REVIEW OF
THE
PREVIOUS
LESSON!
LESSON 1
REVIEW
IDENTIFICATION
It refers to the idea
transmitted by the
sender to the receiver.
MESSAGE
IDENTIFICATION
It is the response or reaction
given by the receiver to
the sender of the message.
FEEDBACK
IDENTIFICATION
It is a medium used
to send the
message.
CHANNEL
IDENTIFICATION
It hinders the participants of
the communication
process to understand one
another.
NOISE
IDENTIFICATION
It is a process. It takes place when
two or more people exchange ideas
either through written or spoken
words (verbal) or actions
(nonverbal).
COMMUNICATION
LESSON 2
FUNCTIONS OF
COMMUNICATION
DISCUSSANT: MISS PRINCESS JOY P. GRANADO
ORAL COMM. IN CONTEXT
GRADE 11
LESSON 2
FIVE FUNCTIONS
01
03
REGULATION OR
CONTROL
MOTIVATION
Presentation are communication tools that can be
05
ORAL COMMUNICATION IN CONTEXT
02
SOCIAL
REGULATION
INTERACTION
AND CONTROL
EMOTIONAL
04 EXPRESSION
INFORMATION
GRADE 11
1. REGULATION/ CONTROL
REGULATION/ CONTROL
EXAMPLE OF REGULATION/ CONTROL
•“Take your medicine before you go
to bed.”
• “Finish your work before you go.”
EXAMPLE OF REGULATION/ CONTROL
•Verbal cues
•“That’s it” and “Thank you”
•“Yeah” and “Uh-huh”
•“Well . . .” and “Um . . .”
•“Is that clear?” and “Do you follow?”
EXAMPLE OF REGULATION/ CONTROL
• Jannah: Hey, Klyde! Are you busy? I just
want to ask for advice.
• Klyde: Yeah. Go on. I’ll listen.
• Jannah: I have a friend who is younger than
I am. I am like his older sister. I found out
that he has not been studying lately and
failed in one of his classes.
• Klyde: Uh-huh. Go on.
Jannah: He said that he was helping his grandmother
sell vegetables in the market and he has no time to
study at home. What should I tell him?
Klyde: Well, you can tell him that he should make time
to study at home. Studying is important. It will help him
get a good job in the future and eventually help his
grandmother. You know what? I have an idea. We can all
have a study time together. We just need to set aside a
few minutes after school to do that.
Jannah: Thank you, Klyde. I agree with you. That would
really help.
2. SOCIAL INTERACTION
EXAMPLE OF SOCIAL INTERACTION
•“Would you like to go to church with
me?”
•“Come on! You can do it!”
Jacob: Hi, Kiel!
Kiel: Hey, Jacob! Nice to see you. How are you?
Jacob: I’m fine. Would you like to join us this
afternoon? The members of the design committee
will plan the stage design at the students’ lounge.
Kiel: I’d love to join you, but I have enrichment
classes after dismissal. If my classes finish early, I
can drop by.
Kiel: That’s all right. Let me know beforehand.
Let’s exchange numbers so that we can keep in
touch.
3. MOTIVATION
•Using communication for motivation
is important for various reasons,
which include the following:
a)It increases productivity.
b)It empowers individuals.
EXAMPLE OF MOTIVATION
• “You’re on the right track. Keep up the
good work.”
• “My dream is to finish my Senior High
School despite this pandemic”.
STEPS TO MOTIVATE OTHERS:
1. Walk the talk.
2. Actively listen.
3. Make a person feel that he or she
makes a difference.
4. Communicate clearly and with
compassion.
a. NEED
•This can be determined easily in any
communication processes. A person
feels motivated when a need arises.
In communication, needs as a
motivation is evident when a person
wants to attain something.
b. Behaviour
•Behavior becomes a motivation
because a person has to persevere to
establish a good image, so he or she
tries his or her best to be a good
conversationalist.
c. REWARDS
•When a person gets the reactions he
or she expected to receive when he
or she has finished with the
conversation, he or she becomes
more motivated to keep
conversations going.
a. NEED
•This can be determined easily in any
communication processes. A person
feels motivated when a need arises.
In communication, needs as a
motivation is evident when a person
wants to attain something.
ESSENTIAL QUESTION
As a young Filipino student, how
would you use communication to
motivate your fellow students to
study harder?
4.EMOTIONAL EXPRESSION
FOUR BASIC HUMAN EMOTIONS
HAPPY
• This is experienced when a
person is content, pleased,
delighted, or excited.
• “I’m so happy to have you in my
life.”
• “I like you so much.”
• That is amazing! I cannot wait for
my turn!
SAD
• This is usually characterized by
feelings of despair, sorrow, loss,
hopelessness, disappointment, or
even depression.
• I feel so sad that I feel like crying.
• This just makes me feel so
depressed.
SUPRISED
• This is usually felt when something
unexpected occurs. It is also
characterized by a feeling of shock
or amazement.
• Really? This can’t be true!
• Oh my! I did not see that coming.
ANGRY
• This is usually experienced when a
person feels intense frustration. It
is also felt when he or she feels
offended, irritated, humiliated,
threatened, disrespected, or
provoked.
• I am fed up with your excuses!
• Are you out of your mind?
• You are making me mad!
5.INFORMATION
EXAMPLE OF INFORMATION
• “The Philippine Normal University was
founded in 1901.”
• “You can find the bathroom right next to
this door”
LEARNING
ACTIVITY
LESSON 2
1. Which is an example of regulation
and control?
A. “It’s nice to meet you.”
B. “Clean your room, then you can play
basketball.”
C. “Where can I find the library?”
D. “Seychelles is one of the world’s
smallest countries.”
B
2. Which of the situations shows social
interaction?
a. A parent tells her child to finish
answering the module.
b. Joy invites Yolly for a coffee.
c. Rachel tells her friend not to lose
hope.
d. The teacher introduced
Conditional Probability to her class.
B
3. The health secretary is sharing the data on
the number of covid cases in the country with
the viewers, “There are 500 who recovered
from covid19 as of yesterday.” What function
of communication is shown in
the situation?
A. control
B. motivation
C. social interaction
D. information
D
4. The teacher tells Nocel that he is doing
great and keep it up. What
function of communication is shown in the
situation?
A. control
B. motivation
C. social interaction
D. information
B
Determine whether each of the
following is appropriate when giving or
receiving information. Write A if
appropriate and N if not.
A
1. A student asking questions to
clarify something he cannot
understand.
Determine whether each of the
following is appropriate when giving or
receiving information. Write A if
appropriate and N if not.
N
2. A man who is mumbling while
speaking.
Determine whether each of the following is
appropriate when giving or receiving
information. Write A if appropriate and N if
not.
3. An old man speaking in a
monotonous voice while giving
instructions to the
staff .
N
Analyze the following situations. Write C if
it is control and SI if it is
social interaction.
1. two people talking about almost
anything without any
interruptions.
SI
Analyze the following situations. Write C if
it is control and SI if it is
social interaction.
2. two relatives having a chat in
a grand family reunion
SI
Analyze the following situations. Write C if
it is control and SI if it is
social interaction.
C
3. a student raising her hand to
answer the teacher’s question
Analyze the following situations. Write C if
it is control and SI if it is
social interaction.
4. a supervisor getting full
management of the
conversation
C
Analyze the following situations. Write C if
it is control and SI if it is
social interaction.
C
5.a trainor regulating talks and
chitchats by suggesting topics
and eliminating off-topic
statements
Analyze the following situations. Write C if
it is control and SI if it is
social interaction.
C
6. a teacher leading her class
to what should be talked about
LESSON 2
THANK YOU
FOR LISTENING!
DISCUSSANT: MISS PRINCESS JOY P. GRANADO
ORAL COMM. IN CONTEXT
GRADE 11