NOT

11

Quarter 1 – Module 6
Oral Language and Fluency

Government Property

NOT FOR SALE

Department of Education ● Republic of the Philippines
English - Grade 8
Alternative Delivery Mode
Quarter 1 –Module 6: Oral Language and Fluency
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
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impose as a condition the payment of royalty.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

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authors do not represent nor claim ownership over them.

Published by the Department of Education – Division of Gingoog City

Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI
Development Team of the Module

Authors: Labilia T. Fabro

Reviewers: Levie D. Llemit, PhD

Illustrator : Raul A. Mabilen

Layout Artist: Maryjane Mccary

Management Team

Chairperson: Jesnar Dems S. Torres, PhD, CESO VI

Schools Division Superintendent

Co-Chairpersons: Conniebel C.Nistal ,PhD

OIC-Assistant Schools Division Superintendent

Pablito B. Altubar
CID Chief
Members
Levie D. Llemit, PhD – EPS I - English
Leah L. Tacandong - Instructional Supervisor
Himaya B. Sinatao, LRMS Manager
Jay Michael A. Calipusan, PDO II
Mercy M. Caharian, Librarian II

Printed in the Philippines by

Department of Education – Division of Gingoog City
Office Address: Brgy. 23,National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E-mail Address: gingoog.city@deped.gov.ph
 8

ENGLISH
Quarter 1 - Module 6
Oral Language and Fluency
This page is intentionally blank
 Table of Contents

What This Learning Package is About........................................................................................ i

What I Need to Know..................................................................................................................... ii
How to Learn from this Learning Package................................................................................. ii
Icons of this Learning Package................................................................................................... iii

What I Know.................................................................................................................................. iii

Lesson 1: Using the Correct Sounds of English

......................................................................................................................................................... 1
What’s In............................................................................................................... 1
What’s New ....................................................................................................... 2
What Is It............................................................................................................... 3
What’s More Listen Up........................................................................................3
Activity 1 Fill Me Up ............................................................................................4
What I Have Learned .......................................................................................... 4

What I Can Do...................................................................................................... 5

Lesson 2: Delivering a Self-Composed Informative Speech

.........................................................................................................................................................
What’s In............................................................................................................... 7
What’s New ....................................................................................................... 7
What Is It............................................................................................................... 8
What’s More.......................................................................................................... 11

What I Have Learned .......................................................................................... 11

What I Can Do...................................................................................................... 12

Lesson 3: Using Appropriate Prosodic Features of Speech When Delivering
Lines
......................................................................................................................................................... 13
What’s In............................................................................................................... 13
What’s New ....................................................................................................... 13
What Is It............................................................................................................... 14
What’s More ......................................................................................................... 15
What I Have Learned...........................................................................................16
What I Can Do...................................................................................................... 17
Lesson 4: Using the Correct Stance and Behavior
.........................................................................................................................................................
What’s In............................................................................................................... 18
What’s New ....................................................................................................... 18
 What Is It............................................................................................................... 19
What’s More ……………………………………………………………………..
Act. 1 I Knew My Feelings..................................................................................23
Act. 2 All In My Hands........................................................................................24
Act. 3 What Do You Feel...................................................................................24
What I Have Learned...........................................................................................25
What I Can Do...................................................................................................... 27
Lesson 5: Highlighting Important Points in an Informative Talk Using
Appropriate Presentation Aids
.........................................................................................................................................................
What’s In............................................................................................................... 28
Act. 1 Yes Or No.................................................................................................. 28
What’s New ....................................................................................................... 28
Act. 2 Let’s Compare!.......................................................................................... 28
What Is It............................................................................................................... 29
What’s More ......................................................................................................... 31
Act. 3 Let’s Write.................................................................................................. 31
What Is It .............................................................................................................. 32
What I Have Learned...........................................................................................33
What I Can Do...................................................................................................... 34

Summary .........................................................................................................................................34
Assessment: (Post-Test) ............................................................................................................35
Key to Answers......................................................................................................................... ...36
References......................................................................................................................................37
 What This Module is About
Have you ever thought of traveling all around our continent - Asia? Or even better
outside like America and Africa? What would you like to know about our African and Asian
neighbours? Like an excited, adventurous explorer, you need to be armed with something to
guide you in your quest for knowledge – a map perhaps or a compass to direct you to better
understand the varied and distinct cultures, and a magnifying lens to highlight your
significant and meaningful discoveries.

Your journey in searching for knowledge about Afro-Asian traditions and values will
strengthen your identity that will lead you to a better understanding of your being a Filipino
and an Asian. In this module, you will discover that oral literature and informative texts
reflect the tradition and values of Afro-Asian countries which have an influence on your
distinctive characteristics and identity as a Filipino and as an Asian. Remember to search
for the answer to the essential or focus question: How can you better understand your
identity as an Asian through literature?

What I Need to Know

This module, you will learn the following:

 Gather facts and opinions about the traditions and values of people from selected
Afro-Asian countries.
 Discover literature as a means of understanding the traditions and values of people
from selected Afro-Asian countries.
 Create an informative and creative exhibit showcasing the traditions and values of
people from selected Afro-Asian countries.

Specifically for Module 1, as you go through this lesson, you are expected to:
1. Use the correct sounds of English ( EN8OL –la-3.11)
2. Deliver a self-composed informative speech (EN8F-Id-3)
3. Use appropriate prosodic features of speech when delivering lines (EN8Ol-Ie-5)
4. Use the correct stance and behaviour (EN8OL-Ig-3.8)
5. Highlight important points in an informative talk using appropriate presentation aids
(EN8OL-Ih-3.12)

i
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii
 What I Know

1. Which of sentences below shows the rise- fall intonation?

A. It can be true
B. Red, yellow, green and blue
C. All of them
D. It won't hurt
2. I have plans to leave.
Which explanation below conveys the correct meaning of the sentence.
A. I have some diagrams/drawing that I have to leave
B. I am planning to leave
3. The following need to be considered in your informative speech EXCEPT:
A. Audience
B. Topic
C. Presentation
D. Environment
4. It shouldn't look like that, should it?
Match the sentence above with the correct intonation patterns?
A. Falling intonation
B. Rise fall intonation
C. Fall rise intonation
D. Rise intonation
5. How many syllables are in the word "pronunciation?"
A. 5
B. 4
C. 6
D. 3
6. Which syllable has the primary stress in the word "California?"
A. 1st
B. 2nd
C. 3rd
D. 4th
7. Which of the following words has the [ʌ] sound in it?
A. Nice
B. Function
C. Pleasure
D. House
8. What type of people you need to consider in preparing your informative speech?
A. Heterogeneous
B. Homogeneous
C. Children
D. All of the above
9. Two or three words in a sentence can have main stress.
A. True
B. False
10. When do we use rising intonation?
A. Finished giving information.
B. Yes/No questions
C. Wh- questions
D. Information you are certain about

iii
 Using the Correct Sounds of
English
Lesson

1
What’s In
5 Love Letters

Review on the Alphabet Sounds by pronouncing all 26 letters and classifying

them to vowels and consonants.

A B C D E F G H I J K
L M N O P Q R S T U V
W X Y Z

Vowels Consonants

_____ , _____ , _____ , _____ , _____ , _____ , _____ ,

_____ , _____ , _____ _____ , _____ , _____ , _____ , _____ ,
_____ , _____ , _____ , _____ , _____ ,
_____ , _____ , _____ , _____ , _____

What’s New

Loud and Clear!

The student will read out each word loudly and properly.

Baby, beef, ride, rose, unicorn

Stay, seen, kite, toast, umbrella

1
 What Is It

https://pronuncian.com/introduction-to-short-vowels

https://pronuncian.com/introduction-to-short-vowels

2
 https://pronuncian.com/introduction-to-short-vowels

What’s More

Listen Up
Read the poem and fill in the columns with words having the vowel sound indicated.

BREATHS
Birago Diop
Senegal

Listen more often

To things than to beings;
The fire’s voice is heard,
Hear the voice of water.
Hear in the wind
The bush sob;
It is the ancestors’ breath.

Those who died have never left,

They are in the brightening shadow;
And in the thickening shadow;
The dead are not under the earth,

3
 They are in the rustling tree,
They are in the groaning woods
They are in the flowing water;
They are in the still water,
They are in the hut, they are in the crowd:
The dead are not dead.
Translator: Anne Atik

Fill Me Up
A.
SHORT VOWEL SOUNDS
/æ/ /Ɛ/ / Ī / /ǫ / /Λ /

B.
LONG VOWEL SOUNDS
/ eι / / i: / / aι / / οʊ / / ju: /

What I Have Learned

1. Why do we need to produce the correct vowel and consonant sounds of
the words we utter or say?

2. Do they (the sounds) affect the meaning of the words we speak?

How? In what way?

What I Can Do
 Read the poem observing correct diction and pronunciation. Use the rubric below
to rate your reading ability.

SWEET AND LOW

Sweet and low, sweet and low,
Wind of the western sea,
Low, low, ,breathe and blow,
Wind of the western sea!

Over the rolling waters go,

Come from the dying moon, and blow,
Blow him again to me;
While my little one, while my pretty one sleeps.

- Alfred, Lord Tennyson

5
 '

https://tinyurl.com/ydy4rffl

6
Lesson

2
 Delivering a Self-composed
De
Informative Speech

What’s In

What is speech?
It is the expression of or the ability to express thoughts and feelings by articulate sounds.
"he was born deaf and without the power of speech"
Similar: speaking, talking, verbal communication, verbal expression, articulation

o It is a formal address or discourse delivered to an

audience.
"the headmistress made a speech about how much they would miss her"
Similar: talk, address, lecture, discourse

What’s New

Speech is human vocal communication using language. Each language

uses phonetic combinations of vowel and consonant sounds that form the sound of its words
(that is, all English words sound different from all French words, even if they are the same
word, e.g., "role" or "hotel"), and using those words in their semantic character as words in
the lexicon of a language according to the syntactic constraints that govern lexical words'
function in a sentence. In speaking, speakers perform many different intentional speech
acts, e.g., informing, declaring, 7
asking, persuading, directing, and can
use enunciation, intonation, degrees of loudness, tempo, and other non-representational
or paralinguistic aspects of vocalization to convey meaning. In their speech speakers also
unintentionally communicate many aspects of their social position such as sex, age, place of
origin (through accent), physical states (alertness and sleepiness, vigor or weakness, health
or illness), psychic states (emotions or moods), physico-psychic states (sobriety
or drunkenness, normal consciousness and trance states), education or experience, and the
like.

https://www.google.com/search?
q=definition+on+speech&oq=definition+on+speech&aqs=chrome..69i57j0l7.18994j1j7&sourceid=chrome&ie=UT
F-8

What Is It

Types of Speeches: Informative, Persuasive, and Special Occasion

Informative Speeches
Imagine sitting in the audience of a large lecture hall listening to your professor talking
about the theory of relativity. It may sound like confusing words to many, but what he is
really doing is giving an informational speech. This kind of speech is delivered mostly to
convey information to the audience about something they don't already know. There are a
few types of informational speeches:

 Speeches about objects

 Speeches about events
 Speeches about processes
 Speeches about concepts

Structuring the Speech

Organizing speeches serves two important functions. First, organization helps improve
clarity of thought in a systematic way. Second, organization increases the likelihood that the
speech will be effective

Audiences are unlikely to understand disorganized speeches and even less likely to think
that disorganized speakers are reliable or credible. Speeches are organized into three main
parts: introduction, body, and conclusion.

Introduction

The introduction of the speech establishes the first, crucial contact between the
speaker and the audience. For most classroom speeches, the introduction should last less
than a minute. The introduction needs to accomplish three things:

8
 Focus your audience's attention. Speakers must have an “attention grabber” to
interest the audience—a joke, astonishing fact, or anecdote. (Rhetorical questions like
“Haven’t you ever wondered how…” are notoriously ineffective.) The introduction is the place
where the main claim or idea should be stated very clearly to give the audience a sense of
the purpose of the speech. Speakers need to orient the audience and make connections
between what they know or are already interested in and the speech topic.

Establish goodwill and credibility. Many people believe the most important part of
persuasion was ethos, or the character the speaker exhibited to the audience. The audience
needs to see the speaker as someone to listen to attentively and sympathetically. Ethos is
generated by both delivery style and content of the speech. Making eye contact with the
audience and displaying confidence in voice and body are two important ways to establish
ethos. In addition, if you express ideas that are original and intelligent, you will show what
“intellectual character.” Audiences pay attention to habits of thought that are interesting and
worth listening to.

Give a preview. Mentioning the main points to be covered in the body prepares the
audience to listen for them. Repetition is an important aspect of public speaking, for listening
is an imperfect art, and audience members nearly always tune out in parts--sometimes to
think about previous parts of the speech, sometimes for other reasons. The preview should
end with a transition, a brief phrase or a pause to signal to the audience that the speech is
moving out of the introduction and into the body.

The body follows and is itself structured by a mode of organization, a logical or culturally
specific pattern of thinking about ideas, events, objects, and processes. Having a mode of
organization means grouping similar material together and linking the component parts
together with transitions. Good transitions show the relation between parts of a speech. They
display the logic of the speech. Common transition phrases include: in addition to,
furthermore, even more, next, after that, then, as a result, beyond that, in contrast, however,
and on the other hand. One special type of transition is called the internal summary, a brief
restatement of the main point being completed.

Body

In the body, the fewer the main points the better. For short classroom speeches, under
10 minutes, speeches should not have more than three main points. For longer speeches,
more than five main points ensures that audiences will have trouble following and
remembering the speech. In the speech, main points should be clearly stated and
"signposted," marked off as distinct and important to the audience. Transitions often serve to
signpost new points, as do pauses before an important idea. Additionally, speakers might
number main points—first, second, third or first, next, finally. Always make it easy for the
audience to recognize and follow key ideas.

9
 There are several common modes of organizing the information in the body of your
speech:

Temporal organization groups information according to when it happened or will happen.

Types of temporal patterns include chronological (in the sequence it occurred) and reverse
chronological (from ending back to start). Inquiry order is one special mode of temporal
organization useful in presenting some kinds of research: here you organize the body in
accord with the unfolding processes of thinking and gathering data, taking the audience from
the initial curiosity and questions to final results.

Cause-effect is a related mode of organization, showing how one event brings about
another. Cause-effect, like other temporal modes, may be used for past, present, or future
events and processes. Cause-effect can also be reversed, from effect back to cause.

Spatial patterns group and organize your speech based on physical arrangement of its
parts. If a speech is describing a place, a physical object, or a process of movement--
downtown Mercer, a plant cell, or the Battle of Shiloh--spatial patterns can be useful.

Topical designs are appropriate when the subject matter has clear categories of division.
Government in the United States, for instance, falls into federal, state, and local categories;
or into executive, legislative, and judicial branches; into elected and appointed officials.
Categories like these can help divide the subject matter to organize the main points.

Compare/contrast takes two or more entities and draws attention to their differences
and/or similarities. Sometimes speakers explain a difficult subject by comparing it with an
easier, more accessible one--to explain nuclear fusion with the stages of high school
romance, for instance. The use of analogies often assists in audience understanding.

Conclusion

Following a transition from the body of the speech, the conclusion follows. The
conclusion should be somewhat shorter than the introduction and accomplishes two
purposes: summarize main ideas and give the speech a sense of closure and completion.
Good conclusions might refer back to the introduction, offer an analogy or metaphor that
captures the main idea, or leave the audience with a question or a challenge of some type.
Brief quotations can also make effective conclusions (just as they can make effective
openings for introductions).

https://www.comm.pitt.edu/structuring-speech

10
 What’s More

Informative – This speech serves to provide interesting and useful information to your
audience. Some examples of informative speeches:

A teacher telling students about earthquakes

A student talking about her research

A travelogue about the Tower of London

A computer programmer speaking about new software

Activity 1: Answer the following questions. Encircle the letter of your choice.

1. It is a human vocal communication using a language.

a. Auditory c. Speech
b. Olfactory d. Nasal
2. It provides interesting and useful information to the audience.
a. Informative speech c. Entertainment speech
b. Persuasive speech d. Exclamatory
3. It is a part of a speech that gives the full information in detail.
a. Introduction c. Conclusion
b. Body d. Speaker
4. It summarizes the main idea of a speech.
a. Introduction c. Conclusion
b. Body d. Speaker
5. When your teacher discusses about volcanoes, what kind of speech is it?
a. Informative speech c. Entertainment speech
b. Persuasive speech d. Exclamatory

What I Have Learned

Generalization:

What is the purpose of giving an informative speech?

11
What I Can Do
Read the informative speech given below. Use the rubric for your
guide how your reading will be rated.

Read Me Aloud

www.facebook.com/help4healthph/photos/a.105828821052140/105825374385818/?
type=3&is_lookaside=1&_rdc=1&_rdr

12
 Lesson
Using Appropriate Prosodic Features
De3 of Speech When Delivering Lines

What’s In
In the previous lesson, you were able to learn how to deliver a self-composed
informative speech. This lesson not only taught you how to compose an informative
speech but trained you to deliver your self-composed informative speech.
This time, you will enhance more of your becoming a great speaker of your
own composed speech through observing the appropriate prosodic features of
speech when delivering lines.

What’s New
Read Me

A. Read the following words stressing only the first syllable.

Menu syllable laboratory
sofa notary enema
baptism ancestor candidacy
B. Read the following words, stressing only the second syllable.
Endure percentage immediate
Establish florescence heroic
Utensil judiciary illegible
C. Read the following words stressing only the third syllable.
Circumstantial volunteer respiration
Satisfactorily anniversary regulation
Complimentary illegitimate physiotherapy
D. Read the following words stressing only the fourth syllable.
Accumulation pronunciation metabolism
Extemporaneous authoritarian veterinarian
Parliamentarian fertilization pasteurization
E. Read the following words stressing only the fifth syllable.
Onomatopoeia inevitability capitalization
Naturalization miscommunication exemplification
Electromagnetically indiscrimination inexhaustibility

What have you noticed about the way you read?

________________________________________________
13

Note:
 There are three tones ( pitches ) used in a basic speech rhythm or in normal
speaking. They are low ( 1 ),normal ( 2 ), and high ( 3 ). The movement from one tone to
another usually takes place between syllables and is called a shift. Sometimes, the voice
slides from one tone to another while a syllable is spoken. Such movement within a syllable
is known as a glide.

What is it

Prosodic feature is the variations in pitch, stress, patterns, and duration that
contribute to expressive reading of a text.
Tone and tempo reveal attitude towards a person; tone, stress and pitch that indicates
feelings, while tempo is the rate of words spoken per minute.
Stress is pronouncing syllable with such force as to give it more importance than the
surrounding syllables. In addition to giving rhythm to a word, stress determines to some
extent the value of its vowels. The four degrees of stress in English are : primary or
strong / ‘ / , secondary / ˄ /, tertiary / ̍ /̀ , and weak, unmarked.
Intonation, in phonetics, the melodic pattern of an utterance. Intonation is primarily a
matter of variation in the pitch level of the voice (see also tone), but in such languages as
English, stress and rhythm are also involved. Intonation conveys differences of expressive
meaning (e.g., surprise, anger, wariness).

Intonation describes how the voice rises and falls in speech. The three main patterns
of intonation in English are: falling intonation, rising intonation and fall-rise intonation.

There are three tones ( pitches ) used in a basic speech rhythm or in normal
speaking. They are low ( 1 ),normal ( 2 ), and high ( 3 ). The movement from one tone to
another usually takes place between syllables and is called a shift. Sometimes, the voice
slides from one tone to another while a syllable is spoken. Such movement within a syllable
is known as a glide.

Falling intonation
Falling intonation describes how the voice falls on the final stressed syllable of a
phrase or a group of words. A falling intonation is very common in wh-questions.
Where’s the nearest post-office?
What time does the film finish?

14 we say something definite, or when we

We also use falling intonation when
want to be very clear about something:
 I think we are completely lost.

Rising intonation
Rising intonation describes how the voice rises at the end of a sentence. Rising intonation is
common in yes-no questions:
I hear the Health Centre is expanding. So, is that the new doctor?
Are you thirsty?

Fall-rise intonation
Fall-rise intonation describes how the voice falls and then rises. We use fall-rise
intonation at the end of statements when we want to say that we are not sure, or when we
may have more to add:

I don’t support any football team at the moment. (but I may change my mind in
future).
It rained every day in the first week. (but things improved after that).
We use fall-rise intonation with questions, especially when we request information or
invite somebody to do or to have something. The intonation pattern makes the questions
sound more polite:
Is this your camera?
Would you like another coffee?

What’s More

A. Word Stress
Read the words aloud and indicate where the stress falls.
1. intend 6. mistake 11. professor 16. political
2. teacher 7. second 12. sufficient 17. information
3. ruler 8. joyful 13. memory 18. primary
4. ambition 9. nineteen 14. army 19. colder
5. neighbour 10. thirty 15. sailor 20. graceful

Intonation Exercise: Please

Let’s talk about the word “please.”

Please (neutral)
Please. (falling)
Please! (authoritative)
Please!! (forceful)
Please? (rising) 15
Please?? (pleading)
 Please??? (begging)

Next, let’s move on to “right.”

 Right (neutral)
 Right. (falling)
 Right? (rising)
 Right! (authoritative)
 Right!! (aggressive)
 Right?? (uncertain)
 Right??? (insecure)

What I Have Learned

What is the importance of using appropriate features of speech when

delivering lines?
________________________________________________________

16
 What I Can Do

Read to Stress.

Go over the selection and mark the words with stress on the first syllable. Now, mark
all the words with stress on the second syllable. Do this for words with stress on the third
syllable. Read the text aloud. Put emphasis on the words that you have marked.

Language Connections. Go through the paragraph and underline the correct form of the
verb inside the parentheses.

A Tale of Marinduque: A Twist

As the day of the competition is drawing near, the three kings prepared their sea
vessels. The first king boasted of his ship as able to run 50mph. The second king said,
“Ah,50 miles (is, are) not a thing to be proud of my friend.”
The third king busied himself hauling fuel for his ship. He said a ten thousand worth
of fuel for his ship (is, are) a guarantee that he will not run out of gas during the race.
The day of the race came. Suddenly, the sky grew dark. They waited for two hours
for it to clear. But the two hours (is, are) too long for the kings. So they decided to proceed
with the race. The race was estimated to be running at three hours. Each king thought this
(is, are) the most exciting three hours of their lives.
Duque, being not able to join the competition, was not able to see the race as well.
His measles (was, were) so severe that he was ashamed to go out. Maring stayed with him
as she too was sick. Her mumps (is, are) so painful but the result of the race makes her
more worried.
Before the day ended, a friend of Maring came with sad and exciting news. The sad
news (is, are) all the kings drowned in the sea. The exciting news (is, are) from where each
drowned, an island rose.

[CITATION Lin00 \l 13321 ]

17
Lesson
Lesson
Using the correct stance and
4 behavior

What’s In

We have learned in Lesson 3 the use of appropriate prosodic features of

speech when delivering lines. There are different features that we need to apply in delivering
lines of a speech or an address. These features are significant for you, students, especially
for those who want to become effective speakers someday so that you can really come
across in the minds and hearts of your audiences and influence them with the message that
you want to convey.
In this lesson we are going to love English language and fluency more by
observing the correct stance and behavior when you are speaking before your crowd. Take
note that your physical maneuvers and stage presence also will greatly affect the impact of
your delivery.

What’s new

Activity #1 Look at Me

Direction: Look at the picture and observe the two speakers. Which of the two speakers can
influence well with the audience? Why?

__________________________________________________________________________________
__________________________________________________________________________________

18
 What is it?

Presentation Skills: Body Language

While You're Talking, What Is Your Body Saying?

More than half of your impact as a speaker depends upon your body language. You
probably have control over the words you speak, but are you sure that you have control over
what you are saying with your body language?

Body language comprises gesture, stance, and facial expression. These are all the
more important when all eyes of an audience are upon you. When you are presenting,
strong, positive body language becomes an essential tool in helping you build credibility,
express your emotions, and connect with your listeners. It also helps your listeners focus
more intently on you and what you're saying.
Some people actually shake their heads "no" when they say "yes.

The tricky thing about body language is that you are usually unaware of the messages
you're conveying nonverbally. When presenters see themselves on videotape, they're often
surprised to see that their body language conveyed an entirely different message from the
one they had intended. For example, some people actually shake their heads "no" when
they say "yes."

Effective body language supports the message and projects a strong image of the
presenter. Audiences respond best to presenters whose bodies are alive and energetic.
Audiences appreciate movement when it is meaningful and supportive of the message. The
most effective movements are ones that reflect the presenter's personal investment in the
message.

Presenters who care deeply about their material tend to use their entire bodies to
support the message.

Anyone can utter a series of words; it is the presenter's personal connection to those words
that can bring them to life for the audience. Presenters who care deeply about their material
tend to use their entire bodies to support the message. Their gestures are large enough to
embrace the room full of people. They stand tall and lean into the audience right from their
feet, as if trying to shorten the distance between their message and the ears of the
audience. Their faces express their passion while their eyes connect with the audience,
19
focusing on one person at a time.

Gesture. Do use your hands. They don't belong on your hips or in your pockets or folded
across your chest either or held behind your back. Use them-to help emphasize a point, to
express emotion, to release tension, and to engage your audience.

Most people have a gestural vocabulary at their disposal. Anyone can all think of a gesture
that supports words such as "short" or "tall;" however, the gestures of everyday conversation
tend to be too small and often too low to use in front of a large audience. Presenters need to
scale their gestures to the size of the room. The most effective gestures arise from the
shoulder, not the wrist or elbow. Shoulder gestures project better across the distance and
release more of the presenter's energy, helping combat any tension that can build in the
upper body (particularly under pressure).

Stance. How you stand in front of the room speaks before open your mouth. Your stance
can tell the audience that you're happy, scared, confident, or uncomfortable. Audiences
"read" these messages unthinkingly but unfailingly. Stance speaks. A balanced stance with
weight even but slightly forward tends to say that the speaker is engaged with the audience.
A slumped stance leaning to one side can says the speaker doesn't care.
The feet should point straight ahead, not quite shoulder-width apart. When not gesturing, the
hands should sit quietly at the sides of the presenter. Letting the hands fall to the sides
between gestures projects ease. These moments of stillness between gestures also have
the effect of amplifying the gestures. Yes, you can move around, but remember to punctuate
that movement with stillness. Constant motion, such as swaying, is a distraction that can
annoy your listeners.

Facial expression. The movements of your eyes, mouth, and facial muscles can build a
connection with your audience. Alternatively, they can undermine your every word. Eye
focus is the most important element in this process. No part of your facial expression is more
important in communicating sincerity and credibility. Nothing else so directly connects you to
your listeners-whether in a small gathering or a large group. Effective presenters engage
one person at a time, focusing long enough to complete a natural phrase and watch it sink in
for a moment. This level of focus can rivet the attention of a room by drawing the eyes of
each member of the audience and creating natural pauses between phrases. The pauses
not only boost attention, but also contribute significantly to comprehension and retention by
allowing the listener time to process the message.
The other elements of facial expression can convey the feelings of the presenter, anything
from passion for the subject, to depth of concern for the audience. Unfortunately, under the
pressure of delivering a group presentation, many
20 people lose their facial expression. Their
faces solidify into a grim, stone statue, a thin straight line where the lips meet. Try to
unfreeze your face right from the start. For example, when you greet the audience, smile!
You won't want to smile throughout the entire presentation, but at least at the appropriate
moments. It's only on rare occasions that you may need to be somber and serious
throughout.

Bring it all together

While we all want to believe that it's enough to be natural in front of a room, it isn't really
natural to stand up alone in front of a group of people. It's an odd and unusual thing that
creates stress, tension, and stomach troubles. Being natural won't cut it. We need to be
bigger, more expressive, and more powerful. It takes extra effort and energy. It also takes
skill and practice. With so much depending on communication and communication
depending on body language, it's worth getting it right. Work on your body language-gesture,
stance, and facial expression-to make the most of every speaking opportunity.
http://totalcommunicator.com/body_article.html

What are the integral parts of communication?

1. Clothes and personal appearance
 Dress appropriately and let your clothes be in harmony with the occasion.
 Avoid flashy attires and too much jewelry which may distract the listeners.
 Neatness and cleanliness must be observed.
2. Posture and poise
 Includes standing, walking and sitting
 One’s good posture should look natural, alert yet at ease, and should allow
freedom of bodily movement and ease of breathing.
 Posture and poise can give definite clues to your emotional state.

21

3. Gestures and body language

  Moving the head, face, hands or any part of the body while speaking
 Should be done spontaneously with proper timing to add emphasis to the
message
 Gestures should be combined actions of the whole body.

Distractive Gestures

Be aware that nervousness or feelings of inadequacy can show immediately in your

gestures. These can be very distractive and misinterpreted.

For example:

 Hands on hips = condescending, parental, overbearing

 Crossed arms = cutting off, disagreeing, wanting to protect
 Hands crossed in front (fig leaf) = feeling weak, timid, needing protection.
 Hands joined behind your back = you’re on parade!
 Hands in pockets = nervousness.  This can result in jingling any change or keys,
making it even more obvious you don’t know what to do with your hands!

Now, if it is your intention to look nervous, condescending, overbearing, weak or protective

because your speech calls for it, then use these gestures, but do so with purpose!

Most of the time however, speakers are using these gestures unconsciously.  So be aware
of what you are doing with your arms and hands as it is sending a subconscious
message to your audience.

Using Gestures To Enhance Your Speech

Get used to standing with your arms relaxed and by your sides. You will automatically bring
them up when you make gestures or comments. Just remember to rest them down from time
to time and you will look relaxed and develop a strong, positive posture.     On the other
hand, there are three types of gestures you can use with confidence to convey your
message and enhance your stories. 

They are:

 Symbolic Gestures communicate words, numbers, position.

For example:

o A raised hand signals for a stop

o A thumbs-up showing you agree

o Three fingers for the number three

o Pointing to show a position – up, down, behind, beside.

22
  Descriptive Gestures communicate an idea or movement.
For example:

o Spreading hands apart to show length

o Using hands to show a shape.

o Swaying hands to show a flow of movement.

 Emotional Gestures suggest feelings.

For example:

o A clenched fist to show anger. It is hostile and threatening.  It could also

convey the sense you are hiding something.

o Hands clasped to show pleading.

o Using a pointed finger.  This makes you look accusatory, even if that wasn't
your intent.

What’s more

Activity 1: Know my Feelings

Direction: Match the emoticons or facial expressions in Column A to its appropriate feelings
or emotions in Column B. Write only the letter of the correct answer on the space provided
for.

COLUMN A COLUMN B

___1. a. Shocked

___2. b. Showing approval

____3. c. Happy
 23

___4. d. Angry

____5. e. Scared

https://tinyurl.com/y843haj3

Activity 2: All in my Hands

Direction: Inside the box are the different gestures shown during a speech delivery.
Match the gestures in the box to its correct meanings below. Write only the letter of your
answer.

a. Finger pointing b. A clenched fist c. Crossed arms 

d. Hands in pockets  e. Nod of head f. Frowning of forehead

___1. Angry ___2. Confused ___3.Nervous

___4. Agree ___5. Disagree

Activity 3: What do you feel when…

Direction: Identify the correct emotions or feelings when someone is in situations stipulated
below. Write the words on the blank before each number. Answer may appear more than
once.
*Sleepy *Terrified * Happy *Scared
*Sad *Worried *Angry

____1. You are listening a very lengthy speech in a monotonous voice.

____2. You sleep very late that night since you are making a report for tomorrow’s meeting.

____3. You came in late for a first period with a very strict teacher.

____4. You are almost late in going to an interview for an employment when you are trapped

in a heavy traffic. 24

____5. When your best friend transferred to a far place to stay.

____6. When you misplaced important documents for scholarship.

____7. When you are watching horror movies late at night and alone.

____8. When your father bought you a latest cellphone.

____9. When your house is caught on fire.

____10. When you expect to be an honor students yet you failed.

What I have learned?

Generalization: Answer the question below.

How can gestures, facial expressions and stance contribute

to an effective delivery of informative speech?
 25

What I can do?

Activity # 4 I can deliver!
Direction: Create an informative speech about the impact of COVID 19
pandemic to your family? Make your own title. Write it in at least 50 words
 Informative Speech
26 Rubric

1 2 3 4 Points
Speech does Speech partially Speech Speech clearly
not convey an communicates adequately communicates
idea, feeling or an idea, feeling communicates an idea, feeling
event or event an idea, feeling or event
or event
Text is unclear Text presents a Text presents a Text presents a
message that message related though-
does not seem to the topic provoking
related to the message related
topic to the topic
Visually Creates some Create a visually Create a visually
unappealing/no visual appealing image appealing,
image evident appeal/image is creative and
unclear critically inclined
image
Unorganized Lacks General Well-organized
organization Organization
27
Lesson
Highlighting important points in an
5 informative talk using appropriate
presentation aids

What’s In
You have learned from the previous lesson the use of correct stance and
behavior in delivering speech in order to give an impact to your audience
when you speak.

Let’s connect what you have learned in the previous lesson with the new
lesson.

Activity 1. Yes or No?

Directions: Write YES if the sentence describes correct manner in delivering a
speech and NO if it is not.
___________________ 1. Loosing eye contact with your audience.
___________________ 2. Set your voice in monotone mode.
___________________ 3. Display appropriate facial expressions when you speak.
___________________ 4. Prepare and keep important notes for reference in case
you will forget important details while speaking
___________________ 5. Always stand firm and straight when you are speaking.

What’s New
Activity 2: Let’s Compare!

Compare the two pictures below.

1. 2.

https://bit.ly/31kNjHj https://bit.ly/384BExK

28
 Picture #1 Picture #2

_______________________________ ______________________________

_______________________________ ______________________________

_______________________________ ______________________________

What Is It
Informative speech is a speech that gives your listener unbiased facts about
a topic. It also provides a foundation of relevant information and then present
knowledge and wisdom that will be useful to your audience. It covers all the pertinent
details: who, what, when, where and why.

Things to remember when delivering your informative speech

1. Choosing Main Points

When you are preparing a speech, it is important to establish a clear focus from the

beginning. How should you narrow your focus and choose your main points? Follow the first

commandment of public speaking: Know Thy Audience.

Before you choose your main points, answer these questions about the audience:

 What does the audience know about my topic?

 Is the audience homogenous or heterogeneous?

 How does this topic relate to the audience?

 Why is this topic important to the audience?

 What is at stake for the audience?

 What does the audience want to learn about my topic?

 How can I show the audience that my main points are relevant and

useful?

29
2. Focus on the Audience

According to a Greek philosopher named Epictetus, “We have two ears and one
mouth so that we can listen twice as much as we speak.” Epictetus’s wisdom applies to
public speaking: listening to the audience is twice as important as speaking to the audience.
Find out what your audience members already know about your topic, what they want to
learn, and why it is important to them. If you focus on information that is obvious, irrelevant,
or incomprehensible to them, you may find yourself speaking to a room full of yawns, cell
phones, and backs walking out of your talk. However, if you research the demographics of
your audience, you may avoid some common last-minute dilemmas: “Do I need to define this
term?” “Will this anecdote offend anyone?” “Will anyone care about what I’m saying? ”

3. Consider your audience

A homogeneous audience is a group of people who share a consistent level of

interest and expertise in your topic. A heterogeneous audience includes people with different
levels of expertise and interest in your topic. It is important to determine what type of
audience you have, and plan your speech accordingly. If you are writing a toast for your best
friend’s wedding, you already know what your listeners want: they are gathered to celebrate
the happy couple, and your toast should help them do that. On the other hand, if you are
presenting scientific research to a mixed audience of academics and wealthy donors, you
need to navigate a varied set of interests, agendas, and levels of knowledge as you select
your main points. If there are non-experts in the audience, it is important to provide
background information and define key terms. For a heterogeneous audience, you should
make points that appeal to different segments of the audience, but also try to identify points
that will unite your listeners under a common cause.

If you are addressing a homogeneous group, don’t take their interest for granted. It’s
not a free pass–a homogeneous audience is not a captive audience. For example, if you are
presenting research on business ethics to a group of specialists in your field, make sure to
include points that might be applicable to their research.

4. The Stakes

How does your topic relate to your listeners, why should they care about it, and what
is at stake for them? The answers to these questions will be your best guide in choosing
main points. If you want to hold your audience’s attention, your speech needs to answer
these questions as early as possible.

30
5. The Innovation

What are you adding to the existing conversation about your topic? What can your
speech offer that the audience won’t find elsewhere? If you want to hold your audience’s
attention, make a case for the comparative advantage of your perspective. Source:
https://bit.ly/31sM4ps

What’s More

Activity 3: Let’s write it!

Direction: Do the activity below.

INFORMATIVE SPEECH PREPARATION WORKSHEET

1. What is the topic of your speech? Why is it appropriate for you?

______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Who will be your audience? Is your topic appropriate for your audience?
Why?
______________________________________________________________
______________________________________________________________
__________________ ___________________________________________

3. What method(s) of gaining attention do you use in the introduction?

______________________________________________________________
______________________________________________________________
______________________________________________________________

4. State in full sentences the main points to be developed in the body of your
speech.
______________________________________________________________
______________________________________________________________
______________________________________________________________

5. How will you conclude your speech?

______________________________________________________________
______________________________________________________________
______________________________________________________________

Source: https://bit.ly/386k8ZX

31
 What Is It
Presentation aids that may help your presentation a smart one

Visual Aids

Many people need the assistance of visual material to understand

complicated topics. Visual aids help the speaker reinforce the information provided in
the speech to increase absorption and retention of the material. Visual aids can
include objects, models, handouts, graphs, charts, photos, and slide show
presentations. With visual aids, a speaker needs to make sure they adequately
enhance the presentation without causing a distraction for the audience.

Podium/Rostrum

A podium can help an audience understand a speech. It allows the speaker to

have notes or scripts to make sure the important information is covered regarding the
subject matter. Additional information can be included in the notes so that if the
audience has any questions the speaker can make sure they provide a complete
answer.

Amplification

Amplification is important to make sure that the entire audience can hear the
speech properly. Some large auditoriums and amphitheaters are designed to assist
acoustics. Still, a microphone is a beneficial addition to a speaker’s toolkit. With the
advancements in wireless technology, a headset can also be used, enabling the
speaker to move about during the presentation, go over visual aids, or enter the
audience during the question and answer session.

Video Screens

Video screens are beneficial for an audience, especially those who are
seated in a large venue. The screens can help the audience see the speaker and the
visual aids better, especially if they are in the back of the room or off to the far right or
far left of the stage. Video screens are often available at modern conference centers
and auditoriums that can be synced with presentation devices.

With the addition of visual aids, podiums, microphones, and video screens, a
presenter can ensure that the audience is able to see, hear, and understand the
material properly. When determining the type of visual aids needed for a speech, the
speaker needs to consider the subject matter, audience, and venue so that the right
materials are used to enhance audience understanding.

Source: https://bit.ly/384BExK

32
 What I Have Learned

Activity 4: Let’s practice!

Directions: Write three (3) paragraphs of an informative speech applying the

things you learned from this lesson. Write your speech on the box given. When
writing your informative speech, observe the following guidelines:
a. Identify the purpose for writing.
b. Consider your audience.
c. Have an interesting beginning sentence to hook your audience’s interest.
d. Cite only relevant and accurate details.

Title

33
 What I Can Do

Take a video or record yourself using your mobile phones while delivering
your three (3) paragraphs informative speech written on the previous activity. Your
output will be graded based on the rubrics below.

Criteria Outstandin Satisfactory Developing Beginning Rating

g 4 3 2
5
Content Presented Presented Presented Presented
Information in- essential essential minimal or
depth and knowledge on knowledge but there were
Comprehensive the topic there are 1 or several
and strongly chosen. 2 factual errors factual errors
adhered to the and and does not
theme or title. inadequately adhere to the
adheres to the topic.
topic.
Creativity/ Made an Made us of Made use of Made use
excellent use of effects, style effects and effects and
Visual Effect
effects, style and artistry to style to style to
and artistry to enhance the enhance the enhance but
enhance the content. exhibit but these often
content. these distract the
occasionally viewers.
distract the
viewers.
Presentation The overall The overall The The
/ presentation/ presentation/ presentation presentation
delivery of delivery needs needs is not
Delivery speech is some minor development convincing.
excellent. improvements.

Summary

Writing and delivering an informative speech can be a very interesting task to do. It
will not only develop your writing and speaking skills but also widen your knowledge about a
certain topic or events.
By applying the knowledge you gained in this lesson, it will help you become an excellent
speaker in the near future

34
 Assessment (Post-Test)

1. Which of sentences below shows the rise- fall intonation?

A. It can be true
B. Red, yellow, green and blue
C. All of them
D. It won't hurt
2. I have plans to leave.
Which explanation below conveys the correct meaning of the sentence.
A. I have some diagrams/drawing that I have to leave
B. I am planning to leave
3. The following need to be considered in your informative speech EXCEPT:
A. Audience
B. Topic
C. Presentation
D. Environment
4. It shouldn't look like that, should it?
Match the sentence above with the correct intonation patterns?
A. Falling intonation
B. Rise fall intonation
C. Fall rise intonation
D. Rise intonation
5. How many syllables are in the word "pronunciation?"
A. 5
B. 4
C. 6
D. 3
6. Which syllable has the primary stress in the word "California?"
A. 1st
B. 2nd
C. 3rd
D. 4th
7. Which of the following words has the [ʌ] sound in it?
A. Nice
B. Function
C. Pleasure
D. House
8. What type of people you need to consider in preparing your informative speech?
A. Heterogeneous
B. Homogeneous
C. Children
D. All of the above
9. Two or three words in a sentence can have main stress.
A. True
B. False
10. When do we use rising intonation?
A. Finished giving information.
B. Yes/No questions
C. Wh- questions
D. Information you are certain about

35
36
References

“Boundless Communication.” Retrieved on June 27, 2020.

https://courses.lumenlearning.com/boundless-communications/chapter/
main- points/

“Effective Informative Speaking.” Retrieved on June 27, 2020.

https://courses.lumenlearning.com/boundlesscommunications/chapter/effectiv
e-informative-speaking/

“Informative Speech Preparation Worksheet.” Retrieved on June 27, 2020

http://cf.linnbenton.edu/artcom/performing_arts/burdonk/upload/sp111informat
ivespeechpreparationworksheet.pdf
 37

For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

Department of Education – Division of Gingoog City

Office Address: Brgy. 23, National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E-mail Address:gingoog.city@deped.gov.ph