Scribd
Upload
162 views26 pages

Oral Communication in Context For Grade 11

This document discusses three models of communication: the linear model, transactional model, and interactive model. The linear model involves a one-way transmission of a message from a sender to a receiver. The transactional model describes two-way communication where the sender and receiver exchange messages simultaneously. The interactive model involves an ongoing, two-way exchange of messages between parties, with intervals between responses. Students are expected to differentiate between these three models, distinguish their unique features, and understand the importance of communication models in daily life. Examples are provided for each model type.

Uploaded by

Elda Mae Esmane
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
162 views26 pages

Oral Communication in Context For Grade 11

This document discusses three models of communication: the linear model, transactional model, and interactive model. The linear model involves a one-way transmission of a message from a sender to a receiver. The transactional model describes two-way communication where the sender and receiver exchange messages simultaneously. The interactive model involves an ongoing, two-way exchange of messages between parties, with intervals between responses. Students are expected to differentiate between these three models, distinguish their unique features, and understand the importance of communication models in daily life. Examples are provided for each model type.

Uploaded by

Elda Mae Esmane
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 26

ORAL COMMUNICATION IN CONTEXT

FOR GRADE 11

SUBJECT MATTER:

MODELS OF COMMUNICATION

ELDA MAE YADAO ESMANE


SHS-TEACHER
DESIRED LEARNING COMPETENCIES

At the end of the lesson, students are expected to:


a.differentiate the various models of communication;
b.distinguishes the unique feature/s of one
communication model from the other;
c. appreciate the importance of the models in our daily lives.
WHY DO YOU
NEED TO STUDY
THE MODELS OF
COMMUNICATION?
WHAT IS MODEL?
• Representation of real world phenomen
on in more abstract terms which can b
e applied in different forms.
• We use model to simplify the concepts
of communication process in a graphic
al form.
Models of communication are the
conceptual models used to explain the
human communication process.

Three (3) Models of Communication


1. Linear Model
2. Transactional Model
3. Interactive Model
1. Linear Model of Communication
Other
Linearmodels
Model under linear:
•Laswell's model
•Aristotle's model
•Berlo's SMCR model
•Shannon-Weaver model
Linear Model
Linear model
Linear model
Linear Model
Examples:
• sending emails
• receiving a text message
• listening to a radio
Enter title
Click here to add
Enter title

• watching t.v
content of the text
2. TRANSACTIONAL
ü MODEL
Senders and receivers at the same time
ü Facial expressions
ü Verbal feedback
ü All parties involved
ü Noise
02 TRANSACTIONAL MODEL

Describes communication as the simultaneous sending and


receiving of messages in an ongoing, irreversible process
Transactional model
Example:
•talking/listening to frien
ds
3. Interactive Model
ü Flow of information is both
ways
ü Intervals between reply
ü Field of experience
SCHRAMM'S MODEL
EXAMPLES:

•INSTANT MESSAGING
•Q & A ( YOU CAN ASK QUESTI
ONS BUT YOU NEED TO WAIT F
OR A REPLY)
GENERALIZATION:

• 1. What are the three models of comm


unication?
• 2. What is the unique feature/s of one
communication process/models from t
he other?
Evaluation:”Let's Do It”

Instruction:
• 1.Compare and Contrast the three models o
f communication using the expanded Venn
Diagram. Highlight the strength and weakne
sses of each model.
Assessment Tool: Rubrics

Date:
Student’s Name:
Grade and Section:

Beginning (1) Developing (2) Competent (3) Accomplished (4) Score


Responds to fewer than half the Understands and respond more Understands and respond most of Understandss and responds to all
questions, and/or misunderstands than half of the questions. the questions questions
questions.

Uses language that is either Generally uses own words Interprets document in own Interprets document in own
unclear or copied from text though some responses really too words. words, goes beyond literal
without interpretation. heavy on cited text. meaning to conceptual and
historical significance of text.

Understanding unclear, Demonstrates accurate Demonstrates accurate Demonstrates sophisticated


inconsistent or seriously flawed understanding of relevant understanding of relevant understanding of relevant
passages in context of whole text passages in context of whole text passages in context of whole text
or excerpt. or excerpt. or excerpt.
References:
• Peña, A.R., & Anudin, A. G. (2016). Oral communication. Quezon
• City: Vibal Group Inc.
• Sipacio, P. J., & Balgos, A.N. (2016). Oral communication in context
• for senior high school. Quezon City: C & E Publishing, Inc.

• Speech and Oral Communication (Rafaela Hernandez Diaz)


• Learning Guide (Goldenstate College) Veza D. Alcantara/Lordelie L. Noys
• Teaching-learning English.com

• Department of Education
NOTE: ALL ACTIVITIES MUST BE SENT
THROUGH EDMODO ACCOUNT OR
MESSENGER ACCOUNT OR EMAIL ACCOUNT
[email protected].
ANSWERS MAY PLACE INTO ANY
MICROSOFT, WPS FORMS.
PICK YOUR CHOICE.

You might also like