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ORAL COMMUNICATION
Quarter 1 – Module 9: Lesson 9.1
(Language Form, Duration of Interaction and Relationship of the
Speaker towards the Audience)
English – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 9: Lesson 9.1-Oral Communication (Language Form,
Duration of Interaction and Relationship of the Speaker towards
the Audience)
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
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agency or office wherein the work is created shall be necessary for exploitation of such
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Jevie J. Gantalao
Editor: Ellen E. Edrial EdD
Reviewer: Ellen E. Edrial EdD
Illustrator: None
Layout Artist/Typesetter: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, EdD, PhD. Maricel S. Rasid
Nilita L. Ragay, EdD Elmar L. Cabrera
Adolf P. Aguilar
Anna Lee A. Amores, EdD

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: [email protected]
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Oral
Communication
Quarter 1 – Module 9 : Lesson 9.1
Language Form, Duration of Interaction and
Relationship of the Speaker towards the
Audience
Introductory Message
For the Facilitator:
Welcome to the Oral Communication Alternative Delivery Mode (ADM) Module 9,
Lesson 9.1 on Language Form, Duration of Interaction and Relationship
of the Speaker towards the Audience!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the
module:

The ability to listen is as important as the

ability to speak.” -Sheryl Sandberg

As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the Learner:

Welcome to the Oral Communication Alternative Delivery Mode (ADM) Module 9,
Lesson 9.1 on Language Form, Duration of Interaction and Relationship
of the Speaker towards the Audience! This module was designed to provide you
with fun and meaningful opportunities for guided and independent learning at your own
pace and time. You will be enabled to process the contents of the learning resource
while being an active learner.

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This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check

what you already know about the lesson to take.
What I Know
If you get all the answers correct (100%), you may
decide to skip this module.

This is a brief drill or review to help you link the

What’s In current lesson with the previous one.

In this portion, the new lesson will be introduced

What’s New to you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.

This section provides a brief discussion of the

What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent practice

to solidify your understanding and skills of the
What’s More
topic. You may check the answers to the
exercises using the Answer Key at the end of the
module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled into process what
you learned from the lesson.
This section provides an activity which will help
What I Can Do you transfer your new knowledge or skill into real
life situations or concerns.
This is a task which aims to evaluate your level of
Assessment mastery in achieving the learning competency.

In this portion, another activity will be given to you

Additional Activities to enrich your knowledge or skill of the lesson
learned.

Answer Key This contains answers to all activities in the

module.

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At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it.

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 TABLE OF CONTENTS
CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE ------------------------------ --- ii

For the Facilitator --------------------------------- ii
For the learner ----------------------------------------- ii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1
Learning Objectives --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 2

Task 1 ------------------------------------------------ 2

WHAT’S IN ------------------------------------------------ 3
Task 2 ------------------------------------------------ 3

WHAT’S NEW ------------------------------------------------ 5

Task 3 ------------------------------------------------ 5

WHAT IS IT ------------------------------------------------ 5

WHAT’S MORE ------------------------------------------------ 7

Task 4 ------------------------------------------------ 7

WHAT I HAVE LEARNED --------------------------------- 8

Task 5 ------------------------------------------ 8

WHAT I CAN DO ---------------------------------------- 8

Task 6 ------------------------------------------------ 8

ASSESSMENT ------------------------------------------------ 10
Task 7 ------------------------------------------------ 10

GLOSSARY ------------------------------------------------ 11

ANSWER KEYS ------------------------------------------------ 12

REFERENCE LIST -------------------------------------------- 14

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 WHAT I NEED TO KNOW

This lesson presents the effects of a sudden change in speech

context, speech style, speech act, and communicative strategy to the
language form, duration of interaction and the relationship of the
speaker towards the audience. This will guide you in understanding
that every shift in each of these factors results to a new language form,
duration of interaction and the relationship of the speaker to his or her
audience.

Learning Competency

➢ Explain that a shift in speech context, speech style, speech act, and
communicative strategy affects the language form, duration of
interaction, and the relationship of the speaker towards the audience

Learning Objectives:

At the end of this module, you should be able to:

1. Explain that a shift in speech context, speech style, speech act

and communicative strategy affects the language form,
duration of interaction and the relationship of the speaker
towards the audience;

2. Identify the speech context, speech style, speech act and

communicative strategy of every communication situation and
its relation to language form, duration of interaction and
relationship of the speaker; and

3. Perform tasks with passion and dedication as shown in the

accomplished output.

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 WHAT I KNOW

Task 1

Set A
Direction: Identify the context or the situation of the following
statements. Choose your answer from the box and write
them on your activity notebook.

casual meeting with a friend

a farewell speech in a live concert
a wedding reception a birthday speech
a priest giving a homily TV broadcasting
committee hearing
student campaign speech

1. Hi Jenny. It’s nice to see you again. How are you doing?
_______________________

2. “US secretary of State Mike Pompeo and Philippine Foreign Affairs

Secretary Teodoro Locsin are now holding a joint press briefing. Let’s
listen in.”
_________________________

3. “Vanessa and I have been friends for 15 years now. We met at the Star
Circle Quest in the Philippines. Even though we have this long distance
kind of friendship, but it never really felt that way. I just want to let
you know that I love you so much and I always want the best for you
and you know that. I just pray that you’ll always feel loved and special
every day because that’s what you deserve and more. May the love that
you share today grow stronger as you grow older together.”
__________________________

4. “The honorable chairman of the Senate Committee on Legislative

Franchises, Senator Grace Poe. The honorable members of the
committee and the honorable members of the Senate, good morning.

___________________________

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 5. “I’m gonna try not to cry. I know you guys have known us for fourteen
years. So now I’m gonna go. I didn’t quite cry so I’m happy with that
and Croke Park. I’m gonna love you and leave you. Thank you so much
for this evening. It’s been a fantastic, fantastic show. Good night.”
_______________________________

6. “The greatest miracle of all is that simple bread and wine will be
transformed into the Body and Blood of Jesus on this altar. The One
who made the blind see and the deaf hear will enter into us to bring
us healing gifts. For those who receive with faith, no other evidence is
really necessary.”
(https://romancatholichomilies.com/sermons/#154965100402-4ceb3f98831a).
______________________________

7. “I can make one guarantee. If you want your voices to be heard, if you
want a difference … then I am the perfect choice.”
(https://schools.peelschools.org/1506/student/StudentCouncil/Pages/Elections.aspx )
______________________________

WHAT’S IN

Task 2
Direction: Rank the duration of interaction of the communication shown in
the pictures below. One (1) is the highest and five (5) is the
lowest. Do this in your activity notebook.

Rank (in terms of duration

Picture/Situation of interaction)
A.

Source: https://pcoo.gov.ph/news_releases/president-duterte-
reports-major-accomplishments-in-4th-sona/

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B.

Source: https://depositphotos.com/275754050/stock-photo-
cheerful-multicultural-men-shaking-hands.html

C.

Source: https://www.broadband4europe.com/meps-want-
lower-prices-international-phone-calls/

D.

Source: https://theconversation.com/my-doctor-says-theres-a-
guideline-for-my-treatment-but-is-it-right-for-me-67768

E.

Source: https://news.abs-cbn.com/lifestyle/05/19/14/3-abs-
cbn-reporters-awarded-yolanda-coverage

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 WHAT’S NEW

Task 3

Direction: Make a pie graph and place the given situations in each
part of the graph according to the duration of interaction.
The situation that takes longer interaction will occupy the
biggest part and the shortest will occupy the smallest part.
Write the duration of interaction in percentage, the
language form and the relationship of the speaker towards
the audience in each of the situation. Accomplish this on
your notebook.

1. delivering news reports

2. delivering campaign speeches
3. talking to a stranger

Explore!

1. How did you find the activity?

2. Which among the three situations you think has the longest and the
shortest duration of interaction?
3. Do the situations have the same language form, duration of interaction
and speaker’s relationship towards the audience? Why?
4. If you are given the chance to become a speaker in each of the three
situations, what would you consider first? Why?

WHAT IS IT

Communication as a process involves many factors that

contribute to the achievement of the goal of understanding between
and among the members. Among these factors are the speech context,
speech act, speech style and communicative strategy. Every member
of a speaking situation especially the speaker, must always remember
that these are the basis in choosing the form of the language that will

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be utilized, the length of the interaction and the kind of relationship
that he or she is going to establish towards his/her audience. Since
communication occurs in varied situations, it is therefore understood
that these factors will change and every change of these will result to a
new choice of language, relationship with the audience, and the
duration of interaction. A speaker must be flexible enough in adapting
each situation so that he or she can adjust towards the success of the
communication.

A speaker must identify words or statements that are suitable to

the situation. It could be formal or informal. For example, you are being
called by your school principal for a short talk in the office. In this
situation you must be formal with the words that you are going to utter
unlike the words you are using when chatting with your friends during
vacant time. Another situation is when you meet your friend at a
restaurant, and you are very happy conversing about the upcoming
movie of your favorite actor. Suddenly, your friend got a fatal accident
and you are asked to deliver a eulogy during his burial. It is understood
that your speech, your words and your way of delivery are far more
different from the moment you met him in the restaurant. The laughter
in the middle of the conversation cannot happen at this time and the
words of happiness cannot be uttered at this moment. Aside from the
words or language used, the emotion and the attitude that a speaker is
going to portray to establish relationship with the audience must also
depend on the situation. A speaker could be very friendly, courteous,
excited, bossy, passionate, angry, amused or sad. For example, a
politician is very friendly when delivering a campaign speech but is very
strict when giving orders to his people. Moreover, the sample situations
mentioned beforehand require different duration of interaction. Some
may take longer or short time while others simply need an average
length of time depending on the context of communication.

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 WHAT’S MORE

Task 4

Direction: Read the following statements and identify the speech context,
speech act, speech style, communicative strategy, language
form, duration of interaction and relationship of the speaker to
the audience. Do this in your activity notebook.

Speech Style Language Duration Relationship of

(intimate, Form (long Speaker/Emotion
casual, (formal, time, and attitude
Speech Context consultative, informal) short portrayed by the
formal, frozen) time, speaker
average (friendly,
time) courteous, bossy,
excited,
passionate, angry,
amused, sad)

1. Inquiring at a hotel
2. Delivering a State of the Nation
Address
3. Delivering news reports
4. Talking with a friend
5. Advertising a product
6. Delivering an eulogy
7. Talking to a lawyer
8. Reciting the Preamble of the
Constitution
9. Dating with a girlfriend intimate informal average passionate
10. Delivering a presidential formal formal long Friendly,
campaign speech courteous,
passionate,
excited

https://publicwords.com/2014/01/21/three-ways-the-relationship-with-your-
audience-starts-before-you-walk-on-stage/

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 WHAT I HAVE LEARNED

Task 5

Direction: In your notebook, complete the following statements.

1. I have learned that

_____________________________________________________________________

2. I have realized that

_____________________________________________________________________

3. I will apply what I have learned

____________________________________________________________________

WHAT I CAN DO

Task 6

Direction: Explain in your own words, the effects of a shift in speech

context to the language form, relationship of the speaker towards the
audience and the duration of interaction by providing example situations.
Do this in your activity notebook.

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https://www.slideshare.net/jennytuazon01630/rubrics-in-essay

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 ASSESSMENT

Task 7

Direction. Read the statements comprehensively and write T if the

statement is true and F if the statement is false. Write your
answer on your activity notebook.

1. The duration of interaction among the members of every

communication process depends on the will of the speaker.
2. Being sensitive to the audience is an advantage quality of a speaker.

3. There’s only a single factor that must be considered in every

communicative situation.
4. The language form used in all communication process depends on
the ability of the speaker.
5. Everything that happens in a communication process should
always revolve around the speech context.
6. A good speaker identifies the nature of every communicative
situation he or she is engaged in.
7. All speeches must take not below an hour.
8. In all speech situations, the speaker’s words should be enhanced
with gestures and facial expressions.
9. Relationship among the members of the communicative situation is
always essential.
10. A friendly approach in delivering a speech fits to all kinds of
situations.

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 GLOSSARY

Speech Context - is the setting in which communication situation

takes place.

Speech style - is the form of language that the speaker utilized

which is characterized by level of formality
(Martin Joos,1976).

Speech Act - an utterance considered as an action, particularly

regarding its intention, purpose, or effect.

Communicative Strategy - are plans, ways or means of sharing

information which are adopted to achieve a particular
social, political, psychological, or linguistic purpose.

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 REFERENCES

Balgos, Anne Richie G., Sipacio, Philippe John F., Oral Communication in
Context. 839 EDSA, South Triangle, Quezon City. C & E Publishing, Inc.,
2016

https://www.google.com/search?bih=755&biw=1496&hl=en&ei=L-
EjX8WbBLLFmAWK7bHwAw&q=communicative+strategy&oq=communicative+&gs_lcp=CgZw
c3ktYWIQARgAMgQIABBDMgcIABCxAxBDMgIIADIFCAAQsQMyBQgAELEDMgIIADICCAAyAggAMgI
IADICCAA6BAgAEEc6BAguEEM6DggAEOoCELQCEJoBEOUCOgUILhCxAzoICAAQsQMQgwFQl5UCWL
OwAmDxuwJoAXABeASAAdoBiAG0GJIBBjAuMTcuMpgBAKABAaoBB2d3cy13aXqwAQbAAQE&sclie
nt=psy-ab

https://publicwords.com/2014/01/21/three-ways-the-relationship-with-your-
audience-starts-before-you-walk-on-stage/

https://www.scribd.com/document/164851874/Drawing-Rubrics-Genera

https://www.slideshare.net/jennytuazon01630/rubrics-in-essay

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: [email protected]
Website: lrmds.depednodis.net