Senior High School

Oral Communication in Context

Quarter 1 Module 1
Prepared by:
John Marlo M. Herrera

ST. IGNATIUS TECHNICAL COLLEGE, INC.

ZONE 11, NATIONAL HIGHWAY, POBLACION, TAGOLOAN, MISAMIS ORIENTAL
 ST. IGNATIUS TECHNICAL COLLEGE, INC.
Legal History

TESDA: Technical-Vocational
St. Ignatius Technical College, Inc. with business address at Zone 11, National
Highway, Barangay Poblacion, Tagoloan, Misamis Oriental, a family owned technical
school for secondary graduates who intend to pursue technical studies on Computer
Technology was granted a juridical personality by the Securities and Exchange
Commission on October 29, 2003 through its Registration No. CN 200322733. The
school started its operation by offering TESDA courses namely: Two Years Diploma in
Computer Technician and Two Years Diploma in Computer Programming. SITC has run
these programs for almost three years before each respective title was changed. In
2007, TESDA Director General issued a directive that all diploma courses will be
delivered based on the number of hours as determined and prescribed by the technical
school management. Consequently, SITC diploma courses were changed from Diploma
in Computer Technician to Computer Hardware Servicing NC II with 1,800 hours
duration of course delivery. Similarly, Diploma in Computer Programming was changed
to Programming NC IV with 1,800 duration of course delivery. SITC management has
successfully delivered the same computer courses under their new titles until 2011.

Another mandate was released by TESDA Director General in 2011, limiting the
number of hours of delivery of TESDA courses based on TESDA Training Regulations.
With such mandate, Computer Hardware Servicing NC II with 1,800 hours duration of
course delivery was limited to 292 hours only, since that year up to the present. TESDA
did not offer any more Programming NC IV because of some stringent requirements of
the program. SITC continue its operation with only one program being offered to
students.
In 2015, when the demand for Bookkeeping NC III was rising, SITC management
endeavoured to apply with TESDA R10 to offer the course and luckily the Tech- Voc
agency on April 23, 2015 granted a Registration No 201510043033, WTR 2436 for

ST. IGNATIUS TECHNICAL COLLEGE, INC. NOT FOR SALE i

Bookkeeping NC III 292 hours duration of course delivery. Since May 2015 up to the
present SITC continue teaching Bookkeeping NC III to interested students.

DepEd: Senior High School

In July, 2015 when the Department of Education (DepEd) encouraged the private
school owners to participate in the delivery of the new program of the basic education
which was the senior high curriculum, SITC management endeavoured to apply through
DepEd Central Office. After compliance with all the requirements asked by the
education agency submitted through DepEd regional and provincial offices, the school
was granted a Government Permit No. 230, s. 2015 on December 10, 2015 to operate
one Academic Track: Accountancy, Business and Management (ABM), and a Technical
-Vocational Track: ICT- Computer Hardware Servicing NCII effective SY 2016-2017

During SY 2016-2017, while the delivery of two senior high school tracks were
going on, many parents as well as graduating junior high students kept on requesting
SITC management to offer another academic track which was Humanities and Social
Sciences (HUMSS).Consequently, in March 2017, SITC management endeavoured to
apply to offer HUMSS for the next SY 2017-2018. Luckily, on May 8, 2017 DepEd, RO-
X, Government Permit No. SHS-P 076, s. 2017, was granted to the school to operate
the aforementioned academic track effective SY 2017-2018.

Again, owing to the persistent demand of many prospective senior high students
for a Technical-Vocational Livelihood Track on Automotive Servicing, SITC
management endeavoured to apply for a new permit to deliver Automotive Servicing NC
I & NC II. On July 19, 2019, a DepEd RO-X, Government Permit SHS P-155, s. 2019
was granted to the school to operate the aforementioned Tech-Voc Track effective SY
2019-2020.
To date, SITC is delivering four tracks: two academics (ABM and HUMSS) and
two Tech-Voc (ICT and Automotive).

ST. IGNATIUS TECHNICAL COLLEGE, INC. NOT FOR SALE ii

 ST. IGNATIUS TECHNICAL COLLEGE, INC.
Vision, Mission, and Core Values

Vision Statement
St. Ignatius Technical College, Inc. will be a premier private institution in
Tagoloan, Misamis Oriental focusing on a continuing tradition of excellence in a fast-
changing world. Within a conducive and supportive school environment, we provide
relevant high–quality senior high school tracks and technical training and prepare our
diverse student body for future endeavours. As learner-focused education community,
SITC maximizes student learning potential by providing them with specialized
knowledge in traditional and emerging technical areas as well as general knowledge
that fosters a life of learning.

Mission Statement
St. Ignatius Technical College, Inc. strives to prepare all students to become
lifelong learners, law-abiding and responsible citizens ready to face the challenges of
the future. In partnership with families, community, government, business, industry, and
educational systems, we will achieve our goals of creating a relevant learning
opportunities for students-both inside and outside the classroom – that help them
develop the knowledge, critical thinking skills, and human behaviour needed to succeed
in a technologically advanced world; thus, realizing our value proposition of “Real
Learning, Real Job, Real Life.”

Core Values
To fulfil its mission, St. Ignatius Technical College, Inc. is committed to the following
values:
 Excellence – setting high and challenging standards for teaching, learning and
professional leadership, advocate continuous improvement of programs,
processes and services, and encourage a results-oriented organization to ensure
that our students are well positioned for success in career and technical fields,
and college transfer.

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  Respect – embracing diversity and individual differences, respecting others’
contributions, and everyone’s right to learn free of interruption.
 Innovation – embracing enthusiastic pursuit of new ideas and responsible risk-
taking attitude.
 Sustainability – valuing the responsible use of resources to achieve balance
among social, economic and environmental practices.

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 TABLE OF CONTENTS

St. Ignatius Technical College, Inc. Legal History i - ii

St. Ignatius Technical College, Inc. Vision, Mission, and Core Values iii - iv

Introduction 1–2

General Instructions 2–3

Lesson 1 Functions, Nature, and Elements of 4 – 21

Communication

Lesson 2 Models of Communication 22 – 34

Lesson 3 Strategies to avoid Communication Breakdown 35 – 47

Lesson 4 Sample Oral Activities 48 – 52

Lesson 5 Types of Speech Context 53 – 65

Lesson 6 Types of Speech Style 66 – 69

Lesson 7 Types of Speech Act 70 – 78

Lesson 8 Types of Communicative Strategy 79 – 85

References 86 – 87

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 INTRODUCTION

Oral Communication in Context for Senior High School is a response to the

revolutionary change in the country’s basic education system. Rich in strategies that
hone effective communication, this book is geared towards developing listening and
speaking skills in any situation.
Written specifically with a 21st century learner in mind, this book aims to guide
students to become multi-skilled in different methods of learning and be flexible
under different communication circumstances. Furthermore, it is geared towards
honing their leadership skills to help them become self-directed and creative in
problem-solving. Ultimately, this book aims to instill a lasting commitment to
lifelong learning and critical thinking.
Oral Communication in Context for Senior High School meets all the
competencies outlined in the K to 12 curriculum and incorporates information and
communication technology throughout the text. Each lesson is packed with varied
strategies and activities which enhance 21st-century literacies. The book applies
different instructional approaches and strategies based on the principles of
differentiation, spiral progression, process orientation, collaboration,
contextualization, reflective learning, and visual enhancement.

Module 1 is composed of the following lessons:

 Lesson 1 – Functions, Nature, and Elements of Communication
 Lesson 2 – Models of Communication
 Lesson 3 – Communication Breakdown
 Lesson 4 – Sample Oral Activities
 Lesson 5 - Types of Speech Context
 Lesson 6 – Types of Speech Style
 Lesson 7 – Types of Speech Act
 Lesson 8 – Types of Communicative Strategy

General Instructions

You are about to start your study on Module 1 for your subject Oral
Communication in Context. Don’t be in a hurry. To get much result from your effort,
please observe the following:

1. Select a place in your home that is conducive for learning.

2. Pre-condition yourself before you start reading the lesson.

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 3. Ensure that you have a dictionary at hand always for ready reference in case you
cannot understand a word in the lesson.

4. Shut off your smartphone and keep it in your closet.

5. Read your lesson at least three times (3X) to ensure you have understood the
concept and ideas presented in the lesson.

6. Take note of some important points as you continue your study.

7. If you think you have digested the lesson very well, you may now take your
activities and quizzes.

8. Do not attempt to copy the answer from your lesson. This is a home study
method; you will learn nothing if you cheat as you is just fooling yourself. Study
honestly.

9. Follow all the instructions stipulated in each activity and quiz.

10. You are graded based on this grading system: Written Works 25%,
Performance Tasks 50%, and Quarterly Assessment 25%.

11. Use 1 whole yellow paper for quizzes and long bond paper for activities. Use
black or blue ball pen only.

12. You are only allowed to contact the subject teacher during the subject schedule.
Only relevant topics will be entertained and treated as an official interaction
between the teacher and the learner. Personal matters are prohibited.

13. The hard copies of your weekly outputs should be placed in the long brown
envelope with plastic cover. Submit it to your subject teachers on the designated
dates.

14. All the hard copies of the activities, quizzes, including your first quarter test
questionnaire should be filed in a long white folder with plastic cover and
fastener. This will serve as your portfolio and a requirement for this subject and
will be submitted at the end of the First Quarter.

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 15. Submission dates for your applications/activities and quizzes are as follows:

WEEK DATE & TIME WEEK DATE & TIME

1 September 21, 2020 1 September 23, 2020

8:00 am – 11:00 am 8:00 am – 11:00 am
2 September 28, 2020 2 September 30, 2020
8:00 am – 11:00 am 8:00 am – 11:00 am
3 October 5, 2020 3 October 7, 2020
8:00 am – 11:00 am AS 8:00 am – 11:00 am
ABM 4 October 12, 2020 4 October 14, 2020
8:00 am – 11:00 am 8:00 am – 11:00 am
5 October 19, 2020 5 October 21, 2020
8:00 am – 11:00 am 8:00 am – 11:00 am
6 October 26, 2020 6 October 28, 2020
8:00 am – 11:00 am 8:00 am – 11:00 am
7 November 3, 2020 7 November 4, 2020
8:00 am – 11:00 am 8:00 am – 11:00 am
8 November 9, 2020 8 November 11, 2020
8:00 am – 11:00 am 8:00 am – 11:00 am
WEEK DATE & TIME WEEK DATE & TIME

1 September 22, 2020 1 September 24, 2020

8:00 am – 11:00 am 8:00 am – 11:00 am
2 September 29, 2020 2 October 1, 2020
8:00 am – 11:00 am 8:00 am – 11:00 am
3 October 6, 2020 3 October 8, 2020
HUMSS 8:00 am – 11:00 am ICT 8:00 am – 11:00 am
4 October 13, 2020 4 October 15, 2020
8:00 am – 11:00 am 8:00 am – 11:00 am
5 October 20, 2020 5 October 22, 2020
8:00 am – 11:00 am 8:00 am – 11:00 am
6 October 27, 2020 6 October 29, 2020
8:00 am – 11:00 am 8:00 am – 11:00 am
7 November 3, 2020 7 November 5, 2020
8:00 am – 11:00 am 8:00 am – 11:00 am
8 November 10, 2020 8 November 12, 2020
8:00 am – 11:00 am 8:00 am – 11:00 am

16. Any question on any part of your lesson(s), just call or text this cell number:
09661364275 (TM).

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 Lesson 1

FUNCTIONS, NATURE, AND ELEMENTS OF COMMUNICATION

Learning Competency:
Explains the functions, nature, and process of communication
Learning Objectives:
At the end of the lesson, you are able to:
1. Define communication;
2. Explain the nature and process of communication;
3. Identify the elements of communication; and
4. Discuss the importance of communication;

General Instructions
Now that you are holding this module, do the following:
1. Read and follow the instructions carefully in each lesson.
2. Take note and record points for clarification.
3. Do the activities to fully understand each lesson.
4. Answer all the given tests and exercises.
5. Use 1 whole yellow paper for quizzes and long bond paper for activities.
Use black or blue ball pen only.
6. Make sure to indicate your name, grade level, section, date, of
submission, complete name of the subject teacher, title of the lesson, and
activity/quiz number on the answer sheets.

Activity 1
FUNCTIONS, NATURE, AND ELEMENTS OF COMMUNICATION
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________

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Direction: Create a two – minute video presentation that reflects your understanding of
what communication is all about. Save it in your flash drive and submit on the day of
submission of your LESSON 1.
Quiz 1
FUNCTIONS, NATURE, AND ELEMENTS OF COMMUNICATION
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: MULTIPLE CHOICE: Read each question carefully and choose the best
answer.

1. Which of the following is NOT correct about communication?

a. Oral communication is the process of verbally transmitting information and
ideas from one individual or group to another.
b. Oral communication can be either formal or informal.
c. Examples of informal oral communication include: Face-to-face conversations.
d. Communication only happens in a verbal conversation.
2. Which of the following best describes communication?
a. Communication is vital to our everyday lives.
b. Communication is made up of several components.
c. Communication can be either formal or informal.
d. Communication is a sharing process.
3. Which of the following are essential elements of communication?
a. content, organization, delivery
b. written, oral, non-verbal
c. sender, message, receiver
d. sender, content, noise
4. Communication can either be verbal or non-verbal.
a. true
b. false
5. Communication only happens when the receiver makes his/her reply.
a. true

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 b. false

What is communication?
Communication is very vital to our everyday lives. We cannot live without

communicating because we need to share our thoughts, impart information, persuade

others in our beliefs, and show our love and affection. Communication is from Latin

word “communicare” which means to share or to have something in common. Keith

Davis defined communications as a process of passing information and understanding

from one person to another. John Adair also defined communication as essentially the

ability of one person to make contact with another and make himself or understood.

Furthermore, according to Wood (2004), communication is a systemic process in which

individuals interact with and through symbols to create and interpret meanings (as cited

in Agnaou, 2012).

Wood’s definition suggests the qualities that are inherent in communication.

1. Communication is a process. It is a creative, continuing condition of life, a process

that changes as the communicators’ environments and needs changes.

2. Communication is systemic. It occurs within systems of interrelated and interacting

parts. The various elements of communication are linked to one another as part of one

system. The absence to any one of them can result to ineffective communication.

3. Communication is symbolic which could be enhanced through the use of nonverbal

cues involving facial expressions, gestures, body language, volume, tone, and pitch of

the speaker's voice and verbal cues.

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 Verbal symbols are spoken (using voice and speech sounds) or written (using

letters or characters). Nonverbal ones are employed and perceived through our body

language and voice quality while speaking. Our body language includes our gestures,

facial expressions, eye contact, posture, or touch. The quality of our voice refers to the

tone, pitch, rate, volume, and emphasis that we use.

4. Communication involves meanings. Contrary what many think or believe,

meanings are assigned, given, or invented, and not received.

Flags, crowns, cross, and traffic signals, for example, do not contain meanings;

their meanings are assigned to them. Our physical and social environments, including

the messages that we send or receive, can be given different meanings depending on

our frame of reference, as well as on whom we are communicating with and what,

when, where, how we are communicating.

We invent meanings in countless social situations when we talk with people who

share or oppose our purposes. But no matter what the context is, it is the production of

meaning rather than the production of messages that identifies communication. In fact,

messages are being interpreted and reinterpreted as they travel through people.

Elements of Communication Process

Communication is divided into elements which help us better understand its

mechanics or process. These elements are the following:

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 1. Sender is the person who sends his ideas to another person. For example, if a

manager wants to inform his subordinates about the introduction of a new

product, he is the sender.

2. Message is the idea, feeling, suggestion, guidelines, orders or any content which

is intended to be communicated.

3. Encoding is the process of converting the message into words, actions, or other

forms that the speaker understands.

4. Channel is the medium or the means, such as personal or non – personal,

verbal or non – verbal, in which the encoded message is conveyed.

5. Decoding is the process of interpreting the encoded message of the speaker by

the receiver.

6. Receiver is the person to whom the message has been sent. He gets the

message in the medium desired through the chosen channel, and decodes the

message.

7. Feedback is the response by the receiver. It marks the completion of the

communication process.

8. Context is the environment where the communication takes place.

9. Barrier (Noise) is also called interference or distraction. It is the hindrance in the

process of communication. It can take place at any step in the entire process. It

reduces the accuracy of communication e.g. 1) Disturbance in the telephone

lines, 2) An inattentive receiver 3) Improper Decoding of Message etc. For

example, a professor in class lectures and coughs continuously. Coughing can

be a noise to his lectures.

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 There are five (5) classifications of barriers.

1. Linguistic Barriers – it is one of the main barriers

that limit the effective communication. Language is

the most commonly employed tool of communication.

The fact that each major region has its own language

is one of the barriers to effective communication.

Sometimes even a thick dialect may render the communication ineffective.

2. Psychological Barriers – there are various

mental and psychological issues that may be

barriers to effective communication. Some people

have stage fear, speech disorders, phobia,

depression, etc. All of these conditions are very

difficult to manage sometimes and will most certainly limit the ease of

communication.

3. Emotional Barriers – the emotional IQ of a person

determines the ease and comfort with which they can

communicate. A person who is emotionally mature

will be able to communicate effectively. On the other hand, people who let their

emotions take over will face certain difficulties. A perfect mixture of emotions and

facts are necessary for effective communication.

Emotions like anger, frustration, humor, can blur the decision – making capacities

of a person and thus limit the effectiveness of their communication.

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 4. Physiological Barriers – these are the most obvious barriers to effective

communication. These barriers are mostly easily removable in principle at least.

They include the barriers like noise, closed – doors, faulty equipment used for

communication, closed cabins, etc.

5. Cultural Barriers - As

the world is getting more

and more globalized, any

large office may have

people from several parts of

the world. Different cultures have a different meaning for several basic values of

society. Dressing, Religions or lack of them, food, drinks, pets, and the general

behavior will change drastically from one culture to another.

Process of Communication

Process of Communication Example

The speaker generates an idea. Daphne loves Rico, her suitor, as a

friend.

The speaker encodes an idea or

converts the idea into words or She thinks of how to tell him using their
actions. native language.

The speaker transmits or sends out She tells him, “Rico, mahal kita bilang
a message. kaibigan.”

The receiver gets the message. Rico hears what Daphne says.

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 The receiver decodes or interprets He tries to analyze what she means
the message based on the context. based on the content and their
relationship,
and he is heartbroken.
The receiver sends or provides
feedback.
He frowns and does not say something,
because he is in pain.

Here are some facts about Oral Communication.

1. Oral communication is a verbal communication that uses words to share information
with others.

2. Oral communication employs readily understood spoken words. It mainly uses words
to express one’s self.

3. Oral communication could be one-way or maybe two-way process.

4. Oral communication involves the flow of information from a sender to the receiver.

5. Oral communication ensures appropriate enunciation, stress and tone of voice for
6ommon understanding to take place.

7. Verbal communication includes sounds, words, language, and speech.

Functions of Communication

Function refers to the particular purpose for which a thing is used, something

exists, or a person is fitted to meet his or somebody else’s needs or desires.

Whenever we communicate, we always have a definite purpose, which is usually

intentional, perceptible or recognizable, and functional or designed to achieve

something positive. In some instances, however, our good intention produces a

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dysfunctional result. To avoid having this unintended negative effect, we need to use

clear, correct language and be sensitive to cultural differences.

Communication is designed to serve five basic functions namely:

1. To provide information – the most basic function of communication.

 Communication provides data and information for effective completion of tasks

and solution of problems.

 The amount of information we share with one another varies depending on the

degree of our closeness to each other.

Three (3) Flow of Information

1. Downward Flow, from the superiors or elders to the subordinates in the form of

directives or updates.

2. Upward Flow, from the subordinates, or family members to the superiors or

elders in the form of feedback and reports or suggestions.

3. Horizontal Flow, from worker to worker, husband to wife and vice versa, sibling

to sibling, or manager to manager.

2. To motivate – the energy that influences a person’s behavior in his pursuit of his

goals and objectives.

 Communication fosters motivation. If we know what, why, and how things should

be done, we gain self-confidence and encouragement to accomplish our tasks.

 Communication helps us set specific goals and gives us update on our progress,

whether positive or negative, toward the accomplishment of these goals.

Examples:

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 1. The priest or the leader of a religious organization preaches to his parish to

motivate them to live a Christian way of life.

2. The coach boosts his players’ morale by building their self-esteem through pep

talks and team-building sessions.

3. To regulate – to exercise restraint or direction formally or informally. This happens

particularly among family or acquaintances.

The expression of needs and wants is a way to regulate the behavior of another person

to obtain something or get something done.

Examples:

1. School rules and policies on attendance, grading, classes, and dress codes

prescribed.

2. Employees are urged to follow authority hierarchies and some formal guidelines.

4. To facilitate emotional expression – communication makes possible the release or

unloading of emotions.

 Communicating your emotions verbally or nonverbally will alleviate your anxiety

and help you get out of your emotional blocking. In times like this, you need

someone to talk to or a shoulder to cry on.

5. To effect social interaction – communication allows us to act and react to the

behavior of people around us. By revealing our thoughts and feelings, we elicit reactions

from others.

 “No man is an island,” illustrates this function.

Goffman categorizes social interaction into five (5):

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 1. Exchange – a social process whereby social behavior is exchanged for a

reward, which may be material or nonmaterial.

2. Competition – a process by which two or more people interact and fight for a

goal that only one can win.

3. Cooperation – a social process in which people work together to realize their

common goals.

4. Conflict – refers to strong disagreement between people, groups, and so on,

which results in often angry argument.

5. Coercion – a process of getting something or making someone do something by

using threats.

Kinds of Talks or Oral Talks

The functions or purposes of communication can be effectively realized and

fulfilled by using different kinds of oral texts or what Locke (1998) calls “talks.”

1. Small Talk – a form of nonthreatening communication that maybe use to effect social

interaction. This kind of talk can help achieve the following specific purposes.

2. Light - Control Talk - is the tactful use of power to get results. It may be used to

motivate people.

3. Heavy-control talk - is designed to place blame and to control or regulate people.

This type of communication creates defensiveness on the part of the receiver and is

rarely, if ever, appropriate.

4. Search talk - is another nonthreatening approach when you want to gather data or

the consensus of others to be able to provide information.

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5. Straight talk - is good for problem-solving and conflict resolution. It may be used to

facilitate emotional expression for catharsis, which is the act of purging, cleansing, and

unloading of ideas and emotions. It is usually done with people you have a bond

relationships.

To summarize, social interaction can be achieved through small talk; motivation

of people can be done by means of light – control talk; regulation and control can be

effected by engaging in heavy – control talk; information can be provided by using

search talk; and emotional expression can be best attained through straight talk.

Summary
Communication is from Latin word “communicare” which means to share or to

have something in common. Communication has also its elements which are important

to each other. There are also elements of communication like sender is the person who

sends his ideas to another person. Message is the idea, feeling, suggestion, guidelines,

orders or any content which is intended to be communicated. Encoding is the process of

converting the message into words, actions, or other forms that the speaker

understands. Channel is the medium or the means, such as personal or non – personal,

verbal or non – verbal, in which the encoded message is conveyed. Decoding is the

process of interpreting the encoded message of the speaker by the receiver. Receiver is

the person to whom the message has been sent. He gets the message in the medium

desired through the chosen channel, and decodes the message. Feedback is the

response by the receiver. It marks the completion of the communication process.

Context is the environment where the communication takes place. Barrier (Noise) is

also called interference or distraction.

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 Activity 2
FUNCTIONS, NATURE, AND ELEMENTS OF COMMUNICATION
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: After studying the lesson, tick the column below that determines how often

you practice what the statements say. Do this as objectively as possible. Bear in mind

that there are no wrong answers.

Usually Sometimes Seldom Never

1. I communicate to convey my messages and
express my ideas.
2. I describe communication as a process.
3. I understand that communication can be
expressed in words and/or in actions.
4. I can distinguish the features of the
communication process.
5. I can now identify the kinds of talks

6. I effectively convey a message both in words

and actions.
7. I can identify the elements of communication.

8. I can explain the cause of communication

breakdown.
9. I use strategies to avoid communication
breakdown.
10. I know the functions of communication.

TOTAL

GRAND TOTAL /30

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 Scoring Score Level of Proficiency
Usually – 3 points 28 – 30 Advance
Sometimes – 2 25 – 27 d
points Seldom – 1 23 – 24 Proficient
point Never – 0 21 – 22 Approaching Proficiency
20 and below Developing
Beginning

Quiz 2
FUNCTIONS, NATURE, AND ELEMENTS OF COMMUNICATION
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Each of the following situations refers to a particular kind of noise. Identify

the noise.

1. A teacher lectures while a passing train hoots its horns.

2. A student thinks about a quiz he has to take in the next class.

3. A child is busily plays with his tablet while his mom is giving him instructions.

4. A speaker in the seminar explains a certain product when a cellular phone rings.

5. A student reports in a class where there is poor ventilation.

Quiz 3
FUNCTIONS, NATURE, AND ELEMENTS OF COMMUNICATION
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Identify the functions of the following communication activities.

1. The teacher informs the students of the results of their midterm examination.

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 2. A student council member distributes handouts and explains to students their
events and activities for the whole semester.
3. On the first day of classes, the adviser reminds the students about the policies of
the university.
4. Mary confides in her best friend her problems at home.
5. The leader of a group of students shares her thoughts and aspirations with her
close friends.

6. The teacher reads and discusses classroom policies to her students.

7. Ross greets Rachel; then, they start talking about their plans
for the holidays.

8. Phoebe shares her insights on how to live peacefully

despite a complicated life.

9. Monica shares her personal frustrations with Chandler.

10. The geometry teacher lectures about mathematical concepts.

11. Sheila delivers her valedictory speech.

12. The President delivers his last State of the Nation Address.

13. A television personality thanks the supportive moviegoers during an

interview.

14. The city mayor presents her strategies to execute the plans in a public forum.

15. A tourist guide orients a group of tourists about a heritage site.

Quiz 4
FUNCTIONS, NATURE, AND ELEMENTS OF COMMUNICATION
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Identify who controls the conversation or communication in the following
situations.

1. Doctor and patient in a clinic or hospital

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 2. Boss and employee in an office
3. Driver and passenger inside a public utility vehicle
4. Mother and child at home
5. Leader of an activist group and his audience in a rally.

Quiz 5
FUNCTIONS, NATURE, AND ELEMENTS OF COMMUNICATION
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Explain how the following can motivate you.

a. Your favorite actor, actress, or TV personality

b. Life coaches
c. Marriage counselors
d. Your best friend
e. Your parents

Quiz 6
FUNCTIONS, NATURE, AND ELEMENTS OF COMMUNICATION
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Discuss the following briefly. Write your answers in your notebook.

1. Explain the statement “Communication is vital to our daily lives?

2. Can silence be considered as feedback? Why or why not?

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 Quiz 7
FUNCTIONS, NATURE, AND ELEMENTS OF COMMUNICATION
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Choose the letter that best answers the given question. Write the letter of
your answer in your notebook.
1. A return message from someone your sent a message to is called
a. backtalk b. feedback
c. message d. medium
2. The person who sends out the message is called
a. receiver b. channel
c. sender d. messenger
3. The person who receives a message is called
a. receiver b. channel
c. sender d. messenger
4. The information being sent to the receiver is called
a. message b. verbal cues
c. symbols d. channel
5. Which of the following is DOES NOT belong to the group?
a. Communication is either formal or informal.
b. Communication is symbolic.
c. Communication is systemic.
d. Communication us a process.
6. Which of the following is TRUE about TO CONTROL/REGULATE?
a. It provides data and information for effective completion of tasks.
b. The expression of needs or wants is a way to regulate the behavior.
c. The control and regulation function of communication is more observable in
informal organizations than in formal ones.
d. Communicating your emotions verbally or nonverbally is a way of regulating
someone’s behavior.

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7. This type of communication creates defensiveness on the part of the receiver.
a. Light - control talk c. Search Talk
b. Heavy - control talk d. Small Talk
8. Peer to peer conversation is an example of what flow of information?
a. Downward Flow c. Upward Flow
b. Horizontal Flow d. None of the above
9. Which is true among the following statements?
a. The amount of information we share with another person depending on the
degree of our closeness.
b. The public is enjoined to follow the rules of the country is an example of to
motivate.
c. Light-control talk is designed to place blame.
d. Coercion is a social process whereby social behavior is exchanged for a
reward.
10. Nonverbal are employed and perceived through __________.
a. speech sounds c. written
b. body language d. voice

Congratulations!

You did it. Now, let’s move to lesson 2.

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 Lesson 2

MODELS OF COMMUNICATION

Learning Competency:
Differentiates the various models of communication
Learning Objectives:
At the end of the lesson, you are able to:
1. Discuss the various models of communication;
2. Identify the strengths and weaknesses of each model of communication.

General Instructions
Now that you are holding this module, do the following:
1. Read and follow the instructions carefully in each lesson.
2. Take note and record points for clarification.
3. Do the activities to fully understand each lesson.
4. Answer all the given tests and exercises.
5. Use 1 whole yellow paper for quizzes and long bond paper for activities.
Use black or blue ball pen only.
6. Make sure to indicate your name, grade level, section, date, of
submission, complete name of the subject teacher, title of the lesson, and
activity/quiz number on the answer sheets.

Quiz 1
MODELS OF COMMUNICATION
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Discuss the following questions concisely.
1. Is effective communication important?
2. Is silence considered as feedback? Why or why not?

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3. Why is model of communication important?

Models of Communication
Models of communication are diagrams that make you understand the process at

a glance. They are like maps that guide in understanding how communication works in

different things. Models of communication are conceptual models used to explain the

human communication process.

1.) Shannon – Weaver Model of Communication

The first major model for communication was developed in 1948 by Claude
Elwood Shannon and published with an introduction by Warren Weaver for Bell
Laboratories. Following the basic concept, communication is the process of sending and
receiving messages or transferring information from one part (sender) to another
(receiver).

The original model of Shannon and Weaver has five elements: information
source, transmitter, channel, receiver, and destination.

This model has been originally intended to show how radio and telephone
technologies function, so its initial primary parts are sender, channel, and receiver,
reflect the use of the technologies. The sender is the part of the telephone a person
speaks into, the channel is the telephone itself, and the receiver is the part of the phone
where one can hear the other person. The static that interferes with one listening to a

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telephone conversation, or even the absence of a signal, is interpreted as noise (Models
of communication, 2015).

This model uses eight components to show how the process of communication
works in diverse disciplines, such as journalism, rhetoric, linguistics, and speech-and-
hearing sciences.

1. The information source, nowadays possibly a person, creates and sends the
message.
2. The message is what the information source sends to the destination.
3. The transmitter has at least two layers of transmission for a face-to-face
communication. The first layer consists of the mouth for producing sounds and
the body for generating gestures. Both mouth and body create signal. The
second layer, described as channel, is composed of air for the production of
sound and light for the generation of gestures. For a television broadcast, more
layers of transmitter are involved, with the addition of cameras and microphones,
editing and filtering systems, a national signal distribution network (often
satellite), and a local radio wave broadcast antenna.
4. The signal flows through a channel. Sounds and gestures involve different
signals depending on the type of channel and mode of transmission; they can
become words, electric signals, radio waves, or pictures in book.
5. The channel is the small unlabeled box in the middle of the model; it is usually
air, light, electricity, radio waves, paper, and postal systems.
6. Noise is any secondary signal that obscures or confuses the signal carried, such
as what happens in a telephone conversation or in a television broadcast. It also
refers to any problems within the communicators or their environments, which
affect effective listening.
7. The receiver can be a set of ears (for sounds) and eyes (for gestures) in a face-
to-face communication, the telephone in a telephone conversation, or an antenna
and a television set in a television broadcast.
8. The destination, usually a person, consumes and processes the message.

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Explanation of Shannon Weaver Model

The sender encodes the message and sends it to the receiver through a
technological channel like telephone and telegraph. The sender converts the message
into codes understandable to the machine. The message is sent in codes through a
medium.

The receiver has to decode the message before understanding it and interpreting
it. The receptor machine can also act as a decoder in some cases. The channel can
have noise and the receiver might not have the capacity to decode which might cause
problems in communication process.

Here, for instance, brain might be the sender, mouth might be the encoder which
encodes to a particular language, air might be the channel, another person’s ear might
be the receptor and his brain might be the decoder and receiver.
Similarly, air is the channel here, the noise present in his environment that
disturbs them is the noise whereas his response is the feedback. There were only 5
components when the model was made. Noise was added later.
As Shannon was an engineer, this model was first made to improve technical
communication, mainly for telephonic communication. It was made to to maximize
telephone capacity with minimum noise.

Later, Weaver applied it for all kind of communications to develop effective

communication and the model became famous as Shannon Weaver model. In
engineering, Shannon’s model is also called information theory and is used
academically to calculate transmission through machines and also has a formula.
2.) Schramm’s Model of Communication

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 The Schramm model of communication, which seeks to explain how meaning is
transferred between individuals, corporations, and others, is the most commonly taught
and widely used theory of communication (Blythe, 2009). It was developed by Wilbur
Schramm in the year 1954.

1. The communication process is circular because each communicator takes on

both roles of sender and receiver.
2. The sender encodes a message, which is transmitted in the form of a signal to
the receiver who decodes the message and responds by encoding another signal
even before the sender has completely sent the message.
3. Communication is therefore fluid since the sending and the receiving of
messages are simultaneous.
4. It contains fields of experience, defined “life experiences, attitudes, values, and
beliefs that each communicator brings to an interaction and that shape how
messages are sent and received.”
5. The overlap of the sender’s and receiver’s fields of experience is the shared
area, where the transmitted signal must fall to make both communicators share
the same meaning of the message.
6. Since the model is based on the convergence or network approach, various
kinds of noise can possibly distort the message at any point in the process till it
reaches the receiver.
7. The feedback helps solve the problem because it allows the sender to modify the
information form what he observes or hears from the receiver, thus, ensuring that
the information reaches the receiver in the same manner as desired by the
sender.

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3.) Interactive Model of Communication

The Interactive Model is a variant of Shannon and Weaver’s Model of

Communication that contains Weiner’s inclusion of feedback, which makes the model a
two-way interchange of ideas.

1. The destination provides feedback to the message he receives to allow the

information source to modify the message in real or present time.
2. Feedback is a message (or a set of messages).
3. The original source of feedback becomes an information source.
4. The original consumer of feedback turns into a destination.
5. Feedback is transmitted, received, and potentially disrupted by noise.
6. Feedback is delayed because the destination needs to wait until he receives the
message from the information source.

4.) Aristotle’s Model of Communication

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 Aristotle (384-322 B.C) was a Greek philosopher and writer born in Stagira,
Northern Greece. He was also the teacher of Alexander the Great. He studied physics,
logic, mathematics, etc.

While exploring the human nature scientifically, Aristotle developed a linear

model of communication for oral communication known as Aristotle’s Model of
Communication. This is considered as the first model of communication and was
proposed before 300 B.C. It is also the most widely accepted among all communication
models.

Aristotle Model is mainly focused on speaker and speech. It can be broadly

divided into 5 primary elements: Speaker, Speech, Occasion, Audience and Effect.

The Aristotle’s communication model is a speaker centered model as the

speaker has the most important role in it and is the only one active. It is the speaker’s
role to deliver a speech to the audience. The role of the audience is passive, influenced
by the speech. This makes the communication process one way, from speaker to
receiver.

The speaker must organize the speech beforehand, according to the target
audience and situation (occasion). The speech must be prepared so that the audience
be persuaded or influenced from the speech.

He believed “Rhetoric” is the study of communication and persuasion and

different message or speech should be made for different audiences at different
situations to get desired effects or to establish propaganda. This model was highly used
to develop public speaking skills and create propaganda at that time so; it is less
focused on intrapersonal or interpersonal communication.

Even if the model is speaker oriented and focuses on audience interaction in

communication, there is no concept of feedbacks.

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 For instance, a politician (speaker) gives a speech to get votes from the civilians
(audience) at the time of election (occasion). The civilians only vote if they are
influenced by the things the politician says in his speech so the content must be very
impressive to influence the mass and the speaker must design the message very
carefully.
The speech must be clear as well as the speaker must have a very good non-
verbal communication with the audience like eye contact. This example is a classic case
of Aristotle Model of Communication depicting all the elements in the model.
Critical Elements of a Good Communicator

Aristotle has given 3 elements that must be present in a good communicator or

public speaker. These elements are related to each other and they reinforce the other
elements.

Ethos is the characteristic which makes you credible in front of the audience. If
there is no credibility, the audience will not believe in you and will not be
persuaded by you. Expertise and positions also give credibility to a person.

For instance, the mass will not listen to the promises of a corrupt politician, but if
a politician is known for his good deeds, there’s a high change his speech will be
heard.

Pathos If what you say matters to them and they can connect with it, then they
will be more interested and they will think you are more credible. Emotional
bonds will make the audience captivated and they feel the speaker is one of their
own people.

For instance, if people of a village needs water and the politician tells them that
he will help in building roads, the people will not get influenced but might be more
influenced if he says he’ll build a dam for drinking water and irrigation.

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 Logos is logic. People believe in you only if they understand what you are trying
to say. People find logic in everything. If there is no logic behind the speaker’s
work or time, they do not want to get involved. Everybody has a sense of reason.
You must present facts to the audience for them to believe in you.

For example, a presenter using factual data in an awareness program will attract
the audience’s attention and will make them believe in the need of awareness in
the particular matter.
5.) Helical Model of Communication

In 1967, Frank Dance has proposed the

communication model called Dance’s Helix Model
for a better communication process. The name
helical comes from “Helix” which means an object
having a three-dimensional shape like that of a
wire wound uniformly around a cylinder or cone.
He shows communication as a dynamic and non-
linear process.

Dance’s model emphasized the difficulty of communication. Frank Dance uses the form
of a Helix to describe the communication process. He developed this theory based on a
simple helix which gets bigger and bigger as it moves or grows. The main
characteristics of a helical model of communication are that it is evolutionary.

Frank Dance explains the communication process based on this Helix structure and
compares it with communication. In the Helix structure, the bottom or starting is very
small then it gradually moves upward in a back and forth circular motion which forms
the bigger circle in the top and it is still moves further. The whole process takes some
time to reach. As like helix, the communication process starts very slowly and defined
small circle only. The communicators shared information only with a small portion of
themselves to their relationships. Its gradually develops into next level but which will

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 take some time to reach and expanding its boundaries to the next level. Later the
communicators commit more and shared more portions by themselves.

Example

When a child is born the only means of communication for him is crying, he cries
for everything like hunger, pain, cold etc.. As the child grows the means of
communication become wider and broader. He learns to make noises then he learns a
language to obtain attention and to fulfil his needs. As a Helix, the process of
communication, in this case, started as crying and later it developed into a complex and
compound means.

The Helical model of communication is largely dependent on its past. A child

learns to pronounce a word in his elementary classes and throughout his life he uses
that word in the same way he learnt. Just like that, we used to react to certain things in
a certain way in our childhood and such reactions and habits lasts with us forever. The
communication evolves in the beginning in some simple forms then the same process of
communication functions and develops based on past activities. Thus, his way of
communication or his reactions may also different from the past behavior and
experiences. It develops further with modifications according to the situations.

6.) Intermediary/Gatekeeper Model of Communication

Speaker Gatekeeper Audience

The intermediary or gatekeeper model, which is frequently used in Mass

Communication, focuses on the role of intermediaries or gatekeepers in the

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communication process, giving communication a two-step flow (Katz, 1957, as cited in
Foulger, 2004).

Intermediaries are editors of books, magazines, newspapers, or any other kind

of publication; moderators of internet discussion groups; reviewers of peer-
reviewed publications, or aggregators of clipping services.
Intermediaries can decide any or all of the following: (a) what messages they
want other to see, (b) in which context they want the messages to be seen, and
(c) when they want the messages to be seen.
They have the ability to alter messages or to prevent them from reaching a
particular audience.
Intermediaries sometimes act as gatekeepers or censors

Summary

Models of communication are diagrams that make you understand the process at
a glance. They are like maps that guide in understanding how communication works in
different things. Models of communication are conceptual models used to explain the
human communication process. In this lesson 6 models of communication is discussed.
Models of communication can help you better understand the process of
communication.

Quiz 2
MODELS OF COMMUNICATION
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Discuss the following briefly.

1. Why is feedback important in the communication process?

2. Why does the overlap of the sender’s and receiver’s fields of experience called the

shared area?

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 Activity 1
MODELS OF COMMUNICATION
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Create your own Model of Communication and explain its process. Make
sure to include the elements of communication.

Quiz 3
MODELS OF COMMUNICATION
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Identify the communication model described in the following scenarios or
situations:

1. The editor-in-chief of a magazine decides to pull out one article because the topic
is too sensitive for its readers.
2. A call center agent persuades a client through phone to purchase a new product
from their company.
3. High school best friends Millete and Geline met again after 20 years. They
reminisced about their high school days and shared some common experiences.
4. A reviewer of a peer-reviewed publication disapproves a study because it did not
meet the qualifications or standards set by the committee.
5. A well-known TV news anchor reports from a remote area where the signal is
erratic. Therefore, TV viewers had a problem understanding the news because of
the unclear signal.
6. A daughter sends a text message to her mother and asks for permission to go to
her classmate’s house after school to finish a particular project. The daughter
finds it hard to decide if she can go because her mother has not replied to her
messages yet.
7. The wind coming from the fan in front of you makes it difficult for the one you’re
talking to on the phone to understand what you’re saying.

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 8. The conversation between a Pangasinan speaker and Visayan has escalated
from dialects to their over-all culture.
9. The mayor of Dagupan City is having a formal conversation with the mayor of
Urdaneta City.
10. You and your friend have stayed at Abba’s Tea for 3 hours talking about various
topics.

Congratulations!

You did it. Now, let’s move to lesson 3.

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 Lesson 3

STRATEGIES TO AVOID COMMUNICATION BREAKDOWN

Learning Competency:
Uses various strategies in order to avoid communication breakdown
Learning Objectives:
At the end of the lesson, you are able to:
1. Define communication breakdown;
2. Discuss the different types of noises;
3. Identify the strategies in order to avoid communication breakdown;
4. Explain the effective communication skills; and
5. Explain the different types of listening skills.

General Instructions
Now that you are holding this module, do the following:
1. Read and follow the instructions carefully in each lesson.
2. Take note and record points for clarification.
3. Do the activities to fully understand each lesson.
4. Answer all the given tests and exercises.
5. Use 1 whole yellow paper for quizzes and long bond paper for activities.
Use black or blue ball pen only.
6. Make sure to indicate your name, grade level, section, date, of
submission, complete name of the subject teacher, title of the lesson, and
activity/quiz number on the answer sheets.

Activity 1
STRATEGIES TO AVOID COMMUNICATION BREAKDOWN
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________

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Direction: Cut out a picture that represents the following situation below.
1. Time is up!
2. Goodbye! See you tomorrow!
3. Sorry, I cannot hear you.
4. Come, let’s eat!
5. I love you/ I miss you

Quiz 1
STRATEGIES TO AVOID COMMUNICATION BREAKDOWN
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Discuss the following concisely.
1. How can your communication skills help you become successful in life?
2. Explain the meaning of Effective Communication.
3. What is the difference between listening and hearing?

Communication Breakdown
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.

Activity 2 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.

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Barriers to Communication

1. Physical Barriers are the natural or environmental condition that acts 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

2. 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

3. Cultural Barriers pertain to communication problems encountered by

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

4. 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.

A. 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

B. 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

C. 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.

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

Strategies on how 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
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 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.

It can also help to clear up any misunderstandings or distortion of

the message that could occur through other mediums.
Remember, becoming an 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.

Effective Communication Skills

Communication is a two way process, but it is more than just exchanging

messages. It understands both the emotion and the intentions behind the messages.

Effective communication requires the speaker to convey a message in such a way that
it is received and understood as it was intended; on the other hand, the listener needs
to listen in such a way that he gets the full meaning of the message and makes the
speaker realize that he is heard and understood.

To have effective communication, you need not only words but also combination of this
set of skills:

1. Becoming an engaged listener

Listen very well so that you can hear the subtle changes in the speaker voice, his
pitch, tone, intonation, and volume. These nuances reflect his feelings by
becoming an engaged listener, you will understand his emotions and make him
feel heard and understood. To become an engaged listener, you need to:

Concentrate on the speaker

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 Avoid interrupting
Set aside judgment or bias
Show your interest in what is being said
Provide feedback
2. Paying attention to nonverbal signals

Nonverbal language, such as the way you move, look, and listen tells more about
you that your verbal language. Nonverbal language can help you connect with
others and build better relationships if you know how to use it properly. The open
body language, eye contact, and open arm position are sure-fire ways of
connecting with the audience. As a communicator, you have to know how to
interpret and how to deliver nonverbal communication.

In interpreting nonverbal language, you need to:

Be aware of both individual and cultural differences

Consider the nonverbal signals as a group, not as single cues.

In delivering nonverbal language, you need to:

Use nonverbal signals that match your words

Adjust your nonverbal signals to the context
Use body language to convey positive feelings
3. Keeping stress in check
Stay calm and learn to manage your stress because when you are stress, you
can misread other people, send confusing or off-putting nonverbal signals, and
produce unhealthy knee-jerk tremors. To effectively communicate under
pressure, you need to:
Give yourself time to think
Pause to collect your thoughts
Make one point and provide an example or supporting piece of information
Speak clearly and audibly
Summarize your response and then stop talking

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 4. Asserting yourself

Express your thoughts, feelings, needs, and beliefs openly, honestly, and
directly. Being assertive is not about forcing your opinions on other or winning an
argument; it is about getting what you want without being labeled disrespectful,
or worse, “bully.” You can be assertive without being aggressive if you:

a. Value yourself and your opinions

b. Learn to express your needs and wants without violating the rights of
others
c. Express negative thoughts in a positive way, focusing on what is and not
what is not
d. Accept compliments graciously
e. Learn to say no, and do not let others take advantage of you

Listening Skills

Communication is bot speaking and listening; listening makes the communication

complete. Different situations require different types of listening, and these are the
following:

1. Informative Listening

The listener’s primary concern is to understand the message, that is, to give the
message a meaning as close as possible to what the sender means. Three key
variables for this type of listening:

 Vocabulary
 Concentration
 Memory
2. Empathic Listening

This is listening to provide a shoulder to cry on. It is listening sympathetically to

somebody else’s problems. This can help improve relationships between people.
Three key behaviors are required:

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  Attending
 Supporting
 Empathizing
3. Appreciative Listening

This is listening for enjoyment. Three factors are important for appreciation:

 Presentation
 Perception
 Previous Experience
4. Critical Listening

This kind of listening involves skillful criticism for judgment of financial, emotional,
intellectual, physical, and spiritual needs at home, in school, at work, or in a
place of worship. Three things to keep in mind about the speaker are:

 Ethos – expertness and trustworthiness

 Logos – well-supported arguments
 Pathos – emotional elements
5. Discriminative Listening

This is the most important and basic to the other four because it involves the
ability to sense subtle changes in the speaker’s voice quality – rate, volume,
force, pitch, and emphasis. Also included are responses, pauses, and verbal and
nonverbal cues.

Summary
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. Communication breakdown can cause issues or problems at
home, school, and community. There are so many barriers to

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 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.

Quiz 2
STRATEGIES TO AVOID COMMUNICATION BREAKDOWN
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Identify the kind of communication barrier exemplified by each description.
Tell whether it is physiological, psychological, cultural, or linguistic barrier.

1. lack of confidence
2. connotative and denotative
meaning
3. loud party
4. different races
5. poor lighting
6. lack of interest and attention
7. different views and opinions
8. using idiomatic expressions
9. information overload
10. feel frustrated

Quiz 3
STRATEGIES TO AVOID COMMUNICATION BREAKDOWN
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Explain why there is communication breakdown on the given situations.

1. Jay and Michelle started talking about their plans for Christmas
Vacation when their classmate, Moy, interrupted them.

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 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.

5. In some Asian countries, direct eye contact is considered

disrespectful and rude. In others, it is a must.

Quiz 4
STRATEGIES TO AVOID COMMUNICATION BREAKDOWN
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Identify the type of listening expounded in the following situations or
scenarios:
1. A student watching a debate on television
2. A judge giving remarks to contestants of an extemporaneous speaking contest.
3. A guidance counselor listening to a student share about his family problems.
4. A teenager listening to an upbeat song on his cellphone.
5. A teacher listening to the report of a student in class.
6. A mother listening to her child talk about the problems in school.
7. A lady watching her favorite singer performs in a concert.
8. Ana is watching news on TV.
9. An English instructor listening to students deliver their memorized speeches.
10. Romeo is listening his favorite radio station.

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 Activity 2
STRATEGIES TO AVOID COMMUNICATION BREAKDOWN
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Interview three members of your family and ask them about a past
communication breakdown they have experienced and what were the causes.
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?

An example is provided for you:

Persons Time of Barrier/s to Result
Involved Situation Communication Communication
Aling Celia Aling Celia When Reysa Physiological Aling Celia
and Reysa asked was watching Barrier was upset
(Mother & Reysa to her favorite because
Daughter) wash the anime series Reysa did not
dishes. do as told.

Persons Situation Time of Barrier/s to Result

Involved Communication Communication

1.

2.

3.

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 Quiz 5
STRATEGIES TO AVOID COMMUNICATION BREAKDOWN
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Read each statement carefully. Write TRUE if the statement is correct,
otherwise write FALSE

________________1. Concreteness in communication 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 audience.
________________7. Complete message is important to the process of
communication particularly with the receivers.
________________8. Use polite expressions when asking for clarifications.
________________9. Accept the ideas of the sender even without full
understanding of the message.
________________10. You must pay attention only in verbal cues.

Quiz 6
STRATEGIES TO AVOID COMMUNICATION BREAKDOWN
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Write your own 5 Tips on how to avoid communication
breakdown. Include a brief explanation for each tip.

Congratulations!

You did it. Now, let’s move to lesson 4.

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 Lesson 4

SAMPLE ORAL ACTIVITIES

Learning Competency:
Examines sample oral communication activities
Learning Objectives:
At the end of the lesson, you are able to:
1. Identify the sample oral activities; and
2. Examine the sample oral activities.

General Instructions
Now that you are holding this module, do the following:
1. Read and follow the instructions carefully in each lesson.
2. Take note and record points for clarification.
3. Do the activities to fully understand each lesson.
4. Answer all the given tests and exercises.
5. Use 1 whole yellow paper for quizzes and long bond paper for activities.
Use black or blue ball pen only.
6. Make sure to indicate your name, section, date, of submission, complete
name of the subject teacher, title of the lesson, and activity/quiz number
on the answer sheets.

Quiz 1
SAMPLE ORAL ACTIVITIES
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Read carefully each statement below. Write T if the statement is correct and
F if the statement is false.

1. Speeches, stories, oral poetry and songs are examples of oral

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activities.
2. Stories are helpful in teaching morals and solving attitude problems
especially with younger people who lack experience.
3. Songs are handy tools for entertainment and other purposes for
almost any occasions. They also carry a great deal of historical to modern day
information.
4. Physical appearance and bodily movements do not complement
verbal messages.
5. A dynamic speaker asserts his own objectives regardless of
feedback.
6. Reading the audience is one aspect of an effective speaker.
7. Presentations and speeches are more formal, therefore less
engaging than singing, stories and oral poetry.
8. Compared to written text, speech is less formal and less in fluency.
9. Language techniques do not apply to oral communication activities
since oral communication is supposed to be spontaneous.
10. Non-verbal cues should match the spoken words to avoid confusion.

Activity 1
STRATEGIES TO AVOID COMMUNICATION BREAKDOWN
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________

I. Video Analysis
A. Watch and listen to the comic illustration on the Guide to Effective
Communication on this link: https://www.youtube.com/watch?v=JwjAAgGi-
90&fbclid=IwAR37XIJAgpojEGme7D4LhRo4TkJic5OwWXAyDTADR0sbtRS9RF-
cImwSF4 After playing the video, explain briefly the quote: “Precise
communication at the right place, the right time, can guarantee success.”
_________________________________________________________________
_________________________________________________________________
______________________________________________________________

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 B. Open the link http://.www.youtube.com/watch?v=XLQ4v2-R3KM.
Study the two different approaches of communication -- one good and the
other bad. Then answer the following questions.
_________________________________________________________________
_________________________________________________________________
______________________________________________________________

1. What communication strategy did the boss miss in set 2 of the first scenario?
_________________________________________________________________
_________________________________________________________________
______________________________________________________________
2. What effective strategy did the boss utilize in set 1 and 2 in the second scenario?
_________________________________________________________________
_________________________________________________________________
______________________________________________________________

3. How did the employee react to the task in scenario 1? Why do you think so?
_________________________________________________________________
_________________________________________________________________
______________________________________________________________

4. What made the employee react positively to the task in scenario 2?

_________________________________________________________________
_________________________________________________________________
______________________________________________________________

Here’s what happened in the video illustrations.

Activity A. After hearing that Mr. Bear had listed preys for dinner, most animals
protested (angry) and confronted the bear without crafting the proper words to appease
the ferocious and hungry bear. On the other hand, it showed how the rabbit negotiated
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his way to success by avoiding communication barriers such as by controlling his
emotions, or not being too assertive in an argument. Being overbearing and demanding
is considered an emotional noise.

Activity B. Two different scenarios demonstrate how important a speaker needs to

respond to verbal cues. The boss was in position and looked highly respectable. In both
scenarios, he asked for the same things and received the same objections. The first
scene irritated the worker as he received no considerations for his complaint. At the end
he contended with a heavy heart. He definitely thought it unfair.

The boss successfully got his employee’s attention and cooperation in the
second scenario by trying to understand the worker’s availability. His approach
was more intimate. Additionally, the boss recognized non-verbal clues in the
second set of the dialog. He acted on the complaint (feedback) on time constraint
by offering to help with the checking of the report. Indeed, communication may
solve problems and ease challenges on the job.

Let’s consider other scenarios.

Activity 2
STRATEGIES TO AVOID COMMUNICATION BREAKDOWN
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction. Check out Amanda Al Nimri talk about the seasons of your life at:
https://www.youtube.com/watch?v=dJOwpXhIAM4 . Answer the question of this video
by writing the letter of your choice on your answer sheet/notebook.
1. Amanda is best described as a .
a. motivational speaker b. storyteller
c. adviser d. all a,b and c

2. Her story is most relevant to .

a. young adults b. little children

c. professionals d. all a,b and c
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 3. What made her storytelling engaging to you as a teenager?
a. suspense in the unfolding of events b. relevance of the topic

b. the morals d. the symbolism

Activity 3
STRATEGIES TO AVOID COMMUNICATION BREAKDOWN
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Listen to Helly Shah ft Samuel skillfully perform her oral poetry entitled,
“Dear Breasts” at:
https://www.youtube.com/watch?v=AyzjHx7R1es&list=PLaLzUhqqwV13hfsj93WV-
gQ_- WhZgvPAG&index=2. Answer the question of this video by writing the letter
1. Helly most likely performed for a group of
a. primary students b. female adolescents
c. feminists d. general public
2. Her main objective was to .
a. entertain b. inform and persuade
c. advise d. examine
3. Her talk was most relevant to .
a. primary students b. adolescents
c. all women d. business audience
4. She effectively sends her message by __.
a. being assertive on the rights of femininity
b. giving descriptive evidence and specific example events
c. talking about an important issue to the right audience
d. all a,b and c

Congratulations!

You did it. Now, let’s move to lesson 5.

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 Lesson 5

TYPES OF SPEECH CONTEXT

Learning Competency:
Identifies the various types of speech context
Learning Objectives:
At the end of the lesson, you are able to:
1. Define speech context;
2. Explain the different types of speech context;
3. Identify the strategies in effective intrapersonal and interpersonal communication;
4. Practive effective interpersonal and intrapersonal skills

General Instructions
Now that you are holding this module, do the following:
1. Read and follow the instructions carefully in each lesson.
2. Take note and record points for clarification.
3. Do the activities to fully understand each lesson.
4. Answer all the given tests and exercises.
5. Use 1 whole yellow paper for quizzes and long bond paper for activities.
Use black or blue ball pen only.
6. Make sure to indicate your name, section, date, of submission, complete
name of the subject teacher, title of the lesson, and activity/quiz number
on the answer sheets.

Activity 1
TYPES OF SPEECH CONTEXT
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________

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Direction: Below is the KWHL Chart. I want you to fill out the box based on what do you
know about the topic. The last column will be filled – out later on.
What do I know What do I want to know What I have learned

Activity 2
TYPES OF SPEECH CONTEXT
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Tick the column that determines how often you practice what the statements
say. Do this activity after you have finished studying the whole lesson 5. Bear in mind
that there are no wrong answers.

Usually Sometimes Seldom Never

1. I am aware of the types of speech contexts.

2. I can differentiate the types of speech

contexts.

3. I can explain the importance of effective

communication in a specific context.

4. I recognize that competence in

communication requires an understanding of
speech contexts.

5. I exhibit appropriate verbal and nonverbal

behavior in a given speech context.

6. I am aware that there are different speech

styles.

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 7. I can differentiate the types of speech
styles.

8. I can identify the type of speech style someone

is using.

9. I adjust my speech style depending on the

context of the situation.

10. I know that using the appropriate speech style

is a key to successful communication.

TOTAL

GRAND TOTAL /30

Scoring Score Level of Proficiency

Usually – 3 points 28 – 30 Advance
Sometimes – 2 25 – 27 d
points Seldom – 1 23 – 24 Proficient
point Never – 0 21 – 22 Approaching Proficiency
20 and below Developing
Beginning

Types of Speech Context

Communication is the lifeblood that sustains all kinds of relationships. No matter
how dysfunctional communication is, it still keeps relationships; only silence destroys.
Against this backdrop, you realize the importance of communication, be it in sharing
information with yourself or with others.

Types of Speech Context/Communication

1. Intrapersonal Communication

This refers to communication that centers on one person where the

speaker acts both as the sender and the receiver of message. “The message is
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made up of your thoughts and feelings. The channel is your brain, which
processes what you are thinking and feeling. There is feedback in the sense that
as you talk to yourself, you discard certain ideas and replace them with others.”
(Hybels & Weaver, 2012, p 16)

Examples:

1. You spent the night thinking and

analyzing why a student from the other
class talked to you on the way home and
you decided it probably meant nothing.

2. You felt happy while thinking about how

your teacher appreciated you for
submitting your project before the due
date and you reflected on why this was so.

Ways on how Intrapersonal Communication can improve our lives:

1. It affects our performance.
2. It influences our communication with others.
3. It makes a deep impact on our personality.

Strategies for Improving Intrapersonal Communication

1. Be aware of your thoughts, both positive and negative.
2. Choose the better one.
3. Take action.
4. Prayers.
2. Interpersonal Communication
 A formal or informal interaction in the process of sending and receiving
information between two or more people.
 It encompasses oral, written, and nonverbal communication.

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Principles of Interpersonal Communication
 Interpersonal communication is inevitable and irreversible.
 Interpersonal communication is influenced/ affected by culture and power.
 Interpersonal communication changes with technology.
 Interpersonal communication involves rules.

Characteristics of Interpersonal Communication

 In involves at least two people.
 It needs feedback.
 It does not need to be face-to-face
Advantages:
 It does not need to be intentional or planned.
 It produces and effect.
 It does not need to involve words.
 It is affected by noise.
a. Speaker – generated noise
 Linguistic Problems – grammar lapses, poor sentence construction,
wrong pronunciation of words and incorrect word choices.
 Paralinguistic problems – too high or too low pitch, poor voice quality,
too slow or too fast-paced, wrong emphasis, and incorrect inflections.
 Inconsistency between words said, gestures, and facial expressions.
b. Receiver – generated noise
c. Environmental noise
 Acoustic Noise – this could be noise from the crowd that blocks the
message or makes hearing difficult.
 Visual Noise – this is a physical disturbance caused by what you see
while listening.
Barriers
1. Emotion – extreme emotion is an obstacle to effective communication.

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 2. Filtering – the sender manipulates or reforms the original message to make it
appear favorable to the receiver.
3. Information Overload
4. Defensiveness
5. Cultural Differences
6. Jargon – this is the vocabulary peculiar to a particular group.
Example:
Medical Jargon – BP
Police Jargon – Code 8
Military Jargon – AWOL
Internet Jargon – BTW, LOL, LRJ

Ways to Overcome Barriers

1. Simplify language
2. Rein in emotion
3. Listen actively
4. Provide feedback

Types of Interpersonal Context

A. Dyad Communication
 A process of sending messages between two participants who play the role of
sender/speaker or receiver/listener interchangeably.
 It may be spoken, such as face-to-face encounter or through a telephone or any
other electronic device.
a. Conversation
 It is an informal dyadic face-to-face communication using verbal and
nonverbal symbols.
Elements
1. It involves two active participants who alternately function as
sender and receiver of the message.

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 2. The flow of communication is either one way or two way, depending
on the purpose:
3. It has no definite purpose or topic.
4. The participants have a previous encounter.
5. The encounter is spontaneous or unplanned.
6. The reception and the evaluation of the feedback are immediate.

Guidelines for a Good Conversation

1. Awareness of Others
o Observe one minute rule
o Seek topics of mutual interest
o Listen to what the other person has to say
o Ask questions
2. Awareness of Self
 Be tactful and courteous
 Express sincere compliments
 Do not step on somebody’s shoes
 Do not argue.

b. Dialog
o It is another form of dyadic communication involving two active
participants, or two groups interacting alternately in a face-to-
face encounter as sender and/or receiver of the message.
Characteristics
1. A dialog is purposive and planned, not spontaneous, like the
conversation.
2. It has a definite agenda or topic to discuss, usually problem-
solving.
3. It is more intimate and self-revealing than a conversation
because there is a problem to solve.

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 4. The topic is organized, and the sequence of speakers is orderly.

Guideline for Dialog

 Identify the problem
 Analyze the problem
 Generate creative solutions
 Select the best solution
 Take action

c. Interview
 It involves two parties – the interviewer and the
interviewee – for the purpose of gathering information.

Guidelines for Conducting an Interview

The Interviewer
1. The interview should have a definite purpose.
2. The interview questions should suit the purpose of the interview
and the interviewee’s personality and status.
3. Ground rules must be laid down, particularly the scope and
limitations of the interview.
4. The data gathered in the interview should be reviewed and
clarified for accuracy.

The Interviewee
1. He should know the purpose of the interview, except in cases
where the purpose is obvious, as in interviews related to jobs,
scholarships, or loans.
2. He should know the scope and limitations of the interview, the
kinds of information he is expected to give. He should be
prepared to present such information, perhaps with visual aids.

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 3. He should be open-minded, cooperative, helpful, and friendly.

B. Small Group Communication

According to Engelberg and Wynn (2000) and Collins describe small-
group communication as an interaction of five or more people who work
together to achieve their common goal.
Elements
1. Members – there are at least 5 – 15 members.
2. Goal – this is the collective or group reason that defines, binds, and directs
the members of the group.
3. Interaction – members communicate with one another to establish
relationship and to share information that will help them arrive at decisions
and solve the problem.
4. Interdependence – members function as a team. Each one assumes
responsibility for doing his part.
5. Working – together as a team, they work to pursue their common goal.

Kinds of Small Group

1. According to Purpose – groups are classified into primary and
discussion groups.
a. Primary or Psyche Group gives support to its members.
b. Discussion Group functions as a clearing house where members
are required to speak out for the enlightenment of the members in
finding solution to a problem.
2. According to Participation – groups are categorized into public or
open and private or closed group participation.
a. In a public or open discussion group, an audience is present to
listen and at times to participate in the proceedings.
b. A private or closed discussion group is one in which no audience
listens or participates in the proceedings.

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 3. According to Seating Arrangement – group communication, to be
effective, must take place in a good environment, and this starts with the
seating arrangement. It is either formal or informal depending on the
nature of the meeting.
4. According to Communication Patterns – in general, interpersonal
communication can be one way or two-way.
a. One way communication
b. Two-way communication
C. Public or Mediated Communication
- It is a process of exchanging messages among individuals or groups of
individuals engaged in a public dialogue to deliver a message to a
particular audience.
3 Components of Public Communication
1. Audience
2. Occasion
3. Purpose

Structuring the Speech

1. Introduction
 Attract or call your audience’s attention
 Establish goodwill and credibility
 Give a preview of the speech
2. Body of the Speech
 Time/Chronological Order – where events are arranged in the
sequence as they happen.
 Cause and Effect Mode – shows how one event causes the
occurrence of another event.
 Spatial Pattern – if the speech is based on physical arrangement, such
as describing a place, object, or person.

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  Topical Designs – are best if the speech has clear categories or
classification.
 Comparison – is best when you take two or more entities and draw
attention to their similarities and differences.
3. Conclusion
 Summarize the main ideas
 Give the speech a sense of completion
D. Mass Communication
- Professional communicators (reporters, author, announcer) use
technology to disseminate messages to distant places and large audiences.
Kinds of Mass Media
1. Newspapers – the oldest mass media
2. Television
3. News Magazines
4. Internet
Computer Mediated Communication
- is a person-to-person interaction using networked computer channels.
- it may either be Synchronous Communication (allows participants to interact in real
or present time, simultaneously as sender and receiver) and Asynchronous
Communication (has delays in interaction, and each participant takes his turn being
sender and receiver).

Summary
Communication is the lifeblood that sustains all kinds of relationships. No matter
how dysfunctional communication is, it still keeps relationships; only silence destroys.
Against this backdrop, you realize the importance of communication, be it in sharing
information with yourself or with others. Intrapersonal Communication refers to
communication that centers on one person where the speaker acts both as the
sender and the receiver of message. “The message is made up of your thoughts
and feelings. The channel is your brain, which processes what you are thinking

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and feeling. There is feedback in the sense that as you talk to yourself, you discard
certain ideas and replace them with others. Interpersonal communication refers
to exchanging information or ideas between sender and receiver and vice versa.

Activity 3
TYPES OF SPEECH CONTEXT
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Watch any interview shown on TV or YouTube; observe and evaluate it.
Note down the following details, and be able to discuss these following details:

1. Place and time of interview

2. Topic of interview
3. Purpose of interview
4. Name of participants: the interviewer and the interviewee

Quiz 1
TYPES OF SPEECH CONTEXT
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Discuss the following.

1. Compare and contrast the public and mediated communication.

________________________________________________________________
2. How important is the public communication to you?
________________________________________________________________
3. Differentiate interpersonal from intrapersonal communication.
________________________________________________________________
4. Among the kinds of noise that disrupt communication, which bothers you most?
________________________________________________________________

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 Activity 4
TYPES OF SPEECH CONTEXT
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Using the graphic organizer below, describe each type of speech context
and give three (3) examples for each.

Type Description Example

1. Intrapersonal Communication

2. Interpersonal Communication

3. Public Communication

4. Mass Communication

Congratulations
You did it. Now, let’s move to lesson 6.

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 Lesson 6

TYPES OF SPEECH STYLE

Learning Competency:
Distinguishes types of speeches and speech style
Learning Objectives:
At the end of the lesson, you are able to:
1. Define speech style;
2. Explain the different types of speech style; and
3. Classify speech styles;

General Instructions
Now that you are holding this module, do the following:
1. Read and follow the instructions carefully in each lesson.
2. Take note and record points for clarification.
3. Do the activities to fully understand each lesson.
4. Answer all the given tests and exercises.
5. Use 1 whole yellow paper for quizzes and long bond paper for activities.
Use black or blue ball pen only.
6. Make sure to indicate your name, grade level, section, date, of
submission, complete name of the subject teacher, title of the lesson, and
activity/quiz number on the answer sheets.

Quiz 1
TYPES OF SPEECH STYLE
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Discuss the following concisely.

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 1. Why do you need to adjust your manner of speaking to the speech situation?
Cite an example.
2. What is speech style?
3. Why do we need to know about the speech style?

Types of Speech Style

The context dictates and affects the way people communicate, which results
in various speech styles. According to Joos (1968), there are five speech styles.
These are (1) intimate, (2) casual, (3) consultative, (4) formal, and (5) frozen.
Each style dictates what appropriate language or vocabulary should be used or
observed.

1. Intimate – This style is private, which occurs between or among close family
members or individuals. The language used in this style may not be shared in
public.

2. Casual – This style is common among peers and friends. Jargon, slang, or the
vernacular language is used.

3. Consultative – This style is the standard one. Professional or mutually

acceptable language is a must in this style. Examples of situations are
communication between teachers and students, employers and employees,
doctor and patient, judge and lawyer, or President and his/her constituents.

4. Formal – This style is used in formal settings. Unlike the consultative style, this is
one-way. Examples are sermons by priests and ministers, State of the Nation
Address of the President, formal speeches, or pronouncements by judges.

5. Frozen – This style is “frozen” in time and remains unchanged. It mostly occurs in
ceremonies. Common examples are the Preamble to the Constitution, Lord’s
Prayer, and Allegiance to country or flag.
Summary

The context dictates and affects the way people communicate, which results
in various speech styles. According to Joos (1968), there are five speech styles.
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These are (1) intimate, (2) casual, (3) consultative, (4) formal, and (5) frozen.
Each style dictates what appropriate language or vocabulary should be used or
observed. Intimate refers to private, which occurs between or among close
family members or individuals. The language used in this style may not be shared
in public. Casual style is common among peers and friends. Jargon, slang, or
the vernacular language is used. Consultative style is the standard one.
Professional or mutually acceptable language is a must in this style. Examples of
situations are communication between teachers and students, employers and
employees, doctor and patient, judge and lawyer, or President and his/her
constituents. Formal style is used in formal settings. Unlike the consultative style,
this is one-way. Frozen style is “frozen” in time and remains unchanged.
Activity 1
TYPES OF SPEECH STYLE
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: A 20-year old employee is suspected of having kidnapped the four-year old

son of the owner of the factory where the employee is working. Pretend that you are a

news reporter assigned to interview both the suspect and the mother of the victim.

Which of the five speech styles will you use to gain the suspect’s trust and cooperation?

On the other hand, which style will you use to make the victim’s mother feel better and

lessen her suffering?

Quiz 2
TYPES OF SPEECH STYLE
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Identify the type of speech style appropriate for the following situations.

1. Talking to a counselor or psychiatrist

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 2. Giving last-minute instructions to players
3. Delivering campaign speeches
4. Delivering a speech at the UN Summit
5. Delivering news reports
6. Talking and laughing about memorable
experiences
7. Communicating while playing sports
8. Having a one-on-one conversation with
a loved one
9. Delivering an oratorical speech
10. Leading a prayer before meal
11. Reading school policies
12. Talking to a superior
13. Reading pledge of allegiance to the flag
14. Talking to a stranger
15. Inquiring at a hotel

Congratulations!

You did it. Now, let’s move to lesson 7.

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 Lesson 7

TYPES OF SPEECH ACT

Learning Competency:
Responds appropriately and effectively to a speech act
Learning Objectives:
At the end of the lesson, you are able to:
1. Define speech acts;
2. Distinguish types of speech acts; and
3. Recognize that communicative competence requires understanding of speech
acts.

General Instructions
Now that you are holding this module, do the following:
1. Read and follow the instructions carefully in each lesson.
2. Take note and record points for clarification.
3. Do the activities to fully understand each lesson.
4. Answer all the given tests and exercises.
5. Use 1 whole yellow paper for quizzes and long bond paper for activities.
Use black or blue ball pen only.
6. Make sure to indicate your name, grade level, section, date, of
submission, complete name of the subject teacher, title of the lesson, and
activity/quiz number on the answer sheets.
Activity 1
TYPES OF SPEECH STYLE
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Take the quiz below and check if you can discern the meaning behind the
utterance.

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1. Consider the phrase: “I now declare Martial Law.” Who
among the following can say this phrase and make martial law
actually happen?
a. President of the country
b. My pregnant neighbor
c. A retired veterinarian
d. A famous rock star
2. What do you think does the speaker mean when he/she says, “Can you open
the door?”
a. The speaker wants to know if I have the ability to open
the door.
b. The speaker is requesting me to open the door.
c. The speaker does not make sense.
d. The speaker is asking me a question.
3. You and your friend who has a fever enter your room. She
shivers and tells you, “It’s cold in here!” How would you interpret
what she said?
a. She feels cold.
b. She wants me to increase the temperature in the room.
c. She does not feel well because of the cold.
d. She is complimenting the temperature in my room.
4. Based on the scenario in item number 3, what would your next action be?
a. I will thank my friend.
b. I will agree with her and say that the room is cold.
c. I will increase the temperature to decrease the coldness.
d. I will ignore my friend.
5. In which of the following statements is the speaker making a commitment?
a. “I checked her Facebook profile yesterday.”
b. “I’m in love and I’m happy!”
c. “I promise to love you for better or for worse.”

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 d. “I think following my suggestion will get us a high
grade.”

Activity 2
TYPES OF SPEECH STYLE
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Tick the column that determines how often you practice what the statements
say. Do this activity after you have finished reading and studying the whole lesson. Bear
in mind that there are no wrong answers.

Usually Sometimes Seldom Never

1. I know what a speech act is.

2. I can distinguish the types of speech acts.

3. I recognize that to fully understand
speech acts, I need to have
communicative competence.
4. I respond appropriately and effectively to a
speech act.
5. I consider the various social meanings behind
an utterance.
6. I understand why speech acts are difficult to
perform when using a second language.
7. I understand what each type of speech
entails.
8. I try to decode speech acts based on the
context of the situation.
9. I understand the intended meaning of indirect
speech acts.
10. I can tell when a speech act is being used
during communication.

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 Scoring Score Level of Proficiency
Usually – 3 points 28 – 30 Advance
Sometimes – 2 25 – 27 d
points Seldom – 1 23 – 24 Proficient
point Never – 0 21 – 22 Approaching Proficiency
20 and below Developing
Beginning

Speech Act

A speech act is an utterance that serves as a function in communication. We

perform speech acts when we offer an apology, greeting, request, complaint,
invitation, compliment, or refusal.

A speech act is an utterance that a speaker makes to achieve an intended

effect. Some of the functions which are carried out using speech acts are offering
an apology, greeting, request, complaint, invitation, compliment, or refusal. A
speech act might contain just one word or several words or sentences. For
example, “Thanks” and “Thank you for always being there for me. I really appreciate
it” both show appreciation regardless of the length of the statement.

Three Types of Speech Act

According to J. L. Austin (1962), a philosopher of language and the

developer of the Speech Act Theory, there are three types of acts
in every utterance, given the right circumstances or context. These
are:

1. Locutionary Act – it is the basic literal meaning of the utterance

or what is being said.

Example: It’s hot in here! (Literally, this is the statement of fact)

2. Illocutionary Act – it is the social function of what is said; it is

the intended effect that an utterance has on the hearer. It is the
real and intended meaning.

Example: It’s hot in here! (The intention is to get someone to open

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the window)

This statement could mean:

a. An indirect request for someone to open the window.

b. An indirect refusal to close the window when someone said

he is cold

c. A complaint implying that someone should know better than

to keep the windows closed.

3. Perlocutionary Act – it is the actual effect of the utterance on

the hearer. It is what the hearer does in response to the utterance.

Example: It’s hot in here! - could result in someone opening the

window.

To summarize, locutionary is what we say, illocutionary is

what we mean when we say it, and perlocutionary is what we
accomplish when we say it.

Searle’s Classifications of Speech Act

As a response to Austin’s Speech Act Theory, John Searle (1976), a

professor from the University of California, Berkeley, classified illocutionary acts
into five distinct categories.

1. Assertive – a type of illocutionary act in which the speaker

expresses belief about the truth of a proposition. Some
examples of an assertive act are suggesting, putting
forward, swearing, boasting, and concluding.

Example:
No one makes better pancakes than I do.

2. Directive – a type of illocutionary act in

which the speaker tries to make the
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 addressee perform an action. Some
examples of a directive act are asking,
ordering, requesting, inviting, advising,
and begging.

Example:
Please close the door.

3. Commissive – a type of illocutionary act

which commits the speaker to doing
something in the future. Examples of a
commissive act are promising, planning,
vowing, and betting.

Example:
From now on, I will participate in our group activity.

4. Expressive – a type of illocutionary act in

which the speaker expresses his/her
feelings or emotional reactions. Some
examples of an expressive act are
thanking, apologizing, welcoming, and
deploring.

Example:
I am so sorry for not helping out in our group projects and letting you do all
the work.

5. Declaration – a type of illocutionary act

which brings a change in the external
situation. Simply put, declarations bring into

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 existence or cause the state of affairs which
they refer to. Some examples of
declarations are blessing, firing, baptizing,
bidding, passing a sentence, and
excommunicating.

Example:
You are fired!

By saying that someone is fired, an employer causes or brings about the person’s
unemployment, thus changing his external situation.

Always keep in mind that speech acts

include concrete life interactions that require
the appropriate use of language within a given
culture. Communicative competence (i.e., the
ability to use linguistic knowledge to effectively
communicate with others) is essential for a
speaker to be able to use and understand
speech acts. Idioms and other nuances in a
certain language might be lost or misunderstood
by someone who does not fully grasp the
language yet.
Summary

A speech act is an utterance that a speaker makes to achieve an intended

effect. Some of the functions which are carried out using speech acts are offering
an apology, greeting, request, complaint, invitation, compliment, or refusal. A
speech act might contain just one word or several words or sentences. For
example, “Thanks” and “Thank you for always being there for me. I really appreciate
it” both show appreciation regardless of the length of the statement. According to J.
L. Austin (1962), a philosopher of language and the developer of the Speech Act

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Theory, there are three types of acts in every utterance, given the right
circumstances or context. These are: Locutionary Act – it is the basic literal
meaning of the utterance or what is being said. Illocutionary Act – it is the social
function of what is said; it is the intended effect that an utterance has on the hearer.
It is the real and intended meaning. Perlocutionary Act – it is the actual effect of the
utterance on the hearer. It is what the hearer does in response to the utterance.
Quiz 2
TYPES OF SPEECH STYLE
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Explain the following concisely.

1. How are locutionary, illocutionary, and perlocutionary acts related to one

another? Give examples to make your explanation clearer.
2. What is the meaning of this statement “we have mastery of the language when
we know when to speak, when not to speak, and what to talk about with whom,
when, where, and in what manner?

Quiz 3
TYPES OF SPEECH STYLE
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Quiz 3 Direction: Below are samples of speech acts. Identify the category of each
(complaint, gratitude, apology, refusal, compliment, acceptance, offer, request, or
question)

1. Would you mind doing your share of the duties?

2. I wonder where mom went
3. Isn’t your ring beautiful!
4. Oh! Thanks, I love it.
5. You really handled the situation well.
6. You are such a wonderful person!
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 7. It’s my fault.
8. I’m really sorry. Are you okay?
9. I put a lot of time and effort in this . . .
10. Is it possible not to take it?

Activity 3
TYPES OF SPEECH STYLE
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Complete the following table with information related to Searle’s
Classification of Speech Acts.
Classification of Specific Situation Example
Speech Act

Assertive Chris bought a new gadget, and he “I’m the only one in school who has this
shows it off to his friends. new iPhone model.”

Your turn:
Classification of Situation Example
Speech Act

Assertive

Directive

Commisive

Expressive

Declaration

Congratulations!

You did it. Now, let’s move to lesson 8.

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 Lesson 8

TYPES OF COMMUNICATIVE STRATEGY

Learning Competency:
Employs various communicative strategies in different situations
Learning Objectives:
1. Define communicative strategy;
2. Distinguish various types of communicative strategies;
3. Engage in a communicative situation;
4. Explain the effects of a shift in communicative strategy; and
5. Demonstrate effective use of communicative strategy.

General Instructions
Now that you are holding this module, do the following:
1. Read and follow the instructions carefully in each lesson.
2. Take note and record points for clarification.
3. Do the activities to fully understand each lesson.
4. Answer all the given tests and exercises.
5. Use 1 whole yellow paper for quizzes and long bond paper for activities.
Use black or blue ball pen only.
6. Make sure to indicate your name, grade level, section, date, of
submission, complete name of the subject teacher, title of the lesson, and
activity/quiz number on the answer sheets.

Activity 1
TYPES OF COMMUNICATIVE STRATEGY
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________

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Direction: For the entire lesson, you will go an imaginary fieldtrip. Below is the link to
“Tara na Biyahe Tayo,” an MTV performed by various Filipino artists with the common
goal of encouraging Pinoys to visit and explore the wonderful places in the Philippines.
While watching the video clip, think about what for you are a must-see in the country.

“Tara Na, Byahe Tayo” https://www.youtube.com/watch?v=NbO6LPZ9N8Q

After watching the video, decide on the most exciting tourist spot in the
country. Make an essay about it.

Communicative Strategy

People communicate every day to establish and maintain relationships,

know and understand themselves, and find meaning in the daily grind.
Moreover, since humans are social beings who survive more effectively through
sensible discourses, they are always driven to learn the skills of creating and
sustaining meaningful conversations. Successful communication requires
understanding of the relationship between words and sentences and the speech
acts they represent. However, a conversation may be complex at times; that is
why some people get lost along the way and misunderstand each other. It is
only when we willingly cooperate and speak in socially- approved ways that we
can make a conversation meaningful.

Since engaging in conversation is also bound by implicit rules, Cohen (1990)

states that strategies must be used to start and maintain a conversation. Knowing
and applying grammar appropriately is one of the most basic strategies to maintain
a conversation. The following are some strategies that people use when
communicating.

Types of Communicative Strategy

1. Nomination
A speaker carries out nomination to collaboratively and productively establish
a topic. Basically, when you employ this strategy, you try to open a topic with the
people you are talking to.

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 When beginning a topic in a conversation, especially if it does not arise from a
previous topic, you may start off with news inquiries and news announcements as
they promise extended talk. Most importantly, keep the conversational
environment open for opinions until the prior topic shuts down easily and
initiates a smooth end. This could efficiently signal the beginning of a new topic
in the conversation.

2. Restriction
Restriction in communication refers to any limitation you may have as a
speaker. When communicating in the classroom, in a meeting, or while hanging
out with your friends, you are typically given specific instructions that you must
follow. These instructions confine you as a speaker and limit what you can say.

For example, in your class, you might be asked by your teacher to

brainstorm on peer pressure or deliver a speech on digital natives. In these
cases, you cannot decide to talk about something else. On the other hand,
conversing with your friends during ordinary days can be far more casual than
these examples. Just the same, remember to always be on point and avoid
sideswiping from the topic during the conversation to avoid communication
breakdown.

3. Turn-taking
Sometimes people are given unequal opportunities to talk because others
take much time during the conversation. Turn-taking pertains to the process by
which people decide who takes the conversational floor. There is a code of behavior
behind establishing and sustaining a productive conversation, but the primary idea
is to give all communicators a chance to speak.
Remember to keep your words relevant and reasonably short enough to
express your views or feelings. Try to be polite even if you are trying to take the
floor from another speaker. Do not hog the conversation and talk incessantly
without letting the other party air out their own ideas. To acknowledge others, you
may employ visual signals like a nod, a look, or a step back, and you could

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accompany these signals with spoken cues such as “What do you think?” or “You
wanted to say something?”

4. Topic Control

Topic control covers how procedural formality or informality affects the

development of topic in conversations. For example, in meetings, you may only
have a turn to speak after the chairperson directs you to do so. Contrast this with a
casual conversation with friends over lunch or coffee where you may take the
conversational floor anytime.

Remember that regardless of the formality of the context, topic control is

achieved cooperatively. This only means that when a topic is initiated, it should be
collectively developed by avoiding unnecessary interruptions and topic shifts. You
can make yourself actively involved in the conversation without overly dominating it
by using minimal responses like “Yes,” “Okay,” “Go on”; asking tag questions to
clarify information briefly like “You are excited, aren’t you?”, “It was unexpected,
wasn’t it?”; and even by laughing!

5. Topic Shifting

Topic shifting, as the name suggests, involves moving from one topic to
another. In other words, it is where one part of a conversation ends and where
another begins.

When shifting from one topic to another, you have to be very intuitive. Make
sure that the previous topic was nurtured enough to generate adequate views. You
may also use effective conversational transitions to indicate a shift like “By the way,”
“In addition to what you said,” “Which reminds me of,” and the like.

6. Repair

Repair refers to how speakers address the problems in speaking, listening,

and comprehending that they may encounter in a conversation. For example, if
everybody in the conversation seems to talk at the same time, give way and
appreciate other’s initiative to set the conversation back to its topic.

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 Repair is the self-righting mechanism in any social interaction (Schegloff et
al, 1977). If there is a problem in understanding the conversation, speakers will
always try to address and correct it. Although this is the case, always seek to initiate
the repair.

7. Termination

Termination refers to the conversation participants’ close-initiating

expressions that end a topic in a conversation. Most of the time, the topic initiator
takes responsibility to signal the end of the discussion as well.

Although not all topics may have clear ends, try to signal the end of the topic
through concluding cues. You can do this by sharing what you learned from the
conversation. Aside from this, soliciting agreement from the other participants
usually completes the discussion of the topic meaningfully.
Summary

People communicate every day to establish and maintain relationships,

know and understand themselves, and find meaning in the daily grind.
Moreover, since humans are social beings who survive more effectively through
sensible discourses, they are always driven to learn the skills of creating and
sustaining meaningful conversations. Successful communication requires
understanding of the relationship between words and sentences and the speech
acts they represent. However, a conversation may be complex at times; that is
why some people get lost along the way and misunderstand each other. It is
only when we willingly cooperate and speak in socially- approved ways that we
can make a conversation meaningful. Since engaging in conversation is also
bound by implicit rules, Cohen (1990) states that strategies must be used to start
and maintain a conversation. Knowing and applying grammar appropriately is one
of the most basic strategies to maintain a conversation. The following are some
strategies that people use when communicating.

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 Activity 2
TYPES OF COMMUNICATIVE STRATEGY
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: The dialog below is incomplete. Complete the dialog by adding an
appropriate closing. You may refer to the examples of American closings and saying
goodbye in the discussion of topic termination.
Dialog 1
Shutdown of topic only Mark: Hi, John
John: Hi Mark. Did you go to the football game
yesterday?
Mark: No, I went to the movies with my friends. Did
our team win?
John: No, they didn’t. They lost.
Mark: Did they lose by much?
John: They lost by twelve points.
Shutting down Mark: Oh, that’s awful. I’m glad I didn’t go.

Quiz 1
TYPES OF COMMUNICATIVE STRATEGY
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Identify the type of communicative strategy in each statement.
______________1. “Do you have anything to say?”

_______________2. “One of the essential lessons I gained from the discussion is the
importance of sports and wellness to a healthy lifestyle.”

_______________3. “Excuse me? I think we should speak one at a time, so we can

clearly understand what we want to say about the issue.”

_______________4. “Go on with your ideas. I’ll let you finish first before I say

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something.”

_______________5. “Have you heard the news about the latest achievement of our
government?”

_______________6. “Hey, how are you? I missed you!”

_______________7. “Best regards to your parents! See you around!”

_______________8. “Good to see you. Anyway, I came to visit you because I want to
personally offer apologies for what I did yesterday.”

_______________9. “Sorry, I can’t decide on that now. I am still focused on my writing

assignment. Let’s talk next time, okay?”
_______________10. “Now, it’s your turn to ask questions.”

Activity 3
TYPES OF COMMUNICATIVE STRATEGY
Name _____________________________ Subject Teacher ________________
Grade Level/Section _________________ Date __________________________
Direction: Watch the first video of telephone conversations through this link.

Video 1: https://www.youtube.com/watch?v=hpZFJctBUHQ

1. Discuss your answers to the following questions.

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

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

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

d. What closing is used by the agent?

Congratulations!

You did it. You are done with Quarter 1.

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 REFERENCES

Agnaou, A. (2012). “Communication” according to Julia Wood. Retrieved from

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Barker, L. L., & Grant, D. A. Communication. Retrieved from Com/4-basic-types-
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Blythe, J. (2009). The Schramm Model of Communication. Key concepts in
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Engelberg, I. N., & Wynn, D. R. (2000). Working in groups. USA: Houghton
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Farley, A. (2015). Demand Media. Definition of Public vs. Mass Communication.”
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Lombardo, J. (2015). What are the functions of communication? Retrieved from
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