SENIOR HIGH SCHOOL

Oral Communication in
Context
Module No. 6
Strategies for Effective
Communication

Department of Education ● Republic of the Philippines

Oral Communication in Context
Alternative Delivery Mode
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Assistant Secretary: Alma Ruby C. Torio

Development Team of the Module

Author: Dorcas M. Bandiala
Marife Abatayo
Content Editor: Daryl A. Pamisa and Ivy O. Niñeza
Language Editor: Ma. Alemil L. Fontilar and Joanne Kathryn
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Regional Director
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Assistant Regional Director
Jonathan S. dela Peña, PhD, CESO V
Schools Division Superintendent
Nimfa R. Lago, PhD
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD
Members: Neil A. Improgo, PhD, EPS-LRMS; Bienvenido U. Tagolimot, Jr., PhD, EPS-ADM;
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Magsayo, LRMS Manager; Loucile L. Paclar, Librarian II;
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i
 SENIOR HIGH SCHOOL

Oral Communication in
Context
Quarter Module No. 6
Strategies for Effective
Communication

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and/or
universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at [email protected].

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

FAIR USE AND CONTENT DISCLAIMER: This SLM (Self Learning Module) is for
educational purposes only. Borrowed materials (i.e., songs, stories, poems,
pictures, photos, brand names, trademarks, etc.) included in these modules are
owned by their respective copyright holders. The publisher and authors do not
represent nor claim ownership over them. Sincerest appreciation to those who
have made significant contributions to these modules.

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iii
 TABLE OF CONTENTS
PAGE NO.

OVERVIEW 1
CONTENT 1
COMPETENCIES 1
GENERAL INSTRUCTION 2

LESSON 1
Objectives 3
Pre-test 3
Activity 1.1 4
Lesson Proper 4
Activity 1.2 6
Activity 1.3 6
Activity 1.4 7
Generalization 7
Activity 1.5 8
LESSON 2
Objectives 10
Activity 2.1 10
Lesson Proper 11
Activity 2.2 12
Activity 2.3 13
Generalization 13
Activity 2.4 14
Self-Check 15
Additional Activity 15
Post Test 16
Answer Key 18
References 19

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 What I Need To Know

For the Learners

Congratulations for completing the previous modules! You are now

ready for the next step which is learning how to employ various communicative
strategies in different situations. To learn more effectively, do not forget to
enjoy learning. Good luck!

Module Content

This module will try to let you become effective communicators. This is where
you start to apply strategies that will help you be at ease in communicating with
others. You will also see the significance of learning the different speech context,
style and act which are all useful in communication.

These are the competencies included in this module:

 Employs various communicative strategies in different situations

EN11/12OC-IIab-21
 Explains that a shift in speech context, speech style, speech act and
communicative strategy affects the following: EN11/12OC-IIab-22
 Language form EN11/12OC-IIab-22.1
 Duration of interaction EN11/12OC-IIab-22.2
 Relationship of speaker EN11/12OC-IIab-22.3
 Role and responsibilities of the speaker EN11/12OC-IIab-22.4
 Message EN11/12OC-IIab-22.5
 Delivery EN11/12OC-IIab-22.6

You must have been experiencing a lot of

adjustments now that classes are on again! Well, I
want to let you know, we are happy to see you and we
will help you get through with your new learning
adventure. Through this module, your learning will be
easier and more fun!

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 GENERAL INSTRUCTION

To do well in this module, you need to remember the following:

1. Please DO NOT write anything in this module. You will write your
answers in your Communication Activity Notebook. This will be submitted
to the teacher.
2. Read texts carefully so that you can easily comprehend what you are
reading.
3. Answer questions with all honesty. Success does not come from copying
from others. It is made possible by trying hard on your own so that you
can learn even from your mistakes.
4. Review your answers. It is safe to go back and think about what you have
written. This can help you lessen and avoid errors.
5. Follow instructions given and ask if there is something that you do not
understand.
6. Do the tasks given and do not delay in submitting requirements. This can
help you avoid having a pile of unfinished activities.
7. Feel free to communicate with your teacher. There is no harm in asking
for clarification so that you will not be confused.
8. Have fun as you learn. This course is very important no matter what your
strand is. When you have fun, you can easily learn the lessons.

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 LESSON 1:

COMMUNICATIVE STRATEGIES

Objectives
Here are the things that you are expected to learn at the end of this lesson:

1. List down communicative strategies

2. Find appropriate strategies to use in a given situation
3. Use the strategies effectively in communicating

What I Know (Pretest)

Let us check your prior knowledge about this module’s
coverage.
Direction: Choose the letter of the best answer. Write it in
your notebook.

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?
a. Nomination b. Restriction c. Repair d. Termination
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?
a. Repair b. Topic Control c. Topic Shifting d. Turn-taking
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. Topic Control 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?
b. Have you heard the news today?
c. I have to go now, bye!
d. Can I ask you something?

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 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 Annie!
10. When you say, “Please speak slowly, you are too fast,” what strategy are you
applying?
a. Nomination b. Repair c. Topic Shifting d. Termination

What’s New
Activity 1.1 Observe the illustration in the box. What do
you think is going on in the classroom? In your Communication
Activity Notebook, write down your observation as far as
communication inside the classroom is concerned. What usually
happens when this communication situation takes place? What
does the teacher usually do? How about you?

Created using Canva.com

What Is It
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.

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These are the strategies that people use:

Nomination is employed when you try to open a topic

with the people you are talking to. You may start with
news inquiries and news announcements as they
promise extended talk. This could signal the beginning
of a new topic in the conversation.
Created using Canva.com
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.
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.
Topic Control covers how procedural formality or
Created using Canva.com informality affects the development of topic in conversations
and 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 ask tag questions to be actively involved without dominating.
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.
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.
Termination refers to the conversation participants’ close-initiating
expressions that end a topic in a conversation. Most of the time, Created using Canva.com
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.
The use of these strategies will enable you handle good conversations and avoid
miscommunication. Remember, you must also consider the situation. You must choose
your words wisely. What you say must depend on what the situation calls for.

For example, if you are just talking with friends, then it is alright to be casual and
when you start and end the conversation, you need not be formal. Meanwhile, if you are
in a formal situation, you must start and control the conversation with care. Be polite
whenever you can. You have nothing to lose when you do that.

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 What’s More
Activity 1.2 What Strategy

Identify the type of strategy used in each statement.

Write your answer in your COMMUNCIATION ACTIVITY
NOTEBOOK.

____________________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. Finish up before I say something.

____________________5. Have you heard the news?

____________________6. Hi Jonas! How are you?

____________________7. Send my regards to them! See you next week!

____________________8. It’s good to see you. Well, I came because I want to

personally apologize 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 1.3 Your Turn

Provide your own examples of statements that you would apply the strategies
in the given situation.

Strategies Situation Sample Statements

Nomination You want to talk to your teacher.

Restriction You are giving instructions to a member.

Topic Control Your friend is out of topic.

Topic Shift You want to talk about food after

discussing about the news.
Turn – taking You will give your silent classmate a
chance to speak.
Repair The volume of the voices is getting
louder.
Termination You want to end the conversation but
your friend is still talking.

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Activity 1.4. Conversations

Create a dialogue or conversation 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 strategies appropriately. Write your answer in your notebook.
Situation/Scenario 1: You and your friends are talking about the new movie
Speaker 1: __________________________________________________________
Speaker 2: __________________________________________________________
Speaker 3: __________________________________________________________
Situation/Scenario 2: You are having a meeting with your teacher and
classmates
Speaker 1: __________________________________________________________
Speaker 2: __________________________________________________________
Speaker 3: __________________________________________________________
Speaker 4: __________________________________________________________
Situation/Scenario 2: You are trying to stop two debaters in a debate from
quarreling
Speaker1: __________________________________________________________
Speaker 2: __________________________________________________________
Speaker 3: __________________________________________________________

What I Learned
Remember these key points:

 There are different strategies that people use when

communicating: Nomination, Restriction, Turn-taking,
Topic shifting, Topic control, Repair and
Termination.

 You must be able to employ these communicative strategies

appropriately in any situation

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 What I Can Do
Activity 5. My Own Strategy

Create a comic strip that will show how a good conversation

goes in a real communicative situation. Show ALL the
communicative strategies employed in the conversation.
Communicative strategies can be about you as students,
siblings, or participants in an event. Write your answer on you Communication
Activity Notebook.

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Rubric for Comic Strip

Category 4 3 2 1

Content Comic Strip Comic Strip Comic Strip Comic Strip

contains all contains all contains only contains only
the required the 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 ordinary.
and organized and organized but 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.

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 LESSON 2:

EFFECTIVE COMMUNICATION

Objectives
Here are the things that you are expected to learn at the end of this lesson:
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

What’s New
Activity 2.1 Review
Fill in this diagram with what you learned in the previous
lesson. Try to include also what you learned about speech
context, speech style and speech act. Write your answer in
your notebook.

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 What Is It
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 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 affect how we approach, what we say, and how long we need to speak.
For example,
A.
Approach Situation: you and your best friends are talking
Context: Dyad Style: Casual
Language Form Less formal words, use those that you both
understand
Duration of interaction Not very long unless you are in a hurry
Relationship of speaker Friends
Role and responsibilities of Make each other feel happy or comfortable
the speaker
Message Funny experiences
Delivery Extemporaneous, not rehearsed

B.
Approach Situation: you are talking to your guidance
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
Role and responsibilities of Speaker must be polite and honest
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!

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 What’s More
Activity 2.2 Try it yourself

Fill in the tables with appropriate approach. Write your answer on

your COMMUNICATION ACTIVITY NOTEBOOK.

Approach Situation: You are having a meeting with your

family
Context: small group Style: intimate
Language Form

Duration of interaction

Relationship of speaker

Role and responsibilities of

the speaker
Message

Delivery

Approach Situation: You are asked to give the opening

remarks of the school orientation program
Context: Public Style: Formal
Language Form

Duration of interaction

Relationship of speaker

Role and responsibilities of

the speaker
Message

Delivery

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Activity 2.3 Evaluate

Look at the given pictures. Find out what style, context, act and strategies are
evident in the situation. How should the speakers speak? Write your answers on
your COMMUNICATION ACTIVITY NOTEBOOK.

What I Learned
Remember these key points:

 A shift in speech context, style, act and

communicative strategy affects the following:
o Language form
o Duration of interaction
o Relationship of speaker
o Role and responsibilities of the speaker
o Message
o Delivery
 You must be able to adjust and speak appropriately in any
situation

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 What I Can Do
Activity 4. Think, write and speak!

Think of any character, setting, and other elements in a

play and 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 one should approach in a given communicative
situation. Write your script on your COMMUNICATION ACTIVITY NOTEBOOK.
Rubric for Script:

Category 4 3 2 1

Content The script The script The script The script

contains all the contains all the contains only contains only
required required some of the has one of the
elements (style, elements (style, required required
context, act) context, act) elements elements
presented with presented with presented with presented with
appropriate appropriate appropriate appropriate
dialogues in dialogues. dialogues. dialogues.
realistic context.

Creativity The script has a The script has a The script has a The script is
creative way of creative way of simple way of very simple and
showing the showing the showing the ordinary.
situation and situation and situation but a
organized flow organized flow little
of events. It is of events. disorganized in
very interesting. the flow of
events.

Accuracy The script The script There are a few There are
dialogues are dialogues are errors in several errors in
written correctly written correctly grammar, grammar,
in terms of in terms of punctuation and punctuation and
grammar, grammar, spelling. spelling.
punctuation, punctuation,
and spelling. and spelling.
Thus, ideas are
clear.

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Self-Check!

Great job! You have completed Lesson 2 successfully! Before going to the
next lesson, check the icon that best shows your learning experience.

I have understood the lesson well and I can even teach what I learned
to others.

I have understood the lesson but there are still other things that I
need to review and relearn.

I need to do additional work to be able to master the lesson. I need

help in some tasks.

If you checked the first icon, you are ready for the next module. If you have
checked the second icon, you need to review the things that you need to relearn. If
you have checked the third icon, it would be best if you read more and ask help from
your teacher, parents or peers in clarifying the lessons that you find difficult. Be
honest so that you will truly improve.

Additional Activity

After doing the activities:

I noticed
___________________________________________________

A question I have is
___________________________________________________

I’m not sure

___________________________________________________

I realized
___________________________________________________

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 Visit these links for more information about the lessons in this module.
Review and study before you answer the post-test below.

Links for Enrichment:

https://www.youtube.com/watch?v=e2zGIN8IVKQ&feature=share

communicative strategies accessed May 12, 2020

https://www.youtube.com/watch?v=gMv2fAWrP_8&feature=share

communicative strategies accessed May 12, 2020

https://www.youtube.com/watch?v=tlo2d_65h8Y&feature=share

examples of context, style, act and strategies accessed May 12, 2020

https://www.youtube.com/watch?v=coPGjFRFPMQ&feature=share

examples of context, style, act and strategies accessed May 12, 2020

What I Know (Post Test)

Let us check how much you have learned in this module’s coverage.
Direction: Choose the letter of the best 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 c. Delivery
b. Language Form d. Message
2. Which of the following is NOT a communicative strategy?
a. Restriction c. Repair
b. Responsibility d. Termination
3. What pertains to the process by which people decide who takes the
conversation floor?
a. Repair c. Topic Shifting
b. Topic Control d. Turn-taking
4. What strategy involves moving from one topic to another?
a. Restriction c. Topic Shifting
b. Topic Control d. Turn-taking

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5. What covers how procedural formality or informality affects the development
of topic in conversations?
a. Repair c. Topic Shifting
b. Topic Control d. Turn-taking
6. Which refers to the conversation participants’ close-initiating expressions that
end a topic in a conversation?
a. Restriction c. Topic Shifting
b. Repair d. Termination
7. What refers to how speakers address the problem in speaking, listening and
comprehending that they may encounter in a conversation?
a. Restriction c. Topic Shifting
b. Repair d. Turn-taking
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.
9. Which of the following is an example of termination?
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 c. Repair
b. Topic shifting d. Restriction

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Answer Key

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 References:
Deped Curriculum Guide
Sipacio and Balgos. Oral Communication in Context. C&E Publishing House,
Inc. Quezon City:2016
https://www.youtube.com/watch?v=e2zGIN8IVKQ&feature=share
communicative strategies accessed May 12, 2020
https://www.youtube.com/watch?v=gMv2fAWrP_8&feature=share
communicative strategies accessed May 12, 2020
https://www.youtube.com/watch?v=tlo2d_65h8Y&feature=share
examples of context, style, act and strategies accessed May 12, 2020
https://www.youtube.com/watch?v=coPGjFRFPMQ&feature=share
examples of context, style, act and strategies accessed May 12, 2020

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For inquiries or feedback, please write or call:
Department of Education - Alternative Delivery Mode (DepEd-ADM)
Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de
Oro City, Cagayan de Oro, Lalawigan ng Misamis Oriental
Telefax:
E-mail Address:

20