MODULE

ORAL COMMUNICATION
YOU AS AN EFFECTIVE COMMUNICATOR
2
Name:
Grade/Section:
Subject Teacher: MISS MARGIE J. LAGAHIT ____
Adviser:
CONTENT STANDARDS:
The learner recognizes that communicative competence requires an understanding of speech context,
speech style, speech act, and communicative strategy.
The learner realizes the rigors of crafting one’s speech.
PERFORMANCE STANDARDS:
The learner demonstrates effective use of communicative strategies in a variety of speech situations.
The learner proficiently delivers various speeches using the principles of effective speech delivery.
MELC STANDARDS WRITTEN OUTPUT
WEEK 5-6
Lesson 3: Identifies the various types of speech context
: Distinguishes types of speech style
Lesson 4: Ascertain the verbal and nonverbal cues that the speaker uses to
achieve his/ her purpose.
: Responds appropriately to a speech act
CHAPTER 2:
Lesson 1: Employs various communicative strategies in different situations
WEEK 7-8
Lesson 2: Uses various strategies to avoid communication breakdown
Lesson 3: Distinguishes types of speeches
: Explains that a shift in speech context, speech style, and speech act
and communicative strategy affects the following:
Language form, Duration of interaction, Relationship of Interaction, Role, and
responsibilities of the Speaker, Message, & Delivery
Lesson 4: Uses principles of effective speech writing focusing on:
Audience profile, Logical organization, Duration, Word choice, Grammatical
correctness, Articulation, Modulation, Stage Presence, Facial Expressions,
Gestures and Movements, & Rapport with the Audience
TOTAL
GENERAL GUIDELINES AS LIVING FRANCISCANS
As FCICians, we guarantee Franciscan Values in our Learning Module that
symbolize our identity. We uphold and manifest the values through:
PEACE. Foster the right relationship with stakeholders to sustain harmonious Educational environment.
RESPONSIBLE STEWARDSHIP. Develop responsibility in following correct instructions.
INTEGRITY. Learners are encouraged to honestly answer the activities in the module, additional answers from the different
resources must be cited in the reference.
COMPASSION. FCICians reach out to faraway areas to continuously educate learners.
EXCELLENCE. Learning Modules are self–paced to sustain High Quality Education.

Dear Parents,
As partners in the educative ministry, you are encouraged to
cooperate in the implementation of the Distance Learning
Environment. As Parents, you hold an important responsibility in
guiding your learners in the learning process. Parental consent is
placed at the end of every lesson for you to verify answers from your
learners. You will constantly be notified regarding the student’s
progress.
We would be greatly happy to hear feedback from you. Please send
us messages if you have questions or clarifications in the module.
Thank you and God Bless!
Learners’ Participation in the Distance Learning Program
Hi students! I am glad to offer you the Self–Learning Module in Oral
Communication. This module weighs bigger responsibility. As Learners,
you are obliged to follow instructions in the module; your answers are
your responsibility and ideas from the internet, or from other content
providers must be paraphrased, directly quoted, or summarized with
reference. Sharing/posting your answers/ any part of the module is strictly
prohibited. Please submit your modules on time and if you have
questions/clarifications in the module, contact your teacher – adviser.
I would be very happy to read your responses.
Thank you and Enjoy Learning!
SET A WEEK 5-6 ORAL COMMUNICATION MODULE 2

Lesson 3: The Contexts of Communication

I. LEARNING OBJECTIVES
Using varied learning activities, the learners will be able to:
a. identify the various types of speech context;
b. distinguish types of speech style; and
c. manifest excellence in giving appropriate examples of real-life situations of different
speech acts.

II. FORMATION
Using your textbook in Oral Communication, please follow the discussion method below:
1. Read the introduction of Lesson 3 (The Contexts of Communication) on page 28.
2. Read the discussion of Lesson 3 about Speech Acts on pages 29-31.
3. Read and comprehend the topic about the “Appropriate Verbal and Nonverbal Behavior
in Different Speech Contexts” on pages 31 to 36.
4. Read the topic about Speech Styles on pages 36- 39.
Discussion Outline:
THE CONTEXTS OF COMMUNICATION
Speech Acts – Speech acts relate to actions done by saying them.
Types of Speech Act
 Locution (Utterance)
-This is simply the speaking part of the speech act.
 Illocution (Intention)
-This is the acting part of the speech act- the very action done by saying something.
-Two Kinds of Illocutionary Acts:
1. Constative – making something true (or false) by saying it
2. Performative- possibility of doing something by just saying it
 Perlocution (Response)
-This is the response to an illocutionary act.

 Illocutionary and Perlocutionary Force

Illocutionary Force- refers to the intent of the speaker when he or she says
something to a listener
Perlocutionary Force- refers to the effect of the speaker’s utterance on the
listener.

Speech Context – The kind of speech context depends on the number and in the case of intercultural
speech context, the identity of the listeners.
Types of Speech Context
 Intrapersonal
-Involves talking to oneself
-This is the context in which verbal and nonverbal communication should be minimalized.
 Interpersonal
-Involves talking to one or a limited number of people
-It requires decreasing the nature of some verbal and nonverbal elements of communication.
 Public
-Involves communicating to a wide group of people with very varied traits, backgrounds,
interests, and persuasions
-A speaker must exert more effort at using both verbal and nonverbal communication to
effectively send his or her message across to the audience.
 Intercultural
-Involves communicating with a person or group of people who may not share the same
assumptions, values, allegiances as that of yours
-It requires a lot of caution. A speaker must be aware of the possible difference in his or her
connotation of a word and the connotations are given to it by people from another culture.

Speech Styles – Speech styles are patterns of speaking characterized by distinctive pronunciation,
vocabulary, intent, participants, and grammatical structures.
 Types of Speech Style
 Intimate
-It is used between people who have very close relationships such as family members, best
friends, and couples.
 Casual
-It is a conversational style used among friends.
 Consultative
-It is a conversational style in which the speaker constantly observes the listener’s verbal and
nonverbal cues for feedback as to whether the speaker seems to be giving too little or too
much information.
-Consultative style is closely connected to information as a function of communication.
 Formal
-It is called upon when speaking in formal settings no matter how the participants are related
to each other.
 Frozen
-It is a very formal style not intended to give a particular message but to allow a reader to find
many meanings for oneself.

III. INTEGRATION

KNOWLEDGE
Direction: Identify the following statements of “Appropriate Verbal and Nonverbal Behavior in
Different Speech Contexts” as intrapersonal, interpersonal, public, or intercultural.
intercultural 1. Nonverbal Behavior may have Different Interpretations
intrapersonal 2. No Verbal Behavior
public 3. Exaggerate Verbal Behavior
interpersonal 4. Emphasize Eye Contact
public 5. Use Good Proxemics
intercultural 6. Beware of Wrong Connotations
intrapersonal 7. No Nonverbal Behavior
interpersonal 8. Employ Appropriate Facial Expressions
interpertural 9. Understand the Proper Way of Speaking
public 10. Strive to Make Eye Contact

SKILL

Directions: Using the matrix below, distinguish the following statements/sentences by writing these
statements on their respective types of speech styles.

1. It exists as literature for a given community.

2. People speaking with this style do not care about grammar or pronunciation.
3. The speaker using this style pronounces the words well, chooses words carefully, and speaks in
complete sentences- to minimize misunderstanding.
4. This style requires careful attention to producing well-formed sentences and to coherent, very
logically organized speech.
5. A speaker speaking in this style uses a lot of trendy words and phrases and speaks in incomplete
or elided sentences.
6. This speech style requires that the speaker plans the speech or utterances well in advance.
7. This speech style involves people who share a lot of experiences and have a lot of experiential
knowledge in common.
8. This is a style which is used among friends.
9. It is a very formal style that allows a reader to find meaning for oneself.
10. An example of this speech style is consulting a doctor.
 TYPES OF SPEECH STYLES
INTIMATE CASUAL CONSULTATIVE FORMAL FROZEN
They tend to not Uses a lot of the Pronounces Chooses the right it is available on
mind about newer words that words well and word for the right literature for a
grammar and has been made speaks in situation and also chosen audience
pronunciation and speaks in complete has a distinct
unfinished sentences vocabulary and
phrases has a very well
done speech

This style has Used with friends Example of this is Requires the It is a very formal
individuals that speaking to a user of the style style that allows
has spend a lot of boss to plan ahead a reader to find
time with each before hand on meaning for ones
other and contain speaking self
experiential
knowledge in
common

VALUES

Direction: Give appropriate examples of various speech acts in real-life situations. Write your
answers on the space provided.

Types of Speech Acts

 Locution (Utterance)
1. Lets go y’all
2. The sky is blue
3. The baby is crying __

 Illocution (Intention)
1. Being angry at someone_
2. Confessing to someone_
3. Gibing compliments __

 Perlocution (Response)
1. Its alright you deserve it _
2. Whats the plan _
3. I hate you more than you know_

IV. CONCLUSION
ESSENTIAL QUESTION

What is the significance of knowing the different types of speech acts, speech contexts,
and speech styles?
speech style is significant on the grounds that we wanted it to transfer the message of our
discourse well. Clarification: speech style will in general identify with how an individual wouls take
what we say and when we utilize specific styles for specific coversations or talks; we can pass on
our musings in a superior way.

SET A WEEK 5-6 ORAL COMMUNICATION MODULE 2

Lesson 4: Verbal and Nonverbal Communication

I. LEARNING OBJECTIVES
Using varied learning activities, the learners will be able to:
a. ascertain the verbal and nonverbal cues that the speaker uses to achieve his/ her purpose;
b. respond appropriately to a speech act by writing a reflection of one’s delivery of sample
speech; and
c. manifest integrity in responding values life lessons.

II. FORMATION
Using your textbook in Oral Communication, please follow the discussion method below:
1. Read the introduction of Lesson 4 (Verbal and Nonverbal Communication) on page 44.
2. Read the discussion about Verbal Communication on pages 45 to 48.
3. Read the discussion about Nonverbal Communication on pages 48 to 50.

Discussion Outline:
VERBAL AND NONVERBAL COMMUNICATION
To communicate properly, speakers must not only communicate using their words but also with their
actions. Their words and actions must match. Otherwise, miscommunication can occur. Communication
using words is also called verbal communication, while communication without words is called nonverbal
communication.

VERBAL COMMUNICATION

Some verbal elements of communication include:

 Pause – It is a short or very short moment of silence used by a speaker between utterances to
allow listeners to process what was spoken.
 Volume – It is the loudness or softness of voice and can be used as a way of showing how a
speaker feels about what he or she is saying.
 Rhythm – This refers to the speed and flow of a speaker’s utterances.
 Repetition and Rephrasing – The speaker will do well to repeat his or her utterances especially if
the content of the utterance is difficult to understand.
 Tone – This refers to the combination of pitch, volume, and fullness that make up the quality of a
speaker’s voice.
 Appropriate Form of Language- The technical term for the form of language is register. There are
different registers of any given language depending on the level of formality, participants, topic, and
other factors that make up the communication setting.

NONVERBAL COMMUNICATION
Nonverbal communication involves expressing oneself without the use of words. Because of its
nature, nonverbal is more prone to misinterpretation than verbal communication is.

Different nonverbal communication includes:

 Gestures – The movement of the hands or other parts of the body play an important role in
communication.
 Eye Contact – This refers to the amount of time a speaker looks at the eyes of listeners.
 Posture – Posture is the position of the body, particularly to the head, in speaking.
  Facial Expression- It is the combination of the movements of the parts of a speaker’s face – is a
primary nonverbal means of communication.
 Proxemics – It is the proper use of space in communication.
 Sensitivity of Listener’s Reaction – A speaker must be sensitive to the reaction of his or her
listeners to a particular element that the speaker is using, especially if the speaker is communicating
cross-cultural context.

Effective communication is always composed of the proper verbal and nonverbal features.
Knowing how to make these features enables a speaker to communicate clearly and effectively.

III. INTEGRATION

KNOWLEDGE

Direction: Ascertain the verbal and nonverbal cues that the speaker uses to achieve his/ her purpose by
responding to the following questions:
1. What should you remember regarding the following elements of verbal communication?
a. Pause
a moment of silence to allow the audience to understand what was said or what was behind
of the said word or sentence._can also be a calling to the audience that the speaker wants a
reaction
b. Volume
the power of the voice of the speaker, it can be use to give out a meaning on how you’re
currently feeling ____
c. Rhythm
speed of how the speaker speaks, a good rhythm can attract the audience __
d. Repetition and Rephrasing
it helps the listeners process ideas being expressed by a speaker
e. Tone
This alludes to the mix of pitch, volume, and completion that make up the nature of a speaker's voice _
f. Appropriate Form of Language
The specialized term for the type of language is register. There are various registers of some
random language relying upon the degree of convention, members, point, and different
components that make up the correspondence setting.
2. What should you remember regarding the following elements of nonverbal communication?
a. Gestures
The development of the hands or different pieces of the body assume a significant part in
correspondence. _
b. Eye Contact
This alludes to the measure of time a speaker takes a gander at the eyes of audience
members. ___
c. Posture
Stance is the situation of the body, especially to the head, in talking. ___
d. Facial Expression
It is the mix of the developments of the pieces of a speaker's face – is an essential nonverbal
method for correspondence____
e. Proxemics
It is the appropriate utilization of room in correspondence.__
f. Sensitivity to Listener’s Reaction

A speaker should be touchy to the response of their audience members to a specific component
that the speaker is utilizing, particularly if the speaker is imparting culturally diverse setting.

SKILL

Directions: Read the following passage orally. Practice delivering the passage orally using
appropriate verbal and nonverbal communication. Then, write a reflection of your experience in
delivering the passage.
 CRITERIA: Content- 10, Relevance- 5, Coherence- 5= 20 points

Guide in reading the passage:

 Study first the meaning of the passage.
 Practice reading it with the proper combination of verbal and nonverbal communication.
 Practice it several times until you are familiar with the passage.
 Then practice reading it as you would before a small quiet audience. (anyone in your house)

You accuse me of not supporting my family. Free me from bondage and I shall prove you false.
You accuse me of ignorance. But I am ignorant because my master finds it profitable to keep me
ignorant. Free me from bondage and I shall prove you false.

You accuse me of indolence. But I am indolent not because I have no will, but because I have no hope.
Why should I labor if all the fruits of my labor go to pay an unpayable debt? Free me from bondage and I
shall prove you false.

Give me land. Land to own. Land unbeholden to any tyrant. Land that will be free. Give me land for I am
starving. Give me land that my children may not die. Sell it to me, sell it to me at a fair price, as one
freeman sells to another and not as a usurer sells to a slave. I am poor, but I will pay for it! I will work,
work until I fall from weariness for my privilege, for my inalienable right to be free!
- Raul Manglapus, Land of Bondage, Land of the Free

My Reflection:
the passage is to hard to convey, I actually need to focus on the words and adapt completely
so I can deliver it suitably. the passage. has an amazing and angry tune. to re-try and practice it
once more. the utilization of verbal and nonverbal components is fundamental in conveying the
passage since it is one of the main elements in making it conceivable to the crowd. explanation is
likewise essential in keeping up with the crowd thought and showing interest

VALUES

Direction: Answer the following questions.

1. What happens when a speaker uses inappropriate verbal and nonverbal communication?
the speech becomes distasteful and it ruins the whole vibe of the speech and in doing so it makes
the audience uninterested

2. Which verbal or nonverbal feature of communication do you find some difficulty in using? Why?
IV. Verbal communication is a conscious process. ... Nonverbal communication is a little harder
to decode than verbal communication. You have to pay attention to many factors
including the speaker's body language, facial expressions, and tone to decode what the
other person is trying to convey.
V.
CONCLUSION

ESSENTIAL QUESTION

What is the significance of using or employing proper verbal and nonverbal

communication?

Understanding. Non-verbal correspondence expands comprehension of messages. At the point

when verbal and nonverbal correspondence are comparable, it sets up better viewpoint on the
message being sent. The sender of message just as recipient gets what is the planned significance
of the message and can act in like manner.

SET A WEEK 5-6 ORAL COMMUNICATION MODULE 2

CHAPTER 2: YOU AS AN EFFECTIVE COMMUNICATOR

 Lesson 1: Communicative Competence
I. LEARNING OBJECTIVES
Using varied learning activities, the learners will be able to:
a. identify the three aspects of communicative competence;
b. employ various communicative strategies in different situations; and
c. manifest responsibility in dealing with real-life situations.

II. FORMATION
Using your textbook in Oral Communication, please follow the discussion method below:
1. Read the introduction of Chapter 2 (You as an Effective Communicator) on page 56.
2. Read the introduction of Lesson 1 (Communicative Competence) on page 57.
3. Read the discussion about Communicative Competence on pages 58 to 63.

Discussion Outline:

COMMUNICATIVE COMPETENCE
-It means knowing what to say, how to say it, and when to say it. It also means understanding
what others are saying in the language they are speaking in.
-Communicative competence involves many different skills that enable a person to relate well
to other people.
-Example, a communicatively competent person knows:
 how to politely correct someone making a mistake;
 how to greet someone; and
 how to politely disagree with someone.
-Communicative competence can be achieved in three aspects- structural, lexical, and
sociocultural.

ASPECTS OF COMMUNICATIVE COMPETENCE

The Structural Aspect
-The structural aspect of communicative competence involves knowing the form of utterance
to be used such as pronunciation and grammar.
 Differences between similar sounding vowels:
[ē] and [i] [ə] and [ɔ]
- [ē] [i] [ə] [ɔ]
beat bit but bought
neat knit nut not
feel fill full fall
Communicatively competent person understands the meaning and function of grammatical
construction.
-It also involves hearing words correctly, that is, a hearer must also distinguish between
similar sounding words.
 Example: indigent & indigenous
Indigent- means poor while indigenous- means native to a particular land
 Similarly sounding idioms
“Passed out” lost consciousness
“Passed away” died

The Lexical Aspect

-Communicative competence also involves properly understanding and using words,
phrases, and idioms.
 Example, although tall & high have similar meanings, they cannot be used
interchangeably in different sentences.
She saw a tall building. Correct
She saw a tall tower. Correct
She saw a tall girl. Correct
She saw a high girl. Incorrect
 -Understanding the Connotation of Words – the feelings, ideas, images produced in the mind
of a hearer
 Girl, woman, and lady
-Using Proper Idioms
 Good evening – a form of greeting at night
 Good night - appropriate for bidding goodbye to someone
-Figures of Speech
o Understatement
- when a person describes something less than what it is
o Hyperbole
- involves exaggerated expressions to produce emphasis
o Irony
- refer to saying the opposite of what you mean
The Sociocultural Aspect
-It involves relating well with people through words and actions.
- Part of growing up for a person is to know what to say and what not to say in a given
situation.
-Competence in Specific Functions of Language
 He or she must know how to use polite expressions and be aware of impolite
expressions.
-Understanding Nonliteral Use of Words or Expressions
 A communicatively competent person must know when a word or expression is
used metaphorically, that is, using them in a nonliteral way.
-Avoiding Topics or Unproductive Comments
 Communicative competence also means that a person knows what topics to
avoid.
-Understanding Nonverbal Cues
 A communicatively competent person must be sensitive to pauses, facial
expressions, gestures, change of tone, and many other nonverbal cues.

III. INTEGRATION
INTEGRATION

KNOWLEDGE

Directions: Identify the following statements and sentences as structural, lexical, or sociocultural
aspects of communicative competence. Draw in the box if your answer is structural; draw
in the box if your answer is lexical; and draw in the box if your answer is sociocultural.
1. Avoid making general comments about people based on religion, culture, status, gender, or even age.
2. Speakers should pronounce the words in such a way that they are not misunderstood by listeners.
3. Connotation can vary between cultures, groups of people, generations, and even between individuals.
4. What may be acceptable in one culture may be impolite or offensive to another culture.
5. The proper combination of words with other particular words is called collocation.
1 2 3 4

SKILL
Directions: Choose two of the following situations and write a skit involving how to
appropriately communicate in these situations. Please be guided by the following rubrics.
Score Description
9-10 The elements of the skit were completely acceptable to the culture at large.
 7-8 The skit contained elements that may not be very culturally appropriate for the given
situation.
4-6 The skit contained three or more elements that are culturally inappropriate for the given
situation.
0-3 The skit contained many elements that are totally inappropriate for the given situation.

a. Appreciating someone’s clothing

b. Telling someone that he or she is out of tune
c. Comforting someone
d. Explaining how to purchase cellphone load to a foreigner
e. Telling a man that his fly is open

Telling someone he or she is out of tone Explaining how to purchase cellphone load to a
foreigner

Oh good sir you wanted to purchase prepaid? Okay

My good sir it seems that your vocals has been all over first step is to ask you want to buy prepaid but use the
the place I recommend you lower your pitch in this word load instead of prepaid since its what we use in
part and gradually increase it until this part this country, then the seller will ask you what type of
sim you have then after your response to the question

He or she will ask for your number, its either you will
have to input the number or the seller does and then
pay the amount needed. That’s it simple right
VALUES
Direction: Respond to the following question:

1. Give an example in your experience where there was a breakdown in communication because of lack of
communicative competence.
a companion is recounting a story and talk constantly, and a companion who is drawing and biting
food. the different couldn't appreciate the story because of the others fast talking and loss of focus
and consideration
2. Give specific examples of what communicative competence requires.
nonverbal communication and undivided attention are two instances of informative ability. the
speaker audience will be fit for comprehension and exchange musings thoughts and data
subsequently. there would be no miscommunication
IV. CONCLUSION

ESSENTIAL QUESTION

How do we become competent in communication?

To be a skillful communicator, you ought to have intellectual information about correspondence

dependent on perception and guidance; comprehend that individual, social, and social settings
influence capability; and have the option to adjust to those different settings.

REFERENCES

Book:

Peña, Andrew Rey, Anudin, Ali. ORAL COMMUNICATION. Talayan, Quezon City: Vibal Group Inc., 2020.

Passage Link:
https://www.google.com/amp/s/speechfest.wordpress.com/2012/06/01/declamation-piece-land-of-bondage-land-
of-the-free/amp/

Dimensions LESSON 3 LESSON 4 CHAPTER 2:

LESSON 1
Integration: KNOWELDGE
Integration: SKILLS
Integration: VALUES
SCORE:

TEACHER’S FEEDBACK:

__

________________

Teacher’s Signature

MISS MARGIE LAGAHIT

Signature

PARENTAL CONSENT

I hereby certify that I am aware of my son/daughters’ answers in this module.

Signature over Printed Name