FUNCTIONS OF
COMMUNICATION
by:
roju m. dumdum
oral communication in context
first quarter
Republic of the Philippines
Department of Education
Region VI - Western Visayas
DIVISION OF ESCALANTE CITY
Escalante City, Negros Occidental, Philippines
Tel. No. +63-34-724-8192
Telefax No.:+63-34-454-0746Email: escalante.city@deped.gov.ph
Author
Roju M. Dumdum
Copyright 2019
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Project Development Officer
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Division Quality Assurance
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Executive Managers
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be necessary for exploitation of such work profit.”
This material has been developed within the
Project in English implemented by Curriculum and
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OIC, Schools Assistant Division
Superintendent
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OIC, Schools Division
Superintendent
Grade 11
Grade Level
English
Language
Preface
The Senior High School (SHS) pedagogy takes a different light as opposed to the
lower grade levels. The teaching strategies and approaches lie in the threshold of
higher education instruction.
As such, the Teaching Guide (TG) in Oral Communication in Context is
developed to respond to such consideration. The teaching guide regards lessons as
one big concept rather than as a fragmented idea, whereby a learning competency is
taught separately.
The teaching guide rigorously follows the learning competencies to ensure the
attainment of the curriculum standards. It, however, contains lessons for the first
quarter, particularly Functions of Communication. This material is also made to prepare
SHS students for whichever exit points they plan on pursuing after high school —
college, business, or employment.
Keynote presentations complete with exercises and enrichment activities are
included in this material. Teachers, therefore, are encouraged to modify or improve the
material to suit to the learners’ needs and capacity.
While utilizing this resource package, it is hoped that teachers and students alike
would experience a good measure of fun and delight.
R. M. Dumdum
Teaching Guide in Oral Communication in Context
Functions of Communication
Topic
Functions of Communication (OC11.2)
Content Standard
The learner values the functions/purposes of oral communication.
(Slide #2)
Performance
Standard
The learner writes a 250-word essay of his/her objective evaluation of
the various speakers watched and listened to. (Slide #3)
Learning
Competencies
The learner (Slide #4)
a. discusses the functions of communication.
(EN11/12OC-Ibe-8)
b. identifies the speaker’s purpose(s). (EN11/12OC-Ibe-9)
c. evaluates the effectiveness of oral communication activity
(EN11/12OC-Ibe-14)
Time Allotment
8 hours
Lesson Outline
Activity (60 minutes) (Slide #5-8)
The learner will perform the following activity.
Throwback Movies: ACTually
Directions: Deliver the following lines from the popular Filipino
movies. Tell whether the following lines aims to control someone,
develop intimacy, express desires, inform, or express strong
emotions.
1. “You’re nothing but a second-rate, trying hard copycat!” - Cherie
Gil, Bituing Walang Ningning (1985) - express strong emotions
Introduction/
Motivation
2. “Ayoko ng tinatapakan ako, ayoko ng masikip, ayoko ng mabaho,
ayoko ng walang tubig, ayoko ng walang pagkaian, ayoko ng
putik!” - Maricel Soriano, Kaya Kong Abutin ang Langit, (1984) –
express desires
3. “I was never your partner, I’m just your wife…” - Sharon Cuneta,
Madrasta (1996) – inform
4. “Mahal mo ba ako dahil kailangan mo ako, o kailangan mo ako
kaya mahal mo ako?” - Claudine Barretto, Milan (2004) – develop
intimacy
5. “Ding, ang bato!” – Vilma Santos, Lipad, Darna, Lipad (1973) –
control
Functions of Communication 1
6. “My brother is not a pig! Ang kapatid ko ay tao, hindi baboy
damo!” – Nora Aunor, Minsa’s Isang Gamugamo (1976) –
express strong emotions
7. Ang mga tala… mataas, mahirap maabot. Pero ipinapangako ko,
Inay… bukas, luluhod ang mga tala!” - Sharon Cuneta, Bukas
Luluhod Ang Mga Tala (1984) – express desires
8. “I don’t deserve to be treated like this. I care about my job sir. I
care about you.” – Sharon Cuneta, Caregiver (2008) – develop
intimacy
9. “Wala akong pakialam…ibalik mo sa akin si Jun-jun. Ibalik mo sa
akin ang anak ko! Ibalik mo sa akin si Jun-jun. Ibalik mo
ang…ahhhhhh!” – Vilma Santos, Paano Ba ang Mangarap?
(1983) – control
10. The business… is very good. And the office… is very big. And the
bank… is very nice.” – Eugene Domingo, Kimmy Dora: Kambal
sa Kiyeme (2009) - inform
Lecture-Discussion (120 minutes)
The teacher will discuss the functions of communication.
Definition of Functions of Communication (Slide #9)
Functions of communication refer to how humans use language
for different purposes.
Five Functions of Communication
1. Regulation/Control (Slide #11-14)
Instruction/
Delivery
Uses of communication
- control human behavior
- regulate the nature and amount of activities humans engage in
Examples: doctor’s prescriptions, parents’ instructions to their
children, scolding, employers’ orders to employees, customer’s
making orders, etc.
Language forms for regulation/control
Form of Commands (Imperatives)
- Please come in.
- Get a chair.
- Run.
Questions that influence human behavior
- Why don't we go to the dining room now?
Functions of Communication 2
-
Do you have a pen?
Can you pass the salt?
Declaratives
- I want to be alone.
- It’s hot in here.
- You need to hurry.
- That’s not the right thing to do.
Importance of regulation/control
- Sense of control over our lives and the world around us, else,
we feel powerless.
- Communication as a means to regulate/control human
behavior ranges from simple requests to laws governing large
countries and territories.
- It is a powerful function of language.
2. Social Interaction (Slide #15-17)
Human beings develop and maintain bonds, intimacy, relations,
and associations.
Examples: pick-up lines, invitations, greetings, appreciation,
encouragement, marriage proposal, game plans, etc.
Example Expression
- Let’s be friends.
- Will you marry me?
- Be my group partner.
- I like you.
- Hello!
3. Motivation (Slide #18-20)
Motivation as a function refers to a person using language to
express desires, needs, wants, likes and dislikes, inclinations,
choices, and aspirations.
Examples: expressing one’s ambitions, ordering in a fast food
restaurant, asking for milk, making petitions, picketing, etc.
Example Expressions
- I need…
- I want…
- Give me…
- I dream of…
- I like…
- We pray for…
Functions of Communication 3
Importance of Social Interaction
- One of the most basic functions of human communication.
- Without motivation, humans experience powerlessness and a
feeling of being trapped.
- It strengthens social interactions.
- It is very central to human identity.
4. Information (Slide #21-24)
Communication can be used for giving and getting information.
- Giving of information (statement of facts)
- Getting information (asking questions)
Giving information using statements
- I have three brothers.
- Philippine Normal University was established in 1901.
Giving information using a rhetorical question
- Did you know that some earphones can be used as
microphones?
Getting information using questions
- Have you had lunch?
- Did it rain last night?
Getting information using imperatives
- Tell me how much a can of corned beef costs.
- Give me information regarding the weather.
Getting information using declaratives
- I don’t know where to find the city hall.
- I need to understand how my bill was computed.
Importance of Information
- Communication as information enables human to get to know
the world and process and structure what they learn about it.
5. Emotional Expression (Slide #25-26)
-
Emotions are a central part of who we are.
Humans need to let the emotions out otherwise they harm our
well-being.
Emotional expression through language can come in the form
of interjection and exclamation.
Emotional Expressions
- Yes!
- Oh no!
- Ouch!
Functions of Communication 4
-
<expletives>
Really?
Non-verbal
- Gestures
- facial expression
- simple or energetic body movements
Group Dynamics (60 minutes) (Slide #28-29)
The learners will perform the following activities.
Group 1 - Role-play as a newscaster giving the news. (Information)
Group 2 - Role-play as friends hanging out. (Social Interaction)
Group 3 - Role-play as a customer ordering in a fast food restaurant.
(Motivation)
Group 4 - Role-play as doctor giving prescriptions to patients.
(Regulatory/Control)
Group 5 - Sing a short portion of a song that is sad, angry or happy.
(Emotional Expression)
Practice
Rubric for Role Play
Score
Description
20
The performer uses many forms and expressions
effectively to fully accomplish his or her intended use or
function of language.
15
The performer uses many forms and expression effectively
to accomplish his or her intended use or function of
language, but some forms and expressions are not evident
or appropriate to the function intended.
10
The performer can use only a few forms and expressions
to accomplish his or her intended use or function for
language, many forms and expressions are no evident or
appropriate to the function intended.
5
The performer is totally unable to use forms and
expressions to accomplish his or her intended use or
function of language.
Functions of Communication 5
(60 minutes) (Slide #30-31)
Learners will create an infographic showing the functions of
communication.
Directions:
• Create an infographic showing the functions of communication,
complete with examples.
• Post your infographic in your website or in our google classroom.
• Let your classmates give their comments on your infographic.
Rubric for Infographic
1 point
Title
Enrichment
No title for
poster
2 points
Does not have a
title that lets the
reader know what
the poster is
about.
3 points
4 points
Has a title that
gives a
Has a clear title that
reasonable idea
ties into the subject
of what the poster of the poster.
is about.
Missing most
required
Missing all
elements needed
required
to make reader
elements
understand the
needed to
meaning of the
make reader
poster or all
understand
elements are
the meaning
there but their
of the
placement would
poster.
cause the reader
confusion.
Has most of the
required
elements needed
to make the
reader
understand the
meaning of the
poster.
Has all of the
elements required to
make reader
understand the
meaning of the
poster. All elements
are placed in a well
thought out way.
Does not have
clear and relevant
Does not
graphics/pictures
have any
that are important
graphics/pict to the meaning of
ures, No
the poster and its
Presentation
outlining,
information. may
and
or may not lack
information outlining and
is in pencil. information may
be difficult to
understand.
Has some clear
and relevant
graphics/pictures
that are important
in explaining the
meaning of the
poster that are
mostly outlined,
and the
information
makes sense.
Has clear and
relevant
graphics/pictures that
are outlined or
colored, and are
important in
explaining the
meaning of the
poster and all
information is clear
and easy to read.
Does not have
neat lettering that
is legible or bold.
The graphics are
not colorful or
large enough to
be seen.
Has neat lettering
that is legible or
bold, and some
graphics that are
colorful or large
enough to be
seen.
Has very neat
lettering that is
legible and bold, and
graphics that are
colorful and large
enough to be seen.
Guidelines
Neatness
Is missing
legible
lettering,
pictures and
other
important
elements.
Source: https://www.rcampus.com/rubricshowc.cfm?code=JX9XXW2&sp=yes&
Functions of Communication 6
(180 minutes) (Slide #32-35)
The learner will do the following tasks.
1. Identify the communication function for a given segment of the
video clip.
A portion of what the
characters are saying and
the time stamp in the video
Specific description of
communication function (Give the
specific activity related to the
function, that is, what are the
characters engaging in?)
1
2
3
4
5
https://www.youtube.com/watch?v=Z7DDAaywsTk
https://www.youtube.com/watch?v=sCG88QHentc
https://www.youtube.com/watch?v=5Ikl_1f-aYQ
Evaluation
2. Write a 250-word essay of your objective evaluation of the various
speakers watched and listened to.
Rubric for Essay
Traits
Focus &
Details
6
There is one
clear, wellfocused topic.
Main ideas are
clear and
are well
supported by
detailed and
accurate
information.
The introduction
is inviting, states
the main topic,
and provides
an overview of
the paper.
Organization
Information is
relevant and
presented in a
logical order. The
conclusion is
strong.
4
2
1
There is one
clear, wellfocused topic.
Main ideas are
clear but are not
well supported
by detailed
information.
There is one
topic. Main
ideas are
somewhat
clear.
The topic and
main ideas are
not clear.
The introduction
states the main
topic and
provides an
overview of the
paper. A
conclusion is
included.
The introduction
states the main
topic. A
conclusion is
included.
There is no
clear
introduction,
structure, or
conclusion.
Functions of Communication 7
The author’s
purpose of writing
is very clear, and
there is strong
evidence of
attention to
audience. The
author’s
extensive
knowledge and/or
experience with
the topic is/are
evident.
The author’s
purpose of
writing is
somewhat
clear, and there
is some
evidence of
attention to
audience. The
author’s
knowledge
and/or
experience with
the topic is/are
evident.
The author’s
purpose of
writing is
somewhat
clear, and there
is evidence of
attention to
audience. The
author’s
knowledge
and/or
experience with
the topic is/are
limited.
The author’s
purpose of
writing is
unclear.
The author uses
vivid words and
phrases. The
choice and
Word Choice
placement of
words seems
accurate, natural,
and not forced.
The author uses
vivid words and
phrases. The
choice and
placement of
words is
inaccurate at
times and/or
seems
overdone.
The author
uses words that
communicate
clearly, but the
writing lacks
variety.
The writer uses
a limited
vocabulary.
Jargon or
clichés may be
present and
detract from the
meaning.
Voice
Sentence
Structure,
Grammar,
Mechanics, &
Spelling
All sentences are
well constructed
and have varied
structure and
length. The
author makes no
errors in
grammar,
mechanics,
and/or spelling.
Most sentences
are well
constructed and
have varied
structure and
length. The
author makes a
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.
The author
makes several
errors in
grammar,
mechanics,
and/or spelling
that interfere
with
understanding.
Sentences
sound
awkward, are
distractingly
repetitive, or
are difficult to
understand.
The author
makes
numerous
errors in
grammar,
mechanics,
and/or spelling
that interfere
with
understanding.
Source: http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf
Score
28-30
25-27
23-24
21-22
20 and below
Materials
References
Level of Proficiency
Advanced
Proficient
Approaching Proficiency
Developing
Beginning
Multimedia projector, microphone, amplifier, video clip
Peña, A.R., & Anudin, A. G. (2016). Oral communication. Quezon
City: Vibal Group Inc.
Sipacio, P. J., & Balgos, A.N. (2016). Oral communication in context
for senior high school. Quezon City: C & E Publishing, Inc.
Functions of Communication 8
Prepared by:
ROJU M. DUMDUM
Senior High School Teacher
Old Poblacion National High School
Functions of Communication 9