Oral Communication Module 4

Senior High School
Oral Communication
Quarter 1 – Module 4
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Strategies to Avoid
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Communication Breakdown
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Subject to further validation for IP compliance, this material is for first quarter use only. Circulation shall be limited to public schools within the jurisdiction of the Division of Cebu Province. LR-PIPCV
Oral Communication – Grade 11
Alternative Delivery Mode
First Quarter- Module 4: Strategies to Avoid Communication Breakdown
First Edition, 2020
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Every effort has been exerted to locate and seek permission to use these materials from their
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over them.
Published by the Department of Education
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Secretary: Leonor Magtolis Briones
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Undersecretary: Diosdado M. San Antonio
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Development Team of the Module
Writer: Jane Aikeen A. Villaver S

Editor: Desiree T. Roberts
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Reviewers: Dr. Clavel D. Salinas
Marivic M. Yballe [Moderator]
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Illustrator: Jane Aikeen A. Villaver

Layout Artist: Jane Aikeen A. Villaver
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Management Team:
Dr. Marilyn S. Andales Schools Division Superintendent
Dr. Leah B. Apao Assistant Schools Division Superintendent
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Dr. Ester A. Futalan Assistant Schools Division Superintendent

Dr. Cartesa M. Perico Assistant Schools Division Superintendent
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Dr. Mary Ann P. Flores CID Chief

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Mr. Isaiash T. Wagas Education Program Supervisor – LRMDS

Dr. Clavel D. Salinas PSDS/SHS Division Coordinator
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Printed in the Philippines by:

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Department of Education, Region VII, Division of Cebu Province

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Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City

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Telefax: (032) 255 - 6405
E-mail Address: cebu.province@deped.gov.ph
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Senior High School
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Oral Communication -V
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Quarter 1 – Module 4
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Strategies to Avoid
Communication Breakdown
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Key Message
For the Facilitator:
Learning is a constant process. Amidst inevitable circumstances, Department

of Education extends their resources and looks for varied ways to cater your needs
and to adapt to the new system of Education as a fortress of Learning Continuity Plan.
One of the probable solutions is the use of Teacher-made Educational Modules in
teaching.
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You are reading the Oral Communication – Grade 11: First Quarter
Alternative Delivery Mode (ADM) Module on “Uses various strategies in order to
avoid communication breakdown (EN11/12-OC-Ia-6)” as written and found in the
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K-12 Most Essential Learning Competencies.
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The creation of this module is a combined effort of competent educators from
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different levels and various schools of Department of Education-Cebu Province. In
addition, this module is meticulously planned, organized, checked, and verified by
knowledgeable educators to assist you in imparting the lessons to the learners while
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considering the physical, social, and economic restraints in teaching process.
The use of Teacher-made Educational Module aims to surpass the challenges

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of teaching in a new normal education set-up. Through this module, the students are
given independent learning activities, which embodies in the Most Essential Learning
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Competencies based on the K-12 Curriculum Competencies, to work on in accordance

to their capability, efficiency and time. Thus, helping the learners acquire the
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prerequisite 21st Century skills needed with emphasis on utmost effort in considering
the whole well-being of the learners.
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In addition to the material in the main text, you will also see this box in the body
of the module:
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Notes to the Teacher!

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This part of the module gives you helpful

tips, suggestions or strategies that will
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make the learning process easy and

efficient to the learners.
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As the main source of learning, it is your top priority to explain clearly on how
to use this module to the learners. While using this module, learner’s progress and
development should be recorded verbatim to assess their strengths and weaknesses
while doing the activities presented independently in safety of their homes. Moreover,
you are anticipated to persuade learners to comply and to finish the modules on or
before the scheduled time.
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For the Learner:
As a significant stakeholder of learning, Department of Education researched

and explored on innovative ways to address your needs with high consideration on
social, economic, physical, and emotional aspects of your well-being. To continue the
learning process, DepEd comes up with an Alternative Delivery mode of teaching
using Teacher-Made Educational Modules.
You are reading the Oral Communication – Grade 11: First Quarter
Alternative Delivery Mode (ADM) Module on “Uses various strategies in order to
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avoid communication breakdown (EN11/12-OC-Ia-6)” as written and found in the
K-12 Most Essential Learning Competencies.
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This module is especially crafted for you to grasp the opportunity to continue
learning even at home. Using guided and independent learning activities, rest assured
that you will be able to take pleasure as well as to deeply understand the contents of
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the lesson presented, recognizing your own capacity and capability in acquiring
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knowledge.
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This module has the following parts and corresponding icons:
The first part of the module will keep the

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learner on tract on the Competencies,
WHAT I NEED TO KNOW Objectives and Skills expected to be
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developed and mastered.

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This part aims to check prior knowledge on the

WHAT I KNOW
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lesson to take.
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This part helps link the previous lesson to the

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WHAT’S IN
current one through a short exercise/drill.
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The lesson to be partaken is introduced in this

part of the module creatively. It may be
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WHAT’S NEW through a story, a song, a poem, a problem

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opener, an activity, a situation, or the like.
A brief discussion of the lesson can be read in

WHAT IS IT this part. It guides and helps unlock the lesson
presented.
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A comprehensive activitiy/es for independent
practice is in this part to solidify knowledge
WHAT’S MORE
and skills of the given topic.
This part of the module is used to process

WHAT I HAVE LEARNED learning and understanding on the given topic.
A transfer of newly acquired knowledge and
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skills to a real-life situation is present in this
WHAT I CAN DO part of the module.
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This activity assesses level of mastery
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ASSESSMENT towards the topic.
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In this section, enhancement activities will be
ADDITIONAL ACTIVITIES given to further grasp the lessons.
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This contains answers to all activities in the
ANSWER KEYS module.
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At the end of this module you will also find:
References: Printed in this part is a list of all reliable and valid resources
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used in crafting and designing this module.

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In using this module, keep note of the fundamental reminders below.

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1. The module is government owned. Handle it with care. Unnecessary

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marks are prohibited. Use a separate sheet of paper in answering all

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the given exercises.

1. This is a Home-Based class, your reliability and honor in doing the
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tasks and checking your answers are a must.

2. This module helps you attain and learn lessons at home. Make sure
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to clearly comprehend the first activity before proceeding to the next

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one.
3. This module should be returned in good condition to your
teacher/facilitator once you completed it.
4. Answers should be written on a separate sheet of paper or notebook
especially prepared for English subject.
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If you wish to talk to your teacher/educator, do not hesitate to keep in touch with
him/her for further discussion. Know that even if this is a home-based class, your
teacher is only a call away. Good communication between the teacher and the
student is our priority to flourish your understanding on the given lessons.
We do hope that in using this material, you will gain ample knowledge and skills
for you to be fully equipped and ready to answer the demands of the globally
competitive world. We are confident in you! Keep soaring high.
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WHAT I NEED TO KNOW
Good day dear learner!
This module is solely prepared for you to access and to acquire lessons befitted
in your grade level. The exercises, drills and assessments are carefully made to suit
your level of understanding. Indeed, this learning resource is for you to fully
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comprehend the various strategies in order to avoid communication breakdown
(EN11/12-OC-Ia-6). Independently, you are going to go through this module following
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its proper sequence. Although you are going to do it alone, this is a guided lesson and
instructions/directions on how to do every activity is plotted for your convenience.
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Using this learning resource, you are ought to Use various strategies in order
to avoid communication breakdown (EN11/12-OC-Ia-6) as inculcated in the K-12
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Most Essential Learning Competencies.
After going through with this module, you are expected to:
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• define the concept of communication breakdown;
• identify the different kinds of barriers to effective communication;
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• explain why there is a breakdown of communication; and

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• apply strategies to avoid communication breakdowns.

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Hi! Welcome to Module 4 of you

Oral Communication Class. In this
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module, you will discover the concept

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of communication breakdown and its

causes. As you go along, you will also
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find out how this breakdown of

communication can be avoided.
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I’m so excited for you to learn

new topics. So be ready and get
started!
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WHAT I KNOW TEST YOUR KNOWLEDGE!
Directions: Read each item carefully and write the letter of the correct answer.
1. It occurs when the intended receiver does not get the message conveyed by the
sender accurately and clearly.
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a. communication elements c. communication breakdown
b. communication process d. communication strategy
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2. This is a problem when someone does not get the message due to different
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interpretations of the meaning of the word.
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a. cultural barrier c. physical barrier
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b. linguistic barrier d. psychological barrier
3. Any distractions can interfere with the effectiveness of communication, including a S

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telephone call, drop-in visitors, and distance of the people involved, walls, and static
on the radio. Which of the following barriers is emphasized in the statements above?
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4. Which of the following situations can be considered as a problem encountered by

the sender in the process of communication?
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a. A very upset staff member sends an emotionally charged letter to the leader instead
of transmitting her feelings face-to-face.
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b. An older CEO is not sure what a young department head means when he refers to
an employee as "spaced out."
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c. During a meeting, the failure of the secretary to ask any questions causes the mayor
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to wonder if any real understanding has taken place.

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d. A new employee with an innovative idea fails to speak up at a meeting, chaired by

the department head, for fear of criticism.
5. Which of the following refers to the way a person responds in a communication

situation affected by personal norms and traditions?
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6. Which of the following is not a cultural barrier?
a. outdated equipment c. political beliefs
b. age difference d. background and mind set
7. Which of the following is a physical barrier to listening?
a. uncomfortable seating arrangement c. well-ventilated conference room
b. poor acoustics d. both a and b
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8. Which of the following is not considered as linguistic barrier?
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a. vocabulary differences c. personal beliefs
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b. use of unclear symbols d. use of inappropriate words
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9. Which of the following is an example of psychological barrier?
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a. inability to understand words c. dissatisfaction to customer service
b. experiencing trauma S
d. poor listening skills
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10. Why does communication breakdown occur?
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a. because the receiver is inattentive to details

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b. because the receiver experiences information overload
c. because the sender does not know how to use the words correctly
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d. all of the above

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11. Which of the following is the best expression for asking someone to repeat
something?
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a. What do you mean by that?

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b. Sorry, I don’t get your point.
c. Sorry, let me explain.

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d. I’m sorry would you mind saying that again.
12. Which of the following is a feature of effective communication?
I. courtesy II. consideration III. clearness IV. conceitedness
a. I and II b. III and IV c. I, II and III d. I, II, III and IV
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13. Which of the following statements shows positive regard to cultural differences?
a. I share relevant information about my culture, and make sure it is more than what
others share about theirs.
b. I do not think that my own culture is better than the others’.
c. I communicate for others to understand and appreciate my own culture.
d. I do not exert effort in learning about others’ culture.
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14. Which of the following is not considered as a characteristic of a competent
communicator?
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a. polite c. idealistic
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b. inclusive d. open-minded
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15. All are suggested ways of eliminating or reducing barriers to communication
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a. Use emotions and colorful words S

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b. Use mirroring to establish rapport
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c. Appeal to human needs and time your message

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d. Discuss differences in paradigms

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WHAT’S IN
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A. Directions: Using the table below, describe four

NO MAN IS AN ISLAND!
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types of people you had communicated with in

your community. For each person you identified,
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include a description of the situation, and the

ways you communicated with each of them.
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Type of Person Situation Communication Method Used
1.
2.
3.
4.
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B. Directions: Based on your previous activity, list down some factors that could
lead to communication gap.
Factor How communication is affected
1.
2.
3.
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4.
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WHAT’S NEW
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AM I LOUD AND CLEAR?
Communication is one of our basic needs. We communicate with many people S

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for personal and professional purposes. But while communicating we may face many
inconveniences, hurdles, and problems. Here is a short story by Rhapsody about
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young Eleanor who needs to do a project on the Sudan. She calls her mom who is
away visiting her mother. Read it carefully and share your thoughts about it.
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Eleanor: Hi, mama!

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Mommy: Hello, darling. Are you having a good time with daddy?
Eleanor: Yes, mama. We went out to watch movies after school yesterday. Mama,
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can I ask you something?

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Mommy: Eleanor, the line’s very bad. I can’t hear. Did you say something?
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Eleanor: Yes, mama. I must do a project for school about. Sudan. Do you know
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anything?
Mommy: What honey? No one is suing your dad. He’s a lawyer. He sues people
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for a living.
Eleanor: I know that mama. I asked about the Sudan.
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Mommy: Darling, I have to go. Your grandma wants to say hello. Love you.
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Grandma: Eleanor, how’s my little cupcake?

Eleanor: Hello, grandma. I’m fine. Do you know anything about Sudan?
Grandma: Sue and Dan? Of course. But things like that aren’t for little girls’ ears,
lips and kissing and nonsense like that. Where did you hear about them?
Eleanor: My teacher told me. But I don’t understand, grandma. Sudan is a country
in Africa.
Grandma: Sue and Dan are going to Africa? Oh my! I wonder if Dan’s wife knows.
Sweetheart, I have to call Kathy. You must come visit soon. Grandma loves you!
Eleanor: Bye, grandma!
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Daddy: Eleanor? Have you finished on the phone? How’s your mother?
Eleanor: She’s okay. Daddy? Do you know anything about Sudan?
Daddy: How did you find out about that?
Eleanor: My teacher told me I had to ask my parents about it.
Daddy: Really? Well, all I know about it is Dan gave Sue a huge diamond necklace
and a bun in the oven, and now Kathy is divorcing him. Very ugly. Sue can barely
hold her head up in the public now.
Eleanor: Daddy, I’m confused.
Daddy: Eleanor, honey; come into the kitchen. I can barely hear you and I need
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help making supper anyway.
Eleanor: Coming, daddy.
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“Well, class. Yesterday I told you to go home and find out about different places.
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Who wants to go first? Dean? Alright come to the front of class.”
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“Egypt, Egypt is in Africa. Years and years ago, people built the pyramids there,
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and the Sphinx and a beautiful lady called Cleopatra lived there. Moses was also born
in Egypt.”
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“Thank you, Dean. Who’s next? Eleanor?
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“Yes, Mrs. Williams. My country was the Sudan. I asked my mommy about it
first and she said that people sue the lawyers there for a living. Grandma wanted to
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know why you told me about that and said it wasn’t for little girls to know. I think they
must do something bad to little girls there. Then my daddy said that the people’s heads
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always nod because they wear such heavy necklaces. They must have very sore
necks. Maybe they make little girls wear really heavy necklaces? And I think there are
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a lot of people called Sue and Dan there. Daddy said that Sue couldn’t hold her head
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up high in public so she must wear a necklace too. Oh, and they eat buns that they
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bake in ovens. Mrs. Williams? Are you alright? Your face is all red. Mrs. Williams, why
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are you snorting like a pig? Mrs. Williams?”

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Questions:
1. Based on the story read, what can possibly hinder effective communication?
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2. As the reader, how would you avoid communication breakdowns?
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3. What do you think is an effective communication?
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WHAT IS IT
Effective communication requires messages to be conveyed clearly between

communicators, but along the way there are many communication barriers that lead
to communication breakdowns. To become an effective communicator, you should
recognize these barriers that hinder the communication process.
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Physical barrier is the environmental and natural condition that act as a barrier
in communication in sending message from sender to receiver.
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When messages are sent by the sender, physical barriers like doors, walls,
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distance, etc. do not let the communication become effective. The barriers are less
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if the proximity of the sender and the receiver is high and less technologies are
required.
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Disturbance in hearing due to thunders, telephone call disconnection, problems

in television reception, message not being sent in chat, etc. are some examples of
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physical barriers of communication.
Linguistic barrier arises due to differences in languages, words meaning or

pronunciation.
The following are some of the examples of linguistic barriers.

• Different languages or lack of common language can create obstacles in
communication. A person who does not understand the native language or
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cannot even communicate well of a certain language can become a very
difficult situation.
• Multiplicity of words - word power is gift to human beings but with the multiple
meanings or spellings of the words, it can create problems in communication.
• Words with similar pronunciation but different meaning [homophones] also
create problems in communication. For example, except-accept, fair-fare,
council-counsel, principal-principle, etc.
• Jargons refer to the technical words used by professionals such as
engineers/doctors or any other professionals. Many times, jargon words are
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used unintentionally, but common people or those who do not understand the
meaning of these words face problems.
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• By-passed instructions which means using many short cuts while passing the
messages. For example, a manager ordered the newly appointed secretary
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to go and burn the C.D. She literally burned it. He meant to copy the C.D.
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Cultural barrier refers to the way a person responds in a communication
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situation affected by personal norms and traditions.
Culture is way of life, values or principles. Due to globalization and liberalized S

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policies in business, people around the world are travelling and working in
multinational corporates or companies. This led to mixing or intermingling between
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people that may result to communication failure.

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The following are some examples of cultural barriers.

• Concept of Time: Time is not perceived similarly across cultures. In Western
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culture, time is important. In Asian culture, time is taken leisurely. The

concept of punctuality differs in cultures.
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• Etiquettes and Mannerisms: In every society or culture, different types of

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mannerisms are observed. This includes rule of behaviors or how to follow

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certain code of conduct. Different forms of address and salutation or different

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methods of dressing [formal or informal wearing] are observed. This can be

confusing sometimes.
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• Food preparation method or serving methods are not the same. There are
certain expected norms of eating food in meeting. These are called dining
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etiquettes.
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• Body Language [non-verbal behavior] methods around the world are not the
same. There can be misunderstandings because of this.
• Proximity [concept of space] differs from culture to culture. In some culture,
close distance between people is not approved. In some culture, close
distance is accepted.
• Value system is not the same across cultures.
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Psychological barrier of communication is the influence of psychological state
of the communicators (sender and receiver) which creates an obstacle for effective
communication.
Communication is highly influenced by the mental condition that the

communicators are in and is disturbed by mental disturbance. If the people involved
in communication are not emotionally well, they will not be able to communicate
properly.
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The following are some examples of psychological barriers.
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Lack of Attention
When a person’s mind is distracted or preoccupied with other things, the person
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is not able to form proper message, listen to what others tell him/her, interpret the
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message as required and give proper feedback. The communication will face
problems and becomes ineffective. A person in tragedy, for instance, does not want
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to listen to other people giving advice.
A person might be preoccupied by the problems of his/her professional life or

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personal life, which affects both.
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Distrust and Defensiveness

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Communication is successful when the communicators trust each other. Lack

of trust makes them derive negative meaning of the message and they ignore the
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message. When a person tries to force his/her own ideas and opinions, then receiver
does not listen. If the receiver does not agree to the message provided or thinks of
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it as a threat, he/she will not listen to it.

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Similarly, when the message is not transferred across to the receiver, the
communication fails. For example, I don’t trust a friend, I will only give the details, of
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what is happening in my personal life which I think are harmless.

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Perception, Viewpoint, Attitudes and Opinions

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Perception is the mindset using which people judge, understand and interpret
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everything. Each person has his/he own perception of reality which is shaped from
mental and sensory experiences.
Likewise, viewpoint is also a mindset to look at the world. Sender might have a
particular viewpoint that is not shared by the receiver. The sender does not explain
the viewpoint but takes the viewpoint as granted. The message is not understood
by the receiver as must have been understood, creating a barrier to effective com-
munication.
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Attitude is the established way in which we think and feel about things and ideas
which also creates a psychological communication barrier.
For example, a person takes females to be weak which is the person’s percep-
tion. He/she tells that to someone who does not think so. This causes a misunder-
standing between the two. Everything they communicate after that becomes unsuc-
cessful that the view of the person is already set.
Emotions
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Anyone who is not in a good mood is likely to talk less or talk negatively. A
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preoccupied mind is not good at communicating. For example, when a person is
angry, he/she might say things they regret later. Even when listening to someone
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else speak, an angry person might easily misinterpret the message.
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Various other emotions like fear, nervousness, confusion, mistrust and jealousy
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affect communication process. For example, a person having extreme moods of
happiness will laugh at anything at all said to him/her. The same person when sad
will cry or get angry at insignificant situations. S
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Closed Mind and Filtering
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Man is selfish by nature and put his own needs and problems above all else.
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This sometimes leads people to filter information that someone is trying to convey
to them. This might be due to mistrust, competition, jealousy, or the view that the
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message is insignificant.
For example, a senior in a company does not want the junior to do better at
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work, the person filters the information and does not provide crucial information that
could help the junior. The junior therefore will not be able to complete the work
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properly and progress in ranks. Similarly, when a person is close minded, the person
will have fixed opinions on many things which the person believes resolutely. The
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person will interpret any information in a negative way.
For example, a sexist person does not accept the suggestions of a female col-
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league in a meeting that affects the communication flow in the meeting. It is difficult
to argue with such close-minded people and give proper information.
Premature Evaluation
Some people are always in a hurry by habit. These kinds of people most likely
make quick judgments and jump into conclusions. They do not consider all aspects
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of the information such as social, cultural, economic, etc. and often end up taking
quick and wrong decisions.
It is important to hear the whole message to make proper judgments because

they are not changed easily after they are once made.
For example, a person is in a hurry and talks on the phone, the person does not
listen to half the message and makes the decision which is wrong in the situation.
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Psychological barriers affect communication more as information is formed in
the brain and is sent by people with various psychological condition which differs
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from one moment to another. Information is as effective as the people involved make
it.
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Similarly, the psychological condition of the receiver also has as much im-
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portance as the sender. Communication is ineffective if psychological aspects of
communication acts as a barrier to communication.
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Communication happens every day. There are instances that barriers to
communication can cause communication breakdown. This communication
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breakdown can be avoided if communicators follow some strategies put forward by

experts in the field. By following the 7 Cs proposed by Broom, Cutlip, and Center
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(2012) in their book Effective Public Relations, we may achieve successful

communication.
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1. Completeness
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Complete communication is essential to the quality of the communication

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process in general. Hence, communication should include everything that the

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receiver needs to hear for him/ her to respond, react, or evaluate properly.
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2. Conciseness
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Conciseness does not mean keeping the message short, but making it direct
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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
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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 and situations. In this case, the
receiver is more connected to the message conveyed.
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5. Courtesy
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The speaker shows courtesy in communication by respecting the culture,
values, and beliefs of his/her receivers. Being courteous at all times creates a
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positive impact on the audience.
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6. Clearness
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Clearness in communication implies the use of simple and specific words to
express ideas. It is also achieved when the speaker focuses only on a single S
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objective in his/her speech so as not to confuse the audience.
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7. Correctness
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Correctness in grammar eliminates negative impact on the audience and

increases the credibility and effectiveness of the message.
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WHAT’S MORE
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CONCRETIZE YOUR LEARNINGS!

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1!
A. Directions: Read and analyze each item below and identify the kind of
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communication barrier exemplified by each description. Tell whether it is

1S
Physical, Psychological, Cultural, or Linguistic Barrier. Write your answer on a

separate sheet of paper.
____________ 1. different family orientation

____________ 2. use of metaphorical language
____________ 3. cognitive overload
____________ 4. shyness
____________ 5. fear and trauma
____________ 6. poor acoustics
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____________ 7. blaring of bus horns
____________ 8. lack of attention and interest
____________ 9. defective translation
____________ 10. use of slangs
B. Directions: Match the following features of an effective communication with

their corresponding description. Write only the letter of the correct answer.
1. Conciseness a. the use of facts, figures, and real-life examples
2.0
2. Courtesy and situations to support your message
3. Concreteness b. the use of simple and specific words to express
ON
4. Clearness ideas
5. Consideration c. a message that is direct and straight to the point
SI
d. an act of respecting the culture, values and
beliefs of the receiver
ER
e. message that shows insensitivity
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f. a message that is keen to the relevant information
of the receiver such as the mood, need, preference,
status and among others S
LE
C. Directions: Read through the scenarios below and, for each one, suggest ways
DU
in which the barriers to communication can be avoided.

MO
Scenario 1: A stakeholder has arrived for an appointment with the school administrator
to discuss about a project extended to the students, and so he immediately visits the
ON
administrative assistant to be checked in. The stakeholder does not speak English as
first language and he is struggling to communicate that he is running a few minutes
I
late. As a result, he is worried if he has successfully booked for an appointment.

R AT
Scenario 2: A teacher, Mrs. Villaver, conducts a home visit to her student, an elderly
NE
guardian who is hard of hearing and has her TV playing at a very high volume wel-
comes her. Mrs. Villaver struggles to communicate her concerns about the student’s
GE
attendance and overall performance because of the loud noise.

T
Scenario 3: A customer confronts a waiter as he has waited over an hour to have his
1S
meals served. As a result, the customer is now late in returning to work and may re-
ceive a warning from his employer because he has been recently arriving late on a
regular basis.
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_______________________________________________________________________________________________________________________________________________________________
WHAT I HAVE LEARNED
SHOW ME THE EXIT TICKET!
A. Directions: Do the tasks that follow.

1. Define communication breakdown in your own words.
2.0
ON
2. Make a graphic organizer of the different barriers to communication.
SI
ER
3. Come up with 5 Dos and 5 Don’ts to avoid communication breakdown.
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S
LE
DU
MO
ON
WHAT I CAN DO
I
AT
BE A PART OF THE SOLUTION!

R
NE
A. Directions: Cite situations that show examples of communication

breakdown that happened at home, in school, and at the park. Provide ways
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to address communication breakdown.

T
Situation Communication Barrier Ways to Address Communication

1S
Breakdown
1. Situation at home
2. Situation in
school
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_______________________________________________________________________________________________________________________________________________________________
3. Situation at the
park
B. Directions: Explain how effective communication can foster a healthy

relationship among our family members, friends and neighbors.
2.0
ON
SI
ER
-V
S
LE
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ASSESSMENT
MO
A. Directions: Read each item carefully and write

ON
TRACK YOUR PROGRESS!

the letter of the correct answer.
I
1. What happens when the intended receiver does not get the message conveyed by
AT
the sender accurately and clearly?

R
a. There will be a communication breakdown.

NE
b. The process of communication will continue.

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c. The communication strategy used will be considered appropriate.

T
d. The sender will disregard the responsibility of making communication successful.

1S
2. An older CEO is not sure what a young department head means when he refers to
an employee as "spaced out." What is the problem encountered by the CEO in the
situation above?
a. physical barrier c. linguistic barrier
b. cultural barrier d. psychological barrier
15
_______________________________________________________________________________________________________________________________________________________________
3. A new employee with an innovative idea fails to speak up at a meeting, chaired by
the department head, for fear of criticism. What is the problem encountered by the
new employee in the situation above?
b. cultural barrier d. psychological barrier
4. Which of the following refers to the way a person responds in a communication

situation affected by beliefs, traditions, and norms?
2.0
ON
b. psychological barrier d. cultural barrier
SI
5. Which is the best option to avoid misinterpretation that causes communication
barrier?
ER
a. Set aside your emotional issues.
-V
b. Familiarize the topic of the speaker.
c. Ask for the meaning of difficult word.

S
LE
d. Disregard age and status differences.
DU
6. Which of the following is not considered as linguistic barrier?

MO
a. vocabulary differences c. personal beliefs

ON
b. use of unclear symbols d. use of inappropriate words

I
7. Which of the following is not a physical barrier to listening?

AT
a. uncomfortable seating arrangement c. well-ventilated conference room

R
NE
b. poor acoustics d. jam-packed room

GE
8. Communication breakdown occurs because _______________.
a. the receiver is attentive to details

T
1S
b. the receiver experiences information overload
c. the sender uses language appropriate for his audience
d. the sender and receiver take turn in speaking
16
_______________________________________________________________________________________________________________________________________________________________
9. Which of the following is not the best strategy to avoid communication breakdown?
a. Observe concreteness in communication to create positive impact to the audience.
b. Observe clearness to avoid confusions among the audience.
c. Use technical words to impress the audience.
d. Use appropriate speaking volume, pitch rate, proper enunciation, stress, and
acceptable pronunciation.
2.0
10. What is considered an effective communication?
a. Communication meets the purpose of the sender.
ON
b. Communication breakdown is not evident.
SI
ER
c. It is when the person who you are talking to listens actively, absorbs your point and
understands it.
-V
d. It is when both the sender and receiver take responsibility in avoiding and
overcoming barriers to communication. S
LE
a. I and II b. II and IV c. I, II and III d. I, II, III and IV
DU
MAKE A LEGACY!
MO
B. Directions: Using the given rubric below, develop a dialogue from one of the
ON
following situations. Apply strategies to avoid communication breakdown and achieve

effective communication.
I
AT
Situation 1. You are a guidance counselor in a public school and you are consoling
R
a group of students who are emotionally struggling.

NE
Situation 2. You are a doctor in a rural area and you want to encourage people to
observe health protocols amidst this pandemic.
GE
Situation 3. You are the CEO of the company and you are reprimanding your
T
employees for tardiness.

1S
Situation 4. You volunteered as a social worker in a slum area and you are
explaining the benefits of having an education to the youths.
17
_______________________________________________________________________________________________________________________________________________________________
Rubric
Aspect 3 2 1
Grammar and Dialogue has no Dialogue has few Dialogue has

Mechanics grammar, grammar, many grammar,
capitalization, capitalization, capitalization,
spelling and spelling and spelling and
punctuation errors. punctuation errors. punctuation errors.
2.0
Organization Dialogue is very Dialogue is Dialogue is a little
well organized. organized. One hard to follow. The
ON
One idea or scene idea or scene may transitions are
follows another in seem out of place. sometimes not
SI
a logical sequence Clear transitions clear.
with clear are used.
ER
transitions.
-V
Content Dialogue Dialogue The dialogue
demonstrates an demonstrates an
S demonstrates lack
insightful unclear of understanding
LE
understanding of understanding of of the topic.
DU
the topic. the topic.

MO
Conversation Dialogue is Dialogue shows Dialogue needs

Creativity developed in a some creativity. more creativity. It
very creative way. Style is good. It holds very little
ON
Style is shows some entertainment

outstanding. It is entertainment value.
I
AT
entertaining to value.
read
R
NE
GE
T
1S
18
_______________________________________________________________________________________________________________________________________________________________
ADDITIONAL ACTIVITY
Directions: List down four ways to check if communication has been understood by an
individual.
2.0
1.
ON
2.
SI
3.
ER
4
-V
S
LE
DU
MO
I ON
R AT
NE
GE
T
1S
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_______________________________________________________________________________________________________________________________________________________________
ANSWER KEYS
2.0
ON
SI
ER
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S
LE
DU
MO
I ON
R AT
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Notes to the Teacher!

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The teacher will check all the

Answers Vary Part.
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1S
20
_______________________________________________________________________________________________________________________________________________________________
References
Electronic File
Department of Education. Curriculum and Instruction Strand. K to 12 Most Essential Learning
Competencies with Corresponding CG Codes.
Published Book
Sipaco, P. J., & Balgos, A. R. (2016). Oral Communication in Context for Senior High School.
C & E Publishing Inc.
Online Sources
2.0
Lunenberg, Fred C. Communication: The Process, Barriers, and Improving Effectiveness.
Retrieved from
https://www.academia.edu/38128400/Lunenburg_Fred_C_Communication_Schoolin
ON
g_V1_N1_2010_pdf. Retrieved date September 14, 2020.
SI
Importance of Effective Communication. Retrieved from
https://capstoneprojectwriters.com/multiple-choice-questions-explain-why-effective-
ER
communication-is-important-in-healthcare-settings. Accessed date September 14, 2020.
-V
Kamath, Pranita. Barriers to Communication. Retrieved from
http://jmpcollege.org/Adminpanel/AdminUpload/Studymaterial/BARRIERS%20TO%20COM
MUNICATION-SEM%201.pdf. Retrieved date September 14, 2020.
S
LE
Rhapsody. A Case of Miscommunication: Short Story. Retrieved from
DU
https://www.booksie.com/posting/rhapsody/a-case-of-miscommunication-
77739?fbclid=IwAR0obFZwmXmGhdqR2Tg4s3dHHENTkjrpqM0dtWd9mlrtmEuwjh1YaKBJt
MO
BE. Accessed date September 14, 2020.
Physical Barriers to Communication," in Businesstopia, January 6,

ON
2018, https://www.businesstopia.net/communication/physical-barriers. Accessed date

September 16, 2020.
I
AT
"Psychological Barriers to Communication," in Businesstopia, January 6,

2018, http"s://www.businesstopia.net/communication/psychological-barriers. Accessed date
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September 16, 2020.

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1S
For inquiries and feedback, please write or call:

Department of Education, Region VII, Division of Cebu Province
Office Address: IPHO Bldg. Sudlon, Cebu City, 6000 Cebu
Telefax: (032) 255 - 6405
Email Address: cebu.province@deped.gov.ph
21
_______________________________________________________________________________________________________________________________________________________________

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Oral Communication Module 4

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Senior High School

Published by the Department of Education

Writer: Jane Aikeen A. Villaver S

Illustrator: Jane Aikeen A. Villaver

Dr. Ester A. Futalan Assistant Schools Division Superintendent

Dr. Mary Ann P. Flores CID Chief

Mr. Isaiash T. Wagas Education Program Supervisor – LRMDS

Printed in the Philippines by:

Department of Education, Region VII, Division of Cebu Province

Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City

Telefax: (032) 255 - 6405

E-mail Address: cebu.province@deped.gov.ph

For the Facilitator:

Learning is a constant process. Amidst inevitable circumstances, Department

The use of Teacher-made Educational Module aims to surpass the challenges

Competencies based on the K-12 Curriculum Competencies, to work on in accordance

Notes to the Teacher!

This part of the module gives you helpful

make the learning process easy and

As a significant stakeholder of learning, Department of Education researched

The first part of the module will keep the

developed and mastered.

This part aims to check prior knowledge on the

This part helps link the previous lesson to the

The lesson to be partaken is introduced in this

WHAT’S NEW through a story, a song, a poem, a problem

opener, an activity, a situation, or the like.

A brief discussion of the lesson can be read in

This part of the module is used to process

A transfer of newly acquired knowledge and

At the end of this module you will also find:

used in crafting and designing this module.

In using this module, keep note of the fundamental reminders below.

1. The module is government owned. Handle it with care. Unnecessary

marks are prohibited. Use a separate sheet of paper in answering all

the given exercises.

tasks and checking your answers are a must.

to clearly comprehend the first activity before proceeding to the next

Good day dear learner!

• explain why there is a breakdown of communication; and

• apply strategies to avoid communication breakdowns.

Hi! Welcome to Module 4 of you

module, you will discover the concept

of communication breakdown and its

find out how this breakdown of

I’m so excited for you to learn

b. communication process d. communication strategy

3. Any distractions can interfere with the effectiveness of communication, including a S

a. cultural barrier c. physical barrier

b. linguistic barrier d. psychological barrier

4. Which of the following situations can be considered as a problem encountered by

to wonder if any real understanding has taken place.

d. A new employee with an innovative idea fails to speak up at a meeting, chaired by

5. Which of the following refers to the way a person responds in a communication

a. cultural barrier c. physical barrier

b. linguistic barrier d. psychological barrier

a. outdated equipment c. political beliefs

b. age difference d. background and mind set

7. Which of the following is a physical barrier to listening?

a. uncomfortable seating arrangement c. well-ventilated conference room

b. poor acoustics d. both a and b

a. because the receiver is inattentive to details

b. because the receiver experiences information overload

d. all of the above