Oral Communication in Context

Teaching Guide

Topic TYPES OF SPEECH CONTEXTS (Communicative Competence Strategies in Various Speech Situations)
The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act,
Content Standards
and communicative strategies.
Performance Standards The learner demonstrates effective use of communicative strategies in a variety of speech situations.
The learner identifies the various types of speech contexts.
Learning Competencies
The learner exhibits appropriate verbal and nonverbal behavior in a given speech context.
The learner communicates effectively with an understanding of the following:

Specific Learning Outcomes - various types of speech contexts (intrapersonal, interpersonal, and public)
- communication requisites and expectations in varying speech contexts
- appropriate verbal content and nonverbal behavior in different speech contexts
Time Allotment 3 Hours

Lesson Outline:
During the lesson, the learners will:
1. Introduction: Review the functions of communication and describe the complexity of communication process as we deal with people.
2. Motivation: Tell the story “How Mr. Marco Made His Day” (from waking up to dealing with coworkers, attending an inauguration, and going to bed).
3. Instruction/Delivery: Discuss the types and subtypes of speech contexts as well as communication processes, expectations, and verbal and nonverbal
behavior in contexts.
4. Practice: Identify, describe, and analyze speech contexts using photographs
5. Enrichment: In focused groups, discuss the norms and practices (the do’s and don’ts) that speakers follow in different speech contexts.
6. Evaluation: Present real-life communication situations (differentiated tasks) that show various types of speech contexts and incorporate appropriate verbal
and nonverbal behaviors.

Materials photographs, PowerPoint presentations, and scoring rubrics

Resources Fernandez, A.M.O., & Suarez, E.E.L. (2016). SPEAC, Speak and listen in context: An oral communication textbook for
senior high school. Quezon City, Philippines: The Phoenix Publishing House.

Procedure Meeting the Learner’s Need

INTRODUCTION
Communication is an essential human engagement that serves many functions such as informative,
instructive, regulation and control, motivation, and others. Indeed, it is a complex activity that affects
who we are and how we develop as individuals, how we learn and share what we know, and how we
interact with others in our world; hence, we have speech different contexts.
MOTIVATION
Tell the story entitled “How Mr. Marco Made His Day.” It can be modified for the learners to relate
well; however, it should focus on the communication situations or contexts that involve the character
(e.g., looking and reflecting in front of the mirror while fixing his tie, calling his secretary, attending the
board meeting, speaking in an inauguration, etc.). Likewise, a PowerPoint presentation may be used.
INSTRUCTION/DELIVERY
Form the story told, let the learners identify the communication situations or contexts. Discuss the three
types of speech contexts – intrapersonal, interpersonal (dyad and small group), and public.
Give examples and share personal experiences on different speech contexts. Afterwards, allow learners
to share theirs. In doing so, they will be able to give descriptions of communicative strategies,
expectations, verbal content and nonverbal behaviors.
PRACTICE
With flashed photographs depicting varying communication contexts, learners identify their context
types, and describe processes, and infer verbal and nonverbal behaviors. For a follow-up learning check,
the learners will take a simple objective type of quiz (simple recall test items).
ENRICHMENT
In focused small groups, the learners will brainstorm on different speech contexts. Using a simple
organizer, they will list down norms and practices, verbal and nonverbal behaviors, and strategies in
different speech contexts.
EVALUATION
After the task, the learners will plan and present communication situations (differentiated tasks) in
different speech contexts. Thus, all members will be engaged in the presentation that will be evaluated
based on concrete demonstration of the assigned speech context, the verbal content, and the nonverbal
behaviors.