Oral Communication - Q1

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CO QAH + MELC LW
HANDOUT No. 1
Course Outline & Quality Assured
Handouts paired with MELC- Based
in Oral Communication
Learner’s Worksheet
MELC: Explains the functions, nature and process of communication

Semester: First Quarter: 1 Midterm Week No. 1 Day: 1-4
LESSON: FUNCTIONS AND PURPOSES OF COMMUNICATION
This topic exposes you to oral communication activities in various speaking contexts. It aims to help you
develop your oral communication skills by recognizing the nature, functions and flow of communication.
TOPIC 1: NATURE AND ELEMENTS OF COMMUNICATION
Nature of Communication
Communication is interactive.
Communication is symbolic.
Communication is a process.
According to Sipacio, P. F., & Balgos, A. G. (2016), there are nine elements of communication. These are the
following:
Speaker – the source of information or message
Message – the information, ideas, or thoughts conveyed by the speaker in words (verbal) or in actions (nonverbal).
Encoding – the process of converting the message into words, actions, or other forms that the speaker understands
Channel – the medium or the means, such as personal or non-personal, verbal or nonverbal,
in which the encoded message is conveyed
Decoding – the process of interpreting the encoded message of the speaker by the receiver
Receiver – the recipient of the message, or someone who decodes the message
Feedback – the reactions, responses, or information provided by the receiver
Context – the environment where communication takes place
Barrier – the factors that affect the flow of communication
TOPIC 2: PROCESS OF COMMUNICATION

Lumen Learning (2013) discussed that the process of communication includes the following:
The speaker generates the idea
The speaker encodes and idea or coverts the idea into words or actions.
The speaker transmits or sends out a message.
The receiver gets the message.
The receiver decodes or interprets the message based on the context.
The receiver sends or provides feedback.
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TOPIC 3: FUNCTIONS OF COMMUNICATION
According to Maestro (2019), there are five major functions of communication. These are:
Regulation or Control - control the behavior of the receiver
Social Interaction- used to form bonds or connections with others
Emotional Expression- ability to facilitate people’s expression of their feelings or emotions
Motivation- works either when you want to encourage or motivate others
Information dissemination- gain or share information.
REFERENCES
Lumen Learning. (n.d.). Organizational Behavior / Human Relations, from

https://courses.lumenlearning.com/wm-organizationalbehavior/chapter/the-process-of-communication/,
Retrieved July 13, 2020
Canada, E. (2015, September 09). Government of Canada. Retrieved July 13, 2020, from
https://www.canada.ca/en/employment-social-development/programs/essential-skills/tools/oral-
communication-self-assessment.html
Final Copy of Most Essential Learning Competencies (MELCs). (2020, June 24). Retrieved July 13, 2020, from
https://www.depedtambayanph.org/2020/05/most-essential-learning-competencies.html
Lumen Learning. (n.d.). Organizational Behavior / Human Relations. Retrieved July 13, 2020, from
https://courses.lumenlearning.com/wm-organizationalbehavior/chapter/the-process-of-communication/
Maestro. R. (2019, July 26). Functions Of Communication - The Four Major Functions. Retrieved July 13, 2020,
from https://philnews.ph/2019/07/26/four-major-functions-of-communication/
M. R. (2019, July 26). Functions Of Communication - The Four Major Functions. Retrieved July 13, 2020, from
https://philnews.ph/2019/07/26/four-major-functions-of-communication/
Sipacio, P. F., & Balgos, A. G. Elements of Communication. In Oral Communication in Context (p. 4). Quezon,
Philippines: C&E Publishing, Inc. (2016).
Sipacio, P. F., & Balgos, A. G.. Functions of Communication. In Oral Communication in Context (p. 7). Quezon,
Philippines: C&E Publishing, Inc. (2016)
Sipacio, P. F., & Balgos, A. G.. Nature of Communication. In Oral Communication in Context (p. 4). Quezon,
Philippines: C&E Publishing, Inc. (2016)
Sipacio, P. F., & Balgos, A. G.. Rubric for Evaluating Speech Presentations. In Oral Communication in Context (p.
13). Quezon, Philippines: C&E Publishing, Inc. (2016)
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CO QAH + MELC LW
Course Outline & Quality Assured LEARNING WORKSHEET No. 1

Handouts paired with MELC- Based in Oral Communication in Context
Learning Worksheet
Name: _________________________________ Grade & Section:

_________________________
Teacher: _______________________________ Date Submitted:

__________________________
MELC: Explains the functions, nature and process of communication

Objectives/Subtasks:
define the concept of communication and its elements;
comprehend the process of communication
Topic: Nature and Elements of Communication
Semester: First/ 1st Quarter Week No. 1 Day: 1-4
Ring! Ring!
Read the phone call conversation below and answer the following questions:
Elena: Good morning! This is Elena from RLD Inc.
Mrs. Lim: Hey, Elena. This is Mrs. Gabrielle Lim from Your Cake. What can I do for you?
Elena: We would like to order chocolate cakes today. Can you make 13 (line goes static because of the bad
weather) cakes and deliver these at 8 pm today?
Mrs. Lim: Sure. Let me confirm the order. 30 cakes for RLD Inc.?
Elena: No. Only 13. One.. (line goes static again)
Mrs. Lim: One chocolate cake? Sorry Mrs. Lim but your line is cutting in and out because of the weather
condition.
Elena: I NEED 13 CAKES. 13! One…Three…
Mrs. Lim: Okay. I got it. 13 cakes for RLD Inc. at 8 pm today. Did I get it correctly?
Elena: Yes. Thank you!
1. In that conversation, how do you define communication? How will you compare communication to
a specific object?
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2. What are the elements of communication that are present in the phone call conversation? Explain
your answer.
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3. Using the diagram below, illustrate the flow of the phone call conversation above.
2.
3.
1.
5.
4.
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HANDOUT No. 2 CO QAH + MELC LW
Answers Key
1. Answers may vary.
2. The first two elements present in the conversation are the sender and receiver. Elena is the sender, who intended to convey
a message to Mrs. Lim, the receiver in the discourse. The third element is the message itself that Elena wants to convey,
that she is in need of chocolate cakes to be delivered at 8pm. In order to transmit this message to Mrs. Lim, the fourth
element comes in, the encoding. Elena converted the message into words and conveyed it through a phone call. The phone
call is considered as the channel (non-personal in this case), the sixth element present in the conversation. Mrs. Lim
receives the message with a difficulty, as the line goes static due to the bad weather. The static line is considered as the
barrier, the seventh element, that interfered with Elena's message and affected the flow of their communication. The eight
element is the decoding. Mrs. Lim, the recipient, interprets the message after overcoming the barrier, and confirms the
order to ensure that she got the correct information. The context in the conversation is Elena ordering cakes from Your
Cake through a phone call.
3. Elena generates an idea in her mind that she needs 13 cakes to be delivered at 8pm. She then transforms this thought into
verbal speech, converting it into words. After that, she conveys her message to Mrs. Lim through a phone call. Mrs. Lim
receives the message with a difficulty, as the line goes static due to bad weather. Because of this, she misheard the number
of cakes that Elena wants to order. As they recover from the interference with the messages, Mrs. Lim finally gets the
correct information. She confirms the order by repeating it to ensure that she fully understood Elena and from there, the
phone conversation ended.
Course Outline & Quality Assured in Oral Communication
MELC: Differentiates the various models of communication

This topic exposes you to oral communication activities in various speaking contexts. It aims to help you
develop your oral communication skills by recognizing the various models of communication.
TOPIC 1: MODELS OF COMMNUCATION

The models of communication are divided into three categories the linear model, the interactive model and the
transactional model. Each part has different fundamental proponents.
LINEAR MODELS
The communication process in Linear Models is arranged as a very straight-forward point of view, showing a direct
process of communication.
Linear Models contains the following communication models:
Aristotle’s Model
Aristotle’s Model of Communication, was discovered by the brilliant Greek philosopher, Aristotle. According to
Drew (2020), this model dates back to 300BC and its discovery helped people become better and more convincing
communicators. Aristotle also classified three elements to improve one’s communication skills to gain the desired
Effect after delivering a speech. These are:
ethos (credibility), pathos (ability to connect), and logos (logical argument).
Lasswell’s Model
As stated by Drew (2020), Lasswell’s Communication Model tries to explain why communication happens, what is the
motive behind creating the communication, and a critique of the message delivered. Lasswell’s model makes you
ponder the significance of the Communicator. Who is s/he? Then, what Message is s/he trying to convey? Next, it
makes you question if the kind of Medium used by the Communicator plays an important role. Lastly, it makes you
wonder who the Receiver is and what is the Effect of the Message.
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Shannon-Weaver Model
As you can see in the picture by Mathias (1970), this model is comprised of five main elements, drawn from the nine
elements of communication. These are: sender, encoder, channel, decoder, and receiver.
Berlo’s SMCR Model

The final Linear Model of Communication is Berlo’s SMCR Model, also just referred to as Berlo’s Model.
As you probably guessed, the SMCR stands for Sender, Medium, Channel, and Receiver. According to Drew (2020),
Berlo’s Model is comprised of four steps, and each step has factors that impact the communication’s outcome.
INTERACTIVE MODELS
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Interactive Models only means that communication doesn’t have a clear ‘label’ of who is the speaker and who is the
receiver. Think of it as two or more people in an overlapping conversation.
Our second category, Interaction Models, contains these communication models:
Osgood-Schramm Model
Our first model is the Osgood-Schramm Model, as illustrated by Elkins, A., Derrick, D., Burgoon, J., & Jr, J., (2018).
Unlike the Linear Models, Interactive Models, are two-way communication processes. However, as you recall, it is an
impersonal communication process.
An impersonal communication process has no clear ‘label’ of who is the speaker and who is the receiver. It is like two
or more people in an overlapping conversation.
In the Osgood-Schramm Model, there are two main points presented:
First, both the speaker and the receiver can be the Encoder and the Decoder at the same time
Second, this particular type of communication requires immediate feedback (e.g. – brainstorming ideas in a meeting)
The Westley and MacLean Model

Berlo’s Model accounts for factors that are determined to affect the outcome of the communication process. This is
similar to the Westley and MacLean Model, in that factors are recognized and determined to affect communication.
However, in the Westley and MacLean Model, the focus is primarily on environmental and cultural factors, with an
additional focus on Feedback (Drew, 2020).
TRANSACTIONAL MODELS
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The last category contains the Transactional Models. These models show the perfect world of communication, where
there is a speaker and a receiver and all the other elements of communication are working together in harmony. There
is always feedback as the speaker and receiver switch roles, and no one is left feeling unrequited. It is the ideal
relationship.
Finally, in our last category, Transactional Models, we find the following communication models:
Barnlund’s Transactional Model

Our first model here is Barnlund’s Transactional Model of Communication, as illustrated by Rathinaswamy (2017).
This model focuses on an interpersonal level of communication, which is to say that the Receiver is paying close
attention to the Speaker Drew (2020). This model emphasizes the immediate-feedback communication, which means
that as a Receiver, you not only have to listen attentively, but you must also look out for cues from the Speaker. These
cues include:
Public cues, which are environmental cues, such as finding a cozy spot to talk
Private cues which are a person’s personal thoughts and background, such as taking cultural differences into account
when speaking to someone from another country.
Dance’s Helical Model

Last but not least, we have Dance’s Helical Model of Communication, as illustrated by Sagucio (2013). This type of
Transactional Model explains how we improve our messages over time by utilizing Feedback (Drew, 2020). For
example, every time we communicate (or send a message), we receive various forms of feedback from an assortment
of situations and people. We then learn from that Feedback and, based on what we’ve learned, we then alter our
communications in the future.
Just like the helical pattern we see in the picture; this process starts small but grows with each communication.
REFERENCES
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Mathias, M.Shannon and Weaver's Model of Communication. Retrieved July 15, 2020, from
https://michellemathiasfsp.blogspot.com/2018/11/shannon-and-weavers-model-of.html, 1970
Drew, C. All 8 Models of Communication, Explained! (2020). Retrieved July 14, 2020, from
https://helpfulprofessor.com/communication-models/, 2020
Elkins, A., Derrick, D., Burgoon, J., & Jr, J. Figure 1: Schramm Model of Communication . Retrieved July 15, 2020,
from https://www.researchgate.net/figure/Schramm-Model-of-Communication_fig1_254051534, 2018
Ernste, T., et al. Figure 2.2-Westley and MacLean's (1957) model of communication. Retrieved July 15, 2020, from
https://www.researchgate.net/figure/Westley-and-MacLeans-1957-model-of-communication_fig6_315677614
, 2018
Final Copy of Most Essential Learning Competencies (MELCs).. Retrieved July 14, 2020, from
https://www.depedtambayanph.org/2020/05/most-essential-learning-competencies.html, 2020
Mathias, M.Classical and Linear Models - Chapter 4. Retrieved July 15, 2020, from
https://michellemathiasfsp.blogspot.com/2018/09/classical-and-linear-models-chapter-4.html, 1970
Mathias, M.Lasswell Model of Communication- Linear Model Of Communication. Retrieved July 15, 2020, from
https://michellemathiasfsp.blogspot.com/2018/11/lasswell-model-of-communication-linear.html, 1970
Mathias, M.Shannon and Weaver's Model of Communication. Retrieved July 15, 2020, from
https://michellemathiasfsp.blogspot.com/2018/11/shannon-and-weavers-model-of.html , 1970
Rathinaswamy, J.Models of Communication. Retrieved July 15, 2020, from
http://jayaseelansr.blogspot.com/2017/07/models-of-communication.html , 2017
Sagucio, D. Communication Models. Retrieved July 15, 2020, from
https://dahliasagucio.wordpress.com/2013/10/18/communication-models/ , 2013
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CO QAH + MELC LW
Course Outline & Quality Assured Handouts LEARNING WORKSHEET No. 2

paired with MELC- Based Learning in Oral Communication in Context
Worksheet
Name: _________________________________ Grade & Section: _________________________

Teacher: _______________________________ Date Submitted: __________________________
MELC: Differentiates the various models of communication

Differentiates the various models of communication
Direction: Using the diagram below, differentiate the models of communication.
Linear Model Models of Transactional Model

(Brief description) Communication (Brief description)
Aristotle’s Model
Interactive Model
(Brief description) Barnlund’s Transactional
(Brief description)
Model (Brief description)
Lasswell’s Model
(Brief description)
Osgood-Schramm
Dance’s Helical
Model
Model
Shannon-Weaver
(Brief description) (Brief description)
Model
(Brief description)
The Westley and MacLean
Berlo’s SMCR Model (Brief description)
(Brief description)
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CO QAH + MELC LW
HANDOUT No. 3
in Oral Communication in Context
MELC: Uses various strategies in order to avoid communication breakdown

In the preliminary activity, we have reviewed the possible causes or reasons of having communication
breakdown including the ways of addressing this problem. Hence, in a perfect world, there are no barriers to
communication and everyone always understands everyone else perfectly. However, we do not live in a perfect
world, which means that misunderstandings during communication are inevitable. You may recall from the previous
lesson that we talked about the different models of communication. We learned that there are a lot of factors to
consider, in order for the speaker to successfully send a message to the receiver.
Altering or removing any of these factors can become barriers to the communication process, making successful
communication either difficult or even impossible. For us to become effective communicators, we must first
recognize these barriers, so we can find ways to avoid them and increase the likelihood of always being understood
by our audience.
TOPIC 1: BARRIERS TO COMMUNICATION

According to (Sipacio & Balgos, 2016), there are four barriers to communication and these are the following:
First off, we have our emotional barrier. Obviously, this has to do with our emotions so let’s look at that aspect of it
first.
BARRIER DESCRIPTION
Emotional Barrier Pertains to personal attitude or

behaviour toward something.
EXAMPLE SOLUTION/STRATEGY
You are running as a President of You have to accept that being

the Student’s Council of your school nervous is normal. Allot enough
and you become speechless because time in reading your speech so you
you forgot the speech you have can understand it better. By this,
memorized because you become you can memorize it even more.
nervous. Surround yourself with a lot of
people so you don’t have to be shy.
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BARRIER DESCRIPTION
Environmental Barrier Includes space, noise, things, and
atmosphere surrounding the place
of the talk.
You are delivering a graduation Recognize that noise is a common
speech while a loud song is played barrier. Make some adjustments
near your school. with the volume.
It’s the number one enemy of communication because it’s something we

encounter all the time. Shortly to say, it’s the most common problem that
causes communication breakdown.
BARRIER DESCRIPTION
Language Barrier Involves the use of jargons,
hifalutin and unfamiliar words.
You are a scientist discussing a To avoid communication
certain weather phenomenon with breakdown due to lack of clarity,
your neighbour who does not know adjust your language; use
much about the topic. layman’s terms or simple words.
BARRIER DESCRIPTION
Cultural Barrier Refers to differences in norms,
values, habits, lifestyles, beliefs,
race and groups.
The discussion of your speaker Be open-minded on the ideas
contradicts your principles, beliefs presented. Think rationally and
and religion. focus ideas that will help you
personally.
(Source: Sipacio, P.F., & Balgos, A.G (2016). Barriers to Communication. In
Oral Communication in Context (p.8). Quezon, Philippines: C&E Publishing Inc.
Discussion 2
Now that we’ve identified the different barriers that cause ineffective
communication, let’s take a look at what effective communication is and learn
how to conquer those barriers. Effective communication is more than just
exchanging information and about understanding the emotions behind the
information. It combines a set of skills including non-verbal communication,
the capacity to recognize and understand one’s emotions and communication
with other people.
Effective communication is the glue that helps deepen connection to
others and improve teamwork, decision-making and problem solving. It enables
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one to communicate even negative or difficult messages without creating
conflict or destroying trust.
And so in 2012, Professors Broom Cutlip and Center listed the 7 C’s of
Effective Communication which is widely used today in public relations and
advertising and these are as follows:
COMPLETENESS - This is necessary if you want your audience to receive everything they need
to know about your topic/subject matter and/or if you need them to do exactly as you tell
them.
CONCISENESS - doesn’t mean you have to rush everything so you can finish early. It means you
remove unnecessary words or details while you are narrating or passing information.
CONSIDERATION - this is why you need to know your audience before speaking. Conduct an
audience analysis, know the demographic background and the mood of your audience.
CONCRETENESS - you have to know your facts, give real-life examples or give figures or
numbers from reputable sources to back up your claims.
COURTESY - always be respectful and polite to your audience. This is why you have to do a
sort of background check of your audience ahead of time.
CLEARNESS - this is when you use specific words to express ideas. You should focus on a single
objective so your audience doesn’t get confused.
CORRECTNESS - edit your message before you present it. Make sure there are no grammatical
errors or typos.
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REFERENCES
Sipacio, P.F., & Balgos, A.G. Features of an Effective Communication. In Oral

Communication in Context (p.8). Quezon, Philippines: C&E Publishing Inc. 2016
(Source: Sipacio, P.F., & Balgos, A.G (2016). Features of an Effective Communication. In
Oral
Communication in Context (p.8). Quezon, Philippines: C&E Publishing Inc.
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CO QAH + MELC LW

paired with MELC- Based Learning in Oral Communication in Context
Worksheet
MELC: Uses various strategies in order to avoid communication breakdown

Uses various strategies in order to avoid communication breakdown
Help Me Solve the Problem!
Direction: Read the situations in the table and identify what feature/s is/are effective to use in each situation and explain
why.
SITUATION FEATURES OF AN EFFECTIVE COMMUNICATION
The speaker is delivering information Feature: ___________________________________

to a group of farmers about the Why?
different ways and means of
improving their strategies on the
farming production and industry. The
speaker uses highly technical terms
and words to express his/her ideas. On
the other side, the listeners were not
able to absorb the message conveyed.
Jessica and her group presented Feature: ___________________________________

themselves in an Oral Defense. Why?
However, they failed to present
supporting evidences that will back up
their claims as to the effects of poor
comprehension skills in achieving
language acquisition.
An online blogger posted a blog on his Feature:____________________________________

account about his point of view that Why?
members of the LGBTQ Community
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are taboo in the society. He also
emphasized that these people don’t
have the rights to exist in the
community.
The teacher discusses the lesson about Feature: ___________________________________

the Solar System. He only discussed Why?
the different planets. Later on, she
asked the students for some
explanation about these planets.
Unfortunately, the students were not
able to answer the question given.
Alvin wrote a news article on their Feature: ___________________________________

recently concluded Intramural Meet. Why?
Unfortunately, the readers were not
able to understand the information
written because of some errors on the
grammar, spelling and punctuations
used.
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CO QAH + MELC LW
HANDOUT No. 4
Learner’s Worksheet in Oral Communication
MELC: Examines sample oral communication activities

Semester: First Quarter: 1 (Midterm) Week No. 4
Day: 1-4
This topic exposes you to oral communication activities in various speaking contexts. It aims to help
you develop your oral communication skills by recognizing functions and purposes of communication and
verbal and nonverbal cues as instruments for your speaking development.
TOPIC 1: FUNCTIONS OF COMMUNICATION
According to Sipacio, P. J. F., & Balgos, A. R. G. (2016), there are five (5) functions of
communication.
These are: (1) Regulation or Control, (2) Social Interaction, (3) Information Dissemination, (4)
Emotional Expression, and (5) Motivation.
2. SOCIAL INTERACTION
1. REGULATION/ CONTROL
o Communication allows individuals to
o Communication functions to
interact with others.
control behavior.
Examples:
Examples:
To a long-lost friend:
A parent to a child:
“It’s been a while! How are things? Let’s
“Clean your room now, or else
exchange phone numbers so we can catch
you’ll go to
up!”
school without your phone.”
To your classmate:
A doctor to a patient:
“The project we’ve been given is a bit
“Take your medicine twice daily on
difficult. Do you want to work together?”
a full
To your sister:
stomach.”
“Do you like my peanuts and chocolates,
You to your friend:
sister? You can have it.”
“Buy me some ice cream, please!”
To your brother:
“Did you see the game? It was a tough
competition, right? Both teams really
brought their A-games.”
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3. INFORMATION DISSEMINATION
o Communication functions to convey information.
o The dissemination of information has always been a part of our lives. We do it every day when we share
a post on social media or talk to our friends about what’s happening at home. When we invent things
such as recipes or a new appliance or a better way of mixing concrete, and then we share these inventions
with the world via the Internet or a radio interview or a book we’ve published.
o In our modern world, it seems the methods and opportunities for disseminating information are virtually
endless – and we’re always coming up with new, faster, and more efficient ways of doing it. Imagine
how a simple USB flash drive is able to hold more information than an entire room full of computers
could only a little over 50 years ago.
TOPIC 2: GENERAL PURPOSES OF SPEAKING/ COMMUNICATION

(Inform, Persuade, and Entertain)
1. TO INFORM
o The first general purpose that some people have when giving speeches is to inform.
o Simply put, this is about helping audience members acquire information that they do not already possess.
o Audience members can then use this information to understand something (e.g., speech on a new technology,
speech on a new virus) or to perform a new task or improve their skills (e.g., how to swing a golf club, how
to assemble a layer cake).
o The most important characteristic of informative topics is that the goal is to gain knowledge not to
encourage.
Why we share knowledge?
Knowledge sharing is the process of delivering information, skills, or expertise in some form to people
who could benefit from it.
o People are motivated to share their knowledge with other people for a variety of reasons (Hendriks, 1999).
For some, the personal sense of achievement or of responsibility drives them to share their knowledge
(internal motivational factors). Others are driven to share knowledge because of the desire for recognition
or the possibility of job enhancement (external motivational factors).
o O’Hair, Stewart, and Rubenstein identified six general types of informative speech topics (O’Hair, et al.,
2007):
1. Objects 4. Concepts
2. People 5. Processes
3. Events 6. Issues
2. TO PERSUADE
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o When we speak to persuade, we attempt to get listeners to embrace a point of view or to adopt a
behavior that they would not have done otherwise. A persuasive speech can be distinguished from
an informative speech by the fact that it includes a call for action for the audience to make some
change in their behavior or thinking.
Why We Persuade
o The reasons behind persuasive speech fall into two main categories, which we will call “pure
persuasion” and “manipulative persuasion.”
TOPIC 3: VERBAL AND NONVERBAL COMMUNICATION
I. VERBAL COMMUNICATION
o It refers to an interaction in which words are used to relay a message.
o For effective and successful verbal communication, use words to express ideas which can be easily
understood by the person you are talking to.
Types of Verbal Communication
1. Oral Communication
2. Written Communication
II. NONVERBAL COMMUNICATION

o It refers to an interaction where behavior is used to convey and represent meanings.
o All kinds of human responses that are not expressed in words are classified as nonverbal communicate.
Types of Nonverbal Communication
1. Kinesics
o From root word “kinesis” which means movement
o It means communicating by body movement and involves facial expressions and body movements.
1.1. Body Posture- the way that the body is held can communicate many different messages.
a. Gestures- means communicating through the movement of body and arms.
Ekman and Friesen (1969) identified five types of gesture:
i. Emblems: Direct replacements for words.
ii. Illustrators: Shaping what is being said.
iii. Affect displays: shows of emotion. (Smiling when sad)
iv. Regulators: for controlling the flow of conversation.
v. Adaptors: Self-oriented tension relievers and other forms.
1.2. Facial Signals- The eyes are particularly important. Seek to make eye contact first in communicating.
a. Eyebrows and forehead also add significant signals, from surprise to fear to anger.
b. The mouth, when not talking can be pursed, downturned or turned up in a smile.
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2. Artifacts
o Artifacts are physical objects, such as clothing, homes, and cars, that indicate to others a person's personal
and social beliefs and habits (DeVito, 2005).
o Clothing can communicate many ideas, including social class, attitudes (conservative, liberal, moderate),
style and creativity, and age.
o For example, a professor is more likely to take seriously a student who dresses conservatively and
appropriately for class than a student who constantly lounges in sweats and an old t-shirt.
3. Proxemics
o The use of space in communication.
o Edward T. Hall came up with a system of how we use space in a social context basically showing what a
cultures comfort level of space is for different types of communication.
For example: Invading one’s personal space is seen as aggressive, either intimately or violently, and
presents a whole different dynamic to the communication.
4. Chronemics
o use of time while communicating
o Imagine you are going to a job interview, who set up the interview time? What does it say if the interviewer
is late? If you are late, it might suggest that the job is not as important to you as it should be, or that the
time of the interview is outside of your normal operating schedule.
5. Vocalics/ Paralanguage
o It refers to vocal language that is separate from actual language. This includes factors such as tone of voice,
loudness, inflection, and pitch.
Example: Saying “I’m fine with a cold tone and happy tone.”
6. Haptics
o It refers to ways in which people communicate and interact via sense of touch
Example: Parent’s touch might mean security and protection, love, and comfort.
Here is a table that summarizes both verbal and nonverbal cues.
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SIX TYPES OF ORAL COMMUNICATION ACTIVITIES
There are six broad types of oral communication activities:
1. One-on-one Speaking
• Can range from moments punctuating a lecture, where students are asked to discuss or explain some
question or problem with a person next to them.
2. Small Group or Team-Based Oral Work
• Smaller-scale settings for discussion, deliberation, and problem solving.
3. Full Class Discussions
• Argument-based and competitive than debate but still dialogic in character. Often creates an
atmosphere of collective, out-loud thinking about some question, idea, problem, text, etc.
4. In-class Debates and Deliberations
• A structured consideration of issue from two or more points of view. Both feature reason- giving
argument. Can be applied to issues of many kinds from disputed scientific facts to theories, etc.
5. Speeches and Presentations
• Classically, the stand-up, podium speech delivered by an individual from an outline or script. Also
includes group presentations and impromptu speaking. A strong element of monologue.
6. Oral Examinations
• Range from one oral question on an otherwise written exam to an oral defense of a written
answer/paper.
REFERENCES
Beall, Jeffrey. “6.1 General Purposes of Speaking.” Stand up Speak out. University of Minnesota Libraries
Publishing
edition, 2016. This edition adapted from a work originally produced in 2011 by a publisher who has
requested
that it does not receive attribution., November 8, 2016. Retrieved July 08, 2021
https://open.lib.umn.edu/publicspeaking/chapter/6-1-general- purposes-of-speaking/.
“Communication Studies”, Lumen, retrieved July 09, 2021, https://courses.lumenlearning.com/atd-pima-

communication/chapter/4-2-types-of-nonverbal-communication/
Dananjaya Hettiarachchi at World Champion of Public Speaking 2014 Speech (Full Transcript)”, The Singju
Post,
retrieved July 10, 2021, https://singjupost.com/dananjaya-hettiarachchi-at-world-champion-of-public-
speaking-2014-speech-full-transcript/
“High School Rubrics”, retrieved July 08, 2021,

https://www.kpu.ca/sites/default/files/NEVR/High%20School%
20Rubrics.pdf
Paniza, D. J. 2020. Oral Communication in Context-Q1-M4: Sample Oral Communication Activities.
25
G11_Q1_Mod4_Sample Oral Communication Activities_Version 3.pdf
Pratigya Gupta. “Oral Communication.” SlideShare, January 23, 2017. Retrieved July 09, 2021,
https://www.slideshare.net/PratigyaGupta1/oral-communication-71281876.
Sipacio, P.J. & Balgos A.R. 2016. Oral Communication in Context for Senior High School. C & E Publishing,
Inc.Oral-Comm-LM.pdf
“The Girl Who Silenced the World by Severn Cullis- Suzuki”. Retrieved July 21, 2021, from
https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.troup.org/userfiles/929/My%2520
Files/ELA/MS%2520ELA/7th%2520ELA/Unit%25204/Persuasive%2520Speech%2520that%2520silenced
%2520the%2520world%2520w%2520questions.pdf%3Fid%3D24256&ved=2ahUKEwi4zbaPvvPxAhVKF
IgKHdLlDfMQFjACegQIBhAC&usg=AOvVaw2HUqr5CmNLnbB3bNwiLw25&cshid=1626852171756
26
CO QAH + MELC LW

Handouts paired with MELC- Based in Oral Communication
Learning Worksheet
MELC: Examines sample oral communication activities

1. Identify the functions and purposes of communication;
2. Examine a sample speech; and
3. Write 250- word essay of their objective observation and evaluation on the speaker they
have watched
and listened to.
TOPIC: FUNCTIONS AND PURPOSES OF COMMUNICATION

Semester: First Quarter: 1 (Midterm) Week No. 4
Day: 1-4
I. Directions: Identify the function of communication in each of the following situations. Write Control,
Social Interaction, Motivation, Emotional Expression, and Information Dissemination on the box
below.
_____________________ 1. The teacher reads and discusses classroom policies to her
students. 2. Ross greets Rachel; then, they start talking about their plans for
the holidays.
3. Monica shares her personal frustrations with Chandler.
______________________ 4. Phoebe shares her insights on how to live peacefully despite a c
omplicated life. 5. The geometry teacher lectures about mathematical concepts.
27
II. Directions: Based on the given examples below, identify whether the statement’s purpose is to Persuade,
Inform, or Entertain. Select your answer on the box and write it on the space before each number.
Persuade Inform Entertain
_____________________1. A speech about why Philippines is better than other Asian countries in terms
of tourist spots.
_____________________2. A teacher explaining concepts about celestial and astronomical bodies.
_____________________3. A comedian telling silly jokes.
_____________________4. A speech about the life of former President Benigno S. Aquino III.
_____________________5. An article encouraging people to practice sustainable living.
III. A. ONLINE LEARNING

Directions: Browse the Internet and watch the winning speech of Dananjaya Hetitiararchchi at 2014
World
Championship for Public Speaking (https://youtu.be/bbz2boNSeL0). After that, write a 250- word
essay of your
objective observation and evaluation of the speaker you’ve watched and listened to. You may use a
separate sheet of
paper for your answers. Rubrics will be utilized.
Use these questions as your guide:

1. What is the video all about?
2. What is the speaker’s main purpose? Why did you say so?
3. What is/are the function/s used by the speaker? Explain your answer.
5. How did the speaker effectively use verbal cues?
6. What are the nonverbal cues used by the speaker that helped him achieve his purpose?
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DANANJAYA HETTIARACHCHI AT 2014 WORLD CHAMPIONSHIP FOR PUBLIC

SPEAKING 2014 SPEECH (FULL TRANSCRIPT)
You and I are not very different from this flower. Just like this flower is unique, you are unique. All
of us have something special that makes us beautiful. Do you know what makes you special?
Now the answer to that can be a little difficult to find, because sometimes life has a cruel way of
picking out your petals, breaking you in two and throwing you into the trash. Now when you’re broken,
it’s very difficult to feel special.
Mr. Contest Chair, my fellow flowers. I can remember the first time I broke. I was 17 years old. I
had already flunked high school and managed to get myself arrested. Now, I wasn’t afraid of the cops, but
there was one person I was very afraid of and that was my mama. Raise your hand if you have an emotional
mother. Let me see. Put them all together you get my mama. I can hear her scream outside the police station;
even the cops were afraid. She came up to me, held the iron bars, looked into my eyes and I saw a tear
coming down her face.
Now I’ve seen my mama cry before, but mothers cry three types of tears: tears of joy, tears of sorrow
and tears of shame. And when a son sees a mother cry tears of shame, that’s a life changing moment. She
29
looked at me and said “Son, I want you to be a better man”. That night, when I drove home, my dad was
waiting for me at home.
Now, my dad is a cool dad. Raise your hand if you have a cool dad. Put them all together you get my
dad. My dad came up to me and said “Son, it’s OK. You flunked your exams. You already got arrested.
That’s fine. You get that from your mother side. I want you to start working immediately”. And I said,
‘OK.’
So, my dad took me to meet one of his friends called Sam. Now, Sam was an accountant who had an
accounting firm and had generously decided to make me his personal assistant, and there he was. He looked
like a teddy bear, but this man was special. I looked at him and he looked at me, and then he said the most
amazing thing. He said “Son, I see something in you, but I don’t know what it is. If you decide to work
with me, I can help you find that something”. And I was like, wow! that’s the first time in my whole life
somebody has ever told they see something in me. And I started working for Sam.
And every day after work he used to tell me stories about the world, about history, about culture,
about philosophy and it was much more interesting than what I learned in school. And I discovered I can
dream, and I started dreaming, ladies and gentlemen. After one year I went back into high school, completed
my exams, and went into college.
After successfully completing college, I found a great girl, but not a job. I didn’t know what I wanted to do
with my life. Have you ever had that problem? And when you’re lost, it’s difficult to feel special. So, I
went back to my cool dad and I said “Dad, I feel lost”.
He said, “You are like your mother.”
So, my dad introduced me to this strange club that had a strange name, with strange people, talking.
On the first meeting they told me to do something called a table topic. I aced it. But while I was speaking,
I see a strange man seated in the back row, humble, simple, the unfailing quality of kindness in his eyes.
As soon as I finished, he walked up to me, looked me dead straight in the eye and said, “Son, I see something
in you, but I don’t know what it is. If you come here twice a month maybe, we can find that something.”
And ladies and gentlemen, I discovered I could speak, and I love speaking and that led me to become
a teacher. I know what it’s like to not have enough money in your bank account. I know what it’s like to
worry when the bills start coming in. And sometimes in the middle of the night, I wake up my beautiful
wife and ask her “Honey, why did you marry me?” She says, “I saw something in you, but I still I don’t
know what it is.” Ladies and gentlemen, today I’m a dreamer, I’m a speaker and I learned the unfailing
quality of unconditional love from my wife. I was broken and I’ve been broken, lost and broke many times
in my life, but the people in my life were able to reach into the trash can and make me whole again. If it
was up to me, I would have never been able to do that. And this is why if you have great people in your
life, no matter how broke, how lost or how broken you become they can piece you back together. Ladies
and gentlemen, when I look at you, I see something in you, but I don’t know what it is? Over to you.
30
B. MODULAR LEARNING
Directions: Read the full transcript of the speech “The Girl Who Silenced the World for Five Minutes”
by Severn
Cullis- Suzuki. After that, write a 250- word essay of your objective observation and evaluation of the
speaker. You
may use a separate sheet of paper for your answers. Rubrics will be utilized.
Use these questions as your guide:

1. What is the speech all about?
2. What is the speaker’s main purpose? Why did you say so?
3. What is/are the function/s used by the speaker? Explain your answer.
4. What does she want her audience to think, feel, or do after delivering her speech?
5. How did the speaker effectively use verbal cues?
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31
SEVERN CULLIS- SUZUKI: THE GIRL WHO SILENCED THE WORLD
(FULL TRANSCRIPT)
Severn Cullis-Suzuki started the Environmental Children’s Organization (ECO) when she was
only 9 years old. ECO was a small group of children committed to learning and teaching other
kids about environmental issues. In 1992 they raised their own money and attended the UN’s Earth
Summit in Rio de Janeiro. A then 12-year-old Severn closed a Plenary Session with this amazing
speech that received a standing ovation. She received a lot of praise for her talk then—even Al
Gore called it “the best speech at Rio.”
“Hello, I am Severn Suzuki speaking for E.C.O – the Environmental Children’s Organization. We
are a group of 12- and 13-year-olds trying to make a difference, Vanessa Suttie, Morgan Geisler,
Michelle Quigg and me. We’ve raised all the money to come here ourselves, to come 5,000 miles
to tell you adults you must change your ways. Coming up here today, I have no hidden agenda. I
am fighting for my future. Losing my future is not like losing an election, or a few points on the
stock market.” “I am here to speak for all generations to come. I am here to speak on behalf of the
starving children around the world whose cries go unheard. I am here to speak for the countless
animals dying across this planet, because they have nowhere left to go. I am afraid to go out in the
sun now, because of the holes in our ozone. I am afraid to breathe the air because I don’t know
what chemicals are in it. I used to go fishing in Vancouver, my home, with my dad until, just a
few years ago, we found a fish full of cancers. And now we hear of animals and plants going
extinct every day, vanishing forever. In my life, I have dreamt of seeing the great herds of wild
animals, jungles, and rainforests full of birds and butterflies, but now I wonder if they will even
exist for my children to see.”
“Did you have to worry of these things when you were my age? All this is happening before our
eyes and yet we act as if we have all the time, we want and all the solutions. I’m only a child and
I don’t have all the solutions, but I want you to realize, neither do you. You don’t know how to fix
the holes in our ozone layer. You don’t know how to bring the salmon back up a dead stream. You
don’t know how to bring back an animal now extinct. And you can’t bring back the forest that
once grew where there is now a desert. If you don’t know how to fix it, please stop breaking it.”
“Here you may be delegates of your governments, businesspeople, organizers, reporters or
politicians. But, really, you’re mothers and fathers, sisters and brothers, aunts and uncles and all
of you are someone’s child. I’m only a child, yet I know we are all part of a family, 5 billion
strong, in fact 30 million species strong. And borders and governments will never change that. I’m
only a child, yet I know we are all in this together and should act as one single world towards one
single goal.”
“In my anger, I am not blind, and, in my fear, I am not afraid of telling the world how I feel. In
my country we make so much waste, we buy and throw away, buy, and throw away, buy and throw
away and yet Northern countries will not share with the needy. Even when we have more than
enough, we are afraid to share, we are afraid to let go of some of our wealth. In Canada, we live
the privileged life. We’ve plenty of food, water, and shelter. We have watches, bicycles,
computers, and television sets. The list could go on for 2 days. Two days ago, here in Brazil, we
were shocked when we spent time with some children living on the streets. This is what one child
told us, ‘I wish I were rich and if I were, I would give all the street children food, clothes,
medicines, shelter and love and affection’. If a child on the street who has nothing is willing to
share, why are we who have everything still so greedy? I can’t stop thinking that these are children
my own age, that it makes a tremendous difference where you are born. And that I could be one
of those children living in the favelas of Rio. I could be a child starving in Somalia, or a victim of
war in the Middle East or a beggar in India. I am only a child, yet I know if all the money spent
on war was spent on finding environmental answers ending poverty and in finding treaties, what
a wonderful place this earth would be.”
“At school, even in kindergarten, you teach us how to behave in the world. You teach us to not to
fight with others, to work things out, to respect others and to clean up our mess, not to hurt other
creatures, to share, not be greedy. Then, why do you go out and do the things you tell us not to
32
do? Do not forget why you are attending these conferences, who you are doing this for. We are
your own children. You are deciding what kind of a world we are growing up in. Parents should
be able to comfort their children by saying ‘Everything is going to be all right, it’s not the end of
the world, and we are doing the best we can’. But I don’t think you can say that to us anymore.
Are we even on your list of priorities? My dad always says, ‘You are what you do, not what you
say’. Well, what you do makes me cry at night. You grown-ups say you love us. But I challenge
you, please, make your actions reflect your words. Thank you.”
33
CO QAH + MELC LW
HANDOUT No. 5
MELC: Identifies the various types of speech context (EN11/12OC-Ifj-16)

Semester: First Quarter: 1 (Midterm) Week No. 5 Day: 1-4
LESSON: TYPES OF SPEECH CONTEXT
In your journey towards becoming an effective communicator, you have learned to identify the different functions
and purposes of communication in the previous module. Additionally, you have learned the importance of verbal and
nonverbal cues as tools for emphasis and instruments in achieving speaking purposes. Now, this module will expose you
to the different types of speech context. It aims to provide you a glimpse of how speakers use and adjust their tone,
language, and communication in various speaking situations.
According to Oxford Dictionary (2020), Speech is the ability to express thoughts and feelings. Meanwhile context
is the circumstances that form the setting of an idea. Combining these two key terms, we have speech context. So, speech
context is defined as the situation or environment where communication occurs; and every day, in every conversation or
discussion we have, there is always a speech context.
Four types of speech context:
1. Intrapersonal Communication 3. Public Communication
2. Interpersonal Communication 4. Mass Communication
1. INTRAPERSONAL COMMUNICATION 2. INTERPERSONAL COMMUNICATION

o According to Sipacio & Balgos (2016), o According to Sipacio & Balgos (2016),
Interpersonal communication is when Interpersonal Communication refers to the
one person acts as both the speaker and communication that occurs between and
the receiver of the message. In short, it among people and is used to establish
is communicating with oneself, like personal relationships. Sometimes this
having an inner dialogue. communication is face-to-face, but it
o Here are some examples of intrapersonal doesn’t have to be.
communication, as listed by Spacey o Here are some examples of interpersonal
(2018): communication:
2.1. DYAD COMMUNICATION
1. Internal Monologue 10. Mind’s Eye According to Sullivan (2020), Dyad
2. Meditation 11. Learning Communication is a face-to-face communication
3. Introspection 12. Conjecture that involves two people and allows for more
4. Undirected Thought 13. Heuristics accurate and immediate feedback. We should take
5. Mind Wandering 14. Imagination note that the types of communication meant here
6. Rational Thought 15. Emotion may vary and could be a formal, intimate, or
7. Reading 16. Intuition casual conversation.
8. Counterfactual Thinking 17. Directed Here are some examples:
9. Conceptual Thinking Thought ▪ A husband and wife talking about their
marriage. This example could be a formal
34 or an intimate conversation, depending on
All these types of Intrapersonal
the couple’s mood and the particular topics
Communication are essential to properly
they’re discussing.
understanding ourselves.
REFERENCES
Domingo, N.D. & Liboon, K. A. 2020. Oral Communication in Context- Q1-M5: Types of Speech Context.Oral-
Communication11_Q1_Module-5_08082020.pdf
35
CO QAH + MELC LW
paired with MELC- Based Learning in Oral Communication
Worksheet

MELC: Identifies the various types of speech context (EN11/12OC-Ifj-16)

1. Identify types of speech context;
2. Analyze speaking situations focusing on various types of speech context; and
3. Write descriptions and examples about the types of speech context.
TOPIC: TYPES OF SPEECH CONTEXT
I. DIRECTIONS: Complete the puzzle below by identifying the four (4) types of Speech Context and the two (2) types
of Interpersonal Communication evident in the presented situations.
1 2 6
36
ACROSS:
DOWN:
1. Four students are discussing their thesis
2. Webinars for teachers are conducted via
proposal.
Facebook live.
3. Miggy requested his brother Mikko to help
4. The principal interviews a teacher-applicant.
him on his task.
5. Emman talks to himself in front of the
6. The city mayor delivered a speech for his
mirror
townsfolk.
II. DIRECTIONS: Analyze the speaking situations below and identify the type of speech context evident in the
statements. Check ( ) the appropriate column described by each example.
LEGEND:
INTRA- Intrapersonal Communication P- Public Communication
INTER- Interpersonal Communication M- Mass Communication
STATEMENTS INTRA INTER P M
Example: Misty shared her experience about this year’s teaching and learning
setup through blogs.
1. Talking with your younger brother about the importance of education.
2. Thinking about your future life, travels, and career.
3. Joining oratorical competitions.
4. Giving a feedback to your friend’s audition piece.
5. Writing your thoughts about the situation of Filipinos amid COVID- 19
pandemic through your school’s Facebook page.
37
III. DIRECTIONS: Using the graphic organizer below, describe each type of speech context and give three (3)
examples for each. For the description, refer to the following rubric for evaluating the answer in description. You may
use a separate sheet of paper for your answers.
TYPE DESCRIPTION EXAMPLES

Example: communication with self Example: Deciding whether you will
wear white or blue shirt for today.
Intrapersonal Communication 2.
3.
1.
Interpersonal Communication 2.
3.
1.
Public Communication 2.
3.
1.
Mass Communication 2.
3.
38
Rubric in evaluating the answer in description:
CRITERIA POINTS SCORE
Completeness
3 points 1 point
Did your answer directly describe the 5 points 2 points
(Very (Needs
(Excellent) (Good)
type of speech context? Good) improvement)
Knowledge
Did your answer clearly show you have 3 points 1 point

5 points 2 points
(Very (Needs
read and understand the lesson content by (Excellent) (Good)
Good) improvement)
correctly defining the key term?
Writing Skills
Did you write clearly, in complete 3 points 1 point

5 points 2 points
(Very (Needs
sentence, and with minimal errors in (Excellent) (Good)
Good) improvement)
grammar and spelling?
Adapted from: https://qm.riosalado.edu/resources/SyllabusDB/SocialSciences/Rubric_Short_Answer.pdf
III. – Answers may vary
5. Mass
4. Interpersonal
3. Public
2. Intrapersonal
1. Interpersonal
II.
6. Public
5. Intrapersonal
4. Dyad
3. Interpersonal
2. Mass Communication
1. Small Group
I.
ANSWER KEY
39
CO QAH + MELC LW
HANDOUT No. 6
MELC: Distinguishes types of speeches and speech style (EN11/12OC-Ifj-17)

LESSON: TYPES OF SPEECHES AND SPEECH STYLE
You have elevated your oral communication skills when you have learned in module 5 that communication occurs
in various speech contexts. As you continue your journey towards becoming an effective speaker, these topics will help
you learn more about the types of speeches according to purpose and delivery and further develop speech styles which
you may apply in different communication contexts.
TOPIC 1: TYPES OF SPEECHES AND SPEECH STYLE

There are two (2) major types of speeches: according to purpose and according to delivery.
TYPES OF SPEECH ACCORDING TO PURPOSE
1. Informative or Expository Speech
o is mainly performed for the purpose of educating the audience on new or relevant piece of information
on a particular topic.
a. Speeches About Objects – are about things that are tangible and recognized through sight, hearing,
taste, or touch. Speeches about objects include those about people, places, animals, structures, etc.
for example:
✓ What to look for when getting a latest computer system?
✓ Does marijuana cure some illnesses?
b. Speeches About Events – are about happenings or occurrences, both past and present. Possible speech
topics include the following:
✓ The origin of the holiday known as Halloween
✓ What led the Katipunan to defend our country?
✓ The Primary Causes of World War II
c. Speeches About Concepts- are about ideas, philosophies, hypotheses, arguments, etc, Informative
speeches might address topics such as:
✓ The Bible
✓ Christmas in the Philippines
✓ The resiliency of Filipino people
d. Speeches About Processes – are about how something is made, how something is done, or how
something works. Therefore, possible topics include:
✓ How pearls develop into oysters
✓ How to administer the final exam for the blind
✓ How to organize a plot for a novel
40
2. Persuasive Speech
o Is given solely for the purpose of convincing the audience to agree with the speaker’s opinion on a
particular topic.
Examples:
✓ Become an organ donor
✓ Improve your health through better eating.
✓ Television violence is negatively influencing our children.
3. Entertainment Speech
o aims to share laughter and enjoyment to the audience through witty and humorous lines.
Examples:
✓ Speech of a comedian
✓ Excuses for any occasion
✓ Explaining cricket to an American.
✓ Things you wouldn’t know about movies.
TYPES OF SPEECH ACCORDING TO DELIVERY
1. Manuscript Speech
o Is the word-for-word iteration of a written message using visual aids

o Speaking with advanced preparation
o Planned and rehearsed speech
o Reading aloud a written message
o Accurate replication of the written words
o Guided speech
Example:
✓ News anchor with a teleprompter.
2. Memorized Speech
o Is the rote recitation of a written message that the speaker has committed to memory
o Speaking with advanced preparation
o Planned and rehearsed speech
o Reciting a written message word-for-word from memory
o Accurate repetition of the printed words from memory
o Comfortable to move around the stage
Example:
✓ Actor’s dialog
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TOPIC 2: TYPES OF SPEECH STYLE
According to Martin Joos (1976), a linguist and German professor, a speech style is a form of
language that the speaker utilized which is characterized by the level of formality. Furthermore, he identified
the five basic types of speech styles and these are the following:
1. Frozen Style – also known as fixed speech. It is the highest form of communicative style which is often
used in respectful situations or formal ceremonies. It uses the complex grammatical sentence structure and
vocabulary that are only known by experts in that field.
Examples: 1. Pledges
2. Laws
3. Marriage Ceremonies
4. Anthems
2. Formal Style – this type uses formal words and expressions and is mostly seen in writing rather than
speaking. It also disallows the use of ellipsis, contractions, and qualifying modal adverbials.
Examples: 1. Meetings 4. Corporate Meeting
2. Speeches 5. Interview
3. Court Trials
3. Consultative Style – it is used in semi-formal communication and happens in two-way participation.

Considered as the most operational among other styles.
Examples: 1. Teacher-student
2. Doctor-patient
3. Group discussion
4. Expert-apprentice
5. Regular conversation in companies
4. Casual Style – this style is used in informal situations and language relationship between speaker and
listener is closed. Often relaxed and focused on just getting the information out.
Examples:
1. Casual conversation with friends and /or family members.
2. Chatting
3. Phone calls and messages
5. Intimate Style – uses personal language codes within family, very close friends or group of people.
Examples: 1. A man courting a woman.

2. A husband dating his wife.
3. A circle of friends sharing their experiences in life.
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REFERENCES
Royo, B. 2020. Oral Communication in Context-q1-M6: Types of Speeches and Speech Style First Edition. Oral-
Communication11_Q1_Module-6_08082020.pdf
Rizada, H. et. al. 2019. Oral Communication in Context: Module 4 Types of speech-First Edition. Signed off Oral
Comm11_q2_m4_types of speech_v3.pdf
Dananjaya Hettiarachchi at World Champion of Public Speaking 2014 Speech (Full Transcript)”, The Singju Post,
retrieved July 10, 2021, https://singjupost.com/dananjaya-hettiarachchi-at-world-champion-of-public-speaking-
2014-speech-full-transcript/
43
CO QAH + MELC LW

Handouts paired with MELC- Based in Oral Communication
Learning Worksheet
MELC: Distinguishes types of speeches and speech style- (EN11/12OC-Ifj-17)

1. Identify types of speeches;
2. Distinguish the types of speeches used in various speaking situations; and
3. Analyze paragraphs to identify the type of speech style used.
TOPIC: TYPES OF SPEECHES AND SPEECH STYLES

I. DIRECTIONS: Identify whether each statement is true or false. Write FACT if the statement is true and BLUFF
if it is false. Write your answer on the space below.
1. The types of speech according to delivery are impromptu speech, persuasive speech,
extemporaneous speech, and manuscript speech.
2. The primary goal of an informative speech is to influence the thoughts, feelings, actions, and
behaviors or attitudes of your listeners (Gamble & Gamble, 2012).
3. The nature of a reporter’s job is to give a persuasive speech.
4. The President’ State of the Nation Address (SONA) is guided by a manuscript or teleprompter
5. The credibility of a speaker is important in informative, persuasive, and impromptu speech.
II. DIRECTIONS: Observe three (3) different speaking situations in your environment. Using the table below, list
them down and distinguish the type of speech according to purpose and delivery used in each situation.
SPEAKING SITUATION PURPOSE DELIVERY

Example:
Two of my friends were casually sharing and recalling the Informative Impromptu
most memorable scenes in Binibining Pilipinas 2021.
44
1
Rubric in evaluating the answers in speaking situation:

CRITERIA POINTS SCORE
Completeness
3 points 1 point
Did your answer directly describe the 5 points 2 points
(Very (Needs
(Excellent) (Good)
types of speech? Good) improvement)
Knowledge
Did your answer clearly show you

3 points 1 point
have read and understand the lesson 5 points 2 points
(Very (Needs
(Excellent) (Good)
content by citing speaking situations Good) improvement)
correctly?
Writing Skills
Did you write clearly, in complete 3 points 1 point

5 points 2 points
(Very (Needs
sentence, and with minimal errors in (Excellent) (Good)
Good) improvement)
grammar and spelling?
Adapted from: https://qm.riosalado.edu/resources/SyllabusDB/SocialSciences/Rubric_Short_Answer.pdf
45
III. DIRECTIONS: Analyze the following paragraphs below. Select the sentence which shows the type of speech
style used. Write this in the space provided.
1. SPEECH STYLE:
Now I’ve seen my mama cry before, but mothers cry
_________________________________________ three types of tears: tears of joy, tears of sorrow and tears of
SENTENCE: shame. And when a son sees a mother cry tears of shame,
__________________________________________
that’s a life changing moment. She looked at me and said
__________________________________________
“Son, I want you to be a better man”. That night, when I
__________________________________________
drove home, my dad was waiting for me at home.
__________________________________________
2. SPEECH STYLE:
And every day after work, Sam used to tell me
_________________________________________ stories about the world, about history, about culture, about
SENTENCE: philosophy and it was much more interesting than what I
__________________________________________
learned in school. And I discovered I can dream, and I
__________________________________________
started dreaming. After one year I went back into high
__________________________________________
school, completed my exams, and went into college.
__________________________________________
3. SPEECH STYLE: I discovered I could speak, and I love speaking and

that led me to become a teacher. I know what it’s like to not
_________________________________________
have enough money in your bank account. I know what it’s
SENTENCE:
__________________________________________ like to worry when the bills start coming in. And sometimes
in the middle of the night, I wake up my beautiful wife and
__________________________________________
ask her “Honey, why did you marry me?” She says, “I saw
__________________________________________ something in you, but I still I don’t know what it is?”
__________________________________________
Adapted from: https://singjupost.com/dananjaya-hettiarachchi-at-world-champion-of-public-speaking-2014-speech-

full-transcript/
4. SPEECH STYLE:
The entire congregation stands as the couple takes
_________________________________________
SENTENCE: their vows, declaring their commitment to each other.
__________________________________________ Actual vows vary between churches, but the basic wording
__________________________________________ is: “I (groom’s/bride’s name), take you (bride’s/groom’s

name) to be my wife/ husband. I promise to be true to you
__________________________________________
in good times, in sickness and in health. I will love and
__________________________________________ honor you all days of my life.”
__________________________________________
46
47
ANSWER KEY
I.
1. FACT
2. BLUFF
3.BLUFF
4. FACT
5. FACT
II. ANSWERS MAY VARY
III.
1.SPEECH STYLE: Intimate
SENTENCE: She looked at me and said “Son, I want you to be a better man”.
2. SPEECH STYLE: Casual
SENTENCE: And every day after work, Sam used to tell me stories about the world, about history, about
culture, about philosophy and it was much more interesting than what I learned in school.
3. SPEECH STYLE: Intimate
SENTENCE: And sometimes in the middle of the night, I wake up my beautiful wife and ask her “Honey,
why did you marry me?” She says, “I saw something in you, but I still I don’t know what it is?”
4. SPEECH STYLE: Frozen
Sentence: “I (groom’s/bride’s name), take you (bride’s/groom’s name) to be my wife/ husband. I promise
to be true to you in good times, in sickness and in health. I will love and honor you all days of my life.”
5. SPEECH STYLE: Formal
Sentences:
Caroline: President Echavez, may I present to you the Honorable Roman Suarez, the Ambassador of the
Philippines to the United States.
Ambassador: It is a great honor to meet you, Your Excellency.
President: The honor is all mine.
________________________________________
communication-consultative-and-formal-speech-styles __________________________________________
Source: https://www.slideshare.net/RamilAlcantara/3oral-
__________________________________________
President: The honor is all mine. __________________________________________
Excellency. __________________________________________
Ambassador: It is a great honor to meet you, Your SENTENCE:
Philippines to the United States.
Honorable Roman Suarez, the Ambassador of the _________________________________________
Caroline: President Echavez, may I present to you the
5. SPEECH STYLE:
CO QAH + MELC LW
HANDOUT No. _7
Learner’s Worksheet in ORAL COMMUNICATION
MELC: Respond appropriately and effectively to speech act. (EN11/12OC-Ifj-20)
Semester: ___1st ___ Week No. ___7__ Day: ___1-4___
LESSON: SPEECH ACT
Communication happens effectively when the message is passed clearly; it becomes useful and meaningful
when both the sender and the receiver understand the idea being put across. Indeed, there could be no valid reasons to
ignore the need for communicating successfully.
Moreover, to achieve effective communication, it is essential to know the different types of speech act. A speech
act is an utterance that a speaker makes to achieve an intended effect.
Speech acts are performed when a person offers an apology, greeting, request, complaint, invitation compliment,
or refusal. Speech act is an act of communication.
As we communicate with others, we use language without minding whether to use complete sentence or not. The
number of words in a single utterance does not matter so long as we can get our message across.
TOPIC 1: TYPES OF SPEECH ACT
Three Types of Speech Act

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 context. These are:
1. Locutionary act is the actual act of uttering or saying something. This act happens with the utterances of a sound, a
word or even a phrase as a natural unit of speech.
For the utterances to be a Locutionary Act, consider the following:
• It has sense, and mostly importantly, for communication to take place.
• It has the same meaning to both the speaker and the listener.
• Utterances give rise to shared meaning when it is adjusted by the speaker for the listener.
Examples of Locutionary Acts:
• “Dah!” (favorite expression of TV cartoon character Homer Simpson)

• “Wow!” (When someone is amazed)
• “Hello!” (greeting someone)
• “Get out!” (a strong command)
48
2. Illocutionary act is the social function of what is said. In an illocutionary speech act, it is not just saying something
itself but with the act of saying something with the intention of:
• stating an opinion, conforming, or denying something;
• making a prediction, a promise, a request
• issuing an order or a decision; or
• giving advice or permission.
This Speech Act uses the Illocutionary Force of a statement, a confirmation, a denial, a prediction, a promise, a request,
etc.
Examples of Illocutionary Acts

• It’s more fun in the Philippines. (opinion)
• I’ll help you clean the house tomorrow. (promise)
• Get my things in the office. (order)
3. Perlocutionary act refers to the consequent effect of what was said. This is based on the particular context in which
the speech act was mentioned. This is seen when a particular effect is sought from either the speaker or the listener, or
both. The response may not necessarily be physical or verbal and is elicited by:
• inspiring or insulting
• persuading/convincing; or
• deterring/scaring
The aim of Perlocutionary Speech Act is to change feelings, thoughts, or actions.
Examples of Perlocutionary Acts:

• “We can do this. We heal and win as one!” (inspiring)
• “It is crucial that we give all our collective efforts to fight against this pandemic. We must start working
together” (persuading)
• “Smoking destroys your health, certain as it brings diseases, it kills – you, your loved ones, and others!”
(deterring)
TOPIC 2: TYPES OF PERFORMATIVE

PERFORMATIVES
Consider again the quotation at the beginning of the paragraph or sentence.: “It is, of course, not really correct that
a sentence ever is a statement: rather, it is used in making a statement, and the statement itself is a ‘logical construction’
out of the makings of statements” (Austin, 1962, p. 1).
Again, What Austin is trying to say here is that the speaker – instead of just saying something or presenting a
sentence as a statement – will actually perform, or perhaps even, is performing in that very moment, an action that
accompanies that statement. This action is called a Performative. Some examples of Performatives are:
o Getting married
o Appointing someone to a professional/social position
o Placing bets
o Offering and making promises
o Congratulating someone
o Giving warnings
o Apologizing
o Threatening
o Saying thank you
o Giving orders or command
49
Performatives come either Implicitly or Explicitly:
o Implicit
The utterance, “I’ll see you later,” is an example of an Implicit performative because the speaker does not
specifically indicate his/her intentions. This means that you must assume the speaker’s intention, based on his/her
tone of voice and your relationship together.
o Explicit
If the speaker adds more information, saying, “I promise, I’ll see you later,” or, “I’m warning you, I’ll see you
later,” then it’s usually pretty clear what the speaker is trying to do. This is an Explicit performative, as there is a
performative verb inserted into the statement. Performative verbs are verbs that perform an action.
o Example – Accept, declare, command, announce, answer, excuse, fire, forbid, hire, grant, etc.
TYPES OF PERFROMATIVES
Directives
Directives are performed when you issue a demand or a request.
Example – “Hey, will you tell me where our final exam is?” You’re requesting for the listener to answer your
question.
Example – When you demand your listener to carry out the action you desire, such as, “Leave town
immediately!” or “I order you to leave town immediately!”
Commissive
Commissive occurs when you commit yourself to a future course of action.
Example – When you say, “I will repay the kindness you have shown me,” or, “I promise to repay the money
I borrowed.” In both of these instances, you are making a commitment to pay the debt that you owe.
Example – When you say, “I swear to tell the truth,” you’re making a commitment to be honest when you
speak.
Searle’s Classification of Speech Act
As a response to Austin’s Speech Act Theory, John Searle (1976), a professor from the University of California,
Berkeley, classified illocutionary acts into five distinct categories.
1. Assertive – a type of illocutionary act in which the speaker expresses belief about the truth of a proposition. Some
examples of an assertive act are suggesting, putting forward, swearing, boasting and concluding.
Example:
No one can love you better than I do.
2. Directive – a type of illocutionary act in which the speaker tries to make the addressee perform an action. Some
examples of a directive act are asking, ordering, requesting, inviting, advising, and begging.
Example:
Please maintain the cleanliness of our school.
3. Commissive – a type of illocutionary act which commits the speaker to doing something in the future. Examples of
a commissive act are promising, planning, vowing, and betting.
Example:
From this moment on, I will love you and honor you for the rest of my life.
50
4. Expressive – a type of illocutionary act in which the speaker expresses his/her feelings or emotional reactions.
Some examples of an expressive act are thanking, apologizing, welcoming and deploring.
Example:
Thank heavens, you came to save me! I owe you my life.
5. Declaration– a type of illocutionary act which brings a change in the external situation. Simply put, declarations
bring into existence or cause the state of affairs which they refer to. Some examples of declarations are blessing,
firing, baptizing, bidding, passing a sentence, and excommunicating.
Example:
You are hired!
By saying that someone is hired, an employee causes or brings about the person’s acceptance to job; consequently,
this changes his external situation
REFERENCES
Austin, John. "Austin, John Langshaw | Internet Encyclopedia Of Philosophy". Accessed June 1, 2020. Iep.Utm.
Edu. https://www.iep.utm.edu/austin/.
Searle, John. (1976). A classification of illocutionary acts. Language in society 5(1), 1-23. Accessed June 1,
2020. http://www.jstor.org/stable/4166848?origin=JSTORpdf. https://eric.ed.gov/?id=EJ139536.
Flores, Ramona. Oral Communication in Context. Quezon City: Rex Book Store, 2016.
Larsson, Staffan. Speech acts and dialogue exercises: Semantics and Pragmatics. Accessed May 25,
2020.http://gul.gu.se/public/pp/public courses/course 61890/published/1388703602109.
51
CO QAH + MELC LW
LEARNING WORKSHEET No. 7
Course Outline & Quality Assured Handouts
paired with MELC- Based Learning Worksheet In ORAL COMMUNICATION
MELC: Respond appropriately and effectively to speech act. (EN11/12OC-Ifj-20))
1. Distinguish the types of speech acts.
2. Identify social situations in which each speech act is appropriate to use.
3. Respond appropriately and effectively to a speech act.
Topic: TYPES OF SPEECH ACTS.

____________________________________________________________________________________________
Semester: 1ST __ Quarter: 1ST Week No. ___7 Day: __1-4___
Activity I.
Directions: Suppose you are in the situations described below. As a good citizen, how are you going to respond
to these? Supply the table with the needed information. The first one is done for you.
Scenario Illocutionary (Intention) Perlocutionary

Locutionary (Utterance)
Mrs. Sanchez was I will help her bring her
“It’s heavy!” Mrs. Santos needs help.
carrying heavy books. books
Renato lost his wallet.
The children were

crossing the busy street.
Anton could not find his

eraser for the Math test.
Mae accidentally slipped

on the floor.
52
CO QAH + MELC LW
Handouts paired with MELC- Based In ORAL COMMUNICATION
Learning Worksheet
Name: _________________________________ Grade & Section:

_________________________
Teacher: _______________________________ Date Submitted:

__________________________
MELC: Respond appropriately and effectively to speech act. (EN11/12OC-Ifj-20))
1. Distinguish the types of speech acts.
2. Identify social situations in which each speech act is appropriate to
use; and
3. Respond appropriately and effectively to a speech act.
Topic: TYPES OF SPEECH ACTS.

__________________________________________________________________________________________
__
Semester: 1ST __ Quarter: 1ST Week No. ___7__ Day: __1-4___
Activity 2
Directions: Narrate a short story on any e situation using Expressive and Declarative statements
as classification of speech act. Include the dialogue/ discourse of the characters to show their
appropriate responses. Be guided by the given example.
Example
Juan is a good kid. He always tries his best in school. He studies his lessons well and does his
assignments diligently. He also submits his projects before the deadline. After some time, his
efforts paid off. “A round of applause for Juan dela Cruz! He is hereby awarded this
certificate of recognition for his outstanding academic performance, With High Honors!”, the
teacher announced. “Congratulations, Juan!”, Ms. Ivy Lim added. Aling Teresa exclaimed,
Wow, congratulations, Juan! I am so proud of you
53
Rubric for Activity 2
CRITERION EXCELLENT (5 GOOD (3 points) POOR (1 point)
points)
Content Ideas are valid and Some ideas are Ideas are not well-
well-supported. supported by facts. supported
Support & Ideas are arranged in Some ideas are The ideas are not
Development of ideas logical manner. arranged in logical organized.
manner.
Insights on the The answer does not The answer contains The answer contains
subject contain any error some errors. a lot of errors
Activity 3
Complete the statements by writing the correct words.
1. ___________is an utterance that a speaker makes to achieve an intended effect

2. The functions of speech act are __________, __________, __________, __________,
__________, or refusal.
3. Speech act is an act of ____________________.
4. There are three kinds of speech act. They are __________, __________, and __________
5. Locutionary act is the actual act of __________. This act happens with the utterance of a
sound, a word or even a phrase as a natural unit of speech
6. __________ act is the social function of what is said
7. __________ act is the consequent effect of what was said. It is based on the particular
context in which the speech act was mentioned
8. The aim of Perlocutionary Speech Act is to change __________, ___________, or
__________
9. _________ is a philosopher of language and the developer of the Speech Act Theory
10. There are five classifications of speech act. These are __________, __________,
__________, __________, and _________.
54
55
Answer key;
Activity 1 Answer may vary
Activity 2 Answer may vary
Activity 3:
1.speech act
2.Offering an apology,
greeting, request, complaint, invitation, compliment
3.communication
4.locutionary, illocutionary, perlocutionary
5.uttering
6.illocutionary
7.perlocutionary
8.change feelings, thoughts, action
9.J.L. Austin
10.Assertive, directive
Development Team of the Learning Activity Sheets (LAS)
Management Team:
Dr. Thelma Cabadsan-Quitalig, CESO V, Schools Division Superintendent

Dr. Sherlita A. Palma, CESO VI Asst. Division Superintendent
Dr. Renato S. Cagomoc CID Chief
Geraldine P. Sumbise EdD EPS Designate
Writers:
Regean L. Doropan
Marjon M. Pajardo
Jonalyn T. Moraca
Arnel C. Sto. Domingo
Gilda O. Salomon
Rowena Q. Marquez
Editors: Ma. Donna B. Mercurio, Sonia C. Cupla, Meriam Calesa, Judith S. Fortaleza,
Sara B. Demit
Reviewers: Niann L. Atis LR Production Assistant

Rolando M. Lacbo LR Coordinator
Ma.Gina U. Moreno, DIC, O2
Geraldine P. Sumbise EdD EPS English Designate
Sara B. Demit Principal
Sonia C. Cupla Head Teacher
Meriam Calesa Master Teacher
Judith S. Fortaleza Master Teacher
Ma. Donna B. Mercurio SHS Teacher
Cover Design: Stephany S. Maaghop
56

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1

MELC: Explains the functions, nature and process of communication

TOPIC 1: NATURE AND ELEMENTS OF COMMUNICATION

TOPIC 2: PROCESS OF COMMUNICATION

Lumen Learning. (n.d.). Organizational Behavior / Human Relations, from

Course Outline & Quality Assured LEARNING WORKSHEET No. 1

Name: _________________________________ Grade & Section:

Teacher: _______________________________ Date Submitted:

MELC: Explains the functions, nature and process of communication

MELC: Differentiates the various models of communication

TOPIC 1: MODELS OF COMMNUCATION

Berlo’s SMCR Model

Our second category, Interaction Models, contains these communication models:

The Westley and MacLean Model

Barnlund’s Transactional Model

Dance’s Helical Model

Course Outline & Quality Assured Handouts LEARNING WORKSHEET No. 2

Name: _________________________________ Grade & Section: _________________________

MELC: Differentiates the various models of communication

Linear Model Models of Transactional Model

Berlo’s SMCR Model (Brief description)

MELC: Uses various strategies in order to avoid communication breakdown

TOPIC 1: BARRIERS TO COMMUNICATION

Emotional Barrier Pertains to personal attitude or

You are running as a President of You have to accept that being

It’s the number one enemy of communication because it’s something we

Sipacio, P.F., & Balgos, A.G. Features of an Effective Communication. In Oral

Course Outline & Quality Assured Handouts LEARNING WORKSHEET No. 3

Name: _________________________________ Grade & Section: _________________________

Teacher: _______________________________ Date Submitted: __________________________

MELC: Uses various strategies in order to avoid communication breakdown

SITUATION FEATURES OF AN EFFECTIVE COMMUNICATION

The speaker is delivering information Feature: ___________________________________

Jessica and her group presented Feature: ___________________________________

An online blogger posted a blog on his Feature:____________________________________

The teacher discusses the lesson about Feature: ___________________________________

Alvin wrote a news article on their Feature: ___________________________________

MELC: Examines sample oral communication activities

TOPIC 1: FUNCTIONS OF COMMUNICATION

TOPIC 2: GENERAL PURPOSES OF SPEAKING/ COMMUNICATION

TOPIC 3: VERBAL AND NONVERBAL COMMUNICATION

II. NONVERBAL COMMUNICATION

“Communication Studies”, Lumen, retrieved July 09, 2021, https://courses.lumenlearning.com/atd-pima-

“High School Rubrics”, retrieved July 08, 2021,

Paniza, D. J. 2020. Oral Communication in Context-Q1-M4: Sample Oral Communication Activities.

Course Outline & Quality Assured LEARNING WORKSHEET No. 4

Name: _________________________________ Grade & Section: _________________________

Teacher: _______________________________ Date Submitted: __________________________

MELC: Examines sample oral communication activities

TOPIC: FUNCTIONS AND PURPOSES OF COMMUNICATION

_____________________ 1. The teacher reads and discusses classroom policies to her

3. Monica shares her personal frustrations with Chandler.

______________________ 4. Phoebe shares her insights on how to live peacefully despite a c

omplicated life. 5. The geometry teacher lectures about mathematical concepts.

Persuade Inform Entertain

_____________________2. A teacher explaining concepts about celestial and astronomical bodies.

_____________________3. A comedian telling silly jokes.

_____________________5. An article encouraging people to practice sustainable living.

III. A. ONLINE LEARNING

Name: _________ Grade & Section: _

Name: _________ Grade & Section: _

Teacher: _____ Date Submitted:

Name: _________ Grade & Section: _

Teacher: _____ Date Submitted:

Name: _________ Grade & Section: _

Name: _________ Grade & Section: _

Teacher: _____ Date Submitted:

Semester: _1st _ Week No. _7 Day: _1-4_

Name: _________ Grade & Section: _

Teacher: _____ Date Submitted: