Oral Communication

in Context
Quarter 1 – Module 2:
Strategies to Prevent
Communication Breakdown
Oral Communication in Context – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 2: Strategies to Prevent Communication Breakdown
First Edition, 2020

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Oral Communication
in Context
Quarter 1 – Module 2:
Strategies to Prevent
Communication Breakdown
Introductory Message
For the facilitator:

Welcome to the Oral Communication in Context – Grade 11/12 Alternative

Delivery Mode (ADM) Module on Strategies to Prevent Communication Breakdown.

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or

facilitator in helping the learners meet the standards set by the K to 12 Curriculum

while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and

independent learning activities at their own pace and time. Furthermore, this also

aims to help learners acquire the needed 21st century skills while taking into

consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of

the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this

module. You also need to keep track of the learners' progress while allowing them to

manage their own learning. Furthermore, you are expected to encourage and assist

the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Oral Communication in Context – Grade 11/12 Alternative

Delivery Mode (ADM) Module on Strategies to Prevent Communication Breakdown!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module is designed and written to help you understand the different
strategies to prevent breakdown in communication, including various sample
activities in oral communication based on contexts.

At the end of this module, you will also write an essay showing your objective
observation and evaluation of the various speakers watched and listened to by:

1. Using various strategies to prevent breakdown in communication

(EN11/12OC-Ia-6).

What I Know

Direction: Ponder and share your thoughts about the following quotes given by
scholars. Share your thoughts in your class. For distance learning and individual
learning mode, write your thoughts on the blanks below.

A.

According to Hymes, effective communication skills consist of knowing

“when to speak, when not, and what to talk about, with whom, when,
where, in what form.”

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

B.

According to Ralph Nichols, the most basic of all human needs is the
need to understand and be understood. The best way to understand
people is to listen to them.

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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 Lesson
Strategies to Prevent
3 Communication Breakdown

Before we identify the different factors, which cause breakdown in

communication process, let us take an overview of what makes communication skills
effective.
Effective Communication Skills
Communication skills can be defined as a set of skills that enable a person to
communicate properly.
Effective communication is a
process of exchanging ideas, thoughts,
knowledge and information such that the
purpose or intention is fulfilled in the
best possible manner. In simple words, it
is nothing but the presentation of views
by the sender in a way best understood
by the receiver.

1. Active Listening – paying attention to the details given by the communicator.

Active listening involves whole body listening, meaning be alert, interested,
attentive, and avoid interrupting the speaker. Active listeners reflect what they
have heard.

2. Use of Appropriate Non-verbal Communication – being aware of the non-

verbal messages we are sending. It’s not enough to say what we needed to say.
This must involve appropriate tone of voice, eye contact, facial expressions,
silence and hand, arm and leg postures.

3. Asking Questions – it is a way of showing interest to the speaker and the

topic being discussed. If any of the messages given by the speaker is unclear,
asking question helps clarify things and eliminate confusions.

4. Speak with clarity – words coming out of our mouth must be clear, well-
articulated and concise. This skill is important when giving explanations and
instructions.

5. Summarizing and Correction – this is to ensure that what we have heard is

correct. It helps us check the accuracy of the message we hear.

6. Showing Empathy – is the ability to understand and share feelings of another.

We better relate our ideas and thoughts when we understand other’s point of
view.

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 7. Providing Feedback – this should involve reaction and responses that are
appropriate, constructive, and not offensive. Feedback could either block a
topic or open a discussion for a new topic, or make the existing topic go deeper.

8. Developing Trust and Rapport – communication becomes wider and true

when communicators built trust to one another.

9. Being Present – means being accepting of the other person you are
communicating, allowing life to be as it is, cultivating compassion and having
a beginners mind.

What’s In

Directions: Match the following keywords with the different characteristics of an

effective communication. Write the letter of your choice on the blanks.

______1. Giving comments A. Active listening

______2. Speak to get an answer B. Appropriate non-verbal
______3. Tap their shoulder communication
______4. Loud and clear C. Asking questions
______5. Hear the message D. Speak with clarity
______6. Establishing relationship E. Summarizing and correction
______7. Sad face means feeling bad F. Showing empathy
______8. Make yourself available G. Providing feedback
______9. Getting the overview H. Developing trust and rapport
I. Being present

Notes to the Teacher

This module prepares the learners to design an abstract flow of an
effective communication using the elements and process of
communication.

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 What’s New

Seven C’s of Effective Communication

1. Completeness - The communication must
be complete. It should convey all facts
required by the audience.

2. Conciseness - Conciseness means

wordiness, communicating what you want
to convey by highlighting the main thoughts
and essential messages. Conciseness is also
time-saving and non-repetitive in nature.

3. Consideration - Consideration implies “stepping into the shoes of others”.

Effective communication must take the audience into consideration. Modify
your words in message to suit the audience’s needs while making your
message complete.

4. Clarity - Clarity implies on a specific message or goal at a time, rather than

trying to achieve too much at once. Clarity in communication makes
understanding easier. Use exact, appropriate and concrete words when
communicating.

5. Concreteness - Concrete communication implies being particular and clear

rather than fuzzy and general. Concreteness strengthens the confidence.
Concrete message must be supported with specific facts and figures. Concrete
messages are not easily misinterpreted.

6. Courtesy - Courtesy implies that the message should show respect, polite
delivery, judicious, reflective and enthusiastic messages.

7. Correctness - Correctness in communication implies that there are no

grammatical errors in communication. Correct message has greater impact on
the audience and readers.

What is It

Types of Communication Barriers

1. Differences in Perception and Language

Perception is generally how each individual interprets the world around him.
All generally want to receive messages which are significant to them. But any

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 message which is against their values is not accepted. The same event may be
taken differently by different individuals.

For example: A person is on leave for a month due to personal reasons

like illness in the family. However, the company manager might be in
confusion whether to retain that employee or not, the immediate manager
might think of replacement because his team’s productivity is being
hampered, the family members might take him as an emotional support.

Language differences also lead to communication breakdown. It doesn’t

necessarily mean that two persons of different languages might not
understand each other.

The use of jargons or highly technical language can also be a language barrier
to people who speaks the same language.

Technical jargons – it is a specialized language of a profession. If one speaker

knows the terminology and the other does not, sharing meaning is difficult.

Same word may mean different to individuals. For example: consider a word
“value.”

a. What is the value of this Laptop?

b. I value our relationship?
c. What is the value of learning technical skills?

“Value” means different in different sentences. Communication breakdown

occurs if there is wrong perception by the receiver.

2. Information Overload
Some people are surrounded with a pool of information. It is essential
to control this information flow or else the information is likely to be
misinterpreted or forgotten or overlooked. As a result, communication is less
effective.

3. Inattention
It happens when people just not listen, but only hear.
For example: A traveler may pay attention to one “NO PARKING” sign,
but if such sign is put all over the city, he no longer listens to it. Thus,
repetitive messages should be ignored for effective communication.
Similarly, if a superior is engrossed in his paperwork and his
subordinate explains him his problem, the superior may not get what he is
saying, and it leads to disappointment of subordinate.

4. Time Pressures
Often in organization the targets have to be achieved within a specified
time period, the failure of which has adverse consequences. In a haste to meet
deadlines, the formal channels of communication are shortened, or messages
are partially given, and not completely transferred. Thus, sufficient time
should be given for effective communication.

5. Distraction and Noise

Communication is also affected by a lot of noise and distractions.
Physical distractions are also there such as, poor lightning, uncomfortable

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 sitting, unhygienic room also affects communication in a meeting. Similarly
use of loud speakers interferes with communication.

Three Types of Noise

a. Physical noise – anything external, from loud constructions sound

outside a window, or a loud music during an exam. Physical noise
distracts and compete with our thought processes.
b. Personal noise – refers to the ongoing thoughts in our minds.
c. Semantic noise – occurs when the person you are communicating
with speaks a different language, or the language is not their native
tongue.

6. Emotional Barriers
Emotional state at a particular point of time also affects
communication. If the receiver feels that communicator is angry he interprets
that the information being sent is very bad. While he takes it differently if the
communicator is happy and jovial. In that case the message is interpreted to
be good and interesting.

7. Complexity in Organizational Structure

In an organization where there are many managers or bosses has more
chances of communication getting destroyed.

8. Poor retention
Human memory cannot function beyond a limit. One cannot always
retain what is being told specially if he is not interested or not attentive to the
message or the speaker. This leads to communication breakdown.

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 What’s More

Strategies to Avoid Communication Breakdown

1. Use a common language. Use simple and common language that can easily
be understood. Avoid using jargons and too technical terms, unless the sender
and the receivers have the same meaning for that words.

2. Remove distractions. The environment should allow people to communicate

without any loud music, noise, or any interruptions.

3. Do not burden each other with excessive information or data. Strategize

the information according to its level of importance.

4. Be direct and concise in your communication. Research suggests that

while details are important, messages that are short and ‘to-the-point’ are
comprehended more easily.

5. Do not hesitate to ask questions and encourage others to do the same.

Asking questions, no matter how trivial, eliminate doubts and misconceptions
in an effective and quick manner.

Let’s match the barriers. Draw a line from column A to column B to match the
examples and description of various communication barriers. An answer is given as
example.

1. Loud music around

2. The girl is scared to talk about
Information Overload his father
3. A woman in a hurry did not hear
Language Barrier what her boss said
4. Debate between friends about
Noise their bet for presidential election
5. A son asking his mother while
Emotional Barriers she’s on a phone call
6. A student cannot answer his
Complexity in Organization teacher’s question during
recitation
Inattention 7. An employee doesn’t know
whom to ask permission for
Poor Retention filing of leave
8. In an interview, immigration
Time Pressure officer deals with people of
different nationality
Difference in Perception 9. Participants who attended a
lecture seminar just want to go
home

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 What I Have Learned

Let us check our understanding! Encircle the letter of the best answer.

1. Active listening is one of the effective communication skills. It can be

manifested in the following, except?
a. Asking question about the statements you heard
b. Interrupting the speaker
c. Showing non-verbal cues such as nodding and eye contact
d. Giving a response whenever speaker asks

2. How to speak with clarity when giving an explanation or instruction?

a. Prolong your speech to make sure you are giving all the details
b. Speak fast to save time
c. Whisper confidential information to your audience
d. Articulate terms that are not familiar with your listeners

3. Showing empathy is another skill in effective communication. Which of the

following statements show this skill after the speaker shared his personal
experience in business mistakes?
a. “You should have learned your lesson.”
b. “There’s no way to make it work, please move on.”
c. “It’s really challenging to put up a business.”
d. “No, you must have been kidding.”

4. The speaker repetitively discussed his point about the subject matter. The
following characteristics of effective communication support this idea,
except?
a. Conciseness
b. Concreteness
c. Clarity
d. Correctness

5. Which of the following best shows “consideration” as characteristic of an

effective communication?
a. Greet and smile at the audience before the speech
b. Use of simple terms that everybody can understand
c. Be firm with your principles and beliefs
d. Give all the details of the topic to avoid questioning

6. What is the best reason for a speaker to support his statements with facts
and relevant figures?
a. To get respect from the audience
b. To make sure that the speech is complete
c. To sound expert and confident
d. To make sure messages are not easily misinterpreted

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 What I Can Do

Let’s do the pass the message game! Divide the class into 2-3 groups with five
members each.

1. Each group will form a line facing the board.

2. The teacher will whisper a statement to the person positioned at the back.
That person will then whisper the message to the person next to him until it
reaches the person to the front.
3. The front person will write the statement on the board.
4. Teacher will check if the statement is right.

Before doing this, the three middle members of the group are assigned to prepare
and do the following conditions:

Teacher Student E Student D Student C Student B Student A

whispers the No special Eating Wearing a Marching No special
statement to condition crackers or head phone his feet condition,
student E chewing or watching while will write
gum a video on a standing the
mobile on the statement
phone line on the
board

Reflective Questions
1. Describe how the transmission of messages became effective?
2. What are the reasons which makes the communication between members
interrupted or ineffective?

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 Assessment

Aside from the mentioned strategies to avoid communication breakdown, complete

the given table by listing the don’ts a sender and a receiver of the message must take
into consideration. First line items were given as examples.

As a Sender DON’T…
Make assumptions that the person hears what you are sending out.

1.

2.

3.

4.

5.

As a Receiver DON’T…
Jump to conclusions. Check out that what you have heard is accurate.

1.

2.

3.

4.

5.

Additional Activities

In this exercise, participants will identify practical and effective ways to remove
communication and listening barriers at workplace.

1. Split the group into teams of 3 or 4 people.

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 2. Prepare a flipchart or a whiteboard to write. Pen and papers for each
participant will help.
3. Each team is asked to come up with a practical solution in removing listening
obstacles in the following scenarios. Make sure to site an example for each
scenario.

a. Staying in an isolated environment such as a

private room or cubicle
b. Dealing with somebody who talks too much or
talk very fast
c. Staying in a noisy place
d. Dealing with a frustrated client
e. Dealing with visual distractions at workplace

At the end of the activity, one representative from each team writes down their
ideas on the board and explains how his or her team came up with the solutions.

Answer Key

overload
Information 9.
Language barrier 8.
9. E organization
Complexity in 7.
I 8. Poor retention 6.
B 7. Time pressure 5.
assessment
H 6. perception
activities and A 5. Difference in 4.
for the rest of the D 4. Inattention 3.
Answers may vary F 3. barriers
C 2. Emotional 2.
G 1. Noise 1.
What’s In: What’s More:

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 What I Need to Know

This module is designed and written to help you understand the different
strategies to prevent breakdown in communication, including various sample
activities in oral communication based on contexts.

At the end of this module, you will also write an essay showing your objective
observation and evaluation of the various speakers watched and listened to by:

1. Examining sample oral communication activities (EN11/12OC-Ia-6).

What I Know

Let’s appreciate the different functions of communication.

1. Choose a song.
2. Replace the lyrics of the song to express your emotion towards someone or
something.
3. Record your song using your phone or a recorder, then listen as you replay the
song.
Reflective Questions:
1. What are the messages conveyed in the songs you made?
_____________________________________________________________________________
_____________________________________________________________________________

2. Did the song deliver the intended meaning or purpose? How?

_____________________________________________________________________________
_____________________________________________________________________________

3. Which function of communication is most suitable to your lyrics?

_____________________________________________________________________________
_____________________________________________________________________________

According to Charlotte Tenedero (2016), Functions of communication refers to

how people use language for different purposes. It also refers to how language is
affected by different time, place, and situation.

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 Lesson
Sample Oral
2 Communication Activities

In this lesson, we are going to watch and listen to some public speaking videos
and recordings. Most of these resources are available online. The links are also
provided here. The final activity involves the writing of 250-word essay about your
observation and evaluation of the various speakers watched and listened to.

Public speaking – is the

process of designing and
delivering a message to an
audience. Effective public
speaking involves understanding
your audience and speaking
goals, choosing elements for the
speech that will engage your
audience with your topic, and
delivering your message skillfully.

 Good public speakers understand that they must plan, organize, and revise
their material in order to develop an effective speech.

Before we play the videos and recordings, let’s remember that you will be
needing here an important skill, your listening skill.

Importance of Listening

“Are you listening to me?” This question is often asked because the speaker
thinks the listener is nodding off or daydreaming. We sometimes think that listening
means we only have to sit back, stay barely awake, and let a speaker’s words wash
over us.

 Hearing – is an accidental and automatic brain response to sound that

requires no effort.
 Listening – is purposeful and focused rather than accidental. As a result, it
requires motivation and effort.

1. You become a better student - when you focus on the material presented in
a classroom, you will be able to identify not only the words used in a lecture
but their emphasis and their more complex meanings.

2. You become a better friend - when you give your best attention to people
expressing thoughts and experiences that are important to them, those
individuals are likely to see you as someone who cares about their well-being.

3. People will perceive you as intelligent and thoughtful - when you listen
well to others, you reveal yourself as being curious and interested in people

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 and events. In addition, your ability to understand the meanings of what you
hear will make you a more knowledgeable and thoughtful person.

4. Listening helps you become a good speaker - when you listen well to others,
you start to pick up more on the stylistic components related to how people
form arguments and present information. As a result, you have the ability to
analyze what you think works and doesn’t work in others’ speeches, which
can help you transform your speeches in the process.

Types of Listener

1. People-oriented listener – is interested in the speaker. People-oriented

listeners listen to the message in order to learn how the speaker thinks and
how they feel about their message. The people-oriented listener is likely to be
more attentive to the speaker than to the message.

2. Action-oriented listener – are primarily interested in finding out what the

speaker wants. In it, the listener seeks a clear message about what needs to
be done, and might have less patience for listening to the reasons behind the
task.

3. Content-oriented listener – are interested in the message itself, whether it

makes sense, what it means, and whether it’s accurate. These listeners are
interested to learn from the speaker.

4. Time-oriented listener – it prefers a message that gets to the point quickly.

Time-oriented listeners can become impatient with slow delivery or lengthy
explanations.

What’s In

Let’s listen to these two speeches. Using the provided link, your teacher might
download the video from online resources and show it to the class. Right after,
evaluate the two speeches based on your listening style. A table is provided below
for you to write your evaluation. You may write in paragraph or bullet form.

A. Video Title: FEU, Mariyela Marie G. Hugo, Cum Laude Speech

Video Link: https://www.youtube.com/watch?v=AgJxOPlkwOY

Evaluate the speech based on your listening style

People What can you say about the speaker?

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 Action What tasks did the speaker wants the listeners to apply?

Content What parts of the message imparted much on learnings?

Time How did the speaker utilize time for the speech?

Reflective Questions:
1. Which of the four listening styles suited your perception and interest about
this speech? Explain why.
2. What factors in the speech made you difficult to listen?

Notes to the Teacher

This module prepares the learners to identify and contextualize
the various models and types of communication based on context.

What’s New

Delivering the Speech Introduction

The use of appropriate introduction techniques helps the speaker begin a speech
effectively. Listen to the speech and evaluate the different techniques used by the

18
speaker to deliver an effective introduction. Use the template provided below. Put
checks when marking your observation and leave your feedback for each category.

A. Video Title: Blonde and Blue Eyes by Patricia Evangelista

Video Link: https://www.youtube.com/watch?v=jjwYW2ZdY04

Strongly Agree Disagree Strongly

Agree Disagree
1. Gain listeners’ attention and
interest
The speaker gains audience’s attention
and make them interested in the topic.
Leave Feedback:

2. State the purpose of speech

The speaker reveals the purpose of
speech to the audience. The specific
purpose is the idea that the speaker
wants audience to remember when
speech is finished.
Leave Feedback:

3. Establish credibility
The speaker is competent, caring, and
trustworthy as perceived by the
audience or listeners.
Leave Feedback:

4. Provide reasons to listen

The speaker established a connection to
the audience and provide them with
reasons why they should listen to the
speech. The speaker stated how
information might be useful to the
audience, as well.
Leave Feedback:

5. Preview main ideas

A preview establishes the direction of
the speech. During the preview, a
speaker outlines what these points will
be, which demonstrates to the audience
that the speaker is organized.
Leave Feedback:

19
 Introductions are only 10–15 percent of one’s speech, so speakers need
to make sure they think through the entire introduction to ensure that they will
capture an audience. During an introduction, speakers attempt to impart the
general and specific purpose of a speech while making their audience members
interested in the speech topic, establishing their own credibility, and providing
the audience with a preview of the speech structure.

What is It

Delivering the Body of the Speech

It is very important to ensure that the

body of a speech is organized. When
speakers are not organized, they are not
perceived as credible and their audiences
view the speeches negatively, are less likely
to be persuaded, and don’t remember
specific information from the speeches after
the fact.

 All speeches start with a general purpose and then move to a specific purpose
that gives the who, what, where, and how for the speech.

General
To inform
Purpose
To inform a group of school administrators about the various
Specific
open-source software packages that could be utilized in their
Purpose
school districts
General
To persuade
Purpose
To persuade a group of college students to make the switch
Specific
from Microsoft Office to the open-source office suite
Purpose
OpenOffice
General
To entertain
Purpose
To entertain members of a business organization with a mock
Specific
eulogy of for-pay software giants as a result of the
Purpose
proliferation of open-source alternatives

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 Transitioning from the specific purpose to possible main points means
developing a list of potential main points you could discuss. Then you can
narrow your focus by looking for similarities among your potential main points
and combining ones that are similar.

To inform a group of school administrators about the

Specific Purpose various open-source software packages that could be
utilized in their school districts
Define open-source software.
Define educational software.
List and describe the software commonly used by school
districts.
Explain the advantages of using open-source software.
Explain the disadvantages of using open-source software.
Brainstorming
List of Points Review the history of open-source software.
Describe the value of open-source software.
Describe some educational open-source software
packages.
Review the software needs of my specific audience.
Describe some problems that have occurred with open-
source software.

 Shorter speeches will have two main points while longer speeches will
generally have three or more main points. When creating your main points,
make sure that they are united, separate, balanced, parallel, and logical.

To inform a group of school administrators about the

Specific Purpose various open-source software packages that could be
utilized in their school districts
School districts use software in their operations.
Define educational software.
Main Point 1
List and describe the software commonly used by school
districts.
What is open-source software?
Define open-source software.
Review the history of open-source software.
Main Point 2
Explain the advantages of using open-source software.
Describe the value of open-source software.
Explain the disadvantages of using open-source software.

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 Describe some problems that have occurred with open-
source software.
Name some specific open-source software packages that
may be appropriate for these school administrators to
consider.
Main Point 3
Review the software needs of my specific audience.
Describe some educational open-source software packages.

What’s More

Delivering the Conclusion

A strong conclusion is very important

because it’s a speaker’s final chance to really
explain the importance of her or his message and
allows the speaker to both signal the end of the
speech and help the audience to remember the
main ideas. As such, speakers need to thoroughly
examine how they will conclude their speeches with
power.

Types of Concluding Device

1. Challenge – the speaker calls the audience to engage in some kind of activity.
2. Quotation – the speaker recites a quotation relevant to the speech topic. When
using a quotation, speaker need to think about whether the goal is to end on
a persuasive note or an informative note.
3. Summary – the speaker simply elongating the review of the main points. It
can be useful for information that was highly technical or complex speeches.
4. Visualizing the Future – the speaker helps the audience imagine the future
and persuade the audience to help create this future.
5. Appeal – it occurs when a speaker asks her or his audience to engage in a
specific behavior or change in thinking.
6. Inspiration – the goal of the speaker goal is to stir someone’s emotions in a
specific manner.
7. Advice – it is the speaker’s opinion about what should or should not be done.
This recognizes the speaker as an expert authority.
8. Proposal of Solution – the speaker offers a solution to the problem discussed
within a speech.
9. Question – the speaker asks a rhetorical question that forces the audience to
ponder an idea.

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 10. Reference to Audience – the speaker attempts to answer the basic audience
question.

What I Have Learned

Visit the website https://www.vsotd.com/ where you can find free vital
speeches of the day.

1. Select and listen to any of the free speeches available on this website.
2. Create an outline showing the body of speech you have listened to.
3. Follow the template below.

Source: Vital Speeches of the Day (www.vsotd.com)

Title of the Speech:

Name of Speaker:

Link to the website:

General Purpose

Specific Purpose

Main and Specific

Points of Discussion

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 What I Can Do

Some speakers used powerful concluding remarks to make their speech

remembered. In this activity, you will listen to an inspirational speech that was
powerfully concluded. Explain how the following concluding devices were observed
and utilized by the speaker. Use the template below.

A. Video Title: Every Kid Needs a Champion by Rita Pierson

Video Link: https://www.youtube.com/watch?v=SFnMTHhKdkw

Put a check if the concluding device became useful as informative or

persuasive. You may select both purposes if applicable. On the fourth column,
explain on which part of the actual speech you heard or observed this device. You
may write a quote from the speaker or simply explain how the speaker used this. If
none, just simply write “did not observed.”

Types of General Purposes of

Concluding Speeches Observation
Devices Informative Persuasive

Challenge

Quotation

Summary

Visualizing the
Future

Appeal

Inspirational

Advice

Proposal of
Solution

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 Types of General Purposes of
Concluding Speeches Observation
Devices Informative Persuasive

Question

Reference to
Audience

Assessment

Watch and listen to the motivational speech which link is provided below. Write a
250-word essay about your observation and evaluation of this oral activity. You may
use additional sheets of paper when necessary.

Video Title: How to Let Your Light Shine Bright by Lisa Nichols
Video Link: https://www.youtube.com/watch?v=CWpiCOmbVuY

Student’s Name: _____________________________

Essay:

_____________________________________________________________________
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___________________________________________________________________________
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 Additional Activities

The following are alternative videos in case the links provided in the exercises are no
longer accessible: Examine how these speeches were delivered.

Inspirational Valedictorian Speech

https://www.youtube.com/watch?v=kftac3d1eV0&t=10s

Be Perfect in Your Imperfection by Lisa Nichols

https://www.youtube.com/watch?v=g8pgUGx7Pkw

I’m 17 by Kate Simonds

https://www.youtube.com/watch?v=0OkOQhXhsIE

I am not Your Asian Stereotype by Canwen Xu

https://www.youtube.com/watch?v=_pUtz75lNaw

The Person You Really Need to Marry by Tracy MacMillan

https://www.youtube.com/watch?v=P3fIZuW9P_M

Answer Key

may vary.
assessment may vary. Answers
activities and Answers
for the rest of the Learned:
Answers may vary What’s More: What I have

27
References
Taylor J. 9 Effective Communication Skills, Habits for Well-being Journals, Published
2015

MSG. Seven C’s of Effective Communication, www.managementstudyguide.com.

2018
Kathryn Sue Young. Oral Communication, Skills, Choices, and Consequences,
Waveland Publishing Inc, Published August 2007

Eton Institute. How to Avoid Communication Breakdown, Eton Institute-Languages,

Communication, Culture, 2019

Saylordot.org. Speak Up, Speak Out; The Practice and Ethics of Public Speaking,
Volume 1.0, Retrieved from: https://saylordotorg.github.io/text_stand-up-speak-
out-the-practice-and-ethics-of-public-speaking/index.html, Copyright 2016

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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: [email protected]