Oral
Communication
in Context
Oral Communication
in Context
Functions, Nature and Process of
Communication
Oral Communication in Context
Functions, Nature and Process of Communication
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are
owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer:
Editors:
Mark Anthony P. Idang; Ethel B. Dasig
Marites M. Aguilar; Rizza A. Pereyra
Reviewer:
Illustrator:
Layout Artist:
Liza L. Banayo; Lea C. Villegas; Erma S. Valenzuela; Laila R. Maloles, Jhonathan S. Cadavido
Joseph O. Ocfemia
Allan E. Medenilla
Management Team:
Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Marites A. Ibañez; Ludy N. Pasagui,
Edgardo B. Militante, Orlando T. Valverde, Vincent Emmanuel L. Ilagan, Godofredo C. Mercado,
Henry P. Contemplacion
Department of Education – Region IV-A CALABARZON
Office Address:
Telefax:
E-mail Address:
Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
02-8682-5773/8684-4914/8647-7487
region4a@deped.gov.ph
Introductory Message
For the Facilitator:
Welcome to the Oral Communication in Context Grade 11 Alternative Delivery Mode (ADM).
This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist
you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming the ir
personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time.
Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and
circumstances.
As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learne rs' progress
while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do
the tasks included in the module.
For the Learner:
Welcome to the Oral Communication in Context Grade 11 Alternative Delivery Mode (ADM).
The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our
hands, we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you, as a learner, are capable
and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies
in your own hands!
This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own
leap and speed. You will be enabled to process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to
Know
What’s In
What’s New
What is It
What’s More
What I Have
Learned
What I Can Do
Assessment
Additional
Activities
Answer Key
This will give you an idea of the skills or competencies you are expected to learn in the
module.
This is a brief drill or review to help you link the current lesson with the previous one.
In this portion, the new lesson will be introduced to you in various ways such through as a
story, a song, a poem, a problem opener, an activity or a situation.
This section provides a brief discussion of the lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent practice to solidify your understanding and skills
of the topic. You may check the answers to the exercises using the Answer Key at the end of
the module.
This includes questions that you need to answer so you can process what
you have learned from the lesson.
This section provides an activity which will help you transfer your new knowledge or skill
into real life situations or concerns.
This is a task which aims to evaluate your level of mastery in achieving the learning
competency.
In this portion, another activity will be given to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of learned concepts.
This contains answers to all activities in the module.
At the end of this module you will also find:
References
This is a list of all sources used in developing this module.
1
Week
1
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the nature, process and function of communication. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course.
This module consists of one lesson, namely:

The Functions, Nature and Process of Communication
After going through this module, you are expected to:
1. explain the nature and process of communication;
2. understand the relationship of the functions of communication to everyday
life; and
3. illustrate the process of communication.
Lesson 1 The Nature and Process of
Communication
Communication comes in various forms. From the simple nodding of your
head, stretching of hands, raising your eyebrows up to your daily conversations with
your friends over the phone, constant exchange of text messages, and regular
browsing in social networking sites, these are but some examples of how humans
communicate their thoughts, feelings, ideas, and insights. These only signify that
humans really engage in communication.
What’s In
How will you react to the following picture?
2
Believe it or not, your coming to your family is a great joy! Your first cry
immediately after birth announced your arrival into this world. Afterwards, your
mother understood that when you cry, you were hungry and gave you milk in
response. Your face also expressed your feelings. As years passed by, you started
pronouncing short words and responded by waving your hands or nodding your
head and most of the times, laughing out loud. Today, you can act out, speak,
and write to tell everyone what you think and feel. These are the ways you
communicate.
What’s New
When you exchange ideas with someone or you send information to others,
you do it in two ways. You either use words to say what you want to say or you
express yourself through gestures and facial expressions. Since then, people have
the inherent need to communicate. Humans are social beings. They live to interact
regularly with others. In fact, their endurance is due to their ability to express
themselves and connect to one another and the world they live in.
When you look back in the history of humankind, you will find that early man
could not speak as you do today. Records show that people have used various
communication techniques such as the use of symbols, gestures sounds, drawings,
and sign languages (Littlejohn, 2002 as cited in Amudavalli, n.d.). Words and
languages developed much later in human history.
Over the years, communication has progressed tremendously. Language
developed side by side with technology. Now in the 21st century, we realize the
power of communication in building relationships and the community at large.
Hence, we see the importance of communication.
Look at the pictures below. Identify the different ways of communicating with others.
1. ___________________________________
2. _______________________________________
3
3. ______________________________
4. _____________________________________
5. ________________________________________
What is It
What is communication and why do we communicate?
Communication is a two-way process of connecting to both living and nonliving things. It is also a means of sharing and exchanging messages, information,
ideas, and feelings for mutual understanding (Gregoriom, J.C., 2015).
Communication connects people and the world they live in. It is through
communication that people are able to express their thoughts and ideas or convey
information and messages through word of mouth, gestures and signals, signs, and
others. People have always communicated with one another in various forms.
Let us further define communication using the two key terms stated above,
“message” and “understand”.
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1. Communication is a message understood.
Unless a message is understood we cannot say that communication has taken
place. Let us send a message to someone and say, “where came first”. The person
who gets this message would wonder what it means for the arrangement of the words
does not make any sense. The message is sent but the receiver does not understand
it. Therefore, for communication to take place we have to consider two conditions.
First, there should be a clear message. Second, the message must be understood by
the receiver for whom it is meant.
2. Communication is social interaction through messages.
Think of someone telling, “It is very warm today.” In this case, we are
communicating what ‘we experience’. The weather being warm is what we feel or
experience physically. In this scenario, we are sharing our feeling or experience with
someone else. Thus, we may say that “communication is a sharing of experience.” In
our society, we all interact with messages. Without interactions, a society cannot
survive. Social interaction is always through messages.
We discuss problems and arrive at solutions. We exchange ideas and interact
with others. We transact, and then we negotiate. In doing all these, we use
communication. Imagine a situation where we are not able to speak and interact with
others or think of a family living in the same house without speaking to each other
or relating any form of message to one another. Such situation can be very lonely
and problematic. Without communication, all forms of human relationships will
vanish and die. Communication is therefore crucial in building and maintaining
relationships.
THE COMMUNICATION PROCESS
There are also times when we fail to communicate adequately and experience
misunderstanding or miscommunication. Why do you think this thing happens?
What are the ways to avoid them?
We are sometimes misunderstood by the level of speech we use during
conversation - by the volume or rate we talk with friends or acquaintances. We may
sometimes be misunderstood by the non-verbal actions that we project or incorporate
in our speech when talking face-to-face with people. Also, when we send text or chat
messages, we are misinterpreted because those messages are often brief and devoid
of emotion.
Let us now try to consider the process of communication. How does
communication take place? Who are involved? What processes are considered? By
understanding the communication process, we can also duly avoid
misunderstandings and / or miscommunication.
5
Our everyday transactions with people follow the communication process.
As seen in the illustration, communication begins when the speaker or source
of communication responds to a stimulus and decides to encode or transmit it in
the form of a message (or a “code”) through a particular channel or means of
communication.
The receiver decodes or interprets the message sent and responds accordingly
based on his interpretation of the message. This response comes in the form of a
feedback sent to the original source of communication (sender). As the
communication transaction continues, the sender and receiver may exchange roles
until understanding is achieved. Barriers to communication sometimes block the
transmission of the message thereby creating misunderstanding.
Through this process, we are able to understand that communication is
systematic. In the advent of technology, the exchange of information and messages
in society has advanced and has been a subject of many studies.
FUNCTIONS OF COMMUNICATION
Why do we communicate?
Since communication is certain in our lives, it comes naturally and
unknowingly. Communication serves many purposes. The following are some of the
many reasons why we, humans, communicate:
Inform
Misinform
Counsel
Sell
Clarify
Question
Express
Promote
Buy
Confuse
Confirm
Advise
Teach
Learn
Persuade
Reveal
Accept
Affirm
Clarify
Motivate
Criticize
Deny
Conceal
And many others
From the above table, we realize that communication serves many purposes.
Whether we are at home, in school, at work, or at play, people engage in
communication. You will discuss these functions in detail in Module 4.
What’s More
Think of communication transactions in your daily life. Enumerate situations where
communication takes place.
Then, indicate the result of the communication
transaction and tell whether it is successful or not by writing the elements that made
it so and specify its function on the third column. Use a separate sheet of paper to
answer this.
6
Situation
When I was 12, my father
told me that I am in-charge
of cooking the rice every
lunch time whenever I am
available. One time, I forgot
to cook rice because I got
busy on my assignment. As
a result we did not have food
to eat. My father reminded
me again about the task
assigned to me.
Result of the communication
transaction
Function of
Communication
Message was clear that I need to
perform my task. At first the
communication was successful. I
thought other family members will
do my task because I am doing
other things. My fault there was I
failed to communicate to them that
I am busy doing my assignment.
Should I have communicated this
earlier, we would have rice to eat.
to inform
and
to clarify
You may probably have recalled many situations that occurred from the time
you woke up until the time that you are about to sleep at night. This is because
communication transactions happen every time we interact with our own selves
and with others. We cannot help but communicate!
What I Have Learned
Activity 1: KWLH Chart
Now, based on the details above, fill-in the following KWLH Chart to see your learning
status in this module. Write your answer on a separate sheet of paper.
K
W
L
H
(What do I
know before
the start of
this module?)
(What
concepts or
ideas do I
want to know
more?)
(What did I
learn from
this lesson?)
(How did I
learn it? Cite
samples and
situations)
Nature of
Communication
Process of
Communication
Functions of
Communication
7
Activity 2: Social Media Post
Show what you have learned creatively. Compose a Twitter or Facebook post of your
most important insights about the definition, nature, process and function of
communication. Include hashtags at the end of your post.
What I Can Do
Activity 1: Comic Strip
Create a comic strip showing how you would communicate to your community the
advantages of following health protocols and guidelines amidst COVID-10 pandemic
in your municipality or province. You may cut-out pictures of people or authorities
to depict your character, but be sure to write your own original scripts and texts.
Activity 2: Reflections
Explain how you can use this lesson in your life. Make a reflection using the
following paragraph starters.
Today, I learned ….
______________________________________________________________________
I realized …
______________________________________________________________________
Therefore, I will…
______________________________________________________________________
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Assessment
Directions: Read each item carefully then choose the letter that corresponds to your
answer. Write your answers on a separate sheet of paper.
1. It is the exchange of thoughts, messages, or information as by speech,
signals, writing or behavior.
A. communication
C. language
B. feedback
D. message
2. These are considered forms of communication.
1. talking clearly
3. sending emails
2. chewing gum
4. looking bored
A. 1234
B. 134 only
C. 342 only
D. 1 only
3. This body language shows that one is listening.
A. nodding and making eye contact
B. looking out of the window
C. turning away from the speaker
D. whistling while biting nails
4. It is the sender of the message.
A. barrier
B. originator
C. receiver
D. sender
5. It is a good indication that good communication occurs.
A. destructed
C. unreceived
B. confused
D. shared
6. It is shown when there is an understanding in the communication.
A. Each gets a chance to be the sender and the receiver.
B. Each party is able to provide feedback.
C. Each party is able to say what they want to without the other person
interrupting.
D. Each party has different languages.
7. It is the content of the communication.
A. jargon
C. message
B. media
D. noise
8. This communication type is characterized by a certain look or gaze.
A. non-verbal Communication
B. oral Communication
C. verbal Communication
D. written Communication
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9. It is the definition of communication.
1. Communication involves a transaction.
2. Communication is sharing of ideas among a group of people.
3. Communication is a confusion of ideas in the mind of the other.
4. Communication is a transfer of messages from one person to
another.
A. 1234
B. 234 only
C. 124 only
D. 4 only
10. This is the BEST way to continue communication.
A. active listening
B. asking questions
C. not interrupting
D. making good eye contact
11. It is known when the receiver gives a verbal or non-verbal message.
A. answer
C. response
B. feedback
D. none given
12. It is an indication that communication really takes place.
A. when the message enters the channel
B. when the message leaves the channel
C. when the receiver understands the message
D. when the sender transmits the message
13. This is to be avoided for effective communication.
A. ambiguity
C. politeness
B. listening
D. sharing of activity
14. This is essential to an effective communication.
A. three-way process
B. both a one-way and a two-way process
C. one-way process
D. two-way process
15. This refers to the responsibility of the person who receives the message
for communication to take place.
A. feedback
C. perception
B. non-verbal clues
D. self-concept
Additional Activities
Picture Talk. Write short conversations using the cut-out pictures from
magazines, brochures, or any other materials. Consider the nature and process of
communication. Be guided by the following rubric in making your output. Use a
separate sheet of paper for this.
Choose one topic that might interest you:
1. Fake News
2. ECQ/MECQ/GCQ
3. Use of Technology in Online Communication
4. Gulayan sa Tahanan
5. Essential Needs vs. Non-Essential Needs
6. Others
10
3
2
1
Content/
Elements
The output clearly
illustrated the
concepts of nature
and processes of
communication.
The output partially
illustrated the
concepts of nature
and processes of
communication.
The output has no
clear connection of
the concepts of
nature and
processes of
communication.
Coherence
The script or
dialogue has clear
and concise
message.
The script or
dialogue partly gives
clear message
There is no
coherence in the
script or dialogue
at all.
Relevance
The output clearly
talks about the
topic chosen.
The output partly The output has no
talks
about
the clear discussion of
chosen topic.
the chosen topic.
11
Oral Communication
in Context
Communication Models
Oral Communication in Context
Communication Models
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are
owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer:
Divina P. Maming
Editors:
Marites M. Aguilar; Rizza A. Pereyra
Reviewer:
Liza L. Banayo; Lea C. Villegas; Leilani J. Miranda; Jhonathan S. Cadavido
Illustrator:
Joseph O. Ocfemia
Layout Artist:
Allan E. Medenilla
Management Team:
Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Edna Faura-Agustin, Nicholas M. Burgos
Mary Ann L. Tatlongmaria, Evelyn P. De Castro
Department of Education – Region IV-A CALABARZON
Office Address:
Telefax:
E-mail Address:
Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
02-8682-5773/8684-4914/8647-7487
region4a@deped.gov.ph
12
Week
2
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the different models of communication. It will lead you to understanding how
communication works among people to foster mutual understanding and good
relationship. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the order
in which you read them can be changed to correspond with the textbook you are now
using.
This module consists of one lesson:

Communication Models
After going through this module, you are expected to:
1. differentiate the various models of communication;
2. explain the process of communication through the elements involved; and
3. recognize the importance of the models in understanding the communication
process as applied in everyday life.
Lesson 2
Communication Models
What’s In
Communicating with others takes us to a new experience. We are either the
ones starting the conversation process or the ones receiving it. As the exchange of
information progresses, both the source and the recipient go through favorable or
unfavorable experiences. The two or more individuals involved may end up satisfied
or discontented with the result. At some random instances, conflicts may incidentally
13
arise. But still, the end goal of communication is always for building better human
relationships.
Last
time, we talked about
the functions, nature and process
of
communication. Let us recall some key terms that you encountered from the previous
lesson.
Directions: Complete the paragraph below by choosing the correct word from the
WORD POOL. Write your answer on a separate sheet of paper.
WORD POOL
behavior
motivates
communication
nonverbal
decoding
receiver
interact
sender
message
written
(1.) __________ is a process which follows a certain procedure. Communication
occurs between two or more people: the (2.) __________ or source of the information
and the (3.) __________. It can be articulated through (4.) __________ or spoken words.
It can also be expressed through gestures, facial expressions, or actions which are (5.)
_________ where words are not needed to understand what one means.
(6.) _____________________ is the process of interpreting the encoded (7.)
_____________ of the source by the receiver.
Communication also functions to control (8.) ____________________. It (9.)
___________ or encourages people to live better and allows individuals to (10.)
__________ with others.
What Is New
How often do you and your family eat all together? What do you normally talk
about? Read the anecdote and extract the different communication situations that
you will find in the story.
14
The Glitch
By Divina P. Maming
Dela Cruz family came together for
breakfast. Each had his own story to tell
about his experiences for the week. This
is the usual scenario every Sunday
morning.
“Good morning kids!” greeted the
mother who had just finished setting the table for five. Tonio and Maria could not
wait to reach for their chairs with a big grin on their faces as they said, “Good
morning, nanay!”
Criselda walked out from her room, still sleepy, her hair unkempt, her
sleepwear on but appeared equally thrilled as her siblings shared the table with their
mother.
“Nanay, I can smell the aroma of your best delicacy, adobo,” she remarked.
“Yeah, I know. It is the favorite of the family so adobo is what I prepared today,” she
answered. Criselda replied, “I can’t wait to taste it!”
Mang Cardo, the man of the family, is a clerk in one of the rural banks in
town. He was talking to somebody over the phone; his voice echoed excitement but
later on, his positive mood gradually vanished. As he turned towards the table, he
shrugged his shoulders for disappointment.
“Let’s eat!” mother exclaimed, wanting to turn the situation around. But
everybody seemed to have been overwhelmed by their father’s silence. It was the first
time they saw him in a really low spirit. “What happened?” at last, the wife asked.
“I may lose my job,” he said with a croaky voice.
“But why?” Aling Terie was surprised and so were the children. She quickly
walked towards him and patted his shoulder. “It’s okay. You can still find another
job,” she said offering him a seat.
The children also let their father feel their support as they smilingly uttered,
“Tatay, don’t worry, we are here to help.”
“Yes, we will assist nanay in selling fish in the market after school hours,”
Tonio said. “Maybe we can add vegetables to sell too, for additional income,” Maria
added. Criselda, on the other hand, volunteered to do the home chores.
“Thank you, my dear children,” was all Aling Terie could say.
Mang Cardo was moved by his family’s gesture. He was not expecting for such
an all-out support. He felt good about it. He started asking his kids about their
activities in school and how they fared in their subjects.
15
Each of them excitedly told his own story. Criselda declared, “I got highest
score in Math, so my teacher rewarded me with a bar of chocolate.” Tonio then
mentioned about their project in Science which could eliminate foot smell and
everyone poked fun at it. They asked him whether they could try the product to see
if it would really work. Maria spoke about their field trip to the town’s historical
heritage and talked about what she learned from it.
Exchanges of stories persisted until someone gave Mang Cardo a ring. The
ringing lasted for some seconds and finally, he stood up to answer the call.
As he returned to the table, he was smiling. He was informed that the
retrenchment was not for him; it was a mistake. Now, the glitch is fixed and he is to
report to work the next day again.
All of them could not contain their happiness. And so, they sat down again to
eat all together. “We will go to the church after breakfast, as usual,” Mang Cardo
sighed with relief.
Now, answer the following questions:
1. What are the different communication instances in the story?
_________________________________________________________________________
2. How did each communication scenario develop?
_________________________________________________________________________
3. Did a conflict arise in the story? What kind of conflict is it? Did it affect the
communication process? How did the rest of the family members react to it?
_________________________________________________________________________
4. How can we establish a good communication?
_________________________________________________________________________
5. What is the importance of communication in our daily life?
_________________________________________________________________________
What is It
Imagine your life and the world you live in without proper communication
procedure.
Would there be order or chaos?
Would there be understanding or
disagreement?
Communication plays a crucial role in human life. It facilitates the sending
and receiving of knowledge and information. It allows people to develop various kinds
of social relationships. It gives an avenue for people to express their ideas, thoughts,
feelings, and insights. Without it, societies will be restrained from developing and
16
progressing. With all the advancements in technology, communication nowadays
has changed dramatically, adapting to the 21st century way of life.
Look at the representations below. They will help you understand the basic
elements of communication. See how they operate and interact as communication
progresses.
Models of Communication Process
A. Linear Communication
Have you talked to somebody but did not get any reaction from him at all?
Have you experienced sending a message without receiving any feedback?
This is
linear communication.
Linear communication is one-way, focusing on the transmission of a
message to a receiver who never responds or has no way of responding to the
information conveyed. For instance, a competition organizer is presenting the contest
mechanics. The message is final and cannot be contended at all. It could be the
president giving his State of the Nation Address on the national television or a
student who reads a poem or tells a story in front of an audience in a school program.
Other examples include sending an email, reading a blog, or even the traditional way
of having letters sent.
Fig 1. Shannon-Weaver Model
Source: https://tinyurl.com/yaltqfqy. Retrieved May 25, 2020
Shannon-Weaver Model
An example of linear type of communication is the Shannon-Weaver model
(1949). It is also considered as the mother of all communication models. It has a oneway process starting from a source (producer of message); passing through a
channel (signals adapted for transmission) which may at times be interrupted by
17
noise (barrier) to a receiver (decoder of message from the signal). The process stops
after the message has arrived at its destination.
B. Interactive
When was the last time someone surprised you? How did you react? Who
was the last person whom you praised for a job well-done? What response did you
get? What is the significance of getting a response or reaction from the person to
whom you addressed your statement?
Interactive approach is a two-way communication process where a
response is given after a message is sent. The recipient of the action intentionally or
unintentionally gives a feedback associated with the information received.
Let us extract Criselda and her mother’s dialogue from the story.
Criselda: Nanay, I can smell the aroma of your best delicacy, adobo.
Aling Terie: Yeah, I know. It is the favorite of the family so adobo is
what I prepared today.
Criselda: I can’t wait to taste it!
Aling Terie’s response to Criselda’s statement proves that she decodes the
intended meaning of the idea passed on to her. That is what we call feedback.
See, feedback makes a difference. If the mother did not respond to the
statement of her daughter, the latter would not know whether her mother
understands what she said. The exchange of ideas or information verifies that both
parties understand the message. Take a look at the next model.
Schramm Model
Fig 2. Schramm Model
Source: https://tinyurl.com/yazbv5mv. Date Retrieved May 25, 2020
18
Schramm (1954) visualized the process of communication as an exchange
of thoughts and ideas. Feedback was added to the Shannon-Weaver Model. The
recipient of the message decodes it and creates a feedback based on his
understanding of the information sent and vice versa.
The figure identifies the six elements of communication which are the
sender, the message sent, the receiver and the feedback provided by the receiver
and sent back as a response to the sender and the processes of encoding and
decoding.
Remember, information may become useless if it is not conveyed properly
to others. Thus, the processes of encoding and decoding are the key components of
this model, including feedback.
Encoding is when an idea or information is translated into words and
expressed to others.
Decoding is when this idea or information is understood and interpreted
by the receiver.
Hence, the receiver must be able to send feedback to the sender in order
to complete the process.
Otherwise, the communication transaction fails.
Schramm’s model, which is a two-way communication model, revolves around these
principles.
The process goes on starting from the sender (source) who encodes the
message transmitted to the receiver which he interprets; decodes a message
(feedback) to be sent back to the source who in turn, decodes and interprets the
information sent.
C. Transactional Model
Communication is dynamic. It has a complex nature. It takes place among
individuals at any given time with any given subject. However, there are tendencies
that barriers would interfere which may create a sudden impact and change in the
processing of information.
In a classroom setting, for example, you are being grouped into five or six
members for an activity. Your task is to give an opinion or reaction to the closure of
the biggest television network in the Philippines.
Each of you expresses your
thoughts regarding the matter. While having that activity, you also heard the JHS
graders having their dance practice for the upcoming event.
That noise did not
interrupt your discussion as you give your own views. This situation is an example
of a transactional approach.
19
The communicator (source) encodes the message and transmits it
through a channel. The message transmitted may be affected by the noise (barrier).
The receiver (recipient of the message) decodes, processes, and filters the message
for understanding and is now ready to give his own feedback to the sender.
Transactional Communication Model
Fig 3. Transactional Model
Source: https://tinyurl.com/ybwyog2a. Date retrieved: May 25, 2020
The transactional model shows a circular process of interaction between
the persons involved in the communication, with each one actively participating and
sharing ideas with one another. They are the communicators actively exchanging
information and reaction.
Feedback is given freely and deliberately to one another or to all members
participating in the communication transaction. The sender and the receiver may
simultaneously exchange roles as communicators. Since communication is deemed
dynamic and progressive, the topic may also change from time to time.
In this concept, the noise or barrier to communication is also taken into
consideration for it may directly or indirectly affect the smooth flow of
communication. In the event that the message was not clearly conveyed due to the
barrier, the communication continues in order to clarify the intended meaning of the
sender.
When the transmission is cut along the way due to the barrier, the
communicators work collaboratively to understand each other.
20
Now, the sender
becomes a receiver of feedback (the response from the receiver) and the receiver also
acts as sender providing information in response to the message conveyed to him.
In this way, the communication is made more effective and complete.
What’s More
General Directions: Perform the activities below to better understand the concept
of communication and how it works. Follow the indicated directions
for each activity.
A. Directions: In the Venn diagram below, show the similarities and differences of
the three communication models.
For you, which model is most effective? Why?
B. Directions: Identify the elements that constitute the communication process by
answering the crossword puzzle below. Write your answer on a separate sheet of
paper.
Across:
1. the reaction or
response provided by
the receiver of the
information
4. the recipient of the
message sent
Down:
2. the source of the information or message
3. the information or idea conveyed
5. the factor affecting the communication flow
21
C. Directions: Read the given situations and fill in the grid below by identifying the
elements of communication.
1. Rosa instructs her little brother to water the plants in their garden. However,
she did not notice that her brother was wearing headphones when she gave
instructions. She learned too late that her brother did not do what she told
him.
source
message
receiver
Barrier (if any)
2. Gerry bought a can of milk from the nearby store. As it was handed to him, he
checked its expiration date. He found out that the product is already expired
and reported it to the storekeeper.
message
receiver
Feedback (if any)
3. Trina’s mother gave her a ring and requested for a video call. The poor internet
connection did not make it possible. They resorted to just texting each other.
source
channel
Barrier (if any)
D. Directions: Write a response to each of the following dialogue prompts to
complete the communication processes.
Trisha: Gaby, can’t you see that grandma crossing the street?
She might be hit by the speeding vehicles.
Your answer: __________________________________________________
________________________________________________________________.
Rica:
Hey Reggie! Are you going to join the Bible study this afternoon?
Reggie: I will ask permission from my parents because it may end late.
Your answer: ________________________________________________.
22
You are comfortably seated on a bus full of passengers for a
long drive. Before it departs, a pregnant woman persuades the driver
to count her in even if she’ll be standing the whole trip.
Driver: Ma’am, there are no more vacant seats.
Pregnant Woman: Please sir, I’m already tired from the day’s work and
I’d like to go home to take a rest.
You: _____________________________________________________________.
What I Have Learned
Answer the following questions:
1. What are the different communication models?
_________________________________________________________________________
_________________________________________________________________________
2. What sets each apart from the other?
___________________________________________________________________________
_______________________________________________________________________
3. Why is communication an important part of life?
___________________________________________________________________________
_______________________________________________________________________
4. When is communication process successful?
___________________________________________________________________________
_______________________________________________________________________
What I Can Do
1. Call a friend over a phone or via free media platform such as messenger. Note
down the conversation process. Identify what communication model is used.
Illustrate how the communication happens.
2. Interview your family members. List down the things that you want to ask to
them. You may record your conversation. Draw a diagram of the conversation
and analyze how the communication takes place.
3. Listen to a radio drama or watch a teleserye on a television. Note down how
the communication transpires. Identify the different elements that are present
in the communication process and illustrate it.
23
Assessment
A. Directions: Write T if the statement is TRUE and write F if it is FALSE. Use a
separate sheet of paper.
1. There will be order and peace in the world without communication.
2. Along with the extensive revamp in most aspects of human life, ways of
communication also change.
3. Schramm Model is the most complicated example of human communication
process.
4. In the interaction model, communication is a one-way process.
5. Communication is merely successful when conflict was absent in the process.
B. Directions: Read each item carefully then choose the letter that corresponds to
your answer. Write your answers on a separate sheet of paper.
6. Which of the following is an example of a one-way communication model?
A. A group of teenagers planning for a big event
B. The committee finding ways to reach for the less fortunate in their
barangay.
C. The Philippine President delivering his SONA
D. A and B
7. You ask your sister to put on her mask every time she goes out and she nods
in reply. Which model of communication is presented here?
A. Interactive
C. Linear
B. Conversational
D. Transactional
8. Which model of communication portrays a multilayer of communication
processes where the characters and environment change overtime?
A. Interactive model
C. Transactional model
B. Linear model
D. ALL of the above
9. Which communication model focuses on the message sent to the recipient?
A. Interactive Model
C. Transactional model
B. Linear Model
D. A combination of A and B
24
10. A strong wind struck as Arnold and his father took turns in pulling the fishing
boat to the shore. Arnold cannot hear his father’s voice. Which affects the
flow of the communication process?
A. Arnold’s voice
B. boat
C. father
D. wind
11. Myra submitted her report to her teacher online because of the enhanced
community quarantine. Which element is missing in the process?
A. channel
B. encoding
C. feedback
D. receiver
12. The Enhanced Community Quarantine (ECQ) frightened many people here
and there. On his social media account, Joshua posted a status of dismay.
Many supported his claim, but others opposed it. His status acquired a
hundred reactions and the comments thread rose to 75. What model of
communication is exemplified?
A. Berlo’s Model
C. Shannon-Weaver Model
B. Schramm Model
D. Transactional Model
13. In the situation given in #12, what element of communication is NOT
present?
A. barrier
B. context
C. feedback
D. receiver
14. Which of the following is NOT a purpose of communication?
A. It connects the gaps among persons involved.
B. It narrows down issues and addresses it.
C. It offers solution to the community problems.
D. It paves a way to conflict.
15. What happens when the message is NOT clearly conveyed?
A. The communication continues.
B. The communicators end the communication process.
C. The recipient may get the wrong information to share with others.
D. The situation will never change.
25
Additional Activities
A. List down examples of situation in each of the given communication models
Shannon-Weaver Model
Schramm Model
Transactional Model
B. Write a 10-sentence paragraph in this situation. As a student, if you are to address
the nation or the Filipino people in this time of pandemic, what would you tell
them? You may post it on your social media account (not compulsory) and see
the different reactions you will get. You may clarify points but refrain from building
conflicts in the process.
C. Exchange e-mails or messages with your friends regarding your ECQ experiences
and how do you see and feel about it. Tell them how it affects your life.
26
Oral Communication
in Context
Strategies to Avoid
Communication Breakdown
Oral Communication in Context
Strategies to Avoid Communication Breakdown
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are
owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer:
Editors:
Reviewer:
Illustrator:
Layout Artist:
Management Team:
Jhon Jhon P. Zotomayor, Fely Rose M. Nacario
Marites M. Aguilar, Rizza A. Pereyra
Liza L. Banayo, Lea C. Villegas, Leilani J. Miranda, Erma S. Valenzuela, Jhonathan S. Cadavido
Joseph O. Ocfemia
Allan E. Medenilla
Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Edna Faura-Agustin, Marites A. Ibañez,
Nicholas M. Burgos, Edgardo B. Militante, Mary Ann L. Tatlongmaria, Orlando T. Valverde, Evelyn P. De Castro
Godofredo C. Mercado
Department of Education – RegionIV-A CALABARZON
Office Address:
Telefax:
E-mail Address:
Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
02-8682-5773/8684-4914/8647-7487
region4a@deped.gov.ph
27
Week
3
What I Need to Know
This module was designed and written with you in mind. It is here to help you identify
various strategies that could be used in order to avoid communication breakdown. It
will lead you to understanding how communication works among people to foster
mutual understanding and good relationship. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
This module is divided into two lessons, namely:
 Lesson 1: Communication Breakdown
 Lesson 2: Various Strategies to Avoid Communication Breakdown
After going through this module, you are expected to:
1. define the concept of communication breakdown;
2. identify the different kinds of barriers to effective communication;
3. explain the causes of communication breakdown; and
4. use appropriate strategies to avoid communication breakdown and achieve
the goals of relationship and community building.
Lesson 3
Communication Breakdown
In Module 2, you have learned about the models of communication. You have realized
how the different elements of communication work together to achieve a successful
communication transaction. Now, let us find out if you can still remember your
previous lesson by answering the activity below.
What’s In
Directions: Put the phrases or statements in the correct column. Write the letter of
your answer.
Linear Model
Interactive
Transactional Model
A. Schramm Model of Communication
B. Shannon Weaver Model of Communication
C. a two-way communication process where feedback is given after a
message is sent.
D. shows circular process between the sender and receiver.
E. barriers affect the smooth flow of communication
28
F. a one-way communication process.
G. having a job interview
H. reciting a poem in front of the class
I. presiding an important meeting
J. focusing on the message sent.
What’s New
Communication is a process of exchanging thoughts, ideas, and opinions in order to
connect with other people. It’s goal is to achieve a clear and effective understanding
resulting to good relationships in the community. However, there are times when this
goal is not reached due to certain factors.
When this happens, there is
communication breakdown.
Directions: Identify the reasons for the communication breakdown in each picture.
Write your answer in a separate sheet of paper similar to the box below.
What is It
The elements involved in communication are important in the success or failure of
this process. These very same elements (sender, message, receiver, feedback, etc) can
pose a threat to the efficiency or effectiveness of the process. Communication
breakdown may occur when problems in any of the elements involved arise. They
become barriers to communication.
29
Simply put, communication breakdown results when the intended message of the
sender is not understood exactly by the receiver. Barriers to communication are
present.
Recognizing the barriers or obstacles to effective communication is important in
order to avoid communication breakdown. Here are some of the barriers that may
cause communication failure.
Barriers to Communication
Physical Barriers are the natural or environmental condition that act as a
barrier in communication in sending the message from sender to receiver.
Examples:
1. People talking too loud.
2. Noise from a construction site
3. Loud sound of a karaoke
4. Blaring of jeepney horns
Psychological Barriers are called as mental barriers. These refer to social and
personal issues of a speaker towards communicating with others.
Examples:
1. trauma
2. shyness, lack of confidence
3. depression
4. fear, stage fright
Cultural Barriers pertain to communication problems encountered by people
regarding their intrinsic values, beliefs, and traditions in conflict with others.
People’s culture affect the way they communicate and relate to others
Examples:
1. different beliefs
2. traditions, and customs
3. manners of dressing
4. speaking
Linguistic Barriers pertain conflicts with regard to language and word
meanings. Because words carry denotative and connotative meanings, they can
sometimes cause confusion and misunderstanding. Meaning of words and
symbols also vary depending on culture.
Examples:
1. difference in language
2. accent and dialect
3. use of jargon and slang
4. speech defects or language impairments
Verderber (1991) gives a similar idea of barrier when he classifies noise into three
kinds: External, Internal and Semantic noise.
30
External Noises are the “sight, sound and other stimuli that
draw people’s attention away from intended meaning.”
Examples:
1. noise from vehicles
2. singing at the neighborhood
3. visual aids in front of the classroom
4. the dog barking
5. the sound of airplane
Internal noises are the “thoughts and feelings that interfere with
meaning.”
Examples:
1. confrontation with a friend
2. fear of speaking in front of the class.
3. racial prejudice
Semantic noises are the “alternate meanings aroused by a speaker’s
symbols.” This idea means that a word may have another meaning in
the minds of the students. This is affected by the language in which
they grew and the culture in which they are exposed.
Examples:
1. incorrect grammar
2. using excessive technical jargon
3. using idiomatic expressions
What’s More
Activity 1
Directions: Identify the kind of communication barrier exemplified by each
description. Tell whether it is Physiological, Psychological, Cultural, or Linguistic
Barrier. Write your answer on a separate sheet of paper.
______________________
1. lack of confidence
______________________
2. connotative and denotative meaning
______________________
3. loud party
______________________
4. different races
31
______________________
5. poor lighting
______________________
6. lack of interest and attention
______________________
7. different views and opinions
______________________
8. using idiomatic expressions
______________________
9. information overload
______________________
10. feel frustrated
Activity 2
Directions: Explain why there is communication breakdown on the given situations.
Again, write your answer on a separate sheet.
1. Jay and Michelle started talking about their plans on Christmas Vacation
when their classmate, Moy, interrupted them.
___________________________________________________________________________
2. “Mama, I will buy this cake for you. I am very sure that you will like its taste.
It’s from our favorite cake store!”
___________________________________________________________________________
3. You spent the night thinking and analyzing why a student from another class
talked to you on your way home.
___________________________________________________________________________
4. Livy encounters a participant who is very eager to share with others her views
and opinions. She does this without asking permission.
___________________________________________________________________________
In some Asian countries, direct eye contact is considered disrespectful and
rude. In others, it is a must.
___________________________________________________________________________
What I Have Learned
Directions: Explain your understanding on the given questions. Write your answer on
the separate sheet of paper.
1. What is communication breakdown?
___________________________________________________________________________
2. What are the barriers to communication?
___________________________________________________________________________
3. Why does breakdown of communication occur?
___________________________________________________________________________
32
What I Can Do
Interview some people and ask them about a past communication breakdown they
have experienced and what was its cause.
1.1. Complete the table by answering the following questions:
a. Who were the persons involved?
b. What was the situation?
c. When did the communication breakdown happen?
d. What were the barriers to communication?
e. What happened due to the communication breakdown?
1.2
Identify the cause of the communication breakdown.
An example is provided for you:
Persons
Situation
Time of
Involved
Communication
Aling
Celia and
Reysa
(Mother &
Daughter)
Aling Celia
asked Reysa
to wash the
dishes.
When Reysa was
watching her
favorite anime
series
Barrier/s to
Communication
Physiological
Barrier
Result
Aling Celia was
upset because
Reysa did not
do as told.
What was the cause of communication breakdown?
Reysa’s lack of attention caused the communication breakdown.
Now, do the following on your own. Interview someone from home, school and
community.
Persons
Situation
Time of
Barrier/s to
Result
Involved
Communication Communication
What was the cause of the communication breakdown?
_________________________________________________________________________
Assessment
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. What influence the interpretation of conversation to effective communication?
A. environment
C. noise
B. language
D. technological gadgets
33
2. When is the communication process complete?
A. when the message enters the channel of communication
B. when the receiver understands the message and feedback
C. when the sender transmits message to the receiver
D. when the sender transmits the message successfully
3. Which of the following must be avoided in communication breakdown?
A. Ambiguity
C. personal interpretation
B. focused attention
D. Both A and B
4. Which barrier includes the mental conditions of the listener?
A. cultural barrier
C. physical barrier
B. linguistic barrier
D. psychological barrier
5. Which barrier includes the hearing or sight problem of the listener?
A. cultural barrier
C. physical barrier
B. linguistic barrier
D. Both A and C
6. In which barrier can semantic noise be classified?
A. cultural barrier
C. physical barrier
B. linguistic barrier
D. Both A and C
7. Which of the following must the listener do to avoid mental noise?
A. Be ready for the communication activity.
B. Be attentive and respond to the speaker.
C. Just remain quiet and daydream
D. Must not think of any problem during class hours
8. In which barrier does gender be classified in communication?
A. cultural barrier
C. Physical barrier
B. linguistic barrier
D. Both B and C
9. Which is the best option in order to avoid misinterpretation that causes
communication barrier?
A. Be familiar with the topic of the speaker.
B. Disconnect with your emotional baggage.
C. Do not be conscious of gender or status.
D. Inquire the meaning.
10. What is the barrier to which you classify withdrawal of listener?
A. cultural barrier
C. physical barrier
B. linguistic barrier
D. psychological barrier
For numbers 11-15, write T if the statement is TRUE and write F if it is FALSE.
_______1. Inability to understand a message causes failure in
communication.
_______2. The actual message is lost in transmission.
_______3. Emotional problems can sometimes color one’s understanding of a
message.
_______4. Culture may affect the interpretation of meaning in
communication.
34
_______5. Pictures, gadgets, and other paraphernalia in front of the stage
engage the audience in listening to the speaker.
Additional Activities
Choose between offline activity or online activity.
For Offline Activity
Write a letter to your teacher about your personal learning on communication
breakdown. Include in your letter, how this lesson can be useful in your daily life
particularly at home, in school, and in the community.
Rubric for Writing a Letter
Criteria
Content
Mechanics
Organization
Excellent
(5 points)
Show very
meaningful
content,
explanation
and relation to
real-world
context
Sentence
structures are
well - defined,
accurate, and
clear with no
spelling,
punctuation
and grammar
errors.
Ideas are very
well organized,
coherence and
cohesion are
very evident.
Poor
(2 points)
Needs
Improvement
(1 point)
No details
provided
A few errors
in sentence
structure,
grammar,
spelling and
punctuation
are noted.
Lacks
evidence
that
connect to
the
provided
topic
Some errors
in sentence
structure,
grammar,
spelling and
punctuation
are present.
Ideas are
slightly
organized
Ideas are
loosely
organized.
Very
Good
(4 points)
Good
(3 points)
Shows
meaningful
content
complete
with
explanation
Enumerates
significant
points
related to
the topic
Insignificant
errors in
sentence
structure,
grammar,
spelling and
punctuation
are noted.
Ideas are
focused and
directed.
Sentence
structure is
incorrect,
grammar is
poor, and
errors in
spelling and
punctuation
abound
No evidence of
organization of
ideas.
Score
Total Score
/ 15 points
For Online Activity
Create a 5 Minute Vlog about communication breakdown. Be sure that the definition
and explanation why there is a communication breakdown are evident in the video.
Send to your teacher the link of your presentation.
Rubric for Creating a Vlog
Criteria
Excelle
nt
(5
points)
Very
Good
(4 points)
Good
(3 points)
35
Poor
(2 points)
Needs
Improvemen
t
(1 point)
Content
Organization
Technicality
Presents
accurate,
complete
and wellexplained
ideas
related to
the topic
Informati
on, video,
pictures
and
other
content
are very
well
organized
, and
coherenc
e and
cohesion
are very
evident.
Visuals
are wellframed
and
audio or
sound
quality is
excellent
and
suitable
througho
ut.
Presents ideas
strongly
connected to
the given topic
Presents ideas
in relation to
the given topic
Lacks evidence
that connect
presentation to
the provided
topic
No connection
to the provided
topic
Information,
video, pictures
and other
content are
focused and
directed.
Information,
video, pictures
and other
content are
slightly
organized
Information,
video, pictures
and other
content are
loosely
organized.
No evidence of
organization of
information,
video, pictures
and other
content.
Visuals are
maintained
and audio or
sound quality
is
understandabl
e and
appropriate.
Visuals are
maintained in
most parts and
audio or sound
quality are
understandabl
e and
appropriate.als
o in most
parts.
Visuals are
maintained in
a few parts
and audio or
sound quality
are
understandabl
e and
appropriate.als
o in most
parts.
Visuals are not
in many parts
and audio or
sound quality
are poor
throughout.
Score
Total Score
/ 15 points
36
Week
4
Lesson 3.1 Various Strategies to Avoid
Communication Breakdown
What’s In
In Lesson 1, you have learned the concept of communication breakdown and its
causes. Now, you will understand how this breakdown of communication can be
avoided.
Directions: List down two (2) to three (3) situations based on your What I Can Do
Activity in Lesson 1 in which communication breakdowns were experienced at
home, school, and community. Then, suggest one best strategy to avoid that
communication breakdown.
Example:
Breakdown: The DOST scholar uses technical words in explaining his research to
the barangay secretariats which resulted to confusion among them.
Strategy: The DOST scholar should use simple and specific words about his
research to the barangay secretariats so they would fully understand his message.
Experiences of Communication
Breakdown
Strategies to Avoid Communication
Breakdown
What’s New
The process of communication does not mention and explain about the barriers or
problems that may be encountered in a communication transaction. They are simply
implied or understood in the process. However, after understanding the concept of
communication breakdown and its causes, we may realize that failure in
communication may be avoided through certain strategies that we could adapt.
37
Here is an article entitled 5 Ways to Avoid Communication Breakdown by Ronnie
Peterson.
5 Ways to Avoid Communication Breakdown
by Ronnie Peterson
Communication breakdown can cause issues or problems at home, school, and
community. There are so many barriers to communication like, physiological,
psychological, cultural, and linguistics.
Sometimes some communication barriers are too difficult to solve and this will
lead to slowing the progress and efficiency.
Here are the possible strategies to avoid communication breakdown:
1. Have Clarity of thought before speaking
Arrange your thoughts before verbalizing them this can help you
communicate much more clearly and succinctly. It's a better idea to say
something like, "I've got a few ideas here. Let me go through them one at a
time. We can treat each one on its own merit."
2. Learn to Listen
As simple as it sounds, you’ll be surprised how many people out there
don’t know how to listen well.
Not understanding those who you are trying to communicate with will lead
to a conversation fraught with misunderstandings. Don’t be afraid to ask
them to repeat or explain further in polite manner once you don’t
understand the point.
3. Take Care of your Body Language and Tone
Keep your emotions in check, try to maintain eye contact, and adopt a
relaxed tone when conversing with others.
4. Build up your confidence by asking for feedback and observing others
Focus on improving your skills by practicing in front of those who you may
feel more comfortable with. You can also ask those whose advice you value
to give you feedback and critique your communication style after a
discussion.
5. Communicate Face to Face on the important issues
Having that face to face dialogue means you can convey your point more
clearly, with your body language as well as your tone of voice.
38
It can also help to clear up any misunderstandings or distortion of the
message that could occur through other mediums.
Remember, becoming a strong and effective communicator takes time and
practice. Over time, using these strategies can lead to better communication in
your personal relationships, and more productive workplace environments as
well.
Answer the following questions based on the article above.
1. What are the barriers to communication mentioned from the article?
______________________________________________________________________________
2. How can communication breakdowns be avoided?
______________________________________________________________________________
3. In your opinion, which is the easiest and most difficult way to avoid
communication breakdown?
______________________________________________________________________________
4. Do you think effective communication avoid communication breakdown? Why
or why not? Do you agree that becoming a strong and effective communicator
takes time and practice? Why or why not?
______________________________________________________________________________
What is It
A smooth and successful communication transaction may result if we follow some
particular strategies to deliver our message. Communication becomes successful if
and only if our communication goal is achieved, that is, an understanding is reached
and a relationship is built or maintained.
Here are some strategies to avoid communication breakdown.
Keep Focused
One way of being focused is to put in mind the purpose communication. As a
speaker identify your purpose for speaking and as a listener find the speaker’s
purpose thru his/her verbal and non-verbal cues.
Speak Intelligibly
Speaking intelligibly or clearly means using the appropriate speaking volume,
pitch rate, proper enunciation, stress, and acceptable pronunciation. We speak
in order to be understood.
Listen with your Ears and Eyes
Pay attention to verbal and non-verbal message. Effective communication
depends on what people say and how they say it.
39
Minimize Distractions
Look for a place where you can minimize distractions or noise like closed area,
empty room, or quiet places. Lessening the cause for confusion means giving
more room to focus and concentrate.
Be Specific
Use simple and concise words as much as possible in delivering a message.
Being specific means being particular and direct to the point.
Do not Jump to Conclusions
Before you give your comments and judgement, be sure that you have listened
attentively to the speaker. Conclusions should be drawn after a thorough
analysis of point given or information received.
Tips on How to Avoid Communication Breakdown
Broom, Cutlip and Center (2012) listed the 7Cs of Effective Communication in
their book Effective Public Relations. These are Completeness, Conciseness,
Consideration, Concreteness, Courtesy, Clearness, and Correctness.
Completeness
It is important to whole communication process. The speaker should
include everything that the receiver needs to hear, respond, react, or
evaluate properly. S/he should be able to convey all pertinent details so
listener or audience will be able to grasp the intended message.
Conciseness
The message should be direct or straight to the point and should be
expressed in the least possible number of words. Irrelevant information
should not be included.
Consideration
In order to be effective, the speaker should give high regard and courtesy
to audience’s background information such as his/her culture,
education, religion, status, mood, feelings, and needs. This will result in
building rapport or connection with the audience.
Concreteness
Effective communication is backed up by facts, figures, and real-life
examples or situations. This will make the receiver to understand the
message better.
40
Courtesy
The speaker can show respect to his/her receivers through
understanding their culture, values, and beliefs. The speaker can show
respect to the listeners by demonstrating an understanding of their
beliefs, values, and culture. This implies good choice of words and
language and a consideration of the audience’s perspectives and feelings
on the part of the sender. Showing courtesy helps create a positive vibe
with the audience. This implies good choice of words and language on the
part of the sender and consideration of audience’s perspectives.
Clearness
It implies the use of simple and specific words to express ideas. When
the speaker focuses on specific ideas, it will not confuse the audience.
Correctness
Avoiding mistakes in grammar helps to boost the credibility and
effectiveness of the message, and at the same time it eliminates negative
impact on the audience.
Breakdowns in communication may arise because of several factors. But
these factors may be avoided if we follow strategies put forward by experts in the
field. Communication is a transaction that we do everyday. By following the 7 Cs of
communication espoused by Broom, Cutlip and Center (2012), we may achieve
understanding in communicating with others and avoid confusion and
misinterpretations.
Avoiding communication breakdown helps you to be an effective speaker.
Below are some strategies which you can use to avoid breakdown communication.
Helpful Expressions to Avoid Communication Breakdown
Strategies to Avoid Communication
Breakdown
Use helpful expressions to gain time to
think
Helpful Expressions
“Really”
“Uhmm”
“Uh-huh”
“Anyway”
“Tell me more…”
Give positive remarks or comments
“”Sounds good”
“I see what you mean”
Ask for repetition
“Can you please what you said?”
“What did you say again?”
“What did you mean, when you say
that…”
41
Check for understanding
“So, are you saying that…”
“So, what is your understanding of
this?”
What’s More
Activity 1
Directions: Match column A with the best answer in column B. Write your answer
on the space provided.
Column A
Column B
_____
1.
It refers to the use of simple and
precise words.
A. Keep Focused
_____
2.
The speaker should identify his/her
purpose for speaking.
B. Be Specific
_____
3.
He/she must pays attention to the
verbal and non-verbal cues.
C. Do not Jump to
Conclusions
_____
4.
He/she must find closed areas or quiet
plays to avoid communication
breakdown.
D. Speak
Intelligibly
_____
5.
He/she must have an appropriate
speaking volume, speech rate, and
acceptable enunciation.
E. Listen with
your ears and
eyes
F. Minimize
Distractions
Activity 2
Directions: Identify what 7Cs to Effective Communication is being described. Write
your answer on the space provided.
__________________
1. It helps to increase the credibility of the speaker and
reduce negative impact to the audience.
__________________
2. It conveys all pertinent details so listener or audience
will be able to grasp the intended message.
__________________
3. It is expressed in the least possible number of words
and straight to the point.
42
__________________
4. It implies good choice of words and language and a
consideration of the audience’s perspectives and
feelings on the part of the sender.
__________________
5. It is backed up by facts, figures, and real-life examples
or situations.
Activity 3
Directions: Think of another helpful expression for each of the following expressions
below to avoid communication breakdown. Put your answer in each box.
Time-gaining Expression
Give Positive Remark or Comment
Ask for a Repetition
Check for Understanding
What I Have Learned
Directions: Complete the diagram on how to avoid communication breakdown.
Strategies on how to Avoid
Communication Breakdown
Strategies on How
to Avoid
Communication
Breakdown
7 Cs of Effective
Communication
43
Helpful
Expressions to
Avoid
Communication
Breakdown
What I Can Do
Conduct an interview either online or offline with five (5) SHS students about their
experiences on communication breakdowns. Summarize their experiences and
decide the most appropriate strategy to avoid each communication breakdown.
Explain your reason for each strategy.
Assessment
Respondent
Strategy to Avoid
Communication Breakdown
Experiences
1
2
3
4
5
Directions: Read the statements comprehensively. Then, identify whether correct or
not. Write TRUE if it is correct and FALSE if it is not.
__________________
1.
Concreteness creates positive impact to the
audience
__________________
2.
Clearness helps in eliminating confusions among
the audience.
__________________
3.
Grammar mistakes eliminate negative impacts
among the receivers.
__________________
4.
Rapport is created when considering the
background of the receivers.
__________________
5.
Communication becomes effective when it is
supported by facts, figures, and examples.
__________________
6.
As a speaker, you have to use technical words in
order to impress the crowds.
__________________
7.
Complete message is important to the process of
communication particularly with the receivers.
44
__________________
8.
Giving positive remarks shows interest in a
conversation.
__________________
9.
The expression “So, are you saying that…” asks for
repetition.
__________________
10. Use polite expressions when asking for
clarifications.
__________________
11. You may use appropriate speaking volume, pitch
rate, proper enunciation, stress, and acceptable
pronunciation.
__________________
12. Accept the ideas of the sender even without full
understanding of the message.
__________________
13. The speaker should know his purpose before he
speaks.
__________________
14. You must pay attention only in verbal cues.
__________________
15. To limit distractions, stay beside the basketball
court.
Additional Activities
Directions: Write your own 5 Tips on how to avoid communication breakdown.
Include a brief explanation for each tip.
Rubric
Criteria
Content
Mechanics
Needs
Improvement
(1 point)
Excellent
(5 points)
Very
Good
(4 points)
Good
(3 points)
Show very
meaningful
content,
explanation
and
relation to
real-world
context
Sentence
structures
are well defined,
accurate,
and clear
with no
spelling,
Shows
meaningful
content
complete
with
explanation
Enumerate
s
significant
points
related to
the topic
Lacks
evidence
that
connect to
the
provided
topic
No details
provided
Insignifican
t errors in
sentence
structure,
grammar,
spelling
and
punctuatio
A few
errors in
sentence
structure,
grammar,
spelling
and
punctuatio
Some
errors in
sentence
structure,
grammar,
spelling
and
punctuatio
Sentence
structure is
incorrect,
grammar is
poor, and
errors in
spelling
and
45
Poor
(2 points)
Organizatio
n
Score
Total Score
punctuatio
n and
grammar
errors.
Ideas are
very well
organized,
coherence
and
cohesion
are very
evident.
n are
noted.
n are
noted.
n are
present.
punctuatio
n abound
Ideas are
focused
and
directed.
Ideas are
slightly
organized
Ideas are
loosely
organized.
No evidence
of
organizatio
n of ideas.
/ 15 points
46
Oral Communication
in Context
Oral Communication
Activities
Oral Communication in Context
Oral Communication Activities
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are
owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer:
Editors:
Reviewer:
Illustrator:
Layout Artist:
Management Team:
Darwin Z. Reyes; Icy Princess A. Trencio
Marites M. Aguilar; Rizza A. Pereyra
Liza L. Banayo; Lea C. Villegas; Erma S. Valenzuela; Jhonathan S. Cadavido
Joseph O. Ocfemia
Allan E. Medenilla
Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Marites A. Ibañez, Edgardo B. Militante,
Orlando T. Valverde, Godofredo C. Mercado
Department of Education – Region IV-A CALABARZON
Office Address:
Telefax:
E-mail Address:
Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
02-8682-5773/8684-4914/8647-7487
region4a@deped.gov.ph
47
Week
5
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the different functions of oral communication and examine different oral
communication activities. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.
The module is divided into two lessons, namely:


Lesson 1 – Functions of Communication
Lesson 2 – Verbal and Nonverbal Communication
After going through this module, you are expected to:
1. determine the verbal and nonverbal cues that a speaker uses in order to
achieve a purpose;
2. identify the purpose in a sample speaking engagement;
3. utilize knowledge on the functions of communication in analyzing various
communication situations;
4. examine sample oral communication activities;
5. evaluate the effectiveness of an oral communication activity; and
6. recognize the importance of different communicative functions in our daily
life.
Lesson 4
Functions of Communication
What’s In
You might not have noticed, but every time you communicate with people
around you, your manner of speaking, your tone of voice, and even your choice of
words largely depend on the context and the person or people you are talking to. You
transform and adapt to suit the needs of the moment. It is important to note that
those are forms of communication strategy to avoid misunderstanding and
communication breakdown.
This time around, you will explore the reasons why people communicate in
specific ways. In the succeeding activities, you will have a chance to explore different
situations to learn the various functions of communication and their relevance to
your daily interactions with people. By observing how people communicate, you will
find out what type of approach works best in a communicative scenario. In the
process, it is with high hopes that this self-paced learning module can help you
become a more effective communicator wherever you may go and in whatever
situation you may be.
48
What’s New
Look closely at the five pictures below. Imagine what goes on in their
conversation, then, write a one or two-sentence description inside the box below each
picture, describing how the people talk and the purpose of their conversation.
In the activity, you were asked to describe what is happening in each of the
pictures and how they communicate. Below are five boxes and in each box is a
definition of a function of communication. Read the definitions carefully, then,
49
examine the pictures on the previous page. Match the box with definition to its
corresponding picture by writing the letter inside the circle.
CONTROL AND REGULATION
Communication functions to regulate and control
the behavior of a person or group of people.
SOCIAL INTERACTION
Communication functions as a means to casually
interact with other people.
MOTIVATION
Communication functions to inspire or motivate a
person or people to be or do better.
INFORMATION DISSEMINATION
Communication functions as a way to share
information or data in order to educate.
EMOTIONAL EXPRESSION
Communication functions as a way to connect to a
person or people for the purpose of affecting them
emotionally.
What is It
Are you done matching the function of communication with its corresponding
picture? Let us check if you correctly identified it in each picture.
Functions of Communication
Picture A shows a parent-figure explaining something to a child who needs to
be reprimanded because of something that she did. As suggested by their behavior,
the child listens attentively to what her mother is telling her. Their facial expressions
also suggest that the mother is serious about what she is telling her child. The picture
shows control and regulation as a communicative function.
Picture B shows a group of friends who are casually talking with each other.
It also suggests a very relaxed atmosphere as they hang out and probably share their
funny stories. As you might have guessed, social interaction is the function of
communication.
50
Picture C takes you inside a classroom where the teacher explains the lesson
to her eager young learners who are all absorbed in the discussion. In this context,
information dissemination is used because the teacher’s primary goal is to share
important information regarding the topic.
Picture D shows an image of a mother who is trying to console her child who
might have shared her problems. Evidently, communication functions here as an
emotional expression since both speakers use nonverbal cues - such as tone of
voice, body movement, and facial expression - to connect and properly express one’s
feelings and emotions.
Picture E gives you a closer look at a sports fest in a school. The speaker in
the picture, who is possibly the school principal, talks in front of the students to do
their best in the games. Properly selected words and phrases are essential for
motivation because this function of communication is all about persuasion and
inspiration for the listeners to move and act.
What’s More
In your next activity, you will need a picture for every function of communication.
Pictures may be cut out from newspapers and magazines. Make a collage out of the
pictures. When you are done with your Functions of Communication Collage,
study the pictures you have taken so you can fill out the chart below.
FUNCTIONS
Write what you think the speaker/s is/are saying in
the picture.
control and
regulation
social
interaction
motivation
information
dissemination
emotional
expression
What I Have Learned
How would each of the following persons address or talk to the other involved
person in the given situation? Use your knowledge of functions of communication in
order to write in the speech balloon what he or she should appropriately say.
51
Dr. Carlos is about to tell his patient that she needs to undergo a
painful operation.
Ms. Tuazon finds out that one of her students was not able to submit
her project on time. She then asks him to stay inside the classroom
after dismissal so she can finish her work.
Ramon’s sister is upset because of the low score she got in her test.
He decides to talk to her so she would do better next time.
Mr. Flores will announce on national TV that a storm is about to enter
the coastal regions of Eastern Luzon.
52
Tina wants to invite her Muslim friend to her birthday celebration.
What I Can Do
Visualize your daily routine. What functions of communication do you often
use? Write your answer on a sheet of paper, then, explain why those functions are
the most useful in your daily activities. Give specific situations to better illustrate
your answer.
Assessment
Directions: Identify the function of communication in each of the following
situations. Write your answer on the space provided before each
number.
_____________1. Samantha shares her travel stories to her classmate during break
time.
_____________ 2. Mr. Lorenzo describes the main features and characteristics of
each planet in our Solar System.
_____________ 3. The president delivers a moving speech to help him pave the path
for a better and progressive Philippines.
_____________ 4. The guidance counsellor reprimands the two students who skipped
classes after lunch break.
_____________ 5. Ana tries to calm her best friend who just broke up with her
boyfriend.
_____________ 6. Boyet shares his struggles in school to his father.
_____________ 7. Mrs. Santos tries to accommodate her son’s friends in their home.
_____________ 8. The security officer reminds the public of the things they should do
in case of an emergency evacuation.
_____________ 9. Mang Tomas visits his friend who has just arrived from Vietnam.
_____________ 10. Eman, the class president, gives his classmates the coverage of
their Physics exam next week.
_____________ 11. The school principal reads out the school policies to all new
students.
_____________ 12. The Inter-Agency Task Force, delegated to control the spread of
the virus, conducts a press briefing regarding the guidelines to
be enforced during quarantine.
_____________ 13. The old woman shares to the TV reporter what happened to their
house because of the typhoon.
53
_____________ 14. A tourist guide gives out relevant facts and information about the
Mayon Volcano.
_____________ 15. Fred meets his friends and talks about their plans to go to
Baguio.
Additional Activity
Before we end our lesson on functions of communication, let us bring out your
artistic and creative side. On a clean sheet of paper, draw a comic strip based on the
scenes of a chosen movie or TV show. Your challenge is to come up with a comic strip
that shows combinations of communicative functions.
Rubric for Grading
Criteria
Score 4: 95100%
Content
Creativity
Score 3: 9094%
Score 2: 8589%
Score 1: 8084%
Comic strip
Comic strip
shows a variety of shows some
communicative
communicative
functions that
functions.
are clear and
well-organized.
Comic strip
shows limited
types of
communicative
function.
Comic strip
shows only
one
communicative
function.
Output is done
exceptionally.
Output is
creative but
needs some
refinement.
Output is
bland and
lacks color
/vividness.
Output is done
nicely and
creatively.
Lesson 4.1 Verbal and Nonverbal
Communication
Communication, both verbal and nonverbal, plays an integral part to human’s daily
life. It bridges the gap between individuals and allows the flow of information run
quickly and accurately.
In this lesson, you are expected to critically analyze the various oral communication
activities and be able to identify the usual verbal and nonverbal communication you
observed around you.
What’s In
Arrange the following scrambled letters to form the correct word that is being
described in each item about the Functions of Communication. Write your answer
on the space provided.
_______________________ 1. O I A M T N O T V I
Communication that encourages people to live better.
54
_______________________ 2. F R T I I O O A M N N
IEIAIONTNMSSD
Communication functions to convey information.
_______________________ 3. C N L R O O T
Communication functions to control behavior.
_______________________ 4. E M T N L O I O A
ERSSXPEOIN
Communication facilitates people’s expression of their
feelings and emotions.
_______________________ 5. S C L I A O
TRCTNIOAENI
Communication allows individuals to interact with others.
What’s New
Study the pictures below and think about the message they conveyed. Write your
answer on a separate sheet of paper.
1.
CLIMATE CHANGE
2.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Process the questions in your mind.
1. Is your answer to the following pictures, speakers debating over climate change
and disappointed parents due to their son’s Failed remarks?
2. How were you able to determine those?
3. What kind of communication process was used?
What is It
Verbal and Nonverbal Communication
Verbal Communication refers to the use of words to convey a message. This
type of communication can be regarded efficient and successful if the receiver can
easily process the message delivered by the sender.
55
Here are some of the aspects that you need to consider in this type of
communication.
1. Appropriateness
It pertains to the use of suitable language form applicable to the nature of the
event or context of situation (i.e. whether formal or informal).
Formal communication is the type of communication used in formal, ceremonial
or dignified gatherings. Here, the exchange of information is controlled, wellthought out, and prepared. It also conforms to certain rules and conventions as
defined by the goals and values of particular groups or organizations.
Types of Formal Communication
 Meetings
 Interviews
 Conferences
 Formal One-on-Ones
 Speeches
 Presentations
Informal communication is characterized by free, casual and spontaneous
exchange between two or more persons. The exchange is a kind of interaction that
is unrestrained by rules and conventions. It is also the type of communication
that occurs in everyday life.
Types of Informal Communication
 Casual Conversations
 Gossips
 Tales
 Inter-relational Activities
 Family Social Communication Culture
 Inter-relational activities outside of the formal
Key Difference Between Formal and Informal Communication
Criteria
Formal
Informal
Reliability
More reliable
Less reliable
Speed
Slower
Very quick/
Instantaneous
Time-Consuming
Information Flow
Secrecy
Requires a number of
different process
Through pre-defined
channels
Maintained
Requires very
process
Moves freely
little
Hard to maintain
2. Brevity
Speakers frequently opt to use simple and precise words in delivering their
message. This is brevity. It can be achieved by using more direct and clear words
and avoiding beating around the bush. It is saying more with less words.
56
3. Clarity
Clarity refers to using simple yet exact words that directly express your
thoughts and emotion. It warrants that the purpose of the message will be
successfully delivered to the audience.
Through this, communication breakdown like misinterpretation may be
avoided by the receivers.
4. Ethics
Ethics pertains to moral standards that need to be considered when delivering a
message. The audiences’ background such as their age, gender, race, social status
and personal convictions shall be given due importance for speaking purposes.
As a speaker, one of the prerequisites that you need to do is to know your audience
first. By doing so, discriminatory acts leading to bias judgment that may
unintentionally be committed by the speaker will be avoided.
5. Vividness
Vividness refers to words that make the conversation or exchange of information
lively and vibrant. The purpose of this aspect of communication is to simplify
thoughts for the audience to easily grasp the message through the use of
distinctive language. This language should appeal to the senses so the speaker
can elicit an active and vigorous response.
Also, to achieve vividness, speakers use situations that are within the audiences’
level of experiences to establish connection.
Nonverbal communication refers to a collaboration of movements that does
not require any spoken words in order to convey a message. This incorporates actions
such as hand gestures, body language, facial expressions, stance, appearance and
others in order to convey a message. Some of the commonly used nonverbal means
of communication are:
1. Bodily Kinesthetic
1.1. Head Movement
1.2. Eye Movement
1.3. Facial Expressions
1.4. Sitting
1.5. Standing
1.6. Walking
1.7. Hand Gestures
2. Attitude and/or Behavior to specific situations
3. Manner of Dressing
4. Tone of Voice
Importance of nonverbal communication:
 Makes the message more meaningful.
 Expresses message without the use of words.
 Makes audience more enthusiastic.
 Defines the kind of speaker one is.
 Makes one a dynamic speaker.
 Gives confidence to the speaker.
57
 Adds color to a speech.
 Connects the speaker to the audience.
 Gives the speaker a variety of ways to deliver his/her message.
What’s More
Activity 1.1 Watch and Learn
Watch a morning or prime time news and fill out the box below with the different
verbal and nonverbal cues used by the news anchor/s and news reporters in
delivering news. Write at least 5 observations or samples of oral communication
activities and identify the aspect of verbal communication used. Tell whether
Relevance, Brevity, Clarity, Ethics and Vividness. An example is provided for you
below.
Example:
Newscast: 24 Oras
News Anchors: Jessica Soho, Vicky Morales and Atom Araulio
Airing Date: May 21, 2020
ORAL COMMUNICATION ACTIVITIES
Type of
Observed Verbal Activities
Communication Used
1. Ethics
1. The anchor greeted the tele-viewers in the opening
billboard.
Jessica Soho: “Magandang gabi! Luzon, Visayas and
Mindanao”.
Newscast: _____________________________________________
News Anchor/s: ________________________________________
Airing Date: ____________________________________________
ORAL COMMUNICATION ACTIVITIES
Type of
Observed Verbal Activities
Communication Used
Activity 1.2 Let’s Have More!
To make your viewing activity complete, observe also on the nonverbal cues that the
anchors and reporters used in the entire news broadcasting. Use the sample below
as your guide.
ORAL COMMUNICATION ACTIVITIES
Situation
Observed Nonverbal Activities
Importance of Using It
1. Live Report
1. Nodding
1. Build connection to the
reporter and viewers.
Anchor nods on the information
delivered by the field reporter after
58
giving a follow up question during
the
live
report
indicating
affirmation.
Activity 2 Lend Me Your Ears!
After watching a newscast in the previous activity, this time you will tune in to a
radio broadcast of your choice. Again, you will identify the different verbal activities
present in the radio show/program and the type of communication used by the radio
anchor. Use the sample below as your guide.
Radio Show/Program: ________________________
Airing Time: __________________________________
Radio Anchor/s: _____________________________
Topic: ________________________________________
ORAL COMMUNICATION ACTIVITIES
Type of
Communication Used
1. Relevance
Observed Verbal Activities
1. The radio anchor used plain terms that are easily
understood by the listeners.
What I Have Learned
Fill in the missing words to complete each sentence. Choose your answer from the
word bank.
WORD BANK
behavior
environment
plain
creative
mastery
purpose
credible
messages
responses
subjective
1. Words are important in relaying _ _ _ _ _ _ _ _ or information.
2. Use _ _ _ _ _ terms in verbal communication to express ideas.
3. The use of words shall also depend on the kind of _ _ _ _ _ _ _ _ _ _ _, -whether
formal or informal.
4. Speakers shall use simple words to be more _ _ _ _ _ _ _ _.
5. It is important to state your _ _ _ _ _ _ _ clearly to avoid misinterpretations.
6. Words to be used shall not be gender-biased nor _ _ _ _ _ _ _ _ _ _ to one’s race
and ethnicity.
59
7. Practice using _ _ _ _ _ _ _ _ words to make the exchange of communication more
alive and interesting.
8. Nonverbal communication may include _ _ _ _ _ _ _ _ to convey and represent
meaning.
9. All _ _ _ _ _ _ _ _ _ not delivered in form of words are regarded as nonverbal
communication.
10.
_ _ _ _ _ _ _ of nonverbal communication is important to make you an effective
speaker.
What I Can Do
With your family members do the following:
 Host a family talk show;
 Serve as a moderator;
 Think of an interesting topic for the family to discuss, some of the suggested
topics are:

The New Normal Ways of Living

Empowering the Youth’s Awareness of the Pandemic

Importance of Mental Health among Youth
 Prepare set of questions to be answered;
 Run the talk show for 5 minutes.
 Closely observed the different verbal and nonverbal cues used in the talk
show.
 Evaluate the performance of the family members using the rubric below and
write a short essay (250 words) as reflection using the data.
60
VGE
(5)
Criteria
GE
(4)
1. The choice of words is appropriate.
2. Use of creative words is observed that
made the show alive.
3. Nonverbal cues are suitable.
4. Ethical standards were observed.
5. Feelings, attitudes and perceptions are
successfully communicated.
6. Ideas are communicated meaningfully.
7. Speakers used simple words which are
easy to understand.
Total
SE
(3)
LE
(2)
N
(1)
/35
Legend:
VGE – To a very great extent; GE – To a great extent; SE – To some
extent; LE – To a little extent; N – Not at all
Scoring:
VGE – 28-35; GE – 19-27; SE – 12-18; LE – 6-11; N - 5
Assessment
Write T if the statement is TRUE and F if it is FALSE.
______1. Audience profile shall be considered under ethics.
______2. The proper use of nonverbal communication can make you an effective
speaker.
______3. Your manner of communication defines what kind of speaker you are.
______4. The effective use of nonverbal communication makes you a credible
speaker.
______5. In word use, you must consider the nature and situation for appropriacy.
______6. Clarity is achieved by using simple and plain words that are easily
understood by the audience.
______7. The use of blank words like “ah”, “uhm” may lead to communication
breakdown.
______8. Verbal communication is more important than nonverbal
communication.
______9. Individual differences shall be considered in delivering a message.
61
______10. Make your message simple and comprehensible when conversing.
______11. All formal communications conform with specific rule, belief and objectives
of the speaker or certain group.
______12. Audience background needs to be considered before engaging to any type
of communication.
______13. The use of figure of speech enhances one’s speech for clarity.
______14. The most effective way of connecting to your audience is through the use
of verbal communication only.
______15. Inter-relational activities are also observed under formal communication
at some point.
Additional Activities
List down different oral communication activities that you know and on the opposite
column, write down the suggested/applicable verbal and nonverbal cues to be used.
Oral Communication
Activities
1. Counseling
Verbal Cue/s
Nonverbal Cue/s
-Use simple and carefully -Eye to eye contact
chosen words
62
Oral Communication
in Context
Types of Speech Context
Oral Communication in Context
Types of Speech Context
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this
module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over
them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers:
Magnon Dionell D. Domingo, Kristine Anne Y. Liboon
Editors:
Rizza A. Pereyra, Marites M. Aguila
Reviewers:
Bernadette M. Songalia, Gilbert C. Alva
Illustrator:
Mark Razul G. Leal
Layout Artist:
Gilbert G. Manaois
Management Team:
Wilfredo E. Cabral, Job S. Zape Jr., Eugenio S. Adrao, Jhonathan S. Cadavido, Marites A. Ibañez,
Edgardo B. Militante, Orlando T. Valverde, Godofredo C. Mercado, Erma S. Valenzuela
Department of Education – Region IV-A CALABARZON
Office Address:
Telefax:
E-mail Address:
Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
02-8682-5773/8684-4914/8647-7487
region4a@deped.gov.ph
63
Week
6
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the Types of Speech Context. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
your needs.
The module consists of one lesson, namely:

Types of Speech Context
After going through this module, you are expected to:
1. define Speech Context;
2. identify the various types of speech context in different situations; and
3. employ appropriate verbal and non-verbal behavior in different speech
context.
Lesson 1
Types of Speech Context
There is never a day that you do not communicate. It could be a group discussion,
Facebook status update, dinner conversation with someone you are interested in, or
small talk with a family member. In this case, it is necessary for you to understand
the concept of speaking in a variety of communication situation and the number of
people you are communicating with.
Since you have already learned the various components of communication in the
earlier part of the previous modules, this time you are going to look at their context
and find out how to act appropriately in the different situations in communication.
What’s In
In the previous lesson, you were able to determine the verbal and non-verbal cues
that the speaker uses in order to achieve his/her purpose. You were given different
activities that helped you to fully understand the functions of communication (i.e.
control, social interaction, motivation, emotional expression and information
dissemination).
You have now realized that your ability to communicate affects your relationship with
the people around you. To further strengthen this insight, the tasks in this module
will let you discover the meaning and types of speech context, and apply appropriate
verbal and non-verbal behavior in different speech context.
64
What’s New
Speech Context
Context when referring to speech communication is the surroundings,
circumstances, environment, background or setting that determine, specify, or
clarify the meaning of an event. (LumenLearning.com/Elements of Communication).
According to DeVito (2005), “Context refers to the setting in which the
communication takes place. Context helps to establish meaning and can influence
what is said and how it is said.”
Read and carefully evaluate the statements written inside the circle, then
select from the given communication contexts what you think matches the phrase.
Choose the letter of the best answer.
5. Articulating
your stand on a
pressing issue
in the editorial
page of your
schoolpaper
1. Consoling
a friend who
is feeling
down
4.
Discussing
with your
groupmate
s your
assigned
report
2. Cheering
yourself up
before an
important
event
A. Communication in
Public
B. Communication with
Self
C. Communication
between two persons
D. Mass Communication
E. Communication in a
small group
3. Delivering your
graduation speech
to your fellow
graduates
What is It
Speech Context is important because it helps you communicate appropriately,
understand the meaning of any message conveyed, and respond accordingly. In order
for you to have a clear grasp of what Speech Context is, its types are discussed below.
Types of Speech Context
1. Intrapersonal – This refers to a type of communication that is focused on one
person, where the speaker acts both as the sender and as the receiver of the message.
The message is made up of thoughts and feelings while the medium is the brain that
processes what you think and feel. (Hybels & Weaver, 2012, p 16)
Examples:


There is a voice within you that tells you, “It’s okay, you can still do it! You
can make it!” when you are losing your drive to finish the task that you are
doing.
When you told yourself not to talk to your friends when you have read in a
Facebook post that they were in a party and you were not invited.
65
2. Interpersonal – This refers to the type of communication that takes place between
and among people and creates a personal relationship between and among them.
Normally, it includes two individuals, and it can vary from casual and very personal
to formal and impersonal.
Types of Interpersonal Communication
Dyad Communication – communication that happens between two people.
Examples:


You consoled your brother who was feeling down.
A conversation between your father and mother about
announcement of your Barangay Chairman.
the latest
Small Group– This applies to interactions involving at least three but not more than
twelve people engaged in face-to-face interactions to achieve the desired goal. In this
type of conversation, all participants can freely express their ideas throughout the
discussion.
Examples:


You are having a discussion with your two brothers about the surprise
party you are planning for your Mom’s birthday.
Kathlyn who came back from the United States called her three brothers
and four sisters and announced that she is getting married.
3. Public– This type refers to a communication that enables you to send or deliver a
message before a crowd. The message can be transmitted for informative or
persuasive purposes. "In public communication, unlike interpersonal and small
groups, the channels are more exaggerated. The voice is louder and the gestures are
more expansive because the audience is larger” (Hybels & Weaver, 2012, p 19).
Examples:


Delivering a graduation speech to your fellow graduates.
You were elected as the new SSG president of your school and were given
a chance to deliver a message of gratitude to your fellow students.
4. Mass Communication – This refers to communication through television, radio,
newspapers, magazines, books, billboards, the internet, and other types of media.
Examples:


You are watching a televised briefing on COVID-19.
You have recorded a commentary for your school’s Online Discussion of
the pandemic and uploaded it in your social media account.
66
Verbal and Non-verbal Behavior in a Speech Context
Different speech context whether it is intrapersonal, interpersonal, public or mass
communication requires different approaches. Though there might be some
occasional similarities, you should at least know how to behave and respond to
various speech contexts appropriately.
When talking to your self
You might be familiar with the feeling of quietly talking to yourself in your mind, and
it's normal — and good for you. By performing this, it makes you think and reflect
on the things you have done or are planning to do. But here are some important
reminders that you need to keep in mind:
1. Use self-talk to your advantage: Cheering
yourself up before an important event or
talking to yourself while completing a task are
two perfect opportunities for self-talk (Gould,
2018, Talking to yourself is normal, n.d.).
2. Don’t overdo it. While it is normal to talk to
yourself constantly, it is better not to overuse
yourself of doing so. The most common reason
why people end up talking to themselves is
because they feel like they do not have
someone else to talk to. To address this, you
need to be more sociable, it would give you
more people to talk to other than yourself.
When talking to one person or a small group of people
Consoling your friend who is feeling down, or simply talking with your classmates
about your plans for a group activity is an example of a dyad and small group
communication. This kind of communication implies that the conversation is being
shared and there is exchange of ideas. Small group involves different skills because
unlike dyad, it consists of more than two people. In both cases, you can be as natural
as yourself, however, unlike a running conversation in your head, you have to
consider that there are others who are equally important in the conversation. Thus,
to achieve successful communication in a dyad or small group, you have to consider
the following;
1. Listen carefully - Needless to say, this is
the very basic foundation of effective
communication. You have to listen carefully
and understand what the other person is
saying. Asking clarifying questions lets the
other person know that you are indeed
listening attentively. More so, take active
part. You also need to be heard and
understood when it is your time to speak.
67
2. Check your tone and body language. The
vocabulary of the body is more revealing than
the actual words you speak. So, watch your
tone and body language while you are talking.
Is your tone tough? Do you smile and
encourage the person you are talking to? Your
body language tells more about your emotions
and thoughts than your actual words. Bear
this in mind the next time you have a
conversation with someone. Check your body
language to ensure that it is consistent with
your words (Oakes, 2017).
3.
When talking to the public
Speaking in front of the crowd requires
many preparations; from analyzing your
target audience, to planning and
drafting your speech up to the
rehearsing part. The key therefore is to
come prepared. Be yourself while you
are on stage and speak in the way that
you will be easily understood by your
audience.
You will know more about this in the
succeeding modules about the
“Principles of Speech Delivery”.
What’s More
Crossword Puzzle
Complete the puzzle below by identifying the four (4) types of Speech Context and
the two (2) types of Interpersonal Communication evident in the presented
situations.
ACROSS:
1. Four students are discussing
their thesis proposal.
3. Miggy requested his brother
Mikko to help him on his task.
6. The city mayor delivered a
speech for his townsfolk.
DOWN:
2. Webinars for teachers are
conducted via Facebook live.
4. The principal interviews a
teacher-applicant.
5. Emman talks to himself in
front of the mirror.
68
What I Have Learned
1. Based on what you have learned from the previous activities, how would you
define speech context in your own words?
2. As a senior high school student, what do you think is the advantage of having
good communication skills in a variety of contexts? Do you think it will help
you improve your personality? Why or Why not?
3. Do you agree with this statement: Speech context can influence one’s
behavior? Why/Why not?
4. Which of the types of speech context do you find easy and difficult to practice?
What should you do to improve your skills?
What I Can Do
Using the graphic organizer below, describe each type of speech context and give
three (3) examples for each. One point for each correct example, for the description,
refer to the following rubric for evaluating the answer in description.
Type
Description
Example
1.
2.
3.
Intrapersonal
Communication
1.
2.
3.
1.
2.
3.
1.
2.
3.
Interpersonal
Communication
Public Communication
Mass Communication
Rubric in evaluating the answer in description:
CRITERIA
SCORE
Points
Completeness
(Did your answer
directly describe
the type of speech
context?)
Knowledge
(Did your answer
clearly show you
5 points
(Excellent)
5 points
(Excellent)
3 points
(Very Good)
3 points
(Very Good)
69
2
points
(Good)
2
points
(Good)
1 point
(Needs
improvement)
1 point
have read and
understand the
lesson content by
correctly defining
the key term?)
(Needs
improvement)
Writing Skills
(Did you write
clearly in complete
sentence with
minimal errors in
grammar and
spelling?)
5 points
(Excellent)
3 points
(Very Good)
2
points
(Good)
1 point
(Needs
improvements)
Adapted from:
http://qm.riosalado.edu/resources/SyllabusDB/SocialSciences/Rubric_Short_Answer.pdf
Assessment
Directions: Choose the letter of the best answer.
1. Which of the following is NOT a speech context?
A. Intrapersonal Communication
C. Long Distance Communication
B. Dyad Communication
D. Public Communication
2. Which one of the following is NOT an example of intrapersonal
communication?
A. sending a text message to a friend
C. writing a note to yourself
B. talking to yourself
D. thinking about a problem
3. Which of these is an example of Dyadic Communication?
A. two brothers arguing
B. a coach and a player discussing last week’s game
C. a husband and wife making plans for the summer vacation
D. all of these are correct
4. Why do you think group communication involves a different set of skills than
interpersonal communication? It is because _______________________
A. in a group, one sender has many different receivers to take into account.
B. in a group, one receiver has many different senders to take into account.
C. group, by definition, consists more than two people.
D. group communication is more important than interpersonal communication
70
5. Which of the following is NOT true about speech context?
A. In public communication, unlike in interpersonal and small group, the
channels are more exaggerated. The voice is louder and the gestures are
more expansive because the audience is bigger.
B. The most common reason why people end up talking to themselves is
because they feel like they do not have someone else to talk to.
C. Different speech context whether it is intrapersonal, interpersonal, public
or mass communication require different behavior. However, there might
be some occasional similarities.
D. In interpersonal communication, asking clarifying questions lets the other
person know that you are not listening attentively.
For numbers 6-10:
Directions: Identify the type of speech context evident in the following situations.
6. You provided reassuring and comforting words to a friend who was feeling
down.
A. Dyad Communication
C. Mass Communication
B. Public Communication
D. Interpersonal Communication
7. You are having a discussion with your group mates on how to finish the
assigned task.
A. Public Communication
C. Dyad Communication
B. Small group communication
D. Interpersonal Communication
8. Karen thinks about the things she did the whole day and writes them in her
journal.
A. Intrapersonal
C. Mass Communication
B. Dyad
D. Small Group
9. The TV news anchor is giving the latest news update.
A. Public communication
C. Interpersonal Communication
B. Mass communication
D. Intrapersonal Communication
10. Group 5 discussed the effects of social media on communication skills.
A. Intrapersonal communication
C. Mass Communication
B. Interpersonal communication
D. Public Communication
71
For numbers 11-15
Directions: Tell whether the given statement is True or False.
11. In intrapersonal communication, the message is made up of your thoughts
and feelings.
12. In small group communication, all participants can freely share ideas in a
loose and open discussion.
13. Participating in the declamation, oration, debate or story telling activity is an
example of small group communication.
14. To become an effective public speaker, you have to be yourself while you are
on stage and speak in the way that you will easily be understood by your
audience.
15. Just like in small group communication, the channel in public communication
should not be exaggerated.
Additional Activities
Try to recall what you did and how you felt when you experienced any of these
situations; (your best friend confided a secret to you; you delivered a speech in front
of your classmates as a subject requirement; you talked to yourself about the things
you did and what you were supposed to do instead).
What can you say about your experience? What did you learn from it? If you have a
second chance, how will you deal with the situations? What examples of verbal and
non-verbal responses will you use? Write your answers in a separate sheet.
Rubric in evaluating the essay
Directions: Your essay will be graded based on this rubric. Consequently, use this
rubric as guide in writing your essay and check it again before submitting your final
output.
Criteria
Focus and
Details
Organization
5
3
There is one clear,
focused topic. Main
idea is clear and well
supported by
detailed and
accurate
information.
There is one
clear, well
focused topic.
Main idea is clear
but not well
supported by
detailed
information.
Main idea is
somewhat clear.
The topic and
main idea are not
clear.
The introduction
states the main
topic, and provides
an overview of the
essay. Information is
relevant and
presented in a
logical order. The
conclusion is good.
The introduction
states the main
topic and
provides an
overview of the
essay. A
conclusion is
included.
The introduction
states the main
topic. A
conclusion is
included.
There is no clear
introduction,
structure, or
conclusion.
72
2
1
Word Choice
Sentence
structure,
grammar
and
mechanics
It uses vivid words
and phrases. The
choice and
placement of words
seems accurate,
natural, and not
forced.
It uses vivid
words and
phrases. The
choice and
placement of
words is
inaccurate at
times and/or
seems overdone.
It uses words
that
communicate
clearly, but the
writing lacks
variety.
It uses a limited
vocabulary.
Jargon or clichés
may be present
and detract from
the meaning.
All sentences are
well constructed and
have varied
structure and
length. There are no
errors in grammar,
mechanics, and/or
spelling.
Most sentences
are well
constructed and
have varied
structure and
length. There are
few errors in
grammar,
mechanics,
and/or spelling,
but they do not
interfere with
understanding.
Most sentences
are well
constructed, but
they have a
similar structure
and/or length.
There are several
errors in
grammar,
mechanics,
and/or spelling
that interfere
with
understanding
Sentences sound
awkward, are
distractingly
repetitive, or are
difficult to
understand.
There are
numerous errors
in grammar,
mechanics,
and/or spelling
that interfere
with
understanding.
73
Oral Communication
in Context
Types of Speeches
and Speech Style
Oral Communication in Context
Types of Speeches and Speech Style
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this
module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over
them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer:
Editors:
Reviewers:
Illustrator:
Layout Artist:
Management Team:
Bernadette C. Royo, Leo D. Dioneda, Mary Jane H. Calandria
Marites M. Aguilar, Rizza A. Pereyra, Joyce V. Arce
Gilbert C. Alva, Bernadette M. Songalia
Mark Razul G. Leal
Gilbert G. Manaois
Wilfredo E. Cabral, Job S. Zape Jr., Jhonathan S. Cadavido, Helen A. Ramos, Rogelio F. Opulencia,
Luhinia M. Ofren, Marigen N. Leosala, Cherrilyn T. Nabor
Department of Education – Region IV-A CALABARZON
Office Address:
Telefax:
E-mail Address:
Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
02-8682-5773/8684-4914/8647-7487
region4a@deped.gov.ph
74
Week
6
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the types of speeches and speech style. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with your needs.
The module is divided into two lessons, namely:


Lesson 6.1 – Types of Speeches
Lesson 6.2 – Types of Speech Style
After going through this module, you are expected to:
1.
2.
3.
4.
distinguish the types of speeches according to purpose and delivery;
determine the types of speeches used in different real-life situations;
distinguish the types of speech style;
identify the social situations in which each speech style is appropriate
to use; and
5. observe the appropriate language forms in using a particular speech
style.
Lesson 6.1 Types of Speeches
This lesson introduces you to the world of public speaking. Take a step further to
enhance your oral communication skills by learning the types of speeches you can
use in creating meaningful tasks.
What’s In
In your journey toward elevating your oral communication skill, you have previously
learned in Module 5 that communication can take place in different speech contexts
(intrapersonal, interpersonal, public, and mass). Moreover, you were given ideas on
how you should speak when put in a specific speech context. As you move on to your
next adventure, Module 6 Lesson 1 will prepare you to be an effective public speaker.
This exciting lesson will tackle the different purposes and methods of delivering a
speech.
What’s New
Speech
It is human nature to express thoughts and emotions. Thus, many speeches or forms
of communication in spoken language, made by a speaker before an audience, have
been created. Speeches are more formal than talking or usual conversations. They
are primarily delivered to leave a remarkable message.
75
Types of Speeches
In the word puzzle below are seven (7) words that refer to jobs which commonly
deliver speeches. Try to look for them as fast as you can to lead you to the types of
speeches.
B
T
Y
P
O L
I
T
I
X
T
J
I
A
K
E
U
L
E
K
T
D O
C
T
U
A
S
F
L
O
I
C
E
D
O I
S
H
W Z
B
P
E
C
N
F
R
M
E
H
G N
C
I
A
N
W G E
S
L
O
R
P
T
A
G X
I
F
Q
W
M
B
M
P
A
P
Y
T
E
S
E
U
Y
F
E
S
M
D
N
A
C
T
O
R
R
P
U
I
I
T
R
O J
L
D
I
A
C
A
H I
P
V
I
J
E
W S
A
N
C
O R
Y
S
F
H
A. Vertical
B. Horizontal
1. _________________________
1. _________________________
2. _________________________
2. _________________________
3. _________________________
3. _________________________
4. _________________________
Were you able to hunt all the words that we are looking for? Let us look at the
following pictures if you got them correctly.
For the jobs written vertically, what do you think are their reasons or purposes
for giving their speeches?
I give a speech to ____________________________
_____________________________________________
76
I give a speech to ___________________________
_____________________________________________
I give a speech to ____________________________
_____________________________________________
For the jobs written horizontally, how do you think do they deliver their speeches?
To deliver my report on television,
I____________________________________________
____________________________________________.
To deliver my lines on stage, I
_____________________________________________
____________________________________________.
To deliver my speech during campaign,
I____________________________________________
____________________________________________.
To deliver the clinical findings to my patient, I
_____________________________________________
____________________________________________.
77
What is It
The activity shows that people create speeches for different purposes and through
different methods of delivery. There are two (2) major types of speeches: according to
purpose and according to delivery.
1. Types of Speech According to Purpose
a. informative or expository speech
 is mainly performed for the purpose of educating the audience on
new or relevant piece of information on a particular topic.
example: lecture of a teacher
b. persuasive speech
 is given solely for the purpose of convincing the audience to agree
with the speaker’s opinion on a particular topic.
example: speech of a lawyer
c. entertainment speech
 aims to share laughter and enjoyment to the audience through witty
and humorous lines.
example: speech of a comedian
2. Types of Speech According to Delivery
a. manuscript speech
 is the word-for-word iteration of a written message using visual aids.
example: news anchor with a teleprompter
b. memorized speech
 is the rote recitation of a written message that the speaker has
committed to memory.
example: actor’s dialogue
c. extemporaneous speech
 is the presentation of a carefully planned and rehearsed speech,
spoken in a conversational manner using brief notes.
example: a campaign speech before a voting public
d. impromptu speech
 is the presentation of a short message without advance preparation
and is for people knowledgeable about the subject.
example: a doctor’s response to the question of a patient
78
What’s More
Get to know more how to distinguish the types of speeches according to purpose and
delivery. On the left are characteristics of the different speeches. Check (/) the
appropriate column described by each statement.
Note: More than one column may be selected. Use a separate sheet of paper for
your answer.
Legend:
I= informative speech
Ma= manuscript speech
P= persuasive speech
Me= memorized speech
E= entertainment speech
Ex= extemporaneous speech
Im= impromptu speech
The speech…
Description
Purpose
I
P
E
1. provides the audience with a clear
understanding of a concept or idea
2. aims to convince the audience
3. is delivered with limited preparation and is
guided by an outline
4. is delivered with no advance preparation
and is usually for person knowledgeable
about the subject
5. is used by theater actors
6. is commonly used by candidates running
for political office
7. is employed when answering a question
about oneself in an interview
8. makes use of jokes, funny stories, and vivid
descriptions.
9. is written in advance and should be
practiced in order to avoid monotony
10. appeals to audience’s emotion and
provides striking statistics that can support
the ideas
79
Delivery
Ma Me Ex
Im
What I Have Learned
From the lesson on the types of speeches, I learned that:
1. I will use the following types of speech according to purpose when:
A. informative
B. persuasive
C. entertainment
2. The three (3) types of speech according to purpose are also used in:
Other Speaking Situation
A.
informative
_______________________________________
B.
persuasive
_______________________________________
C.
entertainment
_______________________________________
3. I will use the following types of speech according to delivery when:
A. manuscript
B. memorized
C. extemporaneous
D. impromptu
4. The four (4) types of speech according to delivery are also observed in:
Other Speaking Situation
A.
manuscript
___________________________________
B.
memorized
___________________________________
C.
extemporaneous
___________________________________
D.
impromptu
___________________________________
80
5. As a speaker, I should know my purpose and method of delivery before
giving my speech so…
What I Can Do
Now that you know how to distinguish the different types of speeches, try to make a
meaningful activity out of it by delivering a simple speech as a life coach. A life coach
is someone who helps people identify their goals and develop an actionable plan to
achieve them. To help the people who were affected by the recent COVID-19
pandemic, give a 2 or 3-minute persuasive memorized speech. Have someone from
the audience to evaluate your performance by using the criteria below.
4
3
2
1
Category
Exceptional
Meets
Expectation
Satisfactory
Needs
Improvement
Introduction
The first few
lines of the
speech really got
my attention and
made me want to
listen intently.
The first few
lines of the
speech got my
attention and I
was curious to
hear the rest.
The first few
lines of the
speech did not
really get my
attention and I
was not sure if I
want to hear
more.
The first few lines
of the speech did
not get my
attention and I
did not want to
hear more.
Content
The speech
explained the
issue
thoroughly,
using examples.
The speech
focused on the
issue and used
examples but
did not fully
explain it.
The speech
focused on the
issue but did
not explain it
thoroughly and
did not use
examples.
The speech was
unclear, did not
explain any of
the issues
thoroughly and
did not use
examples.
Delivery
The speaker
spoke in a loud,
clear voice and
was expressive.
The speaker was
loud and clear
but was not
expressive.
The speaker
was difficult to
hear sometimes
and not
expressive.
I could not hear
or understand
the speaker.
Conclusion
The end of the
speech was
exciting and
lovely.
The end of the
speech was
somewhat
exciting and
lovely.
The end of the
speech was not
very exciting or
lovely.
The end of the
speech was not
exciting or lovely
at all.
Overall
The speech was
exciting and
informative that
made me agree
with the
speaker’s
viewpoint.
The speech was
informative and
somewhat
exciting that
made me think
about the
speaker’s
viewpoint.
The speech was
not very
informative or
exciting I would
not probably
agree with the
speaker’s
viewpoint.
The speech made
me not want to
agree with the
speaker’s
viewpoint.
Total Score
https://landaua-catcherintherye.weebly.com/rubric-for-persuasive-speech-and-presentation.html
81
Score
(x 2)
Assessment
Directions: Identify whether each statement is TRUE or FALSE. Use a separate sheet
of paper for your answer.
__________ 1. The types of speech according to delivery are impromptu speech,
persuasive speech, extemporaneous speech, and manuscript speech.
__________ 2. The primary goal of an informative speech is to influence the thoughts,
feelings, actions, and behaviors or attitudes of your listeners (Gamble
& Gamble, 2012).
__________ 3. Extemporaneous speech has no advance preparation and is usually
for a person knowledgeable about the subject.
__________ 4. An impromptu speech is delivered with little or no time for preparation.
__________ 5. An expository speech provides the audience with a clear understanding
of a concept or idea.
__________ 6. The nature of a reporter’s job is to give a persuasive speech.
__________ 7. The President’ State of the Nation Address (SONA) is guided by a
manuscript or teleprompter.
__________ 8. A speaking situation can transform from one type of speech to another.
__________ 9. Entertainment speech is simpler than an informative speech.
__________ 10. A manuscript speech may not be rehearsed anymore.
__________ 11. Short notes are useful in an extemporaneous speech.
__________ 12. A manuscript speech is used to deliver important information.
__________ 13. Vivid descriptions are essential in an entertainment speech.
__________ 14. The types of speech according to purpose are informative speech,
persuasive speech, and entertainment speech.
__________ 15. The credibility of a speaker is important in informative, persuasive,
and impromptu speech.
Additional Activities
Observe three (3) different speaking situations in your environment. Using the table
below, list them down and distinguish the type of speech according to purpose and
delivery used in each situation. Also, provide an evaluation by identifying the positive
point you noticed. For the relevant suggestion, give a piece of advice on how the
speech can further be improved considering the type of speech where it belongs. One
(1) point will be given for every correct answer written on each box.
82
Speaking Situation
Purpose
Delivery
Positive Point
Relevant
Suggestion
1.
2.
3.
Lesson 6.2 Types of Speech Style
This lesson helps you improve your communication skills by providing you the
socially acceptable ways in delivering your speech. Explore the types of speech style
for creating better relationships.
What’s In
How is your experience doing the public speaking? Were you able to apply the
principles of effective speech delivery? You have come a long way with your
knowledge on the three (3) types of speech according to purpose and the four (4)
types of speech according to delivery from Module 6 Lesson 1. Keep making progress
as you reach Module 6 Lesson 2 where you will be given tips on how to build your
communication skills as well as relation with other people. Enjoy your journey to
becoming a proficient speaker!
What’s New
Speech Style
The way we communicate varies depending on a lot of factors such as the speech
context, speech purpose, and speech delivery. The form of language that the speaker
uses which [sic] characterized by the degree of formality is known as speech style
(Martin Joos, 1976:156).
83
Types of Speech Style
There are five (5) types of speech style that can be used in various speaking
situations. To know them, accomplish first the comic strip below by sharing a day in
your life as you go to school. Supply the needed statement(s) in each scenario. Use
the drawings as your guide.
1. __________
____________
3. __________
____________
2. __________
____________
5. __________
____________
4. __________
____________
What is It
You may have noticed that the forms of language you use in talking to different people
in different situations change in degree of formality. This is because of speech style.
There are five (5) types of speech style.
Types of Speech Style
1. intimate


is used for very close relationships.
example: couple
note: Language used in this style may not be shared in public.
84
2. casual

is an informal communication between groups and peers who have
something to share and have shared background information but
do not have close relations.
example: classmates

note: Jargon, slang, and vernacular language are used
3. consultative


is used in semi-formal and standard communication.
example: teacher and student
note: Professional or mutually acceptable language is a must in
this style.
4. formal


is a one-way straightforward speech.
example: State of the Nation Address
note: What the speaker says is something that has been prepared
beforehand.
5. frozen


is the most formal communicative style that is usually used during
solemn ceremonies and events.
example: pledges
note: It does not require any feedback from the audience.
What’s More
Distinguish how you should communicate in the following speaking situations
through the diagram below. Place the letter according to its appropriate type of
speech style.
a. attending solemn ceremonies
f. caring less about grammar
b. listening to announcements
g. using slang word like “bro”
c. conversing with close people
h. reciting the Girl/ Boy Scout Law
d. addressing the one in authority
i. producing well-formed sentences
e. talking to friends about hobbies
j. talking to the utility staff in your school
85
intimate
casual
1.
3.
2.
4.
Speech
Styles
frozen
consultative
9.
5.
10.
6.
formal
7.
8.
What I Have Learned
From the lesson on the types of speech styles, I learned that:
1. The following speech styles are also observed in other speaking situations like:
Other Speaking Situations
A. intimate
B. casual
C. consultative
D. formal
E. frozen
2. There are principles that you have to keep in mind when talking to people using
the following speech styles to maintain good communication such as:
A. family member= intimate
B. classmate= casual
86
C. teacher= consultative
D. principal= formal
E. pledge= frozen
3. I should use the appropriate speech style when talking to certain people so…
What I Can Do
Let your knowledge of the different types of speech style make your communication
and relation with other people better.
Below are pictures showing some communication problems. To address these
problems, identify the appropriate speech style to be used then provide a possible
dialogue using the appropriate language form of each speech style.
Problem: Anna talks back to her parent
who is disciplining her.
1.
Speech Style: __________________________
Problem: Camila has no friends in school.
Speech Style: __________________________
2.
87
Problem: The business partners have not
reached an agreement.
3.
Speech Style: ________________________
Assessment
Directions: Identify whether each statement is TRUE or FALSE. Write your answer
on a separate sheet of paper.
________ 1. The MOST informal speech style is the intimate style.
________ 2. The standard style of speech is the casual style.
________ 3. Consultative style is used when talking to someone in authority.
________ 4. Frozen style needs feedback.
________ 5. Honorifics like Mr. and Mrs. should be used when talking to strangers.
________ 6. You can use slang words like “dude” to a stranger.
________ 7. Similar interests form a casual speech style.
________ 8. Correct pronunciation is strictly observed in the intimate style.
________ 9. Talking to strangers should follow the consultative style.
________10. Delivering a formal speech takes the longest time of preparation.
________11. The manager can talk informally to his subordinates in the workplace.
_______ 12. Speech styles develop good values.
________ 13. Using appropriate speech style means varying the degree of formality.
________ 14. Speech context affects speech style.
________ 15. The degree of relationship dictates the type of speech style to be used.
88
Additional Activities
Observe varied speaking situations happening in your environment. Distinguish the
types of speech style used by completing the table below. Then, point out one good
practice in each speaking situation that is worthy of imitation. One (1) point will be
given for every correct answer written on each box.
Speech Style
Sample Speaking Situation
1. intimate
2. casual
3. consultative
4. formal
5. frozen
89
Good Practice
Oral Communication
in Context
Types of Speech Act
Responding Effectively
and
Appropriately to Speech Act
Oral Communication in Context
Types of Speech Acts; Responding Effectively and Appropriately to Speech Act
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this
module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over
them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer:
Jessica S. Solpico, Mark Anthony P. Lagumen
Editors:
Rizza A. Pereyra, Marites M. Aguilar
Reviewers:
Bernadette M. Songalia, Gilbert C. Alva
Illustrator:
Mark Razul G. Leal
Layout Artist:
Gilbert G. Manaois
Management Team:
Wilfredo E. Cabral, Job S. Zape Jr., Jhonathan S. Cadavido, Helen A. Ramos, Rogelio F. Opulencia
Luhinia M. Ofren, Marigen N. Leosala, Cherrilyn T. Nabor
Department of Education – Region IV-A CALABARZON
Office Address:
Telefax:
E-mail Address:
Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
02-8682-5773/8684-4914/8647-7487
region4a@deped.gov.ph
90
Weeks
7-8
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
types of speech acts and know how to respond to them effectively and appropriately.
The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with your needs.
The module consists of one lesson, namely:

Types of Speech Act; Responding Effectively and Appropriately to Speech
Act
After going through this module, you are expected to:
1.
2.
3.
4.
describe speech act;
distinguish types and classification of speech act;
determine the appropriate response in different social setting; and
respond appropriately and effectively to a speech act.
Lesson 7
Types of Speech Act Responding
Effectively and Appropriately to
Speech Act
Communication happens effectively when the message is passed clearly; it becomes
useful and meaningful when both the sender and the receiver understand the idea
being put across. Indeed, there could be no valid reasons to ignore the need for
communicating successfully.
Moreover, to achieve effective communication, it is essential to know the different
types of speech act which are the focus of this lesson. Hence, this module will help
you distinguish the important role of speech act in achieving communicative
competence by responding appropriately to various utterances for you to efficiently
communicate with the world.
What’s In
You have learned from your previous lesson that each Speech Style (i.e. intimate,
casual, consultative, formal, and frozen) constitutes various uses depending on the
social situation you may find them appropriate and most fit to use. Make use of all
these insights for you to be able to broaden your understanding of the concepts that
will be discussed in this module. Enjoy learning!
91
What’s New
Get Me Right!
Have you ever been misunderstood? How do you feel every time someone
misunderstands you?
Recall a conversation you had with someone who did not understand what
you mean and gave you a different response. Then supply the table below
with the needed information.
Example:
Situation: Break Time at the School Canteen
Scenario
My classmate
and I were eating
at the canteen.
Line
“Wow, a cake!
Does it taste
good?”
(Wow, cake!
Masarap ba
‘yan?)
Intention
Outcome
To indirectly say
that I want to be
given a slice of
the cake.
My friend just
responded, “Yes,
it tastes good.”
(Oo, masarap
sya.)
*I was not given
a slice of the
cake.
Intention
Outcome
Situation:
Scenario
Line
92
What is It
Suppose you will be given another chance to go back to the scenario you have recalled
and shared. Is there anything you would wish to change in your utterances so that
you would not be misunderstood? What realization have you made toward
responding appropriately to utterances or statements over a certain conversation?
Write your answer on the space provided for.
Your response:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
A speech act is an utterance that a speaker
makes to achieve an intended effect.
Speech acts are performed when a person offers
an apology, greeting, request, complaint,
invitation compliment, or refusal. Speech act is
an act of communication.
As we communicate with others, we use language
without minding whether to use complete
sentence or not. The number of words in a single utterance does not matter so long
as we can get our message across.
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:
“Please do the dishes.”
Locutionary
By uttering the locution
“Please do the dishes,”
the speaker requests
the addressee to wash
the dishes.
Illocutionary
93
“Please do the dishes”
would lead to the
addressee washing the
dishes
Perlocutionary
1. Locutionary act is the actual act of uttering or saying something.
This act happens with the utterances of a sound, a word or even a phrase as a
natural unit of speech.
For the utterances to be a Locutionary Act, consider the following:



It has sense, and mostly importantly, for communication to take place.
It has the same meaning to both the speaker and the listener.
Utterances give rise to shared meaning when it is adjusted by the speaker
for the listener.
Examples of Locutionary Acts:




“Doh!” (favorite expression of TV cartoon character Homer Simpson)
“Wow?” (When someone is amazed)
“Hello!” (greeting someone)
“Get out!” (a strong command)
2. Illocutionary act is the social function of what is said.
In an illocutionary speech act, it is not just saying something itself but with the act
of saying something with the intention of:




stating an opinion, conforming, or denying something;
making a prediction, a promise, a request;
issuing an order or a decision; or
giving advice or permission.
This Speech Act uses the Illocutionary Force of a statement, a confirmation, a
denial, a prediction, a promise, a request, etc.
Examples of Illocutionary Acts:



It’s more fun in the Philippines. (opinion)
I’ll help you clean the house tomorrow. (promise)
Get my things in the office. (order)
3. Perlocutionary act refers to the consequent effect of what was said.
This is based on the particular context in which the speech act was mentioned.
This is seen when a particular effect is sought from either the speaker or the
listener, or both. The response may not necessarily be physical or verbal and is
elicited by:
 inspiring or insulting
 persuading/convincing; or
 deterring/scaring
The aim of Perlocutionary Speech Act is to change feelings, thoughts, or actions.
Examples of Perlocutionary Acts:


“We can do this. We heal and win as one!” (inspiring)
“It is crucial that we give all our collective efforts to fight against this
pandemic. We must start working together.” (persuading)
94

“Smoking destroys your health, certain as it brings diseases, it kills – you,
your loved ones, and others!” (deterring)
Searle’s Classification 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 can love you better than I do.
2. Directive – a type of illocutionary act in which the speaker tries to make the
addressee perform an action. Some examples of a directive act are asking,
ordering, requesting, inviting, advising, and begging.
Example:
Please maintain the cleanliness of our school.
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 this moment on, I will love you and honor you for the rest of my life.
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:
Thank heavens, you came to save me! I owe you my life.
5. Declaration– a type of illocutionary act which 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.
Example:
You are hired!
By saying that someone is hired, an employee causes or brings about the
person’s acceptance to job; consequently, this changes his external
situation.
95
What’s More
Activity 1 Understanding Speech Act
Activity 1A. React to Me Now!
Below is a dialogue from a movie. Analyze the speech act of the characters shown in
the table below.
Title of the Movie: My Ex and Whys
Character
Liza Soberano as
Calixta “Cali”
Ferrer
Line
“Am I not enough?
Pangit ba ako?
Kapalit-palit ba
ako?
Intention
To express her
frustration to the
person who
cheated on her.
Effect
Gio (Enrique Gil)
realized that what
he did was wrong.
Suppose you are in the same situation. What would be your reaction as Gio?
Write your answer on the space provided below.
Your Response:
__________________________________________________________________________________
__________________________________________________________________________________
Activity 1B. Famous Lines
Recall your favorite movie/teleserye and its striking lines. Determine the character’s
speech act by filling out the table.
Title of the Movie:
Character
Line
Intention
Effect
Activity 2: Responding Appropriately and Effectively to a Speech Act
Suppose you are in the same situation with the character, how will you respond to
the utterance/ statement?
Take note that your reaction must show logical connection to the utterance you must
be responding to.
96
Criteria for Scoring:
Concept
Reasoning
Clarity
TOTAL
-
5 points
5 points
5 points
15 points
Concept
-demonstrates understanding of the key concepts learned
Reasoning
-supports specific reaction/s with logical reasons
Clarity
- shows clarity in the presentation of response
What I Have Learned
Now, let us check what you have learned from this lesson.
A. Complete the statements by writing the correct word/s.
1. ___________is an utterance that a speaker makes to achieve an intended
effect.
2. The functions of speech act are __________, __________, __________,
__________, __________, or refusal.
3. Speech act is an act of ____________________.
4. There are three kinds of speech act. They are __________, __________, and
__________.
5. Locutionary act is the actual act of __________. This act happens with the
utterance of a sound, a word or even a phrase as a natural unit of speech.
6. __________ act is the social function of what is said
7. __________ act is the consequent effect of what was said. It is based on the
particular context in which the speech act was mentioned.
8. The aim of Perlocutionary Speech Act is to change __________, ___________,
or __________.
9. __________ is a philosopher of language and the developer of the Speech Act
Theory.
10. There are five classifications of speech act. These are __________,
__________, __________, __________, and _________.
B. Explain the importance of being able to respond effectively and appropriately
to speech act. Use the prompt below to express your thoughts on this.
11.
12.
13.
14.
15.
}
At first, I thought that
_________________________________________________________________.
But now, I have learned
that_____________________________________________________________.
97
What I Can Do
Do a Good Turn Daily!
A. Suppose you are in the situations described below. As a good citizen, how are
you going to respond to these? Supply the table with the needed information. The
first one is done for you.
Scenario
Mrs. Sanchez was
carrying heavy
books.
Locutionary
Illocutionary
Perlocutionary
(Utterance)
(Intention)
(Response)
“It’s heavy!”
Mrs. Santos needs
help.
I will help her
bring her books.
Renato lost his
wallet.
The children were
crossing the busy
street.
Anton could not
find his eraser for
the Math test.
Mae accidentally
slipped on the
floor.
Create Me A Story!
B. Narrate a short story about any of the situations presented in the previous activity
using Expressive and Declaration as classification of speech act. Include the
dialogue/ discourse of the characters to show their appropriate responses. Be guided
by the given example.
Example:
Juan is a good kid. He always tries his best in school. He studies his lessons
well and does his assignments diligently. He also submits his projects before the
deadline. After some time, his efforts paid off.
“A round of applause for Juan dela Cruz! He is hereby awarded this
certificate of recognition for his outstanding academic performance, With High
Honors!”, the teacher announced. “Congratulations, Juan!”, Ms. Ivy Lim added.
Aling Teresa exclaimed, Wow, congratulations, Juan! I am so proud of you.”
98
Assessment
Directions: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1.
Who proposed the Speech Act Theory?
A. John Austin
B. John Searle
C. John Cena
D. John Lennon
2. When can we say that a speech act is a locutionary act?
A. when there is an utterance of a sound, a word, or even a speech
B. when there is something said to express an intention
C. when the utterance changes the person’s feelings, thoughts or actions
D. when the statement caused misunderstanding and confusion
3. Which of the following statements shows an illocutionary speech act?
A. “Our class will end in five minutes.” (The teacher’s actual utterance)
B. “Our class will end in five minutes.”(The teacher wants the class to
finish the task before the bell rings)
C. “Our class will end in five minutes.”(The listeners respond by finishing
their task right away.)
D. “Our class will end in five minutes.” (The exact words of the teacher)
4. What do you call the utterances that a speaker makes to achieve an
intended effect?
A. Speech Act
B. Speech Context
C. Speech Style
D. Speech Variation
5. What type of speech act has an intended effect through locution and
illocution?
A. locutionary
B. illocutionary
C. perlocutionary
D. prolocutionary
6. Who is the proponent of the Speech Act Theory?
A. J.L. Austin
B. J.F. Kervin
C. J. A. Austin
D. J.L. Gastivo
99
7. What type of speech act is this? “Please don’t let the door open,” the speaker
requests that the door remain closed.
A. locutionary
B. illocutionary
C. perlocutionary
D. prolocutionary
8. You were eating delicious apples. Your friend came and asked you, “Is that
sweet?” while looking at your apples. How will you respond appropriately?
A. “Yes, these apples are sweet.”
B. “No, please leave me alone.”
C. “Yes, would you like some?”
D. “Absolutely!”
9. Who is the professor from the University of California, Berkeley that classified
illocutionary acts into five distinct categories?
A. John Austin
B. John Searle
C. John Lennon
D. John Scarley
For numbers 10 -15
To what classification of illocutionary act do the given examples belong? Choose your
answer from the choices below.
A. assertive
B. commissive
C. directive
D. expressive
E. declaration
10. “No one can sing as Leah does!”
11. “Please clean the room before you leave.”
12. “From this day forward, I promise to love you for the rest of my life.”
13. “You are blessed.”
14. “I love you very much!”
15. “Kindly see me after class.”
100
Additional Activities
You have learned that communicative competence requires understanding of speech
act to respond appropriately for effective communication. Hence, it is important to
determine the appropriate response in different social setting and situations.
Watch an interview from television, radio or internet. Analyze the utterances of the
person being interviewed and point out whether those utterances/statements made
were understood completely, followed comprehensively or misunderstood
deliberately by the interviewer.
Be able to explain the reason why you think certain utterances/statements made
were misunderstood.
Please take note that your output will be assessed using the criteria below.
Utterances/
Statements
Intention of the
Interviewee
(The person
interviewed)
Interviewer’s
Understanding of
the Message
Conveyed
Criteria for Scoring:
Reasoning
Support and Development of Ideas
Clarity
Insight on the Subject
TOTAL
101
-
Possible
Reasons/Causes
on the
Misunderstood
part of the
Interview If There
Was
5 points
5 points
5 points
5 points
20 points
Answers may vary
1. C
2. B
3. D
4. D
5. B
6. B
7. B
8. A
9. B
10. B
11. True
12. False
13. True
14. True
15. False
What’s New
Assessment
What's More
Activity 1
1. Psychological
2. Linguistic
3. Physiological
4. Cultural Barrier
5. Physiological Barrier
6. Psychological
7. Cultural
8. Linguistic
9. Psychological
10. Psychological
102
1. Communication
Breakdown happens
when the transmitted
message is not
understood exactly by
the receiver
Linear Model
B
F
H
J
What I have learned
What’s In
Interactive
A
C
G
Transactional
Model
D
E
I
2. Physiological,
Psychological, Cultural,
Linguistic,
3. Answers may vary
What I Can Do
answers may vary
Activity 2
Answers may vary
Lesson 3
What's More
ASSESSMENT
Activity #3 Answer key:
Barrier
5.
4. F
Receiver
4.
3. F
Message
3.
2. T
Speaker
2.
Feedback
1.
1. F
Answers may vary.
5. F
6. C
WHAT’S IN
7. A
8. C
decoding
6.
13. A
nonverbal
5.
12. D
written
4.
11. C
receiver
3.
10. D
sender
2.
communication
1.
9. B
14. D
15. C
motivates
9.
behavior
8.
message
7.
Assessment
C
9.
A
8.
C
7.
A
6.
D
5.
D
4.
A
3.
B
2.
A
1.
10. A
11. B
12. C
13. A
14. D
15. C
10. interact
Lesson 2
Lesson 1
Answer Key
What's More
1. Small group
2. Mass
communication
Interpersonal
Dyad
Intrapersonal
Public
3.
4.
5.
6.
103
Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
C
A
D
C
D
A
B
A
B
B
TRUE
TRUE
FALSE
TRUE
FALSE
What’s New
1.
2.
3.
4.
5.
C
B
A
E
D
Lesson 5
Assessment
What’s In





Motivation
Informatio
n
Dissemina
tion
Control
Emotional
Expression
Social
Interaction
What I Have
Learned
1. Message
s
2. Plain
3. Environ
ment
4. Credible
5. Purpose
6. Subjecti
ve
7. Creative
8. Behavior
9. Respons
es
10. Mastery
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
T
T
T
F
T
T
T
F
T
T
T
T
F
F
F
Lesson 4.1
ASSESSMENT
A. Social Interaction
B. Information
Dissemination
C. Motivation
D. Control and
Regulation
E. Emotional Expression
F. Emotional Expression
G. Social Interaction
H. Control and
Regulation
I.
Social Interaction
J. Information
Dissemination
K. Control and
Regulation
L. Control and
Regulation
M. Emotional Expression
N. Information
Dissemination
Social Interaction
O.
Lesson 4
What Can I Do
Answers may vary
What’s More
Activity 1
1. B
2. A
3. E
4. F
5. D
Activity 2
1. Correct Grammar
2. Completeness
3. Conciseness
4. Courtesy
5. Concreteness
What I have Learned
Ways on How to Avoid Communication
Breakdown
1. Keep Focused
2. Be Specific
3. Speak Intelligibly
4. Listen with your ears and eyes
5. Minimize Distractions
6. Do Not Jump into Conclusions
Assessment
What’s In
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Answers may
vary.
What’s New
Answers may
vary.
False
True
True
True
True
False
True
True
False
True
True
False
True
False
False
7 Cs of Effective Communication
1. Completeness
2. Conciseness
3. Concreteness
4. Courtesy
5. Consideration
6. Correctness
7. Clearness
Helpful Expressions to Avoid
Communication Breakdown
1. Use time-gaining expressions
2. Check for understanding
3. ask for repetition
4. Give Positive Remarks or
comments
Additional Activities
Actvity 3
Answers may vary
Answers may vary
Lesson 3.1
What I Have Learned
1. Speech act
2. Offering an apology,
greeting, request,
complaint, invitation,
compliment
3. communication
4. locutionary,
illocutionary,
perlocutionary
5. uttering
6. illocutionary
7. perlocutionary
8. change feelings,
thoughts, action
9. J.L. Austin
10. Assertive, directive,
commissive,
expressive, declaration
11 – 15. Answers vary
104
Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
A
B
C
A
C
A
B
C
B
A
C
B
E
D
C
What's More
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
C
F
E
G
D
J
B
I
A
H
Lesson 7
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Assessment
Assessment
What's More
What’s New
(Answers may not be in
the same order)
Vertical
1. TEACHER
2. COMEDIAN
3. LAWYER
1. TRUE
2.
FALSE
3.
TRUE
4.
FALSE
5.
TRUE
6.
FALSE
7.
TRUE
8.
FALSE
9.
TRUE
10. TRUE
11. FALSE
12. TRUE
13. TRUE
14. TRUE
15. TRUE
Lesson 6.2
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
I
P
Ex
Im
Me
P/ Ex
I/ Im
E
Ma/ Me
P
Horizontal
1. POLITICIAN
2. DOCTOR
3. ACTOR
4. NEWS ANCHOR
FALSE
FALSE
FALSE
TRUE
TRUE
FALSE
TRUE
TRUE
FALSE
FALSE
TRUE
TRUE
TRUE
TRUE
TRUE
Lesson 6.1
References
Lesson 1
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Chandlier, Daniel. Transmission Model of Communication. n.d.
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Littlejohn, S.W. Theories of Human Communication. 7th Edition. Belmont, CA:
Wadsworth, 2002.
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Lesson 2
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Lesson 3
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Peterson, Ronnie. n.d. The ZandaX Communication Blog. Accessed May 31, 2020.
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Lesson 4
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Lesson 5
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The McGraw-Hill Companies Inc., 2012.
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Skills.” Lumen. Accessed May 28, 2020.
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_Answer.pdf
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Lesson 6
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Styles of English Usage, by Martin Joos. New York: Harcourt, Brace & World,
107
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Lesson 7
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61890/published/1388703602109.
108
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109