INTRODUCTION

A learning Module in Oral Communication in Context for Grade 11 Students is an interactive module
st
designed to meet the needs of the 21 century learners. It is anchored on a holistic approach in developing the

basic learning competencies of the K-12 Basic Education Curriculum. The lessons per quarter aim to develop the

listening and speaking skills and strategies for effective communication in various situations.

As learners in the K-12 curriculum, they are expected to hav e effective communication skills in several

languages, primarily English (and Filipino). In this generation, it means being able to say or write theright thing

at theright time, in theright place, and to theright person; thus,Speak right and Make a Difference is the answer

to your needs.

The author’s intent in this module is to design instruction that takes into consideration the core standards

for Senior High School and the College Readiness Standards. Lis tening and speaking skills will not only equip
st
learners to succeed in college but also prepare them for the 21century challenges.
FOR GRADE 11 Nature and Elements of Communication

Communication is very vital to our everyday lives. We cannot live without communicating because we
need to share thoughts, impart information, persuade others in our beliefs, and show our love and affection.
Knowing how to communicate well means knowing where one wishes to go and which road to take to get to
their destination. Effective communication means knowing the reason why we communicate, the need to define
our purpose, and determine the best way to achieve it.

I. Objectives:

A. Define communication,
B. explain the nature and process of communication (EN11/12OC-Ia-2),
C. determine the functions and principles of communication, and
D. discuss the importance of effective communication in the society to enhance learners’ knowledge
about it, spread love, and become well-disciplined.

Let’s get started!

TASK 1

Communication is…

According to Wood (2004), communication is a systematic process in which individuals interact with and
through symbols to create and interpret meanings (as cited in Agnaou, 2012).
Wood’s definition suggests the qualities that are inherent in communication.

1. Communication is a process. It is a creative, continuing condition of life, a process that changes as

the communicator’s environments and needs change.

Many words in English have become obsolete, trite, or altered in their meanings while new words
have evolved. Nowadays we hear previously unheard-of blended words or mash ups, such as chillax
(chill+relax), means “calm down;” frenemy (friend+enemy), “false friend.”

2. Communication is systemic. It occurs within systems of interrelated and interacting parts.

The various components of communication, speaker/sender, listener/receiver, message,

medium, channel, feedback, content, and noise, are linked to one another as parts of one system.
The absence of any one of them can result to ineffective communication.
 3. Communication is symbolic. Symbols, verbal (with words) or nonverbal (without words), are the
basis of language.

Verbal symbols are spoken (using voice and speech sounds) or written (using letters or
characters). Nonverbal ones are employed and perceived through our body language and voice
quality while speaking. Our body language includes our gestures, facial expressions, eye contact,
posture, or touch. The quality of our voice refers to the tone, pitch, rate, volume, and emphasis
that we use.

4. Communication involves meanings. Contrary to what many think or believe, meanings are
assigned, given, or invented, not received.

Flags, crowns, crosses, and traffic signals, for example, do not contain meanings; their
meanings are assigned to them. Our physical and social environments, including the messages
depending on our frame of reference, as well as on whom we are communicating with and what,
when, where, how are communication.

We invent meanings in countless social situations when we talk with people who share or
oppose our purposes.

TASK 2
Find me!

Through browsing the internet or scanning your books, identify the following and give a brief explanation.
FUNCTIONS OF
COMMUNICATION
 After answering the first activity, compare your answers in this PowerPoint presentation:

FUNCTIONS OF COMMUNICATION
https://www.slideshare.net/mobile/LeighyaRodriguez/functions-of-communication-76760521

PRINCIPLES OF
COMMUNICATION

1. Communication is

2. Communication is

3. Communication is

4. Communication is

After answering the first activity, compare your answers in the PowerPoint presentation:

PRINCIPLES OF COMMUNICATION
https://www.slideshare.net/mobile/dexpan/7-principles-of-communications
 TASK 3

The Process of Communication

Communication is made up of several components. The process of communication is best understood if you
know how these various components come into play in the stages of any communication situation.

In this part, identify the answers of the definitions given below. Choose the right answer from the box provided.
Write the letter of the correct answer.

Stage 1:

a. Speaker/sender b. Channel

c. Medium d. Message

1. It is the source of the message that is encoded into symbols that are verbal (with words) and/or
nonverbal (without words).

2. Any information or anything the speaker/sender wants to communicate by using a medium.

3. A form in which the speaker/sender conveys the message, which may probably be speech,
conversation, letter, email, blog, newspaper, book, and the like, through a channel (“The
communication process,”2011).
4. The mode, method, or means of sending or expressing the message, which may perhaps be
through any of the five senses – sight, hearing, touch, smell, and taste (Padilla et al., 2011). It
may also be (a) sound and light waves in a face-to-face, “in-person speaking situation,” or (b)
digital audio and video signals in a mediated, “with-a-remote-audience speaking situation”
(“Elements of Speech,” 2015).

Stage 2:

a. Listener/receiver b. Context

c. Noise/Interference/Distraction d. Feedback
 1. It gets the message in the medium desired through the chosen channel, and decodes the
message.

2. It is the receiver’s response, verbally or nonverbally – silence included, to the message sent.
It is affected by one’s frame of reference, which is the sum of a person’s knowledge,
experience, goals, values, and attitudes. No two people can exactly have the same frame of
reference. It varies from person to person. Your response might be different from the
response of your classmates, relatives, or even best friend. Silence is considered as well.

3. It is the situation or environment in which communication takes place, which includes time,
place, event, as well as sender’s and receiver’s feelings. Perceptions, beliefs, attitudes, and
relationships (“The communication process,” 2011; Padilla et al., 2011).

4. It is anything that impedes or gets in the way of accurately sending, receiving, and
interpreting the message, whether it be internal – from the sender or receiver, or external –
from the environment (Lucas, 2000).

TASK 4

Reflection

In your own words, discuss the importance of effective communication in your life...
 II. Evaluation:

According to the process of communication, in your own understanding, draw the correct
sequence or flow of communication. (It could be handwritten or encoded) 30 points.

To further enhance your understanding of communication, go in this link that provides an explanation about it.

COMMUNICATION
https://www.slideshare.net/mobile/prakashkumarkr/communication-ppt-2966528
7
 FOR GRADE 11
COMMUNICATION MODELS

Models of communication are diagrams that make you understand the process at a glance. They are like
maps that guide you in understanding how communication works in different settings. In this module, you will
be provided with four of the most common communication models.

I. Objectives:

A. differentiates the various models of communication (EN11/12OC-Ia-3),

B. identify communication model that is used in a sentence,
C. understand verbal and nonverbal communication including its barriers,
D. designs and performs effective controlled and uncontrolled oral communication activities based
on various models of communication through the use of multimedia, and
E. develop learners' communication skills to become globally competent an confident individual in
facing life challenges.

Let’s get started!

Below are the communication models, differentiate each model after seeing figures 1-4. You can make
further research through the Internet or books.
 Shannon and Weaver’s Communication Model

Information
Source Transmitter Receiver Destination

Message Signal Received Message

Signal

Noise
Source
Figure 1: Shannon’s (1948) Model of Communication

 Wiener’s Interactive Model of Communication (Foulger, 2004)

FEEDBACK

Figure 2: Wiener’s Interactive Model of Communication

• Schramm’s Communication Model (Padilla et. Al., 2011)

 Noise

Field of Experience Field of Experience

Sender Encoder Signal Decoder Receiver

Feedback
Figure 3: Schramm’s (1964) Model of Communication

• Intermediary/Gatekeeper Model (Foulger, 2004)

Speaker Gatekeeper Audience

 Figure 4: Intermediary Model of Communication

TASK 1

Tell us what you know!

TASK 2
Guess me!

Read each sentence and identify the communication model that it uses:

a. The editor-in-chief of a newspaper pulls out an article about a presidential candidate because the
candidate is not his bet.
Answer:

b. A salesman persuades a customer to buy a product from his company.

Answer:
 c. Two best friends reminisced their high school days and experience when they met at a reunion.
Answer:

d. A reviewer of a journal returns the paper to its author because it does not meet the expectations or
standards set by the committee.
Answer:

e. TV viewers have a problem understanding the news because of unclear signals. The report comes
from a remote area where the signal is erratic.
Answer:

f. A son sends a text message to his mother telling her he can’t go home on time because of an
emergency meeting in school. The son finds it hard to decide whether to attend the meeting because
his mother has not replied to his message.
Answer:

TASK 3
Expand you knowledge

To further enhance your understanding of verbal and nonverbal communication and barriers of
communication, go in this link that provides an explanation about it.

VERBAL & NONVERBAL COMMUNICATION

https://www.slideshare.net/mobile/amitjha800/verbal-nonverbal-communication

II. Evaluation:

After reading the PowerPoint presentation online, create 3-5 minute video clip report stating your
understanding in task 2 – demonstrating its examples would be an advantage. Make sure that you are
visible on screen applying verbal and nonverbal way of communicating. Rubrics will be provided
below as your guide:
 FOR GRADE 11
SPEECHES

Communication is the lifeblood that sustains all relationship. No matter how dysfunctional communication
is, it keeps relationships; only silence destroys. Against this backdrop, you realize the importance of
communication, be it in sharing information with yourself, or with others. In this lesson, you will know more
about speeches as we dig deeper to it.

I. Objectives:

A. Identifies the various types of speech context

(EN11/12OC-Ifj-15),
B. distinguishes types of speech style (EN11/12OC-Ifj-17),
C. determines types of speeches (EN11/12OC-Ifj-17), D.
examines sample oral communication activities, and
E. enhance learners’ knowledge about speeches to become academically competent individual in
whatever real-life situations he/she may encounter, and
F. compose a 250-word essay of his/her observation and evaluation of the various speakers watched
and listened to.

Let’s get started!

Read the chart below:

TYPES OF SPEECH CONTEXT DEFINITION EXAMPLE/S

This refers to communication You felt happy while thinking about

Intrapersonal Communication that centers on one person how your teacher appreciated you
where the speaker acts both for submitting your project before
as the sender and the receiver the due date and you reflected on
of message. why this was so.

Interpersonal Communication
This refers to communication
between and among people
and establishes personal
relationship between and
among them.

a. Communication occurs
a. Dyad Communication between two people You provided comfort to a friend
who was feeling down.

b. Small Group b. Involves at least three You are having a discussion with
but not more than your group mates on how to finish
twelve people the assigned tasks.
engaging in a face-
toface interaction to
achieve a desired
goal.
This types refers to You deliver a graduation speech to
Public Communication communication that requires your batch.
you to deliver or send the
message before or in front of
a group.

This refers to communication You are a student journalist

Mass Communication that takes place through
television, radio, newspapers,
magazines, books, billboards,
Internet, and other types of
media.
articulating your stand on current
issue through the school’s
newspaper.

TASK 1

Guess me!

Identify the type of speech context used in a sentence.

1. You participate in a declamation, oratorical, or debate contest watched by a number of people.

Ans:
2. You offered feedback on the speech performance of your classmate.
Ans:
3. You are participating in an organization meeting which aims to address the concerns of your fellow
students.
Ans:
4. You spent the night thinking about your crush and analyzing as to why he/she poke you on Facebook.
Ans:
5. You are a radio announcer and is tasked to spread the prevention of COVID19 on air.
 Ans:

TASK 2
Expand you knowledge!

Types of speech style range on a scale from most formal to most informal. The five levels identified have been
specialized names by linguists.

TYPES OF SPEECH STYLES DEFINITION EXAMPLE/S

Frozen This style of communication The pledge of Allegiance, the

rarely or never changes. It is Lord’s prayer, the Preamble of the
“frozen” in time and content Constitution, the Alma Mater, a
bibliographic reference, laws

Formal This language is used in Sermons, rhetorical statements and

formal settings and is oneway questions, speeches,
in nature. pronouncements made by judges,
announcements
This use of language usually
follows a commonly
accepted format.

It is usually impersonal and

formal

Consultative It is formal and societal Communication between a superior

expectations accompany the and a subordinate, doctor &
users of this speech. patient, lawyer & client, teacher &
student, counsellor & client
It is a professional discourse.
 Casual This is an informal language Buddies, chats and emails, blogs,
used by peers and friends. letters to friends

Slang, vulgarities, and

colloquialism are normal.

This is a “group language.”

One must be a member to

engage in this register.

Intimate This communication is Husband & wife, boyfriend &

private. girlfriend, siblings, and parent &
children
It is served for close family
members, or intimate people.

TASK 3
Watch and learn
Watch the movie entitled “The King’s Speech.” The following lines below were taken from that movie, so,
identify the type of speech style in each line.

1. “Mr. Johnson, do come in.”

2. “Please take a seat, your Majesty.”
3. “How are you, Mr Johnson? Nice to see you.”
4. “Uh… I see. Well, Mr Lionel, I think it’s good.”
5. “In this grave hour, perhaps the most fateful in our history, I send to every household of my peoples,
both at home and overseas this message spoken with the same depth of feeling for each one of you as if I
were able to cross your threshold and speak for myself.”

TASK 4
Find me!

To further enhance your understanding about types of speeches, go in this link that provides an
explanation aboutit.

TYPES OF SPEECHES
https://www.slideshare.net/mobile/JAKEDAPOG/different-types-of-speech
es

TASK 5
Try it out
 There different types of speeches according to:

• Purpose
• Delivery
• Occasion

After reading the PowerPoint presentation in task 4, specify what type of speech used in the links
provided below:

How to create your own blog?

https://m.youtube.com/watch?v=NdVHrTRD3wU

PURPOSE

Answer:

Answer:

Understanding COVID-19
https://m.youtube.com/watch?v=DCdxsnRF1Fk&t=102s

Olivia Shoemaker – Nationals 2017

What can be done to alleviate Venezuela’s economic risis?
c
https://m.youtube.com/watch?v=1a-TFQNSuj o
Answer:

DELIVERY
Dreams
https://m.youtube.com/watch?v=ICCwbhDi2e
U
Answer:

Vanessa Bryant pays tribute to Kobe Bryant

https://m.youtube.com/watch?v=wO-CzrWQ4y 4
Answer:
OCCASION
Rihanna named Harvard University’s Humanitarian of the
Year
https://m.youtube.com/watch?v=CF7a76CnzH
E
Answer:
II. Evaluation:

Compose a 250-word essay of your observation and evaluation of the various speakers watched
and listened to and as to how these topic help you develop your communicative skills and enhance
your knowledge about speeches. Rubrics is provided below as your guide: (Legal in size – TNR, 12-
Single Space)
 AND SPEECH ACT

FOR GRADE 11
COMMUNICATIVE STRATEGY
 To express our thoughts, feelings, and ideas effectively in a language, we need to have not only
grammatical competence but also communicative competence (Hymes, 1966, as cited in Midoul, 2011). To have
communicative competence, your individual manner or style of speaking or communicating, your speech act, or
your communicative strategy varies depending on the occasion, audience, shared experience, subject matter, and
purpose of communication (Shafie, Mustaffa, & Yahya, 2011). And this module will teach you as to why.

I. Objectives:

A. determine types of speech act,

B. responds appropriately and effectively to a speech act (EN11/12OC-Ifj-20),
C. determine types of communicative strategy,
D. use various communicative strategies in order to avoid communication breakdown (EN11/12OC-
Ia-6),
E. use of communicative strategy in a variety of speech situations, and
F. develop learners' skills in effective communication by exercising self-discipline and enhance its
knowledge to become globally competitive individual.

Let’s get started!

Locutionary Act

is the act of
making a
meaningful
utterance

Ex: It's hot in

here. (what we
say)
The three kinds of speech act are locutionary act, illocutionary act, and
perlocutionary act.
Locutionary Act say it) Perlocutionary Act

is an action or state of mind brought about by, or

is speaker's intention in delivering an as a consequence of, saying something
utterance
Ex: It's hot in here. (what we accomplish
Ex: It's hot in here. (what we mean when by saying it)
we
TASK 1
Hone your skills
 Show how each sentence or utterance consists of three related acts: locutionary, illocutionary, and
perlocutionary.

Example:

Locutionary: The popcorn is delicious.

Illocutionary: To invite / offer / state a fact

Perlocutionary: The Listener buys popcorn.

1. Give me the book.

Locutionary: 3. I can’t stand the noise outside the room.
Locutionary:
Illocutionary:
Illocutionary:
Perlocutionary:
Perlocutionary:

2. May I go out? 4. The room smells. Locutionary: Locutionary:

Illocutionary: Illocutionary: Perlocutionary: Perlocutionary:

TASK 2
Expand your knowledge

Discourse is a socially and culturally organized way of speaking in which patterns of communication are used
for certain purposes and in particular contexts, and how they come out from the application of communicative
strategies (Schiffrin, 1994, as cited in Raulinajtys, 2011). The communicative strategies are:

1. Topic Nomination is choosing a topic and opening or starting it for discussion.

2. Topic restriction is confining or limiting the development of the topic and keeping it within
bounds. This may be done by interrupting the one speaking or avoiding the topic altogether.

3. Turn-taking refers to the exchange of turns or instances when each speaker talks in an
interaction.
4. Topic Control is directing and regulating the flow or development of the interaction.
5. Topic Shifting means changing the topic or its direction and emphasis.
6. Repair is fixing and correcting anything negative, or providing any kind of amends and remedy
to something that has gone wrong in the exchange between the two speakers.

7. Topic Termination is ending concluding, or closing the conversation or interaction.

Closing and saying “goodbye,” for instance, are culture-specific. Some cultures have minimal or no
closing requirements, while others, like American English, have elaborate ones.
To further enhance your understanding about communication strategies, go in this link that provides
an explanation aboutit.

COMMUNICATION STRATEGIES
https://www.academia.edu/34107770/Types_of_Communicative_Strateg
y

TASK 3

Hone your skills!

After reading the content as seen on the link, give at least one (1) example in each of the communicative
strategy to avoid communication breakdown. Write down your answers below:

Topic Nomination
• Example:

Topic restriction
• Example:

Turn-taking
• Example:

Topic Control
• Example:

Topic Shifting
• Example:

Repair
• Example:

Topic Termination
• Example:

II. Evaluation:

1. The two dialogs below are incomplete. Select one dialog and complete it by adding an appropriate
closing.
 Dialog 1

Shutdown of topic only Luis: Hi, Tony

Tony: Hi, Luis. Did you go to the basketball game last Saturday?

Luis: No, I studied my lessons for our exams today. Did our team win?

Tony: No, they didn’t. They lost.

Luis: Did they lose that much?

Tony: They lost by twelve points.

Shutting down Luis: Oh, that’s awful. I’m glad I didn’t go.

Closing

Dialog 2

Shutdown with preclosing Paolo: Would you like to go to the gym with me this afternoon?

Claire: I’d love to, but I’m just getting over the flu.

Paolo: Well, why don’t we do something else like go to a movie?

Claire: Oh, no thanks, really. I’m still too weak for anything.

Paolo: OK. How about the gym and dinner next Friday?

Shutting down Claire: That sounds great. I’m sure I’ll be alright by then.

Paolo: Great. See you then.

 2. In five (5) minutes, find a pair and produce a recording (you may use a phone call recording or
audio recording through messenger or in your phone) that shows the completed dialog. (50
points)
References:

Book/s:

Padilla, Mely, et al. 2017. Speak Right and Make a Difference: Oral Communication in Context. Valenzuela
City: Jo-Es Publishing House, Inc.

Pinzon, Mary & Jamandre N. K. 2017. Power Speak: Oral Communication in Context. Quezon City: Abiva
Publishing, Inc,

Online Sources:

https://buenavistanhs.weebly.com https://m.youtube.com/watch?v=NdVHrTRD3wU
https://m.youtube.com/watch?v=DCdxsnRF1Fk&t=102s https://m.youtube.com/watch?v=1a-TFQNSujo
https://m.youtube.com/watch?v=ICCwbhDi2eU https://m.youtube.com/watch?v=wO-CzrWQ4y4
https://m.youtube.com/watch?v=CF7a76CnzHE
https://www.academia.edu/34107770/Types_of_Communicative_Strategy https://www.ozpinar.org
https://www.scribd.com/document/60026734/Controlled-vs-Uncontrolled
https://www.slideshare.net/mobile/amitjha800/verbal-nonverbal-communication
https://www.slideshare.net/mobile/dexpan/7-principles-of-communications
https://www.slideshare.net/mobile/EjeSeastres/oral-communication-types-of-speech-style
https://www.slideshare.net/mobile/JAKEDAPOG/different-types-of-speeches
https://www.slideshare.net/mobile/JezreelLindero/types-of-speech-context-and-styles
https://www.slideshare.net/mobile/LeighyaRodriguez/functions-of-communication-76760521
https://www.slideshare.net/mobile/sacchie/types-of-speech-context-and-style
https://www.slideshare.net/mobile/prakashkumarkr/communication-ppt-29665287
https://www.yumpu.com/en/document/view/46422483/rubric-for-oral-communication-skills-ventura-college

Prepared by:

FETTY JAMIS GILO

English Teacher

Noted and Approved by:

Take note! Aside from the internet, if you have further

questions, you may contact your teacher and send your
output about this topic in these information below:
Phone#: +63 953 266 1458
E-mail: fettyjamis@gmail.com
Messenger:https://m.me/fetta
e or simply search my full name Fetty Jamis Gilo
ROSITA A. DAYA
JSHS Principal