11

ORAL COMMUNICATION
IN CONTEXT
QUARTER 1
MODULE 1 – 8

NOTE: Do not write anything in this SLM.

Use separate answer sheet.
LESSON 1: THE NATURE AND PROCESS OF COMMUNICATION

Learning Competency: After going through this module, you are expected to:
• Explain the nature and process of communication

a. Define communication
b. Identify the process of communication

Lesson Proper

Communication involves interchange of thought or information among persons and is a

systematic and continuous process of telling, listening and understanding. The proper
understanding of a message is an important aspect of communication. If it is not understood by
the receiver in the same way in which the sender of the message wants him to understand,
there may be confusion, chaos and inefficiency. In view of this, communication is not merely
the transmission of message from one to another but also the correct interpretation and
understanding of the message.

Communication has been defined by a number of writers and here we give some of the
definitions:
(a) Koontz and O'Donnell — "Communication is an intercourse by words, letters, symbols or
messages; and is a way that one organization member shares meaning and understanding with
another."
(b) Newmann and Summer — "Communication is an exchange of facts, ideas, opinions or
emotions by two or more persons."
(c) Allen Louis A. — "Communication is a sum of all the things one person does when he
wants to create understanding in the minds of another. It involves a systematic and continuous
process of telling, listening and understanding."
( d) Theo Haimann, "Communication is the process of passing information and understanding
from one person to another .... It is the process of imparting ideas and making oneself
understood by others."
NATURE OF COMMUNICATION

1. Communication is a process.
2. Communication occurs between two or more people ( the speaker and the receiver)
3. Communication can be expressed through written or spoken words, actions, or both
spoken words and nonverbal action at the same time.
THE COMMUNICATION PROCESS

Process of Communication Example

The speaker generates an idea. Sheena loves camping.

The speaker encodes the idea. She plans to invite her friends.

The speaker transmits the message. She grabs the phone and sends

them texts messages.

The receiver gets the message Her friends read the messages.

The receiver decodes the message. They think of ways how to tell

their parents.
The receiver provides feedback. Sheena‟s friends replied her.

The communication process is shown in the diagram below.

encode
speaker transmits

feedback receiver
decodes

The speaker encodes the information and transmits the message through a medium or channel (
means of communication). The receiver gets the message and decodes its meaning and sends
feedback to the speaker.
THE ELEMENTS OF COMMUNICATION PROCESS

A communication process involves the following elements:

(a) Communicator the person who intends to communicate the message to

other persons.

(b) Message the subject matter of communication. This may be opinion,

order, appeal, views, suggestions etc.

(c ) Encoding the process of converting the message into words or actions

(d) Channel the medium used to transmit the message.

( e) decoding the process of interpreting the encoded message of the

speaker by the receiver

(f) Receiver the person for whom the message is meant

(g) Response reply or reaction of the receiver

( h) Context the environment where communication takes place

( i ) Barrier the factors that affect the communication

Enrichment Activity 1: Write true or false on a separate sheet.

1. Communication can be a face to face interaction.

2. Communication is a process.

3. Communication can be expressed through spoken or written words.

4. Communication occurs between two or more people.

5. Communication is essential only when there is misunderstanding.

Enrichment Activity No. 2: Arrange the sentences to form a sensible paragraph. Label each
sentence of the process of communication. Write your answer on a separate answer sheet.

Example:

The speaker generates an idea. Carlos planned to tell Carel about his feelings for her.
1. Daryl‟s mother wanted to surprise him with a cellphone.
2. He was shocked upon hearing them.
3. He shouted and jumped of joy.
4. She thinks of how to give it to him.
5. He was very happy.
6. They unanimously shouted, “ Surprise.”
ASSESSMENT
Choose the letter of the best answer. Write your answer on a separate answer sheet.
1. What is the process of interpreting the decoded message of the speaker by the receiver?

A. feedback C. decoding
B. channel D. barriers

2. ― He frowns and does not say something after hearing what she said.‖

The act of frowning is a process.

A. decoding C. receiving
B. feed backing D. transmitting

3. The person to whom the message is transmitted is known as .

A. the sender C. the organizer

B. the receiver D. the transmitter

4. Feedback is sent to the .

A. channel C. receiver
B. decoder D. sender

5. "Communication is a process" means that .

A. Communication has clear beginning and ending points.

B. Communication resembles still pictures more than motion pictures.
C. Communication is ongoing and continuous.
D. Communication consists of discrete and separate act.
LESSON 2 THE FUNCTIONS AND MODELS OF COMMUNICATION

Learning competency: Explain the functions of communication and differentiate the

various models of communication

Lesson Proper
What are communication functions?
Communication functions refer to how people use language for different purposes also
refers to how language is affected by different time, place, and situation used to control the
behavior of people used to regulate the nature and amount of activities people engage in.
The most basic functions of communication in an organization are to regulate/ to control, to
inform, to interact socially, to express and to motivate.

1. Regulation/Control- functions to control one‟s behavior

Examples:
Doctors‟ Prescription “Take your medicine 3 times a day.”
Parents‟ Instruction to their child “Wash the dishes now, or else I won‟t allow
you to go to the party later.”
Friends giving advice on what to do “Move on. He doesn‟t love you anymore”

2. Social Interaction- used to produce social relationships; used to develop bonds, intimacy,
relations,; used to express preferences, desires, needs, wants, decisions, goals, and strengths;
used for giving and getting information.

Example
Marriage Proposal “Will you marry me?”
Invitation “Would you like some coffee, tea, or me?”

3. Motivation- functions to motivate or to encourage people to live better.

Encouragement “You can do it.”

Hope “ We heal as one.”

4. Information- functions to convey information.

Giving Information: “Did you know that there‟s a secret

apartment at the top of the Eiffel tower?”

5. Emotional Expression- facilitates people‟s expression of their feelings and emotions.

Appreciation “I‟m so glad that you came into my life.”

Expressing one‟s ambition “I want to finish up my studies with good
grades to be accepted in a good university.”
Expressing a need “I need you in my life.”
Expressing prayers “We pray for our front liners to be safe.”

(https://oralcom.wordpress.com/2016/10/14/functions-of-communication/)
Aristotle Model of Communication

Aristotle was the first to take an initiative and design the communication model.
Let us first go through a simple situation. In a political meeting, the prospective leader
delivers speech to the audience urging for more votes from the constituency. He tries to
convince the crowd in the best possible way he can so that he emerges as a winner. What
is he actually doing? He is delivering his speech in a manner that the listeners would get
convinced and cast their votes only in his favor, or in other words respond in the same
manner the speaker wanted to. Here the leader or the speaker or the sender is the center
of attraction and the crowd simply the passive listeners.

Berlo’s Model of Communication

While the Aristotle model of communication puts the speaker in the central
position and suggests that the speaker is the one who drives the entire communication,
the Berlo‟s model of communication takes into account the emotional aspect of the
message. Berlo‟s model of communication operates on the SMCR model.

In the SMCR model

S - Source

The source in other words also called the sender is the one from whom the thought
originates. He is the one who transfers the information to the receiver after carefully
putting his thoughts into words.

M - Message

When an individual converts his thoughts into words, a message is created. The process
is also called as Encoding.

C - Channel

Channel - Channel actually refers to the medium how the information flows from the
sender to the receiver.

R - Receiver

When the message reaches the receiver, he tries to understand what the listener actually
wants to convey and then responds accordingly. This is also called as decoding.

Shannon – Weaver Model

Shannon and Weaver model is the most popular model of communication and is
widely accepted all over the world. Shannon and weaver model simply proposes that a
message actually originates from the person who gets the thought or has the
information. The sender is also called the Source of information or the Information
Source. The information then gets transmitted from the brain to the mouth and comes
out as a signal which then reaches the recipient after joining hands with several noises
 and other disturbances. The recipient then further passes on the message to its final
destination or other minds of other individuals.

Schramm’s Model of Communication

After learning the Shannon weaver model, let‟s find out about Schramm‟s model
of communication which has its roots from the Shannon weaver model itself. He
emphasizes that the communication is incomplete unless and until the sender receives a
feedback from the recipient. Imagine a person sharing his thoughts with his friend and
his friend not responding to him. Is the communication complete? No. Schramm
believed that communication is actually a two way process between the first party and
the second party.
Now, let us group the various models into the following categories:
Linear Model of Communication
Linear model of communication is a simple one way communication model. The message flows
in a straight line from sender to the receiver. There is no concept of feedback. The only task that
a receiver does here is to receive the message. Different models that follow linear model of
communication are:

▪ Aristotle‟s Model
▪ Shannon Weaver Model
▪ Berlo‟s S-M-C-R Model

Interactive Model of Communication

Interactive model or convergence model is similar to transactional model as they are both two
way communication model. But, interactive model is mostly used for new media like internet.
Here, people can respond to any mass communications like videos, news, etc. People can
exchange their views and ideas.

▪ Schramm‟s Interactive Model

Transactional Model of Communication

In transactional model, senders and receivers both are known as communicators and both play
equally important role in communication. Transactional model relates communication with
social reality, cultural up-bringing and relational context (relationships). Non-verbal feedback
like gestures, body language, is also considered as feedback in this model.

All the four models of communication are all initiatives by great scholars to simplify the
process of communication and help in the better understanding of “Communication process”.

Enrichment Activity No. 1: Write the functions of communication. Use separate answer
sheet.

1. A tourist guide orients a group of tourist about a heritage site.

2. Alden Richards thanks his fans for their undying support.
3. The Department of Health warns the public of the use of medicine or COVID 19 that are
 not prescribed by doctors.
4. Gina shares her thoughts on how to be productive amidst pandemic.
5. The couple plan on a vacation after the quarantine is lifted.

Enrichment Activity 2: Write true or false. Use separate answer sheet.

1. The Shannon – Weaver Model depicts communication as one way process.

2.The linear model of communication follows a straight path and does not require a
feedback.
3. Berlo‟s model of communication is interactive.
4. The Aristotle model of communication gives listeners a chance to interact.
5. The transaction model of communication is a one way process.
ASSESSMENT:

Choose the letter of the best answer. Write the chosen letter on a separate answer sheet.

1. Which of the following is known as the mother of all communication models?

A. Shannon – Weaver Model C. Aristotle Model

B. Transaction Model D. Schramm Model

2. What is the oldest model of communication?

A. Shannon – Weaver Model C. Aristotle Model

B. Transaction Model D. Schramm Model

3. What model of communication shows that a barrier such as noise may interfere
with the flow of communication?

A. Shannon – Weaver Model C. Berlo‟s Model

B. Transaction Model D. Schramm Model

4. Which of the following situations shows emotional expression as function communication?

A. The geometry teacher lectures about mathematical concepts.

B. The teacher announces early Christmas break to students.
C. Sheila delivers her valedictory address.
D. The city mayor presents his strategies to execute the plan sin a public forum.

5. When is the communication process complete?

A. When the sender transmit the message.

B. When the message enters the channel.
C. When the message leaves the channel.
D. When the receiver understands the message.
LESSON 3 THE BARRIERS TO COMMUNICATION

Learning Competency: Use various strategies to avoid communication breakdown

Lesson Proper:

Have you ever had a conversation with your group mates that ended without anything
being accomplished? Do you insist upon your way or viewpoint? Does your English teachers
use words that are not familiar to you? Do you have a classmate who is timid when asked to
report? These are instances when miscommunication and misunderstanding occurs because of
certain barriers. To be an effective communicator, you should recognize these barriers that
hinder the communication process. This will enable you to control the situation, reset
conditions, and start anew. The following are the common communication barriers:

1. The use of jargon

2. Emotional barriers
3. Differences in perception and viewpoint
4. Physical disabilities such as hearing problems or speech difficulties
5. Language differences and the difficulty in understanding unfamiliar accents
6. Cultural differences
7. Lack of confidence
8. Noisy environment

Types of Communication Barriers

Language Barriers

Language is one of the main barriers to the communication barrier. It is important that all
persons involved in the communication process should clearly understand the language used.
Language barriers arise when people are not able to understand the language used in
communication as different people have different linguistic skills.

Psychological Barriers

The psychological and emotional factors of persons affect the communication process. It is
essential that both sender and receiver should be mentally fit and of sound mind while
communicating with each other.
Speech disorders, depression, phobia, emotional IQ of persons are very difficult to manage and
will affect the ease of communication process. It is important that a person communicating with
each other should be emotionally mature.

Physical Barrier

Physical barriers arise due to noises, faulty equipment, closed doors, closed cabins while
communication process. Geographical distance between the sender and receiver in the
communication process creates a physical barrier.
Communication is easy when the distance between them is shorter as more channels are
available. Modern technology and appropriate communication channels can help to avoid these
barriers.
Cultural Barrier
People with different cultures and regions have different beliefs, values, beliefs and perceptions
as per their cultures. Different cultures have different meaning for society basic values like
dressing, religion, drink, food and general behaviour.
Therefore, it is quite important to take these cultural indifferences into account while
communicating with each other. To overcome the barriers to communication arising due to
culture, empathy is important. Empathy is simply sensing people‟s feelings and attitude to
understand their cultural beliefs.

The following are explanations, examples and solutions of the various strategies to avoid
communication breakdown.

Barrier Example Solution

Emotional Barriers You are having a bad day Politely ask the other person to
or you feel worried. give you a moment so you can
relax or calm yourself.
You sit in a class where Reflect on how you can be
you think the lesson does interested in what the speaker is
not interest you. pointing out
Use of jargon You are a scientist Adjust your language: use
discussing a certain layman‟s terms or simple words.
phenomenon with your
neighbour who does not
know much about the
topic.
Lack of confidence You are asked to share Develop self-confidence by joining
something about your day organizations where you can share
or weekend but you are and develop your interest. Look
hesitant because you are for opportunities in your school or
shy. community that will help you find
your strengths and improve your
abilities.
Noisy environment You are having a Make some adjustments by asking
conversation with your someone to minimize the volume
friends when a song was or by looking for a quiet area
played loudly. where you can resume the
conversation.
Differences in the You think anti – terrorism Listen to his/ her point. Respect
perception or viewpoint bill curtails the rights of others‟ opinion as they respect
Filipinos to air their yours.
grievances against the
government while your
 friend think otherwise.
Physical You happen to ask a Listen closely to what he/ she is
disabilities such as
stranger with hearing pointing out. You may make your
hearing problems
or speech problems about the voice louder enough for him / her
difficulties location of your customer‟s to hear. You may use gestures or
house whom you are hand signals if needed.
going to deliver goods.
Language Your cousin who lives in You may ask her if she still can
differences and the
England for 25 years remember and speak the language
difficulty in
understanding arrives in the Philippines same as yours. If she can‟t, request
unfamiliar accents and having a conversation her to make her points clearer and
with her is a struggle. the talking a little bit slower so you
could get correctly what she was
pointing out.
Cultural Your friend believes that • Keep an open mind.
differences • Have at least some
wearing hijab would
knowledge of
protect women from being
people's cultural backgroun
sexually assault as it ds by reading or
decreases the chance of researching. Be mindful of
seeing the entire you. whom you talked to.

Enrichment Activity : Identify the barrier in each of the following situations. Write your
answer on a separate answer sheet.
1. Your grandfather listens to you as you tell him your rank in Mobile legend.
2. You are requested by your adviser to speak in front of the Grade 12 students and share them
the lessons you learned during quarantine but you are hesitant because you think they are
more eloquent speakers.
3. You feel disappointed of how the report is narrated.
4. Your friend clarifies the assignment the teacher gave you when your younger brother cried
aloud and asked for milk.
5. You feel sleepy while your classmate is having his report.
ASSESSMENT: Write the letter of the correct answer on a separate answer sheet.
1. Which is not a barrier in communication?
A. emotions B. lack of confidence C. use of jargon D. open field

2. Which is an emotional barrier?

A. You slept in the middle of a lecture.
B. You are a teacher who talks about the parts of an alternative delivery module
to a front liner of COVID -19.
C. You sit in a board meeting where the President is boring.
D. You are confused of the words uttered by the radiobroadcaster.

3. Which of the following are common barriers to effective communication?

A. hand gesture C. distractions
B. be a good listener D. eyes and facial expression

4. As effective communicators, what will you do to the barriers in communication?

A. Insert B. adopt C. remove D. collect

5. The following are strategies to help overcome barriers of communication at work, EXCEPT;
A. Communicate only what is needed.
B. Remain aware of cultural differences.
C. Avoid slang.
D. Questions should be entertained outside office hours.

For numbers 6 – 10. Identify the best strategy to avoid communication breakdown.

6. You are in a computer shop typing your research while the renter both on your left
and right are trash talking while playing video games.
A. Tell them to stop because you cannot concentrate.
B. Tell the shop owner to ban them from coming in the shop.
C. Look for another shop where you can concentrate.
C. Buy your own computer or laptop.

7. You are a Muslim student attending a seminar. The speaker says that eating pork
actually nourishes health and well – being.
A. Be accommodative of others‟ viewpoint.
B. Go out from the conference hall and inform the organizer that you are not
attending the seminar anymore.
C. Raise your hand and inform the speaker that you dislike his idea.
D. All of these

8. You had a fight at home and you need justice of it all. You are likely to transfer at
least part of your angst to the person who talks to you first.
A. Remember that no one is perfect.
B. Remove your emotions and feelings to a personal space.
C. Explode your angst to the person who talks to you so you will be
unloaded.
D. Comment on the performance of your classmates.
9. You are trying to explain a process to the newbies and end up using technical words.
A. Tell them to have a dictionary ready at hand.
B. Simplify things for the other person to understand you.
C. Use jargon that you knew well to facilitate effective communication.
D. Ask them to remain calm, they will definitely understand after your
lecture.

10. Your mother is in the bathroom and her phone rang many times you believe it‟s an
important
call. You inform her but she can‟t hear you enough because the door is closed.
A. Knock the door many times so your mother will come out.
B. Wait for your mother and inform her she had missed calls.
C. Pick up the call and tell the caller to wait.
D. Turned off the phone so you will not be disturbed.
LESSON 4: TYPES OF COMMUNICATION

Learning Competency
After going through this module, you are expected to:
• Differentiate types of communication
• Identify the type of communication appropriate in a given situation
• Evaluate the importance of effective communication

Lesson Proper

Importance of communication

We use communication every day in nearly every environment, including in school and in the
workplace. Whether you give a slight head nod in agreement or present information to a large
group, communication is absolutely necessary when building relationships, sharing ideas,
delegating responsibilities and much more.

Learning and developing good communication skills can help you succeed in your academics,
career, make you a competitive job candidate after graduating senior high school or in college
and build your network. While it takes time and practice, communication and interpersonal
skills are certainly able to be both increased and refined.

Types of communication

1. Verbal

Verbal communication is the use of language to transfer information through speaking or sign
language. It is one of the most common types, often used during presentations of your reports
in class, video conferences and phone calls, meetings and one-on-one conversations. Verbal
communication is important because it is efficient. It can be helpful to support verbal
communication with both nonverbal and written communication.

Here are a few steps you can take to develop your verbal communication skills:

• Use a strong, confident speaking voice. Especially when presenting information to a few
or a group of people, be sure to use a strong voice so that everyone can easily hear you.
Be confident when speaking so that your ideas are clear and easy for others to
understand.
• Use active listening. The other side of using verbal communication is intently listening to
and hearing others. Active listening skills are key when conducting a meeting,
presentation or even when participating in a one-on-one conversation. Doing so will help
you grow as a communicator.
• Avoid filler words. It can be tempting, especially during a presentation, to use filler
words such as “um,” “like,” “so” or “yeah.” While it might feel natural after completing a
sentence or pausing to collect your thoughts, it can also be distracting for your audience.
Try presenting to a trusted friend or colleague who can call attention to the times you use
 filler words. Try to replace them by taking a breath when you are tempted to use them.

2. Nonverbal

Nonverbal communication is the use of body language, gestures and facial expressions to
convey information to others. It can be used both intentionally and unintentionally. For
example, you might smile unintentionally when you hear a pleasing or enjoyable idea or piece
of information. Nonverbal communication is helpful when trying to understand others‟
thoughts and feelings.

If they are displaying “closed” body language, such as crossed arms or hunched shoulders,
they might be feeling anxious, angry or nervous. If they are displaying “open” body language
with both feet on the floor and arms by their side or on the table, they are likely feeling positive
and open to information.

Here are a few steps you can take to develop your nonverbal communication skills:

• Notice how your emotions feel physically. Throughout the day, as you experience a
range of emotions (anything from energized, bored, happy or frustrated), try to identify
where you feel that emotion within your body. For example, if you‟re feeling anxious,
you might notice that your stomach feels tight. Developing self-awareness around how
your emotions affect your body can give you greater mastery over your external
presentation.
• Be intentional about your nonverbal communications. Make an effort to display
positive body language when you feel alert, open and positive about your surroundings.
You can also use body language to support your verbal communication if you feel
confused or anxious about information, like using a furrowed brow. Use body language
alongside verbal communication such as asking follow up questions or pulling the
presenter aside to give feedback.
• Mimic nonverbal communications you find effective. If you find certain facial
expressions or body language beneficial to a certain setting, use it as a guide when
improving your own nonverbal communications. For example, if you see that when
someone nods their head it communicates approval and positive feedback efficiently, use
it in your next meeting when you have the same feelings.

3. Written

Written communication is the act of writing, typing or printing symbols like letters and
numbers to convey information. It is helpful because it provides a record of information for
reference. Writing is commonly used to share information through books, pamphlets, blogs,
letters, memos and more. Emails and chats are a common form of written communication in the
workplace.

Here are a few steps you can take to develop your written communication skills:

• Strive for simplicity. Written communications should be as simple and clear as possible.
While it might be helpful to include lots of detail in instructional communications, for
example, you should look for areas where you can write as clearly as possible for your
audience to understand.
 • Don’t rely on tone. Because you do not have the nuance of verbal and nonverbal
communications, be careful when you are trying to communicate a certain tone when
writing. For example, attempting to communicate a joke, sarcasm or excitement might be
translated differently depending on the audience. Instead, try to keep your writing as
simple and plain.
• Take time to review your written communications. Setting time aside to re-read your
emails, letters or memos can help you identify mistakes or opportunities to say something
differently. For important communications or those that will be sent to a large number of
people, it might be helpful to have a trusted colleague review it as well.
• Keep a file of writing you find effective or enjoyable. If you receive a certain pamphlet,
email or memo that you find particularly helpful or interesting, save it for reference when
writing your own communications. Incorporating methods or styles you like can help
you to improve over time.

4. Visual

Visual communication is the act of using photographs, art, drawings, sketches, charts and
graphs to convey information. Visuals are often used as an aid during presentations to provide
helpful context alongside written and/or verbal communication. Because people have different
learning styles, visual communication might be more helpful for some to consume ideas and
information.

Here are a few steps you can take to develop your visual communication skills:

• Ask others before including visuals. If you are considering sharing a visual aid in your
presentation or email, consider asking others for feedback. Adding visuals can sometimes
make concepts confusing or muddled. Getting a third-party perspective can help you
decide whether the visual adds value to your communications.
• Consider your audience. Be sure to include visuals that are easily understood by your
audience. For example, if you are displaying a chart with unfamiliar data, be sure to take
time and explain what is happening in the visual and how it relates to what you are
saying. You should never use sensitive, offensive, violent or graphic visuals in any form.

To make improvements to your communication skills, set personal goals to work through the
things you want to accomplish step by step. It might be helpful to consult with trusted
colleagues, managers or mentors to identify which areas would be best to focus on first.

Analysis:
Read the following sentences. Tell whether it is true or false. Write your answer on a separate
answer sheet.
1. The use of too many fillers can distract your listeners.
2. Effective use of nonverbal communication can strengthen your message.
3. To achieve clarity, we must speak the same language as our listeners.
4. The use of visual can aid in understanding the message you want to convey.
5. When you communicate, choose what you want to say and how you want to say it.
Evaluation

Write the letter of the correct answer on a separate answer sheet.

1. Which of the following ways nonverbal and verbal communication is interconnected?

A. Nonverbal cues can repeat verbal message.
B. Nonverbal cues can substitute for verbal messages.
C. Nonverbal cues can contradict verbal messages.
D. All of the above.

2. Which of the following differentiates verbal from nonverbal communication?

A. Verbal communication is multi- channeled; nonverbal communication is

single-channeled
B. Nonverbal communication possesses none of the four essential
characteristics of language (verbal communication)
C. Verbal communication is single-channeled; nonverbal communication is
multi channeled
D. Both B and C

3. Scenario: You ask a co-worker if they can help you with a client, they cross their arms
and roll their eyes but do not say anything. Have they communicated?

A. No, at this stage it is one-way communication.

B. No, when they answer you they will have communicated back, completing
two-way communication
C. No, but they are being rude.
D. Yes, they have used non-verbal communication.

4. Imagine you are speaking in front of a group of persons with disability ( deaf ). Which
type of communication is appropriate for you to use?

A. verbal and nonverbal C. verbal and visual

B. nonverbal and visual D. written and verbal

5. Which of the following states the importance of communication?

I. It educates people.
II. Communication brings people together, closer to each other.
III. Communication facilitates the flow of information and understanding between
different people.

A. I only C. both I and II

B. II only D. I, II, III
LESSON 5: VARIOUS ORAL COMMUNICATION ACTIVITIES

Learning Objective/s

After going through this module, you are expected to:

• Define oral communication
• Examine sample oral communication activities
• Write an objective evaluation of the sample oral communication activity

Lesson Proper

Oral communication implies communication through mouth. It includes individuals

conversing with each other, be it direct conversation or telephonic conversation. Speeches,
presentations, discussions are all forms of oral communication. Oral communication is generally
recommended when the communication matter is of temporary kind or where a direct
interaction is required. Face to face communication (meetings, lectures, conferences, interviews,
etc.) is significant so as to build a rapport and trust.

Advantages of Oral Communication

• There is high level of understanding and transparency in oral communication as it is

interpersonal.
• There is no element of rigidity in oral communication. There is flexibility for allowing
changes in the decisions previously taken.
• The feedback is spontaneous in case of oral communication.
• Oral communication is not only time saving, but it also saves upon money and efforts.
• Oral communication is best in case of problem resolution. The conflicts, disputes and
many issues/differences can be put to an end by talking them over.
• Oral communication can be best used to transfer private and confidential
information/matter.

Disadvantages/Limitations of Oral Communication

• Relying only on oral communication may not be sufficient.

• Oral communication is less authentic than written communication as they are informal
and not as organized as written communication.
• It requires attentiveness and great receptivity on part of the receivers/audience.
• Oral communication (such as speeches) is not frequently used as legal records except in
investigation work.

Types of Oral Communication

Oral Communication (Face-to-face)

Face-to-face oral communication is the most recognized type of communication. Here, what you
express comes directly from what you speak. Again, this can be formal or informal: with your
friends and family, in a formal meeting or seminar, at school or within the community.
Oral Communication (Distance)

Distance (oral) communication has made the world a smaller and more accessible place. Mobile
phones, video-conferencing, 2-way webinars, etc. are all modern expansions of distance
communication, taking its expression to the next subtle level. And in this type of
communication, your tone of voice and pace of delivery take priority over other expressions.

Sample Oral Communication Activities

• face-to-face meetings ( buying goods in store)

• personal discussions ( talking to a close friend)
• presentations of outputs ( reporting in class)
• telephone calls ( calling a friend)
• informal conversation ( greeting and waving goodbye)
• public presentations such as speeches ( delivering addresses and campaigns)
• teleconferences or videoconferences ( video calling to a friend in other places0
• interviews ( asking a teacher or a barangay official for a certain public issue)

How to evaluate oral communication activities?

Evaluating an oral presentation is not difficult, because every oral presentation has key
components that are crucial for the success of the presentation. Just consider the important
factors such as confidence, quality, clarity and organization.

Determine the confidence of the speaker. The speaker should be comfortable and easily connect
with the audience. If a speaker acts uncomfortable or nervous, the presentation is not going well.
However, if the speaker easily makes eye contact, invites audience participation and puts the
audience at ease, this aspect of the presentation is a success.

Determine the quality of the information presented. The speaker should provide enough details
to support the point of the presentation but not too many unnecessary details that may confuse
or bore the audience.

Determine the level of clarity. The speaker should be easily able to convey the point he is trying
to make. Vocabulary should be easy to understand, and all words should be spoken in a clear
and fluent manner.

Determine the level of organization. Every presentation should have some sort of structure and
organization, whether formal or informal. Simple things such as making sure there is a proper
introduction and conclusion can go a long way in making the presentation a success
Analysis

Tell what type of sample oral communication activity is in the box. Write your answer on a
separate answer sheet.

Josie: Can I buy?

Josie: Do you have milk?
Jon: Yes, for ten pesos only.
Josie: I want to buy two.
Jon: Here, thank you.
Jon: Josie, please remind your father that he owes me money.
Josie: Okay.
Jon: Thank you.

Can you briefly explain what this novel coronavirus is?

Coronaviruses are a large family of viruses. They‟re pretty common in people, and they
usually cause just the common cold.

What do we know about how SARS-CoV-2 is spread and why it's spreading so
quickly?
SARS-CoV-2 is a respiratory virus; the primary way it‟s transmitted is human-to-
human. It spreads very easily from person to person, and that‟s why it‟s spreading so
quickly.

What are the incubation period and symptoms of COVID-19?

The incubation period (amount of time between exposure to the virus and development
of symptoms of COVID-19) ranges from 1-14 days.

How can I protect myself from the coronavirus?

The best way to prevent acquiring this virus is avoid contact with someone who has it.
That‟s where face masks, hand hygiene and social distancing come into play.
Hello, Tom speaking.
Hi Tom, this is Mary. Is your brother in?
No, he is at the cinema. Can I take a message?
Yes, you could tell him to call back please.
Sure.
Thanks. Bye.
Bye.
Evaluation

1. Oral communication is also known as .

A. Verbal communication C. nonverbal communication

B. Face to face communication D. impersonal communication

2. In oral communication, what matters most is .

A. where you say it C. how you say it

B. when you say it D. what you say

3. The limitation of oral communication is that .

A. It is easy to be aware of our body language.

B. It does not require on the spot thinking.
C. It is irreversible – what is said cannot be taken back.
D. It is not affected of the speakers‟ feelings or stress or excitement level.

4. The effectiveness of oral communication depends on the speaker’s ability to use:

A. complex words C. long sentences

B. simple language D. foreign words

5. Spoken language can be more persuasive than written language because .

A. Speeches are always shorter.

B. People don‟t like to read.
C. Speeches allow you to explain your points in greater detail than essays.
D. Speeches allow you to use your voice and body as well as words to make your point.
LESSON 6: TYPES OF SPEECH CONTEXT

LEARNING OBJECTIVE:

1. Identifies the various types of speech context.

LESSON PROPER

Communication has different contexts. These communication contexts are varied situations
where communication happens. The following are the different types of the communication
contexts:

a. INTRAPERSONAL COMMUNICATION

This refers to communication that centers in one person where the speaker acts both as the
sender and the receiver of message. “The message is made up of your thoughts and feelings. The
channel is your brain, which process what you are thinking and feeling. There is feedback in the
sense that as you talk to yourself, you discard certain ideas and replace them with others
“HYBEKS WEAVER,2012, p16).

Examples:

1. You spent the night thinking and analyzing why a student from the other class talked to
you on the way home and you decided it probably meant nothing.
2. You felt happy while thinking about how your teacher appreciated you for submitting
your project before the due date and you reflected on why this was so.

b. INTERPERSONAL COMMUNICATION

This refers to communication between and among people and establishes personal
relationship between and among them. SOLOMON and THESIS (2013) state that “the inter part
of the word highlights how interpersonal communication connects people. When you engage in
interpersonal communication, you and another person become linked together. The personal part
means that your unique qualities as a person matter during interpersonal communication.
Studies reveal that people spend more time engaging in interpersonal communication than in
other forms of communication.

TYPES OF INTERPERSONAL CONTEXTS

1. DYADIC COMMUNICATION
A communication that occurs between two people. Dyadic communications may take a number
f forms such as:

a. Conversation- is a type of dyadic communication which is an informal talk between

individuals. Its nature is less purposive, serious and intimate than any other type of dyadic
communication (Igoy and Saymo, 2004).

b. Dialogue- is a communication tool that allows people to understand other viewpoints

without pitting themselves against perspective.
c. Interview- is a purposeful exchange of ideas, the answering of question and communication
between two or more persons.

Examples:

1. You offered feedback in the speech performance of your classmate.

2. You provide comfort to a friend who was feeling down.

2. SMALL GROUP DISCUSSION

This refers to communication that involves at least 3 but not more than 10 people engaging in a
face-to-face interaction working to achieve a desired goal.

Importance of Small Group Discussion

a. Brainstorming- works by focusing on a problem, and then deliberately coming up with as

many solutions as possible and by pushing the ideas as far as possible.

b. Shared idea -a collaboration among individuals who collates views on a certain topic.

c. Accountability- indeed two heads are better than one. The collation of different perspective
into one.

Examples:

1. You are participating in an organizational meeting which aims to address the concerns of
your fellow students.

2. You are having a discussion with your group mates on how to finish the assigned tasks.

3. PUBLIC
This refers to communication that requires you to deliver or send the message before of in front
of a group. The message can be driven by informational or persuasive purposes. “In public
communication, unlike in interpersonal and small group. The channels are more exaggerated.
The voice is louder and the gestures are more expansive because the audience is bigger. The
speaker might use additional visual channels such as slides or a Power Point presentation”
(HYBELS AND WEAVER, 2012, p19).

Examples:
1. You deliver a graduation speech to your batch.
2. You participate in a declamation, oratorical, or debate contest watched by a number of people.

4. MASS COMMUNICATION- refers to communication that takes place through television,

radio, newspapers, magazines, books, billboards, internet, and other types of media.

Examples:
1. You are a student journalist articulating your stand on current issues through the school‟s
newspaper.
ANALYSIS: Write your answer on the answer sheet.

1. How can you identify a speech context?

2. Why do we need to recognize speech context in a given situation?

3. Do you think that speech context influenced your behavior?

4. Based on the picture below, analyze what type of speech context we are dealing in daily
lives. Write your answer on the answer sheet.

1 2

4
EVALUATION

Write the letter of the correct answer on the answer sheet.

1. You spend the night thinking and analyzing why the student from the other class talked to
you on the way home and you decided it probably meant nothing. What type of speech context
is the given situation?
A. interpersonal B. intrapersonal C. public D. mass
2.You felt happy while thinking about how your teacher appreciated you for submitting your
project before the due date and you reflected on why this was so. What type of speech
context is the given situation?
A. interpersonal B. intrapersonal C. public D. mass
3. What type of speech context refers to communication that requires you to deliver or send the
message before or in front of a group?

A. interpersonal B. intrapersonal C. public D. mass

4. What type of speech context refers to communication that requires you to deliver or send the
message before or in front of a group?

A. interpersonal B. intrapersonal C. public D. mass

5. What type of speech context refers to communication that takes place through television,
radio, newspaper, magazines, books, billboards, internet and other types of media?

A. interpersonal B. intrapersonal C. public D. mass

LESSON 7 SPEECH STYLE

LEARNING OBJECTIVE:

1. Distinguishes the types of speeches and speech style.

LESSON PROPER

Different types of speeches according to:

1. Purpose 2. Delivery 3. Occasion

Different types of speeches according to purpose:

The four basic types of speech according to purpose are: to inform, to entertain, and to
persuade. These are not mutually exclusive of one another. You may have several purposes in
mind when giving your presentation. However, the principal purpose a speech will generally
fall into four basic types:

1. Informative- serves to provide interesting and useful information to your audience.

Examples:
A travelogue about the Tower of London.
A computer programmer speaking about new software.

2. Demonstrative- this has many similarities with an informative speech. It also teaches you
something. The main difference lies in including a demonstration of how to do the thing
you‟re teaching

Examples:
How to start your own blog
How to bake a cake
How to write a speech

3. Persuasive- works to convince people to change in some way: they think, the way they do
something, or to start doing something that they are not currently doing.

Examples:
Become An organ donor.
Improve your health through better eating.
Television violence is negatively influencing our children.
Become a volunteer and change the world.

4. Entertaining- speaker provides pleasure and enjoyment that make the audience laugh or
identify with anecdotal. The after-dinner speech.

Examples:
Excuses for any occasion
Explaining cricket to an American
Things you wouldn‟t know without the movies
Different types of speech according to delivery:

The easiest approach to speech delivery is not always the best, substantial work goes into
the careful preparation of an interesting and ethical message, so it is understood that students
may have the impulse to avoid “messing up” by simply reading it word for word.

1. IMPROMPTU SPEAKING- spontaneous and responsive in an animated group context. The

disadvantage is that the speaker is given little or no time to contemplate the central theme of
his/her message. As a result, the message may be disorganized and difficult to listeners to
follow. Generally, most successful when they are brief and focus on a single point.

2. EXTEMPORANEOUS SPEAKING- is the presentation of a carefully planned rehearsed

speech, spoken in a conversational manner using brief notes. Its advantages promote the
likelihood that you, the speaker, will be perceived as knowledgeable and credible. Its
disadvantages is that it requires a great deal of preparation both verbal and non-verbal.

3. MANUSCRIPT- is the word for word iteration of a written message. The speaker maintains
his/her attention to the printed page except when using visual aids. Its advantages are the
exact repetition of original words and it is a guided speech. Its disadvantages are boring and
uninteresting presentation, lack of audience rapport or connection.

4. MEMORIZED- is the recitation of a written message that the speaker has committed to
memory. Its advantages the speaker-maintained eye contact free to move around the stage
gestured are used. Disadvantages of this type is that speaker might end up speaking in
monotone pattern, might take a fast pace.

Different types of speeches according to occasion:

1. CEREMONIAL SPEAKING- are speeches given during a ceremony or a ritual marked by

observance of formality or etiquette. These ceremonies tend to be very special for people, so
it shouldn‟t be surprising that they are opportunities for speech making.

2. INSPIRATIONAL SPEAKING- to elicit or arouse an emotional state within an audience.

Different types of Speech Style

The context dictates and affects the way people communicate, which results in various
speech styles, according to Joos (1968). There are 5 speech styles. Each style dictates what
appropriate language or vocabulary should be used or observed.

1. Intimate- this style is private, which occurs between or among close family members or
intimate individuals. The language used in this style may not be shared in public. It is
enough to use short utterances.

Examples:
Jesus Christ...! -Oh my God

2. Casual- this style is common among peers and friends. Jargon, slang, street language, gay
 language or vulgar words are used. Usually applied in daily conversation, in relaxed time
such as picnic or sport.

Examples:
Did you enjoy the party? (a) enjoy it?
Would you take it? (b) take it...
Would you give me some money? (c) give me some...
*the examples (a, b, c) above are commonly used by speakers in informal situation.

3. Consultative- this style is the standard one. Professional or mutually acceptable language is
a must in this style.it is commonly used in the office, at school or at companies.

Examples:
-Excuse me, I think its really important for me to add about the topic that we discuss.
- Regular classroom conversation.
- Doctor-patient conversation.

4. Formal- this style is used in formal settings. Unlike the consultative style, this is one-way.

Examples:
Sermons by priest and minister, State of the Nation Address of the Philippines, formal
speeches, or pronouncement by judges.

5. Frozen- it mostly occurs in ceremonies. The most formal style that usually used in respectful
situation or formal ceremony. Also called oratorical style.

Examples:
-Expressing our gratitude must be delivered just for ALLAH, GOD, LORD
due of his favor and charity.
-Preamble to the Constitution, Lords prayer, Allegiance to country or flag.

ANALYSIS

Dialogue excerpt. Identify the situation or setting and the speakers that each excerpt represents.
Write your answer on your answer sheet.

1. Eduardo, do you accept Amor as your lawful wife?

Yes, I do.

What have you noticed with the speech used? How about the language used?

2. Good morning. Please take a seat, Your Holiness, Pope Francis.

Thank you, Mr. President.

Who are the speakers? Are they in high rank position? What can you can you say about the
formality of the language? Their manner of speaking? The way they address each other?

3. Good morning, Doctor, may I ask you a question?

 Certainly, how can I help you?

What do you think is the purpose of the patient? Do you think the doctor is the right person
to consult?

4. Hi Maricela, What‟s up? How‟s your life?

I‟m great, Wilma.

Who are conversing in the dialogue? How about the language used? What style is employed?

5. Hello Honey, how was your day?

Great. We got a lot done, Hon. And yours?

How do you describe the language used? When is this style of speech used? What speech is
utilized in the statement?
EVALUATION
Identify the type of speech style appropriate for the following situations. Write your
answer on a separate answer sheet.

1. Talking to counselor or psychiatrist

2. Giving last minute instruction to players

3. Delivering campaign speeches

4. Delivering speech at the UN summit

5. Talking to a superior

6. Talking and laughing about memorable experience

7. Communicating while playing sports.

8. Having one-on-one conversation with a loved one

9. Delivering an oratorical speech

10. Leading a prayer before meal

LESSON 8 : SPEECH ACTS

LEARNING OBJECTIVE:

Responds appropriately and effectively to a speech act.

LESSON PROPER

SPEECH ACT- is an utterance that a speaker makes to achieve an intended effect. Some of the
functions are carried out using speech acts are offering an apology, greetings, request, complaint,
invitation, compliment, or refusal. Might contain just one word or several words or sentences. For
instance, “Thanks” and “Thank you for always being there for me. I really appreciate it.” Both show
appreciation regardless of the length of the statement.

THREE TYPES OF SPEECH ACTS

According to J.L AUSTIN (1962), a philosopher of language and developer of the speech act
theory, there are three types of acts in every utterance, given the right circumstances or context.
These are:

1. LOCUTIONARY ACT- the actual act of uttering. Also, an act of saying something.
Examples:
A. “Please do the dishes”
B. Asking or answering a question, giving some information or an assurance, announcing a
verdict or an intention, making an identification or giving a description.

2. ILLOCUTIONARY ACT- is the social function of what is said. The real action which is
performed by the utterance
Examples:
A. By uttering the locution “Please do the dishes” the speaker request the addressee to wash
the
dishes. It is about performing an act in saying something. we form an utterance with
some
kind of function in mind.

3. PERLOCUTIONARY ACT- is the resulting act of what is said. This effect is based on the
particular context in which the speech act was mentioned.
Examples:
“Please do the dishes” would lead to the addressee washing the dishes
There are also indirect speech acts which occur when there is no direct connection between the
form of the utterance and the intended meaning. They are different in force (i.e., intention) from
the inferred speech act.
Examples:
“Could you pass the rice?‟‟
Inferred speech act: do you have the ability to hand a plate of rice.
Indirect speech: please pass the rice.
So while the utterance literally asks the addressee if he/she has the ability to hand a plate of
rice, it actually indirectly request the addressee to pass the rice to the speaker.

AUSTIN also introduced the concept of performative utterances: statements which

enable the speaker to perform something just by standing it.

PERFORMATIVE- verbs that execute the speech act that they intend to effect.
For example:
The phrase “I now pronounce you husband and wife” when uttered by an
authorized person such as judge will have the actual effect binding a couple in marriage.
However, if the same statement uttered to the same couple in the same place by someone „‟who
is not authorized to marry‟‟ then there is no effect whatsoever because a condition was not met.

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- act in which the speaker expresses belief about the truth of a proposition.
Examples: Suggesting, putting, forward, swearing, boasting and concluding.
„‟No one makes pancake than I do.‟‟

2. DIRECTIVE- act in which the speaker tries to make the addressee perform an action.
Examples: asking, ordering, requesting, inviting, advising, and begging.
„‟Please close the door‟‟

3. COMMISSIVE- act which commit the speaker to do something in the future.

Examples: promising, planning, vowing, and betting.
„‟From now on, I will participate in our group activity.‟‟
4. EXPRESSIVE- act in which the speaker expresses his/her feeling or emotional reactions.
Examples: thanking, apologizing, welcoming, deploring
„‟ I am so sorry for not helping out in our group projects and letting you do all the work”.

5. DECLARATION- 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.
Examples: declarations of blessing, firing, baptizing, bidding, passing a sentence, and
excommunicating.
„‟You are fired!‟‟
*by saying that someone is fired, an employer causes or bring about the person‟s
unemployment,
thus changing his external situation.
Always keep in mind that speech acts include CONCRETE LIFE INTERACTIONS that
requires the appropriate use of language with in a given culture.

ANALYSIS
Analyze the given scenario by identifying the Locutionary act, Illocutionary act and
Perlocutionary act. Write your answer on a separate answer sheet.

SCENE 1: A bartender utters the words, ‟‟The bar will be closed in five minutes‟‟
Illocutionary
Locutionary
Perlocutionary

SCENE 2: the classroom window is wide open and your classmate told you that, it‟s too cold.
Illocutionary
Locutionary
Perlocutionary
APPLICATION
Complete the following table with information related to SEARLE‟S Classification of
Speech Acts. Write your answer on your answer sheet.

EXAMPLE
Classification of speech act Specific situation Example
Chris brought a new „‟I‟m the only one in school
ASSERTIVE gadget, and he shows it off who has this new iPhone
to his friends. model‟‟

Your turn:
Classification of speech act Specific situation Example
Assertive
Directive
Commisive
Expressive
Declaration
ASSESSMENT
Write your answer on the answer sheet.
1. ― I now declare you husband and wife.‖ The statement is a
A. comissive B. declaration C. directive D. assertive
2. An illocutionary act that brings into existence the state of affairs to which it refers is
called .
A. comissive B. declaration C. directive D. assertive
3. What type of Illocutionary Act according to Searle is this: "You should spend less time
watching TV"?
A. comissive B. declaration C. directive D. assertive
4. What type of Illocutionary Act according to Searle is this: "I vow to honor and love you for
as long as we both shall live"?
A. comissive B. declaration C. directive D. assertive
5. ―I am the best chef in town‖. What type of speech act is this?
A. comissive B. declaration C. directive D. assertive
 ANSWER KEY

LESSON 1
ENRICHMENT ACTIVITY 1 ENRICHMENT ACTIVITY 2 ASSESSMENT

1. true 1. The speaker generates an idea. 1. C

2. true 2. The receiver gets the message. 2. B
3. true 3. The receiver decodes the message. 3. B
4. true 4. The speaker encodes the message. 4. D
5. false 5. The receiver provides feedback. 5. C
6. The speaker transmits the message.
LESSON 2
ENRICHMENT ACTIVITY 1 ENRICHMENT ACTIVITY 2 ASSESSMENT

1. information 1. false 1. A
2. emotional expression 2. true 2. C
3. information 3. true 3. A
4. motivation 4. false 4. C
5. social interaction 5. false 5. D

LESSON 3
ENRICHMENT ACTIVITY 1 ASSESSMENT

1. use of jargon 1. D 6. C
2. lack of confidence 2. A, C 7. A
3. differences in the viewpoint 3. C 8. B
4. noisy environment 4. C 9. B
5. emotional barrier 5. D 5. B

LESSON 4 LESSON 5

ANALYSIS ASSESSMENT ANALYSIS ASSESSMENT

1. true 1. D 1. Face to face 1. A

2. true 2. A 2. interview 2. C
3. true 3. D 3. Phone call 3. C
4. true 4. B 4. B
5. true 5. D 5. D

LESSON 6 LESSON 7

ANALYSIS ASSESSMENT ASSESSMENT

1 - 3 answers may vary 1. B 1. Consultative 6. casual
4. public communication 2. B 2. Casual 7. casual
group discussion 3. C 3. Formal 8. intimate
dyadic communication 4. B 4. Formal 9. formal
mass communication 5. D 5. Formal 10. Frozen

LESSON 8

ASSESSMENT
1. B
2. B
3. C
4. A
5. D
 Development Team of the Module
Writers: Wilma E. Pamittan
Marilou T. Recamara

Editor: Ma. Perga A.

Cadiente Reviewer: Ma. Perga A.
CadienteIllustrator: Wilma E.
Pamittan Layout Artist: Wilma E.
PamittanManagement Team:
Felix Romy A. Triambulo, CESO V
Dr. Ella Grace Tagupa
Ma. Perga A. Cadiente
Jephone P. Yorong
Weney P. Amores