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Oral Communication Module

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100% found this document useful (1 vote)
1K views87 pages

Oral Communication Module

Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 87

O

Oral
Communication
in Context
Functions, Nature and
Process of Communication
Oral Communication in Context
Functions, Nature and Process of Communication
First Edition, 2020

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.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education


Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Mark Anthony P. Idang; Ethel B. Dasig


Editors: Marites M. Aguilar; Rizza A. Pereyra
Reviewer: Liza L. Banayo; Lea C. Villegas; Erma S. Valenzuela; Laila R. Maloles, Jhonathan S.
Cadavido Illustrator: Joseph O. Ocfemia
Layout Artist: Allan E. Medenilla
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Marites A. Ibañez;
Ludy N. Pasagui, Edgardo B. Militante, Orlando T. Valverde,
Vincent Emmanuel L. Ilagan, Godofredo C. Mercado,
Henry P. Contemplacion

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro


Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: [email protected]
Introductory Message

For the Facilitator:

Welcome to the Oral Communication in Context Grade 11 Alternative Delivery Mode (ADM).

This module was collaboratively designed, developed and reviewed by educators both from public and
private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by
the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning activities at their
own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills
while taking into consideration their needs and circumstances.

As a facilitator you are expected to orient the learners on how to use this module. You also need to keep
track of the learners' progress while allowing them to manage their own learning. Furthermore, you are
expected to encourage and assist the learners as they do the tasks included in the module.

For the Learner:

Welcome to the Oral Communication in Context Grade 11 Alternative Delivery Mode (ADM).

The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and
purpose. Through our hands, we may learn, create and accomplish. Hence, the hand in this learning
resource signifies that you, as a learner, are capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for guided and
independent learning at your own leap and speed. You will be enabled to process the contents of the
learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to
Know This will give you an idea of the skills or competencies you are expected to learn in the
module.

What’s In
This is a brief drill or review to help you link the current lesson with the previous one.
What’s New
In this portion, the new lesson will be introduced to you in various ways such through
as a story, a song, a poem, a problem opener, an activity or a situation.
What is It
This section provides a brief discussion of the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More
This comprises activities for independent practice to solidify your understanding and
skills of the topic. You may check the answers to the exercises
using the Answer Key at the end of
the module.

What I Have
Learned This includes questions that you need to answer so you can process
what you have learned from the lesson.

What I Can Do
This section provides an activity which will help you transfer your new knowledge
or skill into real life situations or concerns.
Assessment
This is a task which aims to evaluate your level of mastery in achieving the learning
competency.

Additional
Activities In this portion, another activity will be given to you to enrich your knowledge or skill of
the lesson learned. This also tends retention of learned concepts.

Answer Key
This contains answers to all activities in the module.

At the end of this module you will also find:

References This is a list of all sources used in developing this module.


1

What I Need to Know

This module was designed and written with you in mind. It is here to help you master the
nature, process and function of communication. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse vocabulary level
of students. The lessons are arranged to follow the standard sequence of the course.

This module consists of one lesson, namely:

∙ The Functions, Nature and Process of Communication

After going through this module, you are expected to:


1. explain the nature and process of communication;
2. understand the relationship of the functions of communication to everyday life; and
3. illustrate the process of communication.

Lesson 1 The Nature and Process of


Communication
Communication comes in various forms. From the simple nodding of your head, stretching of
hands, raising your eyebrows up to your daily conversations with your friends over the phone,
constant exchange of text messages, and regular browsing in social networking sites, these are
but some examples of how humans communicate their thoughts, feelings, ideas, and insights.
These only signify that humans really engage in communication.

What’s In

How will you react to the following picture?

Week 1
Believe it or not, your coming to your family is a great joy! Your
first cry immediately after birth announced your arrival into this
world. Afterwards, your mother understood that when you cry, you
were hungry and gave you milk in response. Your face also expressed
your feelings. As years passed by, you started pronouncing short
words and responded by waving your hands or nodding your head
and most of the times, laughing out loud. Today, you can act out,
speak, and write to tell everyone what you think and feel. These are
the ways you communicate.
What’s New

When you exchange ideas with someone or you send


information to others, you do it in two ways. You either use words to
say what you want to say or you express yourself through gestures
and facial expressions. Since then, people have the inherent need to
communicate. Humans are social beings. They live to interact
regularly with others. In fact, their endurance is due to their ability to
express themselves and connect to one another and the world they
live in.

When you look back in the history of humankind, you will find
that early man could not speak as you do today. Records show that
people have used various communication techniques such as the use
of symbols, gestures sounds, drawings, and sign languages (Littlejohn,
2002 as cited in Amudavalli, n.d.). Words and languages developed
much later in human history.

Over the years, communication has progressed tremendously.


Language developed side by side with technology. Now in the 21st
century, we realize the power of communication in building
relationships and the community at large. Hence, we see the
importance of communication.

Look at the pictures below. Identify the different ways of communicating

with others.

1.
___________________________________ 2.
_______________________________________
3

3. ______________________________ 4.
_____________________________________

5. ________________________________________

What is It
What is communication and why do we communicate?

Communication is a two-way process of connecting to both


living and non living things. It is also a means of sharing and
exchanging messages, information, ideas, and feelings for mutual
understanding (Gregoriom, J.C., 2015).

Communication connects people and the world they live in. It is


through communication that people are able to express their thoughts
and ideas or convey information and messages through word of mouth,
gestures and signals, signs, and others. People have always
communicated with one another in various forms.
Let us further define communication using the two key terms
stated above, “message” and “understand”.

4
1. Communication is a message understood.
Unless a message is understood we cannot say that
communication has taken place. Let us send a message to someone
and say, “where came first”. The person who gets this message would
wonder what it means for the arrangement of the words does not
make any sense. The message is sent but the receiver does not
understand it. Therefore, for communication to take place we have to
consider two conditions. First, there should be a clear message.
Second, the message must be understood by the receiver for whom it
is meant.
2. Communication is social interaction through messages.
Think of someone telling, “It is very warm today.” In this case,
we are communicating what ‘we experience’. The weather being warm
is what we feel or experience physically. In this scenario, we are
sharing our feeling or experience with someone else. Thus, we may
say that “communication is a sharing of experience.” In our society,
we all interact with messages. Without interactions, a society cannot
survive. Social interaction is always through messages.
We discuss problems and arrive at solutions. We exchange
ideas and interact with others. We transact, and then we negotiate. In
doing all these, we use communication. Imagine a situation where we
are not able to speak and interact with others or think of a family
living in the same house without speaking to each other or relating
any form of message to one another. Such situation can be very lonely
and problematic. Without communication, all forms of human
relationships will vanish and die. Communication is therefore crucial
in building and maintaining relationships.

THE COMMUNICATION PROCESS

There are also times when we fail to communicate adequately


and experience misunderstanding or miscommunication. Why do you
think this thing happens? What are the ways to avoid them?
We are sometimes misunderstood by the level of speech we use
during conversation - by the volume or rate we talk with friends or
acquaintances. We may sometimes be misunderstood by the non-
verbal actions that we project or incorporate in our speech when
talking face-to-face with people. Also, when we send text or chat
messages, we are misinterpreted because those messages are often
brief and devoid of emotion.
Let us now try to consider the process of communication. How
does communication take place? Who are involved? What processes
are considered? By understanding the communication process, we can
also duly avoid misunderstandings and / or miscommunication.
5
Our everyday transactions with people follow the
communication process. As seen in the illustration, communication
begins when the speaker or source of communication responds to a
stimulus and decides to encode or transmit it in the form of a
message (or a “code”) through a particular channel or means of
communication.
The receiver decodes or interprets the message sent and
responds accordingly based on his interpretation of the message. This
response comes in the form of a feedback sent to the original source
of communication (sender). As the communication transaction
continues, the sender and receiver may exchange roles until
understanding is achieved. Barriers to communication sometimes
block the transmission of the message thereby creating
misunderstanding.
Through this process, we are able to understand that
communication is systematic. In the advent of technology, the
exchange of information and messages in society has advanced and
has been a subject of many studies.

FUNCTIONS OF COMMUNICATION

Why do we communicate?
Since communication is certain in our lives, it comes naturally
and unknowingly. Communication serves many purposes. The
following are some of the many reasons why we, humans,
communicate:

Inform Misinform Counsel Sell Clarify Question Express


Promote Buy Confuse Confirm Advise Teach Learn Persuade
Reveal Accept Affirm Clarify Motivate Criticize Deny Conceal
And many others

From the above table, we realize that communication serves


many purposes. Whether we are at home, in school, at work, or at
play, people engage in communication. You will discuss these
functions in detail in Module 4.

What’s More

Think of communication transactions in your daily life. Enumerate


situations where communication takes place. Then, indicate the result
of the communication transaction and tell whether it is successful or
not by writing the elements that made it so and specify its function on
the third column. Use a separate sheet of paper to answer this.
6
Situation Result of the communication Function of Communication
transaction

When I was 12, my father told Message was clear that I need this earlier, we would have rice
me that I am in-charge of to perform my task. At first the to eat.
cooking the rice every lunch communication was successful. I
time whenever I am available. thought other family members
One time, I forgot to cook rice will do my task because I am
because I got busy on my doing other things. My fault
assignment. As a result we did there was I failed to to inform and
not have food to eat. My father communicate to them that I am to clarify
reminded me again about the busy doing my assignment.
task assigned to me. Should I have communicated

You may probably have recalled many situations that occurred


from the time you woke up until the time that you are about to
sleep at night. This is because communication transactions happen
every time we interact with our own selves and with others. We
cannot help but communicate!

What I Have Learned

Activity 1: KWLH Chart


Now, based on the details above, fill-in the following KWLH Chart to
see your learning status in this module. Write your answer on a
separate sheet of paper.
H Nature of Communication (What
Communication K concepts or ideas do I
(How did I
want to know more?)
learn it? Cite (What do I know before
L
samples and Process of the start of this
situations) Communication module?) (What did I learn from
W this lesson?)
Functions of
7
Activity 2: Social Media Post
Show what you have learned creatively. Compose a Twitter or
Facebook post of your most important insights about the definition,
nature, process and function of communication. Include hashtags at
the end of your post.

What I Can Do
Activity 1: Comic Strip
Create a comic strip showing how you would communicate to your
community the advantages of following health protocols and
guidelines amidst COVID-10 pandemic in your municipality or
province. You may cut-out pictures of people or authorities to depict
your character, but be sure to write your own original scripts and
texts.

Activity 2: Reflections
Explain how you can use this lesson in your life. Make a
reflection using the following paragraph starters.

Today, I learned ….
______________________________________________________________________

I realized …
______________________________________________________________________

Therefore, I will…
______________________________________________________________________

8
Assessment
Directions: Read each item carefully then choose the letter that
corresponds to your answer. Write your answers on a separate sheet
of paper.

1. It is the exchange of thoughts, messages, or information


as by speech, signals, writing or behavior.
A. communication C. language
B. feedback D. message

2. These are considered forms of communication.


1. talking clearly 3. sending emails
2. chewing gum 4. looking bored

A. 1234 B. 134 only C. 342 only D. 1 only

3. This body language shows that one is listening.


A. nodding and making eye contact
B. looking out of the window
C. turning away from the speaker
D. whistling while biting nails

4. It is the sender of the message.


A. barrier
B. originator
C. receiver
D. sender

5. It is a good indication that good communication occurs.


A. destructed C. unreceived
B. confused D. shared

6. It is shown when there is an understanding in the


communication. A. Each gets a chance to be the
sender and the receiver.
B. Each party is able to provide feedback.
C. Each party is able to say what they want to without
the other person interrupting.
D. Each party has different languages.

7. It is the content of the communication.


A. jargon C. message
B. media D. noise

8. This communication type is characterized by a certain


look or gaze. A. non-verbal Communication
B. oral Communication
C. verbal Communication
D. written Communication

9
9. It is the definition of communication.
1. Communication involves a transaction.
2. Communication is sharing of ideas among a group of
people. 3. Communication is a confusion of ideas in the
mind of the other. 4. Communication is a transfer of
messages from one person to another.
A. 1234 B. 234 only C. 124 only D. 4 only

10. This is the BEST way to continue communication.


A. active listening
B. asking questions
C. not interrupting
D. making good eye contact

11. It is known when the receiver gives a verbal or non-


verbal message. A. answer C. response
B. feedback D. none given

12.It is an indication that communication really takes place.


A. when the message enters the channel
B. when the message leaves the channel
C. when the receiver understands the message
D. when the sender transmits the message

13.This is to be avoided for effective communication.


A. ambiguity C. politeness
B. listening D. sharing of activity

14.This is essential to an effective communication.


A. three-way process
B. both a one-way and a two-way process
C. one-way process
D. two-way process

15.This refers to the responsibility of the person who


receives the message for communication to take place.
A. feedback C. perception
B. non-verbal clues D. self-concept

Additional Activities
Picture Talk. Write short conversations using the cut-out
pictures from magazines, brochures, or any other materials. Consider
the nature and process of communication. Be guided by the following
rubric in making your output. Use a separate sheet of paper for this.
Choose one topic that might interest you:
1. Fake News
2. ECQ/MECQ/GCQ
3. Use of Technology in Online Communication
4. Gulayan sa Tahanan
5. Essential Needs vs. Non-Essential Needs
6. Others

10
321

Content/ Elements processes of concepts of nature and clear connection of the


The output clearly communication. processes of concepts of nature and
illustrated the concepts The output partially communication. processes of
of nature and illustrated the The output has no communication.
Coherence The script or topic chosen. the chosen topic.
dialogue has clear The script or There is no
and concise dialogue partly gives clear coherence in the script or
message. message dialogue at all.

Relevance The output clearly The output has no clear


talks about the The output partly talks about discussion of the chosen topic.

11

Oral
Communication
in Context
Communication Models
Oral Communication in Context
Communication Models
First Edition, 2020

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.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included
in this module are owned by their respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Published by the Department of Education


Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Divina P. Maming


Editors: Marites M. Aguilar; Rizza A. Pereyra
Reviewer: Liza L. Banayo; Lea C. Villegas; Leilani J. Miranda; Jhonathan S. Cadavido
Illustrator: Joseph O. Ocfemia
Layout Artist: Allan E. Medenilla
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Edna Faura-Agustin, Nicholas
M. Burgos Mary Ann L. Tatlongmaria, Evelyn P. De Castro

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro


Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: [email protected]

12

Week 2
What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the different models of communication. It will lead you to understanding how
communication works among people to foster mutual understanding and good
relationship. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.

This module consists of one lesson:


∙ Communication Models
After going through this module, you are expected to:
1. differentiate the various models of communication;
2. explain the process of communication through the elements involved; and 3. recognize the
importance of the models in understanding the communication process as applied in everyday
life.

Lesson 2

Communication Models
What’s In

Communicating with others takes us to a new experience. We are either the ones starting the
conversation process or the ones receiving it. As the exchange of information progresses, both
the source and the recipient go through favorable or unfavorable experiences. The two or more
individuals involved may end up satisfied or discontented with the result. At some random
instances, conflicts may incidentally
13
arise. But still, the end goal of communication is always for building
better human relationships.

Last time, we talked about the functions, nature and process of


communication. Let us recall some key terms that you encountered
from the previous lesson.

Directions: Complete the paragraph below by choosing the correct


word from the WORD POOL. Write your answer on a separate sheet of
paper.

WORD POOL
behavior motivates
communication nonverbal
decoding receiver
interact sender
message written

(1.) __________ is a process which follows a certain procedure.


Communication occurs between two or more people: the (2.) __________
or source of the information and the (3.) __________. It can be
articulated through (4.) __________ or spoken words. It can also be
expressed through gestures, facial expressions, or actions which are (5.)
_________ where words are not needed to understand what one means.
(6.) _____________________ is the process of interpreting the
encoded (7.) _____________ of the source by the receiver.
Communication also functions to control (8.)
____________________. It (9.) ___________ or encourages people to live
better and allows individuals to (10.) __________ with others.

What Is New

How often do you and your family eat all together? What do you
normally talk about? Read the anecdote and extract the different
communication situations that you will find in the story.
14
Th
e
Gli
tch

By Divina P. Maming

Dela Cruz family came together for


breakfast. Each had his own story to tell
about his experiences for the week. This
is the usual scenario every Sunday
morning.

“Good morning kids!” greeted the


mother who had just finished setting the table for five. Tonio and
Maria could not wait to reach for their chairs with a big grin on their
faces as they said, “Good morning, nanay!”

Criselda walked out from her room, still sleepy, her hair
unkempt, her sleepwear on but appeared equally thrilled as her
siblings shared the table with their mother.

“Nanay, I can smell the aroma of your best delicacy, adobo,” she
remarked. “Yeah, I know. It is the favorite of the family so adobo is
what I prepared today,” she answered. Criselda replied, “I can’t wait to
taste it!”

Mang Cardo, the man of the family, is a clerk in one of the rural
banks in town. He was talking to somebody over the phone; his voice
echoed excitement but later on, his positive mood gradually vanished.
As he turned towards the table, he shrugged his shoulders for
disappointment.

“Let’s eat!” mother exclaimed, wanting to turn the situation around.


But everybody seemed to have been overwhelmed by their father’s
silence. It was the first time they saw him in a really low spirit. “What
happened?” at last, the wife asked.

“I may lose my job,” he said with a croaky voice.

“But why?” Aling Terie was surprised and so were the children.
She quickly walked towards him and patted his shoulder. “It’s okay.
You can still find another job,” she said offering him a seat.

The children also let their father feel their support as they
smilingly uttered, “Tatay, don’t worry, we are here to help.”

“Yes, we will assist nanay in selling fish in the market after


school hours,” Tonio said. “Maybe we can add vegetables to sell too,
for additional income,” Maria added. Criselda, on the other hand,
volunteered to do the home chores.

“Thank you, my dear children,” was all Aling Terie could say.

Mang Cardo was moved by his family’s gesture. He was not


expecting for such an all-out support. He felt good about it. He started
asking his kids about their activities in school and how they fared in
their subjects.

15
Each of them excitedly told his own story. Criselda declared, “I
got highest score in Math, so my teacher rewarded me with a bar of
chocolate.” Tonio then mentioned about their project in Science which
could eliminate foot smell and everyone poked fun at it. They asked
him whether they could try the product to see if it would really work.
Maria spoke about their field trip to the town’s historical heritage and
talked about what she learned from it.

Exchanges of stories persisted until someone gave Mang Cardo


a ring. The ringing lasted for some seconds and finally, he stood up to
answer the call.

As he returned to the table, he was smiling. He was informed


that the retrenchment was not for him; it was a mistake. Now, the
glitch is fixed and he is to report to work the next day again.

All of them could not contain their happiness. And so, they sat
down again to eat all together. “We will go to the church after
breakfast, as usual,” Mang Cardo sighed with relief.

Now, answer the following questions:


1. What are the different communication instances in the story?
_______________________________________________________________
__________ 2. How did each communication scenario develop?
_______________________________________________________________
__________ 3. Did a conflict arise in the story? What kind of conflict
is it? Did it affect the communication process? How did the rest of
the family members react to it?
__________________________________________________________________
_______ 4. How can we establish a good communication?
____________________________________________________________
_____________ 5. What is the importance of communication in
our daily life?
____________________________________________________________

_____________ What is It

Imagine your life and the world you live in without proper
communication procedure. Would there be order or chaos? Would
there be understanding or disagreement?
Communication plays a crucial role in human life. It facilitates
the sending and receiving of knowledge and information. It allows
people to develop various kinds of social relationships. It gives an
avenue for people to express their ideas, thoughts, feelings, and
insights. Without it, societies will be restrained from developing and

16
progressing. With all the advancements in technology, communication
nowadays has changed dramatically, adapting to the 21st century way
of life.

Look at the representations below. They will help you


understand the basic elements of communication. See how they
operate and interact as communication progresses.

Models of Communication Process


A.Linear Communication
Have you talked to somebody but did not get any reaction
from him at all? Have you experienced sending a message without
receiving any feedback? This is linear communication.
Linear communication is one-way, focusing on the
transmission of a message to a receiver who never responds or has
no way of responding to the information conveyed. For instance, a
competition organizer is presenting the contest mechanics. The
message is final and cannot be contended at all. It could be the
president giving his State of the Nation Address on the national
television or a student who reads a poem or tells a story in front of an

audience in a school program. Other examples include sending an


email, reading a blog, or even the traditional way of having letters
sent.

Fig 1. Shannon-Weaver Model


Source: https://tinyurl.com/yaltqfqy. Retrieved May 25, 2020

Shannon-Weaver Model
An example of linear type of communication is the Shannon-Weaver
model (1949). It is also considered as the mother of all communication
models. It has a one way process starting from a source (producer of
message); passing through a channel (signals adapted for
transmission) which may at times be interrupted by

17
noise (barrier) to a receiver (decoder of message from the signal). The
process stops after the message has arrived at its destination.
B. Interactive
When was the last time someone surprised you? How did
you react? Who was the last person whom you praised for a job well-
done? What response did you get? What is the significance of getting a
response or reaction from the person to whom you addressed your
statement?
Interactive approach is a two-way communication process where a
response is given after a message is sent. The recipient of the action
intentionally or unintentionally gives a feedback associated with the
information received. Let us extract Criselda and her mother’s dialogue
from the story.

Criselda: Nanay, I can smell the aroma of your best


delicacy, adobo. Aling Terie: Yeah, I know. It is the
favorite of the family so adobo is what I prepared
today.
Criselda: I can’t wait to taste it!

Aling Terie’s response to Criselda’s statement proves that


she decodes the intended meaning of the idea passed on to her. That
is what we call feedback. See, feedback makes a difference. If the
mother did not respond to the statement of her daughter, the latter
would not know whether her mother understands what she said. The
exchange of
ideas or
information
verifies that
both parties
understand
the message.
Take a look at
the next
model.

Schramm Model
Fig 2. Schramm Model
Source: https://tinyurl.com/yazbv5mv. Date Retrieved May 25, 2020

18
Schramm (1954) visualized the process of communication
as an exchange of thoughts and ideas. Feedback was added to the
Shannon-Weaver Model. The recipient of the message decodes it and
creates a feedback based on his understanding of the information sent
and vice versa.
The figure identifies the six elements of communication which
are the sender, the message sent, the receiver and the feedback
provided by the receiver and sent back as a response to the sender
and the processes of encoding and decoding.

Remember, information may become useless if it is not


conveyed properly to others. Thus, the processes of encoding and
decoding are the key components of this model, including feedback.
Encoding is when an idea or information is translated into
words and expressed to others.
Decoding is when this idea or information is understood
and interpreted by the receiver.
Hence, the receiver must be able to send feedback to the
sender in order to complete the process. Otherwise, the
communication transaction fails. Schramm’s model, which is a two-
way communication model, revolves around these principles.
The process goes on starting from the sender (source) who
encodes the message transmitted to the receiver which he interprets;
decodes a message (feedback) to be sent back to the source who in
turn, decodes and interprets the information sent.

C.Transactional Model
Communication is dynamic. It has a complex nature. It
takes place among individuals at any given time with any given
subject. However, there are tendencies that barriers would interfere
which may create a sudden impact and change in the processing of
information.
In a classroom setting, for example, you are being grouped
into five or six members for an activity. Your task is to give an opinion
or reaction to the closure of the biggest television network in the
Philippines. Each of you expresses your thoughts regarding the
matter. While having that activity, you also heard the JHS graders
having their dance practice for the upcoming event. That noise did not
interrupt your discussion as you give your own views. This situation is
an example of a transactional approach.

19
The communicator (source) encodes the message and
transmits it through a channel. The message transmitted may be
affected by the noise (barrier). The receiver (recipient of the message)
decodes, processes, and filters the message for understanding and is
now ready to give his own feedback to the sender.

Transactional Communication Model

Fig 3. Transactional Model


Source: https://tinyurl.com/ybwyog2a. Date retrieved: May 25, 2020

The transactional model shows a circular process of


interaction between the persons involved in the communication, with
each one actively participating and sharing ideas with one another.
They are the communicators actively exchanging information and
reaction.
Feedback is given freely and deliberately to one another or
to all members participating in the communication transaction. The
sender and the receiver may simultaneously exchange roles as
communicators. Since communication is deemed dynamic and
progressive, the topic may also change from time to time.
In this concept, the noise or barrier to communication is
also taken into consideration for it may directly or indirectly affect the
smooth flow of communication. In the event that the message was not
clearly conveyed due to the barrier, the communication continues in
order to clarify the intended meaning of the sender. When the
transmission is cut along the way due to the barrier, the
communicators work collaboratively to understand each other. Now,
the sender

20
becomes a receiver of feedback (the response from the receiver) and the
receiver also acts as sender providing information in response to the
message conveyed to him. In this way, the communication is made

more effective and complete. What’s More


General Directions: Perform the activities below to better
understand the concept of communication and how it
works. Follow the indicated directions for each activity.
A. Directions: In the Venn diagram below, show the similarities and
differences of the three communication models.

For
you, which model is most effective? Why?
B. Directions: Identify the elements that constitute the
communication
process by
answering the
crossword
puzzle below.
Write your
answer on a
separate sheet
of paper.

A
c
r
o
s
s
:

1. the reaction or
response provided by
the receiver of the
information
4. the recipient of the
message sent

D
o
w
n
:

2. the source of the information or message


3. the information or idea conveyed
5. the factor affecting the communication flow

21
C. Directions: Read the given situations and fill in the grid below by
identifying the elements of communication.

1. Rosa instructs her little brother to water the plants in their


garden. However, she did not notice that her brother was
wearing headphones when she gave instructions. She learned too
late that her brother did not do what she told him.
source
message
receiver
Barrier (if any)
2. Gerry bought a can of milk from the nearby store. As it was
handed to him, he checked its expiration date. He found out that
the product is already expired and reported it to the storekeeper.
message
receiver
Feedback (if any)
3. Trina’s mother gave her a ring and requested for a video call. The
poor internet connection did not make it possible. They resorted
to just texting each other. source
channel
Barrier (if any)
D. Directions: Write a response to each of the following
dialogue prompts to complete the communication
processes.

Trisha: Gaby, can’t you see that grandma crossing the street?
She might be hit by the speeding vehicles.
Your answer:
__________________________________________________
___________________________________________________
_____________.

Rica: Hey Reggie! Are you going to join the Bible study this
afternoon? Reggie: I will ask permission from my parents
because it may end late. Your answer:
________________________________________________.

22
You are comfortably seated on a bus full of passengers for a
long drive. Before it departs, a pregnant woman
persuades the driver to count her in even if she’ll be
standing the whole trip.
Driver: Ma’am, there are no more vacant seats.
Pregnant Woman: Please sir, I’m already tired from the
day’s work and I’d like to go home to take a rest.
You:
____________________________________________________________
_.

What I Have Learned


Answer the following questions:

1. What are the different communication models?


____________________________________________________________
_____________
____________________________________________________________
_____________

2. What sets each apart from the other?


______________________________________________________________
_____________
______________________________________________________________
_________
3. Why is communication an important part of life?
______________________________________________________________
_____________
______________________________________________________________
_________

4. When is communication process successful?


______________________________________________________________
_____________
______________________________________________________________
_________

What I Can Do
1. Call a friend over a phone or via free media platform such as
messenger. Note down the conversation process. Identify what
communication model is used. Illustrate how the
communication happens.
2. Interview your family members. List down the things that you
want to ask to them. You may record your conversation. Draw
a diagram of the conversation and analyze how the
communication takes place.
3. Listen to a radio drama or watch a teleserye on a television. Note
down how the communication transpires. Identify the different
elements that are present in the communication process and
illustrate it.

23
Ass
ess
men
t
A. Directions: Write T if the statement is TRUE and write F if it is
FALSE. Use a separate sheet of paper.
1. There will be order and peace in the world without
communication. 2. Along with the extensive revamp in most
aspects of human life, ways of communication also change.
3. Schramm Model is the most complicated example of human
communication process.
4. In the interaction model, communication is a one-way process.
5. Communication is merely successful when conflict was absent in
the process.

B. Directions: Read each item carefully then choose the letter that
corresponds to your answer. Write your answers on a separate
sheet of paper.

6. Which of the following is an example of a one-way


communication model? A. A group of teenagers planning for
a big event
B. The committee finding ways to reach for the less
fortunate in their barangay.
C. The Philippine President delivering his SONA
D. A and B

7. You ask your sister to put on her mask every time she goes out
and she nods in reply. Which model of communication is
presented here?
A. Interactive C. Linear
B. Conversational D. Transactional

8. Which model of communication portrays a multilayer of


communication processes where the characters and environment
change overtime? A. Interactive model C. Transactional model
B. Linear model D. ALL of the above

9. Which communication model focuses on the message sent to


the recipient? A. Interactive Model C. Transactional model
B. Linear Model D. A combination of A and B

24
10. A strong wind struck as Arnold and his father took turns in
pulling the fishing boat to the shore. Arnold cannot hear his
father’s voice. Which affects the flow of the communication
process?
A. Arnold’s voice B. boat C. father D. wind

11. Myra submitted her report to her teacher online because of the
enhanced community quarantine. Which element is missing in the
process? A. channel B. encoding C. feedback D. receiver

12. The Enhanced Community Quarantine (ECQ) frightened many


people here and there. On his social media account, Joshua
posted a status of dismay. Many supported his claim, but
others opposed it. His status acquired a hundred reactions and
the comments thread rose to 75. What model of communication
is exemplified?
A. Berlo’s Model C. Shannon-Weaver Model
B. Schramm Model D. Transactional Model

13. In the situation given in #12, what element of


communication is NOT present?
A. barrier B. context C. feedback D. receiver

14. Which of the following is NOT a purpose of


communication? A. It connects the gaps
among persons involved.
B. It narrows down issues and addresses it.
C. It offers solution to the community problems.
D. It paves a way to conflict.

15. What happens when the message is NOT


clearly conveyed? A. The communication
continues.
B. The communicators end the communication process.
C. The recipient may get the wrong information to
share with others. D. The situation will never change.

25
Additional Activities
A. List down examples of situation in each of the given

communication models Shannon-Weaver Model Schramm


Model Transactional Model

B. Write a 10-sentence paragraph in this situation. As a student, if you


are to address the nation or the Filipino people in this time of
pandemic, what would you tell them? You may post it on your
social media account (not compulsory) and see the different
reactions you will get. You may clarify points but refrain from
building conflicts in the process.

C. Exchange e-mails or messages with your friends regarding your


ECQ experiences and how do you see and feel about it. Tell them
how it affects your life.

26

Oral
Communication
in Context
Strategies to Avoid
Communication Breakdown
Oral Communication in Context
Strategies to Avoid Communication Breakdown
First Edition, 2020

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.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included
in this module are owned by their respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Published by the Department of Education


Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Jhon Jhon P. Zotomayor, Fely Rose M. Nacario


Editors: Marites M. Aguilar, Rizza A. Pereyra
Reviewer: Liza L. Banayo, Lea C. Villegas, Leilani J. Miranda, Erma S. Valenzuela, Jhonathan S. Cadavido
Illustrator: Joseph O. Ocfemia
Layout Artist: Allan E. Medenilla
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Edna Faura-Agustin, Marites A. Ibañez,
Nicholas M. Burgos, Edgardo B. Militante, Mary Ann L. Tatlongmaria, Orlando T.
Valverde, Evelyn P. De Castro
Godofredo C. Mercado

Department of Education – RegionIV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro


Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: [email protected]

27
What I Need to Know

This module was designed and written with you in mind. It is here to help you identify various
strategies that could be used in order to avoid communication breakdown. It will lead you to
understanding how communication works among people to foster mutual understanding and
good relationship. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.

This module is divided into two lessons, namely:


∙ Lesson 1: Communication Breakdown
∙ Lesson 2: Various Strategies to Avoid Communication Breakdown

After going through this module, you are expected to:


1. define the concept of communication breakdown;
2. identify the different kinds of barriers to effective communication; 3. explain the causes of
communication breakdown; and
4. use appropriate strategies to avoid communication breakdown and achieve the goals of
relationship and community building.

Lesson 3 Communication Breakdown


In Module 2, you have learned about the models of communication. You have realized how the
different elements of communication work together to achieve a successful communication
transaction. Now, let us find out if you can still remember your previous lesson by answering
the activity below.

What’s In
Directions: Put the phrases or statements in the correct column. Write the letter of your answer.
Linear Model Interactive Transactional Model

A. Schramm Model of Communication


B. Shannon Weaver Model of Communication
C. a two-way communication process where feedback is given after a message is sent.
D. shows circular process between the sender and receiver.
E. barriers affect the smooth flow of communication

Week 3
28
F. a one-way communication process.
G. having a job interview
H. reciting a poem in front of the class
I. presiding an important meeting
J. focusing on the message sent.

What’s New
Communication is a process of exchanging thoughts, ideas, and
opinions in order to connect with other people. It’s goal is to achieve a
clear and effective understanding resulting to good relationships in
the community. However, there are times when this goal is not
reached due to certain factors. When this happens, there is
communication breakdown.

Directions: Identify the reasons for the communication breakdown in


each picture. Write your answer in a separate sheet of paper similar to
the box below.

What is It
The elements involved in communication are important in the success
or failure of this process. These very same elements (sender, message,
receiver, feedback, etc) can pose a threat to the efficiency or
effectiveness of the process. Communication breakdown may occur
when problems in any of the elements involved arise. They become
barriers to communication.

29
Simply put, communication breakdown results when the intended
message of the sender is not understood exactly by the receiver.
Barriers to communication are present.

Recognizing the barriers or obstacles to effective communication is


important in order to avoid communication breakdown. Here are some
of the barriers that may cause communication failure.

Barriers to Communication

Physical Barriers are the natural or environmental condition


that act as a barrier in communication in sending the message
from sender to receiver. Examples:
1. People talking too loud.
2. Noise from a construction site
3. Loud sound of a karaoke
4. Blaring of jeepney horns

Psychological Barriers are called as mental barriers. These refer


to social and personal issues of a speaker towards
communicating with others. Examples:
1. trauma
2. shyness, lack of confidence
3. depression
4. fear, stage fright

Cultural Barriers pertain to communication problems


encountered by people regarding their intrinsic values, beliefs,
and traditions in conflict with others. People’s culture affect the
way they communicate and relate to others Examples:
1. different beliefs
2. traditions, and customs
3. manners of dressing
4. speaking

Linguistic Barriers pertain conflicts with regard to language and


word meanings. Because words carry denotative and connotative
meanings, they can sometimes cause confusion and
misunderstanding. Meaning of words and symbols also vary
depending on culture.
Examples:
1. difference in language
2. accent and dialect
3. use of jargon and slang
4. speech defects or language impairments

Verderber (1991) gives a similar idea of barrier when he classifies noise


into three kinds: External, Internal and Semantic noise.

30
External Noises are the “sight, sound and other stimuli that
draw people’s attention away from intended meaning.”

Examples:
1. noise from vehicles
2. singing at the neighborhood
3. visual aids in front of the classroom
4. the dog barking
5. the sound of airplane

Internal noises are the “thoughts and feelings that


interfere with meaning.”

Examples:
1. confrontation with a friend
2. fear of speaking in front of the class.
3. racial prejudice

Semantic noises are the “alternate meanings aroused


by a speaker’s symbols.” This idea means that a word
may have another meaning in the minds of the
students. This is affected by the language in which they
grew and the culture in which they are exposed.

Examples:
1. incorrect grammar
2. using excessive technical jargon
3. using idiomatic expressions

What’s More
Activity 1
Directions: Identify the kind of communication barrier exemplified by
each description. Tell whether it is Physiological, Psychological,
Cultural, or Linguistic Barrier. Write your answer on a separate sheet of
paper.

______________________ 1. lack of confidence

______________________ 2. connotative and

denotative meaning ______________________ 3. loud

party

______________________ 4. different races

31
______________________ 5. poor lighting

______________________ 6. lack of interest and attention

______________________ 7. different views and opinions

______________________ 8. using idiomatic expressions

______________________ 9. information overload

______________________ 10. feel frustrated

Activity 2
Directions: Explain why there is communication breakdown on the
given situations. Again, write your answer on a separate sheet.

1. Jay and Michelle started talking about their plans on Christmas


Vacation when their classmate, Moy, interrupted them.
_______________________________________________________________
____________ 2. “Mama, I will buy this cake for you. I am very sure
that you will like its taste. It’s from our favorite cake store!”
_______________________________________________________________
____________ 3. You spent the night thinking and analyzing why a
student from another class talked to you on your way home.
_______________________________________________________________
____________ 4. Livy encounters a participant who is very eager to
share with others her views and opinions. She does this without
asking permission.
_______________________________________________________________
____________ In some Asian countries, direct eye contact is
considered disrespectful and rude. In others, it is a must.
______________________________________________________________
_____________ What I Have Learned
Directions: Explain your understanding on the given questions. Write
your answer on the separate sheet of paper.

1. What is communication breakdown?


___________________________________________________________________________

2. What are the barriers to communication?


___________________________________________________________________________

3. Why does breakdown of communication occur?


___________________________________________________________________________

32
What I Can Do
Interview some people and ask them about a past communication
breakdown they have experienced and what was its cause.
1.1. Complete the table by answering the following questions:
a. Who were the persons involved?
b. What was the situation?
c. When did the communication breakdown happen?
d. What were the barriers to communication?
e. What happened due to the communication breakdown?

1.2 Identify the cause of the communication breakdown.

An example is provided for you:


Persons Involved Communication Communication
Situation Time of Barrier/s to Result

Aling Daughter) When Reysa was Physiological Reysa did not do


Celia and Reysa Aling Celia asked watching her Barrier as told.
(Mother & Reysa to wash the favorite anime Aling Celia was
dishes. series upset because

What was the cause of communication breakdown?


Reysa’s lack of attention caused the communication breakdown.

Now, do the following on your own. Interview someone from home,


school and community.
Persons Involved Communication Communication
Situation Time of Barrier/s to Result

What was the cause of the communication breakdown?


_____________________________________________________________

____________ Assessment
Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. What influence the interpretation of conversation to effective


communication? A. environment C. noise
B. language D. technological gadgets
33
2. When is the communication process complete?
A. when the message enters the channel of communication
B. when the receiver understands the message and feedback
C. when the sender transmits message to the receiver
D. when the sender transmits the message successfully
3. Which of the following must be avoided in communication
breakdown? A. Ambiguity C. personal interpretation
B. focused attention D. Both A and B
4. Which barrier includes the mental conditions of
the listener? A. cultural barrier C. physical
barrier
B. linguistic barrier D. psychological barrier
5. Which barrier includes the hearing or sight problem of
the listener? A. cultural barrier C. physical barrier
B. linguistic barrier D. Both A and C
6. In which barrier can semantic noise be classified?
A. cultural barrier C. physical barrier
B. linguistic barrier D. Both A and C
7. Which of the following must the listener do to avoid
mental noise? A. Be ready for the communication
activity.
B. Be attentive and respond to the speaker.
C. Just remain quiet and daydream
D. Must not think of any problem during class hours
8. In which barrier does gender be classified in
communication? A. cultural barrier C. Physical
barrier
B. linguistic barrier D. Both B and C
9. Which is the best option in order to avoid misinterpretation that
causes communication barrier?
A. Be familiar with the topic of the speaker.
B. Disconnect with your emotional baggage.
C. Do not be conscious of gender or status.
D. Inquire the meaning.
10. What is the barrier to which you classify
withdrawal of listener? A. cultural barrier C. physical
barrier
B. linguistic barrier D. psychological barrier

For numbers 11-15, write T if the statement is TRUE and write F if it is FALSE.

_______1. Inability to understand a message causes failure in


communication.
_______2. The actual message is lost in transmission.
_______3. Emotional problems can sometimes color one’s
understanding of a message.
_______4. Culture may affect the interpretation of meaning in
communication.
34
_______5. Pictures, gadgets, and other paraphernalia in
front of the stage engage the audience in listening to the
speaker.

Additional Activities

Choose between offline activity or online activity.

For Offline Activity


Write a letter to your teacher about your personal learning on
communication breakdown. Include in your letter, how this lesson can
be useful in your daily life particularly at home, in school, and in the
community.
Rubric for Writing a Letter

Criteria explanation Score A few errors in Ideas are loosely


Excellent and relation to Shows sentence structure, organized.
real-world meaningful content grammar, spelling and No details
(5 points) Very context complete punctuation are noted. provided
Sentence with
Good Mechanics
(4 points) structures are explanation
Ideas are
well - defined,
accurate, and Insignificant errors in slightly
Good
sentence organized
(3 points) clear with no
spelling, structure, grammar, Lacks Sentence
Poor evidence structure is incorrect,
punctuation spelling and
(2 points) punctuation are noted. that grammar is poor, and
Needs and grammar
connect to the errors in
errors.
Improvement (1 Ideas Ideas are
provided spelling and
point) Organization focused and directed. topic punctuation abound
are very Some errors in
well organized,Enumerates No evidence of
Show very coherence and significant points sentence structure, organization of ideas.
Content grammar, spelling and
meaningful cohesion are related to the topic
punctuation are
content, very evident.
present.

Total Score / 15 points


For Online Activity
Create a 5 Minute Vlog about communication breakdown. Be sure that
the definition and explanation why there is a communication
breakdown are evident in the video. Send to your teacher the link of
your presentation.
Rubric for Creating a Vlog

Criteria (5 Good Good (2 points) (1 point)


Excelle nt points) (4 points) (3 points) Needs
Very Poor Improvemen t

35
Presents sound Visuals are sound quality are understandabl e and
Content
accurate, quality is maintained and audio understandabl e and appropriate.als o in
excellent or sound quality is appropriate.als o in most
complete
and well and understandabl e and most parts.
suitable appropriate. parts. No connection to the
explained
througho Presents ideas in Lacks evidence that provided topic
ideas
ut. relation to the given connect presentation
related to
topic to the provided topic
the topic Score
Organization Presents ideas strongly
Informati connected to the given
on, video,
topic
pictures Information, video, No evidence of
and pictures and other organization of
other Information, video, content are loosely information, video,
content pictures and other organized. pictures and other
are very Information, video, content are slightly content.
well pictures and other organized
organized content are focused
, and and directed.
coherenc
e and
cohesion
are very
evident.
Visuals Visuals are
Technicality
are well maintained in a few Visuals are not in
Visuals are parts many parts and audio
framed
maintained in most and audio or sound or sound quality are
and
parts and audio or quality are poor
audio or
throughout.

Total Score / 15 points

36
Week 4
Lesson 3.1 Various Strategies to Avoid
Communication Breakdown
What’s In
In Lesson 1, you have learned the concept of communication breakdown and its causes. Now,
you will understand how this breakdown of communication can be avoided.

Directions: List down two (2) to three (3) situations based on your What I Can Do Activity in
Lesson 1 in which communication breakdowns were experienced at home, school, and
community. Then, suggest one best strategy to avoid that communication breakdown.
Example:

Breakdown: The DOST scholar uses technical words in explaining his research to the barangay
secretariats which resulted to confusion among them.

Strategy: The DOST scholar should use simple and specific words about his research to the
barangay secretariats so they would fully understand his message.

Experiences of Communication
Breakdown
What’s New
Strategies to Avoid Communication
Breakdown

The process of communication does not mention and explain about the
barriers or problems that may be encountered in a communication
transaction. They are simply implied or understood in the process.
However, after understanding the concept of communication
breakdown and its causes, we may realize that failure in
communication may be avoided through certain strategies that we
could adapt.
37
Here is an article entitled 5 Ways to Avoid Communication Breakdown
by Ronnie Peterson.

5 Ways to Avoid Communication Breakdown

by Ronnie Peterson

Communication breakdown can cause issues or problems at


home, school, and community. There are so many barriers to
communication like, physiological, psychological, cultural, and
linguistics.

Sometimes some communication barriers are too difficult to solve


and this will lead to slowing the progress and efficiency.

Here are the possible strategies to avoid communication breakdown:

1. Have Clarity of thought before speaking


Arrange your thoughts before verbalizing them this can help
you communicate much more clearly and succinctly. It's a
better idea to say something like, "I've got a few ideas here.
Let me go through them one at a time. We can treat each
one on its own merit."

2. Learn to Listen
As simple as it sounds, you’ll be surprised how many
people out there don’t know how to listen well.

Not understanding those who you are trying to communicate


with will lead to a conversation fraught with
misunderstandings. Don’t be afraid to ask them to repeat or
explain further in polite manner once you don’t understand
the point.

3. Take Care of your Body Language and Tone


Keep your emotions in check, try to maintain eye
contact, and adopt a relaxed tone when conversing with
others.

4. Build up your confidence by asking for feedback and


observing others Focus on improving your skills by
practicing in front of those who you may feel more
comfortable with. You can also ask those whose advice you
value to give you feedback and critique your communication
style after a discussion.

5. Communicate Face to Face on the important issues

Having that face to face dialogue means you can convey


your point more clearly, with your body language as well
as your tone of voice.
38
It can also help to clear up any misunderstandings or
distortion of the message that could occur through other
mediums.
Remember, becoming a strong and effective communicator takes
time and practice. Over time, using these strategies can lead to
better communication in your personal relationships, and more
productive workplace environments as well.

Answer the following questions based on the article above.


1. What are the barriers to communication mentioned from the

article?

__________________________________________________________________

____________ 2. How can communication breakdowns be avoided?

______________________________________________________________________________

3. In your opinion, which is the easiest and most difficult way to


avoid communication breakdown?

______________________________________________________________________________

4. Do you think effective communication avoid communication


breakdown? Why or why not? Do you agree that becoming a
strong and effective communicator takes time and practice?
Why or why not?

_________________________________________________________________

_____________ What is It
A smooth and successful communication transaction may result if we
follow some particular strategies to deliver our message.
Communication becomes successful if and only if our communication
goal is achieved, that is, an understanding is reached and a
relationship is built or maintained.

Here are some strategies to avoid communication breakdown.

Keep Focused
One way of being focused is to put in mind the purpose
communication. As a speaker identify your purpose for speaking
and as a listener find the speaker’s purpose thru his/her verbal
and non-verbal cues.

Speak Intelligibly
Speaking intelligibly or clearly means using the appropriate
speaking volume, pitch rate, proper enunciation, stress, and
acceptable pronunciation. We speak in order to be understood.

Listen with your Ears and Eyes


Pay attention to verbal and non-verbal message. Effective
communication depends on what people say and how they say it.

39
Minimize Distractions
Look for a place where you can minimize distractions or noise like
closed area, empty room, or quiet places. Lessening the cause for
confusion means giving more room to focus and concentrate.

Be Specific
Use simple and concise words as much as possible in delivering a
message. Being specific means being particular and direct to the
point.

Do not Jump to Conclusions


Before you give your comments and judgement, be sure that you
have listened attentively to the speaker. Conclusions should be
drawn after a thorough analysis of point given or information
received.

Tips on How to Avoid Communication Breakdown

Broom, Cutlip and Center (2012) listed the 7Cs of Effective


Communication in their book Effective Public Relations. These are
Completeness, Conciseness, Consideration, Concreteness, Courtesy,
Clearness, and Correctness.

C
o
m
p
l
e
t
e
n
e
s
s
It is important to whole communication process. The
speaker should include everything that the receiver needs
to hear, respond, react, or evaluate properly. S/he should
be able to convey all pertinent details so listener or
audience will be able to grasp the intended message.

C
o
n
c
i
s
e
n
e
s
s

The message should be direct or straight to the point and


should be expressed in the least possible number of words.

Irrelevant information should not be included.

C
o
n
s
i
d
e
r
a
ti
o
n
In order to be effective, the speaker should give high regard
and courtesy to audience’s background information such
as his/her culture, education, religion, status, mood,
feelings, and needs. This will result in building rapport or
connection with the audience.
C
o
n
c
r
e
t
e
n
e
s
s
Effective communication is backed up by facts, figures, and
real-life examples or situations. This will make the receiver
to understand the message better.

40
Courtesy
The speaker can show respect to his/her receivers through
understanding their culture, values, and beliefs. The
speaker can show respect to the listeners by
demonstrating an understanding of their beliefs, values,
and culture. This implies good choice of words and
language and a consideration of the audience’s perspectives
and feelings on the part of the sender. Showing courtesy
helps create a positive vibe with the audience. This implies
good choice of words and language on the
part of the sender and consideration of audience’s perspectives.

Clearness
It implies the use of simple and specific words to express
ideas. When the speaker focuses on specific ideas, it will
not confuse the audience.

Correctness
Avoiding mistakes in grammar helps to boost the credibility
and effectiveness of the message, and at the same time it
eliminates negative impact on the audience.

Breakdowns in communication may arise because of several


factors. But these factors may be avoided if we follow strategies put
forward by experts in the field. Communication is a transaction that
we do everyday. By following the 7 Cs of communication espoused by
Broom, Cutlip and Center (2012), we may achieve understanding in
communicating with others and avoid confusion and
misinterpretations.
Avoiding communication breakdown helps you to be an effective
speaker. Below are some strategies which you can use to avoid
breakdown communication.
Helpful Expressions to Avoid Communication Breakdown
Strategies to Avoid Communication “Really”
Breakdown
“Uhmm”
Use helpful expressions to gain time to think
“Uh-huh”
Helpful Expressions

“Anyway”

“Tell me more…”

Give positive remarks or comments “”Sounds good”

“I see what you mean”

Ask for repetition “Can you please what you said?” “What

did you say

again?”

“What did you mean, when you say


that…”

41
Check for understanding “So, are you saying that…”

“So, what is your understanding of


this?”

What’s More
Activity 1
Directions: Match column A with the best answer in column B. Write
your answer on the space provided.
Column A Column B

_____ 1. It refers to the use of simple and Activity 2


precise words. A. Keep Focused B. Be Specific
_____ 2. The speaker should identify his/her
purpose for speaking.
C. Do not Jump to Conclusions
_____ 3. He/she must pays attention to the
D. Speak
verbal and non-verbal cues.
Intelligibly
_____ 4. He/she must find closed areas or quiet
plays to avoid communication
E. Listen with
breakdown.
your ears and eyes
_____ 5. He/she must have an appropriate
F. Minimize
speaking volume, speech rate, and
Distractions
acceptable enunciation.
Directions: Identify what 7Cs to Effective Communication is being
described. Write your answer on the space provided.

__________________ 1. It helps to increase the credibility of the


speaker and reduce negative impact to the audience.

__________________ 2. It conveys all pertinent details so listener or


audience will be able to grasp the intended message.

__________________ 3. It is expressed in the least possible


number of words and straight to the point.

42
__________________ 4. It implies good choice of words and
language and a consideration of the
audience’s perspectives and
feelings on the part of the sender.

__________________ 5. It is backed up by facts, figures, and real-life


examples or situations.

Activity 3
Directions: Think of another helpful expression for each of the
following expressions below to avoid communication breakdown. Put
your answer in each box.

Time-gaining Expression

Give Positive Remark or Comment

Ask for a Repetition

Check for Understanding

What I Have Learned


Directions: Complete the diagram on how to avoid communication breakdown.

Strategies on
how to Avoid
Communication Breakdown

Strategies on How to Avoid Communication


Communication Helpful
Breakdown Expressions to Avoid
7 Cs of Effective Communication
Breakdown

43
What I Can Do
Conduct an interview either online or offline with
five (5) SHS students about their experiences on
communication breakdowns. Summarize their
experiences and decide the most appropriate
strategy to avoid each communication breakdown.
Explain your reason for each strategy.

Assessment
Strategy to Avoid

Respondent Experiences 1 4

2 5
Communication Breakdown

Directions: Read the statements comprehensively. Then, identify


whether correct or not. Write TRUE if it is correct and FALSE if it is
not.

__________________ 1. Concreteness creates positive


impact to the audience

__________________ 2. Clearness helps in eliminating


confusions among the audience.

__________________ 3. Grammar mistakes eliminate negative


impacts among the receivers.

__________________ 4. Rapport is created when


considering the background of the receivers.

__________________ 5. Communication becomes effective


when it is supported by facts,
figures, and examples.

__________________ 6. As a speaker, you have to use technical


words in order to impress the crowds.

__________________ 7. Complete message is important to the


process of communication
particularly with the receivers.

44
__________________ 8. Giving positive remarks shows
interest in a conversation.

__________________ 9. The expression “So, are you saying that…”


asks for repetition.

__________________ 10. Use polite expressions when


asking for clarifications.

__________________ 11. You may use appropriate speaking


volume, pitch rate, proper
enunciation, stress, and acceptable
pronunciation.

__________________ 12. Accept the ideas of the sender even


without full understanding of the message.

__________________ 13. The speaker should know his purpose


before he speaks.

__________________ 14. You must pay attention only in verbal cues.

__________________ 15. To limit distractions, stay beside the


basketball court.

Additional Activities
Directions: Write your own 5 Tips on how to avoid
communication breakdown. Include a brief explanation for each
tip.
Rubric

Criteria points) Good Good Poor Needs


(4 points) (3 points) (2 points) Improvement (1
Excellent (5 Very
point)

Content Show very accurate, grammar, spelling punctuatio Sentence


meaningful and clear and Lacks structure is
content, with no punctuatio evidence that incorrect,
explanation spelling, Enumerate s connect to the grammar is poor,
and Shows significant points provided topic and errors in
relation to meaningful related to the spelling
real-world content topic Some and
context complete with errors in sentence
Mechanics explanation structure,
Sentence A few grammar, spelling
structures errors in sentence and
are well - Insignifican t structure, punctuatio
defined, errors in sentence grammar, spelling No details
structure, and provided

45

Organizatio n punctuatio n and Ideas are slightly organized.


and cohesion focused organized punctuatio n
grammar are very and n are abound
errors. evident. directed. present.
Ideas are n are n are
very well noted. noted. No evidence
organized, Ideas are of
Score coherence loosely organizatio n
Ideas are of ideas.

Total Score / 15 points


46

Oral
Communication
in Context
Oral Communication
Activities
Oral Communication in Context
Oral Communication Activities
First Edition, 2020

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.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included
in this module are owned by their respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Published by the Department of Education


Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Darwin Z. Reyes; Icy Princess A. Trencio


Editors: Marites M. Aguilar; Rizza A. Pereyra
Reviewer: Liza L. Banayo; Lea C. Villegas; Erma S. Valenzuela; Jhonathan S. Cadavido
Illustrator: Joseph O. Ocfemia
Layout Artist: Allan E. Medenilla
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Marites A. Ibañez, Edgardo B.
Militante, Orlando T. Valverde, Godofredo C. Mercado

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro


Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: [email protected]

47
What I Need to Know
This module was designed and written with you in mind. It is here to help you master the
different functions of oral communication and examine different oral communication activities.
The scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module is divided into two lessons, namely:


∙ Lesson 1 – Functions of Communication
∙ Lesson 2 – Verbal and Nonverbal Communication
After going through this module, you are expected to:
1. determine the verbal and nonverbal cues that a speaker uses in order to achieve a purpose;
2. identify the purpose in a sample speaking engagement;
3. utilize knowledge on the functions of communication in analyzing various communication
situations;
4. examine sample oral communication activities;
5. evaluate the effectiveness of an oral communication activity; and 6. recognize the importance
of different communicative functions in our daily life.
Lesson 4 Functions of Communication
What’s In
You might not have noticed, but every time you communicate with people around you, your
manner of speaking, your tone of voice, and even your choice of words largely depend on the
context and the person or people you are talking to. You transform and adapt to suit the needs
of the moment. It is important to note that those are forms of communication strategy to avoid
misunderstanding and communication breakdown.

This time around, you will explore the reasons why people communicate in specific ways. In the
succeeding activities, you will have a chance to explore different situations to learn the various
functions of communication and their relevance to your daily interactions with people. By
observing how people communicate, you will find out what type of approach works best in a
communicative scenario. In the process, it is with high hopes that this self-paced learning
module can help you become a more effective communicator wherever you may go and in
whatever situation you may be.

Week 5
48
What’s New
Look closely at the five pictures below. Imagine what goes on in
their conversation, then, write a one or two-sentence description
inside the box below each picture, describing how the people talk and
the purpose of their conversation.

In the activity, you were asked to describe what is happening in


each of the pictures and how they communicate. Below are five
boxes and in each box is a definition of a function of
communication. Read the definitions carefully, then,
49
examine the pictures on the previous page. Match the box with
definition to its corresponding picture by writing the letter inside
the circle.

CONTROL AND
REGULATION
Communication functions to regulate and control
the behavior of a person or group of people.

SOCIAL
INTERACT
ION
Communication functions as a means to casually
interact with other people.

M
O
T
I
V
A
T
I
O
N
Communication functions to inspire or motivate a
person or people to be or do better.

INFORMATION
DISSEMINATION
Communication functions as a way to share
information or data in order to educate.

EMOTIONAL
EXPRESSION
Communication functions as a way to connect to a
person or people for the purpose of affecting them
emotionally.

What is It
Are you done matching the function of communication with its
corresponding picture? Let us check if you correctly identified it in
each picture.

Functions of Communication
Picture A shows a parent-figure explaining something to a child
who needs to be reprimanded because of something that she did. As
suggested by their behavior, the child listens attentively to what her
mother is telling her. Their facial expressions also suggest that the
mother is serious about what she is telling her child. The picture
shows control and regulation as a communicative function.

Picture B shows a group of friends who are casually talking


with each other. It also suggests a very relaxed atmosphere as they
hang out and probably share their funny stories. As you might have
guessed, social interaction is the function of communication.

50
Picture C takes you inside a classroom where the teacher
explains the lesson to her eager young learners who are all absorbed
in the discussion. In this context, information dissemination is used
because the teacher’s primary goal is to share important information
regarding the topic.

Picture D shows an image of a mother who is trying to console


her child who might have shared her problems. Evidently,
communication functions here as an emotional expression since
both speakers use nonverbal cues - such as tone of voice, body
movement, and facial expression - to connect and properly express
one’s feelings and emotions.

Picture E gives you a closer look at a sports fest in a school.


The speaker in the picture, who is possibly the school principal, talks
in front of the students to do their best in the games. Properly selected
words and phrases are essential for motivation because this function
of communication is all about persuasion and inspiration for the
listeners to move and act.

What’s More
In your next activity, you will need a picture for every function of
communication. Pictures may be cut out from newspapers and
magazines. Make a collage out of the pictures. When you are done
with your Functions of Communication Collage, study the pictures
you have taken so you can fill out the chart below.
FUNCTIONS
Write what you think the speaker/s is/are
saying in the picture.

control and
regulation

social
interaction

motivation

information
dissemination

emotional
expression

What I Have Learned


How would each of the following persons address or talk to the
other involved person in the given situation? Use your knowledge of
functions of communication in order to write in the speech balloon
what he or she should appropriately say.

51

painful operation.
Dr. Carlos is about to tell his patient that

she needs to undergo a


Ms. Tuazon finds
out that one of her students was not able to submit her
project on time. She then asks him to stay inside the
classroom after dismissal so she can finish her work.

Ramon’s sister is upset because of the low score she got


in her test. He decides to talk to her so she would do
better next time.

Mr. Flores will announce on national TV that a storm is


about to enter the coastal regions of Eastern Luzon.

52

Tina wants to invite her Muslim friend to her birthday

celebration. What I Can Do


Visualize your daily routine. What functions of communication do
you often use? Write your answer on a sheet of paper, then, explain
why those functions are the most useful in your daily activities. Give
specific situations to better illustrate your answer.

Assessment
Directions: Identify the function of communication in each of the
following situations. Write your answer on the space
provided before each number.

_____________1. Samantha shares her travel stories to her classmate


during break time.
_____________ 2. Mr. Lorenzo describes the main features and
characteristics of each planet in our Solar System.
_____________ 3. The president delivers a moving speech to help him
pave the path for a better and progressive Philippines.
_____________ 4. The guidance counsellor reprimands the two students
who skipped classes after lunch break.
_____________ 5. Ana tries to calm her best friend who just
broke up with her boyfriend.
_____________ 6. Boyet shares his struggles in school to his father.

_____________ 7. Mrs. Santos tries to accommodate her son’s friends in


their home. _____________ 8. The security officer reminds the public of
the things they should do in case of an emergency evacuation.
_____________ 9. Mang Tomas visits his friend who has just arrived
from Vietnam. _____________ 10. Eman, the class president, gives
his classmates the coverage of their Physics exam next week.
_____________ 11. The school principal reads out the school
policies to all new students.
_____________ 12. The Inter-Agency Task Force, delegated to control
the spread of the virus, conducts a press briefing
regarding the guidelines to
be enforced during quarantine.
_____________ 13. The old woman shares to the TV reporter what
happened to their house because of the typhoon.

53
_____________ 14. A tourist guide gives out relevant facts and
information about the Mayon Volcano.
_____________ 15. Fred meets his friends and talks about their
plans to go to Baguio.

Additional Activity
Before we end our lesson on functions of communication, let us bring
out your artistic and creative side. On a clean sheet of paper, draw a
comic strip based on the scenes of a chosen movie or TV show. Your
challenge is to come up with a comic strip that shows combinations of
communicative functions.
Rubric for Grading

Criteria Score 4: 95- done exceptionally. Score 2: 85- 89% Comic strip shows only
100% Score 3: 90- 94% one
Comic strip shows
communicative
Content Comic strip Comic strip shows limited types of
function.
shows a variety of some communicative communicative
communicative functions. function.
functions that Output is
are clear and bland and
Output is
well-organized. lacks color
Output is done nicely creative but needs
/vividness.
Creativity Output is and some refinement.
creatively. Score 1: 80- 84%

Lesson 4.1 Verbal and Nonverbal


Communication
Communication, both verbal and nonverbal, plays an integral part to
human’s daily life. It bridges the gap between individuals and allows
the flow of information run quickly and accurately.
In this lesson, you are expected to critically analyze the various oral
communication activities and be able to identify the usual verbal and
nonverbal communication you observed around you.

What’s In
Arrange the following scrambled letters to form the correct word that is
being described in each item about the Functions of Communication.
Write your answer on the space provided.

_______________________ 1. O I A M T N O T V I

Communication that encourages people to live better.

54
_______________________ 2. F R T I I O O A M N N I E I A I O N T N

MSSD Communication functions to convey information.

_______________________ 3. C N L R O O T

Communication functions to control behavior.

_______________________ 4. E M T N L O I O A E R S S X P E O

I N Communication facilitates people’s

expression of their

feelings and emotions.

_______________________ 5. S C L I A O T R C T N I O A E N I

Communication allows individuals to interact


with others.

What’s New
Study the pictures below and think about the message they conveyed.
Write your answer on a separate sheet of paper.
C
L
I
M
A
T
E

C
H
A
N
G
E
1.

________________________
_____________
________________________
_____________
_____________________________________
_____________________________________
_____________________________________
_____________________________________

2. ____________________________________

________________________
_____________
_____________________________________
_____________________________________
_____________________________________

Process the questions in your mind.


1. Is your answer to the following pictures, speakers debating over
climate change and disappointed parents due to their son’s Failed
remarks?
2. How were you able to determine those?
3. What kind of communication process was used?
What is It
Verbal and Nonverbal Communication
Verbal Communication refers to the use of words to convey a
message. This type of communication can be regarded efficient and
successful if the receiver can easily process the message delivered
by the sender.

55
Here are some of the aspects that you need to consider in this
type of communication.

1. Appropriateness
It pertains to the use of suitable language form applicable to the
nature of the event or context of situation (i.e. whether formal or
informal).

Formal communication is the type of communication used in


formal, ceremonial or dignified gatherings. Here, the exchange of
information is controlled, well thought out, and prepared. It also
conforms to certain rules and conventions as defined by the goals
and values of particular groups or organizations.

Types of Formal Communication

∙ Meetings
∙ Interviews
∙ Conferences
∙ Formal One-on-Ones
∙ Speeches
∙ Presentations
Informal communication is characterized by free, casual and
spontaneous exchange between two or more persons. The exchange
is a kind of interaction that is unrestrained by rules and
conventions. It is also the type of communication that occurs in
everyday life.
Types of Informal Communication
∙ Casual Conversations
∙ Gossips
∙ Tales
∙ Inter-relational Activities
∙ Family Social Communication Culture
∙ Inter-relational activities outside of the formal
Key Difference Between Formal and Informal
Communication Criteria Formal Informal
Reliability More reliable Less reliable
Speed Slower Very quick/
Instantaneous
Time-Consuming Requires a number of Requires very little process
different process Moves freely
Information Flow Through pre-defined channels
Secrecy Maintained Hard to maintain

2. Brevity
Speakers frequently opt to use simple and precise words in
delivering their message. This is brevity. It can be achieved by using
more direct and clear words and avoiding beating around the bush.
It is saying more with less words.

56
3. Clarity
Clarity refers to using simple yet exact words that directly
express your thoughts and emotion. It warrants that the
purpose of the message will be successfully delivered to the
audience.
Through this, communication breakdown like
misinterpretation may be avoided by the receivers.

4. Ethics
Ethics pertains to moral standards that need to be considered when
delivering a message. The audiences’ background such as their age,
gender, race, social status and personal convictions shall be given
due importance for speaking purposes. As a speaker, one of the
prerequisites that you need to do is to know your audience first. By
doing so, discriminatory acts leading to bias judgment that may
unintentionally be committed by the speaker will be avoided.

5. Vividness
Vividness refers to words that make the conversation or exchange of
information lively and vibrant. The purpose of this aspect of
communication is to simplify thoughts for the audience to easily
grasp the message through the use of distinctive language. This
language should appeal to the senses so the speaker can elicit an
active and vigorous response.
Also, to achieve vividness, speakers use situations that are within
the audiences’ level of experiences to establish connection.

Nonverbal communication refers to a collaboration of


movements that does not require any spoken words in order to convey
a message. This incorporates actions such as hand gestures, body
language, facial expressions, stance, appearance and others in order
to convey a message. Some of the commonly used nonverbal means of
communication are:
1. Bodily Kinesthetic
1.1. Head Movement
1.2. Eye Movement
1.3. Facial Expressions
1.4. Sitting
1.5. Standing
1.6. Walking
1.7. Hand Gestures
2. Attitude and/or Behavior to specific situations
3. Manner of Dressing
4. Tone of Voice
Importance of nonverbal communication:
✔ Makes the message more meaningful.
✔ Expresses message without the use of words.
✔ Makes audience more enthusiastic.
✔ Defines the kind of speaker one is.
✔ Makes one a dynamic speaker.
✔ Gives confidence to the speaker.

57
✔ Adds color to a speech.
✔ Connects the speaker to the audience.
✔ Gives the speaker a variety of ways to deliver

his/her message. What’s More

Activity 1.1 Watch and Learn


Watch a morning or prime time news and fill out the box below with
the different verbal and nonverbal cues used by the news anchor/s
and news reporters in delivering news. Write at least 5 observations or
samples of oral communication activities and identify the aspect of
verbal communication used. Tell whether Relevance, Brevity, Clarity,
Ethics and Vividness. An example is provided for you below.

Example:
Newscast: 24 Oras
News Anchors: Jessica Soho, Vicky Morales and Atom Araulio
Airing Date: May 21, 2020
ORAL COMMUNICATION ACTIVITIES
Type of
Communication Used Observed Verbal Activities 1. Ethics 1. The
anchor greeted the tele-viewers in the opening billboard.
Jessica Soho: “Magandang gabi! Luzon, Visayas and
Mindanao”.

Newscast: _____________________________________________
News Anchor/s: ________________________________________
Airing Date: ____________________________________________
ORAL COMMUNICATION ACTIVITIES
Type of
Communication Used Observed Verbal Activities

Activity 1.2 Let’s Have More!


To make your viewing activity complete, observe also on the nonverbal
cues that the anchors and reporters used in the entire news
broadcasting. Use the sample below as your guide.
ORAL COMMUNICATION ACTIVITIES
Situation Observed Nonverbal Activities Importance of Using It
1. Live Report 1. Nodding delivered by the field reporter after
1. Build connection to the reporter and viewers.
Anchor nods on the information

58
giving a follow up question during
the live report indicating
affirmation.

Activity 2 Lend Me Your Ears!


After watching a newscast in the previous activity, this time you will
tune in to a radio broadcast of your choice. Again, you will identify the
different verbal activities present in the radio show/program and the
type of communication used by the radio anchor. Use the sample
below as your guide.

Radio Show/Program: ________________________


Airing Time: __________________________________
Radio Anchor/s: _____________________________
Topic: ________________________________________
ORAL COMMUNICATION ACTIVITIES
Type of
Communication Used Observed Verbal Activities 1. Relevance 1.
The radio anchor used plain terms that are easily understood by the
listeners.

What I Have Learned


Fill in the missing words to complete each sentence. Choose your
answer from the word bank.
WORD BANK

behavior environment plain subjective creative mastery


purpose

credible messages responses

1. Words are important in relaying _ _ _ _ _ _ _ _ or information. 2. Use


_ _ _ _ _ terms in verbal communication to express ideas. 3. The use of
words shall also depend on the kind of _ _ _ _ _ _ _ _ _ _ _, -whether
formal or informal.
4. Speakers shall use simple words to be more _ _ _ _ _ _ _ _.
5. It is important to state your _ _ _ _ _ _ _ clearly to avoid
misinterpretations. 6. Words to be used shall not be gender-biased nor
_ _ _ _ _ _ _ _ _ _ to one’s race and ethnicity.

59
7. Practice using _ _ _ _ _ _ _ _ words to make the exchange of
communication more alive and interesting.
8. Nonverbal communication may include _ _ _ _ _ _ _ _ to convey and
represent meaning.
9. All _ _ _ _ _ _ _ _ _ not delivered in form of words are regarded as
nonverbal communication.
10. _ _ _ _ _ _ _ of nonverbal communication is important to make you
an effective speaker.

What I Can Do
With your family members do the following:
✔ Host a family talk show;
✔ Serve as a moderator;
✔ Think of an interesting topic for the family to discuss, some of
the suggested topics are:
∙ The New Normal Ways of Living
∙ Empowering the Youth’s Awareness of the Pandemic
∙ Importance of Mental Health among Youth
✔ Prepare set of questions to be answered;
✔ Run the talk show for 5 minutes.
✔ Closely observed the different verbal and nonverbal cues used in
the talk show.
✔ Evaluate the performance of the family members using the rubric
below and write a short essay (250 words) as reflection using
the data.
60
2. Use of creative standards were 6. Ideas are understand.
Criteria VGE observed.
words is observed communicated GE (4)
that made the 5. Feelings, meaningfully. 7. SE (3)
(5)
show alive. attitudes and Speakers used LE (2)
1. The choice of
3. Nonverbal cues perceptions are simple words N
words is
are suitable. successfully which are easy to (1)
appropriate.
4. Ethical communicated.

Total /35

Legend:
VGE – To a very great extent; GE – To a great extent;
SE – To some extent; LE – To a little extent; N – Not
at all
Scoring:
VGE – 28-35; GE – 19-27; SE – 12-18; LE – 6-11; N - 5

Assessment
Write T if the statement is TRUE and F if it is FALSE.

______1. Audience profile shall be considered under ethics.

______2. The proper use of nonverbal communication can make


you an effective speaker.

______3. Your manner of communication defines what kind of speaker you are.

______4. The effective use of nonverbal communication makes


you a credible speaker.

______5. In word use, you must consider the nature and situation for appropriacy.

______6. Clarity is achieved by using simple and plain words


that are easily understood by the audience.

______7. The use of blank words like “ah”, “uhm” may lead to
communication breakdown.

______8. Verbal communication is more important


than nonverbal communication.

______9. Individual differences shall be considered in delivering a message.


61
______10. Make your message simple and comprehensible when conversing.

______11. All formal communications conform with specific rule, belief


and objectives of the speaker or certain group.

______12. Audience background needs to be considered before


engaging to any type of communication.

______13. The use of figure of speech enhances one’s speech for clarity.

______14. The most effective way of connecting to your audience is


through the use of verbal communication only.

______15. Inter-relational activities are also observed under formal


communication at some point.

Additional Activities
List down different oral communication activities that you know and
on the opposite column, write down the suggested/applicable verbal
and nonverbal cues to be used.

Oral Communication
Activities Verbal Cue/s Nonverbal Cue/s

1. Counseling -Use simple and carefully chosen -Eye to eye contact


words
62

Oral
Communication
in Context
Types of Speech Context
Oral Communication in Context
Types of Speech Context
First Edition, 2020

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.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been exerted to
locate and seek permission to use these materials from their respective copyright owners. The publisher
and authors do not represent nor claim ownership over them.

Published by the Department of Education


Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Magnon Dionell D. Domingo, Kristine Anne Y. Liboon


Editors: Rizza A. Pereyra, Marites M. Aguila
Reviewers: Bernadette M. Songalia, Gilbert C. Alva
Illustrator: Mark Razul G. Leal
Layout Artist: Gilbert G. Manaois
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Eugenio S. Adrao, Jhonathan S. Cadavido, Marites A.
Ibañez, Edgardo B. Militante, Orlando T. Valverde, Godofredo C.
Mercado, Erma S. Valenzuela

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro


Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: [email protected]

63
What I Need to Know

This module was designed and written with you in mind. It is here to help you master the Types
of Speech Context. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with your needs.

The module consists of one lesson, namely:


∙ Types of Speech Context

After going through this module, you are expected to:


1. define Speech Context;
2. identify the various types of speech context in different situations; and 3. employ appropriate
verbal and non-verbal behavior in different speech context.

Lesson 1 Types of Speech Context


There is never a day that you do not communicate. It could be a group discussion, Facebook
status update, dinner conversation with someone you are interested in, or small talk with a
family member. In this case, it is necessary for you to understand the concept of speaking in a
variety of communication situation and the number of people you are communicating with.
Since you have already learned the various components of communication in the earlier part of
the previous modules, this time you are going to look at their context and find out how to act
appropriately in the different situations in communication.

What’s In
In the previous lesson, you were able to determine the verbal and non-verbal cues that the
speaker uses in order to achieve his/her purpose. You were given different activities that helped
you to fully understand the functions of communication (i.e. control, social interaction,
motivation, emotional expression and information dissemination).
You have now realized that your ability to communicate affects your relationship with the people
around you. To further strengthen this insight, the tasks in this module will let you discover the
meaning and types of speech context, and apply appropriate verbal and non-verbal behavior in
different speech context.

Week 6
64
What’s New

Speech Context
Context when referring to speech communication is the
surroundings, circumstances, environment, background or setting
that determine, specify, or clarify the meaning of an event.
(LumenLearning.com/Elements of Communication).
According to DeVito (2005), “Context refers to the setting in
which the communication takes place. Context helps to establish
meaning and can influence what is said and how it is said.”
Read and carefully evaluate the statements written inside the
circle, then select from the given communication contexts what you
think matches the phrase. Choose the letter of the best answer.

5. Articulating

1. Consoling 4. with your


a friend who your stand on groupmate
is feeling s your
down assigned
report
3. Delivering your
graduation speech
to your fellow
graduates

a pressing issue in the editorial page


of your schoolpaper What is It
2. Cheering yourself up before an
important event
A. Communication in
C. Communication between
Public
two persons D. Mass
B. Communication with
Communication E.
Self
Communication in a small
Discussing

Speech Context is important because it helps you communicate


appropriately, understand the meaning of any message conveyed, and
respond accordingly. In order for you to have a clear grasp of what
Speech Context is, its types are discussed below.

Types of Speech Context


1. Intrapersonal – This refers to a type of communication that is
focused on one person, where the speaker acts both as
the sender and as the receiver of the message. The
message is made up of thoughts and feelings while the
medium is the brain that processes what you think
and feel. (Hybels & Weaver, 2012, p 16)
Examples:

∙ There is a voice within you that tells you, “It’s okay, you can still
do it! You can make it!” when you are losing your drive to finish
the task that you are doing.
∙ When you told yourself not to talk to your friends when you have
read in a Facebook post that they were in a party and you were not
invited.

65
2. Interpersonal – This refers to the type of communication that takes
place between and among people and creates a personal relationship
between and among them. Normally, it includes two individuals, and
it can vary from casual and very personal to formal and impersonal.

Types of Interpersonal Communication


Dyad Communication – communication that happens between two people.

Examples:

∙ You consoled your brother who was feeling down.


∙ A conversation between your father and mother about the latest
announcement of your Barangay Chairman.

Small Group– This applies to interactions involving at least three but


not more than twelve people engaged in face-to-face interactions to
achieve the desired goal. In this type of conversation, all participants
can freely express their ideas throughout the discussion.

Examples:

∙ You are having a discussion with your two brothers about the
surprise party you are planning for your Mom’s birthday.
∙ Kathlyn who came back from the United States called her three
brothers and four sisters and announced that she is getting
married.

3. Public– This type refers to a communication that enables you to


send or deliver a message before a crowd. The message can be
transmitted for informative or persuasive purposes. "In public
communication, unlike interpersonal and small groups, the channels
are more exaggerated. The voice is louder and the gestures are more
expansive because the audience is larger” (Hybels & Weaver, 2012, p
19).

Examples:

∙ Delivering a graduation speech to your fellow graduates .


∙ You were elected as the new SSG president of your school and
were given a chance to deliver a message of gratitude to your
fellow students.

4. Mass Communication – This refers to communication through


television, radio, newspapers, magazines, books, billboards, the
internet, and other types of media.
Examples:

∙ You are watching a televised briefing on COVID-19.


∙ You have recorded a commentary for your school’s Online
Discussion of the pandemic and uploaded it in your social
media account.

66
Verbal and Non-verbal Behavior in a Speech Context
Different speech context whether it is intrapersonal, interpersonal,
public or mass communication requires different approaches. Though
there might be some occasional similarities, you should at least know
how to behave and respond to various speech contexts appropriately.

When talking to your self

You might be familiar with the feeling of quietly talking to yourself in


your mind, and it's normal — and good for you. By performing this, it
makes you think and reflect on the things you have done or are
planning to do. But here are some important reminders that you need
to keep in mind:

1. Use self-talk to your


advantage: Cheering
yourself up before an important event or
talking to yourself while completing a task are
two perfect opportunities for self-talk (Gould,
2018, Talking to yourself is normal, n.d.).
2. Don’t overdo it. While it is normal to talk to
yourself constantly, it is better not to overuse
yourself of doing so. The most common reason
why people end up talking to themselves is
because they feel like they do not have
someone else to talk to. To address this, you
need to be more sociable, it would give you
more people to talk to other than yourself.
When talking to one person or a small group of people
Consoling your friend who is feeling down, or simply talking with your
classmates about your plans for a group activity is an example of a
dyad and small group communication. This kind of communication
implies that the conversation is being shared and there is exchange of
ideas. Small group involves different skills because unlike dyad, it
consists of more than two people. In both cases, you can be as natural
as yourself, however, unlike a running conversation in your head, you
have to consider that there are others who are equally important in
the conversation. Thus, to achieve successful communication in a
dyad or small group, you have to
consider the following;

1. Listen carefully - Needless


to say, this is
the very basic foundation of
effective
communication. You have to listen
carefully
and understand what the other
person is
saying. Asking clarifying questions lets the
other person know that you are indeed
listening attentively. More so, take active
part. You also need to be heard and
understood when it is your time to speak.

67
2. Check your tone and body
language. The vocabulary of the
body is more revealing than the
actual words you speak. So,
watch your tone and body
language while you are talking.
Is your tone tough? Do you smile
and encourage the person you
are talking to? Your body
language tells more about your
emotions and thoughts than
your actual words. Bear this in
mind the next time you have a
conversation with someone.
Check your body language to
ensure that it is consistent with
your words (Oakes, 2017).

3.
When talking to the public
Speaking in front of the
crowd requires many
preparations; from
analyzing your target
audience, to planning and
drafting your speech up to the
rehearsing part. The key
therefore is to come
prepared. Be yourself
while you are on stage
and speak in the way that
you will be easily
understood by your
audience.
You will know more
about this in the
succeeding modules
about the
“Principles of Speech Delivery”.

What’s More
Crossword Puzzle

Complete the puzzle below by identifying the four (4) types of Speech
Context and the two (2) types of Interpersonal Communication
evident in the presented
situations.

A
C
R
O
S
S
:

1. Four students are discussing


their thesis proposal.
3. Miggy requested his brother
Mikko to help him on his task.
6. The city mayor delivered a
speech for his townsfolk.
D
O
W
N
:

2. Webinars for teachers are


conducted via Facebook live.
4. The principal interviews a
teacher-applicant.
5. Emman talks to himself in
front of the mirror.

68
What I Have Learned
1. Based on what you have learned from the previous activities,
how would you define speech context in your own words?
2. As a senior high school student, what do you think is the
advantage of having good communication skills in a variety of
contexts? Do you think it will help you improve your
personality? Why or Why not?
3. Do you agree with this statement: Speech context can influence
one’s behavior? Why/Why not?
4. Which of the types of speech context do you find easy and
difficult to practice? What should you do to improve your
skills?

What I Can Do
Using the graphic organizer below, describe each type of speech
context and give three (3) examples for each. One point for each
correct example, for the description, refer to the following rubric for
evaluating the answer in description.

Type Description Example 1.

Intrapersonal
2.
Communication
3.

1.
Interpersonal
2.
Communication
3.
1.
Public Communication
2.
3.
1.
Mass Communication
2.
3.

Rubric in evaluating the answer in description:

CRITERIA Points SCORE Completeness

(Did your answer clearly show you 3 points (Very Good) 1 point
directly describe 2
the type of speech 5 points (Excellent) (Very Good) (Needs
points (Good) improvement) 1
context?)

Knowledge
3 points 2
5 points (Excellent)
(Did your answer points (Good) point

69
have read and grammar and 5 points (Excellent) (Very Good) (Needs
understand the spelling?) improvement)
lesson content by
correctly defining Adapted from:
the key term?)

Writing Skills

(Did you write


1 point
clearly in complete
sentence with 3 points 2 (Needs
minimal errors in points (Good) improvements)

http://qm.riosalado.edu/resources/SyllabusDB/SocialSciences/Rubric_Sh

ort_Answer.pdf Assessment
Directions: Choose the letter of the best answer.

1. Which of the following is NOT a speech context?


A. Intrapersonal Communication C. Long Distance
Communication B. Dyad Communication D. Public
Communication
2. Which one of the following is NOT an example of
intrapersonal communication?
A. sending a text message to a friend C. writing a note
to yourself B. talking to yourself D. thinking about a
problem

3. Which of these is an example of Dyadic Communication?


A. two brothers arguing
B. a coach and a player discussing last week’s game
C. a husband and wife making plans for the summer vacation
D. all of these are correct
4. Why do you think group communication involves a different set of
skills than interpersonal communication? It is because
_______________________
A. in a group, one sender has many different receivers to take
into account. B. in a group, one receiver has many different
senders to take into account. C. group, by definition, consists
more than two people.
D. group communication is more important than interpersonal
communication

70
5. Which of the following is NOT true about speech context?
A. In public communication, unlike in interpersonal and
small group, the channels are more exaggerated. The voice
is louder and the gestures are more expansive because the
audience is bigger.
B. The most common reason why people end up talking to
themselves is because they feel like they do not have
someone else to talk to.
C. Different speech context whether it is intrapersonal,
interpersonal, public or mass communication require
different behavior. However, there might be some occasional
similarities.
D. In interpersonal communication, asking clarifying questions
lets the other person know that you are not listening
attentively.
For numbers 6-10:
Directions: Identify the type of speech context evident in the following situations.

6. You provided reassuring and comforting words to a friend


who was feeling down.
A. Dyad Communication C. Mass Communication B. Public
Communication D. Interpersonal Communication

7. You are having a discussion with your group mates on how


to finish the assigned task.
A. Public Communication C. Dyad Communication B.
Small group communication D. Interpersonal
Communication

8. Karen thinks about the things she did the whole day and writes
them in her journal.
A. Intrapersonal C. Mass Communication B. Dyad
D. Small Group

9. The TV news anchor is giving the latest news update.


A. Public communication C. Interpersonal Communication
B. Mass communication D. Intrapersonal Communication

10. Group 5 discussed the effects of social media on


communication skills. A. Intrapersonal communication C.
Mass Communication B. Interpersonal communication D.
Public Communication

71
For numbers 11-15

Directions: Tell whether the given statement is True or False.

11. In intrapersonal communication, the message is made up of


your thoughts and feelings.
12. In small group communication, all participants can freely share
ideas in a loose and open discussion.
13. Participating in the declamation, oration, debate or story telling
activity is an example of small group communication.
14. To become an effective public speaker, you have to be yourself
while you are on stage and speak in the way that you will easily
be understood by your audience.
15. Just like in small group communication, the channel in public
communication should not be exaggerated.

Additional Activities
Try to recall what you did and how you felt when you experienced any
of these situations; (your best friend confided a secret to you; you
delivered a speech in front of your classmates as a subject
requirement; you talked to yourself about the things you did and what
you were supposed to do instead).
What can you say about your experience? What did you learn from it?
If you have a second chance, how will you deal with the situations?
What examples of verbal and non-verbal responses will you use? Write
your answers in a separate sheet.
Rubric in evaluating the essay

Directions: Your essay will be graded based on this rubric.


Consequently, use this rubric as guide in writing your essay and
check it again before submitting your final output.
Criteria 5 3 2 1

Focus and clear des good. The introduction


Details and an There is one states the main
well overvi clear, well topic. A
supp ew of focused topic. Main conclusion is
orted the idea is clear but not included.
by essay well The topic and main
detailed and . supported by idea are not clear.
accurate Infor detailed
information. matio information.
n is
Organization releva The introduction
There The nt states the main
is one intro and topic and
clear, ducti presented in a provides an There is no clear
focus on logica overview of the introduction,
ed states l essay. A structure, or
topic. the order. conclusion is conclusion.
Main main The included.
idea topic, concl Main idea is
is and usion somewhat clear.
provi is

72

Word Choice It ate, ructe and/o


uses natur d and r
vivid al, have spelli
words and varied ng.
and not structure and It uses vivid
phras forced lengt words and
es. . h. phrases. The
The There choice and
choic are placement of
e and no words is
place All errors inaccurate at times
Sentence sente
ment in and/or seems
structure, of nces gram overdone.
grammar words are mar,
and seems well mech Most sentences
mechanics accur const anics, are well
constructed and It uses words constructed, but It uses a limited distractingly
have varied that they have a vocabulary. repetitive, or are
structure and communicate similar structure Jargon or clichés difficult to
length. There are clearly, but the and/or length. may be present and understand.
few errors in writing lacks There are several detract from the There are
grammar, variety. errors in meaning. numerous errors in
mechanics, grammar, grammar,
and/or spelling, mechanics, mechanics,
but they do not and/or spelling and/or spelling
interfere with that interfere with that interfere with
understanding. Most sentences understanding Sentences sound understanding.
are well awkward, are

73

Oral
Communication
in Context
Types of Speeches
and Speech Style
Oral Communication in Context
Types of Speeches and Speech Style
First Edition, 2020

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.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been exerted to
locate and seek permission to use these materials from their respective copyright owners. The publisher
and authors do not represent nor claim ownership over them.

Published by the Department of Education


Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Bernadette C. Royo, Leo D. Dioneda, Mary Jane H. Calandria


Editors: Marites M. Aguilar, Rizza A. Pereyra, Joyce V. Arce
Reviewers: Gilbert C. Alva, Bernadette M. Songalia
Illustrator: Mark Razul G. Leal
Layout Artist: Gilbert G. Manaois
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Jhonathan S. Cadavido, Helen A. Ramos, Rogelio F.
Opulencia, Luhinia M. Ofren, Marigen N. Leosala, Cherrilyn T. Nabor

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro


Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: [email protected]

74

Week 6
What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the types of speeches and speech style. The scope of this module permits it
to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to correspond
with your needs.

The module is divided into two lessons, namely:


∙ Lesson 6.1 – Types of Speeches
∙ Lesson 6.2 – Types of Speech Style

After going through this module, you are expected to:


1. distinguish the types of speeches according to purpose and delivery; 2. determine the types of
speeches used in different real-life situations; 3. distinguish the types of speech style;
4. identify the social situations in which each speech style is appropriate to use; and
5. observe the appropriate language forms in using a particular speech style.

Lesson 6.1 Types of Speeches


This lesson introduces you to the world of public speaking. Take a step further to enhance your
oral communication skills by learning the types of speeches you can use in creating meaningful
tasks.

What’s In
In your journey toward elevating your oral communication skill, you have previously learned in
Module 5 that communication can take place in different speech contexts (intrapersonal,
interpersonal, public, and mass). Moreover, you were given ideas on how you should speak
when put in a specific speech context. As you move on to your next adventure, Module 6 Lesson
1 will prepare you to be an effective public speaker. This exciting lesson will tackle the different
purposes and methods of delivering a speech.

What’s New
Speech
It is human nature to express thoughts and emotions. Thus, many speeches or forms of
communication in spoken language, made by a speaker before an audience, have been created.
Speeches are more formal than talking or usual conversations. They are primarily delivered to
leave a remarkable message.

75
Types of Speeches
In the word puzzle below are seven (7) words that refer to jobs which
commonly deliver speeches. Try to look for them as fast as you can to
lead you to the types of speeches.

BTYPOLITICIAN
XTJIAKEUWGESL
LEKTDOCTORPTA
UASFLFOGXIFQW
ICEDOIMBMPAPY
SHWZBTESEUYFE
PECNSMDNACTOR
FRMRPUIITROJL
EHDIACAHIPVIJ
GNEWSANCHORYS

A. Vertical B. Horizontal

1. _________________________ 1.

_________________________ 2. _________________________

2. _________________________ 3.

_________________________ 3. _________________________

4. _________________________

Were you able to hunt all the words that we are looking for? Let
us look at the following pictures if you got them correctly.

For the jobs written vertically, what do you think


are their reasons
or purposes for
giving their
speeches?

I give a speech to
____________________________

_____________________________________________

76

I give a speech to
___________________________

_____________________________________________
I give a speech to
____________________________

_____________________________________________

For the jobs written horizontally, how do you think


do they
deliver
their

speeches?

To deliver my report
on television,
I____________________________________________

____________________________________________.

To deliver my
lines on stage, I
_____________________________________________

____________________________________________.

To deliver my speech
during campaign,
I____________________________________________

____________________________________________.

To deliver the clinical findings to


my patient, I
_____________________________________________

____________________________________________.

77

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