11

ACTIVITY SHEETS IN
ORAL COMMUNICATION
IN CONTEXT

Quarter 1
 11
ACTIVITY SHEETS IN
ORAL COMMUNICATION
IN CONTEXT

Quarter 1

This Activity Sheet is collaboratively developed and

evaluated by educators from public schools of SDO Urdaneta
City. Teachers and other learning practitioners are encouraged to
send their comments, feedbacks, and suggestions about this
learning resource to DepEd SDO Urdaneta City through email:
urdaneta.city@deped.gov.ph | lrmdsdepedurdaneta@gmail.com.

Your comment and suggestions are highly appreciated.

Department of Education ● SDO Urdaneta City

Activity Sheets in Oral Communication in Context 11
First Quarter
2020

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ACTIVITY SHEETS IN ORAL COMMUNICATION IN CONTEXT DEVELOPMENT TEAM

Writer/s: Regina B. Velasco
Evaluators/ Hilda Lumague Gemma Marie Baltazar
Reviewers: Gino Aspiras Mara A. Gabriel
Nimfa Medriano Noraima G. Baguan
Illustrator/s: Rex Cairos Delmendo
Layout Artist: Manuel J. Tolentino II
Management Schools Division Superintendent Fatima R. Boado
Team: Asst. Schools Div. Superintendent Rosario O. Cabrera
Division EPS, LRMS Joel B. Caballero
EPS-In-Charge of Learning Area Almera S. Zarate
Project Development Officer II—LRMS Roseanne O. Cabrera
Librarian II—LRMS Jesusa S. Agbanlog

Printed by SDO URDANETA CITY—LEARNING RESOURCES DEVELOPMENT AND

MANAGEMENT UNIT
Department of Education—Region I

Office Address: High School Drive, San Vicente West, Urdaneta City, Pangasinan
Telefax: 075-568-3054
E-mail Address: urdaneta.city@deped.gov.ph
 Table of Contents

I. Nature and Elements of Communication

A. Process of Communication .................................. 1-4

B. Communication Models ...................................... 5-8

C. Communication Barriers ..................................... 9-11

II. Types of Speech Context ............................................. 12-14

III. Functions of Communication ....................................... 15-17

IV. Types of Speech Styles ............................................... 18-20

V. Types of Speech Acts ................................................... 21-23

References ....................................................................... 24-25

Name: _________________________________ Date: _____________

Grade/Section: __________________________ Score: ____________

ORAL COMMUNICATION IN CONTEXT

GRADE 11 / QUARTER 1
Learning Explains the functions, nature and process of
Competency: communication. (EN11/12OC-la-2)
Nature and Elements of Communication
Subject Matter:
A. Process of Communication

POINTS TO REMEMBER

1. Communication is a dynamic process that involves two or more people

who exchange information, ideas, opinions or emotions.

2. The process of communication starts with encoding, then transmitting, to

receiving, which then moves to decoding and ends in responding.

3. People communicate in order to control, socially interact, motivate,

emotionally express and/or disseminate information.

Activity 1: Spelling and Vocabulary Enrichment

Objectives: To increase one’s vocabulary bank and improve
spelling skills
Procedure: Connect the term with its definition by drawing lines
from Column A to Column B

COLUMN A COLUMN B

FLIGHTY A. Muscular; strong

BRAWNY B. Not pleasant or enjoyable
MISERLY C. Not serious or dependable
DELIBERATELY D. Being too stingy; or not wanting to give or
DISTASTEFULLY spend money
E. To think about something carefully in
order to come up with a decision

1
 Activity 2: Why Do People Communicate (The Nature and
Process of Communication)

Objectives: To observe how people communicate and the reason

for communicating

Procedures: In a span of an hour, observe how people in your household

interact with each other. Record how this is done in the matrix provided.

No. of Reason for Message Mode of Feedback/

People Communication Communication Response
Involved Given

2
 Activity 3: The Functions of Communication

Objectives: To identify the function of information in each

communication situation

Procedures: Identify the function of communication in each of the following

situations. Write your answers on the space provided.

__________________ 1. The landlady orients the renters of her house

rules.

__________________ 2. The senatorial candidate revealed his platform

during one of his campaign sorties.
__________________ 3. Winston Churchill gave the shortest valedictory
address in history. His message:” Never give
up!”

__________________ 4. Tina gave a tearful “yes” when Jose asked her to

marry him.
__________________ 5. During the first day of class, the teacher asks the
students to move around and introduce
themselves to their classmates.

__________________ 6. The manager warned the employee that going

absent without any advance notice may be
grounds for termination.

__________________ 7. Despite their loss, the team manager announced

that he would still treat them with slices of pizza
and soda to cheer them up.

__________________ 8. Sara sharing some cooking tips in her blog.

__________________ 9. Jun introduced Ana to his friends when they

started dating exclusively.
_________________ 10. Abbie encouraged her classmates to study
harder and never give up.

3
Enrichment Activity: Let’s Recap and More
Procedure: Watch the video clip Wishing and Hoping at https://
www.youtube.com/watch?v=s9YnlWkwA_M and answer the following
questions:

1. How many people were involved in the communicative process?

2. According to the bride, what must one do to end up receiving a proposal

and getting married?

3. What medium did she use to transmit the message?

4. What nature of communication was used in the clip? Why do you say so?

5. Do you think her bridesmaids got the message? Why do you say so?

6. With the rise of feminism and equality do these notions (of winning a
man) still hold true? Why or why not?

4
Name: _________________________________ Date: _____________

Grade/Section: __________________________ Score: ____________

ORAL COMMUNICATION IN CONTEXT

GRADE 11 / QUARTER 1
Learning Differentiates the various models of communication
Competency: (EN11/12OC-la-3)
Nature and Elements of Communication
Subject Matter:
B. Communication Models

POINTS TO REMEMBER

1. A model is used to explain an idea, thought or a concept in a much

simpler way using pictures, tables, representations and the like.

2. In the Aristotelian Communication Model, the speaker plays the key role
in the process of communication

3. Berlo’s model of communication considers the emotional aspect of the

message

4. In the Schramm model, coding and decoding are the two essential
processes of an effective communication. Communication is incomplete
unless and until the sender receives a feedback from the recipient.

5. The Shannon and Weaver model proposes that a message actually

originates from the person who gets the thought or has the information.
The information then gets transmitted as a signal which then reaches the
recipient after encountering disturbances. The recipient then further
passes on the message to its final destination or other minds of other
individuals.

5
 Activity 1: Spelling and Vocabulary Enrichment

Objectives: To increase one’s vocabulary bank and improve

spelling skills

Procedure: Connect the term with its definition by drawing lines from
Column A to Column B

COLUMN A COLUMN B
PRUDENTLY A. Mystery
HEATEDLY B. Marked by excitement or anger
DULY C. Having or showing good judgment
ENIGMA D. Quarrel over petty matters
SQUABBLE E. In a proper or expected way

Activity 2: In a Nutshell

Objectives: To complete the matrix with supporting information

taken from lectures, readings and various sources.

Procedures: Complete the matrix by providing supporting information taken

from the teacher’s lecture and other sources.

SHANNON-
ARISTOTLE BERLO SCHRAMM
WEAVER
Official
Name of
Model

Year
Created

6
 Key
Concept/s
of the
Model

Parts/
Functions of
the Model

Strengths of
the Model

Weaknesse
s of the
Model

Special
Feature of
the Model

7
 Activity 3: Let’s Act It Out!

Objectives: To create an example of a model of communication

as applied from what has been acquired from various readings.

Procedures: Create a short script that will make use of a specific model of
communication. Send this out to a classmate online who will then act out the
script. On the script, make sure your name is indicated as the writer and the
name of who you sent the script to. This will be printed out and attached to
the activity sheet of your classmate.

Once the script was acted out by your classmate use any form of media to
exchange ideas on what the classmate has learned from your script. In
particular, ask questions such as:

1. The Communication Model acted out

2. Identify the sender, message, medium, receiver and feedback
3. Difficulties encountered in presenting the script.

Enrichment Activity: Reflect on the types on communication model you

have learned from your lessons and reading. Which model do you mostly
use? Why? When you use this model, are the steps or the process followed
closely? Or are there deviations? What are these?

8
Name: _________________________________ Date: _____________

Grade/Section: __________________________ Score: ____________

ORAL COMMUNICATION IN CONTEXT

GRADE 11 / QUARTER 1
Learning Uses various strategies in order to prevent
Competency: communication breakdown (EN11/12OC-la-6)
Nature and Elements of Communication
Subject Matter:
C. Communication Barriers

POINTS TO REMEMBER

Communication is a two-way exchange; if either party doesn't hold up their

end, this leads to miscommunication. Involve more people in the mix and the
communication process becomes more complicated especially if people do
not know how to communicate effectively.

Activity 1: Spelling and Vocabulary Enrichment

Objectives: To increase one’s vocabulary bank and improve
spelling skills.

Procedure: Connect the term with its definition by drawing lines from
Column A to Column B

COLUMN A COLUMN B
PRUDE A. Something that is unusually good, bad, big or great
FOOLISH B. Having a messy or dirty appearance

STREAK C. Showing lack of judgement or good sense

D. Person is too attentive to propriety and convention
DOOZY
E. A long, thing mark that is of a different color from
FROWZY
the background

9
 Activity 2: What is Communication Breakdown?
Objectives: To analyze a given situation and decide whether this
can lead to communication breakdown.

Procedures: Analyze the following statements and decide whether the

situation can lead to communication breakdown. Encircle the number of the
statement that can cause breakdowns in communication.

1. An employee is treating a client indifferently

2. A store manager patiently responds to a customer’s complains
3. A security guard explaining why it is taking too long to enter a store
4. Two employees unknowingly accomplishing the same task
5. An employee is often tardy in submitting projects due to lack of
information from other members of the team
6. A foreign tourist asking information from a native
7. A manager being too controlling in terms of information dissemination
8. A bank manager allowing a client to enter the premises despite the
bank closing 5 minutes earlier
9. A dental assistant calling to remind an appointment
10. A cashier thanking a customer for giving the exact amount of payment.

Activity 3: Match Made in Heaven

Objectives: To analyze a given situation and decide what barrier

would be encountered in the communicative process.

Procedures: Decide what barrier would be encountered in each situation.

Write the letter corresponding to the barrier before each number.

A. LINGUISTIC E. PSYCHOLOGICAL I. PERCEPTION

B. CULTURAL F. TECHNOLOGICAL J. SOCIO-RELIGIOUS

C. PHYSICAL G. PHYSIOLOGICAL K. OGANIZATIONAL

STRUCTURE

D. EMOTIONAL H. ATTITUDE

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___ 1. A Korean exchange student studying in the Philippines

___ 2. A student refuses to talk to her family because she failed the UPCAT

___ 3. An angry housewife confronting a drunk husband

___ 4. A teenager forbidden to ride the roller coaster due to a lack in height

___ 5. A Moslem proposing marriage to a Christian

___ 6. A guard wanting to talk to the company CEO

___ 7. An introvert partnered with an extrovert to complete a class task

___ 8. A woman dressing differently when shopping at the Podium in Ortigas

___ 9. A dyslexic student being asked to read aloud in class

___ 10. The grandmother defining mouse as a pest

___ 11. A Jew refusing to attend seminars on Sundays

Enrichment Activity: With the help of the members of your household,

choose one of the situations in Activity 3. Create a short script and role play
the situation. ADD strategies that will break the barriers; give AT LEAST
TWO strategies. Upload the video online.

11
Name: _________________________________ Date: _____________

Grade/Section: __________________________ Score: ____________

ORAL COMMUNICATION IN CONTEXT

GRADE 11 / QUARTER 1
Learning Identifies the various types of speech context
Competency: (EN11/12OC-Ifj-15)

Subject Matter: Types of Speech Context.

POINTS TO REMEMBER

1. Context can overlap, creating an even more dynamic process.

2. Context are words that are used with a certain word or phrase that help
explain its meaning; the situation in which something happens: the group of
conditions that exist where and when something happens (Merriam
Webster)

Activity 1: Spelling and Vocabulary Enrichment

Procedures: Connect the term with its definition by drawing lines

from Column A to Column B

COLUMN A COLUMN B
BLUSTER A. Not spoiled, corrupted or polluted
LOQUACIOUS B. To speak in a loud threatening manner
DRAB C. Very steep side of a mountain or cliff
PRISTINE D. Full of excessive talk
PRECIPICE E. Dull and lifeless

12
 Activity 2: What I Learned from the Lesson….

Objectives: To describe the various types of speech context and

provide specific examples of each context

Procedures: In your own words describe each type of speech context and
give two examples each.

TYPE OF SPEECH DESCRIPTION EXAMPLES

CONTEXT

INTERPERSONAL

INTRAPERSONAL

PUBLIC

MASS
COMMUNICATION

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 Activity 3: It’s All in the Context
Objectives: To note the areas in the ad showing the various
speech contexts.

Procedures: Watch https://www.youtube.com/watch?v=SIVSq6RTSnA and

answer the following questions:

1. What was the main character talking about?

_____________________________________________________________

2. What types of communication context was being used? What made you
think this is the context being used in each type?
_____________________________________________________________

3. Was the context used to communicate effective? Defend your answer.

_____________________________________________________________

Enrichment Activity:
Choose one of the situations listed below and with the help of members of
the family, record a brief skit that does not exceed 8 minutes. Make sure that
a solution is included in presentation. Upload the skit in your class GC

1. Intrapersonal - A person was buying groceries in a grocery store when

he/she saw a phone lying among the sacks of rice. He/she picked it up and
saw that it was the latest high end phone he/she had been wishing for.

2. Interpersonal - You are gay. While in the mall one day with your straight
friends, you answered the call of nature. You entered the Ladies Restroom
and did your business without any incident. Outside however was a father
who saw you leaving the Ladies Room which his teenage daughter was also
using.

3. Public - You work for the DSWD and you are tasked to hand out forms to
identified recipients of the Social Amelioration Fund. These forms are to be
filled out by the recipient and returned to you. Explaining the process of filling
out the forms individually is repetitious and time consuming.

4. Mass Communication - Your teacher called you up to say that she was
sick and could not report to work. Being the mayor of her homeroom class,
she asked you to disseminate the class’ activity for the day to your
classmates and collect it once it had been accomplished. She further
requested that you share the same information with the other sections. There
are five sections in your grade level with a total of 250 students

14
Name: _________________________________ Date: _____________

Grade/Section: __________________________ Score: ____________

ORAL COMMUNICATION IN CONTEXT

GRADE 11 / QUARTER 1
Most Essential Learning Competencies: Examines
Learning
sample oral communication activities
Competency:
(EN11/12OC-Ibe-8 to 15)

Subject Matter: Functions of Communication

POINTS TO REMEMBER

1. Literacy it is the ability to identify, understand, interpret, create,

communicate and compute, using printed and written materials
associated with varying contexts.

2. Knowing how to navigate through endless piles of information using

various media make it easier for people to communicate and interact
with other individuals and the world.

Activity 1: Spelling and Vocabulary Enrichment

Objectives: To increase one’s vocabulary bank and improve

spelling skills

Procedure: There are a lot of words in the English language that are spelled
with double letters. If the word in the spelling bank is spelled incorrectly,
correct it by providing the proper spelling beside the word. If the spelling is
correct, leave the space after it blank.

Once you are done with the spelling, use the words correctly in the
paragraph.

15
OPORTUNITY
STAGERING
INTELECTUAL
ERONEOUS
OFENSE

A lot of students have the 6. _______________________ impression

that due to the 7. __________________________ workload of their
teachers, the latter have no time to read and correct their papers. They take
this as an 8. ____________________________ to do their assigned, written
tasks quickly by simply going online and copy or cutting and pasting others
people’s work and submitting it as their own. What most do not know is that
they have committed a grave 9. _________________ called plagiarism.
Plagiarism is a crime that is punishable by law as it is the stealing of a
person’s 10. ________________ property.

Activity 2: I Got This

Objectives: To analyze a movie clip for kinds of communication
and identify areas where barriers could be found.

Procedures: Watch Hugh Grant as he plays the role of Prime Minister in

the movie Love Actually at https://www.youtube.com/watch?
v=iA3WLXRuC9E. Go over the scene carefully and provide the following
information.

1. Name the functions of communication used in the clip and cite the
specific situation in which the function was used.

2. The use of non-verbal language was seen all throughout the clip. Name
at least three situations having non-verbal language and identify the specific
non-verbal language used.

3. What barriers were encountered by the characters in the clip? Identify

three specific types and the situation where it could be found

16
 Activity 3: Online Selling

Objectives: To persuade a prospective client to purchase a

product online

Procedures: Use an FB Page specifically for this task in Oral

Communication, upload a product you are interested in selling. Once there is
an interested party, prolong the conversation and persuade the prospective
customer to buy your product. Once the prospective customer is convinced
to buy the product, take a picture of the uploaded product and so with the
conversation. Attach the picture to the activity sheet.

Reflect:

1. Was it difficult for you to sell the product? Why?

2. What difficulties did you encounter during the time you were
communicating with interested buyers?

3. What did you do to resolve or overcome these difficulties?

17
Name: _________________________________ Date: _____________

Grade/Section: __________________________ Score: ____________

ORAL COMMUNICATION IN CONTEXT

GRADE 11 / QUARTER 1
Learning Distinguishes types of speech and speech styles
Competency: (EN11/12OC-Ifj-17)

Subject Matter: Types of Speech Styles

POINTS TO REMEMBER

1. Speech style refers to the distinctive pattern an individual uses while

communicating with a person whether it be verbal or nonverbal. This
covers the way we pronounce our words, how we pause when speaking,
the vocabulary we use, the grammatical structure we observe, our
purpose for communicating and the participants or audience.

2. There are five types of speech style: Casual, Formal, Intimate,

Consultative and Frozen.

Activity 1: Spelling and Vocabulary Enrichment

Objectives: Connect the term with its definition by drawing lines

from Column A to Column B

COLUMN A COLUMN B
CERULEAN A. light, yellowish brown color
MAGENTA B. strong, yellowish pink color
BEIGE C. bright, yellow orange color
SALMON D. resembling the blue of the sky
MARIGOLD E. bright, deep purplish red color

18
 Activity 2: Did You Get It?
Objectives: To identify the various speech styles and contexts
found in the movie clip.

Procedures: Watch the video https://www.youtube.com/watch?v=I6uGId-

a758. After watching the video, answer the following questions:

A. Where is the setting of the movie clip?

___________________________________________________________

B. What was the scene all about?

___________________________________________________________

C. What speech context was used in the clip? Defend your answer.
___________________________________________________________

D. Were the people in the clip interacting and communicating in the same
way? Why do you say so?
___________________________________________________________
___________________________________________________________
___________________________________________________________

E. What speech styles were used during the dialogue? At what part could
this style be found?
___________________________________________________________
___________________________________________________________
___________________________________________________________

19
 Activity 3: Did You Get It?
Objectives: To assess the lines taken from a movie and identify
the speech style used

Procedures: The following lines were taken from the movie the King’s
Speech. Identify what speech style was used in the given lines. Write your
answer before each number

______________1. In this grave hour, perhaps the most fateful in our

history, I send to every household of my peoples, both
at home and overseas, this message spoken with the
same depth of feeling for each one of you as if I were
able to cross your threshold and speak for myself.
______________2. Mr. Johnson, do come in.

______________3. Please take a seat your Majesty.

______________4. How are you Mr. Johnson? Nice to see you.

______________5. Uh, …I see. Well Mr. Lionel, I think it’s good.

______________6. Coming over tonight? Be there at eight.

______________7. What’s up man?

______________8. You have to believe me dear.

______________9. Just try to be brave as your brother boy.

______________10 Bertie, you

.

Enrichment Activity: Record yourself saying the following sentences.

Make sure you say these according to the context in the parenthesis and
the speech style it is most appropriate with.

Once you are done, go over your recording. Do you think you got the tone
just right? How about the context? The speech style?

1. I love you (after receiving a marriage proposal)

2. You may now kiss the bride (as a priest, giving permission to the groom)
3. I will see her/him tonight. (assuring a colleague)
4. Oh no! (when a friend forgot to pay you the money)

20
Name: _________________________________ Date: _____________

Grade/Section: __________________________ Score: ____________

ORAL COMMUNICATION IN CONTEXT

GRADE 11 / QUARTER 1
Learning Responds appropriately and effectively to a speech
Competency: act (EN11/12OC-Ifj-20)

Subject Matter: Types of Speech Acts

POINTS TO REMEMBER

1. A speech act refers to what is done when something is said during social
interaction
2. There are three types of speech acts: locution. Illocution and perlocution
a. Locution - is what the speaker says
b. Illocution - refers to the purpose of the speaker while communicating
c. Perlocution - the effect of what has been said on the addressee or
audience
3. There are five categories to these speech acts: Assertives, Directives,
Expressives, Commissives and Declaratives.

Activity 1: Spelling and Vocabulary Enrichment

Objectives: Unscramble the letters to form the correct word. Be
guided by the definition or description accompanying the
scrambled words. Write your answer on the second column.

1. threbs ie. A sleeping place for someone in a ship or

train.
2. groanmom ie. A person’s initials usually interwoven
with a design

3. rantuxeeb ie. Filled with energy and excitement

4. gatmidoc ie. Given to the expression of opinions

very strongly or positively as if they were facts
5. scockure ie. Showing confidence in a way that is
sure to annoy people

21
 Activity 2: So How Did I Say It?
Objectives: To respond appropriately to a speech act
Procedures: Call a classmate and say the sentences the way
you think it should be said. Record the response of your
classmate and ask the message she/he got from what you said.

WHAT I SAID MY PURPOSE HIS/HER WHAT HE/SHE

RESPONSE UNDERSTOOD
1. Yes! I topped
the exam for this
quarter!

2. Please lend me
a pen.

3. I swear, starting
tomorrow, NO
MORE UNLI RICE!

4. Tina thank you

for helping me with
my homework
yesterday.

5. Green tea is a
great anti oxidant.

Questions:

1. Were the responses given by your classmate expected? Explain your

answer.

2. Was your purpose understood by the receiver? Why do you say so?

22
 Activity 3: Getting to Know Mr Know All
Objectives: To decipher meanings and give proper responses
based on the use of speech acts

Procedures: Read Mr. Know All and fill out the blank spots in the column.
As much as possible, cite the specific dialogue used in the story.

LOCUTION ILLOCUTION PERLOCUTION

“Whisky and soda or a Narrator chose the
dry martini, you have martini. “A very good
only to say the word." cocktail”, he said.

“ No. I hate card tricks”. "Well, I'll just show you

this one."

3. The narrator wants to “British to the backbone,

know the citizenship of that's what I am."
Mr. Kelada

4. "I can't undo it," she Mrs. Ramsey could not

said. take off the necklace.

5. Oh, Elmer, you can't Don’t make foolish

bet on a certainty." wagers.

23
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Youtube PH. Kwentong Jollibee: Apo. Uploaded December 12, 2019.
Accessed May 28, 2020.

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Uploaded December 12, 2019. Accessed May 28, 2020. https://
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Youtube PH. Legally Blonde Movie Clip He’s Gay. Uploaded November 30,
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For comments., questions or suggestions please contact
Department of Education – Schools Division Office of Urdaneta City

High School Drive, San Vicente West, Urdaneta City, Pangasinan 2428
Telephone Number: (075) 569-3054
Email Address: urdaneta.city@deped.gov.ph | lrmdsdepedurdaneta@gmail.com
 Rubrics for Role Playing

CRITERIA VERY GOOD GOOD AVERAGE NEEDS

(10) (6) (4) IMPROVEMENT
(2)
Displayed
complete
understanding of
the topic/situation.
Voice is clear and
distinct. The
words relating to
the topic is well
chosen and
pronounced
correctly. There
are no
grammatical
errors.
The output
stayed on topic
all throughout
the presentation
Task required
was present: To
present a
solution of the
problem.
TOTAL SCORE

Scoring rubrics adapted from:

https://www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/186/AltMeasB-7-RubricExmpl.pdf
 ANSWER KEY
Title of the Activity: Nature and Elements of Communication
Process of Communication
Flighty - c Brawny - a Miserly - d Deliberately - e Distastefully - b

control 3.motivation 5.social 7.motivation 9.social

Info 4.emotional 6. control 8.info 10. motivation

dissemination expression dissemination

Title of the Activity: Nature and Elements of Communication

Models of Communication
PRUDENTLT - C HEATEDLY - b DULY - E 4.ENIGMA - A 5. SQUABBLE - D

Title of the Activity: Nature and Elements of Communication

Communication Barriers
1.PRUDE- d 2. FOOLISH - c 3. STREAK - e 4.DOOZY - a 5. FROWZY - b

1. a 3.d 5.b 7.h 9.g 11.j

2. e 4.c 6.k 8.i 10.f

Title of the Activity: Functions of Communication

OPORTUNITY OPPORTUNITY
STAGERING STAGGERING
INTELECTUAL INTELLECTUAL
ERONEOUS ERRONEOUS
OFENSE OFFENSE

A lot of students have the 06. ERRONEOUS impression that due to the 07. STAGGERING
workload of their teachers, the latter have no time to read and correct their papers. They take this as
an 08. OPPORTUNITY to do their assigned, written tasks quickly by simply going online and copy
or cutting and pasting others people’s work and submitting it as their own. What most do not know is
that they have committed a grave 09. OFFENSE called plagiarism. Plagiarism is a crime that is
punishable by law as it is the stealing of a person’s 10. INTELLECTUAL property.

Title of the Activity: Types of Speech Context.

BLUSTER -B LOQUACIOUS - DRAB - E PRISTINE - A PRECIPICE - C

Title of the Activity: Types of Speech Styles

CERULEAN-D MAGENTA-E BEIGE-A SALMON-B MARIGOLD-C
 01. INTIMATE 05. CONSULTATIVE 09. INTIMATE
02. FORMAL 06. INTIMATE 10.CASUAL
03. FORMAL 07. CONSULTATIVE
04. CASUAL 08. INTIMATE

Title of the Activity: Types of Speech Acts

01. threbs ie. A sleeping place for someone in a ship or train. BERTHS
02. groanmom ie. A person’s initials usually interwoven with a MONOGRAM
design
03. rantuxeeb ie. Filled with energy and excitement EXUBERANT
04. gatmidoc ie. Given to the expression of opinions very DOGMATIC
strongly or positively as if they were facts
05. scockure ie. Showing confidence in a way that is sure to COCKSURE
annoy people