LAS OralComm Qtr.2 Week1 and 2

Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division Office of Bulacan
PULONG BUHANGIN NATIONAL HIGH SCHOOL

Km. 38 Pulong Buhangin, Santa Maria, Bulacan
ORAL COMMUNICATION
IN CONTEXT
ACTIVITY SHEET
Quarter 2
Week 1 – Types of Communicative Strategy
Week 2 – Effective Communication
NAME: ___________________________________________________
GRADE AND SECTION: _____________________________________
DATE OF SUBMISSION: _____________________________________
1
Week 1 – Types of Communicative Strategy
I. OBJECTIVES
A. Content Standards
The learner recognizes that communicative competence requires understanding of speech
context, speech style, speech act and communicative strategy.
B. Performance Standards:
The learner demonstrates effective use of communicative strategy in a variety of speech
situations.
C. MELC:
 Employs various communicative strategies in different situations
D. Specific Objectives:
At the end of this module, the learners should be able to:
1. list down communicative strategies;
2. find appropriate strategies to use in a given situation; and
3. use the strategies effectively in communicating.
II. CONTENT
Types of Communicative Strategy
III. PROCEDURES:
A. Preliminary Activities
1. Pre-Test
DIRECTIONS: Read each item carefully and answer the questions that follow. Circle the letter of
the correct answer.
1. What are you doing when you start a conversation?
a. Nomination b. Restriction c. Repair d. Termination
2. What refers to any limitation you have as a speaker?
3. What pertains to the process by which people decide who takes the conversation floor?
a. Repair b. Topic control c. Topic shifting d. Turn-taking
4. What covers how procedural formality or informality affects the development of topic in
conversations?
5. What strategy involves moving from one topic to another?
a. Restriction b. Topic control c. Topic shifting d. Turn-taking
6. What refers to how speakers address the problem in speaking, listening and comprehending that
they may encounter in a conversation?
a. Restriction b. Repair c. Topic shifting d. Turn-taking
7. Which refers to the conversation participants’ close-initiating expressions that end a topic in a
conversation?
a. Restriction b. Repair c. Topic shifting d. Termination
8. Which of the following is NOT an example of nomination?
a. Hi! How are you?
2
b. Have you heard the news today?
c. I have to go now, bye!
d. Can I ask you something?
9. Which of the following is an example of termination?
a. Do you want to say something?
b. I think that is wrong.
c. It’s already time! Let us talk about it next time.
d. Hello Jen!
10. When you say, “Please speak slowly, you are too fast,” what strategy are you applying?
a. Nomination b. Topic shifting c. Repair d. Termination
B. Presenting the New Lesson

We need to communicate to others to establish a relationship and to have better
understanding. However, there are times when miscommunication occurs. It is important that we
know how to adjust and be able to communicate effectively.
Cohen (1990) states that strategies must be used to start and maintain a conversation.
Knowing and applying grammar appropriately is one of the most basic strategies to maintain a
conversation. These are the strategies that people use:
1. Nomination - employed when you try to open a topic with the people you are talking to. You
may start off with news inquiries and news announcements as they promise extended talk.
This could signal the beginning of a new topic in the conversation.
Examples: Hi! How are you?, How’s the weather there?
2. Restriction - refers to any limitation you may have as a speaker. You are given specific
instruction that you must follow. These instructions confine you as a speaker and limit what
you can say.
Examples: Homily of a priest in a mass, Commencement speaker during graduation
3. Turn-taking - pertains to the process by which people decide who takes the conversation
floor. There is a code of behavior behind establishing and sustaining a productive
conversation, but the primary idea is to give all communicators a chance to speak.
Example: In debate, speakers do not need to talk at the same time
4. Topic control - covers how procedural formality or informality affects the development of
topic in conversations. This is achieved cooperatively. When a topic is initiated, it should be
collectively developed by avoiding unnecessary interruptions and topic shifts. You can say
“Yes,” “okay,” “go on,” or asking tag questions to be actively involved without dominating.
Example: Oh, I think let’s go back to the topic.
5. Topic shifting - involves moving from one topic to another. You have to be very intuitive.
Make sure that the previous topic was nurtured enough to generate adequate views. You
may say, “by the way,” “in addition to what you said,” “which reminds me of,” and the like.
Example: By the way, I think we have a new love team in our class. Isn’t it exciting?
6. Repair - refers to how speakers address the problem in speaking, listening and
comprehending that they may encounter in a conversation. For example, if everybody in the
conversation seems to talk at the same time, give way and appreciate other’s initiative to set
the conversation back to its topic.
3
Example: Oh I’m sorry, I didn’t mean to hurt you. That’s not what I mean.
7. Termination - refers to the conversation participants’ close-initiating expressions that end a
topic in a conversation. Most of the time, the one who initiated the conversation takes
responsibility to signal the concluding cues. You can do this by sharing what you learned or
complete the discussion of the topic.
Example: Thank you for listening. Hope to see you next week.
C. Independent Activities (Formative)

ACTIVITY A: (Written Work / Task)
Directions: What type of strategy is used in each statement? Write your answer on the space
provided before each number.
____________________1. Do you have anything to say?
____________________2. One of the essential lessons I gained from the discussion is the
importance of listening well to others.
____________________3. Excuse me? I think we should talk one at a time.
____________________4. Go on with your ideas. I will let you finish before I say something.
____________________5. Have you heard the latest news?
____________________6. Hi Jonas! How are you?
____________________7. Send my regards to them! See you next week!
____________________8. Good to see you. Anyway, I came to visit you because I want to
personally offer apologies for what happened yesterday.
____________________9. Sorry, I can’t decide on that now. Let us discuss it tomorrow, okay?
____________________10. Now, it’s your turn to ask me a question.
ACTIVITY B: (Written Work / Task)

Directions: Create a dialogue or conversations between or among people where each of the
strategies are used effectively. Take note of the situation given and make sure that you apply the
communicative strategies appropriately. Use the given template below. Write your answer on
the space provided or you may use the last page of this activity sheet for your answers.
Note: Each situation is equivalent to 5 points.
Situation/Scenario 1: You and your friends are talking about the new movie
Speaker 1: _____________________________________________________________________
Speaker 2: _____________________________________________________________________
Speaker 3: _____________________________________________________________________
Speaker 1: _____________________________________________________________________
Speaker 2: _____________________________________________________________________
Speaker 3: _____________________________________________________________________
4
Situation/Scenario 2: You are trying to stop two debaters in a debate from quarreling
Speaker1: _____________________________________________________________________
Speaker 2: _____________________________________________________________________
Speaker 3: _____________________________________________________________________
Speaker 1: _____________________________________________________________________
Speaker 2: _____________________________________________________________________
Speaker 3: _____________________________________________________________________
IV. REFLECTION
After having gone through numerous activities, write your realization below by plotting your
ideas.
V. ASSESSMENT
Post Test
the correct answer.
1. When you say, “Please speak slowly, you are too fast,” what strategy are you applying?
a. Nomination b. Topic shifting c. Repair d. Termination
2. Which of the following is NOT an example of nomination?
a. Hi! How are you?
b. Have you heard the news today?
c. I have to go now, bye!
d. Can I ask you something?
3. What refers to how speakers address the problem in speaking, listening and comprehending that
they may encounter in a conversation?
conversations?
5
5. What refers to any limitation you have as a speaker?
6. What are you doing when you start a conversation?
conversation?
a. Do you want to say something?
b. I think that is wrong.
c. It’s already time! Let us talk about it next time.
d. Hello Jen!
Enrichment Activity (My Own Strategy)

Directions: Create a comic strip that will show how a good conversation goes. In the conversation,
make sure that you will show ALL the communicative strategies are applied well. Your scene must
be one that actually happens in real life. It can be about you as students, siblings, or participants in
an event. What is important is that you are able to apply the strategies in the situation well. You will
be graded base on the rubric below.
6
Rubric for the Comic Strip
Category 4 3 2 1
Content Comic Strip Comic Strip Comic Strip Comic Strip
contains all the contains all the contains only contains only
required required some of the has one of the
strategies strategies required required
presented with presented with strategies strategies
appropriate appropriate presented with presented with
dialogues in dialogues. appropriate appropriate
realistic dialogues. dialogues.
context.
Creativity The comic The comic The comic The comic
strip has strip has strip has strip is very
creative creative creative simple and
illustrations illustrations illustrations but ordinary.
and organized and organized a little
format. It is format. disorganized
very attractive in format.
to the eye.
Accuracy The dialogues The dialogues There are a There are
are written are written few errors in several errors
correctly in correctly in grammar, in grammar,
terms of terms of punctuation punctuation
grammar, grammar, and spelling. and spelling.
punctuation, punctuation,
and spelling. and spelling.
Thus, ideas
are clear.
References:
Deped Curriculum Guide
Sipacio, Philippe John Fresnillo and Balgos, Anne Richie Garcia. Oral Communication in Context.
Quezon City: C&E Publishing House, Inc., 2016.
https://www.youtube.com/watch?v=e2zGIN8IVKQ&feature=share
https://www.youtube.com/watch?v=gMv2fAWrP_8&feature=share
7
Week 2 – Effective Communication
I. OBJECTIVES
A. Content Standards
The learner recognizes that communicative competence requires understanding of speech
context, speech style, speech act and communicative strategy.
B. Performance Standards:
The learner demonstrates effective use of communicative strategy in a variety of speech
situations.
C. MELC:
 Explains that a shift in speech context, speech style, speech act and
communicative strategy (EN11/12OC-IIab-22.1-22.6)
D. Specific Objectives:
At the end of this module, the learners should be able to:
1. Explain that a shift in speech context, style, act and communicative strategy affects the
following:
a. language form
b. duration of interaction
c. relationship of speaker
d. role and responsibilities of the speaker
e. message
f. delivery
2. Use appropriate language in a given situation
3. Communicate effectively in different situations
II. CONTENT
Effective Communication
III. PROCEDURES:
A. Preliminary Activities
1. Pre-Test
the correct answer.
1. All of these are affected when there is a shift in speech context and speech style. Which does
NOT belong to the group?
a. Topic control b. Language form c. Delivery d. Message
2. Which of the following is NOT a communicative strategy?
a. Restriction b. Responsibility c. Repair d. Termination
conversations?
8
conversation?
7. What refers to how speakers address the problem in speaking, listening and comprehending
that they may encounter in a conversation?
8. Which of the following is an example of nomination?
a. Hello, Jazz! How have you been?
b. Please go back to the main topic.
c. I have to leave. Excuse me.
d. Speaking of fun, there is a carnival in town.
a. No, you got it wrong.
b. The correct answer is “true.”
c. Do you know the latest event?
d. Please excuse me, my mom is calling.
10. When you say, “Please tell Geo that the he has to see Ms. Daisy,” what strategy are you
applying?
a. Nomination b. Topic shifting c. Repair d. Restriction
B. Presenting New Lesson

You have learned about the different speech context, speech style, speech act and
communicative strategies. Why do we need to know all of these?
We need to know the speech context so that we will know what style and act to use in
communicating with others. We can choose the best words to say in applying the communicative
strategies. Whenever there is a shift on any of these, the language form, duration of interaction,
relationship of speaker, role and responsibilities of the speaker, message and delivery are affected.
Therefore, all of these can affect how we approach, what we say, and how long we to speak with
others.
For example,
A.
Situation: you and your best friends are talking
Approach
Context: Dyad Style: Casual
Less formal words, use those that you both
Language Form
understand
Duration of interaction Not very long unless you are in a hurry
Relationship of speaker Friends
Role and responsibilities
Make each other feel happy or comfortable
of the speaker
Message Funny experiences
Delivery Extemporaneous, not rehearsed
9
B.
Situation: you are talking to your guidance
Approach counselor
Context: Dyad Style: Consultative
Language Form A bit formal and serious
Duration of interaction There is a time limit from 10-30 minutes
Relationship of speaker Professional

Speaker must be polite and honest
of the speaker
Message Personal experience
Delivery Clear and extemporaneous
You will see that there is a difference in the approaches if the context is different. What is
important is you know what is the APPROPRIATE approach. This is the best way to become
effective in our communication with others. It is not enough that you know the concepts. You have
to understand how to use them, where to apply and when to adjust. Before you know it, you have
already been a good speaker!
C. Independent Activities (Formative)

ACTIVITY A: Try it Yourself! (Written Work / Task)
Directions: Fill in the tables with appropriate approach.
Situation: You are having a meeting with your

Approach family
Context: Small Group Style: Intimate
Language Form
Duration of interaction
Relationship of speaker

of the speaker
Message
Delivery
10
Situation: You are asked to give the opening
Approach remarks of the school orientation program
Context: Public Style: Formal
Language Form

of the speaker
Message
Delivery
ACTIVITY B: Evaluate! (Written Work / Task)

Directions: Look at the given pictures. Find out what style, context, act and strategies are evident
in the situation. How should the speakers speak?
1.
Situation:
Approach
Context: Style:
Language Form

of the speaker
Message
Delivery
11
2.
Situation:
Approach
Context: Style:
Language Form
of the speaker
Message
Delivery
3.
Situation:
Approach
Context: Style:
Language Form
of the speaker
Message
Delivery
12
IV. REFLECTION
After having gone through numerous activities, write your realization below by plotting your
ideas.
V. ASSESSMENT
Post Test
the correct answer.
conversation?
2. What refers to how speakers address the problem in speaking, listening and comprehending
that they may encounter in a conversation?
3. Which of the following is an example of nomination?
a. Hello, Jazz! How have you been?
b. Please go back to the main topic.
c. I have to leave. Excuse me.
d. Speaking of fun, there is a carnival in town.
a. No, you got it wrong.
b. The correct answer is “true.”
c. Do you know the latest event?
d. Please excuse me, my mom is calling.
5. When you say, “Please tell Geo that the he has to see Ms. Daisy,” what strategy are you
applying?
a. Nomination b. Topic shifting c. Repair d. Restriction
6. All of these are affected when there is a shift in speech context and speech style. Which does
NOT belong to the group?
a. Topic control b. Language form c. Delivery d. Message
7. Which of the following is NOT a communicative strategy?
a. Restriction b. Responsibility c. Repair d. Termination
13
conversations?
Enrichment Activity (Script Write)

Directions: Write a script for a one-act play that shows how a teenager has become a bad speaker
to a good speaker after learning that a shift in speech context, style, act and communicative strategy
affects how he or she should approach in a given situation. You can think of any character, setting,
and other elements in a play. Use separate sheet of paper for your script.
Rubric for Script:
Category 4 3 2 1
Content The script contains all The script contains all The script contains The script contains
the required elements the required elements only some of the only has one of the
(style, context, act) (style, context, act) required elements required elements
presented with presented with presented with presented with
appropriate dialogues in appropriate dialogues. appropriate appropriate
realistic context. dialogues. dialogues.
Creativity The script has creative The script has creative The script has The script is very
way of showing the way of showing the simple way of simple and
situation and organized situation and organized showing the ordinary.
flow of events. It is very flow of events. situation but a little
interesting. disorganized in the
flow of events.
Accuracy The script lines are The script dialogues are There are a few There are several
written correctly in written correctly in errors in grammar, errors in grammar,
terms of grammar, terms of grammar, punctuation and punctuation and
punctuation, and punctuation, and spelling. spelling.
spelling. Thus, ideas spelling.
are clear.
References:
Deped Curriculum Guide
Sipacio, Philippe John Fresnillo and Balgos, Anne Richie Garcia. Oral Communication in Context.
Quezon City: C&E Publishing House, Inc., 2016.
https://www.youtube.com/watch?v=tlo2d_65h8Y&feature=share
https://www.youtube.com/watch?v=coPGjFRFPMQ&feature=share
14

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Republic of the Philippines

PULONG BUHANGIN NATIONAL HIGH SCHOOL

GRADE AND SECTION: _____________________________________

DATE OF SUBMISSION: _____________________________________

B. Presenting the New Lesson

C. Independent Activities (Formative)

ACTIVITY B: (Written Work / Task)

Enrichment Activity (My Own Strategy)

B. Presenting New Lesson

Delivery Extemporaneous, not rehearsed

Duration of interaction There is a time limit from 10-30 minutes

Relationship of speaker Professional

Role and responsibilities

Message Personal experience

Delivery Clear and extemporaneous

C. Independent Activities (Formative)

Situation: You are having a meeting with your

Role and responsibilities

Role and responsibilities

ACTIVITY B: Evaluate! (Written Work / Task)

Role and responsibilities

Enrichment Activity (Script Write)

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