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Oral Com DLP

The document outlines a lesson plan for teaching students about types of speech contexts. It includes objectives, content, procedures, and analysis sections. The lesson will teach students to identify different types of communication contexts like intrapersonal, interpersonal, small group, public, mass, organizational, and intercultural communication through examples and activities.

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0% found this document useful (0 votes)

180 views61 pages

Oral Com DLP

Uploaded by

charen.rosello

We take content rights seriously. If you suspect this is your content, claim it here.

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Region XI Grade Level 11

DAILY ORAL
Teacher CHAREN POICE C. ROSELLO Learning Area
LESSON COMMUNICATION
PLAN Semester and
Teaching Date November 7-9, 2022 FIRST/ 2nd Quarter
Quarter
I. OBJECTIVES
At the end of the lesson, students are able to:
A. Content Standard: The learner recognizes that communicative competence requires understanding of speech context,
speech style, speech act, and communicative strategy.
B. Performance Standard: The learner demonstrates effective use of communicative strategy in a variety of speech situations.
C. Learning Competencies:
 identify the various types of speech context;
 use the types of speech context in order to communicate; and
 Exhibit appropriate verbal and nonverbal behavior in a given speech context.
II. CONTENT
Topic : Types of Speech Contexts
Reference : Oral Communication in Context (pp. 31-34)
Materials : Laptop, TV, PowerPoint presentation
III. PROCEDURES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
1.Prayer
The teacher will ask a student to lead the  a student will lead
prayer.
 “Good morning, ma’am Charen, good afternoon
2.Greetings
classmates, Mabuhay!”
The teacher will greet the students
3.Checking of Attendance  Beadle will provide the details
The teacher will ask the class beadle.

A. Preliminaries 4.Checking/Passing of Assignment  Pass their papers

Assignments will be either checked or will
be submitted.
5.Review
The teacher will ask students about the  Call a student to answer
previous lesson.
 “Class, what was our lesson all about last
week?”
“Very Good!”
B. Motivation The teacher will present some pictures and Directions: Identify the type of communication observed in
let students identify the type of each picture. Choose your answer in the options given
communication observed in each picture. below.
Students will choose among options given.
a. communication with self
b. communication between two persons
c. communication in a small group
d. communication to the public
Students will answer.
1. The answer is letter B, ma’am.
2. Letter A is the answer.
3. C
4. B
5. D
6. D
7. D
8. C
9. A
10. D

C. Lesson Proper

The teacher asks students to get their

notebook.
The teacher will present random topics for Directions: Listed below are numbers of possible topics
communication and asks students to pick three for communication or discussion. If given the chance to
(3) topics and explain how they would like to present the said topics, how would you do it. Explain why
present such. you have chosen such. Accomplish the chart provided
below.
POSSIBLE INFORMATIVE TOPICS
1. The Secrets of Happy and Successful
Relationships
1. Activity 2. Should Teachers and Students Be Friends on
Social Media?
3. Is it sometimes better to tell a lie than to tell
the truth?
4. How to be a Persuasive Speaker?
5. How to Improve your Conversation Skills?

After 5 minutes, teacher will ask

random students to share their
work orally.
Analysis The teacher will present following 
statements and let students
explain.
1. Human society cannot function without
communication.
2. Communication is what connects us as
human beings.
Learning the Types of Speech Context
1. INTRAPERSONAL COMMUNICATION
- communicating with the self
-sender and receiver are the same
-It includes repeating a song heard while
looking at the mirror, memorizing dialogue
in a play, criticizing oneself for forgetting
one’s homework, writing a diary or blog
which nobody else could read and writing a
post – it notes to remind ourselves of the
activities to be done. Daydreaming,
contemplating or meditating and mental
planning
2. INTERPERSONAL COMMUNICATION
- involves more than one person
TYPES OF INTERPERSONAL COMMUNICATION
A. DYADIC COMMUNICATION- This involves only
two (2) participants forming the dyad.
Example: conversation, interview, and dialogue
B. SMALL GROUP COMMUNICATION- requires 3
to 15 people
- discussing a problem or an issue and looking for a
sensible solution and plan to address such problem
or issue.
- This type of communication has an agenda at
hand and needs to accomplish something.
- Rules are being followed to facilitate order
- This group can sometimes regard as a study or
task – oriented group. Study Groups are meant to
look into a problem while Task – Oriented Groups
study an issue and arrive at a plan to resolve such
issue.
Examples:
symposia, round table and panel discussion, and
small group meetings
D. PUBLIC COMMUNICATION
-one speaker addresses many listeners,
collectively known as an audience
- no interchanging of the speaker and the
listener roles
- formal, the speech is well prepared, the
speaker is dressed properly and appropriately
Examples of this type includes: speech by the
keynote speaker, paper presenter/presentation,
closing remarks and speech during protests/rallies.
E. MASS COMMUNICATION
- This refers to any of the above human verbal
interactions
- carried out with the aid of mass media
technology
-mass communication now includes social
media, such as: videos and webcasts/podcasts
Examples: Newspapers, Radio, Television,
Journalism
F. ORGANIZATIONAL COMMUNICATION
- the interaction of members along with the
links in an organizational structure
Example: Team meetings
G. INTERCULTURAL COMMUNICATION
- The exchange of concepts, traditions, values,
and practices between and among people of
different nationalities and ways of life.
Examples:

 A Christian converses with a Muslim.

 A woman receives an order from a man.
 An American and African share their views.
 A Chinese politician’s discussion with an American
leader.

Question:
Abstraction 1. What are the types of Speech Context?
Students will answer.

Application Students will be asked to get their notebook and Directions: List down as many communication situations
answer the chart given. as possible to complete the chart of speech context
below.

TYPES OF SPEECH CONTEXT CHART

Type of Speech Communication
Situation

1. Intrapersonal
Communication
2. Interpersonal
Communication
2.1 Dyadic
Communication
2.2 Small Group
Communication
2.3 Public
Communication
2.4 Mass
Communication
2.5 Organizational
Communication
2.6 Intercultural
Communication
After 5 minutes, teacher will collect their answers.

IV. EVALUATION
Students will be asked to answer the activity in a ¼ sheet of paper.
After 5 minutes, answers will be checked.
After checking, the teacher will ask students to write their raw score on the index card.
Directions: Identify the types of speech context appropriate for the following situations. Using the word pool below, choose the
letter of the best answer and write it on the space provided.

a. intrapersonal
communication
b. dyad
communication
c. small group
communication
d. public
communication
e. mass
communication
f. organizational
communication
g. intercultural
communication
__B_1. Your depressed cousin is talking to a counselor or psychiatrist.
_D__2. Your best friend is delivering an oratorical speech.
_E__3. A television anchor is delivering a news report.
_C__4. You are having a discussion with your groupmates on how to finish the assigned tasks.
__B_5. You provided comfort to a friend who was feeling down.
__A_6. You felt happy while thinking about how your teacher appreciated you.
_D__7. A contestant performing declamation in front of audience.
__A_8. You are recounting your past experiences.
__E_9. You are a student journalist articulating your stand on current issues through the school’s
newspaper.
_B__10. You offered feedback on the speech performance of your classmate.

V. AGREEMENT

Students will be asked to do the activity in a short bond paper.

Directions: Think of any communication interaction in school, at home and in other places where the different types of speech
context are used. You may also include your personal involvement or experience in the said communication situations. Using the chart below,
state the topic(s) of the interaction and identify which type of speech context is used and the place where the situation happened or took
place.
Topic/Communication Situation Type of Speech Context Used Place/Location
the Situation Happened

Prepared by:

CHAREN POICE C. ROSELLO

SHS-Teacher II
New Bataan National High School
Division of Davao De Oro

Approved by:

HIMAYA J. MAGUIDATO, HTIII

OIC-SHS Asst. School Principal
New Bataan National High School
Division of Davao De Oro
Region XI Grade Level 11
DAILY ORAL
Teacher CHAREN POICE C. ROSELLO Learning Area
LESSON COMMUNICATION
PLAN Semester and
Teaching Date November 10-11, 2022 FIRST/ 2nd Quarter
Quarter
I. OBJECTIVES
At the end of the lesson, the students must be able to:
II. A. Content Standard: The learner recognizes that communicative competence requires
III. understanding of speech context, speech style, speech act and communicative strategy.
IV. B. Performance Standard: The learner demonstrates effective use of communicative
V. strategy in a variety of speech situations.
VI. A. Content Standard: The learner recognizes that communicative competence requires
VII. understanding of speech context, speech style, speech act and communicative strategy.
VIII. B. Performance Standard: The learner demonstrates effective use of communicative
IX. strategy in a variety of speech situations.
X. A. Content Standard: The learner recognizes that communicative competence requires
XI. understanding of speech context, speech style, speech act and communicative strategy.
XII. B. Performance Standard: The learner demonstrates effective use of communicative
XIII. strategy in a variety of speech situations.
D. Content Standard: The learner recognizes that communicative competence requires understanding of speech context,
speech style, speech act, and communicative strategy.
E. Performance Standard: The learner demonstrates effective use of communicative strategy in a variety of speech situations.
F. Learning Competencies:
 Explain the JOHARI window
 Present own JOHARI window to the class through jingle song
 Supply information about self in each window
II. SUBJECT MATTER
Topic : JOHARI WINDOW (INTRAPERSONAL COMMUNICATION)
Reference : Oral Communication in Context
Materials : Laptop, TV, powerpoint presentation
III. PROCEDURES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
1.Prayer
The teacher will ask a student to lead the prayer.  a student will lead
2.Greetings
 “Good morning, ma’am Charen,
The teacher will greet the students
good afternoon classmates,
3.Checking of Attendance Mabuhay!”
The teacher will ask the class beadle.
A. Preliminaries  Beadle will provide the details
4.Checking/Passing of Assignment
Assignments will be either checked or will be submitted.
5.Review  Pass their papers
The teacher will ask students about the previous lesson.
 “Class, what was our lesson all about last week?”
“Very Good!”
 Call a student to answer

The teacher will ask the students about the statement:

“UNDERSTANDING HOW YOUR SELF- CONCEPT DEVELOPS
INCREASES YOUR SELF-AWARENESS.” Some students will answer.
B. Motivation  What does it mean?
 What is your understanding about the statement presented?

C. Lesson Proper
The teacher will present some jumbled word and let students identify
such word. Students will participate.

1. Activity 2. O_E_ S_E_ _

3. H_ _ D_ N SELF
4. _LI_ _ S_ _ F
5. U_ K_ OW_ SE_ _

2. Analysis JOHARI FOUR WINDOWS

1. OPEN AREA
- portrays your behaviors, motivations, feelings, attitude,
skills, views, likes, and dislikes
Students will listen to the teacher while
-known by the person ‘the self’ and known by the group
taking notes.
Examples: name, gender, age, the color of your hair, eyes, skin
2. HIDDEN AREA
- represents the things you know but which you do not choose to
share or reveal to others.
-Known to ourselves but kept hidden, and therefore unknown to
others
EXAMPLES: parts of your family history, sexual problems,
financial status, failures
3. BLIND AREA
- things you do not know about yourself but are known to others.
Example:
 Insignificant speaking habits
 Simple mannerism
4. UNKNOWN
-unknown to the person himself/herself and unknown to
others in the group.
Example:
-fears that a person does not know
-an unknown illness
 What are the four windows of self?
3. Abstraction  Who created the Johari Window model? Students will participate.
 Explain each four different perspective of self.
Students will be asked to get ½ sheet of paper (cross wise) for the
activity.  Draw your own JOHARI
window and explain a little the
reason for the particular size
assigned to each quadrant.

4. Application
Students will present individually.

After answering, each student will present it to the class.

IV. EVALUATION
Students will be group into four. Each group will be assigned to each window of Johari and allow them to present each
assigned window through jingle song making.
Students will be given 20 minutes to compose.
Performance of each group will be graded by the given criteria.
Content/Composition - 30
Creativity -10
Presentation -10
50 points

V. AGREEMENT/ASSIGNMENT
Fill out each quadrant with information about yourself.
OPEN SELF: HIDDEN SELF:

BLIND SELF: UNKNOWN SELF:

Prepared by:

CHAREN POICE C. ROSELLO

SHS-Teacher II
New Bataan National High School
Division of Davao De Oro

Approved by:

HIMAYA J. MAGUIDATO, HTIII

OIC-SHS Asst. School Principal
New Bataan National High School
Division of Davao De Oro

Region XI Grade Level 11

DAILY ORAL
Teacher CHAREN POICE C. ROSELLO Learning Area
LESSON COMMUNICATION
PLAN Semester and
Teaching Date November 16-17, 2022 FIRST/ 2nd Quarter
Quarter

I. OBJECTIVES
At the end of discussion, students are expected to:
A. Content Standard: The learner recognizes that communicative competence requires understanding of speech context,
speech style, speech act, and communicative strategy.
B. Performance Standard: The learner demonstrates effective use of communicative strategy in a variety of speech situations.
C. Learning Competencies:
 Identify the nature of interview and its guidelines for conducting;
 Observe and evaluate an interview; and,
 Play the role of an interview and the other, the interviewee.
II. SUBJECT MATTER
Topic : INTERVIEW: A FORM OF DYADIC COMMUNICATION
Reference : Oral Communication in Context
Materials : laptop, TV, power point presentation, marker
III. PROCEDURES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
1.Prayer
The teacher will ask a student to lead the prayer.  a student will lead
2.Greetings
 “Good morning, ma’am Charen,
The teacher will greet the students
good afternoon classmates,
3.Checking of Attendance Mabuhay!”
The teacher will ask the class beadle.
A. Preliminaries  Beadle will provide the details
4.Checking/Passing of Assignment
Assignments will be either checked or will be submitted.
5.Review  Pass their papers
The teacher will ask students about the previous lesson.
 “Class, what was our lesson all about last week?”
“Very Good!”
 Call a student to answer

B. Lesson Proper
Fact or Bluff?
Directions: Read the following sentences carefully. Write T if the
statement is True and F if False. Answers Key
_____1. Various nervous mannerisms should be avoided in an 1. T
interview. 2. T
1. Activity _____2. Communication is essential in everyday activities of human 3. F
being. 4. F
_____3. Cheerful physical surroundings should not be considered in 5. F
an interview process.
_____4. An interview is the most intimate talk of any kind between
two persons.
_____5. The interview should not have definite purpose.
2. Analysis
NATURE OF INTERVIEW
Interview- form of dyadic communication involving two
parties- the interviewer and the interviewee- for the
purpose of gathering information.

*Interviews usually involve only two active participants- like

Bawal and Pasaway of Winnie Monsod

and The Business World hosted by Howell Mabalot.

*The success or failure of the interview lies on both the

interviewer and interviewee.

Interview is a form of dyadic communication that is

considered a two-way process where both parties
alternately talk and listen. It is a conversation with a
purpose which aims to help the interviewee to understand
and put into a larger context the interpersonal, social and
cultural aspects of the environment.

Interviewer- a person who obtains information from

another by asking a series of questions
-Decides on what data to gather and how to
gather them

Interviewee- the one who is interviewed

-supplies the data

Guidelines for Conducting an Interview

The Interviewer
1. The interview should have a definite purpose.(clear
and well-defined)
2. The interview questions shout suit the purpose of the
interview and the interviewee’s personality and
status.
3. The interviewee’s convenience and comfort should be
taken into consideration in setting the time and the
place of the interview.
4. Ground rules must be laid down, particularly the
scope and limitations of the interview. (e.g., a wife of
a prominent politician who was attending a theatre
festival consented to an interview provided that the
questions would be restricted to her interest in the
theatre and the arts).
5. The data gathered in the interview should be
reviewed and clarified for accuracy.
The Interviewee
1. He/She should know the purpose of the interview,
except in cases where the purpose is obvious, as in
interview related to jobs, scholarships, or loans.
2. He should know the scope and limitations of the
interview, the kinds of information he is expected to
give. He should be prepared to present such
information, perhaps with visual aids.
3. He should be open-minded, cooperative, helpful and
friendly. Regardless of the purpose, the interviewee
should not be defensive, hostile, or evasive in
answering questions because the interviewer may get
an unfavourable impression.

3. Abstraction Teacher asks the reasons behind each guideline.

4. Application Watch the interview shown on News to Go - Interview with 2010 Bar
Exam Topnocher 3/18/11 - YouTube TV program; observe and
evaluate it. Note down the following details. ( Howie Severino and Kara
David of News to Go interview the 2010 Bar Exam Topnotcher Cesareo Antonio
Singzon, Jr., an Atenean who led the 982 passers of the bar exam with a score of
89.00.)

a. Place and time of interview

b. Topic of interview
c. Purpose of interview
d. Name of participants: interviewer/s and the interviewee/s
e. Skills of the interviewer (refer to guidelines
f. Skills of the interviewee (refer to guidelines)

IV. EVALUATION
Directions: Get a partner. One of you may play the role of an interview and the other, the interviewee. The topic of your
interview is on seeking admission to a school.

Reminder:
As an interviewer, design your own interview sheet following the guidelines for conducting an interview. Determine the topic,
purpose, venue, time, interview, questions, and ground rules.

As an interviewee, know the topic and scope of the interview and its purpose. Prepare answers for possible interview
questions.

V. AGREEMENT/ASSIGNMENT
Prepare for the job interview.

Prepared by:

CHAREN POICE C. ROSELLO

SHS-Teacher II
New Bataan National High School
Division of Davao De Oro

Approved by:

HIMAYA J. MAGUIDATO, HTIII

II. SUBJECT MATTER

Topic : INTERVIEW
Reference : Oral Communication in Context
Materials : Laptop, TV, PowerPoint presentation

III. PROCEDURES
TEACHER’S ACTIVITY
1.Prayer
The teacher will ask a student to lead the prayer.
2.Greetings
The teacher will greet the students
3.Checking of Attendance
A. Preliminaries The teacher will ask the class beadle.
4.Checking/Passing of Assignment
Assignments will be either checked or will be submitted.
5.Review
The teacher will ask students about last discussion
 Students will engage in mock interview
 Teacher will invite some teachers to interview students.

INTERVIEW QUESTIONS:
1. Tell me something about yourself.
2. How did you hear about this position?
3. Why do you want to work here?
4. What is your greatest strength?
5. What are your strengths and weaknesses?
6. What is your greatest accomplishment?
B. Activity 7. What are your salary requirements?
8. What is the academic achievement you’re most proud of?
9. What kind of working environment do you work best in?
10. Where do you see yourself in 5 years?

 Students performance will be rated by the given criteria

Communication skills - 10
Attitude -10
Physical Appearance - 10
Accuracy -10
TOTAL: 40 points

IV. AGREEMENT/ASSIGNMENT
Study Small-Group Communication

Prepared by:

CHAREN POICE C. ROSELLO

SHS-Teacher II
New Bataan National High School
Division of Davao De Oro

Approved by:

HIMAYA J. MAGUIDATO, HTIII

OIC-SHS Asst. School Principal
New Bataan National High School
Division of Davao De Oro

Region XI Grade Level 11

DAILY ORAL
Teacher CHAREN POICE C. ROSELLO Learning Area
LESSON COMMUNICATION
PLAN Semester and
Teaching Date November 23-25, 2022 FIRST/ 2nd Quarter
Quarter
I. OBJECTIVES
At the end of the lesson, the students must be able to:
XXVI. A. Content Standard: The learner recognizes that communicative competence requires
XXVII. understanding of speech context, speech style, speech act and communicative strategy.
XXVIII. B. Performance Standard: The learner demonstrates effective use of communicative
XXIX. strategy in a variety of speech situations.
XXX. A. Content Standard: The learner recognizes that communicative competence requires
XXXI. understanding of speech context, speech style, speech act and communicative strategy.
XXXII. B. Performance Standard: The learner demonstrates effective use of communicative
XXXIII. strategy in a variety of speech situations.
XXXIV.A. Content Standard: The learner recognizes that communicative competence requires
XXXV. understanding of speech context, speech style, speech act and communicative strategy.
XXXVI.B. Performance Standard: The learner demonstrates effective use of communicative
XXXVII. strategy in a variety of speech situations.
A. Content Standard: The learner recognizes that communicative competence requires understanding of speech context, speech
style, speech act, and communicative strategy.
B. Performance Standard: The learner demonstrates effective use of communicative strategy in a variety of speech situations.
C. Learning Competencies:
 Compare the types of discussion-groups;
 Summarize the analysis of the structure of small discussion-groups; and,
 Discuss selected issue using of structures of the small discussion-group.
II. SUBJECT MATTER
Topic : SMALL-GROUP COMMUNICATION
Reference : Oral Communication in Context
Materials : Laptop, TV, PowerPoint presentation

III. PROCEDURES

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

1.Prayer
The teacher will ask a student to lead the prayer.  a student will lead
2.Greetings
 “Good morning, ma’am Charen,
The teacher will greet the students
good afternoon classmates,
3.Checking of Attendance Mabuhay!”
The teacher will ask the class beadle.
A. Preliminaries  Beadle will provide the details
4.Checking/Passing of Assignment
Assignments will be either checked or will be submitted.
5.Review  Pass their papers
The teacher will ask students about the previous lesson.
 “Class, what was our lesson all about last week?”
“Very Good!”
 Call a student to answer

B. Lesson Proper

Teacher will ask the following questions:

“What is group?”
5. Activity “Are people sitting on the airport terminal waiting for their flight not a
group?”
“What about the people in the reading room?”
6. Analysis NATURE OF A SMALL-GROUP COMMUNICATION
 Engelberg and Wynn (2000) and Collins describe small-
group as an interaction of five or more people who work
together to achieve their common goal.
 A collection of people, then, qualifies as small-group
communication as long as it has the following elements:
ELEMENTS OF SMALL-GROUP COMMUNICATION
1. Members- at least five to 15 members.
-the ideal number is five to seven members
-a group of less than five may find it difficult to gather
enough opinion to solve a problem effectively.
2. Goal- has a common goal or purpose.
-the collective or group reason that defines, binds, and
directs the members of the group.
3. Interaction-members communicate with one another to
establish a relationship and to share information that will help
them arrive at decisions and solve the problems.
4. Interdependence- members function as a team; each one
assumes responsibility for doing his part.
-the success (or failure) of one is felt by the whole group.
-When members interact to achieve their common goal, they
exert effort to influence and help one another.
5. Working- they work to pursue their common goal.
-they see themselves as a part of the group (commitment)
working toward a common purpose.

EXAMPLE:
For instance, people lined up at a bus stop station for the
next bus may not be a group although they have a common
goal, which is to board a bus.
They are aware of the another’s presence and can feel that
they are part of the group (interdependence), but they do not
need to interact with one another to accomplish their goal of
riding the bus until someone tries to sneak into the line and
the people make a unified move to keep the sneaker out
(interaction)
This collection of people who reacted together for a common
cause manifested a sense of commitment and acted as one
group (interdependence) to stop the sneaker (interaction).
At this point, when they interacted in unis on against the
sneaker, this collection of people becomes a group.

KINDS OF SMALL GROUP

Barker and Grant identify several categories of groups:
(a) according to purpose,
(b) according to participation,
(c) according t seating arrangement, and
(d) according to communication patterns

1. According to Purpose. Groups are classified into

primary and discussion groups.
a. Primary or psyche group gives support to its
members.
Family, social, political, religious, academic groups,
neighbours, friends, teammates, and buddies are all
support groups whose members enjoy each one
another’s company and share joys and tears.
-Discussion covers a variety of topics, and is loosely
structured and informal.
b. Discussion-group functions as a clearing house
where members are required to speak out for the
enlightenment of the members in finding solution to a
problem.
ELEMENTS OF DISCUSSION-GROUP
 Face-to-face encounter- exchange ideas occurs right
here and now, making feedback and evaluation easy and
prompt (e.g., committee meetings, seminars, workshops,
and others.)
 Leadership- one out of two members assumes the role of
group leader.
 Common purpose- the binding force of a group. Any
behaviour directed at group goals holds member
together; the more relevant to the group the goals are,
the more motivated the group is to stay and be identified
with it.
 Shared characteristics- different from a primary group
because of the presence of a common background, or
shared characteristics like similar religious belief,
profession, ethnic background, race, socioeconomic
class, geographic location, and lifestyle, among others.

2. According to Participation. Categorized into (a) public

or open group, and (b) private or closed-group
participation.
Public or open discussion-group- an audience is present to
listen and at times to participate in the proceedings ( e.g.,
panel, lecture, and symposium )

Private or closed discussion-group- one in which no audience

listens or participated in the proceedings (e.g., executive
council or cabinet meeting, problem-solving meeting).
3. According to Seating Arrangement
Group communication, to be effective, must take
place in a god environment, and this starts with the
seating arrangement.
Seating arrangements are either formal or informal
depending on the nature of the meeting.

1.
-Too formal (e.g., executive or board meetings). It
strongly suggests a boss-subordinate relationship
and members are inhibited to interact.

2.
-Too informal. The three people on the left side seem
to have formed their own group; the two sit quite
close to each other forming another group; and the
other two members have placed themselves out of
the communication flow. Very likely, this group
cannot interact as one.

3.
-the group around a round table.

4.
-the group around a square table, are both informal
and conducive to effective interaction.

 The circular setting makes the members feel that

they are on equal footing or status; hence, they are
not inhibited in their interaction, and the improved
sight lines allow everyone to see and hear the
proceedings better.

4. According to Communication Patterns

In general, interpersonal communication can be one-
way or two-way.
a. One-way communication pattern occurs when the
sender of the message transmit information in the
form of directives and expects no response, no
further discussion, or feedback.
The message is send faster and easier because there
is no need to deal with potential questions and
probable disagreement from the receiver.

b. Two-way communication –involves the sharing of

information between two or more parties in an
interactive exchange of ideas.
The sender expects feedback and provides response.
This may be more difficult and time consuming, but it
ensures accurate understanding of the message.

a. When is a gathering of people a group?

7. Abstraction b. When should the one-way and the two-way
communication patterns be used?
8. Application Identify the types of small-groups described:
1. It is a situation where messaged are in the form of rules Answers
and regulations, policies, and directives and no one is 1.ONE-WAY COMMUNICATION
expected to react. 2. PUBLIC OR OPEN DISCUSSION-
2. The audience is there; present, but only to listen. GROUP/ PANEL
3. The arrangement strongly defines who you are in the 3. FIGURE 3A
group, or what your position is in the rank and file. 4. PUBLIC OR OPEN DISCUSSION-
GROUP
4. The audience is present to listen and most often is allowed
to participate in the discussion. 5. TWO-WAY COMMUNICATION
5. Here, messages are disseminated and feedback from 6. PRIMARY OR PSYCHE GROUP
listeners is expected. 7. FRIGURE 3B
6. It is informally structured and members have no common 8. DISCUSSION-GROUP
background or characteristics. It has no defined group
purpose except to share happiness and sorrows.
7. The arrangement suggests a sense of equality that
everyone is on equal footing.
8. It is formally structured; members have common
background and characteristics. It serves as a problem-
solving group.

IV. EVALUATION
Students will be asked to get a ½ sheet of paper crosswise for the activity.
A. Directions: Name the primary groups you have in your community or barangay.
B. Cite a primary group in your community or barangay that has extended help to you, your family, or relatives. Describe the
help extended.

V. AGREEMENT/ASSIGNMENT

Study in advance the Types of Small-Discussion Groups.

Prepared by:

CHAREN POICE C. ROSELLO

SHS-Teacher II
New Bataan National High School
Division of Davao De Oro

Approved by:

HIMAYA J. MAGUIDATO, HTIII

II. SUBJECT MATTER

Topic : TYPES OF SMALL-DISCUSSION GROUPS
Reference : Oral Communication in Context
Materials : Laptop, TV, PowerPoint presentation
III. PROCEDURES
III. PROCEDURES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
1.Prayer
The teacher will ask a student to lead the prayer.  a student will lead
2.Greetings
 “Good morning,
The teacher will greet the students
ma’am Charen,
3.Checking of Attendance good afternoon
The teacher will ask the class beadle. classmates,
Mabuhay!”
4.Checking/Passing of Assignment
Assignments will be either checked or will be submitted.  Beadle will provide
A. Preliminaries
5.Review the details
The teacher will ask students about the previous lesson.
 “Class, what was our lesson all about last week?”
“Very Good!”  Pass their papers

 Call a student to
answer
B. Lesson Proper
 Students will be grouped into 8 and each group will be assigned to each type of
9. Activity small-discussion group.
 Teacher will be given 5 minutes to discuss.
 After 5 minutes, each group will discuss their discussion to the class.
10. Analysis After every discussion of each group, teacher will give an addendum.

Small-discussion groups are categorized into panel discussion, symposium,

lecture panel, round-table session, brainstorming session, buzz session,
meeting, and committee (Vasile & Mintz, 2000)
1. Panel discussion- most popular discussion-group
-it is a public or open discussion composed of a moderator and four
to six members, seated at the table facing the audience
(e.g., a group of psychologists, doctors, sociologists discussion the
effects of cocaine before a college audience.
- The purpose of a panel discussion is to look into the different
aspects of a problem through interaction among the members of
the panel.
-The panellists individually express their views or ideas on the
topic and interact with one another. The exchange of ideas may
spark a lively intellectual discussion. The audience may be allowed
to participate by asking questions.
(insert pic)
2. Symposium- a public or open discussion-group that combines
instruction and discussion, or teaching and learning (e.g.,
physicians discussing with their colleagues the progress in the
development of AIDS vaccine)

3. LECTURE PANEL
headed by a chairperson
a. A recognized expert on the subject is invited to present a lecture.
b. After lecture, the panel members ask questions.
c. The audience listens by may or may not participate.
4. ROUND-TABLE DISCUSSION
-all the members are required to interact
a. All are participants; there is no moderator.
b. Circular seating arrangement and sense of closeness is preferred.
c. The leader presents the subject or issue and calls on everyone to air
his view.
d. Aims to gather data. The participants prepare for the discussion, so
they can actively participate and react in the discussion and assessment of
ideas.
The discussion, then becomes a learning experience.

5. BRAINSTORMING SESSION
a. It is a freewheeling, no holds-barred style of problem- solving
discussion-group.
b. Five to 20 participants without any moderator
c. The participants are given a few minutes of silence to focus on the
subject matter and stimulate their imagination.
d. Quantity, not quality, of ideas is important
6. BUZZ SESSION
A. It is a problem-solving process that calls for a leader who is very
familiar with the problem, so he can conduct the entire session.
B. The leader informs the group about the problem and the discussion
format; then, he divides the group into smaller clusters of four to
six.
Each cluster is given 10 to 15 minutes to discuss the problem and
come up with a solution.
C. The leader of each cluster presents a report of his cluster’s
solution.
7. MEETING
-small or big, formal or informal, is a closed discussion-group.
a. Small informal meetings have a limited number of participants.
b. The discussion is unconstructed.
c. Bigger meetings (labor, business, and fraternity meetings are
formal; the discussion is structured, and the topics are more
serious.
8. COMMITTEE
a. May be composed of five to nine persons headed by a
chairperson.
b. Committee members may be elected or appointed, or they may
volunteer

Teacher will ask a question:

a. What are the differences among the types of small-discussion group in
11. Abstraction
purpose, composition, seating, proceedings and participation?
Teacher will randomly call students to answer.
Teacher will let students work in groups of five members.
Students compare the types of discussion- groups using the format table. And
discuss the result in class.
Group Purpose Compositio Seating Proceeding Participation
Discussion n s
Panel
Discussion
Symposium
12. Application Lecture
Panel
Round-table
Brainstorming
Buzz Session
Meeting
Committee
Summarize the findings on the analysis of the structures of small discussion-groups
in the table.

IV. EVALUATION
Teacher asks students to form groups of three. Each group chooses one topic or issue from listed below. Discuss the
selected issue using of structures of the small discussion-group assigned:
ISSUES ARE:
1. Illegal drugs have snared both the young and the no-longer-young into the maelstrom of addiction. Sadly, their roads lead to nowhere but
perdition. What can you do to help solve drug addiction?
2. Out ecological problems are also moral problems because the roots of nature’s destruction are greed, selfishness, and lack of moral
concern. Who are to blame?
3. Change is always for the better; hence, any proposal for change should be backed up with thorough preparation. In your opinion, are we
prepared for the full implementation of K-12 curriculum?
4. Dynasties thrive like mushrooms in the political arena. Are they assets or liabilities to our economic, social, and political lives?
5. Life seems to have gotten of its fulcrum. Future shocks have now become realities. One of them is same-sex marriage. Should we follow
the example of the United States of America and other European countries and allow same-sex marriage in the Philippines?
V. AGREEMENT/ASSIGNMENT
Types of Communicative Strategy

Prepared by:

CHAREN POICE C. ROSELLO

SHS-Teacher II
New Bataan National High School
Division of Davao De Oro

Approved by:

HIMAYA J. MAGUIDATO, HTIII

OIC-SHS Asst. School Principal
New Bataan National High School
Division of Davao De Oro

Region XI Grade Level 11

DAILY ORAL
Teacher CHAREN POICE C. ROSELLO Learning Area
LESSON COMMUNICATION
PLAN Semester and
Teaching Date December 7 , 2022 FIRST/ 2nd Quarter
Quarter
I. OBJECTIVES
At the end of the lesson, the students must be able to:
N. A. Content Standard: The learner recognizes that communicative competence requires
O. understanding of speech context, speech style, speech act and communicative strategy.
P. B. Performance Standard: The learner demonstrates effective use of communicative
Q. strategy in a variety of speech situations.
R. A. Content Standard: The learner recognizes that communicative competence requires
S. understanding of speech context, speech style, speech act and communicative strategy.
T. B. Performance Standard: The learner demonstrates effective use of communicative
U. strategy in a variety of speech situations.
V. A. Content Standard: The learner recognizes that communicative competence requires
W. understanding of speech context, speech style, speech act and communicative strategy.
X. B. Performance Standard: The learner demonstrates effective use of communicative
Y. strategy in a variety of speech situations.
Content Standard: The learner recognizes that communicative competence requires understanding of speech context, speech style,
speech act, and communicative strategy.
Performance Standard: The learner demonstrates effective use of communicative strategy in a variety of speech situations.
Learning Competencies:

 distinguish various types of communicative strategy;

 engage in a communicative situation; and
 Use acceptable, polite, and meaningful communicative strategy.

II. SUBJECT MATTER

Topic : Types of Communicative Strategy
Reference : Oral Communication in Context
Materials : Laptop, TV, PowerPoint presentation
III. PROCEDURES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Preliminaries 1.Prayer
The teacher will ask a student to lead a prayer.  Student will lead
2.Greetings
The teacher will greet the students  “Good morning, ma’am!
3.Checking of Attendance
The teacher will ask the class beadle.  Beadle will note the absent

4.Review
The teacher will ask students about the previous lesson.  Call a student to answer
5. Motivation
The teacher asks students to list as many as words they can
see in a Word Search
Students will be given 1 minute to do the searching.
Find Me!  Students will response.
B. Lesson Proper
Group yourselves according to your
number. And each group will be given a
(The class
1. Activity
task

Group yourselves according to your will count

number. And each group will be given a
task.
Group yourselves according to your
off 1-3)
number. And each group will be given a
task.
Individual/per row presentation
Directions: Describe the different conversations you are usually
engaged in. Use complete sentences for your answers.
Row 1-home

Row 2- school

Row 3- community

(Each representative will do their

task)
You have 10 minutes to work on your
tasks and afterwards a representative of
each group will present your work.
Do you understand the activity?

Okay, you may now start.

You have 10 minutes to work on your
tasks and afterwards a representative of
each group will present your work.
Do you understand the activity?
Okay, you may now start.
Five (5) minutes will be given to do students’ tasks and afterwards
a representative of each row will present their work.

Each student will describe their experiences in communicating

with other people by answering the questions below. (Each student will present their
 How do you usually start a conversation? work orally)
2. Analysis
 What are the problems that you had encountered during a
conversation and how did you address them?
 Have you experienced engaging in a conversation with a
topic that you are not comfortable with? How did you manage
it?
3. Abstraction Types of Communicative Strategy (10-15 minutes)
Now, let us start our discussion.
First, let’s define the word claim.

Any idea from the class? What is a

claim?
Now, let us start our discussion. (Students will participate)
First, let’s define the word claim.

Any idea from the class? What is a

claim?
The following are some strategies that people use when
communicating:
1. Nomination (Students will give an example)
A speaker carries out nomination to collaboratively and
productively establish a topic.
Examples:
You may start off with making inquiries, giving compliment, asking
for opinion, or offering help. This could efficiently signal the
beginninng of a new topic in the conversation.
“Have you heard about “the new normal?”
“I saw your TikTok post on Facebook. It’s really great.”
“What can you say about our new plan for the project? Do you
think it will work?”
“You are the new student, right? Would you like me to tour you
around the campus?”
2. Restriction
Restriction in communication refers to any limitation you may (Students will read the definition)
have as a speaker.
Examples:
• In your class, you might be asked by your teacher to brainstorm
on peer pressure or deliver a speech on digital natives. In this
case, you cannot decide to talk about something else.
• You are invited to the police station to answer some questions
about what you know about the accident.
3. Turn-taking
It pertains to the process by which people decide who takes the
conversational floor.
Examples:
• You can employ this strategy by making your response shorter
yet informative enough to express your ideas and feelings. (Some students will be called for
• Spoken cues such as “What do you think?” or “You wanted to explanation)
say something?” provide others a chance to speak.
Pausing is a nonverbal cue that will do as well.

4. Topic Control
Topic control covers how procedural formality or informality
affects the development of topic in conversations.
 .
Examples:
• During a board meeting, the director manages the
communication and directs who may speak to collectively develop
the topic of conversation.
• In the Senate session, the Senate president presides the
meeting. Senators who wish to speak ask permission to the
Senate president.
• Expressions like “Okay, so much for that… “Let's go back to the
topic.” and “Going back to what we are talking about…” can be
used to keep the conversation within the topic when there is a
sudden shift.
5. Topic Shifting
Topic shifting involves moving from one topic to another.
Examples:
• You may use conversational transitions that indicate a shift like
“By the way...”, “Before I forget...”, “Which reminds me of,” and
the like.
• In a report presentation you may use expressions like “Moving
on to the next topic…”, “Now, let’s talk about…”, “This time, let me
tell you about…”

6. Repair
Repair refers to how speakers address the problems in speaking,
listening, and comprehending that they encounter in a
conversation.
Examples:
Speaker may use recasting or changing the form of message to a
more understandable one using the following expressions:
• “What I mean is….”
• “What I am trying to say is that…”

The speaker may repeat his/her statements using the following (Students will participate)
expressions:
• “Let me repeat myself.”
• “Again…”
• “I would like to reiterate that…”

Repair strategies also include requesting clarification or making a

clarifying question, request for repetition, and request for
definition, translation or explanation.
• “I am sorry but what do you mean by ‘new normal’?”
• “Does it mean that we do not need to come to school if there are
no face-to-face classes?
• “Can you please repeat the last part of the instructions?”
• “Doc, can you please explain what a ferritin test is?”
• “Could you please clarify your state?

Repair may also include addressing physical and physiological (Students will provide an example)
issues affecting communication.
7. Termination
Termination refers to the conversation n participants’ close-
initiating expressions that end a topic in a conversation.
Examples:
You may use the following expressions to end a conversation:
• “It’s nice catching up with you. I must be going.”
• “Thanks for your time. See you around.”
• “Regards to your wife. See you soon.”
4. Application Talk to me! (Group Activity)
Directions: Assume that you are in the situation given below and
complete the following conversations using acceptable, polite,
and meaningful various communicative strategies that you
learned.
Students will be given five (5) minutes to do the activity and
choose a representative to present their output. (Students will go to their respective
Rubric group)
Criteria 5 3 1
Relevance All the lines are Most of the lines are Few lines are relevant
relevant to the given relevant to the given to the given scenario
scenario scenario
Content Communicative Communicative Communicative
Strategies are Strategies are Strategies are not
evident. slightly evident. evident.
Mechanics/ The dialog is free The dialog contains The dialog contains
Grammar from misspelled a few misspelled many misspelled
words and incorrect words and incorrect words and incorrect
grammar and grammar and grammar and
punctuation punctuation punctuation

Group 1

Group 2

(Each group’s representative will

present their output.)
Group 3
After five (5) minutes, each group will present.

IV. EVALUATION
(Students will answer through hand sign (A=raise two arms forming letter A, B=put hand fingers on their head, and C=
curvedly raise right arm forming letter C). Teacher informs students to wait for a signal to raise their answers.)
I. Directions: Select the most acceptable, polite and meaningful response in each situation by choosing the letter of the best
answer.
______1. Your leader unconsciously read the instruction too fast.
A. “I am sorry for interrupting you but can you read it once more?”
B. “Sorry, but I did not understand the instruction.”
C. “Excuse me, I will not understand the instruction if you are reading too fast.”
______2. During the club meeting, you want to express your ideas in resolving the issues you are all in.
A. “I want all of you to listen to me.”
B. “I think I have a better idea so hear me out.”
C. “Excuse me everyone, can I share my ideas about it?”
_____3. You want to end your phone conversation with your friend since your mother is asking you for something.
A. “I think I need to go. Goodbye!”
B. “Hey, friend! as much as I want to go on in our conversation, my mom is asking me for something, can you just call me later?”
C. “Sorry I can’t talk to you right now. Goodbye.”
______4. It is your first time meeting your sister’s best friend.
A. “Hi! Nice meeting you. My sister shares a lot of things about you.”
B. “You work in a big corporation, right? How much do you earn?
C. “Hi! You look younger in the picture.”
_____5. You want your classmate to help you in answering your assignment.
A. “Hello! Classmate can you help me in answering this?”
B. “I helped you last time, can you help me this time?”
C. “I need you to help me with my assignment.”
II. Directions: Identify the communicative strategy used in each item. Students will answer orally.
Nomination Restriction Topic shifting Repair
Turn taking Topic control Termination
1. “I guess it would be better if we speak one at a time.” Turn taking
2. “Have you heard about the news this morning?” Nomination
3. “This time, I will talk about the effects of mining." Topic shifting
4. “My talk will focus on the effects of cigarettes.” Restriction
5. “I’m so sorry, but I really need to leave now.” Termination
6. “Hey! How are you?” Nomination
7. “See you around!” Termination
8. “Where will you go after that?” Topic control
9. “Good to see you. Anyway, I came to visit you because I want to personally offer apologies for what I did yesterday.” Nomination
10. “Now, it’s your turn to ask questions.” Turn taking

V. AGREEMENT/ASSIGNMENT
Skit Mo ‘To!
Directions: With the same group, Shoot a 2-to-3-minute skit showing the seven communicative strategies and upload it in your social
media account or Google Drive/Youtube. Send the link to teacher’s email ([email protected] ) or messenger, or simply write the script
on a paper. Choose any of the topics below. (1 minute for giving an instruction)
1. Caffeine Addiction 2. Plastic Surgery 3. Stress 4. Anorexia 5. Childhood Obesity
Rubric
Criteria 10 7 4
Content All communicative strategies At least four communicative Less than four
are seen in the presentation strategies are seen in the communicative strategies
presentation are seen in the presentation
Script Script has complete, logical Script is complete. It has a Script is complete with rough
story with a beginning, story with a beginning, middle, spots; Beginning, middle and
middle, and end. and end. end may be difficult to
determine.
Projection The audience could hear all The audience could hear most The audience could hear few
words with naturalness and words with naturalness and words with naturalness and
ease in communication ease in communication ease in communication
Grammar There are no errors in There are few errors in There is a number of errors
grammar grammar in grammar

Prepared by:

CHAREN POICE C. ROSELLO

SHS-Teacher II
New Bataan National High School
Division of Davao De Oro

Approved by:

HIMAYA J. MAGUIDATO, HTIII

OIC-SHS Asst. School Principal
New Bataan National High School
Division of Davao De Oro

Activity 2
Read carefully the dialogue. Then pick out the expressions and phrases used to illustrate a particular communication strategy.
Then, identify the communication strategy used.
Dialogue
A group of students are in the corridor waiting for their next class.
Student A: Hi, everybody! Do you already have an assignment in Math?
Student B: Oh, yes! My brother helped me did it. How about you?
Student A: I don't have my assignment yet because I didn't know how to solve the problems. Couldyou help me later?
Student B:Sure.
Student C: Don't worry about it! Why don't talk about our project in English?
Student A: I think that's a good idea! Our professor told us to do a digital presentation about the novelThe Lovely Bones" by
Alice Sebold.
Student B: That's right, but we still have to decide how we will be grouped. Will it be by rows or by course?
Student C: I know but we have to start discussing the details of our presentation so that we alreadyhave an idea on how to go
about it. What do you think?
Student A: I'm really worried about my assignment in English--- I mean in Math.
Student B: Ok. Let us go back to our assignment in Math. During our break time I will explain to youthe problems one by one
so you will understand and I will show you the computation step by step.
Student C: It's time for our Science class now. Miss Reyes is coming. Thank you for your time.
Student B: We will see you later.
Student A: Bye. See you at the student lounge.

Types of Communicative Strategy

Now, let us start our discussion.
First, let’s define the word claim.

Any idea from the class? What is a

claim?
Now, let us start our discussion.
First, let’s define the word claim.

Any idea from the class? What is a

claim?
The following are some strategies that people use when communicating:
1. Nomination
A speaker carries out nomination to collaboratively and productively establish a topic.
 You use this strategy to open a topic and start a conversation. Nomination is usually employed at the beginning of interaction to set the
purpose of conversation.
Examples:
You may start off with making inquiries, giving compliment, asking for opinion, or offering help. This could efficiently signal the beginning of a
new topic in the conversation.
“Have you heard about “the new normal?”
“I saw your TikTok post on Facebook. It’s really great.”
“What can you say about our new plan for the project? Do you think it will work?”
“You are the new student, right? Would you like me to tour you around the campus?”
 Remember to avoid questions that are too personal like asking about how much money the person or his parents are earning. This may
make the person you are talking to uncomfortable and may refuse to talk with you. Topics like politics and religion should also be avoided
because these may cause quarrel or disagreement.
2. Restriction
Restriction in communication refers to any limitation you may have as a speaker.
 It is a strategy used when responses need to be within the set categories or instructions. These instructions confine you as a speaker and
limit what you can say.
Examples:
• In your class, you might be asked by your teacher to brainstorm on peer pressure or deliver a speech on digital natives. In this case, you
cannot decide to talk about something else.
• You are invited to the police station to answer some questions about what you know about the accident.
3. Turn-taking
It pertains to the process by which people decide who takes the conversational floor.
 Turn-taking strategy allows all participants in the conversation a chance to speak. You can use this strategy to avoid taking over the
whole conversation.
Examples:
• You can employ this strategy by making your response shorter yet informative enough to express your ideas and feelings.
• Spoken cues such as “What do you think?” or “You wanted to say something?” provide others a chance to speak.
Pausing is a nonverbal cue that will do as well.

Remember to listen to the other person talking instead of just waiting for your turn to talk. This way, you can have a meaningful and
productive conversation. Also, always show politeness when you need to take the conversational floor from the person currently speaking.
4. Topic Control
Topic control covers how procedural formality or informality affects the development of topic in conversations.
 This is a strategy used when there is a need to control and prevent unnecessary interruptions and topic shifts in a certain conversation.
Using this strategy makes the conversation to stay focused on the topic throughout the discussion and keeps the development of the
topic going by asking questions.
Examples:
• During a board meeting, the director manages the communication and directs who may speak to collectively develop the topic of
conversation.
• In the Senate session, the Senate president presides the meeting. Senators who wish to speak ask permission to the Senate president.
• Expressions like “Okay, so much for that… “Let's go back to the topic.” and “Going back to what we are talking about…” can be used to keep
the conversation within the topic when there is a sudden shift.
5. Topic Shifting
Topic shifting involves moving from one topic to another.
This strategy is used to change the topic to a new one which helps communication keep going.
Examples:
• You may use conversational transitions that indicate a shift like “By the way...”, “Before I forget...”, “Which reminds me of,” and the like.
• In a report presentation you may use expressions like “Moving on to the next topic…”, “Now, let’s talk about…”, “This time, let me tell you
about…”

Remember that topic shifting requires a good timing. So, make sure that the topic is adequately discussed before changing it to another one.
There may be a need to shift topic when there is a pause in conversation, minimal response like nodding and smiling.
6. Repair
Repair refers to how speakers address the problems in speaking, listening, and comprehending that they encounter in a conversation.
 Repair is the self-righting mechanism in any social interaction (Schegloff et. al, 1977). We can employ this strategy whenever we
encounter problems in communication to prevent a breakdown.
Examples:
Speaker may use recasting or changing the form of message to a more understandable one using the following expressions:
• “What I mean is….”
• “What I am trying to say is that…”

The speaker may repeat his/her statements using the following expressions:
• “Let me repeat myself.”
• “Again…”
• “I would like to reiterate that…”

Repair strategies also include requesting clarification or making a clarifying question, request for repetition, and request for definition,
translation or explanation.
• “I am sorry but what do you mean by ‘new normal’?”
• “Does it mean that we do not need to come to school if there are no face-to-face classes?
• “Can you please repeat the last part of the instructions?”
• “Doc, can you please explain what a ferritin test is?”
• “Could you please clarify your state?
Repair may also include addressing physical and physiological issues affecting communication.
7. Termination
Termination refers to the conversation n participants’ close-initiating expressions that end a topic in a conversation.
 This strategy is used to end an interaction or close a topic. Most of the time, the topic initiator or the person who opened the topic takes
responsibility to signal the end of the discussion as well.
Examples:
You may use the following expressions to end a conversation:
• “It’s nice catching up with you. I must be going.”
• “Thanks for your time. See you around.”
• “Regards to your wife. See you soon.”

In other situation, you may end the topic by sharing what you learned from the conversation.

Region XI Grade Level 11

DAILY ORAL
Teacher CHAREN POICE C. ROSELLO Learning Area
LESSON COMMUNICATION
PLAN Semester and
Teaching Date DECEMBER 5-6, 2022 FIRST/ 2nd Quarter
Quarter
I. OBJECTIVES
At the end of the lesson, the students must be able to:
Z. A. Content Standard: The learner recognizes that communicative competence requires
AA. understanding of speech context, speech style, speech act and communicative strategy.
BB. B. Performance Standard: The learner demonstrates effective use of communicative
CC. strategy in a variety of speech situations.
DD. A. Content Standard: The learner recognizes that communicative competence requires
EE. understanding of speech context, speech style, speech act and communicative strategy.
FF. B. Performance Standard: The learner demonstrates effective use of communicative
GG. strategy in a variety of speech situations.
HH. A. Content Standard: The learner recognizes that communicative competence requires
II. understanding of speech context, speech style, speech act and communicative strategy.
JJ. B. Performance Standard: The learner demonstrates effective use of communicative
KK. strategy in a variety of speech situations.
Content Standard: The learner recognizes that communicative competence requires understanding of speech context, speech style,
speech act, and communicative strategy.
Performance Standard: The learner demonstrates effective use of communicative strategy in a variety of speech situations.
Learning Competencies:

1. identify the general telephone and cell phone etiquette;

2. design own conversation using your cell phones to record conversation; and,
3. express the general telephone and cell phone etiquette .
II. SUBJECT MATTER
Topic : Telephones and Cellular Phone Etiquette
Reference : Oral Communication in Context
Materials : Laptop, TV, PowerPoint presentation
III. PROCEDURES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Preliminaries 1.Prayer
The teacher will ask a student to lead the prayer.  a student will lead
2.Greetings
 “Good morning, ma’am Charen,
The teacher will greet the students good afternoon classmates,
Mabuhay!”
3.Checking of Attendance
The teacher will ask the class beadle.  Beadle will provide the details
4.Checking/Passing of Assignment
Assignments will be either checked or will be submitted.
 Pass their papers
5.Review
The teacher will ask students about the previous lesson.
 “Class, what was our lesson all about last week?”
“Very Good!”  Call a student to answer

B. Lesson Proper
Teacher will present some questions for students to answer;
 How can you show courtesy over cell phone? (Students will answer)
1. Activity  Why is courtesy in using the cell phone important?

2. Analysis Discussion:
Courtesy is as important in talking to people either face-to-
face or not. According to Stacey A. Steinkopf (2001), “your
voice over the phone is often the first or the only impression
a person gets of you and the other people you represent.”

General Telephone Etiquette

1. Make calls after 8:00 in the morning or before 9:00
or 10:00 at night; avoid making calls during
mealtime.
2. Be certain of the number you are dialing to avoid
miscalls and disturb someone unnecessarily;
3. When calling, identify yourself before asking for the
person you want to talk with. If the person you are
calling is busy, ask if you can call back, or you may
request a return call.
4. “Hello” is the most appropriate way to answer the
telephone; “Yes?” appears abrupt, cold, and aloof.
Saying “This is Manansala’s house” or “Mr
Manansala speaking: is vague.
5. When answering a call, follow the tips of Steinkopf
(“Mind your manners!”)
a. Answer by the second or third ring
b. When asked, “May I speak with Mr/Ms______
please,” the response whould be, “One
moment please, I will get him for you.”
In case he/she is not available,say, “I am
sorry, Mr.Ms._____ is not available at this
time; may I take a message?”
c. Hang up or put down the telephone gently.
Never slam the receiver down.
6. When you talk on the phone, remember the
following:
a. Speak slowly and clearly.
b. Be friendly, but do not waste time. Go straight
to the reason for the call.
c. Turn off any background noise, such as radio
or television.
d. Make your conversations as brief as possible.
e. End the conversation courteously by saying,
“Thank you” or “Goodbye”.
General Cell Phone Etiquette

Tips on how to be polite when dealing with someone through

the cell phone (King, 2010)
1. Never take a personal mobile call during a business
or a formal meeting.
2. Maintain at least a ten-foot or three-meter zone
from anyone while taking over the phone.
3. Keep of the conversation brief and straight to the
point.
4. Avoid talking via your cell phone or letting your
phone ring in elevators, libraries, museums,
restaurants, theaters, dentist or doctors’ waiting
rooms, places of worship, auditoriums, or any other
enclosed public spaces, like hospital emergency
rooms or buses.
5. Talk in a modulated voice. Never engage in any
emotional conversations in public.
6. Do not multitask, like making calls while driving,
shopping, banking, waiting in line, or doing anything
that involves dealing with other people.
7. Avoid phone calls during meals with someone,
unless very urgent. Let the person you are with
know the need to take the call.
8. Use text in an enclosed space, or when you cannot
be at least ten feet out of everyone’s way.
o Why should etiquette in the proper use of cell phones and
telephones be followed? (Students will participate)
3. Abstraction o Recall an experience when your telephone or cell phone failed
to function. How did you feel?

IV. EVALUATION/ APPLICATION

Talk To Me!
Find a partner and design your own conversation using your cell phones.
Record your conversation through a video (minimum of 1 minute, maximum of 3 minutes)
Remember the rules in the use of telephones and cell phones.
Choose from any of the following topics:
a. Call the operations manager to set up the time for Wednesday’s meeting.
b. Call the secretary to cancel the conference for tomorrow afternoon.
c. Call a friend to tell him/her about the scholarship grants offered in your school.
d. Call your mom and ask her if you can stay on the campus after your classes to attend a cultural festival.
e. Call the Marketing Manager to change your time schedule for presenting a proposal to Ink Publishing Inc.
Criteria for performance:
Follows Etiquette -30
Creativity -20
50 points

V. AGREEMENT/ASSIGNMENT
Perform the assigned task.

Prepared by:

CHAREN POICE C. ROSELLO

SHS-Teacher II
New Bataan National High School
Division of Davao De Oro

Approved by:

HIMAYA J. MAGUIDATO, HTIII

OIC-SHS Asst. School Principal
New Bataan National High School
Division of Davao De Oro
Region XI Grade Level 11
DAILY ORAL
Teacher CHAREN POICE C. ROSELLO Learning Area
LESSON COMMUNICATION
PLAN Semester and
Teaching Date , 2022 FIRST/ 2nd Quarter
Quarter
I. OBJECTIVES
At the end of the lesson, the students must be able to:
LL. A. Content Standard: The learner recognizes that communicative competence requires
MM.understanding of speech context, speech style, speech act and communicative strategy.
NN. B. Performance Standard: The learner demonstrates effective use of communicative
OO. strategy in a variety of speech situations.
PP. A. Content Standard: The learner recognizes that communicative competence requires
QQ. understanding of speech context, speech style, speech act and communicative strategy.
RR. B. Performance Standard: The learner demonstrates effective use of communicative
SS. strategy in a variety of speech situations.
TT. A. Content Standard: The learner recognizes that communicative competence requires
UU. understanding of speech context, speech style, speech act and communicative strategy.
VV. B. Performance Standard: The learner demonstrates effective use of communicative
WW. strategy in a variety of speech situations.
Content Standard: The learner recognizes that communicative competence requires understanding of speech context, speech style,
speech act, and communicative strategy.
Performance Standard: The learner demonstrates effective use of communicative strategy in a variety of speech situations.
Learning Competencies:
1. identify the different types of speech context, speech style, speech act and communicative strategies engaged in by people in
various situations;
2. explain that a shift in speech context, speech style, speech act and communicative strategy affects various factors such as
language form, interaction duration, relationship of speaker/s to audience or receiver of message, roles and responsibilities of the
speaker, the message itself and the manner of delivery of the speaker; and
3. use effective communicative strategies in a variety of speech situations.
II. SUBJECT MATTER
Topic : Understanding Speech Context, Speech Style, Speech Act and Communicative Strategy
Reference : Oral Communication in Context
Materials : Laptop, TV, PowerPoint presentation
III. PROCEDURES
III. PROCEDURES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
1.Prayer
The teacher will ask a student to lead the prayer.  a student will lead
2.Greetings
 “Good morning, ma’am Charen,
The teacher will greet the students
good afternoon classmates,
3.Checking of Attendance Mabuhay!”
The teacher will ask the class beadle.
A. Preliminaries  Beadle will provide the details
4.Checking/Passing of Assignment
Assignments will be either checked or will be submitted.
5.Review  Pass their papers
The teacher will ask students about the previous lesson.
 “Class, what was our lesson all about last week?”
“Very Good!”
 Call a student to answer

B. Lesson Proper

4. Activity
5. Analysis

6. Abstraction

7. Application

IV. EVALUATION

V. AGREEMENT/ASSIGNMENT

Study the Principles of Effective Speech Writing

Prepared by:

CHAREN POICE C. ROSELLO

SHS-Teacher II
New Bataan National High School
Division of Davao De Oro

Approved by:

HIMAYA J. MAGUIDATO, HTIII

1. Activity
2nd video-

3rd video-

After video presentation, questions will be asked.

 What have you observed from the different
videos that you have just watched?
 What do you think are the intention/purposes of
2. Analysis the speaker? From the first video? Second
video? Third video?
Students will answer orally.

3. Abstraction Types of Speech According to Purpose:

1. Persuasive speech- aims to influence the audience.

The speaker in this speech acts an advocate or
supporter of an idea, belief, or attitude.
2. Informative speech- aims to explain, demonstrate, or
instruct the listeners about different objects, events,
process, and ideas.
3. Entertainment speech- aims to entertain, the goal of
this speech is to amuse listeners by using light, funny,
or witty anecdotes
-aims to share goodwill, joy, and pleasure to the
audience.
 Tell jokes;
 Share funny stories;
 Dramatize experience; and,
 Recall a scary story
After the discussion, teacher will ask the students;
o What is the importance of identifying the
purpose/s of a speaker?

Advertise It!
Directions: Perform different types of speech according to
purpose based on your groups. Your will have to employ the Students will brainstorm about
assigned speech through an advertisement. Performance will the performance task that they
be evaluated through a rubric. 15 minutes will be the allotted will perform.
time for the practice and 2-3 minutes for the presentation of
each group.
GROUP 1- Persuasive
GROUP 2- Informative
GROUP 3- Entertainment
4. Application

After 15 minutes, students will perform their advertisement.

IV. EVALUATION
Short Quiz
Directions: Identify the phrases/excerpts taken from the different speeches, write Informative, Persuasive, and
Entertainment on the space provided.
1. If possible, buy your fruit and vegetables from the local suppliers. And try to avoid imported goods.______
2. The idea of hybrids dates back to the mythology of ancient times. Folktales were full of animal-human hybrid stories like
mermaids and Minotaur! ______
3. Relax and wing under the dead oak trees, jump into crystal brown lake waters and be sure to stay within your designated 25 by
40 foot site for days at a time; that’s right! You’re going camping. ______
4. Caffeine, which comes from the leaves, seeds and fruits of about 63 different plants, is well known as a stimulant. ______
5. One of the effects of using illegal drugs such as disturbance in our health can lead to an increased risk of heart failure. ______

V. AGREEMENT/ASSIGNMENT
Individual
Directions: Choose one (1) among the type of speech according to purpose (informative, persuasive,
entertainment) and write your own speech in a long bond paper. Select your own topic.
Content: 30 pts. Includes relevant details
Organization: 30 pts.
Introduction: Gets attention, clearly identifies topic, establishes credibility and previews the main points
Body: Main points are clear, well supported, and sources are documented
Conclusion: Reviews main points and brings closure
Word Choice: 20 pts. Effective and engaging use of words
Conventions: 20 pts. Consistent agreement between parts of speech. Uses correct punctuation, capitalization etc.
Prepared by:

CHAREN POICE C. ROSELLO

SHS-Teacher II
New Bataan National High School
Division of Davao De Oro

Approved by:

HIMAYA J. MAGUIDATO, HTIII

OIC-SHS Asst. School Principal
New Bataan National High School
Division of Davao De Oro

Region XI Grade Level 11

DAILY ORAL
Teacher CHAREN POICE C. ROSELLO Learning Area
LESSON COMMUNICATION
PLAN Semester and
Teaching Date JANUARY 9, 2022 FIRST/ 2nd Quarter
Quarter
I. OBJECTIVES
At the end of the lesson, the students must be able to:

o identify the speech used in different situations;

o use principles of effective speech delivery in different contexts;
o Dintinguish the different types of speech according to delivery; and,
o Make written-report about speech response.

II. SUBJECT MATTER

Topic : Types of Speech according to Purpose and Delivery
Reference : Oral Communication in Context
Materials : Laptop, TV, PowerPoint presentation

III. LEARNING PROCEDURE

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
1.Prayer  a student will lead
2.Greetings  “Good morning, ma’am
3.Checking of Attendance Charen, good morning
A. Preliminaries 4.Checking/Passing of Assignment classmates, Mabuhay!”
5.Review  Beadle will provide the details
 Pass their papers
 Call a student to answer
B. Lesson Proper
1. Activity Students will be asked to get 1 whole sheet of paper.

A. Directions. Write the type of speech that is appropriate for

the following.
1. To teach the audience the importance of exercise.
________________________
2. To have the audience be amused by a dance 1. Persuasive
performance_________________ 2. Entertaining
3. Informative
3. To have the audience understand cultural diversities
4. Persuasive
_____________________
5. Persuasive
4. To have the audience support the school project 6. Persuasive
_________________________ 7. Persuasive
5. To have the audience participate in an anti-pollution 8. Informative
____________________ 9. Informative
6. To have the audience start a small business 10. Entertainment
_____________________________
7. To encourage the audience attend a concert
______________________________
8. To explain the importance of family bonding
______________________________
9. To teach the audience the importance of exercise
________________________
10. To have the audience be amused by a dance
performance_________________

B Directions. Read each question below and explain

your answer into two to three sentences only.

Example: If given a chance to speak in a

crowd, what topic of informative speech
would you share and why?
Answer:
If I would be given a chance to speak in
a crowd, I will choose the topic on how to
be responsible in using social media
because teenagers like me should learn
how to be polite.

1. If given a chance to speak in congress,

what law would you like them to pass
and why? How would you convince
them to pass the law?

2. If given a chance to speak on your

best friend’s party, what hidden good
attitude would you share to the crowd
and why?
3. If given a chance to speak to your
fellow youth today, what topic will you
share to inspire them?

2. Discussion

 Assignment/Agreement
Personal Interview
Directions: Interview a local official or a student government officer on his/her experiences in public speaking (campaign
speeches, introducing a speaker, giving a welcome address, closing remarks, or inspirational talk). Then, write a minimum of 300
words, make a written report about their responses. Use A4 bond paper for the activity.
Please observe the safety protocol when conducting your interview.
Criteria:
Content : 30 pts.
Organization : 30 pts.
Word Choice : 20 pts
Conventions : 20 pts. =100 points

Prepared by:
CHAREN POICE C. ROSELLO
SHS-Teacher II
New Bataan National High School
Division of Davao De Oro
Approved by:

HIMAYA J. MAGUIDATO, HTIII

OIC-SHS Asst. School Principal
New Bataan National High School
Division of Davao De Oro

Region XI Grade Level 11

DAILY ORAL
Teacher CHAREN POICE C. ROSELLO Learning Area
LESSON COMMUNICATION
PLAN Semester and
Teaching Date JANUARY 10 , 2022 FIRST/ 2nd Quarter
Quarter
I. OBJECTIVES
At the end of the lesson, the students must be able to:
 form statements that exemplify each of the given speech styles;
 match the given pictures with the type of speech style;
 distinguish speech style from the given example; and,
 watch and identify what type of speech style is used by Former President Barack Obama.
II. SUBJECT MATTER
Topic : Types of Speech Style
Reference : Oral Communication in Context
Materials : Laptop, TV, PowerPoint presentation

III. LEARNING PROCEDURE

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
1.Prayer  a student will lead
2.Greetings  “Good morning, ma’am
3.Checking of Attendance Charen, good morning
4.Checking/Passing of Assignment classmates, Mabuhay!”
A. Preliminaries 5.Review  Beadle will provide the
details
 Pass their papers
 Call a student to answer
B. Lesson Proper
5. Activity Group Activity
 Students will be group into 5
Group 1- intimate
Group 2- Casual
Group 3- Frozen
Group 4- Consultative
Group 5- Formal
 Each group will be given words to form statements that
exemplify each of the given assigned speech styles to
each group.
 Each group will be given 1 minute to form the statement.
 Before 1 minute, each group will paste their answer on
the board.
Directions: Unscramble the words to form statements that Students will participate and go
exemplify each of the given speech styles: to their respective group.

1. Intimate – will am I and father I you against harm all your

protect.
2. Casual – friend, my, you sister are a to almost me Gwynette.
3. Frozen – Let before start the Lord’s prayer us we the
program say finally.
4. Consultative – let Doctor, what me to take for illness my
know medicine.
5. Formal – the Graduates, are motherland hope the you our of!

1. Intimate – will am I and father I you against harm all your I am your father and I will protect
protect. you against all harm.

2. Casual – friend, my, you sister are a to almost me Gwynette. Gwynette, my friend, you are
almost a sister to me.
Let us pray the Lord’s prayer
3. Frozen – Let before start the Lord’s prayer us we the before we finally start the
program say finally. program.
6. Analysis Doctor, let me know what
4. Consultative – let Doctor, what me to take for illness my medicine to take for my illness.
know medicine.

Graduates, you are the hope of

5. Formal – the Graduates, are motherland hope the you our of! our motherland!

 Each group representative will present their

output and tell why they think it is an example of
such speech.
 Teacher will give an addendum.
7. Abstraction Learning the Types of Speech Style
The different types of speech context previously discussed,
have different sets of participants coming together for a specific
purpose. This calls for a specific communicative strategy.
These strategies are dependent on the types of speech style
that is used in a particular speech context.

Like Speech Context, there are different Types of Speech Style

used for communication.

The Types of Speech Style is as distinct as the Types of

Speech Context which can be paired according to usage. The
following are the different types of speech styles according to
Martin Joos (1959):
A. INTIMATE is a non –public speech style that uses private
vocabulary and include nonverbal messages. It is a style in
which meaning is shared even without “correct linguistic forms”.
This occurs among people who have known each other for a
long time and have shared many experiences.
Examples of this type of communication includes: the courting
stage between two adults, a conversation between a daughter
and a parent, etc.
B. CASUAL is a speech style used among friends and
acquaintances that do not require background information. The
use of slang is common and interruptions occur often.
Examples of this style include: conversation between friends
using vulgar, colloquial and slang words, buddies’ chats and
emails, blogs and letters to friends.
C. CONSULTATIVE is the opposite of the intimate style
because this is used among people who share common
experiences or meaning. This does not preclude disclosure of
background information later become the basis of shared
meaning. This requires two – way participation and
interruptions can occur during the communication.
Examples of this style include: communication between a
superior and a subordinate, doctor and patient, lawyer and
client, lawyer and judge, teacher and student and counselor
and client.
D. FORMAL is used only for imparting information. The speech
is well – organized and correct in grammar and diction.
Technical vocabulary and exact definitions are important.
Straightforward and direct, with no circumlocution, this style
does not allow interruptions.
Examples of this style include: sermons, rhetorical statements
and questions, speeches, pronouncements made by judges
and announcements.
E. FROZEN is a formal style whose quality is static, ritualistic,
and may even be archaic. It is exemplified by prayers that have
been recited in the same way for years, such as the Pledge of
Allegiance or Panatang Makabayan, and the Oath of Office of
any officer, whether of the Student Council or of Congress.
8. Application . Directions: Listed on the chart below are example types of
speech style. Match the examples given on the left with the
corresponding speech style written on the right. Accomplish the Students will get 1/4 sheet of
chart provided below. Write only the letter of the best answer. paper to answer.

MY WORKSHEET CHART
1. B
EXAMPLE OF SPEECH TYPES OF SPEECH
2. D
STYLE STYLE
3. A
1. Introduction of each a. Formal Style 4. B
other between b. Casual Style 5. C
acquaintances c. Intimate Style 6. B
d. Consultative 7. D
2. A student talking to a Style 8. A
teacher 9. E
e. Frozen Style
3. Job Interview 10. C
4. Talking with a close
friend

5. Telling your best friend

about your deepest and
darkest problem

6. Talking to someone
using slang worlds

7. A group of student
talking with the school’s
guidance counselor

8. Prestigious Ceremony

9. Pledge of Allegiance

10. Informing your partner

about your feelings

IV. EVALUATION
Directions: Match the given pictures on the left with the type of speech style written on the right side. Write only the letter of your
answer.
a. Intimate b. Casual c. Consultative d. Formal e. Frozen

1. 4.

2.
5.

6.
7.
9.

8.
10.

1. B 6. D
2. E 7. E
3. A 8. D
4. B 9. A
5. C 10. C

V. AGREEMENT/ASSIGNMENT
Directions: Visit https://www.youtube.com/watch?v=A-PVg0s2vHE. Watch and listen carefully to a portion of
former US President Barrack Obama’s interview with Jack Ma and Aisa Mijeno during the CEO Summit in 2015.
As you watch and listen, what type of speech style is used by Former President Barack Obama? by Mr. Jack Ma? and
by Miss Aisa Mijeno? Justify your answer. Refer to the chart below.

Prepared by:
CHAREN POICE C. ROSELLO
SHS-Teacher II
New Bataan National High School
Division of Davao De Oro

Approved by:

HIMAYA J. MAGUIDATO, HTIII

OIC-SHS Asst. School Principal
New Bataan National High School
Division of Davao De Oro

Intimate style – the speaker talks to family members, best friends or romantic partners. This may
comprise private conversations or personal interactions.
Frozen – the speaker addresses an audience in a formal gathering such as ceremonial events,
Eucharistic celebrations or even court hearings. The style is “set” or “fixed” and thus, it rarely or never
changes. Audience feedback is not required.
Consultative – the speaker communicates with a person whom he/she may have to clarify things,
discuss a problem, or seek advice.
Casual – the speaker shares close and personal information with friends, classmates or colleagues. This
ordinarily occurs in everyday life.
Formal – the speaker has to deliver a pre-planned or written speech to address a crowd of people such as giving opening
remarks during a seminar, or the president making a public announcement or SONA.

Another factor that affects the attainment of communicative competence is speech style. A person may
choose what style or form of language to use in communicating with others; however, personal
preferences may not always work. There are controlled instances when one may just go with the flow of
the communicative process because that is what is required in the situation.
Speech style has the following types: intimate, casual, consultative, formal and frozen.
Region XI Grade Level 11
DAILY ORAL
Teacher CHAREN POICE C. ROSELLO Learning Area
LESSON COMMUNICATION
PLAN Semester and
Teaching Date JANUARY 11 , 2022 FIRST/ 2nd Quarter
Quarter
I. OBJECTIVES
At the end of the lesson, the students must be able to:
 form statements that exemplify each of the given speech styles;
 match the given pictures with the type of speech style;
 distinguish speech style from the given example; and,
 watch and identify what type of speech style is used by Former President Barack Obama.
II. SUBJECT MATTER
Topic : Speech Act
Reference : Oral Communication in Context
Materials : Laptop, TV, PowerPoint presentation

III. LEARNING PROCEDURE

9. Activity

10. Analysis

Speech act refers not only to the utterance (Locutionary Act)

but also to the intention (Illocutionary Act) and response
(Perlocutionary Act) to a specific situation for an intended
discourse impact. The choice of words to use has to be
considered to suit the need of the occasion or the kinds of
audience to be addressed. This is also done to help express the
intention of the speaker and to elicit a response from the
listener.

In linguistics or the scientific study of language, a speech act

refers not only to a word or group of words spoken by a person
but also to the action that is elicited from the audience due to
the words spoken. For example, the question, “May I useyour
pen?” is considered a speech act because the speaker’s desire
to use another person’s pen is expressed while also seeking
permission to use it. The actual saying of the words or the
11. Abstraction utterance of “May I use your pen?” is the locutionary act, the
implied request of “Can you hand me your pen so I may use it”
is the illocutionary act, and the actual handing over of the pen
as permitted or given by the owner of the pen is the
perlocutionary act.

Indeed, people may be able to accomplish many things with

words and may be able to change status, relationships, and
commitments. As in single word expressions, people may make
promises by simply saying “me” or may break hearts by simply
muttering “No.” Henceforth, a tactful word choice is necessary
knowing how words may easily be misunderstood. In total,
speech acts are part of people’s day to day transactions. They
are commonplace. Words that we have for a specific purpose or
intention have to be expressed. Otherwise, no transaction or
negotiation

12. Application Directions: Write your communication to the

following target audience given a
specific context. Do this in 3-5 sentences for
each number.
You are to inform the following groups about the
harmful effects of not following the safety protocols of
the government.

a. A group of professional
commuting to and from work

B. A group of children
c. a group of tricycle drivers

Rubric for Grading

In a speech act, words are used to do something, not just to say something.

IV. EVALUATION

V. AGREEMENT/ASSIGNMENT

Prepared by:
CHAREN POICE C. ROSELLO
SHS-Teacher II
New Bataan National High School
Division of Davao De Oro

Approved by:

HIMAYA J. MAGUIDATO, HTIII

OIC-SHS Asst. School Principal
New Bataan National High School
Division of Davao De Oro
MY WORKSHEET CHART
EXAMPLE OF SPEECH STYLE TYPES OF SPEECH STYLE

1. Introduction of each other between acquaintances a. Formal Style

b. Casual Style
2. A student talking to a teacher c. Intimate Style
3. Job Interview
d. Consultative Style
4. Talking with a close friend e. Frozen Style

5. Telling your best friend about your deepest and

darkest problem

6. Talking to someone using slang worlds

7. A group of student talking with the school’s guidance

counselor

8. Prestigious Ceremony

9. Pledge of Allegiance

10. Informing your partner about your feelings

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