Subject: ORAL COMMUNICATION IN CONTEXT

Module: 4
Week: 8 (4 hours)
Lesson: Communicative Competence Strategies in Various Speech Situations
Content Standard: The learner recognizes that communicative competence requires
understanding of speech context, speech style, speech act and communicative
strategy.

Performance Standard: The learner demonstrates effective use of communicative strategy in

a variety of speech situations
Learning Competencies:
(1) The learner identifies the various types of speech context. (EN11/12OC-Ifj-15)
(2) The learner exhibits appropriate verbal and non- verbal behavior in a given speech context.
(EN11/12OC-Ifj-16).

Suggested Initial Task Final Task

Tasks
The learner identifies the various types of speech context. (EN11/12OC-Ifj-15)
The learner exhibits appropriate verbal and non- verbal behavior in a given speech context. (EN11/12OC-Ifj-16).
Task 1.1. “PERFORM A DYAD COMM. ”
Activities
For five to eight minute period, use the timer. The
duration of the periods can best be determined by
using a “gong timer” which sounds three bells at the
end of each five minute period – and five bells at
the end of the complete exercise. The ‘gong timer’
is available as an MP3 file (Track 1 @
https://relatingmanual.files.wordpress.com/2016/02/
gong-timer.mp3
The first period on the timer is a little longer to
allow someone the chance to switch the timer on,
regain their set and ask or receive the instruction.
To do the dyad communication, follow the steps
below:
Step 1: Decide who will go first. (Be the first
person to communicate about themselves. If this is
issues, simply toss a coin to determine who goes
first.
Step 2: Decide what question or instruction to use.
Step 3: Now the gong timer is started and the
listening partner (the person going second) gives the
communicating partner (the person going first) the
instruction. (The instruction should be given
precisely and the person giving it should mean it to
the best of
Step 4: The communicating partner, the one who
was given the instruction, then thinks about or
Task 1.1. “INTERACTIVE DISCUSSION”
Communications is the key to achieving
All of our goals.
Agree or disagree with this statement above. You
can expect that all or most participants will agree
with this statement.
Ask the following questions to continue the
discussion.
 Do you believe that the statement is
true?
 Can you think of a situation or problem
in which communications was not
critically important?
 Challenge participants to thoroughly
explain how better communications
would not be necessary to correct the
situation or problem.
 Ask participants to share situations,
problems, and challenges at work in
which communications played a critical
role, both in the cause and Solution.
Debrief:
Emphasize again that communications affects
virtually everything that happens in organization.
Communications can be one of the great-
est strengths of an organization or one of its big-
geust weaknesses. Ask participants to specifically
contemplates the instruction. So if the instruction is discuss how communications is important in their
“Tell me a problem that you have in your life” then jobs.
the person thinks about a problem to communicate.
Step 5: Once a response comes into their
consciousness then they should communicate it to
their partner in such a way that the partner can
understand it.
In dyads with just one instruction, when the
communicating partner has finished communicating
what occurred in their consciousness they should
then return to the instruction and contemplate it
again. Sometimes further material on the same
issue will surface; other times a completely different
train of thought will arise. Whatever occurs this is
what should then be communicated next.
The end of the five minutes is marked by a bell
sounding on the tape; there are actually three bells
separated by about a second. Soon after the first
bell the communicating partner should finish what
they are saying; then the listening partner says
“Thank you” to complete the first communication
cycle.
Follow the following rules:”

(a) While listening to the partner, the students (b)

do not involve the other person directly in your
communication. In particular never say something
like “When you last went shopping...”. A simple
way to avoid this is to refer to the other person as if
they were not the listener. For example “When my
wife last went shopping ...”

(c) Do not comment on anything that the other

person has said. It is quite likely that when you
contemplate what to say things triggered by what
your partner said will come up. This is fine and part
of the process, but describes what arises entirely as
your own. So instead of saying “You reminded me
of the time I went shopping...” simply say “I
remembered that the last time I went shopping.”

(d) Do not correct each other. If something goes

wrong, for example your partner forgets to thank
you or gives you the wrong instruction, simply
carry on imagining that you have been thanked or
have been given the right instruction.

(d) At the end of the dyad do not presume that it is

OK to then talk about what the other person has
said during the dyad. Instead ask them whether it is
OK, and respect it if they are not yet ready to have
an informal conversation about what they said
during the dyad.
Other Task 1.1 “INTERVIEW”
Suggested
Activities Conduct an interview to the community
workers/professionals. Ask him/her about their
humble beginnings and how they reach their goal.
Present your answers in the worksheet.
Description Effects of Interpersonal Remarks
of the Communication
Professional
(Your experience during the
interview)

Name Learning

Summative Test
*Refer to LM p.53

I. Identify if it falls under intrapersonal or interpersonal communication. Write INTRA or INTER before the
number.
1. “Am I the cheater?”
2. “Lend me your ears, I am a man with honors”
3. “I know I can do it!”
4. “Miss Hermosa sent my mother a letter to come for the parents-teachers
conference”
5. “Let us make things right. Just say sorry, Okay.”

II. Identify the type of communicative strategy in each statement.

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 let you finish 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 can 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’m still focused on my writing assignment.
Let’s talk next time, okay?”
________________ 10. “Now, it’s your turn to ask questions.