Oral Com Q2 Module 2 2 PDF

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Oral Communicationin ContextQuarter 2 – Module 2:Understanding Speech Context,Speech Style, Speech Act andCommunicative StrategyiiOral Communication in Context Alternative Delivery Mode Quarter 2 – Module 2: Understanding Speech Context, Speech Style, Speech Act and Communicative Strategy First Edit...

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Oral Communication in Context Quarter 2 – Module 2: Understanding Speech Context, Speech Style, Speech Act and Communicative Strategy

Oral Communication in Context Alternative Delivery Mode Quarter 2 – Module 2: Understanding Speech Context, Speech Style, Speech Act and Communicative Strategy First Edition, 2020 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., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module 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 Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writer: Mark Anthony P. Idang; Darwin Z. Reyes; Divina P. Maming; Jhon Jhon P. Zotomayor; Icy Princess A. Trencio, Fely Rose M. Nacario Editors: Marites M. Aguilar; Rizza A. Pereyra Reviewers: Liza L. Banayo; Lea C. Villegas; Jhonathan S. Cadavido Illustrator: Joseph O. Ocfemia Layout Artist: Allan E. Medenilla Management Team: Wilfredo E. Cabral, Regional Director Job S. Zape Jr., CLMD Chief Elaine T. Balaogan, Regional ADM Coordinator Marites A. Ibañez, Schools Division Superintendent Edna Faura-Agustin, Schools Division Superintendent Arlene R. Carpio, Assistant Schools Division Superintendent Edgardo B. Militante, Assistant Schools Division Superintendent Orlando T. Valverde, CID Chief Mary Ann L. Tatlongmaria, CID Chief Godofredo C. Mercado, EPS In-Charge of LRMS Evelyn P. De Castro, EPS In-Charge of LRMS Erma S. Valenzuela, EPS

Printed in the Philippines by ________________________ Department of Education – Region IV-A CALABARZON Office Address: Telefax: E-mail Address:

Gate 2 Karangalan Village, Barangay San Isidro, Cainta, Rizal 1800 02-8682-5773/8684-4914/8647-7487 [email protected]

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Oral Communication in Context Quarter 2 – Module 2: Understanding Speech Context, Speech Style, Speech Act and Communicative Strategy

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Introductory Message For the facilitator: Welcome to the Oral Communication in Context Grade 11 Alternative Delivery Mode (ADM) Module on Understanding Speech Context, Speech Style, Speech Act and Communicative Strategy! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.

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For the learner: Welcome to the Oral Communication in Context Alternative Delivery Mode (ADM) Module on Understanding Speech Context, Speech Style, Speech Act and Communicative Strategy! The hand is one of the most symbolized parts of the human body. It is often used to depict skill, action and purpose. Through our hands, we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you, as a learner, are capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own leap and speed. You will be enabled to process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons: This will give you an idea of the skills or What I Need to Know

competencies you are expected to learn in the module. This part includes an activity that aims to check

What I Know

what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. This is a brief drill or review to help you link the

What’s In current lesson with the previous one. In this portion, the new lesson will be introduced to What’s New you in various ways such as through a story, a song, a poem, a problem opener, an activity or a situation. This section provides a brief discussion of the What is It

lesson. This aims to help you discover and understand new concepts and skills. This comprises activities for independent practice

What’s More to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned

This includes questions that you need to answer so you can process what you have learned from the lesson.

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This section provides an activity which will help What I Can Do

you transfer your new knowledge or skill into real life situations or concerns. This is a task which aims to evaluate your level of

Assessment

mastery in achieving the learning competency. In this portion, another activity will be given to you

Additional Activities

to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts. This contains answers to all activities in the

Answer Key

module.

At the end of this module you will also find: References

This is a list of all sources used in developing this module.

The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Do not forget to answer What I Know before moving on to the other activities included in the module. 3. Read the directions carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it!

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What I Need to Know

This module was designed and written with you in mind. It is here to help you master how speech context, speech style, speech act and communicative strategy affect language form, duration of interaction, relationship of speaker, role and responsibility of the speaker, message and delivery. It will lead you to understanding how communicative competence is important in building and maintaining good relationships in society. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using.

This module consists of one lesson: 

Understanding

Speech

Context,

Speech

Style,

Speech

Act,

and

Communicative Strategy

After going through this module, you are expected to: 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.

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What I Know

1. Noemi has memorized the “Panatang Makabayan” (Patriotic Oath) since her elementary days. She always recites it during the morning ceremonies before the class starts. Reciting this oath is an example of this speech style. A. consultative C. frozen B. Formal D. intimate 2. Marcus was tasked to give a message in a virtual moving-up ceremonies. The said situation is an example of this speech style. A. consultative C. frozen B. formal D. intimate 3. These are the considerations in achieving communicative competence. a. speech context b. speech style c. speech act d. communicative strategies A. a and b only B. a and c only

C. b and d only D. all of the above

4. This is characterized by considering the kinds of audience and situations or environment in which the communication takes place. A. communicative strategy B. speech act C. speech context D. speech style 5. Every morning, Sarah faces the mirror and talks to herself asking what clothes to wear for the day, what food to eat and what things to do. This scenario is one of the many typical samples of this type of speech context. A. interpersonal B. intrapersonal C. public D. all of the above

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6. This type of speech context requires interaction with a small number of individuals. A. Interpersonal C. public B. Intrapersonal D. all of the above 7. You were part of a student council campaign and were asked to prepare a 3-minute rebuttal speech on the issue of cyber-bullying. As an advocate, you spoke in front everybody during the meeting-de-avance. This scenario is one of the many types of this speech context. A. interpersonal B. intrapersonal C. public D. all of the above 8. This type A. B. C. D.

of speech style occurs between and among family members. casual consultative formal intimate

9. This type of speech style happens between and among friends and acquaintances. A. casual B. consultative C. formal D. intimate 10.

Danica asked Olivia, “Have you talked to Ms. De Leon about our project?” The possible perlocutionary effect of this question is shown in this act. A. Olivia gets upset with Danica for the reminder. B. Danica urges Olivia to converse with Ms. De Leon. C. Ms. De Leon accepts Olivia and Danica’s project. D. Olivia approaches Ms. De Leon regarding the project.

11. The teacher, due to modular distance learning delivery, has asked for the mobile numbers, email or social media accounts and other contact information of the students. The corresponding illocutionary act of the utterance, “May I have your contact details please?” is this. A. Beg B. Demand C. Insist D. Request

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12. This aspect of speech act refers to the utterance of the speaker to a specific situation for an intended discourse impact. A. illocutionary B. locutionary C. personality D. perlocutionary 13. One day, Gina and Marissa saw one another along the corridors. Marissa smiled and waved her hand to Gina. Approaching, Gina said “Hi! How are you?” This communication strategy is exemplified here. A. nomination B. repair C. topic-shifting D. turn-taking 14. This is the communication strategy that allows a smooth transition or shift from one topic to another. A. nomination B. repair C. topic-shifting D. turn-taking 15. To ensure that the topic is fully discussed and clarified, Mr. Cortez, the facilitator, tries his best to stir the conversation strictly within the confines of the agenda. This communication strategy is employed here by Mr. Cortez. A. nomination B. repair C. topic-shifting D. turn-taking

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Lesson

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Understanding Speech Context, Speech Style, Speech Act, and Communicative Strategy Oprah Winfrey, a renowned American talk show host, once said that successful communication always begins with connection. You have to understand, however, that connection between two or more communicators is only achieved if the conditions and factors relevant to the communicative process make it so. Just like a balancing and juggling act that needs to make adjustments with movements to keep everything steady and controlled, communication is also a process where connection is maintained through careful balancing and juggling of all factors involved in the communication process.

What’s In Allow me to engage you in a roleplaying activity. Imagine that you are a Grade 12 honor student and the president of your school’s Supreme Student Government. For the past two days, you have been preparing for a final graded report in your Oral Communication class which you are going to present during your first period in the morning. You now come to school feeling confident and thinking that it is going to be one great day. With the provided context above, think of the ways you will handle the conversation with the person inside each box. A brief description of the person is provided to give you an idea on how you are going to respond or communicate to them. You may write what is on your mind on the lines provided after each description. Start with person number 1.

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2. Over the phone, you call your cousin, Karl, to remind him not to forget to buy the surprise gift for your father.

1. Mr. Reyes, your Oral Communication teacher, calls you to briefly explain to him how you are going to present your group’s work before you present in front of the class.

_________________________ _________________________ _________________________ _________________________ _________________________

________________________ ________________________ ________________________ ________________________ ________________________

3. Susan, your Mother, calls you over the phone to remind you to come home early to help prepare the surprise birthday party for your father. _________________________ _________________________ _________________________ _________________________ _________________________

5. You are in hurry to go home when your best friend and classmate, Diego, asks you if you could help him finish his own report in Oral Communication for tomorrow. _________________________ _________________________ _________________________ _________________________ _________________________

4. Your school principal asks you to give Mrs. Caparas, the 60-year-old District Supervisor, a run-through of the plan for the tree-planting activity of the senior high school department. ________________________ ________________________ ________________________ ________________________ ________________________

What Is New

Now, here comes your challenge. We will make some critical changes in the context of the previous situations and let’s find out how you will respond to the changes and how they will affect your manner of communication. Write your response for each of the following scenarios on the lines provided in each box.

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You were not able to prepare for your graded report in Oral Communication. Mr. Reyes, then, calls you to go to the front and start your presentation. How are you going to explain your situation to your teacher? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

Your cousin, Karl, calls you over the phone and tells you that he cannot help you in your errand because he needs to do something for his school project. What will you tell him to convince him to spare you a bit of his time and that you need him to buy the surprise birthday gift for your fathe r? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

You are about to start with your report which you have failed to prepare for when your mother calls you on your mobile phone. How are you going to respond to your mother? What will you tell her? ___________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ You are in the middle of your discussion about the Tree-Planting Initiative of your school but you notice that the District Supervisor is not really paying attention to what you are saying. How will you address the Supervisor respectfully? ___________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

You are already on your way home when your best friend, Diego, approaches you and asks for your help with his graded report tomorrow. You know that you need to go home early because of the surprise birthday party for your father but you also see the concerned look on your best friend. What will you do and what are you going to tell Diego? ___________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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What is It Communication entails a delicate balancing in order to sustain connection and transact successfully. Let us dig in a little deeper and examine the factors involved in this balancing act. As you have learned in the previous modules, each speech style - intimate, frozen, consultative, casual or formal - or the way language is used, will greatly depend on the speakers’ relationship, purpose of the conversation and the speech context - dyad, small group, public, and mass communication - which, in turn, will also determine what type of utterance or speech act will be used. While communication is on-going, communicative strategies such as repair, topic shifting, restriction, topic control, turn-taking, nomination and termination, will be used to maintain the connection in order to successfully impart the message and achieve the purpose of communication. The table below enumerates and briefly explains the factors affected when there is a change or shift in speech context...