Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

11 Zest for Progress

Z Peal of artnership

English
Quarter 2 - Module 3:
Shift in Speech Elements

Name of Learner: ___________________________

Grade & Section: ___________________________
0
Name of School: ___________________________
 What I Need to Know
After going through this module, the learner is expected to:
a. review the important concepts of speech context, speech style, speech act and
communicative strategies;
b. explain that a change in speech context, speech style, speech act and
communicative strategies affect the duration of interaction, relationship of
speaker, role and responsibilities of the speaker, message, and delivery, and;
c. exhibit understanding on how the shift in speech context, speech style, speech
act and communicative strategies affects the elements mentioned by providing
examples.

What’s In
Activity 1: “Identify Me”
Directions: Identify the speech style to be used in each of the situations shown below.

“Mom with kid at the doctor” flickr photo by Greens MPs “Student Teacher” flickr photo by BES Photos
1. Between a pediatrician and a child’s mother 2. Between a student and a teacher

During the Wedding Ceremony” flickr photo by Billy Wilson

3. Wedding “Best Friends” flickr photo by Julie
4. Childhood best friends

5. Between a president and a senator

“President Duterte visit-004-20161023-IM5P8018”
flickr photo by Ilocos Norte

1
 What’s New
Activity 2: “Express It”
Directions: Read or say aloud the following words or expressions; then, answer the
questions that follow.
A. “D’oh!” (favorite expression of TV cartoon character Homer Simpson)
B. “What?” (when someone is surprised)
C. “It’s a bird!” (in reference to the movie Superman, when people see the
lead character in the sky)
Guide Questions:
1. How did you find uttering the words?
2. What expression or statement elicits facial expression from the speaker?
3. What can you say about the formality of the language?

From the previous lessons, different communicative strategies were

presented. The use of communicative strategies is the hallmark of communicative
competence. People do not communicate using only one method. People interact
in different ways. Being able to use such strategies make certain not only the
achievement of the speech purpose but also the enrichment of the communication
experience for both speaker and listener. Of course, such strategies are employed
within speech context and the use of language forms are essential in an effective
human communication.

What Is It

Language Form
Oral Communication has two language components: function and form.
Language Function:
• Represents the active use of language for a specific purpose
• In academic setting, students use language functions to express ideas,
communicate with others, and show understanding of content
Language Form:
• The form of most languages consists of a small number of sounds organized
into words, phrases and clauses, sentences and discourse including
conversations, sermons, speeches, arguments, and other highly-complex
communicative structures.
• Linguists have found that in spite of the many superficial differences among
languages, there are core basic similarities among languages. Can you
imagine a language without words? Without sentences? Such ways of
communicating do exist. Examples are facial expressions and the style of
dressing.

2
 • Language learners need to acquire both the functions and the forms that
make up the English language in order to reach high level of proficiency.

Word - a speech sound or series of speech sounds that symbolizes and

communicates a meaning. In linguistics, a word of a spoken language can be defined
as the smallest sequence of phonemes that can be uttered in isolation with objective
or practical meaning.

Formal vs. Informal Language

Formal language
• used in situations that circle around serious topics or events, or involve
people that we do not know
Informal language
• utilized in situations when we are more relaxed, and involve people that
we are familiar with
The Role of the Speaker and the Listener

Have you tried to speak and deliver a message? What is your feeling upon
delivering a message in front of the crowd?
Communication can be done in many ways either through verbal and non-verbal.
Obtaining prior knowledge and learning the effective forms of language will surely
make the speaker efficient in his speaking engagement. He, too, is confident to talk
hence he knew pretty well in constructing simple sentences to complex ones. With
that he is confident to deliver the message. To be an effective speaker, he must
learn how the role of the speaker is effective in delivering the speech.
Let us recall the role of the speaker and the listener.
Speaker
• Speech communication begins with a speaker.
• Your success as a speaker depend on your personal credibility, your
knowledge of the subject, your preparation of the speech, your manner of
speaking, your sensitivity to the audience and the occasion.

3
 Listener
• The person who receives the communicated message.
• If you talk to a friend on the phone, you have one listener.
• But in public speaking you have many listeners.
• To be an effective speaker, we must be audience-centered.

Sources of difficulty by the Speaker

• Voice volume is too low to be heard.
• Message is too complex.
• Speaker is getting lost.
• Body language or nonverbal elements are contradicting or interfering with
the verbal message.
• Paying too much attention on how the other person is taking the message.
• Using a very unique code or unconventional method for delivering message.

How does the shift in speech context, speech style, speech act and
communicative strategy affect language form, duration of interaction,
relationship of speaker, role and responsibilities of speaker, message and
delivery?
When we change any of the speech context, speech style, speech act and
communicative strategy, the language form is also affected.

Speech Context and Speech Styles

If you recall, there are two main categories of speech context: intrapersonal and
interpersonal. A change in the speech context will also change the language form
used in communication. For example, the vocabulary or the words you use will vary
greatly if you were talking about a certain topic to a general public in a form of a
formal speech than if you were just having an informal discussion with your
colleague or a friend.
The duration of interaction will also change considerably if the speech context
shifts. In communication, the duration of interaction refers to the length of time that
at least two individuals are in each other’s presence, especially when meaning is
communicated towards each other. Usually, formal interpersonal communication,
such as public or mass communication, have more rigid time limits than if you are
engaged in a casual and conversation with a friend.
Likewise, a change in the speech context or speech style also changes the manner
of delivery and the message. The latter is more thought-of and often prepared
beforehand when delivered in a public or mass communication.

4
Speech Acts
What do you remember about speech acts? When do you perform them?

Speech acts are utterances that perform action. You perform speech acts when
you advise, apologize, greet, make a request, et cetera. More than the truth value
of the utterances, speech acts focus more on the effect it wishes to have on its
environment.

In the previous modules, you learned that there are several types of speech acts
and how they are actually performed as demonstrated in the examples shown to
you. But what is apparent in the past discussions is that sometimes, the sentence
may have its locutionary meaning, but it may not necessarily translate into its
illocutionary force by which it is uttered. For example, if someone promises to do
something, the locutionary meaning is that the speaker promises to do something
but whether or not he or she could actually perform it depends on his or her
sincerity in uttering the words and other contextual circumstances.

Thus, any changes in the speech act does not only change the literal content of
the sentence, it may also change the state of mind of the receiver of the message.
For example, it could result in confusion or doubt in the listener if the speaker is
really making a promise, or if he or she is just saying something but really has no
intention of doing so.

Communicative strategies, as learned in the previous module, are the approaches

or techniques you make use of when starting or maintaining a conversation. While
the essence of communicative strategies is generally to keep the communication
channels open, a shift in them can also affect the elements mentioned previously.
Remember, you were taught how to hone your methods of communication in
beginning, sustaining, regulating, and even ending conversations in different
situations.

Communicative Strategies
Have you thought about how you behave in your daily activities and interactions
with others? How were your language, the duration of interaction, your role as
a speaker and the way you deliver your message affected by the change in your
communicative strategy as necessitated by the situation you were in?

A sudden change in communicative strategy may negatively affect the quality of

interaction, which includes the performance and organization of ideas of the
speaker, the audience, and the message of the topic or the discussion.

5
 What’s More
Activity 3: “Fill Me In”
Directions: Based on the discussion on language forms, complete the diagram below
by filling in the empty boxes with the forms of languages and by giving an example.

[language [language [language [language

form 1] form 2] form 3] form 4]

• example • example • example • example

Activity 4: “Choose Me”

Directions: Based on what you know about formal and informal language, identify
which language to use in each situation or scenario below. Write F for formal and I
for informal.
_____ 1. Late night talk with your best friend
_____ 2. Graduation speech
_____ 3. Social media like Facebook
_____ 4. TV newscast
_____ 5. Email to your teacher
_____ 6. Interview with the mayor
_____ 7. Meeting among siblings
_____ 8. Texting an event to a friend
_____ 9. Letter to a senator
_____ 10. Board meeting

6
Activity 5: “Find Me”
Directions: Based on the discussion, locate the words that relate the role of the
speaker and listener by tracing a line inside the box.
S P E A K E R F D S

B C H A N N E Y E O

F E E D B A C K L U

L I S T E N E R I R

R G H J P P I K V C

Z S H M L K V J E E

M E S S A G E M R P

C V B M N H R N Y L

Activity 6: Venn Diagram

Directions: Compare and contrast the role of the speaker and the listener. Write your
answer in the Venn Diagram below.

SPEAKER LISTENER
SIMILARITIES

Activity 7: “Complete Me”

Directions:
A. Complete the dialog below with a beginning, a sustaining prompt, or a closing by
applying the appropriate communicative strategy in each situation.
Dialog 1
Steve: __________________________________
Mrs. Reyes: _____________________________
Steve: I missed your classes and the quiz the past week because I was sick. Is
there any way I could make up for it?
Mrs. Reyes: Well, you know I have to ask you for a medical certificate, right?
Steve: Yes, Ma’am, I do. I have one right here.
Mrs. Reyes: Bring it with you when you come to my classroom during my vacant
period. You can take the make-up quiz there, too.
Steve: ___________________________________________
Mrs. Reyes: ______________________________________

7
 Dialog 2
Maria: Hi Teresa.
Teresa: Hi Maria. Were you able to watch the dance contest last night?
Maria: No, sorry, I didn’t. I had dinner with my family. Did you win?
Teresa: No we didn’t. We lost to Andrea’s group.
Maria: ___________________________________.
Teresa: We lost by a point.
Maria: ___________________________________.
Teresa: Yeah, you’re right. Maybe we’ll do better in the ranking next time.
Maria: ___________________________________.
Teresa: __________________________________.

B. Create a dialogue using communicative strategies to show how they are used in
real-life situations.

Situation: As the class president, you are presiding a meeting and noticed that
some of your classmates are not listening. Also, some of those who are
participative want to dominate the conversation and do not let others talk.

What I Have Learned

Activity 8: Think It Through
Directions: Answer each question comprehensively. You may use a separate sheet
for your answer.

1. What happens if the speaker’s voice is too low to be heard?

2. What have you observed with the crowd if the speaker loses his or her train
of thoughts?
3. Do you agree that a speaker should make sure that his or her topic is
convincing to the audience? Why or why not

What I Can Do
Activity 9: Writing Activity
Directions: Imagine that you are the lead organizer for your class’ educational trip;
thus, you will act as the speaker. Your task is to present the final itinerary of your class
trip and discuss to the group details such as transportation, accommodation, meals,
and itinerary by applying the speech context that affects delivery of message. You may
use a separate sheet of paper for your answer. Your output will be rated according to
topic development, organization, language use, and mechanics.

8
 Assessment

Directions: Read each item carefully. Encircle the letter that best fits the correct
answer.
1. Which of the following is not a form of language?
A. Sounds B. Words C. Phrases D. Debate
2. Which of the following utterances shows surprise about the thing that someone
has just said?
A. What? B. It’s a bird C. Duh D. Oh
3. Why is language form important in oral communication?
A. It is made up of sound that organized into a word.
B. It is part of oral communication
C. It is composed of facial expression
D. It reveals the person’s characteristic in delivering the message.
4-6 Choose the best statement based on the situation
4. Employee to a department manager
A. Mr. Brown, could I have a word with you this afternoon?
B. Frank, I need to talk to you.
C. Mr. Brown, do you think it would be possible for me to speak with you this
afternoon?
9
 5. Husband to wife
A. How do you do?
B. What’s up?
C. Excuse me dear, I was wondering how you were feeling
6. Customer to receptionist
A. Give me my bill.
B. The bill, please.
C. I was wondering if I could trouble you for the bill.
7. What expression do you use when you want to be heard in a meeting?
A. Are there any comments?
B. May I have the floor, Sir?
C. Do you have anything to say, because I do.
D. If you don’t let me talk, I’ll go out of the room.
8. Which is a way of ending a conversation?
A. Hello. It’s good to see you. C. Sorry, I’ll decide on that next time.
B. Please say hi to your parents for me. D. I’ll give you time to ask questions.
9. In a conversation with someone in authority, wait to be recognized before you
speak. Do you agree or disagree?
A. Agree B. Disagree C. Maybe D. Undecided
10. All of the following could be a negative effect due to a change in communicative
strategy EXCEPT
A. a change in the speaker’s train of thoughts
B. a distracted delivery of the message
C. a disturbed performance of the speaker
D. a more focused and attentive audience

Rubric for the Writing Activity

Essential 4-Exemplary 3-Proficient 2-Satisfactory 1-Unsatisfactory

Elements
Topic Answer is Answer aptly Answer is Answer does not
Development accurate to the addresses the task, somewhat related address the task.
task. There is although some ideas to the task. Most Minimal presence
sufficient details lack supporting general ideas are of supporting
to support main details. presented without details.
idea. much support.
Organization Has introduction, Has introduction, Some parts may Little or no
body and body and conclusion not be present or attempt at
conclusion. but connection limited. Lack of organization.
Transitions are between ideas may transitions.
clear and not be clear at all
smooth. times.
Language Consistent facility Displays facility in With some Accumulation of
use in the use of the language though noticeable errors errors in
sentence there are noticeable in structure and structure, word
structure and errors in structure or word choice or choice and word
vocabulary. word use. word forms that forms that
affect meaning. obscure meaning
Mechanics Commendable Effective use of Adequate use of Poor use of
use of writing writing conventions writing writing
conventions (spelling, conventions conventions
(spelling, punctuations, (spelling, (spelling,
punctuations, grammar.) punctuations, punctuations,
grammar.) grammar.) grammar.)
10
REFERENCES:
B. E. S. Photos (2008, March 24). Student Teacher. Retrieved August 17, 2020, from Flickr
website: https://www.flickr.com/photos/24684348@N02/2358166134
DUXUBURY HIGH SCHOOL WRITING RUBRIC ESSENTIAL ELEMENTS. (n.d.). Retrieved
on August 17, 2020 from http://bcnteachingamericanhistory.com/PDFs/Kennedy/The
_Roaring_Twenties_project_kennedy7.pdf
ELPA21 Professional Development Modules. (n.d.). Retrieved August 19, 2020 from
prodev.elpa21.org website: http://prodev.elpa21.org
Hudson, G. (2000). Essential introductory linguistics. Malden, Mass.: Blackwell Publishing.
Ilocos Norte. (2016, October 23). President Duterte visit-004-20161023-IM5P8018. Retrieved
August 17, 2020, from Flickr website:
https://www.flickr.com/photos/63851928@N06/30131728623
Julie. (2008, November 6). Best Friends. Retrieved August 17, 2020, from Flickr website:
https://www.flickr.com/photos/90376140@N00/3046737401
MPs, G. (2015, April 2). Mom with kid at the doctor. Retrieved from Flickr website:
https://www.flickr.com/photos/52218251@N07/26035101262
Sipacio, P. J. F., & Balgos, A. R. G. (2016). Oral Communication in Context For Senior HIgh
School. C&E Publishing, Inc.
Speech Acts (First published Tue Jul 3, 2007; substantive revision Thu Oct 2, 2014)
Retrieved on August 26, 2020 from https://plato.stanford.edu/entries/speech-
acts/#SpeActSocIss
The Difference of Formal and Informal Language – A Research Guide. (2019, July 23).
Retrieved from A Research Guide for Students website:
https://www.aresearchguide.com/formal-vs-informal-language.html
Thomas Edward Payne. (2006). Exploring language structure: a student’s guide. Cambridge:
Cambridge University Press.
Wilson, B. (2011, September 24). During the Wedding Ceremony. Retrieved August 17,
2020, from Flickr website:
https://www.flickr.com/photos/32132568@N06/6211446975
Women Are Talking in a Café clipart. Free download transparent.PNG/Creazilla. (n.d).
Creazilla.com. https://creazilla.com/nodes/39000-women-are-talking-in-a-cafe-clipart

Development Team

Writer: Helen Grace B. Zerrudo, Teacher II

Francisco Ramos National High School, Kabasalan District

Co-writer: Maribel T. Cuadra, Master Teacher II

Diplahan National High School, Diplahan District

Editor/QA: Maricel Garcia-Bael, PhD., Master Teacher II

Reviewer: Evelyn F. Importante

OIC-CID Chief EPS

Layout Artist:

Management Team: Raymond M. Salvador

OIC-Assistant Schools Division Superintendent

Jerry C. Bokingkito
OIC-Assistant Schools Division Superintendent

Dr. Jeanelyn A. Aleman, CESE

OIC-Schools Division Superintendent

11
My Final Farewell For widows and orphans, for captives by
torture tried, And then for thyself that
Farewell, dear Fatherland, clime of the sun redemption thou mayst gain.
caress'd Pearl of the Orient seas, our Eden
lost!, And when the dark night wraps the graveyard
Gladly now I go to give thee this faded life's around With only the dead in their vigil to see
best, And were it brighter, fresher, or more Break not my repose or the mystery profound
blest And perchance thou mayst hear a sad hymn
Still would I give it thee, nor count the cost. resound 'T is I, O my country, raising a song
unto thee.
On the field of battle, 'mid the frenzy of fight,
Others have given their lives, without doubt or And even my grave is remembered no more
heed; The place matters not-cypress or laurel Unmark'd by never a cross nor a stone
or lily white, Scaffold or open plain, combat or Let the plow sweep through it, the spade turn it
martyrdom's plight, T is ever the same, to o'er That my ashes may carpet earthly floor,
serve our home and country's need. Before into nothingness at last they are blown.

I die just when I see the dawn break,

Through the gloom of night, to herald the day; Then will oblivion bring to me no care As over
And if color is lacking my blood thou shalt take, thy vales and plains I sweep;
Pour'd out at need for thy dear sake Throbbing and cleansed in thy space and air
To dye with its crimson the waking ray. With color and light, with song and lament I
fare, Ever repeating the faith that I keep.
My dreams, when life first opened to me,
My dreams, when the hopes of youth beat My Fatherland ador'd, that sadness to my
high, Were to see thy lov'd face, O gem of the sorrow lends
Orient sea From gloom and grief, from care Beloved Filipinas, hear now my last good-by!
and sorrow free; No blush on thy brow, no tear I give thee all: parents and kindred and friends
in thine eye. For I go where no slave before the oppressor
bends, Where faith can never kill, and God
Dream of my life, my living and burning desire, reigns e'er on high!
All hail ! cries the soul that is now to take flight;
All hail ! And sweet it is for thee to expire ; Farewell to you all, from my soul torn away,
To die for thy sake, that thou mayst aspire; Friends of my childhood in the home
And sleep in thy bosom eternity's long night. dispossessed ! Give thanks that I rest from the
If over my grave some day thou seest grow, In wearisome day !
the grassy sod, a humble flower, Farewell to thee, too, sweet friend that
Draw it to thy lips and kiss my soul so, lightened my way;
While I may feel on my brow in the cold tomb Beloved creatures all, farewell! In death there
below The touch of thy tenderness, thy is rest!
breath's warm power.

Let the moon beam over me soft and serene,

Let the dawn shed over me its radiant flashes,
Let the wind with sad lament over me keen; (This is the 1911 translation by Charles
And if on my cross a bird should be seen, Derbyshire of the Spanish original of José
Let it trill there its hymn of peace to my ashes. Rizal's poem, Mi Ultimo Adiós)
Let the sun draw the vapors up to the sky,
And heavenward in purity bear my tardy
protest Let some kind soul o 'er my untimely
fate sigh, And in the still evening a prayer be
lifted on high From thee, 0 my country, that in
God I may rest.

Pray for all those that hapless have died,

For all who have suffered the unmeasur'd
pain; For our mothers that bitterly their woes
have cried,

12
 I Am a Filipino
by Carlos P. Romulo

I am a Filipino–inheritor of a glorious past, hostage to the uncertain future.

As such I must prove equal to a two-fold task–the task of meeting my
responsibility to the past, and the task of performing my obligation to the
future.

I sprung from a hardy race, child many generations removed of ancient Malayan
pioneers. Across the centuries the memory comes rushing back to me: of brown-
skinned men putting out to sea in ships that were as frail as their hearts were stout.
Over the sea I see them come, borne upon the billowing wave and the whistling
wind, carried upon the mighty swell of hope– hope in the free abundance of new
land that was to be their home and their children’s forever.

I am a Filipino. In my blood runs the immortal seed of heroes–seed that flowered

down the centuries in deeds of courage and defiance. In my veins yet pulses the
same hot blood that sent Lapulapu to battle against the first invader of this land,
that nerved Lakandula in the combat against the alien foe, that drove Diego Silang
and Dagohoy into rebellion against the foreign oppressor.

The seed I bear within me is an immortal seed. It is the mark of my manhood, the
symbol of dignity as a human being. Like the seeds that were once buried in the
tomb of Tutankhamen many thousand years ago, it shall grow and flower and bear
fruit again. It is the insignia of my race, and my generation is but a stage in the
unending search of my people for freedom and happiness.

I am a Filipino, child of the marriage of the East and the West. The East, with its
languor and mysticism, its passivity and endurance, was my mother, and my sire
was the West that came thundering across the seas with the Cross and Sword and
the Machine. I am of the East, an eager participant in its spirit, and in its struggles
for liberation from the imperialist yoke. But I also know that the East must awake
from its centuried sleep, shake off the lethargy that has bound his limbs, and start
moving where destiny awaits.

I am a Filipino, and this is my inheritance. What pledge shall I give that I may prove
worthy of my inheritance? I shall give the pledge that has come ringing down the
corridors of the centuries, and it shall be compounded of the joyous cries of my
Malayan forebears when first they saw the contours of this land loom before their
eyes, of the battle cries that have resounded in every field of combat from Mactan
to Tirad Pass, of the voices of my people when they sing:

“I am a Filipino born to freedom, and I shall not rest until freedom shall have been
added unto my inheritance—for myself and my children and my children’s
children—forever.”

(Reprinted from The Philippines Herald, August 16, 1941)

13