ST. JOHN COLLEGES School St.

John Colleges Grade Level 11

098 Chipeco Avenue, Barangay 3, Calamba City
Teacher Ms. Kristel F. Ebrada Learning Area Oral Communication
LESSON EXEMPLAR Teaching Date and Time September 14-18, 2020 Quarter 1

I. OBJECTIVES
The learner recognizes that communicative competence requires understanding of speech context, speech style,
A. Content Standards speech act and communicative strategy.
B. Performance Standards The learner demonstrates effective use of communicative strategy in a variety of speech situations.
C. Most Essential Learning Competencies
(MELC) Uses various strategies in order to avoid communication breakdown
(If available, write the indicated MELC)

II. CONTENT Communication Strategies

III. LEARNING RESOURCES

A. References

a. Teacher’s Guide Pages

b. Learner’s Material Pages See Quipper Study Guide: Communication Strategies

c. Textbook Pages

d. Additional Materials from Learning

Power point presentation
Resources
B. List of Learning Resources for Development Video about communication breakdown
and Engagement Activities https://www.youtube.com/watch?v=8Ox5LhIJSBE

IV. PROCEDURES

A. Introduction Watch the video and tell something about the process of communication
B. Development The communication process can only be considered successful if the objectives of the communication
are achieved. The goal of communication is to successfully deliver a thought or message to the
recipient(s). Before this is attained, the communicators need to make choices.
When you communicate, for example, you have to decide whom to communicate with, what to say,
how to keep the conversation going, whether to terminate the conversation, and others. As you
converse with others, you also make use of different communication strategies.
A communication strategy is a plan of action or a technique that a communicator uses in order to help
make the communication process successful. There are many different communication strategies,
among which are the following:

a. Nomination – This involves the selection of participants who can contribute to the
conversation.
b. Restriction – This involves limiting participants from contributing to the conversation or discussion.
c. Turn-taking – This refers to the process in which a participant stops speaking and
yields the floor to another participant so that he or she can speak.
d. Topic control – This occurs when the main or assigned speaker manipulates the
discussion in order to maintain its flow without moving away from or changing the
topic.

e. Topic shifting – This occurs when one intentionally or unintentionally changes the
direction of the flow of ideas in a conversation.
f. Repair – This refers to the act of fixing the violations in a communication situation.
g. Termination – This refers to the act of ending a conversation.
A. Nomination
Nomination refers to the act of the speaker wherein he or she invites a participant to join in the
conversation or discussion. Restriction, on the other hand, refers to the act of the speaker wherein he
or she limits a participant from contributing to the conversation or discussion so that others can also
contribute.
Learning about the nature of nomination and restriction will help participants understand their role in
various types of conversation.

There are two factors to consider for nomination and restriction: social relationships and environment.
a. Social relationships determine the specific role of the participants, which is a factor for whether they
can nominate or restrict other speakers from joining the conversation.

● Higher authorities refer to those who are assigned to control the flow of the conversation.
Their role is to ask questions that will maintain the quality and productivity of communication. For
example, teachers are considered as a higher authority since they facilitate the discussion during class.

● Lower authorities refer to the participants who start as listeners and are then nominated to be
speakers when called on by the higher authorities. They are usually called using their names. They
may also use nonverbal cues to indicate that they want to join the conversation or contribute to the
discussion.

b. Environment refers to the setting of the conversation. It also determines the roles of the speakers.
For example, in a classroom discussion, teachers nominate or restrict the participants. However, if the
setting is a seminar led by students, there will be a segment for entertaining questions or comments
from the teachers. They may nominate the teachers who will join the discussion and restrict others.
● One-on-one communication – This refers to communication situations in which there are only two
participants. Interviews and tutorials are common settings for nomination and restriction. For example,
in a tutorial, the tutor may start the discussion by asking the student questions regarding his or her
lessons and what he or she needs help with. Once the tutor is done asking the question, the student is
nominated to answer. In one-on-one communication situations, the speaker does not need to mention
the other participant’s name in order to nominate him or her.

● Group communication – This refers to communication situations in which there are

more than two participants. Some examples of group communication that involve nomination and
restriction are debates, panel discussions, class discussions, and forums. In a panel discussion, for
example, there is a moderator who is tasked with facilitating the discussion and nominating and
restricting participants.

When nominating or restricting participants in a discussion, you have to follow certain guidelines.
These guidelines are the following:

a. The main speaker should state the topic that will be discussed. This is necessary because the
participants should have an idea of what will be talked about. This can be done by explicitly stating the
topic or by asking questions regarding the subject matter.

b. To properly nominate participants in a conversation, call them by their names. As the main speaker,
you may also use nonverbal cues, such as gesturing at the person to signal that he or she may already
share his or her ideas.

c. Participants who wish to contribute to the discussion can use verbal or nonverbal cues to indicate
their desire to speak. For example, a participant can raise his or her hand. He or she may also say
“May I be allowed to speak?” or “I have something to share relating to that.”

d. When other participants try to join the discussion even without nomination, the speaker may use
verbal and nonverbal cues to restrict them. He or she can say “Let me finish first, and then I’ll get back
to your question” or announce before the discussion starts that “questions or comments will be
entertained after the presentation.” The speaker should also keep in mind that restricting participants
should be done politely.

Here is a sample communication situation that makes use of nomination and restriction:

The class of Ms. Sanchez has just finished reading a story in which the main character had to struggle
with poverty. Ms. Sanchez wants to know her students’ thoughts regarding the story and the issue it
tackles.

Ms. Sanchez: What are your thoughts about Pedro and how he dealt with his family’s financial
problems? I’d like to hear your insights, Claire.

Claire: I think it was very brave of Pedro to stay optimistic about matters, even though they did not have
much money. However, what really struck me was that part wherein Pedro’s daughter asked him if they
were ever going to have a better life.

Ms. Sanchez: All right. That’s an important part of the story. What else can be said about that?
Yes, Fran.
Fran: That scene, I believe, goes to show that even though Pedro is optimistic and always shows a
happy face to his kids, his daughter is still aware that they are not financially okay. She feels the
hardship, and she dreams of a better life for their family.

She also has this sense of uncertainty, because a part of her thinks their life might not ever improve.
(The students in the class then begin chatting to express their agreement, and some even speak up to
share their thoughts on the matter.)

Ms. Sanchez: Class, kindly keep quiet. Yes, Robert?

In the given example, Ms. Sanchez is the higher authority. She nominates the ones who are invited to
join the discussion, and she does so by calling their names. The environment is that of a group
communication, specifically a class discussion, so Ms. Sanchez’s role is important in controlling the
flow of the discussion. When students started to talk simultaneously, she restricted them by asking
them to keep quiet and by
nominating another speaker.

B. Turn-taking
Turn-taking refers to the opportunity given to a speaker to talk, whereas turn-taking is a process in
which a participant stops speaking and yields the floor to another participant so he or she can speak.

There are three turn-taking acts: keep-turn, release-turn, and take-turn.

a. Keep-turn suggests that a speaker must not stop until he fulfills his purpose in a conversation.
b. Release-turn suggests that a speaker is finished talking and is ready to yield the floor to another
person to take his or her turn. He or she may use signals or pauses in a conversation.
c. Take-turn suggests that another participant can take the role of the speaker. Signals and cues
indicate that a speaker wants to keep, yield, or take his or her turn.

a. Intonation may signal when a speaker intends to keep or yield his or her turn. Falling intonation
indicates that a speaker is about to end his or her turn, while rising intonation implies that a speaker is
about to reach the climax of his or her point, asking the participants for clarification and confirmation, or
sometimes to express disbelief.

b. Verbal cues may suggest that a speaker wants to yield or to keep his or her turn. For example,
calling the participants’ names indicate that a speaker is letting them take their turn. Meanwhile, using
sentence connectors such as additionally, on the contrary, furthermore, consequently, or likewise
suggests the speaker has something more to say.

c. Nonverbal cues or gestures, such as raising one’s hand, show that a participant wants to take the
floor or speak. Also, when a speaker points to or fixes his or her gaze on a participant, it may mean that
he or she wants that participant to speak.

Here is a sample conversation that shows turn-taking:

Andrea is thinking of applying for a summer job at a nearby publishing house to gain experience, but
she is nervous about the interview. She then decides to ask her friend Emily for help.

Andrea: Hi, Emily. I need your help. You know I’m going to apply for that summer job at Gamma
Publishing, right? Well, I’m really worried about the interview because I’m not comfortable speaking to
persons of authority. I was thinking that you could help me out by asking me questions and coaching
me on how I should phrase my answers.
You can also tell me if I’m doing any gestures that are inappropriate. What do you think?

Emily: Sure! No problem. Just give me a list of questions you’d like me to ask you and let me know
when we can do the mock interview. I’ve been interviewed for summer jobs before, so I think I can
definitely give you tips to help you out.

Andrea: Thanks! That’s great. I’ll work on the list of questions and get back to you.

In the given example, Andrea’s explanation of what she needs help with implies
keep-turn. She stated the details and did not stop talking until she had finished saying the information
she wanted to convey. Then, by asking what Emily thought about her
ideas, she used verbal cues to end her turn. Emily did the take-turn act when she responded to
Andrea’s question.

In a discussion, the main speaker introduces the topic, or the main message, whereas other
participants contribute ideas in the discussion.

There are two types of topics: sentence topic and discourse topic. The sentence topic, which is
sometimes called sentential topic, refers to the main idea or focus of a sentence.
On the other hand, the discourse topic refers to the topic of the conversation as a whole. Simply put,
the sentence topic is specific, while the discourse topic is general in nature.

C. Topic Control
Topic control occurs when the main or assigned speaker manipulates the discussion in order to
maintain its flow without moving away from or changing the topic. Participants should be mindful of
verbal cues as the main speaker uses statements such as “Let’s focus on . . .” or “Let’s discuss . . .” to
set the topic of the conversation, or “As I was saying . . .” or “Going back to . . .” to sustain or return to
the original topic.
Topic control depends on the type of the communication situation. Participants should recognize who
controls the conversation and who among the members are allowed to speak.

Here is an example of a conversation showing topic control:

Ms. Valdez: Okay, class, last weekend, you had your outreach activity. You spent your time with kids at
an orphanage. What did you learn from the experience?

Oliver: I didn’t expect to enjoy my time there, but I did.

Ms. Valdez: What were your expectations, Oliver?

Oliver: Well, I thought it would be boring or that I would feel awkward. But the children were so
welcoming and appreciative that I was happy to have had the chance to go there.

Alice: Me too. Seeing those kids happy made me realize that simply our presence can make a
difference in another person’s day.

Ms. Valdez: That’s nice to hear, Alice. What other realizations did you have? Yes, Claire.

Claire: I realized just how blessed I am to have my parents who provide for me and are always there for
me.
(The class continues discussing their realizations.)

In the given discussion, Ms. Valdez used topic control by asking questions in order to maintain the flow
of the conversation and to keep the students from changing the topic.

D. Topic Shifting
Topic shifting occurs when one intentionally or unintentionally changes the direction of the flow of ideas
in a conversation.

A speaker usually introduces a new topic when there is silence, when the current topic is unfamiliar to
him or her, when he or she is not interested in the topic being talked about, or when he or she
associates certain subjects or ideas to the current topic and wants to talk about those subjects or ideas
instead.

There are two ways to shift a topic: speaking topically and speaking on the topic.
Speaking topically occurs when the listener concentrates on some phrases from the last statement
mentioned by the speaker. The idea develops and sticks within the context of the situation.

For example, Lina mentioned to Jane that she had some difficulties in getting their English teacher to
approve her proposed topic for her research paper. Jane then asked her what those difficulties were.
Although Jane shifted the conversation to a new topic by asking Lina about her difficulties, her
statement was still relevant to the topic.

Speaking on the topic occurs when the listener concentrates on a word, but the newly introduced idea
may not be related to the context of the topic.

For example, Katrina asked her friend, “What are your thoughts on the death penalty?” Her friend then
answered by stating that she had watched the news the night before, and the news featured
information about the death penalty. The response was still related to the topic, which is death penalty,
but it was out of context.
In a communication situation, violations refer to unnecessary acts of participants that often cause a
misunderstanding or a delay in the process or flow of the discussion. Recognizing violations in
communication situations is important, as this would allow the participants to identify the violations and
apply particular communication strategy to fix them.

The following are the common violations that participants commit in communication situations:
a. Grabbing the floor - This is also called interruption. This violation occurs when a speaker is not able
to fulfill his or her purpose because a participant takes over the role of being a speaker, without
allowing him or her to finish his or her turn first.

b. Overlapping - This is similar to grabbing the floor. However, instead of the speaker giving up his or
her turn to the participant who interrupts, both of them talk simultaneously. This may also happen when
two or more participants start speaking at the same time.

c. Hogging the floor - This occurs when the speaker continues speaking and ignores
others who try to join or take over the discussion.

d. Being silent - Also called dead air, this violation occurs when no one wants to speak or take over the
discussion.

e. Trouble in Speaking, Hearing, or Understanding - This includes improper articulations, use of the
wrong word, failing to hear or be heard, incorrect. Limited
understanding by the listener, and trouble on the part of the recipient to understand.

Read the following conversation:

Ms. Soriano: Okay, class, now let’s talk about the essay we just read. I’d like to hear your insights
about the points the writer made about punctuality and Filipino time.

Vicky: I agree with the writer that there are many factors affecting the punctuality of individuals,
particularly in Metro Manila where the flow of traffic is horrible, but I do believe that this is something
that individuals should factor in whenever they have to go somewhere. In fact—

Ben: Well, many of us try to be punctual, but I can speak from experience that even if I leave the house
very early, somehow something happens that causes me to be later.

Angela: I hear you, Ben. Just this morning, I was late because the van I was in was stopped by a traffic
officer, and we were delayed by 30 minutes! Can you imagine?
(Three other students speak up share their experiences about being late.)

Ms. Soriano: Class, let’s focus on the topic. Vicky, you were saying something a while ago. Please
continue.

Vicky: Well, I was just about to say that Filipinos should learn to be punctual because it shows respect
for others’ time.

Ms. Soriano: Good point, Vicky. Who agrees with Vicky?

(The class continues with the discussion.)
The given conversation shows some violations. Ben interrupted Vicky as she was speaking, which
shows grabbing the floor. The violation overlapping was also committed when three students started
speaking simultaneously.
Repair and termination are communication strategies used to fix violations in various communication
situations.

E. Repair
Repair was first defined by Schegloff, Jefferson, and Sacks (1977) as the set of practices whereby a
participant interrupts the ongoing course of action to attend to
possible trouble in speaking, hearing, or understanding the talk. However, the practice of repairing
conversations can also extend to fixing other violations.

F. Termination
Termination, on the other hand, refers to the participants’ use of expressions to end the conversation.
The types of conversation repair are determined by who initiates the repair and by who resolves the
problem. The types of repair are the following:

a. Self-initiated self-repair - This type of repair is initiated and fixed by the speaker of the trouble
source. This is often carried out when the speaker corrects himself or herself or when he or she cannot
find the right word but then is able to find it after a short pause.

b. Other-initiated self-repair - This type of repair is initiated by another participant but is fixed by the
speaker of the trouble source. This typically occurs when another participant could not hear the
speaker or has misunderstood the speaker.

c. Self-initiated other-repair - This type of repair is initiated by the speaker of the trouble source but is
fixed by another participant. Often, this happens when the speaker could not find the right word or
phrase and another participant supplies it in the conversation.

d. Other-initiated other-repair - This type of repair is both fixed and initiated by another participant. This
usually occurs when the speaker misarticulated something or says wrong information, which prompts
another participant to correct him or her.

Here is a sample conversation that makes use of repair:

Cathy: When will we have our meeting for the presentation again?

Ariel: We’ll meet again on Monday . . . I mean, Tuesday.

In the given conversation, Ariel did self-initiated self-repair since he corrected himself. When repairing
other violations in the communication situation, the speaker has to do so cautiously, without being rude.
Here are some guidelines on how to repair or terminate:

a. Recognizing the violation is the first step to repairing a conversation. When a participant interrupts or
overlaps, the main speaker should recognize this situation and
address it briefly. For example, the speaker can say, “I appreciate your input. Let’s discuss that once
we are done addressing this particular topic.”

b. Shifting back to the main topic is the next step after recognition. One may use verbal cues such as
anyway, going back, or as I was saying.

c. Asking leading questions are necessary to let other participants know that they have returned to the
original topic. Yes-no questions are usually used to confirm understanding among members.

d. After disregarding unnecessary topics or once the participants have said what they want to say at
that time, the conversation may already be terminated. This can be done by taking a break,
rescheduling the discussion, or by simply using statements that signal the end of the interaction.

Here is a sample conversation that makes use of both repair and termination:

Mimi: All right. Now that we’ve already decided on the topic and the information we’re going to include,
let’s decide on how we’re going to present everything.

Dennis: Well, I definitely think we should go with my idea. A video presentation will certainly make our
group stand out, and I think it will help us achieve a higher score as well.

Helen: We only have less than two weeks to work on the project. A video presentation is going to take
up too much time. Besides, the information we present is more important than the medium we use for
presenting it.

Dennis: Well, I—

Regine: I agree with Helen.

Mimi: Okay, let’s vote on it. Any thoughts, Joseph?

Joseph: I admit that a video presentation is good—

(Dennis and Regine speak at the same time.)

Dennis: Yes! See, guys? Joseph—

Regine: It’s going to be so—

Mimi: Guys, let’s listen to Joseph first.

Joseph: Thanks, Mimi. Well, I was going to say that a video presentation is good, but it would indeed
take up a lot of our time, and none of us are really good at video editing. How about a live presentation
instead? We’re used to those anyway, and we can really work on the props and even wear costumes.

Mimi: I think that’s a good idea.

 Dennis: That’s all right.
(Regine and Helen nod in agreement.)

Mimi: All right. So now that that’s settled, let’s take a break and meet later on after our last class.

Joseph: Sounds good.

Helen: Okay.

In the given communication situation, Regine grabs the floor from Joseph. Another violation,
overlapping, occurs when Dennis and Regine speak at the same time. Mimi repairs the conversation by
controlling the flow and nominating Joseph to speak.
Then, once they have come to an agreement, Mimi also initiates the termination of the
conversation.
Online Talk Show

Goal: You would like to give the young guests a chance to voice out their opinion on a timely issue
confronting the youth of today.
Role: You are a talk show host facilitating the discussion with young guests.
Audience: You will be catering especially to a young audience.
Situation: You are a talk show host of a youth-oriented show and you invited young scholars from
senior high school to talk about a relevant issue.

Product/Performance and Purpose:

C. Engagement 1. One member of the group will be the host while three to four students will act as the
guests.
2. Choose a current issue that young students will be interested in conversing about.
3. The host must prepare interesting questions for the guests. He or she must also be
ready to nominate and restrict the guests when expressing opinions.
4. The guests must be ready to answer the questions. However, they have to be sensitive
to their turn and be ready to nominate and restrict when necessary.
5. The presentation will be prerecorded. You may use any video conferencing app.
6. The presentation must last for only 5-7 minutes.
7. Keep in mind the strategies to avoid communication breakdown.

D. Assimilation Quipper Quiz

V. REFLECTION
(Reflection on the Type of Formative Assessment Used for
this Particular Lesson)