Oral-Communication11 Q1 Module-5 08082020
Oral-Communication11 Q1 Module-5 08082020
Oral-Communication11 Q1 Module-5 08082020
Department of Education
Region VI - Western Visayas
DIVISION OF NEGROS OCCIDENTAL
Pontevedra National High School
Pontevedra, Negros Occidental
Oral Communication
in Context
Quarter 1 – Module 5:
Types of Speech Context
Oral Communication in Context
Alternative Delivery Mode
Quarter 1 – Module 5: Types of Speech Context
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
ii
For the learner:
The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
iii
Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Do not forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the directions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
iv
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the Types of Speech Context. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
your needs.
1
What I Know
Directions: Choose the letter of the correct answer. Write your answers on a separate
sheet of paper.
4. Which of these types of speech context takes place between and among people
and establishes personal relationship between and among them?
A. Interpersonal C. Mass Communication
B. Intrapersonal D. Public Communication
5. Which type of INTERPERSONAL context involves at least three but not more
than twelve people engaging in a face-to-face interaction?
A. Dyad Communication C. Small Group Communication
B. Sharing Group Communication D. Team Communication
6. What type of speech context requires you to deliver or send the message before
or in front of a group?
A. Interpersonal C. Mass Communication
B. Intrapersonal D. Public Communication
2
9. Which of the following refers to the number of communicators and the setting
in which the communication process takes place?
A. Speech delivery C. Speech defect
B. Speech context D. Speech communication
10. You spent the night reminiscing your happy moments with someone you are
interested in and suddenly realized that you must prioritize your studies. What
type of speech context is evident in the situation?
A. Public communication C. Interpersonal communication
B. Mass communication D. Intrapersonal Communication
11. Speech Context refers to the number of communicators and the setting in
which the communication process takes place.
12. In dyad and small group communication, you have to listen carefully and
understand what the other person is saying. Asking clarifying questions will
let the other person know that you are indeed listening attentively.
14. To become a good communicator, you should at least know how to behave
and respond to various speech contexts.
15. Providing comfort to a friend who is feeling down, or simply talking with your
classmates about your plans for a group activity is an example of a dyad and
small group communication.
3
Lesson
There is never a day that you do not communicate. It could be a group discussion,
Facebook status update, dinner conversation with someone you are interested in, or
small talk with a family member. In this case, it is necessary for you to understand
the concept of speaking in a variety of communication situation and the number of
people you are communicating with.
Since you have already learned the various components of communication in the
previous modules, this time you are going to look at speech context and find out how
to act appropriately in the different communication situations.
What’s In
In the previous lesson, you were able to determine the verbal and non-verbal cues
that the speaker uses in order to achieve his/her purpose. You were given different
activities that helped you to fully understand the functions of communication (i.e.
control, social interaction, motivation, emotional expression and information
dissemination).
You have now realized that your ability to communicate affects your relationship with
the people around you. To further strengthen this insight, the tasks in this module
will let you discover the meaning and types of speech context, and apply appropriate
verbal and non-verbal behavior in different speech situations.
4
What’s New
Speech Context
Context when referring to speech communication is the surroundings,
circumstances, environment, background or setting that determine, specify, or
clarify the meaning of an event. (LumenLearning.com/Elements of Communication).
According to DeVito (2005), “Context refers to the setting in which the
communication takes place. Context helps to establish meaning and can influence
what is said and how it is said.”
Read and carefully evaluate the statements written inside the circle, then select from
the given communication contexts what you think matches the phrase. Choose the
letter of the correct answer.
5.
Articulating
1. Consoling a
your stand on
friend who is
a pressing
feeling down A. Communication in
issue in the
Public
editorial page
B. Communication with
of your
Self
schoolpaper
C. Communication
between two persons
4. 2. Cheering D. Mass Communication
Discussing yourself up E. Communication in a
with your before an small group
groupmate important
s your event
assigned
report
3. Delivering your
graduation
speech to your
fellow graduates
5
What is It
Examples:
• There is a voice within you that tells you, “It’s okay, you can still do it! You
can make it!” when you are losing your drive to finish the task that you are
doing.
• When you told yourself not to talk to your friends when you have read in a
Facebook post that they were in a party and you were not invited.
2. Interpersonal – This refers to the type of communication that takes place between
and among people and creates a personal relationship between and among them.
Normally, it includes two individuals, and it can vary from casual and very personal
to formal and impersonal.
Examples:
6
Small Group– This applies to interactions involving at least three but not more than
twelve people engaged in face-to-face interactions to achieve the desired goal. In this
type of conversation, all participants can freely express their ideas throughout the
discussion.
Examples:
• You are having a discussion with your two brothers about the surprise
party you are planning for your Mom’s birthday.
• Kathlyn who came back from the United States called her three brothers
and four sisters and announced that she is getting married.
3. Public– This type refers to a communication that enables you to send or deliver a
message before a crowd. The message can be transmitted for informative or
persuasive purposes. "In public communication, unlike interpersonal and small
groups, the channels are more exaggerated. The voice is louder and the gestures are
more expansive because the audience is larger” (Hybels & Weaver, 2012, p 19).
Examples:
Examples:
7
Verbal and Non-verbal Behavior in a Speech Context
Different speech context whether it is intrapersonal, interpersonal, public or mass
communication requires different approaches. Though there might be some
occasional similarities, you should at least know how to behave and respond to
various speech contexts appropriately.
You might be familiar with the feeling of quietly talking to yourself in your mind, and
it's normal — and good for you. By performing this, it makes you think and reflect
on the things you have done or are planning to do. But here are some important
reminders that you need to keep in mind:
8
1. Listen carefully - Needless to say, this is
the very basic foundation of effective
communication. You have to listen carefully
and understand what the other person is
saying. Asking clarifying questions lets the
other person know that you are indeed
listening attentively. More so, take active
part. You also need to be heard and
understood when it is your time to speak.
9
What’s More
Crossword Puzzle
Complete the puzzle below by identifying the four (4) types of Speech Context and
the two (2) types of Interpersonal Communication evident in the presented
situations.
ACROSS: DOWN:
1. Four students are discussing 2. Webinars for teachers are
their thesis proposal. conducted via Facebook live.
3. Miggy requested his brother 4. The principal interviews a
Mikko to help him on his task. teacher-applicant.
6. The city mayor delivered a 5. Emman talks to himself in
speech for his townsfolk. front of the mirror.
10
What I Have Learned
1. Based on what you have learned from the previous activities, define speech
context in your own words.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
2. As a senior high school student, what do you think is the advantage of having
good communication skills in a variety of contexts? Do you think it will help
you improve your personality? Why or Why not?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Do you agree with this statement: Speech context can influence one’s
behavior? Why/Why not?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. Which of the types of speech contexts do you find easy to practice? Which
ones do you find difficult?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
11
What I Can Do
Using the graphic organizer below, describe each type of speech context and give
three (3) examples for each. For the description, refer to the following rubric for
evaluating the answer in description.
1.
Intrapersonal 2.
Communication
3.
1.
Interpersonal 2.
Communication
3.
1.
Public Communication 2.
3.
1.
2.
Mass Communication
3.
12
Rubric in evaluating the answer in description:
Completeness
2 1 point
(Did your answer 5 points 3 points
directly describe points (Needs
(Excellent) (Very Good)
the type of speech (Good) improvement)
context?)
Knowledge
(Did your answer
clearly show you 2 1 point
5 points 3 points
have read and points
(Excellent) (Needs
understand the (Very Good) (Good) improvement)
lesson content by
correctly defining
the key term?)
Writing Skills
(Did you write
2 1 point
clearly in complete 5 points 3 points
sentence with points (Needs
(Excellent) (Very Good)
minimal errors in (Good) improvements)
grammar and
spelling?)
Adapted from:
http://qm.riosalado.edu/resources/SyllabusDB/SocialSciences/Rubric_Short_Answer.pdf
13
Assessment
Directions: Choose the letter of the correct answer. Write your answers on a
separate sheet of paper.
1. Which of the following is NOT a speech context?
A. Intrapersonal Communication C. Long Distance Communication
B. Dyad Communication D. Public Communication
2. Which one of the following is NOT an example of intrapersonal
communication?
A. sending a text message to a friend C. writing a note to yourself
B. talking to yourself D. thinking about a problem
14
For numbers 6-10:
Directions: Identify the type of speech context evident in the following situations.
6. You provided reassuring and comforting words to a friend who was feeling
down.
A. Dyad Communication C. Mass Communication
B. Public Communication D. Interpersonal Communication
7. You are having a discussion with your group mates on how to finish the
assigned task.
A. Public Communication C. Dyad Communication
B. Small group communication D. Interpersonal Communication
8. Karen thinks about the things she did the whole day and writes them in her
journal.
A. Intrapersonal C. Mass Communication
B. Dyad D. Small Group
9. The TV news anchor is giving the latest news update.
A. Public communication C. Interpersonal Communication
B. Mass communication D. Intrapersonal Communication
10. Group 5 discussed the effects of social media on communication skills.
A. Intrapersonal communication C. Mass Communication
B. Interpersonal communication D. Public Communication
15
Additional Activities
Try to recall what you did and how you felt when you experienced any of these
situations; (your best friend confided a secret to you; you delivered a speech in front
of your classmates as a subject requirement; you talked to yourself about the things
you did and what you were supposed to do instead).
What can you say about your experience? What did you learn from it? If you have a
second chance, how will you deal with the situations? What examples of verbal and
non-verbal responses will you use? Write your answer in a separate sheet of paper.
Directions: Your essay will be graded based on this rubric. Consequently, use this
rubric as guide in writing your essay and check it again before submitting your final
output.
Criteria 5 3 2 1
There is one clear, There is one Main idea is The topic and
focused topic. clear, well somewhat main idea are
Main idea is clear focused topic. clear. not clear.
Focus and and well Main idea is
Details supported by clear but not
detailed and well supported
accurate by detailed
information. information.
The introduction The The There is no
states the main introduction introduction clear
topic, and states the main states the main introduction,
provides an topic and topic. A structure, or
overview of the provides an conclusion is conclusion.
Organization essay. Information overview of the included.
is relevant and essay. A
presented in a conclusion is
logical order. The included.
conclusion is
good.
It uses vivid words It uses vivid It uses words It uses a limited
and phrases. The words and that vocabulary.
choice and phrases. The communicate Jargon or
placement of choice and clearly, but the clichés may be
words seems placement of writing lacks present and
Word Choice
accurate, natural, words is variety. detract from the
and not forced. inaccurate at meaning.
times and/or
seems
overdone.
Sentence All sentences are Most sentences Most sentences Sentences
structure, well constructed are well are well sound
grammar and have varied constructed constructed, awkward, are
and structure and and have varied but they have a distractingly
mechanics length. There are structure and similar repetitive, or
16
no errors in length. There structure are difficult to
grammar, are few errors and/or length. understand.
mechanics, in grammar, There are There are
and/or spelling. mechanics, several errors in numerous
and/or spelling, grammar, errors in
but they do not mechanics, grammar,
interfere with and/or spelling mechanics,
understanding. that interfere and/or spelling
with that interfere
understanding with
understanding.
Adapted from:
http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf
17
References
Gould, Wendy Rose. “Go Ahead, Talk to Yourself. It's Normal -and Good for You.”
NBCNews.com. NBCUniversal News Group, October 10, 2018.
https://www.nbcnews.com/better/health/talking-yourself-normal-here-s-
how-master-it-ncna918091.
Hybels, Saundra and Weaver, Richards. Communicating Effectively (10 th ed). NY.
The McGraw-Hill Companies Inc., 2012.
Wood, Julia. Communication in Our Lives (Boston, MA: Wadsworth, 1997), 22.
Rubric Sources:
http://qm.riosalado.edu/resources/SyllabusDB/SocialSciences/Rubric_Short
_Answer.pdf
http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.p
df
19
For inquiries or feedback, please write or call:
20