Interactive English

Interactive English
Learning Module No. 1 #
Learning Module on [Interactive English]

STUDENT
Name:
Student Number:
Program:
Section:
Home Address:
Email Address:
Contact Number:
PROFESSOR
Name:
Academic Department:
Consultation Schedule:
Email Address:
Contact Number:
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I. Course Code IE101

II. Course Title INTERACTIVE ENGLISH
III. Module Number 1
IV. Module Title Overview of the Communication Process,
Communication Models, The Nature of Listening,
Intrapersonal Communication
V. Overview of Communication plays a vital role in the
the Module lives of people. It can make people adjust in
the society and understand others.
Furthermore, good communication improves
the relationship between and among
individuals.
The course introduces the students to the
interactive realm of communication in the
English language. It utilizes the lessons learned
from previous English classes such as
morphology, phonology and syntax as
operational tools to make the students abreast
with development of technology and engaged
in an interactive sense.
In this module, you will be able to acquire
adequate knowledge of interactive
communication; demonstrate interactive skills in
English; understand the proper etiquette of
interactive communication; manifest right and
correct behavior in the conduct of interactive
communication; and realize the giftedness of
man to advance the level of communication.
VI. Module Outcomes As for the outcome of the module, you will
be tasked to present speaking activities that will

require the application of your grammatical
competence. These performance tasks will help
you develop your communication skills.
Likewise, you will be tasked to accomplish a
plethora of writing activities including an article
review.
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VII. General Instructions You must allot the necessary time to complete the
lessons each week. If you choose not to complete the
lesson using the schedule provided, you must
understand that it is your full responsibility to complete
them by the last day of completion.
The module is designed to assess student
understanding of the assigned lessons found within
the associated content of the midterm period of the
course. The assessment part of the module is
composed of varied types of questions and activities.
Pay attention to the answer to the assessment
questions as you move through each lesson. After
each module you will be given a summative test. Your
responses to the assessment parts of the module will
be checked and recorded.
Because the assessment questions are available
within the whole completion period and because
you can reference the answers to the questions within
the content modules, we will not release the answers
within modules. However, your professors are happy
to discuss the assessments with you during their
consultation time.
Good luck.
You may not work collaboratively. This is
independent work.

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LESSON: OVERVIEW OF THE COMMUNICATION PROCESS

LESSON OBJECTIVE
At the end of this lesson, you will be able to:

1. Recognize the genesis and concept of communication;
2. Demonstrate familiarity with the Communication Process; and
3. Compose an Article Review of the given paper.
GETTING STARTED
Directions: Twit your thoughts about communication using the KWL chart.
Compose your message in these cell phones.
What I Know What I Want to Know What I Learned

4
DISCUSSION
COMMUNICATION: GENESIS AND CONCEPT
We communicate so frequently that we fail to realize the importance and complexity of

the process. All human activity is based on communication and human beings cannot do
without communication. Human communication has progressed through four distinct phases.
Each phase is associated with a specific form of communication. The first phase began
with the verbal communication in which development of language took place. The second
phase was the era of written communication. In the third phase the printing era began with
Gutenberg and his Bible in 1456.
The fourth phase was the age of telecommunications which began with Morse‗s
telegraph and was perpetuated by Marconi‗s wireless. After passing through the four phases, we
are currently in the fifth phase in which there is emphasis on interactive communication systems
The term of Communication comes from the Latin word ―Communis meaning
common. When we communicate with someone, we try to establish a certain degree of
commonness with the communicate e. g., by sharing some information, an idea or an attitude.
Communication, therefore, refers to transmission or exchanging of Information, messages etc.
Information and Communication are two interlinked terms in the sense that without information
communication is not possible.
In ordinary usage, the verb to communicate„ means (1) to exchange thoughts, feelings,
information; (2) to make know; (3) to make common; and (4) to have a sympathetic
relationship. In the noun form, communication refer to (1) the exchange of symbols, common
messages, information; (2) the process of exchange between individuals through a common
system of symbols ; (3) the art of expressing ideas ; and (4) the science of transmitting
information.

Communication taken place when people send or receive message of various kinds. It is
not only human being who communicate, the animals also transmit and receive messages
largely by instinct. However, man has been described as the ― communicating animal with a
variety of processes of Communication. Human communication is a complex activity. We are
usually not aware of its complexity as we talk, listen, read, write, watch television, or listen to
radio etc.
TYPES OF COMMUNICATION
1. Non-vocal Communication
Non-vocal Communication refers to the use of signs, signals and symbols, gestures etc.,
in the communication process. Signals, signs and symbols are the three related components of
non-vocal communication process which are found in all know cultures.
2. Vocal Communication
Vocal Communication refers to any form of communication that uses the human vocal
chords. It can range from shouting to spoken languages.
3. Non Verbal Communication
Non Verbal Communication includes actions such as gestures, vocalizations,

facial expressions and other behaviors.
4. Verbal Communication
Verbal Communication refers to the use of words are often viewed as the primary if not
the only means by which information can be conveyed from one person to another.
Communication by facial expression, by tone of voice, by touch etc., comes under the category
of non-verbal communication.
5. Intrapersonal
Communication within one person, it could be talking to you, reading something etc. In
this type of communication, the source and the recipient of information are limited to one
person.
6. Interpersonal
Communication between two or more persons.
Interpersonal communication could be face to face or it could be at a distance with
the help of telephone, letters etc.
7. Group Communication
It could be categorized into small group consisting of two or more persons, usually not
more than 25, or large group where there is communication by one or several persons to an
audience of 25 or more persons.
8. Public or Mass Communication
It refers to communication from one person or a group of persons, through special

media, to large audiences.
PROCESS OF COMMUNICATION
BASIC ELEMENTS OF COMMUNICATION PROCESS
Communication is not something that happens in a disjointed fashion. It is an

endless and continuous process in which the entire humanity is involved. Communication
process always requires at least three basic elements – the Source, the Message and the
Destination.
SOURCE MESSAGE DESTINATIO

N
Source - is the point at which the message originates. It is, therefore, also referred to as
sender or initiator of information.
Message - may be in the form of written or printed text, sound or light waves in the air,
impulses in the electric current, or in the form of any other signal which is capable of being
interpreted meaningfully.
Destination - is the intended target of the message. Destination could be an individual or a

group, or a mob.
A COMMUNICATION PROCESS MODEL
Sender - may be individual or group of individuals or any organization, who desires to share
information for a predetermined purpose or for an expected action or response.
Encoding - to transform the idea into words, symbols, pictures, diagrams, gestures i.e., it is a
method to provide a concrete shape to the message.
Message - the physical form of the thought which can be experienced and understood by one
or more senses of the receiver.
Channel/Media - a vehicle in the transmission of a message.
Decoding - translation of information received, into an understandable message to interpret it.

Receiver - The person or group, who perceives the message and attaches some
meaning to the message.
APPLICATION
Visit https://www.stevenson.edu/online/about-us/news/importance- effective-
communication and read the article titled: The Importance of Effective Communication by
Yemi Faleti. Afterwards, compose a 500-word Article Review. Substantiate your review using
scholarly references. Your article review shall entail
the following parts: Summary, Critique, Conclusion, and References (must be in APA format).
Submit your output to this link (https://forms.gle/tU9FBBHVZgAZN3sx9)
(Style Guide: A4, 12 Arial, 1.5 spacing, margin 1,)

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Your paper will be graded using the following rubric:
Components Highly Competent Satisfactory Unsatisfactory Your

Compet Scor
ent e
Identification of 15-20 points 10-14 points 5-9 points
0-4 points
Premise and Includes Includes One of the
Supporting accurate accurate following is More than
identification of identification of one of the
Points article premise, article premise, missing or following are
(Argument)
20 points significant importance to insufficiently missing or
points the insufficiently
in support of course, analytical:
the significant analytical:
premise, and points in support accurate accurate
the of
significance of the premise, identification identification
these to the and/or of of article
field, but one or article
premise, premise,
course and/or more of them importance to importance to
field need the the course,
improvement course,
significant significant
points in points in
support
of the support of the
premise, premise,
and/or field and/or field;
those included
need
improvement
Application of 15- 20 points 10-14 points 5-9 points
Analysis Includes several Includes some Includes few 0-4 points
20 points analyses that analyses that analytical Includes
relate the relate the article statements general
article to to that opinionated
course content course content relate the
and article statements
and real-life real-life to course that are
situations content
unrelated to
situations and real-life
situations the course
content and
real-life and/or
are
substantiated.
Critical 15-20 points 10-14 points 5-9 points
Evaluation of Includes critical Includes critical Student‘s 0-4 points
opinion Student‘s
premise and thinking that thinking that of the article is opinion of the
clearly
supporting clearly states stated, along article is not
states the
points the student‘s with clear; critical
(argument) student‘s opinion and critical
informed some evaluation thinking is not
30 points and evaluation of of the article‘s evident
substantiated the premise
opinion, article‘s premise
thorough and/or and/or
evaluation of argument, but
the arguments some
article‘s but overlooks
premise, some points significant
and supporting points are
points overlooked
APA Formatting 9-10 points 6-8 points 3-5 points 0-2 points
10 points Documents Documents Reflects Uses little to no
sources using sources using incomplete correct APA
APA formatting APA formatting knowledge of formatting
accurately and with APA
consistently minor violations formatting.
Writing 9-10 points 6-8 points 3-5 points 0-2 points
Mechanics Writing Writing is mostly Writing lacks Writing lacks
10 points is clear and clear and clarity or clarity and
concise. concise. conciseness. conciseness.
Sentence
Sentence structure Minor Serious
and grammar
structure are problems problems

9
and grammar strong and with sentence with sentence

are mostly structure and structure and
excellent. correct. Few
Correct minor some grammar.
use of errors in
punctuation. punctuation errors. Numerous
No spelling and/or Several major and/or
errors. spelling. minor errors minor errors in
in spelling in
punctuation punctuation
marks and
and
spelling. spelling.
Organization 9-10 points 6-8 points 3-5 points 0-2 points
10 points The The overall Arrangement Arrangement
organization arrangemen is less than is haphazard
results in t is logical clear, or and difficult
clarity and but can organization to follow;
presents occasionally is clear but paper strays
logically be difficult to there are substantially
arranged follow some from
points digressions topic
TOTAL
SUMMARY OF THE LESSON

1. Communication, therefore, refers to transmission or exchanging of Information, messages
etc. Information and Communication are two interlinked terms in the sense that without
information communication is not possible.
2. Types of communication are non-vocal communication, vocal communication, nonverbal

communication, verbal communication, intrapersonal, interpersonal, group communication,
and public or mass communication
3. Communication process always requires at least three basic

elements – the Source, the Message and the Destination.

ASSESSMENT
Exercise 1
Directions: Read the given paragraphs. Then, complete the paragraphs by filling in each blank
with the missing word(s).
(1.) has progressed through four distinct phases.

Each phase is associated with a specific form of communication. The first
phase began with the (2.) in which development
of language took place. The second phase was the era of (3.). In
the third phase the (4.)
era began with Gutenberg and his Bible in 1456. The fourth phase
was the age of (5.) which began with Morse‗s telegraph and was
perpetuated by Marconi‗s wireless. After passing through the four phases, we are currently in
the fifth phase in which there is emphasis on (6.) systems.
The term ‗communication‘ comes from the Latin word (7.) meaning common.
When we communicate with someone, we try to
establish a certain degree of (8.) e. g., by sharing some (9.) , an idea or an attitude.
Communication, therefore, refers to (10.) or exchanging of Information, messages etc.
Exercise 2
Directions: Read each item and write the letter of the correct answer on the line provided before
each number.
1. Which of the following is a definition of the term ―communication‖

based
on the Oxford English Dictionary?
A. to exchange thoughts, feelings, information; to make know; to make common; and to have
a sympathetic relationship
B. a face-to-face conversation between two persons; conversation over the telephone,
correspondence between friends
C. the imparting conveying or exchanging of ideas and knowledge whether by speech,
writing or singing
D. the transfer of thoughts and message as contrasted with transportation of
goods and persons.
2. Which refers to the point at which the message originates?
A. message B. destination C. source D.feedback
3. Which pertains to the physical form of the thought which can be experienced and
understood by one or more senses of the receiver?

4. Which is referred to as the intended target of the message that could be an
individual or a group, or a mob?
5. Which is defined as the response to the message received by the receiver of the
information, which sends back to the sender of the information?
6. A certain look or glance is an example of...
A. verbal communication C. oral communication

B. written communication D. non verbal communication
C.
7. Which of the following is NOT a medium of transmission?
A. memos B. policy statements C. discussions D. none of
the aforementioned
8. Noise is not a problem at which stage of the communication process?
A. source C. receiver
B. decoding D. none of the aforementioned
Exercise 3
Directions: Read each item and provide the word(s) being asked for.
1. a vehicle in the transmission of a message

2. any interference with the normal flow of understanding
from one person to another
3. a type of communication that uses words by which
information are conveyed from one person to another
4. transforming the idea into words, symbols, pictures, diagrams,
gestures and providing a concrete shape to the message
5. translating the information received, into an

understandable message to interpret it
6. a type of communication that could be face to face or it could be at a
distance with the help of telephone, letters etc.
7. communication within one person that could be talking to
oneself, reading something etc.
8. a type of communication that includes actions such as gestures,
vocalizations, facial expressions and
other behaviours
9. happens when the source transmits the message
and the destination receivers it
Exercise 4
Directions: Read each item and write the letter of the correct answer on the line provided before each
number.
1. Communication is a process" means that

a. communication has clear beginning and ending points.
b. communication resembles still pictures more than motion pictures.
c. communication is ongoing and continuous.
d. communication consists of discrete and separate acts.
2. Journaling (keeping a private journal in which you write down your feelings and
thoughts with the intention that only you will read it) is an example of
a. dyadic communication. c. mass communication.
b. intrapersonal communication. d. interpersonal communication.
3. All but one of the following are elements involving the
communication process. Which one is not an appropriate element?
a. Message b. Receiver c. Sender d. Technology
4. In the communication process, decoding takes place
a. By the receiver. c. When dealing effectively with the element of noise.
b. By the sender. d. Within the message.

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ENRICHMENT ACTIVITIES
Directions: On the blanks before the situation described, put a check mark if
urgent communication is needed; put an x if it is not.
1. You see your name in the list of applicants who passes a scholarship exam given by a
prestigious non-government organization.
2. It‘s 11 o‘clock p.m. and you find it impossible to go home because of a raging
typhoon and waist-deep flood. There are np vehicles available; many of your classmates
have decided to pass the night in your school.
3. At around 9 o‘clock a.m., you read an AD in your newspaper for a summer

workshop for voice and drama. You‘re interested, but your parents are in their offices.
They are expected home in the evening.
4. A school, five houses away from your house is on fire. It‘s a Sunday;
there
are no classes then.
5. You are the leader of a weekend mountain-climbing team. Halfway to the
mountaintop, two of your companions meet with an accident that needs professional medical
attention.
6. You are a ―kagawad‖ in your Barangay. You receive a copy of the
Solid
Waste Management Law, together with a letter from your Barangay Captain asking you to help in
its implementation. This involves the youth whom you represent; so you want them to know what
role is expected of them.
7. Your Parish Council calls on all basketball teams in your
community to participate in a basketball tournament to be held as a part of the Paris fiesta
celebration. You want your team to participate. You have barely three weeks to prepare.
8. You are supposed to be present in a baptismal ceremony as one of the sponsors. The
ceremony starts at 11:30 but at 11:15 you are caught at an unusually heavy traffic where you are
stalled. You will surely be late for the ceremony, but you will try to catch up anyway.

TOPIC: COMMUNICATION MODELS LESSON
OBJECTIVE

1. Recognize the different communication models;
2. Compare and contrast the different comm
3. Create an original communication model.
DISCUSSION
In order to explain the social process of communication, scholars have
communication, but emphasizes different parts of the communication process.
The models provide pictures, or visual representations, of complex

inter ctions. They are useful because they simplify the basic structure of a
communication and can help us to understand that structure not just verbally, but
also visually. Most importantly, they identify the various elements of
communication and serve as a kind of map to show how different parts of the
communication process are interrelated. Shannon's Model

of the Communication Process

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Shannon's (1948) model of the communication process is, in important ways, the
beginning of the modern field. It provided, for the first time, a general model of the
communication process that could be treated as the common ground of such diverse disciplines
as journalism, rhetoric, linguistics, and speech and hearing sciences.
Shannon's model breaks the process of communication down into eight discrete
components:
1. An information source. Presumably, a person who creates a message.
2. The message, which is both sent by the information source and received by the destination.
3. A transmitter. For Shannon's immediate purpose a telephone instrument that captures an

audio signal, converts it into an electronic signal, and amplifies it for transmission through the
telephone network. The first, the mouth (sound) and body (gesture) create and modulate a
signal. The second layer, which might also be described as a channel, is built of the air (sound)
and light (gesture) that enable the transmission of those signals from one person to another. A
television broadcast would obviously include many more layers, with the addition of cameras
and microphones, editing and filtering systems, a national signal distribution network (often
satellite), and a local radio wave broadcast antenna.
4. The signal, which flows through a channel. There may be multiple parallel signals, as is the
case in face-to-face interaction where sound and gesture involve different signal systems that
depend on different channels and modes of transmission. There may be multiple serial signals,
with sound and/or gesture turned into electronic signals, radio waves, or words and pictures in a
book.
5. A carrier or channel, which is represented by the small unlabeled box in the middle of the
model. The most commonly used channels include air, light, electricity, radio waves, paper,
and postal systems. Note that there may be multiple channels associated with the multiple
layers of transmission, as described above.
6. Noise, in the form of secondary signals that obscure or confuse the signal carried.
7. A receiver. In Shannon's conception, the receiving telephone instrument. In face to face

communication a set of ears (sound) and eyes (gesture). In television, several layers of
receiver, including an antenna and a television set.
8. A destination. Presumably, a person who consumes and processes the message.
Lasswell’s Model
Lasswell, a U. S. Political Scientist developed this model in 1948. This model is very
useful to split the communication process into different components. The value of this model
lines in its use as a structuring device and in situations in which the sender has a clear interest
to influence the receiver.
Lasswell‘s model can be interpreted in the context of Libraries in the following manner:
 Who? Authors, Publishers, Research bodies, Translators, Professional bodies, etc.
 What? Symbolic contents of knowledge, use of language notations, symbols etc.
 Which channel ? Books, Journals, Mass, Reports, Conference proceedings,
Audio Visual materials, Computer media etc.
 Whom? Library users or members of society
 What effect? Knowledge addition to individuals of society or users of library
George Gerbner’s Model

This model is conceptually different form the earlier two models. Gerbner
developed this model in 1956. The essence of this model is to
―connect the communication situation and the participant‗s perception
of and response to the situation and the communication process. This model can incorporate
machine as well as human process in different combinations and at various stages.
(i) Perceptual Dimension:
An ‗E‘ is an event happens in the real life and the event content or message is perceived by ‗M‘
(Man or a Machine). After Perceives the message from ―E‖ by ―M‖ is known as ―E1‖. E1
is not same as like ‗E‘. Because any man or machine can‘t perceives the whole event
and they perceives only the part of the event (E1). This is known as ―Perceptual
Dimension‖.
These three factors (Selection, Context, Availability) are involved between

‗E‘ and ‗M.‘
M (man or machine) cannot perceive the entire content of the event ―E‖. So M
selects the interesting or needed content from the entire event and filtering the others.
The context occurs in the event and
Availability is based on ‗M‘s attitude, mood, culture and personality. (For e.g. How a
journalist perceives the messages from the event and also can‘t

focus the whole event so they filter the unwanted or unrelated content from the event. This
filtered content is not same as like the actual event content because the journalist edits the
content based on his attitude, mood and cultural background or press policies).
(ii) Means and Controls dimension:
E2 is the event content which is drawn or artified by M. Here M becomes the source of a
message about E to send someone else. M creates a statement or signals about the message and
Gerbner termed its Form and content as ―SE2‖. S (Signal or Form) it takes and E2 (Man‘s
content). Here Content (E2) is structured or formed (S) by ‗M‘ and it can communicate in a
different ways or based on the structured ways.
M has to use channels (or media) over to send the message which he has a greater or
lesser degree of control. The question of ‗control‘
relates to M‘s degree of skill in using communication channels. If using a verbal channel,
how good is he using words? If using the Internet, how good is he at using new technology
and words?
This process can be extended to infinitum by adding on other receivers (M2, M3etc.)
who have further perceptions (SE3, SE4 etc.) of the statements about perceived events.
Example:
In case of news reporting, E can be any event that has happened and the reporter (M)
selects a particular part of event (E1) that may be provide his channel higher TRP ratings or the
news may boost the particular party which his channel supports. This SE2 is sent through a
medium to the mass audience. Then the audience distributed the message (SE2) and he (M1)
sends to his friends with his interpretation and the process continues.
Aristotle Model

Aristotle Model is mainly focused on speaker and speech. It can be broadly divided
into 5 primary elements: Speaker, Speech, Occasion, Audience and Effect.
The Aristotle‘s communication model is revolves around the speaker as the main concept
of this theory is that, speaker plays the most important role in communication and it is the only
one who holds the responsibility to influence his/her audience through public speaking. It is the
speaker‘s role to deliver a speech to the audience. The audience is passive, influenced by the
speech. This makes the communication process one way, from speaker to receiver.
The speaker must organize and prepare his/her speech beforehand, according to the
target audience and situation (occasion). Even if the model is speaker oriented and focuses on
audience interaction in communication, there is no concept of feedbacks.
For instance, a politician (speaker) gives a speech to get votes from the civilians
(audience) at the time of election (occasion). The civilians only vote if they are influenced by
the things the politician says in his speech so the content must be very impressive to influence
the mass and the speaker must design the message very carefully.
The speech must be clear as well as the speaker must have a very good non verbal
communication with the audience like eye contact. This example is a classic case of
Aristotle Model of Communication depicting all the elements in the model.

Berlo’s SMCR Model
 Prepositional Verb
Sender is the source of the message or the person who originates the message.
The communication skills of a person is a factor that affects the communication
process. Communication skills include the skills to speak, present, read, write,
listen, etc.
Attitude
The attitude of the sender and the receiver creates the effect of the message. The
person‘s attitude towards self, the receiver and the environment changes the meaning
and effect of the message.
Knowledge
Knowledge on the subject matter makes the communicator send the message effectively.
Social Systems
Values, beliefs, laws, rules, religion and many other social factors affect the sender‘s
way of communicating the message. It creates difference in the generation of message.
Culture
Cultural differences make messages different. A person from one
culture might find something offensive which is very much accepted in
another culture.
A message is the substance that is being sent by the sender to the receiver in the form
of voice, audio, text, video or other media.
Content is the thing that is in the message. The whole message from beginning to end
is the content.
Elements are the non verbal things that tag along with the content like gestures, signs,
language, etc.
Treatment is the way in which the message is conveyed to the receiver. Treatment also affects
the feedback of the
receiver. The structure of the message or the way it has been
structured or arranged, affectsthe effectiveness
of the message.
Code is the form in which the message is sent. It might be in the form of language,
text, video, etc.
Channel is the medium used to send the message. In mass communication and other
forms of communication, technical machines might be used as a channel like telephone,
internet, etc. But in general communication, the five senses of a human being is the channel for
the communication flow and it affects the effectiveness of the channel.
Hearing – We receive the message through hearing.
Seeing – We perceive through seeing. We also get non-verbal messages by seeing.
Touching – Many of the non-verbal communication happens from touching like

holding hands.
Smelling – We collect information from smelling.
Tasting – Taste also provides the information to be sent as a message.
Receiver is the person who gets the message sent in the process.
The message might not have the same effect as intended if the receiver and sender are not
similar. The receiver must also have a very good listening skill.

APPLICATION
Create your own Communication Model. Make sure that you include the basic elements
of communication process. Add other elements that you think are necessary to make your model
unique. Then, explain your model comprehensively and cite situational example(s). Use 8.5x13
in a landscape orientation bondpaper.
Submit your output to this link (https://forms.gle/rynq98qEkwW9Wesg7).
Your output will be marked using the following rubric:
Criteri Excellen Goo Averag Needs

a t5 d e3 Improveme
4 nt 2-1
The model is unique and has

essential elements.
Drawing is accurately
labeled.
Drawing has a title that helps
explain the content.
Drawing includes a written

position
(comprehensi
ve statement that explains
what the model is intended
to show) and
has situational example(s)
Drawing is legible and large

enough to see all details.

1. Shannon's model breaks the process of communication down into eight discrete
components: information source, message, transmitter, signal, carrier or channel, noise,
receiver, destination.
2. Lasswell's model of communication (also known as Lasswell's
who said it, what was said, in what channel it was said, to whom it was said, and
with what effect it was said.
3. Gerbner proposed two dimensions in the communication process of communication,

Perceptual Dimension and Means and control dimension.
5. Berlo‘s SMCR Model of Communication represents the process of communication in its

simplest form. The acronym SMCR stands for Sender, Message, Channel, and
Receiver. Berlo‘s SMCR Model of Communication describes the different components
that form the basic process of communication.
ASSESSMENT
Directions: A. Provide what is being asked for in each of the items. Write the correct answer
on the line provided.
1. The essence of this model is to ―connect the communication

situation and the participant‗s perception of and response to the
situation and the communication process.
2. The value of this model lines in its use as a structuring device and
in situations in which the sender has a clear interest to influence
the receiver.
3. a communication model that breaks the
process of communication down into eight discrete
components
4. This model states that communication starts from source and
it is encoded transmitted through signals that are re-decoded either
manually or mechanically and reach destination.
5. Which of the following is NOT part of the Shannon and Weaver
Mathematical Theory?
a. Source b. Transmitter c. Computation d. Channel e. Receiver
6. What are some of the dangers of global communication?
a. False rumors can negatively impact company stocks.
b. Increased connectivity and engagement among people from
different cultures can fuel rifts instead of rational discussions. c. Media
organizations could become subject to greater
government regulation.
d. All of the above.
e. None of the above
sheet if necessary.

Directions: B. Provide what is being asked for in each of the items. Write the correct
answer on the line provided.
Directions: Give one situational example for each of the communication models. Write
down your answers on a separate sheet.
Shannon Lasswell Aristotle Georg Berlo

- e
Weaver Gerbn
er
LESSON: THE NATURE OF LISTENING

LESSON OBJECTIVE
1. Recognize the importance of listening;
2. Demonstrate familiarity with the process and types of listening; and
3. Create a brochure which aims to promote effective listening.
GETTING STARTED
Directions: Place a ticking clock in a very quiet room; listen intently for two minutes
without wavering for a second. Gradually increase the duration to ten minutes. Do the same
exercise but this time stay in a room where there is considerable noise. Can you observe a
particular pattern or sequence of sounds. Write down your thoughts below.

DISCUSSION
Listening is a very important area of communication process because we spend most of
our time in work and play listening. It is not just a passive state where we find ourselves.
Oftentimes however, we do not listen effectively. Studies show that we usually forget form
one-third to one-half of what we hear within eight hours or even less due to our inability to
listen well. Such inability leads to misunderstanding and miscommunication or no
communication at all.
At this point, it must be understood that effective communication, in part, comes

through a constant awareness and study how listeners respond. This is especially so if we
consider the axiom that meaning is altogether in the mind of the listener.
Definition of Listening
Listening is defined as a process or an activity of paying attention to what one hears

and trying to understand or to get the meaning conveyed or implied by the speaker.
Just like the other macro-communication skills (speaking, listening, reading, writing),
listening can be required, learned, and practiced. When we listen effectively, we really pay
attention and think about what we hear, what we understand, and what we remember.
We are successful in listening when we are able to comprehend what speakers mean
when they use certain words in certain ways on certain occasions. According to experts,
listening entails comprehending a ―speaker‘s accent or pronunciation, his grammar and his
vocabulary, and grasping his meaning.‖
There are specific listening skills called ―enabling skills‖ that one needs to
develop. Yagang cited Willis‘ list of these micro-skills:

The Process of Listening
Listening according to experts is a dynamic, transactional, an active and complex

process rather than stagnant, linear, passive and an easy one. The process of listening can be
illustrated as a series of stages:
MODEL

Stage 1: Hearing
Hearing ─ this process happens when the ear receives the
sound waves. The hearing of sound is affected by three
important factors such as auditory acuity, masking and
auditory fatigue.
Auditory acuity ─ The ears‘ capacity to respond to
various frequencies or tones at various levels of
loudness of intensities.
Masking ─ This is evident when two competing sounds are

present, for instance, the message that you intended to receive and
the background noise fall within the same frequency.
Auditory Fatigue ─ The effect of continuous and prolonged exposure to sounds of certain
frequencies such as dull, monotonous voice of a speaker, and exposure to noise sources. All of
these may have damaging effect like hearing loss to a listener. An earplug is advised when the
ears are exposed to such noise to prevent hearing loss.
Stage 2: Identifying and Recognizing
Mental reorganization ─ this is done by the

listener when he/she uses a ―system in order to
remember and structure the incoming sounds
such as recoding and regrouping the sounds,
syllabifying the word, and group number in
batches.

Association ─ when making association,
the listener is linking the sounds with
his/her field of ―experiences, memories,
and backgrounds.‖
Identifying & Recognizing ─ this is the net stage in the listening process. At this point, ―patterns
and relationship‖ are identified and recognized. The quality of
auditory analysis, mental reorganization, and association may affect this stage Auditory analysis ─
The listener compares the sounds that are
heard with the ones that are known to him/her in terms of their likeness and
differences. Stage 3: Auding
Auding ─ at this final stage of listening, the listener assigns

meaning to the sounds using his
M
E ―experimental background‖ and some thinking skills
A
N listed below, ―assimilates the words and responds
to
I
N them with understanding and feeling.‖
G
Indexing ─ The thinking skill is arranging the material
according to importance through searching of main ideas down

to its subordinating ideas. This is also identifying the relevant
from the irrelevant ideas. Furthermore, the listener arranges the
parts of the message to come up with the whole idea.
Note sequencing ─ This time, the listener arranges the material in terms of time, space,
position or some other relationship. This may not only help in assigning the meaning but also
in recalling the details.

Forming Sensory Impression ─ The skills of using different senses to form ―sensory
images‖ or ―visual impression‖ for added dimension to the meaning of the verbal message.
Appreciating ─ Finally, when auding, the listener must appreciate or

respond to the ―aesthetic nature of the message‖ especially when the material
needs an ―emotional response.‖
Types of Listening
The varied reasons that are mentioned above would bring us to several types of listening
which can be determined by how one pays attention to what was said.
Experts classify listening into the following:
1. Active or attentive listening – this happens when a listener hears the sound, tries to
understand it, remembers it, and most importantly acts on it intelligently. Active listening is
called for when one has to listen to directions, instructions, informative talk such as lectures or
oral reports.
2. Passive listening – This is the same as hearing or just the process of receiving the sounds
though the sound waves. In this type of listening, a listener simply hears the sounds but it does
not do something about it. After he receives it, he/she wanders around the sound and does not
pay attention to it.
3. Critical or analytical listening – When one has to decide whether to accept or reject
what one has told. . This type of listening is very evident when viewing advertisements,
listening to persuasive or political speeches and debates, and in doing problem solving
situations.
4. Appreciative listening – The listener in this type of listening is simply deriving
entertainment or pleasure from what he/she hears. The enjoyment may be derived from the
tune, tempo or rhythm of the song he/she hears, or from the humor of the joke cracks by
someone.
Barriers to Effective Listening
There are many hindrances to effective listening. According to Bulan and De Leon
(2003), these distortions are present in transmitting messages because “listeners are
influenced by their habits, attitudes and expectations which they bring to that listening event.”
Hence, they suggest that listener should pay attention to these hindrances and

must do something about them.
The following summarizes these obstacles identified by Bulan and De Leon along
with their suggestions on how to overcome them.
Guides to Effective Listening

Thefollowing solutions do not list or exhaustall the possible solutions; however, they
could give you some ideas for evaluating your own listening behaviours. The first six were
suggested by Buerkel-Rothfuss (1985): whereas the last ones by Bulan and De Leon(2002)
Buerkel-Rothfuss(1985): Bulan & De Leon(2002)
1. Listen actively. 7. Listen with empathy.

2. Avoid hastly conclusions. 8. Listen for totalmeaning.
3. Use thinking time. 9. Listen with an openmind.
4. Listen for more thanfacts. 10. Give effective feedback.

5. Listen rationally, notemotionally. 11. Listen critically.
6. Focus on more than just thespeaker.

APPLICATION
Create a tri-fold brochure that aims to promote effective listening. This should be done in
8.5x11 paper in landscape orientation. Apply your understanding about ways on effective
listening. Be as creative as you can be. Graphics, illustrations, and other similar inclusions
may be used to make your output more presentable. However, the high percentage of your
grade will be taken from the content itself.
Submit your output to this link
(https://forms.gle/d5sCz1MYxe99WTmR9) Your output will be
graded using the following rubrics:

33

1. Listening is the active intellectual process of decoding, interpreting, understanding and
evaluating messages. It is a mode of communication just as important as the other modes
like speaking, reading and writing.
2. The listening process has three stages such as hearing, identifying and recognizing,
and auding.
3. There are four types of listening namely: active or attentive listening, passive listening,
critical or analytical listening, and appreciative listening
4. Listeners are influenced by their habits, attitudes and expectations which they bring to
that listening event.
ASSESSMENT
Directions: Read and analyze each of the items. Then, write the letter of the correct answer on the
space provided before each number.
1. Which of the following kinds of communication do students spend most time engaged
in…?
a. listening b. speaking c. reading. d. writing
2. Which of the following behaviors are part of active listening?
a. maintain eye contact c. asking for clarification
b. nodding and making eye contact d. all of the above.
3. A friend tells you, ―I‘m afraid my boyfriend is seeing his old girlfriend behind
my back; I don‘t know what to do. I can‘t live without him.‖
Which of the following responses is a paraphrase?

a. You‘re afraid your boyfriend is seeing his old girlfriend behind your back, you don‘t know what
to do, and you can‘t live without him.
b. Don‘t worry. I‘m sure it‘s not true. He loves you.
c. You‘re feeling very insecure because your relationship was never very strong.
d. You‘re very afraid that your boyfriend may still have feelings for his old
girlfriend and you‘re afraid you‘ll lose him.
4. In which of the following situation is a verbal communication necessary?
a. Calling someone on the phone c. Hurrying to your classroom b. Listening to a radio

program d. Running to a track meet
5. Nana Delia would like to ask Rico about an upcoming event on Monday. In the
communication process, Nana Delia is in the step of .
a. Giving feedback c. Decoding the message b. Activating the stimulus d. Ending the
conversation
6. Maria has a habit of ignoring the messages of her classmates. Which of the
following elements is usually missing from interactions with Maria?
a. Channel b. Context c. Participation d. Feedback

7. Most of our waking time goes in:
a. reading b. writing c. hearing d. speaking
8. Listening, like speaking, reading, and writing, is:
a. an art b. a habit c. a gift of nature d. a skill
9. A serious listener concentrates on:
a. the speaker‘s body language c. other thoughts
b. the message d. the speaker‘s physical appearance
10. As a sympathetic listener, you should consider the message from the point of view
of:
a. others b. yourself c. the speaker d. the audience
11. When a listener abstracts partially, listening is:
a. distorted b. slanted c. obstructed d. helped
12. Good listeners concentrate on:
a. minor details c. important words
b. the speaker‘s main thought d. the speaker‘s every word
13. A reflective listener:

a. repeats the message‘s essential parts
b. ignores the details
c. thinks about the speaker‘s message
d. appreciates the message

14. A clarifying listener:
a. explains the message
b. elaborates the speaker‘s underlying thoughts and feelings
c. repeats what is said
d. illustrates the message with examples
15. Listening and hearing refer to:
a. mental and physical acts, respectively b. the same
thing
c. a specific act versus a general act
d. different things
16. Listening, to a large extent, depends on a person‘s:
a. interest in others c. taste for gossip b. desire to know d. closed

mind
Directions: A. Match the word in Column A with Column B. Write the letter of the
correct answer on the space given before each number.
Column A Column B
1. understand A. relevant points
2. recognize B. one‘s own knowledge
3. retain C. intonation patterns and stress
4. guess D. unknown words or phrases
5. predict E. cohesive devices and discourse markers
6. identify F. what people are going to talk about
7. use
Directions: B. Identify the word(s) being asked in each item. Write the correct answer
on the space given before each number.
8. This is evident when two competing sounds are present, for instance, the
message that you intended to receive and
the background noise fall within the same frequency.
9. The thinking skill is arranging the material according to importance

through searching of main ideas down to its subordinating ideas.
10. The listener must respond to the ―aesthetic nature of the
message‖ especially when the material needs an ―emotional
response.‖
11. This process happens when the ear receives the sound waves
12. In this type of listening, a listener simply hears the sounds
but it does not do something about it.
13. The listener assigns meaning to the sounds using his
―experimental background‖ and some thinking skills listed
below, ―assimilates the words and responds to them with
understanding and feeling.‖
14. the effect of continuous and prolonged exposure to sounds of certain
frequencies such as dull, monotonous voice of a speaker, and exposure
to noise sources
15. the ears‘ capacity to respond to various frequencies or tones at various
levels of loudness of intensities
16. when one has to decide whether to accept or reject
what one has told
17. A type of listening that happens when a listener hears the sound, tries
to understand it, remembers it, and most importantly acts on it
intelligently
18. The listener is linking the sounds with his/her field of
―experiences, memories and backgrounds.‖
19. when he/she uses a ―system‖ in order to remember and
structure the incoming sounds such as recoding and
regrouping the sounds, syllabifying the word, and group number in
batches.
20. The listener in this type of listening is simply deriving
entertainment or pleasure from what he/she hears.
21. defined as a process or an activity of paying attention to what one hears

and trying to understand or to get the
meaning conveyed or implied by the speaker.
REFERENCES
Diaz, R. (2005). Speech and Oral Communication for College Students.
Mandaluyong City, Philippines.
Purposes of listening. (n.d.). Retrieved June 27, 2016, from

http://www.slideshare.net/HafsaQureshi1/purposes-of- listening
Models of Listening. (n.d.). Retrieved June 27, 2016, from
http://www.slideshare.net/TwoistingTomatoFries/models-of-
listening-49274876
Mercado, A. D. & Yosa, M. (2011). Workbook in English 3: Speech
Communication.
https://www.communicationtheory.org/gerbners-
generalmodel/
https://medium.com/@pragyamishra_84005/aristotles-model-of-
communication-
254aa568fb0a#:~:text=Aristotle%20Model%20is%20mainly%20focused,%2C%20Occasi
on%2C
%20Audience%20and%20Effect.&text=Even%20if%20the%20model%20is,is%20no%20 concept
%20of%20feedbacks

LESSON: INTRAPERSONAL COMMUNICATION
One cannot really communicate effectively with the outside world, unless one masters the art of communicating
effectively with oneself. In contrary with the interpersonal communication, intrapersonal communication
implies with the self. Furthermore, this is not only about communication within the self, it also involves the
process of thinking and feeling which helps an individual to have clarified self-concept. In addition,
intrapersonal communication is necessary in order to develop an effective interpersonal communication.
LESSON OBJECTIVE
 Thinking  Studying
 Analyzing  Talking and writing to yourself (as
 Meditating when you write in a diary or
journal)
 Reflecting
Wiseman & Barker’s Intrapersonal Communication Model

8 STAGES OF COMMUNICATION
1.Reception 6. Incubation
2.Discrimination 7. Symbol encoding
3.Regrouping 8. Transmission
4. Symbol Decoding
5. Ideation

4
Wiseman & Barker’s Intrapersonal Communication Model

1. RECEPTION
- it is when the stimuli are received by the body Two
Types of Stimuli
a. Internal stimuli—are nerve impulses received by the brain because
of the psychological state of the body at a given instant. It can be physiological
or psychological; Feelings such as fears, worry, anticipation, happiness
excitement, sadness, anger.
b. External stimuli—Impinge upon the communicator from his
immediate environment. They are received from the sources outside the
communicator‘s body. There are hundreds of stimuli reaching each person at
any given instant.
- We receive stimuli through the five senses: TASTE, SMELL, SOUND, SIGHT, &
TOUCH. It is plain physiological
2. DISCRIMINATION
-Discrimination is a process by which the brain determines what stimuli can stimulate
thought. The process is influenced by the actual intensity or loudness of the message or the size
or magnitude of a gesture or movement.
3. REGROUPING
-is the second process which operates almost simultaneously with discrimination. This refers to
the ordering of stimuli. This process allows your brain to put the stimuli into a meaningful sequence
that will enable you to act on the strongest
andmost important stimulus first totheleast. *After discrimination and regrouping are completed,
two symbolic transformations occur.*
4. SYMBOL DECODING
Decoding changes these raw stimuli into thought symbols. Most biologists agree
that we think in terms of electro-chemical impulses.
5. IDEATION
-Ideation is the process of thinking, planning, and organizing your thoughts. It
involves drawing together information and relating it to the message you wish to
communicate.

5
6. INCUBATION
-Incubation is the process of allowing ideas ―to jell‖ in the mind. You do this to ensure
that your ideas will be received favorably when you finally articulate them. You spend time
letting ideas form and grow in your mind.
7. SYMBOL ENCODING
- Encoding is the last symbolic process of you thought symbols into word and meaningful
gestures. While decoding is also giving meaning through the use of words, it is based only on the
stimuli as received, discriminated and regrouped.
7. TRANSMISSION
-Transmission is referred to as the process of sending coded messages along a
selected medium.
EXTERNAL SELF-FEEDBACK
-is the part of the message which you received through airwaves.
INTERNAL SELF-FEEDBACK
-is felt through bone conduction and muscular movement.
LIFE ORIENTATION
-refers to the SOCIAL, EDUCATIONAL, PSYCHOLOGICAL, EMOTIONAL, &
CULTURAL experiences you have accumulated in your life. Wiseman and Barker believed that this is
what makes you the UNIQUE INDIVIDUAL that you are now.
APPLICATION
Give a scenario or a personal experience where you can apply the Wiseman &
Barker‘s Intrapersonal Communication Model. Explain how intrapersonal
communication is present on your given scenario.

1. Intrapersonal communication is communication with oneself using internal
vocalization or reflective thinking. Like other forms of communication,
intrapersonal communication is triggered by some internal or external stimulus.
2. Wiseman & Barker‘s Intrapersonal Communication Model occurs when internal and
external stimuli and feedback are received, attended to, regrouped and decoded by
the communicator in relation to his life orientation. Ideation, incubation, symbol
encoding and transmission complete the intrapersonal communicative process.
ASSESSMENT
A. Identify the term being describe in the statements below.
1. Stimuli that are received from the sources
outside the communicator‘s body.
2. Type of feedback that is felt through bone
conduction and muscular movement.
3. A stage of intrapersonal communication
where the brain determines what stimuli can stimulate thought.
4. This process allows your brain to put the stimuli
into a meaningful sequence that will enable you to act on the strongest and most
important stimulus first to the least.
5. A kind of stimuli that has nerve impulses which
are received by the brain because of the psychological state of the body at a given instant.
6. Is the process of thinking, planning, and
organizing your thoughts.
7. Kind of feedback where part of the message which
you received are through airwaves.
8. A kind of communication that involves the
process of thinking and feeling which helps an individual to have clarified self-concept.
Also known as communication with one‘s self.
9. Changes the raw stimuli into thought symbols.
10. A stage of intrapersonal communication
when the stimuli are received by the body.

B.
C.
D. Write a monologue or an intrapersonal speech about how pandemic affects your life as a
student. How do you keep yourself motivated?
Internalize how intrapersonal communication helps you as a student.
Enumerate the good points of internal vocalization and how it affects you. Write your
answer on the space provided.
REFERENCES
Anonymous. (2020) Intrapersonal Communication. Retrieved from https://courses.lumenlear
ning.com /atdcoursereview-speechcomm-
unication%20is%20communication%20with,some%20internal%20or%20externa
l%20stimulus.&text=Intrapersonal%20communication%20also%20helps%20buil
d%20and%20maintain%20our%20self%2Dconcept
Jandt, F. (1973). Biofeedback as Intrapersonal Communication. Retrieved from
https://files.eric.ed. gov/fulltext/ED079789.pdf
Anonymous. (2018). Communication for Business Professionals. Retrieved from
https://ecampus ontario.pressbooks.pub/commbusprofcdn/chapter/what-is-intrapersonal-
communication/

LESSON: SELF-CONCEPT
The way you communicate is greatly influenced by your self-concept especially self-
esteem. Only because of this influence some are introverts, some others are extroverts and
still some others
are mixture of both, Sampthirao (2016). Furthermore, your communication habits can be
determined by different attributes that you may have within yourselves. Likewise, your
emotional states, likes and dislikes, values, and role may be considered as attributes that may
affect your communication habit.
LESSON OBJECTIVE
1. Discuss self-concept and how it develops
2. Explain the Johari Window
3. Assess your self-concept
4. Suggest ways of increasing self-esteem.
GETTING STARTED
Self-concept Sentence Stem
Complete the following sentences based on your own thoughts and experiences. Completing this
exercise can help you explore your thoughts and feelings.
1. I have always wanted to
2. I‘m secretly afraid of
3. It made me feel great when
4. It makes me angry when
5. I get my strength from

DISCUSSION OF CONTENT
Self-concept is composed of your feelings and thoughts about your strengths and
weaknesses, your abilities and limitations.
Three Sources of Self-Concept DeVito (1994)
 The image which others have of you and which they reveal to you;
 The comparisons you make between yourself and others;
 The way you interpret and evaluate your own thoughts and behaviors.
The JOHARI WINDOW (Joseph Luft & Harry Ingham)
The Johari window model is used to enhance the individual‘s perception on others. This
model is based on two ideas- trust can be acquired by revealing information about you to
others and learning yourselves from their feedbacks. Each person is represented by the Johari
model through four quadrants or windowpane. Each four windowpanes signify personal
information, feelings, motivation and whether that information is known or unknown to
oneself or others in four viewpoints.
Known to Others Unknown to Others

Known to
Self OPEN SELF HIDDEN SELF
Unknown to
Self BLIND SELF UNKNOWN
SELF

14
OPEN SELF presents all the information, behaviors, attitudes, feelings, desires,
motivations, ideas, and so on that YOU KNOW about yourself and that others also
know about you.
BLIND SELF represents information about yourself that others know but you do not.
This also makes communication difficult.
HIDDEN SELF contains information about yourself which you hide from others.
These are your successfully kept secrets about yourself and even about others you
know.
UNKNOWN SELF represents those parts of yourself which you do not know and which others
also do not know.
Growing in Self-Awareness
1. Have a dialogue with yourself.
2. Listen for feedback.
3. Open up.
4. Reduce your blind self.
5. Know your different selves.
Self-Esteem
Self-esteem is the way you feel about yourself. How much do you like yourself? How
valuable a person does you think you are? How competent do you think you are?
Growing in Self-Esteem
1. Engage in self-affirmation.
2. Seek out nurturing people.
3. Work on projects that will result in success.
4. You do not have to be loved by everyone.
APPLICATION
Using the Johari Adjectives written below, list down ten adjectives that best describe
yourself. After that, ask a family member or a household member to choose ten
adjectives that will also describe you based on their own observation. Compare the two
lists and follow the instructions below before putting the words in the Johari
Windowpanes.
 If the adjective appears on both lists, place it in the Open Self Window.
 If the adjective appears on your list but not on your family member‘s list,
place it in the Hidden Self Window.

 If the adjective appears on the family member‘s list, but not on your list, put it in
the Blind Self Window.
 Any adjective that appeared on neither list can go in the Unknown Self Window.
JOHARI
ADJECTIVES
OPEN HIDDEN
SELF
SELF
BLIND UNKNOWN
SELF SELF

1. The self-concept is a general term used to refer to how someone thinks about,
evaluates or perceives themselves. To be aware of oneself is to have a concept
of oneself.
2. The Johari window model assigns a grid or ―window‖ to everyone, with the four
quadrants in the grid representing Open Area, Blind Spot, Hidden Area, and
Unknown Area.
3. The purpose of the Johari window concept is to expand the open area of an individual
through self-disclosure and feedback. Self-disclose by the person expands the open
area horizontally by contracting the facade or hidden area. Feedback from others
expands the open area vertically by contracting the unknown area.

ASSESSMENT
A. Identify whether the given situation is under open self, hidden self, blind self, and
unknown self.
1. Chandler is a hardworking data analyst. His co-workers
admired him so much because he is good and sociable. On the other hand, some of them
are also wondering why Chandler hates talking about relationships and women. Only
Chandler knows that he does not want to talk about women for he has a fear of going into
any relationship because of the failed marriage of his parents.
2. Rachel cannot tell if she can be a good mother
because of her past experiences. Likewise, her friends also have no idea if Rachelle
has the qualities of being a parent.
3. Ross is a very friendly person. He also loves to talk about Science
stuff. Whenever he does, his friends go away and leave him alone talking. Ross is not aware that
his friends hate it when he overtalks about Science stuff. They believe that Ross is very obsess
with Science. On the other hand, Ross has no idea why his friends go away whenever he shares
idea about Science.
4. Monica loves cooking and very eager to learn new
recipes. On her birthday, her friends gave her cooking utensils and some ingredients that she
may use in making her own new recipes. Also, her friends are always looking for recipes
that they can tell Monica so she can have new ideas about cooking.
B. Answer the following questions (3 points each).
1. In your own opinion, what are the best ways or practices that you can do to reduce your
hidden self and your blind self?

2. One of the most effective tools for developing self-awareness and opening up lines of
communication with others is the Johari Window, how can Johari Window help you in
developing mutual understanding among the people around you?
Reflect on your strengths on the different key areas.
Social Interest/Sports Family School/Work
REFERENCES
Anonymous. (2018). Communication for Business Professionals. Retrieved from
https://ecampus ontario.pressbooks.pub/commbusprofcdn/chapter/self-concept/
Sampthirao. (2016). Self-Concept and Interpersonal Communication. Retrieved from
http://oaji.net/articles/2016/1170-1463651532.pdf
Anonymous. (2019). Communication Theory.
https://www.communicationtheory.org/the-johari-window-model/
Bright Hub PM. (2011). An Overview of the Johari Window Model and How It
https://www.brighthubpm.com/resource-management/106332-johari-window-
model-how-it-can-help-project-teams/

19
LESSON: ETHOS
Having credibility and characters as a speaker is very important to establish persuasion.

Furthermore, when an argument is based on ethics and credibility of the individual who is making the
argument, it can be implied that the argument uses ethos. In addition, ethos is a very important thing that
an individual should apply or should have to develop good human communication.
LESSON OBJECTIVE
1. Explain the meaning of ethos
2. Describe the different characteristics of ethos
3. Discuss the dynamics of ethos
GETTING STARTED
View a video from Youtube titled ―Kitkat Commercial-Ethos‖ by Pratik Patel
(https://www.youtube.com/watch?v=qj19l4Irdfw). After watching the video answer the
questions that follow.
1. Did the speaker convince you to like the product that he featured in the video? Why
or Why not?
2. Will you use the same way to convince your listeners and viewers? Explain your
answer.
DISCUSSION
Nature of Ethos
 According to Aristotle, the Ethos or character of the speaker is his/her most
potent tool of persuasion.
 It is an accepted fact that listeners do not just listen to the speaker‘s speech;
they cannot help ―listening‖ to the personality as well and judging the
speaker according to their impressions.

 Communicologists also refer to ethos as the credibility, prestige, or
authoritativeness of a speaker.
 Ethos is rather abstract and cannot be quantified categorically.
Dimensions of Ethos
 Competence
 Character
 Composure
 Sociability
 Extroversion
COMPETENCE
-refers to the knowledge level of the speaker. This knowledge is the result of his/her educational
background and life experiences.
CHARACTER
-The perception of character is a highly personal judgment of the speaker, but it has a strong influence on
the speaker‘s credibility. Furthermore, character is an estimate of the goodness, decency, or
trustworthiness of a person.
COMPOSURE
-A speaker who is perceived to be nervous or who produces no fluencies is less able to persuade others.
Fidgeting, shaking of hands and knees, shuffling the speech notes, and other distracting behavior or
mannerisms are other aspects of composure.
SOCIABILITY
-A sociable personality is one who is friendly and likeable. Such a person is perceived to be
approachable and easy to communicate with.
EXTROVERSION
An extrovert person who readily engages in communication situations. Such a person is out-going,
talkative, and dynamic. Moreover, this type of personality is believed to be more acceptable and credible
to listeners than one who is timid, less animated, and less talkative.
Other Dimensions of Ethos
 Consistency  Dynamism
 Honesty
 Personal Attractiveness
 Sincerity
Dynamics of Ethos
INITIAL CREDIBILITY
-It happens before the communication process occurs. It talks about how the listener
perceived the speaker based on his experience, educational attainment, and even the mere
name alone.
TRANSACTIONAL CREDIBILITY
-It happens during the communication process occurs. Also, it is the
assessment and modification of initial assessment.
TERMINAL CREDIBILITY
-Is the receiver‘s perception of a source to the completion of a
communication event.
APPLICATION
Make an infomercial video about promoting the use of technology in
st
surviving the 21 century standard of education amidst the presence of the Covid19.
Video length should be 2 to 3 minutes. Use English language in persuading your viewers.
Apply your understanding about ethos in making your video. Be as creative as you can
be. Submit your output to this link (https://forms.gle/NkHiWXiGa4KXEnmT6).

24
Your infomercial will be marked using the following rubrics:
1 2 3 4 5
Organizatio n Audience Audience Student Student
cannot presents Student
has presents
understand information presents
difficulty information
presentatio but the informatio
n because following sequence is n in logical in logical,
presentatio interesting
there is no not logical, sequence
n because sequence
sequence making it which
of student hard for audience which
jumps audience
information audience to can follow.
around. can follow.
. understand.
Content Content is Student is Student

weak. Student is demonstrate
at ease
Content is Facts are uncomfortabl s full
with
missing and inaccurate. e with knowledge
content
student did Student information; of the topic
and has
not do should however, and
an easy
research. have message can engages the
flow within
research in be heard. audience
the
more with
depth. message. enthusiasm.
Volume and Student's Student uses

Clarity voice is a clear
Student Student's clear. voice and
Unable to mumbles, voice is low. Student correct,
hear incorrectly Student pronounce precise
student pronounce incorrectly s most pronunciatio
and s terms, pronounces words n ofterms.
information and speaks terms. correctly. Student is
goes too quietly Audience Most enthusiastic.
missing. for viewing members audience All viewing
audience have difficulty members audience
to hear hearing can hear can hear
with little without
effort. effort.
Length 20 to 39 40 seconds 1 minute to 1

seconds or to 1 minute minute and 2 minutes 3 minutes
exceeds 3 or exceeds 50 seconds
mins by 30 3 minutes

25
seconds by 20
and more seconds
Presentation Student is Student Student

unable to Student is explains Student explains
explain commercial explains content,
unable to
content of but does not content makes eye
explain and makes
commercia make eye contact and
commercia
l and does contact and eye keeps
l.
not is hard to contact. audience
present. understand. attention.

1. Ethos or character and reputation of the speaker is as important as
proficiency in the verbal and non-verbal symbols exploited by effective
speakers.
2. The speaker himself, his entire persona, credibility, competence, character,
composure, sociability, and extroversion, as a whole is his greatest asset as a
speaker worth listening to and even deferring to.
ASSESSMENT
Identify the term being describe in the statements below.
1. Fidgeting, shaking of hands and knees,
shuffling the speech notes, and other distracting behavior or mannerisms are other
aspects of what dimension of ethos.
2. A dynamic of ethos that talks about how
the listener perceived the speaker based on his experience, educational attainment,
and even the mere name alone.
3. A type of personality that is believed to
be more acceptable and credible to listeners than one who is timid, less animated,
and less talkative.
4. Rather abstract and cannot be
quantified categorically.
5. Focus on the receiver‘s perception of a source
to the completion of a communication event.

26
6. One of the dimensions of ethos that

refers to the knowledge level of the speaker.
7. Such a person is perceived to be
approachable and easy to communicate with if he or she possesses this personality.
8. A dynamic of ethos that happens during
the communication process occurs. It is also considered as the assessment and
modification of initial assessment.
9. One of the dimensions of ethos that is
considered as an estimate of the goodness, decency, or trustworthiness of a person.
10. A Greek philosopher who believed that
the Ethos or character of the speaker is his/her most potent tool of persuasion.
Below are some characteristics of a good speaker. Use the table below for your self-rating.
Justify your answer. Use the space to indicate your answer.
Characteristics of YES NO NOT SURE

a good speaker
Confidence
Confidence helps
you to be perceived
as accurate,
credible, likable,
intelligent and
believable. When
your nervousness
shows to the
audience you lose all
these, and

27
your delivery is
ineffective.
Authenticity
Practice the speech
before making it only
to familiarize yourself
with the information
and key points as
well as the
progression.
Passion
The only way you are
going to move an
audience with a
speech is if you are
passionate enough.
You cannot fake
passion as this will be
obvious to the
audience.
Voice Modulation
This will help you
avoid a flat
monotonous
delivery. Find the
proper cadence
and observe the
pauses and
stresses with the

1
28
relevant
message.
Connect with the

Audience
You can do this
through being
aware of the
target audience,
making the story
personal and
finding ways to
engage them
and keep them
interested.
REFERENCES
Vinuya, RV. (2007). Speech Communicatin. Makati city/Philippines:
Grandwater Publications.
Nach, E . (2016). Top Characteristics of Effective Public Speakers. Retrieved from
https://drna chonline.com/top-characteristics-effective-public-speakers/
RCampus. (2020). iRubric: TV Commercial/Infomercial rubric. Retrieved from
https://ww w.r
campus.com/rubricshowc.cfm?code=AA5749&sp=yes&

2

,
Interactive English
Learning Module No. 2
Learning Module on Interactive English

STUDENT
Name:
Student Number:
Program:
Section:
Home Address:
Email Address:
Contact Number:
PROFESSOR
Name: Gad L. Dela Cruz
Academic Department: Department of Arts, Sciences, and Teacher Education
Consultation Schedule: 8AM – 12 NN/ 1PM- 3PM Monday to Friday
Email Address: dagzurcaled@gmail.com
Contact Number: (0912) 721 4678

LEARNING MODULE INFORMATION
I. Course Code IE 101
II. Course Title Interactive English
IV. Module Title Concepts and Theories in Interactive English
Communication
V. Overview of the Module
In this module, the students would discover the concepts
in Verbal and Non-verbal communication and would lead
them to appreciate its importance in their day by day
communication experiences.
Meanwhile, it is also important to learn through group
and individual activities, the characteristics of effective

speaking voice and discover the effective use of Voice.
The role of Dyadic communication would be discussed
and studied in this module. Included in this topic is the

discussion about how to differentiate Intrapersonal
Communication from Interpersonal Communication.
Lastly, the importance of Small Group Communication in
the process of imparting and sharing knowledge and
experiences among learners would also be emphasized in
this module. Focus would center on defining its uses, nature,
and forms.

VI. Module Outcomes After discussing the entire module, it is expected that
the students are:
1. Applying the use of the Communication Process

in their own way while integrating their classmates' inputs
about it
2. Capable of providing different solutions on a
given problem in the context of communication
process
3. Making their own communication version based
on the discussed communication models
4. Practicing Verbal and Non-Verbal
Communication and the underlying concepts
through different group and individual activities
and relate such to different daily activities as
students, scholars, and constituents of the
community
5. Aware and skilled in explaining the topics
discussed and perform its essential role as future
global professionals through creating group
outputs about voice
6. Employing practical use of dyadic
communication while understanding the
difference between interpersonal and
intrapersonal communication
7. Honing their communication skills as they
participate in small group communication at the
same time appreciating its nature and various
forms
VII. General Instructions 1. Read and understand each lesson in this
module.
2. After each lesson, perform the exercises to
ensure that they understand and can apply all
the topics.

1
Lesson 1: Verbal Communication

This lesson will provide the students the background about the nature, functions, and characteristics of
language in the context of Verbal Communication.
Lesson Objectives:
1. To let the students demonstrate the meaning of verbal communication and equip them with basic skills
to communicate using spoken English language
2. To be able to expound the underlying concepts of Verbal Communication and its use and benefits in
everyday living activities
Getting Started:
Maybe you have heard the saying: “Action speaks louder than words”. You can say that this is true, but do
you know that oral language, also has important role to play in human interaction? Do you know that you can
improve your communication skills by learning the nature and characteristics of verbal communication? Thus, it
could make your daily interaction with people effective, happier, and fulfilling.
Discussion:
What is Language?
A language is a structured system of communication. In a broader sense, it is the method of communication
that involves the use of – particularly human – languages. The scientific study of language is called linguistics
(en.wikipedia.org › wiki › Language).
Another definition of language says: It is the system of words or signs that people use to express thoughts
and feelings to each other or any one of the systems of human language that are used and understood by a
particular group of people (www.merriam-webster.com › dictionary › language).
Language is considered as a system primarily because it is made of linguistic units that are interdependent
of each other. Since they are smaller units working within a whole system, by default, language becomes a
system of systems. Example, Phonology or Rules for how the language sounds, or should sound
(www.enotes.com › homework-help › write-note-language).
Ways to Pronounce the Words Correctly:

2
1. Study the sounds of words, which, are not produced the way they are spelled.
2. Practice, to the point of mastery, producing the sounds of English which are considered essential to
Filipino learners and speakers of English.
3. Try mastering the English suprasegmentals of stress, intonation, juncture, and rhythm. English words
are not always pronounced the way they are spelled.
Try the following examples:
 You say brocade, arcade, lemonade, (ade as /ed/) but you say bad, façade, comrade (ade as /ad/)
 You say comb, but tomb and bomb; letter the b is silent in all three words
 calm, palm, balm and Psalm – all have silent /l/
 debut has silent /t/
 debris has silent /s/
 The letter c in some words is pronounced as s; but read as k in others c as s cent,
center, circle, centavo, centennial, centrifugal, façade c as k critic, crater, contract,
contents, conduct, character
The sample selection clearly illustrates the theory that English words are not always pronounced the way
they are spelled. (Get a pronouncing dictionary to guide you).
What is the best definition of language?
Communication by voice in the distinctively human manner, using arbitrary sounds in conventional ways
with conventional meanings is called Speech.
On the other hand, the system of linguistic signs or symbols considered in the abstract are the means of
communication used by animals: the language of birds.
Language as a Meaning System
Language is considered as a system primarily because it is made of linguistic units that are interdependent
of each other. Since they are smaller units working within a whole system, by default, language becomes a
system of systems. This is Phonology or rules for how the language sounds, or should sound.
( eNoteswww.enotes.com ›

3
Some Basic Aspects of the English Language

There are different accents of the English Language. Among these are the British and the American
English. There is also an emerging Filipino English. These varieties differ in sound, stress and vocabulary
(Cabrera, 2008).
English is a very dynamic language. Some words used in the18th century, or earlier are now obsolete.
Examples are ye and thou except for poetic purpose.
Five Functions of Language:
1. Expressive - Verbal communication helps us meet various needs through our ability to express ourselves. In
terms of instrumental needs, we use verbal communication to ask questions that provide us with specific
information. We also use verbal communication to describe things, people, and ideas. Verbal communication
helps us inform, persuade, and entertain others, which as we will learn later are the three general purposes of
public speaking. It is also through our verbal expressions that our personal relationships are formed. At its
essence, language is expressive. Verbal expressions help us communicate our observations, thoughts, feelings,
and needs (McKay, Davis, & Fanning, 1995). (https://open.lib.umn.edu/communication/chapter/3-2-functions-
of-language
2. Powerful -The contemporary American philosopher David Abram wrote, ―Only if words are felt,
bodily presences, like echoes or waterfalls, can we understand the power of spoken language to influence,
alter, and transform the perceptual world‖ (Abram, 1997). This statement encapsulates many of the
powerful features of language.
Language Expresses Our Identities
Look at the word “netizen” Words or phrases like that express who we are and contribute to the
impressions that others make of us.
The power of language to express our identities varies depending on the origin of the label (self-chosen or
other imposed) and the context. People are usually comfortable with the language they use to describe their own
identities but may have issues with the labels others place on them.
In terms of context, many people express their ―Filipino‖ in , but they may not think much about it
over the rest of the year. There are many examples of people who have taken a label that was imposed on them,
one that usually has negative connotations, and intentionally used it in ways that counter previous meanings.
Some country music singers and

4
other examples of people reclaiming identity labels is the ―OPM‖ ,short for ―Original Pilipino Music‖
movement of the 1980s.
Language Affects Our Credibility
People make assumptions about your credibility based on how you speak and what you say. Even though
we have learned that meaning is in people rather than words and that the rules that govern verbal
communication, like rules of grammar, are arbitrary, these norms still mean something.
3. Language Is a Means of Control
Control is a word that has negative connotations, but our use of it here can be positive, neutral, or negative.
Verbal communication can be used to reward and punish. We can offer verbal communication in the form of
positive reinforcement to praise someone. We can withhold verbal communication or use it in a critical,
aggressive, or hurtful way as a form of negative reinforcement.
Rather than verbal communication being directed at one person as a means of control, the way we talk
creates overall climates of communication that may control many.
Language Is Performative
Some language is actually more like an action than a packet of information. Saying, ―I promise,‖
―I guarantee,‖ or ―I pledge,‖ does more than convey meaning; it communicates intent. Such
utterances are called commissives, as they mean a speaker is committed to a certain course of action (Crystal,
2005). In that sense, language is much more than ―mere words.‖
4. Language Is Fun
Word games have long been popular. Before Words with Friends there was Apples to Apples, Boggle,
Scrabble, and crossword puzzles. Writers, poets, and comedians have built careers on their ability to have fun
with language and in turn share that fun with others.
Humor functions to liven up conversations, break the ice, and increase group cohesion. We also use humor
to test our compatibility with others when a deep conversation about certain topics like politics or religion
would be awkward

5
5. Language Is Dynamic
Language is essentially limitless. We may create a one-of-a-kind sentence combining words in new ways
and never know it. Aside from the endless structural possibilities, words change meaning, and new words are
created daily. In this section, we will learn more about the dynamic nature of language by focusing on
neologisms and slang.
Neologisms
Neologisms are newly coined or used words. Newly coined words are those that were just brought into
linguistic existence. Newly used words make their way into languages in several ways, including borrowing and
changing structure. Taking is actually a more fitting descriptor than borrowing, since we take words but do not
really give them back(Crystal, 2005).We have borrowed many words, like ―karaoke” from Japanese,‖
siempre” from Spanish and‖ pancit” from Chinese.
Structural changes also lead to new words. Compound words are neologisms that are created by joining
two already known words. Keyboard, newspaper, and gift card are all compound words that were formed when
new things were created or conceived. Words like breakfast and lunch blend letters and meaning to form a
new word—brunch.
Existing words also change in their use and meaning. The digital age has given rise to some interesting changes
in word usage. Before Facebook, the word ―friend‖ had many meanings,
Slang
Slang is a great example of the dynamic nature of language. Slang refers to new or adapted words that are
specific to a group, context, and/or time period; regarded as less formal; and representative of people‘s
creative play with language. (Allan & Burridge, 2006). Inversion is a form of word play that produces slang
words like sick, wicked, and bad that refer to the opposite of their typical meaning. Reduction creates slang
words such as
pic, sec, and later from picture, second, and see you later. Other examples of slang include “gonna” from the
word ― going to‖, “wanna” from ― want to‖, ―kinda” from ―kind of‖.
Textese
Textese, also called text-messaging and txt talk, among other things, has been called a ―new dialect‖ of
English that mixes letters and numbers, abbreviates words, and drops vowels and punctuation to
create concise words and statements. Although this ―dialect‖

6
has primarily been relegated to the screens of smartphones and other text-capable devices, it has slowly been
creeping into our spoken language (Huang, 2011).
What effects, if any, do you think textese has had on your non-text-message communication?
Overall, do you think textese and other forms of computer-mediated communication have affected our
communication? Try to identify one potential positive and negative influence that textese has had on our verbal
communication.
Some examples of txt talk are: “ howdy” from the question‖ how do you do?, wer r u? from the
question‖ where are you?‖, “ hbd 2u!‖ from ― happy birthday to you!‖
Language Is Relational
We use verbal communication to initiate, maintain, and terminate our interpersonal relationships. The first
few exchanges with a potential romantic partner or friend help us size the other person up and figure out if we
want to pursue a relationship or not. We then use verbal communication to remind others how we feel about
them and to check in with them—engaging in relationship maintenance through language use. When negative
feelings arrive and persist, or for many other reasons, we often use verbal communication to end a relationship.
Language Can Bring Us Together
Interpersonally, verbal communication is key to bringing people together and maintaining relationships.
Whether intentionally or unintentionally, our use of words like I, you, we, our, and us affect our relationships.
―We language‖ includes the pronouns we, our, and us can be used to promote a feeling of inclusiveness.
Language and its purpose
Language plays a very important role in human lives. It is a social phenomenon. One of the main goals of
language is to communicate with people and to understand them. A person also uses his language to many
different purposes for example, to express his feelings, to ask for help and to apologize. (www.ukessays.com ›
essays › english-language › five-fun).
Language has certain uses that primarily include communication, the expression of identity, play,
imaginative expression, and emotional release. Examples of language purposes are the following:
(www.britannica.com>topic>language)

1
 Agreeing or Disagreeing  Expressing obligation

 Apologizing  Expressing position
 Asking for assistance or directions  Hypothesizing
 Asking for permission  Identifying
 Classifying  Inferring
 Commanding/giving instructions  Inquiring/ questioning
 Comparing  Planning & predicting
 Criticizing  Refusing
 Denying  Reporting
 Describing  Sequencing
 Evaluating  Suggesting
 Explaining  Warning
 Expressing likes and dislikes  Wishing and hoping
Six Components of Oral Language

1. Phonology – origin or system of sounds within a language.
2. Grammar – also known as syntax; refers to correct use of verb tenses, pronouns, etc.
3. Morphology – study of words; parts such as stems, root, prefixes and suffixes.
4. Vocabulary – (semantics) word meaning, examples : synonyms, antonyms, homonyms
5. Discourse – oral and written communication
6. Pragmatic – understanding ―social use‖ of language
The Four Characteristics of Effective Verbal Language:
1. Clarity – the message has very specific goals
2. Directness –matching the speech act with the grammatical structure it most naturally takes. The
statements are all easily recognizable.
3. Appropriateness – the extent to which an utterance is perceived as suitable for a particular purpose and
a particular audience in particular social context.
4. Vividness – the words used are bright, colorful, intense, and vigorous
The Four language skills

2
Another way to describe language is in terms of the four basic language skills:
 Speaking
 Listening
 Reading
 Writing
What is Verbal Communication?
Verbal Communication is a type of oral communication wherein the message is transmitted through the
spoken words. It is the use of language to transfer information through written text or speeches
(www.indeed.com › Career Guide ›
Verbal communication brings people together and helps maintain satisfying relationships. It is also the use
of sounds and words to express yourself, especially in contrast to using gestures or mannerisms (non-verbal
communication). An example of verbal communication is saying ―No‖ when someone asks you to do
something you do not want to do. (www.yourdictionary.com › verbal-communication)
The Four Devices of Symbolism Basic to Persuasive Speech
1. Acceptance Device – symbolic words such as home, honor, love, freedom, greener pastures, etc.
2. Rejection Device – words which are unfavorably symbolic such as a ―grinning hand shaker‖ for a
friendly individual, ―the noisy group‖ for the political opposition, a ― clanging cymbal‖ for a talkative
yet nonsense person, etc..
3. Testimonial Device – exploits the popularity of famous persons , example, ―Solomonic advice‖
for a wise and acceptable decision, ―Chicken Joy –like‖ for a tasty fried chicken, etc.
4. The Bandwagon Device – used to influence people to action such as ―bashers‖ for social media
―netizens‖, ―the Yellow team‖ , ―the millennials youth‖, etc.
The Verbal Symbols in Language
Language, specifically the English language has classified sounds that convey meaning (Vinuya,2009).
These are the verbal symbols -Segmental sounds and the Suprasegmental sounds.

3
Under the segmental sounds, there are three, namely: consonants, vowels and dipthongs. The
suprasegmental sounds, on the other hand, have four. These are stress, intonation, juncture, and rhythm.
The sounds in the English language are represented by alphabet which could be phonetic in nature. These
could be words or group of words, sentences, paragraphs, and long compositions like essays. When spoken by
people, these verbal symbols possess added meanings in the form of stress, intonation, juncture, and rhythm.
The English language has 24 consonant sounds, 11 vowels sounds and 7 dipthongs.
Given the fact that we could not personally supervise and guide your oral execution of these sounds at
this time due to our current pandemic situation where we use distant learning system and insufficient or non-
access to Zoom or other apps, we will reserve the inclusion of the phonetic tables and symbols for the
meantime.
Furthermore, one of the problems in the use of language is the failure of a person to express his ideas
clearly because of lack of proficiency in the language codes he uses. This problem causes the listener to
misinterpret the messages. To minimize or avoid this situation, this lesson on verbal symbols will try to equip
you with skills needed to communicate effectively in public.
Application:
People use oral communication to empathize, cooperate, rebuke, request, inform, persuade, caress, and
attack. Speech, especially symbolic speech, is one of our most uniquely human attributes.
(www.theclassroom.com › effective-uses-verbal-communication)
In our day to day activities, we need to communicate using our skills. This lesson provides us the basic
knowledge in verbal communication.
Summary of the Lesson:
Verbal communication is a spoken or oral language. Language is a system of symbols and rules that is used
for meaningful communication. A system of communication has to meet certain criteria in order to be
considered a language: A language uses symbols, which are sounds, gestures, or written characters that
represent objects, actions, events, and ideas.
Language helps us express observations (reports on sensory information), thoughts (conclusions and
judgments based on observations or ideas), feelings, and needs.

4
Language is powerful in that it expresses our identities through labels used by and on us, affects our
credibility based on how we support our ideas, serves as a means of control, and performs actions when spoken
by certain people in certain contexts.
The productivity and limitlessness of language creates the possibility for countless word games and
humorous uses of language.
Language is dynamic, meaning it is always changing through the addition of neologisms, new words, or
old words with new meaning, and the creation of slang.
Language is relational and can be used to bring people together through a shared reality but can separate
people through unsupportive and divisive messages.
Assessment:
I. Essay. Instruction: Answer and explain what are being asked for in the question
Consider the Rubric Assessment in determining scores.
5 points if the explanations are accurate and there is correct usage of words in the sentences.
3 points if the explanations are accurate but there are two incorrect words in the sentences
1 point if there is an effort to explain but it is inaccurate
0 point if there is no answer
1. What is language? Give its best definition and discuss why it is a meaning system.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. What is verbal communication? Explain.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

5
II.Enumeration
1. Give the six components of oral language and write a brief definition of each.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. What are the four characteristics of effective verbal language?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Name the four language skills.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. Give 15 examples of the purposes of language.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

6
5. Give the five functions of language.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
6. Give at least three examples of txt-talk words . You can use those given in our discussion or you can
give you own examples but provide the original meaning and use English words only.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
III. Fill in the blanks: Write the correct answer in the blanks provided for.
1. People use verbal communication for eight reasons; these are to a) emphatize ,
b)_________,c) rebuke, d) request,e) __________,f)persuade,g) _________,and h) attack.
2. There are different accents of the English Language. Among these are the ______
and the _________. There is also an emerging Filipino English.
3. ________ is a system of symbols and rules that is used for meaningful
communication.
4. The scientific study of language is called ___________.
5. The English language has 24 consonant sounds, ___ vowels sounds, and __ dipthongs.
6. Communication by voice in the distinctively human manner, using arbitrary sounds
in conventional ways with conventional meanings is called____________.
7. Textese, also called__________ and________, among other things, has been called a ―new
dialect‖ of English that mixes letters and numbers, abbreviates words, and drops vowels and
punctuation to create concise words and statements.

7
8. ________is the origin or system of sounds within a language while ________ refers to word
meaning.
9. __________is a type of oral communication wherein the message is transmitted through the
spoken words.
10. One of the main goals of language is to communicate with people and to
___________them.
IV. Matching Type : Match Column A with Column B. Write the letter of the correct answers on the
blanks provided for.
Column A Column B
_____1. calm, palm, balm and Psalm a. pronounced c as s
_____2. cent, center, circle, centavo b. Language is relational

_____3. Word games have long been popular. c. Language is Dynamic
_____4. neologisms and slang d. Language is Fun
_____5. to maintain interpersonal relationships. e. Discourse
_____6. consonants, vowels and dipthongs f. Grammar
_____7. stress, intonation, juncture, and rhythm g. Suprasegmental Sounds
_____8. ―Solomonic advice‖ h. Segmental Sounds
_____9. oral and written communication i. all have silent /l/
_____10.correct use of verb tenses, pronouns j. Testimonial Device
Enrichment Activity:
The Nature of the English Language : An Oral Exercise on Pronunciation

You are a freshman in college now. This means that you have been studying English for around 10
years. At this point, can you say that your English is good? That you can write accurately and speak
fluently? Do you speak in English with confidence and ease? If your answer is ―no‖ then do not
worry because we can still do something with your problem with English. (Cabrera, 2008).
Try to read aloud the poem below:
The Problem of Pronunciation
(Anonymous)
When the English tongue we speak,

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Why break is not rhymed with freak?

Will you tell me why it‘s true?
We say sew but likewise few?
And the maker of the verse
Cannot cap his horse with worse?
Beard sounds not the same as heard ;
Cord is different from word;
Cow is cow, but low is low;
Shoe is never rhymed with foe,
Think of hose, and dose and lose,
And goose, and yet of choose.
Think of comb and bomb,
Doll and roll, and home and some,
And since pay is rhymed with say,
Why not paid with said, I pray?
We have blood and food and good;
Mould is not pronounced like could.
Therefore done, but gone and lone.
Is there any reason known?
And in short, it seems to me,
Sounds and letters disagree.
Suggested Links :
 en.wikipedia.org › wiki › Language
 www.merriam-webster.com › dictionary › language
 www.enotes.com › homework-help › write-note-language

9
 www.yourdictionary.com › language
 https://open.lib.umn.edu/communication/chapter/3-2-functions-of-language
 www.britannica.com>topic>language
 www.theclassroom.com › effective-uses-verbal-communication
 www.indeed.com › Career Guide
 www.yourdictionary.com › verbal-communication
 www.ukessays.com › essays › english-language › five-fun
 www.britannica.com>topic>language
 www.coursera.org>clarity
 www.thoughtco.com>what-is-appropriateness/directness
References/Attributions:
Cabrera, 2008 Effective Speech Communication for Filipinos Vinuya,
2009 Speech Communication
Lesson 2 : Non-Verbal Communication

Another tool that humans use in communicating since time immemorial is the non-verbal communication.
What the language cannot say or write, the non-verbal communication can demonstrate.
Lesson Objectives:
At the end of this lesson, the students are expected to:
1. To enumerate the meaning of non-verbal communication, its nature, functions, categories and uses.
2. To compare and contrast verbal and non-verbal communication.
Getting Started:
Aside from oral or spoken language, we use non-verbal communication in dealing with different people.
Your knowledge of non-verbal skills from this lesson will add to your experiences and success. Unlock the
secrets this lesson hold and see, then try for yourself.
Discussion:

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Nonverbal Communication Skills:

Non-verbal communication is the transfer of information through the use of body language including eye
contact, facial expressions, gestures and more.Body language is the use of physical behavior, expressions, and
mannerisms to communicate . Gestures are woven into the fabric of our daily lives. (www.helpguide.org ›
relationships-communication)
It is understood as the process of communication through sending and receiving wordless messages. Such
messages can be communicated through body language such as posture, facial expressions , and eye contact,
object communication such as clothing, hairstyles, or even architecture, symbols or infographics. Speech may
also contain non-verbal elements known as emotion and speaking style, as well as prorodic features such as
rhythm, intonation and stress. Written texts have also nonverbal elements such as handwriting style, spatial
arrangement of words or the use of emoticons ( Cabrera,2008).
Categories of Non-verbal Symbols:
1. Posture and poise
2. Gestures or Body movements /language
3. Ethos (the speaker‘s personal reputation, professional, and social standing )
Importance of Non Verbal Communication
According to some authors, non-verbal communication represents two-thirds of all communications.
Nonverbal communication can portray a message both vocally and with the correct body signals or gestures.
Body signals comprise physical features, conscious and unconscious gestures and signals, and the mediation of
personal space . The wrong message can also be established if the body language conveyed does not match a
verbal message.
Non-verbal communication strengthens a first impression in common situations like attracting a partner or
in a business interview: impressions are on average formed within the first four seconds of contact .
https://en.wikipedia.org/wiki/Nonverbal_communication
We use verbal communication to impart knowledge and information clearly. Why do we need to be aware
about our daily non-verbal cues?
Types of Non-Verbal Communication: (Cabrera,2008)
1. Proxemics – this is how people use and perceive the physical space around them

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2. Haptics – it is the study of touching as non- verbal communication

3. Paralanguage -- pitch or manner of speaking, tone of voice in speaking
4. Chronemics – the study of the role of time, across many cultures, people have different time
perceptions.
5. Kinesics – the study of body movements, facial expressions and gestures
6. Eye contact—the role of the eyes in non-verbal communication and is sometimes called ―oculesics‖.
Eye contact could reveal interest, attention, and involvement.
7. Gesture – non-verbal bodily movements intended to express meaning, and also include movements
of the head, face and eyes, such as winking, nodding, or rolling one's eyes. Other hand movements
are considered to be gestures. They are movements with specific, conventionalized meanings called
symbolic gestures. Familiar symbolic gestures include the "raised fist," "bye-bye," and "thumbs up."
8. Posture –is your general stance, which includes the way you sit, stand, and walk.
9. Clothing and artifacts – refers to our display of ornaments or adornments, it can communicate
an age, gender, status, socio economic class, etc.
Functions of Non-verbal Communication
There are a number of different uses of non-verbal communication. Here are a few of these:
1.Modifying speech
Non-verbal communication has a significant effect on what is communicated. Modifications include:
 Positioning of body relative to other people and things
 Shape of whole body
 Movement of limbs, head and fingers
 Micro-movement of muscles
 Skin color and texture
 Voice pitch

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 Texture of voice tone

 Speed of speaking
 Sweating
 Bodily smells (eg. pheromones)
Speech modifiers are particularly significant when taken combination with speech and when used at key points
in speech, for example in creating emphasis.
2.Replacing speech
Communication can be done without speaking. For example:
 Pointing with feet, legs, hands, head or whole body
 Gestures with fingers, hands and arms.
 Tilting of head
 Movement of any combination of the muscles in the face.
 Replacement for speech can be direct one-for-one gestures with clear meaning or may be less obvious or
conscious movements that signal requests, attitudes and intent.
3.Controlling conversation
Conversation is a process of turn-taking in talking. Non-verbal signals are used a great deal in requesting,
offering and managing control of who is speaking. This includes:
 Speaking louder or faster to retain control.
 Pausing to allow others to butt in.
 Stopping to request others to speak.
 Leaning forward and moving to request speaking.
 Looking away or moving back to show non-readiness to listen.
 Conveying personality and status
Non-verbal communication extends beyond bodily messages. This actions to anything that sends particular
includes much about who you are, and in social hierarchy. Such items where you fit into the
include:

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 Dress, including style, tidiness, coordination

 Personal adornments, from jewelry to watches and badges.
 Office and desk space at work, including size and type of computer, chair, etc.
 Items owned, from cameras to cars to houses.
4.Expressing emotion
Emotions are particularly expressed through non-verbal communication, where the voice and body can tell
a lot more about how you feel than your words. In particular, if you feel unable to express emotions verbally,
your words and body language can easily conflict, sending messages that may be interpreted as stress or deceit.
So when you communicate, use your whole body and align it with your words. Simply match your words with
your actions. Also observe other people, what do you think they mean through their actions?
Difference Between Verbal and Non-Verbal Communication
Verbal communication involves the use of words or speech or auditory language to express emotions or
thoughts or exchange information. On the other hand, non-verbal communication involves the use of visual or
non-verbal cues such as facial expressions, eye
or body movements, gestures, and many more without speaking (askanydifference.com>Education)
How are verbal and nonverbal communication similar?
Verbal communication includes both face-to-face conversation between people and written
communication. Also used in a face-to-face situation, non-verbal communication includes gestures, facial
expressions, body movement, timing, touch, and anything else done without speaking. People seem to notice
nonverbal communication more than verbal (www.enotes.com › homework-help › difference-between verbal and
non-verbal).
The four advantages of non-verbal communication
 It saves time in communication.
 It is quick in obtaining feedback once delivered.
 It provides complete understanding of communication delivered and there is chance to make it more
clear in case of doubts in interpretation of words or ideas.

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 It is more reliable method of communication

Verbal vs Non-Verbal Communication
Communication is the process of passing or exchanging ideas, emotions, information, and thoughts between
two or more people. When a meaningful interaction happens among people, then effective communication takes
place.
In simple words, the way people perceive and understand the meaning of words or sentences or physical
actions, and then a process of communication happens.
Application:
Non- verbal communication being an integral part of our skills to get in touch with other people, employ
the use of visual or non-verbal cues such as facial expressions, eye or body movements, gestures, and many
more without speaking. Our ability to utilize these can develop us to become effective communicators. That is a
two way process - how we are to impart messages to other people effectively through non-verbal way as well as
our ability to interpret other people‘s reactions as they execute certain bodily movements.
We have learned from this lesson that non-verbal can be quite obvious to observe even at a distance
because mere body movements could send certain signals or messages to intended receivers. Hence, non-verbal
is considered easier to be noticed than verbal communication. It is apparent that non-verbal communication
caters more to the visuals while verbal communication requires both the auditory as well as the visual
perception.
Assessment:
Consider the Rubric Assessment in determining scores..

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1. Define Non-verbal communication. Discuss its similarity and difference from verbal communication.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Describe a situation when you are more inclined to use non-verbal communication than verbal
communication. Explain why non-verbal communication is important.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
II. Enumeration:
1. Give the three categories of non-verbal symbols.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Name the four advantages of Non-verbal communication.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Give the four functions of Non –verbal communication and give at least one
example for each.

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_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
III. Matching Type : Match Column A with Column B. Write the letter of the correct answer on
the blanks provided for.
Column A Column B
___1. Clothing and artifact a. how people perceive the physical space
___2. Posture b. is the study of touching as non-verbal type
___3. Gesture c. verbal cues of the voice such as pitch and tone
___4. Eye contact d. the study of the use of time in non-verbal aspect
___5. Kinesics e. the study of body movements
___6. Chronemics f. the role of the eyes in non-verbal communication
___7. Paralanguage g. bodily movements used to express meaning
___8. Haptics h. your stance which includes how you sit, stand
___9. Proxemics i. communicate social status through material display
___10. Smile j. positive facial expression
We want to see how you would perform or demonstrate your skills in non-verbal communication but
due to pandemic constraint, we cannot do it in actual. However, through written language, you can still
demonstrate it.
For example, there are some underlined sentences containing negative non-verbal cues and the
corresponding results. You are going to show your knowledge of non-verbal communication by doing the
opposite of the non-verbal actions in the sentences.
1. While the teacher is talking in front of the class, the cellphone of one of your classmates rings loudly
thereby creating distraction for the whole class. The teacher stops talking and reprimands your classmate by
instructing her to turn her cellphone off or switch to silent mode.
That situation could have been prevented. If you are the owner of the cellphone, what should you have done to
prevent such an embarrassing incident beforehand?

17
Write your answer on the blanks provided:

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
 Suggested Links: https://en.wikipedia.org/wiki/Nonverbal_communication),
www.helpguide.org › relationships-communication;
 askanydifference.com>Education
 (www.enotes.com › homework-help › difference-between verbal and non-verbal
Cabrera, 2008 Effective Speech Communication for Filipinos
Lesson 3 : Voice
In this lesson, the different characteristics of an effective voice could be seen such as flexible, audible,
pleasant, and well- modulated . It is important to learn these characteristics to achieve success in
communicating and become an effective speaker.
Lesson Objectives:
The students are expected to learn the following:
 Can use their voice in the proper way to effectively communicate
 Put into practical use, the different characteristics of voice to achieve well-developed voice quality
Getting Started:
How do you assess the kind of voice you have now? Can you try to speak to people now and listen to their
comments about your voice ?Are you satisfied? If not, do you want to improve it? This lesson will help you.
Discussion:
What is Voice?

18
According to Cabrera (2008), your voice is one measure of your identity. Other people could know you
through your voice even when you are not physically present. Your voice can also show how you feel.
The Importance of Good Quality Voice
In order to become an effective speaker, you must talk with a voice of pleasing quality so that the
listeners could hear you and understand the message that you are trying to tell them.
It is important to learn that while you are talking, observe and apply the correct pronunciation of words and
vary the tone so that you will not sound boring. In this way, you can maintain the interest of your listeners.
Characteristics of an Effective Voice
First thing to remember, to have effective use of voice, is to improve its quality by applying the major
characteristics such as having pleasant and well-modulated voice. You can manage the loudness of your voice
by taking into consideration the following reminders.
These are the things you must consider; 1) the number of listeners; 2) your distance from the audience; 3)
the size of the room where you are in; 4) the presence or absence of a microphone or sound system; and 5) your
subject matter or topic.
While talking, you could observe vocal quality such as low or high pitch, soft or very loud volume, the
tempo which refers to the speed whether slow or fast. Another thing to remember is the mood or feeling
depending on the nature of the topic.
How to Acquire an Effective Voice?
1. Manage and control your breathing. Before talking, you should inhale more air to fill your lungs.
Breathe from your diaphragm, the thin membrane that separates your lungs from your intestines. Then as you
talk, release the air gradually. However, bear in mind that to be able to sustain your speech effectively , you
must inhale more deeply and faster and exhale slowly while talking.
2. Exercise modulation. Depending on the size of the audience or number of your listeners, you can adjust
the volume and pitch of your voice. If there are noises that compete with your voice, you must be able to remain
audible while having the appropriate tone, feelings and mood that properly suit the prevailing situation.

19
Always remember to control your feelings or emotions while delivering a speech. The pitch which refers to
high or low voice could affect your speech as you can talk with ease and not with tension. It is recommended
that you speak with a pitch one step lower than your normal pitch.
3. Exercise voice projection whenever necessary. If the nature of your voice is naturally soft, you must
project even if there is a microphone. In the absence of a microphone, and you are in an open area, you should
project your voice more to be heard by those listeners at the back.
4. Use a microphone properly. Before you talk, you must test the microphone if it functioning properly.
You can breathe gently to the microphone. Do not blow. Avoid heavy breathing and excessive aspiration while
using it.
If there is a microphone stand, you can adjust the height of the microphone to your height. Refrain from
leaning forward or backward because this can affect the volume of your voice.
While talking, do not hold the microphone and its stand. Prevent yourself from clinging to the stand of the
microphone and avoid playing with the cord.
If you are holding the microphone, keep it two to three inches away from your mouth.
Never cough, or clear your throat, sneeze or snort into the microphone.
Tapalla (2009) on the other hand, pointed out some bad voice qualities that must be avoided. These
are the following:
1. Weakness – caused by too little breath.
2. Nasality – is caused by letting the soft palate fall down too much. The voice seems to be coming out of
the nose.
3. Hoarseness – caused by a cold or by strain through misuse.
4. Falsetto – caused by getting resonance from the back part of your palate.
5. Thinness – caused by lack of resonance. Resonance amplifies the fundamental tone of the voice and
enriches it by adding over tones and partial tones.
Vocal Challlenges Cures

Mumbling or Speaking Articulation exercise, mirror exercise, Smile and release

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indistinctly; the sounds are and tongue stretching, you can slightly massage your
jumbled face before these workouts
Monotone Speaking, Speaking Pitch stretching, with voice and speech warm ups
in flat and boring tone
Whisperer Speaking very lowly Voice and speech warm ups, and connecting breath with
in a whispy voice sounds and projection exercises
Hard and rough voice, Breath work, voice warm ups
Unpleasant and grating and
domineering; lacks tone and
variety
Speak too fast or too slow Breath control exercises
,Spitting out the words just to
make noise; the opposite is a
slow talker, who thinks too
much, over analyzes what he
would say
Choppy speaker. A tendency Swing through each phrase smoothly. Practice with the
to stop and go; not rhythmic, following phrases : Going to think, Going to see, going to
rough on the edges die, Going to lose weight, What to buy. What to be this is
to avoid saying too much slang lingo such as “gonna” or
“wanna”.
The Fader. A speaker who Projection exercise and a lot of breath work
fades in and out and cannot
sustain the energy he started
with; the listeners cannot hear
what you are saying.
High Pitcher Speaking Breath work, pitch stretching, finding your middle ground
continuously in a high throaty
voice
Nasal Voice is coming from Breath work, pitch stretching, open your mouth more and
your nose and it‘s a loud breathe from your diaphragm
monotone
Application:
The mastery on the use of effective voice in communicating can be easily learned through constant
practice. If you were to make a voice practice by applying the proper breathing, projection and pronunciation,
try reading the sample of a poem below. Read it

21
aloud several times and record your voice in your cellphone. Play it back , then listen to your own recording.
Repeat until you feel comfortable with your voice and pronunciation.
A Sample of Tongue Twister Exercise
Betty Botter
Bought some butter,
But she said,
The butter‘s bitter
If I put it in my batter,
It will make my batter bitter.
So she bought a bit of butter,
Better than her bitter butter,
And she put it in her batter,
And the butter was not bitter.
So ‗twas better.
Betty Botter
Bought a bit of better butter.
The voice is the primary tool that is used by humans to convey their thoughts and ideas. In expressing
oneself, it is of utmost importance to improve the quality of voice by adopting the techniques given in this
lesson. This is done to attain the characteristics of a good voice. When an individual would like to become an
effective speaker, he should be always guided by the rules enumerated in this lesson.
Assessment :
I. True or False. Write TRUE if the statement is correct otherwise write FALSE if the statement is
not correct.
1. It is important to possess good quality voice when talking to people.

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2. You can easily show your emotions through your voice.

3. Your voice can lead people to identify you even when you speak unseen by them.
4. Pronunciation is also the same as voice tone .
5. In acquiring an effective voice, it is also important to manage and control
your breathing.
6. To be able to sustain your speech longer, you need to inhale deeply and faster.
7. Pitch refers to the high or low voice quality.
8. When you speak while holding a microphone, the distance of the microphone from your
mouth is one inch.
9. When testing a microphone, it is better to knock it or blow in it.
10. When you possess a soft voice, you can still improve it through projection.
II. Enumeration. Give the required answers. Write down your answers neatly and properly.
1. Give the four ways to acquire a good quality voice.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Give the five bad voice qualities that must be avoided when speaking.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. While talking to your audience, give at least two ways to consider when you need to adjust the
loudness of your voice

23
_________________________________________________________________________________
Write a paragraph and make a brief self- introduction stating your name, address, age, birthday,
school ,course, name of your parents and brothers and sisters, your hobbies and your ambition or plans
in the future. Read this aloud in front of mirror. Start from the nearest space between you and the mirror,
step back ward and while stepping back continue reciting your written self-introduction, increase the
loudness of your voice and project more as you get farther from the mirror. As you look at yourself
in the mirror, observe your gestures, facial expression and eye contact. Smile as you talk.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Suggested Links (Optional):
 www.helpguide.org › relationships-communication
References / Attributions:
Tapalla, (2009) Public Speaking and Personality Development
Lesson 4 : Dyadic
It is the communication between two persons or the interrelationship between the two persons who are
exchanging ideas and thoughts.
Lesson Objectives:

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At the end of the lesson, the students are expected to :

 Define the meaning and identify different forms of Dyadic communication
 Show how well they understand Dyadic communication
 Compare and contrast Intrapersonal and Interpersonal Communication
Getting Started :
In your own opinion, do you believe that Intrapersonal Communication has influence in your personality
development? Are you curious to find out how it affects you as a communicator? Can you differentiate
Intrapersonal communication from Interpersonal communication? Discover how these forms of communication
can improve your way of dealing and communicating with your classmates, friends, family, and other people in
our society.
Discussion:
The Nature of Intrapersonal Communication
Intrapersonal Communication - involves only the self. It must be clearly understood by the self because
it constitutes the basis for all communications. (Beebe,1988 as cited by Cabrera,2008). This level of
communication occurs within a person for the purpose of clarifying ideas or analyzing a situation. This also
happens when we evaluate or examine the interaction that occurs between ourselves and others.
Intrapersonal communication has three aspects, these are self-concept, perception, and expectation.
Self- concept is each person‘s consciousness of his total essential and particular being. This determines
how a person sees himself/herself and is oriented towards others. Self-concept involves three factors – beliefs,
values, and attitudes.
Components of Self-concept
Self-image – this is the descriptive part of the self. It is the picture you have for yourself, the kind of person
you believe you are.
Self-esteem – this is the evaluative part of yourself. It is how you feel about yourself, how you like
yourself. This is usually based on the perceptions of our successes and failures. Self-esteem whether high or low
is usually covered when we communicate with other people.

25
Perception looks outward. It is rooted in beliefs, values, and attitudes.

Expectations, on the other hand, are future-oriented messages dealing with long term roles; projections of
established relationships within the family or society.
When we become aware of ourselves, our controlling agents in our communication is ourselves, not an
outside force. Our self-awareness can be seen and heard in our communication behavior. People who are aware
of themselves, express emotions both verbally and non-verbally. They cry, laugh and speak in expressive tones.
Their bodies communicate their fear, joy, and pleasure. (Masternon,1995, as cited by Cabrera,2008)
Intrapersonal communication is the active internal involvement of the individual in symbolic processing of
messages. The individual becomes his or her own sender and receiver providing feedback to himself or herself
in an ongoing internal process. It can be useful to envision intrapersonal communication occurring in the mind
of the individual in a model which contains a sender, receiver and feedback loop.
Levels of Communication activity in Intrapersonal Communication:
Internal discourse – involves thinking, concentration and analysis. Proper contemplation and mediation are
parts of this category. Daydreaming and nocturnal dreaming fall in this category.
Solo vocal communication – includes speaking loud to oneself. This is also known as ―soliloquy‖. The
main purpose is to clarify thinking or to rehearse a message intended for others.
Solo written communication – deals with writing not intended for others, like an entry in a diary or journal.
Ethos – this refers to your image as a communicator as perceived by other people. This is your reputation.
What kind of speaker you are, based on your qualities such as being credible, trustworthy and respectable. Ethos
is how people look upon you. If your listeners find you credible, then you can easily influence them.
Interpersonal Communication
It is the process of understanding and sharing meaning between at least two persons. This is classified into
four kinds according to number of participants. (Cabrera,2008)

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a. Dyadic - a basic form of communication between two persons. Both of them speak and listen
alternatively as the exchange of messages that are common. This is called conversation. When two individuals
talk to settle some confidential matters, they are engaged in a dialog. Meanwhile, when two people are into a
well prepared and systematic setting, they are in an interview. We will discuss different types of interview in
this lesson.
b. Small Group Communication – this involves three or more people. The less participants in a group, the
more cohesive and effective the interaction becomes. As the group tries to find solutions to a certain problem or
finding solution to some matters, high thinking process takes place that arrives to decision making and
resolutions.
c. Public Communication – this is the situation where the speaker delivers a speech before an audience,
usually a large group who receives the speech in a more of one –way mode; the speaker does the talking for the
meantime while the group listens. The use of media like radio and TV can be employed for the purpose of either
information sharing or for entertainment.
d. Mass Communication- delivered either via oral or printed medium, this uses radio or television or the
internet where a very large audience is addressed. A typical example of this is the social media where the whole
world could see, listen, and interact.
Classification of Interpersonal Communication (according to the function or setting of the
communication)
1. Organizational Communication- when dealing with a business group, this is the best example of
organizational communication. The use of the principles of communication skills to improve the performance of
an individual up the corporate ladder. Another use of this type of communication is in hospitals, academic and
military institutions.
2. Family Communication – this one focuses on family members in extended or normal families. It
depends on the closeness of members to each other as they work toward a common goal like family projects,
business, or any other endeavors.
3. Mediated Interpersonal Communication – this one involves the use of technology that helps both the
sender and receiver of the messages. The use of primary context here is absent and the use of technology serves
to connect the various parties involved in communication. Examples of this are the use of emails and the
internet.

27
4. Dyadic Communication – the communication between two people in this case, does not involve face to
face encounter but with the use of a medium like cellphone or telephone.
5. Group Communication – this involves a small group of people in a teleconferencing meeting like in the
case of a Zoom meeting.
Eight Principles of Interpersonal Speech Communication (Cabrera,2008)

1. Groups are integral part of our society.
2. Theorizing is a basic form of human activity.
3. Interpersonal needs, individual goals, group goals, interpersonal attraction and group attraction are the
factors that come together in small group communication.
4. Roles, norms, status, and trust are the four variables that affect our relationship with other people in
small group
5. A positive group climate is essential if one has to reach the maximum goal in a working environment. A
warm and trusting group motivates a worker to strive harder. Keeping communication lines always open
and group cohesiveness always intact improves interaction and cooperation.
6. Non-verbal communication variables have a strong, solid impact on the dynamics of the group. Group
members send more non-verbal messages than verbal messages (Meertens ,1994).
7. Your attitudes toward leadership affect your behavior in small groups. If you are convinced that a leader
should be the ultimate ruler, then you have the tendency to become an bossy leader.
8. Leadership is an interplay among the needs of the group; the needs of a member within the group and
the capability of the person to live up to the expectation of all in the group.
How to Improve Communication in Interpersonal Relationships?
Since we aspire to have successful interpersonal relationship, what must we do?

28
1. We should have a commitment to learn a variety of communication skills.

2. We must understand individual differences among group members.
3. We must be open to our fellow members.
4. We must learn to understand others through careful listening.
The Ten stages in the Interpersonal Communication Process:

There are ten stages in interpersonal communication that are extended over life cycle. This can be applied
to relationships such as personal friendships, romantic relationships, business tie- ups or venture and many other
kinds of interactions.
1. Initiating Encounter – this offers a first impression that can be full of communication data. Likes and
dislikes can be instantaneous. However, lots of people have found out that first impression may not always be
accurate.
2. Experimenting - in this stage, there occurs an exchange of information that at first seems to be safe but
later on becomes more personal and revealing.
3. Intensifying – when experimentation leads to positive mutual conditions, this stage follows.
4. Integration – during this stage,mutual decisions are made and the relationship is rewarding. This is the
stage of intense friendships,close business partnerships and romantic commitment.
5. Bonding – this is the final stage where the relationship sealed and in formal setting, usually associated
with legal tools such as contracts and written agreements.
6. Differentiating – This reflects the initiating phase but the focus is more on the differences of each other.
7. Circumscribing – the persons involved start to lessen their communication and focus on mainly
functional topics.

29
8. Stagnating – the relationship in this stage becomes flat and unrewarding but just continue mainly for
some reasons such as religious obligations, family obligations and local expectation.
9. Avoidance – both participants in this interpersonal communication avoid each other and express
annoyance when they meet.
10. Termination -- this is the final stage of the breakdown where legal , formal contracts, religious
attachments are severed and the death of the relationship is announced.
Dyadic Communication
We have studied earlier that Dyadic communication involves two persons. Now, we will focus on a formal
and systematic form of dyadic communication. This is known as the interview.
Interview – is a method of extracting information from another person through formal and systematic
questioning. The interview may not be always involve two persons like in the case of panel interview. In your
search for jobs later on when you graduate, you will undergo certain types of interview.
a. Job or Employment Interview – this is the most common type of interview. This is done to determine the
applicant‘s qualifications for the job.
b. Research Interview – this type of interview seeks to gather data in connection with study or research.
The source of information is an expert on the subject matter.
c. Counselling Interview – this is done to know one‘s social problems and the terminal objective of
advising the client how to cope with such problems.
d. Diagnostic Interview – this is done by specialists in certain fields. The aim is to determine the medical or
psychological problems. A physician conducts a medical interview to find out how the patient feels. A
psychologist, however, explores a client‘s inner conflict while conducting psychological interview.
e. Exploratory or Survey Interview – this aims to get varied opinions about a popular pubic concern, issue
or controversy.

30
f. Press Interview – this is usually done by media practitioners who ask government officials about local or
international developments.
g. Sales Interview – this is done to promote products or services. Television hosts asking a product or a
brand manager regarding his company‘s newest product or marketing personnel going from one house to
the next, to find out about housewives‘ preferred detergents or sandwich spread.
h. Exit Interview- in some companies, when an employee resigns or retires, an exit interview is done to
find out the reasons for leaving and also to know the areas that need improvements where reforms must be
instituted.
How To Prepare for an Interview?
If you are going to conduct an interview, for example, a job or employment interview, take note of the
following reminders:
1. After you have identified the person to be interviewed, inform the him/her through call or email. Give
the date and time of the interview.
2. Carefully plan your questions. – prepare your questions in advance. Arrange them in good sequence
such that the important ones will be asked first. In case, you lack time, you have already asked the important
questions.
The Type of Questions in an Interview:
1. Open-Ended Questions – you can ask this type of question when you want to know the opinion of the
interviewee ( the person you are going to interview). Usually this question begins with “How”? Example, How
are you going to share your expertise to the company?
2. Closed Question – this type of question could be answered by ―Yes‖ or ―No‖.
Example: Are you amenable to work during weekends or holidays?
3. The Follow-Up Question – you can ask this question to encourage the interviewee to tell more or to
elaborate on the answer. Example: Why do you think so?
4. The Direct Information Question – when you need a specific answer, this type of question is
appropriate. Example: What type of printing machine you are most familiar?
5. The Multiple Choice Questions – with this question, you can give the interviewee the option to choose
from. Example: Which do you think is more productive? the manual or automated printer?

31
6. The Tell-Back Question – here, you can repeat the answer of the interviewee to clarify some points.
Example: If I fully understand your concern, you prefer to work with a team than to work alone?
Some Basic Tips to Remember When Attending an Interview – someday when you graduate and look for a
job, you will undergo employment interview. To ensure success in your interview, apply the following tips:
1. Introduce yourself in straightforward, simple, and polite manner. Smile as you talk.
2. Answer a question by saying at least three sentences. Try to elaborate and not just one answer to one
question. Speak with a clear and modulated voice.
3. Be conscious of your mannerisms such your hand movements, put them on lap. Feet together and sit
properly. Do not look at your watch.
4. Maintain eye contact with your interviewer.
5. Thank the interviewer after the interview and reach out for a handshake if he/she
offers.
Application:
We have learned in this lesson that Intrapersonal communication is within us. We communicate to
ourselves. Now, let us find out your positive and negative impressions about yourself by writing down those
traits that you believe you possess. How do you see yourself? List them down. You can write sentences ,
phrases, or single words.
My positive traits: _______________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
My negative traits: ______________________________________________________________
_________________________________________________________________________________
For Interpersonal aspect, list down another positive traits that you think can be found in your:
Best friends : ____________________________________________________________________
Classmates : ____________________________________________________________________

32
Brothers and sisters: _____________________________________________________________

Parents: ________________________________________________________________________
Teachers: _______________________________________________________________________
Talk to your friend through call or chats. This is your Dyadic Communication. Engage in a conversation.
Afterward, connect with your teacher and classmates and communicate with them to discuss some items in our
lessons. You are now into Small Group Communication.

Understanding oneself is the essence of Intrapersonal communication since through this process, one can
assess and regards himself or herself- whether in a positive or negative perspective. Interpersonal
communication skills on the other hand, work best when practiced in the outside world. Dyadic communication
is between two persons in a dialogue, conversation or interview process. Small group communication occurs
with three or more peers, classmates, family and with other people in the community.
Assessment:
I. Essay.
Instruction: Answer and explain what are being asked for in the question.
Consider the Rubric Assessment in determining scores.
1. Compare and contrast Intrapersonal and Interpersonal Communication. In what way are they the same?
In what way are they different?
_________________________________________________________________________________
_________________________________________________________________________________

33
_________________________________________________________________________________
_________________________________________________________________________________
2. Discuss the nature of Intrapersonal Communication.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Explain the Difference Between Self-image from Self-esteem.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
II. Enumeration
1. Give the three aspects of Intrapersonal Communication.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. The three factors of Self-concept
_________________________________________________________________________________
_________________________________________________________________________________
3. The three levels of communication in Intrapersonal Communication

34
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. Four kinds of Interpersonal Communication
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. Five classifications of Interpersonal Communication
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
6.Complete the Ten Stages in Interpersonal Communication Process.
1. Initiating Encounter---->2.___________3.Intensifying Stage--->4.___________--->5.__________-->
6. Differentiating --->7.________--->8. Stagnating --->9.________--->10. Termination
III. Matching Type : Match Column A with Column B. Write the letter of the correct answer on the
blanks provided for.
Column A Column B

35
_______1. Job interview a. Interview before an employee resigns or retires

_______2. Research Interview b. to promote products
_______3. Counseling Interview c. to find out one‘s psychosocial problem
_______4. Diagnostic Interview d. to assess an applicant‘s qualifications for a job
_______5. Exploratory or Survey e. to gather data
_______6. Press Interview f. a formal and systematic way of Dyadic talk
_______7. Sales Interview g. to gather opinions
_______8. Exit Interview h. a communication between two persons
_______9. Interview i. usually conducted by media experts
_______10. Dyadic j. to determine medical problem
IV. Fill in the Blanks : According to Cabrera,2008, there are eight principles of interpersonal speech
communication. Supply the missing words in the blanks.
1. _________ are integral part of our society.
2. _______________ variables have a strong, solid impact on the dynamics of the group. Group members
send more non-verbal messages than ______________.
3.____________________ is essential if one has to reach the maximum goal in a working
environment. A warm and trusting group motivates a worker to strive harder.
4. __________________ is a basic form of human activity.
5. ___________,___________,__________and ________ are the four variables that affect our
relationship with other people in small group.
6. _________ is an interplay among the needs of the group; the needs of a member within the group and
the capability of the person to live up to the expectation of all in the group.
7. Your attitudes toward leadership affect your _____________ in small groups. If you are convinced that
a leader should be the ultimate ruler, then you have the tendency to become a _______________.
8. Interpersonal needs,___________, group goals, ________________ and group attraction are the factors
that come together in ____________________________.
V. True or False: Write the word “True” if the statement is correct. Otherwise, write False.

36
1. Open-ended questions in an interview are those that usually start with the word‖How‖?
2. When you are asked ― Why do you think so? is an example of Direct information
question.
3. The multiple choice question gives the interviewee the option to choose from a variety of answers.
4. In this question ―what food do you prepare for breakfast?, is a Tell- back question.
5. When introducing yourself during an interview, it is better to speak in a polite and
straightforward manner.
6. When you are asked one question, it is good to give only one answer.
7. When you are talking to your interviewer, you must not look at his eyes but look at the ceiling or walls
of the room.
8. It is advisable to smile while speaking during an interview.
9. Always look at your watch while you are being interviewed.
10. After the interview , leave immediately and do not thank the interviewer anymore.
Part of Intrapersonal communication is about how other people think of you. Contact your friends or
classmates and ask their honest comments - what they can say about you as a friend? List down their
impressions of you.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
References/ Attributions:
Cabrera ,2008

37
Lesson 5 : Small Group Communication

Proven to have been very useful in many different ways – from knowledge acquisition to imparting
information to other people, Small Group Communication is also an interesting aspect for the students to study
and practice in order to get is full benefits and usefulness.
Lesson Objectives:
After this lesson, the students are expected to learn the following:
1. To distinguish the advantages of small group communication
2. To discuss the nature of small group communication
3. To cite and differentiate the types and forms of small group communication
Getting Started:
Have you ever wondered why you learn more things when you are associated with other people such as in a
team or small group? This is the essence of the contribution of small group communication to the growth and
personality development of an individual.
I encourage you to dig deeper into this lesson and find out how this will help you gain more friends and be
effective as a member of a small group.
Discussion:
Small group communication involves three or more persons. The lesser number of people in a group, the
more closely this unit resembles interpersonal communication. At this group level, usually the problem solving
and decision making takes place, as the members are actively engaged in discussion and planning. This subset
of interpersonal communication exists in many types of organizations like:
 civic groups
 clubs
 associations
 church groups
 business sector

38
Members of this group share mutually dependent purpose or objective and a sense of belonging. They behave
based on the group's norms and values (Cabrera,2008).
Group Size
Normally as the group size increases, the chance for members to interact more effectively lessens. Hence,
the ideal size , according to communication experts would be from six to eight up to a maximum of twelve
members. This idea of "least group size" was suggested by Herbert Thelen (1995) with the desire to allow
maximum number of ideas.
When the members are deeply engaged in discussion, there are the:
Five Characteristics of Good Discussion (Nelson, 1999).

1. There should be sense of cohesiveness or "groupness" within the group as though the group members
feel that they are part of the group and identified by the group's goals and ideals.
2. Members must be open to other and to new ideas. It is a give and take situation where a member is
willing to listen to fellow members and at the same time willing to share his ideas and suggestions. A solution
acceptable to all members must be reached.
3. Each member must also have the willingness to communicate with respect to other members such
that he does not monopolize the discussion. However, it is not good to keep silent as if he does not care.
4. The members of the group should be sensitive to each other by becoming respectful of others' ideas
and must be able to observe non-verbal cues.
5. Participants must be capable to initiate some changes in the context of small group communication
by making changes in the pattern or rules of communication, the roles of members, the agreement reached, up
to the size of the meeting place, if that could affect the interaction among members. In short, the members must
have the initiative for the good of the group.
Cabrera (2008) further classified small group communication into forms such as:
1. Panel Discussion
2. Symposium

39
3. Lecture - Forum
4. Business Meeting
There are processes that are followed with the way small groups try to solve issues, engaged in
discussion and systematic deliberations. At the end, the resolution reached is acceptable to all members and not
just a product of one's suggestion.
Panel Discussion - consists of three to eight members who discuss systematically a problem or issue. The
discussion is facilitated by a moderator who directs the flow of discussion beforehand.
If you happen to be the moderator, here are some tips to follow to lead the flow of discussion in the
following:
1. Panel Discussion
 Choose the topic and the speakers for the discussion
Consider the timeliness, relevance of the topic and the availability of the speakers who are authorities of
the topic.
 Prepare your questions.

Ahead of time, make a list of questions and items to be taken up. Ensure that all important details will
be included in the discussion.
 Decide on the arrangement of the panelists.

You can decide on the seating arrangement of the members of the panel.
 Brief panel members on the mechanics of the discussion.

Lay the ground rules about the assigned length of time given to each speaker, like the one-minute
opening statement, the side on which they will take- agree or disagree with the issue. Advise the
speakers to bring the necessary documents when they attend.
 Open the discussion with an introduction of the topic and the speakers. Inform the audience if
they can ask questions during or after the discussion.
 Moderate the discussion by asking both prepared and spontaneous questions.

Study the sequence of your prepared questions. Give the panelists equal chances to speak.

40
 Never take sides.

Remain neutral all throughout the discussion. Keep to yourself , your personal beliefs, and opinions. Do
not argue with the panelists.
 Be friendly but be in control of the situation

In case, a panelist consumes too much time talking and drifts away from the main topic, politely remind
him/her to consider hearing the opinion of the other panelists.
 Be time conscious.
From start to finish, be conscious of time limit.
 End the discussion by synthesizing or summarizing the major points taken. Thank the
panelists and the audience.
2. Symposium - unlike the panel discussion, the symposium does not usually allow the panelists to interact
freely with each other. Here are some pointers to remember if you are to become a moderator for a symposium.
There are about three to six speakers in a symposium. After all the speeches, there may be an open forum
(Cabrera, 2008).
 Choose a topic that is common to all participants.
 Distribute the topics - assign each speaker a particular topic
 Brief the speakers about the mechanics or flow of the symposium and inform them of time allotted to
them.
 Provide for a general introduction of the topic and all the speakers and limit your introduction to three
minutes.
 Introduce the speakers one by one and the topics assigned to them.
 Summarize all the topics taken in the discussion.
 Preside over the open forum in an orderly manner.
3. Lecture-Form - this type of speech communication is conducted by one lecturer in a communication

situation. A subject matter specialist talks about an interesting topic. A moderator could handle the open forum
after the lecture.
4. Business Meeting - if you are an officer of an organization, you must be aware of the so-called "Order of
Business".
 Determination of Quorum - the required number of participants needed for a meeting depends on the
Constitution and By-laws of the organization. If there is no quorum,

41
reset the meeting. If there is a quorum, request the secretary to make a roll call to note those who are
present and absent.
 Reading of minutes - ask the secretary to read the minutes orally. The minutes is the list of the things
taken up during the discussion. After the minutes have been distributed and read beforehand, call for the
approval of the minutes by saying" Will somebody move for the approval of minutes of the meeting".
 Approval of Minutes - if there is something to be corrected in the minutes, then another move for the
approval of minutes "as corrected" but if there is no correction to be made, let someone move for the
approval of the minutes "as read."
 Matters Arising - once the motion for approval is seconded, declare that the minutes are approved as
corrected or as read, as the case maybe. Ask the members of the group if they have questions,
clarifications on any items in the minutes, or updates.
 Committee Reports - the Constitutions and By-laws must be followed with regards to other reports. The
standing committees, which are created by virtue of the Constituents and By-laws, report to the ad hoc
committees, which, in turn formed to handle special tasks or functions. Once they have accomplished
the special tasks, the ad hoc committees are dissolved.
 Unfinished business - take up matters on the agenda of the previous meetings but were not covered then.
 New Business - discuss the agenda
 Adjournment - if some of the present agenda are not taken up, mark them as unfinished business for the
next meeting. If there are no more matters to discuss, let someone move for the adjournment. Once the
motion is seconded, declare that the meeting is adjourned.
Application:
When you attend a meeting, for example, a small group meeting composed of your new classmates to
discuss a particular lesson or project even in an electronic medium like group chats , you can learn out of the
exchange of messages and you can educate them as well when you share some information that are new to
them. This is the dynamics of the

42
small group communication. Try to be an active participant. The tips that are given in this lesson will guide you
to become a good moderator and a group member.
This lesson defines and focuses on small group communication: its nature, forms, and processes.
Regardless of the type of small group discussion being involved, the use of both verbal and non-verbal
communication is advised to be observed and practiced by a student whenever he/she is involved in small group
communication activities.
Assessment:
Consider the Rubric Assessment in determining scores..
1. Define small group communication.

_________________________________________________________________________________
_________________________________________________________________________________
2. Why is it that when you join a small group communication event, you learn more things than when you
study alone most of the time? Explain.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
II. Enumeration
1. List down the five characteristics of good discussion
_________________________________________________________________________________

43
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Give the four forms of small group communication .
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Imagine that you are invited as a speaker and you are going to deliver a lecture before a group of youth
about the importance of following health protocols during the Covid 19 pandemic season. Now, you are
preparing your lecture.
In not more than 300 words, write down a lecture good for five minutes. Make a research if you want to
include some useful background information in your lecture.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Suggested Links :
References / Attributions:
Cabrera, 2008

44

45

46

Dc
Interactive English
Learning Module No. 3
Learning Module on Interactive English (Finals)

STUDENT
Name:
Student Number:
Program:
Section:
Home Address:
Email Address:
Contact Number:
PROFESSOR
Name: Patricia Mariz Hilao-Valencia
Academic Department: Department of Arts, Sciences, and Teacher Education
Consultation Schedule: 8:00 am – 12:00 pm / 1:00 pm – 3:00 pm Monday to Friday
Email Address: phvalencia2@up.edu.ph
Contact Number:0975-489-7257

LEARNING MODULE INFORMATION
I. Course Code IE101
II. Course Title Interactive English
IV. Module Title Public Communication and Speech Delivery
V. Overview of the Module This module covers the meaning, purpose, and components
of public communication, types of public speaking, and the
do‘s and don‘ts of public speech writing and delivery. By the
end of the module, you, the students, are expected to:
 Recognize the importance and implications of public
communication
 Differentiate the types of public speaking
 Write a speech outline of a topic assigned and of a
topic of their choice
 Deliver their written speeches
VI. Module Outcomes In this module, you will be tasked to analyze famous
speeches. As the module progresses, you will be writing
your own speeches on a topic of your choice and on
some assigned topics. You will do this from scratch
beginning with speech outlines. Likewise, you are
expected to deliver these speeches yourselves as a final
requirement, together with a couple of other speaking
activities in between lessons.
VII. General Instructions
You must allot the necessary time to complete

the lessons each week. If you choose not to complete
the lesson using the schedule provided, you must
understand that it is your full responsibility to
complete them by the last day of completion.
The module is designed to assess student
understanding of the assigned lessons found within
the associated content of the midterm period of the
course. The assessment part of the module is
composed of varied types of questions and activities.
Pay attention to the answer to the assessment questions as you
move through each lesson. After each module you will be given a
summative test. Your responses to the assessment parts of the
module will be checked and recorded.
Because the assessment questions are available within the whole

completion period and because you can reference the answers to
the questions within the content modules, we will not release the
answers within modules. However, your professors are happy
to discuss the assessments with you during their
consultation time. Good luck.
You may not work collaboratively. This is
independent work.

1
Lesson 1: Public Communication and Public Speaking

Lesson Objectives: After this discussion, the students are expected to:
 Explain how public communication works
 Recognize the importance and implications of public speaking in our life
Getting Started (Optional):

Let‘s reflect on these questions:
 Have you ever been tasked to speak in front of a live audience, in class or in a public gathering? If
yes, how did you feel about it? If no, would you be willing to do it if you were asked to do so. Why or
why not?
Discussion:
In the previous module, we learned about small group communication that involves 3-15 people who
conduct face-to-face interactions over a period of time. Moreover, we understood that this type of
communication helps us cater to our interpersonal needs as human beings and helps us find people who
have the same interests and skills as us. In this module, we will discuss another form of verbal
communication.
What is Public Communication? Public communication Is defined as a communication that happens between
a speaker and a live audience. This is often used as an instrument for change-that is, speakers communicate
their thoughts and feelings to listeners with the intent of generating knowledge, influencing values, beliefs,
attitudes, and reactions, and reaching mutual understanding.
Who are the public speakers? The people who achieve their goals through the use of well-organized
stimuli that bring thoughts and feelings to listeners‘ minds, their primary tool for stimulating their listeners
to respond is the spoken word.
Why do we engage in public speaking? We speak before a live audience to inform, to persuade or to
entertain. A speaker has the power to transmit useful information through a lecture, seminar, or a speech,
where the audience is expected to gain takeaways on a relevant topic in a chosen field. A speech can also be
used to persuade an audience to take a stand on an issue or take a necessary action to make a difference. This
proves how public speaking can empower both the speaker and the audience. Lastly, it can be used to amuse
people in different ways such as in drama or comedy.

2
According to Eugene White (1960), the four interrelated components that make up public speaking are the
following: 1) speaker, 2) speech, 3) audience and the 4) occasion. In his communication model, White
explained that communication is a repetitive cycle (there is no beginning and no end) and involves eight
stages namely,
thinking, symbolizing, expressing, transmitting, receiving, decoding, giving feedbacks monitoring
and thinking.
Following this, in public speaking, there is an endless exchange of messages between the speaker and the
audience where the speaker delivers the speech, and the audience gives out feedbacks of different forms.
The Fear of Public Speaking
Stage fright or performance anxiety is the anxiety, fear, or persistent phobia which may be aroused in an
individual by the requirement to perform in front of an audience, whether actually or potentially (for
example, when performing before a camera).
Public speaking is said to be the biggest fear reported by many American adults, topping flying, financial
ruin, sickness, and even death. This fear takes a huge toll on self-confidence and self-esteem and causes some
people to leave school or a job or pass up a promotion. Many, including seasoned professional performers,
suffer in silent terror. And because they feel embarrassed, people try to keep their fear a secret, even from a
spouse or other close family members or friends.
10 tips to reduce your stage fright (Anxiety and Depression Association of America):
1. Shift the focus from yourself and your fear to your true purpose—contributing something of value to your
audience.
2. Stop scaring yourself with thoughts about what might go wrong. Instead, focus your attention on
thoughts and images that are calming and reassuring.
3. Refuse to think thoughts that create self-doubt and low confidence.
4. Practice ways to calm and relax your mind and body, such as deep breathing, relaxation exercises, yoga,
and meditation.
5. Exercise, eat well, and practice other healthful lifestyle habits. Try to limit caffeine, sugar, and alcohol
as much as possible.
6. Visualize your success: Always focus on your strength and ability to handle challenging situations.
7. Prepare your material in advance and read it aloud to hear your voice.

3
8. Make connections with your audience: Smile and greet people, thinking of them as friends rather than
enemies.
9. Stand or sit in a self-assured, confident posture. Remain warm and open and make eye contact.
10. Give up trying to be perfect and know that it is OK to make mistakes. Be natural, be yourself.
Methods of Delivery
A public speaker can deliver a speech in four different ways: by reading a manuscript, memorizing a
manuscript, delivering an impromptu speech, or delivering an extemporaneous speech.
How is an impromptu speech different from an extemporaneous speech?
An impromptu speech is given in a spur of a moment, when someone is asked to say ―a few
words.‖ On the other hand, in an extemporaneous speech, the speaker is given a few
minutes to prepare his or her notes. Both methods involve delivering a speech in a conversational
tone.
What are the different types of public speeches?
1. Speech of description 8. Speeches of presentation

2. Speech of demonstration 9. Speeches of acceptance
3. Speech of explanation 10. Keynote speech
4. Speech to persuade 11. After-dinner speeches
5. Speech to actuate 12. Commemorative speeches
(commencement speeches, eulogies,
6. Speech to inspire
speeches for national holidays,
7. Speeches of introduction toasts)
Why is the occasion an important component in public speaking?

Have you ever watched or listened to a resource speaker who was saying something irrelevant to the
occasion? Was it awkward?

2
Before a speaker can deliver a speech, whether it be prepared or impromptu, he or she must be aware of
what the speech is for and for whom it is being delivered. The theme of the event must also be known, so
that it can be incorporated in the speech for relevance. Presenting in front of a crowd without knowing these
things is pointless and can be very embarrassing.
Why is it necessary to learn how to speak in public?
A public speaker is not only a lecturer but can also be an agent of change. At some point in our lives, we
will all be called on stage to say something significant, and at some point, we will need to make ourselves be
heard. Consequently, if we aim to influence an audience, establish connections with them and be an inspiration
to them, there is a need for us to learn this essential life skill.
Oral communication skills were the number one skill that college graduates found useful in the business world,
according to a study by sociologist Andrew Zekeri (Zekeri, 2004). That fact alone makes learning about public
speaking worthwhile.
In addition to learning the process of creating and delivering an effective speech, students of public speaking
leave the class with a number of other benefits as well. Some of these benefits include developing critical,
thinking skills, fine-tuning verbal and nonverbal skills, overcoming fear of public speaking.
One important benefit is an increased ability to think critically. For example, when preparing a persuasive
speech, you‘ll have to think through real problems affecting your campus, community, or the world and
provide possible solutions to those problems.
A second benefit of taking a public speaking course is that it will help you fine-tune your verbal and
nonverbal communication skills. Whether you competed in public speaking in high school or this is your
first time speaking in front of an audience, having the opportunity to actively practice communication skills
and receive professional feedback will help you become a better overall communicator.
Lastly, when studying the ropes of public speaking, students become better acquainted with the public speaking
process, making them more confident and less apprehensive.

3
Application: Reflect on and answer the following questions:

 What is the implication of learning the ropes of public communication on your life?
 What happens if we lose the power to communicate publicly?

Public communication happens between a speaker and a live audience. Its essential components also
include the speech and the occasion.
Public speaking is done for information, persuasion, or entertainment purposes and is necessary for us
human beings to meet our interpersonal needs.
To overcome the fear of public speaking or stage fright, you must address and revise any negative
perceptions, beliefs, thoughts, images, and predictions related to public speaking or performing.
A speech can be delivered by reading a manuscript, memorizing a manuscript, delivering an impromptu
speech (done in a spur of the moment), or an extemporaneous speech (preparation is done within a given
time frame).
Public speaking is a necessary skill as it helps an individual establish connections with people and be an
inspiration to others. Learning this skill helps you develop critical thinking skills, fine-tune your verbal and
nonverbal skills and overcome fear of public speaking.
Assessment:
Task 1. Write the correct type of public speech that is described in each item. Choose your answer from the box
below. Write your answer on the space provided before the number.
After-dinner Speech Toast Commencement Speech Inspirational Speech
Persuasive Speech Speech to Demonstrate Acceptance Speech
Speech to Describe Impromptu Speech Eulogy
_______________1. The primary purpose is to teach an audience how to complete a certain

task by following a series of steps

4
_______________2. A speech that helps the speaker create an accurate mental picture in the
mind of the audience regarding a specific person, place, or thing
_______________3. A famous personality is usually asked to deliver this speech to teach the
public valuable life lessons
_______________4. A piece of writing someone makes when accepting an award, a prize or
any recognition
_______________5. A piece of writing that praises someone or something highly, typically
someone who has just died
_______________6. A speech given to graduating students
_______________7. Typically given to set the theme for an event; Examples might include the
main speaker at business conference or even a guest speaker at a graduation
_______________8. A public address event that is traditionally spoken after a dinner, and
meant to take an important topic and make greater sense of it through the use of humor that is relevant to
the idea presented
_______________9. A speech that is given in a spur of a moment, when someone is asked to
say ―a few words‖
_______________10. A brief speech of congratulations, appreciation, and remembrance for a
person followed by a drink
Task 2.
I. Write the correct type of public speech that best fits the example, line, title, or situation given in
each item. Write your answer on the space provided before the number.
__________________1. JoKoy‘s stand-up comedy specials on Netflix
__________________2. President Rodrigo Duterte‘s SONA
__________________3. Meryl Streep winning an Oscar for acting
__________________4. ―I wish you can hear me now, wherever you are. You will always be in
our hearts.‖

5
__________________5. Barack Obama‘s campaign speech

__________________6. Engagement party announcement
__________________7. Judy Ann‘s Kitchen episode on Banana Cream Pie
__________________8. Best man‘s speech
__________________9. The UPLB Class Valedictorian in the 2012 graduation ceremony
__________________10. Lebron James at the LA Lakers victory party
II. Write TRUE if the statement is true; otherwise, write FALSE.
_________________1. The speech of description paints a clear picture of an event, person,

object, place, situation, or concept.
_________________2. Speeches of demonstration deal with ideas, theories, principles, and
beliefs.
_______________3. A speech to convince may establish beliefs, but it always calls for the
audience to act.
_______________4. The speech to inspire aims to uplift the feelings of the listeners.
_______________5. A speech of introduction should be brief and personal, and it should call
attention to the main speaker and not you
Below is an excerpt of the speech delivered by Steve Jobs, CEO and founder of Apple Computer and
Pixar Animation Studios, during the graduation ceremony at Stanford University in 2005. Read the
speech thoroughly and answer the questions that follow.
―I’m pretty sure none of this would have happened if I hadn’t been fired from Apple. It was awful tasting
medicine, but I guess the patient needed it. Sometimes life hits you in the head
with a brick. Don’t lose faith. I’m convinced that the only thing that kept me going was that I loved what I did.
You’ve got to find what you love. And that is as true for your work as it is for

6
your lovers. Your work is going to fill a large part of your life, and the only way to be truly satisfied is to do what
you believe is great work. And the only way to do great work is to love
what you do. If you haven’t found it yet, keep looking. Don’t settle. As with all matters of the heart,
you’ll know when you find it. And, like any great relationship, it just gets better and better as the
years roll on. So keep looking until you find it. Don’t settle.
My third story is about death.
When I was 17, I read a quote that went something like: ―If you live each day as if it was your last,
someday you’ll most certainly be right.‖ It made an impression on me, and since then, for the past 33
years, I have looked in the mirror every morning and asked myself: ―If today were the last day of
my life, would I want to do what I am about to do today?‖ And whenever the answer has been ―No‖
for too many days in a row, I know I need to change something.
Remembering that I’ll be dead soon is the most important tool I’ve ever encountered to help me make
the big choices in life. Because almost everything — all external expectations, all pride, all fear of
embarrassment or failure — these things just fall away in the face of death, leaving only what is truly
important. Remembering that you are going to die is the best way I know to avoid the trap of thinking you have
something to lose. You are already naked. There is no reason not to follow your heart.‖
1. What type of public speech is this?

2. What is your over-all impression of this speech?
3. What did Steve Jobs mean when he said, ―You are already naked. There is no reason not to
follow your heart?‖
1. Steve Jobs‘ full speech at the Stanford University (2005): https://youtu.be/UF8uR6Z6KLc
2. A Humorous Speech by motivational speaker and author Lloyd Luna at Lemery College (2017):
https://www.lloydluna.com/example-graduation-speech-philippines/

7
Anxiety and Depression Association of America. (2010) Conquering Stage Fright. (2020) Retrieved
from https://adaa.org/understanding-anxiety/social-anxiety-disorder/treatment/conquering-stage-fright.
Pierret, C. (n.d.). Stand Up, Speak Out. University of Minnesota. Retrieved from
https://open.lib.umn.edu/publicspeaking/chapter/1-1-why-is-public-speaking-important/.
Stein, M.B., Walker, J.R., & Forde, D.R. (1996). Public speaking fears in the
community: Prevalence, impact on functioning, and diagnostic classification. Archives of General
Psychiatry, 53, 169-174.

8
Lesson 2: Speech Preparation

 Identify the step-by-step procedures in making a speech
 Choose a speech topic that is sensible, relevant and timely
 Create an orderly speech outline on the chosen topic
Discussion:
Before anyone could deliver a speech, prepared or impromptu, there is a need for physical, mental and
emotional preparation. The mind and the heart need conditioning in order to effectively deliver what needs to
be heard and so that the message transcends to each member of the audience no matter how big the number is
We will be tackling the basics of speech preparation in this lesson. First things first, here is the list of the step-
by-step procedures in making a speech:
Step 1. Determine the topic and the purpose of the speech
In choosing a topic, you have to analyze the occasion and its nature, time of gathering, place of gathering
and the program of the gathering. As discussed in the previous lesson, knowing the occasion is everything!
After this, you can proceed to creating a list of topics that would best suit the theme of the occasion, the
method of delivery and the type of speech you wish to use.
How should you select a topic?
 Draw from your personal experiences
 Make use of your hobbies
 Use the knowledge you gained from your other subjects both in high school and college
 Pick current events as a topic
 Choose a controversial topic
Then, determine a specific purpose for your speech. Always answer the questions, ―What is this for?‖
―Why would I be saying this?‖ ‖For whom would I be doing this?‖ Without knowing your purpose,
your speech would sound cold and heartless and your audience would not bother to listen intently.
Remember: Speaking is audience-centered.

9
Step 2. Gather the materials for the speech

This does not only refer to your pen and paper or your cheat sheets, but your speech title, your theme, your
main ideas and your supporting details. The materials that matter more are those that comprise your content.
Your content is your weapon.
Step 3. Outline the ideas
What is a speech outline and why is it necessary? An outline is a blueprint for your speech.
 It highlights the key logical elements. i.e. what points are being made to logically support the
core message?
 It highlights the key structural elements. e.g. introduction, body, conclusion, stories, high-level concepts
 It links these elements together in a sequence, perhaps allocating very rough timings.
 It can also map out the transitions between elements, although this may be deferred to a later stage of
preparation.
The basic speech outline template for structural elements is Introduction-Body-Conclusion Similarly, the
basic speech outline template for logical elements is the familiar advice:
1. Tell them what you‘re going to say

2. Tell them
3. Tell them what you‘ve said
Put these together, and you have the start of a generic speech outline. Below is a sample of a generic speech
outline:
I. First major idea/ Second & Third

A. Secondary Idea
1. Supporting material

10
B. Secondary Idea
Speech Outline Example 1: Story-based Outline
1. Attention grabbing opening which introduces the topic and core message
2. Tell a story.
 Make a point
3. Tell another story.
 Make another point.
4. Tell another story.
 Make another point
5. Memorable conclusion which ties together all three stories to support the core message.
Speech Outline Example 2: Scientific Conference Talk Outline
1. Define the problem needing a solution

2. Describe the hypothesis which will explore one aspect of the problem
3. Describe the experiment performed to test the hypothesis
1. Detail 1 — schematic
2. Detail 2 — photograph
3. Detail 3 — description
4. Show the data collected and subsequent data analysis
1. Data analysis 1 — chart
2. Data analysis 2 — chart
3. Data analysis 3 — table

11
5. Draw conclusions relating back to the hypothesis

6. Suggest future actions
Step 4. Develop the major ideas

Do this coherently, following your outline. Stick to the intro-body-closing formula too. Let your mind flow, but
don‘t miss the point by rambling. Focus on the message and talk to your audience.
Step 5. Develop the conclusion
Write a closing that is not only unforgettable but proper. The goal is to leave a mark and do it aptly. Choose the
right words and do not leave the audience hanging with open-ended statements.
Step 6. Develop the introduction
We do this last because we want the introduction to be memorable to the audience. The first 20 seconds of the
speech is the most crucial and needs to be well thought of. However, you can do this last because the content
is still the top priority.
Application:
 If you were to write an outline about a short funny story that you want to tell a relative or friend, how
would you draft it? Try it below.
I. Attention grabbing opening -

II. Tell the story -
A. Make a point -
III. Tell the story -
B. Make another point - IV.
Memorable conclusion –

Step-by-step procedure in making speeches
 Determine the topic and the purpose of the speech

12
 Gather the materials for the speech

 Outline the ideas
 Develop the major ideas
 Develop the conclusion
 Develop the introduction
Decide on your topic and your purpose. Then, outline your ideas.
Assessment:
Task 1. List down four (4) speech topics that you want to write and speak about: two for a demonstrative
speech and two for a persuasive speech. Only one of each will be approved by your instructor. Using the
format below, send your instructor a copy of the topics for his or her approval.
Note: Once the topics have been approved, you are no longer allowed to change them.
Choose your topics wisely as these will be for your final requirement.
Format:
PROPOSED TOPICS
Demonstrative Speech Persuasive Speech
1. 1.
2. 2.
Task 2. Upon approval of your topics, write the speech outlines for them. Note that each speech should run
for a minimum of one and a half minutes and a maximum of 3 minutes only. Your outline will be graded
according to the following rubric (25 points)

13
Task 3. After submitting your outline, you may go ahead and write your speeches (one demonstrative
and one persuasive). Remember to follow correct grammar, syntax, and word usage. Secure a copy of
each of your speeches for submission together with the module.
Enrichment Activity: Read the speech below (an excerpt from Martin Luther King‘s 1963 speech) and
answer the questions that follow.
I Have a Dream
I have a dream that one day down in Alabama, with its vicious racists, with its governor having his lips
dripping with the words of interposition and nullification – one day right there in Alabama little black boys and
black girls will be able to join hands with little white boys and white girls as sisters and brothers.
I have a dream today.
I have a dream that one day every valley shall be exalted and every hill and mountain shall be made low, the
rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall
be revealed and all flesh shall see it together.
1. What is the main idea of the speech?

14
2-3. Give two major ideas that you found in the speech.
3-4. Give two supporting ideas for each major idea that you found in the speech.
5. What line from the speech signaled the conclusion of the excerpt?

1. Other Examples of Speech Outlines: http://sixminutes.dlugan.com/speech-preparation-3-
outline-examples/
2. Tips in Speech Writing: https://www.youtube.com/watch?v=UKPe_jad8qQ
Dlugan, A. (2008). Speech Preparation#3 Don‘t Skip the Speech Outline. Retrieved from
http://sixminutes.dlugan.com/speech-preparation-3-outline-examples/.
Lumen Learning. Steps of Preparing a Speech. Retrieved from https://courses.lumenlearning .com/boundless-

communications/chapter/steps-of-preparing-a-speech/

15
Lesson 3: Speech Delivery

 Apply the do‘s and don‘ts and tips in good speech delivery
 Deliver a self-written demonstrative speech
 Deliver a self-written, memorized persuasive speech
Discussion:
Pre-Speech - Prepare for your speech by keeping in mind the following:
1. Your audience must hear you 6. Be enthusiastic and be yourself
2. Don‘t lead a race 7. Let nonverbal cues work for you
3. Use language effectively 8. Transfer your outline to notecards
4. Work on your articulation 9. Be sure you have all your visual or
5. Avoid nervous fillers audio or audio-visual aids ready
10. Practice in front of a full length mirror

Tips in Making a Memorable Speech (American Express):
1. Deliver a performance, rather than a speech.

A speech is primarily about the words that you speak, but a performance is so much more. It‘s inflection,
gesture, tension, resolution and suspense. Don‘t believe me? Go see a one-man (or woman) play, and you‘ll
instantly understand what I mean. Performers work hard at capturing and keeping an audience‘s attention, and
words are only one tool in their arsenals. Don‘t stop crafting your performance once you‘ve written the text of
your speech.
2. Use the power of eye contact.

Bill Clinton was a master of eye contact—watch any of his speeches, and you'll see the master at work. Your
audience is made up of individuals, and you should make an effort to make eye contact with each of them. Eye
contact makes a person feel personally engaged in a speech, and engaged listeners are much more likely to be
persuaded.

2
3. Don’t hide behind the lectern.

The lectern is a crutch—a structure built to conceal knocking knees and shaking hands. It‘s a barrier
between you and your audience, and you must step out from behind it. Not only will your movement keep
folks from falling asleep, but they‘ll perceive you as more open and accessible if you‘re out in the
open rather than hiding behind a big wooden barrier.
4. Posture matters.
Don‘t ever, ever slouch. It looks weak, and your message will inevitably be diluted by what your audience
perceives as a lack of confidence. Stand up straight, and keep your shoulders back. Also, never let ‗em
see you sweat. Even if there are lights on that make the stage feel like an oven, pit stains on your shirt
are distracting. Make sure you wear clothing that will conceal any signs of nervousness. Project confidence.
Always.
5. Tell compelling stories.

The power of storytelling lies in the images that your audience will create in their heads as you spin your yarn.
Rather than just loading folks up with information, if you tell a story, you‘re making them active
participants in your performance. Stories—brief, relevant stories—are a powerful tool.
6. Vary your cadence.

Deliberately mixing it up in terms of your speech patterns—volume, speed and tone—keeps your audience
from being lulled to sleep by a monotone. With regard to speed, slower is always better than fast. When in
doubt, slow down and let the tortoise mind catch up to the rabbit speaker.
If you know you‘re naturally a quick talker, you can build pauses into your speech by saying things like,
―Now think about that for a moment‖ or ―Let that sink in.‖ It takes an audience more time to process
your points than it will take for you to articulate them. Give them time to ponder your brilliant message.
7. Speak about what you know and care about.

Passion translates into energy and authenticity, and that matters to your audience. If you‘re not
invested and engaged with your subject, why on earth would your audience care? Emotion pulls the
audience in and gets them involved in the process. If you find you‘re not moved by your topic,
modify it until it matters to you. If you‘re going to invest the energy in writing and delivering a speech, it
should be on a subject that‘s important to you.

3
You‘ll notice that I didn‘t give you any advice about content—that‘s because you should be the expert on the
subject. After all, you were invited to speak because you‘re the go-to person in your field. But while you don‘t
need my help putting together your main points, using the techniques I‘ve shared with you will help you deliver
your message in a compelling and memorable way.
What is Speech Tension?

Tension is defined as a voice quality identified with excessive strain involving respiratory and laryngeal
dynamics. Excessive strain may be evident in the articulatory, phonatory, and aerodynamic aspects of speech
production.
Speech tension can be a physiological reaction to the pressure and woes of speaking publicly. To avoid
this, do the following:
1. Focus on you message, not yourself
2. Prepare! Prepare! Prepare!
3. Take several deep breaths
4. Realise that you are your own worst critic
5. The more you do speak, the more proficient you will become
6. Try to be at your physical and mental best
7. Act confident and you‘ll be confident
8. Visualize your own success
9. Use gestures and movements
10. Establish eye contact
11. Establish eye contact
12. Rely on visual aids
13. Take mistakes in stride and learn adjustment techniques

4
Application:
 Do the mirror exercise. Stand in front of it and deliver a short impromptu speech by answering the
question, ―How did your day go today?‖ Notice your hand gestures, your mannerisms, eye
contact and facial expressions.
Make your speech memorable by delivering a performance, use the power of eye contact, maintain a good
posture, show our whole body, value your cadence, tell compelling stories, speak about what you know and
care about.
To ease speech tension when it occurs, veer away from focusing on yourself. Prepare ahead of time and take
big deep breaths along the way. Stick to your visual aids and visualize the end as a success.
Assessment:
Final Task. Memorize your self-written demonstrative and persuasive speeches. Afterwards, assume that
you are delivering it in front of a hundred people. When you‘re ready, dress up in smart casual attire
and record yourself delivering the speech using your or any available phone camera.
Reminders:
The deadline of online submission of the video file will be announced on your respective Facebook
groups weeks before the deadline of the module submission.
You will be given ample time to practice. If you wish to submit earlier than the deadline, you may do so.
The file extension of the video recording must be either of the following: .mp4, .avi, .mpeg or
.flv. The file name should be as follows: IE101_Course&Section_Speech1_Surname
Reminders during recording/editing:
 It would be best to use the rear camera of your phone for a clearer video quality.
 If possible, have someone else take your video to make sure you that you are visible, audible and
within the frame the entire time.

5
 Strictly NO EDITING of videos. The video must be one continuous shot only. The timer must start
when the recorder hits play and must end when the recorder hits stop.
 As much as you can, try to record in a quiet spot in your home. But don‘t worry, the imperfections
in that background will not incur you minus points.
Each speech will be graded according to the following rubric (50 pts per speech):
Poor Fair Good Excellent
0-1 point 2-4 points 5-7 points 8-10 points
Preparation Very little or minimal Presentation Presentation is Presentation is well

Preparation. required more adequately organized and thoroughly
Student thorough prepared. prepared.
demonstrates a Presentation is preparation. Student presents Student presents
strong disorganized and information in logical information in a logical,
presentation. sequence is hard to sequence. interesting sequence.
follow.
Knowledge Student does not Student is Student is at ease Student demonstrates

display a grasp of uncomfortable with with expected full knowledge (more
Student the information; answers to all
demonstrates student cannot information and is questions, but fails to than required) by
strong answer questions able to answer only elaborate.
about subject. answering all class
understanding of rudimentary
topic presented. questions. questions with
explanations and
elaboration.
Materials Material graphics are Material graphics are Material graphics are Material graphics are
NOT attractive, and do attractive, but do not attractive, but do not attractive and explain
Attractive help to explain or help to explain or
not help to explain or reinforce the topic. reinforce the topic. and reinforce value of
Effective reinforce the topic. Materials contain Materials are free of the product or service.
Materials contain Materials are free of
Valuable grammatical errors. grammatical errors. grammatical errors. grammatical errors.
Style Student mumbles, Student's voice is low, too Student's voice is clear. Student uses a clear
incorrectly loud or monotone in Student pronounces voice and correct,
Student speaks pronounces words, delivery. Some listeners most words correctly.
loudly and clearly, and speaks too members have difficulty Most listeners can hear precise
quietly for listeners hearing the presentation. the presentation.
and correctly to hear. Student
pronunciation
pronounces words. reads all of the Student occasionally Student maintains eye of terms so that all
The student materials with no eye uses eye contact, but contact most of the time, listeners can hear
demonstrates contact. reads most of the but frequently returns to the presentation.
materials. notes.
strong eye contact. Student maintains

6
eye contact, seldom

returning to notes.
Audience Student did not Student did not Student appeared to Student appeared to
Relationship appear to establish a appear to establish a establish a weak establish a positive
relationship and relationship and relationship and relationship and
Student interaction with the interaction with the interaction with the interaction with the
establishes a audience. audience. audience. audience.
relationship with
the audience.

1. 10 Speaking Tips: https://www.youtube.com/watch?v=oGdO_3jlVas
2. Be a More Confident Public Speaker:
https://www.youtube.com/watch?v=tShavGuo0_E
Michalowicz, M. (2014). 7 Tips for Giving a Killer Speech. American Express. Retrieved from
https://www.americanexpress.com/en-us/business/trends-and-insights/articles/7-tips-for-giving-a-killer-
speech/.
Oral Presentation Rubric. Adapted from http://www.rcampus.com/rubricshowc.cfm?sp

=yes&code=Q535B7&

7

*********************************DISCLOSURE*********************************
No reproduction of any part of the module may be used, sold or distributed

for commercial purposes or be changed or included in any other Colleges and
Universities, work or publication, whether in print or electronic, including sending,
publishing or incorporating them to another module unless prior permission has
been granted.

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Interactive English

Learning Module No. 1 #

Learning Module on [Interactive English]

I. Course Code IE101

be tasked to present speaking activities that will

Learning Module on [Interactive English]

LESSON: OVERVIEW OF THE COMMUNICATION PROCESS

At the end of this lesson, you will be able to:

What I Know What I Want to Know What I Learned

Learning Module on [Interactive English]

We communicate so frequently that we fail to realize the importance and complexity of

Learning Module on [Interactive English]

3. Non Verbal Communication

Non Verbal Communication includes actions such as gestures, vocalizations,

8. Public or Mass Communication

It refers to communication from one person or a group of persons, through special

Communication is not something that happens in a disjointed fashion. It is an

SOURCE MESSAGE DESTINATIO

Destination - is the intended target of the message. Destination could be an individual or a

Decoding - translation of information received, into an understandable message to interpret it.

(Style Guide: A4, 12 Arial, 1.5 spacing, margin 1,)

Learning Module on [Interactive English]

Your paper will be graded using the following rubric:

Components Highly Competent Satisfactory Unsatisfactory Your

Learning Module on [Interactive English]

and grammar strong and with sentence with sentence

SUMMARY OF THE LESSON

2. Types of communication are non-vocal communication, vocal communication, nonverbal

3. Communication process always requires at least three basic

Learning Module on [Interactive English]

(1.) has progressed through four distinct phases.

1. Which of the following is a definition of the term ―communication‖

A. message B. destination C. source D.feedback

A. verbal communication C. oral communication

1. a vehicle in the transmission of a message

Learning Module on [Interactive English]

1. Communication is a process" means that

Learning Module on [Interactive English]

3. At around 9 o‘clock a.m., you read an AD in your newspaper for a summer

Learning Module on [Interactive English]

At the end of this lesson, you will be able to:

communication, but emphasizes different parts of the communication process.

The models provide pictures, or visual representations, of complex

also visually. Most importantly, they identify the various elements of

communication process are interrelated. Shannon's Model

Learning Module on [Interactive English]

3. A transmitter. For Shannon's immediate purpose a telephone instrument that captures an

7. A receiver. In Shannon's conception, the receiving telephone instrument. In face to face

8. A destination. Presumably, a person who consumes and processes the message.

George Gerbner’s Model

Learning Module on [Interactive English]

These three factors (Selection, Context, Availability) are involved between

Learning Module on [Interactive English]

(ii) Means and Controls dimension:

Learning Module on [Interactive English]

Learning Module on [Interactive English]

Hearing – We receive the message through hearing.

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

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

Smelling – We collect information from smelling.

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

Learning Module on [Interactive English]

Submit your output to this link (https://forms.gle/rynq98qEkwW9Wesg7).

Your output will be marked using the following rubric: