LEARNING ACTIVITY SHEET IN ENGLISH 8

Worksheet No. 8 Quarter 4

Learner’s Name: ____________________________________
Grade Level/Section: ________________________________
Date: _____________________________________________
I. LEARNING SKILLS
A. Most Essential Learning Competency:
 Deliver a self-composed speech using all the needed speech conventions
B. Objectives:
 Identify the different steps in speech writing.
 Be acquainted with the principles of speech delivery.
 Compose and deliver a speech using all the needed speech conventions.
II. INTRODUCTORY CONCEPT
STUDY THIS:
10 Speech Writing Tips
1. Start with the End in Mind
What’s the goal of your speech? is the purpose of your speech to inform, instruct, inspire, or
entertain?
2. Have a beginning, middle and an end
It not only makes your information more comprehensive for your audience, it also forces you to
organize your thoughts as you’re preparing your presentation.
3. Don’t throw too much information at the audience.
Unless you’re an accomplished professional speaker who knows how to hold an audience’s
attention for an hour or longer, keep your speech down to around 20 minutes or as prescribed.
You may have lots of wonderful information you just can’t wait to share but remember: the
brain will only retain what the backside can endure. Almost everyone’s attention starts drifting
at around 15 minutes, and generally, that’s when you should start closing it down.
4. Know Your Audience
What do they want to get out of your speech? It’s always a good idea to learn the names of
several people who will listen to your presentation. Consider what issues are important to the
people who will be in the audience, and what they’d like to take away from your presentation.

5. Use the internet and other resources for research

You can go online and easily find news stories about trends in the audience’s industry and other
cutting-edge information. Make use of offline sources such as books and other reading materials
for your chosen topic.
6. Have a strong opening
Many professional speakers open with 5-10 seconds of silence. This is hard to do for most
inexperienced speakers because they tend to jump right in. a few seconds of keeping your
mouth shut as you look over the audience really helps build anticipation – and attention.
You’ve probably heard you should start a speech by thanking a list of people who made it
possible for you to be there and recognizing all the dignitaries in the room.
7. Immediately give the audience something to think about
 This could be done by citing and incorporating some famous quotations from famous people or
even famous movie lines, but it is not only limited to these things.
8. Use personal stories, examples, and metaphors
This is a great way to connect with your audience. Stress similarities between yourself and the
people who are listening to you.
9. Close with strength, conviction, and a call to action
Remember tip #1 above: start with the end in mind. The close is where you show your audience
your enthusiasm for your topic. You demonstrate your desire for them to use what you’ve told
them to make their lives better and more meaningful. Ask something of them. give them a goal
and encourage to use the tools you’ve discussed to reach it.
10. Practice out loud.
Listen for odd speech patterns and mispronounced words. Ask your friends to be your audience
and ask for some feedbacks and/or suggestions.

Principles of Speech Delivery (Speech Conventions)

1. Speaking for Engagement
 Rate. Rate of speaking refers to how fast or slow you speak. The key is to vary your rate of
speaking in a middle range. A higher rate of speaking signals that a speaker is enthusiastic
about his or her topic. The goal is to speak at a rate that will interest the audience and will
effectively convey your information.
 Volume. Volume refers to how loud or soft your voice is. Avoid the extremes of being too
loud or too soft. Vary your volume within an acceptable middle range. In some settings, a
microphone will be necessary to be heard by the entire audience. 
 Pitch. Pitch refers to how high or low a speaker’s voice is. There are natural variations
among people’s vocal pitch. Each person still has the capability to intentionally change their
pitch across a range. Changing pitch is a good way to communicate enthusiasm and indicate
emphasis or closure.
2. Speaking for Clarity
 Articulation. Articulation refers to the clarity of sounds and words we produce. Poor articulation
results when speakers do not speak clearly. Unawareness and laziness are two common
challenges to articulation. As with other aspects of our voice, many people are unaware that
they regularly have errors in articulation. becoming a higher self-monitor are effective ways to
improve your articulation.
 Pronunciation. This refers to speaking words correctly, including the proper sounds of the
letters and the proper emphasis. Clear pronunciation is a must for a good presentation. It’s
important for listeners to be able to understand and catch your message easily and clearly.
Correct pronunciation can be attained through careful practice.
 Fluency. Fluency refers to the flow of your speaking. To speak with fluency means that your
speech flows well and that there are not many interruptions to that flow. There are two main
problems that affect the flow of a speech. Fluency hiccups are unintended pauses in a speech
that usually result from forgetting what you were saying, being distracted, or losing your place in
your speaking notes. Verbal fillers are wording that speakers use to fill in a gap between what
they were saying and what they’re saying next. Common verbal fillers
 include um, uh, ah, er, you know, and like. The best way to minimize verbal fillers is to become a
higher self-monitor and realize that you use them.
3. Physical delivery
 Facial Expressions. Facial expressions can help bring a speech to life when used by a speaker to
communicate emotions and demonstrate enthusiasm for the speech. Facial expressions help set
the emotional tone for a speech. It is important that your facial expressions stay consistent with
your message. In order to set a positive tone before you start speaking, briefly look at the
audience and smile
 Eye Contact. Eye contact is an important element of nonverbal communication. It makes people
feel welcome/unwelcome, comfortable/uncomfortable, listened to / ignored, and so on. As a
speaker, eye contact can also be used to establish credibility and hold your audience’s attention.
 Posture. Posture is the position we assume with our bodies, either intentionally or out of habit.
it’s important to have an erect posture that communicates professionalism and credibility. Head
position is also part of posture. In most speaking situations, it is best to keep your head up,
facing your audience. Consider the occasion important, as an inappropriate posture can hurt
your credibility.
 Gestures. Gestures include arm and hand movements. We all go through a process of
internalizing our native culture from childhood. Some of these gestures are emphatic and some
are descriptive.
Emphatic gestures are the most common hand gestures we use, and they function to emphasize
our verbal communication and often relate to the emotions we verbally communicate.
Descriptive gestures function to illustrate or refer to objects rather than emotions. We use
descriptive gestures to indicate the number of something by counting with our fingers or the
size, shape, or speed of something.
 Movement. Sometimes movement of the whole body, instead of just gesturing with hands, is
appropriate in a speech. Many speakers employ the triangle method of body movement where
they start in the middle, take a couple steps forward and to the right, then take a couple steps
to the left, then return to the center. To make your movements appear more natural, time them
to coincide with a key point you want to emphasize or a transition between key points.
 Personal Appearance. Looking like a credible and prepared public speaker will make you feel
more like one and will make your audience more likely to perceive you as such. This applies to
all speaking contexts: academic, professional, and personal. Although the standards for
appropriate personal appearance vary between contexts, meeting them is key.
III. ACTIVITIES
a. Practice Tasks
Task 1: TRY IT OUT!

Directions: Given some scenarios in delivering a speech, identify the principle of speech
delivery that is being referred in each situation.
1. While delivering his speech, Antoine clinch his fist as he utters the line “We as a
citizen, must fight together to stop poverty!”. What principle of speech delivery did
Antoine integrate?
a. Posture b. Gesture c. Movement d. Articulation
 2. In order to connect to your audience and have their full attention while delivering
your speech, what principle of speech delivery should you use?
a. Posture b. Gesture c. Eye contact d. Facial expression
3. During her speech delivery, Marie’s voice is very soft to the point that her teacher
who is seated at the backmost part of the classroom cannot hear some of the words
she is saying. What principle of speech delivery is lacking?
a. Rate b. Pitch c. Volume d. Fluency
4. Jean take three steps forward after she utters the line “You can become whatever
you wanted to be”. What principle of speech delivery did Jean used?
a. Posture b. Gesture c. Movement d. Personal appearance
5. As part of their final performance in English 8, Roger was tasked to embody a doctor
or health worker to deliver a speech to commemorate the effort of the frontliners
during the pandemic. During his actual speech, Roger appeared to groom as an
Engineer rather than what is assigned to him. What principle of speech delivery did
he fail to follow?
a. Posture b. Gesture c. Movement d. Personal appearance
Task 2: WRITE IT DOWN!

Directions: Come up with a self-composed speech on why students should observe strict
compliance to health protocols during this pandemic.
b. Assessment (GRASPS)
SPEAK UP!

Learner’s Activity: Youth Ambassador for a Day!

Goal: The learner needs to record a video of him/her delivering a self-composed speech using
all the needed speech convention.
Role: The learner is a Youth Leader
Audience: The learners’ audience are the youth.
Situation:
1. Assume that you are a Youth Ambassador in your school. You are going to deliver a
speech on why students should observe strict compliance to health protocols during
this pandemic.
2. Using your cellular phone, record a video of your speech presentation. The video should
not be less than 3 minutes and should not exceed to 5 minutes.
Product, Performance, and Purpose: The learner needs to deliver a speech on why students
should observe strict compliance to health protocols during this pandemic.
 Standards, and Criteria for Success: Learners’ need to be aware and be guided by the rubrics
that is created to fit the criteria of an effective speech delivery.
IV. RUBRICS FOR SCORING
RUBRIC FOR SCORING (Speech Writing)

RUBRIC 5 4 3 2 1
INTRODUCTION The introduction was Introduction Introduction is The introduction Writing the
PARAGRAPH well throughout, captivated not particularly is boring and does introduction
previewed events, audience. inviting but not preview was attempted
and captivated provides some events. but is
audiences. pull. insufficient.
THE WRITING Student followed the Student Student followed Student missed Student only
PROCESS Writing Process followed some Writing significant steps turned in a
precisely and turned Writing Process Process. in the Writing draft.
in evidence to prove but omitted a Process.
it. step.
GRAMMAR, Writer makes no Writer makes Writer makes Writer makes Writer makes
PUNCTUATION, grammatical, minimal errors. several errors. numerous and significant
SENTENCE spelling, or syntax consistent errors. errors.
STRUCTURE AND errors.
SPELLING
EFFORT AND Student put Student Student Student Student did not
CREATIVITY significant effort into attempted to composed work, attempted to meet
their activity, create an put just enough write their expectations.
creatively captivated engaging effort, and made activity, but little
their audience and activity, put it somewhat but effort was put
had a good ‘flow’. considerable barely met into it, and did
Student exceeded effort into their expectations. not met
expectations. work, made it expectations.
interesting, and
met
expectations.
GOAL Student provided a Student Student provided Student provided Student
clear goal, or goals, provided a goal,
a goal, or goals, a goal, but no provided none.
and writes about or goals, and
but didn’t provide details were
clear, well focused used main ideas
much detailed provided to
event or experiences. and experiences
information. describe.
Main ideas stand out to support.
and supported by
detailed information.
RUBRIC FOR SCORING (Speech Delivery)

RUBRIC 5 4 3 2 1
Speaking for Varies rate and Uses appropriate Varies rate but Speaks too Inappropriate
Engagement pauses for natural rate but may sometimes speaks rapidly or lowly; long pauses and
(rate, volume, effect throughout have some faster/lower than pauses may rate causes
pitch) the presentation. pauses that do expected. Voice is interfere with confusion for
Speaks loudly and not create enough to be heard smoothness of audience. Voice
comfortably to be distractions. by audience. rate. Speaks softly cannot be heard
heard by entire Speaks loudly Observes pitch causing some most of the
audience. enough to be variation discomfort. time.
 Observes natural heard by the sometimes. voice sometimes
pitch variation audience. cannot be heard.
throughout the Observes pitch
presentation. variation most of
the presentation.

Speaking for Words were Words were Minimal error in Several errors in Most of the
Clarity properly articulated and pronunciation and pronunciation words were
(articulation, articulated and pronounced articulation of and poor miss
pronunciation, perfectly correctly and some words were articulation in pronounced and
fluency) pronounced, and follow a smooth evident. most of the poor
follow the correct flow of words were articulation is
flow of speech presentation evident. The flow evident
most of the time. of the throughout the
presentation is presentation.
somehow The flow of
confusing. presentation is
confusing.
Physical delivery Maintains Maintains Occasionally do eye Only occasionally Has no eye
(facial expression, consistent eye consistent eye contact, hand and looks at audience. contact with
eye contact, contact, contact, facial body movement Rarely audience. Hand
posture, gesture, appropriate facial expression, hand and facial incorporates and body
movement) expression, and and body expression. hand and body gesture and
hand and body movement Sometimes gesture, facial facial
movement appears appears naturally. observes good expression and expression are
naturally. Posture Posture and posture and posture. not evident
and gesture show gesture show gesture throughout thorough the
confidence confidence most the presentation. presentation.
throughout the of the time. Show bad
presentation. posture.

V. References
Communication in the Real World by University of Minnesota

https://2012books.lardbucket.org/books/a-primer-on-communication-studies

Prepared by: Quality Assured by :

JERIC C. SAN JOSE GINA B. PANTINO,Ed.D
Leandro I. Verceles Sr. National High School EPS- English
DIVISION OF CATANDUANES