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    University of Eastern Philippines: Name: Morallos, Nikki Marie L. Year & Section: Bsed-English Ii

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    This document contains a student's name, year, and section at the University of Eastern Philippines. It then includes 5 activities related to communication barriers, oral fluency practice, true/false questions about oral communication, and negotiation skills. The activities assess understanding of physical vs. psychological noise as barriers, examples of specific communication barriers, characteristics of a successful classroom speaking activity, and principles of oral communication strategies like role plays and group consensus building.

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    University of Eastern Philippines: Name: Morallos, Nikki Marie L. Year & Section: Bsed-English Ii

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    yoonglespiano
    37 views3 pages
    This document contains a student's name, year, and section at the University of Eastern Philippines. It then includes 5 activities related to communication barriers, oral fluency practice, true/false questions about oral communication, and negotiation skills. The activities assess understanding of physical vs. psychological noise as barriers, examples of specific communication barriers, characteristics of a successful classroom speaking activity, and principles of oral communication strategies like role plays and group consensus building.

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    True Kor False

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    This document contains a student's name, year, and section at the University of Eastern Philippines. It then includes 5 activities related to communication barriers, oral fluency practice, true/false questions about oral communication, and negotiation skills. The activities assess understanding of physical vs. psychological noise as barriers, examples of specific communication barriers, characteristics of a successful classroom speaking activity, and principles of oral communication strategies like role plays and group consensus building.

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    37 views3 pages

    University of Eastern Philippines: Name: Morallos, Nikki Marie L. Year & Section: Bsed-English Ii

    Uploaded by

    yoonglespiano
    This document contains a student's name, year, and section at the University of Eastern Philippines. It then includes 5 activities related to communication barriers, oral fluency practice, true/false questions about oral communication, and negotiation skills. The activities assess understanding of physical vs. psychological noise as barriers, examples of specific communication barriers, characteristics of a successful classroom speaking activity, and principles of oral communication strategies like role plays and group consensus building.

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    © All Rights Reserved
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    of 3

    Republic of the Philippines

    UNIVERSITY OF EASTERN PHILIPPINES


    University Town, Northern Samar, Philippines
    Web: uep.edu.ph; Email: ueppres062gmail.com

    Name: Morallos, Nikki Marie L. Year & Section: BSEd-English II

    Activity 1
    Tell whether each of the following is psychological noise or physical noise.
    Physical Noise 1. Loud talking and laughter of children in the corridor.
    Psychological Noise 2. A feeling of resentment towards the other person.
    Physical Noise 3. The blaring stereo music.
    Psychological Noise 4. Lack of interest on the part of the receiver.
    Physical Noise 5. The tooting of horns of passing vehicles.

    Activity 2
    Give two concrete/specific examples of barriers in a communication situation
     Different meanings attached to a word - The word 'pants' in American English
    refers to an item of clothing which is used to cover the legs (i.e. trousers),
    whereas in British English the word refers to underwear.

     Psychological Factors - Your friend is angry at you. Then, your friend will most
    likely make quick judgments and jump into conclusions to your opinion because
    your friend will interpret any information coming from you in a negative way.

    Activity 3
    Successful Oral Fluency Practice Imagine or recall a successful speaking activity in the
    classroom that you have either organized or participated in as student. What are the
    characteristics of this activity that make you judge it as successful?
     We were assigned to report a certain topic in front of the class but instead of
    following the typical reporting format, we put a twist on it and made our classical
    presentation into a talk show so our audience will be able to understand the
    lessons while also having fun. I think that the activity was successful because the
    students were able to do the activity by groups, this way, they get much more
    speaking practice. The students were also willing to participate in the discussion.

    Activity 4
    True or False
    True 1. Motivation is high when learners are eager to speak because they are
    interested in the topic and have something new to say about it.
    True 2. Language is of an acceptable level when it is grammatically correct and
    pronunciation of words is accurate.
    False 3. Learners complain that they cannot think of anything to say because they lack
    the necessary vocabulary to talk on the topic.
    True 4. The use of the mother – tongue by students should always be allowed so that
    they can express themselves well during the discussion.
    False 5. Students should use high level vocabulary during the discussion so that they
    will be rated high in oral performance.
    True 6. Students are usually motivated to talk when the topic is highly interesting and
    the purpose of the discussion is clear.
    True 7. Clear instruction on how to go about the activity should be given the class.

    Activity 5
    True or False
    True 1. We use negotiation skills in oral communication.
    False 2. Dialogues taught in class must be memorized by the students.
    False 3. Too many play rehearsals before performance are time-consuming and should
    be discouraged.
    True 4. Role plays and other oral communication strategies enhance fluency in the
    language.
    True 5. Group members arrive at a consensus by having different opinions.
    True 6. In a dyadic exchange, students pair off and interact with each other as they
    carry out the task assigned to them.
    False 7. Problem solving is based on the principle of information gap.
    True 8. The success of relaying and carrying out instructions depends on correct
    giving and interpreting of instructions.

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