10 Quarter 2, Week 5

Technology and Livelihood

Education
CCS_Activity Sheet_5
Quarter 2 – LO3. Use Paralanguage
Communication Cues

PARALANGUAGE CUES

REGION VI – WESTERN VISAYAS

1
TLE 10_CONTACT CENTER SERVICES (CCS)
Activity Sheet No. 5
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.

This Learning Activity Sheet is developed by DepEd Region 6 – Western

Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of TLE Activity Sheet

Writer: Jocelyn E. Remonte

Reviewer/Editor: Edward E. Baña

Layout Artist:

Schools Division Quality Assurance Team:

Schubert Anthony C. Sialongo
Edward E. Baña
Allan B. Montenegto
Michelle P. Jordan
Division of Antique Management Team:
Felisa B. Beriong, CESO VI
Corazon C. Tingson
Gaudencio C. Riego, PhD
Schubert Anthony C. Sialongo
Edward E. Baña
Regional Management Team
Ma. Gemma M. Ledesma,
Dr. Josilyn S. Solana,
Dr. Elena P. Gonzaga,
Mr. Donald T. Genine,
(Learning Area EPS)

2
Introductory Message
Welcome to TLE 10_ Contact Center Services (CCS)!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Antique and DepEd Regional Office VI - Western Visayas through
the Curriculum and Learning Management Division (CLMD). This is developed to
guide the learning facilitators (teachers, parents and responsible adults) in helping the
learners meet the standards set by the K to 12 Basic Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The Paralanguage cues Activity Sheet will help you facilitate the leaching-
learning activities specified in each Most Essential Learning Competency (MELC) with
minimal or no face-to-face encounter between you and learner. This will be made
available to the learners with the references/links to ease the independent learning.

For the learner:

The Paralanguage cues Activity Sheet is developed to help you continue

learning even if you are not in school. This learning material provides you with
meaningful and engaging activities for independent learning. Being an active learner,
carefully read and understand the instructions then perform the activities and answer
the assessments. This will be returned to your facilitator on the agreed schedule.

3
 Learning Activity Sheets (LAS) (For TLE 10_CCS)

Name of Learner:________________ Gr & Section:________________Date: ________

PARALANGUAGE CUES ACTIVITY SHEET

I. Learning Competency.
Use paralanguage communication cues
3.1. Identify the importance of voice and accent in the contact center industry
3.2.Use correct vocal techniques to enhance message reception
3.3.Repphrase messages to suit conversational cues to convey ideas
3.4.Use paralinguistic cues appropriate to customers and workplace situtins in
accordance with the established procedures
• Voice
• Accent
• Conversational Cues

II. Background Information for Learners

Paralanguage is the nonverbal aspect of speech. This includes body

language and voice nuances. Body languages that may affect the
communication process are posture, eye contact, and hand gestures.
Meanwhile, voice or vocal qualities, also referred to as suprasegmentals,
include rate, volume, pitch and tone.

III. Accompanying DepEd Textbook and Educational Sites (With Possible

Materials for experiments/activities)

DepEd TLE 10 - ICT Learner’s Material,Contact Center Services, First Edition, 2014. P
113-132

IV. Activity Proper

VOICE
In the Contact Center Services industry, the message is not extracted
from what you say or your choice of words but on the manner of how you say it.
This is a proof that communication is more than words. This is also an evidence
that Contact Center Services provider must give importance to voice, its quality
and appropriateness to the message being conveyed.
You will learn more about the proper way of utilizing your voice to
achieve success in verbal communication.

Rate
Rate refers to the speed (fastness or slowness) of your speaking voice. It
is important to note that when conversing over the phone, which you, as a
Contact Center Services provider will do most of the time, you have to be aware
of the rate of your

4
voice. To determine whether you have to talk fast or slow, you may ask the client you
are talking with by saying “Am I speaking too fast?”
It is important to establish a speaking rate which will be comprehensible to the
receiver of the message. On the average, a person can speak 150 words per minute. If
you increase your speaking rate to 500 words per minute, it will be difficult for others to
understand your message. We slow down when we talk about serious subjects while
our speaking rate accelerates when we deal with lighter topics. Therefore, it is more
appropriate to talk slowly when dealing with someone who is calling to complain and to
talk faster and livelier to someone who is placing an order or making commendation.

Volume
The loudness of the speaking voice is called volume. It affects the perception of
the intended meaning of the message. A person who uses a loud speaking voice may
be interpreted as aggressive or overbearing while a person with a very soft voice may
be viewed as timid and shy. In the same manner, the volume of your speaking voice
during a phone call may be interpreted by the customer in two ways. If your speaking
voice is too loud, you may sound imposing. However, if you speak too soft, the
customer might think that you are not confident or unsure of what you are telling
him/her.

Pitch
Similar to the pitch on a musical scale, the pitch of a speaking voice refers to the
highness or lowness of the voice. The pitch of your voice can be an expression of your
emotional state. A low speaking voice is often associated with sadness while a high
pitch may denote excitement.
If you want to encourage interaction, use a lively and animated pitch. A
monotone pitch discourages interaction. Using a monotone pitch may reflect lack of
interest.

Tone
In a research conducted by Albert Mehrabian, he found that a communication it is
comprised of 7% spoken words, 38% tone of the voice, and 55% of body language and
facial expression used. As we speak, the listener gets an impression of how we feel
from the tone of our voice. Based on the given proportion, it can be concluded that the
tone of our voice will greatly affect the communication process.

Tone refers to the variation in the pitch of the voice. During a call, a customer can
sense within ten seconds whether they are talking to a sweet and accommodating
contact center representative or to a bored and uninterested. Take note that the first
one is our goal. Below are some tips on how you can improve the tone of your voice
during a call.

1. Smile when you talk on the phone.

The reason behind this is not psychological but physiological. In singing, the
wider you open your mouth and the more teeth you show means the better tone you
get. The same applies in telephone calls.

2. Changing the stress in words.

5
 Changing the stress on words changes the feeling, meaning, and tone of your
voice.
3. Breathing
Breathing will help you relax and will greatly improve the tone of your voice.
People under pressure tend to become shallow breathers. When you are confronted
with a difficult or irate caller, practice long, slow, deep breaths to improve your tone.

Activity 1: True or False

Direction: Determine whether the statement is true or false. If the statement is

true write T. If the statement is false write F. Do this on your answer sheet.

1. Communication is all about words.

2. A monotonous tone is a sign of enthusiasm.
3. If you want to sound apologetic and humble, do not use a loud speaking voice.
4. If you frown while you speak, the tone of your voice will encourage interaction.
5. Slow and deep breathing will not help you when confronted with a difficult call.

ACCENT

Stress
In English, we do not say every syllable with the same force. One syllable is articulated
loudly while the others are articulated softly. The forceful articulation of one syllable is
called stress. To stress means to make emphatic or more prominent. There are three
levels of stress in the English language - the primary stress or the main stress, the
secondary stress, and the unstressed.
Learning about word stress will be easier if you understand the concept of
syllables. Every word contains syllables. Syllable is the smallest unit of pronunciation
that can contain stress. A word may have one, two, three, or more syllable.

Syllabication
Word Word Number ofSyllable/s
ask ask 1
call call 1
dial di-al 2
order or-der 2
complain com-plain 2
customer eus-to-mer 3
encoded en-co-ded 3
supervisor su-per-vi-sor 4
accommodation ac-com-mo-da-tion 5

Some languages such as French and Japanese pronounce each syllable equally.
However, native English speakers use stress naturally.

6
 Non-native speakers should learn to pronounce words with the correct stress in
order to arrive to a common understanding. The stress pattern of a word can affect a
word’s meaning. Proper stress and correct articulation of phonemes should go hand in
hand, so that non-native speakers of English will be understood by native speakers. The
following rules will help you learn more about correct pronunciation of words.

1. A word has only one stress.

Each word has only one stress. If you hear two stresses, you hear two words.
Example:
can - CAN
dress – DRESS

2. Stress is placed in vowels only.

Examples:
again
after
agreeing
3. Most two-syllable nouns and adjectives are stressed on the first syllable
Examples:
Two – syllable noun report REport
update UPdate
Two – syllable adjective patient Patient
happy HAPpy

4. Most two-syllable verbs are stressed on the last syllable.

Examples:
Two – syllable Verbs to report to rePORT
to update to upDATE

NOTE: Notice the word report. It functions both as a noun and as a verb. If stress is
placed on the first syllable, it is a noun. If stress is placed on the last syllable, it
becomes a verb.

5. For words ending in –ic, -sion, -tion, stress is placed on the second to the last syllable
Example:
scienTIfic
perMISsion
NAtion
6. Words ending in –cy, -ty, -phy, -gy, and –al have stress placed on the third from end
syllable.
Examples:
GEOgraphy
SOciety
iDENtical
PsyCHOlogy
7. For compound nouns, the stress is on the first part.
Examples:
HOMEtown
SOFTware
BREAKfast

7
8. For compound adjectives, the stress is on the second part.
Examples:
old- FASHioned
well-KNOWN
well-DRESSed
easy-GOing
good-LOOKing

9. For compound verbs, the stress is on the second part.

Examples:
fall aPART
turn aWAY
come BACK
come IN
Intonation
Intonation refers to the way your voice goes up and down when you speak. It is
important to vary your intonation to keep the customer’s interest.

There are two kinds of intonation: rising intonation and falling intonation.
1. Rising intonation
In this intonation, the speakers’ pitch rises and remains high until the end of the
statement. The high pitch at the end of the statement may mean that the speaker needs
a reply. This is why this intonation is mostly used for interrogative sentences especially
for yes-no questions. It is also used if the speaker is uncertain or unsure.
Example:
Is the shipping address the same as the billing address?
2. Falling Intonation
The speakers’ pitch in this intonation fall at the end of the thought or statement.
This intonation is used when you want to tell a fact. This intonation conveys certainty.
Example:
The shipping address is the same as my billing address.

For non-native English speakers, intonation may not come naturally. Hence,
practice is important. Listen to radio announcements, and TV interviews. Observe how
announcers or reporters utilize intonation in order to send a clear message. Try imitating
the statements with different intonation.

Blending
Blending is the ability to smoothly combine individual sounds into a word or
words in a phrase as if they were one word. Usually, the final consonant sound of a
word is blended with the initial vowel sound of the next word. This means that the end of
one word is attached to the beginning of another word.
Examples:
Spelling Pronunciation
My name is Ann. my nay mi zæn
909-5068 Nay now nayn fay vo sick seyt
Did you like it? Didja like it?

Phrasing

Phrasing is dividing an utterance into breath units or thought groups. Thought

groups refers to phrases in accent reduction classes. Sentences are usually divided into
8
shorter pieces when speaking or reading. In phrasing, the speaker pauses in between
thought groups or breath units.
Phrasing is done to:
a. catch breath,
b. to clarify meaning, and
c. to emphasize an idea.
It is necessary to identify which group of words expresses a single idea because it will
not sound natural to pause in the middle of a thought group.

Example:
Is it okay if I put you on hold/ for a minute or two/ while I pull up your account?//
We do have an available room/ in the 21st of November.//

Note:
/ means pause
// means

Remember that to neutralize your accent you have to apply the correct stress in each
word and the appropriate intonation and phrasing. Blending will also improve your accent. It is
now time for you to practice

Activity 2 – Pool Up!

Direction: Complete the given statement below. Choose from the pool of words
inside the box. Do this in your notebook.
1. ________________ means to make emphatic or more prominent.
2. The smallest unit of pronunciation that may contain stress is _______________.
3. The word “approximation” has _________ syllables.
4. The way your voice goes up and down when you speak is known as ____________.
5. _______________ should be used when you are asking a question or are uncertain.
6. ________________ must be used when stating a fact or truth.

7. _____________ is to combine individual sounds into a word or of words in a

phrase as if they were one word.
8. ________________ is dividing an utterance into breath units or thought groups.
9. A group of words expresses a single idea which is also referred to as phrase
is ________________.
10. The primary reason for doing phrasing is to ___________________.

Phrasing syllable catching breath

Blending intonation 5
Thought groups rising intonation 6
Stress falling intonation paragraphing

CONVERSATIONAL CUES

Recall that in communication only 7% of the message is conveyed through

words, 38% is carried through the tone of your voice while 55% is conveyed through
body language. Apparently, body language is not available during telephone
conversations. This constitutes to more than half of the message conveyed, in order to

9
make up for this, Contact Center Services providers must invest in their voice.
Moreover, conversational cues take the place of body language.

Listening is more than just hearing the words the other person is uttering just as
message is far more than word. Message may be conveyed through nonverbal or
conversational cues such as the subtle sounds, the tones, the sigh, the delayed
response, or the quick response of a person. Conversational cues are hints embedded
in a delivered statement that helps one determine the real meaning conveyed by the
speaker. It is true that communication does not rely solely on words. It is necessary for
you as a Contact Center Services provider to be knowledgeable on decoding these
conversational cues. This skill will help you become an efficient and effective listener.

The following are examples of conversational cues that you may encounter and
their possible meaning.

1. If a customer is giving quick feedbacks, it may mean that he/she is busy or in a hurry.
What you should do?
If you have already noticed this cue, you should get straight to the point. Avoid
long narrations as it will just irritate the customer.

2. If you hear long pauses between the customer’s responses, it may mean either he or
she is confused with what you are saying or he/ she is distracted by something
else.
What you should do?
You should slow down to make sure that the customer can follow with that you
are saying. If you feel that the customer is distracted, try asking questions to get their
attention and get them engaged in the conversation.

3. If a customer uses a lively and animated pitch, it may mean that he/she is excited or
satisfied.
What you should do?
It is very important that you keep up with the energy of the customer. Be lively
and accommodating to the customer.

4. A monotonous tone may reflect boredom.

What you should do?
Once you’ve noticed that the customer is getting bored in the conversation, try to
animate the tone of your voice or rephrase your statement in a way that will be more
appealing to him/her.
Knowing how to decode these cues will help you address the needs of the
customer appropriately or respond to their demands promptly.

Although it is necessary to learn how to identify cues used by the customer, it is

also a must for you as a contact center service provider to be mindful of the
conversational cues you intentionally or unintentionally use as you communicate.
Apologizing may not sound so sincere if you are speaking in very fast or using a high
pitch tone. In the same manner, offering an upsell may not be so enticing if done in a
monotonous tone of voice.

10
Activity 3: MOCK CALL

In this activity, you will be simulating a call. Below is a spiel on placing an order
through a call. Be mindful of your pronunciation and try your best to incorporate accent
as you deliver your lines.

1. Choose a partner. You may request any member of the family who can play
the role of a customer. In case you are doing this with your classmate on
the other line of the phone, decide who will be the customer/caller and
who will be the contact center representative.
2. Try to read your lines as relaxed and as realistic as possible.
3. Incorporate the correct stress on words and neutralize your accent.

Placing an order
CSR Customer
Thank you for calling Shacks Shopping Hi. I am calling because I can’t seem to place
Center. This is _____. How may I assist you my order online.
today?
I am sorry to hear that Ma’am/Sir. If you want, Oh! That’s wonderful. Thank you.
I can help you place your order over the
phone.
May I have your name? so I can You can call me _______.
address you properly.
May I have your phone number, _____ so I The number is 105-104-987-1.
can pull up your account.
That would be 105-104-987-1. Yes.
I understand you are trying to order online. Item number? Where can I see that? I am in
May I have the item number, please? front of my computer now.
It’s located in the first bullet of the item Alright. It’s a Victorinox Swiss Army Watch,
description part. Men's Chrono Classic Black Leather Strap.
Item number is 156789.
Let me just repeat that. It is 156789. Would Yes, that would be all.
this be all, Mam/Sir_?
Your order total is $2,874. Ok. I’ll be using my Mastercard.
That would be great. May I have your card 5768-9876-4321
number please?
That would be 5768-9876-4321. Will the Yes. It’s 350 5th Avenue, New
shipping address be the same as the billing York, New York, 10118.
address?
Thank you for that information. Order has Let me repeat that. 081310,
been successfully placed. Your order number right?
is 081310.
Yes ____. Is there anything else No. You have been very helpful.
I can assist you with today? Thank you.
You are welcome. Thank you for shopping at Thank you. Bye.
Shacks Shopping Center. Have a great day!
4. Practice together with your partner.
5. Present virtually to your teacher.

Rubric for Evaluation

Speaks clearly and at an understandable pace 10 pts.
Accent is neutralized 10 pts.
Well-rehearsed (extemporaneous or scripted presentation) 5 pts.
Limited use of filler words (“umm,” “like,” etc.) 5 pts.
Total 30 pts.

11
V. Reflection
a. What insights have you gained from this activity?
b. What significant values have you developed while doing your
activity?
c. What difficulties did you encounter and how did you overcome
them?

VI. Answer Key

Activity 1 – True-False
Activity 2 - Pool Up

10.Catching Breath
9.Thought groups
8.Phrasing
7.Blending
6.Falling Intonation
F 5. 5.Rising Intonation
F 4. 4.Intonation
T 3. 3.5
F 2. 2.Syllable
F 1. 1.Stress
True-False Pool Up

12