HIGH SCHOOL DEPARTMENT

LEARNING ACTIVITY SHEETS

ORAL COMMUNICATION IN CONTEXT

Quarter 3

Learning Activity Sheet No. 1 Topic: Nature and Elements of Communication

Learning Competency/ies and Code:

The learner…
1. explains the functions, nature and process of communication; EN11/12OC-Ia-2
2. differentiates the various models of communication; EN11/12OC-Ia-3
3. uses various strategies in order to avoid communication breakdown; EN11/12OC-Ia-6
4. examines sample oral communication activities;
5. identifies the various types of speech context; EN11/12OC-Ifj-15
6. distinguishes types of speeches and speech style; EN11/12OC-Ifj-17
7. responds appropriately and effectively to a speech act; and EN11/12OC-Ifj-20
8. employs various communicative strategies in different situations.

Topic Background Information/Concepts Notes: (Briefly discuss or present the lesson/topic/concept. Whenever
possible, cite examples, illustrations, etc.)

LESSON 1: FUNDAMENTALS OF COMMUNICATION

What is a communication?

Communication is a process of sharing and conveying messages or information from one person to another within
and across channels, contexts, media, and cultures (McCornack, 2014). There is a wide variety of contexts and
situations in which communication can be manifested; it can be a face-to-face interaction, a phone conversation, a
group discussion, a meeting or interview, a letter correspondence, a class recitation, and many others.

The Nature of Communication

Communication is a process.
Communication occurs between two or more people (the speaker and the receiver).
Communication can be expressed through written or spoken words, actions (nonverbal), or both spoken
words and nonverbal actions at the same time.

Elements of Communication

Communication is divided into elements which help us better understand its mechanics or process. These elements
are the following:

1. Speaker – the source of information or message

2. Message – the information, ideas, or thoughts conveyed by the speaker in words or in actions
3. Encoding – the process of converting the message into words, actions, or other forms that the speaker
understands
4. Channel – the medium or the means, such as personal or non-personal, verbal or nonverbal, in which the
encoded message is conveyed
5. Decoding – the process of interpreting the encoded message of the speaker by the receiver.
6. Receiver – the recipient of the message, or someone who decodes the message
7. Feedback – the reactions, responses, or information provided by the receiver
8. Context – the environment where communication takes place
9. Barrier – the factors that affect the flow of communication

Importance of Communication

Though communication is a directing function, it is important for other managerial functions also. Designing plans and
organization structures, motivating people to accomplish goals and controlling organizational activities; all require
communication amongst managers at various levels.

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 LESSON 2: MODELS OF COMMUNICATION

Aristotle's Model of Communication

The Aristotle’s communication model is a speaker centered model as the speaker has the most important role in it and
is the only one active. It is the speaker’s role to deliver a speech to the audience. The role of the audience is passive,
influenced by the speech. This makes the communication process one way, from speaker to receiver.

The speaker must organize the speech beforehand, according to the target audience and situation (occasion). The
speech must be prepared so that the audience be persuaded or influenced by the speech. He believed “Rhetoric” is
the study of communication and persuasion and different message or speech should be made for different audiences
in different situations to get desired effects or to establish propaganda. This model was highly used to develop public
speaking skills and create propaganda at that time so, it is less focused on intrapersonal or interpersonal
communication. Even if the model is speaker oriented and focuses on audience interaction in communication, there is
no concept of feedback.

Shannon-Weaver Model of Communication

Known as the mother of all communication models, the Shannon-Weaver model (1949) depicts communication as a
linear or one-way process consisting of five elements: a source (producer of message); a transmitter (encoder of
message into signals); a channel (signals adapted for transmission); a receiver (decoder of message from the signal);
and a destination. This model also includes noise which refers to the physical disturbances like environment, people,
etc. which does not let the message get to the receiver as what is sent.

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This model, however, has been criticized for missing one essential element in the communication process: feedback.
Without feedback, the speaker will not know whether the receiver understands the message or not.

Schramm's Field Model of Communication

Proponent: Wilbur Schramm

Year Published: 1954
The Meat: People with various knowledge, experience and cultural practices interpret message in a different way than
others.

Field of Experience is the thing that influences the understanding and interpretation of message like culture, social
background, beliefs, experiences, values, and rules. The same message can be interpreted differently by different
people. If the words and signs they both (sender and receiver) use are common they communicate more efficiently.
For example, a person who always eats with a spoon is informed that he has to eat with hands in that place, the
person will get offended because he will think it is impolite to eat that way. The sociocultural gap will change the way a
person interprets the message.

Berlo's SMCR Model of Communication

Proponent: David K. Berlo

Publication Title: El Proceso de la Communicacion (The Process of Communication)
Year Published: 1960

Components of Berlo’s Model of Communication

S -Source. Sender is the source of the message or the person who originates the message. The person or source
sends the message to the receiver. The following are the factors related to sender and is also the same in the case of
receiver:

Communication Skills
Communication skills of a person is a factor that affects the communication process. If the sender has good
communication skills, the message will be communicated better than if the sender’s communication skills are not good.
Similarly, if the receiver cannot grasp the message, then the communication will not be effective. Communication skills
include the skills to speak, present, read, write, listening, etc.

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Attitude
The attitude of the sender and the receiver creates the effect of the message. The person’s attitude towards self, the
receiver and the environment change the meaning and effect of the message.

Knowledge
Familiarity with the subject of the message makes the communicated message have its effect more. Knowledge on the
subject matter makes the communicator send the message effectively.

Social Systems
Values, beliefs, laws, rules, religion and many other social factors affect the sender’s way of communicating the
message. It creates difference in the generation of message. Place and situation also fall under social systems.

Culture
Cultural differences make messages different. A person from one culture might find something offensive which is very
much accepted in another culture.

Speech Communication Transaction Model

This model by Raymie E. McKerrow, Bruce E. Gronbeck, Douglas Ehninger, and Alan H. Monroe, which was designed
primarily to represent public communication, is composed of the following elements: the speaker, listeners, feedback,
message, channel, situation, and cultural context.

Speakers may be evaluated according to their credibility, self-concept or attitude towards self or others, knowledge of
the subject, and intention or purpose of communication. Listeners, on the other hand, are characterized by their
purpose of listening, knowledge and interest about the topic, listening skills, and their attitudes towards self, the
speaker, and ideas or information presented. Feedback may be intentional (e.g., reply, angry retort, etc.) or
unintentional (e.g., yawning), and verbal (oral or written) or nonverbal. Feedback moves in both directions, and may
simultaneously come from both the speaker and the listener. The three aspects of a message include the content, the
structure, and the style. The channels of communication include the verbal channel, which deals with language; the
visual channel, which is involved with the interpretation of nonverbal message; the aural or paralinguistic channel,
which carries meaning through the manner in which the message was conveyed (e.g., tone, pitch, loudness), and the
pictorial channel, which is concerned aids complementing the message.

Finally, the situation element refers to the physical environment and social context in which communication occurs,
while the cultural context deals with the rituals, rules, and norms imposed by a particular culture.

M-Message. A message is a substance that is being sent by the sender to the receiver. It might be in the form of
voice, audio, text, video, or other media.

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Content
Content is the thing that is in the message. The whole message from beginning to end is the content.

Elements
Elements are the non-verbal things that tag along with the content like gestures, signs, language, etc.

Treatment
Treatment is the way in which the message is conveyed to the receiver. Treatment also affects the feedback of the
receiver.

Structure
The structure of the message or the way it has been structured or arranged affects the effectiveness of the message.

Code
Code is the form in which the message is sent. It might be in the form of language, text, video, etc.

Channel
Channel is the medium used to send the message. In mass communication and other forms of communication,
technical machines might be used as a channel like a telephone, internet, etc. But in general communication, the five
senses of a human being are the channel for the communication flow which is clearly emphasized in this model.

Hearing – We receive the message through hearing.

Seeing – We perceive through seeing. We also get non-verbal messages by seeing.

Touching – Many of the non-verbal communication happens from touching like holding hands.

Smelling – We collect information from smelling.

Tasting – Taste also provides the information to be sent as a message.

R- Receiver. The receiver is the person who gets the message sent in the process. This model believes that the
thinking pattern and all other factors mentioned above must be in sync with that of the sender for the communication to
be effective. The message might not have the same effect as intended if the receiver and sender are not similar. The
receiver must also have very good listening skills. Other factors are similar to that of the sender.

LESSON 3: FUNCTIONS OF COMMUNICATION

.
Why do people communicate with others, whether it is with a friend, a teacher, or a parent? ls it because someone
wants something from someone else? Or is it because other people are asking for something from them? People also
communicate with groups or with an audience—be it in real life or on radio and TV or via the Internet.

Communication is a complex process, as we have learned in Chapter I, with elements, levels, and dimensions. People
do not just communicate because people love to talk. Humans communicate for several reasons: regulation and
control, social interaction, motivation, information, and emotional expression. Collectively, these reasons are called the
Functions of Communication. Each Function is based on the Speaker’s purpose for communicating.

Regulation and Control

If the speaker’s purpose is to control others by managing their behavior, then the speaker is using the function of
Regulation and Control. This can be seen in the example of making an announcement that the community will start
segregating their garbage. This function is also demonstrated by the simple act of telling someone to be quiet or
encouraging someone to continue discussing the topic.

Social Interaction
The second function is Social Interaction, the most familiar and the primary reason why people communicate. This is
because people do love to talk and love to talk with each other. Talking with one another is one way people are
entertained. Humans talk for the sole purpose of coming together as a society. Social Interaction allows people to be
connected with one another. A family becomes close not because they live under the same roof, but because each
member interacts with another. Friends get together to interact and enjoy each other’s company. A new acquaintance
can become a friend by getting to know that person through more opportunities for interaction.

Motivation
Motivation is the third function of Communication. This is when the speaker’s purpose is to persuade or try to persuade
another person to change his/her opinion, attitude, or behavior. This is different from Regulation and Control where the
speaker simply directs others and insists on his/her own agenda.
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In this Function, persuasion is used to move the Listener away from his/her own position towards the speaker’s own or
the position where the Speaker wants the other person to move. For example, having the Listener agree with the
Speaker that there is a “Pope Francis effect” is one such agenda. Convincing friends to go to the mall after school to
watch a movie is another example.

Information
The fourth Function is the most useful: Information. This Function is used when the speaker wants to make others
aware of certain data, concepts, and processes – knowledge that may be useful to them. This may be something as
serious as knowing what the MRSA virus is and how to avoid getting it. Or something less serious but just as important
such as when and where the school graduation will be held and what the other details are.

Emotional Expression
Lastly, Emotional Expression is another Function of Communication. More than Regulation and Control, more than
Motivation, Emotional Expression is used by a speaker for the purpose of moving another person to action. The
speaker appeals to the listener’s feelings and emotions to encourage him/her to act in a particular direction. Receiving
Messages that include pictures of the devastation brought about by a typhoon such as Yolanda, or photos of children
dying or crying because of hunger, the Receiver of the Message cannot help but be moved to do something: donate
money, clothes, food, and water, or even volunteer to help build new houses for the victims.

Therefore, a speaker has five major reasons for communicating, also known as the Functions of Communication. It
must be remembered that these functions overlap. To Regulate or Motivate, it is sometimes necessary to first Inform.
On the other hand, Social Interaction also involves Emotional Expression. So does Motivation. Moreover, these
Functions use both verbal and nonverbal cues to accomplish a specific purpose of communication that the speaker
has in mind.

LESSON 4: BARRIERS TO COMMUNICATION

There are instances when miscommunication and misunderstanding occur because of certain barriers. To become an
effective communicator, you should recognize these barriers that hinder the communication process. This will enable
you to control the situation, reset conditions, and start anew. The table below presents some barriers to effective
communication with corresponding solutions.

BARRIER EXAMPLE SOLUTION

Recognize these kinds of emotions, and politely ask the

Emotional You are having a bad day or you
other person to give you a moment so you can relax or calm
barriers feel frustrated.
yourself.

Emotional You sit in a meeting or class where Recognize this kind of attitude, reset, and reflect on how you
barriers you think the speaker is boring. can be interested in what the speaker is pointing out.

You are a scientist discussing a
certain weather phenomenon with
Use of jargon
your neighbor who does not know
much about the topic.
Jargon refers to the set of specialized vocabulary in a certain
field. To avoid communication breakdown due to lack of
clarity, adjust your language; use layman’s terms or simple
words.

Develop self-confidence by joining organizations where you

You are asked to share something
Lack of can share and develop your interests. Look for opportunities
about your day or weekend, but you
confidence in your school or community that will help you find your
are hesitant because you are shy.
strengths and improve your abilities.

Recognize that noise is a common barrier. Make some

You are having a conversation with
Noisy adjustments by asking someone to minimize the volume or
some friends when a song was
environment by looking for a quiet area where you can resume the
played loudly
conversation.

Note that these are only some of the barriers; many others may arise out of context, language, physical restrictions,
and the like.

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 LESSON 5: VERBAL AND NONVERBAL COMMUNICATION

Verbal Communication refers to an interaction in which words are used to relay a message. For effective and
successful verbal communication, use words to express ideas that can be easily understood by the person you are
talking to. Consider appropriateness, brevity, clarity, ethics, and vividness when engaging in this type of
communication.

Appropriateness
The language that you use should be appropriate to the environment or occasion (i.e., whether formal or informal).

Brevity
Speakers who often use simple yet precise and powerful words are found to be more credible. Try to achieve brevity
by being more direct with your words. Avoid fillers and insubstantial expressions that do not add to the message, such
as “uh,” “you know,” “I guess,” and others.

Clarity
The meanings of words, feelings, or ideas may be interpreted differently by a listener; hence, it is essential for you to
clearly state your message and express your ideas and feelings.

Ethics
Words should be carefully chosen in consideration of the gender, roles, ethnicity, preferences, and status of the
person or people you are talking to.

Vividness
Words that vividly or creatively describe things or feelings usually add color and spice to communication. Hence, you
are encouraged to find ways to charm your audience through the use of vivid words.

Nonverbal communication refers to an interaction where behavior is used to convey and represent meanings. All
kinds of human responses that are not expressed in words are classified as nonverbal communication. Examples of
nonverbal communication are stares, smiles, tone of voice, movements, manners of walking, standing and sitting,
appearance, style of attire, attitude towards time and space, personality, gestures, and others.

Mastery of nonverbal communication is important for several reasons:

It enhances and emphasizes the message of your speech, thus making it more meaningful, truthful, and
relevant.
It can communicate feelings, attitudes, and perceptions without you saying a word.
It can sustain the attention of listeners and keep them engaged in the speech.
It gives the audience a preview of the type of speaker you are.
It makes you appear more dynamic and animated in your delivery.
It serves as a channel to release tension and nervousness.
It helps make your speech more dramatic.
It can build a connection with listeners.
It makes you a credible speaker.
It helps you vary your speaking style and avoid a monotonous delivery.

LESSON 6: TYPES OF SPEECH CONTEXT

How is “communicating” with yourself different from communicating with your friend or peers or an audience?

You, as a social being, will engage in various speaking activities throughout your life. You will have classes or
meetings to attend, presentations to make, discussions and arguments to participate in, and groups to work with. In
each of these activities, you will need to equip yourself with a set of skills that will help you communicate with others in
different contexts. Speech context refers to the situation or environment and the circumstances in which
communication occurs.

It was already noted that many thinks of “communication” as public speaking or as a situation in which one Speaker
addresses many Listeners. Others think of it as involving only two people talking to each other, but communication can
involve more than two people or an audience. It can be a group discussion on cancer awareness, an organizational
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program to save the environment, a radio or TV show focused on corruption in government, or it could even be a
showcase of tribal dances from all over the Philippines. Indeed, communication may be classified into different types
based on the number of participants in the Process.

1. Intrapersonal- It refers to the communication with one’s self. It may be seen in situations
involving talking to or writing to oneself, even thinking to oneself. To clarify further,
talking to oneself may mean repeating a song heard while looking in the mirror,
memorizing out loud a dialogue in a play, or berating oneself in a mutter on the way to
school for forgetting one’s homework.

Example: You spent the night thinking and analyzing why a student from the other class
talked to you on the way home and you decided it probably meant nothing.

2. Interpersonal - This refers to communication between and among people and

establishes personal relationship between and among them. In this type of
speech context, there is an interdependent relationship between or among
the participants, meaning the action of one participant more often than not
directly affects the response or reaction of the other participant(s).

Examples:
You offered feedback on the speech performance of your classmate.
You provided comfort to a friend who was feeling down.

A. Dyadic Communication – It involves only two participants forming the

dyad. One speaker and one listener come together to exchange thoughts,
ideas, opinions, and information. The roles of speaker and listener are not
fixed, they are interchangeable. Conversation is informal dyadic
communication, while interview and dialogue are formal dyadic
communication.

Examples:
You offered feedback on speech performance of your classmate.
You provided comfort to a friend who was feeling

B. Small Group Communication – It requires from 3 to

15 people to study an issue, discuss a problem,
and come up with a solution or a plan. It is not just
a gathering of people with no goal in mind but to
pass the time. The group has an agenda, a leader,
and an outcome to accomplish. Because everyone
can be both Speaker and Listener in this setting,
rules must be followed to facilitate the order.

Example:
You are having a discussion with your groupmates on how
to finish the assigned tasks.

3. Public communication – This type of speech context involves a single speaker

and a sizable number of persons or an audience. The speaker is tasked to
deliver a message or a speech of general interest to the audience. Public
communication requires more planning and preparation on the part of the
speaker since it lacks the intimacy that are typical of one-to-one and small

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 group interactions.

Examples
You deliver a graduation speech to your batch.
You participate in a declamation, oratorical contest or debate watched by many people.

4. Mass communication- This refers to communication that takes place through

television, radio, newspapers, magazines, books, internet, and other types
of media. With the advent of the Internet and the worldwide web, Mass
Communication now includes Social Media, which allow for the use of
technology by everyone, not just journalists, broadcasters, and technical
crew.

Example:

You are a student journalist articulating you stand on current issues through the
school’s newspaper.

LESSON 7: TYPES OF SPEECH STYLES

A speech style, according to Martin Joos (1976), a linguist and German professor, it refers to the form of language that
the speaker utilized which is characterized by the level of formality. Still according to Joos, speech style is identified
into five types: frozen, formal, consultative, casual, and intimate.

1. Frozen style
Also known as fixed speech, it is the highest form of communicative style which is often used in respectful
situations or formal ceremonies like Shakespearean plays, weddings, funerals, and more. It uses the complex
grammatical sentence structure and vocabulary that are only known by experts in that field.

Example: Reading pledge of allegiance to the flag

2. Formal Style
This type uses formal words and expressions and is mostly seen in writing rather than speaking. It also
disallows the use of ellipsis, contractions, and qualifying modal adverbials.

Example: Delivering a speech at the UN Summit

3. Consultative Style
The third level of language. It is basically unplanned speech since the speaker uses the participation and
feedback of the listener. The speaker will supply background information, while again, the listener
participates continuously.

Example: Talking to your teacher about your failed subject

4. Casual Style
Also known as informal style, it is usually used between, friends, or even insiders who have things to
share. In this type, there is a free and easy participation of both speaker and listener.

Example: Talking to a stranger

5. Intimate Style
The last type is used in talks between two very close individuals. It is described by an economy of words,
with a high chance of nonverbal communication. Like casual, there is also a free and easy participation of
both speaker and listener.

Example: Having one-on-one conversation with a loved one

LESSON 8: TYPES OF SPEECH ACCORDING TO PURPOSE

1. Exploratory/Informative Speech
This type of speech provides information history, theories, practical applications, and etc. that can help the listeners
understand something that is unknown to them or already known but not yet clearly understood.

It is also meant to help the listeners understand a topic in a more in-depth manner by providing the following in an
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organized way:

 new data
 data that are not readily available to everyone
 data already know to the audience but looked at in a different way

Example: The lectures of your teachers.

2. Persuasive Speech
A persuasive speech is written to persuade, or convince the listeners, of the validity of the speaker’s argument. This
might involve persuading someone to change their opinion or at the very least take into account some elements that
have not really been considered before.

Example: The campaign speeches of the running candidates for government positions.

3. Entertainment Speech
It is a speech intends to captivate an audience’s attention and amuse them while delivering a message. The purpose
is not only to tell jokes. Neither is it the purpose of the speaker to have the audience laughing throughout the speech.

Example: The humorous speeches of comedians and performers.

LESSON 9: TYPES OF SPEECH ACCORDING TO DELIVERY

There are different ways to categorize a speech. For instance, you can classify a speech based on its purpose –
persuasive, informational, motivational or entertaining speech. Some speeches may have more than one purpose and
so this classification is not very effective. One of the best ways to categorize a speech is through the type of delivery –
impromptu, extemporaneous, manuscript and memorized delivery. In this article, you will learn about each of these
four types of speech delivery and

Impromptu Speech
Impromptu speaking is a speech that a person delivers without predetermination or preparation. The speaker is most
commonly provided with their topic in the form of a quotation, but the topic may also be presented as an object,
proverb, one-word abstract, or one of the many alternative possibilities.

The speech could be as professional as a project update or as casual as a toast at a wedding. Either way, you are
expected to say something smart, witty and charming. While it might feel like torture even to the most experienced
speaker, giving an impromptu speech is the mark of an excellent communicator and leader.

Speaking situation: In an event where you were asked to say a few words just like birthday wishes, wedding blessings

Extemporaneous Speech
An extemporaneous speech that is a planned and prepared but not written out entirely. Unlike memorized or
manuscript speeches which are delivered word-for-word, an extemporaneous speech is delivered with the help of
short notes and a clear outline. Most professional and experienced public speakers prefer the extemporaneous
method of delivery to achieve a more natural tone, flow and style relevant to the audience. Although it might look more
challenging than the manuscript or memorized speeches, it is more spontaneous and personal.

Speaking situation: When you are assigned to report a topic in class.

Manuscript Speech
It is when an already prepared script is read verbatim. The speaker makes the entire speech by referring to the printed
document, or as seen on the teleprompter. This form of speaking is used when the exact words matter and when
much time and energy is expended on getting everything just right. For e.g. The State of the Union Address by the
President.

There are times when people who are not leaders of countries deliver manuscript speeches as well. They are used
when people testify before Congress, when people read important statements in a public setting, or when people
deliver reports at professional meetings. All call for exact words in the correct order.

Speaking situation: Reading the rules and criteria in a contest.

Memorized Speech
Memorized, like it sounds, involves committing your entire speech to memory. Once again, this sounds great. But,

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practically speaking, who has time to memorize even a short speech? And like a manuscript speech, you can’t adapt
to feedback from the audience. Concentration is on the words, not the ideas. Sometimes the speech sounds too
formal, like a written essay. There is minimal feedback or other contact with the audience. And what happens if your
mind goes completely blank or if an audience member interrupts? The entire presentation will likely fall apart.
Memorizing a speech puts entirely too much pressure on the speaker.

Speaking situation: When you deliver an oratorical, declamation, or literary piece.

LESSON 10: TYPES OF SPEECH ACTS

Searle (1979) suggests that speech acts consist of five general classifications to classify the functions or illocutionary
of speech acts; these are declarations, representatives, expressive, directives, and commissive.

Assertive - They commit the speaker to something being the case. The different kinds are: suggesting, putting forward,
swearing, boasting, concluding. Example: ``No one makes a better cake than me''.

Directives - They try to make the addressee perform an action. The different kinds are: asking, ordering, requesting,
inviting, advising, begging. Example: ``Could you close the window?''.

Commissive - They commit the speaker to doing something in the future. The different kinds are: promising, planning,
vowing, betting, opposing. Example: ``I'm going to Paris tomorrow''.

Expressive - They express how the speaker feels about the situation. The different kinds are: thanking, apologizing,
welcoming, deploring. Example: ``I am sorry that I lied to you''.

Declaration - They change the state of the world in an immediate way. Examples: ``You are fired, I swear, I beg you''.

LESSON 11: TYPES OF COMMUNICATIVE STRATEGIES

Communicative Strategies are plans, ways or means of sharing information which are adopted to achieve a particular
social, political, psychological, or linguistic purpose.

1. Nomination – a speaker collaboratively and productively establishes a topic. When introducing a topic at the
beginning of a communicative situation, what is being used is the nomination strategy. It is a strategy that can also
be applied any time during the course of an interaction as a way of continuing the communication. When this
strategy is used, the topic is introduced in a clear and truthful manner, stating only what is relevant to keep the
interaction focused.

Examples: Have you noticed the weird weather lately? Is this because of global warming? I was late for class again!
The MRT stopped midway. What is wrong with the MRT?

2. Restriction – refers to the limitation you may have as a speaker. It is a strategy that constrains or restricts the
response of the other person involved in the communication situation. The listener is forced to respond only within
a set of categories that is made by the speaker.

Examples: They say that the Philippine economy is getting better. Only the stupid thinks that, right? (No one wants to
be stupid.) That arrest move was a disaster waiting to happen. Do you agree? (Yes/No)

3. Turn-taking – requires that each speaker speaks only when it is his/ her turn during interaction. Knowing when to
talk depends on watching out for the verbal and nonverbal cues that signal the next speaker that the previous
speaker has finished or the topic under discussion has been exhausted and a new topic may be introduced. At the
same time, it also means that others should be given the opportunity to take turn. Turn-taking Communicative
Strategy uses either an informal approach (just jump in and start talking) or a formal approach (permission to
speak is requested).

Examples: I agree with the point just made. But may I add that OFWs would rather be home and work here so they
could be with their families. May I have the floor, sir? The topic under discussion is the state of the Philippine economy
today. We want better lives for all Filipinos, whether they are working here or abroad.

4. Topic Control – covers how procedural formality or informality affects the development of topic in conversations.

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This is simply a question-answer formula that moves the discussion forward. This also allows the listener or other
participants to take turns, contribute ideas, and continue the discussion.

Examples: How do you often ride the MRT, Tony? How many times have you encountered a stoppage in service?
Your car may break down, too, Luna, right? So, you have to find another means of getting to school. We all do not
want to be late for class, yes?

5. Topic Shifting – involves moving from one topic to another. It is useful in introducing another topic. This strategy
works best when there is follow-through so that new topic continues to be discussed.

Examples: This is a battle with corporations that continue to pollute the environment. But this is also a battle with man
himself, who continues to act as if there is another Earth we can move to once this Earth dies. If we cannot use the
Earth’s resources, our economies will die. We need to choose: the economy or the environment.

6. Repair – refers to how speakers address the problems in speaking, listening and comprehending that they may
encounter in a conversation. We have already learned that communication almost always breaks down. When
miscommunication occurs, one can apply the Repair Communicative Strategy that includes requesting clarification,
not acknowledging, topic shifting, not responding, repeating, recasting and adding. One requests clarification by
asking questions or using eyebrows, eyes, head or shoulders to show that the message could not be understood.

Example: Excuse me? I think we should speak one at a time, so we can clearly understand what we want to say about
the issue.

7. Termination – refers to the conversation participants’ close-initiating expressions that end a topic in a conversation.
It ends the interaction through verbal and nonverbal messages that both speaker and listener send to each other.
Sometimes the termination is quick and short. Sometimes it is prolonged by clarification, further questions, or the
continuation of the topic already discussed, but the point of the language and body movement is to end the
communication.

Example: Best regards to your parents! See you around!

SUMMARY
 Human beings are poor communicators but our communicative competence can be improved by learning and
practicing effective communication skills.
 Communication has a symbolic nature and is an act of sharing one’s ideas, emotions, attitudes, or perceptions
with another person or group of persons through words (written or spoken), gestures, signals, signs, or other
modes of transmitting images. The transmission of ideas always encounters barriers that reduce its
effectiveness.
 The essential elements of the process of communication are the message, the sender, encoding, the channel,
the receiver, decoding, acting on the message, the feedback, and the communication environment.
 Both the sender and the receiver play a role in making communication effective. The sender should encode the
message accurately after considering the level, expectations, and needs of the target audience (receiver); the
receiver should listen or read carefully to try to understand the intended meaning of the sender.
 The universal, common elements of communication are the communication environment, the use of symbols,
and the presence of mental filters.
 Some basic facts about communication are that perfect communication is impossible; the meaning of a
message is in the mind/perception of the receiver; and personality affects the effectiveness of communication.
 To communicate effectively, one should develop not only skills, but also a sense of empathy with others.

Learning Tasks/Activities: (Present the tasks or activities that address the learning competencies. Make sure you
have given a clear and concise instructions to every activity.)

Activity 1. TRUE OR FALSE.

Write “T” before each number if the statement is true and “F” if the statement is false.
(2 points each)

Activity 2. WRITING AN ADVOCACY SPEECH

Write an advocacy speech that impacts your life and the lives of others. You can choose any of these advocacies:
 Advocacy on Mental Health Awareness
 Advocacy on Youth Empowerment

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  Advocacy on Environmental Issues
 Advocacy on Education
 Advocacy on Bullying
 Others

Your speech must consist of 250-300 words, encoded in a short bond paper, font style is arial, font size is 12. AVOID
PLAGIARISM. You will be graded based on the rubric below. (50 points)

Activity 3. DELIVERING AN ADVOCACY SPEECH. PERFORMANCE TASK.

You are tasked to perform a two-minute memorized speech in front of the class based on the advocacy speech in
activity 2. Your performance will be evaluated by your English teacher based on the appropriateness of the content of
your speech and correct delivery. You may see the rubrics attached below. (100points)

Guide Questions/Self-Assessment:

1. How do you apply our lesson in communicating to your parents? (20 points)

Graded Assessment: Please see the attached activity sheets.

Core Values/Values Integration: Competence, Commitment, and Human Person

Rubrics for Scoring:

For Essay:

Criteria (4) Exemplary (3) Satisfactory (2) Developing (1) Beginning

Ideas are clearly Ideas are organized, Ideas are partly Ideas are not
organized, developed, and organized, organized,
Content developed, and supported to achieve developed, and developed, and
supported to achieve a purpose. The supported. The supported. The
a purpose. The purpose is purpose is less clear. purpose is not clear.
purpose is clear. recognizable.
Variety of reasons, The text uses
facts, and references reasons, facts, The text uses The text does not
are presented references, and reasons, facts, and use reasons, facts,
Appeal to readers skillfully, and strong evokes emotions references but is not and references and
emotion is evoked by making it convincing. convincing. is not convincing
the text making it
convincing.
No spelling, Few spelling, A number of A maximum number
punctuation, or punctuation, or spellings, of spellings,
Fluency grammatical errors grammatical errors punctuation, or punctuation, or
are found in the text. are found in the text grammatical errors grammatical errors
are found in the text are found in the text

For Speech Delivery:

Criteria (4) Exemplary (3) Satisfactory (2) Developing (1) Beginning

The speaker The speaker The speaker is a The speaker
Focus displays total focus displays good focus little distracted displays no focus
during the during the during the during the
performance. performance. performance. performance.
The voice of the The voice of the The voice of the The voice of the
Voice/Tone speaker is well- speaker is well- speaker is less- speaker cannot be
modulated and modulated and modulated and heard and he\she
he/she uses he/she uses less he/she uses less uses no dynamics
dynamics of tone. dynamics of tone dynamics of tone of tone.
The speaker The speaker The speaker The speaker does
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 proficiently delivers delivers the speech delivers the speech not deliver the
the speech. He/she with ease. He/she with partial ease. speech with ease.
Delivery is free from is does not display He/she displays He/she displays
mannerisms and mannerisms in mannerisms from mannerisms from
maintains rapport speech. time to time. time to time.
with the audience.
The speaker The speaker The speaker The speaker did not
exhibits appropriate exhibits appropriate exhibits less facial exhibit any facial
Facial facial expression, facial expression, expression, expression,
Expressions/Movements movements, and movements, and movements, and movements, and
gestures gestures in an gestures. gestures.
excellently. average rate.

Reference/s:

Book/Textbooks

Sipacio, P. & Balgos, A. (2016). Oral communication in context. Quezon City: C & E Publishing Company.

Article from Blogs

Oliver, S. (n.d.) Video-interview rubrics [Blog post]. Retrieved from https://www.rcampus.com/rubricshowc.cfm?

code=B2WBA29&sp=true&

Answer Key/Model: (For teacher’s copy only)

Prepared by: Checked by:

JUMILL LIAH GRACE P. LIBOSADA JAYA JANE P. DOMO, LPT

Subject Teacher Subject Moderator

Reviewed and recommended by: Approved by:

ANTONIETA B. TORRES, LPT, MAED CLAIRE H. LACERNA, PhD

Academic Coordinator Principal

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 HIGH SCHOOL DEPARTMENT
LEARNING ACTIVITY/TASK
ORAL COMMUNICATION IN CONTEXT
ACTIVITY 1-3

Name: _________________________________________ Grade & Section: _______________

Activity 1. TRUE OR FALSE. Write “T” before each number if the statement is true and “F” if the
statement is false. (2 points each)

_____ 1. Consider ethics in your speech sometimes.

_____ 2. Effective use of nonverbal communication can weaken your message.
_____ 3. One way to help you build credibility is through ineffective nonverbal communication.
_____ 4. How you communicate reflects who you are as a person.
_____ 5. There are certain words that are only appropriate at certain times and places.
_____ 6. To achieve clarity, we must speak highfalutin vocabulary and other language as our
listeners.
_____ 7. The use of too many fillers can help your listeners in understanding your message.
_____ 8. Nonverbal communication is better than verbal communication.
_____ 9. When you talk to others, you should assume that they understand the message that you
convey.
_____ 10. When you communicate, choose what you want to say and how you want to say it.
_____ 11. Nonverbal communication enhances and emphasizes the message of your speech.
_____ 12. Extemporaneous speech is a speech that a person delivers without predetermination or
Preparation.
_____ 13. The transmission of ideas always encounters barriers that boost its effectiveness.
_____ 14. To communicate effectively, one should develop not only skills, but also a sense of
empathy
with others.
_____ 15. Both the sender and the receiver play a role in making communication effective

Activity 2. WRITING AN ADVOCACY SPEECH

Write an advocacy speech that impacts your life and the lives of others. You can choose any of these
advocacies:
• Advocacy on Mental Health Awareness
• Advocacy on Youth Empowerment
• Advocacy on Environmental Issues
• Advocacy on Education
• Advocacy on Bullying
• Others

Your speech must consist of 250-300 words, encoded in a short bond paper, font style is arial, font
size is 12. AVOID PLAGIARISM. You will be graded based on the rubric below. (50 points)

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Rubric for Essay:

Criteria (4) Exemplary (3) Satisfactory (2) Developing (1) Beginning

Ideas are clearly Ideas are Ideas are partly Ideas are not
organized, organized, organized, organized,
Content developed, and developed, and developed, and developed, and
supported to supported to supported. The supported. The
achieve a purpose. achieve a purpose. purpose is less purpose is not
The purpose is The purpose is clear. clear.
clear. recognizable.
Variety of reasons, The text uses
facts, and reasons, facts, The text uses The text does not
references are references, and reasons, facts, and use reasons, facts,
Appeal to readers presented skillfully, evokes emotions references but is and references and
and strong emotion making it not convincing. is not convincing
is evoked by the convincing.
text making it
convincing.
No spelling, Few spelling, A number of A maximum
punctuation, or punctuation, or spellings, number of
Fluency grammatical errors grammatical errors punctuation, or spellings,
are found in the are found in the grammatical errors punctuation, or
text. text are found in the grammatical errors
text are found in the
text

Activity 3. DELIVERING AN ADVOCACY SPEECH. PERFORMANCE TASK.

You are tasked to perform a two-minute memorized speech in front of the class based on the
advocacy speech in activity 2. Your performance will be evaluated by your English teacher based on
the appropriateness of the content of your speech and correct delivery. You may see the rubrics
attached below. (100points)

Criteria (4) Exemplary (3) Satisfactory (2) Developing (1) Beginning

The speaker The speaker The speaker is a The speaker
Focus displays total displays good little distracted displays no focus
focus during the focus during the during the during the
performance. performance. performance. performance.
The voice of the The voice of the The voice of the The voice of the
Voice/Tone speaker is well- speaker is well- speaker is less- speaker cannot
modulated and modulated and modulated and be heard and he\
he/she uses he/she uses less he/she uses less she uses no
dynamics of tone. dynamics of tone dynamics of tone dynamics of tone.
The speaker The speaker The speaker The speaker does
proficiently delivers the delivers the not deliver the
delivers the speech with ease. speech with speech with ease.
Delivery speech. He/she is He/she is does partial ease. He/she displays
free from not display He/she displays mannerisms from
mannerisms and mannerisms in mannerisms from time to time.
maintains rapport speech. time to time.
with the audience.
The speaker The speaker The speaker The speaker did
exhibits exhibits exhibits less facial not exhibit any
Facial appropriate facial appropriate facial expression, facial expression,
Expressions/Movements expression, expression, movements, and movements, and
movements, and movements, and gestures. gestures.
gestures gestures in an
excellently. average rate.

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 “Honest people don't hide their deeds.”
― Emily Brontë, Wuthering Heights

Parent Name and Signature Date Submitted

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