LIST OF TASKS IN SPEECH FOR CLASSROOM

Course & Year: BSED – III

MIDTERM
(Tasks that were previously assigned in Google Classroom are also counted)

Note: Please note that the below tasks are selected for the reason that we are on quarantine, so other
activities including public speaking in a bigger setting and interviews outside home are not assigned.
Some tasks require a video recording for speech technicalities and audio-visual importance. Rubrics are
used for assessing some tasks. In the video recording, say your name first, course & year, and then the
task #. Avoid recording in an area with noisy background. You can use your editing skills in finalizing the
video. No confirm schedule for the submission but once the quarantine is over, you must be ready with
your outputs. So, for your video recordings, save them in your phone galleries and for the written tasks,
compile them on a short-white folder with your name, course & year, and subject on the cover. For the
paper, you can either use the yellow or bondpaper short.

TASK/s #1: INTERCULTURAL COMMUNICATION

A. Prepare a 3-5 minute speech about this quote taken from Understanding Cultural
Differences by Edward Hall and Mildred Hall: “The essence of effective cross-cultural
communication has more to do with releasing the right responses than with sending the
‘right’ message.”
 Highlight your speech with your answer to the following question: Why is
“releasing the right responses” more important than “sending the right
message” in intercultural communication?
 You can deliver the speech in a manuscript manner.
 Record a video.
B. On a whole sheet of paper, answer the following questions wih a minimum of 500 words
essay:
1. Have you ever been in a situation where you are surrounded by members of
another culture or subculture and you did not understand what was happening?
List the key details of one such experience.
2. What strategies have you used when you could see problems while
communicating with someone else? What did you do to make your message
clear? What did you do to better understand what the other person was telling
you?
C. With your knowledge of intercultural communication, write a creative dialogue which
reflects how a barrier in communicating can arise in a classroom setting and how
teachers and students work around it. Your dialogue must be at least 300 to 500 words
in length. Write the script on a whole sheet of paper.

TASK/s #2: SPEECH CONTEXTS

A. Keep a week-long journal of your thoughts and reflections. Write your thoughts before
each day ends. Write it on a short bondpaper. You may use any of the prompt questions
below for each of the days, but you are encouraged to write your own ideas.
1. What made me happy this day? Why?
2. What did I dream of last night? How did it make me feel?
3. What event in the near future am I apprehensive about? Why do I feel that way?
4. What could I have done better today?
 5. What happened today that made me feel something strongly?
6. What do I find difficult to do? Why?
7. What problem did I encounter today? How did I face it?
8. Who did I make happy today? Who made me happy?
B. Choose from the topics below or come up with your own.
 COVID-19 Pandemic
 No graduation ceremonies
 Poverty
 Corruption of Leaders
Then, discuss the following aspects of your chosen topic to any of your family
member/s.
 Causes and effects
 Steps that should be taken to address the topic.
You have ten minutes to discuss, and you can exchange opinions. Record a video during
the discussion.

TASK/s #3: SPEECH STYLE

A. Identify the type of speech style appropriate for the following situations. Copy and
answer. Write your answer before the number of each statement. Use a whole sheet of
paper.
______________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. Reading news reports
______________6. Talking and laughing about memorable experiences
______________7. Communicating while playing sports
______________8. Having a one-on-one conversation
______________9. Delivering an oratorical speech
______________10. Leading a prayer before class
______________11. Reading school policies
______________12. Talking to a principal
______________13. Reading pledge of allegiance to the flag
______________14. Talking to a stranger
______________15. Inquiring a hotel
B. Pretend that you are the president of the Philippines and that you are giving a brief
speech to inspire the citizens in a quarantine situation because of COVID-19 pandemic.
 Deliver a 3-minute speech.
 Record a video
TASK/s #4: SPEECH ACTS
A. Using a whole sheet of paper, complete the following table with information related to
Searle’s Classification of Speech Acts. The specific situation should be observed in a
classroom setting.
Example:
Classification of
Specific Situation Example
Speech Act
Assertive Chris bought a new gadget, and “I’m the only one in school
 he shows it off to his friends. who has this new iPhone
model.”
Your turn:
Classification of
Specific Situation Example
Speech Act
Assertive
Directive
Commisive
Expressive
Declaration
B. Using a whole sheet of paper, explain the three types of speech acts in your own words.
1. Locutionary Act
2. Illocutionary Act
3. Perlocutionary Act
TASK/s #5: TYPES OF COMMUNICATIVE STRATEGY
A. Identify the type of communicative strategy in each statement. Copy and answer. Write
your answer before the number of each statement. Use a whole sheet of paper.
______________1. “Do you have anything to say?”
______________2. “One of the essential lessons I gained from the discussion is the
importance of sports and wellness to a healthy lifestyle.”
______________3. “Excuse me? I think we should speak one at a time, so we can clearly
understand what we want to say about the issue.”
______________4. “Go on with your ideas. I’ll let you finish first before I say
something.”
______________5. “Have you heard the news about the latest achievement of our
government?”
______________6. “Hey, how are you? I missed you!”
______________7. “Best regards to your parents! See you around!”
______________8. “Good to see you. Anyway, I came to visit you because I want to
personally offer apologies for what I did yesterday.”
______________9. “Sorry, I can’t decide on that now. I am still focused on my writing
assignment. Let’s talk next time, okay?”
______________10. “Now, it’s your turn to ask questions.”
B. Think of three scenes from a movie or a TV show where various competitive strategies
were employed in one conversation. Watch the scenes and evaluate the effect of the
strategy applied to the conversation and to the characters.
List your evaluations following the table format below. Use a whole sheet of paper.
Movie/TV Show
(scene and Communicative Effect on the Effect on the
context; strategy applied conversation characters
characters

C. On a whole sheet of paper, answer this question and make sure to give example: How
can the sudden change in communicative strategy in a conversation affect the quality of
 interaction, the speaker-audience relationship, the role and responsibilities of the
speaker, the message, and the delivery?

D. Create a comic strip (a sequence of drawings telling a story like in a newspaper or comic
book) that clearly portrays at least four conventions (nomination, turn-taking, repair,
termination, topic shifting, topic control, restriction). It should be in a class scenario. Use
a short bondpaper.

TASK #6 (Project):
 Plan and present a minimum of 5-minute video about the place you have visited.
 Mention the things that make the tourist spot a dream destination. Remember, this
activity will help you practice making positive statements about a vacation site and
responding to how people see this place differently. Take note, it doesn’t need to be a
popular tourist spot but you can also consider presenting destinations that you think are
beautiful and a good place to visit.
 When writing your script for the video, you can answer these 10 questions as your
guide:
1. Why do tourists visit this place?
2. What do many visitors like to do here?
3. What would be best for a day trip?
4. What should one do for a good night out?
5. Where can visitors get the best food?
6. Where can visitors buy their souvenirs?
7. What outdoor activities are famous?
8. What is amazing about the weather?
9. What is the best thing to do here during summer?
10. What do tourists say about this vacation spot?
 Tip: You can watch some commercial videos to get suggestions and ideas in making this
video presentation.

TASK #6 (Major Examination):

Use a whole sheet of paper for your answers.
Direction: Choose the letter of the best answer. Write the letter only.
1. What happens when individuals interact, negotiate, and create meanings while bringing in their varied cultural backgrounds.
a. cultural orientation
b. social interaction
c. intercultural communication
d. sociolinguistic competency
2. Which of the following does NOT influence intercultural communication?
a. ethnicities
b. religions
c. sexual orientations
d. physical appearance
3. Which of the following causes disruption during intercultural communication?
a. cultural collisions
b. attitude
c. language
d. relationships
4. What conclusion you can derive from the interaction with other cultural group and not being affected by any disruption?
a. It is necessary to interact with others regardless of the cultural differences.
b. It is important to acknowledge and understand the many communication patterns present in other cultures.
c. It is okay to deal with foreign people in our country to improve the tourism status of our country.
d. It is a good way in order to establish strong relationship with other Asian or Western people all over the world.
5. Which of the following accompany/ies your speech that add to what you are saying in different ways?
a. body movements
b. tone of voice
c. understanding towards the topic
d. attitude/behavior
6. What is essential about the Developmental Model of Intercultural Sensitivity (DMIS)?
a. It develops flexibility and the ability to tolerate high levels of uncertainty.
b. It takes into consideration all the elements in culture.
c. It refrains from showing a bias when talking to someone that has different culture.
d. It offers a structure that explores how people experience cultural differences.
7. What stage in DMIS represents an individual who does not recognize cultural differences?
a. Defense
b. Minimization
c. Denial
d. Acceptance
8. Which of the following denotes adaptation?
a. “All urban areas are the same.”
b. “I think your culture is better than mine.”
c. “We can learn from one another.”
d. “I’m adjusting my way of living in consideration to your background.”
9. What stage in DMIS represents an individual who starts to recognize cultural differences but with bias?
a. Defense
b. Minimization
c. Denial
d. Acceptance
10. Which of the following denotes acceptance?
a. “All urban areas are the same.”
b. “I think your culture is better than mine.”
c. “We can learn from one another.”
d. “I’m adjusting my way of living in consideration to your background.”
11. What stage in DMIS represents individuals seeing the universality of the culture than its differences?
a. Defense
b. Minimization
c. Denial
d. Acceptance
12. What will happen after understanding the DMIS stages?
a. You can recognize communication behaviors which differ from your own.
b. You consider what can influence different types of behaviors.
c. You try to analyze how linguistic and cultural communities differ in terms of communication behavior and influencing factors.
d. all of the above
13. Which of the following traits of a competent intercultural communicator was NOT identified by the World Bank?
a. Sensitivity
b. Adaptability
c. Open-mindedness
d. Avoid stereotype
14. How would you differentiate divergent thinking and systems-level thinking if both are characteristics of a competent intercultural
communicator?
a. It is thinking creatively and thinking how each one in a system influences the other, respectively.
b. Systems-level thinking is a creative thinking while divergent thinking is not.
c. Divergent thinking is a literal way of thinking while the systems-level thinking is specific.
d. The former is very critical while the latter is a simple way of thinking.
15. What are the other elements you need to consider in addition to culture during communication?
a. intelligence, skills, physical appearance
b. gender, sex, profession, job
c. gender, age, social status, and religion
 d. profession, abilities, intelligence
16. How can you refrain showing a bias when talking to someone?
a. Belittle people you think to be on a lower class than you do.
b. Talk down on younger people and the elderly.
c. Be sensitive to the religious practices of others.
d. Have a generalize perception about the culture.
17. Which of the following situations denotes that a person is bias/insensitive about religion?
a. Muslims and Catholics have understood each other.
b. A Catholic inviting a Muslim friend in a fiesta during Ramadan.
c. Catholics making friends with Muslims.
d. Muslims talking to a non-Muslim individual.
18. What group/element is being misrepresented if a person will say, “You must experience eating delicious foods before you leave.”?
a. culture
b. social status
c. religion
d. age
19. Which type of speech context refers to communication that requires you to deliver or send the message before or in front of a group?
a. intrapersonal communication
b. interpersonal communication
c. public communication
d. mass communication
20. Which type of speech context refers to communication that takes place through media?
a. intrapersonal communication
b. interpersonal communication
c. public communication
d. mass communication
21. Which type of speech context refers to communication that centers in one person?
a. intrapersonal communication
b. interpersonal communication
c. public communication
d. mass communication
22. Which type of speech context refers to communication that occurs between and among a dyad or a small group?
a. intrapersonal communication
b. interpersonal communication
c. public communication
d. mass communication
23. What type of communication you are making if you are having a discussion with your group mates on how to finish a school project?
a. Intrapersonal
b. Dyad
c. Small Group
d. Public
24. What type of communication you are making if you are providing a comfort to a friend who was feeling down?
a. Intrapersonal
b. Dyad
c. Small Group
d. Public
25. How can the way people communicate be dictated and affected?
a. by the use of speech contexts
b. by the use of speech styles
c. by getting intimidated
d. by being formal or informal
26. What will happen if the way you communicate got affected/dictated?
a. It will result into complication
b. It will result into various speech styles
c. It will result into change of language use
d. It will result into communication breakdown
27. What is the function of the different types of speech styles?
a. Dictates what appropriate language or vocabulary should be used or observed
b. Dictates the communicators to be careful in using any words before speaking
c. Dictates what kind of gestures or other body movements are proper to be used
d. Dictates the way people communicate
28. What speech style mostly occurs in ceremonies?
a. Intimate
b. Casual
c. Formal
d. Frozen
29. What speech style is used by a priest in delivering his sermons during mass?
a. Intimate
b. Casual
c. Formal
d. Frozen
30. What speech style is being observed during doctor-patient conversation?
a. Intimate
b. Casual
c. Consultative
 d. Formal
31. What speech style is being observed when a speaker uses slang words in talking with peers?
a. Intimate
b. Casual
c. Consultative
d. Formal
32. Which of the following you need to remember in delivering frozen style of speech?
a. be funny
b. change the words
c. say them any time and place
d. be serious
33. How would you use an intimate speech style when having a conversation?
a. By sharing to the public how much you love your girlfriend
b. By making a phone call to your mom in a loud speaker mode
c. By inviting all your close friends to attend a birthday party of your sister
d. By having a private conversation with your sister about your crush
34. What strategy will you use in a speech situation to achieve an intended effect?
a. speech act
b. speech context
c. speech style
d. communicative strategy
35. What social function is being used by the speaker in saying “Enough of this one!”?
a. Request
b. Compliment
c. Complaining
d. Refusal
36. Who was the proponent and developer of the speech act theory?
a. John Searle
b. J.L. Austin
c. Schegloff
d. Cohen
37. What is the relationship between locutionary and illocutionary act?
a. Both are types of speech acts
b. The illocutionary act is the social function of the locution
c. The locutionary act happens before the illocutionary act
d. The illocutionary act happens before locutionary act
38. What type of speech act refers to as the resulting act of what is said?
a. Locutionary
b. Illocutionary
c. Perlocutionary
d. Indirect speech act
39. What ideas justify indirect speech act?
a. It is the same as the inferred speech act wherein there is a direct connection of the utterance and its meaning
b. It provides similar forces or intention from the inferred speech act
c. It provides utterance that will literally asks the addressee to do something
d. It occurs when there is no direct connection between the utterance and its meaning
40. What would happen if the statement is uttered by the right person at the right circumstances?
a. It will result into change
b. It will not change anything
c. Certain condition will not be met
d. It result into performative
41. Which of the following is an example of assertive?
a. Swearing
b. Begging
c. Deploring
d. Excommunicating
42. How would you categorize a statement, “You are hired!”, as one of Searle’s classification of speech acts?
a. As an assertive
b. As a directive
c. As a commissive
d. As a declaration
43. What could be done to minimize gaps or lapses during conversation?
a. use communicative strategies
b. apply grammar appropriately
c. must have sociolinguistic competence
d. use sensible discourses
44. What strategy in communication is used if a friend of yours wants to talk about his favorite TV show?
a. nomination
b. restriction
c. topic control
d. topic shifting
45. What strategy is used in order to give all communicators a chance to speak?
a. restriction
b. topic control
c. turn-taking
 d. topic shifting
46. What strategy is used when communicators have to follow instructions during communication?
a. nomination
b. restriction
c. repair
d. termination
47. What communicative strategy is used to address and correct issues during communication?
a. nomination
b. restriction
c. repair
d. termination
48. How would you identify the type of communicative strategy in the statement, “Best regards to your parents! See you around!”?
a. nomination
b. restriction
c. repair
d. termination
49. What would happen if a communicator has sociolinguistic competence?
a. He/she can appropriately use the target language depending on the context
b. He/she can accurately use words and structures of the target language
c. He/she can understand grammar rules and avoid flaws in a sentence
d. He/she can acquire ability to organize a message effectively
50. Why do we need to have and develop communicative strategies?
a. to avoid interferences or barriers which prevent successful communication
b. to achieve successful communication all the time
c. to be formal and professional in every chance of interaction
d. to become an effective or competent communicator