SHS

Oral Communication
in Context
Semester 1 – Quarter 2 - Module 8:
Communicative Competence
Strategies in Various Speech Situations
Oral Communication – Grade 11
Quarter 2 – Module 8: Communicative Competence Strategies in Various Speech
Situations

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Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writers: Amorafil S. Bales

Roy S. Capangpangan

Editors: Nida D. Bernaldez

Joseph F. Lopez
Ria Charo R. Morato
Cherry Braga-Azor, PhD
Carlita L. Briones
Content Guide
These are the different parts of the module that learners need to know about them.
Reviewers: Nida D. Bernaldez
Iriga City Division (headed by Dr. Claudia Marilou S. Marpuri)
Rationale
It provides a brief introduction regarding what learners will learn and discover in
Illustrator: Albert B. Belir the module.

Layout Artist: Alexis I. Piñgol

 Try-Out
This is a short quiz that tests learner's previous ideas about the skills to be learned
in the module.

Look Back
This provides an activity for learners to strengthen the skill learned from the
previous module.

Building Your Vocabulary

This part unlocks the meaning of difficult words encountered in the texts or
discussions that follow.

Study These
These provide mini-lessons or inputs about a concept or content.
These also include questions, activities, and exercises that will help learners
discover and understand the lessons presented.

Enrichment Activities
It contains additional activities and exercises for the different lessons discussed in
the module.

Generalization
This can be a question, fill in the blank sentence/paragraph to process what is
learned from the lessons.

Application
An activity that will transfer skills/knowledge gained or learned into real-life
concerns/situations.

Assessment
This is a ten-item test that evaluates learners' mastery of all the skills discussed in
the module.

Enrichment / Additional Task

It is an activity in any form that can increase/strengthen learners' responses and
tends to let them repeat actions or learning.

Answer Key
This lists all the correct answers and helps the learners check their answers.

Remember to only look on this page if the module tells you to do so.
 Oral Communication in Context

COMMUNICATIVE COMPETENCE STRATEGIES IN

VARIOUS SPEECH SITUATIONS

MELC S1 Q2. Explains that a shift in speech context, speech style,

speech act, and communicative strategies affects the following:
• Language form
• Duration of interaction
• Relationship of speaker
• Role and responsibilities of speaker
• Message
• Delivery

2nd Quarter, Module 8

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 RATIONALE Introduction

In today’s highly globalized world, it is

important for you, as a 21st-century
learner, to develop your communicative
competence at an early age in order to
succeed in life. Put merely;
communicative competence refers to
“your knowledge and understanding of
how communication works and your
ability to use communication effectively
(Spitzberg & Cupach, 1989, 2002 as
cited in The Essentials of Human
Communication, (n.d) p. 19).

Communicating more clearly and effectively does not come easy as it requires
you to learn some important skills. Given that oral communication is applied in all
aspects of life, you also need to understand that communication does not take place
in a vacuum. It is always influenced by the context in which it operates.

So, if you want to develop your communicative competence, you must be

conscious of the changes that take place when speech situations vary. This will
enable you to gain control over the communicative strategies that you need to adopt
in various situations.

You also need to understand that a sudden shift in communicative strategy in a

conversation can affect the quality of interaction, the speaker-audience relationship,
the role and responsibilities of the speaker as well as the message, and the delivery
(Sipacio, P. J., & Balgos, A. R. (2016). To be able to do this, you need to
understand the speech context, style, and act, and develop the “ability to think
critically about the speech situations you face and the options for communicating
that you have available” (Devito, 2014).

Once you gain a thorough understanding of the effects that take place when
there is a shift in speech situations, you will be a step closer to becoming an
effective communicator.

This module provides various activities and discussions for you to:
✔ Explain how a shift in speech context, speech styles, speech act, and
communication strategy affects language form; duration of interaction;
the relationship of the speaker; role and responsibilities of the speaker;
message; and delivery;
✔ Apply appropriate communication strategies to various speech
situations;

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 TRY-OUT Pre-test

Before you embark on yet another learning adventure, please

try to answer first the task below. This task will give you a sneak
peek of what you will learn throughout this module. Make sure to
finish this task. Let us get you started.

Activity 1. Agree or Disagree

Read the statements in the table and check the column that corresponds to
your response.

AGREE DISAGREE STATEMENT

1) Shifting the speech context does not affect the
content and how a message will be delivered.
2) *Communicative competence requires an
understanding of speech context, speech style, speech
act, and communicative strategy.
3) The manner of delivery depends on the context
where communication takes place.
4) One needs to be sensitive to the shift changes in
various speech situations to be able to communicate
effectively.
5) Different contexts, perspectives, and situations
affect meaning and messaging
6) The message refers to the content delivered during
communicative situations
7) Selecting the appropriate communicative strategies
in a given speech situation is a skill that must be
learned.
8). A listener-centered approach means knowing the
context of the speaker.
9). Paralanguage refers to the verbal cues that we use
to convey a message.
10). The role and responsibilities of the speaker remain
consistent even if there is a shift in communicative
strategies.

Source:
*Lifted from: Llego, Mark Anthony, (n.d.), Lesson plan in Oral Communication in context with
GAD integration.Teacherph, Retrieved June 20, 2020, https://www.teacherph.com/lesson-
plan-in-oral-communication-in-context-with-gad-integration-quarter-1-week-7/.

Score: 3-5-Amazing! You studied very well!

2-below- There is still room for improvement. You can do this.

Congratulations! You are done with the Pre-Test! Are you now ready for
another learning adventure? Let us now discover our lesson.

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 LOOK BACK Lesson Proper

Can you still recall your previous lessons on various speech

situations such as speech context, speech styles, speech act, as well
as communicative strategies? Let us find out how well you remember
them by answering the task below.

Activity 2. Modified True or False

Read the statements carefully and write TRUE if the statement is correct
and FALSE if it is incorrect. If the statement is false, underline the word or group of
words that makes it wrong, and write the correct answer on the space provided (3
points each).
1. ________________There are three types of speech context.
2. ________________Interpersonal communication refers to communication
that centers on one person, where the speaker acts as both sender and
receiver of message.
3. ________________Formal refers to the speech style that is private, which
occurs between or among close family members or individuals.
4. ________________Speech styles are group of utterances with a single
interactional function.
5. ________________Nomination is a type of communicative strategy that
pertains to the process by which people decide who takes the conversational
floor.

How did you fare in that activity? Why do you need to be familiar with these
concepts?

BUILDING YOUR VOCABULARY

Hi! Welcome to the world of vocabulary. For this activity, you

will read an excerpt from a sample job interview script. However,
before we proceed, let us first define some of the difficult words that
you will encounter in the text.

Activity 3. Matching Type: Match the definition with the correct vocabulary word.

entry-level actively and personally involved in

something
Overwhelm learning more things in less time
hands-on the lowest level of an organization, type
of work, and others
fast learner the amount of work to be done
Workload give a person too much of something

How did you fare in this activity? How were you able to recognize the
meaning of the words mentioned above?

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Score: 3-5 - Amazing! You have excellent vocabulary skills!
2-below - It is okay! You just need more practice to enhance your vocabulary.

Now, I think you are ready to read and make sense of this excerpt from a job
interview script. You can also check your dictionary if you encounter some words
which are still unfamiliar to you as you read the selection.

STUDY THESE

What is your dream job? Why do you consider this as your

ideal career in the future? What do you think are the things that you
have to do to accomplish your dream?
The script that you will read today is an excerpt from a job
interview. Let us see how the applicant handled his interview conducted by the
Human Resource (HR) manager
.

Activity 4. Time to Read

Interviewer: Welcome to ABC Controls, David. I am Tom H.

Interviewee: Hello, it's nice to meet you.

Interviewer: First of all, let me introduce myself. I am the manager of our engineering
department here, and we have an open position, so we have been
interviewing applicants to fill the position as quickly as possible.

Interviewee: Yes, Sir, I read about the position on your website, and I think I am a good
fit. What are the essential qualifications required for the position?

Interviewer: This is an entry-level engineering position; we do provide a lot of training

here. But we do require that you have at least a bachelor’s degree in
computer engineering. Previous experience in the field is a plus.

Interviewee: What kind of experience would you count as a work in the field?

Interviewer: Even though we provide training, it would be great if you had some hands-
on programming experience, knowledge of database systems, or skills in
developing applications.

Interviewee: My final school project was actually developing a mobile application, so I

am fairly competent in developing mobile and web applications.

Interviewer: That's good to hear which school did you graduate from?

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Interviewee: I was a student at DEF University, and I graduated with a bachelor's
degree in computer science. I worked as a computer lab tutor in school for
about two years.

Interviewer: What are you looking for in a job?

Interviewee: The job should definitely help me grow in my career. I will be happy to learn
and grow as I work in a passionate company like yours.

Interviewer: You are right. There is plenty of room for advancement in our company.
What are your strengths? Why should I hire you?

Interviewee: I am a diligent person and a fast learner. I am very eager to learn. My

friends also find me very easy to work with.

Interviewer: Very well. Now, do you mind working overtime?

Interviewee: No, I do not.

Interviewer: Because sometimes, we get overwhelmed with a heavy workload.

Interviewee: I understand that's the nature of the job. When I was going to school, I took
quite a few courses each semester while working at least twenty hours
every week. Moreover, I handled that situation very well.

Interviewer: Do you have any questions for me?

Interviewee: No, I think I have a pretty good understanding of the requirements. I

believe that I can handle it with ease, and the fact that you provide all the
training sounds excellent. I hope to have the opportunity to work for you.

Interviewer: David, It is nice to meet you. I can tell you that you are a good candidate.
Expect to hear from us within a week or so about the job.

Interviewee: Nice meeting you too. Thank you for your time.

Interviewer: Thank you for coming.

Source:
Dialogue examples-10 job interview. (n.d.), GrammmarBank.com. Retrieved June 21, 2020,
https://www.grammarbank.com/dialogue-examples-job-interview.html.

Are you done? Good.

If you still need time to reread this interview script, feel free to do
so. But if you think that you are now ready to move on to your next
task, please follow the instructions for the next activity.

Activity 5. Comprehension Check

Please answer the questions below to test how much you understood the
interview script. Should you feel the need, you can always go back and read the

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important details or information that you might have missed out.

1. Who started the interview? How did the interview go?

_________________________________________________________
2. In your own opinion, is the applicant qualified for the position he is applying
for? Defend your answer.
_______________________________________________________
3. What were the limitations of the questions being asked?
_____________________________________________________
4. How did the applicant respond to the questions?
_______________________________________________________
5. What were the aspects considered by the applicant in answering the
questions?

Source:
Aniceto, Roselle. G. & Belleza, Maribel. (2019, February 02). Oral Communication in Context. Lesson
Outline. Retrieved from https://peac.org.ph/wp-content/uploads/2019/04/Oral-Comm-TG2_GR11_1st-
Sem.pdf

Score: 5-8 - Well done! Your memory is impressive as you were able to recall
your previous lessons and apply them in the given text.
4-below - It is fine. You may need some time to refresh your memory once
more.

Which question is difficult for you to answer? Why?

Now, consider this. Using the given interview script as a reference, do you
think there would be a change in the dialogue between the HR manager and the
applicant if there is a shift in speech situations such as the speech context, speech
style, and speech act as well as communicative strategies? Would it affect the way
both the employer and applicant deliver their message? Would their communication
strategies also change to adapt to the shift in speech situations?

Activity 5.2. Learning Notes

This part of the module will walk you through the effects on the
role and responsibilities of the speaker, message, and delivery when
there is a shift in speech context, speech style, speech act, and
communicative strategy.
As a speaker, you need to understand that speech situations greatly influence
your words and behavior as it shapes what you say and how you say it. That is your
role as a speaker. The message, your manner of delivery, and your communicative
strategies will vary depending on the specific speech situation that you are in.
Hence, you need to develop your communicative competence to effectively “select
and implement the best choices for communicating and to read and adjust to the
ongoing feedback that you receive from your own messages, and that guide the
choices you make in selecting future messages” (Essentials of Human
Communication, n.d, p. 19).

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Effects of a Shift in Speech Context, Speech Style, Speech Act and
Communicative Strategies on the Language Form

Bloom and Lahey (1978) divide language into three separate but overlapping
components: content, form, and use. The diagram below represents knowledge of
the language and successful integration of content, form, and use to understand and
transmit messages.

In general, form refers to the

shape and structure of something. It
can also mean the organization,
placement, and relationship between
things. As such, language form refers
to the so-called surface features of the
language and how these are arranged.
The rules that govern how particular
language features are arranged are the
grammar of the language.
Language form can be divided
into at least three categories (Lahey,
1988: morphology, syntax, and
phonology).

Effects of a Shift in Speech Context, Speech Style, Speech Act and

Communicative Strategies on the Duration of Interaction

Merriam Webster dictionary defined duration as the time during which

something exists or lasts while interaction means mutual or reciprocal action or
influence. Hence, duration of interaction means the extent, length, or time from
which the communication acted upon by two or more parties.
The interaction may happen physically, virtually, or in long-distance
communication.
The duration of interaction for each engagement depends primarily on where
the context happens, what type of speech style and speech act is used, and how
communicators conveyed and exchanged the message.

Effects of a Shift in Speech Context, Speech Style, Speech Act and

Communicative Strategies on the Relationship of Speaker

The speaker is one of the key elements of the basic speech communication
model. Speech communication, in its simplest form, consists of a sender, a
message, and a recipient. The speaker and sender are synonymous. The speaker is
the initiator of communication. Effective speakers are those who can most clearly
deliver their message to their recipients.

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Effects of a Shift in Speech Context, Speech Style, Speech Act and
Communicative Strategies on the Role and Responsibilities of the Speaker
The setting in which communication takes place affects how a speaker
constructs and interprets messages (Littlejohn & Foss, 2011). When there is a shift
speech situations, it adds more weight to the role and responsibility of the speaker
because as the number of participants and the level of formality in the interactions
increase, the speaker is expected to adjust his/her communicative strategies to
appropriately respond to the listener's needs and interests (Littlejohn & Foss, 2011).
That is why the speaker must be aware of the various types of speech context,
speech style, and speech act, so he/she can select what to use in a given speech
situation.
In most cases, a shift in speech situations requires the speaker to take a listener-
centered approach and adapt his/her message to the interest, level of
understanding, attitudes, beliefs, expectations, and norms of the audience
(https://www.comm.pitt.edu/oral-comm-lab/audience-analysis).
In the case of a shift from intrapersonal to interpersonal context, for example, the
speaker must recognize that as the size of the participants in an interaction
increases, he/she assumes more responsibility to recognize the verbal and non-
verbal cues that the audience exhibits and respond appropriately to the given
feedback. Further, he/she must also adopt various communicative strategies to
reduce the impact of communication barriers in order to get his/her message across
clearly.
Whether it be dyad, small group or public communication, the speaker also bears
the responsibility to recognize that he/she is also expected to take the role of an
active listener in order to accommodate the views of other participants in the
communication process (University of Pittsburgh, n. d. Retrieved June 20, 2020,
https://www.comm.pitt.edu/oral-comm-lab/audience-analysis)
Consequently, when there is a shift in the form of language characterized by the
level of formality used in interactions, it is also the responsibility of the speaker to be
flexible and consider the language of the person he/she is interacting to match their
pattern of speaking.
When it comes to speech acts, the speaker is also expected to be sensitive to
the context, condition, and situation to ensure that his/ her listener understands the
intended meaning he/she wants to convey. Given that the success of a speech act
depends greatly on the ability of the audience to identify the attitude being
expressed in accordance with the speaker’s intention the speaker must, therefore,
develop a sense of communicative competence to be able to understand language
and its speech acts (Sipacio, P. J., & Balgos, A. R. (2016) to avoid communication
breakdown.
Similarly, when there is a sudden shift in the communicative strategies used in
an interaction, it also affects the speaker's role and responsibilities. In the case of a
shift from nomination to turn-taking, for example, the speaker is required to assume
both roles as a speaker and a listener simultaneously to adjust to this change. It is,
therefore, his or her responsibility to acknowledge others and not merely hog the
conversation.
When there is a shift in speech context, style, and act, effective speakers know
that it is their responsibility to adopt appropriate communicative strategies in order to
adjust to the situation and be able to communicate effectively. When the speaker is
conscious of a variety of communicative strategies and skillful in his /her selection,
he/she can exercise more control over the shift in speech situations.

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Effects of a Shift in Speech Context, Speech Style, Speech Act, and
Communicative Strategies on Message.

The message that the speaker delivers is not only limited to the words he/she
says but also by how he/she says them. It is important to note, however, that the
meaning of any verbal or nonverbal message is largely dependent on the situation
in which the interaction takes place. Thus, “the same words or behaviors may have
totally different meanings when they occur in different contexts” (Devito, 2014, p. 7).
A skilled and effective speaker knows that a shift in speech situations demands
that he/she also adjusts the way he/she crafts his/her message. Hence, a speaker
must understand that while the message might be the same, there is a need to
phrase his/her message differently depending on who the person he/she is
interacting with and the context that they are in (Sipacio, P. J., & Balgos, A. R.,
2016). It is, therefore, the responsibility of the speaker to tailor his/her message,
bearing in mind the listener, occasion, and purpose of why he/she is
communicating.
In the case of a shift in speech context and style—from dyad and casual to public
and formal style, for example, the speaker’s language and paralanguage such as
intonation, pitch and speed of speaking, gesture, and facial expression must also
adjust to fit the situation. Given that the shift in the context and style demands a
degree of formality, the speaker must adapt by sticking to a clear structure, varying
his tone and gestures, and working the audience to keep their attention. Similarly,
the speaker must also adapt his message to the listener’s context so that the latter
can grasp the messages of utterances.
When there is a sudden shift in communicative strategies, the speaker must
likewise adjust his verbal and non-verbal cues to adapt to the change. A shift from
nomination to termination, for example, will require the speaker to use the
appropriate expressions to guide the listener in understanding the message.
To conclude, communication will only be successful when both the speaker and
receiver understand the key message being put across. As the source of
information, the speaker must be conscious enough to determine what
communicative strategies he/she needs to adopt in a given situation.

Effects of a Shift in Speech Context, Speech Style, Speech Act and

Communicative Strategies on Delivery

It is often said that the delivery of the message is just as important as the
message itself, which means, how you say something is as crucial as what you say.
Since in oral communication speakers can use more than words to convey meaning,
it is important to master the skill of adjusting your language and paralanguage
according to the situational contexts in which you are giving a speech.
A shift in speech situations requires a speaker to be conscious of the appropriate
communicative strategies to use to enhance his/her delivery of the content. When
the speech context, style, and act change, for example, the speaker is expected to
adjust his/her choice of words, tone of voice, volume, inflection, pitch gestures,
movements and visual cues such as appearance to get his/her message across.
Developing communicative competence requires an understanding of speech
context, speech style, and speech act (Llego, Mark Anthony, (n.d.). It also requires
conscious knowledge to determine what specific communicative strategies are
needed to be used in different speaking situations.

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 Below is an example of how a shift in speech situations can affect the manner
by which a speaker delivers his/her message.

Speech Context and Language Paralanguage Body

Style Used Used Language
Unstructured
Unstructured
Informal *No
Interpersonal (e.g. *No conscious conscious
talking with a friend) *Can use adjustment on adjustment
contractions, tone, pitch, on gesturesm
Casual or intimate colloquialism inflection to get mannerism to
and slang the message get the
across message
across
Structured Structured
Formal
*Appropriate *Appropriate
Public Speaking use of tone, use of
*Appropriate
pitch, volume, gestures to
use of words
Formal or Frozen inflection to get the
communicate message
clearly across)

Do you now understand the effects of a shift in speech context, speech style,
speech act, and communicative strategy on the role and responsibilities of the
speaker, message, and delivery? Can you now apply these principles in various
speaking situations?
If your answer is No, go back to the discussion and reread it.
If your answer is Yes, you may proceed to the next task.
Good luck!

ENRICHMENT ACTIVITIES

Congratulations! You are now halfway through your learning

adventure. You have learned how a shift in speech context, speech
style, speech act, and communicative strategies affects the role and
responsibilities of the speaker, message, and delivery.
It is time for you to work on a series of tasks which will surely help develop
your skill to respond appropriately to various speech situations.

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Activity 6. Respond Appropriately.
Directions: Encircle the letter that corresponds to the appropriate response to each
situation. Write your answers in your notebooks.

1. Angela: Lisa, are you free this evening?

Lisa: Yes.
Angela: _____________________________ (to invite)

a. How about giving me a treat?

b. I would like to invite you to my house.
c. Please invite me.
d. Have you received my invitation letter?

2. Anne: I think health is more important than wealth.

Ben: _____________________ (to agree)

a. I don’t think so.

b. Are you sure?
c. So do I?
d. I prefer wealth to health.

3. James: May I borrow your bicycle?

Lee: ____________________ (to decline)

a. Can you wait a while?

b. Have I lost my bicycle?
c. I’m sorry I can’t lend it to you.
d. I don’t have a bicycle.

4. Sammy: I’ve collected 300.00 pesos so far.

Mrs. Reyes: Oh, that’s very good. ____________________ (to encourage)

a. How did you do that?

b. What about the others?
c. Keep it up.
d. That’s a lot of money.

5. Father: I’m going to give all of you a big, sumptuous treat.

Sony: _____________________ (to express delight)

a. When?
b. That’s great!
c. What treat?
d. Shall we go now?

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6. Amor: I’m sorry I’m late.
Coach: ______________________ (to warn)

a. Please be early next time.

b. If you’re late again, you’ll be dropped.
c. Why are you late?
d. You can go home now.

7. Sales attendant: Can I help you?

Joyce: I bought this bottle of jam yesterday. ____________ (to complain)

a. I want to return it.

b. There are maggots in it.
c. I want a refund.
d. I want to see your manager.

8. Monique: Why don’t you buy some fireworks?

Sam: _____________________ (to discourage)

a. You’re wasting your money.

b. Definitely not.
c. It depends.
d. Go ahead.

9. Alex: City life is better than country life.

Dick: ___________________ (to disagree)

a. Why do you say that?

b. I don’t think so.
c. Are you sure?
d. I am of the same opinion.

10. Sylvia: Angelina, you have won the first prize.

Angelina: Oh really? ________________________ (to express delight)
a. I could have done better.
b. I’m so happy.
c. When can I get the prize?
d. Are you sure?

11. Andy: I failed my Math test again this month.

Miguel: ______________________ (to advise)

a. You had better go for Math’s tuition.

b. You should have asked me to help you.
c. Try again.
d. Don’t worry.

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 12. Anne: Would you like to play a game of chess?
June: _______________________ (to accept)

a. I’m not free.

b. I’d prefer tennis.
c. I’d love to.
d. It’s boring.

13. Monitor: Who are the boys on duty to clean the classroom today?
__________________________ (to complain)

a. Do your duty now.

b. Come early next time.
c. The floor has not been swept.
d. Don’t let me remind you.

14. Brother: Sis, do you mind if I use your bicycle?

Sister: __________________________ (to give permission)

a. Yes, I do mind.
b. Of course!
c. Not at all.
d. I need it.

15. Son: Dad, I won the first prize in the singing contest.
Father: _________________ (to compliment)

a. When did you take part?

b. I’m glad to hear that.
c. What prize did you get?
d. Well done, son.

(Adapted from English Daily/Language Forms

http://www.englishdaily626.com/language_forms.php?002)

Activity 7. Formal vs. Informal.

Directions: Identify the structure of the following statements, whether Formal or
Informal. Write your answer on the blank provided.

A. Contractions
1. The improvements can’t be introduced due to funding
restrictions.

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 2. The improvements cannot be introduced due to funding
restrictions.
3. The results are not believed to be accurate.
4. I don’t believe that the results are accurate.

5. The research project won’t continue next year.

6. The research project won’t continue next year.

B. Phrasal Verbs

1. The balloon was inflated for the experiment.

2. The balloon was blown up for the experiment.

3. The patient got over his illness.

4. The patient recovered from his illness.

5. The results of the study were confusing.

6. The results of the study were mixed up.

C. Slang/Colloquialisms
1. The mob was very rowdy during the protest against
cuts to university funding.
2. The crowd was very rowdy during the protest against
cuts to university funding.
3. Lectures expect students to use correct grammar and
punctuation in essays.
4. Lectures still count on students to use correct grammar
and punctuation in essays.

5. It was raining cats and dogs.

6. It was raining very heavily.

D. First-Person Pronouns
1. Various research methods were considered for the
study.

2. I considered various research methods for the study.

3. We believe the practice is unsustainable.

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 4. It is believed the practice is unsustainable.
5. During the interview, students were asked about their
experiences.
6. During the interview, I asked the students about their
experiences.

(Adapted from Formal and Informal Language. The University of Technology Sydney.
https://www.uts.edu.au/current-students/support/helps/self-help-resources/grammar/formal-and-
informal-language )

Activity 8. Long or Short Interaction?

Directions: Identify the following situation as short or long. Write Short if the
situation calls for a short interaction, write Long if it is not.

1. Talking to a friend about a family problem

2. Talking to your best friend about your boyfriend or

girlfriend
3. You were talking to your teacher about traffic as an
answer to his/her question.
4. Talking to your classmate about the movie you have
seen
5. Talking to your younger siblings about the economic
crisis

6. Talking to your parent about the summer outing

7. Talking to a reporter about your dreams for the future

8. Talking to your groupmates about the corruption in the
Philippines
9. Talking to your sibling about your crush
10. You are talking to your auntie/uncle about a successful
student in the class.

16
Activity 9. Express Yourself!
Directions: Write possible statements in the thought balloon for the following situations to
show contrast in the speech context, speech style, and speech act .

1. When you meet your friend vs. your teacher along the corridor.

2. When you introduce yourself to your classmate vs. in front of the class

3. When you talk to yourself vs. the guidance coordinator about your problems
.

4. When you deliver a speech to a friend vs. a large crowd.

17
 5. When you explain to your sister vs. your parents why you can’t graduate on
time.

Wow! You have made it this far! Way to go! To better hone your skill in
responding appropriately to various speech situations, kindly proceed to the next
task.

Activity 10. Analyze Me!

Directions: In this activity, use the communication scenarios above to explain why
your message and manner of delivery vary, even if the idea that you want to get
across is the same in both instances. Discuss also why your communicative
strategies change as there are adjustments in every speech context, speech style,
and speech act. Explain your answer in not less than three sentences.

Source:
Sipacio, P. J., & Balgos, A. R. (2016). Oral communication in context for senior high school. Quezon City:
C & E Publishing, Inc

18
Activity 11. Imagine this!
Directions: Imagine that you are a renowned motivational speaker tasked to deliver
the same message of hope to a dying old man and a group of elementary students.
How do you think your speech would be different, considering the varying contexts?
How would you adjust your communicative strategies in both instances? List down
how this shift in speech situation would affect your roles and responsibilities as a
speaker, your message, and your delivery.

Listener: Dying Old Man Listener: A Group of Elementary

Students
Communicative Strategy to be Used Communicative Strategy to be Used

Effect on the role and responsibilities of Effect on the role and responsibilities of
the speaker the speaker

Effect on Message Effect on Message

Effect on Delivery Effect on Delivery

19
 GENERALIZATION

You are almost done with your first learning journey, so how
did you fare in the tasks so far? Answer the questions below for us to
know if you could still remember what you have learned in the first
part of this learning adventure!

Activity 12. Memory Check!

1) When there is a shift in speech situations, how should you respond bearing in
mind that your role and responsibilities, message and delivery changes in the
face of different contexts?
_____________________________________________________________
___________________________________________________________

2) How does your knowledge of speech context, speech style, speech act, and
communicative strategies contribute to your communicative competence?

_____________________________________________________________
_____________________________________________________________

APPLICATION

Congratulations! You have come this far in your learning

adventure. It is apparent that you have grasped the idea that you
need to be flexible and make adjustments with the way you craft your
message, your manner of delivery, and your roles and responsibilities
when there is a shift in speech situations and communication strategies. Hooray! Let
us now test-out this skill in the real world! Are you ready?

Activity 13. Speech Tasks

The COVID-19 pandemic has caused people to feel anxious and stressed
as they face an uncertain future amid this global health crisis. As a 21st-century
learner, you are in the best position to talk about this because you have first-hand
experience regarding this pandemic. Using your knowledge about the virus, what
information would you craft for each member of your family, bearing in mind their
previous knowledge about the virus? Tailor your approach to each listener. Write at
least five sentences for each member of your family.

20
 Message to My Grandparents Message to My Siblings Regarding the
Regarding the COVID 19 Pandemic COVID-19 Pandemic

Excellent! You really did a great job here! It is clear by now that you have
become skilled at adjusting your messages and manner of delivery to fit the needs
of your varied listeners. Way to go!

ASSESSMENT

Activity 14. Making Sense of a News Report

Directions: Read and understand the news report on Michael Bay, a world-
renowned movie director behind the famous Transformers movie, when he was
invited as a keynote speaker to promote the new curved screens of Samsung. You
can highlight some important details on the news report, then answer the questions
that follow.

Michael Bay Explains His Meltdown at Samsung's CES Show

Director Michael Bay appeared on stage at Samsung's CES press conference

today to help the company promote its new TVs.

But then Bay apparently flubbed his lines, got flustered, and walked off the
stage. It was awkward.

BI's Jim Edwards caught up with Michael Bay following Samsung's press
conference and asked him what went wrong.

"What went wrong?" he asked. "The teleprompter."

He then said he accidentally skipped ahead a line while reading the

teleprompter, but the lines kept scrolling and he lost his place.

21
 Here's what happened from the audience's perspective: Bay walked onstage,
started speaking about creating "worlds," and then just ... stopped. Then he said
something about not being able to see the "monitor," apparently referring to the
teleprompter.

Bay apologized and then simply left the stage. Samsung exec Joe Stinziano
tried to coax Bay into ad-libbing about how a curved TV might make movies better,
but Bay just was not game.

Source: Kovach, Steve & Edwards, Jim (2014, 07 January). Michael Bay Explains His Meltdown
At Samsung's CES Show. Business Insider. Retrieved, June 20, 2020 from
https://www.businessinsider.com/michael-bay-explains-samsung-meltdown-2014-1

1) What is the news article all about?

__________________________________________________________________

2) What happened to Director Michael Bay during his presentation?

__________________________________________________________________

3) What was the reason for his meltdown?

__________________________________________________________________

4) Do you think this could have been prevented? Using your knowledge on
communicative strategies, what adjustments would you recommend for the
speaker?
__________________________________________________________________

5) Do you think the outcome of this event would be different if the speech occurred
in another context? Why?
_________________________________________________________________
6) What important lessons can you learn from his experience?
__________________________________________________________________

You’re done? Excellent!

Score: 5-7 - You are amazing!

4-below - It's okay. You may reread the text to understand it better.

Now that you are done with this module, I hope you acquired the skills on
how to adjust your role and responsibilities as a speaker, your message and your
delivery depending on the different communication situations that you are in.
May you apply this knowledge in your everyday interactions to further hone
your communicative competence.

22
 APPLY YOUR KNOWLEDGE Post-test

Activity 15. Pair Activity.

Directions: Look for a partner. Think of three scenes from a movie or a TV show
where various communicative strategies were employed in one conversation. Watch
the scenes and evaluate the effect of the strategy applied to the conversation and to
the characters.

List your evaluations in the table below.

Movie Communicative
Effect on the Effect on the
(Scene and context; strategy
conversation characters
characters applied

Source:
Sipacio, Philippe. John, F., & Balgos, Anne Richie G. (2016). Oral communication in context for
senior high school. Quezon City: C & E Publishing, Inc.)

Congratulations! You completed your learning adventure! Good luck with

your next learning journey!

NOTE TO SELF Assignment

If you were to advise yourself on how to develop your

communicative competence, what will you recommend to improve the
way you craft your message and manner of delivery when there is a
sudden shift in contexts?

23
 Supplementary Readings
1. https://www.pearsonhighered.com/assets/samplechapter/0/2/0/5/0205940889.pdf
2. https://www.pearsonhighered.com/assets/preface/0/1/3/4/0134624440.pdf

REFERENCES

1. Aniceto, Roselle. G., & Belleza, Maribel. (2019, February 02). Oral
Communication in Context. Lesson Outline. Retrieved from
https://peac.org.ph/wp-content/uploads/2019/04/Oral-Comm-TG2_GR11_1st-
Sem.pdf
2. University of Pittsburgh. Department of Communication (n.d). Audience
Analysis. Retrieved June 202, 2020, https://www.comm.pitt.edu/oral-comm-
lab/audience-analysis).
3. Dialogue examples-10 job interview. (n.d.), GrammmarBank.com. Retrieved
June 21, 2020, https://www.grammarbank.com/dialogue-examples-job-
interview.html.
4. Bloom, L. and Lahey, M. (1978) Language Development and Language
Disorders New York: Wiley.
5. Kovach, Steve & Edwards, Jim (2014, 07 January). Michael Bay Explains His
Meltdown At Samsung's CES Show. Business Insider. Retrieved June 20,
2020, https://www.businessinsider.com/michael-bay-explains-samsung-
meltdown-2014-1
6. Lahey, M. (1988) ‘What is language?’ In Language Disorders and Language
Development London: Collier Macmillan.
7. Littlejohn, Stephen W., and Karen A. Foss. 2008. Theories of human
communication. Belmont, CA: Thomson/Wadsworth.
8. Lumen Learning. Boundless Communication. Elements of Speech
Communication. Retrieved from:
https://courses.lumenlearning.com/boundless-
communications/chapter/elements-of-speech-
communication/#:~:text=Speech%20communication%2C%20in%20its%20si
mplest,speaker%20and%20sender%20are%20synonymous.&text=Effective
%20speakers%20are%20those%20who,their%20message%20to%20their%2
0recipients.
9. Sipacio, Philippe. John, F., & Balgos, Anne Richie G. (2016). Oral
communication in context for senior high school. Quezon City: C & E
Publishing, Inc.
10. The Essentials of Human Communication. (n.d.), My Communication Lab.
Retrieved, June 22, 2020,
https://www.pearsonhighered.com/assets/samplechapter/0/2/0/5/0205930662
.pdf
11. Williamson, Graham. Language Form, https://www.sltinfo.com/language-
form/ Date accessed: June 17, 2020

24
25
Activity 1. Agree or Disagree
1. Disagree
2. Agree
3. Agree
4. Agree
5. Agree
6. Agree
7. Agree
8. Disagree
9. Disagree
10. Disagree
Activity 2. Modified True or False
1. F, 2, 3
2. F, Interpersonal, Intrapersonal
3. F, Formal, Intimate
5. F, Speech Styles, Speech Act
6. F, Nomination, Turn-taking
Activity 3. Building Your Vocabulary
1. entry-level- the lowest level of an organization, type of work, etc
2. overwhelm- give a person too much of something
3. hands-on- actively and personally involved in something
4. fast learner- learning more things in less time
5. Workload- the amount of work to be done
Activity 4. Comprehension Check
Tom started the interview. He is the manager of the engineering department of ABC Controls.
The interview went smoothly because of the healthy interaction between the interviewer and
interviewee.
The answer may vary (Most likely answer: He is qualified because his personal and academic
background suits the job that he is applying for).
The answer may vary (Most likely answer: The questions were limited to the applicant's
personal and academic background)
The answer may vary. (Most likely answer: The applicant responded well to the questions by
sticking to the topic and using appropriate communicative strategies)
The answer may vary. (Most likely answer: In answering the questions, the applicant
considered the aspects of speech context, speech act, speech style and communicative strategies
to be able to respond appropriately to the given situation)
Activity 5. Express Yourself
Answers may vary.
Answer may vary
Answer may vary
Answer may vary
Answer may vary
Answer Key
26
Activity 6. Respond Appropriately
1. b 9. b
2. c 10. b
3. c 11. a
4. c 12. c
5. b 13. c
6. b 14. c
7. b 15. d
8. a
Activity 7. Formal vs. Informal
Contractions Phrasal Verbs
1. Informal 1. Formal
2. Formal 2. Informal
3. Formal 3. Informal
4. Informal 4. Formal
5. Informal 5. Formal
6. Formal 6. Informal
Slang/Colloquialisms First Person Pronouns
1. Informal 1. Formal
2. Formal 2. Informal
3. Formal 3. Informal
4. Informal 4. Formal
5. Informal 5. Formal
6. Formal 6. Informal
Activity 8. Long or Short?
1. Long 6. Short/Long
2. Long 7. Short
3. Short 8. Long/Short
4. Long 9. Long
5. Long 10. Long
Activity 9. Analyze Me!
Answers may vary.
Activity 10. Imagine This!
Answers may vary.
Activity 11. Memory Check
Answers may vary.
27
Activity 12. Making Sense of a News Report
The answer may vary (Most likely answer: The news report is about Michael
Bay's meltdown during his speech for the Samsung press conference.
The answer may vary (Most likely answer: He had a communication
breakdown, so he was not able to deliver his speech)
The answer may vary (During the presentation, he had a problem with the
teleprompter, making it hard for him to get his message across, so he just walked
out of the speaking engagement.
The answer may vary (This could have been prevented if he simply
adjusted his communicative strategies. I would recommend that he acknowledge
the help of Samsung exec Joe Stinziano to help him get back on track. He can use
turn-taking as a communicative strategy)
The answer may vary (Yes, the account of this event could be different
because if it happened in a dyad, intimate or casual context, Michael Bay can just
simply laugh it off and try to finish his speech).
The answer may vary (I need to prepare for any speaking situation, and I
need to be flexible and adapt to the context of communication that I am in)
Activity 13. Post Test: Apply Your Knowledge
Answers may vary.