Oral Communication

in
Context

BY : MRS. NOELYN F. TIEMSIN

WEEK 1
TOPIC/S

1. Definition of Communication
2. The Process of Communication
 COMMUNICATION

 a process of sharing and conveying messages or information from one person to another within
and across channels, contexts, media, and cultures. There is a wide variety of contexts and
situations in which communication can be manifested; it can be face-to-face interaction, a phone
conversation, a group discussion, meeting or interview and many others.
Nature of Communication
 Communication is a process
 Communication occurs between two or more people (speaker and receiver)
 Communication can be expressed through words (verbal), actions (nonverbal), or both at the
same time.
 PROCESS OF COMMUNICATION
Elements of Communication
 Speaker- the source of information or message.
 Message- the information, ideas, or thoughts conveyed by the speaker in words or in actions.
 Encoding- the process of converting the message into words, actions, or other forms by the speaker.
 Channel- the medium or the means in which the encoded message is conveyed.
 Decoding- the process of interpreting the encoded message of the speaker by the receiver.
 Receiver- the recipient and the one who encoded the message.
 Feedback- the reactions, responses, or information provided by the receiver.
 Context- the environment where communication takes place.\
 Barrier- the factors that affects the flow of communication
PROCESS OF COMMUNICATION
EXERCISE I:
Reflect on what you have learned after taking up this lesson by
completing the chart below.

What new or
additional
ideas did you
learn after
taking up this
lesson?
 COMMUNICATION MODELS

1. Shannon-Weaver Model 2. Transaction Model

- Known as the “mother of all communication models). -A two-way process, with the inclusion of
- Depicts communication as a linear or one-way process feedback as one element.
consisting of 5 elements:
-This model is more interactive
Source (producer of message)
-There is a collaborative exchange of messages
Transmitter (encoder of message into signals) between communicators with the aim of understanding
Channel (signals adapted for transmission) each other.
Receiver (decoder of message from the signal)
Destination
- It has no “feedback”. 
 VERBAL AND NONVERBAL
COMMUNICATION
Verbal Communication
- refers to an interaction in which words are used to relay a message.  
For an effective and successful verbal communication, use words to express your idea which can be easily understand.
Consider the following:
 
 Appropriateness- the words you use should be appropriate to the environment or occasion (i.e., formal or informal)
 Brevity- use simple, yet precise and powerful words. Be direct with your words. Avoid fillers and insubstantial
expressions such as “uh”, “you know”,
“I guess,” and others.
 Clarity- clearly state your message and express your ideas and feelings.
 Ethics- consider your receivers gender, roles, ethnicity, preferences, and status.
 Vividness- find ways to charm your audience through the use of vivid words which usually add color and spice to
communication.
Nonverbal Communication
- Refers to an interactions where behaviour is used to convey and represent meanings.

- Ex: Smiles, stares, tone of voice, movements, manners of walking, standing and sitting,
appearance, style of attire, attitude towards punctuality, and others.

- All kinds of human responses that are not expressed in words are considered nonverbal

communication.
 EFFECTIVE
COMMUNICATION SKILLS
Professors Broom, Cutlip, and Center (Effective Public Relations,2002) listed the 7 C’s of Effective communication:
1. Completeness- communication should include everything that the receiver needs to hear for him/her to respond, react, or evaluate
properly.
2. Conciseness- conciseness does not mean keeping the message short, but making it straight to the point.
3. Consideration- the speaker should consider relevant information about his/her receiver such as mood, background, race,
preference, education, status, needs, among others to build rapport with the audience.
4. Concreteness- happens when the message is concrete and supported with facts, figures and real-life example and situations.
5. Courtesy- respect the culture, values and beliefs of the receiver.
6. Clearness- focus only in a single objective so as not to confuse the audience.
7. Correctness- correctness in grammar eliminate negative impact in the audience and increases the credibility and effectiveness of
the message.
 INTERCULTURAL
COMMUNICATION
“The sending and receiving of messages across languages and
culture.”
World Bank (2010)-

Gudykunst & Kim (2003) - identifies the following that a competent intercultural
communicator must consider when communicating with others to
avoid being bias and practice sensitivity:
-intercultural communication
Ting-Toomey (1999) pertains to communication Culture- avoid stereotypes. (i.e., generalization about a certain
group)
among people with different
- intercultural communication nationalities. It takes place Gender- challenge gender norms, use plural pronouns or rewrite a
happens when individual when people draw from their sentence to avoid using pronouns.
interact, negotiate, and create cultural identity to understand Age- do not talk down on younger people and the elderly.
meaning while bringing in their values, attitudes, language and Social status- be polite at all times, do not belittle people you
varied cultural backgrounds. relationships. perceive to be on a lower social class than you.
Religion- be sensitive to the religious practices of others.;
WEEK 2-5
TOPIC

Functions of Communication
 FUNCTIONS OF ORAL
COMMUNICATION

 Communication functions refer to how people use

language for different purposes also refers to how
language is affected by different time, place, and situation
used to control the behavior of people used to regulate the
nature and amount of activities people engage in
 
 FIVE FUNCTIONS OF ORAL
COMMUNICATION

1. Regulation/Control
- functions to control one’s behavior
 Doctors’ Prescription “Take your medicine 3 times a
day.”
 Parents’ Instruction to their child “Wash the dishes now, or else I
won’t allow you to go to the party later.”
 Friends giving advice on what to do “Move on. He doesn’t love
you anymore”
CONTINUATION….

2. Social Interaction
- used to produce social relationships; used to develop bonds,
intimacy, relations,; used to express preferences, desires, needs, wants,
decisions, goals, and strengths; used for giving and getting information.
 Encouragement “You can do it.”
 Marriage Proposal “Will you marry me?”
 Invitation “Would you like some coffee, tea, or me?”
CONTINUATION….

3. Motivation
- functions to motivate or to encourage people to live better.

4. Information
- functions to convey information.
 Giving information…
“Did you know that there’s a secret apartment at the top of the Eiffel
tower?”
CONTINUATION….

5. Emotional Expression
- facilitates people’s expression of their feelings and emotions.
 Appreciation
“I’m so glad that you came into my life.”
“I like you so much!
 Expressing one’s ambition
“I want to finish up my studies with good grades to be accepted in a good university.”
 Expressing a need
“I need you in my life.”
Expressing prayers
“We pray for those who suffered a broken heart from their crush.”
WEEK 6-
10 TOPIC

Communicative Competence Strategies in

Various Speech Situations

1. Types of Speech Context

2. Types of Speech Style
3. Types of Speech Act
 Types of Speech Context

1. Intrapersonal
– This refers to communication that centers on one person where the speaker acts both as the sender
and the receiver of message.
Hybels & Weaver, 2012 “The message is made up of your thoughts and feelings. The channel is
your brain, which processes what you are thinking and feeling. There is feedback in the sense that as
you talk to yourself, you discard certain ideas and replace them with others.” (
Examples:
• You spent the night thinking and analyzing why a student from the other class talked to you on
the way home and you decided it probably meant nothing.
• You felt happy while thinking about how your teacher appreciated you for submitting your
project before the due date and you reflected on why this was so.
 CONTINUATION….

2. Interpersonal
– This refers to communication between and among people and establishes personal relationship between
and among them.

Solomon and Theiss (2013) “the inter part of the word highlights how interpersonal communication
connects people… when you engage in interpersonal communication, you and another person become
linked together… The personal part means that your unique qualities as a person matter during interpersonal
communication…”
 CONTINUATION….
Types of Interpersonal Context
 
Dyad Communication – communication that occurs between two people
Example:
• You offered feedback on the speech performance of your classmate.
• You provided comfort to a friend who was feeling down.
Small Group – This refers to communication that involves at least three but not more than twelve people engaging in
a face-to-face interaction to achieve a desired goal. In this type of communication, all participants can freely share
ideas in a loose and open discussion.
Example:
• You are participating in an organizational meeting which aims to address the concerns of your fellow
students.
• You are having a discussion with your group mates on how to finish the assigned tasks.
 
 CONTINUATION….

3. Public
– This type refers to communication that requires you to deliver or send the message before or in front of a group. The
message can be driven by informational or persuasive purposes.

Hybels & Weaver, 2012 “In public communication, unlike in interpersonal and small group, the channels are more
exaggerated. The voice is louder and the gestures are more expansive because the audience is bigger. The speaker might use
additional visual channels such as slides or a Power Point presentation.”
 
Example:
• You deliver a graduation speech to your batch.
• You participate in a declamation, oratorical, or debate contest watched by a number of people.
 Types of Speech Style

The context dictates and affects the way people

communicate, which results in various speech styles.
According to Joos (1968), there are five speech styles.
These are (1) intimate, (2) casual, (3) consultative, (4)
formal, and (5) frozen. Each style dictates what appropriate
language or vocabulary should be used or observed.
 CONTINUATION….
Types of Speech Style
 
1. Intimate
– This style is private, which occurs between or among close family
members or individuals. The language used in this style may not be shared in
public.
 
2. Casual
– This style is common among peers and friends. Jargon, slang, or the
vernacular language are used.
CONTINUATION….

3. Consultative
– This style is the standard one. Professional or mutually acceptable
language is a must in this style.
Examples: communication between teachers and students
employers and employees
doctor and patient
judge and lawyer
President and his/her constituents.
CONTINUATION….

4. Formal
– This style is used in formal settings. Unlike the consultative
style, this is one-way.
Examples: sermons by priests and ministers
State of the Nation Address of the President
formal speeches
pronouncements by judges.
CONTINUATION….

5.Frozen
– This style is “frozen” in time and remains
unchanged. It mostly occurs in ceremonies.
Examples:
Preamble to the Constitution
Lord’s Prayer
Allegiance to country or flag.
 Speech Acts

A speech act is an utterance that a speaker makes to achieve an

intended effect. Some of the functions which are carried out using
speech acts are offering an apology, greeting, request, complaint,
invitation, compliment, or refusal. A speech act might contain just one
word or several words or sentences.

Example, “Thanks” and “Thank you for always being there for me. I
really appreciate it” both show appreciation regardless of the length of
the statement.
 Three Types of Speech Act
According to J. L. Austin (1962), a philosopher of language and the developer of the Speech Act
Theory, there are three types of acts in every utterance, given the right circumstances or context. These
are:

1. Locutionary act is the actual act of uttering.

Ex: “Please do the dishes.”
 
2. Illocutionary act is the social function of what is said.
By uttering the locution “Please do the dishes,” the speaker requests the addressee to wash the dishes.
 
3. Perlocutionary act is the resulting act of what is said. This effect is based on the particular
context in which the speech act was mentioned.
“Please do the dishes” would lead to the addressee washing the dishes.
 
 Searle’s Classifications of Speech Act
John Searle (1976), a professor from the University of California, Berkeley,
classified illocutionary acts into five distinct categories.

1. Assertive – a type of illocutionary act in which the speaker expresses belief about the
truth of a proposition. Some examples of an assertive act are suggesting, putting
forward, swearing, boasting, and concluding.
Example: No one makes better pancakes than I do.
 
2. Directive – a type of illocutionary act in which the speaker tries to make the addressee
perform an action. Some examples of a directive act are asking, ordering, requesting,
inviting, advising, and begging.
Example: Please close the door.
 
CONTINUATION….

3. Commissive – a type of illocutionary act which commits the speaker to doing

something in the future. Examples of a commissive act are promising, planning, vowing,
and betting.
Example: From now on, I will participate in our group activity.

4. Expressive – a type of illocutionary act in which the speaker expresses his/her feelings
or emotional reactions. Some examples of an expressive act are thanking, apologizing,
welcoming, and deploring.
Example: I am so sorry for not helping out in our group projects and letting you do all
the work.
CONTINUATION….

5. Declaration – a type of illocutionary act which brings a change in the

external situation. Simply put, declarations bring into existence or cause the
state of affairs which they refer to. Some examples of declarations are
blessing, firing, baptizing, bidding, passing a sentence, and
excommunicating.
Example: You are fired!
By saying that someone is fired, an employer causes or brings about the
person’s unemployment, thus changing his external situation.
WEEK 11-12
TOPIC/S

Types of Communicative Strategy

1. Nomination
2. Restriction
3. Turn-taking
4. Topic control
5. Topic shifting
6. Repair
7. Termination
 Types of Communicative Strategy

 Since engaging in conversation is also bound by implicit

rules, Cohen (1990) states that strategies must be used to
start and maintain a conversation. Knowing and applying
grammar appropriately is one of the most basic strategies
to maintain a conversation. The following are some
strategies that people use when communicating.
  A speaker carries out nomination to
collaboratively and productively establish a
topic. Basically, when you employ this
strategy, you try to open a topic with the
people you are talking to.
 When beginning a topic in a conversation,
especially if it does not arise from a previous
topic, you may start off with news inquiries
and news announcements as they promise
extended talk. Most importantly, keep the
conversational environment open for opinions
until the prior topic shuts down easily and
initiates a smooth end. This could efficiently
signal the beginning of a new topic in the
1. Nomination conversation.
  Restriction in communication refers to any limitation
you may have as a speaker. When communicating in the
classroom, in a meeting, or while hanging out with your
friends, you are typically given specific instructions that
you must follow. These instructions confine you as a
speaker and limit what you can say.
 For example, in your class, you might be asked by your
teacher to brainstorm on peer pressure or deliver a
speech on digital natives. In these cases, you cannot
decide to talk about something else. On the other hand,
conversing with your friends during ordinary days can
be far more casual than these examples. Just the same,
remember to always be on point and avoid sideswiping
from the topic during the conversation to avoid

2. Restriction communication breakdown.

  Sometimes people are given unequal opportunities to talk
because others take much time during the conversation. Turn-
taking pertains to the process by which people decide who takes
the conversational floor. There is a code of behavior behind
establishing and sustaining a productive conversation, but the
primary idea is to give all communicators a chance to speak.
 Remember to keep your words relevant and reasonably short
enough to express your views or feelings. Try to be polite even if
you are trying to take the floor from another speaker. Do not hog
the conversation and talk incessantly without letting the other
party air out their own ideas. To acknowledge others, you may
employ visual signals like a nod, a look, or a step back, and you
could accompany these signals with spoken cues such as “what
do you think?” Or “you wanted to say something?”

3. Turn-taking
  Topic control covers how procedural formality or
informality affects the development of topic in
conversations. For example, in meetings, you may only have
a turn to speak after the chairperson directs you to do so.
Contrast this with a casual conversation with friends over
lunch or coffee where you may take the conversational floor
anytime.
 Remember that regardless of the formality of the context,
topic control is achieved cooperatively. This only means that
when a topic is initiated, it should be collectively developed
by avoiding unnecessary interruptions and topic shifts. You
can make yourself actively involved in the conversation
without overly dominating it by using minimal responses
like “yes,” “okay,” “go on”; asking tag questions to clarify
information briefly like “you are excited, aren’t you?”, “It

4. Topic Control was unexpected, wasn’t it?”; And even by laughing!

  Topic shifting, as the name suggests, involves
moving from one topic to another. In other
words, it is where one part of a conversation
ends and where another begins. When
shifting from one topic to another, you have
to be very intuitive. Make sure that the
previous topic was nurtured enough to
generate adequate views. You may also use
effective conversational transitions to
indicate a shift like “by the way,” “in addition
to what you said,” “which reminds me of,”

5. Topic Shifting and the like.

  Repair refers to how speakers address the
problems in speaking, listening, and
comprehending that they may encounter in a
conversation. For example, if everybody in the
conversation seems to talk at the same time, give
way and appreciate other’s initiative to set the
conversation back to its topic.
 Repair is the self-righting mechanism in any
social interaction (schegloff et al, 1977). If there
is a problem in understanding the conversation,
speakers will always try to address and correct it.
Although this is the case, always seek to initiate
the repair.
6. Repair
  Termination refers to the conversation
participants’ close-initiating expressions that
end a topic in a conversation. Most of the time,
the topic initiator takes responsibility to signal
the end of the discussion as well.
 
 Although not all topics may have clear ends, try
to signal the end of the topic through
concluding cues. You can do this by sharing
what you learned from the conversation. Aside
from this, soliciting agreement from the other
participants usually completes the discussion of

7. Termination
the topic meaningfully.
WEEK 11-12
TOPIC/S
Types of Speeches

A. According to purpose
-Expository/Informative Speech
-Persuasive Speech
-Entertainment Speech

B. According to delivery
-Reading from a manuscript
-Memorized Speech
-Impromptu Speech
-Extemporaneous Speech
 Types of Speeches

A. ACCORDING TO PURPOSE
INFORMATIVE SPEECH -provides the audience with a clear understanding of the concept or idea presented by the speaker. The
lectures of your teachers are the best examples of this type.
-Generally, there are four types of informative speeches which vary depending on the topic. These are speech about objects
or people, speech about processes, speech about events, and speech about concepts.
TYPES DESCRIPTIONS SPECIFIC EXAMPLE PURPOSE
Speech about This focuses on tangible items like gadgets, Yourself To inform the audience about your
objects or people products, structures, or people. Visual aids may   background, interests, and ambitions
be necessary    
 
Speech about This focuses on a process or sequence of events. First aid To inform the audience about how first
processes Visual aids are necessary   aid for an ankle sprain is administered
 
Speech about This focuses on an event that happened, is Martial Law To inform the audience about the impacts
events happening, or might happen in the future. of Martial Law on economy and politics

Speech about This focuses on beliefs, knowledge, theories, Big Bang Theory To inform the audience about the
concepts principles or ideas. development of the Big Bang Theory
 Types of Speeches

A. ACCORDING TO PURPOSE
ENTERTAINMENT SPEECH
provides the audience with amusement. The humorous speeches of comedians and performers are the best
examples of this type.
An entertainment speech aims to share goodwill, joy, and pleasure to the audience. The purpose of an
entertainment speech is not to educate, inform, or inspire because the primary goal is to make the audience relax, enjoy,
and even laugh. This means that you, the speaker, are expected to be friendly and relaxed, but still courteous during the
speech delivery. Moreover, you should know your audience well in order to entertain them effectively.
 Types of Speeches

A. ACCORDING TO PURPOSE
PERSUASIVE SPEECH
provides the audience with well-argued ideas that can influence their own beliefs and decisions. The campaign
speeches of the running candidates for government posts are the best examples of this type.
Persuasive speaking is the form of communication that people of diverse backgrounds mostly engage in. This kind
of speech can center on any arguably interesting topic under the sun. When you deliver your persuasive speech, your
primary goal is to influence the thoughts, feelings, actions, and behaviors or attitudes of your listeners (Gamble &
Gamble, 2012).
Likewise, you also aim to change their perception and convince them that your argument is more important,
practical, attainable, or feasible. In essence, you—as a persuasive speaker—advocate for whatever your message is.
WEEK 17-20
TOPIC/S

Types of Speeches

A. Principles of Speech Writing

Choosing the Topic
Analyzing the Audience
Sourcing the Information
Outlining and Organizing the Speech Contents
B. Principles of Speech Delivery
A. PRINCIPLES OF SPEECH
WRITING • Conducting an audience analysis
• Determining the purpose of the
speech
• Selecting a topic
The Speech Writing Process • Narrowing down a topic
• Gathering data
Just like events planning, or any
other activities, writing an effective
speech follows certain steps or
processes. The process for writing is • Selecting a speech
not chronological or linear; rather, it • Editing and/or pattern
is recursive. That means you have Revising • Preparing an outline
the opportunity to repeat a writing • Rehearsing • Creating the body of the
procedure indefinitely, or produce speech
multiple drafts first before you can • Preparing the
settle on the right one. Figure 1 introduction
shows the schematic diagram. • Preparing the conclusion
 The following are the components of the speech writing
process:
 AUDIENCE ANALYSIS
entails looking into the profile of your target audience. This is done so you can tailor-fit your speech
content and delivery to your audience.

 PURPOSE FOR WRITING

it can be classified into three—to inform, to entertain, or to persuade. The purpose can be general and
specific.

 TOPIC
it is your focal point of your speech, which can be determined once you have decided on your purpose.
If you are free to decide on a topic, choose one that really interests you. There are a variety of strategies used in
selecting a topic, such as using your personal experiences, discussing with your family members or friends, free
writing, listing, asking questions, or semantic webbing.
CONTINUATION….

 DATA GATHERING
it is the stage where you collect ideas, information, sources,
and references relevant or related to your specific topic. This can be
done by visiting the library, browsing the web, observing a certain
phenomenon or event related to your topic, or conducting an interview
or survey. The data that you will gather will be very useful in making
your speech informative, entertaining, or persuasive.
CONTINUATION….
 WRITING PATTERNS
in general, are structures that will help you organize the ideas related to your topic. Examples
are:
biographical -Presents descriptions of your life or of a person, famous or not
categorical/topical -Presents related categories supporting the topic. This can be used if you want to inform your
audience about the main features, descriptions, or categories of your topic.
causal -Presents cause-effect relationships. This can be used if you want to show the causal relationship of events
or phenomena.
chronological -Presents the idea in time order. This can be used if you want to present the history, evolution, or
development of your topic in a sequential order, from past to present or beginning to end.
comparison/contrast -Presents comparison/ contrast of two or three points. This can be used if you want to
compare objects, events, or concepts underscoring their similarities and differences.
problem-solution -Presents an identified problem, its causes, and recommended solutions
spatial -audience is made to imagine places, appearances, or distances. Used when you want to talk about the
physical structure of an object or the way things fit together in a certain space .
CONTINUATION….

 OUTLINE
is a hierarchical list that shows the relationship of your ideas. Experts in public speaking state that once your
outline is ready, two-thirds of your speech writing is finished. A good outline helps you see that all the ideas are
in line with your main idea or message. The elements of an outline include introduction, body, and conclusion.
Write your outline based on how you want your ideas to develop. Below is an example
Purpose To persuade
Specific purpose To persuade the community members to reduce, reuse, and recycle as means of eliminating garbage and protecting the
environment

Topic Promoting the importance of reducing, reusing, and recycling in eliminating wastes and protecting the environment

Pattern Problem-solution
Introduction Share facts on the current situation of the environment.
State the message of the speech (specific topic).

Body Discuss how improper waste disposal becomes an environmental problem. Explain how reducing, reusing, and recycling would
eliminate wastes and protect the environment.

Conclusion State the specific purpose of your speech again. Call for action.
CONTINUATION….

 BODY OF THE SPEECH

- provides explanations, examples, or any details that can help you deliver your purpose and
explain the main idea of your speech.
-One major consideration in developing the body of your speech is the focus or central idea. The
body of your speech should only have one central idea.
The following are some strategies to highlight your main idea.
 Present real-life or practical examples
 Show statistics
 Present comparisons
 Share ideas from the experts or practitioners
CONTINUATION….

 INTRODUCTION
-is the foundation of your speech. Here, your primary goal is to get the attention of your
audience and present the subject or main idea of your speech. Your first few words should do so.
The following are some strategies.
 Use a real-life experience and connect that experience to your subject.
 Use practical examples and explain their connection to your subject.
 Start with a familiar or strong quote and then explain what it means.
 Use facts or statistics and highlight their importance to your subject.
 Tell a personal story to illustrate your point
 CONTINUATION….

 CONCLUSION
-restates the main idea of your speech. Furthermore, it provides a summary,
emphasizes the message, and calls for action. While the primary goal of the introduction
is to get the attention of your audience, the conclusion aims to leave the audience with a
memorable statement.
The following are some strategies.
 Begin your conclusion with a restatement of your message.
 Use positive examples, encouraging words, or memorable lines from songs or stories
familiar to your audience.
 Ask a question or series of questions that can make your audience reflect or ponde
 CONTINUATION….

 EDITING/REVISING
it involves correcting errors in mechanics, such as grammar, punctuation, capitalization, unity, coherence,
and others. Andrew Dlugan (2013), an awardwinning public speaker, lists six power principles for speech editing.
Edit for focus.
“So, what’s the point? What’s the message of the speech?”
Ensure that everything you have written, from introduction to conclusion, is related to your central message.  
Edit for clarity
“I don’t understand the message because the examples or supporting details were confusing.”
Make all ideas in your speech clear by arranging them in logical order (e.g., main idea first then supporting
details, or supporting details first then main idea).
CONTINUATION….
Edit for concision “
The speech was all over the place; the speaker kept talking endlessly as if no one was listening to him/her.”
Keep your speech short, simple, and clear by eliminating unrelated stories and sentences and by using
simple words.
Edit for continuity
“The speech was too difficult to follow; I was lost in the middle.”
Keep the flow of your presentation smooth by adding transition words and phrases. Edit
for variety
“I didn’t enjoy the speech because it was boring.”
Add spice to your speech by shifting tone and style from formal to conversational and vice-versa, moving
around the stage, or adding humor.
Edit for impact and beauty
“There’s nothing really special about the speech.”
Make your speech memorable by using these strategies: surprise the audience, use vivid descriptive
images, write well-crafted and memorable lines, and use figures of speech
CONTINUATION….

 REHEARSING
gives you an opportunity to identify what works and what does not
work for you and for your target audience. Some strategies include reading
your speech aloud, recording for your own analysis or for your peers or
coaches to give feedback on your delivery. The best thing to remember at
this stage is: “Constant practice makes perfect.”
B. PRINCIPLES OF SPEECH
DELIVERY
According to stephen lucas (2011), author of the art of
public speaking, a good delivery means that you are capable and
able to present your message in a clear, coherent, and interesting
way. In addition to this, he also says:
“Good delivery…conveys the speaker’s ideas clearly,
interestingly, and without distracting the audience. Most
audiences prefer delivery that combines a certain degree of
formality with the best attributes of good conversation—
directness, spontaneity, animation, vocal and facial
expressiveness, and a lively sense of communication”
As a student of public speaking, you should know that
public speaking is not simply reading your speech or talking
about your topic. It requires making connections with your
audience and presenting yourself formally to the public. There are
types of speeches according to purpose and delivery from which
you can choose the best one or the most appropriate in a given
situation.
CONTINUATION….
 
Delivery for Different Situations
 Bear in mind that not all speaking situations happen in the classroom. Some may
happen in unfamiliar environments. To illustrate, you may run or be nominated for a
school or local government office, so a room-to-room and public campaign speech is
required; or you may be invited to welcome a visitor in your school or community, so
an opening or welcoming remark is necessary; or you may be asked to represent your
school or community in a literary contest. These are a few situations where your
delivery skill will be simultaneously challenged and honed.
 As a public speaker you need to be ready to deal with the most common challenges in
different speaking environments. Next slides are some of them.
 •Speaking to a specific audience size

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1. Speaking to a specific audience size

• Audience size depends on the venue size.
Description

• You can determine your approach with your audience: more intimate and personal for
Advantages
a smaller size; more formal for a larger size.

• This can be challenging and intimidating

Disadvantages

• Ask the organizers about the estimated number of the audience so you can adjust your
Tips
delivery.
• Practice, practice, practice.
 •Speaking to a specific audience size

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2. Speaking in an open-air venue or outside a

building
• Examples are open courts or grounds, football fields, farms, etc.
Description
• You will feel more relaxed due to the atmosphere of the venue
Advantages
• You will encounter a lot of communication barriers such as noise, inattentive
Disadvantages
audiences, discomfort, challenging weather, possible absence of technology such as
audio-visual equipment, etc.
• You might be forced to make adjustments, especially in voice projection.
 
• Check the venue prior to your speaking engagement.
Tips
• Ask the organizers about the availability of equipment.
• Challenge yourself on how you can get and maintain the attention of your audience.
• Use the outdoor setting or venue to your advantage as a way of jumpstarting your
speech or as an example to support your main point.
• Practice, practice, practice.
 •Speaking to a specific audience size

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3. Speaking in different venues

• Speaking venues that vary according to size: classroom, meeting or conference room,
Description
ball room, social hall, auditorium, covered court, open court, etc.
• You will be exposed to different venues, which will add to your public speaking
Advantages
experience.
• You will have to make big adjustments in terms of your nonverbal cues: volume of voice,
Disadvantages
body language, facial expression, etc.
• Check the venue days before your scheduled speech and arrive hours earlier in the venue,
Tips
so you can determine the adjustments to make.
• For a large venue, speak more slowly, use pauses frequently to highlight the most
important ideas of your speech, and make use of facial expressions and gestures. When you
use visual aids, make them more visible.
• In a small venue, your audience will see you up close. Therefore, manage your notes well
when you use them and adjust your nonverbal cues as necessary.
• Practice, practice, practice.
 •Speaking to a specific audience size

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4. Speaking with a microphone

• Its main function is to increase the volume of your voice, not to clarify the
Description
pronunciation and enunciation of words.

• With a microphone, you can easily get the attention of your audience because of the
Advantages
loudness of your voice.

• Using a microphone can be challenging because there is a tendency to underuse or

Disadvantages
overuse it.

• Check the microphone if it functions well.

Tips
• Check your voice in the microphone to see whether you are audible enough.
• In a small venue, you may not use a microphone, but you need to manage your
voice’s volume well.
• Practice, practice, practice.
 •Speaking to a specific audience size

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5. Speaking with a podium or lectern

• A podium or lectern is a reading desk with a stand and a slanted top.

Description

• Notes can be placed on the slanted top, and will work best for extemporaneous and manuscript
Advantages
speeches.
• The lectern can be used as a means to hide or cover nervousness or stage fright.

• Some may have the tendency to hide their hands behind the podium, which will not help them
Disadvantages
enhance their message.

• Stand straight, as good posture exudes confidence.

Tips
• Avoid gripping the edges of the podium with both hands. Aside from this, also avoid hiding them
behind the podium.
• For extemporaneous and impromptu speakers, step to the side occasionally once you have
composed yourself, so you can effectively use your gestures, make eye contact, and connect more
with your audience.
• Practice, practice, practice.