Oral Communication

Oral communication
COMMUNICATION
 Theprocess of sharing and
conveying messages or
information from one person
to another within and across
channels, context, media,
and cultures (McCornack,
2014).
COMMUNICATION
 The process of delivering
information/ message/s
from one person to another
with understanding of the
said information/ message/s.
COMMUNICATION
 Can be manifested through;
◦ Face-to-face interaction
◦ Phone conversation
◦ Group discussion
◦ Meeting
◦ Interview
◦ Letter correspondence
◦ Class recitation
◦ Many others
NATURE OF
COMMUNICATION
1. Communication is a process.
2. Communication occurs between
two or more people (the
speaker and the receiver)
3. Communication can be
expressed through written or
spoken words, actions
(nonverbal), or both spoken
words and nonverbal actions
at the same time.
ELEMENTS OF
COMMUNICATION
 SPEAKER – THE SOURCE OF
INFORMATION OR MESSAGE
 MESSAGE – THE
INFORMATION, IDEAS, OR
THOUGHTS CONVEYED BY
THE SPEAKER IN WORDS OR
IN ACTIONS
ELEMENTS OF
COMMUNICATION
 ENCODING – THE PROCESS OF
CONVERTING THE MESSAGE
INTO WORDS, ACTIONS, OR
OTHER FORMS THAT THE
SPEAKER UNDERSTANDS
 CHANNEL – THE MEDIUM OR THE
MEANS, SUCH AS PERSONAL OR
NON-PERSONAL, VERBAL, OR
NONVERBAL, IN WHICH THE
ENCODED MESSAGE IS
CONVEYED
ELEMENTS OF
COMMUNICATION
 DECODING – THE PROCESS
OF INTERPRETING THE
ENCODED MESSAGE OF THE
SPEAKER BY THE RECEIVER
 RECEIVER – THE RECIPIENT
OF THE MESSAGE, OR
SOMEONE WHO DECODES
THE MESSAGE
ELEMENTS OF
COMMUNICATION
 FEEDBACK – THE REACTIONS,
REPONSES, OR INFORMATION
PROVIDED BY THE RECEIVER
 CONTEXT – THE
ENVIRONMENT WHERE
COMMUNICATION TAKES
PLACE
 BARRIER – THE FACTORS THAT
AFFECT THE FLOW OF
COMMUNICATION
PROCESS OF COMMUNICATION
PROCESS OF EXAMPLE
COMMUNICATION
1. THE SPEAKER 1. DAPHNE LOVES
GENERATES AN RICO, HER SUITOR,
IDEA. AS A FRIEND.
2. THE SPEAKER 2. SHE THINKS OF
ENCODES AN IDEA HOW TO TELL HIM
OR CONVERTS THE USING THEIR NATIVE
IDEA INTO WORDS LANGUAGE
OR ACTIONS.
3. THE SPEAKER 3. SHE TELLS HIM,
TRANSMITS OR “RICO, MAHAL KITA
SENDS OUT A BILANG KAIBIGAN.”
MESSAGE
PROCESS OF COMMUNICATION
PROCESS OF EXAMPLE
COMMUNICATION
4. THE RECEIVER GETS 4. RICO HEARS WHAT
THE MESSAGE DAPHNE SAYS.
5. THE RECEIVER 5. HE TRIES TO
DECODES OR ANALYZE WHAT SHE
INTERPRETS THE MEANS BASED ON
MESSAGE BASED THE CONTENT AND
ON THE CONTEXT THEIR
RELATIONSHIP, AND
HE IS
HEARTBROKEN.
6. THE RECEIVER 6. HE FROWNS AND DOES
SENDS OR NOT SAY SOMETHING
BECAUSE HE IS IN PAIN
PROVIDES
FEEDBACK
ACTIVITY
 In groups, assign a scene that
the group will mimic or imitate
the conversation among people
involved.
Shannon-Weaver Model
Shannon-Weaver Model
 Mother of all communication
models.
 Depicts the communication as a
linear or one-way process
consisting of five elements: a
source (producer of message); a
transmitter (encoder of message
into signals); a channel (signals
adapted for transmission); a
receiver (decoder of message
from the signal); and a
destination
Transaction Model
Transaction Model
 Is a two way process with the
inclusion of feedback as one
element.
 More interactive.
 There is a collaborative
exchange of messages between
communicators with the aim of
understanding each other.
 Shows noise as a barrier may
interfere with the flow of
communication
Activity
1. What has Schramm added to the
Shannon-Weaver Model?
2. Is this new model more
comprehensive? why do you
think so?
3. How is it different from or
similar to the Transaction
Model?
Schramm Model
Schramm Model
 Built on the theory that
communication is a two-way
street with a sender and a
receiver.
 Charles Egerton Osgood
popularized the notion that
communication was circular
rather than linear; meaning that
it required two participants
taking turns sending and
receiving a message
Verbal and Nonverbal
Communication
Verbal Communication
 Verbal communication
◦ Refers to an interaction in
which words are used to relay a
message.
For effective and successful
verbal communication, use words
to express ideas which can be
easily understood by the person
you are talking to.
Consider appropriateness, brevity,
clarity, ethics, and vividness.
 Appropriateness
◦ language that should be
appropriate to the environment
or occasion
◦ formal
◦ informal
 Brevity
◦ speakers who often use simple
yet precise and powerful
words are found to be more
credible
◦ Achieve brevity by being more
direct with your words.
◦ Avoid fillers and insubstantial
expressions which do not add
to the message (uh.., you know…,
I guess…)
 Clarity
◦ Meaning of words, feelings, or
ideas may be interpreted
differently by a listener.
◦ It is essential to clearly state
the message and express ideas,
and feelings
 Ethics
◦ Words should be carefully
chosen in consideration of the
gender, roles, ethnicity,
preferences, and status of a
person or people
 Vividness
◦ Words that vividly or
creatively describe things or
feelings usually add color and
spice to communication.
◦ Find ways to charm the audience
through the use of vivid words
Nonverbal Communication
 Nonverbal communication
◦ Refers to an interaction where
behavior is used to convey and
represent meanings.
◦ All kinds of human responses
that are not expressed in
words are classified as
nonverbal communication.
Nonverbal Communication
 Nonverbal communication
◦ Example: stares, smiles, tone of
voice, movements, manners of
walking, standing, sitting,
appearance, style of attire,
attitude towards time and
space, personality, gestures,
and others.
MASTERY OF NONVERBAL
COMMUNICATION IS
IMPORTANT FOR SEVERAL
REASONS:
1. IT ENHANCES AND EMPHASIZES
THE MESSAGE OF YOUR
SPEECH, THUS MAKING IT MORE
MEANINGFUL, TRUTHFUL AND
RELEVANT.
2. IT CAN COMMUNICATE
FEELINGS, ATTITUDES, AND
PERCEPTIONS WITHOUT YOU
SAYING A WORD.
COMMUNICATION IS
REASONS:
3. IT CAN SUSTAIN THE
ATTENTION OF LISTENERS AND
KEEP THEM ENGAGED IN THE
SPEECH.
4. IT GIVES THE AUDIENCE A
PREVIEW TO THE TYPE OF
SPEAKER YOU ARE.
COMMUNICATION IS
REASONS:
5. IT MAKES YOU APPEAR MORE
DYNAMIC AND ANIMATED IN
YOUR DELIVERY.
6. IT SERVES AS A CHANNEL TO
RELEASE TENSION AND
NERVOUSNESS.
7. IT HELPS MAKE YOUR SPEECH
MORE DRAMATIC.
COMMUNICATION IS
REASONS:
8. IT CAN BUILD A CONNECTION
WITH LISTENERS.
9. IT MAKES YOU A CREDIBLE
SPEAKER.
10.IT HELPS YOU VARY YOUR
SPEAKING STYLE AND AVOID A
MONOTONOUS DELIVERY.
BARRIERS TO
COMMUNICATION
 MISCOMMUNICATION AND
MISUNDERSTANDING OCCURS
BECAUSE OF CERTAIN
BARRIERS.
 TO BE AN EFFECTIVE
COMMUNICATOR ONE MUST
RECOGNIZE THESE BARRIERS
BARRIERS TO
COMMUNICATION
BARRIER EXAMPLE SOLUTION
YOU ARE RECOGNIZE THESE KINDS OF
HAVING A EMOTIONS, AND POLITELY
EMOTIONAL BARRIER
BAD DAY OR ASK THE OTHER PERSON TO

YOU FEEL GIVE YOU A MOMENT SO YOU
FRUSTRATED CAN RELAX OR CALM
YOURSELF.
YOU SIT IN A RECOGNIZE THIS KIND OF
MEETING OR ATTITUDE, RESET, AND
CLASS REFLECT ON HOW YOU CAN
WHERE YOU BE INTERESTED IN WHAT THE
THINK THE SPEAKER IS POINTING OUT.
SPEAKER IS
BORING
BARRIERS TO
COMMUNICATION
YOU ARE A JARGON REFERS TO THE
SCIENTIST SET OF SPECIALIZED
DISCUSSING A VOCABULARY IN A CERTAIN
USE OF JARGON
CERTAIN FIELD. TO AVOID

WEATHER COMMUNICATION
PHENOMENON BREAKDOWN DUE TO LACK
WITH YOUR OF CLARITY, ADJUST YOUR
NEIGHBOR LANGUAGE; USE LAYMAN’S
WHO DOES TERMS OR SIMPLE WORDS.
NOT KNOW
MUCH ABOUT
THE TOPIC
BARRIERS TO
COMMUNICATION
YOU ARE DEVELOP SELF-
LACK OF CONFIDENCE
ASKED TO CONFIDENCE BY JOINING

SHARE ORGANIZATIONS WHERE
SOMETHING YOU CAN SHARE AND
ABOUT YOUR DEVELOP YOUR INTERESTS.
DAY OR LOOK FOR OPPORTUNITIES
WEEKEND, IN YOUR SCHOOL OR
BUT YOU ARE COMMUNITY THAT WILL
HESITANT HELP YOU FIND YOUR
BECAUSE YOU STRENGTHS AND IMPROVE
ARE SHY YOUR ABILITIES
BARRIERS TO
COMMUNICATION
YOU ARE RECOGNIZE THAT NOISE IS
HAVING A A COMMON BARRIER. MAKE
ENVIRONMENT
CONVERSATIO SOME ADJUSTMENTS BY

N WITH SOME ASKING SOMEONE TO
NOISY
FRIENDS MINIMIZE THE VOLUME OR

WHEN A SONG BY LOOKING FOR A QUIET
WAS PLAYED AREA WHERE YOU CAN
LOUDLY RESUME THE
CONVERSATION
FEATURES OF AN EFFECTIVE
COMMUNICATION
1. COMPLETENESS
◦ COMPLETE COMMUNICATION IS
ESSENTIAL TO THE QUALITY OF
THE COMMUNICATION PROCESS IN
GENERAL.
◦ COMMUNICATION SHOULD
INCLUDE EVERYTHING THAT THE
RECEIVER NEEDS TO HEAR FOR
HIM/HER TO RESPOND, REACT, OR
EVALUATE PROPERLY
COMMUNICATION
2. CONCISENESS
◦ IT DOES NOT MEAN KEEPING THE
MESSAGE SHORT, BUT MAKING IT
DIRECT OR STRAIGHT TO THE
POINT.
◦ INSIGNIFICANT OR REDUNDANT
INFORMATION SHOULD BE
ELIMINATED FROM THE
COMMUNICATION THAT WILL BE
SENT TO THE RECIPIENT.
COMMUNICATION
3. CONSIDERATION
◦ TO BE EFFECTIVE, THE SPEAKER
SHOULD ALWAYS CONSIDER
RELEVANT INFORMATION ABOUT
HIS/HER RECEIVER SUCH AS
MOOD, BACKGROUND, RACE,
PREFERENCE EDUCATION, STATUS,
AND NEEDS, AMONG OTHERS.
◦ THIS WILL BUILD RAPPORT WITH
THE AUDIENCE
COMMUNICATION
4. CONCRETENESS
◦ EFFECTIVE COMMUNICATION
HAPPENS WHEN THE MESSAGE IS
CONCRETE AND SUPPORTED BY
FACTS, FIGURES, AND REAL-LIFE
EXAMPLES AND SITUATIONS.
◦ THE RECEIVER IS MORE
CONNECTED TO THE MESSAGE
CONVEYED.
COMMUNICATION
5. COURTESY
◦ THE SPEAKER SHOWS COURTESY
IN COMMUNICATION BY
RESPECTING THE CULTURE,
VALUES, AND BELIEFS OF HIS/HER
RECEIVERS.
◦ BEING COURTEOUS AT ALL TIMES
CREATES A POSITIVE IMPACT ON
THE AUDIENCE
COMMUNICATION
6. CLEARNESS
◦ IMPLIES THE USE OF SIMPLE AND
SPECIFIC WORDS TO EXPRESS
IDEAS.
◦ ACHIEVED WHEN THE SPEAKER
FOCUSES ONLY ON A SINGLE
OBJECTIVE IN HIS/HER SPEECH SO
AS NOT TO CONFUSE THE
AUDIENCE
COMMUNICATION
7. CORRECTNESS
◦ IN GRAMMAR ELIMINATES
NEGATIVE IMPACT ON THE
AUDIENCE AND INCREASES THE
CREDIBILITY AND EFFECTIVENESS
OF THE MESSAGE.
Activity
 In groups, do a simple skit on the
assigned features of effective
communication.
 Make sure that the feature
assigned will be clearly
presented.
Intercultural
communication
Intercultural
communication
 Happens when individuals
interact, negotiate, and
create meanings while
bringing in their varied
cultural backgrounds (Ting-
Toomey, 1999)
 Pertains to communication
among people from different
nationalities (Gudykunst,
2003).
Intercultural
communication
 Communication that is
influenced by different
ethnicities, religions, and
sexual orientation.
Intercultural
communication
 According to Gudykunst &
Kim (2003) intercultural
communication takes place
when people draw from their
cultural identity to
understand values,
prejudices, language,
attitudes, and relationships
Intercultural
communication
A bargained understanding
of human experiences across
diverse societies.
 The sending and receiving of
messages across languages
and cultures
 Can flow smoothly and
become very interesting for
a cross-cultural group.
Intercultural
communication
Example:
Nodding means “Yes” in Indian
subcontinent, Iran, most of
Europe, Latin and North
America.
In Greece, Lebanon, Syria,
Palestine, Turkey, Macedonia,
Bulgaria, and Albania, nodding
means disagreement
Intercultural
communication
Example:
In Japanese culture, silence
as a form of communication is
more integrated in their
customs than in Western
languages
What do you observe from…
1. “All cities are the same; they all
have tall buildings, fast food
chains, and coffee shops.”
2. “their ways are better than my
own; I wish I were one of them”
3. Once we see through the
cultural differences, we really
are just the same”
4. These people and I have
different values and
experiences, and I think we can
learn from one another”
Developmental Model of
Intercultural Sensitivity
 Offers a structure that
explores how people experience
cultural differences.
 Bennett and Bennett (2004),
states that it has six stages.
Stage 1: denial.
The individual does not recognize
Ex. “All cities are the same; they

all have tall buildings, fast food
chains, and coffee shops”
Stage 2: defense.
The individual starts to recognize
cultural differences and is
intimidated by them, resulting in
either a superior view on own
culture or an unjustified high
regard for the new one.
Ex. “this culture does not view
life the way we do; our culture is
certainly better”
Stage 3: Minimization.
Although individuals see
cultural differences, they
bank more on the universality
of ideas rather than on
Ex. “Once we see through the
cultural differences, we
really are just the same”
Stage 4. Acceptance
The individual begins to
appreciate important cultural
differences on behaviors and
eventually in values.
Ex. “These people and I have
different values and
experiences, and I think we can
learn from one another.”
Stage 5. Adaptation
The individual is very open to
world views when accepting
new perspectives.
Ex. “To address our issue, I
have to adjust my approach to
consider both my own and my
counterpart’s background.”
Stage 6. Integration
Individuals start to go beyond
their own cultures and see
themselves and their actions
based on multifarious
cultural viewpoints.
Ex. “I can look at things from
the perspective of various
cultures.”
Allwod, 1985 states the
stages can be applied to:
1. Recognize communication
behaviors which differ from
your own.
2. Take into account what can
influence these types of
behaviors.
3. Try to analyze how linguistic
and cultural communities
differ in terms of
communication behavior and
influencing behavior.
activity
Formulate questions for the
following:
1. cultures
2. Religions
3. Gender
4. Beliefs
5. Traditions
Interview three to five people with
different culture, religions,
gender, beliefs and traditions.
Record the interview
activity
following:
1. Cultures
1. TELL ME ABOUT YOUR CULTURE? IS
YOUR CULTURE CONSIDERED UNIQUE?
WHY? WHY NOT?
2. Religions
1. WHAT IS YOUR RELIGION? WHY IS IT
DIFFERENT FROM OTHER RELIGION?
activity
following:
3. Gender
1. WHAT IS YOUR GENDER PREFERENCE?
ARE YOU CONFORTABLE WITH YOUR
GENDER PREFERENCE? WHY? WHY
NOT? DO YOU EXPERIENCE BEING
BULLIED BECAUSE OF YOUR GENDER
PREFERENCE?
4. Beliefs
1. WHAT BELIEFS DO YOU HAVE? ARE
THEY THE SAME WITH OTHER BELIEFS?
activity
following:
5. Traditions
1. WHAT TRADITIONS DO YOU PRACTICE?
WHY DO YOU PRACTICE SUCH
TRADITIONS?
Characteristics of
competent intercultural
communicators
World bank (2010) identifies
the following traits that
define a competent
intercultural communicator:
1. Flexibility and the ability to
tolerate high levels of
uncertainty.
2. Reflectiveness or mindfulness
3. Open-mindedness
4. Sensitivity
World bank (2010) identifies
the following traits that
define a competent
intercultural communicator:
5. Adaptability
6. Ability to engage in divergent
thinking (or thinking creatively)
and systems-level thinking (or
thinking how each one in a
system or organization
influence each other)
7. politeness
In addition to culture, other
elements such as gender, age,
social status, and religion
must be taken into
consideration in
communication.
Refrain from showing bias
when talking to someone by
following the tips below
1. Avoid stereotypes, i.e.,
generalizations about a certain
group
2. Challenge gender norm; avoid
using “he” and “man” to refer to a
general group of people.
To remedy this, you may use plural
nouns or rewrite a sentence to
avoid using pronouns.
The use of his/her is also
acceptable
Refrain from showing bias
when talking to someone by
following the tips below
3. Do not talk down on younger
people and the elderly.
4. Be sensitive to the religious
practices of others
5. Be polite at all times; do not
belittle people you perceive to
be on a lower class than you.
Activity
1. In groups make a short video on
how to become an effective
intercultural communicator.
2. Use scenarios to concretize
the tips.
Assignment
Research the following:
A. Types of speech context
1. Intrapersonal
2. Interpersonal
1. Dyad
2. Small group
A. Types of speech style
1. Intimate
2. Casual
3. Consultative
4. Formal
5. frozen
Assignment
C. Types of speech act
1. Locution
2. Illocution
3. per locution
D. Types of communication
1. Nomination
2. Restriction
3. Turn-taking
4. Topic shifting
5. Topic control
6. Repair
7. termination
Format for written reports
or Proposals (Content)
Font: Arial
Font Size: 12
Spacing 1.5 Justified
Bond Paper Size: LETTER (8.5”x11”)
Margins: 1.5” Left, 1” Right, Top &
Bottom
Headings/ topic: Bold
Sub Heading/ Sub Topic: Underlined
***Do not forget to place your
references at the last page of your
report
Format for written reports or
Proposals (Front Page) -centered
Title of report
Prepared by:
(Names of group members listed in
alphabetical order boys before
girls)
Date (Month, year)

Speech Acts
Speech Acts
 An utterance that a speaker
makes to achieve an intended
effect.
 Some of the functions which are
carried out using speech acts
are offering an apology,
greeting, request, complaints,
invitation, compliment, or
refusal.
Speech Acts
 Might contain just one word or
several words or sentences.
For example:
 Thanks
 Thank you for always being there
for me. I really appreciate it
Both show appreciation
regardless of the length of the
statement
Three Types of Speech Act
J.L. Austin (1962) philosopher or
language and developer of the
speech act theory.
1. Locutionary act is the act of
uttering
Example:
‘Please do the dishes.’
2.Illocutionary act is the social
function of what is said.
Example:
By uttering the locution ‘please
do the dishes,’ the speaker
requests the addressee to wash
the dishes
3. Perlocutionary act is the
resulting of what is said. This
effect is based on the
particular context in which the
speech act was mentioned
Example:
‘Please do the dishes’ would lead
to the addressee washing the
dishes.
Performatives
 Statements which enable the
speaker to perform something
just by stating it.
 A performance utterances said
by the right person under the
right circumstances results in a
change in the world.
 Certain conditions have to be
met when making a performative
utterance.
Performatives
Example:
 ‘I now pronounce you husband
and wife,’ when uttered by an
authorized person such as a
judge will have the actual
effect of binding a couple in
marriage.
Searle’s Classification of
Speech Act
John Searle (1976) a professor
from the University of California,
Berkeley, classified illocutionary
acts into five distinct categories.
1. Assertive – a type of
illocutionary acts in which the
speaker expresses belief about
the truth of a proposition.
Some examples of an assertive act
are suggesting, putting forward,
swearing, boasting and concluding.
Speech Act
Example of Assertive:
No one makes better pancakes
than I do.
Speech Act
2. Directive – a type of
illocutionary act in which the
speaker tries to make the
addressee perform an action.
Some examples of directive act
are asking, ordering, requesting,
inviting, advising, and begging.
Example:
Please close the door.
Speech Act
3.Commissive – a type of
illocutionary act which
commits the speaker to doing
something in the future.
Examples of commissive act are
promising, planning, vowing, and
betting.
Example:
From now on, I will participate in
our group activity.
Speech Act
4. Expressive – a type of
illocutionary act in which the
speaker expresses his/her
feelings or emotional reactions.
Some examples of an expressive act
are thanking, apologizing,
welcoming, and deploring.
Example:
I am so sorry for not helping out in
our group projects and letting you
do all the work.
Speech Act
5. Declaration – a type of
illocutionary act which brings
a change in the external
situation. Declarations bring
into existence or cause the
state of affairs which they
refer to.
Some examples of declarations
are blessing, firing, baptizing,
bidding, passing a sentence and
excommunicating.
Speech Act
Example of declaration:
You are fired!
By saying that someone is fired ,

an employer causes or brings
about the person’s unemployment,
thus changing his external
situation.
Speech Act
Speech acts include CONCRETE
LIFE INTERACTIONS that require
the appropriate use of language
within a given culture.
Communicative Strategy
Communicative Strategies
Since engaging in conversation is
also bound by implicit rules,
Cohen (1990) states that
strategies must be used to start
and maintain a conversation.
Types of Communicative
Strategies
1. Nomination – in this strategy a
person try to open a topic with
the people you are talking to.
2. Restriction – refers to any
limitation you may have as a
speaker. Rules and instructions
confine the speaker and limit
what he/she can say.
Strategies
3. Turn-taking – pertains to the
process by which people decide
who takes the conversational
floor. There is a code of behavior
behind establishing and sustaining
a productive conversation.
4. Topic control – covers how
procedural formality or
informality affects the
development of topic in
conversations
Strategies
5. Topic Shifting – involves moving
from one topic to another. it is
where one part of a conversation
ends and where another begins.
6. Repair – refers to how speakers
address the problems in speaking,
listening, and comprehending
that they may encounter in a
conversation.
7. Termination – refers to the
conversation participants’ close-
initiating expressions that end a
topic in a conversation.
Types Of Speeches
Insights on Public Speaking
Insights on Public Speaking
According to Stephen Lucas
(2011), author of The Art of
Public Speaking, a good delivery
means that you are capable and
able to present your message in a
clear, coherent , and interesting
way.
Types of Speeches
• According to Purpose
• According to delivery
• Principles of Speech Writing
• Principles in speech delivery
According to Purpose
1. Informative Speech – provides
the audience with a clear
understanding of a concept or
idea.
Example: lectures of teachers
2. Entertainment Speech – amuses
the audience.
Example: humorous speeches of
comedians and performers
According to Purpose
3.Persuasive speech – seeks to
provide audience with favorable
acceptable ideas that can
influence their own ideas and
decisions.
Example: campaign speeches of
the running candidates for
government posts
Based on the video earlier
we observed that…
Answer the questions:
1. what are your observations on
the delivery of the speaker?
Give at least five observations.
2. Do you find the style of
delivery appropriate to his/her
audience? Why?
According to Delivery
1. Extemporaneous
DESCRIPTION • SPEAKING WITH LIMITED
PARTICIPATION
• GUIDED BY NOTES OR
OUTLINE
• DELIVERED
CONVERSATIONALLY
• MOST POPULAR TYPE
SPEAKING • WHEN YOU ARE A CANDIDATE
SITUATIONS FOR A POST IN A STUDENT
GOVERNMENT AND YOU
DELIVER YOUR CAMPAIGN
SPEECH BEFORE A VOTING
PUBLIC
• WHEN YOU ARE ASSIGNED TO
REPORT A TOPIC IN CLASS
1. Extemporaneous
ADVANTAGES • HELPS YOU LOOK CONFIDENT
• ENGAGES THE AUDIENCE
DISADVANTAGES • MAY NOT HAVE ADEQUATE
TIME TO PLAN, ORGANIZE AND
REHEARSE
TIPS • CREATE AN OUTLINE
• ORGANIZE YOUR POINTS
LOGICALLY (MOST
IMPORTANT TO LEAST
IMPORTANT OR VICE VERSA)
• USE FACTS AND REAL-LIFE
EXPERIENCES AS YOUR
EXAMPLES
• MANAGE YOUR TIME WELL
• REHEARSE, REHEARSE,
REHEARSE
2. IMPROMPTU
DESCRIPTION • SPEAKING WITHOUT
ADVANCED PREPARATION
• UNREHEARSED SPEECH
• SPOKEN
CONVERSATIONALLY
SPEAKING • IN AN EVENT WHERE YOU
SITUATIONS ARE ASKED TO SAY A FEW
WORDS
• FIRST DAY AT WORK OR IN
CLASS, OR DURING AN
INTERVIEW
ADVANTAGES • SPONTANEOUS OR NATURAL
IN SPEAKING
• MORE FOCUSED AND BRIEF
2. IMPROMPTU
DISADVANTAGES • TENDENCY TO BE
DISORGANIZED
• LACKS CONNECTION WITH
THE AUDIENCE
• NERVE-RACKING FOR
INEXPERIENCED SPEAKERS
OR BEGINNERS
TIPS • ONCE YOU ARE REQUESTED
TO SAY SOMETHING, PAUSE
FOR A MOMENT TO PLAN IN
YOUR HEAD WHAT TO SAY
• STATE YOUR MAIN POINT
BRIEFLY AND DELIVER IT AT A
PACE YOUR AUDIENCE CAN
FOLLOW
• END BY SAYING THANK YOU
3. MANUSCRIPT
DESCRIPTION • SPEAKING WITH ADVANCED
PREPARATION
• PLANNED AND REHEARSED
SPEECH
• READING ALOUD A WRITTEN
MESSAGE
SPEAKING • NEWS CASTING WITH
SITUATIONS TELEPROMPTER OR AN
AUTOCUE DEVICE
• PRESENTING LEGAL
PROCEEDINGS AND VERDICT
IN COURT
• READING THE RULES AND
CRITERIA ON A CONTEST
3. MANUSCRIPT
ADVANTAGES • EXACT REPETITION OF THE
WRITTEN WORDS
• GUIDED SPEECH
DISADVANTAGES • BORING AND UNINTERESTING
PRESENTATION
• LACKS AUDIENCE RAPPORT OR
CONNECTION
TIPS • REHEARSE SPEECH OVER AND

OVER AGAIN UNTIL YOU SOUND
NATURAL
• OBSERVED ACCOMPLISHED
NEWS ANCHORS AND NOTE
HOW CONVERSATIONAL THEY
SOUND WHEN THEY DELIVER
THE NEWS
4. memorized
DESCRIPTION • SPEAKING WITH ADVANCED
PREPARATION
• PLANNED AND REHEARSED SPEECH
• RECITING A WRITTEN MESSAGE
WORD-FOR-WORD FROM MEMORY
SPEAKING • WHEN YOU PERFORM IN A STAGE
SITUATIONS PLAY
• WHEN YOU DELIVER A DECLAMATION,
ORATORICAL, OR LITERARY PIECE
• WHEN AN ACTOR OR ACTRESS IN A
SCENE PERFORMS A SCRIPT FROM
MEMORY
ADVANTAGES • EXACT REPETITION OF THE WRITTEN
WORDS FROM MEMORY
• FREE TO MOVE AROUND THE STAGE
4. memorized
DISADVANTAGES • SPEAKERS MIGHT END UP
SPEAKING IN A MONOTONE
PATTERN. ALTERNATIVELY,
HE/SHE MIGHT TAKE A FAST PACE
• WHEN THE SPEAKER CANNOT
CONTROL HIS/HER STAGE
FRIGHTS, HE/SHE MIGHT HAVE
DIFFICULTY REMEMBERING
HIS/HER MEMORIZED SPEECH.
TIPS • REHEARSE THE SPEECH OVER
AND OVER AGAIN UNTIL YOU
SOUND NATURAL AND FEEL
CONFIDENT.
• OBSERVE HOW ACTORS/
ACTRESSES PERFORM THEIR
SCRIPT IN A THEATER, TELEVISION
OR MOVIE SCENES.
How do you?
In your daily conversation with
your classmates, friends,
teachers, parents and siblings are
there instances wherein you put
to use some of the tips on how to
deliver speeches?
Elaborate on your answer.
Let’s sum it up!
why is there a need to vary on
the manner or way of delivery
for the different types of
speech?
Read in advance for the

principles of speech writing
Principles of Speech
Writing
Writing Process?
Principles in Writing?
Principles in speech writing?
Principles of Speech
Writing
• Choosing the Topic
• Analyzing the Audience
• Sourcing the Information
• Outlining and Organizing the
Speech Contents
Speech Writing Process
- Conducting an audience
analysis
- Determining the purpose of the
speech
- Selecting a topic
- Narrowing down a topic
- Gathering data
- Selecting a speech pattern
- Preparing an outline
- Creating the body of
speech
- Editing and/or revising Preparing the introduction
- Rehearsing Preparing the conclusion
Choosing the topic
 topic is the focal point in your
speech.
Choose a topic that you are
interested.
 Narrowing down a topic means
making your main idea more
specific and focused.
Choosing the topic
 Strategies used in selecting a
topic: personal experiences,
discussing with your family
members or friends, free writing,
listing, asking questions or
semantic webbing.
 The strategies can be used in
narrowing down a topic
Choosing the topic
 In the example, “defining and
developing effective money
management skills for grade 11
students” is the specific topic
out of a general one, which is,
“effective money management”.
Choosing the topic
General To Inform
purpose
Specific To inform Grade 11 students on
purpose the importance of money
management
Topic Financial literacy or effective
money management
Narrowing Effective money management
down the Effective money management of
topic grade 11 students
through Developing an effective money
listing management of grade 11 students
Defining and developing effective
money management skills of
grade 11 students
Analyzing the audience
 Audience analysis entails
looking into the profile of your
target audience
 The profile includes the
following:
◦ Demography (age range, male-female
ratio, educational background and
affiliations or degree program
taken, nationality, economic status,
academic or corporate
designations)
 The profile includes the
following:
◦ Situation (time, venue, occasion, and
size)
◦ Psychology (values, beliefs,
attitudes, preferences, cultural
and racial ideologies, and needs)
Audience analysis
Age range
Male – female ratio
Educational background
Educational institution
Place of residence (city,
province, town)
Marital status
Economic status
(household income above
30,000 or below 30,000)
Language spoken
Religious
affiliations/beliefs
Sourcing the information
 data gathering is the state where
you collect ideas, information,
sources, and references
relevant or related to your
specific topic.
 Can be done by visiting the
library, browsing the web,
observing a certain phenomenon
or event related to your topic,
or conducting an interview or
survey.
Outlining and organizing
the speech content
 Outline is a hierarchical list
that shows the relationship of
your ideas.
 A good outline helps you see
that all the ideas are in line with
your main idea or message.
 Elements of an outline include
introduction, body and
conclusion
outline
 Table format
Purpose To persuade
Specific To persuade the community
purpose members to reduce, reuse and
recycle as means of eliminating
garbage and protecting the
environment
Topic Promoting the importance of
reducing, reusing and
recycling in eliminating wastes
and protecting the
environment
Pattern Problem – solution
outline
 Table format
Introduction Share facts on the current
situation of the environment.
State the message of the
speech (specific topic)
Body Discuss how improper waste
disposal becomes an
environmental problem
Explain how reducing, reusing
and recycling would eliminate
wastes and protect the
environment
conclusion State the specific purpose of
your speech again
Call for action
outline
 List format
1.0 as of today there is an alarming increase
of wastes in our community
1.1 according to Solid Waste Management
Office, if we do not take immediate action
we might face more perils caused by
natural calamities.
1.2 now, I am going to talk about how to
eliminate wastes and protect the
environment
2.0 improper waste disposal causes
environmental problems
2.1wastes contaminate the soil
2.2 wastes contaminate the water
2.3 wastes can cause floods
outline
 List format
3.0 there are ways to eliminate wastes and
protect the environment
3.1 reducing, reusing, and recycling can
help eliminate wastes.
3.2 people should start doing these at
home
4.0 we must act now
4.1this solution should be supported by
the local government
4.2 let us learn from the lessons in
natural calamities
the speech content
Writing patterns, in general, are
structure that will help you
organize the ideas related to
your topic.
Examples are bibliographical,
categorical/ topical, casual,
chronological, comparison /
contrast, problem- solution, and
spatial.
the speech content
 Body of the speech provides
explanations, examples, or any
details that can help you deliver
your purpose and explain the
main idea of your speech.
 The body of the speech is the
focus or central idea. It must
have only one central idea.
the speech content
 Strategies to highlight the main
idea:
◦ Present real-life or practical
examples
◦ Show statistics
◦ Present comparisons
◦ Share ideas from the experts or
practitioners
the speech content
 Introduction is the foundation of your
speech.
 The following are some strategies:
◦ Use a real-life experience and
connect that experience to your
subject
◦ Start with a familiar or strong quote
and then explain what it mean
◦ Use facts or statistics and highlight
their importance to your subject.
◦ Tell a personal story to illustrate
your point
the speech content
 Conclusion restates the main
idea of your speech
 Provides a summary, emphasizes
the message, and calls for
action.
the speech content
 The following strategies
◦ Begin your conclusion with a
restatement of your message
◦ Use positive examples, encouraging
words, or memorable lines from
songs, or stories familiar to your
audience
◦ Ask a question or series of
questions that can make your
audience reflect or ponder
the speech content
 Editing/revising your written
speech involves correcting
errors mechanics such as
grammars, punctuations,
capitalization, unity, coherence,
and others.
Editing/ revising
◦ Edit for focus. Ensure that
everything you have written, from
introduction to conclusion, is
related to your central message
◦ Edit for clarity. Make all ideas in
your speech clear by arranging
them in logical order (e.g., main
ideas first then supporting details,
or supporting details first then
main idea)
Editing/ revising
◦ Edit for concision. Keep your
speech short, simple, and clear by
eliminating unrelated stories and
sentences and by using simple
words
◦ Edit for continuity. Keep the flow
of your presentation smooth by
adding transition words and
phrases
◦ Edit for variety. Add spice to your
speech by shifting tone, and style
from formal to conversational and
vice-versa, moving around the stage,
or adding humor
Editing/ revising
◦ Edit impact and beauty. Make your
speech memorable by using these
strategies:
 Surprise the audience
 Use vivid descriptive images
 Write well-crafted and memorable lines,
and use figures of speech
the speech content
 Rehearsing gives an opportunity
to identify what works and what
does not work for you and your
target audience.
Strategies include:
 Reading your speech aloud
 Recording for your own analysis
or for your peers or coaches to
give feedback on your delivery.
Constant practice makes perfect
Guidelines in speech
writing
 Keep your words short and
simple. Your speech is meant to
be heard by your audience, not
read.
 Avoid jargons, acronyms, or
technical words because they
can confuse your audience.
 Make your speech more
personal. Use the personal
pronoun “I”, but take care not to
overuse it.
writing
 When you need to emphasize
collectiveness with your
audience, use the personal
pronoun “we.”
 Use active verbs and
contractions because they add
to the personal and
conversational tone of your
speech.
writing
 Be sensitive of your audience. Be
very careful with your language,
jokes, and nonverbal cues.
 Use metaphors and other figures
of speech to effectively convey
your point.
 Manage your time well; make
sure that the speech falls under
the time limit
Principles of speech
delivery
Delivery for different
situations
Not all speaking situations
happen in the classroom, since it
can happen in unfamiliar
environment. As a public speaker
you need to be ready to deal with
the most common challenges in
different speaking environments.
situations
1. Speaking to a specific audience size
description • Audience size depends on the
venue size
Advantages • You can determine your
approach with your audience:
more intimate and personal for
smaller size; more formal for a
larger size.
Disadvantages • This can be challenging and
intimidating
tips • Ask the organizers about the
estimated number of audience so
you can adjust your delivery.
• Practice, practice, practice
situations
2. Speaking in an open-air venue or
outside a building
description • Examples are open courts or
grounds, football fields, farms,
etc.
Advantages • You will feel more relaxed due
to the atmosphere of the venue
Disadvantages • You will encounter a lot of
communication barriers such as
noise, inattentive audiences,
discomfort, challenging
weather, possible absence of
technology such as audio-visual
equipment, etc.
situations
outside a building
Disadvantages • You might be forced to make
adjustments, especially in voice
projection
tips • Check the venue prior to your
speaking engagement
• Ask the organizers about the
availability of equipment
• Challenge yourself on how you
can get and maintain the
attention of your audience
situations
outside a building
tips • Use the outdoor setting or
venue to your advantage as a way
of jumpstarting your speech or
as an example to support your
main point
situations
3. Speaking in different venues
description • Speaking venues that vary
according to size: classroom,
meeting or conference room,
ball room, social hall,
auditorium, covered court, open
court, etc.
Advantages • You will be exposed to different
venues, which will add to your
public speaking experience
Disadvantages • You will have to make big
adjustments in terms of your
nonverbal cues, volume of
voice, body language, facial
expression, etc.
situations
tips • Check the venue days before
your scheduled speech and
arrive hours earlier in the
venue, so you can determine the
adjustments to make
• For a large venue, speak more
slowly, use pauses frequently
to highlight the most important
ideas of your speech, and make
use of facial expressions and
gestures. When you use visual
aids, make them more visible
situations
tips • In a small venue, your audience
will see you up close.
Therefore, manage your notes
well when you use them and
adjust your nonverbal cues if
necessary.
situations
4. Speaking with a microphone
description • Its main function is to increase
the volume of your voice, not to
clarify the pronunciation and
enunciation of words.
Advantages • With a microphone you can easily
get the attention of your
audience because of the
loudness of your voice
Disadvantages • Using a microphone can be
challenging because there is a
tendency to underuse or
overuse it
situations
4. Speaking with a microphone
tips • Check the microphone if it
functions well.
• Check your voice in the
microphone to see whether you
are audible enough
• In a small venue, you may not use
a microphone, but you need to
manage your voice’s volume
well.
situations
5. Speaking with a podium or lectern
description • A podium or lectern is a reading
desk with a stand and a slanted
top
Advantages • Notes can be placed on the
slanted top, and will work best
for extemporaneous and
manuscript speeches.
• The lectern can be used as a
means to hide or cover
nervousness or stage fright
situations
Disadvantages • Some may have the tendency to
hide their hands behind the
podium, which will not help them
enhance their message
tips • Stand straight, as good posture
exudes confidence
• Avoid gripping the edges of the
podium with both hands. Aside
from this, also avoid hiding them
behind the podium
situations
tips • For extemporaneous and
impromptu speakers, step to the
side occasionally once you have
composed yourself, so you can
effectively use your gestures,
make eye contact, and connect
more with your audience.
Tools for effective speech
delivery
 How they approach their audience
(formal, informal, personal,
conversational, intimate, among
others)
 How they connect with their audience
(using eye contact, body movements,
and facial expressions)
Tools for effective speech
delivery
 How they present themselves (stage
presence: how they look, stand, walk,
use nonverbal cues, act on and off
the stage)
 How they use their voice in terms of
volume (loudness or softness), pitch
(highness, or lowness), rate or speed,
pauses to show emphasis and
strengthen the clarity of the
message, vocal variety (effective
changes in volume, pitch, rate,
pauses) and pronunciation
More tips for Effective
Speech Delivery
 use a conversational style more
often – more natural.
 Look your audience members in the
eye so they will feel that they are
part of your speech.
 Remember to adjust your volume to
the size of the audience and venue.
 Vary the rate or speed to keep your
audience interested and to avoid
monotone pattern.
 Master your voice and find your
pitch level (high or low)
Speech Delivery
 Use pauses when you emphasize the
most important words, phrases, or
sentences.
 Pronounce and enunciate words
correctly.
 Avoid fillers or expressions that
substitute actual words in your
speech because these are
distracting
 Start your speech by standing
straight and balancing your
weight
Speech Delivery
 Use precise movements
 Avoid having a poker face or highly
animated face.
 Dress properly and appropriately.
 Observe ethics by coming prepared,
being honest with your words,
being polite, avoiding offensive
words and back-biting or talking
negative things about other
people.
 Breathe in and out to relax your
speech.
Questions for memorized
speech
 Describe your life as a student,
son\ daughter, and as part of
the community.
 What is your dream\ ambition?
describe your dream\ambition.
 Why is it your dream\ambition?
 how can you achieve your
dream\ambition
 What are your means to achieve
your dream\ambition?
speech
 How important is it to achieve
your dream\ambition?
 What can you sacrifice in order
for you to achieve your
dream\ambition?
 What is \are the role\s of your
parent\s play in achieving your
dream\ambition?
 In your present situation, are you
willing to alter your
dream\ambition?
speech
 Is education important for you?
how and why is it important?
 What are the sacrifices made by
your parents for you to achieve
where you are now?
Give example\explain your
answers
Answers will be part of your
speech and not the speech itself.

Oral Communication

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BAD DAY OR ASK THE OTHER PERSON TO

CERTAIN FIELD. TO AVOID

ASKED TO CONFIDENCE BY JOINING

CONVERSATIO SOME ADJUSTMENTS BY

FRIENDS MINIMIZE THE VOLUME OR

Ex. “All cities are the same; they

Date (Month, year)

By saying that someone is fired ,

TIPS • REHEARSE SPEECH OVER AND

Read in advance for the

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