FUNCTIONS OF

COMMUNICATION
by:
roju m. dumdum

oral communication in context

first quarter
 Republic of the Philippines
Department of Education
Region VI - Western Visayas
DIVISION OF ESCALANTE CITY
Escalante City, Negros Occidental, Philippines
Tel. No. +63-34-724-8192 Telefax No.:+63-34-454-0746Email: escalante.city@deped.gov.ph

Author
Copyright 2019
Roju M. Dumdum

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This material has been developed within the
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Grade 11
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 Preface

The Senior High School (SHS) pedagogy takes a different light as opposed to the
lower grade levels. The teaching strategies and approaches lie in the threshold of
higher education instruction.
As such, the Teaching Guide (TG) in Oral Communication in Context is
developed to respond to such consideration. The teaching guide regards lessons as
one big concept rather than as a fragmented idea, whereby a learning competency is
taught separately.
The teaching guide rigorously follows the learning competencies to ensure the
attainment of the curriculum standards. It, however, contains lessons for the first
quarter, particularly Functions of Communication. This material is also made to prepare
SHS students for whichever exit points they plan on pursuing after high school —
college, business, or employment.
Keynote presentations complete with exercises and enrichment activities are
included in this material. Teachers, therefore, are encouraged to modify or improve the
material to suit to the learners’ needs and capacity.
While utilizing this resource package, it is hoped that teachers and students alike
would experience a good measure of fun and delight.

R. M. Dumdum
 Teaching Guide in Oral Communication in Context
Functions of Communication

Topic Functions of Communication (OC11.2)

The learner values the functions/purposes of oral communication.

Content Standard
(Slide #2)

Performance The learner writes a 250-word essay of his/her objective evaluation of

Standard the various speakers watched and listened to. (Slide #3)

The learner (Slide #4)

a. discusses the functions of communication.
Learning (EN11/12OC-Ibe-8)
Competencies b. identifies the speaker’s purpose(s). (EN11/12OC-Ibe-9)
c. evaluates the effectiveness of oral communication activity
(EN11/12OC-Ibe-14)

Time Allotment 8 hours

Lesson Outline
Activity (60 minutes) (Slide #5-8)

The learner will perform the following activity.

Throwback Movies: ACTually

Directions: Deliver the following lines from the popular Filipino

movies. Tell whether the following lines aims to control someone,
develop intimacy, express desires, inform, or express strong
emotions.

1. “You’re nothing but a second-rate, trying hard copycat!” - Cherie

Gil, Bituing Walang Ningning (1985) - express strong emotions
Introduction/
Motivation 2. “Ayoko ng tinatapakan ako, ayoko ng masikip, ayoko ng mabaho,
ayoko ng walang tubig, ayoko ng walang pagkaian, ayoko ng
putik!” - Maricel Soriano, Kaya Kong Abutin ang Langit, (1984) –
express desires

3. “I was never your partner, I’m just your wife…” - Sharon Cuneta,
Madrasta (1996) – inform

4. “Mahal mo ba ako dahil kailangan mo ako, o kailangan mo ako

kaya mahal mo ako?” - Claudine Barretto, Milan (2004) – develop
intimacy

5. “Ding, ang bato!” – Vilma Santos, Lipad, Darna, Lipad (1973) –

control

Functions of Communication 1
 6. “My brother is not a pig! Ang kapatid ko ay tao, hindi baboy
damo!” – Nora Aunor, Minsa’s Isang Gamugamo (1976) –
express strong emotions

7. Ang mga tala… mataas, mahirap maabot. Pero ipinapangako ko,

Inay… bukas, luluhod ang mga tala!” - Sharon Cuneta, Bukas
Luluhod Ang Mga Tala (1984) – express desires

8. “I don’t deserve to be treated like this. I care about my job sir. I

care about you.” – Sharon Cuneta, Caregiver (2008) – develop
intimacy

9. “Wala akong pakialam…ibalik mo sa akin si Jun-jun. Ibalik mo sa

akin ang anak ko! Ibalik mo sa akin si Jun-jun. Ibalik mo
ang…ahhhhhh!” – Vilma Santos, Paano Ba ang Mangarap?
(1983) – control

10. The business… is very good. And the office… is very big. And the
bank… is very nice.” – Eugene Domingo, Kimmy Dora: Kambal
sa Kiyeme (2009) - inform
Lecture-Discussion (120 minutes)

The teacher will discuss the functions of communication.

Definition of Functions of Communication (Slide #9)

Functions of communication refer to how humans use language
for different purposes.

Five Functions of Communication

1. Regulation/Control (Slide #11-14)

Uses of communication
- control human behavior
Instruction/
- regulate the nature and amount of activities humans engage in
Delivery
Examples: doctor’s prescriptions, parents’ instructions to their
children, scolding, employers’ orders to employees, customer’s
making orders, etc.

Language forms for regulation/control

Form of Commands (Imperatives)

- Please come in.
- Get a chair.
- Run.

Questions that influence human behavior

- Why don't we go to the dining room now?

Functions of Communication 2
 - Do you have a pen?
- Can you pass the salt?

Declaratives
- I want to be alone.
- It’s hot in here.
- You need to hurry.
- That’s not the right thing to do.

Importance of regulation/control
- Sense of control over our lives and the world around us, else,
we feel powerless.
- Communication as a means to regulate/control human
behavior ranges from simple requests to laws governing large
countries and territories.
- It is a powerful function of language.

2. Social Interaction (Slide #15-17)

Human beings develop and maintain bonds, intimacy, relations,

and associations.

Examples: pick-up lines, invitations, greetings, appreciation,

encouragement, marriage proposal, game plans, etc.

Example Expression
- Let’s be friends.
- Will you marry me?
- Be my group partner.
- I like you.
- Hello!

3. Motivation (Slide #18-20)

Motivation as a function refers to a person using language to

express desires, needs, wants, likes and dislikes, inclinations,
choices, and aspirations.

Examples: expressing one’s ambitions, ordering in a fast food

restaurant, asking for milk, making petitions, picketing, etc.

Example Expressions
- I need…
- I want…
- Give me…
- I dream of…
- I like…
- We pray for…

Functions of Communication 3
Importance of Social Interaction
- One of the most basic functions of human communication.
- Without motivation, humans experience powerlessness and a
feeling of being trapped.
- It strengthens social interactions.
- It is very central to human identity.

4. Information (Slide #21-24)

Communication can be used for giving and getting information.

- Giving of information (statement of facts)
- Getting information (asking questions)

Giving information using statements

- I have three brothers.
- Philippine Normal University was established in 1901.

Giving information using a rhetorical question

- Did you know that some earphones can be used as
microphones?

Getting information using questions

- Have you had lunch?
- Did it rain last night?

Getting information using imperatives

- Tell me how much a can of corned beef costs.
- Give me information regarding the weather.

Getting information using declaratives

- I don’t know where to find the city hall.
- I need to understand how my bill was computed.

Importance of Information
- Communication as information enables human to get to know
the world and process and structure what they learn about it.

5. Emotional Expression (Slide #25-26)

- Emotions are a central part of who we are.

- Humans need to let the emotions out otherwise they harm our
well-being.
- Emotional expression through language can come in the form
of interjection and exclamation.

Emotional Expressions
- Yes!
- Oh no!
- Ouch!

Functions of Communication 4
 - <expletives>
- Really?

Non-verbal
- Gestures
- facial expression
- simple or energetic body movements
Group Dynamics (60 minutes) (Slide #28-29)

The learners will perform the following activities.

Group 1 - Role-play as a newscaster giving the news. (Information)

Group 2 - Role-play as friends hanging out. (Social Interaction)

Group 3 - Role-play as a customer ordering in a fast food restaurant.

(Motivation)

Group 4 - Role-play as doctor giving prescriptions to patients.

(Regulatory/Control)

Group 5 - Sing a short portion of a song that is sad, angry or happy.

(Emotional Expression)

Rubric for Role Play

Practice
Score Description
The performer uses many forms and expressions
20 effectively to fully accomplish his or her intended use or
function of language.
The performer uses many forms and expression effectively
to accomplish his or her intended use or function of
15
language, but some forms and expressions are not evident
or appropriate to the function intended.
The performer can use only a few forms and expressions
to accomplish his or her intended use or function for
10
language, many forms and expressions are no evident or
appropriate to the function intended.
The performer is totally unable to use forms and
5 expressions to accomplish his or her intended use or
function of language.

Functions of Communication 5
 (60 minutes) (Slide #30-31)

Learners will create an infographic showing the functions of

communication.

Directions:
• Create an infographic showing the functions of communication,
complete with examples.
• Post your infographic in your website or in our google classroom.
• Let your classmates give their comments on your infographic.

Rubric for Infographic

1 point 2 points 3 points 4 points
Does not have a Has a title that
title that lets the gives a Has a clear title that
No title for
Title reader know what reasonable idea ties into the subject
poster
the poster is of what the poster of the poster.
about. is about.
Missing most
required
Missing all
elements needed Has most of the Has all of the
required
to make reader required elements required to
elements
understand the elements needed make reader
needed to
Enrichment meaning of the to make the understand the
Guidelines make reader
poster or all reader meaning of the
understand
elements are understand the poster. All elements
the meaning
there but their meaning of the are placed in a well
of the
placement would poster. thought out way.
poster.
cause the reader
confusion.
Does not have
Has some clear Has clear and
clear and relevant
and relevant relevant
Does not graphics/pictures
graphics/pictures graphics/pictures that
have any that are important
that are important are outlined or
graphics/pict to the meaning of
in explaining the colored, and are
ures, No the poster and its
Presentation meaning of the important in
outlining, information. may
poster that are explaining the
and or may not lack
mostly outlined, meaning of the
information outlining and
and the poster and all
is in pencil. information may
information information is clear
be difficult to
makes sense. and easy to read.
understand.

Does not have Has neat lettering

Is missing Has very neat
neat lettering that that is legible or
legible lettering that is
is legible or bold. bold, and some
lettering, legible and bold, and
Neatness The graphics are graphics that are
pictures and graphics that are
not colorful or colorful or large
other colorful and large
large enough to enough to be
important enough to be seen.
be seen. seen.
elements.
Source: https://www.rcampus.com/rubricshowc.cfm?code=JX9XXW2&sp=yes&

Functions of Communication 6
 (180 minutes) (Slide #32-35)

The learner will do the following tasks.

1. Identify the communication function for a given segment of the

video clip.
A portion of what the
characters are saying and
the time stamp in the video
Specific description of
communication function (Give the
specific activity related to the
function, that is, what are the
characters engaging in?)

https://www.youtube.com/watch?v=Z7DDAaywsTk
https://www.youtube.com/watch?v=sCG88QHentc
https://www.youtube.com/watch?v=5Ikl_1f-aYQ
Evaluation
2. Write a 250-word essay of your objective evaluation of the various
speakers watched and listened to.

Rubric for Essay

Traits 6 4 2 1
There is one
clear, well- There is one
focused topic. clear, well-
There is one
Main ideas are focused topic.
topic. Main The topic and
Focus & clear and Main ideas are
ideas are main ideas are
Details are well clear but are not
somewhat not clear.
supported by well supported
clear.
detailed and by detailed
accurate information.
information.
The introduction
is inviting, states
the main topic, The introduction
and provides states the main
The introduction There is no
an overview of topic and
states the main clear
the paper. provides an
Organization topic. A introduction,
Information is overview of the
conclusion is structure, or
relevant and paper. A
included. conclusion.
presented in a conclusion is
logical order. The included.
conclusion is
strong.

Functions of Communication 7
 The author’s
The author’s
The author’s purpose of
purpose of
purpose of writing writing is
writing is
is very clear, and somewhat
somewhat
there is strong clear, and there
clear, and there
evidence of is some
is evidence of The author’s
attention to evidence of
attention to purpose of
Voice audience. The attention to
audience. The writing is
author’s audience. The
author’s unclear.
extensive author’s
knowledge
knowledge and/or knowledge
and/or
experience with and/or
experience with
the topic is/are experience with
the topic is/are
evident. the topic is/are
limited.
evident.
The author uses
The author uses vivid words and The writer uses
vivid words and phrases. The The author a limited
phrases. The choice and uses words that vocabulary.
choice and placement of communicate Jargon or
Word Choice
placement of words is clearly, but the clichés may be
words seems inaccurate at writing lacks present and
accurate, natural, times and/or variety. detract from the
and not forced. seems meaning.
overdone.
Sentence All sentences are Most sentences Most sentences Sentences
Structure, well constructed are well are well sound
Grammar, and have varied constructed and constructed, but awkward, are
Mechanics, & structure and have varied they have a distractingly
Spelling length. The structure and similar structure repetitive, or
author makes no length. The and/or length. are difficult to
errors in author makes a The author understand.
grammar, few errors in makes several The author
mechanics, grammar, errors in makes
and/or spelling. mechanics, grammar, numerous
and/or spelling, mechanics, errors in
but they do not and/or spelling grammar,
interfere with that interfere mechanics,
understanding. with and/or spelling
understanding. that interfere
with
understanding.
Source: http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf

Score Level of Proficiency

28-30 Advanced
25-27 Proficient
23-24 Approaching Proficiency
21-22 Developing
20 and below Beginning

Materials Multimedia projector, microphone, amplifier, video clip

Peña, A.R., & Anudin, A. G. (2016). Oral communication. Quezon
City: Vibal Group Inc.
References Sipacio, P. J., & Balgos, A.N. (2016). Oral communication in context
for senior high school. Quezon City: C & E Publishing, Inc.

Functions of Communication 8
Prepared by:

ROJU M. DUMDUM
Senior High School Teacher
Old Poblacion National High School

Functions of Communication 9