Oral Communication in Context SHS 11 Q1 Module-4 PDF

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Oral Communication inContextQuarter 1 – Module 4:Types of Speech Context11Oral Communication in Context Alternative Delivery Mode Quarter 1 – Module 4: Types of Speech Context First Edition, 2020Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of t...

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11 Oral Communication in Context Quarter 1 – Module 4: Types of Speech Context

Oral Communication in Context Alternative Delivery Mode Quarter 1 – Module 4: Types of Speech Context 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: Glorilyn M. Montejo, PhD Editor: Lucia M. Sunga, EdD Reviewer: Shiela C. Alemania Illustrator: Layout Artist: Melanio R. Florino Jr. Management Team: Dr. Reynaldo M. Guillena, CESO V Dr. Basilio P. Mana-ay Jr., CESE Dr. Emma A. Camporedondo, CESE Alma C. Cifra, EdD May Ann M. Jumuad, PhD Aris B. Juanillo, PhD

Printed in the Philippines by Davao City Division Learning Resources Management Development System (LRMDS) Department of Education – Davao City Division, Region XI Office Address: Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur Telefax: (082) 224-3274, (082) 222-1672 E-mail Address: [email protected]

11 Oral Communication in Context Quarter 1 – Module 4: Types of Speech Context

Introductory Message For the facilitator: Welcome to the Oral Communication in Context Grade 11 Alternative Delivery Mode (ADM) Module on Types of Speech Context. 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. For the learner: Welcome to the Oral Communication in Context Grade 11 Alternative Delivery Mode (ADM) Module on Types of Speech Context. This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. 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: What I Need to Know

This will give you an idea of the skills or competencies you are expected to learn in the module.

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What I Know

This part includes an activity that aims to check what you already know about the

lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In

This is a brief drill or review to help you link the current lesson with the previous one.

What’s New

In this portion, the new lesson will be introduced to you in various ways; a story, a song, a poem, a problem opener, an activity or a situation.

What is It

This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills.

What’s More

This comprises activities for independent practice 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 or blank sentence/paragraph to be filled in to process what you learned from the lesson.

What I Can Do

This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns.

Assessment

This is a task which aims to evaluate your level of mastery in achieving the learning competency.

Additional Activities

In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned.

Answer Key

This contains answers to all activities in the 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. 5

2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instructions 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!

What I Need to Know

Great day to you dear learner! In this module you will learn the importance of speech context and its various types. You may be able to understand how people communicate and transmit message orally or verbally and the setting in which the communication takes place. May you find significant learning experiences and joy from this module. Let’s start the fun and learning now. After going through this module, you are expected to: 1. Discuss each type of speech context. 2. Differentiate types of speech context.

What I Know DIRECTIONS: Read the following questions about speech context and write your answers on a sheet of paper. 1. The following statements are correct about speech context except A. Communication may be classified into different types based on the number of participants. B. Speech context depends on the relationship of the communicators and the situation. C. Speech that takes place in a vacuum and is always contextualized.

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D. There is always a reason to speak, which includes the purpose, audience, and situation or event. 2. Being a good communicator is putting the best version of yourself forward in concerning the following context except for ____________. A. audience B. effect C. purpose D. situation 3. Which of the following is not a speech context? A. dyad communication B. intrapersonal communication C. long story communication D. mass communication 4. An A. B. C. D.

intrapersonal communication involves ________. a small group a speaker and an audience one speaker two speakers

5. Which among the following is not an intrapersonal communication? A. internalizing a role in a skit B. practicing for a skit C. reading a diary D. reading a newspaper 6. The following are under the public communication context except for ______. A. delivering a speech B. delivering a letter to speak C. delivering an oratorical piece D. delivering a campaign speech 7. Which among the following is not an interpersonal communication? A. talking to a counselor B. talking to a mirror

B. talking to a mirror C. talking to a stranger D. talking to a superior 8. Which among the statements does not belong to the group? A. reading a magazine B. watching news C. reading books D. writing a letter to a friend 9. The following statements are correct except _____________. A. Interpersonal centers in one person where the speaker acts both as the sender and the receiver of the message. B. Interpersonal refers to communication between and among people and establishes a personal relationship between and among them. C. In public communication, unlike in interpersonal dyad and small group, the channels are more exaggerated.

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D. Public communication type refers to communication that requires you to deliver or send the message before or in front of a group. 10. The following are types of group discussions except __________. A. debate B. lecture C. oration D. panel discussion 11. What type of speech context refers to communication that requires you to deliver or send the message before or in front of a group? A. Interpersonal B. Intrapersonal C. Mass Communication D. Public 12. What type of speech context refers to communication that centers on one person where the speaker acts both as sender and receiver of message? A. Interpersonal B. Intrapersonal C. Mass Communication D. Public 13. What type of speech context refers to communication that takes place through television, radio, newspaper, magazines, books, billboards, internet, and other types of media? A. Interpersonal B. Intrapersonal C. Mass Communication D. Public 14. What type of speech context refers to communication between and among people and establishes a personal relationship between and among them? A. Interpersonal B. Intrapersonal C. Mass Communication D. Public 15. Which type of interpersonal context refers to communication involving at least three but not more than twelve people engaging in face-to-face interaction? A. Dyad Communication B. Sharing Group Communication C. Small Group Communication D. Team Communication

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Lesson

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Types of Speech Context

Every day in our lives, we talk to ourselves and the people around us. Knowing the context in every speech is important for effective communication and it is one way to understand each other better, thus creating a more harmonious

relationship with them.

What’s In

Activity 1 Recall and Write Down

Yu Yen, Boy Thinking While Writing Something On A Paper, Free Royalty. https://www.pinterest.ph/pin/545991154828308235/

Try to recall and write down the speaking activities you were engaged in before the COVID-19 outbreak. After recalling and writing down the speaking activities, ask the following conversationally: 1. 2. 3. 4.

How many people were involved in the speaking activities you had? Who were the people involved? What did you do in each of those activities? How did it happen?

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Yes, it is called speech context and there are various types of it. We will learn more about each of these types, meanings, differences from each other, and examples as we move on to the different activities of this module.

What’s New

Activity 2 Fill in the Information This time, you will provide an information for each situation in the box. DIRECTIONS: Fill in the information that can be contained in each of the following types of communication. Fill in the graphic organizer with the information needed. Answer in ten minutes only.

So, what do you think of each of the situation? They actually talk about speech context. Get to know speech context in “What is it?”

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What is It

The situations you have encountered in the previous activity are called types of speech context. Type of Speech Context 1. Intrapersonal – This type of communication refers to the communicator’s internal use of language or thought. It is the communication with oneself where the communicator is both the sender and the receiver of the message. The channel is your brain, which processes what you are thinking and feeling. Talking to yourself is the feedback in this situation (Hybels & Weaver, 2012, p 16). Examples: A student thought of strategies on how he should do his report in class and spent time thinking what his teacher would say after the report. Jungkook was practicing in front of a mirror what to say to Lisa for his marriage proposal. He was asking what Lisa would probably say after such proposal. 2. Interpersonal – This type of communication occurs between two or more people who exchange information, feelings, and meanings using of verbal and non-verbal messages. Solomon and Theiss (2013) states that the word ”inter” emphasizes how people connect while the word “personal” refers to the unique qualities as a person has during such communication (p. 5). Types of Interpersonal Context

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Dyad Communication – communication that occurs between two people

Example: You comforted your friend who was just heartbroken. A husband and wife talked about their child’s achievement. Small Group – This type of communication has at least three, but not more than twelve people involve in a face-to-face conversation. The participants in this communication are open to ideas and discussions to achieve their goals.

Example: You are participating in a group meeting on how the assigned task be done successfully. You are having a meeting with your fan club on how to give gifts to your idols. 3. Public – This type of communication happens when the person is engaged in a dialogue before or in front of the audience. The speaker’s voice is louder and the gestures are more expansive because the audience is bigger. Additional visual channels like slides or a Power Point presentation may also be used for the audience to better understand the speech.” (Hybels & Weaver, 2012, p 19)

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Additional Activities

DIRECTIONS: Look for cut-out pictures as samples of the different types of speech context. Provide two cut-out pictures for each type of speech context. Place them on a long bond paper and give a brief explanation for each. Follow the rubric below.

CUT –OUT PICTURES RUBRIC

Name: ___________________________________

Date: ________________

Criteria

Cut-out pictures are appropriate for each type

Rating

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

of speech context. Cut-out pictures are complete with two samples for each type. Cut-out pictures are placed neatly on a long bond paper. Explanation for each cut-out sample for every type of speech context was clear and concise.

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Answer Key

What’s New

What’s In

What I Know Pre-Test

Activity 2 Fill in the Information

Students’ sample information may vary but must adhere to the context of communication given.

Activity 2 Fill in the Information

1. C

Students’ sample information may vary but must adhere to the context of communication given.

3. C

2. B

4. C 5. D 6. B 7. B 8. D 9. A 10. C 11. A 12. B 13. C 14. A 15. C

What I Can Do

What I Have Learned

What’s More

Activity 5 Complete Me Activity 5 Role Playing

Students’ video presentations may vary.

1. Intrapersonal Communication 2. Mass Communication 3. in front 4. Interpersonal Communication

Activity 3 Picture Analysis

Students’ answers and discussions may vary.

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Activity 4 Fill in the Graphic Organizer Note: Students’ examples may vary. Type

Description

Intrapersonal

Self as the senderreceiver of message

Interpersonal: Dyad

Communication that occurs between two people

Interpersonal: Small group

Communication that involves three or more people

Public Communication

Message that delivered before the public

is

Situation Examples (Aim for at least three for each type) 1. Journal writing 2. Self-talking 3. Thinking 1. Talking with/to a friend 2. Giving an order to a restaurant crew/staff 3. One-on-one meeting with anyone 1. Group meeting in class 2.Meeting with other members/officers of the organization 3. Teaching small groups 1.Giving public announcements 2. Delivering any type of public speeches 3. Doing the role of a master of ceremonies or hosting an event/program

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Additional Activities

Assessment 1. D

Students’ cut-out pictures and explanation may vary.

2. C 3. C 4. B 5. A 6. B 7. D 8. C 9. D 10. B 11. C 12. D 13. A 14. D

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References

Hybels, Sandra and Richard L. Weaver. Communicating effectively (10th ed). NY: The McGraw-Hill Companies, Inc., 2012.

Bendure, Vicki. Public Relations: Hone Your Skills for a Great Interview with the Press,https://www.audiology.org/audiology-today-marchapril2019/public-relations-hone-your-skills-great-interview-press Borreli, Lizette. Sign Of Intelligence: Talking Tou Yourself Helps Boost Brain Power, Achieve Goals, https://www.google.com/amp/s/www.medicaldaily.com/signintelligence-talking-yourself-helps-boost -brain-power-achieve-goals416979% 3famp=1 McMillen, Jacob. The 5 Worst Pieces of Financial Advice Your Friends Give You,https://www.wisebread.com/the-5-worst-pieces-of-financialadvice-your-friends-give-you Osborne, Kera. He Was Ecited For His Friend’s Garduation Speech. But Gets Biggest Shock When He Said This,https://stuffhappens.us/kylegives-shocking-graduation-speech-15864/

Sipacio, Philippe John F. and Anne Richie G. Balgos. Oral Communication in ContextFor Senior High School. Quezon City:C & E Publishing, Inc., 2016. Smith, Tony. The Sales Coaching Best Practices Series: Team Meetings, https://brooksgroup.com/sales-training-blog/sales-coaching-bestpractices-series-team-meetings

Solomon, Denise and Jennifer Theiss. Interpersonal communication: Putting theory into practice. NY: Routledge, 2013....