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Modules in Grade 12: Quarter 1 - Week 3 Academic Track - Stem
Modules in Grade 12: Quarter 1 - Week 3 Academic Track - Stem
MODULES
IN GRADE 12
ACADEMIC TRACK - STEM
QUARTER 1 – WEEK 3
Module Code : Pasay –OC-Q1-W3-D1
Today’s Lesson
What I Know?
Illustration 1
Confer on the illustration 1, what understanding can you draw from the situation? Write your answer
in the box provided.
References for Further Enhancement:
1. Oral Communication in Context by Ramona S. Flores
2. Oral Communication In Context For Senior High School by DepEd – From LRMS Portal
What is it ?
We’ve heard a lot about communication breakdowns but is communication breakthrough possible
or is it hard to accomplish? Would it matter if it’s a simple or complex message?
We’ve all been in situations – personally or professionally – where we thought we had said what
we construed in our head rather accurately to someone, but it was still misunderstood, misinterpreted, and
resulted in conflict. Why is that?
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Module Code : Pasay –OC-Q1-W3-D1
Are there ways to communicate more effectively? Are there strategies to avoid communication
breakdown?
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Module Code : Pasay –OC-Q1-W3-D1
What I can do ?
Considering yourself as Sangguniang Kabataan Chairman, how would you help Barangay Chairman
Pedro to deliver his community projects to his constituent in barangay when he does not exactly
know his ideas? Write at least 5 sentences to justify your perspective.
You are invited by the City Mayor of Pasay to deliver a motivational speech to the out-of-
youth. You are requested to submit your speech for validation. However, your first task is to
design a draft using the graphic organizer considering understanding your audience and let
your English teacher checks it. Write your creative design inside the box.
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Module Code : Pasay –OC-Q1-W3-D1
3. Know your medium It’s important to reckon that Identifying the best medium to use
of communication depending on your audience and
verbal communication isn’t the
only form of communication – intent is important. For example, if
4. Visual the only way to get a point or idea PowerPoint, SmartArt Graphics
Representation across, especially in a professional and other visual tools for only
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Module Code : Pasay –OC-Q1-W3-D1
What I can do ?
In Conclusion
The truth is, communication is something simple yet complex because it involves other
people and emotions. But with self-awareness, understanding and some self-help tools, one
can become better at communicating effectively, no matter how complex the message is.
References
Lecture
https://leaderonomics.com/personal/breaking-down-communication-to-avoid-communication- breakdown
Photos
https://www.dreamstime.com/visual-representation-business-analysis-diagram-infographics-
infocharts-vector-editable-info-woman-working-tool-image143808394
https://www.sitters.co.uk/blog/10-most-popular-bedtime-stories-for-kids.aspx
https://www.weareteachers.com/positive-language-in-the-classroom/
https://www.englishfb.com/2848-2/
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Module Code : Pasay –OC-Q1-W3-D2
Today’s
Lesson
CAUSES OF COMMUNICATION BREAKDOWN
What I Know ?
Critical Thinking learning skill
DIRECTIONS: Find the meaning from column B to complete the required definition for column A.
Write the answer in the space provided.
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Module Code : Pasay –OC-Q1-W3-D2
What is It?
Communication breakdown is failure in communication due to different barriers in
communication. These barriers may be related to: source, message, medium and the receiver. There are
very many possible causes of communication breakdown at different levels.
A. Source/Sender Level
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Module Code : Pasay –OC-Q1-W3-D2
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Module Code : Pasay –OC-Q1-W3-D2
At the message level, communication can break down due to the following conditions:
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Module Code : Pasay –OC-Q1-W3-D2
Emotions:
Emotions play a very important role in our life. Both encoding
and decoding of messages are influenced by our emotions. A message
received when we are emotionally worked up will have a different
meaning for us than when we are calm and composed. Anger is the
worst emotion and enemy of communication. A message received under
strong emotion can easily lead to communication breakdown.
Noise:
Noise is the first and foremost barrier to communication. It means
“interference that occurs in a signal and prevents you from hearing sounds
properly.” In a factory, for example, the continuous noise made by machines
makes oral communication difficult. In the same way some technical problem
in a public address system or a static in a telephone or television cable will
distort the sound signal and affect communication.
Physical disability:
When oral communication is used and the receiver has a physical
disability or challenge especially in hearing, the communication is not taken or
understood. Hence, the intended message does not reach the receiver because of
his disability.
What’s more
Character, collaborative and creativity learning skills
Present a 2-5 minute video presentation to a specific situation that shows emotional management of
a receiver despite offensive language from someone else. You should apply interpersonal context
(Dyad communication or small group).
Writer: Jonathan F. Batac
References:
Lecture
https://frlawso.blogspot.com/2018/11/causes-of-communication-
breakdown.html?m=1&fbclid=IwAR2z4Bqtr3cKyym1Nhj8jsw6fZtpFLGhWQfpI6k3dAbv9q_Xqvp7SmTv7wY
Photo
https://images.app.goo.gl/khwuDtBNDtxnxk9
https://images.app.goo.gl/vRagpCpnqGTqXrvf7
https://images.app.goo.gl/PbQ64hzb3Rws4CUQ9
https://images.app.goo.gl/vCG9JYa4BbRBssiT9
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Module Code : Pasay –OC-Q1-W3-D3
ESSENTIAL LEARNING OBJECTIVE: Recognizes the barriers and strategies to effective communication.
What I Know?
1. This would lead to loss of information and lead to loss of information and result in ineffective
communication
A. Distraction C. Filtering information
B. Information overload D. Be a good listener
2. Which of the following are common barriers to effective communication
A. Hand gesture C. Be a good listener
B. Eyes and facial expressions D. Distraction
3. One word can be interpreted to give different meanings
A. Emotions C. Eyes and facial expressions
B. Language difference D. General body language
4. This results in instances where the messages are not understood.
A. Distraction C. Filtering information
B. Selective perception D. Emotions
5. Happens during the communication process as the information flows from one level to another
and from one person to the other
A. Electronic communication C. Emotions
B. filtering information D. Be a good listener
What is It?
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Module Code : Pasay –OC-Q1-W3-D3
Barriers to Listening
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Module Code : Pasay –OC-Q1-W3-D3
What I Can Do ?
Creativity and Critical thinking Learning skills
INFOGRAPHICS
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Module Code : Pasay –OC-Q1-W3-D3
•Jumping to
conclusions. Confusing facts Verbal Communication
with inferences is a common
tendency. Do not assume you •Lacking
know the reasons behind confidence. Lacking
events, or that certain facts confidence can be a major
necessarily have certain barrier to effective
implications. communication. Shyness,
difficulty being assertive,
or low self-worth can
hinder your ability to make
your needs and opinions
known
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Module Code : Pasay –OC-Q1-W3-D3
What’s More?
DIRECTIONS: In the following sentences there are gaps. Fill in the missing word to
complete its thought.
1. Be firm about your own ______ and needs. Undervaluing yourself _______
others to undervalue you, too. Offer your ideas and expect to be treated well.
2. Lacking _______ can be a major barrier to effective communication. ________,
difficulty being assertive, or low self-worth can hinder your ability to make your
needs and opinions known.
3. Avoid abstract, overly-formal language, _______, and jargon, which obscure your
message more than they serve to ________people.
4. Imagine how you would feel in their circumstances. Be _______ to the feelings of
the speaker, while maintaining a calm centre within yourself. You need not be drawn
into all of their problems or issues, as long as you _______ what they are
experiencing.
5. Pay attention to ________ messages, without letting yourself be distracted. Notice
__________ and non-verbal cues to allow for a richer understanding of the
speaker’s
What point.
I have Learnt?
References
Eison, J (1990). Confidence in the classroom: Ten maxims for new teachers. College Teaching, 38 (1), 21-25.
McNaughton, D., Hamlin, D., McCarthy, J., Head-Reeves, D., & Schreiner, M. (2008). Learning to listen: Teaching an active
listening strategy to preservice education professionals. Topics in Early Childhood Special Education, 27, 223-231.
Weger, H., Jr., Castle, G. R., & Emmett, M. C. (2010). Active listening in peer inter-views: The influence of message
paraphrasing on perceptions of listening skill. International Journal of Listening, 24, 34-49.
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Module Code : Pasay –OC-Q1-W3-D4
What is It?
Most people want to avoid conflict and potentially stressful situations – this is human nature,
moreover people often find it easier to avoid communicating something that they think is going
to be controversial or bad, putting off the communication and letting the situation fester. In the
previous lessons, there are causes of communication breakdown and strategies on how to avoid
them.
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Module Code : Pasay –OC-Q1-W3-D4
Classroom Scenarios
Scenario Solution
Scenario Solution
Scenario Solution
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Module Code : Pasay –OC-Q1-W3-D4
Family’s Scenarios
Scenario Solution
Scenario Solution
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Module Code : Pasay –OC-Q1-W3-D4
Scenario Solution
What’s More?
DIRECTIONS: Choose the best solution that relates to the following scenarios in the
octagonal box .
Parents have insufficient Parents do not respond When someone does not
time _________ _________ communicate clearly _______
_________
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__________
Module Code : Pasay –OC-Q1-W3-D4
Assessment
What could you do in the following scenarios? You must use positive language to avoid the
communication breakdown
Scenario 1
On the way home from school, all the students on the bus are talking and laughing. Your friends in the
seat next to you are trying to talk with you, but you don't know what they are saying. What could you
do?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Scene 2
Today you are struggling to understand what your teacher is saying. What are 4 things you could do to
help?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Scene 3
You're at the mall shopping with your family. It's noisy and your family is walking in front of you while
they talk. You do not understand everything they are saying. What could you do?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Reference:
Epstein, N. B. Bishop, D., Ryan, C., Miller, & Keitner, G., (1993). The McMaster Model View of Healthy Family Functioning. In Froma
Walsh (Eds.), Normal Family Processes (pp. 138-160). The Guilford Press: New York/London.
Gottman, J.M. (1994). Why marriages succeed or fail. New York: Simon & Schuster.
Graham, E., & Crossan, C. (1996). Too much to do, too little time. Wall Street Journal, March 8, R1-R4.
Markman, H. J. (1981). Prediction of marital distress: A 5-year follow-up. Journal of Consulting and Clinical Psychology, 49, 760-762.
Noller, P., & Fitzpatrick, M. A. (1990). Marital communication in the eighties. Journal of Marriage and the Family, 52, 832-843.
https://www.theclassroom.com/barriers-effective-communication-classroom-7350208.html
photos
https://images.app.goo.gl/Famgd6FgQZJw5ihJ7
https://images.app.goo.gl/3S4WfeD5PeR8G2627
https://images.app.goo.gl/KN38SBgGZq5rS1o17
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