Here are some key points about adjusting verbal communication according to audience and purpose: - Rate, volume, pitch, and pauses are important aspects of vocal delivery that can help convey ideas effectively. - The rate of speech should be appropriate for the ideas, setting, and audience. Varying rate emphasizes different thoughts. - Volume should be at an appropriate loudness for the classroom or setting. Varying volume draws attention. - Changing pitch through inflections emphasizes important points. Low pitch can suggest quoting others. - Pauses add expression and feeling but should be used deliberately, not constantly or in the middle of ideas.

1. REMEDIOS S. REYNO
MT 11
PIAS – GAANG ELEMENTARY SCHOOL
AUREA S. AUSTRIA
Principal II

2. Review:
What is a target audience?
Let’s Try This
Task 1. For Your Information
(FYI) Listen to your teacher
as he/she reads the text
below. Be ready to answer
questions about the text.

3. Eating Healthy
Ethan loved eating chicken nuggets,
pizza, fries, and burgers. To drink, he
always liked milk shakes, cola, or
sugary drinks. The sweeter it was, the
more he liked it. “You can’t keep
eating this stuff!” Ethan’s mom
complained. “Why? It tastes so good.”
His mother frowned and crossed her
arms. “You eat too much sugar.” “Yum!
Sugar.” Ethan smiled happily. “Look at
what you’re eating for breakfast.”
Ethan looked at the food in front of him.
It looked good to him. “I’m having juice,

4. what you’re eating for breakfast.”
Ethan looked at the food in front of him.
It looked good to him. “I’m having juice,
super rainbow sugar sprinkle krispies,
and a donut.” He smiled and took a bite
of his glazed, jelly-filled donut. He
chewed and then stopped when his
teeth began to ache. “
“Ethan, you’re going to have to go
to the dentist if you’re getting cavities.”
“No, I’m not!” Ethan denied it. He took
another bite to prove he was fine. His

5. teeth really ached, though. “See?” His
mother sighed. “Why do all the
delicious things have to be bad for me?
I can’t eat broccoli forever. I’m not a
rabbit.” “I know, but you don’t get all
the vitamins and minerals you need
from the stuff you like to eat. All that
food is sugar and fat. You need good
food for healthy teeth, eyes, and even
your brain!” His mother explained. “If
you can’t start making healthy choices
more often, I won’t buy any junk food or

6. sweets to keep in the house for snacks
“That’s not fair!” Ethan whined.
Whining didn’t work with mother. It
made her more serious. “Snacks are
supposed to be occasional treats, not
your regular meals. I should have
bought more healthy breakfast foods for
you. Tomorrow you will have eggs, toast
without jam, bacon, some fresh fruit,
and a glass of milk.” ““That doesn’t
sound too bad.”

7. healthy breakfast foods for you. Tomorrow
you will have eggs, toast without jam,
bacon, some fresh fruit, and a glass of
milk.” “That doesn’t sound too bad.” “I’m
not going to put all these sweets in your
lunch anymore, either. You will get yogurt,
raisins, or fresh fruit for your dessert in
your lunch, okay?” Ethan didn’t want to
agree, but his mom’s suggestion wasn’t
really that bad. Maybe his teeth wouldn’t
hurt so much anymore, either. He really
didn’t like trips to the dentist.

8. Use the information in the story to
answer the following questions.
1. What kind of food does Ethan like to
eat?
A. Healthy food B. Only meat
C. Sweet food D. Organic food
2. Why do Ethan’s teeth hurt?
A. He’s getting cavities.
B. He’s chewing too much.
C. He just went to the dentist.
D. None of the above

9. 3. Which is a NOT a reason why Ethan’s
mom wants him to eat healthy?
A. Healthy foods have vitamins.
B. Healthy foods won’t hurt his teeth.
C. Healthy foods help his body.
D. Healthy foods taste bad.
4. Why does Ethan think he won’t mind
breakfast tomorrow?
A. He gets to eat the same sweet stuff
still.
B. He gets to go to a restaurant for
breakfast.
C. He gets to eat ice cream for breakfast.
D. The food he gets to eat tomorrow
sounds delicious.

10. 5. What is another benefit for
Ethan of eating healthy?
A. He won’t have to see the
dentist so often.
B. He will get fat.
C. He will not like the food.
D. He will be sad, because he
can’t eat delicious food.

11. Task 2. Look for that Clue
Remember that the five types of
context clues are
(1)definition (synonym/restatement),
(2)contrast,
(3)examples,
(4)general sense of the sentence, and
(5)clue from another sentence. For each
sentence below, use the context to help
you determine the meaning of the
italicized word.

12. 1.Because there was so little
precipitation this year, the crops
dried up and died.
A)fertilizer B) planting C) rain
2. Although I was unable to
understand all of the details of the
presentation, I did get the gist of it.
A)humor B) main point C) notes

13. 3. At a special ceremony, the police chief
gave the officer a commendation for
bravery.
A) an award for an outstanding
achievement
B) an object designed to bring good luck
C) a lecture
4. One brother is an erudite professor; the
other brother, however, has never shown
any interest in books or learning.
A) old; elderly
B) well-educated; well-read
C) snobbish; stuck up

14. 5. Night is the time when many animals
forage, or search, for food.
A)come out at night
B) sleep C) search for food
6. The waiter was so brusque that we
left only a small tip. He was impolite
and impatient, and seemed annoyed
whenever we asked for something.
A)acting or speaking in a rude, abrupt
manner
B) frightening looking
C) knowledgeable and skilled

15. 7. The store specializes in cutlery, such
as forks and knives, that has unique
designs.
A)spices and seasonings
B) plates, bowls, and cups
C) silverware; eating utensils
8. My sister loathes broccoli, but she
loves spinach.
A)dislikes intensely
B) eats eagerly
C) prepares and cooks

16. 9. Psychologists have conducted
research on altruism, which can be
defined as "putting the needs and
welfare of others above one's own
needs and well-being."
A)psychologists who conduct research
B) research conducted by psychologists
C) putting the needs and welfare of
others above one's own needs and well-
being

17. Let’s Study This
You listened to an informational text.
Informational text is defined as text with
the primary purpose of expressing
information about the arts, sciences, or
social studies. This text ranges from
newspaper and magazine articles to
digital information to nonfiction trade
books to textbooks and reference
materials.
There are specifically four types of
informational text: literary nonfiction,
expository, argument or persuasion, and
procedural

18. Literary Nonfiction Literary nonfiction
includes shorter texts, such as
“personal essays, speeches, opinion
pieces, essays about art or literature,
biographies, memoirs, journalism, and
historical, scientific, technical, or
economic accounts (including digital
sources) written for a broad audience.”
Autobiographies, biographies, other
narrative nonfiction, informational
picture books, and informational poetry
often fit into this category.

19. Narrative informational text typically
communicates accurate information
and has a well-defined beginning,
middle, and end. Informational poetry
weaves facts into poems.
Finally, informational alphabet and
counting books allow authors to use a
creative format to share factual
information, as in Alan Schroeder’s Ben
Franklin: His Wit and Wisdom from A–Z.
Schroeder includes details of Franklin’s
life and his sayings in a clever, almanac
style.

20. Procedural Texts
Procedural texts provide step-by-step
guidelines that describe how to
complete a task. They often include a
materials-needed section and graphics
that illustrate the process, as found in
Doug Stillinger’s The Klutz Book of
Paper Airplanes. Jane Drake and Ann
Love’s Get Outside provides readers
with rules for games and directions for
making things like bird feeders, kites,
and sundials

21. Expository Texts
Expository texts utilize various text
structures, such as description, cause
and effect, comparison and contrast,
problem and solution, question and
answer, and temporal sequence.
Argument or Persuasion Texts
Argument or persuasion texts provide
evidence with the intent of influencing
the beliefs or actions of the target
audience. These texts typically include

22. claims, evidence, and
warrants to explain how the
evidence is linked to the
claims. Writers of persuasion
or argument also make
appeals—appeals to the
author’s credibility, to the
audience’s needs, or to
reason and evidence.

23. Let’s Do This
Task 3. Talking About This
With your group mates, read and talk
about the informational text you
listened to. Fill in the table below with
your responses.
Title Type of
informational
text

24. Task 4. I Heard Them Right!
Group yourselves into four. Your
teacher will assign informational
text to your group. With your group
mates, read the text in front of the
class. As you read, ask the other
groups to listen and tell them to
identify what type of informational
text you are reading. Let them
write their answer on a “show me
board.”

25. Group 1
Dr Jose Protacio Rizal was born in
the town of Calamba, Laguna on
19th June 1861. The second son
and the seventh among the eleven
children of Francisco Mercado and
Teodora Alonso.
With his mother as his first teacher,
he began his early education at
home and continued in Binan,
Laguna. He entered a Jesuit-run

26. Ateneo Municipal de Manila in 1872 and
obtained a bachelor's degree with
highest honors in 1876. He studied
medicine at the University of Santo
Tomas but had to stop because he felt
that the Filipino students were being
discriminated by their Dominican
tutors. He went to Madrid at
Universidad Central de Madrid and in
1885 at the age of 24, he finished his
course in Philosophy and Letters with a
grade of “Excellent.

27. Group 2
A sundial compass is a combination of
these two instruments, consisting of a
portable sundial which is attached over
a compass via a hinge. There are some
adjustable legs that need to be used to
level the instrument if not on level
ground. The gnome is hinged and needs
to be put in the up position where it
locks into place. There should be what
looks like a protractor that is to the
right of the gnome that is on a hinge

28. and this needs to be flipped up as well.
The protractor is used to set the sundial
to the correct latitude angle, while the
compass is used to find true north based
on the area’s magnetic north declination.
Once your sundial compass has been
leveled, set to the correct latitude, and to
true north, a shadow will be cast onto the
sundial’s face by the gnome. For use in the
southern hemisphere, the same procedure
is followed with the exception that true
South must be found instead of true North.

29. Group 3
Just like visible light, infrared light, and
radio waves, ultraviolet light is
electromagnetic radiation. On the
spectrum, ultraviolet light lies between
violet light and x rays, with wavelengths
ranging from four to 400 nanometers.
Although it is undetectable to the naked
eye, anyone who has been exposed to too
much sunlight has probably noted the
effects of ultraviolet light, for it is this
radiation that causes tanning, sunburn,
and can lead to skin cancer

30. Group 4
Teenagers are forever being told that
they need a good education so that they
can have the career they want, but many
do not listen. However, it is important to
remember that your schooling, no matter
how long it may feel, lasts for just a few
short years compared to the rest of your
life ahead of you. Therefore, it is better to
sacrifice a little bit of fun now so that you
can find happiness in later life, as you
will be happier if you can do a job that
you enjoy and afford to do the things you
want.

31. Ask: How can you apply your
knowledge in various
informational texts in real
life?
How about your knowledge
in borrowed words?
Ask: What are the various
types of informational text?

32. Task 5. Mix and Match
Match the following types of
informational text to its
description. Write the letter of the
correct answer on the blank before
each number.
____1. Argument text
____2. Literary
Nonfiction
____3. Procedural text
____4. Expository text

33. A.utilizes question and answer,
problems and solutions
B. provides step-by-step guidelines
that describe how to complete a task
C. includes, biographies, memoirs,
journalism, and historical, scientific,
technical, or economic accounts
D. includes claims, evidence, and
warrants to explain how the evidence
is linked to the claims

34. Ass. Let’s Enrich Ourselves
Task 6. Cut it Out Cut a short
selection from old newspapers or
magazines.
Paste it in your notebook then,
write what type of informational
text it is.

35. DAY 2
Review:
What are the
different types of
informational text?

36. Let’s Try This
Try to guess what the following gestures imply.
Talk about the following body language.
Can you determine what each gesture
mean?

37. Today, we will learn
appropriate style of
speaking, adjusting
language, gestures,
rate, and volume
according to audience
and to purpose

38. Let’s Study This
Verbal communication refers to the
vocal performance of a speaker--its
rate, volume, pitch, and pauses.
These aspects of vocalization are
critical to effectively conveying
ideas (after all, if your audience
has trouble understanding what
words are coming out of your
mouth, then they will be unable to
understand your message.)

39. Raterefers to the speed at which a
person speaks. Follow these
suggestions to adjust your rate of
speech to your best advantage:
1. Choose a rate appropriate for the
ideas being expressed and for a
speech setting. For example, it
makes sense for a sportscaster
announcing a basketball game to
speak faster than a sportscaster at
a golf match.

40. 2. Vary your rate of speech to express
different thoughts and feelings. You
may want to speak slowly to emphasize
an important point or to communicate a
serious or somber mood. A faster pace
is appropriate when you are telling your
audience something it already knows
(many speeches include background
information that sets the scene) or to
express surprise, happiness, or fear.
Use pauses to change the pace and add
verbal variety

41. 3. Use a tape recorder to monitor your
rate of speech while you read aloud a
magazine article. Pay special attention
to grouping words into phrases and to
slowing down and speeding up at
appropriate points. Play back your
speech, then adjust your phrasing for a
more effective delivery.
Volume refers to the loudness or
softness of the speaker's voice.

42. 1.Know what volume your voice should
be in your classroom. If you speak too
softly, your speech serves little
purpose. At the same time, don't
mistake shouting for speaking loudly.
2. Vary the volume to get attention.
Whether to choose to speak louder or
more quietly, you draw attention to your
speech through contrast. For example,
you can speak softly when you narrate
a sad story. In this case, a quieter
approach is usually a more effective
attention-grabber.

43. Pitch means the highness or lowness of
the speaker's voice. Changes in the pitch
are known as inflections. 1. When you
speak in a monotone, you tell your
listeners you have nothing to emphasize.
When you vary the pitch of your voice, you
let them know that what you are saying is
important. 2. As with volume, vary pitch to
achieve the best effect. For example, you
can speak in a low tone when you quote
someone. The change in pitch suggests
that you are citing evidence rather than
expressing your own view.

44. Pauses add color, expression, and
feeling to a speech. They should be
used deliberately to achieve a desired
effect. Here are a few suggestions:
1.Pause for moment when you
introduce a new idea or term to give
your listeners time to absorb what
you are saying.
2. Don't talk nonstop until, literally, you
are out of breath. At the same time,
don't pause every three or four words
in a kind of nervous verbal chop.
Particularly, don't pause in the middle
of an idea. That will make it difficult for

45. Particularly, don't pause in the middle
of an idea. That will make it difficult for
your listeners to follow. To a speaker, a
phrase has a different meaning it has to
a writer. It is a unit you speak in one
breath in order to express a single idea.
Each pause tells your listeners you are
moving from one thought to the next.
3. Try not to take vocalized pauses such
as "ah," "er," and "umm." A vocalized
pause is usually ineffective (even
distracting and annoying). For example,

46. President John F. Kennedy's famous
line, "Ask not what your country can do
for you; ask what you can do for you
country," was effective not only
because of its language but also
because it was delivered with a pause
dividing the two thoughts. I think that
you will agree that "Ask not ah what
your er country can do ah for you; ask
what you umm can do er for your uh
country" just don't have the same
impact as the unadorned original

47. statement.
4. Extend your pauses to two
or three seconds when
displaying a visual aid. This
tactic enables your audience to
read the information on the
visual aid without missing your
next thought. It is important to
pause after the display, not
before it.

48. Let’s Do This
Task 1. Guess it!
Choose the correct meaning of the
following gestures then write your
answer on the blanks provided.
shock proud worried hungry delighted

49. Task 2. Speak Up! Choose your
partner. Read the following
lines with proper rate, volume,
and pitch.
1. I’m afraid you can’t make it
2. Yes, I got this at last!
3. Oh common, you’re pulling
my leg.
4. Please, help us.
5. Look, it will fall.

50. 6. You are my best friend and
you know that.
7. Check this out. This is the
latest model of smart phone.
8. Mom, look what Alvin did!
9. Hurry up. We’ll be late.
10. I am so proud to be your
son, Dad.

51. Let’s Do More
Task 3. We Say You Say!
With your group mates, recite the poem
“Trees” by Joyce Kilmer. Use
appropriate style of speaking, gestures,
rate, and volume.
Trees
by Joyce Kilmer
I think that I shall never see
A poem as lovely as a tree.

52. A tree whose hungry mouth is press
Against the earth’s sweet flowing
breast;
A tree that looks at God all day,
And lifts her leafy arms to pray;
A tree that may in Summer wear
A nest of robins in her hair;
Upon whose bosom snow has lain;
Who intimately lives with rain.
Poems are made by fools like me,
But only God can make a tree.

53. Ask: Why should we use
appropriate speaking style, rate,
volume, and pitch in reading and
speaking?
How can you apply this in daily life?
Ask: “ How should we use proper
volume, rate, pitch, gesture, and
style in speaking? (according to
purpose and audience

54. Task 4. Choose and Act! Choose a line
to recite. Be sure to employ correct
rate, volume, and gestures.
Captain! My Captain!
by Walt Whitman
O Captain! my Captain! our fearful trip
is done,
The ship has weather’d every rack, the
prize we sought is won,
The port is near, the bells I hear, the
people all exulting, While follow eyes
the steady keel, the vessel grim and
daring;

55. While follow eyes the steady keel, the
vessel grim and daring;
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead.
O Captain! my Captain! rise up and hear
the bells;
Rise up—for you the flag is flung—for
you the bugle trills,

56. For you bouquets and ribbon’d
wreaths—for you the shores a-crowding,
For you they call, the swaying mass,
their eager faces turning;
Here Captain! dear father!
This arm beneath your head!
It is some dream that on the deck,
You’ve fallen cold and dead
My Captain does not answer, his lips
are pale and still,
My father does not feel my arm, he has
no pulse nor will,

57. The ship is anchor’d safe and sound, its
voyage closed and done, From fearful
trip the victor ship comes in with object
won;
Exult O shores, and ring O bells!
But I with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dea

58. Assignment:
Let’s Enrich Ourselves
Task 5. The Duos! Choose
your partner. Memorize a
stanza from “The Old Woman
Who Swallowed the Fly”.
Present it in front. Be sure to
use proper expression.

59. There Was an Old Woman
There was an old woman who
swallowed a fly, I don't know why she
swallowed a fly, Perhaps she'll die.
There was an old woman who
swallowed a spider,
That wriggled and jiggled and tickled
inside her,
She swallowed the spider to catch the
fly,
I don't know why she swallowed the fly,
Perhaps she'll die.

60. There was an old woman who
swallowed a bird,
How absurd! to swallow a bird,
She swallowed the bird to catch the
spider,
That wriggled and jiggled and tickled
inside her,
She swallowed the spider to catch the
fly,
I don't know why she swallowed the fly,
Perhaps she'll die.

61. There was an old woman who
swallowed a cat,
Imagine that! to swallow a cat,
She swallowed the cat to catch the
bird,
She swallowed the bird to catch the
spider,
That wriggled and jiggled and tickled
inside her,
She swallowed the spider to catch the
fly,
I don't know why she swallowed the fly,
Perhaps she'll die

62. There was an old woman who
swallowed a dog,
What a hog! to swallow a dog,
She swallowed the dog to catch the cat,
She swallowed the cat to catch the
bird,
She swallowed the bird to catch the
spider,
That wriggled and jiggled and tickled
inside her,
She swallowed the spider to catch the
fly,
I don't know why she swallowed the fly,
Perhaps she'll die.

63. There was an old woman who swallowed a
goat,
Just opened her throat! to swallow a goat,
She swallowed the goat to catch the dog,
She swallowed the dog to catch the cat,
She swallowed the cat to catch the bird,
She swallowed the bird to catch the
spider,
That wriggled and jiggled and tickled
inside her,
She swallowed the spider to catch the fly,
I don't know why she swallowed the fly,
Perhaps she'll die.

64. There was an old woman who
swallowed a cow,
I don't know how she swallowed a cow!
She swallowed the cow to catch the
goat,
She swallowed the goat to catch the
dog,
She swallowed the dog to catch the
cat,
She swallowed the cat to catch the
bird,

65. She swallowed the bird to catch the
spider,
That wriggled and jiggled and tickled
inside her,
She swallowed the spider to catch the
fly,
I don't know why she swallowed the
fly,
Perhaps she'll die.
There was an old woman who
swallowed a horse,
She's dead—of course

66. Let’s Remember This
We have all heard at least one person
in our lives whose voice is so beautiful
that we enjoy listening to him/her
speak, regardless of what he/she is
actually saying. While developing
perfect vocal intonation and diction can
be a lifelong task, a beautiful sounding
voice can be obtained in a relatively
short amount of time. All you need is a
little guidance and some dedicated
practice.