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MODULE 4 GE 5 (Purposive Communication)

Overview
Welcome to Module 4!

In this module, we will discuss types of speeches. We will practice organizing our speeches
following some patterns. At the end of the module, you will be able to submit a copy of your
speech and the video of your delivery of your speech.

Consultation hours
Virtual time: Asynchronous class

Learning Objectives
The students shall be able to:
 Convery ideas using oral, audio-visual and/or web-based presentations of different target audiences in
local and global settings using appropriate registers
 Create clear, coherent, and effective communication materials
 Present persuasively using appropriate language registers, tone, facial expressions and gestures
 Adopt awareness of audience and context in presenting ideas
 Show the value of truth

Course Content: Communication for Various Purposes

1. to obtain, provide, and disseminate information
2. to persuade and argue

Activity 1:
Instructions: Recall an experience wherein, without prior notice, you were asked to say something about a
friend/an object.
▪ What did you feel while you were organizing and delivering your message?
▪ Did you consider your audience when you organized and delivered your message?
▪ Were you following a pattern in organizing your idea

Activity 2: Know the Parts of Speech

Instructions:
Watch this video.

https://www.youtube.com/watch?v=92aNgVUdMfg

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Dananjaya+Hettiarachchi+World+Champion+of+Public+Speaking+2014+-
+Full+Speech&oq=Dananjaya+Hettiarachchi+World+Champion+of+Public+Speaking+2014+-
+Full+Speech&aqs=chrome..69i57.5972j0j7&sourceid=chrome&ie=UTF-8

ANALYSIS
Based from the video watched, how did Dananjaya catch the attention of his audience? What is the message
he would like to convey? What makes you remember the important points from his speech?

A speech must have an introduction to catch the attention of the audience; the body which contains the
message the speaker would like to convey; and conclusion which summarizes the ideas presented and to
make the audience remember the very important point/s .

Activity 3: Strategies to Confront Impromptu Speech (20-25 minutes)

There are occasions in our lives that we are asked to deliver an impromptu speech.
Impromptu speech is delivered with limited preparation –limited time is given. The following are the
strategies to help us manage Impromptu Speech.

Time-Tested Strategies to Confront Impromptu Speech (Barrot, J. & Sipacio, P. 2018)

1. Use a virtual outline to structure your talk or response.
a. Past, Present, Future
b. Point-Reason-Example/Explanation- Point (PREP)
c. Opening, Rule of Three, Clincher

(When the speaker has limited knowledge on the topic or he/she is not interested in the topic)
a. Bridging is building connection between what the speaker does not know with what he/she
knows.

Example:
You are asked about your reaction on the conflict in Russia.
Response:
I would imagine the conflict in Russia to be like a conflict in my own family. The following are
some steps that I observed in patching up the conflict, which are the micro level may be
considered by Russian government…

b. Reframing is rephrasing or redefining a topic the way the speaker likes it to be. This usually
occurs if the speaker thinks the topic is inappropriate for it is not meant for him/her.

Example:
You are asked to compare two forms of government: democratic and parliamentary.

Response:
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This reminds me of the complexities in differentiating two concepts in science. These are
natural science and social science. Just democratic and parliamentary, these two differs in
terms of concept and processes….

c. Playing the Devil’s Advocate means standing on the opposite side.

Example:
You are asked whether the government should allocate bigger budget for national defense or
not.
Response:
Instead of allocating more money to national defense, why not in education? Let me share
why education should be prioritized…?

2. Keep your speech brief and to the point.

3. Do not apologize if you are not ready and avoid saying something that will affect your credibility
as a speaker.
4. If you need time to process what to say, begin by greeting your audience.
5. Read a lot so you are always well-informed of the happening and knowledgeable about any topic.
6. Create or recreate a story. In this sense, use your imagination and make up a story.
7. Speak slowly and clearly. Take a deep breath and stay calm.

Activity 4: Deliver an impromptu Speech

Instructions:

Prepare for an individual speech delivery. (Scheduled) The topic is COVID 19.

NAME:_________________________________SECTION:________________ DATE: ____________

5 4 3 2 1 REMARKS
1. Topic is relevant.
2. The speaker observes appropriate organizational pattern.
3. Purpose is well-defined.
4. Attention getter captures listener’s attention.
5. Main point are stated clearly.
6. Arguments are sound and supported with sufficient,
valid, and credible sources.
7. Speech showcases continuity and smoothness.
8. Speech is ended with a review of the main points.
9. Powerful, pleasant voice is used.
10. Pronunciation, enunciation, and articulation are
observed.
11. Gestures, posture, and facial expressions are expressive,
dynamic, and natural.
12. Eye contact to establish connectivity with the audience is
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maintained.
13. The speaker is confident.
14. The speaker observes time limit.
TOTAL
GRAND TOTAL

Activity 5: Know the Types of Informative Speech (20 – 25 minutes)

An informative speech aims to help your listeners understand and remember the information you present,
discuss, or explain.

Types of Informative Speech (Barrot, J. & Sipacio, P., 2018)

1. Speech about objects or people
This focuses on tangible items like gadgets, product, structure or people.
Examples:
Speech about new iPhone model – to inform your audience on the features of the new model
Speech about the President of the Philippines – to inform your audience on the background,
education, achievements of the President
2. Speech about processes
This focuses on a process or sequence of events.
Examples:
Speech about a recipe – to inform your audience about the ingredients needed and the
procedure to be followed
Speech about bag making – to inform your audience about the materials needed and the steps
or procedure to be done
3. Speech about events
This focuses on an event that happened, is happening, or might happen in the future.
Examples:
Speech about Dinagyang Festival – to inform the audience the relevance of this event to history,
culture, and religion
Speech about St. Augustine’s Day – to inform the audience the importance of St. Augustine in
the lives of the Augustinians
4. Speech about concepts
This focuses on beliefs, knowledge, theories, principles, or ideas
Examples:
Speech about Psychoanalytic theory – to inform the audience the concept on child development
based from this theory
Speech about globalization – to inform the audience about globalization, and its effects to
Communication

Organizational Patterns (Barrot, J. & Sipacio, P., 2018)

1. Chronological Pattern
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This can be used if you want to present a history or evolution or development of your topic in a
sequential order, from past up to the present, beginning to end.

Outline:
1. Introduction
1.1 Attention-getter
1.2 Thesis Statement/Main Point
2. Body
2.1 Step 1, First
2.2 Step 2, Second
2.3 Step 3, Third
2.4 Step 4, Fourth or Finally
3. Conclusion
1.1. Summary of the Point
1.2. Memorable Statement
2. Spatial/Topical/Categorical Pattern
This can be used if you want to inform your audience about the main features, descriptions, or
categories of your topic.
Outline:
1. Introduction
1.1 Attention-getter
1.1 Thesis Statement/Main Point
2 Body
2.1 Feature/Description/Category 1
2.2 Feature/Description/Category 2
2.3 Feature/Description/Category 3
3 Conclusion
3.1 Summary of the Point
3.2 Memorable Statement
3. Cause-Effect Pattern
This can be used if you want to show the causal relationship of an event or phenomenon.
a. Single Cause-Multiple Effects – the thesis statement or the main point is emphasizing the cause
of an event or phenomenon
b. Single Effect-Multiple Causes – the thesis statement or the main point is emphasizing the effect
of an event or phenomenon
c. Multiple Causes-Multiple Effect – the thesis statement or the main point is stating the multiple
causes and effects of an event or phenomenon
d. Domino Effects – the thesis statement is stating the domino effects of an event or phenomenon
4. Comparison-Contrast Pattern
This can be used if you want to compare objects, events or concepts underscoring their
similarities and differences.
a. Block – the thesis statement is highlighting the major similarities and differences of an event
and phenomenon
Outline:

1. Introduction

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1.1 Attention-getter
2.4 Thesis Statement/Main Point
2. Body
1.1 Object/Event/Concept A
1.1.1 Comparison Point 1
1.1.2 Comparison Point 2
1.1.3 Comparison Point 3
1.2 Object/Event/Concept B
1.2.1 Comparison Point 1
1.2.2 Comparison Point 2
1.2.3 Comparison Point 3
3. Conclusion
3.1 Summary of the Point
3.2 Memorable Statement

Point-by-point
Outline:
1. Introduction
1.1 Attention-getter
1.2 Thesis Statement/Main Point
2. Body
2.1 Comparison Point 1
2.1.1 Object/Event/Concept A
2.1.2 Object/Event/Concept B
2.2 Comparison Point 2
2.2.1 Object/Event/Concept A
2.2.2 Object/Event/Concept B
2.3 Comparison Point 3
2.3.1 Object/Event/Concept A
2.3.2 Object/Event/Concept B

Activity 6: Organization and delivery of informative speech

Instructions:

Organize your written informative message (2-3 minutes) based on the type of
informative speech assigned to your group.

Group 1 Speech about object (used in the laboratory, hotels, restaurant, in the
accounting office)
Group 2 Speech about person (Notable people in Business, Sciences)

Group 3 Speech about process

GE 5 (Purposive Communication )Module 4 Department of Humanities and Languages
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Group 4 Speech about concepts (Theories, Principles)

Group 5 Speech about person (Presidents/head of a country)
Group 6 Speech about concepts (social issues)
Group 7 Speech about object (gadgets used when communicating)

Activity 7: Delivery of the Informative Speeches

Instructions:

Submit the video the delivery of your speech.

Please consider the rubrics.

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Rubrics for the Webinar

Speeches Delivery Use of the Visuals Over all
10 The point is clearly All the words are Appropriate visual The flow
stated, impressive, 3 pronounced aids are used program
or more supporting correctly, properly smooth;
details are given appropriate non- given tim
verbal codes are properly
shown. manage
7 The point is clearly One to five words Appropriate visual The time
stated, not are not correctly aids are not used wisely u
impressive, 2 pronounced, some properly there ar
supporting details inappropriate non- momen
are given verbal codes are
shown
4 The point is not More than 5 words Inappropriate visual The flow
clear – at least one are incorrectly aids are used program
supporting detail is pronounced, many logical, N
given inappropriate non- to mana

Conclusion

Organizing and delivering speeches may not be easy; but being aware of the parts of speeches and their
functions and the patterns of organizing ideas, one can organize and deliver his/her speeches with
success.

GE 5 (Purposive Communication )Module 4 Department of Humanities and Languages

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References:
Barrot, J. & Sipacio, P.J. (2018). Purposive Communication in the 21 st Century. Quezon City, Philippines:C &
E Publishing, Inc.

Dananjaya+Hettiarachchi+World+Champion+of+Public+Speaking+2014+-
+Full+Speech&oq=Dananjaya+Hettiarachchi+World+Champion+of+Public+Speaking+2014+-
+Full+Speech&aqs=chrome..69i57.5972j0j7&sourceid=chrome&ie=UTF-8

Madrunio, M. & Martin, I. (2018). Purposive Communication Using English in Multilingual Contexts. . Quezon
City, Philippines:C & E Publishing, Inc.

http://www.lausd.k12.ca.us/District_8/options/cd/speech-rubric.pdf

https://www.natcom.org/sites/default/files/publications/InformativeSpeechRubric.pdf

Please take this survey

Copy the Template. Use the template to evaluate this week’s session. Save the document as Your class
section_GE 5 __________ and email to ntorquinaza@usa.edu.ph.

Survey Form

1. Please rate this week’s session in terms of your Teacher’s Expertise, Clarity, Time Management, and
Responsiveness to your educational needs. Provide any additional feedback in the comments section.
Circle the appropriate numbers.

GE 5 (Purposive Communication )Module 4 Department of Humanities and Languages

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RATING SCALE: 1 = VERY LOW 2= LOW 3 = MEDIUM 4= HIGH 5 =VERY HIGH

TIME
NAME OF TEACHER EXPERTISE CLARITY RESPONSIVENESS
MANAGEMENT
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

2. Please review the following list of knowledge and skills statements. Give some thought to what you knew
before this course and what you learned this week. Circle the number that best represents your
knowledge and skills before then after this week’s session.

RATING SCALE: 1 = VERY LOW 2= LOW 3 = MEDIUM 4= HIGH 5 =VERY HIGH

BEFORE TRAINING ASSESSMENT OF KNOWLEDGE AND SKILLS RELATED TO: AFTER TRAINING
1 2 3 4 5 Parts of Speech 1 2 3 4 5
1 2 3 4 5 Time Tested Strategies to Confront Impromptu Speech 1 2 3 4 5
1 2 3 4 5 Types of Informative Speech 1 2 3 4 5

3. How satisfied are you with your learning experience this week? Please circle the number of your answer.

1 2 3
Not somewhat very
satisfied satisfied satisfied

Other Comments:

GE 5 (Purposive Communication )Module 4 Department of Humanities and Languages

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Please take this survey

Copy the Template. Use the template to evaluate this week’s session. Save the document as
Yourclasssection_ed 129 evaluation (ex. Ed2-1_ed 129 evaluation) and email to ____________.

Survey Form

GE 5 (Purposive Communication )Module 4 Department of Humanities and Languages

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3. Please rate this week’s session in terms of your Teacher’s Expertise, Clarity, Time Management, and
Responsiveness to your educational needs. Provide any additional feedback in the comments section.
Circle the appropriate numbers.

RATING SCALE: 1 = VERY LOW 2= LOW 3 = MEDIUM 4= HIGH 5 =VERY HIGH

TIME
NAME OF TEACHER EXPERTISE CLARITY RESPONSIVENESS
MANAGEMENT
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

4. Please review the following list of knowledge and skills statements. Give some thought to what you knew
before this course and what you learned this week. Circle the number that best represents your
knowledge and skills before then after this week’s session.

RATING SCALE: 1 = VERY LOW 2= LOW 3 = MEDIUM 4= HIGH 5 =VERY HIGH

BEFORE TRAINING ASSESSMENT OF KNOWLEDGE AND SKILLS RELATED TO: AFTER TRAINING
1 2 3 4 5 Student Engagement 1 2 3 4 5
1 2 3 4 5 Student-Centered Teaching 1 2 3 4 5
1 2 3 4 5 Ways to Engage Students 1 2 3 4 5
1 2 3 4 5 Designing Student-Centered Lessons 1 2 3 4 5

3. How satisfied are you with your learning experience this week? Please circle the number of your answer.

1 2 3
Not somewhat very
satisfied satisfied satisfied

Other Comments:

GE 5 (Purposive Communication )Module 4 Department of Humanities and Languages