Oral Communication

in Context
Quarter 2 – Module 3:
Principles of Effective Speech
Writing and Delivery
Oral Communication in Context in Context
Alternative Delivery Mode
Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery
First Edition, 2020

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Development Team of the Module

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Oral Communication
in Context
Quarter 2 – Module 3:
Principles of Effective Speech
Writing and Delivery
Introductory Message
For the facilitator:

Welcome to Oral Communication in Context 11 Alternative Delivery Mode (ADM)

Module on the Principles of Effective Speech Writing and Delivery!

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.

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For the learner:

Welcome to Oral Communication in Context11 Alternative Delivery Mode (ADM)

Module on the Principles of Effective Speech Writing and Delivery!

The hand is one of the most symbolized parts 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.

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
through 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.

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 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:

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. Do not forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the directions 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 was designed and written with you in mind. It is here to help you
master the Principles of Effective Speech Writing and Delivery. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with your needs.

The module consists of two (2) lessons namely:

 Lesson 1: Principles of Effective Speech Writing
 Lesson 2: Principles of Speech Delivery

After going through this module, you are expected to:

1. discuss the principles of effective speech writing;
2. analyze the importance of Audience Profile, Logical Organization, Duration, Word
Choice and Grammatical correctness) in writing a speech;
3. compose a speech applying the principles of effective speech writing and delivery;
4. identify the principles of effective speech delivery; and
5. demonstrate effective speech delivery.

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 What I Know

Directions: Read each item carefully then choose the letter that corresponds to
your answer. Write your answer on a separate sheet of paper.

1. Which is NOT a reason for doing audience profiling?

A. It will help the speaker limit the content.
B. It will help the speaker make an impressive speech.
C. It will help the speaker identify the language to be used during
the delivery.
D. It will help the speaker discover information in order to connect with
the audience.

2. What function of a good introduction is evident when a speaker tells a joke

or an anecdote or a powerful statement?
A. establish credibility C. preview main idea
B. gain audience attention D. state the purpose of the speech

3. What function of introduction is used when a speaker shows the audience

that he is reliable and trustworthy to discuss the topic?
A. establish credibility C. preview main idea
B. gain audience attention D. state the purpose of the speech

4. What term denotes the smooth transition of one sentence to another or one
paragraph to another?
A. duration C. logical organization
B. grammatical correctness D. word choice

5. Which part of the speech provides summary of the main points of

the speech?
A. body C. introduction
B. conclusion D. thesis statement

6. Which part of the speech reveals the goal of the speech?

A. body C. introduction
B. conclusion D. thesis statement

7. Which part of the speech uses definitions, concrete examples and

testimonies?
A. body C. introduction
B. conclusion D. thesis statement

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8. Which statement is NOT true about the body of the speech?
A. The most common number of key points is five.
B. The body of the speech is the core part of the speech.
C. If you have a long point in your speech, you will need to break that
point into multiple points.
D. If you have only one point in your speech, it will either be too short, or
too complicated for the audience to understand.

9. Which is NOT true about doing the conclusion?

A. Present a summary
B. Repeat the key ideas presented
C. Provide key points of discussion
D. Signal the end of your speech

10. What method of speech organization presents comparison and contrast of two
or three points?
A. Chronological Order C. Comparison and Contrast order
B. Spatial Order D. Problem-Solution Order

11. What method of speech organization involves a discussion of both the

cause and effect of an issue?
A. Causal Order C. Spatial Order
B. Comparison and Contrast D. Chronological Order

12. What method of speech organization is like going from one place to another,
or from one direction to another?
A. Spatial Order C. Chronological Order
B. Causal Order D. Categorical Order

13. What method of speech organization presents the idea in time order?
A. Causal Order C. Categorical Order
B. Chronological Order D. Spatial Order

14. Which group shows appropriate use of words?

I. Focus on the age-group of the audience so you can adjust.
II. Avoid redundancies, awkward, vague and unclear word.
III. Choose impressive words to be reliable.
IV. Do not use the word only because others are using it.
V. Replace general words with more specific ones.
VI. Use jargon and slang.

A. I, II, III B. IV, V, VI C. I, II, V D. III, IV, VI

15. Which pair can help a writer ensure that words are used correctly?
I. almanac IV. dictionary
II. thesaurus V. journal
III. bibliography VI. encyclopedia

A. I and III B. II and IV C. III and V D. IV and VI

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 Lesson
Principles of Effective
1 Speech Writing

How do you think one should prepare for his or her speech? What will you
consider in selecting the topic for your speech? In this section, you will learn
techniques and methods on how to make your own speech. We are going to look
closely at how you can write a speech masterpiece, starting with how you should
analyze your target audience up to refining your speech as to logical organization,
word choice and grammatical correctness.

What’s In

In the previous module, you discovered how a shift in speech context, speech
style, speech act and communicative strategy affect the language form, duration of
interaction, relationship with the speaker and the roles and responsibility of the
speaker, content of message and delivery.

Your previous activities let you explore the importance of the speech in variety
of occasions and settings. This time, you will discover the complexities of speech
communication in formal writing through writing a speech.

Note to the Teacher

This module comprises two (2) lessons with series of

self-paced activities that will help your student achieve the
objectives of this lesson. As the subject teacher, your
guidance and support are very important to help your student
finish the entire lesson. Happy Teaching!

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 What’s New

In this lesson, we will use what you have learned in the previous module in a
more formal context. You will start to compose your formal speech, but before that,
answer this given activity by writing TRUE if you think the statement is correct. If
not, write FALSE.

___________1. I should consider my audience’s age, interest and gender when writing
my speech.

___________2. I should use impressive words so that my audience will be amazed.

___________3. I should research on what my audience know about the topic.

___________4. I should use jargon in my speech to make it more reliable.

___________5. I should use varied methods to make my topic more organized.

___________6. I should never consider the length of my speech.

___________7. I should consider my audience’s attention span in writing my speech.

___________8. I should use catchy starter to get my audience’s attention.

___________9. I should edit my work only because of grammatical errors.

__________10. I should never ask someone to proofread or comment on my speech.

What is It

A good speech requires days or even weeks of preparation depending on the

topic and the availability of materials needed. While many are expert enough to
compose their speech a night before they deliver it, seldom that it became very
successful for a beginner writer. For this reason, careful planning is important to
come up with a well-written speech.

When planning for writing your speech, you should consider the following
principles:

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1. Audience Profile
Knowing your audience specifically their general age, gender, educational
level, religion, language, culture and group membership is one of the most important
aspects in developing your speech. Basically, this is done so that you can tailor-fit
your speech content and delivery to your audience.
Analyzing your audience will help you discover the information you can use
to build a connection between you and members of your audience.

 Who is the
audience?
 How many?
 What does the
audience know
about the
subject?
 Why should they
be interested?

Use the following table to analyze your target audience.

Audience Analysis
Age Bracket
Gender
Educational Background
Place of Residence (city, town, province)
Marital Status
Language spoken
Religious Affiliations/Beliefs

2. Logical Organization

Once you have already analyzed your target audience, the next part is to
organize your speech manuscript. The logical organization or arrangement of
thoughts when it comes to speech writing can be defined as all aspects of your writing
that help the reader move smoothly from one sentence to the next, and from one
paragraph to another. Thus, carefully planning the content of your speech is also
necessary.

The written speech has three parts: the introduction, body and conclusion.
The role of introduction and conclusion is mostly similar in many speeches, that is,
the introduction presents the main idea of your speech, while the conclusion
reiterates the main idea. The body offers definitions, examples, or any information
that can help you convey your intent and clarify the main concept of your speech.

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The Introduction
The introduction is the most crucial part of the speech. It is generally
only 10 to 15 percent of the time the speaker spends speaking. According to
Wrench (2012), a good introduction serves five functions: (1) you should be
able to gain audience attention and interest, (2), it states the purpose of your
speech, (3) it establishes your credibility, (4) it should provide reasons for your
audience to listen and (5) your introduction should preview the main idea of
your speech.

The Body
The body of the speech is the core part of the speech that addresses
the main ideas and principles of the speech. It consists of the main points.
This is presented using methods of organization (Flores 2016).

1. Problem-Solution Order- It explains the problem and suggests a possible

solution.
Example: Cleaning up Laguna de Bay

2. Categorical/Topical Order- It divides the topic into subtopics based on

the importance or interest value or simply because the topic requires it.
Example: Importance of promoting the Reduce, Reuse and Recycle
program

3. Chronological Order - A historical or time approach which is from the

past to the present. It presents idea in time order.
Example: The significant development of the province of Laguna from
Spanish period to present.

4. Comparison and Contrast Order- It presents comparison and contrast

of two or three points.
Example: Comparison between living in the city and life in the province.

5. Spatial/Geographical Order- Going from one place to another, from one

direction to another
Example: Traveling around the wonders of Batanes islands
To achieve logical organization, transitional devices may be used to

6. Causal Order- It involves a discussion of both cause and effect of an issue.

Example: The Fish Kill in Laguna de Bay

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 Make sure that you move smoothly from one paragraph to another.
Transitional words are used to connect words, phrases or sentences. They
help the reader to move from one idea to the next to build coherent
relationships within the text.
Study the following table showing examples of different transitional
words and their functions.

Function Examples
Addition Again, also, and, and then, besides, equally important, further,
furthermore, in addition, in the first place, moreover
Comparison Also, in the same way, likewise, similarly
Contrast Although, yet, but, despite that even so, even though, for all
that, however, in contrast, in spite of, instead, nevertheless,
notwithstanding, on the contrary, on one hand-on the other
hand, otherwise, regardless, still, though
Emphasis certainly, indeed, in fact, of course
Example or as an illustration, for example, for instance, namely, specifically,
Illustration that is, to illustrate
Summary all in all, altogether, as has been said, finally, in brief, in
or conclusion, in short, in simpler terms, in summary, on the
whole, to summarize
Conclusion
Time after a while, afterward, again, and then, as long as, at last, at
Sequence length, at that time, before, earlier, eventually, finally, first,
formerly, in the past, last, lately, meanwhile, next, now,
presently, second, shortly, simultaneously, since, so far, soon,
still, subsequently, then, thereafter, until, until now, when

Adapted from: The Transitional Devices Table.

https://kielikompassi.jyu.fi/kookit06/corpus/micase/transitionaldevicetable.html

The Conclusion
After writing the body of your speech following the methods of
organization, the last thing that you need to work on is how to end it.

The conclusion functions as the summarizer of the entire speech. The

conclusion has to be written using different strategies (Tandoc, 2016).
 Present a summary
 Repeat the key ideas presented
 Repeat the central idea for emphasis
 Go back to the strategy used in the introduction
 Signal the end of your speech
 End with an impact
 Thought-provoking questions
 Humor
 Quotation
 A call for action
 A connection to a larger context

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 3. Duration

No matter how long the speech is, always divide it into five parts: an
introduction, the body (paragraph 2, paragraph 3, and paragraph 4) and a
conclusion. This format is adaptable to a speech of almost any length. By doing this,
you can actually monitor the time and length of your speech or the so-called
Duration. Most experts say that the ideal length of speech is up to 20 minutes. (Gray-
Grant, 2017).

Introduction: 2 minutes (250 words)

Body: Point 1: 5 minutes (625 words)
Point 2: 5 minutes (625 words)
Point 3: 5 minutes (625 words)
Conclusion: 3 minutes (375 words)
Total word count: 2,500 words (20 minutes )

4. Word Choice
There are a lot of vocabularies available to describe one's idea. However, the
speaker should carefully use the correct word in writing the speech. The use of
conversational language helps put the audience feel at ease and creates a special
bond between the speaker and the audience. However, there are things that you
should consider in choosing your words.
The following words should be avoided in a written speech. (Tandoc, 2016)

a. Jargons or technical terms specific only for a group of people

b. Redundancy or excessive repetition of words
c. Language inappropriate for the audience
d. Language inappropriate for the occasion

Jargons are specific words or phrases used by a certain individual or

group which are difficult for others to understand.

For example, the word idiopathic (which means unknown cause) and
hyperventilate (rapid breathing) are jargons because they are technical terms
in medical fields. The word affidavit (sworn) and circumstantial (specific
details) are heard commonly in legal aspect or terms in in the field of Law.
These words can be confusing if you are speaking in front of a general crowd
or audience.

5. Grammatical Correctness
Using correct grammar when you give a speech is important to prevent
misunderstanding and misinterpretation between you and the audience. Good
command of the language helps listeners understand you quickly. Grammar
inconsistencies slow down the communication process and generate negative
impressions for the audience, as your ideas and thoughts are not clear and
coherently conveyed.

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 What’s More

Identification: Directions: Identify the terms being referred to in the following

statements. Write your answer on a separate sheet of paper.

_______________ 1. It is one of the most important aspects in developing your speech

because you can tailor-fit your speech content and delivery to your
listeners.
_______________ 2. In speech writing, it can be defined as all aspects of your writing
that help the reader move smoothly from one sentence to the next,
and from one paragraph to another.
_______________ 3. It is the core part of the speech that offers definitions, examples,
or any information that can help you convey your intent and clarify
the main concept of your speech.
_______________ 4. Its first major aim is to gain the attention of your audience and to
make them interested in what you have to say.
_______________ 5. It functions as the summarizer of the entire speech content.
_______________ 6. When dealing with speech duration, the average length of speech
according to many experts is around____ minutes.

_______________ 7. These terms should be avoided in writing a speech because these

are intended only for a specific group of people and can never be
understood by the general audience.

______________ 8. It is a method in organizing a speech which presents idea in

time order.
_______________ 9. It is a method in organizing a speech which divides the topic into
subtopics based on the importance or interest value.
_______________ 10. It is important to prevent misunderstandings and inconsistencies
between you and the audience. Good command of the language
helps listeners understand you quickly.

What I Have Learned

Answer the given questions in a separate sheet of paper.

1. Why is it important to analyze the audience profile before writing a speech?

2. If you are going to write a speech about the advantage of Home Schooling and
the utilization of Social Media platforms in the learning continuity of students

10
 like you, what are the possible points that you will tackle in the body of your
speech? Give at least three (3) main points.

3. What do you think will possibly happen if the speaker unconsciously put some
jargons and technical terms in his or her speech or committed grammatical
errors or inconsistencies while writing his/her speech?

What I Can Do

Given the situations below, write a speech considering all the different
principles of effective speech writing. It should have at least between 800 to 1,500
words. Please be guided by the rubric provided in the next page. (use separate
sheet of paper in writing your speech)

Situation no. 1. You won as President in the Supreme Student Government

Election 2020.

Situation no. 2. Your DRRM teacher asked you to deliver a speech on how and
what to prepare during pandemic.

Refer to this rubric in scoring What I can Do

Criteria 5pts 4pts 3pts 2pts

The logical The logical The logical The logical

1. Logical arrangement of arrangement of arrangement arrangement
Organization thoughts is thoughts is of thoughts is of thoughts is
highly moderately slightly not
acceptable. acceptable. acceptable. acceptable.

Word choice is Word choice is Word choice is Word choice is

highly moderately slightly not
2. Word Choice appropriate to appropriate to the appropriate to appropriate to
the speech speech content the speech the speech
content and and target content and content and
target audience. audience. target target
audience. audience.

Speech is free Speech contains Speech Speech

3. Grammatical from minimal contains few contains lots
Correctness grammatical grammatical grammatical of grammatical
errors. errors. errors. errors.

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 Assessment

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

1. Which of the following components of speech writing requires you to look into
the profile of your target audience?
A. Audience Analysis C. Data Gathering
B. Audience Evaluation D. Selecting a topic

2. Which of the following components of speech writing refers to all the aspects
of your writing that help the reader move smoothly from one sentence to the
next, and from one paragraph to another?
A. Audience Analysis C. Logical Organization
B. Data Gathering D. Sentence Construction

3. Which of the following is NOT part of the five functions of good introduction?
A. Establish Credibility
B. Gain Audience Attention and Interest
C. Narrow down a topic
D. State the Purpose of your Speech

4. Which of the following is NOT part of the common strategies in making

conclusion?
A. Present a summary.
B. Signal to end your speech
C. Repeat central idea for emphasis
D. Add another points to discuss.

5. Which of the following parts of your speech provides a definition, examples, or

any details that can help you deliver the purpose and the main idea of your
speech?
A. Introduction C. Conclusion
B. Body of the Speech D. Thesis statement

6. Which among the following question is NOT part of audience analysis?

A. Who is the audience?
B. What does the audience know about the subject?
C. Why should they be interested?
D. What is their health status?

7. Which statement is NOT true about the body of the speech?

A. The most common number of key points is five.
B. The body of the speech is the core part of the speech.

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 C. If you have a long point in your speech, you will need to break that
point into multiple points.
D. If you have only one point in your speech, it will either be too short,
or too complicated for the audience to understand.

8. Which of the following provides the correct logical arrangement of a speech?

I. Body II. Conclusion III. Introduction IV. Ending

A. I, II, III and IV C. III, I, and II

B. IV, III, II and I D. I, II and III

9. Which of the following methods of speech organization refers to historical or

time approach (from past to the present) that presents ideas in time order?
A. Casual Oder C. Comparison and Contrast
B. Chronological Order D. Spatial/Geographical Order

10. Which of the following methods of speech organization involves a discussion of

both cause and effect of an issue?
A. Casual Oder C. Comparison and Contrast
B. Chronological Order D. Spatial/Geographical Order

11. Which of the following methods of speech divides the topic into subtopics based
on the importance or interest value or simply because the topic requires it?
A. Categorical/ Topical Oder C. Comparison and Contrast
B. Chronological Order D. Spatial/Geographical Order

12. Which of the following methods of speech requires the speaker to go from one
place to another, from one direction to another?
A. Categorical/ Topical Oder C. Comparison and Contrast
B. Chronological Order D. Spatial/Geographical Order

13. Which of the following are transitional words for contradiction?

A. Moreover
B. However
C. Furthermore
D. Again
14. Which of the following should be avoided in a written speech?
A. Jargons or technical terms specific only for a group of people
B. Redundancy or excessive repetition of words
C. Language inappropriate for the audience
D. All of the above

15. Which of the following statements is NOT true about speech writing?
A. Speech writing is a recursive process.
B. Speech writing involves audience analysis.
C. Speech writing should take into consideration grammatical correctness.
D. Speech writing can be done without considering the time of delivery.

13
 Additional Activities

Using one of your final outputs on the “What I Can Do” activity, analyze the
process and content of your speech by answering the questions given below. Use
separate sheet to answer this activity

Questions

1. What are the things you consider in writing your own speech?

2. Can you consider your speech effective? Why or Why not?

3. Does the content of your speech follow the different principles in speech writing?
How?

4. Did the principles of speech writing help you in producing an effective one? How?

5. Upon evaluating the totality of your speech, do you think there are still parts to
be improved? What will you do to improve it?

14
 15
Assessment
1. A
2. C
3. C
4. D
5. B
6. D
7. A
8. C
9. B
10.A
11.A
12.D
13.B
14.D
15. D
What I Know What's New What’s More
1. B 1. True 1. Audience Profile
2. B 2. False 2. Logical
3. A 3. True Organization
4. C 4. False 3. Body
5. B 5. True 4. Introduction
6. C 6. False 5. Conclusion
7. A 7. True 6. 20
8. A 8. True 7. Jargons and
9. C 9. False Technical Terms
10.C 10.True 8. Chronological
11.A Order
12.A 9. Categorical/Topical
13.B Order
14.C 10.Grammatical
15.B Correctness
Answer Key
 What I Know

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

1. Professor Lois often focuses on the clarity of his words, pronunciation, and
message or __________to effectively teach his students.
A. articulation C. stage presence
B. modulation D. rapport
2. As a comedian, Kiko observes __________ as he adjusts the volume and pitch
of his voice in order to effectively crack his jokes in front of the audience.
A. facial expression C. stage presence
B. rapport D. modulation
3. Marie, who is a public speaking trainer, always reminds her student to develop
__________ by dressing appropriately and observing good posture.
A. modulation C. rapport
B. stage presence D. facial expression
4. The President often accompanies his speech with body movements which is
also known as __________ to better deliver his message to the television
viewers.
A. facial expression C. stage presence
B. rapport D. gesture
5. Luis Manzano demonstrates good connection or __________ with the audience
members of his top-rated game show.
A. gesture C. articulation
B. rapport D. modulation
6. Adjusting your volume to the size of the audience and the venue is part of
enhancing __________.
A. facial expression C. stage presence
B. modulation D. gesture
7. Avoiding fillers or expressions that substitute actual words (“like,” “um,” “ah,”
“uh,” and “er”) in your speech is part of good __________.
A. rapport C. articulation
B. gesture D. modulation
8. Swaying back and forth, leaning on the podium, biting your lips, playing with
your wristwatch or jewelry, scratching parts of your body, and others are
examples of mannerism or inappropriate __________.
A. articulation C. gesture
B. rapport D. facial expression
9. Looking at your audience in the eye and giving a pleasant smile are few ways
to establish your __________.
A. modulation C. gesture
B. stage presence D. rapport

16
10. Employing pauses to emphasize important words and enunciating words
correctly are manifestations that you have developed your __________.
A. facial expression C. rapport
B. articulation D. modulation
11. Jacob will be presenting his research before the panel of experts. However, he
thinks he does not look credible enough. What do you think should he do to
improve his stage presence?
A. He should use accurate movements.
B. He should pronounce and enunciate words correctly.
C. He should dress properly and appropriately.
D. He should master his voice and find his pitch level.
12. Ann gave a speech during the school campaign. But she felt dissatisfied
because she knew she had a mannerism that distracted the audience. What
should she have done to deliver a better speech?
A. She should have dressed properly and appropriately.
B. She should have used accurate movements.
C. She should have enunciated the words correctly.
D. She should have breathed in and out to relax before her speech.
13. Mr. Reyes has an in-depth knowledge in the field of physics. However,
students seem unable to comprehend what he is saying. How should he deal
with this in order to transfer his knowledge to the students effectively?
A. He should smile.
B. He should use accurate movements.
C. He should dress properly and appropriately.
D. He should pronounce and enunciate words correctly.
14. Lou is going to deliver her valedictory address during the graduation day
next week. She will be using a podium and a microphone. What is the BEST
strategy that she should keep in mind in a large gathering like this?
A. She should smile.
B. She should observe pauses.
C. She should pronounce and enunciate words correctly.
D. She should adjust her volume to the size of the audience.
15. Bernard was asked to give a speech during his best friend’s wedding. The
audience members were mostly family and friends. What do you think did he
do to deliver the speech that made the audience laugh?
A. He smiled.
B. He avoided fillers.
C. He varied his rate or speed to avoid monotone.
D. He pronounced and enunciated the words correctly.

17
 Lesson Using Principles of
2 Effective Speech Delivery

Have you ever experienced or imagined yourself speaking before a huge

crowd? Have you not dreamt of becoming an effective speaker where your listeners
are mindful and persuaded of what you say?

Certainly, there is no shortcut recipe for being a good speaker. Indeed, nothing
is automatic; you must make it happen. This module has lesson that will serve you
that purpose i.e. to become a good speaker. Luckily, there are some tools and
principles that can be helpful to you in presenting and delivering your speech like a
pro. Discover yourself as a great speaker and be ready to see its wonders as you see
it come to pass.

What’s In

It is important that you master the previous lesson on the use of principles
for effective speech because you will find them applicable in achieving the target
competency in this module. You have learned that an effective written speech
constitutes various principles such as audience profile, logical organization,
duration, word choice, and grammatical correctness. In any event, when you realize
your messages are solid and clearly explained on paper, it is hard to know without a
doubt that your oral delivery will likewise be acceptable.

Notes to the Teacher

You may give various exercises to your learners in trying to deliver
their crafted speech. Try to involve the class in assessing the
performances of their classmates using the set of criteria for
effective speech.

18
 What’s New

Photo Story
Story telling is important in keeping your audience engaged and informed of
what you are trying to share. To make you practice developing your narratives, below
are interesting photos or memes. Choose one from the photos below. Create a story
about it. Try to discuss your story, the people involved, their situation, their
aspirations, their motivations, their actions, and anything that will build up your
story about them.

Use the message of your story in delivering a speech to persuade and inspire
others to live a purpose driven life. Please note that your teacher will ask you to
present your story by reading it aloud. Make sure that your delivery is clear and
persuasive.

A B

C D

19
 Tick the column that determines the quality of your delivery. Try to do this
objectively as possible. It is important to note that there are no wrong answers.

INDICATOR USUALLY SOMETIMES SELDOM NEVER

1. I utilize a
conversational style in
my discourse.
2. I establish and
maintain eye contact
effectively.
3. I change the volume of
my voice depending on
the size of the crowd.
4. I vary my speed.
5. I modulate my voice.
6. I use pauses effectively.
7. I pronounce words
correctly.
8. I avoid mannerisms or
distracting movements.
9. I try to sound
interesting.
10. I use gestures and body
movement to highlight
and give emphasis to
important points of my
speech.
TOTAL :
GRAND TOTAL: /30

Scoring Score: Language of Proficiency

Usually – 3 points 28-30 Advanced

Sometimes – 2 points 25-27 Proficient
Seldom – 1 point 23-24 Approaching Proficiency
Never – 0 21-22 Developing
20 and below Beginning

*Adapted from Dugdale, Susan (2011). Public speaking exercises.

20
 What is It

Do you wish to become a great

speaker? Good news! This module
discusses the principles and tools of
effective speech delivery to help you
achieve that purpose.

Effective speaking means being

able to say what you need to say in a
manner that it is heard and acted upon.

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 (p. 244).

Tools for Effective Speech Delivery

Articulation

People always judge how well you speak in general. The perceived intellect or
education is sometimes used to measure how well you articulate. The instance on how
well and precisely you form vowels and consonants using your lips, tongue, jaw, and
palate to form the sounds to speak is crucial in making your message get crossed. On
the same idea, diction and enunciation are other forms of articulation.

For example, saying “going to” instead of “gonna” or “want to” instead of
“wanna” are instances of good versus poor articulation. Proper diction in articulation
is important in speaking which needs a lot of practice.

21
Modulation

This happens when you control or adjust the tone or volume of your voice as
you try to lower your voice to a loud whisper in order to get the attention of your
audience as they find your message more appealing, dramatic and mysterious.
Modulation has various meanings, such as a change of key in music or of the sound
of a person's voice.

Stage presence

The speaker’s ability to get and secure the audience's interest in listening to
him/her through his or her presentation style refers to stage presence. Every time
the speaker faces his audience, he is encouraged to keep his poise, posture, gestures,
and movements since they may make or break the presentation.

A good stage presence essentially engages the audience into the

performance. It is the ability to make the audience connect with the speaker and pull
them into the story being told, and as a result, the audience are affected by the
feelings, emotions, and ideas being conveyed.

Facial expressions

To effectively communicate emotions and enthusiasm while speaking, the

speaker must use emphatic and descriptive gestures. These help enhance the verbal
content of our speech. Gestures should appear spontaneous but
purposeful. Movements from the waist down should be decisively used to emphasize
a point or as a transition during a speech.

Facial expressions are essential in setting the emotional tone for a speech. It is
really helpful that facial expressions jive with the message being delivered. To achieve
the positive tone of the speaker before he begins, he simply must glance at the
audience and smile. A smile may be simple but its value is indispensable in
communicating friendliness, openness, and confidence. In addition, facial
expressions communicate various types of emotions which reflect the speaker’s
moods and personality traits.

For instance, mix of many facial expressions can communicate the speaker’s
feelings, excitement, frustration, confusion, sadness, confidence, aspiration,
happiness, etc. Even if the audience does not feel bored, for example, a slack blank
face may give the audience the impression that the speaker is bored with his own
speech or that the entire message is uninteresting and boring.

Arm and hand movements constitute gesture. We all may have developed our
native culture and we tend to internalize them as we speak. Becoming fluent in a
language is part of this process. On the other hand, we also become fluent in non-
verbal communication through our gestures. We all use hand gestures while we
speak, but we didn’t ever go to any class in learning how to match our verbal

22
communication with the appropriate gestures; we just internalized on these norms
as a result of long period of time based on observation later incorporate them as we
speak. By this point in your life, you have a whole vocabulary of hand movements
and gestures that spontaneously come out while you’re speaking. Some of these
gestures are emphatic and some are descriptive (Koch, 2007).

Movement of the whole body, instead of just gesturing with hands, is appropriate
in a speech. It is suggested that starting speakers hold off attempting to fuse body
development starting from the waist until they have completed at any rate one
discourse. This permits you to focus on overseeing nervousness and spotlight on
progressively significant parts of conveyance like vocal assortment, keeping away
from familiarity hiccups and verbal fillers, and improving eye to eye connection. At
the point when you are given the opportunity to move around, it regularly winds up
getting skimming or pacing, which are the two developments that comfort you as a
speaker by using anxious vitality however just serve to divert the crowd.

Rapport

It happens when you have everything in concordance or harmony. Your

discourse is correct. The crowd gets it well. They appreciate tuning in to it as much
as you appreciate conveying it. In any case, that upbeat agreeable state doesn't
happen without conscious effort.

Rapport builders are:

 dressing and prepping suitably for the event

 being sorted out, prepared with reasonable substance
 demonstrating in your opening statements that you know who you are
talking to because you have done your homework
 utilizing comprehensive language - "we" instead of "I"
 recognizing and accentuating your shared conviction consciously and
earnestly
 evading the use of jargon unless everyone understands it
 indicating that you are human also by sharing your story
 being aware of non-verbal communication/body language and using eye
contact
 seeming sure, positive, in charge and understanding of the effect of vocal
delivery

23
 What’s More

Now that you already know that some skills and speech challenges will require
greater expertise to learn, mastery of these skills of speech delivery on the other hand
will make you more confident. Note the speaking skills exercises. You can practice
these out loud and you can practice them in your imagination.

In the next activity, statements about principles of speech delivery will be

given. Decide whether the statement is acceptable or not by putting check on the
box.

1. In speech delivery, our goal is to deliver a good speech.

TRUE FALSE
2. When the speech was delivered flawlessly, it can be considered successful
speech delivery.
TRUE FALSE
3. Facial expressions can appear distracting and may even be annoying at
times when somebody is delivering a speech.
TRUE FALSE
4. Modulation happens when you control or adjust the tone or volume of your
voice as you try to lower your voice to a loud whisper in order to get the
attention of your audience.
TRUE FALSE
5. Arm and hand movements constitute gesture.
TRUE FALSE
6. Movement of the whole body, instead of just gesturing with hands, is
appropriate in a speech.
TRUE FALSE
7. We become fluent in verbal communication through our gestures.
TRUE FALSE
8. Facial expressions are essential in setting the emotional tone for a speech.
TRUE FALSE
9. The speaker’s ability to get and secure the audience's interest in listening
to him/her through his or her presentation style refers to facial expression.
TRUE FALSE
10. The instance on how well and precisely you form vowels and consonants
using your lips, tongue, jaw, and palate to form the sounds to speak is crucial
in making your message get across.

24
 What I Have Learned

Reflect on what you have learned after taking up this lesson by giving your
answers on the blank in the graphic organizer.

__________________________
It is the formation of clear and distinct sounds in
speech.
TOOLS FOR EFFECTIVE SPEECH DELIVERY

__________________________
It is a change of key in music or of the sound of
a person's voice.

__________________________
It is the ability to get and secure the audience's
interest in listening to presentation.

__________________________
It helps enhance the verbal content of our speech.

__________________________
This helps the speaker express himself with the
use of is body.

__________________________
This happens when you have everything in
concordance or harmony.

What were your thoughts or ideas about the principles of speech delivery prior to the
discussion of the lesson?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.

What new or additional ideas did you learn after taking up this lesson?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.

25
 What I Can Do

Speak Up!
To have an excellent presentation, your delivery matters even more than what you
say, and this exercise helps you refine it. Given below are lines from a speech of
President Emilio Aguinaldo. Practice saying it aloud in front of your family as though
you’re giving a speech. Rate yourself using the given rubric and pay attention to your
tone, inflections, and generally how you can use your voice to create more interest.

“We are no longer insurgents; we are no longer revolutionists; that is to

say, armed men desirous of destroying and annihilating the enemy. We
are from now on Republicans; that is to say, men of law, able to fraternize
with all other nations, with mutual respect and affection. There is nothing
lacking, therefore, in order for us to be recognized and admitted as a free
and independent nation." -President Emilio Aguinaldo in his inaugural
speech at Barasoain Church, Malolos, Bulacan, January 23, 1899

Rubric for Assessment

5 4 3 2
Skillful control of Skillful control of Control of technique Limited control of
technique and an ability technique technique
to use technique to bring
about a thoughtful
response in the audience
Consistent effective eye Effective eye contact Eye contact is present but Minimal eye contact with
contact that commands that supports audience may not be made audience; some reading of
audience involvement involvement consistently with all content
members of the audience
Exceptionally clear Clear enunciation and Mostly clear enunciation Unclear enunciation or
enunciation and correct correct pronunciation and correct pronunciation incorrect pronunciation
pronunciation
Outstanding variations in Effective variations in Effective rate, volume, Some rate or volume
rate, volume, tone, and rate, volume, tone, and tone, and voice inflection inadequacies; little
voice inflection voice inflection variation in tone and
voice inflection
Superior fluent delivery Strong use of nonverbal Appropriate use of Inconsistent use of
and exceptional use of techniques nonverbal techniques appropriate nonverbal
nonverbal techniques techniques

Score:
20-25 Promising Public Speaker
15-19 Capable to be a Public Speaker
10-14 Developing to be a Public Speaker
5-9 Beginning to be a Public Speaker

*Adapted
*Adapted
from Oregon
from Department
Oregon Department
of Education
of Education
Office ofOffice
Assessment
of Assessment
and Information
and Information
Services (2011),
Services Speaking
(2011), Speaking Official Guide.
Official Scoring Scoring Guide.

26
 Assessment

I. True or False. Read each statement carefully and write TRUE if it is correct
and FALSE if it is wrong.
1. When delivering a speech, it is best to use formal approach all the
time.
2. The way you carry yourself on the stage or platform is part of speech
delivery.
3. Pronunciation does not matter in speech delivery because the content
of the message is what’s more important.
4. Pausing is one way you can emphasize an important word, phrase, or
sentence in your speech.
5. Moderate use of offensive words and an occasional back-biting can
help you in giving a powerful speech.

II. Apply the principles of effective delivery by choosing the appropriate

action from the options below that the speaker should do for each
situation. Write the letter of your answer in a separate sheet of paper.

A. Check her voice in the microphone to know whether it is

audible enough.
B. Avoid gripping the edges of the podium with both hands and
avoid hiding them behind the podium.
C. Check the venue before the scheduled speech and arrive hours
earlier in the venue.
D. Ask the organizers about the estimated number of audience so
she can adjust to her delivery.
6. Ana, the SK Chairperson was invited to introduce a visitor in her
barangay so a welcome remark was necessary. But she had the
tendency to feel restless when talking in front of a crowd.
7. Jose was the representative for the inter-school debate.
Unfortunately, he got sick days before the event and as an effect, his

27
 voice was not well- modulated. With this, he was worried whether the
competition would be held in an open-air venue or in a function hall.
8. Mrs. Santos was known for her soft modulated voice, especially when
she was discussing a lesson to her class. Aside from this, she was
also known to be religious, so she was asked to deliver a speech for
one of their empowering activities.
9. Mr. Cruz, the new president of homeowners’ association, was asked to
deliver a speech for their first general assembly but he was afraid that
the people might not listen attentively.
10. A local environmental group planned to organize a tree-planting
activity. In addition to their preparations, Mr. Delos Reyes was asked
to inform the public but he did not know how many participants were
expected to join in the activity.

For numbers 11-15, choose from the options below.

A. Modulation B. Articulation C. Stage Presence

D. Facial expressions, gestures, and movements E. Duration

11. As the CEO of the company approaches the stage, the audience is
astonished with how dignified he is that everyone becomes eager to
hear his message.

12. Not a single person among the audience was bored listening to the
speech even though the message was a bit lengthy. The speaker was
truly dynamic.

13. The speaker is animated in delivering his speech. He never stays in

one place and sees to it that everyone is listening to him.

14. Leslie did a great job during her campaign for SSG president. She was
able to adjust her voice according to the number of students in the
classrooms that they went in to campaign.
15. Magda was invited as a resource speaker for an event in a
school. She learned from the teacher that her audience would
be pupils from Kinder and Grade 1 so she prepared a short
speech for her talk.

28
 Additional Activities

I. Evaluate a speech using the assessment tool below. You may choose one
of the following materials:

 A speech from the television

 A speech from YouTube
 A speech that you can vividly recall from an event you have attended (ex.
recognition, graduation, or a seminar)

Name of Speaker: ________________________________________________

Title of Speech Viewed: ___________________________________________
Type of Speech According to Purpose: _____________________________
Audience and Venue: _____________________________________________

Assessment Tool (√) Check your

response
Yes No
1. Did the speaker adjust to the audience size and venue size?
2. Did the speaker use the microphone?
3. Did the speaker approach the audience?
4. Did the speaker maintain eye contact?
5. Did the speaker use the volume of his/her voice well?
6. Did the speaker use his/her rate well?
7. Did the speaker use his/her pitch well?
8. Did the speaker pronounce words correctly?
9. Did the speaker avoid fillers?
10. Did the speaker avoid distracting movements?
11. Did the speaker use appropriate facial expressions?
12. Did the speaker dress well for the occasion?

II. Using your knowledge on effective speech delivery, list down what a
speaker must do and must not do when preparing for and delivering a
speech through a graphic organizer in a separate sheet of paper.

29
 30
What I Know What's More
11.A 11.TRUE
12.D 12.TRUE
13.B 13.TRUE
14.D 14.TRUE
15.B 15.TRUE
16.B 16.TRUE
17.C 17.FALSE
18.C 18.TRUE
19.D 19.FALSE
20.B 20. TRUE
21.C
22.B
23.D
24.D
25.C
What I Have Assessment Additional
Learned 1. False Activities
2. True Answers may vary.
1. Articulation 3. False
2. Modulation 4. True
3. Stage Presence 5. False
4. Facial 6. B
Expressions 7. C
5. Movement
8. A
6. Rapport
9. B
10. D
11. B
12. A
13. C
14. D
15. E
Answer Key
 References

Alison, Kelly. “A Presentation Design Agency”, Ethos3, March 21,2018,

https://www.ethos3.com/2018/03/10-public-speaking-games-activities-try/

“Boundless Communications.” Lumen Learning. Accessed June 11, 2020.

https://courses.lumenlearning.com/boundless-
communications/chapter/the-importance-of-audience-analysis/.

Dugdale, Susan. (2011) Public Speaking Games. Accessed June11,2020.

http://www.write-out-loud.com/public-speakinggames.
Emmons, Jill Torrey. (2009). Tricks and techniques for speech delivery. Retrieved from
http://pulse.pharmacy.arizona.edu/9th_grade/culture_cycles/language_arts
/tricks_and_techniques.html EnglishMediaLab. ESL PronunciationExercises
Online. Accessed June 11, 2020.

Flores, Ramona. Oral Communication in Context. Sampaloc Manila: Rex Book Store,
Inc, 2016.

Gray-Grant, Daphne. “Ten Ways to Write a Better Speech.” Publication Coach,

January 9, 2018. https://www.publicationcoach.com/ten-ways-to-write-a-
better-speech/.

Lucas, Stephen. (2009). The art of public speaking (9th ed.). Boston, MA: McGraw-
Hill, p. 244.
Oregon Department of Education Office of Assessment and Information Services,
“Speaking Official Scoring Guide”, Adopted 2011,
https://www.oregon.gov/ode/educatorresources/essentialskills/Documents/
spkingscorguides1112.pd

Rothschild, Mike. “The Best Presidential Speeches of All Time”, Ranker, December
10, 2019, https://www.ranker.com/list/greatest-presidential-
speeches/mike-rothschild

Tandoc, Shiela. Oral Communication for Senior High School. Manila: Mindshapers
Co., Inc., 2016.

The Transitional Device Table. Accessed June 16, 2020.

https://kielikompassi.jyu.fi/kookit06/corpus/micase/transitionaldevicetable.
html.

Wrench, Jayson. “Introductions Matter: How to Begin a Speech Effectively.” Public

Speaking: Practice and Ethics. Accessed June 11, 2020.
https://2012books.lardbucket.org/books/public-speaking-practice-and-
ethics/s12-introductions-matter-how-to-be.html.

31
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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