METRO MANILA COLLEGE

U-Site, Brgy. Kaligayahan, Novaliches, Quezon City

BASIC EDUCATION DEPARTMENT

MODULE #10: The Interplay of Speech

Considerations
Prepared by: Mr. Daryl Eldrin L. Valenzuela
 LESSON #10: THE INTERPLAY OF SPEECH CONSIDERATIONS
(and more Practice Exercises)

=====================================================

CONTENT STANDARD:

The learner…
[CS.ORC.3] recognizes that communicative competence requires understanding of
speech context, speech style, speech act and communicative strategy.

PERFORMANCE STANDARD:

The learner…
[PS.ORC.3] demonstrates effective use of communicative strategy in a variety of
speech situations.

OBJECTIVES:

At the end of the module, you should be able to…

[EN11/12OC-Ifj-21] Employs various communicative strategies in different
situations.
[EN11/12OC-Ifj-22.1 to 22.6] Explains that a shift in speech context, speech style,
speech act and communicative strategy affects [1] language form, [2] duration of
interaction, [3] relationship of speaker, [4] role and responsibilities of the speaker, [5]
message, and [6] delivery.
 LESSON 10.1: THE INTERPLAY OF SPEECH CONSIDERATIONS
(concepts adapted from all content sources cited in the Bibliography, but mostly adapted from Hermosa,
Hernandez, and Vergara, 2019, interplay created by Mr. Valenzuela)

===============================================

The interplay of the various speech considerations one makes (speech context,
speech styles, speech acts, and communicative strategies) affects [1] language form, [2]
duration of interaction, [3] relationship of speaker, [4] role and responsibilities of the
speaker, [5] message, and [6] delivery.

INTERPLAY OF SPEECH CONSIDERATIONS IN THE SCHOOL

As previously discussed, as we establish and continue the communication process,

we naturally (and perhaps unconsciously) switch from one speech style to another. Let’s
take a normal Monday in Philippine schools as an example.

As we wait for the 6 AM flag ceremony to start, we tend to talk to our classmates
to “scratch the itch” to communicate. We are social beings, after all. During this time,
we make use of the casual style. As soon as the flag ceremony starts, we sing our
National Anthem and “recite” Panatang Makabayan and the Panunumpa Sa Watawat ng
Pilipinas. Because the flag ceremony is a solemn even and the compositions previously
mentioned have fixed forms, we make use the frozen style. We then go back to our
classrooms afterwards.

As the classes start, we interact with our teachers in a professional way. As we

answer their questions, we make use of the consultative style. When they ask us to
address the class, we make use of the formal style once again. As we do so,
classmates who know each other very well may poke fun during this time, making use
of the casual style once again.

After class is done, we go to our friends and perhaps engage in casual and/or
intimate talk, depending on the situation. Voila! We made use of all five speech styles
in a school day! This proves more than the interplay of speech styles, though. Let’s
break down this school day into parts:

1. Chatting in line as one waits for the start of the Flag Ceremony
➢ Speech Context: Interpersonal (Group direct communication)
➢ Speech Style: Casual
• Language form – casual (informal)
• Duration of interaction – until the flag ceremony starts
• Relationship of speaker – classmates / friends
• Role and responsibilities of the speaker – interact with friends / keep them
entertained
• Message – probably anything under the sun
• Delivery – informal, relaxed
2. Singing the Flag Ceremony / Reciting the Panatang Makabayan and the
Panunumpa Sa Watawat ng Pilipinas
➢ Speech Context: Intrapersonal (Solo Vocal Communication)
➢ Speech Style: Frozen
• Language form – formal (fixed)
• Duration of interaction – until after the flag ceremony
• Relationship of speaker – self (being a Filipino and a student)
• Role and responsibilities of the speaker – solemnly swear allegiance to the
Philippines and acknowledge duties and responsibilities as a Filipino citizen
• Message – being a Filipino
• Delivery – formal, serious

3. Answering the questions of the teacher

➢ Speech Context: Interpersonal (Dyadic Direct Communication)
➢ Speech Style: Consultative
• Language form – alternating between formal and casual (may lead people
prone to errors)
• Duration of interaction – until after answering the teachers’ questions /
after the class period
• Relationship of speaker – teacher-student relationship (professional)
• Role and responsibilities of the speaker – answer the questions of the
teacher
• Message – related to the question being answered
• Delivery – respectful, straightforward

4. Addressing the class

➢ Speech Context: Interpersonal (Public communication)
➢ Speech Style: Formal
• Language form – formal (and maybe casual if you crack jokes)
• Duration of interaction – until after recitation
• Relationship of speaker – classmates / friends
• Role and responsibilities of the speaker – interact with friends / keep them
entertained
• Message – probably related to the lesson being discussed
• Delivery – fairly serious

5. Hanging out with friends

➢ Speech Context: Interpersonal (Dyadic or Group Direct Communication)
➢ Speech Style: Casual / Intimate
• Language form – informal (may contain slang, lingo, and the like)
• Duration of interaction – until each go their separate ways
• Relationship of speaker – classmates / friends
 • Role and responsibilities of the speaker – interact with friends / keep them
entertained
• Message – anything under the sun
• Delivery – informal, relaxed

Also, it is sure that in every situation, the participants make use of different speech
acts and communicative strategies in order to initiate, sustain, and end the conversation.
All four speech considerations are at play in communication. Because of this, we must be
perceptive of the changes in the communication process and be wary of how we affect
or change it. If we intend to switch or change any of the speech considerations, we must
do so in a respectful manner.

[ACTIVITY 10.1.] LET’S REINFORCE OUR LEARNING!

DIRECTIONS: Write the letter of the correct answer on the space provided
before the number. Use CAPITAL letters only. (1 pt. each)

_____ 1. Which of the following situations demands a switch to a formal speech style?
A. being asked to participate in a meeting
B. suddenly hearing the Philippine National Anthem
C. seeing someone ask for directions
D. being with your special someone

_____ 2. You and your best friend are talking in the library. Another friend of yours
decide to join in. What is speech context of the conversation before the other
friend joined in?
A. dyadic direct C. group direct
B. dyadic mediated D. group mediated

_____ 3. Alternatively, what is the speech context of the situation in #2 after the other
friend joined in?
A. dyadic direct C. group direct
B. dyadic mediated D. group mediated

_____ 4. Which is the best possible locutionary act of someone who wants to barge
into a conversation about food?
A. “Do you guys like Stick-O? I like Stick-O a lot!”
B. “Oh, hi! Heard you talking about kwek-kwek. Do you guys love street food?”
C. “Oh, fishball. Meh, don’t like it.”
D. “Yuck! Street food! That’s for poor people, my gosh.”

_____ 5. How must one deliver a message if the speech style suddenly became formal?
A. in a professional way C. in a relaxed way
B. in a jovial way D. in a dismissive way
 [ACTIVITY 10.2.] LET’S DEEPEN OUR UNDERSTANDING
DIRECTIONS: Answer the following questions. Write your answers on the
space provided. Please answer in no less than THREE sentences. (3 pts. each)

1. What things do the interplay of speech considerations affect? In what ways are they
affected?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Give a situation where one must go from a consultative speech to a formal speech
style. Explain how the transition happens.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. If the conversation transitions from a frozen to a casual one, in what way must one
deliver his/her/their message?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. Assume that you are a student. You are talking to your seatmate and suddenly, your
teacher calls you to recite. What new roles and/or responsibilities do you assume as a
participant in the communication process?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5. What must we remember if any factor changes or if we ourselves want to change

any of the speech considerations present in conversation?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 LESSON 10.2.: TIPS TO IMPROVE ONE’S COMMUNICATION SKILLS (Part 2)
(adapted from all content sources cited in the Bibliography, but mostly adapted from Hermosa,
Hernandez, and Vergara, 2019)

=====================================================

In the previous module, we learned that we must be effective listeners and

organizers of ideas. Another strategy to improve your communication skills is discussed
below – developing one’s communicative competence.

As previously discussed, communicative competence is different from linguistic

competence, but knowing what the target language has to offer is a surefire way to
improve your communication skills!

3. DEVELOP YOUR COMMUNICATIVE COMPETENCE

To develop communicative competence, people must expose themselves to

conversations and opportunities to learn more about the language they want to use.
Let us take note of the following things as we create and deliver speeches:

A. GRAMMAR

1. USE A CONSISTENT POINT OF VIEW

If you write in the present tense, write the whole composition in the
present tense. Alternatively, if you write in the past tense, write the whole
composition in past tense. Don’t switch between tenses unless the
composition demands it.

2. USE SPECIFIC WORDS

a. Use exact names (a man > Mr. Allan Torres, a volcano in Bicol >
Mayon Volcano)
b. Use lively verbs (nice > amazing, good > breathtaking)
c. Use descriptive words (an interesting hobby, a desiccated region)
d. Use words that relate to the five senses (aroma – olfactory, rough,
tactile, etc.)

3. USE ACTIVE FORMS

Passive Verb = is / are / was / were / has been / have been / will be +
past participle of the verb
Active Verb = base form of the verb (consistent with tense and number)

Passive: The composition was written by me.

Active: I wrote the composition

Passive: The neighborhood will be cleaned by them.

Active: They will clean the neighborhood.

4. USE CONCISE WORDS

Wordy Sentence: In my honest opinion, the luncheon we have partaken

of was truly satisfying and filling.
Concise Sentence: I think that the lunch we had was great!

At the present time now

For the reason that because
In the event that if
Is able to can
In the near future soon

5. VARY YOUR SENTENCES!

A. Add a second complete thought (coordination by using coordinating

conjunctions)

Original sentence: I like jajangmyeon.

Coordinated sentence: I like jajangmyeon, but my friend hates it.
 B. Add a dependent thought (subordination by using subordinating
conjunctions)

Original Sentence: The king made a new rule.

Subordinated sentence #1: In order to make the kingdom a

better place to live in, the king made a new rule.

Subordinated sentence #2: The king made a new rule in order to

make the kingdom a better place to live in.

6. USE PARALLELISM!

Sentence without Parallelism:

I like to eat food, running in the park, and guitar.

Sentences with Parallelism:

I like to eat food, (to) run in the park, and (to) play the guitar.
I like eating food, running in the park, and playing the guitar.

B. VOCABULARY

1. Enhance your vocabulary by:

A. Using the Dictionary!

 If you encounter a new word and you have no idea what it
means, search it up and add it to your word bank!

B. Mastering Commonly Confused Words (Homonyms,

Homographs, and Homophones)!

A vs. AN
An (placed before a singular word that starts with a vowel)
A (placed before a singular word that starts with a consonant)

ALL READY vs. ALREADY

All ready (fully prepared)
– I’m all ready, chief!
Already (previously done)
– We’re already done here!

HERE vs. HEAR

Here (currently in this place)
– I’m here now; where are you?
Hear (to perceive with one’s ears)
– Hear the thunder’s roar, child!

LAG vs. LOG

Lag (signal interference / delay)
– I’m experiencing some lag on my end, I’m sorry!
Log (tree trunk)
– I need a lot of logs to make the cabin.

FORMER vs. LATTER

Former (the first item)
Phil: What would you like to have? Garlic bread or toasted bread?
Alice: The former. Thank you!

Latter (the second item)

Phil: What would you like to have? Garlic bread or toasted bread?
Alice: The latter. Thank you!
2. Improve your vocabulary use by choosing words effectively!

WHAT WORDS ARE AVAILABLE TO US?

A. Slang

Slang is normally accepted in casual or intimate settings. This

may be accidentally used in consultative setups, as well. This
may be effective in delivering the message you want to say, but
take note that you can only use them in specific contexts.

Formal: I’m going to the mall.

Slang: I’m gonna go to the mall.

Formal: I don’t have time for that.

Slang: Ain’t nobody got time for that!

Formal: That’s not great.

Slang: Oof, smh (Oof = expression of discomfort / dismay,
smh = shaking my head)

B. Cliché

Clichés are overly used expressions. One can use them

sparingly in a speech, but don’t use them all the time as listeners
will easily get bored or tired of them.

e.g.
I love you.
My god, Cassie!
You are nothing but a second-rate trying hard copycat

C. Highfalutin / Pretentious Words

There are words that are normally used in formal settings or

write-ups. There is nothing wrong in using these words as long
as the person you’re talking to understands them and that you
are using them properly. But not using them properly might
mislead people.
 e.g.

Complicated Sentence:
We relished the delicious repast.
Simple Sentence:
We had a delicious dinner.

Complicated Sentence:
I served as the judicator of this apocryphal and abysmal
case.
Simple Sentence:
I was the judge for this awful case.

Complicated Sentence:
He has been affiliated with that felon who wrote a spurious
document.
Simple Sentence:
He knows the suspect who wrote an untrue document.

=====================================================

[ACTIVITY 10.3.] LET’S WORK ON OUR SKILLS!

SET A: ACTIVE AND PASSIVE VOICE

DIRECTIONS: Rewrite the sentences into their active voice forms.

1. PASSIVE FORM: The project will be finished by Elise.

ACTIVE FORM: __________________________________________________

2. PASSIVE FORM: The food was eaten by the dog.

ACTIVE FORM: __________________________________________________

3. PASSIVE FORM: Ham and egg sandwiches are prepared by the famous chef.
ACTIVE FORM: __________________________________________________

4. PASSIVE FORM: The dragons were defeated by the Hero.

ACTIVE FORM: __________________________________________________

5. PASSIVE FORM: The room is cleaned by the son.

ACTIVE FORM: __________________________________________________

=====================================================
SET B: USE OF APPROPRIATE WORDS
DIRECTIONS: Encircle the word that makes the sentence grammatically correct.

1. I really want to (die, dye) my heart. May I do so, Mother?

2. Excuse me, operator, I’m experiencing severe network (lag, log) right now.
3. This coffee is (quiet, quite) delicious, right? It has a very savory taste.
4. Split this evenly (between, among) the two of you.
5. You can find Mang Darwin’s store (beside, besides) the barangay hall.
SET C: PARALLELISM
DIRECTIONS: Rewrite the following sentences to make them grammatically correct.

1. He likes to read books, running in marathons, and volleyball.

ANSWER: _____________________________________________

2. I prefer eating chicken and to prepare okra for dinner.

ANSWER: _____________________________________________

3. I usually peel potatoes and to chop garlic and onions before I heat up some oil in
the pan.
ANSWER: _____________________________________________

4. I do not want to clean my room and throwing the trash.

ANSWER: _____________________________________________

5. They are interested in watching the Super Bowl and check out the new episode
of MasterChef.
ANSWER: _____________________________________________

=====================================================

SET D: SLANG AND HIGHFALUTIN WORDS

DIRECTIONS: Rewrite the following as simple formal sentences. You may use the
dictionary to find the meaning of unfamiliar words.

1. You ain’t interested in goin’ to the mall, aye?

ANSWER: _____________________________________________

2. Their dastardly machinations will remain clothed in mystery.

ANSWER: _____________________________________________
 3. Ngl, this course prolly ain’t for you. (Ngl = not gonna lie)
ANSWER: _____________________________________________

4. These tomes that contain much knowledge sate my curiosity.

ANSWER: _____________________________________________

5. Oof, I wanna play me some games! I’m tired, man!

ANSWER: _____________________________________________

[ACTIVITY 10.4.] LET’S CREATE A COMPOSITION!

DIRECTIONS: Select one out of the choices written below. Create a
write-up (of at least 100 words) which observes the guidelines on
grammar and vocabulary discussed in this module. Please refer to
Lesson 10.2 for additional information. Use a separate sheet of paper
to answer this.

CHOICES:
1. Where You See Yourself in 5 Years
2. If You Were President for a Day
3. Your Childhood Dream Job

BIBLIOGRAPHY (LESSON 10)

===============================================

Content References:

Main Reference (Book):

Hermosa, A.L., Hernandez, M.R., & Vergara, S. (2019) Oral communication: for senior high school (V. M.
Victorio, Consultant). Educational Resources Corporation.

Supporting References (Books and Websites):

Anonat, R. (2016). Oral communication in context: Grade eleven – senior

high school. Books Atpb. Publishing Corp.

Apolonio, J., & Basilan, M.L.J. (2017). Oral communication in context (R. Aceron, Ed.). Unlimited Books Library
Services & Publishing, Inc. (Original work published 2017)

Fernandez, E., Masong, A. & Samillano, R. (2016). Oral communication in

context: For senior high school. C & E Publishing, Inc.

Sipacio, P.J., & Balgos, A.R. (2016). Oral communication in context: For senior high school. C & E
Publishing, Inc.
Book Cover:

StudioGStock (2019). Group of people with speech bubbles [Digital Image]. Retrieved 4 Jul 2020 from
https://www.freepik.com/free-vector/group-people-with-speech-
bubbles_5825572.htm#page=1&query=people%20talking&position=1

Picture for Lesson 10:

Dictionary words abc letters lookup reading (n.d.). Retrieved 25 Jul 2020 from
https://www.piqsels.com/en/public-domain-photo-owfpz

Freepik (2017). Children in classroom raising hands [Digital Image]. Retrieved 23 Jul 2020 from
https://www.freepik.com/free-photo/children-classroom-raising-
hands_1249793.htm#page=1&query=teacher%20teaching%20in%20class&position=7

Grammar magnifier magnifying glass loupe (n.d.). Retrieved 25 Jul 2020 from
https://www.piqsels.com/en/public-domain-photo-figzy

Trinidad, J. (2018). Students line for the morning flag ceremony [Digital Image]. Retrieved 23 Jul 2020 from
https://commons.wikimedia.org/wiki/File:Bes_flag.jpg

Upklyak (2020). Isometric puzzle pieces on purple background [Digital Image]. Retrieved 23 Jul 2020 from
https://www.freepik.com/free-vector/isometric-puzzle-pieces-purple-
background_8117100.htm#page=1&query=isometric%20puzzle%20pieces&position=0

Logos Used:

YAWD (n.d.). Light Bulb. [Digital Image]. Retrieved 15 Jul 2020 from https://ya-
webdesign.com/explore/idea/

YAWD (n.d.). Pencil and note pad. [Digital Image]. Retrieved 15 Jul 2020 from https://ya-
webdesign.com/explore/writing/

YAWD (n.d.). Painter with a picture. [Digital Image]. Retrieved 15 Jul 2020 from https://ya-
webdesign.com/explore/draw/

YAWD (n.d.). Perplexed female #1. [Digital Image]. Retrieved 15 Jul 2020 from https://ya-
webdesign.com/explore/thinking/

Special Fonts Used in the Title Page:

“Almendra” by Anna Sanfelippo Vernon Adams. https://fonts.google.com/specimen/Almendra

“Norican” by Vernon Adams.

https://www.1001fonts.com/norican-font.html