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Oral Communication in Context It also distinguishes sheep /ʃēp/ / from ship /ʃɪp/
Module 10: Quarter 2, Week 5– 8 because vowels can be classified as short like in the ff.:
Speech Writing and Delivery e went, intend, send, letter.
æ cat, hand, nap, flat, have.
HOW DO THEY DO IT? You must have asked that ʌ fun, love, money, one, come.
question while listening to or watching leaders and other ʊ put, look, should, cook, book, look.
personalities deliver their speeches to the public. We get ɒ top, watch, squat, sausage.
it. You get amazed with speakers’ charisma or charm ə alive, again, mother.
and its effect to the listeners/ audience. But there’s more
than that to ensure success in doing speeches. Vowels can also be long such as in these examples:
So how do we do it? In this lesson, we will answer i: need, beat, team.
that question; we will identify and use principles of ɜ: nurse, heard, third, turn.
effective speech writing and delivery. ɔ: talk, law, bored, yawn, jaw.
The past lessons emphasized that speech context, u: few, boot, lose, gloomy, fruit, chew.
speech style, speech act and communicative strategy are ɑ: fast, car, hard, bath.
all important in a variety of speech situations. Here are
the additional specific key points that you must And, they can be further classified as diphthong
remember: vowels:
The first consideration is LANGUAGE, which ɪə near, ear, clear, tear, beer, fear
accounts for the medium or means used by the speakers eə hair, there, care, stairs, pear
to deliver their message successfully and its FORM, eɪ face, space, rain , case, eight
which according to Graham (2014), pertains to ɔɪ joy, employ, toy, coil, oyster.
“…surface features of language and how these are aɪ my, sight, pride, kind, flight
arranged…” and includes two aspects: morphology, əʊ no, don’t, stones, alone, hole
which “…examines how words are formed in any aʊ mouth, house, brown, cow, out
particular language… [and] focuses especially on their
internal structure and how their meaning can be altered On the image below is the complete list of vowels
through the addition of affixes (prefixes and suffixes), and consonants with different pronunciation keys from
and syntax, which “…refers to the rules that govern IPA and sample words for your reference:
how words combine to create meaningful
utterances…and combine morphemes (the smallest
element of language: e.g. affixes)…to form words,
words combine into phrases and phrases combine
according to set rules into clauses. …”and when spoken
involves another aspect— phonology— “describes the
basic unit of speech in any language as the phoneme
and examines how speech sounds change when they are
combined… [and] other surface features of speech such
as intonation, stress and pausing.”
This is one of the most important aspects in
delivering speeches because shifting from one situation
to another as the needs arise requires attention to detail.
For instance, addressing your audience from “girl” to
“girls” involves understanding of morphemes; the
morpheme “s” added to the original word changes its
form from singular to plural. The same applies to
irregular changes like “lady” to “ladies” and
“gentleman” to “gentlemen”.
Pronunciation, the act or manner by which
phonemes/ speech sounds are produced or simply
speech production, is another concern in speaking, esp.
with the International Phonetic Alphabet (IPA) as a
standard.
IPA is used in dictionaries to indicate the
pronunciation of words and used by non-native speakers
of English (American or British) when learning to speak
the language. It differentiates cat (/kæt/) from what
/wɑt/ and again /əˈɡen/ or the use of the same vowel “a”
in a word.

Source:https://www.pinterest.ph/pin/127719339417595894/
*Source: Graham, Williamson. 2014. Language Form. Retrieved from: https://www.sltinfo.com/language-form/
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The second aspect to consider is DURATION OF
INTERACTION or the time you will spend with your
audience/ how long you will talk to whom. One’s
awareness of such aspect is important because as
emphasized in previous lessons, chronemics is a
language to learn and improve on too.
Time management is then a must in speeches: you
have to decide as to how long you will talk, how many
topics/ questions such talk will cover/ answer, and most
importantly, how engaged or hooked your audience will
be. The first few minutes you start a speech is as
important as the last few minutes and every minute/
second in between. According to recent studies, the
audience usually disengages from the topic at hand 10-
15 minutes from the start of the speech because of
limited attention span, esp. among the new generation
(millennials and edgers alike) of listeners/ viewers
(whose interests vary). It is your job as the speaker to
establish and maintain the momentum or the vibe you
want to have in common with your audience by
establishing RAPPORT WITH THE AUDIENCE
within the first 8 to 10 seconds of your stint, carry it on
across the next 10 minutes and solidify your points/
bottom lines in the last three to five minutes.
Rapport, in the simplest sense, is the harmonious/
in-tune RELATIONSHIP OF SPEAKER to his/ her
audience. To establish and maintain this, one has to
know first his/ her AUDIENCE PROFILE. How
young are they? What is this generation up to, trends-
wise and how is this culture affecting them day by day?
You can start with these questions and from there,
develop a strategy to seal your deal with them.
In other words, the ROLE AND
RESPONSIBILITIES OF THE SPEAKER have a
great range and those may start with being an (1)
AUDIENCE ANALYST. Apart from that, one also has
to be great (2) CONTENT WRITER or someone who
understands what his/ her audience needs or what works
for people.
This leads to another important aspect of effective
speech writing and delivery, which is the MESSAGE/
PURPOSE. It is WHAT one intends to impart to his/
her audience or based on your previous lessons, the
THOUGHTS, EMOTIONS/ EXPRESSIONS, and
IDEAS conveyed to the listeners/ recipients.
Since it needs expression or to be written as content
to make sense, this aspect is linked to language form,
which requires structure or LOGICAL
ORGANIZATION, the coherent and cohesive
sequencing of the message from the most important to
the least important. What are the key points/ bottom
lines/ takeaways of the speech? With what point should
it start? End?
Hence, one more responsibility of the speaker is to
be a (3) CONTENT EDITOR or someone who attends
to every detail of the speech. Does it communicate a
clear message? Is it complete? Does it have right
WORD CHOICE or style of expression? Or, does the
speaker have to weed out all the unnecessary parts of the
speech? And in doing so, does the speaker observe
GRAMMATICAL CORRECTNESS or standard
rules of spelling, inflection, tense and many other
aspects of language and its form?
The last and most challenging role is owning the
stage or being a (4) PUBLIC SPEAKER. This does
not only require presence of mind, focus or full
attention, and positive aura/ outlook from the sender of
the message but also sensitivity to material, timing,
adaptability and X Factor. DELIVERY or execution of
any speech feels different from one occasion or
circumstance to another. Hence, it’s important to note
that first, as a speaker, you SHOW UP or make sure you
are present physically/ mentally in doing the speaking
engagement and have stage presence.
STAGE PRESENCE is generally known to be the
certain charisma and charm that a performer possesses
that draws in an audience and commands their full
attention. This answers your question regarding the
unique vibe personalities give you.
Specifically, common knowledge among experts
pertains to it as the ability of a performer to capture and
command the attention of an audience, directing and
controlling that attention by being impressive in one's
visual appearance, body language, charismatic speech,
and general mannerisms. In other words, it is the core
variable that determines if someone will spread the good
word about your performance after the show/ speech, or
tell others not to bother next time you do the same or
another performance/ speech.
Second thing to note is STICK TO THE
MESSAGE/ what you intend to share and not deviate
from it out of the blue because changing the topic/
message on the spot may affect your confidence and
show lack of preparation.
Third, POSITIVIZE or radiate a positive energy
despite the turnout of the audience profile, room
temperature or any odd by projecting a good (but not
stiff) posture, smiling voice and friendly atmosphere.
Fourth, consider the material you are about to
deliver, the material around you and the material your
audience is/ are sensitive to. In other words, ADJUST
what needs to be said and not to be mentioned and how
it must be said. Remember that you are dealing with the
public. A crowd has varying opinions and issues that
they wish to partake or not be part of at all.
To adapt to the audience, observe proper timing
when to drop a point, a punchline/ joke, an anecdote/
story and additional ideas. When should you set
authority? Be funny? Ask questions? Acknowledge
answers? Ask for other answers? Stop asking?
And lastly, HAVE AN X FACTOR or what sets
you apart from the rest of the people in the room and
speakers/ performers— the unique abilities only you can
do. In other words, have your own ways to own the
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speech/ your ideas and make them sound authentic/
genuine and sincere: observe your unique way of
presenting ideas based on a range or ranking—
ARTICULATION; project and adjust the tone, volume
and many other aspects of your voice to an extent that it
is pleasing to the ears and connecting to minds and
hearts—MODULATION— not too low/ deep and not
too high and; send signals to your audience that go
along/ complement your message— have a way with
NON-VERBALS/ FACIAL EXPRESSIONS,
GESTURES AND MOVEMENTS that support your
ideas/ the speech itself rather than oppose it or confuse/
mislead your audience to something else.
So how do they do it? How do we do it? You might still
ask. Apply all the principles that you have learned in the
past lessons and the ones you find here and for sure, that
will make such a difference. Go and do the first step!
The activities/ drills on the next page will help you with
that. Have fun!

ACTIVITY 01:
Choose the letter of the correct answer. Write the chosen letter on a separate sheet of paper.
1. The basic unit of speech or sound that one produces is known as:
A. syllable C. morpheme
B. pronunciation D. phoneme

2. It is the harmonious relationship that the speaker may build with his/ her audience depending on the principles of
speech writing and delivery s/he applies.
A. form C. interaction
B. rapport D. support

3. All of the following are points in speech writing and delivery that a speaker must consider except:
A. audience profile C. speech content
B. others’ pronunciation D. stage presence

4. These are important tips in being an effective public speaker excluding:

A. make sure you are present physically/ mentally
B. adjust what needs to be said and not to be mentioned
C. send signals to your audience opposing your message
D. radiate a positive energy despite the turnout

5. ODD ONE OUT: All of these words have long vowels aside from:
A. these C. lease
B. this D. Beegees

ACTIVITY 02:
Identify whether each statement is TRUE or FALSE. Use a separate sheet of paper for your answer.

__________ 1. Logical organization is the coherent and cohesive sequencing of the message from the most
important to the least important.

__________ 2. Stage presence is the core variable that determines if someone will spread the good word about
a speech.

__________ 3. Articulation involves projecting and adjusting the tone, volume and many other aspects of your
voice to adapt to your audience.

__________ 4. Addressing your audience from “girl” to “girls”, “lady” to “ladies”, and “gentleman” to
“gentlemen” involves morphemes.

__________ 5. TPA is used in dictionaries to indicate the pronunciation of words and used by non-native
speakers of English when learning to speak the language.

__________ 6. The most challenging role of a speaker is owning the stage or being an audience analyst.

__________ 7. The audience is usually engaged with the speaker and topic at hand on the 15th minute mark
at the end of the speech because of limited attention span.

__________ 8. Short vowels are in the ff. words: put, should, cook, look, top, watch, and squat.
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__________ 9. Face, eight, kind, flight, no, alone, and hole are words with vowels classified as diphthongs.

__________ 10. Deviating from the original message out of the blue is good because changing it on the spot
may improve your confidence and show full preparation.
ACTIVITY 03
Now that you know how the principles of effective speech writing and delivery, WRITE a 3-5 minute
extemporaneous/ memorized speech with a TOPIC and PURPOSE of your choice and DELIVER it via a pre-recorded
raw/ Tiktok/ Youtube video that will be submitted through email, shown/ forwarded to the panelists, and uploaded in a
platform should it receive a score higher than 89. Let your teacher evaluate the content of your speech before your actual
performance. You will perform before a panel, whose evaluation will be based on these rubrics.

Category 10 8 6 4 Score
Exceptional Very Good Satisfactory Needs and
Improvement Weight
Introduction The first few The first few The first few The first few lines of
lines of the lines of the lines of the the
speech really got my speech got my speech did not speech did not
attention and attention really get my get my attention ____ x 1
made me want to and I was attention and I and I did not want to
listen intently. curious to was not sure if I hear more.
hear the rest. want to hear
more.

Content The speech The speech The speech The speech was
explained the focused on the issue focused on the unclear, did not
issue and issue but did explain any of
thoroughly, used examples not explain it the issues ____ x 2
using examples. but did not thoroughly and did thoroughly and
fully explain not did not use
it. use examples. examples.

Delivery The speaker The speaker was The speaker I could not hear
spoke in a loud, clear loud and was difficult to or understand
voice and clear but was not hear sometimes the speaker. ___ x 2
was expressive. expressive. and not
expressive.

Conclusion The end of the The end of the The end of the The end of the
speech was speech was speech was not speech was not
exciting and somewhat very exciting or exciting or lovely at ___ x 1
lovely. exciting and lovely at certain all.
lovely. aspects.

Overall The speech was Most of the parts of The speech was The speech made me
exciting and the speech was somewhat not want to agree
purpose-driven that exciting and that informative or with the
made me agree with made me think exciting and I would speaker’s ____ x 4
the about the speaker’s not probably viewpoint.
speaker’s viewpoint. agree with some of
viewpoint. the
speaker’s points.

Total Score _______

_____

*Source: https://landaua-catcherintherye.weebly.com/rubric-for-persuasive-speech-and-presentation.html