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ENGLISH
Quarter 1 – Module 7
Spoken Texts

SDO TAGUIG CITY AND PATEROS

Introductory Message
For the facilitator:

This module was collaboratively designed, developed and evaluated by the

Development and Quality Assurance Teams of SDO TAPAT to assist you in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

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.

For the learner:

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.

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. Don’t forget to answer Let’s Try before moving on to the other activities
included in the module.
3. Read the instruction 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!

Let’s Learn
This module tackles some examples of spoken texts are as well as the characteristics
needed to be considered for better understanding of a given spoken text or when you
are speaking. This aims to help you evaluate a spoken text using a given criteria.
After going through this module, you are expected to:
1. differentiate spoken text from written text;
2. determine the verbal and non-verbal signals used by the speaker to highlight
significant points; and
3. evaluate spoken texts using given criteria.

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 Let’s Try
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. It is produced in context with the listener and in conjunction with other
speakers. A. drama B. written text C. anecdote D. spoken text

2. It is a long tedious speech by one person in a conversation or in a play or

movie. A. oral story B. monologue C. persuasive speech D. dialogue

3. It is a formal address or discourse delivered to an audience.

A. Speech B. dialogue C. oral story D. monologue
B.
4. It is a conversation between two or more people as a feature of a book, play
or movie. A. speech B. monologue C. oral story D. dialogue

5. It is a type of spoken text that has been part of tradition and culture,
frequently presented as prose or poem used to entertain listeners and gives
moral. A. monologue B. speech C. oral story D. dialogue

Lesson Spoken Texts

Let’s Explore
Directions: Below is an excerpt from the speech of Mr. Filomin Gutierrez about the
worldwide pandemic. Read it carefully and make some notes on how the ideas are
presented.

“As I struggle to finish this piece on April 17, 2020 the Philippines has so far
recorded 5,660 Covid-19 positive cases, 362 deaths, and 435 recoveries, topping the
volume of positive cases amongst other Southeast Asian Countries over Malaysia,
Indonesia, and Singapore. It has been a month since March 15, the start of the
lockdown in Metro Manila and the rest of Luzon to contain the spread of the virus. A
month earlier, on February 13, at the University of the Philippines Diliman where I
teach, classes were suspended and employees were advised to stay home.
The start of the enhanced community quarantine in the Luzon group of islands, home
57 million out of the 109 million nationwide populations, signalled the beginning of
the catastrophic impact of the pandemic on Philippine economy. A large number of
workers were placed in a no work-no pay arrangement as businesses went on a
forced hiatus. In the huge campus of the state university where I work, the more
than 400 construction workers under various contractors have been stranded and
continue to experience hunger, even to the point of scavenging for food in the natural

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resources of the campus. Maintenance workers were left to fend for themselves as
their agencies contracted by the university wait for an assurance of collection before
the release the workers’ salaries. This wait-and-see approach within the bureaucracy
spelled days of hunger for these precariats. Thankfully, donations quickly trickled
into the fund set up by my home college, but difficulties in finding ways to hand them
cash donations started to appear. We realized that most janitors and guards have
already pawned their ATM cards. Who pawns ATM cards with their personal
identification numbers revealed? Apparently, many people, and the practice is a
common among the poor even before the pandemic.

On the other hand, donations flooded from locals organized by individuals, groups
of friends, family networks, churches, high school batch mates, universities and
other non-government groups indicated the robust potential for civil society response
to the pandemic. Appeals to gather funds, again through social media, were quickly
met. In times of an upheaval such as this unprecedented pandemic, we can get into
a headspace to imagine a more hopeful future. Its realization, however, is another
matter. Such a future requires fighting a different kind of structural virus, one that
requires much more than discovering a vaccine for a novel corona virus such as
Covid-19.”
Source: https://www.opendemocracy.net/en/democraciaabierta/solidarity-and-sharing-
unequal-society-covid-19-philippines/

1. What was the text about? ___________________________________________

_____________________________________________________________________
_____________________________________________________________________
2. How does the pandemic affect the lives of the people?_________________
_____________________________________________________________________
_____________________________________________________________________
3. Was the speaker able to deliver the message well? How do you think so? (You
may use a separate sheet of paper for your answer.)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Let’s Elaborate

Spoken Text vs. Written Text

Learning the language goes beyond words. Students should be exposed to both
spoken and written text from the start of their learning. This is an opportunity for
language development. These texts enable the learners to use the language in
interacting with each other in speech and writing. However, it is important to know
the difference between the two texts to avoid confusion on the part of the learners.
Below are the differences between spoken and written text.

SPOKEN TEXT WRITTEN TEXT

● produced in context with the ● produced at a distance from the

listener reader

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 ● produced in conjunction with ● are products of a single part
other speakers although they may be
● develop topics based on shared collaboratively constructed
knowledge ● use full sentences with longer
● include pauses, repetitions and and more complex clauses
interruptions ● use more passive verb forms
● uses active verbs and more ● involves writing and reading
personal pronouns skills
● use general vocabulary ● drafted and edited
● involves speaking and listening ● generally reflect on action
skills ● fixed and stable so reading can
● spontaneously created be done at whatever time, speed
● generally accompanied by and level
actions(non-verbal signals)
● could be formal or informal
● longer in structure
● fleeting and moves on in real
time
1. Covid19 changed the face of once cheerful and worry-free people of the
Philippines. (written text)
2. The people of the Philippines had once been cheerful and worry-free, but
they changed when a new virus known as COVID19 evolved. (spoken)
3. Every previous visit had left me with a sense of worthlessness of further
action on my part. (written)
4. Whenever I’d visit there before, I’d end up feeling that it would be worthless
if I tried to do anything more. (spoken)

Common Examples of Spoken Text

1. Oral Stories is an intimate tradition where a person tells a story orally in front
of his audience. It is often presented in prose or poem with a goal to entertain,
share experiences or give moral to the listeners. Oral stories are not really
written down; it comes out in spur of a moment from one’s imagination or
experience. However, when one is able to master written stories like folklores,
to the point of not reading it anymore, it could then be an example of spoken
text.
2. Monologue is a long tedious speech by one person in a conversation or in a
play or movie. In drama, it is the vocalization of a character’s thoughts; in
literature, the verbalization. It is traditionally a device used in theater—a
speech to be given on stage—but nowadays, its use extends to film and
television.
● Example: (Mark Twain’s The Celebrated Jumping Frog of Calaveras
County)
There was a feller here once by the name of Jim Smiley, in the winter of ’49—
or maybe it was the spring of ’50—I don’t recollect exactly, somehow, though
what makes me think it was one or the other is because I remember the big
flume wasn’t finished when he first came to the camp; but any way he was the
curiosest man about always betting on anything that turned up you ever see, if
he could get anybody to bet on the other side; and if he couldn’t, he’d change
sides.
3. Dialogue is a conversation between two or more people as a feature of a book,
play or movie.
● Example: (Pride and Prejudice by Jane Austen)

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 “Oh! Single, my dear, to be sure! A single man of large fortune; four or five
thousand a year. What a fine thing for our girls!”
“How so? How can it affect them?”
“My dear Mr. Bennet, “replied his wife, “how can you be so tiresome! You
must know that I am thinking of his marrying one of them…
My dear, you flatter me. I certainly have had my share of beauty, but I do not
pretend to be anything extraordinary now…she ought to give over thinking of
her own beauty.”
4. Speech is a formal address or discourse delivered to an audience. It can also
be a public discourse. It allows one to inform, persuade, argue, motivate or
entertain.
● Example: (excerpt from the speech of Mr. Lloyd Luna)
“Good morning!
I’d like to thank you again everyone being here. I can only hope to do a better
job today. And I pray to be more discerning this time. You asked me some
questions that made a lot of sense. And I can remember clearly one question:
Sir, do you think you are already successful? My answer was, ATM (At the
moment, I think I am). I went on saying that if I’m having a bad day, I just wait
for the calendar to turn because tomorrow will a brand new day. Today is a
brand new day. But I have to learn some lessons from yesterday’s
experience…”
5. Other examples of spoken text includes phone conversations, interviews,
discussions, role play, and any other piece of spoken language.

Verbal and Non-Verbal Signals in Evaluating Spoken Text Human speech is a

combination of verbal and non-verbal signals, while speaking the words humans also
use gestures and pauses that determine the meaning of speech and convey the
message appropriately.

Non-verbal signals include all communication between people that do not have a
direct verbal translation. It consists largely of body language cues. The actions the
speaker projects are as important as the message of the text.

⮚ Eye contact should be maintained

⮚ Facial expression must be in congruence with the message or statement
being delivered
⮚ Nodding of head to indicate agreement or attentiveness
⮚ Holding the hand up, palm out may signal stop or pause
⮚ Other hand gestures that signal agreement, affirmation and force
⮚ Waving, pointing or using fingers to indicate numeric amount
⮚ Prosodic is a non-verbal quality of speech which modifies meaning or
conveys emotions through shifts in sounds and grammatical structure.
A. Volume- perceived loudness of the speaker. Vary the volume of your
voice to convey importance or draw attention to a particular point.
B. Stress- degree of strength used to produce a syllable in a word or
word in a sentence. Stress may be determined by grammatical
function of utterance (e.g. noun, verb, adjective)
Example: the answer to the question
“Have you seen the doctor?”
“I haven’t seen the doctor.” (Seen is stressed which means the
speaker haven’t seen the doctor but might have heard about him)

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 “I haven’t seen the doctor.” (The speaker has not seen the doctor but
has seen someone else.
The noun “produce” distinguishes form the verb “produce” on the
bases of stress that the former carries on the first syllable and the
later on the second.
C. Pitch- pertains to the relative highness or lowness of a tone. Pitch
changes to achieve certain meaningful effects in speech. High pitch
may mean excitement while low pitch may mean seriousness or
authority.
D. Intonation- a variation in spoken pitch when used for a range of
functions such as indicating the attitudes and emotion of the
speaker, signaling the difference between statements and questions
and distinguishing types of questions.
E. Tone of voice is the ability to change the meaning of the words by
changing the pitch, intonation, and volume. It builds connection to
the listeners.
Example: A speaker would speak more loudly and in an unusual
pitch when he is excited or angry.
F. Fluency- means speaking easily, reasonably quickly, and without
having to stop and pause a lot. This is the easiest to evaluate in
spoken text because it determines how comfortable the speaker
speaks.
Verbal Signals are prompts which are conveyed in spoken language from one person
to another or a group of people. These also include choice of words, connection of
ideas and sentences, and some grammatical functions.
A. Cohesion is the grammatical and lexical linking within a text or sentence that
holds a text together and gives it meaning. It also refers to the way we use
cohesive devices to stick our ideas together. Some cohesive devices do this by:
● referring to the words in the text
● replacing words in the text
● connecting information together

Articles Demonstratives Possessive

adjectives

The, A, An This, That, These, My, your, his, her, its,

Those our, yours

Quantifiers Transition words

Some, any, few, little, First, second, third, last, next, further,
much, every moreover, meanwhile

B. Correctness means that certain words or word forms meet the grammatical
rules and the right use of vocabulary.
Example: 1. You ask very short delivery of your order.
Corrected: You require prompt delivery of your order.
2. He don’t have no money to buy for supplies that will last for a weeks.
Corrected: He doesn’t have enough money to buy for supplies that will last for
a week.

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 Let’s Dig In

Activity- Let’s Talk About It!

Directions: Interview is an example of spoken text. Below is a conversation between
an applicant and the manager. Think of yourself as the applicant applying as
language instructor; complete the conversation by supplying answers. Once done,
get a partner and voice record the conversation on your phone for evaluation.
Manager: Good day and welcome to ABC Language Center! Can you tell me
something about yourself?
Applicant:________________________________________________________________________
________________________________________________________________________________
Manager: That’s good to hear! Can you tell me about your work experience?
Applicant: ______________________________________________________________________
________________________________________________________________________________
Manager: What do you think are your strengths? What are you good at?
Applicant: _____________________________________________________________________
________________________________________________________________________________
Manager: Of all the applicants, why should we hire you?
Applicant: _____________________________________________________________________
________________________________________________________________________________
Manager: Where do you see yourself 5 years from now?
Applicant: ______________________________________________________________________
________________________________________________________________________________
Manager: Thank you for your time! One of our employees will contact you for the rest
of the requirements.
Applicant: ______________________________________________________________________
_________________________________________________________________________________

Let’s Remember
The time has come for you to also assess the insights that you have realized in this
module. Write your responses in the graphic organizer.

P (Plus) M (Minus) I (Inquiry)

Parts of the lesson that Parts of the lesson that Parts of the lesson that
are very helpful still need reinforcement need clarification

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 Let’s Apply

Directions: Deliver a speech about the given topic/question below. Remember to

apply the verbal and nonverbal signals discussed in this module. See the given
criteria in the “Assessment” part of this module for your reference as it will be used
in scoring your work. Do not forget to video record your performance for your
teacher’s reference. Provide a written copy of your speech on the space below or in
another sheet of paper.
Topic: What would you do to stop or at least minimize the increasing positive cases
of Covid 19 if you would be any of the following for a day?
a. the President
b. Secretary of Health
c. a teacher
d. a janitor
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Let’s Evaluate

Directions: Watch the press briefing of Presidential Spokesperson Harry Roque on

PTV4, on other local channels or online if you have internet access, and make your
own evaluation on how his speech was delivered using the given criteria on the next
page. After rating the speech delivery, write your observation of the performance and
explanation for your rating. (16 total points)
NOTE: Please do not forget to write the date of the press briefing and make notes on
some of the topics discussed.

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 https://www.facebook.com/gmanews/videos/663107854251282

RUBRICS 4 3 2 1

Organizatio Speech shows a Speech shows Speech follows a Speech is

n strong skills and logical unorganized
structure which creativity in progression
enhances the organization
effect of speech

Verbal Language used Language used Language is Language is

Effectivenes is familiar to is mostly inoffensive but limited
s the audience; respectful and either too sometimes
spontaneity in inoffensive but complex or dull; inappropriate
And speaking is very words are not more pauses and for a particular
Fluency effective. particularly stops were audience; often
precise; very few evident stops or pause
pauses were to think
observed

Voice Volume, tone, Volume, tone, Volume, tone , Volume, tone ,

timing and timing and timing and stress timing and
stress are used stress are are adequate for stress need
to enhance the effective the delivery of the improvement
speech speech

Nonverbal The delivery is Delivery Delivery may be Delivery needs

Effectivenes natural; generally seems fair; very little improvement;
s posture, eye effective, movement or no movement
contact however, eye descriptive or descriptive
,expressions, contact and gestures gestures were
indicate gestures may made
confidence; not be observed;
Articulation Other nonverbal
and expressions do
pronunciation not detract
are clear significantly
from the
message

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References

-https://busyteacher.org/4836-how-to-evaluate-speaking.html
-http://www.uefap.com/speaking/feature/complex.htm
-https://quizlet.com/353093222/spoken-vs-written-text-flash-cards/
-https://www.twinkl.co.uk/resource/t3-p-71-delivering-a-persuasive-speech-checklist
-https://slideplayer.com/slide/10452707/
-https://www.lloydluna.com/the-source-of-strength-and-motivation/
-https://courses.lumenlearning.com/businesscommunication/chapter/11-2-types-of-
nonverbal-communication/
-https://eslflow.com/wp-content/uploads/2018/09/Job-Interview-questions-situations-
2018-with-answers.pdf
-https://www.facebook.com/gmanews/videos/663107854251282

Development Team of the Module

Writers: Lecel D. Tulauan
Editors:
Content Evaluator: Maria Imelda N. Nollora
Language Evaluator: Wilhelmina C. Estrada
Reviewers: Name
Illustrator: Bernard Marc E. Codillo
Layout Artist: Michael N. Evans
Content Validators: Harold K. Taguba, Gladeline Lou P. Gonato, Wilhelmina C. Estrada,
Doris Vivian G. Casinao, Remedios C. Lim, Joyce V. Cueva, Monaliza
T. Mesa, Esperanza Abaquita
Management Team: Dr. Margarito B. Materum, SDS
Dr. George P. Tizon, SGOD – Chief
Dr. Ellery G. Quintia, CID Chief
Mr. Noel T. Balubal, EPS- English
Dr. Daisy L. Mataac, EPS- LRMS/ALS

For inquiries, please write or call:

Schools Division of Taguig City and Pateros, Upper Bicutan, Taguig City
Telefax: 838-4251
Email Address: sdo.tapat@deped.gov.ph

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