11

Oral
Commmunication
in Context
Quarter 1 – Module 5:
Types of Speech Context
Oral Communication in Context – Grade 11l
Self-Learning Module (SLM)
Quarter 1 – Module 5: Types of Speech Context
First Edition, 2020

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Development Team of the Module

Writers: Margie T. Javier
Editors: Louie Mark Garvida, Imelda C. Martinez, Jerryl Jean L. Salunayan
Reviewers: Helen J. Ranan, Sally A. Palomo
Illustrator: Carolyn Naomi M. Papas
Layout Artist: John Arvin B. Genosa
Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Romelito G. Flores, CESO V - Schools Division Superintendent
Mario M. Bermudez, CESO VI – Assist. Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerardo Magno – Subject Area Supervisor
Juliet F. Lastimosa - CID Chief
Sally A. Palomo - Division EPS In- Charge of LRMS
Gregorio O. Ruales - Division ADM Coordinator
Ronnie R. Sunggay / Helen J. Ranan – Subject Area Supervisor /
Coordinator

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Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@[Link]
 11

Oral
Communication
in Context
Quarter 1 – Module 5:
Types of Speech Context
Introductory Message
For the facilitator:

Welcome to the Oral Communication in Context - Grade 11 Self-Learning

Module (SLM) on the 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 Self-Learning

Module (SLM) on the Types of Speech Context!

The hand is one of the most symbolized part 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 is 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 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.

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 such as 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. This also tends retention of
learned concepts.

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

This module was designed and written with you in mind. It is here to help you

master the types of speech context. 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.

In this module, you will be able to:

• identify the various types of speech context ( EN11/12OC-Ifj-15)

Specifically, you are expected to:

• identify the types of speech context;

• differentiate the types of speech context;

• write a script showing how effective intrapersonal and interpersonal skills

are applied in different situations;

• conduct an interview about how a person is developing his/her strategies

in terms of interpersonal and intrapersonal skills; and,

• reflect on your learning on the types of speech context

This module is self-instructional. You can read, analyze concepts and ideas

presented and reflect on them. The activities will help you assess your progress as

you go through in this module. Now, let us begin this journey.

 What I Know

How are you today? I hope that you are doing fine because we are going to

have another exciting journey for today. To fuel your excitement, let us assess your

prior knowledge about the types of speech context.

Direction: Choose the letter of the correct answer. Write the letter on the space

provided before the number.

1. This type of communication is designed to inform, persuade, or entertain an

audience.

a. mass

b. public

b. small group

d. interpersonal

2. In this type of communication, you talk to yourself and evaluate yourself.

a. mass

b. public

c. intrapersonal

d. interpersonal
3. Which type of interpersonal context refers to communication that involves at least

three but not more than twelve people engaging in a face-to-face interaction?

a. big group

b. core group

c. small group

d. sharing group

4. Being a good communicator doesn’t’ only require saying the right thing at the right

time. It also requires truly listening and understanding your audience and then

responding appropriately. It is putting the best version of yourself forward in

relation to the following context, except

a. effect

b. purpose

c. audience

d. situation

5. In this communication, you and another person become linked together.

a. dyadic

b. small-group

c. intrapersonal

b. interpersonal

6. In this principle of communication, all elements interact and affect each other.

a. Communication is dynamic.

b. Communication has no opposite.

c. Communication is competence-based.

d. Communication is unrepeatable and irreversible.

7. Which among the following statement doesn't belong to the group?

a. watching news

b. writing a journal

c. reading a magazine

d. writing an email to a friend

8. In which of the following is an example of dyadic communication?

a. You deliver a graduation speech to your batch.

b. You provided comfort to a friend who was feeling down.

c. You are having a discussion with your group mates on how to finish the

assigned tasks.

d. You are a student journalist articulating your stand on current issues through

the school’s newspaper.

9. Which among the following is NOT an intrapersonal communication?

a. talking to a mirror

b. talking to a friend

c. talking to yourself

d. thinking about her crush

10. Which of the following is a speech context?

a. social

b. dyad

c. linguistic

d. psychological
11. The interaction in this type of communication is usually face-to-face and the

participants are in close proximity to each other so that everyone in the group can

participate.

a. dyadic

b. mass

c. public

d. small group

12. Which is one of the quickest ways to lose an audience when giving a speech?

a. by telling long stories

b. by telling too many jokes

c. by saying offensive things

d. by speaking over their heads

13. 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. public

b. interpersonal

c. intrapersonal

d. mass Communication

14. How to become an effective communicator in different speech contexts?

a. Always imitate the actions of others at all time.

b. Learn to observe how people act and react to each other.

c. Try to guess the topic being discussed by the group of people.

d. Focus on how others communicate verbally but not on their body language.
15. Why do we need to study the types of speech context?

a. in order to share our ideas to others

b. in order to pay attention to the speaker

c. in order to decide what is the best type of speech context

d. in order to know how to communicate differently in different situations

 Lesson
Types of Speech Context
5
Many think of “communication” as public speaking or as a situation in which

one speaker addresses many listeners. Others think of it as involving only two people

talking to each other, but communication can involve more than two people or an

audience. Indeed, communication maybe classified into different types based on the

number of participants in the process.

What’s In

For the previous lesson, we learned about the functions and purposes of oral

communication. You were able to write an essay of your observation of the various

speakers watched and listened to.

To review the previous lesson, a summary of the previous lesson is also

provided below.

Functions of Communication
Communication serves four major functions within a group or organization.

These are Control, Motivation, Emotional Expression, Information

Purpose of Communication:

1. To Inform.

2. To Persuade or convince.

3. To Entertain.
To refresh your memory on the previous lesson, answer the activity below.

Activity 1: Try to identify it

Direction: Identify the function of communication in each of the following situations.

Write your answers on the space provided.

______________ 1. The teacher reads and discusses classroom policies in her students.

______________ 2. Manny greets Jinky, and then they start talking about their plans

for the holiday.

______________ 3. Rodrigo delivers his oratorical piece in front of SHS students.

______________ 4. Mayor Juan Santos thanks his constituents for their cooperation

and support to his governance.

______________ 5. Lenny shares her insights on how to live peacefully despite having

complicated life.

What’s New

We have different kinds of conversation in a single day. We discuss different

topics depending on the person or people we are talking to. We also employ various

styles of language in different occasions. It is a fact that we communicate differently

in different speech contexts or situations. Now, be ready for the next activity.
Activity 2: Let’s make a pie

Direction: Make a pie chart. Divide the pie based on how much time you spend

communicating with other people on an average day – the bigger the slice, the bigger

time spent with that person or those people. Label each slice with the name or names

of person/s you are communicating with. Then answer the questions that follow.

1. What kind of conversation would you have with each of these people?

_____________________________________________________________________

_____________________________________________________________________

2. What topics would you discuss?

_____________________________________________________________________

_____________________________________________________________________

3. What style of language would you use?

_____________________________________________________________________

_____________________________________________________________________
 4. What kind of conversation would you avoid?

_____________________________________________________________________

_____________________________________________________________________

Activity 3: Weaving the scenes

Direction: Read the following scenes, then, weave the scenes together into a story

by writing it in the space provided below. You are free to interchange the order of the

scene.

Scene 1: The teacher is making an announcement on the schedule of

exams to the students.

Scene 2: Two small groups of Grade 11 students discussing someone

separately.

Scene 3: A student is thinking about how the teacher appreciated him for

submitting his project on time.

Scene 4: Two students are speaking with each other on the phone.

Scene 5: A news reporter is live on screen.

Probing Questions:

Direction: Based on the Activity 3, answer the following questions. Write your

answer on the space provided below each number.

1. How did you find the activity?

Answer: _________________________________________________________________

__________________________________________________________________________
 2. What was the topic of the communication activity (ies) being presented?

Answer: _________________________________________________________________

__________________________________________________________________________

3. Could you identify the different types of communication based on the

different scenes that you weaved a while ago?

Answer: _________________________________________________________________

_________________________________________________________________________

4. How are these types of communication different from each other?

Answer: _________________________________________________________________

__________________________________________________________________________

5. What do you think is the purpose of each type of communication in different

situations?

Answer: __________________________________________________________________

___________________________________________________________________________

Although we always communicate with one another, we interact based on a

specific speech context. After all, speaker cannot whisper a speech to an audience,

nor can we talk like a public speaker to a person in a job interview. Communication

is divided into certain levels based on the number of participants in the process.

How are you coping with our lesson? Now, be ready to fuel up yourself with

the new topic you are going to explore.

 What is It

In the previous lesson, we focused on the functions and purposes of

communication. By this time, let us discuss about the types of speech context.

The previous activities were made purposely to gear up your mind

because we are going to mug up the different types of speech context.

What is Speech Context?

Speech context is the way that people use to communicate

and transmit message orally or verbally.

Speech context are classified into intrapersonal, interpersonal, mass and public

communication. Let us discuss each type of speech context.

1. Intrapersonal Communication refers to the communication within oneself. In

this speech context, we act as both sender and the receiver of the information

because we cannot communicate to ourselves. In dealing with issues about our lives,

about our environment, and about our acquaintances, communication with our

inner selves performs a dynamic function.

Example: John is talking to himself in front of the

mirror.

2. Interpersonal Communication refers to the act of communication

involving two individuals or two groups of communicators who perform

the roles of the sender and receiver.

There are two types of interpersonal communication:

▪ Dyadic Communication – refers to the type of interpersonal

communication which involves a pair of communicators acting as the

sender and the receiver.

Example: Vico mentions the issue to his wife, Loren.

The two of them talk about the COVID-19 cases in the
Philippines.

Forms of dyadic communication

a. Conversation – It is the most common of dyadic communication. It

may be defined as a friendly and usual informal talk between two

people who exchange their views and ideas.

b. Dialogue - It is the most personal and most intimate form of dyadic

communication. It is a talk of any kind between you and your friend

that brings magic, eradicating the factors which divide or hinder

communicating between the two of you. (add more )

c. Interview - It is a form of dyadic communication that is considered a

two-way process where both parties alternately talk and listen.

Participants in a dyad should possess the following characteristics to

perform their work effectively and make sound decisions:

• Good conversational skills;

• Knowing how to commence and stop a conversation;

• Being able to respond to statement politely;

• Observing a give-and-take relationship; and,

 • Being sensitive to and aware of the presence of other parties

involved.

▪ Small group – this refers to the interaction of people forming a small group.

The interaction is usually face-to-face and the participants are in close

proximity to each other so that everyone in the group can participate.

Example: Vico and Richard both believe that

putting up tents for those patients who have
symptoms of virus is really a great idea.
Together with other friend, Angel, they all sit
down and discuss how to set-up the tents.

3. Public Communication refers to the act of communication where one person

conveys a message in a large group of audience. The speaker does most of the talking

and the audience is not given the opportunity to directly respond to the speaker. You

are delivering your speech in front of a number of people.

Example: The speaker conducts a lecture to her

students about pandemic.

4. Mass communication refers to communication that takes place through

television, radio, newspapers, magazines, books, billboards, internet and other types

of media.

Example: A newscaster updates the people about the

COVID – 19 cases through television.
 What’s More

Now, we are done with the types of speech context. You can now distinguish

each type of speech context and be able to exhibit verbal and non-verbal behavior in

a given speech context. Since you have learned much about it, it’s time to practice

effective interpersonal and intrapersonal skills in various situations. Let us continue

with the next activity.

Activity 4: Identifying facts

Direction: Write True if the statement correctly describes the types of speech

context. Otherwise, write False. Write your answer on a space provided before the

number.

__________ 1. The participants of a dyad should observe a give and take relationship.

__________ 2. Interpersonal communication is inevitable because we cannot escape

from communicating with others.

__________ 3. Intrapersonal communication involves communicating with our inner

selves.

__________ 4. A group consists of more than 12 people is still considered a small-

group communication.

__________ 5. When the speaker does most of the talking and the audience is not

given the opportunity to directly respond to the speaker, is an example

of mass communication.
Activity 5: Speech in a picture

Direction: Below are pictures of different communication situations. Describe each

picture and identify the type of speech context. (5 points each)

1.

Description: _________________________________________________________________

Type of speech context: ______________________________________________________

2.

Description: _________________________________________________________________

Type of speech context: _____________________________________________________

3.

Description: _________________________________________________________________

Type of speech context: _______________________________

 What I Have Learned

Let us now summarize what you have learned about the types of speech

context. Let us begin!

Activity 6: Speech in a capsule

Direction: Differentiate the types of speech context by suppling the table below with

correct information.

Speech Context Description Situations

1.

2.

3.

4.
 What I Can Do

Now, it’s time for you to apply what you have learned from our lesson related

to the types of speech context. Are you ready? Then, let’s begin!

Activity 7: Script writing

Direction: Choose one out of four (4) scenarios given below. Then, make a script

showing how effective interpersonal and intrapersonal skills are applied in the

scenario you have chosen. Be guided by the rubric provided below in making your

script.

Scenarios:

a. Thinking about what course to take in college

b. Calling somebody through one of the following media such as telephone,

cellular phone, social media applications

c. Attending a job interview, through phone and face-to-face interaction

d. Listening to the Presidential speech. Write some notes of the non-verbal

signals that are considered by the speaker.

Write your script here!
 Rubric for Script writing
Criteria Poor (1 pts) Fair (2 pts) Good (3 pts) Excellent (4 pts)
Grammar & Writer makes Writer makes Writer makes 3- Writer makes 1-2
Spelling more than 6 5-6 errors in 4 errors in errors in grammar or
errors in grammar or grammar or spelling.
grammar or spelling. spelling.
spelling.
Written in The script is The script is The script is The script is written
Script NOT written in slightly mostly correct. in the correct format.
Format script format. correct. Both Either the All lines have the
margins and margin OR correct margin and
the punctuation is punctuation.
punctuation incorrect.
are not correct.
Creativity There is little The story The story The story contains
evidence of contains a few contains a few many creative details
creativity in the creative details creative details and/or descriptions
story. The and/or and/or that contribute to the
author does not descriptions, descriptions that reader's enjoyment.
seem to have but they contribute to the The author has really
used much distract from reader's used his imagination.
imagination. the story. The enjoyment. The
author has author has used
tried to use his his imagination.
imagination.
Easy to Script does NOT Script is Script has parts Script is easy to
Understand make sense. difficult to read that are understand and
and Follow Reader and confusing but follow. It flows and
CANNOT understand. It the overall makes sense.
understand the does not flow. intention is
intention or An attempt has clear.
where the script been made.
is going.
Specific Meets few or no Meets some of Meets all Extends all
Assignment requirements the requirements requirements
Directions specified for requirements specified for this specified for this
this specified for assignment. assignment.
assignment. this
assignment.
Activity 8: Call the one

Direction: Conduct an interview through phone or online with someone whom you

admired for being a good speaker. Ask about his/her strategies in developing his/her

interpersonal and intrapersonal skills. Consider the following in your interview:

1. Planning

a. Determine the purpose of an interview.

b. Choose the right person to be interviewed.

c. Always seek permission of your interviewee before conducting an interview.

d. Consider the date, time, place of the interview.

e. Prepare a list of questions related to your interview.

f. State the major points clearly.

2. During an interview

a. Bear in mind the purpose of the interview.

c. Pay attention and write down the interviewee’s answers.

b. Relax and be polite, patient, and considerate.

c. Show courtesy and respect to your interviewee. Do not give your opinions.

3. After an interview

a. Thank your interviewee.

Write here!
 Assessment

Direction: Write your answer on the space provided before the number.

A. Identify the speech context in each of the following situations.

__________1. The child wonders why there is a solar eclipse.

__________2. Pepay received a call from the hiring officer of the company where she

had submitted her application letter.

__________3. Danny delivers an oratorical speech.

__________4. The Grade 11 HUMSS class officers are having a meeting regarding their

Intramurals.

__________5. My friend and I had a great talk about our future plans.

__________6. The SHS teacher reflects on his teaching strategy.

__________7. Jack and Jill exchange conversation while on their way home.

__________8. Jana and her close friends are discussing about the virus that is

spreading around the world.

__________9. The SHS Coordinator announced the schedule for BEA Examinations

during the flag ceremony.

__________10. While watching the television last Saturday, Pedro learned about the

incident that happened in Bula, General Santos City involving some

SHS students and the tricycle driver.

B. Identify the type of speech context being defined.

__________ 11. It is the act of communication where one person conveys a message

in a large group of audience.

__________ 12. It is the act of communication involving two individuals or two groups

of communicators who perform the roles of the sender and receiver.

__________ 13. It is the type of interpersonal communication which involves a pair of

communicators acting as the sender and the receiver.

___________14. It is the communication within oneself.

___________15. It is an interaction of people within a small group.

Additional Activities

Congratulations! You made it until the end of our lesson. Now, do the following

tasks to apply what you have learned about the types of speech context.

Direction: Choose one of the tasks and follow the given instructions.

1. Recall any interaction in school, at home or in other settings. State at least three

(3) situations of the interaction and identify which speech context the interaction

illustrates. Note the verbal and non-verbal communication cues used by the

participants within the speech context. Write all your answers on the table given.
 Situation Type of Speech Verbal and Non-verbal

(used)
Context

1.

2.

3.

2. Record a two-minute conversation of any of the following speech context. Then,

post your recorded video in the class fb group.

a. example of intrapersonal communication

b. example of dyadic communication

c. example of small group communication

d. example of public communication

1. B 1. True 1. Intrapersonal
2. C 2. True 2. Interpersonal
3. C 3. True 3. Public
4. A 4. False 4. Small-group
5. A 5. False 5. Interpersonal
6. A 6. Intrapersonal
7. B 7. Interpersonal
8. B 8. Small-group
9. B 9. Public
10.B [Link]
11.D [Link]
12.C [Link]
13.A [Link]
14.B [Link]
15.D [Link] group
What I Know What’s More Assessment
Answer Key
References

Books:

Flores, R., (2016). Oral Communication in Context. Rex Printing Company, Inc. Sta.
Mesa Heights, Quezon City.

Sipacio, P. and Balgos, A. (2016). Oral Communication in Context for Senior High
School. C & E Publishing Company. South Triangle, Quezon City.
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@[Link]