TEACHING PLAN

Grade: 11 No. of Hours: 40 hours

Subject Title: Oral Communication in Context Pre-requisite:
Subject Description: The development of listening and speaking skills and strategies for effective communication in various situations.

TOPIC Communicative Competence Strategies in Various Speech Situations

(TYPES OF SPEECH CONTEXT, SPEECH STYLES AND SPEECH ACTS)

CONTENT STANDARD The learner recognizes that communicative competence requires understanding of speech context, speech
style, speech act and communicative strategy.
PERFORMANCE STANDARD The learner demonstrates effective use of communicative strategy in a variety of speech situations.
LEARNING COMPETENCIES 1. Identify the various types of speech context
2. Exhibit appropriate verbal and non-verbal behavior in a given speech context
3. Distinguish types of speech style
4. Identify social situations in which each speech style is appropriate to use
5. Observe the appropriate language forms in using a particular speech style
6. Respond appropriately and effectively to a speech act
SPECIFIC LEARNING 1. Develop listening and speaking skills
OUTCOMES 2. Develop strategies for effective communication in various situations.
TIME ALLOTMENT 5 weeks (20 hours)
MATERIALS LCD Projector, Video Clips, Activity Sheets, Speaker,
RESOURCES Books
Astudillo, Zenaida V. et al.(2009). Speech communication: Course book. Bulacan: Trinitas Publishing, Inc.
Belen, Venus M. et al. (2003).Effective study and thinking skills. Bulacan: Trinitas Publishing, Inc.
Burgoon, Michael.(2000). Approaching speech/communication. United States of America: Holt, Rinehart and
Winston, Inc.
Cabrera, Lucila del Mundo. (2008). Effective speech communication for Filipinos. Manila: Bookstore Publishing
Corporation.
Padilla, Mely. (2003). Speech for effective communication. Bulacan: Trinitas Publishing, Inc.
Microsoft Encarta 2009. 1993-2008 Microsoft Corporation. All rights reserved.
Internet
Abey, F. (N.D.). Principles of effective communication. Retrieved on June 11, 2015 from
http://www.mbaknol.com/business-communication/principles-of-effective-communication/
Deepani.(Nov.20, 2010). Why is communication important in the work place? Retrieved on June 11, 2015 from
http://www.enotes.com/homework-help/understand-why-communication-important-work-220459
No Author. (2011). Essentials in developing the speaking skill. Retrieved June 1, 2014, from
http://www.nclrc.org/essentials/speaking/developspeak.htm
No Author. (June 5, 2015). Relationships and communication. Retrieved on June 11, 2015 from
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Relationships_and_communication
No One. (August 26, 2015). Types of Speech Styles. Retrieved on June 4, 2016 from https://prezi.com/8zourrow-
qzm/types-of-speech-styles/
Maiquez, M. (Oct. 2008). Thoughts on speaking. Retrieved on June 1, 2014, from
http://letranspeaking.wordpress.com/
PROCEDURE
INTRODUCTION
1. Share the learning competencies and specific outcomes to the learners.

LEARNING COMPETENCIES
The learner
A. Identifies the various types of speech context
B. Exhibits appropriate verbal and non-verbal behavior in a given speech context
C. Distinguishes types of speech style
D. Identifies social situations in which each speech style is appropriate to use
E. Observes the appropriate language forms in using a particular speech style
F. Responds appropriately and effectively to a speech act

SPECIFIC LEARNING OUTCOME/S

The learner
A. develops the listening and speaking skills
B. develops strategies for effective communication in various situations
2. Ask the students questions that would lead them to recalling the different types of speech context, speech
styles and speech acts.
Questions:
A. What do you do when you want to express your ideas/ sentiments to a friend?
B. What gathering in the school or in the community do you usually attend?
C. Is there a difference on your manner of speaking to a friend, to a teacher or to your parents?
D. What statements do you usually utter when you are hungry?
3. Give activities to students that would allow them to discover the importance of the different concepts in
their own lives.
Questions
- Why do we need to learn the listening skill?
- Why do we need to learn the speaking skill?

MOTIVATION 1. Lead the students in understanding about the significance of the topic in their exit points.
Question:
- How can communication skill help you in your future career (as a future teacher, engineer, soldier,
doctor, scientist, astronaut)?

INSTRUCTION/DELIVERY 1. Administer a pre-assessment activity.

ACTIVITY A:Picture Describing (LCS-1)
Describe the presented pictures in a detailed form. Include how many participants are
there, include the kind of event/context and possible statements speakers would be
uttering.

2. Discuss the different types of speech context, speech style, and types of speech acts.
A. Types of Speech Context
a. Intrapersonal
- It is the sound of your thinking. It refers to communication with yourself whether you are talking
to yourself aloud or in the privacy of your own brain. Intrapersonal is the communication that
occurs in your own mind. It is the basis of your feelings, biases, prejudices, and beliefs.
- Examples are when you make any kind of decision what to eat or wear. When you think about
something what you want to do on the weekend or when you think about another person.
- Practice
b. Interpersonal
- It is communication with more than one person.
Kinds:
i. Dyad
This involves two persons who share the roles of sender and receiver and is the most common
form of communication.
Examples are when you are talking to your friends, A teacher and student discussing an
assignment, A patient and a doctor discussing a treatment, A manager and a potential
employee during an interview.
Types:
Formal
Interview is highly but not that in-depth as a dialogue.
Dialogue usually happens during guidance counselling or a heart to heart
conversation to a person you trust.
Informal
Conversation is the most common, the most frequent and the most popular of all
dyadic communication.
ii. Small Group
It is communication within formal or informal groups or teams. It is group interaction that
results in decision making, problem solving and discussion within an organization.
Examples would be a group planning a surprise birthday party for someone or a team
working together on a project.
Types:
Committee or Conference Meeting
Is a type of discussion that requires at least 10 to 15 persons to meet to investigate
and learn the necessary facts to be reported to a large group or organization. This
is usually done in a relaxed and informal setting.
Symposia
Is a series of short speeches delivered by three to five knowledgeable people before
an audience? The speakers are required to talk about a single subject.
Panel Discussions
Is a free discussion having three to eight members to discuss a topic for the benefit
of the audience? The discussants are obliged to contribute information to be used
as solutions to the problem presented.
Debate
Is an argument between an affirmative and a negative proposition.
Parliamentary Procedure
Is a standardized code of behavior addressed to especially crated situations which
are characterized by a large group of people gathered together in a business
meeting in order to achieve a specific purpose. It is set of rules that govern the
conduct of a business meeting.

iii. Public
This is a one to many communication. It refers to that kind of communication where one
person delivers his remarks to the remaining members called the audience. It is
characterized by unequal amount of speaking and limited verbal feedback.
ACTIVITY A: QUIZ BEE (Speech Context) (LCA -1)
Choose the correct answers from the choices and write the letter on the blanks before each
item. See attachment no. 1

Activity B: DIALOGUE (LCS - 2)

Find a partner and discuss on the profession you want to have and the ways/
or strategies on how you will be successful in your future career. Include
nonverbal language during the communication process. Each group
will be given 3-5 minutes to present. Follow the given rubrics. See attachment
no. 2
Activity C: Resume Writing and Cover Letter Writing (LCS - 2)
Read the classified ads of the newspaper/ research on job vacancies
posted on job hunting sites in the internet. Write an application letter
addressed to the manager/head of the office you wanted to apply in.
Attach a resume. Be guided by the given rubrics. See attachment no. 3

Activity D: INTERVIEW (LCA - 2)

Answer properly the questions asked by the teacher following the conventions
on job interviews. Be guided by the given rubrics. See attachment no. 4

B. Types of Speech Style

a. Intimate
Is the language used by very close friends and lovers. It is usually private and often requires
significant amount of shared history, knowledge and experience.

b. Casual
Language that is used in conversation with friends. Word choice is general and conversation is
dependent upon nonverbal assists, significant background knowledge ,and shared information.

c. Consultative
It is the opposite of the intimate style because this style is used precisely among people who do not
share common experiences or meaning. This does not preclude disclosure of background
information late in order to become the basis of shared meaning.
d. Formal
It is used only for imparting information. The speech is well organized and correct in grammar and
diction.
e. Frozen
It s a formal style whose quality is static, ritualistic, and may even be archaic.

Activity A: PHOTO COLLAGE (Speech Style) (LCS 3 & 4)

Cut pictures from different magazines, newspapers, etc. that will reflect your life
activities starting from childhood to old age.

Activity B: COLLAGE PRESENTATION (LCA - 3)

Present your photo collage in class. Distinguish the types of speech style reflected by
the pictures you have included. Be guided by the given rubrics.

Activity C: COMPLETING THE CHART (LCA - 4)

Identify social situations in which each speech style is appropriate to use.

KINDS OF SPEECH STYLE SOCIAL SITUATIONS

1. INTIMATE
2. CASUAL
3. CONSULTATIVE
4. FORMAL
5. FROZEN

C. Types of Speech Acts

a. Locutionary (Utterance)
This is the literal meaning of the utterance.
b. Illocutionary (Intention)
It is related to the social function that the utterance or the written text has.
Kinds:
Here is Searle's classification for types of illocutions:
Representative: an illocutionary act that represents a state of affairs.
E.g. stating, claiming, hypothesizing, describing, telling, insisting,
suggesting, asserting, or swearing that something is the case
Directive: an illocutionary act for getting the addressee to do something.
E.g. ordering, commanding, daring, defying, challenging
Commissive: an illocutionary act for getting the speaker (i.e. the one performing the speech
act) to do something.
E.g. promising, threatening, intending, vowing to do or to refrain from doing something
Expressive: an illocutionary act that expresses the mental state of the speaker about an event
presumed to be true..
E.g. congratulating, thanking, deploring, condoling, welcoming, apologizing
Declaration: an illocutionary act that brings into existence the state of affairs to which it refers.
E.g. blessing, firing, baptizing, bidding, passing sentence, excommunicating

c. Perlocutionary (Response)
This is the result or effect that is produced by the utterance in the given context.
Example:
Suppose that a bartender utters the words: The bar will be closed in 5 min.
Locutionary: Saying that the bar will be closed in 5 min. (act of saying)
Illocutionary: The act of informing the customers of the bars imminent closing and perhaps also
the act of urging them to order a last drink. (Function: Information/Persuasion)
Perlocutionary: The bartender intends to be performing this act by causing the customers to
believe the bar is about to close, and of getting them to want and to order one last drink.
(Effect)

ACTIVITY A: QUIZ BEE (LCS - 6)

Assign the italicized verbs of the following sentences to one of the five categories.
(A: Representatives; B: Declaratives; C: Directives; D: Commissives; E: Expressives)
See Attachment no. 5

ACTIVITY B: MOVIE CLIP VIEWING (LCS - 6)

Watch the movie clip and identify the possible meaning of the statements uttered
the by the characters.

PRACTICE Activity A: MULTIPLE CHOICE QUIZ (LCA - 3)

Choose the speech style that may be used in the given speech contexts.
See attachment no. 6
Activity B : Video Clip Watching (LCS - 5)
Observe the language form used in the given video clip and share orally to class.
Activity C: Video Clip (LCS - 6)
Watch the video clip and state the locution, illocution and per locution in the different speech context.
Activity D: Prompters (LCA - 6)
Write the possible feedback that you will be doing/saying based from the given
prompters.
Prompter 1: Context: Windows are open.
Characters: Friends
Statement: It is cold here.
Possible Feedback(s)/Answer(s)/Effect(s):
Prompter 2: Context: Woman stands at the front of the TV
Characters: Family Members
Statement: You have a very nice back.
Possible Feedback(s)/Answer(s) /Effect(s):
Prompter 3: Context: Dormitory
Characters: Dormitorians
Statement: Fire!
Possible Feedback(s)/Answer(s) /Effect(s):
Activity E:
Each group will be assigned a social situation pertaining to a specific Speech Context. The group will choose a
Speech style(s) for that Context and list the Speech Acts that may be used.

Activity F:
Each student will transcribe a specific scene in a TV drama (Filipino, Korean, American, British, etc.) and identify
the speech acts in the dialogue of the specific Speech Context.

ENHANCEMENT COM-COM Festival

General Instruction: Demonstrate effective use of communicative strategies in a variety of speech situations.
Simulate an event following the speech context assigned to you. Observe appropriate language forms in using
a particular speech style in the given speech contexts. Be guided by the given rubrics.

Group 1: Committee or Conference Meeting

Instruction: Assume the roles of company employees. Identify who would be
the CEO, manager, board secretary, members, etc. Discuss issues in the
company such as employees welfare.
Group 2: Symposium on Drug and Alcohol Abuse
Instruction: Assume the roles of a Doctor, Police, or other professionals who
are directly involved in the said topic. Deliver your speeches/your stand in
relation to your involvement.

Group 3: Panel Discussion

Instruction: Discuss solutions to the problem: Dumping Site of Garbage
Group 4: Debate
Instruction: Present your stand on the subject: Banaueans: Tuwali or
Ayangan using any kind of debate style.

Group 5: Parliamentary Procedure

Instruction: Assume roles that you will be having in your own community. You
may act as the barangay captain, barangay councilor, barangay police,
community member to discuss solution to Solid Waste Management. Use
parliamentary procedure in conducting the meeting.

EVALUATION Evaluate the presentation of your group mates. Be guided by the given rubrics on the different speech contexts.
Include positive and constructive criticisms.

Prepared by: Noted by:

ELENOR MAY CHANTAL L. MESSAKARAENG CONCHITA D. WAGAWAG
Teacher lll Principal l