10

English
Quarter 1 – Module 7:
Evaluating Spoken Texts
English – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 7: Evaluating Spoken Texts
First Edition, 2020

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Published by the Department of Education

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Undersecretary: Diosdado M. San Antonio

Development Team of the Module

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 10
English
Quarter 1 – Module 7:
Evaluating Spoken Texts
Introductory Message
For the facilitator:
Welcome to the English 10 Alternative Delivery Mode (ADM) Module on
EvaluatingSpokenTexts!
This module was collaboratively designed, developed and reviewed by educators
both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners .

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:
Welcome to the English 10 Alternative Delivery Mode (ADM) Module on Evaluating
Spoken Texts!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

1
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

2
References This is a list of all sources used in
developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module is designed and written for you based on Most Essential Learning
Competencies (MELCs). It is here to help you evaluate spoken texts using given
criteria, e.g. fluency, tone, cohesion, and correctness. The scope of this module
covers many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged following the standard
sequence of the course.

After going through this module, you are expected to:

1. identify qualities of an effective public speaking;

2. analyze a spoken text listened to in terms of fluency, tone, cohesion,
correctness; and
3. evaluate spoken texts using given criteria, e.g. fluency, tone, cohesion,
correctness.

What I Know

Directions: Choose the letter of the best answer. Write the chosen letter on
a separate sheet of paper.
1. In evaluating spoken text, what criterion focuses on the individual sounds
such as consonants, vowels, diphthongs, stress, intonation patterns, and
rate of speech?
a. correctness
b. cohesion
c. fluency
d. tone
2. What do you call the sequencing ideas in a logical manner and the use of
effective transition?
a. correctness
b. cohesion

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 c. fluency
d. tone
3. What criterion in evaluating spoken text that focuses onputting clauses and
sentences together?
a. correctness
b. cohesion
c. fluency
d. tone
4. Which criterion do the elements of timbre (distinctive sound), texture,
highness and lowness of voice refer to?
a. correctness
b. cohesion
c. fluency
d. tone
5. Which of the following is true about fluency? Fluency is when the speaker
________.
a. speaks spontaneously quickly and comprehensively
b. looks distracted by audience reactions
c. presents topic with unclear message
d. utters errors in pronunciation
6. Which of the following describes quality of tone in speech? The speaker
speaks___________.
a. loudly, clearly and smoothly
b. in monotone voice
c. very loud
d. too softly
7. Which of the following is correct about cohesion in speaking?It __________.
a. presentsideas from the speaker’s point of view
b. buildsideas with unity and in logical order
c. is the speaker’s point for his arguments
d. is the speaker’s conclusion
8. Which of the following is true about correctness in speaking? The
speaker___________.
a. sticks to the purpose without interruption to external factors like
noise
b. makes use of appropriate words at the given situation

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 c. is creative with his ideas regardless of the setting
d. maintains poise at all times
9. When can you say that the speaker is fluent? The speaker __________.
a. speaks in a free flowing manner in an understandable manner
b. searches for the right words and pauses most of the times
c. repeats his words to correct mispronunciation
d. mumbles and hesitates when he speaks
10. As a listener, when can we say that the speaker speaks with cohesion?
a. The speaker uses proper devices within sentences and paragraphs.
b. When the speaker’s purpose is presented at the end of the speech.
c. When the content of the speech is clear and broad.
d. When the speaker uses code switch for comprehension.
11. You are listening to a senate hearing. Which of the following is a true
behavior of a good evaluator? You ______________.
a. observe the speakers in terms of their confidence and truthfulness in
tone
b. closely listen to both partiesat the hearing session and take down
important notes
c. do not listen at all since it does not concern about a student life
d. choose a party to believe in and only listen to them
12. You are listening to an inspirational speaker on “Facebook”. Which of the
following speaks about evaluating the spoken text?
a. Present and defend opinions by making judgments about information
from the speaker.
b. Examine and break information into parts by identifying the motives
of the speaker.
c. Solve issues to new situations by applying acquired knowledge from
the speaker.
d. Understand the facts and ideas from the speaker.
13. Which of the following is true in evaluating spoken text? The listener must
____________.
a. look at the fluency, variety of tone, cohesion within paragraphs and
truthfulness of ideas with correct grammar structures
b. consider the content of the message, purpose of the speaker, and
introduction-body-conclusion of the speech

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 c. consider the poise of the speaker, body language, content and
message of the speech
d. look into the content, verbal, non-verbal and conclusion

For items 14 and 15.Read the transcription of the spoken text below and
answer the questions that follow.
Diokno on Anti-Terror Bill: “I have doubt about it.”
“I have doubt about anti-terror bill. This anti-terrorism bill is inciting to
terrorism that is punishable by 12 years of imprisonment. It is like inciting to
sedition and inciting to rebellion. They said, if you are not a terrorist, then you
don’t need to worry. What about us, they filed a case against us about inciting
to sedition even if there is no evidence? It is so easy to use this law against
the political opposition, and this kind of law is always used against the critics
of the administration.”
https://www.msn.com/en-ph/news/national/diokno-on-anti-terror-bill-may-duda-ako-diyan/ar-BB15dKjG

14. Based on the transcription of the spoken text on “Anti-Terror Bill”, which of
the following should you consider before agreeing to the idea? You must
consider the _______.
a. correctness of contents, validity of evidences, and reliability of the
ideas
b. fluency by identifying the fillers and errors of statement
c. cohesion by identifying the connectors of each statements
d. language if the speaker is speaking with passion
15. Looking at the transcription on the spoken text, which evaluation
statement is true in terms of the correctness inhis speech?
a. The grammar structure is perfectly right without clear statement of
purpose.
b. The topic is well-researched and properly cited with no grammar
error.
c. The purpose is achieved even without quality of grammar structure.
d. The ideas are easy to understand and concise.

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Module

7 Evaluating Spoken Texts

Listening is perhaps the most important of all interpersonal skills. Every day, we
listen to our parents, to speeches, to music, and even to ourselves. However, does
listening end there? No, listening undergoes different stages. These are receiving
the information, understanding the author’s message, and evaluating the message.
This allows you to respond and form opinion about the speaker. Effective listening
is the foundation of strong relationship at home, in school, in education, in the
workplace, and in the society.

What’s In

Activity 1: Anticipation Reaction Guide

Directions: Read the statement that appeals to you as a listener. Complete the
Anticipation-Reaction Guide (ARG) below by drawing the emoticon that reflects
your answer on a separate sheet.

Like Dislike I like to listen when the speaker…

1. has low tone and unclear voice.

2. demonstrates full knowledge of the topic and speak

spontaneously.

3. presents an incomplete, with few details, too brief and

confusing topic.

4. presents information in logical and interesting

sequence.

5. mumbles, incorrectly pronounces terms, and speaks

too softly.

Did you put sad faces to items one, three and five?

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Great! That means you are looking forward to a speaker who possess effective
qualities in delivering a speech.
You will learn more of these qualities as you move on to the different activities in this
module so you would be able to evaluate a spoken text correctly.

What’s New

Activity 2: Stepping Ahead

In order to evaluate spoken text, you must have clear understanding on the qualities
of an effective speech such to fluency, tone, cohesion and correctness.

Directions: Read the descriptions below and identify specific characteristic under
fluency, tone, cohesion and correctness. Write the letter of your answer on a
separate sheet.

A. Fluency B. Tone C. Cohesion D. Correctness

_______1. shows mastery of the topic discussed

_______2. speaks spontaneously and confidently
_______3. presents clear purpose of the speech
_______4. presents factual and well-detailed information
_______5. presents information free from grammatical errors
_______6. pronounces the words, intonation, juncture correctly
_______7. uses highness, lowness of voice to emphasize a point
_______8. presents information in logical, mature, and well-developed ideas
_______9. speaks in a loud, clear and relaxed voice at an appropriate rate
of speech
_______10. Uses correct diction or choice of words specific for theaudience

Did you get all the answers correctly? What made you decide on your answers? Are
there still confusionsamong these qualites?

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 What is It

Here is another activity for you to further understand the qualities of a good speaker.
In this activity, you will have a sample speaker. Try to observe the speaker the way
he delivers and chooses his words based on his purpose.

Activity 3: Watch and Listen

Directions: Watch and listen to the video carefully. Try to evaluate the speaker and
answer the questions that follow on a separate sheet.

https://www.youtube.com/watch?v=hILLK4fcZKY
Processing Questions:
1. Do you think the speaker in this video is an effective speaker?
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________________

2. How do you assess his speaking ability?

__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________________

Very good! Now, let us go through the qualities of an effective speech one by one.
This will be your notes in learning about these qualities.

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 EVALUATING SPEAKING

Speaking is a complex act with many different

elements interacting to produce effective
communication. In order to evaluate this skill
accurately, we need to identify and isolate each of
these elements. We can then develop frameworks to
evaluate them. Below is a list of the things that
speakers need to be able to do in order to
communicate effectively.
https://www.teachingenglish.org.uk/article/evaluating-speaking#sidr-0

Is he a fluent speaker?
Did he make use of
varied tone of voice?

Speakers need to produce the phonological features of speech well enough to be

understood because listeners understand the speaker more when they hear them.
These features include:

✓ individual sounds – consonants, vowels, diphthongs, stress, intonation

patterns in speech, rate of speech
✓ the rhythm of speech in general. English is stress-timed, meaning that in
general stressed syllables have an equal amount of time between them.
✓ speaker’s ability to deliver a smooth and fluid speech, no hesitations and no
attempt to search for words.

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 This is FLUENCY in speaking. It is speaker’s ability to speak
spontaneously quickly and comprehensively with few numbers of
errors that may distract the listener form the speakers’ message
(Iswara, Abi A., et al 2012).

Speakers need todeliver the speech with an appropriate Vocal Quality such as:

✓ timbre (distinctive sound) and texture, affects audibility and can affect the
articulation. This is adjusted by the speaker to achieve clarity of voice.
✓ the pitch is the “highness” or “lowness” of the voice. Each of us has a range
of tone.
✓ the pitch is altered to convey a meaning (like raising the pitch at the end of a
sentence that is a question), it is the inflection. Inflections are variations,
turns and slides in pitch to achieve the meaning.

This is TONE in speaking. Our tone of voice is the way in

which we speak, what we say and how we say it.Some examples of
vocal quality include warm, clear, soft, scratchy, mellow and breathy.
Each speaker should practice at maximizing the vocal effect of his
instrument in order to convey intended meaning.
https://peaceprof4.files.wordpress.com/2017/10/chapter-12-delivering-your-speech.pdf

Is there truthfulness of what he

said? Is his grammar correct? How
about the connection between
ideas?

Speakers need to understand and follow the rules of language at a word, sentence
and text level with truthfulness. This includes:

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 ✓ choosing the right vocabulary. Speakers need to think about the meaning of
a word – its connotations, level of formality, style and appropriateness to the
audience.
✓ using grammar structures to put clauses and sentences together.
✓ providing accurate and factual details of the topic discussed.

This is CORRECTNESS in speaking. The speaker should be able to

use the right words appropriate for the situation. The information presented
should contain necessary details to support the arguments. Most
importantly, the speaker must pay attention to grammatical structure of the
language.
https://www.teachingenglish.org.uk/article/evaluating-speaking

Speakers need to develop his ideas and arguments to aid listeners in getting the
meaning and message of the speech. This includes:

✓ sequencing ideas in a logical manner. Since the listener, cannot go through

a text, the speaker should be able to create s smooth flow of ideas so listener
can follow.
✓ using effective transition such as logical connectors.

This is COHESION in speaking. Cohesion is the unity of ideas

and elements that are tied together both in writing and
speaking and another in a text (Halliday & Hasan, 1976).

What’s More

Do you have now the idea on what to check when evaluating a speaker?Now, you can
practice on becoming a keen listener. In this activity, you are going to listen to a public
speaker of your choice. You can either view or listen from Facebook, TV, or radio.
Note: In the case that any technology is not available, you can ask parent, relative, or
neighbor to be the speaker.

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Activity 4: A Keen Listener

Directions: Listen to a speaker and use the checklist below for evaluation.Write
your answer on a separate sheet.

Listening Evaluation Checklist

Name of the Speaker: _____________________Topic: _____________

Event:___________________________________ Link (if online): ______

FLUENCY Yes No
1. The speaker did not attempt to search for words that
causes a pause of the moment.
2. The speaker did not hesitate, mumbleduring his
speech.
3. The speakerhad not mispronounced any words.
TONE
4. The speaker’s voice was loud and clear.
5. The speaker used variety of sounds such as “high
pitch and low pitch” based on the emphasis of idea
presented.
6. The speaker’s voice quality had adjusted accordingly
so listeners could hear well.
COHESION
7. The speaker presentedhis ideas in an understandable
manner.
8. The speaker’s transition from one idea to another was
clear.
9. The speaker delivered his ideas as a whole with unity
of thought.
CORRECTNESS
10. The speaker achieved his purpose and the message
was clear, appropriate, and correct.
11. The speaker followed the rules of grammar and
language.
12. The speaker used words that could be easily
understood and weresuited for the audience.
COMMENTS
Strengths Weaknesses
1. 1.

2. 2.

3. 3.

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 What I Have Learned

How is your evaluation so far? Is it easy or difficult? Now that you have ideas on
what to look for in a speaker, you must have made evaluation based on the Listening
Evaluation Checklist above.
This time, gather all your thoughts together as you accomplish the graphic organizer
below.

Activity 5: Build Me Up

Directions: Gather all you have learned about evaluating spoken text and complete
the textual aid below. Write your answer on a separate sheet.

Fluency __________________

1. 1. loud and clear

voice

2.
2.

3.
3.
Evaluating
________________ Spoken Correctness
Text
1. logical connectors
and cohesive 1.
devices.
2.
2.

3.
3.

Processing Questions:
1. As a listener my role is ________________________________________________.
2. Evaluating spoken text is (easy/difficult) because ______________________.

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 What I Can Do

You are now going to listen to a speech. Then, using all that you have learned,
evaluate it like a professional using the given rubric.

Activity 6: Like A Pro

Directions: Go to the link below. Watch and listen to the speech then perform the
activities that follow.

https://www.youtube.com/watch?v=IfBb7XPdatQ

Part I: Public Speaking Rubric

Directions: Evaluate the speech by writing down the rating on a separate paper.
Add up all the scores; then give your remarks.
CRITERIA 4 3 2 1
EXCELLENT GOOD FAIR NEEDS
IMPROVEMENT
FLUENCY The speaker The speaker The speaker The speaker
speaks with pronounces incorrectly mumbles,
precise most words pronounces incorrectly
Grade 10 manual
pronunciation of correctly; terms; Speech is pronounces terms
page 141 research
terms; Smooth Smooth and relatively and speaks too
report rubric adapted
and fluid speech; fluid speech; few smooth; some softly; speech is
from rubistar.com
no hesitations; no hesitations; a hesitations and slow, hesitant &
attempts to slight search for unevenness strained except for
search for words words caused by short memorized
rephrasing and phrases; difficult
searching for to perceive
words continuity in
speech
TONE The speaker The speaker The speaker The speaker
speaks in loud, speaks in loud, speaks in speaks in low
clear, and relaxed clear, and uneven volume volume and/ or
Grade 10 manual
voice with few relaxed voice with little or no monotonous tone;
page 141 research
pauses; with some use of prosodic inaudible
report rubric adapted
appropriate use pauses and few features; volume
from rubistar.com
of prosodic use of prosodic very soft
features; volume features;

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 is excellent inaudible word
or two

COHESION The speaker The speaker The speaker The speaker lacks
presents presents presents a development of
information in information in somewhat clear ideas with weak or
exceptionally clear and logical and logical no transitions
Grade 10 manual
clear, logical, order that development between and
page 473 research
mature, and supports the with basic within paragraphs
report rubric adapted
thorough topic with good between and
from rubistar.com
development of transitions within
the topic with between and paragraphs
excellent within
transitions paragraphs
between and
within
paragraphs

CORRECTNESS The content is The content has The content has The content is
highly detailed, all the basic some of the incomplete, too
well researched, facts in an basic facts; brief, and
and shows a organized way; language disorganized or
strong language used is choices may be confusing;
understanding of mostly limited, language choice is
Grade 10 module page the topic; respectful or peppered with limited, too
224 rubric adapted language is inoffensive; slang or jargon, complex and very
from familiar to the language is too complex or dull; language is
www.marquette.edu/li audience, appropriate but too dull; not appropriate
brary/services/oral.do appropriate for word choices are language is for a particular
c the setting and not particularly questionable or audience,
free of bias; vivid or precise; inappropriate for occasion or
language choices some errors in a particular setting; frequent
are vivid and grammatical audience, grammatical
https://www.dcs.k12.
precise; accuracy structures occasion, or errors even in
oh.us/cms/lib07/OH1
& variety of possibly caused setting; frequent simple structures;
6000212/Centricity/D
grammatical by attempt to grammatical meaning is
omain/104/Rubric_Sp
structures include a errors even in obscured.
eaking.pdf
variety. simple
structures that
at times obscure
meaning.
Review your scores for the speaker and write your Remarks:
interpretation on the remarks box.
Score Interpretation
Interpretations:
13-16 points:Excellent.
9-12 points:Good
5-8points:Fair
1-4 points:Needs Improvement.

17
Part II: Commend, Evaluate, and Suggest
Directions: Provide specific comments on the speech by completing the paragraph
below.Write your answer on a separate sheet.

The speaker is good in terms of_____________

because ________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
____________________________________________________.

However, the speaker committed errors in

____________________because________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
___________________________________________________.

The speaker may improve his___________________

by_________________________________________________
___________________________________________.________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
___________________________________________________.

18
 Assessment

Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Which of the following is true in evaluating spoken text? The listener must
______________.
a. look at the fluency, variety of tone, cohesion within paragraphs and
truthfulness of ideas with correct grammar structures
b. consider the content of the message, purpose of the speaker, and
introduction-body-conclusion of the speech
c. consider the poise of the speaker, body language, content and
message of the speech
d. look into the content, verbal, non-verbal and conclusion
2. Which criterion do the elements of timbre (distinctive sound), texture,
highness and lowness of voice refer to?
a. correctness
b. cohesion
c. fluency
d. tone
3. What do you call the sequencing ideas in a logical manner and the use of
effective transition?
a. correctness
b. cohesion
c. fluency
d. tone
4. In evaluating spoken text, what criterion focuses on the individual sounds
such as consonants, vowels, diphthongs, stress, intonation patterns, and
rate of speech?
a. correctness
b. cohesion
c. fluency
d. tone

19
5. What criterion in evaluating spoken text that focuses on putting clauses and
sentences together?
a. correctness
b. cohesion
c. fluency
d. tone
6. Which of the following is true about correctness in speaking? The speaker
_____________.
a. sticks to the purpose without interruption to external factors like
noise
b. makes use of appropriate words at the given situation
c. is creative with his ideas regardless of the setting
d. maintains poise at all times
7. Which of the following describes quality of tone in speech? The speaker
speaks___________.
a. loudly, clearly and smoothly
b. in monotone voice
c. very loud
d. too softly
8. Which of the following is true about fluency? Fluency is when the speaker
________.
a. speaks spontaneously quickly and comprehensively
b. looks distracted by audience reactions
c. presents topic with unclear message
d. utters errors in pronunciation
9. Which of the following is correct about cohesion in speaking? It _____.
a. presents ideas from the speaker’s point of view
b. builds ideas with unity and in logical order
c. is the speaker’s points for his arguments
d. is the speaker’s conclusion
10. As a listener, when can we say that the speaker speaks with cohesion?
a. The speaker uses proper devices within sentences and paragraphs.
b. When the speaker’s purpose is presented at the end of the speech.
c. When the speaker uses code switch for comprehension.
d. When the content of the speech is clear and broad.

20
11. When can you say that the speaker is fluent? The speaker ______________.
a. speaks in a free flowing manner in an understandable manner
b. searches for the right words and pauses most of the times
c. repeats his words to correct mispronunciation
d. mumbles and hesitates when he speaks
12. You are listening to a senate hearing. Which of the following is a true
behavior of a good evaluator?
a. You observe the speakers in terms of their confidence and
truthfulness in tone.
b. You closely listen to both parties at the hearing session and take
down important notes.
c. You do not listen at all since it does not concern about a student life.
d. You choose a party to believe in and only listen to them.
13. You are listening to an inspirational speaker on “facebook”. Which of the
following speaks about evaluating the spoken text?
a. Present and defend opinions by making judgments about information
from the speaker.
b. Examine and break information into parts by identifying the motives
of the speaker.
c. Solve issues to new situations by applying acquired knowledge from
the speaker.
d. Understand the facts and ideas from the speaker.

For items 14 and 15. Read the transcription of the spoken text below and
answer the questions that follow.
Diokno on Anti-Terror Bill: “I have doubt about it.”
“I have doubt about anti-terror bill. This anti-terrorism bill is inciting to
terrorism that is punishable by 12 years of imprisonment. It is like inciting to
sedition and inciting to rebellion. They said, if you are not a terrorist, then you
don’t need to worry. What about us, they filed a case against us about inciting
to sedition even if there is no evidence? It is so easy to use this law against
the political opposition, and this kind of law is always used against the critics
of the administration.”
https://www.msn.com/en-ph/news/national/diokno-on-anti-terror-bill-may-duda-ako-diyan/ar-BB15dKjG

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14. Looking at the transcription on the spoken text, which evaluation statement
is true in terms of the correctness in his speech? The ___________.
a. grammar structure is perfectly right without clear statement of
purpose
b. topic is well-researched and properly cited with no grammar error
c. purpose is achieved even without quality of grammar structure
d. ideas are easy to understand and concise
15. Based on the spoken text on “Anti-Terror Bill”, which of the following should
you consider before agreeing to the ideas? You must consider the
______________.
a. correctness of contents, validity of evidences, and reliability of the
ideas
b. fluency by identifying the fillers and errors of statement
c. cohesion by identifying the connectors of each statements
d. language if the speaker is speaking with passion

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 Additional Activities

You are going to listen to another speech. Then, evaluate it using the given rubric
based on the criteria of fluency, tone, cohesion and correctness.

Activity 6: Give It a Try

Directions: Go to the link below and listen to the speaker attentively. Then, using
the checklist and rubrics below, evaluate the speech.

https://www.youtube.com/watch?v=eLnmZX5h0j4

Listening Evaluation Checklist

Name of the Speaker: _____________________ Topic: _____________

Event:___________________________________ Link (if online): ______

FLUENCY Yes No
1. The speaker did not attempt to search for words that
causes a pause of the moment.
2. The speaker did not hesitate, mumble during his
speech.
3. The speaker had not mispronounced any words.
TONE
4. The speaker’s voice was loud and clear.
5. The speaker used variety of sounds such as “high
pitch and low pitch” based on the emphasis of idea
presented.
6. The speaker’s voice quality had adjusted accordingly
so listeners could hear well.
COHESION
7. The speaker presented his ideas in an understandable

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 manner.
8. The speaker’s transition from one idea to another was
clear.
9. The speaker delivered his ideas as a whole with unity
of thought.
CORRECTNESS
10. The speaker achieved his purpose and the message
was clear and appropriate and correct.
11. The speaker followed the rules of grammar and
language.
12. The speaker used words that can be easily understood
and were suited for the audience.
COMMENTS
Strengths Weaknesses
1. 1.

2. 2.

3. 3.

Part I: Public Speaking Rubric

Directions: Evaluate the speech by writing down the rating on a separate paper.
Add up all the scores; then give your remarks.
CRITERIA 4 3 2 1
EXCELLENT GOOD FAIR NEEDS
IMPROVEMENT
FLUENCY The speaker The speaker The speaker The speaker
speaks with pronounces incorrectly mumbles,
precise most words pronounces incorrectly
pronunciation of correctly; terms; Speech is pronounces terms
terms; Smooth Smooth and relatively and speaks too
and fluid speech; fluid speech; few smooth; some softly; speech is
no hesitations; no hesitations; a hesitations and slow, hesitant &
attempts to slight search for unevenness strained except for
search for words words caused by short memorized
rephrasing and phrases; difficult
searching for to perceive
words continuity in
speech
TONE The speaker The speaker The speaker The speaker
speaks in loud, speaks in loud, speaks in speaks in low
clear, and relaxed clear, and uneven volume volume and/ or
voice with few relaxed voice with little or no monotonous tone;
pauses; with some use of prosodic inaudible
appropriate use pauses and few features; volume
of prosodic use of prosodic very soft
features; volume features;
is excellent inaudible word

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 or two

COHESION The speaker The speaker The speaker The speaker lacks
presents presents presents a development of
information in information in somewhat clear ideas with weak or
exceptionally clear and logical and logical no transitions
clear, logical, order that development between and
mature, and supports the with basic within paragraphs
thorough topic with good between and
development of transitions within
the topic with between and paragraphs
excellent within
transitions paragraphs
between and
within
paragraphs

CORRECTNESS The content is The content has The content has The content is
highly detailed, all the basic some of the incomplete, too
well researched, facts in an basic facts; brief, and
and shows a organized way; language disorganized or
strong language used is choices may be confusing;
understanding of mostly limited, language choice is
the topic; respectful or peppered with limited, too
language is inoffensive; slang or jargon, complex and very
familiar to the language is too complex or dull; language is
audience, appropriate but too dull; not appropriate
appropriate for word choices are language is for a particular
the setting and not particularly questionable or audience,
free of bias; vivid or precise; inappropriate for occasion or
language choices some errors in a particular setting; frequent
are vivid and grammatical audience, grammatical
precise; accuracy structures occasion, or errors even in
& variety of possibly caused setting; frequent simple structures;
grammatical by attempt to grammatical meaning is
structures include a errors even in obscured.
variety. simple
structures that
at times obscure
meaning.
Review your scores for the speaker and write your Remarks:
interpretation on the remarks box.
Score Interpretation
Interpretations:
13-16 points:Excellent.
9-12 points:Good
5-8points:Fair
1-4 points:Needs Improvement.

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Part II: Commend, Evaluate, and Suggest
Directions: Provide specific comments on the speech by completing the paragraph
below.

The speaker is good in terms

of_____________because__________________________
______________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________

However, the speaker committed errors in

____________________because_____________________
________________________________________________
_______________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________

The speaker may improve

his___________________by________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________

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 Answer Key

Pre-Test
Module 7

1. C 6. A 11. B
2. B 7. B 12. A
3. A 8. C 13. A
4. D 9. A 14. A
5. A 10. A 15. B

Activity 1: Anticipation-Reaction Guide

1. Sad
2. Happy
3. Sad
4. Happy
5. Sad

Activity 2: Stepping Ahead

1. A 6. A
2. A 7. B
3. D 8. C
4. D 9. B
5. D 10. D

Activity 3: Let Us Listen

Scoring criteria for each item:

Correctness or Relevance of the Answer - 4 pt.

Writing Mechanics - 3 pt.
Grammar - 3 pt.
Total - 10 pts.

Explanation

1. Do you think the speaker in this video is an effective speaker?

I think the speaker in this video is an effective speaker because he speaks

clearly and understandably. The speaker shows mastery on his speech because
he presented his ideas about the topic logically and correctly without relying on
his script. More importantly, he is a very effective speaker because he speaks

27
 spontaneously in order to achieve the purpose of his speech which is to inspire
the listeners and not to give up in pursuing our goals in life.
2. How do you assess his speaking ability?

Although the speaker’s first language is not English, he was able to deliver
his ideas spontaneously with some pauses. Also, he made use of simple terms
that were easy to understand. Lastly, with his confidence, it was evident that he
had been speaking in public for quite some time.

Activity 4: A Keen Listener

Scoring System

Rating Points Rating Points

Fluency Cohesion
3 yes 3 points 3 yes 3 points
2 yes 2 points 2 yes 2 points
1 yes 1 point 1 yes 1 point
Tone Correctness
3 yes 3 points 3 yes 3 points
2 yes 2 points 2 yes 2 points
1 yes 1 point 1 yes 1 point
Score 12/12
Possible answers:
COMMENTS
Strengths Weaknesses
1. The speaker was spontaneous and 1. The speaker’s voice was not so loud.
fluent. 2. There were some mispronounced
2. The speaker presented the words.
information logically and 3. The speaker used run-on sentences
understandably. and misplaced some modifiers.
3. The speaker’s purpose was clear.

Activity 5: Build Me Up!

Possible answers:

Fluency Tone

1. precise
1. loud and clear voice
pronunciation of
2. highness and
terms
2. clear speech and
Evaluating lowness of voice in
emphasizing an
confidence Spoken important idea
3. mastery of the topic
3. adjusted voice for
Text clarity
Cohesion
Correctness
1. logical connectors
and cohesive 1. Correct vocabulary
devices 2. correct use of
2. step by step process grammar structure
of developing ideas 3. accurate and factual
3. unity of ideas from topic
start to end
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 Explanation may vary:
Scoring criteria for each item:
Correctness or Relevance of the Answer - 4 pt.
Writing Mechanics - 3 pt.
Grammar - 3 pt.
Total - 10 pts.

1. As a listener, my role is to carefully examine and make judgments about correctness

of information, validity of idea, quality of tone and mastery of the topic.

2. Evaluating spoken text is (easy/difficult) because there are criteria set for validating
my opinions. It is also very important to use these criteria because we hear a lot of
speeches on social media these days. We are now in the era of technology where self-
expression is accessibly free that we have to be evaluative to anything we listen.

Activity 6: Like a Pro

Part I: Public Speaking Rubric

Fluency Cohesion
Rating Points Rating Points
1 4 points 1 4 points
2 3 points 2 3 points
3 2 points 3 2 points
4 1 point 4 1 point
Total: Total:
Tone Correctness
Rating Points Rating Points
1 4points 1 4 points
2 3 points 2 3 points
3 2 points 3 2 points
4 1 point 4 1 point
Total: Total:

Interpretation Remarks Points

1–4 Needs Improvement 4
5–8 Fair 3
9 – 12 Good 2
13 – 16 Excellent 1
Grand Total:

Part II: Commend, Evaluate, Suggest

Explanations may vary:

Scoring criteria:
Correctness or Relevance of the Answer - 4 pts.
Writing Mechanics - 3 pts.
Grammar - 3 pts.
Total - 10 pts.

29
 The speaker is good in terms of correctnessof his
presentation because he gives many examples about the
topic which I am able to follow.

However, the speaker committed errors in fluency

and cohesion. For fluency,he had many pauses and fillers
that made him not spontaneous. He repeated many words
because he needed to correct them. He also looked at his
notes most of the time. Moreover, his ideas were not
arranged logically. He used many words and phrases
without using connectors and transition devices. His ideas
were not clear.

The speaker may improve his fluency by practicing

his speech. He should also master his topic so that he
would not look at his notes most of the time. Lastly, he
should be confident so that he can deliver properly.

Assessment
1. A 6. C 11. A
2. D 7. A 12. B
3. B 8. A 13. A
4. C 9. B 14. B
5. A 10. A 15. A

30
References

ACCESS: Speech by Hasan Minhaj. (2020). Retrieved 7 July 2020, from

https://www.youtube.com/watch?v=eLnmZX5h0j4
ACCESS: Delivering your speech. (2020). Retrieved 5 June 2020, from
https://peaceprof4.files.wordpress.com/2017/10/chapter-12-
deliveringyour speech.pdf
ACCESS: Evaluating speaking. (2020). Retrieved 5 June 2020,
fromhttps://www.teachingenglish.org.uk/article/evaluatingspeaking#si
dr-0
ACCESS: Evaluating speaking - Part 2. (2020). Retrieved 5 June 2020, from
https://www.teachingenglish.org.uk/article/evaluating-speaking-part-
2
ACCESS: Front images. (2020). Retrieved 5 June 2020,
fromhttps://ijac.org.uk/images/frontImages/gallery/Vol._6_No._3/7._7
0-81.pdf
ACCESS: Jack Ma motivational. (20 20).Retrieved 7 July 2020, from
https://www.youtube.com/watch?v=hILLK4fcZKY
ACCESS: Llanesca T. Panti/GMA News. (2020). Retrieved 7 July 2020, from
https://www.msn.com/en-ph/news/national/diokno-on-anti-terror-
bill-may-duda-ako-diyan/ar-BB15dKjG
ACCESS: Mr. Yann Reports. (2020). Retrieved 7 July 2020, from
https://www.youtube.com/watch?v=IfBb7XPdatQ
ACCESS: Stages of Listening. (2020). Retrieved 5 June 2020, from
https://courses.lumenlearning.com/boundlesscommunications/chapte
r/stagesoflistening/#:~:text=The%20listener%20assesses%20the%20inf
ormation,acons%2C%20and%2For%20beliefs
Dressler, W., Halliday, M., & Hasan, R. (1978). Cohesion in
English.Language,54(3),676.doi:10.2307/412795
Iswara, Abi A., et al. "Improving Students' Speaking Fluency Through the
Implementation of Trivia-based Activity in University Students." English
Education: Jurnal Pendidikan Bahasa InggrisUniversitasSebelasMaret,
vol. 1, no. 1, 2012.
https://www.dcs.k12.oh.us/cms/lib07/OH16000212/Centricity/Domain/1
04/Rubric_Speaking.pdf
https://www.dcs.k12.oh.us/cms/lib07/OH16000212/Centricity/Domain/1
04/Rubric_Speaking.pdf
www.marquette.edu/library/services/oral.doc

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 For inquiries or feedback, please write or call:

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

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

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