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English
First Semester – Lesson 4:
Oral communication in Context
English – Grade 11
Alternative Delivery Mode
First Semester – Lesson 4: Oral Communication in Context
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Ellen E. Edrial, EdD
Editor: Gracia Rodel B. Deloria
Reviewers: Esteria J. Macajelos and Gracia Rodel B. Deloria
Illustrator: None
Layout Artist/Typesetter: Mae Ricarl S. Moreto
Management Team: Senen Priscillo P. Paulin, CESO V Anna Lee A. Amores, EdD
Fay C. Luarez, TM, EdD., PhD. Rosela R. Abiera
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Adolf P. Aguilar Elmar L. Cabrera

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: [email protected]
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English
First Semester – Lesson 4:
ORAL COMMUNICATION
IN CONTEXT
Introductory Message
For the Facilitator:

Welcome to the ENGLISH 11 Alternative Delivery Mode (ADM) Module 4 on

Oral Communication in Context!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

“The ability to listen is as

important
as the ability to speak.”
- Sheryl Sandberg

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

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For the Learner:

Welcome to the English 6 Alternative Delivery Mode (ADM) Module on

Identifying Real or Make-believe, Fact or Non-fact Images!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning

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 competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of
the lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You
can do it.

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 TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE --------------------------------- ii

For the Facilitator --------------------------------- ii
For the Learner ----------------------------------------- iii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1
Learning Objectives --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 1

WHAT’S IN ------------------------------------------------ 2

WHAT’S NEW ------------------------------------------------ 3

Task 1 ------------------------------------------------ 4

WHAT IS IT ------------------------------------------------ 6

WHAT’S MORE ------------------------------------------------ 6

Task 2 ------------------------------------------------ 6
Explore ------------------------------------------------ 7

WHAT I HAVE LEARNED --------------------------------- 7

WHAT I CAN DO ---------------------------------------- 8

Task 3 ------------------------------------------------ 8
Task 4 ------------------------------------------------ 9

ASSESSMENT ------------------------------------------------ 9

GLOSSARY ------------------------------------------------ 11

ANSWER KEYS ------------------------------------------------ 12

REFERENCE LIST -------------------------------------------- 13

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 WHAT I NEED TO KNOW

Sample oral communication activities are presented in this lesson

which aimed to gain deeper understanding on each type. This lesson will
serve as your guide in classifying oral communication situations.

Learning Competency
Examines sample oral communication activities

Learning Objectives:
Specifically, after working on this module, you should be able to do the
following:
 classify oral communication activities;
 describe and give examples of each type;
 organize a 250-word essay as objective evaluation to the types of oral
communication situations; and
 perform tasks with confidence.

Now, let’s begin this learning journey…

WHAT I KNOW

Set A
Direction: Identify the following statements.
Answers as choices are inside the box.
One-on-One Speaking Speeches and
Presentation

Small Group or Team-Based

Oral Work
Oral Examination
Full-Class Discussions
In-Class Debates and Deliberation

_________________ 1. This is appropriate for smaller classes and allows level

of participation.

_________________ 2. It is less agonistic and a good way to encourage active

learning.

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_________________ 3. This is difficult for large groups but an excellent way
to determine the depth and range of student
knowledge.

_________________ 4. The stand-up, podium speech delivered by an

individual from an outline or script.

_________________ 5. This typically involves participants who argue one

side throughout and features reason giving
argument.

__________________6. Its example includes interviews, telephone

conversations, etc.

__________________ 7. It has a strong element of monologue and can also

include group presentation.

WHAT’S IN

Set B
Direction: In your notebook, write the type of Oral Communication Activity
the following scenarios suggest.

1. Marty Turnauer reports excellent results with this creative variation of a

group report. A group of students presents their information as if their
classmates were audience members at a talk show (such as Oprah).
One member of the group is the moderator/questioner, and the other
members play the roles of topic experts. The moderator involves the
audience (the rest of the class) by encouraging them to ask questions
of the panel of experts.
_____________________________

2. Students are assigned a topic (or they select one that meets the
instructor’s guidelines). They prepare and present their reports
individually.
_____________________________
3. The instructor prepares a list of questions which students use as a study
guide for an upcoming exam. The instructor prepares slips of paper,
with one of these questions on each slip, and places them in a hat. On
the day of the exam, students draw from a hat one or more slips of
paper. The student is given a brief moment to collect his/her thoughts,
and then answers the question(s). The instructor may ask follow-up
questions or may involve other students in asking questions.
_________________________________

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 4. A student play a role of a supervisor and the other student is an
employee in a consultation.
_____________________________
Source:
http://ateneu.xtec.cat/wikiform/wikiexport/_media/cmd/lle/clpi/modul_2
/oral_interaction_activities.pdf

WHAT’S NEW

Task 2 Copy in your notebook and accomplish the table by putting a check
mark (√) to classify the sample oral communication activities.

Types of Oral Communication Activities

Sample Oral One-on- Small Full-Class In-Class Speeches Oral
Communicati One Group Discussion Debates and Examinations
on Activities Speaking or and Presentati
Team- Deliberati ons
Based on
Oral
Work
Oration
Debate
Confession
Impromptu
Speaking
A teacher
asking
question to
determine the
depth of
knowledge
Dialogue
Seminar
Interviews
A politician
campaigning
A teacher
gives a task
for 5 students
to accomplish

 How did you find the activity?

 Which type of oral communication activity seems common to you?
Why?
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  Which type of oral communication activities you find the hardest?
Why?
 Do you see the purpose of communication reflected on the type of oral
communication situation?

WHAT IS IT

Six Types of Oral Communication Activities

1. One-on-One Speaking (Student-Student or Student-Teacher)

 This can range from moments punctuating a lecture,
where students are asked to discuss or explain some
question or problem with the person next to them, to
formal student conferences with their instructor.
 Examples: Interviews, Confession, Telephone calls

2. Small-Group or Team-Based Oral Work

 Smaller-scale settings for discussion, deliberation, and
problem solving.
 Appropriate for smaller classes and allows levels of
participation.
 Small group or team based oral work encourages
collaboration and participation among individuals within
the group.
 Examples: Group reporting, Group activities, Role-playing
in smaller groups

3. Full-Class Discussions (Teacher or Student-Led)

 Typically, less agonistic, argument-based, and competitive
than debate and deliberation but still dialogic in
character.
 Often times has the quality of creating an atmosphere of
collective, out-loud thinking about some question, idea,
problem, text, event, or artifact.
 A good way to encourage active learning.
 Examples: Classroom setting either student led or teacher
led and Meetings

4. In-Class Debate and Deliberation

 A structured consideration of some issue from two or more
points of view.

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  Debates typically involve participants who argue one side
throughout, while deliberation allows both movement by
individuals within the process.
 Both feature reason-giving argument. Can be applied to
issues of many kinds, from disputed scientific facts to
theories, policy questions, the meaning of a text, or the
quality of an artistic production.
 Can range from two participants to a lecture hall.
 Examples: Debates and deliberations

5. Speeches and Presentation

 Classically, the stand-up, podium speech delivered by an
individual from an outline or script.
 A strong element of monologue, not a dialogue can be
built in with questions and answer or discussion with the
audience afterward.
 Examples: Impromptu speaking, Oration, etc.

6. Oral Examination
 Can take place in the instructor’s office, in small groups, or
before a whole class.
 Ranges from one oral question on an otherwise written
exam to an oral defense of a written answer or paper to
an entirely oral quiz or examination.
 Difficult with very large groups, but an excellent way to
determine the depth and range of student knowledge
and to stimulate high levels of preparation. **********

Source:
https://www.slideshare.net/PratigyaGupta1/oral-communication-71281876

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 WHAT’S MORE

Direction: In your notebook, accomplish the table by classifying the

following oral communication activities:

1. Classroom lectures
2. Presentations at business meetings
3. Commencement speeches during graduation
4. Telephone conversations
5. Two friends talking
6. Oration
7. Student and the guidance counselor
8. Interviews
9. Small group discussion
10. Impromptu Speaking
11. Debate
12.Panel of judges deciding for the result of a contest
13. Seminars
14.A priest giving a homily
15.A student-researcher having his final defense.

Types of Oral Communication Activities

One-on-One Small-Group or Full-Class In-Class Speeches and Oral
Speaking Team-Based Discussions Debates and Presentations Examinations
Oral Work Deliberations

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 WHAT I HAVE LEARNED

Directions: Answer these questions in your notebook.

1. What have you learned today?

I learned that___________________________________________
_______________________________________________________.

2. What is difficult for you today?

I found it difficult to______________________________________
________________________________________________________.

3. Is there anything you would like your teacher to know?

I’d like to tell you that ___________________________________
________________________________________________________.

WHAT I CAN DO

Direction: In your own words, briefly describe each type of oral

communication activity and give examples each. Use your
notebook to accomplish this.

Task 5
Write a 250- word essay about your understanding on the types of
oral communication activities in relation to purposes of oral communication.

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Source: https://www.pinterest.ph/pin/533606255833198284/

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 ASSESSMENT

Task 6
Direction. Identify the following. Write your answers on your notebook.

_________________ 1. This is appropriate for smaller classes and allows level

of participation.
_________________ 2. It is less agonistic and a good way to encourage active
learning.
_________________ 3. This is difficult for large groups but an excellent way
to determine the depth and range of student
knowledge.
________________ 4. The stand-up, podium speech delivered by an
individual from an outline or script.
________________ 5. This typically involves participants who argue one
side throughout and features reason giving
argument.
________________ 6. Its examples include interviews, telephone
conversations, etc.
________________ 7. It has a strong element of monologue and can also
include group presentation.
________________ 8. Which type of oral communication activity does an
interview belongs?
________________ 9. A eulogy belongs to what type of oral communication
activity?
________________ 10. Extemporaneous speaking is an example of what type
of oral communication activity?
________________ 11. Which type of oral communication activity does
giving a recognition speech belong?
________________ 12. This type of oral communication activity demonstrates
sufficient knowledge to pass an examination.
________________ 13. This happens when two people discuss something
directly without involving anyone else.
________________ 14. The type of oral communication activity which features
reason-giving argument.
________________ 15. An oration belongs to what type of oral communication
activity?

----------oooooo0oooooo----------

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 GLOSSARY

Debate - is a type of fight; two sides oppose each other to prove

each other wrong.

Deliberation - is collaborative; the sides work together to discuss new

ideas or solving a problem.

One-on-One - directly between two individuals

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 REFERENCES

1. https://www.slideshare.net/PratigyaGupta1/oral-communication-
71281876
2. http://ateneu.xtec.cat/wikiform/wikiexport/_media/cmd/lle/clpi/mo
dul_2/oral_interaction_activities.pdf
3. http://www.quexbook.com/about.php
4. https://www.pinterest.ph/pin/533606255833198284/

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: [email protected]
Website: lrmds.depednodis.net