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Grade 12 English Oralcomm F Qaurter 4 Week 1
Grade 12 English Oralcomm F Qaurter 4 Week 1
Department of Education
SELF-INSTRUCTIONAL
PACKETS
FOR GRADE 12
ORAL
COMMUNICATION
(FOURTH QUARTER)
Republic of the Philippines
Department of Education
TABLE OF CONTENTS
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2 SHIFTS IN COMMUNICATION 7
3 SHIFTS IN COMMUNICATION 15
DEPARTMENT OF EDUCATION
REGION III
Division of City of San Fernando
PAMPANGA HIGH SCHOOL
PHS Blvd., Brgy., Lourdes, City of San Fernando, Pampanga
Tel. No. (045) 961-4261 website:www.pampangahigh.school
SELF-INSTRUCTIONAL PACKETS
(SIPacks) in English 12
Oral Communication
As you start reading, keep in mind that this teaching module will provide
every learner of Pampanga High School like you with the education needed to compete in a global context.
This module which is conceptualized as self-contained "units" of content will enhance your skills based on
the Most Essential Learning Competencies (MELCs). Also, it highlights corresponding activities which you
need to answer as you move from page to page for each week lesson.
GENERAL INSTRUCTIONS
To get the most out of this module, here are some reminders that you need to consider:
1. Take your time in reading all parts of the lesson.
2. Always answer all given activities intended for each week lesson.
3. Answers must be written in ONE WHOLE SHEET of PAD PAPER.
4. Do not forget to write the following data on your paper before answering all the activities. Also, please be
reminded that you have to use one (1) piece of paper per lesson. Meaning, you have to use another sheet
if you need to answer the activities in another lesson.
a. Your Complete Name (student) e. Quarter No.
b. Your Grade and Section f. Lesson No.
c. Learning Area/Subject g. Activity No. and Title, with Item Numbers
d. Name of Your Subject Teacher
Complete name: (Ex. Juan P. Dela Cruz) Learning area/subject: (Ex. English 10) Quarter: (Ex. 1)
Grade and Section: (Ex. 10-Rainbow) Name of your subject teacher: (Ex. Mrs. Maria P. David) Lesson No. (Ex.1)
1.
2.
3.
1.
5. Remember that all the activities that you need to answer will serve as your outputs and will be
forwarded to your subject teacher for checking and recording.
6. Above all, put GOD first in everything you do! ☺
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Detailed Lesson Plan/Self-Instruction Packet (SIPack)
SUBJECT
NAME OF ORAL COMMUNICATION IN
STUDENT: CONTEXT
I. LESSON OBJECTIVES:
At the end of the lesson, the learners are able to:
a. define Communicative Strategy;
b. classify the different types of Communicative Strategy;
c. explain the communication strategies that a speaker commonly resorts to when
communication problems arise;and
d. Apply the different communicative strategies in a variety of speech situations.
II. CONTENT:
a. Concepts/Topics: TYPES OF COMMUNICATIVE STRATEGY
a) References:
Basic Principles and Practices of Effective Oral Communication by Bayani Santos Jr, PhD,
Rudy Brul, PhD, and Divine Liwanag Reyes, PhD
Developing Oral Communication Skills in Context by Carla Vee Fernando ababon, MA. et. al
Integrated English for Effective Communication by Allen M. Gasulas, Fritzie Gay S. Lusica,
and Vilma S. De los Santos
Oral Communication in Context for Senior High School by Philippe John Fresnillo Sipacio and
Anne Richie Garcia Balgos
Oral Communication for Success in the 21st Century by Dr. Sterling M. Plata, Dr. Marilu R.
Madrunio and Ms. Neslie Carol Tan
Oral Communication in Various Contexts by Concepcion G. Doyugan, PhD
Oral Communication in Context by Cheeno Marlo Sayuno and Marilou Santos Syjueco Speak
and Listen in Context, An Oral communication Textbook by Ana Marie O. Fernandez
and Elineth L. Suarez
III. PROCEDURE:
A. Reviewing of Previous Lesson or Presenting the New Lesson
In your previous lesson, you were able to grasp the types of speech, descriptions, details and
definition to carry out messages to audience. Speakers can talk about people, events,
processes, places, products, or things. Some may be persuasive in convincing people.
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Activity 1: Identify what type of speech (informative, persuasive, entertaining, or demonstration
type is fit to be used in the following speech situations.
1. A man telling a fable to the children.
2. A soldier reporting about the location of the terrorists.
3. An old lady asking a man to help her carry her luggage.
4. A guard asking for a leave in his job.
5. A scientist reporting about his new discoveries in biology.
2. Do you think that the use of polite expressions depends on the context of the situation?
3. The table is now open for suggestions for our party’s theme.
Values Integration:
Have you experienced being cut off while you were speaking? How did you feel?
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Communication Strategy is a well-planned series of actions aimed at achieving certain
objectives through the use of communication methods, techniques, and approaches.
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. When beginning a topic in a conversation, especially if it does not arise from a previous topic,
you may start off with news inquiries and news announcements as they promise extended talk.
Most importantly, keep the conversational environment open for opinions until the prior topic
shuts down easily and initiates a smooth end. This could efficiently signal the beginning of a new
topic in the conversation.
2. Restriction
Restriction in communication refers to any limitation you may have as a speaker. When
communicating in the 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. For example, in your class, you might be asked by your
teacher to brainstorm on peer pressure or deliver a speech on digital natives. In these cases,
you cannot decide to talk about something else. On the other hand, conversing with your friends
during ordinary days can be far more casual than these examples. Just the same, remember to
always be on point and avoid sideswiping from the topic during the conversation to avoid
communication breakdown.
3. Turn-taking
Sometimes people are given unequal opportunities to talk because others take much time
during the conversation. 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.
Remember to keep your words relevant and reasonably short enough to express your views or
feelings. Try to be polite even if you are trying to take the floor from another speaker. Do not hog
the conversation and talk incessantly without letting the other party air out their own ideas. To
acknowledge others, you may employ visual signals like a nod, a look, or a step back, and you
could accompany these signals with spoken cues such as “What do you think?” or “You wanted
to say something?”
4. Topic Control
Topic control covers how procedural formality or informality affects the development of topic
in conversations. For example, in meetings, you may only have a turn to speak after the
chairperson directs you to do so. Contrast this with a casual conversation with friends over
lunch or coffee where you may take the conversational floor anytime. Remember that
regardless of the formality of the context, topic control is achieved cooperatively.
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This only means that when a topic is initiated, it should be collectively developed by avoiding
unnecessary interruptions and topic shifts. You can make yourself actively involved in the
conversation without overly dominating it by using minimal responses like “Yes,” “Okay,” “Go on”;
asking tag questions to clarify information briefly like “You are excited, aren’t you?”, “It was
unexpected, wasn’t it?”; and even by laughing!
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. When shifting from
one topic to another, you have to be very intuitive. Make sure that the previous topic was nurtured
enough to generate adequate views. You may also use effective conversational transitions to
indicate a shift like “By the way,” “In addition to what you said,” “Which reminds me of,” and the
like.
6. Repair
Repair refers to how speakers address the problems in speaking, listening, and
comprehending that they may encounter in a conversation. For example, if everybody in the
conversation seems to talk at the same time, give way, and appreciate other’s initiative to set the
conversation back to its topic. Repair is the self-righting mechanism in any social interaction
(Schegloff et al, 1977). If there is a problem in understanding the conversation, speakers will
always try to address and correct it. Although this is the case, always seek to initiate the repair.
Saying “sorry” is the most common repair strategy.
7. Termination
Termination refers to the conversation participants’ close-initiating expressions that end a
topic in a conversation. Most of the time, the topic initiator takes responsibility to signal the end
of the discussion as well. Although not all topics may have clear ends, try to signal the end of the
topic through concluding cues. You can do this by sharing what you learned from the
conversation. Aside from this, soliciting agreement from the other participants usually completes
the discussion of the topic meaningfully.
Activity 4: Write TRUE if the statement is correct and FALSE if the statement is
incorrect.
1. In turn-taking, you use signals if you want to speak and wait for one person to finish
speaking.
2. When you employ nomination strategy, you try to open a topic with the people you
are talking to.
3. To terminate a conversation, it is useful to express your desire to end the interaction
politely.
4. Saying “sorry” is the most common repair strategy.
5. Repair refers to the practices used by speakers to approach problems encountered
in conversation.
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4. Approximation- You use an alternative term (ship) to express the meaning of the target word
(sail) as closely as possible.
5. Use of all-purpose-words- You expand a general word to the context where certain words
are lacking, like the overuse of the words: thing, stuff, make, do, what-do-you-call-it, what-is-it
6. Word Coinage- You create a new English word based on what you know of the way English
works like “vegetarianist” (which is not in the dictionary) for the “vegetarian”
7. Use of nonverbal means- You mime, the gesture, use facial expression, and imitate sound to
express the meaning you want.
8. Literal translation- You translate a word or an idiom from your mother tongue to English using
the structure of your first language.
9. Foreignizing- You use the word in your native language but pronounce it like English.
10.Code switching- You use the native word or expression for the English term that expresses
the meaning you want.
11. Appeal for Help- You ask other students or your teacher for help when you do not know or
forget some words, structures or idioms.
12. Use of Fillers/ hesitation devices- You use filling words (uhhmmmm) or (mmmmm) to gain
time to think.
Activity 5: Explain and discuss at least five communication strategies that s speaker
commonly resorts to when communication problems arise.
F. Developing Mastery
Activity 6
To focus on one topic, you should know how to break down the main topic of a
conversation into smaller subtopics. Doing so helps expand and make sense of the main topic.
Given the following main topics, name five subtopics that can be introduced to contribute to the
conversation.
1. Favorite subjects in school
a.
b.
c.
d.
e.
3. Climate Change
a.
b.
c.
d.
e.
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G. Finding Practical application of concepts and skills in daily living
Activity 7: Answer the following questions:
A. What do you think will happen if a pair or group of people talk about different topics
simultaneously? Have you experienced the same situation? What did you do about it?
.
B. Recall a time when you found yourself with a group of people whom you did not know. How did
the other members of the group make you feel that you belonged?
I. Evaluating Learning
Activity 8: (Written Work) 10 pts.
A. Directions: Identify the type of communicative strategy involved in the following
definitions, dialogues, or speech situations
1. A participant proposes a new topic for discussion.
2. Have you heard the news about the latest achievement of our government?
3. “Sorry, I can’t decide on that now. I am still focused on my writing
assignment. Let’s talk next time, okay?”
4. Best regards to your parents! See you around!
5. Sorry to interrupt you, but may I clarify something first…?
6. Oh, sorry, I think I need to clarify that.
7. In courtrooms, a defense attorney can only speak about things that would defend
individuals charged with criminal activity.
8. Maybe we can continue that discussion some time. In the meantime, let’s talk about.
9. The teacher divides the class into groups and instruct them to discuss about the
lesson and ideas should be expressed in English.
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B. Create a comic strip that clearly portrays at least four conventions used in
conversations (nomination, turn-taking, repair, termination, topic shifting, topic control,
restriction). (Performance Task) 50 pts.
Activity 9: Think of a situation where communication breaks down. Choose the best strategies
commonly retort to resolve the problem. Explain them in 5 to 6 sentences.
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