ORAL COMMUNICATION

Glenda G. Geral, LPT, M.Ed.

COMMUNICATION

 Is defined as a process by which, ideas, thoughts, feelings, emotions, and information are
conveyed through symbols, signs or behaviour.
 Derived from Latin word COMMUNIS which means to impart, to transmit, to share, and to
convey.

ORAL COMMUNICATION ACTIVITIES

1. CONVERSING – refers to the verbalization of a concept or idea performed by two or more people
and it allows the people to express their different views or opinion
2. SPEECHWRITING – the speaker does not only consider the content but also the sound
production such as pronunciation, articulation and phonation and the focus of the speech shall
depend on the occasion
3. INTERVIEWING – refers to the conversation between two or more people where questions are
asked by the interviewer to gather an information from the interviewee (1) research method for
gathering data (2) job interview for information (3) media interview for assessments
4. PRESENTING – everything is evidence-based and research-based, you should always make sure
that you are able to create a good impact to your audience by informing, persuading and
convincing them
5. PERFORMING INDIVIDUAL PERFORMANCES – refers to presenting dramatic reading,
extemporaneous speaking, impromptu speaking, story-telling and many others
6. PRESENTING GROUP PERFORMANCES – refers to Dramatic reading, reader’s theatre, chamber
theatre, speech choir, interpretative reading and many others

NATURE OF COMMUNICATION

1. PERSONAL LIFE – this 21st century we are now enjoying the comfort of technology, we get in
touch with others around the globe through the scene of monitors, cell phones and different
social media
2. PROFESSIONAL LIFE – we make use of communication to fulfil our goals, desires, and needs in
life. Our good communications skills help to build healthy relationship with our co-workers

PROCESS OF COMMUNICATION

1. SENDER – this represents the source, the speaker or the person who creates, encodes and
transmits the message
2. MESSAGE –refers to the ideas, feelings, perceptions, values, beliefs or opinions conveyed by the
speaker to the receiver
3. CHANNEL – this serves as the vehicle or medium used in transmitting messages or ideas
*WRITTEN MEDIA – includes memos, letters, reports, bulletin boards, handbooks, newsletters,
and the like * VERBAL MEDIA – includes face-to-face conversation, telephone, mobile
phone, computer, television, radio, tape-recorded messages, emails, slide shows, and many
 more *NON-VERBAL – refers to simple gestures, facial expressions, body position and
clothing can transmit an idea or message to the receiver
4. NOISE or BARRIERS – pertains to something that can distort the sending and receiving of
messages *PHYSICAL BARRIER – refers to conspicuous disruptions in the environment
that make it difficult to hear or listen and includes the environmental noise or background noise
*PSYCHOLOGICAL BARRIER – refers to emotions, mood, knowledge or other mechanisms
within the speaker that can impede the speaker’s or receiver’s ability to express and to
understand the message clearly *SEMANTIC BARRIER – refers to the ability of the receiver
to understand the meaning of the words *PSYCHOSOCIAL BARRIER – related to the
receiver’s background, perception, values, biases, needs and expectations
Areas that may affect communication:
(1) Sincerity – it is the foundation of all communication, without sincerity and honesty all
attempts at communication well will surely fail (2) Empathy – it is your ability to put oneself
into some one’s shoes, if you can see the world through the eyes of the others you will surely be
a good conversationalist (3) Self-perception – how we see ourselves affects our
ability to communicate effectively (4) Role perception – it is very important for us to know our
role and the importance of our role as a person, as a student, as a daughter/son, this will guide
us when to communicate whom to communicate with and what to communicate (5) listening
ability – you will not fail to understand the message of the sender when you know how to listen
attentively
5. RECEIVER – is the individual/s to whom the message is directed
6. FEEDBACK/RESPONSE – is considered as the key component and it allows the receiver to
evaluate and to respond to the message, whether the feedback is positive or negative

MODELS OF COMMUNICATION

1. DAVID BERLO’S MODEL - *PHASE I – IDEATING – communication process always starts from
the message or idea you want to convey *II – ENCODING – when the sender encodes or
formulates an idea or message in the form of symbols to be transmitted to the receiver, the
symbols can take on numerous forms such as languages, words or gestures *III –
TRANSMITTING – sender uses some kind of channel or medium to convey a message *IV –
RECEIVING – decoding is conducted by the receiver, this may be individual or group of
individuals *V – FEEDBACKING –the receiver responds to the message given by the sender of
the message
2. SCHRAMM’S MODEL – first in your brain before you transmit through your mouth – select
appropriate words for your transmitter to use – you deliver the message to your friend through
your voice, symbols, words and gestures – you might encounter disruptions, barriers or noise
that affect your communication “two-way communications from the sender and receiver of
communication
3. DANCE’S MODEL – named after F.E.X. DANCE , is a representation of a helical shape, a spiral
shape that shows interconnection and relatedness of each dialogue or conversation, the model
is like a coiled ladder which signifies that the early communication and interaction of each
participant has an effect
VERBAL COMMUNICATION

 Involves the use of language which is made up of symbols

 It may be written or oral
 Main function is relaying a message to one or more recipients

Good communication skills can help you overcome the basic complexities that you may face in certain
task of life. Effective communication skills help one to connect with others and to build successful
relationships that would create a feeling of harmony and also increase the productivity at work.

1. OBSERVE – must always remember that you need to observe those people who communicate
effectively, the people around you who make easy and effective conversation.
2. LISTEN – you need to be a good listener in order to understand what the other person is saying
and reply accordingly
3. TAKE TIME – think twice before you speak, take time to think before you react to what is being
said
4. THINK POSITIVE – think about your positive points before you start a conversation
5. KEEP IT LIGHT – you should know where to draw the line of humor
6. READ – a well-read person has knowledge on a variety of topics and does not feel left out when
discussing things with others
7. DO NOT JUDGE – avoid thinking that what you say is always right, listen to the other viewpoints
before speaking himself
8. POLITENESS – rethink about the ways you are framing your sentences in order not to offend the
other person
9. BODY LANGUAGE- maintain eye contact as you speak, sit and stand in an erect position and
have a firm handshake, do not give wrong signals by crossing your arms and legs, avoid
fidgeting excessively
10. PARTICIPATE – it is about how you get others interested enough to participate in the
conversation with you and if your shy, it is important to speak up and put your point across

NONVERBAL COMMUNICATION

 Is defined as a process of generating meaning using behaviour other than words

 Sending and receiving messages in a variety of ways without the use of verbal codes(words)

KINDS OF NONVERBAL COMMUNICATION

1. LANGUAGE OF KINESICS – is a body motion that includes the repertoire of physical action
* OCULESICS – known as eye contact *
FACIAL EXPRESSIONS – pertain to the manner in which the facial muscles are set to indicate
feelings, emotions or attitudes
 * GESTURES – include the movement of the head, hands, arms or shoulders to convey or
emphasize the message
* STOP – used to admonish or warn a single individual
*THUMBS UP – a sign of acceptance, approval or encouragement
* THUMBS DOWN – it generally indicates that something is bad or not accepted
* YOU! – implies that a dominant to subordinate relationship is taking place
* LOOKING AT WRIST – indicates that it is “time” to end the communication
* SHRUG – lifting both shoulders which indicates lack of knowledge or concern
* POSTURE –it is used to determine a degree of attention or involvement, difference in status
and the level of fondness a person has for the other communicator
*ARMS CROSSING – shows self-confidence, defensiveness and arrogance
*SHOULDERS FORWARD – indicates shyness or low self-esteem, tired and bored
*STANDING ERECT – indicates that a person is relaxed, full of energy, approachable, friendly
and confident

2. LANGUAGE OF HAPTICS – the study of how much touch is used to transmit messages
through the hands, arms and other parts of the body
examples: handshake, holding hands, high five, pat on the shoulders

3. LANGUAGE OF PROXEMICS – the study of how people use space and arrangement of the
learning environment to create a message
*PHYSICAL ARRANGEMENTS – the layout of the room in which you’re speaking, including the
presence or absence of a lectern, the seating plan, the location of chalkboard and similar aids,
and any physical barriers between you and your audience
*DISTANCE – the extent or degree of separation between you and your audience FOUR
DISTANCE ZONES: (1) INTIMATE DISTANCE – from actual touching to eighteen inches and
applies to the closest relationship such as husband and wife (2) PERSONAL DISTANCE
–from eighteen inches to four feet and the most appropriate distance for teacher and students to
discuss personal affairs such as grades, conduct, private problems, etc. (3) SOCIAL DISTANCE
– exists from four to twelve feet and it covers people working together or meeting at social
gathering (4) PUBLIC DISTANCE – outward from twelve feet and kept between a lecturer and
his audience

4. LANGUAGE OF CHRONEMICS – this refers to the teachers’ use of time that communicates a
message to students
DURATION – the length of time devoted to an activity or learning task in the classroom
ACTIVITY – the learning task facilitated in the classroom
PUNCTUALITY – the exact time agreed upon
 5. LANGUAGE OF COLORS – there are some colors effects that have universal meaning while
perceptions of colors are somewhat subjective
MEANING OF COLORS:
RED – anger and hostility BLUE – peace, calm, sadness, truth
PINK – love, beauty GOLD – wealth
YELLOW – wisdom, joy, happiness GREEN – life
VIOLET – royalty WHITE – purity, cleanliness
BLACK – death

TO ADDRESS COMMUNICATION BARRIERS

1. Become a engaged listener

2. Pay attention to nonverbal signals
3. Keep stress in check
4. Assert yourself

PRACTICAL STRATEGIES USEFUL IN OVERCOMING NONVERBAL COMMUNICATION BARRIERS:

1. Delay attributing meaning

2. Develop an awareness of your own nonverbal communication
3. Check whether nonverbal messages correspond to verbal messages

SOCIO-CULTURAL DIMENSIONS THAT AFFECT EFFECTIVE COMMUNICATION:

1. Culture
2. Gender
3. Age
4. Social status
5. Religion

SEVERAL REASONS:

1. Regulation/Control – a person is able to use language, behaviour emotion and gesture to

manage individual or group in an activity
2. Social Interaction – they involved in conversation to blend in a particular group they belong and
they relate in experiences, behaviour, decisions and opinion as a foundation from them to create
and sustain relationship
PRACTICES OF A SUCCESSFUL CONVERSATION:
1. Do not monopolize the conversation – give equal opportunity for both parties to say
something
2. Be emphatic – show interest with the subject of conversation
3. Be aware, interested, and willing to accept the message
4. Listen attentively
 5. Understand the value of the message
3. Motivation–communication fosters motivation by clarifying to someone what is to be done, how
well he/she is doing and what can be done to improve performance if it’s subpar
4. Emotional expression – is fundamental to show one’s frustrations and feelings of satisfaction
5. Information – is necessary for the individual to have a harmonious to come up with a solution to
a problem or making decisions by transmitting the data to identify and evaluate alternative
choices

STRATEGIES TO IMPROVE COMMUNICATION SKILLS:

1. Be an effective listener – (1) stop – you should give your full attention to the speaker and
always keep on track on his/her idea, (2) look – you will surely determine the sincerity of the
speaker through his actions and gestures,(3) listen – be a good listener and just take note on the
important views and perspective mentioned by the speaker, (4) empathize– learn not to be
biased and always learn to put yourself on the speaker's shoes,(5) take note – always use your
pen and paper and take note some important note/details, and(6) ask questions – if there are
things to clarify just asks questions
2. Organize your ideas well – always think of ways to organize and connect details
METHODS : (1) time or chronological order–details are listed are listed as they occur in time , (2)
emphatic order – sometimes described as saving the best till last ,(3) transitional words – these
serve as the road signs that guide travellers
ADDITIONAL SIGNALS – one, first of all, second, the third reason, also, next, another, in
addition, moreover, furthermore, finally, last of all
TIME SIGNALS – first, then, next, after as, before, while, meanwhile, soon, now, during, finally
SPACE SIGNALS – next to, across, on the opposite side, to the left, to the right, above, below,
near, nearby
CHANGE OF DIRECTIONS SIGNALS –on the other hand, but, however, yet, in contrast, although,
otherwise, still, on the contrary
ILLUSTRATION SIGNALS – for example, for instance, specifically, as an illustration, once, such
as
CONCLUSION SIGNALS – therefore, consequently, thus, then, as a result, in summary, to
conclude, last of all, finally
3. Develop your communicative competence
A. GRAMMAR – (1) use a consistent point of view – if you begin stating in the present do not shift
suddenly to the past (2) use specific words – a. use exact names, b. use lively verbs, c. use
descriptive words (modifiers) before nouns and d. use words that relate to the senses (sight,
hearing, taste, smell, touch) (3) use concise words – in conveying ideas you should avoid
wordiness
*example of wordy expressions that could be reduced to single words:
At the present time – now
In the event that – if
In the near future – soon
Due to the fact that – because
For the reason that – because
Is able to – can
In every instance – always
In this day and age – today
During the time that – while
A large number of – many
(4) use active verbs – make your speech simpler and more vigorous and when the subject
sentence performs the action of the verb, the verbis in active voice
(5) vary your sentences – a. add a second complete thought (coordination) – the two complete
statements in a compound sentence are usually connected by a comma plus a joiningor
coordination word (for, and, nor, but, yet, or, so)
b. add a dependent thought (subordination) – when you add a dependent thought to a simple
sentence, the result is complex sentences (after, whenever, where, whether, which, unless, until,
if, although, because, while, who, even if, though, as, that, ever, even, how, in order that, since,
so that, before)
c. begin with a special opening word or phrase – can be used to start sentences are –ed words,
-ing words, -ly word groups and prepositional phrase
d. place adjectives or verbs in a series
(6) use parallelism–words in a pair or series should have parallel structures by balancing the
items in a pair or a series so that they have the same kind of structure, you will make the
sentence clearer and easier

B. VOCABULARY – (1) get acquainted with words – a. use the dictionary – allow yourself to learn
new words everyday
b. master commonly confused words (1) HOMONYMS – some words are commonly confused
because they have the same sounds but different meanings and spellings
all ready – completely prepared already – previously, before
brake – stop break – come apart
course – part of a meal, a school subject, direction coarse – rough
hear – perceive with the ear here – in this place
hole – an empty spot whole – entire
its – beginning to it it’s – shortened form of “it is or it has”
know – to understand no – negative
passed – went by, succeeded in, handed to past –a time before the present
peace – calm piece – a part

(2) other words frequently confused

accept – to receive, agree to
advice – noun meaning an opinion
affect – verb meaning to influence
among – implies three or more
beside –along the side of
fewer – used with things that can be counted
former – refers to the first of two items
except – excluding, but
advise – verb meaning to counsel
effect – verb meaning to cause something
between – implies only two
besides – in addition to
less – refers to amount, value or degree
latter – refers to the second of two items
 learn – to gain knowledge teach – to give knowledge
loose – not fastened, not tight-fitting lose – to misplace, fail to win
quiet – peaceful quite – entirely, really, rather

(3) choose words effectively – always take the time to think your word choices rather than
simply use the first word that comes to mind
a. SLANG –is usually out of place in formal writing and the use of slang can be evasion to
specific details that are often needed to make one’s meaning clear in writing
b. CLINCHES – is an expression that has been worn out through the constant use
short but sweet, drop in the bucket, had a hard time of it, word to the wise, it dawned on me,
sigh of relief, on top of the world, time and time again, last but not the least, work like a dog, all
work and no play, it goes without saying, at a loss for words, in the nick of time, too close for
comfort
c. PRETENTIOUS WORDS – some people think that they can impress their audience by using
fancy, elevated words rather than simple, natural words, they use artificial, stilted language that
more often obscures their meaning than communicates it clearly
example of unnatural-sounding sentences: It was a splendid opportunity to get some slumber.
example of natural language: It was a good chance to get some sleep.
d. ARTICULATE WORDS CLEARLY – refers to the movement of lips, tongue, jaw and soft palate
1. listen attentively – by clearly listening to the sounds, we can easily learn the accent and
pronunciation of the words
2. constant practice makes it perfect – after listening, try to imitate the sounds
3. practice the three major sound families such as vowel sounds, critical consonant sounds and
diphthongs

SPEECH CONTEXT

 Refers to the number of communicators and the setting in which the communication process
happens

Remember that in order for communication to be effective, one should also consider the situation
involved. It differs by the rules of what is and what is not appropriate behavior in a specific context.

1. Intrapersonal Communication

Intrapersonal communication takes place within a single person, often for the purpose of
clarifying ideas or analyzing a situation.

1. Self-concept (self-awareness) – is the basis for intrapersonal communication because it

determines how a person sees him/himself and is oriented towards others
Beliefs – are basic personal orientation toward what is true or false, good or bad, beliefs can be
descriptive or perspective
Values – are deep-seated orientations and ideals, generally based on and consistent with beliefs,
about right and wrong ideas and actions
 Attitudes – are learned predisposition toward or against a topic, ideals that stem from and
generally are consistent with values
Behavior – can be either spoken opinion or physical action

2. Perception – whereas self-concept focuses internally, it is so closely intertwined with

self-concept that one feed off the other, creating a harmonious understanding of both oneself and
one’s world.

3. Expectation – are future-oriented messages dealing with long-term roles, sometimes called life
scripts
a. Internal discourse – involves thinking, concentration and analysis
b. Solo vocal communication – includes speaking aloud to oneself
c. Solo written communication – deals with writing not intended for others

2. Direct Interpersonal Communication

Direct interpersonal communication involves a direct face-to-face relationship between the sender
and receiver of a message, who are in an interdependent relationship.

a. Dyadic communication involves two people.

Example: Two friends talking.

b. Group communication involves three or more persons

Example: University study group.

c. Public communication involves a large group with a primarily one-way monologue style generating
only minimal feedback.

Example: Lecture in university class.

3. Mediated Interpersonal Communication

Mediated interpersonal communication involves technology that assists or links the sender and
receiver of messages.

a. Dyadic communication includes two people, with some of the elements of interpersonal, but
the context is not face-to-face.

Example: Two business colleagues using the telephone or e-mail.

b. Group communication includes a small group of people.

Example: Teleconference in a distance learning class.

Types of Speech Style

Speech style depend on the circumstances or the social context in which the whole communication
process happens. The following speech styles should be considered depending on the situation:

1. Frozen. It is the most formal style that usually used in respectful situation or formal ceremony. It is
also called oratorical style which characterized by the very careful and fixed form, and has
symbolic or historical nature.

2. Formal. Generally, it is used in formal events and talks about the serious problem such as in the
formal speeches and official meeting.

3. Consultative. It is used in some group discussion, regular conversation at school, companies, trade
speech conversation,etc.

4. Casual. It is often used in a conversation between friends or family. It is usually applied in daily
conversation, in relaxed time such as when they picnic or sport, etc.

5. Intimate. It is a style among intimate members of a family or friends that do not need a complete
language with clear articulation.

Speech Acts

In a typical speech situation involving a speaker, a listener, and an utterance by the speaker, there
are many kinds of acts associated with the speaker’s utterance. The speaker will characteristically have
moved his jaw and tongue and made noises. The listener attends to the message and creates
meaningful response.

1. Locutionary Speech Act

This act happens with the utterance of the meaningful sounds. The act opens the communication
by the speaker to the listener. The speaker has to adjust this act to the listener to have shared
understanding. Utterances must not only be limited to be a sound, rather it may be words, phrases or
sentences following the rules of language.

Examples of Locutionary Acts:

a. “Hi!” (greeting someone)

b. “Stop!” (a strong command)

c. “How much is this?” (an inquiry)

2. Illocutionary Speech Act

The real intended meaning of the utterance is called illocutionary. The meaning may depend on
where, why, when and how it is said as well as the manner of the utterance by the speaker. Consider
utterances of the following sentences:
a. Will John leave the room?

b.John will leave the room

c. John, leave the room!

d. Would that John left the room.

e. If John will leave the room, I will leave also.

The first would, characteristically, be a question, the second an assertion about the future, that is,
a prediction, the third a request or order, the fourth an expression of a wish, and the fifth a hypothetical
expression of intention.

3. Perlocutionary Speech Act

This is observed when there is an effect of the utterance to the addressee from the speaker. The
response may be elicited by scaring, inciting, comforting, persuading and inspiring. This act intends to
change feelings, thoughts and actions.

Examples of Perlocutionary Speech Acts:

a. “Cigarette smoking kills.” (scaring)

b. “I don’t want to see you ever again!” (inciting)

c. “Everything will be alright.” (comforting)

CANALE & SWAIN communicative competence

1. Grammatical competence – refers to the competence of the person in syntax and morphology
2. Discourse competence – refers to the proper use of the words (cohesion) and the appropriate
combination of communicative function (coherence)
3. Sociolinguistic competence – refers to the ability of the person to use appropriate words in a
particular social situations
4. Strategic competence –it is when the person has the ability to make repairs, to cope with
imperfect knowledge and to sustain communication through a variety of methods

COMMUNICATIVE STRATEGIES
1. Nomination - it is important to present relevant ideas based on valid facts and statistics
2. Turn-taking–it is always necessary to observe the fine art of conversation
3. Topic-control – keep the dialogue conversations going by asking relevant questions and giving
appropriate responses
4. Topic-shifting – when we introduce a new topic after a thorough interaction of the other topic
5. Repair – misunderstanding occurs when there is communication breakdown in order to avoid it
is important to send comprehensive details and information regarding the topic
6. Termination – there are different ways of closing the dialogue, you can say it in a nice way, or
you can use signal to end the conversation
Types of Speech according to purpose

1. EXPOSITORY – is an informative speech that explain an idea, process or theory, the primary aim of
this rhetorical discourse is to describe, clarify, define and illustrate specific topic.

I. INTRODUCTION – brings the subject of your speech to the audience and it should capture the
attention of the audience by presenting a provocative or captivating statement
II. BODY PARAGRAPHS –constitute the bulk of the speech, where you present your facts and
develop your thoughts and arguments
a. A topic sentence, usually located in the beginning of the paragraph
b. Supporting sentences that include facts, examples, incidents, reasons, analogies and/or
descriptions.
c. Transitional sentences, usually located at the end of the paragraph, these allow you to move
from one paragraph to the next without being abrupt or awkward.
III. REMINDERS – be sure to include citations that lend credibility to your statements and be highly
specific in your citation of sources.

2. PERSUASIVE SPEECH –is to convince the audience to believe in a something and you should
understand well the perspective of your audience
a. CORRECTNESS OF DICTION – the use of appropriate language is really important, your ideas
can be clearly conveyed if you avoid flowery words and verbose language
b. RHYTHM – sound truly influences human brain, make sure that you are able to master the
rhythm in your speech for easier digestion by its audience
c. ACCUMULATION OF ARGUMENT – provide necessary facts and statistics, audience will be surely
delighted to listen if you provide them with details and appropriate information
d. ANALOGY – the best speakers are the masters of analogy, do not forget to use Logos(logic) and
Pathos (emotional) appeal.
e. WILD EXTRAVAGANCE – the emotions, facial expressions and gestures of the speaker greatly
audience’ attention, it is also important to use wild extravagance of language in stating ideas and
opinions

3. ENTERTAINMENT SPEECH –is to make the audience relax, smile and enjoy, the speaker should
always make sure that he/she could be able to catch and to hold people’s attention by telling jokes,
humorous stories, dramatizing an anecdote or story, telling scary story, sharing a movie and many
more
a. CHOOSE AN APPROPRIATE TOPIC – the topic should not be too dense, complicated or heavy
b. ENJOY YOURSELF – believe it or not, an audience can find it difficult to enjoy your presentation
if it looks like you are not enjoying giving it
c. KEEP IT SIMPLE – make it easy for your audience to follow along, keep the content simple to
understand
d. MAKE IT VISCERAL –use vivid word pictures, you cannot be lazy with your descriptions and make
your words pop with strong images that fill their minds with sights, smells, textures and more
e. SAY IT LIKE A ROLLER COASTER – add unexpected twists and turns to your presentation, when
you surprise your audience with where your story is going, that increases the entertainment factor.
Types of Speeches According to Delivery

1. The Impromptu Speech Method

If you were to speak at a meeting without use of notes and with very little preparation, you would
be using the impromptu method of delivery. As the name suggests, the impromptu speech is delivered
at the spur of the moment with little preparation. The speaker relies entirely on previous knowledge
and skill. You organize your ideas and chose your words while you speak. One of the advantages of the
impromptu delivery is the fact that it sounds natural and spontaneous. However, because of
spontaneity of delivery, a speaker may have limited chance of filtering words or ideas. A spontaneous
speaker would find this method best fitting because he feels more comfortable thinking on his feet and
expressing himself. Its major disadvantage is, of course, lack of time to prepare, therefore sounding
unprepared. Inexperienced speakers tend to ramble without saying everything. You have to remember
to keep your speech simple, formulate one central idea and concentrate on developing it. In this way,
you’ll avoid the rambling, incoherent remarks that the method too often produces.

2. The Manuscript Speech Method

This method of delivery calls for you to write out the speech and read it aloud to the audience. This
works well when you have very detailed information that you have to state exactly. The main
advantage of this style of speaking is that the speech can be delivered without the possibility of errors
in important information. Reading a speech while retaining a conversational style is very difficult than it
sounds. No matter how experienced you are, when you read your message, you’ll inevitably sacrifice
some of the freshness and spontaneity necessary for effective speech making. You’ll have trouble
reacting to feedback and may tempted to use more formal written language. There is lack of eye
contact and minimal interaction with the audience. You tend to be more confined. If you use this
method, talk though the speech is over and over to ensure an effective oral style.

3. The Memorized Speech Method

This method calls for a word-for word memorized delivery. Few occasions call for totally
memorized speeches in which the speaker writes out the entire speech, memorizes it and delivers it
without note cards or a manuscript. The main advantage to memorized delivery is that it leaves the
speaker free to move about and have a direct eye contact with the audience having to worry about
handling cards or papers. The greatest disadvantage to this style of the delivery is the possibility of
forgetting the speech. The mind goes blank, and silence falls over the entire audience. Your has failed
you and there is no way out. Instead of sounding conversational, a memorized speech often results in
a silted presentation; speakers tend to pause too often while trying to remember the words, or rush
part ideas so as not to forget the words. No matter how the audience reacts, the memorized version will
be the same; and therefore, lacks spontaneity. This particular method of delivery does have a time and
a place when it can be beneficial and used to produce the desired result.

4. The Extemporaneous Speech Method

Extemporaneous speaking means speaking from an outline of ideas without memorizing an
exact pattern of words. It represents a middle course between the memorized or read speech and the
impromptu speech which requires careful planning and a good outline. This type of presentation is
most common and generally, most effective. You usually put the outline in a note card using key words
or phrases. Use the outline to fix the order of ideas in your mind, and try out various wording to develop
accuracy, conciseness and flexibility of expression. Through such preparation. You’ll be able to deliver
the actual speech from a few notes.
 If the extemporaneous method is used carelessly, the result will resemble a bad impromptu
speech, a fact that sometimes leads to a confusion of these two terms. When used well, however, the
method will produce a speech that is nearly as polished as a memorized one but more relaxed, flexible
and spontaneous, hence more like natural conversation than the other methods.

PUBLIC SPEAKING APPREHENSION

 Is the fear of taking in front of people, commonly known as stage fright

 It may be caused by physical, emotional or cognitive factors, but just like any other speech
problems it could be treated

TIPS:

1. COMMUNICATION ORIENTATION MOTIVATION (COM) – approach public speaking as

communication rather than performance, when you see yourself as communicating with the audience,
you will feel less nervous and when you see it as a performance you see the audience as hypercritical
that you have to impress them

2. VISUALIZATION TECHNIQUES – if you visualize yourself going through your entire speech
planning and presenting process successfully you are likely to be more successful when you actually do
deliver the speech

3. COGNITIVE RESTRUCTURING TECHNIQUES – control your fears and develop a positive attitude
towards speaking in public, practice writing down your statement and read them aloud to yourself.

4. INTEGRATE SKILLS IN PREPARING A SPEECH WITH DELIVERING IT – skills training is based on

the assumption that some of our anxiety stems from not knowing how to put together and present an
effective speech