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Oral Com Hometask 5
Oral Com Hometask 5
Department of Education
REGION VII – CENTRAL VISAYAS
Schools Division of Cebu Province
I. MELC:
EN11/12OC-Ia-15 Identifies the various types of speech context
II. OBJECTIVES:
Knowledge : Determine the different types of speech context
Skill : Compare and contrast the different types of speech context
Attitude : Develop independence upon working the home tasks
III. SUBJECT MATTER:
Process of Communication
References: Oral Communication in Context for Senior High School, C & E Publishing, Inc.,
Page 19-20
IV. PROCEDURE:
A. Readings:
It was already noted in the previous modules that many think of “communication” as public speaking or
as a situation in which one Speaker addresses many Listeners. Others think of it as involving only two
people talking to each other, but communication can involve more than two people or an audience. It can
be a group discussion on cancer awareness, an organizational program to save the environment, a radio or
TV show focused on corruption of the government, or it could even be a showcase of tribal dances from
all over the Philippines. Indeed, communication may be classifies into different types based on the
number of participants in the process.
B. Exercises for Skill Subjects/Analysis Questions using HOTS for content subjects
EXERCISE 1:
Directions: Answer the comprehensive questions below.
QUESTIONS:
1. How does intrapersonal differ from interpersonal communication?
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2. What makes public different from other types of interpersonal communication?
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3. Among the types of interpersonal communication, which has the biggest audience? Support your choice.
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EXERCISE 2:
Directions: Determine what type of speech context is shown the following statements. Write your
answers on the space provided in each number.
V. Assessment/Application:
Directions: Compare and contrast the different types of speech context. Use the graphic organizer
below.
Type Description Your Own Example
Intrapersonal 1.
2.
Interpersonal
1.
Dyad 2.
1.
Small group 2.
1.
Public 2.
1.
Mass 2.
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