4:

English — Grade 8
Alternative Delivery Mode
Quarter 2 — Module 4: Oral Language and Fluency
First Edition, 2020

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Published by the Department of Education – Division of Gingoog City

Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI

Development Team of the Module

Writers: Cristita M. Mabilen, Rolan B. Acido

Reviewer: Levie D. Llemit, PhD

Illustrator: Levie D. Llemit, PhD

Layout Artist: Cristita M. Mabilen

Management Team
Chairperson: Jesnar Dems S. Torres, PhD, CESO VI
School Division Superintendent
Co-Chairperson: Conniebel C. Nistal PhD
OIC-Assistant Schools Division Superintendent

Pablito B. Altubar
CID Chief
Members: Levie D. Llemit, PhD- EPS I English
Leah L. Tacandong – Instructional Supervisor
Himaya B. Sinatao, LRMS Manager
Jay Michael A. Calipusan, PDO II
Mercy M. Caharian, Librarian II

Department of Education – Division of Gingoog City

Office Address: Brgy. 23, National Highway, Gingoog City
Telefax: 088-328-0108 / 088328-0118
E-mail Address: [email protected].
 Table of Contents
What This Module is About......................................................................................... i
What I Need to Know.................................................................................................. i
How to Learn from this Module................................................................................... i
Icons of this Module.................................................................................................... ii
What I Know .............................................................................................................. iii
Lesson 1: Using Appropriate Prosodic Features of Speech…..……………… 1
What’s New ……………………………….......................................................... 1
What is It……………………………………....................................................... 1
What’s More……………………..……………................................................... 2
What is It……………………………………....................................................... 2
What’s More…………………………………..................................................... 4
What I Have Learned ……………………......................................................... 4
Lesson 2:
Producing the Sounds of English Correctly
When Delivering an Entertainment Speech.…......................................... 4
What’s New…………………….……………................................................... 4
What Is It…………………………………………………………………………... 5
What’s More………………………………………..………………………………. 6
What I Have Learned …………………............................................................ 7
What I Can Do…………………...................................................................... 8
Lesson 3:
Using Appropriate Non-Verbal Cues when
Delivering Lines in an Entertainment Speech.......................................... 9
What I Need to Know…………....................................................................... 9
What is It…..................................................................................................... 10
What’s More……………………………………………………………………….. 10
What I Have Learned…………..……………….............................................. 11
What I Can Do………………..………………............................................... 11
Lesson 4:
Delivering a Self-Composed Entertainment Speech
Using All the Needed Speech Conventions ..……………………….……… 12
What’s I Need to Know................................................................................... 12
What’s New…………………………………..................................................... 13
What is It…………………………………………................................................ 14
What’s More……………………………………….............................................. 15
What is It………………………………………………………...………………….. 15
What I Have Learned……………………………………………………………... 16
Assessment: (Post- Test)………………………………………………………………….. 16
Key to Answers……………………………………………………………………………... 18
What This Module is About
Oral language lays the foundation for the reading and writing skills students like you
develop as you enter and progress through school. You use oral language in all aspects of
your education, in the classroom as you connect with your peers and teachers, and throughout
your lives as you grow into adulthood. Having a solid foundation in oral language will help you
become successful readers and strong communicators as well as build your confidence and
overall sense of well-being.
Students learning English as a second language often have trouble understanding
English spoken by native speakers as well as being understood. Spoken English does have
certain distinct features that require a great deal of practice in listening and speaking in order
for a nonnative speaker to master the language. This module will tackle two important features
of spoken language which are stress and intonation. You will also learn non-verbal cues when
delivering lines and practice delivering punch lines and entertainment speech. Although, these
aspects of language are meant to be heard and spoken, this module tries to come up with a
simple discussion on these features, some exercises for you to practice, and assessment of
how much you have learned from this module.

What I Need to Know

After going through this module, you should be able to:

1. Use the appropriate prosodic features of speech EN8OL-IIa;
2. Produce the sounds of English correctly and effectively when delivering an
entertainment speech (EN8OL-IIc-3.11);
3. Use appropriate non-verbal cues when delivering lines in an entertainment speech
(EN8OL-IIe-2.6);
4. Deliver a self- composed entertainment speech using all the needed speech
conventions (EN8OL-IIg-3); and

How to Learn from this Module

To be able to learn from this module and achieve the objectives mentioned above, you
are encouraged to do the following:
1. Carefully read each lesson and discussion.
2. Do the suggested activities and practice tests/exercises.
3. Answer the pretest and post-test honestly; the purpose of the pretest is for you to
determine your prior knowledge before going thru the lessons and activities and the
posttest determines how much you know after going through this module.
4. Take time to understand the lessons and activities. If you think you need a break,
please do. Having breaks between lessons and activities will give you some time to
absorb the lessons well.
5. If you have difficulty in understanding the lessons and activities, don’t hesitate to ask
your teacher, parent or anybody for help.
6. You can use the references cited at the end of this module if you need more information
about the lessons.

i
Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge

What’s In This part connects previous lesson with that

of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and
understanding of the concept.

What’s More These are follow-up activities that are

intended for you to practice further in order
to master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to

showcase your skills and knowledge
gained, and applied into real-life concerns
and situations.

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What I Know
Multiple

Pretest

Directions: Read each item carefully. Then encircle the letter of your answer.

1. It is the degree of intensity or loudness placed on a sound, syllable or word to give it

importance.
a. Pitch c. Intonation
b. Stress d. Juncture
2. The teacher got her class record to record the test scores of the students. Which is
the correct stress of the underlined words?
a. récord, recórd c. récord, récord
b. recórd, récord d. recórd, recórd
3. The rising and falling of the voice when one is speaking is called
a. Pitch c. Stress
b. Intonation d. Juncture
4. The Falling Intonation is used with
a. Statements or comments c. low energy emotions, such as boredom
b. Wh questions d. all of the above
5. The Rising Intonation is used with
a. Yes/No Questions c. request for clarification
b. High energy emotions such excitement d. all of the above
6. It is a perception of energy used in voice production.
a. Heteronyms c. Stress
b. Intonation d. Volume
7. It is the relative emphasis given to certain syllables in a word, or certain words in a
phrase or sentence.
a. Heteronyms c. Stress
b. Intonation d. Volume
8. It refers to the total pattern of pitch change within an utterance. It is usually
associated with the intent behind the sentence.
a. Heteronyms c. Stress
b. Intonation d. Volume
9. These words have the same spelling but have different meanings and
pronunciations.
a. Heteronyms c. Stress
b. Intonation d. Volume
10. It is the strength of speaking or singing whereby the voice is used loudly and clearly
a. Voice projection c. Stress
b. Intonation d. Volume

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 Encircle the correct meaning of each of the following non-verbal
cues/behavior.
11. Arms crossed on chest means…
a. readiness, aggression c. confidence
b. defensiveness d. boredom
12. Touching, slightly rubbing nose means….
a. anticipation c. rejection, doubt, lying
b. evaluating, thinking d. dejection
13. Sitting with legs crossed, foot kicking slightly means…
a. confidence c. apprehension
b. open, relaxed d. boredom
14. Brisk, erect walk means…
a. confidence c. doubt, disbelief
b. anticipation d. anger, frustration
15. Head resting in hand, eyes downcast means…
a. anticipation c. defensiveness
b. boredom d. confidence
16. In order to make it easy for the audience to listen, a speaker should
a. present as much information as possible to keep the audience interested.
b. present only unfamiliar information; audiences will be bored with the familiar.
c. use simple information to build up understanding of complex information.
d. All of these are correct.
17. Which is true of an entertainment speech?
a. It tends to change the audience's attitudes.
b. It tries to entertain audience.
c. It tries to sway the audience's opinions.
d. It tends to be noncontroversial.
18. Detailed descriptions, examples, statistics, and definitions are important types of
a. introductory materials.
b. supporting materials.
c. transition materials.
d. concluding materials.
19. Your teacher asked you to recite an excerpt of the speech of the Prime Minister of
Japan in your literature class as part of your “Team Asia” activity. Your teacher is
expecting you to:
a. Copy the full text of the speech
b. Interpret the speech
c. Make an outline of the speech
d. Make the speech short including only the key points.
20. When reading researches, you may have noticed website reference at the end of the
topic or article as in this example. Prosodic features that appear when you put
sounds together in connected speech. It is important for you to learn the prosodic
features as successful communication depends as much on intonation, stress and
rhythm as on the correct pronunciation of sounds. Source:
http://www.teachingenglish.org.uk/knowledge-database/prosodic-features

What is the purpose of putting this website reference?

a. To promote website and its links
b. To recognize the source thus avoid plagiarism
c. To make researches look more formal
d. To provide additional information

iv
 Lesson
Lesson
Using Appropriate Prosodic
1 Features of Speech
A. Word Stress

What’s New

Activity 1: Stress Mark

Directions: Put a stress mark over the syllable where the intensity of the voice falls.
Example: Mónday; evil=évil; elect=eléct
1. Lemon 4. police
2. Mother 5. famous
3. Enough
Were you able to answer correctly Activity 1? It is important that you are able to stress
words correctly. Word stress is one of the prosodic features of spoken language. In speech,
stress may be defined as the degree of intensity or loudness placed on a sound, syllable or
word to give it importance. Stress may also be referred to as accent. Stress is such an
important feature of spoken language that it determines not only the rhythmic flow of words
but also the quality of the vowels. Correct word and sentence stress can mean the difference
between good communication and no communication at all. Therefore, whenever you learn
the meaning of a word, you must also know its correct pronunciation.

What is It

Most words of two syllables have one stressed syllable (primary stress) and one
unstressed syllable. Remember that in a stressed syllable, the vowel sound is longer and
louder than it is in an unstressed syllable.

Note: To determine the number of syllables in a word, simply count the

number of vowel sounds

Example: bath (one vowel sound= one syllable)

Bathroom (two vowel sounds= two syllables)
Beautiful (although this word contains five vowels, there are only
three vowel sounds, and therefore only three syllables)
Many two syllable words may be used as either nouns or verbs. These nouns usually
have the stress on the first syllable, while the verbs usually have the stress on the
second syllable. (In a sentence, you can tell whether a word is used as a noun by looking for
markers of nouns such as articles, possessives, demonstratives, numbers, prepositions, and
adjectives). Practice reading them orally. You can refer to a dictionary, like Meriam for correct
pronunciation.

1
 Nouns Verbs Nouns Verbs

récord recórd óbject objéct

present present rebel rebel
*In these words, there is no vowel reduction in the second syllable
EXCEPTIONS: In the list of words below, both nouns and verbs have the same stress
pattern.

Noun/ Verb Noun/ Verb

exchánge campaign comfort

delay remark program

What’s More

Activity 2. Sound It Right

Directions: Read the following mini-dialogues silently. Determine whether the two-syllable
word (written in bold) in the sentence is a noun or verb, then put the stress above the vowel
of the stressed syllable. Read the mini-dialogue aloud and make sure to use the correct
stress in pronouncing the two-syllable words used as noun or verb.
1. A: Do you have that rock group’s latest record?
B: No, but I recorded their TV program.
2. A: Did you remember to project your voice when you gave your oral report
today?
B: Yes, I did. In fact, my teacher commented on how well I spoke about my
project.
3. A. Don’t forget to contact your travel agent about your accommodations in
Manila.
B. I won’t forget. He is my best contact for hotel reservations.
4. A. How can I control the temperature in the language laboratory? It’s very cold in
there.
B. Just turn knob on the temperature control. It’s located on the rear wall to the
right of the door.
5. A. The police won’t permit you to park here. You’ll get a parking ticket.
B. Don’t worry. I have a special press photographer’s permit.
C. Rising and Falling Intonation
What is It

Intonation, the rising and falling of the voice when a person is speaking is another
important prosodic feature of spoken English. It is sometimes called the melody or the tune of
speech.

Notice that people tune in to intonation patterns to figure out the meaning behind what
we are saying. A speaker can change the meaning of an utterance just by using a different
intonation pattern. For example, “She’s here” spoken with a falling voice at the end makes a
statement. But "She’s here” said with a rising voice asks a question.

2
 Statement: She’s here.
Question: She’s here?
Functions of Falling Intonation
Falling intonation is when the words in a sentence gradually fall in tone (or musical note)
almost in a stepwise manner. It is used in the following: (Practice reading them orally following
the pattern)

1. Statements or comments

a. Jane bought a new laptop.

2. WH questions

a. Where are you going?

3. Low energy emotions such as boredom, disinterest

a. I don’t feel like going.

4. Commands and Requests

a. Please pass the but ter

Functions of Rising Intonation

Rising intonation is often overused by both nonnative English speakers as well as
native speakers (and most people don’t realize they are doing it!). In fact, this is called ‘high
rising terminal’ and has been on the increase especially in Australia. Using rising intonation
incorrectly can indicate you are unsure of yourself, in a heightened emotional state, or wanting
the listener to clarify what you are saying. Many nonnative speakers have been taught to use
rising intonation when asking any kind of question but this is not correct as English speakers
only use rising tone for questions with a yes/no answer! The rising tone intonation pattern is
only used for:(Practice reading them orally following the pattern)

1. Questions with a yes/no answer

a. Are you hungry?

2.Requests for clarification (indicates uncertainty)

a. Is he coming?
3.High energy emotions e.g. happiness/anger/shock

a. Yehey, I won!
4.Question Tag (checking)

The meeting is at three, isn’t it?

3
Functions of Mixed Intonation
Mixed intonations in English sentences serve several functions including:
1. Offering a choice of two (high to low intonation)

a. Black or white?

2. Listing items (gradually rise then fall on the last word)

a. Milk, bread, butter and cheese

b.

What’s More
Activity 5: Who You’re Talking To
Say “Hello” in the following situations:
a. To a friend
b. To a friend you haven’t seen for a year.
c. To your teacher

What I Have Learned

Generalization
1. Why are stress and intonation pattern important features of spoken English?
2. When do we use:
a. Falling Intonation?
b. Rising Intonation?
c. Mixed Intonation?

Lesson Producing the Sounds of English

Correctly when Delivering an

.
2
Lesson
Entertainment Speech

What’s New

Activity 1
Directions: Invite students to read the following sentence the best way they can by following
the following rising and falling structure below.

4
 1.

2.

3.

4.
Which number of sentences do you think has the appropriate structure? Why?

What is It

Exercise reading the sentence with proper stress and intonation. Emphasize that
good speakers of English read with music-like, rising and falling of their voice when speaking.
Just like in the above sentence, intonation is like going up and down in a staircase.

Stress or accentuate the syllables in bold.

combat- combat record- record

conflict-conflict conduct- conduct
protest- protest contact- contact
Note the difference in pronunciation due to stress. Those words that the first syllables are
stressed are NOUNS while those words which the second syllables are stressed are VERBS.
The words maybe spelt the same but are pronounced differently. These words are called
heteronyms. The difference in pronunciation is attributed to stress. Stress changes the
meaning of the words as indicated in the pair of words above. In heteronyms, nouns are
usually stressed on the first syllable, while verbs are stressed on the second syllable. Stress
is the relative emphasis given to certain syllables in a word, or certain words in a phrase or
sentence. In English, stressed syllables are louder than non-stressed syllables. They are also
longer and have a higher pitch. There are four types of stress, primary (ˊ), secondary (`),
tertiary (ˆ) and weak (no symbol). Primary stress is most noticeable when spoken. All the
other stresses are no longer emphasized when read. As a general rule in writing the stress (ˊ)
symbol, you write it above the vowel of the stressed syllable. Example: information ,
necessary

Refer back to the pair of words you have read a while ago. Read the words again, this time
with proper stress.

combat - combat record- record

conflict- conflict conduct- conduct
Drill yourself to read the following words with stress on different syllables. Be guided
with the highlighted syllables where the stress is located.

5
 accuracy ceremony family
memorable adolescent comfortable
Sentence-stress refers to certain words in a sentence that are given importance.
There is no complete set of rules for sentence-stress. The meaning intended determines the
words to be stressed and the degree to which they are emphasized. If you shift the primary
stress, you get different meanings.
Intonation refers to the total pattern of pitch change within an utterance. It is usually
associated with the intent behind the sentence, It is important for us to use the appropriate
intonation patterns when we speak. Otherwise, we may be sending messages using
intonations that contradict what we reallywant to say.
Activity 2
Directions: Pair-work. Work in pairs in the family in practicing the right intonation to achieve
the purpose or feeling indicated. Emphasize the appropriate stress in the italicized words.
Sentences Purpose/Feeling

1. He is my father. The speaker is stating a fact. (not the other fellow)

2. He ismy father. The speaker is sure.(no doubt on his father)

3. He is my father. The speaker expresses ownership.(not anybody’s father)

The speaker emphasizes his father. (not an enemy,
4. He is my father.
But his father)

What’s More

Prosodic features are variations in pitch (intonation), stress patterns (syllable

prominence), and duration (length of time) that contribute to expressive reading of a text.
Reading fluency is more than just the ability to read fast; it includes an understanding of the
message being conveyed by the text. Prosody is a sign or an index that the reader is actively
constructing the meaning of the passage as the words are being identified and pronounced.
Voice Projection is the strength of speaking or singing whereby the voice is used
loudly and clearly. It is a technique employed to command respect and attention, as when a
teacher talks to a class, or simply be heard clearly, as used by an actor in a theater.
Volume (loudness) is a perception of energy used in voice production.
• Speaker must be audible to the audience
• Variety will help retain attention.
• May be used to convey nuance and emotion (shout vs. stage whisper)

Your rate of speech is how fast or slow you say your words. Everyone has a different
rate of speech depending on his/her location, age, culture, and how he/she feels. In order to
communicate effectively you must speak at a rate of speech that your listeners can
understand.

6
 A FASTER speaking speed signals urgency, excitement, passion or raw emotion. In
contrast a SLOWER speaking rate signals importance, seriousness or significant ideas. Slow
says: LISTEN UP! YOU NEED TO KNOW THIS. A new concept or complex information may
need to be delivered slowly to give the audience time to grasp it before moving on. ‘Slow’ is
also useful for summarizing material. The combination of slow, fast, and medium speed makes
your speech easier to listen to.

What I Have Learned

Your challenge this time is to deliver an entertainment speech correctly and effectively.
Make sure to apply the knowledge you have gained from the discussion. Rubric is withheld to
properly weigh your performance

ENGLISH IS A CRAZY LANGUAGE

There is no egg in eggplant nor ham in hamburger; neither apple or pine in pineapple.
English muffins weren’t invented in England. Quicksand can work slowly, boxing rings are
square, and a guinea pig is neither from Guinea or is it a pig.

And why is it that writers write but fingers don’t fing, grocers don’t groce and hammers
don’t ham?Doesn’t it seem crazy that you can make amends but not one amend? If teachers
taught then why didn’t preachers praught?If a vegetarian eats vegetables, what does a
humanitarian eats?

In what other language do people recite at a play and play at a recital? We ship by truck
but send cargo by ship. We have noses that run and feet that smell. We park in a driveway and
drive in a parkway. And how can a slim chance and a fat chance be the same, while a wise man
and a wise guys are opposites?

7
 What I Can do
Activity 4
You are given another entertainment speech to deliver as your practice drills towards
mastery of the competency.

Why English is Hard to Learn

We’ll begin with a box: the plural is boxes,
But the plural of ox is oxen, not oxes.
One fowl is goose, and two are called geese,
Yet the plural of moose is never called meese.
You may find a lone mouse or a house full of mice;
But the plural of house is houses, not hice.
The plural of man is always men,
But the plural of pan is never pen.
If I speak of a foot, and you show me two feet,
And I give you a book, would a pair be a beek?
If one is a tooth and the whole set are teeth,
Why shouldn’t two booths be called beeth?
If the singular’s this and the plural is these,
Should the plural of kiss be called keese?
We speak of a brother and also of brethren,
But though we say mother, we never say methren.
Then masculine pronouns are he, his, and him;
But imagine the feminine…she, shis, and shim!

–Anonymous– or is it anonymouses?

8
 Lesson Using Appropriate Non-Verbal
Lesson Cues When Delivering an
3 Entertainment Speech

What I Need to Know

Communication is simply the act of transferring information from one place, person or
group to another and it could through written, verbal and non-verbal.
In Non-verbal communication it includes covering body language, gestures, how we
dress or act, where we stand, and even our scent. There are many subtle ways that we
communicate (perhaps even unintentionally) with others. For example, the tone of voice can
give clues to mood or emotional state, whilst hand signals or gestures can add to a spoken
message

9
 What is It

Non-verbal communication is a system consisting of a range of features often used

together to aid expression. The combination of these features is often a subconscious choice
made by native speakers or even sub-groups/sub-cultures within a language group. The
main components of the system are:

➢ Kinesics (body language) Body motions such as shrugs, foot tapping, drumming
fingers, eye movements such as winking, facial expressions, and gestures
➢ Proxemics (proximity) Use of space to signal privacy or attraction
➢ Haptics Touch
➢ Oculesics Eye contact
➢ Chronemics Use of time, waiting, pausing
➢ Olfactics Smell
➢ Vocalics Tone of voice, timbre, volume, speed
➢ Sound symbols Grunting, mmm, er, ah, uh-huh, mumbling
➢ Silence Pausing, waiting, secrecy
➢ Posture Position of the body, stance
➢ Adornment Clothing, jewelry, hairstyle
➢ Locomotion Walking, running, staggering, limping
Importance of Non-Verbal Communication

• Strengthens the first impression and it is important because the first impressions
affect our perception
• It plays a role in face to face situation
• It expresses non-verbal paralinguistic messages
• Provide feedback
• Regulate the flow of communication
• Reinforce or modify what is said

What’s More
Activity 3: What Can You Say?

Directions: Below are other examples of non-verbal communication/gestures that you

may follow or refrain from doing in delivering a speech or a report. Use words from the list as
well as any other words you can think to describe these picture

bored uninterested frightened angry

sad happy annoyed disgusted
joyful pleased elated excited
surprised welcoming pleased

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 What I Have Learned

Activity 4: Generalization
When and how can we apply non-verbal communication in our daily undertakings? Do you
think it is important? Why?
_________________________________________________________________________

What I Can Do

Activity 5: I Can Write It!

Look at the pictures closely. In your notebook, jot down all the important messages
conveyed in these images. After that, use that information in writing a simple speech entitled
“Stay at Home, Save Lives”. In your speech, please include the non-verbal cues, gestures,
body language(s) written inside an open and close parenthesis ().

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 “As I watched people walking down the street, my heart sunk. They don’t know
the danger that awaits them”, (gloomy face).

_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________

RUBRIC
CRITERIA 4 3 2 1
Structure (Including Well-structured Information is Information is Unstructured
no-verbal cues) information with structured with structured but information
well-constructed well-constructed paragraphs are
paragraphs paragraphs. not well-
constructed
Conclusion Very satisfactorily Satisfactorily ends Unsatisfactorily Ends with no
ends with a strong with a strong ends without a concluding
concluding concluding strong concluding statement
statement statement statement
Spelling/Grammar No spelling, Few spelling, A number of So many spelling,
punctuations and punctuations and spelling, punctuations and
grammatical errors grammatical errors punctuations and grammatical errors
grammatical
errors

Lesson Delivering a Self- Composed

Entertainment Speech Using All
4
Lesson the Needed Speech Conventions

What I Need to Know

Definition of Entertainment Speech
In broad terms, an entertaining speech is a speech
designed to captivate an audience’s attention and regale or amuse
them while delivering a message. Like more traditional informative
or persuasive speeches, entertaining speeches should
communicate a clear message, but the manner of speaking used
in an entertaining speech is typically different. Entertaining
speeches are often delivered on special occasions (e.g., a toast at
a wedding, an acceptance speech at an awards banquet, a
motivational speech at a conference), which is why they are
sometimes referred to as special-occasion speeches. However,
shorturl.at/ they can also be given on more mundane occasions, where their
advA7 purpose is primarily to amuse audience members or arouse them

12
 emotionally in some way. Remember, when we use the word “entertain,” we are
referring not just to humor but also to drama. The goal of an entertaining speech is to
stir an audience’s emotions.
Of all the types of speeches we come in contact with during our lives, the bulk of them
will probably fall into the category of entertainment. If you spend just one evening watching a
major awards show (e.g., the Grammys, the Tonys, the Oscars), you’ll see dozens of
acceptance speeches. While some of these acceptance speeches are good and others may
be terrible, they all belong in the category of speaking to entertain.
Other speeches that fall into the entertaining category are designed to inspire or
motivate an audience to do something. These are, however, different from a traditional
persuasive speech. While entertaining speeches are often persuasive, we differentiate the two
often based on the rhetorical situation itself. Maybe your school has hired a speaker to talk
about his or her life story in an attempt to inspire the audience to try harder in school and reach
for the best that life has to offer. You can imagine how this speech would be different from a
traditional persuasive speech focusing on, say, the statistics related to scholastic achievement
and success later in life.
Entertaining speeches are definitely very common, but that doesn’t mean they don’t
require effort and preparation. A frequent trap is that people often think of entertaining
speeches as corny. As a result, they don’t prepare seriously but rather stand up to speak with
the idea that they can “wing it” by acting silly and telling a few jokes. Instead of being
entertaining, the speech falls flat. To help us think through how to be effective in delivering
entertaining speeches, let’s look at four key ingredients: preparation, adaptation to the
occasion, adaptation to the audience, and mindfulness about the time. (shorturl.at/fFJZ1).

What’s New

Activity 1: My Type of Mobile Apps!

Directions: Technology particularly mobile apps like face swap, face app or snapchat have
entertained a lot of people, both young and old. Among these tools, enumerate 3 apps that
entertain you and give the reasons why these do.

(Photo Credit: shorturl.at/htOQ6 and shorturl.at/flxPT)

Type of Mobile Application:
1. ___________________________________
Reasons Why It Is Entertaining:
1.

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 What is It
Guidelines to Entertainment Speech Using Speech Conventions

Activity 1 asked you to identify mobile applications nowadays that you find entertaining.
Furthermore, the activity lets you state the reasons why such applications are entertaining to
you. In this part, we will be acquainted with the guidelines to entertainment speech using
needed speech conventions.
Speech Conventions Defined
The term convention is used where there is a generally accepted usage or practice.
The conventions of written English include such aspects as punctuation, the layout of a letter
or a curriculum vitae, the format of a book. In oral language, there are conventions for formal
debates or sermons or speeches of welcome. Children need to learn the conventions of their
language - when it is appropriate or inappropriate to use certain words, how to use politeness
forms, and so on. The rules of a language are highly resistant to change over time, but
conventions can and do change, both over time and from one audience to another.
(shorturl.at/disBO)
1.Be Prepared
First, and foremost, the biggest mistake you can make when standing to deliver an
entertaining speech is to underprepare or simply not prepare at all. We’ve stressed the need
for preparation throughout this text, so just because you’re giving a wedding toast or a eulogy
doesn’t mean you shouldn’t think through the speech before you stand up and speak out. If
the situation is impromptu, even jotting some basic notes on a napkin is better than not having
any plan for what you are going to say. Remember, when you get anxious, as it inevitably
happens in front of an audience, your brain doesn’t function as well as when you are having
a relaxed conversation with friends. You often forget information. By writing down some simple
notes, you’ll be less likely to deliver a bad speech.
2. Be Adaptive to the Occasion

Not all content is appropriate for all occasions. If you are asked to deliver a speech
commemorating the first anniversary of a school shooting, then obviously using humor and
telling jokes wouldn’t be appropriate. But some decisions about adapting to the occasion are
less obvious.
3. Be Adaptive to Your Audience
Once again, we cannot stress the importance of audience adaptation enough in this
text. Different audiences will respond differently to speech material, so the more you know
about your audience the more likely you’ll succeed in your speech. One of our coauthors was
once at a conference for teachers of public speaking. The keynote speaker stood and
delivered a speech on the importance of public speaking. While the speaker was good and
funny, the speech really fell flat. The keynote speaker basically told the public speaking
teachers that they should take public speaking courses because public speaking is important.
Right speech, wrong audience!
4. Be Mindful of the Time
The last major consideration for delivering entertaining speeches successfully is to be
mindful of your time. Different entertaining speech situations have their own conventions and
rules with regard to time. Acceptance speeches and toasts, for example, should be relatively
short (typically under five minutes). A speech of introduction should be extremely brief—just
long enough to tell the audience what they need to know about the person being introduced

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in a style that prepares them to appreciate that person’s remarks. In contrast, commencement
speeches and speeches to commemorate events can run ten to twenty minutes in length. It’s
also important to recognize that audiences on different occasions will expect speeches of
various lengths. For example, although it’s true that graduation commencement speakers
generally speak for ten to twenty minutes, the closer that speaker heads toward twenty
minutes the more fidgety the audience becomes. (shorturl.at/fFJZ1)

What’s More
Activity 2: Believe In Your Thank You

Directions: An entertainment speech may be used during a time to “thank” certain group of
people or individuals. Using the events below, list at least 5 people you will say “thank you” to.
1. Victory after election 3. Movie Premiere Night
a. _____________________ a. _________________
th
2. Wedding reception 4. 18 birthday party
a. _____________________ a. __________________

5. Musical concert
a. _____________________

What is It

Ideas to Keep Audience Engaged

Just like the list of artists or personalities mentioned in our previous activity, most
people, public speaking at an event is bad enough, much less having to give a speech that is
also entertaining. As with all speeches, the key to successfully presenting an entertaining
speech lies in the topic—ask seasoned public speakers and they will all agree. You need to
offer persuasive speech that is informative with a specific purpose that will bring the event to
life. Above all, to be an entertaining speaker, you need an interesting and unique speech
topic or even impromptu speech that will last more than a few minutes and engage the
audience with an interesting story/stories. There are a lot of topics you can cover that will be
entertaining, such as funny speech topics, informative speech topics, or even demonstrative
speeches, but make sure you consider your audience before you choose one.
(shorturl.at/pty58)
1. Consider your entertainment topic from different points of view.
2. Choose for an unusual or strange angle of approach.
3. Wonder what the reason is for some habits or daily grind.
4. Give a normal issue, subject or topic a personal, dramatic twist.
5. Tell a story about a personal experience, interrelate the humorous anecdote in the
main theme.

15
 What I Have Learned
Activity 4: Generalization
How do speech conventions play an important role in delivering entertainment speech?
_____________________________________________________________________

What I Can do
Activity 5: Believe in Your Entertainment Speech
Directions: Think of a funny situation that happened to yourself which you can use in
discussing any of the following topics:
1. The Worst Joke I Ever Heard
2. How I Got My Nickname
3. The Worst Haircut I Ever Had
4. How My Cat Will Take Over the World

SUMMARY
Congratulations on finishing this Oral Language and Fluency Module! How much
mastery of the competencies have you achieved? You are not expected to master it right
away. You need more time to practice the oral skills.
Lesson 1 introduced you to prosodic features of speech which are stress and
intonation, two very important elements of conveying meaning in addition to the words uttered
by a speaker.
Lesson 2 presented other examples or word stress and the significance or meaning of
stress put on certain words in the sentence. You were given opportunity to practice producing
correctly the sounds used in an entertainment speech.
Lesson 3 introduced you to non-verbal cues that you may use when delivering lines in
an entertainment speech.
Finally, Lesson 4 and 5 gave you more activities to practice the skills in lesson 1 to 3
and challenged you to make your first ever self-composed entertainment speech and deliver
your punch lines effectively. Were you able to take the challenge? Great job if you did!
After going through this module, may you have improved your oral language and
fluency of which many students are struggling with.
Thank you for taking the challenge and keep learning

Post-test
Read each sentence carefully, then encircle the letter of your answer.
1. Sitting legs apart means…
a. boredom c. dejection
b. open, relaxed d. anticipation
2. Rubbing hands mean…
a. anticipation c. doubt, disbelief
b. apprehension d. anger, frustration
3. Hand to cheek means…
a. confidence c. evaluating, thinking
b. defensiveness d. boredom
4. Locked ankles mean…
a. anticipation b. frustration c. aggression d. apprehension

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5. Hands clasped behind back means…
a. apprehension c. anger, frustration, apprehension
b. boredom d. anticipation
6. Your teacher asked you to recite an excerpt of the speech of the Prime Minister of
Japan in your literature class as part of your “Team Asia” activity. Your teacher is
expecting you to:
a. Copy the full text of the speech
b. Interpret the speech
c. Make an outline of the speech
d. Make the speech short including only the key points.
7. When reading researches, you may have noticed website reference at the end of the
topic or article as in this example. Prosodic features that appear when you put sounds
together in connected speech. It is important for you to learn the prosodic features as
successful communication depends as much on intonation, stress and rhythm as on
the correct pronunciation of sounds.
http://www.teachingenglish.org.uk/knowledge-database/prosodic-features
What is the purpose of putting this website reference?
a. To promote website and its links
b. To recognize source thus avoid plagiarism
c. To make researches look more formal
d. To provide additional information
8. Stressing the right syllable helps to show contrast and emphasis in meaning of the
word. Permit has stress on the last syllable as in permi’t. What does it mean?
a. A notice c. To request
b. To give consent d. A written grant/authority
9. Oral literature includes folktales; myths and legends. Myths are often sacred within the
culture of a group of people and are incorporated in their religion. One common
characteristics of myths is that:
a. They are meant to be read by kids.
b. They are written by ancestors.
c. They are believed to be true.
d. They deal gods and goddesses, and extraordinary persons.
10. It is the relative emphasis given to certain syllables in a word, or certain words in a
phrase or sentence.
a. Heteronyms c. Stress
b. Intonation d. Volume

11. It refers to the total pattern of pitch change within an utterance. It is usually
associated with the intent behind the sentence.
a. Heteronyms b. intonation c. Stress d. volume
12. These words have the same spelling but have different meanings and
pronunciations.
a. Heteronyms b. intonation c. Stress d. volume
13. It is the strength of speaking or singing whereby the voice is used loudly and clearly
a. Voice projection b. intonation c. Stress d. volume
14. It is the degree of intensity or loudness placed on a sound, syllable or word to give it
importance.
a. Pitch b. stress c. Intonation d. juncture
15. The teacher got her class record o record the test scores of the students. Which is
the correct stress of the underlined words?
a. récord, recórd c. récord, récord
b. recórd, récord d. recórd, record

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16. The rising and falling of the voice when one is speaking is called
a. Pitch b. intonation c. Stress d. juncture
17. The Falling Intonation is used with
a. Statements or comments b. WH questions
b. Low energy emotions such as boredom d. All of the above
18. The Rising Intonation is used with
a. Yes/No Questions c. Request for clarification
b. High energy emotions such excitement d. All of the above
19. What should a speaker do to catch the attention of the audience?
a. Present as much information as possible to keep the audience interested.
b. Present only unfamiliar information; audiences will be bored with the
familiar.
c. Use simple information to build up understanding of complex information.
d. All of these are correct
20. Among the choices given, which statement is clearly true about entertainment
speech?
a. It tends to change the audience's attitudes.
b. It tries to entertain the audience.
c. It tries to sway the audience's opinions.
d. It tends to be noncontroversial.

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