Quarter 1, Week 8 – Oral Communication in Context

Duration: 3 sessions (approximately 60 minutes per session)

Learning Objectives:
At the end of the lesson, the learners are expected to…
 Understand the concept of different speech styles, including intimate, casual,
consultative, formal, and frozen.
 Recognize the appropriate situations to use each speech style.
 Differentiate between the types of speech acts – locution, illocution, and perlocution.
 Apply the knowledge of speech styles and speech acts in real-life scenarios.

Day 1: Types of Speech Style

I. Pre-Assessment

[PA8] Picture Motion: Identifying Types of Speech Style

 Greet the students and conduct preliminary activities.
 State the learning objectives for the day.

Prompt: Explore the images provided and identify the different speech styles portrayed
in each. For each image showcasing intimate conversation, casual talk, formal dialogue,
frozen speech, and consultative communication, answer the following questions:

 How can you recognize the

presence of an intimate
conversation in this image?
 What types of topics or
language choices suggest that
the individuals in the picture
are engaged in a more
personal and close
conversation?

 What characteristics make the conversation in this image seem casual?

 What role does non-verbal communication play in portraying this conversation as
casual? Look for gestures, expressions, or postures that stand out.
  Identify any instances where
participants seem to be
seeking input or feedback.

 Look for signs of shared

decision-making or open
dialogue among participants.

 How is the setting contributing to

the formality of the conversation?

 Can you identify any signs of

professionalism or structured
communication?

 What signs in the image indicate that the conversation is pre-planned or

scripted?
II. Facilitated Learning

[FLA8.1] Discussion on Types of Speech Style

Intimate
This style is private, which is used by a very close relationship such as between
husband and wife, parents, and children, between siblings, and boyfriend and girlfriend.
In this style, the participants share a completely private vocabulary. Since the
participants have an intimate relationship, and they often know each other’s intention,
there is no need for a clear articulation of words. This uses words of endearment like,
“darling,” “honey,” “babe” etc. and a high incidence of non-verbal communication.
Casual
This speech style is conversational in tone and has a free and easy participation. The
languages used among and between friends or peers who share common interests are
general, jargon, slang, and colloquial. Informal contractions are used (e.g., “ain’t,”
“dunno,” “gonna”, ”dude”,”nope”). Interruptions are common. Nicknames are used.
Consultative
This style is used in semi-formal communication in a two-way participation. The
sentences tend to be shorter and spontaneous. This is considered as the most
operational style among the other styles where a speaker needs to provide background
information because the listener (or addressee) may not be able to understand without
it. In turn, the listener participates continuously by giving feedback like, “I see”, “Uh-
huh”, “Ah “, “okay” to signal that he or she is paying attention to the speaker or has
understood what was said. Thus, both the speaker and the listener are active
participants.
Formal
In this style, the speaker uses formal words and expressions like complete sentences
and technical or academic vocabulary. In other words, this does not allow omissions
and contractions. It is a one-way speaking to medium, or large groups. Since there is
little or no feedback from the listeners or audience, the speaker needs to plan his or her
utterances, or what he or she is going to say. This speech style is evident in
conferences, inaugurations.
Frozen
The speaker uses language in fixed and static expressions that are rarely or never
changed. This is the most formal style and is reserved for very formal situations such as
in ceremonies, religious services, state affairs, and court proceedings. It uses
prescribed and highly formal language, such as in official, or historical documents and
literary texts e.g., the Preamble to the Constitution, Lord’s Prayer, Allegiance to country
or flag.
Note to Remember:
 The speech styles and the degree of formality vary depending on the persons to
whom you are talking to. This implies that the language used by speakers varies
based on given situations or settings and persons involved.

 You should remember that there a conversation with various kinds of social
relationships that demand tactfulness in the use of words to have an effective
communication.
Conclusion and Reflection:

a. Summarize the key points discussed during the lesson.

b. Provide an opportunity for students to ask any remaining questions or seek
clarification.

III. Formative Assessment

WT [FA8.1] Multiple Choice: Assessing students understanding of the topic.

Directions: Read and understand the questions carefully before you answer. Encircle
the letter of the best answer.

1. Which aspect do intimate and casual speech styles similar?

a. Nicknames are used in addressing one another.
b. Sentence structures are more complex and varied.
c. Ellipsis (omission of one or more words) is not allowed.
d. Words are carefully chosen, and grammar rules are followed.

2. Which of the following statements is NOT true about a frozen speech style?
a. Pronunciation is very clear.
b. Words are carefully chosen.
c. Interruptions are not allowed.
d. Participants share inside jokes.

3. Which speech style is appropriate if a class adviser talks with the subject teachers
about a student’s absenteeism?
a. casual
b. formal
c. frozen
d. intimate

4. Peter is preparing a speech on how to make summertime productive. He is worried

that his speech may be boring. What advice could you give him to make sure it isn't?
a. He may write all the jokes that he knows.
 b. He should request others to prepare a speech for him.
c. He should memorize his speech that he may not feel bored.
d. He should relax and write the speech in the language that is familiar.

5. In a consultative speech style, what do you think does the speaker provide in order
that the listener will understand?
a. formulaic statement
b. background information
c. feedback or comment
d. prescribed law, custom, or ritual

6. What distinguishes a formal style from a consultative style?

a. the lack of audience
b. the lack of listener participation.
c. the presence of sarcasm and exaggeration
d. the presence of interruptions between the two parties

7. What type of speech style is used in preparing for the SONA (State of the Nation
Address) of the president?
a. casual
b. formal
c. frozen
d. intimate

8. If you are a newscaster who is about to deliver a news story, what speech style
should be used?
a. casual
b. formal
c. frozen
d. intimate

9. In a baptismal ceremony, what speech style is used by a clergy?

a. casual
b. formal
c. frozen
d. intimate

10. Which of the choices is suited for a frozen style?

a. A class officer presiding a batch reunion.
b. A tribal chieftain leading ritual before planting.
c. A group of friends talking about summer classes.
d. A program director giving instructions to the staff.
Assignment:

Instruction: Students will conduct an intimate conversation with their parent, guardian, or
grandparent. Students will be asked about their well-being, motivation, and work
challenges.

Here are the questions that they can use for the mini interview:

1. How are you feeling today? Is there anything specific on your mind or any
challenges you'd like to share?
2. What motivates you every day, especially when facing challenges at work or in
daily life?
3. Can you share any current challenges or struggles you are facing in your work?
How do you navigate through them?
4. Is there anything you find particularly rewarding or satisfying in your work?
5. How can the family best support you during busy or challenging times? Are there
specific things you find helpful?
6. Are there areas of your life where you feel you've made significant progress?
7. What are some positive moments or achievements that brought you joy recently?
8. Are there any goals or dreams you have for the future that you'd like to share
with the family?
* Encourage students to approach these questions with empathy, active listening, and a
genuine interest in understanding their parents' perspectives. The goal is to foster
meaningful conversations that strengthen family bonds.
Note: Students' output will be presented in the next session.

Day 2

II. Facilitated Learning

PT [FLA8.2] Speak it Out: Sharing intimate conversation.

Introduction:

1. Greet the students and conduct preliminary activities.

2. Facilitate group sharing of their homework.

Criteria/Rubric: Speak it Out - Intimate Conversation

Engagement (5 points):

 Actively participated in the discussion.

 Asked thoughtful questions and showed genuine interest.
 Demonstrated active listening by responding to others.
Empathy and Understanding (5 points):

 Showed empathy towards parents' experiences and feelings.

 Demonstrated an understanding of their motivations and challenges.
 Considered different perspectives in the discussion.
Clarity and Communication (5 points):

 Clearly expressed thoughts and ideas.

 Used appropriate language for effective communication.
 Encouraged a positive and open atmosphere in the conversation.
Respectful Communication (5 points):

 Maintained a respectful tone throughout the conversation.

 Acknowledged and appreciated parents' sharing.
 Avoided judgmental or negative language.
Reflective Insights (5 points):

 Shared personal insights and reflections.

 Connected personal experiences to the discussion.
 Demonstrated thoughtful consideration of the conversation topics.
Total Points: 25

Day 3: Types of Types of Speech Act

II. Facilitated Learning

[FLA8.3] Discussion on Types of Speech Act

What is a Speech Act?
Speech acts are speakers’ utterances which convey meaning and make listeners do
specific things.
There are three types of Speech Act:
1. Locutionary Act refers to the actual utterance of the speaker.
Example: When you ask someone, “Can you pass the salt?” – The literal meaning
concerns the hearer’s ability to pass the salt.
Two types of Locutionary Act

a. utterance acts – where something is said (or a sound is made) and which
may not have any meaning.
b. propositional acts – where a particular reference is made.
2. Illocutionary Act refers to the intended utterance by the speaker (performance)
Example: “Can you pass the salt?” - In illocution, it is being interpreted by the receiver
that the speaker requested him to pass the salt.
Illocutionary acts are classified into five distinct categories:
a. Assertive – It is an act in which the speaker expresses belief about the truth of a
proposition. Some examples are suggesting, swearing, boasting, concluding, and
putting forward.
Example: No one makes better sandwich than I do.

b. Directive – It is an act in which the speaker tries to make the addressee perform
an action. Some examples are asking, ordering, requesting, inviting, advising and
begging.
Example: Would you make me a cup of tea?

c. Commissive – It is an act which commits the speaker to doing something in the

future. Some examples are promising, planning, vowing, betting.
Example: I promise to come at eight and cook a nice dinner for you.

d. Expressive – It is an act in which the speaker expresses his/her feelings or

emotional reactions. Some examples are thanking, apologizing, welcoming,
deploring.
Example: Thank you for your kind offer.

e. Declaration – It is an act which brings a change in the external situation. Some

examples of declarations are blessing, firing, baptizing, bidding, passing a
sentence and excommunicating.
Example: I bequeath all my property to my beloved fiancée.
3. Perlocutionary Act refers to the actions that result from the locution or what we
bring about or achieve by saying something such as convincing, persuading, deterring
or surprising
Example: “Can you pass the salt?” - if illocutions cause listeners to do something, they
are perlocutions.

III. Formative
Assessment
WT [FA8.3] Post-test: Differentiating types of speech acts – locution, illocution, and
perlocution.
A. Modified True or False
Directions: Write TRUE if the statement is correct. If not, change the underlined
word/term with a correct answer. Write your answer on the space provided before the
number.
________1. You do the speech act every time you greet someone.
________2. When words are combined, we can make a statement, command, or
request.
________3. Locutionary acts are performed with intentionality.
________4. The meaning may be expressed directly or implied in perlocutionary act.
________5. In illocutionary act, an utterance leads to an action from someone else.
________6. Unless certain effect is achieved, the illocutionary act will not also be
successfully achieved.
________7. The examples of directive are promising, planning, vowing, or betting.
________8. The actions that result from the locution or what we bring about or achieve
by saying something is called a perlocutionary act.
________9. Speech acts require an appropriate use of language within a given culture.
________10. Communicative competence is essential for a speaker to be able to use
and understand speech acts.

B. Stem-Options Variety
Directions: Decide which type of speech act is represented by each of these
statements. Write the letter of your answer on the space provided before the number.
11. Your teacher says, "For our class tomorrow, please read pages eight to seventeen."
a. utterance b. illocutionary c. propositional d. perlocutionary

12. While talking to a group of friends, you mention that you recently went to hear your
favorite singer at a local club.
a. utterance b. illocutionary c. propositional d. perlocutionary
13. You and your sister are talking about a television show that you both watched the
other night. You say, "what did you think about Luke's reaction to Laura's news?"
a. utterance b. illocutionary c. propositional d. perlocutionary
14. When you discovered that the grade you got on your math exam is "85", you let out
a sigh of relief.
a. utterance b. illocutionary c. propositional d. perlocutionary
15. When someone shouts 'fire' and by that act causes people to exit a building which
they believe to be on fire.
a. utterance b. illocutionary c. propositional d. perlocutionary
C. Identify the illocutionary act (intention) in each item.
16. No one makes better dessert than my mom.
17. Kindly bring that glass of water to me.
18. From now on, I will love you until my hair turns grey.
19. I do appreciate your presence today as I celebrate my natal day.
20. You will be blessed by God.

Personalized Learning Activity:

PT [PLA-W8] Short Skit Making: Applying knowledge of speech styles and speech
acts in real-life scenarios.

Direction: Write a short skit for each given situation below showing how you will
approach the people involved and what will you say to them. (5points each)

1. Your classmate got the highest score in 1ST Quarter Examination.

2. You showed the action research that you made and asked for your groupmates’
approval, but you think it needs revision and they do not like it.