Oral language stance

and behavior in
factual and
personal recounts
 Objectives

• MELC: EN7OL-II-g-2.6.2 and EN7OL-III-b-3:

Use the appropriate oral language stance
and behavior when giving information,
instructions, making explanations and
narrating events in personal or factual
recounts
 Activity
Explore Galore Video 1
Activity: Explore Galore Video 2
 Analysis
2. Use the Venn diagram to compare and contrast personal and
factual recounts. Use the given phrases to help you accomplish the
activity.
• retell an event that the writer was personally involved
• Recording of an incident
• Can use features such as dialogue and description
• has a title, which usually summarizes the textPersonal
Factual
• is written in the past tense
• friends or colleagues are the usual audience
• have an official audience such as the police or a judge
• assume a far more distant relationship and will be more
impersonal
Abstraction: Video 3
 Abstraction: Analysis of Video 1 and 2

1. List gestures, illustrators, or emblems that the speakers

used in the presentation?
2. Are the facial expressions, gestures and illustrators used
effective in delivering the message? Why?
3. What are the facial expressions, gestures and illustrators
used that may have been omitted in the presentation?
4. Are the speakers effective? How do non-verbal
communication strategies help them to be effective
speakers?
 Abstraction: Analysis of Video 1 and 2

1. List gestures, illustrators, or emblems that the speakers used

in the presentation?
2. Are the facial expressions, gestures and illustrators used
effective in delivering the message? Why?
3. What are the facial expressions, gestures and illustrators
used that may have been omitted in the presentation?
4. Are the speakers effective? How do non-verbal
communication strategies help them to be effective speakers?
Outstanding: (93)  Speaking in meaningful, strategic, deliberate, fluid and controlled sentences or
Students will have phrases.
obvious confidence  No vocalized pauses will be performed.
and the enjoyment  Gestures, facial expressions and tone will be appropriate, deliberate and
of public speaking meaningful.
demonstrated by:  Direct and powerful eye contact with the entire audience is evident and effective.
 The student delivers a presentation having strong, definite beginning and ending.
 The student speaks with purpose, demonstrating a demeanor of accomplishment at
the end of the speech.
You would like to hear this presentation again based on the verbal and non-verbal
presentation of the speaker.
Good: (87)  Speaking in meaningful and controlled sentences or phrases.
Students will have  No vocalized pauses will be performed.
obvious confidence  Gestures, facial expressions and tone will be appropriate and meaningful, but not
and the enjoyment necessarily powerful.
of public speaking  The student’s presentation has a good beginning and ending.
demonstrated by:  The student speaks extemporaneously with some purpose, demonstrating some
demeanor of accomplishment at the end of the speech. However, stronger delivery
in both oral and nonverbal skills is needed. This would be accomplished through
more practice and time on task.
You would like to hear this presentation again based on the oral and non-verbal
presentation of the speaker, believing the student would likely perform it better.
Acceptable: (83)  The student will make some meaningful eye contact with the entire
Students will audience.
display  The student’s vocal tone and body language are appropriate but not
knowledge of powerful; they seem unpractised.
better public  The student uses a few vocalized pauses or mispronounced words.
speaking and  The student will attempt an organized and purposeful beginning and
begin to ending, but will perhaps not deliver it with polish and conviction.
demonstrate  The speech was interesting but perhaps not well executed.
many of the Although you could hear this speech again, you are somewhat OK with not
preferred skills. having enough time for another performance of it.

Fair: (78)  While speaking, student does not make meaningful eye contact with the
Student does not entire audience, but looks a just a few people.
seem comfortable  Student’s vocal tone is nervous and ineffective; the tone is soft or strained.
verbally or non-  Word choices are random and delivered awkwardly.
verbally during  The student reads part of the speech and looks down often.
the speech:  Vocalized pauses are awkward, distracting and many in number.
Neither you (nor the student) want to “do” this speech again.
 Assessment
1. What is non-verbal communication?
a.communicating with someone by using gestures
b.Getting messages across with facial expressions
c. Using your body language to convey something to
someone else
d.All of the above
2.  Which of these is NOT an example of a verbal
communication skill?
a. The speed of our speech
b. Eye contact
c. Language used
d. Volume of speech
 Assessment
•3. 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
•4. Keeping a good posture is important because ..
a. customers may be judging you
b. it helps show the customer you are confident and have a good attitude
c. you may stretch your uniform and have to pay for another one
d. it will help the customer understand that you are a health conscious person
•5. Facial expressions, posture and eye contact are all skills in ....?
a. verbal communication
b. anti-verbal communication
c. post-verbal communication
d. non-verbal communication
 Assessment: True or False
1. Non-verbal communication can stand-alone by itself
and it is not linked to verbal cues.
2. Non Verbal clues are universal throughout the world.
3. In trying to make sense out of nonverbal behaviour, it
is best to think of nonverbal behaviours as clues to
check out rather than absolute facts.
4. It is generally believed that persons from every culture
smile when they are happy.
5. Nonverbal behavior may contradict what the speaker
is saying.
 Assignment
•Prepare a simple narration of your
most unforgettable experience.
Remember the discussion about the
different non-verbal communication
strategies. Try also to imitate the
enthusiasm and dynamism of Amanda
Gorman in your presentation.