FUNCTIONAL ENGLISH

TOPIC: SPEECH SITUATIONS

INTENDED LEARNING OUTCOMES

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

 adopt and maintain different speech roles for different audiences;

 develop a deep understanding of the ethical manners and technology
that go into the execution of each speech situation through active
participation

Time Element: 6 hours

PREPARATION

Introduction

Ancient Greek educators and philosophers wrote the first public speaking texts about
2,400 years ago. Even though these principles have been around for thousands of
years and have been taught to millions of students, it’s still a challenge to get students
to see the value of public speaking. Some students think they already know everything
they need to know about speaking in public. Even the best speakers still don’t know
everything there is to know about public speaking. Giving a speech and presentation
skills are integral to professional and personal success. Students are still anxious or
even scared by the thought of speaking in front of an audience. Learning about and
practicing public speaking fosters transferable skills that will help you organize your
thoughts, outline information, do research, adapt to various audiences, and utilize and
understand persuasive techniques.

Introductory Activity

Write a short speech of introduction for a classmate, friend, family member, or

person that you admire.
 PRESENTATION
Speech Situation
A speech situation is the social context of interaction. It is determined by
different situational factors – the elements of a speech situation. These include:
(1) The participants (speaker(s) / addressee(s) and their social relations (grade of
familiarity, power) define their social roles in the communicative situation,
(2) The location or physical setting of communication (e.g. school, at home, in a shop),
(3) The purpose of the communication,
(4) The topic: what is being talked about?,
(5) The mode or channel of linguistic expression: spoken or written language.

Together these factors make up the speech situation. Based on the aspects of the
speech situation, the participants consciously or subconsciously choose a language
variety which they deem appropriate for a certain speech situation

Knowing Your Audience

Before delivering a speech is that a speaker:
 should know the needs of their audience;
 should know how their audience is going to react to their message In every
speech you give, whether it is to inform, motivate, or entertain, you should know
an audience's likes, dislikes, and interests.

In public speaking, unfortunately, you do not get a second chance to make a first
impression.

 If you are going to be speaking in front of a group of strangers whom you have
never met, you must work hard to anticipate and understand their needs well in
advance of your speech.
 If you are speaking in front of a well-known audience, one that has invited you to
speak many times, you must ensure that your message, or delivery, is consistent
with what they are expecting.

 If you are a well-known personality who is known for a certain style, a certain
sense of humor, or a particular skill level, you must ensure that you meet the
expectation that your familiar audience has come to expect.

Researching an Audience
1. The Host and Actual Audience Members
The first place you should start in researching an audience is with the person who
invited you to speak. They will usually have a clear understanding of the audience's
needs and, in most instances, they will know many, if not all, of the people who are
going to attend. One tactic used by many professional speakers is to interview some
members of the audience well in advance of the speech.
2. Geographical and Cultural Concerns

If you are asked to speak to a local group, a group that is a part of your own community,
you will probably already have a good understanding of local customs and cultural
traditions. However, if you are being asked to speak to an audience in a foreign city, or
especially a foreign country, one of your first duties is to ensure that you familiarize
yourself with the proper way to behave in front of them. Travel guidebooks and the
Internet are both invaluable resources that can help you research this information. Even
if you are speaking to a familiar audience who knows you, it is still considered good
practice to research the group's demographics beforehand to see if they have changed.

3. Current Events and Knowing the Context

It is important to know what is making news in an audience's community. There might

be several points in your speech that would slightly offend certain people, or the entire
group, if they were spoken in the wrong context. Especially if you are speaking in front
of an audience in an unfamiliar setting, the audience will feel appreciated if you spend
the time to get to know them.

3. Know the Size of the Audience

If you are speaking in front of a large group, you may not have as many people pay very
close attention to your speech, whereas a small group is more apt to hang on every
word. The size of the group will have an influence on how you write your speech. If, for
example, you are speaking in front of a small group, try to incorporate some of the
audience members into your speech. If you were invited to speak in front of a group of
scientists, for example, research some of the accomplishments of the audience
members and be sure to mention them in your speech.

4. Age of Your Audience

The average age of your audience will influence what they are expecting and how your
message should be conveyed. Knowing the age of your audience will often help you
determine the level of detail you use, the language you use, and it can also have an
influence on the visual aids that you might use throughout your speech.

5. Appearance

Before you arrive for your speech, ensure that you know how your audience will appear.
Nothing would make you more uncomfortable, or perhaps an audience more insulted, if
you arrive dressed in an inappropriate manner. You should first check with the person
who invited you to speak and ask them how you should be dressed for the occasion.
6. Audience Knowledge
If you are speaking to an audience of Nobel laureates in physics, you can probably
safely assume that they will not be intimidated by scientific facts and knowledge.
However, if you are unsure of an audience's comfort level with your expert knowledge in
an area, you need to do your homework in determining the intelligence level of an
audience. You certainly do not want to intimidate an audience with your knowledge but
you also do not want to bore them. Regardless of the type of speech you are giving, you
should know how much information an audience is comfortable receiving.
(https://www.universalclass.com/articles/business/delivering-an-effective-speech-
knowing-your-audience.htm)

SPEECH ROLES

1. ANCHORS

Definition
The anchor term then became commonly used by 1952 to describe the most prominent
member of a panel of reporters or experts. He is the person who presents news during
a news program on the television, on the radio or on the Internet. They may also be a
working journalist, assisting in the collection of news material and may, in addition,
provide commentary during the program. News presenters most often work from
a television studio or radio studio, but may also present the news from remote
locations in the field related to a particular major news event.

The Skills You Need

1. Comfort level in front of the camera. An element of show business comes with the job
of a news anchor—not only do you need to be comfortable in front of the camera, but
you need to connect with the audience so that people want to watch you as opposed to
your competition. Feeling comfortable speaking to the camera is not a skill most people
are born with, but you can acquire and hone it.

2. Excellent verbal, written, improvisational, and interviewing skills are imperative. Add
to those qualities persistence and objectivity, physical stamina, being a team player,
projecting a professional image, and having a knowledge of social media.

Impromptu Anchors

 While many anchors read scripts off of a teleprompter or notes on their desk,
information can also be transmitted aurally. If news is breaking, a producer may feed
the information to an anchor on the spur of the moment.

1. Knowledge base: An understanding of issues, names, geography, history and the

ability to put all of these in perspective for viewers. It comes from the journalist’s
commitment to being a student of the news.
2. Ability to process new information: The anchor needs to be able to absorb the
information that's coming in and then relay that information to the audience in a clear
and concise manner Sorting, organizing, prioritizing and retaining massive amounts of
incoming data.

3. Ethical compass: Sensitivity to ethical land mines that often litter the field of live
breaking news — unconfirmed information, graphic video, words that potentially panic,
endanger public safety or security or words that add pain to already traumatized victims
and those who care about them.

4. Command of the language: Dead-on grammar, syntax, pronunciation, tone and

storytelling — no matter how stressed or tired the anchor or reporter may be.

5. Interviewing finesse: An instinct for what people need and want to know, for what
elements are missing from the story, and the ability to draw information by skillful,
informed questioning and by listening.

6. Mastery of multitasking: The ability to simultaneously: take in a producer’s

instructions via an earpiece while scanning new information from computer messages,
texts or Twitter; listen to what other reporters on the team are sharing and interviewees
are adding; monitor incoming video — and yes, live-tweet info to people who have come
to expect information in multiple formats.

7. Appreciation of all roles: An understanding of the tasks and technology that go into
the execution of a broadcast, the ability to roll with changes and glitches, and anticipate
all other professionals involved.

8. Acute sense of timing: The ability to condense or expand one’s speech on demand,

to sense when a story needs refreshing or recapping, to know without even looking at a
clock how many words are needed to fill the minute while awaiting a satellite window,
live feed or interviewee.

The Downside

While news anchor jobs come with a lot of visibility and fame, the position also comes
with long hours, hard work, constant deadlines, and unpredictable natural and world
events. These range from political scandals to school shootings to terrorist attacks.
Anchors need a stomach for negative stories and the ability to remain objective and
unemotional in the face of disaster.

2. TOASTMASTER

Toastmaster is a general term, prevalent in the United States in the middle 20th

century, referring to a person in charge of the proceedings of a public speaking event.
The toastmaster is typically charged with organization of the event, arranging the order
of speakers, introducing one or more of the speakers, and keeping the event on
schedule. Such meetings typically include civic events, service organization meetings,
and banquets of various purpose.

The main responsibilities of the Toastmasters are:

 To give an introduction which sets the tone for the meeting

 To explain the structure of a typical meeting for the benefit of guests and new
members
 To give short introductions for each of the main speakers and link between the
various meeting segments

Prior to the meeting

Prepare your introduction
Although a very experienced Toastmaster can run a meeting “on the fly” in most cases it
is recommended to prepare your introduction in advance.

Your introduction will follow any opening words from the club’s president and should
create an atmosphere of interest, expectation and attentiveness.

As a general rule of thumb, the Toastmaster’s introduction will focus on the meeting at
hand, whereas the President will cover more general topics relating to the club or
Toastmasters as a whole, or news or events outside the meeting itself.
There is no rigid structure for the Toastmaster’s introduction – and you are encouraged
to create an introduction in your own personal style – but be sure to include:

 an overview of the basic meeting structure, i.e. Prepared Speeches, followed by

Evaluations, and then Table Topics
 a short discussion of the role of applause in a Toastmasters meeting to raise
energy levels and to provide support and encouragement for participants
 an explanation of the use of the feedback slips following each prepared speech
including the suggested CRC structure, i.e. Commend, Recommend, Commend

Prepare speaker introductions

Contact each speaker prior to the meeting in order to gather information which may be
used in your introduction before their speech.

In particular, make sure you know some basic information about their Toastmasters
career, e.g. how long they have been a member.
You might also want to find out some particularly interesting piece of personal
information such as an unusual achievement or hobby.

Some Toastmasters will ask each speaker (and the other functionaries) to answer a
simple question – for example “What is the quality you most admire in other people?” –
and include their answer in their speech introduction.
Make sure to include some complimentary words to build the speaker’s confidence.
Also, it can be particularly effective to give your introduction a personal touch by saying
something about the speaker from your own perspective.

Upon arrival at the meeting

Update the meeting agenda
Obtain a copy of the meeting agenda and check with participants for any last-minute
changes.

Update your own copy of the agenda with any changes, so that you can easily explain
these to the audience during your introduction.

If there are unexpected absences, it is your responsibility to find replacements for

vacant roles. For example, if a speech evaluator is absent, ask another member to take
on this role.
Introduce yourself to the General Evaluator
Make the General Evaluator feel welcome and thank them for taking the time to visit the
club. Remember, they are giving up their time to help our club.

Find out which club they belong and make sure you know how to pronounce their name
correctly!

During the meeting

Give your introduction
When introduced by the President, shake his or her hand, then give your introduction,
beginning with “Mr/Madam President, fellow Toastmasters and most welcome guests…”

After your introduction, point out any changes to the agenda.

Remind people to switch their mobile phones off, or at least switch them to silent.

Introduce the first functionary role – usually the Timekeeper – and lead the applause.
After the functionaries have completed their introductions, but before you introduce the
first speaker, explain that each speech has a particular purpose and draw the
audience’s attention to the objectives printed on the reverse of the agenda.

Introduce each speaker

For each speaker:

 Give your personalized introduction

 Lead the applause while they walk to the stage
 Shake hands then sit down – usually somewhere in the front row

When the speaker hands back to you:

 Shake their hand

 Lead the applause
 Thank the speaker and make a positive bridging comment, e.g. “Thank you Lucy.
I don’t think I’ll ever look at a guidebook in quite the same way again!”
 Ask the Timekeeper for one minute on the clock and prompt the audience to give
the speaker feedback via the provided slips

While feedback slips are being collected for the final speaker, take the opportunity to
remind all speakers to have their speech manuals completed by their respective
evaluators.

Introduce other functionaries

Your introductions for other functionaries, such as Timekeeper, Harkmaster and
Evaluators should be shorter than for the speakers.

Manage the voting process

After each of the Timekeeper’s timing reports – i.e. the prepared speeches report, the
table topics report, and the evaluations report – ask the Timekeeper for one minute on
the clock so that audience members may vote for best speaker, best table topic speaker
and best evaluator respectively.

Make sure you have arranged for someone to collect voting slips. These should be
given to the President for counting.

Announce the break

At the end of the first half, announce that there will be a short break for refreshments:
 Say the length of the break (usually 5 or 10 minutes)
 Reiterate by saying what time it is now, and what time they should return
At the start of the second half, remind audience members to turn their phones off again,
in case they switched them on during the break.

3. MODERATOR

An event moderator is the master of ceremony of the event. He or she is there to make
sure the speakers can do the best job and the audience gets the most out of the day or
session. A moderator introduces speakers. He or she also makes sure the speakers
stick to the time and the moderator asks and moderate questions. He or she is the
connection between the different talks.
There are two types of moderators. There are those that are the ‘host’ for an entire day,
the event moderator. They are for a large part responsible for the success of a
conference. There are also panel- or session moderators. They are ‘only’ responsible
for a specific session. Even though it is less work, it doesn’t make them less important.
They can still make or break an event.

How to be a good event moderator

Unlike what some speakers think, being a good or even great moderator isn’t easy. If
you do it right, it’s a lot of work. If you want to be a good moderator at a conference or to
moderate a conference session, you need to do certain things well. You need to work
on these moderation skills

1. Be prepared. First, you want to be ready. Don’t show up without any preparation. The
simplest thing here is to know the agenda. You want to know who you are dealing with.
Know the speakers (by name!) and know their topics.

2. Research. If you aren’t knowledgeable enough on the topic, research. Do some

reading. There is a ton of content available on the web on the web on any topic.

3. Get in touch with the speakers. Get in touch with the speakers before the talk. But do
it one at a time. First, ask them about their talk. What they want to discuss and what the
most important outcomes of their talks are. Then summarize it all in one email to all the
speakers. See if there is any overlap and suggest changes if needed.
 4. Make the speakers the center of attention. As a moderator, you are not the center of
attention. The speakers are. The best moderators know how to take a step back. To
shut up when needed. Always be aware of the fact that you should keep what you say
as short as possible. Summarize what the speakers said. Ask short questions and
repeat the questions from the audience. You help the speakers become the heroes.

5. Ask the right questions. Do your research to find out what your audience is like. Test
their knowledge level and have your questions be in line with that. Ask questions the
audience would want to know, not what you want to know

6. Pay attention. Being an event moderator is hard work! You are the only one who
knows for sure that you need to pay attention. You want to know what happens and you
want to make sure you ask the right questions. For that, you need to pay attention. If
you have seen the talks before, pay attention to the audience. If not, pay attention to the
talk. You have to ask a question after!

7. Be a host. Finally. As a moderator, you are more than the person watching time. You
are the person in charge of the session. That means the people in the room are your
guests. And you want to make your guests happy. This is much like hospitality. The
customer is king, so you treat him well. In this case, the audience is your customer.

4. LECTURER
Lecturers are subject experts who design, develop, and deliver material using a range
of methods and platforms. They create course material, lesson plans, and curricula,
conduct research and fieldwork, engage with students, assist with processing
applications, and also attend interviews, conferences, and meetings.

Skills
 Ability to work well with a range of people.
 Organisation skills.
 Teamwork.
 Expertise in a particular subject area or areas.
 Excellent written and verbal communication skills.
 Excellent presentation skills.

Strategies
1. Maintain regular eye contact with the entire class.
2. Avoid turning away from students when you speak.
3. Use a microphone in large classes.
4. Speak clearly, but use a conversational tone.
5. Convey your enthusiasm for the material and the students.
A good lecturer presents the audience with opportunities for meaningful engagement
with the subject material and with their lecturer. An effective lecture should present
information that the audience could not learn from simply reading up on the subject of
the lecture.

PERFORMANCE
1. Review the text of the tribute to Al Pacino at the following

link: http://www.afi.com/laa/laa07.aspx.

2. How does the speech establish that the honoree is worthy of praise? What

elements of the honoree’s personality come through in the speech?

3. Construct a script for a speech. Choose from the different speech roles.
 PRESENTATION

ETHICS IN PUBLIC SPEAKING

1. Be Honest and Avoid Plagiarism

Credible public speakers are open and honest with their audiences. Honesty includes
telling your audience why you’re speaking (thesis statement) and what you’ll address
throughout your speech

2. Identify Your Sources

The first step of ethical speech preparation is to take notes as you research your
speech topic. Careful notes will help you remember where you learned your information.
Recalling your sources is important because it enables speaker honesty. Passing off
another’s work as your own or neglecting to cite the source for your information is
considered plagiarism.
There are three distinct types of plagiarism—

 Global plagiarism, the most obvious form of plagiarism, transpires when a

speaker presents a speech that is not his or her own work. For example, if a
student finds a speech on the Internet or borrows a former speech from a
roommate and recites that speech verbatim, global plagiarism has occurred.
Global plagiarism is the most obvious type of theft. However, other forms of
plagiarism are less obvious but still represent dishonest public speaking.
 Patchwork plagiarism. is plagiarism that occurs when one “patches” together
bits and pieces from one or more sources and represents the end result as his or
her own. Sometimes a student neglects to cite a source simply because she or
he forgot where the idea was first learned.

 Incremental plagiarism, or when most of the speech is the speaker’s original

work, but quotes or other information have been used without being cited.
Incremental plagiarism can occur if, for example, you provide a statistic to
support your claim, but do not provide the source for that statistic.

3. Decide When to Cite

When speaking publicly you must orally cite all information that isn’t general knowledge.
4. Cite Sources Properly
Studies show that oftentimes students do not cite a source because they’re unsure of
how or when to cite a reference.
5. Understand Paraphrasing and Direct Quotations
Next, it is important to understand the process for paraphrasing and directly quoting
sources in order to support your speech claims. When writing speech content, you must
include quotation marks around an author’s work when you use his or her keywords,
phrases, or sentences. This would be relevant for a speech outline, a handout, or a
visual aid. It is also important to specify a direct quote when you are orally citing during
your speech..

6. Promote Diversity

One important responsibility speakers have is fostering diversity, or an appreciation for

differences among individuals and groups. Diversity in public speaking is important
when considering both your audience and your speech content. Promoting diversity
allows audience members who may be different from the speaker to feel included and
can present a perspective to which audience members had not previously been
exposed.
7. Use Inclusive Language
Avoiding sexist language is one way to use inclusive language.  
8. Avoid Hate Speech
Avoid communication that degrades individuals and humanity through distortion,
intimidation, coercion, and violence, and through the expression of intolerance and
hatred. Words can be powerful—both in helping you achieve your speech goal and in
affecting your audience in significant ways. It is essential that public speakers refrain
from hate or sexist language.
9. Employ Respectful Free Speech
We live in a nation that values freedom of speech. The freedom of speech must be
balanced with your responsibility as a speaker to respect your audience. Offending or
degrading the values of your audience members will not inform or persuade them.
REVIEW QUESTIONS

1. How are ethics used in public speaking?

2. What is plagiarism? What is the difference between global and patchwork plagiarism?
3. What is the difference between paraphrasing and directly quoting a source?
4. What free speech rights are granted to a speaker?
5. Why is raising social awareness an ethical concern when preparing a speech?

PERFORMANCE

1. Develop 3 example situations of unethical behavior in public speaking. Decide

how you can make changes to create ethical public speaking behavior.

ICT that Enhance Speech Execution

 PRESENTATION
Computers: are the most important tools of information and communication technology
and backbone of modern human life. They are the most common ICTs tools used by
most teachers. They are helpful in storing, collecting and preparing of data for
communication.
Over head projector: is an effective tool of displaying information and processes to a
large number of people simultaneously. Prepared forms of information are easy to
display with the help of over head projector. Teachers can build strong relationship
between their students and the equipment they are dealing with to make them use the
language effectively and being good speakers. Visual aids are tools in presentation for
the speaker because they give them something to refer to in order to preserve the act of
interacting and make it more organized. Moreover, they give learners the opportunity to
move around and use different gestures when they are presenting the work and they
make the presenter more relaxed since they shift the eyes of audience from time to time
to focus on the video aid so reducing the impression at the learner.
Digital camera: its usage presents endless chances for language profits and
improvement across most of the subjects. It is very helpful tool to be used as a recorder
of role playing or classroom presentations to be corrected later on by the teacher or
even by the student him/herself as a kind of self-evaluation. That technique breaks the
ice between the learner and the teacher and also it makes learners closer to
technology.
The interactive board: provides the best to the students. For instance, the students can
watch even the way the native speakers speak and they can learn a lot about
communication, its process and proficiency outside the box. Visualizing the concepts by
different persons with varying efficiency through ICT makes the students not only to
know and learn the language, but also to practice it in their day to day life.
Social media: has become an important tool of communication. It provides a platform for
sharing thoughts and ideas. Students can add themselves with the English language
learning groups and take advantage of sharing information. Lots of social sites are
available on it like, Facebook, Twitter, Instagram etc. It is very helpful in learning
situational language.
Online facilities for English language learning: A lot of online facilities are available on
internet for the development language skills. Some of them are e-guidance, e-tutoring,
e-teaching, e-journals, emagazines, e-books, e-library, online training, virtual classes
etc.
Pod casting: is the integration of audio files where they can feed their materials and play
it inside and outside of the classroom. Podcasts can help the learner familiarize with the
target language and teachers can use them as useful audio material that can be used in
class for activities like discussions, besides, in the web, there are even particular
podcasts that can include pronunciation for particular needs of students. These ways of
learning have been observed to improve oral proficiency in students and make up for
the lack of native speakers in the areas where students live.
Quicktionary is a pen-like device that permits the reader to easily scan the word and get
its definition and translation on its own LCD screen.
Quick Link Pen which allows learners to copy and store printed text,
Internet links. It helps to transfer the data to computers and enables the reader to get
the meaning of the word from a built in dictionary.

Prepared by:

FENINA ARPILLEDA MARGALLO

Functional English Instructor

COURSE: Functional English

Period: Midterm

Topic: PLANNING AND ORGANIZING THE

CONFERENCE
===============================================================

INTENDED LEARNING OUTCOMES

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

1. recognize the imperatives in conducting/ hosting a well-planned and organized

conference done in any platform (face to face, teleconference, zoom);
2. perform mock conference applying the different forms of platform;
3. apply the rules in parliamentary procedure in planning and organizing conferences
using different platforms with program and invitations.

===============================================================
PREPARATION:
The teacher throws questions to the students if they already experienced attending gatherings such as
weddings, reunions, meetings or conferences. Then the teacher jots down all of the students’ answers. He
will then make a follow-up questions on what roles did they portray for that particular activity? Were they
the people behind the scene? Or were they the ones performing at front?
Effective planning and organizing conferences takes time and effort. What are the necessary things to
considering in planning and organizing conferences? Why is it imperative to orient ourselves with the
steps in its preparation? How to come up with a comprehensive organization in the conduct of the
conference?
PRESENTATION:
After asking these questions, the teacher discusses what a conference is and its essential elements.
Vital components in the realization of a well- planned and well-organized conference must be taken into
consideration.
Planning and organizing: The process of carrying out plans in the establishment of goals, policies, and
procedure for a social unit.
 DECIDE ON A THEME. Every great conference needs a theme. What’s the unifying message
that your speakers will deliver? The best themes should be catchy, relatable, and trigger an
emotional response. You want the conference to inspire and stimulate conversation. The theme
has to pick up on it.
 ASSEMBLE YOUR TEAM. You need a dedicated team of people to assume responsibility for
different aspects of planning, negotiations, and promotions. Your core team will likely include:
1. Planning team: Conference venue, accommodation, activities, catering.
2. Administration team. Budgeting, attendee registration, ticket sales. This team/person will
also be the main point of contact for persons related to the conference.
3. Marketing team. Contacting the media, creating promotional material, managing your
website, blog, and social media activities.
4. Sponsorships team. In charge of securing sponsors, applying for grants, and fundraising.
5. Volunteers. Helping with all on-site activities on the day of the conference; door
management, ticket scanning, keeping track of the guest list, etc.
 PREPARE A BUDGET AND BUSINESS PLAN. Whether your conference is funded by
sponsor or not, you’ll have to put together a budget. You need to know where your money is
being earned and spent. Common items you want to budget for:
o Venue
o Accommodation
o Transportation
o Catering
o Speaker fees
o Activities
o Marketing
o Team members

Preparing a budget with realistic estimates will also come in handy when searching for venues.
 CHOOSE YOUR SPEAKERS. No matter what your niche is, it is very likely that the quality of
the speakers can make the conference successful. In many fields the speakers are the stars of the
conference, and attendance can be affected by their quality. If good speakers are hard to find,
plan in advance.
 CHOOSE THE LOCATION. The location of the conference is an important factor for its
success. You need a place that can easily be reached, well served by public transport and with a
good choice of hotels and restaurants in the area, if your conference is going to last for days.
 TALK TO THE VENUE. If planning a successful conference is a daunting task for you, or if
you don’t have great experience and they are more than willing to share it with you because
your success is the venues success too.
 FOCUS ON VISITOR EXPERIENCE. Live events are very relevant in today’s market; while
advancing technologies have enhanced our industry, they can’t be replaced the element of
human interaction. Engaging content, clear objectives that makes your event uniqu, different or
better than your competitors are all compelling reasons for visitor attendance. Careful
consideration should be given to visitor experience and engagement to maximize ROI and drive
customer retention.

PRACTICE:

The teacher creates groups of students in threes. Every group is tasked to create a
program for an event they want to organize and then present their output explaining all the parts
of the conference program.

PERFORMANCE:
Individual Task: The students are going to organize an event (seminar, school event, or
any socio-cultural program inside or outside the school) with every part of the program
containing a brief description on what will happen.
IN addition, speakers or honored guests should be given letter of invitation or request on
the specifics or roles they are going to play.

PREPARED AND SUBMITTED BY:

MR. GEORGE ALARRACIN
Faculty Member

.
.
LESSON 1
INFORMATION
GATHERING INTERVIEWS
WITH EXPERTS IN ONE'S
DISCIPLINE
After the lesson, the learner……..
  Writes interview questions.
 Conducts and record an interview.
Time Frame: 6 hours

Let’s Think and Say Something!

Have you ever interviewed someone? Share your experiences, including what went well,
what didn’t and why?

Let’s Start!

Watch the interview Prof. Allen Cheng and Dr. Asha Brown about COVID-19
(https://youtu.be/Cqs_xSh-4pg)
 Guide questions for discussion after watching the video:
1. What is an interview?
2. What makes a good interview?
3. What are the qualities of a good interviewer?
4. Cite certain characteristics or skills of the interviewer that you think made the
interview interesting.
5. How did the interviewer formulate his questions? Did he start from general
questions to specifics or the other way around?

Let’s Read and Discuss!

What Is an Interview?
An interview is "a conversation between two or more people (the interviewer and the
interviewee) where questions are asked by the interviewer to obtain information from the
interviewee. Interviews can be divided into two rough types: interviews of assessment and
interviews for information.
The interview is the primary technique for information gathering during the systems
analysis phases of a development project. It is a skill which must be mastered by every analyst.
The interviewing skills of the analyst determine what information is gathered, and the quality and
depth of that information. Interviewing, observation, and research are the primary tools of the
analyst.
The interview is a specific form of meeting or conference, and is usually limited to two
persons, the interviewer and the interviewee. In special circumstances there may be more than
one interviewer or more than one interviewee in attendance. In these cases there should still be
one primary interviewer and one primary interviewee.
What Are the Goals of the Interview?
At each level, each phase, and with each interviewee, an interview may be conducted to:

 Gather information on the company

 Gather information on the function
 Gather information on processes or activities
 Uncover problems
 Conduct a needs determination
 Verification of previously gathered facts
 Gather opinions or viewpoints
 Provide information
 Obtain leads for further interviews
Types of Interviews
A. General

This is a one-on-one interview involving a reporter and an individual involved in a

specific event or issue. You and the PAO may grant this type of interview on a case-to-
case basis, depending on the sensitivity of the issue and if the subject matter is not
beyond the responsibility of the person to be interviewed. The PAO should monitor the
interview and tape-record it in case questions arise later on the context of the answers or
the interviewee is misquoted.

B. Talk Show

Many local television and cable stations have interview shows where “people in news”
are interviewed. They are referred to as “soft” interviews that usually focus on the
personality of the person or command, rather than on hard news issues. Nevertheless,
prior preparation is important even for a soft interview. Be sure you know if there will be
another speaker on the show who will be asked their opinions of the issues the
interviewee will address.

C. Ambush

This type of “on-the-run”, unanticipated interview usually is related to some major issue
or controversial event. The person leaves his home, a congressional hearing or a
courtroom, and is suddenly faced with television cameras, microphones and shouted
questions. The main rule here is to keep cool, smile and move as soon as possible.

D. Remote

This is similar to the general interview but involves the interviewee in one location (such
as on the ship’s pier) and the interviewer is television studio asking questions. There
may also be a third party linked by another remote location or in the television studio.
The interviewee has an earplug to hear the questions. The main drawback to this
 interview is the distraction and confusion the audio feedback makes in the earplug. This
technical problem makes the interviewee more nervous and thus interferes with the
ability to do the best interview possible. Practice with the remote will help, but such
interviews are always difficult.

E. Edited

As you already knew, any interview, whether it is to be print, radio or television, may be
edited if it is not done live. The problem with the edited interview is that an answer may
be edited out of context. One answer to this problem is to have command personnel only
appear on live radio or television shows. However, even a live interview can be stage-
managed by the host. The best advice about this interview is that you know the people
you are dealing with.
The interview process itself consists of a number of parts.

 Selection of the interviewee and scheduling time for the interview

 Preparation of interview questions, or script
 The interview itself
 Documentation of the facts and information gathered during the interview
 Review of the interview write up with the interviewee
 Correction of the write up, sign-off, and filing

Interviewing Guidelines
Given these various phases and the variety of goals of an interview, the importance of a
properly conducted interview should be self-evident. Since each interview is in fact a personal
exchange of information between two personalities, a set of guidelines for the interviewer should
be established to ensure that nothing interferes with the stated goal, i.e., gathering complete,
accurate information. The interview is not an adversary relationship; instead it should be a
conversation. Above all it is a process, and like most processes it has certain rules and
guidelines which should be followed.

1. First and foremost, establish the tone of the interview.

2. Let the interviewee know the reason for the interview and why he or she was selected to
be interviewed.
3. Stress that the interviewee's knowledge and opinions are important, and will aid in the
analysis process.
4. Gain the interviewee's trust and cooperation early on, and maintain it throughout.
5. Establish what will happen to the information gathered.
6. Determine any areas of confidentiality or restricted information.
7. Let the interviewee know that candor and honesty will be valued and that nothing will be
published or passed on until it has been reviewed and verified by the interviewee.
8. Firmly establish that there are no negative consequences to being interviewed.
Dos and Don'ts of Interviewing
The rules of interviewing are similar to the rules which govern most human interactions and to
the rules which govern most investigative and problem-solving processes. In effect they can be
called the rules of the game. The table below shows the dos and don’ts of interviewing

DOs DON’Ts
1. Do ask questions which start with who, 1. Do not assume anything.
what, where, when, why, and how, 2. Do not form pre-judgments.
where possible. 3. Do not interrupt.
2. Do ask both open and closed questions. 4. Do not go off on tangents.
3. Do verify understanding through probing
and confirming questions.
4. Do avoid confrontation.
5. Do act in a friendly but professional
manner.
6. Do listen actively.
7. Do take notes, but do not be obtrusive
about it.
8. Do let the interviewee do most of the
talking
9. Do establish rapport early and maintain
it.
10. Do maintain control over the subject
matter.
11. Do establish a time frame for the
interview and stick to it.
12. Do conclude positively.
13. Do allow for follow-up or clarification
interviews later on.
14. Be polite and courteous.

The Need for Documentation

Everyone talks about the weather but no one can do anything about it. In the case of
documentation, everyone talks about it but few do it; however, unlike the weather, most people
can document, and document effectively.
Documentation, however painful and tedious it may seem, is one of the most critical
tasks of analysis. The documentation produced as a result of the analytical interviews, the
analyst's observations and research, and ultimately, the total analysis phase of the project
serves a number of purposes.
Permanence. The need for documentation is rooted in semantics and human memory.
Verbal communications are both transitory and subject to interpretation. The average person
has a language working set of about 500 to 1000 words. The written working set, by contrast, is
much larger, perhaps by as much as an order of magnitude. Verbal communication is
augmented by inflection, body language, and by a process of feedback and interaction, all of
which serve to clarify the ambiguous, the ill-defined, and ill-understood. Human memory is
imperfect. Words communicated verbally can only be recalled and examined with difficulty, if at
all.
Precision and recall. A written document is more precise and may be reviewed
repeatedly until understanding is achieved. It has the added advantage that small changes can
be made to it without having to restate the entire premise or thought. Additionally, once an idea
is written down, it may be recalled at will exactly as first presented and may be completed by
someone other than the original author, or authors. Because there is little feedback from the
written word, one can only take issue with misstatements of fact or with ambiguous wording. If it
isn't written down, it isn't there.

Functions of Documentation
1. Documentation serves to clarify understanding, and perhaps most important, it provides
the audit trail of the analyst. That is, it creates the records which can be referred to at
some later date and which serve as the basis for future work and decisions.
2. Good documentation precludes the need to return to the interviewee for a repetition of
ground previously covered. Good documentation can be reviewed over and over until
adequate understanding is achieved.
3. Documentation is tedious and sometimes boring. But it is also vital. Good documentation
allows other analysts and the analyst's successors to pick up where the first left off,
should he or she be reassigned. Documentation is necessary if the next project phases
are to be successful, since they are predicated on the results of the analysis. To a very
real extent, analytical documentation provides the road maps for the remainder of the
project. If the maps are faulty, or incomplete, the succeeding teams may wind up in a
swamp, or worse, in quicksand.
4. Most important, the finalized documentation serves as a contract between the user and
the data processing developer. In it the analyst has described the user's environment,
the analyst's understanding of the user's needs and requirements, and with the proposal
for a future environment, the analyst's description of the system to be designed and built
by the developers. With the user's sign-off, or approval of these documents, a contract is
created between the two. Barring unforeseen changes in the business environment, the
problems described in the documentation will be rectified and the environment proposed
will be the one built and installed for the user.
5. The document becomes, in effect, a statement of the work to be performed. The time to
modify and change it is before the work begins; afterward it may be too late. From the
developer's perspective, any post sign-off changes may require a re-negotiation of either
time frames, costs, or resources. From the user's perspective, the design is what is
contracted for and what he or she is paying for. If the final product does not conform to
the proposal, then it is up to the developer to rework the product until the user is
satisfied.
Most large documents will have sections which are written by more than one person. Try to
ensure some level of stylistic consistency. The document should flow and should be easily
readable. Remember it is meant to convey information.
Asking Interview Questions
Successful interviewers spend considerable time preparing for an interview. They immerse
themselves in the subject that will be discussed. They research their guests’ backstory,
credentials and viewpoint. Knowledge of the topic and their guests helps the interviewer
formulate good questions that will hook the audience.
When formulating interview questions, start with who, what, when and how questions
and then probe deeper. Moving from general questions to specifics gives the guest time to get
comfortable with you and the interview. Be creative in how you ask questions.
Example:
Tell me about your campaign to save the rare Asian unicorn.
What led to your interest in saving this endangered species?
Why is this creature called a unicorn even though it has two long horns?
Species are being lost every day. Why should we care if the Asian unicorn goes extinct?

Tip for interviewers: Ask what you don’t know. There’s a lawyer tip that advises you to only
ask witnesses questions that you already know the answers to. Do the opposite. Ask questions
on issues where you are clueless what the answer will be. Lawyers hate surprises. But
surprises mean you have something that has not been reported.

Watch the following video on how to interview someone on camera.

https://you.be/TqKG8SnqTKs
 Let’s Practice!

(Group Activity) Make an interview about a topic related to your discipline. Prepare your
interview questions and assign roles for the interviewer/s and interviewee/s. Act it out in
class. Classmates may critique and ask questions after the presentation.

Let’s Perform!
/
Form group of five. Conduct a 15-20 minutes video interview with someone in your field
of specialization. As a general rule, interview in person whenever you can. If you can’t
meet in person, use a medium like Skype/ Google Meet/ Zoom. Upload the video for the
class to see. Rubric for grading is indicated below.

Video Based Assessment Rubric

(AN INTERVIEW WITH EXPERTS IN ONE'S DISCIPLINE)
CRITERIA 5 4 3 2 1

Content Content is accurate Content is accurate Content is accurate Content is Content is

and all required but some required but some required questionable. inaccurate.
information is information is information is Information is not Information is not
presented in a missing and/or not missing and/or not presented in a presented in a
logical order. presented in a logical presented in a logical order, logical order,
order, but is still logical order, making making it difficult to making it difficult to
generally easy to it difficult to follow. follow. follow.
follow.
Communication Well-rehearsed and General level of Acceptable level of Low level of No rehearsal
 Skills thoroughly familiar rehearsal and Knows rehearsal. Has some rehearsal. indicated. Too
with the topic. Can the topic well. Can difficulty keeping up Numerous many
present ideas successfully present with the discussion pronunciation pronunciation
articulately and and justify ideas in a and arguing an errors or other errors or other
persuasively in a formal discussion. opinion. Limited mistakes. Has mistakes. Severe
complex discussion. Turn taking handled turn-taking and use marked difficulty in difficulty in
Level appropriate appropriately. Level of communication keeping up with the following the
for intended appropriate for strategies. Level is discussion and discussion and no
audience. intended audience. appropriate, but the contributes only active involvement.
listener is not totally occasionally. Lacks the features
convinced that the Basic/Unfamiliar of an acceptable
presenter knows level of presentation.
his/her topic well. acquaintance with
the topic.
Creativity/ The presentation The presentation Uses ideas from Uses ideas from Lacks of originality
Originality shows great shows certain other people but other people and creativity. A
originality. Ideas are originality and there is a little without quoting. little effort on it.
creative and witty. creativity. It shows evidence of original
the use of new ideas ideas.
and shrewdness.
Video Transitions are Smooth transitions Smooth transitions Very few transitions No transitions are
Transitions smooth. Transitions are used on most are used on some are used and/or used.
enhance the slides. slides. they distract from
presentation. the presentation.
Presentation flows Presentation flows Presentation flows Presentation is Presentation has
well and logically. well. Tools are used well. Some tools are unorganized. Tools no flow. No tools
Video Creation Presentation correctly. used to show are not used in a used.
reflects extensive Overall presentation acceptable relevant manner.
use of tools in a is interesting. understanding.
creative way.
Grammar and other No spelling errors. Few spelling errors. Some spelling Some spelling Many spelling and
related Mechanics No grammar errors. Few grammar errors. errors. Some errors. Some or grammar errors.
No pronunciation Few pronunciation grammar errors. grammar errors. Too many
errors or other errors or other Some pronunciation Numerous pronunciation
mistakes. related mistakes. errors or other pronunciation errors or other
Text is in authors’ Text is in authors’ related mistakes. errors or other mistakes.
own words. own words. Text is in authors’ mistakes. Text is copied.
own words. Most of text is in
authors’ own
words.

WORKS CITED

http://www.martymodell.com/pgsa2/pgsa07.html
https://youtu.be/Cqs_xSh-4pg
https://you.be/TqKG8SnqTKs
https://blog.psionline.com/tlent/what-mkes-a-good-interview-a-good-interviewer
www.forbed.come/sites/shelisrael/2012/04/14/8-tips-on-conductin-great-interviews/amp/
 PREPARED AND SUBMITTED BY:

CHARMAINE PEŇARANDA
Functional English Instructor

TOPIC: PLANNING THE SPEECH

INTENDED LEARNING OUTCOMES

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

 outline a speech with the right content for the specific choice of audience;

 present an interesting speech topic (CLO 5).

a. Topic, type and purpose,

b.  Knowing your audience
c. Presentation aids 
d.  Developing strong and clear thesis  statement
Part I Preparation:   The students are given various possible topics that they could choose from 

1. Hobbies 
2. Meaningful Experiences
3.  Cyber Mania 
4. Global Warming
5. Artificial intelligence
6. Surviving COVID  Crisis 
7.  Body Piercing
8. Euthanasia 
9. Human Cloning
10.  Racial Discrimination 
11. Other Relevant Social Issues 
12. Other Preferred Topics 

Part II Presentation: Let the students watch the video link on writing the thesis statement
which also includes 
https://www.youtube.com/watch?v=ZJFP_hqzbEk

Part III Practice :  Choose  three among the suggested topics.  Collaborate with your pair  to find
articulate ideas and feed back  for fresher perspectives on the speech topic that you have
chosen using the worksheet/checklist below. 

https://www.google.com/search?
q=SPEECH+TOPIC+CHECKLISTS&tbm=isch&ved=2ahUKEwjXisHwxbPrAhUIBJQKHfM9DIAQ2-
cCegQIABAA&oq=SPEECH+TOPIC+CHECKLIST
Part IV Performance:  Present a cluster map/ Mind map/concept map depicting your final
speech plan through power point or video. 
Sample Cluster Map 
Content: Writing the Speech 
Part I. Preparation:    Browse through the following  photos:
Photo A
Photo B

Photo C

Part II Presentation  : Read through the ff:

https://www.wikihow.com/Write-a-Speech-Outline
 
How to Write a Speech Outline
 
 
 
 
Co-authored by Emily Listmann, MA
Last Updated: December 2, 2019 References Approved
A speech outline can increase your confidence and help you keep your place so you sound
authoritative and in control. As you write your speech outline, focus on how you'll introduce
yourself and your topic, the points you'll cover, and the interests of your audience
 
Crafting Your Introduction
1.  
 
 
1
Start with a greeting. The first thing people want to know when you stand to speak is who you
are. If someone else has introduced you, take the time to thank them as well as anyone
responsible for organizing the event or inviting you to speak.[1]
 Keep in mind you may be nervous when you start your speech. Include this in
your outline so you won't forget.
 If there's anything about you that relates you to your audience, or to the group that
organized the event, you want to include that in your brief greeting as well – especially
if you didn't have the benefit of an introduction from someone else.
 For example, you might say "Good afternoon. I'm Sally Sunshine, and I've been a
volunteer with the Springfield Animal Society for five years. I'm honored they've
invited me to speak here today about the importance of spaying or neutering your
pets."
2.  
  
 
2
Open your speech with an attention-getter. You want to grab their attention and hold on to
their attention throughout the whole speech. This could be a joke, a personal story, or an
interesting observation on your topic that doesn't really fit elsewhere in your speech.[2]
 When choosing your attention-getter, keep your audience in mind. Think about
what would grab their attention – not necessarily what you personally find interesting
or humorous.
 If you're not sure whether your attention-getter will work, try practicing it in front
of friends or family members who are similar in age and interests to the people who
will be in the audience when you give your speech.
 For example, if you're giving a speech on spaying and neutering pets to a group of
suburban families, you might open with a humorous reference to the Disney movie
"101 Dalmatians."
3.  
 
 
3
Give your audience a reason to listen to your speech. In this part of your introduction, you'll
transition from your attention-getting anecdote into the subject matter of the speech itself. This
section should only be a sentence or two.[3]
 Briefly explain the importance of the topic or issue you'll be discussing in your
speech.
 If your speech is an informative one, explain why the information is important or
relevant to your audience.
 For argumentative speeches, explain what might happen if action isn't taken on
the issue.
 For example, you might say "Every year, our local animal shelter has to put down
500 unwanted cats and dogs. If all pets were spayed and neutered, it's estimated this
number would decrease to under 100."
4.  
 
 
4
Present your thesis statement. Your thesis statement, broadly, tells the audience the scope of
your speech. The structure and content of this statement will vary based on the type of speech
you're giving.[4]
 If you're giving an argumentative speech, your thesis statement will be a
statement of the ultimate point you hope to prove through the information and
evidence you lay out in your speech.
 For example, the thesis statement for a speech arguing that all pet owners should
spay or neuter their pets might be "Our entire community would benefit if all pets were
spayed or neutered."
 The thesis statement for a more informative speech will simply summarize the
type of information you're going to provide the audience through your speech.
  For a more scientific speech, your thesis statement will reflect the hypothesis of
the scientific study you're presenting in your speech.
5.  
 
 
5
Establish your credibility. You've made your point, but now you need to let the audience know
why they should listen to you. Credibility doesn't necessarily have to be as formal as a specific
degree or years of research – it could be a personal story.[5]
 If you're giving a speech for a class in school, your "credibility" may be as simple
as the fact that you took the class and researched the topic.
 However, if you have a more personalized interest in the topic of your speech, this
is a good time to mention that.
 For an argumentative speech, a personal connection to the subject matter can
enhance your credibility. For example, maybe you're giving a speech about local urban
housing policy and you became interested in the topic when you learned your family
was facing eviction. A personal connection often can mean more to members of your
audience than extensive professional experience in the area.
6.  
 
 
6
Preview your main points. Now that the audience knows what you're going to talk about, why
you're going to talk about it, and why they should listen to you, give them a neat summary of the
points you're going to make during your speech.[6]
 There's no hard and fast rule, but speeches typically have three main points. You
should list them in your introduction in the order you plan to present them in your
speech. The order in which you discuss your points depends on the type of speech
you're giving.
 For example, your speech on spaying or neutering pets might address the benefits
to the pet first, then the benefit to the pet's family, then the benefit to the community at
large. This starts small and moves outward.
 For an argumentative speech, you typically want to lead with your strongest
argument and work down in order of strength.
 If you're giving an informative speech based on a historical event, you may want
to provide your points chronologically. Other informative speeches may be better
served by starting with the broadest point and moving to more narrow points.
 Ultimately, you want to order your points in a way that feels natural to you and
will enable you to easily transition from one point to another.
 
Part2
Building the Body of Your Speech
1.  
 
 
1
State your first point. The outline of the body of your speech will begin with the first point you
intend to make in your speech. Write out a smooth transition from your introduction into the
body of your speech.[7]
 Your first point will be a top-level entry on your outline, typically noted by a
Roman numeral.
 Beneath that top-level, you will have a number of sub-points which are
comments, statistics, or other evidence supporting that point. Depending on how your
outline is formatted, these typically will be letters or bullet points.
2.  
 
 
2
Present your supporting evidence or arguments. Beneath your first point, you'll list specific
evidence or facts you want to mention in your speech that support the point. This could include
dates, statistics, or quotes from sources.[8]
 As with the points themselves, with your evidence you typically want to start with
the strongest or most important sub-point or piece of evidence and move down. This
way, if you start running short on time, you can easily cut the last points without
worrying that you're leaving out something important.
 The type of evidence or sub-points you'll want to include will depend on the type
of speech you're giving.
 Try to avoid pounding your audience with long series of numbers or statistics –
they typically won't retain the information. If you have a significant amount of
numerical data or statistics, creating an infographic you can project during your
presentation may be more useful.
 Keep in mind that additional personal stories or anecdotes can be particularly
effective to get your point across in a speech.
 For example, if your first point in your speech about spaying or neutering pets is
that the procedure benefits the pets themselves, you might point out that pets that are
spayed or neutered live longer, are at a decreased risk for certain types of cancer, and
are generally more healthy than pets who aren't spayed or neutered.
3.  
 
 
3
Transition to your next point. After you've finished all the information you want to include for
your first point, go back to the top level and find a smooth way to transition from that point to
your second point in a sentence or two.[9]
 Avoid over-thinking your transition. It really doesn't need to be incredibly
sophisticated. If you can't come up with anything specific, using a simple transitional
phrase will work fine.
 For example, you might say "Now that I've discussed how spaying and neutering
has a positive effect on your pet's health, I want to move to the effect that spaying and
neutering has on your family."
 Some of the most effective transitions turn on a particular word or phrase, such as
the word "effect" in the example above.
 4.  
 
 
4
Repeat the same process for all remaining points. Your outline will look much the same for
the remaining two (or more) points you plan to cover in your speech. Start with a top-level
outline point that provides a topic sentence of the point, then follow it with three or four-lettered
or bulleted sub-points of facts in support.[10]
 When choosing your sub-points or the facts that you want to emphasize in your
speech, keep your audience in mind as well as the overall point. Think about what's
important to them, or what they potentially would find most surprising or most
interesting.
 
 
Part3
Creating Your Closing
1.  
 
 
1
Provide a smooth transition. Now that you've finished the body of your speech, you need an
effective transitional sentence that will signal to your audience that you're reaching the end of
your speech.[11]
 This transition doesn't need to be fancy – it doesn't even have to be a whole
sentence. You can simply say "In conclusion," and then launch into your summary.
2.  
 
 
2
Summarize the points you've discussed. Speech coaches often describe a speech's organization
as "tell them what you're going to say, say it, then tell them what you said." Start your conclusion
by telling your audience what you told them in your speech.[12]
 You don't need to go into detail here – you're just reinforcing what you've already
told your audience.
 Make sure you don't introduce any new information in your closing summary.
 For example, you might say "As you've seen, spaying or neutering your pet has
substantial benefits not only for you and your pet, but also for the community at large."
3.  
 
 
3
Restate your thesis statement. This version of your thesis statement should sound more like a
conclusion or an ultimate finding than the hypothesis it may have been in your introduction.[13]
 If your speech went well, you have fully proven your thesis and demonstrated its
importance. This statement should relate back to the summary of your points and
present a strong statement.
  Particularly for brief speeches, you can even combine your summary of points
with your thesis statement in a single sentence that wraps up your speech.
 For example, you might say "Given the benefits to your pet's health, to your
family, and to the overall well-being of your community, it is clear that spaying or
neutering pets should be a top priority for all pet owners."
4.  
 
 
4
Leave your audience something to remember. To close out your speech, think of something
on the same note as the attention-getter you used to open your speech. It could be an anecdote or
a humorous restatement of the importance of the issue.[14]
 You may want to think of a way to bring the entire speech back around to that
story you initially told to grab your audience's attention.
 If you have an argumentative or similar speech, your closing lines typically will
include a call to action. Give your audience an example of how important the subject
of your speech is, and implore them to act on the information you gave them in a
specific way.
 When making a call to action, make sure you include specific details, such as
where to go, who to contact, and when to act.
 For example, you might say "For the next week, the Springfield Animal Society
will be spaying and neutering pets for free at their clinic on 123 Main Street. Call 555-
555-5555 to make an appointment for your furry friend today!"
5.  
 
 
5
Thank the audience and anyone who invited you. Thanking the audience for listening to you
demonstrates that you respect them and value their time. If you were specifically invited to speak
by a particular individual or organization, you should also mention them again.
 Particularly if your speech was longer or if you went over the time allotted, be
sure to tell them that you appreciate their time.
 As with your initial greeting, including this in your outline ensures you won't
forget it in the moment. That doesn't mean you should try to write something verbatim.
Rather, you should focus on your thanks being more off-the-cuff and sincere.
6.  
 
 
6
Note time for questions. Speak with the organizers of the event beforehand and find out if you
can (or should) invite any questions from the audience about your speech. If you intend to
provide time for questions, note this on your outline so you won't forget to mention it at the end
of your speech.[15]
 If you want to establish parameters for the questions, be sure to list these in your
outline so you can mention them when you announce that you're open for questions.
  Anticipate questions that may be asked dependent on your speech topic.
Preemptively answer those questions and include them in your outline.
 You also should note if you only have a specified period of time for questions, or
if you're only taking a set number of questions. 

https://www.google.com/search?
q=SAMPLE+SPEECH+OUTLINE&rlz=1C1ASUM_enPH813PH813&sxsrf=ALeKk03RlLJzrmQZ6sznhg
dWW79jjTqDQA:1598261551557&tbm=i
Practice :  Browse through some sample  best written speeches then watch the video links of
some best speeches.   Create the speech outline and write the draft then with a partner do the
evaluative feedback on your respective works. 
Performance:  Write the speech draft using the guide below. 
My Speech Draft
Name:
Title:
General Purpose:
Specific Purpose:

Introduction:___________________________________________________________________
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Body
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Conclusion_____________________________________________________________________
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PREPARED and SUBMITTED BY:

PROF. JIHAN SESICAN COMEROS

Faculty Member