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ORAL COMMUNICATION
Quarter 1 – Module 10: Lesson 10.2
(Rigors of Crafting One’s Speech: Speech Delivery)
English – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 10: Lesson 10.2-Oral Communication (Rigors of Crafting
One’s Speech: Speech Delivery )
First Edition, 2020

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Published by the Department of Education

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Anna Lee A. Amores, EdD

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

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Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
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Oral
Communication
Quarter 1 – Module 10 : Lesson 10.2
Rigors of Crafting One’s Speech:
Speech Delivery
Introductory Message
For the Facilitator:
Welcome to the Oral Communication Alternative Delivery Mode (ADM) Module 10,
Lesson 10.2 on Rigors of Crafting One’s Speech: Speech Delivery!

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:

The ability to listen is as important as the

ability to speak.” -Sheryl Sandberg

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.

For the Learner:

Welcome to the Oral Communication Alternative Delivery Mode (ADM) Module 10,
Lesson 10.2 on Rigors of Crafting One’s Speech: Speech Delivery! 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.

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This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check

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

This is a brief drill or review to help you link the

What’s In current lesson with the previous one.

In this portion, the new lesson will be introduced

What’s New to you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.

This section provides a brief discussion of the

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

This comprises activities for independent practice

to solidify your understanding and skills of the
What’s More
topic. You may check the answers to the
exercises using the Answer Key at the end of the
module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled into process what
you learned from the lesson.
This section provides an activity which will help
What I Can Do you transfer your new knowledge or skill into real
life situations or concerns.
This is a task which aims to evaluate your level of
Assessment mastery in achieving the learning competency.

In this portion, another activity will be given to you

Additional Activities to enrich your knowledge or skill of the lesson
learned.

Answer Key This contains answers to all activities in the

module.

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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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 TABLE OF CONTENTS
CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE ------------------------------ --- ii

For the Facilitator --------------------------------- ii
For the learner ----------------------------------------- ii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1
Learning Objectives --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 2

Task 1 ------------------------------------------------ 2

WHAT’S IN ------------------------------------------------ 3
Task 2 ------------------------------------------------ 3

WHAT’S NEW ------------------------------------------------ 4

Task 3 ------------------------------------------------ 4

WHAT IS IT ------------------------------------------------ 4

WHAT’S MORE ------------------------------------------------ 9

Task 4 ------------------------------------------------ 9

WHAT I HAVE LEARNED --------------------------------- 10

Task 5 ------------------------------------------ 10

WHAT I CAN DO ---------------------------------------- 10

Task 6 ------------------------------------------------ 10

ASSESSMENT ------------------------------------------------ 11
Task 7 ------------------------------------------------ 11

GLOSSARY ------------------------------------------------ 12

ANSWER KEYS ------------------------------------------------ 13

REFERENCE LIST -------------------------------------------- 14

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 WHAT I NEED TO KNOW

This module is designed to let you understand the principles of speech

delivery. As a Senior High School learner, you are tasked to proficiently deliver
various speeches using the principles of effective speech delivery. Thus, the need to
discuss on the principles of speech delivery is a must.

Practice is one of the most essential elements of a successful delivery. Perfect

pronunciation and enunciation are not enough indicators of an effective speech
delivery. Nonverbal cues, as well as rapport with the audience, gestures and
movements, stage presence and facial expressions are essential to successful
public speaking.

In this module, you will learn about:

• Insights on Public Speaking

• Types of Speech according to Delivery
• Principles of Speech Delivery
• Tools for Effective Speech Delivery
• More Tips for Effective Speech Delivery

Learning Competency
Uses principles of effective speech delivery focusing on: EN11/12OC-IIcj26;
• Articulation EN11/12OCIIcj-26.1
• Modulation EN11/12OCIIcj-26.2
• Stage Presence EN11/12OCIIcj-26.3
• Facial Expressions, Gestures and Movements EN11/12OCIIcj-26.4
• Rapport with the audience EN11/12OCIIcj-26.5
Learning Objectives:

At the end of this module, you should be able to:

1. differentiate the types of speech according to delivery;

2. identify the characteristics of good delivery;
3. use principles of effective speech delivery focusing on articulation,
modulation, stage presence, facial expression, gestures and
movements, and rapport with the audience;
4. deliver a speech using any of the types of speech according to delivery;
and,
5. show cooperation in doing the activities.

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 WHAT I KNOW

Task 1

Direction: Answer the following questions correctly. Write only the letter(s) of
the correct answer on your activity notebook.

1. The following are articulators except ________.

A. lips B. throat C. tongue D. jaw
2. Which of the following statements about a good public speaker
is not true?
A. He or she uses a monotone voice all throughout the speech.
B. He or she displays well-timed and appropriate gestures.
C. He or she makes regular eye contact with the audience.
D. He or she takes the stage confidently.

3. Which actions must not be done when delivering a speech?

A. Scold the people who are not listening.
B. Vary the pitch, power or intensity, and rate when speaking.
C. Make eye contact only with the person you know.
D. Share a personal story that the audience can relate with.

4. While delivering an informative speech, Mike keeps on gripping the

podium and rustling the papers on it. What do these gestures indicate?
A. Mike is confident.
B. Mike is establishing his credibility.
C. Mike is nervous.
D. Mike is emphasizing a point.

5. Which of the following situations requires a slow rate of speaking?

A. a sports commentator describing a basketball game
B. an auctioneer doing a bid calling
C. a radio reporter delivering a news report
D. a pageant host announcing the winner
6. Shaina was given seven minutes to deliver her persuasive speech. She
finished her speech in under three minutes. As a result, most of the
audience members were left confused. They did not get any of the points
she made. What could best explain the audience’s reaction?
A. Shaina talked too slowly.
B. Shaina talked too fast.
C. Shaina talked too loudly.
D. Shaina talked too powerfully.

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 7. Arlene is practicing her speech in front of her friends. After her
presentation, one of her friends says that she mumbled some of the
words. What should Arlene do to avoid mumbling the words?
A. Pronounce each word using a low pitch of voice.
B. Talk in a conversational manner.
C. Open her mouth fully to distinctly say each word.
D. Show enthusiasm when saying the words.
8. Which of the following is an effective speech delivery technique?

A. Pause to emphasize words.

B. Rarely look the audience in the eye.
C. Always be formal and serious.
D. Use filler words to avoid dead air.

9. Which of the following should be emulated from good speakers?

A. How they walk

B. How they laugh
C. How they connect with the audience
D. How they walk away from the stage

10. Which of the following statements about speech delivery is true?

A. Speech delivery is about pronouncing words perfectly.

B. Public speaking is a talent and cannot be learned.
C. Effective speech delivery means connecting with the audience and
communicating the message.
D. Good delivery lies in the intellectual words used in the speech.

WHAT’S IN

Task 2

Direction: Identify whether the following features describe the types of

speeches. Write Ex for Extemporaneous, M for memorized, Mn for
Manuscript, and Im for Impromptu. Do this in your notebook.

_____ 1. Speaking without advanced preparation

_____ 2. Speaking with limited preparation
_____ 3. Reading aloud a written message
_____ 4. Unrehearsed speech
_____ 5. Reciting a written message word-for-word from memory

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_____ 6. Speaking with advanced preparation
_____ 7. Free to move around the stage because the speech is committed to
memory
_____ 8. Guided by notes or outline
_____ 9. Reading the rules and criteria in a contest is one example of this type.
____ 10. Planned and rehearsed speech.

WHAT’S NEW

Task 3
Direction: Say, “I LOVE YOU” with the following emotions:
1. Happy
2. Angry
3. Confused
4. In pain
5. Surprise
6. Sad
7. Excited

Explore
• How did you find the activity?
• What is the implication of this activity to speech delivery?
• What should be considered in delivering speeches?

WHAT IS IT

Insights on Public Speaking

According to Stephen Lucas (2011), author of The Art of Public Speaking, a

good delivery means that you are capable and able to present your message in a
clear, coherent, and interesting way. In addition to this, he also says: Good
delivery…conveys the speaker’s ideas clearly, interestingly, and without distracting
the audience. Most audiences prefer delivery that combines a certain degree of
formality with the best attributes of good conversation—directness, spontaneity,
animation, vocal and facial expressiveness, and a lively sense of communication (p.
244).

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 As a student of public speaking, you should know that public speaking is
not simply reading your speech or talking about your topic. It requires making
connections with your audience and presenting yourself formally to the public.
There are types of speeches according to purpose and delivery from which you can
choose the best one or the most appropriate in a given situation.

Types of Speech According to Delivery

1. Extemporaneous
Description • Speaking with limited preparation
• Guided by notes or outline
• Delivered conversationally
• Most popular type
Speaking • When you are a candidate for a post in a student government
Situations and you deliver your campaign speech before a voting public
• When you are assigned to report a topic in class
Advantages • Helps you look confident
• Engages the audience
Disadvantages • May not have adequate time to plan, organize, and rehearse
Tips • Create an outline
• Organize your points logically (most important to least
important or vice versa)
• Use facts and real-life experiences as your examples
• Manage your time well
• Rehearse, rehearse, rehearse

1. Impromptu
Description • Speaking without advanced preparation • Unrehearsed
speech
• Spoken conversationally
Speaking • In an event where you are asked to say a few words
Situations • First day at work or in class, or during an interview
Advantages • Spontaneous or natural speaking
• More focused and brief
Disadvantages • Tendency to be disorganized
• Lacks connection with the audience
• Nerve-racking for inexperienced speakers and beginners
Tips • Once you are requested to say something, pause for a
moment to plan in your head what to say.
• State your main point briefly and deliver it at a pace your
audience can follow.
• End by saying thank you.
2. Manuscript
Description • Speaking with advanced preparation
• Planned and rehearsed speech
• Reading aloud a written message
Speaking • Newscasting with a TelePrompTer or an autocue device
Situations • Presenting the legal proceedings and verdict in court
• Reading the rules and criteria in a contest
Advantages • Exact repetition of the written words
• Guided speech
Disadvantages • Boring and uninteresting presentation
• Lacks audience rapport or connection
Tips • Rehearse the speech over and over again until you sound

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 natural.
• Observe accomplished news anchors and note how
conversational they sound when they deliver the news.
1. Memorized
Description • Speaking with advanced preparation
• Planned and rehearsed speech
• Reciting a written message word-for-word from memory
Speaking • When you perform in a stage play
Situations •When you deliver a declamation, oratorical, or literary piece
• When an actor or actress in a scene performs a script from
memory
Advantages • Exact repetition of the written words from memory
• Free to move around the stage
Disadvantages • Speakers might end up speaking in a monotone pattern.
Alternatively, he/she might take a fast pace.
• When the speaker cannot control his/her stage fright,
he/she might have difficulty remembering his/her memorized
speech
Tips • Rehearse the speech over and over again until you sound
natural and feel confident.
• Observe how actors/actresses perform their script in a
theater, television, or movie scenes.

Principles of Speech Delivery

No matter how clearly and thoughtfully written a speech is, the success of a
speech equally depends on its delivery. Effective speech delivery requires
learning, practice, and extra effort. There are several factors to consider in
delivering a speech effectively. In this lesson, we will focus on the following
principles of speech delivery: articulation; modulation; stage presence; facial
expressions, gestures, or movements; and rapport with the audience.

Articulation
The shaping of speech sounds (consonants and vowels) by the tongue, lips,
palate, jaw, and teeth, called the articulators, is what is referred to
as articulation. It includes both the utterance of words or pronunciation, and
the clarity of speech sounds or enunciation. In delivering a speech, a speaker
has to distinctly enunciate the individual speech sounds and correctly
pronounce each word so the audience will be able to understand the
words clearly. Failure to enunciate the sounds clearly and to pronounce the
words correctly can lead to misunderstanding of the intended meaning of
words or sentences. To improve articulation, you can practice by reading the
individual speech sounds or the syllables of words while exaggerating or
prolonging each sound or syllable. Open your mouth fully and relax your
tongue as you say each sound or syllable of a word.

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Tongue twisters are a good way to practice your articulation. Recite each
tongue twister fast and repeatedly while maintaining precision and clarity in
the spoken words.

• I have got a date at a quarter to eight; I’ll see you at the gate, so don’t be late.
• Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy wasn't very
fuzzy, was he?
• I can think of six thin things, but I can think of six thick things too.

Modulation
Modulating the voice or varying it in terms of pitch, power, and pace makes a
speech more pleasing to the ear and allows a speaker to convey the right
emotions.

• Pitch refers to the highness or lowness of a voice. A speaker should vary the
pitch to reinforce the message. A high pitch is usually used to express lighter
emotions like excitement and delight, while a low pitch is suitable for serious
emotions like sadness and sorrow. Using the same pitch can be quite boring
and monotonous for the audience.
• Power is the vocal energy or intensity exerted by a speaker. The speaker
should create power or intensity in his or her voice to emphasize points
without being loud.
• Pace, also called rate, is the speed of a speaker’s utterance. Complex or
important ideas are usually said slowly (but not too slow that the audience
loses concentration or becomes impatient), while light or exciting matters are
often said rapidly (but not too fast that words become slurred or unintelligible).
A speaker should use a flexible rate that will convey the message clearly and
will give the audience time to hear and understand it.

As you deliver a speech, vary the pitch and intensity of your voice as well as
your pace. Proper voice modulation makes the words stand out and allows
you to be clearly heard and understood by the audience.

Do the following exercises to help you practice modulating your voice:

Exercise 1. Say the following statements aloud by using the right pitch of
voice based on the situations:

1.1 An excited husband says to his wife: “I’m now the new department
manager!”
1. 2 A police officer breaks the bad news to a family: “I have some very bad
news to tell you. Your son was shot last night and he’s dead. I’m very sorry
for your loss.”

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Exercise 2. Say “How dare you,” varying the intensity of your voice. Say it in
either manner:

2.1 Ballistically or explosively angry

2.2 In a hurt tone but still in control of your emotions

Exercise 3. Recite the Panatang Makabayan at varying speeds.

Stage Presence
A good public speaker does not only entail having the ability to speak
eloquently, but also the ability to command the attention of the audience. This
is called stage presence. It involves the speaker’s appearance, projection, and
manner on the stage. A speaker needs to have stage presence for the audience
to be willing to listen to the speech and be interested enough to keep on
listening. To achieve stage presence, you have to take the stage
confidently and deliver the speech wholeheartedly. If you wholly believe
in what you are saying, the audience will be more likely to believe in you, too.

Moreover, the way you present yourself in front of your audience is an

important part in your speech. This includes wearing appropriate clothing for
your message, audience and occasion. Appropriate clothing can complement
you message.

Facial Expressions, Gestures, and Movements

In public speaking, actions are as important as the spoken words. The
coordination of verbal and nonverbal messages is essential to
successfully deliver the message of the speech. Recall that facial
expressions, gestures, and movements fall under kinesics or body language.
A good public speaker must use body language, among others, that supports
the verbal message.

• Facial expressions reveal the speaker’s emotions and signal to the audience
the interpretation of the given message. The audience can read if you are being
funny, sarcastic, or serious through facial cues. Make sure that your facial
expressions do not contradict your verbal message.
• Gestures are purposeful movements of the head, arms, hands, and other
parts of the body. A good public speaker uses a wide variety of gestures to
support and illustrate ideas. For example, using the fingers to signal order or
sequence and clenching the first to emphasize a point are purposeful gestures.
However, gripping the podium, scratching the body, and putting the hands in
and out of the pockets are distracting gestures.
• Movements, or the act of moving from one spot to another during delivery,
can signal transition from one idea to the next. A good public speaker
considers the proper timing of his or her movements. Moving toward the
audience, for instance, is appropriate when asking questions, making critical
connections, or offering a revelation. On the other hand, aimless pacing back
and forth and bouncing are very distracting movements.

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A good public speaker utilizes the body as a tool for illustrating and
emphasizing ideas. Facial expressions, gestures, and movements should be
genuine, appropriate, well-timed, and clearly visible without being
overwhelming.

Rapport with the Audience

Building rapport means engaging the audience and connecting with them.
The following are some ways you can do to establish rapport with the
audience:

• Make regular eye contact. Look in the eye one member of the audience at a
time. Vary your eye contact throughout the room. Do not look down at the
floor or stare at the ceiling or walls.
• Speak naturally. Talk as if you are having a conversation with the audience.
When delivering the speech, make it look effortless, not overly rehearsed or
robotic.
• Relate with the audience. Identify with the audience by being open or sharing
what you have in common with them. Tell a personal story or an anecdote
that the audience can relate with.

Developing rapport with an audience means establishing a relationship that does not
interfere with the speaker’s message. Developing rapport with an audience is
governed by many factors including the appearance and reputation of the speaker,
the actions he or she makes before the audience, and ultimately the content of the
message itself.

WHAT’S MORE

Task 4

Direction: Differentiate the four types of speech delivery in terms of definition and
examples of speaking situations. Use the table below for your answers. Write your
answer on your notebook.

Types Definition Examples

1. Extemporaneous

2. Impromptu

3. Manuscript

4. Memorized

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 WHAT I HAVE LEARNED

Task 5

Direction: Complete the following statements. Write on your notebook.

1. I have learned that _____________________________________.

2. I have realized that ____________________________________.

3. I will apply __________________________________________.

WHAT I CAN DO

Task 6

Direction: Write a speech of your choice and deliver it. You may ask your
parents, siblings or relatives to serve as audience and rate your
performance using rubrics.

Criteria 5 4 3 2 1
1. The ideas in the presentation are organized.
2. The message is expressed clearly.
3. There are sufficient supporting ideas.
4. The choice of words is appropriate for the audience.
5. Biases are avoided.
6. Speech is free from grammatical mistakes.
7. Ideas are communicated vividly and meaningfully.
8. Nonverbal cues are appropriate
TOTAL
GRAND TOTAL /40

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 ASSESSMENT

Task 7
Modified True or False. Write TRUE if the statement is correct and if FALSE, change the
underlined word (s) to make the statement correct. Write your answer on your answer sheet.

1. The shaping of sounds by the tongue, lips, palate, jaw, and teeth, is
what is referred to as modulation.

2. A good public speaker should not use a monotone voice all throughout
the speech.
3. In delivering a speech, a speaker has to distinctly enunciate the
individual speech sound so the audience will be able to understand the
words clearly.
4. While delivering an informative speech, gestures should not be used in
emphasizing a point.

5. Effective speech delivery means connecting with the audience and

communicating the message.
6. Public speaking is a talent and cannot be learned.

7. An effective speech delivery technique is using pauses to emphasize

8. To achieve stage presence, you have to take the stage confidently and deliver the
speech wholeheartedly.

9. A low pitch is usually used to express lighter emotions like excitement and
delight.
10. A pageant host should use a fast rate of speaking when announcing the winner.

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 GLOSSARY

The following terms used in this module are defined as follows:

1. articulation - the shaping of speech sounds (consonants and

vowels) by the tongue, lips, palate, jaw, and teeth, called
the articulators
2. stage presence - ability to command the attention of the audience -
3. gestures - purposeful movements of the head, arms, hands, and
other parts of the body.
4. extemporaneous speech – a type of speech according to delivery
which involves speaking with limited preparation
5. impromptu speech – a type of speech according to delivery which
involves speaking without advanced preparation
6. manuscript speech – a type of speech according to delivery which
involves reading from a prepared script
7. memorized speech – a type of speech according to delivery which
involves committing the speech to memory and delivering it without
notes
8. modulation – an inflection of the tone or pitch of the voice

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 REFERENCES

Andrew Rey S. Pena , Ali G. Anudin . 2016. Oral Communication . Quezon City:
Vibal Group Inc.
Philippe John F. Sipacio, Anne Richie G. Balgos. 2016. Oral Communication
in Contextt for Senior High School. Quezon City: C & E Publishing , Inc.
https://link.quipper.com/en/organizations/5468be132294ee08bc000055/curricul
um#curriculum

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net