THIS MODULE BELONGS TO: CN____ NAME_____________________________________________

Gr. & SEC. _______________ NAME OF TEACHER: ________________________________________

Hello Louisian! Let’s start this module by understanding why English is an important subject to learn and apply.

THE BIGGER PICTURE

Language is an essential tool in communication and an important foundation of human relationships. It is used to
understand other people, appreciate their culture and the world as a whole. Through efficient use of language and effective
communication, harmonious relationships can be established. Therefore, language plays a vital role in Filipinos'
intellectual, social, and emotional development necessary in becoming functionally literate Filipinos who will then help
transform the society.
It is from this objective and reason that the English subject is anchored. As such, the English subject is an alternative
path and venue in addressing our struggles as Filipinos--to make sense of and bring order to our society, the end goal of
a transformed society which is also the vision-mission of the school. With the many issues, problems and concerns we
now are experiencing as Filipinos—distorted development, cultural alienation, and mass poverty, the English subject
becomes a discipline to transform the captive consciousness to liberating consciousness, colonial values to Filipino values,
and subjugated to participative spirit geared towards the development of social responsibility, social commitment and
social action which may be physically for the common good of the Filipino people.
In this module, Grade 11 students like you would be able to achieve the essential purpose of English through a series
of reading, writing, speaking and listening activities that would engage your knowledge and your ability to reflect and
respond accordingly to the situations individuals may be facing right now. Together, through this module, we may be
inspired to connect with each other to reach our common goal – a transformed society.

Now, you are going to read a few reminders about your Communication Milestones Module
Package. These reminders will help you understand the parts and eventually make your self-paced
learning effective. Keep in mind to comprehend well the reminders! Start reading now.

LEARNING STOPS
Thinking about thinking is a pre-test that will check how far your knowledge is about the topics to
be taken. This will help you identify where you need to improve your Speaking and Listening
proficiency as you go through the Communication Milestone module package.
Milestone contains an English topic which will enhance your skill in listening and speaking or
viewing. This will help you focus on the skill or skills that you are going to gain while learning the
particular topic in the Communication Milestone1 module package.
 Assess, Adapt, Achieve aims to check your learnings by answering series of activities or tests.
This will help you track your progress as you go through the three Milestone.

Ponder Beyond is a part of your module for your personal thoughts about the lesson and your
own progress. In addition, aside from personal reflection, we, as your teachers would understand
your struggles and together, we may find ways for your better learning of the Milestones.

Extra Mile contains enrichment activities, related readings and your performance/product task
that would surely challenge your knowledge regarding the Milestones that you learned. With
this, it will surely be exciting and at the same time worthwhile!

Stop and Read

I hope you are already good with the reminders. This time, you need to read and familiarize
yourself with the goals that you need to accomplish for Module 1. Below are the General Goals which
contain topics that you’ll be learning as you go on with this module. You may start!

At the end of this module, you should be able to:

A. explain the functions, nature and process of communication;
B. differentiate the various models of communication;
C. use various strategies to avoid communication breakdown;
D. examine sample oral communication activities;
E. identify the various types of speech context;
F. distinguish types of speech styles;
G. respond appropriately and effectively to a speech act;
H. employ varied communicative speech strategies in different situations; and
I. show confidence in speaking.

CONFIDENTIALITY NOTICE:

This module and any of its attachments are meant for the use of the learners who are enrolled in this subject. This
module is for academic/school purposes only and is not meant for sharing, publishing, copying and disseminating.

Hence, the distribution of this module and any of its content/s is strictly prohibited.

How will you pass this module?

✓ Your module will be passed through email (for online learners).
Send the module to the email address:
slsigrade11ocrw.2021@gmail.com

Please rename the file following the format: FAMILY NAME_First

name_Section_Subject_Module Set

Example: AQUINO_Juan_11STEM2_OC_Set1/Lesson1

✓ For offline learners, your parents/guardian will be the one to pass your module to school. Make sure to write your
name and section on the module.

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How will you answer this module?
✓ For online learners, you may answer directly in the file uploaded, as long as there would be no problem with the
formatting of the module (no misplaced images/texts). You can just type or encode your answers in the file. You
may also delete or erase the parts of discussions and notes included in the module and leave only the activities to
be answered, so the file size will be reduced and it will be easier to pass. Then, do not forget to rename the module
file.

✓ For online learners whose module, in document format, have problems with the formatting of the file
(misplaced images or texts, disarranged images or texts), you may refer to the PDF file uploaded in Aralinks. Then
you may answer on a separate document file.

Make sure that you will indicate the page of the activity that you are answering, including the title of the activity
or the part of the module it is under.

Example: Word It Out! (title), page 7 or Ponder Beyond (module part), page 12

✓ For offline learners, you may just write your answers on the spaces provided in each activity. However, if the
space for you is not enough, you may use another clean paper for you to do the activity. Please indicate the page
of the activity you are answering separately.

How long will each of the set/lesson be answered?

✓ Each set/lesson being given to you will be good for three weeks. However, it depends on you how you will be
able to strategize and manage your time in answering the module.
✓ The ideal time frame for you to answer and learn each lesson may be 3 or 4 hours.

When is the deadline of the module/set?

✓ This set/lesson should be submitted on or before September 23, 2020.
✓ The audio (All Ears!) and video (Poetry Recitation) recordings are also due on the said date.

Stop and Read

It feels like you are one step closer to learning the Milestones! But before those, let’s check your
knowledge about the future topics you’ll be learning. In this diagnostic test, try to answer the following
items in an hour. Make sure to read the items carefully and answer them all. Ready? You can do
this!

A. COMMUNICATION: Write T if the statement is true. Write F if it is false. Write your answers on the
space provided before the number. (10 pts.)

1. Listening is an integral part of the process of communication.

2. Doodling is an interpersonal communication.
3. Intrapersonal communication involves two people sharing ideas together.
4. Mood is the attitude of the speaker when delivering the speech.
5. When delivering a speech, the speaker must consider verbal communication only.
6. Communication is done formally.
7. Context is the main content of the speech.
8. Facts are pieces of information based on credible sources.
9. Opinion is a subjective insight of an individual upon a matter.
10. Eye contact is an example of physical communication.

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 B. FEATURES OF COMMUNICATION: Write the letter of the correct answer on the space provided
before the number. (10 pts.)
________1. It is a type of delivered speech which involves committing the speech to memory and delivering it
without notes.

a. Impromptu speech
b. Extemporaneous speech
c. Memorized speech
d. Manuscript

________2. It is a speech style that features the speaker who supplies background information while the
listener participates continuously.

a. Frozen style
b. Intimate style
c. Casual style
d. Consultative style

________3. It is a type of speech context where a speaker delivers or sends the message before or in front
of a group.

a. Interpersonal
b. Intrapersonal
c. Dyad
d. Public

________4. Among the different general dimensions of intercultural communication below, which is an
exemption?

a. Age
b. Social status
c. Culture
d. Region

________5. It is a function of communication that stimulates desire, needs, ideas, or opinions from one
speaker to the other.

a. Motivation
b. Information
c. Emotional expression
d. Regulation/ control

________6. It is conveying a message through actions, facial expressions, or body language.

a. Encoding
b. Decoding
c. Verbal communication
d. Non-verbal communication

________7. It is a type of communicative strategy in which people decide who takes the conversational floor.

a. Topic shifting
b. Turn taking
c. Nomination
d. Restriction

________8. It is a factor that negatively affects the flow of communication.

a. Noise
b. Technology
c. Context
d. Feedback

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________9. It is a type of communication context that centers on one person where the speaker acts both as
the sender and the receiver of the message.

a. Interpersonal
b. Intrapersonal
c. Public communication
d. Mass communication

________10. Which among the following is an example of intrapersonal communication?

a. Prayer service
b. Writing a journal entry
c. Acting out a dialogue
d. Debating

- End of the Diagnostic Test -

Score: ____________ How was the Diagnostic Test? Check the emoji that shows how you feel about it.

Congratulations on your first attempt in mastering the language skills in English! I bet you are
more excited about the Milestones on the next pages. Before you proceed, check out the
answers to the diagnostic test on page 11 to keep track of your progress!

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Good job in drawing your insights when you play pass the message. Read and examine the dialogue below.

*Phone Ringing*

Joy: Hello! Good Morning, this is Joy may I speak with Billy?

Billy: Hi Joy! This is Billy speaking. How may I help you?

Joy: I want to ask if you have time to accompany me at the automobile shop to check out some tools for my
car?

*Disruption in the phone line due to terrible signal*

Billy: Sorry.. I wasn’t able to get what you said, can you please repeat?

Joy: It’s alright. Can you accompany me at the automobile shop to check out some tools for my car?

Billy: Oh sure! I have to go to the shop anyway.

Joy: Thank you Billy! You are the best!

Billy: No worries!

Answer the following questions. Write your answers on the space provided for each number. (8 points)

1. Between Joy and Billy, who was the source of the message and who was the receiver?

2. What is the tool of communication between Joy and Billy?

3. What do you think was the communication barrier that occurred during the phone call?

4. Were Joy and Billy able to communicate well, considering the communication barrier? How?

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Let’s expound on the models of communication with the given examples.
A. Shannon-Weaver Model of Communication

Example: This model is often associated with the use of technology as a medium of communication. Since this
is the Standard View Model or Linear Model it lacks a part of feedback. Example of this is radio broadcasting,
when a disk jockey is on air, he/she may not be able to immediately see the listeners’ feedback. Similar with
emails with no reply buttons, the source gives a notice through google mail and the receiver claimed it but
he/she will not reply to it since it’s just an information or update.

B. Osgood-Schramm Model of Communication

Example: This model is known as interactive communication model because you don’t know whether the
conversation will end with the source or from the receiver because they both play the same role. Usually this
can be seen in corporations, groups, organizations who may have the same idea of what is being talked
about.
Imagine doctors and nurses conversing with one another regarding a patient’s pace of recovery, this is the
part where both communicators have the knowledge of the topic and who is being talked about.

C. Berlo’s SMCR Model of Communication

Example: This model is more complex than the Shannon-Weaver model of communication for it is more on the
compatibility of the speakers (source/receiver) in a particular conversation. In this model, it shows that in order
for the conversation to go smoothly, both speakers must know what is being talked about or both of them have
similar cultural background or perhaps, experience on the matter. If not, there will be a lot of confusion that may
happen. An example of this is when different students in school come from different regions or provinces and
they speak of a particular belief like ‘atang’ where it may be a source of confusion to some since they may not
be familiar with it.

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 When a person conditions himself or herself to engage in a communication the best way to achieve it is to
listen very well. Although, many of us seem to care less often because we think that we already know what is
being told to us. The sad part is, there are people who are poor in listening skills because they resort to their
confidence. This affects our speaking skills as well because when we listen to incomplete or inaccurate
information or message we often react in a wrong way.

Now, allow yourself to learn how to listen and why it is important.

God gave us ears to listen and not to misuse this gift by covering and continuing our
wicked ways. God gave us ears to stop talking for a while and listen to people and at some
point, become selfless and be open to the ideas of others. Most of us have ears but do not
listen since we only listen to what we like. We need to listen to the truth and to what may
give us life.

How can we exercise our listening skills?

When we listen, we should do it attentively. Most of the time, we multitask with our gadgets while
communicating. Let’s bring back the etiquette of listening well to the source of message. This way, we may
avoid miscommunication.
1) If we are in a circle of people and we enjoy talking more, perhaps we can also give chance to others in our
circle to speak out their thoughts. In this way you can also discover that they have good or better ideas.
2) If you are in a class or meeting, do not forget to take notes. Taking notes is a good practice for listening
because you remember and summarize what is being said by the source of message. We can also exercise
our listening skills if we can retell a story that we have read or listened to accurately.

Perhaps there are ways that you may add to this list. You may put your technique in exercising your listening
skills below.

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 *Reminder: Rename the file following the format: LASTNAME_FIRSTNAME_GR. &SECTION_OCCAELA
then send your output to the email address: slsigrade11ocrw.2021@gmail.com

How was your listening exercise? 😊

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

“To speak is to empower.”

It’s very easy to say the statement above but it is often that
people tend to be shy when they are already in the scene.
Some have the gift of words, thereby using their ability to
empower others.

But the question is, how can we speak to empower? Is it only

applicable for staged performances or speeches? Let’s check the
different SPEECH CONTEXTS that we may use.

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First is INTRAPERSONAL.

From the word itself ‘intra’ means within; therefore, intrapersonal is speaking to
oneself. Communicating to oneself benefits a lot in building one’s personality,
motivating yourself to get your goal, or even deciding what choice to take.

Next is INTERPERSONAL.

In the picture on the left side, you can see that interpersonal communication
occurs when there are two communicators. These can be virtual or face-to-face
as long as there are two individuals who are exchanging ideas. Interpersonal
communication may break or make a good bond. People with similar ideologies
may agree with each other smoothly but two opposing individuals may find it hard
to reach an agreement. It always boils down to respect when speaking with
people because we are different from one another.

Last is PUBLIC COMMUNICATION.

This is when speakers make huge impact. Not all, but many people are
good in public speaking that they can encourage people to side with them.
It can be in politics, advertising, TedX, symposiums/seminars. Name it.
There are people who may inspire you because they are good in speaking
and they have maintained your attention for the whole two hours.
Public Speaking in this sense is when a person speaks in front of a crowd
or audience mainly to give information, persuade, and even entertain.

Stop and Read

Now that we are done with those, the next topic requires you to have your Integrated English
for Effective Communication Oral Communication in Context Book. But before you start with the next
topic, take a short break and refresh a bit! Come back after getting some fresh air!

People are diverse. People do have their own ways in expressing themselves and in these ways, others are
reminded on how they may communicate with diverse speakers.

In this next lesson, you’ll get to learn SPEECH STYLES.

Speech Styles are the common ways on how speakers identify how they would speak on a certain situation.

To learn about these speech styles, you need to start reading the details about it by opening your book to
pages 22 to 35.

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 Practice reciting this poem in
front of a mirror. Once you are
ready to take a video, make
sure that you are dressed
formally and decently. Do your
best in pronouncing the words
properly and give life to the
poem you are about to recite.
You are going to be evaluated
based on the rubric that
follows.
Retrieved from:
https://i.pinimg.com/originals/96/98/d9/9698d9a3
7c970842877c8e22075323ed.jpg

Poetry Recitation Rubric

*Reminder: Rename the file following the format: LASTNAME_FIRSTNAME_GR.
&SECTION_OCCPOEMRCC then send your output to the email address:
slsigrade11ocrw.2021@gmail.com

Excellent! You’ve mastered this Nice Job! After a few more tries, Good Start! Keep working on
part completely! you’ll be an expert. this part so your skills will
improve.
(5) (4-3)
Graded Item (2-1)

You recited all of the words exactly as You got almost all of the words right. You missed several of the words,
the author wrote them. One or two words were missed or but we still understood the
Content misplaced. meaning of the poem.

You used wonderful expression. You You used expression for one or two The poem would sound much
used gestures effectively. The author parts of the poem. Add more to the better if you used expression in
of this poem would be proud of the other lines, and it will be perfect. your voice.
Expression way you recited it!

Your pace was appropriate so There were one or two spots that This is an area for you to practice.
everyone was able to understand. could have been slowed for the You spoke too fast for the
Pacing audience to understand the poem audience to enjoy this poem.
Your voice was clear. better.
and Your voice was too soft this time.
It was a little hard to hear you at We could not hear your recitation.
Clarity
times.

You spoke directly to the audience the
entire time. Each of us felt that you
were speaking to us. You moved your
Eye Contact
head naturally and looked around the
room.
You looked out at the audience, but You looked down while you spoke.
focused on one member (often it’s Next time, let the audience see
the teacher). Look around a bit your eyes, and you will see our
more next time. smiles.

Total

Retrieved from: http://www.dmusd.org/cms/lib02/CA01001898/Centricity/Domain/825/Rubric%20Poetry.doc

11
Write your thoughts here.

- END OF MODULE 1: LESSON 1 -

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Cruz, C. Silva, J. & Marcial, A. (2018). Oral Communication in Context. IBON Foundation Inc. Quezon City.

Gasulas, A. Lusica, F. de los Santos, V. & Sentones, A. (2016). Integrated English for Effective
Communication. Oral Communication in Context Senior High School. The Phoenix Publishing House. Inc.
Quezon City.

Redoblado, S. (2016). Exploring Literature and Grammar. Oral Communication in Context. Brilliant Creations
Publishing. Inc. Novaliches, Quezon City.

Sayuno, C. (2019). DIWA Senior High School Series: Oral Communication in Context (Second Edition)
Module. Diwa Learning Systems Inc. Makati City.

TED-Ed. (2019, January 15). The myth of Pandora's box - Iseult Gillespie. Retrieved from YouTube:
https://youtu.be/pMdJxVjZMRI

(n.d.). Retrieved August 28, 2020, from

https://i.pinimg.com/originals/96/98/d9/9698d9a37c970842877c8e22075323ed.jpg

(n.d.). Retrieved August 28, 2020, from

http://www.dmusd.org/cms/lib02/CA01001898/Centricity/Domain/825/Rubric%20Poetry.doc

(n.d.). Retrieved August 28, 2020, from https://nationstraining.com/wp-content/uploads/2014/07/wordcloud-

intercultural-communication.jpg

Milestone’s Answers

Diagnostic Test
I. II.
1. T 1. C
2. F - Intrapersonal 2. A
3. F -Interpersonal 3. D
4. F- Tone 4. D
5. F – and non-verbal 5. C
6. F – and non-formally 6. D
7. B
7. F - Message
8. A
8. T
9. B
9. T 10. B
10. T

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