TANGOS NATIONAL HIGH SCHOOL

B. Cruz St., Tangos North, Navotas City

Senior High School

Compensatory
Activities

ORAL
COMMUNICATION IN
CONTEXT
1st Semester
Prepared by:

JEAN M. DEL ROSARIO

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Grade
11
Name: _________________________________________________________
Grade & Section ____________________________ Date:____________

First Quarter

Week 1

Activity 1

Learning Competencies: Explains the functions, nature and process of

communication

Content: NATURE, PROCESS AND FUNCTIONS OF

COMMUNICATION
Learning 1. Define communication.
Objectives: 2. Explain the nature of communication.
3. Explain the process and the elements of
communication.
Reference: Division of Navotas: Oral Communication in Context
for Senior High School

Task 1: Directions: Make a concept art of the facts you know about
communication. Draw a symbol that will best represent your
understanding on what communication is and its nature. Don’t forget to
explain your work in not more than 10 sentences.

My Communication Concept Art

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Task 2: - Commu-Duo

If possible, try to reach out to one of your classmates. Whoever you have
reached out to will be your partner for this task. What you have to do is
to choose one topic below and exchange thoughts about it for a minute
or two. Write your own insights on the topic and your reflections on your
partner’s insights.

P1- Communication is contextualized

P2- Communication is everywhere
P3- Communication is continuous
P4- Communication is a transaction
P5- Communication is learned
P6- Communication is a sharing of meanings
P7- Communication has two levels of meaning: content and relationa

Task 3: The Elements

Arrange the jumbled letters to decode the elements. Then write the
letter that best describes or defines the decoded term.
1. ESNDRE/SAEPKER
2. LESNIETR/RCEIEVRE
3. TSUSILMU
4. EMSASEG
5. NSIOE
6. CAHNENL
7. COEXNTT
8. FDBEACEK
9. RSPEOENS
A. any triggering event that causes the speaker to start the process of
communication
B. the source of the message
C. the means or the instrument
D. the idea, information and even emotion that is being sent
E. the initial reaction of the receiver
F. the environment or the communication situation
G. someone that will receive the message
H. anything that distracts or affects the process of communication
I. the interpretation of the recipient to the message received which may be
agree or disagree, positive or negative
or a new topic

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Grade
Name: _________________________________________________________ 11
Grade & Section ____________________________ Date:____________

Week 1

Activity 2

Learning Competencies: Explains the functions, nature and process of

communication

Content: NATURE, PROCESS AND FUNCTIONS OF

COMMUNICATION
Learning 1. Identify the elements of communication.
Objectives: 2. Explain the functions of communication
3. Apply the functions of communication.
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: Can you identify?

Decode the word in each item by filling in the blanks with appropriate
letters. A picture is
provided as your clue.

1. N__ __ __ __

2. __ p__ __k__ __

3. __ __ s__ __ g__

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

4. R__ __ p__ __ s__

5. L__ __ __ __ __ __ __ __

6. __h__ __ __ __ __

7. F__ __ __b__ __ __

Task 2: Find the connection

Use the elements you have decoded in task #01 and create a diagram
showing the process of communication. Use
arrows to show connection among the elements. Explain your work in 5-
10 sentences.

Task 3: “SelfiEmotion”

Since we are in a “selfie society”, use your camera and come up with a
selfie of five different emotions. You may
put in a bond paper have it saved in a flash drive or upload it on your
google classroom.
Example

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Task 4: -Identi-function

Identify the function of communication in each situation.

1. Teachers instructing the class to click the link for further examples.
2. Pastors reminding the church members to be joyful despite of trials being
faced.
3. “Thank you so much for you encouragement!” I am really sad right now.
4. “Stop murmuring when you are being scolded,” the mother suggested.
5. “Hi, how is your first day going?”

Task 5: -Explain the Function

Identify and explain the function of communication in the given

communicative situation.

1. Cha: (trying to catch her breath while doing sit ups) It is really difficult to workout.
Mama: Stop being hard on yourself, I am pretty sure you”ll eat a lot later knowing that I
cooked Ginataang
Tulingan for dinner.
Cha: You’re just afraid I get sexier.
Mama Even if you get sexier you can never surpass my beauty.
Cha: Wow that’s a lot of confidence! (Both laugh).
2. Aron: Our Company informed us that we will no longer be asked to report for the
whole duration of
pandemic. I think it is their way of saying that 80% of the employees will be relieved from
work.
Cha: Don’t feel bad; take it as an opportunity for you and your son to have quality time.
Anyway,
pandemic will surely end and as soon as that happens we can go back to our normal routine.
Aron: What about my job? Our finances?
Cha: Well, you can seek for a new job when the pandemic ends in the meantime let us be
assured that
God will provide. Everyone’s safety is our top priority. When you stay home, we can be safer.
3. Che: The government already announced the lift of the quarantine period.
Crystal: Does it mean everyone is now allowed to go out any time? This frightens me; no
restrictions
would mean a lot of danger.
Che: I don’t think so, it only means most people will be allowed to go out but children
especially those
below 20 years old and those who are considered senior citizens or persons aged 60 and
above are still
not allowed to leave the house.
Crystal: What about us?
Che: Well, they will be less strict, but we will still be required to wear face mask and face
shield whenever
we go to public places such as supermarkets, drug stores and the like.
Crystal: Okay got that, thanks!

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Name: _________________________________________________________ Grade

Grade & Section ____________________________ Date:____________ 11

Week 1

Activity 3

Learning Competencies: Explains the functions, nature and process of

communication

Content: NATURE, PROCESS AND FUNCTIONS OF

COMMUNICATION
Learning 1. Reflect on your learning on the
Objectives: fundamental of communication
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: Directions: Complete the semantic web below with word or group
of words relevant to communication.

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Grade
Name: _________________________________________________________ 11
Grade & Section ____________________________ Date:____________

Week 1

Activity 4

Learning Competencies: Explains the functions, nature and process of

communication

Content: NATURE, PROCESS AND FUNCTIONS OF

COMMUNICATION
Learning 1. Reflect on your learning on the functions
Objectives: of communication
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: - Info Cut

Cut out two (2) short articles in a magazine or newspaper showing one of the
functions of Communication, “to give INFORMATION” and paste it on a bond
paper. Write the summary of information you have gained below each article.

Task 2: CLICK ME!

Directions: Fill in the table of the PROS and CONS of communication using
Social Media as a channel of communication.

PROS CONS

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Name: _________________________________________________________
Grade & Section ____________________________ Date:____________

Week 2

Activity 1

Learning Competencies: Differentiates the various models of

communication
Content: MODELS OF COMMUNICATION
Learning 1. To differentiate the various models of
Objectives: communication EN11/120C-Ia-3
2. To distinguish the unique feature(s) of
one communication process from the
other EN11/120C-Ia-4
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: - Word Equation

Decode the magic words by solving the following equations.

1. ARC-C+IS+TOOTH-OH+LEAF-AF=
2. SHOP-OP+ANT-T+NON=
3. WELL-LL+AVERAGE-RAGE+R=
4. SCHOOL-OOL+RAP-P+MILK-ILK+MEAL-EAL=?
5. WHINK-NK+TALK-ALK+ELEPHANT-LEPHANT=?
These are the names of persons who have proposed some models of
communication.

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Task 2: Let’s try it!

Choose the answer from the box.

Setting Schramm Feedback

Legal Deliberative FOE Aristotle

1. According to Aristotle, this affects the message.

2. He is the Father of Mass Communication.
3. The ultimate goal of communication that makes White’s model circular.
4. Schramm believes that communication can only take place if it overlaps
between the sender and receiver.
5. The setting meant for courts where ordinary people defended themselves.

Task 3 -Complete Me

Complete the table below by identifying the correct letter that represents the
correct answer

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Name: _________________________________________________________
Grade & Section ____________________________ Date:____________

Week 2

Activity 2

Learning Competencies: Differentiates the various models of

communication
Content: MODELS OF COMMUNICATION
Learning 1. Differentiate the models of
Objectives: communication from one another.
2. Show the dimention of communication by
solving the given word picture equation.
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: Describe Me!

Directions: Given the table, segregate the words that describe the
models of communication. Place each word that falls under each .One
word can be placed under categories.
one way communication provides feedback
Schramm’s Interactive Model Known as convergence model
speaker only speaks Barnlund’s Transactional Model
continuous and changing No concept of noise
two way communication
no feedback video conference
Aristotle’s Model simultaneous feedback

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Task 2: Picture Analysis

Directions: Identify the following pictures if it is Linear, Transactional, or

Interactive model of communication

1. 3.

2.

4.

Task 3: Reflect

Directions: Answer the following questions.

1. Why is Linear model of communication considered a one -

way communication model?
2. What are some examples of Interactive model of communication in real life
situation?
3. Cite advantages and disadvantages of Interactive model of communication.
4. What are the similarities of Transactional and Interactive model of
communication?
5. Cite advantages and disadvantages of Linear model of communication

Name: _________________________________________________________

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Grade & Section ____________________________ Date:____________

Week 2

Activity 3

Learning Competencies: Differentiates the various models of

communication
Content: MODELS OF COMMUNICATION
Learning 1. Create a picture collage that shows
Objectives: different types of models of
communication.
2. Show the dimention of communication by
solving the given word picture equation.
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: PICTURE COLLAGE

Create a picture collage showing different types of communication

models.
Example

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Task 2: Find the answer

Solve for the given word-picture equations.

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Name: _________________________________________________________
Grade & Section ____________________________ Date:____________

Week 3

TaskTaa Activity 1

Learning Competencies: Uses various strategies in order to avoid

communication breakdown
Content: Communication Breakdown
Learning 1. Identify the different types of
Objectives: Communication Noise/Barrier
2. Apply strategies in overcoming
communication breakdowns
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: Nonlinguistic

A B
1. _____Artefactual

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

2. ________Chronemics

B.

3. _______Proxemics

4. ______ Physical Appearance

5. ______Haptics

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Name: _________________________________________________________
Grade & Section ____________________________ Date:____________

Week 3

TaskTaa Activity 2

Learning Competencies: Uses various strategies in order to avoid

communication breakdown
Content: Communication Breakdown
Learning 1. Determine the types of Communication
Objectives: Noise/Barrier used in the situation.
2. Apply strategies in overcoming
communication breakdowns
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: PicTalk

Have you witnessed people having a debate or argue of something or of

someone? Have you seen someone cry or feeling sad because of being
misunderstood?
Have you experienced listening to your teacher’s lecture, and you did not
understand anything because your classmates are noisy?
When do breakdowns of communications occur? When does communication
becomes a failure?

Look and observe the pictures what can you say about it and share your
observation, how their communication become failure or success?

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Describe what is happening in pictures 1, 2 and 3. Is miscommunication

present in each picture? Why Explain.

1. 2. 3.

Task 2: Type of barrier

Fill in the table with numbers corresponding to each heading.

1. People talking too loud.

2. shyness, lack of confidence
3. Noise from a construction site
4. stage fright
5. Loud sound of a karaoke
6. different beliefs
7. difference in language
8. accent and dialect
9. the dog barking
10. the sound of airplane
11. use of jargon and slang
12. confrontation with a friend
13. manners of dressing and or speaking
14. speech defects or language impairments
15. Blaring of jeepney horns
16. incorrect grammar
17. using excessive technical jargon and idiomatic expressions
18. different beliefs traditions, and customs
19. racial prejudice
20. Depression

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Name: _________________________________________________________
Grade & Section ____________________________ Date:____________

Week 4

Activity 1

Learning Competencies: Uses various strategies to avoid

communication breakdown
Content: Communication Breakdown
Learning 1. Determine the types of Communication
Objectives: Noise/Barrier used in the situation.
2. Apply strategies in overcoming
communication breakdowns
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: BLOG

Make a Blog through answering these guide questions.

1. What is a communication process and how it is connected to

Communication breakdown?
2. What is a communication breakdown?
3. What causes communication breakdown?
4. What problems happen when there is communication breakdown?
5. How do you deal with a communication breakdown?
6. What is the main goal of communication?

Task 2: Show Me!

Create a Vlog or insightful tiktok video shows communication barriers/
noise.

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Name: _________________________________________________________
Grade & Section ____________________________ Date:____________

Week 5

Activity 1

Learning Competencies: Examines sample oral communication

activities
Content: FUNCTIONS OF COMMUNICATION
Learning 1. Identify the different types of oral
Objectives: communication activities.
2. Explain the function of the oral
communication activities.
3. Evaluates the effectiveness of oral
communication activities
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: Regulation and Control

Identify whether these instances use regulation/ control (whether verbally
or nonverbally) or not. Write YES or NO
accordingly.

1. The teacher looks sharply at the noisy students.

2. The yaya combs the little girl’s hair.
3. The janitor tells the students to move away from the area of the corridor
he is cleaning.
4. The group of boys ask the bus driver to stop in front of the bank.
5. A younger sibling is teased until s/he cries.

Adapted from the book Oral Communication in Context published by

Rex Bookstore.

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Task 2: Watch EduEntertainment

Motivation
Create a television advertisement on a product of your choice. Be guided by
the given rubric. Make it short, simple
and motivating. Record it and save on a flash drive or if possible, upload it
in your facebook group for your teacher to see.

Task 3:

Directions: Identify what function of communication is shown in the

following scenario.

1. Asking the janitor where the comfort room is.

2. The girl discussing what happened at the party they attended last
night.
3. The office manager telling the clerk to retype the contract.
4. Convincing friends to go to mall after school to watch a movie.
5. Listening to the news about the latest case of infected of Covid-19.
6. Photos of children dying because of hunger.
7. A student asks his/her parents to stop teasing him/her about having
a crush in school.
8. The teacher looks sharply at the noisy students.
9. At the mention of “Fire”, the office manager directs all employees to
the nearest fire exit.
10. Conducting a video call to a friend who has been stranded in
other

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Name: _________________________________________________________
Grade & Section ____________________________ Date:____________

Week 6

Activity 1

Learning Competencies: Identifies the various types of speech context.

Content: Speech Context
Learning 1. Identifies the various types of speech
Objectives: context.
2. Differentiate the types of speech context
shown in the situation.
3. Practice effective interpersonal skills and
intrapersonal skills
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: Find Me
Directions: Write intrapersonal or interpersonal before each sentence.
What activity requires interpersonal skill? Intrapersonal skill?
_______1. Guidance counselor and student in a counselling session.
_______2. A poet writing a poem
_______3. A pianist trying to find the right keys for a song
_______4. Employee presenting a new logo design in a corporate meeting
_______5. Basketball coach signaling to the players
_______6. A boy making his friends laugh
_______7. A painter choosing which color to use on his canvass
_______8. A journalist who wrote his opinion about COVID 19
_______9. A small talk as your family plans for donating food to the front
liners
_______10. Your neighbor greeting you each morning.
______11. You translate into poetry the beautiful scene of nature.
______12. Your youngest sister analyzes her next move in playing chess.
______13. You share your innermost feeling to your best friend.

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

______14. Your sister always participates in various school competition

______15. You check your weight and writes a plan to stay fit this pandemic.
______16. You are writing a sorry letter to your mother.
______17. You lead your group in doing the infographic in Oral
Communication.
______18. You tell your problem to the youth leader of your church.
______19. You plan your next step in your college journey.
______20. You negotiate with your neighbors that hit your brother

Task 2: TRUE or Underline

Identify whether the given statements is TRUE or FALSE. Write TRUE if it is

while if it is False, underline the
word that makes it false and write the term that will make it correct.

1. In intrapersonal communication, you are the sender, and you are the
receiver of the message.
2. Conversation is the most common, most frequent and most popular
dyadic communication.
3. Public Communication is a communication with the aid of mass
media or technology.
4. Organizational Communication refers to the interaction of members
along the links in an organizational structure
5. . Intercultural communication happens when there is one speaker
and many listeners.

Task 3: Context Contest

Write Intra for Intrapersonal, Inter for Interpersonal, Pub for Public, Org for
Organizational, Mass for Mass Communication and InterCul for
Intercultural Communication.

1. Cha is repeating a song she heard.

2. Aron and his son Zion exchange thoughts on Basketball.
3. Red, the SSG President conducts a meeting about the Foundation Ball.
4. Joshe reads an article in a newspaper.
5. Gian watches Super book’s episode of Ten Commandments.
6. Clark an Australian asks his friend Chris a Filipino about the courting
style here in the Philippines.
7. Alliah exclaims’ “I’m so pretty”, upon seeing her face in the mirror.
8. President Rodrigo Duterte delivers the State of the Nation’s Address.
9. The Chief Executive Officer of SM announces the employees’ benefits.
10. Gab shares his strategies in teaching with an American tutor.

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Name: _________________________________________________________
Grade & Section ____________________________ Date:____________

Week 6

Activity 2

Learning Competencies: Identifies the various types of speech context.

Content: Speech Context

Learning 1. Recognizes that communicative
Objectives: competence requires understanding of
speech context,
2. Practice effective interpersonal skills and
intrapersonal skills
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: Venn Diagram

This activity could help you to figure out the similarities and differences
between intrapersonal and interpersonal communication. In the Venn
diagram below, I want you to think of the characteristics that made
intrapersonal and interpersonal similar and different.

Intrapersonal Interpersonal

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Task 2: It’s your time to shine!

As we are about to finish this module, it’s time for you to do something
memorable and let us involve your family members.
Using your cellphone camera, take a picture that shows different types of
speech contexts. Be creative! You may edit the picture to have different
backgrounds, or you may insert your friend in making a public
communication and others. Make a D.I. Y photo album using recyclable
materials. Explore and enjoy! I know you can do a lot with this one.

ttps://www.realme.com/in/support/kw/doc/2020743

Task 3: ChitChat

It’s time for you to start conversation with the people that you wish to talk
to. Draw the people that you want to communicate with then write the
dialog inside the speech balloon. The number of people for each box is
indicated below.

1. You and your best friend.

2. You and your 3 classmates

3. Your 5 relatives

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Name: _________________________________________________________
Grade & Section ____________________________ Date:____________

Week 6

Activity 3

Learning Competencies: Examines sample oral communication

activities
Content: FUNCTIONS OF COMMUNICATION
Learning 1. Reflect on your learning on the types of
Objectives: speech contexts.
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: 1- minute Chat and Share

Reflect on the most recent unforgettable chat/conversation that you had.

How did it affect you?

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 TANGOS NATIONAL HIGH SCHOOL
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Task 2: Mirror Mirror

Task 3: Read and Think

Directions: Read the article carefully and answer the question below.

Interpersonal vs. Intrapersonal Skills: Why You Need Both to Succeed

Human beings are inherently social creatures, thriving best when they can
develop connections with other people that are both productive and
fulfilling. So, how do you make that happen? You do it by developing both
your interpersonal and intrapersonal skills. Far too often, people focus on
one set of these skills and neglect the others, which limits them and
subverts their goals. When you develop strong interpersonal and
intrapersonal skills alike, you gain the tools that will help you advance your
career and find greater enjoyment in your life overall. In a nutshell, your
interpersonal skills help you collaborate and work with others, while
your intrapersonal skills help you recognize your own strengths and
weaknesses. Both are soft skills that contribute greatly to your personal
growth, the ability to set and achieve your goals, and your overall success in
both your personal and professional lives. Good interpersonal skills boil
down to your power to communicate effectively, work collaboratively, and
create worthwhile relationships with friends, peers, and clients. Good

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

interpersonal skills can, therefore, ease your way both personally and
professionally. Without good interpersonal skills, you may find it difficult to
fit in anywhere or ‘read a room,” and you can inadvertently damage your
working environment or create friction that impairs your creativity,
productivity, and value to your team or company. Good interpersonal skills
boil down to your power to communicate effectively, work
collaboratively, and create worthwhile relationships. Professionals with
strong interpersonal
skills know how to work with other people. They’re conscious of everything
from their body language to their tone of voice, not just the message they’re
delivering through their words. Some of the top interpersonal skills you
need in a collaborative environment include empathy, inclusiveness,
influence and responsiveness Your intrapersonal skills are all about the
internal dialogue you have with yourself. Good intrapersonal
communication skills help you manage your emotions effectively, set
goals, self-motivate, cope with distractions, strategize and adjust your
approach to any given situation as needed. Some of the most important
intrapersonal skills in a collaborative work environment include:
productivity, resilience, and resourcefulness. Intrapersonal skills are a
requirement for consistently good interpersonal skills. After
all, if you don’t understand your own needs, you can’t easily recognize the
needs of others. If you haven’t taken care of yourself, it can be impossible to
put the focus on others. Your intrapersonal skills, such as self-awareness,
resilience, and positivity, allow you to better contribute to your team or
company. The confidence you build through intrapersonal communication
conveys a sense to others that you have yourself together. People generally
trust and enjoy working with other 62people that seem to be full of positivity
and strength, so strong intrapersonal skills tend to inspire even stronger
trust and collaboration. Essentially, your intrapersonal skills involve self-
awareness and an internal dialogue with yourself that informs your
interpersonal skills and the interactions you have with those
around you. Together, they form the emotional intelligence that can set you
apart from everyone else in your field.

Question:
1. How can you develop your own intrapersonal and interpersonal skills?

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Name: _________________________________________________________
Grade & Section ____________________________ Date:____________

Week 6

Activity 4

Learning Competencies: Identifies the various types of speech context.

Content: Speech Context

Learning 1. Create a summary of what you have
Objectives: learned about speech context.
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: INFOGRAPHIC
Directions: Make an insightful and creative infographic about the speech
context. Use the sample pattern below and use your own picture.

Example:

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Task 2: Now it’s time to show your creativity!

Create a poster showing the value of each speech context. You may work on
traditional poster with clean white paper and art materials or you may also
use electronic or digital materials such as in adobe photoshop, kotobee, paint,
etc.

Take note of the criteria:

Task 3: Write ME

Communication is the best tool that we could have in this world. Like what
people say, you can resolve everything with proper communication. How can
you use these speech contexts in your daily life and how can it help you or
have an impact as you take your road to the future?

Answer the questions in essay form. (Use a separate sheet of paper)

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Name: _________________________________________________________
Grade & Section ____________________________ Date:____________

Week 7

Activity 1

Learning Competencies: Distinguishes types of speeches and speech

style
Content: Speech Style
Learning 1. Identify the speech style through different
Objectives: situation.
2. Solve the wpe problem to distinguish the
types of speech style
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: WPE Problems

1. 2.

3. 5.

4. 6.

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Task 2: PAK GANERN

This activity was adapted from Oral Communication in Context For senior
High School (2016) authored by Philippe John Fresnillo Sipacio and Anne
Richie Garcia Balgos on page 35
Identify the type of speech style appropriate for the following situations.
Write your answer before the number.

1. Talking to a counselor or psychiatrist

2. Giving last-minute instructions to players
3. Delivering campaign speeches
4. Delivering a speech at the UN Summit
5. Delivering news reports
6. Talking and laughing about memorable experiences
7. Communicating while playing sports
8. Having one-on-one conversation with a loved one
9. Delivering an oratorical speech
10. Leading a prayer before meal
11. Reading school policies
12. Talking to a superior
13. Reading pledge of allegiance to the flag
14. Talking to a stranger
15. Inquiring at a hotel

Task 3: -SPEECH BINGO

Complete the BINGO Card by placing the letters appropriately under each
heading.

B I N G O
(Intimate) (Consultative) (Casual) (Formal) (Frozen)

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

1. Zion inquires in a hotel about the amenities.

2. Aron and his son, Colan exchange thoughts about courtship and
future plans.
3. Renz stops for a while to read the school policies painted on the
wall.
4. Cj, Clark, Joshe and Andrei are teenagers sharing about their
favorite sports
and food.
5. Arlene usually leads a prayer before having any meal.
6. Gian, a high school student asks questions about the topic, speech
styles.
7. Aliah delivers an oratorical speech.
8. Zia and Zion were communicating while playing blocks.
9. The country’s president delivers his State of the Nation’s Address.
10. Cha shares her secrets to Jenna, her best friend.
11. Rosalie laughs as her son Marco shares his funniest experience in
school.
12. Mileth confides her fears with her most trusted friends Rema, Rose
and Cha.
13. James and Josefa strive to memorize five bible verses in a month.
14. Karl seeks help from a lawyer about his divorce.
15. The principal announces the updates on the educational system.

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33
 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Name: _________________________________________________________
Grade & Section ____________________________ Date:____________

Week 7

Activity 2

Learning Competencies: Distinguishes types of speeches and speech

style
Content: Speech Style
Learning 1. Show different types of speech style
Objectives: through picture
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: CutStyles
For this task, you are to show different speech styles through photos and
utterance.
You may:
Cut out from old newspapers or magazines
take some screen shots
capture photos

Now that you have photos showing different speech styles, you can now come
up with an utterance and identify the speech style used in the photo and
utterance.
Example:

“Good thing I married you, now I have the most beautiful wife”, Aron
said. “Shhh…be quiet they might know it”, Cha responded.
-Intimate

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Task 2: Photo Collage

Directions: Create a photo collage of different Types of Speech Style.

You can cut out pictures from old newspaper, magazine, brochure, etc

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Name: _________________________________________________________
Grade & Section ____________________________ Date:____________

Week 7

Activity 3

Learning Competencies: : Distinguishes types of speeches and speech

style
Content: Speech Style
Learning 1. Exhibit appropriate verbal and nonverbal
Objectives: behavior in each speech style
2. Create your own dialogue shows different
speech style.
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: Show and Tell

Directions: Create a short dialogue from the following pictures below. Write
your answer on the space provided.

1. Judge: _____________________________
Groom: ____________________________
Bride:_ _____________________________
Judge: _______________________________

Business Partner 1: __________________

2. Business Partner 2: ____________________

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

3. Lady 1: _______________________________

Lady 2: _______________________________

Boy: _____________________________
Girl: _____________________________
4.

Task 2: Fill up
Directions: Read the following scenario then choose the appropriate Type of
Speech Style by putting check (√) inside the box.

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Name: _________________________________________________________
Grade & Section ____________________________ Date:____________

Week 7

Activity 4

Learning Competencies: Distinguishes types of speeches and speech

style
Content: Speech Style
Learning 1. Make a summary of what you have learned.
Objectives:
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: Graphic Organizer

Directions: Answer the following questions being asked in the graphic

organizer below.

Topic/Lesson:_____________________

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Name: _________________________________________________________
Grade & Section ____________________________ Date:____________

Week 8

Activity 1

Learning Competencies: Responds appropriately and effectively to a

speech act
Content: Speech Act
Learning 1. Distinguish types of speech acts
Objectives: 2. Solve the wpe problem to distinguish the
types of speech act
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: WPE Problems

Decode the word in the given word-picture equations:

1. 3.

2. 4.

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Task 2: “I think I know you!” (Individual Activity)

Assertive Directive Expressive Declaration Commissive

Try saying the following, then identify the category of illocutionary speech act
for each utterance.

1. You are no longer part of our team.

2. This is the best place ever.
3. Please be faithful.
4. “I now pronounce you husband and wife , ” said the priest.
5. I apologize for not doing my best.

Task 3: “Where do I belong?” (Pair Activity)

Choose a partner if possible and take turns in identifying the intention or

correct category of illocutionary speech act for each item. (If not do it
independently and write your answer in a separate sheet of paper).

Assertive Directive Expressive Declaration Commissive

1. I am the best dancer in the world.

2. Thank you for teaching me how to solve for the value of x.
3. Open the windows.
4. From now on, I will study my lessons in English.
5. You shall now be called “Gabriel”.
6. You are no longer part of our team.
7. This is the best place ever.
8. “I’m in love and I’m happy.”
9. “I promise to love you for better or for worse ”
10. Congratulations! You did well in our speech presentation yesterday.

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40
 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Name: _________________________________________________________
Grade & Section ____________________________ Date:____________

Week 8

Activity 2

Learning Competencies: Responds appropriately and effectively to a

speech act
Content: Speech Act
Learning 1. Identify types of speech acts
Objectives: 2. Think of a situation then give example for
every speech act.
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: “Complete me” (Pair Activity)

This activity was adapted from Oral Communication in Context For senior
High School (2016) authored by Philippe John Fresnillo Sipacio and Anne
Richie Garcia Balgos on page 46

Choose another partner if possible and complete the table. (If not do it
independently and write your answer on a separate sheet of paper).

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Task 2: “What you mean to me?!” (Individual Activity)

Write PAK if the intention matches the utterance otherwise write GANERN
and determine the correct intention.

1. You are no longer part of our team.-Commissive

2. This is the best song ever. -Directive
3. I apologize for being so rude yesterday. -Declaration
4. You are indeed a superstar. -Assertive
5. You are hereby granted liberty! -Expressive

Task 3: “Can you tell me?”

Determine under what category of illocutionary act does each item belongs.

a. Assertive
b. Directive
c. Commissive
d. Expressive
e. Declaration

1. I am the best singer.

2. I promise to love you now and forever.
3. You shall now be called “Isaiah”.
4. Thank you for being such a good friend to me.
5. Hand me the letter please.

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42
 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Name: _________________________________________________________
Grade & Section ____________________________ Date:____________

Week 8

Activity 3

Learning Competencies: Responds appropriately and effectively to a

speech act
Content: Speech Act
Learning 1. Demonstrate effective use of
Objectives: communicative strategy in a variety of
speech situations
2. Apply learning and thinking skills in
understanding the types of speech acts
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1: “We’re all in this together!” (Group Activity)

If not possible, then do it independently.
Group yourselves according to your taste:
Sweet, creamy, spicy, sour

Each group must write two examples of utterance based on the given photos.
The group must also identify the intention and the possible effect reflected on
the utterance they have created. Use the table to complete the task.
Utterance Intention Effect

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Task 2: “Let’s do it as a family”

Choose one from the tasks below.

A. With the help of a family member, cut out pictures from magazines/
newspaper and create dialogues using it, take note of the intention under the
illocutionary speech act.

B. Take a short video of you and one of your family members having a
conversation, then explain the intention of each speech made.

Task 3: Task 8-Pak or Yan Tayo Eh

Write Pak if the given statement is True and YAN TAYO EH if it is False.

1. Perlocutionary speech act refers to the effect of the utterance.

2. I promise to carry you when your arthritis gets bad.-Directive
3. Locutionary pertains to what one said or the utterance.
4. I am the best student inside the class. –Assertive
5. Illocutionary covers the intention of the speaker.
6. Thank you for loving me and for staying beside me.-Commissive
7. Stop acting like a child.-Expressive
8. I am really sorry for causing you too much pain.-Expressive
9. You shall now be called Mr. and Mrs. Charmes.-Declaration
10. Kindly submit your project on time.-Directive

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Name: _________________________________________________________
Grade & Section ____________________________ Date:____________

Week 8

Activity 4

Learning Competencies: Responds appropriately and effectively to a

speech act
Content: Speech Act
Learning 1. Create a summary of what you have
Objectives: learned about speech Act.
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

Task 1:
Directions: Analyze the tables. Read carefully the statement ( first column),
give the effect on its listener ( second column) and explain your answer briefly
( third column). Use separate sheet of paper.

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Task 2: Create

Directions: Give a sample utterance for each speech act (use the one box on
the left). Then, explain the possible effects of such utterance (use the three
boxes on the right). Use separate sheet of paper.

1. complain
2. command
3. offer
4. report
5. promise

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

Name: _________________________________________________________
Grade & Section ____________________________ Date:____________

Second Quarter
Week 1

Activity 1

Learning Competencies: Examines sample oral communication

activities
Content: FUNCTIONS OF COMMUNICATION
Learning 1. Identify the different types of oral
Objectives: communication activities.
2. Explain the function of the oral
communication activities.
3. Evaluates the effectiveness of oral
communication activities
Reference: Division of Navotas: Oral Communication in
Context for Senior High School

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 TANGOS NATIONAL HIGH SCHOOL
B. Cruz St., Tangos North, Navotas City

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