This document discusses communicating appropriately based on relationships and situations. It defines intimate communication styles used within close families and friend groups, using personal language and terms of endearment. As an activity, students will work in groups to create short dialogues between a student and their parent, friend, or teacher to celebrate an academic achievement, demonstrating the different communication styles. They will then answer questions individually about the formality of each conversation and how relationships influence communication. The assignment is to read a selection called "Auld Lang Syne."

1. MODULE 2
Valuing Others and
Their Circumstances

2. LESSON 1
FINDING OTHER’S GREATNESS
Be not afraid of greatness;
some are born great, some
achieve greatness, and
others have ….greatness
thrust upon them

3. TASK 1
What is GREATNESS, by the way?
• Expert
• Educated
• Skillful
• Master
• Proficient
• Experienced

4. COMMUNICATIVE STYLES
• FROZEN STYLE
• CONSULTATIVE STYLE
• FORMAL STYLE
• CASUAL STYLE
• INTIMATE STYLE

5. Intimate
Style

6. Objectives for the day:
• Short dialogue by group
• Individual Work
What to expect:
• Identify the Features of intimate dialogue;
• Give the appropriate communicative styles of
intimate situations;
• And, value the importance of knowing the
appropriate communicate to a certain situation

7. INTIMATE STYLE
• Completely private language used within family of very close
friends or group.
• Uses personal language codes.
• Grammar is unnecessary.
• Does not need complete language.
• Certain terms of endearment, slangs or expressions whose
meaning is shared with a small subset of persons to person
• Examples: Husband and wife, boyfriend and girlfriend, siblings
and parent & children.

8. TASK 2 Connecting Lives
pp. 119 on Anglo-American Book
• Consider this situation:
• A student received academic recognition from the
school. How do you think a supportive parent
would speak to the child? Would others, such as a
friend or teacher, speak to the child in the same
manner?

9. ACTIVITY
• In a group of 6;
• Each group will create a VERY short dialogue about the situation given
earlier.
• Each group will present all of the following:
-Student-Parent
-Student-Friend
-Student-Teacher
• Each group will be given 10 minutes to craft the dialogue.

10. GROUPINGS:

11. RUBRIC FOR SCORING
5 3 1
Creativity
The dialogues are
exceptionally creative in
terms of the storyline
The dialogues are
creative in terms of the
storyline
The dialogues are
acceptably creative in
terms of the storyline
Confidence
The Speakers had
outstanding confidence
during the performance
The Speakers had
confidence during the
performance
The Speakers had
adequate confidence
during the performance
Script The lines of the script
were well-written and
comprehensive
The lines of the script
were understandable
enough
The lines of the script
were acceptably
understandable.
Conviction The speakers had great
conviction in delivering
the lines.
The speakers had
enough conviction in
delivering the lines.
The speakers had
reasonable conviction in
delivering the lines.

12. Questions to Answer (Individual)
• In your activity notebook, Answer pp. 120 in your book;
1. What is the degree of formality in each
conversation? Follow the table on the book.
2. How does our relationship with others influence
the way we communicate with them?

13. ASSIGNMENT/AGREEMENT:
•Read the selection “Auld Lang Syne”
English Version on pp. 120-121
•If possible, look for the song in the
internet.