CEBU INTERNATIONAL DISTANCE EDUCATION COLLEGE

# 22280 J. SENO ST. MABOLO, CEBU CITY, Philippines

Website: www.cidec-edu.org
Telefax: 231-8800

ORAL COMMUNICATION IN CONTEXT

SUBJECT

MODULE: 1 of 3

Student Name:

Year level:

Score:

Teacher:

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GENERAL INTRUCTIONS:

1. To successfully use this module, be sure to follow the instructions carefully. There’s
no need to hurry as long as you will learn the lessons.
2. Read the module carefully.
3. Perform all the drills and exercise all the lesson.
4. Answer the check-up question given.
5. Take good care of this module.
6. Do not write unnecessary things in this module.
7. Test yourself.
8. Record all the data and information in your notebook.
9. Summarize what you have learned.
10. Answer the module test.
11. If there is a thing that you do not understand in this module, see somebody or your
teacher who can help you, but never ask someone to do the activity for you.

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 TABLE OF CONTENTS

Title Page No.

Preface………………………………………………………………. iii
Objectives………………………………………………………….. iv

Lesson 1
Oral communication……………………………………………... 1
1.1 Nature of communication…………………………………. 4
1.2 Models of communication………………………………… 6
1.3 Functions of communication……………………………... 7
2.1 Features of an effective communications…………….. 9
2.2 Verbal and non-verbal communication……………….. 11
Lesson 2
Intercultural communication………………………………… 15
1.1 definition and nature if intellectual communication. 19

Lesson 3
Strategies in various speech situation
1.1 Types of interpersonal context…………………………. 29
1.2 types of speech style……………………………………… 32

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PREFACE

Oral Communication in Context for Senior High School is a response to the

revolutionary change in the country’s basic education system. Rich in strategies
that hone effective communication, this book is geared towards developing
listening and speaking skills in any situation.

Written specifically with a 21st century learner in mind, this book aims to guide
students to become multi-skilled in different methods of learning and be flexible
under different communication circumstances. Furthermore, it is geared towards
honing their leadership skills to help them become self-directed and creative in
problem-solving. Ultimately, this book aims to instill a lasting commitment to
lifelong learning and critical thinking.

Oral Communication in Context for Senior High School meets all the
competencies outlined in the K to 12 curriculum and incorporates information and
communication technology throughout the text. Each lesson is packed with varied
strategies and activities which enhance 21st-century literacies. The book applies
different instructional approaches and strategies based on the principles of
differentiation, spiral progression, process orientation, collaboration,
contextualization, reflective learning, and visual enhancement. Furthermore, it is
structured using a Socio-Cognitive Transformative Model in English as a Second
Language Pedagogy (Barrot, 2014, 2015) to ensure that lifelong learning is
achieved.

iii
Objectives:

At the end of the lesson, the students will be able:

 Explain the nature and process of communication;

 Differentiate various models of communication;
 Discuss the function of communication;
 Distinguish the unique features o one communication process from the
other;
 Practice effective verbal and nonverbal communication during social
interactions;
 Explain why there is a breakdown of communication;
 Apply strategies in overcoming communication breakdowns;
 Practice effective communication skills;
 Evaluate the effectiveness of an oral communication;
 Practice learning and thinking skills, life skills, and ICT literacy; and
 Reflect on your learning on the fundamentals of communication.

iv
Lesson 1

Module 1

ORAL COMMUNICATION

Communication is a process of sharing and conveying messages or information

from one person to another within and across channels, contexts, media, and
cultures (McCornack, 2014). There is a wide variety of contexts and situations in
which communication can be manifested; it can be a face-to-face interaction, a
phone conversation, a group discussion, a meeting or interview, a letter
correspondence, a class recitation, and many others.

1
 After completing Let’s Warm Up, tick the column that determines how often you
practice what the statements say. Do this as objectively as possible. Bear in mind
that there are no wrong answers. You can use your performance in Let’s Warm Up
as a basis in completing this task.

2
 Scoring Score Level of Proficiency
Usually – 3 28 – 30 Advanced
points 25 – 27 Proficient
Sometimes – 2 23 – 24 Approaching Proficiency
points 21 – 22 Developing
Seldom – 1 point 20 and Beginning
Never – 0 below

Communication is a process of sharing and conveying messages or information

from one person to another within and across channels, contexts, media, and cultures
(McCornack, 2014). There is a wide variety of contexts and situations in which
communication can be manifested; it can be a face-to-face interaction, a phone
conversation, a group discussion, a meeting or interview, a letter correspondence, a
class recitation, and many others.

1.1 Nature of communication

 Communication is a process.
 Communication occurs between two or more people (the speaker and the
receiver).
 Communication can be expressed through written or spoken words, actions
(nonverbal), or both spoken words and nonverbal actions at the same time.

Elements of communication

Communication is divided into elements which help us better understand its

mechanics or process. These elements are the following:
o Speaker – the source of information or message.

o Message – the information, ideas, or thoughts conveyed by the

speaker in words or in actions.

o Encoding – the process of converting the message into words, actions,

or other forms that the speaker understands.

3
 o Channel – the medium or the means, such as personal or non-
personal, verbal or nonverbal, in which the encoded message is
conveyed.

o Decoding – the process of interpreting the encoded message of the

speaker by the receiver.

o Receiver – the recipient of the message, or someone who decodes the

message.

o Feedback – the reactions, responses, or information provided by the

receiver.

o Context – the environment where communication takes place.

o Barrier – the factors that affect the flow of communication

Process of communication Example

* The speaker generates an idea. Daphne loves Rico, her suitor, as a
friend.
*The speaker encodes an idea or
converts the idea into words or actions. She thinks of how to tell him using their
native language.
*The speaker transmits or sends out a
message. She tells him, “Rico, mahal kita bilang
kaibigan.”
*The receiver gets the message.
Rico hears what Daphne says.
*The receiver decodes or interprets the
message based on the context.

4
*The receiver sends or provides He tries to analyze what she means
feedback. based on the content and their
relationship, and he is heartbroken.

He frowns and does not say something,

because he is in pain.

1.2 Models of communication

Shannon-Weaver Model
Known as the mother of all communication models, the Shannon-Weaver
model (1949) depicts communication as a linear or one-way process consisting of
five elements: a source (producer of message); a transmitter (encoder of message
into signals); a channel (signals adapted for transmission); a receiver (decoder of
message from the signal); and a destination.
This model, however, has been criticized for missing one essential element
in the communication process: feedback. Without feedback, the speaker will not
know whether the receiver understands the message or not.

Information

Source Transmitter Receiver Destination

Channel

Signal Received
Signal
Message Message

Noise Source

5
 Fig 1. Shannon-Weaver Model

Transaction Model
Unlike the Shannon-Weaver Model, which is a one-way process, the Transaction
Model is a two way process with the inclusion of feedback as one element.
Noise Noise Noise

Feedback Feedback
(Sends Responds Responds
(Sends
And Decodes Message Decodes And
Receives Receives
Channels Channels

Noise Noise Noise

Fig 2. Transaction Model

As shown in Figure 2, this model is more interactive. There is a collaborative

exchange of messages between communicators with the aim of understanding each
other. It also shows that a barrier, such as noise, may interfere with the flow of
communication.

1.3 Functions of communication

Basically, there are five functions of communication. These are control, social
interaction, motivation, emotional expression, and information dissemination.
 Control – Communication functions to control behavior.
 Social Interaction – Communication allows individuals to interact with
others.
 Motivation – Communication motivates or encourages people to live
better.
 Emotional expression – Communication facilitates people’s
expression of their feelings and emotions.
 Information dissemination – Communication functions to convey
information.

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Activity 1
Identify the function of communication in each of the following
situations. Control, social interaction, motivation, emotional expression,
and information dissemination. Write your answers on the space provided.

_____1. The teacher read and discusses classroom policies to her students.

_____2. Ross greets Rachel; then, they start talking about their plans for the
holidays.

_____3. Phoebe shares insights on how to live peacefully despite of complicated life.

_____4. Monica shares her personal Frustrations with Chandler.

_____5. The Geometry teacher lectures about mechanical concepts.

_____6. Sheila delivers her Valedictory speech.

_____7. The President delivers his last State of the Nation Address.

_____8. A television personality thanks the supportive moviegoers during an

interview.

_____9. The city mayor presents her strategies to execute the plans in a public
forum.

_____10. A tourist guide orients a group of tourists about a heritage site.

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2.1
Features of an effective communication

Barrier Example Solution

Emotional barriers You are having a bad Recognize these kinds of
day, or you feel emotions, and politely ask
frustrated. the other person to give
you a moment so you can
relax or calm yourself.
Use of jargon You are a scientist Jargon refers to the set of
discussing a certain specialized vocabulary in
weather phenomenon a certain field. To avoid
with your neighbor who communication
does not know much breakdown due to lack of
about the topic. clarity, adjust your
language; use layman’s
terms or simple words.
Lack of confidence You are asked to share Develop self-confidence
something about your by joining organizations
day or weekend, but you where you can share and
are hesitant because you develop your interests.
are shy. Look for opportunities in
your school or community
that will help you find
your strengths and
improve your abilities.
Noisy environment You are having a Recognize that noise is a
conversation with some common barrier. Make
friends when a song was some adjustments by
played loudly. asking someone to
minimize the volume or
by looking for a quiet
area where you can
resume the conversation.

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 Activity 2
Complete the semantic web below with a word or group of words relevant
to communication.

1 1
Barriers Definition 2
2
3 3

1
2
Communication Process 3
Feature
4
s 5

1
2
3 1
Model Element 2
4
s s 3
5
6 4
7 5
6
7
Transaction Shannon-Weaver 8
Model Mode 9
l
Brief Brief
descriptions descriptions

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2.2 Verbal Communication and Non-verbal Communication

Verbal Communication
Refers to an interaction in which words are used to relay a message. For effective
and successful verbal communication, use words to express ideas which can be easily
understood by the person you are talking to. Consider appropriateness, brevity,
clarity, ethics, and vividness when engaging in this type of communication.
Appropriateness
The language that you use should be appropriate to the environment or occasion
(i.e., whether formal or informal).
Brevity
Speakers who often use simple yet precise and powerful words are found to be more
credible. Try to achieve brevity by being more direct with your words. Avoid fillers and
insubstantial expressions which do not add to the message, such as “uh,” “you know,”
“I guess,” and others.
Clarity
The meanings of words, feelings, or ideas may be interpreted differently by a listener;
hence, it is essential for you to clearly state your message and express your ideas and
feelings.
Ethics
Words should be carefully chosen in consideration of the gender, roles, ethnicity,
preferences, and status of the person or people you are talking to.
Vividness
Words that vividly or creatively describe things or feelings usually add color and spice
to communication. Hence, you are encouraged to find ways to charm your audience
through the use of vivid words.

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Nonverbal communication
Refers to an interaction where behavior is used to convey and represent meanings.
All kinds of human responses that are not expressed in words are classified as
nonverbal communication. Examples of nonverbal communication are stares, smiles,
tone of voice, movements, manners of walking, standing and sitting, appearance,
style of attire, attitude towards time and space, personality, gestures, and others.

Mastery of nonverbal communication is important for several reasons:

 It enhances and emphasizes the message of your speech, thus making it
more meaningful, truthful, and relevant.
 It can communicate feelings, attitudes, and perceptions without you saying a
word.
 It can sustain the attention of listeners and keep them engaged in the speech.
 It gives the audience a preview to the type of speaker you are.
 It makes you appear more dynamic and animated in your delivery.
 It serves as a channel to release tension and nervousness.
 It helps make your speech more dramatic.
 It can build a connection with listeners.
 It makes you a credible speaker.
 It helps you vary your speaking style and avoid a monotonous delivery.

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Activity 3

Write T before each number if the statement is true and F if the

statement is false.

_____1.Consider ethics in your speech at all times.

_____2.Effective use of nonverbal communication can strengthen your message.

_____3.How you communicate reflects who you are as a person.
_____4.One way to help you build credibility is through effective nonverbal
communication.
______5.There are certain words that are only appropriate at certain times and
places.
______6.To achieve clarity, we must speak the same language as our listeners.
______7.The use of too many fillers can distract your listeners.
______8.Verbal communication is better than nonverbal communication.
______9.When you talk to others, you should not assume too quickly that they
understand the message that you convey.
______10.When you communicate, choose what you want to say and how you want
to say it.

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Let’s reflect!

Reflect on what you have learned after taking up this lesson by

completing the chart below.

I thought…
What were your
thoughts or
ideas about the
fundamentals of
communication
prior to the
discussion of
this lesson?

I learned that…
What new or
additional ideas
did you learn
after taking up
this lesson?

13
 Lesson 2

Intercultural Communication

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Objectives:
At the end of the lesson, the students is expected to:

 Define intercultural communication;

 Demonstrate effective intercultural communication skills in a speech situation;
 Develop appreciation of different cultural perspectives;
 Practice effective intercultural communication;
 Apply learning and thinking skills, life skills, and ICT literacy in understanding
intercultural communication;
 Communicate sensitively, taking into consideration a listener’s gender,
religion, beliefs and traditions; and
 Reflect on your learning about intercultural communication.

15
Self-evaluation
After completing Let’s Warm Up, tick the column that determines how
often you practice what the statements say. Do this as objectively as
possible. Bear in mind that there are no wrong answers. You can use your
performance in Let’s Warm Up as a basis in completing this task.

Usually Sometimes Seldom Never

1. I interact, negotiate, and create

meaning with others while taking
into consideration varied cultural
backgrounds.
2. I do not think that my own culture is
better than others’.
3. I understand that communication
can be influenced by culture,
gender, age, social status, and
religion.
4. I demonstrate sensitivity when I
communicate with others.
5. I communicate to share information
across cultures.
I use effective intercultural
6.
communication skills.
7. I communicate to understand different cultures
and social groups.

8. I appreciate different cultural perspectives.

9. I can easily communicate with people from

diverse backgrounds.
10. I respect the values and traditions of other
cultures.

TOTAL

GRAND TOTAL /30

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 Scoring Score Level of Proficiency
Usually – 3 28 – 30 Advanced
points 25 – 27 Proficient
Sometimes – 2 23 – 24 Approaching Proficiency
points 21 – 22 Developing
Seldom – 1 point 20 and Beginning
Never – 0 below

Select of these particular country (Japan, France, China, Philippines,

and Mexico). Imagine yourself as the ambassador of the country assigned
to you.
You will be provided with some source-based materials like photographs,
newspaper clippings, and letters. Using these pieces of information, work together
and come up with some interesting data about your country. Write questions (how,
what, why, where, when and who) and provide corresponding answers.
Example:
China
Question: When is the best time to visit your country?
Answer:

France
Question:
What is the history behind the Eiffel Tower?
Answer:
Japan
How did you earn the title “The Land of the Rising
Question: Sun?”
Answer:

Mexico
Question: How would you describe your cuisine?
Answer:

Philippines
Question:
Why are you called the “Pearl of the Orient Seas?”
Answer:

17
1.1 Definition and nature of intercultural communication
Intercultural communication happens when individuals interact, negotiate,
and create meanings while bringing in their varied cultural backgrounds (Ting-
Toomey, 1999).
For some scholars, intercultural communication pertains to communication among
people from different nationalities (Gudykunst, 2003). Still, others look at
intercultural communication as communication that is influenced by different
ethnicities, religions, and sexual orientations.

Both interpretations show that intercultural communication takes place when

people draw from their cultural identity to understand values, prejudices, language,
attitudes, and relationships (Gudykunst & Kim, 2003). Moreover, this facet of
communication can also be seen as a bargained understanding of human
experiences across diverse societies. Simply put, intercultural communication is the
sending and receiving of messages across languages and cultures.
Sometimes, intercultural communication can flow smoothly and become very
interesting for a cross-cultural group. However, things may not go as planned when
communication is disrupted by cultural collisions.
When you speak, your speech is continuously accompanied by gestures,
facial expressions, and other body movements that add to what you are
saying in different ways. For example, nodding means “yes” in the Indian
subcontinent, Iran, most of Europe, Latin America, and North America. However, in
Greece, Lebanon, Syria, Palestine, Turkey, Macedonia, Bulgaria, and Albania,
nodding indicates disagreement. Moreover, in the case of Japanese culture, silence
as a form of communication is more integrated in their customs than in Western
languages. It is therefore important for you to acknowledge and understand the
many communication patterns present in other cultures.

The developmental model of intercultural

sensitivity

The Developmental Model of Intercultural Sensitivity (DMIS) offers a

structure that explores how people experience cultural differences. According to
Bennett and Bennett (2004), it has six stages. These are the following:
Stage 1: Denial. The individual does not recognize cultural differences.

An individual in the denial stage might be heard saying:

“All cities are the same; they all have tall buildings, fast food chains, and coffee
shops.”

18
 Stage 2: Defense. The individual starts to recognize cultural differences and is
intimidated by them, resulting in either a superior view on own culture or an
unjustified high regard for the new one.

An individual in the defense stage might be heard saying:

“This culture does not view life the way we do; our culture is certainly better.”
“Their ways are better than my own; I wish I were one of them.”

Stage 3: Minimization. Although individuals see cultural differences, they bank

more on the universality of ideas rather than on cultural differences.

An individual in the minimization stage might be heard saying:

“Once we see through the cultural differences, we really are just the same!”

Stage 4: Acceptance. The individual begins to appreciate important cultural

differences in behaviors and eventually in values.

An individual in the acceptance stage might be heard saying:

“These people and I have different values and experiences, and I think we can
learn from one another.”
Stage 5: Adaptation. The individual is very open to world views when accepting
new perspectives.

An individual in the adaptation stage might be heard saying:

“To address our issue, I have to adjust my approach to consider both my own and
my counterpart’s background.”

Stage 6: Integration. Individuals start to go beyond their own cultures and see
themselves and their actions based on multifarious cultural viewpoints.

An individual in the integration stage might be heard saying:

“I can look at things from the perspective of various cultures.”

Once you understand these stages, you may apply it to 1) recognize

communication behaviors which differ from your own, 2) take into account what
can influence these types of behaviors, and 3) try to analyze how linguistic and
cultural communities differ in terms of communication behavior and influencing
factors (Allwood, 1985).

19
Characteristics of competent Intercultural communicators

World Bank (2010) identifies the following traits that define a competent

 intercultural communicator
 Flexibility and the ability to tolerate high levels of uncertainty
 Reflectiveness or mindfulness
 Open-mindedness
 Sensitivity
 Adaptability
 Ability to engage in divergent thinking (or thinking creatively) and
systems-level thinking (or thinking how each one in a system or
organization influences each other)
 Politeness

Note that in addition to culture, other elements such as gender, age, social
status, and religion must also be taken into consideration when communicating
with others. Refrain from showing bias when talking to someone by following the
tips below.
o Avoid stereotypes, i.e., generalizations about a certain group.
o Challenge gender norms; avoid using “he” and “man” to refer to a general
group of people.

To remedy this, you may use plural pronouns or rewrite a sentence to

avoid using pronouns. The use of his/her is also acceptable.
o Do not talk down on younger people and the elderly.
o Be sensitive to the religious practices of others.
o Be polite at all times; do not belittle people you perceive to be on a lower social
class than you.

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Activity 1
I. Read each statement. If it displays bias or insensitivity, write the
group/element being misrepresented (gender, social status, age, religion,
culture). If not, write “OK.” Once done, compare and discuss your answers
with a partner.
_____1. “Each employee must wear his ID at all times.”
_____2. “You won’t understand if I explain; you’re too young.”
_____3. “Japanese people are so rigid and stoic!”
_____4. “Don’t buy those shades; only low-class people wear those.”
_____5. “Lolo, this is an iPhone. ‘I-Phone.’ It is a very complicated device, but I’ll explain
it to you simply. It is used to talk to people from other places.”
_____6. “All staff members have to submit their leave requests before the day ends.”
_____7. “All staff members have to submit their leave requests before the day ends.”
_____8. “Catholics and Protestants do have big differences, but we must respect each
other’s beliefs.”
_____9. “You’re the youngest person in the family, but I trust that you can handle the
situation well.”

_____10. You are a doctor but there is no illness you cured.

II.
Write T before each number if the statement is true and F if the statement is
false.

______1. Intercultural communication occurs when there is interaction and

negotiation between or among individuals from different cultural
backgrounds.
_______2. Intercultural communication refers only to communication that happens
between or among individuals from different nations.
_______3. Communication that exists between or among individuals from different
ethnic, religious, and regional backgrounds and sexual orientations is not
considered as intercultural.
_______4. The DMIS by Bennett and Bennett (2004) can be used to understand those
who do not recognize other cultures and cannot communicate intercultural.
_______5. The denial stage could be interpreted as distrust towards other cultures

21
______6. The acceptance stage refers to recognition of cultural differences.
______7. In the adaptation stage, individuals begin to integrate with other cultures.
______8. Cultural sensitivity matters in intercultural communication.
______9. One character trait of a competent communicator is sensitivity to nonverbal
cues in other cultures.
______10. A competent communicator is a person who is effective in intercultural
communication.

22
 I thought…
What were
your thoughts
or ideas about
intercultural
communication
prior to the
discussion of
this lesson?

I learned that…

What new or
additional ideas
did you learn
after taking up
this lesson?

E-link

Hone your intercultural communication skills by checking the websites

below.
Intercultural Communication Resources
Q https://www.salto-youth.net/downloads/4-17-
1789/Booklet%20Intercultural%20Communication%20 Resource%20Pack.pdf
Improving Intercultural Communication Skills Q
http://www.carla.umn.edu/culture/resources/exercises.htm

23
 Lesson 3

STRATEGIES IN
VARIOUS SPEECH
SITUATION

This unit focuses on the various ways and situations in which people communicate. It
discusses how a communicator’s style of speaking changes according to the context and
how statements elicit various responses from listeners.

24
Objectives:
At the end of the lesson, the students are expected to;

 differentiate types of texts of speech contexts;

 explain the importance of effective communication skills;
 practice effective interpersonal skills and intrapersonal skills;
 identify strategies in effective interpersonal skills and intrapersonal skills;
 exhibit appropriate verbal and non-verbal behavior in a given context;
 apply learning and thinking skills, life skills, and ICT literacy in understanding the
type of speech contexts; and
 reflect on your learning on the types of speech contexts.

25
EVALUATION:
Discuss in three minutes what information can be contained in each of the
following types of communication. Fill in each box with the information
needed.

Communication between two

Communication with self persons

Communication in a small group Communication to the public

26
Types of Speech Context

Intrapersonal – This refers to communication that centers on one person where the
speaker acts both as the sender and the receiver of message.
Message is made up of your thoughts and feelings. The channel is your brain, talk
to yourself, you discard certain ideas and replace them with others.” (Hybels & Weaver
which processes what you are thinking and feeling. There is feedback in the sense that
as you, 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.
Interpersonal – This refers to communication between and among people and
establishes personal relationship between and among them. Solomon and Thiess (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…” (p. 5)

27
3.1 Types of Interpersonal Context

Dyadic Communication – 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.
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.
• Public – This type refers to communication that requires you to deliver or send
the message before or in front of a group. The message can be driven by informational
or persuasive purposes. “In public communication, unlike in interpersonal and small
group, the channels are more exaggerated. The voice is louder and the gestures are
more expansive because the audience is
bigger. The speaker might use additional
visual channels such as slides or a Power
Point presentation.” (Hybels & Weaver,
2012, p 19) Example:
o You deliver a graduation
speech to your batch.

28
 o You participate in a declamation, oratorical, or debate contest
watch by several people.

Mass Communication – This refers to communication that takes place through

television, radio, newspapers, magazines, books, billboards, internet, and other types of
media. Example:
o You are a student journalist
articulating your stand on current
issues through the school’s
newspaper.

29
 Activity 1
Identify and discuss the differences among the types of speech contexts
using the graphic organizer below.
Type Description Examples

1.

2.

3.

1.

2.

3.

30
 3.2 Types of Speech Style
The context dictates and affects the way people communicate, which results in various
speech styles. According to Joos (1968), there are five speech styles. These are (1)
intimate, (2) casual, (3) consultative, (4) formal, and (5) frozen. Each style dictates
what appropriate language or vocabulary should be used or observed.
1. Intimate – This style is private, which occurs between or among close
family members or individuals. The language used in this style may not be
shared in public.
2. Casual – This style is common among peers and friends. Jargon, slang, or
the vernacular language are used.
3. Consultative – This style is the standard one. Professional or mutually
acceptable language is a must in this style. Examples of situations are
communication between teachers and students, employers and employees,
doctor and patient, judge and lawyer, or President and his/her constituents.
4. Formal – This style is used in formal settings. Unlike the consultative style,
this is one-way. Examples are sermons by priests and ministers, State of the
Nation Address of the President, formal speeches, or pronouncements by
judges.
5. Frozen – This style is “frozen” in time and remains unchanged. It mostly
occurs in ceremonies. Common examples are the Preamble to the Constitution,
Lord’s Prayer, and Allegiance to country or flag.

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Activity 2

Identify the type of speech style appropriate for the following situations.
Write your answer in the blank.
______1. Talking to a counselor or psychiatrist
_______2. Giving last-minute instructions to players
_______3. Delivering campaign speeches
_______4.Delivering a speech at the UN Summit
_______5.Delivering news reports
_______6.Talking and laughing about memorable experiences
_______7.Communicating while playing sports
_______8.Having a one-on-one conversation with a loved one
_______9. Delivering an oratorical speech
_______10.leading a prayer before meal
_______11.reading school policies
_______12.talking to a superior
_______13.reading pledge of allegiance to the flag
_______14.talking to a stranger
_______15.inquiring at a hotel

Hone your knowledge in identifying types of speech contexts by looking into

the exercises found on the websites below.
Notes and Exercises on Interpersonal and Intrapersonal Communication
http://faculty.buffalostate.edu/smithrd/UAE%20Communication/Unit4.pdf
Communication Skills Self-Assessment Exercise

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http://relationships101.org/poor-communication/building-effective-interpersonal-
communication skills-self-assessment-exercise

Let’s reflect
Reflect on what you have learned after taking up this lesson
by completing the chart below.

What were your thoughts or ideas about I thought….

the types of speech contexts and styles
prior to the discussion of this lesson?

What new or additional ideas you learn I learned that….

after taking up this lesson?

Congratulation!
Now, that you are done of this module, you are now ready for the next one.
Prepare yourself for the post test.

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