FIRST QUARTER MODULE

BRIEF INTRODUCTION:

Hello students! Welcome to the Senior High School life. You are on another chapter of your
life as a student, I hope that your eagerness to learn is still burning in your hearts. Senior High School
will be of great help in when you go to college so please do not take your subjects in SHS for granted.

One of the learning areas of the senior high school core curriculum is oral communication.
Whether you intend to pursue higher education or to be part of the country’s workforce, being able to
showcase effective and impressive oral communication skills sets you apart from the others and helps
you explore better opportunities. Oral communication, after all, is a skill that you need every day.
Communication and interaction are also a common place in the daily lives of everyone. Hence, you
have to learn to communicate effectively in order to gain mutual understanding with the people whom
you deal with in various communication contexts and situations, may it be at home, work, school, or
the community at large.

In this subject, you are expected to be a very good speaker and that you can communicate
orally with confidence specially in the second language which is English. We will be having 7 weeks
in this quarter and the topics included are: Nature and Elements of Communication, Functions of
Communication, Models of Communication. Communication Breakdown and Noise, Intrapersonal
and Interpersonal Communication, Types of Speeches, Speech Styles, and Speech Acts. Throughout
the modules, you will find various activities that will expose you to different communication pillars
and situations that fits you. Remember, to apply the knowledge and skills that are expected of a
competent communicator. Thus, various performance based activities are presented in the modules to
challenge you to develop higher-order thinking skills through oral communication. Furthermore, Thus,
in this first quarter learning module, you are expected to acquire the essential knowledge and develop
the basic skills prescribed by DepEd’s learning standards aligned with the MELCs as shown in the
table below. Good luck and God bless. Let’s start.

WEEK 1: COMMUNICATION: ITS NATURE, ELEMENTS, PROCESS, AND

FUNCTIONS

The learner understands the nature and elements of oral

Content Standard
communication in context.
The learner designs and performs effective controlled and
Performance Standard
uncontrolled oral communication activities based on context.
Most Essential Learning
Explains the functions, nature and process of communication.
Competencies (MELCs)
Communication Critical thinking
21st Century Learning Skills
Creativity Cross-Cultural understanding
 Excellence
Core Values  Discipline
 Community Building

REFERENCES:(Please be guided with the given references to help you perform the given activities.)

A. Printed:

Dividina, D.J. (2017). Towards Effective Oral Communication for Senior High School.
Sampaloc, Manila: St. Augustine Publications, Inc.
Padilla, M.M, (2016). Speak Right and Make a Difference: Oral Communication in
Context for Senior High School. Malabon City: Mutya Publishing House, Inc.

Peña, A.R. (2016). Oral Communication. Quezon City: Vibal Group, Inc.

1
 TOPIC: NATURE AND ELEMENTS OF COMMUNICATION

As a future professional, you will engage in both formal and informal interactions with various
people. In each of these interactions, you will have to use skills that will enable you to build rapport
and connections with all sorts of people.

Moreover, you are expected to not only be skilled in your chosen field, but also to be competent
as a communicator. You are expected to express yourself clearly and effectively and to interact
appropriately with different people depending on the situation. You can then use various skills to foster
personal and professional growth as well as individual and communal progress

It is not enough that you know a language as there is more to a language than being able to
speak it. It is important that you know when, where, and with whom to use specific language efficiently
and appropriately. It is not that you have the confidence to speak up your mind. It is important that
when you speak, you command respect both for yourself and for the institution you represent. You
have to always show sensitivity, respect, and consideration for other communicator/s.

Below are the Learning Targets/ Specific Objectives:

1. Define communication.
2. Identify the elements of communication.
3. Explain the nature and process of communication.
4. Create an illustration of the communication process.

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic about COMMUNICATION: its nature, process, elements,
and functions.

What I Want to How I Can Learn

What I Know What I Have Learned
Find Out More

Skills I expect to use:

PROCESS QUESTIONS/ FOCUS QUESTIONS:

Below are the key guide questions that you should remember as you perform all the activities in
this lesson. You should be able to answer them at the end of the week.

1. What is communication?
2. What are the elements of communication?

SHORT EXERCISES/DRILLS:

Activity 1. Write T before each number if the statement is true and F if the statement is false.
_______1. Consider ethics in your speech at all times.
_______2. Effective use of nonverbal communication can strengthen your message.
_______3. How you communicate reflects who you are as a person.
_______4. There are certain words that are only appropriate at certain times and places.
_______5. To achieve clarity, we must speak the same language as our listeners.

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CONTENT DISCUSSION

Let us now start our discussion about communication since this is the main topic of our subject.
Do not forget to take note of the important details in this discussion because this will be very helpful
as you go on with the quarter. Good luck. Let’s begin!

What is Communication?
Communication is the process of expressing and exchanging information, thoughts, ideas,
and feelings. Since communication is a process, it involves a series of actions that lead to a particular
result such as the passing on of a message and an exchange of ideas, among others.
The following are examples of communication situations:
 A professor delivering a lecture to her students
 A coach talking to his players
 A dad giving advice to his son
 A salesperson giving a sales pitch to clients

The word communication comes from the word “communis” which means common.
Communication therefore, is an act wherein a person imparts knowledge, feelings, ideas and
information, with the intention of getting a common understanding of the significance, intention, and
the use of message.

VERBAL AND NON-VERBAL COMMUNICATION

Verbal communication refers to an interaction in which words are used to relay a message.
For effective and successful verbal communication, use words to express ideas which can be easily
understood by the person you are talking to.
Non-verbal communication refers to an interaction where behavior is used to convey and
represent meanings. All kinds of human responses that are not expressed in words are classified as
nonverbal communication. Examples of nonverbal communication are stares, smiles, tone of voice,
movements, manners of walking, standing and sitting, attitudes towards punctuality and space,
personality and others.

ELEMENTS OF COMMUNICATION
Think about communication in your daily life. When you make a phone call, send a text
message, or like a post on Facebook, what is the purpose of that activity? Have you ever felt confused
by what someone is telling you or argued over a misunderstood email? The underlying issue may very
well be a communication deficiency.

There are many current models and theories that explain, plan, and predict communication
processes and their successes or failures. In the workplace, we might be more concerned about
practical knowledge and skills than theory. However, good practice is built on a solid foundation of
understanding and skill.

https://rapidresponseblog.files
.wordpress.com/2016/09/com
munication-skills-6-638.jpg

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 1. Sender- The sender or the source is the origin of the message. He or she is influenced by
four factors.
Knowledge Communication Skills
Attitudes Sociocultural System

2. Message- The message is an idea, thought, or piece of information that the sender aims to
express or make known. It is compromised of the following:
 Content
 Elements
 Treatment
 Structure
 Code
3. Channel- The channel is the means by which a message is sent.

4. Receiver- The receiver is the one who receives the message. The receiver’s interpretation and
reception of the message is influenced by the same four factors that influence the sender of the
message.

5. Feedback- The feedback is the receiver’s response to the sender.

6. Context- The context is the environment where the communication process took place.

THE PROCESS OF COMMUNICATION

The process of communication refers to the transmission or passage of information or message
from the sender through a selected channel to the receiver overcoming barriers that affect its pace.

Clara loves Ryan as a friend.

She thinks of how to tell him using their

native language.

She tells him,

“ Ryan, mahal kita bilang kaibigan.”

Ryan receives the message from Clara.

He tries to analyze what she means, and

he is heartbroken.

He frowns and does not reply anything

because he is in pain.

4
The communication process comprises essential and interconnected elements needed to ensure
successful communication. Study the illustration below.

https://www.researchgate.net/profile/Lalka-Borisova/publication/314154253/figure
/fig1/AS:467386810802176@1488445107018/The-communication-process.png

SHORT EXERCISES/DRILLS
Exercise 2. Make a dialogue containing the elements of communication. You may choose your own
topic.

REVISED KNOWLEDGE: Actual answers to the process/focus questions

1. What is communication?
Communication is the process of expressing and exchanging information, thoughts, ideas,
and feelings.
2. What are the elements of communication?
Sender, Message, Channel, Receiver, Feedback, Context

TOPIC: FUNCTIONS OF COMMUNICATION

In this topic, we are going to discuss the different functions of communication. In order for
me to assess your understanding of the topic, written activities will be given. Let’s start.

Below are the Learning Targets/ Specific Objectives:

1. Define and analyze regulation and control as functions of communication.
2. Define and analyze social interaction and emotional expression as functions of
communication.
3. Define and analyze motivation and information as functions of communication.
Identify a speaker’s purpose in various communication situations.

5
 Exploration of Prior Knowledge
Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic about COMMUNICATION: its nature, process, elements,
and functions.

What I Want to How I Can Learn

What I Know What I Have Learned
Find Out More

Skills I expect to use:

PROCESS QUESTIONS/ FOCUS QUESTIONS:

Below are the key guide questions that you should remember as you perform all the activities in
this lesson. You should be able to answer them at the end of the week.

1. What are the functions of communication?

2. How does the process of communication work?

SHORT EXERCISE/DRILL

•_________
Below each heading, give __ •_________
your specific reasons or
purposes why people •________
communicate. You may add
COMMUNICATION __ •________
more lines/headings as
needed. •_________
__ •_________

CONTENT DISCUSSION

Since you already know what communication is and its elements, we are now going to discuss
the functions of communication. Let’s begin.

COMMUNICATION FUNCTIONS
Communication as a human activity always serves a function. Functions of communication
refers to how human use language for different purposes. Theoreticians such as Roman Jakobson,
Michael Halliday, and Bronislaw Malinowski have categorized the different uses or functions of
communication.
1. Regulation/Control - communication can be used to control the behavior of human beings. It can
be used to regulate the nature and amount of activities humans engage in.
Example: Doctors’ prescriptions, parents’ instruction to their children, friends giving advice
on what course of action to take, scolding, employers’ orders to their employees, customers’
making orders, etc…
2. Social Interaction - communication can be used to produce social interaction. In their daily course
of living, human beings develop and maintain bonds, intimacy, and associations. Human do this
primarily through communication.
Example: Pick-up lines, invitations, greetings, appreciation, encouragement, marriage
proposals, game plans, etc…
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3. Emotional Expression - humans always need to express their emotions both verbally and non-
verbally. Emotions are a central part of who we are. Beyond thinking about the things and people in
our world, we feel about them and ourselves. Whether it is love, fear, anger, joy, hope, or any other
emotion, humans need to let them out otherwise they harm our well-being.

*The special case of expressing opinions

How about expressing an opinion? What function does it perform? The function to which
expressing an opinion belongs depends on the purpose and setting in which it is done. For example,
when a doctor or a lawyer gives an opinion, it is likely to be about regulation/control. When a teacher
gives an opinion about a topic, it is likely to be about information. A teenage girl giving an opinion on
who among the currently popular celebrities is the most handsome, that is likely to be about
motivation. Lastly, when a teenage guy expresses an opinion about what his life would be now that
his girlfriend broke up with him that is likely to be in realm of emotional expression. Expressing an
opinion has broad functions covering every category of communication functions. As long as humans
communicate, there will always be a particular use of function to our communication efforts.

4. Motivation - motivation as a function of communication refers to a person using language to

express desires, needs, wants, likes, and dislikes, inclinations, choices, and aspirations.
Example: Expressing one’s ambition, talking about preferences, ordering in a fast food
restaurant, asking for milk, making petitions, picketing, expressing a need, communicating
desires and aspirations, etc...

5. Information - communication can be used for giving and getting information. Giving
communication usually comes in the form of statements of facts and sometimes in terms of rhetorical
questions. Getting information can come in the form of questions intended for getting information,
commands, and even through statements.

SHORT EXERCISES/DRILLS
Exercise 1. These are specific instances of communication that may or may not use
Regulation/control and Social Interaction. Identify whether these instances use
Regulation/Control/Social Interaction (whether verbally or non-verbally) or not.

_____________________1. The teacher looks sharply at the noisy students.

_____________________2. The yaya combs the little girl’s hair.

_____________________3. The janitor tells the students to move away from the area of the corridor
he is cleaning.

_____________________4. The group of boys asks the bus driver to stop in front of the bank.

_____________________5. The bus driver tells the boys that he can only stop at the following bus
stop.

Exercise 2: Identify the function of communication in each of the following situations. Write
your answers on the space provided.

_____________________1. The teacher reads and discusses classroom policies to her students.

_____________________2. Rose greets Rachel; then, they start talking about their plans for the
holidays.

_____________________3. Phoebe shares her insights on how to live peacefully despite a

complicated life.

_____________________4. Monica shares her personal frustrations with Chandler.

_____________________5. The geometry teacher lectures about mathematical concepts.

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 REVISED KNOWLEDGE: Actual answers to the process/focus questions.

1. What are the functions of communication?

Regulation/Control, Social Interaction, Emotional Expression, Motivation, and Information
2. How does the process of communication work?
In a very simple terms, the communication process happens this way. First, in a given context,
the sender converts his or his thoughts into signals such as words (usually using the mouth.
Then, the sender sends the signal (speaks) through a channel (such air). As the signal are sent
through the channel, there is some noise (anything that reduces the quality of signals such as
when words cannot be heard clearly). The receiver hears the signal using the ears then he
converts the signal into thoughts. Lastly, the receiver sends feedback by becoming the sender.

FINAL KNOWLEDGE: Generalization/Synthesis/Summary

During this first week of our subject Oral Communication in Context, we were able to
understand what communication is and its elements, process and functions. These discussions are very
much important since the main concern of our subject are communication. Knowing these things about
communication will help us understand the subject well and will help us be able to answer the activities
that will soon be given to us.

Some of the important details I have learned are:

Communication is the process of expressing and exchanging information, thoughts, ideas,
and feelings.
The Elements of Communication are:
Sender, Message, Channel, Receiver, Feedback, Context
The Functions of Communication are:
Regulation/Control, Social Interaction, Emotional Expression, Motivation, Information

8
 Diocese of Bayombong Educational System (DBES)
Saint Catherine’s School
Real St., Buag, Bambang, Nueva Vizcaya
PAASCU ACCREDITED LEVEL 1

LEARNING ACTIVITY SHEET

Oral Communication
Module 1
___________________________________
Subject Teacher

Name of Learner: _______________________________________________ SCORE:

Last name First name MI

Section: _________________________ Date Completed: _______________

A. Written Work/s:
Activity 1. Identification. Identify the function of communication in each of the following
situations. Write your answers on the space provided.

_____________1. At the mention of “fire!" the office manager directs all the employees to the
nearest fire exit.
_____________2. The contestant delivered a speech on saving trees in SM Baguio.
_____________3. A priest leads the people who are waiting for the arrival of Pope Francis at the
Luneta in singing various welcome chants.
_____________4. A younger sibling is teased until he cries.
_____________5. The vendors on the sidewalks keep calling out to passersby to attract their
attention.
_____________6. Asking the janitor where the comfort room is.
_____________7. The girls discussing what happened at the party last night.
_____________8. Trying to find out why a sibling is crying.
_____________9. Eating dinner quietly with family.
_____________10. The employees teasing the office manager during his surprise birthday party.

Activity 2: Answer the following question briefly but intelligently.

1. What do you think will happen to the world if human beings were NOT gifted with
speech?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Short Response Test Rubrics

Criteria 5 4 3 2 1
The ideas Ideas are The explanation is The ideas The output is poor.
presented are organized, somehow meaningful presented are valid
Content/ well organized, meaningful and and relevant to the but not meaningful
Organization very meaningful relevant to the topic but not and organized.
and relevant to topic. presented in an
the topic. organized manner.
The ideas Some of the ideas 3-4 ideas presented 1-2 ideas presented All the ideas
presented are presented are are copied from a are copied from a presented are
Originality
original. copied from source. source. copied from a
sources. source.

9
 Activity 3. Illustration
Using the elements of communication, create your own illustration of the process of
communication. You may use diagram, graphic organizers etc.

Illustration Rubrics

Criteria 5 4 3 2 1
The illustration is
somehow
The illustration is The illustration
Illustration meaningful and The illustration
well organized, is organized,
relevant to the is valid but not The output is
very meaningful meaningful and
topic but not meaningful and poor.
and relevant to relevant to the
presented in an organized.
the topic. topic.
organized
manner.
All the ideas
Some of the 3-4 ideas of the 1-2 ideas of the
of the
The illustration illustration illustration illustration
illustration
Originality presented is presented are presented are presented are
presented are
original. copied from copied from a copied from a
copied from
sources. source. source.
a source.
There are a
3-4 errors are 1-2 errors are The
The illustration is limited number
Cleanliness seen in the seen in the illustration is
free from errors. of errors seen in
illustration illustration. full of errors.
the illustration.

10
 WEEK 2: COMMUNICATION MODELS
The learner understands the nature and elements of oral
Content Standard
communication in context.
The learner designs and performs effective controlled and
Performance Standard
uncontrolled oral communication activities based on context.
Most Essential Learning
Differentiates the various models of communication
Competencies (MELCs)
21st Century Learning Communication Critical thinking
Skills Creativity Cross-Cultural understanding
 Excellence
Core Values  Discipline
 Community Building

REFERENCES:(Please be guided with the given references to help you perform the given activities.)

A. Printed:

Dividina, D.J. (2017). Towards Effective Oral Communication for Senior High School.
Sampaloc, Manila: St. Augustine Publications, Inc.
Padilla, M.M, (2016). Speak Right and Make a Difference: Oral Communication in
Context for Senior High School. Malabon City: Mutya Publishing House, Inc.

Peña, A.R. (2016). Oral Communication. Quezon City: Vibal Group, Inc.

TOPIC: MODELS OF COMMUNICATION

INTRODUCTION:

Hello students! In this week- lesson, we are going to discuss the different models of
communication. Actually, there are a lot of communication models but we are just going to discuss
the important and most known models. As you explore these models, please bear in mind the important
elements of communication. Let’s start.

Below are the Learning Targets/ Specific Objectives:

1. Identify the various models of communication.

2. Distinguish the unique features of communication models
3. Differentiate the various models of communication from one another.
4. Make a short speech/dialogue using any of the communication models.

Exploration of Prior Knowledge

Directions: Assess your knowledge about the different models of communication by
filling out the K-W-H-L chart below.

What I Want to How I Can Learn

What I Know What I Have Learned
Find Out More

Skills I expect to use:

11
PROCESS QUESTIONS/ FOCUS QUESTIONS:

Below is the key guide question that you should remember as you perform all the activities in
this lesson. You should be able to answer it at the end of the week.
1. What are the different models of communication?

SHORT EXERCISE/ DRILL

Exercise 1. Study the following scenarios then answer the questions that follow.
Scenario 1.
Yey, it’s Sunday! Therefore, we have to attend the mass. I like listening to the homily of the
parish priest, during this time, I always keep quiet and I do not want to be disturbed.

Question: What do you think is the communication model being shown in homilies? Explain your
answer.
_________________________________________________________________________________
_________________________________________________________________________________

Scenario 2.
I met my long-lost friend a while ago and we tried to ask each other’s status. I just felt that
things are not the same as it was before because she will not answer me if I will not ask her a question.
It is like a question and answer portion in the Miss Universe pageant.

Question: What do you think is the communication model being shown in the exchange of ideas
between the two friends? Explain your answer.
_________________________________________________________________________________
_________________________________________________________________________________

CONTENT DISCUSSION

If you were able to answer the exercise above, you are now ready to know more about the
communication models. Let’s begin.
COMMUNICATION MODELS are systematic representations of the process which helps
in understanding how communication works can be done. Models show the process metaphorically
and in symbols. They form general perspectives on communication by breaking communication from
complex to simple and keeps the components in order. Communication models can sometimes
encourage traditional thinking and stereotyping but can also omit some major aspects of human
communication.
Methods and channels of communication to be used and the purpose of communication, must
be considered before choosing a specific communication model. Models are used by business
companies and other firms to foster their communication, explore their options and to evaluate their
own situations. It is also used to understand how the receivers will interpret the message.

MODELS OF COMMUNICATION
The process of communication can be explained through the various models of communication
constructed by experts throughout the years.

A. LINEAR MODEL
This model shows a straight path of relaying information. It is one-directional, which means
that information from a sender is conveyed directly to the receiver. Consider a speaker delivering a
speech in front of an audience. The speaker is the sender, and he or she conveys his or her message
directly to the audience, which are the receivers of the message.

Channel

12
 Mass media, especially TV and radio, are good examples of the linear model of
communication. The message, which comes from a broadcast, travels through airwaves in a straight
path going to the receiver, which is the person watching or listening. In this example, noise such as
intermittent signals from the channel transmitting the airwaves, will adversely affect the success of the
transmission of the message.

B. INTERACTIVE MODEL
This model takes into consideration feedback from the receiver; thus, the message in this model
originates from two sources: the message from the sender and the feedback from the receiver. When
the receiver gives feedback, he or she becomes the sender, and the original sender becomes the receiver
of the feedback. Your everyday conversation with friends is good examples of the interactive model-
one gives a message, the other receives it, and then gives feedback accordingly.

It is important to note that feedback may come in many forms. Aside from the spoken words,
feedback may be as simple as of nod of approval, a raised eyebrow, or even falling asleep during a
lecture.

 Context refers to the setting in which the communication takes place.

 Fields of experience refer to the cultural background and other frames of reference that
an individual may bring into the interaction.

https://businesstopia.b-cdn.net/wp-
content/uploads/2018/01/model-of-
communication-300x168.png

The interactive model shows communication as a give-and-take interaction. You speak and
your partner listens; in turn, you partner speaks and you listen. The path therefor, is no longer linear
but circular.

C. TRANSACTIONAL MODEL
This model shows communication as occurring continuously and simultaneously between or
among people. It shows communication as a two-way process in which participants are constantly
sending and receiving messages.

https://i0.wp.com/nursekey.com/wp-content/uploads/
2017/01/image00306.gif?fit=666%2C432&ssl=1

13
Exercise 2. COMPARE AND CONTRAST

Compare and contrast the following communication models using the Venn diagram. Explain their
strengths and weaknesses. What does each have that makes it different from the communication
models that you know?

LINEAR

INTERACTIVE TRANSACTIONAL

REVISED KNOWLEDGE: Actual answers to the process/focus questions

1. What are the different models of communication?
Linear – This model shows a straight path of relaying information.
Interactive – This model takes into consideration feedback from the receiver; thus, the
message in this model originates from two sources: the message from the sender and the
feedback from the receiver.
Transactional - This model shows communication as occurring continuously and
simultaneously between or among people.

FINAL KNOWLEDGE: Generalization/Synthesis/Summary

This week, we have learned the three communication models – linear, interactive, and
transactional. Note that No one model can explain the entire process of communication process, but
some may more accurately represent particular aspect of communication. Through this lesson, we are
able realize that there are a lot of ways on how to communicate and that there are models behind it.
Communication is really very important in our everyday lives because it can strengthen the bond that
we have with each other.

14
 Diocese of Bayombong Educational System (DBES)
Saint Catherine’s School
Real St., Buag, Bambang, Nueva Vizcaya
PAASCU ACCREDITED LEVEL 1

LEARNING ACTIVITY SHEET

Oral Communication
Module 2
___________________________________
Subject Teacher

Name of Learner: _______________________________________________ SCORE:

Last name First name MI

Section: _________________________ Date Completed: _______________

A. Written Work/s:

Activity 1: Identification
Identify the communication model described in the following scenarios or situations. Write
your answer on the space provided before the number.

____________________ 1. The editor-in-chief of a magazine decides to pull out one article

because the topic is too sensitive for its readers.
____________________ 2. A call center agent persuades a client through phone to purchase a
new product from their company.
____________________ 3. High school best friends Millette and Geline met again after 20
years. They reminisced about their high school days and shared
some common experiences.
____________________ 4. A reviewer of a peer-reviewed publication disapproves a study
because it did not meet the qualifications or standards set by the
committee.
____________________ 5. A well-known TV news anchor reports from a remote area where
the signal is erratic. Therefore, TV viewers has a problem
understanding the news because of unclear signal.

Activity 2: Dialogue making

Choose one (1) from the communication models then make a dialogue showing its
characteristics. Do not forget to identify the communication model you are trying to show.

A. RUBRIC FOR EVALUATION

Exceeding Standards Meeting Standards Approaching Standards Below Standards
4 3 2 1
Meaning Dialogue is creative and Dialogue is thoughtful Most of the lines are Dialogue appears to be
and original. It is evident and creative. A couple of creative, but appears to be thoughtless or rushed.
Originality that the student put phrases or ideas may be rushed. This is evident in Work is very repetitive,
thought into their words revisited, but the overall the student’s redundancy and ideas are unoriginal.
and uniquely conveyed product is carefully or use of clichés.
their ideas and written.
emotions.
Grammar Proper use of English A couple of spelling or The student’s intended There are numerous
spelling and grammar is grammar mistakes are meaning is confusing by spelling or grammar
used consistently evident, but do not several spelling or errors, making the output
throughout the output. diminish the meaning of grammar errors. difficult to understand.
Punctuation is utilized the output. Punctuation is Punctuation may be Punctuation is used
when necessary. utilized when necessary. misused. incorrectly.

15
Communication Model ________________________________________________

16
 WEEK 3: COMMUNICATION BREAKDOWN

The learner understands the nature and elements of oral

Content Standard
communication in context.
The learner designs and performs effective controlled and
Performance Standard
uncontrolled oral communication activities based on context.
Most Essential Learning
Explain why there are breakdowns in communication.
Competencies (MELCs)
21st Century Learning Communication Critical thinking
Skills Creativity Cross-Cultural understanding
 Excellence
Core Values  Discipline
 Community Building
REFERENCES:(Please be guided with the given references to help you perform the given activities.)
A. Printed:

Dividina, D.J. (2017). Towards Effective Oral Communication for Senior High School.
Manila: St. Augustine Publications, Inc.

Padilla, M.M, (2016). Speak Right and Make a Difference: Oral Communication in
Context for Senior High School. Malabon City: Mutya Publishing House, Inc.

Peña, A.R. (2016). Oral Communication. Quezon City: Vibal Group, Inc.

TOPIC: COMMUNICATION BREAKDOWN AND NOISE

INTRODUCTION:

Over and over we see conflict arise from communication breakdowns, whether it’s between
couples, co-workers, families and even countries. Although some communication breakdowns are
intentional, most of what we say is unconscious and from poor habits we learned from others.

Breakdowns occur in the communication process from time to time. A breakdown in

communication occurs when the message or the feedback is not sent or received properly- at least in
the way that the sender intends- or is not received by the concerned party altogether. An example of
communication breakdowns is when your phone conversation with someone is cut off just as you are
about to tell the important details of your message. Another example of communication breakdown is
when you cannot clearly understand the salient points of your teacher is making because your
seatmates are distracting you.
Many of the causes of communication breakdown can be classified as NOISE. Noise is the
technical term used to refer to all the possible barriers to effective communication. Noise may be
physical, psychological, physiological, or semantic.
This week, you will become familiar with NOISE and this topic will help you realize the
negative and positive effects of noise to an individual. Let’s begin.

Below are the Learning Targets/ Specific Objectives:

1. Know what noise is.
2. Identify the different types of noise.
3. Differentiate the various types of noise from one another.
4. Determine the different ways to prevent breakdown in communication.
5. Identify the different types of noise in a given situation.

17
 Exploration of Prior Knowledge
Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic about Breakdown in Communication specifically about
NOISE.
What I Want to How I Can Learn
What I Know What I Have Learned
Find Out More

Skills I expect to use:

PROCESS QUESTIONS/ FOCUS QUESTIONS:

Below are the key guide questions that you should remember as you perform all the activities in
this lesson. You should be able to answer them at the end of the week.
1. What is noise?
2. What is communication breakdown?
3. How will you prevent breakdowns in communication?

SHORT EXERCISE/DRILL
Exercise 1: Answer the question shortly but intelligently.
Recall a time when you were not understood by someone you were talking to. How did you feel
when it happened? What did you do in order for the person to comprehend what you are
saying?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

CONTENT DISCUSSION

Before we discuss noise, we must be able to know first what communication breakdown is.
Through this discussion, I hope that you will be able to realize the importance of having a smooth flow
of communication with one another.
Communication Breakdown
It is another term for misunderstanding, miscommunication, or in short, something gets in the
way in the communication process that makes the transaction unsuccessful.

According to Don Morlan and George Tuttle, “communication breakdown is a failure of the
human communication system.” This breakdown results from different types of barriers that prevent
communication to take place.
1. Barriers originating within the source of the message: wrong choice of words, illogical
organization of ideas, poor sound production, and articulation.
2. Barriers originating within the receiver: hostility toward the source, inability to listen due to
personal problems, making prejudgments even before the complete message is delivered.
3. Barriers originating outside both the source and the receiver; distance between the interactants,
size of the group, size of the room, physical noise, quantity of information being
communicated.
These breakdowns may occur at any point in the communication process. It is therefore important that
both the sender and the receiver be sensitive and alert to their occurrence so that they could easily be
remedied if possible.
18
Preventing Breakdown in Communication

A breakdown in communication is always possible in any interaction. However, we can

minimize communication breakdown by employing several strategies. This includes asking for
clarification, repetition, rephrasing, using non-verbal language, and building on what others have said.
These strategies can be collectively described as communication support strategies.

1. Asking for Clarification

Asking for clarification is probably the most common way of preventing a breakdown in
communication. Whenever possible, we ask the people we talk with anyone giving a lecture or speech
to clarify what they are trying to express if we think we do not understand them. What may be lacking
is our ability to properly ask for clarification.

We must note then, that there are different ways of asking for clarification based on the
formality of a situation, differences in rank between speaker and listener, and the level of intimacy
between speaker ad listener.

For example, it would be impolite to ask someone to clarify what he or she said by a simple
“What?” if the speaker is someone of higher rank even if we have known the person for a long time
or if the speaker is one of our elders. However, “what?” is perfectly acceptable for asking for
clarification between close friends. Below is table showing the different expressions used for asking
for clarification.

Informal Formal

 What?
 Can you say that again?  May I request you to repeat what you said?
 Pardon?  Could you please say that again?
 What did you just say?  I’m sorry?
 Say again? (or Say again. As a command)

2. Repetition
Speaker may repeat what he or she said if he or she feels that the listeners did not understand
fully what was said. A speaker may also repeat an utterance to make sure that the listeners do not
misunderstand it. Repetition is a very useful way of preventing a communication breakdown.
However, too much repetition can irritate listeners. Because of this, a speaker must balance
between using repetition and other ways of preventing communication breakdown.

A listener may also repeat what a speaker said as a way of signaling that he or she is trying to
make sure that what was heard was correct and fore the speaker to correct any error in
communication.

3. Rephrasing
Rephrasing involves repeating the same message using different words or expressions.
Listeners, especially ones who are not very good in the language spoken, may not be familiar with
a certain word, phrase, or expression. One particular element that may need rephrasing is an idiom.
When a speaker uses an idiom, less proficient listeners may not understand it. For this reason, the
speaker may have to rephrase the idiom using more literal wording.

4. Using Non-verbal Language

Using nonverbal language is another very common way of preventing communication
breakdown. This strategy is used particularly when at least one of the participants is not proficient
I the language. It can also be employed when the spoken utterances are difficult to perceive as
when speaking in a noisy environment, when the speaker has difficulty in speaking or when the
listener has difficulty in listening. Using nonverbal language is possible only when the speaker and
listener can see each other.
19
 5. Building on What Others Have Said
During a discussion, a speaker can express his nor her ideas well by using the words, phrases,
or ideas that have been previously stated by other participants in the discussion. In this way, the
speaker is capitalizing on what others have already given. Also, building on what others have said
creates a connection between speakers and listeners because the speaker affirms what others have
already spoken, giving them a sense of importance. In building on what others have said, however,
it must be made clear that the speaker and the previous speakers in a discussion have the same
meaning for the words, phrases, or ideas that were stated. Otherwise, this creates an illusion of
understanding when in fact the speakers and listeners have not truly understood each other.
Building on what others have said is a very good way of expressing one’s ideas using the words,
phrases, and even ideas already given.

In any communication activity, the possibility of communication breakdown is always present.

However, by applying useful strategies such as the ones discussed, speakers and listeners can
minimize communication breakdown.

The main reason for breakdown in communication is noise, I know that you are familiar with
this already since you encounter noise every day. But to further understand its concept, we are going
to dig deeper into its meaning and types. Let’s start!

What is noise?

Noise is an unwanted sound. Noise can be produced by many sources - man's vocal cord, a
running engine, a vibrating loudspeaker diaphragm, an operating machine tool, and so on.

TYPES OF NOISE

• comes from the environment. e.g.: extraneous

PHYSICAL NOISE noise, unbearable weather, white noise,
distracting visual aid etc.

PSYCHOLOGICAL •originates from the emotional state, mental state,

and psychological make-up of a person. E.g.,
NOISE depression, anger, suspicions, paranoia, biases, etc.

PHYSIOLOGICAL •is the “bodily conditions “that compromise the

ability of a person to send or receive messages.
NOISE E.g., hunger, stomach ache etc.

•refers to anything related to the meaning of words that

SEMANTIC distorts or masks a message and confuses the listener.
E.g., a speaker’s use of foreign language, a listener’s
NOISE limited vocabulary, or differing interpretations of the
meaning of a word, etc.

Consider the classroom scenario in which you and your classmates are listening to a lecture
by your math teacher. Physical noise may be the voices of your seatmates chatting with one another,
while psychological noise, on the other hand, is the bodily condition you feel that make you lose
concentration. This condition can be hunger, headache, body pain, and so on. Semantic noise refers
to the language and how well you understand it.
20
 SHORT EXERCISES/DRILLS
Exercise 2. Write on the blank the type of each noise listed below.

NOISE TYPE
1. Headache
2. Noise from a busy construction site
3. Missing someone
4. Disliking the speaker
5. Noise from moving vehicles
6. Speaker’s ambiguous words
7. Excited to do something else
8. Grumbling of the stomach
9. Poor ventilation in the venue
10. Talking among seatmates

Exercise 3. Answer the following questions.

Identify the possible noises that can cause communication breakdown in the following
situation. Then describe how communication breakdown may occur. Afterward, propose a strategy
to avoid or remedy this breakdown. Present your strategy in the given table below. An example is
provided as your basis.

Situation:
As a member of the student council, you are tasked to take part in the high school freshmen
orientation in your school. You are assigned to give the freshmen tips on how to effectively hurdle
their first year in high school.

About 10 minutes before the orientation begins, the air-conditioning system in the venue breaks
down. If the organizers decide to call the repairmen, it would take half an hour to fix the problem,
which would mean that the orientation could stretch on until past noon. Moreover, rain has started
beating down on the roof and windows of the function room and shows no signs of letting up.

Possible Noise How communication breakdown Strategy to avoid

occurs? communication breakdown.

1. Nervousness You won’t be able to deliver your speech about Using non-verbal language
the tips on how to effectively hurdle the first
year in high school because you are disturbed
due to a physiological noise.
2.

3.

4.

5.

21
 REVISED KNOWLEDGE: Actual answers to the process/focus questions
1. What is noise?
Noise is an unwanted sound. Noise can be produced by many sources - man's vocal cord, a
running engine, a vibrating loudspeaker diaphragm, an operating machine tool, and so on.

2. What is communication breakdown?

communication breakdown is a failure of the human communication system.

3. How will you prevent breakdowns in communication?

 Asking for Clarification
 Repetition
 Rephrasing
 Using Non-verbal Language
 Building on What Others Have Said

FINAL KNOWLEDGE: Generalization/Synthesis/Summary

This week, we learned about breakdown in communication. There are times that we cannot
understand each other and that we get the wrong idea of the person talking to us. In this module, I was
enlightened that there are reasons for that and that there are also ways on how to avoid breakdown in
communication in order for us not to have misunderstandings. The main reason of having breakdown
in communication is NOISE which is an unwanted sound. There are four (4) types of noise namely:
physical, psychological, physiological, and semantic noise.

To avoid misunderstanding and miscommunication, we must be aware of the different ways

on how to avoid breakdown in communication.

22
 Diocese of Bayombong Educational System (DBES)
Saint Catherine’s School
Real St., Buag, Bambang, Nueva Vizcaya
PAASCU ACCREDITED LEVEL 1

LEARNING ACTIVITY SHEET

Oral Communication
Module 3
___________________________________
Subject Teacher

Name of Learner: _______________________________________________ SCORE:

Last name First name MI
Section: _________________________ Date Completed: _______________

A. Written Work/s:
Activity 1: Sentence Analysis: Explain how communication breakdown can take place and can
be prevented in the following situations. The first situation is done for you.

1. Using cell phone to relay a message.

Communication breakdown: miscommunication might occur due to lack of face-to-face interaction.
The message being sent might be misunderstood by the receiver.
Prevention: ask for clarification through a voice call or face-to-face communication.

2. Giving comments and reacting to twitter messages.

Communication breakdown:
_________________________________________________________________________________
_________________________________________________________________________________
Prevention:
_________________________________________________________________________________
_________________________________________________________________________________

3. Scolding the girl for visiting a male classmate

Communication breakdown:
_________________________________________________________________________________
_________________________________________________________________________________
Prevention:
_________________________________________________________________________________
_________________________________________________________________________________

4. Arguing with a jeepney driver about giving the senior citizen a discount
Communication breakdown:
_________________________________________________________________________________
_________________________________________________________________________________
Prevention:
_________________________________________________________________________________
_________________________________________________________________________________

5. Asking the teacher to give an advanced exam to a foreigner who already has a ticket to go back to
Iran on the scheduled date of the final exam.
Communication breakdown:
_________________________________________________________________________________
_________________________________________________________________________________
Prevention:
_________________________________________________________________________________
_________________________________________________________________________________

6. Persuading a shy classmate to join the class party after a difficult major exam
Communication breakdown:
_________________________________________________________________________________
_________________________________________________________________________________
23
 Prevention:
______________________________________________________________________________
______________________________________________________________________________

7. Labelling a student discourteous for not saying “po” or “opo”

Communication breakdown:
______________________________________________________________________________
______________________________________________________________________________

Prevention:
______________________________________________________________________________
______________________________________________________________________________

Activity 2: MINI TASK

Perform the following situations then write whether there was an efficient communication
(EC) or a communication breakdown (CB). Explain why. The first item is done for you.

CB__ 1. A mother asked her Visayan house helper to buy “tuyo” (salted dried fish) at the store. She
comes back carrying Marca Piña soy sauce.
There is a communication breakdown because the house helper was not able to understand what
the mother asked her to buy due to misunderstanding and language barrier. Since the house helper is a
Visayan, she might not be familiar with the term “tuyo” in Tagalog.

_____ 2. Two classmates have just had their Literature class. One tells the other, “Can I bring your book
home so I can memorize my lines in the play?” The other one says, “Sure, just be sure to return
it tomorrow.” The next day, the borrower returned the owner’s book on time.
______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

_____ 3. The teacher suddenly turns from the blackboard with the question, “Class, who brought a
calculator today?” A student answers, “You!” The teacher says, “No, I didn’t bring one. That’s
why I’m asking the class.” Everybody laughs.
______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

_____ 4. A student is asking the teacher to accept him as an irregular student in her class. As they walk
along the corridor, the teacher asks, “Maybe, I can accommodate you. Are you a hardworking
student?” The student answers, “Yes ma’am, I’m a working student.”
______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

_____ 5. The teacher asked the class, “In this map, class, where is North America, Maria?” Maria went to
the board and said, “Here, ma’am.” Then the teacher said, “Good.” “Now class, who discovered
North America?” The whole class answered, “Maria, Ma’am.”
______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

_____ 6. The teacher starts her class by saying, “Our lesson for today is about planets. Earth is the third
planet from the sun. Now, what is next to Mercury, Pedro?” Pedro answered, “Parang Andoks
yata ma’am. Di ko sure.”
______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

24
 WEEK 4: TYPES OF SPEECH CONTEXT
The learner recognizes that communicative competence requires
Content Standard understanding of speech context, speech style, speech act and
communicative strategy.
The learner demonstrates effective use of communicative strategy
Performance Standard
in a variety of speech situations.
Most Essential Learning
Identifies the various types of speech context
Competencies (MELCs)
Communication Critical thinking
21st Century Learning Skills
Creativity
 Excellence
Core Values  Discipline
 Community Building

REFERENCES:(Please be guided with the given references to help you perform the given activities.)
A. Printed:

Dividina, D.J. (2017). Towards Effective Oral Communication for Senior High School.
Manila: St. Augustine Publications, Inc.

Padilla, M.M, (2016). Speak Right and Make a Difference: Oral Communication in Context
for Senior High School. Malabon City: Mutya Publishing House, Inc.

Peña, A.R. (2016). Oral Communication. Quezon City: Vibal Group, Inc.

TOPIC: INTRAPERSONAL AND INTERPERSONAL COMMUNICATION

INTRODUCTION:
Context also known as the communal condition of an environment refers to a process which
involves the evaluation of information that will have an effect on the probability of success regarding
the communication process, it is as a result of this fact that effective communication depends on the
mass of common shared knowledge between various people.

In order for a one to understand a unit of communication on a technical level they need to
understand the process regarding the outcome of the transmission with consideration upon wither it was
understood by the receiver. An example of applied contextual situations can be noted through how
one’s mannerisms change when in their work environment in comparison to a night out with either
friends or family.

In this week’s lesson, we are going to discuss the two speech contexts which are the
Interpersonal and Intrapersonal Communication. Be aware of their similarities and differences as you
go on reading the discussion part. Good luck!

Below are the Learning Targets/ Specific Objectives:

1. Define communication context.
2. Explain the two types of communication context.
3. Distinguish communicative situations whether intrapersonal or interpersonal
communication.
4. Know the applicable verbal and nonverbal cues that accompany intrapersonal and
interpersonal communication.

25
 Exploration of Prior Knowledge

Directions: Activate your prior knowledge about the types of communication context
by filling out the K-W-H-L chart below. Make sure to assess yourself on your ability to
remember things from your past lessons.
What I Want to Find How I Can Learn
What I Know What I Have Learned
Out More

Skills I expect to use:

PROCESS QUESTIONS/ FOCUS QUESTIONS:

Below are the key guide questions that you should remember as you perform all the activities in
this lesson. You should be able to answer them at the end of the week.

1. What is communication context?

2. What are the different types of communication context and its definition?

SHORT EXERCISE/DRILL
Exercise 1. Write True on the space provided before each number if the statement states a
correct idea and False if otherwise.
__________ 1. Context plays a vital role in communication.
__________ 2. Speech context influences the kind of language used by the communicators; it is the
basis of the proper conduct of our behavior.
__________ 3. Each speech context has its benefits to the person involved in communication.
__________ 4. In intrapersonal speech context, it makes reflect, discern to improve our personality
for the achievement of our goals.
__________ 5. Interpersonal communication helps us improve our relationship with other people in
order to achieve peace, harmony and unity with one another.
__________ 6. It is in public speaking that we accomplish definite goals such as to inform, to persuade,
to entertain.
__________ 7. Using mass media entails responsibility; we need to be critical in using any medium
of communication.

CONTENT DISCUSSION

Context among its more relevant definitions is “the set of circumstances or facts that surround
a particular event, situation, etc.” In speech, context refers to three things: (1) the person speaking; (2)
the situation/event/occasion; and (3) the person(s) being addressed/spoken to. A person is exposed to
several communication contexts in his or her everyday life, and these contexts can either be
intrapersonal or interpersonal.

TYPES OF SPEECH CONTEXT

1. INTRAPERSONAL COMMUNICATION
Intrapersonal communication is defined as a person’s communication with himself or herself.
In other words, it is communication with oneself. Talking to oneself in front of a mirror and thinking
out loud are two instances of intrapersonal communication.
Since intrapersonal communication takes place or exists within the mind, making plans or
decisions is also intrapersonal communication, as are smiling to oneself after a job well done or telling
yourself to stop doing certain things which you know are harmful to you.

26
 Talking to yourself is normal and beneficial because it gives you the chance to pause and plan
carefully before doing or saying anything. Thus, intrapersonal communication can help you avoid
doing or saying something detrimental to yourself or anything harmful to others. Intrapersonal
communication can also help motivate you toward achieving your goals.
Many professions benefit from these inner conversations. Artists, most especially, are known
to have great intrapersonal skills. For instance, writers and painters imagine various scenarios that
serve as their inspiration for composing novels or poems or for making artworks. Actors, on the other
hand, internalize the roles they are to play so they can act naturally and believably. Scientists,
meanwhile, do lots of self-talk, especially when they are deep in thought while conducting experiments
or solving problems.
Intrapersonal communication is very important, which is why many people need time to be
alone so they can think or communicate with themselves.
INTRAPERSONAL
Self-directed or internal domain or context
Cognitive domain Affective domain

Talking to oneself Praying

Writing oneself a note Dreaming
Thinking in words Swearing
Doing mental calculations Expressing one’s
feelings, telling jokes

2. INTERPERSONAL COMMUNICATION
https://www.referenceforbusiness.com/photos/inte
rpersonal-communication-266.jpg Interpersonal communication, on the other hand,
is communication with one or more persons. It could be
face to face or via a gadget such as a cellphone.
Conversations, interviews, and casual talks are examples
of interpersonal communication.

In 1624, the English poet John Donne said, “No

man is an island”. This line basically means that a person
needs other people in order to live fully, which is why
interpersonal communication is very important as well.
Simply put, talking to or interacting with others, whether
face to face (in one-on-one conversations, small group
discussions, or meetings) or via gadgets, is an essential
part of life.

Interpersonal means “something involving or occurring among several people”. Therefore,

examples of interpersonal communication include casual conversations with family members or peers;
interviews or formal conversations with authority figures such as teachers and employers; small group
discussions in class; e-mail correspondence with relative abroad; and short interactions with food
attendants, vendors, public utility drivers, and the like.
27
 Many professions benefit from having good interpersonal skills or the ability to communicate
well with other people. Politicians, celebrities, salespeople, teachers, doctors, counselors, and
supervisors, to name a few, have good interpersonal skills that help them accomplish their duties
and/or objectives.

TYPES OF INTERPERSONAL COMMUNICATION

DYAD
Communication that occurs
between two people

https://mb.com.ph/wp-content/uploads/2020/10/OLI-
ACCOUNT-OFFICER1-1024x576.png

SMALL GROUP
Involves at least 3 but not more than 10
people engaged in an interaction to
achieve a desired goal

https://pbs.twimg.com/media/DhZAm3yWsAA4ADx.jpg

PUBLIC
It requires you to deliver or send the message
before or in front of a group; the message can
be informational or persuasive

https://assets2.rappler.com/C6B7D1054F32449E9BD84F8D5257
8A72/img/6DBEF412167840F8A90C00989BF98E92/duterte-
last-day-in-bahrain-arrival-qatar-april152017-026.jpg

28
 MASS

Takes place through television, radio,

newspapers, magazines, books, billboards,
internet and other types of media

https://4.bp.blogspot.com/-
EdgjpkXcs10/WNfMtBolM8I/AAAAAAAAAg0/UBKRbK4M
_boxHGzcLu4NPJpHlXZzMC1YQCLcB/s1600/mass%2Bcom
munication%2B-%2BJournoGyan.jpg

IMPORTANT NOTE

Intrapersonal and interpersonal communication skills are valuable skills in informal, academic,
and professional contexts-or in any context, for that matter. As such, these skills have been classified
as intelligences according to theory of multiple intelligences proposed by American developmental
psychologist Howard Gardner.

In his theory, Gardner defines interpersonal intelligence as the “capacity to understand oneself,
to appreciate one’s emotions, interests, fears and motivations or goals. This intelligence is more
reflective and seeks to be in tune with inner feelings; looking for intuition, connections, pattern and
wisdom. This is therefore more critical-thinking centered and is concerned with a person’s reflections
on their own changing thoughts and emotions.

On the other hand, Gardner defines interpersonal intelligence as the “capacity to experience
the intentions, interests, desires, fears, and motivations/goals of other people. This intelligence is
therefore much more openly interactive, seeking personal connections and discussions with others as
a prime tool to appreciate what one person or more may be communicating. This is therefore more of
an ability to have interest in and/or empathy for other people’s views.

SHORT EXERCISES/DRILLS:

Exercise 2. Identify the context of each given situation. Write interpersonal or intrapersonal on the
space before each item.

_________________1. Guidance counselor and student in a counseling session

_________________2. A poet writing a poem
_________________3. A pianist trying to find the right keys for a song
_________________4. Employee convincing his boss that he deserves a salary increase
_________________5. Basketball coach signaling to a player
_________________6. A boy making his friends laugh
_________________7. A painter choosing which color to use on his canvass
_________________8. A ballerina rehearsing in front of a mirror
_________________9. A scientist figuring out the right combination of chemicals
_________________10. Your neighbor greeting you each morning

29
 REVISED KNOWLEDGE: Actual answers to the process/focus questions
1. What is communication context?
In speech, context refers to three things: (1) the person speaking; (2) the
situation/event/occasion; and (3) the person(s) being addressed/spoken to.

2. What are the different types of communication context and its definition?
INTRAPERSONAL - Intrapersonal communication is defined as a person’s
communication with himself or herself. In other words, it is communication with oneself.
Talking to oneself in front of a mirror and thinking out loud are two instances of intrapersonal
communication.
INTERPERSONAL - Interpersonal communication, on the other hand, is communication
with one or more persons. It could be face to face or via a gadget such as a cellphone.
Conversations, interviews, and casual talks are examples of interpersonal communication.

FINAL KNOWLEDGE: Generalization/Synthesis/Summary

In this module, we have learned about the different types of speech contexts – interpersonal
and intrapersonal. Intrapersonal communication means talking to yourself in order for you to
understand things well. While, interpersonal communication is a communication with one or two or
more persons. There are different types of interpersonal communication namely: Dyad, Small Group,
Public, and Mass communication.

30
 Diocese of Bayombong Educational System (DBES)
Saint Catherine’s School
Real St., Buag, Bambang, Nueva Vizcaya
PAASCU ACCREDITED LEVEL 1

LEARNING ACTIVITY SHEET

Oral Communication
Module 4
___________________________________
Subject Teacher

Name ofLearner:
Name of Learner:____________________________________________________
_______________________________________________ SCORE:
SCORE:
Lastname
Last name First
Firstname
name MI
MI
Section : _________________________ Date Completed: _______________
______________
Section: _________________________ Date Completed: _______________

A. Written Work/s:

Activity 1: Fill in the boxes to complete the following interpersonal communication

situation.

SOURCE ACTION RECEIVER MESSAGE

1. A teacher talking About the exam
2. Asking for directions
3. a detective for leads
4. a traffic enforcer
About past
5. interviewing
experiences

Activity 2: Short Response Test: Answer the question comprehensively.

1. Do you agree that if you can communicate well with yourself, you can also do it effectively
with other people? Explain your answer.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Activity 3: Hone Your Skills

Choose one of the following situations and make a dialogue out of it. Make sure to apply
your learnings about the two types of communication context. Be guided with the rubric that
follows. Write your answer on the space provided after the rubric.

1. Failure to submit the final requirements in a major subject.

2. Explaining to your mother the reasons for coming home very late one day
3. Breaking the good news to your parents that you are the winner of a special contest
4. Inviting your girlfriend or boyfriend to your 18th birthday celebration
5. Breaking the sad news to your parents that you failed in two subjects.
31
RUBRICS (Activity 2)
Exceeding Standards Meeting Standards Approaching Below Standards
5 4 Standards 1
3-2
Meaning Speech is creative and Speech is thoughtful and Most of the lines are Speech appears to be
and original. It is evident creative. A couple of creative, but appears to thoughtless or rushed.
Originality that the student put phrases or ideas may be be rushed. This is Work is very repetitive,
thought into their revisited, but the overall evident in the student’s and ideas are unoriginal.
words and uniquely product is carefully redundancy or use of
conveyed their ideas written. clichés.
and emotions.
Grammar Proper use of English A couple of spelling or The student’s intended There are numerous
spelling and grammar grammar mistakes are meaning is confusing spelling or grammar
is used consistently evident, but do not by several spelling or errors, making the
throughout the output. diminish the meaning of grammar errors. output difficult to
Punctuation is utilized the output. Punctuation Punctuation may be understand. Punctuation
when necessary. is utilized when misused. is used incorrectly.
necessary.

32
 WEEK 5: SPEECH AND ITS TYPE

The learner recognizes that communicative competence requires

Content Standard understanding of speech context, speech style, speech act and
communicative strategy.
The learner demonstrates effective use of communicative strategy
Performance Standard
in a variety of speech situations.
Most Essential Learning
Distinguishes types of speeches and speech styles
Competencies (MELCs)
Communication Critical thinking
21st Century Learning Skills
Creativity
 Excellence
Core Values  Discipline
 Community Building

REFERENCES:(Please be guided with the given references to help you perform the given activities.)
A. Printed:

Dividina, D.J. (2017). Towards Effective Oral Communication for Senior High School.
Manila: St. Augustine Publications, Inc.

Padilla, M.M, (2016). Speak Right and Make a Difference: Oral Communication in Context
for Senior High School. Malabon City: Mutya Publishing House, Inc.

Peña, A.R. (2016). Oral Communication. Quezon City: Vibal Group, Inc.

TOPIC: SPEECH AND ITS TYPES

INTRODUCTION
Any worthwhile endeavor such as a speech has a purpose. You speak to inform, to argue, to
persuade, to entertain, and to express emotions, among others. Identifying your purpose and being
conscious of it allows you to better choose your words, your supporting material, the organization of
your message, and the manner in which you will deliver it.

What is the purpose of the weather man? He speaks to give us updates on the weather and
therefore his purpose is to inform. How about the teacher when she gives a lecture? She explains the
lesson and shares her knowledge with students; therefore, she also speaks to inform. What about the
artist presenting her work, hoping her art carries her message to the audience? She speaks to persuade.
The lawmaker who argues for or against a bill on the floor of congress? Definitely, he aims to persuade
fellow law makers to vote for or against the bill in review. These are but a few of the many purposes
of speech communication.

In this week’s topics, we will be dealing with speeches. This is in preparation for your major
performance task and some of your activities for the remaining weeks and for the upcoming quarters.
I hope that you will be able to understand what speech is and its importance in our subject, Oral
Communication in Context. Good luck. Let’s begin!

Below are the Learning Targets/ Specific Objectives:

1. Know what speech is.
2. Distinguish the types of speeches according to purpose.
3. Make/deliver short speech according to purpose.
4. Distinguish the types of speeches according to delivery.
5. Make/deliver short speech according to delivery.

33
 Exploration of Prior Knowledge
Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic.
What I Want to How I Can Learn
What I Know What I Have Learned
Find Out More

Skills I expect to use:

PROCESS QUESTIONS/ FOCUS QUESTIONS:

Below are the key guide questions that you should remember as you perform all the activities in
this lesson. You should be able to answer them at the end of the week.
1. What is a speech?
2. What are the types of speech according to purpose?
3. What are the types of speech according to delivery?

SHORT EXERCISE/DRILL

Exercise 1. True or False: Write True if the statement contains correct idea and False if
otherwise on the space provided before each number.
______________ 1. The main goal of an expository speech is comprehension.
______________ 2. Visual aids are not needed in an informative speech.
______________ 3. A persuasive speech is more useful for those who are running in a position
like in election.
______________ 4. The homily during Holy Mass is an example of an entertainment speech.
______________ 5. Do not use a very catchy introduction when making a speech.
______________ 6. An impromptu speech is also called the “thinking on your toes” speech.
______________ 7. An outline can be used in an extemporaneous speech.
______________ 8. A manuscript speech is a planned and rehearsed speech.
______________ 9. Tendency to deliver in a fast pace or in a monotonous manner is one of the
good sides of a memorized speech.
______________ 10. The actors delivering their lines in a movie are delivering a memorized
speech.

CONTENT DISCUSSION

Although a speech can have more than one purpose, it should have at least one overriding
purpose that is clear to both the speaker and the audience. Besides having a specific reason for
speaking, the speaker faces the challenge of not only preparing but also delivering his message
effectively. There is nothing more unbearable than a poorly written and delivered speech.

Whenever we see others speak with ease in public or on television, we cannot help but admire
them and probably ask ourselves whether successful speakers like them are born or made. While it is
true that some lucky few are born with this amazing gift, the overwhelming majority have trained to
become great speakers.

Several may have trained formally; others may have learned how to best do if after having
delivers many speeches over time. This means that given proper training, formally or informally, you
and anybody else can become an effective speaker.

34
What is a speech?
Some of the meaning of speech includes:
- Speech is a communication through talking or a talk given to an audience.
- The act of speaking; expression or communication of thoughts and feelings by spoken
words.
- Speech is how we say sounds and words. Speech includes: articulation, voice, and
fluency.

TYPES OF SPEECHES ACCORDING TO PURPOSE

A. INFORMATIVE/EXPOSITORY SPEECH

B. PERSUASIVE SPEECH

35
C. INSPIRATIONAL SPEECHES

D. SPEECH FOR ENTERTAINMENT

36
TYPES OF SPEECHES ACCORDING TO DELIVERY

A. IMPROMPTU SPEECH

B. EXTEMPORANEOUS SPEECH

37
B. MANUSCRIPT SPEECH

C. MEMORIZED SPEECH

38
 SHORT EXERCISES/DRILLS
Exercise 1: Identify the general purpose the speaker has in mind in the following situations.
Write your answer on the space provided. The first one is done for you.

To entertain 1. The audience will enjoy some mountain-climbing adventure stories.

____________ 2. The audience will learn how to file their income tax returns properly.
____________ 3. The audience will just be too willing to contribute for the earthquake victims.
____________ 4. The audience may or may not vote for the new law on tax exemptions.
____________ 5. The pedestrians will see the advantage of using the footbridge.
____________ 6. The youth will spearhead the fight against drug addiction.

REVISED KNOWLEDGE: Actual answers to the process/focus questions

1. What is a speech?
Speech is a communication through talking or a talk given to an audience.

2. What are the types of speech according to purpose?

 Informative/Expository Speech
 Persuasive Speech
 Inspirational Speech
 Speech for Entertainment

3. What are the types of speech according to delivery?

 Impromptu Speech
 Extemporaneous Speech
 Manuscript Speech
 Memorized Speech

FINAL KNOWLEDGE: Generalization/Synthesis/Summary

This week, we have learned about speeches particularly the types of speeches according to
purpose and the types of speeches according to delivery. The types of speeches according to purpose
are: Informative/Expository Speech, Persuasive Speech, Inspirational Speech, and Speech for
Entertainment. The characteristics of each type is clearly shown in the table presented on the
discussion part. The types of speech according to delivery are: Impromptu Speech, Extemporaneous
Speech, Manuscript Speech, and Memorized Speech. Through the use of the table or the graphic
organizer, we were able to see clearly the similarities and differences of each type.

39
40
 Diocese of Bayombong Educational System (DBES)
Saint Catherine’s School
Real St., Buag, Bambang, Nueva Vizcaya
PAASCU ACCREDITED LEVEL 1

LEARNING ACTIVITY SHEET

Oral Communication
Module 5
___________________________________
Subject Teacher

Name of Learner: ____________________________________________________ SCORE:

Last name First name MI
Section : _________________________ Date Completed: _______________

A. Written Work/s:
Activity 1: Speech Writing – Based on what you have learned from this module,
choose one task below and make a 150-word speech observing the characteristics of
your chosen speech type.
TASK 1: INFORMATIVE SPEECH
 You are asked to discuss and explain the importance of vaccines.
TASK 2: PERSUASIVE SPEECH
 You are asked to convince your listeners that everyone should be vaccinated.
TASK 3: INSPIRATIONAL SPEECH
 You are asked to give an inspirational speech to our dedicated COVID-19 frontliners.

Exceeding Meeting Approaching Below

Standards Standards Standards Standards
10 7 5 3
Meaning Speech is Speech is Most of the lines Speech appears
and creative and thoughtful and are creative, but to be thoughtless
Originality original. It is creative. A appears to be or rushed. Work
evident that the couple of rushed. This is is very
student put phrases or ideas evident in the repetitive, and
thought into may be student’s ideas are
their words and revisited, but the redundancy or unoriginal.
uniquely overall product use of clichés.
conveyed their is carefully
ideas and written.
emotions.
Grammar Proper use of A couple of The student’s There are
English spelling spelling or intended meaning numerous
and grammar is grammar is confusing by spelling or
used mistakes are several spelling grammar errors,
consistently evident, but do or grammar making the
throughout the not diminish the errors. output difficult
output. meaning of the Punctuation may to understand.
Punctuation is output. be misused. Punctuation is
utilized when Punctuation is used incorrectly.
necessary. utilized when
necessary.

41
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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42
 WEEK 6: SPEECH STYLES

The learner recognizes that communicative competence requires

Content Standard understanding of speech context, speech style, speech act and
communicative strategy.
The learner demonstrates effective use of communicative strategy
Performance Standard
in a variety of speech situations.
Most Essential Learning
Distinguishes types of speeches and speech styles
Competencies (MELCs)
Communication Critical thinking
21st Century Learning Skills
Creativity
 Excellence
Core Values  Discipline
 Community Building

REFERENCES:(Please be guided with the given references to help you perform the given activities.)
A. Printed:

Dividina, D.J. (2017). Towards Effective Oral Communication for Senior High School.
Manila: St. Augustine Publications, Inc.

Padilla, M.M, (2016). Speak Right and Make a Difference: Oral Communication in
Context for Senior High School. Malabon City: Mutya Publishing House, Inc.

Peña, A.R. (2016). Oral Communication. Quezon City: Vibal Group, Inc.

TOPIC: THE DIFFERENT SPEECH STYLES

INTRODUCTION:

Hello students! This topic focuses mainly on speech styles. As you become aware of the
different speech styles, think of your ways of communicating then assess the styles that you are using.
Read the explanations carefully so that you may be able to answer the activities correctly. Good luck.
Below are the Learning Targets/ Specific Objectives:

1. Know what speech style is.

2. Assess one’s preferred communications style.
3. Differentiate the types of speech styles, specifically intimate, casual, and consultative.
4. Identify social situations in which each speech style is appropriate to use.

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic about Speech styles.

What I Want to How I Can Learn

What I Know What I Have Learned
Find Out More

Skills I expect to use:

43
 SHORT EXERCISE/DRILL

COMMUNICATION STYLE SELF-ASSESSMENT

This questionnaire is adapted from www.newlinesidea.com/communication-style-quiz.html
and is designed to help you assess your preferred communications style. Thinking about your behavior
with others, read each statement and indicate which best classifies your behavior. Write the number
beside each item.
1- Disagree strongly
2- Disagree somewhat
3- Agree somewhat
4- Agree strongly

Total your score for each communication style category.

_____ 1. I express my opinions honestly, openly, and appropriately all the time.
_____ 2. I can get angry and am comfortable letting this show
_____ 3. I find it difficult to say “no”.
_____ 4. If I do not agree with a task I’ve been given, I find a way of dragging my feet on it.
_____ 5. If someone knows more than me, I feel comfortable in asking for help from them.
_____ 6. I feel guilty if I leave on time for a valid reason and other people are still working.
_____ 7. I can be sarcastic
_____ 8. I think my way of doing things is better than other people’s.
_____ 9. If someone takes advantage of me, I find a way of getting my own back
_____ 10. I feel I have a right to say “no” to other people requests and to negotiate a compromise.
_____ 11. If I am in a large meeting, I do not speak up.
_____ 12. I like to be in control of a situation.
_____ 13. If the situation dictates, I can stare people down.
_____ 14. I make good eye contact.
_____ 15. If I am unsure about a given task, I find it uncomfortable to ask for help.
_____ 16. I have been known to talk about other people behind their backs.
_____ 17. When I have to deal with someone in authority, I find it difficult to look them directly in the eye.
_____ 18. I am a good listener and equally other people listen to what I have to say.
_____ 19. Rather than confronting someone about an issue, I would rather give them the cold shoulder or drop hints
to other people that I am not happy.
_____ 20. I am not afraid to be directed with someone, even if they think I am being rude.
Your scores:

Aggressive – 70 – 80 pts. Passive Aggressive – 40 – 59 pts.

Passive – 60 – 69 pts. Assertive – 20- 39 pts.

Your highest score represents the communication style you tend toward most of the time. Even if the highest score is
“ASSERTIVE”, pay attention to your next highest score especially if it is within two points.

AGGRESSIVE BEHAVIOR ASSERTIVE BEHAVIOR

I am direct in expressing my needs, wants, I clearly express my needs, wants, and
and opinions and I give no thought to other opinions in a way which is considerate of
people. others,
Directness of communication

I win, you lose. I win, you win.

PASSIVE AGGRESSIVE BEHAVIOR PASSIVE BEHAVIOR

I indirectly make sure that others are aware I do not express my needs, wants, and
of my needs, wants, and opinions and that opinions directly. I put others’ need above
these are more important than theirs. my own.

I win, you lose.

I lose, you win.
Thought given to others

44
Explain the result of your activity. What does it say about the communication style that you prefer to
use?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

PROCESS QUESTIONS/ FOCUS QUESTIONS:

Below are the key guide questions that you should remember as you perform all the activities in
this lesson. You should be able to answer them at the end of the week.

1. What is speech style?

2. What are the different speech styles?

CONTENT DISCUSSION

After doing the self-assessment activity, you are now ready to learn more about speech styles,
since you are already familiar with the speech style that you are using or exposed to. I hope that this
discussion will help you even more in understanding the speech style that you are using and that you
are still going to use in the future.

What is Speech Style?

SPEECH STYLE is “the way in which something is said, done, expressed, or performed,” and it
corresponds to specific speech contexts. The speech styles discussed in this module- intimate, casual,
consultative, frozen, and formal-generally occur in interpersonal contexts.

Intimate conversations take Consultative conversations

Casual conversations
place between persons of take place between
typically take place between
close alliances/relationships. professionals such as doctors
classmates, friends, or co-
(e.g., married couples, and lawyers and their
workers.
lovers, and family members). patients and clients.

Frozen conversations are the

style for declamation and for Formal conversations are
print. The listener or reader used in formal situations
is not allowed to question using formal language.
the speaker.

There is a marked difference in the language used, degree of formality, and manner of
expression in each style due to the different types of people involved and their degree of closeness.

By simply listening in, one can recognize the speech style used by the two people engaged in
a conversation. In the same manner, it is also not very difficult to employ the style appropriate to the
situation and the person you are talking to. Usually, the relationship you have with the person you are
talking to dictates the speech style you will use. Unless you have personal differences within your
family, the style expected of you and another family member is intimate. The casual style would be
appropriate if you are with your peers, friends, classmates and co-workers (in the future). Professional
conversations are usually consultative in style-less casual, more business-like and serious, and never
intimate. You employ this style when you are speaking with your mentors, superiors in school, people
in authority, and later on with your superiors at work, with clients, and with other professionals.

45
INTIMATE AND CASUAL SPEECH STYLES

The intimate speech style, as the term intimate indicates, is usually used by persons who are
close or very familiar with each other. In most cases, the intimate speech style is employed when one
talks to his or her family, relatives, and even very close friends. In this style, the language used may
be both formal and informal depending on the situation and the matter being talked about. Moreover,
terms of endearment (e.g, mahal or babe for husband and wife) and terms that show respect (e.g.,
mom, dad, kuya, and ate) are often used in this speech style. In additions, it is in this speech style when
private or sensitive matters are usually talked about (e.g., family finances, big decisions).
The casual speech style is the style you use when you talk to your classmates, peers, and other
people who are not as close to you or are not in your innermost circle of family and best friends. In
thus style, the language used is often informal and conversational. In addition, the casual speech style
allows for a more diverse range of topics. However, terms of endearment are rarely used in this style.

CONSULTATIVE SPEECH STYLE

To consult is to ask or seek advice from a person, usually professional who has an expert
knowledge on a specific subject or field. The consultative style of speech, therefore, is what you use
when talking to a doctor, lawyer, engineer, counselor, and other professionals who you think can help
you with your need of information, advice, or opinion. You also may be consulted with by your future
clients if you become the person knowledgeable enough to give expert advice, opinion, and
information. This speech style requires more formality in terms of language, manner of speaking, and
gestures. Think of a doctor when he or she is talking to his or her patient or when a lawyer is advising
his or her client.

It is important to take note, though, that the use of specific speech style depends on the level
of closeness of the parties involved, on the topic being discussed, and on the purpose of the
communicators. For instance, a mother and a daughter may use the intimate speech style when they
are talking about school matters. At the same time, they may use the casual speech style when they
are talking about hobbies or vacations. On the other hand, a doctor speaking to a familiar patient may
use the casual speech style rather than the more formal consultative style.

FORMAL AND FROZEN STYLE

Formal and frozen speech styles are related to each other in terms of the contexts on which
they are used and the degree of formality in language. The frozen or static style, as its term connotes,
is rather fixed unlike formal speeches which can still be altered.

Formal speeches such as the president’s SONA are prepared in advance and follow strict rules
in word choice and content. It is a leader’s report to his/her constituents delivered in congress in front
of an audience dressed in formal attire. Even if the president uses humor in some parts of his speech,
such humor is well chosen and each fits the stature of the presidency and the occasion.

Here is an excerpt from President Benigno S. Aquino III’s SONA (translated), which is an
example of formal speech style

Speaker Feliciano Belmonte; Senate President Juan Ponce Enrile; Vice President JejomarBinay, Chief Justice
Renato Corona, Former Presidents Fidel Valdez Ramos and Joseph Ejercito Estrada; Members of the House
of Representatives and the Senate; distinguished members of the diplomatic corps;
My beloved countrymen:

Our administration is facing a forked road. On one direction, decisions are made to protect the welfare of our
people; to look after the interest of the majority; to have a firm grip on principles; and to be faithful to the
public servant’s sworn oath to serve the country honestly.
This is the straight path.

46
 On the other side, personal interest is the priority, and where one becomes a slave to political considerations
to the detriment of our nation.
This is the crooked path.

For a long time, our country lost its way in the crooked path. As days go by (since I became President), the
massive scope of the problems we have inherited becomes much clearer. I could almost feel the weight of
my responsibilities.
In the first three weeks of our administration, we discovered many things, and I will report to you some of
the problems we have uncovered, and the steps we are taking to solve them.
This report is merely a glimpse of our situation. It is not the entire picture of the crises we are facing. The
reality was hidden from our people, who seem to have been deliberately obfuscated on the real state of our
nation.
https://news.abs-cbn.com/nation/07/26/10/state-nation-address-pres-benigno-s-aquino-iii-english-
translation

On the other hand, the frozen speech style follows much stricter rules in wording, content and
format. They may not be changed as they are permanently inscribed in a document such as the
preamble of the Philippine Constitution or a dedication on a commemorative marker for a historical
site or a plaque of appreciation. Therefore, speakers of frozen speech merely read from the source.
Further, they can employ an oratorical style of delivery to lend more formality top the speech.

Look at how the preamble of the 1987 Philippine Constitution is worded. This is a good
example of frozen speech style.

Philippine Constitution (1987) Preamble

We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a just
and humane society and establish a Government that shall embody our ideals and aspirations,
promote the common good, conserve and develop our patrimony, and secure to ourselves and our
posterity the blessings of independence and democracy under the rule of law and a regime of
truth, justice, freedom, love, equality, and peace, do ordain and promulgate this Constitution.

SHORT EXERCISES/DRILLS
Exercise 1. A. Identify the speech style used in the following lines. Write I if it is intimate, CA if
Casual, and CO if Consultative.

_____1. I’ve been running a fever for days now and I feel weak. My muscles also ache a lot. Do you
think I’ve contracted a dengue fever?
_____2. You know what? This family misses you so much. Please come home more often.
_____3. I would like to show your son’s recent test scores. I’m afraid he might fail this subject.
_____4. We should start planning for our office Christmas party. Who would like to head the food
committee?
_____5. Mother, you ought to take some rest. Let me wash the dishes tonight.

Exercise 1. B. Identify the speech style associated in the following. Write I if it is intimate, CA if
Casual, and CO if Consultative.

_____1. Family _____6. Co-workers

_____2. Lawyer _____7. Client
_____3. Professional _____8. Formal
_____4. Friends _____9. Customer service representative
_____5. Salesperson ____10. Doctor

47
 REVISED KNOWLEDGE
1. What is speech style?
SPEECH STYLE is “the way in which something is said, done, expressed, or
performed,” and it corresponds to specific speech contexts.

2. What are the different speech styles?

The speech styles discussed in this module are: intimate, casual, consultative,
frozen, and formal speech styles.

FINAL KNOWLEDGE: Generalization/Synthesis/Summary

This week’s lesson is all about speech styles or communication styles. During the self-
assessment activity, we were able to assess ourselves on the communication style that we are using.
We were enlightened even more when we had the discussion. We learned that there are different
speech styles in each occasion, like during formal meetings, we must also use the formal speech style
which also requires formal use of words. Same with casual speech style wherein the use of slang is
accepted since it is commonly used within the communication of friends. In intimate speech style, the
term of endearment is very important for us to be able to know how intimate the relationship of the
persons is. On the other hand, in the frozen speech style, it is often used in poems because it allows us
to use our own interpretation of the words found in the poem. Consultative style on the other hand is
often used by persons talking to strangers because the main goal of it is to consult or ask.

48
 Diocese of Bayombong Educational System (DBES)
Saint Catherine’s School
Real St., Buag, Bambang, Nueva Vizcaya
PAASCU ACCREDITED LEVEL 1

LEARNING ACTIVITY SHEET

Oral Communication
Module 6
___________________________________
Subject Teacher

Name of Learner: ____________________________________________________ SCORE:

Last name First name MI
Section : _________________________ Date Completed: _______________

A. Written Work/s:
Activity 1: Hone your Skills - Do the following:

 First, read and understand each expression.

 Second, examine its language and vocabulary.
 Finally, decide on the kind of speech styled used. Write your answer on the space
provided before the number.

_________________ 1. Ever wonder what “Drop it Like It’s Hot” means? Come find out here!
_________________ 2. This is the moment I’ve been waiting for.
_________________ 3. The torrential rain was sudden and furious on a cold night over ten
years ago.
_________________ 4. OK, folks, we’re gonna be taking off in just a few… Whoa! Here we
go.
_________________ 5. Any day or night in a hospital emergency department is filled with
heartening triumphs and crushing defeats.
_________________ 6. Open my eyes, that I may see
Glimpses of truth Thou hast for me;
Place in my hands the wonderful key
That shall unclasp and set me free.
_________________ 7. Black.
_________________ 8. It’s the wake-up mind trick.
_________________ 9. PM if interested.
_________________ 10. Students will be required to obtain assignments for classes to be
missed and an assignment form completed prior to leaving the
school. the assignments will be due on the day the student returns to
school. failure to follow this policy will result in the absence being
recorded as an unexcused absence.

49
 Activity 2. Try it Out
Do what is asked in the following.
1. Why do you need to adjust your manner of speaking to the speech situation? Explain your
answer.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. What will happen if you use an inappropriate speech style?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

RUBRICS FOR SHORT RESPONSE TEST

Criteria 5 4 3 2 1
The ideas Ideas are The explanation The ideas The output is
presented are organized, is somehow presented are poor.
Content/ well organized, meaningful and meaningful and valid but not
Organization very meaningful relevant to the relevant to the meaningful and
and relevant to topic. topic but not organized.
the topic. presented in an
organized
manner.
The ideas Some of the 3-4 ideas 1-2 ideas All the ideas
presented are ideas presented presented are presented are presented are
Originality
original. are copied from copied from a copied from a copied from a
sources. source. source. source.

50
 WEEK 7: SPEECH ACTS

The learner recognizes that communicative competence requires

Content Standard understanding of speech context, speech style, speech act and
communicative strategy.
The learner demonstrates effective use of communicative strategy
Performance Standard
in a variety of speech situations.
Most Essential Learning
Competencies (MELCs) Responds appropriately and effectively to a speech act
Communication
21st Century Learning Skills
Critical thinking Creativity
Excellence
Core Values
Discipline Community Building

REFERENCES:(Please be guided with the given references to help you perform the given activities.)

A. Printed:

Dividina, D.J. (2017). Towards Effective Oral Communication for Senior High School.
Manila: St. Augustine Publications, Inc.

Padilla, M.M, (2016). Speak Right and Make a Difference: Oral Communication in
Context for Senior High School. Malabon City: Mutya Publishing House, Inc.

Peña, A.R. (2016). Oral Communication. Quezon City: Vibal Group, Inc.

TOPIC: THE TYPES OF SPEECH ACTS

INTRODUCTION:
Hello students! We are down on the last week of the first quarter. First of all, I want to
congratulate you for going this far, I hope that you are still doing fine with regards to your studies
despite the situation that we are in now. I thank all of you for showing your love and passion to your
studies.

For our last topic, we will be dealing with Speech Acts. Remember to always read the
discussion part before you answer the activities. and of course, reading the directions is very important.
You are also expected to perform your Culminating Activity/Performance Task for the quarter. Bear
in mind that the PT is very important, so please do not forget to accomplish it. Good luck and God
bless.
Below are the Learning Targets/ Specific Objectives:
1. Define speech act
2. Distinguish types of speech acts
3. Recognizes the categories of speech acts based on its functions
4. Responds appropriately and effectively to a speech act

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic about speech acts.

What I Know What I Want to Find Out How I Can Learn More What I Have Learned

Skills I expect to use:

51
 PROCESS QUESTIONS/ FOCUS QUESTIONS:

Below are the key guide questions that you should remember as you perform all the activities
in this lesson. You should be able to answer them at the end of the week.

1. What is speech act?

2. What are the different types of speech acts and their definition?

SHORT EXERCISE/DRILL
Think about these…
In one sentence, give your best answer on the following questions.

1. Consider the phrase, “I now declare war with China!” Who can say this phrase?
___________________________________________________________________________
2. What do you think does the teacher mean when he/she says “Isn’t the board dirty, class?”
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3. An employee comes from outside where the heat of the sun is at its peak. She enters an office
and say “It’s cold in here!” How do you interpret what she said?
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4. If you are the secretary in that same office, how would you respond to the employee who said
the utterance in # 3?
___________________________________________________________________________
5. You meet your principal along the corridor and she says “See me in the office.” What is your
interpretation to what she said? What would be your reaction?
___________________________________________________________________________

CONTENT DISCUSSION

When people communicate, their utterances are rarely just strings of words and meanings.
Consider the utterance “I haven’t eaten in days.” When said in response to the comment “You look
thinner”, it is merely an explanation that sheds light on the other person’s observation. However, when
told by a beggar to a stranger eating a piece of bread, it is no longer an explanation, but an indirect
request for food.

The example above shows how people are capable of performing acts with their utterances.
Such acts are called SPEECH ACTS. A speech act is a confluence of the following acts:
 An utterance of a meaningful sentence, or what is said literally, called the locutionary act;
 The social function of what is said, or the illocutionary act; and
 The effect of what is said to the person it is uttered to, or the characteristic aims of a speech
act, called the perlocutionary act.

Study the two dialogues below:

Dialogue 1
Teacher: Maria, could you please return these books to the library for me?
Maria: Sure, Ma’am. I will
Teacher: Thank you, Maria
Maria: You’re welcome, Ma’am. (Maria leaving)

Dialogue 2
Boss: (angrily shouts at a subordinate) I told you to deliver the package as soon as possible!
You did not!
Employee: (head bowed) I forgot, Sir.
Boss: (angrier) What are you waiting for? Do it now!
Employee: (scampering away) Yes, Sir. Right now, Sir!
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 In the first dialogue, the teacher requests a student named Maria to return some books to the
library. You can conclude that the teacher made a request because she used the word please. Maria
expresses her willingness to fulfill the request by answering, “Sure ma’am, I will”. The congenial
exchange continues with the teacher expressing gratitude which Maria acknowledges as she leaves.

Here is an analysis of the interaction between the teacher and Maria in terms of speech acts:
The teacher uses the words please and thank you (locutionary) to perform the linguistic act of
requesting and then thanking (illocutionary). Maria, on the other hand, responds by saying, “Sure,
Ma’am, I will” and “You’re welcome, Ma’am” to express willingness and to acknowledge the
gratitude her teacher expresses. In such instance, both the teacher and Maria are pleased with the
exchange: the former gets her request done (returning of the books) while Maria receives the
acknowledgment she deserves for willingly acceding to the request (perlocutionary)

In the next dialogue, a boss shouts at his employee for failing to do what he (employee) was
tasked-to deliver a package. The boss’s stern language and raised voice causes the employee to meekly
admit that he forgot to do as told. The boss shouts again to reiterate that the package should be
delivered at once. As a result, the employee gets scared and scampers away. The uttering of harsh
words is the locutionary act, commanding and berating are the illocutionary acts, and being scared and
scampering away constitute the perlocutionary acts.

Classification of Illocutionary Act

a. Assertive – Speech act that pledges a speaker to the truth of what he says.
Example:
(reciting a creed)
I believe in God, the Father Almighty. Creator of heaven and earth….
b. Directives – Speech acts that are to cause the listener to act accordingly.
Examples:
(advise)
I advise you to do ASAP (always say a prayer) and PUSH (pray until something
happens)
(command)
I told you to leave the place now!
(request)
Let us bow down our heads, close our eyes, and put ourselves I the holy presence of
God.
c. Commissive – Speech act that commit a speaker to do some action in the future.
Examples;
(promises)
I promise to abide by the rules of the school.
(oath)
I pledge allegiance to the Flag of the Republic of the Philippines.
d. Expressive – Speech acts that express the speaker’s attitudes and emotions toward a proposition.
Examples:
(congratulations)
Congratulations for a job well done!
(excuses)
Excuse them for coming late due to the heavy flood.
(thanks)
Thank you for the immediate construction of the bridge.
e. Declaratives – Speech acts that change the reality in accordance with the proposition of the
declaration.
Examples;
(baptism)
I baptize you in the name of the Father, and of the Son….
(court)
You are found guilty of murder!
(wedding)
I now pronounce you husband and wife.
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 SHORT EXERCISES/DRILLS
Exercise 1. Consider the following utterances. What effect will each have on its listener(s)?
Explain briefly.
1. “Hide! Now!”
___________________________________________________________________________
2. “Please stay with me.”
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3. “Stop or I’ll call the police!”
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4. “Congratulations! You’re hired!”
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5. I now pronounce you husband and wife…”
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Exercise 2. Answer the questions briefly but intelligently.

1. How are locutionary, illocutionary, and perlocutionary acts related to one another? Give
examples to make your explanation clearer.
______________________________________________________________________________
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REVISED KNOWLEDGE: Actual answers to the process/focus questions

1. What is speech act?
SPEECH ACTS show how people are capable of performing acts with their
utterances.

2. What are the different types of speech acts and their definition?
 An utterance of a meaningful sentence, or what is said literally, called the locutionary
act;
 The social function of what is said, or the illocutionary act; and
 The effect of what is said to the person it is uttered to, or the characteristic aims of a
speech act, called the perlocutionary act.

FINAL KNOWLEDGE: Generalization/Synthesis/Summary

In this last module for the first quarter, we have discussed the different speech acts.
Sometimes, what we say is not what we mean that’s why speech acts are very important. As they
say, action speaks louder than words, even if we don’t say anything if we act on it, then the people
around us will be able to understand want we really want to tell them.

There are 3 speech acts; locutionary, illocutionary, and perlocutionary. An utterance of a

meaningful sentence, or what is said literally, called the locutionary act. The social function of what
is said, or the illocutionary act. The effect of what is said to the person it is uttered to, or the
characteristic aims of a speech act, called the perlocutionary act.

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 Diocese of Bayombong Educational System (DBES)
Saint Catherine’s School
Real St., Buag, Bambang, Nueva Vizcaya
PAASCU ACCREDITED LEVEL 1

LEARNING ACTIVITY SHEET

Oral Communication
Module 7
___________________________________
Subject Teacher

Name of Learner: ____________________________________________________ SCORE:

Last name First name MI
Section : _________________________ Date Completed: _______________

A. Written Work/s:

Activity 1. Hone your Skills

Below are samples of speech acts in American English. Identify its classification under the
illocutionary act. The first one is done for you.

Directive 1. Would you mind doing your share of the duties?

___________ 2. I wonder where mom went.
___________ 3. Isn’t your ring beautiful!
___________ 4. Oh, you know me so well. Thanks, I love it.
___________ 5. You really handled that situation well.
___________ 6. You are such a wonderful person!
___________ 7. It’s my fault.
___________ 8. Is it possible not to fake it?
___________ 9. I’m really sorry. Are you O.K.?
___________ 10. Oh! Here, let me help you get something on that burn and clean up the
mess.

B. PERFORMANCE TASK: SPEECH FOR VARIOUS OCCASIONS

There will be an annual public speaking contest in your school. To help the teacher
identify the possible participants of this contest in your class, each of you are tasked to
make a two-minute speech simulating any of the following occasion below. Choose only
one.

Note: Your oral presentation should be recorded and will be sent to your subject teacher
via messenger, email or other social media accounts or save in your OTG flash drive. For
those who can’t send it via messenger etc., please inform your teacher so that he/she will
find ways and means to reach you out for your oral presentation.

a. ACCEPTANCE SPEECH
You are recently promoted as head of your organization after being an assistant for two
years.

b. PROPOSING A TOAST FOR THE WINNING TEAM

You are the team manager and your team just won the championship.

c. DEDICATING A NEW LIBRARY

You are the school principal and you are inaugurating the new library. It is named after a
well-known and highly respected school director.

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d. SPEECH during the Opening of your Own Exhibit at a Gallery or Museum.
You are a renowned artist, and you are giving the opening remarks in the opening of your art
exhibit.

e. WELCOME SPEECH FOR NEW STUDENTS

You are the SSG Governor in your school and you are going to deliver a welcome speech to the
grade 7 students and transferees during the “Araw ng Bagong Catherineans”

f. MOTIVATIONAL SPEECH
You are an accomplished athlete and you are a guest at a sports summer clinic.

g. CAMPAIGN SPEECH
You are a graduate of Saint Catherine’School and you are going to deliver a campaign speech to
convince other students to enroll in SCS.

h. PRODUCT ORIENTATION
You are part of the team which develops a new gadget.

i. PROJECT PROPOSAL
You are the chief architect/designer of a low-cost housing plan for informal settlers.

j. INTRODUCTION OF GUESTS
You host your own talk show and you introduce three guests for an episode.

CRITERIA POINTS
1. Introduction
 Catches the attention of the listeners 5 4 3 2 1
 Gives an overview of the speech 5 4 3 2 1
 Sets the appropriate tone 5 4 3 2 1
 Contains appropriate word choices 5 4 3 2 1
2. Body
 Organized and to the point 5 4 3 2 1
 Main points are clear 5 4 3 2 1
 Has the necessary supporting details 5 4 3 2 1
3. Conclusion
 Is not abrupt 5 4 3 2 1
 Neatly done 5 4 3 2 1
 Uses the right words 5 4 3 2 1
TOTAL
GRAND TOTAL

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