Strategies in

Various Speech
Situations
 This unit focuses on the various ways and situations I which people
communicate. It discusses how communicator’s style of speaking changes
according to the context and how statements elicit various responses from
listeners.
 Speech Context and Styles
 Speech Acts
 Communicative Strategy

Most Essential Learning

Competency
Identifies the various types of speech context
Distinguishes types of speeches and speech style
Responds appropriately and effectively to a speech act
Employs various communicative strategies in different situations

At the end of this lesson, you will be able

to:
 Differentiates types of speech context;
 Explain the importance of effective communication
skills;
 Practice effective interpersonal skills and
intrapersonal skills;
 Identify strategies in effective interpersonal skills and
intrapersonal skills;
 Exhibit appropriate verbal and nonverbal behavior in
a given speech context;

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  Apply learning and thinking skills, life skills, and ICT
literacy in understanding the types of speech
contexts; and
 Reflect on your learning on the types of speech
contexts.
 Identify the different illocutionary acts from the
situations given;
 Respond effectively to a speech act by providing real
life scenarios;
 Identify the communicative strategy observed in the
situations given.

BRAIN STARTER!
Directions: Imagine yourself that you are in each situation and write the actual
words would you say in each given situation.

1. At the grocery store, you are in a line to the cashier when someone forced
himself/herself before you.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. While riding in a public transport, you see a pickpocket pursuing another

passenger.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. A classmate is begging you to share your answers in the quiz of a lenient

professor.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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 Discussion

Types of Speech Contexts

Context in speech is the situation that brings people to a conversation or a
speaking event. It also involves the particular time and place of the
communication. It also includes the shared understanding of the communicators
on the topic of the communication. It is important for communicators to
understand the environmental and situational context of the speech they are
delivering or listening.

1. Intrapersonal
This refers to communication that centers in
one person where the speaker acts both as the
sender and the receiver of the message. The
message is made up of your thoughts and
feeling. The channel is your brain, which
process what you rare thinking and feeling.
There is feedback in the sense that as you talk [Link]
to yourself, you discard certain ideas and %[Link]%2Fnewsletters
%2Fmemo-to-self-talk-to-self
replace them with others.
Examples:
 You spent the night thinking and analyzing why a student from the
other class talked to you on the way home and you decided it
probably meant nothing.

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  You felt happy while thinking about how your teacher appreciated
you for submitting your project before the due date and you
reflected on why this was so.

2. Interpersonal
This refers to communication between and among people and establishes
personal relationship between and among them. Solomon and Theiss
(2013) states that “the inter part of the word highlights how interpersonal
communication connects people… when you engage in interpersonal
communication, you and another person become linked together. The
personal part means that your unique qualities as a person matter during
interpersonal communication.

TYPES OF INTERPERSONAL
COMMUNICATION
 Dyad Communication – communication
that occurs between two people.
Examples:
 You offered feedback on the speech
performance of your classmate.
 You provided comfort to a friend who
was feeling down.

 Small Group – This refers to communication [Link]

[Link]?
that involves at least three but not more than w=1000&q=70&auto=compress,format,enhance

ten people engaging in a face-to-face

interaction working to achieve a desired
goal.
Examples:
 You are participating in an organizational meeting which aims to
address the concerns of your fellow students.
 You are having a discussion with your group mates on how to finish
the assigned task.

3. Public – This type refers to communication that requires you to deliver or

send the message before or in front of a group. The message can be
driven by informational or persuasive purposes. “In public communication,

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 unlike in interpersonal and small group, the channels are more
exaggerated. The voice is louder and the gestures are more expansive
because the audience is bigger. The speaker might use additional visual
channels such as slides or a Power Point Presentation”
Examples:
 You deliver a graduation speech to your batch.
 You participate in a declamation, oratorical, or debate contest
watched by a number of people.

4. Mass Communication – This refers to communication that takes place

through television, radio, newspaper, magazines, books, billboards,
internet, and other types of media.
Examples:
 You are a student journalist articulating your stand on current issues
through the school’s newspaper.

Types of Speech Styles

The context dictates and affects the way people communicate, which results in
various speech styles. According to Joos (1968), there are five speech styles.
These are:

(1.) intimate, (2.) casual, (3.) consultative, (4.) formal, and (5.) frozen. Each style
dictates what appropriate language or vocabulary should be used or observed.

1. Intimate – This style is private, which occurs between or among close family
members or intimatr individuals. The language used in this style may not be
shared in public.
Example:
 Two people in a relationship calling each other “honey”

2. Casual – This style is common among peers and friends. Jargon, slang, street
language, gay language or vulgar words are used.
Example:
 Students who are having a conversation during break time in the canteen.

3. Consultative – This style is the standard one. Professional or mutually

acceptable language is a must in this style.
Examples:
 Example of situations are communication between teachers and students,
employers and employees, doctor and patient, judge and lawyer, or
President and his/her constituents.

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4. Formal – This style is used in formal settings. Unlike the consultative style this
is on-way.
Examples:
 A sermon by priest and ministers, State of the Nation Address of the
President, formal speeches, or pronouncements by judges.

5. Frozen – This style is “frozen” in time and remains unchanged. It mostly

occurs in ceremonies.
Example:
 The Preamble to the Constitution
 Lord’s Prayer
 Allegiance to country or flag
 I have pronounced you husband and wife.

ACTIVITY TIME # 7
A. Directions: Identify the type of speech appropriate for the following
situations. FOR PRINTED MODULES, write your answer on the space
provided. FOR DIGITAL MODULES, write your answer using a word
document and submit it in our GOOGLE CLASSROOM.
_______________ 1. talking to a counselor or psychiatrist
_______________ 2. giving last-minute instructions to players
_______________ 3. delivering a campaign speeches
_______________ 4. delivering a speech at the un summit
_______________ 5. reading news papers
_______________ 6. talking and laughing about memorable experiences
_______________ 7. communicating while playing sports
_______________ 8. having a one-on-one conversation with a loved one
_______________ 9. delivering an oratorical speech
______________ 10. leading a prayer before meal
______________ 11. reading school policies
______________ 12. talking to superior
______________ 13. reading a pledge of allegiance to the flag
______________ 14. talking to a stranger
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______________ 15. inquiring at a hotel

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BRAIN STARTER!
Directions: Answer the quiz below and check if you can discern the meaning
behind the utterance. Encircle the letter of your answer.

1. Consider the phrase: “I now declare Martial Law.” Who among the
following can say this phrase and make martial law actually happen?
a. President of the country
b. Barangay Captain
c. A famous rock star
d. A retired veterinarian
2. What do you think does the speaker mean when he/she says, “Can you
open the door?”
a. The speaker wants to know if I have the ability to open the door.
b. The speaker is requesting me to open the door.
c. The speaker does not make sense.
d. The speaker is asking me a question.
3. You and your friend who has a fever enter your room. She shivers and
tells you, “It’s cold in here!” How would you interpret what she said?
a. She feels cold.
b. She wants me to increase the temperature in the room.
c. She does not feel well because of the cold.
d. She is complimenting the temperature in my room.
4. Based on the scenario in item number 3, what would your next action be?
a. I will thank my friend.
b. I will agree with her and say that the room is cold.
c. I will increase the temperature to decrease the coldness.
d. I will ignore my friend.
5. Which of the following statements commits the speaker to doing
something?
a. “I checked her Facebook profile yesterday.”
b. “I’m in love and I’m happy!”
c. “I promise to love you for better or for worse.”
d. I think following my suggestion will get us a high grade.”

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 Discussion
Types of Speech Acts

Three Types of Speech Act

A speech act is an utterance that a speaker makes to achieve an intended effect.

Some of the functions which are carried out using speech acts are offering an
apology, greeting, request, complaint, invitation, compliment, or refusal. A
speech act might contain just one word or several words or sentences. For
example, “Thanks” and “Thank you for always being there for me. I really
appreciate it” both show appreciation regardless of the length of the statement.

According to J. L. Austin (1962), a philosopher of language and the developer of

the Speech Act Theory, there are three types of acts in every utterance, given
the right circumstances or contexts.
These are:
1. Locutionary act is the actual act of uttering.

“Please do the dishes.”

2. Illocutionary act is the social function of what is said.

By uttering the locution “Please do the dishes,” the speaker requests the
addressee to wash the dishes.

These are some of the functions: asking, requesting, suggesting, giving

and many others.

3. Perlocutionary act is the resulting act of what is said. This effect is based
on the particular context in which the speech act was mentioned.

“Please do the dishes” would lead to the addressee washing the dishes.

ACTIVITY TIME # 8
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A. Directions: Supply the table with the different words/phrases inside the pool.
Pick and classify them according to their types.

Three Types of Speech Act

Locutions Illocutions Perlocutions

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

B. Directions: Give the correct utterances or locutions based on the given

illocutions or functions. Shade the circle of your best choice.

1. Making a commitment

o “You look great after you spent quarantine at home.”

o “I promise to love you for better or for worse.”

2. Giving an apology

o “You have to understand me. It was not my fault.”

o “I’m sorry, I didn’t mean it to happen.”

3. Making a complaint

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 o “Your leche flan tastes good. Keep it up!”
o “I can’t stay outside anymore. It’s too hot for me.”

4. Greetings

o “I hope to see you again.”

o “Happy birthday! May you have more birthdays to come!”

5. Invitation

o “Please stop apologizing. You are already forgiven.”

o “I would be expecting you for my birthday party tonight.”

ACTIVITY TIME # 9
Directions: Make a short reflection about the concepts of speech act and relate
your reflection to real life contexts.

1. How could I become sensitive to the feelings of others that I may not hurt
their feelings through my words?

2. What is the significance of this line “With the fullness of my heart, my

mouth speaks” to the learning I gained today?

3. I would like to become an effective speaker, so I would…

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Rubric

Total points: 45

ASSESSMENT
Directions: Write a response based on the context of the dialogue by
considering the types of speech act.
A. Speaker 1: “Where would you go from here?”
Speaker 2: “____________________________________”
Speaker 1: What will you do there?”
Speaker 2:____________________________________”
Speaker 1: “Would it not be risky for you to go there alone?”
Speaker 2: “___________________________________”
Speaker 1. “Can I go with you?”
Speaker 2: _______________________________________
Speaker 1: “Why not? I want to go there as well.”
Speaker 2: _______________________________________

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 Speaker 1: “Okay, just be careful. You know we can never tell
who is infected or not.”
Speaker 2: _______________________________________

B. Speaker 1. “I think we should go now. It’s getting late already.”

Speaker 2: “ ______________________________________”
Speaker 1. “Precisely, this library will close a minute from now.”
Speaker 2: _______________________________________
Speaker 1:“We can finish this project at home. Anyway, I have
taken the important notes of our project.”
Speaker 2:_______________________________________
Speaker 1:“I’m sure your mother will understand if you would
burn the midnight oil tonight.”
Speaker 2: ______________________________________
Speaker 1: Okay, let us now return these books to the librarian.”
Speaker 2: ______________________________________ .

Directions: Answer the following questions:

1. What did you learn from the two sets of conversation?

2. Why is there a need to communicate our ideas properly?

3. Is there a communication breakdown from the two sets of conversations?

4. How did you manage to have meaningful conversations as implied in set A

and B?

Discussion

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What are the five distinct categories of
illocutionary acts?

ACTIVITY TIME # 10
Directions: Identify the following utterances based on the five classifications of
illocutionary acts: Assertive, Directive, Commissive, Expressive and
Declaration. Write the letter that corresponds to your answer. Choose from the
box below.

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_____1.“Take a few steps before you pose.”
_____2. “Please, go with me to the library after this class. We need to
make our research proposal for tomorrow.”
_____3. “Tomorrow, I will see to it that I would arrive earlier than you.”
_____4. “Thank you for accompanying me. You’re such an angel today.”
_____5. “God bless you and your family.”
_____6. “For goodness sake! You are late again.”
_____7. “Can you hold this key for a minute? I need to go to restroom.”
_____8. “From now on, I will always wear my face mask when I will go outside.”
_____9. “I’m a little bit upset on the delay of delivery of my wristwatch which I
ordered a month ago.”
_____10.“You will be blessed today!”

A. Assertive
B. Directive
C. Commissive
D. Expressive
E. Declaration

ACTIVITY TIME # 11
Directions: Complete the table with the following information related to
Searle’s Classification of Speech Acts. Make it sure that real-life
experiences are shown in the samples.

15
Answer on this table.

Discussion
Types of Communicative Strategy

16
 People communicate every day to establish and maintain relationships, know
and understand themselves, and find meaning in the daily grind. Moreover,
since humans are social beings who survive more effectively through sensible
discourses, they are always driven to learn the skills of creating and sustaining
gainful conversations. Successful communication requires understanding of
the relationship between words and sentences and the speech acts they
represent. However, a conversation may be complex at times; that is why
some people get lost along the way and misunderstand each other. It is only
when we willingly cooperate and speak in socially-approved ways that can we
make a conversation meaningful. Since engaging in conversation is also
bound by implicit rules, Cohen (1990) states that strategies must be used to
start and maintain a conversation. Knowing and applying grammar
appropriately is one of the most basic strategies to maintain a conversation.
The following are some strategies that people use when communicating.

1. Nomination
A speaker carries out nomination to collaboratively and productively
establish a topic. Basically, when you employ this strategy, you try to open a
topic with the people you are talking to.

When beginning a topic in a conversation, especially if it does not arise from

a previous topic, you may start off with news inquiries and news
announcements as they promise extended talk. Most importantly, keep the
conversational environment open for opinions until the prior topic shuts
down easily and initiates a smooth end. This could efficiently signal the
beginning of a new topic in the conversation.

2. Restriction
Restriction in communication refers to any limitation you may have a
speaker. When communicating in the classroom, in a meeting, or while
hanging out with your friends, you are typically given specific instructions
that you must follow. These instructions confine you as a speaker and limit
what you can say.

For example, in your class, you might be asked by your teacher to

brainstorm on peer pressure or deliver a speech on digital natives. In these
cases, you cannot decide to talk about something else. On the other hand,
conversing with your friends during ordinary days can be far more casual
than these examples. Just the same, remember to always be on point and
avoid sideswiping from the topic during the conversation to avoid
communication breakdown.

3. Turn-taking
Sometimes people are given unequal opportunities to talk because others
take much time during the conversation. Turn-taking pertains to the process

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 by which people decide who takes the conversational floor. There is a code
of behavior behind establishing and sustaining a productive conversation,
but the primary idea is to give all communicators a chance to speak.

Remember to keep your words relevant and reasonably short enough to

express your views or feelings. Try to be polite even if you are trying to take
the floor from another speaker. Do not hog the conversation and talk
incessantly without letting the other party air out their own ideas. To
acknowledge others, you may employ visual signals like a nod, a look, or a
step back, and you could accompany these signals with spoken cues such
as “What do you think?” or “You were wanting to say something?”

4. Topic Control
Topic control covers how procedural formality or informality affects the
development of topic in conversations. For example, in meetings, you may
only have a turn to speak after the chairperson directs you to do so.
Contrast this with a casual conversation with friends over lunch or coffee
where you may take the conversational floor anytime.

Remember the regardless of the formality of the context, topic is achieved

cooperatively. This only means that when a topic is initiated, it should be
collectively developed by avoiding unnecessary interruptions and topic hifts.
You can make yourself actively involved in the conversation without overly
dominating it by using minimal responses like “Yes,” “Okay,” “Go on”; asking
tag questions to clarify information briefly like “You are excited, aren’t you?”,
“It was unexpected, wasn’t it?”; and even by laughing!

5. Topic Shifting
Topic shifting, as the name suggests, involves moving from one topic to
another. In other words, it is where on part of a conversation ends and
where another begins.

When shifting from one topic to another, you have to be very intuitive. Make
sure that the previous topic was nurtured enough to generate adequate
views. You may also use effective conversational transitions to indicate a
shift like “By the way,” “In addition to what you said,” “Which reminds me of,”
and the like.

6. Repair
Repair refers to how speakers address the problems in speaking, listening,
and comprehending that they may encounter in a conversation. For
example, if everybody in the conversation seems to talk at the same time,
give way and appreciate other’s initiative to set the conversation back to its
topic.

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 Repair is the self-righting mechanism in any social interaction (Schegloff et
al, 1977). If there is a problem in understanding the conversation, speakers
will always try to address and correct it. Although this is the case, always
seek to initiate the repair.

7. Termination
Termination refers to the conversation participants’ close-initiating
expressions that the end a topic in a conversation. Most of the time, the
topic initiator takes responsibility to signal the end of the discussion as well.

Although not all topics may have clear ends, try to signal the end topic
through concluding cues. You can do this by sharing what you learned from
the conversation. Aside from this, soliciting agreement from the other
participants usually completes the discussion of the topic meaningfully.

ACTIVITY TIME # 12
Directions: Identify the type of communicative strategy in each statement.

_______________ 1. “Do you have anything to say?”

_______________ 2. “One of the essential lessons I gained from the

discussion is the importance of sports and wellness to a healthy lifestyle.”

_______________ 3. “Excuse me? I think we should speak one at a time, so

we can clearly understand what we want to say about the issue.”

_______________ 4. “Go on with your ideas. I’ll let you finish first before I say
something.”

_______________ 5. “Have you heard the news about the latest achievement
of our government?”

_______________ 6. “Hey, how are you? I missed you!”

_______________ 7. “Best regards to your parents! See you around!”

_______________ 8. “Good to see you. Anyway, I came to visit you because I

want to personally offer apologies for what I did yesterday.”

_______________ 9. “Sorry, I can’t decide on that now. I am still focused on

my writing assignment. Let’s talk next time, okay?”

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_______________ 10. “Now, it’s your turn to ask questions.”

Assessment
Directions: Make a video presentation which you will show scenarios that
showcase the speech contexts together with the speech styles. After the
presenting the scenarios, you will look for the speech acts and communicative
strategies that can be found in the video and identify those. Your teacher will
provide an example video for your guide.

Rubrics
Exemplary (20) Good (18) Fair (16) Needs
Improvement
(14)

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Content The video The video The video The video
shows the shows good shows some shows few
best scenarios for scenarios for scenarios for
scenarios for speech speech speech
speech contexts with contexts with contexts with
contexts with the speech the speech the speech
the speech styles. styles. styles.
styles. The presenter The presenter The presenter
The speech was able to was able to vaguely
acts and the explain the somewhat explained the
communicativ speech acts explain the speech acts
e strategies and the speech acts and the
found in the communicativ and the communicativ
scenarios are e strategies communicativ e strategies
well- found in the e strategies found in the
explained. scenarios. found in the scenarios.
scenarios.

Delivery The presenter The presenter The presenter The presenter

delivered the delivered the delivered the was not able
scenarios in scenarios in a scenarios to deliver the
the most realistic way. somewhat in a scenario with
realistic sense realistic way. real sense.
as possible.
Videograph Video is Video is clear Video is Video is not
y crystal clear and has somewhat clear and
and has good transitions clear with few does not have
transitions that make it transitions transitions
that make it easily viewed that can be that make it
easily viewed by the viewed by the hard for the
by the audience. audience. audience to
audience. see it.

References

“Oral Communication in Contest for the Senior High School Teacher’s Manual,”
C & E Publishing, Inc. Quezon City, [Link] John Fresnillo Sipacio, Anna

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Richie Garcia Balgos. Oral Communication in Context textbook for Senior High
School. C & E Publishing Inc. Quezon City, 2016.

Electronic File:

Oral Communication in Context for Senior High School- DepEd Module

Online Sources:
[Link]
q=computer+drawing+images+download&sxsrf=ALeKk007FAs0dJk6D3Y8PPt
S6GtbDbkqw:1593860251114&tbm=isch&source=iu&ictx=1&fir=UZWkqrgUOd
V1_M%252Cxg7iB_mWB3Xb6M
%252C_&vet=1&usg=AI4_kQBB_4wL0qSw2bJYgs4xJhzh3Swg&sa=X&ved=2
ahUKEwjO_dqQuLPqAhWJH3AKHQYbCMgQ9QEwAnoECAoQGw&biw=1350
&bih=578#imgrc=UZWkqrgUOdV1_M&imgdii=3OjROVofHhZI2M

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