Quarter 1 – Module 8: Types of Speech Context First Edition, 2020
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Published by the Department of Education - Schools Division of Pasig City
Development Team of the Self-Learning Module
Writer: Ailene D. Ferrer
Reviewers: Arlene I. Donor Layout Artist: Marisol Aspuria Baguisi Management Team: Ma. Evalou Concepcion A. Agustin OIC-Schools Division Superintendent Aurelio G. Alfonso EdD OIC-Assistant Schools Division Superintendent Victor M. Javeña EdD Chief, School Governance and Operations Division and OIC- Chief, Curriculum Implementation Division
Education Program Supervisors
Librada L. Agon EdD (EPP/TLE/TVL/TVE)
Liza A. Alvarez (Science/STEM/SSP) Bernard R. Balitao (AP/HUMSS) Joselito E. Calios (English/SPFL/GAS) Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports) Wilma Q. Del Rosario (LRMS/ADM) Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang) Perlita M. Ignacio PhD (EsP) Dulce O. Santos PhD (Kindergarten/MTB-MLE) Teresita P. Tagulao EdD (Mathematics/ABM)
Printed in the Philippines by the Department of Education – Schools Division of Pasig City Oral Communication
Welcome to the Oral Communication Self-Learning Module on Types of Speech
Context.
This Self-Learning Module was collaboratively designed, developed, and reviewed
by educators from the Schools Division Office of Pasig City headed by its Officer-in- Charge Schools Division Superintendent, Ma. Evalou Concepcion A. Agustin, in partnership with the City Government of Pasig through its mayor, Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K to 12 Curriculum using the Most Essential Learning Competencies (MELC) in developing this instructional resource.
This learning material hopes to engage the learners in guided and independent learning activities at their own pace and time. Further, this also aims to help learners acquire the needed 21st-century skills especially the 5 Cs, namely: Communication, Collaboration, Creativity, Critical Thinking, and Character while taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the module:
Notes to the Teacher
This contains helpful tips or strategies that will help you in guiding the learners.
As a facilitator, you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their learning. Moreover, you are expected to encourage and assist the learners as they do the tasks included in the module. For the learner:
Welcome to the Oral Communication Self-Learning Module on Types of Speech
Context.
The hand is one of the most symbolized parts of the human body. It is often used to depict skill, action, and purpose. Through our hands, we may learn, create, and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning material while being an active learner.
This module has the following parts and corresponding icons:
Expectations - This points to the set of knowledge and skills that
you will learn after completing the module.
Pretest - This measures your prior knowledge about the lesson at
hand.
Recap - This part of the module provides a review of concepts and
skills that you already know about a previous lesson.
Lesson - This section discusses the topic in the module.
Activities - This is a set of activities that you need to perform.
Wrap-Up - This section summarizes the concepts and application
of the lesson.
Valuing - This part integrates a desirable moral value in the
lesson.
Posttest - This measures how much you have learned from the entire module. EXPECTATIONS
This is your self-instructional learner module in Oral Communication in
Context. All the activities provided in this lesson will help you learn and understand: Types of Speech Context. After going through this module, you are expected to: 1. identify various types of speech context; 2. practice effective interpersonal skills and intrapersonal skill by giving examples; and 3. demonstrate appreciation on the importance of speech context through communication.
PRETEST
Directions: Study and analyze the given pictures below. Circle the letter below each picture that describes yourself during book review and answer the question below.
A B
Why did you consider yourself as Picture A/ Picture B?
You have learned in the previous lesson that communication may
breakdown because of the different types of barriers: Language, Psychological, Physiological, Physical and Attitudinal. So to become an effective communicator, we must be familiarized with them and find ways to avoid them.
LESSON
Based from the different lessons about communication, you have seen that it always involves people to communicate with and how they react and relate to each other. Today we will discuss the first two types of Speech context together with its examples. Today we will discuss the first two types of Speech Context. The next two will be the next day.
Types of Speech Context
1. Intrapersonal This refers to communication that centers on one person where the speaker acts both as the sender and the receiver of message. The prefix “intra” means within; so we can say that intrapersonal communication is communication within oneself. “The message is made up of your thoughts and feelings. The channel is your brain, which processes what you are thinking and feeling. There is feedback in the sense that as you talk to yourself, you discard certain ideas and replace them with others.” (Hybels & Weaver, 2012, p 16) Examples: You spent the night thinking and analyzing why a student from the other class talked to you on the way home and you decided it probably meant nothing. You felt happy while thinking about how your teacher appreciated you for submitting your project before the due date and you reflected on why this was so. You do self-talk to calm yourself down in a stressful situation “ I can surpass this”
2. Interpersonal This refers to communication between and among people and establishes personal relationship between and among them. Solomon and Theiss (2013) state that “the inter part of the word highlights how interpersonal communication connects people… when you engage in interpersonal communication, you and another person become linked together… The personal part means that your unique qualities as a person matter during interpersonal communication…”.If intrapersonal communication is communication within oneself, interpersonal on the other hand is communication with others.
Types of Interpersonal Context
1) Dyad Communication This refers to communication that occurs between two people Example: You offered feedback on the speech performance of your classmate. You provided comfort to a friend who was feeling down. 2) Small Group This refers to communication that involves at least three but not more than twelve people engaging in a face-to-face interaction to achieve a desired goal. In this type of communication, all participants can freely share ideas in a loose and open discussion. Example: You are participating in an organizational meeting which aims to address the concerns of your fellow students. You are having a discussion with your group mates on how to finish the assigned tasks.
Since much of your time is spent in some forms of a group whether a class, a friendship group, a peer group, a family, or any other organizations, how successfully you function in such situations will depend upon how much you know about group communication. Compare and contrast the following:
Small Group Number of
Definition Leader Purpose Communication Participants 1. Panel The 4-5 well- Chairman or To get the discussion clearing informed moderator audience and house of persons and the participants ideas audience awakened to all the implications of the questions discussed. 2. Symposium A meeting 4–8 Moderator/c To share ideas where experts who hairman several present 15- speakers 20 min. deliver short talks on the same topic or related topics 3.Lecture -a 50-60 One expert Expert To inform and Forum minute and to instruct speech audience presented by an expert and the subsequen t discussion of the subject 4. Round Table -an Chairman & Group leader To express Talk informal more than opinions about kind of discussion three the topic or where the members problem members are seated around a round table or may face one another as they seated in a set pattern in a rectangula r table. 5. Debate 5. a formal 8 or more Team captain To convince the discussion members or chairman audience that of an issue Scribe their in which Presenters proposition is two Opposers better speakers or teams, each representi ng a side of an issue, try to convince the audience that their position on the issue is the better one.
Guided Practice 1. When do you commonly use the Round Table Talk? (Yes, during meetings like Faculty meeting, PTA meeting, or any organizational meetings) 2. Since debate is a competitive, how will the members of the team persuade the audience to agree with them? (The team members should promote a full, honest, and accurate discussion of their proposition together with the sound reasoning and reliable evidences.)
ACTIVITIES
Activity 1 Identify the differences among the types of speech contexts using the graphic organizer below.
Type Description Example
Activity 2
Reflecting on our current situation of crisis, what will you tell to yourself? To do such, write a letter to yourself on what you plan to do in the coming days.
Reflect on what you have learned after taking up this lesson by completing the chart below.
1. What were your thoughts or ideas about the types of speech contexts and styles prior to the discussion of this lesson? I thought… 2. What new or additional ideas did you learn after taking up this I learned that… VALUING
We communicate either within ourselves or with others. Through this, it
develops our good social interaction and it enhances our knowledge and communication skills which can be the key to personal and career success.
POSTTEST
Directions: Read and analyze the questions and circle the letter of your answer.
1. What type of speech context refers to communication that requires you to
deliver or send the message before or in front of a group? a. Interpersonal b. Intrapersonal c. Mass Communication d. Public
2. What type of speech context refers to communication that centers on one
person where the speaker acts both as sender and receiver of message? a. Interpersonal b. Intrapersonal c. Mass Communication d. Public
3. Rehearsing of what the person plans to say or do in the future is an
intrapersonal communication a. Strongly agree c. Strongly disagree b. Disagree d. Neither agree nor disagree 4. Which of the communication situation indicates a dyad? a. Two customers in a mall secretly talked to the manager of one of the restaurants to inform him/her of complaint for the delayed distribution of order. b. Rev. Fr. Rustia addressed his touching homily to all the graduating students who are affected by the Covid-19 pandemic. c. An eighteen-year old guy is being counselled by the guidance counselor. d. The two loving and sweet couples felt so blessed as they reminisced their unique and glamorous wedding ceremonies.
5. Discussing about the organization’s problems and possible solutions is
done in what type of group communication? a. Debate c. Round Table Talk b. Lecture Forum d. Symposium KEY TO CORRECTION
C 5. C 4. A 3. B 2. Answers will vary A 1. Activity 1 and 2 Self-Check Post Test Activity Pre- Test
References
Balgo, Philippe John F. Sipacio and Anne Richie G. Oral Communication in Context for Senior High School. NCR: C and E Publishing Inc., 2016. https://www.youtube.com/watch?v=fYk3KQg3lck
