Eng8-Quarter-2-Module-7_v3.pdf

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
English — Grade 8
Alternative Delivery Mode
Quarter 2 — Module 7: Oral Language and Fluency
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education – Division of Gingoog City
Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI
Department of Education – Division of Gingoog City
Office Address: Brgy. 23, National Highway, Gingoog City
Telefax: 088-328-0108 / 088328-0118
E-mail Address: gingoog.city@deped.gov.ph

8
English
Quarter 2 – Module 7:
Oral Language and Fluency

This page is intentionally blank

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
Activity 1: Stress Mark………….......................................................... 1
What is It……………………………………....................................................... 1
What’s More
Activity 2: Sound It Right……………................................................... 3
Activity 3: If you were a Robot…........................................................ 3
Activity 4: Express It………….............................................................. 4
What is It……………………………………....................................................... 4
What’s More
Activity 5: Who You’re Talking To….................................................... 6
Activity 6: It’s your Turn!………............................................................ 6
What I Have Learned ……………………......................................................... 7
What I Can Do................................................................................................. 7
Lesson 2:
Producing the Sounds of English Correctly
When Delivering an Entertainment Speech.…......................................... 8
What’s In ........................................................................................................ 8
What’s New
Activity 1: Let’s Match………………................................................... 8
What Is It…………………………………………………………………………... 9
Activity 2: ………………..................................................................... 10
Activity 3: ………………..................................................................... 11
What’s More………………………………………..………………………………. 11
What I Have Learned …………………............................................................ 12
What I Can Do
Activity 4: ………………...................................................................... 13
Activity 5: Know me well ………………............................................... 15
Lesson 3:
Using Appropriate Non-Verbal Cues when
Delivering Lines in an Entertainment Speech.......................................... 16
What I Need to Know…………....................................................................... 16
What’s New
Activity 1: Guess My Feeling!………................................................... 16
What is It…..................................................................................................... 17

What’s More
Activity 2: Let’s Go Swimming! ........................................................... 18
Activity 3: What Can You Say?………………………………………….. 19
What I Have Learned
Activity 4: Generalization ……………….............................................. 20
What I Can Do
Activity 5: I Can Write It! ………………............................................... 20
Lesson 4:
Delivering a Self-Composed Entertainment Speech
Using All the Needed Speech Conventions ..……………………….……… 22
What’s In ........................................................................................................ 22
What’s I Need to Know................................................................................... 22
What’s New
Activity 1: My Type of Mobile Apps!.................................................... 23
What is It…………………………………………................................................ 24
What’s More
Activity 2: Believe In Your Thank You.................................................. 25
What’s New
Activity 3: You Entertain Me Because………………..…………………. 26
What is It………………………………………………………...………………….. 27
What I Have Learned
Activity 4: Come Across…………………………………………………... 27
What I Have Learned
Activity 5: Believe in Your Entertainment Speech……………………... 28
Lesson 5:
Maintaining the Interest of the Audience by
Delivering Punch Lines Effectively..……………………………..……….… 29
What I Need to Know...................................................................................... 29
What’s In……………………………………………………………………………. 29
What’s New……………………………………………………............................. 30
What is It……………………………………....................................................... 30
What’s More………………………………………………………………………… 30
What I Have Learned………………………………............................................ 31
Activity 1: Let’s Point it Out!................................................................. 32
What I Can Do
Activity 2: I Can Write……………………….......................................... 33
Summary…………………………………………………………………………………….. 34
Assessment: (Post- Test)………………………………………………………………….. 35
Key to Answers……………………………………………………………………………... 37
References…………………………………………………………………………………... 42

i
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
5. Maintain the interest of the audience by delivering punchlines effectively (EN8OL-IIh-
3.13)
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.

ii
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.
Icons of this Module
What I Need to
Know
This part contains learning objectives that
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
Learned
Activities designed to process what you
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.

iii
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.
8. It refers to the total pattern of pitch change within an utterance. It is usually
associated with the intent behind the sentence.
9. These words have the same spelling but have different meanings and
pronunciations.
10. It is the strength of speaking or singing whereby the voice is used loudly and clearly
a. Voice projection c. Stress

iv
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

1
Lesson Using Appropriate Prosodic
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 6. police
2. Mother 7. famous
3. Enough 8. before
4. Supply 9. pretend
5. Hotel 10. prepare
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.
Lesson
1
Note: To determine the number of syllables in a word, simply count the number of
vowel sounds

2
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.
Nouns Verbs Nouns Verbs
récord recórd óbject objéct
present present rebel rebel
permit permit desert desert
project project conduct conduct
conflict conflict contrast contrast
subject subject contract contract
increase increase contest contest
insult insult survey survey
protest protest suspect suspect
digest digest
progress progress
*In these words, there is no vowel reduction in the second syllable
Noun/ Verb Noun/ Verb
exchánge campaign comfort
delay remark program
express surprise comment
command support contact
control promise
EXCEPTIONS: In the list of words below, both nouns and verbs have the same stress
pattern.

3
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.
B. Rising and Falling Intonation
What’s New
Activity 3: If you were a Robot
Directions: Read the following statements like a robot (monotone).
1. Are you going to go with me?
2. Common let’s go, it’s getting late!
3. You have to stay at home or you’ll get grounded.
• What do you notice if you speak like a robot? Do you have variations in the
tone of your voice?
• If you speak like this, do you think you are able to communicate your feelings
and intentions?

4
Activity 4: Express It
Directions: Say “Oh” to express the following feelings:
a. Excited
b. Amazed
c. Tired
d. Afraid
e. In doubt
f. Disgusted
What did you notice in the previous activities? You used a monotone voice in the first
activity that does not communicate your feelings. In the second activity, you used different
tone variations saying the same word with different emotions. This is what we call 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.
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.
b. The boys need some mo ney
2. WH questions
a. Where are you go ing?
b. What time is it?

5
3. Low energy emotions such as boredom, disinterest
a. I don’t feel like going.
b. I’m so bored.
4. Commands and Requests
a. Please pass the but ter
b. Go to be d.
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?
b. Is she here?
2. Requests for clarification (indicates uncertainty)
a. Is he co ming?
b. He did?
3. High energy emotions e.g. happiness/anger/shock
a. Ye hey, I won!
b. Stop it!
4. Question Tag (checking)
a. The meeting is at three, isn’t it?
b. You’re go ing, aren’t you?

6
Functions of Mixed Intonation
Mixed intonations in English sentences serve several functions including:
1. Offering a choice of two (high to low intonation)
a. Bl ack or wh ite?
b. Do you want coffee or t ea?
2. Listing items (gradually rise then fall on the last word)
a. Milk, bread, butter and cheese
c. I bought stockings, shoes, purse, and a hat.
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
d. To a six-month old baby
e. To someone you found you found doing something he shouldn’t
f. To someone you’re not sure is still on the other end of the phone.
Activity 6: It’s your turn!
This time say the following statements correctly and determine if you are going
to use a rising or a falling intonation.
1. It’s unbelievable!
2. That’s great!
3. Oh, sure I will.
4. You must be kidding!
5. Really? That’s good!
6. Don’t worry, I understand.
7. You shouldn’t have.
8. I think I will.
9. Keep it up!
10. It’s okay.

7
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?
What I Can Do
Activity 7: Let’s Role-Play
With a partner, (anybody at home) role-play the conversation between a Sales Lady
(SL) and a Customer (C) at the grocery store.
SL: Can I help you?
C: I'd like a chocolate (fall) ice-cream.
SL: One chocolate (fall-rise) ice-cream. Anything else?
C: One strawberry (fall) ice-cream.
SL: One chocolate (fall-rise), one strawberry (fall-rise). Anything else?
C: Yes. One chocolate (fall-rise), one strawberry (fall-rise), and one vanilla (fall).

8
Lesson
Producing the Sounds of English
Correctly when Delivering an
Entertainment Speech
What’s In
We have learned in Lesson 1 the use of appropriate prosodic features of speech, which
are stress and intonation pattern. These features are useful most specially for the beginners
who may want to become an effective speaker in the future so that you will be fully understood
by your listeners from the content of your speech, the maneuvers of your speaking to the
message that you wanted to put across in the minds and hearts of the listeners.
In this lesson we are going to love English more as a language by understanding it that
well through producing the sounds of English correctly and effectively. At the same time, we
are also going to experience delivering an entertainment speech correctly and effectively.
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.
1.
2.
3.
4.
Which number of sentences do you think has the appropriate structure? Why?
Lesson
2

9
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
object - object content-content
purchase- purchase present- present
desert- desert survey-survey
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: informaˊtion , neˊcessary
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
protest- protest contact - contact
object - object content - content
purchase- purchase present - present
desert- desert survey -survey

10
Drill yourself to read the following words with stress on different syllables. Be guided
with the highlighted syllables where the stress is located.
accuracy ceremony family
memorable adolescent comfortable
folklorist nationality ancestor
committee holiday preliminary
antecedent composite honorable
attainment confidential preferable
innovative reasonable baptism
cooperative interested sovereignty
category establishment intestine
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 really want 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 is my father. The speaker is sure.(no doubt on his father)
3. He is my father. The speaker expresses ownership.(not anybody’s father)
4. He is my father.
The speaker emphasizes his father. (not an enemy,
But his father)
5. He is my father? The speaker doubts if he is his father.
6. He is my father. The speaker is excited.

11
Activity 3
Directions: Read aloud the following sentences emphasizing the italicized word. What is your
idea on the message conveyed in each sentence.
I didn’t say you stole the puppy.____________________________________________
I didn’t say you stole the puppy. ___________________________________________
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.
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.

12
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?

13
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?

15
Activity 5: Know me well
Directions: Answer the following questions below.
pronunciations.
phrase or sentence.
3. It refers to certain words in a sentence that are given importance.
8. It is the universal language.
In 9-10, write in bold the syllable that functions as noun and verb respectively, the word
record.

16
Lesson
Using Appropriate Non-Verbal
Cues When Delivering an
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
What’s New
Activity 1: Guess My Feeling!
Directions: Study and identify the emoticons below. Write you answer in the
space
provided.
1.
___________
2.
____________
3.
___________
4.
_____________
5. 6.
Lesson
3

17
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

18
What’s More
Activity 2: Let’s Go Swimming!
Directions: From the Word Pool below, choose a word that best represents the Nonverbal
cues/language inside the graphic organizer. A space is provided for your answer.
https://bit.ly/2NspVj0

19
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 pictures.
bored uninterested frightened angry
sad happy annoyed disgusted
joyful pleased elated excited
surprised welcoming pleased

20
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 ().

21
“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
no-verbal cues)
Well-structured
information with
well-constructed
paragraphs
Information is
structured with
well-constructed
paragraphs.
Information is
structured but
paragraphs are
not well-
constructed
Unstructured
information
Conclusion Very satisfactorily
ends with a strong
concluding
statement
Satisfactorily ends
with a strong
concluding
statement
Unsatisfactorily
ends without a
strong concluding
statement
Ends with no
concluding
statement
Spelling/Grammar No spelling,
punctuations and
grammatical errors
Few spelling,
punctuations and
grammatical errors
A number of
spelling,
punctuations and
grammatical
errors
So many spelling,
punctuations and
grammatical errors

22
Lesson
Delivering a Self- Composed
Entertainment Speech Using All
the Needed Speech Conventions
What’s In
In the previous lesson we learned that non-verbal cues such as facial expressions, eye
contact, gestures, body movements and posture plays an important role in delivering lines in
an entertainment speech. Nonverbal communication is the communication we engage in that
isn’t written or spoken language, but still creates meaning.
This time, we will connect what you have learned in the previous lesson to our new
topic which will deal with Speech Conventions. Are you ready? Let’s start with our first activity.
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, they can also be given on more mundane occasions, where their purpose
is primarily to amuse audience members or arouse them 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.
Lesson
4
shorturl.at/advA7

23
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. ___________________________________
2. ___________________________________
3. ___________________________________

24
Reasons Why It Is Entertaining:
1.
2.
3.
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.

25
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
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. __________________
b. _____________________ b. __________________
c. _____________________ c. __________________
d. _____________________ d. __________________
e. _____________________ e. __________________
2. Wedding reception 4. 18th
birthday party
a. _____________________ a. __________________
b. _____________________ b. __________________
c. _____________________ c. __________________
d. _____________________ d.__________________
e. _____________________ e. __________________

26
5. Musical concert
a. _____________________
b. _____________________
c. _____________________
d. _____________________
e. _____________________
What’s New
Activity 3: You Entertain Me Because…
Directions: Some people make good in entertainment speech because of their innate wit. From
among the list of artists or personalities, write your thoughts on how you think of their craft and
how these contribute to the possibility of delivering an entertainment speech. Check out the
first one and use it as your guide.
Artist/Personalities Type of Artist Strength
Jon Santos
(Photo Credit: shorturl.at/ezKY5)
Professional
impersonator
Ability to copy young, old,
women and men on stage.
1. Dolphy
2. Sen. Miriam D. Santiago
3. Yaya Dub
4. Eugene Pangilinan
5. Lloyd Luna

27
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.
What I Have Learned
A
Activity 4: Generalization
How do speech conventions play an important role in delivering entertainment speech?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
What is It

28
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
5. My Biggest Fashion Mistakes
____________________________________________
( Title )
_____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

29
Lesson
Maintaining the Interest of the
Audience by Delivering Punch
Lines Effectively
What I Need to Know
In this lesson, you are expected to:
a. Define punch line
b. Identify the punch line used in a speech
c. Use punch line effectively
What I Know
What Is a Punchline? Read the dialogue below and underlined phrase and find the words that
form the climax of a joke.
What’s In
In your previous lesson, you have learned how to deliver a self-composed
entertainment speech applying the tips and guides, the Do’s and Don’t’s introduced to you.
You always have to remember those things for they will surely help as you go along with the
succeeding activities.
A. Policeman: Why did you have to break into the same shop three times?
B. Thief: Well, I stole a dress from the shop but my wife didn’t like it. So I had to go
back and change it twice.
Lesson
5

30
What’s New
Engaging Your Audience
Engage the audience-get them interested, give them a reason to listen. How?
• Describe a scene or a character.
• Tell a story.
• Share a personal experience.
• Ask a provocative question.
• Offer a humorous observation or anecdote.
Source: www.hamilton.edu
What is It
A punchline is a climactic phrase or sentence in a joke, speech or advertisement, or
humorous stay that produces the desired effect (defined by dictionary.com). It’s a short line
that delivers a humorous reveal an audience is expecting.
Let’s take a look at these examples:
• “I gave my cat a bath the other day. He sat there, he enjoyed it, and it was fun
for me too. The fur would stick to my tongue, but other than that it was great.”
• A day without sunshine is like, you know, night.
• “I love a woman with a head on her shoulders. I hate necks.”

31
Here are some tips and tricks for writing funny punchlines:
• Watch footage of your favorite comedians performing. Study the structure of
their punchlines, their timing, and delivery, and see which lines get the biggest laughs.
• Start with a punchline. When you get an idea with punchline potential, jot it
down and build the joke around it. Try several different approaches to see if it’s got
legs, and gets laughs.
• Make it short and sweet. The funniest punchlines get to the point in a succinct
style, ranging from one word to one sentence.
• Make sure your punchline has a twist. A punchline pivots the story in a new
direction and conflicts with the setup. It throws the audience a curveball by creating a
different ending than the one they’re expecting.
• Punchlines with two meanings make the audience think a little harder but can
generate a lot of positive response from them when they grasp the double entendre.
• Time the delivery for maximum impact. Pause before you deliver the punchline
to build anticipation.
• Be open to changing a punchline when needed. Try out a new word, a new
phrase, or a completely new thought to make a joke even funnier.
• Test different variations of your punchline on people like friends, family, or even
complete strangers, to see which version gets the biggest laugh.
What’s More
A great way to spice up a retirement party, birthday bash or even farewell dinner is to
roast the guest of honor. Affectionately mocking the man or lady of the hour will provide
hilarious entertainment. Writing a roast speech is a balancing act and requires both love and
sarcasm – the goal is to poke fun without hurting feelings.
Here are the simple steps to follow:
1. Brainstorm funny things about the guest of honor before you start writing your
speech. Recall quirks, strange habits, and amusing adventures the two of you
share.
2. Select examples of the guest of honor’s funny personal that other people at the
party will also find amusing.
3. Begin to organize your thoughts in a speech. You can write the whole thing out or
jot down talking points you’ll refer to when you have the floor.
4. Think about different ways on how to deliver the roast. You could make it a funny
rhyming poem or song, or organize the speech around one story with a hysterically
funny punchline.
5. Think about bringing funny props to illustrate your story.

32
Here are some suggestions to make your roast speech effective:
1. Use personal pronouns to add a “ touch” and bridge the distance between the speaker
and the audience.
2. You may include direct quotations or statements said by your subject to make the roast
speech more interesting.
3. Remember to use polite expressions when giving a roast. The goal is to poke fun
without hurting feelings.
4. You may inject humor and add vivid descriptions to make the speech more interesting.
Here is a sample roast for Tarzan. Observe closely.
Source: Celebrating Diversity Through World Literature (G-10 Learner’s Material, pp.330-331
What I Have Learned
A
Activity 1: Let’s Point it Out!
Refer to the sample roast for Tarzan. Let’s answer the questions.
1. What words or expressions in the speech made an impact on you? Explain
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Point out the direct statements found in the sample speech. Write them on the spaces
provided .
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. State the humor statement or line injected in the speech.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
“Aaaaaahhhhh!” sounds familiar? Good evening ladies and gentlemen. On this
very special occasion, I’d like to introduce an equality special guest who could be
considered an expert when it comes to nature.”I am the king of the jungle,” he always
says. We know a lot of decent-looking people with their Porche and Ferraris who walk
down the red carpet but he’s not one of them. He has traveled great distances, not on
planes but by swinging from tree to tree. He has talked to different prominent figures,
starting with the king (of the jungle), the queen (of the sky), and the prince and
princess (of the sea). He even possesses a great command with his voice, that
everybody would certainly follow. He’s no other than Tarzan, the Great! Let’s give him
a bunch of bananas.

33
What I Can do
Activity 2: I Can Write
Directions: Prepare a roast speech for a family member or a closest friend but
remember to poke fun without hurting feelings. Apply the use of punch line.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

34
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!

35
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 c. aggression
b. frustration d. apprehension
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.

36
phrase or sentence.
pronunciations.
a. Voice projection c. Stress
14. 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
15. 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, record
16. The rising and falling of the voice when one is speaking is called
a. Pitch c. Stress
b. Intonation d. Juncture
17. The Falling Intonation is used with
a. Statements or comments
b. WH questions
c. 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.

42
References
(2020, January 27). Retrieved June 28, 2020, from http://www.bcgenerals.com/?p=example-
of-entertainment-speech-about-life
“Fluency Rubrics”, SlideShare, accessed June 19, 2020. https://tinyurl.com/yazjcr73
“Module 8: Communication”, StudyLib, accessed June 17, 2020.
https://studylib.net/doc/7779852/module-8--communication#
“Prosodic Feature of Speech”, Teaching English, accessed June 19, 2020.
http://red6747.pbworks.com/w/page/8522964/Prosody
“Rising and Falling Structure”, accessed June 19, 2020. https://tinyurl.com/y8ex84eg
“What is Communication”, SkillsYouNeed, accessed June 17, 2020.
https://www.skillsyouneed.com/ips/what-is-communication.html
Almonte, Liza, et al. Celebrating Diversity through World Literature (English 10, Learner’s
Manual). Pasig City, Philippines: Department of Education, 2015, 136-138.
Almonte, Liza, et al. Celebrating Diversity through World Literature (English 10, Learner’s
Manual). Pasig City, Philippines: Department of Education, 2015, 330-331.
BBC British Council, “Connected Speech”, Teaching English, accessed May 19, 2020.
https://www.teachingenglish.org.uk/article/connected-speech-0
BBC British Council, “Non-verbal Communication”, Teaching English, accessed June 19,
2020.
https://www.teachingenglish.org.uk/article/non-verbal-communication
BBC British Council, “Prosodic Features”, Teaching English, accessed June 18, 2020.
https://www.teachingenglish.org.uk/article/prosodic-features
BBC British Council, “Using Intonation”, Teaching English, accessed May 19, 2020.
https://www.teachingenglish.org.uk/article/intonation
Brandon Harville, “5 Effective Intonation Activities for Teaching English to Any Skill Level”,
FluentU English Educator Blog, accessed June 17, 2020.
https://www.fluentu.com/blog/educator-english/intonation-activities-teaching-english/
44

43
Chapter 18 Speaking to Entertain. (n.d.). Retrieved June 28, 2020, from
https://2012books.lardbucket.org/books/public-speaking-practice-and-ethics/s21-
speaking-to-entertain.html
Danwyn, “Rising and Falling Intonation - Examples & Exercises”, AccentU, accessed June 17,
2020. http://www.accentu.com.au/intonation/
Entertaining Speech Examples. (n.d.). Retrieved June 28, 2020, from
https://answershark.com/writing/informal-presentations-and-speeches/entertaining-
speech-example.html
Handschuh, Jeanne and Alma Simonunet de Geigel. Improving Oral Communication.
England:
Pearson College Division, 1984.
http://wwww.write-out-loud.com/quick-and-easy-effective-tips-for -speaking-rate.html
Kiesco, “Using an Appropriate Rate of Speech”, accessed July 28, 2015.
http://www.superduperinc/handouts/pdf/351%20Rate%20Speech.pdf
Lynn Dove, “Friday Funnies – English is a Funny Language”, Lynn Dove's Journey Thoughts,
accessed June 19, 2020. https://lynndove.com/2015/05/01/friday-funnies-english-is-a-
funny-language/
Malicsi, J. The ELP Series. Quezon City, Philippines: The Classics Foundation for the English
Linguistics Project, 2005.
Mcdonough, M. (2017, August 24). The Importance of Language and Style. Retrieved June
28,
2020, from https://press.rebus.community/uwmpublicspeaking/chapter/the-
importance-of-language-and-style/
Perez, L. Advanced Speech Manual. Quezon City, Philippines: Publishers’ Printing Press,
1992.
Pinterest, accessed June 19, 2020. https://images.app.goo.gl/P37BjzkZchpeiKHGA
Pinterest, accessed June 19, 2020. https://tinyurl.com/y8wvzgxn

44
Pixabay, accessed June 19, 2020. https://pixabay.com/images/search/coronavirus/
What is an entertainment speech? (n.d.). Retrieved June 28, 2020, from
https://study.com/academy/answer/what-is-an-entertainment-speech.html
www.hamilton.edu

45
For inquiries and feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Department of Education – Division of Gingoog City
Office Address: Brgy. 23, National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E-mail Address:gingoog.city@deped.gov.ph

Eng8-Quarter-2-Module-7_v3.pdf

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Eng8-Quarter-2-Module-7_v3.pdf

Similar to Eng8-Quarter-2-Module-7_v3.pdf (20)

Recently uploaded

Recently uploaded (13)

Eng8-Quarter-2-Module-7_v3.pdf