Senior High School

Oral Communication
in Context
SECOND QUARTER
MODULE 1 / LESSON 12
Speech Writing Process

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Department of Education ● Republic of the Philippines

Oral Communication in Context
Alternative Delivery Mode
First Edition, 2020

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Published by the Department of Education – Division of Cagayan de Oro City Schools
Division Superintendent: Cherry Mae L. Limbaco, PhD,CESO V
Development Team of the Module
Writer/s: Maurita M. Donasco, Francis Jay M. Damit,
Catherine P. Estrella, Patricia Ann D. Madaje

Focal Person: Dr. Jerry G. Roble

Division English/Reading Coordinator

Language Evaluators: Dr. Mark John Gabule, Dr. Phoebe S. Taruc

Face Validity Evaluator: Ms. Mary Anthony Sieras

Illustrators and Layout Artists:

Management Team
Chairperson: Cherry Mae L. Limbaco, PhD, CESO V
Schools Division Superintendent

Co-Chairpersons: Alicia E. Anghay, PhD

Assistant Schools Division Superintendent

Lorebina C. Carrasco, OIC-CID Chief

Members Dr. Joel D. Potane, LRMS Manager

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Gemma Pajayon, PDO II

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 ORAL
COMMUNICATION
IN CONTEXT
QUARTER 2 MODULE 1 LESSON 12
Speech Writing Process

For Senior High School

 TABLE OF CONTENTS

What This Module is About .......................................................................................................................... I

What I Need to Know ................................................................................ .................................................. I
How to Learn from this Module.................................................................................................................... II
Icons of this Module .................................................................................................................................... II
What I Know ................................................................................................................................................III

2ND QUARTER:
Types of Speech Delivery............................................................................................................1-4
Public speaking situations............................................................................................................1-4
Principles of Effective Writing ........................................................................................................5
Speech Writing process................................................................................................................6
Audience Profile ................................................................................................................7
Logical Organization …....................................................................................................8-9
Duration .......................................................................................................................... 10
Word Choice ................................................................................................................... 10
Grammatical Correctness ............................................................................................................
11
Spelling............................................................................................................................. 11
Punctuation....................................................................................................................... 11
Grammar........................................................................................................................... 11
Style…………………………………………………………………………………………….... 11
Introduction……………………………………………………………………………………… 11
Body of speech………………………………………………………………………………….. 11
Conclusion………………………………………………………………………………………..
11
Example/Illustration .......................................................................................................................12
Introduction……………………………………………………………………………………… 12
Body of Speech………………………………………………………………………………… 12
Conclusion……………………………………………………………………………………… 12
Guidelines in Speech Writing ...................................................................................................12-13
Editing/Revising.........................................................................................................................13
Edit for Clarity…………………………………………………………………………………. 13
Edit for Concision……………………………………………………………………………… 13
Edit for Continuity…………………………………………………………………………….. 13
Edit for Variety………………………………………………………………………………… 13
Edit for impact and beauty…………………………………………………………………… 13
Post Test..................................................................................................................................14-19
What I can do...........................................................................................................................20-24
Summary………………………………………………………………………………………………. 25
References……………………………………………………………………………………………. 26
 WHAT THIS MODULE IS ABOUT
“WE sense that ‘normal’ isn’t coming back, that we are being born
into a new normal: a new kind of society, a new relationship to the earth, a
new experience of being human.” — Charles Eisenstein
BEFORE the onset of the coronavirus disease 2019 (Covid-19), we
prefix what we say with “the 21st century.” We used to say or write “21st
century teaching, 21st century learning, 21st century knowledge and skills,”
defining these as the 21st century competencies — critical thinking,
communication, collaboration and creativity. However, with the coronavirus
pandemic, we have a new catchword — the new normal. The Oxford
Dictionary defines catchword as “a briefly popular or fashionable word or
phrase used to encapsulate a particular concept.” So, what is the concept
embracing the new normal? The American Dictionary defines new normal
as “a previously unfamiliar or atypical situation that has become standard,
usual, or expected.” Dr. Henry Chan wrote on May 10, 2020 in The Manila
Times, “Telecommuting represents a new paradigm in office work or any
work related. If remote work becomes more common after the Covid-19
pandemic, just like giving out modules to the learners. This module entails
to impart the equilibrium of communication in which learners will achieve
responsibly, discipline and patience through answering and understanding
the given modules without teacher’s presence in order to develop
independent learning skills, creative problem solving strategies, lifelong
learning skills and a sense of responsibility while responding their thoughts
in dealing situational that practice them to be a writer.
Learning in the new normal. Blended learning is not wholly new.
Teaching and learning platforms vary from any other different learners.
Philippines-wise, we have available on-line and modular Educational
platforms. That is why, this lesson will visualize and ignite learners to utilize
various academic activities including situational examples and innovative
ideas in exercising their thoughts. In lieu with speech writing process
learners are prepared them to be equipped and give its epitome of each
areas in managing speech writing progression.

The following are the lessons contained in this module:

1. Principles of Effective Writing and Speech Delivery

 Speech Writing process
(EN11/12OC-IIcj-25)
 I
WHAT I NEED TO KNOW
Within this module, you should be able to:

1. Differentiate the types of speech delivery; EN11/12OC-IIcj-23

2. Identify public speaking situations; EN11/12OC-Ifj-16

3. Identify the characteristics of good delivery; EN11/12OC-IIcj-26

4. Practice speech delivery; EN11/12OC-IIcj-26

5. Identifies the various types of speech writing process; EN11/12OC-IIcj-

25

6. Perform different types of speeches; EN11/12OC-IIcj-26

7. Responds appropriately and effectively to a speech act;

EN11/12OC-Ifj-20

8. Employs various communicative strategies in different situations;

EN11/12OC-IIcj-26

9. Uses principles of effective speech writing focusing on: EN11/12OC-IIcj-

25

a. Audience profile EN11/12OC-IIcj-25.1

b. Logical organization EN11/12OC-IIcj-25.2
c. Duration EN11/12OC-IIcj-25.3
d. Word choice EN11/12OC-IIcj-25.4
e. Grammatical correctness EN11/12OC-IIcj-25.5
f. Articulation EN11/12OC-IIcj-26.1
g. Modulation EN11/12OC-IIcj-26.2
h. Stage Presence EN11/12OC-IIcj-26.3
i. Facial Expressions, Gestures and Movements
EN11/12OC-IIcj-26.4
j. Rapport with the audience EN11/12OC-IIcj-26.5

10. Reflect on your learning on the principles of speech delivery

EN11/12OC-Ifj-20
 II

HOW TO LEARN FROM THIS MODULE

To achieve the objectives cited above, you are to do the following:

 Take your time reading the lessons carefully.

 Follow the directions and/or instructions in the activities
and exercises diligently.
 Answer all the given tests and exercises.

ICONS IN THIS MODULE

(Adapted from Media & Information Literacy Module)

III
 WHAT I KNOW
Activity 1: “Get to know how you react”

This module will help you accomplish the learning competencies:

1. Differentiate the types of speech delivery; EN11/12OC-IIcj-23

2. Identify public speaking situations; EN11/12OC-Ifj-16

Learning Objectives:

In this lesson, you are expected to:

1. read and analyze the passages given;

2. identify and discuss the types of speech delivery used; and
3. develop a sense of appreciation in giving accurate details.
Conflict Stories

Directions: Read and analyze the short story given by answering the questions based on the given
guidelines below. Choose one story that relates your experience.

Tips for Conflict Resolution

General guidelines:

 Be open and honest

 Explain thoroughly.
 Use “I” statements.
a) I think we could have done a better project if you will hear me out with my proposal.
(CORRECT)
 You guys didn’t work out the project well. (NOT CORRECT)
 Analyze well the story – don’t let your own beliefs and assumptions get in the way.
 The goal is not to win. The goal is to reach solution you can agree on. (Teacher’s
might check how positive you are in thinking.)
 Stick to the problem.
Plan:

1. Roam around your house and look for an area which you are comfortable to reflect on.
Look for some quiet area in which concentration are always present.

2. Think through on how will you write your own speech and how will you respond.

Process:

1. Discuss the problem clearly.

2. Clarify as needed and confirm your understanding.

STORY 1

You have a part time job at a store that sells Camping and Hiking supplies. When you aren’t
helping customers you work in a small shred office, tracking inventory. Your co-worker is a neat curiosity
and you are not. For the last couple of weeks, when you go to help a customer, your co-worker cleans
up your desk and the space around it. You have trouble finding the things he puts away and it is
frustrating to have to look for them before you can start working when you return to the office.

STORY 2

You are leaving in a couple of days to go to a tournament in another barangay. The Person you
will be rooming with while you are there likes music that you really don’t like. You have shared a room
with her before and know that she also like to play it without using headphones. You have decided you
will have discussion with her so you don’t have to put up with her music the whole time.

STORY 3

A few of your team mates pick on the person who looks after the team’s equipment. He has
speech impediment and they make fun of him, when he tries to talk to them. Neither you, nor the rest
of your teammates support the behavior, but no one has said anything.

STORY 4

You are team of 4 in your group during Immersion day. You were tasked to do the following:
Clean and mop the floors, windows, wash the dishes and frying pans. Fix every corner of the classroom
and make sure it is order before leaving the Home Economic Laboratory. You noticed three of your
group directly rushed to go home after knowing it rained hard. So, the emptying of trash and tidying the
plates used aren’t in place. And now, you are concerned for the whole team for the consequences will
happen after.

SCRIPT 1

1. How will you start the conversation?

2. How will you describe the problem?

3. What do you hope the discussion will achieve?

4. How would you end the conversation, if the conflict was resolved?

IV
LESSON
PRINCIPLES OF
1 EFFECTIVE WRITING

4
2.1 PRINCIPLES OF EFFECTIVE WRITING

What I need to know?

“The invention of writing is probably the most important tool for

human advancement, making it possible for each new generation to build
upon the work of the previous, to transmit knowledge from person to
person, across cultures and time.“ Donald Norman – Stanford University

Writing has been given great emphasis in the Philippine educational

system since the teaching and learning of English as a Second Language
(ESL) support the aim of enhancing the English competence of Filipino
learners. Authorities agree that writing is one of the highest forms of
academic skills for it reflects a person’s level of language competence,
concept development, and abstraction (Saladino, 2009). It is endeavored
by the Department of Education (DepEd) to improve the academic
performance of Filipino students by implementing the K to 12 Program as
prescribed by the Republic Act 10533 also known as the Enhanced Basic
Education Act. The Senior High School (SHS) curriculum of the K to 12
Program requires students to perform well academically.

Considerably, one of the indicators of academic success of SHS

students is having effective and comprehensive writing skills. This explains
the offering different subjects that seek to enhance language
communication skills, such as academic writing. Some of these are English
for Academic and Professional Purposes (EAPP), Creative Writing,
Research in Daily Life, and Practical Research. In this connection, being a
Senior High School student, you are also expected to improve and
demonstrate your writing skill in Oral Communication specifically in the field
of speech writing. In this lesson you will geared towards improving the skill
through writing speech of different types. The lessons herewith, are aimed
at enabling you to perform the tasks with ease and confidence.
 WHAT’S IN?
Activity 2: “Let’s see how well you know yourself!”

Directions: Tick the column that determines how often you practice what
the statements says. Do this as objectively as possible. Bear in mind that
there are no wrong answers.
14.2 PRINCIPLES OF EFFECTIVE WRITING

WHAT’S NEW?
2.1.1 THE SPEECH WRITING PROCESS
Just like events planning, or any other activities, writing an
effective speech follows certain steps or processes. The process for
writing is not chronological or linear; rather, it is recursive. That
means you have the opportunity to repeat a writing procedure
indefinitely, or produce multiple drafts first before you can settle on
the right one. Figure 1 shows the schematic diagram.

The following are the components of the speech writing process.

WHAT IS IT?

AUDIENCE PROFILE
• Audience analysis entails looking into the profile of your target
audience. This is done so you can tailor-fit your speech content and
delivery to your audience. The profile includes the following
information.
 Demography (age range, male-female ratio, educational
background and affiliations or degree program taken,
nationality, economic status, academic or corporate
designations)
  Situation (time, venue, occasion, and size)
 Psychology (values, beliefs, attitudes, preferences,
cultural and racial ideologies, and needs)

LOGICAL ORGANIZATION

 Writing patterns, in general, 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.

PATTERN DESCRIPTION EXAMPLES

Biographical Presents Specific To inform my audience
descriptions of Purpose about my grandfather,
your life or of a the late former
person, President Ramon
famous or not Magsaysay
Specific Describing the life and
Topic works of my
grandfather, the late
former President
Ramon Magsaysay
Categorical/ Presents Specific To persuade the
Topical related Purpose community members to
categories reduce, reuse, and
supporting the recycle as means of
topic eliminating garbage
and protecting the
environment
Specific
Topic Why the community
members should
promote reducing,
reusing, and recycling
Causal Presents Specific To inform my audience
cause effect Purpose on the effects of
relationships overeating
Specific
Topic Explaining the possible
effects of overeating to
one’s health
Chronological Presents the Specific To inform my audience
idea in time Purpose about the significant
order events in the 1986
EDSA Revolution or
People Power
Specific Describing the
 Topic significant events
before, during, and
after the 1986 EDSA
Revolution or People
Power
Comparison/ Presents Specific To persuade the
contrast comparison/ Purpose audience that living in
contrast of two the Philippines is better
or three points than living in Australia
Specific
Topic Explaining why the
Philippines is more
habitable than Australia
Problem- Presents an Specific To persuade the
solution identified Purpose audience to support the
problem, its educational programs
causes, and of the national
recommended government
solutions Specific Explaining the reasons
Topic for supporting the
government’s
educational programs
seen as the primary
means of increasing
the literacy rate in the
Philippines

DURATION
HOW LONG SHOULD YOUR SPEECH BE?
(From: https://www.youtube.com/watch?v=E-ezFqSqOPo)

Your goal should be to communicate information in a

memorable way that is useful to your audience. Now there was a
major study done by the U.S. Defense Department in 1974 on length
of speeches. And their conclusion was that the optimum length of a
speech is 17.5 minutes. If you are incredibly boring, two minutes is
too long. People are falling asleep.
On the other hand, if you are incredibly interesting and
memorable and giving useful information, as a speaker you can
captivate an audience from 10:00 in the morning to midnight. Your
goal should not be some arbitrary length. Your goal should be what
are the handful of ideas that are really important to you, that you can
make memorable to your audience? And how can you use that time
through examples, stories, case studies, pictures, handouts, to make
those ideas come alive. Because if it is an important idea for you, and
it's important to your audience, they will listen to you for hours. Now
all things being equal, if you are going to be boring, it is better to be
boring for three minutes than for an hour and three minutes. But that
is not the choice. The choice is between boring and interesting and
relevant. The advice is to forget about the time. Instead, focus on the
ideas that you want your audience to know. Then focus on all the
ways that you can make it memorable.
Now there are occasions when you are given a strict time limit.
A financial presentation at a conference, and no one is allowed more
than 15 minutes. Make sure you rehearse with a timer and get it
down. But just because you have less time, does not mean speak
faster, or strip out examples. That is not the solution. Remember,
focus on the ideas for your audience and the time will generally
take care of itself.

WORD CHOICE
Your purpose is to make your audience see what you saw, hear
what you heard, feel what you felt. Relevant detail, couched in
concrete, colorful language, is the best way to recreate the
incident as it happened and to picture it for the audience. ~
Dale Carnegie

Word Choice is the use of rich, colorful, precise language that

communicates not just in a functional way, but in a way that moves
and enlightens the reader. In good descriptive writing, strong word
choice paints pictures in the reader’s mind. In informational writing,
strong word choice clarifies, explains, and expands ideas. In
persuasive writing, strong word choice compels the reader to see
things clearly and, sometimes to agree with the reader. Effective word
choice is characterized not so much by exceptional vocabulary as by
the ability to use everyday language naturally and in a fresh or
unexpected way.

GRAMMATICAL CORRECTNESS

As we all know, language is constituted by Vocabulary and

Grammar. According to Jeremy Harmer grammar is the system that
describes the possibilities to what extent a particular word can be
changed or combined into sentences. Inevitably, grammar seems to
be an essential part of the language accusation.

Grammatical correctness is what usually meant by employer

looking for communication skills from employees. It is a must for all
kinds of writers. When writing, it is vital that you check to see that
you have corrected any grammatical errors. The four areas to check
when checking for grammatical correctness are spelling (formation
words with letters according to the principles underlying accepted
usage), punctuation (the use of certain marks to clarify meaning of
written material by grouping words grammatically into sentences and
clauses and phrases), grammar (in linguistics, the branch of
linguistics that deals with syntax and morphology (and sometimes
also deals with semantics) and style (way of expressing ideas
through language.

Below are the major parts of a speech that equally requires

grammatical correctness:

 The introduction is the foundation of your speech. Here, your

primary goal is to get the attention of your audience and
present the subject or main idea of your 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.
 The conclusion restates the main idea of your speech.
Furthermore, it provides a summary, emphasizes the message,
and calls for action.

EXAMPLE/ILLUSTRATION:

Introduction: 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. Tell a personal story to illustrate your point.

Body of speech: Present real-life or practical examples. Show

statistics. Share ideas from the experts or practitioners

Conclusion: 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.

What’s More? 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 of 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.

What’s More? Editing/Revising your written speech involves

correcting errors in mechanics, such as grammar, punctuation,
capitalization, unity, coherence, and others. Andrew Dlugan
(2013), an awardwinning public speaker, lists six power
principles for speech editing. Q Edit for focus. “So, what’s the point? What’s
the message of the speech?” Ensure that everything you have written, from
introduction to conclusion, is related to your central message.

Q Edit for clarity. “I don’t understand the message because the examples
or supporting details were confusing.” Make all ideas in your speech clear
by arranging them in logical order (e.g., main idea first then supporting
details, or supporting details first then main idea).

Q Edit for concision. “The speech was all over the place; the speaker
kept talking endlessly as if no one was listening to him/her.” Keep your
speech short, simple, and clear by eliminating unrelated stories and
sentences and by using simple words.

Q Edit for continuity. “The speech was too difficult to follow; I was lost in
the middle.” Keep the flow of your presentation smooth by adding transition
words and phrases.
Q Edit for variety. “I didn’t enjoy the speech because it was boring.” Add
spice to your speech by shifting tone and style from formal to
conversational and vice-versa, moving around the stage, or adding humor.

Q Edit for impact and beauty. “There’s nothing really special about the
speech.”

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.

WHAT I HAVE LEARNED?

Post Test
Activity 3: “Know me better”

Directions: Write the letter of the best answer before the number.

1. What is the first step in speech writing?

a. Determining the purpose
b. Selecting a topic
c. Analyzing the audience
d. Rehearsing the piece
2. Which of the following is not a power principle in speech editing?
a. Edit for focus
b. Edit for clarity
c. Edit for continuity
d. Edit for harmony
3. This refers to the stage in speech writing when a writer chooses a structure for
his/her speech.
 a. Data gathering
b. Outlining
c. Choosing a writing pattern
d. Editing
4. Which of the following is not an effective strategy in writing a speech?
a. Avoiding jargon
b. Being sensitive to your audience.
c. Writing whatever comes to mind
d. Using contractions
5. Which part of the speech restates the main idea?
a. Body
b. Conclusion
c. Introduction
d. Transition
6. Which of the following is an effective speech delivery technique?
a. Pause to emphasize words
b. Rarely look the audience in the eye
c. Always be formal and serious
d. Use filler words to avoid dead air
7. Which of the following elements of communication refers to the information or
ideas conveyed by the speaker?
a. Receiver
b. Channel
c. Context
d. Message
8. Which model depicts communication as linear?
a. Transaction model
b. Inventive model
c. Shannon-Weaver model
d. Schramm model
9. Which function of communication is served when people’s feelings are being
involved?
a. Information dissemination
b. control
c. Social interaction
d. Emotional expression
10. Which barrier is characterized by a set of vocabulary in a certain field?
a. International profession
b. Jargon
c. Emotional barrier
d. Specialized field of expertise
11. Which of the following refers to the use of simple yet precise and powerful
words?
a. Vividness
b. Clarity
c. Brevity
d. Appropriateness
12. What mood/emotion/and quality is expressed in this passage: I am a Filipino,
inheritor of a glorious past, hostage to the uncertain future?
a. determination
b. courage
c. loved
d. pride
13. Which of the following statements shows positive regard to cultural differences?
a. I share relevant information about my culture, and make sure is it more
than what others share about theirs.
b. I do not think that my own culture is better than others.
 c. I communicate for others to understand and appreciate my own culture.
d. I do not exert effort in learning about other’s cultures
14. Which of the following best defines intercultural communication?
a. It happens when individuals negotiate, interact, and create meanings while
bringing in their varied cultural backgrounds.
b. It is competition among people set to make their cultures known.
c. It is an organized procedure where everyone speaks of his/her culture.
d. It happens when a specific culture is regarded as the best among the rest
15. In which speech style are jargon, lingo, and street slang usually used?
a. Intimate
b. Formal
c. Casual
d. Covert
16. When a speaker wishes to give the listeners tips on how to make life more
meaningful and productive, he is likely to prepare _______________.
a. informative speech
b. persuasive speech
c. speech to entertain
d. argumentative speech
17. These are interruptions, breaks, or pauses made between words in utterances or
between breath groups in sentences.
a. stress
b. intonation
c. juncture
d. pitch
18. Thinking, rationalizing and reflecting are examples of ________ communication.
a. interpersonal
b. intrapersonal
c. public
d. mass
19. The most important distinction of the interactive model of communication is
the addition of the concept of __________.
a. feedback
b. message
c. channel
d. receiver
20. Which of the following about persuasive speaking is NOT true?
a. There are various organizational patterns that can be observed in
persuasive speaking.
b. The ultimate goal of a persuasive speaker is to convince the audience to
believe in him.
c. Supporting statements are not really necessary in persuasive speaking.
d. Persuasive speech is delivered to call for an action.
21. Which of the following is employed in the ending of this speech? The future has
several names. For the weak, it is the impossible. For the faint-hearted it is the
unknown. For the thoughtful and the valiant, it is the ideal. The challenge is urgent, the
time is now. Onto victory.
a. summarizing
b. using an illustration
c. stating a personal intention
d. issuing a challenge or an appeal
22. Which of the following is achieved in the lines from a speech: “We are saddened; we
are stunned; we are perplexed.”?
 a. repetition
b. parallelism
c. figurative language
d. accuracy
23. Which communication barrier could result in wrong interpretations of the message
especially if the receiver fails to take note of the context in which the word was said?
a. mispronunciation
b. sudden shifts in topic
c. situation
d. delivery of the message
24. Which of the following is the common occurrence among learners taking up public
speaking when in front of an audience?
a. Excitement
b. Courage
c. Shyness
d. Stage fright
25. Which of the following should be emulated from good speakers?
a. How they walk
b. How they laugh
c. How they connect with the audience
d. How they walk away from the stage
26. The following are different delivery situations except for one.
a. Speaking in different venues
b. Speaking in a concert
c. Speaking with a microphone
d. Speaking with a podium
27. Good criticism places negative remarks into a broad positive context.
a. True
b. False
c. Almost True
d. It depends on the situation

28. When the participants have feelings of unhappiness, but these are accompanied by
a sense of relief, they are in the ____________________.
a. stagnating
b. intensifying
c. experimenting
d. circumscribing
29. When people express their ideas, attitudes, and values to see how the other person
will react, they are in the ________________________.
a. stagnating
b. intensifying
c. experimenting
d. circumscribing
30. When couples believe it is better to stay away from points of conflict in the
relationship in order to avoid a full-scale fight, they are in the ___________________.
a. stagnating
b. intensifying
c. experimenting
d. circumscribing
31. Nathalie and Judy have been college roommates for three years. Their relationship
has reached the ____________________.
a. stagnating
b. intensifying
c. experimenting
d. circumscribing
32. When couples do most things together and reflect about their common experiences,
they have reached the _________________
a. stagnating
b. intensifying
c. experimenting
d. circumscribing
33. A complaint is an expression of dissatisfaction with a(n) _________________.
a. behavior, attitude, or belief
b. attitude
c. tradition
d. learning environment
34. Which of the following is an example of a frozen speech style?
a. Panatang Makabayan
b. The President’s SONA
c. A commencement speech
d. Opening remarks
35. A commercial for non-fat milk is addressed to the consumer’s need to be healthy
and to maintain a beautiful body is an example of _________.
a. logical appeal
b. personal appeal
c. psychological appeal
d. sociological appeal
36. Oral communication is the interchange of _____________ between the sender and
receiver.
a. cues and clues
b. written messages
c. verbal messages
d. signs and gestureS
37. Body talk is also known as:
a. physical communication
b. leakage
c. noise
d. overflow
38. The foremost barrier to oral communication is:
a. poor listening
b. interestedness
c. humility
d. concentration
39. The effectiveness of oral communication depends on the speaker’s ability to use:
a. simple language
b. complex words
c. foreign words
d. long sentences
40. To convert a message into groups of words, symbols, gestures, or sounds that
present ideas or concepts is called:
 a. encoding
b. feedback
c. noise
d. media richness
41. Manuals and policy statements are referred to as:
a. upward communication
b. horizontal communication
c. downward communication
d. none of the above
42. Which of the following is not a potential problem (barrier) to personal
communications?
a. credibility of the sender
b. personal makeup of the parties involved
c. some individuals tend to be disorganized
d. none of the above (all are potential problems)
43. ______________ is the process by which the receiver interprets the symbols used
by the source of the message by converting them into concepts and ideas.
a. decoding
b. listing
c. encoding
d. none of the above
44. Noise is not a problem at which stage of the communication process?
a . source
b. receiver
c. decoding
d. none of the above (noise is a problem at all stages)
45. The _____________ is the individual or group that develops the message to be
communicated to internal and external parties.
a. source
b. encoder
c. decoder
d. jargon

46. Which of the following is not a medium of transmission?

a. memos
b. policy statements
c. discussions
d. none of the above
47. The following rules are appropriate for dealing with touch violations:
a. begin by assuming the first touch violation is accidental
b. provide gentle nonverbal signs of rejection for repeat offenders
c. describe your reaction and the behavior that produces the perception of violation
to the offender
d. both a and c
48. To communicate competently with nonverbal communication
a. observe multiple nonverbal cues before drawing any conclusions about a
person's communication
b. try to match nonverbal and verbal communication to avoid mixed messages
 c. monitor your own nonverbal communication
d. all of the above
49. How close you place your body relative to another person's conveys meaning when
you send a message. Social distance covers from about ________ to ______ Feet.
a.1, 2
b. 4, 12
c. 1.5, 4
d. 2, 6
50. Moving your head, face, and eyes away from another person is often interpreted as
a lack of ___________.
a. Self-confidence
b. Self-control
c. Self-respect
d. Self-esteem

WHAT I CAN DO?

Activity 4: “Practice writing makes you perfect”

TASK: Read the sample speech below, and then, using

the Six Power Principles for Speech Editing of Andrew
Dlugan, edit the speech. Underline the part which you think needs
editing for focus, clarity, concision, continuity, variety, and impact and
beauty. Then, write the revised version in the second column and the
principle you used in the last column.

Speech
Speech Title: May Fifteen Edited/Revised Version Editing
Principle
May 15 of this year, I woke
up with a happy heart. I
thought to myself, “when I
reach 50 years old, 60 or
beyond, I will look back to
this day and smile.” Then, I
paid attention to my college
graduation picture, framed
on a 4x6 decorative wood
edging emblazoned with
beautiful memories. I
reached for it, and held it
closely, and uttered, “10
years, and I think you did a
pretty good job!” I slowly put
it back to the side table, off
to my working station
across my sliding window to
fulfill one in my daily
routine: journal writing.
Then, I started: Dear
journal, “In my 10 years as
a member of the noblest
profession in the universe, I
have encountered several
influential, inspiring and
fabulous people. So, today,
as a tribute, I’m going to
write about them, starting
off with my top three
favorites”. To begin with, I
did not like my first pick.
She was someone who
would always, always
disagree with my ideas and
decisions. I remember one
time while I asked her to
sign my college admission
papers, she was infuriated
because of my choice
because I ticked Mass
Communications as my
priority. It was a very long
battle of verbal argument.
As expected, I did not win.
Another, I came home from
school sharing I would want
to extract the tooth of my
lab partner without an
anesthesia because he’s
irresponsible and ridiculous.
Instead of letting me vent
and giving me a back rub,
she defended the behavior
of my lab partner saying,
“He must have a bad day.
You have to understand.”
Precisely, she’s a devil’s
advocate.
But, I have loved her. In
fact, I have been playing as
a devil’s advocate since
college. I think it’s important
to see a situation from
different perspectives. In
that sense, I can think
critically and make
reasonable decisions. In the
academic context, I employ
it as a strategy to make my
students be effective
communicators, critical and
creative thinkers, service-
driven citizens, and
reflective life-long learners
through exposing them to
several relevant activities. I
learned this from her, from
someone I know a devil’s
advocate. However, she left
me. And for once, it broke
my heart. If United Kingdom
has the late Margaret
Thatcher, and China has
Wu Yi, I have a friend, too,
an Iron Lady who is my
second choice. And, I’m
lucky to have known her.
Coined by Russian
journalist Captain Yuri
Gavrilov in 1976, the iron
metaphor is used to
describe a lady who is
“strong-willed”.
Strongwilled, that’s a
perfect word that describes
my friend. I was in grade six
back then when I witnessed
the misery that happened to
her family. I knew how it felt
though I was still younger.
Their business went
bankrupt; her husband was
hospitalized fighting against
death; and, she was falling
downward spiral. But, she
did not let go. She stood her
ground, fought back, and
turned every tragedy into
triumph. That’s why she’s
an Iron Lady to me. Being
strong-willed and turning
tragedy into triumph are
lessons which I learned
from my Iron Lady friend.
Had I not applied these
lessons to my personal and
professional life, I would
have lost my sanity and
remained miserable.
However, she left me. And
for the second time, it broke
my heart. Of course, we all
have heard the story about
a university professor who
sought a Japanese master
for enlightenment about his
questions on Zen. The
master served the professor
with tea, poured the cup full,
and kept on pouring. The
professor suddenly said, “It
is overflowing”. The master
replied, “You are like this
cup. I cannot show you Zen
unless you empty your cup.”
I first learned this story from
my third choice, i.e., my
teacher who I used to call
master. That was supposed
to be a lifechanging tale for
me because I was very
stubborn and unreceptive
back then. But, my master
taught me to be more open
with new perspectives and
continue to seek
inspirations from other
people who I can call
masters, too, and to absorb
and just filter later. As Bruce
Lee said, “Absorb what is
useful.” Hopefully, after I
have taken everything in, I
will have evolved into a
better educator, just like my
master and ultimately, a
better creative person. I
want to reach that “zen
point”, where everything is
intuitive and instinctive,
where teaching and I are
one (like the samurai and
the sword are one), where I
can see beyond what my
eyes tell me as what
swordsman Miyamoto
Musashi said. Yes, I am
aware of the dangers of
having too many masters.
But mixed martial arts
taught us that we can learn
different fighting styles from
different masters, and
eventually, evolve into a
well-rounded warrior. I
guess the secret lies in
keeping an open mind. I
learned that from my
master. So, I just make sure
that when I meet other
people and listen to their
stories, I go with an empty
cup. Nevertheless, she left
me. Again, it broke my
heart. Right after I signed
on my journal entry, I heard
euphonous voices of these
three personalities fused
into one calling my name. It
was my mom. She came in
to my room with two pieces
of cake each shaped with
letters P and J enough to be
carried by her hands. The
letters are initials of my first
name- Philippe John.
Planted on the edge of each
cake were five tiny well-lit
candles. I stood from my
post, grabbed the pieces
from my mom’s shaky
hands, and put them on my
desk. Then, I hugged her. It
was one of the tightest hugs
I had given her. And, she
told me, “You’re now a
decade young teacher. Way
to go, my love, and I
promise I will not leave you
anymore. Never.” I couldn’t
thank her more. May 15 of
this year, I woke up with a
happy heart. And, again. I
thought to myself, “when I
reach 50 years old, 60 or
beyond, I will look back to
this day again and again
and again.”

SUMMARY
1. Understanding the basics and building of a strong foundation which
focuses on the basic principles of communication will enable students
to position themselves more confidently in various communicative
functions, making them more effective and responsible
communicators.
2. Communication is broadly defined as the imparting and exchanging
of information.
3. There are five functions of communication
a. Control
 b. Social Interaction
c. Motivation
d. Emotional Expression
e. Information Dissemination
4. These elements of communication are: Speaker, Message, Encoding,
Channel, Decoding, Receiver, Feedback, Context and Barrier.
5. There are at least four type of speech context: Intrapersonal,
Interpersonal, Public and Mass Communication.
6. The following are the types of speeches:
a. Manuscript Speech
b. Memorized Speech
c. Impromptu Speech
d. Extemporaneous Speech
e. Entertainment Speech
f. Informative Speech
g. Persuasive Speech
7. There are at least seven Communication Strategies that must be
used to start and maintain a conversation. Such as: Nomination,
Restriction, Turn-taking, Topic Control, Topic Shifting, Repair and
Termination.
8. The components of speech writing process are the following:
a. Audience Profile
b. Logical Organization
c. Duration
d. Word Choice
e. Grammatical Correctness
9. The principles of Speech Delivery are the following:
a. Articulation
b. Modulation
c. Stage Presence
d. Facial Expressions
e. Gestures and Movements
f. Rapport with the Audience
10. Ultimately, this learning module aims to instill a lasting
commitment to lifelong learning and critical thinking despite the
difficult situation brought forth by the pandemic encouraging students
to be more accountable and responsible of their one’s own learning.

REFERENCES
BOOKS
Abrera, R.G. Jr , Fernandez, I.D. & Adriano, T. Q. (2015) Speak
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Harmer J., The practice of English language teaching, England:
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Macasero, J.H & Potane, J. D. (2019). SHARED OPTIONS:
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Department of Education Division of Cagayan de Oro City
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writing manual. Unpublished Thesis.
Silpacio, P.F. & Balgos, C. M. (2016). Oral Communication in
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