01 TVL 11 Pasay Oc Q2 W4

SCHOOLS DIVISION OF PASAY CITY
MODULES
IN GRADE 11
ACADEMIC TRACK - TVL
QUARTER 2 - WEEK 4
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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-W4-01
Name: ____________________________________________________ Track/Strand: _______________

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

MODULE IN ORAL COMMUNICATION

SECOND QUARTER / Week 4 / Day 1
ESSENTIAL LEARNING OBJECTIVE: Choose a scenario where shift in speech context affects;
Language Form, Duration of Interaction, Relationship of speaker, Role and Responsibilities of the
speaker, Message, and Delivery.
TODAY’SLESSON
Strategiesin Various Speech Situations

WHAT I NEED TO KNOW
You may ask yourself when you will ever need to give a speech. Maybe you might have to at a
wedding, or as part of a class project, but those might be all the situations you could envision.
Most, if not all, professions have national associations, or business meetings, or require
presentations to be made for clients, and each of these different scenarios requires public speaking skills.
In fact, today, media has expanded the potential venues through which you might deliver a speech or
presentation.
Speech situation refers to an instance of communication having as prerequisites a speaker, an utterance,

and a hearer who interprets the utterance.
When we speak, our words do not have meaning in and of themselves. They are very much affected by the
situation, the speaker and the listener. Thus words alone do not have a simple fixed meaning.
Definitely, we have different kinds of conversation in a single day. We discuss different topics depending
on the person or people we are talking to. We also employ various styles of language in different occasions.
It is a fact that we communicate differently in different speech contexts or situations.
On today’s Module we will be dealing with the strategies needed in various speech situations.
WHAT IS IT
Key Terms
• Speech Context: refers to the setting in which communication situation takes place.
o Speech Style: are patterns of speaking characterized by distinctive pronunciation,
vocabulary, intent, participants, and grammatical structures.
o Speech Act: an utterance considered as an action, particularly with regard to its
intention, purpose, or effect.
o Communicative Strategy: strategies that learners use to overcome these problems in
order to convey their intended meaning.
TYPES OF SPEECH CONTEXT
INTRAPERSONAL – communication centers on one person where the speakers act both as the sender and
the receiver.
Example:
❖ 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 Thesis, 2013:
❖ "inter"- highlights how interpersonal communication connects people.
❖ "personal- unique qualities as a personal matter during interpersonal communication
TYPES OF INTERPERSONAL COMMUNICATION

DYAD COMMUNICATIONS Occurs between two people
Example:
❖ You offered feedback on speech performance of your classmate
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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.
PUBLIC – Type of communication requires you to deliver or send the message before or in front of a group.
Example:
❖ 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.
TYPES OF SPEECH STYLE
FROZEN
❖ It is the most formal communicative style that is usually used during respectful events and
ceremonies. It also used when one shows hesitation, disinterest or prejudice. Frozen speech is used
generally in a very formal setting, does not require any feedback from the audience, most formal
communicative style for respectful situations.
EXAMPLE:
❖ Pledges, anthems, marriage ceremonies, laws, etc.
INTIMATE
❖ For very close relationships like couples, family, and best friends. It is also used for self -addressed
questions or self-talk, etc. Intimate speech is used in conversation between people who are very
close and know each other quite well because they have the maximum of shared background
information.
EXAMPLES:
❖ Couple talking about their future plans, family sharing ideas, very close friends sharing secrets.
FORMAL
❖ Formal speeches are straightforward speeches. In this speech style, the speaker avoids using slang
terminologies, what the speaker says is something that has been prepared beforehand, its complex
sentence and noun phrases are well structured, logically sequenced and strongly coherent.
EXAMPLES:
❖ Announcements, SONA, welcome addresses, etc.
CASUAL
❖ This is an informal communication between groups and peers. Casual style is used in conversation
between friends and insiders who have something to share and have shared background
information but don’t have close relations.
EXAMPLES:
❖ phone calls, everyday conversation with friends, chats, etc.
CONSULTATIVE
❖ This is used in semi-formal communication, sentences end to be shorter and spontaneous, the
speaker does not usually plan what he/she wants to say, most operational among others.
EXAMPLES:
❖ regular classroom discussions, doctor-patient, etc.
Types of Speech Acts
❖ Representatives: assertions, statements, claims, hypotheses, descriptions, suggestions.
❖ Commissives: promises, oaths, pledges, threats, vows.
❖ Directives: commands, requests, challenges, invitations, orders, summons, entreaties, dares.
❖ Declarations: blessings, firings, baptisms, arrests, marrying, juridial speech acts such as
sentencings, declaring a mistrial, declaring s.o.out of order, etc.
❖ Expressives: Speech acts that make assessments of psychological states or attitudes: greetings,
apologies, congratulations, condolences, thanksgivings.
Communicative Strategy
Restriction: refers to controlled conversation, speech, or communication.
Example
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❖ Class report on a certain topic, and you are the presenter.

Nomination: refers to topic establishment.
Example
❖ "What did you like about today's activity?"
Topic Control: refers to acceptance or development of a certain topic.
Example
❖ "We need to work together for this project. William, you're good in making good visuals, yes? Are
you interested to do it for us? "
Topic Shifting: refers to introduction of a new topic in connection to the current topic.
Example
❖ "Speaking of summer, do you even feel how hot it is outside?"
Turn-taking: refers to turn-based communication.
Example
❖ "Please hear me out, I need to tell you something"
Termination: refers to the initiation of an end to a conversation.
Example
❖ "Yup, got it. I'll meet you there, bye!"
❖ "That's it for today's topic, I'll see you next week."
Repair: refers to the assessment of a speaker in addressing a conflict within the communication and
addressing the situation.
Example
❖ "We should take this moment as learning opportunity. Let's take a note regarding this matter."
❖ "I'm sorry, could you repeat your question please? I didn't hear it quite clearly. Thanks"
GENERALIZATION
In the social context of interaction, it is very important to use different strategies suited for the
speech situation. Factors to consider are the audience, occasion, place and the purpose that’s
gives impact to the Language Form, Duration of Interaction, Relationship of speaker, Role and
Responsibilities of the speaker, Message, and Delivery.
WHAT I CAN DO!

Collaboratively Learning Skills: Presenting personal ideasoutput and working togetherwithfamilymembers.
DIRECTIONS: Choose a partner among your family member. Among the given scenarios,
choose three scenarios where shift in speech context affects; Language Form, Duration of Interaction,
Relationship of speaker, 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.
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.
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1. David Foster Wallace, 2005 Kenyon Graduation Speech

“There are these two young fish swimming along and they happen to meet an older fish swimming the
other way, who nods at them and says “Morning, boys. How’s the water?” And the two young fish swim
on for a bit, and then eventually one of them looks over at the other and goes “What the hell is water?”
In this commencement address, Wallace reminds us that we often forget, or take for granted, the most
obvious things around us. He acknowledges it’s difficult to stay aware of what’s happening in the
world, especially when you’re too busy dealing with the monologue inside your head.
2. A Dialogue between Two Friends about Preparation for the Examination

That’s what a college education is about, according to him. It’s learning how to think, exercising some degree of
Marco: Hello
control over friend,
your howso
thoughts do you
you cando?
choose what to pay attention to.
Loreen: I am fine, thank you. Why are you looking so sad?
Marco: Actually I am worried about my final examination What about your preparation for the
Our thoughts affect our realities, and the ability to choose how you “construct meaning from experience” will
examination?
determine the lenses from which you see the world and how you react in return.
Loreen: Well, I’m going on well my studies. I am also worried about my exam.
Marco: But tell me about your preparation in different subjects.
Loreen: You know I’m weak in English. That’s why, I’m taking special care in English. I’m having a
detailed revision in other subjects.
Marco: Are you taking help from any special books?
Loreen: Yes, but I study text books very carefully.
Marco: I see. I must start working with the text books. What do you think?
Loreen: Yes. I think it’ll be very helpful not only for English but also for other subjects.
Marco: Thank you for your supportive suggestion. I wish you good luck.
Loreen: You are most welcome.
3. Duterte thanks frontliners: Your heroism will not be forgotten
“As always, I give my sincerest gratitude to all those who are fighting in the frontlines: Our doctors,
nurses, allied health professionals, police, soldiers, civil servants and everyone performing essential
services in the private sector,” President Duterte told the frontliners in his address to the nation
Monday.“I assure you that your efforts will be rewarded. Your heroism will not be forgotten. Saludo
kami sa inyo.”
The President also thanked local government units (LGUs) for doing their best in containing the spread
of the virus in their respective jurisdictions. He commended them for employing innovative initiatives
to address the needs of their constituents. “Rest assured that the national government is behind you
as we safeguard the welfare of our people in your communities,” he said, as he highlighted the
importance of cooperation during times of emergencies.
4. A mother learned that her son failed in most of his subjects.
Mother: Hey, Caleb, How’s school?

Caleb: It’s fine mom, I’m doing great!
Mother: Oh really?
Caleb: Yes, mom! I’m getting high grades that’s why I can hang out with friend by the weekends.
Mother: I just received your report and….I’m quit disappointed!
Caleb: Oh Mom, you know what Tita Helen said she’s coming over for Dinner, let’s prepare her favorite
food now.
Mother: Oh, I have to cook now.
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PRACTICE EXERCISE 1
Chosen scenario: _________________________________________________________________________________
Language Form: __________________________________________________________________________________

Duration of interaction: __________________________________________________________________________
Relationship of speaker: __________________________________________________________________________
Role and responsibilities of the speaker: _________________________________________________________
Message and delivery: ____________________________________________________________________________
PRACTICE EXERCISE 2
Chosen scenario: _________________________________________________________________________________
Language Form: __________________________________________________________________________________

PRACTICE EXERCISE 3
Chosen scenario: _________________________________________________________________________________
Language Form: __________________________________________________________________________________

EVALUATION:
Collaboratively, CreativityandCommunicationlearningskills: creatingapresentationusing creativeskills.
DIRECTIONS: Answer and discuss the following questions based on your answers
on the previous activities.
1.How are the speech context and language form, duration of interaction, relationship of speaker,
message, and delivery related with each other? Explain.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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. Is it important to use different strategies in various situation? Why or why not?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
You have completed this module!

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/
CELIA QUILANG CALAYAN

PASAY CITY SOUTH HIGH SCHOOL
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ESSENTIAL LEARNING OBJECTIVE : Outline a scenario when a shift in speech context, speech
style, and speech act and communicative strategy affects; Language Form, Duration of Interaction,
Relationship of the speaker, Role and Responsibilities of the speaker, Message, and Delivery .
TODAY’SLESSON
STRATEGIES INVARIOUS SPEECHSITUATIONS

WHAT I NEED TO KNOW
Speech context, speech style, speech act, and communicative strategy are the major factors
that can affect the communication process at first hand. Because humans have a wide range of
emotions that they express, and therefore can be determined by the person he/she is communicating
with. This means that even a slight difference in the tone, body language, and context can be
interpreted by the listener or viewer. We instinctively do these changes throughout our speech to
adjust to the situation.
Moreover, strategies in various speech situations establish a smooth communication process.

__________________________________________________________________________________________________
WHAT IS IT
The shift in speech context, speech style, and speech act and communicative strategy affects
language form, duration of interaction, relationship of speaker, role and responsibilities of
the speaker, message, and delivery when you are talking with others; moreover, there are additional
things that you need to consider in the conversation. Understanding these allows you to better control
the conversation and ensure the other person is better able to respond. You can also analyze the
other person's speech as they talk and cope with any misuse or mistakes in their structures.
ELEMENTS OF GOOD CONVERSATION
Asking: Engaging Summarizing: Self- Challenging:

and seeking Reflecting your promotion: Offering new
information. understanding. Boosting thoughts to
oneself. change thinking.
Informing: Giving Checking: Testing Supporting: Attacking:
information. understanding. making Destruction of
argument valid their ideas.
Asserting: Stating Building: Adding Disagreeing: Defending:
something is true. to existing ideas. Refusing to Stopping their
agree. attacks.
Proposing: Putting Including: Avoiding: Blocking: Putting
forward an argument. Bringing in others. Refusing to things in the way
consider the of their
argument. arguments.
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Read the short dialogue below that outlines a scenario of conversation among three students. Observe
if the different elements of good conversation are observed.
YOUTUBE, TV OR NOT?
Anonymous
Osvaldo: Did you guys watch Game of Thrones last night?
Brian: Yes, it was incredible, wasn't it?
Linda: No, I didn't see it.
Osvaldo: Oh, so you watched the big soccer game instead?
Linda: No, I didn't watch soccer either.
Brian: Wow, those were the two biggest things on TV this week. What did you watch?
Linda: Nothing. I don't believe in TV?
Osvaldo: Excuse me? What does that mean?
Linda: I think TV is a huge waste of time.
Brian: But then you miss all of the shows everyone is talking about.
Osvaldo: Yeah. What do you talk about with your friends?
Linda: Oh, books...politics...art... life.
Brian: I'm sorry, but that sounds boring.
Osvaldo: Yeah. Besides: TV is art.
Linda: If TV is art, then Picasso is rolling over in his grave.
Osvaldo: If Picasso were alive today, he would probably have his own TV show.
Brian: Linda, didn't I see you watching TV on your phone yesterday?
Linda: No, that was YouTube
Brian: Wait -TV is bad, but YouTube is ok?
Linda: Yes. With TV, you watch what they want. With YouTube, you watch whatever you want.
_______________________________________________________________________________________________________________________
COMPLETE THE FOLLOWING TASKS
WHAT I CAN DO
Creativity &Character LearningSkill: Applyingpersonal insight andencouragingtousepositivelanguage
DIRECTIONS: Read carefully the given dialogue entitled “YOU TUBE, TV OR NOT?” , and answer
the following questions.
1. Who are the characters in the dialogue?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. What is the topic of the dialogue?
_______________________________________________________________________________________
_______________________________________________________________________________________
3. How would you describe their conversation? Do you think they are communicating?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4. What elements of conversation were used by the speakers? Cite a line then identify what element
is it?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5. Considering the language form used by the speakers, were they able to express themselves clearly?
How did each of them do it?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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WHAT’S MORE
Collaboratively LearningSkill: Presentingpersonal ideasoutput andworkingtogether withfamily members
DIRECTIONS: In a form of sentence outline, create at least 5 sentences that outline the overall
process of solving the scenario and make a concluding statement about your outline.
STUDY THIS EXAMPLE AS YOUR REFERENCE:
You are taking a test, and there is no talking allowed. You are
Scenario writing your answers on the paper and your pencil breaks. What
could you do?
1st act I will try to check my bag if I got any sharpener in it.
2nd act If none, I will bravely stand and raise my hand.
I will not utter any single word until my teacher acknowledges and asks
3rd act me about my concern.
And when the time she notices me, I will ask an apology for breaking the
4th act rule, and immediately, that's the time I will nicely speak about my
concern.
Lastly, I will humbly ask her permission to let me borrow a sharpener or
5th act pencil from my classmates so that I can finish the task.
Concluding I assume my sentence outline could be an effective way of solving the
statement scenario, because I always believe, if you say it nicely, as long as it is
about your necessary, no teacher will say NO as their answer. There are rules inside
outline: the classroom, but there is always an exemption.
Your Turn:
PRACTICE EXERCISE #1
INTERPERSONAL:
You feel so unloved and unappreciated, but you don’t have anyone to share your
Scenario feelings. You realized you need to remind yourself that you are loved to lift your
spirit. How are you going to do it by using interpersonal communication?
1st act
2nd act
3rd act
4th act
5th move
Concluding
statement
about your
outline:
DYAD COMMUNICATION
You are not showy when it comes to expressing your love to your mother,
Scenario but you decided to tell her how much she really means to you during her
special day. How are you going to do it using dyad communication?
1st act
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2nd act
3rd act
4th act
5th act
Concluding
statement
about your
outline:
GROUP DISCUSSION
You and your sibling have a misunderstanding because they got a new laptop
Scenario from your father, you feel very jealous and you want to share how disappointed
you are. How are you going to properly do it using family talk or group
discussion?
1st act
2nd act
3rd act
4th act
5th act
Concluding
statement
about your
outline:
EVALUATION:
Collaboratively, Creativity andCommunicationlearningskills: creating a presentation usingcreative skills.
DIRECTIONS: Choose one from the two situations below, using the strategies in various speech
situations, outline your ideas using a concept map or flowchart of how you could possibly solve
your chosen scenario.
Use a flow chart or mind map. Study the examples below or browse the links as your
reference:
SCENARIOS:
#1.During this pandemic, there are lots of parents who lost their job, and now they are
struggling to support the education of their children. Imagine that you are one of them; how
could you possibly continue your education amidst the pandemic and financial c risis?
#2. Coronavirus directly affects the overall education system, it changes everything, and you
need to stay and study at home for good. Despite the difficulty of studying at home in the
current situation, how could you possibly make this situation memorable, enjoyable, and
advantageous on your part?
https://www.edrawsoft.com/basic-flowchart-solutions.html
https://www.mindmapping.com/
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References:
Images:
http://changingminds.org/techniques/conversation/elements/elements.html
https://images.app.goo.gl/6DhpGeXu4U8xDy3C6
https://images.app.goo.gl/bzaPLAM21CNTqGNMA
https://images.app.goo.gl/oXw9KDUWM5A7G4Zo6
JESSA MANEGDEG MOLINA

Page 13 of 23


ESSENTIAL LEARNING OBJECTIVE : Write a scenario when the shift in speech context, speech style,
and speech act and communicative strategy affects; Language Form, Duration of Interaction,
Relationship of speaker, Role and Responsibilities of the speaker, Message, and Delivery .
TODAY’SLESSON
STRATEGIES INVARIOUS SPEECHSITUATIONS

WHAT I NEED TO KNOW
When we change any of the four speech styles, speech context, speech act, and
communicative strategy, it affects the language a lot. It gives an entirely different
impression to the listener and changes the duration of interaction considerably.
We spend so much of our time trying to make an impression on people. And what they say is
clichéd but true. First impressions are usually lasting. Included in this lesson are the five tips to
make sure you leave them with a remarkable conversation and a lastingly positive impact.
WHAT IS IT
5 Essential Things You Need toRemember If You Want toMake ARemarkable Conversation
1. Be 100% there when they talk
Most of us may be great talkers, but many of us are bad
listeners. We are so involved in what we are going to say next
that we basically stop paying attention to what the other person
is saying, and our body language consequently turns to one of
impatience or disinterest. We might start tapping our hands or
feet, turn slightly away from the person. When the other
person is talking, remember to listen, and make eye contact.
2. Remember the details they mention
A good listener listens and stores in necessary tidbits for the next
conversation. Maybe the person you were talking to mentioned how he
was taking up a new hobby, or how her daughter is due for her
activities. Remember the name of the person, where they are from, and
where does their family live. Remember their children's names or pet's
name the next time you meet them; they'll be happy to see how much
of an impression they made on you.
3. Fill in awkward pauses with interesting

questions
Sometimes, after a mainly anecdotal story, there is a
lull in the conversation. Don't let this pause get
awkwardly long. A directed and personal question
brings about fresh communication as well as new
directions of where to take a remarkable discussion
next.
Page 14 of 23

4. If you sense a little boredom, ask an opinion
Even the best of conversationalists might ramble and bore the

other person a bit. If you sense or see a slight disinterest radiating
from the other person, ask them for their opinion on a generality.
Giving them an opportunity to speak will make for a remarkable
conversation.
5. Finally, pay a genuine and unique compliment

The person you are talking to might have met plenty of new faces that
day, and he or she won't necessarily remember what you talked about
or said to him/her. But people tend to remember how you made them
feel.
_____________________________________________________________________________
COMPLETE THE FOLLOWING TASKS
WHAT I CAN DO
Creativity &Character LearningSkill: Applyingpersonal insight andencouragingtousepositivelanguage
DIRECTIONS: Read and study carefully the written dialogue and speech for your reference
before you proceed to the evaluation.
PRACTICE 1:
Mother: Child, you know that during this Pandemic, we’ve been struggling with our finances.
I’m sorry to tell you, but we cannot afford to let you continue your education this time.
Daughter: Mother, I want to study.
Mother: But you need to understand our situation right now.
Daughter: Mother, I need to attend school for my goals.
Mother: But child, it is not possible in all cases.
Daughter: You know what, mom; I have something to tell you. No matter how hard our
situation this time, I will not sacrifice my education. I promise to adjust to the new normal and
to endure everything to achieve my goals.
Mother: I understand how important it is for you to finish your education, but…
Daughter: Don’t worry mom, I’ll seek financial help through social medial.
Mother: You think you can do that?
Daughter: Mother, I’ve been a scholar for a long time and many people know that whatever
help I may get I will use it properly to aid my education. I believe there are people out there
who are willing to help. I’ll do my very best to find ways so that I will be able to pursue my
dream.
Mother: Really? I’m so proud of you, child.
Daughter: Mother, I need your moral support, watch me reach my dreams; no pandemic can
stop me. I tell you; I will do everything to become successful, and I know if I finish my studies,
I might give the life you are longing for. You must trust me, mother.
Mother: Child, I’m deeply moved by your words. I can see how dedicated you are. I am now
giving you my permission. Best of luck.
PRACTICE 2:
Son: Father, I'll be heading to school.

Father: Son, were you able to understand what I told you about yesterday. You are fully aware of
our situation. Right?
Son: Yes, father.
Father: Son, I am asking you that instead of pursuing your education, why not find a job?
Son: Yes father, after I finish my college or even higher studies. Then I can opt for the job or field,
that suites me best. You know I have always dreamt of being a veterinarian. But don't worry, I will
find part-time jobs to help you during this pandemic.
Father: That will take a long time.
Son: Yes, but it will be worth the wait for all of us. I can find a profession of my liking with my
higher qualifications, and it will make you happy too!
Father: Ok, that sounds fair enough. Good luck and God bless you. Please get the
admission form in school, so that we may go through
Son: Thank you so much. Father!
Page 15 of 23

PRACTICE 3:
Emma Cockrum – MOTIVATIONAL SPEECH DURING THE PANDEMIC
Valedictorian, East Ascension High School, Gonzales, La.
This may sound harsh, but it's not untrue to how some of us feel. It is easy to feel buried by our
circumstances. However, he [the pastor] goes on to paint a picture of a farmer planting a seed. Did
the farmer bury the seed? Well, yes, but he also planted it. Instead of feeling buried by our
situation, we must realize that the pain and heartache that has been piled upon us is not meant
to bury, but to plant us in a way that will allow us to grow and prosper into who we are meant to
be. As you stop and take in the circumstances around you, will you allow yourse lf to be buried or
to be planted?
As we move on from this place and embark on the next big journey of life, whether that's college,
the workforce or something else, life will at some point begin to feel like it's going too fast. My bike
rides have taught me a new way to handle these times because they allow me to exercise and be
among the beauty of nature, which are things that cause me to slow down. When life becomes too
much like a race for you, it may not be riding a bike. It may be playing an instrumen t, sport,
creating art or something else entirely. I encourage you to find that one thing that allows you to
unwind and refocus when life seems too much to handle.
Now, I'd like to take you on a bike ride with me as we share this experience together in our faces,
something that is both exciting and terrifying: freedom. We sit atop our bikes of life as high school
graduates and now have the freedom to choose who we are and where we will go.
PRACTICE 4:
Haylie Cortez - MOTIVATIONAL SPEECH DURING THE PANDEMIC
Valedictorian, Bartlett High School, Anchorage, Alaska
We all deserve to celebrate and be proud of ourselves. It's upsetting that we won't have a traditional
graduation ceremony and sadly, we cannot control the circumstances that we face today.
What we can do is choose how we respond to it as we take these next steps in life. It can be hard
to imagine what life could look like as time progresses. The only certainty we have is that time
goes on and the future will arrive. We can use the pandemic as an excuse for why we can't move
on in life, or we can use it as a motivator to find our purpose. Whether we plan to go to college,
trade school, the military or straight into the workforce, there is no denying that soc iety will gain
something worthwhile. The situation we are living through shows how valuable everyone in society
is. The world is finally realizing the importance of the jobs of janitors, cashiers, teachers,
politicians, first responders and more. Whatever we plan on doing after we graduate, it will
impact society.
I invite everyone to look to who you can't thank, and take your time to do so, although the door
for high school has abruptly shut for us. I would like to remind everyone that another has opened,
and we can do with it what we want.
EVALUATION
Collaboratively, Creativity andCommunicationlearningskills: creating a presentation usingcreative Skills
DIRECTIONS: Read the directions and the rubrics below carefully .Then do as what you are
asked to do.
If you chose the scenario # 1 in your previous module, then write a dialogue.
Write a dialogue between you and your parents. In your talk, write a motivational conversation,
a scenario convincing your parents to support you in your education during the pandemic. At
the end of the conversation, you must be able to convince your mother or father.
SCENARIO #1. During this pandemic, there are lots of parents who lost their job, and now they are
struggling to support their children's education. Imagine that you are one of them; how could you
possibly continue your education amidst the pandemic and financial crisis?
If you chose the scenario number # 2 in your previous module, then write a speech.
Page 16 of 23

Write a motivational speech in which you could possibly make this situation memorable,
enjoyable, and advantageous, despite the difficulty of studying at home in the current
situation.
SCENARIO #2. Coronavirus directly affects the overall education system, it changes everything, and
you need to stay and study at home for good. Despite the difficulty of studying at home in the current
situation, how could you possibly make this situation memorable, enjoyable, and advantageous on your
part?
WRITE YOUR OUTPUT HERE
Page 17 of 23

RUBRICS FOR SPEECH WRITTING
SKILLS 4 3 2 1
Clear and convincing Clear use of facts and Partially clear use of Confusing or incomplete
Research command of facts and information with partially facts and information facts with little and/or
information with developed explanations with limited or confusing explanations
Analysis insightful explanations in support of the incomplete explanations as to how the facts
that help to illustrate the speaker’s ideas or to support the speaker’s support the speaker’s
speaker’s ideas and arguments. ideas or arguments. ideas or arguments
arguments.
Clearly and logically A lack of organization
organized speech with an Clear attempt at Some inconsistencies in makes it difficult to
engaging introduction, a organization and/or a
Organization logically sequenced body organization with a lack of sustained focus follow the speaker’s
beginning, middle, and ideas; speech may be too
with appropriate end and an attempt to throughout the speech conversational and may
transitions, and a clear with inconsistently used
and convincing use transitions transitions ramble without a clear
beginning, middle, or end
conclusion.
Uses sophisticated and
varied language that is Uses appropriate Use words that may be Inappropriate use of
suited to the topic and unsuited to the topic, language distracts the
Language audience; word choice is language and word audience or purpose of audience because it is
choice, but with less
concise, original, and sophistication, the speech; word choice too informal or too
effectively conveys the lacks originality and fails imprecise given the topic
appropriate tone given expressiveness and/or to convey an appropriate and purpose of the
originality
the purpose of the tone for the speech speech
speech
Appeals All three appeals are
fluidly and naturally An attempt at using all
scattered throughout the All three appeals are three appeals is made, Either not all appeals are
speech with clearly used throughout although there may be
a balance that effectively the speech to effectively some imbalance, or the obvious, or they are used
ineffectively
aids in your persuasion persuade your audience persuasion may be
without making it feel slightly ineffective
forced or contrite
Grammar and
Multiple spelling,
Conventions No spelling, punctuation, Some minor spelling, punctuation, Numerous spelling,
capitalization, grammar, punctuation, punctuation,
or usage errors. capitalization, grammar capitalization, grammar capitalization, grammar
or usage errors;
Written in an artful style or usage errors; some mechanical errors do not or usage errors which
with sentence variety. sentence variety. disrupt flow of ideas. distract reader.
RUBRICS FOR DIALOGUE
Criteria 5 4 3 2 1
Language Uses sophisticated Uses appropriate Use words that may Inappropriate use of Uses sophisticated
and varied language language and word be unsuited to the language distracts and varied language
that is suited to the choice, but with less topic, audience, or the audience that is suited to the
topic and audience; sophistication, purpose of the because it is too topic and audience;
word choice is expressiveness speech; word choice informal or too word choice is
concise, original, and and/or originality lacks originality and imprecise given the concise, original, and
effectively conveys fails to convey an topic and purpose of effectively conveys
the appropriate tone appropriate tone for the speech the appropriate tone
given the purpose of the dialogue given the purpose of
the dialogue the dialogue
Delivery Dialogue is confident Dialogue is Dialogue related, Dialogue does not Dialogue is limited in
and clearly focused. purposeful and Quality paragraphs, clearly communicating
It holds the reader’s focused. Piece with communicate knowledge. Length
attention. Relevant contains some little or no details. knowledge. The is not adequate for
details enrich details. reader is left with development.
writing. questions.
Organization All information is Information is well Information is well Information is poorly All information
well organized in organized organized organized Is disorganized
a logical order. with one minor error. with two errors. with more than two and difficult
errors. to follow.
Message The message to The message to The message to The message to No message
the listener the listener the listener the listener is given to
is clear and is clear. is somehow clear. is unclear. the listener.
strong.
Presentation The dialogue is The dialogue is The dialogue is The dialogue is The dialogue is not
presented in a clear presented in a clear presented in a clear not clearly clearly presented.
voice. The presenters voice. The voice. The presented. Little eye Eye contact was not
made consistent eye presenters made presenters made contact was made with the
contact with the some eye contact little eye contact made with the audience.
audience. with the audience. with the audience. audience.
References:
https://www.lifehack.org/535679/5-important-things-you-need-remember-you-want-make-
remarkable-conversation
Images:
https://images.app.goo.gl/9ETTqVsmSVNhPBKMA
https://images.app.goo.gl/UNnQW2WP8fbJynTG7
https://images.app.goo.gl/cymHC62pfWpGQMSQA
JESSA MANEGDEG MOLINA
Page 18 of 23


ESSENTIAL LEARNING OBJECTIVE: Present a scenario where shift in speech context affects;
Language Form, Duration of Interaction, Relationship of speaker, Role and Responsibilities of the
speaker, Message, and Delivery
TODAY’SLESSON
Strategiesin Various Speech Situations

WHAT I NEED TO KNOW
You may ask yourself when you will ever need to give a speech. Maybe you might have to
at a wedding, or as part of a class project, but those might be all the situations you could
envision. Most, if not all, professions have national associations, or business meetings, or require
presentations to be made for clients, and each of these different scenarios requires public speaking
skills. In fact, today, media has expanded the potential venues through which you might deliver a
speech or presentation.
Speech situation refers to an instance of communication having as prerequisites a speaker,
an utterance, and a hearer who interprets the utterance.
When we speak, our words do not have meaning in and of themselves. They are very much affected
by the situation, the speaker and the listener. Thus words alone do not have a simple fixed meaning.
Definitely, we have different kinds of conversation in a single day. We discuss different topics
depending on the person or people we are talking to. We also employ various styles of language in
different occasions. It is a fact that we communicate differently in different speech contexts or
situations.
On today’s Module we will be dealing with the strategies needed in various speech situations.
Hence, you should be able to accomplish today’s objective which is to present a scenario where shift
in speech context affects; Language Form, Duration of Interaction, Relationship of speaker, Role and
Responsibilities of the speaker, Message, and Delivery.
WHAT IS IT
Key Terms
• Language Form- it can be formal, colloquial, slang, vernacular,
• Duration of interaction- it is the span or how long the conversation take place.
• Relationship of Speaker- A sender is someone who encodes and sends a message to a receiver
through a particular channel. The sender is the initiator of communication.
• Role and responsibilities of Speaker- the speaker must know who the audience are, what is the
occasion, he or she must be knowledgeable or well prepared with the topic and clear on his or her
purpose.
• Message-it is the information conveyed by the speaker.
• Delivery-it is your way of giving the message. Formal or inform, impromptu, memorized,
extemporaneous
GENERALIZATION
In the social context of interaction, it is very important to use different strategies suited
for the speech situation. Factors to consider are the audience, occasion, place and the
purpose that’s gives impact to the Language Form, Duration of Interaction,
Relationship of speaker, Role and Responsibilities of the speaker, Message, and
Delivery.
Page 19 of 23

WHAT I CAN DO!

CollaborativelyLearningSkills: Presenting personal ideas output andworking together with family members.
DIRECTIONS: Choose a partner among your family member. Study the examples below, then
present a scenario where shift in speech context affects; Language Form, Duration of
Interaction, Relationship of speaker, Role and Responsibilities of the speaker, Message, and
Delivery. Present a brief explanation of your given scenario.
A Dialogue between Two Friends about Preparation for the Examination

Marco: Hello friend, how do you do?
Loreen: I am fine, thank you. Why are you looking so sad?
Marco: Actually I am worried about my final examination What about your preparation
for the examination?
Loreen: Well, I’m going on well my studies. I am also worried about my exam.
Marco: But tell me about your preparation in different subjects.
Loreen: You know I’m weak in English. That’s why, I’m taking special care in English.
I’m having a detailed revision in other subjects.
Marco: Are you taking help from any special books?
Loreen: Yes, but I study text books very carefully.
Marco: I see.
EVALUATION:
I must start working with the text books. What do you think?
Collaboratively, Creativity andCommunicationlearningskills: creating a presentation usingcreative skills.
Loreen: Yes. I think it’ll be
DIRECTION: very helpful
Answer not only
and discuss forfollowing
the English but also for based
questions other subjects.
on your
answers on the previous activities.
Marco: Thank you for your supportive suggestion. I wish you good luck.
Loreen: You are most welcome.
http://www.englishfor2day.com/article/dialogue/177
On the 1st scenario
Language Form: the language form that was used is informal though the setting took place
at school were Loreen and Marco were talking casually about their preparation.
Duration of interaction: the conversation lasted for 3 minutes.
Relationship of speaker: student to a student (classmates)
Role and responsibilities of the speaker: Being both of them are students, the speakers
want to convey or share tips and their plans for their examination.
Message and delivery: The speakers convey the message on the usefulness of textbooks in
academics while their delivery of the message took place simultaneously as they take turns
in speaking.
Pres. Duterte thanks Front liners: Your heroism will not be forgotten
“As always, I give my sincerest gratitude to all those who are fighting in the frontlines:
Our doctors, nurses, allied health professionals, police, soldiers, civil servants and
everyone performing essential services in the private sector,” President Duterte told the
front liners in his address to the nation Monday. “I assure you that your efforts will be
rewarded. Your heroism will not be forgotten. Saludo kami sa inyo.”
The President also thanked local government units (LGUs) for doing their best in
containing the spread of the virus in their respective jurisdictions. He commended them
for employing innovative initiatives to address the needs of their constituents. “Rest
assured that the national government is behind you as we safeguard the welfare of our
people in your communities,” he said, as he highlighted the importance of cooperation
during times of emergencies.
Page 20 of 23

On the 2nd scenario,
Language form: Language form that was used is formal. The speech was delivered mostly in
English with a little mix of Filipino and Cebuano.
Duration of interaction: The President’s speech last for almost 12 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.
And appreciating every front liners during the pandemic.
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
SCENARIO: ________________________________
Explanation:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
PRACTICE EXERCISE 2
SCENARIO: ________________________________
Explanation:
__________________________________________________________________________________________________
________________________________________________________________________________________ __________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
PRACTICE EXERCISE 3
SCENARIO: ________________________________
Page 21 of 23

Explanation:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
PRACTICE EXERCISE 4
SCENARIO: ________________________________
Explanation:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
PRACTICE EXERCISE 5
SCENARIO: ________________________________
Explanation:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
EVALUATION:
Collaboratively, CreativityandCommunicationlearningskills: creatingapresentationusingcreativeskills.
DIRECTIONS: Answer and discuss the following questions based on your answers
on the previous activities.
1. Which among the following: Language Form, Duration of Interaction, Relationship of speaker,
Role and Responsibilities of the speaker, Message, and Delivery is greatly affected by the shift
in speech context? Explain Why.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________
Page 22 of 23

2. What are the reasons why speakers shift in speech context? Explain.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
3. What is the implication of using speech strategies in various speech situation? Have a brief
explanation of your answer.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
REFERENCE:
https://engagedhr.com/the-importance-of-context/
https://courses.lumenlearning.com/boundless-communications/chapter/elements-of-speech-
communication/
CELIA QUILANG CALAYAN

Page 23 of 23

01 TVL 11 Pasay Oc Q2 W4

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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

Strategiesin Various Speech Situations

Speech situation refers to an instance of communication having as prerequisites a speaker, an utterance,

TYPES OF INTERPERSONAL COMMUNICATION

Name: ____________________________________________________ Track/Strand: _______________

Name: ____________________________________________________ Track/Strand: _______________

❖ Class report on a certain topic, and you are the presenter.

WHAT I CAN DO!

FOR YOUR BASIS STUDY THE EXAMPLE BELOW:

Name: ____________________________________________________ Track/Strand: _______________

1. David Foster Wallace, 2005 Kenyon Graduation Speech

2. A Dialogue between Two Friends about Preparation for the Examination

Marco: But tell me about your preparation in different subjects.

Marco: Are you taking help from any special books?

Loreen: Yes, but I study text books very carefully.

Loreen: You are most welcome.

3. Duterte thanks frontliners: Your heroism will not be forgotten

4. A mother learned that her son failed in most of his subjects.

Mother: Hey, Caleb, How’s school?

Name: ____________________________________________________ Track/Strand: _______________

Language Form: __________________________________________________________________________________

Language Form: __________________________________________________________________________________

Language Form: __________________________________________________________________________________

You have completed this module!

CELIA QUILANG CALAYAN

Name: ____________________________________________________ Track/Strand: _______________

MODULE IN ORAL COMMUNICATION

STRATEGIES INVARIOUS SPEECHSITUATIONS

Moreover, strategies in various speech situations establish a smooth communication process.

ELEMENTS OF GOOD CONVERSATION

Asking: Engaging Summarizing: Self- Challenging:

Name: ____________________________________________________ Track/Strand: _______________

Name: ____________________________________________________ Track/Strand: _______________

Name: ____________________________________________________ Track/Strand: _______________

Name: ____________________________________________________ Track/Strand: _______________

You have completed this module!

JESSA MANEGDEG MOLINA

Name: ____________________________________________________ Track/Strand: _______________

MODULE IN ORAL COMMUNICATION

STRATEGIES INVARIOUS SPEECHSITUATIONS

3. Fill in awkward pauses with interesting

Name: ____________________________________________________ Track/Strand: _______________

Even the best of conversationalists might ramble and bore the

5. Finally, pay a genuine and unique compliment

Son: Father, I'll be heading to school.

Name: ____________________________________________________ Track/Strand: _______________

Name: ____________________________________________________ Track/Strand: _______________

WRITE YOUR OUTPUT HERE

Name: ____________________________________________________ Track/Strand: _______________

RUBRICS FOR DIALOGUE

Name: ____________________________________________________ Track/Strand: _______________

MODULE IN ORAL COMMUNICATION

Strategiesin Various Speech Situations

Name: ____________________________________________________ Track/Strand: _______________

WHAT I CAN DO!

A Dialogue between Two Friends about Preparation for the Examination

Name: ____________________________________________________ Track/Strand: _______________

Name: ____________________________________________________ Track/Strand: _______________

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _