COURSE SYLLABUS IN ENGLISH 19

I. Course Name: Speech and Stage Arts

II. Course Unit: 3 Units
III. Course Description: This course intends the students to learn the theory and practice of speech communication in order to
develop proficiency in various interpersonal speaking situations such as private and public speaking. Also, it
enables the learners to develop their acting skills with emphasis on the development of the voice, articulation, and
pronunciation of theater production.

IV. Instructor: BILL RUSSELL A. CECOGO

V. No. of Hours: 3 hours per week

At the end of the course, students will be able to:

COURSE OUTCOME GRADUATE OUTCOME

1. Articulate and discuss the latest developments in the specific fields of
practice to be able to demonstrate the required knowledge and skills in
Public Speaking and Stage arts
2. Demonstrate techniques on planning and structuring an effective
presentation or methods to overcome anxiety , fear and nervousness
during presentation
3. Prepare individuals for future leadership roles
4. Promotes critical thinking by making an informed judgment based on
evidence
5. Advances career goals
6. Enables civic discourse through conversation intended to enhance
understanding
7. Provides a sense of empowerment to attain goals
8. Develop the oral presentation skills that are prized in the job market
 9. Permits you to make a contribution to the lives of other people
10. Provides an ideal environment for gaining experience and building
confidence
11. Can inspire, persuade, educate, and entertain
12. Compose and deliver a clear, convincing, and compelling speech on a
public issue using solid evidence
13. Builds personal development on many levels through an improved
communication skills helpful in almost area of life
14. Engage in political debate, make a career as motivational speaker or gain
confidence in front of an audience
15. Career advancement, builds critical thinking skills, develops personal
and professional success
16. Improves communication skills
17. Teaches a student to become a better listener
18. Make getting out from one’s comfort zone
19. Develops vocabulary and fluency
20. Make new connections
21. Helps drive change
22. Builds leadership and performance skills
23. Provide participants with the practical skills and knowledge necessary to
express themselves clearly, with confidence and power, in a variety of
speaking situations.

LEARNING PLAN

INTENDED LEARNING COURSE TOPIC LEARNING ASSESSMENT STUDENT OUTPUT

OUTCOMES OUTCOM ACTIVITIES
E

 Describe the real nature of
Public Speaking and
demonstrate its purpose
 Identify the different
elements of communication
 Understand the importance
of communication to people
and society
 Articulate the principles and
processes of communication
as embodied in the
communication models
provided
 Illustrate and relate the
communication models to
their experiences and apply
them to their own
communication
 Distinguish failed and
successful communication
Chapter 1
 Lecture- Essay: Ten points each  Students will
Introduction to the Nature of Demonstration about prepare a three-
Communication and Public Speaking Communication and 1. Why is communication minute speech
public speaking Important to you and to introducing
Lesson A: Communication in the society? themselves before
Twenty-First Century  Speech preparation/ their classmates and
Presentation 2. Why do you think teacher
1. The essence of public speaking communication skills are
 Video presentation of considered to be essential  Students will deliver
a) The art of communication the different models of in being good citizens? a three--minute
communication speech intended to
b) The mental relationship Compare and Contrast Chart: accomplish one of
between speaker and  Brainstorming 10pts. each/20 the six common
audience purposes of Public
 Group sharing Distinguish failed and successful Speaking
2. The purpose of Public Speaking communication
 Introductory Speech Learning Task:
3. Communication Models Construction  Students will break
into five small
groups and explain
one communication
model assigned, and
then use that model
as an example to be
explained through a
skit.
 Speech/Text Reading Learning Task:
Lesson B. Communication Ethics “Ethics in Applied Ethics Output
Communication” Essay: 10 pts. each/30
1. Credo of Ethical principles of Students will be divided into
communication “I am a Filipino” 1. Why do you think there four groups. Each group
should be should prepare a skit that will
-- Carlos P. Romulo Ethics in show one ethical principle
communication? and what could happen when
it is violated. Groups are
2. What problems encouraged to get real-world

 Articulate and demonstrate
the credo of ethical
principles of communication
 Know how to communicate
in an ethical manner
 Apply these ethical
principles to their
communication process
 Identify the reasons for
communication breakdown
 Classify the examples of
Barriers in communication
 Demonstrate sensitivity to
the socio cultural aspect of
communication in a peer
interview
 Identify the barriers in
recorded dialogue and
determine ways to avoid
them
 Video Presentation:
“Speeches of the
Candidates for
Presidency 2016”
(First Leg)
Source: Youtube
Lesson C. Effective Communication Lecture-Discussion
1. Effective communication Simulation: Question and
Answer Activity
Paired-Shared Activity:
2. Strategies to avoid Recorder: Cellphone
communication breakdown Graphic Organizer
3. Intercultural Communication and Identifying the barriers in a
its importance recorded dialogue
Slogan-making Contest:
4. Socio-cultural aspects of
Communication Visualizing the importance of
intercultural communication
5. Strategies in Communicating (like world peace, stop global
across cultures warming, no to terrorism, no
Can arise when people are
not ethical in their
communication practices?
3. Why does ethical
communication threaten
the quality of all
communication, and
consequently the well-
being of individuals and
the society in which we
live?
Modified True or False: (1pt/10
items)
Credo Oral/Recitation:
(10 pts. each/40 pts.)
Performance-Based Rubrics)
Identification Type:
(1 point each/10 points)
Classifying Barriers of
Communication
Multiple Choice:
1 point each/ 15 points)
examples from current event
Speech Analysis Report
- Opinions
- Reactions
- Objections
- Suggestions
(from the speeches presented
in a video and in the text read
Group Output: Oral
Activity
Students will simulate a
question and answer portion
of a pageant. Teacher
prepares questions similar to
Q&A at pageants. Students
and their classmates are the
candidates to be asked.
Strategies to avoid
communication shall be
applied to avoid
communication breakdown.
Teacher will announce the
best contestant/s at the end of
the activity
 Practice the strategies to
avoid communication
breakdown
 Promote the importance of
intercultural communication
using a slogan
 Communicate across
cultures through a cultural
presentation
 Identify the functions of
communication using
socially relevant images
 Discover the common
verbal and nonverbal cues
that each speaker uses to
achieve his/her purpose
 Express social interaction
and emotion through shared
insights
 Analyze various kinds of
oral texts by watching
sample oral presentations
 Present an oral text
following its respective
description
smoking)
(Final output is to be explained
to the class)
Lesson D. Lecture-Discussion
Functions of Communication Video Viewing (Youtube)
Watching the first leg of
1. Communication Functions Phillipine aired by GMA-7
network (on February 21, 2016)
Rubrics (Table A )
Evaluation (Table B)
2. Importance of Verbal and
Nonverbal Cues Discovery Method
Discovering the verbal and
3. Types of Oral Texts nonverbal cues that a speaker
uses to achieve his purpose
4. Effective Oral Communication:
Characteristics and Strategies Speech Reading
5. Characteristics of a good speech (acceptance speech of Leonardo
Dicaprio, 2016 Oscar Awards)
Reflective-Reading Activity
Internalizing the speaker’s
personality on and off camera
and his verbal and nonverbal
cues
(Imagining how the speaker
Evaluation using Rubrics
Picture Identification Test Students will evaluate the
(1 pt. each/6) effectiveness of the answers
and explanations of each
presidential Candidate in
his/her platforms
Reader’s Theater
Oral Presentation (Group Presentation)
Students will give short answer to Students will present an oral
the given questions using what text
they have learned from the lesson
Rubrics:
Simulation:
4-3-2-1
Election Day in a classroom
substance (speech delivery of
Grammar/ Consistency candidates)
Evidence/examples
Voice Quality/Projection (Voting Scoring Evaluation
Organization of the candidates running
for president and Vice
President)

 Apply the strategies in
effective speaking through
an oral activity
 Evaluate the effectiveness
of an oral presentation
 Differentiate the two types
of speech context through
story telling
 Describe the dimensions of
“self” through an
interpersonal
communication activity
 Recognize the “self”
dimension of others in
specific situations
 Discuss the effects of
interpersonal
communication through an
interview
 Exhibit the appropriate
verbal and nonverbal
behavior in a given speech
context with a small group
communicates, informs,
motivates, and control his
emotions)
Online Recorded Video
Chapter II Discussion:
Effects of interpersonal
Communicative Competence Strategies in communication
Various Speech Situations
Accomplishing Worksheet
Lesson A: Types of Speech Context (Answers from the interview)
1. Types of Speech Contexts
a. Intrapersonal (dimensions of
“Self”
b. Interpersonal and its Effects
(Dynamics)
Situational-Analysis
(Recognizing the “self”
dimension of others in specific
situations)
Oral texts Analysis
Students will watch a
Theatrical Presentation and
work on the given worksheet
with a partner in making an
analysis
Multiple Choice: Interview
(1 pt. per item/15) (Individual Output)
- Students will
conduct an interview
to any successful
professional in
his/her industry
(profession/humble
beginnings of
his/her career,
ladder he/she
passed to reach the
goal
Pair-output
- Asking partner on
how he/she would
feel in the given
contexts.
(There are five prepared
questions)
 Identify the speech styles
and language forms used in
common dialogue
 Distinguish others’ speech
style in given situations
 Perform the types of speech
style through a dramatic
speech styles
 Apply necessary language
forms in different speech
styles
 Identify the use of each
speech styles in social
situations
 Observe the appropriate
verbal and nonverbal cues
attached in speech styles in
a role play
 Identify the types of speech
acts in quotations
 Classify the speech acts
using rephrasing
 Analyze the speech act
performed in news casting
Lesson B: Types of Speech Styles Lecture-discussion Identification type Learning Task
(1 point each/10)
1. Four types of Speech Styles Students will perform the
Role play Identifying speech styles and types of speech style through
a. Assertive language used in common dialogue a dramatic Speech (excerpt
from the French Play)
b. Dominant
Essay Pair Output
c. Submissive Q&A (5 points each/25)
Students will ask a classmate
d. Persuasive to answer the given
conditional questions
(written) as a spontaneously
as he/she can
Identification Type
(2 points each/ 12)
(Identifying the use of speech style
in social situations
Lesson C: Types of Speech Acts Lecture – Discussion Identification Type Pair Output
(1 pt. each/10)
1. Speech Act News Program Analysis Students will watch a news
Identifying the speech act program and listen to it about
2. Types of Speech Acts (Completing the information performed in the given quotations human interest centering on
a. Assertives and exchanging analysis with people who did something
b. Directives others students) unusual.
c. Commissives

 Respond appropriately and
effectively to a speech act
 Interpret the types of speech
acts used in movie dialogues
 Compare and contrast the
tenets of the four types of
speech delivery
 Use principles of speech
delivery in different
situations
 Study a speech by
highlighting content words
and noting down stops and
pauses
 Incorporate appropriate
emotions while reading a
speech
 Evaluate oneself and a
fellow speaker using rubric
provided
 Prepare a mind map
d. Expressives
e. Declaratives Film Viewing Classification Type Pair-share Output
(1 pt. each/10)
(Giving meaning to the Classifying the speech act Students will interpret the
3. Two ways of performing Speech message of each movie line presented above from direct to type of speech acts used in
Acts with a partner) indirect form or vice versa by some movie lines to be
rephrasing them, then changing the written in the given boxes.
a. Direct Speech speech act form to performative
b. Indirect Speech verb or question form.
Chapter III
Methods of Speech Delivery
Lesson A: Reading a manuscripts
1. Guidelines in Speech Delivery
from a Manuscript
Lesson B: Memorized speech
2. Guideline in memorized Speech
Delivery
Lesson C: Impromptu Speech
3. Guidelines in Speaking
Impromptu
Lesson D: Extemporaneous Speech
4. Guidelines in Extemporaneous
Speaking
 Deliver different speeches

 Define the different types of Chapter IV

speeches
Types of Speeches and Methods of Speech
Delivery

 Differentiate the types of Lesson A: Types of Speeches

speeches
1. Expository or Informative
Speaking

 Write and deliver the 2. The Impromptu Speech Method

different types of speeches
3. The Manuscript Speech Method

4. The Memorized Speech Method

 Review and evaluate speech
constructed by a classmate 5. The Extemporaneous Speech
method

 Determine the essentials in Chapter V

speech writing preparation
Lesson A: Essentials in Speech
preparation
 Identify some rules and
conventions applied in 1. Identification of exact subject in
speech writing speech

 Apply creativity in
formulating metaphors, 2. Exploring all possible and
imagery and analogies available references on the
needed in speech writing subject of the speech
 3. Considering the type of audience
 Select quotations, proverbs,
maxims. Etc. appropriate for 4. Speech outlining
a particular speech topic
5. Writing the speech

 Conduct campus interview a. The use of metaphors,

as a means of gathering data imagery and analogies
or information needed in b. The use of effective
speech writing repetition
c. Avoidance of fillers or
general expressions
d. The use of periodic sentence
 Sustain interest in oral and e. The use of parallel structure
written activities f. The use of climactic order
g. The use of politically correct
words
h. Observing Correctness and
mechanics

6. Campus interview

 Enumerate effective ways
on how to begin a speech
excellently
Chapter VI
The Essentials of Speech Writing
Lesson A: Principal Divisions of Speech

1. Writing the Introduction

 Identify effective ways on a. Humorous Story Related to

how to develop the body of the Speech Topic
the speech
b. Quotation

 Cite methods on how to end c. Challenging thought

a speech commendably provoking question

d. Rhetorical question
 Collaborate with their group
members in delivering
informative and interesting
speeches
 Sustain interest in writing
and delivering speeches
e. A Story of human interest or
source of inspiration
f. Fact, survey result or
statistics related to the topic
g. Giving the subject matter of
the speech

h. Contrast to the thesis

2. Writing The body of the speech

a. Recalling the General to

specific purpose of the
speech

b. Presenting the main points of

the speech

c. Choosing the most

appropriate organizing
pattern

 Topical or
categorical
 Comparison and
contrast
 Chronological
pattern
 Biographical
technique
 Problem-Cause
Solution Technique
 Psychological
Speech Pattern

3. Writing the conclusion of the

speech
 a. Grand climax
b. A challenge
c. A call back
d. A quotation
e. An appeal for action or
adopting a viewpoint
f. Words of inspiration
g. Challenging question or
rhetorical question
h. advice

Chapter VII

 Enumerate assets of an Essentials of Speech Delivery

effective speaker
Lesson A: Assets of an Effective Speaker

 Identify the types of Lesson B: Types of Audience to deal

audience when delivering a when delivering a speech
speech
1. Expert audience

2. Uninformed audience
 Determine the physical and
vocal aspects of speech 3. Apathetic audience
delivery
4. Hostile audience

 Apply the rules and

 conventions in orally Lesson C: Physical Aspect Speech
interpreting a particular Delivery
speech
1. Shoulders
 Apply creativity in
composing sentences using 2. Arms and Hands
given words
3. Eyes

 Develop sense of 4. Posture

camaraderie, cooperation
and coordination among 5. Walking
group mates in conducting
an assigned event or 6. Facial Expressions
program

Lesson D: Vocal Aspect of Speech

Delivery

1. Rate or speed

2. Pause

3. Duration

4. Rhythm

a. Pitch
b. Volume
c. Enunciation
d. Fluency

Lesson Conducting An Event

1. Possible Programs or events

a. Award ceremonies
b. Birthdays
c. Board meetings
d. Business dinners
 e. Conferences
f. Executive retreats
g. Family events
h. Incentive events
i. Meetings

j. Opening ceremonies
k. Press conference
l. Product launch
m. Seminar
n. Shareholder’s meeting
o. Team building
p. Trade fairs
q. Wedding anniversaries
r. wedding

Chapter IX

 Appreciate the importance Public Speaking and Reports in the

and history of public Information Age
speaking
Lesson A: Public Speaking

 Speak in public in an Lesson B. History of Public Speaking

organized and competent
manner Lesson C. Sample Speeches of
Public Speaking

 Analyze speeches and Lesson D. Best Practices of Public

identify perceived strengths Speaking
and weaknesses
1. Introduction
2. Performance
 Understand the history of 3. Plan the Speech
public speaking and the 4. Eye Contact
nature of communication 5. Speaking Style
6. Hand Gestures
7. Recording the Speech for
 Dissect a speech using the Feedback
general principles of logos, 8. Peer Evaluation
 pathos and ethos 9. Appearance Clothing Good
Grooming
10. Visual Aids
 Give a short speech in 11. Power Point Presentations
public 12. Handouts
13. Feedback
14. Conclusion