Effective Communication • Grade 11 • Quarter 1 • Week 1 (Day 1 of 5)
Day 1 Lesson: Audience–Setting–Purpose
A reader-facing lesson post that teaches students a simple but powerful skill: before you speak, check the Audience, Setting, and Purpose. This is the foundation of appropriate language use across contexts.
Why this lesson matters
Think about how you say hello in different situations. When you meet a new classmate, you might say, “Hi! I’m ____.” But if you’re facing a job interviewer, most people switch to something like, “Good morning. My name is _____. Thank you for the opportunity.”
The message is almost the same: you’re introducing yourself. But the delivery changes—your word choice, your tone, your posture, even your facial expression. That difference is not “extra.” It is a real communication skill: matching your language to the context.
In this Day 1 lesson, we will learn a simple lens to guide appropriate communication in real life: ASP = Audience, Setting, Purpose. You’ll use it to write and perform introductions that fit the moment, instead of sounding too casual, too formal, or (worse) disrespectful.
Goal for Day 1
By the end of this session, you will be able to identify the Audience, Setting, and Purpose in a scenario—and use those three clues to craft an appropriate greeting/introduction.
Learning targets (student-friendly)
- I can identify the Audience, Setting, and Purpose of a communication situation.
- I can explain how ASP affects my word choice and tone.
- I can write and deliver two introductions for two different contexts.
Success criteria (what “good” looks like)
- I correctly name the Audience, Setting, and Purpose.
- My greeting fits the situation (not awkward, not rude, not mismatched).
- I can justify my choices with one clear sentence: “I used ___ because ___.”
The ASP Lens: The simplest tool for context-aware communication
A — Audience (WHO)
The audience is the person or group you’re speaking to: a friend, classmate, teacher, interviewer, online group, or a community leader. Audience affects how polite, formal, or casual you should be.
Example: You can be relaxed with a close friend, but you should be respectful with an interviewer.
S — Setting (WHERE / WHAT SITUATION)
The setting is the place or situation: classroom, ceremony, interview room, online forum, group chat, public event. Setting shapes expectations about language, volume, and behavior.
Example: A school program is more formal than a lunch break conversation.
P — Purpose (WHY)
The purpose is the reason you’re communicating: to introduce yourself, ask for help, persuade, build friendship, or create a professional impression. Purpose determines how direct or careful you should be with your message.
Example: Introducing yourself in a scholarship interview aims to build credibility and trust.
Quick takeaway
ASP prevents communication mistakes. If you ignore ASP, you risk sounding disrespectful, unprepared, or fake. If you use ASP, your language becomes intentional. You speak with control.
“Before I speak, I check my Audience, my Setting, and my Purpose.”
Warm-up: Do you speak the same way to your friend and your teacher?
Answer this in your notebook (or comment section if your teacher allows). Write 3–5 sentences.
Prompt: Do you speak the same way to your friend and to your teacher? Why or why not?
Hint: mention ASP. Who are you talking to? Where are you? What are you trying to achieve?
What you should notice
Most students naturally change how they speak depending on context. That’s not “plastic” or “fake.” That is social intelligence. Communication is not only what you say; it’s how you say it for that moment.
Activity 1: “Hello” in four worlds (context carousel)
Below are four situations. For each one, do two things: (1) identify the ASP, and (2) write one greeting line you would actually use.
| Situation | Audience (WHO) | Setting (WHERE/WHAT) | Purpose (WHY) | My opening line |
|---|---|---|---|---|
| You meet a new classmate on your first day. | ________ | ________ | ________ | “________” |
| You introduce yourself to a job interviewer. | ________ | ________ | ________ | “________” |
| You join an online gaming group chat for the first time. | ________ | ________ | ________ | “________” |
| You are introduced to a community leader during a school program. | ________ | ________ | ________ | “________” |
Tip
Your “opening line” does not need to be long. It needs to be appropriate. Short + right is better than long + awkward.
Mini-check (self-assessment)
- Did my “job interviewer” line sound respectful and professional?
- Did my “gaming chat” line sound natural, not too formal?
- Did I match my line to the ASP clues?
Mini-lesson: What happens when you ignore the context?
Context mistakes are common, and they create misunderstanding. Here are two extreme examples:
Too casual for a formal situation
“Yo! What’s up, sir? I’m Jayson.”
This might be fine with friends, but in a job interview it can sound disrespectful or unprepared because the audience expects a professional tone.
Too formal for a casual situation
“Good afternoon. I am Jayson Dela Cruz. It is my pleasure to meet you.”
This is not “wrong,” but with a classmate it can feel unnatural or distant. It may also create social awkwardness.
Notice what’s really happening: the words don’t match ASP. If you want communication to work, your language should be fit-for-purpose—appropriate to the relationship, environment, and goal.
Golden rule
Appropriate communication is not about sounding “smart.” It’s about sounding right for the situation.
Activity 2 (Main Task): Two-context introduction challenge
Now you will produce two introductions. Same person (you), same basic message (“Hello, I’m ___”), but two different contexts. Your goal is to make each introduction feel natural and correct for the situation.
Context A: New classmate (informal / friendly)
- Audience: a new classmate
- Setting: first day of class / hallway / classroom
- Purpose: build connection, start friendship, feel comfortable
Context B: Job interviewer (formal / professional)
- Audience: interviewer (adult professional)
- Setting: interview (in-person or online)
- Purpose: make a positive professional impression
Write your two introductions
My introduction for a classmate
2–3 lines. Keep it friendly and natural.
My introduction for an interviewer
2–3 lines. Keep it respectful and professional.
Justify your choices (one sentence)
Complete this sentence:
I changed my words and tone because the Audience changed from ______ to ______, the Setting changed from ______ to ______, and the Purpose changed from ______ to ______.
Sentence starters (if you need support)
Classmate:
- “Hi! I’m ____.”
- “Nice to meet you. What’s your name?”
- “Are you also in this strand?”
Interviewer:
- “Good morning. My name is ____.”
- “Thank you for meeting with me today.”
- “I’m applying for ____ because ____.”
Optional performance (for classes doing oral practice)
If your class is doing speaking practice today, perform both versions with a partner: one person plays the classmate/interviewer, the other introduces themselves. Keep it short: 20–30 seconds each.
Note: If time is short, you can skip performance and focus on writing + justification. Oral performance can happen on Day 2.
Quick formative check: Can you read the context correctly?
Try this new scenario (not used earlier). Answer using ASP, then write one opening line.
Scenario: You are introducing yourself to a scholarship panel during an online interview.
- Audience (WHO): __________________________
- Setting (WHERE/WHAT): _____________________
- Purpose (WHY): ____________________________
- Opening line: “___________________________”
- Justification: I used that line because ____________________________.
What your teacher is checking
(1) You can identify ASP correctly, (2) your opening line matches ASP, and (3) your justification mentions ASP. That’s all. Simple, clear evidence.
Reflection (2 minutes): Make the lesson real
Complete this reflection in one paragraph (3–5 sentences).
Reflection prompt:
One context in my life where I should be more careful with my language is ______________________ because ______________________. If I ignore the Audience, Setting, and Purpose in that context, the possible result is ______________________.
This reflection matters because effective communication is not only for school tasks. It shapes your reputation, relationships, and opportunities. People often remember not just what you said, but whether it felt respectful and appropriate.
What’s next (Day 2 preview)
Tomorrow, you will learn two major ways we use language: personal language (language connected to the self) and interpersonal language (language used to build and manage relationships). You will see how ASP helps you choose between them and use each one appropriately.
Optional homework: “Context Catch”
Observe one real conversation today (at home, in school, or online). Identify the Audience, Setting, and Purpose. Write 5–7 sentences describing how the speaker adjusted language to fit the context.
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