LICEO DE VICTORIA

VICTORIA, LAGUNA
S.Y. 2020-2021

ORAL COMMUNICATION IN CONTEXT GRADE 11 FIRST

SEMESTER
MODULE (Quarter 1 Week 1)

DESCRIPTION: The development of listening and speaking skills and strategies for effective
communication in various situations.

CONTENT STANDARD: The learner understands the nature and elements of oral communication in
context

PERFORMANCE STANDARD: The learner designs and performs effective controlled and
uncontrolled oral communication activities based on context.

CONTENT / TOPIC: Definition

1. Etymology of Communication
2. Nature of Oral Communication
3. Importance of oral communication
COMPETENCIES: Defines communication.
Explains the nature, process and elements of communication.

OBJECTIVES:
1. Demonstrate an understanding of the following concepts:
 How Communication works
 How communication affects the development of individuals
2. Create a short, well-crafted diagram applying the various elements of communication.
3. Produce at least one striking scene for a short dramatization of a written script pertaining about
communication.
_____________________________________________________________________________________
DAY 1

Etymology of Communication
1. Communication (from Latin word ‘communicare’) meaning, to share or to have something in common.
2. Communication provides central meaning to human experience.
3. Keith Davis: Communication is a process of passing information and understanding from one person to
another.
4. John Adair: Communication is essentially the ability of one person to make contact with another and
make himself or understood.

Nature of oral communication

1. Oral communication is a process that involves a message, sender, receiver, and channel.
2. Oral communication is symbolic which could be enhanced through the use of nonverbal cues involving
facial expressions, gestures, body language, volume, tone, and pitch of the speaker's voice.
3. Oral communication is a verbal communication that uses words to share information with others.
4. Oral communication employs readily understood spoken words. It mainly uses words to express one’s
self.
5. Oral communication could be one-way or maybe two-way process.
6. Oral communication involves the flow of information from a sender to the receiver.
7. Oral communication ensures appropriate enunciation, stress and tone of voice for common
understanding to take place.
8. Verbal communication includes sounds, words, language, and speech.

Importance of oral communication

1. Oral communication is important because the goal of learning a language is to communicate in order to
be understood. Without understanding, there is no communication.
2. Oral communication skills are fundamental to the development of literacy. Literacy is the ability to read
and write.
3. Oral communication is essential for thinking and learning.
4. Oral Communication is the glue that puts all the components of a language together.
5. Oral communication plays an important role in the development of the country.
6. Oral Communication reduces the distance and makes the flow of information faster.
7. Oral communication enables one to be a voice or instrument of truth and a light of the world.

Elements of Communication
1. Source – is the one who transmits the words, actions, or expressions.
2. Message – is the transmitted from one person to another either through words, actions, or expressions.
3. Encoding - is how you transmit the words, actions, or expressions.
4. Communication Channel – through this you transmit the words, actions, or expressions.
5. Receiver – is the one who receives the transmitted words, actions, or expressions.
6. Decoding – this is the process of extracting words, actions, or expressions to complete understanding.
7. Feedback – the transmission of evaluative or corrective information about words, actions, or
expressions.

ACTIVITY
MAP It OUT
The task is to draw a diagram or a representation of how the process of communication is being
used in your everyday living. (Draw it at the back of the first page, use only black pen/marker for the
drawing)
_____________________________________________________________________________________
DAY 2

Points to Remember: “Communication is a systematic process in which individuals interact through

symbols to create and interpret meaning.”

ACTIVITY
MAP and TELL
Instruction: Write your explanation about the diagram that you have drawn yesterday on how important
communication is in your everyday living. (Write your answer at the back of this paper)
Answer the following questions as your guide in this activity.
1. Did you like Map it Out activity? Why? Why not?
2. What improvement, if any, could you have made on the diagram?
3. What did you feel when you are doing your activity?
4. Did you have a hard time explaining your diagram? Why? Why not?
_____________________________________________________________________________________
DAY 3
ACTIVITY
Based on your previous activities can you now guess the words described below? (Write your answer on
the space provided before the number) To help this activity, correct answers are hidden in the letter box
(draw a line or use a pen highlighter to show your answer from the box).

HIDE and SEEK

______________1. This is transmitted from one person to another either through words, actions, or
expressions.
______________2. One who transmits the words, actions, or expressions?
______________3. This is how you transmit the words, actions, or expressions.
______________4. Through this you transmit the words, actions, or expressions.
______________5. Extract the meaning of words, actions, or expressions to compete understanding.
______________6. One who receives the transmitted words, actions, or expressions?
______________7. Another word for answer or reply.
 X C V B N M L K H G
S M F C H A N N E L
D T E H D S E S D S
G D E S D F B O O D
H Y D D S L D U C F
J U B C W A S R E G
K I A H K L G C D H
E N C O D E B E G J
L S K W F H N K H K
P R E C E I V E R L

Answer the following questions. (write your answer at the back of this paper)

1. Are you happy with the activity? Why? Why not?

2. Did you find all the answers? Why? Why not?
3. What helped you to accomplish the activity?
4. What prevented you from successfully doing the activity?
5. Examine your answers in this activity and your diagram (activity#1). Are there any similar words?
Encircle these words with a red pen/marker.
6. Where in the diagram (activity#1) should you place the other word from the Hide and Seek
activity? Write it with a red pen/marker.
7. Look at the new diagram and write down its interpretation in a paragraph.
_____________________________________________________________________________________
DAY 4

ACTIVITY #4

CAMERA ROLL
You will choose a situation below and write down a dialogue for at least 1-2 minutes presentation, using
your camera/phone recorder you will act or dramatize your written dialogue.

Situation 1: Your neighbor’s house is on fire. You call the fire department. You have to communicate the
urgency of the situation.

Situation 2: You are a reporter covering the fire in situation 1 and reporting it live on television. People
are already crowding the area. Some are helping, others are bystanders. Firefighters are trying to put out
the fire while sirens are blaring.

Situation 3: You are at the airport, pier, or bus station watching the TV report in situation 2. Share your
thoughts or feelings with a seatmate you have not met before.

Situation 4: You are at home browsing through your social media account and reading the post in
situation 2. Share your thoughts or feelings with your family.

Situation 5: You are head of the fire department reporting the findings on the cause and effect of the fire
to the mayor.

Situation 6: You are the mayor addressing the media at a press conference, and highlighting the
importance of fire and prevention.

For this activity, you will be graded with these criteria:

Rubrics for Role-Playing
Criteria Rating
1. The voice of each character was clear with appropriate volume and inflection. 5 4 3 2 1
2. Each role was played in a convincing consistent manner. 5 4 3 2 1
3. The dramatization was well prepared and organized. 5 4 3 2 1
 4. Actors delivered well the written dialogue from the script. 5 4 3 2 1
Comment/s:
LICEO DE VICTORIA
VICTORIA, LAGUNA
S.Y. 2020-2021

ORAL COMMUNICATION IN CONTEXT GRADE 11 FIRST

SEMESTER
MODULE (Quarter 1 Week 2)

DESCRIPTION: The development of listening and speaking skills and strategies for effective
communication in various situations.

CONTENT STANDARD: The learner understands the nature and elements of oral communication in
context

PERFORMANCE STANDARD: The learner designs and performs effective controlled and
uncontrolled oral communication activities based on context.

CONTENT / TOPIC: Communication Models

COMPETENCIES: Differentiates the various models of communication

OBJECTIVES:
1. Demonstrate an understanding about the models of communication and its representation
2. Produce a blog on how to become a good communicator using the models of communication.
_____________________________________________________________________________________
DAY 1

Motivation:

Examine the following models of communication and pick which you think best represents the
situation you were assigned in the previous activity.

MODEL 1:
SHANNON-WEAVER’S MODEL OF COMMUNICATION

→ → → →
Informatio
Transmitter Receiver
n Channel Destination
(Encoder) (Decoder)
Source

↑
Noise
Source

MODEL 2:
SCHRAMM’S MODEL OF COMMUNICATION – OSGOOD-SCHRAMM COMMUNICATION MODEL
 MODEL3:
BERLO’S SMCR MODEL OF COMMUNICATION

Encodes Decodes
Source → Message → Channel → Receiver

Communication Communication
Content Hearing
Skills Skills

Attitudes Element Seeing Attitudes

Knowledge Treatment Touching Knowledge

Social System Structure Smelling Social System

Culture Code Tasting Culture

_____________________________________________________________________________________
DAY 2

MODELS OF COMMUNICATION:

SHANNON-WEAVER’S MODEL OF COMMUNICATION

The Shannon-Weaver Model also referred to as the Transmission or Standard View Model, has
three main parts: sender, channel and receiver. Originally designed to mirror radio, telephone
technologies, the model presents the sender as the part of the telephone person speaks into, the channel as
the telephone itself while the receiver as the part of the telephone where one hears the other person
speaking. The static and sometimes the absence of signal are considered noise. Thus the source produces a
message, which the transmitter encodes as signals. These signals are sent through a channel, which adapts
them for transmission to the receiver. Upon receipt, the receiver decodes the signal for the destination.
This summarizes the view of communication as means of sending and receiving information.

SCHRAMM’S MODEL OF COMMUNICATION – OSGOOD-SCHRAMM COMMUNICATION MODEL

The message is effectively sent when the receiver correctly decodes what the source or sender
encodes. This means that both the source and the receiver have more or less common language,
interpretation of symbols or visual or nonverbal cues, experience or culture, expressions or signs used in
encoding and decoding the message in order to reach an understanding. In the social interaction shown by
this model, the source at once time becomes the receiver, as the receiver becomes the source, alternately
encoding and decoding messages transmitted from one to other. Thus, communication is effective when
the receiver gives the appropriate feedback to the source. The same model represents that the receiver
may be oneself, another person or being, or another entity such as a corporation or group of beings.

BERLO’S SMCR MODEL OF COMMUNICATION

The SMCR Model of Communication expands the Shannon and Weaver Model. It includes
elements that may affect the transmission of information, encoding and decoding. It shows that the source
must have communication skills, right attitude, and adequate knowledge, and consider the social system
and culture of the receivers. For example, one can have a doctoral degree on a topic but without the skill
to communicate what he knows and the right attitude to do so, he/she may not communicate effectively.
Moreover, when this person delivers the message to a person with different social or cultural background,
the message may not be received well. These same elements must also be possessed by the receiver. This
means that, for effective communication, the source and the receiver must have more or less a common
understanding of the language, symbols, signs, or expressions used in the encoding and decoding of the
message.
The model presents the elements of the message: content, elements, treatment, structure, and code.
Content is the message one transmits and includes the choice of words. To help transmit the message, one
may use gestures, facial expressions, movements, or postures, which are called elements. Transmitting the
message may also depend on how the source treats it, i.e., important, urgent, formal, casual. The structure
of the message or how the word are planned or arranged and the expression that goes with it, all compose
the code for the receiver to decode accurately.
In this model, each of the five senses is a channel through which the message is sent, e.g., a
spoken message through seeing or tasting or smelling; or preferred temperature through touching.
_____________________________________________________________________________________
DAY 3

Activity:

Answer the following questions:

1. What model is similar to your diagram? Why?
2. What is noise? Identify noise in the following illustration.

3. How does the noise affect the transmission of a message?

4. Does noise contribute to the breakdown of communication? Why do you say so?
5. How would you avoid communication breakdown cause by noise?
6. How important encoding and decoding?
7. Is an interpreter needed for encoding and decoding? Why do you say so?
8. What do you think of model no.3? Is it too ideal or possible? Why or why not?
9. Give the advantage and disadvantage of each model of communication.
_____________________________________________________________________________________
DAY 4

Assessment through Genyo:

Activity:

Write a blog about the following questions.

1. Which of the models are your personal favorite?
2. Based on the models you read, what advice can you give to your friend or classmate to be a more
effective communicator?
3. In your own opinion, what are the strengths and weaknesses of each model?
 LICEO DE VICTORIA
VICTORIA, LAGUNA
S.Y. 2020-2021

ORAL COMMUNICATION IN CONTEXT GRADE 11 FIRST

SEMESTER
MODULE (Quarter 1 Week 3)

DESCRIPTION: The development of listening and speaking skills and strategies for effective
communication in various situations.

CONTENT STANDARD: The learner understands the nature and elements of oral communication in
context

PERFORMANCE STANDARD: The learner designs and performs effective controlled and
uncontrolled oral communication activities based on context.

CONTENT / TOPIC: The Art of Listening.

COMPETENCIES: Uses various strategies in order to avoid communication breakdown
Listening and Its Importance.
Barriers to Listening.
Active Listening.

OBJECTIVES:
1. Demonstrate an understanding about how important listening is to a communication process.
2. From theory to practice, assess the percentage on how your listening skills is.
_____________________________________________________________________________________
DAY 1

Understanding:

Decoding of a message and constructing appropriate feedback despite the presence of barriers to
listen may be influenced by the degree and process of listening employed by the receiver. When one is
able to repeat, paraphrase, or reflect, we can say that active listening has been employed.

Points to Remember:
 Listening is an integral part of communication and is a process in itself. It is not simple or
passive, but it is complex and active.
 Barriers to listening include internal and external noise, which affects the transmission of
the message.
 A communication breakdown is a failure to exchange of communication. Otherwise known
as “the silent treatment” and occurs when communication is incomprehensible to one party
or entirely absent between two people.
 An eye contact is strategy in effective communication means that you are sincere in
listening to the person that you are talking with.
 Listen to understand, word choice and consider your tone are communication strategies
that avoids communication breakdown.
 Active Listening, throwing direct questions and observation are strategies that makes the
speaker feel valued and helps you to avoid communication breakdown.
 Active listening is evident when one remembers, repeats, paraphrases, reflects, or responds
accurately and appropriately.
 Clarify his point through proper paraphrasing if you haven’t fully comprehend the point of
the person you are talking with.
 
Saying “I’m sorry, what it is again?” is the best to say if you want to clarify someone’s
point.
 The common problem in communication is that some people listen to respond not to
understand.
 It is important to be careful with our choice of words because there are words that have
different meaning to other culture, so that we cannot offend other people and in order to
avoid communication breakdown.
 Proper eye contact does not mean that to stare the person you are talking with.
 Providing feedback, paying attention and responding appropriately are the following that
helps you to become an active listener.
_____________________________________________________________________________________
DAY 2

Activity:

LOOK and LISTEN

View a number of news video clips twice and jot down notes. Record it from your phone and
deliver your version of the news.

Your presentation will be graded according to the following rubric.

Rubrics for News Reporting

Criteria Rating
1. Did the reporter use appropriate volume and inflection? 5 4 3 2 1
2. Was the reporter delivered in a convincing, consistent manner? 5 4 3 2 1
3. Are the details sufficient to understand what happened? 5 4 3 2 1

Answer the following questions:

1. Did you watch and listen attentively? Why do you say so?
2. Were you able to report the news story correctly? Why or why not?
3. What helped you report the news story?
4. What hindered you from reporting the news story correctly?
5. Are you happy to accomplish this task? Why or why not?
_____________________________________________________________________________________
DAY 3

Activity:

CHEW ON
Based on the previous activities, what is the importance of listening? Cite concrete situations
highlighting its importance.

Answer the following questions:

1. In summary, what is the importance of listening? In what particular situations is listening very
important?
2. Did the activity help you appreciate listening more? How?

EAR ME!

Draw an ear, representing how much of a listener you are. The bigger the ear the more active
listener you are. (Draw it at the back of this paper)
_____________________________________________________________________________________
DAY 4

FOM THEORY TO PRACTICE

You are applying to be an intern for a big company. One of the skills assessment task you have to
pass is taking down notes. As applicants you take down notes as the interviewer ask a question from the
other applicant.
You will be graded based on the following rubric.
1. Where the notes accurate? 5 4 3 2 1
2. Was he/she able to paraphrase the information correctly? 5 4 3 2 1
3. Was the delivery of the information convincing and consistent? 5 4 3 2 1

LICEO DE VICTORIA
VICTORIA, LAGUNA
S.Y. 2020-2021

ORAL COMMUNICATION IN CONTEXT GRADE 11 FIRST

SEMESTER
MODULE (Quarter 1 Week 4)

DESCRIPTION: The development of listening and speaking skills and strategies for effective
communication in various situations.

CONTENT STANDARD: The learner recognizes that communicative competence requires

understanding of speech context, speech style, speech act and communicative strategy.

PERFORMANCE STANDARD: The learner demonstrates effective use of communicative strategy in a

variety of speech situations.

CONTENT / TOPIC: The Context of Speech.

COMPETENCIES: Identifies the various types of speech context.

OBJECTIVES:
1. Demonstrate an understanding about verbal and nonverbal communication.
2. Prepare a two-minute speech that communicates your ideas about the topic, your speech should
highlight what your generations are and how they are different from other generations.
_____________________________________________________________________________________
DAY 1

Understanding:
The process of communication changes according to whether you are talking to yourself, to
another person, to more than two persons or to the public.

Activity:

Who Am I?
Think about your likes, dislikes, favorite things, ambitions, family, travels preferences, attitudes,
etc. Based on your reflection, answer the following questions.
1. Write on the word that best describes yourself.
2. What phrase of five words best describes you?
3. Describe yourself in a ten-word sentence.

Answer and discuss each questions:

1. Did you find the activity easy or difficult? Why do you say so?
2. Was it easy or difficult to describe yourself in one, five, or ten words? Why do you say so?
3. Were the ten words enough to describe yourself as a total person? Why do you say so?
4. While you were thinking about your likes, favorite things ambitions, and preferences, did you feel
happy or good? What gesture or nonverbal act did you do? Did you smile, clap your hands, do
thumbs up, nod, etc.?
5. While you were thinking about your dislikes and bad memories, did you wrinkle your nose, clench
your fist, frown, scratch your head, put down your pen, touch your temples, etc.?
6. While doing the above activity, were you talking to yourself?
Points to Remember:
Intrapersonal communication is talking to oneself. When one does self-reflection, examines
attitudes, beliefs, opinions, thoughts, ideas, and aspirations, one does intrapersonal communication. Even
from simple to complex decision-making task, i.e., from deciding what clothes to wear in the morning, to
taking a walk or a jeepney or a cab to school, to expand a business, to hire or fire n employee, one does
intrapersonal communication. Other forms of intrapersonal communication include doodling, making
gestures while thinking, interpreting signs, symbols, nonverbal communication, gestures, and writing
journals or reflections. The source who encodes and the recipient who decodes, therefore, are one and the
same person while he brain is the channel of intrapersonal communication.
_____________________________________________________________________________________
DAY 2

Verbal Communication and Nonverbal 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. Consider appropriateness, brevity, clarity, ethics, and
vividness when engaging in this type of communication.
1. Appropriateness - The language that you use should be appropriate to the environment or
occasion (i.e., whether formal or informal).
2. Brevity - Speakers who often use simple yet precise and powerful words are found to be more
credible. Try to achieve brevity by being more direct with your words. Avoid fillers and
insubstantial expressions which do not add to the message, such as “uh,” “you know,” “I
guess,” and others.
3. Clarity - The meanings of words, feelings, or ideas may be interpreted differently by a listener;
hence, it is essential for you to clearly state your message and express your ideas and feelings.
4. Ethics - Words should be carefully chosen in consideration of the gender, roles, ethnicity,
preferences, and status of the person or people you are talking to. 5. Vividness Words that
vividly or creatively describe things or feelings usually add color and spice to communication.
Hence, you are encouraged to find ways to charm your audience through the use of vivid
words.

Nonverbal 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, appearance, style of attire, attitude towards time
and space, personality, gestures, and others.
Mastery of nonverbal communication is important for several reasons:
1. It enhances and emphasizes the message of your speech, thus making it more meaningful,
truthful, and relevant.
2. It can communicate feelings, attitudes, and perceptions without you saying a word.
3. It can sustain the attention of listeners and keep them engaged in the speech.
4. It gives the audience a preview to the type of speaker you are.
5. It makes you appear more dynamic and animated in your delivery.
6. It serves as a channel to release tension and nervousness.
7. It helps make your speech more dramatic.
8. It can build a connection with listeners.
9. It makes you a credible speaker.
10. It helps you vary your speaking style and avoid a monotonous delivery.
Activity:

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. One way to help you build credibility is through effective nonverbal communication.
___5. There are certain words that are only appropriate at certain times and places.
___6. To achieve clarity, we must speak the same language as our listeners.
___7. The use of too many fillers can distract your listeners.
___8. Verbal communication is better than nonverbal communication.
___9. When you talk to others, you should not assume too quickly that they understand the message that
you convey.
___10. When you communicate, choose what you want to say and how you want to say it.

_____________________________________________________________________________________
DAY 3

Activity:

Imagine that you are addressing a group of parents and teachers in an assembly on understanding
your generation. Prepare a two-minute speech that communicates your ideas about the topic, your speech
should highlight what your generations are and how they are different from other generations. Write the
strong and weak points of the presentation in the succeeding table.

Criteria VGE 5 GE 4 SE 3 LE 2 N1
1. The ideas in the presentation are organized.
2. The message is expressed clearly.
3. There are sufficient supporting ideas.
4. The choice of words is appropriate for the audience.
5. Biases are avoided.
6. Speech is free from grammatical mistakes.
7. Ideas are communicated vividly and meaningfully.
8. Nonverbal cues are appropriate.
TOTAL
GRAND TOTAL /40
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
Scoring: VGE – 33–40; GE – 25–32; SE – 17–24; LE – 9–16; N – 8

COMMENTS
The good points of the presentation are… The good points of the presentation are…
The areas that need to be improved are… The areas that need to be improved are…

_____________________________________________________________________________________
DAY 4

Evaluation:

Reflect on what you have learned after taking up this lesson by completing the chart below.

What were your I thought…

thoughts or ideas
about the
fundamentals of
communication
prior to the
discussion of this
lesson?
 I learned that…
What new or
additional ideas
did you learn
after taking up
this lesson?

LICEO DE VICTORIA
VICTORIA, LAGUNA
S.Y. 2020-2021

ORAL COMMUNICATION IN CONTEXT GRADE 11 FIRST

SEMESTER
MODULE (Quarter 1 Week 5)

DESCRIPTION: The development of listening and speaking skills and strategies for effective
communication in various situations.

CONTENT STANDARD: The learner recognizes that communicative competence requires

understanding of speech context, speech style, speech act and communicative strategy.

PERFORMANCE STANDARD: The learner demonstrates effective use of communicative strategy in a

variety of speech situations.

CONTENT / TOPIC: The Context of Speech.

COMPETENCIES: Distinguishes types of speeches and speech style.

OBJECTIVES:
1. Demonstrate an understanding about the different types of speech context.
2. Create a written points that shows why appropriate language should be observed in using a
particular speech style.
_____________________________________________________________________________________
DAY 1

Knowledge: Intrapersonal Communication

Interpersonal Communication
- Dyad
- Small Group
Public Communication
Mass Communication

Types of Speech Context

1. Intrapersonal – This refers to communication that centers on one person where the speaker acts
both as the sender and the receiver of message. “The message is made up of your thoughts and
feelings. The channel is your brain, which processes what you are thinking and feeling. There is
feedback in the sense that as you talk to yourself, you discard certain ideas and replace them with
others.”
Examples:
a) You spent the night thinking and analyzing why a student from the other class talked to you on the
way home and you decided it probably meant nothing.
b) You felt happy while thinking about how your teacher appreciated you for submitting your project
before the due date and you reflected on why this was so.

2. Interpersonal – This refers to communication between and among people and establishes personal
relationship between and among them. Solomon and Thesis (2013) state that “the inter part of the
word highlights how interpersonal communication connects people… when you engage in
interpersonal communication, you and another person become linked together… The personal part
means that your unique qualities as a person matter during interpersonal communication…”
Types of Interpersonal Context
1. Dyad Communication – communication that occurs between two people.
Example:
a) You offered feedback on the speech performance of your classmate.
b) You provided comfort to a friend who was feeling down.

2. Small Group – This refers to communication that involves at least three but not more than twelve
people engaging in a face-to-face interaction to achieve a desired goal. In this type of
communication, all participants can freely share ideas in a loose and open discussion.
Example:
a) You are participating in an organizational meeting which aims to address the concerns of your
fellow students.
b) You are having a discussion with your group mates on how to finish the assigned tasks.
3. Public – This type refers to communication that requires you to deliver or send the message
before or in front of a group. The message can be driven by informational or persuasive purposes.
“In public communication, unlike in interpersonal and small group, the channels are more
exaggerated. The voice is louder and the gestures are more expansive because the audience is
bigger. The speaker might use additional visual channels such as slides or a Power Point
presentation.”
Example:
a) You deliver a graduation speech to your batch.
b) You participate in a declamation, oratorical, or debate contest watched by a number of people.

4. Mass Communication – This refers to communication that takes place through television, radio,
newspapers, magazines, books, billboards, internet, and other types of media.
Example:
a) You are a student journalist articulating your stand on current issues through the school’s
newspaper.
Activity:
Identify and discuss the differences among the types of speech contexts using the graphic organizer
below.

Type Description Examples

1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
_____________________________________________________________________________________
DAY 2

Types of Speech Style

The context dictates and affects the way people communicate, which results in various speech
styles. According to Joos (1968), there are five speech styles. These are (1) intimate, (2) casual, (3)
consultative, (4) formal, and (5) frozen. Each style dictates what appropriate language or vocabulary
should be used or observed.

1. Intimate – This style is private, which occurs between or among close family members or
individuals. The language used in this style may not be shared in public.
2. Casual – This style is common among peers and friends. Jargon, slang, or the vernacular language
are used.
 3. Consultative – This style is the standard one. Professional or mutually acceptable language is a
must in this style. Examples of situations are 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 formal settings. Unlike the consultative style, this is one-way.
Examples are sermons by priests and ministers, State of the Nation Address of the President,
formal speeches, or pronouncements by judges.
5. Frozen – This style is “frozen” in time and remains unchanged. It mostly occurs in ceremonies.
Common examples are the Preamble to the Constitution, Lord’s Prayer, and Allegiance to country
or flag.
Activity:
Identify the type of speech style appropriate for the following situations. Write your answer before
the number.
____________________1. Talking to a counselor or psychiatrist
____________________2. Giving last-minute instructions to players
____________________3. Delivering campaign speeches
____________________4. Delivering a speech at the UN Summit
____________________5. Delivering news reports
____________________6. Talking and laughing about memorable experiences
____________________7. Communicating while playing sports
____________________8. Having a one-on-one conversation with a loved one
____________________9. Delivering an oratorical speech
____________________10. Leading a prayer before meal
____________________11. Reading school policies
____________________12. Talking to a superior
____________________13. Reading pledge of allegiance to the flag
____________________14. Talking to a stranger
____________________15. Inquiring at a hotel
_____________________________________________________________________________________
DAY 3

Activity:
Write in bullet points why appropriate language should be observed in using a particular speech
style. Use the back of this paper for the answer.

Activity:
Find any professional in your community, and conduct an interview on his/her strategies in
developing his/her interpersonal and intrapersonal skills in the workplace. Have a video recording of your
interview, after seeking the permission of your interviewee. Consider the following in your interview.

1. Planning
a. Determine the purpose of the interview.
b. State the major points clearly.
c. Choose the right person to be interviewed.
d. Consider the date, time, and place of the interview.
e. Outline the interview.
f. Prepare list of questions related to your interview.
2. Interview Stage
a. Bear in mind the purpose of the interview.
b. Relax and be polite, patient, and considerate.
c. Show courtesy and respect to your interviewee. Do not give your opinions.
d. Thank your interviewee after the interview.
_____________________________________________________________________________________
DAY 4

Evaluation: Reflect on what you have learned after taking up this lesson by completing the chart below.
 What were your thoughts or ideas about I thought…
the types of speech contexts and styles
prior to the discussion of this lesson?
I learned that…
What new or additional ideas did you learn
after taking up this lesson?

LICEO DE VICTORIA
VICTORIA, LAGUNA
S.Y. 2020-2021

ORAL COMMUNICATION IN CONTEXT GRADE 11 FIRST

SEMESTER
MODULE (Quarter 1 Week 6)

DESCRIPTION: The development of listening and speaking skills and strategies for effective
communication in various situations.

CONTENT STANDARD: The learner recognizes that communicative competence requires

understanding of speech context, speech style, speech act and communicative strategy.

PERFORMANCE STANDARD: The learner demonstrates effective use of communicative strategy in a

variety of speech situations.

CONTENT / TOPIC: The Context of Speech.

COMPETENCIES: Distinguishes the speech act.

OBJECTIVES:
1. Demonstrate an understanding about the importance of speech act and its meaning.
_____________________________________________________________________________________
DAY 1

Understanding:
John L. Austin (1962) espoused the Speech Act Theory, and this was developed by Searle (1969).
Austin divided the speech acts into locution or the actual utterance, illocution or the real intended
meaning, and perlocution or the actual effect or response. The theory, therefore, tells us that words by
themselves may not have simple fixed meanings, but are influenced by the situation, speaker, and listener.

LET’S WARM UP!

Take the quiz below and check if you can discern the meaning behind the utterance. Encircle the letter of
your answer.

1. Consider the phrase: “I now declare Martial Law.” Who among the following can say this phrase and
make martial law actually happen?
a. President of the country b. A retired veterinarian
c. My pregnant neighbour d. A famous rock star

2. What do you think does the speaker mean when he/she says, “Can you open the door?”
a. The speaker wants to know if I have the ability to open the b. The speaker does not make sense.
door.
c. The speaker is requesting me to open the door. d. The speaker is asking me a question.

3. You and your friend who has a fever enter your room. She shivers and tells you, “It’s cold in here!”
How would you interpret what she said?
a. She feels cold. b. She wants me to increase the temperature in the room.
c. She does not feel well because of the d. She is complimenting the temperature in my room.
 cold.

4. Based on the scenario in item number 3, what would your next action be?
a. I will thank my friend. b. I will agree with her and say that the room is cold.
c. I will ignore my friend. d. I will increase the temperature to decrease the
coldness.

5. In which of the following statements is the speaker making a commitment?

a. “I checked her Facebook profile yesterday.” b. “I’m in love and I’m happy!”
c. “I promise to love you for better or for d. “I think following my suggestion will get us a high
worse.” grade.”

After completing Let’s Warm Up, tick the column that determines how often you practice what the
statements say. Do this as objectively as possible. Bear in mind that there are no wrong answers. You can
use your performance in Let’s Warm Up as a basis in completing this task.

Usually Sometime Seldom Never

s
1. I know what a speech act is.
2. I can distinguish the types of speech acts.
3. I recognize that to fully understand speech acts, I need to
have communicative competence.
4. I respond appropriately and effectively to a speech act.
5. I consider the various social meanings behind an utterance.
6. I understand why speech acts are difficult to perform when
using a second language.
7. I understand what each type of speech entails.
8. I try to decode speech acts based on the context of the
situation.
9. I understand the intended meaning of indirect speech acts.
10. I can tell when a speech act is being used during
communication.
TOTAL:
GRAND TOTAL: /30
Scoring: Usually – 3 points, Sometimes – 2 points, Seldom – 1 point, Never – 0
Level of Proficiency Advanced: 28-30, Proficient: 25-27, Approaching Proficiency: 23-24, Developing 21-22, Beginning 20 and below
_____________________________________________________________________________________
DAY 2

Activity:

1. Watch the first video of telephone conversations through this link.

https://www.youtube.com/watch?v=hpZFJctBUHQ
2. Discuss your answers to the following questions.
a. What greeting is used by the customer service agent?
b. What form of personal identification is used by the agent?
c. What pre-closing signals are used by the agent?
d. What closing is used by the agent?
_____________________________________________________________________________________
DAY 3

Definition of Speech Acts

A speech act is an utterance that a speaker makes to achieve an intended effect. Some of the
functions which are carried out using speech acts are offering an apology, greeting, request, complaint,
invitation, compliment, or refusal. A speech act might contain just one word or several words or
sentences. For example, “Thanks” and “Thank you for always being there for me. I really appreciate it”
both show appreciation regardless of the length of the statement.

Three Types of Speech Act

According to J. L. Austin (1962), a philosopher of language and the developer of the Speech Act
Theory, there are three types of acts in every utterance, given the right circumstances or context. These
are:

1. Locution act is the actual act of uttering.

“Please do the dishes.”

2. Illocution act is the social function of what is said.

By uttering the locution “Please do the dishes,” the speaker requests the addressee to wash the
dishes.

3. Perlocution act is the resulting act of what is said. This effect is based on the particular context in
which the speech act was mentioned.
“Please do the dishes” would lead to the addressee washing the dishes.

There are also indirect speech acts which occur when there is no direct connection between the
form of the utterance and the intended meaning. They are different in force (i.e., intention) from the
inferred speech act.

For example, read the following utterance.

“Can you pass the rice?”

Inferred speech act: Do you have the ability to hand over the rice?

Indirect speech act: Please pass the rice.

So while the utterance literally asks the addressee if he or she has the ability to hand a plate of rice, it
actually indirectly requests the addressee to pass the rice to the speaker.
_____________________________________________________________________________________
DAY 4

Evaluation:

With your own understanding, make a blog about the differences of locutionary, illocutionary,
perlocutionary act, and cite some examples each.

Reflect on what you have learned after taking up this lesson by completing the chart below.

I thought…

What were your

thoughts or ideas
about the
fundamentals of
communication
prior to the
discussion of this
lesson?
 I learned that…

What new or
additional ideas
did you learn
after taking up
this lesson?

LICEO DE VICTORIA
VICTORIA, LAGUNA
S.Y. 2020-2021

ORAL COMMUNICATION IN CONTEXT GRADE 11 FIRST

SEMESTER
MODULE (Quarter 1 Week 7)

DESCRIPTION: The development of listening and speaking skills and strategies for effective
communication in various situations.

CONTENT STANDARD: The learner demonstrates effective use of communicative strategy in a variety
of speech situations

PERFORMANCE STANDARD: The learner demonstrates effective use of communicative strategy in a

variety of speech situations.

CONTENT / TOPIC: The Communicative Strategy

COMPETENCIES: Employs various communicative strategies in different situation

OBJECTIVES:
1. Demonstrate an understanding about the communicative strategy.
2. Create a three-minute tourism commercial. Plan and present a tourism commercial about the place
you visited in the Imaginary Trip activity or any place that you actually visited.
_____________________________________________________________________________________
DAY 1

Understanding:

Managing a conversation begins with a topic. Participants thereafter, take turns in sharing their
ideas and opinions on the topic. During the discussion, participants may veer away from the topic,
monopolize the discussion, or bring on another topic. Most people, however, resist the discussion to the
topic.

Knowledge:
  Nomination
 Restriction
 Turn-taking
 Topic Control
 Topic Shifting
 Repair
 Termination

LET’S WARM UP!

For the entire lesson, you will go on an imaginary field trip.

Below is the link to “Tara Na Biyahe Tayo,” an MTV performed by various Filipino artists with
the common goal of encouraging Pinoys to visit and explore the wonderful places in the Philippines.
While watching the video clip, think about what for you is a must-see in the country.

“Tara Na, Byahe Tayo” https://www.youtube.com/watch?v=NbO6LPZ9N8Q

Decide on the “Most Exciting Tourist Spot” in the country. Share your decision and reason why you
choose that particular tourist spot. Make a 2-5 minutes of video about your decision.

After completing Let’s Warm Up, tick the column that determines how often you practice what the
statements say. Do this as objectively as possible. Bear in mind that there are no wrong answers. You can
use your performance in Let’s Warm Up as a basis in completing this task.

Usually Sometimes Seldom Never

1. I collaboratively and productively establish a topic during
conversation.
2. I efficiently signal the beginning of a new topic.
3. I observe limitation in communication.
4. I give others equal opportunity to speak.
5. I efficiently sustain a productive conversation.
6. I patiently wait for my turn to speak.
7. I am polite when I want to raise a point.
8. I observe appropriate transitions for effective conversation.
9. I appreciate others who effectively sustain an effective
conversation.
10. I end a conversation effectively.
TOTAL:
GRAND TOTAL: /30
Scoring: Usually – 3 points, Sometimes – 2 points, Seldom – 1 point, Never – 0
Level of Proficiency Advanced: 28-30, Proficient: 25-27, Approaching Proficiency: 23-24, Developing 21-22, Beginning 20 and below
_____________________________________________________________________________________
DAY 2

Points to Remember:
People communicate every day to establish and maintain relationships, know and understand
themselves, and find meaning in the daily grind. Moreover, since humans are social beings who survive
more effectively through sensible discourses, they are always driven to learn the skills of creating and
sustaining meaningful conversations. Successful communication requires understanding of the
relationship between words and sentences and the speech acts they represent. However, a conversation
may be complex at times; that is why some people get lost along the way and misunderstand each other. It
is only when we willingly cooperate and speak in socially approved ways that we can make a
conversation meaningful.

Types of Communicative Strategy

Since engaging in conversation is also bound by implicit rules, Cohen (1990) states 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.
1. Nomination - A speaker carries out nomination to collaboratively and productively establish a
topic. Basically, when you employ this strategy, you try to open a topic with the people you are
talking to.
 When beginning a topic in a conversation, especially if it does not arise from a previous
topic, you may start off with news inquiries and news announcements as they promise
extended talk. Most importantly, keep the conversational environment open for opinions
until the prior topic shuts down easily and initiates a smooth end. This could efficiently
signal the beginning of a new topic in the conversation.

2. Restriction - Restriction in communication refers to any limitation you may have as a speaker.
When communicating in the classroom, in a meeting, or while hanging out with your friends, you
are typically given specific instructions that you must follow. These instructions confine you as a
speaker and limit what you can say.
 For example, in your class, you might be asked by your teacher to brainstorm on peer
pressure or deliver a speech on digital natives. In these cases, you cannot decide to talk
about something else. On the other hand, conversing with your friends during ordinary
days can be far more casual than these examples. Just the same, remember to always be on
point and avoid sideswiping from the topic during the conversation to avoid
communication breakdown.

3. Turn-taking - Sometimes people are given unequal opportunities to talk because others take
much time during the conversation. Turn-taking pertains to the process by which people decide
who takes the conversational floor. There is a code of behavior behind establishing and sustaining
a productive conversation, but the primary idea is to give all communicators a chance to speak.
 Remember to keep your words relevant and reasonably short enough to express your views
or feelings. Try to be polite even if you are trying to take the floor from another speaker.
Do not hog the conversation and talk incessantly without letting the other party air out their
own ideas. To acknowledge others, you may employ visual signals like a nod, a look, or a
step back, and you could accompany these signals with spoken cues such as “What do you
think?” or “You wanted to say something?”

4. Topic Control - Topic control covers how procedural formality or informality affects the
development of topic in conversations. For example, in meetings, you may only have a turn to
speak after the chairperson directs you to do so. Contrast this with a casual conversation with
friends over lunch or coffee where you may take the conversational floor anytime.
 Remember that regardless of the formality of the context, topic control is achieved
cooperatively. This only means that when a topic is initiated, it should be collectively
developed by avoiding unnecessary interruptions and topic shifts. You can make yourself
actively involved in the conversation without overly dominating it by using minimal
responses like “Yes,” “Okay,” “Go on”; asking tag questions to clarify information briefly
like “You are excited, aren’t you?”, “It was unexpected, wasn’t it?”; and even by laughing!

5. Topic Shifting - Topic shifting, as the name suggests, involves moving from one topic to another.
In other words, it is where one part of a conversation ends and where another begins.
 When shifting from one topic to another, you have to be very intuitive. Make sure that the
previous topic was nurtured enough to generate adequate views. You may also use
effective conversational transitions to indicate a shift like “By the way,” “In addition to
what you said,” “Which reminds me of,” and the like.

6. Repair - Repair refers to how speakers address the problems in speaking, listening, and
comprehending that they may encounter in a conversation. For example, if everybody in the
conversation seems to talk at the same time, give way and appreciate other’s initiative to set the
conversation back to its topic.
 Repair is the self-righting mechanism in any social interaction (Schegloff et al, 1977). If
there is a problem in understanding the conversation, speakers will always try to address
and correct it. Although this is the case, always seek to initiate the repair.
 7. Termination - Termination refers to the conversation participants’ close-initiating expressions
that end a topic in a conversation. Most of the time, the topic initiator takes responsibility to signal
the end of the discussion as well.
 Although not all topics may have clear ends, try to signal the end of the topic through
concluding cues. You can do this by sharing what you learned from the conversation.
Aside from this, soliciting agreement from the other participants usually completes the
discussion of the topic meaningfully.

Activity:

Identify the type of communicative strategy in each statement.

____________________1. “Do you have anything to say?”

____________________2. “One of the essential lessons I gained from the discussion is the importance
of sports and wellness to a healthy lifestyle.”
____________________3. “Excuse me? I think we should speak one at a time, so we can clearly
understand
what we want to say about the issue.”
____________________4. “Go on with your ideas. I’ll let you finish first before I say something.”
____________________5. “Have you heard the news about the latest achievement of our government?”
____________________6. “Hey, how are you? I missed you!”
____________________7. “Best regards to your parents! See you around!”
____________________8. “Good to see you. Anyway, I came to visit you because I want to personally
offer apologies for what I did yesterday.”
____________________9. “Sorry, I can’t decide on that now. I am still focused on my writing
assignment.
Let’s talk next time, okay?”
____________________10. “Now, it’s your turn to ask questions.”
_____________________________________________________________________________________
DAY 3

Activity:

LET’S PRACTICE
Create a three-minute tourism commercial. Plan and present a tourism commercial about the place you
visited in the Imaginary Trip activity or any place that you actually visited. Mention the things that make
the tourist spot a dream destination. Remember, this activity will help you practice making positive
statements about a vacation site and responding to how people see this place differently.

When writing your script for the commercial, answer these 10 questions.
1. Why do tourists visit this place?
2. What do many visitors like to do here?
3. What would be best for a day trip?
4. What should one do for a good night out?
5. Where can visitors get the best food?
6. Where can visitors buy their souvenirs?
7. What outdoor activities are famous?
8. What is amazing about the weather?
9. What is the best thing to do here during summer?
10. What do tourists say about this vacation spot

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

VGE 5 GE 4 SE 3 LE 2 N1
1. The tourism commercial is creative, effectively written, and
presented well.
2. The tourism commercial clearly explains the reasons why tourists
should visit the place
3. The tourism commercial makes good use of visual aids or props.
 4. The tourism commercial is presented within the allotted time.
TOTAL:
GRAND TOTAL: /20
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
Scoring: VGE: 17–20; GE: – 13–16; SE: 9–12; LE: 5–8; N: 4
_____________________________________________________________________________________
DAY 4

Reflect on what you have learned after taking up this lesson by completing the chart below.

What were your I thought…

thoughts or ideas
about the
fundamentals of
communication
prior to the
discussion of this
lesson?
I learned that…
What new or
additional ideas
did you learn
after taking up
this lesson?