Unit 16: Delivery in Public Speaking • Grade 10

Lesson 2
Oral Fluency in Public Speaking
Table of Contents

Learning Competency 1
Specific Objectives 1
Learning Content 1
Topic 1
Materials 1
Reference 1
Time frame: 90 minutes 1
Learning Activities 2
Essential Question 2
Motivation 2
Warm Up! 2
Lesson Proper 3
Springboard 3
Review 3
Presentation of Lesson 3
Discussion 3
Evaluation 6
Drills 6
Values Integration 7
Synthesis 7
Synthesis Activity 7
Possible Answers to the Essential Question 8
Assignment 8
 Unit 16: Delivery in Public Speaking • Grade 10

Unit 16 | Delivery in Public Speaking

Lesson 2: Oral Fluency in Public Speaking

Learning Competency
The learner
● exhibits oral fluency when delivering a speech (EN10OL-IIb-5).

Specific Objectives
At the end of this lesson, the learner should be able to:
● follow the guidelines in speech delivery; and
● deliver a self-created short speech.

Learning Content
A. Topic
Oral Fluency in Public Speaking

B. Materials
● Presentation slides
● Copies of the sample speech
● Copies of the drills
● Copies of the assignment

C. Reference
Quipper Study Guide: Grade 10 Unit 16: Language and Visual Aids

D. Time frame: 90 minutes

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 Unit 16: Delivery in Public Speaking • Grade 10

Learning Activities

Essential Question
1. If using technology, refer to slide 4 of the slide presentation.
2. If not using technology, write the question on the board.
“How does a speakers’ voice influence an audience?”
3. Instruct the whole class to reflect on the question for at least a minute and call on a
few to share their answers. Make sure to elicit answers that show what happens
when the speaker has a strong or weak voice. The students should come to a
realization that the quality of voice matters as much as the speech itself in public
speaking.

A. Motivation

Warm Up!

1. Instruct the students to do the following.

● Form a group of four. Take turns in reciting the tongue twister below as if each
one is making a speech. When reciting the tongue twister, consider the volume
and pitch of your voice and rate of speaking. Know when to take pauses as well.

The Butter Betty Bought

by Carolyn Wells

Betty Botta bought some butter;

“But,” said she, “this butter’s bitter!
If I put it in my batter
It will make my batter bitter.
But a bit o’ better butter
Will but make my batter better.”
Then she bought a bit o’ butter
Better than the bitter butter,
Made her bitter batter better.
So ’twas better Betty Botta
Bought a bit o’ better butter.

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2. After the activity, have the students talk about it. Have them focus on talking about
what they did with their voices to deliver the tongue twister. Also, have them talk
about the challenges they experienced during the delivery.

B. Lesson Proper

Springboard

The teacher may say:

“When delivering a speech in public, it is important that we do it with fluency as it
makes us more believable and credible. Most of all, it makes us effective in sending
the message that we intend to convey to the audience. In this lesson, we will learn
how to be fluent in delivering a speech.”

Review

Before proceeding to the lesson proper, ask the students the following:
● What is oral fluency in public speaking?
● How do we deliver a speech with oral fluency?

Presentation of Lesson

1. After the review of the lesson, proceed to the lesson proper.

2. If using technology, refer to slide 7 of the slide presentation.
Presentation File Link

Discussion

Before discussing the concepts from the study guide, you may distribute copies of
the sample speech. You may print copies of the speech from here.

Teacher’s Notes
Demonstrate an example of speech delivery with oral fluency using the
sample speech below. After you do so, have the whole class read the
speech as if they are delivering it in front of an audience.

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 Unit 16: Delivery in Public Speaking • Grade 10

It is in this time of despair that we should be united. The strategy of the enemy
might have worked, but we also learned. We learned that they use promises to
make lies. They think that they grow stronger the more people they deceive. They
think that they become more untouchable the more money that they have. They
think that they are powerful the more news that they buy. But what they don’t
know is that we are more powerful than them.

We also have weapons of our own—our voices, our minds, and our hands. Let us
remind them what happens when they oppress the oppressed. It was written in
our history. It was the voice of the masses that ousted a dictator. If the people
back then achieved it, then so can we. It is only a matter of time before our people
become enlightened, and when that time comes, we will be ready with our voices
and our courage.

As you discuss the concepts in the study guide, you may refer to the following notes
to demonstrate and give examples regarding fluent speech delivery.

1. Use appropriate volume.

Teacher’s Notes
Read the line below with a loud voice first then with a soft voice at the second
reading. Have the students do the reading as well. Then, use the explanation
below the line as reference.

Line: It is in this time of despair that we should be united.

It is important that you know how to adjust your voice depending on the number
of people, the size of the venue, and the availability of audio devices such as a
microphone.

2. Vary your pitch.

Teacher’s Notes
Read the line below with high pitch voice first then with a low pitch at the
second reading. Have the students do the reading as well. Then, use the
explanation below the line as reference.

Line: They think that they grow stronger the more people they deceive.

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The meaning of what we are saying changes depending on the pitch of our voice.
As you have noticed, with a low pitch, it gives us the impression that we are
calm; while with a high pitch, it gives us the impression that we are angry. We
can vary the pitch of our voice depending on the emotion needed to convey the
message.

3. Control the rate of your speech.

Teacher’s Notes
Read the line below with a fast rate voice first, then with a slow rate at the
second reading, and with a moderate and controlled rate at the third reading.
Have the students do the reading as well. Then, use the explanation below the
line as reference.

Line: If the people back then achieved it, then so can we.

As you have noticed, reading the whole line too fast conveys bland emotion
while reading the whole line too slowly makes the line dragging. Finally, reading
the line with varied rate gives us the right emotion. It gives us the impression
that it is spoken with genuine intent.

4. Use appropriate pauses.

Teacher’s Notes
Read the lines below with no pauses first, then with pauses at the second
reading. Have the students do the reading as well. Then, use the explanation
below the line as reference.

Lines: They think that they grow stronger the more people they deceive. They think
that they become more untouchable the more money that they have. They think that
they are powerful the more news that they buy.

When we say succeeding lines with no pauses, we will appear to have just
memorized the whole speech. With pauses, we let the audience keep up with the
information we are sharing with them.

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Evaluation
Drills

Ask the students to accomplish the following drills and speaking prompts. You may
print copies of the worksheet from here.

Identify if the statement is true or false.

1. We should use a loud voice every time we deliver a speech. (false)

2. We should vary our pitch depending on the emotion we want to convey. (true)
3. A good strategy is to speed up the delivery rate so that the speech is done
immediately. (false)
4. Pausing while delivering a speech is unnecessary since doing so will only bore
the audience. (false)
5. We should adjust the volume of our voice depending on the size of the venue.
(true)

Write a short speech about the topic below. Then, annotate the parts
where the volume and pitch should be different, the speech rate should vary,
and the pauses should be done. Then, deliver it in front of the class.
Topic: The importance of mental health awareness

Criteria Beginning Developing Accomplished Score

(0–1 point) (2–3 points) (4–5 points)

Content The output is The output is fairly The output is

barely interesting interesting and interesting and
and creative. Not creative but would shows creative
enough details are benefit from more use of the prompt.
given about the details about the Enough details are
topic. topic. given about the
topic.

Organization The events are not The events are The events are
logically organized, logically logically
and transitional organized, but organized, and
words are used some parts need transitional words
improperly or not to make use of are used properly.

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used at all. transitional words.

Speech The speech is not The speech is The speech is

delivery delivered well. The delivered fairly delivered with
speaker was not well but with some appropriate
able to maintain lapses in the volume, pitch,
proper volume, usage of volume, rate, and pauses.
pitch, rate, and pitch, rate, and The speaker
pauses. The pauses. The projects
speaker was too speaker appears confidence.
nervous and nervous in some
hesitant parts.
throughout the
speech.

Language The output The output The output

(spelling, contains seven or contains four to contains zero to
mechanics, more language six language three language
grammar, and errors. errors. errors.
word choice)

Score:

Values Integration
Ask students the question below to help them connect their learning to
real-world situations:
How can you apply what you learned from this lesson to become a more
effective public speaker?

Synthesis

Synthesis Activity

1. Have the whole class decide on a societal issue that interests them.
2. Divide the class into four groups.
3. Have them prepare a simple speech and visual aids on the topic they decided
on.
4. Have each group choose one member to be the speaker.

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5. Ask the following questions to guide the students in processing.

● How did you decide what volume of voice to use?
● How did you decide what voice pitch to use?
● How did you decide on the rate of delivering the speech?
● Did all of you have the same interpretation of the speech in terms of
the volume, pitch, rate, and pauses you used?
● Based on the activity, what should be taken into account when
delivering a speech you did not write?

Possible Answers to the Essential Question

Possible answer 1: Apart from the information conveyed in a speech, the manner of
conveying it to an audience likewise affects the message’s impact and influence. This can
be done by varying the speaker’s voice to better convey the emotion of the speech. In this
way, we are able to let the audience know that we are passionate about the content of
our speech.

Possible answer 2: As we have learned from today’s lesson, the speaker’s voice can
enhance the idea being conveyed to the audience. When we perform a speech, we have a
goal in mind to convince people to believe in what we are saying or evoke the same
emotion as we are portraying. One way of doing so is by changing the speaker’s voice so
that we can influence the audience more convincingly.

Assignment
Instruct the students to do the following at home. You may print out copies of the
assignment from this link.

1. Look for a speech of a famous person that interests you.

2. Practice delivering the speech.
3. Deliver the speech in front of any of your family members.
4. Have them rate you honestly using the rubric provided.

Criteria Beginning Developing Accomplished Score

(0–1 point) (2–3 points) (4–5 points)

Volume The volume is The volume is The volume is

monotonous varied but does not varied depending
throughout the match the emotion on the emotion

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performance. being conveyed. being conveyed.

Pacing The student reads The student reads The student reads
the text too the text with the the text with the
slowly/fast. right speed initially, right speed
but speeds depending on
up/slows down what’s needed.
toward the end.

Clarity The student The student The student

mispronounces 5 mispronounces 1 to pronounces all
or more words in 4 words in the text. the words
the text. correctly and
clearly throughout
the performance.

Posture and The student does The student stands The student
Eye Contact not stand straight straight but only stands straight
and does not establishes eye and establishes
establish eye contact with some eye contact with
contact. of the people in the everyone in the
room. room.

Score:

Web Box

As an alternative, students may record a video of themselves as a vlog and submit

their assignments online via Google Docs. Assign the folder where all outputs will
be saved. Make sure to instruct students to “get shareable link” for their
documents in comment mode. This way, other members of the class may give
comments on their submitted work.