San Pablo Diocesan Catholic Schools System

Diocese of San Pablo

Liceo de San Pablo
M. Paulino St., San Pablo City
Tel. No. (049) 562-3808

QUARTER 1

Learning Module

Name of Student:_____________________________
Strand and Section:______________________________

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 Student’s Prayer

Creator of all things,

true source of light and wisdom,
origin of all being,
graciously let a ray of your light penetrate
the darkness of my understanding.

Take from me the double darkness

in which I have been born,
an obscurity of sin and ignorance.

Give me a keen understanding,

a retentive memory, and
the ability to grasp things
correctly and fundamentally.

Grant me the talent

of being exact in my explanations
and the ability to express myself
with thoroughness and charm.

Point out the beginning,

direct the progress,
and help in the completion.
I ask this through Christ our Lord.

Amen.

Quarter 1. Week 1.
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A. Functions, Elements and Nature of Oral Communication
B. Models of Communication
C. Communication Breakdown
Ms. Joanna Marie P. Azuilo
joannamarieazuilo32@gmail.com

Content Standard:
The learner understands the nature and elements of oral communication in context.

Performance Standard:
The learner designs and performs effective controlled and uncontrolled oral
communication activities based on context.

Learning Competencies:
The learner explains the functions, nature and process of communication.
The learner differentiates the various models of communication.
The learner uses various strategies in order to avoid communication breakdown

Before you begin, let’s start with a test on your schema!

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Name: _____________________________________________ Section: _________________

A. Encircle the letter of your answer.

1. Which of the following is referred to as the tool for communication?

A. Jargon B. Language C. Vowel D. Consonant

2. It is a kind of communication that uses the speech organs.

A. Non-verbal communication C. Sign language
B. Paralanguage D. Verbal communication

3. Which of the following barriers in communication is concerned with hunger?

A. Physical B. Emotional C. Physiological D. Psychological

4. One who decodes the message is ____________.

A. Sender B. Channel C. Receiver D. Code

5. It is the activity of conveying information.

A. Connection B. CommotionC. Communication D. Communion

6. The following are the main elements of communication except one. What is it?
A. Sender B. Message C. Buzzer D. Feedback

7. Probing will get someone to talk about their interests and their lives in a way that provides you with
insight into their needs and wants. This shows which effective communication skill?
A. Asking open-ended questions. C. Showing approval.
B. Offering helpful suggestions. D. Listening attentively to everything said.

8. What term describes the awareness that people have varying cultures and that the similarities and
differences of these cultures affect the values, behavior, and learning of people?
A. Cultural relativism C. Cultural sensitivity
B. Cultural competence D. Cultural communication

9. The message originates from two sources: the message from the sender and feedback from the
receiver. Which communication model shows this circular path?
A. Linear B. Interactive C. Transactional D. Circular

10. What communication barrier explains that communication is less effective when information flow is
not controlled and is likely to be misinterpreted or forgotten?
A. Inattention C. Distraction
B. Perceptual differences D. Information overload

B. Essay. Read the question carefully. Answer in paragraph form.

Have you been in a situation where you had to communicate effectively to accomplish something or get
out of trouble? Describe the situation and the communication strategy you employed.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

WEEK 1 - DAYS 1-2

LESSON 1. Nature and Elements of Communication

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At the end of this lesson, you will be able to:
 Define communication;
 Explain the nature and process of communication;
 Distinguish the unique features of one communication process from the other;
 Discuss the elements of communication;
 Practice effective communication skills; and
 Reflect on your learning on the fundamentals of communication.

BIG IDEA

When you are faced with an awkward situation, what do you do? Do you remain quiet and let
the moment passed? Or do you start a conversation to clear up the awkwardness in the atmosphere?
Whatever your answer is, the main point is that you need to communicate either through words or
through actions.

What are we trying to achieve in this module? As a senior high school preparing for a bigger role
in the community, one skill that you have to possess in order to succeed is your communication skill.
For example, to avoid misunderstanding with anyone, you should know how to engage in an effective
communication. However, an effective communication requires an effort. Therefore, you must have an
understanding of the nature and process of communication as well as its functions so as not to
misunderstand or to be misunderstood by anyone.

WARM-UP

Read the statements on the first column. Tick the column that determines how often you
practice what the statements say. Do this as objectively as possible. Bear in mind that there are no
wrong answers.
Usuall Sometimes Seldom Never
y
1. I communicate to convey my messages and express my ideas.
2. I describe communication as a process.
3. I understand that communication can be expressed in words
and/or in actions.
4. I can distinguish the features of the communication process.
5. I can differentiate the models of communication.
6. I effectively convey a message both in words and actions.
7. I can identify the elements of communication.
8. I can explain the cause of communication
breakdown.
9. I use strategies to avoid communication breakdown.
10. I know the functions of communication.

TOTAL ________
GRAND TOTAL ________ /30

Scoring Score Level of Proficiency

Usually – 3 points 28 – 30 Advanced
Sometimes – 2 points 25 – 27 Proficient
Seldom – 1 point 23 – 24 Approaching Proficiency
Never – 0 21 – 22 Developing
20 and below Beginning

STUDY TIME

What is communication?
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 Communication is a process of sharing and conveying messages or information from one person
to another within and across channels, contexts, media, and cultures (McCornack, 2014). There is a
wide variety of contexts and situations in which communication can be manifested; it can be a face-to-
face interaction, a phone conversation, a group discussion, a meeting or interview, a letter
correspondence, a class recitation, and many others.

Communication is also defined as the transmission of information (a message) between a source

and receiver using a signaling system: in linguistic contexts, source and receiver are interpreted in
human terms, the system involved is a language, and the notion of response to (or acknowledgement of)
the message becomes of crucial importance. In theory, communication is said to have taken place if the
information received is the same as that sent. (David Crystal, A Dictionary of Linguistics & Phonetics)

Nature of Communication

1. Communication is a process.
2. Communication occurs between two or more people (the speaker and the receiver).
3. Communication can be expressed through written or spoken words, actions (nonverbal), or both
spoken words and nonverbal actions at the same time.

Five Main Elements of Communication

Communication is divided into elements which help us better understand its mechanics or
process. These elements are the following:

1. SOURCE – the originator of the message. Senders convey their thoughts into symbols or
observable signals such as words. This is codification and is usually done through the use of
language.

2. MESSAGE – the set of verbal or non-verbal symbols sent to a receiver. These are the ideas or
thoughts that are transmitted from sender to receiver. They are the result of the interpretation of
symbols, when meaning is derived from observable signals.

3. CHANNEL – the means by which a message is conveyed from a source to a receiver. The
quality of a channel depends on how free it is of noise. Noise is anything that reduces the quality
of the signal sent by the sender through the channel, weakening the communication between
sender and receiver.

4. RECEIVER – the destination of the message.

Receivers hear the signals and convert the symbols
into their thoughts. This is called decoding,
deciphering, or interpretation.

5. FEEDBACK – refers to verbal or nonverbal

reactions to a message received by the source. It
refers to the message transmitted by the receiver in
response to the message of the speaker.

OTHER ELEMENTS IN COMMUNICATION PROCESS

INTERFERENCE – is anything that impedes the communication of a message. This may also refer to
the barriers of communication also known as the Noise.

SITUATION (CONTEXT) – it is the time and place in which communication occurs

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Let’s study this process of communication.
Process of Communication Example

The speaker generates an idea. Daphne loves Rico, her suitor, as a friend.

The speaker encodes an idea or converts the She thinks of how to tell him using their native
idea into words or actions. language.

The speaker transmits or sends out a message. She tells him, “Rico, mahalkitabilangkaibigan.”

The receiver gets the message. Rico hears what Daphne says.

The receiver decodes or interprets the message
based on the context.
The receiver sends or provides feedback.
He tries to analyze what she means based on the
content and their relationship, and he is
heartbroken.
He frowns and does not say something, because
he is in pain.

There are two major kinds of communication:

VERBAL COMMUNICATION
• Oral and written communication.
• Oral communication refers to spoken words, involves e-mails and snail mails. There is a use of
speech organs.
NON-VERBAL COMMUNICATION
• It includes body posture, facial expression, body language, and sign language.
• Gestures like smile, nod, hug, etc. also play important roles in nonverbal communication.
• It also includes other forms of communication including paralanguage, sketches, paintings,
photographs and signboards. There are no speech organs involved.

TYPES OF COMMUNICATION

1. INTRAPERSONAL COMMUNICATION
It involves talking to yourself. It may involve deliberation, where you think about your
decisions or possible courses of actions. It may also involve meditation about yourself, where you
think about your life and what is involved in it. In intrapersonal communication, you have the
opportunity to explain yourself including your motives and actions against your values and allow
yourself to make adjustments to your behavior based on what you think is best.

2. INTERPERSONAL COMMUNICATION
It involves talking to one or a limited number of people. This requires you to adjust your
speech to suit the character and personality of the person or people you talk to.

3. PUBLIC COMMUNICATION
It involves communication to a wide group of people with very varied traits, backgrounds,
interests, and persuasions. It, therefore, requires a lot of background explanation in expressing
your ideas.

4. INTERCULTURAL COMMUNICATION
It involves communicating with a person or group of people who may not share the same
assumptions, values, allegiances as that of yours and may have different associations with the
symbols you take for granted as having a particular meaning.

FUNCTIONS OF COMMUNICATION

1. Regulation and Control – Communication functions to control behavior.

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2. Social Interaction – Communication allows individuals to interact with others.

3. Motivation – Communication motivates or encourages people to live better.

4. Emotional Expression – Communication facilitates people’s expression of their feelings and

emotions.

5. Information dissemination – Communication functions to convey information.

Read about the functions of communication on pages 18-45 of your textbook.

1. Regulation and Control (pages 18-19)
2. Social Interaction and Emotional Expression (pages 27-32)
3. Motivation and Information (pages 37-40)

For more resource:

For online students: Go over the link below to know more on the topic. (Video available on your Genyo)
https://www.youtube.com/watch?v=cU-lfu-9fzs
https://www.youtube.com/watch?v=Btj94IHVc6I&t=24s

For modular students: Find the video on your USB entitled:

1. The Nature, Process, and Elements of Communication
2. The Communication Process Model Captioned

WORK IT OUT!

Activity 1. Read the situations below then answer the given questions. Be able to justify your answers
based on how you understand the nature and process of effective communication. Write in at least 5
sentences.

For Online Students: Go to your Genyo account and write your answers in Genyo Forum assigned to
you.
For Modular Students: Accomplish this task in your Answer Sheets found at the end of this module.
Note: Only the Answer Sheets will be returned and NOT the entire module

1. Jeremy has been working as an accounting staff at QRP for a year now. Recently, the company
hired another staff, Henry, to work with Jeremy. Henry discovered that Jeremy has been
committing fraud in the financial reports that he is making. Jeremy warned Henry that he should
keep quiet and mind his own business. Do you think Henry should report this to their superiors?
If you were Henry what will you do?

2. Alana works in the Marketing Department of their company. There are five members in their
group. Recently, Alana’s colleagues are complaining about the lack of competence and being too
rigid of their team leader, Ms. Belmonte. Alana proposed that they sit down with Ms. Belmonte
and discuss the problems with her; however, the group disagreed and wanted to speak directly to
their supervisor, insisting that Ms. Belmonte is too uncompromising to listen. Do you agree that
the group should report the problem to the supervisor, why or why not?

3. Mr. Pascual is the unit head of the finance department. He noticed that one of his disbursing
officers, Edward has been habitually coming to the office 5-10 minutes late. Mr. Pascual
tolerated him at first, but when he noticed this somehow affected his performance, he gave him a
memo on his habitual tardiness. Edward showed improvement the following days, but was late
again after a week. If you were Mr. Pascual, what will you do next? How will you communicate
to Edward what you think about his behavior?

THINK AGAIN!

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Activity 2. Relate an experience where a problem arose because you or someone else did not
communicate. What happened as a result of the failure to communicate? Did the restoration of
communication help resolve the problem? If so, how?

Online: Share your thoughts through a reflective journal to be written on Genyo Shared Blog.
Modular: Write your thoughts on the space provided in your Answer Sheet.

TEST YOUR KNOWLEDGE (Q1)

Activity 3. Accomplish the short test below.

For Online Students: Answer this quiz in the Genyo Quiz assigned to you.
For Modular Students: Answer this quiz in the Answer Sheet provided at the end of this module.

I. Identify the element of the communication process exhibited in the following statements below.

Statement Element
1. It was the Fourth of July, and a large crowd had gathered for the annual
town picnic. Everyone was in a festive mood and looking forward to the
fireworks that would come later in the evening. the mayor had made a
speech, and so had the president of the historical society. Then
2. it was time for Michael Chen, chairman of the town’s Interfaith
Council, to speak.
3. As Michael waked towards the podium to address the picnickers, he
knew he faced a difficult task. He hoped to persuade them to
4. organize and staff a food kitchen for poor people. Most of those
gathered for the Fourth of July celebration, Michael knew, led extremely
busy lives, with jobs, family responsibilities, and other community work.
They would not readily accept the added chore of running a food kitchen.
5. Michael stepped up to the microphone and began his speech. He told
the gathering about the many homeless, ill-fed people who lived in their
community, side by side with prosperity. He urged them to take an active
part in feeding the hungry by starting a food kitchen.
6. At first, the townspeople reacted negatively. Michel could see them
frowning and shaking their heads, no doubt thinking about their busy
schedules. Also, Michael’s speaking conditions were far from ideal.
Many families had brought their babies and young children to the picnic.
7. Several babies were crying, and a number of children were chasing
each other around the tables. But Michael had expected that, and
8. he was ready. He stopped for a moment and smiled. Then he said,
“Your children are full of holiday spirit today. They’ve just had a
wonderful picnic supper. They can cry and run and play because they are
well cared for. But other children in our community don’t have the energy
to cry or play. They are too hungry. Won’t you help to feed them?”
9. The townspeople stared. Many had refuel smiles on their faces.
Michael knew the tide had turned. He knew he would get volunteers for
the food kitchen.

II. Identify the function of communication in each of the following situations. Write your
answers on the space provided.

_________________ 1. The teacher reads and discusses classroom policies to her students.
_________________ 2. Ross greets Rachel; then, they start talking about their plans for the holidays.
_________________ 3. Phoebe shares her insights on how to live peacefully despite a complicated life.
_________________ 4. Monica shares her personal frustrations with Chandler.
_________________ 5. The geometry teacher lectures about mathematical concepts.
_________________ 6. Sheila delivers her valedictory speech.
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_________________ 7. The President delivers his last State of the Nation Address.
_________________ 8. A television personality thanks the supportive moviegoers during an interview.
_________________ 9. The city mayor presents her strategies to execute the plans in a public forum.
_________________ 10. A tourist guide orients a group of tourists about a heritage site.
___________________________________________________________________________

TREASURE!!!

Importance of Communication

Women often report that an essential quality—perhaps the most important quality—in a partner
is the ability to communicate. And managers and employment interviewers routinely list communication
skills among the most important job-related skills in a desirable employee. How important, compared to
all the other factors you might take into consideration in choosing a partner or in succeeding at work, is
the ability to communicate?
Hence, communication consists of the sending and receiving of verbal and nonverbal messages
between two or more people with the purpose of understanding each other in various context.

Great! Remember that you can achieve anything you set your mind to. Keep going!

WEEK 1 – DAY 3

LESSON 2. Models of Communication

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

 Define communication;
 Differentiate various models of communication;
 Practice effective communication skills; and
 Reflect on your learning on the fundamentals of communication.

BIG IDEA

The communication process is best described through discussion of different

communication models. In the previous lesson, you were introduced to the elements of communication.
Today, it is important to understand how these elements began to evolve from its simple process to it
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complex one. This complex process, however, can be better understood in terms of visual
communication models.

WARM UP

Define communication using as many words as you can see from the group of words below.

STUDY TIME

Read and learn about the three models of communication on pages 4-8 of your SHS Oral
Communication in Context textbook.

MODELS OF COMMUNICATION

LINEAR MODEL

One of the first models of

communication was conceptualized by
mathematicians Claude Elwood Shannon and
Warren Weaver at Bell Laboratories in 1949.
Since Shannon and Weaver worked for a
telephone company, it was fitting that their
model mirrored the operation of the radio-
telephone. Their concept of communication had
the same components as the communication
process.
Known as the mother of all
communication models, the Shannon-Weaver model (1949) depicts communication as a linear or one-
way process consisting of five elements: a source (producer of message); a transmitter (encoder of
message into signals); a channel (signals adapted for transmission); a receiver (decoder of message from
the signal); and a destination.

This model, however, has been criticized for missing one essential element in the
communication process: feedback. Without feedback, the speaker will not know whether the receiver
understands the message or not. The challenges they found in the model are threefold.
Technical: How accurately can the message be transmitted?
Semantic: How precisely can the meaning be conveyed?
Effectiveness: To what extent can that meaning modify behavior?
Some experts called attention to the limitations of the linear model because it presupposes
communication only between two separate individuals and it does not take into consideration different
meanings and purposes of multiple parties or the possibility of unequal social relationships among them.

In light of this, scholars expanded the work of Shannon and Weaver. In 1960, the Sender
message Channel Receiver (SMCR) Model added clearly defined parts. This was presented by David

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Berlo who discussed how the communication can be more complex as many key factors affect what
could have been simple elements. The source and the receiver could be affected by their communication
skills, knowledge, attitudes and socio-cultural system. The message can be altered depending on its
content, elements, structure, treatment and code. The channel or medium could involve the five senses,
proving that communication is not as simple as we think.

INTERACTIVE MODEL

This model presents

communication as a social interaction. It
is shown as a two-way process; the
receiver does not listen passively but
participates in the communication
process actively by giving feedback.

Wilbur Schramm, founder of the

Iowa’s Writers’ Workshop, emphasized
the impact the sender’s message would
have on the receiver and the effect of the
resulting feedback. Further, he added that communication can be governed by three sets of rules.
Syntactic – the formal properties of symbols
Semantic – the study of symbols and their meaning
Pragmatic – the relationship between these symbols and their users

One limitation of the Interactive Model is that it does not acknowledge intrapersonal
communication through diaries, internal monologue, etc.

TRANSACTIONAL MODEL

Due to the limitation of the Interactive

Model, the Transactional Model was created. The
premise of this model is that we are both senders
and receivers in the communication process.
Communication flows smoothly between
participants. According to this model,
communication is a continuous, creative, and
dynamic process, rather than a discrete transmission
of information.

(Optional) To learn more about the development of the study of communication, visit the links on page
10 of your book under Extend Your Knowledge.

For more resource:

Go over the link below for those who are online.
https://www.youtube.com/watch?v=5a9AQeSFI1Y
Get your USB and look for the title below for those who are offline.
The 3 Models of Communication

WORK IT OUT

Activity 4. Differentiate the three models of communication presented above by citing situations that
would best showcase the said differences. Give specific real-life situations where Linear Model,
Interactive Model and Transactional Model of Communication happens. Write a 1-paragraph essay
(minimum of 10 sentences) to show the differences among the three given communication models.

For Online Students: Go to Genyo Shared Blog to write your paragraph.

For Modular Students: Accomplish this task on the space provided in your Answer Sheets found at the
end of this module.

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TEST YOUR SKILL

Activity 5. Look at the comic strips below. Read their conversation and think about how they carried
their simple talk.

Calvin and Hobbes (A) by Bill Watterson

Calvin and Hobbes (B) by Bill Watterson

Calvin and Hobbes (C) by Bill Watterson

What are your thoughts on communication after reading the comic strips? What are the problems
in communication you realized in the given comic strips? Is there a way for these problems to be
repaired? How? Write your thoughts in at least 10-15 sentences.

Online: Write your thoughts on the Genyo Forum assigned to you.

Modular: Write your thoughts in the space provided in your Answer Sheets found at the end of your
module.

Your output will be rated through the rubric below.

Criteria 4-5 2-3 1

Content Posts are clearly focused Posts are focused on one Posts are not focused on
on one point and point and supported by one point and supported
supported by many few events. by only one event.
detailed events.
Coherency and Coherent and well- Somewhat difficult to Not organized.
Organization organized. follow.
Accuracy Few errors in spelling Many spelling or Meaning unclear due to
and grammar. grammar errors, but still spelling or grammar
comprehensible. errors.
Creativity Creative presentation of Somewhat creative Completely uncreative
topic including pictures presentation without presentation.

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 or links to other websites. pictures or links.
Total / 20

___________________________________________________________________________

TREASURE!!!

Well accomplished! Don’t forget that your possibilities are endless. Go further!

WEEK 1 – DAYS 4-5

LESSON 3. Communication Breakdown

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

 Define communication;
 Explain why there is a breakdown of communication;
 Apply strategies in overcoming communication breakdowns;
 Practice effective communication skills; and
 Reflect on your learning on the fundamentals of communication.

BIG IDEA

Say several Grade 12 students are applying for their first practicum or on-the-job training. The
company will inform them of an opening and the time of their interview. This is a simple example of
conveying news. During the interview, they will share information such as their interests as well as their
performance in school, while the interviewer will explain and share information about the practicum.

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Then, selected applicants will be invited back for a panel interview, followed by the result of their
application.

Though it sounds so easy, the problem lies with the noise that can affect the whole process. The
recruitment center might be noisy because of the ongoing construction or rush hour traffic outside. An
applicant arrived late so he feels unprepared for the interview. The interviewer may be distracted
because her daughter I sick and she is worried about her. The applicant may b highly qualified and a
good communicator but he is wearing loud, inappropriate clothing which may be distracting to the
interviewer and even the other applicants. How would you handle such noise? Hence, it’s important that
we understand what these noises are and be able to know how to avoid them.

WARM UP

If you are online, go to this link: https://www.youtube.com/watch?v=8Ox5LhIJSBE

(Video available in Genyo)
If you are modular, get your USB and find the video entitled “A Failure to Communicate”

Watch the video clip and take note of the problem that arose while they try to communicate. Are there
ways to avoid such problems?

STUDY TIME

Read about Communication Breakdown and Noise on page 10 of your book.

Barriers to Communication

There are instances when miscommunication and misunderstanding occur because of certain
barriers. To become an effective communicator, you should recognize these barriers that hinder the
communication processes. This will enable you to control the situation, reset conditions, and start anew.

The table below presents some barriers to effective communication with corresponding
solutions.

Barrier Example Solution

Emotional You are having a bad day or you Recognize these kinds of emotions, and politely
barriers feel frustrated. ask the other person to give you a moment so
(Psychological you can relax or calm yourself.
Noise) You sit in a meeting or class where Recognize this kind of attitude, reset, and reflect
you think the speaker is boring. on how you can be interested in what the
speaker is pointing out.
Use of jargon You are a scientist discussing a Jargon refers to the set of specialized vocabulary
(Semantic certain weather phenomenon with in a certain field. To avoid communication
Noise) your neighbor who does not know breakdown due to lack of clarity, adjust your
much about the topic. language; use layman’s terms or simple words.

Lack of You are asked to share something Develop self-confidence by joining

confidence about your day or weekend, but organizations where you can share and develop
(Psychological you are hesitant because you are your interests. Look for opportunities in your
Noise) shy. school or community that will help you find
your strengths and improve your abilities.

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 Noisy You are having a conversation Recognize that noise as a common barrier. Make
environment with some friends when a song some adjustments by asking someone to
(Physical was played loudly. minimize the volume or by looking for a quiet
Noise) area where you can resume the conversation.
Headache You are having a conversation Excuse yourself to your friend so you can take a
(Physiological with a friend when you suddenly medicine for your headache as well as a good
Noise) felt an unbearable headache. rest.

How can we avoid these barriers in communication?

In their pioneer book Effective Public Relations, Professors Broom, Cutlip, and Center (2012)
list the 7 Cs of Effective Communication. This list is widely used today, especially in public relations
and advertising.

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

general. Hence, communication should include everything that the receiver needs to hear for him/her to
respond, react, or evaluate properly.

2. Conciseness. Conciseness does not mean keeping the message short, but making it direct or straight
to the point. Insignificant or redundant information should be eliminated from the communication that
will be sent to the recipient.

3. Consideration. To be effective, the speaker should always consider relevant information about
his/her receiver such as mood, background, race, preference, education, status, and needs, among others.
By doing so, he/she can easily build rapport with the audience.

4. Concreteness. Effective communication happens when the message is concrete and supported by
facts, figures, and real-life examples and situations. In this case, the receiver is more connected to the
message conveyed.

5. Courtesy. The speaker shows courtesy in communication by respecting the culture, values, and
beliefs of his/her receivers. Being courteous at all times creates a positive impact on the audience.

6. Clearness. Clearness in communication implies the use of simple and specific words to express ideas.
It is also achieved when the speaker focuses only on a single objective in his/her speech so as not to
confuse the audience.

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

WORK IT OUT

Activity 6. “Communication Barriers” (Video available on your Genyo)

For Online Students: Go to this link and watch the video: https://m.youtube.com/watch?
v=D3a3fgUkw6c
Be able to prepare your reactions on the video for the recitation.
For Modular Students: Get your USB and find the video entitled “Communication Barriers”. Get
your Answer Sheet and write your reaction on the given video and explain how the problem could have
been prevented.

TEST YOUR KNOWLEDGE (Q2)

Activity 7. Get your thinking cap and answer this short quiz.

Online: Do this on your Genyo account.

Modular: Write your answers on this page to be submitted after.
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Choose the letter of the correct answer.

1. It is the systematic flow of steps we take in order to achieve effective and successful communication.
a. Communication b. Public speaking c. Reading process d. Communication process

2. It is the means or medium of communication by which the speaker’s message moves to the receiver
or listener.
a. Sender b. Channel c. Communicative situation d. Context

3. It is where the elements of communication process work in a dynamic interrelation.

a. Phone b. Feedback c. Context d. Content

4. Which of the following is not a type of noise in communication?

a. Psychological Noise c. Semantic Noise
b. Contextual Noise d. Physical Noise

5. Jairo was talking about the customs and traditions of Filipinos then he suddenly started to share the
poem he made which was irrelevant to his first topic. This is an example of?
a. Psychological Noise c. Semantic Noise
b. Physiological Noise d. Physical Noise

6. This type of noise occurs when the speaker and listener have different meaning systems.
a. Physical Noise c. Semantic Noise
b. Physiological Noise d. Psychological Noise

7. It is the gist of communication process.

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

8. It can be a barrier to effective communication because it hinders the receiver to completely

comprehend the message of the speaker.
a. Channel b. Noise c. Context d. Feedback

9. Which of the following is not an element of communication?

a. Source b. Reference c. Context d. Noise
10. Your mother gives you instructions on how to do the household chores. However, you cannot clearly
hear her instructions because of the loud music of your neighbor. The loud music of your neighbor is
considered as __________.
a. Physical Noise c. Semantic Noise
b. Physiological Noise d. Feedback

11. What is communication breakdown?

a. A failure to exchange of communication.
b. Otherwise known as “the silent treatment”.
c. Occurs when communication is incomprehensible to one party or entirely absent between two
people.
d. All of these choices.

12. This strategy in effective communication means that you are sincere in listening to the person that
you are talking with.
a. Eye contact b. Empathy c. Smile d. Listening

13. The following are communication strategies that avoids communication breakdown except.
a. Ambiguity b. Word Choice c. Listen to understand d. Consider your tone

14. This strategy makes the speaker feel valued and helps you to avoid communication breakdown.
a. Active Listening b. Observation c. Throwing direct questions d. All of these choices

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15. If you haven’t fully comprehended the point of the person you are talking with, what is the best way
to do?
a. Clarify his point through proper paraphrasing.
b. Go on with the conversation as if nothing happens.
c. Change the topic.
d. Never interrupt or ask that person to explain his point.

16. Which of the following is best to say if you want to clarify someone’s point?
a. “It could be much better if you clarify your statement”
b. “I’m sorry, what it is again?”
c. “Correct me if I’m wrong, what you mean is…”
d. “Could you please say it comprehensively?”

17. The common problem in communication is that some people listen to respond not to understand.
a. False b. Somehow c. True d. Maybe

18. Why is it important to be careful with our choice of words?

a. because there are words that have different meaning to other culture.
b. in order to avoid communication breakdown.
c. so that we cannot offend other people.
d. All of the choices

19. Proper eye contact means to stare the person you are talking with.
a. False b. Somehow c. True d. Maybe

20. The following helps you to become an active listener, except _______________.
a. Providing feedback c. Responding appropriately
b. Paying attention d. Listening to respond

__________________________________________________________________________

Good job! It may be tough at first, but you did it!

FINAL PERFORMANCE TASK (TO BE SUBMITTED AT THE END OF THIS COURSE)

PERFORMANCE SCENARIO:

The chairman of your barangay raised the current issue on improper disposal of hazardous wastes
prevalent around the community. He then commissioned the office of the Sangguniang Kabataan to create and
present a resolution on the said issue that may cause harm in the ecosystem in the future. As SK officials, you
are to write a proposal on how to prevent the widespread of these hazardous wastes in the community as well as
to build awareness on its effects to the community if not properly addressed and make a presentation on it. Be
able to prepare a written proposal and a presentation of this proposal to the chairman and officials of your
barangay.

Your written proposal as well as your presentation will be evaluated through the rubric below:
CONSIDERATIO 4-Excellent 3-Good 2-Average 1-Poor (Beginning
NS (Advanced (Developing (Emerging competency, skill,
competency, skill, competency, skill, competency, skill, feature, constituent
feature, constituent feature, constituent feature, constituent or particular is
or particular is or particular is or particular is established, exhibited
clearly and fully generally established, or demonstrated.)
established, established, exhibited or
exhibited or exhibited or demonstrated.)
demonstrated.) demonstrated.)
I. GENERAL CRITERIA
ACHIEVEMENT The speech The speech The speech The speech did not
OF PURPOSE  effectively establishes and partially establishes and achieves its
establishes and achieves its and achieves its purpose to either
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 achieves its purpose purpose to either purpose to either inform, persuade or
to either inform, inform, persuade or inform, persuade or entertain. 
persuade or entertain.  entertain. 
entertain.  The speaker does not
Speaker reinforces The speaker, to a communicate his or
Speaker reinforces his or her thoughts limited extent, her thoughts and
his or her thoughts and ideas by communicates his ideas and points
and ideas by making sure that or her thoughts and presented observably
making sure that all key points ideas and some key contradicted the
points presented to presented to argue points presented general purpose.
argue align to his or align to his or her seem to contradict
her general purpose. general purpose. the general
purpose.
CONTENT AND Clearly understood Clearly understood Seemed to have Did not show an
UNDERSTANDIN the topic in-depth the topic in-depth understood the adequate
G  and presented and presented ideas main points of the understanding of the
information with relative ease. topic, but did not topic; led to awkward
forcefully and present with ease. presentation.
convincingly; the
student appears very
knowledgeable on
the topic.
ABILITY TO Thoughts are Thoughts are Some thoughts lack Thoughts are not
EXPRESS AND organized and organized; organization; organized; inflection
CONVEY IDEAS  effective; appropriate inflection is is inappropriate;
appropriate inflection is sometimes word choice does not
inflection is evident; evident; word inappropriate; some show the ability to
word choice shows choice shows words cannot capture and maintain
ability to capture ability to capture capture and audience interest.
and maintain and maintain maintain audience
audience interest. audience interest. interest.
ORGANIZATION Sophisticated Functional Confused or No control of content
arrangement of arrangement of inconsistent sequence or
content with evident content that arrangement of arrangement is
and/or subtle sustains a logical content with or observed. 
transitions are order with some without attempts at
observed.  evidence of transition is The speech does not
transitions are observed.  show logical
The speech observed.  arrangement of
demonstrates The speech paragraphs: absence
logical arrangement The speech demonstrates a of logical use of
of paragraphs: demonstrates a confusing transitions between
logical use of generally clear arrangement of paragraphs, and a
transitions between arrangement of paragraphs: a logical organization
paragraphs, and a paragraphs: formulaic use of (or of ideas within
logical organization generally clear use lack of) transitions paragraphs caused
of ideas within of transitions between observable confusion
paragraphs.  between paragraphs, or a among listeners/
paragraphs, and a confusing viewers. 
The organizational generally clear arrangement of
logic enhances the organization of ideas within Observable
viewer’s ideas within paragraphs.  disorganization made
understanding of the paragraphs.  it improbable for
speech’s ideas. The disorganization listeners/viewers to
The organizational makes it difficult grasp speech’s gist.
logic assists the for the viewer to
viewer’s understand the
understanding of speech’s ideas.
the speech’s ideas.

II. ORAL PRESENTATION

VOCALIC CUES Consistent and The speaker spoke The speaker could The audience had
effective volume, loudly and clearly be heard most of difficulty hearing
articulation, and enough to be easily the time, but at and/or understanding
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 expression were understood. The certain points was much of the speech
present in the speaker used inaudible. Little due to low volume.
speaker's voice. adequate expression was Very little expression
Appropriate rate expression and shown. was shown.
and pausing were rate.
employed.
EYE CONTACT Holds attention of Consistent use of Displayed fair eye No eye contact with
the entire audience direct eye contact contact with the the audience, as the
with the use of with the audience, audience, while entire speech is read
direct eye contact, but still returns to reading from notes.
seldom looking at notes. occasionally from
notes. the notes.
FACIAL The speaker The speaker The speaker had The speaker's posture
EXPRESSIONS maintained good maintained some distracting and expression
AND BODY posture. Movements adequate posture and/or nervous indicated a lack of
LANGUAGE were purposeful and and non-distracting movement during enthusiasm or
enhanced the movement during delivery. Facial comfortableness with
delivery of the the speech. expressions seemed the discussion. Some
speech. Facial Expressions were forced or absent. movements were
expressions were comfortable. very distracting and
comfortable and made the speech
showed enthusiasm difficult to follow.
for the topic.
III. COMMUNICATIVE COMPETENCE (Oral and Written)
COMMUNICATI Used the most Used correct Used correct Used incorrect
VE appropriate sentence structure sentence structure sentence structure
COMPETENCE sentence structure that is appropriate that is mostly that is not
(Structural, that supported the for the topic. appropriate for the appropriate for the
Lexical, and topic. No utterance Utterance of one or topic. Numerous topic. Almost all
Sociocultural of grammatical two grammatical utterances of utterances have a
Aspects) error during the errors. grammatical errors. considerable number
course of the Mispronounced Mispronounces of grammatical
presentation. No one or two words. three to five words. errors. Frequently
mispronounced Uses academic/ Uses academic/ mumbles or
words. Uses consultative consultative mispronounces
academic/ language with a language with a several keywords in
consultative sound degree of minimal degree of the presentation.
language with a effectiveness. The effectiveness. The Does not use
high to very high learners exhibit learners exhibit academic
degree of respect and partial respect and /consultative
effectiveness. The inclusivity inclusivity language. The
learners exhibit throughout the throughout the learners did not
outstanding respect speech. speech. exhibit respect and
and inclusivity inclusivity
throughout the throughout the
speech. speech.
COMPLETENESS Necessary parts of Necessary parts of Some parts of the The documents do
OF WRITTEN the documents the documents necessary not provide support
OUTPUT supplement and complement the documents are to the presentation.
complement the presentation. missing
presentation.

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