WEEK 1-7_CM_MDL_ENG111.pdf

Asian Institute of Computer Studies (AICS)
MODULE 1
Nature and Elements of Communication ………….……………………….….1
Activities …………………………………………………………………………..…………..2
Assessment ………………………………………..…………………………………………4
MODULE 2
Models of Communication ……………………………….…………………….….….5
Activities …………………………………………………………………………..…………..7
Assessment ………………………………………..…………………………………………8
MODULE 3
Types of Communication ……………………………….…………………………..….9
Barriers to Communication ………………………………………………………….10
Activities …………………………………………………………………………..…………11
Assessment ………………………………………..……………………………………….12
MODULE 4
The Functions of Communication ……………………………….……………….13
Activities …………………………………………………………………………..…………14
Assessment ………………………………………..……………………………………….16
MODULE 5
The Context of Speech ……………….……………………………….……………….18
Activities …………………………………………………………………………..…………20
Assessment ………………………………………..……………………………………….22
MODULE 6
The Style of Speech ……………….…………………………….…….……………….23
Activities …………………………………………………………………………..…………24
Assessment ………………………………………..……………………………………….26
MODULE 7
The Speech Act ……..……………….…………………………….…….……………….27
Activities …………………………………………………………………………..…………29
Assessment ………………………………………..……………………………………….30
Project for ENG 111 (Oral Communication) ………………………………….32
MODULE 8
Quarterly Examination

1
At the end of this module, the learner is expected to:
• Identify the elements of communication.
• Demonstrate awareness on how communication
works in daily life.
• Describe the nature and process of
communication.
Overview
Communication is a systematic process through which individuals
interact through symbols to create and interpret meaning. It is a process of sharing
and conveying messages or information from one person to another within and
across channels, contexts, media, and cultures (McCornack, 2014). It involves at
least seven elements: source, message, encoding, communication channel,
receiver, decoding, and feedback.
Communication may be verbal or non-verbal. Communication can be
manifested in a wide variety of contexts and situations. It can be a face-to-face
interaction, a phone conversation, a group discussion, a meeting or interview, a
letter correspondence, a class recitation, and more.
Nature of Communication
1. Communication is a process.
2. Communication occurs between two or more people (the speaker and the
receiver).
3. Communication can be expressed through written or spoken words, actions
(nonverbal), or both spoken words and nonverbal actions at the same time.
Elements of Communication
Communication is divided into elements which help us better understand
its mechanics or process. There are seven elements in communication.
The source, also called as sender, is the origin of message, which contains
the idea or action. To ensure that the correct message is sent, the source encodes
it in the manner believed to be most understood by the receiver who decodes the
message. The message goes through a channel, which may include the telephone,
radio, television, person to person, by letter or public address system. Feedback is
the response made by the receiver. It tells the sender if the intended message is
understood or decoded properly. The transmission of the message may be affected
by noise.
Process of Communication
Key Questions:
1. What are the characteristics of an effective communication?
2. Is effective communication important? Why or why not?
ENG 111
MODULE
1
Inclusive Date:
________________
__
NATURE AND ELEMENTS OF COMMUNICATION

2
Communication is a process of sharing and conveying messages or
information from one person to another. It follows a system in which seven
elements are involved (sender, message, channel, encoding, channel, receiver,
decoding, and feedback). It can be expressed through written or spoken words,
actions, or both spoken words and nonverbal actions at the same time.
Reference
Gasulas, A. M., et.al (2016). IE for EC Integrated English for Effective
Communication. Oral Communication in Context Senior High School. pp. 2-6.
Quezon City: The Phoenix Publishing House, Inc.
Sipacio, P.J.F. & Balgos, A.R.G. (2016). Oral Communication in Context for Senior
High School. pp. 4-5. Quezon City: C&E Publishing, Inc.
Submit these activity sheets on the scheduled date along with the other
activity/ies) the instructor may have asked the students to do on a separate paper.
If you are sending something you have done online such as MS presentations,
pictures, pdfs, etc., then you may send those to your subject teacher’s email address
by following this format: SECTION_LASTNAME_FIRSTNAME_ACTIVITYNAME.
Name: _____________________________ Date: ____________________
Section: ____________________________ Score: ____________________
ACTIVITY 1
Directions: In the boxes below, draw a comic strip that shows a scenario in which
the process and nature of communication are reflected. Below the comic strip,
explain your work in three to five sentences. (30 points)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Points to Remember General Instructions:

3
Rubric for Grading:
DESCRIPTION/INDICATION
CRITERIA 10 8 5 3
Content
The process and
nature of
communication
were reflected
clearly in the task
The process was
reflected clearly
in the task.
However, the
nature needs
clearer
explanation.
The process and
nature of
communication are
not reflected
clearly in the task.
The student’s
insights are
irrelevant to
the task given.
Creativity
The overall
product of the
student’s task
shows creativity
and neatness.
The task
outcome shows
creativity but
lacks neatness.
The task outcome
shows very
little creativity and
neatness.
The task
presented lacks
neatness
and shows no
creativity.
Mechanics
The task outcome
showed that the
student followed
the instructions
correctly.
The task
outcome showed
that the
student followed
most of
the instructions
correctly.
The task outcome
showed that the
student did not
follow the
instructions
correctly. Some
parts are either
missing or unclear.
The task
outcome
showed that
the students
did not follow
any instruction
correctly.
ACTIVITY 2
Directions: Explain the following nature of communication briefly and concisely.
(5 pts. each)
1. Communication is a process.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. Communication occurs between two or more people.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. Communication can be expressed through written or spoken words,
actions (nonverbal), or both spoken words and nonverbal actions at the
same time.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
ACTIVITY 3
Directions: On a separate sheet of paper, construct a short essay by answering
the question below. Your essay should have an introduction, body, and
conclusion. (30 pts.)
What is the importance of learning how to communicate effectively?

4
Rubric for Grading:
CRITERIA 10 7 5 3
Content
The insights were
discussed clearly
and concisely.
The insights were
discussed clearly
but the output is
too wordy.
The insights are
unclear, and the
output is too
wordy.
The insights are
irrelevant to
the given
concepts.
Grammar and
Vocabulary
The insights were
explained using
proper grammar
and correct
spelling of words.
The insights were
explained using
correct spelling of
words. However,
there are some
errors in grammar.
There are minimal
errors in grammar
and spelling of
words.
The output has
too many
errors in
grammar and
spelling
Mechanics
The task outcome
showed that the
student followed
all the instructions
correctly.
The task outcome
showed that the
student followed
most of
the instructions
correctly.
The task outcome
showed that the
student did not
follow the
instructions
correctly. Some
parts are either
missing or
unclear.
The task
outcome
showed that
the students
did not follow
the instructions
correctly.
Assessment
I. Directions: Encircle the answer that describes each statement.
1. This is a systematic process through which individuals interact through
symbols to create and interpret meaning.
a. Barriers b. Channel c. Communication d. Listening
2. This is the where the message in the communication originated.
a. Receiver b. Sender c. Channel d. Feedback
3. This is where the message goes through.
a. Receiver b. Sender c. Channel d. Feedback
4. This refers to the one who decodes the message.
a. Receiver b. Encoder c. Channel d. Sender
5. This refers to the response made by the receiver to ensure that the
message was understood properly.
a. Communication b. Encoding c. Transmission d. Feedback
II. Directions: Write T before the number if the statement is correct. If false,
underline the word/s that made the statement incorrect.
6. The sender decodes the message for the receiver.
7. Telephone, radio, and letter are some examples of communication
channel.
8. The receiver provides feedback so that the sender will know if he/she
understood the message.
9. Communication is only effective when it is expressed using spoken words.
10. Communication follows a series of steps or system.

5
• Identify the models of communication.
takes place.
• Recognize the similarities and uniqueness of
various models of communication.
Overview
In the previous lesson, communication was defined as a systematic
process of transferring information from one part to another. In order to
understand this process more, communication models are used to offer visual
representation of concepts. There are three standard models of the
communication process: Linear, Interactive, and Transactional. Each offers a
slightly different perspective on the communication process.
In the linear model, a sender encodes a message using a channel and the
message is decoded by the receiver. It is straight-line communication found
typically in mass communication. In this model, there is no means for immediate
feedback. On the other hand, interactive model allows a feedback because after a
message is encoded and sent to the decoding receiver, the roles reverse. The
receiver becomes the encoder and sends a response to the original sender who is
now a receiver. Lastly, the transactional model depicts face-to-face interaction, or
“transaction” as a dynamic and changeable process that is not limited to simple
definition. For this lesson, the following conceptual models are used to explain the
communication process and to help the learners visualize it.
1. Shannon-Weaver’s Model of Communication
Figure 1
The Shannon-Weaver’s Model, also referred to as the Transmission or
Standard View Model, has three main parts: sender, channel, and receiver.
Originally designed to mirror radio and telephone technologies, the model
presents the sender as the part of the telephone a person speaks into, the channel
as the telephone itself, while the receiver as the part of the telephone where one
hears the other person speaking. The static and sometimes the absence of signal
are considered noise. Thus, the source produces a message, which the transmitter
encodes as signals. These signals are sent through a channel, which adapts them
for transmission to the receiver. Upon receipt, the receiver decodes the signal for
the destination. This summarizes the view of communication as means of sending
and receiving information.
2. Osgood-Schramm Communication Model
Figure 2
The message is effectively sent when the receiver correctly decodes what
the source or sender encodes. This means that both the source and the
Key Question:
1. How does effective communication take place in a conversation?
ENG 111
MODULE
2
Inclusive Date:
________________
__
MODELS OF COMMUNICATION
Source Transmitter
(Encoder)
Encoder
Channel Receiver
(Decoder)
Destination
Noise
Source
Message Signal Received Signal Message
0
Encoder
Interpreter
Decoder
Decoder
Interpreter
Encoder
Message
Message

6
receiver have more or less a common language, interpretation of symbols or
visual or nonverbal cues, experience or culture, expressions or signs used in
encoding or decoding the message in order to reach an understanding.
In the social interaction shown by this model, the source at one time
becomes the receiver, as the receiver becomes the source, alternately
encoding and decoding messages transmitted from one to other. Thus,
communication is effective when the receiver gives the appropriate feedback
to the source. The same model represents that the receiver may be oneself,
another person or being, or another entity such as corporation or group of
beings.
3. Berlo’s SMCR Model of Communication
The SMCR Model of Communication expands the Shannon-Weaver Model.
It includes elements that may affect the transmission of information, encoding, and
decoding. It shows that the source must have communication skills, right attitude,
and adequate knowledge, and consider the social system and culture of receivers.
For example, one can have a doctoral degree on a topic but without the skill to
communicate what he knows and the right attitude to do so, he/she may not
communicate effectively. Moreover, when this same person delivers the message
to a person with a different social and cultural background, the message may not
be received well. These same elements must also be possessed by the receiver.
This means that, for effective communication, the source and receiver must have
more or less a common understanding of the language, symbols, signs, or
expressions used in the encoding and decoding of the message.
The model presents the elements of the message: content, elements,
treatment, structure, and code. Content is the message one transmits and includes
the choice of words. To help transmit the message, one may use gestures, facial
expressions, movements, or postures, which are called elements. Transmitting the
message may also depend on how the source treats it, i.e., important, urgent,
formal, casual. The structure of the message or how the words are planned or
arranged and the expression that goes with it, all compose the code for the receiver
to decode accurately. Furthermore, in this model, each of the five sense is a
channel through which the message is sent, e.g., a spoken message through seeing,
tasting, smelling, or preferred temperature through touching.
Models of communication are linear, interactive, and transactional.
Sources of models include the Shannon and Weaver (1949) Model of
Communication, Osgood-Schramm Communication Model (2009), and Berlo’s
SMCR Model of Communication.
Reference
Gavi, Z. (2013). The Models of Communication. Retrieved from
http://thecommunicationprocess.com/models-of-communication/
Source Message Channel Receiver
Encodes Decodes
Communication
Skills
Attitudes
Knowledge
Social System
Culture
Content
Elements
Treatment
Structure
Code
Hearing
Seeing
Touching
Smelling
Tasting
Communication
Skills
Attitudes
Knowledge
Social System
Culture
Figure 3
Points to Remember

7
Name: _____________________________ Date: ____________________
Section: ____________________________ Score: ____________________
ACTIVITY 1
Directions: In your own words, compare and contrast the 3 Models of
Communication using the extended Venn Diagram below. (5 pts. each)
ACTIVITY 2
Directions: Which of the sources of models of communication is the best
depiction of the communication process? Justify your answer by writing a short
paragraph about it. (15 pts)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Rubric for Grading:
CRITERIA 5 3 1
Content
The insights were
discussed clearly
and concisely.
The insights were
discussed clearly
but the output is
too wordy.
The insights are
irrelevant to
the given
concepts.
Grammar and
Vocabulary
The insights were
explained using
proper grammar
and correct
spelling of words.
The insights were
explained using
correct spelling of
words. However,
there are some
errors in grammar.
The output has
too many errors
in grammar and
spelling
General Instructions:
Osgood-Schramm Shannon-Weaver
Berlo’s SMCR

8
Mechanics
The task outcome
showed that the
student followed
correctly.
The task outcome
showed that the
student followed
most of
the instructions
correctly.
The task
outcome
showed that
the student did
not follow the
instructions
correctly.
ACTIVITY 3
Directions: On a short bond paper, paste at least five cutout images that show
effective communication. Then, identify the type of model of communication
(linear, interactive, or transactional) that is shown in each of the images. Justify
your answer in no more than three sentences.
Rubric for Grading:
Criteria 10 7 5
Creativity
The output is
exceptionally
attractive in
terms of design,
layout, and
neatness.
The output is exceptionally
attractive in terms of design
and layout. However, it needs
improvement in terms of
neatness.
The output needs
improvement in
terms of design,
layout, and
neatness.
Graphic
Relevance
All images used
show effective
use of
communication.
Most images used show
effective communication.
However, some images seem
to be irrelevant to the topic.
Most images used
are often
irrelevant to the
topic.
Mechanics
The task outcome
showed that the
student followed
the instructions
correctly.
The task outcome showed
that the student did not
follow the instructions
correctly. Some parts are
either missing or unclear.
The task outcome
showed that the
student did not
follow any
instruction
correctly.
Assessment
Directions: Which of the sources of models of communication is the linear,
interactive, and transactional model? Justify your answer in three to five
sentences. (5 pts. each)
1. Linear Model
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. Interactive Model
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. Transactional Model
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

9
• Explain verbal and nonverbal communication.
• Identify the barriers to communication.
• Acknowledge the importance of communicating
effectively either in verbal or nonverbal form.
• Communicate effectively by constructing meaningful
essays.
Verbal and Nonverbal Communication
Verbal Communication refers to an
interaction in which words are used to relay a
message. For effective and successful verbal
communication, use words to express ideas which
can be easily understood by the person you are
talking to. When engaging in this type of
communication, you should consider
appropriateness, brevity, clarity, ethics, and
vividness.
1. Appropriateness - The language that you use should be appropriate to the
environment or occasion (i.e., whether formal or informal).
2. Brevity - Speakers who often use simple, yet precise and powerful words are
found to be more credible. Try to achieve brevity by being more direct with
your words. Avoid fillers and insubstantial expressions which do not add to
the message, such as “uh,” “you know,” “I guess,” and others.
3. Clarity - The meanings of words, feelings, or ideas may be interpreted
differently by a listener; hence, it is essential for you to clearly state your
message and express your ideas and feelings.
4. Ethics - Words should be carefully chosen in consideration of the gender,
roles, ethnicity, preferences, and status of the person or people you are
talking to.
5. Vividness - Words that vividly or creatively describe things or feelings usually
add color and spice to communication. Hence, you are encouraged to find
ways to charm your audience using vivid words.
Nonverbal Communication refers to an
interaction where all kinds of human responses
that are not expressed in words are used to convey
and represent meanings. Examples of nonverbal
communication are stares, smiles, tone of voice,
movements, manners of walking, standing, and
sitting, appearance, style of attire, attitude
towards time and space, personality, gestures, and
others. Mastery of nonverbal communication is
important for several reasons:
1. It enhances and emphasizes the message of your speech, thus making it more
meaningful, truthful, and relevant.
2. It can communicate feelings, attitudes, and perceptions without you saying a
word.
3. It can sustain the attention of listeners and keep them engaged in the speech.
4. It gives the audience a preview to the type of speaker you are.
5. It makes you appear more dynamic and animated in your delivery.
6. It serves as a channel to release tension and nervousness.
7. It helps make your speech more dramatic.
8. It can build a connection with listeners.
9. It makes you a credible speaker.
10. It helps you vary your speaking style and avoid a monotonous delivery.
Key Questions:
1. In what forms/ways can one communicate effectively?
2. What hinders an effective communication to take place? How can one
avoid this from happening?
ENG 111
MODULE
3
Inclusive Date:
________________
__
TYPES OF COMMUNICATION; BARRIERS TO
COMMUNICATION
Figure 1
Figure 2

10
Barriers to Communication
There are instances when miscommunication and misunderstanding
occur because of certain barriers. Barriers to listening include internal and external
noise, which affect the transmission of the message. To become an effective
communicator, you should recognize these barriers that hinder the communication
process. This will enable you to control the situation, reset conditions, and start
anew.
The table below presents some barriers to effective communication with
corresponding solutions. Note that these are only some of the barriers; many
others may arise out of context, language, physical restrictions, and the like.
The ultimate goals of communication are to understand and to be
understood. More responsibility falls on the receiver or decoder rather than on the
source or sender. No matter how good or eloquent the source or sender is, when
the receiver or decoder does not actively listen, then communication may
eventually fail. Good communication entails good listening.
Reference
Davis, J. (2016). Garfield [Comic Strip]. Retrieved from:
https://sites.google.com/site/visualarts2eso/content-units/comic-strip-2
[Nonverbal Communication Hand - Congrats Youre a Douche] [Vector Illustration]
Retrieved from: https://www.nicepng.com/ourpic/u2q8t4i1u2a9q8w7_vector-
illustration- of-nonverbal-communication-hand-congrats-youre/
Table 1. Barriers to Communication
Points to Remember

11
Name: _____________________________ Date: _____________________
Section: ____________________________ Score: ____________________
ACTIVITY 1
Directions: Using your own words, explain the following in three to five sentences.
(5 pts. each)
1. Verbal and Nonverbal Communication
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Internal and External Barrier
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
ACTIVITY 2
Directions: Identify if the type of communication barrier shown in the following is
either internal or external. Justify your answer. (3 pts. each)
1. You are trying to review for your upcoming exam, but your neighbors
are using the karaoke machine.
Justification: ________________________________________________________
__________________________________________________________________
2. A student feels sleepy during the teacher’s lecture about Philosophy.
Justification: ________________________________________________________
__________________________________________________________________
3. A doctor uses medical terms to explain to a five-year old his condition.
Justification: ________________________________________________________
__________________________________________________________________
4. An angry wife is not listening to her husband’s explanation.
Justification: ________________________________________________________
__________________________________________________________________
5. Your friend did not understand what you said because you were
stuttering.
Justification: ________________________________________________________
__________________________________________________________________

12
ACTIVITY 3
Directions: What are the things one must consider when engaging in either verbal
or nonverbal communication? How can these things help a person to communicate
effectively? Answer these questions by constructing a 300-word essay. You may
use another sheet of paper for this activity. (60 pts.)
Rubric for Grading:
CRITERIA 20 15 10 5
Content
The insights were
discussed clearly
and concisely.
The insights were
discussed clearly but
the output is too
wordy.
The insights are
unclear, and the
output is too wordy.
The insights are
irrelevant to the
given concepts.
Grammar and
Vocabulary
The insights were
explained using
proper grammar
and correct spelling
of words.
The insights were
explained using
correct spelling of
words. However,
there are some errors
in grammar.
There are minimal
errors in grammar
and spelling of
words.
The output has
too many errors
in grammar and
spelling
Mechanics
The task outcome
showed that the
student followed all
the instructions
correctly.
The task outcome
showed that the
student followed
most of
the instructions
correctly.
The task outcome
showed that the
student did not
follow the
instructions
correctly. Some
parts are either
missing or unclear.
The task
outcome
showed that the
student did not
follow any
instruction
correctly.
Assessment
Directions: Write T before each number if the statement is true and F if the
statement is false.
1. Always consider ethics in your speech.
2. Effective use of nonverbal communication can strengthen your message.
3. How you communicate reflects who you are as a person.
4. One way to help you build credibility is through effective nonverbal
communication.
5. There are certain words that are only appropriate at certain times and
places.
6. To achieve clarity, we must speak the same language as our listeners.
7. The use of too many fillers can distract your listeners.
8. Verbal communication is better than nonverbal communication.
9. When you talk to others, you should not assume too quickly that they
understand the message that you convey.
10. When you communicate, choose what you want to say and how you want
to say it.

13
• Identify the functions of communication.
functions in different ways in daily life.
• Discuss sample oral communication activities.
Overview
Speaking is a communication skill that serves different functions in
society. Basically, there are five functions of communication. These are
regulation/control, social interaction, information, motivation, and emotional
expression.
Regulation/Control
• Communication functions to control behavior.
• Behaviors of individuals are controlled and regulated when they receive
oral instructions.
Examples:
“Keep quiet,” said the teacher to her students.
A mother instructing her daughter to wash the dishes
“Raise your hands!” said the police to the criminal.
Social Interaction
• Communication allows individuals to interact with others.
• When individuals speak with one another in meaningful conversations,
they interact and consequently share information.
Example:
Early in F. Scott Fitzgerald’s The Great Gatsby, Miss Baker tells the narrator, Nick
Carraway, that she knows someone from his town:
“You live in West Egg,” she remarked contemptuously. “I know somebody there.”
“I don’t know a single–”
“You must know Gatsby.”
“Gatsby?” demanded Daisy. “What Gatsby?”
Information
• Communication functions to convey information through dynamic, clear,
and purposeful conversation
Examples:
A group of researchers presenting their thesis to the panel
The teacher asked his students, “Did you know that there’s a secret apartment at
the top of the Eiffel tower?”
Motivation
• Communication motivates or encourages people to live better.
• This functions to make a person willing to perform a task.
• Motivations are made concrete by using certain spoken words.
Example:
“You can do it!” the students cheered to their school’s basketball team.
Emotional Expression
• Communication facilitates people’s expression of their feelings and
emotions.
Key Question:
1. How does communication function in different circumstances in life?
ENG 111
MODULE
4
Inclusive Date:
________________
__
THE FUNCTIONS OF COMMUNICATION

14
• It motivates individuals to express what and how they feel using certain
words that depict a variety of emotions
Examples:
“I like you so much!
“I want to finish up my studies with good grades to be accepted in a good
university.”
“I need you in my life.”
Communication functions in different ways. It regulates and controls
behavior, as in case of following orders or instructions. It is used for social
interaction and sharing of information through dynamic, clear, and purposeful
conversation. It motivates individuals to express what and how they feel through
the use of certain words that depict a variety of emotions.
Reference
Fitzgerald, F.S. (1994). The Great Gatsby. London: Penguin Books.
Functions of Communication. (2016, October 14). Retrieved from
https://oralcom.wordpress.com/2016/10/14/functions-of-communication/
High School. pg. 7. Quezon City: C&E Publishing, Inc.
activity/ies) the instructor may have asked the students to do on a separate paper. If
you are sending something you have done online such as MS presentations, pictures,
pdfs, etc., then you may send those to your subject teacher’s email address by
following this format: SECTION_LASTNAME_FIRSTNAME_ACTIVITYNAME.
Name: _____________________________ Date: _____________________
Section: ____________________________ Score: ____________________
ACTIVITY 1
Directions: Complete the crossword puzzle below by identifying the function of
communication being described in the following statements.
Points to Remember

15
Horizontal
3. Communication functions to produce desired actions/behavior from other
people.
4. Communication allows individuals to interact with other people.
5. Communication functions to motivate others to perform a task.
Vertical
1. Communication facilitates people’s expression of their feelings and
emotions.
2. Communication functions provide meaningful facts.
ACTIVITY 2
Directions: Imagine that you are a DJ for a radio station, and you are going to
interview a famous personality. On a separate sheet of paper, construct a short
script of your conversation with the famous personality. The script should show at
least two examples for each function of communication. Underline the examples
given in your script. (45 points)
Rubric for Grading:
ACTIVITY 3
Directions: Read the following sample speeches below. Determine the function of
communication shown in the speech. Defend your answer in three sentences. (5
pts. each)
1. Excerpt from Catriona Gray’s Final Speech at Binibining Pilipinas, 2019
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
CRITERIA 15 10 8 5
Content
All the functions of
communication
were shown at
least twice.
All the functions of
communication
were shown once
only.
Not all the functions
of communication
were given an
example in the script.
No function of
communication
was given an
example in the
script.
Creativity
The script contains
many creative
details and/or
descriptions that
contribute to the
reader’s
enjoyment.
The script contains
creative details
and/or descriptions
that contribute to
the reader’s
enjoyment.
The script contains
few creative details
and/or descriptions.
It does not contribute
much to the reader’s
enjoyment
There is little
evidence of
creativity. The
playwright does
not seem to have
used much
imagination.
Mechanics
The task outcome
showed that the
student followed
correctly.
The task outcome
showed that the
student followed
most of
the instructions
correctly.
The task outcome
showed that the
student did not
follow the
instructions
correctly. Some parts
are either missing or
unclear.
The task
outcome showed
that the student
did not follow all
the instructions
correctly.
“Philippines! My heart is overflowing with gratitude, because here, on
this exact stage, I was given the chance to pursue this dream. This journey has
been made even more meaningful, because every single step of the way I felt
each and every one of you right there with me.”

16
___________________________________________________________________
___________________________________________________________________
2. Excerpt from WHO Director-General's opening remarks at the media
briefing on COVID-19, June 2020
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Excerpt from the commencement address of Bryan Dyson, former CEO of
Coca-Cola, at Georgia Tech, 1996
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Assessment
Directions: Identify the function of communication in each of the following situations and
justify your answer on the space provided below. (2 pts. each)
1. The teacher reads and discusses classroom policies to her
students.
Justification: ________________________________________________
___________________________________________________________
2. Ross greets Rachel. Then, they start talking about their plans for
the holidays.
Justification: ________________________________________________
___________________________________________________________
3. Phoebe shares her insights on how to live peacefully despite a
complicated life.
Justification: ________________________________________________
___________________________________________________________
“We now have more than six million cases of COVID-19 across the world and
have lost more than 370,000 people to the virus.
As we work with governments across the world to suppress the virus and accelerate
science around diagnostics, therapeutics and vaccines, we also continue to respond to
other health emergencies and new disease outbreaks.
The Government of the Democratic Republic of the Congo announced today
that a new outbreak of Ebola virus disease has been detected near the city of Mbandaka
in Équateur province.
The announcement follows a complex Ebola outbreak in eastern DRC, which
seems to be in its final phase. The new one is on the other side of the DRC in the
northwest.
WHO will continue supporting DRC in tackling Ebola, as well as responding to
COVID-19 and the world’s largest measles outbreak. “
“You will soon understand that work is a rubber ball. If you drop it, it
will bounce back. But the other four balls—family, health, friends and spirit—are
made of glass. If you drop one of these, they will be irrevocably scuffed, marked,
nicked, damaged or even shattered. They will never be the same. You must
understand that and strive for balance in your life.
How?
Don’t undermine your worth by comparing yourself with others. It is
because we are different that each of us is special.
Don’t set your goals by what other people deem important. Only you
know what is best for you.”

17
4. Monica shares her personal frustrations with Chandler.
Justification: ________________________________________________
___________________________________________________________
5. The geometry teacher lectures about mathematical concepts.
Justification: ________________________________________________
___________________________________________________________
6. Sheila delivers her valedictory speech.
Justification: ________________________________________________
___________________________________________________________
7. The President delivers his last State of the Nation Address.
Justification: ________________________________________________
___________________________________________________________
8. A television personality thanks the supportive moviegoers during
an interview.
Justification: ________________________________________________
___________________________________________________________
9. The city mayor presents her strategies to execute the plans in a
public forum.
Justification: ________________________________________________
___________________________________________________________
10. A tourist guide orients a group of tourists about a heritage site.
Justification: ________________________________________________
___________________________________________________________

18
• Identify the various types of speech context.
• Acknowledge the importance of developing their
intrapersonal and interpersonal skills, and of
exhibiting appropriate verbal and nonverbal
behavior in different speech contexts.
• Discuss the difference among the types of speech
context.
•
Overview
The process of communication changes according to whether you are
talking to yourself, to another person, to more than two persons, or to the public.
Types of Speech Context
1. Intrapersonal Communication
Intrapersonal Communication
means talking to oneself. When
one does self-reflection, examine
attitudes, beliefs, opinions,
thoughts, ideas, and aspirations,
one does intrapersonal
communication. This refers to
communication that centers on
one person where the speaker acts
both as the sender and the
receiver of message. According to Hybels & Weaver (2012), the message is
made up of your thoughts and feelings. The channel is your brain, which
processes what you are thinking and feeling. There is feedback in the sense
that as you talk to yourself, you discard certain ideas and replace them with
others.
Even from simple to complex decision-making tasks, i.e., from
deciding what clothes to wear in the morning, to taking a walk or riding a
jeepney or a cab to school, to expand a business, to hire or fire an
employee, one does intrapersonal communication. Other forms of
intrapersonal communication include doodling, making gestures while
thinking, interpreting signs, symbols, nonverbal communication, gestures,
and writing journals or reflections. The source who encodes and the
recipient who decodes, therefore, are one and the same person while the
brain is the channel of intrapersonal communication.
2. Interpersonal Communication
This refers to communication
between and among people. The
inter part of the word highlights how
interpersonal communication
connects people. When you engage
in interpersonal communication, you
and another person become linked.
The personal part means that your
unique qualities as a person matter
during interpersonal communication
together (Solomon and Theiss, 2013).
When a person shares thoughts, ideas, and aspirations with
another person or to groups of persons, this is interpersonal
communication. It means relating or communication with someone other
than oneself. The source who encodes is different from the recipient who
decodes while the channels may be face-to-face communication, the
telephone or mobile phone, letters, or multimedia or text messages,
among others.
Key Question:
1. Why is it important to learn how to communicate effectively with oneself
and with other people?
ENG 111
MODULE
5
Inclusive Date:
________________
THE CONTEXT OF SPEECH
Figure 1
Figure 2

19
Types of Interpersonal Communication
2.1.Dyad – This refers to the communication that occurs between two
people.
Examples:
• You offered feedback on the speech performance of your
classmate.
• You provided comfort to a friend who was feeling down.
2.2. Small Group - This refers to communication that involves at least three
but not more than twelve people engaging in a face-to-face interaction
to achieve a desired goal. In this type of communication, all
participants can freely share ideas in a loose and open discussion.
Examples:
• You are participating in an organizational meeting which aims
to address the concerns of your fellow students.
• You are having a discussion with your group mates on how to
finish the assigned tasks.
3. Public Communication
This type refers to
communication that requires
you to deliver or send the
message before or in front of
a group. The message can be
driven by informational or
persuasive purposes. “In
public communication, unlike
in interpersonal and small
group, the channels are more
exaggerated. The voice is
louder, and the gestures are
more expansive because the
audience is bigger. The speaker might use additional visual channels such
as slides or a Power Point presentation.” (Hybels & Weaver, 2012, pg. 19)
Public communication is talking to a considerable number of
persons or a crowd or the public. Addressing the whole class, to addressing
the whole assembly, community, country, or world is public
communication. In which case, channels or media may be employed to
reach a big audience such as public address system, television, radio and
newspapers, or internet publications, to name a few.
Mass Communication refers to communication that takes place
through television, radio, newspapers, magazines, books, billboards,
internet, and other types of media.
Nonverbal behavior may vary in each speech context. In intrapersonal
communication, you either smile, frown, doodle, scratch your head, cross your
arms, and the like depending on how you usually feel about what you are doing or
thinking.
In interpersonal communication, however, body movement, posture, eye
contact, pitch, tone of voice and speed of talking, distance or proximity, facial
expression, and some physiological changes, like sweating, show the level of
intimacy and interest between or among parties in a conversation. For example,
two persons holding hands and looking directly into each other’s eyes indicate
intimacy, while two persons with considerable space between them, sweating,
frowning, and crossing their arms in front of them convey a less intimate picture.
Nodding and smiling to a pair or to a group member who is tasked to speak in front
of the class signals encouragement and appreciation.
Figure 3
Points to Remember

20
Reference
Barnard, D. (2017). What are the Benefits of Public Speaking? Retrieved from
https://virtualspeech.com/blog/what-are-the-benefits-of-public-speaking
Chernyak, P. (2019). How to Teach Your Child Good Interpersonal Communication
Skills. Retrieved from https://www.wikihow.com/Teach-Your-Child-Good-
Interpersonal-Communication-Skills
Prichard, S. (2018). 4 Steps to Managing Your Self-Talk. Retrieved from
https://www.skipprichard.com/tag/intrapersonal-communication/
Name: _____________________________ Date: _____________________
Section: ____________________________ Score: ____________________
ACTIVITY 1
Directions: Using the graphic organizer below, discuss the differences among the
types of speech context and provide your own examples.
Type Description (6 pts. each) Examples (3 pts. each)
Intrapersonal
1.
2.
3.
Interpersonal
1.
2.
3.
Public
1.
2.
3.

21
ACTIVITY 2
Directions: On a separate paper, construct an essay with at least 200 words about
the questions below. Observe proper margin and indention. The essay should have
an introduction, body, and conclusion.
1. Why is it important for a learner to develop their intrapersonal and
interpersonal communication skills?
2. How can a person exhibit appropriate verbal and nonverbal behavior in
different speech contexts? What verbal and nonverbal cues should he/she
observe and/or do to communicate effectively?
Rubric for Grading:
ACTIVITY 3
Directions: Collect 10 pictures (either from newspapers, books, magazines, etc.) of
people communicating. Then, classify the pictures according to the type of speech
context. Follow the table below for the format. Do this on a long bond paper.
INTRAPERSONAL INTERPERSONAL PUBLIC
Group Dyad
Rubric for Grading:
Criteria 10 7 5
Creativity
The output is
exceptionally
attractive in
terms of design,
layout, and
neatness.
The output is exceptionally
attractive in terms of design
and layout. However, it needs
improvement in terms of
neatness.
The output needs
improvement in
terms of design,
layout, and
neatness.
Graphic
Relevance
All images used
show effective
use of
communication.
Most images used show
effective communication.
However, some images seem
to be irrelevant to the topic.
Most images used
are often
irrelevant to the
topic.
Mechanics
The task outcome
showed that the
student followed
the instructions
correctly.
The task outcome showed
that the student did not
follow the instructions
correctly. Some parts are
either missing or unclear.
The task outcome
showed that the
student did not
follow any
instruction
correctly.
CRITERIA 10 8 5 3
Content
The ideas were
discussed clearly
and concisely.
The ideas were
discussed clearly but
the output is too
wordy.
The ideas are
unclear, and the
output is too wordy.
The insights are
irrelevant to the
given questions.
Grammar
and
Vocabulary
The ideas were
explained using
proper grammar
and correct
spelling of words.
The ideas were
explained using
correct spelling of
words. However,
there are some errors
in grammar.
There are minimal
errors in grammar
and spelling of
words.
The output has
too many errors
in grammar and
spelling
Mechanics
The task
outcome showed
that the student
followed all the
instructions
correctly.
The task outcome
showed that the
student followed most
of the instructions
correctly.
The task outcome
showed that the
student did not
follow the
instructions
correctly. Some
parts are either
missing or unclear.
The task
outcome showed
that the student
did not follow the
instructions
correctly.

22
Assessment
Directions: Identify the type of speech context that is shown in the following
situations.
1. A student talking to a guidance counselor
2. A coach giving instructions to the basketball team
3. The president delivering his State of the Nation Address
4. A news anchor delivering his report
5. A wife speaking to this husband using the telephone
6. A man staring at two boxes of cereal to choose which is one better
7. A tourist asking the hotel concierge
8. A child thinking what to do next
9. A girl writing in her diary
10. A politician delivering his campaign speech

23
• Explain various types of speech style.
• Give the importance of using appropriate language
in a particular speech style.
• Recognize social situations in which each speech
style is appropriate to use.
Overview
How we communicate may largely depend on the context. Do we use
contractions or slang during a business meeting or when delivering a speech? Do
we use formal language when we are with our family and close friends or when we
tweet or blog? Do we crack jokes in a news report or during a job interview? There
are proper words for different times.
The context dictates and affects the way people communicate, which
results in various speech styles. According to Joos (1968), there are five speech
styles. Each style dictates what appropriate language or vocabulary should be used
or observed.
Types of Speech Style
1. Intimate - This is used in self-addressed questions or self-talk,
exclamations, sudden realizations, showing of surprise, and of expressions
of interest. It may be simple words, slangs, contractions, fragments, or
expressions. This style is private, which occurs between or among close
family members or individuals. The language used in this style may not be
shared in public.
2. Casual - This style is common among peers and friends. Jargons, slangs, or
the vernacular language are used. When one uses contractions, slang,
simplified grammar, and dropping “that” in statements, or crack jokes, talk
with family or friends, and write blogs, tweets, or advertisements, one
demonstrates casual communication.
3. Consultative – This is the standard style. Professional or mutually
acceptable language is a must in this style. Examples of situations are
communication between teachers and students, employers and
employees, doctor and patient, judge and lawyer, or President and his/her
constituents. When one exhibits interest in conferring with other people
on a topic, project, programs, or activity or letting them participate in
decision-making, one uses consultative style.
4. Formal – This is used in formal settings like interviews, meetings, in the
church, bank, job interviews, prestigious ceremonies, talking with
superiors, writing formal letter, news reports, and speeches.
5. Frozen - This style is “frozen” in time and remains unchanged. It mostly
occurs in ceremonies. Common examples are the Preamble to the
Constitution, Lord’s Prayer, and Allegiance to country or flag.
Speech style depends on the context, i.e., where and when the message is
delivered. Each style dictates what appropriate language or vocabulary should be
used or observed.
Key Question:
1. How can one recognize the appropriate style of speech that should be
used in a particular situation? How can you respond effectively?
ENG 111
MODULE
6
Inclusive Date:
________________
__
THE STYLE OF SPEECH
Points to Remember

24
Reference
High School. pg. 35. Quezon City: C&E Publishing, Inc.
Name: _____________________________ Date: _____________________
Section: ____________________________ Score: ____________________
ACTIVITY 1
Directions: Write five words you can think of that best describe the styles of speech
below. Place your words in the semantic map and use them in a sentence to
describe the given terms. (1 pt. each for the words; 5 pts. for the sentence.)
1.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2.
INTIMATE
CASUAL

25
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
ACTIVITY 2
Directions: Write in bullet points why appropriate language should be observed
in using a particular speech style. Give at least 10 reasons. Use the space below.
(2 pts. each)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
ACTIVITY 3
Directions: Choose one style of speech and create a photo essay about it. It should
show a situation in which the style of speech is observed. You may ask the people
you are living with to participate in this activity. You may also use props and
costumes to show creativity in your photo essays. (100 pts.)
CONSULTATIVE
FORMAL
FROZEN

26
Criteria for Grading:
Adherence/Appropriateness to Theme – 30 pts.
Originality – 15 pts.
Clarity of Expression – 20 pts.
Creativity – 20 pts.
Color, Lighting, Exposure and Focus – 15 pts
Total: 100 pts.
Assessment
Directions: Identify the type of speech style appropriate for the following
situations. Choose your answer from the box below.
1. Talking to a counselor or psychiatrist
2. Giving last-minute instructions to players
3. Delivering campaign speeches
4. Delivering a speech at the UN Summit
5. Delivering news reports
6. Talking and laughing about memorable experiences
7. Communicating while playing sports
8. Having a one-on-one conversation with a loved one
9. Delivering an oratorical speech
10. Leading a prayer before meal
11. Reading school policies
12. Talking to a superior
13. Reading pledge of allegiance to the flag
14. Talking to a stranger
15. Inquiring at a hotel
Intimate Casual
Frozen
Consultative Formal

27
• Define speech act.
• Acknowledge that communicative competence
requires understanding of speech act.
• Respond appropriately and effectively to a speech
act.
Overview
A speech act is an utterance that a speaker makes to achieve an
intended effect. Some of the functions which are carried out using speech acts are
offering an apology, greeting, request, complaint, invitation, compliment, or
refusal. A speech act might contain just one word or several words or sentences.
For example, “Thanks” and “Thank you for always being there for me. I really
appreciate it” both show appreciation regardless of the length of the statement.
John L. Austin (1962) espoused the Speech Act Theory, and this was
developed by Searle (1969). Austin divided the speech acts into locution, illocution,
and perlocution. The theory tells us that words by themselves may not have simple
fixed meanings, but are influenced by the situation, speaker, and listener.
Three Types of Speech Act
1. Locution (Utterance) - It refers to the actual act of uttering.
2. Illocution (Intention) – It is the real intended meaning of the utterance.
The meaning of an utterance may depend on where, when, why, and how
it was said, who the speaker is, or to whom it was spoke.
3. Perlocution (Response) - It is the resulting act of what is said. This effect is
based on the context in which the speech act was mentioned.
Example:
“Please do the dishes.” (locution)
By uttering the locution “Please do the dishes,” the speaker requests the
addressee to wash the dishes. (Illocution)
“Please do the dishes” would lead to the addressee washing the dishes
(Perlocution)
Performatives
Austin (1962) also introduced the concept of performative utterances.
These are statements which enable the speaker to perform something just by
stating it. A performative utterance said by the right person under the right
circumstances can result in a change. However, certain conditions have to be met
first when making a performative utterance.
For example, the phrase
“I now pronounce you husband
and wife,” when uttered by an
authorized person such as a judge
will have the actual effect of
binding a couple in marriage.
However, if the same statement is
uttered to the same couple in the
same place by someone who is
not authorized to marry them,
then the performative utterance
has no effect because a condition
was not met.
Key Question:
1. What are the things that one should consider in order to respond
effectively in a particular situation?
ENG 111
MODULE
7
Inclusive Date:
________________
__
THE SPEECH ACT
Figure 1

28
Searle’s Classification of Speech Act
As a response to Austin’s Speech Act Theory, John Searle (1976), classified
illocutionary acts into five distinct categories.
1. Assertive - The speaker expresses belief about the truth of a proposition.
Some examples of an assertive act are suggesting, putting forward,
swearing, boasting, and concluding.
2. Directive - The speaker tries to make the addressee perform an action.
Some examples of a directive act are asking, ordering, requesting, inviting,
advising, and begging.
3. Commissive – It commits the speaker to doing something in the future.
Examples of a commissive act are promising, planning, vowing, and betting.
4. Expressive – The speaker expresses his/her feelings or emotional
reactions. Some examples of an expressive act are thanking, apologizing,
welcoming, and deploring.
5. Declaration – It brings a change in the external situation. Simply put,
declarations bring into existence or cause the state of affairs which they
refer to. Some examples of declarations are blessing, firing, baptizing,
bidding, passing a sentence, and excommunicating.
One speech act may be locution, illocution, and perlocution at the same
time. When a classmate says to another, “Will you please hand me my pen?” the
uttering of the word is the locution; the utterance, though in interrogative form, is
an imperative – a request to hand over the pen (Illocution). Finally, the response of
handing over the pen is the perlocution.
Always keep in mind that speech acts include concrete life interactions that
require the appropriate use of language within a given culture. Communicative
competence (i.e., the ability to use linguistic knowledge to effectively communicate
with others) is essential for a speaker to be able to use and understand speech acts.
Reference
Ellis, T. (n.d.). Sneak Peek Seattle Municipal Courthouse Wedding [Photograph].
Retrieved from https://www.tomellisphoto.com/blog/sneak-peek-seattle-
municipal-courthouse-wedding/
High School. pg. 44-45. Quezon City: C&E Publishing, Inc.
Points to Remember

29
Name: _____________________________ Date: _____________________
Section: ____________________________ Score: ____________________
ACTIVITY 1
Directions: Supply the missing speech act in each of the following situations
below. (2 pts. each)
1. “Thank you.” (Locution)
___________________________________________________ (Illocution)
The addressee will reply, “you’re welcome.” (Perlocution)
2. ___________________________________________________ (Locution)
The speaker intends to make the addressee to close the door. (Illocution)
The addressee will close the door. (Perlocution)
3. “Are you alright?” (Locution and Illocution)
_________________________________________________ (Perlocution)
4. “Stand up” (locution)
The speaker is commanding the listener to stand up.
_________________________________________________(Perlocution)
5. ___________________________________________________ (Locution)
The speaker intends to ask for forgiveness. (Illocution)
The addressee will forgive the speaker. (Perlocution)
ACTIVITY 2
Directions: Complete the following table with information related to Searle’s
Classification of Speech Acts. (2pts. each)
Example:
Classification of Speech Act Specific Situation Example
Assertive
Lana got the highest
grade in class.
“I am the smartest here
in this class.”
Classification of Speech Act Specific Situation Example
Assertive
Directive
Commissive
Expressive
Declaration
Example:
“Please, keep quiet.” (locution)
The speaker’s intent is to make the addressee to keep quiet. (Illocution)
This would lead the addressee to keep quiet (Perlocution)

30
ACTIVITY 3
Directions: Take a look at the conversation below where the remark by a native
English speaker could be misinterpreted by a native Chinese listener. Discuss
where the confusion originated. (30 pts.)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Rubric for Grading:
CRITERIA 10 5 3
Content
The insights were
discussed clearly
and concisely.
The insights were
discussed clearly
but the output is
too wordy.
The insights are
irrelevant to
the given
concepts.
Grammar and
Vocabulary
The insights were
explained using
proper grammar
and correct
spelling of words.
The insights were
explained using
correct spelling of
words. However,
there are some
errors in grammar.
The output has
too many errors
in grammar and
spelling
Mechanics
The task outcome
showed that the
student followed
correctly.
The task outcome
showed that the
student followed
most of
the instructions
correctly.
The task
outcome
showed that
the student did
not follow the
instructions
correctly.
Assessment
I. Directions: Identify the meaning behind the utterances. Encircle the letter of
the correct answer.
1. Consider the phrase: “I now declare Martial Law.” Who among the following
can say this phrase and make martial law actually happen?
a. President of the country
b. My pregnant neighbor
c. A retired veterinarian
d. A famous Rockstar
2. What do you think does the speaker mean when he/she says, “Can you open
the door?”
a. The speaker wants to know if I have the ability to open the door.
b. The speaker is requesting me to open the door.
c. The speaker does not make sense.
John: “I couldn’t agree with you more.”
Chen: “Oh....” (Thinking: “He couldn’t agree with me? I thought
he liked my idea!”)

31
d. The speaker is asking me a question.
3. You and your friend who has a fever enter your room. She shivers and tells
you, “It’s cold in here!” How would you interpret what she said?
a. She feels cold.
b. She wants me to increase the temperature in the room.
c. She does not feel well because of the cold.
d. She is complimenting the temperature in my room.
4. Based on the scenario in item number 3, what would your next action be?
a. I will thank my friend.
b. I will agree with her and say that the room is cold.
c. I will increase the temperature to decrease the coldness.
d. I will ignore my friend.
5. In which of the following statements is the speaker making a commitment?
a. “I checked her Facebook profile yesterday.”
b. “I’m in love and I’m happy!”
c. “I promise to love you for better or for worse.”
d. “I think following my suggestion will get us a high grade.”
II. Directions: Define the following in your own words.
1. Locution - __________________________________________________
___________________________________________________________
2. Illocution - __________________________________________________
___________________________________________________________
3. Perlocution - ________________________________________________
___________________________________________________________
4. Speech Act - _________________________________________________
___________________________________________________________
5. Performatives - ______________________________________________
___________________________________________________________

32
General Directions: Read the instructions below
carefully. You may also use the rubrics as guideline in
constructing your magazine.
1. For this project, students may work individually or in pairs. Those who opt to
work in pairs are advised to observe health and safety precautions. Planning
should be done through online channels only. Face-to-face meetings are
prohibited.
2. Write five feature articles with different topics. You may choose any topic you
prefer (e.g. travel, food, music, pop culture, books, films, etc.). Do not
plagiarize other people’s work.
3. Each article should have a catchy title, an introduction, a body, and a
conclusion.
4. You may add images to your articles. You can use pictures that you took on
your own or if you are going to use other people’s photograph, always cite it.
5. After writing, compile the essays and layout them to create a magazine.
6. There are no restrictions on the style and/or format of the magazine. Creativity
is highly encouraged.
7. Submit a hardcopy to your teacher.
Rubric for Grading:
Description/Indication
Criteria 25 20 15
Content
The topic was
explained clearly due to
the researches
collected from various
sources.
The topic was
explained clearly due to
the researches
collected from various
sources. However,
there are some points
that need more
clarification.
The writer did very
little research and the
article was not
explained clearly.
Grammar
The writer followed the
conventions and rules
of grammar in writing
his/her feature articles.
The writer followed the
conventions and rules
of grammar in writing
his/her article.
However, there are still
minimal grammatical
errors.
The output has too
many errors in
grammar and spelling.
Creativity
The layout and designs
show creativity.
Furthermore, the
images used are
relevant to the articles.
The images used are
relevant to the articles,
but the layout and
designs lack creativity.
The layout and designs
lack creativity and no
images were used in
the feature articles.
Originality
The content shows no
sign of plagiarism.
Some parts of the
articles were copied
from various sources.
All the contents of the
magazine were copied
from various sources.
Note: The Module 8 (Quarterly Examination) will be administered when
the discussions of Modules 1 – 7 are done.
PROJECT FOR ENG 111 (ORAL COMMUNICATION)

WEEK 1-7_CM_MDL_ENG111.pdf

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