Lecture Notes in Oral Com in Context

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Department of Education
Division of Lapu-Lapu City
LECTURE NOTES IN ORAL COMMUNICATION IN CONTEXT
Prepared by:
MS. LETECIA E. AGNES
MRS. EMILYN M. CUBING
MRS. SARAH JEAN E. ALEGADO
MRS. LEA FE P. GARCENILA
MS. NYMPHA A. TAPAO
MS. JENE BABE C. BAGUIO
MRS. ADELFA Y. BEJUGAN
MS. AIRENE D. IMPERIAL
Lecture Notes in Oral Communication in Context

Prepared by: AGNES, L., CUBING, E., ALEGADO, SJ., GARCENILA, LF., TAPAO, N.,
BAGUIO, JB., BEJUGAN, A., and IMPERIAL, A.
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Subject Title: Oral Communication Hours : 80

Semester : Second Quarter : III & IV
CONTENT CONTENT CODE TIME BUDGET
STANDARDS
OC11.1
Nature and Elements of Nature and elements EN11/12OC-Ia-1-7
Communication of oral
1. Definition communication in
2. The Process of context
Communication 1 hour
3. Communication Models 1 hour
4. Five Elements of
o Verbal and Non-Verbal
5. Effective Communication 1 hour
Skills
6. Intercultural Communication
1 hour
ACTIVITY (PERFORMANCE) (7hours)
OC11.2
Functions Of Communication Functions/ purposes EN11/12OC-Ibe-8-

 Regulation/Control of oral 14 2 hours
 Social Interaction communication 2 hours
 Motivation 2 hours
 Information 2 hours
 Emotional Expression 2 hours
ACTIVITY (ESSAY) 2 hours

(12 hours)
EN11OC-If
Communicative Competence Communicative EN11/12OC-Ifj-15-

Strategies In Various Speech competence requires 20
Situations understanding of
A. Types of Speech context speech context,
1. Intrapersonal speech style, speech 2 hours
2. Interpersonal act and 2 hours
a.1 Dyad communicative
a.2 Small group strategy
3. Public 2 hours
4. Mass Communication
B. Types of Speech Style
1. Intimate 2 hours
2. Casual 2 hours
3. Consultative 2 hours
4. Formal 2 hours
5. Frozen 2 hours
C. Types of Speech Act

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1. Locution (Utterance) 2 hours

2. Illocution (Intention) 2 hours
3. Per locution (Response) 2 hours
ACTIVITY (DEMONSTRATION) 4 hours

(26 hours)
D. Types of Communicative
Strategy
1. Nomination EN11/12OC-IIab-
2. Restriction 21-22 1 hour
3. Turn-taking 2 hours
4. Topic control Communicative 1 hour
5. Topic shifting competence requires 2 hours
6. Repair understanding of 2 hour
7. Termination speech context, 2 hour
speech style, speech 2 hour
ACTIVITY (DEMONSTRATION) act and
communicative 3 hours
strategy (15 hours)
OC11.4
Types of Speeches Rigors of crafting EN11/12OC-IIcj-23-

one’s speech 26
A. According to purpose
o Expository/Informative 1 hour
Speech
o Persuasive Speech 1 hour
o Entertainment Speech 1 hour
B. According to delivery
o Reading from a 1 hour
manuscript
o Memorized Speech 1 hour
o Impromptu Speech 2 hours
o Extemporaneous 2 hours
Speech
C. Principles of Speech
Writing 1 hour
o Choosing the Topic 1 hour
o Analyzing the Audience
o Sourcing the 2 hours
Information o 2 hours
Outlining and Organizing
the Speech Contents
1 hour
D. Principles of Speech
Delivery 4 hours
ACTIVITY (DELIVERY) (20 hours)

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Hello Senior High School Students!
You are about to start a journey. This module is your

partner as you explore the interesting world of Oral
Communication.
You will meet conventional and new concepts

which are necessary in acquiring knowledge and skills
in Oral Communication. Our purpose is to make this
journey meaningful and relevant in your life as a
Senior High School student. While we help you
achieve your goal of producing oral communication
activities, we also want you to enjoy this journey.
Have fun. Enjoy learning Oral Communication in Context.
The Target Skills of a 21st Century Learner

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UNIT I
CONTENT TITLE: Nature and Elements of Communication
CONTENT STANDARD:
1. The learner understands the nature and elements of oral communication in context.
Discussion:
A. What is Oral Communication?
Communication is a word derived from the Latin word communis or commūnicāre,

which means ‘to make common’ or ‘to share’.
Communication is a process of human beings responding to the symbolic behavior of
other persons. It is 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 wide variety of contexts and situations in which communication can be
manifested; it can be a face-to-face interaction, phone conversation, group discussion, a
meeting or interview, a letter correspondence, a class recitation, and many others.
B. What is the nature of Communication?
1. Communication is a process.
2. Communication occurs between two or more people (the speaker and the
receiver).

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3. Communication can be expressed through written or spoken words (verbal),

actions (nonverbal), or both spoken words and nonverbal actions at the same
time.
C. What are the elements of Communication?

1. Speaker – the source of information or message.
2. Message – the information, ideas, or thoughts conveyed by the speaker in
words or in actions.
 Verbal communication involves using speech to exchange
information with others. We usually communicate verbally in face-
to-face conversations such as; meetings, interviews, conferences,
speeches, phone calls etc. Much of the communication that takes
place between people is both verbal and non-verbal; that is, it is
based on language and gestures.
Verbal communication of the vocal category includes spoken
language, while nonvocal verbal communication involves written
communication as well as communication that is transmitted
through transmitted through sign language, finger spelling, Braille,
or other similar alternatives to verbal language.
 Non-verbal communication is a type of communication that
employs gestures and body language. The term "body language"
is sometimes used to denote non-verbal communications. "Body
Language" is the communication of personal feelings, emotions,
attitudes, and thoughts through body-movements such as
gestures, postures, facial expressions, touch, smell, walking styles
and positions among others. These movements can be done
either consciously or involuntarily; more often they ‘happen’
subconsciously, and are accompanied, or not accompanied, by
words.
Non-verbal communication includes:
(P)OSTURES & GESTURES
(E)YE CONTACT
(O)RIENTATION
(P)RESENTATION
(L)OOKS
(E)PRESSIONS OF EMOTION

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3. Encoding – the process of converting the message into words, actions, or

other forms that the speaker understands.
4. Channel – the medium or the means, such as personal or non-personal,
verbal or nonverbal, in which the encoded message is conveyed.
5. Decoding – the process of interpreting the encoded message of the
speaker by the receiver.
6. Receiver – the recipient of the message, or someone who decodes the
message.
7. Feedback – the reactions, responses, or information provided by the
receiver.
8. Context – the environment where communication takes place.
9. Barrier – the factors that affect the flow of communication.
D. What is the process 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 She thinks of how to tell him using their native
into words or actions. 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 He tries to analyze what she means based on
based on the context. the content and their relationship and he is
heartbroken.

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The receiver sends or provides feedback. He frowns and does not say something
because he is in pain.
E. What are the models of Communication?

1. Aristotle Model of Communication
This is considered as the first model of communication and was proposed before 300
B.C. It is also the most widely accepted among all communication models.
The Aristotle's communication model is a speaker centered model as the speaker
has the most important role in it and is the only one active. It is the speaker's role to deliver a
speech to the audience. The role of the audience is passive, influenced by the speech. This
makes the communication process one way, from speaker to receiver.
For instance, a politician (speaker) gives a speech to get votes from the civilians
(audience) at the time of election (occasion). The civilians only vote if they are influenced by
the things the politician says in his speech so the content must be very impressive to
influence the mass and the speaker must design the message very carefully. The speech
must be clear as well as the speaker must have a very good non-verbal communication with
the audience like eye contact.
This example is a classic case of Aristotle Model of Communication depicting all the
elements in the model.
Fig. 1. Aristotle Model of Communication
There are few criticisms around this model. Some of them are:
 There is no concept of feedback, it is one way from speaker to audience.
 There is no concept of communication failure like noise and barriers.
 This model can only be used in public speaking.
2. Shannon-Weaver Model

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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.
Channel
Fig. 2. Shannon-Weaver Model of Communication
2. Transactional
Transactional model of communication is the exchange of messages between sender
and receiver where each take turns to send or receive messages. Here, both "sender" and
"receiver" are known as "communicators" and their role reverses each time in the
communication process as both processes of sending and receiving occurs at the same
time.

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Fig. 3. Transactional Model of Communication
It is the process of continuous change and transformation where every component is

changing such as the people, their environments and the medium used. Due to this, it
assumes the communicators to be independent and act any way they want. Since both
sender and receiver are necessary to keep the communication alive in transactional model,
the communicators are also interdependent to each other. For example, transactional
communication is not possible if the receiver is not listening to sender.
The transactional model is the most general model of communication. Everyday talk
and interactions are also a form of transactional model communication. It is more efficient for
communicators with similar environment and individual aspects. For instance,
communication between people who know each other is more efficient as they share same
social system.
In transactional model, efficiency and reliability of communicated message also

depends on the medium used. For example, the same message might not be perceived by a
person the same way when it is send through a phone and when it is provided face to face. It
is because of possible loss of message on a phone call or absence of gestures.
F. What are the effective communication skills?
A. Identifying Communication Breakdown
1. Physiological Barriers
Physiological barriers may result from individuals' personal discomfort,
caused, for example, by ill health, poor eye sight, or hearing difficulties. These
may also affect one’s personality in many different and mostly negative ways.
This can best be handled by working on developing a positive perception as
certain physiological features contributing to barriers may not be curable.
2. Physical Barriers
Physical barriers include:
 Office doors, barrier screens, separate areas for people of different status
 Large working areas or working in one unit that is physically separate from
others.

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 Distance
Research shows that one of the most important factors in building cohesive
teams is proximity. Proximity in different cultures is different and therefore
needs to be taken in the right context. It has been observed that people
coming from rural backgrounds with more physical space available may not
feel comfortable in closed quarters as they tend to have larger personal
spaces as compared to people living in urban conditions. This aspect alone
can become a significant psychological barrier if they subconsciously feel
“threatened” by inadvertent “invasion” of their personal space in case an
urbanite approaches them in close proximity considering it as a normal
personal space.
3. Cultural Barriers
Culture prescribes behavior. Humans can adapt to different culture once we
come to accept it and appreciate that cultures are different so that we can be
recognized from others and that no specific connotations need to be attached
to one culture or the other.
4. Language Barriers
Language that describes what we want to say in our terms may present
barriers to others who are not familiar with our expressions, buzz-words, and
jargon. When we couch our communication in such language, it is a way of
excluding others. In a global setting the greatest compliment we can pay
another person is to talk in their language.
5. Interpersonal Barriers
Withdrawal is an absence of interpersonal contact. It is both refusals to be in
touch with others.
6. Psychological Barriers
6.1 Perceptual barriers
The problem with communicating with others is that we all see the world
differently. A bad experience would perceptually block out unpleasant
things. This could be in the shape of avoiding it and if that is not possible
by altering the behaviors i.e., response types in different ways. Similarly,
retention filters out things that feel good, and gives the tendency to forget
those things that are painful. It is very interesting to note that how our
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experiences taint or color our perceptions. Perceptual barriers can

significantly alter our understanding and thus affect our communication.
They are deep rooted and work in conjunction with our experiences.
6.2 Emotional barriers

One of the other chief psychological barriers to open and free
communication is the emotional barrier. It is comprised mainly of fear,
mistrust, and suspicion. As mentioned earlier the roots of our emotional
mistrust of others lie in our childhood and infancy when we were taught to
be careful what we said to others.
6.3 Experiential barriers
Experiential barriers on the other hand become barriers by virtue of not
having experienced them leading to altered interpretation and
comprehension. Our experience shapes our view of the world. For
example, when children experience trauma at the hands of trusted adults
(especially family members) their emotional link with the adult world is
severed, creating distrust. They are left with three companions: guilt, fear
and feelings of inferiority.
7. Stereotypes
Stereotypes are widely circulated ideas or assumptions about particular
groups.
Stereotypes are usually negative attitudes which people use to justify
discrimination of conflict against others. According to Pennington (1986) "
there are two characteristics of stereotypes
1. People are categorized on the basis of very visible characteristics e.g.
race, nationality, sex, dress and bodily appearance;
2. All members of a particular group are assumed to have the same
characteristics; and
The effects of stereotyping are seen as gross over simplified and over
generalized descriptions. They operate to overestimate differences existing
between groups and under estimate differences within groups.
Stereotypes distort reality since the over estimation between groups and
under estimation within groups bear little relation to the truth.
Stereotyping acts as a barrier to communication because people make
preconceived judgment about people which are unfounded if their character
does not relate to their appearance.
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Stereotyping has a halo effect. Halo effect is the use of a single attribute to
describe a person or object fully. For example, if a person is friendly we may
use this attribute to assume that they are punctual and good at their job.
Another important aspect of stereotyping is perception.
8. Authority
Barriers to communication for one reason or the other often get neglected.
Knowing them is synonymous to knowing about one’s own barriers sprouting
out of one’s personality. Barriers to communication can lead to
misunderstanding and confusion.
B. Using strategies to avoid Communication Breakdown
According to the 7Cs, communication needs to be:

1. Clear
When writing or speaking to someone, be clear about your goal or message. What is
your purpose in communicating with this person? If you’re not sure, then your audience
won’t be sure either. To be clear, try to minimize the number of ideas in each sentence. Make
sure that it’s easy for your reader to understand your meaning. People shouldn’t have to
“read between the lines” and make assumptions on their own to understand what you’re
trying to say.
2. Concise

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When you are concise in your communication, you stick to the point and keep it brief.
Your audience doesn’t want to read six sentences when you could communicate your
message in three.
3. Concrete
When your message is concrete, then your audience has a clear picture of what
you’re telling them. There are details (but not too many!) and vivid facts. Your message is
solid.
Look at these two examples:
For Example:
a) The Lunchbox Wizard will save you time every day.
b) How much time do you spend every day packing your kids’ lunches? No
more! Just take a complete Lunchbox Wizard from your refrigerator each day
to give your kids a healthy lunch AND have more time to play or read with
them!
4. Correct
When your communication is correct, it fits your audience. And correct
communication is also error free communication.
5. Coherent
When your communication is coherent, it’s logical. All points are connected and
relevant to the main topic, and the tone and flow of the text is consistent.
6. Complete
In a complete message, the audience has everything they need to be informed and, if
applicable, take action. Does your message include a “call to action”, so that your audience
clearly knows what you want them to do? Have you included all relevant information –
contact names, dates, times, locations, and so on?
7. Courteous/consideration
Courteous communication is friendly, open, and honest and does not illicit emotions.
There are no hidden insults or passive aggressive tones. You keep your reader’s viewpoint
in mind, and you’re empathetic to their needs. You must always put yourself in the shoes of
the person you are talking to and ask yourself how you would feel if you were to be
addressed the way you are addressing your receiver. Consideration in communication
creates a healthy work environment.
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G. What is 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 across-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

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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.”
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).
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Characteristics of Competent Intercultural Communicators
World Bank (2010) identifies the following traits that define a competent intercultural
communicator.
1. flexibility and the ability to tolerate high levels of uncertainty
2. reflectiveness or mindfulness
3. open-mindedness
4. sensitivity
5. adaptability
6. 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)
7. 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.
1. Avoid stereotypes, i.e., generalizations about a certain group.
2. 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.
3. Do not talk down on younger people and the elderly.
4. Be sensitive to the religious practices of others.
5. Be polite at all times; do not belittle people you perceive to be on a lower social
class than you.
REFERENCES
A. BOOKS
Sipacio, Philippe John Fresnillo and Anne Richie Garcia Balgos. Oral
Communication in Context for Senior High School. Quezon City: C & E
Publishing, Inc., 2016.
B. ONLINE SOURCES
http://chiasmuscommunication.com/index.html
https://jumbodium.com/blog/improving-oral-communication-skills/

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https://www.businesstopia.net/communication/aristotles-model-communication
https://www.businesstopia.net/communication/transactional-model-
communication
http://amouduniversity.org/images/Class_Notes/Communication_Skills_Class
_Notes_April_2016.pdf
http://www.slideshare.net/DhanBharathi/intercultural-communication-
presentation
Hello Senior High School Students!
Communication is the process of understanding one’s
thoughts and feelings. Thus, strategies in communicating
help us in keeping the conversation with our new friends or
close friends.
Communication plays a vital role in the world. It is a

process of sending and receiving information through
verbal and non-verbal means. People need to
communicate everyday thus it is imperative to know the different functions of
communication, identifies the speaker’s purpose, and ascertain the verbal and non-verbal
cues that one utilizes to achieve one’s purpose.
Have fun. Enjoy learning Oral Communication in UNIT
UNIT II
CONTENT TITLE: Functions of Communication

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CONTENT STANDARD:
1. FUNCTIONS/ PURPOSES OF ORAL COMMUNICATION
FUNCTIONS OF COMMUNICATION
Functions of communication varies depending

on the purpose why someone communicates. One must
be able to determine the speaker’s purpose or intention.
Basically there are five functions of

communication. These are control, social interaction,
emotional expression, motivation, and information
dissemination.
1. CONTROL/REGULATION- communication functions

control behavior. If the purpose of the speaker is to
control others by managing their behavior.
EXAMPLE:
The teacher called the attention of the noisy student

and told the student to be quiet.
2. SOCIAL INTERACTION- communication allows individuals to interact with others. It is the

most familiar and the primary
reason why people want to
communicate. Conversation with
one another gives the people
involved pleasure while passing
the time in an entertaining way.
EXAMPLE:
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Rosy greets Rachel, then they start talking about their plans for the holidays.
3. MOTIVATION- communication motivates or encourages people to live better. The purpose

of the speaker here is to persuade or to try to
persuade another person to change his/her
opinion, attitude or behavior. Move the listeners
away from his/her own position toward the
speaker’s own position.
EXAMPLE:
Phoebe delivered her valedictory speech that

captivated the hearts of many students to be more determined.
4. EMOTIONAL EXPRESSION- communication

facilitates people’s expression of their feelings and
emotions. The speaker appeals to the listener’s
feelings and emotions.
EXAMPLE:
Monica shares her personal frustrations with Chandler.
5. INFORMATION DISSEMINATION- communication functions to convey information. It is

used when the speaker wants to make others aware of certain data, concepts, processes
and knowledge that may be useful to them.
EXAMPLE:
The president delivers his last State of the

Nation Address.

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REFERENCES
Balgos, P.F. & Sipacio, P.F. (2016). Oral Communication in Context. Quezon City: C & E Publishing Inc.
https://www.youtube.com/watch?v=MN8jyeqJHsc
HELLO SENIOR HIGH SCHOOL STUDENTS!
You are about to start a journey. This module is

your partner as you explore the interesting world of
Oral Communication.
You will learn the types of speech style which are

necessary in acquiring knowledge and skills in Oral
Communication. Our purpose is to make this
journey meaningful and relevant in your life as a
Senior High School student. While we help you achieve your goal of acquiring
knowledge and skills in Oral Communication, we also want you to enjoy this journey.
Have fun and explore the world of Oral Communication in UNIT III.
UNIT III
CONTENT TITLE: Communicative Competence Strategies in Various Speech
CONTENT STANDARDS:
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1. Types of Speech Context

2. Types of Speech Style
3. Types of Speech Act
4. Type of Communicative Strategy
A. SPEECH CONTEXT
The table below illustrates how each communicative area contributes to communicative
competence.
Linguistic Strategic
Understanding and using: Using techniques to:
 Vocabulary  Overcome language gaps
 Language conventions ( grammar,  Plan and assess the effectiveness of

punctuation and spelling) communication
 Syntax ( e. g. sentence structure)  Achieve conversational fluency
 Modify text for audience and purpose
Socio-linguistic Discourse
Having awareness of: Understanding how ideas are connected

through:
 Social rules of language ( e.g.
formality, politeness, directness)  Patterns of organization
 Non-verbal behaviours  Cohesive and transitional devices
 Cultural references 9 e.g., idioms,

expressions, background knowledge)
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 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:
1 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.
2 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.

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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…” (p. 5)
Types of Interpersonal Context
Dyad Communication – communication

that occurs between two people
Example:
1 You offered feedback on the speech
performance of your classmate.
2 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:
1 You are participating in an
organizational meeting which aims to
address the concerns of your fellow students.
2 You are having a discussion with your
group mates on how to finish the
assigned tasks
3. 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
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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:
1 You deliver a graduation speech to your batch.
2 You participate in a declamation, oratorical, or debate contest watched by a number
of people.
4. Mass Communication – This refers

to communication that takes place
through: television, radio,
newspapers, magazines, books,
billboards, internet, and other types
of media.
Example:
1 You are a student journalist articulating your
stand on current issues through the school’s
newspaper.
Relevant and Reliable Videos for the Lesson:
https://www.youtube.com/watch?v=s-LPm9Us74g
https://www.youtube.com/watch?v=gCPHdfNaF1M
https://www.youtube.com/watch?v=NpLJdXa15_o
REFERENCE:
A. BOOKS

25
Sipacio, Philippe John Fresnillo and Balgos, Anne Richie Garcia. Oral
Communication in Context for Senior High School: C & E Publishing, Inc., 2016
B. SPEECH STYLE
In oral communication, it is
necessary for us to know how we are
going to deliver ones’ speech or express
one’s opinion or idea about something or
anything that we wanted to give to the
recipient or the listener of ones’ message.
Every individual should know how

to converse and use appropriate
language and manner to avoid any
misinterpretation from other people.
This module will help you to know

the types of speech style and its
corresponding ways and manners
depending the situation.
Types of Speech Style

26
There are five types of speech styles that is according to Joos 1968. These are the
following: intimate, casual, consultative, journal and frozen. Each speech style dictates
what appropriate language or vocabulary should be used or observed depending on the
situation.
1. Intimate This speech 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 speech style is common among peers and friends. Jargon,
slang, or the vernacular language are used in this style.
3. Consultative This speech 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 speech style is used in formal setting or situation. Unlike the
consultative speech style, this is one-way.
Examples are the sermons by priests and ministers, State of the

Nation Address of the President and his/her constituents.
5. Frozen This speech style is “frozen” in time and remains unchanged. It

mostly occurs in ceremonies.
Examples are the Preamble of the Constitution, Lord’s Prayer, and

Allegiance to country or flag.
In addition to the aforementioned discussion of the types of speech style, the in

intimate and casual speech style, has something in common. This type of speech style used
between or among participants who have a very personal relationship. In this manner, the
conversation between or among the speaker and the participants is free-flowing. Therefore,
the language used in this situation is also casual or vernacular. However, when it comes to
27
intimate type of speech style, there are some words that should not be heard or shared in
public. Look at the sample pictures with a short dialogue. The first picture dialogue is a
Casual Speech Style among friends and the second picture shows intimate speech style
between the wife and the husband.
Casual Speech Style Intimate Speech Style
In Formal speech style, it is characterized by lack of listener participation. In this

situation, the only source of information is the speaker. This is also considered as the
standard one among the five types of speech style. In formal speech style, the speaker is
merely the only source of information. Hence the speaker is the focus of the situation. The
listener has less participation in the discussion or the conversation. On the other hand, in
consultative type of speech style, there is an open conversation between or among the
listener and the speaker depending on the topic discussed. But, unlike the casual and
intimate speech style, these two types of speech style do not used slang words and the like
during the conversation period. This is to avoid any misunderstanding in the part of the
speaker and the listener. In the Consultative speech style, the speaker and the listener is
somehow exchanging ideas about some important matters but in a proper way. Like the
formal speech style, the speaker and the listener uses words or language that is not casual
or a bit offensive in both parties. The pictures below simply tells how Consultative speech
style and Formal speech style look like.

28
Consultative speech style Formal speech style
Lastly, the Frozen speech style is the most formal and can’t be changed. In this
situation, the speaker could only use the language and even the message based on the text
that has been used in a certain book, such as the Bible, a text from the book of law, or any
printed article that the content can’t be changed because it is the only way to use it or
express it just like a prayer. The picture below is an example of the Frozen Speech Style.
The girl is praying using the Lord’s Prayer. The message and the language remains
unchanged.

29
REFERENCES
A. BOOKS
Sipacio, Phillippe John and Balgos Anne Richie. Oral Communication in Context
for Senior High School. Quezon City: C and E Publishing Incorporated, 2016.
B. Electronic sources
Images
https://www.bing.com/images/search?q=Teacher+Cartoon&FORM=IRTRRL

30
C. SPEECH ACT
Definition and Features
A speech act is an utterance that a speaker makes to achieve an intended effect.
Some of the functions which are carried out using speech acts are:
offering an apology
greeting
request
complaint
invitation
compliment
refusal
A speech act might contain just one word or several words or sentences.
For example, “Stand” and “You are requested to stand.” both show directives regardless of
the length of the statement.
Speech acts may be expressed directly or indirectly.
 Direct Speech Act – direct relationship between the form and function
 Indirect Speech Act – different meaning from the apparent surface meaning
Speech Acts depend on context and reception called FELICITY CONDITIONS.
The phrase “I now pronounce you husband

and wife,” when uttered by an authorized
person such as a judge will have the actual
effect of binding a couple in marriage.
However, if the same statement is uttered to
the same couple in the same place by someone
who is not authorized to marry them—as in
the case of the accompanying picture, a robot
—then there is no effect whatsoever because a
condition was not met.
Speech Act Classifications
As a response to Austin’s Speech Act Theory, John Searle (1976), a professor from the
University of California, Berkeley, classified illocutionary acts into five distinct categories.
1. Assertive – a type of illocutionary act in which the speaker expresses belief about the
truth of a proposition.
Some examples of an assertive act are suggesting, putting forward, swearing, boasting, and
concluding.
Example: No one makes better pancakes than I do.

31
2. Directive – a type of illocutionary act in which the speaker tries to make the addressee
perform an action. Some examples of a directive act are asking, ordering, requesting,
inviting, advising, and begging.
Example: Please close the door.
3. Commissive – a type of illocutionary act which commits the speaker to doing something
in the future. Examples of a commissive act are promising, planning, vowing, and betting.
Example: From now on, I will participate in our group activity.
4. Expressive – a type of illocutionary act in which the speaker expresses his/her feelings or
emotional reactions. Some examples of an expressive act are thanking, apologizing,
welcoming, and deploring.
Example: I am so sorry for not helping out in our group projects and letting you do all
the work.
5. Declaration – a type of illocutionary act which brings a change in the external situation.
Simply put, declarations bring into existence or cause the state of affairs which they refer to.
Some examples of declarations are blessing, firing, baptizing, bidding, passing a sentence,
and excommunicating.
Example: You are fired!

By saying that someone is fired, an employer causes or brings about the person’s
unemployment, thus changing his external situation.
Types of Speech Acts
According to J. L. Austin (1962), a philosopher of language and the developer of the Speech
Act Theory, there are three types of acts in every utterance, given the right circumstances or
context.
These are:
1. Locutionary act is the actual act of uttering. (UTTERANCE)
“Please do the dishes.”
2. Illocutionary act is the social function of what is said. (INTENTION)
By uttering the locution “Please do the dishes,” the speaker requests the addressee to wash
the dishes.
3. Perlocutionary act is the resulting act of what is said. This effect is based on the
particular context in which the speech act was mentioned. (RESPONSE)
“Please do the dishes” would lead to the addressee washing the dishes.
D. Reflection

32
Speech acts include concrete life interactions that require the appropriate use of
language within a given culture.
Communicative competence (i.e., the ability to use linguistic knowledge to effectively

communicate with others) is essential for a speaker to be able to use and understand
speech acts.
Idioms and other nuances in a certain language might be lost or misunderstood by someone
who does not fully grasp the language yet.
Related Videos for Supplementary Learning
Title: Speech acts: Constative and performative - Colleen Glenney Boggs

Gist: Definition of speech acts
Link: https://www.youtube.com/watch?v=LgmpbXIGpcc
Title: Speech Act in Pragmatics

Gist: Discussion of the classifications of speech types
Link: https://www.youtube.com/watch?v=wYh74BN7RXQ
Title: Direct and Indirect speech act in selected signboard

Gist: Definition of the types of speech acts with sample sign boards
Link: https://www.youtube.com/watch?v=SZ6Jszrp2IY
REFERENCES
Sipacio, P. F., & Balgos, A. G. (2016). Oral Communication in Context. Quezon City: C & E
Publishing, Inc.
TED-Ed. (2013, October 13). Speech acts: Constative and performative - Colleen Glenney
Boggs. Retrieved from YouTube: https://www.youtube.com/watch?v=LgmpbXIGpcc
Images
http://www.nuptialknickknacks.tumblr.com
https://www.gerenciamentopolitico.com.br/blog/page/2/

33
D. TYPES OF COMMUNICATIVE STRATEGY
People communicate every day to establish and maintain relationships, know and
understand themselves, and find meaning in the daily grind. Moreover, since humans are
social beings who survive more effectively through sensible discourse, they are always
driven to learn the skills of creating and sustaining meaningful conversations. Successful
communication requires understanding of the relationship between words and sentences
and the speech acts they represent. However, a conversation may be complex at times; that
is why some people get lost along the way and misunderstand each other. It is only when we
willing cooperate and speak in socially-approved ways that we can make a conversation
meaningful.
Types of Communicative Strategy
Since engaging in conversation is also bound by implicit rules, Cohen (1990) states
that strategies must be used to start and maintain a conversation. Knowing and applying
grammar appropriately is one of the most basic strategies to maintain a conversation. The
following are some strategies that people use when communicating.
1. Nomination
A speaker carries out nomination to collaboratively and productively establish a topic.
Basically, when you employ this strategy, you try to open a topic with the people you
are talking to.
When beginning a topic in a conversation, especially if it does not arise from a

previous topic, you may start off with news inquiries and news announcements as
they promise extended talk. Most importantly, keep the conversational environment
open for opinions until the prior topic shuts down easily and initiates a smooth end.
This could efficiently signal the beginning of a new topic in the conversation.
2. Restriction
Restriction in communication refers to any limitation you may have as a speaker.
When communicating in the classroom, in a meeting, or while hanging out with your
friends, you are typically given specific instructions that you must follow. These
instructions confine you as a speaker and limit what you can say.
For example, in your class, you might be asked by your teacher to brainstorm on
peer pressure or deliver a speech on digital natives. In these cases, you cannot
decide to talk about something else. On the other hand, conversing with your friends
during ordinary days can be far more casual than these examples. Just the same,
remember to always be on point and avoid sideswiping from the topic during the
conversation to avoid communication breakdown.
3. Turn-taking
34
Sometimes people are given unequal opportunities to talk because others take much
time during the conversation. Turn-taking pertains to the process by which people
decide who takes the conversational floor. There is a code of behavior behind
establishing and sustaining a productive conversation, but the primary idea is to give
all communicators a chance to speak.
Remember to keep your words relevant and reasonably short enough to express
your views or feelings. Try to be polite even if you are trying to take the floor from
another speaker. Do not hog the conversation and talk incessantly without letting the
other party air out their own ideas. To acknowledge others, you may employ visual
signals like a nod, a look, or a step back, and you could accompany these signals
with spoken cues such as “What do you think?” or “You wanted to say something?”
4. Topic Control
Topic control covers how procedural formality or informality affects the development
of topic in conversations. For example, in meetings, you may only have a turn to
speak after the chairperson directs you to do so. Contrast this with a casual
conversation with friends over lunch or coffee where you may take the conversational
floor anytime.
Remember that regardless of the formality of the context, topic control is achieved
cooperatively. This only means that when a topic is initiated, it should be collectively
developed by avoiding unnecessary interruptions and topic shifts. You can make
yourself actively involved in the conversation without overly dominating it by using
minimal responses like “Yes,” “Okay,” “Go on”; asking tag questions to clarify
information briefly like “You are excited, aren’t you?”, “It was unexpected, wasn’t it?”;
and even by laughing!
5. Topic Shifting
Topic shifting, as the name suggests, involves moving from one topic to another. In
other words, it is where one part of a conversation ends and where another begins.
When shifting from one topic to another, you have to be very intuitive. Make sure that
the previous topic was nurtured enough to generate adequate views. You may also
use effective conversational transitions to indicate a shift like “By the way,” “In
addition to what you said,” “Which reminds me of,” and the like.
6. Repair
Repair refers to how speakers address the problems in speaking, listening, and
comprehending that they may encounter in a conversation. For example, if
everybody in the conversation seems to talk at the same time, give way and
appreciate other’s initiative to set the conversation back to its topic.
Repair is the self-righting mechanism in any social interaction (Schegloff et al, 1977).
If there is a problem in understanding the conversation, speakers will always try to
address and correct it. Although this is the case, always seek to initiate the repair.
7. Termination
Termination refers to the conversation participants’ close-initiating expressions that
end a topic in a conversation. Most of the time, the topic initiator takes responsibility
to signal the end of the discussion as well.

35
Although not all topics may have clear ends, try to signal the end of the topic through
concluding cues. You can do this by sharing what you learned from the conversation.
Aside from this, soliciting agreement from the other participants usually completes
the discussion of the topic meaningfully.
Polite words and expressions - synonyms or related words

Using the thesaurus
pardon
interjection
used when you want to pass someone in a small space
hope
verb
used in polite statements
seem
verb
used when you want to say something in a more careful or polite and less direct way
perhaps
adverb
spoken used as a polite reply to someone when you do not completely agree with
what they have said
pardon me
American used when you want to pass someone in a small space

excuse me
used for politely getting someone’s attention

if you don’t mind me/my saying so
a polite way of telling someone that you do not want your comments or advice to
offend them
I would prefer it if
used for telling someone politely not to do something

do you mind?
used for getting someone’s permission to do something. This can either be polite,
impolite, or humorous. If someone says it in a loud way, they are showing that they are angry
or annoyed
if I may say (so)
used for introducing a personal comment when you know that the person you are
speaking to may find this offensive
Source: http://www.macmillandictionary.com/us/dictionary/american/polite. Retrieved on

October 26, 2016.
What Are Language Forms and Functions?
The Functions of Language include its purpose, its use, and what it does. These include the
following:
1. Informative language function: communicating information, such as facts.

36
2. Expressive language function: reporting feelings or attitudes or evoking these feelings in

the reader/listener.
3. Directive language function: using language to cause or prevent actions, such as in

commands or requests.
Most ordinary kinds of discourse/conversation is mixed.
The Forms of Language include the types of sentences used (declarative, interrogatory,
imperative, exclamatory) and the method of sharing the information (e.g., conversation,
letter, briefing, speech).
The success of any conversation depends on each speaker’s approach to the conversation.
The way in which people try to make conversations work is based on four underlying rules,
or maxims (called Grice’s maxims, after the language philosopher, H.P. Grice.) These
include the following:
• Quality – speakers should tell the truth, not say what they think or know to be false, or
make statements without evidence.
• Quantity –speakers should be as informative as is required for the conversation to

continue; they should say neither too little, nor too much.
• Relevance – speakers’ contributions should relate only to the purpose of the exchange.
• Manner – speakers’ contributions should be clear, orderly, and brief--avoiding ambiguity.
Source:
http://treasures.macmillanmh.com/assets/extras/0001/0367/Forms_and_Functions_FINAL.p
df
What Are the Important Roles of a Speaker and a Listener in

Effective Communication?
by Laura Latzko, studio
Communication rarely works when two or more people are speaking at the same time. Many different
types of relationships, including romantic relationships, work relationships and friendships, don’t work
because people are not able to communicate effectively. For people to be able to converse properly,
they have to take on the role of speaker or listener, depending on the situation. To have a fulfilling and
equal relationship, individuals need to feel others are listening to their problems and successes, and
they need to be able to do the same for others.
Information Gathering
While listening to other people, gather important information about the "who," "what," "when," "where"
and "why" of a situation. Be engaged in what the other person is saying so you are able to ask follow-
up questions; be prepared to take on the role of speaker after gathering information from one or more
individuals. Use active listening techniques, using your body language and words to indicate you are

37
listening, because a speaker often won’t provide you with detailed information if she thinks you aren't
taking in what she is saying. Having advanced knowledge of a topic will better allow you to follow what
a speaker is discussing.
Problem-Solving
As a listener, you need to do more than just hear what others are saying; you sometimes need to take
action based on what you hear. This action may be as simple as offering a sympathetic gesture, such
as a hug, to someone else, but it could involve getting an outside individual or organization, such as
the police, involved. Listen actively so you are able to respond to the emotions, tone and body
language of the speaker and adjust your own tone and behavior accordingly. You may be called upon
to help another individual to feel better about their current situation by offering advice or empathy.
Fact- or Opinion-Dispensing
As a speaker, you are put in a position where you need to give out information about different topics,
including topics related to work, home and school. Speakers often need to do research and practice
before talking to others about their findings, and sometimes they become experts in their field before
speaking to others about certain topics. As a speaker, have a purpose, such as getting others to
believe a certain point of view, when you speak, and use a specific method, such as using emotion or
numbers, to get others to follow you. It is important for speakers to be able to use the English
language and other languages, if necessary, when speaking; have a knowledge of their audiences
and have the ability to speak without becoming overly nervous.
Relational Sharing
You can help another person to learn more about you, including your likes and dislikes and history, by
talking to him about yourself. From the conversation, you may develop a stronger friendship, work
relationship or romantic connection with the person. Understand when and what to share in a given
situation so you don’t frighten away, annoy or embarrass the other person. Talk about certain sensitive
topics, such as past relationships or work problems, after you have discussed other lighter topics. Be
aware of your tone and body language when talking to others, especially about sensitive subjects.
Source: http://smallbusiness.chron.com/important-roles-speaker-listener-effective-communication-
27355.html. Retrieved on October 26, 2016.
Roles & Responsibilities of Speakers
The Positive Champions Speakers Bureau is a Volusia County/Daytona organization

featuring local speakers who have been in some way affected by the disease and want to
share their story. The goal is through awareness and understanding to overcome the fear
and stigma associated with HIV and AIDS. If you would like to become a member of the
Positive Champions Speakers Bureau, please contact us.

38
Roles and responsibilities of speakers bureau members include:
1. Operations
 Participate in all Positive Champions speakers bureau meetings in person or by

telephone conference call.
 In addition, actively participate in at least one local or statewide HIV/AIDS prevention
or care planning group.
 Share the Positive Champions speakers bureau information with your community and
other Persons Living with HIV/AIDS (PLWHA).
 Ensure that the Positive Champions speakers bureau is inclusive in its composition
by recruitment in your community.
 Provide input to the local planning body to ensure effective operations of the Positive
Champions speakers bureau.
2. Implementation
 Work with Partnership for Comprehensive HIV/AIDS Planning to ensure that

information about all projects, programs and activities reflects the Positive
Champions speakers bureau mission and the changing needs of PLWHA.
 Promote educational workshops to empower HIV/AIDS positive consumers living with
a chronic disease.
 Increase awareness of HIV/AIDS in the community to help remove the stigma.
 Be open and accepting of your HIV status to further promote community

understanding of HIV/AIDS.
 Be willing and comfortable being in the public’s eye with disclosing your HIV status.
3. Needs Assessment and Community Input

39
 Contribute to the Ryan White Patient Care needs assessment in your community.
 Provide input regarding program implementation and assist in interpreting data
submitted by consumers involved in programs.
 Take part in local prevention planning efforts and interventions.
4. Public Relations/Outreach
 Assist in publicizing the Positive Champions speakers bureau to the community,

specifically serving HIV/AIDS care and prevention planning groups.
 Contact HIV/AIDS service providers to request assistance in promoting the Positive
Champions speakers bureau to their clients.
 Conduct outreach presentations in your region/area.
 Assist in identifying regional, county and local resources to support Positive

Champions speakers bureau functions and activities.
5. Participation in Community Events
Positive Champions speakers bureau visibility contributes to the reduction of HIV-related

stigma by putting a face to the epidemic and dispelling myths and misconceptions about HIV
and those who are living with it. It is therefore important for the Positive Champions speakers
bureau member to have visibility within the community that it represents. World AIDS Day,
AIDS Walks, fundraising events, ethnic festivals, etc., represent opportunities for
the speakers bureau to make its role and purpose known within the community. It also
provides opportunities to recruit new members for the Positive Champions speakers
bureau or to encourage others to learn their HIV status and get into care.
6. Code of Conduct
In order to promote and maintain civility and effectiveness of the speakers bureau, it is
essential that not only the Roles and Responsibilities be fair and clear but that the members
shall be held accountable to a fair and clear Code of Conduct.
Speakers Bureau members shall:
 Demonstrate respect for fellow members during Positive Champions speakers

bureau meetings
 Respect the opinions of others, even if they disagree, and engage in open and
productive discussions
 Arrive on time for meetings and stay until the conclusion of meetings
 Take on and complete their fair share of the Positive Champions speakers
bureau work, as necessary
 Conduct themselves in full accordance with established travel guidelines
 Attend meetings fully prepared to participate in Positive Champions speakers

bureau business
 Display appropriate behaviors and actions as any inappropriate behaviors or actions

may result in removal proceedings by fellow Positive Champions Speakers
Bureau members

40
Source: http://www.positivechampions.org/contact-us/apply-to-be-a-speaker/roles-
responsibilities-speakers/. Retrieved on October 26, 2016.
Students only have '10-minute attention span'

By Hannah Richardson
BBC News education reporter
University students have average attention spans of

just 10 minutes and many miss lectures because of
the need for part-time jobs, research suggests.
Many are ill-prepared for both learning and living a

modern university life, the survey of 1,000 students
claims. The lack of concentration in
lectures was blamed on tiredness
A quarter struggle to manage money and to live
independently, says the survey for the technology firm Olympus.
Nearly half of students feared they would finish with high debts and no jobs, according to the
study.
The survey suggested that when it came to adjusting to student life, money and lectures
were the biggest hurdle.
'Deadlines missed'
The average length of time a student could concentrate for in lectures was 10 minutes,
according to the survey carried last month.
And a third blamed lack of sleep and being overworked for this.
Many students had been forced to take up part-time work to make ends meet.
Among the students surveyed, 13% admitted to missing up to five hours of lectures a week,
while 17% said they had to prioritise their part-time jobs over lectures to be able to support
themselves.
Many said their work had been affected by taking a job, with 21% finding they were
struggling to complete their work on time.
Meanwhile one in 10 said they feared their university degree would be a waste of money,
with almost a quarter believing they will not stand out to employers once the graduate.
National Union of Students president Wes Streeting said: "Given that students are
graduating with record levels of debt, and job prospects are at an all-time low, it is no
surprise that so many are having to take on part-time work which is adversely affecting their
studies."

41
Source: http://news.bbc.co.uk/2/hi/uk_news/education/8449307.stm. Retrieved on October

26, 2016.
References:
Barrot. J.S. (2016). Academic Reading & Writing. Quezon City: C & E Publishing,
Inc. Printed.
James, A. D. (1995). Topic Shift in Casual Conversation. Western Ontario:

Scholarship@Western.
__________. Language Forms and Functions.

http://treasures.macmillanmh.com/assets/extras/0001/0367/Forms_and_Functions_F
INAL.pdf
Communicative Strategy. https://www.youtube.com/watch?v=kh_EDOVSQOI
Communicative Strategy: Nomination and Restriction.

https://www.youtube.com/watch?v=qiAvAMe6d3U
Communicative Strategy: Repair. https://www.youtube.com/watch?v=2-6Ab1QQBiE
Communicative Strategy: Taking Turns. https://www.youtube.com/watch?

v=mbMUxoWCQao
UNIT V
CONTENT TITLE: Types of Speeches
CONTENT STANDARDS:
1. Definition of the various types of speeches
2. Principles of effective speech delivery in different situations
3. Principles of effective speech writing
4. Conventions of effective speech delivery
Discussion:
A. Types of speeches according to purpose

o Informative Speech - Written to present fascinating and useful information to
increase the knowledge of your audience. Examples are:

42
• The speech given by the head of an organization

• A computer programmer speaking about new software
• A travelogue about the tour
• A teacher telling students about something
o
Seven Characteristics of Informative Speech
 Must convey information or promote understanding about objects,
people, events, processes, complex ideas/concepts or issues to the
audience.
 Instruct or educate the listeners
 Must be accurate
 Clear
 Meaningful
 Memorable
 Relevant
Types of Informative Speech
1. Spatial Design - A pattern for an informative speech that orders the
main points as they occur in physical space.
2. Categorical Design - The use of natural or traditional divisions
within a subject as a way of structuring an informative speech.
3. Causation Design - A pattern for an informative speech that shows
how one condition generates, or is generated by, another.
4. Comparative Design -A pattern for an informative speech that
relates an unfamiliar subject to something the audience already
knows or understands.
o Persuasive Speech - A presentation that aims to change others by prompting

them to think, feel, or act differently.
AIM = CHANGE PEOPLE YOU SPEAK WITH

43
The persuasive speech is

• To sell an audience on
an idea
• To promote a specific
product
• To convince someone to
take action
• You want them To think,
act and believe in what
you want them to
Examples:
• Improve your health through better eating
• Television violence is negatively influencing our children
• Become a volunteer and change the world
Types of Persuasive Speech

1. Speech to Convince – Designed to cause the audience to
internalize and believe a viewpoint that they did not previously hold.
2. Speech to Stimulate – Designed to an audience to believe more
enthusiastically in a view.
3. Speech to Actuate – Designed to cause the audience to do
something, to take some action.
Types of Persuasion

44
Types of Proposition
1. Proposition of Value - A persuasive speech that espouses the worth of an

idea, person, or object. The speaker’s goal is to prove the worth of an
evaluative statement.
2. Proposition of Policy - A persuasive speech which proposes a course of
action. The speaker, usually, is arguing that something should or should
not be done. Proposition of policy is easily recognizable with their use of
“ought to”, “should”, “have to” and/or “must”.
3. Proposition of Fact - A persuasive speech with the goal of settling what is
or is not so. It suggests the existence of something. It also proves or
disapproves something. You need to convince you audience that your
evaluation is based on widely accepted standards.
o Entertainment Speech - A speech that is given at a wide range of different

ceremonies and situations that are funny, amusing, and tell a story of some
kind that will entertain the audience that it is intended for.
Four Characteristics
 Brief
 Simple
 Creative
 Should reflect the audience

45
Entertaining speeches are

• Usually short
• Giving the audience an
enjoyable experience
• Leave the audience with a
favorable impression not
only of himself or herself,
but also of the organization
• To amuse through humors,
stories or illustrations
A speech to entertain may be either informative or persuasive in nature, but the

supporting materials are selected primarily based on their entertainment value.
B. Types of speeches according to delivery

o Reading from a manuscript- - A speech written out word by word and
then read out to an audience. Examples: SONA, Parliamentary speech
o Memorized Speech - A speech that the speaker has mastered in his mind
and heart. The speaker is normally in total control of the wording because
he/she had planned beforehand. Examples: Valedictory Speech, Speech
Choir, Toast Speech, Roast Speech
o Impromptu Speech A speech intended to be done without any

preparation at all. Also known as on the spot speaking. Examples:
Recitation, Question and Answer Portion on a Pageant, Debate, when
being interviewed.
o Extemporaneous Speech - A type of speech delivery which involves

preparation of speaker notes prior to delivery, associated with
conversational style of delivery. Examples: Lecturing, Hosting
A. Principles of Speech Writing

o Planning for Speech
A proper planning is required before a speech is crafted…
 Choose the topic
 Do some research
 Remember the information you are going to provide to your
audience should be new and valuable
 The information should be accurate
o 4P’s for planning

 Plan
 Prepare
 Practice
 Present
46

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Principles of Speech Delivery

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REFERENCES
http://kendallhunt.com/uploadedFiles/Kendall_Hunt/Content/Higher_Education/Uploa
ds/Ch14.pdf
Https: www.speaking-tips.com/Glossary.aspx
https://www.boundless.com/communications/persuasivespeak ng/introduction-to-
persuasive-speaking/goals-of-a-persuasive-speech-convincing-actuation-and-or-
stimulation/
http://www.ask.com/question/definition-ofextemporaneous-speech
http://www.studymode.com/subjects/example-of manuscript-speech-page1.html
https://www.ask.com/question/what-is-a-memorized-speech
https : www.slideshare.net/(Sylvestre, May 29, 2009)


Lecture Notes in Oral Com in Context

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1

Division of Lapu-Lapu City

LECTURE NOTES IN ORAL COMMUNICATION IN CONTEXT

MS. LETECIA E. AGNES

MRS. EMILYN M. CUBING

MRS. SARAH JEAN E. ALEGADO

MRS. LEA FE P. GARCENILA

MS. NYMPHA A. TAPAO

MS. JENE BABE C. BAGUIO

MRS. ADELFA Y. BEJUGAN

MS. AIRENE D. IMPERIAL

Lecture Notes in Oral Communication in Context

Subject Title: Oral Communication Hours : 80

Functions Of Communication Functions/ purposes EN11/12OC-Ibe-8-

ACTIVITY (ESSAY) 2 hours

Communicative Competence Communicative EN11/12OC-Ifj-15-

C. Types of Speech Act

1. Locution (Utterance) 2 hours

ACTIVITY (DEMONSTRATION) 4 hours

Types of Speeches Rigors of crafting EN11/12OC-IIcj-23-

Lecture Notes in Oral Communication in Context

Hello Senior High School Students!

You are about to start a journey. This module is your

You will meet conventional and new concepts

Have fun. Enjoy learning Oral Communication in Context.

The Target Skills of a 21st Century Learner

Lecture Notes in Oral Communication in Context

A. What is Oral Communication?

Communication is a word derived from the Latin word communis or commūnicāre,

B. What is the nature of Communication?

Lecture Notes in Oral Communication in Context

3. Communication can be expressed through written or spoken words (verbal),

C. What are the elements of Communication?

Lecture Notes in Oral Communication in Context

3. Encoding – the process of converting the message into words, actions, or

D. What is the process of Communication?

Process of Communication Example

Lecture Notes in Oral Communication in Context

E. What are the models of Communication?

Fig. 1. Aristotle Model of Communication

Lecture Notes in Oral Communication in Context

Known as the mother of all communication models, the Shannon-Weaver model

Fig. 2. Shannon-Weaver Model of Communication

Lecture Notes in Oral Communication in Context

Fig. 3. Transactional Model of Communication

It is the process of continuous change and transformation where every component is

In transactional model, efficiency and reliability of communicated message also

F. What are the effective communication skills?

A. Identifying Communication Breakdown

Lecture Notes in Oral Communication in Context

experiences taint or color our perceptions. Perceptual barriers can

6.2 Emotional barriers

B. Using strategies to avoid Communication Breakdown

According to the 7Cs, communication needs to be:

Lecture Notes in Oral Communication in Context

G. What is Intercultural Communication?

Intercultural communication happens when individuals interact, negotiate, and create

The Developmental Model of Intercultural Sensitivity

Lecture Notes in Oral Communication in Context

The Developmental Model of Intercultural Sensitivity (DMIS) offers a structure that

Stage 1: Denial. The individual does not recognize cultural differences.

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

Characteristics of Competent Intercultural Communicators