Oral Communication Worksheet

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Oral Communication - Worksheet
STEM (Philippine Science High School System)
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Downloaded by Gregie Paulo (gregie.paulo001@deped.gov.ph)
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eNHANCEMENT ACTIVITIES
FOR
ORAL COMMUNICATION IN CONTEXT
The activities provided in this worksheet are intended for the enhancement of concepts and
theories learned either in the module distributed by each school or in the online discussions
provided by educators in this time of pandemic.
Should there be confusion and or clarifications, please feel free to contact your subject teacher.
Enjoy answering, enjoy improving your learning. 
Now let's get started: TIME TO WORK OUT :)
Quarter 1- Most Essential Learning Competencies

Explains the functions, nature and process of Communication
Differentiate the various models of Communication
Uses various strategies to avoid communication breakdown
Examines sample oral communication activities
Identifies the various types of speech context
Distinguishes types of speeches and speech style
Responds appropriately and effectively to a speech act
MELC 1: Explains the functions, nature and process of Communication
Our goals are to:
 define communication
 distinguish the elements of communication
 create a diagram showing the process of communication
 explain the process of communication
Task 1- Draw and Explain

Draw a symbol that will best represent your understanding on what communication is and its
nature. Don’t forget to explain your work in not more than 10 sentences.
TASK 2- Commu-Duo

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If possible, try to reach out to one of your classmates. Whoever you have reached out to will be
your partner for this task. What you have to do is to choose one topic below and exchange
thoughts about it for a minute or two. Write your own insights on the topic and your reflections
on your partner’s insights.
P1- Communication is contextualized
P2- Communication is everywhere
P3- Communication is continuous
P4- Communication is a transaction
P5- Communication is learned
P6- Communication is a sharing of meanings
P7- Communication has two levels of meaning: content and relational
Task 3- Communication
Based on the results of the Commu-Duo, explain the term, "Communication."
TASK 4- Can you identify?

Decode the word in each item by filling in the blanks with appropriate letters. A picture is
provided as your clue.
1. n_ _ _ _
2. _p_ _k_ _

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3. _ _s_ _g_
4. r_ _p _ _ s _
5. l_ _ _ _ _ _ _
6. _ h _ _ _ _ _
7. f _ _ _ b _ _ _

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Task 5- The Elements

Arrange the jumbled letters to decode the elements. Then write the letter that best describes or defines the
decoded term.
1. ESNDRE/SAEPKER
2. LESNIETR/RCEIEVRE
3. TSUSILMU
4. EMSASEG
5. NSIOE
6. CAHNENL
7. COEXNTT
8. FDBEACEK
9. RSPEOENS
A. any triggering event that causes the speaker to start the process of
communication
B. the source of the message
C. the means or the instrument
D. the idea, information and even emotion that is being sent
E. the initial reaction of the receiver
F. the environment or the communication situation
G. someone that will receive the message
H. anything that distracts or affects the process of communication
I. the interpretation of the recipient to the message received which may be agree or disagree, positive or negative
or a new topic
TASK 6- Find the connection
Use the elements you have decoded in task #05 and create a diagram showing the process of communication. Use
arrows to show connection among the elements. Explain your work in 5-10 sentences.

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TASK 7-Regulation and Control
Identify whether these instances use regulation/ control (whether verbally or nonverbally) or not. Write YES or NO
accordingly.
1. The teacher looks sharply at the noisy students.
2. The yaya combs the little girl’s hair.
3. The janitor tells the students to move away from the area of the corridor he is cleaning.
4. The group of boys ask the bus driver to stop in front of the bank.
5. A younger sibling is teased until s/he cries.
Adapted from the book Oral Communication in Context published by

Rex Bookstore.
TASK 8-Social Interaction
Identify whether these instances may or may not be Social Interaction by putting (/) or (x).
1. Asking the janitor where the comfort room is.
2. The janitor talking about the kinds of student s/he encounters.
3. The boys calling out to a friend to come over and join them.
4. The girls are discussing what happened at the party they all attended last night.
5. The office manager telling the clerk to retype the contract.
Adapted from the book Oral Communication in Context published by

Rex Bookstore.
TASK 9-Motivation
Create a television advertisement on a product of your choice. Be guided by the given rubric. Make it short, simple
and motivating. Record it and save on a flash drive or if possible upload it in your google classroom for your
teacher to see.

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TASK 10- Aura or Ainaku?
Identify whether the given instances aim to give information or not. Write AURA if YES and AINAKU if NO.
1. The engineer gives the details about the measurement of the house.
2. The police tell the grounds for a particular case.
3. The president announces the new law.
4. Younger sibling is teased until s/he cries.
5. A group of students laughing at the corridor.
6. Asking the janitor where the comfort room is.
7. The teacher gives the classroom policy.
8. The contestant delivered a speech on saving trees in SM Baguio.
9. The mother combs the little girl’s hair.
10. The vendors on the sidewalks keep calling out to passersby to attract their attention.
Adapted and modified from the book Oral Communication in Context published by Rex Bookstore.
TASK 11- InfoCut
Cut out two (2) short articles in a magazine or newspaper showing one of the functions of Communication, “to give
INFORMATION” and paste it on a bond paper. Write the summary of information you have gained below each
article.
Task 12-Emo or

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Determine whether the following scenario is an emotional expression or not. Draw  if it is and  if not.
1. The boy asking for an apology.
2. The girl wrote a poem after her most unforgettable experience.
3. Children laughing in the park.
4. The manager shouting at her employees.
5. The man says I love you to the woman beside her.
6. The beggar pleading for a coin.
7. The woman suddenly hugs her grandmother.
8. A painting of a child in the middle of the street.
9. The song “warrior is a child”.
10. The child sleeps quietly in the crib.
Adapted and modified from the book Oral Communication in Context published by Rex
Bookstore.
TASK 13-“SelfiEmotion”
Since we are in a “selfie society”, use your camera and come up with a selfie of five different emotions. You may
put in a bond paper have it saved in a flash drive or upload it on your google classroom.
Example
Task 14-Identi-function
Identify the function of communication in each situation.
1. Teachers instructing the class to click the link for further examples.
2. Pastors reminding the church members to be joyful despite of trials being faced.
3. “Thank you so much for you encouragement!” I am really sad right now.
4. “Stop murmuring when you are being scolded,” the mother suggested.
5. “Hi, how is your first day going?”
Task 15-Explain the Function
Identify and explain the function of communication in the given communicative situation.

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1. Cha: (trying to catch her breath while doing sit ups) It is really difficult to workout.
Mama: Stop being hard on yourself, I am pretty sure you”ll eat a lot later knowing that I cooked Ginataang
Tulingan for dinner.
Cha: You’re just afraid I get sexier.
Mama: Even if you get sexier you can never surpass my beauty.
Cha: Wow that’s a lot of confidence! (Both laugh).
2. Aron: Our Company informed us that we will no longer be asked to report for the whole duration of
pandemic. I think it is their way of saying that 80% of the employees will be relieved from work.
Cha: Don’t feel bad; take it as an opportunity for you and your son to have quality time. Anyway,
pandemic will surely end and as soon as that happens we can go back to our normal routine.
Aron: What about my job? Our finances?
Cha: Well, you can seek for a new job when the pandemic ends in the meantime let us be assured that
God will provide. Everyone’s safety is our top priority. When you stay home, we can be safer.
3. Che: The government already announced the lift of the quarantine period.
Crystal: Does it mean everyone is now allowed to go out any time? This frightens me; no restrictions
would mean a lot of danger.
Che: I don’t think so, it only means most people will be allowed to go out but children especially those
below 20 years old and those who are considered senior citizens or persons aged 60 and above are still
not allowed to leave the house.
Crystal: What about us?
Che: Well, they will be less strict but we will still be required to wear face mask and face shield whenever
we go to public places such as supermarkets, drug stores and the like.
Crystal: Okay got that, thanks!
Nature and Models of Communication
Explains the nature of Communication
Differentiate the various models of Communication
Our goals are:
To explain the nature of communication

To differentiate the various models of communication EN11/120C-Ia-3
To distinguish the unique feature(s) of one communication process from the other EN11/120C-Ia-4
TASK 1- Word Equation
Decode the magic words by solving the following equations.

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1. ARC-C+IS+TOOTH-OH+LEAF-AF=
2. SHOP-OP+ANT-T+NON=
3. WELL-LL+AVERAGE-RAGE+R=
4. SCHOOL-OOL+RAP-P+MILK-ILK+MEAL-EAL=?
5. WHINK-NK+TALK-ALK+ELEPHANT-LEPHANT=?
These are the names of persons who have proposed some models of communication.
TASK 2- Let’s try it!
Choose the answer from the box.
Setting Schramm Feedback Legal
Deliberative FOE Aristotle
1. According to Aristotle, this affects the message.

2. He is the Father of Mass Communication.
3. The ultimate goal of communication that makes White’s model circular.
4. Schramm believes that communication can only take place if it overlaps between the sender and receiver.
5. The setting meant for courts where ordinary people defended themselves
Task 3-Complete Me
Complete the table below by identifying the correct letter that represents the correct answer.

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Task 4-Differentiate
Cite the differences between the two given models of communication. Write your answer in
paragraph form. The paragraph must at least be composed of five sentences and not more than
15 sentences. Make sure your paragraph answers the given questions below.
 Which one is linear? Which one is circular?

 What makes it linear? What makes the other circular?
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 Do they differ in elements? To help, identify the elements present in each model. Which
elements are missing or had been added?
 Which model is easier for you to understand?
 Which one best shows the nature and process of communication as for your
perspective?
DIMENSIONS OF COMMUNICATION
TASK 5-Find the answer

Solve for the given word-picture equations.
strategies to avoid communication breakdown

AND ASPECTS OF COMMUNICATIONS
Definitions were adapted from Oral Communication in Context For senior High School (2016)
authored by Philippe John Fresnillo Sipacio and Anne Richie Garcia Balgos
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Task 1-Find its match

Choose the letter of the correct answer.
1. Completeness A. To be effective, the speaker should always consider relevant
information about his/her receiver such as mood, background,
race, preference, education, status, and needs, among others. By
doing so, s/he can build rapport with the audience.
2. Conciseness B. The speaker respects the culture, values, and beliefs of
his/her receiver. It creates a positive impact on the audience.
3. Courtesy C. It does not mean keeping the message short, but making it
direct or straight to the point. Insignificant or redundant
information should be eliminated from the communication
that will be sent to the recipient.
4. Consideration D. Effective communication happens when the message is

concrete and supported by facts, figures, and real-life
examples and situations. In this case, the receiver is more
connected to the message conveyed.
5. Concreteness E. Communication should include everything that the receiver

needs to hear for him/he to respond, react, or evaluate
properly.
6. Clearness F. Correctness in grammar eliminates negative impact on the

audience and increases the credibility and effectiveness of
the message.
7. Correctness G. Implies the use of simple and specific words to express ideas.
It is also achieved when the speaker focuses only on a single
objective in his/her speech so as not to confuse the
audience.
A friendly reminder!
Keep your mouth free from perversity;

keep corrupt talk far from your lips.
Proverbs 4:24
Task 2-What is it?

Read the statements carefully then choose the correct answer.
1. These include the attributes of voice that accompany the words we say.
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A.Paralinguistic B. Non-linguistic C. Metalinguistic
2. This is the aspect that makes use of words. It may be oral or written, formal or informal.
A. Extra-linguistic or Non-Verbal Aspect B. Non-linguistic C. Linguistic or Verbal

Aspect
3. These are the devices used in conveying messages without entirely relying on speech
language.
A. Extra-linguistic or Non-Verbal Aspect B. Non-linguistic C. Linguistic or Verbal

Aspect
4. This aspect does not make use of words but may enhance or change the linguistic code.
5. The abstract element that takes place in the mind of communicators-their awareness of the
component units of language-sounds, words, phrases, and sentences.
Task 3-Nonlinguistic
Identify the letter that best represents that term given in each item.
_______1. Artefactual
_________3. Chronemics
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_______4. Proxemics
D
_______5. Physical Appearance
E
________6. Haptics
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F
_______7.Kinesics
TASK 4-Type of barrier

Fill in the table with numbers corresponding to each heading.
B I N G O
(Physical Barrier) (Psychological (Cultural (Linguistic (Noise)
Barrier) Barrier) Barrier)
External
Internal
Semantic
1. People talking too loud. 11. use of jargon and slang

2. shyness, lack of confidence 12. confrontation with a friend
3. Noise from a construction site 13. manners of dressing and or
4. stage fright speaking
5. Loud sound of a karaoke 14. speech defects or language
6. different beliefs impairments
7. difference in language 15. Blaring of jeepney horns
8. accent and dialect 16. incorrect grammar
9. the dog barking 17. using excessive technical jargon
10. the sound of airplane and idiomatic expressions
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18. different beliefs traditions, and

customs
19. racial prejudice
20. Depression
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Intercultural Communication
TASK 1 –Intercultural Communication Stages

Identify what stage of developmental model of intercultural sensitivity by Bennett and Bennett (2004) is
reflected in each item.
A. DENIAL
B. DEFENSE
C. MINIMIZATION
D. ACCEPTANCE
E. ADAPTATION
F. INTEGRATION
1.“All cities are the same; they all have tall buildings, fast food chains, and coffee shops.”
2. “This culture does not view life the way we do; our culture is certainly better”
3. The individual begins to appreciate important cultural differences in behaviors and eventually in values.
4. “These people and I have different values and experiences, and I think we can learn from one.”
5. Individuals start to go beyond their own cultures and see themselves and their actions based on
multifarious cultural viewpoints.
6. “ I can look at things from the perspective of various cultures.”
7.“Once we see through the cultural differences, we really are just the same!”
8. The individual does not recognize cultural differences.
9.“ To address our issue, I have to adjust my approach to consider both my own and my counterpart’s
background.”
10.“Their ways are better than my own; I wish I were one of them”
TASK 2- T or F?
This activity was adopted from Oral Communication in Context For Senior High School (2016) authored by
Philippe John Fresnillo Sipacio and Anne Richie Garcia Balgos on page 22
Write T if the statement is true and F, if it is False.
1. Intercultural communication occurs when there is interaction and negotiation between or among
individuals from different cultural backgrounds.
2. Intercultural communication refers only to communication that happens between or among

individuals from different nations.
3. Communication that exists between or among individuals from different ethnic, religious, and
regional backgrounds and sexual orientations is not considered as intercultural.
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4. The DMIS by Bennett and Bennett (2004) can be used to understand those who do not recognize
other cultures and cannot communicate interculturally.
5. The denial stage could be interpreted as distrust towards other cultures.
6. The acceptance stage refers to recognition of cultural differences.
7. In the adaption stage, individuals begin to integrate with other cultures.
8.Cultural sensitivity matters in intercultural communication.
9. Other character trait of a competent communicator is sensitivity to nonverbal cues in other

cultures.
10. A competent communicator is a person who is effective in intercultural communication.
TASK 3 -Yes or No
This activity was adopted from Oral Communication in Context For senior High School (2016) authored by
Philippe John Fresnillo Sipacio and Anne Richie Garcia Balgos on page 22
Read each statement. If it displays bias or insensitivity, write the group/element being misrepresented
(gender, social status, age, religion, culture).If not, write “OK.” Once done, compare and discuss your answers
with a partner.
1. “Each employee must wear his ID at all times”.
2. “You won’t understand if I explain; you’re too young.”
3. “Japanese people are so rigid and stoic!”
4. “Don’t buy those shades; only low-class people wear those.”
5. “Lolo, this is an iPhone.’ It is a very complicated device, but I’ll explain it to you simply. It is used to
talk to people from other places.”
6. “All staff members have to submit their leave requests before the day ends.”
7. “My belief is the absolute truth. Other religions simply got it wrong.”
8. “Manang, let’s go. I’ll treat you. I bet you haven’t eaten a sushi in your entire life.”
9. “Catholics and Protestants do have big differences, but we must respect each other’s beliefs.”
10. “You’re the youngest person in the family, but I trust that you can handle the situation well.”
Speech Context
TASK 1 –TRUE or Underline
Identify whether the given statements is TRUE or FALSE.Write TRUE if it is while if it is False, underline the
word that makes it false and write the term that will make it correct.
1. In intrapersonal communication, you are the sender and you are the receiver of the message.
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2. Conversation is the most common, most frequent and most popular dyadic communication.
3. Public Communication is a communication with the aid of mass media or technology.
4. Organizational Communication refers to the interaction of members along the links in an

organizational structure
5. Intercultural communication happens when there is one speaker and many listener.
TASK 2-Context Contest
Write Intra for Intrapersonal, Inter for Interpersonal, Pub for Public, Org for Organizational, Mass for Mass
Communication and InterCul for Intercultural Communication.
1. Cha is repeating a song she heard.

2. Aron and his son Zion exchange thoughts on Basketball.
3. Red, the SSG President conducts a meeting about the Foundation Ball.
4. Joshe reads an article in a newspaper.
5. Gian watches Super book’s episode of Ten Commandments.
6. Clark an Australian asks his friend Chris a Filipino about the courting style here in the Philippines.
7. Alliah exclaims’ “I’m so pretty”, upon seeing her face in the mirror.
8. President Rodrigo Duterte delivers the State of the Nation’s Address.
9. The Chief Executive Officer of SM announces the employees’ benefits.
10. Gab shares his strategies in teaching with an American tutor.
Speech STYLES
TASK 1-WPE Problems
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TASK 2- PAK GANERN

This activity was adapted from Oral Communication in Context For senior High School (2016)
authored by Philippe John Fresnillo Sipacio and Anne Richie Garcia Balgos on page 35
Identify the type of speech style appropriate for the following situations. Write your answer
before the number.
1. Talking to a counselor or psychiatrist

2. Giving last-minute instructions to players
3. Delivering campaign speeches
4. Delivering a speech at the UN Summit
5. Delivering news reports
6. Talking and laughing about memorable experiences
7. Communicating while playing sports
8. Having one-on-one conversation with a loved one
9. Delivering an oratorical speech
10. Leading a prayer before meal
11. Reading school policies
12. Talking to a superior
13. Reading pledge of allegiance to the flag
14. Talking to a stranger
15. Inquiring at a hotel
Task 2-SPEECH BINGO

Complete the BINGO Card by placing the letters appropriately under each heading.
B I N G O
(Intimate) (Consultative) (Casual) (Formal) (Frozen)
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1. Zion inquires in a hotel about the amenities.

2. Aron and his son, Colan exchange thoughts about courtship and future plans.
3. Renz stops for a while to read the school policies painted on the wall.
4. Cj, Clark, Joshe and Andrei are teenagers sharing about their favorite sports
and food.
5. Arlene usually leads a prayer before having any meal.
6. Gian, a high school student asks questions about the topic, speech styles.
7. Aliah delivers an oratorical speech.
8. Zia and Zion were communicating while playing blocks.
9. The country’s president delivers his State of the Nation’s Address.
10. Cha shares her secrets to Jenna, her best friend.
11. Rosalie laughs as her son Marco shares his funniest experience in school.
12. Mileth confides her fears with her most trusted friends Rema, Rose and Cha.
13. James and Josefa strive to memorize five bible verses in a month.
14. Karl seeks help from a lawyer about his divorce.
15. The principal announces the updates on the educational system.
Task 3-CutStyles
For this task, you are to show different speech styles through photos and utterance.
You may:
 Cut out from old newspapers or magazines
 take some screen shots
 capture photos
Now that you have photos showing different speech styles, you can now come up
with an utterance and identify the speech style used in the photo and utterance.
Example
“Good thing I married you, now I have the most beautiful wife”, Aron said.
“Shhh…be quiet they might know it”, Cha responded.
-Intimate
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SPEECH Acts
TASK 1-WPE Problems

Decode the word in the given word-picture equations:
6.
TASK 2-“I think I know you!” (Individual Activity)
Assertive Directive Expressive

Declaration Commissive
Try saying the following, then identify the category of illocutionary speech act for
each utterance.
1. You are no longer part of our team.
2. This is the best place ever.
3. Please be faithful.
4. “I now pronounce you husband and wife , ” said the priest.
5. I apologize for not doing my best.
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TASK 2- “Where do I belong?” (Pair Activity)
Choose a partner if possible and take turns in identifying the intention or correct category of
illocutionary speech act for each item. (If not do it independently and write your answer in a
separate sheet of paper).
Assertive Directive Expressive

Declaration Commissive
1. I am the best dancer in the world.
2. Thank you for teaching me how to solve for the value of x.
3. Open the windows.
4. From now on, I will study my lessons in English.
5. You shall now be called “Gabriel”.
6. You are no longer part of our team.
7. This is the best place ever.
8. “I’m in love and I’m happy.”
9. “I promise to love you for better or for worse ”
10. Congratulations! You did well in our speech presentation yesterday.
TASK 3 - “Complete me” (Pair Activity)

Choose another partner if possible and complete the table. (If not do it independently and
write your answer on a separate sheet of paper).
Classification of Specific Situation Example

Speech Act
Assertive Ex. Chris bought a new Ex. “I’m the only one
gadget, an he shows it off to in school who has this
his friends. new iPhone model.”
Assertive
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Directive
Commissive
Expressive
Declaration
TASK 4 –“What you mean to me?!” (Individual Activity)

Write PAK if the intention matches the utterance otherwise write GANERN and
determine the correct intention.
1. You are no longer part of our team.-Commissive
2. This is the best song ever.-Directive
3. I apologize for being so rude yesterday.-Declaration
4. You are indeed a superstar.-Assertive
5. You are hereby granted liberty!-Expressive
TASK 5-“Can you tell me?”

Determine under what category of illocutionary act does each item belongs.
a. Assertive
b. Directive
c. Commissive
d. Expressive
e. Declaration
1. I am the best singer.
2. I promise to love you now and forever.
3. You shall now be called “Isaiah”.
4. Thank you for being such a good friend to me.
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5. Hand me the letter please.
TASK 6-“We’re all in this together!” (Group Activity) If not possible, then do it
independently.
Group yourselves according to your taste:
Sweet, creamy, spicy, sour
Each group must write two examples of utterance based on the given photos. The
group must also identify the intention and the possible effect reflected on the
utterance they have created. Use the table to complete the task.
UTTERANCE INTENTION EFFECT
TASK 7 - “Let’s do it as a family”

Choose one from the tasks below.
A. With the help of a family member, cut out pictures from magazines/
newspaper and create dialogues using it, take note of the intention under the
illocutionary speech act.
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B. Take a short video of you and one of your family members having a
conversation, then explain the intention of each speech made.
Task 8-Pak or Yan Tayo Eh

Write Pak if the given statement is True and YAN TAYO EH if it is False.
1. Perlocutionary speech act refers to the effect of the utterance.
2. I promise to carry you when your arthritis gets bad.-Directive
3. Locutionary pertains to what one said or the utterance.
4. I am the best student inside the class. –Assertive
5. Illocutionary covers the intention of the speaker.
6. Thank you for loving me and for staying beside me.-Commissive
7. Stop acting like a child.-Expressive
8. I am really sorry for causing you too much pain.-Expressive
9. You shall now be called Mr. and Mrs. Charmes.-Declaration
10. Kindly submit your project on time.-Directive
Communicative Strategies
Employs various communicative strategies in different situations
TASK 1- WPE Problems

Decode the given word-picture equations.
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TASK 2- What strategy?

Identify the strategy employed in the utterance given in each item.
1. “Do you have anything to say?”
2. “Okay then I’ll see you tomorrow.”
3. “It’s good to see you! What’s new?”
4. “How about convincing the parents to join the students’ fight? After all, they are the
ones paying the tuition.”
5. “ Do you want to join me for dinner?”
6. “Hey, How are you? I missed you!”
7. “Excuse me? I think we should speak one at a time, so we can clearly understand
whatever we want to say about the issue.”
8. “Do you want some coffee or tea?”
9. “Best regards to your parents! See you around!”
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10. “May I have the floor, sir?”
TASK 3-Using the Strategies

Create a short conversation on any topic of your choice. Use the communicative strategies
you just learned in creating your conversation. The strategies may be used more than
once, identify each one by writing it after each sentence. Be ready to read your activity.
TASK 4-Dialogue Recall

Recall three famous lines/ dialogues of a movie and identify the communicative strategy
used in each line/dialogue. Don’t forget to write the title of the movie where you have taken
the lines/ dialogues.
Types of Speech
TASK 1-WPE Problems

Decode the words from the given equations.
TASK 2-State the type!

Read each statement below and identify the type of speech.
Memorized Reading from a Manuscript
Impromptu Extemporaneous
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1. Preparing a good outline.
2. Thinking on your feet.
3. Taking note of the speech word per word.
4. Forgetting the lines
5. The manuscript may be blown by the wind/ fan/ air conditioning unit or fall from the lectern
and the order of the sheets of paper disarranged while being put back together.
6. When you deliver a declamation, oratorical, or literary piece.
7. Presenting/Reading the Criteria for judging in Speech Contest.
8. When an actor or actress in a scene performs a script from memory.
9. Word of God being delivered by a Pastor.
10. You were suddenly asked to share thoughts about the Fake news.
TASK 3-PAK GANERN

Write Pak if the statement is correct and Ganern if it is not.
1. A speech is a memorized speech when a speaker reads a fully written out speech.
2. An impromptu speech happens when the speaker delivers a speech from a prepared outline
of his/her ideas.
3. The written speech is fully memorized when one strives to remember every word, every
phrase, every comma, and every period.
4. The most common problem encountered by the speaker in memorized speech is forgetting
lines when one is already delivering the speech.
5. Impromptu speech is when one is suddenly asked to give a message and there is no given
time to prepare.
TASK 4- Type of guideline!

Read each guideline below and identify the type of speech.
Memorized Reading from a Manuscript
Impromptu Extemporaneous
1. Relax.
2. Deliver the speech using a template.
3. Don’t rush
4. Use hand gestures and movement.
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5. Know when to pause

6. Widen the vocabulary.
7. Look at the audience at the end of a sentence or at the beginning of a new one
8. Speak with a framework.
9. Review when there is nothing to say.
10. Memorize the first and the last line.
TASK 5-Speech Drill-“Reading from a Manuscript”

Choose one from the two given speeches. Take a video while reading the speech. Save your
output in a flash drive/upload it on your google classroom. Be guided by the given criteria.
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Psalm 23 stone.
13
A psalm of David. You will tread on the lion and the cobra;
1 you will trample the great lion and the serpent.
The LORD is my shepherd, I lack nothing.
“Because he loves me,” says the LORD, “I will
14 [b]
2
He makes me lie down in green
rescue him;
pastures,
I will protect him, for he acknowledges my
he leads me beside quiet waters, name.
3
he refreshes my soul. 15
He will call on me, and I will answer him;
He guides me along the right paths I will be with him in trouble,
for his name’s sake. I will deliver him and honor him.
4 16
Even though I walk With long life I will satisfy him
through the darkest valley,[a] and show him my salvation.”
I will fear no evil,
for you are with me;
your rod and your staff,
they comfort me.
5
You prepare a table before me
in the presence of my enemies.
You anoint my head with oil;
my cup overflows.
6
Surely your goodness and love will follow me
all the days of my life,
and I will dwell in the house of the LORD
forever.
Psalm 91
1
Whoever dwells in the shelter of the Most High
[a]
will rest in the shadow of the Almighty.
I will say of the LORD, “He is my refuge and my
2
fortress,
my God, in whom I trust.”
3
Surely he will save you
from the fowler’s snare
and from the deadly pestilence.
4
He will cover you with his feathers,
and under his wings you will find refuge;
his faithfulness will be your shield and rampart.
5
You will not fear the terror of night,
nor the arrow that flies by day,
6
nor the pestilence that stalks in the darkness,
nor the plague that destroys at midday.
7
A thousand may fall at your side,
ten thousand at your right hand,
but it will not come near you.
8
You will only observe with your eyes
and see the punishment of the wicked.
If you say, “The LORD is my refuge,”
9
and you make the Most High your dwelling,

10
no harm will overtake you,
no disaster will come near your tent.
11
For he will command his angels concerning you
to guard you in all your ways;
12
they will lift you up in their hands,
so that you will not strike your foot against a
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5 4 3 2 1
Clarity All words Some words were Some words were Some words Most words were
were uttered uttered clearly and uttered clearly but were not not clearly
clearly and pronounced there were some uttered clearly uttered and most
pronounced correctly mispronounce but were were
correctly words pronounced mispronounced.
clearly.
Gestures and Exhibited Exhibited some Exhibited gestures Exhibited less Did not exhibit
Emotions appropriate appropriate but less emotion emotion but any gesture and
gestures and gestures and with gestures did not the
emotions emotions appropriate
emotion
Voice Projection Voice was Voice was audible Voice was audible Voice was Voice was audible
audible and somehow had and somehow had audible and and had been
enough and been properly been properly somehow had projected to a
had been projected to more projected to half of been properly limited number of
properly than half of the the class projected to audience
projected to class less than half of
the whole the class
class
Al Pacino's Inch By Inch speech from Any Now I can't do it for you.
Given Sunday I'm too old.
http://essaysfromexodus.scripting.com/stori I look around and I see these young faces
es/storyReader$1492 and I think
I mean
I made every wrong choice a middle age man
I don't know what to say really. could make.
Three minutes I uh....
to the biggest battle of our professional lives I pissed away all my money
all comes down to today. believe it or not.
Either I chased off
we heal anyone who has ever loved me.
as a team And lately,
or we are going to crumble. I can't even stand the face I see in the mirror.
Inch by inch
play by play You know when you get old in life
till we're finished. things get taken from you.
We are in hell right now, gentlemen That's, that's part of life.
believe me But,
and you only learn that when you start losing stuff.
we can stay here You find out that life is just a game of inches.
and get the shit kicked out of us So is football.
or Because in either game
we can fight our way life or football
the margin for error is so small.
back into the light.
I mean
We can climb out of hell.
one half step too late or to early
One inch, at a time. you don't quite make it.
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One half second too slow or too fast it is because, I am still willing to fight, and die for that inch
and you don't quite catch it. because that is what LIVING is.
The inches we need are everywhere around us. The six inches in front of your face.
They are in ever break of the game
every minute, every second. Now I can't make you do it.
On this team, we fight for that inch You gotta look at the guy next to you.
On this team, we tear ourselves, and everyone around us Look into his eyes.
to pieces for that inch. Now I think you are going to see a guy who will go that inch
We CLAW with our finger nails for that inch. with you.
Cause we know You are going to see a guy
when we add up all those inches who will sacrifice himself for this team
that's going to make the fucking difference because he knows when it comes down to it,
between WINNING and LOSING you are gonna do the same thing for him.
between LIVING and DYING.
That's a team, gentlemen
I'll tell you this and either we heal now, as a team,
in any fight or we will die as individuals.
it is the guy who is willing to die That's football guys.
who is going to win that inch.
And I know That's all it is.
if I am going to have any life anymore Now, whattaya gonna d
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Speech Writing
Uses principle of effective speech writing focusing on:
Audience profile
Logical organization
Duration
Word choice
Grammatical correctness
Task 6- Speech Writing
Write a trivial or inspirational speech on the topic of your choice following the criteria
indicated below. The speech must not be more than five paragraphs but not less than two
paragraphs. The speech when recorded must not exceed to five minutes.
5 3 1
Audience Profile The target audience was The target audience was The target audience was not
clearly identified and the clearly identified and most clearly identified though the
speech was comprehensive parts of the speech were speech was comprehensive
and was appropriate to the comprehensive and and somehow appropriate
target audience. appropriate to the target to general audience.
audience.
Logical organization The speech was logical and The speech was logical and The speech was logical and
interesting. Information interesting. Information interesting though the
provided is sufficient and provided is somehow information provided is
reliable. There were some sufficient and reliable. merely opinion.
opinions reflected on the Mostly opinionated.
speech.
Duration The delivery of speech is The delivery of speech is The delivery of speech is
within the five minutes more than the five minutes less than the five minutes
duration. duration. duration, thus two minutes
or less.
Word Choice Choices of words are Choices of words are mostly Choices of words are mostly
appropriate and clear. appropriate and clear. inappropriate and unclear.
Grammatical The speech is free from There were minimal errors Most parts of the speech
Correctness grammatical errors. in grammar. showed errors in grammar.
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SPEECH DELIVERY
Uses principle of effective speech delivery
Articulation
Modulation
Stage presence
Facial Expressions, Gestures and Movements
Rapport with Audience
TASK 7 –Speech Delivery –“Memorized Speech”
Take time to memorize and deliver the speech you have written in Task#06. Record your
task using your cellphone (with video and audio) .Have the recordings saved in a flash drive
or have it uploaded in your google classroom.
Make sure you have read the criteria below before recording your speech. Enjoy recording!

5 4 3 2 1
Words were Words were Some words Some words were Most words
Articulation delivered with delivered with were not delivered with were not
clarity and were clarity however delivered clearly clarity and there delivered clearly
pronounced there were less and there were were more than and were
correctly. than 10 less than 15 15 mispronounced.
mispronounced mispronounced mispronounced
words. words. words.
Voice Intensity Voice Intensity Voice Intensity Voice Intensity Voice intensity
Modulation was appropriate was appropriate was appropriate was not was either too
to the emotion to the emotion to the emotion consistent and loud or too soft
required for the required for the required for the not appropriate in appearing to be
delivery of the delivery of most delivery of some some parts of the inappropriate to
lines for the lines in the lines in the speech. the emotion
whole speech. speech. speech. required in the
speech.
Speech was Most lines of the Some lines of Some lines were Most lines were
Stage delivered with speech were the speech were delivered with delivered with
Presence/Confidence calmness, delivered with delivered with calmness but calmness but
confidence and calmness, calmness, somehow lack somehow lack
with conviction. confidence and confidence and confidence and confidence and
with conviction. with conviction. conviction. conviction.
Expressions and Most expressions Some Facial expressions Gestures were
Facial Gestures and gestures expressions and were appropriate appropriate
Expression,Gestures employed were employed were gestures however were however were
and Movements appropriate for appropriate for employed were not supported not supported
the entire the entire speech. appropriate for with necessary with necessary
speech. the entire gestures. facial expression.
speech.
Connection with Connection with Connection with Connection with Connection with
Rapport with the audience was the audience was the audience the audience was the audience
Audience successfully evident and was evident in established but was not
established and maintained in some parts of somehow not successfully
maintained. most parts of the the speech. sustained. established.
speech.
Mastery All verses were Only eight Only six verses Only four Only two
articulated verses were were verses were verses were
articulated articulated articulated articulated
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TASK 8-Minute to explain it!-Impromptu Speech
Choose five words/pictures you wish to explain or explicate. You will be given a minute for
each topic or picture you have chosen. Be honest with the time you allot to yourself in
writing/expressing your thoughts for each word/picture you have chosen. You may
therefore either write your thoughts or express it through speaking for as long as you record
yourself while doing the task.
Love Movies Fear Pandemic Songs Confidence
Government Hope Faith Cars/vehicles Stress
Discipline Anxiety Poverty
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5 3 1 2 1
Clarity All words were Some words Some words Some words Most words were
uttered clearly were were were not not clearly
and pronounced uttered uttered uttered clearly uttered and most
correctly clearly and clearly but but were were
pronounced there were pronounced mispronounced.
correctly some clearly.
mispronoun
ce words
Voice Voice was Voice was Voice was Voice was Voice was audible
Projection audible enough audible and audible and audible and and had been
and had been somehow somehow somehow had projected to a
properly had been had been been properly limited number of
projected to the properly properly projected to audience
whole class projected to projected to less than half of
more than half of the the class
half of the class
class
Relevance Explanations Most Some Some Most

given were explanations explanations explanations explanations
relevant and given were given were given were given were logical
logical. relevant and relevant and logical but not but not relevant.
logical. logical. relevant.
Confidence and Confidence is Confidence Confidence Confidence was Confidence was

Duration evident and is somehow was shown shown however not shown and
speech was evident and in some the speech was the speech was
delivered within speech was parts of the delivered delivered beyond
the allotted delivered speech and beyond the the allotted time.
time. within the the speech allotted time.
allotted was
time. delivered
within the
allotted
time.
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lOMoARcPSD|23718112

Oral Communication - Worksheet

STEM (Philippine Science High School System)

Studocu is not sponsored or endorsed by any college or university

Now let's get started: TIME TO WORK OUT :)

Quarter 1- Most Essential Learning Competencies

MELC 1: Explains the functions, nature and process of Communication

Our goals are to:

Task 1- Draw and Explain

Downloaded by Gregie Paulo (gregie.paulo001@deped.gov.ph)

P1- Communication is contextualized

P2- Communication is everywhere

P3- Communication is continuous

P4- Communication is a transaction

P5- Communication is learned

P6- Communication is a sharing of meanings

P7- Communication has two levels of meaning: content and relational

TASK 4- Can you identify?

Downloaded by Gregie Paulo (gregie.paulo001@deped.gov.ph)

Downloaded by Gregie Paulo (gregie.paulo001@deped.gov.ph)

Task 5- The Elements

B. the source of the message

C. the means or the instrument

D. the idea, information and even emotion that is being sent

E. the initial reaction of the receiver

F. the environment or the communication situation

G. someone that will receive the message

H. anything that distracts or affects the process of communication

TASK 6- Find the connection

Downloaded by Gregie Paulo (gregie.paulo001@deped.gov.ph)

TASK 7-Regulation and Control

1. The teacher looks sharply at the noisy students.

2. The yaya combs the little girl’s hair.

5. A younger sibling is teased until s/he cries.

Adapted from the book Oral Communication in Context published by

TASK 8-Social Interaction

1. Asking the janitor where the comfort room is.

2. The janitor talking about the kinds of student s/he encounters.

5. The office manager telling the clerk to retype the contract.

Adapted from the book Oral Communication in Context published by

Downloaded by Gregie Paulo (gregie.paulo001@deped.gov.ph)

TASK 10- Aura or Ainaku?

2. The police tell the grounds for a particular case.

3. The president announces the new law.

4. Younger sibling is teased until s/he cries.

5. A group of students laughing at the corridor.

6. Asking the janitor where the comfort room is.

7. The teacher gives the classroom policy.

8. The contestant delivered a speech on saving trees in SM Baguio.

9. The mother combs the little girl’s hair.

TASK 11- InfoCut

Task 12-Emo or

Downloaded by Gregie Paulo (gregie.paulo001@deped.gov.ph)

2. The girl wrote a poem after her most unforgettable experience.

3. Children laughing in the park.

4. The manager shouting at her employees.

5. The man says I love you to the woman beside her.

6. The beggar pleading for a coin.

7. The woman suddenly hugs her grandmother.

8. A painting of a child in the middle of the street.

9. The song “warrior is a child”.

10. The child sleeps quietly in the crib.

Identify the function of communication in each situation.