Q1-Q2oral Com

SENIOR HIGH SCHOOL
Oral Communication in
Context
Module No. 2
Models of Communication
Oral Communication in Context
Alternative Delivery Mode
First Edition, 2020
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GENERAL INSTRUCTION
To attain the goals of this module, do the following:
 Do not put some markings on this Module as there are still other students who will
be using it. You will need a separate COMMUNICATION ACTIVITY NOTEBOOK
where you will write all your answers and writing activities of this module. Be sure
to LABEL your work according to the Module, lessons and the date you work on
it.
 Each Module has a brief instruction and followed by a list of objectives. Read
them and follow instructions carefully.
 Before going over the activities, answer the PRETEST first then find out how well
you did by checking your answers given in the self-assessment activity. Each
activity must be according to the objectives of this Module.
 Take note of the skills or strategies you are trying to develop.
 After each activity, you need to go over the items which you think you failed.
 Wait for the teacher’s instruction as to when to take the POST TEST. This is
usually done when you have mastered the previous lessons.
 Always make sure you read the module carefully and all the indicated
instructions.
 Follow the directions and instructions in the activities conscientiously.
 Ensure that all exercises are answered and activities are complied.
 Equip yourself with the necessary vocabulary and terminology in each given
lesson.
Have you ever experienced going crazy over Kdramas and later
found yourself copying the hairstyle, fashion, tattoo, expression or
even the way your favorite celebrity talks? Why do you like that
celebrity so much? It is probably because there is something in that
person that stands out and is worthy emulating thus, we look up to
them as ideal figure.
Communication experts too believe that communication has

various structures that are being replicated over the years because of
its characteristics. Let’s find it out!
VARIOUS MODELS OF
COMMUNICATION
“Communication is a skill that you can learn. If you’re willing to work at it, you can rapidly improve
the quality of every part of your life.” -Brian Tracy-
Objectives
At the end of this module you are expected to:
1. identify the three standard communication models;
2. differentiate the various models of communication; and
3. distinguish the unique feature(s) of one communication process from the other.
WHAT I KNOW
Before the discussion of the models of Communication,
let us see your background knowledge on this topic by taking
the PRETEST first.
Read the statement carefully and answer the question that

follows. Write your answers in your activity notebook.
________1.Which proponent of the communication model says that Communication

is linear?
a) Schramm Model c) Shannon-Weaver
b) b) Charles Osgood's Model d) Dance
_________2.This theorist refers transmission model of Communication as that

involves signal.
a) Shannon-Weaver c) Schramm
b) Charles Osgood's d) Dance
_______3.It is the medium that transmits the signal from the transmitter to the
receiver.
a) The channel c) receiver
b) messenger d) television
_______4. The __________is to whom the message is intended to be sent.

a) the channel c) sender
b) The receiver d) barrier
_______5. He showed Communication as a dynamic or two-way process in which
there is interactive relationship between the source and the receiver of
the message.
a) Osgood c) Shannon
b) Schramm d) Weaver
______6.The following elements are added to the Transactional Model, EXCEPT:

a) nonverbal communication c) context
b) feedback d) meaning
_______7. Transactional Model says people can be both sender and receiver, is
proposed by:
c) Osgood c) Shannon
d) Schramm d) Weaver
_______8. Communication is
a) verbal only
b) from ONLY one to many only
c) transmission of information with passive recipients
d) a process
_______9.Which of the following is NOT true of the Shannon Weaver Model of

Communication?
a) message does not consist of written and spoken words
b) the model does not introduce the concept of noise.
c) It is a two-way process
d) all of the above
_______10. The following are the main elements of Wilbur Schramm's simplified
communication model (1954), except;
a) barrier c) channel
b) speaker / Source d) receiver
Here’s another thumb’s up for you! You did a great job and I
guess, you are just as excited as I am to discover new things
related to communication.
WHAT’S IN?
In our previous lessons, you have been acquainted with
the elements of communication. These elements are the
sender, receiver, message, encoding, decoding, channel,
feedback, barrier and context which are all essential in the
communication process.
The next lesson will shade light on how some language and communication
experts developed the models in communication and how significant these
models are to the world. Among the many models, we will only tackle 3 standard
models of communication.
WHAT’S NEW?
Activity 1: My X and Y
Instruction: Think of a possession (thing) you consider very
important to you that you acquired or that your parents bought
you 5 - 10 years ago.It could be a cellphone, bag, shoes, laptop,
car, etc. Write your answer in your activity notebook.
Follow the example in the matrix and fill it in with the needed details. Note: The
activity is named “My X and Y” referring to past important items (Ex) and the reason
for liking it (Why)
Name of the
object My X and Y
Ex. Cellphone
ITEM 1ST 2ND 3RD 4TH

ACQUISITION
Year 2001 2004 2008 2010
Model / brand Nokia 3310 Nokia 7280 Sony Ericsson Motorola A955
Special feature It has torchlight
Why chose the It was affordable

and durable
product
Answer the following questions after doing the matrix.
1. Why did you like that object?
2. Why did you choose that brand / model?
3. Why do you think brands / models keep changing?
4. Do you agree with the modifications of these brands? Why or why not?
5. What do you think is the relevance of this activity to our new lesson?
Very good! You just did a great job. Now, let us find
out first what does the word "MODEL" mean?
A model is a graphic representation designed to
explain the way a variable works. It is a pattern, a plan,
representation or description to show the structure or
workings of an object, system and concept.
WHAT IS IT?
Communication models describe the process of
communication, visually show the relationship among variables,
and help find and correct communication problems.
What are the three standard models of communication?
1. Linear Model of Communication (Transmission Model)
The linear model was the first kind of model that experts have made to
understand the process of communication. It has improved and has been updated
through the years. The following are the remarkable characteristics of the linear
model:
1) Unidirectional - Linear model is one-way communication where the speaker

sends messages to the receiver with or without effect. Senders can only transmit
messages while receivers can only receive the messages. This model of
communication applies to mass communication.
2) Simple - This model presents a simple communication act because the

transmission of message shows only the beginning and the end and that there is
no interchanging of roles between the sender and receiver.
3) Persuasion not Mutual understanding - This model shows one-way direction of
communication which promotes advice and influence rather than mutual
understanding between receiver and sender.
The first three characteristics emphasize the lack of feedback in this model which
has been criticized as a missing element in the communication process
4) Values psychological over social effects - This model focuses more on the
psychological effects (such as understanding the messages) rather than the
social effects (like building the relationship among communicators).
The Shannon-Weaver model(1949), also known as the transmission model and the
mother of all communication models, is one best example of a one-way or linear
process of communication consisting of five elements (see diagram below) which has
been criticized for missing one element in the communication process, feedback.
In module 1, all the elements were discussed and will be elaborated further in the
next module. But the Shannon - Weaver Model acknowledges only 5 elements in the
linear process and noise is a kind of disturbance coming from people, the
environment, internal knowledge, beliefs, etc. which hinders the receiver from getting
and understanding the message.
The Shannon - Weaver Model illustration above shows the characteristics of the
Linear Model of Communication. First, as shown in the direction of the arrow, it is
unidirectional or one-way direction where the speaker sends messages to the
receiver with or without effect. Second, it is simple as it only shows beginning and end
of communication but there is no interchanging of communication roles between
communicators. The first two characteristics emphasize persuasion and
understanding the message rather than mutual understanding and social relationship.
Example of the elements of the Shannon-Weaver Model
Elements Example:
Sender You
Receiver Your friend
channel Your mobile network
encoder Your mobile’s network company
Decoder The receiver’s smartphone
Noise your friend receives only parts of the SMS message you tried to send
due to disruption of mobile signal
Have you learned something about the

Shannon - Weaver Model of Communication? What
do you think is the most striking characteristic of this
model? What can you say about the statement “YOU
CANNOT NOT COMMUNICATE?”
Let’s try the next activity and see your stand
based from the lesson, are you ready?
Activity 2: Seen Scenario
Fill out the empty boxes with a simple scenario reflecting a linear model of
communication. Write this on your Communication Activity Notebook.
Right! the Shannon - Weaver model is

considered as the mother of all models and is also
known as the transmission model. It was being
criticized because the model does not include
feedback among its elements.
Now let us take a look at the second model of
communication.
Transactional Communication Model

The Transactional Model of Communication illustrates how the sender and
receiver take turns in conveying and receiving messages and are called as
“communicators”.
The sender and receiver’s roles are reversed each time sending and receiving
messages occur at the same time. Since both sender and receiver are necessary to
keep the communication alive in Transactional Model, the communicators are also
interdependent to each other. Thus, if the receiver is not listening to the sender,
Transactional Communication is not possible.
Frank Dance (1967) introduced the Helix model that best illustrates Transactional
Model by showing how the development of communication is based on previous
experiences or behaviors as well as how the knowledge-base of a person deepens
and expands throughout life. He emphasized “that communication while moving
forward is at the same time coming back to itself and being affected by its past
behavior…” . Dance’s model also shows how the external and internal factors that are
learned throughout life influence the person’s understanding of a message.
The characteristics of Transactional Model

1. Communication evolves from the very first day (origin) until the existing moment.
2. Communication is largely dependent on its past.
3. Concept of time.
4. Communication process is the product of what we learned.
So to put it in simple terms, Transactional Model of Communication involves three
principles:
1. people send messages continuously and simultaneously
2. communication events that have a past, present, and future, and;
3. participants play certain roles in the conversation.
How does the second model of communication look to you? Do you think
the second model is better than the first model? Why or why not?
Activity 3. Key Ideas
This is to check your grasp of the topics discussed earlier. Write down on your
Communication Activity Notebook the essential ideas needed.
The 3 basic characteristics of Transactional Model

1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________
The 4 characteristics of linear model
4. _______________________________________________________
5. _______________________________________________________
6. _______________________________________________________
7. _______________________________________________________
The two other names of linear model
8. _______________________________________________________
9. _______________________________________________________
The other name of transactional model
10. ______________________________________________________
Activity 4: Compare and Contrast
Create a Venn Diagram in your activity notebook, then compare and contrast
the first 2 models of communication discussed in this module by writing their
similarities in the inner part of the overlapping circles and their differences in
each designate circle. Afterwards, discuss your diagram and the most striking
characteristics / differences between the two models.
Similarities
Transmission Model Transactional Model
There you go! How was your experience so far with

the first two models of communication? Are you ready to
venture to the third one?
WHAT’S MORE?
Activity 5: Comic Strips Analysis
Study how the process of communication is shown in this
comic strip. Then answer the questions posed below as direct as
possible. Write your answers on your activity notebook.
Analysis Questions:
1. In comic strip 1, who is the source of the message and what is the medium of
communication? ______________________________________________
2. Which comic strip shows the message of the conversation? Cite and explain.
______________________________________________________________
______________________________________________________________
3. Are the elements such as noise, feedback involved in the process? Cite and
explain
______________________________________________________________
______________________________________________________________
4. What do you think is being talked about in comic strips 4? Is there any sharing of
field of experience? Cite and Explain.
______________________________________________________________
______________________________________________________________
5. Can you say that this conversation depicts a good communication model? Why or
why not?
______________________________________________________________
______________________________________________________________
You did a great job in the previous lessons.

Voila! We are now down to the last model of
communication, so, buckle up!
Interactive Communication Model

This model, also known as convergence model or the Schramm Model of
Communication, emphasizes the coding and decoding elements of the process which
also focuses on the message exchanges between the sender and receiver and vice
versa. Rather than linear or a one-way process, communication is a two-way street,
with a sender and a receiver.
Wilbur Schramm introduced the interactive communication model where he
emphasized the need for the source to encode the message as well as for the
receiver to decode the message. These messages will always be affected by the
“field of experience” from various factors namely; social, cultural, psychological,
situational experiences or gained knowledge.
In this model, noise is considered as a form of barrier in communication. The
following elements are included in this model of Communication:
Elements Functions
1. Sender sends the message

(transmitter)
2. Encoder converts the message into codes before sending
3. Decoder gets the encoded message then converts it into the
language understandable by the receiver
4. Interpreter tries to understand and analyze the message.
Message is considered received after interpretation is done
and message is understood. Interpreter and receiver are the
same.
5. Receiver gets the message. Decoding and interpreting is
also part of his/her role.
6. Message data sent by the sender and information that the
receiver gets.
7. Feedback process where in receiver responds to the
received message
8. Medium or channel used to send the message.
media
9. Noise interference disruptions during the process. This is
(interference / also created when the intended meaning sent by the sender is
disruptions) different from what was interpreted by the receiver.
10. Field of patterns which affect the communication process. This can be
Experience from society, culture, situations, psychological or sociological
events or experiences of the sender and receiver.
Let us study the illustration below.
AIRWAVES
LIGHTWAVES
Figure 2: Schramm Model of Communication

Features of Interactive Communication Model
1. It has a never-ending process of communication and feedback where there is
role-switching between the sender and the receiver as they continue the exchange of
messages. It means that in the next flow of communication, the sender may become
the receiver while the receiver in the first communication process becomes the
sender in the next communication flow when gives his feedback or response.
2. Feedback is seen as an important part of this model to ensure that communication
takes place. With feedback, it gives the sender the chance to know whether his / her
receiver got the message the way he / she intended it to be understood. Feedback in
short, helps communicator to seek for clarification.
3. The field of experience affects the messages being exchanged. It means that the
background of the persons involved in the communication process plays a role in how
they interpret the messages received or how they encode the messages they will be
sending.
4. It encourages interaction. This means that the Interactive model triggers the
communicators to give their response because they share common experience and
thus share common understanding.
“If there is no commonality in the sender’s and receiver’s
field of experience, then, communication does not take place.”
~Wilbur Schramm
WHAT I HAVE LEARNED

Activity 6: Reality Check
Read and Answer the questions to the best of your ability
based from the lessons you have learned. Write your answers
on your Communication Activity Notebook.
1. Go back to your memory lane and recall a situation when you sought for
an advice from a friend.
A. What was the situation: _____________________________________
B. What was the advice:________________________________________
C. Why do you think your friend was able to give you that piece of advice?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. How does the field of experience make communication better and more
_effective?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. At home, share and analyze a situation where Interactive Model of

Communication is used, meaning there is the common sharing of field of
experiences. How does this process add harmony to your home?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
__
WHAT I CAN DO
Activity 7. Follow Your Lead
This is a 1-minute follow-all-instructions activity. Your

Teacher will provide you a copy on what to do. Do not write
anything on this activity sheet. Write your answers in your activity notebook. You start
as soon as the teacher tells you to do so and stop when time is up.
Instructions:
1. Read all instructions first.
2. Write your favorite color anywhere on the paper.
3. Draw a big circle at the center of your paper.
4. Write your birthday at the upper right corner of your paper.
5. Write a big “#1” below the big circle.
6. Write your Nickname below your birthday.
7. Draw a box at the lower left corner of this paper.
8. Draw any object that represents your dream profession inside the big circle.
9. Write the name of your crush inside the box.
10. Draw a star on top of the big circle.
11. Write the lesson of this module right after #1
12. Draw a smiley anywhere on your paper.
13. Put a check mark before #1.
14. Write “I love Oral Communication” anywhere on your paper.
15. Ignore all other instructions and write your name on top of this paper.
Whoah! That was cool, isn’t it? Did you have fun
with what you did? Were you able to follow the
instruction? Well, that is what communication is in the
real sense. And based on this lesson, we really need
encoding to be able to put in the right message we
intend to send to our listeners and we also need
feedback to clarify whether our listener got the correct
instruction. Do you remember which model of
communication introduced feedback? Right! Wilbur
Schramm did!
ASSESSMENT
How well do you know the models?
Copy the matrix below in your activity notebook and fill it out
with the necessary information indicated in the first column.
Communication Models of Communication
Features Linear Transactional Interactive
Proponent/s
Common
Features
Striking Feature
Advantages
Disadvantages
Best Time to
Use
By this time, you are expected to have achieved the

objectives of this lesson. Let us do a quick check.
1. I can identify the three standard communication
models;
2. I can differentiate the various models of
communication; and
3. I can distinguish the unique feature(s) of one
communication process from the other.
I guess, you are indeed ready for a self-check.
SELF-CHECK!
Great job! You have completed Lesson 2 successfully!
Before going to the next lesson, check the icon that best
shows your learning experience.
I have understood the lesson well and I can even teach what I
learned to others.
I have understood the lesson but there are still other things that
I need to review and relearn.
I need to do additional work to be able to master the lesson. I

need help in some tasks.
If you checked the first icon, you are ready for the next lesson. If you have checked the
second icon, you need to review the things that you need to relearn. If you have checked
the third icon, it would be best if you read more from the links given above and ask help from
your teacher, parents or peers in clarifying the lessons that you find difficult. Be honest so
that you will truly improve.
Additional Activity
REFLECTION TIME: Please write your answers in your
ACTIVITY NOTEBOOK.
After doing the activities:

I noticed that
______________________________________________________________
______________________________________________________________
A question I have is
______________________________________________________________
______________________________________________________________
I realized that
______________________________________________________________
______________________________________________________________
Wonderful! You had great things to reflect

on! Have you also reflected on this, that there
is no such thing as wrong models? There may
be better or best models though! Experts
made improvements on the models of
communication based on their observation and
analysis and over the years, new theories
sprang out as they (theorists/ experts) keep on
digging deeper into communication structure.
Okay, so shall we do the wrapping up of our
lesson now?
LET’S SUM UP!
In this module, we have learned the following facts:
 Communication models describe the process of communication, show the

relationship among variables, and help find and correct communication problems.
 There are three standard models of communication namely: Linear,
Transaction and Interactive models.
 The linear model is a one way process of communication that is unidirectional,
uses simple communication act, emphasis persuasion rather than mutual
understanding and values psychological over social effects;
 In Transactional Model, the sender and receiver take turns in exchanging
information and are called communicators.
 Frank Dance developed the Helical Model that emphasizes communication
as evolving from the start until the existing moment; it is dependent of the past and is
concerned on the concept of time.
 The Transactional communication model suggests communication as a
product of what we learned.
 Man’s field of experience affect the communication process according to
Wilbur Schramm because the commonality of experience taking place between
sender and receiver allows them to interact.
Congratulations, my dear learner! You

finally have completed Module 2 and you are
now ready to take the Post Test.
From here , you will be embarking on a
new learning journey with Module 3. So long!
POST TEST
I. True or False. Write T if the statement is True and if the
statement is False, change the underlined word with the correct
word / phrase to make the statement correct. Take note, Please
do not answer give a straight T answer as there are 5 True and 5
False statements here.
________1. Communication models describe how the process of communication,
show the relationship among variables, and help find and repair problems
in communication.
________2. Frank Dance introduced the Linear Model of Communication.
________3.Convergence Model of Communication is concerned more on persuasion

rather than mutual understanding.
________4.The term unidirectional feature of communication means communication
is a two-way process.
________5.Transactional model shows the important roles of the sender and
receivers as communicators as they reverse roles.
________6.Helical Model of communication is an example of Transactional Model of
communication.
________7.Wilbur Schramm believes on the commonality of experience between
sender and receiver.
________8.Field of Experience is found in Interactive Model of Communication.
________9. When the sender and receiver share the background or field of
experience, Linear Model of communication is depicted.
_______10. Interactive model supports the idea that there is a never-ending process
of communication and feedback when communicators exchange
messages in role-switching manner.
I. Multiple Choice. Write your answers on the Communication Activity Notebook.
1. This communication model illustrates how the sender and receiver take turns in
conveying and receiving messages and are called as “communicators”.
a) Linear b) transmission c) transactional d) interactive
2. Frank Dance introduced the Helical model under this model of communication.
3. The characteristic of the communication model such as “communication evolves
from the very first day until the existing moment is highly:”
4. Feedback is seen as an important part of this communication model to ensure that
communication takes place.
5. This Transactional Model that shows the development of communication on how
the knowledge-base of a person deepens and expands throughout life is introduced
by:
a) Wilbur Schramm c) Frank Dance
b) Shannon-Weaver d) Wilbert Schindler
6. When communication is affected by the society, culture, situations, psychological
or sociological events or experiences of the sender and receiver this element is
known as:
a) Channel c) feedback
b) Field of experience d) context
7. In this model of communication, the roles of the sender and receiver are reversed
each time sending and receiving occurs at the same time.
8. This model of communication is also called as “convergence model of
communication.”
9. He emphasized that communication is one-way process where the speaker sends
messages to the receiver with or without effect.
a) Frank Dance c) Wilbert Schindler
b) Wilbur Schramm d) Shannon-Weaver
10. These characteristics emphasize the lack of feedback in Linear Model of
Communication, except:
a) It is a simple communication act

b) has one-way communication
c) It values psychological more than social effects
d) It focuses on persuasion rather than on mutual understanding.
ANSWER KEY
SENIOR HIGH SCHOOL
Context
Module No. 3
Strategies to Avoid
Communication Breakdown
STRATEGIES TO AVOID
COMMUNICATION BREAKDOWN
“Communication works for those who work at it.” ~John Powell~
Objectives
By the end of this lesson, you will be able to:
 explain why there is communication breakdown

 use various strategies to avoid communication breakdown
 identify strategies used by speakers and evaluate the effectiveness of an oral
communication strategy.
WHAT I KNOW
Instruction: This is a TRUE or FALSE test about communication
breakdown. Write T if the statement is True and F if it is False. Write
your answers on your activity notebook.
STATEMENT ANSWER
1. When a person is not physically feeling well, he may not be
able to grasp the message that you are telling him.
2. A man worrying about having lost his rice money due to
gambling may not be able to understand what you have to tell him.
3. As a new teacher with a dialect different to her, Reez had to
learn and understand the accent of her students so it would be easy for
her to reach out to them. What she did is right.
4. Arvin knows the answer to the question but he is too shy to
raise his hand. His shyness can become a barrier to communication.
5. If I allow my own perspectives on things to get in my way to
learning, I am blocking the chance to learn new things from other
people.
6. Distance between two people may also become barrier to
communication.
7. If a speaker considers the background and needs of the
receiver in delivering the message, barrier to communication can be
avoided.
8. Our prejudices may hinder the smooth flow of communication.
9. Listening attentively to the speaker can help solve
communication breakdown.
10. The sender can also be the cause of communication
breakdown.
WHAT’S IN
Previously, we have discussed the various models in
communication. Much of the communicative situations that we
engage may it be at home, in school, in the church, in the
classroom or with your family and friends are actually modeled
after a particular communication model may it be one -way or
two-way street or interactive sharing of common experiences.
You are now ready to move to the next lesson. Let’s get it on!
WHAT’S NEW?
Activity 1. Picture Analysis: Look at the image and
answer the questions that follow and write your answers on your
activity notebook.
Questions:
1. What have you observed in the image?
2. Who is the speaker? Who is the receiver?
3. Do you think they have understood each other? Explain your answer.
4. What factors are present in the image that hinder the smooth flow of communication
between the sender and the receiver?
5. Do you think you can be a source of problem in communication too? Explain your
answer.
Activity 2: Survey
This survey hopes to determine your capability being the source of communication
breakdown. Since this will test your strength and weakness as a communicator, answer
the questions as honestly as possible. Indicate how frequently you engage in the
following behaviors when communicating with another person or persons. Write your
answers to your survey on your activity notebook.
Use this scale to describe your behavior.
4 – I always do this. 2 – I sometimes do this.
3 – I often do this. 1 – I seldom do this. 0 – I never do this.
___ 1. I am open and honest when I need to say something
___ 2. I talk with awareness that the words I chose may not mean the same
thing to other people.
___ 3. I know that the message I receive is not the same with the message I
want to send to others.
___ 4. I will ask myself questions about who are the receiver of my message
and how will that affect his/ her reception of my message before I
communicate.
___ 5. I am so sensitive for an indication that I am understood or
misunderstood as I communicate to someone.
___ 6. I make short and concise messages as long as possible.
___ 7. I avoid using jargon with those who can’t understand it.
___ 8. I avoid using slang words and colloquialisms with those who are
disappointed by it.
___ 9. I try not to use words that would trigger an emotional response or that
may upset or distract the receiver.
___ 10. I make sure that how I say it is just as important as what I say.
11. I analyze my style in communicating with others to determine what
___ nonverbal messages I send and how well they agree to the meaning I
desire to have
___ 12. I carefully consider that my message is clearly understood by my
receiver in a face-to-face meeting, telephone or in writing
___ 13. I make an effort to listen to ideas that sometimes I don't agree with.
___ 14. I look for ways in order to improve my listening skills.
TOTAL
T SCORE
Very good! You have just made an assessment of

yourself about whether you are a source of communication
breakdown or not. Now, let us discuss the essence of
communication breakdown.
WHAT IS IT?
TOPIC 1: WHAT IS COMMUNICATION BREAKDOWN?
Communication breakdown, as defined by Emily Rodgers in

her online article, “is a failure to exchange information, resulting
in a lack of communication.”
What does “lack of communication” mean? To answer that question let us look at
the examples of communication breakdown in the workplace or in any given
communication scenario as provided by Rodgers .
1. A staff member making a mistake due to miscommunication or not enough

information given in training. In the classroom context, you as a learner, may make
mistake in doing your task because of miscommunication or lack of information
2. Two members of staff doing the same task and not realizing it. In the classroom
context, it could be two members in the group make a duplication of activity and leave
out one task undone instead.
3. A colleague not treating a client correctly. A classroom officer showing unfair

treatment to one classmate for his / her attitude / appearance for instance, may cause
misunderstanding among students.
4. Certain vital tasks not being completed either on time or to the highest
standard because no one in the team is giving updates to each other. This
happens most of the time in the classroom when members in a group do not try to
communicate, express themselves, or reach out to one another.
5. An overworked manager sending an email missing vital information to their

team because they’ve got a client on their case about completing work. A group
leader or SSG president, for example, may fail to disseminate important announcement
to the class because he / she is pressured to finish another task.
6. A junior spreading Chinese whispers about the current state of a project’s
completion because they misheard what their manager was saying. In a
classroom scenario, student A tells student B that Student C may not be able to
graduate but student A is not so sure about it because he / she only overheard a
conversation of her teachers. The act of spreading the “talk” is called gossiping.
Passing on wrong information may result to communication breakdown.
According to Rodgers, communication has a great impact to a team so if you expect

to have a successful class, a team, a group work - it requires communication that is like
a “well-oiled machine to individual parts that simply cannot function without each other.”
TOPIC 2: COMMUNICATION BARRIERS
Rodgers (2017) presented key communication barriers that cause communication

breakdowns
1. Lost in translation
Lost in translation occurs across emails when the receiver
perceives the message differently because of lack of tone. It
could also be a misinterpretation of a message because of the
presence of words that have double meanings.
Lost in translation is not necessarily referring to a language
barrier but to how the receiver interprets the words, phrases or
sentences received.
The man in the image can be seen reading an email but
ended up confused. Confusion comes in when a person does not
understand what he is reading.
He needs clarification at his end by either asking the source what was meant in the
message or by asking someone who has background information of what was sent.
Otherwise, communication breakdown will take place if this is not resolved.
2. The attention span of a gnat
This refers to human attention span which accordingly,

can only listen for 8 seconds meaning we have less time to
remain engaged to what we have just listened to before
switching off or start thinking of other things, thus missing
important information.
This lack of attention means that information constantly has to be repeated, which
may be frustrating for the speaker, not to forget how tiring it is to be repetitive.
In the sample image and which is usually the scenario in the classroom, teacher
would repeat, if not recap, the most important details of the lesson. Repetition catches
attention and ensures retention.
3. Too much information
If there is no efficient communication flow plus the problem of sharing information to

wrong people, overload of information, can result to chaos.
True, there is a plethora of information around the world. We

can only do so much by giving it to the right people at the right time
and at the right amount because too much of anything can be
dangerous, so to speak.
Knowing a lot of things is good but when too much information

is given and received and yet this information is sent and received
wrongly, it could lead to tremendous problem.
Effective communication needs wisdom as to what, how much or how little, when
and to whom information is to be given.
4. Under pressure
High-stress jobs or tasks mean there’s often no time to

communicate properly. If you’re on a tight deadline or you’re
behind on your target, you’re not going to waste precious
minutes formulating the perfect email. Doing such practice
will result to greater consequences.
On the same note, if you show yourself too busy and too
preoccupied with something, your classmate or friend who is
supposed to share with you an information may opt to back off in communicating with
you for fear of interrupting you or for fear that they may be either rejected or scolded.
If stress in your jobs get in your way and you allow it to block communication
between you and your classmates or group mates, you are inviting in communication
breakdown. Hence, amidst your stressful tasks, you need to handle yourself properly,
manage your stresses and carefully plan the tasks to do without jeopardizing the quality
of your work or assignments. Moreover, never sacrifice your relationships with people
just because you are too preoccupied. Take time to relax before doing anything else.
BARRIERS TO COMMUNICATION
Language Barriers
Language and linguistic differences may become barriers to communication. But it

is not also a guarantee that when two people speak the same language, they
understand each other because if the receiver still does not understand the words used
in the message received, the words used may act as a barrier. It means that even if
people speak in the same language, but in different jargons,still, there is a language
barrier.
Jargon is a set of specialized vocabulary in a

certain field. Engineers have their own jargon
that only people in their profession understand.
Doctors of Medicine have their own jargon that
patients may not understand. To avoid
communication breakdown, engineers, doctors,
scientists have to use the layman’s vocabulary
of simple words.
The sample image is a conversation between

an engineer and a doctor. Misunderstanding is
possible if they will both use their respective
jargon.
3. Psychological Barriers
The psychological condition of the

receiver affects his / her message reception of
the message. For example, someone who is
stressed or anxious will not be as receptive to
the message as compared to the one who is
not stressed.
When we are at the peak of our anger, it is
easy for us to say things that we may later
regret and we may also misinterpret what
other people are saying. This anger becomes
a psychological barrier. Thus, there is a need
for us to manage our stresses and our
emotions at all cost should we want to avoid communication barrier.
The image above shows an example of psychological barrier wherein Mario is

preoccupied with his problem on how to tell his mother about his failing grades hence,
he could not concentrate on what Lani is saying. Here, he missed a relevant
information from Lani.
4. Physiological Barriers
Physiological barriers may
emanate from the receiver's
physical condition. For example, a
receiver with a defective hearing
may not be able grasp the entirety of
the spoken words, especially with a
noisy surrounding.
In this image, the student’s

stomach ache hinders her from
concentrating on her teacher’s
discussion.
5. Physical Barrier
Physical barriers refer to the geographic location

between the communicators. It is basically referring to the
distance or proximity between the sender and receiver.
As said, communication is easy when communicators
are within short distances where there can be many options Mike
to use for communication.
Now that technology is widely used for communication, it
is equally important to know the best and the most
appropriate channel to use in overcoming communication
barriers.
Observe the communicators in this image. Ronald is shouting so Jekiem could hear.
Their distance is keeping them from hearing each other properly.
6. Attitudinal Barriers
Prejudices and other related biases are examples of
attitudinal barriers. These are behaviors or perceptions of any of
the communicators that hinder them from interacting effectively.
Attitudinal barriers to communication may arise from
personality conflicts, poor management, and reluctance to
change, or no motivation. Effective listeners of messages should
attempt to hurdle their own attitudinal barriers to effect effective
communication. Open-mindedness and willingness to learn new
things are vital in overcoming barriers.
The sample image is showing a listener’s prejudice attitude towards the speaker.
This kind of attitude is a barrier to communication.
7. Using generalizations and stereotypes
Speakers who make unqualified

generalizations undermine their own clarity
and credibility. Be cautious not to get holed in
the habit of using stereotypes, or making
generalizations about complex systems or
situations.
Another form of generalization is

"polarization" or creating extremes. Try to be
sensitive to the complexities of situations,
rather than viewing the world in black and
white.
The sample image shows how

generalization causes misunderstanding and if
not corrected may lead to communication
breakdown.
8. Jumping to immediate conclusion

Confusing details with inferences is a
common factor. Do not pretend you know the
reasons behind events, or that certain facts
necessarily have certain meanings.
Make sure you have all the information you
can have, and then talk clearly about the facts or
interpretations you attach to those.
In the sample image, the boy hastily made a
conclusion why the girl was sweating profusely
which irked the girl. Making conclusions without
proofs will create problem in

communication.
9. Dysfunctional feedbacks
Ignoring or not responding to a

suggestion or query quickly
undermines effective
communication. Interrupting others
while they are talking also creates a poor atmosphere for communication.
In the sample image, a very common classroom scenario, what seems like an
ordinary communication situation often leads to communication breakdown. Even when
a simple query is not addressed, or is being blocked by something or someone else, or
when the sender himself is not sensitive to the reactions, comments, suggestions or
questions of his audience / receiver, chances for communication breakdown are
tremendous
10. Lacking the confidence
Lacking confidence can be a big barrier to effective communication. Being shy,

difficulty being assertive, or low self-worth can block your ability to express your needs
and opinions known.
Also, a lack of knowledge of your own rights and opportunities in a given situation
can prevent you from telling your needs openly.
In most cases, bullying and shaming by peers cause

extreme shyness among individuals which eventually
lead to one’s inability to express thus, fail to
communicate. Students, be assertive, know your rights
and develop your self-esteem!
TOPIC 3: EFFECTS OF COMMUNICATION BREAKDOWN
Loss of morale
When you or your group experiences communication breakdown, there is a

tendency that your sense of purpose and enthusiasm towards the task may also be
affected.
Demotivation
Communication breakdown results to weakening or even loss of one’s motivation

to do what you are supposed to do.
Embarrassment
A person who has experienced communication breakdown with his team or is the
cause of the communication barrier will eventually feel guilty and incompetent over that
failure and will feel haunted by that embarrassment.
Anger
Communication breakdown is so annoying that anyone involved can get into

serious trouble.
Tension among the team
Everybody in the team gets affected when communication breakdown strikes.

Chances are people will be pointing fingers to one another. The question here is who’
s to be blamed? No one. Everyone in the team is responsible and is equally important
in solving the problem.
Stress caused to individuals
Communication breakdown does not only affect the one who caused it but equally,
it affects the person who received the message but failed to understand.
Loss of clients, business and sales (or friends / relationships)
Communication breakdown is really harmful. It will not only break relationships, it

can even do worse. It means losing people who trust you and whom you trust. Now,
you don’t want that to happen, do you?
Disorganization
Nothing goes right when communication breakdown occurs. Things, situations,

relationships just fall apart and for all you know, you are facing broken pieces. Don’t
wait for that to happen. Do something before things go shattered because of careless
communication.
Gossip
When communication goes out of control, rumors begin to spread like virus. Wrong
information breaks out and spread faster than truth that’s why treat communication
with proper care. Communicate properly and honestly.
WHAT’S MORE?
Activity 3: Unscramble and Match. Before proceeding to the discussion, let us pause
a bit and do a little recap on the topics discussed earlier. Unscramble the words in
Column A then match the word with the concepts in column B. Write your answers on
your activity notebook.
Column A Column B
1. NJORAG __ __ __ __ __ __ A. Geographical Location
2. ARBIRER __ __ __ __ __ __ __ B. Prejudices
3. SLYPAHIC __ __ __ __ __ __ __ __ C. Bodily condition
4. GLOCSHAPLICYO __ __ __ __ __ __ __ __ __ __ __ __ __ D. Self-esteem
5. TAINITADULT__ __ __ __ __ __ __ __ __ __ __ E. polarization
6. LAGIPYSOLICHO__ __ __ __ __ __ __ __ __ __ __ __ __ F. Inferences
7. GALENUGA__ __ __ __ __ __ __ __ G. Specialized vocabulary
8. NOUNCSOLIC__ __ __ __ __ __ __ __ H. Obstruction
9. NETIGLAZENAIRO__ __ __ __ __ __ __ __ __ __ __ ___ __ _ I. Emotional
10. EFCDICNONE__ __ __ __ __ __ __ __ __ __ J. Words or phrases
Right, the words that you have just unscrambled in Activity 3 are actually
taken from the concepts discussed about barriers in communication. Now, let us
explore “HOW to resolve these barriers”.
TOPIC 4: WAYS TO RESOLVE A COMMUNICATION BREAKDOWN
The following are strategies you can use in communication to overcome barriers:
1. Active Listening
Active listening is a skill that can be acquired and improved with practice.
However, this skill can be difficult to achieve and will, therefore, take time and delay.
'Active listening' means actively listening or fully focusing on what is being said rather
than just 'hearing' the message of the speaker.
Active listening involves listening with all senses. There are both verbal and
non-verbal indicators that convey active listening. Non-verbal signs include smiling (if
appropriate), making eye contact, nodding at appropriate times, and avoiding
interruptions. These non-verbal cues relay the message that you are interested in what
the speaker has to say, and that your attention is fully invested. Giving verbal signs of
active listening can also be meaningful. Paraphrasing which involves looking for slightly
different terms to repeat the main idea of the speaker, is also great way to show active
listening.
2. Use Common Language

It is important to consider the audience that you are speaking to, and use
language that can be easily understood. Avoid using unfamiliar terminology or jargon
when speaking to clients and their families. An important tool to use when speaking is to
stop occasionally and ask questions to ensure that your message is being understood
as intended.
3. Give Constructive Response

While the response that you give the speaker/sender may occasionally be
negative, it is important that it should be constructive in nature. The goal of the
feedback should be to improve the abilities of the speaker. This will bond the
interpersonal relationship, and enhance future communications.
4. Focus on the issue, not the speaker

Try not to take all personally, and similarly, express your own wants and opinions in
terms of the job at hand. Solve problems rather than attempt to manipulate others.
5. Be genuine rather than control.

Be yourself, openly and honestly. Be honest with yourself, and center on working
well with the persons around you, and acting with integrity.
6. Empathize rather than remain alone.

Although professional relationships entail some borders when it comes to
interaction with colleagues, it is important to show sensitivity, and to really care about
the people you work with. If you don't care about them, it will be difficult for them to care
about you when it comes to being together.
7. Be patient towards others.

Allow for other points of view, and be liberated to other ways of doing things.
Diversity effects creativity and innovation.
8. You have to promote yourself and your own experiences.

Be strong about your own rights and needs. Undervaluing yourself motivates others
to undervalue you, too.
As a learner and an aspiring effective communicator and one
who would want to avoid communication breakdown, you need to
look closely into the 7Cs of Effective Communication presented by
Professors Broom, Cutlip and Ceneter (2012) in their book titled,
Effective Public Relations.
TOPIC 5: 7Cs OF EFFECTIVE COMMUNICATION

Brooms, et.al. (2012
1. Completeness 2. Conciseness
It is very important that that receiver To be concise basically means
gets to hear everything so that proper getting straight to the point. There should
responses, reactions, evaluation or be no beating around the bush. Thus,
feedback could be done. That is what irrelevant or redundant information should
complete communication is. be eliminated within the communication
process.
3. Consideration 4. Concreteness
There is a need for the speaker to When information sent by the
consider the receiver’s mood, status, sender to the receiver is supported by
background, preferences, needs and the facts, figures, or real-life examples and
like to build rapport him / her. Once situations, effective communication
rapport is established, effective takes place.
communication is possible.
6. Clearness
5. Courtesy
The use of simple, specific word in
Respecting the culture and beliefs
expressing ideas ensures clarity in
of the receiver creates a positive impact
communication. This signifies when the
in the communication process.
speaker focuses on a single objective to
avoid confusing the audience.
7. Correctness
Credibility and effectiveness of the message can be achieved by eliminating
grammatical errors in the communication process. This implies that correctness in
grammar creates a positive impact on the audience.
Are you ready for some brain booster

from what you have just learned?
WHAT I HAVE LEARNED
Activity 4. Seize the 7Cs. Write the correct “C” word in the
space provided. Write your answers on your activity notebook.
STATEMENTS Which C is it?

1. Grammar errors should be avoid to achieve effective
communication
2. Respect for others’ culture
3. Regard for the receiver’s needs and background
4. Give real - life examples.
5. Receiver should hear everything to give proper responses.

6. Use simple and specific words.
7. Get straight to the point.
8. Provide real - life situations.
9. Avoid beating around the bush.
10. Preferences, mood, etc of receiver must be regarded.
WOW! You have just mastered the 7Cs of Effective

Communication. Always remember that by applying these tips
in our communication experiences everyday, we are avoiding
communication breakdown. You can’t afford to become the
cause of communication breakdown, can you?
Activity 5: Word Hunt
Look for the 20 communication-related vocabularies hidden in this word puzzle.

Circle the words. They are either spelled downward, upward or arranged diagonally,
horizontally, or vertically. Check the words below once found. A copy of the word
hunting puzzle will be handed out to you. Do the instruction and Paste your answered
puzzle on your activity notebook; then, write the words that you can find below the
puzzle.
V I W E X C H A N G I N G A C
E E R H T O T M O S L E D O M
R L S O J M J A R G O N M S E
B A E I Y M I E K R G M A E N
S B P L O U D R Y I U P T N O
L R L E N N A H C N F O T W I
N E I R E I C T R F Y R I O S
O V N S E C O C E O H T T D S
N X E S M A U U V R A N U K I
V D A E O T R Z I M M U D A M
E L R C I I T S E A D I I E S
R A S O Y O E E C T S W N R N
B I N R Z N S R E I R R A B A W
A A W P L Y Y E R O K T L S R H
L A N O I T C A S N A R T U T A
T
I CAN DO
Activity 6. Video Analysis. Watch the video and analyze the communication problem. Then answer the
questions posed below.
(If Video is not available, proceed to next page to read the video transcription). Write E
your answers on your Communication Activity Notebook. and s
..\..\..\..\My Files\IMPORTANT FROM
1. What are theDESKTOP\Downloads\Communication Barriers.mp4

barriers to communication observed in the video?
2. Who do you think has the problem in this communication process?
3. Why do you think this happened?
4. What strategies discussed in the class would you recommend to resolve the
problem?
5. Do you think problems like this can be avoided? How?
If video is not available, please proceed and read the video transcript of the
dialogue between Mr. President and Candoleeza. After reading answer the
questions given above.
VIDEO TRANSCRIPT
Secretary: Mr. President, Condoleezza Rice is here Ms. Rice: Yes, Sir.
to see you.
Mr. President: Yassir is in China?
Mr. President: Good. Send her in.
Ms. Rice: No Sir.
Secretary: Yes, Sir.
Mr. President:Then Who is?
Ms.Rice: Good morning, Mr. President
Ms. Rice Yes, Sir:
Mr. President: Oh, Condoleezza, good to see you.
Mr. President: Yassir?
What’s happening?
Ms. Rice: No, Sir.
Ms. Rice: Well Mr. President, I have the report here
about the new leader in China. Mr. President: I need to know then name of the
new leader in China, so I want you to get me the
Mr. President: That’s great Condie. Let’s hear it.
Secretary General; of the United Nations on the
Ms. Rice: Mr. President, Hu is the leader of China. Phone.
Mr. President: Well, that’s what I want to know. Ms. Rice: You want Kofi?
Ms. Rice: But that’s what I’m telling you, Mr. Mr. President: No
President.
Ms. Rice: You don’t want Kofi?
Mr. President: Well, that’s what I’m asking you
Mr. President: No. But now that you mention, I
Condie. Who is the new leader of China?
could use a glass of milk. And then get me the
Ms. Rice: Yes UN!
Mr. President: I mean the fellow’s name. Ms. Rice: Yes, Sir.
Ms. Rice: Hu. Mr. President: Not Yassir! The guy at the United
Nations!
Mr. President: The guy in China.
Ms. Rice: Kofi?
Ms. Rice: Hu
Mr. President: Milk! Would you please make that
Mr. President: The new leader of China. call?
Ms. Rice: Hu Ms. Rice: and call who?
Mr. President: The China Man
Ms. Rice: Hu is leading China, Mr. President. Mr. President: Well, who is the guy at the UN?
Mr. President: What are you asking me for Ms. Rice: No, Hu is the guy in China!
Ms. Rice: I’m telling you Hu is leading China. Mr. President: will you stay out of China?
Mr President: Well, I’m asking you Condie. Who is Ms. Rice: Yes, Sir!
leading China?
Mr. President: and stay out of the Middle East.
Ms. Rice: That’s the man’s name. Just get me the guy at the UN!
Mr. President:That’s who’s name? Ms. Rice: Kofi?
Ms. Rice: Yes. Mr. President: Alright! With cream and two
sugars! Now get on the phone!
Mr. President: Will you or will you not tell me the
name of the new leader of China? Ms. Rice: Hello, Rice here.
Ms. Rice: Yes, Sir. Mr. President: Rice? Good idea. And get a
couple of egg rolls too, Condie! Maybe we
Mr. President: Yassir! Yassir Arafat is in China? I should send some to the guy in China. And the
thought he was in the Middle East? Middle East.Can you get Chinese food in the
Ms. Rice: That’s correct Sir. Middle East? I don’t know!
Mr. President: Then who is in China? -End-
Activity 7. Observe and resolve

Observe three of the following environments listed below and identify at least 2
barriers to communication present in each environment. Afterwards, provide solution.
Write your answers on your activity notebook.
Environment:
At home online classroom Facebook

In school in a jeepney bank transaction
In the neighborhood at a store / mall Phone Conversation
Environment 1: _______________________
Barrier 1: _________________________________________
Scenario: _________________________________________
_________________________________________
Solution: _________________________________________
_________________________________________
Barrier 2: _________________________________________
Scenario: _________________________________________
_________________________________________
Solution: _________________________________________
_________________________________________
Environment 2: _______________________
Barrier 1: _________________________________________
Scenario: _________________________________________
_________________________________________
Solution: _________________________________________
_________________________________________
Barrier 2: _________________________________________
Scenario: _________________________________________
_________________________________________
Solution: _________________________________________
_________________________________________
Environment 3: _______________________
Barrier 1: _________________________________________
Scenario: _________________________________________
_________________________________________
Solution: _________________________________________
_________________________________________
Barrier 2: _________________________________________
Scenario: _________________________________________
_________________________________________
Solution: _________________________________________
_________________________________________
Activity 8. Create and convince. Create a video encouraging the youth to be
“MAKERS NOT BREAKERS OF COMMUNICATION.” Write the rubrics on your
activity notebook for scoring purposes.
1. Your video must contain about a 2-minute speech
2. Your speech must be encouraging and inviting to the youth by showing the
advantages of effective communication.
3. Be creative. You can add effects to your video.
4. Videos may be submitted via online classroom prescribed by your teacher
Rubric for Evaluating Speech Presentation

Criteria VGE GE SE LE N
(5) (4) (3) (2) (1)
1. The ideas in the presentation are organized.
2. The message is expressed clearly.
3. There are sufficient supporting ideas.
4. The choice of words is appropriate for the
audience.
5. Biases are avoided.
6. Speech is free from grammatical mistakes.
7. Ideas are communicated vividly and
meaningfully.
8. Non-verbal cues are appropriate.
TOTAL
GRAND TOTAL /40
Legend: Scoring:
VGE-To a very great extent; VGE-33-40;
GE-To a great extent; GE-25-32;
SE-To some extent; SE-17-24;
LE-To a little extent; LE-9-16; N-8
N-Not at all
NOTE TO THE TEACHER

Your role as a teacher is very vital in ensuring that quality learning is
achieved by your learners.Hence, you need to allot time for your students to
justify and discuss their answers verbally especially on activities that require
follow - up discussion such as activities with open-ended questions,
observation and video analysis. This is one way of enhancing their
communicative and oral skills. Thank you and more power.
Let us always remember the saying that goes, “a great teacher takes a
hand, opens a mind, touches a hearts and shapes the future” so, let us
continue to TEACH more to BE MORE!
Excellent! You have successfully completed the
activities from barriers of communication, communication
breakdown down to resolving the problems. Let’s do a
self-check and reflection first.
SELF-CHECK!
Great job! You have completed Lesson 2 successfully!
Before going to the next lesson, check the icon that best
shows your learning experience.
learned to others.

If you checked the first icon, you are ready for the next lesson. If you have checked the
second icon, you need to review the things that you need to relearn. If you have checked
the third icon, it would be best if you read more from the links given above and ask help from
your teacher, parents or peers in clarifying the lessons that you find difficult. Be honest so
that you will truly improve.
Additional Activity
REFLECTION TIME: Please write your answers in your ACTIVITY
NOTEBOOK.

I noticed that
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
I realized that
_____________________________________________________
_____________________________________________________
Hi there, learner! Here is something to reflect on. There are many

instances on broken relationships, conflicts, misunderstanding and the
like that are actually results of communication breakdown. But
learning the strategies on how to avoid communication breakdown is
truly invigorating! These strategies teach us how to avoid
communication breakdown from happening and if ever it occurs, at
least we now have the idea how to resolve the problem.
LET’S SUM UP!

Here are the key points tackled in Module 3:
 Communication breakdown, as defined by Emily Rodgers “is a failure to exchange
information, resulting in a lack of communication.”
 According to Rodgers,a successful class requires communication that is “well-oiled

machine to individual parts that simply cannot function without each other” between
you and the one you are communicating with or among members of a the group.
 Key communication barriers that cause communication breakdowns: Lost in

translation; the attention span of a gnat (teacher repeating instruction, student
listening attentively; too much information; and Under pressure on high-stress jobs.
 Moreover, the following are the identified barriers: Language , Psychological ,

Physiological, Physical, Attitudinal, Using generalizations and stereotypes, Jumping
to immediate conclusion; dysfunctional feedbacks, and Lacking the confidence.
 The effects of communication breakdown are: loss of morale; demotivation;
embarrassment; anger; tension among the team; stress caused to individuals; ;loss
of clients, business and sales (or friends / relationships); disorganization; gossip;
and higher employee turnover/ lack of retention (for business).
 There are 5 simple ways to resolve communication breakdown: observe, take

options, sharing, practice, and team work.
 There are strategies in overcoming barriers in communication and these are: active
Listening; use of common language; giving constructive response; focusing on the
issue, not the speaker; being genuine rather than controlling; empathizing rather
than remaining alone; being patient towards other; and promoting yourself and
your own experiences.
 Effective communication has the following 7Cs features: completeness,

conciseness, consideration, concreteness, concreteness, clearness, and
correctness for a job well-done! It’s about time to
in grammar.
Congratulations
check how much you have learned from this module
by taking the Post Test. God bless you!
POST TEST:
I. This test is taken from the topics covered in this lesson. Read
each statement and write your answers on your activity
notebook.
1. It is a set of specialized vocabulary used by specific people in a certain field

a) layman’s term c) language barrier
b) jargon d) words
2. It is referring to the simple words or vocabulary used to make the message easy to
understand.
a) words c) layman’s term
b) language barrier d) jargon
3. It is a skill that can be acquired and improved by fully focusing on what is being said
rather than just 'hearing' the message of the speaker.
a) active listening c) constructive response
b) patience towards others d) use common language
4. To resolve communication breakdown, you should avoid using unfamiliar terminology

or jargon when speaking to clients and their families. This refers to:
5. To enhance interpersonal future communications, feedback given by the receiver
should ensure improving the abilities of the speaker. It encourages the use of:
6. Even if people speak in the same language, but in different jargon; still, there is this
barrier called:
a) physiological c) linguistic
b) attitudinal c) physical
7. When two people communicate but can barely hear and understand each other
because of their distance, this barrier is called:
a) physiological c) linguistic
b) attitudinal c) physical
8. To avoid communication breakdown, communicators should allow the points of view
of others. This suggests that communicators should:
a) be genuine rather than control c) be actively listening
b) focus on the issue , not the speaker d) be patient towards others
9. These are considered as disturbances or noise that hinder the smooth flow of
communication.
a) language c) the speaker himself
b) jargon d) barriers
10. A disturbance wherein attention is distracted due to emotional baggage, worries or
anxiety is part of this barrier.
a) attitudinal c) psychological
b) physical d) physiological
11. A kind of barrier that refers to the discomfort in the bodily condition of a receiver.
12. This barrier pertains to a recipient’s reluctance to change.
13. Low self-esteem can block one’s ability to express his / her needs and opinions. This
barrier to communication is called:
a) dysfunctional feedback c) using stereotypes
b) jumping into conclusion d) lack the confidence
14. Another form of generalization which is creating extremes and is a barrier to
communication is called:
a) jargon c) polarization
b) jumping into conclusion d) dysfunctional feedback
15. Interrupting others while they are talking also creates a poor atmosphere for
communication. This is a considered a barrier to communication known as:
a) dysfunctional feedback c) using stereotypes
b) jumping into conclusion d) lack the confidence
16. This is one of the 7Cs of Effective Communication which refers to eliminating
irrelevant information within the communication process to achieve smooth flow of
communication.
a) Concreteness c) Clearness
b) Conciseness d) Courtesy
17. Another consideration that has to be done in effective communication is to respect
the cultures and beliefs of others.
18. When information sent by the sender to the receiver is supported by facts, figures, or
real-life examples and situations, effective communication takes place.
19. Of the 7Cs of Effective Communication, this one refers to looking into the needs,
background, status, education, etc. of the receiver
a) Conciseness c) Consideration
b) Courtesy d) Correctness
20. This C in the 7Cs of Effective Communication is particularly concerned on the
receiver getting to hear everything so that proper responses, reactions, evaluation or
feedback could be done.
a) Completeness c) Correctness
b) Clearness d) Courtesy
Remarkable! You have just completed the lessons,
activities and test on this module! Relax and buckle up for
the next ride to a more exciting topic and activities in the
next module.
ANSWER KEY
SENIOR HIGH SCHOOL
Context
Module No. 5
Communicative Competence
Strategies In Various Speech Situations

LESSON 1: TYPES OF SPEECH CONTEXT
OBJECTIVES:
At the end of the lesson, you will be able to:
 
identify various types of speech context; and
 
exhibit appropriate verbal and non-verbal behavior in a given speech context.
What I Know (Pretest)

Let us check your prior knowledge about this module’s coverage. Write
the letter of your answer on your COMMUINICATION ACTIVTY
NOTEBOOK.
1. Successful communication requires:

A. Understanding word-sentence relationships
B. Understanding word-sentence relationships and its speech acts
C. Letters A and B are true
D. Letters A and B are not true
2. Presents a particular topic, clearly, truthfully and saying only relevant details.
A. Nomination B. Restriction C. Turn-taking D. Termination
3. It is a speech context where the speaker acts both as the sender and the
receiver of the message.
A. Dyadic B. Interpersonal C. Intrapersonal D. Public
4. It is communication that occurs between two people

A. Dyad B. Small group C. Mono D. Peer Group
5. It refers to the distinctive way of communicating which consists of pattern

of linguistic, vocal and nonverbal behaviors.
A. Speech Context C. Speech Act
B. Speech Style D. Speech Competence
What’s New
What you KNOW about
Copy the boxes below on your COMMUNICATION NOTEBOOK and fill them with
speeches you have conducted both inside and outside the classroom. Classify each
according to the title found in the box. There are no wrong or right answers.
SPEECH CONTEXT
SPEECH INVOLVING ONE (1) SPEECH INVOLVING TWO (2)

PERSONS PERSONS
 e.g. When I was thinking 
how to tell my mother
about our next project


SPEECH INVOLVING THREE TO SPEECH INVOLVING MORE

TWELVE THAN TWELVE PERSONS
(3 -12) PERSONS
(CROWND)


What Is It
Speech context is the way that people use to communicate and
transmit message orally or verbally in a particular situation. People
must understand the environmental context so that they can
connect with their audience and effectively deliver their speeches.
1. Intrapersonal- It is when communication centers on one person such as

thinking, imagining, reflecting, etc. over various situations. The speaker plays
the roles of both the sender and the speaker of a message. “This message is
made up of your thoughts and feelings. There is feedback in the sense that
asyou talk to yourself, you discard certain ideas and replace them with others.”
(Hybels & Weaver, 2012,p6)
Example: A student is thinking about how fulfilling it was to receive high scores and a
commendation from the teacher for an excellent project made.
2. Interpersonal
It is when communication occurs between and among people which
establishes relationships, and develops rapport among them. “This
highlights how interpersonal communication connects and links people
together. It becomes personal as people’s unique qualities matter.”
(Solomon and Theiss, 2013, p5)
Types of Interpersonal Context
a. Dyad- communication involves two persons who are formally or informally
interacting with each other verbally and nonverbally.
Example: A student gives feedback on a speech performance by a
classmate.
b. Small Group- communication involves at least three to fifteen people who
are doing a face-to- face interaction when all participants share ideas freely in
a discussion.
Example: The class officers are discussing how to impose classroom rules.
3. Public
This type of communication requires a speaker to deliver or send
message in front of a group. “In public communication, unlike in
interpersonal and small group, the channels are more exaggerated and in
big crowd, hence speakers need to increase voice volume,
use gestures, and visual aids such as PowerPoint presentation to
emphasize information.” (Hybels & Weaver, 2012, p19)
Example: A Class Valedictorian delivers a graduation speech to his
batch during the graduation rites.
Form of Public Communication

a. Mass Communication – It is to communicate between an entity and a
large and diverse audience, mediated by some form of technology such
as television, radio, magazines, newspapers, books, internet and other
types of media.
Example: A journalist expressing his stand on current issues through a

radio program.
How did you find the new information you have learned? I
hope it could help you as you accomplish the exercises
that follow. Good Luck!
Activity 1.1 LIST THEM!
Complete your list by providing the speech scenario (Column A)
with the correct speech context (Column B) and illustrate the
appropriate behavior, either verbal (Column C) or non-verbal
(Column D), in delivering the speeches. The first entry is done for
you as guide but please add more.
SCENARIO SPEECH Appropriate behavior in delivering a

SPEECH CONTEXT speech
C D
A B
Verbal Non-verbal
I thought of
answering a
negative post on my
1. Furrowed eyebrows,
Facebook’s timeline 1. Talking to the self
looking up or eyeballs
but I have decided rolling like thinking
to hide the post
instead
.
Asking a teacher
about the
performance task
on speech delivery
You are asked to

report to your class
on Safety and
Health Protocols
What I Can Do
Activity 1.2 Reflect and Write! Please write your answers in your COMMUNICATION
ACTIVITY NOTEBOOK.
1. Why do you think it is important to learn the various types of speech context?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What do think should a speaker do to be able to make appropriate speeches in
particular situations?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
What I Learned
Remember these key points:
 These are the types of speech context – which are
important in knowing the purpose why a speech is given.
A. Intrapersonal
B. Interpersonal - Dyad or Small group
C. Public Communication
D. Mass Communication
 Learning the types of speech context will build confidence to
communicate effectively to be understood.
Post-assessment
Answer the following questions. Write T if the statement is true and
write F if the statement is false. Your answers must be written in
your COMMUNICATION ACTIVITY NOTEBOOK.
1. To communicate effectively is a complex process.
2. A speaker can also play a role as a receiver of message in an
intrapersonal context.
3. In a small group discussion, participants can freely share and express
ideas.
4. It is important to make the voice louder in speaking to a bigger audience.
5. It is not easy to notice nonverbal cues among speakers in an
interpersonal communication.
6. Non-Verbal behavior includes maintaining eye-to eye contact to establish
credibility.
7. Radio, television, books, billboards are examples of mass communication
8. Ethics in communication includes proper word choice in consideration of
the gender, roles, ethnicity and preferences of the person being talked to.
9. One major function of verbal communication is to relay a message to one
or more recipients.
10. A speaker in an intrapersonal communication context needs additional
visual channels such as slides in a PowerPoint presentation to share
information.
LESSON 2: TYPES OF SPEECH STYLE
OBJECTIVES:
 distinguish types of speech style;
 identify social situations in which each speech style is appropriate to use; and
 observe the appropriate language forms in using a particular speech style.

Answer the following questions. Choose the letter of the correct
answer and write it in your COMMUNICATION ACTIVITY
NOTEBOOK.
1. Which of the following situations need a consultative speech style?

A. a campaign speech delivery
B. counseling session with the guidance counselor
C. a talk of encouragement for a son / daughter
D. a speech delivery of a president during a press conference
2. Which of the following situations need a casual speech style?
A. a talk with a friend while jogging
B. leading a prayer before meal
C. oratorical speech delivery
D. a talk to a guidance counselor
3. This style is private and occurs between or among close family members
or individuals?
A. consultative
B. intimate
C. formal
D. frozen
4. The following situations use formal speech style, except:
A. inquiring at a hotel
B. delivering an oratorical speech
C. a homily from a priest
D. a State of the Nation Address of the president
5. This uses jargons, slang or the vernacular language
A. casual
B. consultative
C. frozen
D.
Intimate
What’s New
Activity 2.1 What you KNOW about
Observe the illustrations in the boxes. Are there differences between
the two illustrations in terms of speech styles? What do you think is
the speech style used by the speakers in in Box A? in Box B?
Box A Box B
Insert illustration here

on group of friends Insert illustration
talking, laughing at here on the
the park president of the
Philippines
delivering his SONA
"Hanging at SJU" by SJU Undergraduate Admissions is licensed with CC BY 2.0. To "Duterte_Philippines_President_Business_Forum_03" by KOREA.NET - Official page
view a copy of this license, visit https://creativecommons.org/licenses/by/2.0/ of the Republic of Korea is licensed with CC BY-SA 2.0. To view a copy of this license,
visit https://creativecommons.org/licenses/by-sa/2.0/
What Is It
Speech style refers to the distinctive way of communicating to
others such as the patterns of speaking which are
characterized by vocabulary, pronunciation, intent, participants
and grammatical structures.
Five Types of Speech Styles
1. Intimate – This style is private, which occurs between or among close family
members or individuals. The type of language used in this style may not be
shared publicly.
2. Casual –This style is common among peers and friends. Jargon, slang, or
vernacular language are used. This style is usually seen in the streets,
during lunch time with friends and the like.
3. Consultative –The style of speech is a standard one where professional or
mutually acceptable language is a must. Examples of this are situations
between teachers and students, employers and employees, doctor and
patient, judge and lawyer, or president and his/her constituents.
4. Formal –This style is used in settings that adhere to formal procedures. This
speech style is one-way in nature. Examples of this are sermons by priests
and pastors, state of the nation address of the president, formal speeches or
pronouncements by the judges.
5. Frozen – This style is ‘frozen’ in time and remains unchanged. It mostly occurs
in ceremonies. Common examples are the Preamble of the
Constitution, Lord’s Prayer and Allegiance to the country or flag.
Activity 2.2 IDENTIFY!

Name the type of speech style appropriate for the following situations. Write the letter
of your choice in your COMMUNICATION ACTIVITY NOTEBOOK.
A INTIMATE C. CONSULTATIVE E. FROZEN

B. CASUAL D. FORMAL
_____ 1. The field reporter delivers a news report on TV.

_____ 2. The students recited in unison their pledge of allegiance to the
Philippine National Flag.
_____ 3. Ysabelle consulted her parents about her preferred course for college.
_____ 4. The counselor gave counsel to students who are always late in classes.
_____ 5. A stranger was asking where to find the municipal hall.
Activity 2.3.Examine the dialogues below. Marked A – C. Name the type of speech
style used and describe whether the language forms used are appropriate in the given
situations. Write your answers in your COMMUNICATION ACTIVITY NOTEBOOK.
A._______________________________________
_________________________________________
_________________________________________
_________________________________________
________________________________________
B._______________________________________
_________________________________________
_________________________________________
_________________________________________
________________________________________
C._______________________________________
_________________________________________
_________________________________________
_________________________________________
________________________________________
https://americanenglish.state.gov/files/ae/resource_files/more_dialogs_for_everyday_use_508.pdf
What I Learned
These are the types of speech style which dictates
what appropriate language should be used to make the speech
effective: Intimate, Casual, Consultative, Formal, Frozen.
 Learning the types of speech style will enable you to use language
properly and creatively to express well.
What I Can Do
Activity 2.4 On My Own
Decide what appropriate speech style should be used in a
given situation. Fill the graphic organizer that follows. The first
scenario is done for you. Answers must be written in your
COMMUNICATION ACTIVITY NOTEBOOK.
What HOW
When
(Type of speech) (sample speech)
Scenario (situation)
(description) e.g. dialogue
Mother - daughter Intimate – it is between Mother: I understand you

conversation about private which close like to take STEM as SHS
daughter’s chosen may not be family track because you wish to
career path in SHS shared in public members become a nurse, but I
or would like to tell you
individuals that_________________
____________________
Daughter: I understand
mother… I am sorry.
Officiating Priest Frozen- formal, ________ Officiating Priest: by the
declares bride and fixed or ________ power vested up in me as
groom as wedded unchanged, ________ ordained minister, I now
couple listeners can’t ________ ____________________
participate
Group of girl friends Informal, _______ Friend 1:
are talking over the casual, _______ _____________________
_______ _____________________
phone about their new conversational _______ _____________________
normal class in Oral _______ Friend _______________
Communication _____________________
_____________________
Friend _______________
_____________________
_____________________
Friend________________
_____________________
_____________________
Post-assessment
Directions: The types of speech styles are listed below, marked A-E. Identify the
speech style used in statements that follow. Choose the letter of your answer and
write it in your COMMUNICATION ACTIVITY NOTEBOOK.
A. CASUAL C. FROZEN E. FORMAL
B. INTIMATE D. CONSULTATIVE
The following are sample greetings in what type of speech?

______ 1. Hey, Jack. What's up?
______ 2. Hello, Good morning. May I speak to Ms. Abatayo, please?
______ 3. My darling, how was your first day at work?
______4. My salute to the dignitaries’ present. Ladies and Gentlemen, welcome to this
affair.
______5. Welcome to Binuangan SHS Open House. Where future leaders are
developed through faith and technology. I hope you will enjoy the tour.
The following are sample content of what speech type?

______ 6. I am sorry Sir. As I understand the task, we need to focus on improving our
delivery times rather than blaming our suppliers.
______ 7. Whoa, way to go! Nice catch!
______ 8. Lord, I offer You all my prayers, works, joys and suffering of this day.
_______9. Ako ay buong katapatang nanunumpa sa watawat ng Pilipinas
______ 10. You're so brilliant. Keep up the good work son.

LESSON 3: TYPES OF SPEECH ACT
OBJECTIVE:
 responds appropriately and effectively to a speech act.
Answer the following questions. Choose the letter of the correct answer and write it in
1. It is an utterance that the speaker makes to achieve an intended effect?

A. a speech context C. speech styles
B. speech acts D. formal speeches
2. The following are types of speech acts, except?
A. Locutionary C. perlocutionary
B. Illocutionary D. commentary
3. Which speech act shows consequence of the words we say?

A. Perlocutionary C. illocutionary
B. Locutionary D. colocutionary
4. The following classifications of speech act by Searle, except:
5. Assertive B. Directive C. commissive D. passive
An illocutionary point where statements commit the speaker to a course
of action
A. Assertive B. Commissive C. expressive D. directive
6. These are verbs that execute the speech act that they intend to affect
the receiver to do something
A. Performatives B. assertive C. expressive D. declarative
7. These are functions which are carried out through speech acts; except
A. Greetings B. Apology C. scrutiny D. compliment
8. Student A: “Thanks”
Student B: “Thank you for being so nice to me.”
A. Both A and B show appreciation
B. Both A and B does not show appreciation
C. Only B shows appreciation
D. A does not show appreciation
9. The phrase” I now pronounce you husband and wife,” when uttered by a
child to a couple in a gathering is not effective because
A. the occurrence was unusual
B. the condition was not met
C. the situation is not appropriate
D. the situation is critical
10. It is the ability to use language to effectively communicate with others.
A. communicative competence C. language use
B. communicative gap D. language nuisance
What’s New
Activity 3.1. What you KNOW about
Using your COMMUNICATION ACTIVITY NOTEBOOK, copy
the grid and provide what is being asked. List 5 famous
product taglines. Name the product and tell whether the
tagline is catchy, effective, meaningful, and truthful. Bear in mind that there are no
wrong answers. An example is given for you.
TAGLINES PRODUCT/ EFFECT/MEANING
ESTABLISHMENT
“In the Service of the ABS-CBN  Public Service/
Filipino”  Easy to remember
What Is It
Speech Act is an utterance that a speaker intends to affect his/her audience which
functions include apology, greeting, request, invitation, complaint, compliment, or
refusal. Speech acts have real-life interactions and require not only knowledge of the
language but also appropriate use of that language within a given culture.
Types of Speech Acts
According to the Speech Act Theory developer, J. L. Austin (1962), utterances
have three kinds of meaning, given the right circumstances or contexts which directly
affects what the speaker really means.
1. Locutionary act (what is said) is the actual act of uttering or the literal meaning
of the utterance. e.g. “Please pass your project.”
2. Illocutionary act (What is meant)is the social function of what is being said or
the purpose of the person saying such words. e.g. “Can you submit your project
today?” the person is requesting the listener to submit his/her project today.
3. Perlocutionary act (what is udnerstood) is the resulting act of what is said or

the hearer recognizes the intention of the speaker. e.g. “Can you submit your
project today?”, the listener gets the point, therefore he/she would submit his/her
project on that day.
Indirect speech acts are speech acts which function does not have a direct
relationship with what the speaker actually means in his/her statement.
Please consider this utterance:
“The door is still open!” (Implied speech act: are you capable to close the
door?)
- Here, the speaker literally questioned somebody if he or she has the ability to
close the door, this indirectly requests the addressee to close the door in
behalf of the speaker.
Performatives is a special type of speech act which statements with verbs to
execute the speech act that intend to affect. Performative speech acts only “work”
when said by the authoritative person, for instance: in a wedding the priest would
say “I now pronounce you man and wife”.
Searle’s Classification of Illocutionary Speech Act
As a response to Austin’s Speech Act Theory, John Searle (1976) a university
professor of California, Berkeley has five general classifications of speech act:
1. Assertive – this speech act grants the speaker to convey his/her view that the
proposal made is correct. The examples are suggesting, putting forward, swearing,
boasting and concluding. 
Example: I make the best cake in town.
2. Directive – In this speech act, the speaker tries to make the addressee do what is
being asked. Some examples of these include asking, ordering, requesting, inviting,
advising and begging. 
Example: Please come tomorrow morning for the meeting.
3. Commissive – this speech act compasses the speaker to make future actions,
e.g. promises and oaths. 
Example: Starting today, I will never comment negatively about a post on Facebook.

4 Expressive – This speech act allows the speaker to express his feelings and
attitudes. These are words that express gratitude or thanks, congratulating,
apologizing, welcoming and deploring.
Example: I appreciate your effort in solving this problem. 

5.Declaration - This speech act brings a change in the external situation. Some
 wedding and blessing.
examples of declarations are baptizing, firing, bidding,
Example: I now pronounce you husband and wife.
How did you find the new information you have

learned? These are important for you to successfully do
the tasks that follow.
Activity 3.2
After learning the unique characteristics of Searle’s
Classifications of Speech Act in the previous activity, you are now
ready to identify what illocutionary act is used in the following
utterances. Write the letter of your chosen utterance that
corresponds to the illocutionary acts below. Accomplish this activity
in your COMMUNICATION ACTIVITY NOTEBOOK.
A. Assertive B. Directive C. Commissive D. Expressive E.

Declaration
1.I think I can do better than him.
2. Please pay attention.
3. I am sorry for not being able to help you in making our project.
4. You are fired!
5. You are now husband and wife.
6. Welcome to my 18th Birthday party.
7. Make yourself comfortable.
8. Put your phone in a silent mode.
9. We find the defendant guilty.

10.From now on, I’ll be nice to him.
Great Job! Activity 3 was a test on how much you have learned about
illocutionary acts through sample utterances that are often used in common
situations. Do not lose the momentum. The next activity will be about
recounting common experiences among students. Enjoy!
What I Learned
 Speech Acts – an utterance that a speaker makes to attain
meaning in various circumstance and attain desired effect to the
listener: Perlocutionary, Locutionary, and Illocutionary is
classified as Assertive, Directive, Commissive, Expressive, Declaration
 Learning the types of speech acts will make us come to a realization that
words are powerful since it does not only give information or describe but it can also
be used to do things through an expression with corresponding meaning.
What I Can Do
Activity 3.3 On My Own
Write at least two speeches based from the situations, and
meanings suggested by the illustrations below. Utilize your
COMMUNICATION ACTIVITY NOTEBOOK in completing this
activity. Please follow the suggested format.
A. Assertive (Sample)
Situation: Nel wears his new pair of eye glasses.
Speech: This looks best on me.
___________________________________
___________________________________
B. Directive
Situation: John asks father to fix his toy.
Speech: ____________________________________
____________________________________
____________________________________
C. Expressive
Situation: ____________________________________
Speech: ____________________________________
____________________________________
____________________________________
D. _____________
Situation: ____________________________________
Speech: ____________________________________
____________________________________
____________________________________
POST-ASSESSMENT
Answer the following questions. Write the letter of the correct

answer in your COMMUNICATION ACTIVITY NOTEBOOK.
1.J.L Austin (1962) developed this breakthrough of the use of a

language
A. Speech Context Theory C. Speech Styles Theory
B. Speech Acts Theory D. All of the above
2. John Searle (1976) classified which speech act?

A. locutionary C. perlocutionary
3. Which from the following is not a type of a speech act?
A. locutionary C. perlocutionary
4. “I have a class at 4:00 o’clock in the afternoon” this is a sample of what
illocutionary act?
A. Assertive C. commissive
B. Directive D. passive
5. What illocutionary act is expressed in this “ I nominate Mr. Earl John for
the office of the president.”
A. Directive C. commissive
B. Expressive D. declaration
6. “I will love him forever “ uses what speech act?

A. Commissive C. declaration
B. Expressive D. assertive
7. “The door is open.” What does this speech mean?

A. The listener is asking to close the door.
B. The listener is directing to close the door.
C. The speaker is asking if the door is open.
D. The speaker is directing to close the door.
8. What is the possible illocutionary act for the statement “ I promise to
stop by”?
A. the speaker is stopping by
B. the speaker is making a promise
C. the receiver is waiting
D. the receiver is hearing the promise
9. Tell which speech is indirectly expressed
A. It’s cold in here.
B. Can you please close the door because its cold?
C. I am asking you to please close the door.
D. None of the above
10. The effect of the pandemic will dictate the economic trends of the next
couple of years. As used here “dictate” likely means;
A. Determined C. realistic.
B. Emotional D. sarcastic.
Self-Check!
Great job! You have completed Lesson 1 successfully! Before going to the
next lesson, check the icon that best shows your learning experience.
learned to others.

If you checked the first icon, you are ready for lesson 2. If you have
checked the second icon, you need to review the things that you need to
relearn. If you have checked the third icon, it would be best if you read more
and ask help from your teacher, parents or peers in clarifying the lessons that
you find difficult. Be honest so that you will truly improve.
Additional Activity
Watch attentively the following videos. Follow the link or find a video with similar
situation/ scenario from YouTube. Choose one from the videos to analyze. Complete
the FOUR-SQUARE MAP below. Please write your answers in your
Video 1. Telephone Conversation
https://www.youtube.com/watch?v=wxh4HLeIV7s
Video 2. At the Restaurant Conversation
https://www.youtube.com/watch?v=IWMMkp35d6Y
I think it would be
I think it is about…
better if …
I think it means that… I realized that…
Answer Key
SENIOR HIGH SCHOOL
Context
Module No. 6
Strategies for Effective
Communication
LESSON 1:
COMMUNICATIVE STRATEGIES
Objectives
Here are the things that you are expected to learn at the end of this lesson:
1. List down communicative strategies

2. Find appropriate strategies to use in a given situation
3. Use the strategies effectively in communicating

Let us check your prior knowledge about this module’s
coverage.
Direction: Choose the letter of the best answer. Write it in
your notebook.
6. What are you doing when you start a conversation?
A. Nomination b. Restriction c. Repair d. Termination
7. What refers to any limitation you have as a speaker?
A. Nomination b. Restriction c. Repair d. Termination
8. What pertains to the process by which people decide who takes the
conversation floor?
A. Repair b. Topic Control c. Topic Shifting d. Turn-taking
9. What covers how procedural formality or informality affects the development of
topic in conversations?
A. Repair b. Topic Control c. Topic Shifting d. Turn-taking
10. What strategy involves moving from one topic to another?
A. Restriction b. Topic Control c. Topic Shifting d. Turn-taking
11. What refers to how speakers address the problem in speaking, listening and
comprehending that they may encounter in a conversation?
A. Restriction b. Topic Control c. Topic Shifting d. Turn-taking
12. Which refers to the conversation participants’ close-initiating expressions that
end a topic in a conversation?
A. Restriction b. Repair c. Topic Shifting d. Termination
13. Which of the following is NOT an example of nomination?
A. Hi! How are you?
B. Have you heard the news today?
C. I have to go now, bye!
D. Can I ask you something?
14. Which of the following is an example of termination?
A. Do you want to say something?
B. I think that is wrong.
C. It’s already time! Let us talk about it next time.
D. Hello Annie!
15. When you say, “Please speak slowly, you are too fast,” what strategy are you
applying?
A. Nomination b. Repair c. Topic Shifting d. Termination
What’s New
Activity 1.1 Observe the illustration in the box. What do
you think is going on in the classroom? In your Communication
Activity Notebook, write down your observation as far as
communication inside the classroom is concerned. What usually
happens when this communication situation takes place? What
does the teacher usually do? How about you?
Created using Canva.com
What Is It
We need to communicate to others to establish a relationship and
to have better understanding. However, there are times when
miscommunication occurs. It is important that we know how to
adjust and be able to communicate effectively.
Cohen (1990) states that strategies must be used to start and
maintain a conversation. Knowing and applying grammar appropriately is one of the
most basic strategies to maintain a conversation.
These are the strategies that people use:

Nomination is employed when you try to open a topic
with the people you are talking to. You may start with
news inquiries and news announcements as they
promise extended talk. This could signal the beginning
of a new topic in the conversation.
Created using Canva.com
Restriction refers to any limitation you may have as a
speaker. You are given specific instruction that you must follow. These
instructions confine you as a speaker and limit what you can say.
Turn-taking pertains to the process by which people decide who takes the conversation
floor. There is a code of behavior behind establishing and sustaining a productive
conversation, but the primary idea is to give all communicators a chance to speak.
Topic Control covers how procedural formality or informality affects the development of
Canva.com topic in conversations and is achieved cooperatively. When a topic is initiated, it should
be collectively developed by avoiding unnecessary interruptions and topic shifts. You can
say “Yes,” “okay,” “go on,” or ask tag questions to be actively involved without dominating.
Topic shifting involves moving from one topic to another. You have to be very intuitive.
Make sure that the previous topic was nurtured enough to generate adequate views. You
may say, “by the way,” “in addition to what you said,” “which reminds me of,” and the like.
Repair refers to how speakers address the problem in speaking,
listening and comprehending that they may encounter in a
conversation. For example, if everybody in the conversation
seems to talk at the same time, give way and appreciate other’s
initiative to set the conversation back to its topic.
Termination refers to the conversation participants’ close-initiating
expressions that end a topic in a conversation. Most of the time, Created using Canva.com
the one who initiated the conversation takes responsibility to signal the concluding cues.
You can do this by sharing what you learned or complete the discussion of the topic.
The use of these strategies will enable you handle good conversations and avoid
miscommunication. Remember, you must also consider the situation. You must choose
your words wisely. What you say must depend on what the situation calls for.
For example, if you are just talking with friends, then it is alright to be casual and
when you start and end the conversation, you need not be formal. Meanwhile, if you are in
a formal situation, you must start and control the conversation with care. Be polite
whenever you can. You have nothing to lose when you do that.
What’s More
Activity 1.2 What Strategy
Identify the type of strategy used in each statement. Write
your answer in your COMMUNCIATION ACTIVITY
NOTEBOOK.
____________________1. Do you have anything to say?
____________________2. One of the essential lessons I gained from the discussion

is the importance of listening well to others.
____________________3. Excuse me? I think we should talk one at a time.

____________________4. Go on with your ideas. Finish up before I say
something.
____________________5. Have you heard the news?

____________________6. Hi Jonas! How are you?
____________________7. Send my regards to them! See you next week!
____________________8. It’s good to see you. Well, I came because I want to

personally apologize for what happened yesterday.
____________________9. Sorry, I can’t decide on that now. Let us discuss it

tomorrow, okay?
____________________10. Now, it’s your turn to ask me a question.
Activity 1.3 Your Turn

Provide your own examples of statements that you would apply the strategies in
the given situation.
Strategies Situation Sample Statements
Nomination You want to talk to your teacher.
Restriction You are giving instructions to a member.
Topic Control Your friend is out of topic.
Topic Shift You want to talk about food after

discussing about the news.
Turn – taking You will give your silent classmate a
chance to speak.
Repair The volume of the voices is getting
louder.
Termination You want to end the conversation but
your friend is still talking.
Activity 1.4. Conversations
Create a dialogue or conversation between or among people where each of
the strategies are used effectively. Take note of the situation given and make sure
that you apply the strategies appropriately. Write your answer in your notebook.
Situation/Scenario 1: You and your friends are talking about the new movie
Speaker 1: __________________________________________________________
Speaker 2: __________________________________________________________
Speaker 3: __________________________________________________________
Situation/Scenario 2: You are having a meeting with your teacher and
classmates
Speaker 1: __________________________________________________________
Speaker 2: __________________________________________________________
Speaker 3: __________________________________________________________
Speaker 4: __________________________________________________________
Situation/Scenario 2: You are trying to stop two debaters in a debate from
quarreling
Speaker1: __________________________________________________________
Speaker 2: __________________________________________________________
Speaker 3: __________________________________________________________
What I Learned
 There are different strategies that people use when
communicating: Nomination, Restriction, Turn-taking,
Topic shifting, Topic control, Repair and
Termination.
 You must be able to employ these communicative strategies

appropriately in any situation
What I Can Do
Activity 5. My Own Strategy
Create a comic strip that will show how a good conversation
goes in a real communicative situation. Show ALL the
communicative strategies employed in the conversation.
Communicative strategies can be about you as students,
siblings, or participants in an event. Write your answer on you
Communication Activity Notebook.
Rubric for Comic Strip
Category 4 3 2 1
Content Comic Strip Comic Strip Comic Strip Comic Strip

contains all contains all contains only contains only
the required the required some of the has one of the
strategies strategies required required
presented with presented with strategies strategies
appropriate appropriate presented with presented with
dialogues in dialogues. appropriate appropriate
realistic dialogues. dialogues.
context.
Creativity The comic The comic The comic The comic

strip has strip has strip has strip is very
creative creative creative simple and
illustrations illustrations illustrations
and organized and organized but a little ordinary.
format. It is format. disorganized
very attractive in format.
to the eye.
Accuracy The dialogues The dialogues There are a There are

are written are written few errors in several errors
correctly in correctly in grammar, in grammar,
terms of terms of punctuation punctuation
grammar, grammar, and spelling. and spelling.
punctuation, punctuation,
and spelling. and spelling.
Thus, ideas
are clear.
LESSON 2:
EFFECTIVE COMMUNICATION
Objectives
1. Explain that a shift in speech context, style, act and communicative
strategy affects the following:
a. Language form
b. Duration of interaction
c. Relationship of speaker
d. Role and responsibilities of the speaker
e. Message
f. Delivery
2. Use appropriate language in a given situation
3. Communicate effectively in different situations
What’s New
Activity 2.1 Review
Fill in this diagram with what you learned in the previous
lesson. Try to include also what you learned about speech
context, speech style and speech act. Write your answer in
your notebook.
What Is It
You have learned about the different speech context, speech
style, speech act and communicative strategies. Why do we
need to know all of these?
We need to know the context so that we will know what
style and act to use in communicating with others. We can choose the best words to
say in applying the communicative strategies. Whenever there is a shift on any of
these, the language form, duration of interaction, relationship of speaker, role and
responsibilities of the speaker, message and delivery are affected. Therefore, all of
these affect how we approach, what we say, and how long we need to speak.
For example,
A.
Approach Situation: you and your best friends are talking
Context: Dyad Style: Casual
Language Form Less formal words, use those that you both
understand
Duration of interaction Not very long unless you are in a hurry
Relationship of speaker Friends
Role and responsibilities of Make each other feel happy or comfortable
the speaker
Message Funny experiences
Delivery Extemporaneous, not rehearsed
B.
Approach Situation: you are talking to your guidance
counselor
Context: Dyad Style: Consultative
Language Form A bit formal and serious
Duration of interaction There is a time limit from 10-30 minutes
Relationship of speaker Professional
Role and responsibilities of Speaker must be polite and honest
the speaker
Message Personal experience
Delivery Clear and extemporaneous
You will see that there is a difference in the approaches if the context is
different. What is important is, you know what is the APPROPRIATE approach.
This is the best way to become effective in our communication with others. It is not
enough that you know the concepts. You have to understand how to use them,
where to apply and when to adjust. Before you know it, you have already been a
good speaker!
What’s More
Activity 2.2 Try it yourself
Fill in the tables with appropriate approach. Write your answer on
Approach Situation: You are having a meeting
with your family
Context: small group Style: intimate
Language Form
Duration of interaction
Relationship of speaker
Role and
responsibilities of the
speaker
Message
Delivery
Approach Situation: You are asked to give the opening
remarks of the school orientation program
Context: Public Style: Formal
Language Form
Duration of interaction
Relationship of speaker
Role and responsibilities of

the speaker
Message
Delivery
Activity 2.3 Evaluate

Look at the given pictures. Find out what style, context, act and strategies are
evident in the situation. How should the speakers speak? Write your answers on
your COMMUNICATION ACTIVITY
NOTEBOOK.
What I Learned
 A shift in speech context, style, act and
communicative strategy affects the following:
A. Language form
B. Duration of interaction
C. Relationship of speaker
D. Role and responsibilities of the speaker
E. Message
F. Delivery
 You must be able to adjust and speak appropriately in any
situation
What I Can Do
Activity 4. Think, write and speak!
Think of any character, setting, and other elements in a
play and write a script for a one-act play that shows how a
teenager has become a bad speaker to a good speaker after
learning that a shift in speech context, style, act and
communicative strategy affects how one should approach in a
given communicative situation. Write your script on your COMMUNICATION
ACTIVITY NOTEBOOK.
Rubric for Script:
Category 4 3 2 1
Content The script The script The script The script

contains all contains all contains only contains only
the required the required some of the has one of the
elements elements required required
(style, context, (style, context, elements elements
act) presented act) presented presented with presented with
with with appropriate appropriate
appropriate appropriate dialogues. dialogues.
dialogues in dialogues.
realistic
context.
Creativity The script has The script has The script has The script is
a creative way a creative way a simple way very simple
of showing the of showing the of showing the and ordinary.
situation and situation and situation but a
organized flow organized flow little
of events. It of events. disorganized
is very in the flow of
interesting. events.
Accuracy The script The script There are a There are

dialogues are dialogues are few errors in several errors
written written grammar, in grammar,
correctly in correctly in punctuation punctuation
terms of terms of and spelling. and spelling.
grammar, grammar,
punctuation, punctuation,
and spelling. and spelling.
Thus, ideas
are clear.
Self-Check!
learned to others.

If you checked the first icon, you are ready for the next module. If you have
checked the second icon, you need to review the things that you need to relearn. If
you have checked the third icon, it would be best if you read more and ask help from
your teacher, parents or peers in clarifying the lessons that you find difficult. Be
honest so that you will truly improve.
Additional Activity

I noticed
___________________________________________________
___________________________________________________
I’m not sure
___________________________________________________
I realized
___________________________________________________
Visit these links for more information about the lessons in this module.
Review and study before you answer the post-test below.
Links for Enrichment:

https://www.youtube.com/watch?v=e2zGIN8IVKQ&feature=share
communicative strategies accessed May 12, 2020
https://www.youtube.com/watch?v=gMv2fAWrP_8&feature=share
communicative strategies accessed May 12, 2020
https://www.youtube.com/watch?v=tlo2d_65h8Y&feature=share
examples of context, style, act and strategies accessed May 12, 2020
https://www.youtube.com/watch?v=coPGjFRFPMQ&feature=share
examples of context, style, act and strategies accessed May 12, 2020
What I Know (Post Test)

Let us check how much you have learned in this module’s coverage.
Direction: Choose the letter of the best answer.
1. All of these are affected when there is a shift in speech context and speech
style. Which does NOT belong to the group?
a. Topic Control c. Delivery
b. Language Form d. Message
2. Which of the following is NOT a communicative strategy?
a. Restriction c. Repair
b. Responsibility d. Termination
3. What pertains to the process by which people decide who takes the
conversation floor?
a. Repair c. Topic Shifting
b. Topic Control d. Turn-taking
4. What strategy involves moving from one topic to another?
a. Restriction c. Topic Shifting
5. What covers how procedural formality or informality affects the development of
topic in conversations?
a. Repair c. Topic Shifting
6. Which refers to the conversation participants’ close-initiating expressions that
end a topic in a conversation?
b. Repair d. Termination
7. What refers to how speakers address the problem in speaking, listening and
comprehending that they may encounter in a conversation?
b. Repair d. Turn-taking
8. Which of the following is an example of nomination?
a. Hello, Jazz! How have you been?
b. Please go back to the main topic.
c. I have to leave. Excuse me.
d. Speaking of fun, there is a carnival in town.
9. Which of the following is an example of termination?
a. No, you got it wrong.
b. The correct answer is “true.”
c. Do you know the latest event?
d. Please excuse me, my mom is calling.
10. When you say, “Please tell Geo that the he has to see Ms. Daisy,” what
strategy are you applying?
a. Nomination c. Repair
b. Topic shifting d. Restriction
Remarkable! You have just

completed the lessons, activities and
test on this module! Relax and buckle
up for the next ride to a more exciting
topic and activities in the next module.
Answer Key
SENIOR HIGH SCHOOL
Context
Module No. 7
Principles of Speech Writing
LESSON 1:
PRINCIPLES OF SPEECH WRITING
Objectives
4. Use the principle of speech writing;

5. Consider audience profile, logical organization, duration, word choice and
grammatical correctness when writing; and
6. Write own speech following the speech writing process.

Let us check your prior knowledge about this module’s coverage.
Direction: Choose the letter of the best answer. Write your
answer in your notebook.
16. What refers to looking into your audience’s profile?

A. Selecting a topic c. Determining a purpose
B. Audience analysis d. Identifying a pattern
17. What refers to finding out whether you want to inform, entertain, or persuade?
18. What is the focal point of your speech?
A. Audience b. Purpose c. Topic d. Pattern
19. What can help you organize your ideas?
A. Audience b. Purpose c. Topic d. Pattern
20. What refers to correcting your speech?
B. Editing and revising d. Identifying a pattern
21. What is the first thing to do when planning what speech to write?
22. Which part grabs the attention of the audience?
A. Introduction b. Body c. Conclusion d. Title
23. Which part explains the topic of your speech?
24. Which part summarizes and emphasizes the topic of your speech?
25. What do you call a list of ideas arranged hierarchically?
A. Outline b. Pattern c. Topic d. Title
What’s New
Activity 1.1 True or False
Identify which statements are true or false. Write your answer
in your notebook.
1. An outline must be made before you write your
speech.
2. Any speech should have an introduction, body and conclusion.
3. You should know your audience first before you write your speech.
4. Practice is needed.
5. You must choose the right words to write in your speech.
What Is It
Have you ever written a speech? If not, do you think it is easy
to write a speech? This lesson will help you go through the
process. To be able to write your speech effectively, you must
be able to follow the process correctly. Here is the diagram of
the speech writing process.
The diagram shows that the writing process is not linear but recursive. You
go through it until your speech becomes perfect.
Let us discuss each in detail.

1. Audience analysis means looking into the profile of your target audience.
You need to do this so that your speech will fit or match your audience.
Profile includes:
a. demography – age range, male-female ration, educational background,
nationality, economic status, and others.
b. Situation – time, venue, occasion, size
c. Psychology – values, beliefs, attitudes, preferences, cultural and racial
ideologies and needs
2. Determining the purpose is finding out whether you want to inform, entertain,
or persuade. Sounds familiar? Yes, they are the three types of speech
according to purpose. Your purpose can be general or specific but it is better
if you will be specific.
Example: General purpose: To inform

Specific purpose: To inform the students about the benefits of
solid waste management.
3. Selecting the topic and narrowing it are also important. Your topic is your
focal point. You need to make it more specific.
Example: Topic: Solid Waste Management

Narrowed topic: Benefits of Solid Waste Management
4. Data gathering is the part where you collect information from sources about
your topic. You can research in books or surf the internet. Be sure to site
your sources.
5. Selecting a writing pattern will help you to organize your ideas. You can
choose from the following:
a. Biographical – presents descriptions of life of a person

b. Categorical/Topical – presents related categories to support the topic
c. Causal – presents cause and effect relationships
d. Chronological – presents ideas in time order
e. Comparison-contrast – compares and contrast two or three ideas
f. Problem-solution – presents problem and solutions
6. Making an outline or a hierarchical list of ideas can help you arrange your
thoughts to make it easy for you to write your speech in an organized way.
You can use a table format or a list format.
Example:
I. Problems on Wastes
A. Environment
B. Health
II. Ways to Resolve
A. Reduce, Reuse, Recycle
B. Solid Waste Management
7. Creating the body involves writing explanations, examples and details about
the topic you have chosen. Be sure to focus on the main idea.
8. Your introduction must catch the attention of your audience and present the
subject or topic of your speech.
9. The conclusion restates the main point of your speech. You can
summarize, emphasize your point, and call for action. Your goal is to leave a
memorable mark to your audience.
10. Editing and revising is correcting your speech for mechanics such as
grammar, punctuation, spelling, organization and the like. When you edit, be
sure to:
a. Edit for focus – check if it focuses on the main topic

b. Edit for clarity – make sure your words are clear and easy to understand
c. Edit for concision – keep it simple and easy
d. Edit for continuity – ideas should flow smoothly
e. Edit for variety – shift in tone and style
f. Edit for impact and beauty – make it memorable
11. Practice makes perfect. When you practice you look at the time and how
you deliver your speech. This helps you see yourself and find out how you
can improve.
Quite a long process! Indeed, but the result is better if you go through the process.
There is no shortcut to a successful speech but there is such a thing as a Good
Speech if you do the steps carefully!
What’s More
Activity 1.2 Let’s Read
Read this excerpt from Manuel L. Quezon’s speech. Then,
fill in the chart with the needed information based from the
speech. Write your answer on your COMMUNICATION
ACTIVITY NOTEBOOK.
My countrymen:
You have called upon me to assume the highest office within our gift. I accept the
trust humbly and gratefully. My sole determination is to be President for the people.
The office of President is the highest in the land. It can be the humblest also, if we
regard it – as we must – in the light of basic democratic principles. The first of these
principles is the declaration of the Constitution that “sovereignty resides in the people and
all government authority emanates from them.” This simply means that all of us in public
office are but servants of the people.
As I see it, your mandate in the past election was not a license for the selfish
enjoyment of power by any man or group of men. On the contrary, it was an endorsement
of the principle – at times forgotten – that the general welfare is the only justification for the
exercise of governmental power and authority.
Your mandate was a clear and urgent command to establish for our people a
government based upon honesty and morality; a government sensitive to your needs,
dedicated to your best interests, and inspired by our highest ideals of man’s liberty.
We have a glorious past. Now, we must build a future worthy of that past.
Audience profile
Organization
Duration
Word Choice
Grammar
Activity 1.3 Let’s do it

It is time to make your first draft. Follow the steps in the writing process to
write your speech. An example is given below to guide you. Write your answer on
your notebook.
For example: Purpose – to entertain my audience
Speech writing process Your output
Audience Profile
Purpose
Topic
Pattern to use
Outline
What I Learned
In writing a speech, do not forget the following:
- Audience profile
- Logical organization
- Duration
- Word choice
- Grammatical correctness
 Follow the process to ensure a good speech
What I Can Do
Activity 4. Rewrite it
It is time to write your speech based on what you did in
Activity 3. Be sure to review and make necessary
revisions. Encode or write it legibly and submit it for
checking. You may ask your classmates, parents or
friends to read and comment on your work for improvement.
Be guided by this rubric scoring guide:

Rating Rating Rating Rating
Excellent Satisfactory Fair Needs Improvement
4 3 2 1
The content is The content is There are some parts The content does not fit
appropriate and of appropriate for the that are not appropriate the chosen audience
interest to the audience. audience. for the type of
audience.
The speech is logical The speech is There is a smooth flow It is not organized.
and well-organized. well-organized. but there is a little
portion not placed well.
The speech is It meets the required It is a bit long or a bit It is too short or too long.
interestingly long or duration. short.
short enough.
Words used are not only Words used are Some words must be Words do not match the
correct but creative. correct and proper. changed. audience profile.
There are no There is no There are a few There are several
grammatical error and grammatical error. grammatical errors. grammar errors.
misspelled words.
Self-Check!
learned to others.

If you checked the first icon, you are ready for lesson 2. If you have checked
the second icon, you need to review the things that you need to relearn. If you have
checked the third icon, it would be best if you read more and ask help from your
teacher, parents or peers in clarifying the lessons that you find difficult. Be honest
so that you will truly improve.
Additional Activity
I noticed
___________________________________________________
___________________________________________________
I’m not sure
___________________________________________________
I realized
___________________________________________________
LESSON 2:
WRITTEN TO BE SPOKEN
Objectives
Here are the things that you are expected to
learn at the end of this lesson:
4. Use the principles of speech
writing focusing on:
a. Articulation
b. Modulation
c. Stage Presence
d. Facial Expressions
e. Gestures and Movements
f. Rapport with the audience
"Delta High School" by Pacific Northwest National Laboratory - PNNL is licensed
Plan how to deliver the speech copy of this license, visit https://creativecommons.org/license
What’s New
Activity 2.1 What’s in your mind
Complete this statement about speech delivery. Write your
answer on you COMMUNICATION ACTIVITY NOTEBOOK.
Good delivery is _______________________________.
What Is It
The speech that you have written is not only to be read but also
to be spoken. How should one deliver a speech? Here are
some tips for you!
Use conversational style more often. Audience do not like the
speaker to sound too unnatural or exaggerated.
1. Rapport with audience. Look at your audience in the eye so they will
feel that they are part of your speech. This will also keep their attention
and you will know who are paying attention. Use pauses when you
emphasize the most important words, phrases or sentences. Your
pauses should not last for three seconds.
2. Modulation. Remember to adjust your volume to the size of the audience

and venue. Modulate your voice but do not shout or yell. Vary your
speed or rate to avoid monotone pattern. This will avoid boredom.
3. Articulation. Pronounce and enunciate words correctly. You might

confuse your audience if you mispronounce a word.
4. Stage Presence. Start your speech by standing straight and balancing

your weight. This will give a positive first impression.
5. Gestures and Movements. Use precise movements. Move your arms

with a purpose. Avoid distracting mannerisms like swaying back and
forth, leaning on the podium, licking or biting your lips, playing with your
wristwatch or jewelry, scratching parts of your body, frowning, and others.
6. Facial Expressions. Avoid having a poker face or highly animated face.
Just smile unless you are talking about a sad subject. Your expression
must match what your message conveys.
7. Dress properly and appropriately.
8. Breathe in and out to relax before your speech. Most importantly, have
fun.
Keep these tips in mind when you present your speech. You
will do great!
What’s More
Activity 2.2 Watch and Learn
Watch how a young girl named Severn Suzuki silenced
the world for a few minutes and learn from her. Type this link in
an internet browser. https://www.youtube.com/watch?v=oJJGuIZVfLM
Observe and comment on the following aspects. Write your answer on your
Articulation
Modulation
Stage Presence
Facial Expression
Gestures and movements
Rapport with audience
What I Learned
You have learned these key points:
When you write your speech you also think about how to deliver
it. When you do so, you need to focus on:
Articulation Stage Presence
Modulation Gestures and Movements
Facial Expression Rapports with
the Audience
What I Can Do
Activity 2.3 Plan to practice
Get your speech and read it silently. Plan how you would deliver your speech by
doing the following:
1. Underline words that you need to learn and master how to pronounce.
2. Put arrow up if you need to modulate the voice in those parts.
3. Draw emoji to show what facial expression to use.
4. Encircle parts where you have to add gestures.
5. Put a star on parts where you need to pause and walk.
Once you are done, apply what you have written. Remember, practice
makes perfect!
Self-Check!
learned to others.

If you checked the first icon, you have completed module 4 successfully. If
you have checked the second icon, you need to review the things that you need to
relearn. If you have checked the third icon, it would be best if you read more and
ask help from your teacher, parents or peers in clarifying the lessons that you find
difficult. Be honest so that you will truly improve.
Additional Activity
I noticed
_______________________________________________
_______________________________________________
I’m not sure
_______________________________________________
1
I realized
_______________________________________________
What I Know (Post Test)
Let us check how much you have learned in this module’s
coverage.
Direction: Choose the letter of the best answer. Write your
answer in your notebook.
11. What refers to looking at your audience in the eye and
having a good connection with them?
a. Articulation b. Modulation c. Rapport d. Gestures
12. Which refers to enunciating the words correctly?
13. What refers to making your voice loud enough to be heard?
14. What involves adding actions and walking while delivering your speech?
15. Which includes standing confidently while you speak?
a. Movements b. Modulation c. Rapport d. Stage Presence
16. Which should NOT be done when you deliver your speech?
a. Eye to eye contact c. Poker face
b. Have pauses d. Vary the pitch
17. Why should you look at your audience in the eye?
a. It will lessen your nervousness.
b. You can make them feel scared.
c. It will make them feel that they are part of your speech.
d. It adds to the beauty.
18. Why should you pause in some parts of your speech?
a. To breathe b. To emphasize c. To relax d. To have effects
19. Why is articulation important?
a. To impress the audience c. To make the message clear
b. To attract attention d. To give a good impression
20. How can you make sure that you are heard by everyone?
a. Articulate words c. make eye to eye contact
b. Modulate voice d. have good stage presence
2
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SENIOR HIGH SCHOOL

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

Published by the Department of Education

Development Team of the Module

Printed in the Philippines by

To attain the goals of this module, do the following:

 Take note of the skills or strategies you are trying to develop.

 Follow the directions and instructions in the activities conscientiously.

Communication experts too believe that communication has

Read the statement carefully and answer the question that

________1.Which proponent of the communication model says that Communication

_________2.This theorist refers transmission model of Communication as that

_______4. The __________is to whom the message is intended to be sent.

______6.The following elements are added to the Transactional Model, EXCEPT:

_______9.Which of the following is NOT true of the Shannon Weaver Model of

ITEM 1ST 2ND 3RD 4TH

Special feature It has torchlight

Why chose the It was affordable

1. Linear Model of Communication (Transmission Model)

1) Unidirectional - Linear model is one-way communication where the speaker

2) Simple - This model presents a simple communication act because the

Have you learned something about the

Right! the Shannon - Weaver model is

Transactional Communication Model

The characteristics of Transactional Model

3. participants play certain roles in the conversation.

The 3 basic characteristics of Transactional Model

Activity 4: Compare and Contrast

Transmission Model Transactional Model

There you go! How was your experience so far with

You did a great job in the previous lessons.

Interactive Communication Model

1. Sender sends the message

Figure 2: Schramm Model of Communication

WHAT I HAVE LEARNED

3. At home, share and analyze a situation where Interactive Model of

Activity 7. Follow Your Lead

This is a 1-minute follow-all-instructions activity. Your

By this time, you are expected to have achieved the

I need to do additional work to be able to master the lesson. I

After doing the activities:

Wonderful! You had great things to reflect

 Communication models describe the process of communication, show the

Congratulations, my dear learner! You

________3.Convergence Model of Communication is concerned more on persuasion

a) It is a simple communication act

 explain why there is communication breakdown

___ 14. I look for ways in order to improve my listening skills.

Very good! You have just made an assessment of

Communication breakdown, as defined by Emily Rodgers in

1. A staff member making a mistake due to miscommunication or not enough

3. A colleague not treating a client correctly. A classroom officer showing unfair

5. An overworked manager sending an email missing vital information to their

According to Rodgers, communication has a great impact to a team so if you expect

TOPIC 2: COMMUNICATION BARRIERS

Rodgers (2017) presented key communication barriers that cause communication

This refers to human attention span which accordingly,

3. Too much information

If there is no efficient communication flow plus the problem of sharing information to

True, there is a plethora of information around the world. We

Knowing a lot of things is good but when too much information

High-stress jobs or tasks mean there’s often no time to

Language and linguistic differences may become barriers to communication. But it

_4. The ____is to whom the message is intended to be sent.

3. SLYPAHIC C. Bodily condition

7. GALENUGA G. Specialized vocabulary

9. NETIGLAZENAIRO _ __ _ I. Emotional

10. EFCDICNONE J. Words or phrases