Senior High School

Grade 11 (First Semester)

CORE SUBJECT

Oral Communication in Context

Quarter 2
(Weeks 3 and 4)

Module 3: Patterns of Speech

Development and Coherence in Speech
(Logical Organization and Grammar)

1
About the Module

This module intends to refresh your knowledge of the basic parts and patterns
of speech development and the linguistic devices to achieve coherence in speech.

Week 3 (Day 1)

Pretest

Directions. Read the statements very carefully. Write TRUE if the statement is
correct about patterns of speech development and coherence in speech
and FALSE if it is not. Write your answers on a separate sheet of
paper.

1. The listeners get confused when ideas in the speech are properly connected
and organized.
2. Problem solving pattern of speech development is appropriate when discussing
the benefits of reducing, reusing, and recycling.
3. Causal pattern of speech development is appropriate when describing the life
and works of Rizal.
4. Comparison and Contrast pattern of speech development is appropriate when
presenting the similar health benefits of using Food Supplement A and Food
Supplement B and the significant edge of Food Supplement A over Food
Supplement B in other aspects.
5. Categorical pattern of speech development is appropriate when describing the
significant events before, during, and after the 1986 EDSA Revolution or People
Power.
6. Chronological pattern of speech development is appropriate when discussing
the process of removing waste from the human body through the urinary
system.
7. Biographical pattern of speech development is appropriate when informing the
audience of my life from childhood to present.
8. Transitional devices are words that connect ideas to achieve coherence.
2
9. Biographical pattern of speech development is appropriate when discussing the
nature of online dating, the ways to improve online dating experiences, and
negative effects of online dating in reversed order without changing the overall
structure.

10. Pronouns can be used to avoid unnecessary repetition of names since they can
replace nouns.
11. Problem solving pattern of speech development is appropriate when explaining
the possible effects of overeating to one’s health.
12. Chronological pattern of speech development is appropriate when presenting
the events that led to the decline or weakening of the country’s economy.
13. Causal pattern of speech development is appropriate when explaining the
reasons for supporting the government’s educational programs being seen as
the primary means of increasing the literacy rate in the Philippines.
14. When the speech is disorganized, the listener may think that the speaker
himself/herself does not have a clear understanding of his/her own speech.
15. Coherence is important only between individual sentences.

3
 Parts and Patterns of Speech
Lesson 1
Development

What I Need To Know

Objectives: At the end of the lesson, you are expected to:

1. Identify the basic parts of a speech;
2. familiarize the patterns of speech development; and
3. construct and record a speech with basic parts following a certain pattern of
development.

Day 2
What’s In
Activity 1
.
Directions. Read and understand the following questions. Then, write your answers
on a separate sheet of paper.

a. Have you ever felt so excited about something but did not get what you were
excited about?
b. Have you experienced being left “hanging”?
c. The time when you were promised to get much but only got so little. How did
you feel then? Betrayed? frustrated? short changed?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________.

The same emotions your audience will feel if you started your speech with
something so promising yet unable to fulfill such promise in the succeeding parts of
your speech.

Ideally, when somebody starts an idea, he/she must be able to explain that
idea by providing details and properly end it in order not to leave the audience
hanging. This module will discuss the basic parts of a speech and how you can
develop your topic.

4
 What’s New
Speech is the ability to express one’s thoughts and emotions using
sounds and gestures in a manner that is understandable to the audience.
Parts of a Speech
1. Introduction (Thesis Statement)

This tells the audience what the speech is going to be about. It also helps you
keep your speech under control as it is the biggest idea which the ideas in the
succeeding statements must relate to. Therefore, a thesis statement is sometimes
called the "controlling idea" of a speech. Thesis statements are oftentimes found in
the very first part of a paragraph in a speech. However, it can also be found in the
middle or at the last part.
The following are some strategies you can use to start your introduction.
• Use a real-life experience and connect that experience to your subject.
• Use practical examples and explain their connection to your subject.
• Start with a familiar or strong quote and then explain what it means.
• Use facts or statistics and highlight their importance to your subject.
• Tell a personal story to illustrate your point.

2. Body
The body is the main part of the speech. This is where you tell the audience
about your speech by including specific details. All the statements in the body must
relate to the specific topic of the speech. That is, all the statements in the body
should contain details that make the topic more interesting or help explain it more
clearly. These statements should be organized in the best possible order. You can
use the following patterns of detail arrangement to develop the body of your
speech.

• Biographical pattern is generally used when a speaker wants to describe a

person’s life—either a speaker’s own life, the life of someone he/she knows
personally, or the life of a famous person.
• Causal Pattern is used to explain cause-and-effect relationships. In this
pattern, the speaker makes two points. The first point discusses the causes
while the second point discusses how these causes lead to certain effects.

5
 • Categorical/Topical uses categories that function to help the speaker
organize the message in a consistent fashion. The information in this pattern
is chunked into categories or topics and the reversal of the arrangements of
these categories will still provide the same logical structure for the speech.
• Comparison/Contrast is used to show how two or three things differ or are
similar to one another.
• Problem-Cause-Solution presents an identified problem, its causes, and
recommended solutions
• Chronological pattern presents the idea in time order in which items appear
whether backward or forward.
• Spatial Pattern organizes information according to how things fit together in
physical space. This pattern is best used when your main points are oriented
to different locations that can exist independently.

3. Conclusion
The closing or clincher statement comes after all the details have been
included in the body of the speech. The closing statement reminds the reader what
the topic of the speech is about and what it means. You may conclude by using 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.
Example:

(Thesis Statement) My Dog Romeo is so much fun to play with.

(Body) One reason he’s fun is because he loves to play catch. What’s also fun is
that he follows me around the house with a toy and drops it on my foot, so I will kick
it. Additionally, he can catch just about anything, but his favorite thing to catch is a
Frisbee. Finally, he loves it when I pretend like I’m falling dead, and he runs over to
lick me. (Conclusion) All these reasons show why I really have fun playing with
Romeo.

In speaking, it is recommended to have a good outline to help you see that

all ideas are connected to your main message. a good outline contains the following
elements: a) Introduction b) Body and c) Conclusion. The following format may be
used to help you arrange ideas properly.

6
 Purpose To persuade
Specific purpose To persuade others to pay a visit to
the specific place mentioned in your
article
Topic Promoting the beach, you have
visited in Cebu
Pattern Comparison and Contrast
Introduction Share your impression on the beach
in Cebu that you have visited

Body Discuss how this beach is similar to

but emphasize how different this
specific beach is from well-known
beaches in the Philippines. Your
point is to invite others to explore
this place and gain equally or even
more satisfying beach experience
for a lesser cost, lesser hassle, and
the like.

Conclusion State the specific purpose of your

speech again.
Call for action.

Some Guidelines in Writing a Speech

1. Use short, simple, and exact words. Use gender-fair and culture-sensitive
language.
2. Use words that are understood by the general readers. Should you use
jargons, acronyms, or technical words, define, or provide contextual clues to
help the readers understand them.
3. Use the personal pronoun “I” to make your speech more personal and use
“we” to emphasize collectiveness.
4. Frame your ideas using active verbs to make them more engaging and
easier to follow.
5. Use figures of speech to make ideas clearer and more alive. However, use
them only when necessary.
6. Observe completeness in your speech without boring the audience with its
length.

7
 Coherence in Speech (Grammar of
Lesson 2
Coherence)

Day 3

What I Need To Know

Objectives: After a series of activities, you are expected to:

a. explain the importance of coherence in speaking;
b. determine the grammatical devices used to achieve coherence; and
c. compose and record your own coherent speech.

What’s In

Have you ever listened to someone, who jumped around from idea to
another but could not properly establish connection or relation between those
ideas? How about listening to someone mentioning a female’s name, then
proceeded to using a masculine (male) pronoun? How did you feel? How would
you respond when somebody tells you

1. “Hey, because you are the richest in the group, we will still treat you to
lunch.”
2. George is so attractive. She seems to draw all eyes on him.” or
3. “Lisa is not only beautiful but also ignorant.”

Even if you have not gone through the rules on coherence, surely, you have
noticed that there is something wrong with the entire statements. When you listened
to yourself, as you read these sentences, you must have observed some
irregularities with how the ideas were put together and how it affected your
understanding.
Well, those ideas may be helpful in explaining the bigger concepts, only that
the speaker failed to smoothly connect those ideas, that instead of making things
clearer to the audience, they made understanding a struggle.

8
 What’s New
In the previous lessons, you have learned the basic parts of a speech.
Generally, we start with an introduction, where our main idea is usually found. From
this big idea, everything else is developed. However, mere familiarization of the
parts is not a guarantee for an effective speech. Putting details in the body just to
have something to support your thesis is not enough. You must see to it that the
ideas are seamlessly connected to one another, that even if individually, they seem
contradictory to one another, with your ability to use linguistic bridges, these
seemingly contradicting ideas will be so connected that they aid in the better
understanding of the concept presented.

When we speak, we always have our audience in mind, because our goal is
to get our ideas across to them. We want them to easily follow our thoughts.
However, it would not be possible if we include statements that do not seem to
have any bearing to the topic at hand, unless we can put a bridge to connect these
seemingly unrelated statements to the topic. A speaker must, therefore, be skillful
at connecting ideas for ease of understanding just like what the physical bridge
does in facilitating the movement of people from one side to the other.
To better understand coherence, read on.

COHERENCE

Coherence in writing and speaking is the logical bridge between words,

sentences, and paragraphs. Coherent speech makes use of devices to smoothly
connect ideas within sentences and paragraphs. Failure of the speaker to do so,
makes understanding difficult for the audience. The following are several ways to
achieve coherence in speech.

Using Transitional Devices

Transitional devices serve as bridges between the ideas in sentences and
paragraphs in your speech. These are words or phrases that help carry an idea from
one sentence or paragraph to another. These devices are helpful in avoiding abrupt
or sudden jumps or breaks between ideas. Knowledge of these devices provides you
with an array of options to connect ideas in your speech.

9
The following are the classifications of transitional devices according to purpose.

1. Transitional Devices that are used to add:

and, again, and then, besides, equally important, finally, further, furthermore,
nor, too, next, lastly, what's more, moreover, in addition, first (second, etc.)
Examples:
a. Besides reading, I also love dancing.
b. Texting while driving is dangerous; moreover, it is illegal in some cities.

2. Transitional Devices that are used to add to compare:

whereas, but, yet, on the other hand, however, nevertheless, on the contrary,
by comparison, where, compared to, up against, balanced against, vis a vis,
but, although, conversely, meanwhile, after all, in contrast, although this may
be true
Examples
a. Your idea is brilliant; however, it is not applicable to our current situation.
b. I am glad you bought me this nice dress. On the other hand, it would have
been better if you saved your money for the rainy days.

3. Transitional Devices that are used to prove:

because, for, since, for the same reason, obviously, evidently, furthermore,
moreover, besides, indeed, in fact, in addition, in any case, that is
Examples
a. I personally checked to make sure the apartment previously occupied by a
couple was indeed vacant.
b. The number of Covid-19 cases is, in fact, increasing.

4. Transitional Devices that are used to show exception:

yet, still, however, nevertheless, in spite of, despite, of course, once in a
while, sometimes
Examples
a. She remains hopeful despite all her problems.
b. Tony drinks a little too much once in a while.

5. Transitional Devices that are used to repeat:

in brief, as I have said, as I have noted, as has been noted
Examples
a. As I have said, you need to read and understand the questions before
answering them.
b. As has been noted, modules are to be kept clean until the end of the
semester.

10
6. Transitional Devices that are used to emphasize:
definitely, extremely, obviously, in fact, indeed, in any case, absolutely,
positively, naturally, surprisingly, always, forever, perennially, eternally, never,
emphatically, unquestionably, without a doubt, certainly, undeniably, without
reservation
Examples
a. Our program was definitely a success.
b. Without a doubt, the performance of Roxanne was the best.

7. Transitional Devices that are used to show sequence:

first, second, third, and so forth. A, B, C, and so forth. next, then, following this,
at this time, now, at this point, after, afterward, subsequently, finally,
consequently, previously, before this, simultaneously, concurrently, thus,
therefore, hence, next, and then, soon
Examples
a. At this time, we are now going to witness the symbolic cutting of the
wedding cake.
b. First, the customer needs to fill-out the form. Next, he needs to pay at the
cashier and wait for a confirmation message that his transaction was, indeed,
successful.

8. Devices that are used to give an example

for example, for instance, in this case, in another case, on this occasion, in this
situation, take the case of, to demonstrate, to illustrate, as an illustration, to
illustrate
Examples
a. Sheila and Mike have so much in common. For instance, they both have
the same passion and educational backgrounds.
b. To demonstrate, here is how to make a castle out of eggshells
9. Transitional Devices that are used to show time:
immediately, thereafter, soon, after a few hours, finally, then, later, previously,
formerly, first (second, etc.), next, and then
Examples
a. The visitors will arrive very soon.
b. Henry checked the house, previously owned by his boss.
c. Kyla could fit in her favorite dress anymore; consequently, she gave it to
her younger sister
10.Transitional Devices that are used to summarize or conclude:
in brief, on the whole, summing up, to conclude, in conclusion, as I have
shown, as I have said, hence, therefore, accordingly, thus, as a result,
consequently
Examples:
a. Jean is crying; therefore, she must be hurting.
b. On the whole, they did a great job!

11
Repeating Key Words
This is where the speaker repeats the key words or phrases to connect the
ideas throughout the speech. With repetition of the key words/phrases, listeners will
never go astray because these words/phrases are their linguistic bridges to follow
the speaker’s flow of ideas.

Example:
a. Most students are afraid to deliver speech in front of many people. They
think that delivering speech in public is only for professional speakers.
b. A lot of aspiring singers idolize Sarah Geronimo. They believe that Sarah
Geronimo’s journey to stardom is very inspiring.

Using correct pronouns

The pronoun must agree to the noun or another pronoun that precedes or
comes before it in gender and number. For example, when the gender of the noun
that comes before it is masculine, the pronoun should also be masculine, and if it is
singular, the pronoun should also be singular. Otherwise, the listener will be lost in
the entire speech because the misuse of this seemingly basic concept in grammar.
Using pronouns also helps avoid unnecessary repetition of names, since they can be
used to replace nouns.

Example:
a. John Carl visited his grandmother in the province.
b. Sheila is washing her clothes, while Harry is ironing his pants. They are
both responsible children.

Using Synonyms
Synonyms are words with the same or nearly the same meaning with another
word. They provide the speaker with alternative choices to link ideas and create
variety in his/her speech. Synonyms also helps the speaker avoid unnecessary
repetition.

Example:
a. Teenagers are facing a great amount of pressure from peers. As a result,
many young adults are experiencing signs of depression at an early age.
b. Teachers, oftentimes, go the extra mile to provide support to the learners.
These educators, indeed, deserve respect.

12
Using Parallel Structures
Ideas as said to be parallel when they have similar grammatical structure-i.e.
words with words, phrases with phrases, and clauses with clauses. Similar
grammatical structure helps the listeners follow the flow of the ideas and create
connection between them. This structure also signals that two or more words are of
equal importance.

Example:
a. Usually, children spend their vacation playing online games, swimming in
pools, chatting with friends, or camping in secluded places.
b. Rebecca loves to cook, to dance, and to paint.

As a speaker, your goal is to ensure ideas in your speech are understood by your
audience and it is only possible when you are able smoothly connect these ideas for
the audience to easily follow. However, you cannot just choose to use one method to
achieve coherence in your speech. All these may be employed or used in a single
speech for better audience understanding.

Day 4

What’s More

Directions: Read the statements and tell whether there is smooth flow of ideas in
every statement. Write Coherent if there is, and Incoherent if there is
none on a separate sheet of paper.

1. Mario’s friends call him “Harry” because of calling by his real name.
2. Eventhough Nilo easily gets suffocated, he avoids crowded areas.
3. Singing, dancing, and to act are Lilian’s hobbies.
4. The company will not be held liable in case you lose your things because of
your carelessness.
5. Gina and Farah went to the school to submit his requirements for the College
Entrance Exam.
6. People were forced to stay home as a result of the pandemic.
7. Harry is not only obedient but also hardworking.
8. The number of COVID-19 cases is slowly decreasing; however, others are still
not prepared to risk going out.
9. Lisa was confused which program to take in college, so he consulted her
adviser.
10. Every morning, we make our bed, we eat breakfast, and we feed the ca

13
 Week 4 (Day 1)

What I Have Learned

A. Directions. Complete the statement by adding your own understanding of the

topic. Write the complete statements on a separate sheet of paper.

1. Ideas in the body must be developed in order to __________________________

__________________________________________________________________.

2. Patterns of speech development depends on ____________________________

__________________________________________________________________.

3. The speaker must properly conclude his speech in order to _________________

__________________________________________________________________.

4. In opening a speech, the speaker may _________________________________

__________________________________________________________________.

5. In concluding, the speaker may _______________________________________

__________________________________________________________________.

B. Directions. Based on the discussion on coherence in speech, complete the idea

by supplying your own words. Write the complete statements on a
separate sheet of paper.

1. Coherence in speech means _________________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________.

2. Transitional Devices serve as linguistic bridge because ____________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________.

14
3. Using correct pronouns and synonyms in speech helps the speaker avoid
unnecessary repetition because ________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________.

4. “Parallel statements” means _________________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________.

5. When the speaker does not observe coherence in his/her speech, the audience
will _______________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________.

Day 2

What I Can Do

Task 1
Directions. Construct a speech with basic parts following your chosen pattern of
development appropriate for your subject, then record yourself delivering
the speech.
Additional Instructions:

• In the recording, state your complete name and year and section.
• State the subject of your speech and your chosen pattern of development

15
Rubric in Grading the Speech (Organization and Delivery)

Organization 30 points
speaker has a clear introduction, body, and conclusion and does
not stray from the topic.

Key information 20 points

speaker clearly developed his or her ideas with examples,
information, and evidence.

Speech habits 20 points

speaker does not cause distractions or use for speech etiquette
such as chewing gums, leaning on walls, using filler words, or
fidgeting.

Eye contact 10 points

speaker connects with his or her audience through natural and
sufficient eye contact

Note: The teacher may modify or use another rubric in grading your outputs.

Day 3

Task 2
Directions: Record yourself sharing an experience and how that experience has
made you become who you are now. End your speech with a message
or advice for others, who have also gone through the same experience
or those who have yet to experience such thing. Make use of the devices
to achieve coherence in your speech.

16
Scoring Rubric for Speech Delivery

17
 Day 4

Post Test

Directions. Read the statements very carefully. Write TRUE if the statement is
correct about patterns of speech development and coherence in
speech and FALSE if it is not. Write your answers on a separate
sheet of paper.

1. Biographical pattern of speech development is appropriate when discussing the

nature of online dating, the ways to improve online dating experiences, and
negative effects of online dating in reversed order without changing the overall
structure.

2. Causal patterns of speech development is appropriate when describing the life

and works of Rizal.

3. Comparison and Contrast pattern of speech development is appropriate when

presenting the similar health benefits of using Food Supplement A and Food
Supplement B and the significant edge of Food Supplement A over Food
Supplement B in other aspects.

4. Problem solving pattern of speech development is appropriate when discussing

the benefits of reducing, reusing, and recycling.

5. Chronological pattern of speech development is appropriate when discussing the

process of removing waste from the human body through the urinary system.

6. Problem solving pattern of speech development is appropriate when explaining

the possible effects of overeating to one’s health.

7. Chronological pattern of speech development is appropriate when presenting the

events that led to the decline or weakening of the country’s economy.

8. Categorical pattern of speech development is appropriate when describing the

significant events before, during, and after the 1986 EDSA Revolution or People
Power.

9. Biographical pattern of speech development is appropriate when informing the

audience of my life from childhood to present.

18
10. Causal pattern of speech development is appropriate when explaining the
reasons for supporting the government’s educational programs being seen as the
primary means of increasing the literacy rate in the Philippines.

11. Transitional devices are words that connect ideas to achieve coherence.

12. The listeners get confused when ideas in the speech are properly connected
and organized.

13. When the speech is disorganized, the listener may think that the speaker
himself/herself does not have a clear understanding of his/her own speech.

14. Coherence is important only between individual sentences.

15. Pronouns can be used to avoid unnecessary repetition of names, since they
can replace nouns.

References
British Council Global. (n.d). Speaking: Fluency and coherence. Retrieved from
Speaking: Fluency and Coherence | British Council
Indiana university. (2011). Writing guides. Retrieved from
paragraphsSP (indiana.edu)
Kaur, H.. (2018). Coherence and cohesion. Retrieved from Coherence and Cohesion
| Lisa's Study Guides (vcestudyguides.com)
Lumen Learning (n.d.). Patterns of development overview. Retrieved from Patterns
of Development Overview | College Writing (lumenlearning.com)
Madrid, M.M. (2012). Patterns of paragraph development. Retrieved from Pattern of
Paragraph Development (slideshare.net)
Sherman, D. et. al (2011). Coherence. Retrieved from Microsoft Word -
Coherence.docx (southeastern.edu)
Sipacio, P.J.& Balgos, A.R. (2016). Oral communication in context. Quezon City:
C&E Publishing Inc.
Wheaton College. (n.d.). Paragraph unity, coherence, and development. Retrieved
from Conflicting statements on AFP vax drive has netizens asking ‘Where is
PH gov’t GC?’ (msn.com)
White, M.G. (2016). Parallel structure. Retrieved from Parallel Structure Examples
(yourdictionary.com)

19
 The Writing Center (2021). Paragraph development examples. Retrieved from
Paragraph Development Examples – The Writing Center • University of North
Carolina at Chapel Hill (unc.edu)
Betts, J.(n.d.) Paragraph development. Retrieved from Paragraph Development
Methods: Examples and Application (yourdictionary.com)
Grow, G. (n.d.). Seven types of paragraph development. Retrieved from Seven
Types of Paragraph Development - Gerald Grow's Home Page (longleaf.net)

SHS Core Subject

Oral Communication in Context
Alternative Delivery Mode
Quarter 2- Module 1: Audience Analysis
1st Edition, 2021

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Self- Learning Module Development Team

Writer/Contextualizer: Vincent Ian R. Jacaba, Master Teacher 1

Don Sergio Osmeña Sr. Memorial National High School

Editors: Genara S. Villanueva,

Teacher III,Alaska Night High School

Keith Marie P. Jabierto,

Teacher III, Mabolo National High School

Evaluator: Evelyn R. Pielago

Principal IV, Abellana National School

For inquiries or feedback, please write or call:

Department of Education – Division of Cebu City

Office Address: Imus Avenue, Cebu City

Telephone Nos.: (032) 255-1516 / (032) 253-9095
E-mail Address: [email protected]

20