Republic of the Philippines

Department of Education
MIMAROPA REGION
SCHOOLS DIVISION OF PUERTO PRINCESA CITY
PALAWAN NATIONAL SCHOOL

Office of the Humanities and Social Sciences

A DETAILED LESSON PLAN

SCHOOL Palawan National School – SHS GRADE LEVEL Grade 11 – ARTS 2

TEACHER JOSEPH T. SERVANO LEARNING ORAL COMMUNICATION
AREA
TEACHIN FEBRUARY 12, 2025 | 9:45- SCHOOL 2024-2025 | FOURTH
G DATE 11:45 YEAR/QUARTE QUARTER
R
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
Explain that a shift in speech context, speech style, speech act and communicative
strategy affects the following: language form, duration of interaction,relationship of
speaker, role and responsibilities of the speaker, message, and delivery.
EN11/12OCIIab-22; EN11/12OCIIab-22.1-22.6.

D. SPECIFIC OBJECTIVES
At the end of the lesson, the learners should be able to:
1. Recognize the speech context, speech style, speech act, and
communication strategy;
2. Explain how shifts in speech context, speech style, speech act, and communicative
strategy affect language form, duration of interaction, speaker relationships, roles and
responsibilities, message, and delivery; and
3. Apply appropriate speech context, style, act, and communicative strategies in
various speech situation.
II. CONTENT
Shifting in speech context, act, style, and communicative strategy.

III. LEARNING RESOURCES

 REFERENCES: CatherineVillarin. (2024, February 11). Factors affected by a shift in
Speech Context.pptx [Slide show]. SlideShare.
https://www.slideshare.net/slideshow/factors-affected-by-a-shift-in-speech-contextpptx/
266260746
Guest. (n.d.-b). Oral Com Week 2 q2 M - PDFCOFFEE.COM. pdfcoffee.com.
https://pdfcoffee.com/download/oral-com-week-2-q2-m-pdf-free.html
 OTHER LEARNING RESOURCES: Department of Education – Region IV-B- MIMAROPA-
Division of Puerto Princesa- CLAS-Module

CO-1stQuarter-CBD

PALAWAN NATIONAL SCHOOL,

Bgy. Manggahan, Puerto Princesa City, Palawan
Telephone No.: Principal’s Office (048) 716 2786 ● Administrative Office (048) 434 4199
E-mail Address: [email protected]
  MATERIALS: PowerPoint Presentation, Television, Pictures
IV. PROCEDUR TEACHER’S ACTIVITY STUDENT’S ANNOTATIO
ES RESPONSE NS
Communication is not just about
A. Preliminar speaker; it's about knowing how to
y adjust your tone and style, with the
Activities people you. Good morning, class! Good morning, sir!

How’s your day so far? We are doing well and it

is nice to see you again,
That’s good to hear! So, can I expect Sir.
a full blast of energy and active
Greetings participation from you? Yes, Sir Joseph.

Alright, but before we begin our Joan volunteers to lead

lesson this morning, could someone the class in prayer
Prayer please lead us in prayer?

Yes, Joan.
Thank you, Joan. Before you settle in The students pick up the
your seats, kindly pick up all the pieces of paper and
trashes under your chairs and throw plastic.
them inside the trashcans/bins.
Checking of
attendance Let us check your attendance first.
Our class monitor, Jane. Who’s None, sir. Everybody is
absent? present.
Very good.
Classroom Before we dive into our class today, I
Management want you all to be guided by our
classroom agreement which all of
you should follow. In this class, I
want everyone to be BOLDER.
Jenalyn raises her hand.
Who wants to read? Yes, Jenalyn.

B-Be respectful
O-Obey your teacher’s
instructions
L-Love your
studies,classmates, and
yourself all the time
D-Don’t be shy and
always participate.
E-Enjoy learning
R-Raise your hand if you
have concerns,
questions, or reactions.

I am hoping that everyone

understands our classroom rules. Yes, sir.
Always be BOLDER. Understood,
2
 class?
Okay, I’m glad to hear that.
To increase our involvement today,
let us do this energizer.

ACTIVITY: GUESS THE ANIMAL!

Directions: The teacher
will present a series of
Please read the directions, Jericho.
pictures, and the
students’ task is to
correctly guess the
animals shown.

Yes, Sir!
Did you enjoy our energizer?

That’s great! I think you are now Yes, Sir!

energized and ready to learn.

B. LESSON
PROPER
At this point, to assess if you truly Our topic last meeting
REVIEW OR understood the topic last meeting, was all about
can someone tell me what our lesson communicative
INTRODUCTION
was last meeting? Yes, John. strategies as it allows
the speakers to convey
a. Reviewing clear meaning and avoid
the communication
previous breakdowns to ensure
effective interaction in
lesson or
conversations.
presenting
the new That is correct, John. Then, what Without communicative
lesson would happen to a communication strategies,
without communicative strategies? conversations become
Yes, Arman. confusing, disorganized,
and full of
misunderstandings,
making effective
communication difficult.

Well done, Arman. What are the

seven (7) types of communicative The seven
strategies. ? Yes, Jolina. communicative
strategies are:
Nomination
Restriction
3
 Turn-taking
Topic Control
Topic Shifting
Repair
Exactly, Jolina. Termination

Very good! I am pleased that you

can still remember our last lesson.

That said, for today’s discussion, we

are going to have a new lesson to
focus on. To find out what is our
lesson for today, let us have this
activity.

Before we move on, for today’s

lesson, we come up with three
goals/objectives which you need to
develop or master at least within you
at the end of this lesson. At the end of the lesson,
the learners should be
able to:
Please read our objectives for today,
Trisha. 1. Recognize the various
communication
situations;
2. Identify speech
DAILY context, act, style, and
OBJECTIVES communicative
strategies in various
situations; and
b. Establishin 3. Distinguish the
ga shifting in speech act,
purpose for speech context, and
the lesson communicative strategy
in various speech
Thank you, Trisha! situation.

PRE-ACTIVITY ACTIVITY: SPEED CHAT

CHALLENGE!
c. Presenting
Please read the directions, Benedict. Directions: Pair up with
4
examples your seatmate.
or Afterward, you will
Instances discuss a topic about
of the new “favorite hobby” for 30
lesson seconds. The activity will
have three rounds, and
in each round, you must
discuss the same topic
using a different speech
context: formal, casual,
and persuasive.

Example: topic “Social Media

and Its Effects."

Round1 (Formal): Presenting a

research study on social media
addiction in class.
Round 2 (Casual): Sharing funny
social media trends with a friend.
Round3 (Persuasive): Encouraging
someone to limit their screen time
for better mental health.

Possible answer:
Processing questions:
1. I think the formal
1. Which speech context was the speech context was the
most challenging? Why? most challenging for me,
2. Why is it important to recognize sir, because it requires
when to use formal, casual, or structure language,
persuasive speech in real-life correct grammar, and
conversations? respectful tone. Unlike
other speech contexts,
people/speaker can
speak freely or use slang
expressions, formal
speech demands more
professionalism and
precision.

2. Recognizing the
appropriate speech
context is crucial for
effective
communication, as it
ensures the message is
clear, received, and
understood by the
audience correctly. It
helps speakers express
their ideas effectively
and confidently.

5
 Precisely! To have an effective
communication, we should
acknowledge the appropriateness of
our speech. Alright, it seems that Students raise their
you really learned something from hand
the activity that we had. Now, based
on our activity, what do you think is
our topic for today? Yes, Maricar.

Our topic for today is all

about speech contexts,
acts, style, and
communicative
strategies in various
That is actually correct, Maricar. situations, Sir.

Our topic for today will focus on

communicative strategies,
specifically, we will explain that a
shift in speech context, speech style,
speech act and communicative
strategy affects the language form,
duration of interaction,relationship of
speaker, role and responsibilities of
the speaker, message, and delivery.

At this point, to give you further

knowledge about our topic. Let’s
have another activity.
ACTIVITY Activity: PICK AND SPEAK!

d. Discussing Directions: Students will

new Please read the directions, Marian. randomly pick a
situation from a box and
concepts
Example: deliver it using the
and appropriate speech
practicing A tourist asking for directions from a context, style, and
new skills police officer communicative strategy
(#1) based on the given
“Good morning, Sir. Could you scenario.
kindly tell me how to get to The
Ruins Park?” Students start picking
from the box.

Alright, give yourselves a big hand.

After that activity, I have a questions
for you.
Possible answer:
Processing questions:
1. This activity taught
6
1. After the activity, What did this me the importance of
activity teach you about effective being flexible and
communication? knowledgeable in
2. What would happen if you used a adjusting my speech
formal speech style in an informal style, speech act, and
setting, like talking to a friend? strategy based on the
scenario.
2. Using a formal speech
in an informal situation,
or the other way around,
might make the
conversation sound and
feel awkward.
Exactly! If we do not know when and
how to adjust our tone, language, or
speech style based on the context, it
hinders our ability to communicate
clearly and effectively.

And connected to what you have

said earlier, our topic for today is all
about communicative strategies,
specifically, we will explain that a
shift in speech context, speech style,
speech act and communicative
strategy affects the language form,
duration of interaction, relationship
of speaker, role and responsibilities
of the speaker, message, and
delivery.
"Shifting in speech
context, act, style,
and communicative
Oprah Winfrey, a renowned
strategy" means
American talk show host, once said
adjusting the way we
that successful communication
communicate based on
always begins with connection. Thus,
the situation, audience,
when we say "Shifting in speech
purpose, and manner of
context, act, style, and
delivery to ensure
communicative strategy,” it means,
effective interaction.
please read, Jamella.

Having said that, those shifts have

key aspects that we need to know.
To add some excitement to our
lesson, this time, you will take the
lead in discussing and reporting on
the different aspects of these shifts.

You will be divided into three groups,

with each group assigned to present
one aspect of the shifts. However,
you will present your topic in a
creative way.
7
Group 1: TV Broadcasting Group 1 - TV
Group 2: Live Selling Broadcasting
Group 3: Podcast
1. Speech Context-
This refers to the
situation or environment
in which communication
is happening.

 Intrapersonal
(Talking to
oneself)

Examples: "I need to focus and

finish this project today." (Self-
motivation)
"Should I join the debate team
or the sports club?" (Decision-
making)

 Interpersonal-
exchanging ideas
between two or
more people.

A. Dyad
Communication (one-
on-one interaction) –
Between two people
(e.g., a conversation
between friends, a job
interview, or a doctor-
patient consultation).

B. Small Group
Communication
(Collaborative
discussion.) – Involves
three or more people
(e.g., a team meeting,
family discussion, or
group project).

 Public
(Addressing a
large group)

Examples: A principal giving a

speech: "Welcome, students,
to a new school year!"
A politician speaking at a rally:
"Together, we can create a
brighter future!"

 Mass
Communication

8
 (Media-based
communication)

Examples: A news anchor

reporting: "Tonight’s top story:
A major storm is approaching."
A social media influencer:
Moving on, we also have another "Don’t forget to like and
aspect of this shift. Let us have subscribe for more content!"
second group for this live selling-
inspired reporting. Group 2- Liveselling

2. Speech act- It refers

to the intended action
behind the words
spoken, such as making
a request, giving advice,
or expressing an
opinion/suggestion.

Examples: "Can I borrow your

notes?" "You might want to
take an umbrella"

 Locutionary Act- It
refers to the actual
words spoken and
their literal
meaning.

Examples: "The test is

tomorrow."
"I baked cookies."

 Illocutionary Act-
It refers to the
intended meaning or
purpose behind the
words.

Examples: "The test is

tomorrow." (A reminder for the
listener to study)
"I baked cookies." (An indirect
offer to share the cookies)

These are the five

types of Illocutionary
Acts, as proposed by
John Searle:

Assertive – The
speaker states or
asserts something as
true.

9
 Example: "The Earth revolves
around the Sun." (Stating a
fact)

Directive – The speaker

requests, commands, or
advises someone to do
something.
Example: "Please close the
door." (Giving a command)

Commissive – The
speaker commits to a
future action.
Example: "I promise to help
you with your project."
(Making a promise)

Expressive – The
speaker expresses
emotions or feelings.

Example: "I’m really sorry for

being late." (Apologizing)
Declaration – The speaker
changes a reality or status
through their words.

Example: "I now pronounce

you husband and wife."
(Official declaration in a
wedding)

 Perlocutionary
Act- It refers to the
effect an utterance
has on the listener
Examples:
At this point, we also have another The listener studies for the test
aspect of this shift. Let us have third after hearing the reminder.
The listener asks, "Can I have
group for this podcast-inspired one?" after hearing about the
reporting. cookies.

Group 3 - Podcast

3. Speech Style- refers

to the way someone
speaks, including the
words they use, their
tone, and their body
language.

 Frozen- A highly
formal and fixed
10
 speech style often
used in ceremonies,
official documents,
and legal or
religious contexts. It
does not change
and is often
memorized or read
aloud.

Examples: National Anthem

("Lupang Hinirang")
Wedding vows ("I take thee to
be my lawfully wedded
spouse.")

 Formal- A well-
organized,
respectful speech
style used in
professional,
academic, and
formal settings. It
avoids slang and
contractions and
follows strict
grammar rules.
Examples: Speeches ("Good
morning, esteemed guests...")
News reports ("According to
the latest data, the economy
has improved by 5%.")

 Consultative
(Semi-Formal)- A
speech style used in
professional or
academic
discussions where
the speaker and
listener interact but
maintain respect
and structure.

Examples:
"Sir, can you explain that part
again?" (Student asking a
teacher)
"Doctor, what treatment would
you recommend for this
condition?" (Patient consulting
a doctor)

 Casual (Everyday
conversation,
relaxed tone)- A
speech style used

11
 among friends,
peers, and people of
the same social
group

Examples:
"Hey! Long time no see!"
(Greeting a friend)
"Let’s grab some food after
class!" (Talking with a
classmate)

 Intimate
(Personal,
private, close
relationships)- A
speech style used
between close
Alright, since we have already friends, family
discussed the communicative members, and
strategies last meeting, let us just romantic partners. It
have a brief recall about it. Please is highly personal,
read, Trexie. often using pet
names, inside jokes,
and incomplete
sentences.
Examples:
"Babe, I miss you so much!"
(Talking to a partner)
Inside jokes between siblings
("Remember the time we got
lost? Haha!")
Then we have the 7 types of
communicative strategies. Please 4. Communicative
read the first one, Joash. strategies- It is a
techniques or methods
used by speakers to
convey meaning, avoid
communication
breakdowns, and ensure
effective interaction in
conversations.

1. Nomination – It
introduces a topic
Thank you, Joash. Please read the clearly , usually used at
second one, Ark. the beginning of the
interaction set and start
the purpose of a
meaningful
conversation.

Example: “Let’s talk about the

impact of social media on
students.”
“Good morning, class. How are

12
 you today?Is it raining in your
area.”

2. Restriction – It
keeps the conversation
within limits and is
useful when narrowing
down a listener’s
response to an expected
Correct! Restriction keeps you on set of answers to
track during the conversation. Please prevent the
read the third one, Mark. conversation from going
off topic.

Example: “We should only

talk about the advantages of
online learning.”
“We will have 30 minutes of
online discussion regarding
the topic on
Pandemic and Mental Health.
An additional 10 minutes will
be allotted
for your questions and related
concerns.”

3. Turn-Taking – It
manages when and who
will speak. This strategy
is used to used to avoid
participants talking over
one another that may
cause conflicts. This
establishes and sustains
a productive
conversation as it
requires each speaker to
wait for the others to
complete their turn
talking.

Participants must watch

out for the verbal and
non-verbal cues (nod, a
look, or a step back) that
Moving on, please read the fourth signal the
one, Nikka. next speaker that the
previous speaker has
finished talking

Example: “I’ll explain my point

first, and then you can share
your opinion.”
“(Clicked the raise hand
button) Can I please add
something to the
discussion?”
“Who would like to ask
questions?The floor is now

13
That’s right. We also have the fifth open.”
one. Please read, Amir.
4. Topic Control- It
Keeps the conversation
focused on a single
topic. It's commonly
used in meetings,
forums, and
brainstorming sessions

Example: “We are discussing

mental health, so let’s avoid
talking about politics.”
“That’s an interesting point,
but let’s get back to our main
topic.”

5. Topic Shifting- It
changes the subject
smoothly in a
conversation while
maintaining coherence
and flow. It helps
redirect discussions
naturally without
Topic shifting really helps us to have causing confusion or
a seamless conversation. Now, abrupt transitions.
please read the sixth one, Mariel.
One may also use
effective
conversational
transitions (by the way,
likewise, additionally,
etc.) to indicate a shift.

Examples: "By the way,

there's a new shop opening at
the mall."
Thank you, Mariel. And we have “That reminds me, have you
types of Repair. What are those? ever traveled to another
Please read the first one, Pia. country?”

6. Repair- It corrects
mistakes,
misunderstandings, or
communication
breakdown in in the
conversation.

Examples:“I meant to say the

meeting is at 3 PM, not 5 PM.”
Thank you, Pia. Please read the “Sorry, I misspoke earlier.
second one, Nurr. What I meant was that the
project is due next Monday.”

 Requesting
clarification – One
14
 may ask questions
or use non-verbal
communication such
as eyebrows, eyes,
head, hands, or
Thank you, Nurr. How about the third shoulders for an
one. Please read, Arman. explanation or
repetition.

Example: “I didn’t catch

that—can you repeat what you
said?”

 Repeating- The
speaker repeats
their message to
Alright. Thank you, Arman. Please ensure clarity.
read the fourth one, Ruselle.
Example:
Person A: "The meeting is at 3
PM."
Person B: "Sorry, what time?"
Person A: "At 3 PM."

 Modification(Reph
rasing) – Changing
how something is
said to make it
easier to
understand.

Example:
Person A: "The deadline is
flexible."
Person B: "What do you
mean?"
Thank you, Arman. For the next type Person A: "I mean, you can
of repair. Please read, Angel. submit it anytime this week."

 Recasting(Reform
ulating) –
Correcting or
improving what was
Thank you, Angel. Please read the said while keeping
next one, Tommy. the original
meaning. Usually
done when the
listener directly
provides the
corrected version of
the sentence.
Example:
Person A: "She go to school
every day."
Person B: "Oh, you mean she
goes to school every day."

 Self-Initiated

15
 Thank you, Tommy. Please read for Repair- The
us the next repair, Jennie. speaker realizes
their own mistake
and corrects it.

Example:
Person A: "The test is on
Friday—oh wait, I mean
Thursday!"

 Other-initiated
Now, we already know the six repair- When the
communicative strategies. Now, let listener notices a
us know the last one. Please read, problem in what the
Rex. speaker said and
asks for clarification
or correction.
Example:
Person A: "We have class on
Sunday."
Person B: "Don’t you mean
Monday?"
Person A: "Oh, yes! Monday."

 Non-Verbal Cue-
Using gestures or
As we all know, when we shift our facial expressions to
speech context, speech style, speech show confusion or
act, or communicative strategy, it correct something.
Example: Raising an eyebrow
affects several key aspects of to signal confusion. Pointing at
communication, including: language a calendar to correct a wrong
form, duration of interaction, date. Shaking your head to
show disagreement.
relationship of speaker, roles and
responsibilities of the speaker, 7. Termination –
message, and delivery. Ending a conversation
properly. This can be
done by using verbal
and nonverbal
(Handshake, wave,
walking out) messages
that the participants
send to one another.

Example: “Thank you.”

“I think we’ve covered
everything. Thank you for your
time!”
See you later on our following
online meeting schedule.”

ANALYSIS Now, let us have an activity for you

/ ABSTRACTION to be able to familiarize yourselves
with the shifts in speech context,
style, act, and communicative
16
 strategy.

Activity: ACT ME ONCE!

e. Discussing
new Directions:With your
groups, you will be given
concepts the same situation but in
and a different context. Each
practicing group will act out a role-
new skills play based on their
(#2) assigned context. You
will have 10 minutes to
prepare.

Possible answer:
Processing questions:

1. How did the language form (word

choice, sentence structure, tone) 1. The language form
change in each context? varied from formal to
2. Did the duration of interaction light or casual tone/way
vary depending on the listener? Why depending on the
or why not? listener or the person we
3. How did the speaker’s relationship are talking with.
with the listener influence the way 2. Yes, the duration also
they spoke? changed depending on
4. What changes did you notice in the listener and the
the roles and responsibilities of the context.
speakers and listeners? 3. The relationship
5. How did the message and delivery between the speaker
differ in each performance? and listener determined
the level of formality
and politeness in the
conversation. A
respectful and
structured approach was
used when talking to a
teacher, but the
conversation was casual
with a friend.
4. In formal contexts,
the speaker had the
responsibility to be
clear, polite, and
respectful, while the
listener took on a
guiding role, providing
directions in a
structured manner. In
informal contexts, the
roles were more
balanced and relaxed
during the conversation.
5. The message

17
 remained the same, but
the delivery changed
Alright, all of your answers are based on the audience
correct It is indeed important to or listener.
adapt our speech based on context
to ensure effective communication.

At this point, we will now discuss

how those shifts affect the Language
form, Duration of interaction,
Relationship of speaker, Role and
responsibilities of the speaker,
Message, and Delivery.

But let’s first understand their 1. Language Form – It

meanings before discussing how refers to the choice of
they affect one another. Renz, words, sentence
please read the first one. structure, and grammar
based on the
communication setting.
Thank you, Renz. Please read about How it affects the
how language form is connected to speech shifts:
the shift in speech context, Richard.
 Speech Context
Shift – In formal
contexts, it follow a
structured and
complete sentences,
while informal may
use slang or casual
expressions.


Example: A student asking a

Thank you, Richard. Please read teacher ("Good morning,
Ma’am. May I clarify
about how language form is something?") vs. asking a
connected to the shift in speech friend ("Hey, can you explain
style, Amber. this to me?").

 Speech Style Shift

– It determines the
level of formality in
communication.

Example: Formal speech ("I

Thank you, Amber. Please read sincerely appreciate your
about how language form is assistance.") vs. casual speech
connected to the shift in speech act, ("Thanks a lot!").
Mardy.
 Speech Act Shift –
Occurs when a
speaker changes the

18
 way they use
language to perform
Thank you, Mardy. Please read about different functions in
how language form is connected to communication,
the shift in communicative strategy, such as making
Fely. requests, giving
commands,
expressing
emotions, or
offering apologies.

Example: A boss might say

directly, "Submit the report by
Thank you, Fely. Now, let us have
Monday." while a co-worker
the during of interaction. Please read might say indirectly, "Hey,
the definition, Alex. could you send me the report
before Monday?"

 Communicative
Strategy Shift –
Adjusting words to
Thank you, Alex. Please read about fit the flow of
how duration of interaction is conversation.
connected to the shift in speech Example: Using repair ("Sorry,
context, Marinela. I meant the meeting is at 2
PM, not 3 PM.") when
correcting a mistake.

2. Duration of
Interaction – It refers
to how long a
conversation lasts based
Thank you, Marinela. Please read on the context and
about how duration of interaction is purpose of
connected to the shift in speech communication.
style, Devine. How it affects the
speech shifts:

 Speech Context
Shift –
Conversations in
formal settings last
Thank you, Devine. Please read longer than in
about how duration of interaction is casual settings.
connected to the shift in speech act,
Roel. Example: A business meeting
takes 30 minutes, but a quick
chat with a friend lasts 2
minutes.

 Speech Style Shift

– Frozen speech
(ceremonies) takes
Thank you, Roel. Please read about longer than casual
how duration of interaction is speech (chatting).
connected to the shift in
19
communicative strategy, Jolina. Example: A graduation speech
is long and structured, while a
simple greeting is short.
 Speech Act Shift –
The purpose of
speech determines
length.

Example: An apology ("I’m

Thank you, Jolina. For number 3, we really sorry for what
have the relationship of the speaker. happened.") may be short,
while a persuasive argument
Please read the definition, Jomama. ("Here’s why you should vote
for me...") is longer.

 Communicative
Strategy Shift –
Topic control vs.
topic shifting affects
conversation length.
Thank you, Jomama. Please read
about how relationship of speaker is Example: A teacher may
control the discussion to keep
connected to the shift in speech it on track, while friends may
context, Cherry. shift topics frequently in casual
talks.

3. Relationship of
Speaker – Respect and
Familiarity
Definition: The
relationship between
speakers determines
how formally or casually
Thank you, Cherry. Please read
they communicate with
about how relationship of speaker is
each other.
connected to the shift in speech
style, Rex.
How it affects the
speech shifts:

 Speech Context
Shift – Talking to a
teacher vs. a best
friend requires
different levels of
respect.

Example: To a teacher:
Thank you, Rex. Please read about "Excuse me, Ma’am, may I ask
how relationship of speaker is a question?"
connected to the shift in speech act, To a friend: "Hey, can I ask you
something?"
Kei.
 Speech Style Shift
– Frozen style (fixed,
respectful language)
vs. intimate style
(personal, casual

20
Thank you, Kei. Please read about tone).
how relationship of speaker is
connected to the shift in Example: A priest in church
uses frozen speech ("Let us
communicative strategy, Manuel.
pray."), but with a sibling, you
use intimate speech ("Hey,
sis!").

 Speech Act Shift –

Requests or
Thank you, Manuel. For the fourth commands depend
one, we have the roles and on the relationship
responsibilities of the speaker. of the speaker and
Please read the definition, Gil. listener.

Example: A manager to an
employee: "Complete this
report by 5 PM." vs.
A friend to another friend:
"Could you help me with my
project?"
Thank you, Gil. Now, Please read
about how roles & responsibilities of  Communicative
the Speaker is connected to the shift Strategy Shift –
in speech context, Mark. Turn-taking vs. topic
restriction in
different
relationships.

Example: In a debate, you take

turns speaking. In a casual
chat, you may interrupt or
change topics freely.
Thank you, Mark. Now, Please read
about how roles & responsibilities of
4. Roles &
the Speaker is connected to the shift
Responsibilities of
in speech style, John.
the Speaker- It refer to
the authority and
expectations assigned to
the speaker in a
conversation.

How it affects the

speech shifts:
Thank you, John. Now, Please read
 Speech Context
about how roles & responsibilities of
Shift – Authority
the Speaker is connected to the shift
depends on the
in speech act, Bambi.
settings of
communication.

Example: A teacher says,

"Let’s begin our lesson."
(Leader role) vs. A student
says, "Sir, I have a question."
(Subordinate role)
Thank you, Bambi. Now, Please read
about how roles & responsibilities of  Speech Style Shift
the Speaker is connected to the shift – Formal speech
in communicative strategy, Ellen.
21
 styles reinforce
leadership roles,
while casual speech
shows equality.

Thank you, Ellen. Now, for number 5, Example: A CEO in a meeting

says, "Our company aims to
we have the message. Please read,
innovate." vs. A friend says,
Maria. "Let’s try something new!"

 Speech Act Shift –

Commands and
requests vary
Thank you, Maria. Now, Please read depending on
about how message is connected to authority.
the shift in speech context, Christine.
Example: "Submit your report
by Monday." (A boss to an
employee) vs. "Can you send
me the file?" (A colleague to
another)

 Communicative
Strategy Shift –
Topic control is
often used by those
in leadership roles.

Example: A moderator says,

Thank you, Christine. Now, Please "Let’s stay on topic." vs. A
read about how message is group of friends who freely
connected to the shift in speech switch topics.
style, Jona.
5. Message- It refers to
the content and clarity
of communication.

How it affects the

speech shifts:

 Speech Context
Shift – Messages in
formal contexts are
clear and
Thank you, Jona. Now, Please read professional, while
about how message is connected to casual messages
the shift in speech act, Rojie. may be vague.

Example: A business email

says, "Our meeting is
scheduled for 10 AM on
Monday." vs. A text message
says, "See you Monday!"

Thank you, Rojie. Now, Please read  Speech Style Shift

about how message is connected to – Formal styles
the shift in communicative strategy, provide precise
22
Nicole. information, while
casual styles may
be more emotional.

Thank you, Nicole. Now, for number Example: A news anchor says,
"The typhoon is expected to
6, we have the delivery. Please read,
make landfall at 3 PM." vs. A
Jake. friend says, "The storm’s
coming later!"

Thank you, Jake. Now, Please read  Speech Act Shift –

about how delivery is connected to Different speech
the shift in speech context, Carla. acts affect how
messages are
structured.

Example: A directive ("Do your

homework.") is different from
an expressive ("I appreciate
your effort.").

 Communicative
Strategy Shift –
Thank you, Carla. Now, Please read Different strategies
about how delivery is connected to may apply to
the shift in speech style, Karina. simplify the
message.
Example: "To clarify, the event
is next Saturday, not this
Saturday."

6. Delivery- It refers to
how speech is
presented, including
Thank you, Karina. Now, Please read tone, volume, pace, and
about how delivery is connected to gestures.
the shift in speech act, Lloyd.
How it affects the
speech shifts:

 Speech Context
Shift – A speech is
Thank you, Lloyd. Now, Please read delivered differently
about how delivery is connected to in public settings
the shift in communicative strategy, compared to private
June. conversations.

Example: A graduation speech

is slow and clear, while a
personal chat is relaxed and
expressive.

 Speech Style Shift

– Formal styles
require professional
tone, while casual
styles allow relaxed
To recapitulate, Why do you think it speech.
23
is important to adjust speech
strategies when communicating with Example: A teacher says,
"Today, we will discuss the
people from different cultures? Yes,
lesson in detail." vs. A friend
Pia. says, "Let’s talk about this
later!"

 Speech Act Shift –

The type of speech
act influences tone
and expression.

Example: A command ("Quiet

down!") is firm, while an
That’s right, Pia. How can these skills apology ("I’m so sorry about
help in real-life situations (school, that.") is softer.
work, social settings)?  Communicative
Strategy Shift –
Different strategies
change how
messages are
delivered.

Example: A speaker using

topic control will deliver ideas
confidently, while someone
using repair may slow down
and clarify statements.

With your answers, it shows that you Possible answer:

really understood what we have
discussed earlier. Shifting speech
strategies when
communicating with
people from different
cultures is really crucial,
as it helps us to deliver
clear, understandable,
bias-free messages,
making us more
effective speakers.

Possible answer:

These skills help us in

our daily life by allowing
us to adjust our tone
and language depending
on the person we are
talking with, preventing
misunderstandings,
confusion, and
vagueness, especially in
Once again, what are the 4 shifts school and social
that we have tackled?Yes, Avegail. settings. Also, using the
right speech and
communicative
strategies in the
24
 workplace strengthens
Exactly! Explain those 4 in your own professionalism and
words. Yes, kara. promotes successful
collaboration with
colleagues or other
experts.

The 4 shifts that we

have tackled are:
speech context, speech
style, speech act, and
shift in
communication strategy,

Speech Context is the

setting or situation
where communication
happens, influencing
how we speak, while
Speech Act focuses on
what the speaker
intends to achieve with
Well done, Kara. When these shifts their words. On the
occur, what aspects of other hand, Speech
communication are affected, and Style determines the
why? Take the floor, Wilma. level of formality in
speech, ranging from
frozen (very formal) to
intimate (personal).
Also, the Communicative
Strategies are the
techniques used to start,
maintain, and end a
conversation effectively.

Possible answer:

When these shifts

happen, they affect the
language form, duration
of interaction,
relationship between
speakers, roles and
responsibilities,
message, and delivery.
This occurs because
Is everything about our discussion different contexts,
clear, class? audiences, and purposes
require adjustments in
Any questions, clarifications? tone, language
structure, and formality
If none, let us dive into our next to ensure clear,
activity. effective, and
appropriate
25
communication. Thus,
once those shifts
change, the other
aspects of
communication also
change for a well
delivered message and
effective
communication, Sir.

Yes, Sir.

None so far, Sir.

26
To further strengthen your
understanding about our topic, I
prepared another activity for you.
Directions: In this
Activity: RAISE YOUR FLAG! activity, the teacher will
show sentences in
Please read the directions, Jose. different situations.
Students will decide if
the sentence is
Sentences: appropriate or not. Raise
the blue side of your flag
if it is appropriate and
the red side if it is
inappropriate. If a
sentence is
inappropriate, a student
must give the correct
version using the proper
speech context, act,
style, and strategy.

Possible answer:

1. Red
2. Red
3. Blue
4. Red
5. Red
6. Blue
7. Blue
8. Red
9. Red
10. Blue
Processing question:
Possible answer:
1. Based on the activity, why is it
important to consider the speaker’s 1. Considering the
role and responsibilities in speaker’s role and
communication? responsibilities helps in
choosing the right
language, style, and
strategy to ensure
effective message
delivery. It also helps
prevent
misunderstandings
between speakers,
making communication
clearer and more
appropriate for the
situation.
Precisely! It seems to me that you 27
 Activity: ACT ME TWICE! Directions: Each group
will receive a scenario to
Please read the direction, Arian. role-play. Create two
versions of the scene—
While doing the activity, you will be one using inappropriate
guided by our criteria. speech style, context,
speech act, and
communicative strategy,
and one using
appropriate
communication. After
performing both
versions, explain how
these changes affect
Scenarios:
communication. You
have 15 minutes to
prepare.
APPLICATION
Possible answer:
g. Finding
practical Processing question: Shifts in speech style,
application context, act, and
of 1. How did the shifts in speech style, communicative
concepts context, act, and communicative strategies greatly affect
and skills strategies affect the clarity of the clarity of
communication? communication, as they
in daily
living help make the message
clearer, more respectful,
and easier to
understand. However,
inappropriate use of
these shifts and
strategies can make
communication difficult
to understand and
disorganized.
Precisely! We need to follow the
proper use of these shifts and
strategies and adjust our tone, style,
and approach depending on the
context to communicate effectively
with others.

This time, let us move on to our next

activity.
Let us test if you really fully
GENERALIZATION understood our lesson for today.
/ ABSTRACTION
If you were asked to deliver the I believe that my speech
h. Making same message in different settings, and delivery shift in a
generalizatio such as classroom, a workplace, and way that it fits in the
ns and a family gathering. How would your setting of the
speech and delivery shift? conversation. If it’s in a
28
 classroom, more likely it
is informative,
explanatory, or formal.
abstractions On the other hand, in a
workplace, my speech
about the
Congratulations! It shows that you might be formal in a
lesson learned something from our persuasive or directive
discussion for today. way. And I would use
simple or casual
language in a family
Now, I believe you are very much gathering or
ready for our assessment. conversation.

ASSESSMENT Activity: LET’S ASSESS

Please read the directions first, Directions: Write your

Enrico. answers on a whole
sheet of paper. Numbers
1–4 are multiple-choice,
i. Evaluating while number 5 is a
learning short-answer question
worth 6 points.

1. Which of the following best Possible answer:

describes speech context? 1. B
A. The topic of the conversation 2. B
B. The situation and people involved 3. B
in the communication 4. A
C. The emotions of the speaker
D. The length of the conversation

2. How does shifting from a formal to

a casual speech style affect
communication?
A. The language becomes more
structured and respectful.
B. The conversation becomes more
relaxed and informal.
C. The message becomes unclear.
D. The speaker takes on a leadership
role.

3. Identify the speech act in the

following sentence: "I promise to
help you with your project."
A. Directive
B. Commissive
C. Expressive
D. Declarative

4. A student is asking for permission

to leave class early. Which is the
most appropriate speech context
and style?
29
 A. Formal, speaking to the teacher
B. Casual, speaking to a classmate
C. Intimate, speaking to a sibling
D. Frozen, reading a memorized
script

5-10: Imagine you are presenting in

a formal debate, but your audience
consists of young students unfamiliar
with the topic. How would you adjust
your speech strategy? (Short The teacher checks the
answer) paper

Students pass their

Alright, please pass all your papers papers in front.
in front.

None so far, Sir.

Do you have any questions?

If there’s none. Please copy your

assignment.

ASSIGNMENT / For next meeting, do advance

REMEDIATION reading about principles of effective
speech writing.
j. Additional Once you are done copying your
activities assignment, pick up all the trash
for under your chairs before leaving
application this room.
or I’ll see you all next meeting. Goodbye, sir. Thank you
remediatio Goodbye, class. for teaching us today!
n

REMARKS

III. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress
this week. What works? What else needs to be done to help the students learn? Identify what
help your instructional supervisors can provide for you so that when you meet them, you can
ask them relevant questions.
30
A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for remediation who scored below 80%.

C. Did the remedial lessons work? No. of learners who have caught up with the lesson.

D. No. of learners who continue to require remediation.

E. Which of my teaching strategies worked well? Why did this work?

F. What difficulties did I encounter that my principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover that I wish to share with other

teachers?

Prepared by: Checked and Approved:

JOSEPH T. SERVANO CARMENCITA B. DACULAP

Pre-Service Teacher Teacher III, HUMSS Department

31