis-
cussions. You may adopt or change the elements you have used in your previous discussion chart.
Elements Questions

Choose one from among the three discussion charts from the previous activity. Improve it by
considering the dos and don’ts in group discussions. You can retain the same elements used in the
previous activity.
Elements Questions
For Lower Achievers
Choose one video from among the three discussion groups’ videos from the previous activity.
You can refer to the guidelines on page 108. Critique the video using the dos and don’ts in group
discussion. Be guided by the questions below.
1. Did the members of the group speak respectfully to each other?
2. Did you observe members showing acknowledgement of ideas of others by nodding their
heads?
3. Did they offer reasons when agreeing to a particular idea?
4. Did the members disagree politely?
5. Did the member generally observe proper decorum when speaking and listening?
93
View/Listen, page 109-110
Click and view the video titled “Chapter 3–Lesson 2: PopUp.” Listen to a recording of a panel dis-
cussion about population growth. Identify the speakers who raised the problems listed on the right
column of the table found on page 109 of your book. Write down your observations by answering
the following questions.
1. Did all the members of the group speak respectfully to each other? Why do you say so?
2. Did they agree with the points of others? How did they show agreement or disagreement?
3. What evidences can you find to show that they remained consistent with the topic of discussion?
You can also include observations based on the guidelines you have learned in this lesson.
Speak, pages 110-111

The topics for this activity may be preaasigned so students will be able to work well in the group
discussion. Instruct your students to work with the same group. This is to give students the oppor-
tunity to adjust and practice proper decorum in group discussions. Tell the groups to choose one of
the topics listed on page 110 of the book. To avoid having duplication of topics, you may ask the
groups to draw lots by writing the topics on pieces of papers. When each group has already taken a
topic, you can ask them to use the template/chart for discussion found on page 111.
This time tell your students that they will be observing other members within the group as to
the conduct or decorum in the group discussion. Tell your students to assign one member to video
record the group discussion. Ask your students to choose a cellular phone from, among the members
of the group, which has good reception to record the group discussion. Instruct the groups that if the
one recording wants to participate, another member should take over the recording.
Tell your students to rate their groupmates using the rubric on page 113. Tell the groups to organize
their ideas from the discussion and do an oral presentation about it. Have them use the outline found
on page 112 of the book. They can choose 2-3 members from each group to take turns presenting
their work. Suggest that one member could deliver the introduction of the report/presentation. The
second and third members may present the body and conclusion of the report respectively. Note that
the group presentation is to show how much students were able to deliver based on the group effort.
Put more emphasis in the conduct of group discussion. Collect the video copy of the group discussion.
C. Processing
1. What do you think happens when decorum is not properly observed in a group discussion?
2. Why is it important to define the roles of the members in a group discussion?
3. Which of the guidelines given above will you prioritize in working on?
4. What additional guideline for participating in group discussions can you give?
94
1. Write a one-page reflection on what you intend to do to improve on your skills in group
discussions. Include the following in your discussion:
a. Preparation
b. Topic/content
c. Presenting ideas
d. Acknowledging ideas of others
e. Decorum
2. Share your reflection with your classmates and listen to any suggestion they give.
Remediation
Your teacher will give you one video copy from the three videos collected from the previ-
ous activity in this lesson. Use the dos and don’ts in group discussion found on pages 108-109.
Video your comments on the conduct of the group members during the discussion. Take note
that only constructive feedbacks are allowed. Upload your comments to our class website for
others especially the participating members of the group to see.
Reinforcement
Your teacher will give you three copies of the videos collected from the previous activity
in this lesson. Use the dos and don’ts in group discussion found on pages 108-109 in observing
the videos. Video your comments on the conduct of the group members during the discussion.
Take note that only constructive feedbacks are allowed. Upload your comments to our class
website for others especially the participating members of the groups to see.
Enrichment
Your teacher will give you three copies of the videos collected from the previous activity in
this lesson. Use the dos and don’ts in group discussion found on pages 108-109 to observe the
video. Based on your observations from the three videos, produce a creative video presentation
on the dos and don’ts in group discussions. You can adopt guidelines from the book and make
them creative or you can add guidelines which are not mentioned in the book. Upload your
creative videos to our website for others to see.
95
E. Reflection
Wrap Up, page 113
A. Ask: How do we use strategies in classroom group discussions? Call several students to answer.
Additional Reading
To help you enhance your skills in cooperative activities read the book Speech for Effective Com-
munication by Rudolph F. Verderber. It offers classroom group discussion techniques.
Lesson 3: Writing and Delivering a Speech
Lesson Overview
Lesson three discusses principles of effective speech writing and speech delivery focusing on
audience profile, organization, word choice, articulation, stage presence, etc. Students are asked
to accomplish several activities that highlight features of writing and delivering different types of
speeches. In doing so, students are expected to learn different skills by actually performing them.
1. use the principle of effective speech writing focusing on
a. audience profile (EN11/12OC- 25.1),
b. logical organization (EN11/12OC- 25.2),
c. duration (EN11/12OC- 25.3), and
d. word choice (EN11/12OC- 25.4);
2. use principles of effective speech delivery focusing on
a. articulation (EN11/12OC- 26.1),
b. modulation (EN11/12OC- 26.2),
c. stage presence (EN11/12OC- 26.3),
d. facial expressions, gestures, and movements (EN11/12OC- 26.4), and
e. rapport with audience (EN11/12OC- 26.5);
5. use principles of effective speech delivery in different situations (EN11/12OC- 24); and
6. exhibit appropriate verbal and nonverbal behavior in a given speech context (EN11/12OC- 16)
96
Diagnostic Test
Post the following questions on the board and ask students to work on them in pairs. Tell your
students to write their answers using the template or table below. They may also opt for another way
of answering the questions. [Note that you also have the option to give this pretest orally calling
students to answer the questions.]
How do you prepare a speech in terms of the 1. In terms of content

following components?
2. In terms of structure
What or how are you going to include in the 1. What should you included in your introduc-
following elements of speech? tion?
2. What content will you discuss in the body

of your speech?
3. How will you end your speech?

Identify good characteristics in delivering a
speech.
How will you consider your audience for your

speech?
Instructional Plan
A. Motivation
[This may be pre-assigned or provide internet access for this particular acitivity. Another way
of doing it is by uploading the videos you need but certainly for classroom use only.]
97
Instruct your class to go to youtube.ph and type in https://www.youtube.com/watch?v=fsZsblA-
ZlpQ to watch and listen to the full version of John F. Kennedy’s inaguaral speech.
Tell your students to observe JFK’s voice to deliver his speech then observe the following:
1. Do you think JFK is succesful using his voice in creating rapport with his audience? Give
your reasons for saying yes or no.
2. Does his voice add emotional appeal to the audience?
Next, ask your students to look for the video of Ronald Reagan showing him deliver a speech
on the use of Star Wars technology. You can tell your students to use the following search words:
“Ronald Reagan, Star Wars.” Tell them to observe how Ronald Reagan uses facial expressions. Then
let the students answer the question: Are his facial expressions effective? Why or why not?
Ask a student to read out loud the learning outcomes found on page 114.
Ask: What preparations do you make when writing a speech?
Call a few students to answer the question and write their answers on the board for comparison
with the ideas on the book, which will be done after the students have read the paragraph on writing
a speech.
Call another student to read out loud the short paragraph about writing a speech.
Tell the students to examine the questions to consider suggested in the book before writing a
speech.
Then ask the students to look at the board to see if they have already been doing or asking the
same questions when preparing for a speech writing or speech delivery in their previous classes.
1. What is your topic?
2. What is the purpose of your speech?
3. What message would you like to get across?
4. Who is your target audience?
You can also ask your students if they can add anything else to the questions. Ask: Do you still
have any ideas or questions to consider writing or delivering a speech? Call on a few students to
share their thoughts.
From this point you can divide the class into groups of 4-5 members and ask them to do the
following activity.
Instruct your students to use the topics below for a practice speech preparation activity.
A. On the Use of Online Resources

B. Online Gaming
C. Online Dating
D. Social Networking
Then tell the groups to use the questions provided in writing a speech and may use the discussion
guide below. The first topic is done for your guide in doing the rest of the topics.
98
Topic Questions to Consider How to Answer the Questions for the Topic
A. On 1. What is your topic? 1. You can define the topic or give a back-
the Use of 2. What is the purpose ground of the topic. You may also include the
Online Re- of your speech? status quo (SQ) or the present condition of the
sources 3. What message topic.
would you like to get
across? Example:
4. Who is your target A. Define online resources…
audience? In general, online resources are web pages and
documents on the Internet which give useful
information. The nature of the data in online
resources are generally educational.
(The definition is adapted from PC Encyclope-
dia retrieved on March 26, 2016 at http://www.
pcmag.com/encyclopedia/term/63951/online-re-
sources)
B. State SQ: Today many students use online

resources to help them get by academic work or
work-related projects in the office.
2. Purpose: To inform and to persuade

online users to use online resources properly by
acknowledging the sources and checking for the
validity of sites for reference usage.
3. Message: To respect intellectual prop-

erty rights by properly acknowledging online re-
sources, and to use online resources judiciously.
To use only trusted sites.
4. Audience: Online users both students

and professionals.
99
Use the first example given and do the same for the following topics. You may add additional
features in discussing your topics.
Topic Questions to Consider How to Answer the Questions for the Topic
1. On- 1. What is your topic? A. Define or give a background of the topic

line Gaming 2. What is the purpose
of your speech? B. State the SQ.
3. What message
across?
C. State the purpose/s:
4. Who is your target
audience?
D. What messages does the topic have:
E. Who are your audience?

2. On- 1. What is your topic? A. Define or give a background of the topic
line Dating 2. What is the purpose
of your speech? B. State the SQ.
3. What message
across?
audience?

3. So- 1. What is your topic? A. Define or give a background of the topic
cial Network- 2. What is the purpose
ing of your speech? B. State the SQ.
3. What message
across?
audience?
100
After giving your students time to work on their group task, you can call a representative for
each group to share their output in class.
Then you can instruct your students to go online again and say: Read some of the greatest speeches
at this link http://content.time.com/time/specials/packages/completelist/0,29569,1841228,00.html.
Observe if the speeches consider the questions of topic, purpose, message, and audience.
Guidelines in Writing a Good Speech, page 115

Tell the class to read silently the paragraphs about the guidelines in writing a good speech,
specifically on the purpose or reason of the speech, central message of the speech, and the audience
for the speech.
After the time given for the silent reading, you can ask your students to turn to their seatmates.
to discuss the question What other important guidelines not mention in the book should be observed
in preparing a speech?
After the time given for seatwork discussion, you can tell your students that they can later visit
http://sixminutes.dlugan.com/audience-analysis/ to learn how to conduct audience analysis which
will be later important when they themselves will be delivering speeches.
Structure/Organization of Speech, page 116

Have the students read about the structure/organization of speech and tell them to examine
every part (Introduction, Body, and Conclusion) of the possible structure of speech and look at the
illustrations for each part
You can also tell your students to go to https://www.ted.com/talks/nancy_duarte_the_secret_struc-
ture_of_great_talks and discover the secret structure of great talks that they can later adopt when
they deliver speeches.
Ask: Do you have a particular speech which you consider your favorite? How was it structured?”
Call a few students to share their thoughts on the questions. You can now give the differentiated
activities.
101
For High Achievers
Prepare an outline for a speech on any topic you prefer. Note that you are going to prepare an
outline and not the speech yet. Use the organizational outline for structuring or organizing a speech
found on pages 116-117. You may use the following as a model.
Speech Topic: ____________________________________

Introduction Salutation:
For the attention-getter, you can choose one Attention getter:

of the following:
A. A question
B. A brief recount/ an anecdote
C. A quotation Thesis/Preview points to discuss:
Body Point/Argument #1
Supporting detail #1
Conclusion
• Synthesize or summarize your main
points.
• Remind the importance of your speech.
• Leave your audience with positive mem-
ories or learning experiences.
• Close with a final thought or with a call
to action if necessary.
102
Choose two from the many speeches you have read, watched and listened to online. One
sample source for greatest speeches is at this link http://content.time.com/time/specials/packages/
completelist/0,29569,1841228,00.html. Using the structure/organization of speech found on pages
116-117, check if the two speeches you have chosen from the online sources followed the structure
of speech in term of introduction, body, and conclusion. You may categorize your observation on
the speeches using the following outline:
Speech Introduction Body Conclusion

Speech 1 Identify the following: Points discussed depend • Synthesize or sum-
Title of Speech: 1. Salutation: on the thesis or preview. marize your main
_______________ Point/Argument #1 points.
_______________ ____________________ • Remind the im-

___________________ portance of your
2. Attention Getter
____________________ speech.
(identify what kind
was used and write it ___________________ • Leave your audi-
____________________ ence with positive
below.):
___________________ memories or learn-
_______________
ing experiences.
_______________
• Close with a final
Point/Argument #2
thought or with
3. Thesis: ____________________
a call to action if
___________________
_______________ necessary.
____________________
_______________
___________________
Which among the follow-
____________________
4. Preview: ing did they use?
___________________
_______________
_______________ Write the exact words
Point/Argument #3
of how the speech was
___________________ concluded.
(Note that at time the ___________________
thesis and the preview
____________________
are delivered or written
___________________
as one.)
____________________
___________________
In your outline, you can

also identify supporting
details for each argu-
ment.
103
_________________ _______________ Point/Argument #1 points.
_________________ _______________ ____________________ • Remind the im-

___________________ portance of your
2. Attention Getter
____________________ speech.
(identify what kind
below.):
_______________
ing experiences.
_______________
3. Thesis: Point/Argument #2
thought or with
_______________ ____________________
a call to action if
___________________
_______________ necessary.
____________________
4. Preview:
___________________
_______________ Which among the follow-
____________________
_______________ ing did they use?
___________________
(Note that at time the Write the exact words

Point/Argument #3
thesis and the preview of how the speech was
___________________ concluded.
___________________
as one.)
____________________
___________________
____________________
___________________

ment.
104
For Lower Achievers
Choose only one from the many speeches you have read, watched, and listened to online. One
sample source is greatest speeches at this link http://content.time.com/time/specials/packages/
completelist/0,29569,1841228,00.html. Using the structure/organization of speech found on pages
116-117, check if the two speeches you have chosen from the online sources followed the structure
of speech in term of introduction, body, and conclusion. You may categorize your observation on
the speeches using the following outline:
Speech Introduction Body Conclusion

Speech 1 Identify the following: Points discussed de- – Synthesize or
Title of Speech: 1. Salutation: pend on the thesis or summarize your main
_______________ preview. points.
_______________ Point/Argument #1 – Remind the
2. Attention Getter ___________________ importance of your

___________________ speech
(identify what kind
was used and write it ___________________ – Leave your
below.): ___________________ audience with positive

___________________ memories or learning
_______________
___________________ experiences
_______________
Point/Argument #2 – Close with a
final thought or with a
___________________
3. Thesis: call to action if neces-
___________________
_______________ sary
___________________
_______________
___________________
___________________ Which among the fol-
4. Preview lowing did they use?
___________________
_______________ Point/Argument #3
_______________ Write the exact words
___________________
of how the speech was
___________________
concluded.
(Note that at time the ___________________
thesis and the preview ___________________
are delivered or written ___________________
as one) ___________________
ment.
105
_________________ _______________ Point/Argument #1 points.
_________________ _______________ ____________________ • Remind the im-

___________________ portance of your
2. Attention Getter
____________________ speech
(Identify what kind
below.):
_______________
ing experiences
_______________
3. Thesis: Point/Argument #2
thought or with
_______________ ____________________
a call to action if
___________________
_______________ necessary
____________________
4. Preview
___________________
_______________ Which among the follow-
____________________
_______________ ing did they use?
___________________
(Note that at time the Write the exact words

Point/Argument #3
thesis and the preview of how the speech was
___________________ concluded.
___________________
as one)
____________________
___________________
____________________
___________________

ment.
After the group activity you can proceed to the next topic.
Delivering a Speech, pages 117-119

Tell your students to read silently the paragraphs about Using Your Voice.
After the silent reading, you can ask the following discussion questions:
1. What kind of voice do you use when you deliver a speech?
2. Is it dependent on the kind of speech?
3. Do you modulate your voice?
4. Or do you use your natural voice?
5. What do you think are the things that can affect the quality of your voice?
106
Call on a few students to answer the questions and write gist of your students’ answers on the
board.
One way or the other one of your students will answer that fear or being afraid of speaking in
front of an audience creates a major effect on the quality of voice. Then you can say: Having stage
fright in speaking in front of an audience is a common problem of many people especially those who
are forced by circumstances to speak.
Tell them to visit http://ed.ted.com/lessons/the-science-of-stage-fright-and-how-to-overcome-
it-mikael-cho and watch the video explaining the science of stage fright and know how they can
overcome this fear.
Ask discussion questions.
1. How did you find the video?
2. Did it help you in some ways to overcome your fear?
Call on a few students to answer the questions. Then you can proceed to the next subtopic.
Have the students read silently the paragraphs about stage presence, developing rapport with an
audience, establishing credibility, affirming the audience, and showing humility.
After the reading time you can ask your students to turn to their seatmates and discuss the fol-
lowing questions.
Say: With your seatmate or with a partner discuss the following questions and be ready to share
your thoughts in class later.
A. Among the following, which ones are you good at? And which ones do you think you need
improvement?
1. Stage presence
2. Developing rapport with an audience
3. Establishing credibility
4. Affirming the audience
5. Showing humility
B. Take turns in answering the questions, and make sure you support your answers.
After the dyad activity you can call a few students to share their answers. Write the gists of
student answers on the board. Then you can proceed to the viewing/listening activity.

Say: For your assignment log on to https://www.youtube.com/watch?v=663otOvJVGU: President
MANUEL LUIS QUEZON: Message to the People of the Philippines | Circa 1920s. You will listen
to President Manuel L. Quezon’s speech, Message to My People. Listen to his eloquent voice which,
along with his message, inspired Filipinos to live and even die for our country.
Assessment for Listening, pages 120-121
Post a reflection on your website about the speech given by President Manuel L. Quezon. Let
your classmates give their comments about your reflection.
107
Using the different speech excerpts found on pages 121-122, practice delivering using a voice
appropriate for the speeches. Note that this activity is done with the same groups of 4-5 members.
Tell your students to use the rubric found on page 123 of the book in assessing their groupmates’
voice in delivering their chosen excerpt.
C. Processing
Have the students answer the questions on page 120 and let them share their answers with their
seatmates.
1. Which part of your pronunciation do you need to work on in order to improve it?
2. How can modulation influence the reaction of an audience to a speaker?
3. What part of speech delivery do you think you need to work on primarily?
4. What can you say about how you use your voice in your previous experiences in speaking
before an audience?
5. What other pointer in writing or delivering a speech can you give?
Instruct the students to accomplish the following tasks:
1. Prepare an outline using a topic of your choice.
2. You may choose the previous format shown below.
A. Introduction
1. Salutation
2. Attention getter
3. Thesis/Preview
B. Body
Argument 1
Argument 2
Argument 3
(You can include supporting details for each argument.)
C. Conclusion
• Synthesize or summarize your main points.
• Remind the importance of your speech.
• Leave your audience with positive memories or learning experiences.
• Close with a final thought or with a call to action if necessary.
108
Remediation
Look for a short speech delivered by a famous political leader or a popular celebrity online
(you tube in particular). Download a printed transcript of the speech and take turns in delivering it
within the group. Observe the proper guidelines in delivering a speech. Video the performance of
each member to be uploaded in the website. Get comments online from the other groups.
Reinforcement
Look for a short speech delivered by a famous political leader or a popular celebrity online
(you tube in particular). Download a printed transcript of the speech and examine the organization
or structure of the speech. Using the same topic and the same idea make your own version of the
speech. (Improve the speech by extending the ideas found in the original piece) Then take turns in
delivering the revised within the group. Video each member delivering the speech and upload all
videos on the website for other groups to comment.
Enrichment
Prepare a speech based on the outline you have prepared in the previous differentiated activity
(item number 30 in this lesson of the TM). Note that you are going to make a full blown speech out
of the previous outline you have prepared. Tell the group to use the structure of writing a speech
found on pages 116-117. Take turns in delivering the speech. Video each member delivering the
speech and upload all videos on the website for other groups to comment.
E. Reflection
Wrap Up, page 123
A. Ask: How do we use our skills in writing and our voice and body movements to express our
speech well before an audience? Call several students to answer.
Additional Readings
• Stephen Keague’s Little Red Handbook of Public Speaking and Presenting published by
Create Space Independent Publishing Platform.
• Sumathi Renganathan and co.’s Introducing Professional Communication Skills for Under-
graduates published by Oxford Fajar.
109
Lesson 4: Participating in Debates
Lesson Overview
In this lesson, students will be exposed to Asian parliamentary debate, which is the common
format for debating in schools nowadays. Students learn the structure, motion, speaker roles, and
organization of debate speeches. They will work on activities that provide proper skills training
necessary to perform in an actual debate match.
At the end of the lesson, learners should be able to:
1. identify different debate formats;
2. identify different roles in debates;
3. engage in a communicative situation using acceptable, polite, and meaningful communicative
strategies (EN11/12OC- 21);
4. Use the principle of effective speech delivery focusing on:
6. value the knowledge and skills used in debate.
Diagnostic Test
Post the following questions on the board and ask the students to work on them in pairs. Ask
the students to write their answers using/following the chart below.
Directions: Select the best answer to each question about debate.

1. How many debaters/speakers does an Asian Parliamentary have?
A. Two government speakers and two opposition speakers
B. Three government speakers and three opposition speakers
C. Four government speakers and four opposition speakers
D. Five government speakers and five opposition speakers
2. How long does a constructive speech in an Asian Parliamentary Debate take?
A. 4 minutes
B. 5 minutes
C. 6 minutes
D. 7 minutes
3. What do you call the brief interruption or interjection in an Asian Parliamentary debate where
the opposite side is given the chance to ask questions, to rebut arguments, or to advance a stand
against the current speaker?
110
A. Constructives
B. Rebuttals
C. Point of Information
D. Reply
4. How long is a member of an opposing team have to give a question or a rebuttal against the
current speaker in an Asian Parliamentary Debate?
A. 15 seconds
B. 4 minutes
C. 2 minutes
D. 7 minutes
5. It is called a four minute bias adjudication speech which is given to one representative per side
in an Asian Parliamentary Debate.
A. Constructives
B. Point of Information
C. Reply
D. Rebuttal
6. It is a type of motion (proposition) which gives leeway or room for the government side in
defining the motion.
A. Open Motion
B. Semi-closed Motion
C. Closed Motion
D. Affirmative Motion
7. Which among the following examples is a closed motion?
A. This house believes that Sin Tax in third world countries does more harm than good.
B. This house believes that the government should apologize.
C. This house would improve the tax system.
D. This house believes that people should protest.
8. It is the term used in debating to refer to the way how a speaker speaks. This includes volume,
gestures, and pronunciation.
A. Matter
B. Method
C. Manner
D. Motion
9. What do speakers do when they make rebuttals?
A. introduce a new or fresh arguments
B. argue against arguments raised by the opposing side
C. raise arguments that support the opposing side
D. summarize their own arguments
111
10. Who decides which side or team wins in a debate match?
A. Adjudicators
B. Arbitrators
C. Coaches
D. Tournament Director
Answers:
1. B 6. B
2. D 7. A
3. C 8. C
4. A 9. B
5. C 10. A
Instructional Plan
A. Motivation
A. Argumentative Activity
Show or announce this topic in class:
Students in this school/university should not be required to wear school uniforms.
Tell your students that they are going to silently write on a small piece of paper what they feel
about the topic. Have them choose one from the following:
A. Strongly agree
B. Agree
C. Disagree
D. Strongly disagree
After the students have written what they feel about the topic, remind them to write their name
along with their choice. Then collect the pieces of papers from your students.
Tell the class that you will be assigning them to four different groups according to their answers.
Give the groups at least 15 minutes to discuss and list the reasons why they chose strongly agree,
agree, disagree, or strongly disagree. Have each group select a representative to share their group’s
work in class.
Ask a student to read out loud the learning outcomes found on page 124 of their textbook.
Different Debate Formats, page 125

Call another student to read aloud the paragraph about the different debate formats. Then ask:
Which of the following debate formats are you familiar with?
112
A. Oregon-Oxford debate
B. Lincoln Douglas debate
C. AustralAsian debate
D. Team Policy debate
E. British Parliamentary debate
Since the textbook only focuses on Asian Parliamentary debate, you can write the following on
a visual aid or you can put these details as an electronic presentation:
A. Oregon-Oxford Debate Format
There are three speakers/debaters for both the Affirmative Side and Negative Side.
Speaking Order
1. First Affirmative Speaker - Constructive Speech
2. First Negative Speaker- Interpellation of the first affirmative speaker
3. First Negative Speaker - Constructive Speech
4. First Affirmative Speaker - Interpellation of the first negative speaker
5. Second Affirmative Speaker - Constructive Speech
6. Second Negative Speaker - Interpellation of the second affirmative
7. Second Negative Speaker - Constructive
8. Second Affirmative Speaker - Interpellation of the second negative
9. Third Affirmative Speaker - Constructive Speech
10. Third Negative Speaker - Interpellation of the third affirmative
11. Third Negative Speaker - Constructive Speech
12. Third Affirmative Speaker - Interpellation of the third negative
Rebuttal of the Team Captain of the Negative Side
Rebuttal of the Team Captain of the Affirmative Side
Duration
Constructive Speech: Minimum of five (5) and maximum of seven (7) minutes
Interpellation: Five (5) minutes
Rebuttal Speech: Three (3) minutes
Issues for Debate

A. Necessity of what is being proposed
B. Beneficiality of what is being proposed
C. Practicability of what is being proposed
Modified/Adapted from http://alljectsart.blogspot.com/2011/01/rules-of-oxford-oregon-debate.

html (Accessed on March 27, 2016)
113
B. Lincoln Douglas Debate Format
There are only two speakers debating, one for each side (a one on one debate style).
Speaking Order
Affirmative Constructive - 6 minutes

Negative Cross-Examination – 3 minutes
Negative Constructive/Negative Rebuttal – 7 minutes
Affirmative Cross-Examination – 3 minutes
First Affirmative Rebuttal – 4 minutes

2nd Negative Rebuttal – 6 minutes
2nd Affirmative Rebuttal – 3 minutes
Lincoln Douglas is primarily focused on competing or challenging values.

A typical example is the equality v. liberty resolution - "Resolved: A just social order ought to
place the principle of equality above that of liberty."
(Taken from Lincoln-Douglas Format and Sample Resolutions http://www.whitman.edu/aca-
demics/whitman-debate)
In this resolution/proposition, the aim of the debate should be to establish which between
the two values is of greater significance in an objective or just social stability.
C. AustralAsian Debate Format

There are three speakers/debaters for both the Government Side and Opposition Side.
Speaking Order
Prime Minister: 7 minutes

Leader of Opposition: 7 minutes
Deputy Prime Minister: 7 minutes
Deputy Leader of Opposition: 7 minutes
Government Whip: 7 minutes
Opposition Whip: 7 minutes
Reply Speaker (only for Leader of Opposition or Deputy Leader of Opposition: 5 minutes
Reply Speaker (only for Prime Minister or Deputy Prime Minister): 5 minutes
Modified/Adapted Daniel’s Blog Project retrieved on March 27, 2016 at

http://vote-for-daniel.blogspot.com/2011/05/english-debate-introduction-to.html
114
D. Team Policy Debate Format
There are two speakers or debaters for each side—3 for Affirmative and 3 for Negative
Speaking Order
1st Affirmative Constructive – 8 minutes

Negative Cross-Examination of Affirmative – 3 minutes
1st Negative Constructive – 8 minutes
Affirmative Cross-Examination of Negative – 3 minutes
2nd Affirmative Constructive – 8 minutes
Negative Cross-Examination of Affirmative – 3 minutes
2nd Negative Constructive – 8 minutes
Affirmative Cross-Examination of Negative – 3 minutes
1st Negative Rebuttal – 5 minutes
1st Affirmative Rebuttal – 5 minutes
2nd Negative Rebuttal – 5 minutes
2nd Affirmative Rebuttal – 5 minutes
Adapted from Policy Debate. National Speech & Debate Association, National Forensic
league. Accessed on March 27, 2016 at http://www.speechanddebate.org/policy.
E. British Parliamentary Debate Format

There are four teams in the British Parliamentary debate format, which makes it so dif-
ferent from the other debate formats because it involves four teams rather than just two.
Speaker Time
Prime Minister 7 minutes
1st speaker for 1st proposition:
Leader of Opposition 7 minutes
1st speaker for 1st opposition:
Deputy Prime Minister 7 minutes
2nd speaker for 1st proposition:
Deputy Leader of Opposition 7 minutes
2nd speaker for 1st opposition:
Member of Government 7 minutes
1st speaker for 2nd proposition:
Member of Opposition 7 minutes
1st speaker for 2nd opposition:
Government Whip 7 minutes
2nd speaker for 2nd proposition:
Opposition Whip 7 minutes
2nd speaker for 2nd opposition:
115
Remember that what you will share are the basic formats or structures of the different debate
formats.
For more details on the intricacies of each format, which include motions, mechanics, and ru-
diments of debating you can use the following links:
• Oregon-Oxford Debates
Rules of Oxford Oregon Debate
http://alljectsart.blogspot.com/2011/01/rules-of-oxford-oregon-debate.html
• Austral Asian Debates

EDSA’s English Blog Contest retrieved on March 27, 2016 at http://edsaenglishcontest2011.
blogspot.com/2011/02/australia-asia-debate-is-form-of.html
• Daniel’s Blog Project retrieved on March 27, 2016 at http://vote-for-daniel.blogspot.

com/2011/05/english-debate-introduction-to.html
• Team Policy Debate

Policy Debate. National Speech & Debate Association, National Forensic league. Accessed
on March 27, 2016 at http://www.speechanddebate.org/policy
• Cross-Examination (Policy) Debate. International Debate Education Association Accessed

on March 27, 2016 at http://idebate.org/sites/live/files/standards/documents/rules-cross-ex-
amination.pdf
• British Parliamentary Debate

An Introduction to British Parliamentary Debating at http://www.sofiadebaters.com/docs/
default-source/textbooks-and-guidelines/an-introduction-to-british-parliamentary-debating.
pdf?sfvrsn=2
• Summary of the Four-Team British Parliamentary Debate at https://www.utech.edu.jm/

UDPSS/Documents/General%20Information/SUMMARY%20OF%20FOUR-TEAM%20
BRITISH%20PARLIAMENTARY%20DEBATE.pdf
• For advanced debating (especially for those students who want to join debate clubs or de-
bate tournaments) you can visit: Monash Association of Debaters Guide to Debating – Tips,
Tactics, and First Principles at http://www.monashdebaters.com/downloads/Schools%20
Training%20Guide.pdf
Say: Like I said in this lesson, we are going to focus more on Asian Parliament debate, which
is the format commonly used in tournaments here and abroad.
116
Instruct your students to examine the format of Asian parliamentary debate and to get familiar
with the speaker names and order of delivery. [Take note that the ultimate goal of this lesson is to
train students on how to work as a team and to train them to think critically.]
[For high achievers you can later assign them to debate the Asian parliamentary following the
strict guidelines. But for the middle and lower achievers you can assign them to help each other
taking on a specific speaker roles.]
Motion, page 126

Instruct the students to read silently the topic about motion.
After the silent reading, you can call three students to read each type of motion one at a time.
Call on a student to read aloud what an open motion is. Then write the sample motion on the board:
This house would celebrate.
Then ask: What makes you think that this motion (point at it) is an open motion? Call on a few
students to answer the question. Write the gist of the answers on the board around the motion [like
a semantic web]. Then explain that it is an open motion because there are many unclear elements
involved like the word celebrate. Ask: What do you mean by it? Celebrate what? Why celebrate?
Who is going to celebrate? Explain further that more often motions like this may be prone to mis-
interpretations.
Call another student to read aloud what a semi-closed motion is. Then again write the sample
semi-closed motion on the board:
This house would improve the transportation system.
Ask: Why do you think this motion is called a semi-closed motion? Call on a few students to
answer the question and write the gist of their answers around the motion like you did for the first
sample. Comment that it is a semi-closed motion because there is a chance for the motion to be
defined, but there are still many terms which are vague and open for misinterpretations such as Who
will improve the transportation system? What part of it will be improved?
Call another student to read the what closed motion is. Write the sample motion on the board
and do the same thing like you did for the first two examples.
This house believes that child labor should be tolerated in third world countries.
Then you can ask your students to work on a group activity.
117
For Higher Achievers

Write your own sample motions—two motions for each type using the topics below. One ex-
ample is done for you.
Topic Open Motion Semi-closed Motion Closed Motion

Military in the This house believes in This house believes This house believes
Philippines change that Philippines should that Philippines should
increase its budget significantly increase its
military budget
Child Labor
Social Network-
ing Sites
Abortion
For Intermediate
Activity A
Categorize the following examples by writing the motions in the corresponding column for the
type of motion. Be ready to explain your answers in class.
Open Motion Semi-closed Motion Closed Motion
118
Motions:
1. This house believes that testing should be banned.
2. This house believes in bombs.
3. This house believes that beauty pageants in universities should be prohibited.
4. This house believes that adversing is harmful.
5. This house believes in forever.
6. This house believes in the right of women to choose .
7. This house believes that violent video games should be prohibited to children.
8. This house believes in utopia.
9. This house believes that Safe Sex should be promoted through Education at Schools.
Activity B
Write your own sample motions—one motions for each type using the topics below. An example
is done for you.
Topic Open Motion Semi-closed Motion Closed Motion
Military in the This house believes in This house believes This house believes
Philippines change. that Philippines should that Philippines should
increase its budget. significantly increase its
military budget.
Social Network-
ing Sites
For Beginners
Categorize the following examples by writing the motions in the corresponding column for the
type of motion. Be ready to explain your answers in class.
Open Motion Semi-closed Motion Closed Motion
Motions:
1. This house believes that testing should be banned.
2. This house believes in bombs.
3. This house believes that beauty pageants in universities should be prohibited.
119
4. This house believes that adversing is harmful.
5. This house believes in forever.
6. This house believes in the right of women to choose.
7. This house believes that violent video games should be prohibited to children.
8. This house believes in utopia.
9. This house believes that Safe Sex should be promoted through Education at Schools.
Answers:
1. Semi-closed 6. Semi-Closed
2. Open 7. Closed
3. Closed 8. Open
4. Semi-closed 9. Closed
5. Open
The Seven-Minute Constructive Speech, page 126

Call a student to read the paragraph on constructive speech. Then you can say: In a formal debate
competition, it is required for every speaker to deliver a 7-minute speech for the constructive. But
adjustments in terms of duration of time for the constructives may be done for classroom activities.
You can show or illustrate to your students how the 7 minutes may be structured. Point out that
it is just a suggestion based on how debaters usually deliver their constructives. You can write the
following on the board or you can make a PowerPoint presentation.
First minute • Introduce your case if you are the first speaker (case to case rela-
tive to speaker role).
- Define terms or establish the spirit of the motion (Government).
- Present rebuttals before going to your case (Opposition).
• The first minute is a protected minute, which means no one is
allowed to give/offer any point of information (POI) for the speaker
to establish his or her case.
Second minute • Arguments are discussed/forwarded from the 2nd to the 6th min-
ute.
• If you have 2 or 3 major arguments, distribute them properly so
Third minute you will be able to discuss them all within the time frame.
Fourth minute • Strategize getting POIs here. Get at least 2 POIs and get each one
Fifth minute after discussion of a major argument and/or before going to your
next argument.
Sixth minute
Seventh minute • Other than the first minute, the last minute is also considered a
protected minute where no more POIs can be offered.
• This is where you tell the adjudicators and audience of what you
have told them the entire time reminding them the major points you
have discussed.
120
Point of Information (POI), pages 126-127
Tell the students that the content of the constructive speech is relative to the speaker role which
will later be discussed and illustrated. Then call on a student to read the paragraphs about the point
of information. You can remind your students of the video on debate they have watched.
Ask: Do you remember in the video that members of the opposing side stand up and extend their
hands saying point sir/madam? Then say: That is how POI is offered in Asian parliamentary debate.
You can ask: Again, if acknowledged by the current speaker, how long does a debater have to
speak for the POI? Call a student to answer.
Say that a debater is only given 15 seconds to offer a POI. This is one of the reasons why many
seasoned debaters keep on training—to master the art of asking a good question, forwarding an
argument, or giving a rebuttal in only a span of 15 seconds.
Reply, page 127

Call a student to read the paragraph about the reply speech. Then you can ask the class: Why is
it again called a bias adjudication? Call on a few students to answer the question.
Say that a reply speech is only spoken for four minutes. Then ask: Who do you think gives the reply
speech? Call on a few students to answer the question and ask them to support their answer. Then
say again that the first and second speakers may deliver the reply because they have time to prepare
unlike the third speaker who is expected to have just spoken before the time for the reply speech.
Speaking Time (Constructive Speech, POI, and Reply), page 127

Instruct the class to read the paragraphs about the speaking time. Say that again, the three important
speaking time a debater should consider are the constructive speech, the POI, and the reply speech.
Before discussing the roles of speakers, you can first ask your students of what they know about
the roles or from what they have observed in the video.
You can write on the board the speakers like the one below.
On one side of the board:

Government Roles:
Prime Minister
Deputy Prime Minister
Government Whip
121
On the other side of the board:
Opposition Roles:
Leader of the Opposition
Deputy Leader of the Opposition
Opposition Whip
Call on students to write what they know or at least what they think the roles of the speakers
posted on the board. Call on a student at a time or you may call two students—one to write on the
government speakers and the other one on the opposition speakers. Call it off when you see that
there are already substantial ideas in the columns. Then say: Let us now find out how much of your
ideas are really appropriate to the speaker roles. Direct the students to go to page 128 of their book
and have them examine the roles of speakers in an Asian parliamentary debate.
After giving time for reading, you can ask: Have you noticed the first on the list of roles for the
entire government team and on the first of opposition team? Elicit from your students the answer
definition. Then give a follow-up questions: What do you think is meant by defining the motion?
How do you define the motion? Call a few students to answer the questions.
Write the gists of students' answers on the board. Then you can give your take on what definition
means in a debate and how to define terms in a debate.
Say: When you define important or majors terms in the motion, make sure that they are clear or
well-defined, and your definitions must have logical link or connection to the motion. In the debate
community, they have what they call defining the spirit of the motion, which means you define terms
according to what the motion calls for or asks for. In giving definitions for the motion, you must
pinpoint concepts that need to be clarified (not necessarily defining or explaining every word in the
motion) and define them in a way that is simple and in the spirit of the motion. This means that you
should keep to what the motion is intended to be about.
Have the students examine an example. Write this motion on the board:
Motion: This house believes that child labor should be tolerated in third world countries.
Ask: What do you think are terms which need to be defined? Call on a few students to answer.
You need to elicit the following answers:
1. Child
2. Labor
3. Child Labor
4. Tolerated
5. Should be tolerated
6. Third world countries
122
Call on a few students to define the terms they have given. You may use the following guide
questions to facilitate relevance to the spirit of the motion:
1. When you say child, how old must a child be? Children under 12 years old?
2. What is labor? What kind of labor will you be talking about in the context of the motion?
3. When you say tolerate, does it equal to legalize? Why or Why not?
4. Which countries do you think are considered third world?
5. When does a particular country labeled as third world?
6. Why do you think should child labor be tolerated particularly in the third world?
With the right context of questioning, you will guide your students to understand how to define
terms in debating. Write the gists of their answers on the board. Then ask: What about the spirit of
the motion? What does the motion want? Call a few students to answer the questions.
Say that the definitions they give should be operationalized, and like what they have read them
need to avoid truism and squirrel. You can ask a comprehension check question like—What are
truisms and squirrels again? Call a few students to answer the question. Then you can ask: Who can
give us examples of a truism and a squirrel in a debate? Call on a few students to give examples but
give them a little room to think because this is something new to some if not most of your students.
Then you can discuss the following to concretize the concepts of truism and squirrels.
Say: A truism is an issue raised for debate which is not debatable. When do we say that an issue
is not debatable because it is truism?
It is truism and therefore not debatable if it merely supports the status quo without any opinion
or contention.
Examples:
• Guns kill people.
• Water is important for man to survive.
• Vandalism is bad.
Reiterate: How can your argue against the obvious?

Then ask: What is a squirrel motion?
It is squirrel when the motion or issue defined departs entirely from what the intended meaning
is supposed to be.
Example:
“This house believes that NATO should be abolished.”
Explain: In the spirit of the motion, NATO is regarded as the North Atlantic Treaty Organiza-
tion. But the debaters talked about NATO referring to a famous band in the 80’s. This is a squirrel
because the debaters set the debate in an entirely different context.
At this point you can discuss Matter, Method, and Manner in debate. Say: To become effective
in debating, three major factors should be considered—these are Matter, Method, and Manner.
Call a few students to give any ideas they have on the terms mentioned. You may ask the following
discussion questions one at a time.
123
1. What do you think is meant by matter in a debate?
2. What about manner?
3. What is method in the context of debating?
Write on the board the gists of the answers of your students. Then you can write the following
on a visual aid or you can prepare an electronic presentation.
Method is how your speech is organized and how it works well with the entire case of your
team. There are three major components of method: internal or individual method, team meth-
od, and how your speech responds to the dynamics of the debate.
• Internal or Individual Method includes how the speaker outlined or structured his argu-
ments and how he performed his designated role or responsibility. e.g. How the speaker
introduces his/her arguments, how he/she discusses these arguments, and how he/she
closes his/her speech.
• Team Method includes the allocation of roles and responsibilities and the outline or or-
ganization of the arguments of the whole team. Preferably the three speeches of the team
should be consistent with each other. They should be expansive and not repetitive.
• The dynamics of the debate includes how to respond to the Points of Information raised,
and the effectiveness, acceptance, and relevance of rebuttals.
The following are suggested techniques on how you could properly use method in a debate:
1. Outline your team’s main arguments.
2. Make the team split (what the speakers will be specifically talking about) clear to the adjudi-
cators and to the audience.
3. The stand and definition of the motion must be made clear so that all the members will be
consistent and will be arguing on the same line of attack.
4. Make sure the team members do not contradict each other.
Manner is probably the most subjective aspect of debating. There are many different ways us-
ing manner to get your meaning across. It is actually the way in which you deliver your speech.
The following are most important aspects of manner in debating:
• Use of voice
• Gestures
• Use of notes
• Eye contact
• Use of humor
The following are suggested techniques on how you could properly use manner in a debate:
1. Be pleasant and smile at the audience.
2. Do not speak too fast.
3. Pause between ideas for emphasis and to let them sink into the audience.
4. Do not forget to use appropriate facial expressions and body language (gestures) to enliven
your speech.
124
After discussing Matter, Method, and Manner, you can now review to your class how to structure
the seven-minute constructive speech. Tell your class to turn to page 129 of their book and examine
the sample speech outline for a first speaker or prime minister. You can discuss again the minute by
minute structure. Call on students to read aloud the content of the outline per minute. Then divide
the class into five groups and ask them to work on the activity that follows. Write the five remaining
speaker roles [DPM, GW, LO, DLO,OW] in small pieces of papers which will be used for drawing
of lots. Tell the groups to choose their leaders. Ask the group leaders to come forward to pick from
the bowl the speaker role they are going to work with. Tell them to use the sample seven-minute
speech outline found on page 129, and have them do the same thing with the role they are assigned
to work with. You can write on the board the template or simply tell your class to follow the one
on page 129. Tell your class that they can also use the chart on speaker roles found on page 128 to
guide them in their particular speaker role.
Speaker Role: _________________________

First minute
Second minute
Third minute
Fourth minute
Fifth minute
Sixth minute
Seventh minute
Instruct the groups to upload their work in the class website for others to comment. Say: Revise
your work considering the comments of the other groups, then repost with the label revised speaker
role.
Tell your class that the output of the activity may be used as a reference in the future for those
who would like to pursue a career in debating or they can use it as reference to give to those they
know who are required to do debates.
Organizing Your Arguments, pages 129-130

After the activity you can proceed to the topic "Organizing Your Arguments." Call a student
to read the first paragraph found at the bottom of page 129 of the textbook. Then you can say: The
heart of every debate is the quality of arguments presented.
125
Tell your students to read silently the paragraphs about the claim, analysis, and illustration found
on pages 129-130. Then you can ask discussion questions like the ones below.
1. How is a claim similar to a topic sentence [of an essay]?
2. Why do you think asking the questions why and how important? How will it help preparing a
good argument?
3. How do examples or illustraions help your argument?
Call a few students to answer the questions.

Say: For your assignment, log on to Go to S446.photobucket.com/user/oralcommtoday1/library.
Click on the video entitled unit3-Lesson4: Asian Parliamentary Debate. Tell your students to watch
a debate match and have them note the following:
A. Definition of terms in the motion
B. Clash of the Opposition
C. Arguments presented by each side
D. POIs
E. Reply speeches
In the next meeting, have the students answer the following:
1. Which team do you think should win the debate match? Why?
2. Did the government side present a good case? Why or why not?
3. Did the members of both teams give POIs? Were the POIs given relevant?
4. What do you think should be the basis for judging the debate?
Speak, page 32
Have the students accomplish this task.
This activity is intended to train you how to prepare and deliver an argument following the
structure provided previously. Follow the instructions carefully.
1. Work with a group of six members, and divide the group further into two groups with three
members for each side.
2. Toss a coin to figure out who gets to be in the government or the opposition on the motion.
3. With your teammates, brainstorm how you are going to argue for the motion, “THBT Child
Labor should be tolerated in third world countries.”
4. Assign each member to prepare one argument to forward the team’s case. Each member
should prepare an argument to be delivered for at least two minutes.
5. Please be reminded that this is just a practice on how to deliver an argument. There is no
need for a POI.
126
6. Use the following structure:
Claim:
Analysis: Why?
So What?
How? (Only if necessary)
Illustration:
7. Take turns in delivering the arguments using the following speaking order:
a. PM – 2 minutes
b. LO – 2 minutes
c. DPM – 2 minutes
d. DLO – 2minutes
e. GW – 2 minutes
f. OW – 2 minutes
Tell your class to grade the performance of their groupmates using the rubric found on page
132 of their textbook.
C. Processing
Conduct a class discussion. Have the students answer the questions on page 131.
1. How should motion on debate be defined fairly?
2. How does the roles of DPM differ from the roles of DLO?
3. Give example for each of the motion
a. Open motion
b. Semi-closed motion
c. Closed motion
127
4. What is the importance of formats and procedures in conducting debates?
5. Do you like debates? Why or why not?
Assessment, page 133
1. Differentiate the three types of motions and give an example for each type.
2. Give one example of a truism and one of a squirrel based on the motion below.
Motion: This house believes that single-sex (exclusive) schools are good for academic development
A. Truism _________________________________________________________
B. Squirrel _________________________________________________________
3. Briefly discuss the role of speakers.
Speaker Role/s
Prime Minister
Leader of Opposition
Deputy Prime Minister
Deputy Leader
Government Whip
Opposition Whip
128
4. Briefly discuss the following types of speaking in a debate.
A. Constructive speech
B. Rebuttal
C. Point of Information
D. Reply Speech
assessment into group one, the ones who got middle scores into group two, and the ones who
got high scores into group three.
Remediation
Go to S446.photobucket.com/user/oralcommtoday1/library and click on the video titled
"Chapter 3–Lesson 3B: Debate Match 2.” Watch another debate match and answer the following:
1. Which team do you think should win the debate match? Why?
2. Did the government side present a good case? Why or why not?
3. Did the members of both teams give POIs? Were the POIs given relevant?
Reinforcement
Choose six (6) representatives to debate on a particular motion. Assign the six members, three
to government side and the other three to the opposition. The remaining members will further
be divided into two groups and be assigned to help either government side or opposition side of
their group. Leave one member to act as an adjudicator to facilitate the flow of the debate. Tell
this member that he or she will not really adjudicate but to just call to order and facilitate the
flow of the match. The non-debaters will help the debater representatives to construct arguments.
Debate on the motion, “THBT Reality TV shows do more harm than good.” You only have 3
minutes (not 7minutes) each for your constructives; still 15 seconds for POI; and only 2 minutes
for reply speeches. Video the debate match and upload the video for comments or evaluation
of your classmates.
129
Enrichment
Choose six (6) representatives to debate on a particular motion. Assign the six members—three
to government side and the other three to the opposition. The remaining members will further
be divided into two groups and be assigned to help either government side or opposition side of
their group. Leave one member to act as an adjudicator to facilitate the flow of the debate. Tell
this member that he or she will not really adjudicate but to just call to order and facilitate the
flow of the match. The non-debaters will help the debater representatives to construct arguments.
Debate on the motion, “THBT Single-Sex Schools (exclusive schools) are good for edu-
cation.” You are given 5 minutes (not 7minutes) each for your constructives. The rest of the
required time for debate will be followed—15 seconds for POI and 4 minutes for reply speeches.
Video the debate match and upload it for comments or evaluation of your classmates.
E. Reflection
Wrap Up, page 123
A. Ask: How do we engage in a debate properly? Call several students to answer.
Additional Reading
Use internet resources to learn more about Asian parliamentary debates. You can key in
“Asian Parliamentary Debate,” “Debate formats,” or “debate.” Try one particularly authored by
Colm Flynn. You can also directly key in Colm Flynn's Debating Tutorial.
130
Form a group of six members and then divide your group into two. Toss a coin to know which
team will be Government or Opposition. Your teacher will assign a specific motion to your group.
Discuss and come up with arguments using the structure provided on how to write an argument
(claim, analysis, and illustration).Video your debate.Your video will be shown in class for evaluation.
The criteria below will be used:
3 2 1
Claim The claim shows a There is an idea The idea is not related
very clear idea of why present but not clearly to the motion.
the speaker is for or relevant to the motion.
against the motion.
Analysis The analysis provides The analysis provides The analysis does not
relevant answers or answers or reasons provide a clear sup-
reasons to support to support claim, but port to the claim.
the claim. The ques- does not clearly link
tions why, so what, the answers to the
and how are clearly questions why, so
answered. what, and how.
Example A relevant example is An example is given. There is no example
given. at all.
SELF-ASSESSMENT
Write a half-page description about how a person becomes proficient in oral presentation or oral
reporting and how proficient you consider yourself to be in giving oral presentations.
131
Chapter 4 Oral Communication in Work and Social
Settings
CHAPTER OVERVIEW
This chapter gives general views about the benefits of public speaking—how learning it could ac-
tually help accuracy and fluency in the English language, which is valuable for speaking in any given
situation. In this chapter, students will study and practice different techniques used to develop essential
skills for delivering public speeches, specifically informative, persuasive, and entertaining speeches.
CONTENT STANDARD
The learner realizes the rigors of crafting one’s speech.
PERFORMANCE STANDARD
The learner proficiently delivers various speeches using the principles of effective speech delivery.
1 Preparing and Delivering an Informative Speech

Lesson
Lesson Overview
Lesson one exemplifies or characterizes the principles of effective informative speech delivery
in particular situations centering on modulation of voice, stage presence, gestures and facial expres-
sions, and rapport with the audience. Rhetorical methods in organizing informative speeches, such
as chronological, sequential, spatial, cause and effect, and topical are explicitly discussed.
LEARNING OUTCOMES
At the end of this lesson, the learner should be able to:
1. Use the principles of effective speech writing focusing on:
2. Use the principles of effective speech delivery in different situations focusing on
5. value the skills in writing and delivering persuasive speeches.
Diagnostic Test
Post the following on the board written on any large paper or as an electronic presentation. Ask
the students to write their answers on their notebooks.
132
Directions: Select the best answer to each question about contexts of communication. (10 points)
1. Informative speeches can offer many benefits to listeners, but the most important effect should
be their _______________.
A. Substantial knowledge of the topic
B. Trust that the speaker is trustworthy and credible
C. Refinement of opinion on the topic
D. Satisfaction of how the topic was discussed
2. The following are purposes of giving an informative speech except
A. To enhance audience’s knowledge or ideas on certain issues
B. To change or alter audience’s understanding about something
C. To supplement audience’s knowledge on a certain topic or issue
D. To let audience know advantages and disadvantages of a phenomenon
3. When delivering an informative speech about the rate of frequency of high blood pressure among
different age groups, the most important way to present the topic would be to use:
A. Examples
B. Demonstration
C. Testimonies
D. Statistics
4. If you were delivering an informative speech about the consequences of smoking, you may
want to use:
A. Topical/Logical
B. Spatial
C. Cause-effect
D. Sequential
5. The speaker’s first step in preparing content for an information speech is _____.
A. Drafting an outline
B. Reading references about the topic
C. Choosing a rhetorical method
D. Practicing how to deliver the speech
6. Chronological order would be least useful with information about _______.
A. Why cosmetic surgery is harmful to women
B. The history of Philippine Education
C. Sequential steps in origami making
D. A visit/tour at the Senate of the Philippines
7. ____________ method of organization is used when presenting an idea that has several other
sub-ideas
A. Spatial
B. Sequential
C. Cause and effect
D. Topical/Logical
133
8. An informative speech that showed the circumstances which led to the EDSA revolution would
likely be organized according to ______ method.
A. Spatial
B. Chronological
C. Cause and effect
D. Topical/Logical
9. If your audience have no idea or experience with the topic of your speech, you should _________.
A. Persuade them to like the topic
B. Provide the background information they lack
C. Let them research the topic online
D. Change the topic of your speech
10. The _________ method organizes information based on how things appear based on geography
or floor plans.
A. Spatial
B. Chronological
C. Cause and effect
D. Topical/Logical
Answers:
1. A 6. A
2. B 7. D
3. D 8. C
4. C 9. B
5. B 10. C
Instructional Plan
A. Motivation
Preparing and Delivering an Informative Speech, page 135

You can ask the following preliminary discussion questions:
1. What is an informative speech?
2. What do you think should an informative speech contain?
3. Have you experienced giving an informative speech? How did you structure your speech?
Call a few students to answer the questions. You can ask the questions one at a time. Then
you can instruct your students to do silent reading. Have the students read silently the paragraphs
about the characteristics of an informative speech found on page 136 of their textbook.
After giving your students time to read, ask: Based on what you have read about an inform-
ative speech in terms of topic and goal, details, and organization, how does it differ from other
speech types that you know?
134
You can also ask students what other types of speech they know. Call a few students to
answer the question. Write the words informative speech on the board and write the gists of
the answers of your students around the words (clustering or semantic webbing). Then you can
proceed to the next topic.
Rhetorical Methods in Organizing Informative Speeches, page 137

Instruct your students to read the paragraphs about rhetorical methods in organizing inform-
ative speeches on pages 137-139. Have them examine the given examples.
After giving your students time to read, you can ask them again what they understand about
the different rhetorical methods. You can also ask them to work on the following activity.
Instruct your students to group themselves into 4-5 members and work on the task. Say:
In groups of 4-5 members, compare and contrast the five rhetorical methods in organizing in-
formative speeches. Present the chart below and tell them that they can use it to organize their
task. You can also suggest features for your students to discuss like structure, vocabulary, etc.
Rhetorical Method Different or specialized features exclusive to the

method
Chronological E.g. Structure or organization may be one of major signifi-
cant features you can discuss
Sequential
Spatial
Cause and effect
Topical/Logical
After the group work, you can proceed to the next session. You can give the differentiated
instructions at this point.
135
For High Achievers

Prepare outlines using all the five methods of organizing informative speeches. Decide on
new topics. Do not use the ones given in the sample outlines in your textbook. For every type
of method a new topic should be used.

Choose two among the five methods of organizing informative speeches and prepare an
outline for each method using particular topics that interest you. You should decide on new
topics. Do not use the ones given in the sample outlines in your textbook.
For Lower Achievers

Using the given cause and effect outline below (taken from the textbook), supply the sup-
porting topics for each major point. You can use the information on child labor you used in the
previous debate activity (Chapter 3 Lesson 4).
Cause-Effect Outline on Child Labor

Child labor is caused by the following factors: poverty, unemployment, and lack of education.
I. Poverty
A. Support #1
___________________________________________________________
___________________________________________________________
B. Support #2
___________________________________________________________
___________________________________________________________
II. Unemployment
A. Support #1
___________________________________________________________
___________________________________________________________
B. Support #2
___________________________________________________________
___________________________________________________________
III. Lack of Education
A. Support #1
___________________________________________________________
___________________________________________________________
B. Support #2
___________________________________________________________
___________________________________________________________
136
After the group activity, you proceed to the next topic which is the structure of an inform-
ative speech.
Structure of an Informative Speech, page 139
You can first give the discussion questions based on the previous topic using the outlines
(details from the group activity on outlines of different methods).
1. Based on the outlines showing the different rhetorical methods in organizing informative
speeches, what do you think should be discussed in the introduction of an informative
speech?
2. How will you discuss the major points and supporting details you have in the body?
3. What do you think should be included in the conclusion?
Call a few students to answer the questions one at a time. Write the gists of the answers of
your students on the board so you can compare with the ideas on the book. Then direct them to
open their books page 139 and instruct them to read the topic about the structure of an inform-
ative speech.
Say: For your assignment go to http://s446.photobucket.com/user/oralcommtoday1/library
Click and view the video titled “Chapter 4– Lesson 1: Informative Speech." You will listen to
different short clips of informative speeches.
In the next meeting, instruct the students to do the following:
1. Choose one particular speech from the informative speeches you have listened to.
2. Discuss with your classmates which of the features in the section on informative speeches
contributed to the clear and smooth flow of delivery and explain why.
Have the students accomplish the following task:
1. In groups of four members each, come up with a speech in which the speaker talks
about any topic in this book. The speaker must use chronological, sequential, spatial,
cause-effect, or topical pattern. Use the elements to organize introduction, body, and
conclusion recommended in this lesson.
2. After the group finishes drafting the speech, the group will choose a speaker who will
practice delivering the speech.
3. When all groups are ready, each speaker will deliver his or her speech and the other
groups will assess the speaker’s performance based on the holistic rubris found on page
s140-141 of your textbook.
C. Processing
Allow students to answer the questions and let them share their answers in a class discussion.
1. How many main points should you have in an informative speech? Why?
2. What method of organization is appropriate for a speech on “How the Heart Pumps Blood
Around the Body”? Why?
137
3. Choose your own topics and give sample outlines using the following methods:
a. chronological
b. spatial
4. What tips can you add to what is already given in the discussion in this lesson?
Have the students accomplish the following:
1. Discuss the structure/organization of the following rhetorical methods in organizing inform-
ative speeches. Give a sample outline for each.
A. Chronological
B. Topical/Logical
2. What should the introduction of an informative speech contain?
Remediation
Go to S446.photobucket.com/user/oralcommtoday1/library and click on the video titled
Chapter4–Lesson1B: Informative Speech 2. Watch and listen to the informative speech, and
use the rubric found on pages 140-141 to rate the performance. Discuss what went well in the
performance and what went wrong. Write down your observations.
Reinforcement
Choose one (1) from the two (2) outlines you have prepared in the previous activity. Develop
the outline into a full blown informative speech. Take turns in delivering the speech until all the
members of the group have delivered the speech. Video record your performances so that you
can upload them to your website for your other classmates to comment.
Enrichment
Choose two (2) from the five (5) outlines you have prepared in the previous activity. Develop
the two outlines into full blown informative speeches. Take turns in delivering the speeches until
all the members of the group have delivered the speeches. Video record your performances so
that you can upload them to your website for your other classmates to comment.
E. Reflection
Wrap Up, page 141
A. Ask: How does a speaker prepare and deliver an engaging and effective informative speech?
Call several students to answer.
138
Additional Reading
Sumathi Renganathan and company in their book Introducing Professional Communication Skills
for Undergraduates discuss informative speeches in Chapter 4, published by Oxford Fajar in 2011.
Lesson 2 Preparing and Delivering a Persuasive Speech
Lesson Overview
This lesson provides guidelines in preparing and delivering persuasive speeches. It comprehen-
sively discusses the methods provided by Aristotle—ethos, pathos, and logos. Exercises provide
students with opportunities to practice skills necessary to convince other people to believe them in
some ways. In doing so, students are expected to learn different skills by actually performing them.
Learning Outcomes
At the end of this lesson, the learner should be able to:
1. Use the principles of effective speech writing focusing on:
2. Use the principles of effective speech delivery in different situations focusing on
5. value the skills in writing and delivering persuasive speeches.
Diagnostic Test
Post the following questions on the board and ask students to work individually. Tell your stu-
dents to write their answers on a one whole intermediate paper. They may also opt for another way
of answering the questions. [Note that you also have the option to give this pretest orally calling
students to answer the questions—impromptu or extemporaneous speaking.
139
1. How do you convince other people to do something they don’t normally do?
2. Do you have strategies or techniques when you try to convince others?
3. Why do you think the following are important when you try to persuade other people to believe
you or to do things you want them to?
A. Convincing others or your audience using authority—experts, researches, or statistics
B. Evoking or appealing to the emotions of you audience or listeners
C. Using logical thought or reasoning
Instructional Plan
A. Motivation
Ask your students to visit http://s446.photobucket.com/user/oralcommtoday1/library. Tell
them to click and view the video titled “Chapter 4–Lesson 2: Convince Me and have them listen
to different short clips of persuasive speeches. Then you can ask preliminary discussion questions
like the ones below.
1. How do the speakers in the different video clips introduce their speeches? Are their any simi-
larities you observed?
2. Did the speakers use signposting in previewing the major points to be discussed?
3. How did the speakers discuss or develop their main points in the body of their speeches?
4. How did the speakers conclude or end their speeches?
Alternative Activity for Motivation
You can pre-assign at least 10 of your students to bring an important item they posses e.g.
novels, gadgets, etc. Tell them that you are going to give them at least a minute or two to convince
their classmates to buy the stuff they have (play pretend on selling something). Tell them to be as
persuasive as they can. Say: In a minute or two, sell the item/product you have to the class. Your goal
is to convince them why they should buy what you sell.” After the 10 students presented, you can ask
the rest of the class: If you were to buy among the 10 items sold, which ones will you pick and why?
Call a few students and write the gists of their explanation on the board.
You can ask the following preliminary discussion questions:
A. What is a persuasive speech?
B. How different is persuasive speech from an informative speech?
Call on a few students to answer the questions. You can ask the questions one at a time. Then
you can instruct your students to do silent reading.
140
Characteristics of Persuasive Speeches, page 143
Tell the class to read silently the paragraphs about the characteristics of a persuasive speech found
on page 143. After giving your students time to read, you can ask them a discussion question—What
makes a speech persuasive? You can tell your students that they can answer the question based on
what they know or understand about the following:
A. Goal of persuasive speech
B. Who the audience is/are
C. The kind of voice used in a persuasive speech
(What is meant by unbiased remarks?)
Call on a few students to answer the questions. Then you can proceed to the next item which
is focus of persuasion.
Focus of Persuasion, pages 143-144

Tell the class to read silently the paragraphs about the focus of persuasion—fact, value, and
policy found on pages 143-144. You can tell your students to work with a seatmate.
Say: With a partner give an example of your own for each of the following:
A. Fact
B. Value
C. Policy
Have the students explain why you say that your examples are considered fact, value, or policy.
Call on a few pairs of students to share their work. Then instruct your students to do another silent
reading.
Methods of Persuasion, page 144

Review comprehension questions:
1. Briefly distinguish Ethos, Pathos, and Logos
2. Give one example for each.
Call on a few students to answer the questions. To concretize concepts you can say:
• Ethos is defined as an appeal to authority and credibility. It is a means of persuading an
audience using the reliable character or credibility of the person, speaker or writer, or the
credibility of the argument.
• Pathos is defined as the way of using a persuasive argument by stimulating emotional
reactions in the audience/reader.
• Logos is defined as an appeal to reason. It is used to convince an audience by using logi-
cal thought, fact, and rationality.
Then you can give the differentiated instructions.
141
For High Achievers

Work on two activities. First, work on identifying methods of persuasion. Then second, give
examples of the three methods.
Activity 1
1. “Researches—conducted by professors at Cambridge University—suggest that peo-
ple should make reading a hobby to lessen the possibility of acquiring Alzheimer’s.
___________________ (ethos)
2. There is no doubt that you love your son; so buy these vitamins as they will help him to
get all his nutrients. _________________ (pathos)
3. “You don’t need to jump in front of a train to know it’s an insane thought; so why do you
need to try prohibited drugs to know if they’re damaging?” _______________ (Logos)
4. The sister of my colleague who has a PhD degree in nutritional science says that we
should start with organic diet if we want to stay healthy. _____________(ethos)
5. My wife who is a lawyer said that the penalty for violating intellectual property rights has
been made severe. _________________ (ethos)
6. “Taking care of the environment may not necessarily change your life now, but it will
surely change the lives of your children.” _________________ (Pathos)
7. “Dentists around the world are advising people to brush their teeth at least 3-4 times a
day to prevent cavities." _________________ (Ethos)
8. That is definitely not laptop. My laptop has a big scratch at the back cover. This laptop
has no scratch in it. Therefore, it cannot be mine. _________________ (Pathos)
Write five (5) of your own examples for each of the methods of persuasion.
Activity 2
Method of Persuasion Examples
Ethos 1.
2.
3.
4.
5.
Pathos 1.
2.
3.
4.
5.
Logos 1.
2.
3.
4.
5.
142
Work on two activities. First, work on identifying methods of persuasion. Second, give one
example for each of the three methods.
Activity 1
___________________ (ethos)
Write one of your own example for each of the methods of persuasion.
Activity 2
Method of Persuasion Example
Ethos
Pathos
Logos
143
For Low Achievers
Help each other examine the given examples and decide what method of persuasion is used for
each. Be ready to explain your answers. Write you answer on the space provided after each item.

___________________ (ethos)
Structure in Preparing and Delivering a Persuasive Speech, page 145
After giving your class the time to work on the activities, you can proceed to the discussion of
the structure in preparing and delivering a persuasive speech.
Say: Read and examine silently the structure of a persuasive speech found on page 145 of your
textbook. Then post or ask the discussion question—What features or characteristics do you think
make persuasive speeches different from other types of speeches?
To be more specific, you can just tell your students to compare the features of a persuasive
speech against the features of an informative speech. Call on a few students to answer the question.

Say: For your assignment go to http://www.youtube.com/watch?v=I476VHc3Ms. Watch and
listen to Martin Luther King Jr. deliver his famous speech, “I Have a Dream.”

Have the students form a group of four members to answer the following questions. Tell them
to write a summary of their answers on a sheet of paper.
1. What is the speaker trying to persuade the audience to do?
2. Who do you think is the intended audience of the speaker? Why the particular group?
3. What strategy/s did the speaker use in order to make the speech persuasive?
4. How did you feel about the speaker’s ideas as you listened to the persuasive speech?
5. Were you convinced by the speaker as you listened to the speech? Why or why not?
144
Have the students work on the following:
A. Work in groups of 3-5 members and create an advertisement where you must convince or
persuade your audience using the three types of appeals: ethos, pathos, and logos. Choose
the product you want to advertise, and you can use the chart below to help you begin.
Product Arguments
Ethos Pathos Logos
B. Each group will role-play or present their ads. Please be reminded that the goal of each
group is to convince the audience to buy their respective products.
C. Use the rubric found on pages 146-147 to assess your classmate’s speech. Give additional
comments on the blanks below the rubric.
C. Processing
Ask the students to answer the processing questions on page 146.
1. What are the differences between an informative speech and a persuasive speech?
2. What makes a speech persuasive?
3. What are the effective ways to convince people to agree with you?
4. What features distinguish persuasive speeches from the other types of speeches?
5. How does knowing the methods of persuasion help you write and deliver a speech?
6. What are the three focus of persuasion? Give a concrete example for each focus.
Have the students accomplish the following:
1. Discuss the three methods of persuasion and give an example for each.
A. Ethos
B. Pathos
C. Logos
2. Discuss the structure/organization of a persuasive speech.
A. What shout would you include in you introduction?
B. How will you develop the body of you speech?
C. How will you end your speech?
145
Remediation
Choose from among the three advertisements you have created for the previous speaking
activity. Get the copy of the script or copy of the video you have chosen from your teacher.
Practice the advertisement to deliver it again. Video record your version of the advertisement
and upload it to our website for comments from your classmates.
Reinforcement
Choose from among the three advertisements they have created for the previous speaking
activity. Get the copy of the script or copy of the video you have chosen from your teacher. Modify
or make necessary changes to improve the advertisement. Deliver your revised advertisement.
Video record it and upload it in our website for comments from your classmates.
Enrichment
Create another advertisement showing the methods of persuasion. Video your presentation
and upload it to our website for comments your classmates. Include at the end of your adver-
tisement an explanation of the use of ethos, pathos, and logos in your ad.
E. Reflection
Wrap Up, page 147
A. Ask: How do we engage in a debate properly? Call several students to answer.
Additional Readings
• Chapter 15 of Rudolph Verderber’s Speech for Effective Communication 2nd ed. discusses
persuasive speech. Published by Holt, Rinehart and Winston
• Rhetoric and Persuasion is discussed in Write for College: a student handbook by Patrick
Sebranek and company. Published by Houghton Mifflin in 2007.
• Persuasive and informative speeches are contrasted by Sumathi Renganathan and company in
their book Introducing Professional Communication Skills for Undergraduates, published by
Oxford Fajar in 2011.
146
Lesson 3 Preparing and Delivering an Entertainment Speech
Lesson Overview
This lesson distinguishes the term entertainment to refer to light-hearted humor, not entertain-
ment in broadest sense of the word. It helps students realize that they have to put more effort in
acquiring the skills in this type of speech because of its unique features. Students are expected to
learn different skills by actually performing them.
1. use the principle of effective speech writing focusing on
2. use principles of effective speech delivery focusing on
5. use principles of effective speech delivery in different situations (EN11/12OC- 24); and
6. Value the importance of entertainment speeches and the skills needed in preparing and delivering
them.
Diagnostic Test
Prepare questions written in small pieces of paper and put them in a bowl where students will
pick a question for an extemporaneous speaking activity.
Tell your students that you will be giving them a one minute extemporaneous speaking activity.
Tell them that they will pick one question from the bowl. Give your students at least five minutes
to organize their thoughts. Tell them that they can prepare a short outline which they can bring with
them when they deliver their speeches. Tell them that you will be giving extra points to those who
can make their speeches constructively funny.
Instructional Plan
A. Motivation
Ask your students to visit www.ted.com and listen to Ken Robinson’s speech about schools
147
killing creativity. Have them note the following:
a) how the speaker began the speech
b) how the speaker previewed the points to be discussed
c) how the speaker discussed the information
d) how the speaker closed the speech
Have the students discuss their observations with a seatmate. After the discussion, ask the class:
What features did you observe in ken Robinson’s speech which are not present in other types of
speeches? Call on several pupils to share their thoughts.
Ask a student to read out loud the learning outcomes found on page 148 of the textbook.
Then ask the following preliminary discussion questions:
1. What is an entertainment speech?
2. When do you usually give an entertainment speech?
3. What do you think should an entertainment speech contain?
4. Have you experienced giving an entertainment speech?
5. How did you structure your speech?
Call several students to answer the questions. You can ask the questions one at a time. Then you
can instruct your students to do silent reading.
Preparing an Entertainment Speech, pages 149-150

Ask the students to read silently the paragraphs about preparing an entertainment speech found
on pages 149-150. Say: Based on what you have read, let us again examine what makes an enter-
tainment speech effective.
Ask your students: Are jokes required in an entertainment speech? Call a few students to answer
the question. Elicit from students that the speech does not require jokes. Say: Jokes may be used in
this kind of speech but judiciously. Only when it is appropriate.
To concretize concepts about entertainment speech (what it is) you may say the following or
you may write on the board:
The main goal of an entertainment speech is to make the audience enjoy the particular event.
A. What an entertainment speech is:
• It must have a main or significant focus or theme.
• It should be a combination of humor with more serious learnings (lessons, moral lessons,
or significant experiences).
• Telling a lighthearted personal story with a life’s lesson
• Examining a common subject from another unexpected viewpoint
• Taking a lighthearted look at a certain issue
B. What an entertainment speech is not:
• A series or successions of jokes
• A mindless slapstick humor
148
After concretizing concepts with your students, you can proceed to the next topic which is
writing the entertainment speech. Call five (5) of your students to take turns reading the five steps in
writing the entertainment speech. Then you can offer the sample outline of an entertainment speech.
Suggested Entertainment Speech Outline
I. Introduction
A. Attention-getter: personal story, joke
B. Message (Significant focus or theme but go for the lighthearted message.)
C. Preview what you are going to talk about
(Use signposts like first, second, and third to guide your audience)
II. Body
A. Events that led up to your observation (central focus)
B. Quotation(s) that humorously is or are related to the message
C. Stories or anecdotes about others who can help audience comprehend
the message
III. Conclusion
A. Restate message
B. Preview the major points
C. Link back to opening story/joke
Then instruct your students to work in groups of 4-5 members.

Tell the groups to choose a topic which they see to be funny but with moral lessons—one which
will be entertaining to audience and at the same time teaching or showing them life’s lessons.
Give your students time to work on their outlines. Then tell the class that they are going to report
or share their outline in class.
Delivering an Entertainment Speech, pages 150-151

After all the groups have shared their work, you can direct them to read the topic "Delivering an
Entertainment Speech" found on pages 150-151. 23. Then you can give the differentiated instructions.
For High Achievers

Prepare an entertainment speech based on one of the outlines you have worked with in the
previous activity. You can also to opt for an entirely different topic. After writing your outline or
speech, take turns in delivering your speech within your group. Make sure that you video record
every performance of each group member. Upload your video presentations into your website for
others to comment.
149
Visit www.ted.com and listen to Ken Robinson’s speech about schools killing creativity once
more. But this time look closely and observe how the speaker structured his speech. You can use
the suggested outline.
I. Introduction
A. Attention-getter: personal story, joke
B. Message (Significant focus or theme but go for the lighthearted message.)
C. Preview what you are going to talk about
(Use signposts like first, second, and third to guide your audience)
II. Body
A. Events that led up to your observation (central focus)
B. Quotation(s) that humorously is or are related to the message
C. Stories or anecdotes about others who can help audience comprehend
the message
III. Conclusion
A. Restate message
B. Preview the major points
C. Link back to opening story/joke
For Lower Achievers

Visit www.ted.com and listen to Ken Robinson’s speech about schools killing creativity once
more.But this time observe closely and answer the questions that follow.
1. Does the speech have main focus or theme? What is it?
2. Do you see a combination of humor with more serious learnings (lessons, moral lessons, or
significant experiences)?
3. Does the speaker use a lighthearted personal story in the speech?

Say: For your assignment go to http://www.youtube.com/watch?v=kb02INZH8Tk: Funny speech
by Darren Laccroix. Observe how to deliver a funny speech.

Form groups of four members each and answer the following questions. Write a summary of
your answers on a sheet of paper.
1. What technique/s did the speaker use in order to make the speech entertaining?
2. How did you feel about the speaker’s ideas as you listened to the entertainment speech?
3. Do you feel any sympathy toward the speaker as you listened to the speech? Why or why not?
150
Have the students accomplish the task on pages 152-53.
1. Prepare a speech outline using the guide found on page 152.
2. Be prepared to deliver your speech in class.
3. In the performance use the rubric found page 153 to rate the performances of your classmates.
C. Processing
1. How does knowing the audience help in writing and delivering speech?
2. Explain one acceptable /unacceptable technique in producing entertainment or humor?
3. How does testing the delivery of a speech before practice audience help in the preparation
stage?
Give the students time to finalize their answers and process the activity with Q and A.
1. What is an entertainment speech?
2. Discuss the structure/organization of an entertainment speech. How should be the following
organization components be discussed?
A. Introduction
B. Body
C. Conclusion
F. Reflection
Remediation
Go to https://www.youtube.com/watch?v=jHyJYcUIUjg&list=PL929D1AFF81AAEB40 and
view an entertaining speech by the late Senator Benigno S. Aquino, Jr. Discuss the techniques used
by Senator Aquino.
Reinforcement
by Senator Aquino. Pull out or identify one humor used by Senator Aquino and explain what it is.
151
Enrichment
by Senator Aquino. What makes the speech entertaining? Identify in the delivery all humorous
remarks made by the senator and explain why each is humorous.
Wrap Up, page 154

Ask the students to go back to their logical and temporary answers to the focus question: How
do we prepare and deliver entertainment speeches? Ask them if there are changes or improvements
on their answers after the discussion about entertainment speeches. Let the students share their
answers in class.
E. Reflection
Wrap Up, page 154
A. Ask: How do we prepare and deliver entertainment speeches? Call several students to answer.
Additional Reading
Dale Carnegie gives valuable pointers on connecting with your audience in How to Win Friends
and Influence People, published by Galahad Books in 1998.
Choose one from the three types of speeches given below and prepare an outline of your speech
on any of the topics covered in this unit:
A. Informative
B. Persuasive
C. Entertainment
Be sure to follow the recommended guidelines in this unit in delivering the speech you have cho-
sen. The rubric below will be used by your classmates to assess your performance. Use the following
rubric to assess your classmate’s speech. Give additional comments on the blanks below the rubric.
152
Skill 3 2 1 0
Use of verbal Verbal and Some verbal Very few verbal The verbal and
and non-verbal non-verbal ele- and non-verbal and non-verbal non-verbal
language ments worked to- elements did not elements were elements were
gether to comple- complement the employed to inappropriate for
ment the content content of the complement the the speech.
of the speech. speech. content of the
speech.
Word use Words used are Words evidently Simple language, Words were not
creative and considered the context, or exam- chosen well.
well chosen for audience - appro- ples were used. Some words
target audience. priate language were clearly inap-
Examples were and examples. propriate.
precise.
Content Content was Content was suf- Content was a Content was
very informative/ ficiently informa- little informative/ not informative/
persuasive/enter- tive, persuasive/ persuasive/en- persuasive/
taining enabling entertaining ena- tertaining; the entertaining at
the speaker to bling the speaker speaker barely all; speaker and
connect well with to have a good connects with the audience do not
the audience. connection with audience. connect.
the audience.
Delivery The delivery The delivery The delivery The delivery was
was spontane- seemed effec- was inconsistent totally innefec-
ous -- natural, tive – but use with the over- tive. No con-
confident, and of volume, eye all message; nection with the
strengthens contact,voice, gestures, facial audience was es-
the message etc. may not expressions, and tablished. Speak-
– posture, eye be constant. eye contact were er looked at the
contact, hand The content of very limited; the floor an mumbled
gestures, facial speech was still speech was read most of the time.
expressions, vol- consistent with most of the time. Message was not
ume, pace, etc. the overall mes- understood at all.
showed readi- sage.
ness to commu-
nicate.
SELF-ASSESSMENT
Write a half-page description about how a person becomes proficient in delivering speeches and
how proficient you consider yourself to be in giving one.
153
Notes
154

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Copyright © 2016 by Vibal Group, Inc. and Andrew Rey S. Peña

Lesson 1: What Communication Is 1

Lesson 2: The Functions of Communication 8

Lesson 3: The Contexts of Communication 16

Lesson 4: Verbal and Nonverbal Communication 24

Chapter 2: You as an Effective Communicator 35

Lesson 1: Communicative Competence 35

Lesson 2: Communicative Strategies 44

Lesson 3: Oral Communication for Practical Purposes 55

Lesson 4: Oral Communication for Social Purposes 64

Chapter 3: Oral Communication in Academic Settings 73

Lesson 1: Oral Reporting 73

Lesson 2: Participating in Group Discussions 89

Lesson 3: Writing and Delivering a Speech 96

Lesson 4: Participating in Debates 110

Chapter 4: Oral Communication in Work and Social Settings 132

Lesson 1: Preparing and Delivering an Informative Speech 132

Lesson 2: Preparing and Delivering a Persuasive Speech 139

Lesson 3: Preparing and Delivering an Entertainment Speech 147

Lesson 1 What Communication Is

How does communication work

What do you think happens

READ and DISCUSS

Why Effective Communication Matters, page 4

Types of Communication, pages 7-9

Communication Models, pages 9-13

Model Describe the Process Similarities Differences

Eugene Nida’s Model

Ways to Deliver Messages Communication Channels

Lesson 2 The Functions of Communication

Everyone in society liberally uses the term _______(1)___________. Communication is de-

Functions of communication differ, as one should determine the ________(5)__________of

In any type of communication, there is a ________(9)__________and receiver of the______

Regulation, pages 17-18

Social Interaction, page 18

Motivation, pages 18-19

Information, pages 19-20

Emotional Expression, page 20

The Special Case of Expressing Opinions, page 21

View/Listen, pages 22-23

1. These are acts that relate to actions done by saying them.

6. A conversational style used among friends.

Speech Acts, pages 26-29

Speaker-Listener Locutionary Act Illocutionary Act Perlocutionary Act

Speaker-Listener Locutionary Act Category of Illocutionary Act

Types of Communication Characteristics Real Life Examples

Public, pages 30-31

Call on some volunteers to share their responses.

Facial or Body Expression Interpretation in

Speaking Situation Formal or Informal Formal or informal expres-

Levels of Formality of Lan- Characteristics of Language Examples

Lesson 4 Verbal and Nonverbal Communication

Group members: _________________ Date: ___________

The group pro- The group pro- The group pro-

Total points possible 12

Verbal Communication, pages 41-43

Novel Superhero Movie

After the game, ask students the following:

[Please provide the following photographs:

[Please provide the following photographs:

Please provide the following photographs:

2. Create a short powerpoint or video showing any of the following:

Lesson 1 Communicative Competence

Everyone in society liberally uses the term _(1)_____. Communication is de-

Functions of communication differ, as one should determine the (5)__of

In any type of communication, there is a (9)and receiver of the

Group members: _______ Date: _

B: Good afternoon, is Ms. Tabuniar DS Company. Could I __ to

B: B: No, thank-you. When do you think _ I call her __?

A: Could you kindly her _ tomorrow same time?