The Roman Catholic

APOSTOLIC VICARIATE OF SAN JOSE IN MINDORO

SAN RAFAEL HIGH

SCHOOL, INC.
JHS: Government Recognition (MIMAROPA Region) No. OCM-JHS-1969-01, s. 2020
Poblacion, Abra de Ilog, Occidental Mindoro 5108 SHS-ABM/GAs: Government Permit Region IV-B (MIMAROPA) No. 063, s. 2015
Email Address: [email protected] SHS-HUMSS/STEM: Government Permit (MIMAROPA Region) No. OCM-SHS-03a, s. 2020

Quarterly Learning Plan (QLP)

Quarte
First Grade Level 11 Learning Area ORAL COMMUNICATION IN CONTEXT
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The learners:
 Explains the functions, nature and process of communication
 Use various strategies in order to avoid communication breakdown
 Differentiates the various models of communication
Most Essential Learning
 Examine sample oral communication activities
Competencies (MELCs)
 Identify the various types of speech context
 Distinguish types of speech and speech style
 Respond appropriately and effectively to a speech act
 Employ various communication strategies in different situations
At the end of the session, I can…
 (I) Explains the functions, nature and process of communication
 (I)Use various strategies in order to avoid communication breakdown
 (II)Differentiates the various models of communication
Learning Targets  (II)Examine sample oral communication activities
 Identify the various types of speech context
 Distinguish types of speech and speech style
 Respond appropriately and effectively to a speech act
 Employ various communication strategies in different situations
Day
Objectives  discuss the etymology of communication;
 compare and explain the various meaning of communication;
 use various strategies in order to avoid communication breakdown;
 comprehend how communication works to become effective communicators;
 watch, listen and comprehend a sample oral communication activity; and,
 recognize the different models of communication.
 differentiate intrapersonal from interpersonal communication.
 explain the nature and the characteristics of each type of speech context.
 identify social situations in which each style can be used.
 realize that communicative competence requires understanding of speech acts.
 demonstrate effective use of communicative strategy in a variety of speech situations.
 The Roman Catholic
APOSTOLIC VICARIATE OF SAN JOSE IN MINDORO

SAN RAFAEL HIGH

SCHOOL, INC.
JHS: Government Recognition (MIMAROPA Region) No. OCM-JHS-1969-01, s. 2020
Poblacion, Abra de Ilog, Occidental Mindoro 5108 SHS-ABM/GAs: Government Permit Region IV-B (MIMAROPA) No. 063, s. 2015
Email Address: [email protected] SHS-HUMSS/STEM: Government Permit (MIMAROPA Region) No. OCM-SHS-03a, s. 2020

Quarterly Learning Plan (QLP)

 distinguish various types of communicative strategies.
Communication and its function, nature and process
Models of Communication
Topics
Types of Speech, Speech Context, Speech Style, and Speech Act
Communication Strategies
Goal Integration
Uphold excellent and standards- and competency-based education to fully form persons who are academically prepared and equipped with
necessary skills and person who participate actively in the national development.
CAI – School PVMGCVM
Integration
Objective Integration
To integrate the K to 12 standards and 21st century skills in the development of globally competitive and empowered graduates who are aware of
their social, Catholic, and moral responsibility to nation building.
Classroom Routines

 Prayer
 Health and Safety Routines
 Attendance Checking

I. Explore
LEARNING ACTIVITY 1.2 :iILLUSTRATE: On the box provided, illustrate what happens in communication and briefly explain your answer on the space provided beside the box.
_____________________________________________________________________________________________________________________________________________
Classroom-based Learning _____________________________________________________________________________________________________________________________________________
Activities _____________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________

LEARNING ACTIVITY 2.1In My Own Opinion: Read and analyze the following statements carefully. Observe the language used in each item. The, complete the table that will
follow. (5 items – 6 points each)
1. “What’s up, dude?”
2. “Jose, do you accept Maria as your lawful wife?” “Yes, father, I do.”
3. “Sweety, how’s your work? Have you taken your lunch? What time will you reach home?
4. “Doctor, what vitamin can my child take if she often has colds?”
“Try to give her vitamin C, plenty of water, and lots of fruits.”
5. “Good morning Ms. Rivera. I am Ms. Santos. I am applying as a secondary teacher…”
 The Roman Catholic
APOSTOLIC VICARIATE OF SAN JOSE IN MINDORO

SAN RAFAEL HIGH

SCHOOL, INC.
JHS: Government Recognition (MIMAROPA Region) No. OCM-JHS-1969-01, s. 2020
Poblacion, Abra de Ilog, Occidental Mindoro 5108 SHS-ABM/GAs: Government Permit Region IV-B (MIMAROPA) No. 063, s. 2015
Email Address: [email protected] SHS-HUMSS/STEM: Government Permit (MIMAROPA Region) No. OCM-SHS-03a, s. 2020

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II. FIRM-UP DISCUSSION
Communicating our messages to people around us makes us human and makes our existence a meaningful and fascinating one. We may differ in the verbal and nonverbal
symbols used in conveying our thoughts. The point is we cannot avoid communicating. For as long as there is life, there is communication.
The word communication has different meaning. For you to understand what communication is, you should know its etymology or derivation. It comes from two Latin words
communis which means “commonness” and communicare which means “to share.”
People who are engaged in communication should have something in common for successful communication act to happen and they are the following: 1) language, 2)
knowledge, 3) experience, and 5) culture. The following are the definitions of communication taken from varied sources.
DEFINITIONS OF COMMUNICATION
1. It is the imparting or exchanging of information or news.
2. It is a process by which information is exchanged between individuals through a common system of symbols, signs or behavior. (Merriamwebster.com)
3. It is any act by which one person gives to or receives from another person’s information about that person’s needs, desires, perceptions, knowledge or affective states.
(www.unm.edu?”devalent/handouts/defcomm.html)
4. It is a social interaction that requires at least two people who share a common set of signs and semiotic rules. Semiotic rules refer to the syntactic level (grammar or
sentence structure), semantic level (meaning) and pragmatic level (the causal and other relations between words, expressions, or symbols and their uses. (boundless.com)

Based on the definitions above, communication is a process which means that such act requires certain procedure that leads to the development of something or to a
particular result. With this, I can say that communication is the process of exchanging information from one person to another.
The following ideas below are inherent in communication according to Wood (2004).
NATURE OF COMMUNICATION
1. It is a process.
2. It is systemic.
3. It is symbolic.
4. It involves meaning.

As human beings, we need to function socially as individuals by communicating. It is through communication that we share to others our aspirations, perceptions,
dreams, hopes and visions. To fully understand communication, we must know what really takes place when we engage in communication.
Since communication is a process of exchanging messages either verbal or nonverbal, it means that we have to be cognizant of the steps that have to be taken to achieve the
desired result. Understanding the communicative process will enable us to become effective communicators.
The communication process demonstrates all the factors that affect the communication. The main components are as follows:
COMPONENTS OF COMMUNICATION
STAGE 1 : SENDING THE MESSAGE
 Sender is also known as speaker, source or encoder.
 In oral communication, the encoder is the speaker.
 In written communication, the writer is the encoder.
 Message is the key element that is transmitted in communication. Whether it is oral or written, the first thing to do is to decide what we want to communicate and the
content of our message.
 Channel is also known as medium and refers to the pathway through which the message travels in order to reach its destination.
 The Roman Catholic
APOSTOLIC VICARIATE OF SAN JOSE IN MINDORO

SAN RAFAEL HIGH

SCHOOL, INC.
JHS: Government Recognition (MIMAROPA Region) No. OCM-JHS-1969-01, s. 2020
Poblacion, Abra de Ilog, Occidental Mindoro 5108 SHS-ABM/GAs: Government Permit Region IV-B (MIMAROPA) No. 063, s. 2015
Email Address: [email protected] SHS-HUMSS/STEM: Government Permit (MIMAROPA Region) No. OCM-SHS-03a, s. 2020

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STAGE 2 : RECEIVING THE MESSAGE
 Receiver is otherwise known as decoder or listener. Receiver is the person who receives and interprets the message.
 Feedback is the return process of communication which completes the loop of communication. It informs the speaker whether the message is received successfully or not
and whether the message is understood or not.
Context is also known as situation, setting or environment.

Aspects of Context:
a. External stimulus prompts one to respond either in oral or written form.
Ex: letters, memo, telephone calls, meetings, emails, casual conversations
b. Internal stimulus affects the way one communicates his/her thoughts and ideas.
Ex: likes, dislikes, feelings, attitudes, emotions, points of views, experiences, education, confidence
Kinds of Context
a. Physical context includes the material objects surrounding the communication event and other features of the natural world.
Ex: arrangement of furniture, size of the room, time of the day, temperature, lightning
b. Social context involves the relationship of the speaker and the listener or the audience and the expectations involved in that relationship.
Ex: the way a student makes a request to his classmates will be different from the way he requests from his mom
c. Chronological context refers to the time and timing that affect the transmission and reception of the message.
Ex: calling up someone in the middle of the night, reviewing a lesson for a quiz at dawn
Noise is also called as interference and refers to anything that hinders the transmission or reception of the message.
Categories of Noise
a. Internal noise is noise within yourself while speaking and can be controlled however. It refers to anything that one thinks of during the time one is engaged in
communication.
b. External noise on the other hand cannot always be controlled. It is the noise in your surroundings by other people and the environment.

Types of Communication Barriers

a. Semantic Noise. It is a barrier that may either be denotative or connotative. Different interpretations of a particular message can disrupt communication.
1. In denotative barrier, the sender and the receiver disagree about the definition or meaning of a word or phrase.
2. In connotative barrier, both sender and the receiver agree on the straight definition of a word or phrase. b. Syntactic Noise. Syntax refers to grammar, structure or set of rules
that govern grammar. Mistakes in grammar can disrupt communication.
c. Environmental Noise. Environmental circumstances could physically disrupt communication.
d. Organizational Noise. Poorly structured or planned communication could lead to misinterpretation.
e. Psychological Noise. The preconceived notions we bring to conversations, such as racial stereotypes, reputations, biases, and assumptions can also make communication
difficult.
f. Physiological-Impairment Noise. Physical maladies could be a serious problem in communication.
g. Cultural Noise. Stereotypical assumptions can cause misunderstandings.
By recognizing and adjusting to noise, the persons who are communicating will more likely be successful in interpreting the message intended. Effective communication
involves overcoming these barriers and conveying a clear and concise message.
There comes a time when communication breaks down. When communication breaks down, there is a tendency that misunderstanding occurs. The following are some of
 The Roman Catholic
APOSTOLIC VICARIATE OF SAN JOSE IN MINDORO

SAN RAFAEL HIGH

SCHOOL, INC.
JHS: Government Recognition (MIMAROPA Region) No. OCM-JHS-1969-01, s. 2020
Poblacion, Abra de Ilog, Occidental Mindoro 5108 SHS-ABM/GAs: Government Permit Region IV-B (MIMAROPA) No. 063, s. 2015
Email Address: [email protected] SHS-HUMSS/STEM: Government Permit (MIMAROPA Region) No. OCM-SHS-03a, s. 2020

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the points you need to consider to get rid of communication breakdown.

STRATEGIES TO AVOID COMMUNICATION BREAKDOWN

1. Be a positive thinker.
2. Use appropriate language.
3. Give and accept feedback.

Everywhere you go, communication is needed. It is a must that you need to apply the seven C’s for you to achieve effective communication.
7 C's of Effective Communication
1. Completeness
2. Conciseness
3. Consideration
4. Concreteness
5. Courtesy
6. Clearness
7. Correctness
As human beings, we always keep on communicating. We spend a large percentage of our waking hours in communicating and even if we are in silence, we are also conveying
a message to the people around us.
Familiarizing ourselves with the communication models will help us know about the various aspects of communication. The essential elements of communication process are
presented through the communication models and such models help us to measure the effectiveness of communication.
The following are the models of communication that will help us understand the process of human communication.
1. ARISTOTLE’S MODEL
Ancient Greek philosopher
Proponent of the earliest mass communication model, Aristotle’s Model of Communication before
300 BC
Stressed the importance of the audience in the communication process
His focus in on public speaking than interpersonal communication

2. SHANNON – WEAVER’S MODEL

 Claude Shannon
 American Mathematician
 Electronic Engineer
 Warren Weaver
 American Scientist
 Wrote an article in “Bell System Technical Journal called A Mathematical Theory of
Communication known as Shannon-Weaver Model
Designed to develop effective communication between the sender and the receiver
Noise is important factor which affects the communication process
 The Roman Catholic
APOSTOLIC VICARIATE OF SAN JOSE IN MINDORO

SAN RAFAEL HIGH

SCHOOL, INC.
JHS: Government Recognition (MIMAROPA Region) No. OCM-JHS-1969-01, s. 2020
Poblacion, Abra de Ilog, Occidental Mindoro 5108 SHS-ABM/GAs: Government Permit Region IV-B (MIMAROPA) No. 063, s. 2015
Email Address: [email protected] SHS-HUMSS/STEM: Government Permit (MIMAROPA Region) No. OCM-SHS-03a, s. 2020

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Five Elements of Shanon-Weaver’s Model
 Information source or sender sends the message with the use of transmitter
 Transmitter encodes the message into signals
 Channel is used to which signals are adapted for transmission
 Receiver decodes the message from the signal
 Destination is where the message arrives
 Noise may be the sixth element but is considered a dysfunctional factor and refers to any signal that may interfere the transmission of the message.

3. SCHRAMM’S MODEL
Proposed by Wilbur Schramm in 1954
Originated from Shannon-Weaver’s model
Emphasizes that both the sender and the receiver take turns in playing the role of the encoder and the decoder in a communication
Stresses that the message can be complex as its meaning can vary from one individual to another
Meanings may be denotative or connotative.
 Denotative meanings are common or dictionary meanings and can be the same for most people.
 Connotative meanings are based on the person’s background or experience.
Three Elements of Schramm’s Model
 Source or encoder
 Message or signal
 Destination or decoder

4. BERLO’S MODEL
Pioneered by David Berlo in 1960
Known as SMRC (source/message/receiver/channel)
Emphasizes the relationship between the sender and the
receiver of the message
Believes that for an effective and successful communication to
transpire, both the source and the receiver should demonstrate
the same level in terms of (a) communication skills (b)knowledge
about the topic (c) attitude toward the subject (d)familiarity of the
social system as well as the culture of each one

Four Elements and Sub-Elements

1. Source is where the message originates.
a) Communication skills
b) Knowledge
c) Attitudes
 The Roman Catholic
APOSTOLIC VICARIATE OF SAN JOSE IN MINDORO

SAN RAFAEL HIGH

SCHOOL, INC.
JHS: Government Recognition (MIMAROPA Region) No. OCM-JHS-1969-01, s. 2020
Poblacion, Abra de Ilog, Occidental Mindoro 5108 SHS-ABM/GAs: Government Permit Region IV-B (MIMAROPA) No. 063, s. 2015
Email Address: [email protected] SHS-HUMSS/STEM: Government Permit (MIMAROPA Region) No. OCM-SHS-03a, s. 2020

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d) Culture
2. Message is the idea or information sent by the source.
a) Contents – substance of the message that gives the detailed information of the topic
b) Elements – language, gestures, body language etc. employed in transmitting the content of a person’s
message
c) Treatment – the manner of handling or dealing with the message
d) Structure – how the words are arranged, organized or put together for the message to be clear and
easy to understand
e) Code – a system of signals or symbols for communication
3. Channel refers to the five senses used in transmitting the message.
a) Hearing
b) Seeing
c) Touching
d) Smelling
e) Tasting
4. Receiver takes or receives the message.
a) Communication skills
b) Attitudes
c) Knowledge
d) Culture
5. HELICAL MODEL
Proposed by Frank Dance in 1967 (American Communication Professor)
Comes from the word “HELIX”- an object having three-dimensional shape
like that of a wire wound uniformly around a cylinder or cone that goes
upward and comes downward
Evolves from the very birth of an individual and continues as long as he lives
Believes that communication process is just like a helix which moves forward
as well as comes backward and is dependent on person’s past behavior
Oral communication is the process of verbally or nonverbally transmitting ideas or
messages within and across various contexts, cultures, channels and media.
The following are the different types of speech context.

 Intrapersonal communication refers to communication that centers in one

person where the speaker acts both as the sender and the receiver of message. It
may be seen in situations involving talking to or writing to oneself, even thinking to
oneself. It is commonly known as communication with oneself.
 Interpersonal communication refers to communication between and among people and establishes personal relationship between and among them. It involves more than
one person. It is not just the number of participants, they can each be differentiated by its purpose
 The Roman Catholic
APOSTOLIC VICARIATE OF SAN JOSE IN MINDORO

SAN RAFAEL HIGH

SCHOOL, INC.
JHS: Government Recognition (MIMAROPA Region) No. OCM-JHS-1969-01, s. 2020
Poblacion, Abra de Ilog, Occidental Mindoro 5108 SHS-ABM/GAs: Government Permit Region IV-B (MIMAROPA) No. 063, s. 2015
Email Address: [email protected] SHS-HUMSS/STEM: Government Permit (MIMAROPA Region) No. OCM-SHS-03a, s. 2020

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In the concept that has been presented guides you on the context of your speech that you can use any time with yourself or with people around you. You will find out more as you
go on with the various styles of communication.

A style is a linguistic variants that a person uses and that has specific social meanings. It is a choice of words that a person can use or apply in different situations. Being able to
identify what style you are using when you communicate is essential in making sure that you are able to achieve your goal of sending your message and of being understood.
Good communication skills can help you avoid conflict and solve problems – they’re also important for making friends and having healthy relationships.

The following are the types of speech styles:

1. Intimate style is a non-public speech style that uses private vocabulary and nonverbal messages. It is used in self-addressed questions or self-talk, exclamations, sudden
realizations, showing of surprise and of expressions of interest.
2. Casual style is also known as informal communication style and is used in sharing personal conversations with family members or friends and uses colloquial and or slang
words, contractions, simplified grammar, and dropping statements or crack jokes, talk with family or friends, tweets.
3. Frozen style is used when no one shows hesitation, disinterest, or prejudice during a dialogue, conversation or conference and is used in formal events or ceremonies. It is
also known as static (no change), ritualistic and even archaic (old and no longer used)
4. Formal style is used in formal interviews, meetings, in the church, bank, job interviews, prestigious ceremonies, talking with superiors, writing formal letters, news, reports and
speeches. It is used only for imparting information and uses technical vocabulary and exact definitions.
5. Consultative style is used when one exhibits interest in conferring with other people on a topic, project, program, or activity or letting them participate in decision-making and
is used among people who do not share common experiences or meaning.

Since you are adept with the speech styles, let us find out the different speech acts that a speaker uses to achieve the intended function of communication.

Speech act is an utterance that a speaker makes to achieve an intended effect and serves a function in communication like offering an apology, greeting, request, complaint,
invitation, compliment, or refusal. It involves real-life interactions that require not only knowledge of the language but also appropriate use of that language within a culture.
Speech act theory attempts to explain:
a. how speakers use language to accomplish intended actions; and,
b. how listeners understand intended meaning from what is said

According to J.L. Austin (1962), a philosopher of language and developer of the speech act theory, there are three types of speech acts in every utterance, given the right
circumstances or context.
1. Locutionary Act (WHAT ONE SAYS)
 the act of making a meaningful utterance
 the actual act of uttering or saying something
 the simple act of a speaker saying something by producing meaningful linguistic expression or sentence
“Please do the dishes.”

2. Illocutionary Act (WHAT ONE MEANS WHEN ONE SAYS IT)

 the social function of what is said
 the speaker’s intention in delivering an utterance (what one does in saying it), what is said, and the real, intended meaning
 The Roman Catholic
APOSTOLIC VICARIATE OF SAN JOSE IN MINDORO

SAN RAFAEL HIGH

SCHOOL, INC.
JHS: Government Recognition (MIMAROPA Region) No. OCM-JHS-1969-01, s. 2020
Poblacion, Abra de Ilog, Occidental Mindoro 5108 SHS-ABM/GAs: Government Permit Region IV-B (MIMAROPA) No. 063, s. 2015
Email Address: [email protected] SHS-HUMSS/STEM: Government Permit (MIMAROPA Region) No. OCM-SHS-03a, s. 2020

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By uttering the locution, “Please do the dishes.”, the speaker requests the addressee to wash the dishes.

3. Perlocutionary Act (WHAT ONE ACCOMPLISHES BY SAYING IT)

 the resulting act of what is said
 the actual effect of the utterance on the listener
 the act what the listener does in response to the utterance
 its actual effect, such as persuading, convincing, scaring, enlightening, inspiring, or otherwise getting someone to do or realize something, whether intended or not (Austin
1962)
“Please do the dishes” would lead to the addressee washing the dishes.

There are also indirect speech acts which occur when there is no direct connection between the forms of the utterance and the intended meaning. They are different in force
(intention) from the inferred speech act.

Example: “Could you pass the rice?”

Inferred speech act: Do you have the ability to hand over the rice?
Indirect speech act: Please pass the rice.

So while the utterance literally asks the addressee if he/she has the ability to hand a plate of rice, it actually indirectly requests the addressee to pass the rice to the speaker.
PERFORMATIVES
Performative utterance enables the speaker to perform something just by stating it. A performative utterance said by the right person under the right circumstances results in a
change in the world.
For example, “I now pronounce you as husband and wife.”, when uttered by the authorized person like judge or priest, will have actual effect on the couple but when an
unauthorized person, there is no effect because the condition is not met.

Searle’s Classification of Speech Acts

As a response to Austin’s speech act theory, John Searle (1976), a professor from the University of California, Berkeley, classified illocutionary acts into five distinct categories.
1. Assertive
- a type of illocutionary act in which the speaker expresses belief about the truth of a proposition
like suggesting, putting forward, swearing, boasting, concluding
Example: No one makes better pancakes than I do.
2. Directive
- a type of illocutionary act in which the speaker tries to make the addressee perform an action like
asking, ordering, requesting, inviting, advising, begging
Example: Please close the door.
3. Commissive
- a type of illocutionary act in which commits the speaker to doing something in the future like
promising, planning, vowing, betting
Example: From now on, I will participate in the group activity.
4. Expressive
 The Roman Catholic
APOSTOLIC VICARIATE OF SAN JOSE IN MINDORO

SAN RAFAEL HIGH

SCHOOL, INC.
JHS: Government Recognition (MIMAROPA Region) No. OCM-JHS-1969-01, s. 2020
Poblacion, Abra de Ilog, Occidental Mindoro 5108 SHS-ABM/GAs: Government Permit Region IV-B (MIMAROPA) No. 063, s. 2015
Email Address: [email protected] SHS-HUMSS/STEM: Government Permit (MIMAROPA Region) No. OCM-SHS-03a, s. 2020

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- a type of illocutionary act in which the speaker expresses his/her feelings or emotional reactions
like thanking, apologizing, welcoming, deploring
Example: I am sorry for not helping out in our group projects and letting you do all the work.
5. Declaration
- a type of illocutionary act in which brings a change in the external situation like blessing, firing,
baptizing, bidding, passing a sentence, excommunicating
Example: You are fired! (By saying someone is fired, an employer causes or brings about the person’s unemployment, thus changing his external situation.)

Always keep in mind that speech acts include concrete life interactions that require the appropriate use of language within a given culture. Communicative competence (the ability
to use linguistic knowledge to effectively communicate with others) is essential for a speaker to be able to use and understand speech acts.

You have already encountered speech context, style, and acts. In the next discussion, you will find the other facet of strategies that would make you a better speaker.

People communicate every day to establish and maintain relationships, know and understand themselves, and find meaning in the daily grind. Moreover, since human beings are
social beings who survive more effectively through sensible discourses, they are always driven to learn the skills of creating and sustaining gainful conversation.

An effective communicator engages in an appropriate exchange of information. Communicative competence is attained when the person recognizes the importance of
understanding the speech context, speech style, speech act and communicative strategy being utilized in a communication situation.
Types of Communicative Strategy
1. Nomination engages in a conversation by proposing or suggesting a topic or issue to talk about.
Common expressions include: “Why don’t we talk about ____?”, “Let’s discuss ________.”, “How about talking/discussing ______?”
2. Restriction refers to limiting the topic or subject in conversation. This happens when the person wants to focus on a certain aspect of the issue.
Common expressions include: “Let us focus on ____.”, “Please let us not talk ______.”, “Could we just focus on _____?”, “Is it possible to just concentrate on _______?”
3. Turn-taking refers to conventions in which participants allow appropriate opportunities for others to talk or the manner in which an orderly conversation normally takes place. A
turn is the time when a speaker is talking and turn taking is the skill of knowing when to start and finish a turn in conversation.
4. Topic control means regulating or manipulating the topic of conversation and how long a person may talk.
Common expressions include: “Yes, but…”, “You know. I am not sure about that. However, what I can tell you is…”, “The real question here is…”, “It would be good idea if we talk
_____ than ______.”
5. Topic shifting refers to changing the subject in a conversation because the person involved in the conversation do not find the current topic interesting.
Common expressions include:
“By the way…”, “Incidentally”… “To follow up….”
6. Repair means the correction by the speaker of a misunderstood utterance either through self- initiated repair or corrected by others. This is the process by which the speaker
recognizes a speech error and repeats what has been said with some correction.
Common expressions include: “I mean…”, “What I mean is that…”, “Rather…”
7. Termination refers to ending the conversation.
Common expressions include:
Pre-closing: “It’s been nice talking to you.”, “I’m sorry, but I have to go.”, “Thanks for the information/your time.”
Follow up: “I’ll give you a call.”, “I’ll send an e-mail.”, “We’ll send the information right away.”, “How can I reach you?”
Closing: “I look forward to see you.”, “Let me give you my number/calling card.”, “Here’s my office number.”, “Let’s keep in touch.”, “Call me.”
 The Roman Catholic
APOSTOLIC VICARIATE OF SAN JOSE IN MINDORO

SAN RAFAEL HIGH

SCHOOL, INC.
JHS: Government Recognition (MIMAROPA Region) No. OCM-JHS-1969-01, s. 2020
Poblacion, Abra de Ilog, Occidental Mindoro 5108 SHS-ABM/GAs: Government Permit Region IV-B (MIMAROPA) No. 063, s. 2015
Email Address: [email protected] SHS-HUMSS/STEM: Government Permit (MIMAROPA Region) No. OCM-SHS-03a, s. 2020

Quarterly Learning Plan (QLP)

I. DEEPENING ACTIVITIES
LEARNING ACTIVITY 1: : iEXPLAIN
Answer briefly the following questions.
1. How can you become effective communicator?
2. List and discuss each of the communication barriers learned.
3. How can external factors hinder effective communication?
4. Can you consider the speaker’s appearance an external barrier? Why?
LEARNING ACTIVITY 1.2: iCLASSIFY: Let’s find out in this video where we can classify the different models of communication
above. Watch first the video below.
Video: The 3 Models of Communication (https://www.youtube.com/watch?v=5a9AQeSFI1Y)
What is the video all about? Could you summarize the content of the video in 2-3 sentences?

LEARNING ACTIVITY 2: Video Analysis: Watch the video of telephone conversation through the given link; then answer the following questions.
Video Assignment: Sample Order taking| Customer Support Philippines: https://www.youtube.com/watch?v=hpZFJctBUHQ

1. What greeting is used by the customer service agent?

2. What form of personal identification is used by the agent?

3. What pre-closing signals are used by the agent?

4. What closing is used by the agent?

QUARTER 1 Performance Task as per LP

Learning Assessment 2: 3-2-1 Action! Below is a dialogue from a movie. Analyze the speech act of the characters shown in the table below.

Movie Title: My Ex and Whys

Character Line Intention Effect
Liza Soberano as “Am I not enough? To express her Gio (Enrique Gil)
 The Roman Catholic
APOSTOLIC VICARIATE OF SAN JOSE IN MINDORO

SAN RAFAEL HIGH

SCHOOL, INC.
JHS: Government Recognition (MIMAROPA Region) No. OCM-JHS-1969-01, s. 2020
Poblacion, Abra de Ilog, Occidental Mindoro 5108 SHS-ABM/GAs: Government Permit Region IV-B (MIMAROPA) No. 063, s. 2015
Email Address: [email protected] SHS-HUMSS/STEM: Government Permit (MIMAROPA Region) No. OCM-SHS-03a, s. 2020

Quarterly Learning Plan (QLP)

Calixta “Cali” Ferrer Pangit ba ako? frustration to the realized that what he
Kapalitpalit ba ako?” person, Gio, who did was wrong.
cheated on here.

Suppose you are Gio in the situation. What would be your reaction? Write your response below. Take note that your reaction must show logical connection to the utterance you must be responding to.

Criteria for Scoring: Concept (10 points); Clarity (10 points); Reasoning (10 points)
Prepared: Checked and Noted:

MARIDEL A. MONTEMAYOR,LPT | Teacher 1 ROWENA TAMARES-TEJOSO, LPT, MSEM | School Principal

Date: Date: