QUARTER 2 Week 3-Day 4

Oral Language EN6OL-IIc- 3.7

Employ an appropriate style of
speaking, adjusting language,
gestures, rate, and volume
according to audience and purpose
 Oral Reading Fluency EN6F-
IIc-1.6 EN6F-IIc-1.3 EN6F-
IIc-1.7 Read grade level text
with accuracy, appropriate
rate, and proper expression
Attitude EN6A-IIc-18 Show
openness to criticism
 Let’s Try This

Try to guess what the following gestures imply.

Talk about the following body language.

Can you determine what each gesture mean?
 Today, we will learn
appropriate style of
speaking, adjusting
language, gestures, rate,
and volume according to
audience and to purpose
Let’s Study This

Verbal communication refers to

the vocal performance of a speaker--its
rate, volume, pitch, and pauses. These
aspects of vocalization are critical to
effectively conveying ideas (after all, if
your audience has trouble
understanding what words are coming
out of your mouth, then they will be
unable to understand your message.)
• Rate refers to the speed at
which a person speaks.
Follow these suggestions
to adjust your rate of
speech to your best
advantage:
1.Choose a rate appropriate for the
ideas being expressed and for a
speech setting. For example, it makes
sense for a sportscaster announcing a
basketball game to speak faster than
a sportscaster at a golf match.
2. Vary your rate of speech to express different
thoughts and feelings. You may want to speak
slowly to emphasize an important point or to
communicate a serious or somber mood. A faster
pace is appropriate when you are telling your
audience something it already knows (many
speeches include background information that sets
the scene) or to express surprise, happiness, or
fear. Use pauses to change the pace and add
verbal variety.
3. Use a tape recorder to monitor your
rate of speech while you read aloud a
magazine article. Pay special attention
to grouping words into phrases and to
slowing down and speeding up at
appropriate points. Play back your
speech, then adjust your phrasing for a
more effective delivery.
• Volume refers to the loudness or
softness of the speaker's voice.
1.1; Know what volume your voice
should be in your classroom. If you
speak too softly, your speech serves
little purpose. At the same time, don't
mistake shouting for speaking loudly.
2. Vary the volume to get attention.
Whether to choose to speak louder
or more quietly, you draw attention
to your speech through contrast. For
example, you can speak softly when
you narrate a sad story. In this case,
a quieter approach is usually a more
effective attention-grabber.
• Pitch means the highness or lowness of the
speaker's voice. Changes in the pitch are
known as inflections.
1. When you speak in a monotone, you tell
your listeners you have nothing to
emphasize. When you vary the pitch of
your voice, you let them know that what you
are saying is important.
2. As with volume, vary pitch to
achieve the best effect. For
example, you can speak in a low
tone when you quote someone.
The change in pitch suggests that
you are citing evidence rather than
expressing your own view.
• Pauses add color, expression, and
feeling to a speech. They should be
used deliberately to achieve a
desired effect. Here are a few
suggestions:
1.Pause for moment when you introduce a new idea or term
to give your listeners time to absorb what you are saying.
2.Don't talk nonstop until, literally, you are out of breath. At
the same time, don't pause every three or four words in a
kind of nervous verbal chop. Particularly, don't pause in the
middle of an idea. That will make it difficult for your listeners
to follow. To a speaker, a phrase has a different meaning it
has to a writer. It is a unit you speak in one breath in order
to express a single idea. Each pause tells your listeners you
are moving from one thought to the next.
 3. Try not to take vocalized pauses such as "ah," "er," and "umm." A
vocalized pause is usually ineffective (even distracting and annoying).
For example, President John F. Kennedy's famous line, "Ask not what
your country can do for you; ask what you can do for you country," was
effective not only because of its language but also because it was
delivered with a pause dividing the two thoughts. I think that you will
agree that "Ask not ah what your er country can do ah for you; ask
what you umm can do er for your uh country" just don't have the same
impact as the unadorned original statement.
4. Extend your pauses to two or three seconds when displaying a
visual aid. This tactic enables your audience to read the information on
the visual aid without missing your next thought. It is important to
pause after the display, not before it.
Reference:
"Verbal communication." Accessed June 18, 2017.
,http://www.speaking.pitt.edu/student/publicspeaking/suggestions-verbal.html.
 Let’s Do This

Task 1. Guess it!

Choose the correct meaning of the following gestures then write your answer on the blanks provided.

shock proud worried hungry delighted

Task 2. Speak Up!
Choose your partner. Read the following lines with proper rate,
volume, and pitch.

1.I’m afraid you can’t make it.

2.Yes, I got this at last!
3.Oh common, you’re pulling my leg.
4.Please, help us.
5.Look, it will fall.
6.You are my best friend and you know that.
7.Check this out. This is the latest model of smart phone.
8.Mom, look what Alvin did!
9.Hurry up. We’ll be late.
10.I am so proud to be your son, Dad.
 Let’s Do More

Task 3. We Say You Say!

With your group mates, recite the poem “Trees” by Joyce Kilmer. Use appropriate style of speaking, gestures,
rate, and volume.
Trees by Joyce Kilmer
I think that I shall never see A
poem as lovely as a tree.

A tree whose hungry mouth is prest

Against the earth’s sweet flowing breast;

A tree that looks at God all day,

And lifts her leafy arms to pray;

A tree that may in Summer wear

A nest of robins in her hair;
 Upon whose bosom snow has lain;
Who intimately lives with rain.

Poems are made by fools like me,

But only God can make a tree.

Reference:
"Trees." Accessed June 18, 2017.
https://www.poetryfoundation.org/poetrymagazine/poems/detail/
12744.
 Task 4. Choose and Act!
Choose a line to recite. Be sure to employ correct rate, volume, and gestures

Captain! My Captain! by Walt

Whitman
O Captain! my Captain! our fearful trip is done,
The ship has weather’d every rack, the prize we sought is won,
The port is near, the bells I hear, the people all
exulting, While follow eyes the steady keel, the
vessel grim and daring;
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead.
O Captain! my Captain! rise up and hear the bells;
Rise up—for you the flag is flung—for you the bugle trills,
For you bouquets and ribbon’d wreaths—for you the shores
a-crowding,
For you they call, the swaying mass, their eager
faces turning; Here Captain! dear father!
This arm beneath your head!
It is some dream that on the deck,
You’ve fallen cold and
dead.

My Captain does not answer, his lips are pale and still,

My father does not feel my arm, he has no

pulse nor will, The ship is anchor’d safe and
sound, its voyage closed and done,
From fearful trip the victor ship comes in with object
won;
 Exult O shores, and ring O bells!
But I with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.
Reference;
"Captain my captain." Accessed June 18, 2017. https://www.poetryfoundation.org/poems-and-
poets/poems/detail/45474.

Let’s Enrich Ourselves

Task 5. The Duos!

There Was an Old Woman

There was an old woman who swallowed a
fly, I don't know why she swallowed a fly,
Perhaps she'll die.
There was an old woman who swallowed a spider,
That wriggled and jiggled and tickled inside her,
She swallowed the spider to catch the fly,
I don't know why she swallowed the fly,
Perhaps she'll die.
There was an old woman who swallowed a bird,
How absurd! to swallow a bird,
She swallowed the bird to catch the spider,
That wriggled and jiggled and tickled inside her,
She swallowed the spider to catch the
fly, I don't know why she swallowed
the fly, Perhaps she'll die.
There was an old woman who swallowed a cat,
Imagine that! to swallow a cat,
She swallowed the cat to catch the bird,
She swallowed the bird to catch the spider,
That wriggled and jiggled and tickled inside her,
She swallowed the spider to catch the fly, I
don't know why she swallowed the fly,
Perhaps she'll die.
There was an old woman who swallowed a dog,
What a hog! to swallow a dog,
She swallowed the dog to catch the cat,
She swallowed the cat to catch the bird,
She swallowed the bird to catch the spider,
That wriggled and jiggled and tickled inside her,
She swallowed the spider to catch the
fly, I don't know why she swallowed
the fly, Perhaps she'll die.
There was an old woman who swallowed a goat,
Just opened her throat! to swallow a goat,
She swallowed the goat to catch the dog,
She swallowed the dog to catch the cat,
She swallowed the cat to catch the bird,
She swallowed the bird to catch the spider,
That wriggled and jiggled and tickled inside her,
She swallowed the spider to catch the fly, I
don't know why she swallowed the fly,
Perhaps she'll die.
There was an old woman who swallowed a cow, I don't
know how she swallowed a cow!
She swallowed the cow to catch the goat,
She swallowed the goat to catch the dog,
She swallowed the dog to catch the cat,
She swallowed the cat to catch the bird,
She swallowed the bird to catch the spider,
That wriggled and jiggled and tickled inside her,
She swallowed the spider to catch the fly, I don't know
why she swallowed the fly, Perhaps she'll die.
There was an old woman who swallowed a horse, She's dead
—of course!
 Let’s Remember This

We have all heard at least one person in our lives whose voice
is so beautiful that we enjoy listening to him/her speak,
regardless of what he/she is actually saying. While developing
perfect vocal intonation and diction can be a lifelong task, a
beautiful sounding voice can be obtained in a relatively short
amount of time. All you need is a little guidance and some
dedicated practice.

Prepared by:

FLORDELIZA D. BUNUAN
THANKS TO

MELISSA D. VIDAD
 ANSWER KEY
(For Teachers’ Use Only)

Task 1. Guess it!

proud shock hungry delighted worried

Task 2-5.
Rubrics for gesture, rate, volume and pitch.
4 Excelling 3 2 Developing 1 Emerging 0 Not Evident
Proficient

Gestures Speaker consistently Speaker uses some Speaker Gestures are Speaker
uses natural and varied natural and varied uses too few inappropria uses no
gestures that gestures that or too many te or gestures
effectively compliment effectively gestures repetitive
and extend the message compliment that may which may
the distract audience distract audience
message

Language Usage Speaker uses expressive, Speaker uses Language is Language Language impedes
grammatically correct, & grammatica sometimes is often comprehensi on by
lly correct & grammatical grammatica
unbiased language lly the audience
unbiased language ly incorrect, biased,
appropriate to audience incorrect, biased,
appropriate to or inappropriat e to
audience or inappropria te
audience to
audience
Rate Speaker consistently Speaker mostly Speaks too Speaks too fast or Pace never varies
uses a varied, but speaks at a pace fast or slow, too keeping the audience
appropriate pace where where message is making it slow, or used
message is understood understood , and difficult for pauses from attending to the
by the audience in its uses pauses audience to ineffectively message
entirety, and effectively understand entire , so that audience
uses pauses effectively message, and/or cannot understand
does not use the
pauses message
effectively
Volume and Pitch Speaker is easily Speaker is Volume and Volume and Volume and
heard throughout heard pitch are too pitch make it so pitch make it
and varies volume throughout and loud or too soft the audience impossible to
and pitch to varies and cannot fully
effectively volume and message cannot hear the message
hear the
extend the message pitch to be message
effectively easily
extend the understood
message
Articulation Speaker forms all Speaker has 1 or Articulation Articulation Articulation errors
sounds correctly, 2 articulation errors errors impede prevent the
facilitating slightly detract understandi
meaningfulnes errors that do from the ng of the audience from
s of the not greatly message message understandin g
message impact the the message.
meaningful ness
of the message