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Dlp-Eng-G10-Q1-Melc-7-Week 7
Dlp-Eng-G10-Q1-Melc-7-Week 7
“Text can be used for both written and spoken language. It usually
refers to a stretch, an extract or complete piece of writing or speech. Texts
generally adhere to broad conventions and rules which determine the
language and structure used in particular text types.”
What about a spoken text? Do you know what it is? Pay attention on
the succeeding activities and find out what is a spoken text and how are we
going to evaluate this type of text.
B. Activity/ Motivation - The teacher gives a short activity on Identifying Examples of Spoken
Texts
Directions: Tell what kind of texts are the following and observe the distinctive
characteristics of each example. Choose your answer from the pool of words
below. Write your answers in your notebook.
C. Analysis/Presenting - The teacher asks the following questions:
examples of the new
lesson where the 1.What is the text all about? What did it explain?
concepts are clarified
2. What do you think are the characteristics of a spoken texts?
3. How does one sample of a spoken texts differ from the other?
“When Love Arrives” is a spoken text- a spoken poetry written by Sarah Kay and
Phil Kaye. It was written about the expectations of what a person wants in a real
versus what it is like. It talks about the young ideals from “seventh grade” growing
into what it was like. The moral of the poem is to always be open minded for love;
enjoy them while they are there and put your all into it but let the next one in when
they leave.
2. Grammar – It is the set of rules that explain how words are used in a language.
A speech or writing is judged by how well it follows the rules of grammar.
1. Spoken texts have shorter, less complex words and phrases. They are
composed of simple language. They have fewer nominalizations, more verb-
based phrases, and a more limited vocabulary. Spoken texts are lexically less
dense than written language - they have proportionately more grammatical words
than lexical words. Spoken texts are longer. This means that there is more lexical
(verbal or word) repetition.
2. Spoken text uses more active verbs than written language and less formal than
written language. It is more fragmented - more simple sentences and more use of
coordination and, but, so, because rather than subordination (embedding)
3. The spoken text is more verbal than the written text, which is more nominal.
This means that the written text has a very high frequency of nouns, the spoken
text a high frequency of nouns and pronouns. First and second person pronouns
are used especially in the conversation because speakers address each other, and
they are typical for face-to-face interactions. Nominalization is therefore typical
for this written text. It means the formation of a noun from a verb.
4. Spoken texts are governed by the social context (or the surroundings, the
people, the occasion etc. that influences how you interpret things, how you speak,
what you speak about, or how you act) which determines the shape of the
discourse and the language used.
When evaluating spoken texts, you must consider the following criteria:
FLUENCY – It refers to the continuity, smoothness, rate, and effort with which
language is spoken. Fluency helps you sell your ideas communicate your
thoughts to others, convince, reach out, and even impress with a speech that is
clear, confident, to the point and crisp. It is also often defined as the rate (words
per minute) and accuracy (number of words correctly identified) with which
students perform reading tasks, accompanied by appropriate expression
(prosody). Fluency also aids in both reading and writing.
features which link sentences together and are generally easy to identify (e.g.,
repetition, reference), the semantic relationships between sentences and within
sentences.
Key points:
Speaking, and listening (to spoken texts), to other people in English helps to
boost the faith you have in your own abilities and banish the doubts that are
inside your head. So, it’s a confidence booster, but there are many more ways in
which speaking the language can improve your English skills, fast.
F. Generalization - The teacher instructs the students to make a diary on the lesson about
Evaluating Spoken Texts Using Given Criteria, e.g., fluency, tone, cohesion,
correctness. Then, they will be asked to write their diary in their notebook by
completing the statement below.
I will apply__________________________________________
G. Assessment - The teacher will ask the students to study and evaluate the given example
with same idea written in a formal and less formal style as a spoken text.
Say: Read the two texts and see if you can note any differences in the table
below. Write your observations in your paper/notebook.
V. REMARKS
VI. REFLECTIONS
A. No.of learners who
learned 80% on the
formative assessment
B. No.of learners who
require additional
activities for remediation.
C. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
D. No.of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
F.What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by:
JOSEPHINE V. AUSTERO
English Teacher
READING A SPOKEN POETRY
INFOBITS
About the poets: Sarah Kay (born June 19, 1988) is an American poet.
Known for her spoken word poetry, Kay is the founder and co-director of
Project V.O.I.C.E., founded in 2004, a group dedicated to using spoken
word an educational and inspirational tool. Phil Kaye is a Japanese
American poet, writer, and filmmaker. He is the co- director of Project
VOICE and writes and performs as a spoken word artist both in solo and group projects. Kaye is the author of
two books, A Light Bulb Symphony (2011) and Date & Time (2018). Kay and Kaye are known as the Spoken-
Word Poetry’s Dynamic Duo. About the poem: "When Love Arrives," is a poem about the expectations and
realities of love. The poem was co-written by Sarah Kay and Phil Kaye and was performed as part of their
performance at the Malthouse Theatre in Melbourne, Australia, hosted by Dumbo Feather Magazine.
Read the spoken poetry on the next page (or ask someone you know to read it for you) and do the tasks
assigned to you.
In seventh grade
[Phil] Love waited by the phone because she knew if her father picked up it would be
[Phil] And now love makes me fresh homemade chocolate chip cookies
[Sarah] But love will probably finish most of them for a midnight snack
[Phil] Loves looks great in lingerie but still likes to wear her retainer
It just might take her two hours longer than she planned
[Phil] Maybe the next time you see love is twenty years after the divorce
[Phil] Maybe love is there for every firework, every birthday party, every hospital visit
[Phil] If love leaves, ask her to leave the door open behind her
[Phil] Whisper,
Note: For more understanding of the piece, you may grab, watch, or access the copy of the video through
https://www.youtube.com/watch?v=mdJ6aUB2K4g
1. Who are the characters in the poem? What is the nationality of the speakers? Describe both including their
age.
2. What do you think are the speakers’ educational background? How well educated do you think they are?
3. Do you find any unique pronunciation or words that the speakers used? (Note these down)