Teacher’s Manual for
Oral Communication in Context For Senior High School
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('%&'( /01'0&2 )+
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Teacher’s Manual for Oral Communication in Context For Senior High School Published in 201 b! C " # Publishing$ %nc& '() #*S+$ South Triangle$ ,ue-on Cit! Tel& .o&/ 02 )2)30'' email/ info4ceboo5sho6&com Co6!right 7 201 b! C " # Publishing$ %nc&$ Phili66e 8ohn Fresnillo Si6acio and +nne 9ichie :arcia ;algos +ll rights reser
ise= >ithout the 6rior >ritten 6ermission of the 6ublisher&
Co
?ictor ctor C& 8oa@u oa@uin in
Aa!out/
8oll! Moni@ue ;& *ela PeBa
%S;. %S;. )')1 )')1)' )'0DD 0DD)) ))
All rights reserved. reserved. No part of this material may be reproduced reproduced or transmitted transmitted in any form or by any means means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
*able of
Contents About the Guide Unit I
iv
Nature and Elements of Communication Fundamentals of Communication ���������������������������������� 對����������������������
1
�2
Intercultural Communication ����������������������������������對����������������������������10
2
Unit II
Strateies in !arious S"eech Situations 1 Types
of Speech Context and Style ����������������������������������對 �������������������� 18 2 Types of Speech Act
����������������������������������對 ������������������������������������ 對 ������� 25 # Types of
Communicatie Strate!y ����������������������������������對���������������������� "0
Unit III $undamentals of %ublic S"ea&in 1 #rinciples
of Speech $ritin! ����������������������������������對 ������������������������������ "8 2 #rinciples of
Speech %eliery ����������������������������������對���������������������������� &&
Unit I! T'"es of S"eech 1
'r!ani(in! and %elierin! a )anuscript Speech &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& 52
2
'r!ani(in! and %elierin! a )emori(ed Speech &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& 58
#
'r!ani(in! and %elierin! an Impromptu Speech &&&&&&&&&&&&&&&&&&&&&&&&&&&& *2
(
'r!ani(in! and %elierin! an +xtemporaneous Speech &&&&&&&&&&&&&&&&&*8
)
'r!ani(in! and %elierin! an +ntertainment Speech &&&&&&&&&&&&&&&&&&&&&& ,"
*
'r!ani(in! and %elierin! an Informatie Speech &&&&&&&&&&&&&&&&&&&&&&&&&&&&,8
+
'r!ani(in! and %elierin! a #ersuasie Speech&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&82
,eferences
-.
iii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
)relims *+,updated.indd
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About the Guide t i n
U
I
Nature and Elements of Communication Curriculum Guide Competency
Code
defines communication$ p. 1
#N'''%OC-3a-'
explains the nature and process of communication$ pp. 1-/
#N'''%OC-3a-%
differentiates the various models of communication$ pp. /-(
#N'''%OC-3a-
distinguishes the uni4ue feature5s6 of one communication process from the other$ p. (
#N'''%OC-3a-1
Content Standard
understands the nature and elements of oral communication in discusses the functions of communication$ p. 9 #N'''%OC-3be-8 context$ pp. %-'1
)erformance Standard
explains !hy there is a brea7do!n of communication$ p. 8 #N'''%OC-3a-/ uses various strategies in order to avoid communication #N'''%OC-3a-( brea7do!n$ p. 8
designs and performs effective controlled and uncontrolled oral Fundamentals of identifies the spea7er:s purpose5s6$ p. 9 communication #N'''%OC-3be-2 Communication activities based on !atches and listens to sample oral communication activities$ #N'''%OC-3be-'& context$ pp. %$ 1$ ($ 2$ values the functions pp. %$ ''-'1$ '/-'( ''-'1$ '/-'8$ %( purposes of oral ascertains the verbal and nonverbal cues that each spea7er communication$ #N'''%OC-3be-'' uses to achieve hisher purpose$ pp. '-'1 pp. 9$ '1 comprehends various 7inds of oral texts$ pp. %$ ''-'1 #N'''%OC-3be-'%
Lesson 1:
identifies strategies used by each spea7er to convey hisher #N'''%OC-3be-' ideas effectively$ pp. 9-8$ '&
evaluates the effectiveness of an oral communication #N'''%OC-3be-'1 activity$ p. '1 demonstrates sensitivity to the socio-cultural dimension of communication situation !ith focus on culture$ pp. '2-%'$ %(-%9
Lesson 2: Intercultural Communication
#N'''%OC-3a-9 #N'''%OC-3a-9.'
demonstrates sensitivity to the socio-cultural dimension of communication situation !ith focus on gender$ pp. %'-%%$ %-%1
#N'''%OC-3a-9.%
demonstrates sensitivity to the socio-cultural dimension of communication situation !ith focus on age$ pp. %'-%%
#N'''%OC-3a-9.
demonstrates sensitivity to the socio-cultural dimension of communication situation !ith focus on social status$ pp. %'$ %-%/
#N'''%OC-3a-9.1
The guide consists of hich can hel6 the teacher effecti ho> the textboo5’s content aligns >ith the *e6artment of #ducation’s curriculum& %t sho>s the com6etencies >hich are found in each unit and the exact textboo5 6ages in >hich the! are found&
demonstrates sensitivity to the socio-cultural dimension of communication situation !ith focus on religion$ #N'''%OC-3a-9./ pp. %'$ %-%/
iv All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
)relims *+,updated.indd 1
('%&'( /01'0'1 )+
n o s s e
1
L
Types of
Speech Context and Style Suested Number of /ours0 +
Lesson i!hli!hts
0
S6eech contexts ma! be formal or informal$ 6ersonal or im6ersonal de6ending on the relationshi6 of the communicators and the context&
1
The s6eech st!le that a communicator ado6ts de6ends on the listener$ the situation$ and
" Supplementary Information
1
Selfconce6t is the basis in intra6ersonal communication& This refers to ho> a communicator sees himEherself and in
;; #Ȁ $ % ⸀#ᜀ#ᜀ#ᜀ#ᜀ # % ####Ȁ#⸀# ᜀ#ᜀ#ᜀ#ᜀ#ᜀ#ᜀ#ᜀ %#Ȁ⸀##### ᜀ#ᜀ#ᜀ#ᜀ#ᜀ#ᜀ#ᜀ # % #Ȁ⸀##Ȁ# ⸀#$ % #ȀȀ⸀#ᜀ#ᜀ# % ##; % # ᜀ#ᜀ#ᜀ#ᜀ#ᜀ; %#Ȁ⸀㴀 %#Ȁ#⸀ # % ##Ȁ##Ȁ⸀# ᜀ#ᜀ#ᜀ#ᜀ#ᜀ##Ȁ⸀# ᜀ#ᜀ#ᜀ#ᜀ#ᜀ# %#Ȁ#⸀ # % ##Ȁ### ᜀ#ᜀ#ᜀ#ᜀ # % #Ȁ⸀#ᜀ#ᜀ#ᜀ#ᜀ#ᜀ#ᜀ#ᜀ1 Teachin! Strate!ies ᜀ#ᜀ#ᜀ $ " Let&s 'arm (p) p* 2+ 0 #ncourage the students to be creatin scenes in the 6erformances of !our students >hich !ou can integrate into the discussion&
1 Self,audit) p* -" 0 +s5 !our students to do the Self-audit actiith them& 1 The 6roficienc! leill gi
#ach lesson comes >ith a suested number of hours >hich estimates$ based on the to6ic and the t!6e of acti long each lesson is to be facilitated& This feature >ill hel6 the teacher manage time and ma6 out hisEher strategies in teaching the lesson&
v All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic
)relims *+,updated.indd /
('%&'( /01'0'/ )+
o s s e
1
L n
.rinciples of
Speech 'ritin! Suested Number of /ours0 *
2- Lesson i!hli!hts 0 1 2 (
Griting a s6eech also follo>s a 6rocess& +udience anal!sis is a 5e! factor in >riting an effectiriting is a recursi
Supplementary Information 0
Tell them >hat !ou’re going to tell them$ tell them$ then tell them >hat !ou told themI is an old adage about s6eechma5ing >hich 6oints out that in ma5ing a s6eech$ the s6ea5er has to gi
1
Sign6osts are transitional mar5ers in the s6eech that let the audience 5no> at >hat 6art of the s6eech the s6ea5er is in& Common sign6osts include the numeric first, second, and third transitions to outline three main 6oints&
Teachin! Strate!ies A* Let&s 'arm (p) p* /" 2( #m6hasi-e that students onl! haill ta5e in 6lanning the 6rogram& The! don’t haith an actual 6rogram& 2D +fter>ards$ discuss their insights using the guide @uestions in the boo5& 23 This acti of ho> a set of logical and organi-ed 6rocesses has to be done to achiea! a s6eech is >ritten&
2- Self,audit) p* /1 +s5 !our students to do the Self-audit actiith them& The 6roficienc! leith an insight on ho> to teach the lesson and >hich to6ics ha
6reface ehich the learner must be able to ta5e a>a! after the discussion& %tems in this list are meant to be em6hasi-ed during the discussion& esson hihlihts
vi All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
)relims *+,updated.indd (
('%&'( /01'0'9 )+
n o s s e
1
L
0r!aniin! and eli3erin! a
4anuscript Speech Suested Number of /ours0 *
2-
Lesson i!hli!hts
0
*eli
1
One of the challenges in deliith the audience >ithout being able to loo5 at them all the time$ but this can be o
2
Supplementary Information 0
+dditional ti6s for deli :ellis$ 2011& Questions in the speech should be short and concise. When delivering them, the speaker should look at the audience. The manuscript should be formatted for ease of delivery. A sample format for the speech is pt. 1, no more than !-" #ords per line, and no more than $-% paragraphs per page. The pages should be numbered and should not be stapled. The speaker should never end a sentence or begin a ne# one by looking do#n.
1
;elo> are additional 6roblems that s6ea5ers ma! ex6erience in deli
III* Teachin! Strate!ies A* Let&s 'arm (p) p* +5 3''' +fter e
The su""lementar' information 6resents hich can be used to enhance the discussion& This feature contains additional facts >hich are not found in the textboo5&
vii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
1 2 ( D
)relims *+,updated.indd 9
('%&'( /01'0'2 )+
o s s e
2
L n
0r!aniin! and eli3erin! a
4emoried Speech Suested Number of /ours0 (
6777
Lesson i!hli!hts
LJȀȀ⸀JᜀJᜀJᜀJᜀJᜀJᜀ0 %n deli
K JJJ KJJJ ᜀJᜀJᜀJ ᜀJᜀJᜀJᜀJ ᜀJ
LJȀȀ⸀JᜀJᜀJᜀJᜀJᜀJᜀ1 + memori-ed delihen to memori-e de6ends on the to6ic and the occasion&
K JJJ KJJJ ᜀJᜀJᜀJ ᜀJᜀJᜀJᜀJ ᜀJ
" Supplementary Information 0 The follo>ing are additional ti6s in deli
1 Teachin! Strate!ies A* Let&s 'arm (p) p* 1"+ :iing guidelines to the students >hen the! are 6re6aring their @uotes& 0 The @uote must be at least 13 >ords long& 1 The! ma! use lines from their faed& This acti
)-
include instructions$ comments$ and suggestions for teaching each com6onent in the textboo5 and facilitating the exercises and actihich can be used in e
viii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
)relims *+,updated.indd 8
('%&'( /01'0%' )+
I8* Ans9er ey Let&s 'arm (p) p* 5+ Students’ choices ma' var'3
;xercise I
" Group Acti3ity) pp* 6-,65 Students’ acts ma' var'3
II*
Group Acti3ity>4ini .ro?ect) pp* 65,66
Students’ tourism commercial ma' var'3
III*
.air Acti3ity) p* 66
Students’ evaluation ma' var' but must identif' correct communicative strateies3
I8*
.air Acti3ity) pp* 6/,6@
Students’ oral "resentations ma' var'3
einforcement Acti3ity) p* 6@ Students’ essa's ma' var'3
#(
The ans5er &e' follo>s after the teaching strategies and 6roers to exercises and acti
i6 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
)relims *+,updated.indd 2
('%&'( /01'0%% )+
C(L4IBATIBG TASS Suested Number of /ours0 1 Instruct the students to choose the letter of the correct ans5er3
0 Ghat is the first stage in s6eech >ritingN 0 *etermining the 6ur6ose 1 Selecting a to6ic 2 Anal'7in the audience
( 9ehearsing 1 Ghich of the follo>ing is not a 6o>er 6rinci6le in s6eech editingN 0 #dit for focus 1 #dit for clarit! 2 #dit for continuit! # Edit for harmon'
2 This refers to the stage in s6eech >riting >hen a >riter chooses a structure for hisEher s6eech& 0 *ata gathering 1 Outlining 2 Choosin a 5ritin "attern
( #diting ( Ghich of the follo>ing is not an effectiriting a s6eechN 0 +
( se contractions& D Ghich 6art of the s6eech restates the main ideaN 0 ;od! 1 Conclusion
2 %ntroduction ( Transition 3 Ghich of the follo>ing is an effecti
1 9arel! loo5 the audience in the e!e& 2 +l>a!s be formal and serious& ( se filler >ords to a
(.
+ set of culminatin tas&s is found after each unit& This feature consists of t>o 6arts/ an obectiledge of the students and an out6utbased acti
6 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
t i n
I
U
Nature and Elements of Communication Curriculum Guide Competency defines communication$ p. 1
Code
Content Standard
)erformance Standard
#N'''%OC-3a-'
explains the nature and process of communication$ pp. 1-/ #N'''%OC-3a-% differentiates the various models of communication$ pp. /-( #N'''%OC-3a-
distinguishes the uni4ue feature5s6 of one communication #N'''%OC-3a-1 process from the other$ p. (
understands the explains !hy there is a brea7do!n of communication$ p. 8 #N'''%OC-3a-/ nature and uses various strategies in order to avoid communication #N'''%OC-3a-( elements of oral designs and performs brea7do!n$ p. 8 communication in effective controlled and Lesson 1: discusses the functions of communication$ p. 9 #N'''%OC-3be-8 context$ pp. %-'1 uncontrolled oral communication Fundamentals of identifies the spea7er:s purpose5s6$ p. 9 #N'''%OC-3be-2 Communication activities based on !atches and listens to sample oral communication activities$ #N'''%OC-3be-'& values the functions context$ pp. %$ 1$ ($ 2$ pp. %$ ''-'1$ '/-'( purposes of oral ''-'1$ '/-'8$ %( ascertains the verbal and nonverbal cues that each spea7er #N'''%OC-3be-'' communication$ uses to achieve hisher purpose$ pp. '-'1 pp. 9$ '1 comprehends various 7inds of oral texts$ pp. %$ ''-'1 #N'''%OC-3be-'% identifies strategies used by e ach spea7er to convey hisher #N'''%OC-3be-' ideas effectively$ pp. 9-8$ '& evaluates the effectiveness of an oral communication activity$ p. '1
#N'''%OC-3be-'1
demonstrates sensitivity to the socio-cultural dimension of #N'''%OC-3a-9 communication situation !ith focus on culture$ #N'''%OC-3a-9.' pp. '2-%'$ %(-%9 demonstrates sensitivity to the socio-cultural dimension of communication situation !ith focus on gender$ #N'''%OC-3a-9.% pp. %'-%%$ %-%1
Lesson 2: demonstrates sensitivity to the socio-cultural dimension of Intercultural communication situation !ith focus on age$ pp. %'-%% #N'''%OC-3a-9. Communication
demonstrates sensitivity to the socio-cultural dimension of communication situation !ith focus on social status$ #N'''%OC-3a-9.1 pp. %'$ %-%/ demonstrates sensitivity to the socio-cultural dimension of communication situation !ith focus on religion$ #N'''%OC-3a-9./ pp. %'$ %-%/
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
n o s s e
1
L
Fundamentals of
Communication Suested Number of /ours0 +
" Lesson i!hli!hts The follo>ing conce6ts haords$ but is created b! 6eo6le& ™ ?arious models are 6ro6osed to ex6lain ho> communication >or5s& ™ ?erbal communication and nona!s& ™ .on
considered in connection >ith or5 around them&
" Supplementary Information The follo>ing information can be incor6orated during the discussion of the conce6ts& ™ S6eech or oral communication is the exchange of verbal messages >ith the em6lo!ment of
non
Teachin! Strate!ies A* Let&s 'arm (p) p* 2 #ncourage the students to be creatiers to the debriefing @uestions& *o this actiers ma!
oral comm *+
('%&'( /010'9 )+
* Self,audit) p* +s5 !our students to do the Self-audit actiith them&
C* Let&s 'orD and Learn) p* 5 The students’ ideas of communication are highlighted b! the ets Warm up and Selfaudit actiers and their 6roficienc! leill hel6 !ou distinguish >hich 6arts to focus on& 0 To start the discussion$ ha host and encourage the students to be more actiill ser
0 1
+fter the actiers of the students& *iscuss the definition and nature of communication&
Nature of Communication: "3 (
%n discussing the second nature of communication$ note that communication can also occur >ithin a single 6erson& Elements of Communication: "3 (
0 1
*iscuss the elements of communication& To illustrate these in action$ !ou ma! 6la! a
Models of Communication: ""3 )4* ȀJLJJȀȀ LJᜀJᜀJᜀJᜀJᜀJᜀ KJ ȀLJJȀ JLJ ᜀJᜀJᜀJᜀJᜀJᜀJᜀ0
To introduce the models of communication$ as5/ %s there onl! one >a! to ex6lain ho> communication >or5sN ȀJLJJȀȀ LJᜀJᜀJᜀJᜀJᜀJᜀ KJ ȀLJJȀ JLJ ᜀJᜀJᜀJᜀJᜀJᜀJᜀ1 Sa! that the 6rocess of communication has been anal!-ed b! ith one of the most classic models of communication$ >hich is +ristotle’s Model of Communication& %t is a linear model >hich consists of three basic elements/ the s6ea5er$ the subect$ and the listener& Ghether communication ha66ens or not de6ends on the listener$ >ho establishes the 6oint of the message& O!ero$ 2010 +fter introducing +ristotle’s Model of Communication$ discuss the ShannonGea these interactions$ or !ou ma! as5 students to come u6 >ith their o>n exchanges >hich follo> each model& ȀJLJJȀȀ LJᜀJᜀJᜀJᜀJᜀJᜀ KJ ȀLJJȀ JLJ ᜀJᜀJᜀJᜀJᜀJᜀJᜀD +s5 the students to do #xercise %% on 6age & +s the students discuss$ go around the room and assist them if the! haledge of the elements of communication >ill also be demonstrated in this actihat the students ha
# All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /010'9 )+
$unctions of Communication: "3 +
+s5/ Ghat are some of the things !ou >ant to achiehen !ou communicate somethingN S!nthesi-e the ans>ers and conclude that communication serers >ith !our students& Should !our students’ ans>ers contradict the ans>er 5e!$ allo> them to ustif!& $eatures of Communication: ""3 +4-
0 To introduce the to6ic$ as5 students the follo>ing/ Gho$ in !our o6inion$ is a good communicatorN Gh! do !ou thin5 heEshe communicates >ellN 9andoml! call t>o or three students to share their ans>ers& +c5no>ledge or affirm their ans>ers as necessar!& 1)& *iscuss each feature& To illustrate each$ gi
0 1 2 (
Segue to this to6ic b! as5ing/ %f a s6ea5er follo>s all the features in effectiill ea!s be successfulN *iscuss the
0 1 2
(
#x6lain that communication consists of hen communicating the! inter6ret it& For exam6le$ do a thumb’s u6 gesture$ smile$ fro>n$ narro> !our e!es and call on random students to giers >ith !our students& Should !our students’ ans>ers contradict the ans>er 5e!$ allo> them to ustif!&
" Let&s .ractice) p* 11 I. Group Activity, pp. 11-12
0&0 Haell$ as long as the! follo> the guidelines& ( All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /010'9 )+
Group Activity, p. 12
Haing rubric& 8G;
Criteria
<6=
G; <5=
S; <-=
L; <2=
B
<1=
% *he chosen scene sho!ed a barrier of communication. %1 *he presentation demonstrated students: understanding of communication barriers and communication brea7do!n.
%/*he group !as !ell-prepared. %( *he performance !as entertaining. T0TAL
08;ALL SC0;
%&
Le!end: =># *o a very great extent? ># *o a great extent? S# *o some extent? @# *o a little extent? N Not at all
atin!:
=># '9-%&? ># '-'(? S# 2-'%? @# /-8? N - 1
23 Group activity, p. 12
2( Hao minutes to share their insights& 23 +fter all the assigned s6ea5ers haers and briefl! discuss them >ith the class& Focus !our s!nthesis on the barriers to effecti
+s5 students general reflection @uestions such as the follo>ing/ ( Ghat do !ou see !ourself doing t>ent! !ears from no>N D Ghat is one thing !ou li5e about !ourself and >h!N 3 Gho is !our fahen !ou haithoutN %f !ou can choose >hich countr! !ou can be born in$ >hat countr! >ould !ou choose and >h!N ' Ghat eould !ou neant to ha66en to !ouN %n facilitating this acti host and iners freel!& :io minutes to share& V. Iniviual activity, p. 12
2( %n this actiithin the time limit& 2D %nstruct the students to stud! the rubric on 6age 1(& ) All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
;* einforcement Acti3ity) p* 15 se the rubric belo> in assessing the re6orts of !our students& Criteria for Assessin the ,e"ort 8G;
Criteria /888
<6=
G; <5=
S; <-=
L; <2=
B
<1=
*he r eport d iscusses t he n ature$ p rocess$
elements$ and models of communication in relation to the student:s observation !ith interesting insights and depth.
/882
*he
report
understanding
of the
demonstrates
an
concepts about
communication.
/82& *he report follo!s the appropriate format and number of !ords. /82'
*he choice of !ords is appropriate.
/82%
*he
report
is
coherent
and
cohesive.
*ransitions and cohesive devices are used for the smooth flo! of ideas.
/82
*he report is free from grammatical errors T0TAL
08;ALL SC0;
&
Le!end: =># *o a very great extent? ># *o a great extent? S# *o some extent? @# *o a little extent? N Not at all atin!: =># %/-&? ># '2-%1? S# '-'8? @# 9-'%? N - (
F* ;,linD) p* 15 To su66lement this lesson$ as5 the students to refer to an! of the lin5s 6ro
G* Let&s eflect) p* 15 Aet the students >rite their reflections using the chart& Qou ma! as5 them to do the reflection at the end of the session or gior5&
*
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /010'9 )+
I8* Ans9er ey Let&s 'arm (p Students’ "resentations ma' var'3
;xercise I) p* 5 Students’ communication facts ma' var'3
;xercise II
;xercise III
Control
(
Social interaction
)
Motivation
*
Emotional e6"ression
+
Information dissemination
-
Motivation
.
Information dissemination
1 Emotional e6"ression 11 Information
dissemination
13 Control
+ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /010'8 )+
;xercise I8
arriers
1* as a "rocess 2* occurs bet5een
"efinition
t5o "eo"le
Communication
Features
2# Com"leteness 2( Conciseness 25 Consideration 2* Concreteness 2+ Courtes' 2- Clearness 2. Correctness
+odels
*ransaction +odel rief descriptions
)rocess
#lements
Shannon-Beaver +odel
1 2 # ( ) * + -
eneratin encodin receivin decodin "rovidin feedbac&
S"ea&er Messae Encodin Channel =ecodin ,eceiver $eedbac& Conte6t ;arrier
rief descriptions
Sample answer:
Sample answer:
This is a t5o45a' "rocess: 5hich ma&es it more
This is a linear or one4 5a' "rocess consistin of source: transmitter: channel: receiver: and destination3
interactive3
1* 2* -* 5* 6*
;xercise 8
*3
T
23 T
+3
T
#3 T
-3 $
(3 T
.3
T
)3 T
13
T
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /010'8 )+
" Group Acti3ity) p* 11 Grou"s’ scores 5ill var' de"endin on the amount of time s"ent3
" Group Acti3ity) p* 12 Grou"s’ "resentations ma' var'3
" Group Acti3ity) p* 12 Grou"s’ discussions ma' var'3
I8* Indi3idual Acti3ity) p* 12 Students’ reactions ma' var'3
Indi3idual Acti3ity) p* 12 Students’ s"eeches ma' var'3
einforcement Acti3ity Students’ re"orts ma' var'3
. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /010'8 )+
o s s e
2
L n
Intercultural
Communication Suested Number of /ours0 2
Lesson i!hli!hts ™ #ach culture has a different set of a!
6eo6le from different cultures communicate& ™ ?arious measures can be a66lied to be a com6etent intercultural communicator and to mitigate misinter6retation& ™ Ghen communicating in a multicultural context$ understanding the tradition and ith 6eo6le regardless of gender$ social status$ age$ religion$ and others&
Supplementary Information ™ Contact cultures and noncontact cultures 6ro
communicating& %n contact cultures such as Southern #uro6e and Middle #ast$ 6eo6le tend to stand closer to each other$ touch during coneen communicators= little to no touch and less e!e contact& Fran5lin and Clar5$ 2001 ™ Communicatiith a local language’s idiomatic ex6ressions$ 6hrasal ords$ among others$ can also hinder effectiith exam6les of some intercultural blunders from R6ro#dits$ 2012/ n the 1/!0s, an aftershave product #as advertised for men in the iddle 2ast, and the ad sho#ed a photo of a man and his dog. The product dramatically failed in slamic countries, #here dogs are considered unclean. A golf ball manufacturing company sold their products in packs of four for easy purchase in 3apan. 'ut the items sold in 4fours5 became unpopular because the #ord 4four5 sounds like the #ord 4death5 in 3apanese & 1 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /010'8 )+
Teachin! Strate!ies
Let&s 'arm (p) pp* 16,1/ 0 1 2 (
1
+s !our students 6re6are$ go around to assist and ans>er >hateith a s6ecific set of behaith their grou6 mates and do not share the rules >hich the! created in their grou6s& To achieith colorful banners or streamers&
Self,audit) pp* 1/,1@ +s5 !our students to do the Self-audit actiith them& The 6roficienc! leill gi
Let&s 'orD and Learn) pp* 1@,1+ 0 1 2
To start the discussion$ has6a6ers and online >ebsites& Ma5e sure that these sources carr! no signs of bias or stereot!6es& Qou ma! also use traebsites$ such as lonel!6lanet&com$ as sources& +ssess !our students’ 6erformances using the rubric belo>& Criteria for Assessin Students’ %erformances =>#
Criteria
5/6
># S# 516 56
@# N 5%6 5'6
*he intervie! !as conducted professionally. *he 4uestions !ere insightful and !ell-thought-out. *he ans!ers !ere informative and accurate. *he intervie! s7it !as free from stereotypes andor racism. *he presenters spo7e clearly$ audibly$ and !ithout pronunciation errors.
T0TAL 08;ALL SC0;
%/
Le!end: =># *o a very great extent? ># *o a great extent? S# *o some extent? @# *o a little extent? N Not at all atin!: =># %'-%/? ># '(-%&? S# ''-'/? @# (-'&? N - /
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9e' Ta&ea5a's: "3 1.
Aet the students identif! the languages in the s6eech balloons& 9andoml! call students to sa! each >ord and identif! the language& =efinition and Nature of Intercultural Communication: ""3 1.42
To introduce this to6ic$ !ou ma! mention intercultural blunders gi
#x6lain that successful intercultural communication does not ha66en instantl!& There are stages an indi
0 1
2 ( D
+fter +fter discussi discussing ng the the *M%S$ *M%S$ lead the discussio discussionn to the sehen >hen tal5ing tal5ing to the the follo>i follo>ing/ ng/ 0 + memb member er of the the o66 o66os osit itee sex sex 1 Some Someon onee olde olderr or !oung !ounger er tha thann them them 2 + 6er 6erso sonn from from a dif diffe fere rent nt rel relig igio ionn +s5 +s5 ith >ith 6eo6l 6eo6lee >ho diff differ er from from them them in terms of culture$ gender$ age$ religion$ or social status& S!nth S!nthes esii-ee ans>e ans>ers rs and and segue segue to the the guide guideli line ness on ho> to ahen >hen tal5 tal5in ingg to someone& Then$ Then$ ha ans>er er #xerc #xercise ise %% %% and #xerc #xercise ise %%% %%% on 6& 22& 22& Qo Qou are encour encourage agedd to discuss the ans>ers >ith !our students& Should !our students’ ans>ers contradict the ans>er 5e!$ allo> them to ustif!&
Let&s .ractice) p* 2Group Activity, pp. 23-2!
0 1
%nstruct %nstruct the the students students to to do +& +& Tell Tell them to to be critical critical of the 6ictur 6icture& e& Aet them them do ;& 9emind 9emind them them to be be consciou consciouss of time time in in doing doing the acti
Group Activity, pp. 2!-2"
0 1
Warm 6p and :rou6 +ctiin >ingg criter criteria& ia& Creati
>
1 "oints 12
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oral comm comm *+
('%&'( /010'2 )+
4
Group Activity, p. 2#
0 1
%n this actiill >ill assess assess one of hisEhe hisEherr grou6 mates& mates& Han o>n time5ee time5ee6er 6er to ma5e ma5e sure eithi >ithinn the time limit& 2 +fter>ard +fter>ards$ s$ debrief debrief the student studentss and relate relate !our !our short discus discussion sion to to the @ualities @ualities of a good intercultural communicator&
einforcement Acti3ity) pp* 2/,2@ +ssess students’ out6uts using the follo>ing rubric& Criteria for Assessin the Essa'
=># ># 5/6 516
Criteria
S# 56
@# 5%6
N 5'6
*he essay essay demonstr demonstrates ates an understa understandin nding g of the concepts in intercultural communication. communication.
*he essay effectively discusses the strategies in sending the right messages across cultures.
*he essay follo!s the appropriate format and number of !ords. *he choice of !ords is appropriate. *he essay essay is cohere coherent nt and cohesi cohesive. ve. *ran *ransit sition ions s and cohesive devices are used for the smooth flo! of ideas.
*he essay is free from grammatical errors. T0TAL
08;ALL SC0;
>-"
Le!end: =># *o a very great extent? ># *o a great extent? S# *o some extent? @# *o a little extent? N Not at all atin!: =># %/-&? ># '2-%1? S# '-'8? @# 9-'%? N - (
F* ;,linD) p* 2@ To su66lement su66lement this lesson$ as5 the students to refer to an! an ! of the lin5s 6ro
G* Let&s eflect) p* 2@ Aet the students >rite their reflections using the chart& Qou Qou ma! as5 them to do the reflection at the end of the session or gior5& ho me>or5&
1# All rights reserved. reserved. No part of this material may be reproduced reproduced or transmitted transmitted in any form or by any means means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /010'2 )+
I8* Ans9er ey Let&s 'arm (p) p* 16 Students’ "erformances ma' var'3
;xercise I
;xercise II
*3 ?9
23 Ae
+3 ,eliion
#3 Culture
-3 Social status
(3 Social status
.3 ?9
)3 Ae
13 ?9
;xercise III
*3 T
23 $
+3 T
#3 $
-3 T
(3 T
.3 T
)3 $
13 T
Group Acti3ity) pp* 2-,25 A3 Com"arisons ma' var': but must reflect the follo5in idea0 The 5oman in the advertisement for S5eden 5as removed in the advertisement for Saudi Arabia3 ;3
1
The advertisement 5as edited to cater to Saudia Arabia’s strict rules about 5omen3
1
Ans5ers ma' var'3
2
Ans5ers ma' var'3
Group Acti3ity) pp* 25,26 A3 Students’ ans5ers ma' var'3 ;3 Students’ loos ma' var'3
2
Group Acti3ity) p* 2/ Students’ s"eech "resentations ma' var'3
einforcement Acti3ity) pp* 2/,2@ Students’ essa's ma' var'3
1( All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /010'2 )+
C(L4IBATIBG TASS Suested Number of /ours0 1 Instruct the students to choose the letter of the correct ans5er3
0
Ghich of the follo>ing elements of communication refers to the information or ideas con
1
Ghich model de6icts communication as linearN 0 Transaction Model 1 %n
2
@aron
2 emotional barrier ( s6eciali-ed field of ex6ertise Ghich of the follo>ing refers to the use of sim6le !et 6recise and 6o>erful >ordsN 0
3
emotional e6"ression
Ghich barrier is characteri-ed b! a set of
D
Shannon48eaver Model
( Schramm Model Ghich function of communication is serhen 6eo6le’s feelings are being in
(
messae
brevit'
( a66ro6riateness Ghich of the follo>ing statements sho>s 6ositihat others share about theirs& 1
I do not thin& that m' o5n culture is better than others’3
2 (
% communicate for others to understand and a66reciate m! o>n culture& % do not exert effort in learning about others’ cultures&
1) All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /010'2 )+
Ghich of the follo>ing best defines intercultural communicationN
1 %t is a com6etition among 6eo6le set to ma5e their cultures 5no>n& 2 %t is an organi-ed 6rocedure >here ehen a s6ecific culture is regarded as the best among the rest& Ghich *M%S stage is sho>n in the statement$ Peo6le of different cultures are not reall! uni@ue& The! are categoricall! the same&I 0 acce6tance 1 defense 2 denial #
'
minimi7ation
Ghich of the follo>ing cannot be considered a characteristic of a com6etent intercultural communicatorN 0 inclusi
)
It ha""ens 5hen individuals neotiate: interact: and create meanins 5hile brinin in their varied cultural bac&rounds3
idealistic
Ghich of the follo>ing statements best sho>s %.T#:9+T%O. as a *M%S stageN
I hear 'ou and I 5ant to see ho5 I can benefit from 5hat 'ou said3B
1 2
% can see nothing ne> in >hat >e all 6resented&I % don’t thin5 !our suggestions >ill >or5& The! don’t ser
(
Ma!be % can ma5e necessar! adustments in order to meet our obecti
;3 =ivide the students into rou"s of five3 et them do the follo5in0
10 Githout using an! 6ro6s$ create an %.FOM#9C%+A that sho>s communication as an %.CAS%?# tas5& 11 Ma5e the infomercial creatio to three minutes& Assess each rou"’s "erformance usin the follo5in criteria3
Content of the 6resentation
(0 6oints
Partici6ation of grou6 members
(0 6oints
Creati
(0 6oints
se of re@uired time in the 6resentation
10 6oints
Total
1 "oints
1* All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /010'2 )+
II
t i n
U
Strateies in !arious S"eech Situations Curriculum Guide Competency
Code
Content Standard
)erformance Standard
identifies the various types of speech context$ #N'''%OC-3f-'/ pp. '-1
Lesson 1: Types of
exhibits appropriate verbal and non-verbal #N'''%OC-3f-'( behavior in a given speech context$ pp. 9-2 distinguishes types of speech style$ p. / #N'''%OC-3f-'9
Speech Context and Style identifies social situations in !hich each speech style is appropriate to use$ p. (
#N'''%OC-3f-'8
observes the appropriate language forms in #N'''%OC-3f-'2 using a particular speech style$ pp. 9-2 recogniDes that responds appropriately and effectively to a #N'''%OC-3f-%& communicative speech act$ Lesson 2: pp. 1'$ 1(-19 competence Types of Speech Act engages in a communicative situation using re4uires demonstrates effective acceptable$ polite and meaningful #N'''%OC-33ab-%' understanding of use of communicative communicative strategies$ pp. 12$ /-/1 speech context$ strategy in a variety of speech style$ speech situations$ pp. #N'''%OC-33ab-%% speech act and %2$ 9$ 2$ 12$ /-/9 #N'''%OC-33ab-%%.' communicative strategy$ pp. 1/$ 19$ #N'''%OC-33ab-%%.% /(-/9 explains that a shift in speech context$ speech style$ speech act and communicative #N'''%OC-33ab-%%. Lesson -: strategy affects the language form$ duration Types of of interaction relationship of spea7er$ role Communicati3e Strate!y and responsibilities of the spea7er$ message$ #N'''%OC-33ab-%%.1 and delivery$ pp. /(-/9 #N'''%OC-33ab-%%./ #N'''%OC-33ab-%%.(
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0102 )+
n o s s e
1
L
Types of
Speech Context and Style Suested Number of /ours0 +
Lesson i!hli!hts ™ S6eech contexts ma! be formal or informal$ 6ersonal or im6ersonal de6ending
on the relationshi6 of the communicators and the context& ™ The s6eech st!le that a communicator ado6ts de6ends on the listener$ the situation$ and
Supplementary Information ™ Selfconce6t is the basis in intra6ersonal communication& This refers to ho> a
communicator sees himEherself and in
Teachin! Strate!ies
Let&s 'arm (p) p* 2+ 0
#ncourage the students to be creatin scenes in the 6erformances of !our students >hich !ou can integrate into the discussion& 1
Self,audit) p* -" 0
+s5 !our students to do the Self-audit actiith them& 1 The 6roficienc! leill gi
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oral comm *+
('%&'( /0102 )+
Let&s 'orD and Learn) p* -1 0 1 2
Hahich each t!6e of communication is used& #ncourage them to freel! share their ideas&
T'"es of S"eech Conte6t: ""3 #24##
S!nthesi-e the ans>ers of the students in #xercise %& se this to segue to the discussion on the t!6es of s6eech contexts& Haarm u6 actihen discussing this lesson& +fter the discussion$ haor5 >ith their seatmates and ans>er #xercise %% on 6age (D to re the to6ics discussed& 9emind students to gi
0
1 2 ( D 3
To introduce the conce6t of s6eech st!les$ as5 !our students ho> the! >ould as5 each of the follo>ing 6eo6le to >ait for themEgiers must generall! follo> a casual s6eech st!le 1 Close famil! members or bo!friendsEgirlfriends trend in ans>ers must generall! follo> the intimate s6eech st!le 2 Cashier at a store trend in ans>ers must generall! follo> the consultatiers to 6oint out that although students >ere basicall! sending the same message to each of the giho the! >ere tal5ing to& *iscuss each s6eech st!le& Hahat t!6e of s6eech st!le the! >ill use >hen tal5ing to that 6erson& Hah!& +fter the discussion$ haer #xercise %%% on 6& (3& %f some students ans>er differentl! in some of the items$ haers& .ote that the relationshi6 >ith the communicators and the context influence the s6eech st!le& +s5 the students to >or5 >ith their 6artners and ans>er #xercise %? on 6age (&
* Let&s .ractice) p* -@ I. Group Activity, p. 3$
Qou ma! use the same set of @uestions for each grou6& Ma5e sure to use o6enended @uestions >hich re@uire the student to share hisEher sentiments or insights& Sam6le @uestions are gi& 0 Ghat is the most im6ortant thing that has ha66ened to !ou so farN 1 Ghat is one thing !ou are 6roud of about !ourself and >h!N 1. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
0
2
Ghat matters more/ to gain the res6ect of others or to haer o the! care about !ouN #ach student has one minute to share hisEher ans>er& +ssign a time 5ee6er in each grou6 to ensure that eithin the time limit&
Group Activity, p. 3$
0
+s5 the students to >or5 in the same grou6 as the 6rerite an original 6la! >hich em6lo!s the & Criteria for Assessin the %la' 8G;
Criteria
<6=
G; <5=
S; <-=
L; <2=
B
<1=
=arious speech contexts and styles !ere used in the performance. *he performance demonstrated the students: understanding of the concepts.
*he performance !as entertaining. *he preparation and the performance adhered to the time limit. All the members of the group contributed to the performance. *he performance is free from errors in grammar and pronounciation. T0TAL
08;ALL SC0;
>-"
Le!end: =># *o a very great extent? ># *o a great extent? S# *o some extent? @# *o a little extent? N Not at all atin!: =># %/-&? ># '2-%1? S# '-'8? @# 9-'%? N - (
Group Activity, p. 3$
0
+fter creating their tableaux$ ha each grou6’s set of 6ictures during the guessing game& 1 This actiill ta5e&
2 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
IV. Group Activity, p. 3$
Qou ma! as5 students to bring related materials a da! before the actiing rubric& Criteria for Assessin the %oster 8G;
Criteria
<6=
G; S; <5= <-=
L; B <2= <1=
*he poster effectively sho!s the group:s ideas on the topic. *he poster is creative and eye-catching. =arious symbols$ colors$ and signs are used in portraying the ideas about the topic. T0TAL
08;ALL SC0;
>16
Le!end: =># *o a very great extent? ># *o a great extent? S# *o some extent? @# *o a little extent? N Not at all atin!: =># '-'/? ># '&-'%? S# 9-2? @# 1-(? N -
Group Activity, p. 3$
0 1 2
+ssign >hich grou6 >ill >or5 >ith each other& Qou ma! allo> the student een the formal and casual
VI. Group Activity, pp. 3$-3%
:i to !our students& Han to6ic as long as !ou a66roer @uestions as necessar!& ;efore the grou6s 6resent$ 6air u6 the grou6s so the! ma! e
21 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0101& )+
;* einforcement Acti3ity) p* -+ +ssess !our students’ out6uts using the follo>ing rubric& Criteria for Assessin the !ideo Intervie5 8G;
Criteria
<6=
G; <5=
S; <-=
L; <2=
B
<1=
*he intervie! 4uestions are logically arranged. *he intervie! 4uestions tac7le the topic effectively. *he intervie! is conducted professionally. *he intervie!er appears professional and confident during the intervie!. *he !ord choice and language used are appropriate. T0TAL
08;ALL SC0;
>26
Le!end: =># *o a very great extent? ># *o a great extent? S# *o some extent? @# *o a little extent? N Not at all atin!: =># %'-%/? ># '(-%&? S# ''-'/? @# (-'&? N - /
F* ;,linD) p* -+ To su66lement this lesson$ as5 the students to refer to an! of the lin5s 6ro
G* Let&s eflect) p* 5" Aet the students >rite their reflections on the table on 6age D0& Qou ma! as5 them to do the reflection at the end of the session or gior5&
I8* Ans9er ey Let&s 'arm (p) p* 2+ Students’ stories ma' var'3
;xercise I) p* -1 Students’ sam"le information ma' var' but must adhere to the conte6t of communication iven3
22 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0101& )+
;xercise II) p* -5 Type Intrapersonal
Interpersonal: yad
Situation ;xamples
escriptions
Self as the sender,recei3er of
messa!e Communication that occurs
bet9een t9o people
1* Eournalin! 2* Self,talDin! -* ThinDin! 1* TalDin! 9ith>to a friend 2* Gi3in! an order to a restaurant cre9>staff -* 0ne,on,one meetin! 9ith anyone
1* Group meetin! in class Interpersonal: Small Communication that in3ol3es 2* 4eetin! 9ith other members>officers of
!roup
three or more people
the or!aniation -* Teachin! small !roups 1* Gi3in! public announcements
.ublic Communication
4essa!e that is deli3ered before 2* eli3erin! any type of public speeches -* oin! the role of a master of ceremonies or the public
hostin! an e3ent>pro!ram ;xercise III) p* -6 13 Consultative
.3 $ormal
23 Consultative
13 $ro7en
#3 $ormal
113 $ro7en
(3 $ormal
123 Consultative
)3 $ormal
1#3 $ro7en
*3 Casual
1(3 Casual
+3 Casual
1)3 Consultative
-3 Intimate
;xercise I8) p* -/ Encourae students to list as man' reasons as the' can3 The follo5in are sam"le ans5ers3 The a""ro"riate lanuae should be used because it ma' result in confusion if the settin and conte6t do not match the lanuae3 The lanuae should also be a"t to the s"eech st'le because it reflects the for4malit' of the situation3 It also affects the relationshi" of the "artici"ants3
2# All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
Group Acti3ity) p* -@ Students’ ans5er ma' var'3
Group Acti3ity) p* -@ Students’ ans5er ma' var'3
Group Acti3ity) p* -@ Students’ tableau ma' var'3 Their scores are determined b' the number of their correct uesses3
I8* Group Acti3ity) p* -@ Students’ "osters ma' var'3
Group Acti3ity) p* -@ Students’ recreated stories ma' var'3
8I* Group Acti3ity) p* -@,-7 ?ral "resentations ma' var'3
einforcement Acti3ity) p* -+ Students’ intervie5s ma' var'3
2( All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0101' )+
o s s e
2
L n
Types of
Speech Act Suested Number of /ours0 (
Lesson i!hli!hts ™ *ifferent t!6es of s6eech act are used to ex6ress different 5inds of intentions& ™ Communicati
to understand s6eech acts&
Supplementary Information ™ The conditions that ha
called felicit! conditions&I ™ +ustin lists three felicit! conditions/ 0 there must be a conith a conedding t>o 6eo6le the fro-en ritual and the effect of the cou6le getting married 1 the circumstances and the 6ersons must be a66ro6riate a teacher cannot sentence a coneds t>o cou6les$ but in an informal setting$ it is not considered a 6erformati
Teachin! Strate!ies Let&s 'arm (p) pp* 51,52 0 1
+fter the exercise$ chec5 the students’ res6onses& *etermine the a
Self,audit) pp* 52,50 1
+s5 !our students to do the Self-audit actiith them& The 6roficienc! leith an insight on ho> to teach the lesson and >hich to6ics ha
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0101' )+
Let&s 'orD and Learn) p* 50 1
To start the to6ic$ haatch the n time before the! come to !our class or 6la! the
=efinition of S"eech Acts: ""3 (#4((
+fter the exercise$ as5 the students >hat the as about& Sa! that through the interaction of the t>o 6eo6le$ something >as achieas able to order flo>ers& State that in ma5ing s6eech acts$ the same idea a66lies/ >hen a s6eech act is uttered$ an action is carried out& *iscuss the definition and t!6es of s6eech acts$ as >ell as indirect s6eech act& %n discussing indirect s6eech acts$ !ou can as5 students to giing/ 0 Can !ou chec5 the cabinet for m! 6honeNI indirectl! as5s the listener to chec5 the cabinet& 1 *o !ou 5no> if heEshe got a 100 on the recent examNI indirectl! as5s the listener >hat someone’s grade is& 2 The >indo> is still o6en&I indirectl! as5s the listener to close the >indo>& %erformatives: "3 ((
%ntroduce the conce6t of 6erformatio situations/ 0 a cou6le >ed b! a udge 1 a cou6le >ed b! a beggar Then$ as5/ %n >hich scenario is the cou6le legall! declared as husband and >ifeN :i
+fter discussing 6erformati the idioms and the eccentricities in a language to be able to communicate effectiing exam6le/ The 6hrasal ants to as5 Qna out$I might be inter6reted incorrectl! to mean that ac5 >ants Qna to ste6 outside& +fter discussing the classifications of s6eech act$ ha
oral comm *+
('%&'( /0101' )+
Let&s .ractice) p* 5/ I. Pair Activity, p. !#
0 1 2
1
*o>nload the atch it in class& Qou ma! also do>nload the 6reers& Then$ randoml! call on students to share their com6arisons& *iscuss the ans>ers >ith the class and focus on the differences in the t!6es of s6eech acts used&
Group Activity, p. !$
0
9emind the students that at least fie
einforcement Acti3ity) p* 5@ 0 1
+ns>er >hateith !ou moreI means that a 6erson >holeheartedl! agrees >ith the other 6erson$ not the other >a! around& +ssess the essa!s using the rubric belo>& Criteria for Assessin the Essa' 8G;
Criteria
<6=
G; <5=
S; <-=
L; <2=
B
<1=
*he essay demonstrates an understanding of the speech acts and communicative competence. *he essay correctly analyDes the given conversation and provided an insightful discussion.
*he essay follo!s the format and the number of !ords prescribed. *he choice of !ords is appropriate. *he essay is coherent and cohesive. *ransitions and cohesive devices are used for the smooth flo! of ideas.
*he essay is free from grammatical errors. T0TAL
08;ALL SC0;
>-"
Le!end: =># *o a very great extent? ># *o a great extent? S# *o some extent? @# *o a little extent? N Not at all atin!: =># %/-&? ># '2-%1? S# '-'8? @# 9-'%? N - (
2+ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0101' )+
;* ;,linD) p* 57 To su66lement this lesson$ as5 the students to refer to an! of the lin5s on 6age D' and learn more about s6eech act&
F* Let&s eflect ) p* 57 Aet the students >rite their reflections using the chart& Qou ma! as5 them to do the reflection at the end of the session or gior5&
I8* Ans9er ey Let&s 'arm (p) pp* 51,52 a3 %resident of the countr' b3 The s"ea&er is reuestin me to o"en the door3 b3 She 5ants me to increase the tem"erature in the room3 c3 I 5ill increase the tem"erature to decrease the coldness3 c3 I "romise to love 'ou for better or for 5orse3B
;xercise I) p* 5/ello: hi: he' This is =r3 Guevara’s office 8ell: I uess that’s it3 See 'ouD ;'e: than&sD Note0 Ans5ers should onl' be based on the video3
;xercise II <.air=) p* 5/ The follo5in are sam"le ans5ers3
Classification of Speech Act Asserti3es irecti3es
Situation
;xample
'hen you are accused of doin! I s9ear I did not do itH somethin! you did not do 'hen you order a meal in a I&ll !et 3alue meal A* :indly upsie my
restaurant Commissi3es ;xpressi3es eclaration
drinDs and fries*H 'hen you promise to do I&ll clean the house later*H somethin! 'hen you offer an apolo!y FI&m so sorry* I didn&t mean it*H 'hen a ?ud!e sentences a The ?ury finds you !uilty of !rand theft defendant to ?ail auto) and are sentenced to 1" years in
prison 9ithout bail*H
2 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0101' )+
.air Acti3ity) p* 5/ The follo5in are some of the differences bet5een the t5o videos3
!ideo 10 The conversation 5as formal and "rofessional3 The s"eech st'le used 5as formal and the s"eech acts used 5ere mostl' directives and assertives3
1
!ideo 20 Com"ared to the "revious video: this 5as less formal3 The reetins: "re4 closin: and closin too& a less "rofessional but still businessli&e tone: but the s"eech st'le 5as consultative3 Commissives and directives 5ere also the s"eech acts used3
Group Acti3ity) p* 5@ Students’ s&its ma' var'3
einforcement Acti3ity Students’ essa's ma' var'3
2. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0101% )+
o s s e
3
L n
Types of
Communicati3e Strate!y Suested Number of /ours0 )
Lesson i!hli!hts ™ ?arious strategies can be used to be able to communicate effectia!s to
get their messages across& ™ Communicatior5 around 6roblems encountered in actual con
II* Supplementary Information ™ Other communicati
aing / Semantic avoidance 7 The s6ea5er communicates something different from >hat heEshe originall! intends& #xam6le/ The e!e >as >oundedI blac5 e!e essage reduction U The message is ex6ressed$ but it is less accurate than the original idea& #xam6le/ The >oman >as >earing a sort of long dressI to describe a >oman >earing a go>n essage abandonment U The message is totall! discontinued& #xam6le/ She >as >al5ing in that&&& % don’t 5no>&I ™ #xam6les of achieing/ )oinage U The s6ea5er ma5es a ne> >ord to ex6ress hisEher idea& #xam6le/ HouseshoesI for sli66ers )ircumlocution U The s6ea5er describes the obect or the action instead of using the actual >ord& #xam6le/ % >ant to bu!&&& the thing that !ou >ear >hen !our hands feel coldI to refer to gloord from hisEher nati a&&& bruha in the forest&I Appeal for assistance U The s6ea5er turns to a natiord& #xam6le/ s6ea5er 6oints to his an5les Ghat do !ou call thisNI # All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0101% )+
Let&s 'arm (p) p* 5+ 0
*o>nload the o minutes to 6resent the decision& 2 Facilitate the decisionma5ing of the class b! as5ing >hich of the mentioned 6laces the! li5ed most& Ha of hands& ( This actiith each other and collaborate to arri
Self,audit) p* 6" 0 1
+s5 !our students to do the Self-audit actiith them& The 6roficienc! leith an insight on ho> to teach the lesson and >hich to6ics ha
Let&s 'orD and Learn) p* 61 9e' Ta&ea5a's: "3 )1
0
To o6en the to6ic$ as5 the students to share their ex6erience in tal5ing >ith their grou6mates in the Garm 6 acti
Ghat are some of the difficulties !ou encountered in tal5ing to each other$ if an!N
1 Ho> did !ou >or5 around these difficultiesN 9andoml! call students to share their ans>ers& +c5no>ledge and affirm their ans>ers as necessar!& T'"es of Communicative Strateies: ""3 )14)2
1 2 ( D
Tal5 about the t!6es of communicatihich exem6lif! each communicatiards$ haer #xercise % on 6age 3(& :ier$ then chec5& *iscuss the ans>ers >ith them&
Let&s .ractice) p* 6Group Activity, pp. "3-"!
0 1
To assign scenes to each grou6$ >rite the scenes on stri6s of 6a6er and ha
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
(& +ssess !our students’ 6erformances using the rubric belo>& 8G;
Criteria
<6=
G; <5=
S; <-=
L; B <2= <1=
*he s7it demonstrated students: 7no!ledge of communicative strategies. Appropriate communicative strategies !ere used during the presentation. *he s7it adhered to the time limit. #rrors in grammar and pronunciation !ere avoided. *he language and speech style !ere appropriate to the context of the s7it. T0TAL
08;ALL SC0;
>26
Le!end: =># *o a very great extent? ># *o a great extent? S# *o some extent? @# *o a little extent? N Not at all atin!: =># %'-%/? ># '(-%&? S# ''-'/? @# (-'&? N - /
Group Activity'ini-pro()ct, pp. "!-""
0 1 2
To hel6 !our students 6re6are their commercials$ !ou ma! 6la! the tourism hen ans>ering the guide @uestions& .ote that the out6ut has to be a threeminute
Pair Activity, p. ""
0 1 2
Haor5 in 6airs in ans>ering this actiere able to successfull! identif! the communicati
IV. Pair Activity, pp. "#-"$
:ier6oint 6resentations of all 6airs on the follo>ing da!& #m6hasi-e that both students ha
#2 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0101% )+
;* einforcement Acti3ity) p* 6@ +ssess !our students’ out6uts using the rubric belo>& Criteria for Assessin the Essa' 8G;
Criteria *he
essay
demonstrates
<6=
an
understanding
G; <5=
S; <-=
L; <2=
B
<1=
of
communicative strategies and the changes a spea7er ma7es in relation to the speech context$ style$ and act. *he essay comprehensively tac7les ho! the language$ duration of interaction$ relationship of the spea7er and listeners$ roles and responsibilities of the spea7er$ message$ and delivery changes in the face of different contexts.
*he essay follo!s the correct format and re4uired minimum !ord count. *he essay is !ritten coherently and cohesively. *he !ord choice is appropriate. *he essay is free from grammatical errors. T0TAL
08;ALL SC0;
>-"
Le!end: =># *o a very great extent? ># *o a great extent? S# *o some extent? @# *o a little extent? N Not at all atin!: =># %/-&? ># '2-%1? S# '-'8? @# 9-'%? N - (
G* ;,linD) p* 6@ To su66lement this lesson$ as5 the students to refer to an! of the lin5s 6ro
* Let&s eflect ) p* 67 Aet the students >rite their reflections using the chart& Qou ma! as5 them to do the reflection at the end of the session or gior5&
## All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0101% )+
I8* Ans9er ey Let&s 'arm (p) p* 5+ Students’ choices ma' var'3
;xercise I
.
Turn4ta&in
1
Termination
2
Turn4ta&in
#
Turn4ta&in
(
Nomination
)
Nomination
*
Termination
+
,e"air
-
Termination Turn4ta&in
Group Acti3ity) pp* 6-,65 Students’ acts ma' var'3
Group Acti3ity>4ini .ro?ect) pp* 65,66 Students’ tourism commercial ma' var'3
.air Acti3ity) p* 66 Students’ evaluation ma' var' but must identif' correct communicative strateies3
I8* .air Acti3ity) pp* 6/,6@ Students’ oral "resentations ma' var'3
einforcement Acti3ity) p* 6@ Students’ essa's ma' var'3
#( All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0101% )+
C(L4IBATIBG TASS Suested Number of /ours0 1 Instruct the students to choose the letter of the correct ans5er3
0
%n >hich s6eech st!le are argon$ lingo$ and street slang usuall! usedN 0 intimate 1 formal 2
1
2
( cohenV
there is no direct connection bet5een the form of the utterance and the intended meanin3
1
there is a direct connection bet>een the form of the utterance and the intended meaning&
2 there is no direct connection bet>een the intention and the intended meaning& ( there is a direct connection bet>een the intention and the intended meaning& This refers to the abilit! of a s6ea5er to use linguistic 5no>ledge to effectiith others& 0 %nter6ersonal communication 1
(
Communicative com"etence
2 Social interaction ( Communicatiing statements sho> a commissiant to eat some ca5e&I 1 She >ent outWI 2
D
casual
I’ll be here tomorro5 at *"m3B
( %’m sorr! % >as so angr! at !ou !esterda!&I Ghich of the follo>ing is .OT a s6eech contextN 0 %ntra6ersonal communication 1 *!ad communication 2
on distance communication
( Mass communication & 9estriction in communication refers to an!
!ou ma! ha
limitation
ideas noises internal conflict
#) All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0101% )+
0
Ghich of the follo>ing is an exam6le of a fro-en s6eech st!leN
1
1 The President’s SO.+ 2 + commencement s6eech ( O6ening remar5s Gho 6ro6osed the classification of illocutionar! actsN 0 8ohn +ustin 1
2
%anatan Ma&aba'an
ohn Searle
2 8ohn Cena ( Martin 8oos Ghich statement reflects terminationN
8ell then: I thin& 5e’re ood3 See 'ouDB
1 % didn’t 5no> about that&I 2 So$ ha
(
?ne s"ea&er
1 2 (
T>o s6ea5ers + small grou6 + s6ea5er and an audience
;3 =ivide the students into rou" of five3 et them do the follo5in0
D
3
Ma5e an entertaining musical s5it >hich sho>s 0 ho> the context and relationshi6 of 6artici6ants affect communication and 1 ho> 6roblems in communication can be o
Assess each rou"’s "erformance usin the follo5in criteria3
Content of the 6resentation
(0 6oints
Partici6ation of grou6 members
(0 6oints
#ntertainment
(0 6oints
se of re@uired time in the 6resentation
10 6oints
Total
1 "oints
#* All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0101% )+
t i n
U
III
$undamentals of %ublic S"ea&in Curriculum Guide Competency
Code
Content Standard
)erformance Standard
uses principles of effective speech !riting focusing #N'''%OC-33c-%/ on audience profile$ p. ( #N'''%OC-33c-%/.' uses principles of effective speech !riting focusing #N'''%OC-33c-%/.% on logical organiDation$ pp. (1-((
Lesson 1: .rinciples of uses principles of effective speech !riting focusing #N'''%OC-33c-%/. Speech 'ritin!
on duration$ p. (8
uses principles of effective speech !riting focusing #N'''%OC-33c-%/.1 on !ord choice$ pp. (9-(8
proficiently delivers uses principles of effective speech !riting focusing #N'''%OC-33c-%/./ realiDes the rigors of various speeches using on grammatical correctness$ pp. (9-(8 crafting one:s the principles of distinguishes types of speeches$ pp. 8&-8% #N'''%OC-33c-% speech$ pp. (%-9/ effective speech delivery$ pp. 88-2' uses principles of effective speech delivery in #N'''%OC-33c-%1 different situations$ pp. 8-81$ 88-2'
Lesson 2: #N'''%OC-33c-%( .rinciples of uses principles of effective speech delivery focusing #N'''%OC-33c-%(.' Speech eli3ery
on articulation$ modulation$ stage presence$ facial #N'''%OC-33c-%(.% expressions$ gestures and movements$ and #N'''%OC-33c-%(.
rapport !ith the audience$ pp. 81-8( #N'''%OC-33c-%(.1 #N'''%OC-33c-%(./
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0/0' )+
o s s e
1
L n
.rinciples of
Speech 'ritin! Suested Number of /ours0 *
Lesson i!hli!hts ™ Griting a s6eech also follo>s a 6rocess& ™ +udience anal!sis is a 5e! factor in >riting an effecti
conclusion& ™ S6eech >riting is a recursi
Supplementary Information ™ Tell them >hat !ou’re going to tell them$ tell them$ then tell them >hat !ou told themI is
an old adage about s6eechma5ing >hich 6oints out that in ma5ing a s6eech$ the s6ea5er has to gi at >hat 6art of the s6eech the s6ea5er is in& Common sign6osts include the numeric first, second, and third transitions to outline three main 6oints&
Teachin! Strate!ies
Let&s 'arm (p) p* /" 0
#m6hasi-e that students onl! haill ta5e in 6lanning the 6rogram& The! don’t haith an actual 6rogram& 1 +fter>ards$ discuss their insights using the guide @uestions in the boo5& 2 This acti of ho> a set of logical and organi-ed 6rocesses has to be done to achiea! a s6eech is >ritten& 1
Self,audit) p* /1 0 1
+s5 !our students to do the Self-audit actiith them& The 6roficienc! leith an insight on ho> to teach the lesson and >hich to6ics ha
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0/0' )+
Let&s 'orD and Learn) p* /2 0 1
Haer #xercise %& +fter chec5ing the ans>ers to the exercise$ chec5 >hich item the students mostl! got >rong&
The S"eech 8ritin %rocess: "3 *2
To introduce the lesson$ refer to the >armu6 acti a s6ecific set of ste6s to 6lan !our 6rogramN Sa! that >hen the! >rite a s6eech$ the! also ha a logical set of ste6s$ ust li5e in the 6lanning exercise& Conductin an audience anal'sis: "3 *#
*iscuss the first stage& +s5/ Gh! is it im6ortant to anal!-e the audience before >riting the s6eechN *iscuss demogra6h!$ situation$ and 6s!cholog!& 0 *emogra6h! has to be 5no>n to determine the interest of the audience& %t >ill also affect the language st!le and formalit! of the s6eech& 1 Situation >ill affect the length of s6eech$
Ps!cholog! >ill let the >riter 5no> >hich a66eal to use and ho> to situate hisE her text in the context of the audience& Present the audience anal!sis chec5list and tell the students that the! ma! use this >henerite a s6eech& =eterminin the "ur"ose of the s"eech: ""3 *#4*(
.ext$ discuss the three general 6ur6oses& 9emind the students that in determining their 6ur6ose$ the! must alread! ha
#m6hasi-e to the students that the to6ic the! >ill select must be interesting for them& +side from the techni@ues listed in the boo5$ students can also bro>se the %nternet to loo5 for suitable to6ics& Narro5in do5n a to"ic: "3 *(
Stress that a to6ic must not be too general or ill not be discussed >ell& #x6lain ho> a general to6ic is narro>ed do>n& =ata atherin: "3 *(
#m6hasi-e the follo>ing/ 0 The s6eech must be >ellresearched and su66orted b! facts& 1 Sources must be ill be maintained& #. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
Selectin a 5ritin "attern: ""3 *(4 *)
*iscuss the riting 6attern that the! >ill em6lo!& %re"arin an outline: "3 **
Stress the follo>ing >hen discussing the outline& 0 Pre6aring an outline is im6ortant because it forms the foundation of the student’s s6eech& 1 +n outline 5ee6s the s6eech coherent and cohesio t!6es of outline that students can use& Creatin the bod' of the s"eech: ""3 **4*+
%n discussing this to6ic$ re the conce6t of a thesis statement the main idea of an essa! >ith the students& Sa! that a s6eech must also hahen >riting the bod! of the s6eech are the follo>ing/ 0 Follo> the s6eech 6attern in dea!$ the audience can 5ee6 trac5 of the ideas& %re"arin the introduction: "3 *+
Tell the students that aside from catching the attention of the audience$ the introduction >ill also sho> them a 6re of >hat the s6eech is about& *iscuss the techni@ues in beginning a s6eech& %re"arin the conclusion: "3 *+
*iscuss the techni@ues in ending a s6eech& Stress that the conclusion must also 6roith a sense of closure& EditinFrevisin: "3 *+4*-
Tell the students that u6 to this 6oint$ the s6eech is still a draft& %t still has to be edited and reer 6rinci6les for s6eech editing of *lugan& Qou ma! gi
*iscuss rehearsing& Stress that the! hahich 6arts to enhance& Guidelines: "3 *-
*iscuss the guidelines in >riting a s6eech& Qou ma! also gi$ haer #xercises %% and %%% on 6ages ')& Chec5 their ans>ers and re items >hich >ere missed b! the maorit!& ( All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0/0' )+
Let&s .ractice) p* @" I.Group Activity, pp. $*-$2
0 1 2 (
:iards$ haor5s& +s5 students to chec5 >hether the editing 6rinci6les that >ere a66lied are a66ro6riate and >hether the final out6ut is easier to understand& #ing rubric& ,ubric for Assessin the ,evision
G; S; L; B <6= <5= <-= <2= <1=
8G;
Criteria *he edited revised version is easier to understand.
*he edit demonstrates learners: 7no!ledge of the six po!er principles. *he principles used in editing are appropriate for the specific part. *he parts !hich need editing are underlined and revised. T0TAL
08;ALL SC0;
>2"
Le!end: =># *o a very great extent? ># *o a great extent? S# *o some extent? @# *o a little extent? N Not at all atin!: =># '9-%&? ># '-'(? S# 2-'%? @# /-8? N - 1
Iniviual Activity, pp. $3-$!
0
Haith their to6ic before the! 6roceed to the next ste6&
1
+ssist the students through each ste6& Clarif! that the! >ill harite a >hole s6eech& +ns>er >hate&
2
,ubric for Assessin the S"eech
G; S; L; B <6= <5= <-= <2= <1=
8G;
Criteria *he speech is organiDed logically. *he introduction catches attention. *he body develops the topic !ith !ell-argued ideas. *he conclusion !raps up the speech creatively. *he speech is free from grammatical errors. T0TAL
08;ALL SC0;
>26
Le!end: =># *o a very great extent? ># *o a great extent? S# *o some extent? @# *o a little extent? N Not at all atin!: =># %'-%/? ># '(-%&? S# ''-'/? @# (-'&? N - /
(1 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0/0'1 )+
0
Iniviual-Pair Activity, p. $"
0 1
Ha
;* einforcement Acti3ity) p* @/ +ssess students’ out6uts using the rubric belo>& ,ubric for Assessin the 8ritten ,e"ort
G; S; L; B <6= <5= <-= <2= <1=
8G;
Criteria
*he essay effectively presents the intervie! information. *he 4uestions in the intervie! are strongly connected to the process of speech !riting. *he essay follo!s the correct format and r e4uired minimum !ord count. *he essay is !ritten coherently and cohesively. *he !ord choice is appropriate. *he essay is free from grammatical errors. T0TAL
08;ALL SC0;
>-"
Le!end: =># *o a very great extent? ># *o a great extent? S# *o some extent? @# *o a little extent? N Not at all atin!: =># %/-&? ># '2-%1? S# '-'8? @# 9-'%? N - (
F* ;,linD) p* @/ To su66lement this lesson$ as5 the students to refer to an! of the lin5s 6ro
G* Let&s eflect) p* @/ Aet the students >rite their reflections using the chart& Qou ma! as5 them to do the reflection at the end of the session or gior5&
I8* Ans9er ey Let&s 'arm (p) p* /" Students’ "lans ma' var'3
;xercise I
*3
T
23 T
+3
T
#3 $
-3
T
(3 T
.3
T
)3 T
13
T
(2 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0/0'1 )+
;xercise II <.air=) p*/7,/+ Ans5ers ma' var'3 Sam"le ans5ers are iven belo53 Ma&e the s"eech clear: concise: and com"lete3 Identif' the "ur"ose of 'our s"eech3 Alin 'our s"eech to the t'"e of 'our audience3 ?utline 'our s"eech3 Edit and revise 'our s"eech effectivel' to ensure correctness and a""ro"riateness3 Ma&e the introduction attention4catchin3 Ma&e sure that the conclusion restates the main ideas3 The bod' must have one central idea3 The s"eech must be 5ell4researched and 5ell4su""orted3 aron: slan: and vular 5ords must not be used in 5ritin a s"eech3
;xercise III) p*/+ ;elo5 are four of the "rocesses in 5ritin an effective s"eech3 ,efer to the discussion in chec&in and differentiatin the other "rocesses3
Speech 9ritin! process escription Application Conductin! an audience .ro3ides the preferences) !ender) status) .re,9ritin! analysis amon! others) of your tar!et audience eterminin! the speech Gi3es the 9riter a clear sense of the .re,9ritin!
purpose .reparin! an outline ;ditin!>e3isin!
purpose of the speech ;nsures the ali!nment of the messa!e of .re,9ritin!>urin! 9ritin!
the speech and its supportin! ideas Allo9s the 9riter to maDe necessary After 9ritin!
corrections to the speech Group Acti3ity) pp* @",@2 ,evisions ma' var' but should follo5 the set criteria3
Indi3idual Acti3ity) pp* @-,@5 ?ut"uts ma' var' but should follo5 the standards set3
Indi3idual,.air Acti3ity) p* @6 $eedbac&s ma' var' but should adhere to the criteria3
einforcement Acti3ity) p* @/ 8ritten re"orts ma' var'3
(# All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
o s s e
2
L n
.rinciples of
Speech eli3ery Suested Number of /ours0 +
I* Lesson i!hli!hts ™ Practice is one of the most essential elements of a successful deli
s6eech deliell as ra66ort >ith the audience$ are essential to successful 6ublic s6ea5ing& ™ There are classifications of s6eeches de6ending on the 6ur6ose and the deliell as the setting&
Supplementary Information ™ Stage fright$ i&e&$ the anxiet! felt >hen in front of an audience$ is a common occurrence
among learners >ho are ta5ing u6 6ublic s6ea5ing& Some of its s!m6toms include dr! mouth$ tense eat! 6alms$ sha5! legs$ and a 6ounding heart Fran5lin " Clar5$ 2001& ™ Some ti6s to battle stage fright are gi Fran5lin " Clar5$ 2001/ 0 9esearch the to6ic thoroughl! to feel more 6re6ared and confident& 1 Thin5 of the audience members as friends& 2 Ta5e dee6 breaths to calm !ourself& ( 9elease the tension in !our bod! b! mo
III* Teachin! Strate!ies A* Let&s 'arm (p) p* @@ Stress that e
(( All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0/0'/ )+
Self,audit) p* @7 0 1
+s5 !our students to do the Self-audit actiith them& The 6roficienc! leith an insight on ho> to teach the lesson and >hich to6ics ha
Let&s 'orD and Learn) p* @+ 0 1
To start the discussion$ haatch the ith their 6artners beforehand& *iscuss the guide @uestions in the exercise >ith the class& 9andoml! select the discussion to the s6eech deli
Insihts on %ublic S"ea&in: ""3 +.4-
#m6hasi-e that 6ublic s6ea5ing does not onl! mean 6ronouncing and enunciating >ords correctl!& %t has more to do >ith establishing and maintaining a connection >ith the audience and successfull! gi
9e the t!6es of s6eech according to 6ur6ose& Ha
*iscuss each t!6e$ its descri6tion$ and the 6ros and cons& +s5 students if the! can identif! additional 6ros and cons for each t!6e of s6eech& +fter>ards$ ha
*iscuss the different t!6es of situations in >hich 6eo6le deli
#m6hasi-e that 6ractice is essential to a good delihom !our students can emulate& Qou ma! also 6la! their
Segue to the ti6s for effecti the ti6s for effectier #xercise %%% on 6age '& :iards$ discuss their ans>ers& () All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
Let&s .ractice) p* 7/ I.
Group Activity, pp. %#-%$
0 1 2 (
D
Haatch the atch a ellN Gh! do !ou thin5 soN 1 Ghat 6art of the s6ea5er’s deli
II.Group-Iniviual Activity, %%-+1
3 '
.ote that if the student o6ts to giith an outline should be used& #ach grou6 has 10 minutes to delihole s6eech& +ssign >hich students >ill e
einforcement Acti3ity) p* +1 #& ,ubric for Assessin the 8ritten ,e"ort
G; S; L; B <6= <5= <-= <2= <1=
8G;
Criteria *he essay effectively presents the information !ith the speech !riter.
intervie!
*he 4uestions in the intervie! are strongly connected to the process of speech !riting. *he essay follo!s the correct format and r e4uired minimum !ord count. *he essay is !ritten coherently and cohesively. *he !ord choice is appropriate. *he essay is free from grammatical errors. T0TAL
08;ALL SC0;
>-"
Le!end: =># *o a very great extent? ># *o a great extent? S# *o some extent? @# *o a little extent? N Not at all atin!: =># %/-&? ># '2-%1? S# '-'8? @# 9-'%? N - (
(* All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0/0'( )+
F* ;,linD) p* +2 To su66lement this lesson$ as5 the students to refer to an! of the lin5s 6ro
G* Let&s eflect) p* +2 Aet the students >rite their reflections using the chart& Qou ma! as5 them to do the reflection at the end of the session or gior5&
I8* Ans9er ey Let&s 'arm (p) p* @@ Students’ s"eeches 5ill var'3
;xercise I <.air=) p* @+ Students’ observations ma' var'3
;xercise II
Types ;xtemporaneous
Impromptu
4anuscript
efinition SpeaDin! 9ith ad3anced preparation .lanned and rehearsed speech Guided by notes or outline SpoDen con3ersationally 4ost popular type
;xamples Campai!n speech Class assi!ned reportin!
SpeaDin! 9ithout ad3anced preparation Class recitation (nrehearsed speech Speech for a birthday SpoDen con3ersationally celebrator ible readin! SpeaDin! 9ith ad3anced preparation Be9scastin! .lanned and rehearsed speech eadin! aloud a 9ritten messa!e 9ord, for,9ord
4emoried
SpeaDin! 9ith ad3anced preparation Sta!e play .lanned and rehearsed speech eclamation speeches ecitin! a 9ritten messa!e 9ord, for,9ord from memory
;xercise III) p* 7/ Ans5ers ma' var' but should be related or relevant to the ideas belo53 Use a conversational st'le3 oo& 'our audience members in the e'e so the' 5ill feel that the' are "art of 'our s"eech3 ,emember to ad@ust 'our volume to the audience and venue si7e3
(+ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
*
!ar' 'our rate or s"eed to &ee" 'our audience interested and to avoid a monotone "attern3
1
Master 'our voice and find 'our "itch level hih or lo5H3
2
Use "auses 5hen 'ou em"hasi7e the most im"ortant 5ords: "hrases: or sentences3
#
Use the correct "ronunciation and enunciation of 5ords3
(
Avoid fillers or e6"ressions that substitute actual 5ords3
)
Start 'our s"eech b' standin straiht and balancin 'our 5eiht3 This 5ill ive a "ositive first im"ression3 Use "recise movements and avoid distractin mannerisms3
Group Acti3ity) p* 7/ Evaluations ma' var' de"endin on the video 5atched3
Group,Indi3idual Acti3ity) p* 77 Students evaluations ma' var' but should be based on the criteria set3
( All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0/0'( )+
C(L4IBATIBG TASS Suested Number of /ours0 1 Instruct the students to choose the letter of the correct ans5er3
0
Ghat is the first stage in s6eech >ritingN 0 *etermining the 6ur6ose 1 Selecting a to6ic 2
1
( 9ehearsing Ghich of the follo>ing is not a 6o>er 6rinci6le in s6eech editingN 0 #dit for focus 1 #dit for clarit! 2 #dit for continuit! #
2
(
0 1
*ata gathering Outlining
2
Choosin a 5ritin "attern
( #diting Ghich of the follo>ing is not an effectiriting a s6eechN 0 +
( se contractions& Ghich 6art of the s6eech restates the main ideaN 0 ;od! 1
3
Edit for harmon'
This refers to the stage in s6eech >riting >hen a >riter chooses a structure for hisEher s6eech&
2
D
Anal'7in the audience
Conclusion
2 %ntroduction ( Transition Ghich of the follo>ing is an effecti
%ause to em"hasi7e 5ords3
1 2 (
9arel! loo5 the audience in the e!e& +l>a!s be formal and serious& se filler >ords to a
(. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0/0'( )+
Ghich of the follo>ing is not a t!6e of s6eech according to deli
1 Manuscri6t s6eech 2 %m6rom6tu s6eech ( #xtem6oraneous s6eech The follo>ing are different deli
'
S"ea&in in a concert
2 S6ea5ing >ith a micro6hone ( S6ea5ing >ith a 6odium Ghich of the follo>ing should be emulated from good s6ea5ersN 0 Ho> the! >al5 1 Ho> the! laugh 2
)
Informative s"eech
/o5 the' connect 5ith the audience
( Ho> the! >al5 a>a! from the stage Ghich of the follo>ing statements about s6eech deliords 6erfectl!& 1 Public s6ea5ing is a talent and cannot be learned& 2
Effective s"eech deliver' means connectin 5ith the audience and communicatin the messae3
(
:ood deliords used in the s6eech&
;3 =ivide the students into rou" of five3 et them do the follo5in0
10 sing the materials !ou hahich lists riting and deli
Content of the 6oster
D0 6oints
?isual a66eal
(0 6oints
Partici6ation of grou6 members
20 6oints
se of re@uired time in the 6resentation
10 6oints
Total
1 "oints
) All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0/0'( )+
t i n
U
IV
T'"es of S"eech
Curriculum Guide Competency
Code
Content Standard
)erformance Standard
Lesson 1: 0r!aniin! and eli3erin! a
4anuscript Speech Lesson 2: 0r!aniin! and eli3erin! a
4emoried Speech Lesson -: 0r!aniin! and eli3erin! an
Impromptu Speech Lesson 5: 0r!aniin! and eli3erin! an
;xtemporaneous Speech Lesson 6: 0r!aniin! and eli3erin! an
;ntertainment Speech Lesson /:
0r!aniin! and eli3erin! an
Informati3e Speech Lesson @: 0r!aniin! and eli3erin! a
.ersuasi3e Speech
uses principles of effective speech delivery in different situations$ pp. 22-'&9$ '&2$ ''$ ''($ '%%-'%$ '%($
''$ '/$ '2-'1&$ '11$ '/$ '/($ '(8
#N'''%OC-33c-%1
proficiently delivers various speeches using realiDes the rigors of the principles of crafting one:s effective speech speech$ pp. '&1-'&/$ delivery$ pp. 22-'&1$ ''$ '%%$ ''$ '2$ ''$ ''($ '%%-'%$ ''$ '/'-'/%$ '(8 '/$ '2-'1&$ '11$ '/$ '/($ '(8 uses principles of effective speech #N'''%OC-33c-%( delivery focusing on articulation$ #N'''%OC-33c-%(.' modulation$ stage presence$ facial #N'''%OC-33c-%(.% expressions$ gestures and #N'''%OC-33c-%(. movements$ and rapport !ith the audience$ pp. 22-'&9$ '&2$ ''$ #N'''%OC-33c-%(.1 '%%-'%$ '%($ ''$ '/$ '2-'1&$ #N'''%OC-33c-%(./ '11$ '/$ '/($ '(8
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0/01 )+
o s s e
1
L n
0r!aniin! and eli3erin! a
4anuscript Speech Suested Number of /ours0 *
Lesson i!hli!hts ™ *eli
connection >ith the audience >ithout being able to loo5 at them all the time$ but this can be o
Supplementary Information ™ +dditional ti6s for deli :ellis$ 2011& 0
Questions in the speech should be short and concise. When delivering them, the speaker should look at the audience.
1
The manuscript should be formatted for ease of delivery. A sample format for the speech is pt. 1, no more than !-" #ords per line, and no more than $-% paragraphs per page. The pages should be numbered and should not be stapled.
$
The speaker should never end a sentence or begin a ne# one by looking do#n.
™ ;elo> are additional 6roblems that s6ea5ers ma! ex6erience in deli
s6eech Fran5lin and Clar5$ 2001& %
When reading from a manuscript, there is a tendency to sound robotic or rigid.
8
The speech cannot be revised at the last minute.
9
The speaker needs to have a long time to prepare for the delivery.
III* Teachin! Strate!ies A* Let&s 'arm (p) p* +5 0
+fter e
)2 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying !ithout !ritten permission from the "ep#d Central Office. First #dition$ %&'(.
oral comm *+
('%&'( /0/01 )+
1
+s5/ 0 +s the listener$ do !ou thin5 the s6ea5er >as able to establish a connection >ith !ouN
1 Gas the s6ea5er able to deliellN Gh! do !ou thin5 soN 2 +s the s6ea5er$ >hat difficulties did !ou obserers& ( This acti of ho> a manuscri6t s6eech deli
Self,audit) p* +6 0 1
+s5 !our students to do the Self-audit actiith them& The 6roficienc! leith an insight on ho> to teach the lesson and >hich to6ics ha
Let&s 'orD and Learn) p* +/ 0 1 2 (
;efore the discussion$ hanload the atch them in class& +fter>ards$ giers to the guide @uestions& 9andoml! call a student from each grou6 to share their res6onses to the class& S!nthesi-e the ans>ers then segue to the discussion&
9e' Ta&ea5a's: "3 .*
%n discussing this$ recall the first guide @uestion in #xercise % and discuss students’ ans>ers& Hahen reading from a manuscri6t is ad