Oral Communication 2 PDF Free

11
English
1st Quarter
LEARNING ACTIVITY SHEETS

Republic of the Philippines
Department of Education
COPYRIGHT PAGE
Learning Activity Sheet in English
(Grade 11)
Copyright © 2020
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PRACTICE PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES i

TABLE OF CONTENTS
Competency Page No.
Explains the functions, nature and process 4-12

of communication
Differentiates the various models of communication 13-23
Uses various strategies in order to avoid 24-35

communication breakdown
Examines sample oral communication activities 36-44
Identifies the various types of speech context 45-66
Distinguishes types of speeches and speech style 67-76
Responds appropriately and effectively to a speech act 84-93
PRACTICE PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES ii

ORAL COMMUNICATION IN CONTEXT
Name of Learner: ___________________________________Grade Level: ______
Section: ____________________________________________ Date: __________
LEARNING ACTIVITY SHEET

Nature and Process of Communication
Background Information for Learners
The communication process refers to the transmission of message or ideas

from the sender to the receiver through a channel or medium.
Learning Competency with Code
MELC: The learner explains the nature and process of communication. (S1Q1)
CG : Defines communication (EN-11/12-OC-Ia-1)
Explains the process and nature of communication (EN-11/12-OC-Ia-1)
PROCEDURES
LOAD
Activity 1. Describe the nature and process of communication using the graphic
organizer below. In each box, write a word that describes communication then
construct a definition of communication using these words.
communication
Communication is
_____________________________________________________.
PRACTICE PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES 1

ENGAGE
Activity 2. Recall the different elements of the communication process and answer
the crossword puzzle below.
Horizontal
1. the interference that keeps a message from being understood or accurately

interpreted
2. the one who decodes the conveyed message
3. the ideas and feelings that make up the content of the process of
communication
Vertical
4. the means on which the message is interpreted
5. the receiver’s message that he or she sends to the source
6. the one who conveys the message
7. the time and place in which communication occurs
1N 6S 7E
I
4M D
2R V R
D R O
5F
3M S S E

ADVANCE
Activity 3. You have already identified the elements of a communication process.

Fill in the boxes with the important elements of communication.
IN
encoding decoding
REFINE
Activity 4. Study the following comic story. If face-to-face interaction is already

allowed, study each scene then fill in the dialog boxes statements or thoughts to
develop a conversation.

SCENE 1 SCENE 2
SCENE 3 SCENE 4
SCENE 5

Give a one-paragraph brief description of the communication process.
NURTURE
Activity 5. Based on the comic strip, come up with a dialogue showing how
communication works. Construct your own title and indicate the situation. You may
substitute the names of the characters.
______________________________________
Title
Situation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
First Scene
Teacher:____________________________________________________________
Student
1:____________________________________________________________
Student 2
:___________________________________________________________

Second Scene
S3:________________________________________________________________
S4:________________________________________________________________
S5:________________________________________________________________
Third Scene
Teacher:
______________________________________________________________
S6:________________________________________________________________
Fourth Scene
S1:________________________________________________________________
S4:________________________________________________________________
Fifth Scene
Teacher:____________________________________________________________
REFLECTION
You have just completed the tasks. Tell us what additional ideas you learned after
taking the lesson.
I learned that

A HOLLISTIC RUBRIC
INDICATORS Met Unmet
1. The write-up is free from spelling, punctuation, capitalization, and

grammatical errors.
2. The write-up is in informative in content and well-organized.
3. The write-up shows a direct and specific point.
4. The write-up expresses ideas that are supported with facts and/or
examples.
5. The write-up has a well-arranged paragraph using transitional devices
and good sentence structure.
Total
POINT SYSTEM
1 to 2 indicators are met. 5 points
3 to 4 indicators are met. 10 points
All 5 indicators are met. 15 points
Answer Key
Task 1 Answers may vary
Task 2
1 6 7
N O I S E E
E N
N V
4M D I
2R E C E I V E R
D R O
I N
5F
U M
3M E S S A G E
E N
D T
B
A
C
K

Task 3.

Angelica B. Benigno
Writer
Resources
Dapat J. A. et al. (2016) Oral communication in focus. Lorimar Publishing Inc.
https://courses.lumenlearning.com/wm-organizationalbehavior/chapter/the-process-of-
communication/
http://2.bp.blogspot.com/-
NgNeDx1ZydA/T8oZD0tyDmI/AAAAAAAAAqg/R7h2nHLGhe8/s1600/back-to-school-2011.jpg

----------------------------------------------------------------------------------------------------------------
Do not Write on this Portion
FEEDBACK CARD
What’s your Badge?
ACTIVITY 1
AWESOME!- Completed and earned perfect
ACTIVITY 2 scores in all activities
ACTIVITY 3 GOOD JOB!- Completed the activities with

80-90% accuracy
ACTIVITY 4
IT’S OKAY.- Completed the tasks with 75-
ACTIVITY 6 79% accuracy
ACTIVITY 7 STRIVE FOR MORE. When need further

assistance and support
ACTIVITY 8
BADGE EARNED:
Comments of Teacher:

Name of Learner: ____________________________ Grade Level: ___________________
Section: ____________________________________ Score: ________________________

Functions of Communication
Communication has five functions. These are the following:

1. Control –regulate behavior.
2. Social Interaction –allow individuals to deal with others.
3. Motivation – encourage people to live better.
4. Emotional expression –facilitate people’s expression of their feelings.
5. Information dissemination –convey significant message.
Learning Competency
MELC: Explains the functions of communication. (S1Q1)

CG: Discusses the functions of communication. (EN-11/12OC-Ibe-8)
Illustration by
Ronmark Angel
Directions: and Instructions
Are you willing to help a friend?

Here’s Kevin who is on his way to meet his
older sister, Karen, in the airport. It’s his first
time to talk again to Karen, an OFW, who
just came home after a long time. However,
he seems to be lost not only in direction, but
in words.
He is lost on what to say to Karen. What components of communication will he use?

What functions? Will he be the one to start talking? Would he immediately say he misses her
and burst out his emotion? Would he inform her first of the good news from town? Would
he tell something to motivate her to stay in the country for good? Would he need to use
control to gain her attention? Or would he let their interaction steer to anything under the
sun?
To help Kevin, you need to accomplish the tasks below that will unlock his and your
deeper understanding about the functions of communication. Do you agree on helping him?

LOAD: Load our new friend with the concepts he needs!
Directions. ACTIVITY 1: Use the composition of each rebus puzzle to identify the
concepts related to Functions of Communication. Write your answers in the space
provided.
Answer:
Answer:
Answer:
Answer:
Answer:
Answer:
Answer:
Answer:

ENGAGE: Engage and connect.
Directions. ACTIVITY 2: If you were Kevin, how would you begin the conversation? Supply
your suggestions and explanations in the diagram.
BEGIN
What topic would you use to start a conversation? Encircle your choice.
WORK FAMILY
Write your
suggested
line/s
using the
selected
topic in the
box.
Question: What function of communication has been used?

Answer: ______________________
How would you continue the conversation?
Place
your
selected
topic on
the box.
Write three (3) generated line/s you could suggest Kevin in continuing the conversation about work/family.
Question: What function/s of communication has/have been used?

Answer: ______________________

ADVANCE: Advance your skills by analyzing conversations.
Directions. ACTIVITY 3: This time, let’s guide our friend in deepening his understanding on
the different functions of communication used in conversations. Let’s do it by identifying what
functions were used on these selected lines extracted from an excerpt taken from the 1929
play “The Husband of Mrs. Cruz” by Vidal Tan:
ACT 1
In the sala of Don Pedro’s Home. Don Pedro is seated reading the paper. Doña Mameng is
standing, nagging her husband (8pm)
Doña Mameng: I told you so. I told you so. This son-in-law of yours will never be a real
somebody. Why, he is just beginning to have a descent law practice and now he is
trying to go into politics. And he will be dragging all these low-class people into the
house… these leaders, these voters, these leeches! My, my, what is going to
happen to our social standing? And here you are sitting complacently without even
lifting your little finger to prevent your son-in-law from disgracing the family. I tell
1
you, if I were a man, I..
Don Pedro: (Slowly raising his eyes from the paper) Are you talking to me?
Doña Mameng: What do you think I am doing, talking to myself?
Don Pedro: Oh, well, I thought you were practicing a monologue or something.
2
Doña Mameng: Don’t get funny. I want to talk to you about the son-in-law of yours.
Don Pedro: My son-in-law! Where do you get that stuff? My son-in-law! He is my son-in-law
when you get sore with him, and he is your son-in-law when you like him.
Doña Mameng: Well, you were the one who consented to their marriage, weren’t you?
Don Pedro: And you consented to have me consent, didn’t you? (Stands.) And what is
wrong with Rodolfo, anyway? (Walks to table down left). Rodolfo is a good boy.
(Removes glasses). Beside me, he is the only one with brains in the family.
Doña Mameng: You hate yourself, don’t you? (Sits.) if Rodolfo has brains, he is afraid to
wear them out, or he wouldn’t be going into politics.
Don Pedro: Let them talk their head off! This society stuff is making me sick! High
society! Huh! Where wealth is the price of admission! Where adulterers, embezzlers,
and other criminals, undercover of golds, brush elbows with good men. High
society! High society that takes off its hat to an ex-convict riding in a packard, but
3
would not even give an encouraging look to a poor, honest neighbor! (During this
and his next speech, Don P’s anger carries him about the room. He pauses here and
there to emphasize some point.)
Place your answers here.

No. Functions of Brief Justification of Your Answer
Communication Used
1.
2.
3.

ACTIVITY 4:
Directions. You have already identified the functions of communication used. Now, let’s try
to analyze how components were used in the exchange between Don Pedro and Doña
Mameng. Select a meaningful piece of their conversation and use it to explain the following
components/elements of communication: (1) source (called sender in other texts), (2)
channel (otherwise known as medium), (3) destination (called receiver in other references),
(3) message, (4) feedback and (5) context. Explain the process of their conversation in an
essay form using the space provided below:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______________________________________________.
REFINE: Refine your skills in discovering.
Directions. ACTIVITY 5: On your next task, let’s complete a song playlist that will be
beneficial for Kevin. Imagine that while having his journey, he plays five (5) songs on his
phone. Complete the table below with songs which have lines using functions of
communication. Specify the titles, singers, and lyrics of the song (could be songs in English
or Filipino), and write them on the space provided.

Example:
FUNCTION OF
TITLE OF SONG LYRICS OF THE SONG
COMMUNICATION
Hoy hoy, Buloy,

Buloy by Parokya ni
Social Interaction Naalala mo pa ba, nung tayo’y
Edgar
nagsasama..
PLACE YOUR ANSWERS HERE:
FUNCTION OF
COMMUNICATION TITLE OF SONG LYRICS OF THE SONG
information
dissemination
social interaction
control
motivation
emotional
expression

NURTURE: Nurture your way to the finish line.
Directions. ACTIVITY 6: Hello learner, welcome to your last task! Right now, let us apply
what you have learned in the first four tasks. We are just one step away with our goal to help
Kevin have a good conversation with his older sister. And you, YES YOU, shall decide how
their conversation will go.
Make a script about Kevin and his sister, Karen, employing the five functions of
communication. It must at least have four scenes coupled with conversations. Use A4 bond
paper for the production of your script (page orientation must be landscape). Submit it to your
teacher before the agreed deadline.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

ANALYTIC RUBRIC FOR PERFORMANCE TASK
Above Needs
Sufficient (3) Developing (2)
Average (4) Improvement (1)
Creativity is shown
Creative adaptation Creative adaptation There is a need to
Creativity and but presented in
of the lesson of the lesson is improve the
Originality. unorganized
includes no errors almost perfect and creative facet of the
(40%) manner. The piece
and is original. original. presentation.
is slightly unoriginal.
Clarity (Thesis The central purpose The central purpose The central purpose The purpose of the
supported by of the student work of the student work of the student work student work is not
relevant is clear and is clear and ideas is identified. Ideas well-defined.
information supporting ideas are almost always are generally Central ideas are
and ideas.) always are always focused in a way focused in a way not focused to
(20%) well-focused. that supports the that supports the support the thesis.
Details are relevant, thesis. Relevant thesis. Thoughts appear
enrich the work. details illustrate the disconnected.
author’s ideas.
Organization Information and Information and Information and

Information and
(Sequencing of ideas are presented ideas are presented ideas are presented
ideas are poorly
elements/ideas) in a logical in a logical in an order that the
sequenced (the
(20%) sequence which sequence which is audience can follow
author jumps
flows naturally and followed by the with minimum
around). The
is engaging to the reader with little or difficulty.
audience has
audience. no difficulty. difficulty following
the thread of
thought.
Mechanics Misspellings and/or The comprehension Misspellings and/or Misspellings and/or
(Correctness of grammatical errors of the work is systematic systematic
grammar) do not hamper the minimally grammatical errors grammatical errors
(20%) comprehension of interrupted by distract from the seriously hamper
the work. misspellings and/or work. the comprehension
systematic of the work.
grammatical errors.

I’m Kevin. Thank
you for helping me
talk to my big
sister. I missed
her a lot. Your
help was very
much appreciated!
Illustration by
Ronmark Angel
Reflection:
Complete this statement.
With the activities I have undertaken on this lesson, I learned that . . .

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Reference:
Sipacio P.J. and Balgos A.R. (2016) Oral Communication in Context for Senior High School
(First Edition). Quezon City: C&E Publishing, Inc.

ANSWER KEY
Activity 1:
1. Information
2. Dissemination
3. Control
4. Motivation
5. Expression
6. Emotion
7. Social
8. Interaction
Activity 2 (Answers may vary)
Activity 3:
No. Functions of Brief Justification of Your Answer

Communication Used
1. Emotional Expression Doña Mameng was trying to express her anxiety about her
son-in-law entering politics
2. Social Interaction Doña Mameng and Don Pedro are just having an ordinary
conversation that is social in nature
3. Control Don Pedro said “Let them talk their head off! his other way
of saying “Stop! Just let them!” which was intended for
Doña Mameng to stop blabbering. A means to control.
Activity 4: (Answers may vary.)
Activity 5 (Answers may vary.)
Activity 6 (Base rating on the rubric.)
GENESIS N. DAMASO
Writer

----------------------------------------------------------------------------------------------------------------
FEEDBACK CARD
ACTIVITY 1

80-90% accuracy
ACTIVITY 4

ACTIVITY 8
BADGE EARNED:

Name of Learner: ____________________________ Grade Level: ___________________
Section: ____________________________________ Score: ________________________

Models of Communication
A communication model is chiefly a process in which information is enclosed in form of a

package and is channeled then imparted by the sender to the receiver through a medium.
Models of communication refer to the conceptual model used to explain the human
communication process.
Three models of communication:
1. Linear model
The linear model views communication as a one-way or linear process in which the speaker
speaks and the listener listens. Few specific models under these are: Aristotle’s, Lasswell’s
and Shannon and Weaver’s. (Example: Symposium, Preaching, Mass, Listening to the
radio, watching TV)
2. Interactive model
Schramm (1955) in Wood (2009) came out with an interactive model that saw the receiver or
listener providing feedback to the sender or speaker. The speaker or sender of the message
also listens to the feedback given by the receiver or listener. Both the speaker and the listener
take turns to speak and listen to each other. Feedback is given either verbally or non-verbally,
or in both ways. This model also indicates that the speaker and listener communicate better if
they have common fields of experience, or fields which overlap. (Example: Classroom
discussions, round table discussions, meetings)
3. Transactional model
The transactional model shows that the elements in communication are interdependent. Each
person in the communication act is both a speaker and a listener, and can be simultaneously
sending and receiving messages. (Example: Everyday talk and interactions)
Learning Competency
MELC: Differentiates the various models of communication. (S1Q1)

CG: (EN11/12OC-Ia-3)

Directions
Hello, learner! You are set to take your five-stage adventure (1-Load, 2-Engage, 3-Advance,
4-Refine, 5-Nurture) regarding Models of Communication. At this point, you need to select a
player below based on your preference, and sign the learning agreement.
CHOOSE A PLAYER
Illustration by
Ronmark Angel
Place your real name here: Place your real name here:
Encircle your student-warrior Encircle your student-warrior name:

name: ⚫ Josefa: The Civic Leader
⚫ Pule: The Diplomat ⚫ Anita: The Painter
⚫ Juan: The Artist ⚫ Paz: The Star Writer
⚫ Pepe: The Literary Laureatte *consider your interests in selection
*consider your interests in Affix your signature for the learning
selection agreement:
Affix your signature for the
learning agreement: (*see agreement first)
(*see agreement first) Date:
Date:
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish the activity
package and submit it to your teacher (____________________) on (____________________).

LOAD
Load up your armor with terms.
Directions: Let us recall the eight (8) major components of communication which are the
objects of the study of communication theory. Using the hints presented, provide words on
the boxes of the crossword puzzle. (WORD HINTS: Source, Sender, Context, Channel,
Receiver, Destination, Message, Feedback)

ENGAGE
Engage and gear up.
Directions: Do the models sound familiar? Match the pictures of communication

models in Column A with their names provided in Column B. Write your
answers before the number.
YOUR COLUMN A COLUMN B

ANSWER
a. Aristotle’s
1. Model
b. Lasswell’s
Model
c. Schramm’s
Model
d. Shannon and
Weaver’s
Model
e. Transactional
Model
2.
a. Aristotle’s
Model
b. Lasswell’s
Model
c. Schramm’s
Model
3. d. Shannon
and
Weaver’s
Model
e. Transaction
al Model
4.

5.
ADVANCE
Advance your stance by recognizing differences!
ADVANCE ARENA 1:
Please remember that in every communication model, component/s of communication may or may not be
present (or have the same names). In this activity, SHADE the components which applies to the
communication model presented, then proceed to the next Advance Arena.
COMPONENTS/
Source Sender Channel Message Receiver Destination Feedback Context
MODELS
Linear Model
1 Aristotle
2 Lasswell
3 Shannon
and Weaver
Interactive Model
(Schramm’s
Model)
Transactional
Model
ADVANCE ARENA 2:
Look at the components of the Schramm Interactive Model. On the space provided below, explain
(in not more than fifty (50) words) what makes it different from the three linear models above.

ADVANCE ARENA 3:
Look on the components of the Transactional Model. Apparently, transactional and interactive
almost have the same components involved. With your understanding of both models, provide a
distinction of the two models in not more than fifty (50) words.
REFINE
Refine your skills in analysis!
CHOOSE A TASK
WHITE BLACK
Based on a television show, describe Based on a movie, describe an

an interaction between two characters interaction between two characters that
that is linear in nature. Choose a scene is interactive/transactional in nature.
where you noticed a potential noise After noting important details on their
(could be physical, psychological, conversations, explain how the field of
socio-cultural, linguistic, technical, or experience affect the feedback and
content load). After noting important fluidity of the exchange.
details on their conversations, explain
how the noise impact the exchange.

ACTIVITY SHEET
TASK: White( ) / Black ( ) TITLE OF TV SHOW/MOVIE: __________________________ DATE: ___________
Scene Description: (Not less than 100 words)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
FOR WHITE: How the noise impact the exchange?
FOR BLACK: How the field of experience affect the feedback and fluidity of the exchange?
Your answer: (Not less than 100 words)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

LEVEL 5: NURTURE
Nurture your communication model knowledge through your real-life interests!
Hello learner, welcome to the last level! Your performance task is dependent on your
student-warrior name. Find the box where your hero is included and proceed with the
task required.
Keep fighting INSTRUCTIONS:

diplomats: Pule Have a short interview with a friend or a family member about their personal opinion on an
and Josefa! article you have read from a reliable news source lately. Video record the interview that must
run for at least one (1) minute. Afterwards, make a one to two-minute podcast about the issue
Here’s your final
highlighting the interview or your friend’s/family member’s view on the issue. Submit the video
task:
along with your written analysis on which model of communication would best describe
the interview experience (not more than 200 words.
Express your INSTRUCTIONS:

thoughts artists: Make an illustration of one of the models of communication on the space provided,
Juan and Anita! Below your illustration, write a short explanation of the model.
Here’s your final
task:
Hold the fort INSTRUCTIONS:

writers: Pepe and Using the given communication components below, make a short dialogue.
Paz! Include and highlight the following components:
Here’s your final Sender: Mauro Channel: Voice/Air or
task: Cellphone
Receiver: Sheena Noise: Choose two among:
Message: *Required (You may decide on content) 1. Linguistic
Feedback: *Required (You may decide on content) 2. Psychological
Context: *Required (You may decide on content) 3. Content Load
After making the script, identify and explain briefly
which communication model best describes the your dialogue.
Submit your outputs to your teacher before the agreed deadline.

Your illustration here:
Congratulations! Welcome to your finish line!
ANALYTIC RUBRIC FOR PERFORMANCE TASK (Descending Order)
Needs Above
Developing (2) Sufficient (3)
Improvement (1) Average (4)
Clarity (Thesis The purpose of the The central purpose The central purpose The central purpose
supported by student work is not of the student work of the student work of the student work
relevant well-defined. is identified. Ideas is clear and ideas is clear and
information Central ideas are are generally are almost always supporting ideas
and ideas.) not focused to focused in a way focused in a way always are always
(20%) support the thesis. that supports the that supports the well-focused.
Thoughts appear thesis. thesis. Relevant Details are relevant,
disconnected. details illustrate the enrich the work.
author’s ideas.
Organization Information and Information and Information and Information and
(Sequencing of ideas are poorly ideas are presented ideas are presented ideas are presented
elements/ideas) sequenced (the in an order that the in a logical in a logical
(20%) author jumps audience can follow sequence which is sequence which
around). The with minimum followed by the flows naturally and
audience has difficulty. reader with little or is engaging to the
difficulty following no difficulty. audience.
the thread of
thought.
Mechanics Misspellings and/or Misspellings and/or The comprehension Misspellings and/or
(Correctness of systematic systematic of the work is grammatical errors
grammar) grammatical errors grammatical errors minimally do not hamper the
(20%) seriously hamper distract from the interrupted by comprehension of
the comprehension work. misspellings and/or the work.
of the work. systematic
grammatical errors.
Creativity and There is a need to Creativity is shown Creative adaptation Creative adaptation
Originality. improve the but presented in of the lesson is of the lesson
(40%) creative facet of the unorganized almost perfect and includes no errors
presentation. manner. The piece original. and is original.
is slightly unoriginal.

Reflection:
Complete this statement.
With the activities I have undertaken on this lesson, I learned that

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Answer Key
Level 1: LOAD
1. feedback
2. context
3. source
4. destination
5. channel
6. sender
7. receiver
8. message
Level 2: ENGAGE
1. e
2. a
3. b
4. c
5. d
LEVEL 3: ADVANCE (Refer to next page.)
LEVEL 4: REFINE (Answers may vary.)
LEVEL 5: NURTURE (Base rating from rubric.)

Level 3: ADVANCE
Advance your stance by recognizing differences!
ADVANCE ARENA 1:
Please remember that in every communication model, component/s of communication may or may not be
present (or have the same names). In this activity, SHADE the components which applies to
communication models presented, then proceed to the next Advance Arena.
COMPONENTS/
Source Sender Channel Message Receiver Destination Feedback Context
MODELS
Linear Model
1 Aristotle
2 Lasswell
3 Shannon
and Weaver
Interactive
Model
(Schramm’s
Model)
Transactional
Model
ADVANCE ARENA 2: Look at the components of the Schramm Interactive Model. On the space
provided below, explain (in not more that fifty (50) words) what makes it different from the three
linear models above.
Schramm (1955) in Wood (2009) came out with an interactive model that saw the receiver or
listener providing feedback to the sender or speaker. The speaker or sender of the message also
listens to the feedback given by the receiver or listener. Both the speaker and the listener take
turns to speak and listen to each other. Feedback is given either verbally or non-verbally, or in both
ways. This model also indicates that the speaker and listener communicate better if they have
common fields of experience, or fields which overlap
ADVANCE ARENA 3:
Look on the components of the Transactional Model. Apparently, transactional and interactive
almost have the same components involved. With your understanding of both models, provide a
distinction of the two models in not more than fifty (50) words.
The main drawback in the interactive model is that it does not indicate that communicators can both
send and receive messages simultaneously. This model also fails to show that communication is a
dynamic process which changes over time. The transactional model shows that the elements in
communication are interdependent. Each person in the communication act is both a speaker and a
listener, and can be simultaneously sending and receiving messages.
MICHAEL KEVIN A. MONFORTE

Writer
Reference:
Amudavalli A. (n.d.) Theories and Models of Communication. Retrieved from

https://epgp.inflibnet.ac.in/epgpdata/uploads/epgp_content/library_and_information_science/
knowledge_society/05._theories_and_models_of_communication/et/4305_et_et.pdf

----------------------------------------------------------------------------------------------------------------
FEEDBACK CARD
ACTIVITY 1

80-90% accuracy
ACTIVITY 4

ACTIVITY 8
BADGE EARNED:

Name of Learner: _______________________________ Date: _____________
Section: _______________________________________ Score: ____________
Communication Breakdown
A communication breakdown is defined as a failure to exchange information.
It occurs if there is wrong perception by the receiver or through the barriers

being experienced by both speaker and the receiver. These include physical,
psychological, socio-cultural, linguistic, technical and content load barriers.
Learning Competency
MELC:
Uses various strategies in order to avoid communication breakdown. (S1Q1)
CG: Explains why there is a breakdown of communication. (EN11/12OC-Ia-5)
Uses various strategies in order to avoid communication breakdown.
(EN11/12OC-Ia-6)
LOAD
Directions: Activity 1. Directions: Find out what do pictures in each item have in
common. Decode the meaning of each picture for you to get the words or phrases
connected with communication breakdown. Write your answer on the space provided
after each entry. A sample below is done as your basis.
Example
_e_ _ i v_ _
Receiver

__ a __ __ i __ r __
1. ___________
C_m__n______
_ b__a_____
2.
___________
I__e____t ___l
c_m__n_______
3. ___ ______
_l_m_n__
of c _ m _ _ n _ _ _ _ _ _ _
4. ________
____

_ o_ _ _ n _ c _ _ _ _ n
B___i__s
5.
__________________
ENGAGE
Engage and gear up.
Directions: Activity 2. Directions: Below are some of the intriguing photos

taken by the module developer during the Hapag-asa feeding program where he is the
focal person. Try to analyze each photo and be able to write a caption of each photo
and a two liner cut line.
1. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2.________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3.________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
ADVANCE
Advance your stance by recognizing differences.
Directions. Activity 3. Read the situations below, then complete the chart by
providing the information being asked.
Situation Barrier Type of Barrier Solution

1
2
3
4
5

1.You are having a conversation with your family after a sumptuous dinner. Your
mother is telling you information about the pandemic when suddenly, your neighbor
started singing loudly in their videoke.
2. Your SK Chairman invites you to be a part of their project in uplifting the spirit of the
young ones during this pandemic. You are expected to share your inspiring story or to
share motivational activities. However, you are hesitant because you are afraid of
speaking in a crowd.
3. You are assigned as one of the front liners in your respective barangay by your
municipal mayor. The tasks given to you were all manageable and you are confident
enough to perform all your duties except for blood donation because it is against your
life’s practice.
4.You are Department of Social Welfare and Development (DSWD)personnel and was
tasked to explain to the people in a certain community about those who are qualified
for the Social Amelioration Program (SAP). Unfortunately, many residents try to
question your explanations. You even get upset because of their manner in
questioning you, much more of your ability as DSWD personnel.
5.You are watching news about the latest development on the possibility of mass
testing in order to outsmart COVID 19. In the middle of the speech of DOH Secretary
Francisco T. Duque III, there are medical terms which you could hardly grasp the
meaning.

REFINE
Directions. Activity 4: Below are types of communication barriers. Study the situation
given then provide a communicative strategy to overcome such barrier.
Barrier Situation Solution

You sit in a meeting or class
Emotional barriers where you think the speaker is
boring.
You are a scientist discussing a
Use of jargons certain weather phenomenon
with your neighbor who does
not know much about the topic.
You are asked to share
Lack of something about your
confidence day/weekend but you are
hesitant because you are shy.
You are having a conversation
Noisy environment with some friends when a song
was played loudly.
LEVEL 5: NURTURE
Nurture your communication model knowledge through your real-life interests.
Directions. Activity 5. Read and evaluate the exchanges of dialogues in the comic
strip below. Then write a letter addressed to the receptionist of the Pacific Hotel
indicating your suggestions to avoid communication breakdown.
The phone rings, Mere, the receptionist, picks it up.
Do you mean
Sorry, Sir, who
Hello! This is Sunday, the 18th, Sir?
is that for?
This is John
Pacific Hotel.
Me! I want it for Yeah!
Smith speaking. I Sandy, the day No problem,
want to book a before Nindy. Sir.
room for Sandy.
Source: https://dhammajoti.blogspot.com/2011/01/effective-communication.html
A LETTER TO THE RECEPTIONIST OF PACIFIC HOTEL
LETTER WRITING RUBRIC
Reflection:

Present the significant learnings or reflections you have in the lesson by filling in the
dialogue bubbles below:
I have just realized that…
In In
In this lesson, I have learned that…
In In
References for Learners

DepEd Oral Communication Textbook
Answer Key:
Activity 1
1. barriers
2. communication breakdown
3. intercultural communication
4. elements of communication
5. communication barriers
Activity 2: Answer Will Vary

Activity 3
1. physical barrier
2. psychological barrier
3. socio cultural barrier
4. Answer will vary
5. technical and content load barriers
Activity 4: Answers will vary.
Activity 5: Answers will vary.
Dante M. Capuchino
Writer

----------------------------------------------------------------------------------------------------------------
FEEDBACK CARD
ACTIVITY 1

80-90% accuracy
ACTIVITY 4

ACTIVITY 8
BADGE EARNED:

Name of Learner: __________________________ Score: __________
Grade Level/Section: ________________________ Date: __________
Examining Oral Communication Activities

Speaker’s Purpose
There are three (3) general purposes that all speeches fall into.
1. To Inform- teaches or gives information to the reader or listener

2. To Persuade- convinces a reader or listener of a certain point of view
3. To Entertain- holds the attention of the reader or listener through enjoyment
Types of Communication
1. Verbal Communication refers to an interaction in which words are used to
relay a message.
2. Nonverbal Communication involves symbols, posture, gesture, facial
expressions and eye contact.
Learning Competency:
MELC: Examines sample oral communication activities (S1Q1)
CG: EN-11/12OC- Ibe 9-14
• Identifies the speaker’s purpose(s). (EN-11/12OC- Ibe-9)

• Watches and listens to sample oral communication activities.
(EN-11/12OC- Ibe-10)
• Ascertains the verbal and nonverbal cues that each speaker uses to achieve
his or her purpose. (EN-11/12OC- Ibe-11)
• Comprehends various kinds of oral texts. (EN-11/12OC- Ibe-12)

• Identifies strategies used by each speaker to convey his/her ideas effectively.
(EN-11/12OC- Ibe-13)
• Evaluates the effectiveness of an oral communication activity. (EN-11/12OC-
Ibe-14)
Directions and Instructions
Hello, learner! You are about to check your learning/s on the different topics under the
Fundamentals of Communication in a five-stage exploration (1-Load, 2-Engage, 3-
Advance, 4-Refine, 5-Nurture). Follow the instructions given for every task.
LEARNING CONTRACT
LOAD
Directions. Activity 1. For each item, identify whether the purpose is to inform, to
persuade or to entertain. Write your answer on the space provided before each item.
__________1. a speech about why Palanan Island is the best place to go on vacation
__________2. a book about animal and plant cells
__________3. an advertisement saying everyone should buy fast cars
__________4. a book about Pres. Ferdinand Marcos
__________5. a comedian telling knock- knock jokes
__________6. a movie telling the history of the Philippines
__________7. a book containing fables
__________8. a movie explaining the benefits of exercising
__________9. a commercial about the best pet store owner in town
__________10. a newspaper article saying chocolate is better than vanilla
ENGAGE
Engage and gear up.
Directions. Activity 2. This time, you are going to watch and listen to the previous
speeches of President Rodrigo R. Duterte during the lockdown period. If you have
internet connection, kindly go to the link, but if you do not have, the full transcriptions
of the speeches are provided here. You are given two hours for this task.

SPEECH 1
Message to the Nation of President Rodrigo Roa Duterte on Coronavirus Disease

2019 (COVID-19), March 24, 2020
Link:https://pcoo.gov.ph/presidential-speech-to-the-nation-of-president-rodrigo-roa-
duterte-on-corona-virus-disease-2019-covid-19/
SPEECH 2
Public address of President Rodrigo Roa Duterte on the Coronavirus Disease 2019
(COVID-10), March 12, 2020
Link:https://pcoo.gov.ph/presidential-speech/public-address-of-president-rodrigo-
roa-duterte-on-the-coronavirus-disease-2019-covid-19/
Questions: SPEECH 1 SPEECH 2
1. Who is/are the target

audience of the
speeches?
2. What is the purpose of

each speech? Explain
your answer.
3. Identify the verbal cues

used by the President in
his speeches.
How do these verbal
cues help convey a
message?

ADVANCE
Directions. Activity 3. Read the following dialogue of students, Jessica and Joey,
through a video call during the Enhanced Community Quarantine (ECQ). After reading
it, choose among the emojis below which you think would best describe the feeling for
every line. Just write the corresponding description of your chosen emoji on the space
provided.
😠 angry 😔 bored 😕 confused/unsure
😞 disappointed/sad 😡 frowned 😊 happy
😌 relieved 😩 weary/giving up 😟 worried
Jessica: Have you seen my book? I can’t remember where I put it. ______________
Joey: Which one? ______________
Jessica: The murder mystery…the one you borrowed. ______________
Joey: Are you referring to this? ______________
Jessica: No. It’s the one you borrowed. ______________
Joey: I did not! ______________
Jessica: Maybe it’s inside your bag. Can you look for it? ______________
Joey: OK- just give me a minute. ______________
Jessica: How long are you going to be? ______________
Joey: Geez, why so impatient? I hate when you get bossy. ______________
Jessica: Forget it. I’ll find it myself. ______________
Joey: Wait- I found it! ______________
Questions: Your Answer:
1. What is the topic of their conversation?

2. How would you describe Jessica
based on her utterances? Joey based
on his responses?
3. How do the nonverbal cues or the

emojis used in the dialogue help in
understanding a message?
REFINE
Directions. Activity 4. There are five functions of communication (control, social

interaction, motivation, emotional expression, and information dissemination). Read
the following statements and identify the functions of communication each
communicator adopts to convey a message. Justify your answer.
Conversation(s) Function Explanation

of Communication
1. Doctor: You are diagnosed with
diabetes, so you have to take
care of your health. Do not eat
so much food that contains high
sugar like carbohydrates such
as rice, bread, biscuits, or
cakes. Avoid fatty food and too
much fat in your diet. Drink
these medicines regularly three
times a day.
2. 2. Principal: Your parents should
come for a meeting tomorrow at
9:00 A.M.
3. Teacher: Wonderful! You
made an excellent
performance.
4. Father: Where is your card? I
have not yet seen it!
Child: Everything is all right!
Father: Are you hiding anything?
Child: No…
Father: WHERE IS IT?
Child: Here… (covering face)
5. You: To be honest, I’m a little bit
sad with what happened to her. I
hope she could be able to move
on soon.

LEVEL 5: NURTURE
Directions. Activity 5. Read Speech 1 and examine it using the tool below.
Criteria VGE GE SE LE N
(5) (4) (3) (2) (1)
1. The ideas in the presentation are organized.
2. The message is expressed clearly.
3. There are sufficient supporting ideas.
4. The choice of words is appropriate to the

audience.
5. Biases are avoided.
6. Speech is free from grammatical mistakes.
7. Ideas are communicated vividly and

meaningfully.
8. Nonverbal cues are appropriate.
TOTAL
GRAND TOTAL /40
Legend: Scoring:
VGE- to a very great extent 33-40
GE- to a great extent 25-32
SE- to some extent 17-24
LE- to a little extent 9-16
N- not at all 8

Reflection
Reflect on what you have learned after taking up this lesson by completing the
K-W-L chart below.
What I KNOW What I WANT to know What I have LEARNED
I thought that … I want to … I learned that …
References
Sipacio, PJ F. & Balgos, AR G. (2016) Oral Communication in Context

for Senior High School. Department of Education. Republic of
the Philippines
Doyugan, C. G. (2019) Oral Communication in Various Contexts for

Senior High School. OBE and K to 12 Based. Lorimar
Publishing, Inc. Quezon City, Metro Manila
Links: https://pcoo.gov.ph/presidential-speech-to-the-nation-of-president-
rodrigo-roa-duterte-on-corona-virus-disease-2019-covid-19/
https://pcoo.gov.ph/presidential-speech/public-address-of-president-
rodrigo-roa-duterte-on-the-coronavirus-disease-2019-covid-19/

Answer Key
Activity 1
1. to persuade
2. to inform
3. to persuade
4. to inform
5. to entertain
6. to inform/to entertain
7. to entertain
8. to inform
9. to persuade
10. to persuade
Activity 2
1. Speech 1: The target audience are the people living in the Philippines during
the pandemic.
Speech 2: The target audience are the people living in the Philippines during
the pandemic.
2. Speech 1: to persuade
Explanation: may vary
Speech 2: to inform
Explanation: may vary
3. Answers may vary for two speeches.
Activity 3
Emojis may vary. .
Activity 4
1. Control
2. Information
3. Motivation
4. Social interaction
5. Emotional expression
*Explanations may vary
Activity 5
Answers may vary.
NENETTE T. BAUTISTA
Writer

SPEECH 1
Presidential Communications Operations Office

Presidential News Desk
MESSAGE TO THE NATION OF

PRESIDENT RODRIGO ROA DUTERTE
ON CORONAVIRUS DISEASE 2019 (COVID-19)
[24March 2020]
It has been a week since we called for a Community Quarantine and its
enhanced form in Metro Manila and various parts of Luzon. We in government
continue to respond to the public’s needs, mobilize resources and oversee
developments. We are also addressing the COVID-19 pandemic challenges
confronting our nation.
First, let me reiterate my sincerest gratitude to all our courageous frontliners in
this war, especially our healthcare workers—our doctors, nurses, medical
technologists, and other allied health professionals.
Maraming, maraming salamat. Asahan niyo ang suporta ng inyong gobyerno.
I am saddened by the news that the virus has claimed the lives of our doctors
along the way. Lahat po sila ay bayani and not only that, talagang bumilib ako. Bihira
akong sumasaludo ng tao pero ‘pag mga doktor natin, mga health workers na
nadisgrasya, talagang saludo ako sa inyo. Wala na kayo dito sa mundong ito pero
ganun na lang ang pagtingin ko sa inyo.
To the able officials and staff of the Inter-agency Task Force on Emerging and
Infectious Diseases, thank you for staying on top of this situation.
To the brave men and women of the Armed Forces of the Philippines and the
Philippine National Police, thank you as well for ensuring peace and order in these
trying times.
I also thank the rest of the frontliners who ensure that basic services are
provided to our people, from those manning various government agencies, groceries,
banks, food establishments, and delivery services, among others. Maraming,
maraming salamat po.
To the gracious members of the private sector who are foregoing profit to
alleviate the suffering of our people; to the valiant volunteers who are bravely
supplementing our frontliners; [and] to the noble civil society organizations who are
working tirelessly in calling for donations and performing charity work— Thank you
very much for your kindness, compassion and generosity.
I especially thank Congress for granting the executive department with special
powers --- through the Bayanihan to Head as One Act--- to the Bayanihan to Heal
[rather, I’m sorry] to Heal as One Act --- to effectively respond to the challenges caused
by the COVID-19 global pandemic.
I particularly thank Senate President Vicente Sotto III and House Speaker Alan
Peter Cayetano for the strong and decisive leadership you have demonstrated in
shepherding this measure to fruition during this critical time in our national history.
To the members of both houses of Congress who sponsored and voted for this
measure, I express my sincerest gratitude to all of you for granting our most urgent
requests. Finally, the Executive Department can move, decide and act freely for the
best interest of the Filipino people during this health crisis.
The Department of National Defense and the Department of the Interior and
Local Government, along with the Armed Forces of the Philippines and the Philippine
National Police, are now ramping up the implementation of the National Action Plan
or NAP, as we speak, to reinforce the efforts of the Department of Health in containing
COVID-19.
Alam mo tatlo lang ‘yan sila eh: Department of National Defense, Department
of Health, Department of --- ‘yung kay Rolly, DSWD and the DILG --- some of the most
important departments that are now in action.
Reports on our progress on the National Action Plan will be given regularly by
the Secretary of National Defense, serving as the National Action Plan chair with the
Secretary of the Interior and Local Government as vice chair.
To the Filipino people, rest assured that your entire government is working
hand-in-hand to safeguard your health, safety and well-being in the face of the threat
posed by COVID-19. We will address all the different issues brought about by this
pandemic as well as ensure the protection of all of our people, especially those who
are serving in the frontlines.
Supplies of food, water and other essentials will be provided to you throughout
this ordeal. Financial assistance will also be extended especially to those in the
margins and the vulnerable groups. Halos lahat ho makatanggap. Eh hindi naman
lahat ‘yung kagaya ni --- ni Bong Go. Hindi naman niya tanggapin ‘yan.
Gagawin namin ang lahat. Hindi namin kayo pababayaan.
I now call on every Filipino to participate in this war by following the guidelines
set by the national government and your local officials. Nothing is more important [now]
than your cooperation.
I repeat: Stay home. Huwag matigas ang ulo. The outcome of this war depends
largely on you as well.
I also call on relevant agencies to ensure the speedy delivery of basic medical
supplies and equipment to health facilities. From the approval, importation and to the
delivery, everything must go smoothly to make sure that we do not waste time.

I... Alam mo isang bagay talaga na alam ng lahat is itong pa-dilly-dally,
patamad-tamaran. Kailangan pagpasok ng papel, process mo kaagad. I-linya mo
‘yung --- you line up the tables where the papers should go one after the other para
madali. Cut red tapes. I do not want red tapes. I do not want so many questions. Pagka
sinertify (certify) ng isang government employee ‘yan, I said, do not commit a mistake
and we will all be happy and comfortable. Huwag ninyong... Kung may... Kung gusto
ninyong magluko, huwag ngayon itong panahon na ito.
To my fellow public servants, let us set aside our differences and work in
solidarity to overcome this pandemic. We only have one common enemy and that is
COVID-19. Our transparency, integrity, accountability and responsiveness are needed
and I expect all of you to exercise all these in safeguarding our fellow Filipinos.
As President, I assure you --- I assure the public that the government will be on
top of this situation at all times. We will not leave anyone behind.
Sabay sabay nating labanan ang COVID-19 para sa kabutihan ng lahat.
I ask the entire country for your patience, understanding and utmost
cooperation. With your support, I am confident that we will emerge triumphant. Nothing
is more formidable and resilient than the Filipino spirit.
Matindi ang kalaban. But we will not surrender. Hindi tayo susuko. Tayo ay
lalaban.
Yes, things will not be easy. [But] we Filipinos are tough. Mas malakas ang
Pilipino sa anumang hamon. Now, we all must do what we can and must. Para sa
ating bayan.
I look forward to the day that we Filipinos can finally claim victory [in] this war
and emerge as a stronger and more united Filipinos and Philippines.
Maraming salamat po. Usbon nako, ayaw mo’g kahadlok. Tagalugin ko: Huwag
kayong matakot. Nandito ‘yung gobyerno ninyo para kayo pagsilbihan at totoong
pagsilbihan. Salamat po.

SPEECH 2
Presidential Communications Operations Office

Presidential News Desk
PUBLIC ADDRESS OF PRESIDENT RODRIGO ROA DUTERTE ON THE

CORONAVIRUS DISEASE 2019 (COVID-19) [Delivered at the Heroes Hall,
Malacañan Palace, Manila | 12 March 2020]
My countrymen, good evening!

I am now addressing the nation together with the civilian, military and police
sectors --- the organizations that would count in our enforcement of the laws to protect
the people of the Republic of the Philippines.
Pardon my broken Tagalog. Pero sa mga kababayan ko, kayo, ako: Do not
panic. Huwag kayong masyadong ma-stress na parang hindi mo na magawa ang
gusto mong gawin. Pwede pa rin pero may restrictions tayo, may mga kondisyon dahil
nga sa crisis.
The crisis is very, very clear, COVID-19 is spreading all throughout the country
including the Philippines. Ang ano ho natin dito is there is no cure. Wala naman tayong
mabili sa mga botika, pharmacy, to buy the medicines to cure COVID-19.
It’s a virus. Ang panglaban lang natin diyan ‘yung katawan natin na medyo ano
ka in good health na walang sakit. Iyong medyo mahina, make yourself healthier by
whatever means maybe food, vitamins. But most of all, try to obey what government
is suggesting or ordering you to do.
Huwag kayong matakot, huwag kayong manerbiyos pero wala pang sabi ko
mga antidote nito. It would only come in a form of a vaccine. Kagaya ng kagatin kayo
ng aso tapos there is the --- ang tawag nila rabis or rabies, if you may, pang-away.
Sarili rin niyang ano. It’s a form of germs i-mutate lang to fight, to warn our
bodies, magbigay ng signal sa katawan natin na merong mga germs na pumapasok
sa katawan mo, and the only way to fight it is to ‘yung mga sundalo na ang tawag nila
antibodies, ‘yung pang-away mo sa mga madudumi, mga kagaw, germs, sila ‘yung
ma-alert at sila ‘yung papatay ng virus. But until now, wala pa ho ‘yan.
So, nandiyan na ‘yan. It’s a serious one. It is true. Huwag ninyong maliitin. Do
not minimize it, I said, but do not kill yourself with worry because government is doing
everything possible to make it at least controllable, but kung kayo po ay mag-
cooperate.
‘Pag hindi kayo nag-cooperate, ah the problem would start and it would start
with you and end with you pagka ganun. So ‘yung mga sinasabi na social distancing,

sundin lang po ninyo. At ‘yung mga ibinibigay na well ahead ng Department of Health,
sundin ho ninyo kung anong sinasabi ng mga doktor kasi sila po ang marunong niyan.
Ang military, ako, lahat na hindi doktor walang alam, wala kaming maitulong sa
inyo. It’s only the medical people and medical experts who can help us. So listen to
them.
Dito sa atin, it’s Secretary Duque, and Secretary Duque would articulate kung
anong nalaman niya, anong bago na pumasok na impormasyon and he would tell us
what to do. So it’s very important to give credence to what he says. Ang importante
niyan sumunod kayo.
At meron ho kaming itong task force, inter-agency ‘to, kasali na ang military pati
pulis kasi kailangan namin ang tulong nila kung sakali man lalala talaga ‘to. Maybe
this would create a public disturbance, disorder, but tingin ko hanggang diyan lang
naman kasi you know, I know that you want to follow because you want to help
everybody including yourself and your family.
Meron ho kaming resolution ngayon. But maybe I will convert this into an
executive order para masunod talaga lahat.
Ang sinabi dito ang una ang resolution is ‘yung: A province quarantine is
advised when there are at least two positive COVID-19 cases belonging to different
municipalities, component cities or independent component cities in the same
province, itong national capital ng isang probinsiya.
Iyon ang definition kung ano ‘yan.
Ito namang LGUs which have imposed community quarantine in their
respective jurisdiction, upon the declaration of State of Calamity, shall be allowed to
access their Quick Relief Response. Ang ibig sabihin ho ‘yung ano ninyo sa
probinsiya ninyo which you have prepared can now be utilized to the fullest with the
help of the national government.
Itong isa: Work in the executive department --- ‘yung departamento ko ‘yung
akin. Kasi tatlo ‘yan: department --- ‘yang ano executive department, ako. Then
Congress is another department, independent ho ‘yan. Hindi kailangan sumunod ‘yan.
May sarili sila kung gusto nila.
And the other department actually is the judiciary. Magkaiba kami pero tingin
ko ang mga trabahante sa lahat sa gobyerno na may alam kung anong mga bagay
public works, tourism, nandito sa departamento ko. Iyong public health nandito sa
akin so sila ‘yung inutusan kong mag-aral at ito nga ‘yung mga resulta namin.
So work in the executive department shall be suspended during this period.
Walang trabaho, suspended sila. Well, huwag pumasok. Without prejudice to the
formation of skeletal workforces by government agencies in order to maintain the
unimpeded delivery of services to the public. Ibig sabihin sa mga opisina, national,
walang trabaho pero may mga skeletal ‘yung mga --- a few employees, volunteer or
selected, na sila ang mag muna --- to man the fort, ika nga. Sila ‘yung magpapatakbo

ng departamento but with a reduced workforce.
Ito namang flexible work arrangement, shall likewise be encouraged in the
private sector. The Department of Labor and Employment and the Department of
Trade and Industry shall issue guidelines to safeguard the welfare of workers. All
manufacturing, retail, and service establishments are advised to remain in operation
during said period. Provided, that strict social distancing measures are required to be
observed by their respective managements.
Ibig pong sabihin sa pribado, labas sa gobyerno, ang trabaho tuloy-tuloy pero
ganon rin, reduced, ang skeletal pa --- medyo ano lang, ‘yung pinili lang. At ‘yung
walang mga sakit, magtatrabaho sila but ang may-ari ng factory o anong klaseng
negosyo mo, warehouse, see to it that they are taken care of by their ‘yung mga
management. Huwag ninyong hayaan ang mga trabahante ninyo.
Mass public transports including the Light Rail Transits, the Metro Rail Transit,
and the Philippine National Railways shall continue in operation. Tuloy-tuloy ho ang
trabaho ninyo. Provided, that the Department of Transportation shall issue guidelines
to ensure social distancing in said public transports.
Ibig sabihin, tuloy-tuloy ang trabaho ninyo pero ang social distancing, ‘yung
distansya mo to the other fellow, medyo malayo. Kasi ho ‘pag nag-ubo siya o
humatsing, at least ‘yung germs niya hanggang doon lang hindi niya maipasa because
there is the distance.
Kaya it behooves upon the Transportation department to come up with the
guidelines, based on what the Health department orders. Lahat dito po, ang pinaka
importante, pinakatigas ika nga, ang Department of Health. Kung ano man ang
gagawin natin, kung anong utusin nila, i-utos nila para sa atin, susundin talaga natin.
Hindi ako, kung hindi si Dr. Duque ng DOH.
Land, domestic air, and domestic sea travel to and from Metro Manila shall be
suspended beginning 15, 2020 --- March 15, 2020 and to end on April 14, 2020 sa
alas dose. Subject to the daily review by the Inter-Agency Task Force.
So walang lumipad, ang mga travel is limited. Pero itong mga railways sa baba,
okay ‘yan. At the same time, observe again social distancing. Pero sa eroplano po,
beginning March 15, 2020... March 13 tayo ngayon? [12] Ah, 12. Oo. March 15, sa
midnight, from ano --- it takes, it falls in effect.
So tandaan ho ninyo ‘yan. Pero subject again to review day to day. Tignan
namin kung ano ang nangyayari. Kung --- if there is a slowdown in the contagion or
ganun ‘yan eh, kan --- medyo mawala lang ng kaniya, that is the history of itong mga
sakit na ito. They come and go in every two or three generations. Meron talagang
problema na itong ibinigay sa atin at wala tayong magawa.
Ito ‘yung talagang trabaho nila. The Code Alert System for the COVID-19
public health event is hereby raised to Code Red Sublevel Two (2). The Department
of Health has to explain to the public itong wherewithals ng Code Red Sublevel Two.

I think which is the highest sa prescribed ng WHO. Medyo naka --- nandito na tayo sa
maximum and it is really for the protection of humanity.
The recommendations of the Department of Health Technical Advisory Group
on imposing Stringent Social Distancing Measures in the National Capital Region are
adopted for a period of thirty (30) days from the issuance of this Resolution, the salient
points --- ‘yung mga importante --- of which are as follows... Iyong mga importante na
nakalagay doon sa social distancing measures.
The suspension of classes in all levels in Metro Manila is hereby extended until
April 12, 2020. That’s almost about one month ngayon. So walang klase. Pwede
kayong magbakasyon diyan lang sa bahay. Avoid... I’m sure may mga bagay-bagay
diyan sa bahay na hindi pa ninyo nakita.
If I were a student, estudyante man rin ako noon, I would avoid ‘yung mga - --
mga bar-bar ano diyan, mga nightclub, ‘yung maraming tao where people congregate
tapos nandiyan malapit kayo. Mag-ubo ‘yung isa, mapasa niya. ‘Pag nakuha mo, nag-
ubo ka, pasa mo rin doon sa kabila.
Try to avoid people, crowds --- ‘yon, sa ano --- for your own protection. Huwag
kang... May mga tao kasi na magsabi, “Ah, wala ‘yan kung patay ka, patay.” Tama.
Pero kung patay, patay ka rin talaga, wala rin tayong magawa.
So kaawa naman ang nanay pati tatay ninyo. So better just stay within the
premises of the house. If I were you... Alam niyo, alam ko na kung anong gawain
ninyo. Bili kayo ng cellphone na marami. Wala naman kayong ginawa kung hindi
magtulbok-tulbok rin diyan eh.
I mean, all --- everywhere that I look. Dito sa ano walang pakialam ang tao, sige
nandoon na sa cellphone. So we are reduced to a one village, o ‘di mas malapit instead
of talking, you have your cellphone and that is a benefit which was not given us during
our time.
Number one ito: The suspension of classes in all levels in Metro Manila is
hereby extended until April 12, 2020. Provided, that all students shall continue to fulfill
their educational requirements during said period.
Anong ibig sabihin? Kung wala kang magawa, ang sabi ng gobyerno mag- aral
ka. Pero ito, hindi ko inaasahan susunod --- susundin ninyo. Ang sigurado ako, ‘yang
kamay ninyo nandiyan sa cellphone ‘yan instead of studying. I’m sure of it.
But for you guys who really want to improve your lot, better make use of the
time to study.
But for you guys who really want to improve your lot, you better make use of
the time to study because...
Alam mo mga anak, kayong mga bata, ‘yung --- kayo ‘yung mamatay na hindi
makalabas ng bahay eh. Then you make all sorts of excuses. But you know, there will
be truant officers. Alam mo ‘yung truant? ‘Yang sa... It’s an American practice.

‘Pag makita ka sa labas, pasakay sa --- palaboy-laboy ka lang diyan, wala kang
ginagawa, sisigaw-sigaw kayo, lalapitan kayo ng pulis pati military. Tatanungin kayo,
then you have a problem. ‘Pag sinabi mo na, “wala nandito lang kami sa labas.” And
then maybe if you are arrogant, dadalhin ka istasyon for record purposes, that you are
disobeying, that you are intransigent and that you are not fulfilling your duty.
Alam mo, maski na walang... There are a set of rules governing the
responsibilities of a Filipino citizen. Baka hindi ninyo alam ‘yan. Meron ‘yan.
So you have duties to perform also. Avoid trouble with the law, avoid trouble
with anybody, just in the meantime, follow. Better just stay home and study. That is
my advice. Pero kung ayaw ninyong sundin, you stick with your cellphone, ang ga-
graduate niyan ang cellphone mo hindi ikaw. [laughter] Wala tayong magawa.
Mass gatherings, defined as a planned or spontaneous event where the
number of people attending could strain the planning and response resources of the
community hosting the event, shall be prohibited during said period.
‘Yang magplano whether nakaplano kayo na mag-meeting or may rally. Either
na plano na ninyo spontaneous lang. “Sige mag-ano tayo, gawain ito natin. Tutal wala
na rin tayong gawin, ganito na lang magsayawan na lang tayo.”
You know we do not --- I do not want anybody interfering in your enjoyment as
a citizen of this Republic. Ayaw ko na masita kayo ng pulis pati military. It could be
messy. Kasi mga --- ‘yung iba sa inyo suplado. And itong mga pulis pati military, they
have their orders to enforce.
So that if you are in this category of a --- grupo kayo tapos ‘pag malapit, ‘yung
social distancing is no longer obeyed and --- ‘yan, you are violating the rules. And if
you insist, it is one of a --- just mere confrontation to something like disobedience
which is punishable under the Revised Penal Code.
Kung makipag-away ka, it becomes --- baka mag --- masuntok mo o ano then
it becomes an assault on an agent of a person in authority. In which case, from a
simple violation of a rule, it will now ripen into a crime that is punishable by law and
you can go to prison. That’s the problem. Ayaw ko. Ayaw ko. Ayaw ko na masita kayo
ng military pati pulis.
But ako sa inyo, if you are advised, just obey. Wala namang mawala sa inyo
tutal sa inyo ‘yan eh. It’s for your own good. Hindi man ito para sa amin. Ako, I hate it.
But you have to do it because there is a crisis that is engulfing the country right now.
Community quarantine is hereby imposed in the [entirety] of Metro Manila and
in other --- in other areas the LGUs are advised to abide by the following guidelines
imposing localized community quarantine in their respective jurisdictions.
For Manila, may... Ayaw namin gamitin ‘yan pero --- kasi takot kayo sabihin
“lockdown”. And a --- but it’s a lockdown. There is no struggle of power here. Walang
away dito, walang giyera. It’s just a matter of protecting and defending you from
COVID-19. That’s about it. It has nothing to do with the power of the military or the

power of the police, nor or my power and of these guys beside me.
Hindi ‘yan. It’s not an issue of --- it’s just an issue of protecting public interest
and public health. Iyon lang.
A barangay-wide quarantine is advised when [there are] at least two positive
COVID-19 cases belonging to different households in the same barangay.
Kung sa isang barangay may dalawa na infected, medyo i-quarantine na ninyo
‘yung barangay ninyo. Kaya... Itong probema sa dalawa sabihin na --- it behooves on
the barangay captain actually. The barangay captain is --- under the Administrative
Code --- is a person in authority.
That’s why kung makipagsuntukan ka ng barangay captain because he is
enforcing the law o awayin mo, pareho ang kasalanan mo kung lumaban ka sa pulis
or sa person in authority. Mabigat ang barangay captain and teachers also.
Teachers, because of their --- the nature of their work --- are persons in
authority because they are made so by the law itself to give them the stature in relation
to the work of trying to mold and teach the Filipino students. Kaya ang teacher din
kung utusan ka, sunod ka. Pareho sa barangay captain.
Now if the barangay captain would ask the teachers to help in the enforcement,
you better obey because they are in the exercise of teaching the persons there of the
barangay of the dangers is part of their work.
Then you have the... A municipality/city-wide quarantine is advised when at
least two positive COVID-19 cases belonging to different barangays in the same
municipality.
Kung sa munisipyo kayo tapos isang barangay diyan may dalawa na tinamaan
ng COVID-19, diagnosed to have COVID-19 infection magka- quarantine na rin kayo.
And you know, before I forget... Eh wala tayong --- I do not have enough
soldiers and policemen to cover all over every inch of the country. Kulang ako.
Meron ako na magamit ko, ang barangay captain. Ang barangay captain is
bound by what is written here whether by way of rules implementing in the meantime
or if it becomes a part of an executive order.
You better implement this because if not, then you will also go to prison for
dereliction of duty or simply not enforcing a rule imposed by government. Ang...
Actually ang pinaka ano dito ‘yung mga barangay captains.
It falls upon your shoulders to exactly do what this regulation wants to happen.
Huwag kayong magkamali dito kasi 'pag hinabol kayo ng Department of Interior and
Local Government, you can be dismissed, or you can be suspended and you will have
trouble. And besides, I think the electorate will remember you for being a laggard.
[Saan?] Kita mo si Senator Go? Siya lang ang working hard talaga. [laughter]
Iyan ang public official. Really. Especially the barangay captains and the kagawads.
You have been elected there. You sought the position. Hindi naman tayo ---
pinili natin 'to eh. Nobody ordered us for us to be to where we find ourselves now. At
tapos tatamad-tamaran ka.
That's not the way how to do it. One is you go to... If there's a case --- a good
case against you, you lose the position and you are dismissed. And maybe in the
worst-case scenario, you will go to jail.
Better be always be reminded of that duty. Pinili mo 'yan. Huwag kang
magtamad-tamaran kasi matatamaan ka. Ginusto mo 'yang position, magtrabaho ka.
The aforementioned measures shall be subject to close monitoring, and
reassessment after the expiration of seven (7) days from the issuance of this
Resolution.
You know, we will review. I have imposed upon the Cabinet members and the
entire members of this task force to be present everyday. I know that it is hard for
them. It is really an imposition. It's quite maybe a burden but ganun rin ang sinabi ko
sa kanila.
Eh nandito tayo sa gobyerno. You choose to be a part of government and there
is a crisis with no solution in sight. Walang solusyon unless there is a vaccine by the
grace of God na may makita o maimbento ng ating mga scientists.
It could be the Philippines for all you know. But I'm just telling you what you're
supposed to do. Ang isa is the LGU outside of the National Capital Region --- 'yung
labas ng Metro Manila --- are advised to exercise sound discretion in suspending
classes in their respective localities without prejudice to a determination by the national
government to suspend classes if the situation so warrants.
So ang LGUs, may kaunting ano kayo leeway, just a little elbow room para
makagalaw kayo, to respond to the crisis in the community. But it does not allow you
to suspend classes on trivial and for you know stupid reasons. It is only done because
you have to protect them from the COVID-19.
'Yan lang talaga. Do not do it just to please everybody or... Sabagay, I have full
faith and confidence in our supervisors, teachers. I'm just saying that please do not do
it the way others would want it to happen na mas maganda 'yung walang klase, walang
ganun.
Huwag mong gawin 'yan because in the following statements: the Philippine
National Police and the Armed Forces of the Philippines, in coordination of the Inter-
Agency Task Force, shall be called upon to ensure effective and orderly
implementation of the above measures.
Hindi ito martial law. It is not a martial law. It's not even something extraordinary.
But what is sought --- what is sought to be solved here is the again, walang iba except
to fight the virus and to exact compliance. Mas mabuti talaga 'yang maniwala kayo.

Now ang sunod: A meeting shall be conducted daily by and between the
Secretaries and the member of agencies of the IATF --- that is the Inter- Agency Task
Force --- including the Cabinet Secretary, Secretaries of National Defense,
Environment and Natural Resources, Trade and Industry, Social Welfare and
Development, Education, Agriculture, the chiefs of staff of the Armed Forces of the
Philippines, Philippine Navy, Philippine Air Force and Coast Guard because in a total
breakdown, I would need their help to carry on with the governance. Kailangan ko sila
not to fight with you guys. Huwag kayong matakot sa sundalo ninyo. Sundalo ninyo
'yan.
Ang Armed Forces --- ang Armed Forces is there to serve you. Sila 'yung
sundalo ninyo. So huwag kayong matakot kung nandiyan sila sa utos ng mga civilian
authorities. 'Yang mag-utos sa amin eh Department of Health. Secretary lang naman
eh.
So but when he says to the military and the police, you have to implement this.
Obey them because they have the imprimatur of the civilian authorities. Huwag kayong
ma... Do not try to play with the martial law, martial law sa military. Hindi 'yan. Hindi
‘yan.
Pero ang sa totoo, in a total breakdown, public disturbance, alang-alang kami
ang iharap mo. Wala naman kaming... It's always the military who keep things in the
country in order. Sila 'yan. Titingnan nila na everything is in order everyday of their
working days. Tingnan nila na ang Pilipinas safe at gumagana ang lahat ng mga tao
pati mga opisina.
The Balik-manggagawa Overseas Filipino Workers (OFWs) shall be allowed to
travel to mainland China, except to Hubei Province, upon execution of a
Declaration signifying their knowledge and understanding of the risks involved.
Provided, that a health advisory pamphlet shall be handed out to the OFWs upon
departure.
Hindi nga eh. Not only pamphlet baka hindi mo basahin. You will be gathered
in one corner or in one room, one corner, at sabihin sa inyo ang mga --- I don't know
if it's Tagalog or Bisaya --- mga riesgo. The risks that you will be taking when you go
back to China.
But China, you know, President Xi Jinping, for all of his goodness to us, wrote
me a letter and said that he is willing to help. All we have to do is to ask. Ako, ang
tingin ko, maybe there will be a time if things deteriorate, that I have to call on China
to help.
He has said that they have managed the crisis very well in his country and he
is very much willing to help kung kailangan. So to the Chinese government, to the
people especially to President Xi Jinping, thank you for the consoling words. And
maybe --- I hope it would not reach to that point - -- but maybe we will need your help.
Salamat po.

The entry travel restrictions shall be imposed upon those traveling from
countries with localized COVID-19 transmissions, except for Filipino citizens including
their foreign spouse and children, if any, holders of Permanent Resident Visa.
Remember, Resident Vi --- ang Pilipino walang problema --- Holders of Permanent
Resident Visa, and holders of Diplomatic Visas issued by the Philippine Government.
‘Yung travel dito ang gustong pumunta hindi na tatanggapin lalo na kung ‘yung
bayan nila has ordered a restriction sa travel. Mismo ‘yung bayan nila hindi pumayag
na mag-travel sila tapos pupunta sila dito, hindi rin natin sila tanggapin. But ang
Pilipino pati ‘yung pamilya niya --- because they are Filipinos and this is their country,
they are very much welcome to come back lalo na sa panahong ito if they want a more
secure, comfortable place.
Now with regards to itong mga diplomat, ah hindi naman kailangang-
kailangang papasukin ‘yan sila. Tutal kung sabihin lang rin sa kanila ‘wag kayong
lumabas diyan sa embassy ninyo, ‘wag kayong magpasyal-pasyal, diyan lang kayo.
Kasi baka kayo pa ang magdala ng sakit ng ulo sa aking bayan. I don’t mind
Filipinos giving me a headache. But I certainly do not want anybody other than
Filipinos to be giving me headaches.
So iyan ang ano --- ‘yun ho ang maibigay ko sa inyo na payo. You might ---
sometimes it’s a convoluted thing to listen, pabalik-balik.
Ang simple lang ‘yan eh. The purpose: to protect and defend you. From what?
From COVID-19. Then what is the purpose of government? The purpose of
government is see to it that things are in order.
To do that, if things deteriorate, I said, the military and the police will maintain
order. Kaya nga tawag diyan peace and order. There has to be a peace and that peace
nakalagay na orderly. There must be order in the country. And that is all.
The purpose is to, I said, guard your --- well, sumunod lang kayo. Lahat ng
bayan ng buong mundo nauna pa sa atin. Tayo tinitingnan lang kasi mabilis sa kanila.
In Italy, it’s --- 1,000 a day sila ang pasa ng contagion. Dito sa atin, medyo
maliit pa. Pero numbers in a crisis can be, you know, cruel. But overnight, makita mo
meron ng --- talagang mabilis na.
So what we are trying to control is people with COVID at tapos ‘yung ilayo natin
‘yung healthy ones. Sila ‘yung i-target natin, not for anything, but for their own good.
They will be asked to maybe go to the hospital and seek treatment.
‘Yung mga test ng ano --- test diyan sa para sa kung may infection ka o hindi,
libre ‘yan. [Libre ‘no?] Libre, walang bayad. ‘Wag naman kung healthy ka, no need.
But if you are --- kung – if you are experiencing ubo, itong ma-ano na ubo tapos
pag-ubo mo masakit ‘yung likod mo, the lungs. Ang lungs mo ang titirahin diyan eh.
And of it’s too late, hindi na kaya ng antibiotics ‘yan.

It starts with a virus. The virus weakens your body. And it weakens your body,
lahat na papasok, then it will kill you. P***** i** itong virus na ito, walang ginawa,
ganun. Papasok sa katawan mo ‘yan, just like AIDS, makes you weak, then it allows
other germs to come into your body and you get sick. Usually pneumonia ‘yan. And
it’s virulent. So seek treatment as soon as possible.
But we are here to serve you and everyday we are meeting and in contact with
the rest of the country.
Meron tayong istraktura. The structure really... People are asking, “What is your
prepa...? Where is the structure?” My God, ‘yung structure natin is itong Health. Meron
‘yan silang regional all over. Then mayroon ‘yung city health, provincial health. But
‘yung national, ‘yun ‘yung mga regional health centers.
They are already well --- well-equipped, and well --- nag-aral na ‘yan kung ano
ang gawin nila. There is the structure.
So sumunod lang tayo at hinihingi ko sa inyo kaunting pasensiya lang. It’s for
your own good. Para sa akin. Kung ayaw mo naman baka ako ang mamatay, hindi ka
maawa sa akin. Dahil sa kalokohan mo, ayaw mong sumunod.
So let’s help each other at this time of our life because everything is placed in
jeopardy. Delikado talaga. Totoo ito, crisis talaga ito kasi walang gamot.
Okay? Salamat po. Thank you for listening.
[applause]

----------------------------------------------------------------------------------------------------------------
FEEDBACK CARD
ACTIVITY 1

80-90% accuracy
ACTIVITY 4

ACTIVITY 8
BADGE EARNED:

Name of Learner:______________________ Score:______________________
Grade/Section:________________________ Date:_______________________

Types of Speech Context
There are four types of speech context.
1. Intrapersonal Communication happens when a person communicates with oneself. The

speaker and the listener are one and the same: YOU.
Examples: day dreaming, sense making and berating oneself for forgetting something.
2. Interpersonal Communication occurs with an interaction between two distinct individuals

called dyad or within a small group of people.
Examples: conversations, team buildings and intimate conversation with friends and loved
ones.
3. Public Communication involves fifteen or more persons in the process. It is commonly

used in a classroom with a huge number of students, during masses, or when a person is
addressing to a crowd.
Examples: political campaigns, trainings and barangay assemblies.
4. Media Communication involves human verbal interactions carried out with the aid of
mass media technology such as radio and television.
Learning Competency
MELC: Identifies various types of speech context. (S1Q1)

CG: Identifies the various types of speech context. (EN11/12OC-Ifj-15)
Directions/Instructions: Hello learner! Stefan has a problem in choosing which speech

context would best suit his course of action. You could be or could have been in the same
situation, would you mind to help him? Please sign the agreement below to continue:
Dear Diary,
I have a problem. I have fallen in love with my best friend, and I couldn’t think of a
way to tell her. Of course, you know this since I write about her every day,
but one thing I learned about the COVID-19 pandemic is that, you must treasure
every moment of your life. I need to tell her. Should I tell her face-to-face in the
cafeteria tomorrow? Should I make a grand gesture like including her in my prom
speech as senior president? Should I upload a spoken poetry on Youtube instead?
Tell me. -Stefan

LEARNING CONTRACT
LOAD
Directions. Activity 1. Identify the speech context of the following situations. Write your
answer before the number.
______________ 1. private journal of a COVID-19 patient

______________ 2. a husband and a wife plans how to distribute relief goods to
their less fortunate neighbors
______________ 3. a mother uses self-talk to calm herself down
______________ 4. repeating what one hears
______________ 5. intimate chatting with friends about their plans for college
______________ 6. President Rodrigo Duterte addressing the nation through live platforms
due to corona virus pandemic
______________ 7. roundtable discussion of scientists about vaccine for COVID-19
______________ 8. a timid person may remind himself/herself to still smile during crisis
_____________ 9. introduction to Keynote Speaker
_____________ 10. secretary of DSWD addresses the Filipino people about the Social
Amelioration Program
ENGAGE
Engage and gear up
Identify the type of speech context of the following images. Write INTRA if Intrapersonal
Communication, INTER if Interpersonal Communication and PC if Public Communication on
the space provided.
1._________________________ 2.____________________________

3._________________________
4.__________________________ 5.__________________________
Sources:https://2012books.lardbucket.org/books/a-primer-on-communication-studies/s06-
interpersonal-communication-pr.html;
ADVANCE
Directions. Identify the type of interpersonal communication used in the following situation.
Write D on the blank if dyad, SG if small group, and M if Mass communication. Write your
answer before the number. (1 point every correct answer)
______________ 1. Pedro had a consultation with his lawyer about his violation on social
distancing
______________ 2. Mateo smiles at his colleague and his colleague smiles back
______________ 3. a conversation between two friends about their plans after the
pandemic
______________ 4. a focused group discussion of parents of preschoolers to discuss home
schooling
______________ 5. a telephone conversation between Filipino COVID-19 survivor and his
mom
______________ 6. the frontliners use live social media platforms to remind people to stay
at home
______________ 7. Juan exchanges emails with his girlfriend during ECQ (Enhanced
Community Quarantine)

______________ 8. two persons are talking over the telephone about how to be more
productive while being quarantined
______________ 9. a virtual meeting of ten (10) senior high school teachers
______________ 10. radio and TV use websites to communicate to a larger audience
QUICK GUIDE:
In learning the types of speech context, it is not just the number of participants that
determines the particular type of communication. They can each be differentiated by each
purpose. Remember, communication is always intentional.
REFINE
Directions. Activity 4. If you could go back in time and write a letter to your 10-year-old self,
what would your message be? Use the space provided below.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What type of speech context have you used in this task? Answer: ____________________
QUICK GUIDE
Mass media used to mean only radio and television, which reached more people with
the use of their technical system. With the advent of the internet and world wide web, Mass
Communication now includes Social Media, allows for the use of technology by everyone,
not just journalists, broadcasters, and technical crew. Social Media cover videos that go viral
on the Internet as well as webcasts/podcasts which reach millions, more than radio and TV
ever could.

LEVEL 5: NURTURE
Directions: Activity 5. In this activity, select one among the following options for
your performance-based output:
1. Compose a two-minute inspirational song for the COVID-19 patients who are about
to give up on life.
2. Record a two-minute video or audio to create a vlog or a podcast about one of your
hobbies or daily routine.
3. Write a journal for two days. You are going to reflect if you have achieved your goals.
Rubric for Scoring (Song Writing) Source:

http://www.readwritethink.org/files/resources/lesson-docs/302-Rubric.pdf
5 points 4 points 3 points 2 points TOTAL
Lyrics The song lyrics The song lyrics The song The song
are are good. The lyrics are lyrics are not
outstanding. words are somewhat coherent.
The words and memorable. coherent. The words
memorable. The song lyrics The song are not
Then song are lyrics are memorable.
lyrics are enthusiastically well
enthusiastically received by the received by
received by the audience. the audience.
audience.
Creativity The student The student The song The song

composed an composed an composed is composed is
original song original but not very not very
with a clear there are some original but original. The
theme. elements that there are message is
are not some not
excellent. elements conveyed.
that are not
excellent.
Organization The writer The writer The writer The song

clearly lacked one or lacked two was
organized the following: or the unorganized
information, clearly following: and difficult
used mostly organized clearly to follow.
correct information, organized
grammar, correct information,

spelling and grammar and correct
used legible spelling usage, grammar
handwriting. and/or legible and spelling
handwriting. usage,
and/or
legible
handwriting.
Relevance to The themes are The theme The theme The theme
the Theme clearly from a from a from a
explained and composition is composition composition
relevant. explained but is not clearly is totally not
specific details explained clearly
as evidences but specific explained
that support are details as but specific
not provided. evidences details as
that support evidences
are not that support
provided. are not
provided.
Rubric for Scoring (Vlog/Podcast/Video for Monologue)
1pt 2 pts 3 pts 4pts Total

Grammar Student was Student was Student was Student was
difficult to able to express able to express able to
understand and their ideas and their ideas and express their
had a hard time responses responses fairly ideas and
communicating adequately but well but makes responses
their ideas and often mistakes with with ease in
responses displayed their tenses, proper
because of inconsistencies however was sentence
grammar with their still able to structure and
mistakes. sentence communicate tenses.
structure and meaning
tenses. effectively.
Pronunciation Student was The was Pronunciation Pronunciation
difficult to slightly was good and was very clear
understand, unclear with and did not and east to
quiet in pronunciation interfere with understand.
speaking and at time, but communication.
unclear in generally is
pronunciation. fair.
Vocabulary Student had Student was Student utilized Rich, precise
inadequate able to use the words and
vocabulary broad learned in class impressive

words to vocabulary in an accurate usage of
express his or and cannot manner fro the vocabulary
her ideas expand his/her given situation. words learned
properly. ideas. in and beyond
in class.
Fluency Speech is very Speech is slow Speech is Speech is
slow, and often mostly smooth effortless and
stumbling, hesitant and but with some smooth with
nervous, and irregular. hesitation and speed that
uncertain with Sentences unevenness comes close
response maybe left caused to that of a
except for short uncompleted, primarily by native
and memorized but student is rephrasing and speaker.
expressions. able to groping for
Difficult for a continue. words.
listener to
understand.
Content The student’s The student’s The student’s The student’s
content is not content has content is content
relevant to any come relevant to the reflects good
of the relevance to assessment understanding
assessment the assessment topics, with few of the
topics and the topics, but errors. The assessment
student has incorrect student has topics with no
little words are general errors. The
understanding used. The understanding student has
and student of assessment good grasp of
comprehension demonstrates requirements. assessment
of the some requirements.
assessment understanding
requirements. of assessment
requirements.
Rubric for Scoring (Journal Writing)
1pt 2pts 3pts 4pts TOTAL

Knowledge/ -Presents Presents Presents Presents
Understanding incomplete some accurate accurate
Information and or accurate information information
Ideas inaccurate information and and
information and some complete insightful
and ideas ideas ideas
ideas
Thinking/Inquiry -Expresses Expresses Expresses Expresses
Analyzing and few ideas, some ideas, ideas, many ideas,
Explaining with supported by supported by supported
limited relevant relevant effectively
support by evidence or evidence or by
relevant rationales rationales

evidence or -Asks some -Asks goodrelevant
rationales questions questions evidence or
-Asks few rationales
questions -asks
probing or
insightful
questions
Communication -Meaning -Meaning -Meaning -Meaning
Language and and intent and intent and intent and intent
Style are are are are clear
frequently sometimes clear and
clear unclear -Shows clear engaging
-Shows -Shows sense of -Shows
limited some sense purpose and strong sense
sense of of audience of
purpose and purpose and purpose and
audience audience audience
Application -Frequent, -Some major -Some minor -Few minor

Conventions in major mechanical mechanical mechanical
Language mechanical errors errors errors
errors
Making -Makes few -Makes -Makes -Makes
Connections personal some considerable many
Getting Personal connections personal personal personal
with topic connections connections connections
with topic with topic with the
topic
Reflection:
What speech context do you think would best help Stefan in his plight? Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________

Answer Key
Exercise 1.
1. intrapersonal
2. interpersonal
3. intrapersonal
4. intrapersonal
5. medial
6. public
7. public
8. intrapersonal
9. public
10. public
Exercise 2.
1. PC
2. INTER
3. PC
4. INTER
5. INTER
Exercise 3. Answers may vary.
1. D
2. D
3. D
4. SG
5. D
6. M
7. D
8. D
9. SG
10. M
Ana Rose M. Dela Cruz

Writer
References:
Doyugan, A. (2019). Oral Communication in Various Contexts: A Journey

Towards Communicative Competence. Quezon City. Lorimar
Publishing, Inc.
Flores, R. (2016). Oral Communication In Context (First Edition). Rex

Book Store, Inc.

----------------------------------------------------------------------------------------------------------------
FEEDBACK CARD
ACTIVITY 1

80-90% accuracy
ACTIVITY 4

ACTIVITY 8
BADGE EARNED:

Name of Learner:_____________________ Grade Level:__________________
Section:_____________________________ Score:_______________________
Types of Speech

A. Types of speech according to purpose
1. Informative Speech provides the audience with a clear understanding of

the concept or idea.
2. Persuasive Speech seeks to provide the audience with favorable ideas
that can influence their own ideas and decisions.
3. Entertainment Speech captivates an audience’s attention and regale or
amuse them while delivering a message.
B. Types of speech according to delivery
1. Impromptu speech is a speech type where the speaker has no advanced

planning or practice.
2. Extemporaneous speech involves the speaker's use of notes and some
embellishment to deliver a speech.
3. Manuscript speech requires the speaker to read aloud the written
message.
4. Memorized speech allows the speaker to recite the written message
word-for-word from memory.
Learning Competency
MELC Code: Distinguishes types of speeches and speech style (Semester 1, Quarter 1)
CG: Distinguishes types of speeches (EN11/12OC-IIcj-23)
Directions
Hello, learner! You are about to take five challenges regarding types of speech
according to purpose and delivery. You have to accomplish each task for you to
advance to the next level.
LEARNING CONTRACT

LOAD
Load up your memory. Do you still remember the three types of speech
according to purpose? Let’s see.
Directions. ACTIVITY 1: Identify the type of speech appropriate for the following
situations. Write your answer before the number.
____________ 1. a teacher lecturing on health hygiene

____________ 2. a politician delivering campaign speech
____________ 3. Education Chief Leonor Briones explaining the different learning
modalities under the ‘new normal’ in basic education
____________ 4. DOH Secretary Duque discussing on safety protocols and
standards
____________ 5. a comedian delivering a humorous speech
____________ 6. Spokesperson Roque giving updates on the government’s efforts
to combat the threats of COVID-19 in education
____________ 7. President Rodrigo Duterte calling for the support of the whole
nation on its campaign of a strong and educated republic
____________ 8. a congressman delivering a privilege speech on the importance of
supporting learning continuity
____________ 9. a youth ambassador asking world leaders to prioritize public
health and education
____________ 10. a doctor explaining the importance of handwashing and
wearing of face mask
ENGAGE
Directions. ACTIVITY 2: This time, engage yourself as you identify the type
of speech delivery portrayed in the following situations. Write your answer on
the blank provided for each item.
1. Janine delivers her speech 2. Joshua receives a standing

conversationally and connects ovation after he delivers his nation
well with her audience though building though he was not given
she was given limited time to advanced preparation for it.
prepare
Answer: __________________
Answer :__________________
3. A TV broadcaster delivers the 4. The audience was in awe when

latest news with the aid of Angelika perfectly delivered his
teleprompter and autocue declamation piece during the
device. National Literary Week
celebration.
Answer :__________________
Answer :__________________

ADVANCE
Directions. ACTIVITY 3: Improve fully as you differentiate the types of speech

delivery based on their description and applicable speaking situation. Use the table
below for your answers.
Types of Speech
According to
Description Speaking Situation
Purpose
1. extemporaneous
2. impromptu
3. manuscript
4. memorized
REFINE
Directions. ACTIVITY 4: Enhance your understanding by distinguishing the

type of speech according to purpose and delivery. Write your answer on the
blank provided for each item.
1. The Supreme Court has already released its decision on the issue of land reform in
Tarlac. If you were assigned to deliver it in public, what type of speech according to
purpose and delivery will you use?
Speech Type According
to Purpose
to Delivery
2. The netizens castigated DOH Secretary Duque’s claim that the Philippines was facing
the second wave of COVID-19 when he faced reporters in April. If you were Duque,
what type of speech according to purpose and delivery will use instead?

to Purpose
to Delivery
3. A photojournalist bored his audience when he delivered acceptance speech during the
Awards Night. If you were the photojournalist, what type of speech according to purpose
and what type of speech delivery will you use to engage your listeners?

to Purpose
to Delivery
4. A reporter was bashed by viewers when he reported erroneous facts on live TV. To avoid
this, what type of speech according to purpose and what type of speech delivery will you
use?

to Purpose
to Delivery
5. The world leaders agreed on the viewpoint of Joanna that all efforts should be focused
on establishing a functional health care system to protect the people in times of pandemic.
Everybody applauded the spontaneous, conversational, and substantial speech delivery
though she just only used a note or outline as her guide. What do you think is the type of
speech according to purpose and speech delivery did she use?

to Purpose
to Delivery

NURTURE
Develop mastery through application!
Directions. ACTIVITY 5: Distinguish the most appropriate speech type according

to delivery and purpose based on the given situations. Provide a brief explanation.
Situation Appropriate Appropriate Explanation

Type of Type of Speech
Speech According to
According to Delivery
Purpose
1. campaign speech
for SSG elections
2. principal giving
updates on opening
of classes
3. a keynote speech
from an invited
guest of honor
Reflection
You have just completed the tasks. Tell us what additional ideas did you learn after
taking the lesson.
I learned that
___________________________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_____________________________________________________________________

Answer Key
LOAD
1. informative
2. persuasive
3. informative
4. informative
5. entertainment
6. informative
7. persuasive
8. persuasive
9. persuasive
10. informative
ENGAGE
1. extemporaneous
2. impromptu
3. manuscript
4. memorized
ADVANCE
Answers vary.
REFINE
1. informative
manuscript
2. informative
manuscript
3. entertainment
extemporaneous
4. informative
manuscript
5. persuasive
extemporaneous
NURTURE
Answers vary

References
Sipacio, P. F. & Balgos, A. G. (First Edition, 2016) Oral communication in Context for Senior
High School. Department of Education. Republic of the Philippines
Santos-Syjueco, M. (2016) Oral Communication in Context. DIWA Senior High School Series.
DIWA Learning Systems, Inc., Makati City, Philippines
Department of Education. (2020). K-12 Curriculum Implementation and Learning

Management Matrix.
SWEETHEART A. CERA
Writer
PRACTICE PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES

80
----------------------------------------------------------------------------------------------------------------
FEEDBACK CARD
ACTIVITY 1

80-90% accuracy
ACTIVITY 4

ACTIVITY 8
BADGE EARNED:

81
Name of Learner: _____________________ Grade Level: __________________
Section: _____________________________ Score: _______________________

Speech Acts
Speech Act (Austin 1962) is an utterance that has performative act. The types are easily
remembered by an acronym LIP:
L - Locution (the word uttered or what I say)
I - Illocution (speaker’s intention or why I say it)
P - Perlocution (effect on hearer or how you feel with what I say)
Study the example below.
Bus driver: The bus won’t go until you boys move in out of the doorway.
Locutionary Illocutionary Perlocutionary
Driver is saying that he An order (directive) to The boys moving out of

won’t start the bus with clear the doorway the doorway.
the boys standing in the
doorway.
Further, Searle (1975) categorized illocutionary acts into the following uses of
utterances:
1. representatives - describe some state of affairs

2. directives - get the hearer to do (or not do) something
3. questions - get the hearer to provide information
4. commissives - commit the speaker to do some act
5. expressives - express the emotional state of the speaker
6. declarations- change the state of some entity
You can follow the links below for further discussion and explanation.
https://www.thoughtco.com/speech-act-linguistics-1692119
https://www.youtube.com/watch?v=2ibKyCKRvFkhttps://www.youtube.com/watch?v=5kHilp7bRtM

82
Learning Competency
MELC: Responds appropriately and effectively to a speech act. (S1Q1)
CG: Responds appropriately and effectively to a speech act. (EN11/12OC-Ifj-20)
Directions:
Harold: Mike, there’s a dog!

Mike: Okay. There’s a dog.
Harold: I said, Mike there’s a dog.
Mike: And?
Harold: Mike!
Mike seemed not to comprehend fully

why Harold is telling him the existence
of the dog. Could it be because Mike is
fond of dogs? Could it be because Mike
has been looking for a dog? Could it
be a warning?
Let’s help Mike in distinguishing the intention of Harold’s utterance so he could perform
the desired effect. Before helping him, you need to equip yourself. Are you ready? If you are,
sign the learning contract below.
LEARNING CONTRACT
LOAD
Load and Heat Up!
Directions. Activity 1: Read carefully the statements and identify what category of
speech act is described. Choose the correct answer from the choices in the box.
Write the letter of your answer before the number.
A. locutionary B. illocutionary C. perlocutionary
1. It refers to the literal meaning of words.

2. This means a social function which can be in the form of request, refusal or
complaint.
3. It is the effect of what is said.
4. It refers to the speaker’s intent.
5. This can be in the form of utterances or propositions.

83
6. It is regarded as the true speech act such as informing, ordering, warning and
undertaking.
7. A speech act that has an effect on thoughts, feelings, or actions of either the
speaker or the listener.
8. These are the meaningful utterances humans make to communicate their needs,
and wants to persuade others to their viewpoint.
9. It is external to a performance- inspiring, persuading and deterring.
10. It carries a directive to the hearer or the audience.
ENGAGE
Engage your critical mind by taking a look into the following utterances!
Directions. ACTIVITY 2: Write the locutionary, illocutionary and perlocutionary

meanings in the table provided. The first number is done for you.
Utterance Locutionary Illocutionary Perlocutionary
(Literal (Intended (Effect)

Meaning) meaning)
referring to the Request for Someone is

temperature someone to getting up to
1. It is hot in here. switch on the switch on the air
air conditioning.
conditioning.
2. May I borrow your
laptop?
3. Sorry but you did not
wear your mask.
4. You are fired.
5. We heal as one.
6. Can you tell me how

much that costs?
7. The meeting is
adjourned.
8. You have to observe
social distancing
outside of your home.
9. What are you doing
tonight?
10. Have you taken your
online examination?

84
ADVANCE
Advance and further your analysis with Searle’s Categories of Illocutionary

Acts!
Directions. ACTIVITY 3: Identify what type of illocutionary act is reflected in the following
statements. Choose the correct answer from the choices in the box. Write your answer before
the number. The first item is done for you.
directives questions expressive
representative commissive declaration
directive 1. May I borrow your pen? (student to classmate)

2. The weather will be cold tomorrow at 16˚C. (reporter to listener)
3. Can I have a slice of Pizza? (customer to waiter)
4. I am going to finish this learning activity tonight? (friend to friend)
5. Listen carefully, please. (wife to husband)
6. I am going to get the correct answer next time. (friend to friend)
7. I am really sorry. (child to mother)
8. You are being delegated as team leaders of the class. (teacher to
students)
9. Did you pass your research yesterday? (friend to friend)
10. I quit. (employee to manager)
REFINE
Refine your skills more on the categories of illocutionary acts
Directions. ACTIVITY 4: Of the following situations, (i) name the type of illocutionary speech
act, (ii) write the intended meaning of the speech act, and (iii) identify the appropriate response
of the listener.
Example: I would appreciate if you could do the dishes.

Answer:
i. directive
ii. I request that you do the dishes.
iii. Yes, I’ll do it after doing my assignment.
1. You will be happy to know that your project will be finished tomorrow.
i. _____________________________________________________
ii. _____________________________________________________
iii. _____________________________________________________
2. Any suggestions you have are welcome.
i. _____________________________________________________
ii. _____________________________________________________
iii. _____________________________________________________
85
3. Isn’t that just the best idea we’ve heard so far?
i. _____________________________________________________
ii. _____________________________________________________
iii. _____________________________________________________
4. Can you sit still for a minute?

i. _____________________________________________________
ii. _____________________________________________________
iii. _____________________________________________________
5. I’d be honored if you come to my party next week.
i. _____________________________________________________
ii. _____________________________________________________
iii. _____________________________________________________
NURTURE
Nurture in action!
Directions. ACTIVITY 5: Leaner, it’s time to show us what you learned! Below are
scenario cards which can happen in a day-to-day situation. Choose one and write your
own speech act set or dialogue on the space provided.
Scenario A
You and your friend, Brielle, are working on an investigatory project. You meet
Brielle at a school cafeteria to talk about the project. You forgot to bring the notes that
you promised to bring to the meeting. What do you say to Brielle?
_________________________________________________________________________
___________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
________________________________________________________________________
Scenario B
You are doing homework with your best friend, Ken, in their house. His brother,
RD, is an eight-year-old boy and you often play with him. He is watching TV, and it is
very loud. It distracts you from your study. You want Ken to turn down the volume.
What do you say to Ken?
_________________________________________________________________________
___________________________________________________________________
_______________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
________________________________________________________________________

86
Scenario C
You are a transferee and it happened that you have to take Statistics and
Probability in another class. A crush of yours, Mariel, has made an excellent video
presentation of her report capturing formula in excel. After class, you want to
compliment her. How are you going to say it?
_________________________________________________________________________
___________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
________________________________________________________________________
Scenario D
You are interested in trying a new “tea house” that opened near your school. It
features delicious teas of different flavors. You know your friend is a super fan of such
and you plan to invite him after class. How do you say it?
_________________________________________________________________________
___________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
________________________________________________________________________
Scenario E
Your bicycle had a flat tire, and you could not ride home after school. It would
have taken you one hour to walk. Your teacher gave you a ride, along with your bicycle,
back to your house. What are you going to say to your teacher?
_________________________________________________________________________
___________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
________________________________________________________________________

87
Rubric for the Speech Act Set/ Dialogue
Criteria/ 4 3 2 1
Score Excellent Very Good Good Needs Improvement
Organization The ideas The ideas The ideas The ideas presented
presented are well- presented are cluttered.
are well- presented are good
organized, but with but manifest
following minor errors. many
conventions errors.
of English.
Content Presented Presented Presented Needs more

clear and limited loosely improvement in
convincing conversation associated constructing thoughts.
conversation to deal with thoughts to
to deal with the given deal with
the situation situation. the given
given. situation.
Creativity The The The The situation is plainly

situation is situation is situation is depicted.
well- fairly weakly
depicted depicted depicted
through the through the through the
medium medium medium
used. used. used.
Reflection:
Present the significant learnings or reflections you have in the lesson through quotes.
Below is an example:

88
Answer Key
Load
1. A 6. B
2. B 7. C
3. C 8. A
4. B 9. C
5. A 10. B
Engage
Utterance Locutionary Illocutionary Perlocutionary
(Literal Meaning) (Intended (Effect)

meaning)
1. It is hot in here. The speaker The speaker is The hearer

refers to the requesting for switches on the
temperature. someone to air conditioning or
switch on the air refuse to.
conditioning.
2. May I borrow your The speaker The speaker is The hearer

laptop? does not have requesting permits the
laptop. someone/ a speaker to use
friend to lend the laptop or
his/her laptop. refuses due to
certain situation.
3. You must wear The speaker tells The speaker is The hearer may
your mask in everyone to use giving an order follow or disobey
public places. protective that everyone is the order.
covering for the required to wear
face. mask.
4. You are fired. The speaker The speaker is The hearer may
dismisses giving an order to leave his work
someone from someone to quit and find another
his/her job. his/her job. job or make an
appeal to justify
himself.
5. We heal as one. The speaker says The speaker is The hearer may
we can get asserting that cooperate or not.
better. being united
means

89
overcoming crisis
together.
6. Can you tell me The speaker is The speaker is The hearer may
how much that referring to the asking a question accurately or
costs? price of the item. or ordering estimate the
someone to tell amount spent.
the price of an
item.
7. The meeting is The speaker The speaker is The hearers leave

adjourned. means that the declaring that the the venue of the
meeting is done. meeting is done. meeting.
8. You have to The speaker The speaker is The hearer may

observe social means that giving an order to follow or not.
distancing outside spacing between follow social
of your home.
and among distancing in
people be done public places.
in public places.
9. What are you The speaker The speaker is The hearer

doing tonight? refers to the asking a question answers the
activity set by the or inviting the question, accepts
hearer. hearer. or declines the
invitation.
10. Have you taken The speaker The speaker is The hearer may
your on-line pertains to taking asking if done answer or not.
examination? an on-line with the on-line
examination. examination.
Advance
1. directive
2. representative
3. directive
4. commissive
5. directive
6. commissive
7. expressive
8. declaration
9. questions
10. declaration

90
Refine
1. You will be happy to know that your project will be finished tomorrow.
i. commissive
ii. I promised that the project will be finished tomorrow.
iii. Possible answer: We shall celebrate for tomorrow.
2. Any suggestions you have are welcome.
i. directive
ii. I request that you give me any suggestions that you have.
iii. Possible answer: I think it would be good to …
3. I’d like to appreciate the group’s effort in coming up with a good research study.
i. expressive
ii. I thank you for your efforts in our research project.
iii. Possible answer: You are welcome.
4. Can you sit still for a minute?
i. directive
ii. I order you to sit still.
iii. Possible: Okay, I will.
5. I’d be honored if you come to my party next week.
i. commissive
ii. I promise to welcome you to my party next week.
iii. Possible answer: It will be my pleasure to be there.
6. Did you know that Brielle is going to transfer next semester?
i. representative
ii. I am telling you that Brielle will transfer next semester.
iii. Possible answer: Really?
7. It is obvious that Julio is going to be late for his interview.

i. representative
ii. I believe Julio will be late for his interview.
iii. Possible answer: (The hearer may just manifest sad facial expression)
Nurture Answer varies.
References
Anthony C. Oha, PhD, M.J.C. Uwajeh, PhD, I. Omolora Daniel, PhD, Theodore Iyere.
(2010). Introduction to Sociolinguistics. Abuja Office, No.5 Dar es Salaam Street, Off
Aminu Kano Crescent, Wuse II, Abuja: National Open University of Nigeria.
Department of Education. (2020). K-12 Curriculum Implementation and Learning
Management Matrix.
Hilliard, A. (2017). https://files.eric.ed.gov/fulltext/EJ1137786.pdf. Retrieved from
files.eric.ed.gov: https://files.eric.ed.gov/fulltext/EJ1137786.pdf
https://filestore.aqa.org.uk/resources/english/AQA-7707-TI-DE-SPEECH-ACTS-CTT.PDF.
(2015, January 5). Retrieved from filestore.aqa.org.uk:
91
https://filestore.aqa.org.uk/resources/english/AQA-7707-TI-DE-SPEECH-ACTS-
CTT.PDF
Laurel J. Brinton and Donna M. Brinton. (2010). Information Structuring and Speech Acts.
The Linguistic Structure In Modern English, 324-355. Retrieved from
https://benjamins.com/sites/z.156/exercise/c11q5
Nordquist, R. (2019, July 18). thought.co.com. Retrieved from www.thoughtco.com:
https://www.thoughtco.com/locutionary-act-speech-1691257
Paltridge, B. (n.d.). Retrieved from fac.ksu.edu.sa:
http://fac.ksu.edu.sa/sites/default/files/eng_429_-_chapter_3_-
_discourse_and_pragmatics.pdf
Paltridge, B. (2013). Discourse Analysis: An Introduction. London: Bloomsbury Publishing.
Joy S. Ferrer-Lopez
Writer
92
----------------------------------------------------------------------------------------------------------------
FEEDBACK CARD
ACTIVITY 1

80-90% accuracy
ACTIVITY 4

ACTIVITY 8
BADGE EARNED:
93

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11

LEARNING ACTIVITY SHEETS

Printed by DepEd Regional Office No. 02

PRACTICE PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES i

Explains the functions, nature and process 4-12

Differentiates the various models of communication 13-23

Uses various strategies in order to avoid 24-35

Examines sample oral communication activities 36-44

Identifies the various types of speech context 45-66

Distinguishes types of speeches and speech style 67-76

Responds appropriately and effectively to a speech act 84-93

PRACTICE PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES ii

Name of Learner: ___________________________________Grade Level: ______

Section: ____________________________________________ Date: __________

LEARNING ACTIVITY SHEET

Background Information for Learners

The communication process refers to the transmission of message or ideas

Learning Competency with Code

PRACTICE PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES 1

1. the interference that keeps a message from being understood or accurately

PRACTICE PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES 2

Activity 3. You have already identified the elements of a communication process.

Activity 4. Study the following comic story. If face-to-face interaction is already

PRACTICE PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES 3

PRACTICE PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES 4

PRACTICE PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES 5

PRACTICE PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES 6

INDICATORS Met Unmet

1. The write-up is free from spelling, punctuation, capitalization, and

3. The write-up shows a direct and specific point.

1 to 2 indicators are met. 5 points

3 to 4 indicators are met. 10 points

All 5 indicators are met. 15 points

Task 1 Answers may vary

PRACTICE PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES 7

Task 4 Answers may vary

Dapat J. A. et al. (2016) Oral communication in focus. Lorimar Publishing Inc.

PRACTICE PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES 8

ACTIVITY 3 GOOD JOB!- Completed the activities with

ACTIVITY 7 STRIVE FOR MORE. When need further

PRACTICE PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES 9

Section: ____________________________________ Score: ________________________

LEARNING ACTIVITY SHEET

Background Information for Learners

Communication has five functions. These are the following:

MELC: Explains the functions of communication. (S1Q1)

Directions: and Instructions

Are you willing to help a friend?

He is lost on what to say to Karen. What components of communication will he use?

PRACTICE PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES 10

PRACTICE PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES 11

Question: What function of communication has been used?

How would you continue the conversation?

Question: What function/s of communication has/have been used?

PRACTICE PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES 12

Doña Mameng: What do you think I am doing, talking to myself?

Place your answers here.

PRACTICE PROPER PERSONAL HYGIENE PROTOCOLS AT ALL TIMES 13

REFINE: Refine your skills in discovering.

Name of Learner: _____________________________Grade Level:

Section: __________________________________ Date:

Section: ____________ Score:

Section: ____________ Score:

TASK: White( ) / Black ( ) TITLE OF TV SHOW/MOVIE: ________________ DATE: _