LESSON PLAN IN ENGLISH (GRADE 11)

L.C. Distinguish types of speech style. (EN11/12OC-Ifj-17)

I. Objectives

At the end of the 60-minute period, 85% pupils of the class will be able to:
1. describe the features and distinction of speech styles through a video
and oral presentation,
2. display the ability to reenact a speech style that adheres
appropriateness to the nature of its situational context through a
dramatization, and
3. construct and present a scenario depicting a chosen speech style
through a by-pair writing activity.
II. Subject Matter

Topic: Martin Joos’ Five Speech Styles

Concept: Speech style is a variation of speech which is used when
people communicate with other people. According to
Joos (1976) speech style is the forms of the language
which the speaker uses, and it depends on the degree
of formality.
Values: The purpose of the different types of speech is to help
students know the specific approach they should use in
every situation, person, and place.
Reference/s: Elcomblus Contributor. (2018) Speech Styles. Retrieved
from https://www.elcomblus.com/speech-styles-
definition-types-and-examples
Wordpress, (2016). TYPES OF SPEECH STYLES. Oral
Communication in Context. Retrieved from
https://oralcom.wordpress.com/2016/10/14/types-
of-speech-styles/
Materials: Laptop, Projector, PowerPoint Presentation

III. Procedure

A. Classroom Routine
B. Activity Proper
1. Review. To start the activity proper, the teacher will conduct a short
motivation segment to condition the students’ minds by presenting a
picture of a comic strip. Students will be called randomly and will share
in front of the class their observation in regards with the presented
material.
 2. Watch and Learn! The teacher will play a short video presentation
consisting various clips. These clips depict people who converse with
different people in different situations. Before playing the video,
teacher will instruct the students to find their pair and prepare a one
whole piece of paper. During the presentation of the video clips, they
are required to observe thoroughly what the videos try to present and
will write their comment or reflection in response to the audio-visual
presentation.

C. Analysis
The class will submit all their papers to the teacher and after that, the
teacher will pick at least two pairs to read out their written response to
the class. After the oral presentation, the teacher will proceed to the
questioning segment.
1. What were the specific observations you noticed from
watching the video?
2. What do you think the video tries to convey?
3. Did the video clips have difference from one another? What
are your interpretations in observing each of the clip?
4. How do the conversations presented relate in your life? What
is the purpose we need to realize about them?

D. Abstraction
1. Deductive Method. The teacher will present and discuss the definition
and concepts of the five speech styles, as well as the specific examples
of these styles in different situations.

WHAT IS “SPEECH STYLES’?

According to Martin Joos (1976:156), speech style means the form of

language that the speaker uses which characterized by the degree of
formality. He identified the styles, which he called ‘clocks,’ in five
classes such as frozen style, formal style, consultative style, casual style,
and intimate style. These five clocks are levels of formality in language
use, which are determined by the situational context and degree of
familiarity or intimacy between the interlocutors. Each level determines
what kind of language is appropriate to use in a specific context.

THE 5 SPEECH STYLES

Frozen

It's the most formal communication style, and it's typically utilized at
formal events and ceremonies. It's also used to express apprehension,
disinterest, or bias. Frozen speech is typically employed in a very formal
environment and does not require audience input. For polite occasions,
it is the most formal communicative style. In print media, rules, or
declamation, the frozen style of speech is commonly utilized. Because
it primarily focuses on the use of words, the speech is meticulously
planned and verbalized. This style inhibits criticism or clarifying
inquiries from the audience, which is why it's critical to use precise and
well-chosen phrases.
Intimate
This is a speaking style for couples, families, and best friends that have
an extremely close relationship. It's also used for self-addressed
queries, self-talk, and other such things. Because they have the most
shared background information, intimate speech is employed in
communication between persons who are quite close and know each
other pretty well. The usage of words is kept to a minimum in this
speech style. Even a single nonverbal gesture or behavior, such as a
rising tone of voice, a grunt, or a raised eyebrow, is enough for the
communicators to comprehend each other. A child who frequently
forgets to close the door may be reminded by a sibling simply by stating,
"Door."
Formal
Speeches given in a formal setting are straightforward. The speaker
avoids utilizing slang terms in this speech style; instead, the speaker
says something that has been prepared in advance. It has well-
structured, rationally sequenced, and highly coherent complicated
sentences and noun phrases. The formal speech method of
communication is one-way, in which the speaker simply relays
information to the listener. The formal style of discourse frequently
discourages audience participation or interaction between
communicators. Formal, instructive speech is frequently used in public
speaking.
Casual
This is a way for groups and peers to communicate informally. Friends
and insiders who have something to say and have exchanged
background information but do not have strong ties adopt the casual
manner of discussion. Casual speech is distinguished by slang
meanings or idioms that are easily understood by communicators
without providing excessive information.

When one of your pals teasingly says, "Hey, I saw your best friend a
while ago," and the listener responds sarcastically, the speaker is most
likely referring to the other person's enemy.
 Consultative
This is employed in semi-formal conversation, as sentences become
shorter and more spontaneous, and the speaker does not usually plan
what he or she intends to say. Unlike the formal and frozen forms of
speaking, the consultative style of communication requires cooperation
but does not always necessitate participation. This means that by
allowing listeners to provide comments, they become involved in the
meaning-making process.For instance, if the information presented by
the speaker is insufficient or unclear, the listener may ask for
elaborations or clarifications. On the other hand, if there is too much
information, the listener may say, “I know” or “I understand” to imply
that the speaker need not elaborate. The consultative style is the
standard or most commonly used style in everyday conversations.

EXAMPLES OF SPEECH STYLES IN SITUATIONAL CONTEXTS

FROZEN national pledge, anthem, school creeds, marriage
ceremonies, speech for a state ceremony
INTIMATE Couple talking about their future plans, family
sharing ideas, very close friends sharing secrets,
etc.
FORMAL meetings, speeches, school lessons, court, a
corporate meeting, at a swearing in ceremony, in
an interview or in a classroom
CASUAL casual conversations with friends, family members,
chats, phone calls and messages
regular conversation at schools, companies, group
CONSULTATIVE discussion,
teacher-student, doctor-patient, expert-apprentice

REFLECTION. The teacher will call students through a last man standing
and will be asked the following questions:
a. What are the five speech styles? How do they differ?
b. Why is it important to be acquainted with the different speech
styles?
c. How do we apply each speech style in real life communication?

E. Application: Reenact My Style

Dramatization. The class will be divided into five groups. Each group will
be given brief presentation about the different types of speech style that
are commonly used in real life, and each group will be assigned to
demonstrate a speech style through a spin the wheel app (e.g., 1st group
might pick formal like a senate hearing, 2 nd group is intimate like a family
 talk, so on). Each group is tasked to portray the type of speech style given
to them in a particular manner, word choice, degree of formality, or any
language features a speech style requires. They will be given five minutes
to conceptualize with their peers and shall perform afterwards. During the
presentations, each group will be given a scoring rubric which they will
also give rating and comments to other groups. The performance will be
graded using the following criteria:

Appropriateness of the scenario/scripts to the speech style – 30

Characterization and mastery – 20
Delivery of Dialogues – 10

IV. Assessment: Craft a Speech Style!

To clearly assess the understanding of students towards the concept,

students will be required to find their partner. The teacher will let the students to work
by pair to effectively deliver the learning competency which is more on conversational
in nature. Each pair will pick a speech style by their choice; then, they will construct
a scenario or conversation depicting the characteristics, language, manner, and nature
of a specific speech style through a written output. Each pair must collaborate and
brainstorm in coming up a situation that could evidently present the speech style.

Degree of formality, language choice, etc. based on the style – 15

Grammar & mechanics – 10

V. Assignment

The teacher will give the assignment and explain the instructions for the
students. The assignment is expected to be performed the day after the class had
taken place.

Instruction: The students are tasked to demonstrate what they have written earlier
with their partners through an actual role-play. The speech style they have written
must be well elaborated and evident during the performance. The performance must
not exceed to 3 minutes. They will be graded using the following criteria.

Appropriateness of the scenario to the speech style – 30

Characterization and mastery – 20

Delivery of Dialogues – 10
 APPROACH: Teaching Communicative Competence

The nature of the lesson competency, which our lesson plan is tailored from,
promotes the knowledge of the language and the ability of language use – hence,
teaching communicative competence among the students. Teaching this competence
is an overriding approach that is woven along the process of the lesson observed
therein. Communicative competence, according to Dell Hymes, asserts the notion that
a child does not only acquire the knowledge of sentences as grammatical, but also
appropriate. Thus, in our lesson competency, we expose learners into repertoire of
speech acts in various speaking situation as an effective oral communication in social
interactions demands appropriate language use.

This approach is realized in the lesson plan when students are introduced to
five different speech styles. These speech styles explain that every person
communicate with others in daily life through different manner, choice of words or
language, degree of formality, etc. depending on whom they are talking to, their
relationship, and the nature of the speaking environment. With this, learners come to
know better that each speaking situations reflect different purposes, and each purpose
requires features of language use, form, or rules anchored to the situational context.

Therefore, teaching communicative competence as an approach in carrying out

this learning competency, which is distinguish types of speech styles, is a significant
approach as it acquaints learners that language knowledge is as equal as motivation,
values, and attitude associated with communicative competence – which students
must apply in real life the features of language; hence, they will learn that practicing
these speech styles is interrelated with another code of communicative conduct.

METHOD: Interactive Method

As the approach employed in this lesson plan aims to develop learner’s

communicative competence, the method implemented to effectively carry out the
approach is interactive method. The premise of this method is rooted from the obvious
fact that we, people, transact and interact with others mostly in spoken discourse to
form social relationships and share ideas; hence, in this lesson plan, learners are
taught that communication is an essential element in daily life which means that they
are engaged in various interaction with different types of people situated in different
speaking environment.

The interactive method in this lesson plan is realized when the teacher provides
language-promoting activities which students are given relevant life topics observing
communicative behaviors and strategies. This is evidently employed when teachers
grouped the class, gave them scenarios to reenact, through material-aided
presentations, peer evaluating, and observing way of carrying out a specific speech
style; thus, there is a clear learner-leaner interaction which authentic materials are
utilized.
 As this method is interactive in nature, learners are required to practice the
concept of the language use when talking to people, listening to others, and
negotiating meaning with people they communicate to, through demonstration with
peers in the classroom. Therefore, when learners grasp the gist of communicating
verbally or non-verbally, they could develop their language skills – which manifests
that they will also develop their communicative competence.

TECHNIQUES: Audio-Visual Presentation/Material-Aided Activities, Oral

Questioning, Dramatization, Writing
Teaching communicative competence by using interactive method would be
unattainable without the bits of classroom activities perceived in our lesson plan.
These techniques urge a classroom of task-oriented activities where students are
driven to produce meaningful activities specifically demonstrating the macro skill –
speaking.

The activities are material-aided which will motivate students in eliciting

creative and meaningful tasks. In the lesson plan, pictures and audio-visual
presentations were presented to the class which show the real-life situations based on
the learning competency; these materials stimulate learners when they are required
to give their observation, analysis, and learnings after watching the different speech
styles found in the materials. After the abstraction of the topic, questioning took place
as it will substantiate the lesson from students’ perspectives or reflection, then the
essential part of the lesson plan was when the learners demonstrate the learning
competency through dramatization. Video material was presented to the class to
provoke them into thinking, collaborating, and planning how are they going to execute
a specific speech style in the whole class. Lastly, we have writing activity as an
assessment to clearly assess to what extent each student has learned when they are
ought to find pairs in constructing a scenario that depicts a chosen speech style. In
this way, they can think more of a process while doing the activity which will prepare
them into performing their written output in the next class through a role play.

As conclusion, our activities bring sight, listening, and kinesthetic among

learners’ participation into interplay. Although there is a limited time imposed in the
class, the teacher still gives a language experience to the learners: by showing them
the different scenarios that reflect the speech styles, letting them watch a video to
more grasp the concept, and giving them the chance to physically perform the speech
styles that reflect something they have encountered outside the classroom; hence,
not only recapitulate the topic but also teach them better the correct, appropriate, and
meaningful way of doing such a speech style in the near future.
ROLE OF THE STUDENTS

The overarching nature of our lesson plan is learner-centered method; thus,

students’ role in the overall process is put to center stage to achieve the learning
competency. Teaching communicative competence, specifically its strategies, is just
as important as any other life skills that students must hone because communication
always takes place in different aspects of life: in education, career, jobs, and any
transactional or interactional events. Students' roles in targeting our lesson
competency are manifested in their ability to handle real life communication which the
classroom activities prepare them to do so. To make them communicative competent,
the mentioned roles herewith are essential to achieve that competence.

First, students are speakers, a role that is just similar to their roles outside the
classroom; however, they are not just speakers of the language but speakers who
know the components underlying appropriate use of language form and meaning -
which leads them to another role: students are socially and culturally users of language.
In our lesson plan, students are immersed with five speech styles that represent the
types of speaking learners are familiar with or learners should be aware with. These
speech styles demand language features; so, students’ role is to acquire the different
rules of language depending on whom they are talking to in different speaking
situations.

Therefore, students are bound to communicative competence, specifically

sociolinguistic competence, as they realize that every speaking situation demands the
ability of appropriateness in initiating, questioning, and responding, or any turn taking
in conversations with different speakers.

ROLE OF THE TEACHERS

How the teachers maneuver the classroom activities and guiding the students
towards new learning are the manifestation of teachers' role in the learning process.
Evidently, the learning competency places emphasis to students’ communicative
competence; hence, it is important to note that teachers do not take up so much time
in discussing the concepts or any teacher-centered activities but provide the time and
space for rich language experiences for the students. By this, teachers' role is to
exemplify the need to stimulate topics through authentic materials, facilitate activities,
and raise cognitive, affective, and psychomotor involvement among students.

Teachers condition students' minds by presenting carefully chosen audiovisual

presentation that will lead up to active participation, response, or questioning. These
preliminaries activities led by the teachers will substantiate the lesson and will prepare
them into more active activities that will follow. Teacher will give instruction and
provide feedback on the performances such as dramatization or any role-playing
activities. Moreover, assessing learners' understanding from the lesson is teachers'
crucial role to evaluate what aspects they have fully grasped and what are not.
 In this lesson plan, teachers tailored the classroom activities that bring the cognitive,
affective, and psychomotor into interplay without taking so much time in teachers
taking the center stage, rather fully allowing opportunities for students to experience
and produce productive language tasks that aimed to realize the learning competency.

ROLE OF INSTRUCTIONAL MATERIALS

The learning competency is perceived significantly that we complement it with

instructional materials that will aid, reinforce, and supplement learning. Instructional
materials used in our lesson plan aim to improve student knowledge, abilities, and
skills with its role in stimulating a learner’s sense and arousing skills in communicative
competence.

The materials in our lesson plan such as the comic strips, video clips, any other
visual representations are pure reflection of phenomena that students have surely and
will surely experience in real life. These authentic materials provide students to reflect
why there is a need to review the speech styles, how do they differ, and why do they
need to practice its features and purposes. Additionally, these instructional materials’
role is seen to how it provides a good model to stimulate learners’ motivation which
all can bring them to orally speak, perform, analyze, and learn during the activities
that have been led by the audio-visual presentations.

Hence, the instructional materials provide students the impression that these
speech styles are crucial for learning not just inside the classroom for the sake of
activities but also for real life communication.

TEACHING AND LEARNING ACTIVITIES

Teaching and learning activities are the smallest bits of the process but the essential
segments in the lesson plan. To achieve the learning competency, these activities are
evidently learner-centered in nature. As the target is to introduce to students one of
the set of strategies in communicative competence (which is the speech styles),
teaching and learning activities are specially tailored towards the goal of students
performing and eventually getting the concepts or principles of communicative
competence.

Activities in our lesson plan were observing a comic strip, watching to video clips,
oral questioning, dramatization, and writing activity where students are given the
opportunity to be mentally active, analyze, elicit responses from the questioning
process, reflect with the topic, dramatize a speech act, and construct an original
scenario of a speech style.

The teaching process is very important to lead students into different language
experiences and students doing the learning activities are the ultimate goal for the
lesson plan; therefore, these activities strengthen their ability to master the
competency.
PREPARED BY:

BAZAR, JOSHUA

SON, ANNALIZA

SUMALINOG, FERNANDO JR.

TADLE, DINAHLYN

ELT 315 FINAL EXAMINATION