UNIT

I Understanding Communication

Communication involves a transaction: a person wants to talk to someone because one need
something. Although we routinely engage in communication, it is noa an easy activity.
Communication is an intricate process of sharing ideas, thoughts, and information, best
illustrated by the models of communication. We will also learn about the Elements of
Communication—beyond Speaker, Message, and Listener. Knowledge of the Elements will also
give us a clearer understanding of the Communication Process an its Dimension.

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 UNIT

I Understanding Communication

General Objectives: At the end of the lesson, you should be able to:

a. define communication.
b. explain the nature and process of communication.
c. distinguish the unique feature(s) of one communication process from the other.
d. create a diagram that shows communication within the family.
interpret what you have learned after taking up this lesson.
e. identify the four models of communication.
f. use the model of communication to analyze a recent communication encounter;
g. compare and contrast the four models of communication.
h. relate the models of communication in real life situation.
i. discuss the functions of communication.
j. identify the speaker’s purpose/s.
k. Evaluate the effectiveness of oral communication activity.

PRETEST__________________________________________________________

Instruction: Encircle the letter of the correct answer.

1. It is the sending of a message that stirs up ideas in the mind of another.
a. Speaking
b. Communication
c. Channels
d. Message
2. A way of founding out if the message was not only received but decoded properly.
a. Response
b. Message
c. Feedback
d. Channels
3. Are the most obvious elements, the five senses or the sensory receptors.
a. Response
b. Message
c. Feedback
d. Channels
4. Happens after the stimuli is transmitted to the brain and decode.
a. Response
b. Message
c. Feedback
d. Channels
5. Receives the message. It is also called the receiver or the destination.
a. Speaker
b. Message
c. Feedback
d. Listener
6. Initiates the communication process and is the source or encoder of the message.
a. Speaker
b. Message

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 c. Feedback
d. Listener
7. It is the most important element, the reason why we communicate.
a. Speaker
b. Message
c. Feedback
d. Listener
8. It is made up of two parts, the actual physical location and the physiological setting.
a. Speaker
b. Noise
c. Communicative Situation
d. Listener
9. It occurs in all communication.
a. Speaker
b. Message
c. Feedback
d. Listener
10. Which of the following is not a channel?
a. Phone call
b. E-mail
c. Letter
d. Environment
11. He’s the one who tells us that communication is circular and continuous, without
beginning or end.
a. Shannon and Weaver’s model of communication
b. Aristotle’s model of communication
c. Eugene White model of communication
d. Schramm’s model of communication
12. It is everything that makes a person unique—everything he/she ever learned, watched,
sees, heard, read and studied.
a. Shannon and Weaver’s model of communication
b. Aristotle’s model of communication
c. Eugene White model of communication
d. Schramm’s model of communication
13. This is often called Telephone Model because it is based on the experience of having the
message interfered with by the noise from the telephone switchboard back in the 1940’s.
a. Shannon and Weaver’s model of communication
b. Aristotle’s model of communication
c. Eugene White model of communication
d. Schramm’s model of communication
14. It is used by the speaker if the purpose is to manage other people’s behaviour.
a. Information
b. Motivation
c. Regulation/Control
d. Emotional expression
15. It is to persuade or try to persuade another person to change an opinion, attitude or
behaviour.
a. Information
b. Motivation
c. Regulation/Control
d. Emotional expression
16. Promotes speaker’s purpose of moving others to action be appealing to the Listener’s
feelings.

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 a. Information
b. Motivation
c. Regulation/Control
d. Emotional expression
17. It is to disseminate data, concepts, and processes, which may be useful to the listeners.
a. Information
b. Motivation
c. Regulation/Control
d. Emotional expression
18. It is the most familiar because it is also the most used.
a. Social interaction
b. Motivation
c. Regulation/Control
d. Emotional expression
19. There are following are non-verbal cues except:
a. Hand gestures
b. Bodily action
c. Eye contact
d. Reciting
20. To manage an individual or group, this function is carried out by using the following
except:
a. Concepts
b. Language
c. Gestures
Emotion

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LESSON

1 Exploring the Nature and Elements

of Communication

Learning Objectives:
At the end of the lesson the student should:
l. defines communication;
m. explains the nature and process of communication;
n. distinguishes the unique feature(s) of one communication process from the other;
o. create a diagram that shows communication within the family; and
interpret what you have learned after taking up this lesson.

I. PREPARATION

Introductory Activity.
Define communication through a graphic organizer.

COMMUNICATION

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 II. EXPLORATION

Activity 1: “Picture Tell”

- Analyze what message is being conveyed about the picture.

(https://www.thoughtco.com/what-is-communication-process-1689767)

Guide Questions:
1. What is the situation of the people in the picture?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. What message do you think the picture trying to convey?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

3. Based on what you have observed list 3 things you might infer from the picture.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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 III. FIRM-UP-DEEPEN
- What comes to your mind when you hear the word “communication”?
o a speaker delivering a speech before an audience is the first thing that
probably comes to mind for many in the class. Communication is not just
the mere transfer of messages from one person to another, it involves a
Speaker imparting ideas, concepts, and data to a group of Listeners
(Audience)- this is Communication.
Introducing the Elements of Communication
- Various Element of Communication and how they interact in the Process of
Communication.

1. Speaker initiates the Communication Process and is the Source or Encoder of the
Message. The speaker always has a purpose, who wants someone to say or do
something. It may also be a Listener such as when he/she waits for a reply or a
reaction to what was said.

2. Message is the most important element, the reason why we communicate. It could
be an idea, an emotion, a concept, an experience, a piece of information. It is
carefully crafted to achieve the Speaker’s Purpose for Communicating technically.
The Message is made up of stimuli, light for the optic nerve and sound for the
auditory nerve.

3. Listener receives the message, that is why the other term for the Listener is the
Receiver or Destination. Whether the message is understood or not it depends on the
following elements.

4. Channels are the most obvious elements: the five senses or the sensory receptors-
eye, ears, mouth, nose, and skin. They receive the Verbal and Nonverbal stimuli that
are transmitted to the brain.

5. Response happens after the stimuli is transmitted to the brain and decode. The brain
then creates a reaction to what has been interpreted.

6. Feedback is a way of founding out if the message was not only received but
decoded properly. With feedback, the speaker knows that the message is interpreted
in the way the speaker wants.

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 7. Noise occurs in all Communication because there is not just physical noise (which
can be quieted down or removed) but there is also physiological or psychological
noise.

8. Communicative Situation is made up of two parts: the actual physical location and
the physiological setting (the emotional tone or mood). Different physical location
may be used for another psychological setting. For example, a church maybe used
for a weeding or funeral. It may also be used as a church club meeting or an
evacuation area.

- Watch the video from the link below for more information about the topic.
https://www.youtube.com/watch?v=eOwjp2Y-Sbk
https://www.youtube.com/watch?v=4Z1BIeje_ko

IV. PRACTICE
o To test if you learn or understand the topic, you will do the following task
below.
o Place your answer inside the box provided.

Activity 2: “Draw and Tell”

Draw a diagram inside the box that depicts the communication process.

Activity 3: “Explain the Process”

Explain the process of communication through a graphic organizer.

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Activity 4: “I Recall”
The students will recall a misunderstanding, a quarrel, or a fight between them and
another person and analyses why it happened and how the problem was resolved. Use the
graphic organizer. (Use the example from the picture below.)

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 V. ENRICHMENT

Activity 5: “Find Me”

Identify the basic elements of communication in the crossword puzzle and then explain
their purpose of the communication process in the box provided.

M S L C H A N N E L E
F E I I R S K I O O H
E M S P E A K E R M L
E E T S I P F E S N S

D D E V A M E S I S A
B T N A U G D I K T U
A L E O B V E O L R B
C E R E S P O N S E E
K S I T U A T I O N S

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 VI. EVALUATION

Activity 6:
Draw your family’s communication diagram.
o Considering the previous activities and discussions, draw your family’s
communication diagram.
o Label all the elements you included in your diagram. Put a name in your
diagram and do not include any explanation. You can color it if you want.

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Activity 7: “Reflection Logs!”
Reflect on what you have learned after taking up this lesson by completing the chart
below.

1. What were your thoughts or ideas about
effective communication and intercultural
communication prior to the discussion of these
lessons?
I thought …
2. What new or additional ideas did you learn
after taking up these lessons?
I learned that …

https://knilt.arcc.albany.edu/index.php?title=File:Journal_Rubric.gif
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LESSON

2 Introducing the Models of

Communication

Learning Objectives:
At the end of the lesson the student should:
p. identify the four models of communication;
q. use the model of communication to analyze a recent communication encounter;
r. compare and contrast the four models of communication; and
s. relate the models of communication in real life situation.

I. PREPARATION

Introductory Activity.
o Draw a diagram or representation of how the message was transmitted from the first
person to the last person until it was being received, including instances of
breakdown. Place your answer inside the box provided.

II. EXPLORATION
Activity 1: “Matching Type”
Directions: You will match the graphic representation of the Models of Communication
to their authors/researchers. Write the answer on the blank provided.

Authors/Researchers Models of Communication

_________1.  Aristotle’s MoC A. Authors/Listener’s Setting is
the most important part
_________2.  Shanon-Weaver’s MoC B. Concept of Noise
_________3.  Schramm’s MoC C. Speaker and Listener’s Field
of Experience
_________4.  White’s MoC D. Concept of Feedback

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 III. FIRM-UP
Outline that illustrates the path of all communication

code decode
Source Message Channel Receiver
noise noise noise

- Communication begins with a source: a person, written materials, etc. The source
codes a message. Coding is the formatting of a message via spoken words, written
words, pictures, body language, etc. The message is the information to be sent. Then
the message is sent through a channel, such as a presentation, conversation, book,
internet, etc. Finally, the receiver receives the message and decodes what the source
was trying to share. By decoding a message, the receiver is working to understand or
comprehend the message, creating new knowledge. The receiver is the individual or
instrument that decodes the information. Throughout the entire interaction there is
noise, or interference. Noise can include lack of previous knowledge, attitude,
culture, channel, and communication skills. When you put all of the steps together,
you create a model of communication.
Introducing the Models of Communication from different Authors and researchers

- The best way to understand the communication is to see it graphically. Many Authors
and researchers have come up with their own models based on what they want to
emphasize as being an important component of communication.

The four following models of communication will introduce the elements of

communication.

1. The first and earliest model is that Aristotle (5BC), who was a teacher of Rhetoric
and even put up an academy to produce good speakers. The following is a
representation of his model:

 Aristotle focused on the Speaker and the Message, the most important part
in his model is the Setting where the Listener is situated. It is the Setting
that dictates the message.
2. Second model is that of Claude Shannon and Warren Weaver (1948) which
gives us the concept of ‘noise’. This is often called Telephone Model because it is
based on the experience of having the message interfered with by the ‘noise’ from
the telephone switchboard back in the 1940s .

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  In this model, Shannon and Weaver assert that the Message sent by the
Source (Speaker) is not necessarily the Message received by the
Destination (Listener). This is due to the intervention of ‘noise’ or anything
that hampers the communication.

3. Third model is that of Wilbur Schramm, who is considered the Father of Mass
Communication. He came up with five models, but the Schramm model (1955) we
are concerned with is the concept that explains why communication breakdown
occurs. Schramm asserts that communication can take place if and only if there is
an overlap between the Field of Experience of the speaker and the Field of
Experience of the Listener.

SCHRAMM’S MODEL OF COMMUNIATION

 What is Field of Experience? It is everything that makes a person unique—

everything he/she ever learned, watched, seen, heard, read, and studied. In
other words, it is everything a person has ever experienced, done or not
done. Field of experience is used to interpret the Message and create a
Response.it is also Field of Experience of the Listener that needs to overlap
with the Speaker’s Field of Experience, which can only happen when the
two fields have commonalities.

4. Fourth model is that of Eugene White (1960), who tells us that communication is
circular and continuous, without a beginning or end. This is why he made a
cyclical model. He also points out that although we can assume that
communication begins with thinking, communication can actually be observed
from any point in the circle.

 Eugene White contributed the concept of Feedback to the field of

Communication. Feedback is the perception by the Speaker about the
response of the Listener. The speaker can only receive Feedback if the
Speaker is monitoring the Listener. The Speaker will know what the
Listener’s response is only if he/she is paying attention.

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 IV. PRACTICE
o To test your comprehension regarding the topic, do the task below.
o Place your answer inside the box provided.

Activity 2: “Source - Receiver Model” Worksheet

Directions: Create a specific example that shows how this model illustrates the various
components of communication.
code decode
Source Message Channel Receiver
noise noise noise

Source:

Code:

Message:

Channel:

Noise :

Decode:

Receiver:

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V. Enrichment
Activity 3: “Compare and Contrast”
Direction:
Compare and contrast the four models of communication by the use of Venn
diagram. Place your answer inside the box provided.

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Activity 4: “Think and Apply”
Think of situation wherein the models of communication are being applied.

VI. EVALUATION
Activity 5:
A. “Matching type”
Direction: Match the following communication components with the
corresponding examples. Write your answer in the blank provided.

1. ____ Channel a. Something that interferes with the information

2. ____ Message b. Information sent
3. ____ Noise c. Someone who sends information
4. ____ Receiver d. Method by which the information is sent
5. ____ Source e. An individual who decodes the information
f. They receive the Verbal and Nonverbal stimuli

B. “Fill in the blank”

Direction: Fill in the blank with the correct answer to complete the sentence.
1. In Eugene White’s model of communication, he introduces the concept of
___________ which is the ___________of the Listener as monitored by the
Speaker.
2. Schramm’s model transforms the message into the ___________ which is
passed from the source to the ____________.
3. Aristotle’s model of communication focuses on the Speech or the message
which is dictated by the ____________.
4. The telephone model of ____________. and ____________. talks about the
concept of “noise” which interferes with communication.
5. The best way to understand ____________is to see it ____________.

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LESSON

3 Exploring the Functions of

Communication

Learning Objectives:
At the end of the lesson, the student should:
1. discuss the functions of communication;
2. identify the speaker’s purpose/s; and
3. Evaluate the effectiveness of oral communication activity.

I. PREPARATION

Introductory Activity.

“Question and Answer”

- Did you turn off the alarm? Did you talk to anyone in the house? Did you take
any public transportation and talk to the driver or conductor? Did you talk to
someone selling food or school stuff? Did you talk to your classmates or to your
teacher? Having answered ‘yes’ in some or all of these questions, now answer the
following questions.
Answer the process question:
1. Why did you do all of those things?

__________________________________________________________________________

__________________________________________________________________________

2. Why did you talk to all these people?

__________________________________________________________________________

__________________________________________________________________________

3. Why do people want to communicate?

__________________________________________________________________________

__________________________________________________________________________

4. Why you communicate with family, friends, etc.?

__________________________________________________________________________

__________________________________________________________________________

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5. What is the significance of communication?

__________________________________________________________________________

__________________________________________________________________________

II. EXPLORATION

Activity 1: “Feel Me!”

Directions: Try to deliver and recognize the following lines from the popular
Filipino movies. Tell whether the following lines aims to control someone, develop
intimacy, express desires, inform, or express strong emotions. Write your answer on
the blank provided.

1. “You’re nothing but a second-rate, trying hard copycat!” – Cherie Gil, Bituing
Walang Ningning (1985) - _______________

2. “Ayoko ng tinatapakan ako, ayoko ng masikip, ayoko ng mabaho, ayoko ng

walang tubig, ayoko ng walang pagkaian, ayoko ng putik!” - Maricel Soriano,
Kaya Kong Abutin ang Langit, (1984) – _______________

3. “I was never your partner, I’m just your wife...” - Sharon Cuneta, Madrasta
(1996) – ______________

4. “Mahal mo ba ako dahil kailangan mo ako, o kailangan mo ako kaya mahal mo

ako?” - Claudine Barretto, Milan (2004) – _______________

5. “Ding, ang bato!” – Vilma Santos, Lipad, Darna, Lipad (1973) – ____________

III. FIRM-UP-DEEPEN
- Why do people communicate with others, whether it is a friend, a teacher, or a
parent? Is it because someone wants something from someone else? Or is it
because other people are asking for something from them? People also
communicate with groups or with an audience—be it in real life or on radio and
TV or via the internet.

- Communication is a complex process, as we have learned in Lesson 1, with

elements, levels and dimensions. People do not just communicate because people
love to talk. Humans communicate for several reasons: regulation and control,
social interaction, motivation, information, and emotional expressions.
Collectively, these reasons are called the Functions of Communication. Each
Function is based on the speaker’s purpose for communication.

Introduce the Functions of Communication based on the Speaker’s Purpose for communicating

1. Regulation/Control is the Function used by the Speaker if the Purpose is to manage

other people’s behavior, whether in formal announcements or in the simple act of
telling someone what to do or what not to do.

2. Social Interaction Function is the most familiar because it is also the most used.
Humans talk to come together as a family, as a social group or as a society.

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 3. Motivation is the Function a Speaker uses when the Purpose is to persuade or try to
persuade another person to change an opinion, attitude or behavior.

4. Information Function occurs when Speaker’s Purpose is to disseminate data, concepts,

and processes, which may be useful to the Listeners.

5. Emotional Expression is the Function that promotes the Speaker’s Purpose of moving
others to action be appealing to the Listener’s feelings.

Elaborate on the Function of Regulation/Control

1. To manage an individual or group, this Function is carried out by using:

a. Language
b. Gestures
c. Emotions
2. Verbal cues for this Function are words specifically chosen that are respectful of the
Listener’s:
a. Age (depends if young or old)
b. Gender (depends if male or female)
c. Social status (depends to superiors)
d. Religion (mindful of the tenets and principles)
3. Nonverbal cues include:
a. Hand gestures-unequivocal
b. Bodily action- firm
c. Vocal tone- authoritative
d. Eye contact- direct (except when dealing with elders or superiors)

IV. PRACTICE
o To test if you learn or understand the topic, you will do the task below.
o Place your answer inside the box provided.

Activity 2: “Identification”
These are specific instances of communication that may or may not use
Regulation/Control. Identify whether these instances use Regulation/Control or
RC (whether verbally or nonverbally) or not (non-RC). Write the answer on the
blank provided

1. The teacher looks sharply at the noisy students. _______

2. The yaya combs the little girl’s hair. _______
3. The janitor tells the students to move away from the area of the corridor he is
cleaning. _______
4. The group of boys asks the bus driver to stop in front of the bank. _______
5. The bus driver tells the boys that he can only stop at the next bus stop. _______
6. At the mention of “Fire!” the office manager directs all the employees to the
nearest fire exit. _______
7. The contestant delivers a speech on saving the tress is SM Baguio. _______
8. A priest leads the people who are waiting for the arrival of Pope Francis at the
Luneta in singing various welcome chants. _______
9. A younger sibling is teased until he/she cries. _______
10. The vendors on the sidewalks keep calling out to passersby to attract their
attention. _______

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 V. ENRICHMENT
Activity 3: “Information Graph”
Direction:
o Create an infographic showing the functions of communication.
o Give examples in each functions of communication.

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VI. EVALUATION
You will do the task.
o Choose a song. Replace the lyrics of the song to express your emotions towards
someone or something.
o Write a 250-word essay regarding what you feel about the lyrics of the song you
choose.

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UNIT

II Using Communicative Strategies

We know that when human beings communicate, they do so for certain reason or Functions. To
achieve these Functions, Communicative Strategies have to be applied. The strategies discussed
in this Unit encompass and make use of the Types of Speech Context, Speech Styles, and Speech
Acts. Recognizing what the Speech Context is and applying the appropriate Speech Style—made
up of Speech Acts—combine to form a Communicative Strategy for imparting a Message.

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LESSON

4 Learning the Types of Speech

Context

Learning Objectives:
At the end of the lesson, the students should:
1. identify the various types of speech context;
2. exhibits appropriate verbal and non-verbal behavior in a given speech context; and
3. present their stand on specific issues that concerns the youth of today.

I. PREPARATION
Introductory Activity.
o Imagine that you are in church and you saw people seating from different
chairs. What would be the appropriate behavior you are going to establish?

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 II. EXPLORATION
Activity 1 “Fill in the Box”
o What information can be contained in each of the following types of
communication? Fill in the box with the information needed.
Communicating with Communicating Communicating in a Communicating to
self between two person small group the public

III. FIRM-UP-DEEPEN
Introduce the concept of Communicative Strategy
- People do not communicate in just one way, using only one method. When
communicating with other persons, people interact in different ways. People
might joke with one and be reserved with another. They might be casual with a
best friend, but formal with their parents. Group discussion is different from
Public Speaking. A different Communicative Strategy—that leads to effective
communication—is needed for every situation. Each Speech Context requires an
understanding of the Speech Act. With understanding comes an adjustment of
Speech style to ensure the delivery of the Message.
Differentiate between Intrapersonal and Interpersonal Communication
1. Intrapersonal Communication is the First level of Communication because it
involves only one person – you. It means communicating with one’s self such as
when talking to ourselves about what to say to the teacher about the homework; when
writing down a reminder to return a book to the library; or simply when thinking to
one’s self.

2. Interpersonal Communication involves two or more persons. The number of

participants defines that particular Level of Communication an involves different
means of delivering the Message.
Elaborate on the Types of Speech Context within Interpersonal Communication in relation
to Communicative Strategies
1. Dyadic Communication involves only two participants collectively called a Dyad.
One Speaker and one Listener exchange thoughts, ideas, feelings, opinions, and

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 information. However, the roles of Speaker and Listener are not fixed and can
alternate between the two Communicators.

2. Small Group Communication requires 3-15 people who come together to discuss a
problem and come up with a plan or solution. This group has an agenda and an
outcome to accomplish. The leader manages the discussion since every member of
the group can be a Speaker and a Listener. Order must be observed and compromise
may be necessary to come to a consensus.

3. Public Communication may involve one Speaker but the Audience is a group of
Listeners. Usually a formal event and part of the program, it often requires a prepared
Speech, a Stage or podium, a lectern, and a microphone.

4. Mass Communication takes any of the Levels of the Interpersonal Communication

and broadcast it to the viewing or listening public with the aid of mass media
technology. Mass media include radio, TV, internet videos, podcast, and webcast.

5. Organizational Communication refers to the interaction of members following their

links in a business structure. Formal Organizational Communication uses the proper
channels as illustrated in a company organizational chart. Informal Organizational
Communication skips the chain of command and can go sideways or backwards but
achieves the same goal, for example, delivering a memo, an announcement or a
warning.

6. Intercultural Communication goes beyond folkdance, local songs, and native

delicacies. It is the exchange of the concepts, values, traditions, and practices (that
form their way of life) among people of different nationalities.

- Watch the short video presentation from the link below for further explanation about the topic.
https://www.youtube.com/watch?v=7uUP5fFhfX4
https://www.slideshare.net/JezreelLindero/types-of-speech-context-and-styles

IV. PRACTICE
o To test if you learn or understand the topic, you will do the task below.
o Place your answer inside the box provided.

Activity 2: “Speech Delivery”

Directions: Learners will showcase their skills in effective speech deliver. Each one is
given a minimum of 2 minutes and maximum of 3 minutes speech through a video
presentation. You will be graded according to the rubric below.

CONTENT
1 States the purpose. 10 7 5 3 2
2 Organize the content. 10 7 5 3 2
3 Supports ideas. 10 7 5 3 2
4 Incorporates stories and examples. 10 7 5 3 2
5 Summarizes the main ideas. 10 7 5 3 2

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 DELIVERY
6 Demonstrates awareness of listener’s needs 10 7 5 3 2
7 Speaks clearly with appropriate vocabulary and 10 7 5 3 2
information
8 Uses tone, speed, and volume as tools. 10 7 5 3 2
9 Demonstrates complexity of vocabulary and thought. 10 7 5 3 2
10 Appears comfortable with audience. 10 7 5 3 2

V. ENRICHMENT
Activity 3: “Speech Writing”
Direction: The students will make an essay that will present their stand on specific issues
that concerns the youth of today through different types of speech delivery in different
situation. You will be graded according to the rubric below.

CONTENT
1 States the purpose. 10 7 5 3 2
2 Organize the content. 10 7 5 3 2
3 Supports ideas. 10 7 5 3 2
4 Incorporates stories and examples. 10 7 5 3 2
5 Summarizes the main ideas. 10 7 5 3 2

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VI. EVALUATION

Activity 4: “Choose and Explain”

A. Direction: Encircle the letter of the most probable answer and put your explanation
in the space provided.
1. When talking to one’s self (Intrapersonal), which of the following is most used?
Why?
a. skill at remembering
b. capability to analyze
c. ability to summarize
_________________________________________________________________

_________________________________________________________________

2. When talking to another person (Dyad), what is most necessary? Why?

a. knowledge of the other person
b. respect for the experience, culture, etc. of the other person.
c. Adjustment to the Communicative Sett
_________________________________________________________________

________________________________________________________________

3. When talking to other person (Small Group), what do you most need? Why?
a. knowledge of the other group members
b. awareness of the topic under discussion
c. desire to reach an agreement
_________________________________________________________________

_________________________________________________________________

4. What is the best factor in keeping (formal) Organizational Communication going?

Why?
a. following the chain of command
b. issuing clear memos, directives, etc.
c. knowledge of the employees
_________________________________________________________________

_________________________________________________________________

5. What does good Intercultural Communication require? Why?

a. openness to the other culture
b. in-depth discussion of features of different cultures
c. showcasing dances, songs, and food

__________________________________________________________________

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LESSON

5 Learning the Types of

Speech Style

Learning Objectives:
At the of the lesson, the students should:
1. distinguishes types of speech style;
2. identifies social situations in which each speech style is appropriate to use;
3. create several short conversations or skits in which they act out all the different types
of speech styles in various situations; and
4. discuss the value of tactfulness in communication.

I. PREPARATORY

Introductory Activity.
Define speech style through a graphic organizer.

SPEECH STYLE

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 II. EXPLORATORY

Activity 1 :“Watch and Write”

Mechanics:
o Watch your favorite primetime “teleserye” or talk show tonight.
o Choose a certain situation or part that you consider interesting.
o Write the dialogue exchanges of the two persons. Limit your dialogue to 4-6 lines.
o Consider the types of speech styles that are most appropriate to the chosen situation.

III. FIRM-UP-DEEPEN
- Each Speech Context, having a different set of participants coming together for a
specific purpose, calls for a specific Communicative Strategy. These strategies are
also dependent on the Type of Speech Style that is used in a particular Speech
Context.

- Each Speech Style is as distinct as the Types of Speech Content and can be paired
according to usage. The Styles according to Martin Joos (1959)d are the
following:
1. Intimate is non-public Speech Style that use private vocabulary an nonverbal
messages.
Example: “You know that person we both don’t like? She was the cause!”

2. Casual is a Speech Style used among with friends and acquaintances.

Example: “Haven’t seen you awhile—you lost weight?”

3. Consultative is the opposite of the Intimate style since it is used among

people who do not share common experiences or meaning.
Example: “Will you be able to finish this tomorrow?”

4. Formal is used only for imparting information, using technical vocabulary

and definitions.
Example: “Toyota’s sales bounced back in March as substantial discounts helped
to win back costumers who had been shaken by the firm’s mass safety recalls.”

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 5. Frozen is a style are not used alone, explain the concept of pairing the Speech
Style.
Example: “Iniibig ko ang Pilipinas, aking lupang sinilangan, tahanan ng aking
lahi; kinukupkop ako at tinutulongan maging malakas, masipag at marangal.”

- Each type of Speech Style is used according to the Purpose and Speech and
Speech Context discussed previously. On the other hand, Speech Styles use
Speech Acts (which will be discussed in Lesson 6) to enhance communication.

-Watch the short video presentation from the link below for further explanation about the topic.
https://www.youtube.com/watch?v=V8vReAUspSk

Activity 2: “Analyzing Dialogue Excerpts”

Identify the situation or setting and the speakers that each excerpt represents.
A. Eduardo, do you accept Amor as your lawful wife? ___________
-Yes, I do.

B. Good morning. Please take a seat, Your Holiness, Pope Francis. ___________
-Thank you, Mr. President.

C. Good Morning, Doctor, may I ask you a question? ___________

-Certainly, how can I help you?

D. Hi Maricel, What’s up? How’s your life? ___________

-I’m great, Wilma.

E. Hello honey, how was your day? ___________

-Great. We got a lot done, Hon. And yours?

IV. PRACTICE
o To test if you learn or understand the topic, you will do the
task below.
o Place your answer inside the box provided.

Activity 3: “Picture Tell”

Directions: Identify the speech style appropriate to use in the social situation shown in
the given photos. Write the answer on the blank provided.

1. Between childhood best friends

______________

2. Between priest and parishioners

______________

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3. Between fiancés

_______________

4. Between an employer and an applicant

_______________

5. Between couple

_______________

6. Between Senator and President

_________________

7. Between a pediatrician and a baby’s mother

_________________

8. Between groom and bride exchanging vows in marriage ceremony

_________________

9. Between a student and a teacher

________________

10. Between teammates

________________

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 V. ENRICHMENT

Activity 4: “List Talk”

Direction: List down ten significant conversation you had for the whole day and
identify the level of formality or the register you used during those conversation

VI. EVALUATION

Activity 5: “Multiple Choice”

Direction: Encircle the best statement based on the situation.
1. Company director to employee
a. I need to talk to you.
b. Ms. Brown, could you come here for a moment?
c. Hey, get over here. Jane,
2. One colleague to another
a. Excuse me, do you think you could possibly give me a hand?
b. Give me a hand.
c. Excuse me, could you give me a hand?
3. Stranger to a man in the street
a. Could you tell me the time, please?
b. The time, please.
c. Hello there, how are you?
4. Waiter to customer
a. What do you want?
b. What would you like today?
c. Do you think you could possibly tell me what you would like to eat today?

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5. Employee to department manager
a. Mr. Brown, could I have a word with you this afternoon?
b. Frank, I need to talk to you.
c. Mr. Brown, do you think it would be possible for me to speak with you this
afternoon?
6. Husband to wife
a. How do you do?
b. What's up?
c. Excuse me dear, I was wondering how you were feeling.
7. Teacher to student
a. Do exercise 1, now!
b. Please do exercise 1.
c. Would you mind doing exercise 1?
8. Brother to sister
a. Hurry up!
b. Pardon me, can you please get ready?
c. Shall we go my dear?
9. Company director to employee
a. Ms. Smith, you look fantastic today!
b. Jane, you are a knock out!
c. How are you today Ms. Smith?
10. Customer to receptionist
a. Give me my bill.
b. The bill, please
c. I was wondering if I could trouble you for the bill.

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Activity 6: “Reflection Log!”
 Do you think you should always be tactful or careful on what you will say? Why?

https://knilt.arcc.albany.edu/index.php?title=File:Journal_Rubric.gif

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 LESSON

6 Learning the Types of

Speech Act

Learning Objectives:
At the of the lesson, the students should:
1. discuss the different types of speech acts;
2. create a dialogue using the types of speech act from the given scenarios;
3. come up with other examples regarding speech act; and
4. evaluate what you have learned about speech act.

I. I. PREPARATORY
Introductory Activity.
Give your insight through describing the picture.

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 II. EXPLORATION
Activity 1: “Question and Answer”
Answer the process question.
1. Based on the picture from activity 1, what will be the possible issue or problem?
________________________________________________________________________

________________________________________________________________________

2. If you are given a chance to speak, what are you going to say regarding the situation?

________________________________________________________________________

________________________________________________________________________

III. FIRM-UP-DEEPEN
- Speech Context and Speech Styles are just two parts to a Communicative
Strategy. The third prerequisite is the Speech Act. The three Types of Speech Act
are Locution, Illocution, and Perlocution. A Locutionary Speech Act occurs
when the speaker performs an utterance (locution), which has a meaning in the
traditional sense. An Illocutionary Speech Act is the performance of the act of
saying something with a specific intention. A Perlocutionary Speech Act happens
when what the speaker says has an effect on the listener.
Elaborate on the Types of Speech Act in relation to Communicative Strategies
2. Locution is an utterance of a sound, word or phrase that has sense and has the same
meaning for the Speaker and the Listener
Example: “Doh!” (favorite expression of TV cartoon character Home Simpson)
“What?” (when someone is surprised)

3. Illocution is not just what is said but also the act of saying something with a specific
intention.
Example: “There’s too much homework in this subject.” (opinion)
“I’ll do my homework later (promise)
“go do your homework” (order)

4. Perlocution is when something is said to elicit a particular effect or response.

Example: “I was born a Filipino, I will live a Filipino, I will die a
Filipino!” (inspiring)
“It is the break job situation that forces Filipinos to find jobs
overseas.” (persuading)
“Texting while driving kills—you, your loved ones, other
people!” (deterring)
- Speech acts are useful in crafting the Types of Speech Styles or its combinations.
These Speech Styles are used in specific Speech Contexts, which are based on the
Speech Purpose and the number of participants.

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 IV. PRACTICE
o To test if you learn or understand the topic, you should do the task below.
o Place your answer inside the box provided.
Activity 2:
Directions: From the given scenario, write a 5-6 conversation/dialogue using the three
types of speech acts from the given scenarios.
Complaints
You visit a shop where you bought a T-shirt recently. It has got holes in it.

Requests

Requests
You have got a test back from your teacher. You think that they have missed giving
you marks that would result in you getting a higher grade.

Refusals
Your grandmother has tickets for a concert and wants to you to go with her. It’s going to
be attended by all her friends and you don’t like the music.

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 V. ENRICHMENT

Activity 4: “Fill in the Box”

Direction: For each Speech Act, the students are to be asked to come up with 5 examples each.

Locutionary Illocutionary Perlocutionary

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

VII. EVALUATION

Activity 5: “Watch & Learn”

Direction: Each student is assigned to watch a TV telenovela (Filipino, Korean, Chinese,
American, British, etc.) and is required to:
o Transcribe a specific scene in the drama.
o Point out the Speech Acts embedded in the dialogue of that particular scene.

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Activity 6: “Reflection Log”
Write an essay about what you have learned about the topic speech act?

https://knilt.arcc.albany.edu/index.php?title=File:Journal_Rubric.gif

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