Employing Various
Communicative Strategies in
Different Situations
Module in Oral Communication
in Context 11
First Semester- Second Quarter
GENEVIEVE C.TUDLONG
Developer
Department of Education • Cordillera Administrative Region
Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
Wangal, La Trinidad, Benguet
Published by
Learning Resource Management and Development System
COPYRIGHT NOTICE
2020
Section 9 of Presidential Decree No. 49 provides:
“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”
This material has been developed for the implementation of K to 12 Curriculum
through the DepEd Schools Division of Baguio City – Curriculum Implementation
Division (CID). It can be reproduced for educational purposes and the source must
be acknowledged. Derivatives of the work including creating an edited version, an
enhancement or a supplementary work are permitted provided all original work is
acknowledged and the copyright is attributed. No work may be derived from this
material for commercial purposes and profit.
ii
PREFACE
This module is a project of the Curriculum Implementation Division particularly
the Learning Resource Management and Development Unit, Department of
Education, Cordillera Administrative Region which is in response to the
implementation of the K to 12 Curriculum.
This learning material is a property of the Department of Education, CID,
CAR. It aims to improve students’ academic performance specifically in English.
Date of Development
:
November 2020
Resource Location
:
CAR- LRMS
Learning Area
:
Oral Communication in Context
Grade Level
:
11
Learning Resource Type
:
Module
Language
:
English
Quarter/Week
:
Q2/W1
Learning Competency/Code
:
Employs various communicative strategies in
different situations (EN11/12OC-IIab-21)
iii
ACKNOWLEDGMENT
The developer wishes to express her gratitude to those who helped in the
development of this learning material. The fulfillment of this learning material would
not be possible without these people who gave their support, helping hand,
understanding, and wisdom.
Development Team
Author/s: Genevieve C. Tudlong
Illustrator: Jerielle N. Acop
School Learning Resources Management Committee
Ma. Joan Andayan
School Principal
Pia P. Duligas
MT II - Assistant to the Principal
Genevieve C. Tudlong
School LR Coordinator
Marites T. Tauli
Learning Area Coordinator
Quality Assurance Team
Lilian S. Pagulongan
Leticia A. Hidalgo
EPS – English
PSDS – West Baguio and Baguio Central
District
Learning Resource Management Section Staff
Loida C. Mangangey
EPS – LRMDS
Christopher David G. Oliva
Project Development Officer II – LRMDS
Priscilla A. Dis-iw
Librarian II
Lily B. Mabalot
Librarian I
CONSULTANTS
JULIET C. SANNAD, EdD
Chief Education Supervisor – CID
CHRISTOPHER C. BENIGNO, PhD
OIC-Asst. Schools Division Superintendent
MARIE CAROLYN B. VERANO, CESO V
Schools Division Superintendent
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TABLE OF CONTENTS
COPYRIGHT NOTICE ................................................................................................ii
PREFACE ...................................................................Error! Bookmark not defined.
ACKNOWLEDGEMENT .............................................................................................iv
TABLE OF CONTENTS ............................................................................................. v
What I Need to Know ................................................................................................. 1
What I Know ............................................................................................................... 2
What’s In .................................................................................................................... 3
What’s New ................................................................................................................ 3
Activity : Travel After the Pandemic ..................................................................... 3
What’s Is It ................................................................................................................. 3
What’s More ............................................................................................................... 5
Activity 1: I Love This Place! ............................................................................... 5
Activity 2: Read My Lines ................................................................................... 5
What I Have Learned ................................................................................................. 6
Activity: I Have and I Will .................................................................................... 6
What I Can Do ............................................................................................................ 6
Activity 1: Read Me (The Case of the Sound-Alike Words) ................................. 6
Activity 2: Comprehension Check ........................Error! Bookmark not defined.
Assessment................................................................................................................ 8
Additional Activity ....................................................................................................... 9
Activity: Nailed It! .................................................Error! Bookmark not defined.
ANSWER KEY ....................................................................................................... 103
REFERENCES ....................................................................................................... 114
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What I Need to Know
Hello learner! This module was designed and written with you in mind. This material
aims to help you analyze the different communication strategies that are employed in
different everyday situations. Specifically, you will be able to
1. distinguish different types of communication strategies;
2. recognize the communication strategies employed in communication situation, and
3. discuss the importance of communicative strategies in maintaining effective
communication.
Do not forget to write your answers on the different activities on a separate sheet of
paper. Do not answer directly on the pages of this module.
Now, here is an outline of the different parts of your learning module. The
descriptions will guide you on what to expect on each part of the module.
Label
Description
What I need to This states the learning objectives that you need to achieve as you study
know
this module.
What I know
This is to check what you already know about the lesson on this module.
What’s In
This connects the current lesson with a topic or concept necessary to
your understanding.
What’s New
This introduces the lesson to be tackled through an activity.
What’s In it
This contains a brief discussion of the learning module lesson. Think of it
as the lecture section of the lesson.
What’s More
These are activities to check your understanding and to apply what you
have learned from the lesson.
What I
Learned
have This generalizes the essential ideas tackled from this module.
What I Can Do
This is a real life application of what you have learned.
PostAssessment
This is an evaluation of what you have learned from this learning material.
Additional
Activity
This is an activity that will strengthen and fortify your knowledge about the
lesson.
1
What I Know
Let us check what you already know about the lesson on this module by answering
this pre-assessment activity. These items focus on what happens during a communication
process.
I. Alternate Response. Write TRUE if each of the statements conveys a fact, and
FALSE if otherwise. Write your answers on a separate sheet of paper.
1. In any communication process, each speaker has a role.
2. Communicators use strategies in starting, maintaining, and ending a conversation.
3. Most of the time, the topic in an informal conversation is maintained until the end.
4. The speakers influence the context of the communication process.
5. There is one communicative strategy that is used in a communication process.
II. Identification. Recognize the type of communicative strategy in each of the
following statements. The choices are in the box.
A.
B.
C.
D.
Nomination
Repair
Restriction
Termination
E. Topic Control
F. Topic Shifting
G. Turn-taking
6.“Do you have anything to say?”
7. “One of the essential lessons I gained from the discussion is the importance of sports and
wellness to a healthy lifestyle.”
8. “Excuse me? I think we should speak one at a time, so we can clearly understand what
we want to say about the issue.”
9. “Go on with your ideas. I’ll let you finish first before I say something.”
10. “Have you heard the news about the latest achievement of our government?”
11. “Hey, how are you? I missed you!”
12. “Best regards to your parents! See you around!”
13. “Good to see you. Anyway, I came to visit you because I want to personally offer
apologies for what I did yesterday.”
14. “Sorry, I can’t decide on that now. I am still focused on my writing assignment. Let’s talk
next time, okay?”
15. “Now, it’s your turn to ask questions.”
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What’s In
In the previous module, you have learned about the different factors you need to
consider in oral communication. One of these factors is the utterance defined in terms of a
speaker's intention and the effect it has on a listener. This is called speech acts. In Searle’s
classification of speech acts (1976), there are five categories that were mentioned:
assertive, directive, commissive, expressive and declaration.
Aside from the speech acts, you should also consider varied strategies to start, to
maintain and to end the communication process. These communicative strategies that you
can use as a speaker will be learned in this lesson.
What’s New
Activity: Travel After the Pandemic
How familiar are you with your place? Answer the following questions in 2-3
sentences only.
1. What do you love about your hometown?
2. If you were to convince your family to go for a vacation in a place in Cordillera,
where would it be? What will you tell your family to convince them?
What Is It
When we communicate, we consciously or unconsciously use strategies to start, to
sustain and to end the conversation or interaction. Let us identify these seven types of
communicative strategies that we employ in the process of communicating.
Communicative
Strategy
Nomination
Description



Restriction


Examples
It refers to topic establishment.
A speaker carries out
nomination to collaboratively
and productively establish a
topic.
It is a strategy that can also be
applied any time during the
course of an interaction as a
way of continuing the
communication.
This strategy refers to any
limitation you may have as
speaker.
When communicating in the
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• "Do you have anything to
say?"
• "Have you heard the news
about the Covid-19 vaccine?"
• "Now, it’s your turn to ask
questions."
• In your class, you might be
asked by your teacher to
brainstorm about a certain topic
only.
classroom, in a meeting, or
while hanging out with your
friends, you are typically given
specific instructions that you
must follow. These instructions
confine you as a speaker and
limit what you can say.
Turn-taking



Topic Control


Topic Shifting



Repair

This 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.
It uses either an informal
approach (just jump in and
start talking) or a formal
approach (permission to speak
is requested).
This covers how procedural
formality and informality affect
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.
This involves moving from one
topic to another. In other
words, it is where one part of a
conversation ends and where
it begins.
This strategy works best when
there is follow-through so that
new topic continues to be
discussed.
It uses effective conversational
transitions to indicate a shift
like “By the way,” “In addition
to what you said,” “Which
reminds me of,” and the like.
It refers to the assessment of a
speaker in addressing a
conflict within the
communication and
addressing the situation. It is
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• When you were asked to
deliver a speech in a specific
language.
• Can we all listen to the
speaker?
• "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."
• In meetings, you may only
have a turn to speak after
the chairperson directs you to
do so.
 “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."

"We should take this
moment as learning
opportunity. Let's take a
note regarding this
matter."

how speakers address the
problems in speaking,
listening, and comprehending
that they may encounter in a
conversation.
Repair is the self-righting
mechanism in any social
interaction (Schegloff et al, 1977

"I'm sorry, could you
repeat your question,
please? I didn't hear it
quite clearly. Thank you."

"Best regards to your
parents! See you around!
“It was nice meeting you.
Bye!"
"That is all for today
class, goodbye!"
cited in DepEd Oral
Communication in Context
textbook). If there is a problem
in understanding the
conversation, speakers will
always try to address and
correct it.
Termination


It refers to the conversation
participants’ close-initiating
expressions that end a topic in
a conversation.
The speakers may use verbal
and nonverbal signals to end
the interaction. 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.


What’s More
Activity 1: I Love This Place!
In the previous activity (What’s In), you were asked to identify a place in the
Cordillera where you can have your vacation as a family. You will now suggest this to your
family. You may do this during dinnertime or play time with any of your family members.
Transcribe the conversation on your answer sheet. Make sure to write the exact
statements. You don’t need to translate if you are using your dialect/Filipino language
during the conversation.
Activity 2: Read My Lines!
Go back to the transcription of the conversation you had with your family member/s.
Analyze the exchange of statements, and identify the communicative strategies used
during the conversation.
e.g. “Mama, after this pandemic, can we go to Sagada?” - Nomination
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What I Have Learned
Activity: I have … and I will…
To generalize what you have learned in this lesson, complete the following
statements on your answer sheet.
I have learned that _____________________
____________________
______.
I have realized that _____________________
____________________
_____.
I will apply _________________
____________________
_______________.
What I Can Do
We enter into different situations everyday and in these situations, we have to
remember our purpose of communicating so that we can be able to use the right
communicative strategies to attain our purpose. Let us look into some common
communication situations that we encounter through the following activity.
Activity 1: Read Me: The Case of the Sound-Alike Words
Read the following transcribed conversation between a supervisor, Ms. Pat and her
subordinate, Mr. Ron. Copy and complete the graphic organizer that follow.
Ron Solis, a psychiatric nurse with 15 years of experience, is presently employed
at Maharlika Manor Hospital, where patients suffering from psychiatric disorders are
treated either in the adult Progressive Care Unit or a Special Care Unit. Separate units
provide treatment for adolescent drug abuse, adult substance abuse, and for children
with behavioral problems.
At 8:00 a.m., on November 18, Ron waited at the nurses’ station for his
supervisor, Patricia Pham. Ordinarily Ron was off duty by 7:30 a.m. so it was unusual for
him to still be at the hospital, and evenmore unusual to ask to see Ms. Pat privately. Ron
sat down at Ms. Pat’s invitation. His face was flushed, and he fiddled nervously with his
watch.
6
Ron:
I’m really upset, Ms.Pat. I’ve had some trouble with a doctor.
Ms. Pat:
Tell me about it, Ron. What is the problem?
Ron:
When Dr. Ramos came in at seven this morning and checked the orders,
she accused me of giving the wrong medicine to her patient. He’s a new
patient. I just admitted him last night.
Ms. Pat:
Did you fill out the nursing assessment?
Ron:
Yes, I did. And I phoned Dr. Ramos for her orders. She told me to give the
patient Elavil. This morning when she came in, she said she had ordered
Aldoril for high blood pressure.
Ms. Pat:
Did she order Aldoril or Elavil?
Ron:
She said Elavil, Ms. Pat.
Ms. Pat:
And did you repeat Elavil back to her?
Ron:
Yes, I did. We’re trained to do that, and it’s almost automatic.
Ms. Pat:
up?
And what would you have done if you were unsure after you had hung
Ron:
I would certainly have called her back. But I had no reason to doubt that
she said Elavil. She was furious this morning because the patient was
groggy from the effects of Elavil sedation.
Ms. Pat:
It’s a common problem, Ron. A number of medicines sound alike –
Cephalexin and Caphalothin, Teldrin and Teldral. Our pharmacist makes
up a list of similar names to prevent this problem from happening.
Ron:
I know. I’ve seen the list. But, Dr. Ramos didn’t say the patient had high
blood pressure, and I thought she wanted him to have a good night’s
sleep when she said Elavil. It’s her word against mine, but she’s
threatened to report me for carelessness. What am I going to do, Ms.Pat?
Adapted from Miculka,J.H. (1999). Speaking for success. Cincinnati, Ohio: South-Western Educational
Publishing.
Activity 2: Comprehension Check
Briefly answer each of the following questions in 1-2 sentences only.
•What is/are the cause/s of the problem
between Ron and the doctor ?
What is the problem of
Ron?
•What solution can you recommend to solve
the problem?
•What is/are the effect/s of the problem if it is
not solved?
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Post- Assessment
Congratulations! You are able to reach this part of the module. Reflecting on what
you have learned through the activities in this module, answer the following items.
I. Alternate Response. Write TRUE if each of the statements conveys a fact, and
FALSE if otherwise.
1.
2.
3.
4.
5.
Each speaker involved in the communication process takes a role.
Speakers use different strategies while communicating.
In an informal conversation, the topic is constant.
The speakers affect the context of the communication process.
In a communication process, one communicative strategy is employed.
II. Multiple Choice. Answer each of the following questions and write the letter of the
best answer.
6.
Mark wants to speak with his teacher about the given assignment. What strategy
will he employ?
A. nomination
C. termination
B. restriction
D. topic control
7.
Mariz is speaking with her mother on the phone. Suddenly, the school bell rang.
What strategy will she employ to end the conversation?
A. nomination
C. termination
B. restriction
D. topic control
8.
A group of learners were discussing about parabola, one of their lessons in PreCalculus. However, Susi needs to discuss another school work that has to be
submitted immediately. What communicative strategy should she use?
A. repair
C. topic shifting
B. topic control
D. turn-taking
9.
Using the same situation in no.8, if the group leader limited his/her members to
discuss only about the lesson on parabola, what communicative strategy is used?
A. repair
C. topic shifting
B. topic control
D. turn-taking
10. Juana is busy doing her assignment when her mother asked her a question.
Unfortunately, Juana did not understand what her mother asked her. What
communicative strategy will Juana use?
A. repair
C. topic shifting
B. topic control
D. turn-taking
11. Which situation/setting does NOT show restriction as a communicative strategy?
A. club meeting
C. talking with friends during break time
B. classroom discussion
D. job interview
12. Which statements describe turn-taking as a communicative strategy?
I.
It is giving equal opportunities to all communicators a chance to
speak.
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II.
III.
IV.
It applies a code of behavior in maintaining a productive conversation.
It is a self-righting mechanism.
It uses formal or informal approach.
A. I and II
B. I, II, and IV
C. II, III, and IV
D. I, II, III, IV
13. “Sorry, I am not interested.” Which strategy is employed in this statement?_______.
A. topic Control
C. termination
B. topic Shifting
D. repair
14. “I am here to speak about the dangers of smoking.” Which communicative strategy is
exemplified in this statement?
A. repair
C. restriction
B. nomination
D. turn-taking
15. “After listening to the lecture on the dangers of smoking, do you have any
questions?” Which strategy is employed in this statement?
A. repair
B. nomination
C. restriction
D. turn-taking
Additional Activity
Activity: Nailed It!
According to Thumper (Bambi), “If you don’t have something nice to say, don’t
say anything at all”. Discuss the meaning of this quote by relating it to the communicative
strategies that we have just learned. Write your ideas in 3 to 5 sentence-paragraph.
Excellent
Content
10
Answer is clear and
well-expressed,
including specific
examples
to
demonstrate what
is learned. Well
done!
Mechanics
5
Consistent
standard English
usage, spelling,
and punctuation.
No errors.
Rubric
Approaching
Standards
9
Answer is clear.
Some
support
may be lacking.
Some of the ideas
reflect the lesson
learned in this
module. Overall, a
decent job.
4
Some errors, but
none major, in
usage, spelling, or
punctuation. (1-2)
9
Good
8
Learner
put
thought into this,
but there is no
real evidence of
learning.
More
specific
information
is
needed.
3
A few errors in
usage, spelling,
or punctuation (34)
Needs
Improvement
7
There is no clear or
specific response to
the situation.
2
Distracting errors in
usage, spelling, or
punctuation
ANSWER KEY
REFERENCES
Cayao, Micay,et.al. 2017. "Communicative Strategies." Academia.edu. July 21. Accessed
September 2, 2020. academia.edu/34.
DepEd. 2016. Oral Communication in Context. Quezon City: C & E Publishing, Inc.
Guevarra, A. https://guidetothephilippines.ph/people/locals/myjel-alinea-guevarra
Miculka, Jean H. 1999. Speaking for Success. Cincinnati, Ohio: South-Western Educational
Publishing.
Top things to do in Cordillera Administrative Region 2020. https://www.trip.com/travel
guide/bokod/ambuklao-dam-58274267/
Top things to do in Cordillera Administrative Region 2020. https://www.trip.com/travelguide/sagada/bomod-ok-falls-58276883/
Twinkl. https://www.twinkl.co.za/resource/dialogue-writing-assessment-rubric-za-hl-15
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For inquiries or feedback, please write of call:
Department of Education- Cordillera Administrative Region
(Wangal, La Trinidad, Benguet)
Telefax: (074) - 422 – 4074, (074) 422 6570
Email Address: car@deped.gov.ph
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