01 Abm 12 Pasay Oc Q2 W2

SCHOOLS DIVISION OF PASAY CITY
MODULES
IN GRADE 12
ACADEMIC TRACK - ABM
QUARTER 2 – WEEK 2
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PATNUBAY NG MAG-AARAL SA PAGGAMIT NG MODYUL
Ang mga Modyul na iyong natanggap ay nilikha upang makatulong sa iyo at iba pang mag-aaral sa pagpapatuloy ng inyong pag-aaral sa tahanan. Bago
mo simulan ang pagtuklas ng mga bagong aralin sa iyong mga modyul, kailangang ihanda mo muna ang sarili. Siguruhing ikaw ay nakapagehersisyo na
at nakakain na sa tamang oras bago simulan ang iyong mga aralin (maaaring sa umaga matapos ang almusal o hapon matapos ang pananghalian).
Isaisantabi muna ang iba pang pinagkakaabalahan. Ihanda ang mga kagamitang pampaaralan tulad ng kwaderno, panulat, krayola at iba pa, at
siguruhing mabibigyan mo ng pokus ang pag-aaral gamit ang mga modyul na iyong natanggap.
1 Basahin, unawaing mabuti at sundin ang panutong nakasaad sa bawat pahina ng modyul.
PAANO Basahin at unawaing mabuti ang iyong aralin sa araw na ito na makikita sa unang pahina ng iyong modyul. Isulat sa
GAMITIN kwaderno ang mga mahahalagang impormasyon, terminolohiya, depinisyon at iba pang nararapat mong tandaan sa
iyong aralin sa araw na ito. Mahalagang magawa mo ito upang maalala ang mga kasanayang nalinang at
ANG MODYUL? 2 magkaroon ka ng sanggunian sa gagawin mong pagrepaso sa iyong mga aralin kung ikaw man ay may
nakalimutan.
Sikaping maisagawa ang lahat ng pagsasanay na makikita sa modyul. Ang mga ito ang makatutulong sa iyo upang
3 lubusang maunawaan ang iyong aralin at malinang ang mga kasanayan sa pagkatuto.
Kung hindi mo gaanong naunawaan ang iyong aralin at ikaw ay may mga katanungan tungkol sa iyong mga gawain
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at pagsasanay, kumunsulta ka sa iyong magulang, kapatid o sino mang kasama sa tahanan na magsisilbing
4 tagapagdaloy ng aralin.
Para sa mga karagdagang kaalaman o katanungan na may kinalaman sa iyong aralin, sumangguni sa iyong guro at
5 tawagan siya sa numero na makikita sa iyong natanggap na Learning Package.
Huwag kalilimutan na isumite sa paaralan (sa pamamagitan ng iyong magulang o kapatid o sino mang
6 nakatatandang kamag-anak) tuwing Lunes ang mga natapos na Modyul noong nakaraang lingo.
Matapos ang pagsusuri at pagwawasto ng guro sa isinumite mong Modyul, pag-aralan mo ang kabuuang marka
o iskor na makukuha mo batay sa pagbabalitang gagawin sa iyo ng iyong guro. Ang iskor o markang ito ang iyong
7 magiging batayan kung kakailanganin mo pa ang higit na pagsasanay at pagsubaybay ng iyong guro at
tagapagdaloy ng aralin sa tahanan.
8 Sana ay mag-enjoy ka sa paggamit ng iyong natanggap na mga Modyul!

Image: IMGBIN.com LFT/pasaycid2020
PATNUBAY NG MAGULANG/ TAGAPAGDALOY NG ARALIN
SA PAGGABAY SA MAG-AARAL SA PAGGAMIT NG MODYUL
Ang Patnubay na ito ay nilikha para po sa inyong mga magulang, nakatatandang kapatid o kamag-anak ng ating mga mag-aaral. Ito po ay upang
magabayan po ninyo, bilang tagapagdaloy ng aralin, ang mag-aaral sa kanyang paggamit ng Modyul. Sa Modyul po na inyong natanggap nakapaloob ang
mga araling pagaaralan ng mag-aaral sa inyong tahanan. Narito rin po ang mga pagsasanay para sa paglinang ng mga kasanayan sa pagkatuto ng mag-
aaral. Naniniwala po kami na napakalaki ng inyong magiging bahagi at impluwensiya sa magaganap na pagpapatuloy ng pagaaral ng inyong kapamilyang
mag-aaral sa inyo mismong tahanan.
Ihanda po muna ang sarili bago simulan ang paggabay sa mag-aaral. Isaisantabi po muna ang iba pang mga
1 gawain upang magkaroon ng pokus at sapat na panahon sa paggabay sa mag-aaral. Siguruhin din pong
PAANO PO KAYO handa na ang mag-aaral sa kanyang pag-aaral.
MAKATUTULONG Tulungan po ang mag-aaral sa pagbasa at pag-unawa ng kanyang aralin sa araw na ito na makikita sa unang
SA PAGGABAY pahina ng Modyul. Maaari pong dagdagan pa ninyo ito base sa inyong naging karanasan o pag-aaral.
SA MAG-AARAL 2 Gabayan ang mag-aaral sa pagsusulat sa kwaderno ng mahahalagang impormasyon, terminolohiya,
SA PAGGAMIT depinisyon at iba pang nararapat niyang tandaan sa kanyang aralin sa araw na ito.
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NG MODYUL? Gabayan po ang mag-aaral na maisagawa ang lahat ng pagsasanay na makikita sa modyul. Ang mga ito
3 ang makatutulong sa kanya upang lubusang maunawaan ang kanyang aralin. Bigyan siya ng tamang oras sa
pagsagot sa mga pagsasanay at pagsusulit.
Hikayatin po ang mag-aaral na sumangguni sa inyo o sa kanyang guro kung hindi niya gaanong
naunawaan ang kanyang aralin at siya ay may mga katanungan tungkol sa kanyang mga gawain at
4 pagsasanay.
Huwag pong kalilimutan na isumite sa paaralan tuwing Lunes ang mga natapos na Modyul ng mag-aaral
5 noong nakaraang lingo.
Matapos ang pagsusuri at pagwawasto ng guro sa isinumite Modyul, kasama ang mag-aaral ay pag-
aralan po ninyo ang kabuuang marka o iskor na makukuha ng mag-aaral batay sa pagbabalitang gagawin
6 ng guro. Ang iskor o markang ito po ang inyong magiging batayan kung kakailanganin pa ng mag-aaral
ang higit na pagsasanay at pagsubaybay ninyo at ng ng kanyang guro.
Maraming Salamat po sa inyong paggabay at pagsubaybay sa ating mag-aaral!

Image: freepik.com 7
LFT/pasaycid2020
Module Code: Pasay-ENG-OC-Q1-W2-01
Name: ____________________________________________________ Track/Strand: _______________

Teacher: ___________________________________________________ Grade Level: _______________
DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

MODULE IN ORAL COMMUNICATION

SECOND QUARTER / Week2 / Day 1
ESSENTIAL LEARNING OBJECTIVE: Discuss that a shift in speech context affects; Language Form,
Duration of Interaction, Relationship of speaker, Role and Responsibilities of the speaker, Message,
and Delivery.
TODAY’S LESSON
SPEECH CONTEXT
WHAT I NEED TO KNOW
Speech context refers to the situation or environment and the circumstances in which communication
occurs.
People are regularly communicating, and whether it’s a simple conversation about the weekend, a quick talk
about your favorite movie, or a Facebook status update celebrating the arrival of Friday, we are sending
messages. Sometimes those communications are comfortable, they flow well, and the words land right where
they are intended, however there are times, they don't hit the mark.
We get through the day by being the sender and receiver of a message. In that case, it’s important for us
that we make sense. There is nothing more frustrating than having a conversation that isn't clear!
So, how do we make sure that our messages are heard and interpreted correctly? We put that
communication in context. Context is critical because it tells you, the receiver, what importance to place on
something, what assumptions to draw (or not) about what is being communicated, and most importantly, it puts
meaning into the message. The best thing about context is that it deepens our understanding of the message so
that true dialogue can take place.
WHAT IS IT
Key Terms
• Context: the surroundings, circumstances, environment, background, or settings that
determine, specify, or clarify the meaning of an event or other occurrence.
• Situational awareness: the perception of environmental elements concerning time and space,
the comprehension of their meaning, and the projection of their status after some variable have
changed, such as time, or some other variable, such as a predetermined event.
• Situational context: refers to the reason why you're speaking. Think of a situational context
as the event itself.
• Environmental context: refers to the physical space and time in which you speak. Think of
the environmental context as the time and venue of the event.
TYPESOFSPEECHCONTEXT
INTRAPERSONAL – communication centers on one person where the speakers act both as the sender
and the receiver.
Example:
❖ 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.
INTERPERSONAL - A type of communication between and among people and establishes personal
relationship According to Solomon and Theiss, 2013:
❖ "inter"- highlights how interpersonal communication connects people.
❖ "personal- unique qualities as a personal matter during interpersonal communication
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TYPESOFINTERPERSONALCOMMUNICATION
DYAD COMMUNICATIONS Occurs between two people
Example:
❖ You offered feedback on speech performance of your classmate
❖ You provided comfort to a friend who was feeling down.
SMALL GROUP Involves at least three but not more than twelve people engaging in a face to face
interaction to achieve the desired goal.
Example:
❖ You are participating in an organizational meeting which aims to address the concerns of your
students.
❖ You are discussing with your groupmates on how to finish the assigned tasks.
PUBLIC – Type of communication requires you to deliver or send the message before or in front of a
group.
Example:
❖ You deliver a graduation speech to your batch.
❖ You participate in a declamation, oratorical, or debate contest watched by many people.
Mass communication 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.
❖ Advertising consists of communication, attempting to induce purchasing behavior.
GENERALIZATION
Without context, your audience may not understand your message. Conversely, you
might not understand your audience.
The key to understanding your context is to cultivate a habit of situational awareness.
It's not something you'll learn overnight, but by being keenly aware of your surroundings,
you'll learn always to think one step ahead should context change suddenly when speaking.
_______________________________________________________________________________________
COMPLETE THE FOLLOWING TASKS
WHAT I CAN DO
Creativity & Character Learning Skill: Applying personal insight and encouraging to use positive language.
Directions: As teenagers, it is normal to encounter problems and troubles, sometimes

we share sometimes we don't.
In this activity, think of two problems you experienced in the past and you were able to overcome:
One that you settled alone with yourself (intrapersonal), and another one that you asked help from
others and you were able to settle it. Tell something about each problem by describing how were
you able to solve each.
1st problem ( Use intrapersonal)
2nd problem ( Use interpersonal)
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DEBRIEFING QUESTIONS, DISCUSS YOUR ANSWERS

1. Which speech context effectively help you solve your problem? Give reasons why it was effective.
______________________________________________________________________________________________
______________________________________________________________________________________________
2. Is appropriate speech context important? Why? Why not?
______________________________________________________________________________________________
______________________________________________________________________________________________
3. How does the change of approach from intrapersonal to interpersonal affect the language form,
duration of interaction, relationship of speaker, your role and responsibilities of the speaker,
message, and appropriate delivery?
______________________________________________________________________________________________
______________________________________________________________________________________________
WHAT’S MORE
Collaboratively Learning Skills: Presenting personal ideas output and working together with family members.
DIRECTIONS: Collaborate with five classmates. Read the different examples of speech in different
contexts and identify the language form, duration of the interaction, role and responsibilities of the
speaker, message and delivery.
FOR YOUR BASIS STUDY THE EXAMPLE BELOW:
Inaugural address of President Rodrigo Roa Duterte
[June 30, 2016, Rizal Ceremonial Hall, Malacañan, Manila]
No leader, however strong, can succeed at anything of national importance or significance unless
he has the support and cooperation of the people he is tasked to lead and sworn to serve.
It is the people from whom democratic governments draw strength and this administration is no
exception. That is why we have to listen to the murmurings of the people, feel their pulse, supply
their needs and fortify their faith and trust in us whom they elected to public office.
FULL VERSION: https://www.officialgazette.gov.ph/2016/06/30/inaugural-address-of-
president-rodrigo-roa-duterte-june-30-2016/
Language form: The language form that was used is formal. The inaugural speech was delivered
mostly in English with a little mix of Filipino and Cebuano.
Duration of interaction: The President’s speech last for almost 16 minutes.
Relationship of speaker: As President to the citizens of Philippines
Role and responsibilities of the speaker: As the President of the country the speaker aims to inform
the audience about his plan on making the Philippines a better country at all cost.
Message and delivery: To significantly give hope and reforms to the Republic of the Philippines are
the main points of the speech. The delivery is forceful, remarkable, and full of conviction.
PRACTICE EXERCISE 1:
During the class of Mr. Kahoot, it’s funny how my mind goes miles away to the different places
around the world that I want to visit. And-oh-my-god! It is wonderful to have lots of money and
travel in various locations. I imagine myself taking pictures of lovely sceneries while collecting the
most expensive souvenirs from different countries. Just the thought of it makes me smile and
excited at the same time, but I guess I went too far, I caught off guard! when I came back to my
senses, ITALK
MIRROR saw Mr.
ORKahoot waving his(INTRAPERSONAL)
DAYDREAMING hand just a few inches away from me, and all my classmate
were looking
Language form:at__________________________________________________________________________________
me. Ooopss!!!
__________________________________________________________________________________________________
Duration of interaction: __________________________________________________________________________
__________________________________________________________________________________________________
Relationship of speaker: __________________________________________________________________________
__________________________________________________________________________________________________
Role and Responsibilities of the speaker:__________________________________________________________
__________________________________________________________________________________________________
Message and Delivery:____________________________________________________________________________
__________________________________________________________________________________________________
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While coming down from his battle with Tom Riddle and the basilisk in the Chamber of Secrets,
Harry fears the similarities between his immense powers and that of Voldemort. However,
Dumbledore assuages and disproves Harry's fears that Harry might become evil one day by
explaining that one's intentions are the bedrock of one's identity, not one's capabilities.
"It is our choices ... that show what we truly are, far more than our abilities."
Albus Dumbledore to Harry in The Chamber of Secrets
PROVIDING COMFORT TO A FRIEND (DYAD COMMUNICATION)

Language form: __________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Love marriage is better than an arranged marriage.
Jade: Yes. In a love marriage, a boy/girl finds a partner of their own choice. They are matured
enough to judge people and effectively select a partner, unlike an arranged marriage. Besides,
there is a strong bond of love in the couple.
Jojo: No. Divorce rate is too high in love marriages. On the other hand, an arranged marriage is a
sweet confluence of two families. Due to the involvement of more people in this union,
marital *conflicts get effectively resolved.
Mark: Success rate of any marriage does not depend on whether it was arranged or not. Rather it
depends on how these two people complement and understand one another.
https://www.naukri.com/blog/general-interest-group-discussion-topics/
MEETING WITH YOUR GROUPMATES (SMALL GROUP)
Language form: __________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________________________
Carol Bartz at University of Wisconsin-Madison, 2012

“Accept failure and learn from it. Failure is part of life, it’s part of every career, and you have to
know how to take advantage of it. The single greatest strength that this country has via Silicon
Valley is that failure is seen as a sign of experience. Failure is part of work, it’s part of life. People
are willing to take risks on the way to innovation. One of my fondest sayings is fail, fast, forward.
Recognize you’ve failed, try to do it fast, learn from it, build on it, and move forward. Embrace
failure, have it be part of your persona. You’re going to have long careers, as I’ve already told you,
you’re going to have many failures — personal, business, professional. I’ve had my share. But just
use this as a building block to your next success.”
GIVING GRADUATION SPEECH (PUBLIC COMMUNICATION
https://singjupost.com/carol-bartzs-2012-spring-commencement-at-uw-madison-full-transcript/?singlepage=1
Language form: __________________________________________________________________________________
Page 7 of 23

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
MANILA, Philippines — Testimonies of whistleblowers and official records presented at Senate
hearings proved that the state-run Philippine Health Insurance Corp. (PhilHealth) was under the
thumb of a corruption “mafia” composed of its top officials, Sen. Panfilo Lacson said on Sunday.
It was PhilHealth’s resigned antifraud legal officer Thorrsson Montes Keith who first accused
PhilHealth President and CEO Ricardo Morales and the rest of the executive committee of operating
as a syndicate in funneling P15 billion into fraudulent transactions in 2019 alone.
https://newsinfo.inquirer.net/1326078/lacson-evidence-enough-to-indict-philhealth-
execs#ixzz6W57k7QG3
NEWS REPORT (MASS COMMUNICATION)

Language form: __________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
EVALUATION:
Collaboratively, Creativity and Communication learning skills: creating a presentation using creative skills.
DIRECTION: Answer and discuss the following questions based on your answers on the
previous activities.
1. What are the speech contexts you read above?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
2. Is there an effect in language form, duration of interaction, relationship of speaker, role and
responsibilities of the speaker, message, and delivery as speech context changes? Why is that so?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
3. Do you think the intended messages were delivered accordingly? How did the speaker do it
effectively?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
4.How are the speech context and language form, duration of interaction, relationship of speaker,
message, and delivery related with each other? Explain.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
References:
Sipacio, Philippe John F., Balgos, Anne Richie G. (2016) Oral Communication in Context for Senior
High School. C & E Publishing, Inc. 839 EDSA, South Triangle, Quezon City
https://engagedhr.com/the-importance-of-context/
https://courses.lumenlearning.com/boundless-communications/chapter/elements-of-speech-
communication/
JESSA MANEGDEG MOLINA
PASAY CITY SOUTH HIGH SCHOOL
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ESSENTIAL LEARNING OBJECTIVE: Demonstrate that a shift in speech style affects; Language
form, Duration of interaction, Relationship of speaker, Roles and responsibilities of the speaker,
Message, and Delivery.
TODAY’S LESSON
SPEECH STYLE IN SPEECH WRITING
WHAT I NEED TO KNOW
How does your style of speaking differ to a person who is close to you and to an
acquaintance? There are various types of speech styles, and each of them is meant to be used in a
particular kind of communication situation. This lesson will help you become familiar with each of
the speech styles and use them to communicate effectively.
WHAT IS IT
Types of Speech Style
The context dictates and affects the way people communicate, which results in various speech
styles. According to Joos (1968), there are five speech styles. These are (1) intimate, (2) casual, (3)
consultative, (4) formal, and (5) frozen. Each style dictates what appropriate language or
vocabulary should be used or observed.
Intimate – This type is used in talks between two very close individuals. It is described by an economy
of words, with a high chance of nonverbal communication. Like casual, there is also free and easy
participation of both speaker and listener.
Casual – Also known as informal style, it is usually used between, friends, or even insiders who have
things to share. In this type, there is free and easy participation of both speaker and listener. This
style is common among peers and friends. Jargon, slang, or the vernacular language are used.
JARGON- is the specialized terminology associated with a particular field or area of
activity. Jargon is normally employed in a particular communicative context and may not be well
understood outside that context.
SLANG- a type of language that consists of words and phrases that are regarded as very
informal, are more common in speech than writing, and are typically restricted to a particular context or
group of people.
Consultative – This style is the standard one. Professional or mutually 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.
Formal – This style is used in formal settings. Unlike the consultative style, this is one- way. Examples
are sermons by priests and ministers, State of the Nation Address of the President, formal speeches,
or pronouncements by judges.
Frozen – This style is “frozen” in time and remains unchanged. It mostly occurs in ceremonies.
Common examples are the Preamble to the Constitution, Lord’s Prayer, and Allegiance to country or
flag.
REFLECTION
Speech style is defined as the way a speaker uses language differently in different
circumstances. Think about the words you choose, your tone of voice, even your body language.
You probably behave very differently, chatting with a friend than at a formal dinner party or
during a job interview. These variations informality, also called stylistic variation, are known as
registers in linguistics. They are determined by such factors as a social occasion,
context, purpose, and audience.
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WHAT I CAN DO
Creativity & Character Learning Skill: Applying personal insight and encouraging to use positive language
DIRECTIONS: Read the examples of various demonstrated speech styles and answer
what is being asked.
ROMEO: I take thee at thy word: Call me but love, and I'll be new baptized. Henceforth I never will be
Romeo.
JULIET: What man art thou that thus bescreen'd in night So stumblest on my counsel?
ROMEO: By a name I know not how to tell thee who I am: My name, dear saint, is hateful to myself,
Because it is an enemy to thee; Had I it written, I would tear the word.
JULIET: My ears have not yet drunk a hundred words Of that tongue's utterance, yet I know the
sound: Art thou not Romeo and a Montague?
ROMEO:Neither, fair saint, if either thee dislike.
JULIET: How camest thou hither, tell me, and wherefore? The orchard walls are high and hard to
climb, And the place death, considering who thou art, If any of my kinsmen find thee here.
ROMEO:With love's light wings did I o'er-perch these walls; For stony limits cannot hold love out,
And what love can do that dares love attempt;Therefore thy kinsmen are no stop to me.
JULIET: If they do see thee, they will murder thee.
ROMEO: I have night's cloak to hide me from their sight; And but thou love me, let them find me
here: My life were better ended by their hate,Than death prorogued, wanting of thy love.
Romeo and Juliet: Balcony Scene, Act 2, Scene 2
https://www.opensourceshakespeare.org/views/plays/play_view.php?WorkID=romeojuliet&Act=2&S
cene=2&Scope=scene
1. Who are the characters?________________________________________________________________________

__________________________________________________________________________________________________
2. What do you think is the relationship of Romeo and Juliet based on their intimate conversation?
Explain your answer and provide evidences. _______________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
3.What type of speech style did they used in their conversation? Why did you say so? Find words or
lines in the text to prove you answer._______________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
GENESIS 3:14-19 THE FALL
14 So the LORD God said to the serpent, “Because you have done this,“Cursed are you above all livestock
and all wild animals! You will crawl on your belly and you will eat dust all the days of your life. 15 And
I will put enmity between you and the woman, and between your offspring and hers; he will crush your
head,and you will strike his heel.”
16To the woman he said, “I will make your pains in childbearing very severe; with painful labor you
will give birth to children. Your desire will be for your husband, and he will rule over you.”
17 To Adam he said, “Because you listened to your wife and ate fruit from the tree about which I
commanded you, ‘You must not eat from it,’ “Cursed is the ground because of you; through painful
toil you will eat food from it all the days of your life. 18 It will produce thorns and thistles for you, and
you will eat the plants of the field. 19 By the sweat of your brow you will eat your food until you return
to the ground, since from it you were taken; for dust you are and to dust you will return.”
https://www.bible.com/bible/111/GEN.3.14-19.NIV
1.What book can give you this content? ____________________________________________________________

__________________________________________________________________________________________________
2.Who is the one speaking in text and to whom does the speaker talking? ___________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
3.The fall, is a story that you can find in the bible and it is an example of Frozen Style. Based on the
text, explain how does the text became an example of frozen style. __________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Page 10 of 23

Let us not wallow in the valley of despair, I say to you today, my friends.
And so even though we face the difficulties of today and tomorrow, I still have a dream. It is a
dream deeply rooted in the American dream.
I have a dream that one day this nation will rise up and live out the true meaning of its creed:
"We hold these truths to be self-evident, that all men are created equal."
I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of
former slave owners will be able to sit down together at the table of brotherhood.
I have a dream that one day even the state of Mississippi, a state sweltering with the heat of
injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom
and justice.
I have a dream that my four little children will one day live in a nation where they will not be
judged by the color of their skin but by the content of their character.
I have a dream today!
EXCERPT FROM I HAVE A DREAM BY: MARTIN LUTHER KING JR.
https://www.americanrhetoric.com/speeches/mlkihaveadream.html
1. Who is the speaker and what topic does the speaker’s talking about? ________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
2. To whom does the speaker is talking, what is purpose of his speech? _______________________
______________________________________________________________________________________________
______________________________________________________________________________________________
3. When Martin Luther King had this speech, he was facing a huge number of audience, as civil-
rights leader what is his role and responsibilities as the speaker?___________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
She was a large woman with a large purse that had everything in it but hammer and nails. It had
a long strap, and she carried it slung across her shoulder. It was about eleven o’clock at night,
and she was walking alone, when a boy ran up behind her and tried to snatch her purse. The
strap broke with the single tug the boy gave it from behind. But the boy’s weight and the weight
of the purse combined caused him to lose his balance so, instead of taking off full blast as he had
hoped, the boy fell on his back on the sidewalk, and his legs flew up. the large woman simply
turned around and kicked him right square in his blue-jeaned sitter. Then she reached down,
picked the boy up by his shirt front, and shook him until his teeth rattled. After that the woman
said, “Pick up my pocketbook, boy, and give it here.” She still held him. But she bent down enough
to permit him to stoop and pick up her purse. Then she said, “Now ain’t you ashamed of yourself?”
Firmly gripped by his shirt front, the boy said, “Yes’m.”
The woman said, “What did you want to do it for?”
The boy said, “I didn’t aim to.”
She said, “You a lie!”
By that time two or three people passed, stopped, turned to look, and some stood watching.
“If I turn you loose, will you run?” asked the woman.
“Yes’m,” said the boy.
“Then I won’t turn you loose,” said the woman. She did not release him.
“I’m very sorry, lady, I’m sorry,” whispered the boy.
“Um-hum! And your face is dirty. I got a great mind to wash your face for you. Ain’t you got nobody
home to tell you to wash your face?”
EXCERPT
1. Who are the characters in this story FROM
and how THANK
do you thinkYOU MA’AM
the two BY: _______________________
related? LANGSTON HUGHES
__________________________________________________________________________________________________
__________________________________________________________________________________________________
2. What are the examples of jargons and slangs that you can find in the text? What are they?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
3. What form of speech style applied in the text? Why did you say so? _______________________________
Page 11 of 23

__________________________________________________________________________________________________
__________________________________________________________________________________________________
Scout: Atticus, I'm still mighty surprised by Tom Robinson's trial. It seemed like we had a fair
shot at winning'.
Atticus: There are many things that can affect the outcome of a trial, Scout. Once I have given
the jury the best possible argument I can to convince them that the defendant isn't guilty, the
matter is out of my hands. I am not happy with the verdict, Scout, but I know that I tried my
very hardest to prove Tom Robinson not guilty. I did all that I could.
Scout: But how could the jury still have found Tom guilty?
Atticus: Because that would have changed the entire social dynamic of Maycomb. People simply
aren't ready to embrace a new way of thinking. When you have twelve men on a jury who refuse
to see reason and to consider the sheer facts of the case, the result will be a unanimous guilty
verdict, as we saw in Tom's trial. Scout: It's a shame, Atticus, that the jury believed the Ewells
over Tom Robinson. He didn't even appear to lying. It was plain that he was only telling the
truth.
EXCERPT FROM THE NOVEL TO KILL A MOCKINGBIRD BY HARPER LEE
1. Considering the words jury, trial, argument, and defendant as a clue, what is the profession of
Atticus?__________________________________________________________________________________________
__________________________________________________________________________________________________
2. What form of speech style was used in the excerpt? Why?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
3. What language form was use in the consultation talk of Scout and Atticus about Tom’s case?
Formal or Informal? Why?.______________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
EVALUATION
DIRECTIONS: Create a dialogue, Use the questions below as your guide: In your dialogue
demonstrate through words how shift in speech style affects; language form, duration of
interaction, relationship of speaker, roles and responsibilities of the speaker, message, and
delivery.
TOPIC: Covid-19 vaccine:

GUIDE QUESTIONS:
➢ What form of language are you going to use?
➢ How would you convince the other character of your story?
➢ How would your purpose be explicitly or implicitly highlighted in your dialogue or speech?
➢ What are the roles and responsibilities of the speaker?
➢ How would you Deliver the message according to the purpose?
EXAMPLE OF PRESIDENTIAL SPEECH ABOUT COVID-19 VACCINE:

From the earliest days of the pandemic, we have marshalled the genius scientists and
researchers from all across government and the private sector, from academia, from everywhere,
to vanquish the virus. And tremendous strides have been made, I can tell you. I get to see it
every day. Tremendous strides are being made.
Page 12 of 23

Scientists began developing the first vaccine candidate on January 11th — think of that — within
hours of the virus’s genetic code being posted online. So, January 11th. Most people never even
heard what was going on January 11th. And we were out there trying to develop a vaccine, not
even knowing what we were up against.
Then, my administration cut through every piece of red tape to achieve the fastest-ever, by far,
launch of a vaccine trial for this new virus, this very vicious virus. And I want to thank all of the
doctors and scientists and researchers involved because they’ve never moved like this, or never
even close.
So, my fellow citizens, please have a little more patient, because the Vaccine that will end this
catastrophe caused by coronavirus is now on its way.
YOUR TURN: What type of conversation if a mother and father will talk about a vaccine?
Write a short dialogue.
YOUR TURN: What style of conversation if a patient wants to know more about the Sputnik
Side effects? Write a short dialogue.
DEBRIEFING QUESTION
Upon changing the speech style from the given example to the two dialogues that you made, what
was the effect in form, duration of interaction, relationship of speaker, roles and responsibilities of
the speaker, message, and delivery? explain your answer. _________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________________________
References:
High School. C & E Publishing, Inc. 839 EDSA, South Triangle, Quezon City
Wardhaugh, Ronald (1986, 1992, 1998, 2002, 2006) An Introduction to Sociolinguistics. Blackwell
Publishing, 350 Main Street, Malden
Page 13 of 23



ESSENTIAL LEARNING OBJECTIVE: Evaluate that a shift in speech act affects; Language form,
Duration of interaction, Relationship of speaker, Role and responsibilities of the speaker, Message,
and Delivery
TODAY’S LESSON
SPEECH ACT IN SPEECH WRITING

WHAT I NEED TO KNOW
A speech act is an utterance that a speaker makes to achieve an intended effect. Some of the
functions which carry 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. For example, "Thanks" and "Thank you for always being there for me. I really appreciate
it" both show appreciation regardless of the length of the statement.
WHAT IS IT
Illocutionary act is the social function of what is said or the manner of saying words to
convey a meaning.
By uttering the locution “Please do the dishes,” the speaker requests the addressee to wash the dishes.
Searle’sClassificationsof SpeechAct As a response to Austin’s Speech Act Theory, John Searle (1976), a professor
from the University of California, Berkeley, classified illocutionary acts into five distinct categories.
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.
Example: No one makes better pancakes than I do.
Example from Everyman: That is to your damnation, because love of money goes against
eternal love. If you had loved me more moderately and shared some of me with the poor, you
would not be in this trouble and sorrow. – worldly goods
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.
Example: Please close the door.

Example from Everyman: Go to Everyman and tell him as my representative that he must
take a journey that he cannot escape from, and he'd better bring a reckoning without delay. --
-God
Commissive
a type of illocutionary act which commits the speaker to doing something in the future. Examples
of a commissive act are promising, planning, vowing, and betting.
Example: “I will come to your home tonight”.

Example from Everyman: I will never forsake you. Through thick and through thin, you can
count on me. – friendship
Page 14 of 23

Expressive
a type of illocutionary act in which the speaker expresses his/her feelings or emotional reactions.
Some examples of an 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.
Example from Everyman: All my life you've given me pleasure, therefore, come with me and
speak to God for me. They say that money can make all wrongs right. – Everyman
Declaration
a type of illocutionary act which 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!
Example from Everyman: I will have a reckoning of Everyman's person. – God
Read the excerpt from The Summoning of Everyman, usually referred to simply as Everyman, a late
15th-century morality play.
God: Everyman lives only for their own pleasure, and yet their own life is not assured. They forget
completely the shedding of my son’s red blood. The more patient I am, the worse they are from year to
year. Therefore, I will have a reckoning of Everyman's person. If I leave the people alone, they will become
worse than beasts. They devour one another with jealousy, forget to be charitable to their fellow man, and
become preoccupied with material possessions. Therefore, I must do justice on Everyman. Death, my
Mighty Messenger, where are you?
Death: I am here, ready to do your bidding.
God: Go to Everyman and tell him as my representative that he must take a journey that he cannot escape
from, and he'd better bring a reckoning without delay.
Death: Ah, I see Everyman walking over there; meeting me is the last thing on his mind, for he is
preoccupied with his own self and possessions. He will dread standing before the Lord, heaven's King.
Everyman, stand still, where are you going so cheerfully? Have you forgotten your Maker?
Everyman: Who wants to know?
Death: I have been sent to you from heaven by God.
Everyman: What does God want from me?
Death: He demands a reckoning from you right away.
Everyman: Oh Death, you've come when I least expected you. Save me - I'll give you whatever you want if
you'll be kind to me - a thousand dollars if you'll leave me alone and come back another day.
Death: Everyman, that is not possible. I don't stop for gold, riches, pope nor emperor. Many have offered
me gifts, but that is not my way. Come on, be quick.
Everyman: What? Not even a warning? To even think of you makes my heart sick. I'm not ready to give a
reckoning! Come back in a few years and I might be more prepared. Please spare me until I'm better
prepared.
Death: It's no use to cry, weep or pray. But see if any of your friends might accompany you. For death
waits for no man. All living creatures must die for Adam's sin.
Everyman: Oh God in heaven, have mercy on me! Shall I have no company to join me on this journey?
Death: See if any are daring enough to accompany you on this journey.
Everyman: I have no one to help me on my journey! I wish I'd never been born! I fear great pain, and I
don't know what to do! Who might come with me? Maybe Friendship; we've been close for years. Surely,
he'll help me. I'll speak to him right away.
Friendship: Hello, Everyman, why do you look so sad? If something is wrong, please tell me so that I can
help you.
Everyman: Yes, dear Friendship, yes, I am in real trouble!
Friendship: My true friend, tell me what's wrong; I will never forsake you. Through thick and through
thin, you can count on me.
Everyman: Then you truly are a friend indeed; you have never disappointed me before.
Friendship: And I never will; I swear, even if you were to go to hell, I would stay with you.
Everyman: I have been commanded to go on a journey - a long, hard, dangerous journey to give a
reckoning before God, the high judge. Please come with me as you promised.
Page 15 of 23

Friendship: That's tough luck. But if I were to accompany you, it would be painful for me, and the very
thought scares me.
Everyman: Indeed, Death was with me here just now.
Friendship: If Death was the messenger, then I will not go with you. I would not go on that journey even
for my own father!
Everyman: But, my friend, you promised!
Friendship: Not even our friendship can persuade me to go.
Everyman: You won't come, Friendship? You're forsaking me?
Friendship: Yes, I'm sorry, but I leave you in God's hands.
Everyman: Where else can I turn for help if even Friendship fails me? All my life I have loved riches;
maybe now they'll help me. My goods and possessions have made my heart light before, I'll speak to them
in this distress. Where are you, my goods and riches?
Worldly Goods: Here sir; if you have any trouble or adversity in the world, I can help.
Everyman: It is something else that grieves me; I am sent to give an account before the highest judge of
all. All my life you've given me pleasure, therefore, come with me and speak to God for me. They say that
money can make all wrongs right.
Worldly Goods: No, Everyman, I sing another song, I follow no man in such voyages. If I did go with you,
it would go worse for you because you set your hope on me. I have made you forget that this day of
reckoning would come. Your love for me will be your undoing.
Everyman: Yes, I have loved you, and had great pleasure in the good things your treasures have provided
for me.
Worldly Goods: That is to your damnation, because love of money goes against eternal love. If you had
loved me more moderately and shared some of me with the poor, you would not be in this trouble and
sorrow.
Everyman: Curse you, false hope! You deceived me, you traitor, and caught me in your trap! Oh, who
shall go with me on my journey? Friendship, although he promised to be true, left me alone. Kindred,
although he spoke pleasantly, also refused to go with me. Then I went to the possessions that meant the
most to me, and they said that my love for them may send me to hell! It's my own fault, I alone am to
blame. Who might help me now? I can ask Good Deeds, but she is so weak that she hasn't the strength
to speak much less accompany me. Nevertheless, I have nothing to lose by asking. Good Deeds, where
are you? Please say you'll go with me or else I'm forever damned. Help me to make a reckoning before the
redeemer and king.
Good Deeds: Everyman, I am sorry for your fall, and I would help you if I were stronger and more able.
Everyman: Good Deeds, at least give me some advice.
Good Deeds: I'll be happy to, although I'm so weak I’m not able to get on my feet; I have a sister named
Knowledge who will go with you in your dreadful reckoning.
knowledge: Everyman, I will go with you, and be your guide. In your need, I'll stay by your side. We'll go
together to the cleansing river of Confession.
Everyman: Oh, glorious river that cleans all filth, wash me so that no sin is seen on me. I come with
Knowledge for my redemption, I repent with hearty and full contrition. I am commanded to make a journey
and give account to God. Oh, please, Mother of Salvation, I beg of you to help my Good Deeds.
Confession: I know your sorrow well, Everyman; since you have come to me with Knowledge, I will comfort
you as best I can. I will give you a precious jewel
l called Penance; it shall punish your body and cancel out your adversity.
Everyman: Oh, God, heavenly Figure, good and right Vision, who descended in a pure virgin to redeem
Everyman who was forfeited by Adam's disobedience - Oh, blessed God, forgive my great offense and have
mercy on me!
Knowledge: Everyman, I leave you in the hands of our Savior to ensure your reckoning.
http://blanckd.yolasite.com/resources/Everyman%28Abridged%29.pdf
REFLECTION
Always keep in mind that speech acts include real-life interactions that require the
appropriate use of language within a given culture. Communicative competence (i.e., the ability
to use linguistic knowledge to communicate with others effectively) is essential for a speaker to
be able to use and understand speech acts. Idioms and other nuances in a particular language
might be lost or misunderstood by someone who does not fully grasp the language.
________________________________________________________________________________________
Page 16 of 23

WHAT I CAN DO
Creativity & Character Learning Skill: Applying personal insight and encouraging to use positive language .
Directions: Read and evaluate the dialogues in Everyman, get examples of speech act expressions
based on John Searle speech act theory and answer the follow-up questions.
Study this example for your reference:
1. DECLARATION: Everyman: Oh Death, you've come when I least expected you. Save me - I'll give
you whatever you want if you'll be kind to me - a thousand dollars if you'll leave me alone
and come back another day.
2. How can you prove that the given line is an example of declaration?
Based on the manner of delivery the speaker clearly used declaration to send his intention, the
illocutionary act simply declares something that can be put into existence.
3. What is the intention of the speaker?
The intention of the speaker is to declare something to convince the one whom he is talking to.
4. What do you think is the effect of declaration speech act in real life interaction?
Declaration speech style act is a very powerful expression because it can be used to make someone
believe that you can put your words into existence to terrify, to make someone excited, or happy.
YOUR TURN: PRACTICE EXERCISE 1:

1. Assertive: ____________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
2. How can you prove that the given line is an example of assertive?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
4. What do you think is the effect of assertion speech act in real life-interaction?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
1. Commissive:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
2. How can you prove that the given line is an example of commissive speech act?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
4. What do you think is the effect of using commissive speech act in real life-interaction?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
1. Directive
__________________________________________________________________________________________________
__________________________________________________________________________________________________
2. How can you prove that the given line is an example of assertive?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
4. What do you think is the effect of assertion speech act real life interaction?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Page 17 of 23

1. Expressive
__________________________________________________________________________________________________
__________________________________________________________________________________________________
2. How can you prove that the given line is an example of expressive speech act?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
4. What do you think is the effect of being expressive in real life interaction?
EVALUATION
DIRECTIONS: Based on your understanding of the story of Everyman, read and answer each
question carefully.
1. Who are the characters in the story? Describe each character briefly.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
2. What is the overall intention of the story?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
3 Give three statements that you will never forget from the story of Everyman, identify what
form of speech act is it, and share your thoughts as to why the statement left a significant
impression on you.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
4. Differentiate, how will you know if a line is asserting, expressing, declaring, directing, or
being commissive.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
5. How did the use of various speech act and the shift of their use affect language form, duration
of interaction, relationship of speaker, role and responsibilities of the speaker, message, and
delivery
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
References:
High School. pp. 35, 36 C & E Publishing, Inc. 839 EDSA, South Triangle, Quezon City
Images:
https://images.app.goo.gl/Y6gtx1frHUBhzYhXA
https://images.app.goo.gl/noKr8zsxmnBFtNG37
Page 18 of 23



ESSENTIAL LEARNING OBJECTIVE: Integrate creative skill showing that a shift in communication
strategy effects; Language form, Duration of interaction, Relationship of speaker, Role and
responsibilities of the speaker, Message, and Delivery.
TODAY’S LESSON
COMMUNICATIVE STRATEGY IN SPEECH

WRITING
WHAT I NEED TO KNOW
People communicate every day to establish and maintain relationships, know and
understand themselves, and find meaning in the daily grind. Moreover, since humans are social
beings who survive more effectively through rational discourses, they are always driven to learn the
skills of creating and sustaining meaningful conversations. Successful communication requires an
understanding of the relationship between words and sentences, and the speech acts they represent.
However, a discussion is complicated at times; some people get lost along the way and misunderstand
each other. It is only when we willingly cooperate and speak in socially- approved ways that we can
make a conversation meaningful.
WHAT IS IT
Since engaging in conversation is also bound by implicit rules, Cohen (1990) states that strategies
are used to start and maintain communication. Knowing and applying appropriate grammar is one
of the most basic approaches to keep a good conversation. The following are some strategies that
people use when communicating.
Communicative Strategies Examples

Nomination
When you employ this strategy, you try to open The weather is lovely.
a topic with the people you are talking to. It What is wrong with the MRT it suddenly
efficiently signals the beginning of a new topic stopped midway?
in the conversation.
Turn-taking I agree with the point just made.
Pertains to the process by which people decides May I have the floor, sir? The topic under
who takes the conversational floor. Primarily, discussion is the state of the Philippine
the idea is to give all communicators a chance economy today.
to speak
Restriction
Write a speech and focus only on the SONA of
Refers to any limitation you may have as a
President Duterte.
speaker. In some cases of communication,
They say that the Philippine economy is
some instructions must be followed. Those
getting better. Do you agree?
instructions confine you as a speaker and limit
what you can say.
Topic Control "Let's go back to the topic."
Covers how procedural formality or informality “We're talking about school here, right?”
affects the development of the topic in
Page 19 of 23

conversations. For example, in meetings, you

may only have a turn to speak after the
chairperson directs you to do so.
Topic Shifting "What were you talking a while ago?"
Involves moving from one topic to another. It is "You have a point with that. But aren't we
where one part of a conversation ends and going to talk about your vacation?"
where another begins.
Repair
Refers to how the speaker addresses the I think you said about the illegal transaction.
problems in speaking, listening and Is that right?”
comprehending that they may encounter in a Is it adapt or adopt?
conversation.
Termination “Best regards to your sister! See you around!”
Refers to the conversation participants' close "Sorry, I can't decide on that now. I am still
initiating expressions that end a topic in a focused on my writing assignment. Let's talk
conversation next time, okay?"
REFLECTION
Communicative strategy forges and maintains connections, allowing communicative
efficiency. The most basic dynamic in communication exists between the message and the
audience. For example, a manager’s orders are her message to her employees, who are her
audience. The reverse is also true. The employees’ status reports are messages to their
audience, the manager. If connections are clear, each party receives and understands the
messages of the other, which fosters synchronized, efficient performance.
_________________________________________________________________________________________
WHAT I CANDO
Creativity & Character Learning Skill: Applying personal insight and encouraging to use positive language
DIRECTIONS: Read and understand how the dialogues are creatively done and answer the
following questions.
STUDY THIS EXAMPLE FOR YOUR REFERENCE: EXPRESSING CONCERN FOR SOMEONE
A B
Pia: Why weren't you at school yesterday? Pia: What reason do you have for missing
Abby: I wasn't really feeling well. school?
Pia: What was wrong with you? Abby: I was sick.
Abby: My stomach was upset. Pia: How were you sick?
Pia: Do you feel better now? Abby: I had a stomachache.
Abby: I don't really feel too well yet. Pia: Did it get any better?
Pia: Do you want anything to make you feel Abby: I'm still feeling under the weather.
better? Pia: Would you like anything for your
Abby: No, thanks. I already took some medicine. stomach?
Pia: I hope you feel better. Abby: I took something earlier.
Abby: Thank you. Pia: Get better.
Abby: Thanks a lot.
1. Based on the dialogues in columns A and B, identify the communicative styles that were
used in the following statements according to their style and manner of delivery?
Pia: Why weren't you at school yesterday?
NOMINATION
Pia: What reason do you have for missing school?
Abby: My stomach was upset.
TURN TAKING
Abby: I had a stomachache.
Pia: Do you want anything to make you feel better?
TOPIC SHIFTING
Pia: Would you like anything for your stomach?
Abby: No, thanks. I already took some medicine. TURN TAKING
Page 20 of 23

Abby: I took something earlier.

2. Based on their dialogues in Columns A and B, what is the relationship between Pia and
Abby? Why did you say so?
Based on their conversation, I can say that Pia and Abby are friends because we often express
concern for someone if that person is our friend or simply someone who is close to us.
3. Differentiate the style of the two dialogues in terms of language and delivery style.
In dialogue A, the words that were used are clearer and direct, the overall conversation is easier to
comprehend, while in dialogue B, the delivery style is more complex, example, "Abby: I'm still feeling
under the weather” this line can have a different meaning to someone who is not used of using the
language.
4. In terms of communicative strategy, which among the two dialogues is more effective in
expressing Concern for Someone? Why?
The dialogue in column A, the language used and the style of delivery are more appropriate for
expressing concern for someone. The use of this expression, "Do you want anything to make you feel
better?" generally asks the other person to request whatever necessary things she wants to make her
feel better.
PRACTICE 1: EXPRESSING JOY AT SOMEONE'S SUCCESS

A B
Andrew: Have you heard my good news? Andrew: I haven't told you what happened yet,
Peter: You haven't told me anything yet. have I?
Andrew: I got a promotion at work earlier this Peter: I haven't heard anything.
week. Andrew: My boss offered me a promotion, and I
Peter: Is that right? took it.
Andrew: It's the truth. I am really happy. Peter: Are you serious?
Peter: Congratulations on your promotion. Andrew: Yes, I am really excited.
Andrew: Thank you very much. Peter: That's great. Congratulations.
Peter: I am really excited for you. Andrew: I appreciate that.
Andrew: Are you really? Peter: You have no idea how happy I am for you.
Peter: I'm serious. You deserved this Andrew: For real?
promotion. Peter: I believe you were the best choice for that
Andrew: Is that what you really think? promotion. I really do.
Peter: Yes, I do.
1. Based on the dialogues in columns A and B, identify the communicative styles that were
used in the following statements according to their style and manner of delivery?
Peter: You haven't told me anything yet.
Peter: I haven't heard anything.
Andrew: I got a promotion at work earlier this week.
Andrew: My boss offered me a promotion, and I took it.
Peter: Congratulations on your promotion.
Peter: That's great. Congratulations.
Andrew: Is that what you really think?
Andrew: For real?
2. Based on their dialogues in Columns A and B, what is the relationship between Peter and
Andrew? Why did you say so?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
4. In terms of communicative strategy, which among the two dialogues is more effective in
expressing joy at someone's success? Why?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
PRACTICE 2: COMPLIMENTING SOMEONE'S CLOTHES
A B
Kim: I absolutely love what you're wearing today. Kim: I think that you look very cute today.
Kendall: You do? I just bought this outfit a couple Kendall: Is that right? This is a brand new outfit.
days ago. Kim: What store did you get it from?
Kim: Seriously, it looks really nice on you. Where did Kendall: I went to Macy's and picked it out.
you buy it from? Kim: I love your outfit right now.
Kendall: I bought it from the Macy's at the Santa Anita Kendall: Well, I think you look nice today too.
Page 21 of 23

mall. Kim: Thanks. I found these new shoes earlier at

Kim: I really like that outfit. the store.
Kendall: Thanks. I think you look nice today, too. Kendall: I think that those are some really nice
Kim: Thank you. I just bought these new shoes earlier shoes. What kind are they?
today. Kim: These are Chucks.
Kendall: Those are nice. What are they? Kendall: Your shoes look really nice. How much
Kim: These are some Chucks. did you get them for?
B: Those are great. How much were they? Kim: They only cost me about forty dollars.
Kim: I got them for forty. Kendall: I'm going to go get a pair for myself.
Kendall: I think I might go and find me my own pair of
Chucks.
1. Based on the dialogues in columns A and B, identify the communicative styles that were used in the
following statements according to their style and manner of delivery?
Kim: I absolutely love what you're wearing today.

Kim: I think that you look very cute today.
Kendall: I bought it from the Macy's at the Santa Anita mall.
Kendall: I went to Macy's and picked it out.
Kim: Thank you. I just bought these new shoes earlier today.
Kim: Thanks. I found these new shoes earlier at the store.
Kendall: I think I might go and find me my own pair of Chucks.
Kendall: I'm going to go get a pair for myself.
2. Based on their dialogues in Columns A and B, what is the relationship between Kim and Kendall? Why did
you say so?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
4. In terms of communicative strategy, which between the two dialogues is more effective in complimenting
someone's clothes? Why?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
PRACTICE EXERCISE 3: CHANGING THE SUBJECT
A B
Jag: Did you make it to school today? Jag: Did you even bother to go to school today?
Ben: I always do. Did you go to school today? Ben: Yeah, I went. Did you go?
Jag: No, I didn't. Jag: No, I didn't feel like it.
Ben: You should have, but have you seen any movies Ben: That's nice, have you been to the movies
lately? lately?
Jag: That was an odd change of subject. Jag: No, but that was a random change of subject.
Ben: Maybe it was, but answer the question. Ben: It may have been random, but have you?
Jag: No, not recently. Jag: I haven't lately.
Ben: I want to go to see a movie this weekend. Ben: I would love to catch a movie this weekend.
Jag: What's stopping you then? Jag: So then, why don't you just go?
Ben: I don't want to go alone. Ben: I don't want to see a movie by myself.
Jag: So, will you be at school tomorrow? Jag: Okay, so are you going to school tomorrow?
Ben: No, I want to go to the movies instead. Ben: I think I might just go to the movies.
1. Based on the dialogues of columns A and B, identify the communicative styles that were used in the
following statements according to their style and manner of delivery?
Ben: You should have, but have you seen any movies lately?
Ben: That's nice, have you been to the movies lately?
Jag: That was an odd change of subject.
Jag: No, but that was a random change of subject.
Jag: So, will you be at school tomorrow?
Jag: Okay, so are you going to school tomorrow?
Ben: No, I want to go to the movies instead.
Ben: I think I might just go to the movies.
2. Based on their dialogues in Columns A and B, what is the relationship between Kim and Kendall? Why did
you say so?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Page 22 of 23

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
4. In terms of communicative strategy, which between the two dialogues is more effective in changing the
subject? Why?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
EVALUATION:
DIRECTIONS: Make a creative and comprehensible conversation by completing the dialogues. Use the
different communicative strategies.
Study this example for your reference: Borrowing Money

A: Can I borrow PHP100?
You: Sure. Why do you need it?
A: I want to buy lunch.
You: : Where's your money?
A: I don’t know where did I put my wallet.
You: :I know, Your wallet is empty again, right?
A: Yeah, your right. Truth is I don't have even a single peso in it.
You: : Being broke is no fun.
A: Even if it's only for a short while.
You: : It's always good to have friends.
A: Friends will lend you money when you're broke.
You: : As long as you pay them back.
House-cleaning Day
A: I have to clean the house.
You:_______________________________________________________________
A: You need to help me.
You:_______________________________________________________________
A: Because you helped make it dirty.
You:_______________________________________________________________
A: I want you to clean the bathroom.
You:_______________________________________________________________
A: Clean the sink, the tub, the counter, and the toilet.
You:_______________________________________________________________
A: You have to tell me when you’re done. There’s a lot more to do.
You:_______________________________________________________________
Don’t ride the Bus
A: I don't like riding the bus.
B: Why not?
You:_______________________________________________________________
B: Don't they clean the bus every night?
You:_______________________________________________________________
B: You should bring some wipes with you.
You:_______________________________________________________________
B: Then you can wipe your seat and window.
You:_______________________________________________________________
B: Who cares? Everyone is strange.
You:_______________________________________________________________
B: Don't worry about what people think.
References:
High SchoolC & E Publishing, Inc. 839 EDSA, South Triangle, Quezon City
Images:
https://agendaweb.org/listening/real-english-conversations.html
https://images.app.goo.gl/CHYYxCMAM9Yjfm4X6
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SCHOOLS DIVISION OF PASAY CITY

8 Sana ay mag-enjoy ka sa paggamit ng iyong natanggap na mga Modyul!

Maraming Salamat po sa inyong paggabay at pagsubaybay sa ating mag-aaral!

Name: ____________________________________________________ Track/Strand: _______________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

MODULE IN ORAL COMMUNICATION

Name: ____________________________________________________ Track/Strand: _______________

Directions: As teenagers, it is normal to encounter problems and troubles, sometimes

1st problem ( Use intrapersonal)

2nd problem ( Use interpersonal)

Name: ____________________________________________________ Track/Strand: _______________

DEBRIEFING QUESTIONS, DISCUSS YOUR ANSWERS

Name: ____________________________________________________ Track/Strand: _______________

PROVIDING COMFORT TO A FRIEND (DYAD COMMUNICATION)

Carol Bartz at University of Wisconsin-Madison, 2012

Name: ____________________________________________________ Track/Strand: _______________

NEWS REPORT (MASS COMMUNICATION)

Name: ____________________________________________________ Track/Strand: _______________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

MODULE IN ORAL COMMUNICATION

SPEECH STYLE IN SPEECH WRITING

WHAT I NEED TO KNOW

Name: ____________________________________________________ Track/Strand: _______________

COMPLETE THE FOLLOWING TASKS

1. Who are the characters?________________________________________________________________________

1.What book can give you this content? ____________________________________________________________

Name: ____________________________________________________ Track/Strand: _______________

Name: ____________________________________________________ Track/Strand: _______________

TOPIC: Covid-19 vaccine:

EXAMPLE OF PRESIDENTIAL SPEECH ABOUT COVID-19 VACCINE:

Name: ____________________________________________________ Track/Strand: _______________

Name: ____________________________________________________ Track/Strand: _______________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

MODULE IN ORAL COMMUNICATION

SPEECH ACT IN SPEECH WRITING

Example: Please close the door.

Example: “I will come to your home tonight”.

Name: ____________________________________________________ Track/Strand: _______________

Name: ____________________________________________________ Track/Strand: _______________

Name: ____________________________________________________ Track/Strand: _______________

COMPLETE THE FOLLOWING TASKS

YOUR TURN: PRACTICE EXERCISE 1:

Name: ____________________________________________________ Track/Strand: _______________

Name: ____________________________________________________ Track/Strand: _______________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

MODULE IN ORAL COMMUNICATION

COMMUNICATIVE STRATEGY IN SPEECH

Communicative Strategies Examples

Name: ____________________________________________________ Track/Strand: _______________

conversations. For example, in meetings, you

Name: ____________________________________________________ Track/Strand: _______________

Abby: I took something earlier.

PRACTICE 1: EXPRESSING JOY AT SOMEONE'S SUCCESS

Name: ____________________________________________________ Track/Strand: _______________

mall. Kim: Thanks. I found these new shoes earlier at

Kim: I absolutely love what you're wearing today.

Name: ____________________________________________________ Track/Strand: _______________

Study this example for your reference: Borrowing Money

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Name: ______________________________________ Track/Strand: _

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Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

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Name: ______________________________________ Track/Strand: _

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