11
Oral
Communication
in Context
Quarter 2 – Module 1:
Types of Communicative
Strate y
Oral Communication
Alternative Delivery Mode
Quarter 1: Module 8: Types of Communicative Strategy
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
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wherein the work is created shall be necessary for exploitation of such work for profit. Such
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Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Development Team of the Module
Writer: Jordan Faith C. Bastatas
Editors: Louie Mark G. Garvida , Imelda C. Martinez, Jerryl Jean L. Salunayan
Reviewers: Helen J. Ranan, Sally A. Palomo
Illustrator: Reggie D. Galindez
Layout Artist: John Arvin B. Genosa
Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Romelito G. Flores, CESO V - Schools Division Superintendent
Mario M. Bermudez, CESO VI – Assist. Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerardo Magno – Subject Area Supervisor
Juliet F. Lastimosa - CID Chief
Sally A. Palomo - Division EPS In- Charge of LRMS
Gregorio O. Ruales - Division ADM Coordinator
Ronnie R. Sunggay / Helen J. Ranan – Subject Area Supervisor /
Coordinator
Printed in the Philippines by Department of Education – SOCCSKSARGEN Region
Office Address:
Telefax:
E-mail Address:
Regional Center, Brgy. Carpenter Hill, City of Koronadal
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region12@deped.gov.ph
11
Oral
Communication
in Context
Quarter 2 – Module 1:
Types of Communicative
Strategy
Introductory Message
For the facilitator:
Welcome to the Oral Communication Grade 11 Alternative Delivery Mode (ADM)
Module on Types of Speech Act!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.
5
For the learner:
Welcome to the Oral Communication Grade 11 Alternative Delivery Mode (ADM)
Module on Types of Speech Act!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and skills
at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know
This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In
This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New
In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned
This
includes
questions
or
blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do
This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
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Assessment
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities
In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key
This contains answers to all activities in the
module.
At the end of this module you will also find:
References
This is a list of all sources used in developing
this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
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What I Need to Know
We all know that communication really plays a vital role to people as social
beings who survive more effectively through creating and sustaining meaningful
conversation in order to understand and to be understood by other people.
Today, let us try to have a glimpse of some communicative strategies which may
enable us to deal with uncertainty in our communication and even in our personal
contacts.
After going through this module, you are expected to:
Most Essential Learning Competency

Employ various communicative strategies in different situations.
EN11/12OC-IIab-21
Objectives: At the end of this module, the learner should be able to:
a. recognize the different communicative strategies;
b. use acceptable; polite, and meaningful communicative strategies; and
c. demonstrate effective use of communicative strategy in different real
life’s
situations.
Note: At the start of the module, your prior knowledge will be checked about some
communicative strategies relevant to our lesson today. So, you are to take the preassessment test to see how much background information and knowledge you have
in the new lesson.
This module is self-instructional. You can read, analyze concepts and ideas
presented and reflect on them. The activities will help you assess your progress as
you go through this module.
Let us now, begin this journey…
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What I Know
Before we continue, let us first assess your prior knowledge about communicative
Strategy. Read the instruction carefully before answering the following questions.
The Pretest consists of 15 items.
Let’s try this!
Direction: Read the following items carefully. Then, write the letter of your choice on
the space provided before each number.
1. A strategy used in recognizing when and how to speak because it is one’s
turn.
A. Nomination
B. Restriction
C. Turn – Taking
D. Repair
2. It keeps the interaction going by asking questions and eliciting a response.
A. Topic Control
B. Topic Shift
C. Restriction
D. Termination
3. A strategy used to overcome communication breakdown to send more
comprehensible messages.
A. Turn - Taking
B. Repair
C. Nomination
D. Restriction
4. It is a strategy that used both verbal and nonverbal signals to end the
interaction.
A. Turn - Taking
B. Termination
C. Nomination
D. Restriction
5. It is where speakers take turns in raising their points or arguing against
their opponents instead of everyone speaking and raising points at the same time.
A. Topic Shift
B. Topic Control
C. Turn - Taking
D. Termination
6. A strategy that constrains or restricts the Response of the other person
involved in the Communication Situation. The Listener is forced to respond
only within a set of categories that is made by the Speaker.
A. Termination
B. Repair
C. Restriction
D. Topic Shift
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topic
7. It is used to introduce a new topic followed by the continuation of that
A. Topic Shift
B. Topic Control
C. Turn - Taking
D. Termination
8. A strategy that is used to introduce a topic at the beginning of a
Communicative Situation.
A. Topic Shift
B. Restriction
C. Repair
D. Nomination
9. This requires the speaker to be polite, prudent, and courteous when ending
the topic and leading the conversation to a new one.
A. Termination
B. Topic Shift
C. Topic Control
D. Repair
10. This strategy is limiting the discussion only about the chosen topic.
A. Restriction
B. Nomination
C. Topic Shift
D. Topic Control
11.It is a strategy that limits a question to specific answers like (yes/no)
questions.
A. Topic Shift
B. Topic Control
C. Turn - Taking
D. Restriction
12. When you are asked “Do you have anything to say?”, the communicative
strategy used is
.
A. Turn – Taking
B. Nomination
C. Topic Shift
D. Topic Control
13. In your class, you might be asked by your teacher to brainstorm on peer
pressure. Which communicative strategy applies to the communication
context?
A. Restriction
B. Nomination
C. Topic Shift
D. Topic Control
14. The following transitional words such as in addition to, and by the way,
signals what type of communicative strategy?
A. Restriction
B. Nomination
C. Topic Shift
D. Topic Control
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15. The words “Yes”, “Okay”, and “Go on” are words that is used to strengthen
a particular communicative strategy.
A. Nomination
B. Termination
C. Topic Control
D. Repair
Lesso
n
8
Types of Communicative
Strategy
In today’s global environment, communication plays a crucial role since
everyone cannot be separated with communication activity. Being able to
communicate effectively is regarded as the most important of all life skills. Many people
believe that the significance of communication is like the importance of breathing.
Indeed, communication facilitates the spread of knowledge and forms relationship
between people.
What’s In
Hello everyone! Are you now ready for today’s lesson? I am pretty sure we will all
be going to have fun. Let me just ask for your full participation and cooperation for
us to be able to attain our objectives for the week. To ignite our enthusiasm for the
day, let us do this recall.
What is a Speech Act? A speech act is an utterance that serves a function in
communication.
There are three types of Speech Act:
1. Locutionary Act refers to the actual utterance of the speaker.
Two types of Locutionary Act
a. utterance acts – where something is said (or a sound is made) and which
may not have any meaning.
b. propositional acts – where a particular reference is made.
Note: Acts are sometimes also called utterances – thus a perlocutionary act is the
same as perlocutionary utterance.
2. Illocutionary Act refers to the intended utterance by the speaker (performance).
Illocutionary acts are classified into five distinct categories:
a. Assertive –
It is an act which speaker expresses belief about the truth
of a proposition.
b. Directive – It is an act which the speaker tries to make the addressee
perform an action.
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c. Commissive – It is an act which commits the speaker to doing something in
the future.
d. Expressive – It is an act which the speaker expresses his/her feelings or
emotional reactions.
e. Declaration – It is an act which brings a change in the external situation.
3. Perlocutionary Act refers to the actions that result from the locution or what we
bring about or achieve by saying something such as convincing, persuading,
deterring or surprising.
Locutionary Act: What we say…
Illocutionary Act: What we mean we say it…
Perlocutionary Act: What we accomplish by saying it…
Let’s prepare!
For the previous lessons, you have learned about the types of Speech Acts and
the other related pre-requisite skills to all communicative strategies. You have
understood that speech acts are utterances used to perform: requests, warnings,
invitations, promises, apologies, predictions, and the like. It also takes into account
speaker’s intention in a particular communicative setting.
By this time, we will be focusing on the types of communicative strategy. What
do you think is the role of the different communicative strategies in different
communicative situations?
What do you do when you need to express the meaning of a word that you
don’t know? How do you start and close a conversation, and how do you keep it
going? What can you do if you are not sure about what to say in an unfamiliar
situation?
Since engaging in conversation is also bound by implicit rules, Cohen (1990)
states that strategies must be used to start and maintain a conversation.
Therefore, the speaker and listener must find some effective ways to
communicate their thoughts effectively so that we can survive with our inadequacies
in communication. Those effective ways which help people to communicate in the
presence of such deficiencies can be called as communication strategies.
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What’s New
Let’s warm up!
To get started with this module, let me connect you to the different learning
activities that this module will bring you. Let’s take it away!
Activity 1: IMAGINARY TRIP
Directions: Choose one of the two options given below.
Option 1:
Look for any videos about General Santos City’s tourist spots. While watching the
video clip, try to visualize your own place, General Santos City in this what we call
the “NEW NORMAL WORLD” living not in fear but with the courage to surpass the
challenges of this world’s Pandemic Crises “COVID 19”
Option 2:
Let’s travel around General Santos City using our imagination. Imagine what you
can see and do as a tourist in the following places:
1. Sabrina Mountain Resort
2. General Santos Fish Port Complex (Tuna Capital of the Philippines)
3. General Santos City Airport
4. Olaer Spring Resort
5. Queen Tuna Park
After doing the Imaginary Trip, exchange ideas with your group or with the members
of your family and decide on the “Most Exciting Tourist Spot located within your own
locality”.
Activity 2: Recall and Share!
Directions: After sharing your ideas about our “Imaginary Trip”, answer the
following questions stated below. Write your discussions on the space provided after
each question.
1. From the activity, were you able to collaborately and productively establish a topic
during conversation?
2. Were you able to efficiently use signal words in order to begin a new topic?
3. What are those words or transitions that you use to signal the beginning of a new
topic?
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4. Have you observed any limitations in your communication?
5. Were you able to sustain a productive conversation?
6. Did you wait patiently for your turn to speak?
7. Were you polite when you want to raise a point?
8. Did you end your conversation effectively?
What Is It
Let’s discover!
At the beginning of the lesson, you had travelled to the different places in
General Santos City, after which, you were told to discuss with your family members
more of the possible tourist destinations of our own place and had voted for the most
exciting tourist spot within our own locality. While doing the discussion, let us try to
check if the following communicative strategies were employed during your
conversation.
As you go through each communicative strategy, try to relate it with the discussion
you had in Activity 2.
Communicative strategies are techniques on how to deal with difficulties
encountered when communicating.
Here are the seven communicative strategies:
1. Nomination
 A speaker carries out nomination to collaboratively and productively establish
a topic. Basically, when you employ this strategy, you try to open a topic with
the people you are talking to.
 It is presenting a particular topic clearly, truthfully, and saying only what is
relevant is a strategy that can also be applied any time during the course of an
interaction as a way of continuing the communication. When this strategy is
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
used, the topic is introduced in a clear and truthful manner, stating only what
is relevant to keep the interaction focused.
Examples:
➢ "Do you have anything to say?"
➢ "Have you heard the news about the prettiest girl in school?"
➢ "Now, it’s your turn to ask questions."
➢ "Does that make sense to you?"
2. Restriction
 Restriction in communication refers to any limitation you may have as
aspeaker.
 Also, this strategy constrains or restricts the Response of the other person
involved in the Communication Situation. The Listener is forced to respond only
within a set of categories that is made by the Speaker.
➢ Examples:
➢ In your class, you might be asked by your teacher to brainstorm on peer
pressure.
➢ When you were asked to deliver a speech in a specific language.
3. Turn-Taking
 Turn-taking pertains to the process by which people decide who takes the
conversational 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.
 Recognizing when and how to speak because it is one’s turn requires that
each speaker speaks only when it is his/ her turn during interaction. Knowing
when to talk depends on watching out for the verbal and nonverbal cues that
signal the next Speaker that the previous Speaker has finished or the topic
under discussion has been exhausted and a new topic may be introduced. At
the same time, it also means that others should be given the opportunity to
take turn.
 Turn-taking Communicative Strategy uses either an informal approach (just
jump in and start talking) or a formal approach (permission to speak is
requested).
 Example:
➢ Can we all listen to the one who talk in front of us?
➢ "Excuse me? I think we should speak one at a time, so we can clearly
understand what we want to say about the topic."
➢ "Go on with your ideas. I'll let you finish first before I say something."
4. Topic Control
 Topic control covers how procedural formality and informality affects the
development of topics in conversation. This only means that when a topic is
initiated, it should be collectively developed by avoiding unnecessary
interruptions and topic shifts.
 keeping the interaction going by asking questions and eliciting a response
 This is simply a question-answer formula that moves the discussion
forward.This also allows the Listener or other participants to take turns,
contribute, ideas, and continue the discussion.
 Example:
➢ "One of the essential lessons I gained from the discussion is the
importance of sports and wellness to a healthy lifestyle."
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5. Topic Shifting
 Topic shifting, as the name suggests, involves moving from one topic to another.
In other words, it is where one part of a conversation ends and where another
begins.
 It is introducing a new topic followed by the continuation of that topic
 It is also a strategy that is useful in introducing another topic. This strategy
works best when there is follow-through so that new topic continues to be
discussed.
 Examples:
"By the way, there's a new shop opening at the mall"
“In addition to what you said about the beautiful girl is that she is also
smart."
6. Repair
 Repair refers to how speaker address the problems in speaking, listening, and
comprehending that they may encounter in a conversation.
 It is overcoming communication breakdown to send more comprehensible
messages.

Examples:
➢ "Excuse me, but there are 5 Functions of Communication not 4."
➢ "I'm sorry, the word should be pronounced as pretty not priti.".
7. Termination
 Termination refers to the conversation of participants’ close-initiating
expressions that end a topic in a conversation.
 It uses verbal and nonverbal signals to end the interaction.
 It ends the interaction through verbal and nonverbal Messages that both
Speaker and Listener send to each other. Sometimes the Termination is quick
and short. Sometimes it is prolonged by clarification, further questions, or the
continuation of the topic already discussed, but the point of the language and
body movement is to end the communication.

Examples:
➢ "Best regards to your parents! See you around!
➢ “It was nice meeting you. Bye!"
➢ "That is all for today class, goodbye!"
Are we able to maintain a very good conversation? If so, then, we successfully
apply those communicative strategies during our discussion. This time, I’m sure that
when you are faced to certain difficulties along any conversation which you may have
in the future, you can now make use to any of these communicative strategy as one
possible solution to certain gaps or inadequacies within your conversation in order to
start and maintain a good one.
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What’s More
Activity 3. What is it?
Direction: Identify the type of Communicative strategy 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 sports and wellness to a healthy
lifestyle.”
3. “Excuse me? I think we should speak one at a time, so we
can clearly understand what we want to say about the
issue”
4. “Go on with your ideas. I’ll let you finish first before I say
something”
5. “Have you heard the news about the latest achievement
of our government?”
6. “Hey, how are you? I missed you!”
7. “Best Regards to your parents! See you around!”
8. “Good to see you. Anyway, I came to visit you because I
want to personally offer apologies for what I did
yesterday.”
9. “Sorry, I can’t decide on that now. I am still focused on
my writing assignment. Let’s talk next time ok?”
10. “Now, it’s your turn to ask questions.”
11. “Is it raining outside?”
12. “Speaking of summer, do you even feel how hot it is
outside?”
13. “Please hear me out, I need to tell you something.”
14. “I'm sorry, could you repeat your question please? I
didn't hear it quite clearly. Thanks.”
15. “What did you like about today's activity?”
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Activity 4. What is it again?
Direction: Identify what communicative strategy is best used in the following
situations. Write whether a statement or a dialogue is nomination, turn-taking,
termination, restriction, topic shift, topic control or repair. Write your answer on
the space provided before the number.
1. A student is presenting his or her report in front of the class.
2. You were having conversations with your friends about the
earthquake which happened last night.
about
3. The Department of Health Committee were exchanging ideas
possible solutions to the increasing number of infected COVID 19
patients.
4. The teacher is asking the students to give their ideas about what
is communication.
5. You were asked by your teacher to brainstorm about the
importance of understanding the use of the different communicative strategies.
6. You were told by your Oral Communication teacher to deliver your
speech using English Language only.
7. A doctor is explaining his/her diagnosis to a patient, at the same
time, the patient is asking the doctor for his/her medical advice in
regards to his or her diagnosis.
8. Students are having their debate activity about the advantage and
disadvantages of our new normal world.
9. You were by your teacher to give your answer based on the
choices given only.
10. In a class, you are going to make a chain story, where one
student gives the first scenario and will be added by the next student and it
continues to the next until it will be completed.
11. Your friend ask you to tell something about your most painful
experience but instead, you told him about the most exciting moments of your life.
12. You happen to mispronounce the word NIKE into “nayk, instead
of nayki”. Your mother told you on how to pronounce it correctly.
13. Your teacher was discussing the lesson, yet there was one word
in which you didn’t hear it clearly, so you asked your teacher to kindly repeat it for
you.
14. You were chatting with a friend over the phone, when someone
knocks at your door, so you told your friend to give him/her a call later.
15. You had a very exciting discussion on the lesson presented by
your teacher, a lot of questions has been raised by your classmates yet the teacher
runs out of time in answering the questions, so he/she said to continue the
discussion on the next meeting.
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What I Have Learned
Strengthening One’s Understanding!
Your communication strategy is the heart of your conversation’s success. It
determines the flow of information along your conversation. A poor communication
strategy allows for information blockages, making it hard for others to understand.
An effective communication strategy forges and maintains connections
efficiently to both speaker and receiver. If connections are clear, each party receives
and understands the messages of the other, which fosters synchronized, and
efficient performance.
To show you understanding of our topic, please do the following:
A. Directions : Enumerate the 7(seven) types of communicative strategies and give
one example for each.
1.
5.
2.
6.
3.
7.
4.
B. Directions: Be able to give examples of the different strategies by making the
individual or mini-paired project
Create a tourism commercial slogan about Gensan’s Pride “ Tuna Capital of the Philippines”
which would serve as a promotional advertisement to tourists. Create your slogan
inside the box provided below:
Be guided by the rubric provided which will be used in assessing your tourism
commercial slogan.
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Rubric for the Slogan
1
Needs
Improvement
5
Excellent
3
Good
2
Fair
Craftmanship
The slogan is
exceptionally
attractive in
terms of
neatness. Well
constructed and
not messy.
The slogan
is attractive
in terms of
neatness.
Good
construction
and not very
messy.
The slogan is
acceptably
attractive
though it
may be a bit
messy.
The slogan is
distractingly
messy.
Score
Creativity
Slogan is
exceptionally
creative. A lot of
thought and
effort was used
to make the
banner.
Slogan is
creative and
a good
amount of
thought was
put into
decorating
it.
Slogan is
creative and
some
thought was
put into
decorating it.
The slogan
does not reflect
any degree of
creativity.
Score
Originality
Exceptional use
of new ideas and
originality to
create slogan.
Good use of
new ideas
and
originality to
create
slogan.
Average use
of new ideas
and
originality to
create
slogan.
No use of new
ideas and
originality to
create slogan.
Score
Grammar
There are no
grammatical
mistakes on the
poster.
There is 1
grammatical
mistake on
the poster.
There are 2
grammatical
mistakes on
the poster.
There are more
than 2
grammatical
mistakes on
the poster.
Score
20
Score
What I Can Do
Visualize your Understanding!
It’s ART TIME! Do this individually or by group. Make comic strips and write a
script for each of the following scenarios presented below. Make sure to employ the
different communicative strategies along the dialogues of your characters. Write your
script inside the box.



Scene 1: While eating in the canteen, you go over the brochures of the tourist
spot for the field trip. You talk about various information about the location.
Scene 2: You decide on the final itinerary of the field trip and discuss the
details such as transportation, accommodation, meals, and itinerary.
Scene 3: You are tasked to present the final itinerary to the students’ parents
during the quarterly parents’ meeting.
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
Scene 4: Upon arrival at your destination, you talk to the hotel concierge about
your reservations. You inquire about breakfast, hotel keys, extra beddings, and
room service.

Scene 5: You ask a police officer and a street vendor (on two different
instances) for directions to the beach because the class is lost somewhere in
town.

Scene 6: The class needs to eat in the nearest fast-food restaurant. After
taking all the orders from your classmates, you go to the counter to place the
orders. However, some of the orders are not available so you ask for alternate
combos from the fast-food crew, and you make decisions for the rest of the
class.

Scene 7: You have a free half day before your trip back home, so you decide
on what to do as members of the field trip committee. Your ideas and
suggestions clash, but ultimately everything is cleared out and you present the
final plan to your classmates.
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Be guided by the rubrics presented below:
Script Writing Rubric
Script
Development
Dialogue and
story
Level 1
Limited
(4)
Level 2
Some
(6)
Level 3
Considerable
(8)
Level 4
High Degree of
Effectiveness
(10)
Level 1
Level 2
Level 3
Level 4
The student
shows the ability
to write dialogue
in a clear
effective manner
with limited
effectiveness
The student
shows the
ability to write
dialogue in a
clear effective
manner with
some
effectiveness
Level 1
Level 2
Level 3
The students
shows the ability
to write a script
using a
communicative
strategy with
limited
effectiveness
The students
shows the
ability to write
a script using
a
communicative
strategy with
some
effectiveness
The students
shows the
ability to write
a script using a
communicative
strategy with
considerable
effectiveness
The student
shows the
ability to write
dialogue in a
clear effective
manner with
considerable
effectiveness
The student
shows the ability
to write dialogue
in a clear effective
manner with a
high degree of
effectiveness
SCORE
Application of
the
communicative
strategies
Level 4
The students
shows the ability
to write a script
using a
communicative
strategy
in proper format
with a high
degree of
effectiveness
SCORE
GRAND
TOTAL
Source: https://www.rcampus.com/rubricshowc.cfm?code=N2W735X&sp=true&
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Assessment
Evidence of learning!
Congratulations for a job well done!!! Let us continue to enjoy doing the
remaining tasks as evidence of your learning!
A. Direction: Recognize the type of communicative strategy used in the following
statements. Write only the letter of your choice on a separate sheet of paper.
1.“Do you have anything to say?”
A. Nomination
B. Turn Taking
C. Topic Control
D. Termination
2. “One of the essential lessons I gained from the discussion is the importance of
sports and wellness to a healthy lifestyle.”
A. Restriction
B. Nomination
C. Turn Taking
D. Topic Shifting
3. “Excuse me? I think we should speak one at a time, so we can clearly understand
what we want to say about the issue.”
A. Termination
B. Topic Shifting
C. Repair
D. Turn taking
4.“Go on with your ideas. I’ll let you finish first before I say something.”
A. Topic Control
B. Nomination
C. Topic shifting
D. Repair
5. “Have you heard the news about the latest achievement of our government?”
A. Repair
B. Nomination
C. Topic Control
D. Turn taking
6.“Hey, how are you? I missed you!”
A. Repair
B. Turn taking
C. Restriction
D. Nomination
7. “Best regards to your parents! See you around!”
A. Topic Control
B. Repair
C. Termination
D. Turn taking
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8. “Good to see you. Anyway, I came to visit you because I want to personally offer
apologies for what I did yesterday.”
A. Restriction
B. Nomination
C. Turn taking
D. Topic Control
9. “Sorry, I can’t decide on that now. I am still focused on my writing assignment.
Let’s talk next time, okay?”
A. Repair
B. Termination
C. Nomination
D. Topic Control
10.“Now, it’s your turn to ask questions.”
A. Topic Contol
B. Nomination
C. Repair
D. Turn taking
For items 11 to 15, identify what type of communicative strategy is being described.
11. It refers to topic establishment.
A. Nomination
B. Turn Taking
C. Topic Control
D. Termination
12. It is a turn-based communication strategy.
A. Restriction
B. Nomination
C. Turn Taking
D. Topic Shifting
13. A strategy which refers to the introduction of a new topic in connection to the
current topic.
A. Topic Control
B. Nomination
C. Topic shifting
D. Repair
14. It referes to the assessment of a speaker in addressing a conflict within the
communication and addressing the situation.
A. Repair
B. Termination
C. Nomination
D. Topic Control
15. It refers to the acceptance or development of a certain topic.
A. Topic Control
B. Nomination
C. Topic shifting
D. Repair
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Additional Activities
Connecting Learning Activities to One’s Experience!
Direction: Think of a time when you had to explain one message in two different
instances with varying contexts. Explain why your communicative strategies change
as there are adjustments in every speech context, speech style and speech act.
Example:
You told your parents over dinner how badly you want to study in your dream
university and in another instance, you talked about the same thing with your friends
while you chat with them through Facebook.
B. Direction: Transcribe a specific scene in a TV drama (Filipino, Korean, American,
etc.) and identify the Speech Acts in the dialogue of the specific speech context. Write
your answer in a separate sheet of paper.
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Answer Key
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References
Books:
Sipacio, P. J., & Balgos, A.N. (2016). Oral communication in context for senior high
school. Quezon City: C & E Publishing, Inc. pp.51-58.
Internet Sources:
Bidi, Kenneth (2017, Sept. 23). GENERAL SANTOS CITY, PHILIPPINES | MY TRAVEL
EXPERIENCE | DJI OSMO. (Video). Youtube.
https://www.youtube.com/watch?v=HICL18ODbPk
Oral Communication In Context Senior High School (2016, October 14). Types of
Communicative Strategy. Retrieved from URL
https://oralcom.wordpress.com/2016/10/14/types-of-communicativestrategy/
Jadearcher (2020).iRubric: Living Museum Presentation rubric. Retrieved from:
https://www.rcampus.com/rubricshowc.cfm?code=N2W735X&sp=true
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DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module. This
is version 1.0. We highly encourage feedback, comments, and
recommendations.
For inquiries or feedback, please write or call:
Department of Education – SOCCSKSARGEN
Learning Resource Management System (LRMS)
Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax No.: (083) 2288825/ (083) 2281893
Email Address: region12@deped.gov.ph
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