LEARNING MODULE IN

ORAL COMMUNICATION IN CONTEXT

MODULE 5

Welcome to your fifth module in Oral Communication in Context!

Learn more as we talk about a variety of cues we commonly use when
communicating. In this particular module, we will tackle the concept of
Verbal and Nonverbal Cues and how their elements affect the communication process. Moreover, this module
will help you understand and value the functions and purposes of communication. Read on, and have a
wonderful time in learning!

LESSON 1: VERBAL AND NONVERBAL CUES

THINGS YOU SHOULD LEARN!

This module was created for you to be able to:
1. ascertain the verbal and nonverbal cues that each speaker uses to achieve his/her purpose
(DepEd).

LET’S SEE HOW MUCH DO YOU KNOW!

(PRE-ASSESSMENT)
ROAD 1: HUNT THEM DOWN!
The first task is here! Let us have some brain exercise before moving forward to the more
significant deal.

Directions: Below is a word hunt full-packed with words connected to our lesson. Highlight and list
down all these words and you will indeed be guided on your second task. Good luck on the chase!

A X P Q W E I P A Z V B N K I R
M O V C H M T O U D K L K C N A
P S U O S B S Q W I B O B E D B
U R E G U L A T O R S E A R I X
D A E U I E C P O E A C N I R L
N Z X Q B M C I T C O A U D E M
A U B A R S E M O T P U W N C N
K W U A O B N D Z R L C D I T D
P E O O I V T E R I K N F X E Z
H D I L L U S T R A T O R S U W
A S T G E L Y M I Y G R N E D F
R A I R A L C U E S A A G R O T

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 ROAD 2: IDENTIFICATION
Well done! You have finished your first task. We are now moving on to the next one. This
activity will help you measure what you already know about Communicator’s Cues. The words you
have found from your previous activity will serve as your “weapons” for this task.

Directions: Read and understand carefully the given statements below. Identify the word/s being
described in each statement. Choose your answer among the words that you have found from the word
hunt. Write your answer on the space provided before each number.

1. This is a type of verbal cues which is defined as clearly articulated

statements of instructions.
2. These are prompts that listeners and speakers usually say or show
to expect a response or reaction.
3. These are movements that complement verbal communication by
describing or accenting or reinforcing what the speaker is saying.
4. These are prompts or a type of verbal cues that tend to be less
obvious about what is expected and might come in the form of a
question.
5. These are nonverbal messages that accompany speech to control
or regulate what the speaker is saying.

LESSON 1:
VERBAL AND NONVERBAL CUES
Direction: Copy the Concept Notes and accomplish the given activity on your Learning Activity Sheet.

LEARNING ACTIVITY SHEET #5

Activity Title: Communicators’ CUES!
Learning Target/Competency: The learners will be able to ascertain the verbal and nonverbal cues that
each speaker uses to achieve his/her purpose (DepEd).
Values/Graduate Attributes: The learners will become responsible, eloquent, and globally competitive
individuals in communicating with the other people and in engaging in any kinds of situations.
Reference(s) & Author(s): Dapat, Jose Rizal O., Sadorra, Bryan Eli B. & Lumabi, Bethanni Marie C.
(2016). ORAL COMMUNICATION IN FOCUS For SENIOR HIGH SCHOOL (Core Subject). Quezon
City, Philippines: LORIMAR PUBLISHING, INC.
Dividina, Ph.D., Jose B. (2016). Towards Effective ORAL COMMUNICATION for Senior High School
(a K to 12 Approach). Sampaloc, Manila, Philippines: The Phoenix Publishing House Inc. Module No.
______5______
Concept Notes:
VERBAL AND NONVERBAL CUES
Cues are prompts that listeners and speakers say or show to expect a response or reaction. Speakers
usually use verbal cues, while listeners are expected to show non-verbal cues.
Verbal cues are commonly used in giving instructions, asking questions, or delivering a speech
since they are clearly articulated in words.
Types of Verbal Cues Examples
1. Direct cues are clearly articulated statements of Communication of parents to children, teacher to
instructions. These are used to make it very clear students, boss to subordinates, etc.
that the listener is expected to do or say something
in response.

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 2. Indirect cues are prompts that tend to be less Communication in job interviews, pageants, open
obvious about what is expected and might come in forum, etc.
the form of a question.
Nonverbal cues are nonverbal behavior or objects to which meaning is assigned. The intentional
assignment of meaning by a sender, receiver, or social group to any non-verbal behavior or objects makes
the non-verbal cues.
Functions of Nonverbal Cues
1. Substituting for and repeated words using emblems.
2. Complementing and accepting words using illustrators.
3. Contradicting words using mixed message.
4. Regulating verbal interactions using regulators.
5. Defining the social and emotional aspects of many interactions and relationships using accent.

(For a deeper and more detailed discussion of this topic, please refer to the video-recorded instruction to
be provided by your subject teacher.)

Activity
Directions: Watch the video presented by the given link below entitled “Deshauna Barber Story – An
Inspiring Story of Overcoming.” Observe and examine how the speaker from the video clip used some
verbal and nonverbal cues to communicate and achieve her purpose. Write a 250-word essay of your
objective observation and evaluation of the speaker at the back of your activity sheet. In writing your essay,
be guided by the questions below and refer to the given rubric for the evaluation of your work. No need to
copy the guide questions and the rubric for this activity.

Link: https://www.youtube.com/watch?v=_f8vpS4IRk0

Guide Questions:
1. What was the video all about? What was the situation presented by the given video?
2. What were the verbal and nonverbal cues used by the speaker in the video? Enumerate the cues
observed from the video and explain how the speaker used these cues to communicate.
3. What do you think was the purpose of the speaker in her speech? How did the cues – both verbal
and nonverbal help the speaker in achieving her purpose?
4. Would you consider the cues used by the speaker effective in communicating her speech? Justify
your answer.

RUBRIC FOR THE EVALUATION OF YOUR WORK

Criteria 1 point 2 points 3 points 4 points 5 points
The essay has The essay has The essay has The essay has
somehow included the included the satisfactorily
The essay has included the answers to 3 of answers to the included the
failed to answers to the the guide guide answers to the
answer the guide questions. questions. guide
Content and
guide questions questions. It included It has an questions.
Critical
and the There is a little some objective It has an
Thinking
observations inclusion of observations observation and objective and
are not observation of and evaluations evaluation of in-depth
included. the video of the video the video observation and
watched and watched and watched and evaluation of
listened to. listened to. listened to. the video
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 watched and
listened to.
The essay has
The essay has The essay has The essay has The essay has
presented the
presented the presented the presented the presented the
ideas and
ideas and ideas and ideas and ideas and
Organization information
information information information information
with
with passable with acceptable with competent with excellent
insufficient
effectiveness. effectiveness. effectiveness. effectiveness.
effectiveness
The essay has The essay has The essay has The essay has The essay has
followed followed followed followed followed
Use of academic academic academic academic academic
Language language with language with language with language with language with
insufficient passable acceptable competent excellent
effectiveness. effectiveness. effectiveness. effectiveness. effectiveness.

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RUN-THROUGH!
VERBAL AND NONVERBAL CUES
“It takes two to tango.”
We often use this idiomatic expression when referring to things or events that cannot be
accomplished without each other’s help. Interestingly, this idiom is also applicable to our lesson.
Verbal and nonverbal cues are two inseparable aspects in communication. They cannot go
without the other. Think of a slipper without a pair; What do you think
will happen? You may be able to walk but it will surely make things harder. For
you to walk smoothly again, you will have to find a pair for it. The same
thing goes with communication cues. These two things make
communicating more effective and efficient. The absence of one of them
will definitely affect the communication process. Misunderstanding and
breakdowns will occur when one of them is not present. For example,
let’s take this situation; you cannot say you are angry if it does not show
in the face. Also, nonverbal behaviors are not enough to express what we
truly feel, that is why we use words. Cues are very important aspects of
communication. Without them, no proper conversation can occur.

Having a hard time deciphering this lesson’s concepts? Here’s a graphic

organizer we made to help you summarize your learnings!

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APPLY WHAT YOU HAVE LEARNED!
(POST-ASSESSMENT)
Name of Student: ___________________________________________ Date: ____________
Grade and Section: ___________________________________________ Time: ____________

I. KNOWLEDGE (5 points)
A. Multiple Choice
Directions: Read and analyze the following items carefully. Below are situations that manifest the use of
verbal and nonverbal cues. Identify the cue(s) being interpreted or used in each situation by writing the letter
of your answer on the space provided before each number.

1. Maeve saw her friend, Otis, leaving the auditorium with a saddened face. She approached him and
asked what happened. Instead of answering, Otis just shrugged his shoulders and left.
A. Accent B. Emblem C. Indirect Cue D. Regulator

2. “Put your mask on before leaving the house and please bring with you the bottle of alcohol I
bought.” said Eleven to Dustin.
A. Direct cue B. Emblem C. Illustrator D. Mixed Message

3. “It is because of Five that’s why we are in this situation!” said Dolores as she points her finger at
him.
A. Accent B. Emblem C. Illustrator D. Regulator

4. “Who told you about our company, and what made you interested in working here?” asked the
CEO of Puregold to an applicant.
A. Accent B. Illustrator C. Indirect Cue D. Regulator

5. Erika and Harry sit lazily with faces showing no interest as their cousin Ron explains to them the
new concept he learned from his favorite video game.
A. Direct cue B. Emblem C. Illustrator D. Mixed Message

II. PROCESS (15 points)

Directions: Cues are important aspects of communication. These are the elements that help us carry out the
conversation, but have you ever thought of communication without cues? What do you think would happen?
Help us know your insights! On a blank activity sheet or long bond paper, create/draw an illustration
presenting a particular situation/event of what you think would happen if there were no cues (verbal or
nonverbal) in communication. A rubric is given to help you be guided in doing your work. Once you are
finished, submit your work together with your LAS #5. Have fun learning!

RUBRIC FOR THE EVALUATION OF YOUR WORK

Criteria 1 point 2 points 3 points 4 points 5 points
The illustration The illustration The illustration
The illustration The illustration
manifests little manifests an manifests
manifests some manifests a
or no evidence acceptable excellent
evidence of strong evidence
of creativity, level of evidence of
Creativity creativity, of creativity,
leading to a creativity, creativity,
leading to a leading to an
dull work that leading to a leading to a
passable work interesting
is lacking in satisfactory and masterful,
that falls work.
detail. general work. compelling and
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 somewhat short provocative
on detail. work.
The illustration The illustration The illustration The illustration The illustration
presents an presents a presents an presents a presents an
unsatisfactory passable degree acceptable competent excellent
Content and degree of of degree of degree of degree of
Critical understanding understanding understanding understanding understanding
Thinking of ideas, of ideas, of ideas, of ideas, of ideas,
themes, themes, themes, themes, concepts,
concepts, and concepts, and concepts, and concepts, and themes and
information. information. information. information. information.
The illustration
The illustration The illustration The illustration The illustration
presents ideas
presents ideas presents ideas presents ideas presents ideas
and
and and and and
Organization information
information information information information
with
with passable with acceptable with competent with excellent
insufficient
effectiveness. effectiveness. effectiveness. effectiveness.
effectiveness.

“The noblest pleasure is the joy of understanding.”

–Leonardo Da Vinci

NO PART OF THIS PUBLICATION MAY BE REPRODUCED, DISTRIBUTED, OR TRANSMITTED

IN ANY FORM OR BY ANY MEANS, WITHOUT THE PRIOR WRITTEN PERMISSION OF THE
AUTHOR.

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CHECK YOUR UNDERSTANDING!
ANSWERS FOR PRE-ASSESSMENT
ROAD 1: HUNT THEM DOWN!

A X P Q W E I P A Z V B N K I R
M O V C H M T O U D K L K C N A
P S U O S B S Q W I B O B E D B
U R E G U L A T O R S E A R I X
D A E U I E C P O E A C N I R L
N Z X Q B M C I T C O A U D E M
A U B A R S E M O T P U W N C N
K W U A O B N D Z R L C D I T D
P E O O I V T E R I K N F X E Z
H D I L L U S T R A T O R S U W
A S T G E L Y M I Y G R N E D F
R A I R A L C U E S A A G R O T

ROAD 2: IDENTIFICATION
1. DIRECT (Cues)
2. CUES
3. ILLUSTRATORS
4. INDIRECT (Cues)
5. REGULATORS

LESSON 1: VERBAL AND NONVERBAL CUES

ANSWERS FOR LEARNING ACTIVITY SHEET #5
Concept Notes and activities from the LAS must be checked by the subject teacher.

ANSWERS FOR POST-ASSESSMENT

Post-assessment is considered as summative assessment.
Checking may depend on the criteria used by/conclusion of the subject teacher.

REFERENCES

Agbayani, Ph.D., Diana R. (2016). ENHANCED ENGLISH ENGAGEMENTS Oral Communication Senior High School. Makati
City, Metro Manila, Philippines: DON BOSCO PRESS, INC

Dapat, Jose Rizal O., Sadorra, Bryan Eli B. & Lumabi, Bethanni Marie C. (2016). ORAL COMMUNICATION IN FOCUS For
SENIOR HIGH SCHOOL (Core Subject). Quezon City, Philippines: LORIMAR PUBLISHING, INC.

Dividina, Ph.D., Jose B. (2016). Towards Effective ORAL COMMUNICATION for Senior High School (a K to 12 Approach).
Sampaloc, Manila, Philippines: The Phoenix Publishing House Inc.

Ochoa-Fernandez, Ana Marie & EdD., Suarez, Elineth Elizabeth (2016). SPEAC SPEAK AND LISTEN IN CONTEXT An Oral
Communication Textbook for Senior High School. Quezon City, Philippines: The Phoenix Publishing House Inc.

Deshauna Barber Story – An Inspiring Story of Overcoming retrieved from https://www.youtube.com/watch?v=_f8vpS4IRk0