Oral Communication in

Context
Quarter 1 – Module 3:
Fundamentals of Communication
Oral Communication in Context
Alternative Delivery Mode
Quarter 1 – Module 3: Fundamentals of Communication
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for the exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education Schools Division Office Quezon City

Quezon City Local Government
Schools Division Superintendent Jenilyn Rose B. Corpuz
Honorable Mayor Josefina Belmonte Alimurong

Development Team of the Module

Writer: JOYCELYN G. SY
Editors: JOVITA T. LEGASPI
Reviewer: MA. NIMFA R. GABERTAN
Illustrator: PATRICK D. HERNANDEZ JR.
Layout Artist: RYAN RIC E. MARY
Management Team: JENILYN ROSE B. CORPUZ, CESO VI, SDS
FREDIE V. AVENDANO, ASDS
JUAN C. OBIERNA, Chief, CID
MA. NIMFA R. GABERTAN, EPS, English
HEIDEE F. FERRER, EPS, LRMS

Printed in the Philippines by Schools Division Office Quezon City

Quezon City Local Government Unit

Department of Education: National Capital Region

Office Address: Nueva Ecija St. BagoBantay, Quezon City

Telefax: 3456-0343
E-mail Address: sdoqcactioncenter@gmail.com
Oral Communication in
Context
Quarter 1 – Module 3:
Fundamentals of Communication
Introductory Message
For the facilitator:
Welcome to Module 3 of the Oral Communication in Context for Grade 11
Supplementary Learning Materials for the First Quarter, which focuses on the
Fundamentals of Communication.

This module is constructed to ensure learning continuity under the new

‗normal‘ in education amidst the COVID-19 pandemic. It is designed to foster the five
macro-skills in English—reading, writing, speaking, listening, and viewing through
activities that were carefully developed to ensure that learners are properly assisted
towards achieving the best learning outcomes.

As the learning facilitator, you are requested to orient your students on the
proper use of this module and assist para-teachers – parents, elder siblings, and other
significant adults – to understand their potent role in optimizing this learning material
towards developing mutual responsibility for children‘s success under the distant
learning set up.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

Finally, please do not forget to remind the learners to use separate sheets in
answering the pre-test, self-check exercises, and post-test.

4
For the learner:
Welcome to Module 3 of the Oral Communication in Context for Grade 11
Supplementary Learning Materials for the First Quarter, which focuses on the
Fundamentals of Communication.

This module is designed to help you continue learning English at home. It

provides you with meaningful and engaging learning experiences that will help you
enhance your skills in reading, writing, listening, speaking, and viewing.

The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action, and purpose. Through our hands, we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you are
capable and empowered to successfully achieve the relevant competencies and skills
at your own pace. Your academic success lies in your own hands!

The following are the standard symbols (icons) used to represent specific parts
of the module:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.
This part includes an activity that aims to
What I Know check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity, or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
What’s More practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

5
 This includes questions or blank
What I Have Learned sentences/paragraphs to be filled in to
process what you learned from the lesson.
This section provides an activity that will
What I Can Do help you transfer your new knowledge or
skill in real-life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of
the lesson learned. This also tends to the
retention of learned concepts.
This contains answers to all activities in the
Answer Key module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don‘t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning and
gain a deep understanding of the relevant competencies. You can do it!

6
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
understand and appreciate the elements and contexts of Oral Communication in
Context. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you are now
using.

The module covers lesson 3

Lesson 3 – Fundamentals of Communications

After going through this module, you are expected to:

1. use various strategies to avoid communication breakdown and
a. explain why there is a breakdown of communication.
b. practice effective communication skills
c. design and perform controlled and uncontrolled oral communication
activities based on context

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. Which of the following is the best definition for ―communication barriers?‖
a. It is anything that prevents us from receiving and understanding messages.
b. It compasses the use of language
c. When oral and written messages are not in agreement
d. It is the process of sending a message to the receiver.

2. Which of the following disrupts a communication process?

a. sender b. receiver c. feedback d. noise

3. What is the two-way communication process?

a. verbal and non-verbal c. non-verbal and verbal
b. sender and receiver d. receiver and audience

7
4. When you are having a bad day and you feel frustrated, it is an example of
a. Jargons c. Emotional barrier
b. Lack of confidence d. Noise

5. Which of the following refers to specialized vocabulary being used in a certain

field.
a. Lack of confidence c. Jargons
b. Noise d. Emotional barrier

6. An awfully loud music being played in the background while you‘re having a
conversation with friends is an example of
a. Lack of confidence c. Jargons
b. Noise d. Emotional barrier

7. Which of the following encompasses the use of language, the words chosen, the
facial expressions, and the gestures and bodily movement?
a. Verbal Dimensions c. Non-Verbal Dimensions
b. Written Dimensions d. Formal Dimension

8. Communication Barriers is defined as

a. a failure to exchange information, resulting in a lack of communication
b. means of observation and appropriateness
c. process of connecting others
d. none of the above

9. When a student smiles during an exam, the teacher might get the impression
that the exam being taken is easy. On the contrary, the smile may have been a
result of a nervous reaction towards a challenging test question. This is an
example of
a. Formal/Informal Dimension c. Intentional/Unintentional Dimension
b. Oral/Written Dimension d. Verbal/Non-Verbal Dimension

10. What type of Nonverbal communication assists the listener in understanding a

message better?
a. Personal Appearance c. Posture
b. Gestures d. Facial Expression

8
Lesson

3 Fundamentals of Communication

Prepare to Learn
A. Learning Outcomes
After you explore and take a glimpse at the lessons contained in this module,
you are expected to be able to:
1. Use various strategies to avoid communication breakdown
a. explain why there is a breakdown of communication.
b. practice effective communication skills
c. design and perform controlled and uncontrolled oral communication
activities based on context

What’s In

Scaffolds for Learning

A. Write at least ten words you think are related to ―Communication
Breakdown‖ by referring to the images below and explain why
there is a breakdown of communication and to analyze how they
are related. Write your answer on a separate paper.

Communication breakdown

https://images.app.goo.gl/CEbNGic9ZhXdggNX8

9
 What’s New

Before you explore the text, take a

glimpse at the picture on the left, and
ask yourself what message being
conveyed? Was there a
miscommunication between the
mother and her son?
Try to find out after reading
the text below.

Exploring the Text

Read the story below and give your reaction(s) regarding the miscommunication in a
separate paper.
"Daddy said YES!" (A story of miscommunication)
You should always double-check your children's work when you give them a task to
do. You never know how they are going to translate your directions. Take this
morning, for example.

Setting: I am making breakfast. Aaron is in the shower. Boys are HUNGRY!

Me: Micah, go ask Daddy if he wants eggs.

Micah: ok! (Runs to the bathroom and runs back). He said YES!
Me: Really?
A note of translation here: Aaron doesn't usually want eggs. I was asking to be
polite. I thought I should double-check by sending the other twin in.

Me: Benji, go ask Daddy if he wants eggs.

Benji: But I want eggs!
Me: Yes, I know. Go ask Daddy if he wants eggs.
Benji: Ok! (Runs. Runs back) He wants eggs!
I check the fridge. We only have 4 eggs and I need one to make dinner. Darn. I decide
to tell Aaron that he can't have eggs. I go to the bathroom.

Me: Sorry, you can't have eggs. We don't have enough.

Aaron (from in the shower): I don't want eggs.
Me: What? Micah said you said "Yes" you wanted eggs.
Aaron: No, Micah knocked and said, "Can I come in?" and I said "Yes!"
Me: (laughing) And what about Benji? He said you wanted eggs too.
Aaron: Nope. Benji came in and asked if he could have eggs and I said, "Yes, of
course!"
Me: Wow. (leaves bathroom)
Source: https://bit.ly/2Baqmvs

10
Answer the following guide questions:

1. Have you experienced the same scenario from the story? How did you solve the
problem?
2. What do you think are the reasons for miscommunication in the story?
3. Do you think this communication breakdown or miscommunication affects the
communication process?
4. Why do you think there was a breakdown of communication in the story?

What is It

Defining Communication Breakdown

Communication Breakdown or miscommunication is defined as a failure to exchange
information, resulting in a lack of communication.
There are instances when communication 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 new. The table below presents some barriers to
effective communications with corresponding solutions.

Barrier Problem Solution

You are having a hard Recognize these kinds of
Emotional Barrier day or you feel emotions, and politely
disappointed ask the other person to
give you a moment so
you can relax or calm
yourself.

You are an ICT expert Jargon refers to the set of

discussing a certain specialized vocabulary in
Use of Jargons platform to your a certain field. To avoid
classmate who does not miscommunication
know much about the breakdown due to the
topic lack of clarity, adjust
your language; use
layman‘s terms or simple
words.

You were asked by your Develop self-confidence

teacher to perform an by joining organizations
Lack of Confidence impromptu speech but where you can share and
you are hesitant because develop your interests.
you are shy. Look for opportunities in
your school or
community that will help
you find your strengths
and improve your
abilities

11
 You are having a video Recognize that noise is a
Noise call with your friend common barrier. Make
when a song was played some adjustments by
loudly. asking someone to
minimize the volume or
by looking for a quiet
area where you can
resume the conversation.

FEATURES OF AN EFFECTIVE COMMUNICATION TO AVOID

COMMUNICATION BREAKDOWN

7Cs of Effective Communication to Avoid Communication Breakdown

(Professor Broom, Cutlip, and Center 2012)

1. Completeness
Complete communication is essential to the quality of the
communication process in general. Hence, communication should include
everything that the receiver needs to hear for him/her to respond, react, or
evaluate properly.
2. Conciseness
Conciseness does not mean keeping the message short, but making it
direct or straight to the point. Insignificant or redundant information should be
eliminated from the communication that will be sent to the recipient.
3. Consideration
To be effective, the speaker should always consider relevant
information about his/her receiver such as mood, background, race,
preference, education, status, and needs, among others. By doing so, he/she
can easily build rapport with the audience.
4. Concreteness
Effective communication happens when the message is concrete and
supported by facts, figures, and real-life examples of situations. In this case,
the receiver is more connected to the message conveyed.
5. Courtesy
The speaker shows courtesy in communication by respecting the
cultural values, and beliefs of his/her receivers. Being courteous at all times
creates a positive impact on the audience.
6. Clearness
Clearness is communication implies the use of simple and specific
words to express ideas. It is also achieved when the speaker focuses only on a
single objective in his/her speech so as not to confuse the audience.

12
 7. Correctness
Correctness in grammar eliminates a negative impact on the
audience and increases the credibility and effectiveness of the message.

Explaining Dimensions of Communication

Communication breakdown or miscommunication can lead to a total

cessation of interaction. We see people stop talking to each other because of
communication breakdown.
Miscommunication is brought about by the lack of awareness of the
dimensions of communication, especially those influenced by culture gender.
Communication runs along four pairs of dimensions: Verbal and Non-Verbal,
Oral and Written, Formal and informal, and Intentional and Unintentional.

a. Formal/Informal Dimensions
Formal is a term that usually means meticulous observation of
appropriateness in dress, setting, and language, while the informal
dimension is the opposite casual approach.

b. Oral/Written Dimensions
Written Dimension refers to the expression thoughts and ideas into a
written transcription while Oral Dimension is a term referring to verbal or
spoken communication.

c. Intentional/Unintentional Dimensions
Intentional Dimension refers to the most basic type of communication.
Thoughts and ideas are expressed to serve its purpose whether it is to
influence, convince, or to deceive. On the other hand, the Unintentional
Dimension refers to the nonverbal messages exhibited unconsciously by a
person. Usually, these are mannerisms, posture, emotional state, etc.

d. Verbal/Non-verbal Dimensions
The verbal dimension refers to the expression of thoughts and ideas
through articulation or auditory means while Nonverbal Dimension refers
to the use of visual cues, gestures, or any type of communication that
conveys thoughts and ideas without speaking.

13
\

What’s More

Activity 1.1 Avoiding Communication Breakdown

Avoid communication breakdown by completing the semantic web with
word or group of words on how to avoid communication barriers. Write at least
three ways each on how to avoid communication barriers. Write your answers
on your paper.

Reminder …
Use the module with care. Do not put unnecessary
mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
Don‘t forget to answer What I Know before moving on to
the other activities included in the module.

14
Activity 1.2 Featuring Effective Communication
To be an effective communicator apply the 7Cs of effective
communication in discussing the following items below. Write your answer on
your paper.
1. Was there a lack of communication or miscommunication within your
family, when you organized and performed your task? What do you think
happened?
2. What are the barriers to communication that occurred?
3. Explain why there was a breakdown of communication.
4. What strategies did you use to avoid the barriers and
miscommunication?

What I Have Learned

A. Fill in the blanks to complete the sentence by writing your answers on your
paper.
1. ____________ is defined as a failure to exchange information, resulting in a lack
of communication.

2. There are instances when miscommunication and misunderstanding occur

because of certain _________.

3. To become an effective communicator, you should recognize these barriers that

hinder the __________ process.

4. ___________ dimension takes care of putting down the words

5. ___________takes care of delivering written words.

6. ___________dimension refers to purposeful delivery of a message.

7. ___________ communication is essential to the quality of the communication

process in general.

8. Clearness is communication implies the use of simple and specific words to

express _______.

9. Effective communication happens when the message is _______ and supported

by facts, figures, and real-life examples situations.

10. The speaker shows _________ in communication by respecting the cultural

values, and beliefs of his/her receivers.

B. Write at least ten things you have learned from the lesson. (10pts.)

15
 What I Can Do

Practice, Design and Perform!

A. Design and perform a controlled and uncontrolled interview applying the 7Cs of
effective communication to your parent or guardian by formulating 5 questions
from one of the topics written below. And be able to write the question and
answer on the said interview on your paper.

Topics:
Pandemic in our country
Approval of the Anti-terrorist Law
―New Normal‖ Schooling
Quarantine levels shifts in Metro Manila
Over-pricing sales in middle of crisis

B. By looking at the comic strips below, design your dialogue and practice,
perform your dialogue, and put it into writing.

Source: https://bit.ly/3eawNx6

16
 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.
1. Which is NOT a barrier of communication
a. Noise b. Lack of Confidence c. Emotional Behavior d.
Silence
2. Sign Language is the use of
a. visual and audio symbols c. letters and number symbols
b. language and words symbols d. space and time
3. Which of the following features of effective communication implies the use of
simple and specific words to express ideas?
a. Concreteness c. Clearness
b. Completeness d. Correctness
4. Which of the following features means not keeping the message short, but
making it direct or straight to the point?
a. Conciseness c. Concreteness
c. Completeness d. Clearness
5. What features of effective communication creates a positive impact on the
audience.
a. Correctness c. Courtesy
b. Courteous d. Consideration
6. A misunderstanding may happen when words contradict actions, he/she may
say ―yes‖ but the facial expression means _____
a. No b. yes c. maybe d never
7. Which features of effective communication encompasses grammar that
eliminates negative impact on the audience and increases the credibility and
effectiveness of the message?
a. Consideration c. Concreteness
b. Completeness d. Correctness
8. Which of the following disrupts a communication process?
a. Sender b. receiver c. Feedback d. Noise
9. Your feelings of frustration when you‘re having a bad day might become an
a. Jargons c. Emotional barrier
b. Lack of confidence d. Noise
10. Communication Barriers are defined as
a. a failure to exchange information, resulting in a lack of communication
b. means of observation and appropriateness
c. process of connecting others
d. none of the above

17
 Additional Activities

Recall a misunderstanding, a quarrel, or a fight between you and another

person, friend, sibling, parent, or relative. Analyze why it happened and what
caused it by looking at the Dimensions of Communication that was not
properly understood. Then recall how the problem was solved. Write your
answer on your paper.

18
 https://bit.ly/2C5A6aK

19
 20
What I Know What I Have Assessment
A Learned Silenced
B B
Communicati
D C
on Breakdown
C A
Barriers
C B
Communicati
B A
on
A D
Written
A D
Oral
C C
Dimension
D A
Intentional
Complete
Ideas
Concrete
Courtesy
Answer Key
References:

Flores Ramon S.,2015, Oral Communication Context, Nicanor Reyes St., Recto
Avenue, Manila, Philippines, Rex Publishing House

Balgo, Anne G. Sipacio, Jhon, 2016, Oral Communication Context textbook,

South Triangle, EDSA, Quezon City, C&E Publishing

Rosales, Ma. Junith & Gepilla Jr., 2015, Oral Communication in Context,
Burgos, Rodriguez, Rizal, JENHER Publish House

Concepcion, P.G. et.al. Speech Communication for Filipinos, Quezon City

Rex Publishing House, 2015

Colombo, John. Speech Anxiety //www.teachers ask.org//

https://bit.ly/2YzV4q4
https://bit.ly/2Baqmvs
https://images.app.goo.gl/CEbNGic9ZhXdggNX8
https://bit.ly/3eawNx6
https://bit.ly/2C5A6aK

21
For inquiries or feedback, please write or call:

Schools Division Office-Quezon City

Email Address: sdoqcactioncenter@gmail.com

Telephone No.8352-6806/6809; Telefax-3456-0343.

22