OC11-Q2-1-4________

11

Oral Communication
Quarter 2

Module 1: TYPES OF COMMUNICATIVE

STRATEGY

Module 2: UNDERSTANDING SPEECH

CONTEXT, SPEECH STYLE, SPEECH ACT AND
COMMUNICATIVE STRATEGY

Module 3: PRINCIPLES OF EFFECTIVE

SPEECH WRITING AND DELIVERY

Module 4: ORAL COMMUNICATION

ACTIVITIES

0
Most Essential Learning Competencies:
1.Engages in a communicative situation using acceptable, polite and meaningful
communicative strategies.(EN11/12OC-IIab-21)
2.Explains that a shift in speech context, speech style, speech act and communicative
strategy.(EN11/12OC-IIab-22)
3.Distinguishes types of speeches.(EN11/12OC-IIcj-23)
4.Uses principles of effective speech delivery in different situations. (EN11/12OC-IIcj-24)

Module 1: Types of Communicative Strategy

At the end of the learning period, the students shall have:

1. distinguish various types of communicative strategy;

2. engage in a communicative situation; and

3. use acceptable, polite, and meaningful communicative strategy.

Types of Communicative Strategy

The following are some strategies that people use when communicating:

1. Nomination
A speaker carries out nomination to collaboratively and productively establish a topic.
You use this strategy to open a topic and start a conversation. Nomination is usually employed
at the beginning of interaction to set the purpose of conversation.
Examples:
You may start off with making inquiries, giving compliment, asking for opinion, or offering help.
This could efficiently signal the beginning of a new topic in the conversation.
• “Have you heard about “the new normal”?
• “I saw your TikTok post on Facebook. It’s really great.”
2. Restriction
Restriction in communication refers to any limitation you may have as a speaker.

It is a strategy used when responses need to be within the set categories or instructions. These
instructions confine you as a speaker and limit what you can say.
Examples:
• In your class, you might be asked by your teacher to brainstorm on peer pressure
or deliver a speech on digital natives. In this case, you cannot decide to talk about
something else.

1
3. Turn-taking
It pertains to the process by which people decide who takes the conversational floor.
Turn-taking strategy allows all participants in the conversation a chance to speak. You can use
this strategy to avoid taking over the whole conversation.
Examples:
• You can employ this strategy by making your response shorter yet informative
enough to express your ideas and feelings.
4. Topic Control
Topic control covers how procedural formality or informality affects the development of topic
in conversations.
Examples:
• During a board meeting, the director manages the communication and directs who
may speak to collectively develop the topic of conversation. In the senate session, the
senate president presides the meeting. Senators who wish to speak asks permission to
the senate president.
5. Topic Shifting
Topic shifting involves moving from one topic to another.
This strategy is used to change the topic to a new one which helps communication keep going.
Examples:
• You may use conversational transitions that indicate a shift like “By the way...”,
“Before I forget...”, “Which reminds me of,” and the like.
6. Repair
Repair refers to how speakers address the problems in speaking, listening, and
comprehending that they encounter in a conversation.
Repair is the self-righting mechanism in any social interaction (Schegloff et. al, 1977). We can
employ this strategy whenever we encounter problems in communication to prevent a
breakdown.
Examples:
Speaker may use recasting or changing the form of message to a more understandable one
using the following expressions:

• “What I mean is….”

7. Termination
Termination refers to the conversation participants’ close-initiating expressions that end a
topic in a conversation.
This strategy is used to end an interaction or close a topic.
Examples:
You may use the following expressions to end a conversation: “It’s nice
catching up with you. I must be going.” Thanks for your time. See you
around. Regards to your wife. See you soon.”
In other situation, you may end the topic by sharing what you learned from the conversation.

2
 Module 2: Understanding Speech Context, Speech
Style, Speech Act and Communicative Strategy

At the end of the learning period, the students shall have:

1. identify the different types of speech context, speech style, speech act and

communicative strategies engaged in by people in various situations;

2. explain that a shift in speech context, speech style, speech act and communicative
strategy .
3. use effective communicative strategies in a variety of speech situations.
Communicative Competence
In order to achieve communicative competence, we must consider the following: speech
context, speech style, speech act and communicative strategies.

Intrapersonal Interpersonal Public

Speech Context
This accounts for the background and purpose of a discourse. Speech context assumes a
more or less direct relationship between situational, societal, political or cultural
“environment” in which the communication transaction occurs. The type of audience,
circumstances and setting are taken into consideration.
Speech context may be intrapersonal, interpersonal and public.
Intrapersonal communication is a communication with oneself. It is the basic form of
communication where the ‘self’ is the only consideration. This is true in moments of self-
reflection or introspection when you contemplate and internalize things that happened or may
happen, or maybe think of what may be done to solve a personal problem.
Sharing your experiences with a friend or discussing a topic within a group are examples
of interpersonal communication. This kind of communication involves the transmission of
messages that is deliberately extended to others.
Public communication addresses a large number of people. For example, when you
discuss to a large group online about the effects of Covid19 and the precautionary measures in
the time of pandemic, you engage in public communication.

3
Speech Style
Another factor that affects the attainment of communicative competence is speech
style. A person may choose what style or form of language to use in communicating with
others; however, personal preferences may not work at all times. There are controlled
instances when one may just go with the flow of the communicative process because that is
what is required in the situation.
Speech style has the following types: intimate, casual, consultative, formal and frozen.

Intimate communication happens between or

among family members because they are bound by close
affinity. There are things that are kept only within themselves
which other people do not or cannot know. Intimate
communication may be private or confidential.

Friends and acquaintances often use casual

communication. They feel comfortable and at ease with one another. They have no
inhibitions to share their feelings because they consider their friends next to their family. They
laugh without ceasing over not-so-funny things and at times, not even getting sensitive to one
another’s criticisms.
Consultative means of communication is giving pieces
of advice as in a guidance counselor and a client who needs it.
This can be between a doctor and his patient or parents who
consult with a teacher about their child’s academic
performance.

The President delivering his SONA and a principal presenting a school’s financial report
to teachers, parents and other stakeholders are both examples of a formal communication.
This type of communication is well-planned in terms of structure, sequence and coherence of
ideas.

Speech act
Speech act refers not only to the utterance (Locutionary act) but also to the intention
(Illocutionary Act) and response (Perlocutionary Act) to a specific situation for an intended
discourse impact. The choice of words to use has to be considered to suit the need of the
occasion or the kinds of audience to be addressed. This is also done to help express the
intention of the speaker and to elicit a response from the listener.
Communicative strategies
You are the class president and are the one presiding a meeting. In the middle of the
discussion, a heated argument as to where the class fund goes takes place. What would you
do?
To begin a conversation and keep it going, we should employ strategies that will help
maintain its smooth flow.

4
 You may consider nomination wherein you as the class president or your classmates
suggest a topic or agenda to talk about. Nomination starts the conversation process. You also
put restriction or limitation to the topic to be discussed in order to meet the arranged and
allotted time.
Turn-taking is where you employ rules of engagement regarding the procedure or
sequence of each participant’s turn to talk. This also refers to the alternate turns that speakers
adapt when having a conversation. Making sure that the discussions remain in the confines of
the agenda is the next consideration. This may be hard to achieve but topic control is possible
through the cooperation of all the attendees of a group meeting or of all participants in the
discussion. Everybody should ensure that the conversation will not veer away from what has
been planned.
Topic shifting makes the transition from one topic to another occur smoothly. This
happens when one discussant manages to move to the next topic subtly. This next topic may
not necessarily be the same as the previous but definitely, it is related to it. Before the meeting
is adjourned, you may repair or fix all the problems that arouse in the course of the meeting
by answering all the questions and clarifying the attendees’ understanding of the agenda
discussed. The termination is the last part of the process where the meeting is successfully
ended.

Module 3: Principles of Effective Speech Writing and

Delivery

The module consists of two (2) lessons namely:

• Lesson 1: Principles of Effective Speech Writing
• Lesson 2: Principles of Speech Delivery

After going through this module, you are expected to:

1. discuss the principles of effective speech writing;
2. analyze the importance of Audience Profile, Logical Organization, Duration, Word Choice
and Grammatical correctness) in writing a speech;
3. compose a speech applying the principles of effective speech writing and delivery;
4. 4. identify the principles of effective speech delivery; and
5. demonstrate effective speech delivery.

The introduction is the most crucial part of the speech. It is generally only 10 to 15 percent of
the time the speaker spends speaking. According to Wrench (2012), a good introduction serves
five functions: (1) you should be able to gain audience attention and interest, (2), it states the
purpose of your speech, (3) it establishes your credibility, (4) it should provide reasons for your
audience to listen and (5) your introduction should preview the main idea of your speech.
The body of the speech is the core part of the speech that addresses the main ideas and
principles of the speech. It consists of the main points. This is presented using methods of
organization (Flores 2016).

5
Problem-Solution Order- It explains the problem and suggests a possible solution.

Example : Cleaning up Laguna de Bay

Categorical/Topical Order- It divides the topic into subtopics based on the importance or
interest value or simply because the topic requires it.
Example : Importance of promoting the Reduce, Reuse and Recycle program

Chronological Order - A historical or time approach which is from the past to the present. It
presents idea in time order.
Example : The significant development of the province of Laguna from Spanish period
to present.
Comparison and Contrast Order- It presents comparison and contrast of two or three points.
Example : Comparison between living in the city and life in the province.
Spatial/Geographical Order- Going from one place to another, from one direction to another
Example: Traveling around the wonders of Batanes islands
To achieve logical organization, transitional devices may be used to
Duration
No matter how long the speech is, always divide it into five parts: an introduction, the
body (paragraph 2, paragraph 3, and paragraph 4) and a conclusion.
Total word count: 2,500 words (20 minutes)
Word Choice
There are a lot of vocabularies available to describe one's idea. However, the speaker
should carefully use the correct word in writing the speech..
Jargons are specific words or phrases used by a certain individual or group which are difficult
for others to understand.
Grammatical Correctness
Using correct grammar when you give a speech is important to prevent
misunderstanding and misinterpretation between you and the audience.

Module 4: Oral Communication Activities

At the end of the learning period, the students shall have:

1. Explains the functions, nature and process of communication; EN11/12OC-Ia-2
2. Differentiates the various models of communication; EN11/12OC-Ia-3
3. Uses arious strategies in order to avoid communication breakdown; EN11/12OCIa-5
The four basic types of speeches are: to inform, to instruct, to entertain, and to
persuade.

1. Informative – This speech serves to provide interesting and useful information to your
audience. Some examples of informative speeches:
• A teacher telling students about earthquakes
• A student talking about her research

6
 • Demonstrative Speeches – This has many similarities with an informative speech.
A demonstrative speech also teaches you something. How to start your own blog
• How to bake a cake
2. Persuasive – A persuasive speech works to convince people to change in some way: they
think, the way they do something, or to start doing something that they are not currently
doing. Some examples of persuasive speeches:
• Become an organ donor
3. Entertaining — The after-dinner speech is a typical example of an entertaining speech.
The speaker provides pleasure and enjoyment that make the audience laugh or identify
with anecdotal information. Some examples of entertaining speeches:
• Excuses for any occasion

REFERENCES :
Electronic File: Oral Communication in Context for Senior High School- DepEd Module
Online Sources:
https://www.google.com.ph/search?q=computer+drawing+images+download&sxsrf=ALeKk
007FAs0dJ-

MARICAR R. MUSNI LEONORA A. MARALIT ARLENE A. ROSARIO

English Coordinator Grade Level Chairperson Master Teacher 1

7
 OC11-Q2-W1-4________

Bugallon Integrated School

Bugallon, Pangasinan

ACTIVITY SHEETS IN ORAL COMMUNICATION

Name: ______________________________
Section: ____________________________ Teacher: GUIA CHARISSA D. CEREZO
I. True or False.
Directions: Read each statement carefully and write TRUE if it is correct and FALSE if it is wrong.
____________1. Repair in communication refers to any limitation you may have as a speaker.
____________2. Turn-taking pertains to the process by which people decide who takes the
conversational floor.
____________3. Communication must be only acceptable, polite and meaningful when talking
to your superior.
____________4. Termination refers to conversation participants’ close initiating expressions
that end a topic in a conversation.
____________5. Nomination covers how procedural formality and informality affects the
development of conversation.

II. Identification.
Directions: Identify the type of communicative strategy evident in each statement. Write your
answers on a separate sheet of paper.
___________6. “Ok goodbye! See you around.”
___________7. “Hello, I guess you are familiar. Have we met before?”
___________8. “Anyone, who is not in favor of my idea?
___________9. “May I request everybody to be quiet so we can proceed to the next part of our
discussion?”
___________10. “Sorry but can you repeat your question?”

A. Provide the needed information below.

1. Types of Speech Context
a. ________________________
b. ________________________
c. ________________________
d. ________________________
2. Types of Speech Styles
a. ________________________
b. ________________________
c. ________________________
d. ________________________
e. ________________________
f.
8
 3. Components of Utterances in Speech Act Theory
a. ________________________
b. ________________________
c. ________________________
4. Various Communicative Strategies
a. ________________________
b. ________________________
c. ________________________
d. ________________________
e. ________________________
f. ________________________

Prepared by: Checked by: Noted:

GUIA CHARISSA D. CEREZO ARLENE A. ROSARIO, PhD JONATHAN R.ESTRADA, EdD

Teacher II Master Teacher I Principal II

SONNY A. FERRER
Teacher II