ST. JOHN COLLEGES School St.

John Colleges Grade Level 12

098 Chipeco Avenue, Barangay 3, Calamba City
Teacher Ms. Kristel F. Ebrada Learning Area Media and Information Literacy
LESSON EXEMPLAR September 28- October 2
Teaching Date and Time Quarter 1
2020

I. OBJECTIVES
The learner recognizes that communicative competence requires understanding of speech context, speech style,
A. Content Standards speech act and communicative strategy.
B. Performance Standards The learner demonstrates effective use of communicative strategy in a variety of speech situations.
C. Most Essential Learning Competencies
(MELC) Identifies various types of speech context
(If available, write the indicated MELC)

II. CONTENT Types of Speech Context

III. LEARNING RESOURCES

A. References

a. Teacher’s Guide Pages

b. Learner’s Material Pages See Quipper Study Guide: Types of Speech Context

c. Textbook Pages

d. Additional Materials from Learning

Power point presentation
Resources
B. List of Learning Resources for Development
News Article: Modules for students with no access to Internet ready by August – DepEd
and Engagement Activities

IV. PROCEDURES

A. Introduction With the same group, discuss in three minutes what information can be contained in each of the
following types of communication. Fill in each box with the information needed. (The teacher will
provide manila paper)

Communicating with self

Communicating between two persons
 Communication in a small group
Communication to the public
B. Development Communication is a means of understanding ourselves and others. Through it, we get to examine our
thoughts as well as what other people mean when they share their ideas. It also enables us to discuss
ideas and opinions with our family, friends, schoolmates, and other members of our community. In this
lesson, you will learn more about how to communicate better with yourself and others.

What Are Speech Contexts?

Communication is a two-way street. As John Powell put it, “Communication works for those who work
at it.” One must always strive for clear communication in order to avoid misunderstanding and
unnecessary rifts between and among people. However, clear communication entails having the right
verbal and nonverbal responses to a given situation. Talking to your trusted friends is different from
talking to someone you barely know. Talking to your parents is also a very different situation from
talking in front of a crowd.

Even talking to yourself is a whole new type of communication from the ones you have with other
people. Communication is more than opening your mouth. It is a mixture of tuning in to someone’s
message, your response, and the context.

Speech context refers to the situation or environment and the circumstances in which communication
occurs. There are three main types of speech context: intrapersonal speech context, interpersonal
speech context, and public communication. These are also called levels of communication. Each of
these speech contexts or levels of communication involve the following characteristics:

a. Number of participants – A communication situation or speech context may involve just one person,
two persons, a small group, or a large group of people.
b. Physical proximity of the participants in relation to one another – The participants in the
communication may stand close to each other or may be distant or far from one another.
c. The channel used for the communication – Communication may happen face-to-face or over various
channels such as through telephone calls or video calls.
d. The immediacy of the exchange – In some communication situations, feedback is readily given and
received, whereas in other situations, feedback is delayed, or there is no opportunity to give feedback.

Learning about the different speech contexts will allow you to understand how the speech context
affects the message and the communication as a whole, and it will also help you respond appropriately
in each of these contexts. For example, the verbal and nonverbal cues you use when delivering a
speech in front of a large audience will be different from the verbal and nonverbal cues you use when
speaking with a close friend. Depending on the context, you would also need to tailor your verbal and
nonverbal cues depending on the following categories of communication:

a. Formal communication – This occurs mostly in a workplace or in an organized environment. Often,

this kind of communication uses an organization’s formal channels, such as letters, memorandums, or
e-mails. It may, however, also be done face-to-face. This form of communication is also considered as
more systematic, documented, and planned than informal communication.
b. Informal communication – This occurs in non-organized situations. Everyday conversations, chatting,
and spontaneous interactions are just some examples of informal communication. This form of
communication is also considered more authentic and not systematic.

Examples

The following example shows intrapersonal communication:

Trina is in her room looking up different museums around the metro when she sees the pile of science
books brought by her dad last night.

“Jeez! How am I going to go museum-hopping if I have to read all of these?” She asks herself while
looking at the books.

“Pa will definitely be disappointed if I don’t read these,” she continues as she flips through the pages.
“But I really want to go to these museums and see different forms of art,” she says looking back at her
computer screen.

So she continues reading articles and reviews about museums until she comes across a news article
about the National Museum of Natural Science. Her eyes light up as she scrolls down the gallery of the
museum, and in a eureka moment, she jumps and says, “I know now how to convince Mama and
Papa! But I should be very careful with my words so that they understand that science concepts may
also be applied in other contexts.” She smiles to herself and starts writing notes.

So she continues reading articles and reviews about museums until she comes across a news article
about the National Museum of Natural Science. Her eyes light up as she scrolls down the gallery of the
museum, and in a eureka moment, she jumps and says, “I know now how to convince Mama and
Papa! But I should be very careful with my words so that they understand that science concepts may
also be applied in other contexts.” She smiles to herself and starts writing notes.

Now read this example of interpersonal communication:

Trina wants to go museum-hopping this coming school break, but her parents, especially her dad, want
her to focus on studying, particularly her science subject. She has thought of a way to convince them,
and she is going to tell them over dinner.

“Ma, Pa, may I go museum-hopping during the school break?” She asks as they eat their dinner. Her
mother looks at her wide-eyed and raised her eyebrows as if asking, “Are you serious?”

“But how about the science books that I borrowed for you? You won’t have enough time to study all of
it,” says her dad who is obviously displeased with the idea. Her mom gestures to her dad to listen first.

“Don’t worry, Pa. I’ve already figured it out. I already plotted my schedule for the whole break, and I
made sure that I’ll have time to read your borrowed books,” she assures him.

“No, just stay inside the house or go to the library and study,” her father says sternly.
“But the museums I’ll be visiting are also about sciences, Pa. For example, Mind Museum has a whole
section about anatomy and the galaxy. Museums combine artifacts from different subjects like math,
science, history, and a lot more. I have plenty to learn in museums, Pa. I will still read your books, I
promise,” she says and looks pleadingly at her father.

“All right, all right. But make sure to still read and study,” her father finally agrees after a quite a long
silence. Trina claps her hands and hugs her parents.

Below is a situation in which public communication is used:

Trina, along with her friends Kim and Bubbles, finishes the registration for a tour in the National
Museum and anticipates her first museum visit. Their group lines up in front of the famous “Spoliarium”
painting by Juan Luna and waits for their tour guide.
After a few minutes, a woman arrives and stands in front of their group.

“Good morning, everyone. I am Reema, and I will be your tour guide for today,” she says “Before we
start the tour, let me just enumerate to you the important rules. First, do not touch any of the art pieces,
whether it is a painting, a sculpture, or a different type of display. These are very old artifacts; they are
fragile. Second, do not use flash in taking pictures. Three, be courteous to other visitors. If you have
any questions, just ask,” she smiles and proceeds to tell them more about the painting.

“Wow. Ate Reema knows a lot about these masterpieces. She answers all our questions with
confidence,” Bubbles whispers to her friends as their group moves to another painting.

“Yes,” Trina agrees, “If I had half of her brilliance and confidence, I might not tremble all the time when
we have presentations or recitations.”

The three of them giggle as they remember how terrifying it is to speak in front of a lot of people.

Intrapersonal Speech Context

Intrapersonal communication makes you dig deeper beyond the surface level of your thoughts, actions,
and emotions. It is a necessary process in understanding yourself especially when you are facing
confusing or troubling times.

This type of speech context involves only one participant; that is, the individual is both the sender and
the receiver of the message in the communication process. Intrapersonal communication simply means
communicating with oneself. It takes place when the individual is being introspective or engaging in
inner talk or internal discourse such as daydreaming, reflecting, analyzing, evaluating, and even
mumbling. The following are the different types of intrapersonal communication:
a. Internal discourse – This involves inner talk or activities such as thinking, reflecting, analyzing, or
evaluating, which are done entirely within the mind of the individual.
b. Solo written communication – This type of intrapersonal communication involves writing that is not
intended for others. Journaling or writing in one’s diary are examples of solo written communication.
c. Solo vocal communication – Unlike internal discourse, which occurs only in the mind of the
individual, and solo written communication, which involves writing, solo vocal communication is spoken
aloud. This occurs when an individual speaks with oneself, such as when practicing a message to be
delivered to others or when speaking aloud to clarify or to better understand a certain idea or concept.
For example, when trying to commit something to memory, you may choose to say the information
aloud to yourself. Another example of this speech context is when you declare your feelings or
frustrations out loud in order to express them and unburden yourself.

Intrapersonal communication is essential to understanding yourself and others. By engaging in

intrapersonal communication, you can get to know yourself better and be able to make appropriate
responses and sound decisions in various situations. Moreover, how you see yourself affects how you
communicate with others. For example, if you have low self-esteem, you may stutter or find it difficult to
express yourself when speaking to other people.

Here are some tips for how you can make use of intrapersonal communication in order to make
yourself a better communicator:

a. Learn about yourself by engaging in self-dialogue. Figure out what your strengths and weaknesses
are. Analyze your personality, your likes and dislikes, and your dreams or goals. By getting to know
yourself better, you will learn to be more comfortable with yourself, and this would lead to your being
more comfortable with communicating with others as well.

b. Practice self-affirmation. Although it is good to be aware of your faults and weaknesses in order for
you to better yourself and consciously strive to grow, it is also important to engage in positive self-talk.
This can be done by recognizing your strengths and positive attributes and affirming yourself of these
qualities, which will help you boost your confidence and self-esteem. Having confidence and a high
self-esteem will certainly allow you to communicate better with others.

Example:

Today was quite challenging, especially in our math class. It seems our lessons get harder every day. I
tried. I really tried my best to follow the steps in that Calculus formula, but I just couldn’t understand it. I
feel like everything is piling up inside my head. There are way too many projects since it is almost the
end of the grading period again. I also have to attend to several matters in our organization for the
coming organization week next month. And to top it all off, my parents keep on reminding me that I
have to stay on the honor roll. I just feel exhausted. Just thinking about my looooong to-do list already
tires me out. But I cannot stay like this forever. I have to do something. So first, I have to go back to my
to-do list and cross out things that are not yet urgent. Hmm. I think I can delegate some these activities
to my org mates too. Sigh. I think I’ve been hoarding most of the tasks. Oh well. So much for being a
super achiever.
I am a super achiever. I know. I think that I can do everything all at once, but it’s exhausting me
already. I cannot concentrate on more important matters anymore. I guess I really have to accept that I
need other people’s help. But I’ve been so used to doing things on my own. Ugh. This is going to be
difficult, asking for other people’s help. But I have to if I don’t want to go crazy. I have another problem
though. I don’t like asking for help. Maybe I should start by asking for help from my friends? They know
me. They understand me. I think they will be surprised but they will help anyway because they’re my
friends.

AAAAAHH!!!! I am still apprehensive about it. But I need to. I can do it. I can do it. I can do it. I am
human, after all, and not a lonely island in the middle of nowhere. All right, tomorrow I am going to ask
for help. They will forgive me for not being a super human, right? And I have to forgive myself, too,
right?

In the given example, the writer expresses her inner thoughts regarding a personal conflict through
writing a journal entry. This is intrapersonal communication, or more specifically, solo written
communication.

Interpersonal Speech Context

Think of the interactions you have with other people each day. When you converse with your friend,
speak with your teacher, or tell stories about your day to your mother, you are engaging in
interpersonal communication. This type of communication is something that you do every day, and
understanding it will help you become a better communicator.

Unlike in intrapersonal communication that involves only one participant, interpersonal communication
is a transmission or exchange of a message, feelings, or a meaning through verbal or nonverbal cues.
In this type of speech context, there is an interdependent relationship between or among the
participants. This means that the action of one participant, more often than not, directly affects the
response or reaction of the other participant(s). Interpersonal communication can be direct (face-to-
face encounter) or indirect (done through the use of a tool or technology like talking to someone over
the telephone or internet, communicating by e-mail, and teleconferencing in distance-learning class).

There are two kinds of interpersonal communication: dyadic and small group.

a. Dyad – This is composed of two participants who take turns as the sender (or speaker) and the
receiver (or listener) in the communication process. A dyadic communication, which is also called one-
to-one communication, may be formal or informal. A purposive interview, for example, is formal, while a
casual conversation is informal.

b. Small group–This type of communication is composed of three or more participants, or a group of

participants, who engage in a discussion, often to achieve a common goal such as to solve a problem,
to perform an action or task, or to decide on something. The participants in the group contribute
information and opinion, or exchange thoughts about a topic. Examples of small group interactions are
roundtable discussions, panel discussions, group brainstorming sessions, and study groups.
Below are some tips on how to effectively communicate in an interpersonal speech context:

a. Know the objective of the communication. When you know the purpose of a particular
communication situation, you will be able to act and respond appropriately in order to achieve the
objective or fulfill the purpose.
b. Let the other participant(s) speak. Do not hog the floor or speak for too long. Conversely, speak
when it is your turn to do so.
c. Observe the other participants’ nonverbal behavior. Doing so will let you know whether they
understand your message, are distracted, or would like to speak.
d. Use words that are appropriate for the situation. When engaging in formal communication, for
instance, avoid using informal words such as slang, colloquialisms, or contractions.

Public Communication

Have you experienced delivering a speech in front of many people or a large audience? If so, then you
have engaged in public communication. Of the three types of speech context, this is one that many
people find the most challenging. However, engaging in this type of communication has its own
benefits.

Public communication involves a single speaker and a sizable number of persons or an audience. The
speaker is tasked to deliver a message or a speech of general interest to the audience.

This type of speech context requires more planning and preparation on the part of the speaker since it
lacks the intimacy that is typical of one-to-one and small group interactions. There are limited or no
opportunities for feedback because the speaker has a definite or prescribed time limit, and both the
speaker and the audience maintain their roles throughout the speech event (the audience may,
however, convey nonverbal messages). Thus, the speaker needs to use and sustain appropriate verbal
and nonverbal cues to convey his or her message to the audience. For example, your facial
expressions should be appropriate to the message you are conveying. You should also make sure that
your gestures are not distracting and that you make eye contact with the audience.

Some examples of situations that involve public communication are a professor giving a lecture at a
conference, a president delivering an inaugural address, a candidate delivering a campaign speech,
and a student delivering a valedictory speech.

Public communication may be done for the following reasons:

1. To inform - This is done to give information about a topic. For example, professionals, such as
doctors and teachers, deliver speeches during conferences and seminars.

2. To persuade - This is done to convince people to adopt a specific point of view or to call people to
action. Examples include convincing others to buy products, to support a cause or advocacy, and to
vote for a particular candidate.
 3. To entertain - This is done during special occasions such as when delivering toasts during a
birthday, wedding, or anniversary. Also, entertaining speeches can be delivered during school and
company programs and during Christmas or New Year parties.

Public communication is sometimes perceived as the same as mass communication, as the two are
similar in the sense that they both involve a sizable number of persons as the receiver of the message.
However, the difference lies in the channel used to deliver the message. In mass communication, the
message is delivered with the use of media such as newspapers, television, radio, and the internet in
order to reach a bigger audience in different places.

Guide Questions to Understanding

A.
1. What are the four characteristics to consider when determining the speech context in particular
situation?
2. When you talk to your friends, what speech context is used? Briefly explain your answer.
3. What type of speech context is shown in this passage: “Ladies and gentlemen, it is my pleasure to
present to you our latest phone security application”? Briefly explain your answer.
4. Why is it important to know the three types of speech contexts?

B.
1. What does intrapersonal communication mean?
2. What are the different types of intrapersonal communication?
3. How can learning more about your inner self help you become a better communicator?
4. If you were to give another reason for engaging in intrapersonal communication, what would it be?
Explain your answer thoroughly.
C. Engagement 5. Suggest another good practice for having effective intrapersonal communication.

C.
1. In what ways can dyadic communication help you become a better communicator?
2. In what ways can small group discussions help you become a better communicator?
3. Why is it important to know the objective of the communication?
4. Based on your experiences, how do nonverbal cues affect your interactions?
5. Describe your concept of effective and healthy interpersonal communication.

D.
1. How are public communication and mass communication different from each other?
2. How is public communication different from interpersonal communication? Give clear distinctions
between the two.
3. What do you think are the important points to consider before delivering a public speech?
4. Based on your experiences, what is the most challenging part of being a public speaker?
5. If you were to choose your own topic and audience for a public speech, what topic and who would be
part of your target audience? Why?
 D. Assimilation Quipper Quiz
V. REFLECTION
(Reflection on the Type of Formative Assessment Used for
this Particular Lesson)