7

English
Quarter 3 – Module 2:
Using Appropriate Oral Language,
Stance and Behavior when Giving
Information, Instruction, Making
Explanation and Narrating Events in
Factual and Personal Recounts
English – Grade 7
Self-Learning Module
Quarter 3 – Module 2: Oral Language
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Mark Leomyr A. Sagun
Editor: Lea A. Cardinoza
Reviewer: Jay Arr V. Sangoyo, PhD Ma. Checilia S. Bagsic, PhD
Illustrator: May Ann A. Santiago
Layout Artist: Paul Andrew M. Sacramento
Management Team: May B. Eclar EdD CESO III
Librada M. Rubio EdD
Ma. Editha R. Caparas EdD
Nestor P. Nuesca EdD
Paulino D. De Pano EdD
Bobby P. Caoagdan EdD
Joel S. Guileb EdD

Printed in the Philippines by Department of Education – Region III

Office Address: Matalino St., Government Center, Maimpis,
City of San Fernando, (Pampanga)

Telefax: (045) 598 - 8590 to 89

E-mail Address: region3@deped.gov.ph
Introductory Message
For the facilitator:

Welcome to the Grade 7 English Self Learning Module on Using Appropriate Oral
Language, Stance and Behavior when Giving Information, Instruction, Making
Explanation and Narrating Events in Factual and Personal Recounts!
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.

For the learner:

Welcome to the Grade 7 English Self Learning Module on Using Appropriate

Oral Language, Stance and Behavior when Giving Information, Instruction, Making
Explanation and Narrating Events in Factual and Personal Recounts!

The hand is one of the most symbolized part 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.

What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the use of Oral language. 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 the textbook you are now using. The specific MELC discussed in
this module is Use the appropriate oral language, stance and behavior when giving
information, instructions, making explanations, and narrating events in factual
and personal recounts.
After going through this module, you are expected to:
1. identify the different aspects of oral language;
2. identify the different types of recounts;
3. recognize the oral language stance used by the speaker; and
4. use the appropriate oral language stance in delivering a narrative.

What I Know

I know that you are excited to learn about the lesson. Before we move further, check
your knowledge on the lesson you are about to learn. Take note of the items you cannot
answer correctly so you could look for the right answer as you go through the module.

Write the letter of the correct answer. Write your answers on a separate sheet of
paper.

1. It is how a speaker acts before his/her audience.

A. breathing B. posture C. behavior D. stance

2. It is the action of conveying information or expressing one's thoughts and feelings in

spoken language.
A. reading B. listening C. speaking D. viewing

3. It is a type of recount which is used to record details and facts of a particular event
which the speaker or writer has not necessarily been involved in.
A. personal B. factual C. historical D. scientific
 4. This type of recount describes events that the speaker/writer was personally involved
in. In written form this is usually autobiographical.
A. personal B. factual C. historical D. scientific

5. This part of speech is used to express an action or state of being.

A. verb B. noun C. preposition D. conjunction

6. This type of sentence gives advice or instructions that express either a request or
command.
A. declarative B. imperative C. interrogative D. exclamatory

7. This is the action of conveying information or expressing one’s thoughts and feelings
in spoken language.
A. dancing B. painting C. speaking D. listening

8. It is the highness or lowness of the tone of the voice that indicates feeling.
A. stress B. intonation C. pause D. pitch

9. This is the prominence given to a syllable or word which makes the syllable or word
stand out.
A. stress B. intonation C. pause D. pitch

10. It is the strength of speaking; the clarity of voice to command respect and attention.
A. stress B. intonation C. pause D. pitch

Lesson Using Appropriate Language Stance and

Behavior when Giving Information, Instruction,
1 Making Explanation and Narrating Events

What’s In

Refresh your knowledge about the previous lesson by answering the following
questions.

Directions: Choose the letter of the correct answer. Write your answers on your answer
sheet.

1. It is a representation of information in an interactive manner with the use of a

combination of text, audio, video graphics and animation.
A. multimedia B. internet C. PowerPoint D. line drawings

2. These are characters that are used to create words, sentences and paragraphs.
A. sound B. text C. drawing D. icon

3. A presentation used to communicate information through a series of slides.

A. slideshow B. Prezi C. infographic D. graphics

4. These are visual representations such as artwork, drawing or designs.

A. slideshow B. Prezi C. infographic D. graphics
 5. A presentation tool that can be used as an alternative to traditional slide making
programs such as PowerPoint.
A. slideshow B. Prezi C. infographics D. educational blog
6. An online journal or informational website displaying information in the reverse
chronological order.
A. slideshow B. Prezi C. infographics D. educational blog
7. It is a series of electronic signals used to generate a steady source of still images,
which stimulate movement.
A. animation B. vlog C. documentary D. lecture capture
8. A film or video intended to document reality primarily for the purpose of instruction,
education, or maintaining a historical record.
A. animation B. vlog C. documentary D. lecture capture
9. It is a video that documents a person’s life.
A. animation B. vlog C. documentary D. lecture capture
10. A simulation of movement created by a series of illustrations or photographs
displayed rapid succession.
A. animation B. vlog C. documentary D. lecture capture

What’s New

Activity 1.1
In this activity, you will be coming across the different aspects of Oral Language. Be
able to arrange the jumbled letters in the following items to unlock the words being defined.
Write your answers on your activity notebook.

CHPIT 1. It is the highness or lowness of the tone or voice that

indicates feeling.
ENCSTA 2. It is how someone stands in front of the room.
NAITONOINT 3. It is the rising and falling of the voice when speaking.
ERUTSOP 4. This is the position/bearing of the body while speaking.
ENOT 5. It is the vocal or musical sound of specific quality.
SEPANGKI 6. It is the action of conveying information or expressing one’s
thoughts and feelings in spoken language.
SREUTESG 7. This is a body movement that expresses meaning or idea.
NIOTORPCEJ 8. It is the strength of speaking.
LUMEOV 9. It is the loudness and softness of voice to show emotions.
SSRETS 10. This is the prominence given to a syllable or word which
makes the word or syllable stand out.
 Activity 1.2
Before we proceed further, let us first meet a young girl who gave inspiration to the
world. Malala Yousafzai, a teenage advocate for children's education, said she was proud to
represent her country of Pakistan as the youngest winner of the Nobel Peace Prize. Watch
an excerpt of her speech on Dec. 10, 2014.
Here is the link: https://youtu.be/8hx0ajieM3M
Watch the video carefully. After watching, answer the following questions on your
activity notebook.
1. What was the speaker talking about?
2. Was her voice clear enough to be understood?
3. What made you believe that what she was telling was the truth?
4. Did you feel that she was an effective speaker? Why?

What is It

The video of Malala that you just watched is an acceptance speech for her Nobel
Peace Prize. In her speech, she was able to insert her personal recounts with her brothers.
A recount is a written or spoken narration of event that happened in the past. There
are two kinds of recount.
a. Factual recounts – These are used to record details and facts of a particular
event with the speaker or writer has not necessarily been involved.
b. Personal recounts – These describe events that the speaker/writer.

After learning the types of recount and the ways of giving instruction and information,
let us now talk about things to consider in oral language as you narrate events.
 Speaking - the action of conveying information or expressing one's thoughts and
feelings in spoken language.
 Oral Language - the system through which we use spoken words to express
knowledge, ideas, and feelings.
Components of Oral Language
Pause – a non-fluency feature used to delimit units of grammatical
construction
Pitch - Highness and lowness of the tone of voice that indicates feeling
Stress - the prominence given to a syllable or word which makes
the word or syllable stand out
Volume – loudness and softness of voice to show emotions
Intonation - movement of the voice up and down
 Speech Rate – speed at which you speak
Projection - strength of speaking; the clarity of voice to command
respect and attention
 Stance – How you stand in front of the room speaks before you open your mouth.
Your stance can tell the audience that you're happy, scared, confident, or
uncomfortable.
 Behavior – The way the speaker acts and behaves before his/her audience.
 Body Language - The process of communicating nonverbally through
conscious or unconscious gestures and movements.
Aspects of Body Language
A. Posture
- Keep a good posture, stand straight with shoulders
back, relaxed and feet shoulder width apart.
-Do not cross your arms, put your hands in your pocket
or slouch.
- Face the audience as much as possible and keep
your body open.

B. Breathing
- Relaxed and deep breaths ensure that your voice holds power
and can project.
- Use slow and measured breathing to pace your speech, pause
to emphasize key points.

C. Gestures
- Use hand gestures to emphasize your words.
- Keep the audience’s attention by varying your
gestures, incorporating your head, arms and hands.
- Use positive gestures to sway your audience.
- When using visual aids, point and look at the relevant
data. The audience will automatically follow your hands and
eyes.
-
 Three simple gestures
1. The Give – This is where you hold your arm and hand out, with palm facing upwards,
as though you are giving something to someone. You can use one or both hands.
Use this to present facts and options to your audience.
2. The Show – You can use a range of motions to show your audience something. For
example, with both arms in front of you and palms facing each other, move your arms
outwards as though you are stretching an accordion. This can show a range of
options or an expanding list.
3. The Chop – Slice through the air with your hand as though you are chopping a
watermelon. You can use one hand or both. Use this to convey a strong opinion, a
rule or a law.

Be aware that nervousness or feelings of inadequacy can show immediately

in your gestures. These can be very distractive and misinterpreted.
For example:
 Hands on hips = condescending, parental, overbearing
 Crossed arms = cutting off, disagreeing, wanting to protect
 Hands crossed in front (fig leaf) = feeling weak, timid, needing protection.
 Hands joined behind your back = you’re on parade!
 Hands in pockets = nervousness. This can result in jingling any change or keys,
making it even more obvious you don’t know what to do with your hands!

D. Eye Contact
- Moving from face to face, making eye contact
while speaking ensures that the audience is
engaged.
- When answering an audience member’s
question maintain eye contact, this conveys
sincerity and credibility.

E. Movement
- Move around the presentation space, your speech
will be more dynamic.
- Use movement to illustrate transitions from one
subject or key point to another.
- Stepping towards the audience creates a positive
feeling, use this technique when you want to encourage or
persuade your audience.
 F. Facial Expression
- A simple smile will make your audience feel more comfortable and at ease.

Be aware of any artificial, unfriendly, or deadpan

expressions you may be making. Start including facial expressions
that support your stories and reflect your emotions.

 arching eyebrows – when you are surprised or questioning

 frowning – when you are moody, disapproving or
concerned.
 grimacing – when you are fearful, in pain or anxious
 smiling - when you are happy, pleased with the situation or
circumstance. etc. etc.

What’s More

Determine whether the following is a personal or factual recount. Write P if it is personal and
F if it is factual.
_____ 1. When I was five years old, I took an extreme liking to my sister's toys. It made little
difference that I had a trunk overflowing with dolls and toys of my own. Her "big girl"
treasures were much easier to break, and much more appealing. Likewise, when I was ten
and she was twelve, the earrings and make-up that she was slowly permitted to experiment
with held my attention, while my former obsession with catching bugs seemed to be a distant
and fading memory.
_____ 2. Last week, our class planted some bean seeds in ice-cream cups. We watered the
seeds. After that we placed the cups on the windowsill in the sun. About five days later, we
observed that some of the seeds were beginning to germinate. A few days later, the plants
had started to sprout leaves. By the end of the week, they were about seven centimeters tall.
_____ 3. Yesterday my family went to the zoo to see the elephant. When we got to the zoo,
we went to the shop to buy some food to give to the animals. After getting the food we went
to the nocturnal house where we saw birds and reptiles which only come out at night.
_____ 4. My mother brought us up single-handedly. It was a Herculean task for a woman so
frail, dealing with three adolescent children. But she managed. She never finished high
school, but her deft hands had skillfully eked out a living for the four of us. She was good at
knitting. That tided us over until the eldest got a diploma of teaching. Then she put up a sari-
sari store to send the other children to college. Mother wanted us all to start a college degree
and she had sacrificed much to see us through.
_____ 5. When I saw my sister, Delia, beating my dog with a stick, I felt hate heave like a
caged, angry beast in my chest. Out in the sun, the hair of my sister glinted like metal and, in
her brown dress, she looked like a sheathed dagger. Biryuk hugged the earth and screamed
but I could not bound forward nor cry out to my sister. She had a weak heart and she must
not be surprised. So I held myself, my throat swelled, and I felt hate rear and plunge in its
cage of ribs.
 What I Have Learned

Write what you have learned today.

MY DIARY

What I Can Do

To showcase what you have learned in this lesson, you are going to write a personal
recount of a recent event that made you happy.
Situation: Your cousin from the US asked you to tell her a story of a recent event that made
you happy.
Task: Write a narrative of a recent event that made you happy.
Guidelines: The narrative must have at least 150 words. You must relate the story in
chronological order. A rubric is provided for your guidance as you perform the task.
 Assessment

After writing your narrative, it is now time to make a video for your cousin.
Situation: Your cousin from the US wanted you to send a video of you telling her a happy
story.
Task: Record a video of yourself relating the story you have written in the previous activity.
Guidelines: The video must be two (2) minutes long. Make sure you consider the things you
learned regarding stance in relating personal recounts in the previous lesson. A rubric is
provided for your guidance as you perform the task.

Good (5) Fair (3) Poor (1)

Content The story contains no The story contains 3- 4 The story contains 5-
grammatical errors and grammatical errors. The 10 grammatical
related an interesting story is quite interesting. errors and not
topic. interesting.
Vocal Elements Speaker speaks with a Speaker speaks with The speaker speaks
high degree of some degree of with limited degree of
effectiveness, volume, effectiveness, volume, effectiveness,
clarity, rate of speaking, clarity, rate of speaking, volume, clarity, rate
pausing for effect. pausing for effect of speaking, pausing
for effect
Body language Movement seemed fluid Made movements or Very little movement
and heled the audience gestures that enhanced or descriptive
visualize articulation. gestures
Poise Student displays relaxed, Makes minor mistakes, nut Displays mild
self – confident nature quickly recovers from tension; has trouble
and no mistakes. them; displays little or no recovering from
tension. mistakes.
Promptness The video is submitted a The video is submitted The video is
day before the deadline. after the deadline. submitted day(s)
after the deadline.

Additional Activities

Considering the lessons previously discussed on this module, let us have another
activity. In this activity, I want you to search a video online. Try to assess the stance and
delivery of the speaker (Except promptness). Rate them and write your comments in a
separate sheet of paper. Please provide the link in your answer sheet. And answer the same
questions in the previous activity with Malala.
1. What was the speaker talking about?
2. Was her voice clear enough to be understood?
3. What made you believe that what she was telling was the truth?
4. Did you feel that she was an effective speaker? Why?
What’ s More What I Have Learned Assessment
1. P Answers may vary. Videos may vary.
2. P
3. P
4. P Additional Activities
5. P What I Can Do
Answers may vary.
Answers may vary.
What I Know What's In What’s New 1.1
1. A 1. pitch
1. D 2. B 2. stance
2. C 3. A 3. intonation
3. B 4. D 4. posture
4. A 5. B
5. tone
5. A 6. D
7. A 6. speaking
6. B
8. C 7. gesture
7. C
9. C 8. projection
8. B
10. A 9. volume
9. A
10. stress
10. D
What’s New 1.2
Answer may vary
Answer Key
References
http://chelleevan-myliteratures.blogspot.com/2011/02/shawl-for-anita-bylolita-
andrada.html

https://sites.google.com/site/p5cwriting/references/examples-of-personal-
recounts
https://www.google.com/url?sa=i&url=https%3A%2F%2Fproductivitysteps.wordpr
ess.com%2Ftag%2Fpublic-speaking

https://www.artofcommunicating.com.au/public_speaking%20tips/body%20langu
age_gestures.html

For inquiries or feedback, please write or call:

Department of Education-Region III

Diosdado Macapagal Government Center, Maimpis, City of San

Fernando (P)

Telefax: (045) 598-8580 to 89; (045) 402-7003 to 05

Email Address: region3@deped.gov.ph