Oral Communication Module
Oral Communication Module
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.
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.
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.
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.
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.
What’s In
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 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.
with others.
1.
___________________________________ 2.
_______________________________________
3
3. ______________________________ 4.
_____________________________________
5. ________________________________________
What is It
What is communication and why do we communicate?
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.
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:
What’s More
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
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.
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
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
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.
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.
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.
WORD POOL
behavior motivates
communication nonverbal
decoding receiver
interact sender
message written
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
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.
“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.”
“Thank you, my dear children,” was all Aling Terie could say.
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.
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.
_____________ 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.
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.
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.
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.
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
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
:
21
C. Directions: Read the given situations and fill in the grid below by
identifying the elements of communication.
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 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.
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
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
25
Additional Activities
A. List down examples of situation in each of the given
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.
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.
What’s In
Directions: Put the phrases or statements in the correct column. Write the letter of your answer.
Linear Model Interactive Transactional Model
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.
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.
Barriers to Communication
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
Examples:
1. confrontation with a friend
2. fear of speaking in front of the class.
3. racial prejudice
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.
party
31
______________________ 5. poor lighting
Activity 2
Directions: Explain why there is communication breakdown on the
given situations. Again, write your answer on a separate sheet.
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?
____________ Assessment
Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
For numbers 11-15, write T if the statement is TRUE and write F if it is FALSE.
Additional Activities
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.
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.
by Ronnie Peterson
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.
article?
__________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________
_____________ 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.
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.
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.
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
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.
“Anyway”
“Tell me more…”
Ask for repetition “Can you please what you said?” “What
again?”
41
Check for understanding “So, are you saying that…”
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
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.
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
Strategies on
how to Avoid
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
44
__________________ 8. Giving positive remarks shows
interest in a conversation.
Additional Activities
Directions: Write your own 5 Tips on how to avoid
communication breakdown. Include a brief explanation for each
tip.
Rubric
45
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.
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.
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.
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.
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.
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
51
painful operation.
Dr. Carlos is about to tell his patient that
52
Assessment
Directions: Identify the function of communication in each of the
following situations. Write your answer on the space
provided before each number.
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%
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
54
_______________________ 2. F R T I I O O A M N N I E I A I O N T N
_______________________ 3. C N L R O O T
_______________________ 4. E M T N L O I O A E R S S X P E O
expression of their
_______________________ 5. S C L I A O T R C T N I O A E N I
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. ____________________________________
________________________
_____________
_____________________________________
_____________________________________
_____________________________________
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).
∙ 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.
57
✔ Adds color to a speech.
✔ Connects the speaker to the audience.
✔ Gives the speaker a variety of ways to deliver
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
58
giving a follow up question during
the live report indicating
affirmation.
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.
______3. Your manner of communication defines what kind of speaker you are.
______5. In word use, you must consider the nature and situation for appropriacy.
______7. The use of blank words like “ah”, “uhm” may lead to
communication breakdown.
______13. The use of figure of speech enhances one’s speech for clarity.
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
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.
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.
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
∙ 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.
Examples:
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.
Examples:
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.
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
:
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.
Intrapersonal
2.
Communication
3.
1.
Interpersonal
2.
Communication
3.
1.
Public Communication
2.
3.
1.
Mass Communication
2.
3.
(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
http://qm.riosalado.edu/resources/SyllabusDB/SocialSciences/Rubric_Sh
ort_Answer.pdf Assessment
Directions: Choose the letter of the best answer.
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.
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
71
For numbers 11-15
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
72
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.
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.
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.
I give a speech to
____________________________
_____________________________________________
76
I give a speech to
___________________________
_____________________________________________
I give a speech to
____________________________
_____________________________________________
speeches?
To deliver my report
on television,
I____________________________________________
____________________________________________.
To deliver my
lines on stage, I
_____________________________________________
____________________________________________.
To deliver my speech
during campaign,
I____________________________________________
____________________________________________.
____________________________________________.
77