Oral Communication in Context – Grade 11/12

Alternative Delivery Mode

Module 3: Communicative Competence Strategies in Various Speech Situations
First Edition, 2019
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Published by the Department of Education
Secretary: Leonor M. Briones
Undersecretary: _______________________________

Development Team of the Module

Development Team of the Module:
Authors: John Pompey Popai E. Almonia
Authors:
Lenie Marte John Pompey Popai E. Almonia
Lenie
Arlyn Dawadias Marte
Arlyn
Editors: Dawadias
Reviewers:
Reviewers: Arlyn
B. Dawadias Arlyn B. Dawadias
Noriza
Noriza J. Esteban J. Esteban
Hananena
Hananena D. Bolonos D. Bolonos
Layout Layout Artist:
Artist: John I. Taquiso
Rimmon John Rimmon I. Taquiso
Management Team:
Management Team:
Chairperson:
Dr. Arturo B. Bayocot, CESO III
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Regional Director
Co-Chairperson:
Co-Chairpersons:
Dr. Victor Dr. Victor
G. De Gracia G. De
Jr., CESO V Gracia Jr., CESO V
Asst. Asst. Regional Director Regional Director
Mala Mala Epra B. Magnaong Epra B. Magnaong
CES, CES, CLMD CLMD
Members:
Members: Dr. Bienvenido U. Tagolimot, Jr.
Regional
Dr. Bienvenido U. Tagolimot ADM Coordinator
Jr., EPS-ADM
Dr. Angelina B. Buaron
Dr. Neil A. Improgo, EPS-LRMDS
EPS, Analisa C. Unabia, EPS-LRMDS
English

PrintedPrinted
in the Philippines by ______________________________________
in the Philippines by: Department of Education – Regional Office 10
Department of Education – Bureau of Learning
Office Address: Zone 1, Upper Balulang Resources
Cagayan de Oro(DepEd-BLR)
City 9000
Office Address: Zone 1, Upper
Telefax: (088) 880-7071, Balulang Cagayan de Oro City 9000
(088) 880-7072
Telefax:E-mail Address: region10@deped.gov.ph
(088) 880-7071, (088) 880-7072
E-mail Address: region10@deped.gov.ph

1
 TABLE OF CONTENTS

PAGE

OVERVIEW 3
MODULE CONTENT 3
LEARNING COMPETENCIES 3
GENERAL INSTRUCTION 4
PRETEST 5

LESSON 1: Types of Speech Context

Objectives 8
Let’s Talk About It 8
Let’s Do This 9

LESSON 2: Types of Speech Style

Objectives 12
Let’s Talk About It 12
Let’s Do This 13
LESSON 3: Types of Speech Acts
Objectives 16
Let’s Talk About It 16
Let’s Do This 18

LESSON 4: Types of Communicative Strategies

Objectives 20
Let’s Talk About It 20
Let’s Do This 21

LET’S SUM IT UP 25
POSTTEST 26
KEY TO CORRECTIONS 29
REFERENCES 30
WRITER’S IDENTIFICATION 31

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 MODULE 3
COMMUNICATIVE COMPETENCE
STRATEGIES IN VARIOUS
SPEECH SITUATIONS
“Speaking WHAT to WHERE and WHEN?”

OVERVIEW

People express to communicate emotions. They express anything anywhere

anytime. However, we should be able to know where and when we speak specific
languages for appropriate situations. Hi! Kumusta? I will be your guide for this
module. How well have you gone through the subject? Enjoying?! Well, there’s more
to enjoy. This time, you are going to learn communicative competence strategies
which you can use in various speech situations. This module is divided into four
lessons.
1. Types of Speech Context

2. Types of Speech Style

3. Types of Speech Acts

4. Types of Communicative Strategy

Learning Competencies:
Ø Identifies the various types of speech context EN11/12OC-Ifj-15
Ø Exhibits appropriate verbal and non-verbal behavior in a given speech context
EN11/12OC-Ifj-16
Ø Distinguishes types of speech style EN11/12OC-Ifj-17
Ø Identifies social situations in each speech style is appropriate to use
EN11/12OC-Ifj-18
Ø Observes the appropriate language forms in using a particular speech style
EN11/12OC-Ifj-19
Ø Responds appropriately and effectively to a speech act EN11/12OC-Ifj-20
3
Ø Engages in a communicative situation using acceptable, polite and
meaningful communicative strategies EN11/12OC-IIab-21
Ø Explains that a shift in speech context, speech style, speech act and
communicative strategy affects the following: Language form; Duration of
interaction; Relationship of speaker; Role and responsibilities of the speaker;
Message; Delivery EN11/12OC-IIab-22
Are we good? Kaya ra ba? Before we will proceed, let us follow certain
instructions so we could detect how well we are doing the module.

General
Instruction

1. Read each statement carefully and if it happens that you don’t understand the
text try looking out for a dictionary and search for that word you hardly
understand. You may also ask help from family or friends or try asking your
OHSP teacher.

2. Answer the Pre-test before going to the next page. It will be your measuring
tool of how far do you need to learn from the lesson. As usual, the answers
are located on the last pages of this module. I hope you get to avoid checking
the answers first before you write your own answers. Train yourself to be
INDEPENDENT and RESPONSIBLE.

3. For every lesson, there are short discussions, selections and simple texts.
Please read them carefully and with comprehension.

4. There are short activities made just for you. Do them.

5. After doing so, a post test will be encountered. Answer them without re-
reading the previous lessons. Let’s see how well did you learn.

6. ENJOY!

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 Pretest

Directions: Read each item carefully. Encircle the letter

of your choice.

1. It is a communication when the person communicates within himself or herself.

a. Public c. Intrapersonal
b. Interpersonal d. Mass

2. It consist of two persons who are formally or informally or informally

interacting with each other verbally and non-verbally.

a. Dyad c. Mono
b. Small Group d. Peer Group

3. A speech context is made to interact with others at any given chance.

a. Group c. Intrapersonal
b. Interpersonal d. Dyad

4. Domination or superiority over a crowd is one of the disadvantages of this

dynamic of interpersonal communication.

a. Dyad c. Mono
b. Small Group d. Peer Group

5. The following are advantages of small group conversations except:

a. Good for doing tasks c. More sources of ideas

b. Easy to arrive at consensus d. Vested interest

6. It refers to the distinctive way of communicating which consists of pattern of

linguistic, vocal and nonverbal behaviors.

a. Speech Context c. Speech Act

b. Speech Style d. Speech Competence

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7. This public form of communication is mediated by some forms of technology
between an entity of a large and diverse audience.

a. Mass Communication c. Interpersonal Communication

b. Developmental Communication d. Intrapersonal Communication

8. Which of the following is a speech style?

a. Frozen c. Dyad
b. Interpersonal d. Perlocutionary

9. It is used in some group discussion, regular conversation at school,

companies, trade, speech conversation, etc. it is the most operational among
the other styles.

a. Consultative c. Intimate
b. Formal d. None of the above

10. A type of verbal presentation which intends to share information and conforms
to established professional rules, standards and processes and avoids using
slang terminology.

a. Consultative c. Intimate
b. Formal d. None of the above

11. This is the performance of utterance.

a. Perlocutionary c. Illocutionary
b. Locutionary d. speech act

12. Speech act is performed in what way?

a. Action c. Utterance
b. Style d. Manner

13. Illocutionary is the ____________ of the utterance.

a. Intended Action c. Actual Effect

b. Performance d. All of the Above

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14. The speech act that pertains to persuading, inspiring, asking and so on.

a Perlocutionary c. Illocutionary
b. Locutionary d. None of the above

15. “What I learned from this activity is something I considered valuable and
crucial in making decision making”. This kind of statement pertains to what
type of communicative strategy?

a. Turn taking c. Restriction

b. Nomination d. Topic Shifting

16. When the teacher asks you with this kind of question, “Do you have anything
to say?” what communicative strategy does your teacher show?

a. Nomination c. Topic Control

b. Turn Taking d. Termination

17. What communicative strategy is used in this statement? "Pardon? I think we

should speak one at a time, so we can really understand what we want to
convene about this issue."

a. Termination c. Repair
b. Topic Control d. Turn taking

18. “How can I make it up to you? Would you like a cup of coffee?” These two
statements pertain to what communicative strategy?

a. Topic Control c. Topic shifting

b. Nomination d. Repair

19. "Have you heard about the news on the latest progress of our local
government?". Upon hearing this kind of question around you, what
communicative strategy does it imply?

a. Repair c. Topic Control

b. Nomination d. Turn taking

20. "Sorry, I cannot think on that now. I am still doing my writing assignment. Let
us discuss it the next time, okay?". What communicative strategy is used in
this statement?

a. Repair c. Nomination
b. Termination d. Topic Control

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 LESSON 1: TYPES OF SPEECH CONTEXT

OBJECTIVES:

At the end of the lesson, you will be able to:

v Identify various types of speech context; and

v Exhibit appropriate verbal and non-verbal
behavior in a given speech context.

LET’S TALK ABOUT IT!

Speech CONTEXT is the SITUATION that brings

people to start a conversation or a speaking event. It is
important for people who communicate to understand
the situation or the environmental context of the speech
they are about to listen or deliver.

1. Intrapersonal
When humans involve themselves in thinking, dreaming, imagining,
worrying and reflecting over different things in the environment, they undergo
Interpersonal communication. Interpersonal communication is hen the person
communicates within himself and herself. Communicating to oneself has
proved to have contributed of effective communication towards himself and to
others.

2. Interpersonal
Human beings are social beings that is why they talk, mingle, converse
and interact with others. This type of communication is Interpersonal. This
speech context is examined between two people or more who are developing
and maintaining a communication rapport.

Dynamics of Interpersonal Communication

Advantages Disadvantages
Dyad – consists of two - More intimate - Prone to subjectivity
persons who are formally or - Noticeable - Unable to end a
informally interacting with nonverbal cues conversation
each other verbally and - Direct and vocal immediately
nonverbally. - Necessary to give - Unorganized
immediate response thoughts

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 Small group – consists - More sources of - Domination
of three to fifteen people ideas and - Unreconciled
exchanging views on a suggestions individual
common goal face to face. - Good for doing a differences
task - Vested interest
- Easy to arrive at
consensus

3. Public
We tend to attend symposiums, go on rallies and interact where a huge
group of individuals are around. This is a public form of communication. It
usually happens when individuals and/or groups engage in dialogue in the
public sphere in order to deliver a message to a specific audience.

One form of public communication is Mass Communication. Mass

Communication is a more public form of communication between an entity
and a large and diverse audience, mediated by some form of technology. This
may be either real time or on a taped delay basis, or it may be rooted in the
usually recent past.

Are you ready for some brain booster from what you have
read?

LET’S DO THIS!
Activity 1.1
Clipart-library.com

Directions: Identify the speech context and write your

answer on the space provided.

1. You are talking to your friend over the phone. _________________

2. Your group leader is giving his idea on your task and the members react to it.
____________________
3. Listening to a noise barrage. ____________________
4. You are thinking of what to do on your birthday. _______________
5. Students attending a class in school. _____________
6. A child dreaming of her future. _______________
7. The barangay captain is sharing his plans during the Barangay assembly.
____________
8. You are arguing with your brother. _________________
9. The teachers are having their meeting. _____________________
10. You are regretting about your mistakes. ________________

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Activity 1.2

Directions: Watch any television primetime drama show (e.g. Probinsyano) that
you like most then take note of the scenes in the show whether its,
INTERPERSONAL, INTRAPERSONAL or PUBLIC.

Title of the show:

Date and time watched:

Scenes from the show that pertains to:

Intrapersonal Interpersonal Public

1. 1. 1.

2. 2. 2.

3.
Activity 1.3 3. 3.

4. 4. 4.

5. 5. 5.
Activity 1.3

Directions: Exhibit appropriate or suited verbal and nonverbal behavior in a

given speech context. Imagine yourself with a small group. You may ask help
from your friends. Pretend that you are one of the members in an organization
inside your community (e.g. barangay), the YOUTH MOVERS. You are tasked
to identify a problem affecting your community and to report with proposed
solution. Present how will you conduct the group meeting. Present your ideas
in a procedure.

Barangay Problem:______________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______

If there are things that confuses you, try calling your teacher facilitator. He/She will
give more inputs for you.

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Activity 1.4

Let us RECALL

Directions: Answer the following questions. Write your answers on the given
space.

1. This communication context takes place when a person talks to a person.

____________.

2. The speech context that is examined between two people or more who are
developing and maintaining a communication rapport. ________________

3. This context of communication happens when individuals and groups engage

in dialogue in the public sphere in order to deliver a message to a specific
audience. _______________

4. This dynamic of interpersonal communication consists of three to fifteen

people exchanging views on a common goal face to face.
_________________

5. One advantage of this interpersonal communication is easy to notice

nonverbal cues among speakers. ______________

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 LESSON 2: TYPES OF SPEECH STYLE

OBJECTIVES:

At the end of the lesson, you will be able to:

v Distinguish types of speech style;

v Identify social situations in each speech style is
appropriate to use;
v Observe the appropriate language forms in using a
particular speech style.

LET’S TALK ABOUT IT!

Good communication skills require appropriate
word choice of speaker as well as his/her structure of
sentences (Dapat, et.al, 2016). As we are tagged as
‘social beings’ we need to be creative in several ways as
to how we express our messages. At this, we need to
learn the different types of speech styles. Speech style
refers to the distinctive way of communicating to others. It
consists of particular pattern of linguistic, vocal and
nonverbal behaviors. It refers mainly to the way one
communicates than the meaning of the communication.

Five Types of Speech Styles

1. Intimate – this style is private, which occurs between or among close family
members or individuals. The type of language used in this style may not be
shared publicly.
2. Casual – this style is common among peers and friends. Jargon, slang, or
vernacular language are used. This style is usually seen in the streets, during
lunch time with friends and the like.
3. Consultative – the consultative style of speech is a standard one where
professional or mutually acceptable language is a must. Examples of this are
situations that show communication between teachers and students,
employers and employees, doctor and patient, judge and lawyer, or president
and his/her constituents.
4. Formal – This style is used in settings that places formal procedures. This
speech style is one-way in nature. Examples of this are sermons by priests
and pastors, state of the nation address of the president, formal speeches or
pronouncements by the judges.
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5. Frozen – this style is ‘frozen’ in time and remains unchanged. It mostly occurs
in ceremonies. Common examples are the Preamble of the Constitution,
Lord’s Prayer and Allegiance to the country or flag.

LET’S DO THIS

Activity 2.1

Direction: Identify the speech styles used in the

following scenarios.

1.
3.

https://encrypted-tbn0.gstatic.com https://encrypted-tbn0.gstatic.com

____________________ ______________________

2. 4.

pep.ph catholicireland.org
______________________ _____________________

5.

colourbox.com

_____________________
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Activity 2.2

Directions: Identify appropriate social situations in column A to each speech

style in Column B. Write the letter that best corresponds your choice.

Column A Column B

_______1. Recess time with friends a. Intimate

_______2. Father calls mother.

_______3. The judge announces his

final verdict over a case. b. Casual

_______4. A child is sent to a Guidance

Counselor.

_______5. A DJ who listens to a story c. Formal

of a caller in a radio.

_______6. A friend talks to his girlfriend

for their wedding plans.
d. Consultative
_______7. Students takes their pledge
of allegiance to the Flag
during morning
ceremoniesat school.
e. Frozen
_______8. Teachers chat during vacant
hours at the faculty room.

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Activity 2.3

Directions: Choose a scenario that you observe around your surroundings

(e.g. attending mass, going to barangay assemblies, dinner with your family,
outing with friends, going to a doctor or talking to your loved one). Observe
the appropriate verbal and nonverbal cues in the chosen scenario. Note them
here.

Chosen Scenario:
Actions/Gestures/movements
__________________
they did:

_____________________________

_____________________________
Words/Phrases they uttered:
_____________________________

________________________________ _____________________________
_________________________________
_____________________________
_________________________________
_____________________________
_________________________________
_____________________________
_________________________________
_____________________________
_________________________________
_____________________________
__________________________________

__________________________________
_____________________________

__________________________________ _____________________________

__________________________________ _____________________________

__________________________________ _____________________________

_____________________________

_____________________________

_____________________________

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 LESSON 3: TYPES OF SPEECH ACTS

OBJECTIVE:

At the end of the lesson, you will be able to:

v Responds appropriately and effectively to a speech

act

LET’S TALK ABOUT IT!

Speech Act is an utterance that the speaker
intends to affect his/her audience. Speech acts happen
when we apologize, greet, request, complaint, invite and
etc. Speech acts have real-life interactions and require
not only knowledge of the language but also appropriate
use of that language within a given culture.

Speech Acts has three types

In speaking, there are three types of speech acts by J. L. Austin (1962), a

language philosopher and the formulator of the Speech Act Theory.

1. Locutionary act is the phrase or sentence being uttered.

“Can you submit your project today?”
2. Illocutionary act is the purpose of the person saying such words.
The one saying “Can you submit your project today?” is requesting the listener to
submit his/her project today.
3. Perlocutionary act is having the hearer recognize the intention of the speaker.
“Can you submit your project today?” The listener gets the point, therefore
he/she would submit his/her project on that day.

Aside from these three speech acts, let us also learn about indirect speech
acts. They come about when the function of the utterance does not have a direct
relationship with what the speaker actually means in his/her statement.

Please consider this utterance:

“The door is still open!”

(Implied speech act: Are you capable of closing the door?)

16
 - Here, the speaker literally questioned somebody if he or she has the ability to
close the door, this indirectly requests the addressee to close the door in
behalf of the speaker.

A special type of speech act is the performative. Performative utterances are

statements with verbs to execute the speech act that intend to affect. Performative
speech acts only “work” when uttered by a person in authority. For instance, in a
wedding, the priest would say “I now pronounce you man and wife” and right then
then and there the couple becomes officially husband and wife.

Searle’s Classification of Speech Act

In addition, John Searle (1976) a university professor of California, Berkeley

has five general classifications of speech act:

1 Assertive – this speech act grants the speaker to convey his/her view that the
proposal made is correct. The examples are suggesting, putting forward, swearing,
boasting and concluding.

Ø He’s always telling us that he owns the modernistic house in town.

2 Directive – In this speech act, the speaker attempts at making the addressee to do
on what is being asked. Some examples of these include asking, ordering,
requesting inviting, advising and begging.

Ø Your paragraph is good, but the last sentence is too long.

3 Commissive – this speech act compasses the speaker to make future actions, e.g.
promises and oaths.

Ø I promise to be careful next time.

4 Expressive – This speech act allows the speaker to speak up attitudes and
feelings. These are words that express gratitude or thanks, congratulating,
apologizing, welcoming and deploring.

Ø Thank you so much for having you in my life.

5 Declaration - This speech act can twist reality e.g. baptizing, bidding, wedding and
blessing.

Ø I now pronounce you husband and wife.

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 Ready for brain booster activities from what you
have read?

LET’S DO THIS

Activity 3.1
A. Directions: Decide which type of speech act is shown
by each of the given statements below. Put a check mark
in the circle beside the speech act.
1. Your teacher says, “For our class tomorrow, please review pages twenty- one
to forty- seven."
Locutionary Illocutionary Perlocutionary

2. While talking to a group of individuals, you mention that you’ve recently

watched your favorite movie series.
Locutionary Illocutionary Perlocutionary

3. When you knew that the grade you got on your Oral Communication exam is
a "90", you happily said "YES!”.
Locutionary Illocutionary Perlocutionary

4. You have been riding along with your parents, they look at houses they might
want to buy, and they have not said it to you recently. As your car passes
throughout the town, you see a house that has a “For Sale" signage, you
exclaim, "Oh! There's a nice house."
Locutionary Illocutionary Perlocutionary

B. Read the following utterances and then write a possible illocutionary act
for each.

1. It is raining outside. Answer:_______________________________________

2. I can’t hear a word. Answer:_______________________________________
3. It is getting late. Answer:_______________________________________

C. Study the following statements and identify if it is a direct or an indirect

speech act. Write your answer on the space provided.

____________1. It was foggy that night and a car accident occurred.

____________2. She finished her degree and got married.
____________3. Speaker A: What’s the weather prediction?
Speaker B: Bring your coat.
____________4. Speaker A: Is your family coming over?
Speaker B: My mother will.
____________5. Speaker A: Do you like Popai?
Speaker B: Well, she has a good husband.
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D. “I promise that I'll be having a date with you tomorrow". With the given direct
speech act, write as many indirect speech acts as you can.

E. You and your friend traveled out of town and stayed with your friend’s relative. He
has been good and welcomed you in his home like a family. As you leave what
would you say? Create a short dialog between you and your friend’s relative that will
demonstrate Searle’s classification of speech act. (Do not forget to label each
statement the specific classification of illocutionary speech act it demonstrates)

You:
Your friend’s Relative:
You: …

19
 LESSON 4: TYPES OF COMMUNICATIVE STRATEGIES
\

OBJECTIVES:

At the end of the lesson, you will be able to:

vEngage in a communicative situation using acceptable,

polite and meaningful communicative strategies

vExplain that a shift in speech context, speech style,

speech act and Communicative strategy affects the
following: Language form; Duration of interaction;
Relationship of speaker; Role and responsibilities of
the speaker; Message; Delivery

LET’S TALK ABOUT IT!

Engaging in a conversation is bound by implicit rules and
regulations. Cohen (1990) stated that "strategies must be
used to start and maintain a conversation. Knowing and
applying grammar appropriately is one of the most basic
strategies to maintain a conversation. The following are
some strategies that people use when communicating."

Types of Communicative Strategies

Nomination

Speaker carries to establish a topic collaboratively. Basically, when you use

this strategy, you try to introduce a topic with the people you are talking to.

Example: “Hey, how are you? I missed you!”

Restriction

It refers to any limitation you may give or create as a speaker. On some cases
of communication, there's instructions that must be followed. Those
instructions confine you as a speaker and limit what you can say.

Example: “Before we start our discussion, let me remind you again of our
house rules.”
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Turn-taking

This points to the process by which individuals decide who take the
conversational floor. Primarily, the idea is to give all communicators a chance
to speak.

Example: “Now, it’s your turn to ask questions.”

Topic Control

Topic Control takes how the procedure of formality or informality affects the
progress of topic in conversation

Example: “Well, just go on.”

Topic Shifting

Involves moving from one topic to another, where one part of a conversation
ends and where the other begins.

Example: Anyway, have you heard the news last night?

Repair

Refers to how speaker address the problems in speaking, listening and

comprehending that they may encounter in a conversation.

Example: I’m sorry for what I’ve done, how can I make it up for you?”

Termination

Refers to the conversation participants’ close initiating expressions that end a

topic in a conversation.

Example: “Well then, I think we’re good. See you!”

Are you ready for some brain booster from what you
have read?

Then, let’s do this…

Activity 4.1

Directions: Identify the type of communicative strategy used in each

statement. Choose your answer from the words in the box.

21
 Nomination Restriction Turn- taking
Topic Control Topic Shifting Repair
Termination

______1. "Do you have something to add?"

______2. "One of the most important lessons I gained from the discussion is
the value of eating the right food to a healthy lifestyle."

______3. "Pardon? I think we should talk one at a time, so we can clearly

understand what we want to say."

______4. "Proceed with your thoughts. I'll speak when your done with your
talking."

______5. "Have you heard the news about the latest progress of our school?"

______6. "Hey, how are you doing? I totally missed you!"

______7. "Best regards to you and your husband! See you around!"

______8. "Glad to see you. Anyway, I came to visit you because I want to
personally apologize for what I did yesterday."

______9. "Sorry, I can't talk about it now. I am still busy on my job today. Let's
talk next day over the phone, okay?"

______10. "Now, it is your turn to ask me questions about my career.

Activity 4.2

Imaginary Trip…

Directions: Think of a beautiful place in the Philippines that you want to

travel. You will pretend to plan a trip and go there. Prepare a dialogue to
each scene using acceptable, polite and meaningful communicative
strategies.

. Scene 1:
While eating in a restaurant, you go over the brochures of the tourist
spot for a possible out of town next weekend. You talk about different
information about the location.

Scene 2:
You come to a decision on the final whereabouts of the trip and talk
about matters such as transportation, accommodation, meals, and itinerary.

22
Scene 3:
You are appointed to present the final itinerary to your friends during
your weekly gathering/meeting.

Scene 4:
Upon arrival, you talk to the front desk officer of the resort about your
reservation which you did a week ago. You inquire about the meal schedules,
their services, and their facilities that you could enjoy.

Scene 5:
You ask a traffic officer or a local resident (on two different instances)
for directions on different local landmarks because the group wants to roam
around the town.

Scene 6:
The group needs to eat in the nearest seafood restaurant. After taking
all their orders, you ask the waiter to list the orders. However, some of the
food in the menu are not available so you ask for other food which is
affordable and one of their best sellers.

Scene 7:
You still have a day before you go back home, so you decided on what
other things to do since you already have toured the town. Your ideas and
suggestions have generated arguments among your friends, but finally
everything is cleared out and you have reached a certain decision.

Activity 4.3

Let’s Advertise!

Directions: This time, create a three-minute tourism commercial. Plan

and present a tourism commercial about the place you visited in the
Imaginary Trip activity. Write the things that make the place a dream
destination. Take note, this activity will help you practice creating
positive statements about vacation and responding to how other people
see this place differently. When you write your script for the commercial,
be mindful of these 10 questions.

Ø Why do tourists visit this place?

Ø What do visitors like to do here?
Ø What to do best for a day trip?
Ø Where should one go for a good night out?
Ø Where can visitors get the best food?
Ø Where can visitors buy their souvenirs?
Ø What outdoor activities are famous?
Ø What is amazing about the weather?
Ø What is the best thing to do during the summer?
Ø What do foreigners and local tourists think/say about the travel
spot/s?

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 The following rubric will be used in assessing your commercial, so
make sure it meets the criteria below.

Rubric for the Commercial

Criteria VGE GE SE LE N
(5) (4) (3) (2) (1)
1. The ad demonstrated students’
knowledge of communicative strategies.
2. Appropriate communicative strategies
were used during the presentation.
3. The ad adhered to the time limit.
4. Errors in grammar and pronunciation
were avoided.
5. The language and speech style were
appropriate to the context of the ad.

TOTAL

OVERALL SCORE /25

Legend:
VGE – To a very great extent; GE – To a great extent; SE – To some extent;
LE – To a little extent; N – Not at all
Rating: VGE – 21-25; GE – 16-20; SE – 11-15; LE – 6-10; N - 5

Activity 4.2

Watch Me!

Directions: Think of three scenes from a movie or a TV show where various

communicative strategies were employed in one conversation. Watch the
scenes and evaluate the effect of the strategy applied to the conversation
and to the characters. List your evaluations in the table below.

Movie (scene and Communicative Effect on the Effect on the

context; strategy applied conversation characters
characters)
1.

2.

3.

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 Now let’s sum up

l Speech context is the situation that brings people to a

conversation or a speaking event.

l Intrapersonal Communication is the communication

that you do with yourself.

l Interpersonal Communication consists of two or more individuals. A

Public form of communication happens when individuals and groups engage
in dialogue in the public sphere in order to deliver a message to a specific
audience.

l Dyad and Small Groups are dynamics in Interpersonal communication

l Speech style refers to the distinct way of communicating.

l There are five speech styles; Intimate, Casual, Formal, Consultative and
Frozen

l Speech act is performed by a way of an utterance with intended action.

l There are three types of speech act:

a. Locution is the actual speaking.
b. Illocution is the motive of the speaker behind the utterance.
c. Perlocution is the planned or unplanned effect that the utterance can
give on the listener.

l Direct utterance, here, the speaker straightforwardly states the purpose.

While in the indirect utterance, the speaker does not transmit openly the
meaning of his/her utterance.

l Performatives are statements when said in a right place and with the
appropriate person, can mean something.

l Various strategies are used to be able to communicate effectively

l People should use different ways on how to communicate on saying

something to have a more successful communicative exchange

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 Post test

Directions: Read each item carefully. Encircle the letter

of your choice.

1. It is a communication when the person communicates within himself or herself.

a) Inner personal c) Intrapersonal
b) Interpersonal d) Entire personal

2. It consists of two persons who are formally or informally interacting with each
other verbally and non-verbally.
a) Dyad c) Mono
b) Small Group d) Peer Group

3. This speech context is made to interact with others at any given chance.
a) Public c) Intrapersonal
b) Interpersonal d) Mass

4. Domination or superiority over a crowd is one of the disadvantages of this

dynamic of interpersonal communication.
a) Dyad c) Mono
b) Small Group d) Peer Group

5. The following are advantages of small group conversations except:

a) Good for doing tasks c) More sources of ideas
b) Easy to arrive at consensus d) Vested interest

6. It refers to the distinctive way of communicating which consists of pattern of

linguistic, vocal and nonverbal behaviors.
a) Speech Context c) Speech Act
b) Speech Style d) Speech Competence

7. This public form of communication is mediated by some forms of technology

between an entity of a large and diverse audience.
a) Mass Communication c) Interpersonal Communication
b) Developmental Communication d) Intrapersonal Communication

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8. Which of the following is a speech style?
a) Frozen c) Dyad
b) Interpersonal d) Perlocutionary

9. It is used in some group discussion, regular conversation at school, companies,

trade, speech conversation, etc. it is the most operational among the other
styles.
a) Consultative c) Intimate
b) Formal d) None of the above

10. It is a type of verbal presentation which intends to share information and

conforms to established professional rules, standards and processes and avoids
using slang terminology.
a) Consultative c) Intimate
b) Formal d) None of the above

11. This is the performance of utterance.

a) Perlocutionary c) Illocutionary
b) Locutionary d) speech

12. It is through this way that a speech act is performed.

a) Action c) Utterance
b) Style d) Manner

13. Illocutionary is the ____________ of the utterance.

a) intended Action c) actual effect
b) performance d) All of the Above

14. This speech act pertains to persuading, inspiring, asking and so on.
a) Perlocutionary c) Illocutionary
b) Locutionary d) speech

15. What communicative strategy is used in this statement “What I learned from this
activity is something I considered valuable and crucial in making decision
making”?
a) Turn taking c) Restriction
b) Nomination d) Topic Shifting

16. What communicative strategy does this statement exemplify: “Do you have
anything to say?”
a) Turn taking c) Restriction
b) Nomination d) Termination

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17. What communicative strategy is used in this statement? "Pardon? I think we
should speak one at a time, so we can really understand what we want to
convene about this issue."
a) Termination c) Repair
b) Topic Control d) Turn taking

18. “How can I make it up to you? Would you like a cup of coffee?” What
communicative strategy is this?
a) Topic Control c) Topic shifting
b) Nomination d) Repair

19. "Have you heard about the news on the latest progress of our local
government?” What communicative strategy is this?
a) Repair c) Topic Control
b) Nomination d) Turn taking

20. "Sorry, I cannot think on that now. I am still doing my writing assignment. Let us
discuss it the next time, okay?". What communicative strategy is used in this
statement?
a) Repair c) Nomination
b) Termination d) Topic Control

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 Key to corrections

Pre-test / Post test

1. C 11. C Activity 1.1 Activity 1.4 Activity 2.1
2. A 12. A 1. Interpersonal 1. Interpersonal 1. intimate
3. B 13. A 2. Interpersonal 2. Interpersonal 2. intimate
4. B 14. A 3. Public 3. Public 3. frozen
5. D 15. B 4. Intrapersonal 4. Small group 4. formal
6. B 16. B 5. Interpersonal 5. dyad 5. casual
7. A 17. B 6. Intrapersonal
8. A 18. D 7. Public
9. A 19. B 8. Interpersonal
10. B 20. B 9. Interpersonal
10. intrapersonal
Activity 2.2 Activity 3 Activity 4.1 Activity
1. b A. 1. Turn-taking 1.2/1.3/2.2/2.3
2. a 1. Perlocutionary 2. Termination /4.2/4.3/4.4
3. e 2. Locutionary 3. Turn-taking
4. d 4. Turn-taking Students’
5. a/d 3. Locutionary 5. Nomination responses may
6. a 4. Locutionary, 6. Nomination vary
7. e Illocutionary, 7. Termination
8. b Perlocutionary 8. Repair
9. Termination
B, D and E. 10. Turn-taking
Students
responses may
vary

C. 1. Direct
2. direct
3. indirect
4. indirect
5. Indirect

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 REFERENCES

Jose Rizal O. Dapat, Bryan Eli B. Sadorra, Bethany Marie C. Lumabe. Oral
Communication in Focus for Senior High School. Lorimar Publishing. Quezon
City, Metro Manila. 2016

Philippe John Fresnillo Sipacio, Anna Richie Garcia Balgos. Oral communication in
context textbook for senior high school. C & E Publishing, Inc. Quezon City,
2016.

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