SENIOR HIGH SCHOOL

Oral Communication
Quarter 1 – Module 6
Types of Speech Context

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Oral Communication- Grade 11
Alternative Delivery Mode
First Quarter- Module 6: Types of Speech Context
Lesson 1: Intrapersonal and Interpersonal Communication
Lesson 2: Mass and Public Communication
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the

Module

Writer: Cyril Quiño Bitoon

Editor: Desiree T. Roberts
Reviewers: Dr. Clavel D. Salinas
Marivic Yballe (Moderator)
Illustrator: Cyril Q. Bitoon
Layout Artist: Cyril Q.
Bitoon Management Team:
Dr. Marilyn S. Andales Schools Division Superintendent
Dr. Leah B. Apao Assistant Schools Division
Superintendent Dr. Ester A. Futalan Assistant Schools Division
Superintendent Dr. Cartesa M. Perico Assistant Schools Division
Superintendent Dr. Mary Ann P. Flores CID Chief
Mr. Isaiash T. Wagas Education Program Supervisor –
LRMDS Dr. Clavel D. Salinas Division SHS Coordinator

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Department of Education, Region VII, Division of Cebu Province

Office Address: IPHO Bldg., Sudlon, Lahug,Cebu City 6000 Cebu

Telefax: (032) 520-3216–520-3217

E-mail Address: cebu.province@deped.gov.ph

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Oral Communication
Quarter 1 – Module 6
Types of Speech Context

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For the Facilitator:
 Key Message

Learning is a constant process. Amidst inevitable circumstances, Department of

Education extends their resources and looks for varied ways to cater your needs and
to adapt to the new system of Education as a fortress of Learning Continuity Plan.
One of the probable solutions is the use of Teacher-made Educational Modules in
teaching.

You are reading the Oral Communication: First Quarter Alternative Delivery Mode
(ADM) Module on “Identifies the various types of speech context (EN11/12OC-
Ifj- 15)” as written and found in the K-12 Most Essential Learning Competencies.

The creation of this module is a combined effort of competent educators from

different levels and various schools of Department of Education-Cebu Province. In
addition, this module is meticulously planned, organized, checked and verified by
knowledgeable educators to assist you in imparting the lessons to the learners while
considering the physical, social and economical restraints in teaching process.

The use of Teacher-made Educational Module aims to surpass the challenges of

teaching in a new normal education set-up. Through this module, the students are
given independent learning activities, which embodies in the Most Essential Learning
Competencies based from the K-12 Curriculum Competencies, to work on in
accordance to their capability, efficiency and time. Thus, helping the learners acquire
the prerequisite 21st Century skills needed with emphasis on utmost effort in
considering the whole well being of the learners.

In addition to the material in the main text, you will also see this box in the body of
the module:

otes to the Teacher!

his part of the module gives you helpful tips, suggestions or strategies that will make the learning process easy and efficient to the learn

As the main source of learning, it is your top priority to explain clearly on how to use
this module to the learners. While using this module, learner’s progress and
development should be recorded verbatim to assess their strengths and weaknesses
while doing the activities presented independently in safety of their homes.
Moreover, you are anticipated to persuade learners to comply and to finish the
modules on or before the scheduled time.

For the Learner:

As a significant stakeholder of learning, Department of Education researched and

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explored on innovative ways to address your needs with high consideration on social,
economic, physical and emotional aspects of your well being. To continue the
learning process, DepEd comes up with an Alternative Delivery mode of teaching
using Teacher-Made Educational Modules.

You are reading the Oral Communication: First Quarter Alternative Delivery Mode
(ADM) Module on “Identifies the various types of speech context (EN11/12OC-
Ifj- 15)” as written and found in the K-12 Most Essential Learning Competencies.

This module is especially crafted for you to grasp the opportunity to continue learning
even at home. Using guided and independent learning activities, rest assured that
you will be able to take pleasure as well as to deeply understand the contents of the
lesson presented; recognizing your own capacity and capability in acquiring
knowledge.

This module has the following parts and corresponding icons:

The first part of the module will keep you on

WHAT I NEED TO KNOW tract on the Competencies, Objectives and
Skills expected for you to be developed and
mastered.

This part aims to check your prior knowledge on

WHAT I KNOW the lesson to take.

This part helps you link the previous lesson to

WHAT’S IN the current one through a short exercise/drill.

The lesson to be partaken is introduced in this

part of the module creatively. It may be
WHAT’S NEW through a story, a song, a poem, a problem
opener, an activity, a situation or the like.

WHAT IS IT
A brief discussion of the lesson can be read in
this part. It guides and helps you unlock the
lesson presented.

WHAT’S MORE A comprehensive activity/ies for independent

practice is in this part to solidify your
knowledge and skills of the given topic.

WHAT I This part of the module is used to process your

HAVE learning and understanding on the given topic.
LEARNED

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 A transfer of newly acquired knowledge and
What I can Do skills to a real-life situation is present in this part
of the module.

This activity assesses your level of mastery

ASSESSMENT
towards the topic.

In this section, enhancement activities will be

ADDITIONAL ACTIVITIES given for you to further grasp the lessons.

This contains answers to all activities in the

ANSWER KEYS module.

At the end of this module you will also find:

References: Printed in this part is a list of all reliable and valid resources used
crafting and designing this module. In using this module, keep note of the
fundamental reminders below.

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Unnecessary marks are prohibited. Use a separate sheet of paper
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Skipping one part of this module may lead you to confusion and
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tasks and checking your answers are a must.

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6. This module should be returned in good condition to your

teacher/facilitator once you completed it.

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 7. Answers should be written on a separate sheet of paper or
notebook especially prepared for English subject.

If you wish to talk to your teacher/educator, do not hesitate to keep in touch with
him/her for further discussion. Know that even if this is a home-based class, your
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We do hope that in using this material, you will gain ample knowledge and skills for
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 WHAT I NEED TO KNOW

Good day dear learner!

This module is solely prepared for you to access and to acquire lessons befitted in
your grade level. The exercises, drills and assessments are carefully made to suit
your level of understanding. Indeed, this learning resource is for you to fully
comprehend “Identifies the various types of speech context (EN11/12OC-Ifj-
15)”. Independently, you are going to go through this module following its proper
sequence. Although you are going to do it alone, this is a guided lesson and
instructions/directions on how to do every activity is plotted for your convenience.

Using this learning resource, you are ought to identify the various types of
speech context (EN11/12OC-Ifj-15) as inculcated in the K-12 Most Essential
Learning Competencies.

Lesson 1: Intrapersonal and Interpersonal Communication

At the end of this lesson, you are expected to achieve the following objectives for this
session:
 differentiate intrapersonal and interpersonal communication;
 cite communicative settings on intrapersonal and interpersonal
communication;
 create a mini- scrapbook showcasing some samples of oral
context in both intrapersonal and interpersonal occasion ;
 show ingenuity and humility in accomplishing the tasks on
this module.

WHAT I KNOW

OBSERVE AND SHARE. Directions: Read each question below and fill in the circles with
appropriate and correct responses expected from each circle. (15 points)

t down different oral activities which you have engaged so far.

List down your strengths
List downand
yourweaknesses as a speaker.
previous learning which could help you to become an effec

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 WHAT’S IN

MOTIVATE AND INSPIRE (MIA). Directions : Give a motivating or inspiring message to

yourself and to other people to overcome this the current pandemic crises. Write
your message on the dialogue box.

A. Give yourself an advice or motivation to overcome the challenges posited on this

pandemic crises. Then, predict the type of speech context that the picture
represents.

B. Give your friend an advice or motivation to overcome the challenges posited on

this pandemic crises. Then, predict the type of speech context that the picture
represents.

WHAT’S NEW

RE-ARRANGE TO ARRANGE. Directions: Rearrange the jumbled words inside the

table to make a meaningful sentence. Write your answer on the space provided.

A.

message one where on the speaker Intrapersonal both as the and the receiver of
the acts sender person focuses communication
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 _
_
.

B.

links between and among establishes personal them

Interpersonal communication people and relationship with

_
_
_
.

WHAT IS IT

What are the first two types of speech context?

he message is made up of your thoughts and feelings. The channel is your brain, which processes what you are thinking and

and you reflected on why this was so.

een and among them. Solomon and Theiss (2013) state that the “inter” part of the word highlights how interpersonal conne
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 Types of interpersonal Context
1. Dyad Communication- This communication occurs between two
people. Examples:
 You offered feedback on the speech performance of your classmates.

 You provide comfort to a friend who was feeling down.

2. Small Group Communication is a context of communication that involves at

least three but not more than twelve people engaging in a face to face interaction
achieve a desired goal. In this type all the participants can freely share ideas in a
loose and open discussion.
Examples:
 You are participating in an organizational meeting which aims to
address the concerns of your fellow students.
 You are having a discussion with your group mates on how to
finish the assigned tasks.

WHAT’S MORE

I FOR IDENTIFY. Directions: Read every speech context below. Then, identify if it is
Intrapersonal or Interpersonal. Write INTRA for intrapersonal and INTER for
interpersonal.

_1. You are telling yourself, “I can do it”, before you present your slides to
your audience.

_2. You and your friends are chatting about the effects of pandemic to
ordinary citizens.

_3. You realized that you left your assignment at home and you felt
worried because your teacher is now coming to your classroom.

_4. You were so engrossed about the projects and you felt like quitting.

_5. Your classmates are busy discussing about the increasing number of
COVID victims.

_6. You are excited to meet your friends after the quarantine and you give
a note to yourself to wear your masks all the time.

_7. You and your friends were brainstorming about the title of the
research proposal of your group.

_8. You forgot to bring your umbrella and you silently scolded yourself
about it.
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 _9. You joined the zoom conference of your groupmates who shared their
“TIKTOK” experiences.

_10. You silently wished that your name would not be called during the
oral recitation.

WHAT I HAVE LEARNED

HOW THEY DIFFER. Directions: Complete the Venn diagram. Use a word or phrases
for your answers.

INTRAPERSONAL INTERPERSONAL
SIMILARITIES

WHAT I CAN DO

TO BE HONEST. Directions: Give your honest response as much as possible. Write

your answers on the space provided for.

1. Why is it important to have a conversation with yourself?

_
_
.

2. What advice would you give to yourself and why?

_
_
.
3. What was the most significant realization you have made for yourself and how
did you apply it in your daily living?

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 _
_
_.

4. If you would be given a chance to talk to someone today, who would it be and
why?_ _ _
_
.

5. What would you like to talk to your parents today?

_
_
_
.

6. How did intrapersonal and interpersonal communication help you during

the community quarantine period?
_
_
_.

ASSESSMENT

ARTSCRAP. Directions: Create a mini- scrapbook showcasing some samples of oral

context in both intrapersonal and interpersonal communication. Use cut-out pictures
or articles that best describe the intrapersonal and interpersonal communication.
(15points)

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 Creativity- This shows the design of the output which is creatively displayed in the scrapbook using co
(5 points)
Content- This shows the brief explanation or discussion of the cut- out pictures or articles relevant to

ADDITIONAL ACTIVITY/IES

I AM POSITIVE. Directions: Express your positivity today. Write something positive to

yourself and to others.

A. What positive expressions and statements you could give to yourself?

B. What positive expressions and statements you could give to others? To whom?

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 WHAT I NEED TO KNOW

Using this learning resource, you are ought to identify the various types of
speech context (EN11/12OC-Ifj-15) as inculcated in the K-12 Most Essential
Learning Competencies.

Lesson 2: Public and Mass Communication

At the end of this lesson, you are expected to achieve the following objectives for this
session:
 differentiate public and mass communication;
 share some real-life situations where mass and
public communication
become evident;
 design a webpage using coloring materials at home showcasing
the difference between mass and public communication ;
 show ingenuity and humility in accomplishing the tasks on
this module.

WHAT I KNOW

WRITECAP. Directions: Make a recapitulation of your previous learning about the first
two types of speech contexts. Write at least eight phrases that best describe
intrapersonal and interpersonal communication on the cap.

INTRAPERSONAL COMMUNICATION

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 INTERPERSONAL COMMUNICATION

WHAT’S IN

FILL THE POOL. Directions: Complete the diagram below by filling in with phrases or
words that best describe the four types of speech contexts.

talking to selftalking to others talking to a crowdtalking through radio

self- reflectinginteracting with groupmatescommunicating through internet

delivering a speech to a large audience group discussion with friends

Mass
Communication

Four Types of Speech Context

Intrapersonal Communication Public Communication

Interpersonal Communication

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 WHAT’S NEW

GUESSING TIME. Directions: Identify if the given oral context is Mass or Public
communication. Write your answer inside the box.

1.
A campaign speech in the town hall

2.
A news story about COVID 19

3. An advertisement about herbal products in the billboard

4.

A debate contest watched by a number of people

5.
A lecture- presentation in the social hall

6.
A president’s message aired in different media outlets

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 WHAT IS IT

What is the difference between mass and public communication?

Types of Speech Context

3. Public Communication- 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 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 powerpoint presentations.” (Hybels and Weaver, 2012, p19)
Examples:
 You deliver a graduation speech to your batch.
 You participate in a declamation, oratorical contest, 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.
Examples:
 You update yourself with the latest information by reading
newspaper and watching news reports.
 You also access some information from credible websites.

WHAT’S MORE

I FOR IDENTIFY. Directions: Read and identify each situation as to what type of speech
context does each item belong to. Write MASS or PUBLIC on the space provided for.

1. Samatha who is a student journalist, published her stand about LGBTQ+ on

the school organ.
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 _2. The principal of Mulao National High School delivered his welcome
message to the participants of the Essay Writing contest in the covered court.

_3. A new video presentation for the kick-off of Brigada Eskwela was
posted on social media to gain more support from the public.

_4. The opening of classes for SY 2020-2021 will start on August 24,
2020 as announced by Sec. Briones in different media outlets.

_5. Charles Romo was passionate in delivering his speech during the
SSG’s room to room campaign.

_6. I heard from the radio that classes will be online this year.

_7. I watched on TV the franchise hearing of ABS-CBN yesterday.

_8. She was the valedictorian last year who delivered her speech
emotionally in the auditorium.

9. Due to the recent quarantine, I attended mass through FB live.

10. I saw an advertisement about an effective health supplement on the

billboard.

WHAT I HAVE LEARNED

THINKING TIME. Directions: Read each question below. Then, write your answer
briefly.
1. What is the difference between mass and public communication?
2. What media platforms are usually used in making mass communication?
3. How does public communication differ from interpersonal communication?
4. What are the advantages and disadvantages of public and mass
communication?
5. What is the easiest and hardest types of speech contexts as used in
communication? Why?

WHAT I CAN DO

SHARE IT. Directions: Recall a real-life experience where public and mass
communication were used. Write down your answers on the space provided.
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 A. Public Communication

_
_
_

B. Mass
Communication

_
_
_

ASSESSMENT

ARTSCRAP. Directions: Design a one-page leaflet using coloring materials at home

showcasing the difference between mass and public communication. (15 points)

Rubrics
(3Cs)
e design of the output which is creatively displayed in the leaflet using the available materials at home.

brief explanation or discussion of the presented idea or concept relevant to the topic. (5points) Correctness- This shows the appropria
ng and grammar. (5 points)
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 ADDITIONAL ACTIVITY/IES

STRETCH IT. Directions: Give relevant and relatable meanings for every letter of the
types of speech context. Be unique and creative in your presentation.
M-
A-
S-
S-

P-
U-
B-
L-
I-
C-

I-
N-
T-
R-
A-
P-
E-
R-
S-
O-
N-
A-
L-

I-
N-
T-
E-
R-
P-
E-
R-
S-
O-
N-
A-

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 ANSWER KEYS

Answer Key for Lesson 1 Answer Key for Lesson 2

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 REFERENCES

Electronic File:

 Oral Communication in Context for Senior High School- DepEd Module

Online Sources:

 https://www.google.com.ph/search?q=computer+drawing+images+download&sxsrf=ALeKk
007FAs0dJ-
k6D3Y8PPtS6GtbDbkqw:1593860251114&tbm=isch&source=iu&ictx=1&fir=UZWkqrgUOdV1
_M%252Cxg7iB_mWB3Xb6M%252C_&vet=1&usg=AI4_-kQBB_4wL-
0qSw2bJYgs4xJhzh3Swg&sa=X&ved=2ahUKEwjO_dqQuLPqAhWJH3AKHQYbCMgQ9QEwAno
ECAoQGw&biw=1350&bih=578#imgrc=UZWkqrgUOdV1_M&imgdii=3OjROVofHhZI2M

For inquiries or feedback, please write or call:

Department of Education: Division of Cebu Province
Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City 6000 Cebu
Telephone Number:(032) 520-3216–520-3217 Email Address:

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