ALTERNATIVE LEARNING

MODE:
LEARNING AT HOME
PROGRAM
Learning Area Oral Communication in Context Reminders to Parents/Guardians:

Grade Level 11 ● The success of LHP and your child’s learning relies on the partnership
between your child’s teacher and you as parent/guardian. It will require
Semester 1st from you much greater assistance and parental supervision and
involvement with their learning.
Subject Teacher Mr. Aldrin C. Laddran

Learning Packet No. 2 ● Children must understand very clearly that learning in LHP is like being
at school but in a home set up.
Week and Date Week 2 (September 7-11, 2020) ● This Learning Packet will be collected by our school staff every Friday.

UNIT II
Strategies in Various Speech Situations

UNIT MAP
In this unit, you will learn the following lessons:
Lesson 1: Types of Speech Context and Style
Lesson 2: Types of Speech Act

● Before you start with our lesson, answer first the pre-assessment on the ASSESSMENT SHEETS on page 3.

Lesson #1: Types of Speech Context and Style

Objectives:
In this lesson, you are expected to:
1. differentiate the types of speech contexts;
2. explain the importance of effective communication skills; and
3. reflect on your learning on the types of speech contexts.

Concept Notes:
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.
Examples:

 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.
 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.

Types of Interpersonal Context

Dyad Communication – communication that occurs between two Small Group – This refers to communication that involves at least three
people 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
Examples: can freely share ideas in a loose and open discussion.

 You offered feedback on the speech performance of your Examples:

classmate.
 You provided comfort to a friend who was feeling down.  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.

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.” (Hybels & Weaver, 2012, p 19)

Examples:

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Oral Communication in Context (Week 2)
  You deliver a graduation speech to your batch.
 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:

 You are a student journalist articulating your stand on current issues through the school’s newspaper.

Types of Speech Styles

1. Intimate – This style is private, which occurs between or among close 4. Formal – This style is used in formal settings. Unlike the consultative
family members or individuals. The language used in this style may not style, this is one-way. Examples are sermons by priests and ministers,
be shared in public. State of the Nation Address of the President, formal speeches, or
pronouncements by judges.
2. Casual – This style is common among peers and friends. Jargon,
slang, or the vernacular language is used. 5. Frozen – This style is “frozen” in time and remains unchanged. It
mostly occurs in ceremonies. Common examples are the Preamble to the
3. Consultative – This style is the standard one. Professional or mutually Constitution, Lord’s Prayer, and Allegiance to country or flag.
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.

Reference/s:
Balgos and Sipacio (2016). Oral Communication in Context for Senior High School [PDF File]. Retrieved from
http://www.deped.edu.ph/files/oral_communication_in_context_lm_for_shs.pdf

Other Learning Resource/s:

To learn more about Types of Speech Context and Style, visit the link https://www.youtube.com/watch?v=7uUP5fFhfX4 or open the video file with
file name “OCIC-WK2-L1” on your flash drive.

● Let’s check your understanding of our lesson. Answer Activity 2.A and 2.B on the ASSESSMENT SHEETS on page 3.

Lesson #2: Types of Speech Acts

Objectives:
In this lesson, you are expected to:
1. define speech acts;
2. distinguish types of speech act; and
3. recognize that communicative competence requires understanding of speech acts.

Concept Notes:
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.

Three Types of Speech Act Searle’s Classifications of Speech Act

As a response to Austin’s Speech Act Theory, John Searle (1976), a

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:
professor from the University of California, Berkeley, classified
illocutionary acts into five distinct categories.
1. Assertive – a type of illocutionary act in which the speaker expresses
belief about the truth of a proposition. Some examples of an assertive act
are suggesting, putting forward, swearing, boasting, and concluding.

1. Locutionary act is the actual act of uttering. Example: No one makes better pancakes than I do.

“Please do the dishes.” 2. Directive – a type of illocutionary act in which the speaker tries to
make the addressee perform an action. Some examples of a directive act
are asking, ordering, requesting, inviting, advising, and begging.

2. Illocutionary act is the social function of what is said. Example: Please close the door.

By uttering the locution “Please do the dishes,” the speaker 3. Commissive – a type of illocutionary act which commits the speaker
requests the addressee to wash the dishes. to doing something in the future. Examples of a commissive act are
promising, planning, vowing, and betting.

Example: From now on, I will participate in our group activity.

3. Perlocutionary act is the resulting act of what is said. This effect is
based on the particular context in which the speech act was mentioned. 4. Expressive – a type of illocutionary act in which the speaker

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Oral Communication in Context (Week 2)
 “Please do the dishes” would lead to the addressee washing the expresses his/her feelings or emotional reactions. Some examples of an
dishes. expressive act are thanking, apologizing, welcoming, and deploring.

Example: I am so sorry for not helping out in our group

projects and letting you do all the work.

5. Declaration – a type of illocutionary act which brings a change in the

external situation. Simply put, declarations bring into existence or cause
the state of affairs which they refer to. Some examples of declarations
are blessing, firing, baptizing, bidding, passing a sentence, and
excommunicating.

Example: You are fired!

By saying that someone is fired, an employer causes or brings about the

person’s unemployment, thus changing his external situation.

Reference/s:
Balgos and Sipacio (2016). Oral Communication in Context for Senior High School [PDF File]. Retrieved from
http://www.deped.edu.ph/files/oral_communication_in_context_lm_for_shs.pdf
Searle, John R. (1976). A classification of illocutionary acts. Language in society 5(1), 1-23 [PDF File]. Retrieved from
http://www.jstor.org/stable/4166848?origin=JSTOR-pdf

Other Learning Resources:

To learn more about “Speech Acts”, visit the link https://www.youtube.com/watch?v=22FsXf8Oosc or watch the video file with filename “OCIC-
WK2-L2” on your flash drive.

ALTERNATIVE LEARNING
MODE:
LEARNING AT HOME
PROGRAM
Learning Area Oral Communication in Context SCORE:

Grade Level 11 Activity 1: ___ /10

Remarks:___________________________________
Semester 1st
Activity 2: ___ /35
Subject Teacher Ms. April Joy B. Alfaro
Remarks:___________________________________
Learning Packet No. 2
Activity 3: ___ /20
Remarks:___________________________________

Activity 4: ___ /5
Week and Date Week 2 (September 7-11, 2020) Remarks:___________________________________

Name of the Learner Teacher’s Note:

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Oral Communication in Context (Week 2)
ASSESSMENT SHEET/S
UNIT II: STRATEGIES IN VARIOUS SPEECH SITUATIONS
ACTIVITY 1. PRE – ASSESSMENT
Explain what information can be contained in each of the following types of communication. Fill in each box with the information needed.
Communication with self Communication between two persons

Communication in a small group Communication to the public

ACTIVITY 2. TYPES OF SPEECH CONTEXT AND STYLE

A. Identify and explain the differences among the types of speech contexts using the graphic organizer below.
TERM Debriefing Questions:
DESCRIPTIO
N
1. How are you going to identify speech contexts in a
certain situation?
EXAMPLES

______________________________________________

______________________________________________
Types of Speech
Contexts

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

2. Do you think that speech context influenced your

behaviour?

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

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Oral Communication in Context (Week 2)
B. 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

ACTIVITY 3. TYPES OF SPEECH ACT

Complete the following table with information related to Searle’s Classification of Speech Acts.
Example:
Classification of Speech Act Situation Example

Assertive Chris bought a new gadget, and he shows it off “I’m the only one in school who has this new
to his friends. iPhone model.”

Your TURN!
Classification of Speech Act Situation Example

Directive

Commisive

Expressive

Declaration

ACTIVITY 4. VALUES INTEGRATION

Values Integration:

Communicative competence is essential for a speaker to be able RELATED BIBLE VERSE:

to use and understand speech acts. Idioms and other nuances in a
certain language might be lost or misunderstood by someone who
does not fully grasp the language yet. “Let your speech always be
Always keep in mind that speech acts include concrete life
interactions that require the appropriate use of language within a gracious,
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et # 2
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given culture. so that you may know how to
In your day-to-day communication, compare your greeting, pre-
ought to answer each person.”
 HOW DO YOU FEEL ABOUT OUR LESSONS? PLEASE CHECK YOUR SELF-EVALUATION.

I UNDERSTAND OUR I UNDERSTAND BUT I STILL

LESSONS. HAVE QUESTIONS.
I NEED HELP.

STUDENT’S FEEDBACK/NOTE TO TEACHER: PARENT’S/GUARDIAN’S NOTE TO TEACHER:

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