Grade 11/12 • Unit 3: Functions of Communication

LESSON 3.3
Information
Table of Contents

Learning Competency 1

Specific Objectives 1

Learning Content 1
Topic 1
Materials 1
Reference 2
Time Frame 2

Learning Activities 2

Essential Question 2
Motivation 2
Warm-Up 2
Lesson Proper 3
Springboard 3
Review 3
Presentation of Lesson 3
Discussion 3

Evaluation 5
Drills 5

Values Integration 8

Synthesis 8
Synthesis Activity 8
Possible Answers to the Essential Question 8

Assignment 9

Bibliography 9
 Grade 11/12 • Unit 3: Functions of Communication

Unit 3 | Functions of Communication

Lesson 3: Information

Learning Competency
At the end of this lesson, students should be able to examine sample oral
communication activities (EN11/12OC-Ibe-8, EN11/12OC-Ibe-9,
EN11/12OC-Ibe-11).

Specific Objectives
At the end of this lesson, students should be able to do the following:
● Distinguish and explain the functions of communication.
● Identify the speaker's purpose.
● Ascertain the verbal and nonverbal cues a speaker uses to achieve his or
her purpose.

Learning Content

Topic
Information

Materials
● Presentation slides
● Copies of the drills

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 Grade 11/12 • Unit 3: Functions of Communication

Reference
Quipper Study Guide: Oral Communication in Context Unit 3 Lesson 3: Information

Time Frame
60 minutes

Learning Activities

Essential Question
1. If using technology, refer to slide 5 of the slide presentation.
2. If not using technology, write it on the board.
“How can you make sure that you provide accurate information in
conversations?”
3. Instruct students to reflect on the question for a minute; call on a few to give
responses. Consolidate the responses and prepare the students for the warm-up
activity.

Motivation
Warm-Up
Charades
1. For specific instructions regarding the activity, you may say, “Form three
groups. Each group will choose one representative to be the one to act out
the chosen words. The group with the most number of guesses within two
minutes wins.”
2. As a teacher, you have the freedom to provide words for this game.
3. After the game, group the students again. This time, instruct them to share
their insights and thoughts, guided by the following questions:
○ How did the clues given by your groupmates help you in knowing the

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answer?
○ What were the difficulties you encountered when deciphering the
actions done by your groupmates?
4. Start with the question and ask some students to share their responses and
make sure that they are able to explain their answers. Encourage the other
students to give feedback on the responses shared.

Lesson Proper
Springboard
The teacher may say:
“‘In the previous activity, some of you helped your groupmate guess the right word
by acting out the clues. This is like sharing information. Sharing information is an
important component of communication. By sharing information, you bring
valuable knowledge to others; you build, foster, and maintain relationships with
others; you shape how others perceive you and influence others. ”

Review
Before the lesson proper, conduct a short review of the previous lesson about
motivation as a function of communication. You may say:
“Before we discuss information as a function of communication, let us go over the
other function of communication that we have previously discussed: motivation.
’‘How is communication used to motivate oneself and others in various situations?’”

Presentation of Lesson
1. After the review of the lesson, proceed to the lesson proper.
2. For the discussion, go to slide 9 of the slide presentation.
Presentation File Link

Discussion
You provide information to others in various speech situations, such as when
delivering an informative speech, when someone asks for directions, and when

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getting to know someone.

Here are some tips for giving information to others:

1. Maintain eye contact and speak clearly. Maintaining eye contact shows
your interest and sincerity. When speaking, do not mumble your words.
Instead, enunciate them clearly.
2. Use variations in speech. Vary the intonation and volume of your voice, and
use appropriate pauses to enhance meaning.
3. Focus on the needed information. Decide what information is needed and
give direct and precise information. Do not overwhelm the person you are
talking to with too much information or with information that is irrelevant to
the topic.

In communicating with others, you also obtain information from them. Here are
some tips for obtaining or receiving information from others:

1. Note down important information. You do not have to write down

everything, but do note the key ideas or details you received.
2. Ask questions. Asking questions is a good way to obtain information.
Phrases you can use to obtain information include the following:
● Can you tell me about . . . ?
● Who do you think . . . ?
● Do you have ideas regarding . . . ?
● I’d like to know more about . . . ?
3. Ask for clarification and verification. Remind the person that his or her
efforts are recognized and appreciated.

Table 1. Expressions for asking clarification and verification

Expresion Purpose

Could you repeat . . . ? ask for clarification in case you think

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What did you mean when you said . . . ? you did not understand something
clearly

So you are saying that . . . verify the information

So you would like me to . . .

Read the following dialogue between Tommy and a man.

Tommy: Excuse me, sir. Can you please tell me how to get to St. John Hospital?
Man: Sure. At the end of this street take a right and go straight until you reach
Forks Avenue. At Forks Avenue, go left, and St. John Hospital will be at the right
side. It’s the big blue building.
Tommy: Thank you so much!
Man: You’re welcome.

In the given conversation, Tommy was asking for directions to a hospital. He was
thus obtaining information, and the man he asked was able to give him the details
he needed.

When getting or receiving information, remember to be aware of not only the

verbal messages but also the nonverbal messages. Nonverbal messages convey
information that is likely more genuine because nonverbal behavior cannot be
controlled as easily as spoken words. Nodding, leaning forward, and maintaining
eye contact indicate that you (or the listener) are interested or paying attention to
what the speaker is saying.

Evaluation
Drills
Ask the students to work on the following exercises. You may print out copies from
here.

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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

N 2. A man who is mumbling while speaking

N 3. An old man speaking in a monotonous voice while giving

instructions to the staff

N 4. Giving the person overwhelming and irrelevant information

A 5. A news reporter varying the intonation and volume of her

voice while delivering the news

N 6. A speaker not maintaining eye contact while speaking in front

of the audience

N 7. Taking down every information while listening

A 8. Asking questions for clarification when something is not clear

A 9. Being aware of both the verbal and nonverbal messages of

the person talking

A 10. A student writing down the key information or ideas she

received

Write a dialogue depicting an exchange of information between the two

characters below.

Teacher (to the class): So that’s our lesson for today. Be prepared for a quiz
tomorrow. Do you have any questions?
Bam:

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Teacher:
Bam:
Teacher:
Bam:
Teacher:
Bam:
Teacher:
Bam:
Table 1. Learning outcome or task description for the output-based rubric

Criteria Below Needs Meets Exceeds

expectations improvement expectations expectations
1 2 3 4

Content The dialogue The dialogue The dialogue The dialogue

(40%) does not clearly somewhat clearly shows very clearly
The dialogue show motivation clearly shows motivation as a shows
clearly shows as a function of motivation as a function of motivation as a
motivation as a communication. function of communication. function of
function of
communication. communication.
communication.

Organization There is no There is a There is a There is a very

(40%) logical somewhat logical logical
Logical progression of logical progression of progression of
progression of details/events. progression of details/events. details/events.
details; clear The transitions details/events. The transitions The transitions
transitions
between ideas The transitions between ideas between ideas
between ideas.
are not between ideas are seamless. are very
seamless. are somewhat seamless.
seamless.

Language There are four There are two There is one There are no
(20%) or more to three language error. language errors.
Spelling, language errors. language
mechanics, errors.
grammar, and
word choice

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Values Integration
Ask students the following question to help them connect their learning to real-world
situations:
As a young Filipino student, how would you use communication to disseminate
information regarding the importance of taking care of our environment?

Synthesis
Synthesis Activity
1. Have students form groups of four members and create a short skit featuring the
important things to consider when giving and receiving information. The group will
be the one to choose a particular situation, but the theme should be about saving
the environment.
2. Instruct each group to “weave” all the short skits to create a short play that
features the work of all the groups.
3. Have all the groups perform in front of the class.
4. As a wrap up, ask students to answer the following questions:
○ How did you feel about the activity?
○ Was every group successful in portraying a scenario where important things
were considered while giving and receiving information? Why or why not?

Possible Answers to the Essential Question

Possible answer 1: You know that you gave accurate information when you have one or
more reliable sources to back it up and you double check it before sharing.

Possible answer 2: You can ensure accuracy of information in conversations when you
clearly answer queries or directly provide information about the topic of the
conversation.

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Assignment
Instruct the students to do the following at home:

Write a short skit depicting how you would deal with the following situations:
1. While you were waiting for the bus, a stranger, who is an old woman, approached
you asking for directions on how to get to the nearest church.
2. In your science class, the teacher is discussing a concept that you cannot
understand.

Alternative Digital Output

As an alternative, students may submit their assignment online via Google Docs.
Assign the folder where all outputs will be saved. Make sure to instruct students to
“get shareable link” for their documents in comment mode. This way, other members
of the class may give comments on their submitted work.

Bibliography
Agravante, Josefina A., and Villy Ath Buenaventura. 1999. Speech Communication. Quezon
City: UP Open University.

Dunn, Daniel M., and Lisa J. Goodnight. 2003. Communication: Embracing Difference. Boston:
Allyn & Bacon.

Hybels, Saundra, and Richard Weaver II. 2011. Communicating Effectively. 10th ed. New York:
McGraw-Hill.

Vicker, Beverly. “Communicative Functions or Purposes of Communication.” Indiana

University Bloomington. Accessed April 20, 2018.

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https://www.iidc.indiana.edu/pages/Communicative-Functions-or-Purposes-of-Com
munication.

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