SENIOR HIGH SCHOOL

Oral Communication in
Context
Module No. 5
Communicative Competence
Strategies In Various Speech Situations

Department of Education ● Republic of the Philippines

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Oral Communication in Context
Alternative Delivery Mode
First Edition, 2020

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Mala Epra B. Magnaong, Chief ES, CLMD
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i
 SENIOR HIGH SCHOOL

Oral Communication in
Context
Module No. 5
Communicative Competence
Strategies In Various Speech Situations

First Semester
Second Quarter
Week 6
8 hours

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and/or
universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

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 Table of Contents
Page
Overview
What I Need to Know
General Instructions
Module 5 Quarter 2
(LESSON 1)
What I Need to Know
What I Know
What’s In
What’s New
What’s More
What I Can Do
Post-assessment
Additional Activities
(LESSON 2)
What I Need to Know
What I Know
What’s In
What’s New
What’s More
What I Can Do
Post-assessment
Additional Activities
(LESSON 3)
What I Need to Know
What I Know
What’s In
What’s New
What’s More
What I Can Do
Post-assessment
Additional Activitie
 Hi, welcome to Senior High School! I am so
delighted to see you!
You must have been experiencing a lot of
adjustments now that classes are on again! Well I want to
let you know we are happy to see you and we will
help you get through with your new learning adventure.
Through this module, your learning ride will be easier
and more fun!
 What I Need to Know

For the Learners

Congratulations for completing the previous modules! You are now ready
for the next step which is learning how to employ various communicative
strategies in different situations. To learn more effectively, do not forget to enjoy
learning. Good luck!

OVERVIEW
This module consists three lessons: Lesson 1: Types of speech context
2: Types of speech style 3: Types of speech act . For this endeavour, speakers
are able to convey message effectively and meaningfully.
In this part of the module, you will learn the various strategies to be
successful
in communicating effectively. These will surely be useful in different
situations. Your communicative competence will be developed in the
activities that follow. So, have
fun and maximize your speaking potential.

Learning Competencies in this odule

 Identifies the various types of speech context (EN11/12OC-Ifj-15)

 Exhibits appropriate verbal and non-verbal behavior in a given
speech context (EN11/12OC-Ifj-16)
 Distinguishes types of speech style (EN11/12OC-Ifj-17)
 Identifies social situations in each speech style is appropriate to
 use (EN11/12OC-Ifj-18)
 Observes the appropriate language forms in using a
particular speech style (EN11/12OC-Ifj-19)
 Responds appropriately and effectively to a speech act (
EN11/12OC-Ifj-20)
 GENERAL INSTRUCTIONS

To achieve the objectives of this module, do the following:

1. Do not put some markings on this module as there are still other students
who will be using it. You will need a separate COMMUNICATION
ACTIVITY NOTEBOOK where you will write all your answers and writing
activities of this module. Be sure to LABEL your work according to the
Module, lessons and the date you work on it,
2. Read texts and follow instructions carefully,
3. Do the tasks given, and do not delay in submitting requirements. This can
help you avoid having a pile of unfinished activities. Do not forget to Enjoy!

LESSON 1: TYPES OF SPEECH CONTEXT

What I Need to Know

OBJECTIVES:

At the end of the lesson, you will be able to:

 identify various types of speech context; and

 exhibit appropriate verbal and

non- verbal behavior in a given speech
context.
 What’s In

Previously we have examined the various oral

communication activities and were able to identify the unique
attributes of each. These activities and their significance in
communicating meaningfully are very essential for an effective communication to take place.
Write down the best things you have learned from the previous module on evaluating oral
communication activities. Write your answers in your Communication Activity Notebook.
1.
2.
3.
Wow, you surely have learned something from your previous lesson. You are now
ready to move to the next. Let’s get it on!
 What’s New

Activity 1.1. Copy the boxes below and fill them with speeches you
have conducted both inside and outside the classroom. Classify each
according to the title found in the box. There are no wrong or right answers.
So, feel free to identify and classify according to your personal evaluation.
List the speeches in your COMMUNICATION ACTIVITY NOTEBOOK. Enjoy!

SPEECH CONTEXT

SPEECH INVOLVING ONE (1) PERSON

SPEECH INVOLVING TWO (2) PERSONS

e.g. When I was thinking how to tell

my mother about our next project

SPEECH INVOLVING THREE TO TWELVE SPEECH INVOLVING MORE THAN

(3 -12) PERSONS TWELVE PERSONS (CROWND)
 What Is It

Speech context is the way that people use to communicate and transmit
message orally or verbally in a particular situation. People must understand the
environmental context so that they can connect with their audience and
effectively deliver their speeches. The following are the different speech contexts:

1. Intrapersonal
It is when communication centers on one individual, for example, thinking,
imagining, reflecting, and so on over various situations. The speaker
plays the roles of both the sender and the speaker of a message. “This
message is made up of your thoughts and feelings. There is
feedback in the sense that as you talk to yourself, you discard certain
ideas and replace them with others.” (Hybels & Weaver, 2012)

Example: A student is thinking about how fulfilling it was to receive

high scores and a commendation from the teacher for an
excellent project made.
2. Interpersonal

It is when communication occurs between and among people which

establishes relationships, and develops rapport among them. “This
highlights how interpersonal communication connects and links people
together. It becomes personal as people’s unique qualities matter.”
(Solomon and Theiss, 2013)
Types of Interpersonal Context
a. Dyad- communication involves two persons who are formally or
informally interacting with each other verbally and nonverbally.
Example: A student gives feedback on a speech performance by
a classmate.
b. Small Group- communication involves at least three to fifteen people who
are doing a face-to- face interaction when all participants share ideas
freely in a discussion.
Example: The class officers are discussing how to impose classroom
rules.
3. Public

This type of communication requires a speaker to deliver or send

message in front of a group. “In public communication, unlike in
interpersonal and small group, the channels are more exaggerated and
in big crowd, hence speakers need to increase voice volume, use
gestures, and visual aids such as PowerPoint presentation to
emphasize information.” (Hybels & Weaver, 2012)

Example: A Class Valedictorian delivers a graduation speech to

his batch during the graduation rites.
Form of Public Communication

a. Mass Communication – It is to communicate between an entity and a

large and diverse audience, mediated by some form of technology such
as television, radio, magazines, newspapers, books, internet and other
types of media.
Example: A journalist expressing his stand on current issues through a
radio program.

How did you find the new information you have learned? I hope it could
help you as you accomplish the exercises that follow. Good Luck

What’s More

Activity 1.2. Examine the game board found below. Ask a family member or
a friend to play the game with you. Use a coin or dice to identify which block to answer.
Complete worksheet 1.
WORKSHEET 1

Complete your list. The first entry is done for you as guide. Please use your
COMMUNICATION ACTIVITY NOTEBOOK in accomplishing this worksheet.

INTERPERSONAL INTRAPERSONAL PUBLIC

COMMUNICATION COMMUNICATION COMMUNICATION

I thought of
answering a
negative post on
my Facebook’s
timeline, but I
have decided to
hide the post
instead.

Congratulations! Activity 1.2 was great. Did you and your friend have a hard
time? Did you enjoy it? Stay calm, there is one more activity to complete
lesson 1. Goodluck!!
 Activity 1.3. Examine th e p re ce di n g worksheet 1. Use the data that you
gathered to illustrate the appropriate behavior either verbal or non-verbal in the
delivery of the sample speeches given. Please write these items in your
COMMUNICATION ACTIVITY NOTEBOOK.

1. Appropriate Verbal behavior in delivering a speech are :

Observe correct pronunciation,
,
,
,

2. Appropriate Non- verbal behavior in delivering a speech are:

Observe Correct Body Posture,
,
,
,

Activity 1.4. You’ve already learned the various speech contexts and the
verbal and nonverbal behavior exhibited in speech context. Now, answer the activity
below. Write T if the statement is true, and write F if the statement is false. Your
answers must be written in your COMMUNICATION ACTIVITY NOTEBOOK.

1. To communicate effectively is a complex process.

2. A speaker can also play a role as a receiver of message in an

intrapersonal context.

3. In a small group discussion, participants can freely share and express

ideas.

4. It is important to make once voice louder in speaking to a bigger

audience.
 5. It is not easy to notice nonverbal cues among speakers in an
interpersonal communication.

6. Non-Verbal behavior includes maintaining eye-to eye contact to

establish credibility.

7. Radio, television, books, and billboards are among the major

mass communication media.

8. Ethics in communication includes proper word choice in consideration of

the gender, roles, ethnicity and preferences of the person
being talked to.

9. One major function of verbal communication is to relay a message to

one or more recipients.

10. A speaker in an intrapersonal communication context needs additional

visual channels such as slides in a PowerPoint presentation to share
information.

What I Learned
Remember these key points.

 These are the types of speech context – which are important in knowing
the purpose why a speech is given.
A. Intrapersonal
B. Interpersonal
 Dyad
 Small group
C. Public Communication
D. Mass Communication
 Learning the types of speech context will build confidence to
communicate effectively to be understood.
Reflective Questions
Please write your answers in your COMMUNICATION ACTIVITY NOTEBOOK.

1. Why do you think it is important to learn the various types of speech context?

2. Now that you have learned about speech context, what do think should a
speaker do to be able to make appropriate speeches in particular situations?

What I Can Do

Activity 1.5. The speech situations below will require a particular type of
speech to use. Fill the table with appropriate type of speech context and how each
is made and done. Please use your COMMUNICATION ACTIVITY NOTEBOOK in
accomplishing this activity.
SPEECH
Situation Context Type Sample Speech
1. Reporting in
Class

2. Asking a teacher
about the
performance
task on speech
delivery
Self-Check!
Great job! You have completed Lesson 1 successfully! Before going to the
next lesson, check the icon that best shows your learning experience.

I have understood the lesson well, and I can even teach what I learned
to others.

I have understood the lesson, but there are still other things that I
need to review and relearn.
 Additional Activity

Please write your answers in your COMMUNICATION

ACTIVITY NOTEBOOK.

After doing the activities,

I noticed

A question I have is

I’m not sure

I realized
LESSON 2: TYPES OF SPEECH STYLE

What I Need to Know

OBJECTIVES:
At the end of the lesson, you will be able to:

 distinguish types of speech style;

 identify social situations in which each
speech style is appropriate to use; and
 observe the appropriate language forms in
using a particular speech style.

What I Know

Answer each item below. Choose the letter of the correct answer
and write it in your COMMUNICATION ACTIVITY NOTEBOOK.

What’s In

In lesson 1 of this module, we have discussed

the speech contexts. We were able to see the imporatance of understanding
the environment to successfully connect to our audience and consequently
deliver an effective speech.
Answer the following questions. Write your answers in your Communictaion
Activity Notebook.
1. What important learning could you recall when we talk about speech
context?

2. Which context do you think students need to master? Why?

 What’s New

Activity 2.1.Fill this concept map with your initial thoughts about speech style.
So, feel free complete your list. Use your COMMUNICATION ACTIVITY
NOTEBOOK.Enjoy!

SPEECH STYLE

What Is It

Speech style refers to the distinctive way of communicating to others

such as the patterns of speaking which are characterized by vocabulary,
pronunciation, intent, participants and grammatical structures.

Five Types of Speech Styles

1. Intimate – This style is private, which occurs between or among close
family members or individuals. The type of language used in this style may
not be shared publicly.
 2. Casual –This style is common among peers and friends. Jargon, slang, or
vernacular language are used. This style is usually seen in the streets,
during lunch time with friends and the like.

3. Consultative –The style of speech is a standard one where professional or

mutually acceptable language is a must. Examples of this are situations
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 settings that adhere to formal procedures.

This speech style is one-way in nature. Examples of this are sermons by
priests and pastors, state of the nation address of the president, formal
speeches or pronouncements by the judges.

5. Frozen – This style is ‘frozen ’ in time and remains unchanged. It mostly

occurs in ceremonies. Common examples are the Preamble of the
Constitution, Lord’s Prayer and Allegiance to the country or flag.

How did you find the new information you have learned? These are important
for you to be able to successfully do the tasks that follow.

What’s More

Activity 2.2. IDENTIFY! Examine Worksheet 1 below. Name the type of speech style
appropriate for the following situations. Write the letter of your choice in your
COMMUNICATION ACTIVITY NOTEBOOK.
A INTIMATE B. CASUAL C. CONSULTATIVE

D. FO RMAL E. FROZEN .
1. Ann leads the prayer before meal in a celebration.
2. The teacher reads the criteria for evaluation of an artwork.
3. The field reporter delivers a news report on TV.
4. Mayoralty candidate Mr. Gue shares his platform of governance
during the campaign rally.
5. Mhael gives instructions to her friends on how to get to her house.
6. The students recited in unison their pledge of allegiance to the
Philippine National Flag.
7. Ysabelle consulted her parents about her preferred course for
college.
8. The counselor gave counsel to students who are always late in
classes.
9. The teacher gives her final instructions before the class ’ speech
performance on stage.
10. A stranger was asking where to find the municipal hall.

Congratulations! Activity 2.2 was awesome. Stay calm. There are more
upcoming activities to complete lesson 2. Goodluck!

Activity 2.3. Examine the dialogues below marked A, B, and C. Name the type
of speech style used and describe whether the language forms used are appropriate in
the given situations. Write your answers in your COMMUNICATION ACTIVITY
NOTEBOOK.
GREETINGS
A. (Acquaintance) A.

Mhel: Good morning.

Mario: Good morning. How are you
today?
Mhael: Just fine, thanks. How about you?
Mario: Awesome! Things are just going
fine.

B. (Good Friends)
B.
Johny: Hi! What’s up?
Ramzkie: Nothing much. What’s new with
you?
Johny: Not too much. I’ve been pretty
busy lately.
Ramzkie: Me too.
Johny: Gotta go. Call me tonight.
Ramzkie: Copy that!

C.(Family) C.
Mother: Good morning.
Son: Morning. What’s for breakfast?
Mother: The usual. Eggs, rice and coffee.
Son: I think I’ll just have bread and
coffee.
Mother: Ok. The bread and sugar are on
the table.

https://americanenglish.state.gov/files/ae/resource_files/more_dialogs_for_everyday_use_508.pdf

Congratulations! Activity 2.3 was indeed of great help in

understanding this concept, right? You must be ready now to
explore more in the next activity. Goodluck!
 Activity 2.4. Directions: The types of speech styles are listed below marked A-
E. Identify the speech style used from statements that follow. Choose the letter of your
answer and write it in your COMMUNICATION ACTIVITY NOTEBOOK.
A. CASUAL B. INTIMATE
C. FROZEN D. CONSULTATIVE
E. FORMAL
What type of speech is used in each sample greeting below?
1. Hey, Jack. What's up?
2. Hello, good morning. May I speak to Ms. Abatayo, please?
3. My darling, how was your first day at work?
4. My salute to the dignitaries present, Ladies and Gentlemen , Welcome to
this affair.
5. Welcome to Binuangan SHS Open House where future leaders are

developed through faith and technology. Hope you will enjoy the tour.

What speech type is used in each of the following sample content?

6. I am sorry, sir. As I understand the task, we need to focus on improving
our delivery times rather than blaming our suppliers.
7. Whoa, way to go! Nice catch!
8. Lord, I offer You all my prayers, works, joys and suffering of this day.
9. Ako ay buong katapatang nanunumpa sa watawat ng Pilipinas
10. You're so brilliant. Keep up the good work, son.

Congratulations! Activity 2.4 was indeed of great help

in understanding this concept, right? You must be ready now to
explore more in the next lesson.
 What I Have Learned

Remember these key points.

 These are the types of speech style which dictate what appropriate
language should be used to make the speech effective.
A. Intimate
B. Casual
A. Consultative
B. Formal
E. Frozen

 Learning the types of speech style will enable you to use

language properly and creatively to express well.

Reflective Questions

Please write your answers in your COMMUNICATION ACTIVITY NOTEBOOK.

1. Why do you think it is important to learn the various types of speech context?

2. Now that you have learned about speech context, what do think should a
speaker do to be able to make appropriate speeches in particular situations?
 What I Can Do

Activity 2.5. Find a partner and decide what appropriate speech style should be
used in a given situation. Complete the graphic organizer below by filling in the
blanks. Refer to the discussion on top. The first scenario is done for you. Answers
must be written in your COMMUNICATION ACTIVITY NOTEBOOK.
Self-Check!
Great job! You have completed Lesson 1 successfully! Before going to the
next lesson, check the icon that best shows your learning experience.

I have understood the lesson well, and I can even teach what I learned
to others.

I have understood the lesson, but there are still other things that I
need to review and relearn.

I need to do additional work to be able to master the lesson. I need

help in some tasks.

If you checked the first icon, you are ready for Lesson 3. If you have
checked the second icon, you need to review the things that you need to
relearn. If you have checked the third icon, it would be best if you read more and
ask help from your teacher, parents or peers in clarifying the lessons that you find
difficult. Be honest so that you will truly improve.

Additional Activity
Please write your answers in your COMMUNICATION
ACTIVITY NOTEBOOK.

After doing the activities,

I noticed

A question I have is

I’m not sure

I realized
LESSON 3: TYPES OF SPEECH ACT

What I Need to Know

OBJECTIVE:

At the end of the lesson, you will be able to:

 respond appropriately and effectively to
a speech act.

What’s In

In lesson 2 of this module, we have discussed the

speech styles. We have known various languages that are appropriate to be be
used to make the speech effective.
List five important elements and and salient features of various speech styles that you
find significant. Write your answers in your Communication Activity Notebook.
1.
2.
3.
4.
5.

What’s New

Activity 3.1. Using your COMMUNICATION ACTIVITY NOTEBOOK, copy

the table and provide what is being asked. List famous product taglines. Name the
product and tell whether the tagline was catchy, effective, meaningful, and truthful.
Bear in mind that there are no wrong answers. This will test how you pay attention
to speeches that you often hear/ see over the radio or television and how these
speeches affect you.
TAGLINES PRODUCT/ EFFECT/MEANING
ESTABLISHMENT
“In the Service of the ABS-CBN Public Service/
Filipino” Easy to remember
 What Is It

Speech Act is an utterance that a speaker intends to affect his/her

audience. Speech acts functions include apology, greeting, request, complaint,
invitation, complaint, compliment, or refusal. Speech acts have real-life interactions
and require not only knowledge of the language but also appropriate use of that
language within a given culture.
Sypes of Speech Acts
According to the Speech Act Theory Developer J. L. Austin (1962), a language
philosopher suggested that utterances have three kinds of meaning, given the right
circumstances or contexts which directly affects what the speaker really means.

1. Locutionary act is the actual act of uttering or the literal meaning of the
utterance.
Example. “Please pass your project.”

2. Illocutionary act is the social function of what is being said or the purpose of the
person saying such words.
Example. “Can you submit your project today?” The person is requesting the
listener to submit his/her project today.
3. Perlocutionary act is the resulting act of what is said or the hearer
recognizes the intention of the speaker.
Example. “Can you submit your project today?” The listener gets the point,
therefore he/she would submit his/her project on that day.

Indirect speech acts- these are speech acts which function does not have a
direct relationship with what the speaker actually means in his/her statement.
Please consider this utterance:

“The door is still open! ” Implied speech act: Are you capable to close the door? -

Here, the speaker literally questioned somebody if he or she has the ability to
close the door. This indirectly requests the addressee to close the door in
behalf of the speaker.
 Performatives - a special type of speech act which statements with verbs to
execute the speech act that intend to affect. Performative speech acts only “work”
when said by the authoritative person, for instance: in a wedding the priest would

say “I now pronounce you man and wife” and the organization’s president shall
say to end up a meeting “The meeting is adjourned.

Figure 1. Illustrates the aspects of Speech Act

Searle’s Classification of Illocutionary Speech Act

As a response to Austin’s Speech Act Theory, John Searle (1976) a university

professor of California, Berkeley, has five general classifications of speech act, and
they are the following:
1. Assertive – this speech act grants the speaker to convey his/her view that the
proposal made is correct. The examples are suggesting, putting forward, swearing,
boasting and concluding.
I make the best cake in town.
2. Directive – In this speech act, the speaker tries to make the addressee do what is
being asked. Some examples of these include asking, ordering, requesting, inviting,
advising and begging.
Please come tomorrow morning for the meeting.
3. Commissive – this speech act compasses the speaker to make future actions,
e.g. promises and oaths.
Starting today, I will never comment negatively about a post on Facebook.
4 Expressive – This speech act allows the speaker to express his feelings and
attitudes. These are words that express gratitude or thanks, congratulating,
apologizing, welcoming and deploring.
I appreciate your effort in solving this problem.
5. Declaration - This speech act brings a change in the external situation. Some
examples of declarations are baptizing, firing, bidding, wedding and blessing.
I now pronounce you husband and wife.

How did you find the new information you have learned?
These are important for you to successfully do the tasks that
follow.

What’s More

Activity 3.2. List the characteristics of speech acts. Based from the discussion,
mention unique characteristics of each speech act. Write your answers
in your COMMUNICATION ACTIVITY NOTEBOOK. Please follow the format suggested
below.

ASSERTIVE DIRECTIVE COMMISSIVE EXPRESSIVE DECLARATION

Activity 3.3. After learning the unique characteristics of Searle’s Classifications of
Speech Act in the previous activity, you are now ready to identify what illocutionary
act is used in the following utterances. Color the circle before each utterance using
the assigned color for each type. Accomplish this activity in your
COMMUNICATION ACTIVITY NOTEBOOK. Draw the circles which you shall
color before the number. Copy the sample utterances also. Enjoy!

Assertive Directive Commissive

Expressive Declaration

1. I think I can do better than him.

2. Please pay attention.
3. I am sorry for not being able to help you in making our project.
4. You are fired!
5. You are now husband and wife.
6. Welcome to my 18 Birthday party.
7. Make yourself comtfhortable.
8. Put your phone in a silent mode.
9. We find the defendant guilty.
10. From now on, I’ll be nice to him.

Great Job! Activity 3.3 was a test on how much you have learned
about illocutionary acts through sample utterances that are often used
in simple or common situations. Do not lose the momentum. The next
activity will be about recounting common experiences among
students. Surely you will also have a great time answering. Enjoy!

Activity 3.4. After learning the unique characteristics of Searle’s Classifications of

Speech Act, you can now complete a discourse supplying appropriate speeches,
and its relationship to situations, intentions and functions. Clues inside the
parentheses are provided for. Accomplish this activity using your
COMMUNICATION ACTIVITY NOTEBOOK. Have Fun!
The school’s Dance Troupe is recruiting new members for SY 2020-2021. You
wanted to audition to become a member of the troupe.
You:
(use assertive speech to showcase what you’ve got worthy to be part of the troupe.)
Dance Troupe Coordinator:
(requesting you to perform an act as an audition piece)
You:
(A speech promising to do your best if will be chosen as a new member)

Dance Troupe Coordinator:

(declaring that you are accepted as new dance troupe member)
You:
(you express words of gratitude for being chosen as member)

Congratulations! Activity 3.4 was a good exercise on responding to

situations using various speech acts. Now, please remember that making
speeches is a crucial task. So, be careful and equip yourself with these skills in
speaking. See you in the next activity.

Activity 3.5. Answer each item below. Write the letter of the correct
answer in your COMMUNICATION ACTIVITY NOTEBOOK.

1. J.L Austin (1962) developed this breakthrough of the use of a language.

What theory is it?

A. Speech Context Theory

B. Speech Acts Theory
C. Speech Styles Theory
D. All of the above
2. What speech act did John Searle (1976) classify?
A. locutionary
B. illocutionary
C. perlocutionary
C. commentary
 3. Which of the following is not a type of a speech act?
A. locutionary
B. illocutionary
C. perlocutionary
D. commentary

4. “I have a class at 4:00 o’clock in the afternoon.” What illocutionary act

is this a sample of?
A. assertive
B. directive
C. commissive
D. passive

5. What illocutionary act is expressed in the statement “I nominate Mr. Earl

John for the office of the president”?
A. directive
B. expressive
C. commissive
D. declaration

6. The statement, “I will love him forever”, uses this speech act. What is it?
A. commissive
B. expressive
C. declaration
D. assertive
7. “The door is open.” What does this speech mean?
A. The listener is asking to close the door.
B. The listener is directing to close the door.
C. The speaker is asking if the door is open.
D. The speaker is directing to close the door.
8. What is the possible illocutionary act for the statement “ I promise
to stop by”?
A. the speaker is stopping by
B. the speaker is making a promise
A. the receiver is waiting
D. the receiver is hearing the promise
 9. Tell which speech is indirectly expressed.
A. It’s cold in here.
B. Can you please close the door because its cold?
C. I am asking you to please close the door.
B. None of the above

10. The effect of the pandemic will dictate the economic trends of the next
couple of years. As used here, the word “dictate” likely means;
A. determined.
B. emotional.
C. realistic.
D. sarcastic.

What I Have Learned

Remember these key points.

 These are the Speech Acts – an utterance that a speaker makes to attain
meaning in various circumstance and attain desired effect to the listener.

A. Perlocutionary
B. Locutionary
C. Illocutionary
Classifications
Assertive
Directive
Commissive
Expressive
Declaration
 Learning the types of speech acts will make us come to a realization that
words are powerful since it does not only give information or describe but it
can also be used to do things through an expression with corresponding meaning.

Reflective Questions

Please write your answers in your COMMUNICATION ACTIVITY

NOTEBOOK.

1. Why do you think it is important to learn the interrelationship among the three
aspects of speech acts? a.) the act of saying or the literal meaning of
the utterance(locution); b.) the intended meaning of the utterance (illocution);
and c.) the effect of the utterance to the hearer depending on
circumstances (perlocution)

2. Agree or Disagree. Learning Speech Acts teaches us the importance of how a

spoken word is converted into action. Support your answer.

What I Can Do

Activity 3.6. Write at least two speeches based from the situations, and
meanings suggested by the illustrations below. Utilize your COMMUNICATION
ACTIVITY NOTEBOOK in completing this activity. Please follow the suggested format.
 A. Assertive (Sample)
Situation: Nel wears his new pair of eye
glasses.
Speech: This looks best on me.

B. Directive
Situation: John asks father to fix his toy.
Speech:

C. Expressive

Situation:
Speech:

D.

Situation:
Speech:
Self-Check!

Great job! You have completed Lesson 3 successfully! Before going to the
next lesson, check the icon that best shows your learning experience.

.
 If you checked the first icon, you are ready for Module 6. If
you have checked the second icon, you need to review the things
that you need to relearn. If you have checked the third icon, it would
be best if you read more and ask help from your teacher, parents or
peers in clarifying the lessons that you find difficult. Be honest so that
you will truly improve.

Additional Activity

Watch attentively the following videos. Follow the link or find a video with similar
situation/ scenario from YouTube. Choose one from the videos to analyze. Complete
the FOUR-SQUARE MAP that follows. Please write your answers in your
COMMUNICATION ACTIVITY NOTEBOOK.

Video 1. Telephone Conversation

https://www.youtube.com/watch?v=wxh4HLeIV7s

Video 2. At the Restaurant Conversation

https://www.youtube.com/watch?v=IWMMkp35d6Y