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Oral
Communication
in Context
Lesson Exemplar

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I. Objectives

A. Content Standard
The learner recognizes that communicative competence requires
understanding of speech context, speech style, speech act and communicative
strategy.
B. Performance Standard
The learner demonstrates effective use of communicative strategy in a
variety of speech situations.
C. Learning Competency/Objectives
The learner

- 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)

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Click to edit Master title styleto be Developed
Key Concepts/Understanding

Context refers to the conditions, circumstances, background, or settings that surround the
communication process which is characterized not just by the number of people involved
and the functions it serves but also the roles played by the participants and the meaning of
the event or occurrence.
Often called self-talk, intrapersonal communication involves one person who
simultaneously takes on the roles of both the sender and the receiver.
Categorized based on the number of participants and its function, the exchange in
interpersonal communication may range from intimate and very personal to formal and
impersonal one and can occur in DYADS – SMALL GROUPS.
Public communication is the delivery and exchange of messages, ideas and opinions which
involves one person either speaking to a large group of people/audience or writing a
message to be read by a large group.

Public communication becomes mass communication when it is transmitted to many people

through electronic or print media. 3 3
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II. Content

Types of Speech
A. TOPIC
Context

Verbal and Non-Verbal

B. SUBTOPICS Behavior in a Given
Speech Context

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 III. Learning
Click Resources
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A. References
1. Teacher’s Guide Pages – SLM on Types of Speech Context by Nora T. Cruz
2. Learner’s Material Pages
3. Textbook Pages
Gaerner (eds). Intergroup Processes. Oxford, UK: Blackwell
Habermas, J. (1984). The theory of communicative action (Vol. 1, p. 100).
Boston, MA: Beacon Press.
Knapp, M.L. (1984). Interpersonal communication and human relationships.
Boston: Ally & Bacon.
McLean, S. (2005). The basics of interpersonal communication (p. 14). Boston, MA: Allyn and Bacon
4. Additional Materials from Learning Resource (LR) Portal
B. Other Learning Resources – SLM on Types of Speech Context by Nora T. Cruz
C. Materials – Laptop, Television, Power Point Presentation, Pictures Manila Paper 5 5
IV. Procedures
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Preliminaries

Daily Routine

Moment of Mindfulness

Checking of Attendance (through the Class Beadle)

Word For The Day (WFTD)

Greetings

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A. Reviewing Previous Lesson
 Presenting the new lesson
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Chat Up Lines
The teacher will say:
Our previous lesson taught you to strategize as you discovered the process in which communication takes
place and how it is used to serve different purposes. Let us see how well you understood the lesson by identifying
the functions of communication exemplified in the following chat up lines::

 The teacher will recognize the learners who will answer the chat up lines. Clarifications will be provided
should there be wrong answers from the learners’ responses.
#SNAPREWIND
The teacher will lead the students to a quick recall of their activities for the day.
The teacher will ask:
If you look back at your activities from the time you woke up this morning to the last activity you have done prior to
sitting down on this lesson, can you recall the circumstances that surrounded those activities?
 The teacher will entertain answers from the students. He will process students’ answers and point out 7that7
whatever those circumstances may be, the contexts in which those activities occurred vary.
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B. to edit
Establishing Master
purpose title
for the lesson style

The teacher will say:

Today, you shall venture into the environment that surrounds the communication process as well as the
verbal and non-verbal cues that accompany each type of speech context. But before that, allow me to
share with you our objectives for today.

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

1. identify the types of speech context;

2. differentiate the types of speech context
3. exhibit appropriate verbal and non-verbal behavior in a given speech context and
4. appreciate the importance of knowing speech context in developing effective communication skills

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B. Presenting examples/Instances of the new lesson
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Sort It Out
The teacher will say:
In the box are words or group of words which I would like you to organize according to the features of communication
types they exemplify. Copy the table below on your answer sheet.

INTRAPERSONAL INTERPERSONAL PUBLIC MASS

Process their answers by asking the following guide questions:

1. What served as your basis in grouping the words or groups of words according to the communication types they
exemplify?
2. What did you realize or learn from the activity?

 Solicit answers from the students until the desired answer is shared. Point out that different circumstances or 9 9
contexts characterize the different types of communication.
D. Discussing new concepts and practicing new skills # 1
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The teacher will say:

Today, I am going to discuss with you the types of speech context. Study the inputs provided and prepare for the different
activities that shall assess your knowledge and skills as you go through the lesson.

 This part of the lesson will be discussed through a 12-minute video presentation of the lesson.

All types of communication are influenced by the context in which they take place. According to Operrario and Friske
(2003) in Chapter 2 of the Handbook of Social Psychology: Intergroup Processes, context, in the communication process
refers to the settings, surroundings, background, environment, or circumstances that determine, clarify, or specify the
meaning of an occurrence or utterance.

A. Intrapersonal Communication

Often called self-talk, this type of speech context involves one person who simultaneously takes on the roles of both the
sender and the receiver. The speaker who is immersed in his thoughts (internal discourse) either speaks aloud what
he/she is thinking (solo vocal communication) or writes them down like an entry in a blog or personal journal (solo written
communication).

Similarly, intrapersonal communication encompasses interpreting non-verbal communication such as gestures and eye
contact as well as sense-making like what you do when you interpret texts, signs, maps, and symbols. It also includes
communication between body parts like associating the grumbling sounds your stomach makes as telling you that it is
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mealtime. 10
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Why don’t we put this into a test and see how you will do intrapersonal communication in the activity, TOL or
Thinking Out Loud?

TOL (Thinking Out Loud)

Do internal vocalization by writing what you will say to yourself in the following situations. Write your one-liner
sentence on your notebook for your answers.

1. You are about to take your turn and deliver your speech in your practicum in Oral Communication in Context
class.
___________________________________________________________________

2. You are hungry and the aroma of food being cooked in the canteen floated in the air and through your nostrils.
___________________________________________________________________

The teacher will say:

Yay, you’re off to a good start! Please bear in mind the attributes of intrapersonal communication and
compare it to the next type of speech context. Are you ready?
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B. Interpersonal Communication

What is interpersonal communication?

Categorized based on the number of participants and its function, this type of speech context, according to
Trenhold and Jensen in their book Interpersonal Communication published in 2000, refers to the situation in which
people exchange information, feelings, and meaning through verbal and non-verbal cues. The exchange may range
from intimate and very personal to formal and impersonal one and can occur in DYADS – SMALL GROUPS.
Dyadic communication involves two persons while small group communication generally involves 3 – 8 people
interacting to achieve a shared goal.
Notably, when you are in an interpersonal speech context, communication is not only about what is actually said
but also how it is said as well as the non-verbal messages sent through facial expressions, body language, gestures,
and tone of voice.

The teacher will say.

Let us see how well you understood what interpersonal communication is by doing the activity You Do Note.

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You Do Note
Observe family members who engage in interpersonal communication. Make a mental note of the verbal and
non-verbal behaviors used. Write your observations afterwards in your Oral Communication notebook.

Consider the following factors in your observations:

1. Who are the communicators?
2. What messages were exchanged?
3. What barriers (if any) interfere with the message?
5. How is feedback given?
6. What is the context of the communication?

The teacher will say:

You did it! You have just shown how well you understood the mechanics of interpersonal communication. Are you
ready to take it to the next level?

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