1
11
Oral Communication in
Context
Learning Activity Sheets
Quarter 1: Week 1 - 7
DIVISION OF ANGELES
2
ORAL COMMUNICATION IN CONTEXT
FIRST QUARTER 1: WEEK 1
Name of Learner: __________________________________________________________
Section: ________________________________________ Date: ___________________
LEARNING ACTIVITY SHEET
THINK TO COMMUNICATE
Background Information:
Communication is the process of transmitting or sharing of ideas, information,
thoughts, or feelings verbally (words) or non-verbally (actions) from one person to another
through channels, contexts, media, and cultures (McCornack 2014 in Sipacio and Balgos
2016). It comes from the Latin word communicare, which means "to make common". It is the
reason why you and your friends bond because you share things in common when you eat
your favorite mirienda, turon, and siomai, in the school before the pandemic. Even now,
amidst the pandemic, you still talk about the new situations related to your education. With
these situations, communication remains true to its definitions.
More than the definitions of communication, you have to know its nature and function
as well. It is emphasized that communication is a process, which means you have to think
about your thoughts and emotions before expressing them. The process begins when the
speaker encodes and sends a message which the receiver decodes to be able to provide
feedback. For example, when you tell yourself, "I can do it," you send and receive the
message at the same time. Also, when you text and ask "How are you?" to your friend using
your cellphone, which is a channel of communication, you do not only send words but also
emotions. If your receiver replies, "I am fine," this is feedback because this is his or her
response.
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A message and feedback can also be in the form of action, like eye contact, smile, and hug.
Good thing you are at home. Your home is the best context of communication, as it serves
as the safest place to connect with people – your family. Remember that there is success in
communication if both sender and receiver achieve mutual understanding of the message.
Figure 1 below illustrates this process.
Figure 1. Communication Process
Furthermore, in terms of function, communication has always been a necessary
process in improving oneself, helping others, building rapport, and deepening one's culture.
There are five functions of communication. Sipacio and Balgos (2016) identified these as
control, social interaction, motivation, emotional expression, and information dissemination.
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Control means you communicate to regulate a specific behavior. An example of this
is when you try to stop someone from making a bad habit like smoking. Social interaction is
when you make friends with others in society, such as sharing your interests. Motivation is
when
you
can
encourage
people
to
live
better
because
you
communicate with them. An example of this is cheering up your brother to pursue his talents.
Emotional expression is when you express your feelings towards a particular situation.
When you say thank you, take care, and I love you, you can do this function of
communication. Information dissemination is what you do when you share your ideas or
any information with others—for instance, sharing the guidelines in conducting modular and
online learning from a legitimate source to a classmate. Some example illustrations are
given to help you better understand these functions of communication.
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Figure 2. Functions of Communication
In the new situations brought by the pandemic and until it is gone, communication
plays a central role in your individuality as a person. Through it, you learn and discover new
knowledge as a student because you are studying.
As a family member, you become more appreciative of the love you receive,
especially from your parents, because you know how to express your feelings. You can also
become a law-abiding citizen of the society through your responsible decisions and actions
because you understand the rules. In general, you become more of what you are now as a
human person because of communication. Hence, excellent communication requires critical
thinking for it to serve its function well.
Learning Competency with code:
Explains the functions, nature, and process of communication (Quarter 1 Week 1
EN11/12OC-Ia-2)
Exercise A
Directions: Read each sentence. On the blank before each number, write T if the idea is true.
Write F if the idea is false. Write your answer on a separate sheet of paper.
Examples: F 1. Communicare is a Greek word.
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T 2. Communicare is a Latin word.
1. The speaker is the sender of the message.
2. Communication is a process, which means it is dynamic.
3. One may speak to everybody in the same manner.
4. In a deeper sense, communication means to talk.
5. A message can be in a form of action or reaction.
6. Verbal communication means the use of words when talking to someone.
7. Observing social distancing hinders everyone from social interaction.
8. The speaker decides for the message to be sent. Hence, the receiver cannot
react on the topic.
9. Television and radio are good channels of communication during a
pandemic.
10. When you talk to yourself, it means that communication does not happen
since you do not have a receiver.
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11. People can still understand each other even without the use of words. It is
because we can also use actions to express ourselves, such as nodding
and shaking our heads.
12. Mutual understanding among people is the goal of communication.
13. Communication only happens when the speaker can deliver the
information he or she wants to convey.
14. Communication stops when you fail to express words.
15. Clapping of hands is an example of feedback from a receiver.
Exercise B
Directions: Categorize the following statements according to their function. Write the
number of the sentence in the appropriate column found in the table below the last item.
Write your answer on a separate sheet of paper.
Example: 1. The teacher discusses new topics on the subject.
Explanation to the sample answer: Since the purpose of the first statement is to
disseminate information about the new topics, number 1 is placed under the Information
Dissemination column.
Control
Social
Interaction
Motivation
Emotional
Expression
Information
dissemination
1
1. The teacher reads and discusses the new education policies to students based on the
orders of the Department of Education.
2. Neil initiates a virtual meeting with his new classmates as a form of self-introduction
using their social media accounts.
3. The city mayor addresses the public on the safety precautions to be followed during
community quarantine periods.
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4. Jat encourages his friend to continue studying because there are other learning modes
aside from face-to-face learning.
5. The president implemented community quarantines to limit people from going outside
the house to stop the spread of the virus.
6. Nowadays, Fino keeps a distance from his friends, which is his way of telling, "I care
for you."
7. The Department of Health gives public updates regarding the availability of a
vaccine for COVID-19.
8. The city mayor thanks the Angeleños for being participative in observing social
distancing.
9. The former adviser of 11-Obedience encourages the students to keep a healthy body by
eating vegetables and exercising at home.
10. The teacher simply waves her hands to say "Hello" to her colleagues instead of beso-beso.
11. Kelvin shares his frustrations in pursuing a career during the pandemic to his friend.
12. "It's nice to meet you. How do you do?" is what you usually say to a new friend.
13. The signage says, "Do not enter if you do not wear a face mask."
14. Some companies have changed their logos to encourage social distancing among
people.
15. The hospital nurses shed tears as they witness the discharge of another COVID-19 survivor.
Control
Social
Interaction
Motivation
Emotional
Expression
Information
dissemination
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Exercise C
Directions: During the Facebook Live event called Laban Kapamilya last May 8, 2020, Kim
Chiu said a statement in the interview that became viral. She cited a classroom situation
while making her protest against the National Telecommunications Commission's order that
stops ABS-CBN's broadcast operations due to the expiration of its congressional franchise.
The statement was "Sa classroom may batas, bawal lumabas, oh bawal lumabas. Pero' pag
sinabi, 'pag nag-comply ka na bawal na lumabas pero may ginawa ka sa pinagbabawal nila,
inayos mo 'yong law ng classroom niyo at sinubmit mo ulit ay pwede na pala ikaw lumabas."
On the next day, Kim admitted that there was wrong in her statement and apologized for
confusing, for she got carried away by her emotions because of the Laban Kapamilya
protest. Despite the apology, she was still bashed by many people. However, she remained
tough and creative, for she was able to turn the "bashing" to "blessing." She used the viral
statement as an inspiration to write a song, which she titled "Bawal Lumabas." This song
went viral as well. It made Kim able to conduct more out-reach programs using the funds
from her posted vlog while singing and dancing this song to help some Filipinos in the battle
against COVID-19.
For your activity, if you were Kim, what would you change in the process of
communication to promote a shared understanding of your intended message? Illustrate
your answer through a diagram. You may refer to Figure 1 provided on page 2 of this
Learning Activity Sheet. Label the diagram with the elements of communication they
represent. Use the allotted space for your analysis. Lastly, refer to the checklist as your
guide.
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Checklist for Scoring
Criteria
VGE
GE
SE
LE
N
5
4
3
2
1
1. The process of communication is in correct
order.
2. The elements of communication are correct.
3. The elements of communication are complete.
4. The message is clear and concise.
5. The diagram creatively shows the process of
communication.
TOTAL
GRAND TOTAL
/25
LEGEND: VGE – To a very great extent; GE – To a great extent; SE – To some extent;
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LE – To a little extent; N – Not at all
Exercise D
Directions: Create a slogan (shout-out) using 1-2 sentences that you would like to
communicate with your family, relatives, friends, classmates, and other people during trying
times. Write the slogan in the thought bubble given. Then, provide another 3-5 sentences
that explain the purpose of your message and the process of this communication on the
allotted lines. In explaining the purpose, you may include the functions of communication.
While, on the process, you may specify the steps that you will do in sharing your slogan to a
receiver. Use the checklist as your guide.
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Checklist for Scoring
Criteria
VGE
5
GE
4
SE
3
LE
2
N
1
1. The words used to express the idea are original.
2. The message is clearly expressed.
3. The function of communication is expressed in the
sentences.
4. The process of communicating the message is
explained.
5. The choice of words is appropriate to the given
situation.
TOTAL
GRAND TOTAL
/25
LEGEND: VGE – To a very great extent; GE – To a great extent; SE – To some extent;
LE – To a little extent; N – Not at all
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References for Learners:
Sipacio, Philippe John F. and Balgos, Anne Richie G. 2016. Oral Communication in Context
for Senior High School. Quezon City: C & E Publishing Inc.
Parungao, Regina Mae. 2020. "Kim Chiu donates food, cash from sales of 'Bawal Lumabas'
Merchandise."
Manila
Bulletin.
July
1.
https://mb.com.ph/2020/07/01/kim-chiu-donates-food-cash-from-sales-of-bawal-luma
bas-merchandise/ (accessed July 20, 2020).
Answer Key:
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Answers may vary for Activity C and D.
Prepared:
KATHLYN JOY B. GALANG
T-III/Oral Communication Teacher
Angeles City National High SchoolSHS
1
ORAL COMMUNICATION IN CONTEXT
FIRST QUARTER 1: WEEK 2
Name of Learner: ____________________________________________________
Section: ____________________________________________ Date: __________
LEARNING ACTIVITY SHEET
MODELS OF COMMUNICATION
Background Information:
Communication is a process of exchanging and conveying messages or knowledge
within and through networks, environments, media, and cultures from one person to the
next. There is a wide range of ways and circumstances in which contact will manifest itself; it
can be a face-to-face encounter, a telephone call, a group discussion, a meeting or an
interview, a letter correspondence, a recitation class, and many others. Communication is a
two-way information transmission process. It involves certain elements, among others, such
as the sender, the message, and the receiver (Helmut 2012).
Models of Communication
Communication is a complex process, for it is difficult to determine how interaction
starts and ends. Communication models simplify this complex process by offering a visual
overview of the different aspects of communication experience (Helmut 2012).
1. Aristotle's Model of Communication
Aristotle's communication model is a speaker-centered model that includes five
primary elements: speaker, speech, occasion, audience, and effect.





The speaker plays the most crucial and active role in the process. He or she
organizes the speech beforehand and delivers it to the target audience
according to the situation (occasion).
The speech pertains to the message of the speaker. The purpose of the
speech is to persuade the listener.
Occasion refers to the situation or setting. It is the setting that dictates the
message of the speaker.
The audience refers to the recipient of the message. The role of
the audience is passive, influenced by the speech; hence, this makes the
communication process unidirectional, from the speaker to the audience.
The effect refers to the result of communication, whether the audience was
persuaded or not by the speaker.
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Figure 1. Aristotle's Model of Communication
The five elements of this communication model are not as active as the other models
since this is more of a linear-type model of communication. However, among these five
elements, the speaker and the speech are emphasized in this model.
Example:
Explanation of the Example:
In listening to broadcast media like radio, the flow of communication is
only one-way. It means that the audience or recipient cannot provide
feedback to the speaker or the sender of the message during the broadcast
itself.
2. Shannon-Weaver Model of Communication (1949)
The Shannon-Weaver model of communication is known as the mother of all
communication models. This model depicts communication as a linear or one-way process
consisting of five (5) elements:
 information source (producer of the message);
 transmitter (encoder of the message into signals);
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


channel (signals adapted for transmission);
receiver (decoder of the message from the signal); and
destination (receiver of the message).
Nonetheless, this model was criticized for excluding one crucial element in the
communication process: feedback. Hence, the absence of feedback leaves the speaker
clueless whether the recipient understands the message or not.
Figure 2. Shannon-Weaver Model of Communication
Example:
Explanation of the Example:
This instance illustrates the Shannon-Weaver model of
communication because the students (receivers) were not able to respond or
give feedback to their teacher (source) during the recitation due to the noise.
4
3. Transaction Model of Communication
In contrast to the Shannon-Weaver Model, which is a one-way process, the
Transaction Model is a two-way communication process with feedback being included as
one element. Within the operation, the sender and the receiver have the same roles: come
up with an idea, send a message, and react to it. This model also involves noise, which is an
ever-present aspect of this communication model that affects message reception.
Figure 3. Transaction Model of Communication
Example:
Explanation of the Example:
The example illustrates the Transaction Model of Communication because
both teachers serve as senders of and receivers to each other's messages as one
of them sends a message, the other replies based on the message provided and
vice versa. This cycle of communication is made possible through the use of their
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mobile phones. However, noise, which can be found at any point in their
conversation, may interrupt better reception of each other's messages.
4. Helical Model of Communication
Frank E.X. Dance or Frank Dance proposed this helical model of communication,
which shows that communication is a flexible communication process. The use of helix
illustrates that "communication while moving forward is at the same time coming back upon
itself and being affected by its past behavior" (Dance 1967 in Lucero ND). This model of
communication encourages an upward and forward movement, unlike other models of
communication. It indicates that information is growing as the contact continues.
Furthermore, the helical model suggests that contact starts at birth and progresses as one
grows up and that one's responses are based on past experiences.
Figure 4. Helical Model of Communication
Example:
"When a child is born, the only means of communication is crying. He / She
cries for everything like hunger, pain, or cold. As the child grows, the means of
communication become broader and broader. He/She learns to make noises, then
he/she learns a language to obtain attention and to fulfill his/her needs (Navarro,
2014). This example illustrates the development of an individual throughout life as his
or her knowledge base deepens and expands through communication.
Learning Competency with code:
Differentiates the various models of communication (First Semester/Quarter 1/ Week
1/ EN11/12OC-Ia-3)
6
Exercise 1:
Instructions: For numbers 1-10, read, and identify the concept described in each sentence.
For numbers 11-15, identify the model of communication illustrated by the
scenarios. Write your answer on a separate sheet of paper.
Example:
Sender 1.
It refers to the term used to describe the origin of the
message.
__________1.
This communication model chiefly centers on speaker and speech.
__________2.
This model of communication shows that communication is a twoway process that includes feedback as an additional element.
This is regarded as the mother of all styles of communication.
__________3.
__________4.
It is an element of communication that refers to the role of the
audience in Aristotle's model of communication.
__________5.
It is an element of communication that negatively affects the proper
reception of the message.
__________6.
This element of communication is also known as the producer of
the message in the Shannon-Weaver Model of Communication.
__________7.
It is the most important element in Aristotle’s
communication.
__________8.
This element is needed in communication in order for the
speaker/sender to know whether the receiver understands the
message or not.
This model of communication suggests that noise, a barrier to
effective communication, is a given factor that interferes at any
point in the conversation.
__________9.
model of
__________10. This linear model of communication shows the absence of noise in
the process.
__________11. President Duterte delivered his fifth State of the Nation Address
(SONA) last July 27.
__________12. In a recorded video posted on Youtube, a Department of Health
representative encouraged Filipinos to wear a face mask and face
shield when going out.
__________13. An email exchange between a teacher and a student
__________14. A Grade 11 section used Facebook Messenger to communicate
information and other announcements.
__________15. Ordering food or other basic necessities online
Exercise 2
Instructions: Compare and contrast the Interactive Model of Communication (Figure 5) and
the Transaction Model of Communication (Figure 3). Identify their similarities
and differences in terms of how communication happens and what elements
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are involved in each model. Write your answer on the lines provided below
Figure 5. Write your answer on a separate sheet of paper.
Figure 5. Interactive Model of Communication
Photo courtesy of https://www.businesstopia.net/communication/interactive-modelcommunication
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Rubric for Exercise 2:
Cr i t
5
Main Topic
Strong main
idea
restated in the
entire
composition
Supporting
Sentences
Three or more
supporting
sentences per
paragraph
Two supporting
sentences
per paragraph
One
supporting
sentence
per paragraph
No supporting
sentence
Free from any
error
Several errors that
do not interfere
with meaning
Many errors
that
interfere with
meaning
Many errors that
make it
incomprehensible
Grammar
4
3
2
Adequate main
Weakly stated
idea
main idea
restated in the
in the entire
entire composition composition
Unclear main idea
not restated in the
entire composition
Exercise 3
Instructions: As a student, identify a real-life situation where you can apply one of the
models of communication. Indicate your chosen model of communication and
explain
how the
real-life
situation
reflects
your
chosen
model of
communication. You need to have two (2) paragraphs for your answer. Write
your answer on a separate sheet of paper.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
Rubric for Exercise 3
5
Ideas
4
Presents ideas in Presents ideas in
an original
a consistent
manner
manner
3
2
Ideas are too
general
Ideas are vague
or unclear
Has some
Shows strong and
Shows organized
No organization;
organization;
organized
Organization
beginning /middle
lack beginning
attempt at the
beginning /middle
/ending
beginning /middle /middle/ ending
/ending
/ending
Writing shows
Writing shows a
Writing shows
Writing shows
strong
clear
adequate
little
Understanding understanding of understanding of understanding of understanding
the models of
the models of
the models of
of the models of
communication communication
communication communication
Sentence
Sentence
structure
Sentence structure
structure is
No sense of
Sentence
enhances
is limited;
evident;
sentence
Structure
meaning; flows
sentences need to
sentences mostly
structure or flow
throughout the
flow
flow
piece
Free from any
Numerous
Mechanics
Few errors
Several errors
error
errors
Source: https://www.thoughtco.com/essay-rubric-2081367
Answer Key
Exercise 1
1. Aristotle's model of communication
2. Transaction model of communication
3. Shannon-Weaver model
4. Audience
5. Noise
6. Source
7. Speaker
8. Feedback
9. Transaction model of communication
10. Aristotle's model of communication
11. Shannon-Weaver model
12. Aristotle's model of communication
13. Transaction model of communication
14. Transaction model of communication
15. Transaction model of communication
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Exercise 2
1.
Answers may vary
Exercise 3
2. Answers may vary
Prepared:
MICHAEL H. SALINAS
SST - III
References for Learners:
Sipacio, Philippe John F. and Balgos, Anne Richie G. 2016. Oral Communication in Context
for Senior High School. 839 EDSA, South Triangle, Quezon City: C & E Publishing,
Inc.
Bajracharya, Shraddha. 2018. "Aristotle's Model of Communication." Businesstopia.
Accessed July 16, 2020. https://www.businesstopia.net/communication/aristotlesmodel-communication.
Cox, Janelle. "Sample Essay Rubric for Elementary Teachers." ThoughtCo. Accessed
August 7, 2020. https://www.thoughtco.com/essay-rubric-2081367
Chapter 1.a – "Communication 3 with Adeva at University of the Philippines Manila."
STUDYBLUE.https://www.studyblue.com/notes/note/n/chapter-1a/deck/5313305#:~:text=The Eugene White Model or, Dance Mode. Accessed July
16, 2020.
2014. "Shannon and Weaver Model of Communication." Communication Theory. Accessed
July 16, 2020. https://www.communicationtheory.org/shannon-and-weaver-model-ofcommunication
Kanobana. 2020. "Education and COVID-19: UN Helps Children Continue Their Learning"
Rwanda (Africa), 1 May 2020.
Quipper. Accessed July 16, 2020.
https://link.quipper.com/en/organizations/5468b54d2294ee07f4000114/curriculum#cu
rriculum.
Study.com. Accessed July 17, 2020. https://study.com/academy/popular/paragraph-writingrubrics.html.
11
TweetingRawr.
2016.
"Shannon
&
Weaver's
Theory
of
Communication."
https://themediastudentsblog.wordpress.com/2016/01/30/shannonweavers-theory-ofcommunication/.
Navarro, Mark Lester. 2014. "Helical Model of Communication - Speech Communication."
LinkedIn SlideShare. Accessed August 05, 2020.
https://www.slideshare.net/LesterVirus/helical-model-of-communication.
ORAL COMMUNICATION IN CONTEXT
FIRST QUARTER 1: WEEK 3
COMMUNICATION BREAKDOWN
Name of the Learner: __________________________________________________________
Section: _________________________________________________ Date: ______________
Background Information for Learners
Communication is successful if and only if the messages sent by the sender are
understood in the same sense by the receiver. If any kind of disturbance blocks any step of
communication, the message will be misunderstood, and communication will be unsuccessful.
There are three types of communication barriers: physical, emotional, and linguistic (Juneja
N.D).
 Physical
barriers
refer
to
environmental factors. For instance, a student is
trying to connect to the internet for an online
class, but the internet connection is very slow
and unstable due to the heavy downpour of rain.
Thus, the presence of natural calamities such as
a typhoon results in unreliable internet
transmission that in turn hinders successful
communication between the student and his or
her classmates and teacher.
 Emotional barriers such as distrust, fear,
or anxiety also affect the communication process.
As an example, if a student fears his/her teacher
so much, s/he might be afraid to ask questions or
even talk in the class.
Extreme emotions may also cause someone to be negative and close-minded in
receiving a message from a certain sender or person; thus giving a negative impact on
communication. For an instance, if the receiver is feeling upset or angry toward the
sender, s/he may take the message negatively; unlike if s/he is feeling positive
emotions (e.g. happiness, confidence, affection)
towards the sender, communication would also
be interpreted positively.
 Linguistic barriers are hindrances to
communication that emerge due to language
choice and use. Language can either make or
break communication not just verbally, but also
non-verbally. The use of jargon is an example of
a language barrier. Jargons refer to technical
terms or special vocabulary used in a field. To
illustrate that, a misunderstanding between a
doctor and a patient will happen if the doctor will
use jargon such as ACE2, antigen, and
immunosuppressed in explaining the nature and
threat of COVID-19 to a patient who does not
belong to the same field which is medicine.
Thankfully, some strategies can be used to avoid experiencing communication
breakdown due to these barriers. According to Juneja (N.D) here are five tips to avoid
communication breakdown:





Use simple language: Use of simple and clear words should be practiced and
emphasized.
Reduce or eliminate noise levels: To identify the source of noise and eliminate that
source is very important. It is also essential to identify the frequent cause of the
disturbance and find a solution for it. According to Sipacio and Balgos (2016)
acknowledged that common barriers include noise. You can avoid it by respectfully
asking someone to minimize the volume, or by looking for another place that is quiet or
appropriate for your conversation.
Listen actively: Listen attentively and sensibly. There is a difference between
“listening” and “hearing”. Active listening means hearing with a proper understanding of
the message that is heard. Asking questions ensures whether the speaker’s message
is understood or not by the receiver as intended by the speaker.
Control emotions: The sender should not let extreme emotions affect communication
as the receiver might misinterpret the message being delivered. For example, if the
sender is extremely upset, then the receiver might think that the information being
delivered is not good.
Give constructive feedback: In communication, feedback, most of the time is desired.
It ensures the sender that the message was delivered clearly and unambiguously.
In addition to these strategies, it may be helpful to
consider the 7Cs of effective communication (Broom,
Cutlip, and Center, 2012 in Sipacio and Balgos, 2016
and Education Executive, n.d.) in preventing
communication breakdowns from happening.





 Communication should be clear. The receiver
should not have to “read between the lines” and make
guesses on their own just to understand what you are
trying to express.
 Successful communication is also concise.
The receiver would not want you to explain in two
hours if you may do it in half an hour.
It should also be concrete. The receiver should have a crystal-clear picture of what
you are talking about.
Effective communication should be correct. Your diction must fit your receiver’s level
of education or knowledge.
Furthermore, for communication to be logical, it should be coherent. This means all
points are connected and relevant to one another.
Moreover, if the receiver has every piece of information that s/he needs to know, then
communication is complete. Lastly, a pleasant, open, and genuine communication
means there are no concealed insults.
Have a courteous communication by practicing empathy or putting yourself on
someone’s shoe to deeply understand the other end.
Learning Competency with code
Use various strategies to avoid communication breakdown (EN11/120C-Ia-6)
Exercise 1:
Instructions: Identify the concept (i.e. communication barrier, communication strategy, or
characteristic of effective communication) described in each sentence. Write
your answer on a separate sheet of paper.
Example: Communication breakdown 1. It is an event that happens when the receiver
misunderstood the message sent.
____________1. Examples of this communication barrier are distrust, fear, or anxiety which
also affect the communication process.
____________2. A communication barrier that includes noise and other environmental factors
that hinder successful communication
____________3. Language use, diction, use of jargon, and unfamiliar expressions are
examples of this communication barrier.
____________4. A communication strategy that may be used to minimize noise or any kind of
communication disturbance.
____________5. One of the communication strategies that must be used when introducing the
different learning modalities to struggling learners.
____________6. Without applying this communication strategy, extremely subjective responses
might cause the receiver to misinterpret the message of the sender.
____________7. This communication strategy is applied when a receiver intentionally hears the
sender to get correct understanding of the message.
____________8. Doing this communication strategy will help guarantee the sender that the
message is conveyed evidently and unambiguously.
____________9. This is one of the seven characteristics of effective communication which
means that successful communication is possible to take place without
spending too much time explaining.
____________10. It is a characteristic of effective communication which means that the
receiver should not have to “read between the lines” just to understand the
message being sent.
____________11. This is one of the seven characteristics of effective communication which
means that the receiver of the message has a clear picture of what the sender
says.
____________12. Practicing empathy or putting oneself in a certain situation is one of the ways
to achieve this characteristic of effective communication.
____________13. It is a characteristic of effective communication which means that choice of
words or diction must fit the receiver’s profile.
____________14. This characteristic of effective communication is achieved if the receiver has
no questions left and all of the important information he needs is correctly
perceived.
____________15. This is one of the seven characteristics of effective communication that
means all points of the conversation are all logically related to one another.
Exercise 2:
Instructions: Determine what kind of communication barrier is shown in each situation below.
Also, write the communication strategy or solution that applies to each
situation. Write your answer on a separate sheet of paper.
SITUATION
BARRIER
STRATEGY/SOLUTION
You are very busy and
anxious about the
deadlines that you must
meet for certain tasks and
assignments. Then, a
classmate of yours asks
you to review a file he sent
on your e-mail.
Emotional
Calm down and set a
timeline for the tasks to be
accomplished.
Respectfully tell him that I
will review the file after I
have accomplished my
certain tasks.
You are in a webinar and you
think the speaker is very
boring. While listening to the
speaker, you fell asleep. You
woke up having to answer an
evaluation sheet about the
seminar and you do not know
a thing to write.
1.
2.
You are called during your
online class to share
something about your
quarantined experience, but
you are hesitant to do so
since you are too shy.
3.
4.
You are having a
conversation with your
classmate over the phone
when very loud music is
played. Your classmate thinks
you are not interested to talk
to him.
5.
6.
Your best friend is a K-pop
fan and you are not.
However, she keeps on
asking you what she should
do to be noticed by her idol.
7.
8.
You are having a very bad
day when your brother asks
you for a favor. You glared
and shouted at him as a
response.
9.
10.
You are in a rush to
accomplish a task when your
sister accidentally
disconnects the internet
connection. You shouted at
11.
12.
her and threw your phone.
Your friend calls you via
Skype and tells you about
how his day was. A
thunderstorm suddenly hit,
and you did not catch what he
was saying. He thinks you
were not listening to what he
was telling you a while back,
so he ended the call.
13.
14.
You are a doctor describing
to your patient how sick he is,
but you use terminologies
that your patient is unfamiliar
with.
15.
16.
Rubric for Scoring the Strategy/Solution Column in Exercise 2:
3
2
1
Applied communication
strategies discussed that
are relevant to the situation
given
Applied communication
strategies but are somehow
inappropriate for the given
situation
Applied a solution without
any communication strategy
Exercise 3.1
Instructions: Write a dialogue (minimum of two lines and maximum of five lines each
character) involving two characters that shows the effective usage of one or more
of the discussed communication strategies to prevent communication breakdown.
Use any topic of your choice. Write the dialogue on the box below. Write your
answer on a separate sheet of paper.
Rubric for Scoring Exercise 3.1:
Criterion
Content
10
8
6
4
Excellent
Proficient
Close to
Proficient
Not
Proficient
The sentences
make sense
and do a good
job of clearly
explaining the
characters’
conversation.
Sentences are
simple but
clear.
Characters’
conversation is
slightly
unclear.
Characters’
conversation is
unclear and
incoherent.
Effective
The
Usage of
communication
Communication
strategy was
Strategy
effectively and
properly used
along with a
coherent
conversation.
The
communication
strategy was
properly used
along with a
coherent
conversation.
The
The
communication communication
strategy used
strategy used
is slightly
is unclear and
unclear.
irrelevant.
Exercise 3.2
Instructions: Write the communication strategy you used in the dialogue in Exercise 3.1. In
five sentences, explain how effective it is used and how relevant it is to the
dialogue. Write your answer on a separate sheet of paper.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Rubric for Scoring Exercise 3.2:
5
4
3
2
1
Insightful
Thorough
Basic
Marginal
Inadequate
An insightful
and wellcrafted
response that
extends
beyond the
obvious
interpretation
of the
dialogue
Thorough
response with
strong
relevance to
the dialogue
Adequate
response with
limited
elaboration
Marginal
response
reflects minimal
understanding
of the
communication
strategy
The response
reflects
inadequate
understanding
of the task.
References for learners
Education Executive. 2017. “The Seven Cs of Communication” https://edexec.co.uk./the-sevencs-of-communication/
Juneja, Prachi. n.d. “Communication Barriers - Reasons for Communication Breakdown”
https://www.managementstudyguide.com/feedback_communication.htm
University of Waterloo. n.d. “Effective Communication: Barriers and Strategies. Centre for
Teaching Excellence, University of Waterloo.” https://uwaterloo.ca/centre-for-teachingexcellence/teaching-resources/teaching-tips/communicating-students/telling/effectivecommunication-barriers-and-strategies
Sipacio, Philippe John Fresnillo and Balgos, Anne Richie Garcia. 2016. Oral Communication in
Context for Senior High School. 839 EDSA, South Triangle, Quezon City: C & E
Publishing, Inc. https://kupdf.net/queue/oral-communication-in-context-lm-forshspdf_59915b57dc0d603854300d1d_pdf?queue_id=1&x=1596911584&z=MTEwLjU0LjIzMi4yNTI=
Prepared by:
Christine Rose C. Augusto
SST-II
ANSWER KEY
10. Clear
9. Concise
8. Give Constructive Feedback
7. Active Listening
6. Control Emotions
15. Coherent
5. Use of Simple Language
14. Complete
4. Reduce or eliminate noise levels
13. Correct
3. Linguistic Barrier
12. Courteous
2. Physical Barrier
11. Concrete
1. Emotional Barrier
ANSWER KEY ON EXERCISE 1:
Answers may vary.
ANSWER KEY ON EXERCISE 3:
ANSWER KEY ON EXERCISE 2:
1. Emotional Barrier
3. Emotional Barrier
5. Physical Barrier
7. Linguistic Barrier
9. Emotional Barrier
11. Emotional Barrier
13. Physical Barrier
15. Linguistic Barrier
Answers may vary for item numbers 2,4,6,8,10,12,14, and 16.
1
ORAL COMMUNICATION IN CONTEXT
FIRST QUARTER: WEEK 4
SAMPLE ORAL COMMUNICATION ACTIVITIES
Name of the learner: ______________________________________________________
Section: ________________________
Date: __________________
Background Information
Previously, you have learned the definition of Oral Communication and its various models on
how it works. Also, it is the method of conveying knowledge and ideas orally from one person or
community to another (Chapel 2014).
The following are of the examples of Oral Communication Activities:
A. Job Interview
A job interview is a personal encounter between the employer and an applicant extracting
vital information through questions and answers. The time is limited and rehearses possible answers
for possible questions. Moreover, job Interviews are the barrier for entry into the vast and
competitive world to be reached. The old order evolves at a rapid rate that gives way to new
strategies and developments. A sea-change has occurred in markets, with the global open-market
economy today. Rapid change is underway in the global world. (Bawa 2016)
Example of Job Interview:
Manager:
Have a seat. Tell me a little about yourself.
Job applicant: Well, I’m a hard worker.
Manager:
Could you be a little more specific? What are some of your abilities?
Job applicant:
I have excellent organizational skills. And I’m able to work without a lot of
supervision.
Manager:
That’s good. But can you work well with other people?
Job applicant: Yes, I can. I like to be a team player.
Manager:
Do you speak any foreign languages? Many of our employees are from different
countries.
Job applicant: I’m fluent in Spanish.
Manager:
Good. We are in the process of updating our equipment right now with new
computers and peripherals. Do you think you can learn to use them?
Job applicant: Absolutely. In fact, in my old job, I used to train my co-workers to use new
equipment.
Manager:
Very good. You’re definitely a strong candidate for this position. We’ll be
interviewing a few more people, but we hope to finish up very soon. You’ll be
hearing from us by the end of the week.
Job applicant: Well, thank you for your time.
Manager:
You’re welcome.
2
B. Telephone Conversation
Telephone conversation is a business by nature from the time the device was invented until
now. It is the most practical way of transmitting and recording relevant information. It should be
practiced with courtesy as you do not see the person on the other line. Though texting and
messaging through emails and social networks may bring convenience, a telephone conversation is
still widely used by people.
A telephone conversation is a verbal contract between two or more people carried out
either by cell phones or by landline phones. It can be short and informal, or it can be more formal
and longer. Usually, the style varies depending on the people speaking on the phone.
Example of Telephone Conversation
Amy:
Hello?
Jeff:
Hello. May I speak to Sophia, please?
Amy:
I’m sorry, she’s not in right now. Would you like to leave a message?
Jeff:
Yes, please. This is Jeff. Would you tell her that Tony is having a
party on Saturday?
Amy:
Uh-huh.
Jeff:
And would you ask her if she’d like to go with me?
Amy:
All right, Peter. I’ll give her the message.
Jeff:
No, this is Jeff, not Peter.
Amy:
Oh, I’m sorry.
Jeff:
By the way, who’s Jeff?
In the preceding conversation, some modals were used. Modal verbs are auxiliary verbs (also
called helping verbs) like can, will, could, shall, must, would, might, and should. Modal verbs
add meaning to the main verb in a sentence by expressing possibility, ability, permission, or
obligation.
C. Giving Piece of Advice
Giving pieces of advice to people seems easy and natural, especially when dealing with
friends or the persons you love. The language is essential in preparing how the person would accept
the options to become an effective adviser.
Example of Giving Piece of Advice
The Problem
“Whenever I am telephoned out of the blue by a friend with a weird invitation, I find it hard
to think of an excuse fast enough, and always end up either accepting or sounding like a complete
liar. Can you help me with a nifty formula?”
The Advice
Being surrounded by friends is rewarding. They are always there to love you, to count on
you, and to be with you through thick and thin. Showing the real, you would be interesting to fortify
your friendship; however, there are boundaries when you must say yes, and you need to say no.
Surely, they will understand.
3
D. Oratorical Speech
According to Campbridge Dictionary (2020), Oratorical is connected with skillful and
effective public speaking.
Barnard (2017) mentioned that good speakers in public aren't born that way; most will
practice and develop their oratory skills. Abraham Lincoln, Martin Luther King, and Adolf Hitler are
among the most well-known orators. Their speeches conveyed a strong, articulate message that
resonated with their audiences.
Below are the ways on how to improve oratorical skills
1. Grow your confidence
2. Use suitable content
3. Know your audience
4. Make use of your vocal range
5. Consider length
6. Memorize key points
7. Practice in realistic environments
E. Declamation Speech
Declamation is a rhetoric exercise of speech to recreate a famous speech. It not only enables
students to think critically but also develops their public speaking and oratory skills (Vihar 2017)
Benefits of Declamation to the student/individual (Prinyangka 2018)
1. It improves acting skills as well as non-verbal skills
2. Declamation helps to improve diction and stage presentation skills.
3. Declamation boost self-confidence
4. Selecting good topics like scenes from certain movies or speech of a famous personality,
which very few or no one would have heard of or seen, could be an outstanding effort
to bring forth something worth knowing about or understanding.
F. Extemporaneous Speech
Kadian (2014) mentioned that extemporaneous speech includes the use of notes by the
speaker and some embellishment when delivering a message. A speaker using this method would
have note cards or prompts to guide the speaker from point to point to clear this up, but the speaker
uses his or her own words as the speaker goes along. What makes this different from an impromptu
speech is that the speaker got a loose guide to the speech.
G. Impromptu Speech
An impromptu speech is delivered with little or no planning, but with some advanced
information about the subject. A speaker may rely on the "spur of the moment" to talk "off the cuff"
because generally, he or she is very informed about the subject matter.
H. Speech Choir
Speech choirs are performance groups that recite discourses in unison, along with
choreographic and costuming elements, to help bring the speech to life. It is called choral speaking,
as well. It has a history of holiness. The first plays put on by the Greeks featured speaker choirs.
Today, speech choir is both a common teaching and an acting form (Santillan 2014).
4
Types of Speech Choir
1. Traditional Speech Choir -it does not require using costumes, props, nor
choreography. -the choir just simply speaks or reads a literary piece
2. Dynamic Speech Choir -it is the reverse of the conventional speech choir
Elements of Speech Choir (Santillan 2014)
1. Members - The speech choir is usually the same size as a singing choir and has
12 to 100 or more members everywhere. Some schools and events, however,
feature choirs of 25 to 40 participants.
2. Pieces Selections are usually poems or poetic passages, for instance, from Greek
dramas or plays by Shakespeare. The conductor gives the passage some thought
and breaks into sections. Even facial expressions and intonation are carefully
designed so that all participants can practice together. It may have a dramatic
effect on single parts for different members.
3. Movement or choreography is not a part necessary for the voice choir. Many
active competition choirs are reciting their pieces while standing with their
hands on their backs, paying attention to the conductor alone.
4. Voice quality is the ability to effectively blend the chorus's bright, medium, and
dark voices. It is the capacity to connect with speech, feelings, and emotions.
5. Number of Voices is the ability to add or subtract whole sections, banks, smaller
groups, or solo speakers to increase or diminish the power or richness of the
sound to better express the meaning.
6. Pitch refers to the variations of the voice on the musical scale. It is generally
referred to as the inflection. Children have a little problem with the pitch
because they use it naturally and freely.
7. Power Ability is the use of speed, intensity, or loudness as a focus to convey
feeling and sense in appropriate locations better. The elements of a sentence
and the increasing emotion should be linked to a power construct.
8. Phrasing and rhythm ability are used as reinforcements for each other. Each
much blend to better express the meaning of the verse.
9. Tempo refers to the rate of speed at which a reading progresses. It is the ability
to balance the rhythm of a piece and the tempo of the performance. The tempo
should relate to the central “beat” of the poem if it is too fast or too slow.
10. Staging is the ability to successfully organize and position the choir on stage or
risers for the performance effect. The ability to stage entrances and exits which
enhance the mood of the poem and the performance. The ability to “costume”
speakers in a way which also enhances the performance as a whole.
Learning Competency
Examines sample oral communication activities
Exercises
Activity A: Job Interview. Define the following statements by choosing the letter of your choice.
Writer your answers on a clean sheet of paper.
1. have a seat means
a. bring own chair
5
b. take a seat
c. buy own seat
d. none of the above
2. tell me a little about yourself means
a. whisper to the manager
b. let me know something about you
c. do not get too intimate with the manager
d. do not waste the manager’s time
3. be a little more specific means
a. answer only my question
b. give short answers
c. tell more details
d. talk less
4. work without a lot of supervision means
a. not acknowledging the superior
b. do not work when the supervisor is out
c. work independently
d. work without training
5. to finish up very soon means
a. to finish when we want to
b. soon we are dead
c. to complete things swiftly
d. to finish things above
6. Why is the word “hard worker” not entirely accepted by the manager?
a. He is not satisfied with the answer.
b. The applicant is hard as wood.
c. He needs convincing experiences.
d. He wants the applicant to suffer.
7. Why is the manager asking for a little information only.
a. He is in a hurry to meet other applicants.
b. The manager is not quite interested.
c. He will be interviewing few more people.
d. None of the above
8. Would you be offended if you were entertained for a few minutes?
a. Yes, because I have a lot of things to say.
b. No, because I feel nervous during the interview.
6
c. Yes, because the manager seems to be uninterested.
d. No, because I have condensed my answers.
9. Why is an interview critical in job hiring?
a. To see the face of the applicant personally
b. To hear the voice of the applicant
c. To project yourself how well you carry yourself
d. To know how much is the salary.
10. An interview is selling yourself because;
a. you were receiving a big salary in your previous job,
b. you are good as the manager,
c. it is your time to prove your abilities,
d. you have landed several jobs in the past.
For 11 to 15 - Choose the job position that needs the skill
lawyer
11.
12.
13.
14.
15.
surgeon
police officer
secretary
teacher
strength, patience, bravery: _____________
good hands, unflappability, intelligence: ____________
patience, computer literacy, good personality: ____________
good memory, quick mind, articulateness: ____________
patience, innovativeness, leadership: ____________
Activity B: Telephone Conversation. Answer the following questions by choosing the letter of your
choice. Write your answer on a separate sheet of paper.
1. What may be another way of greeting the caller other than Hello?
a. Hello? Who’s on the line?
b. Hello? How may I help you?
c. Knock! Knock! Are you there?
d. Help! I need somebody Help!
2. What is the best thing to do when the person asked is not around?
a. Ask the caller if s/he could wait until the person arrives.
b. Open topics that you could discuss.
c. Ask politely if s/he wants to leave a message.
d. Give an alternative contact number of the person being asked.
3. The technique to let the person know that you are still listening.
a. Always take a deep breath and blow the mouthpiece.
7
b. Saying ok, I got it.
c. Keep on murmuring.
d. Telling to call again, and it is not your business.
4. Which modal is appropriate when requesting?
a. Would you mind telling her…
b. Shall you mind telling her…
c. Can you mind telling her…
d. May you mind telling her…
5. The best thing to say when you mentioned the wrong name…
a. Ooooppsss…I did it again
b. Come on! I’m just human; I make mistakes.
c. Oh, it happens all the time.
d. Oh, I’m sorry. A slip of the tongue.
For 6 to 10 - Choose the appropriate modal in the box for the following statements.
shall
6.
7.
8.
9.
10.
might
must
would
can
could
It is rather urgent ____________ you tell her the message?
She’s not here, ____________you like to leave a message?
Your voice sounds familiar; you __________ be Peter? No, it’s Jeff.
Wait a minute, hold on I’ll just get a paper and pen, I ________ forget the message.
Thank you for the time, I ___________ to go now.
Activity C: Giving Pieces of Advice (Write your answer on a separate sheet of paper)
Situation: One of your male classmates approaches you and asks for advice regarding his
problem. He said that he failed one of his subjects, and he told you that once his parents
learned about it, he will be reprimanded and worst, all his gadgets will be confiscated. So
your classmates decided to just drop the subject without informing his parents. What will
be your advice to him?
Activity D: Since you cannot perform Oral Exercises, you will be writing an essay instead. Write a two
(2) paragraph essay regarding this topic: “How the pandemic affected and improved my
outlook in life?” Write your answer on a separate sheet of paper.
8
Rubric for Activity C and D
Areas of
Assessment
4
3
2
1
Organization
of Ideas
All ideas were
consistently clear
Some ideas are
consistently clear
Few ideas are
consistently clear
Ideas are
unclear
Sentence
Structure
All sentences are
arranged logically to
form a coherent
paragraph
Some sentences are
arranged logically to
form a coherent
paragraph
Few sentences are
arranged logically to
form a coherent
paragraph e
Sentences are
not logically
arranged
Mechanics
No error
Several errors
Few errors
Numerous
errors
Source: Cox 2020
Prepared by :
EDWIN G. DAVID
SHS - ACNTS
Answer Keys
ACTIVITY A
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
ACTIVITY C
B
B
C
C
C
C
C
D
C
C
POLICE OFFICER
SURGEON
SECRETARY
LAWYER
TEACHER
Answers may vary
ACTIVITY D
Answers may vary
ACTIVITY B
1. A, B
2. C
3. B
4. A
5. D
6. can, could
7. would
8. must
9. might
10. shall
9
References for Learners:
Barnard, Dom. "7 Ways to Improve Your Oratory Skills." VirtualSpeech. November 11, 2017.
Accessed August 24, 2020. https://virtualspeech.com/blog/7-ways-to-improve-your-oratoryskills.
Bawa, Bhawna. "Job Interview: Meaning and Types." Your Article Library. March 10, 2016. Accessed
August 24, 2020. https://www.yourarticlelibrary.com/job-interview/job-interview-meaningand-types/76885.
Beckerman, Howard, and Peratt, Karen. English Superhiway Foreign Language Teaching and
Research Press, 2004
Chapel, Lesley. Study.com. Accessed August 24, 2020. https://study.com/academy/lesson/oralcommunication-definition-types-advantages.html
Cox,
Janelle.
"Sample
Essay
Rubric
for
Elementary
Teachers."
ThoughtCo.
https://www.thoughtco.com/essay-rubric-2081367 (accessed August 6, 2020).
Cunningham, Sarah. Moor, Peter, and Carr, Jane Comyns. Cutting Edge Advanced. Foreign Language
Teaching and Research Press. 2007
"Impromptu Speech: Public Speaking/Speech Communication. Accessed August 24, 2020.
https://lumen.instructure.com/courses/218897/pages/linkedtext54267?module_item_id=5
007135.
“Modal
Verbs–Definition
and
Usage.”
2019.
Grammarly.
May
7,
2019.
https://www.grammarly.com/blog/modal-verbs/.
"Oral Communication: Definition, Types & Advantages." Study.com. September 21, 2014.
https://study.com/academy/lesson/oral-communication-definition-types-advantages.html.
"ORATORICAL: Definition in the Cambridge English Dictionary." ORATORICAL | definition in the
Cambridge
English
Dictionary.
Accessed
August
24,
2020.
https://dictionary.cambridge.org/us/dictionary/english/oratorical.
Kadian, Kat, Baumeyer. "Four Types of Speech Delivery: Impromptu, Extemporaneous, Manuscript &
Memorized." Study.com. October 10, 2014. Accessed August 24, 2020.
https://study.com/academy/lesson/types-of-speech-delivery-impromptu-extemporaneousmanuscript-and-memorized.html.
Richards, Jack C. Hull, Jonathan, and Proctor, Susan. New Interchange English for International
Communication.Cambridge Foreign Language Teaching and Research Press. 2007
Santillan, Anabelle. "Speech Choir." SlideShare. October 26, 2014. Accessed August 24, 2020.
https://www.slideshare.net/AnabelleSantillan/speech-choir#:~:text=Speech
choirs
are
performance groups,Greeks featured choruses of speakers.
Singh, Priyangka. "Benefits of Declamation." Quora.com. May 31, 2018. Accessed August 24, 2020.
https://www.quora.com/What-are-the-benefits-of-declamation.
Sipacio, Philippe John F. and Balgos, Anne Richie G. Oral Communication in Context for Senior High
School.Quezon City: C & E Publishing, 2016.
Vihar, Palam. "PRESIDIANS DISPLAY THEIR ORATORY SKILLS AT DECLAMATION MEET." Presidium.
May
19,
2017.
Accessed
August
24,
2020.
http://www.presidiumpalamvihar.com/news_details/831/presidians-display-their-oratoryskills-at-declamation-meet.php
"What Is an Example of a Telephone Conversation?" Reference. March 30, 2020. Accessed August
24,
2020.
https://www.reference.com/world-view/example-telephone-conversation5fe44cdc0316027.
Oral Communication in Context
Week 5: Types of Speech Context
Name _______________________________________________________________
Section ________________________________________ Date ________________
The module consists of one lesson, namely:
● Types of Speech Context (EN 11/12OC – 1f – j – 15)
After going through this module, you are expected to:
1. define speech context;
2. identify the various types of speech context in different situations; and
3. employ appropriate verbal and non-verbal behavior in
different speech context.
What I Know
Directions: Choose the letter of the correct answer. Write your answers on a
separate sheet of paper.
1. What type of speech context happens when two persons interact ?
2.
3.
4.
5.
6.
A. Dyad
C. Public Communication
B. Mass Communication
D. Small Group
What type of speech context refers to communication that focuses on one
person, in which the speaker acts as both the sender and receiver of the
message?
A. Interpersonal
C. Mass Communication
B. Intrapersonal
D. Public Communication
What type of speech context refers to the process of imparting information
through television, radio, newspaper, magazines, books, billboards, internet and
other types of media?
A. Interpersonal
C. Mass Communication
B. Intrapersonal
D. Public Communication
Which of these types of speech context takes place between and among
people and establishes personal relationship between and among them?
A. Inter personal
C. Mass Communication
B. Intrapersonal
D. Public Communication
Which type of INTERPERSONAL context involves at least three but not more than
twelve people engaging in a face-to-face interaction?
A. Dyad Communication C. Small Group Communication
B. Sharing Group Communication D. Team Communication
What type of speech context requires you to deliver or send the message before
or in front of a group?
A. Interpersonal
C. Mass Communication
B. Intrapersonal
D. Public Communication
7. Which of the following is NOT a speech context?
A. Dyad Communication
C. Long Story Communication
B. Intrapersonal Communication
D. Mass Communication
8. Who is/are involved in an intrapersonal communication?
A. a small group
C. a speaker and an audience
B. only one speaker
D. two speakers
9. Which of the following refers to the number of communicators and the setting in
which the communication process takes place?
A. Speech delivery
C. Speech defect
B. Speech context
D. Speech communication
10. You spent the night reminiscing your happy moments with someone you are
interested in and suddenly realized that you must prioritize your studies. What
type of speech context is evident in the situation?
A. Public communication
C. Interpersonal communication
B. Mass communication
D. Intrapersonal Communication
For numbers 11-15:
Directions: Write T if the statement is TRUE and write F if the statement is FALSE.
11. Speech Context refers to the number of communicators and the setting in which
the communication process takes place.
12. In dyad and small group communication, you have to listen carefully and
understand what the other person is saying. Asking clarifying questions will let the
other person know that you are indeed listening attentively.
13. Cheering yourself up before an important event or talking to yourself while
completing a task are examples of interpersonal communication.
14. To become a good communicator, you should at least know how to behave
and respond to various speech contexts.
15. Providing comfort to a friend who is feeling down, or simply talking with your
classmates about your plans for a group activity is an example of a dyad and
small group communication.
Background Information
There is never a day that you do not communicate. It could be a group
discussion, Facebook status update, dinner conversation with someone you are
interested in, or small talk with a family member. In this case, it is necessary for you to
understand the concept of speaking in a variety of communication situation and
the number of people you are communicating with.
Since you have already learned the various components of communication
in the previous modules, this time you are going to look at speech context and find
out how to act appropriately in the different communication situations.
What’s In
In the previous lesson, you were able to determine the verbal and non-verbal
cues that the speaker uses in order to achieve his/her purpose. You were given
different activities that helped you to fully understand the functions of
communication (i.e. control, social interaction, motivation, emotional expression
and information dissemination).
You have now realized that your ability to communicate affects your
relationship with the people around you. To further strengthen this insight, the tasks in
this module will let you discover the meaning and types of speech context, and
apply appropriate verbal and non-verbal behavior in different speech situations.
Speech Context
Context when referring to speech communication is the surroundings,
circumstances, environment, background or setting that determine, specify, or
clarify
the meaning
of
an
event. (LumenLearning.com/Elements of
Communication).
According to DeVito (2005), “Context refers to the setting in which the
communication takes place. Context helps to establish meaning and can influence
what is said and how it is said.”
Read and carefully evaluate the statements written inside the circle, then
select from the given communication contexts what you think matches the phrase.
Choose the letter of the correct answer. Write your answer on a separate sheep of
paper.
5.
Articulating
your stand on a
pressing issue in
the editorial
page
1. Consoling a
friend who is
feeling down
B.
2. Cheering
yourself up
before an
important
event
4.
Discussing with
your groupmate
your assigned
report
3. Delivering
your graduation
speech to your
fellow
A.
C.
D.
Communication
with Self
Communication
between two
persons
Mass
Communication
Communication is
a Small Group
What is It
Speech Context is important because it helps you communicate
appropriately, understand the meaning of any message conveyed, and respond
accordingly. In order for you to have a clear grasp of what Speech Context is, its
types are discussed below.
Types of Speech Context
1. Intrapersonal – This refers to a type of communication that is focused on
one person, where the speaker acts both as the sender and as the
receiver of the message. The message is made up of thoughts and
feelings while the medium is the brain that processes what you think and
feel. (Hybels & Weaver, 2012, p 16)
Examples:
There is a voice within you that tells you, “its okay, you can still
do it! You can make it!” when you are losing your drive to finish
the task that you are doing.
When you told yourself not to talk to your friends when you
2. Interpersonal – This refers to the type of communication that takes place
between and among people and creates a personal relationship between and
among them. Normally, it includes two individuals, and it can vary from casual
and very personal to formal and impersonal.
Types of Interpersonal Communication
A. Dyad Communication – communication that happens between two
people.
Examples:
You consoled your brother who was feeling down.
A conversation between your father and mother about
the latest announcement of your Barangay Chairman.
B. Small Group– This applies to interactions involving at least three but not
more than twelve people engaged in face-to-face interactions to
achieve the desired goal. In this type of conversation, all participants can
Examples:
You are having a discussion with your two brothers about the surprise party
you are planning for your mom’s birthday. Kathlyn who came back from the
United States called her three brothers and four sisters and announced that
she is getting married.
freely express their ideas throughout the discussion.
3. Public– This type refers to a communication that enables you to send or deliver a
message before a crowd. The message can be transmitted for informative or
persuasive purposes. "In public communication, unlike interpersonal and small
groups, the channels are more exaggerated. The voice is louder and the gestures
are more expansive because the audience is larger” (Hybels & Weaver, 2012, p
19).
Examples:
Delivering a graduation speech to your fellow graduates .
You were elected as the new SSG president of your school and
were given a chance to deliver a message of gratitude to your
fellow students.
4. Mass Communication – This refers to communication through television, radio,
newspapers, magazines, books, billboards, the internet, and other types of
media.
Examples:
You are watching a televised briefing of IATF on COVID-19.
You have recorded a commentary for your school’s Online
Discussion of the pandemic and uploaded it in your social
media account.
Verbal and Non-verbal Behavior in a Speech Context
Different speech context whether it is intrapersonal, interpersonal, public or
mass communication requires different approaches. Though there might be some
occasional similarities, you should at least know how to behave and respond to
various speech contexts appropriately.
When talking to your self
You might be familiar with the feeling of quietly talking to yourself in your
mind, and it's normal — and good for you. By performing this, it makes you think and
reflect on the things you have done or are planning to do. But here are some
important reminders that you need to keep in mind:
Use self-talk to your advantage: Cheering
yourself up before an important event or talking
to yourself while completing a task are two
perfect opportunities for self-talk (Gould, 2018,
Talking to yourself is normal, n.d.).
Don’t overdo it. While it is normal to talk to
yourself constantly, it is better not to overuse
yourself of doing so. The most common reason
why people end up talking to themselves is
because they feel like they do not have
someone else to talk to. To address this, you need
to be more sociable, it would give you more
people to talk to other than yourself.
When talking to one person or a small group of people
Consoling your friend who is feeling down, or simply talking with your
classmates about your plans for a group activity is an example of a dyad and small
group communication. This kind of communication implies that the conversation is
being shared and there is exchange of ideas. Small group involves different skills
because unlike dyad, it consists of more than two people. In both cases, you can be
as natural as yourself; however, unlike a running conversation in your head, you
have to consider that there are others who are equally important in the
conversation. Thus, to achieve successful communication in a dyad or small group,
you have to consider the following;
1. Listen carefully - Needless to say, this is
the very basic foundation of effective
communication. You have to listen
carefully and understand what the
other person is saying. Asking clarifying
questions lets the other person know
that you are indeed listening
attentively. More so, take active part.
You also need to be heard and
understood when it is your time to
speak.
2. Check your tone and body language .
The vocabulary of the body is more
revealing than the actual words you
speak. So, watch your tone and body
language while you are talking. Is your
tone tough? Do you smile and
encourage the person you are talking
to? Your body language tells more
about your emotions and thoughts
than your actual words. Bear this in
mind the next time you have a
conversation with someone. Check
your body language to ensure that it is
consistent with your words (Oakes,
2017).
3. When talking to the public
Speaking in front of the crowd requires
many preparations; from analyzing
your target audience, to planning and
drafting your speech up to the
rehearsing part. The key therefore is to
come prepared. Be yourself while you
are on stage and speak in the way that
you will be easily understood by your
audience.
You will know more about this in the
succeeding modules about the
“Principles of Speech Delivery”.
What’s More
Crossword Puzzle
Complete the puzzle below by identifying the four (4) types of Speech Context
and the two (2) types of Interpersonal Communication evident in the presented
situations.
ACROSS:
1. Four students are discussing their thesis proposal.
3. Miggy requested his brother Mikko to help him on his task.
6. The city mayor delivered a speech for his townsfolk.
DOWN:
2. Webinars for teachers are conducted via Facebook live.
4. The principal interviews a teacher-applicant.
5. Emman talks to himself in front of the mirror.
What I Have Learned
Directions: Answer the following statements. Write your answer on a separate sheet
of paper
1. Based on what you have learned from the previous activities, define speech
context in your own words.
2. As a senior high school student, what do you think is the advantage of having
good communication skills in a variety of contexts? Do you think it will help you
improve your personality? Why or Why not?
3. Do you agree with this statement: Speech context can influence one’s
behavior? Why / Why not?
4. Which of the types of speech contexts do you find easy to practice? Which ones
do you find difficult?
5. What should you do to improve your skills?
What I Can Do
Copy the graphic organizer below on a separate sheet of paper. Describe
each type of speech context and give three (3) examples for each. For the
description, refer to the following rubric for evaluating the answer in description.
Type
Three Examples for each
type
Description
Intrapersonal
Communication
Interpersonal
Communication
Public Communication
Mass Communication
Rubric in evaluating the answer in description:
CRITERIA
Points
SCOR
Completeness
(Did your answer
directly describe
the type of
speech context?)
Knowledge
5 points
(Excellent)
3 points
(Very Good)
2 points
(Good)
1 point
(Needs
improvement)
(Did your answer
clearly show you
have read and
understand the
lesson content
by correctly
defining the key
term?)
Writing Skills
(Did you write
clearly in
complete
sentence with
minimal errors in
grammar and
spelling?)
5 points
(Excellent)
3 points
(Very Good)
5 points
(Excellent)
3 points
(Very Good)
2 points
(Good)
2 points
(Good)
1 point
(Needs
improvement)
1 point
(Needs
improvements)
Adapted from :
http://qm.riosalado.edu/resources/SyllabusDB/SocialSciences/Rubric_Short_Answer.pdf
Assessment
Directions: Choose the letter of the correct answer. Write your answers on a
separate sheet of paper.
1. Which of the following is NOT a speech context?
A. Intrapersonal Communication
B. Dyad Communication
C. Long Distance Communication
D. Public Communication
2. Which one of the following is NOT an example of intrapersonal communication?
A. sending a text message to a friend C. writing a note to yourself
B. talking to yourself
D. thinking about a problem
3. Which of these is an example of Dyadic Communication?
A. two brothers arguing
B. a coach and a player discussing last week’s game
C. a husband and wife making plans for the summer vacation
D. all of these are correct
4. Why do you think group communication involves a different set of skills than
interpersonal communication? It is because
A. in a group, one sender has many different receivers to take into
account.
B. in a group, one receiver has many different senders to take into
account.
C. group, by definition, consists more than two people.
D. group communication is more important than interpersonal
communication
5. Which of the following is NOT true about speech context?
A. In public communication, unlike in interpersonal and small group,
the channels are more exaggerated. The voice is louder and the
gestures are more expansive because the audience is bigger.
B. The most common reason why people end up talking to themselves
is because they feel like they do not have someone else to talk to.
C. Different speech context whether it is intrapersonal, interpersonal,
public or mass communication require different behavior. However,
there might be some occasional similarities.
D. In interpersonal communication, asking clarifying questions lets the
other person know that you are not listening attentively.
For numbers 6-10:
Directions: Identify the type of speech context evident in the following situations.
6. You provided reassuring and comforting words to a friend who was
feeling down.
A. Dyad Communication
C. Mass Communication
B. Public Communication
D. Interpersonal Communication
7. You are having a discussion with your group mates on how to
finish the assigned task.
A. Public Communication
C. Dyad Communication
B. Small group communication
D. Interpersonal Communication
8. Karen thinks about the things she did the whole day and writes them in
her journal.
A. Intrapersonal
B. Dyad
C. Mass Communication
D. Small Group
9. The TV news anchor is giving the latest news update.
A. Public communication
C. Interpersonal Communication
B. Mass communication
D. Intrapersonal Communication
10. Group 5 discussed the effects of social media on communication skills.
A. Intrapersonal communication
C. Mass Communication
B. Interpersonal communication
D. Public Communication
For numbers 11-15
Directions: Write T if the statement is TRUE and write F if the statement is FALSE
11. In intrapersonal communication, the message is made up of your
thoughts and feelings.
12. In small group communication, all participants can freely share ideas in
a loose and open discussion.
13. Participating in the declamation, oration, debate or story telling activity
is an example of small group communication.
14. To become an effective public speaker, you have to be yourself while
you are on stage and speak in the way that you will easily be
understood by your audience.
15. Just like in small group communication, the channel in public
communication should not be exaggerated.
Additional Activities
Try to recall what you did and how you felt when you experienced any of
these situations; (your best friend confided a secret to you; you delivered a speech
in front of your classmates as a subject requirement; you talked to yourself about the
things you did and what you were supposed to do instead).
What can you say about your experience? What did you learn from it? If you
have a second chance, how will you deal with the situations? What examples of
verbal and non-verbal responses will you use? Write your answer in a separate sheet
of paper.
Directions: Your essay will be graded based on this rubric. Consequently, use this
rubric as guide in writing your essay and check it again before submitting your final
output. Write your essay on a separate sheet of paper.
Criteria
Focus and
Details
Organization
5
There is one clear,
focused topic.
Main idea is clear
and well
supported by
detailed and
accurate
information.
The introduction
states the main
topic, and
provides an
overview of the
essay. Information
is relevant and
presented in a
logical order. The
conclusion is
good.
3
There is one
clear, well
focused topic.
Main idea is
clear but not
well supported
by detailed
information.
The
introduction
states the main
topic and
provides an
overview of the
essay. A
conclusion is
included.
2
Main idea is
somewhat
clear.
1
The topic and
main idea are
not clear.
The
introduction
states the main
topic. A
conclusion is
included.
There is no
clear
introduction,
structure, or
conclusion.
Word Choice
It uses viv id words
and phrases. The
choice and
placement of
words seems
accurate, natural,
and not forced.
Sentence
structure,
grammar
and
All sentences are
well constructed
and have varied
structure and
mechanics
length. There are
It uses viv id
words and
phrases. The
choice and
placement
of words is
inaccurate
at times
and/or
seems
overdone.
Most sentences
are well
constructed
and have
varied
structure and
no errors in
grammar,
mechanics, and/or
spelling.
It uses words
that
communicate
clearly, but the
writing lacks
variety.
It uses a limited
vocabulary.
Jargon or
clichés may be
present and
detract from
the meaning.
Most sentences
are well
constructed,
but they have
a
Sentences
sound
awkward,
are
distractingly
similar structure
and/or length.
length. There are There are several
errors in
few errors in
grammar,
grammar,
mechanics,
mechanics,
and/or spelling, and/or spelling
but they do not that interfere
with
interfere with
understanding
understanding.
repetitive, or
are difficult to
understand.
There are
numerous errors
in grammar,
mechanics,
and/or spelling
that interfere
with
understanding.
Answer Key
Oral Communication in
Context
Quarter 1:
Module 6
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the types of speeches and speech style. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with your needs.
The module is divided into two lessons, namely:


Lesson 1 – Types of Speeches
Lesson 2 – Types of Speech Style (EN11/12OC-1f - j – 17)
After going through this module, you are expected to:
distinguish the types of speeches according to purpose and delivery;
determine the types of speeches used in different real-life situations;
Distinguish the types of speech style;
identify the social situations in which each speech style is appropriate to
use; and
5. observe the appropriate language forms in using a particular speech style.
1.
2.
3.
4.
What I Know
Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.
1. The following are types of speech according to purpose EXCEPT ________________.
A. informative speech
C. persuasive speech
B. impromptu speech
D. entertainment speech
2. All are categorized under types of speech according to delivery EXCEPT ________.
A. impromptu speech
C. persuasive speech
B. extemporaneous speech
D. manuscript speech
3. The primary goal of a/an is to influence the thoughts, feelings, actions, and behaviors
or attitudes of your listeners (Gamble & Gamble, 2012).
A. informative speech
C. persuasive speech
B. expository speech
D. entertainment speech
4. The ____is a type of speech that aims to make the audience relax, enjoy, and even laugh.
A. expository speech
C. persuasive speech
B. entertainment speech
D. informative speech
5. Delivering a speech with the help of short notes and a clear outline is known as
A. manuscript speech
C. extemporaneous speech
B. memorized speech
D. impromptu speech
6. When you deliver a pre-written speech word for word, it is called __________.
A. impromptu speech
C. memorized speech
B. manuscript speech
D. extemporaneous speech
.
7. A/ an
is delivered with little or no advance preparation.
A. impromptu speech
C. manuscript speech
B. memorized speech
D. extemporaneous speech
8. The nature of a reporter’s job is to give an expository or
.
A. persuasive speech
C. manuscript speech
B. informative speech
D. impromptu speech
9. The President follows a/an
during his State of the Nation Address (SONA) so as
not to miss any important detail.
A. entertainment speech
C. memorized speech
B. impromptu speech
D. manuscript speech
10. The Department of Health (DOH) Spokesperson transitioned from manuscript speech
to when she answered various pressing questions during the media press conference.
A. extemporaneous speech
C. memorized speech
B. impromptu speech
D. entertainment speech
11. Jeff tried out an online interview which tested his skill in
.
A. impromptu speech
C. informative speech
B. memorized speech
D. entertainment speech
12. The type of speech that appeals to audience’s emotion and provides striking statistics
to support the ideas is called .
A. informative speech
C. manuscript speech
B. persuasive speech
D. extemporaneous speech
13. Knowing your audience well will be most useful in a/an
.
A. informative speech
C. memorized speech
B. entertainment speech
D. manuscript speech
14. The speaker’s credibility is highly important in a/an .
A. manuscript speech
C. entertainment speech
B. memorized speech
D. persuasive speech
15. Incorporating gestures, facial expressions, and movements in your can help avoid
unnatural delivery.
A. manuscript speech
C. impromptu speech
B. memorized speech
D. extemporaneous speech
LESSON 1: TYPES OF SPEECHES
This lesson introduces you to the world of public speaking. Take a step further to
enhance your oral communication skills by learning the types of speeches you can use in
creating meaningful tasks.
What’s In
In your journey toward elevating your oral communication skill, you have previously
learned in Module 5 that communication can take place in different speech contexts
(intrapersonal, interpersonal, public, and mass). Moreover, you were given ideas on how
you should speak when put in a specific speech context. As you move on to your next
adventure, Module 6 Lesson 1 will prepare you to be an effective public speaker. This exciting
lesson will tackle the different purposes and methods of delivering a speech.
What’s New
Speech
It is human nature to express thoughts and emotions. Thus, many speeches or
forms of communication in spoken language made by a speaker before an audience have
been created. Speeches are more formal than talking or usual conversations. They are
primarily delivered to leave a remarkable message.
Types of Speeches
In the word puzzle on the next page are seven (7) words that refer to jobs which
commonly require delivering speeches. Try to look for them as fast as you can to lead you to
the types of speeches. There are three (3) words that are arranged vertically and there are
four (4) words that are arranged horizontally. Write your answers on a separate sheet of
paper.
B
T
Y
P
O
L
I
T
I
C
I
A
N
X
T
J
I
A
K
E
U
W
G
E
S
L
L
E
K
T
D
O
C
T
O
R
P
T
A
U
A
S
F
L
F
O
G
X
I
F
Q
W
I
C
E
D
O
I
M
B
M
P
A
P
Y
S
H
W
Z
B
T
E
S
E
U
Y
F
E
P
E
C
N
S
M
D
N
A
C
T
O
R
F
R
M
R
P
U
I
I
T
R
O
J
L
E
H
D
I
A
C
A
H
I
P
V
I
J
G
N
E
W
S
A
N
C
H
O
R
Y
S
Were you able to find all the words that we are looking for? Let us look at the
following pictures if you got them correctly.
For the jobs written vertically, what do you think are their reasons or purposes
for giving their speeches?
Write your answer on a separate sheet of paper.
I give a speech to
I give a speech to
I give a speech to
For the jobs written horizontally, how do you think do they deliver their speeches?
Write your answers on a separate sheet of paper.
To deliver my report on television,
I
.
To deliver my lines on stage, I
To deliver my speech during campaign,
I
.
To deliver the clinical findings to my patient, I
.
What is It
The activity shows that people create speeches for different purposes and through
different methods of delivery. There are two (2) major types of speeches: according to
purpose and according to delivery.
1.
Types of Speech According to Purpose
a.
Informative or expository speech
 It is mainly performed for the purpose of educating the audience
on new or relevant piece of information on a particular topic.
Example: lecture of a teacher
2.
b.
Persuasive speech
 It is given solely for the purpose of convincing the audience to
agree with the speaker’s opinion on a particular topic.
Example: speech of a lawyer
c.
Entertainment speech
 It aims to share laughter and enjoyment to the audience through
witty and humorous lines.
Example: speech of a comedian
Types of Speech According to Delivery
a.
Manuscript speech
 It is the word-for-word iteration of a written message using visual
aids.
Example: news anchor with a teleprompter
b.
Memorized speech
 It is the rote recitation of a written message that the speaker has
committed to memory.
Example: actor’s dialogue
c.
Extemporaneous speech
 It is the presentation of a carefully planned and rehearsed
speech, spoken in a conversational manner using brief notes.
Example: a campaign speech before a voting public
d.
Impromptu speech
 It is the presentation of a short message without advance
preparation and is for people knowledgeable about the subject.
Example: a doctor’s response to the question of a patient
What’s More
Get to know more how to distinguish the types of speeches according to purpose
and delivery. On the left are characteristics of the different speeches. Check (/) the
appropriate column described by each statement. Copy the table on a separate sheet of
paper for your answer.
Note: More than one column may be selected.
Legend:
I= informative speech
Ma= manuscript speech
P= persuasive speech
E= entertainment speech
The speech…
Description
1. provides the audience with a clear
understanding of a concept or idea
Me= memorized speech
Ex= extemporaneous speech
Im= impromptu speech
Purpose
I
P
E
Delivery
Ma Me Ex
Im
2. aims to convince the audience
3. is delivered with limited preparation and is
guided by an outline
4. is delivered with no advance preparation and
is usually for person knowledgeable about the
subject
5. is used by theater actors
6. is commonly used by candidates running for
political office
7. is employed when answering a question
about oneself in an interview
8. makes use of jokes, funny stories, and vivid
descriptions.
9. is written in advance and should be
practiced in order to avoid monotony
10. appeals to audience’s emotion and provides
striking statistics that can support the ideas
What I Have Learned
Note: Use a separate sheet of paper for your answer
From the lesson on the types of speeches, I learned that:
1.
2.
I will use the following types of speech according to purpose when:
A. Informative
_____________________________
B. Persuasive
_____________________________
C. Entertainment
_____________________________
The three (3) types of speech according to purpose are also used in:
Other Speaking Situation
A. Informative
_____________________________
B. Persuasive
_____________________________
C. Entertainment
_____________________________
3.
I will use the following types of speech according to delivery when:
A. Manuscript
_____________________________
B. Memorized
_____________________________
C. Extemporaneous
_____________________________
D. Impromptu
_____________________________
4.
The four (4) types of speech according to delivery are also observed in:
Other Speaking Situation
A. Manuscript
_____________________________
B. Memorized
_____________________________
C. Extemporaneous
_____________________________
D. Impromptu
_____________________________
As a speaker, I should know my purpose and method of delivery before
5.
giving my speech so…
What I Can Do
Now that you know how to distinguish the different types of speeches, try to make a
meaningful activity out of it by delivering a simple speech as a life coach. A life coach is
someone who helps people identify their goals and develop an actionable plan to achieve
them. To help the people who were affected by the recent COVID-19 pandemic, write a 3
paragraph persuasive essay about the topic. Have someone to evaluate your essay by
using the criteria below. Write your answer on a separate sheet of paper.
Category
4
3
2
1
Exceptional
Meets
Expectation
Satisfactory
Needs
Improvement
Introduction
The first few
lines of the
essay really got
my attention and
made me want to
read intently.
The first few
lines of the
essay got my
attention and I
was curious to
read the rest.
The first few
lines of the
essay did not
really get my
attention and I
was not sure if I
want to read
more.
The first few lines
of the essay did
not get my
attention and I
did not want to
read it anymore.
Content
The essay
explained the
issue
thoroughly, using
examples.
The essay
focused on the
issue and used
examples but
did not fully
explain it.
The essay
focused on the
issue but did
not explain it
thoroughly and
did not use
examples.
The essay was
unclear, did not
explain any of
the issues
thoroughly and
did not use
examples.
Conclusion
The end of the
essay was
exciting and
lovely.
The end of the
essay was
somewhat
exciting and
lovely.
The end of the
essay was not
very exciting or
lovely.
The end of the
essay was not
exciting or lovely
at all.
Overall
The essay was
exciting and
informative that
made me agree
with the
writer’s
viewpoint.
The essay was
informative and
somewhat
exciting that
made me think
about the
writer’s
viewpoint.
The essay was
not very
informative or
exciting I would
not probably
agree with the
writer’s
viewpoint.
The essay made
me not want to
agree with the
writer’s
viewpoint.
Score
(x 2)
Total Score
https://landaua-catcherintherye.weebly.com/rubric-for-persuasive-speech-and-presentation.html
Assessment
Directions: Write T if the statement is TRUE and write F if the statement is FALSE. Use a
separate sheet of paper for your answer.
1. The types of speech according to delivery are impromptu speech, persuasive speech,
extemporaneous speech, and manuscript speech.
2. The primary goal of an informative speech is to influence the thoughts, feelings, actions,
and behaviors or attitudes of your listeners (Gamble & Gamble, 2012).
3. Extemporaneous speech has no advance preparation and is usually for a person
knowledgeable about the subject.
4. An impromptu speech is delivered with little or no time for preparation.
5. An expository speech provides the audience with a clear understanding of a concept or
idea.
6. The nature of a reporter’s job is to give a persuasive speech.
7. The President’ State of the Nation Address (SONA) is guided by a manuscript or
teleprompter.
8. A speaking situation can transform from one type of speech to another.
9. Entertainment speech is simpler than an informative speech.
10. A manuscript speech may not be rehearsed anymore.
11. Short notes are useful in an extemporaneous speech.
12. A manuscript speech is used to deliver important information.
13. Vivid descriptions are essential in an entertainment speech.
14. The types of speech according to purpose are informative speech, persuasive speech,
and entertainment speech.
15. The credibility of a speaker is important in informative, persuasive, and impromptu
speech.
Additional Activities
Observe three (3) different speaking situations in your environment. Using the table
below, list them down and distinguish the type of speech according to purpose and delivery
used in each situation. Also, provide an evaluation by identifying the positive point you
noticed. For the relevant suggestion, give a piece of advice on how the speech can further
be improved considering the type of speech where it belongs. One point will be given for
every correct answer written on each box. C o p y t h e b o x b e l o w o n a s e p a r a t e
s h e et o f p ap er fo r yo ur an sw e r.
Speaking Situation
Purpose
Delivery
Positive Point
Relevant
Suggestion
1.
2.
3.
What I Know
Directions: Choose the letter of the correct answer. Write the chosen letter on a
separate sheet of paper.
1. You are to use a/an
style only when you are with your close
family members or people.
A. casual
B. consultative
C. intimate
D. frozen
2. Conversation between friends uses
do not have close relations.
A. consultative
3. The
B. casual
style even though they
C. formal
D. intimate
style is characterized by a semi-formal communication.
A. casual
B. consultative
C. frozen
D. intimate
4. The speech which consists of well-structured, logically sequenced, and strongly
coherent sentences and is prepared beforehand is called
___ style.
A. formal
B. frozen
C. consultative
D. casual
5. The most formal communicative style that is usually used during solemn events and
ceremonies is the ________style.
A. casual
consultative
B. frozen
C. formal
D.
6. Lou felt displeased toward Lois after he had shared their private conversation with
other people. Lois’ act violates the idea of
______style.
A. formal
B. casual
C. intimate
7. Jargon, slang, and vernacular language are common in
shared background information of the participants.
A. casual
B. consultative
8. When a
person a l r e a d y s h a r e s
communication style can be described as
A. consultative
B. casual
D. consultative
style because of the
C. frozen
secrets
.
during c onversation, the
C. formal
9. Professional or mutually acceptable language is a must in a/an
A. casual
B. consultative
D. formal
C. frozen
D. intimate
__________style.
D. intimate
10. The
style should be observed in regular classroom discussions between a
teacher and a student.
A. casual
B. consultative
C. frozen
D. intimate
11. Sermons by priests, State of the Nation Address of the President, and welcome
addresses are examples of
style.
A. consultative
B. frozen
C. formal
D. casual
12. It is called style because this style remains unchanged.
A. casual
B. frozen
C. formal
D. consultative
13. The term YOLO (You Only Live Once) is a commonly used language in a
__________speech style.
A. casual
B. formal
C. consultative
D. frozen
14. The use of Mr., Mrs., Dr., Professor, and other honorifics are expected in a/an
speech style.
A. formal
B. intimate
C. consultative
D. casual
15. Utmost respect should be expressed during the recitation of Panunumpa sa Watawat
style.
ng Pilipinas and Panatang Makabayan as used in
A. consultative
B. formal
C. frozen
D. casual
LESSON 2: TYPES OF SPEECH STYLE
This lesson helps you improve your communication skills by providing you the
socially acceptable ways in delivering your speech. Explore the types of speech style for
creating better relationships.
What’s In
How is your experience doing the public speaking? Were you able to apply the
principles of effective speech delivery? You have come a long way with your knowledge on
the three (3) types of speech according to purpose and the four (4) types of speech
according to delivery from Module 6 Lesson 1. Keep making progress as you reach Module 6
- Lesson 2 where you will be given tips on how to build your communication skills as well
as relation with other people. Enjoy your journey to becoming a proficient speaker!
What’s New
Speech Style
The way we communicate varies depending on a lot of factors such as the speech
context, speech purpose, and speech delivery. The form of language that the speaker uses
which [sic] characterized by the degree of formality is known as speech style (Martin Joos,
1976:156).
Types of Speech Style
There are five (5) types of speech style that can be used in various speaking
situations. To know them, accomplish first the comic strip below by sharing a day in your life
as you go to school. Supply the needed statement(s) in each scenario. Use the drawings as
your guide. Write your answers on a separate sheet of paper.
1.
3.
2.
5.
What is It
You may have noticed that the forms of language you use in talking to different people
in different situations change in degree of formality. This is because of speech style. There
are five (5) types of speech style.
Types of Speech Style
1. Intimate
It is used for very close relationships.
Example: couple
Note: Language used in this style may not be shared in public.
2. Casual
It is an informal communication between groups and peers who have
something to share and have shared background information but do not
have close relations.
Example: classmates
Note: Jargon, slang, and vernacular language are used
3. Consultative
It is used in semi-formal and standard communication.
Example: teacher and student
Note: Professional or mutually acceptable language is a must in this style.
4. Formal
It is a one-way straightforward speech.
Example: State of the Nation Address
Note: What the speaker says is something that has been prepared
beforehand.
5. Frozen
It is the most formal communicative style that is usually used during solemn
ceremonies and events.
Example: pledges
Note: It does not require any feedback from the audience.
What’s More
Distinguish how you should communicate in the following speaking situations
through the diagram below. Write the letter of the speaking situation to its appropriate type
of speech style. Use a separate sheet of paper for your answer.
a. attending solemn ceremonies
f. caring less about grammar
b. listening to announcements
g. using slang word like “bro”
c. conversing with close people
h. reciting the Girl/ Boy Scout Law
d. addressing the one in authority
i. producing well-formed sentences
e. talking to friends about hobbies
j. talking to the utility staff in your school
Intimate
Casual
1.______
3._____
2.______
4._____
Speech
Styles
Frozen
Consultative
9.______
5.______
10._____
6.______
Formal
7.______
8.______
What I Have Learned
Note: Write your answer on a separate sheet of paper
From the lesson on the types of speech styles, I learned that:
1.
The following speech styles are also observed in other speaking situations like:
Other Speaking Situations
A. intimate
B. casual
C. consultative
D. formal
E. frozen
2.
There are principles that you have to keep in mind when talking to people using the
following speech styles to maintain good communication such as:
A. family member= intimate
B. classmate= casual
C. teacher= consultative
D. principal= formal
E. pledge= frozen
3.
I should use the appropriate speech style when talking to certain people so…
What I Can Do
Let your knowledge of the different types of speech style make your communication
and relation with other people better.
Below are pictures showing some communication problems. To address these
problems, identify the appropriate speech style to be used then provide a possible dialogue
using the appropriate language form of each speech style. Write your answer on a
separate sheet of paper.
Problem: Anna talks back to her parent
who is disciplining her.
1.
Speech Style:
Problem: The business partners have not
reached an agreement.
3. Speech Style:
Assessment
Directions: Write T if the statement is TRUE and write F if the statement is FALSE. Write
your answer on a separate sheet of paper.
1. The MOST informal speech style is the intimate style.
2. The standard style of speech is the casual style.
3. Consultative style is used when talking to someone in authority.
4. Frozen style needs feedback.
5. Honorifics like Mr. and Mrs. should be used when talking to strangers.
6. You can use slang words like “dude” to a stranger.
7. Similar interests form a casual speech style.
8. Correct pronunciation is strictly observed in the intimate style.
9. Talking to strangers should follow the consultative style.
10. Delivering a formal speech takes the longest time of preparation.
11. The manager can talk informally to his subordinates in the workplace.
12. Speech styles develop good values.
13. Using appropriate speech style means varying the degree of formality.
14. Speech context affects speech style.
15. The degree of relationship dictates the type of speech style to be used.
Additional Activities
Observe varied speaking situations happening in your environment. Distinguish the
types of speech style used by completing the table below. Then, point out one good practice
in each speaking situation that is worthy of imitation. One (1) point will be given for every
correct answer written on each box. Copy the table below on a separate sheet of paper for
your answer.
Speech Style
1. Intimate
2. Casual
3. Consultative
4. Formal
5. Frozen
Answer Keys
Lesson 1
Sample Speaking Situation
Good Practice
Lesson 2
Oral Communication in
Context
Quarter 1 – Module 7:
Types of Speech Act
1
What I Need to Know
This module was designed and written with you in mind. It is here to help you master types of
speech acts and know how to respond to them effectively and appropriately. The scope of this
module permits it to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of
the course. But the order in which you read them can be changed to correspond with your needs.
The module consists of one lesson, namely:
Types of Speech Act (EN11/12OC-1f - j – 20)

After going through this module, you are expected to:
1.
2.
3.
4.
describe speech act;
distinguish types and classification of speech act;
determine the appropriate response in different social setting; and
respond appropriately and effectively to a speech act.
What I Know
Directions: Choose the letter of the correct answer. Write your answers on a separate sheet
of paper.
1. Consider this statement: “I now pronounce you as husband and wife.” Who among the following
can say this and make marital union happen?
A. priest
B. teacher
C. retired policeman
D. famous celebrity
2. What do you think does the speaker mean when he/she says, “Can you carry these for me?”
A. The speaker wants to know if I have the ability to carry
his/her things.
B. The speaker is requesting me to help him/her carry his things.
C. The speaker does not make sense.
D. The speaker does not mean anything.
3. You and your sibling were playing in your room. Suddenly, your mother entered the room and
she angrily said, “It’s dirty here!” How would you interpret what she said?
A. She feels happy.
B. She wants you to clean the room.
C. She does not feel well that is why she got angry.
D. She just wants to get angry.
4. Based on the scenario in item number 3, what will your next action be?
A. I will continue playing with my sibling.
B. I will agree with her and say that the room is dirty.
C. I will stop playing with my sibling and will clean the room.
D. I will ignore my mother.
5. In which of the following statements is the speaker making a commitment?
A. “I checked her outputs last week.”
B. “I am sad and feeling blue!”
1
C. “I promise to help you with your problems.”
D. “I think following the law makes us responsible citizens.”
6. Which of the following refers to the utterance that a speaker makes in order to achieve an
intended effect?
A. Speech Act
B. Speech Demo
C. Speech Style
D. Speech Variation
7. The following are the known functions of speech act EXCEPT:
A. apology
B. greeting
C. offering
D. planning
8. “Please clean the house.” This utterance falls under type of speech act.
A. commissive
B. locutionary
C. illocutionary
D. permissive
9. This refers to the audience’s reaction to an utterance since it carries a directive for the audience.
A. locutionary
B. illocutionary
C. perlocutionary
D. speech act
10. The listed ideas are utterance requirements for Locutionary Act, EXCEPT FOR ONE.
A. has sense which is more important for communication to took place
B. has the same meaning to both the speaker and the listener
C. has the appropriate response to what has been said
D. has value to shared meaning when it is modified or adjusted
For numbers 11-15
Directions: Identify what type of illocutionary act is being referred to in the following
statements / definitions. Choose the letter of the correct answer from the word pool. Write your
answers on a separate sheet of paper.
A. assertive
B. commissive
C. directive
D. expressive
E. declaration
1. This refers to the type of illocutionary act in which the speaker is trying to make the
addressee do what he wanted him to do or perform.
2. It is the type of illocutionary act in which the speaker tries to express his belief on
something which to him is true and valid.
3. A type of illocutionary act which tries to create a change in the external situation.
4. A type of illocutionary act in which the speaker’s feelings or emotional reactions are
expressed.
5. It is the type of illocutionary act which states the intention of the speaker in committing
2
himself to do something in the future.
Lesson: Types of Speech Act
Communication happens effectively when the message is passed clearly; it becomes useful
and meaningful when both the sender and the receiver understand the idea being put across.
Indeed, there could be no valid reasons to ignore the need for communicating successfully.
Moreover, to achieve effective communication, it is essential to know the different types of
speech act which are the focus of this lesson. Hence, this module will help you distinguish the
important role of speech act in achieving communicative competence by responding appropriately to
various utterances for you to efficiently communicate with the world.
What’s In
You have learned from your previous lesson that each Speech Style (i.e. intimate, casual,
consultative, formal, and frozen) constitutes various uses depending on the social situation you may
find them appropriate and most fit to use. Make use of all these insights for you to be able to broaden
your understanding of the concepts that will be discussed in this module. Enjoy learning!
What’s New
Get Me Right!
Have you ever been misunderstood? How do you feel every time someone misunderstands
you?
Recall a conversation you had with someone who did not understand what you mean and
gave you a different response. Then supply the table below with the needed information.
Example:
Situation: Break Time at the School Canteen
Scenario
My classmate
and I were eating
at the canteen.
Line
Intention
“Wow, a cake!
Does it taste
good?”
(Wow, cake!
Masarap ba
To indirectly say
that I want to be
given a slice of
the cake.
3
Outcome
My friend just
responded, “Yes,
it tastes good.”
(Oo, masarap
sya.)
‘yan?)
*I was not given
a slice of the
cake.
Situation:
Scenario
Line
Intention
Outcome
Suppose you will be given another chance to go back to the scenario you have recalled and
shared. Is there anything you would wish to change in your utterances so that you would not be
misunderstood? What realization have you made toward responding appropriately to utterances or
statements over a certain conversation? Write your answer on a separate sheet of paper.
A speech act is an utterance that a
speaker makes to achieve an intended effect.
Speech acts are performed when a
person offers an apology, greeting, request,
complaint, invitation compliment, or refusal.
Speech act is an act of communication.
As we communicate with others, we use
language without minding whether to use
complete sentence or not. The number of words
in a single utterance does not matter so long as
we can get our message across.
Three Types of Speech Act
According to J. L. Austin (1962), a philosopher of language and the developer of the Speech
Act Theory, there are three types of acts in every utterance, given the right circumstances or
context. These are:
“Please do the dishes.”
Locutionary
1.
By uttering the locution
“Please do the dishes,”
the speaker requests
the addressee to wash
the dishes.
Illocutionary
“Please do the dishes”
would lead to the
addressee washing the
dishes
Perlocutionary
Locutionary act is the actual act of uttering or saying something. This act happens with the
utterances of a sound, a word or even a phrase as a natural unit of speech.
For the utterances to be a Locutionary Act, consider the following:
 It has sense, and mostly importantly, for communication to take place.
 It has the same meaning to both the speaker and the listener.

Utterances give rise to shared meaning when it is adjusted by the speaker for the
listener.
4




Examples of Locutionary Acts:
“Doh!” (favorite expression of TV cartoon character Homer Simpson)
“Wow?” (When someone is amazed)
“Hello!” (greeting someone)
“Get out!” (a strong command)
Illocutionary act is the social function of what is said. In an illocutionary speech act, it is not
2.
just saying something itself but with the act of saying something with the intention of:
 stating an opinion, conforming, or denying something;



making a prediction, a promise, a request;
issuing an order or a decision; or
giving advice or permission.
This Speech Act uses the Illocutionary Force of a statement, a confirmation, a denial, a
prediction, a promise, a request, etc.
Examples of Illocutionary Acts:
 It’s more fun in the Philippines. (opinion)
 I’ll help you clean the house tomorrow. (promise)
 Get my things in the office. (order)
Perlocutionary act refers to the consequent effect of what was said. This is based on the
3.
particular context in which the speech act was mentioned.
This is seen when a particular effect is sought from either the speaker or the listener, or
both. The response may not necessarily be physical or verbal and is elicited by:
 inspiring or insulting
 persuading/convincing; or
 deterring/scaring
The aim of Perlocutionary Speech Act is to change feelings
Examples of Perlocutionary Acts:



“We can do this. We heal and win as one!” (inspiring)
“It is crucial that we give all our collective efforts to fight against this
pandemic. We must start working together.” (persuading)
“Smoking destroys your health, certain as it brings diseases, it kills – you,
your loved ones, and others!” (deterring)
Searle’s Classification of Speech Act
As a response to Austin’s Speech Act Theory, John Searle (1976), a professor from the
University of California, Berkeley, classified illocutionary acts into five distinct categories.
1.
Assertive – a type of Illocutionary Act in which the speaker expresses belief about the truth
of a proposition. Some examples of an assertive act are suggesting, putting forward,
swearing, boasting and concluding.
Example:
No one can love you better than I do.
2.
Directive – a type of Illocutionary Act in which the speaker tries to make the addressee
5
Example:
Please maintain the cleanliness of our school.
perform an action. Some examples of a directive act are asking, ordering, requesting,
inviting, advising, and begging.
3.
Commissive – a type of Illocutionary Act which commits the speaker to doing something in
the future. Examples of a commissive act are promising, planning, vowing, and betting.
Example:
From this moment on, I will love you and honor you for the rest of my life.
4.
Expressive – a type of Illocutionary Act in which the speaker expresses his/her feelings or
emotional reactions. Some examples of an expressive act are thanking, apologizing,
welcoming and deploring.
Example:
Thank heavens, you came to save me! I owe you my life.
5.
Declaration– a type of Illocutionary Act which brings a change in the external situation.
Simply put, declarations bring into existence or cause the state of affairs which they refer to.
Some examples of declarations are blessing, firing, baptizing, bidding, passing a sentence,
and excommunicating.
Example:
You are hired!
By saying that someone is hired, an employee causes or brings about the person’s acceptance to
job; consequently, this changes his external situation.
What’s More
Activity 1 Understanding Speech Act
Activity 1A.
React to Me Now!
Below is a dialogue from a movie. Analyze the speech act of the characters shown in the
table below.
Title of the Movie: My Ex and Whys
Character
Liza Soberano as
Calixta “Cali” Ferrer
Line
Intention
“Am I not enough?
Pangit ba ako?
Kapalit-palit ba
ako?
To express her
frustration to the
person who cheated
on her.
6
Effect
Gio (Enrique Gil)
realized that what he
did was wrong.
Suppose you are in the same situation. What would be your reaction as Gio? Write your
answer on a separate sheet of paper.
Activity 1B. Famous Lines
Recall your favorite movie/teleserye and its striking lines. Determine the character’s speech
act by filling out the table. Copy the table below on a separate sheet of paper and write your
answers.
Title of the Movie:
Character
Line
Intention
Effect
Activity 2: Responding Appropriately and Effectively to a Speech Act
Suppose you are in the same situation with the character, how will you respond to the
utterance/ statement? Take note that your reaction must show logical connection to the utterance you
must be responding to. Write your answers on a separate sheet of paper
Criteria for Scoring:
Concept
5 points
Reasoning
5 points
Clarity 5 points
TOTAL 15 points
Concept
- demonstrates understanding of the key concepts learned
Reasoning
- supports specific reaction/s with logical reasons
Clarity
- shows clarity in the presentation of response
What I Have Learned
Now, let us check what you have learned from this lesson.
A.
Complete the statements by writing the correct word/s. Write your answer on a separate
paper.
7
_________is an utterance that a speaker makes to achieve an intended effect.
The functions of speech act are
,
,
,
________, or refusal.
Speech act is an act of
.
There are three kinds of speech act. They are
,
, and .
Locutionary Act is the actual act of . This act happens with the utterance of a sound, a word or
even a phrase as a natural unit of speech.
6.
act is the social function of what is said.
7.
act is the consequent effect of what was said. It is based on the
particular context in which the speech act was mentioned.
8. The aim of Perlocutionary Speech Act is to change ___,
______, or
.
9.
is a philosopher of language and the developer of the Speech Act
Theory.
10. There are five classifications of speech act. These are _
,
,
,
, and .
B.
Explain the importance of being able to respond effectively and appropriately to speech act.
Use the prompt below to express your thoughts on this. Write your answer on a separate
sheet of paper.
1.
2.
3.
4.
5.
11.
12.
13.
14.
15.
}
At first, I thought that
But now, I have learned that.
What I Can Do
Do a Good Turn Daily!
A.
Suppose you are in the situations described below. As a good citizen, how are you going to
respond to these? The first one is done for you. Copy the table below on a separate sheet of
paper for your answers.
Scenario
Mrs. Sanchez was
carrying heavy books.
Locutionary
Illocutionary
Perlocutionary
(Utterance)
(Intention)
(Response)
“It’s heavy!”
Mrs. Santos needs
help.
Renato lost his
wallet.
The children were
crossing the busy
street.
Anton could not find
his eraser for the
Math test.
Mae accidentally
slipped on the
floor.
Create Me A Story!
8
I will help her
bring her books.
B.
Narrate a short story about any of the situations presented in the previous activity using
Expressive and Declaration as classification of speech act. Include the dialogue/ discourse
of the characters to show their appropriate responses. Be guided by the given example. Write
your answer on a separate sheet of paper.
Example:
Juan is a good kid. He always tries his best in school. He studies his lessons well
and does his assignments diligently. He also submits his projects before the deadline.
After some time, his efforts paid off.
“A round of applause for Juan dela Cruz! He is hereby awarded this certificate of
recognition for his outstanding academic performance, With High Honors!”, the teacher
announced. “Congratulations, Juan!”, Ms. Ivy Lim added.
Aling Teresa exclaimed, Wow, congratulations, Juan! I am so proud of you.”
Assessment
Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.
1.
Who proposed the Speech Act Theory?
A. John Austin
B. John Searle
C. John Cena
D. John Lennon
2.
When can we say that a speech act is a locutionary act?
A. when there is an utterance of a sound, a word, or even a speech
B. when there is something said to express an intention
C. when the utterance changes the person’s feelings, thoughts or actions
D. when the statement caused misunderstanding and confusion
3.
Which of the following statements shows an illocutionary speech act?
A. “Our class will end in five minutes.” (The teacher’s actual utterance)
B. “Our class will end in five minutes .”(The teacher wants the class
to finish the task before the bell rings)
C. “Our class will end in five minutes .”(The listeners respond by finishing their task
right away.)
D. “Our class will end in five minutes.” (The exact words of the teacher)
4.
What do you call the utterances that a speaker makes to achieve an intended effect?
A. Speech Act
B. Speech Context
C. Speech Style
D. Speech Variation
5.
What type of speech act has an intended effect through locution and illocution?
A. locutionary
B. illocutionary
9
C. perlocutionary
D. prolocutionary
6.
Who is the proponent of the Speech Act Theory?
A. J.L. Austin
B. J.F. Kervin
C. J. A. Austin
D. J.L. Gastivo
7.
What type of speech act is this? “Please don’t let the door open,” the speaker requests that
the door remain closed.
A. locutionary
B. illocutionary
C. perlocutionary
D. prolocutionary
8.
You were eating delicious apples. Your friend came and asked you, “Is that sweet?” while
looking at your apples. How will you respond appropriately?
A. “Yes, these apples are sweet.”
B. “No, please leave me alone.”
C. “Yes, would you like some?”
D. “Absolutely!”
9.
Who is the professor from the University of California, Berkeley that classified illocutionary
acts into five distinct categories?
A. John Austin
B. John Searle
C. John Lennon
D. John Scarley
For numbers 10 -15
To what classification of Illocutionary Act do the given examples belong? Choose your answer
from the choices below.
A. Assertive
B. Commissive
C. Directive
D. Expressive
E. Declaration
10.
11.
12.
13.
14.
15.
“No one can sing as Leah does!”
“Please clean the room before you leave.”
“From this day forward, I promise to love you for the rest of my life.”
“You are blessed.”
“I love you very much!”
“Kindly see me after class.”
Additional Activities
You have learned that communicative competence requires understanding of speech
act to respond appropriately for effective communication. Hence, it is important to determine the
appropriate response in different social setting and situations.
10
Watch an interview from television, radio or internet. Analyze the utterances of the person
being interviewed and point out whether those utterances/statements made were understood
completely, followed comprehensively or misunderstood deliberately by the interviewer.
Be able to explain the reason why you think certain utterances/statements made were
misunderstood. Copy the table below on a separate sheet of paper for your answers.
Please take note that your output will be assessed using the criteria below.
Utterances/
Statements
Intention of the
Interviewee (The
person
interviewed)
Interviewer’s
Understanding of the
Message Conveyed
Criteria for Scoring:
Reasoning
Support and Development of Ideas
Clarity
Insight on the Subject
TOTAL
-
Answer Key
11
5 points
5 points
5 points
5 points
20 points
Possible
Reasons/Causes on
the Misunderstood
part of the Interview
If There Was
12