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Oral Communication Quarter 1 – Module 5

Oral Communication Activities

Senior High School

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Oral Communication – Grade 11 Alternative Delivery Mode First Quarter- Module 5: Oral Communication Activities 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 module 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 Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Printed in the Philippines by:

Department of Education, Region VII, Division of Cebu Province

Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City

Telefax: (032) 255 - 6405

E-mail Address: [email protected]

Development Team of the Module

Writer: Jane Aikeen A. Villaver Editor: Desiree T. Roberts Reviewers: Dr. Clavel D. Salinas Marivic M. Yballe [Moderator] Illustrator: Jane Aikeen A. Villaver Layout Artist: Jane Aikeen A. Villaver Management Team: Dr. Marilyn S. Andales Schools Division Superintendent

Dr. Leah B. Apao Assistant Schools Division Superintendent

Dr. Ester A. Futalan Assistant Schools Division Superintendent

Dr. Cartesa M. Perico Assistant Schools Division Superintendent

Dr. Mary Ann P. Flores CID Chief

Mr. Isaiash T. Wagas Education Program Supervisor – LRMDS

Dr. Clavel D. Salinas PSDS/SHS Division Coordinator

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Oral Communication Quarter 1 – Module 5

Oral Communication Activities

Senior High School

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Key Message For the Facilitator: Learning is a constant process. Amidst inevitable circumstances, Department of Education extends their resources and looks for varied ways to cater your needs and to adapt to the new system of Education as a fortress of Learning Continuity Plan. One of the probable solutions is the use of Teacher-made Educational Modules in teaching. You are reading the Oral Communication – Grade 11: First Quarter Alternative Delivery Mode (ADM) Module on “Examine sample oral communication activities” as written and found in the K-12 Most Essential Learning Competencies. The creation of this module is a combined effort of competent educators from different levels and various schools of Department of Education-Cebu Province. In addition, this module is meticulously planned, organized, checked, and verified by knowledgeable educators to assist you in imparting the lessons to the learners while considering the physical, social, and economic restraints in teaching process. The use of Teacher-made Educational Module aims to surpass the challenges of teaching in a new normal education set-up. Through this module, the students are given independent learning activities, which embodies in the Most Essential Learning Competencies based on the K-12 Curriculum Competencies, to work on in accordance to their capability, efficiency and time. Thus, helping the learners acquire the prerequisite 21st Century skills needed with emphasis on utmost effort in considering the whole well-being of the learners. In addition to the material in the main text, you will also see this box in the body of the module:

As the main source of learning, it is your top priority to explain clearly on how to use this module to the learners. While using this module, learner’s progress and development should be recorded verbatim to assess their strengths and weaknesses while doing the activities presented independently in safety of their homes. Moreover, you are anticipated to persuade learners to comply and to finish the modules on or before the scheduled time.

Notes to the Teacher! This part of the module gives you helpful tips, suggestions or strategies that will make the learning process easy and efficient to the learners.

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For the Learner:

As a significant stakeholder of learning, Department of Education researched and explored on innovative ways to address your needs with high consideration on social, economic, physical, and emotional aspects of your well-being. To continue the learning process, DepEd comes up with an Alternative Delivery mode of teaching using Teacher-Made Educational Modules. You are reading the Oral Communication – Grade 11: First Quarter Alternative Delivery Mode (ADM) Module on “Examine sample oral communication activities” as written and found in the K-12 Most Essential Learning Competencies.

This module is especially crafted for you to grasp the opportunity to continue

learning even at home. Using guided and independent learning activities, rest assured

that you will be able to take pleasure as well as to deeply understand the contents of

the lesson presented, recognizing your own capacity and capability in acquiring

knowledge.

This module has the following parts and corresponding icons:

The first part of the module will keep the

learner on tract on the Competencies,

Objectives and Skills expected to be

developed and mastered.

This part aims to check prior knowledge on the

lesson to take.

This part helps link the previous lesson to the

current one through a short exercise/drill.

The lesson to be partaken is introduced in this

part of the module creatively. It may be

through a story, a song, a poem, a problem

opener, an activity, a situation, or the like.

A brief discussion of the lesson can be read in

this part. It guides and helps unlock the lesson

presented.

WHAT I NEED TO KNOW

WHAT I KNOW

WHAT’S IN

WHAT’S NEW

WHAT IS IT

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A comprehensive activitiy/es for independent

practice is in this part to solidify knowledge

and skills of the given topic.

This part of the module is used to process

learning and understanding on the given topic.

A transfer of newly acquired knowledge and

skills to a real-life situation is present in this

part of the module.

This activity assesses level of mastery

towards the topic.

In this section, enhancement activities will be

given to further grasp the lessons.

This contains answers to all activities in the

module.

At the end of this module you will also find:

References: Printed in this part is a list of all reliable and valid resources

used in crafting and designing this module.

In using this module, keep note of the fundamental reminders below.

1. The module is government owned. Handle it with care. Unnecessary marks are prohibited. Use a separate sheet of paper in answering all the given exercises.

2. This is a Home-Based class, your reliability and honor in doing the tasks and checking your answers are a must.

3. This module helps you attain and learn lessons at home. Make sure to clearly comprehend the first activity before proceeding to the next one.

4. This module should be returned in good condition to your teacher/facilitator once you completed it.

5. Answers should be written on a separate sheet of paper or notebook especially prepared for English subject.

WHAT’S MORE

WHAT I HAVE LEARNED

WHAT I CAN DO

ASSESSMENT

ADDITIONAL ACTIVITIES

ANSWER KEYS

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If you wish to talk to your teacher/educator, do not hesitate to keep in touch with

him/her for further discussion. Know that even if this is a home-based class, your

teacher is only a call away. Good communication between the teacher and the

student is our priority to flourish your understanding on the given lessons.

We do hope that in using this material, you will gain ample knowledge and skills

for you to be fully equipped and ready to answer the demands of the globally

competitive world. We are confident in you! Keep soaring high

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Good day dear learner! This module is solely prepared for you to access and to acquire lessons befitted in your grade level. The exercises, drills and assessments are carefully made to suit your level of understanding. Indeed, this learning resource is for you to fully comprehend the sample oral communication activities. Independently, you are going to go through this module following its proper sequence. Although you are going to do it alone, this is a guided lesson and instructions/directions on how to do every activity is plotted for your convenience. Using this learning resource, you are ought to examine sample oral communication activities as inculcated in the K-12 Most Essential Learning Competencies.

This module presents a capsulized lesson about the nature of oral communication to be used in examining sample oral communication activities. After going through this module, you are expected to:

differentiate formal oral communication from informal oral

communication;

explain the function of communication on the given sample oral

communication activity;

write a 250-word essay about an objective observation on the

different transcripts of speeches; and

value oral communication as an integral part of human life.

WHAT I NEED TO KNOW

Hi! How’s everything going? I know

at some point you feel bored for

being stuck at home for months

already. But, hey! I am here to help

you feel better this quarantine

period.

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Directions: Read each item carefully and write the letter of the correct answer.

1. The most effective form of communication is always through words.

a. It is true because there are always words to convey what we want.

b. It is true because through words we are allowed to express ourselves.

c. It is false because words can inhibit people from saying or declaring the truth.

d. It is false because words can be abused by people and can lead to confusion.

2. What is an indication that communication failed?

a. The communicators fixed the problem that provoked in the process.

b. Both sender and receiver stopped the conversation process.

c. The receiver did not decode the meaning of the message sent.

d. A negative feedback was given by the recipient of the message.

3. The following are functions of communication EXCEPT

a. It gears towards the solution to a problem.

WHAT I KNOW

This quarantine has given you more time

than you have ever had. I hope that you

use this time to do things that are

meaningful to you.

In case you need a dose of

encouragement, remind yourself that

Shakespeare wrote “King Lear” when he

was quarantined because of the plague.

So, shake things up and bring your

productivity back. Are you ready for your

quarantine goals? Let’s get started!

Test your knowledge!

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b. It provides an overview of a social issue for public understanding.

c. It promotes good relationship among people.

d. It establishes blunder that worsens an issue or problem at hand.

4. What is an indication that communication really takes place?

a. when the sender transmits the message

b. when the message enters the channel

c. when the message leaves the channel

d. when the receiver understands the message

5. Which of the following is necessary for effective communication to happen?

a. one-way process c. three-way process

b. two-way process d. both one-way process and two-way process

6. What happens when the message is NOT clearly conveyed?

a. The recipient may receive the wrong message to share with others.

b. The situation will remain unchanged.

c. The communication process continues.

d. The communicators end the communication process.

7. What function entails the use of communication for pleasure?

a. control c. entertainment

b. motivational d. instructive

8. Which must be avoided in formal communication situations?

a. the preference on completely pronounced words over contractions

b. the application of generally agreed syntactic structures

c. the use of slangs and other private vocabularies

d. the expression of ideas in complete sentences

9. What is communication without words?

a. gesture c. there is no communication without words

b. telepathy d. non-verbal communication

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10. Why are there rules about how to communicate?

a. It is to make sure everyone understands each other.

b. There are no rules about how to communicate.

c. Your workplace is obliged to have a policy.

d. Some people are not very good at communicating.

11. How can people use verbal communication?

a. Verbal communication is the use of words but not sounds.

b. Verbal communication is any word used during face to face contact.

c. Verbal communication can happen face to face, telephone and Skype.

d. Verbal communication is the use of words in certain contexts.

12. Active listening involves listening and ____________.

a. action c. being active

b. agreeing d. responding

13. What is a good way to continue the communication?

a. Nod while they make a point c. Ask questions

b. Active Listening d. Make a good eye contact

14. In talking with someone, why should you ask questions?

a. To check you have understood something

b. It shows you are interested

c. You should only respond if a person tells you something.

d. Both a and b

15. You have discussion with a friend about politics, and you don’t agree with him.

What should you do?

a. get angry with your friend c. say what you believe

b. change the subject c. attack his credibility

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A. Directions: Scan through the different pictures below.

Write YES if you can recognize what the picture is

showing, and NO if you cannot recognize what it is

showing.

1. ______________________ 2. _______________________

3. _____________________ 4. ______________________

5. _____________________ 6. _______________________

Disclaimer: The picture is used to put emphasis and to show concrete examples for

deeper understanding of the lesson. Department of Education-Cebu Province does not

claim or own the presented pictures. Links for the sources are found in the reference

part of the module.

WHAT’S IN

Start accomplishing your quarantine goals! First on

the list, is very much where you should be starting.

FAMILIAR OR NOT?

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B. Directions: Based on your own understanding, write the number of the picture presented above if it is used to:

C. Directions: As a student, list at least top three (3)

shows/programs/videos you viewed/watched/heard

that contribute to your physical, emotional, mental

and social wellbeing.

Control

Inform

Motivate

Express

Emotions

Interact Socially

Internet

Radio

Television

WHAT DOES THE PICTURE MEAN?

WHAT ARE MY FAVORITES?

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Great communication skills are your ticket to success in the academic, business

world and even in personal life. But have you ever been overcome by fear or anxiety prior to speaking in front of an audience? Knowing when to choose oral communication and polishing your speaking skills can help you at every stage of your wellbeing. Get to know about the story of Frederick Douglas and be inspired!

WHAT’S NEW

Frederick Douglas

On August 11, 1841, Frederick Douglass stood in an audience of

strangers, all abolitionists. They called on him to speak. An escaped slave,

Douglass had a lot at stake. He was intimidated to be giving his first formal

speech in front of such a large crowd.

Yet he sensed this was an opportunity to give voice to the injustices

he witnessed. He began articulating the experiences he and others had as

slaves. This was a life-changing experience for him because, from that day

forward, he dedicated his life to speaking out about ending slavery.

Question:

When you are presented with opportunities that could be potential

life-changers, what will you call upon to give you the courage to

speak up? Explain your answer.

SPEAK UP!

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WHAT IS IT

What is Oral Communication?

It is the process of expressing information or ideas by word of

mouth. It is a way of verbally transmitting information and ideas from one

individual or group to another. It can either be formal or informal depending

on the purpose of communication.

Examples of informal oral communication include:

Face-to-face conversations

Telephone conversations

Discussions that take place at business meetings

More formal types of oral communication include:

Presentations at business meetings

Classroom lectures

Commencement speeches given at a graduation ceremony

With advances in technology, new forms of oral communication

continue to develop. Video phones and video conferences combine audio

and video so that workers in distant locations can both see and speak with

each other. Other modern forms of oral communication include podcasts

(audio clips that you can access on the Internet).

Benefits of Oral Communication

It saves time

It is more effective as emotions are well portrayed

The feedback loop is faster

Verbal communication is economical

The tone is easy to read.

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Understanding Oral Presentation

An oral presentation is a short talk on a set of topic given to a tutorial or seminar group

The 3Ps are important – Plan, Prepare and Practice

One must focus on the needs of the audience

Keep it simple

Communication during Meetings

Business meetings can maximize communication by taking different steps

Prepare by choosing participants with care, providing advance notice and planning clearly articulated agenda

Recap the meeting’s accomplishments and provide or recap actionable steps before concluding

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Face to Face Conversations

When one person discusses his views, opinion to another persona and exchange their views in the presence of both then it is called face to face conversation

It is a discussion through spoken language and words on a particular issue among the people to exchange their views freely and fairly with each other

Benefits of Face to Face Conversations

Immediate response

Feelings expressed easily

Suitable for discussion

Less chance of misunderstanding

Conclusion

There is high level of understanding and transparency in oral communication as it is interpersonal

It is best in case of problem resolution

The conflicts, disputed and many issues/differences can be put to an end by talking them over

Oral communication can be best used to transfer private and confidential information/matter

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Directions: Read and examine the two phone calls below and take note of how they differ from one another using the given comparison chart.

Phone Call 1: A. Hello. B. Hey is Sasha there?

A. Uh, yeah. Who’s this?

B. It’s Pip

A. Hang on just a second (wait a minute), Pip… Sasha, phone’s for you. C. Who is it?

A. It’s Pip. C. Hey, what’s up (slang way to say “What are you doing?”)

B. Nothing. Just chillin’ (relaxing) at home. How ‘bout you?

C. Just hanging out. B. You wanna grab a bite (go out for food)?

C. Sure, what were you thinking? B. Let’s just go out and find something. I’m down for whatever (I’ll eat anything). C. Sounds good… I’m starving (really hungry). B. Meet yah down there in ten (minutes)

C. Cool see yah then. B. Later.

Phone Call 2: A. Good afternoon, this is Rachel. How may I help you?

B. Hello. Is Mr. Savinoy available?

A. May I ask who is calling?

B. My name is Mr. Wilson. I’m calling in regards to our meeting this week. A. Would you mind holding for a minute, Mr. Wilson?

B. Not at all. A. Thanks so much. C. Hello. A. Mr. Savinoy, you have a phone call from Mr. Wilson about a meeting this week. C. Great. Put him through (transfer the call to me). Hello, Mr. Wilson. What can I do for you?

B. Hi, Mr. Savinoy. I was just calling to confirm the details of our meeting. What’s a good time for you?

A. Well, I’m pretty swamped (very busy) tomorrow. How about 10 o’clock on Friday?

B. I may not be able to make it at ten. Would 10:30 be okay?

A. Sure that works for me. I’ll pencil you in (put you on my schedule) for 10:30 on Friday. B. Great. I’m looking forward to it. See you soon. A. Sure… thanks for calling. Take care (have a nice day).

Aspect Phone Call 1 Phone Call 2

1. Style

2. Diction (Choice of Words)

3. Purpose

WHAT’S MORE

YOUR CALL IS IMPORTANT!

1!

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B. Directions: Read and deliver with conviction the following excerpt taken from Carlos P Romulo’s “I am a Filipino”, an essay that has been used in speech by teachers and students during special occasions to show flowing patriotism for our beloved country, the Philippines. These words when spoken are exactly what we need to make our heart swell with pride.

I AM A FILIPINO

by Carlos P. Romulo

I am a Filipino – inheritor of a glorious past, hostage to the uncertain future.

As such, I must prove equal to a two-fold task – the task of meeting my responsibility

to the past, and the task of performing my obligation to the future.

I am a Filipino. In my blood runs the immortal seed of heroes – seed that

flowered down the centuries in deeds of courage and defiance. In my veins yet

pulses the same hot blood that sent Lapulapu to battle against the alien foe, that

drove Diego Silang and Dagohoy into rebellion against the foreign oppressor, that

seed is immortal. It is the self-same seed that flowered in the heart of Jose Rizal

that morning in Bagumbayan when a volley of shots put an end to all that was mortal

of him and made his spirit deathless forever; the same that flowered in the hearts of

Bonifacio in Balintawak, of Gregorio del Pilar at Tirad Pass, of Antonio Luna at

Calumpit, that bloomed in flowers of frustration in the sad heart of Emilio Aguinaldo

at Palanan, , and yet burst forth royally again in the proud heart of Manuel L. Quezon

when he stood at last on the threshold of ancient Malacanang Palace, in the

symbolic act of possession and racial vindication.

I am a Filipino, and this is my inheritance. What pledge shall I give that I may

prove worthy of my inheritance? I shall give the pledge that has come ringing down

the corridors of the centuries, and its hall be compounded of the joyous cries of my

Malayan forebears when they first saw the contours of this land loom before their

eyes, of the battle cries that have resounded in every field of combat from Mactan

to Tirad Pass, of the voices of my people when they sing:

Land of the morning.

Child of the sun returning . . .

Ne’er shall invaders

Trample thy sacred shore.

Out of the lush green of these seven thousand isles, out of the heart-strings

of sixteen million people all vibrating to one song, I shall weave the mighty fabric of

my pledge. Out of the songs of the farmers at sunrise when they go to labor in the

STAND AND DELIVER!

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fields; out the sweat of the hard-bitten pioneers in Mal-ig and Koronadal; out of the

silent endurance of stevedores at the piers and the ominous grumbling of peasants

in Pampanga; out of the first cries of babies newly born and the lullabies that mothers

sing; out of crashing of gears and the whine of turbines in the factories; out of the

crunch of ploughs upturning the earth; out of the limitless patience of teachers in the

classrooms and doctors in the clinics; out of the tramp of soldiers marching, I shall

make the pattern of my pledge: I am a Filipino born of freedom, and I shall not rest

until freedom shall have been added unto my inheritance – for myself and my

children’s – forever.

Retrieved from https://aboutphilippines.org/documents-etc/I-AM-A-

FILIPINO.pdf

C. Directions: When you are delivering a speech, you naturally make connections. Speakers can make different types of connections.

Speech-to-Self

It reminds me of something I did.

I can connect to the speech because ___________.

Speech-to-Speech

It reminds me of another speech.

This speech reminds me of another speech because _____.

Speech-to-World

It reminds me of something in the world.

This speech makes me think of __________ because ________.

A. Directions: Complete the sticky notes ticket below to concretize your learning about this topic.

STICKY NOTES

I NOTICED…

What’s something you noticed during the

lesson?

MY TOP 5 LIST

If this lesson had a top 5 list, what would

be on it?

5 ___ 4____ 3____ 2_____ 1_____

WHAT I HAVE LEARNED

MAKE CONNECTIONS!

SHOW ME THE TICKET!

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KEY WORDS

List out the important key words you

need to know to understand what oral

communication is and its activities.

The most important thing about

____________ is

____________________.

WISE WORDS

What wise words would you share with

someone who is studying the same

topic?

IT REALLY STUCK!

Share one thing that you learned that will

stick with you.

As you get older, and your days are filled with more activities, finding time to sit

around and share your thoughts and feelings is not easy, but it is super important! So

spend more time with your family members by simply having conversation with them.

A. Directions: Let your parents and siblings pick one conversation card to answer and

share. As the initiator of the activity, you answer one conversation card question first.

After your turn, let each family member share too, and record the responses. You can

apply direct quotation, summarizing and paraphrasing in presenting their answers.

WHAT I CAN DO

CONVERSATION CARDS

How did you help another

person today?

If you could trade places with

your parents for a day, what

would you do differently? Why?

If you could pick your own

name, what would you choose?

Why?

If you could have one dream

come true, what would it be?

MAKE CONVERSATION MORE MEANINGFUL!

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Sharer Chosen

Conversation Card

Question

Response (It can

be presented

through direct

quotation,

paraphrasing and

summarizing.)

Your reaction upon

hearing about

his/her response.

1. Mother

2. Father

3. Siblings

B. Directions: Use the Venn diagram below

to compare and contrast the nature of formal

oral communication to the nature of informal

oral communication.

If you could be an animal,

what would you be and why?

If you could see your future,

where will you be in ten

years?

If you could have any pet,

what would you choose and

why?

What is your favourite vacation

memory?

If you could be famous for a

week, what would you be

famous for and why?

Which book character best

describes you and why?

PUT ON YOUR THINKING CAP!

Formal Oral Communication Informal Oral communication

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Directions: Read and examine the different transcripts of

debate speeches below. Then, write a 250- word essay

about an objective observation highlighting the functions of

communication used by the speakers. Use the given

rubrics as your reference.

Aspect 3 2 1

Introduces

Topic

Topic is clearly

introduced.

Demonstrates

strong

understanding of

topic.

Topic is mentioned.

Demonstrates

understanding of

topic.

Topic is not

introduced or does

not demonstrate

understanding of

topic.

Uses facts

and

definitions

Supports topic

skillfully with facts,

definitions and

details.

Supports topic with

limited facts, and

definitions.

Uses no facts or

definitions or

provides only

opinion.

Organization Organizes ideas and

information into

clear paragraph

structure.

Uses effective

linking words to

connect ideas.

Organizes ideas and

information into

incomplete paragraph

structure.

No paragraph

structure is evident.

Grammar and

Mechanics

Capital letters and

punctuation are

used correctly.

Produces correct

simple and

compound

sentences.

Capital letters and

punctuation are

mostly used correctly.

Produces mostly

correct complete

sentences.

Capital letters and

punctuation are not

used correctly.

Produces incorrect

or incomplete

sentences.

ASSESSMENT

WRITING TIME!

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FORMAL TEAM DEBATE

1st Affirmative Speech:

Ladies and gentlemen, today we’re here to talk about something very important.

The topic of today’s debate is whether or not the United States of America should

adopt English as its official language. First of all, when we say “official language,”

my partner and I mean that English should be the language used in all government

business, administration, and publicity. Government documents, the proceedings of

official meetings, and so on could still be translated, but emphasis would be put on

addressing language barriers with English as a second language (hereafter called

“ESL”) education rather than constant and expensive translations.

As you may have already inferred, my partner and I stand in firm affirmation of

this topic: English should indeed be made the official language of the United States

of America. In our first speech, I will be talking to about how our country is suffering

without an official language and why we need one. After taking some time to respond

to our opponents, my partner will address how adopting an official language policy

will be tremendously helpful to everyone, whether they presently speak English or

not.

The first point we want to bring up is something vital: communication. Without

it, a business owner could never sell her products. A patient could never tell his

doctor what his symptoms are. If you do not speak the same language as a person,

it is basically the same as not being able to communicate at all. Right now, in the

United States, we deal with language barriers by making government documents

and materials available in a wide array of languages via translation. The problems

with this are twofold. First, this is a band-aid solution that forces a dependency on

the beneficiary of the translations. Second, translation is not cheap and there is no

end in sight. If the government continues on this course, it will have to dump money

into translating all official materials at an ever-increasing rate.

The second point we would like to address is the equity of the American Dream.

No matter who you are or where you are from, hard work and determination will give

you a fair shot to succeed in the USA. For that to be the case, however, we need to

make sure that we are doing everything possible to make sure that everyone is

getting an equal chance at success. We can only do this by making sure that

everyone served by our government, which is everyone who lives in the USA, can

speak the same language. If we fail in this, our government is neglecting the needs

of non-native English speakers and indirectly favoring those born into families that

speak English.

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1st Negative Speech:

Ladies and gentlemen, our opponents are correct in one thing, and that is

stressing the importance of this topic. To begin, their definition of what an English

Only policy would be like is flawed. By claiming that there would still be translations

but they would save money by switching to ESL education, they are attempting to

claim the benefits of their position without addressing the harms it does to society.

My partner and I disagree with the other team and believe that the United States

should not adopt English as its official language. The US has never had such a

policy, has never needed one, and certainly does not need one now. After showing

why my opponents’ arguments are wrong, I am going to detail the historical basis

for rejecting an English Only policy and why that means we do not need one today.

My partner will also respond to the affirmative team’s arguments and then

demonstrate the ways that such a policy would harm the United States and its

citizens.

The two points my opponent presented can be grouped into one single point,

which is as follows: We need an English Only policy to benefit the people who do

not speak English. The fact is, such a policy would not help them at all. Our

opponents claim that ESL education equips non-English speakers with skills for

economic success, and that’s true, but such programs are already in place in the

US. They could only make a difference with this policy if money were taken out of

providing translations. If that were done, however, tens of thousands of non-English

speaking adults would be disenfranchised unless they were forced to attend ESL

classes, which would quickly become a financial hardship and a violation of personal

liberty.

Fortunately, the United States has always been a nation of immigrants. Since

our inception, people have poured in from all corners of the globe to make the United

States of America what it is today. Indeed, it is our diversity, rather than our

homogeneity, that is our greatest strength. We only have the strong economy we do

because our infrastructure was built by hard working immigrants from places

including Italy, China, Germany, and Switzerland. In the past, these demographics

were mistreated severely. Along with the violation of their civil rights, they were

stereotyped as being isolationist foreigners and a threat to American culture and the

English language. History has shown this notion to be nothing more than alarmist

xenophobia. These groups have integrated into our linguistic culture and even

helped American English to become more distinct from English spoken in other parts

of the world. Just as we did not need legislation or policy to “protect” us linguistically

from immigrants in the past, we certainly do not need it now.

2nd Affirmative Speech:

Allow me to start off by restating that the United States of America definitely

needs to declare English as its official language, and what our opponents have said

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supports that. The biggest example that supports our position is the hardship

suffered by the immigrant groups they listed. When Italian and Chinese immigrants

came over to the US in waves, they had a very hard time obtaining higher education,

securing loans, and generally enjoying the privileges that should, supposedly, be

available to everyone. Is it not possible that this was due, at least in part, to their

inability to speak English? If you and a friend both move to a country where he

speaks the language and you do not, who do you think is going to succeed? Your

friend is, of course, and it was the same way for these poor immigrants. Today,

plenty of people are still immigrating to the USA, and we do not have to let them

suffer like previous generations of immigrants have. We need to apply the lessons

of the past and declare English as the official language of the United States of

America so that we can help them adapt and succeed in our nation.

Such a policy would bring with it a myriad of benefits to our society. First and

foremost would be satisfying the moral obligation we have to help immigrants

integrate into the American community. If we fail in this regard, not only are we guilty

of a moral and sociological trespass, but the byproduct would be creating a

subversive, marginalized element of society. Rather, making English the official

language of the United States would help include immigrating Americans into both

our language and culture, allowing them and their children a more productive means

of socioeconomic growth and helping to keep them away from criminal activity. An

additional benefit would be the amount of jobs created, not just because of the

expanded workforce resulting from more fluent, capable workers but also from the

teaching positions that would become available to make this dream a reality. In

summary, for a better economy, a reduction in crime and, foremost, because it is a

moral obligation, the US ought to adopt English as its official language.

2nd Negative Speech:

The United States does not need an official language, be it English or any other.

So far, our opponents have built their case on some pretty dubious claims that

border on being offensive. Most recently, our opponents tried very gently to say that

the US should have an official language policy to keep immigrants from committing

crimes. Now, let’s not mince words, here: the largest group immigrating to the US

are people from Central and South America. The affirmative team has done a good

job at subtly hinting at it instead of saying it outright, but what my opponents really

want is for you to agree with them out of baseless Hispanophobia. Once you begin

saying, “These poor people from another country deserve to be reeducated and

included in our culture,” what you are really saying is, “We need to remake their

identity as Americans because our culture is superior to theirs.” Obviously, this is

unethical and completely invalidates their claims to be fulfilling a moral obligation.

Making English the official language of the United States would harm our

country in other ways, too. Such a policy sends a clear message: “Who you are

when you arrive here is not good enough. You will change because we want you

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to.” Our native language is a part of our very personalities; the language of our

innermost thoughts. Rejecting that in a person is hardly the kind of message that

would culturally unify a diverse population. Rather, it divides them, declaring that

English-speaking America is somehow above immigrant America. Because of this,

we could only expect a reaction of resentment and, with it, a rise in crime. A federal

ESL policy would be economically harmful as well for the simple fact that there are

already private English-teaching services in the United States. Is it fair for the United

States government to take customers away from private companies just to satisfy a

misguided sense of linguistic protectionism? Of course not. The only responsible

conclusion is that the United States of America does not need an official language.

3rd Affirmative Speech:

Throughout the course of this debate, we have proven and demonstrated that

the United States should make English its official language. The goal of doing so

would certainly not be to somehow diminish the value of other cultures or languages,

but better equip recently arrived American citizens with the skills they need to thrive

in their new country. ESL education does not teach a person that English is better

than their native language any more than it teaches them that an American brand

clothing or hamburgers with french fries are better than their native attire or food.

My partner and I have demonstrated that the great benefits that would result

from making English the official language of the United States. Immigrants would be

given the tools for financial success, employment opportunities would be created for

teachers and the American people would be united behind doing the right thing by

giving our newest citizens a leg up. The most important thing to remember in this

debate is the message that the Statue of Liberty bears to all those who come to the

United States. It is our responsibility to embrace the tired, poor, and huddled masses

and do whatever is necessary to ensure that they have just as much of a chance to

live the American Dream as native-born citizens.

3rd Negative Speech:

We would like to thank the judges, the audience and our opponents for coming

to this debate. We would also like to state one final time that the United States of

America does not need and should not have an official language. It is important to

remember that all of the economic benefits our opponents claim stem from ESL

education, which we already have in the US. Their other option would be to

federalize ESL, which would infringe on the market freedom of existing language

learning corporations. Their claims of fulfilling a moral duty are also void, as

declaring an official language would violate the higher moral duties of respecting

other cultures and preserving personal liberty.

I am glad that our opponents brought up the Statue of Liberty, because she is

the very symbol of what the United States ought to be. Lady Liberty stands to

welcome all those would come to the US and accepts them as they are, rather than

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insisting that they change into something or someone else. At the heart of it, that is

all that an English Only policy would accomplish: sending a message to the rest of

the world that they are only welcome to the United States if they conform

linguistically.

Downloaded from http://www.wikihow.com

A. Directions: Use the graphic organizer below to identify and discuss the differences among the functions of communication. Then, give three oral communication activities that depict each function of communication.

Function

Description

Oral Communication

Activities

1. 2. 3.

1. 2. 3.

1. 2. 3.

1. 2. 3.

1. 2. 3.

ADDITIONAL ACTIVITY

STOP, LOOK, AND MAKE IT!

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ANSWER KEYS

Notes to the Teacher! The teacher will check all the

Answers Vary Part.

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References Electronic File Department of Education. Curriculum and Instruction Strand. K to 12 Most Essential Learning Competencies with Corresponding CG Codes. Online Sources Oral Communication Quiz. Retrieved from https://www.acadshare.com/oral-communication-basic-elements-quiz/. Retrieved date September 2, 2020. Oral Communication Questions. Retrieved from http://caretrainingonline.com/wp-content/uploads/2018/03/Interacting-with-People-Multi-Choice-Questions-with-answers.pdf. Retrieved date September 2, 2020. Life Story of Frederick Douglas. Retrieved from https://www.inc.com/beth-fisher-

yoshida/3-lessons-frederick-douglass-about-finding-courage-to-

speakup.html?fbclid=IwAR1XUoCP77mXas6qLUt9QLLs-

CuiMttlZZNsGrTGh7QjPc3Nm6WjJqmSUAA. Retrieved Date September 2, 2020.

Oral Communication Lessons. Retrieved from

https://www.youtube.com/watch?reload=9&v=uD6g7rN0NBY&feature=youtu.be&fbcli

d=IwAR3naTq8MKXoM0wxqTTQU6I4mwxs1DVjZK08UbQ7pFxXzDzkBUOpd0t21y

M. Retrieved date September 2, 2020.

Formal and Informal Phone Calls. Retrieved from

https://blogs.transparent.com/english/formal-and-informal-phone-calls/. Retrieved

date September 2, 2020.

I am a Filipino. Retrieved from https://aboutphilippines.org/documents-etc/I-AM-A-

FILIPINO.pdf. Retrieved date September 2, 2020.

Making Connections Activity. Retrieved from www.pinterest.com. Retrieved date

September 2, 2020.

Exit Ticket Sticky Notes Activity. Retrieved from www.pinterest.com. Retrieved date

September 2, 2020.

Make Conversation More Meaningful. Retrieved from www.pinterest.com. Retrieved

date September 2, 2020.

Formal Team Debate. Retrieved from http://www.wikihow.com. Retrieved date

September 2, 2020.

Images SONA Image Retrieved from https://www.bing.com/images/search?view=detailV2&ccid=7%2b2nAAYS&id=3DEABADBB0F1311D4BF6D4A16F756119576D02A6&thid=OIP.7-2nAAYSNiPSY42b8LXcgwHaEK&mediaurl=https%3a%2f%2fi0.wp.com%2fwww.cdodev.com%2fwp-

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content%2fuploads%2f2019%2f07%2f67821008_731496723976471_7540794387916128256_n.jpg%3ffit%3d960%252C540&exph=540&expw=960&q=sona+of+president+duterte&simid=608048991300879739&ck=6895FF8F5A172D234BB8E92F1EC30687&selectedindex=2&form=IRPRST&ajaxhist=0&first=1&scenario=ImageBasicHover Retrieved date September 1, 2020. Funeral Image. Retrieved from https://www.bing.com/images/search?view=detailV2&ccid=a%2bDOuL0T&id=2470E44B2101E35AE4FAE2C524183CCBF30DA3B0&thid=OIP.a-DOuL0TzKc54THiRnEjCwHaEK&mediaurl=https%3a%2f%2fimages.foxtv.com%2fstatic.fox9.com%2fwww.fox9.com%2fcontent%2fuploads%2f2020%2f06%2f1280%2f720%2ffloyd-family-getty.jpg%3fve%3d1%26tl%3d1&exph=720&expw=1280&q=Eulogy+for+Family+Member&simid=607989948306165522&ck=283ABCB0C8754BA76E71E0130FB28FB7&selectedIndex=46&FORM=IRPRST&ajaxhist=0 Retrieved date September 1, 2020. Medical Staff and Patient Image. Retrieved from https://www.bing.com/images/search?view=detailV2&ccid=PgXZGEhS&id=615F7692859C62B0A976BDB4229B5B719CA407A3&thid=OIP.PgXZGEhSd3eOV0HhdXfXswHaFc&mediaurl=https%3a%2f%2fthumbs.dreamstime.com%2fz%2fdoctor-giving-medicine-to-senior-woman-hospital-age-health-care-people-concept-nurse-women-ward-58483962.jpg&exph=957&expw=1300&q=Doctor+Giving+Medicine&simid=608045508043410928&ck=B962C3E3AFC8E069C56A78D0B70A71DA&selectedindex=5&form=IRPRST&ajaxhist=0&first=1&scenario=ImageHoverTitle Retrieved date September 1, 2020. Graduation Image. Retrieved from https://www.bing.com/images/search?view=detailV2&ccid=rsQvDVVo&id=EEA13CF60C87AA0A3A1B29F8814AA6B6134ACAAE&thid=OIP.rsQvDVVoGaBoE4Yey7WPUwHaG1&mediaurl=https%3a%2f%2fa9p9n2x2.stackpathcdn.com%2fwp-content%2fblogs.dir%2f1%2ffiles%2f2018%2f05%2fchadwick-731x675.jpg&exph=675&expw=731&q=top+1+graduate+delivering+a+graduation+speech&simid=608010989421661628&ck=606C11D888156A50EC6D7FECDF69F007&selectedIndex=164&FORM=IRPRST&ajaxhist=0 Retrieved date September 1, 2020. Social Interaction Image 1. Retrieved from https://www.bing.com/images/search?view=detailV2&ccid=M6XfvXo4&id=0BF9AEB1F720A6A96B0D63C9EB309D6F5A771034&thid=OIP.M6XfvXo4_obrPYTyhSPVTQHaD-&mediaurl=https%3a%2f%2fmysominotes.files.wordpress.com%2f2018%2f10%2fsocial_interaction_prevent_dementia.jpg&exph=400&expw=744&q=social+interaction+image&simid=607996399411399778&ck=18985420EDDD78957CDA3404FC3C96D5&selectedIndex=14&FORM=IRPRST&ajaxhist=0 Retrieved date September 1, 2020.

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Social Interaction Image 2. Retrieved from https://www.bing.com/images/search?view=detailV2&ccid=riSUX1ac&id=FA2E7C7F73D270F3612F96700D147E3ABDDA0356&thid=OIP.riSUX1acpWnylBVZe2u8bQHaHa&mediaurl=https%3A%2F%2Fwww.startofhappiness.com%2Fwp-content%2Fuploads%2F2014%2F01%2Fsocial-interactions.jpg&exph=399&expw=399&q=social+interaction+image&simid=608034444212046763&ck=B1C1FAA3CED46253561DA7894B822360&selectedindex=43&form=IRPRST&ajaxhist=0&vt=0&sim=11 Retrieved date September 1, 2020.

For inquiries and feedback, please write or call: Department of Education, Region VII, Division of Cebu Province

Office Address: IPHO Bldg. Sudlon, Cebu City, 6000 Cebu

Telefax: (032) 255 - 6405 Email Address: [email protected]