.

Republic of the Philippines

Department of Education REGIONV
SCHOOLS DIVISION OF SORSOGON CITY

UNDERSTANDING CULTURE, SOCIETY and POLITICS

LEARNING ACTIVITY SHEETS

I. OBJECTIVES At the end of the lesson, students are expected to:

MELCS: Analyze the forms and functions of social organizations
Specific Objectives: 1. Cite the characteristics of social groups and its examples
2. Explain functions of social group by providing responses to real-life situations; and
3. Create picture collage/rap/poster/poem/letter of one’s own social group.
II. PRESENTATION OF THE LESSON
Tell me who your friends are, and I’ll tell you who you are” … “Birds of a feather flock
together” … These proverbs suggest that like minds stick together to build social
organizations around their common goals, nature, and characteristics. Social organizations
are the kinship structure of a culture or society especially as constituted in a stabilized
network of rules of descent and residence. These are relationships between and among
individuals that share a certain pattern of thought, behavior, or orientation. In this module,
we will try to understand the forms and functions of social organizations as well as its
impact to human beings.

Forms and Functions of Social Organizations

A group is composed of two or more persons interacting with each other and guided by
a set of norms. It is also defined as specified number of individuals where each recognizes
members as distinct from non-members. The following are classifications of social groups:
Primary and Secondary Groups According to Charles Horton Cooley (1864-1929), groups
are generally classified into two main types: (1) the primary group and (2) secondary group.
A primary group is a small group with members engaged in tight, private, and lasting
relationships. This group is noticeable by the care the members have for each other as well
as the common activities and culture they
share. This close-fitting interconnected group, as

e xe
mplified by the family, is among the most significant groups in any society. It also includes
childhood friends and long-lasting intimate relationships. Primary group members identify
themselves strongly within the group. Examples of primary group are family, close friends,
and special someone.

The secondary group can be a small or a big social group usually formed for a short-term period.
The members are not related to one another and are not
influenced by personal feelings. Membership is founded on
what a person can do for each other. This group is
commonly found in schools and at the workplace. The
members of this group follow a particular action with a
common goal. Example of secondary groups include
churchmates, professional association, corporation,
university classes, athletic teams, and groups of coworkers.

In-groups and Out-groups

Another conceptualization of the characteristics of
social groups is the self-categorizing theory. This theory
 explains that the importance a person gives to his/her group is influenced by his/her perception of
people who do not belong to his/her group. William

Sumner (1840-1910), a sociologist, coined the

concepts of in-group and out-group. An in-group is a social group to which a person identifies
with. He or she may feel loyalty and respect toward the other members of this group. This may
include brotherhood or fraternity. On the other hand, outgroups are groups to which a person
does not identify with. He or she may feel dislike or hatred toward a member of this group. This
may include opponents and rivals of their group.
Reference Group
With socialization, persons change necessarily to adjust
to different groups of people in society. Individuals
evaluate their behavior and attitudes through their
reference group which can be within their primary or
secondary group. Reference groups serve as an
element or component that individuals use as a standard
towards the achievement of a desired behavior in making

judgement about the quality of life or things. It is not necessary that we become a member of a
reference group; this can be a person’s favorite fashion style, artist, pop idols, sports team,
mentor, or a well know personality we admire and want to emulate.

Networks
Networks are created because of the need to establish connection for
some reasons like personal, economic, religious, or political interests.
These are collective individuals functioning on similar undertaking
unnecessarily known to one another. A network is a group that includes
individuals who come into casual connection but who do not have
enough sense of belongingness. Other intellectuals assert that networks
are unstratified, unstructured, and free of value organizations. Examples
of these are Facebook, Twitter, Instagram, YouTube, and other social
networking sites.

III. LEARNING TASKS

A. PRACTICE TASK 1: Cite examples and characteristics of the following
classifications of groups by giving at least two (2) characteristics and examples.

Class Characteristics Examples

Primary 1. 1.
Group
2. 2.

Secondary 1. 1.
Group
2. 2.

In-group 1. 1.

2. 2.

Out-group 1. 1.

2. 2.

B. Practice Task 2. Think Like a Social Engineer: Answer the following reflective
questions. 1. In Facebook, how often do you use the “like” button on someone’s post?
Explain.
_________________________________________________________________________

_________________________________________________________________________
 2. If you are forming a group in social media, what would be your requirements to become a
member?
_________________________________________________________________________

_________________________________________________________________________

C. Practice Task 3: My Social Group Collage/rap/poster/poem/letter. Guided by the

succeeding rubrics, create a collage/rap/poster/poem/letter of people or group of people who
belong to your primary and secondary groups, ingroups and out-groups, reference groups, and
networks. Use a long bond paper for this activity.
You may do this!
Criteria Points 1. Collect or ask pictures from your family, friends,
Creativity (artistry) 30 pts. schoolmates, clubs which you are a member of, your
Content (relevance to the topic)) 25 pts.
favorite girl groups or boy groups, and your friends in social
media. (for collage) Draw a poster about the importance of
Originality (uniqueness, own work) 25 pts.
social organization. (poster making) Compose a rap
Timeliness (submit on time) 20 pts. dedicated to social organizations. (rap composition) Write 2
Total 100 or more stanzas on the importance of social organizations-
free verse. (poem writing) Write a thank you letter to a
social organization/s that make/s you a better person (for
letter writing)
2. Use bond papers and other materials suited to your chosen
task.
3. Your rap output must be recorded and send to UCSP GC.

V. EVALUATION
Direction: Read and analyze the statements carefully. Identify the appropriate social group of the
bold word/s in each statement.

_________________1. Anna enjoys doing things with her family. Every Sunday, they go to church and
eat at their favorite fast food restaurant after the church service.
_________________2. Alex Gonzaga is a well-known Filipino vlogger. She has many social media
followers.
_________________3. Lyca belongs to Generation Z, a generation of youth who are technologically
advanced and competitive.
_________________4. Angel Locsin is one of famous artists in the Philippines. Some people admire
her beauty, acting skills, and compassion.
_________________5. Lorie likes singing a lot. One day she decides to join the Glee Club and
becomes friends with all the members of the club.
_________________6. Maria teaches Social Science to Grade 11 students in senior high school. She
joined her co-teachers during the educational trip.
_________________7. Westlife and Backstreet Boys popularized songs and dances. Youths
nowadays still idolize them.
_________________8. Gilas Pilipinas represented the Philippines in the SEA Games Basketball
Tournament. They competed against other basketball teams from South East Asian countries.
_________________9. Leonila misses her cousin Antonia. She cannot wait to see her cousin spend
summer vacation with her.
________________10. Alex is promoted to Grade 12 this school year. On his first day of class, he meets
Carlo, his seatmate.

Republic of the Philippines

 Department of Education REGIONV
SCHOOLS DIVISION OF SORSOGON CITY

ABUYOG NATIONAL HIGH SCHOOL

LESSON PLAN IN UNDERSTANDING CULTURE, SOCIETY and POLITICS
LESSON 6-FORMS and FUNCTIONS OF SOCIAL ORGANIZATIONS

I. OBJECTIVES.
At the end of the lesson, students are expected to:

MELCS: Analyze the forms and functions of social organizations

Specific Objectives:
1. Identify the characteristics and give examples of social groups;
2. Explain functions of social group by providing responses to real-life situations; and
3. Create picture collage/rap/poem/letter of one’s own social group.
II. CONTENT.
Forms and Functions of Social Organizations
III. LEARNING RESOURCES
A. References
Source: 1 Camba, Ma. Liezl
E. “SDLAS in UCSP Lesson 6”

2 Reodique, Understanding Culture, Society and Politics, Phoenix Publishing House,

Inc. 2016., 64-76

B. Other Learning Resources

1. Family
pictures, group pictures
2. Group chats, messenger, FB accounts
C. 1. Differentiated Instructions
2. Localization
3. Graphic Organizer

IV. PROCEDURE
A. Motivation
“Tell me who your friends are, and I’ll tell you who you are” … “Birds of a
feather flock together” … teacher asks learners their views about the given quotations.
{Teacher explains further what the quotations mean)
B. Unlocking of difficulty
Vocabulary enrichment. Count Me In
Directions. Choose the correct meaning of the vocabulary word in column 1 by adding
the total number of words of your chosen answer in column 3. Write the total number
of words of your chosen answer in COLUMN 2.
COLUMN 1 COLUMN 2 COLUMN 3
Vocabulary word Total no. of words Meaning
norm Occurring in or relating to
a relatively short period of
time
short term A group of people sharing
a common profession or
interests
fraternity The process of learning to
behave in a way that is
acceptable to society
socialization Something that is usual,
typical or standard

C. PRESENTATION OF THE LESSON

Forms and Functions of Social Organizations
What is a social organization?
-What are the first two classifications of social organization according to Charles
Horton Cooley?
 -Who can differentiate primary group from secondary group? In your
community do you have these kinds of groups? Prove your point.
-Give examples of each organization?
-Do these groups help you become better individuals? How?
A group composed of two or more persons interacting with each other and
guided by a set of norms. It is also defined as specified number of individuals where
each recognizes members as distinct from non-members. The following are
classifications of social groups:

Primary and Secondary Groups According to Charles Horton Cooley (1864-1929), groups
are generally classified into two main types: (1) the primary group and (2) secondary
group.
A primary group is a small group with members engaged in tight, private, and lasting
relationships. This group is noticeable by the care the
members have for each other as well as the
common activities and culture they share. This

close-fitting interconnected group, as exemplified by the family, is among the most

significant groups in any society. It also includes childhood friends and long-lasting
intimate relationships. Primary group members identify themselves strongly within the
group. Examples of primary group are family, close friends, and special someone.

The secondary group can be a small or a big social group usually formed for a short-
term period. The members are not related to one
another and are not influenced by personal feelings.
Membership is founded on what a person can do for
each other. This group is commonly found in schools
and at the workplace. The members of this group
follow a particular action with a common goal.
Example of secondary groups include churchmates,
professional association, corporation, university
classes, athletic teams, and groups of coworkers.

In-groups and Out-groups

What is the other conceptualization of social groups?
-Who coined this category?
-What is self-categorizing theory?
-What are the groups under this theory?
-Students define each group and cite examples.
-Are these groups present in your community? Give examples.
-Do these groups play an important role in your life? Explain your point.

Another conceptualization of the characteristics of social groups

is the self-categorizing theory. This theory explains that the
importance a person gives to his/her group is influenced by
his/her perception of people who do not belong to his/her group.
William

Sumner (1840-1910), a sociologist, coined the

 concepts of in-group and out-group. An in-group is a social group to which a person
identifies with. He or she may feel loyalty and respect toward the other members of this
group. This may include brotherhood or fraternity. On the other hand, outgroups are
groups to which a person does not identify with. He or she may feel dislike or hatred
toward a member of this group. This may include opponents and rivals of their group.
Reference Group
With socialization, persons change necessarily to
adjust to different groups of people in society.
Individuals evaluate their behavior and attitudes
through their reference group which can be
within their primary or secondary group.
Reference groups serve as an element or
component that individuals use as a standard towards the achievement of a desired
behavior in making judgement about the quality of life or things. It is not necessary that we
become a member of a reference group; this can be a person’s favorite fashion style, artist,
pop idols, sports team, mentor, or a well know personality we admire and want to
emulate.

Networks
Networks are created because of the need to establish connection
for some reasons like personal, economic, religious, or political
interests. These are collective individuals functioning on similar
undertaking unnecessarily known to one another. A network is a
group that includes individuals who come into casual connection
but who do not have enough sense of belongingness. Other
intellectuals assert that networks are unstratified, unstructured,
and free of value organizations. Examples of these are Facebook,
Twitter, Instagram, YouTube, and other social networking sites.

-How can these social groups help you as a student? A son/daughter? A citizen of your
community in this time of pandemic?

-Do you need to be a member of a social organization/s? Why or why not?

V. LEARNING TASKS/ACTIVITIES

PRACTICE TASK 1: Differentiating Groups! Differentiate the following

classifications of groups by citing at least two (2) characteristics and examples.

Class Characteristics Characteristics

Primary 1. 1.
Group
2. 2.

Secondary 1. 1.
Group
2. 2.

In-group 1. 1.

2. 2.

Out-group 1. 1.

2. 2.

B. Practice Task 2: My Social Group Collage/rap/poem/letter. Guided by the succeeding

rubrics, create a collage/rap/poem/letter of people or group of people who belong to your
primary and secondary groups, ingroups and out-groups, reference groups, and networks. Use a
long bond paper for this activity.

You may do this!

 Criteria Points
4. Collect or ask pictures from your family, friends,
Creativity (artistry) 30 pts. schoolmates, clubs which you are a member of, your
Content (relevance to the topic)) 25 pts. favorite girl groups or boy groups, and your friends in
Originality (uniqueness, own work) 25 pts.
social media. (for collage) Draw a poster about the
importance of social organization. (poster making)
Timeliness (submit on time) 20 pts.
Compose a rap dedicated to social organizations. (rap
Total 100 composition) Write 2 or more stanzas on the importance
of social organizations-free verse. (poem writing) Write a
thank you letter to a social organization/s that make/s you
a better person (for letter writing)
5. Use bond papers and other materials suited to your
chosen task.
6. Your rap output must be recorded and send to UCSP GC.

VI. REFLECTION. Think Like a Social Engineer: Answer the following reflective questions. 1.
In Facebook, how often do you use the “like” button on someone’s post? Explain.
_________________________________________________________________________

_________________________________________________________________________
2. If you are forming a group in social media, what would be your requirements to become a
member?
_________________________________________________________________________

_________________________________________________________________________

VII. EVALUATION
Direction: Read and analyze the statements carefully. Identify the appropriate social group of the
bold word/s in each statement.

_________________1. Anna enjoys doing things with her family. Every Sunday, they go to church and
eat at their favorite fast food restaurant after the church service.
_________________2. Alex Gonzaga is a well-known Filipino vlogger. She has many social media
followers.
_________________3. Lyca belongs to Generation Z, a generation of youth who are technologically
advanced and competitive.
_________________4. Angel Locsin is one of famous artists in the Philippines. Some people admire
her beauty, acting skills, and compassion.
_________________5. Lorie likes singing a lot. One day she decides to join the Glee Club and
becomes friends with all the members of the club.
_________________6. Maria teaches Social Science to Grade 11 students in senior high school. She
joined her co-teachers during the educational trip.
_________________7. Westlife and Backstreet Boys popularized songs and dances. Youths
nowadays still idolize them.
_________________8. Gilas Pilipinas represented the Philippines in the SEA Games Basketball
Tournament. They competed against other basketball teams from South East Asian countries.
_________________9. Leonila misses her cousin Antonia. She cannot wait to see her cousin spend
summer vacation with her.
________________10. Alex is promoted to Grade 12 this school year. On his first day of class, he meets
Carlo, his seatmate.

Prepared by:

ROSALINDA L. LATO
Grade 12/Subject-teacher
Observed by:

DR. RICKY L. JAMISOLA

MT-I
NOTED:

EDGARDO J. BUNGCAG
. School Head
 . Republic of the Philippines
Department of Education REGIONV
SCHOOLS DIVISION OF SORSOGON CITY

ORAL COMMUNICATION-REMEDIATION LESSON

LEARNING ACTIVITY SHEET
Principles of Effective Speech Delivery Lesson 9.2. 5: Rapport with Audience
NAME: ______________________________ Level: 11 Section: _____________Q:2 -

I. Most Essential Learning Competency Uses principles of effective speech writing focusing on:
• Rapport with the audience EN11/12OC-IIcj-26.5
At the end of this module, you are expected to:
1. Understand the importance of building rapport with your audience.
2. Examine the background and needs of your audience to effectively build a connection. 3.
Build rapport with your audience by using principles of effective speech delivery.
II. Presentation of the Lesson
Ravi Zacharias, a famous public speaker and Christian apologist, often shares this Indian
proverb that says that there is no point of giving someone a rose to smell if you have cut off
their nose. In public speaking, it means that it is important for you to establish a connection
with your audience. Remember that your speech does not belong to you; You may be the
source, but your audience is the receiver.
1. Why is rapport important in speech delivery?

“Rapport is the trust and connection that a speaker creates with his/her audience. If
you are asking people to adopt a new way of thinking, an alternate viewpoint or change
their behavior then it is crucial to develop trust and connection and rapport.”- Peter Dhu
CSP MBA (International Keynote speaker).”

Public speaking, such as in the case of speech delivery, shares one common factor with
other speech contexts such as interpersonal communication; It both involves talking to a
person. You are reminded that you cannot have a meaningful conversation without creating
a connection.
2. So, what does it mean to create connections?

Creating a connection is the purpose of building rapport with your audience. It is making
sure that your audience will see you as someone they can trust. Trust is the first step to
encourage your audience to listen; Attentive ears then gives way to physical and mental
engagement.

Physical and mental engagement can be seen in the posture of people in the audience:
Are they slouching or constantly standing up? Are they looking elsewhere and not at the
speaker?
In addition, when the eyes of the audience are fixed at the speaker and even follows
the movement of the speaker, this often indicates interest and comprehension. It is safe to
say that you also need to be mindful of the nonverbal cues of your audience.
3. Alright, but how do you build rapport?
Here are 4 simple tips you can use:
a. Know who your audience are: You have learned in previous lessons that in writing a
speech, you must analyze the group of people you want to directly address. In some cases,
you can be given an opportunity to deliver your speech to another group of audience other
than the one you wrote your speech for. So, it will not hurt if you do a quick research on
your audience’s cultural background and sensitivities, educational level, and even on their
current understanding of what you are going to talk about in your speech.
b. Using the power of facial expressions and gestures: Knowing about who your
audience will be giving you knowledge on how to engage them by using appropriate facial
expressions and gestures, etc. This can also keep you from doing something that can
unnecessarily offend your audience.
c. Eye Contact: Look people in the eye one person at a time. Hold their gaze for 5 to 7
seconds, and then look someone else in the eye. (A word of caution: some cultures consider
direct eye contact intrusive and rude, so be careful.)
Source: Witt Communications, How to build rapport with your
audience, http://wittcom.com/how-to-build-rapportwith-your-
audience/

d. Dress appropriately: Dress a little more formally than your audience to establish your
credibility and authority. Dress appropriately for your profession. If you are a lawyer
speaking to high school seniors, you do not have to dress down. Look the part. Wear your
business attire. On the other hand, if you are a construction worker making a team
presentation to the CEO and CFO of a hospital as part of a bid process, no one will expect
you to out dress them. Whatever you wear, make sure it is neat and clean.
 Source: Witt Communications, How to build rapport with your audience, http://wittcom.com/how-to-build-rapportwith-
your-audience/

III. Learning Tasks

A. Practice task 1 FROM AN AUDIENCE’S PERSPECTIVE.
Instructions: There are two columns below: One is labeled DOs while the other one is
DON’Ts. Since you have surely experienced being in the audience at one point of your
life, try and remember the things done by speakers that encouraged you to listen; Write
these in the DOs column. On the other hand, write down the things that discouraged
you to listen in the DON’Ts column.

DOs DON’Ts
1. 1.
2. 2.
3. 3.

B. Practice Task 2 BUILD RAPPORT WITH YOUR AUDIENCE

Instructions: You will need an audience again for this activity. You can ask at least 2 or
more family members or friends to act as your audience. Ask them the following
questions and write their answers on the space provided.
1. What kind of speech do you find the most interesting to listen to? Persuasive?
Expository? Or Entertaining? Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________________________.
2. What makes a speaker interesting to you?
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________________________.
3. What makes a speech boring/ineffective to you?
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________________________.
Study their answers after you are done collecting it; you can even organize it then add it
to your lists of dos and don’ts.
C. Practice Task 3 WOULD YOU LOOK AT THAT!
Instructions: Follow the instructions carefully:
1. Encircle the photo that shows a listening/engaged audience.
2. Draw an X over the photo that does not show a listening/engaged audience.
3. Write a description for each photo to justify your answers

Source:
ANHS Picto-Narrative Report 2017 National Reading Month Celebration

Description:
 Source: ANHS Picto-Narrative Report 2017 National Reading Month Celebration

Description:

IV. Evaluation
DO YOU REMEMBER
Instructions: Let us see how much you have understood the different concepts you have
been learning. Give what is being asked in each item. Write your answers on the blank
provided.
A. Identification:
____________________________1. It is the trust and connection that a speaker creates
with his/her audience.
____________________________2. They are the receiver of your message/speech.
____________________________3. The ability to understand something.
B. Enumeration:
Give at least 2 tips on how to build rapport with your audience:

1. __________________________.

2. __________________________.

Give at least 4 principles in speech delivery:

3. __________________________.

4. __________________________.

5. __________________________.

7. __________________________.

V. Generalization
1. What is the importance of rapport with audience in an effective speech delivery?
2. Which among the principles of effective speech delivery is important to a student like
you? Why?
VI. Remarks
What part of the lesson confused you, what part did you find difficult and what you learned
about in this lesson? Fill-out the table below.

PART/S OF THE LESSON PART/S OF THE LESSON I LEARNED FROM THE

THAT CONFUSED ME THAT IS/ARE DIFFICULT FOR LESSON
ME

Prepared by:
 ROSALINDA L. LATO
T-III, Subject-teacher

Republic of the Philippines

Department of Education REGIONV
SCHOOLS DIVISION OF SORSOGON CITY

LESSON PLAN in ORAL COMMUNICATION in CONTEXT-REMEDIATION

Principles of Effective Speech Delivery Lesson 9.2. 5: Rapport with Audience
I. OBJECTIVES:
Most Essential Learning Competency Uses principles of effective speech writing focusing on:
• Rapport with the audience EN11/12OC-IIcj-26.5
At the end of this module, you are expected to:
1. Give meaning to unfamiliar words
2. Understand the importance of building rapport with your audience.
3. Examine the background and needs of your audience to effectively build a connection. 4.
Build rapport with your audience by using principles of effective speech deliver.

II. CONTENT;
A. Principles of Effective Speech Delivery Lesson 9.2.5: Rapport with Audience

III. LEARNING RESOURCES

A. References
Oral Communication in Context Semester 1 – Quarter 2 - Module 9: Principles of Effective
Speech Delivery Lesson 5: Rapport with Audience
LAS 9.2.5 -Oral Communication in Context – Rapport with Audience
Oral Communication in Context Textbook-Principles of Speech Delivery
pp.77-92
B. Other Learning Resources
Source: Witt Communications, How to build rapport with your audience, http://wittcom.com/how-to-build-rapportwith-
your-audience/
Source: Witt Communications, How to build rapport with your audience, http://wittcom.com/how-to-build-
rapportwith-your-audience/
Source: ANHS Picto-Narrative Report 2017 National Reading Month Celebration
IV. PROCEDURE
A. Motivation
Ravi Zacharias, a famous public speaker and Christian apologist, often shares
this Indian proverb that says that there is no point of giving someone a rose to smell if
you have cut off their nose. In public speaking, it means that it is important for you to
establish a connection with your audience. Remember that your speech does not belong
to you; You may be the source, but your audience is the receiver.
In previous lessons, you learned how to effectively use principles in speech
delivery such as articulation, modulation, and establishing stage presence using non-
verbal cues such as facial expressions and gestures;
B. Unlocking of difficulty

Fill in the blanks. Instructions: Find the word being defined from the examples. Choose the
correct answer inside the parentheses.
 rapport audience empathy comprehension

1. ____________ is a harmonious relationship achieved by understanding the person

you are communicating with.

Example: “The speaker was able to build an excellent rapport with his audience because
he understood their culture and spoke with respect.”

2. ______________ is a group of people that watches and listens at a public event or

gathering; a concert, play or meeting.

Example: “She got distracted during her valedictory speech when she saw her crush in
the audience.”

3. ______________ is the ability to understand and share someone’s feelings:

happiness, excitement, and specially their sadness and pain.

Example: “You cannot be angry at her for not telling you what made her cry; She was
scared you will only laugh at her. That is why you really need to learn empathy.”

4. ______________ is the ability to understand something; It could be a subject, an

idea, a situation, etc.,

Example: “One of the purposes of examinations is to test the level of comprehension of

students in specific subject areas.”

C. Presentation of the Lesson

This time you will learn another important principle: building rapport with your
audience. Keep in mind that the other principles that you have already learned are all
essential elements in building rapport with your audience.

1. Why is rapport important in speech delivery? “Rapport is the trust and connection
that a speaker creates with his/her audience. If you are asking people to adopt a new way of
thinking, an alternate viewpoint or change their behavior then it is crucial to develop trust
and connection and rapport.”- Peter Dhu CSP MBA (International Keynote speaker).”

Public speaking, such as in the case of speech delivery, shares one common factor with
other speech contexts such as interpersonal communication; It both involves talking to a
person. You are reminded that you cannot have a meaningful conversation without creating
a connection.

2. So, what does it mean to create connections? Creating a connection is the purpose of
building rapport with your audience. It is making sure that your audience will see you as
someone they can trust. Trust is the first step to encourage your audience to listen;
Attentive ears then gives way to physical and mental engagement.
Physical and mental engagement can be seen in the posture of people in the audience:
Are they slouching or constantly standing up? Are they looking elsewhere and not at the
speaker?
In addition, when the eyes of the audience are fixed at the speaker and even follows
the movement of the speaker, this often indicates interest and comprehension. It is safe to
say that you also need to be mindful of the nonverbal cues of your audience.

3. Alright, but how do you build rapport?

Here are 4 simple tips you can use:
a. Know who your audience are:

You have learned in previous lessons that in writing a speech, you must analyze the
group of people you want to directly address. In some cases, you can be given an opportunity to
deliver your speech to another group of audience other than the one you wrote your speech for.
So, it will not hurt if you do a quick research on your audience’s cultural background and
 sensitivities, educational level, and even on their current understanding of what you are going to
talk about in your speech.

b. Using the power of facial expressions and gestures:

Knowing about who your audience will be gives you knowledge on how to engage them
by using appropriate facial expressions and gestures, etc. This can also keep you from doing
something that can unnecessarily offend your audience.

c. Eye Contact:

Look people in the eye one person at a time. Hold their gaze for 5 to 7 seconds, and
then look someone else in the eye. (A word of caution: some cultures consider direct eye
contact intrusive and rude, so be careful.)
Source: Witt Communications, How to build rapport with your
audience, http://wittcom.com/how-to-build-rapportwith-your-
audience/
d. Dress appropriately:

Dress a little more formally than your audience to establish your credibility and
authority. Dress appropriately for your profession. If you are a lawyer speaking to high school
seniors, you do not have to dress down. Look the part. Wear your business attire. On the other
hand, if you are a construction worker making a team presentation to the CEO and CFO of a
hospital as part of a bid process, no one will expect you to out dress them. Whatever you wear,
make sure it is neat and clean.
Source: Witt Communications, How to build rapport with your audience, http://wittcom.com/how-to-build-rapportwith-
your-audience/

V. Learning Tasks/Activities

A. Practice task 1 FROM AUDIENCE’S PERSPECTIVE.

Instructions: There are two columns below: One is labeled DOs while the other one is
DON’Ts. Since you have surely experienced being in the audience at one point of your
life, try and remember the things done by speakers that encouraged you to listen; Write
these in the DOs column. On the other hand, write down the things that discouraged
you to listen in the DON’Ts column.

DOs DON’Ts
1. 1.
2. 2.
3. 3.

B. Practice Task 2 BUILD RAPPORT WITH YOUR AUDIENCE

Instructions: You will need an audience again for this activity. You can ask at least 2 or
more family members or friends to act as your audience. Ask them the following
questions and write their answers on the space provided.

1. What kind of speech do you find the most interesting to listen to? Persuasive?
Expository? Or Entertaining? Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________________________.
2. What makes a speaker interesting to you?
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________________________.
3. What makes a speech boring/ineffective to you?
________________________________________________________________
 ________________________________________________________________
________________________________________________________________
______________________________.
Study their answers after you are done collecting it; you can even organize it then add it
to your lists of dos and don’ts.

C. Practice Task 3 WOULD YOU LOOK AT THAT!

Instructions: Follow the instructions carefully:
1. Encircle the photo that shows a listening/engaged audience.
2. Draw an X over the photo that does not show a listening/engaged audience.
3. Write a description for each photo to justify your answers

Source:
ANHS Picto-Narrative Report 2017 National Reading Month Celebration

Description:

Source: ANHS Picto-Narrative Report 2017 National Reading Month Celebration

Description:

VI. Evaluation
DO YOU REMEMBER
Instructions: Let us see how much you have understood the different concepts you have been
learning. Give what is being asked in each item. Write your answers on the blank provided.
A. Identification:
____________________________1. It is the trust and connection that a speaker creates with
his/her audience.
____________________________2. They are the receiver of your message/speech.
____________________________3. The ability to understand something.
B. Enumeration:
Give at least 2 tips on how to build rapport with your audience:
1. __________________________.
2. __________________________.
Give at least 4 principles in speech delivery:
3. __________________________.
4. __________________________.
 5. __________________________.
7. __________________________.

VII. Generalization. Write your answer on the space provided.

1. What is the importance of rapport with audience in an effective speech delivery?
2. Which among the principles of effective speech delivery is important to a student like
you? Why?

VIII. Remarks
What part of the lesson confused you, what part did you find difficult and what you learned about in
this lesson? Fill-out the table below.
PART/S OF THE LESSON PART/S OF THE LESSON I LEARNED FROM THE
THAT CONFUSED ME THAT IS/ARE DIFFICULT FOR LESSON
ME