Oral Communicationin ContextQuarter 2 – Module 3:Principles of Effective SpeechWriting and DeliveryOral Communication in Context in Context Alternative Delivery Mode Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery First Edition, 2020 Show
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Printed in the Philippines by ________________________ Department of Education – Region IV-A CALABARZON Office Address: Gate 2 Karangalan Village, Barangay San Isidro Cainta, Rizal 1800 Telefax: 02 -8682-5773/8684-4914/8647- E-mail Address: Development Team of the Module Writers: Magnon Dionell D. Domingo, Feric C. Robis, Ethel B. Dasig, Bernadette C. Royo, Jessica S. Solpico, Kyla P. Suba, Kristine Anne V. Liboon Editors: Rizza A. Pereyra, Marites M. Aguilar Reviewers: Bernadette M. Songalia, Gilbert C. Alva, Jhonathan S. Cadavido, Erma S. Valenzuela, Laila R. Maloles Illustrator: Mark Razul G. Leal, Joseph O. Ocfemia Layout Artist: Gilbert G. Manaois Management Team: Wilfredo E. Cabral, Regional Director Job S. Zape Jr., CLMD Chief Marites A. Ibañez, Schools Division Superintendent Daisy Z. Miranda, Schools Division Superintendent Egardo B. Militante, Assistant Schools Division Superintendent Buddy Chester M. Repia, Assistant Schools Division Superintendent Orlando T. Valverde, CID Chief Vincent Emmanuel L. Ilagan, CID Chief Godofredo C. Mercado, EPS In-charge of LRMS Henry P. Contemplacion, EPS In-charge of LRMS ii Introductory MessageFor the facilitator: Welcome to Oral Communication in Context 11 Alternative Delivery Mode (ADM) Module on the Principles of Effective Speech Writing and Delivery! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. iii For the learner: Welcome to Oral Communication in Context11 Alternative Delivery Mode (ADM) Module on the Principles of Effective Speech Writing and Delivery! The hand is one of the most symbolized parts of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways such as through a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions or blank sentence/paragraph to be filled in, to process what you learned from the lesson. What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. What I Need to KnowThis module was designed and written with you in mind. It is here to help you master the Principles of Effective Speech Writing and Delivery. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with your needs. The module consists of two (2) lessons namely: Lesson 1: Principles of Effective Speech Writing Lesson 2: Principles of Speech Delivery After going through this module, you are expected to:
Directions: Read each item carefully then choose the letter that corresponds to your answer. Write your answer on a separate sheet of paper.
####### Note to the Teacher ####### This module comprises two (2) lessons with series of self-paced activities that will help your student achieve the objectives of this lesson. As the subject teacher, your guidance and support are very important to help your student finish the entire lesson. Happy Teaching! Lesson1Principles of EffectiveSpeech WritingHow do you think one should prepare for his or her speech? What will you consider in selecting the topic for your speech? In this section, you will learn techniques and methods on how to make your own speech. We are going to look closely at how you can write a speech masterpiece, starting with how you should analyze your target audience up to refining your speech as to logical organization, word choice and grammatical correctness. What’s InIn the previous module, you discovered how a shift in speech context, speech style, speech act and communicative strategy affect the language form, duration of interaction, relationship with the speaker and the roles and responsibility of the speaker, content of message and delivery. Your previous activities let you explore the importance of the speech in variety of occasions and settings. This time, you will discover the complexities of speech communication in formal writing through writing a speech. What’s NewIn this lesson, we will use what you have learned in the previous module in a more formal context. You will start to compose your formal speech, but before that, answer this given activity by writing TRUE if you think the statement is correct. If not, write FALSE. ___________1. I should consider my audience’s age, interest and gender when writing my speech. ___________2. I should use impressive words so that my audience will be amazed. ___________3. I should research on what my audience know about the topic. ___________4. I should use jargon in my speech to make it more reliable. ___________5. I should use varied methods to make my topic more organized. ___________6. I should never consider the length of my speech. ___________7. I should consider my audience’s attention span in writing my speech. ___________8. I should use catchy starter to get my audience’s attention. ___________9. I should edit my work only because of grammatical errors. __________10. I should never ask someone to proofread or comment on my speech. What is ItA good speech requires days or even weeks of preparation depending on the topic and the availability of materials needed. While many are expert enough to compose their speech a night before they deliver it, seldom that it became very successful for a beginner writer. For this reason, careful planning is important to come up with a well-written speech. When planning for writing your speech, you should consider the following principles: ####### The Introduction The introduction is the most crucial part of the speech. It is generally only 10 to 15 percent of the time the speaker spends speaking. According to Wrench (2012), a good introduction serves five functions: (1) you should be able to gain audience attention and interest, (2), it states the purpose of your speech, (3) it establishes your credibility, (4) it should provide reasons for your audience to listen and (5) your introduction should preview the main idea of your speech. ####### The Body The body of the speech is the core part of the speech that addresses the main ideas and principles of the speech. It consists of the main points. This is presented using methods of organization (Flores 2016). To achieve logical organization, transitional devices may be used to
Example : The significant development of the province of Laguna from Spanish period to present.
Example : Traveling around the wonders of Batanes islands
Example : The Fish Kill in Laguna de Bay
Example : Importance of promoting the Reduce, Reuse and Recycle program
Example : Comparison between living in the city and life in the province.
Example : Cleaning up Laguna de Bay Make sure that you move smoothly from one paragraph to another. Transitional words are used to connect words, phrases or sentences. They help the reader to move from one idea to the next to build coherent relationships within the text. Study the following table showing examples of different transitional words and their functions. Function Examples ####### Addition Again, also, and, and then, besides, equally important, further, furthermore, in addition, in the first place, moreover ####### Comparison Also, in the same way, likewise, similarly ####### Contrast Although, yet, but, despite that even so, even though, for all that, however, in contrast, in spite of, instead, nevertheless, notwithstanding, on the contrary, on one hand-on the other hand, otherwise, regardless, still, though ####### Emphasis certainly, indeed, in fact, of course ####### Example or ####### Illustration as an illustration, for example, for instance, namely, specifically, that is, to illustrate ####### Summary ####### or ####### Conclusion all in all, altogether, as has been said, finally, in brief, in conclusion, in short, in simpler terms, in summary, on the whole, to summarize ####### Time ####### Sequence after a while, afterward, again, and then, as long as, at last, at length, at that time, before, earlier, eventually, finally, first, formerly, in the past, last, lately, meanwhile, next, now, presently, second, shortly, simultaneously, since, so far, soon, still, subsequently, then, thereafter, until, until now, when Adapted from: The Transitional Devices Table. kielikompassi.jyu/kookit06/corpus/micase/transitionaldevicetable.html ####### The Conclusion After writing the body of your speech following the methods of organization, the last thing that you need to work on is how to end it. The conclusion functions as the summarizer of the entire speech. The conclusion has to be written using different strategies (Tandoc, 2016). Present a summary Repeat the key ideas presented Repeat the central idea for emphasis Go back to the strategy used in the introduction Signal the end of your speech End with an impact Thought-provoking questions Humor Quotation A call for action A connection to a larger context Identification: Directions : Identify the terms being referred to in the following statements. Write your answer on a separate sheet of paper. _______________ 1. It is one of the most important aspects in developing your speech because you can tailor-fit your speech content and delivery to your listeners. _______________ 2. In speech writing, it can be defined as all aspects of your writing that help the reader move smoothly from one sentence to the next, and from one paragraph to another. _______________ 3. It is the core part of the speech that offers definitions, examples, or any information that can help you convey your intent and clarify the main concept of your speech. _______________ 4. Its first major aim is to gain the attention of your audience and to make them interested in what you have to say. _______________ 5. It functions as the summarizer of the entire speech content. _______________ 6. When dealing with speech duration, the average length of speech according to many experts is around____ minutes. _______________ 7. These terms should be avoided in writing a speech because these are intended only for a specific group of people and can never be understood by the general audience. ####### ______________ 8. It is a method in organizing a speech which presents idea in time order. _______________ 9. It is a method in organizing a speech which divides the topic into subtopics based on the importance or interest value. _______________ 10. It is important to prevent misunderstandings and inconsistencies between you and the audience. Good command of the language helps listeners understand you quickly. What I Have LearnedAnswer the given questions in a separate sheet of paper.
What’s Morelike you, what are the possible points that you will tackle in the body of your speech? Give at least three (3) main points.
What I Can DoGiven the situations below, write a speech considering all the different principles of effective speech writing. It should have at least between 800 to 1, words. Please be guided by the rubric provided in the next page. ( use separate sheet of paper in writing your speech ) Refer to this rubric in scoring What I can Do Criteria 5pts 4pts 3pts 2pts 1. Logical Organization The logical arrangement of thoughts is highly acceptable. The logical arrangement of thoughts is moderately acceptable. The logical arrangement of thoughts is slightly acceptable. The logical arrangement of thoughts is not acceptable. 2. Word Choice Word choice is highly appropriate to the speech content and target audience. Word choice is moderately appropriate to the speech content and target audience. Word choice is slightly appropriate to the speech content and target audience. Word choice is not appropriate to the speech content and target audience. 3. Grammatical Correctness Speech is free from grammatical errors. Speech contains minimal grammatical errors. Speech contains few grammatical errors. Speech contains lots of grammatical errors. Situation no. 1. You won as President in the Supreme Student Government Election 2020. Situation no. 2. Your DRRM teacher asked you to deliver a speech on how and what to prepare during pandemic. C. If you have a long point in your speech, you will need to break that point into multiple points. D. If you have only one point in your speech, it will either be too short, or too complicated for the audience to understand.
A. I, II, III and IV C. III, I, and II B. IV, III, II and I D. I, II and III
####### A. Moreover ####### B. However ####### C. Furthermore ####### D. Again
Using one of your final outputs on the “What I Can Do” activity, analyze the process and content of your speech by answering the questions given below. Use separate sheet to answer this activity Questions
What method of speech organization involves a discussion of both the cause and effect of an issues?Similar to a problem-solution speech, a causal speech informs audience members about causes and effects that have already happened. In other words, a causal organization style first addresses some cause and then shares what effects resulted.
What method of speech organization involves a discussion of both an effects and causal order C spatial order B compare and contrast D chronological order?The causal speech patternSpeech format that is built upon two main points: cause and effect. is used to explain cause-and-effect relationships.
Which of the following methods of speech organization refers to historical or time approach from past to the present that presents ideas in time order?Chronological Order - A historical or time approach which is from the past to the present. It presents idea in time order.
What method of speech organization presents the idea and order?Chronological. The chronological organizational pattern organizes the main idea in time order or in a sequential pattern—whether backward or forward.
|
What method of speech organization involves a discussion of both cause and effect of an issue?
zusammenhängende Posts
Urheberrechte © © 2024 decemle Inc.
