REGION III – CENTRAL LUZON

SCHOOLS DIVISION OFFICE OF NUEVA ECIJA

BARTOLOME SANGALANG NATIONAL HIGH SCHOOL
BARAWID ST., SAINT JOHN DIST., GUIMBA, NUEVA ECIJA

ORAL COMMUNICATION IN CONTEXT

Quarter 1 – Module 3:
Lesson 1: Strategies to Avoid
Communication Breakdown
Communication is a process of exchanging thoughts, ideas, and opinions in order to
connect with other people. Its 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.
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.

Barriers to Communication
1. Physical Barriers are the natural or environmental condition that act as a barrier in
communication in sending the message from sender to receiver.
Examples: People talking too loud, Noise from a construction site, Loud sound of a karaoke,
Blaring of jeepney horns
2. Psychological Barriers are called as mental barriers. These refer to social and personal issues of
a speaker towards communicating with others.
Examples: trauma, shyness, lack of confidence, depression, fear, stage fright
3. 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: different beliefs, traditions and customs, manners of dressing, speaking
4. 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: difference in language, accent and dialect, use of jargon and slang, speech defects or
language impairments

KINDS OF NOISE:

1. External Noises are the “sight, sound and other stimuli that draw people’s attention away from
intended meaning.”
Examples: noise from vehicles, singing at the neighborhood, visual aids in front of the
classroom, the dog barking, the sound of airplane
2. Internal noises are the “thoughts and feelings that interfere with meaning.”
Examples: confrontation with a friend, fear of speaking in front of the class, racial prejudice
3. 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: incorrect grammar, using excessive technical jargon, using idiomatic expressions

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. 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. It can also help to clear up any misunderstandings or
distortion of the message that could occur through other mediums.
Remember, becoming an 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.
For Online Activity 1

In a group of 3, 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 the
link of your presentation to your teacher. (You may choose your own partner but be sure that you’ll just
meet virtually).

Rubric for Creating a Vlog

Criteria Excellent Excellent Very Good Good Needs

(5 points) (4 points) (3 points) Improvement
(2 points_
Use of verbal and Verbal and Some verbal and Very few verbal The verbal and
nonverbal nonverbal nonverbal and nonverbal nonverbal
Language elements worked elements did not elements were elements did not
together to complement the employed to complement
complement the content of the complement the content and were
content of the speech. content of the inappropriate for
speech. speech. the speech.
Rapport The speaker The speaker has a The speaker The audience did
connects well good connection barely connects not connect with
with the with the with the the audience.
audience. audience. audience.
Delivery The delivery was The delivery The delivery was The delivery was
spontaneous and seemed effective inconsistent with totally ineffective.
natural, but not the overall No connection
confident, and spontaneous and message. with the
strengthened the natural. audience.
message.

ORAL COMMUNICATION IN CONTEXT

 Quarter 1 – Module 4:
TYPES OF ORAL COMMUNICATION ACTIVITIES
Communication skills are vital for a student’s academic success and future career prospects.
As a dynamic process, communication involves an interaction between two or more people, the
sender and the receiver.

Being a good communicator will help you in your personal, academic, and professional life.
Knowing that you can effectively speak and present to others will give you the confidence to do well
in many spheres of life. Oral Communication is a process of transmitting information or ideas verbally
from a particular individual to many groups of people. Oral communication can be either formal or
informal.

TYPES OF COMMUNICATION:

1. Formal Type. In this type of communication, the information is transmitted with the use
of predefined channels or routes. It is very common in educational settings, workplace
and business meetings.
Examples of this type are as follows: classroom lectures, speeches and meeting
presentations.
2. Informal Type. It is sharing of information with friends or peers which has no
foundation like formal communication. Some examples of this type of communication
are casual phone or dinner table conversations.
Six Types of Oral Communication Activities:

1. One-on-One Speaking (Student-Student or Student-Teacher): This is where students are asked

to discuss or explain some question or problem with the person next to them to formal student
conferences with their instructor. It is speaking with one person or a speaker addressing all as
one.
2. Small Group or Team Based Oral Work: This type is a smaller-scale setting of discussion,
deliberation and problem solving. Large lectures and smaller classes allow levels of participation
not possible in larger groups.
3. Full Class Discussions (Teacher or Student Led): This type is typically less agonistic, argument-
based, and competitive than debate and deliberation but still dialogical in character. These often
times have the quality of creating an atmosphere of collective, out-loud thinking about some
question, idea, problem, text, event or artifact. This is a good way to encourage active learning.
4. In-Class Debates and Deliberations: Debates typically involve participants who argue one side
throughout, while deliberation allows for movement by individuals within the process. This type
can be applied to issues of many kinds, from disputed scientific facts to theories, policy
questions, the meaning of a text, or the quality of an artistic production. A structure
consideration of some issue from two or more points of view.
5. Speeches and Presentations: Classically, this type of oral communication activity is the stand-up
podium speech delivered by an individual from an outline or script. It also includes group
presentations or impromptu speaking. It has a strong element of monologue, but dialogue can
be built with question and answer or discussion with the audience afterward.
6. Oral Examinations: It ranges from one oral question to written exam to an oral defense of a
written answer or paper to an entirely oral quiz or examination. This is difficult with very large
groups, but an excellent way to determine the depth and range of student knowledge and to
stimulate high levels of preparation

Activity 1:
Directions: Read and study the motivational speech below and then answer the
given activities that follow.
Pandemic: A Message of Hope

We slept in one world, and we woke up in other. Suddenly we realized that Paris is
no linger romantic, Disney has no more magic, and in New York, everyone sleeps. Hugs
and kisses became weapons, and not visiting parents and grandparents became an act of
love.
 Suddenly we realized that money is not that powerful, and power is not that
valuable. Why is everything so uncertain in this world? I do not know. No one will ever
know, but I do know one thing that we do not need to focus on the uncertainties. Enjoy
our life when we have one.
The situation has taught us that everything our lives used to revolve around is so
temporary. Work, gyms, malls, and movies have all gone for a toss as we are finally
learning to live without them. It has taught us that it’s our own home and family that
keeps us safe. We finally learned the fact that it’s not how we spent our time, but who we
spent it with. But I wonder, are we still walking by the things we cherish the most? We
used to be consumed in our everyday lives that we were never really grateful for what we
had, but now that we have received the harshest of reminders, we don’t need to keep
running anymore. We can finally look within ourselves and connect with our soul. It’s like
the universe is giving us the opportunity to heal.
Now, I do not know when this will end. No one does, but I do know one thing that
it will end one day, and that day we will all look back at what we’ve gone through,
learned, and survived. We saw humanity at its best, and how it brought us all together
like never before. I know it can be extremely hard for anyone to be positive or optimistic
right now, but we still have a choice. We can either spread fear or be the light in the
darkness that everyone wants to see.
If you still cannot find something to hold onto, take a mirror, stand a little longer,
and stare a little harder. You will find something deep inside of you that still has hope,
faith, and human spirit in these times of disruption, tragedy, and chaos.
PERFORMANCE TASK
1. Imagine that you were assigned by your teacher to read/deliver this speech in your
own community/barangay. Practice reading the given motivational speech on your
own, then stand and read it aloud as if you were speaking in front of the people in
your own community. Video record your performance and upload it in our GC.
Speech Rubric
Skills 4 3 2 1
Use of verbal and Verbal and Some verbal and Very few verbal The verbal and
nonverbal nonverbal nonverbal and nonverbal nonverbal
Language elements worked elements did not elements were elements did not
together to complement the employed to complement
complement the content of the complement the content and were
content of the speech. content of the inappropriate for
speech. speech. the speech.
Rapport The speaker The speaker has a The speaker The audience did
connects well good connection barely connects not connect with
with the with the with the the audience.
audience. audience. audience.
Delivery The delivery was The delivery The delivery was The delivery was
spontaneous and seemed effective inconsistent with totally ineffective.
natural, but not the overall No connection
confident, and spontaneous and message. with the
strengthened the natural. audience.
message.