Senior High School

Oral Communication in Context

Module 5:
The Speech Writing Process and
Principles of Speech Delivery

AIRs - LM

LU_Oral Communication in Context_Module 5

ORAL COMMUNICATION IN CONTEXT
Module 5: Speech Writing Process and Principles of Speech Delivery
Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without written
permission from the copyright owners.

Development Team of the Module

Author: Kniccole Ysa P. Nones

Content & Language Evaluator: Maria Jherrume L. Mercado
Editor: SDO La Union, Learning Resource Quality Assurance Team
Illustrator: Ernesto F. Ramos Jr.
Design and Layout: Ronnel M. Barrientos

Management Team:

Atty. Donato D. Balderas Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, Ph D
Assistant Schools Division Superintendent
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Virgilio C. Boado, Ph D, EPS in Charge of LRMS
Belen C. Aquino, Ph D, EPS in Charge of English
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II

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Department of Education – SDO La Union

Office Address: Flores St. Catbangen, San Fernando City, La Union
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LU_Oral Communication in Context_Module 5

 Senior High School

Oral Communication in Context

Module 5:
The Speech Writing Process and
Principles of Speech Delivery

LU_Oral Communication in Context_Module 5

Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We
trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.

Thank you.

LU_Oral Communication in Context_Module 5

 Target

Just like events planning, or any other activities, writing an effective

speech follows specific steps or processes. This written speech is then
delivered in front of an audience. Hence, it is important that you study the
different principles to be observed in writing and delivering a speech before an
audience.

In your previous lesson, you are done with the type of speeches
according to purpose and according to delivery.

This module will provide you with information and activities that will
help you understand and apply effective speech writing principles. Moreover,
it will help you understand and apply effective speech delivery principles.

After going through this module, you are expected to:

A. use the principles of effective speech writing (EN11/12OC-IIcj-25),
focusing on:
✓ audience profile (EN11/12OC-IIcj-25.1);
✓ logical organization (EN11/12OC-IIcj-25.2);
✓ duration (EN11/12OC-IIcj-25.3);
✓ word choice (EN11/12OC-IIcj-25.4); and
✓ grammatical correctness (EN11/12OC-IIcj-25.5).
B. to use the principles of effective speech delivery (EN11/12OC-IIcj-26),
focusing on:
✓ articulation (EN11/12OC-IIcj-26.1);
✓ modulation (EN11/12OC-IIcj-26.2);
✓ stage presence (EN11/12OC-IIcj-26.3);
✓ facial expressions, gestures, and movements (EN11/12OC-IIcj-
26.4); and
✓ rapport (EN11/12OC-IIcj-26.5).

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LU_Oral Communication in Context_Module 5
 Jumpstart

For you to understand the lesson well, do the following activities.

Have fun and good luck!
Activity 1: True or False
Directions: Write T if the statement is TRUE; write F if it is FALSE. Write
your answers on a separate sheet of paper.
_____ 1. Speech writing is a recursive process.
_____ 2. Word choice is one consideration in writing a speech.
_____ 3. Any speech should include an introduction, body, and conclusion.
_____ 4. Knowing the audience and the occasion is crucial in writing a speech.
_____ 5. The purpose of the speech will help you identify ideas that will
support your main idea or message.

Activity 2: Watch and Learn

Directions: Watch the video of a World Champion of Public Speaking. The
featured Filipino speaker is a winner of a public speaking competition
organized by the English-Speaking Union.
Link: https://www.youtube.com/watch?v=4EfHKKsDzIA
After watching the video, answer the following questions. Write your
answer on a separate sheet of paper
1. What are your observations on the delivery of the speaker? Give at
least five observations.
2. Do you find the style of delivery appropriate to his/her audience?

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LU_Oral Communication in Context_Module 5
 Discover

The Speech Writing Process

1. Conducting an Audience Analysis

Audience analysis entails looking into the profile of your target
audience. This is done so you can tailor-fit your speech content and
deliver it to your audience. The profile includes the following information.
a. demography (age range, male-female ratio, educational background
and affiliations or degree program taken, nationality, economic
status, academic or corporate designations)
b. situation (time, venue, occasion, and size)
c. psychology (values, beliefs, attitudes, preferences, cultural and
racial ideologies, and needs)

Check out for the sample below:

Audience Analysis
Age Range
Male-Female Ratio
Educational Background
Educational Institution
Place of Residence (city,
province, town)
Marital Status
Economic Status (Household
income
above 30,000 or below 30,000)
Language Spoken
Religious Affiliations/Beliefs

2. Determining the Purpose of the Speech

The purpose of writing and delivering the speech can be classified into
three—to inform, to entertain, or to persuade.
▪ An informative speech provides the audience with a
clear understanding of the speaker's concept or idea.
▪ An entertainment speech provides the audience with amusement.
▪ A persuasive speech provides the audience with well-argued
ideas that can influence their own beliefs and decisions.

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LU_Oral Communication in Context_Module 5
 The purpose can be general and specific. Study the examples below
to see the differences.
General Purpose Specific Purpose
To inform Grade 11 students about the
To inform
importance of effective money management

To entertain Grade 11 students with interesting

To entertain observations of people who lack information
literacy

To persuade Grade 11 students to develop

To persuade
information literacy skills

3. Selecting a Topic
The topic is the focal point of your speech, which can be determined
once you have decided on your purpose. If you are free to decide on a
topic, choose one that interests you. There are various strategies used
in selecting a topic, such as using your personal experiences,
discussing with your family members or friends, freewriting, listing,
asking questions, or semantic webbing.

4. Narrowing Down a Topic

Narrowing down a topic means making your main idea more specific
and focused. The strategies in selecting a topic can also be used when
you narrow down a topic.
The example below, "Defining and developing effective money
management skills of Grade 11 students" is the specific topic out of a
general one, "Effective money management."
General Purpose To inform
Specific Purpose To inform Grade 11 students on the importance of
effective money management
Topic Financial literacy or effective money management
Narrowing down ➢ Effective money management
a topic through a ➢ Effective money management of Grade 11
listing students
➢ Developing effective money management
of Grade 11 students
➢ Defining and developing effective money
management skills of Grade 11
students

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LU_Oral Communication in Context_Module 5
5. Gathering Data
Data gathering is the stage where you collect ideas, information,
sources, and references relevant or related to your specific topic. This
can be done by visiting the library, browsing the web, observing a
certain phenomenon or event related to your topic, or conducting an
interview or survey. The data you will gather will help make your speech
informative, entertaining, or persuasive.

6. Selecting a Speech Pattern

In general, writing patterns are structures that will help you
organize the ideas related to your topic. Examples are biographical,
categorical/topical, causal, chronological, comparison/contrast,
problem- solution, and spatial. Below are different writing patterns
from which you can select the one that best suits your topic and/or
purpose.

Pattern Descriptions Examples

To inform my audience about
Specific my grandfather, the late former
Presents Purpose President Ramon
descriptions of Magsaysay
Biographical your life or a Describing the life and works of
person, famous Specific my grandfather, the late former
or not Topic President Ramon
Magsaysay
To persuade the community
members to reduce, reuse,
Specific and recycle as a means of
Presents related Purpose eliminating garbage and
Categorical/ categories
protecting the environment
Topical supporting the
Why should community
topic Specific members promote reducing,
Topic reusing, and recycling
Specific Informing my audience on the
Presents cause- Purpose effects of overeating
Causal effect Specific Explaining the possible
relationships Topic effects of overeating on one's
health
To inform my audience about
Specific the significant events in the
Purpose 1986 EDSA Revolution or
People Power
Presents the
Chronological Describing the significant
idea in time
Specific events before, during, and
order
Topic after the 1986 EDSA
Revolution or People Power

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LU_Oral Communication in Context_Module 5
Comparison/ Presents Specific To persuade the
Contrast comparison/ Purpose audience th at l i v i n g in the
contrast of two Philippines is better than
or three points living in Australia
Specific Explaining why the
Topic Philippines is more
habitable than Australia
To persuade the
Specific audience to support the
Purpose educational programs of
Presents an
the national government
identified
Problem- Explaining the reasons for
problem, its
Solution supporting the government's
causes, and
educational programs seen
recommended Specific
as the primary means of
solutions Topic
increasing the literacy rate in
the Philippines

7. Preparing an Outline
An outline is a hierarchical list that shows the relationship of
your ideas. Experts in the public speaking state that two-thirds of your
speech writing is finished once your outline is ready. A good outline helps
you see that all the ideas are in line with your main idea or message. The
elements of an outline include introduction, body, and conclusion. Write
your outline based on how you want your ideas to develop. Below are
some of the suggested formats.

• Table Format

Purpose To persuade
To persuade the community members to reduce,
Specific Purpose reuse, and recycle as a means of eliminating garbage
and protecting the environment
Promoting the importance of reducing, reusing,
Topic and recycling in eliminating wastes and
protecting the environment
Pattern Problem-solution
Share facts on the current situation of the
Introduction environment. State the message of the speech
(Specific topic).
Body Discuss how improper waste disposal becomes
an environmental problem. Explain how
reducing, reusing, and recycling would eliminate
wastes and protect the environment.
Conclusion State the specific purpose of your speech again.
Call for action.

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LU_Oral Communication in Context_Module 5
 • List Format

1.0 As of today, there is an alarming increase of wastes in

our community.
1.1 According to Solid Waste Management Office, if we
do not take immediate action, we might face more
perils caused by natural calamities.
1.2 Now, I am going to talk about how to eliminate
wastes and protect the environment.
2.0 Improper waste disposal causes environmental problems.
2.1 Wastes contaminate the soil.
2.2 Wastes contaminate the water.
2.3 Wastes can cause floods.
3.0 There are ways to eliminate wastes and protect
the environment.
3.1 Reducing, reusing, and recycling can help
eliminate wastes.
3.2 People should start doing these at home.
4.0 We must act now.
4.1 This solution should be supported by the local
government.
4.2 Let us learn from the lessons in natural calamities we
have experienced.

8. Creating the Body of the Speech

The body of the speech provides explanations, examples, or any details
that can help you deliver your purpose and explain the main idea of your
speech. One major consideration in developing the body of your speech is
the focus or central idea. The body of your speech should only have one
central idea.
The following are some strategies to highlight your main idea.
▪ Present real-life or practical examples.
▪ Show statistics.
▪ Present comparisons.
▪ Share ideas from experts or practitioners.

9. Preparing the Introduction

The introduction is the foundation of your speech. Here, your
primary goal is to get your audience's attention and present the subject
or main idea of your speech. Your first few words should do so.
The following are some strategies.
▪ Use a real-life experience and connect that experience to your
subject.
▪ Use practical examples and explain their connection to your
subject.
▪ Start with a familiar or strong quote and then explain
what it means.
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LU_Oral Communication in Context_Module 5
 ▪ Use facts or statistics and highlight their importance to
your subject.
▪ Tell a personal story to illustrate your point.

10. Preparing the Conclusion

The conclusion restates the main idea of your speech. Furthermore,
it provides a summary, emphasizes the message, and calls for action.
While the primary goal of the introduction is to get the attention of your
audience, the conclusion aims to leave the audience with a memorable
statement.
The following are some strategies.
▪ Begin your conclusion with a restatement of your message.
▪ Use positive examples, encouraging words, or memorable lines
from songs or stories familiar to your audience.
▪ Ask a question or series of questions that can make your
audience reflect or ponder.

11. Editing and/or Revising

Editing or revising your written speech involves correcting errors in
mechanics, such as grammar, punctuation, capitalization, unity,
coherence, and others. Andrew Dlugan (2013), an award-winning
public speaker, lists six power principles for speech editing.
a. Edit for focus.
Ensure that everything you have written, from introduction to
conclusion, is related to your central message.
a. Edit for clarity.
b. Make all ideas in your speech clear by arranging them logically
(e.g., main idea first, then supporting details, or supporting
details first, then the main idea).
c. Edit for concision.
Keep your speech short, simple, and clear by eliminating
unrelated stories and sentences and using simple words.
d. Edit for continuity.
Keep the flow of your presentation smooth by adding transition
words and phrases.
e. Edit for variety.
Add spice to your speech by shifting tone and style from formal to
conversational and vice-versa, moving around the stage, or adding
humor.
f. Edit for impact and beauty.
Make your speech memorable by using these strategies: surprise
the audience, use vivid descriptive images, write well-crafted and
memorable lines, and use figures of speech.

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LU_Oral Communication in Context_Module 5
12. Rehearsing
Rehearsing allows you to identify what works and what does not work
for you and your target audience. Some strategies include reading your
speech aloud, recording your analysis, or giving your peers or coaches
feedback on your delivery. The best thing to remember at this stage is:
"Constant practice makes perfect."

Some Guidelines in Speech Writing

1. Keep your words short and simple. Your speech is meant to be heard
by your audience, not read.
2. Avoid jargon, acronyms, or technical words because they can confuse
your audience.
3. Make your speech more personal. Use the personal pronoun "I," but take
care not to overuse it. When you need to emphasize collectiveness with
your audience, use the personal pronoun "we."
4. Use active verbs and contractions because they add to the personal and
conversational tone of your speech.
5. Be sensitive to your audience. Be very careful with your language,
jokes, and nonverbal cues.
6. Use metaphors and other figures of speech to effectively convey your
point.
7. Manage your time well; make sure that the speech falls under the
time limit.

Principles of Speech Delivery

According to Stephen Lucas (2011), author of The Art of Public Speaking,
a good delivery means that you are capable and able to present your
message in a clear, coherent, and interesting way. In addition to this, he
also says, "Good delivery conveys the speaker's ideas clearly, interestingly,
and without distracting the audience. Most audiences prefer delivery that
combines a certain degree of formality with the best attributes of good
conversation— directness, spontaneity, animation, vocal and facial
expressiveness, and a lively sense of communication."

As a student of public speaking, you should know that public

speaking is not simply reading your speech or talking about your topic. It
requires making connections with your audience and presenting yourself
formally to the public. There are different factors that you need to
consider. Below are some of these.

1. Articulation means pronouncing the words and speaking with clear

diction that effectively transmits the Message of the Speaker.
2. Modulation is the capability to adjust or manipulate the resonance and
timbre of the vocal tone.
3. Stage Presence refers to the ability to "own" the stage and being able to
fill the space and project personality to the audience.
▪ Stage Fright is considered the topmost fear in public speaking,
making one feel shaky and nervous.
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LU_Oral Communication in Context_Module 5
4. Facial expressions build a connection with your audience, show
sincerity and credibility to the message, and convey the speaker's
feelings. Gestures help you emphasize a point, express emotions,
release tensions, and engage your audience. Movements add drama to
your speech and break the monotony of where you are placed.
5. Audience Rapport refers to the establishment of a connection with the
listeners or audience.

Delivery for Different Situations

Bear in mind that not all speaking situations happen in the
classroom. Some may happen in unfamiliar environments. To illustrate,
you may run or be nominated for a school or local government office, so
a room-to-room and public campaign speech is required; or you may be
invited to welcome a visitor in your school or community, so an opening or
welcoming remark is necessary; or you may be asked to represent your
school or community in a literary contest. These are a few situations
where your delivery skill will be simultaneously challenged and honed.
As a public speaker, you need to be ready to deal with the most
common challenges in different speaking environments. Below are some
of them.
1. Speaking to a specific audience size
Description The audience size depends on the venue size.
Advantage You can determine your approach with your audience:
more intimate and personal for a smaller size, more
formal for a larger size.
Disadvantage This can be challenging and intimidating
Tips Ask the organizers about the estimated number of the
audience so you can adjust your delivery.
Practice, practice, practice.

2. Speaking in an open-air venue or outside a building

Description Examples are open courts or grounds, football field,
farms, etc.
Advantage You will feel more relaxed due to the atmosphere of the
venue.
Disadvantage You will encounter many communication barriers
such as noise, inattentive audiences, discomfort,
challenging weather, the possible absence of
technology such as audio-visual equipment, etc.
You might be forced to adjust, especially in voice
projection.
Tips Check the venue before your speaking engagement.
Ask the organizers about the availability of equipment.
Challenge yourself on how you can get and maintain
the attention of your audience.
Use the outdoor setting or venue to your advantage to
jumpstart your speech or as an example to support
your main point. Practice, practice, practice.
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LU_Oral Communication in Context_Module 5
3. Speaking in different venues
Description Speaking venues that vary according to size:
classroom, meeting or conference room, allroom,
social hall, auditorium, covered court, open court, etc.
Advantage You will be exposed to different venues, which will add
to your public speaking experience.
Disadvantage You will have to make big adjustments in terms of your
nonverbal cues: volume of voice, body language, facial
expression, etc.
Tips Check the venue days before your scheduled speech
and arrive hours earlier in the venue, so you can
determine the adjustments to make.
For a large venue, speak more slowly, use pauses
frequently to highlight your speech's most important
ideas and make use of facial expressions and gestures.
When you use visual aids, make them more visible.
In a small venue, your audience will see you up close.
Therefore, manage your notes well when you use them
and adjust your nonverbal cues as necessary.
Practice, practice, practice.
4. Speaking with a microphone
Description Its main function is to increase your voice volume,
not to clarify the pronunciation and enunciation of
words.
Advantage With a microphone, you can easily get your audience's
attention because of the loudness of your voice.
Disadvantage Using a microphone can be challenging because there
is a tendency to underuse or overuse it.
Tips Check the microphone if it functions well.
Check your voice in the microphone to see whether you
are audible enough.
You may not use a microphone in a small venue, but
you need to manage your voice's volume well.
Practice, practice, practice.

Description A podium or lectern is a reading desk with a stand and

a slanted top.
Advantage Notes can be placed on the slanted top and will work
best for extemporaneous and manuscript speeches.
The lectern can be used to hide or cover nervousness
or stage fright.
Disadvantag Some may tend to hide their hands behind the
e podium, which will not help them enhance their
message.
Tips Stand straight, as good posture exudes confidence.
Avoid gripping the edges of the podium with both hands.
Aside from this, also avoid hiding them behind the
podium.

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LU_Oral Communication in Context_Module 5
 For extemporaneous and impromptu speakers, step to
the side occasionally once you have composed
yourself, so you can effectively use your gestures,
make eye contact, and connect more with your
audience.
Practice, practice, practice.
5. Speaking with a podium or lectern
Whatever speaking situation you are in, the most important thing
is you master your speech. You can only do this by continually carrying
out the right practices.
Practice in front of a mirror and observe your delivery with these tools
in mind. Alternatively, you can practice in front of your family, friends,
classmates, or those who have already done public speaking. You can ask
for feedback or seek advice from them.

More Tips for Effective Speech Delivery

Following are more techniques and tips to help you deliver your
speech well:
1. Use a conversational style more often. This is the more natural style; it
is the style that you always use when you express yourself with your
family and friends. Audience members do not like the speaker to sound
unnatural or exaggerated.
2. Look your audience members in the eye, so they will feel that they are
part of your speech. Eye contact should be maintained to keep the
attention of your audience and enhance your delivery.
3. Remember to adjust your volume to the size of the audience and the
venue. When addressing a large audience, modulate your voice so that
you speak loudly without sounding like shouting or yelling.
4. Vary your rate or speed to keep your audience interested and to avoid a
monotone pattern. The audience might get bored if you speak very slowly,
and they might get confused if you speak very fast. Hence, your rate should
be at an appropriate speed.
5. Master your voice and find your pitch level (high or low). If you have a high
pitch level, modulate, or slightly move it down. If you have a low pitch level,
modulate, or slightly move it up. Your performance will be affected if you
do not modulate.
6. Use pauses when you emphasize the most important words, phrases, or
sentences. Your pauses should not last for three seconds. Otherwise, it
will result in dead air or a moment of awkward silence.
7. Pronounce and enunciate words correctly. You will confuse the audience
if you mispronounce words, and it could distract them and affect your
credibility.
8. Avoid fillers or expressions that substitute actual words in your speech
because these words are distracting. Examples of fillers are "like," "um,"
"ah," "uh," and "er." To reduce these fillers, detect the instances when
you use them: Do you generally use fillers after each sentence, between
different ideas, or whenever you make transitions? Then, instead of
using them the next time you deliver a speech, simply stop, and pause.
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LU_Oral Communication in Context_Module 5
9. Start your speech by standing straight and balancing your weight. This
will give a positive first impression.
10. Use precise movements. Avoid distracting mannerisms like swaying
back and forth, leaning on the podium, licking, or biting your lips,
playing with your wristwatch or jewelry, scratching parts of your body,
frowning, and others. Observe your mannerisms and learn how to avoid
them when speaking in public.
11. Avoid having a poker face or a highly animated face. These facial
expressions appear distracting and may even be annoying. Instead,
follow the most highly suggested tip: smile. However, make sure that the
meaning of your speech reflects in your facial expressions; do not smile
if you are talking about something sad.
12. Dress properly and appropriately. Wearing the proper attire will make you
look more confident and professional. Make sure not to overdress, as
this may distract your audience.
13. Observe ethics by coming prepared, being honest with your words,
being polite, avoiding offensive words and back-biting or talking negative
things about other people, or copying someone's work without proper
documentation.
14. Breathe in and out to relax before your speech. Most importantly, have
fun.

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 Explore

Here are some enrichment activities for you to work on to master and
strengthen the basic concepts you have learned from this lesson.

At this point, prepare or plan a speech. As you go along, make sure

to fill in the details in the columns with the ideas you have decided on.
Use a separate sheet of paper.

Activity 1: Guide to Speech Writing

A. Conduct a general audience analysis. Use the template below.
General Audience Analysis
Age Range
Male-Female Ratio

Educational Background
Educational Institution

Place of Residence (city,

province,
town)
Marital Status
Economic Status (Household
income above Php 30,000.00 or
below Php 30,000.00

Language Spoken

Religious Affiliations/Beliefs

B. Identify your general and specific purpose.

C. Identify your topic. Use any strategy learned from this lesson.
D. Narrow down your topic. Use any strategy learned from this lesson.
E. Decide how you will gather data. Will you be browsing the web,
observing, or conducting an interview or survey? Once you have
decided, gather all necessary and relevant information.
F. Identify the speech pattern you will use. Will it be biographical,
categorical/topical, causal, chronological, comparison/contrast, or
problem-solution? Use the template below.
G. Prepare an outline for your speech using any of the formats
discussed. Use the template below.

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LU_Oral Communication in Context_Module 5
Purpose
Specific Purpose
Topic
Pattern
Introduction
Body

Conclusion

Activity 2: The Good Habits

Directions: Based on what you have learned from this lesson, list down
five habits for good delivery that a speaker needs to develop. Write your
answers on a separate sheet of paper.
Example:
Practice in front of people and get their feedback.

1.
2.
3.
4.
5.

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LU_Oral Communication in Context_Module 5
Activity 1: Writing a Speech
Directions: Based on the outline you have done in the Explore part (Activity 1
Guide to Speech Writing) of the module, you are going to prepare or write
speech. Write a 3 to 5-minute speech of your interest observing the principles
of speech writing. The rubric below will be used to rate your output.

Very
Fair Satisfactory (3 Outstanding
Criteria Satisfactory
(1-2 points) points) (5 points)
(4 points)
Introduction The speech The speech The speech The speech
does not begins with begins with a begins with a
begin with a an relatively strong, clear
clear introduction. clear introduction.
introduction. The thesis introduction. The thesis
The thesis statement is The thesis statement is very
statement somewhat statement is clear and
may not be clear. The part of the obvious, and the
in the Three main introduction, author has
introduction Points are but it could briefly stated
at all, or it somewhat be clearer/ the three main
may not be clear. stronger. The points.
clear. The three main
three main points are
points are stated,
missing. but they
could also be
clearer/
stronger.
Body The body is There is a The body is The body is
not clear paragraph good. The strong. All the
enough. It that follows sentences all sentences
attempts to the work together connect.
support the introduction. to support Smooth and
thesis but It attempts to the thesis precise
does not do so support the statement. transition words
clearly. Thesis but Transitional have been used.
Too much may not do so words could This paragraph
necessary
clearly. Not be used more contains a clear
information
enough often/ reason which
has been left
specific details clearly. supports the
out. Not
and examples Specific thesis and
enough
specific details have been details and is backed up
and examples used. examples with lots of
have been Transitional have been research and
used. words have used. It may information.
Transitional Not been not end with Enough specific
words have effectively a strong details and
probably not used. It does closing examples have
been used. not come to a sentence. been used.
strong finish.

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LU_Oral Communication in Context_Module 5
Conclusion The The The The conclusion
conclusion conclusion conclusion of this essay
does not contains a contains a is strong. It
contain a concluding concluding leaves the
concluding statement and statement reader with a
and/or does wraps up the and wraps up lasting
not wrap up topic. The the topic in a impression. It
the topic. The thesis new and reminds the
conclusion statement may interesting reader of what
does not
have way. was being
restate the
been restated. proven in the
thesis
essay. It is likely
statement.
to persuade the
reader.
M.U.G.S. Speech Speech Speech Speech
(Mechanics, contains a lot contains contains contains few or
Usage, of grammatical minimal no grammatical
Grammar, grammatical errors that grammatical errors. Sentence
Spelling) errors that sometimes errors that do structure and
negatively affect the not affect the the writer's
affect or paper's paper's grasp on
weaken the content and content. grammar
meaning of hurt the enhance the
the writing
quality of the quality of the
writing. writing.

Organizatio The speech is The speech is The writer's The speech is

n poorly organized but speech is extremely
organized to could be organized and organized, and
the point that improved. needs all five
the writer's Five separate little paragraphs are
meaning is paragraphs improvement. solid.
unclear. are evident, There is Transitional
Evidence of but evidence of words and
the five transitional five separate phrases are
separate
words/ paragraphs, evident in every
paragraphs is
phrases are and some (or almost every)
missing.
missing, and transitional paragraph.
the writer's words/
thoughts are phrases are
not completely present.
cohesive.

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LU_Oral Communication in Context_Module 5
Activity 2: Delivering your Speech

Using your output on the previous writing activity, you need to take a
video of yourself delivering the speech that you have written. Apply the
principles of speech delivery. Your teacher shall give you his/her instructions
on how to submit your output. Your speech will be graded based on the rubric
below:

Performance Rubric
VGE GE SE LE N
Category Scoring Criteria
(5) (4) (3) (2) (1)

The speech style was

conversational.
Fillers were avoided.

Verbal The volume was well adjusted

Skills to audience size.
The rate or speed of speaking
was varied.

Voice was modulated.

Pauses were effectively used.
Words were p ro no u nce d a n d
enunciated well.
Eye contact was effectively
used.
Speaker was prepared and
Non-verbal confident.
Skills
Distracting movements or
mannerisms were avoided.

Facial expressions were

appropriate to the message.
Mastery o f the speech was
evident.

Total

Grand Total

Legend:
VGE – To a very great extent; GE – To a great extent; SE – To some
extent; LE – To a little extent; N – Not at al

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LU_Oral Communication in Context_Module 5
 Gauge

Part 1
Directions: Read each item carefully. Write only the word/s that is best
described. There is no space for two-word answers. Use a separate sheet
for your answers.
Across:
1. It is a structure that helps in organizing ideas. (2 words)
4. It is a part of the speech that provides a summary and
emphasizes the message.
5. It refers to the hierarchical list that shows the relationship of ideas.
7. It is a part of the speech that provides details that explain the main
idea.
10. It is the process of collecting ideas related to the topic. (2 words)

Down:
2. It involves looking into the profile of target participants. (2 words)
3. It is a part of the speech that serves as the foundation of the speech.
6. It is an organizational pattern that deals with cause-and-
effect relationships.
8. It serves as the focal point of a speech.
9. It is a principle under editing and revising, which involves
eliminating unrelated sentences.

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LU_Oral Communication in Context_Module 5
Part 2
Directions: Read each item carefully. Use a separate sheet for your
answers. Write only the letter of the best answer for each test item.
1. Maria was able to pronounce the words in her speech clearly. What
principle of speech delivery is observed in this situation?
A. Articulation B. Facial Expressions
C. Modulation D. Movements
2. Which of the following is NOT a use of gestures or movements?
A. to own the stage B. to picture an object
C. to plead for something D. to stimulate the imagination
3. Pedro projected his personality to the audience during his speech delivery.
What principle of speech delivery was observed in this situation?
A. Articulation B. Facial Expressions
C. Modulation D. Stage Presence
4. Magdalena is invited to deliver a talk in front of a large crowd. However,
she has a very soft voice. What should she use to observe a well-modulated
voice?
A. Lapel B. Megaphone C. Microphone D. Speaker
5. Jose used physical actions during his Extemporaneous Speech. What
principle of speech delivery was observed in this situation?
A. Articulation B. Facial Expressions
C. Modulation D. Movements
6. Luzviminda will be competing in the International Public Speaking, where
the participants are asked to memorize their speech. What can she use to
hide her manuscript?
A. Desk B. Folder C. Podium D. Stage
7. During her speech, Josefina was easily heard throughout, and she varied
the volume and pitch of her voice to extend her message effectively. What
principle of speech delivery is best manifested in this situation?
A. Articulation B. Facial Expression
C. Modulation D. Movements
8. Rodrigo feels very nervous whenever he appears before an audience. What
type of fear does he have?
A. Communication Fright B. People Fright
C. Social Fright D. Stage Fright
9. Which of the following is the main function of a microphone?
A. clarify the enunciation of words
B. increase the volume of the voice
C. clarify the pronunciation of words
D. catch the attention of the audience
10. When speaking in front of a specific audience size, your approach to
a smaller audience is more intimate and personal. If that is so, what would
be your approach to a larger size audience?
A. Casual B. Consultative
C. Formal D. Intimate

20
LU_Oral Communication in Context_Module 5
Answer Key

Part 1

21
LU_Oral Communication in Context_Module 5
References

Printed Materials:

Balgos, Anne Richie G. et al. (2016). Oral Communication in Context.

Quezon City, Philippines: C & E Publishing, Inc.
Baraceros, Esther L. et al. (2010). English 4: Oral Communication
in Context.Quezon City, Philippines: REX Book Store Inc.
Department of Education. (2016). Unit 3: Fundamentals of Public
Speaking (pp 38- 44), Oral Communication in Context Learner's
Material. Pasig City, Philippines
Department of Education. (2016). Unit 3: Fundamentals of Public
Speaking (pp 60- 77), Oral Communication in Context Teacher's
Guide. Pasig City, Philippines

Website:

Consultanzy, DK (2015, May 19). Principles of Speech Delivery.

Retrieved July 24, 2020 from
http://speechdeliveryprinciples.blogspot.com/
Mercado, Jamaeca. Module 4: Principles of Speech Delivery. Retrieved
July 25, 2020 from
https://www.coursehero.com/file/43639297/Module-4pptx/
Principles of Speech Writing. Retrieved July 23, 2020
from https://slideplayer.com/slide/12407875/
Reed, Markham. Principles of Speechwriting: Effective Speechwriting
Elements. Retrieved July 23, 2020 from
https://eric.ed.gov/?id=ED309475
Tapdasan, Cindy. OC 25 Principles of Speech Writing. Retrieved July
24, 2020 from
https://www.scribd.com/document/427557818/OC-25-
Principles-of- Speech-Writing-docx

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LU_Oral Communication in Context_Module 5
 For inquiries or feedback, please write or call:

Department of Education – SDO La Union

Curriculum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
launion@deped.gov.ph
lrm.launion@deped.gov.ph

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LU_Oral Communication in Context_Module 5