ORAL COMMUNICATION IN CONTEXT – GRADE 11

Name: ______________________________________ Date: ____________________

Grade: ______________________________________ Section: ___________________

Quarter: 2 Week: 1 SSLM No. ____ MELC(s): Employ various communicative

strategies in different situations

 Objectives:
1. Recognize the different communicative strategies;
2. Demonstrate effective use of communicative strategy in different
real life’s situations.

 Title of Textbook/LM to Study: Oral Communication in Context

 Chapter: 5 Pages: 49 Topic: Types of Communicative Strategy

Let Us Discover

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
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.

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 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…

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. Examples:
"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 a
speaker.
 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.
 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?”

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 "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.
 This is simply a question-answer formula that moves the discussion
forward.
 Example:
"One of the essential lessons I gained from the discussion is the importance
of sports and wellness to a healthy lifestyle.”

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 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.
Examples:

"Best regards to your parents! See you around!

“It was nice meeting you. Bye!"
"That is all for today class, goodbye!

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 Let Us Try

Identify the type of Communicative strategy in each statement. Write your answer in
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?”

Let Us Do

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:

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Be guided by the rubric provided which will be used in assessing your tourism commercial
slogan.
Rubric for Slogan
5 3 2 1 Score
Excellent Good Fair Needs
Improvement
Craftmanship The slogan is The slogan is The slogan is The slogan is Score
exceptionally attractive in acceptably distractingly
attractive in terms of attractive messy.
terms of neatness. Good though it may
neatness. Well construction be a bit
constructed and and not very messy.
not messy. messy.
Creativity Slogan is Slogan is Slogan is The slogan does Score
exceptionally creative and a creative and not reflect any
creative. A lot of good amount some thought degree of
thought and of thought was was put into creativity.
effort was used put into decorating it.
to make the decorating it.
banner.
Originality Exceptional use Good use of
Average use No use of new Score
of new ideas and new ideas and
of new ideas ideas and
originality to originality to
and originality originality to
create slogan. create slogan
to create create slogan.
slogan.
Grammar There are no There is 1 There are 2 There are more Score
grammatical grammatical grammatical than 2
mistakes on the mistake on the mistakes on grammatical
poster. poster. the poster. mistakes on the
poster.

Let Us Apply

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.

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Scene 3: You are tasked to present the final itinerary to the students’ parents during the
quarterly parents’ meeting.

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.

Rubrics

Script Writing

Level 4
Level 1 Level 2 Level 3
  High Degree of
Limited Some Considerable
Effectiveness

Script Development Level 1 Level 2 Level 3 Level 4

The student shows the
Dialogue and story ability to write dialogue in
a clear effective manner
with limited effectiveness
The student shows The student shows The student shows the
the ability to write the ability to write ability to write dialogue in a
dialogue in a clear dialogue in a clear clear effective manner with
effective manner with effective manner a high degree of
some effectiveness with considerable effectiveness
effectiveness

SCORE

Application of the Level 1 Level 2 Level 3 Level 4

communicative
strategies The students shows the The students shows he students shows he students shows the
ability to write a script the ability to write a the ability to write a ability to write a script using

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 using a communicative script using a script using a a communicative strategy
strategy with limited communicative communicative with considerable
effectiveness strategy with some strategy with effectiveness
effectiveness considerable
effectiveness

SCORE

GRAND SCORE

Referencerences

Bastatas, J.F. C. (2020). Quarter 2 – Module 1: Types of Communicative Strategies. First

Edition, 2020. Department of Education-General Santos City Division

https://www.rcampus.com/rubricshowc.cfm?code=N2W735X&sp=true&
SSLM Development Team
Writer: Roger W. Buan
Content Editor: Margie T. Javier
LR Evaluator:
Illustrator:
Creative Arts Designer:Reggie D. Galindez
Education Program Supervisor:
Education Program Supervisor – Learning Resources: Sally A. Palomo
Curriculum Implementation Division Chief: Juliet F. Lastimosa
Asst. Schools Division Superintendent: Carlos G. Susarno, Ph. D.
Schools Division Superintendent: Romelito G. Flores, CESO V

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Answer Key

Activity 1: What is it?

1.Nomination
2.Restriction
3.Repair
4.Topic Control
5. Nomination
6. Nomination
7.Termination
8. Restriction
9. Termination
10. Turn -Taking
11. Restriction
12. Nomination
13. Turn-Taking
14. Repair
15. Nomination

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