Understanding Speech

Context,
Speech Style, Speech Act
and
Communicative Strategy
Oral Communication in
Context 11
RECALL QUIZ
1. Noemi has memorized the “Panatang
Makabayan” (Patriotic Oath) since her
elementary days. She always recites it during
the morning ceremonies before the class starts.
Reciting this oath is an example of this speech
style.

A. consultative C. frozen
B. formal D. intimate
2. Marcus was tasked to give a message in
a virtual moving-up ceremonies. The said
situation is an example of this speech style.

A. consultative C. frozen
B. formal D. intimate
3. These are the considerations in achieving
communicative competence.

a. speech context
b. speech style
c. speech act
d. communicative strategies

A. a and b only C. b and d only

B. a and c only D. all of the above
4. This is characterized by considering the kinds
of audience and situations or environment in
which the communication takes place.

A. communicative strategy
B. speech act
C. speech context
D. speech style
5. Every morning, Sarah faces the mirror and
talks to herself asking what clothes to wear for
the day, what food to eat and what things to
do. This scenario is one of the many typical
samples of this type of speech context.

A. Interpersonal C. public
B. Intrapersonal D. all of the above
6. This type of speech context requires
interaction with a small number of
individuals.

A. interpersonal C. public
B. intrapersonal D. all of the above
7. You were part of a student council campaign
and were asked to prepare a 3-minute rebuttal
speech on the issue of cyber-bullying. As an
advocate, you spoke in front of everybody
during the meeting-de-avance. This scenario is
one of the many types of this speech context.

A. interpersonal C. public
B. intrapersonal D. all of the above
8. This type of speech style occurs
between and among family
members.

A. casual C. formal
B. consultative D. intimate
9. This type of speech style
happens between and among
friends and acquaintances.

A. casual C. formal
B. consultative D. intimate
10. Danica asked Olivia, “Have you talked to Ms. De
Leon about our project?” The possible perlocutionary
effect of this question is shown in this act.

A. Olivia gets upset with Danica for the reminder.

B. Danica urges Olivia to converse with Ms. De
Leon.
C. Ms. De Leon accepts Olivia and Danica’s project.
D. Olivia approaches Ms. De Leon regarding the
project.
11. The teacher, due to modular distance learning
delivery, has asked for the mobile numbers, email
or social media accounts and other contact
information of the students. The corresponding
illocutionary act of the utterance, “May I have your
contact details please?” is this.

A. Beg C. Insist
B. Demand D. Request
12. This aspect of speech act refers to
the utterance of the speaker to a specific
situation for an intended discourse
impact.

A. Illocutionary C. personality
B. Locutionary D. perlocutionary
13. One day, Gina and Marissa saw one
another along the corridors. Marissa smiled
and waved her hand to Gina. Approaching,
Gina said “Hi! How are you?” This
communication strategy is exemplified here.

A. nomination C. topic-shifting
B. repair D. turn-taking
14. This is the communication strategy
that allows a smooth transition or shift
from one topic to another.

A. nomination C. topic-shifting
B. repair D. turn-taking
15. To ensure that the topic is fully discussed and
clarified, Mr. Cortez, the facilitator, tries his best to
stir the conversation strictly within the confines of
the agenda. This communication strategy is
employed here by
Mr. Cortez.

A. nomination C. topic-shifting
B. repair D. turn-taking
Factors Affected by the Shift in Speech
Context, Speech Style, Speech Act , and
Communicative Strategy

• Language Form
• Duration of Interaction
• Relationship of Speaker
• Role and Responsibility of the Speaker
• Message
• Delivery
Language Form

This refers to the formality or informality of the

language used, choice of words, and sentence
structure.

Formal – used for people with authority official or

ceremonial situations or events (formal ambience)

Informal – used without much consideration to the

rules of convention or etiquette; casual or not well-
thought-of
Duration of Interaction

This refers to the amount of time a

conversation takes between and among
communicators.
Relationship of Speaker

This refers to the speech style used by

the speaker suited to his/her relationship to
the person with whom he/she is
communicating. Styles can be classified as
intimate, frozen, consultative, casual or
formal.
Role and Responsibility of the
Speaker

This refers to the role and

responsibility of the speaker which will
depend on the purpose and context of
communication.
Message

This involves the content of the

message. The message may be facts,
opinion, feelings, order, suggestions,
and
questions.
Delivery

This refers to the manner of delivery involving verbal

and nonverbal cues made by the speaker. Delivery can
be classified as:
• extemporaneous – speaking with limited preparation
and guided by notes or outline;
• impromptu – speaking without advanced preparation
or
• unrehearsed speech;
• memorized – planned and rehearsed speech;
• manuscript – reading aloud a written message.
1. This refers to the formality or informality of
the language used, and it involves the choice
of words and how sentences or utterances are
structured.

A. Language Form
B. Duration of Interaction
C. Relationship of Speaker
D. Role and Responsibility of Speaker
2. This involves the content which may be
facts, opinion, feelings, order,
suggestions, and questions.

A. Role and Responsibility of Speaker

B. Message
C. Delivery
D. Relationship of Speaker
3. This refers to the manner of speech
involving verbal and nonverbal cues made
by the speaker.

A. Role and Responsibility of Speaker

B. Message
C. Delivery
D. Relationship of Speaker
4. This refers to the speech style used by the
speaker suited to his/her connection to the
person with whom he/she is communicating.

A. Role and Responsibility of Speaker

B. Message
C. Delivery
D. Relationship of Speaker
5. It is used without much consideration to rules of
convention or etiquette. It is casual and mostly not
well-thought-of or prepared because it is used to
communicate with people with whom you have
close association with like parents, siblings, and
friends.

A. Language Form
B. Formal Language
C. Informal Language
D. Role and Responsibility of Speaker
6. This refers to the amount of time a
conversation takes between and among
communicators.

A. Role and Responsibility of Speaker

B. Duration
C. Delivery
D. Relationship of Speaker
7. This depends on his purpose for
communication which may be to inform, to
persuade, or to entertain.

A. Language Form
B. Duration of Interaction
C. Relationship of Speaker
D. Role and Responsibility of Speaker
Principles of Speech
Writing and Speech
Delivery

Oral Communication in
Context 11
Principles of Speech Writing
 TRUE / FALSE

I should consider my audience’s age,

interest and gender when writing my
speech.
 TRUE / FALSE

I should use impressive words so that my

audience will be amazed.
 TRUE / FALSE

I should research on what my audience

know about the topic.
 TRUE / FALSE

I should use jargon in my speech to make

it more reliable.
 TRUE / FALSE

I should use varied methods to make my

topic more organized.
 TRUE / FALSE

I should never consider the length of my

speech.
 TRUE / FALSE

I should consider my audience’s attention

span in writing my speech.
 TRUE / FALSE

I should use catchy starter to get my

audience’s attention.
 TRUE / FALSE

I should edit my work only because of

grammatical errors.
 TRUE / FALSE

I should never ask someone to proofread

or comment on my speech.
 Principles of Speech Writing

• Know Your Audience Profile

 Who is the audience?

 How many?
 What does the audience know about the
subject?
 Why should they be interested?
 Principles of Speech Writing

• Organize your speech manuscript logically.

 Introduction
 Body
 Conclusion
 Principles of Speech Writing

 Introduction
• Use attention-getter or killer starters
- quotations
- questions
- anecdotes
- details
 Principles of Speech Writing

 Body

• Paragraphs must be written with a

central and supporting ideas.
• Transitional words are utilized for proper
sequencing.
 TRANSITIONAL WORDS

and, additionally, and then,

besides, equally important,
addition finally, further, furthermore,
what's more, moreover, in
addition
 TRANSITIONAL WORDS
first, second, third, and so
forth, next, then, following this,
at this time, now, at this point,
after, afterward, subsequently,
sequence finally, consequently,
previously, before this,
simultaneously, concurrently,
thus, therefore, hence, next,
and then, soon
 TRANSITIONAL WORDS
whereas, but, yet, on the other
hand, however, nevertheless,
on the contrary, by comparison,
where, compared to, up
comparison
against, balanced against, vis a
vis, but, although, conversely,
meanwhile, after all, in
contrast, although this may be
true
 TRANSITIONAL WORDS

yet, still, however,

to show an
nevertheless, in spite of,
exception
despite, of course, once in a
while, sometimes
 TRANSITIONAL WORDS
definitely, extremely,
obviously, in fact, indeed, in
any case, absolutely, positively,
naturally, surprisingly, always,
emphasis forever, perennially, eternally,
never, emphatically,
unquestionably, without a
doubt, certainly, undeniably,
without reservation
 TRANSITIONAL WORDS

for example, for instance, in

this case, in another case, on
to give this occasion, in this situation,
examples take the case of, to
demonstrate, to illustrate, as
an illustration
 TRANSITIONAL WORDS

in brief, on the whole, summing

up, to conclude, in conclusion,
to
as I have shown, as I have said,
summarize
hence, therefore, accordingly,
thus, as a result, consequently
 Principles of Speech Writing

• Duration
• Word Choice
• Grammatical Correctness
 DELIVERY TECHNIQUES

• PREP Technique (Point, Reason, Example, Point)

• AIDA Technique (Attention, Interest, Desire, Action)
• Past-Present-Future (PPF) Technique
• SMG Technique (Story, Message, Gain)
• AREM Technique (Answer, Reason, Example, Message)
PREP Technique (Point, Reason, Example, Point)

• Point
- State your main idea or opinion clearly and concisely.
- This is the core message you want to convey.
• Reason
- Explain why this point is important or meaningful to you.
- Offer a rationale or justification for your viewpoint.
• Example
- Provide a specific example or personal experience to illustrate your point.
- This helps make your reasoning relatable and concrete.
• Point (Restate)
- Restate or reinforce your original point, summarizing your message.
- This gives your response a sense of closure and ensures clarity.
AIDA Technique (Attention, Interest, Desire, Action)

• Attention
- Start by grabbing your audience’s attention. This can be done with a
hook, a surprising fact, or a rhetorical question.
• Interest
- Build on your attention-grabber by explaining the value of your message.
• Desire
- Create a desire for your audience to experience what you’re talking
about. Paint a vivid picture or show the benefits of the activity.
• Action
- End with a clear call to action or recommendation. Encourage your
audience to take the next step, whether it’s trying to something you’ve
suggested or adopting your viewpoint.
Past-Present-Future (PPF) Technique

• Past
- Start by reflecting on the past. This sets the context and shows the
situation before the change or development occurred.
• Present
- Then, describe the present situation or what has changed. This is
where you talk about the current reality after the transformation or
decision.
• Future
- Conclude by projecting into the future. Share how you expect
things to progress or how you plan to continue growing or maintaining
positive changes.
SMG Technique (Story, Message, Gain)

• Story
- Start with a relatable or personal story that captures attention and sets
the stage for your message.
- The story should evoke emotions or create curiosity.
• Message
- After the story, state the key message or insight you want to share.
This is the lesson or core idea that you want the audience to understand.
• Gain
- Conclude by explaining the benefit (or “gain”) your audience can
receive from understanding the message. This answers the “What’s in it for
me?” question and motivates action.
AREM Technique (Answer, Reason, Example, Message)

• Answer
- Start by directly answering the question or addressing the issue at hand.
This gives your audience clarity right away.
• Reason
- Follow-up by explaining why this is your preferred relaxation method.
Share the rationale or benefits behind your answer.
• Example
- Provide a concrete example or personal experience to illustrate your
point. This makes your answer more relatable and tangible.
• Message
- Conclude with a key takeaway or message. Reinforce the main idea you
want your audience to remember.
FINAL PERFORMANCE TASK in Oral Communication in Context 11

Extemporaneous Speech Activity (Individual)

Objective:

• Learners will prepare for an on-the-spot extemporaneous oral presentation

on various topic at hand.

Note: Topics will be random.

Time limit: Preparation (Argument/Outline) – 5 minutes
Oral Presentation – 3 minutes

Presentation Days
November 20, 21 and 22 (Awarding Day)
PRINCIPLES OF SPEECH DELIVERY
 PRINCIPLES OF SPEECH DELIVERY

• Articulation - It is the shaping of speech

sounds (consonant and vowels) by the
tongue, lips, palate, jaw, and teeth,
which are called articulators.
 PRINCIPLES OF SPEECH DELIVERY

• Enunciation - It refers to the clarity of

these speech sounds.
 PRINCIPLES OF SPEECH DELIVERY

• Modulation - It refers to varying the

voice in terms of pitch, power, and
pace, which makes a speech more
pleasing to the ear and allows a
speaker to convey the right emotion.
 PRINCIPLES OF SPEECH DELIVERY

• Pitch - It refers to the highness or lowness

of the voice.
• Power - It is the vocal energy or intensity
exerted by a speaker.
• Pace - It is also called ‘rate’. It refers to the
speed of a speaker’s utterance.