Lesson 3

Communication and Globalization

Objectives:

At the end of the lesson, the students should be able to:

1. understand the implications of globalization on communication

2. explain the nation of World Englishes in the context of English being a global language

3. use Standard English and bias-free language in writing.

Globalization

Globalization has affected us in numerous ways. Airfare has become cheaper, and one can travel
internationally more than one could in the past. Many Filipinos have decided to work or live abroad, with some of
them migrating to other countries. The free trade of goods and services all over the world has brought multinational
companies and foreign investors to our shores. Because of all these factors, it is imperative to be aware of the
differences between our culture and the rest of the world’s cultures.

Because of the advent of the Internet, the world seems to e shrinking continually. One can communicate
internationally in a matter or seconds, whether one is sending an email, chatting on social media, or sending a text
message. ne can read about different cultures, and have access to films, academic papers, and the like from countries
around the world, and vice versa. Given this increasingly shrinking world, one should know the difference between
the kind of English that we write and speak, and the kind of Englishes that exist outside the Philippines.

World Englishes

David Crystal (2003) begins the first chapter of the book English as a Global Language with the assertion
that English is, in fact, the global language. After giving various examples to support this statement, he questions the
assertion by asking, “What does it mean to say that a language is global?” (Crystal, 2003). In asking this, he
considers the implications of English having this status, especially for its many users who spear different mother
tongues.

In The Story of English, Robert McCrum et al. (1986) discussed the “success story” of the rise of English. They also
provide a variety of examples that demonstrate the global presence of English. The questions that follow help the
reader explore the implications of the language’s wide reach.

Readings in World Englishes

Read, “Speak English: The Story of a Once-obscure Language and How it Became the Last Word in Global
Communication” excerpted from the Chicago Tribune from The Story of English (McCrum et al. 1986).

[1st Paragraph]
The rise of English is a remarkable success story. When Julius Caesar landed on Britain nearly 2,000 years ago,
English did not exist. 500 years later, English, incomprehensible to modern ears, was probably spoken by about a
few people as currently speak Cherokee – and with about as little influence. Nearly 1,000 years later, at the end of
the 16th century, when William Shakespeare was in his primes, English was the native speech of between 5 and 7
million Englishmen, and it was, in the words of a contemporary, “of small reatch, it strecheth, no further than this
iland of ours, nale not there over all.”

[Final Paragraph]

The emergence of English as a global phenomenon – as either a first, second, or foreign language – has recently
inspired the ideas (undermining the above claims) that we should talk not of English, but of many Englishes,
especially in Third World countries where use of English is no longer part of the colonial legacy but the result of
decisions made since their independence. Throughout the history of English there has been a contest between the
forces of standardization and the forces of localization, at both the written and the spoke levels. The appearance of
the first substantial English dictionaries in the 18 th century was move towards written standardization. It was
Victorian England that realized the idea of “the Queen’s English” a spoken standard to which the “lesser breeds”
could aspire. The industrial revolution meant roads, and above all, trains: People travelled more, both geographically
and socially. The pressures of class ambition speeded the emergence of a standard form of English speech.

The two most well-known varieties of English are those of the colonial superpowers: British English and
American English. But there are many multilingual countries around the world in which varieties of English have
developed. This may be because English was initially “transported” to that country by English-speaking settlers – as
in the United States, Canada, Australia and New Zealand. It could also be that English may have been brought to
that country as a language of conquest by English-speaking colonizers – as in South Africa, Hong Kong, Malaysia,
Singapore and the Philippines. In the latter countries, English has a role as official language, medium of instruction,
or even language of law and government. English is also studied as a foreign language in some non-English
speaking countries, such as Holland and Yugoslavia, as mentioned earlier by McCrum, and in Korea and in Japan.
In these countries, there is less exposure to English, and it is often learned for career progression because it is the
language of international business.

As mentioned earlier, all these World Englishes are equal in functionality, but not all are equal in prestige.
The idea, however, in writing, is to adhere to the Standard English of one’s country because each variety, including
those of the United States and United Kingdom, has its own peculiar or individual features. These features include
differences in spelling, punctuation, favored words and expressions, and sometimes, grammatical constructions. The
table that follows gives an example of some of these differences for American English and British English.

Aspect American English British English

Punctuation She said, “I’ll be at work by 8 a.m.” She said “I’ll be at work by 8 a.m.”

Date March 2, 2017 2 March 2017

Spelling center, color, organize, program centre, colour, organise, programme

Words elevator, pants, diaper lift, trousers, nappy

Expression/Local Idiom Ruffled feathers (agitated) Knickers in a twist (agitated)

Grammar Do you have that book? Have you got that book?

Pronunciation (irrelevant in writing) Vase/vãs/ - sounds like VEYZ Vase /va:z/ - sounds like VAHZ
Thus- two English speakers – one from the US and the other from UK – may become confused when
encountering the other’s unfamiliar accent and word choices in a conversation and when seeing different spelling
and punctuation conventions in writing

Philippine English, as well, has its unique and idiosyncratic usages. For example, “comfort room” is a
Philippine term for “washroom”, “toilet”, or “lavatory”. When Filipinos say, “There’s traffic”, they mean “There’s
heavy traffic.”. Moreover, the word “salvage” in the Philippine context can mean either “to save” or “to brutally
murder, usually for political reasons”. Matthew Sutherland, who writes about Philippine English from an
Englishman’s perspective talks about the expression “for a while” which he says baffles foreigners because the
expression does not exist outside of the Philippines. The UK’s equivalent, he says, “just a second” or “just a
moment”. Similarly, Sutherland notes that “for a while” is frequently used in the Philippines on the telephone,
whereas in the UK, the more typical expression would be “hold on” or “hang on”. Importantly, he mentions that
these British idiomatic equivalents would be just as baffling to those unfamiliar with these usages. Filipinos might,
in response to being told to “hang on” may very well ask “hang on to what?”.

Sutherland also notes that “every English-speaking nation has its own set of English phrases and idioms:
English is equally idiosyncratic in, say, India, Jamaica, Zimbabwe, or Singapore.”. In other words, there is no wrong
way of speaking English as long as those who speak it understand each other. In fact, Sutherland says “The many
versions of English spoken around the globe merely serve to make English an even richer tongue.” However, the
fact that all varieties of English have individual or peculiar usages is why it is important – in the context of academic
and professional writing – to follow a standard. This standard advocates the use of a consistent spelling and
punctuation system. It also avoids colloquial and informal usages, eschewing these in favor of more widely
understood uses or explaining such usages for the reader if it becomes necessary to use them in writing.

The label for this variety is Standard English or – depending on the region – Standard American English,
Standard British English, or Standard Philippine English. This is defined as consisting of “the conventional
vocabulary and usage of educated speakers and writers of English”. To use this kind of English means to follow a
spelling or punctuation system that is consistent with the prescribed standard. For example, Standard Philippine
English follows Standard American usages for spelling, punctuation, and the formatting of dates. In terms of
grammar and diction, Standard English “does not include slang, vulgarisms, regionalisms, and other constrictions
that are considered unorthodox by those seeking a language accepted to a general audience.” In general, then,
writers should avoid local idioms, expressions, and constructions like those examples mentioned, and essentially, to
use words that will be clearly be understood by English speakers from any region of the worlds.

In summary, in everyday speech and informal contexts, one is free to use his or her own variety of English.
However, in more formal writing contexts, one should be able to identify which features of this variety may not be
understood by other speakers of English and to use alternatives that will be understood by a wider audience.

ACTIVTY:

1. List examples of the following characteristics of Philippine English

a. two pronunciation features

b. one grammatical feature

c. two unique expressions from Philippine English and their more commonly understood equivalents.

2. Look up the meanings of the following examples in the table from Philippine English, Canadian English,
Australian English, South African English, and Singaporean English. Then provide alternatives that will be
understood by English speakers from different regions around the world.
Usages Unique to a Variety of English More widely understood Alternative

Philippine English – “I bought some dirty ice cream.”

Canadian English – “I’m going to write a test today in

English.”

Australian English – “That book has good oil.”

South African English – “She is coming just now.”

Singaporean English – “He always likes to action in front

of the ladies.”

Culturally Sensitive and Bias-Free Language

Just as important as awareness of existence of World Englishes in that of practicing cultural sensitivity. To
write in a culturally sensitive way means to be aware that cultural differences and similarities between people exist
and that these should not be assigned a positive or negative value via words and descriptions selected in writing.
Academic and professional writings are characterized by bias-free language. Students, scholars, professionals, and
anyone wishing to maintain harmonious communicative relations should be careful in using words and phrases that
do not discriminate against groups, whether in terms of race, ethnicity, gender, social class, age, and disability. The
essential point is to communicate in a way that is respectful of delivery.

Here are some general principles to follow when referring to different groups or categories.

1. Race and Ethnicity

Racism is a form of discrimination against a person or people of a different race. In general, it is best to
avoid identifying people by race or ethnic group. Race is an emotionally charged topic, so its best to tread carefully
with the language used and to refer to race, as Particia Arinto asserts in English is for Professors, “only if it is
relevant to what you have to say.” Words that reinforce stereotypes and that imply all people of a particular race or
ethnic group are the same should be avoided, For example, although the assessment is positive in the sentence
“Naturally, the Asian students won the math contest.” the word “naturally” reinforce the stereotype or generalization
that Asians have superior aptitude in math.

Next one must be attuned to the current terminology by which racial and ethnic groups refer to themselves.
This may be don by reading national newspapers and watching television news, which typically are good indicators
of current and preferred usage. According to Kitty Locker and Donna Kienzler, one should “refer to a group by the
term it prefers”, which means some research is required to find out about acceptable and preferred terms. For
example, for a long time, “Native “Indigenous people of the Americas, over the label “Real Indian”. But today, most
Native American people to be referred to by their specific nation or tribe. In the Philippine context, there have been
shifts in the preferences for terms that Filipinos of Chinese ancestry use to describe their identity: from Tsino, to
Chinoy, to Filipino Chinese.

It is also important to be sensitive to religion when referring to various ethnic groups. Assumptions should
not be made that stereotype a race, nationality, or ethnic group with a specific religion. For example, not all Arabs
are Muslims, not all Indians are Buddhists, and not all Filipinos are Roman Catholics.

2. Gender and Sexual Orientation

Sexism refers to the prejudice and discrimination based on sex or gender. To be inclusive of all people in
people in general references, one should favor gender-neutral words and phrases over gender-biased words. For
example, rather than “man-made”, one can say “manufactured”, “synthetic or “artificial”. Instead of “layman’s
terms”, one can use “ordinary terms”. Neutral words should also be chosen over words with “man” and “woman” in
job titles or descriptions. For example, it is more appropriate to use “chairperson” in place of “chairman”, “flight
attendant” in place of “stewardess”, and “labor” in place of “manpower”. One should also avoid sexist terms like
“woman lawyer” and “male nurse” and simple use “lawyer” and “nurse”.

Pronouns may also be gender-biased, for example, when the masculine “he” pronoun is used as a generic
one for both genders. Gender-biased pronouns can be avoided by (a) dropping pronouns that signify gender and
restating the sentence, (b) changing to plural construction, and (c) replacing masculine or feminine pronouns with
“one” or “you”. Examples of alternative gender-neutral constructions are provided here.

Gender-biased example: Each student should submit his term paper by Monday

Restatement Each student should submit a term paper by Monday.

Plural Construction Students should submit their term paper by Monday.

Use of “you” You should hand in your term paper by Monday.

Other gender-related terms may have to do with gender orientation or sexual orientation. It is important to
be sensitive to new attitudes about homosexual, transsexual, and transgender people. For example, most gay people
prefer the term “gay” to the more clinical “homosexual” as a label. “Lesbian” is currently the term preferred by gay
women. Transgender people prefer to be referred to as being the gender they identify as, not their birth gender.
Again, as a matter of principle, one should refer to societal groups in the way that members of these groups prefer to
be referred to. Note also that terminology in this area is developing, and not everyone agrees.

3. Social Class

Class discrimination or classism is a form of prejudice against a personal or people because of their social
class. An example of language with a bias against class is the American term “white trash”, which is not only a
racial slur but a classist one that refers to white people, usually from the rural Southern United States, coming from a
lower social class inside the white population. The term is negative not just because of the words that compromise it
but because of its connotation of danger; white trash people are seen as criminals, unpredictable, and without respect
for authority. In the United States and other cultures, there may also be a kind of classism against those who are
economically privileged. The rich are sometimes referred to by the derogatory terms “preppie”, and “yuppie” both
of which connote not just wealth but arrogance.

There are examples from Philippine culture as well, in the informal terms “conyo” and “jologs”, both
derogatory terms referring to class. The first, used to describe young people from the upper class to speak an
idiosyncratic mix of English and Tagalog, connotes vanity ad consciousness about social status. The second, now
perhaps replaced by the term “jejemon”, as used in reference to an idiosyncratic spelling or writing style, is used to
describe persons who look poor and out of style.

Classism may also appear even in more formal terminology. Sociologist/Activist Betsy Leondar-Wright,
argues in a video interview that classist terms “attribute favorable traits to the wealthy and powerful” and “those in
poverty or near-poverty are similarly cast in a negative light”. A more sensitive vocabulary uses terms that more
precisely portray the actual circumstances of people within the class structure. For example, instead of “the owning
class”, one can use “the upper class”, or “the privileged class”, and instead of “the underclass”, one can say “the less
privileged” or describe a condition of “chronic poverty”. In the Philippines, “informal settlers” is now the more
politically correct term for “squatters”.
4. Age

Ageism is a form of discrimination against other people because of their age, or assuming that older people
are less physically, intellectually, or emotionally able than the other age groups. The capabilities of younger people
should also not be underestimated on the basis of their age. Again, it is important to refer to a person’s age only
when that information is pertinent to what is being discussed. When referring to a generic group, onee should also
ask their subjects what wordings they prefer: Do they wish to be called “older persons” or “senior citizens”? Do they
prefer the label “youths”, “teenagers”, or “young people”?

Lastly, according to The American Psychological Association, writers should be specific when referring to
males and females in terms of their age: females 18 years or older are women, not girls. “Girls” refers to those in
high school or younger (under 18). The same is true for “boys” and “man”.

5. Disabilities

Discrimination in this area often arises because of lack of understanding and awareness: Therefore, first, it
is important to distinguish some terms that are mistakenly understood to be synonymous. Various guides on bias-
free communication and often-confused terminology are available online. One example is “A Guide to Bias-Free
Communications” published by the University of Wisconsin-Madison. It defines the terms “impairment”,
“disability” and “handicap” as respectively, (1) “a physiological condition” (2) “the consequence of an impairment”
which “may or not be handicapping”, and (3) “the social implication of a disability; a condition or barrier imposed
by society, the environment or oneself”. Thus, according to these situations, a “limp” is n impairment in which a leg
or foot is damaged or stiff. A disability that may result from arthritis is difficulty in walking or walking unevenly
and haltingly. People who limp may be handicapped by having to climb stairs in buildings with no elevators. Other
guides from other cultural contexts may provide different definitions and examples: it is essential when writing to do
research on these definitions.

Finally, when referring to people with disabilities, the focus should be on the person, not the condition. In
Patricia Arinto’s English is for the Professions, she advises writers to avoid hurtful expressions such as “retards” or
even the seemingly neutral description, ”the mentally retarded” and to use instead “people with retardation”.
Similarly, instead of the “blind” or “the cancer patients”, one should use “people with vision impairments” and
“people being treated for cancer” respectively. These examples demonstrate the importance of identify-first
language or the importance of putting the person or people first. Note the difference in the following sentences:

Disability first: The blind student used a special keyboard during the exam.

Person first: The student, who is visually impaired, used a special keyboard during the exam.

Next, Arinto suggests considering the negative implications or usages such as “confined to a wheelchair”
and “AIDS victim.” For the former, one should instead write or say, “uses a wheelchair” because wheelchairs
enables people to escape confinement, while for the latter, one should use “person with AIDS” as someone who can
acquire a disease without being victimized by it. Arinto also notes that the word “abnormal” may be replace with
“atypical” because “people who have disabilities are atypical but not necessarily abnormal.”. These latter examples
demonstrate the importance of not representing people with difficulties as unfortunate, limited, and helpless victims.

Synthesis

These general guiding principles are helpful, but now always apt. For example, there are heated debated
now among parents of children with autism about whether to use “person with autism” or “autistic person”. Yet
again, it must be emphasized that research is necessary to become aware of trends and debates in this and other
areas. One may also simply ask the concerned people what their preferred terms are.
The final takeaway is that to be an effective writer, one must not stereotype, demean, or exclude any
member of his or her audience. Such stereotypes and biases are barriers to communication.

EVALUATION:

1. Review what you know about The Story of English. How did it come to be a global lingua franca or an
international language?

2. Do some quick internet research to find out how English came to have an official status in the Philippines

3.How do you feel about the role and status of English in the Philippines?

4. Why does McCrum say that “we should not talk of English but of many Englishes?”

CHAPTER 2

Public Speaking and Reports in the Information Age

Objectives:

At the end of the chapter, the students should be able to:

1. appreciate the importance and history of public speaking.

2. speak in public in an organized and competent manner

3. analyze speeches and identify perceived strengths and weaknesses

Lesson 1

Public Speaking

Objectives

At the end of the lesson, the students should be able to

1. understand the history of public speaking and the nature of communication

2. dissect a speech using the general principles of logos, pathos, and ethos

3. give a short, prepared speech in public

A Short History of Public Speaking

There are many public-speaking traditions around the world. We will discuss a few of these traditions, from
the more well-known public speaking traditions of the Greeks and Romans, and the public speaking traditions that
are found in the Philippines.

The most well-known public speaking traditions come from the West, specifically from the Greco-Roman
tradition. The Greeks studies the art of rhetoric on the island of Sicily, and it began with a practical need. Their
government had been overthrown, a new democracy was formed, and the Greek courts were filled with clashing
property claims. The Greek teacher of rhetoric, Corax and his students, Tisias, proceeded to help citizens when it
came to speaking persuasively in courts of law, and this led to the expansion of the teaching rhetoric to mainland
Greece. According to Corax, a basic speech has three parts, the introduction, evidence, and conclusion, and this
simple organization of speeches has endured throughout the ages.

Oher famous Greek teachers were Protagoras, the father of debate, who made his students argue and
against issues of the day, to sharpen their reasoning skills and appreciate different sides of an issue. And there was
the famous Greek philosopher, Aristotle, also known as the father of modern communication. Aristotle wrote a
treatise entitled “Rhetoric”, where he discussed the of logos (logical argument), pathos (emotional argument), and
ethos (the speaker’s character and credibility), in the use of persuasive speaking.

According to Greenville Kleiser, in Successful Methods in Public Speaking, “The great orators of the world
did not regard eloquence as simply an endowment of nature but applied themselves diligently to cultivating their
powers of expression.” The most famous orator in Ancient Greece was Demosthenes. In the beginning, he had many
flaws when it came to public speaking, chief among them were his stammer and weak voice. According to Kleiser,
Demosthenes practiced earnestly by “declaiming on the seashore with pebbles in his mouth, walking up and
downhill while reciting,” and that his speeches were known for their deliberation and forethought.

On the other hand, the most famous Roman orator was Cicero, whose eloquence was described as a “resistant
torrent”. Cicero was a statesman who argued that the teaching of rhetoric should be considered an art form, and that
this could be useful in “all practical and public affairs.”. Cicero believed that in order to prepare a speech, one
should first think of one’s listeners and their interests, and to use certain strategies, such as using humor, questions,
etc., to engage the audience.

The Roman lawyer and educator, Quintillian also forwarded the idea that public speakers should be ethical.
According to Morreale, the ideal speaker was “a good man speaking well… a good speaking is ethical and of high
character and speaking well meant being well-informed and presenting the speech effectively.”.

It is interesting to note that during these, women were not allowed to speak publicly in these countries, and
that for a long time, this was true for women in other areas of the world. However, during pre-colonial times, the
Philippines was one of the few places that allowed women to speak in public for the purpose of presiding over
religious ritulas. These women were known as the babaylan, priestesses of the community, and along with the
warriors of the country, the mandirigma, they were the leaders of the pre-colonial Phlippines. Although most of the
babaylan were women, babaylan priests also existed, wearing feminine clothing and adopting a feminized role in
Philippine society.

The Philippines has its own tradition of public speaking. It is called different words in different regions in
the Philippines. According to Montemayor, among the Tagalogs, the Karagatan is said to be a game wherein young
men and women duel with each other using words when it comes to talking about love. “Huwego de Prenda… is a
same used to entertain guests and their bereaved family during wakes.”. During the American period, the more
widely known Balagtasan was also staged, an order to honor Francisco Balagtas, a well-known Filipino poet. The
Balagtasan is “like an ordinary debate, except one has to reason and argue in verse. Two master poets are assigned
to defend the pros and cons of an issue, and a board of judges sits to determine the winner.” At first, this whole
enterprise was scripted and staged, but thereafter they were made in a more impromptu matter.

When the Americans brought public education in the Philippines, they also brought their public speaking
traditions along with them. The Americans wanted to distinguish themselves from the Spanish colonizers by
emphasizing public education and did so on a massive scale. They did this using the medium of the English
language, which has its own peculiarities and forms, foremost among them is the dictum to be straightforward. It is
anchored on the public speaking tradition founded on Western Civilization, which is based on the Greek and Roman
traditions.

In this manner, “the Filipino public speaking tradition brings with it the flamboyant, poetic manner that
flourished under Spanish colonization, and the simpler, methodical public speaking traditions of the West.

Sample Speeches of Public Speaking

Salvador P. Lopez

(1) Bataan has fallen. The Philippine-American troops on this war ravaged and blood-stained peninsula have laid
down their arms. With heads bloody but unbowed, they have yielded to the superior force and numbers of the
enemy.

(2) The world will remember the epic struggle that the Filipino and American soldiers put up in the jungle fastness
and along the rugged coast of Bataan. They have stood uncomplaining under the constant and grueling fire of the
enemy for more than three months. Besieged on land, and blockaded by sea, cut off from all sources of help in the
Philippines and in America, the intrepid fighters have done all that human endurance could bear.

(3) For what sustained them through these months of incessant battle was a force that was more merely physical. It
was the force of an unconquerable faith – something in the heart and soul that physical adversity and hardship could
not destroy! It was the thought that native land and all that it holds most dear, the thought of freedom and dignity
and pride in those most priceless of all our human prerogatives.

(4) The adversary, in the pride of his power and triumph, will credit our troops with nothing less than the courage
and fortitude that his own troops have shown in battle. All the world will testify to the almost superhuman
endurance with which they stood up until the last, in the face of overwhelming odds.

(5) But the decision had to come. Men fighting under the banner of any unshakable faith are made of something
more than flesh, but they are not made of impervious steel. The flesh must yield at last, endurance melts away, and
the end of the battle must come.

(6) Bataan has fallen, but the spirit that made it stand – a beacon to all liberty-loving people of the world – cannot
fall!

(7) All of us know the story of Eastern Sunday. It was the triumph of light over darkness, life over death. It was
vindication of a seemingly unreasonable faith. It was the glorious resurrection of a leader, and only three days before
defeated and executed like a common felon.

(8) Today, on the commemoration of the Resurrection, we can humbly and without presumption declare our faith
and hope in our own resurrection, our own inevitable victory.

(9) We, too, were betrayed by the Judases. We were taken in the right by force of arms, and though we had done
wrong to no man, our people were bound and delivered into the hands of our enemies. We have been with mock
symbols of sovereignty, denied by weaklings, lashed with repeated oppression, tortured and starved. We were given
gall to drink, and we have shed our blood. To those who look upon us from afar must seem the Filipino people have
descended into hell, into the valley of death. But we know that the patient and watching men who said their simple
prayers in the hills of Bataan, have not lost faith, and we know that the patient and watching men who said their
simple prayers in the hills of Bataan, have not lost faith, and we know that the hushed congregations in the churches
throughout the land, drew from the gospel as Mass renewed hope in their resurrection. To all of them, we give today
the message of the angel of Easter morning: “Be not afraid. for He is risen.”

(10) We, too, shall rise. After we have paid the full price of redemption, we shall return to show the scars of
sacrifices that all may touch and believe. When the trumpets sound the hour, we shall roll aside the stone before the
tomb and the tyrant guards shall scatter in confusion. No wall of stone shall then be strong enough to contain us, no
human force shall suffice to hold us in subjection, we shall rise in the name of freedom and the East shall be alight
with the glory of our liberation.

Learning Task: Word Choice and Its Effect on Reader

1. The use of certain words highlights an event in a manner that the writer can manipulate. Words give color and
meaning to an otherwise neutral event; words interpret facts and frame them into narratives of victory or defeat.

2. In the worksheet that follows, find out the connotation and denotation of different words used in Salvador Lopez’s
speech in order to break down how he was able to create a singular effect with the words he chose for his speech.

Paragraph Number Words Denotation Connotation Effect on Reader

Used

2 “The world will long (1) (2) (3)

remember the epic
struggle that the
Filipino and American
soldiers put up in the
jungle fastnesses and
along the rugged coast
of Bataan

6 “But the spirit that (4) (5) (6)

made it stand – a
beacon to all liberty –
loving people of the
world – cannot fall.”

8 “Today, on the (7) (8) (9)

commemoration of the
Resurrection, we can
humbly and without
presumption declare
our faith and hope in
our own resurrection,
our own inevitable
victory

9 “But we know that the (10) (11) (12)

patient and watching
men who said their
simple prayers in the
hills of Bataan, have
not lost faith and we
know that the hushed
congregations in the
churches throughout
the land, drew from
the gospel at mass
renewed hope in their
resurrection.”

10 “When the trumpets (13) (14) (15)

sound the hour we
shall roll aside the
stone before the tomb
and the tyrant guards
shall scatter in
confusion.”

The Filipino is Worth Dying For

I have spent almost eight long ang lonely years in military confinement. The problem of the Martial Rule
and its injustices have nagged me all these years.

During those eight years, I learned the true meaning of humiliation, of courage, of hunger, and endless
anxiety. Rather than be bitter, I have learned to accept my suffering as cleansing process and a rare opportunity to
really grapple with the problems of the Filipino.

I have asked myself many times: Is the Filipino worth suffering or even dying for? Is he not a coward who
would readily yield to any colonizer, be he foreign or home-grown? Is a Filipino more comfortable under an
authoritarian leader because he does not want to be burdened with the freedom of choice? Is he unprepared or worse,
ill-suite for presidential or parliamentary democracy?

I have carefully weighed the virtues and the faults of the Filipino and I came to the conclusion that he is
worth dying for, because he is the nation’s untapped resource.

He is not a coward. He values life and he tends to give his leader the maximum benefit of the doubt. Given
a good leader because he is a good follower, the Filipino can attain great heights.

It seems that he is more comfortable in being told to do than to think for himself. But this is only a
superficial impression because deep down in his being, he loves freedom but puts the highest premium on human
life and human dignity. Hence, he would try to adopt till his patience runs out.

Is the Filipino prepared for democracy? Definitely. Even before the arrival of the Spanish Conquistador, he
had already practiced participatory democracy in his barangay. He values his freedom but because he values human
life more, he will not easily take arms and would rather wait till his patience runs out.

Yes, I have gained valuable insights in prison, and like an average Filipino, I would like to tell Mr. Marcos
this:
I can forgive you for what you have done to me over the last eight years because this I can do, but I can
never forgive you for depriving our people of their freedom because it is not mine to forgive.

I have waited patiently for you to restore the democracy you took away from us on that night of September
23, 1972. Like the average Filipino, please do not mistake my patience for docility, my conciliatory demeanor for
cowardice and lack of will.

I have chosen to suffer long years of solitary confinement rather than urge my followers to put our country
to the torch because, like the average Filipino, I put the highest value on human life. And I dread the weeping
mothers whose sons will surely be sacrificed at the altar of revolution. But please do not misinterpret this conduct
for timidity and subservience.

I have faced death a couple of times in prison. In 1975, I went on a hunger strike for forty days and forty
nights and I was near death when your jailers rushed me to the Veterans Hospital.

I faced death in your detention camp when your army doctors diagnosed my heart ailment as mere muscle
spasm, only to be told by doctors in the United States that I could have died from the heart attacks while I was
languishing in your jail.

Mr. Marcos: Please believe me when I tell you that, like the average Filipino, I will again willingly face
death in a freedom struggle if you will not heed the voice of conscience and moderation.

You were a soldier once, and you have repeatedly said many times, it is and honor to die for one’s country
and for one’s freedom.

I hope you will believe in what you preach and pray that you shall at last desist from further trying the
patience and resolve of your countrymen.

Mr. Marcos: Give us back or freedom or suffer the consequences of your arrogance.

Learning Task 2: Planning Your Speech for the Class

1. Start planning for your speech in class, with the topic grounded in modern day politics and current events, entitled
“Is the Filipino Worth Dying For?”.

2. Answer the following questions in your notebook.

 What is the purpose of your speech?

 What is the overall effect you want to achieve?

 What do you think would make a good introduction, evidence, and conclusion?

 What logic or reasoning do you have when it comes to answering the question?

 What emotional appeal do you want to create when it comes to your speech?

 What is it about you, your religion, or your social or familial background that can be used when it comes to
giving you greater ethos, or credibility, when it comes to your speech?
Speech to the Troops at Tilbury

Queen Elizabeth I

My loving people,

We have been persuaded by some that are careful of our safety, to take heed how we commit ourselves to
armed multitudes, for fear of treachery; but I assure you I do not desire to live to distrust my faithful and loving
people. Let tyrants fear, I have always so behaved myself that, under God, I have placed my chiefest strength and
safeguard in the loyal hearts and good will of my subjects; and therefore I am come amongst you, as you see, at this
time, not for my recreation and disport, but being resolved, in the midst and heat of the battle, to live and die
amongst you all; to lay down for my God, and for my kingdom, and my people, my honour and my blood, even in
the dust.

I know I have the body but of a weak and feeble woman: but I have the heart and stomach of a king, and of
a king of England too, and think foul scorn that Parma or Spain, or any prince of Europe, should dare to invade the
borders of my realm: to which rather than any dishonour shall grow by me, I myself will take up arms, I myself will
be your general, judge, and rewarder of every one of your virtues in the field.

I know already, for your forwardness you have deserved rewards and crowns; and we do assure you in the
word of a prince, they shall be duly paid you. In the mean time, my lieutenant general shall be on my stead, than
whom never prince commanded a more noble or worthy subject; not doubting but by your obedience to my general,
by your concord in the camp, and your valour in the field, we shall shortly have a famous victory over those enemies
of my God, of my kingdom, and of my people.

Learning Task 3: Role-Playing the Speech

Look for some photographs of the speech and the battle on the Internet. Divide the class into two groups. Each
group is task to reenact the scene, complete with the speech of Queen Elizabeth delivered to the troops, improvise
costumes, set designs, and props to capture the essence of the scene or event.

Second Inaugural Address

Abraham Lincoln

At the second appearing to take the oath of the presidential office, there is less occasion for an extended
address than there was at the first. Then a statement, somewhat in detail, of a course to be pursued, seemed fitting
and proper. Now, at the exploration of four years, during which public declarations have been constantly called forth
on every point and phase of the great contest which still absorbs the attention and engrosses the energies of the
nation, little that is new could be presented. The progress of our arms, upon which all else chiefly depends, is as well
known to the public as to myself; and it is, I trust, reasonably satisfactory and encouraging to all. With high hope for
the future, no prediction in regard to it is ventured.

On the occasion corresponding to this four years ago, all thoughts were anxiously directed to an impeding
civil war. All dreaded it – all sought to avert it. While the inaugural [sic] address was being delivered from this
place, devoted altogether to saving the Union without war, insurgent agents were in the city seeking to destroy it
without war – seeking to dissolve [sic] the Union, and divide effects by negotiation. Both parties deprecated war; but
one of them would make war rather than let the nation survive: and the other would accept war rather than let it
perish, and the war came.
One eighth of the whole population were colored slaves, not distributed generally over the Union, but
localized in the Southern part of it. These slaves constituted a peculiar and powerful interest. All knew that this
interest was, somehow, the cause of this war. To strengthen, perpetuate, and extend this interest was the object for
which the insurgents would rend the Union, even by war; while the government claimed no right to do more than to
restrict the territorial enlargement of it. Neither party expected for the war, the magnitude, or the duration, which it
already has attained. Neither anticipated that the cause of the conflict might cease with, or even before, the conflict
itself should cease. Rach looked for an easier triumph, and a result less fundamental and astounding. Both read the
same Bible and pray to the same God; and each invokes His aid against the other. It may seem strange that any men
should dare to ask a just God’s assistance in winning their bread from the sweat of other men’s faces; but let us
judge not that we be not judged. The prayers of both cannot be answered; that neither has been answered fully. The
Almighty has his own purposes.

“Woe unto the world because of an offencest for it must nees be that offences come: but woe to that man by
whom the offence cometh!”. If we shall suppose that American Slavery is one of those offences which in the
providence of God, must needs come, but which, having continued through His appointed time, He now wills to
remove, and that He gives to both North and South, this terrible war, as the woe due to those by whom the offence
came, shall we discern therein any departure from those divine attributes which the believers in a Living God always
ascribe to Him? Fondly do we hope – fervently do we pray – that this mighty scourge of war may speedily pass
away. Yet, if God wills that it continue, until all the wealth piled by the bond-man’s two hundred and fifty years of
unrequited toil shall be sunk, and until every drop of blood drawn with the last, shall be paid by another drawn with
the sword, as was said three thousand years ago, so it must be said “the judgements of the Lord, are true and
righteous altogether.”.

With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right,
let us strive on to finish the work we are in; to bind up the nation’s wounds; to care for him who shall have borne the
battle, and for his widow, and his orphan – to do all which may achieve and cherish a just and lasting peace among
ourselves, and with all nations.

Final Learning Task: Is the Filipino Still Worth Dying For?

1. Earlier, in Learning Task 2, you started preparing for a speech entitled “Is the Filipino Still Worth Dying For?”

2. Write your speech answering the question, “Is the Filipino Still Worth Dying For?”. Review and complete your
speech. Ensure you have a copy for reference and annotation, as may be needed.

3. Make sure that all the preparations made in this lesson are incorporated in the speech, such as introduction,
evidence, and conclusion; the use of logos, pathos, and ethos; the use of wisely chosen words; and adequate
evidence to prove your point.

4. When read aloud, the speech should last from 6 to 8 minutes.

5. For each paragraph, place the key words or phrases in one index card that should help you remember what you
wrote.

6. Remember the lessons from Chapter 1 and adjust your speech according to the following:

 The audience and their field of experience

 The kind of language to use according to your audience

 The message and the feedback coming from the audience

7. Be conscious of your voice. Ensure that it is loud enough to reach the whole room.

8. Be conscious of you posture. Do not slouch or look at the floor.

9. Be conscious of your hand gestures. Strive for a happy balance of meaningful hand gestures and poise.

10. Be conscious of your body language. Avoid crossing your arms too much and inching toward the back of the
room. Try to be more open with your gestures.

11. Be conscious of your eye contact. Try to make eye contact with at least three people you feel comfortable with in
different parts of the room.

Rubrics and Feedback on the Public Speaking Activity

Your speech will be evaluated using the following rubric. Perfect score is 100%, passing score is 75%.
Your teacher will also write comments about your speech.

Criteria Excellent Average Below Average

Matter includes logic, This speech is logical and The speech is reasonable. The speech is not logical,
credible sources, and the explanations are Not all of the evidence not credible, and not
evidence coherent and reasonable. All provided can be considered reasonable. There are few
the evidence comes from credible, some came from arguments forwarded, most
credible sources, such as obviously biased sources. of them are assertions
newspaper and academic without any evidence.
40% of Overall Grade journals Explanations are vague and
hard to follow. There are no
Score Range: 35 to 30 credible sources.

SCORE: Score Range: 36 to 40

Score Range: 29 to 25

Manner includes persuasive This speech is extremely The speech is effective and The speech is rendered
ability, posture, eye contact, persuasive because of its makes the audience consider ineffective because of the
hand gestures, and emotional appeal ad the the points made. There is weak words and manner of
effectiveness in the use of speaker seems very some general awkwardness, the speaker. The speaker’s
one’s voice credible. The speaker also but these do not affect the posture, voice, and points
uses effective hand gestures, overall persuasiveness of do not inspire confidence.
eye contact, and the the speech. Voice quality There may be no to little
speaker’s voice carries the and eye contact may be eye contact, and the voice
40% of Overall Grade message in an effective strong at times, but this is can be too soft sometimes
manner not consistent throughout. almost indecipherable.
SCORE: Score Range: 36 to 40 Score Range: 35 to 30 Score Range: 29 to 25

Method includes the The speech is organized The speech is organized and The speech is disorganized
organization of the speech clearly, and transitional there is some good use of and hard to follow.
and the clarity of the markers are used effectively transitional markers. The Assumptions are supported
arguments. in the speech. All arguments arguments may contradict at by problematic, false, or
are clearly connected and times, but these are not downright wrong evidence.
they all fall under the enough to ruin or negatively Explanations are hard to
general thesis statement of affect the speech. Some understand. Very few
20% of the Overall Grade the speaker. parts seem disconnected transitional markers. Speech
from the speech, but overall, is hard to understand from
there is a general unity in beginning to end
the speech.
SCORE: Score Range: 17 to 20

Score Range: 10 to 12
Score Range: 13 to 16

TOTAL SCORE: Teacher’s comments to Teacher’s comments to Teacher’s comments to

improve Matter: improve Manner: improve Method:

___________

EVALUATION:

1. How should speeches be organized? Why do you think so?

2. What do you think is the most important component that makes a speech persuasive? Why do you say so?

3. What do you know about the Philippines’ role in World War II?

4. What can you observe about Salvador Lopez’ writing style and choice of words?

5. Who is Ninoy Aquino? What is his importance in the Philippine History?

6. What do you think a queen would say to her troops at such an occasion?

7. Who is Abraham Lincoln? What is he famous for?

Lesson 2

The Tools Needed in Critical/Creative Reports

Lesson Objectives:

By the end of this lesson, the students should be able to:

 create a credible, logical report that is thoroughly researched and fact-checked

 deliver a report using effective verbal and non-verbal communication

 augment the report with relevant and eye-catching visual aids

Best Practices of Public Speaking

Introduction – What makes a speech electric? What makes a speech so effective it can make the audience have
goosebumps or make them flush in rage or joy? Some speeches can be so effective they trigger adrenaline, while
other speeches, just as effective, trigger a sense of peace and calm in the midst of chaos. Great speakers have been
called hypnotic, magnetic, and charismatic, and this is not just because they have a compelling message, but because
of the captivating manner they deliver these speeches.

Performance – Speeches are performances, and they are delivered best when they have the feel of authenticity and
earnestness. People respond when they think that the one speaking is being honest and sincere, and they respond
even more strongly when they feel that they can relate to the speaker in question. Because of this, a sense of humor
helps break the ice, and strategic shows of vulnerability and concern can make an audience feel closer to the
speaker.

Plan the Speech – It is important to express oneself in an expressive and articulate manner. It is best to choose
one’s words carefully, and to ensure that one’s speech builds on the foundations of logos, pathos, and ethos. To
come across as articulate, one must also nurture a speaking style that is effective, and this style varies from one
person to another.

Eye Contact – One way of coming across as authentic is the ability to make good eye contact with the audience,
and to speak in a manner that touches them. It is important to engage the audience, and eye contact helps in doing
that. Some people, however, have a hard time making eye contact. Should this be the case, it would help to pick out
three people from the audience, placed in a mental triangle from one’s position, and try to make eye contact with
them instead of the rest of the people in the room. If one is truly hesitant to look at people’s eyes, one may look at
their foreheads instead; this creates the illusion of making eye contact with people without actually doing it. On the
other hand, if one is comfortable n making eye contact, it would help to help pick out people who seem to be
friendly or accommodating to look at, so that when one speakers, one feels confident and at ease.

Speaking Style – Different people have different speaking styles, and one can only find one’s personal style through
constant practice. Some people seem to be more effective when they come across as calm, trustworthy, and
reasonable, and their hand gestures seem more open and thoughtful. Others, on the other hand, can get away with
bursts of passion and bombast, infecting the audience with their fervor and enthusiasm. This is usually matched with
pointing and/or punches thrown in the air, to punctuate their speeches and make a strong impression on the crowd.

Hand Gestures – Whatever kind of speaker one may be, it is always best to be more purposeful when it comes to
choosing hand gestures. Hand gestures can create as much of an impact as the content of the speech itself. They
must always look smooth and natural, rather than robotic or artificial. Hand gestures can be useful signposts in
making a point, such as the usual hand gestures of enumeration. They can signal inclusiveness such as when both
hands are stretched towards the audience palm up, or division, such as when there are sweeping gestures to indicate
difference. Although they are intuitive in nature, they are extremely useful when used effectively, and note that these
gestures are also culturally informed. Some hand gestures are considered rude, and it is important to be able to
match the appropriate hand gestures to one’s audience.

Recording the Speech for Feedback – One of the best practices of public speaking is to videotape speakers, and
then have these speakers watch themselves. It might surprise them that they use hand gestures or mannerisms that
distract from or lessen the impact of their speeches. Some hand gestures are so exaggerated they look like policemen
directing traffic, and some people pepper their speeches with too much nervous laughter, or fillers like “Um” and
“Uh” in their speech. This process us usually done inside speech laboratories, where students can access videos of
themselves, and allow them to study in their speeches. They can watch for the flaws of their performances, instead
of being too dependent on the teacher or their peers when it comes to constructive criticism.

Peer Evaluation – Unfortunately, not all schools have the means to record their students’ speeches. Should this be
the case, it is important to have discerning teachers, coaches, or peers to provide feedback when it comes to the
effectivity of one’s speech. It is not enough to be given a grade for the speech, or just be accorded high praise.
Feedback from people is important, and this will be a great tool in improving one’s speech and one’s speaking style
in general. Observations can range from the speaker’s posture, one’s facial expressions, and one’s general
appearance. This can also be done with the speaker rehearsing their speech in front of a minor.

Appearance – When it comes to appearance, it is important to look credible and worthy of respect. In the real
world, this depends a lot on one’s audience, as the way one’s dresses should match the kind of audience one wants
to impress. Whether one’s audience are corporate clients or creative directors, this should have an influence on the
appearance one presents.

Clothing – Traditional audiences often call for more formal clothing. For men, this would mean donning a suit and
tie at the most formal level, or at the very least, the use of long-sleeved button-down shirts, slacks, and leather shoes.
In the Philippines, the use of barong and slacks is acceptable. For women, a pantsuit of a formal coat and skirt
ensemble should suffice. In less formal instances, a dress or blouse and a skirt or slacks outfit should do as well.

Good Grooming – In addition, good grooming is a must, and that extends to one’s hair and one’s nails. As long as
one looks neat and clean, that should be enough to satisfy most audience’s requirements. Some audiences, however,
may require women to wear more (or less) make-up, don a hijab, or weak high heels – in these instances, it is always
best to know the cultural expectations of the audience and the venue.

Visual Aids – Since we live in a world that is more dependent on information technology, it has become de rigueur
for audiences to expect speeches to be accompanied with visual aids such as PowerPoint presentations, video or
audio clips, and infographics. Any of these are acceptable, and in most cases, commendable, as long as they are
relevant to the topic at hand.

PowerPoint Presentations – When it comes to the use of PowerPoint, one should ensure that the font size of the
text is not too small. An acceptable size font would be type 24 or larger, and the text should be in dark colors for
easier reading. The best PowerPoint presentations are not text-heavy; instead, they are visually oriented, which is
why the use of photographs, illustrations, charts, and the like would better serve one’s use of the medium. Video
clips may or may not be embedded in the presentation, as well as audio clips and animation.

Handouts – It would be best to have handouts ready for one’s audience, so that members of the audience will not
have to scramble when taking notes during the presentation. These should be written succinctly and should have
appropriate citations.

Feedback – Although the speech is a performance, it is also one where its audience can participate, often by
speaking asking rhetorical or directing actual questions to the audience. It is always good to read the verbal and non-
verbal cues from the audience, such as whether they agree with what one is saying or whether they are resisting to
certain ideas, mirrored by their use of body language. The speaker is seen as more responsive and sympathetic to the
audience when they modify their speeches to match the audience’s visual cues.

Conclusion – In the end, public speaking is a dynamic performance that is meant to disseminate information, create
gender awareness, and evoke emotions in the audience. It is utilized by teachers, lawyers, politicians, and the like. It
has been use effectively to promote human rights on the street and to create policies in government. Although it is a
performance, the most important speeches in the world have had material effects, such as the speeches of Abraham
Lincoln, Susan B. Anthony, and Martin Luther King, Jr., and these still affect the world today, long after their
speakers have already been long gone.

Learning Task: Just a Minute (JAM)

1. This activity will help you think on your feet and practice impromptu speaking. It can be done in large groups,
such as whole classes or smaller groups, such as groups of 7 to 15 people.

2. Your teacher is responsible for being constructive in his or her criticism, and to highlight strengths as well as
weaknesses. You will be told beforehand that you will be critiqued at the end of the activity and take these as
constructive criticism rather than a way to bring you down or to lower your self-esteem.

3. The group will be asked to stand up and form a circle with everyone facing each other.

4. Every person in the group is given one minute to think of a short speech on an impromptu topic, and is given one
minute to present it to the group

5. The first speaker will be given a topic from the persons closest to him, let’s say the person on his left. After one
minute of thinking, before the first speaker gives his speech, he will give the person on his right the topic he wants
that person to talk about. Therefore, while the speaker in speaking In the space of one minute, the next speaker is
already given one minute to think about his speech.

6. Your teacher will note each person’s speaking style and the content of his/her speech. A good rule of thumb for
giving feedback is to spend 5 to 10 minutes per student. After the activity, your teacher can give feedback in wo
ways:

 Point out the best and worst practices in the impromptu speeches. It is important to be specific, such as
discussing the effective hand gestures of one student, and to be specific in one’s observations.
 Point out each flaw and strength in each speaker. This will be more intensive and will take more time than
the former option. Although this can be excruciating for most people, this will also be more effective,
because it is tailored to fit each individual speaker, and gives pertinent feedback to everyone involved.

Learning Task 2: Reflections on Speaking Style

Given the speaking activities that you have already gone through, such as the speech given in the last
lesson, and the JAM session earlier, you should already have some grasp in your speaking style. Here are some
questions that you can answer in small groups. After some time, your teacher will ask you to present your answers to
the class.

1. How would you describe your speaking style? Can you think of any famous person who has the same speaking
style? What can you learn from that person?

2. How can you improve your speaking style?

3. What kind of speaker would you like to become, and why?

Sample Reports

News reports are still the best samples when it comes to delivering the best reports. We will be taking up
two news reports, one historical and another one more recent. We will be taking up news reports that are available
on the Internet, and which you can read or view and discuss in class. It is also good to discuss more recent news
reports that have made an impact on readers and viewers and to analyze them with the class, as well.

1. “The Marcos Million” (Jim Laurie [20/20, ABC News])

Short Background Before Watching:

Jim Laurie published this newscast on YouTube on August 3, 2016. It features Hugh Downs and Barbara
Walters on ‘20/20’ reporting on the Marcos wealth, shortly after Pres. Ferdinand Marcos and his family were forced
to leave the Philippines on February 26, 1986. Pre. Marcos died in Hawaii on September 28, 1989. This report
focuses on the extravagance of Imelda Marcos, now aged 88 and in retirement in the Philippines.

Watch this News Report on YouTube.

2. “ Duterte’s Drug War: Manila’s Brutal Night Shift” (Raffy Lerma [BBC])

Watch the News Report at this address:

www.bbc.com/news/magazine-28181753 (retrieved April 11, 2017)

Learning Task 3: Preparing for the Informative Report

1. For this lesson, you will give an informative report in front of the class.

2. The topic should be something you are interested in. It is best if your teacher asks you to come up with three
topics and pick the most appropriate or interesting topic for you to report on.
3. When researching for one’s report, it is not enough to report on what one already knows. It is important to find
what people have written about this topic and that is probably one of the chief distinctions between an academic
report and a non-academic report. For academic reports, one must know the literature surrounding one’s subject, so
when one reports, the details come from a broad spectrum of knowledge instead of just speaking from one subjective
experience or regurgitating what may be found in one’s echo chamber.

4. According to the University of Adelaide, “Choosing sources means paying attention to who wrote the
information, why and how they wrote it.” and they provide a checklist to help students gauge whether their print
sources are credible of not. It might be helpful to pay a visit to their website to get a more thorough appreciation of
wat one should watch out for.

5. When it comes to choosing between print sources and internet sources, it is good to remember what the Purdue
Online Writing Laboratory has to say about this. Visit their website to know the details.

Final Learning Task: Putting all Together in A Speech

1. Make sure that all preparations made in this lesson are incorporated in the report, such as using good visual aids,
preparing and delivering a report with a PowerPoint presentation effectively, and paying attention to one’s audience.

2. When read aloud, the report should last from to five to 10 minutes.

3. For each paragraph, place the keywords or phrases in one index cad that should help you remember what you
wrote.

4. Be conscious of your voice. Ensure that it is loud enough to reach the whole room.

5. Be conscious of your posture. Do not slouch or look at the floor.

6. Be conscious of your hand gestures. Strive for a happy balance of meaningful hand gestures and poise.

7. Be conscious of your body language. Avoid crossing your arms too much or inching toward the back of the room.
Try to be more open with your gestures.

8. Be conscious of your eye contact. Try to make eye contact with at least three people you feel comfortable with in
a different part of the room.

9. Your report will be graded using the rubric in Lesson 1 of Chapter 2

EVALUATION:

1. From your experience as a student who listens to teachers in classrooms, what is the difference between a good
public speaker and a bad public speaker?

2. Why is public speaking a performance?

3. Is a good public speaker born, not made? Or is it a mixture of both? Explain.

4. Do you think the report on “The Marcos Million” is still relevant today? Why or why not?
5. What do you think of Duterte’s war on drugs?

6. What do you think about extrajudicial killings?

Lesson 3

Ted Talks and Critical/Creative Thinking in Today’s Society

Lesson Objectives:

At the end of this lesson, the students should be able to:

1. know the features of a good TED talk

2. perform a good TED talk using visual aids

3. give a talk in front of a corporate or academic audience, in a business or an academic conference.

TED Talks: Walking the Talk

Sometimes people with good public speaking skills and mediocre ideas get more attention than people with
great ideas but average public speaking skills. That’s actually a problem. According to John Bates, “I think the
world needs people with great ideas to have the communication skills to match, because we need those ideas more
than ever.”. When people have good ideas, they should be able to share it with others. There are times when funding
a good idea relies solely on one’s public speaking skills, or times when groundbreaking ideas need to be shared to
create a social revolution.

It is important to know that content is king. Whatever one chooses to talk about, it should come from a
place of position. One’s enthusiasm for the topic should shine, and it should be something worth sharing to the
world. All the research in the world will not matter if one does not feel strongly about the topic. After all, the slogan
of TED Talks is, “Ideas Worth Sharing.” and not “A Few O.K ideas.”

When people speak inf front of an audience, they are already on a place of vulnerability. which is why
some people freeze up or are afraid of showing their emotions. The opposite should take place – speakers should use
their emotions to connect to the audience – it makes them more relatable and more accessible. Personal anecdotes
are great ways to connect to an audience.

Lastly, it is important to speak slowly so the audience can understand the concepts one talks about. The
temptation is to speak as fast as you can in order to get the experience over and done with, but that would simply
give a bad impression.

There really isn’t much more to say, the best way to know how to give a TED talk is to watch several, and
to study what makes them effective. And the best way to present a TED talk is to practice and prepare as much as
possible.

The titles that follow are TED talks in different topics. You are to analyze each TED talk. Links are already
provided for your access.
1. “What Reality Are You Creating for Yourself?” (Isaac Lidsky)

www.ted.com/talks/isaac_lidsky_what_reality_are_you_creating_for_yourself#t-692833

2. “All It Takes is 10 Mindful Minutes” (Andy Puddicombe)

www.ted.com/talks/andy_puddicombe_all_its_takes_is_10_mindful_minutes#t-545342

3. “Confession of a Bad Feminist” (Roxane Gay)

www.ted.com/talks/roxane_gay_confessions_of_a_bad_feminist#t-237630

4. “Life, Learning and Filipino Martial Arts” (Felipe Jocano Jr.)

www.youtube.com/watch?v=YWzT_dlegiw

5. “What Makes a Good Life?” (Robert Waldinger)

www.ted.com/talks/robert_waldinger_what_makes_a_good_life_lessons_from_the_longest_study_on_happines

Final Learning Task

Part I: First TED Talk

1. You will give a public talk similar to TED Talks, in your classroom. There should be cameras ready, a podium, a
laptop and a projector. You will be given 10 minutes to talk about a topic that should inform and/or enlighten the
audience. Remember to cater your speech toward your audience, therefore, talk about ideas worth sharing and at the
same time, use language that they can relate to and understand.

2. Your teacher and the class will critic you, using the rubric. They can discuss how your talk can be improved,
looking at the videos and the rubrics. Then, your teacher will summarize the written assessment separately.

3. You will also be given a way to process to talk on your own, such as writing a reflection paper on the experience
and how they think you can improve.

Part II: Corrective TED Talk

After giving the first public talk and hearing the feedback, you will then give another talk, about a different
topic of your choice. Again, this should be videotaped and all the materials noted before should be present as well.
You will all have copies of the rubrics and be mindful. Hopefully, your second public talk should be a better one,
compared to your first public lecture.

EVALUATION:

1. Have you ever watched TED Talks? Why or why not?

2. What makes TED Talks interesting?

3. How can people affect their reality?

4. What does being “mindful” mean to you?

5. What did you feel after watching Andy Puddicombe’s TED Talk?

6. What is a feminist?

7. Did you have any correct predictions about what makes a good life? Why or why not?