Asian Institute of Computer Studies (AICS)
MODULE 1
MODULE 5
Nature and Elements of Communication ………….……………………….….1
The Context of Speech ……………….……………………………….……………….18
Activities …………………………………………………………………………..…………..2
Activities …………………………………………………………………………..…………20
Assessment ………………………………………..…………………………………………4
Assessment ………………………………………..……………………………………….22
MODULE 2
MODULE 6
Models of Communication ……………………………….…………………….….….5
The Style of Speech ……………….…………………………….…….……………….23
Activities …………………………………………………………………………..…………..7
Activities …………………………………………………………………………..…………24
Assessment ………………………………………..…………………………………………8
Assessment ………………………………………..……………………………………….26
MODULE 3
MODULE 7
Types of Communication ……………………………….…………………………..….9
The Speech Act ……..……………….…………………………….…….……………….27
Barriers to Communication ………………………………………………………….10
Activities …………………………………………………………………………..…………29
Activities …………………………………………………………………………..…………11
Assessment ………………………………………..……………………………………….30
Assessment ………………………………………..……………………………………….12
Project for ENG 111 (Oral Communication) ………………………………….32
MODULE 4
The Functions of Communication ……………………………….……………….13
Activities …………………………………………………………………………..…………14
Assessment ………………………………………..……………………………………….16
MODULE 8
Quarterly Examination
Asian Institute of Computer Studies (AICS)
ENG 111
MODULE
1
Inclusive Date:
________________
__
3. Communication can be expressed through written or spoken words, actions
(nonverbal), or both spoken words and nonverbal actions at the same time.
NATURE AND ELEMENTS OF COMMUNICATION
At the end of this module, the learner is expected to:
• Identify the elements of communication.
• Demonstrate awareness on how communication
works in daily life.
• Describe the nature and process of
communication.
Elements of Communication
Communication is divided into elements which help us better understand
its mechanics or process. There are seven elements in communication.
The source, also called as sender, is the origin of message, which contains
the idea or action. To ensure that the correct message is sent, the source encodes
it in the manner believed to be most understood by the receiver who decodes the
message. The message goes through a channel, which may include the telephone,
radio, television, person to person, by letter or public address system. Feedback is
the response made by the receiver. It tells the sender if the intended message is
understood or decoded properly. The transmission of the message may be affected
by noise.
Key Questions:
1. What are the characteristics of an effective communication?
2. Is effective communication important? Why or why not?
Overview
Process of Communication
Communication is a systematic process through which individuals
interact through symbols to create and interpret meaning. It is a process of sharing
and conveying messages or information from one person to another within and
across channels, contexts, media, and cultures (McCornack, 2014). It involves at
least seven elements: source, message, encoding, communication channel,
receiver, decoding, and feedback.
Communication may be verbal or non-verbal. Communication can be
manifested in a wide variety of contexts and situations. It can be a face-to-face
interaction, a phone conversation, a group discussion, a meeting or interview, a
letter correspondence, a class recitation, and more.
Nature of Communication
1. Communication is a process.
2. Communication occurs between two or more people (the speaker and the
receiver).
1
Asian Institute of Computer Studies (AICS)
General Instructions:
Points to Remember
Submit these activity sheets on the scheduled date along with the other
activity/ies) the instructor may have asked the students to do on a separate paper.
If you are sending something you have done online such as MS presentations,
pictures, pdfs, etc., then you may send those to your subject teacher’s email address
by following this format: SECTION_LASTNAME_FIRSTNAME_ACTIVITYNAME.
Communication is a process of sharing and conveying messages or
information from one person to another. It follows a system in which seven
elements are involved (sender, message, channel, encoding, channel, receiver,
decoding, and feedback). It can be expressed through written or spoken words,
actions, or both spoken words and nonverbal actions at the same time.
Name: _____________________________
Section: ____________________________
Reference
Date: ____________________
Score: ____________________
ACTIVITY 1
Gasulas, A. M., et.al (2016). IE for EC Integrated English for Effective
Communication. Oral Communication in Context Senior High School. pp. 2-6.
Quezon City: The Phoenix Publishing House, Inc.
Directions: In the boxes below, draw a comic strip that shows a scenario in which
the process and nature of communication are reflected. Below the comic strip,
explain your work in three to five sentences. (30 points)
Sipacio, P.J.F. & Balgos, A.R.G. (2016). Oral Communication in Context for Senior
High School. pp. 4-5. Quezon City: C&E Publishing, Inc.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2
Asian Institute of Computer Studies (AICS)
Rubric for Grading:
2. Communication occurs between two or more people.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
DESCRIPTION/INDICATION
CRITERIA
10
8
The process was
The process and reflected clearly
nature of
in the task.
Content
communication However, the
were reflected
nature needs
clearly in the task
clearer
explanation.
The overall
The task
product of the
outcome shows
Creativity
student’s task
creativity but
shows creativity
lacks neatness.
and neatness.
5
3
The process and
The student’s
nature of
insights are
communication are
irrelevant to
not reflected
the task given.
clearly in the task.
3. Communication can be expressed through written or spoken words,
actions (nonverbal), or both spoken words and nonverbal actions at the
same time.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
The task
The task outcome
presented lacks
shows very
neatness
little creativity and
and shows no
neatness.
creativity.
The task outcome
The task
The task
showed that the
The task outcome outcome showed
outcome
student did not
showed that the
that the
showed that
follow the
Mechanics student followed student followed
the students
instructions
the instructions
most of
did not follow
correctly. Some
correctly.
the instructions
any instruction
parts are either
correctly.
correctly.
missing or unclear.
ACTIVITY 3
Directions: On a separate sheet of paper, construct a short essay by answering
the question below. Your essay should have an introduction, body, and
conclusion. (30 pts.)
ACTIVITY 2
What is the importance of learning how to communicate effectively?
Directions: Explain the following nature of communication briefly and concisely.
(5 pts. each)
1. Communication is a process.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3
Asian Institute of Computer Studies (AICS)
Rubric for Grading:
CRITERIA
a. Receiver
10
DESCRIPTION/INDICATION
7
5
The insights were The insights are
discussed clearly unclear, and the
Content
but the output is
output is too
too wordy.
wordy.
The insights were
The insights were
explained using There are minimal
explained using
Grammar and
correct spelling of errors in grammar
proper grammar
Vocabulary
words. However,
and spelling of
and correct
there are some
words.
spelling of words.
errors in grammar.
The task outcome
showed that the
The task outcome
The task outcome
student did not
showed that the
showed that the
follow the
student followed
Mechanics student followed
instructions
most of
all the instructions
correctly. Some
the instructions
correctly.
parts are either
correctly.
missing or
unclear.
The insights were
discussed clearly
and concisely.
The insights are
irrelevant to
the given
concepts.
II.
The output has
too many
errors in
grammar and
spelling
The task
outcome
showed that
the students
did not follow
the instructions
correctly.
Directions: Encircle the answer that describes each statement.
1. This is a systematic process through which individuals interact through
symbols to create and interpret meaning.
a. Barriers
b. Channel
c. Communication
d. Listening
2. This is the where the message in the communication originated.
a. Receiver
b. Sender
c. Channel
d. Feedback
3.
This is where the message goes through.
a. Receiver
b. Sender
c. Channel
c. Channel
d. Sender
5. This refers to the response made by the receiver to ensure that the
message was understood properly.
a. Communication
b. Encoding
c. Transmission
d. Feedback
3
Assessment
I.
b. Encoder
d. Feedback
4. This refers to the one who decodes the message.
4
Directions: Write T before the number if the statement is correct. If false,
underline the word/s that made the statement incorrect.
6. The sender decodes the message for the receiver.
7. Telephone, radio, and letter are some examples of communication
channel.
8. The receiver provides feedback so that the sender will know if he/she
understood the message.
9. Communication is only effective when it is expressed using spoken words.
10. Communication follows a series of steps or system.
Asian Institute of Computer Studies (AICS)
ENG 111
MODULE
2
Inclusive Date:
________________
__
1. Shannon-Weaver’s Model of Communication
MODELS OF COMMUNICATION
Message
At the end of this module, the learner is expected to:
• Identify the models of communication.
• Demonstrate awareness on how communication
takes place.
• Recognize the similarities and uniqueness of
various models of communication.
Source
Signal
Transmitter
(Encoder)
Received Signal
Channel
Message
Receiver
(Decoder)
Destination
Encoder
Noise
Source
Figure 1
The Shannon-Weaver’s Model, also referred to as the Transmission or
Standard View Model, has three main parts: sender, channel, and receiver.
Originally designed to mirror radio and telephone technologies, the model
presents the sender as the part of the telephone a person speaks into, the channel
as the telephone itself, while the receiver as the part of the telephone where one
hears the other person speaking. The static and sometimes the absence of signal
are considered noise. Thus, the source produces a message, which the transmitter
encodes as signals. These signals are sent through a channel, which adapts them
for transmission to the receiver. Upon receipt, the receiver decodes the signal for
the destination. This summarizes the view of communication as means of sending
and receiving information.
Key Question:
1. How does effective communication take place in a conversation?
Overview
In the previous lesson, communication was defined as a systematic
process of transferring information from one part to another. In order to
understand this process more, communication models are used to offer visual
representation of concepts. There are three standard models of the
communication process: Linear, Interactive, and Transactional. Each offers a
slightly different perspective on the communication process.
2. Osgood-Schramm Communication Model
Message
In the linear model, a sender encodes a message using a channel and the
message is decoded by the receiver. It is straight-line communication found
typically in mass communication. In this model, there is no means for immediate
feedback. On the other hand, interactive model allows a feedback because after a
message is encoded and sent to the decoding receiver, the roles reverse. The
receiver becomes the encoder and sends a response to the original sender who is
now a receiver. Lastly, the transactional model depicts face-to-face interaction, or
“transaction” as a dynamic and changeable process that is not limited to simple
definition. For this lesson, the following conceptual models are used to explain the
communication process and to help the learners visualize it.
Encoder
Decoder
Interpreter
Interpreter
Decoder
Encoder
Message
0
Figure 2
The message is effectively sent when the receiver correctly decodes what
the source or sender encodes. This means that both the source and the
5
Asian Institute of Computer Studies (AICS)
receiver have more or less a common language, interpretation of symbols or
visual or nonverbal cues, experience or culture, expressions or signs used in
encoding or decoding the message in order to reach an understanding.
be received well. These same elements must also be possessed by the receiver.
This means that, for effective communication, the source and receiver must have
more or less a common understanding of the language, symbols, signs, or
expressions used in the encoding and decoding of the message.
In the social interaction shown by this model, the source at one time
becomes the receiver, as the receiver becomes the source, alternately
encoding and decoding messages transmitted from one to other. Thus,
communication is effective when the receiver gives the appropriate feedback
to the source. The same model represents that the receiver may be oneself,
another person or being, or another entity such as corporation or group of
beings.
The model presents the elements of the message: content, elements,
treatment, structure, and code. Content is the message one transmits and includes
the choice of words. To help transmit the message, one may use gestures, facial
expressions, movements, or postures, which are called elements. Transmitting the
message may also depend on how the source treats it, i.e., important, urgent,
formal, casual. The structure of the message or how the words are planned or
arranged and the expression that goes with it, all compose the code for the receiver
to decode accurately. Furthermore, in this model, each of the five sense is a
channel through which the message is sent, e.g., a spoken message through seeing,
tasting, smelling, or preferred temperature through touching.
3. Berlo’s SMCR Model of Communication
Encodes
Decodes
Source
Message
Channel
Receiver
Communication
Skills
Content
Hearing
Communication
Skills
Attitudes
Elements
Seeing
Attitudes
Knowledge
Treatment
Touching
Knowledge
Social System
Structure
Smelling
Social System
Culture
Code
Tasting
Culture
Points to Remember
Models of communication are linear, interactive, and transactional.
Sources of models include the Shannon and Weaver (1949) Model of
Communication, Osgood-Schramm Communication Model (2009), and Berlo’s
SMCR Model of Communication.
Figure 3
Reference
The SMCR Model of Communication expands the Shannon-Weaver Model.
It includes elements that may affect the transmission of information, encoding, and
decoding. It shows that the source must have communication skills, right attitude,
and adequate knowledge, and consider the social system and culture of receivers.
For example, one can have a doctoral degree on a topic but without the skill to
communicate what he knows and the right attitude to do so, he/she may not
communicate effectively. Moreover, when this same person delivers the message
to a person with a different social and cultural background, the message may not
Gasulas, A. M., et.al (2016). IE for EC Integrated English for Effective
Communication. Oral Communication in Context Senior High School. pp. 7-9.
Quezon City: The Phoenix Publishing House, Inc.
Gavi, Z. (2013). The Models of Communication. Retrieved
http://thecommunicationprocess.com/models-of-communication/
6
from
Asian Institute of Computer Studies (AICS)
ACTIVITY 2
General Instructions:
Directions: Which of the sources of models of communication is the best
depiction of the communication process? Justify your answer by writing a short
paragraph about it. (15 pts)
Submit these activity sheets on the scheduled date along with the other
activity/ies) the instructor may have asked the students to do on a separate paper.
If you are sending something you have done online such as MS presentations,
pictures, pdfs, etc., then you may send those to your subject teacher’s email address
by following this format: SECTION_LASTNAME_FIRSTNAME_ACTIVITYNAME.
Name: _____________________________
Section: ____________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Date: ____________________
Score: ____________________
ACTIVITY 1
Directions: In your own words, compare and contrast the 3 Models of
Communication using the extended Venn Diagram below. (5 pts. each)
Osgood-Schramm
Shannon-Weaver
Rubric for Grading:
CRITERIA
Content
5
The insights were
discussed clearly
and concisely.
The insights were
explained using
Grammar and
proper grammar
Vocabulary
and correct
spelling of words.
Berlo’s SMCR
7
3
1
The insights were
discussed clearly
but the output is
too wordy.
The insights were
explained using
correct spelling of
words. However,
there are some
errors in grammar.
The insights are
irrelevant to
the given
concepts.
The output has
too many errors
in grammar and
spelling
Asian Institute of Computer Studies (AICS)
Mechanics
Assessment
The task
The task outcome
The task outcome
outcome
showed that the
showed that the
showed that
student followed
student followed
the student did
most of
all the instructions
not follow the
the instructions
correctly.
instructions
correctly.
correctly.
Directions: Which of the sources of models of communication is the linear,
interactive, and transactional model? Justify your answer in three to five
sentences. (5 pts. each)
1. Linear Model
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
ACTIVITY 3
Directions: On a short bond paper, paste at least five cutout images that show
effective communication. Then, identify the type of model of communication
(linear, interactive, or transactional) that is shown in each of the images. Justify
your answer in no more than three sentences.
2. Interactive Model
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Rubric for Grading:
Criteria
Creativity
Graphic
Relevance
Mechanics
10
The output is
exceptionally
attractive in
terms of design,
layout, and
neatness.
All images used
show effective
use of
communication.
The task outcome
showed that the
student followed
the instructions
correctly.
7
5
The output is exceptionally
attractive in terms of design
and layout. However, it needs
improvement in terms of
neatness.
The output needs
improvement in
terms of design,
layout, and
neatness.
Most images used show
effective communication.
However, some images seem
to be irrelevant to the topic.
Most images used
are often
irrelevant to the
topic.
The task outcome
showed that the
student did not
follow any
instruction
correctly.
The task outcome showed
that the student did not
follow the instructions
correctly. Some parts are
either missing or unclear.
3. Transactional Model
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
8
Asian Institute of Computer Studies (AICS)
ENG 111
MODULE
3
Inclusive Date:
________________
__
3. Clarity - The meanings of words, feelings, or ideas may be interpreted
differently by a listener; hence, it is essential for you to clearly state your
message and express your ideas and feelings.
4. Ethics - Words should be carefully chosen in consideration of the gender,
roles, ethnicity, preferences, and status of the person or people you are
talking to.
5. Vividness - Words that vividly or creatively describe things or feelings usually
add color and spice to communication. Hence, you are encouraged to find
ways to charm your audience using vivid words.
TYPES OF COMMUNICATION; BARRIERS TO
COMMUNICATION
At the end of this module, the learner is expected to:
• Explain verbal and nonverbal communication.
• Identify the barriers to communication.
• Acknowledge the importance of communicating
effectively either in verbal or nonverbal form.
• Communicate effectively by constructing meaningful
essays.
Nonverbal Communication refers to an
Key Questions:
1. In what forms/ways can one communicate effectively?
2. What hinders an effective communication to take place? How can one
avoid this from happening?
Verbal and Nonverbal Communication
Verbal
Figure 1
Communication refers to an
Figure 2
interaction in which words are used to relay a
message. For effective and successful verbal
communication, use words to express ideas which
can be easily understood by the person you are
talking to. When engaging in this type of
communication,
you
should
consider
appropriateness, brevity, clarity, ethics, and
vividness.
interaction where all kinds of human responses
that are not expressed in words are used to convey
and represent meanings. Examples of nonverbal
communication are stares, smiles, tone of voice,
movements, manners of walking, standing, and
sitting, appearance, style of attire, attitude
towards time and space, personality, gestures, and
others. Mastery of nonverbal communication is
important for several reasons:
1. It enhances and emphasizes the message of your speech, thus making it more
meaningful, truthful, and relevant.
2. It can communicate feelings, attitudes, and perceptions without you saying a
word.
3. It can sustain the attention of listeners and keep them engaged in the speech.
4. It gives the audience a preview to the type of speaker you are.
5. It makes you appear more dynamic and animated in your delivery.
6. It serves as a channel to release tension and nervousness.
7. It helps make your speech more dramatic.
8. It can build a connection with listeners.
9. It makes you a credible speaker.
10. It helps you vary your speaking style and avoid a monotonous delivery.
1. Appropriateness - The language that you use should be appropriate to the
environment or occasion (i.e., whether formal or informal).
2. Brevity - Speakers who often use simple, yet precise and powerful words are
found to be more credible. Try to achieve brevity by being more direct with
your words. Avoid fillers and insubstantial expressions which do not add to
the message, such as “uh,” “you know,” “I guess,” and others.
9
Asian Institute of Computer Studies (AICS)
Barriers to Communication
Points to Remember
There are instances when miscommunication and misunderstanding
The ultimate goals of communication are to understand and to be
understood. More responsibility falls on the receiver or decoder rather than on the
source or sender. No matter how good or eloquent the source or sender is, when
the receiver or decoder does not actively listen, then communication may
eventually fail. Good communication entails good listening.
occur because of certain barriers. Barriers to listening include internal and external
noise, which affect the transmission of the message. To become an effective
communicator, you should recognize these barriers that hinder the communication
process. This will enable you to control the situation, reset conditions, and start
anew.
The table below presents some barriers to effective communication with
corresponding solutions. Note that these are only some of the barriers; many
others may arise out of context, language, physical restrictions, and the like.
Reference
Sipacio, P.J.F. & Balgos, A.R.G. (2016). Oral Communication in Context for Senior
High School. pp. 8-10. Quezon City: C&E Publishing, Inc.
Davis, J. (2016). Garfield [Comic Strip]. Retrieved from:
https://sites.google.com/site/visualarts2eso/content-units/comic-strip-2
[Nonverbal Communication Hand - Congrats Youre a Douche] [Vector Illustration]
Retrieved from: https://www.nicepng.com/ourpic/u2q8t4i1u2a9q8w7_vectorillustration- of-nonverbal-communication-hand-congrats-youre/
Table 1. Barriers to Communication
10
Asian Institute of Computer Studies (AICS)
ACTIVITY 2
General Instructions:
Submit these activity sheets on the scheduled date along with the other
activity/ies) the instructor may have asked the students to do on a separate paper.
If you are sending something you have done online such as MS presentations,
pictures, pdfs, etc., then you may send those to your subject teacher’s email address
by following this format: SECTION_LASTNAME_FIRSTNAME_ACTIVITYNAME.
Name: _____________________________
Section: ____________________________
Directions: Identify if the type of communication barrier shown in the following is
either internal or external. Justify your answer. (3 pts. each)
1. You are trying to review for your upcoming exam, but your neighbors
are using the karaoke machine.
Justification: ________________________________________________________
__________________________________________________________________
Date: _____________________
Score: ____________________
2. A student feels sleepy during the teacher’s lecture about Philosophy.
Justification: ________________________________________________________
__________________________________________________________________
ACTIVITY 1
Directions: Using your own words, explain the following in three to five sentences.
(5 pts. each)
3. A doctor uses medical terms to explain to a five-year old his condition.
Justification: ________________________________________________________
__________________________________________________________________
1. Verbal and Nonverbal Communication
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. An angry wife is not listening to her husband’s explanation.
Justification: ________________________________________________________
__________________________________________________________________
5. Your friend did not understand what you said because you were
stuttering.
Justification: ________________________________________________________
__________________________________________________________________
2. Internal and External Barrier
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
11
Asian Institute of Computer Studies (AICS)
ACTIVITY 3
4. One way to help you build credibility is through effective nonverbal
communication.
5. There are certain words that are only appropriate at certain times and
places.
6. To achieve clarity, we must speak the same language as our listeners.
7. The use of too many fillers can distract your listeners.
8. Verbal communication is better than nonverbal communication.
9. When you talk to others, you should not assume too quickly that they
understand the message that you convey.
10. When you communicate, choose what you want to say and how you want
to say it.
Directions: What are the things one must consider when engaging in either verbal
or nonverbal communication? How can these things help a person to communicate
effectively? Answer these questions by constructing a 300-word essay. You may
use another sheet of paper for this activity. (60 pts.)
Rubric for Grading:
DESCRIPTION/INDICATION
15
10
The insights were
The insights were
The insights are
discussed clearly but
Content
discussed clearly
unclear, and the
the output is too
and concisely.
output is too wordy.
wordy.
The insights were
The insights were
explained using
There are minimal
explained using
Grammar and
correct spelling of
errors in grammar
proper grammar
Vocabulary
words. However,
and spelling of
and correct spelling
there are some errors
words.
of words.
in grammar.
The task outcome
The task outcome
showed that the
The task outcome
showed that the
student did not
showed that the
student followed
follow the
Mechanics
student followed all
most of
instructions
the instructions
the instructions
correctly. Some
correctly.
correctly.
parts are either
missing or unclear.
CRITERIA
20
5
The insights are
irrelevant to the
given concepts.
The output has
too many errors
in grammar and
spelling
The task
outcome
showed that the
student did not
follow any
instruction
correctly.
Assessment
Directions: Write T before each number if the statement is true and F if the
statement is false.
1. Always consider ethics in your speech.
2. Effective use of nonverbal communication can strengthen your message.
3. How you communicate reflects who you are as a person.
12
Asian Institute of Computer Studies (AICS)
ENG 111
MODULE
4
Social Interaction
• Communication allows individuals to interact with others.
• When individuals speak with one another in meaningful conversations,
they interact and consequently share information.
THE FUNCTIONS OF COMMUNICATION
At the end of this module, the learner is expected to:
• Identify the functions of communication.
• Demonstrate awareness on how communication
functions in different ways in daily life.
• Discuss sample oral communication activities.
Example:
Early in F. Scott Fitzgerald’s The Great Gatsby, Miss Baker tells the narrator, Nick
Inclusive Date:
________________
__
Carraway, that she knows someone from his town:
“You live in West Egg,” she remarked contemptuously. “I know somebody there.”
“I don’t know a single–”
Key Question:
“You must know Gatsby.”
1. How does communication function in different circumstances in life?
“Gatsby?” demanded Daisy. “What Gatsby?”
Information
• Communication functions to convey information through dynamic, clear,
and purposeful conversation
Overview
Speaking is a communication skill that serves different functions in
Examples:
society. Basically, there are five functions of communication. These are
regulation/control, social interaction, information, motivation, and emotional
expression.
A group of researchers presenting their thesis to the panel
The teacher asked his students, “Did you know that there’s a secret apartment at
the top of the Eiffel tower?”
Regulation/Control
• Communication functions to control behavior.
• Behaviors of individuals are controlled and regulated when they receive
oral instructions.
Motivation
•
•
•
Examples:
“Keep quiet,” said the teacher to her students.
Communication motivates or encourages people to live better.
This functions to make a person willing to perform a task.
Motivations are made concrete by using certain spoken words.
Example:
“You can do it!” the students cheered to their school’s basketball team.
A mother instructing her daughter to wash the dishes
Emotional Expression
• Communication facilitates people’s expression of their feelings and
emotions.
“Raise your hands!” said the police to the criminal.
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Asian Institute of Computer Studies (AICS)
•
It motivates individuals to express what and how they feel using certain
words that depict a variety of emotions
General Instructions:
Examples:
“I like you so much!
Submit these activity sheets on the scheduled date along with the other
activity/ies) the instructor may have asked the students to do on a separate paper. If
you are sending something you have done online such as MS presentations, pictures,
pdfs, etc., then you may send those to your subject teacher’s email address by
following this format: SECTION_LASTNAME_FIRSTNAME_ACTIVITYNAME.
“I want to finish up my studies with good grades to be accepted in a good
university.”
“I need you in my life.”
Name: _____________________________
Section: ____________________________
Points to Remember
Date: _____________________
Score: ____________________
ACTIVITY 1
Communication functions in different ways. It regulates and controls
behavior, as in case of following orders or instructions. It is used for social
interaction and sharing of information through dynamic, clear, and purposeful
conversation. It motivates individuals to express what and how they feel through
the use of certain words that depict a variety of emotions.
Directions: Complete the crossword puzzle below by identifying the function of
communication being described in the following statements.
Reference
Fitzgerald, F.S. (1994). The Great Gatsby. London: Penguin Books.
Functions of Communication. (2016, October 14). Retrieved from
https://oralcom.wordpress.com/2016/10/14/functions-of-communication/
Gasulas, A. M., et.al (2016). IE for EC Integrated English for Effective
Communication. Oral Communication in Context Senior High School. pp. 64-69.
Quezon City: The Phoenix Publishing House, Inc.
Sipacio, P.J.F. & Balgos, A.R.G. (2016). Oral Communication in Context for Senior
High School. pg. 7. Quezon City: C&E Publishing, Inc.
14
Asian Institute of Computer Studies (AICS)
Horizontal
3. Communication functions to produce desired actions/behavior from other
people.
4. Communication allows individuals to interact with other people.
5. Communication functions to motivate others to perform a task.
Rubric for Grading:
DESCRIPTION/INDICATION
CRITERIA
15
10
All the functions of All the functions of
communication
communication
Content
were shown at
were shown once
least twice.
only.
Vertical
1. Communication facilitates people’s expression of their feelings and
emotions.
2. Communication functions provide meaningful facts.
The script contains
The script contains
many creative
creative details
details and/or
and/or descriptions
Creativity descriptions that
that contribute to
contribute to the
the reader’s
reader’s
enjoyment.
enjoyment.
ACTIVITY 2
The task outcome
The task outcome
showed that the
showed that the
student followed
Mechanics student followed
most of
all the instructions
the instructions
correctly.
correctly.
Directions: Imagine that you are a DJ for a radio station, and you are going to
interview a famous personality. On a separate sheet of paper, construct a short
script of your conversation with the famous personality. The script should show at
least two examples for each function of communication. Underline the examples
given in your script. (45 points)
8
5
No function of
Not all the functions
communication
of communication
was given an
were given an
example in the
example in the script.
script.
There is little
The script contains
evidence of
few creative details
creativity. The
and/or descriptions.
playwright does
It does not contribute
not seem to have
much to the reader’s
used much
enjoyment
imagination.
The task outcome
showed that the
The task
student did not
outcome showed
follow the
that the student
instructions
did not follow all
correctly. Some parts the instructions
are either missing or
correctly.
unclear.
ACTIVITY 3
Directions: Read the following sample speeches below. Determine the function of
communication shown in the speech. Defend your answer in three sentences. (5
pts. each)
1. Excerpt from Catriona Gray’s Final Speech at Binibining Pilipinas, 2019
“Philippines! My heart is overflowing with gratitude, because here, on
this exact stage, I was given the chance to pursue this dream. This journey has
been made even more meaningful, because every single step of the way I felt
each and every one of you right there with me.”
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
15
Asian Institute of Computer Studies (AICS)
___________________________________________________________________
___________________________________________________________________
“You will soon understand that work is a rubber ball. If you drop it, it
will bounce back. But the other four balls—family, health, friends and spirit—are
made of glass. If you drop one of these, they will be irrevocably scuffed, marked,
nicked, damaged or even shattered. They will never be the same. You must
understand that and strive for balance in your life.
2. Excerpt from WHO Director-General's opening remarks at the media
briefing on COVID-19, June 2020
How?
“We now have more than six million cases of COVID-19 across the world and
have lost more than 370,000 people to the virus.
As we work with governments across the world to suppress the virus and accelerate
science around diagnostics, therapeutics and vaccines, we also continue to respond to
other health emergencies and new disease outbreaks.
The Government of the Democratic Republic of the Congo announced today
that a new outbreak of Ebola virus disease has been detected near the city of Mbandaka
in Équateur province.
The announcement follows a complex Ebola outbreak in eastern DRC, which
seems to be in its final phase. The new one is on the other side of the DRC in the
northwest.
WHO will continue supporting DRC in tackling Ebola, as well as responding to
COVID-19 and the world’s largest measles outbreak. “
Don’t undermine your worth by comparing yourself with others. It is
because we are different that each of us is special.
Don’t set your goals by what other people deem important. Only you
know what is best for you.”
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Assessment
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Directions: Identify the function of communication in each of the following situations and
justify your answer on the space provided below. (2 pts. each)
1. The teacher reads and discusses classroom policies to her
students.
3. Excerpt from the commencement address of Bryan Dyson, former CEO of
Coca-Cola, at Georgia Tech, 1996
Justification: ________________________________________________
___________________________________________________________
2.
Ross greets Rachel. Then, they start talking about their plans for
the holidays.
Justification: ________________________________________________
___________________________________________________________
3. Phoebe shares her insights on how to live peacefully despite a
complicated life.
Justification: ________________________________________________
___________________________________________________________
16
Asian Institute of Computer Studies (AICS)
4.
Monica shares her personal frustrations with Chandler.
Justification: ________________________________________________
___________________________________________________________
5. The geometry teacher lectures about mathematical concepts.
Justification: ________________________________________________
___________________________________________________________
6. Sheila delivers her valedictory speech.
Justification: ________________________________________________
___________________________________________________________
7. The President delivers his last State of the Nation Address.
Justification: ________________________________________________
___________________________________________________________
8. A television personality thanks the supportive moviegoers during
an interview.
Justification: ________________________________________________
___________________________________________________________
9. The city mayor presents her strategies to execute the plans in a
public forum.
Justification: ________________________________________________
___________________________________________________________
10. A tourist guide orients a group of tourists about a heritage site.
Justification: ________________________________________________
___________________________________________________________
17
Asian Institute of Computer Studies (AICS)
ENG 111
MODULE
5
Inclusive Date:
________________
receiver of message. According to Hybels & Weaver (2012), the message is
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.
THE CONTEXT OF SPEECH
At the end of this module, the learner is expected to:
• Identify the various types of speech context.
• Acknowledge the importance of developing their
intrapersonal and interpersonal skills, and of
exhibiting appropriate verbal and nonverbal
behavior in different speech contexts.
• Discuss the difference among the types of speech
context.
•
Even from simple to complex decision-making tasks, i.e., from
deciding what clothes to wear in the morning, to taking a walk or riding a
jeepney or a cab to school, to expand a business, to hire or fire an
employee, one does intrapersonal communication. Other forms of
intrapersonal communication include doodling, making gestures while
thinking, interpreting signs, symbols, nonverbal communication, gestures,
and writing journals or reflections. The source who encodes and the
recipient who decodes, therefore, are one and the same person while the
brain is the channel of intrapersonal communication.
Key Question:
1. Why is it important to learn how to communicate effectively with oneself
and with other people?
2. Interpersonal Communication
Overview
The process of communication changes according to whether you are
talking to yourself, to another person, to more than two persons, or to the public.
Types of Speech Context
1. Intrapersonal Communication
Figure 1
Intrapersonal Communication
means talking to oneself. When
one does self-reflection, examine
attitudes,
beliefs,
opinions,
thoughts, ideas, and aspirations,
one
does
intrapersonal
communication. This refers to
communication that centers on
one person where the speaker acts
both as the sender and the
Figure 2
This refers to communication
between and among people. The
inter part of the word highlights how
interpersonal
communication
connects people. When you engage
in interpersonal communication, you
and another person become linked.
The personal part means that your
unique qualities as a person matter
during interpersonal communication
together (Solomon and Theiss, 2013).
When a person shares thoughts, ideas, and aspirations with
another person or to groups of persons, this is interpersonal
communication. It means relating or communication with someone other
than oneself. The source who encodes is different from the recipient who
decodes while the channels may be face-to-face communication, the
telephone or mobile phone, letters, or multimedia or text messages,
among others.
18
Asian Institute of Computer Studies (AICS)
Types of Interpersonal Communication
Public communication is talking to a considerable number of
persons or a crowd or the public. Addressing the whole class, to addressing
the whole assembly, community, country, or world is public
communication. In which case, channels or media may be employed to
reach a big audience such as public address system, television, radio and
newspapers, or internet publications, to name a few.
2.1. Dyad – This refers to the communication that occurs between two
people.
Examples:
• You offered feedback on the speech performance of your
classmate.
• You provided comfort to a friend who was feeling down.
Mass Communication refers to communication that takes place
through television, radio, newspapers, magazines, books, billboards,
internet, and other types of media.
2.2. Small Group - This refers to communication that involves at least three
but not more than twelve people engaging in a face-to-face interaction
to achieve a desired goal. In this type of communication, all
participants can freely share ideas in a loose and open discussion.
Points to Remember
Examples:
• You are participating in an organizational meeting which aims
to address the concerns of your fellow students.
• You are having a discussion with your group mates on how to
finish the assigned tasks.
Nonverbal behavior may vary in each speech context. In intrapersonal
communication, you either smile, frown, doodle, scratch your head, cross your
arms, and the like depending on how you usually feel about what you are doing or
thinking.
In interpersonal communication, however, body movement, posture, eye
contact, pitch, tone of voice and speed of talking, distance or proximity, facial
expression, and some physiological changes, like sweating, show the level of
intimacy and interest between or among parties in a conversation. For example,
two persons holding hands and looking directly into each other’s eyes indicate
intimacy, while two persons with considerable space between them, sweating,
frowning, and crossing their arms in front of them convey a less intimate picture.
Nodding and smiling to a pair or to a group member who is tasked to speak in front
of the class signals encouragement and appreciation.
3. Public Communication
This
type
refers
to
communication that requires
you to deliver or send the
message before or in front of
a group. The message can be
driven by informational or
persuasive purposes. “In
public communication, unlike
in interpersonal and small
group, the channels are more
exaggerated. The voice is
louder, and the gestures are
Figure 3
more expansive because the
audience is bigger. The speaker might use additional visual channels such
as slides or a Power Point presentation.” (Hybels & Weaver, 2012, pg. 19)
19
Asian Institute of Computer Studies (AICS)
Reference
General Instructions:
Barnard, D. (2017). What are the Benefits of Public Speaking? Retrieved from
https://virtualspeech.com/blog/what-are-the-benefits-of-public-speaking
Submit these activity sheets on the scheduled date along with the other
activity/ies) the instructor may have asked the students to do on a separate paper.
If you are sending something you have done online such as MS presentations,
pictures, pdfs, etc., then you may send those to your subject teacher’s email address
by following this format: SECTION_LASTNAME_FIRSTNAME_ACTIVITYNAME.
Chernyak, P. (2019). How to Teach Your Child Good Interpersonal Communication
Skills. Retrieved from https://www.wikihow.com/Teach-Your-Child-GoodInterpersonal-Communication-Skills
Gasulas, A. M., et.al (2016). IE for EC Integrated English for Effective
Communication. Oral Communication in Context Senior High School. pp. 22-35.
Quezon City: The Phoenix Publishing House, Inc.
Name: _____________________________
Section: ____________________________
Prichard, S. (2018). 4 Steps to Managing Your Self-Talk. Retrieved from
https://www.skipprichard.com/tag/intrapersonal-communication/
Date: _____________________
Score: ____________________
ACTIVITY 1
Sipacio, P.J.F. & Balgos, A.R.G. (2016). Oral Communication in Context for Senior
High School. pp. 29-33. Quezon City: C&E Publishing, Inc.
Directions: Using the graphic organizer below, discuss the differences among the
types of speech context and provide your own examples.
Type
Description (6 pts. each)
Examples (3 pts. each)
1.
Intrapersonal
2.
3.
1.
Interpersonal
2.
3.
1.
Public
2.
3.
20
Asian Institute of Computer Studies (AICS)
ACTIVITY 2
ACTIVITY 3
Directions: On a separate paper, construct an essay with at least 200 words about
the questions below. Observe proper margin and indention. The essay should have
an introduction, body, and conclusion.
Directions: Collect 10 pictures (either from newspapers, books, magazines, etc.) of
people communicating. Then, classify the pictures according to the type of speech
context. Follow the table below for the format. Do this on a long bond paper.
1. Why is it important for a learner to develop their intrapersonal and
interpersonal communication skills?
2. How can a person exhibit appropriate verbal and nonverbal behavior in
different speech contexts? What verbal and nonverbal cues should he/she
observe and/or do to communicate effectively?
INTRAPERSONAL
INTERPERSONAL
Group
Dyad
PUBLIC
Rubric for Grading:
CRITERIA
10
DESCRIPTION/INDICATION
8
5
The ideas were
The ideas were
The ideas are
discussed clearly but
Content discussed clearly
unclear, and the
the output is too
and concisely.
output is too wordy.
wordy.
The ideas were
The ideas were
explained using
There are minimal
Grammar explained using
correct spelling of
errors in grammar
and
proper grammar
words. However,
and spelling of
Vocabulary and correct
there are some errors
words.
spelling of words.
in grammar.
The task outcome
The task
showed that the
The task outcome
outcome showed
student did not
showed that the
that the student
follow the
Mechanics
student followed most
followed all the
instructions
of the instructions
instructions
correctly. Some
correctly.
correctly.
parts are either
missing or unclear.
3
The insights are
irrelevant to the
given questions.
Rubric for Grading:
Criteria
The output has
too many errors
in grammar and
spelling
Creativity
The task
outcome showed
that the student
did not follow the
instructions
correctly.
Graphic
Relevance
Mechanics
21
10
The output is
exceptionally
attractive in
terms of design,
layout, and
neatness.
All images used
show effective
use of
communication.
The task outcome
showed that the
student followed
the instructions
correctly.
7
5
The output is exceptionally
attractive in terms of design
and layout. However, it needs
improvement in terms of
neatness.
The output needs
improvement in
terms of design,
layout, and
neatness.
Most images used show
effective communication.
However, some images seem
to be irrelevant to the topic.
Most images used
are often
irrelevant to the
topic.
The task outcome
showed that the
student did not
follow any
instruction
correctly.
The task outcome showed
that the student did not
follow the instructions
correctly. Some parts are
either missing or unclear.
Asian Institute of Computer Studies (AICS)
Assessment
Directions: Identify the type of speech context that is shown in the following
situations.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
A student talking to a guidance counselor
A coach giving instructions to the basketball team
The president delivering his State of the Nation Address
A news anchor delivering his report
A wife speaking to this husband using the telephone
A man staring at two boxes of cereal to choose which is one better
A tourist asking the hotel concierge
A child thinking what to do next
A girl writing in her diary
A politician delivering his campaign speech
22
Asian Institute of Computer Studies (AICS)
ENG 111
MODULE
6
Inclusive Date:
________________
__
THE STYLE OF SPEECH
2.
At the end of this module, the learner is expected to:
• Explain various types of speech style.
• Give the importance of using appropriate language
in a particular speech style.
• Recognize social situations in which each speech
style is appropriate to use.
3.
Key Question:
1. How can one recognize the appropriate style of speech that should be
used in a particular situation? How can you respond effectively?
4.
Overview
How we communicate may largely depend on the context. Do we use
5.
contractions or slang during a business meeting or when delivering a speech? Do
we use formal language when we are with our family and close friends or when we
tweet or blog? Do we crack jokes in a news report or during a job interview? There
are proper words for different times.
expressions. 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.
Casual - This style is common among peers and friends. Jargons, slangs, or
the vernacular language are used. When one uses contractions, slang,
simplified grammar, and dropping “that” in statements, or crack jokes, talk
with family or friends, and write blogs, tweets, or advertisements, one
demonstrates casual communication.
Consultative – This is the standard style. 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. When one exhibits interest in conferring with other people
on a topic, project, programs, or activity or letting them participate in
decision-making, one uses consultative style.
Formal – This is used in formal settings like interviews, meetings, in the
church, bank, job interviews, prestigious ceremonies, talking with
superiors, writing formal letter, news reports, and speeches.
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.
Points to Remember
The context dictates and affects the way people communicate, which
results in various speech styles. According to Joos (1968), there are five speech
styles. Each style dictates what appropriate language or vocabulary should be used
or observed.
Speech style depends on the context, i.e., where and when the message is
delivered. Each style dictates what appropriate language or vocabulary should be
used or observed.
Types of Speech Style
1. Intimate - This is used in self-addressed questions or self-talk,
exclamations, sudden realizations, showing of surprise, and of expressions
of interest. It may be simple words, slangs, contractions, fragments, or
23
Asian Institute of Computer Studies (AICS)
Reference
General Instructions:
Gasulas, A. M., et.al (2016). IE for EC Integrated English for Effective
Communication. Oral Communication in Context Senior High School. pp. 38-46.
Quezon City: The Phoenix Publishing House, Inc.
Submit these activity sheets on the scheduled date along with the other
activity/ies) the instructor may have asked the students to do on a separate paper. If
you are sending something you have done online such as MS presentations, pictures,
pdfs, etc., then you may send those to your subject teacher’s email address by
following this format: SECTION_LASTNAME_FIRSTNAME_ACTIVITYNAME.
Sipacio, P.J.F. & Balgos, A.R.G. (2016). Oral Communication in Context for Senior
High School. pg. 35. Quezon City: C&E Publishing, Inc.
Name: _____________________________
Section: ____________________________
Date: _____________________
Score: ____________________
ACTIVITY 1
Directions: Write five words you can think of that best describe the styles of speech
below. Place your words in the semantic map and use them in a sentence to
describe the given terms. (1 pt. each for the words; 5 pts. for the sentence.)
1.
INTIMATE
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2.
CASUAL
24
Asian Institute of Computer Studies (AICS)
ACTIVITY 2
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Directions: Write in bullet points why appropriate language should be observed
in using a particular speech style. Give at least 10 reasons. Use the space below.
(2 pts. each)
3.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
CONSULTATIVE
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4.
FORMAL
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5.
FROZEN
ACTIVITY 3
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Directions: Choose one style of speech and create a photo essay about it. It should
show a situation in which the style of speech is observed. You may ask the people
you are living with to participate in this activity. You may also use props and
costumes to show creativity in your photo essays. (100 pts.)
25
Asian Institute of Computer Studies (AICS)
Criteria for Grading:
Adherence/Appropriateness to Theme
Originality
Clarity of Expression
Creativity
Color, Lighting, Exposure and Focus
13. Reading pledge of allegiance to the flag
14. Talking to a stranger
15. Inquiring at a hotel
– 30 pts.
– 15 pts.
– 20 pts.
– 20 pts.
– 15 pts
Total: 100 pts.
Assessment
Directions: Identify the type of speech style appropriate for the following
situations. Choose your answer from the box below.
Intimate
Casual
Frozen
Consultative
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Formal
Talking to a counselor or psychiatrist
Giving last-minute instructions to players
Delivering campaign speeches
Delivering a speech at the UN Summit
Delivering news reports
Talking and laughing about memorable experiences
Communicating while playing sports
Having a one-on-one conversation with a loved one
Delivering an oratorical speech
Leading a prayer before meal
Reading school policies
Talking to a superior
26
Asian Institute of Computer Studies (AICS)
ENG 111
MODULE
7
Inclusive Date:
________________
__
2. Illocution (Intention) – It is the real intended meaning of the utterance.
The meaning of an utterance may depend on where, when, why, and how
it was said, who the speaker is, or to whom it was spoke.
3. Perlocution (Response) - It is the resulting act of what is said. This effect is
based on the context in which the speech act was mentioned.
THE SPEECH ACT
At the end of this module, the learner is expected to:
• Define speech act.
• Acknowledge that communicative competence
requires understanding of speech act.
• Respond appropriately and effectively to a speech
act.
Example:
“Please do the dishes.” (locution)
By uttering the locution “Please do the dishes,” the speaker requests the
addressee to wash the dishes. (Illocution)
Key Question:
1.
“Please do the dishes” would lead to the addressee washing the dishes
(Perlocution)
What are the things that one should consider in order to respond
effectively in a particular situation?
Performatives
Overview
Austin (1962) also introduced the concept of performative utterances.
These are statements which enable the speaker to perform something just by
stating it. A performative utterance said by the right person under the right
circumstances can result in a change. However, certain conditions have to be met
first when making a performative utterance.
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.
For example, the phrase
“I now pronounce you husband
and wife,” when uttered by an
authorized person such as a judge
will have the actual effect of
binding a couple in marriage.
However, if the same statement is
uttered to the same couple in the
same place by someone who is
not authorized to marry them,
then the performative utterance
has no effect because a condition
was not met.
John L. Austin (1962) espoused the Speech Act Theory, and this was
developed by Searle (1969). Austin divided the speech acts into locution, illocution,
and perlocution. The theory tells us that words by themselves may not have simple
fixed meanings, but are influenced by the situation, speaker, and listener.
Three Types of Speech Act
1. Locution (Utterance) - It refers to the actual act of uttering.
27
Figure 1
Asian Institute of Computer Studies (AICS)
Searle’s Classification of Speech Act
Reference
As a response to Austin’s Speech Act Theory, John Searle (1976), classified
illocutionary acts into five distinct categories.
Ellis, T. (n.d.). Sneak Peek Seattle Municipal Courthouse Wedding [Photograph].
Retrieved
from
https://www.tomellisphoto.com/blog/sneak-peek-seattlemunicipal-courthouse-wedding/
1. Assertive - The speaker expresses belief about the truth of a proposition.
Some examples of an assertive act are suggesting, putting forward,
swearing, boasting, and concluding.
2. Directive - The speaker tries to make the addressee perform an action.
Some examples of a directive act are asking, ordering, requesting, inviting,
advising, and begging.
3. Commissive – It commits the speaker to doing something in the future.
Examples of a commissive act are promising, planning, vowing, and betting.
4. Expressive – The speaker expresses his/her feelings or emotional
reactions. Some examples of an expressive act are thanking, apologizing,
welcoming, and deploring.
5. Declaration – It brings a change in the external situation. Simply put,
declarations bring into 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.
Gasulas, A. M., et.al (2016). IE for EC Integrated English for Effective
Communication. Oral Communication in Context Senior High School. pp. 38-52.
Quezon City: The Phoenix Publishing House, Inc.
Sipacio, P.J.F. & Balgos, A.R.G. (2016). Oral Communication in Context for Senior
High School. pg. 44-45. Quezon City: C&E Publishing, Inc.
Points to Remember
One speech act may be locution, illocution, and perlocution at the same
time. When a classmate says to another, “Will you please hand me my pen?” the
uttering of the word is the locution; the utterance, though in interrogative form, is
an imperative – a request to hand over the pen (Illocution). Finally, the response of
handing over the pen is the perlocution.
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.
28
Asian Institute of Computer Studies (AICS)
4. “Stand up” (locution)
The speaker is commanding the listener to stand up.
_________________________________________________(Perlocution)
General Instructions:
Submit these activity sheets on the scheduled date along with the other
activity/ies) the instructor may have asked the students to do on a separate paper. If
you are sending something you have done online such as MS presentations, pictures,
pdfs, etc., then you may send those to your subject teacher’s email address by
following this format: SECTION_LASTNAME_FIRSTNAME_ACTIVITYNAME.
Name: _____________________________
Section: ____________________________
5. ___________________________________________________ (Locution)
The speaker intends to ask for forgiveness. (Illocution)
The addressee will forgive the speaker. (Perlocution)
ACTIVITY 2
Date: _____________________
Score: ____________________
Directions: Complete the following table with information related to Searle’s
Classification of Speech Acts. (2pts. each)
ACTIVITY 1
Example:
Directions: Supply the missing speech act in each of the following situations
below. (2 pts. each)
Example:
“Please, keep quiet.” (locution)
Classification of Speech Act
Specific Situation
Example
Assertive
Lana got the highest
grade in class.
“I am the smartest here
in this class.”
Classification of Speech Act
Specific Situation
Example
The speaker’s intent is to make the addressee to keep quiet. (Illocution)
Assertive
This would lead the addressee to keep quiet (Perlocution)
1. “Thank you.” (Locution)
___________________________________________________ (Illocution)
The addressee will reply, “you’re welcome.” (Perlocution)
Directive
Commissive
2. ___________________________________________________ (Locution)
The speaker intends to make the addressee to close the door. (Illocution)
The addressee will close the door. (Perlocution)
Expressive
3. “Are you alright?” (Locution and Illocution)
_________________________________________________ (Perlocution)
Declaration
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Asian Institute of Computer Studies (AICS)
ACTIVITY 3
Rubric for Grading:
CRITERIA
Directions: Take a look at the conversation below where the remark by a native
English speaker could be misinterpreted by a native Chinese listener. Discuss
where the confusion originated. (30 pts.)
Content
10
The insights were
discussed clearly
and concisely.
The insights were
explained using
Grammar and
proper grammar
Vocabulary
and correct
spelling of words.
John: “I couldn’t agree with you more.”
Chen: “Oh....” (Thinking: “He couldn’t agree with me? I thought
he liked my idea!”)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Mechanics
5
3
The insights were
discussed clearly
but the output is
too wordy.
The insights were
explained using
correct spelling of
words. However,
there are some
errors in grammar.
The insights are
irrelevant to
the given
concepts.
The output has
too many errors
in grammar and
spelling
The task
The task outcome
The task outcome
outcome
showed that the
showed that the
showed that
student followed
student followed
the student did
most of
all the instructions
not follow the
the instructions
correctly.
instructions
correctly.
correctly.
Assessment
I. Directions: Identify the meaning behind the utterances. Encircle the letter of
the correct answer.
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 Rockstar
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.
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Asian Institute of Computer Studies (AICS)
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.”
d. “I think following my suggestion will get us a high grade.”
II. Directions: Define the following in your own words.
1. Locution - __________________________________________________
___________________________________________________________
2. Illocution - __________________________________________________
___________________________________________________________
3. Perlocution - ________________________________________________
___________________________________________________________
4. Speech Act - _________________________________________________
___________________________________________________________
5. Performatives - ______________________________________________
___________________________________________________________
31
Asian Institute of Computer Studies (AICS)
Rubric for Grading:
PROJECT FOR ENG 111 (ORAL COMMUNICATION)
Criteria
General Directions: Read the instructions below
carefully. You may also use the rubrics as guideline in
constructing your magazine.
Content
1. For this project, students may work individually or in pairs. Those who opt to
work in pairs are advised to observe health and safety precautions. Planning
should be done through online channels only. Face-to-face meetings are
prohibited.
2. Write five feature articles with different topics. You may choose any topic you
prefer (e.g. travel, food, music, pop culture, books, films, etc.). Do not
plagiarize other people’s work.
3. Each article should have a catchy title, an introduction, a body, and a
conclusion.
4. You may add images to your articles. You can use pictures that you took on
your own or if you are going to use other people’s photograph, always cite it.
5. After writing, compile the essays and layout them to create a magazine.
6. There are no restrictions on the style and/or format of the magazine. Creativity
is highly encouraged.
7. Submit a hardcopy to your teacher.
Grammar
Creativity
Originality
Description/Indication
20
The topic was
explained clearly due to
The topic was
the researches
explained clearly due to
collected from various
the researches
sources. However,
collected from various
there are some points
sources.
that need more
clarification.
The writer followed the
conventions and rules
The writer followed the
of grammar in writing
conventions and rules
his/her article.
of grammar in writing
However, there are still
his/her feature articles.
minimal grammatical
errors.
The layout and designs
The images used are
show creativity.
relevant to the articles,
Furthermore, the
but the layout and
images used are
designs lack creativity.
relevant to the articles.
25
The content shows no
sign of plagiarism.
Some parts of the
articles were copied
from various sources.
15
The writer did very
little research and the
article was not
explained clearly.
The output has too
many errors in
grammar and spelling.
The layout and designs
lack creativity and no
images were used in
the feature articles.
All the contents of the
magazine were copied
from various sources.
Note: The Module 8 (Quarterly Examination) will be administered when
the discussions of Modules 1 – 7 are done.
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