Adaptive Teaching Guide

MET #3: Functions of Communication         Lesson #1: Functions of Communication

Prerequisite Content-knowledge
a. Recognize the speaker's implicit and explicit signals, both verbal and nonverbal, while displaying sensitivity to the sociocultural aspect of the communication scenario.

Prerequisite Skill
a. Distinguish between effective and ineffective oral communication practices.

Prerequisites Assessment
To assess your learners’ preparedness or readiness for the new lesson, provide the reflection questions below to the learners’ learning management system (LMS) after completing the previous
topic. If the LMS allows, set the questions as a short activity post where learners can read and comment on their classmates' responses. In this case, learners—especially those with insufficient
and level of prerequisite content-knowledge and skills—can learn from their classmates' varied responses. Moreover, select responses can be shared to the learners before introducing the new
topic to assist learners who still need additional insights about the previous topic.
a. What factors must be considered to engage in effective oral communication practices?
b. Why is it necessary to demonstrate sensitivity to the sociocultural aspect of communication scenarios?

Pre-lesson Remediation Activity
1. For learners with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): A supplementary module containing short drills about speaker’s verbal and nonverbal signals and
sociocultural aspect of the communication scenario
2. For learners with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): A handout containing short drills about speaker’s verbal and nonverbal signals sociocultural aspect
of the communication scenario

Introduction
Communication is the bidirectional process of conveying messages from one person to another. It is a symbolic relationship between two or more individuals that can affect the conduct of others. On
the other hand, language is the most effective mode of communication. It serves only one purpose: to act as a code for sending and receiving communications between and among individuals. As a
result, language exists as a means of communicating thoughts and feelings to gain understanding. It is, in reality, a component of culture's incredible achievement.

In this lesson, the learners shall better understand how language is used in efficient communication through the different functions of communication. They shall be able to achieve the following:
1. Explain the different functions of communication;
2. Evaluate the speaker’s purpose(s) and strategies in diverse communication situations;
3. Discriminate the verbal and nonverbal cues that each speaker uses to achieve their purpose; and
4. Critique speech scenarios.

Moreover, you are encouraged to:

1. Complete the lecture and facilitation of different learning activities in two (2) weeks or six (6) hours. This may extend depending on the need that may arise. The learners may
contact the teacher via email or Learning Management System (LMS) if online, through text messaging or calls, through written feedback indicated in the module or learning
material or scheduled face-to-face interaction while having consultation.

2. Guide learners to gain these from learning the topic/lesson:

a. Remember: the five functions of communication;
b. Understand: distinction among the different functions of communication; and
c. Apply: utilization of the different functions of communication in familiar communicative situations
 3. Guide learners to apply their learning
a. critique of speech scenarios as indicated in the enabling assessment activities
b. day-to-day conversations or linguistic encounters

4. Overview of the Lesson
Specifically, this lesson assists learners in evaluating the effectiveness of an oral communication activity by discussing the differences among the functions of
communication, identifying the speaker's purpose, watching and listening to sample oral communication activities, comprehending various kinds of oral texts, and
identifying strategies used by the speaker to convey ideas effectively. At the end of the lesson, learners are expected to critique speech scenarios. Their learning experience
from this task is crucial in the completion of their EAA or PAA.

Student’s Experiential Learning

Day 1: Functions of Communication

A. In this session, the learners are expected to:

1. Explain the different functions of communication, and
2. Evaluate the speaker’s purpose(s) and strategies in diverse communication situations.

B. Before proceeding to the formative questions for the first chunk of the lesson, ensure to share with your students select responses to the questions you posted after completing the previous
topic. You may refer to the Prerequisites Assessment of this guide.

C. After sharing select responses to the reflection questions you posted for the previous topic, the formative questions below may be given to the learners—as a springboard to the different
functions of communication. Elaborative interrogation may be utilized for this part.
a. What are our usual reasons for communicating?
b. When was the last time you communicated with someone? What was it about?
c. Why did you have that conversation?

D. Interactive instruction through discussion and slides presentation may be utilized to guide learners to understand the difference between and among the different functions of communication.

E. After the interactive discussion, through guided and shared-listening and viewing, the learners may watch a video clip (or two) and explain certain scenes that demonstrate certain functions of
communication. The learners may already be guided to evaluate the speaker’s purpose and strategies. (Suggested Video: Before You Feel Pressure - WATCH THIS | by Jay Shetty). Ensure that
all learners are given the opportunity to share their insights about the video clip.

F. As a conclusion to the first chunk of the lesson, the learners may be asked about their lesson takeaways. Thereafter, they may be asked if the learning objectives for the day were achieved. At
this point, they may also be asked if they have questions and clarifications about the first chunk of the lesson. The formative reflection question for the next day may already be given as their
preparation for the next part of the lesson.
1. What are the verbal and nonverbal cues that you use when communicating?
2. How do you know that you used the appropriate verbal and non-verbal cues? You may specify a recent communicative experience that you had.
Day 2: Speaker’s Purpose, Strategies, and Verbal and Non-verbal Cues

A. In this session, the learners are expected to:

1. Discriminate the verbal and nonverbal cues that each speaker uses to achieve their purpose
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B. Before proceeding to the formative questions for the second chunk of the lesson, ensure to share with your students select responses to the questions you posted after completing the first chunk
of the topic. You may refer to the questions given on the previous session of this guide.

C. Small group sharing through video clips and guide questions may be utilized to foster collaboration and guide learners to explore verbal and nonverbal cues. Refer to the suggested guide
questions and video clips below.

1. Guide Questions
a. What are the noticeable verbal and nonverbal cues in the video clip? Enumerate and briefly explain 2 verbal and 2 nonverbal cues.
b. Are the speakers’ verbal and nonverbal cues complementary with their purpose and strategy? Justify your response and mention the speaker’s purpose and strategies.

2. Suggested Video Clips

a. Grit: the power of passion and perseverance | Angela Lee Duckworth
b. The most important leadership quality is patience | Gabe de Jong | TEDxGroningen
c. How to cope with anxiety | Olivia Remes | TEDxUHasselt
d. The danger of silence | Clint Smith
e. Try something new for 30 days - Matt Cutts

D. After 15 minutes, the learners—through their group rapporteurs—may share their answers to the two questions. The class may watch first the assigned video before listening to the group
presentation.

E. After the small group sharing and presentation, a summary of the efficient verbal and non-verbal cues and speakers’ strategies may be shared to the class. Points for improvements may also be
discussed, if time still permits.

F. As a conclusion to the first chunk of the lesson, the learners may be asked about their lesson takeaways. Thereafter, they may be asked if the learning objective for the day was achieved. At
this point, they may also be asked if they have questions and clarifications about the first chunk of the lesson. The formative reflection question for the next day may already be given as their
preparation for the next part of the lesson.
1. What is good communication or conversation for you?
2. What are your strong and weak points in terms of communicating your thoughts to someone?
Day 3: Critique of Speech Scenarios (This task leads to the accomplishment of the EAA or PAA).

A. In this session, the learners are expected to:

1. Critique speech scenarios.

B. Before proceeding to the formative questions for the third chunk of the lesson, ensure to share with your students select responses to the questions you posted after completing the second
chunk of the topic. You may refer to the questions given on the previous session of this guide.

C. Interactive discussion and checklist may be utilized to guide learners in critiquing speech scenarios. The learners may complete (in groups or pairs) the checklist based on their chosen video
clip from the previous small group sharing. Refer to the suggested checklist below.

Checklist for an Effective Oral Communication Scenario

Title of the Communication Scenario:
Communication Factors to Consider Yes No Justifications
1. Are the functions of communication demonstrated
properly?
2. Are the verbal and non-verbal cues appropriated to the
speaker’s message?
3. Is the speaker’s purpose clear all throughout?
4. Is there a need to improve the speaker’s communication?
Evaluation of the Speaker:

D. A recitation activity may be conducted once the learners have already accomplished the checklist. The responses, justifications, and evaluation may be discussed in class to optimize students’
skill in evaluating a communication scenario.

E. As a conclusion to the third chunk of the lesson, the learners may be asked about their lesson takeaways. Thereafter, they may be asked if the learning objective for the day was achieved. At
this point, they may also be asked if they have questions and clarifications. The formative reflection question for the next day may already be given in preparation for the next part of the lesson.

F. The learners may be informed that the topic’s last session will be allotted for their individual or by-pair evaluation of a communication scenario.
Day 4: Conclusion of Lesson 3 in Preparation to Lesson 4 (Critique of Speech Scenario)

A. The learners will be given three video clips to choose from for their evaluation. They may be given an hour and a half to watch their chosen video clip, fill-out the checklist (refer to the given
checklist on the previous lesson), and write a 250-word essay evaluation.

 Synthesis
a. The learners see the value of:
1. the importance of language (different functions) in communication
2. employing the appropriate functions of communication to various situations.
b. The learners accomplish the tasks successfully, and queries are responded to accordingly.

RUA of a Student’s Learning: The student enumerates and differentiates the five different functions of communication. Specifically, utilization of the different functions of communication in familiar
communicative situations must be emphasized.

Post-lesson Remediation Activity: Reinforce skills acquired and learned during the entire course of the lesson through exemplars of critique of speech scenarios.