Oral Communication in Context – Grade 11/12 First Edition ...

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Oral Communication in Context – Grade 11/12 Alternative Delivery Mode Module 3: Communicative Competence Strategies in Various Speech Situations First Edition, 2019

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., stories, songs, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor M. Briones Undersecretary: _______________________________ Printed in the Philippines by ______________________________________ Department of Education – Bureau of Learning Resources (DepEd-BLR) Office Address: Zone 1, Upper Balulang Cagayan de Oro City 9000 Telefax: (088) 880-7071, (088) 880-7072 E-mail Address: [email protected]

Development Team of the Module

Authors: John Pompey Popai E. Almonia Lenie Marte Arlyn Dawadias Editors: Reviewers: Arlyn B. Dawadias Noriza J. Esteban Hananena D. Bolonos Layout Artist: John Rimmon I. Taquiso Management Team: Chairperson: Dr. Arturo B. Bayocot, CESO III Regional Director Co-Chairperson: Dr. Victor G. De Gracia Jr., CESO V Asst. Regional Director Mala Epra B. Magnaong CES, CLMD Members: Dr. Bienvenido U. Tagolimot Jr., EPS-ADM Dr. Neil A. Improgo, EPS-LRMDS Analisa C. Unabia, EPS-LRMDS

Development Team of the Module:

Authors: John Pompey Popai E. Almonia Lenie Marte Arlyn DawadiasReviewers: Arlyn B. Dawadias Noriza J. Esteban Hananena D. BolonosLayout Artist: John Rimmon I. Taquiso

Management Team:

Chairperson: Dr. Arturo B. Bayocot, CESO III Regional DirectorCo-Chairpersons: Dr. Victor G. De Gracia Jr., CESO V Asst. Regional Director Mala Epra B. Magnaong CES, CLMDMembers: Dr. Bienvenido U. Tagolimot, Jr. Regional ADM Coordinator Dr. Angelina B. Buaron EPS, English

Printed in the Philippines by: Department of Education – Regional Office 10 Office Address: Zone 1, Upper Balulang Cagayan de Oro City 9000Telefax: (088) 880-7071, (088) 880-7072E-mail Address: [email protected]

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TABLE OF CONTENTS

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OVERVIEW 3 MODULE CONTENT 3 LEARNING COMPETENCIES 3 GENERAL INSTRUCTION 4 PRETEST 5 LESSON 1: Types of Speech Context

Objectives 8 Let’s Talk About It 8 Let’s Do This 9

LESSON 2: Types of Speech Style


LESSON 3: Types of Speech Acts Objectives 16 Let’s Talk About It 16 Let’s Do This 18

LESSON 4: Types of Communicative Strategies


LET’S SUM IT UP 25 POSTTEST 26 KEY TO CORRECTIONS 29 REFERENCES 30 WRITER’S IDENTIFICATION 31

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People express to communicate emotions. They express anything anywhere anytime. However, we should be able to know where and when we speak specific languages for appropriate situations. Hi! Kumusta? I will be your guide for this module. How well have you gone through the subject? Enjoying?! Well, there’s more to enjoy. This time, you are going to learn communicative competence strategies which you can use in various speech situations. This module is divided into four lessons.

Learning Competencies:

Ø Identifies the various types of speech context EN11/12OC-Ifj-15 Ø Exhibits appropriate verbal and non-verbal behavior in a given speech context

EN11/12OC-Ifj-16 Ø Distinguishes types of speech style EN11/12OC-Ifj-17 Ø Identifies social situations in each speech style is appropriate to use

EN11/12OC-Ifj-18 Ø Observes the appropriate language forms in using a particular speech style

EN11/12OC-Ifj-19 Ø Responds appropriately and effectively to a speech act EN11/12OC-Ifj-20

1. Types of Speech Context

4. Types of Communicative Strategy

3. Types of Speech Acts

2. Types of Speech Style

COMMUNICATIVE COMPETENCE STRATEGIES IN VARIOUS

SPEECH SITUATIONS “Speaking WHAT to WHERE and WHEN?”

OVERVIEW

MODULE 3

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Ø Engages in a communicative situation using acceptable, polite and meaningful communicative strategies EN11/12OC-IIab-21

Ø Explains that a shift in speech context, speech style, speech act and communicative strategy affects the following: Language form; Duration of interaction; Relationship of speaker; Role and responsibilities of the speaker; Message; Delivery EN11/12OC-IIab-22

Are we good? Kaya ra ba? Before we will proceed, let us follow certain instructions so we could detect how well we are doing the module.

1. Read each statement carefully and if it happens that you don’t understand the text try looking out for a dictionary and search for that word you hardly understand. You may also ask help from family or friends or try asking your OHSP teacher.

2. Answer the Pre-test before going to the next page. It will be your measuring tool of how far do you need to learn from the lesson. As usual, the answers are located on the last pages of this module. I hope you get to avoid checking the answers first before you write your own answers. Train yourself to be INDEPENDENT and RESPONSIBLE.

3. For every lesson, there are short discussions, selections and simple texts. Please read them carefully and with comprehension.

4. There are short activities made just for you. Do them.

5. After doing so, a post test will be encountered. Answer them without re-reading the previous lessons. Let’s see how well did you learn.

6. ENJOY!

General Instruction

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Pretest

Directions: Read each item carefully. Encircle the letter of your choice.

1. It is a communication when the person communicates within himself or herself.

a. Public c. Intrapersonal b. Interpersonal d. Mass

2. It consist of two persons who are formally or informally or informally interacting with each other verbally and non-verbally.

a. Dyad c. Mono b. Small Group d. Peer Group

3. A speech context is made to interact with others at any given chance.

a. Group c. Intrapersonal b. Interpersonal d. Dyad

4. Domination or superiority over a crowd is one of the disadvantages of this dynamic of interpersonal communication.

a. Dyad c. Mono b. Small Group d. Peer Group

5. The following are advantages of small group conversations except:

a. Good for doing tasks c. More sources of ideas b. Easy to arrive at consensus d. Vested interest

6. It refers to the distinctive way of communicating which consists of pattern of linguistic, vocal and nonverbal behaviors.

a. Speech Context c. Speech Act b. Speech Style d. Speech Competence

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7. This public form of communication is mediated by some forms of technology between an entity of a large and diverse audience.

a. Mass Communication c. Interpersonal Communication b. Developmental Communication d. Intrapersonal Communication

8. Which of the following is a speech style?

a. Frozen c. Dyad b. Interpersonal d. Perlocutionary

9. It is used in some group discussion, regular conversation at school,

companies, trade, speech conversation, etc. it is the most operational among the other styles.

a. Consultative c. Intimate b. Formal d. None of the above

10. A type of verbal presentation which intends to share information and conforms to established professional rules, standards and processes and avoids using slang terminology.

a. Consultative c. Intimate b. Formal d. None of the above

11. This is the performance of utterance.

a. Perlocutionary c. Illocutionary b. Locutionary d. speech act

12. Speech act is performed in what way?

a. Action c. Utterance b. Style d. Manner

13. Illocutionary is the ____________ of the utterance.

a. Intended Action c. Actual Effect b. Performance d. All of the Above

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14. The speech act that pertains to persuading, inspiring, asking and so on.

a Perlocutionary c. Illocutionary b. Locutionary d. None of the above

15. “What I learned from this activity is something I considered valuable and crucial in making decision making”. This kind of statement pertains to what type of communicative strategy? a. Turn taking c. Restriction

b. Nomination d. Topic Shifting

16. When the teacher asks you with this kind of question, “Do you have anything to say?” what communicative strategy does your teacher show?

a. Nomination c. Topic Control

b. Turn Taking d. Termination 17. What communicative strategy is used in this statement? "Pardon? I think we

should speak one at a time, so we can really understand what we want to convene about this issue."

a. Termination c. Repair b. Topic Control d. Turn taking

18. “How can I make it up to you? Would you like a cup of coffee?” These two statements pertain to what communicative strategy?

a. Topic Control c. Topic shifting b. Nomination d. Repair

19. "Have you heard about the news on the latest progress of our local government?". Upon hearing this kind of question around you, what communicative strategy does it imply?

a. Repair c. Topic Control b. Nomination d. Turn taking

20. "Sorry, I cannot think on that now. I am still doing my writing assignment. Let us discuss it the next time, okay?". What communicative strategy is used in this statement?

a. Repair c. Nomination b. Termination d. Topic Control

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OBJECTIVES:

At the end of the lesson, you will be able to:

v Identify various types of speech context; and v Exhibit appropriate verbal and non-verbal

behavior in a given speech context.

Speech CONTEXT is the SITUATION that brings people to start a conversation or a speaking event. It is important for people who communicate to understand the situation or the environmental context of the speech they are about to listen or deliver.

1. Intrapersonal When humans involve themselves in thinking, dreaming, imagining, worrying and reflecting over different things in the environment, they undergo Interpersonal communication. Interpersonal communication is hen the person communicates within himself and herself. Communicating to oneself has proved to have contributed of effective communication towards himself and to others.

2. Interpersonal Human beings are social beings that is why they talk, mingle, converse and interact with others. This type of communication is Interpersonal. This speech context is examined between two people or more who are developing and maintaining a communication rapport.

Dynamics of Interpersonal Communication

Advantages Disadvantages Dyad – consists of two persons who are formally or informally interacting with each other verbally and nonverbally.

- More intimate - Noticeable

nonverbal cues - Direct and vocal - Necessary to give

immediate response

- Prone to subjectivity - Unable to end a

conversation immediately

- Unorganized thoughts

LET’S TALK ABOUT IT!

LESSON 1: TYPES OF SPEECH CONTEXT

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Small group – consists of three to fifteen people exchanging views on a common goal face to face.

- More sources of ideas and suggestions

- Good for doing a task

- Easy to arrive at consensus

- Domination - Unreconciled

individual differences

- Vested interest

3. Public

We tend to attend symposiums, go on rallies and interact where a huge group of individuals are around. This is a public form of communication. It usually happens when individuals and/or groups engage in dialogue in the public sphere in order to deliver a message to a specific audience.

One form of public communication is Mass Communication. Mass

Communication is a more public form of communication between an entity and a large and diverse audience, mediated by some form of technology. This may be either real time or on a taped delay basis, or it may be rooted in the usually recent past.

Are you ready for some brain booster from what you have read?

LET’S DO THIS!

Activity 1.1

Directions: Identify the speech context and write your answer on the space provided.

1. You are talking to your friend over the phone. _________________ 2. Your group leader is giving his idea on your task and the members react to it.

____________________ 3. Listening to a noise barrage. ____________________ 4. You are thinking of what to do on your birthday. _______________ 5. Students attending a class in school. _____________ 6. A child dreaming of her future. _______________ 7. The barangay captain is sharing his plans during the Barangay assembly.

____________ 8. You are arguing with your brother. _________________ 9. The teachers are having their meeting. _____________________ 10. You are regretting about your mistakes. ________________

Clipart-library.com

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Activity 1.2

Directions: Watch any television primetime drama show (e.g. Probinsyano) that you like most then take note of the scenes in the show whether its, INTERPERSONAL, INTRAPERSONAL or PUBLIC.

Scenes from the show that pertains to:

Activity 1.3

Activity 1.3

Directions: Exhibit appropriate or suited verbal and nonverbal behavior in a given speech context. Imagine yourself with a small group. You may ask help from your friends. Pretend that you are one of the members in an organization inside your community (e.g. barangay), the YOUTH MOVERS. You are tasked to identify a problem affecting your community and to report with proposed solution. Present how will you conduct the group meeting. Present your ideas in a procedure.

Barangay Problem:______________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

If there are things that confuses you, try calling your teacher facilitator. He/She will give more inputs for you.

Title of the show:

Date and time watched:

Intrapersonal

1.

2.

3.

4.

5.

Interpersonal

1.

2.

3.

4.

5.

Public

1.

2.

3.

4.

5.

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Activity 1.4

Let us RECALL

Directions: Answer the following questions. Write your answers on the given space.

1. This communication context takes place when a person talks to a person. ____________.

2. The speech context that is examined between two people or more who are developing and maintaining a communication rapport. ________________

3. This context of communication happens when individuals and groups engage in dialogue in the public sphere in order to deliver a message to a specific audience. _______________

4. This dynamic of interpersonal communication consists of three to fifteen people exchanging views on a common goal face to face. _________________

5. One advantage of this interpersonal communication is easy to notice nonverbal cues among speakers. ______________

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OBJECTIVES:


v Distinguish types of speech style;

v Identify social situations in each speech style is appropriate to use;

v Observe the appropriate language forms in using a particular speech style.

Good communication skills require appropriate word choice of speaker as well as his/her structure of sentences (Dapat, et.al, 2016). As we are tagged as ‘social beings’ we need to be creative in several ways as to how we express our messages. At this, we need to learn the different types of speech styles. Speech style refers to the distinctive way of communicating to others. It consists of particular pattern of linguistic, vocal and nonverbal behaviors. It refers mainly to the way one communicates than the meaning of the communication.

Five Types of Speech Styles

1. Intimate – this style is private, which occurs between or among close family members or individuals. The type of language used in this style may not be shared publicly.

2. Casual – this style is common among peers and friends. Jargon, slang, or vernacular language are used. This style is usually seen in the streets, during lunch time with friends and the like.

3. Consultative – the consultative style of speech is a standard one where professional or mutually acceptable language is a must. Examples of this are situations that show communication between teachers and students, employers and employees, doctor and patient, judge and lawyer, or president and his/her constituents.

4. Formal – This style is used in settings that places formal procedures. This speech style is one-way in nature. Examples of this are sermons by priests and pastors, state of the nation address of the president, formal speeches or pronouncements by the judges.

LESSON 2: TYPES OF SPEECH STYLE


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5. Frozen – this style is ‘frozen’ in time and remains unchanged. It mostly occurs in ceremonies. Common examples are the Preamble of the Constitution, Lord’s Prayer and Allegiance to the country or flag.

LET’S DO THIS

Activity 2.1 Direction: Identify the speech styles used in the following scenarios.

1. 3.

https://encrypted-tbn0.gstatic.com https://encrypted-tbn0.gstatic.com

____________________ ______________________

2. 4.

pep.ph catholicireland.org ______________________ _____________________

5.

colourbox.com

_____________________

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Activity 2.2

Directions: Identify appropriate social situations in column A to each speech style in Column B. Write the letter that best corresponds your choice.

Column A

Column B

_______1. Recess time with friends _______2. Father calls mother. _______3. The judge announces his

final verdict over a case. _______4. A child is sent to a Guidance

Counselor. _______5. A DJ who listens to a story

of a caller in a radio. _______6. A friend talks to his girlfriend

for their wedding plans. _______7. Students takes their pledge

of allegiance to the Flag during morning ceremoniesat school.

_______8. Teachers chat during vacant

hours at the faculty room.

a. Intimate

b. Casual

c. Formal

d. Consultative

e. Frozen

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Activity 2.3

Directions: Choose a scenario that you observe around your surroundings (e.g. attending mass, going to barangay assemblies, dinner with your family, outing with friends, going to a doctor or talking to your loved one). Observe the appropriate verbal and nonverbal cues in the chosen scenario. Note them here.

Chosen Scenario:

__________________

Words/Phrases they uttered:

________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

Actions/Gestures/movements they did:

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

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OBJECTIVE:


v Responds appropriately and effectively to a speech act

Speech Act is an utterance that the speaker intends to affect his/her audience. Speech acts happen when we apologize, greet, request, complaint, invite and etc. Speech acts have real-life interactions and require not only knowledge of the language but also appropriate use of that language within a given culture.

Speech Acts has three types

In speaking, there are three types of speech acts by J. L. Austin (1962), a language philosopher and the formulator of the Speech Act Theory.

1. Locutionary act is the phrase or sentence being uttered. “Can you submit your project today?”

2. Illocutionary act is the purpose of the person saying such words. The one saying “Can you submit your project today?” is requesting the listener to submit his/her project today.

3. Perlocutionary act is having the hearer recognize the intention of the speaker. “Can you submit your project today?” The listener gets the point, therefore he/she would submit his/her project on that day.

Aside from these three speech acts, let us also learn about indirect speech acts. They come about when the function of the utterance does not have a direct relationship with what the speaker actually means in his/her statement.

Please consider this utterance:

“The door is still open!”

(Implied speech act: Are you capable of closing the door?)

LESSON 3: TYPES OF SPEECH ACTS


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- Here, the speaker literally questioned somebody if he or she has the ability to close the door, this indirectly requests the addressee to close the door in behalf of the speaker.

A special type of speech act is the performative. Performative utterances are statements with verbs to execute the speech act that intend to affect. Performative speech acts only “work” when uttered by a person in authority. For instance, in a wedding, the priest would say “I now pronounce you man and wife” and right then then and there the couple becomes officially husband and wife.

Searle’s Classification of Speech Act

In addition, John Searle (1976) a university professor of California, Berkeley has five general classifications of speech act:

1 Assertive – this speech act grants the speaker to convey his/her view that the proposal made is correct. The examples are suggesting, putting forward, swearing, boasting and concluding.

Ø He’s always telling us that he owns the modernistic house in town.

2 Directive – In this speech act, the speaker attempts at making the addressee to do on what is being asked. Some examples of these include asking, ordering, requesting inviting, advising and begging.

Ø Your paragraph is good, but the last sentence is too long.

3 Commissive – this speech act compasses the speaker to make future actions, e.g. promises and oaths.

Ø I promise to be careful next time.

4 Expressive – This speech act allows the speaker to speak up attitudes and feelings. These are words that express gratitude or thanks, congratulating, apologizing, welcoming and deploring.

Ø Thank you so much for having you in my life.

5 Declaration - This speech act can twist reality e.g. baptizing, bidding, wedding and blessing.

Ø I now pronounce you husband and wife.

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Ready for brain booster activities from what you have read?

LET’S DO THIS

Activity 3.1

A. Directions: Decide which type of speech act is shown by each of the given statements below. Put a check mark in the circle beside the speech act.

1. Your teacher says, “For our class tomorrow, please review pages twenty- one to forty- seven." Locutionary Illocutionary Perlocutionary

2. While talking to a group of individuals, you mention that you’ve recently watched your favorite movie series. Locutionary Illocutionary Perlocutionary

3. When you knew that the grade you got on your Oral Communication exam is a "90", you happily said "YES!”.

Locutionary Illocutionary Perlocutionary

4. You have been riding along with your parents, they look at houses they might want to buy, and they have not said it to you recently. As your car passes throughout the town, you see a house that has a “For Sale" signage, you exclaim, "Oh! There's a nice house." Locutionary Illocutionary Perlocutionary

B. Read the following utterances and then write a possible illocutionary act for each.

1. It is raining outside. Answer:_______________________________________ 2. I can’t hear a word. Answer:_______________________________________ 3. It is getting late. Answer:_______________________________________ C. Study the following statements and identify if it is a direct or an indirect

speech act. Write your answer on the space provided.

____________1. It was foggy that night and a car accident occurred. ____________2. She finished her degree and got married. ____________3. Speaker A: What’s the weather prediction? Speaker B: Bring your coat. ____________4. Speaker A: Is your family coming over? Speaker B: My mother will. ____________5. Speaker A: Do you like Popai? Speaker B: Well, she has a good husband.

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D. “I promise that I'll be having a date with you tomorrow". With the given direct speech act, write as many indirect speech acts as you can.

E. You and your friend traveled out of town and stayed with your friend’s relative. He has been good and welcomed you in his home like a family. As you leave what would you say? Create a short dialog between you and your friend’s relative that will demonstrate Searle’s classification of speech act. (Do not forget to label each statement the specific classification of illocutionary speech act it demonstrates)

You: Your friend’s Relative: You: …

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OBJECTIVES:


v Engage in a communicative situation using acceptable, polite and meaningful communicative strategies

v Explain that a shift in speech context, speech style, speech act and Communicative strategy affects the following: Language form; Duration of interaction; Relationship of speaker; Role and responsibilities of the speaker; Message; Delivery

Engaging in a conversation is bound by implicit rules and regulations. Cohen (1990) stated that "strategies must be used to start and maintain a conversation. Knowing and applying grammar appropriately is one of the most basic strategies to maintain a conversation. The following are some strategies that people use when communicating."

Types of Communicative Strategies

Nomination Speaker carries to establish a topic collaboratively. Basically, when you use this strategy, you try to introduce a topic with the people you are talking to. Example: “Hey, how are you? I missed you!”

Restriction

It refers to any limitation you may give or create as a speaker. On some cases of communication, there's instructions that must be followed. Those instructions confine you as a speaker and limit what you can say. Example: “Before we start our discussion, let me remind you again of our house rules.”

LESSON 4: TYPES OF COMMUNICATIVE STRATEGIES


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Turn-taking This points to the process by which individuals decide who take the conversational floor. Primarily, the idea is to give all communicators a chance to speak. Example: “Now, it’s your turn to ask questions.”

Topic Control Topic Control takes how the procedure of formality or informality affects the progress of topic in conversation Example: “Well, just go on.”

Topic Shifting Involves moving from one topic to another, where one part of a conversation ends and where the other begins. Example: Anyway, have you heard the news last night?

Repair Refers to how speaker address the problems in speaking, listening and comprehending that they may encounter in a conversation. Example: I’m sorry for what I’ve done, how can I make it up for you?”

Termination Refers to the conversation participants’ close initiating expressions that end a topic in a conversation. Example: “Well then, I think we’re good. See you!”

Are you ready for some brain booster from what you have read?

Then, let’s do this… Activity 4.1

Directions: Identify the type of communicative strategy used in each statement. Choose your answer from the words in the box.

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______1. "Do you have something to add?" ______2. "One of the most important lessons I gained from the discussion is

the value of eating the right food to a healthy lifestyle." ______3. "Pardon? I think we should talk one at a time, so we can clearly

understand what we want to say." ______4. "Proceed with your thoughts. I'll speak when your done with your

talking." ______5. "Have you heard the news about the latest progress of our school?" ______6. "Hey, how are you doing? I totally missed you!" ______7. "Best regards to you and your husband! See you around!" ______8. "Glad to see you. Anyway, I came to visit you because I want to

personally apologize for what I did yesterday." ______9. "Sorry, I can't talk about it now. I am still busy on my job today. Let's

talk next day over the phone, okay?" ______10. "Now, it is your turn to ask me questions about my career.

Activity 4.2 Imaginary Trip… Directions: Think of a beautiful place in the Philippines that you want to travel. You will pretend to plan a trip and go there. Prepare a dialogue to each scene using acceptable, polite and meaningful communicative strategies.

. Scene 1: While eating in a restaurant, you go over the brochures of the tourist

spot for a possible out of town next weekend. You talk about different information about the location.

Scene 2:

You come to a decision on the final whereabouts of the trip and talk about matters such as transportation, accommodation, meals, and itinerary.

Nomination Restriction Turn- taking Topic Control Topic Shifting Repair Termination

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Scene 3: You are appointed to present the final itinerary to your friends during

your weekly gathering/meeting.

Scene 4: Upon arrival, you talk to the front desk officer of the resort about your

reservation which you did a week ago. You inquire about the meal schedules, their services, and their facilities that you could enjoy.

Scene 5:

You ask a traffic officer or a local resident (on two different instances) for directions on different local landmarks because the group wants to roam around the town.

Scene 6:

The group needs to eat in the nearest seafood restaurant. After taking all their orders, you ask the waiter to list the orders. However, some of the food in the menu are not available so you ask for other food which is affordable and one of their best sellers.

Scene 7:

You still have a day before you go back home, so you decided on what other things to do since you already have toured the town. Your ideas and suggestions have generated arguments among your friends, but finally everything is cleared out and you have reached a certain decision.

Activity 4.3

Let’s Advertise!

Directions: This time, create a three-minute tourism commercial. Plan and present a tourism commercial about the place you visited in the Imaginary Trip activity. Write the things that make the place a dream destination. Take note, this activity will help you practice creating positive statements about vacation and responding to how other people see this place differently. When you write your script for the commercial, be mindful of these 10 questions.

Ø Why do tourists visit this place? Ø What do visitors like to do here? Ø What to do best for a day trip? Ø Where should one go for a good night out? Ø Where can visitors get the best food? Ø Where can visitors buy their souvenirs? Ø What outdoor activities are famous? Ø What is amazing about the weather? Ø What is the best thing to do during the summer? Ø What do foreigners and local tourists think/say about the travel

spot/s?

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The following rubric will be used in assessing your commercial, so make sure it meets the criteria below.

Rubric for the Commercial Criteria VGE

(5) GE (4)

SE (3)

LE (2)

N (1)

1. The ad demonstrated students’ knowledge of communicative strategies.

2. Appropriate communicative strategies were used during the presentation.

3. The ad adhered to the time limit. 4. Errors in grammar and pronunciation were avoided.

5. The language and speech style were appropriate to the context of the ad.

TOTAL

OVERALL SCORE

/25

Legend: VGE – To a very great extent; GE – To a great extent; SE – To some extent; LE – To a little extent; N – Not at all Rating: VGE – 21-25; GE – 16-20; SE – 11-15; LE – 6-10; N - 5

Activity 4.2 Watch Me!

Directions: Think of three scenes from a movie or a TV show where various communicative strategies were employed in one conversation. Watch the scenes and evaluate the effect of the strategy applied to the conversation and to the characters. List your evaluations in the table below.

Movie (scene and

context; characters)

Communicative strategy applied

Effect on the conversation

Effect on the characters

1.

2.

3.

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The following rubric will be used in assessing your commercial, so make sure it meets the criteria below.

Rubric for the Commercial Criteria VGE

(5) GE (4)

SE (3)

LE (2)

N (1)

1. The ad demonstrated students’ knowledge of communicative strategies.

2. Appropriate communicative strategies were used during the presentation.

3. The ad adhered to the time limit. 4. Errors in grammar and pronunciation were avoided.

5. The language and speech style were appropriate to the context of the ad.

TOTAL

OVERALL SCORE

/25

Legend: VGE – To a very great extent; GE – To a great extent; SE – To some extent; LE – To a little extent; N – Not at all Rating: VGE – 21-25; GE – 16-20; SE – 11-15; LE – 6-10; N - 5

Activity 4.2 Watch Me!

Directions: Think of three scenes from a movie or a TV show where various communicative strategies were employed in one conversation. Watch the scenes and evaluate the effect of the strategy applied to the conversation and to the characters. List your evaluations in the table below.

Movie (scene and

context; characters)

Communicative strategy applied

Effect on the conversation

Effect on the characters

1.

2.

3.

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Now let’s sum up

l Speech context is the situation that brings people to a conversation or a speaking event. l Intrapersonal Communication is the communication that you do with yourself.

l Interpersonal Communication consists of two or more individuals. A

Public form of communication happens when individuals and groups engage in dialogue in the public sphere in order to deliver a message to a specific audience.

l Dyad and Small Groups are dynamics in Interpersonal communication l Speech style refers to the distinct way of communicating. l There are five speech styles; Intimate, Casual, Formal, Consultative and Frozen l Speech act is performed by a way of an utterance with intended action. l There are three types of speech act:

a. Locution is the actual speaking. b. Illocution is the motive of the speaker behind the utterance. c. Perlocution is the planned or unplanned effect that the utterance can

give on the listener. l Direct utterance, here, the speaker straightforwardly states the purpose.

While in the indirect utterance, the speaker does not transmit openly the meaning of his/her utterance.

l Performatives are statements when said in a right place and with the

appropriate person, can mean something. l Various strategies are used to be able to communicate effectively l People should use different ways on how to communicate on saying

something to have a more successful communicative exchange

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Post test

Directions: Read each item carefully. Encircle the letter of your choice.

1. It is a communication when the person communicates within himself or herself. a) Inner personal c) Intrapersonal b) Interpersonal d) Entire personal

2. It consists of two persons who are formally or informally interacting with each other verbally and non-verbally.

a) Dyad c) Mono b) Small Group d) Peer Group

3. This speech context is made to interact with others at any given chance. a) Public c) Intrapersonal b) Interpersonal d) Mass

4. Domination or superiority over a crowd is one of the disadvantages of this dynamic of interpersonal communication.

a) Dyad c) Mono b) Small Group d) Peer Group

5. The following are advantages of small group conversations except: a) Good for doing tasks c) More sources of ideas b) Easy to arrive at consensus d) Vested interest

6. It refers to the distinctive way of communicating which consists of pattern of linguistic, vocal and nonverbal behaviors.

a) Speech Context c) Speech Act b) Speech Style d) Speech Competence

7. This public form of communication is mediated by some forms of technology between an entity of a large and diverse audience.

a) Mass Communication c) Interpersonal Communication b) Developmental Communication d) Intrapersonal Communication

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8. Which of the following is a speech style? a) Frozen c) Dyad b) Interpersonal d) Perlocutionary

9. It is used in some group discussion, regular conversation at school, companies, trade, speech conversation, etc. it is the most operational among the other styles.

a) Consultative c) Intimate b) Formal d) None of the above

10. It is a type of verbal presentation which intends to share information and conforms to established professional rules, standards and processes and avoids using slang terminology.

a) Consultative c) Intimate b) Formal d) None of the above

11. This is the performance of utterance. a) Perlocutionary c) Illocutionary b) Locutionary d) speech

12. It is through this way that a speech act is performed. a) Action c) Utterance b) Style d) Manner

13. Illocutionary is the ____________ of the utterance. a) intended Action c) actual effect b) performance d) All of the Above

14. This speech act pertains to persuading, inspiring, asking and so on. a) Perlocutionary c) Illocutionary b) Locutionary d) speech

15. What communicative strategy is used in this statement “What I learned from this activity is something I considered valuable and crucial in making decision making”?

a) Turn taking c) Restriction b) Nomination d) Topic Shifting

16. What communicative strategy does this statement exemplify: “Do you have anything to say?”

a) Turn taking c) Restriction b) Nomination d) Termination

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17. What communicative strategy is used in this statement? "Pardon? I think we should speak one at a time, so we can really understand what we want to convene about this issue."

a) Termination c) Repair b) Topic Control d) Turn taking

18. “How can I make it up to you? Would you like a cup of coffee?” What communicative strategy is this?

a) Topic Control c) Topic shifting b) Nomination d) Repair

19. "Have you heard about the news on the latest progress of our local government?” What communicative strategy is this?

a) Repair c) Topic Control b) Nomination d) Turn taking

20. "Sorry, I cannot think on that now. I am still doing my writing assignment. Let us discuss it the next time, okay?". What communicative strategy is used in this statement?

a) Repair c) Nomination b) Termination d) Topic Control

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Pre-test / Post test 1. C 2. A 3. B 4. B 5. D 6. B 7. A 8. A 9. A 10. B

11. C 12. A 13. A 14. A 15. B 16. B 17. B 18. D 19. B 20. B

Activity 1.1 1. Interpersonal 2. Interpersonal 3. Public 4. Intrapersonal 5. Interpersonal 6. Intrapersonal 7. Public 8. Interpersonal 9. Interpersonal 10. intrapersonal

Activity 1.4 1. Interpersonal 2. Interpersonal 3. Public 4. Small group 5. dyad

Activity 2.1 1. intimate 2. intimate 3. frozen 4. formal 5. casual

Activity 2.2 1. b 2. a 3. e 4. d 5. a/d 6. a 7. e 8. b

Activity 3 A. 1. Perlocutionary 2. Locutionary 3. Locutionary 4. Locutionary, Illocutionary, Perlocutionary B, D and E. Students responses may vary C. 1. Direct 2. direct 3. indirect 4. indirect 5. Indirect

Activity 4.1 1. Turn-taking 2. Termination 3. Turn-taking 4. Turn-taking 5. Nomination 6. Nomination 7. Termination 8. Repair 9. Termination 10. Turn-taking

Activity 1.2/1.3/2.2/2.3 /4.2/4.3/4.4 Students’ responses may vary

Key to corrections

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Jose Rizal O. Dapat, Bryan Eli B. Sadorra, Bethany Marie C. Lumabe. Oral Communication in Focus for Senior High School. Lorimar Publishing. Quezon City, Metro Manila. 2016

Philippe John Fresnillo Sipacio, Anna Richie Garcia Balgos. Oral communication in

context textbook for senior high school. C & E Publishing, Inc. Quezon City, 2016.

REFERENCES

Oral Communication in Context – Grade 11/12 First Edition ...

Documents

Transcript of Oral Communication in Context – Grade 11/12 First Edition ...