Oral Communication

in Context
Quarter 1 – Module 1:
Functions, Nature, Process, and
Models of Communication
Oral Communication in Context – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 1: Functions, Nature, Process, and Models of Communication
First Edition, 2020

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Published by the Department of Education

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Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Rex N. Olinares

Editor: Rea A. Pangilinan
Reviewer: Rea A. Pangilinan
Illustrator: Rex N. Olinares
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 Oral Communication
in Context
Quarter 1 – Module 1:
Functions, Nature, Process, and
Models of Communication
Introductory Message
For the facilitator:

Welcome to the Oral Communication in Context – Grade 11/12 Alternative

Delivery Mode (ADM) Module on Functions, Nature, Process, and Models of

Communication.

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or

facilitator in helping the learners meet the standards set by the K to 12 Curriculum

while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and

independent learning activities at their own pace and time. Furthermore, this also

aims to help learners acquire the needed 21st century skills while taking into

consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the

body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this

module. You also need to keep track of the learners' progress while allowing them to

manage their own learning. Furthermore, you are expected to encourage and assist

the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Oral Communication in Context – Grade 11/12 Alternative

Delivery Mode (ADM) Module on Functions, Nature, Process, and Models of
Communication!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

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 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module is designed and written to help you acquire knowledge of the
different nature and elements of communication in context.

At the end of this module, you will be able to design and perform effective
controlled and uncontrolled oral communication activities based on concepts by:

1. Explaining the functions, nature, and process of communication

(EN11/12OC-Ia-2).

What I Know

Direction: Group yourselves with four to five members. Stand up and form a circle.
One member will hold the placard with the word “Communication” on it. That
member will share his thoughts about communication and its importance. The
placard will then be passed to another member of the group and make his turn to
share.

For alternative distance learning and individual learning mode, just simply write your
own idea and definition of communication on the blanks below.

__________________________________________________________________________________
__________________________________________________________________________________

COMMUNICATION

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 Lesson
Functions, Natures and
1 Process of Communication

Communication came from the Latin

word communicare, meaning “to share.” It is an
act of conveying meanings from one entity or
group to another through the use of mutually
understood language, signs and symbols.
Communication can be manifested in
many ways. It is either through personal
interaction, distance conversation, group
discussion, exchange of writings, and others.

Functions and Nature of Communication

1. Communication occurs between two or more people
Communication is about sharing information with another, who has
something in common with you. Two persons cannot converse with totally
different topic at the same time. The common topic should be mutually
understood between them. One reacts to what others convey because the
statement uttered or transcribed is relevant to the receiver.

2. Communication is a process
The communication process is the steps we take in order to
successfully communicate. It involves the transmission of information or
message from the sender to the receiver through a selected channel or
medium, while overcoming the barriers that affect its pace. The
communication process should be continuous and dynamic. It takes place
upward, downward and laterally throughout the organization.

3. Communication occurs in verbal, non-verbal, and visual form. Remember

that these three natures of communication can be expressed at the same time.

a. Verbal communication – it is a type of oral communication wherein the

message is transmitted through the spoken words.

b. Non-verbal communication – it is the transmission of messages or signals

through a nonverbal platform such as body language and facial
expressions.

c. Visual communication – it is how ideas are conveyed in forms that can

be seen such as writing, drawing, illustrations, colors, and graphics.

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 What’s In

Direction: Let us check your understanding of the different nature of

communication. Write T if the statement is true and F if the statement is false.

_____1. Communication is a two-way process. Meaning, the communicator

expects to get feedback or response from the receiver of the message.

_____2. The barriers do not affect the transmission of message from the sender
to the receiver.

_____3. Body language and facial expressions are examples of visual

communication.

_____4. Interpersonal communication occurs between two or more people.

_____5. Mutually understood topics or interests make people communicate.

Notes to the Teacher

This module prepares the learners to design an abstract flow of an
effective communication using the elements and process of
communication.

What’s New

Elements of Communication

Communication process is a continuous and dynamic interaction, both affected

by many variables known as the elements of communication.

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1. Sender – the person conveys the message with the intention of passing
information and ideas to others. The sender is sometimes referred to as the
speaker.

2. Message – this is the subject matter of the communication. This may be an

opinion, attitude, feelings, views, orders, or suggestions of the speaker. It is
sometimes referred to as the idea.

3. Encoding – the conversion of subject matter or idea into symbols such as

words, actions or pictures.

4. Channel – it serves as the medium for sending the required information and
ideas. This information is transmitted to the receiver through certain channels
which may be either formal or informal.

5. Decoding – the person who receives the message or symbol from the
communicator tries to convert the same in such a way that he may extract its
meaning to his complete understanding. In simple terms, it is the receiver’s
way of processing information.

6. Receiver – the recipient of the message and the person who decodes the
message.

7. Feedback – this is the process of ensuring that the receiver has received the
message and understood in the same sense as sender meant it.

Four Types of Feedback

Kevin Eujeberry, the world’s famous leadership exponent mentioned
the four types of feedback.

Negative Feedback - corrective comments about

past behavior
Positive Feedback - affirming comments about
future behavior
Negative feedforward - corrective comments
about future behavior
Positive feedforward - affirming comments about
future behavior

8. Context – it is the environment where communication takes place.

9. Barriers - these are the factors that obstruct the flow of communication and
makes it ineffective.

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 What is It

The Communication Process

The communication process facilitates shared meaning between the sender
and the receiver of information. It follows these steps.

1. The sender has an idea and decides of what message to be transmitted.

2. The sender encodes the idea in a message. Decoding could be in a verbal form,
visual, or non-verbal.

3. The message will be delivered to the receiver through a communication

channel or medium.

4. The receiver decodes the message through interpretation.

5. The receiver’s feedback or response travels back to the sender.

What’s More

Communication as a process is concerned with the exchange of facts or ideas

between persons holding different positions in an organization to achieve mutual
harmony. The communication process is dynamic in nature rather than a static
phenomenon.

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 Communication process as such must be considered a continuous and
dynamic inter-action, both affecting and being affected by many variables such as
the sender, message, the channel, receiver, and feedback.

Let us see how you farther understand these variables and elements. Draw a
line that matches the words and phrases from column A to column B. An answer is
given as example.
1. Speaker of the message
Message
2. Noise
Channel
3. Converting ideas into symbols
Encoding
4. The main idea or information
Decoding
5. The one who sees or hears the
Sender message

Receiver 6. Environment where

communication takes place
Barrier
7. Response or reaction
Context
8. Interpretation of message
Feedback
9. The medium of transmission

What I Have Learned

Let’s apply what we have learned! In a group or class discussion, share your
thoughts how communication takes place in the following scenarios by giving a
meaning. Remember that each member of the group might have a different meaning
for each scenario. For distance learning or individual learning mode, just supply your
answer on the blanks.
1. The mother just keeps silent after seeing her
daughter’s report card with failing grades. What does
this silence mean?

Share your thoughts:

___________________________________________________
_______________________________________________
_______________________________________________

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 2. You cuddle a newly born puppy and the mother
dog stands in front of you staring at her puppy. Why
did mother dog do the stand and staring behavior?

Share your thoughts:

_______________________________________________
_______________________________________________
___________________________________________________

3. An old woman cried after opening a box and a letter

she saw on her front door. Why did the woman cry?

Share your thoughts:

___________________________________________________
_______________________________________________
_______________________________________________

What I Can Do

Let us practice on giving feedback. Circle the number of each sentence that
you think meets the criteria for helpful feedback (not necessarily perfect, but OK) For
the rest of the questions, see if you can figure out the criterion that has been actively
violated. Put that criterion in front of the sentence. You may find more than one.

1. "I'm really confused over what you just said about my work.”

"Now I don't want you to get upset about what I'm going to say,
2.
but...."

"When you interrupt me like that, it makes me want to stop talking

3.
to you.”

"It really doesn't matter to me, but a lot of people would really be
4.
upset with what you just did.”

5. "You're really overreacting to what I just said.”

6. "Your problem is that you just don't like yourself.”

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 "I have some feedback for you and I've got to give it to you for your
7.
own good."

"When you continue to talk so softly, even after I've said I have
8. trouble hearing you, I get frustrated and want to end the
conversation.”

9. "You've just offended every person in this group.”

"You appear to be frowning, and I'm confused about what just

10.
happened."

"From the way you needle people, you must have a need to get even
11.
with the world.”

"I could work with you more easily if you had a better sense of
12.
humor.”

13. "Why do you do things like that?"

"Do you understand what I mean when I say you're sending me a

14.
double message?"

"John, how does it make you feel when Thomas keeps coming late
15.
to meetings?"

"I'm going to be open with you, level with you: I think you're a
16.
fathead.”

17. "I wish you'd stop trying to run things around here.”

18. "How do you think it makes me feel when you say things like that?"

"That kind of adolescent behavior won't get you anywhere around

19.
here.”

20. "And another thing. I'm sick and tired of you calling me "Honey.”

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 Assessment

On our performance objective, you were advised to design and perform

effective controlled and uncontrolled oral communication activities using the process
and elements of communication.
The process of communication refers to the transmission or passage of
information or message from the sender through a selected channel to the receiver
overcoming barriers that affect its pace.

The process of communication is a cyclic one as it begins with the sender

and ends with the sender in the form of feedback.

Here is a sample design of a controlled communication process.

Sender: Jose wants to express his feelings for Maria, his long-time crush.

Encoding: Jose decided to tell Maria about his intention to court her.

Channel: In a loud voice, Jose uttered: “I like you Maria.”

Decoding: Maria interpret what she just heard from Jose and felt that she’s not
yet ready to have a boyfriend.

Feedback: Maria replied to Jose that she’s not entertaining any suitors at the
moment.

This time, state your own sample scenario where controlled communication process
takes place. Follow the given steps and write your answers in the boxes.

Sender

Encoding

Channel

Decoding

Feedback

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 On the succeeding spaces, try to design an uncontrolled communication
activity. Uncontrolled, meaning, you are flexible to use your own pattern in mind.
Just make sure to connect each element of the communication process. Here is an
example design.
Sample Activity: Inviting friends on a birthday party (uncontrolled)

Context: Maria and Jean meet on the road.

Maria (Sender): Hi Jean, I would Channel: The conversation takes

like to invite you on my birthday. place in a personal space (since
they are close friends)

Encoding: Maria used her voice to Decoding: Jean thinks if she will
talk to Jean be available to attend.

Barrier: Ringing phone that

interrupts Maria to reply to
Jean

Maria: It will be on…. Jean (Receiver): Oh let me

see, when will that be?
Wait somebody is calling on
(Feedback)
my phone…

You may use the space below or use a separate sheet of paper.

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 Additional Activities

Let’s listen and draw. This game is easy to play but not so easy to “win.” It
requires participants’ full attention and active listening.

On a piece of paper each player will draw what the teacher will be describing. Listen
carefully on verbal instructions to draw the object, one step at a time.

For example: You might be given some instructions like this:

1. Draw a square, measuring 5 inches on each side.

2. Draw a circle within the square, such that it fits exactly in the middle of the
square.
3. Intersect 2 lines through the circle, dividing the circle into 4 equal parts.

After the instructions, you are expected to draw at least close to this figure:

As the exercise continues, it will get progressively harder; one

misstep could mean that every following instruction is
misinterpreted or misapplied. Participants will need to listen
carefully to ensure their drawing comes out accurately. Once the
instructions have all been read, compare drawings and the teacher
decides who won.

Answer Key

Channel 9.
Decoding 8.
Feedback 7.
Context 6.
assessment
Receiver 5.
activities and
Message 4.
for the rest of the Encoding 3.
Answers may vary Barrier 2.
Sender 1.

What’s More:

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 What I Need to Know

This module is designed and written to help you acquire knowledge of the
different nature and elements of communication in context.

At the end of this module, you will be able to design and perform effective controlled
and uncontrolled oral communication activities based on concepts by:

1. Differentiating the various models of communication (EN11/12OC-Ia-3).

What I Know

It’s called emotional play. Each group will select a participant who will stand
in front together with other groups’ representatives. The rest of the class will choose
who better express-out the scenario using non-verbal communication. These
scenarios might provoke emotion among participants. Teacher may provide
additional set ups.
For a distance learning and individual learning mode, enact this expressions
in front of a mirror or with the participation of a family member.

1. Forgetting your lunch 1. Indigestion

2. Waiting too long for a bus 2. The internet has gone out
3. Hearing a rumor about you 3. Seeing your crush
4. Losing your phone 4. Receiving brand-new shoes
5. Forgetting your home work 5. Your dog just died

Reflective Questions for the

Audience (Learner)

1. What made you convince that

the participant is acting out the
correct scenario?
2. What non-verbal cues have
you seen from the participants?
3. What difficulties and barriers
made other participants unable
to express the expected emotion?

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 Lesson

2 Models of Communication

Standard Models of Communication

A. Linear Model of Communication
The linear model was proposed by Shannon and Weaver in 1949. This model of
communication is divided into three parts.
1. The first part of the model is the sender, and this is the person who is
speaking.
2. The second part of the model is the channel, which is the apparatus for
carrying the message like the use of a phone or radio.
3. The third part of the model is the receiver, and this is the person who picks
up the message.
In this model, communication is seen as a one-way process of transmitting a
message from one person to another person just like what is being shown in the
figure below.

B. Transactional Model of Communication

This transactional model was proposed by Barnlund in 2008. In the
transactional model, communication is seen as an ongoing, circular process. We are
constantly affecting and are affected by those we communicate with.
The transactional
model has a
number of
interdependent
processes and
components,
including the
encoding and
decoding processes,
the communicator,
the message, the
channel and noise.

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C. Interactive Model of Communication
This model was developed by Wilbur Schramm in 1954. It deals with exchange
of ideas and messages taking place both ways from sender to receiver and vice-versa.

In Interactive model, whenever a source sends a message to a receiver, he

encodes the message first. The encoded message is then received by the receiver
where it is decoded to get the original information. Again, the receiver acts as a
source, encodes another message, also known as a feedback, and sends it back to
the sender.

The message formation of both sources are affected by their “field of experience”.

The Communication Framework

Communication models were developed following these frameworks and

viewpoints:

1. Mechanistic - The mechanistic viewpoint says that

communication is simply the transmission of information
from the first party to the second party. The first party being
the sender and the second party being the receiver.

2. Psychological - According to the psychological viewpoint,

communication is simply not the flow of information from
the sender to the receiver but actually the thoughts, feelings
of the sender which he tries to share with the recipients. It
also includes the reactions, feelings of the receiver after he
decodes the information.

3. Social - The social viewpoint considers communication

as a result of interaction between the sender and the
receiver. It simply says that communication is directly
dependent on the content of the speech. “How one
communicates” is the basis of the social viewpoint.

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 4. Systemic - The systemic viewpoint says that
communication is actually a new and a different message
which is created when various individuals interpret it in
their own way and then reinterpret it and draw their own
conclusion.

5. Critical - The critical viewpoint says that communication

is simply a way with the help of which an individual
expresses his power and authority among other individuals.

What’s In

Let’s enjoy identification. Identify whether the following examples are aligned with
mechanistic, psychological, social, systematic, and critical viewpoints in
communication. Write your answers on the spaces.
_____________________1. The president communicates to his subordinates through a
memorandum.
_____________________ 2. The mother expresses her gratitude after receiving a gift on
her birthday.
_____________________ 3. The researcher interprets the results of the study by giving
her viewpoints on the survey.
_____________________ 4. Phone helps people make conversation.
_____________________ 5. The offender made a public apology.
_____________________ 6. The manager announces the decision for employee
promotion.
_____________________ 7. The man and woman share their vows on their wedding
day.
_____________________ 8. The students explain each portion of the experiment.
_____________________ 9. People can now communicate through video chats.
_____________________10. The valedictorian addressed the crowd in their graduation
rites.

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 Notes to the Teacher
This module prepares the learners to identify and contextualize
the various models and types of communication based on context.

What’s New

Verbal and Non-verbal Mode of Communication

A. Verbal communication is the use

of auditory language to exchange
information with other people. It includes
sounds, words, or speaking. Listening is
an equally important skill for this type of
communication to be successful.

Features and Quality of Our Voice

The tone, volume, pitch, and speed of one's
voice can all contribute to effective verbal
communication.

1. Tone – the character or attitude placed in our voice.

It is essential that your tone represents what you want to achieve. If
you start in an angry tone you might also get an angry response from your
listener, even if you do not intent to be. Your tone could sometimes be serious,
light, funny, professional or understanding.

2. Volume – refers to loudness or softness of our voice.

The appropriate volume is when voice can be heard and understood.
Shouting can make your voice louder, but not an effective tool at all times. It
may also be too difficult to hear when you are whispering. Shouting and
whispering can be a manifestation of loss of control.

3. Pitch – pertains to the rate of vibration of our voice.

It is important to be aware of the pitch of your voice, the higher it is,
the more that it will be confused with nervousness and the less successful you
will be. When talking to convey energy and to be persuasive you should use
pitch inflection to make what you are saying come to life.

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 4. Speed – happens when we either talk too fast or too slow.
Remember to adjust your speed to the person you are speaking to. If you are
speaking in English and the first language of the person you are talking to is not,
you should speak as slowly as you can. Speaking fast can convey an excited or
agitated feel. Speaking slower can convey a steady, reliable feel. Speaking very
slow can let someone know that you’re either bored or tired.

B. Non-verbal communication is a
communication between people through
non-verbal or visual cues. This
includes gestures, facial expressions,
body movement, timing, touch, and
anything else that communicates without
speaking. Written communication could
be a part of non-verbal communication.

What is It

Four Types of Verbal Communication

1. Intrapersonal Communication
This form of communication is extremely private
and restricted to ourselves. It includes the silent
conversations we have with ourselves, wherein we
juggle roles between the sender and receiver who are
processing our thoughts and actions.

2. Interpersonal Communication
This form of communication takes place between
two individuals and is thus a one-on-one
conversation. Here, the two individuals involved will
swap their roles of sender and receiver in order to
communicate in a clearer manner.

3. Small Group Communication

This type of communication can take place only
when there are more than two people involved. Here
the number of people will be small enough to allow
each participant to interact and converse with the
rest. Press conferences, board meetings, and team
meetings are examples of group communication.

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 4. Public Communication
This type of communication takes place when one
individual addresses a large gathering of people.
Election campaigns and public speeches are example
of this type of communication.

Characteristics of Verbal Communication

1. Mediums
Verbal communication is either face-to-face or public. Communicating
face-to-face allows communicators to exchange ideas back and forth freely,
while public speaking allows the back and forth exchange of ideas only in
certain circumstances, like a classroom setting or during a question and
answer session. However, in order to keep information flowing smoothly and
clearly between the speaker and the audience, rules have to be negotiated as
to when each individual can speak.

2. Sound
People with different languages can understand the emotion that the
individual is communicating through sounds. Emotions and attitudes can
also be communicated through the tone and volume of the words. People have
a tendency to show how they feel about the subject or the audience through
the tone and volume they present. Tone can completely shift the meaning of
an uttered statement. For instance, if a statement is said sarcastically, others
will likely believe the opposite of what is said.

3. Words
Words are sounds that are produced in such a way that people can
distinguish them from other sounds. Not everyone will necessarily know the
meaning of each individual word, so those wishing to communicate verbally
need to make sure that those words are intended with correct meaning.

4. Language
Languages are created when meaning is assigned to words. The language
that a child is exposed to is the language that the child picks up. Individuals
who want to verbally communicate to others speaking another language must
not only learn the language but also understand how these words are used in
common speech. For instance, a person learning English might know that
accelerated is a synonym for fast but needs to understand that accelerated
means a specific type of fast in which an individual is performing an action
faster than before.

5. Etiquette
In addition to understanding, different cultures have systems of etiquette
that determine what is said in order to avoid offending others. For instance,
speakers often address their audience as ladies and gentlemen. In face-to-face
communication, individuals often refer to each other as sir and madam.

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Types of Non-Verbal Communication

1. Facial expressions. The human face is extremely expressive, able to convey

countless emotions without saying a word. And unlike some forms of
nonverbal communication, facial expressions are universal. The facial
expressions for happiness, sadness, anger, surprise, fear, and disgust are the
same across cultures.

2. Body movement and posture. Consider how your perceptions of people are
affected by the way they sit, walk, stand, or hold their head. The way you move
and carry yourself communicates a wealth of information to the world. This
type of nonverbal communication includes your posture, bearing, stance, and
the subtle movements you make.

3. Gestures. Gestures are woven into the fabric of our daily lives. You may wave,
point, beckon, or use your hands when arguing or speaking animatedly, often
expressing yourself with gestures without thinking. However, the meaning of
some gestures can be very different across cultures. While the OK sign made
with the hand, for example, conveys a positive message in English-speaking
countries, it’s consider offensive in countries such as Germany, Russia, and
Brazil. So, it’s important to be careful of how you use gestures to avoid
misinterpretation.

4. Eye contact. Since the visual sense is dominant for most people, eye contact
is an especially important type of nonverbal communication. The way you look
at someone can communicate many things, including interest, affection,
hostility, or attraction. Eye contact is also important in maintaining the flow
of conversation and for gauging the other person’s interest and response.

5. Touch. We communicate a great deal through touch. Think about the very
different messages given by a weak handshake, a warm bear hug, a
patronizing pat on the head, or a controlling grip on the arm, for example.

6. Space. Have you ever felt uncomfortable during a conversation because the
other person was standing too close and invading your space? We all have a
need for physical space, although that need differs depending on the culture,
the situation, and the closeness of the relationship. You can use physical
space to communicate many different nonverbal messages, including signals
of intimacy and affection, aggression or dominance.

What’s More

Let’s categorize the different types of verbal communication. Choose between

the letters A, B, C, and D which corresponds to Intrapersonal, Interpersonal, Small
Group, and Public types of communication. Write the letter on the space before the
number.

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 A – Intrapersonal Communication
B – Interpersonal Communication
C – Small Group Communication
D – Public Communication

_____1. Annie shares a story with her best friend Mary.

_____2. James encouraged himself to pass the exam by saying “I can do this!”
_____3. A valedictorian gave a speech in a graduation ceremony.
_____4. Boy scouts were sharing their experiences of that day while inside a tent.
_____5. The politician delivered a speech on the last day of campaign period.
_____6. The guidance counselor gave her advises to the student-concern.
_____7. The woman reverently recalled the wrong things she has done.
_____8. The father talks to her wife and children during dinner.
_____9. The man revealed what he truly feels to the woman he loves.
_____10. The president gave his state of the nation address live on TV.

What I Have Learned

Can a non-verbal communication be faked?

There are many books and websites that offer advice on how to use
body language to your advantage. For example, they may instruct you on
how to sit a certain way, steeple your fingers, or shake hands in order to
appear confident or assert dominance. But the truth is that such tricks
aren’t likely to work naturally. That’s because you can’t control all of the
signals you’re constantly sending about what you’re really thinking and
feeling. And the harder you try, the more unnatural your signals are likely
to come across. However, that doesn’t mean that you have no control over
your nonverbal cues. For example, if you disagree with or dislike what
someone’s saying, you may use negative body language to rebuff the
person’s message, such as crossing your arms, avoiding eye contact, or
tapping your feet. You don’t have to agree, or even like what’s being said,
but to communicate effectively and not put the other person on the
defensive, you can make a conscious effort to avoid sending negative signals
and that’s by maintaining an open stance and truly attempting to
understand what they’re saying, and why.

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 Do you agree on the above passage that non-verbal communication can be
faked? Share your thoughts.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

What I Can Do

Let’s have a practice! Read each word and phrase following the tone, volume,
pitch, and speed indicated on the table below. Notice the differences and share your
observations in the class.

Tone Volume Pitch Speed

Make it sound High pitch on the Say it fast
professional word “thank” and
Say it loud
low pitch on the word
“much”
Make it sound Low pitch on the Say it slow
“Thank you
happy Say it with word “thank” and
so much!”
modulation high pitch on the
word “much”
Make it sound High pitch all Say it not
sarcastic Say it soft through out the too fast nor
words not too slow
Make it sound High pitch on the Say it fast
sincere word “need” and low
Say it loud
pitch on the word
“you”
Make it sound Low pitch on the Say it slow
“I need you” pleasing Say it with word “need” and
modulation high pitch on the
word “you”
Make it sound High pitch all Say it not
careless Say it soft through out the too fast nor
words not too slow
Make it sound High pitch on the Say it not
“You
congratulatory Say it loud word “you” and low too fast nor
deserve it”
not too slow

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 pitch on the word
“deserve”
Make it sound Low pitch on the Say it fast
regretful Say it with word “you” and high
modulation pitch on the word
“deserve”
Make it High pitch all Say it slow
questionable Say it soft through out the
words

Assessment

Let’s practice thinking skills. The following are purpose and roles of non-verbal
communication. Write an example for each of these roles.

1. Repetition: Non-verbal communication repeats and often strengthens the

message you’re making verbally.

My example: ________________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

2. Contradiction: It can contradict the message you’re trying to convey, thus

indicating to your listener that you may not be telling the truth.

My example: ________________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

3. Substitution: It can substitute for a verbal message. For example, your facial
expression often conveys a far more vivid message than words ever can.

My example: ________________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

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4. Complementing: It may add to or complement your verbal message. As a boss,
if you pat an employee on the back in addition to giving praise, it can increase
the impact of your message.

My example: ________________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

5. Accenting: It may accent or underline a verbal message. Pounding the table, for
example, can underline the importance of your message.

My example: ________________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

Additional Activities

Internet has increased the opportunity of interactive communication and it is still

evolving. With your class divided into groups, choose one among the four topics in
the box and apply the interactive model of communication by doing an enactment of
its corresponding communication processes. Be creative in your presentations.

Social Media Online Shopping

Interactive Marketing Online Study

For distance learning and individual learning mode, write your ideas on how you are
going to present these topics.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________________________________.

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 27
What’s In: What’s More:
1. Critical 1. B Answers may vary
2. Psychological 2. A for the rest of the
3. Systematic 3. D
4. Mechanistic 4. C activities and
5. Social 5. D assessment
6. Critical 6. B
7. Psychological 7. A
8. Systematic 8. C
9. Mechanistic 9. B
10. Social 10. D
Answer Key
References
Douglas Harper. Definition of Communication, Online Etymology Dictionary,
Retrieved 2013

Training Materials and Courseware Resource. Activity in Communication – Giving

Feedback, Online Resource, 2020

The Business Communication. What is Communication Process? Steps of

Communication Process, Retrieved from thebusinesscommunication.com, 2018

Gavi Z. The Models of Communication, The Communication Process Journal,

Published on August 2013

Toppr Business Studies. Formal and Informal Communication Networks,

www.toppr.com, 2019

Agustin Rayo. Four Types of Verbal Communication, arayoscripts.edu, Published on

April 2015

Charles Pearson. Characteristics of Verbal Communication, Career Trends

Publication, www.careertrend.com, 2018

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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph