Oral Comm

SHS
Oral Communication
in Context
Semester 1 – Quarter 1 - Module 1:
The Function, Nature, and Process of
Communication
Lesson 1:
Functions of Communication
Oral Communication in Context – Grade 11
Semester 1 – Quarter 1
Module 1: The Function, Nature, and Process of Communication
LESSON 1: Functions of Communication
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.
Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin
Development Team of the Module
Writer: Krismelleh Cassandra Lorenzita D. Belaro-Millare
Editors: Nida D. Bernaldez

Carlita L. Briones
Reviewers: Nida D. Bernaldez

Iriga City Division (headed by Dr. Claudia Marilou S. Marpuri)
Illustrator: Albert B. Belir
Layout Artists: Jaime S. Coralde III

Alexis I. Piñgol
Oral Communication in Context
Module
MELC 1-Q1. The Function, Nature, and Process of

Communication
First Semester, Module 1
1
INTRODUCTION
Communication is a vital part of your existence. In almost every

waking hour of your life, you speak, listen, and write. You take part in various
communicative situations whether as a member of your family, as a student or
as a member of the society. Do you ever wonder how communication takes
place? Do you ever appreciate how communication helps you in every aspect
of your life? This module’s first lesson will help you explore its purpose and
meaning of communication in the hopes of encouraging appreciation of its
importance in our lives.
Welcome to Module 1-Lesson 1 for Oral

Communication in Context! Together we will
embark on a journey of fun and engaging
learning. I know you are excited, so let us get
started!
OBJECTIVES
At the end of this module, you are expected to:

1. identify the functions of communication;
2. write and draw examples of each function of communication.
Before we proceed, please take note that all

your answers to the activities in this module
will be encoded/written on your Oral Com
(OC) notebook and submitted during the
deadline set.
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VOCABULARY LIST
ACTIVITY 1. SEARCH THE HIDDEN WORDS (Both for average & advanced
learners)
Directions: Search the following highlighted terminologies in the word
search puzzle. Good luck!
1. Communication functions as a form of control to help regulate actions and behavior.

2. Communication functions to allow social interaction to share messages and information
with other people.
3. Communication functions to provide motivation to reach out and help other people who
are in need of support and encouragement.
4. Communication functions to help emotional expression in expressing feelings and
emotions.
5. Communication functions to facilitate information dissemination and help spread
awareness.
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PRE-TEST
ACTIVITY 2. GAUGE YOUR KNOWLEDGE (Both for average & advanced

learners)
Directions: Choose the letter that corresponds to your answer. Write your
answer in a separate sheet of paper or in your notebook.
1. This function of communication helps regulate actions and

behavior.
A. control
B. emotional expression
C. motivation
D. social interaction
2. What is the function of communication in this situation: The

President delivers his last State of the Nation Address?
A. control
B. information dissemination
C. motivation
3. One good example of this function of communication is shouting

happily while announcing that you won the lottery.
A. control
C. motivation
4. What is the function of communication in this situation: Sheila

delivers her valedictory speech?
A. control
C. motivation
5. This function is always present whenever you talk with other

people at home, at school or in your community.
A. control
C. motivation
Good job on the first set of tasks! It is nice to

remember the previous lessons you have taken
from your language classes. You are now
ready to learn new ones.
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LEARNING AND PROCESS ACTIVITIES
ACTIVITY 3. PICTURE ANALYSIS (Both for average & advanced learners)
Directions: Five pictures are provided in this activity. Analyze each and
explain what is taking place in each picture. In your notebook, write a
minimum of five sentences for each explanation.
PICTURE 1
_________________________________
_________________________________
_________________________________
_________________________________
PICTURE 2
_________________________________
_________________________________
_________________________________
_________________________________
PICTURE 3
_________________________________
_________________________________
_________________________________
_________________________________
PICTURE 4
_________________________________
_________________________________
_________________________________
_________________________________
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PICTURE 5
_________________________________
_________________________________
_________________________________
_________________________________
How did you find the activity? What do

you think is common among all the
pictures? To further understand these
pictures, read below the lesson as it
discusses the functions of
communication.
ACTIVITY 4. READ AND LEARN
LESSON 1. FUNCTIONS OF COMMUNICATION
Communication plays an important role in your life. It serves many

functions in order to help you share thoughts and ideas with individuals and
with groups of people. Basically, the functions of communication are as
follows: control, social interaction, motivation, emotional expression, and
information dissemination.1 Every communication situation bears any of the
following functions discussed below.
Communication functions as a form of CONTROL.

Communication helps regulate actions and behavior. A traffic enforcer calling
your attention whenever you, as a pedestrian or a driver, violate traffic rules,
is an example of this function. This function may likely happen whenever your
parents at home or your teachers at school impose rules and regulations to
follow and abide to. If you happen to violate these rules and regulations, a
corresponding punishment may be given to you in order to establish the value
of discipline on your part.
Communication functions to allow SOCIAL INTERACTION.

Communication is meant for sharing and conveying messages, expressions
and information. There is no better way to share your thoughts and ideas but
1Department of Education, Oral Communication in Context (For Senior High School) (839 EDSA, South
Triangle, Quezon City: C & E Publishing, Inc., 2016), p. 7.
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through social interaction. This function is always present whenever you talk
with your family members at home; whenever you excitedly gush about your
common interests with friends; whenever you discuss about lessons with your
teachers and classmates at school; and whenever you find yourself in small
conversations with acquaintances or even strangers.
Communication functions to provide MOTIVATION.

Communication can help make life better. When you come across a friend
who is so down and sad, your instincts would tell you to share positive words
in order to provide encouragement. You give pieces of advice and share your
own personal experience to help lessen the burden of the problem your friend
is going through. With this function of communication, you become an agent
of change and positivity.
Communication functions to help EMOTIONAL EXPRESSION.

Communication is a tool to express feelings and emotions. As an affective
human person, you feel numerous feelings and emotions. One and perhaps
the greatest form of expression of these feelings and emotions is through
communication. Admit it or not, it feels good whenever you are able to speak
about your joys and pains or your feelings of fulfillment and frustrations. It
even feels better when you can express it with such intensity to equal the
strength of such feeling.
Communication functions to facilitate INFORMATION DISSEMINATION.

Communication functions to convey information and provide awareness. You
tell your parents about the upcoming school events in order to inform them
about what is going on in your school. You speak privately to your teacher
about your personal concerns regarding your academics so that your teacher
becomes aware of the factors that affect your performance in class. You
listen to and watch announcements and broadcasts about current events
concerning your country for you to be well-informed.
Congratulations! You are finally done with

module 1’s first lesson. Let us do a quick
comprehension check.
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ACTIVITY 5. COMMUNICATION GOALS (For average learners)
Directions: Identify the function of communication in each of the following
situations.
1. Carlita discusses to class the different communicative strategies.

2. Ben gives words of encouragement to his friend who is currently
enduring a hearbreak.
3. Her mother excitedly tells her that they won the lottery.
4. He and his sister talks about the movie they have recently watched.
5. The employer reads to the applicant the rules and regulations in the
office.
ACTIVITY 6. VISUALIZE IT (For average learners)

Directions: Draw or paste pictures from magazines and newspapers on the
wheel that show the five functions of communication.
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ACTIVITY 7. USE YOUR THINKING CAP (For advanced learners)
Directions: Give at least two examples of communication situation for each
function of communication. Write these in sentence form.
After all the discussions and activities that

you had under this module, it is time to
reflect on what you have learned.
ACTIVITY 8. WONDER AND PONDER (Both for average & advanced

learners)
Directions: Share your insights about the lesson by answering the following
questions:
1. Which among the functions of communication discussed is what you

use most in your life? Explain your answer.
2. In your own opinion, which among the functions of communication is

the most important? Explain your answer.
You have reached the end this lesson. You did

very well in all the activities found here. Answer
the remaining activities to finally assess what you
have learned. Good luck!
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POST TEST
ACTIVITY 9. ASSESS WHAT YOU HAVE LEARNED

Directions: Choose the letter that corresponds to your answer.
1. What is the function of communication in this situation: A tourist guide

orients a group of tourists about a heritage site?
A. control
C. motivation
2. What is the function of communication in this situation: The city mayor

presents her strategies to execute the plans in a public forum?
A. control
C. motivation
3. When you come across a friend who is so down and sad, your instincts
would tell you to share positive words in order to provide
encouragement. What function of communication are you fulfilling in
the situation given?
A. control
C. motivation
4. This function is always present whenever you talk with other people at
home, at school or in your community.
A. control
C. motivation
5. If communication is used as a tool to let out feelings, what function us

being used?
A. control
C. motivation
Are you up for some extra challenge? Check

out your assignment.
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ASSIGNMENT
DEFINE COMMUNICATION
Write a definition paragraph that expresses what you understand about the
nature of communication.
CLICK AND LEARN!
Here are some suggested links to read and watch to supplement your
learning of the lesson discussed in this module. Click and learn more!
• https://oralcom.wordpress.com/2016/10/14/functions-of-
communication/
• https://www.youtube.com/watch?v=Ix-Fg3tCw2k
Congratulations for finishing this module!

I am sure you will also successfully
hurdle the rest. See you in the next! Bye
for now!
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Vocabulary List
ACTIVITY 1. SEARCH THE HIDDEN WORDS
Pre-Test
ACTIVITY 2. GAUGE YOUR KNOWLEDGE
1. A
2. B
3. B
4. C
5. D
Learning and Process Activities
ACTIVITY 3. PICTURE ANALYSIS
1. information dissemination
2. motivation
3. emotional expression
4. social interaction
5. control
Explanations may vary
ACTIVITY 5. COMMUNICATION GOALS
1. information dissemination
2. motivation
3. emotional expression
4. social interaction
5. control
ACTIVITY 6. VISUALIZE IT
Answers may vary
ANSWER KEY
13
Publishing, Inc., 2016.
High School). 839 EDSA, South Triangle, Quezon City: C & E
Department of Education. Oral Communication in Context (For Senior
REFERENCE
ACTIVITY 7. USE YOUR THINKING CAP
Answers may vary
ACTIVITY 8. WONDER AND PONDER
Answers may vary
Post Test
1. B
2. A
3. C
4. D
5. B
SHS
Oral Communication
in Context
Communication
Lesson 2:
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Nature of Communication
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LESSON 2: Nature of Communication
Republic Act 8293, section 176 states that: No copyright shall subsist
in any work of the Government of the Philippines. However, prior approval of
the government agency or office wherein the work is created shall be
necessary for exploitation of such work for profit. Such agency or office may,
among other things, impose as a condition the payment of royalties.

copyright holders. Every effort has been exerted to locate and seek
permission to use these materials from their respective copyright owners. The
publisher and authors do not represent nor claim ownership over them.
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Carlita L. Briones
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Illustrator: Jecer L. Jesoro

Alexis I. Piñgol
Module

Communication
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1
INTRODUCTION
To live in this word necessitates communication. Everyday, you deal

with different people. The way you communicate with different individuals
makes or breaks your relationship with them. That is why it is important to
understand what communication really is. This module’s second lesson will
give you the foundational knowledge about communication and will help you
explore its meaning. This module further hopes that after you finish this
material, you already have a better grasp of the nature of communication.
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Welcome to the second lesson in Module 1
particularly focusing on the nature of
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communication! If you had fun in the previous
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lesson, you will surely love this one as well.
So buckle up and enjoy the ride!
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OBJECTIVES
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1. explain the nature of communication; and
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2. write a 200-word essay of your objective observation and evaluation of

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the various speakers watched and listened to.

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Let us first get to know some words you are

likely to encounter in this module. Answer the
next activity to reveal these words.
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VOCABULARY LIST
ACTIVITY 1. MATCH AND FILL

Directions: Complete filling in the blanks found in the paragraph below. You
are given the choices of words that you can match with the number
corresponding the blank in the paragraph. Write answers in your notebooks.
Communication is a 1.________ in which a source sends and

encodes a message through a channel to a destination. It is basically two-
way, so there should always be a 2._________ as the source of the
message and the 3._________ as the destination. In the process of
encoding the message, the source/speaker chooses to express the
message through either 4._________ communication – which makes use of
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spoken or written words or 5.__________ communication – which makes
use of actions or symbols other than language.
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1. LISTENER
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2. VERBAL
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3. NONVERBAL
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4. PROCESS
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5. SPEAKER
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Answer the pre-test below and find out what

you know about the nature of communication.
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PRE-TEST

Directions: Choose the letter that corresponds to your answer. Use your
notebook in answering this part.
1. The following statements characterize the nature of communication

EXCEPT:
A. Communication is a process.
B. Communication is only face-to-face.
C. Communication is either written or spoken.
D. Communication is between the speaker and the
receiver.
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2. This is the kind of communication that uses symbols that have
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universal meaning for all involved in the process.
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A. business communication
B. nonverbal communication
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C. silent communication
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D. verbal communication
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3. The following are situations showing Verbal Communication

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EXCEPT:
A. Luke winked at Monica.
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B. Andrew delivered a speech in front of the class.

C. Lucy called her father through her cellular phone.
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D. Mark wrote an excuse letter to his teacher for being

absent yesterday.
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4. What is the type of communication is used in this situation: The

teacher discussed the lesson to the class again for remediation
purposes?
B. nonverbal communication
C. silent communication
D. verbal communication
5. Which among the following is an example of a pure nonverbal

communication?
A. Rita reads to the class.
B. Mark finally wrote his letter of resignation.
C. The child waves to his father for attention.
D. The man shouted insulting words to the driver.
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ACTIVITY 3. MAP IT OUT!
Directions: Using the vocabulary word map below, let us gauge how well
you know about the concept of communication. In every corner of the word
map, there are specific instructions to follow: define the word communication
in your own words; write at least three synonyms of the word; use the word
meaningfully in a sentence; and draw a picture that best depicts it.
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Well done in the first set of activities! To learn about

the nature of communication, read lesson 2 and have
fun learning!
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LESSON 2. NATURE OF COMMUNICATION
The term communication comes from the Latin word ‘communicare’,

which means to share, impart, participate, exchange, transmit or to make
common. As defined by Steven McCornack in his book titled “Interpersonal
Communication and You,“ communication is a process of sharing and
conveying messages or information from one person to another within and
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across channels, contexts, media, and cultures. In order for you to better
understand communication, you have to take a closer look to its nature. As
you explore its nature, you will come across the following features:
Communication is a PROCESS.
Communication is a process in which a source/speaker sends and
encodes a message through a channel to a destination/receiver. The receiver
decodes the message in order to give an appropriate feedback. This process
is dynamic or always changing as it occurs within a context which constantly
varies depending on so many factors like the people involved, the place, the
channels used and the situation. Communication also occurs always with
noise which affects the entire process in one way or another. (This is further
discussed in Lesson 3 of this module).
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Communication occurs between TWO OR MORE PEOPLE (the speaker
and the receiver).
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Since communication is basically an exchange of ideas or
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information, it is two-way – there is a source of the message and a
destination. This can be in a form of a face-to-face interaction, a phone
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conversation, a group discussion, and even a letter correspondence.
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Communication can be expressed through written or spoken words

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(VERBAL), actions (NONVERBAL), or both spoken words and nonverbal

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actions at the same time.

Communication has two kinds: verbal and nonverbal. Verbal
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communication is the kind of communication that uses symbols that have

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universal meaning for all involved in the process. These symbols are known
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as language used in both spoken and written communication. Nonverbal

communication, on the other hand, is the use of symbols other than language.
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These symbols could be in the form of gestures, bodily actions, facial

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expression, eye behavior and many more. Generally, communication takes

place with the combination of verbal and nonverbal elements as one kind
complements the other.
This is one important point in lesson 2:

• Communication is a process that takes place between two or more
people which may either be in written, spoken and other forms apart
from language.
Did you understand the lesson? Try answering the

following activities.
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ACTIVITY 5. UNDERSTANDING ITS NATURE (For average learners)
Directions: Write T if the statement is true and F if it is false. Your answers
should be written in your notebook.
1. Communication ends the moment the receiver decodes the message.

2. Verbal communication includes both spoken and written forms.
3. Waving your hands is an example of a nonverbal communication.
4. Writing a letter of application is a nonverbal communication.
5. A class recitation is an example of verbal communication.
ACTIVITY 6. DEEPENING THE UNDERSTANDING (For advanced learners)

Directions: Having read about the nature of communication, answer the
following items below.
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1. Can you consider communication a cycle? Why or why not?
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2. Is communication with yourself possible? Why or why not?
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3. List down five examples of verbal communication and another five
examples for nonverbal communication.
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You are now going to apply what you have

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learned from lesson 2 by performing the activity

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that follows. Best of luck!

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ACTIVITY 7. WATCH AND WRITE

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Directions: Observe a communication situation inside your home, or from a

show, movie or video watched on television or YouTube. Write a 200-word
essay of your objective observation and evaluation of the communication
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situation watched and listened to. Focus on how the features of the nature of
communication discussed in lesson were used. Be guided by the rubric
provided.
Essay Rubric
Criteria 5 4 3 2 1
The essay is organized and well-structured.
The observation and evaluation are objective.
The essay uses appropriate length.
The essay is free from grammar errors.
Total
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Directions: Share your insights about the lesson by completing the following
sentence prompts:
Before reading this module, I thought that communication is _____________

______________________________________________________________
______________________________________________________________
After reading this module, I have realized that _________________________

______________________________________________________________
______________________________________________________________
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You have reached the end of this module. You
did very well in all the activities found here.
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Answer the remaining activities to finally assess
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what you have learned. Good luck!
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POST TEST
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Directions: Choose the letter that corresponds to your answer. Write it in
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your notebook.
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1. This is the type of communication that uses symbols other than

language.
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B. verbal communication
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C. nonverbal communication
D. silent communication
2. What is the function of communication in this situation: The city

mayor presents her strategies to execute the plans in a public
forum?
a. control
b. information dissemination
c. motivation
d. social interaction
3. Which among the following situations is an example of non-verbal

communication?
A. The secretary wrote the letter to close the deal.
B. The teacher read her instructions for the students.
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C. His grandfather patted his back after doing a great
job.
D. Michael asked his seatmate about the assignment for
the day.
4. The following characterizes the nature of communication EXCEPT:

A. Communication is a process.
B. Communication is only face-to-face.
C. Communication is either written or spoken.
D. Communication is between the speaker and the
receiver.
5. Which of the following communication situations is an example of a

verbal communication?
A. Randy wrote a very long letter of apology.
B. Manny sits so close to Irene because he likes her.
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C. The deaf-mute boy wrote on a paper his thoughts.
D. The little girl pointed at the teddy bear she likes at a
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toy store.
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ACTIVITY 10. CLUSTER YOUR KNOWLEDGE
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Directions: Create a word map of the lessons on the nature, process

and functions of communication. Below the concept map, write a brief
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explanation of the connection of all the concepts.

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Are you up for some extra challenge?

Check out your assignment.
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ASSIGNMENT
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DIFFERENT PERSPECTIVES
Read different views of the nature of communication from this link:
https://www.iedunote.com/nature-of-communication. Write a summary of the
information found in this link.

Once again, you have proven your great
desire to learn. Keep it up until the next!
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2016.
School). 839 EDSA, South Triangle, Quezon City: C & E Publishing, Inc.,
Department of Education. Oral Communication in Context (For Senior High
REFERENCE
Vocabulary List
ACTIVITY 1. MATCH AND FILL
1. PROCESS
2. SPEAKER
3. LISTENER
4. VERBAL
5. NONVERBAL
Pre-Test:
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1. B
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2. D
3. A
4. D
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5. C
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ACTIVITY 3. MAP IT OUT!

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Answers may vary

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ACTIVITY 5. UNDERSTANDING ITS NATURE

1. F
2. T
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3. T
4. F
5. T
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ACTIVITY 6. DEEPENING THE UNDERSTANDING
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Answers may vary.
ACTIVITY 7. WATCH AND WRITE
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Answers may vary.
Answers may vary.
Post Test
1. C
2. A
3. C
4. B
5. A
ACTIVITY 10. CLUSTER YOUR KNOWLEDGE
Answers may vary.
ANSWER KEY
SHS
Oral Communication
in Context
Communication
Lesson 3:
The Process of Communication
LESSON 3: The Process of Communication



Carlita L. Briones

Illustrator: Jecer L. Jesoro

Alexis I. Piñgol
Module

Communication

1
INTRODUCTION
How do you communicate? Have you ever asked yourself this

question? You may think this is a ridiculous question to ask because you do
not usually ask how something ordinary like communication takes place.
While it is true that communication is a simple act of transferring information, it
is fundamental to your very existence. The lesson found in this module will
help you study what happens in the process of communication. Along this,
you will also identify the vital elements involved in the process. Once you
understand better the elements and process of communication, you will likely
be more competent and aware whenever you find yourself communicating
with others.
Welcome to the third lesson for module 1. I know you

are excited to learn new things. So let us now begin by
getting know your objectives.
OBJECTIVES

1. identify the elements of communication;
2. explain the process of communication; and
3. create your own model of communication based on the process
discussed.
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VOCABULARY LIST
ACTIVITY 1. SOLVE THE PUZZLE (For both average and advanced

learners)
Directions: Answer this crossword puzzle to reveal the key elements of
communication. Be guided with the clues provided.
ACROSS:
1. This refers to the reactions, responses, or information provided by the receiver.
4. This includes the place, the situation, and the people involved in the communication
process.
5. This refers to the information, ideas, or thoughts conveyed by the speaker in words or in
actions.
8. This is the medium or the means, such as personal or non-personal, verbal or nonverbal,
in which the encoded message is conveyed.
9. This is the process of sharing and conveying messages or information from one person to
another within and across channels, contexts, media, and cultures.
DOWN:
2. This is the source of information or message.
3. This is the process of converting the message into words, actions, or other forms that the
speaker understands.
6. This distorts the quality of a signal in a communication situation.
7. This is the process of interpreting the encoded message of the speaker by the receiver.
10. This is the recipient of the message, or someone who decodes the message.
POSSIBLE WORDS TO LOOK FOR:
COMMUNICATION SENDER RECEIVER ENCODING DECODING
FEEDBACK NOISE CONTEXT CHANNEL MESSAGE

3
PRE-TEST

Directions: Choose the letter that corresponds to your answer and write it in
your notebook.
1. What is that type of noise that stems from the body?

A. physical
B. physiological
C. psychological
D. semantic
2. Andrew and Mary discussed via google meet their plans for their
upcoming webinar. In the sample communication situation, what
is the channel used?
A. Andrew
B. five senses
C. google meet
D. webinar
3. Andrew created the link for the google meet and logged in to meet
Mary. As soon as Mary logged in, Andrew laid out his plans for
their upcoming webinar. Who is the source of the message?
A. Andrew
B. Google meet
C. Laptop
D. Mary
4. This refers to the reactions, responses, or information provided by

the receiver.
A. channel
B. feedback
C. message
D. noise
5. This is the process of converting the message into words, actions,

or other forms that the speaker understands.
A. decoding
B. encoding
C. receiving
D. speaking
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ACTIVITY 3. A CLOSER LOOK TO THE PROCESS OF COMMUNICATION

Directions: Analyze the following situations Answer the questions and
perform the activities asked for each item. Remember to write in sentences
and paragraphs.
1. Due to the Enhanced Community Quarantine, people are not allowed

to go out to prevent the spread of the virus. You have a very urgent
message to give to your teacher. What could be the possible ways for
you to relay the message to your teacher?
2. Supposing you are a police officer and you caught a man in the act of
stealing a car. How would you initiate the arrest?
3. For instance, you are the man caught in the act of stealing a car. How
would you respond to the policeman?
4. Your boss called you on a Saturday afternoon while you were in the
mall to buy some personal stuff. What could be the possible
interferences that may prevent you from understanding the message?
5. The instructions of your teacher were not that clear. What will you do
to help clarify the message?
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Lesson 3. PROCESS OF COMMUNICATION
As discussed in lesson 2 of module 1, communication is a process that

begins with the sending of message from a source to a destination who gives
a feedback or a reply. This process is continuous because the moment the
feedback is sent to the original source, the persons involved in the
communication situation constantly exchange roles thereby starting the entire
process all over again. An illustration1 of the said process with a
corresponding sample communication situation is provided in this lesson for
reference.
1Department of Education, Oral Communication in Context (For Senior High School) (839 EDSA, South
Triangle, Quezon City: C & E Publishing, Inc., 2016), p. 5.
5
The illustration of the process of communication shows that the
communication process begins when the SPEAKER creates an idea and
goes through a process called ENCODING where he or she converts this idea
into words or actions to form the MESSAGE. This means that the speaker
chooses the kind of communication to be used whether it is verbal or
nonverbal. If the speaker chooses verbal communication, he or she uses a
language for speaking or writing about the message. If the speaker decides
to choose nonverbal communication, he or she will have to use nonverbal
means such as gestures, eye contact, and other bodily movements.
After the speaker encodes the message, he or she then sends this
message through a chosen CHANNEL or medium to the destination or the
RECEIVER. There are varieties of possible channels or media to send out a
message. For face-to-face conversation, the five senses are the most
common channels of communication. Nowadays, however, technology has
paved way to communication even in distance. The channels that can be
used for distant communication are the cellular phones, television, written
media forms, radio and the like.
Once the message is sent to the destination or the receiver, the
receiver then performs the process called DECODING where he or she
interprets the message based on the CONTEXT. This context includes the
people, the place, the situation and even the common experiences of the
people involved in the communication process. The context also takes into
consideration so many other factors like the age, position and even the
cultural background of the people involved. The formality of the place and the
situation are also other factors to be considered. And all these
conisderations affect how the receiver decodes the message to make the
appropriate FEEDBACK or response. After the feedback is sent to the
original source of the message, the communication continues.
In the process of communication, NOISE is unavoidable. Infact, noise
is always present in every communication situation. Noise is anything that
6
affects or distorts the message in the communication process. This comes in
different forms namely: physical, physiological, psychological and semantic.
• Physical noise is the most common of all these types of noise. These
are common sounds that distract the communication situation.
Examples of this are the honking of cars along the streets, the buzzing
of the electric fan or the loud voices of people in your surroundings.
• Physiological noise stems from the body and may tend to distract the
people involved to properly perform the encoding and the decoding
processes in communication since they are not feeling well. Some
examples for this type of noise are body aches and sickness.
• Psychological noise can come in the form of worries, problems, and
anxieties. When you are involved in a communication process and you
have any of the examples of psychological noise, you may not be able
to concentrate on the message thereby affecting the entire
communication process.
• Semantic noise comes from the language used in the communication
process. If a language used in communication is not familiar to the
either of the people involved in the process, the communication may
likely fail. For instance, a foreigner is asking for directions from you
and both of you do not understand each other’s language, therefore,
the communication will fail. Another example for this type of noise is
the use of high falutin words or words that are not understandable to
another person involved in the communication process. This will not
make the message clear and will only confuse the destination of the
message.
ACTIVITY 5. VISUALIZE THE COMMUNICATION SITUATION

(For average learners)
Directions: Make a collage of pictures portraying different communication
situations that show the process of communication.
ACTIVITY 6. IDENTIFY THE ELEMENTS OF COMMUNICATION

(For advanced learners)
Directions: In the illustration provided in this lesson that shows the process of
communication, a sample communication situation is provided beside it.
Read it and answer the following questions below:
1. Who is the speaker and what is the message created?

2. What type of communication was chosen by the speaker? Explain
your answer.
3. What is the channel used in the communication process? Explain
your answer.
4. Who is the receiver and what is the feedback given?
5. What types of noise can you identify in the communication process?
What context can you identify?
7
Congratulations! You are done with the
lesson on the process of communication.
Let us now emphasize the important
points in the module.
These are the important points in this module:

• The speaker, generates an idea then encodes or interprets it into
words or actions forming a message. This is then transmitted or
sent through a channel to the receiver who gets the message and
decodes it based on context. The receiver provides feedback and
the communication continues in a cycle. This is also affected by
noise which may be physical, physiological, psychological or
semantic.
I knew you had fun learning about the process

of communication as well answering the
activities. You are now going to apply what
you have learned by performing the activity that
follows.
ACTIVITY 7. MAKE YOUR OWN MODEL

Directions: Based on the lesson in this module, create your own model of
the process of communication by highlighting all the elements. Be guided by
the rubric provided.
Rubric for the Model of Communication
Criteria 5 4 3 2 1
The model includes all the elements of communication.
The process is clearly depicted in the model.
The model is creatively done.
The model is original.
Total
After all the discussions and activities

that you had under this module, it is time
to reflect on what you have learned.
8
Directions: Share your insights about the lesson by completing the following
sentence prompts:
What I knew about communication process before:

______________________________________________________________
______________________________________________________________
What I now know about the communication process:

______________________________________________________________
______________________________________________________________
You have reached the end of this module. You

did very well in all the activities found here.
Answer the remaining activities to finally assess
what you have learned. Good luck!
POST TEST

Directions: Choose the letter that corresponds to your answer. Write it in
your notebook.
1. Mary decided to choose the virtual classes instead of the face-to-

face modality. She and her classmates meet her teacher through
google meet. What is the channel used in their communication?
A. Andrew
B. five senses
C. google meet
D. webinar
2. This refers to the idea, thought or information shared in the

A. channel
B. feedback
C. message
D. noise
3. During Mary’s first virtual class, the teacher oriented them about
the rules in the conduct of virtual classes. Who is the receiver of
the message.
A. google meet
B. laptop
C. students
D. teacher
4. This type of noise is found in the language used.
9
A. physical
B. physiological
C. psychological
D. semantic
5. This is the is the process of interpreting the message in order to

give an appropriate feedback.
a. decoding
b. encoding
c. receiving
d. speaking
Want to learn more? Check out some extra

challenge below!
ASSIGNMENT
A FAILURE TO COMMUNICATE
Directions: Watch this video from this link:
https://www.youtube.com/watch?v=8Ox5LhIJSBE. Write at least a paragraph
to explain why there was a failure to communicate in the communication
situation shown in the video. You may also include your own suggestions as
to how the communication may likely succeed
If you cannot access the link, please read this:
The video shows two women in a train station. The Muslim woman,
wearing a hijab that covers half of her face, tried to ask for the direction of
her destination from another woman who was buying tickets from a
machine. However, the woman did not bother responding to the Muslim.
When the Muslim tried to get the other woman’s attention, the woman took
out her device, similar to a cellular phone, that converts text to speech.
She explained through the device that she is deaf-mute and the only way
for her to understand another person is by reading the lips. So she tried to
use the device to convert the message of the Muslim to text. In their first
attempt, the train passed and the only sound heard was the loud sound of
the train. Their second attempt was also interrupted by the loud voice of
the announcer from the speakers. In their third attempt, the device lost its
battery. They finally decided to use gestures to try to communicate. This
time, they were successful but as a result, the deaf-mute woman missed
her train.

Keep up the good work in your studies.
Until next time!
10
11
2016.
School). 839 EDSA, South Triangle, Quezon City: C & E Publishing, Inc.,
Department of Education. Oral Communication in Context (For Senior High
REFERENCE
This part is for the teacher’s eyes only.
Vocabulary List
ACTIVITY 1. SOLVE THE PUZZLE Pre-Test
1. feedback ACTIVITY 2. GAUGE YOUR
2. speaker KNOWLEDGE
3. encoding 1. B
4. context 2. C
5. message 3. A
6. noise 4. B
7. decoding 5. B
8. channel
9. communication
10. receiver
ACTIVITY 3. A CLOSER LOOK TO THE PROCESS OF COMMUNICATION
Answers may vary.
ACTIVITY 5. VISUALIZE THE COMMUNICATION SITUATION
Answers may vary.
ACTIVITY 6. IDENTIFY THE ELEMENTS OF COMMUNICATION
Answers may vary.
ACTIVITY 7. MAKE YOUR OWN MODEL
Answers may vary.
Answers may vary.
Post Test
1. C
2. C
3. B
4. D
5 A
ANSWER KEY
SHS
Oral Communication
in Context
Models of Communication
Lesson 1: Aristotle’s Model
Semester 1 – Quarter 1 - Module 2
LESSON 1: Aristotle’s Model
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of the Government of the Philippines. However, prior approval of the government agency
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of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Writer: Emil Asejo

Carlita L. Briones
Minerva P. Antang
Layout Artist: Alexis I. Piñgol
Module
MELC 2-Q1. Models of Communication
1
LESSON 1: MODELS OF COMMUNICATION
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 Competency
Differentiates the various models of communication (EN11/12OC-Ia-3)
General Objectives
At the end of the lesson, the students should have:
1. explained each model;

2. compared and contrasted the models of communication from
theorists/proponents;
3. enumerated reasons for studying the models; and
4. come up with their own model of communication.
2
Model 1: Aristotle’s Model
Specific Objectives:
1. identified the elements of Aristotle’s model;

2. explained Aristotle’s model;
3. applied Aristotle’s model to a contemporary social issue; and
4. presented an output exhibiting Aristotle’s model.
Let’s Get Started!
Are you familiar with the game 4 Pics 1 Word? If yes, you know the drill already.
If not, here’s how it is done.
As the name of the game suggests, there are four pictures that have a similarity;
hence, one word. This one word could be a noun, a verb, or an adjective. Try to study
the pictures as critically as possible to get what these pictures have in common.
Rearrange the jumbled letters at the bottom of each item to get the answer. The first
one is done for you.
A O E R C S
I W N H R T
A N C I E N T
1. 2.
A O E R C S P W E Z C S
K A E H R P A Y I H E T
3
3. 4.
S O A B C S B G E L C F
I C N L S M F H K E N T
5.
A O E R C U
I D N H E T
After answering each item, please try to look for words with similar meaning. You
can list as many words as you can and reserve them for the following lessons.
Pre-Test
Match Column A with Column B. In your notebook, write your answer before each
item.
A B
____1. speaker a. the message sent by the sender to the receiver

____2. speech b. the situation where the speech happened
____3. occasion c. the influence created to the receiver
____4. audience d. prepares the speech and analyzes his audience
____5. effect e. they are passive and influenced by the speech
4
Learning Activities
Discussion 1: About the Proponent
By this time, we should all be aware of what communication

is, its process, functions, and nature. However, just like any other
processes, variations exist. These variations in processes are where
models are born. It should be noted nevertheless that the process
may have different labels, but the concept is just the same.
In this lesson, let us discuss the oldest model of

communication, which was proposed by Aristotle before 300 B.C. It
derived its name from its proponent; hence, Aristotle’s Model of Communication.
But before that, here’s a short activity to know something about Aristotle.
Put a check (✓) mark before the number of the item which you think is TRUE about
Aristotle. If you think the information is false, change the underlined word/phrase to make
the statement correct. Then, write it on the blank provided. Use your notebook for this
activity.
__________1. Aristotle was an ancient Greek philosopher.

__________2. Aristotle was born circa 354 B.C.
__________3. When Aristotle turned 17, he enrolled at Plato’s Academy.
__________4. Aristotle remained closely affiliated with and influenced by the
Babylonian court for the rest of his life.
__________5. Proxenus, Aristotle’s guardian sent him to Athens to pursue a higher
education.
__________6. One of the main focuses of Aristotle’s philosophy was his systematic
concept of logic.
__________7. Mathematics was among the subjects that Aristotle researched at length
during his time at the Lyceum.
__________8. In 338 B.C., Aristotle went home to Macedonia to start tutoring King
Phillip II’s son, the then 13-year-old Charlemagne.
__________9. In 335 B.C., Aristotle opened the Parthenon.
__________10. Aristotle contracted a disease of the respiratory system and died.
Now, let us see if you got it correctly. Here is a short biography about Aristotle
(Biography.com 2019).
Ancient Greek philosopher Aristotle, together with Socrates and Plato, laid much
of the groundwork for western philosophy.
Aristotle (c. 384 B.C. to 322 B.C.) was an Ancient Greek philosopher and scientist
who is still considered one of the greatest thinkers in politics, psychology and ethics.
5
When Aristotle turned 17, he enrolled at Plato’s Academy. In 335, Aristotle founded his
own school, the Lyceum, in Athens, where he spent most of the rest of his life studying,
teaching and writing. Some of his most notable works include Nichomachean Ethics,
Politics, Metaphysics, Poetics and Prior Analytics. He had also been closely affiliated
and influenced by the Macedonian court because of his father, who was court physician
to King Amyntas II.
Aristotle’s work on philosophy influenced ideas from late antiquity all the way
through the Renaissance. One of the main focuses of Aristotle’s philosophy was his
systematic concept of logic. Aristotle’s objective was to come up with a universal process
of reasoning that would allow man to learn every conceivable thing about reality. The
initial process involved describing objects based on their characteristics, states of being
and actions.
Although Aristotle was not technically a scientist by today’s definitions, science

was among the subjects that he researched at length during his time at the Lyceum.
Aristotle believed that knowledge could be obtained through interacting with physical
objects. He concluded that objects were made up of a potential that circumstances then
manipulated to determine the object’s outcome. He also recognized that human
interpretation and personal associations played a role in our understanding of those
objects.
In 338 B.C., Aristotle went home to Macedonia to start tutoring King Phillip II’s son,
the then 13-year-old Alexander the Great. Phillip and Alexander both held Aristotle in high
esteem and ensured that the Macedonia court generously compensated him for his work.
In 322 B.C., just a year after he fled to Chalcis to escape prosecution under
charges of impiety, Aristotle contracted a disease of the digestive organs and died.
Discussion 2: About the elements
While exploring the human nature scientifically, Aristotle developed a linear model
of communication for oral communication known as Aristotle’s Model of Communication.
Aristotle found the importance of audience role in communication chain in his
communication model. This model is more focused on public speaking than interpersonal
communication. This is considered as the first model of communication.
Since in the prior discussion the functions, nature, and

process of communication were already explained, let us
recall if you could still identify the different elements present
in the communication process.
Below is a short passage. As you read it, identify the

elements in communication, such as sender, receiver,
message, feedback, noise, context, and channel.
6
Prime Minister Mhar Rou Pok addressed the nation yesterday about the current
status of their fight against the pandemic. With him were his cabinet members, other
elected government officials, and the media personnel. The presentation began at
exactly 8:00 in the morning and was aired via various online platforms such as Facebook
and YouTube.
His speech started with the total number of casualties and recoveries caused by
this global pandemic. He also highlighted the government’s initiatives in combating the
disease. Towards the end of his speech, he mentioned the people, companies, and
countries that had always helped the country.
There was a heavy downpour of the rain, matched with thunder and lightning while
the Prime Minister was delivering his speech. This caused power and network
interruptions once in a while but, all in all, the press conference went well and ended at
exactly 9:30.
Now, complete the table below:
Elements Answers
sender
receiver
message
channel
feedback
Noise
context
Unlike the other models of communication, Aristotle’s model

is formed with five (5) elements: speaker, speech, occasion,
audience, and effect.
Aristotle’s model is speaker-centered since the audience

remains passive. The audience’s role therefore is mere receiver of
the speech. They are also influenced or persuaded by the speech.
The speaker should then be prepared beforehand by analyzing the
audience and the situation (occasion) to where the speech will be delivered to achieve
the purpose (effect).
In other words, this model is one-way, that is, from speaker to receiver. There is
no room for feedback. This is mostly applicable in public speaking such as campaigns,
State of the Nation Address (SONA), and in television and radio commercials.
7
SPEAKER SPEECH AUDIENCE EFFECT
OCCASION
Figure 1. Aristotle’s Model of Communication
Practice Tasks
General Instructions:
1. Read each question or direction carefully.
2. Answer each item concisely.
3. Use your notebook in doing this activity.
4. You are to answer HONESTLY. Do avoid the use of
internet in performing these tasks. Good luck!
Practice Task 1:
Examine Figure 1. Supposed you are a student-teacher who is going to teach this
lesson to your fellow students. How will you explain Aristotle’s Model of Communication?
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Practice Task 2 (for average learners):
In no more than 50 words, can we consider the sample passage above as a one-
way communication? Why or why not?
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
8
If your answer is yes, how can we modify it to make it a two-way communication?
Please answer in no more than 50 words.
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Practice Task 3 (for advanced learners):
Think of any contemporary social issue that your country is facing right now. Make
an outline of your speech on how you would address the social issue you have chosen
by filling out the form below.
Title of your Speech: ___________________________________________________

Date and Venue to be Delivered: ___________________________________________
Target Occasion: _______________________________________________________
Target Audience: _______________________________________________________
Purpose: ______________________________________________________________
Expected Outcome: _____________________________________________________
Introduction: __________________________________________________________
Thesis Statement: ________________________________________________
Supporting Argument/s: ____________________________________________
Body:
Main point 1:_____________________________________________________
Sub-point 1: ________________________________________________
Sub-point 2: ________________________________________________
Sub-point 3: ________________________________________________
Main point 2:_____________________________________________________
Sub-point 1: ________________________________________________
Sub-point 2: ________________________________________________
Sub-point 3: ________________________________________________
Main point 3:_____________________________________________________
Sub-point 1: ________________________________________________
Sub-point 2: ________________________________________________
Sub-point 3: ________________________________________________
Conclusion: ___________________________________________________________
9
Rubrics for Practice Tasks 1 and 2:
Criteria 5 3 1
Content Answered the question Answered the question but The answer provided did
comprehensively, i.e., lacked examples. not somewhat match the
examples, such as real-life question and examples
situations were provided. were not provided.
3 2 1
Organization The answer started with a The answer has thesis The student did not directly
strong thesis statement, statement, supporting answer the question and
followed by supporting details and conclusion but lacked transition and
details and summarized in transition was not coherence.
conclusion. established.
2 1
Mechanics The answer is error-free in There is a minimal error in terms of grammar,
terms of grammar, punctuation, spelling, etc.
punctuation, spelling, etc.
Total Points for each item: 10 points
Rubrics for Practice Tasks 1 and 2:
Criteria 5 3 1
Content The details provided and The details provided and The details provided and
the outline from the outline from the outline from
introduction to conclusion introduction to conclusion introduction to conclusion
are factual, clear, and are factual, but not clear, are not factual, clear, and
convincing. and convincing. convincing.
3 2 1
Organization The details presented are Some inconsistencies are There is lack of
logically arranged, from the evident in the outline but organization that makes
most important to the least are still logically arranged. the outline difficult to be
important. followed and understood.
2 1
Mechanics The outline is error-free in There is a minimal error in terms of grammar,
terms of grammar, punctuation, spelling, etc.
punctuation, spelling, etc.
10
Post-Test
Answer the Crossword puzzle below.
Assignment
Look for a video online or watch news report on television that exhibits Aristotle’s
model of communication. Then, answer the following questions:
1. What is the title of the video/headline of the news watched?

2. When and where did the video/news reporting happen?
3. How was the speech or message delivered? What medium was used?
4. Who was the target audience/viewer?
5. Was the audience/viewer given the opportunity to respond? If yes, how? If not,
why?
11
12
2020. https://www.biography.com/scholar/aristotle.
Biography.com. 2019. The Biography.com Website. September 10. Accessed June 13,
References
ACTIVITY 1
1. Speaker
2. Speech
3. Occasion
4. Effect
5. Audience
ACTIVITY 2
1. D
2. A
3. B
4. E
5. C
ACTIVITY 3
FOR PRACTICE TASKS 1 AND 2,
1. ✓
answers may vary
2. 384BC
3. ✓
CROSSWORD PUZZLE
4. Macedonian
1. Linear
5. ✓
2. Effect
6. ✓
3. Feedback
7. Science
4. Speaker
8. Alexander the Great
5. Plato
9. Lyceum
6. Occasion
10. Digestive organs
7. Poetics
8. Audience
ACTIVITY 4
9. Logic
1. Prime Minister Mhar Rou Pok
10. Lyceum
2. The nation
3. Current status of their fight against the pandemic
4. Various online platforms such as Facebook and YouTube
5. None
6. Heavy downpour of rain, Thunder, lightning, power and network interruptions
7. Press conference, 8:00am to 9:30am
KEY TO CORRECTION
SHS
Oral Communication
in Context
Lesson 2:
The Shannon-Weaver Model of Communication
LESSON 2: The Shannon-Weaver model of communication
of royalties.

Writer: Emil Asejo

Carlita L. Briones
Minerva P. Antang
Module
1
MODEL 2: THE SHANNON-WEAVER MODEL OF COMMUNICATION
1. identified the elements of Shannon-Weaver Mathematical model;

2. explained Shannon-Weaver Mathematical model;
3. applied Shannon-Weaver Mathematical Model to a contemporary social issue;
and
4. presented an output exhibiting Shannon-Weaver Mathematical model.
Let’s Get Started
In our previous lesson, we found out that Aristotle

proposed a model of communication that is speaker-centered.
This means that the audience is just a mere receiver of message
(speech) and is influenced by whatever the speaker says of
delivers. Therefore, this model is one-way, no opportunity for
feedback.
In this lesson, let us tackle another model and find out

why it is called the mother of all communication models. This is
Shannon-Weaver Model of Communication.
Before we start, let us analyze the following pictures:
PICTURE A PICTURE B
2
PICTURE C
After analyzing the pictures above, fill in the table below with the correct answers:
Answers
No. Questions
Picture 1 Picture 2 Picture 3
1 Who is sending the message?
What is the message of the
2
speaker?
3 How is the message sent?
To or for whom is the message
4
sent?
What distracts the communication
5
of the speaker/s and the listeners?
Refer to the previous activity. Draw a symbol or image that

represents each of your answers. For example, the one who is
sending the message is a teacher. So, you can make use of a
school, a chalkboard, or a pair of eyeglasses as a symbol to
represent a teacher. The message, for example, is how to perform
skimming and scanning. So, you may draw a symbol to represent
the message. And so on.
Item Number Answer 1 Answer 2 Answer 3
3
2
Your answers above are what comprise the model that we are going to discuss in
this module – the Shannon-Weaver Model of Communication.
4
Let’s Discuss
In 1948 Claude Elwood Shannon wrote an article

“A Mathematical Theory of Communication” in Bell
System Technical Journal with Warren Weaver.1
Shannon was an American mathematician, Electronic
engineer and Weaver was an American scientist.2
This model is specially designed to develop the

effective communication between sender and receiver.
Also they find factor affecting the communication
process called “Noise”. At first the model was developed
to improve the Technical communication. Later it’s
widely applied in the field of Communication. The
Mathematical theory later came to be known as Figure 1. Claude Elwood Shannon (Photo
Shannon Weaver model of communication or “mother credit: www.history-computer.com)
of all models.” This model is more technological than
other linear models.
This model has five elements:
1. source
2. transmitter
3. channel
4. receiver
5. destination
The source is where the message originates. It is

responsible for producing a message. Your answers in Item
Number 1 are the samples of sources of the message.
Can you think of other examples of sources of

Figure 2. Warren Weaver (Photo credit: message you encounter on a daily basis? Please write
www.aip.org)
them down in this box.
1Businesstopia. 2018. Shannon and Weaver Model Of Communication. January 6. Accessed

June 20, 2020. https://www.businesstopia.net/communication/shannon-and-weaver-model-
communication.
2communicationtheory.org. n.d. Shannon and Weaver Model of Communication. Accessed June

20, 2020. https://www.communicationtheory.org/shannon-and-weaver-model-of-communication/.
5
SOURCES OF MESSAGE
Messages in communication are sent in a form of sound waves or signals. This

is the job of the transmitter. It converts the message into signals to be transmitted or
sent through cables or other machines.
Once the message has already been converted, it will pass through a channel, the
medium used to send a message. Your answers in Item Number 3 are examples of
channels. Can you think of another examples of channel you frequently used in sending
a message? Write them in the box below.
CHANNEL
Since a message has been initiated, converted into a signal, and sent through a
medium, it will now reach its destination. But before that, the converted message should
be decoded first. This is the job of the receiver. It is the one that translates the message,
in a form of a signal or sound wave, into a form that can be understood by the destination
or recipient of the message.
The receiving end in this communication model is called destination. It receives

the decoded message from the source. Your answers in Item Number 4 are examples
of destination. What are other destinations could you think of? Write them in the box
below.
DESTINATION
6
We have to bear in mind, however, that not all communication is successful.
There are times when there is what we call communication failure. There are a lot of
factors we can attribute to it. One is noise. In this particular model of communication,
noise refers only to physical disturbance that distorts the sending of message. One
example is weak network connection. Your answers in Item Number 5 are examples of
noise. What are the usual noise do you encounter when communicating? List them
down below.
NOISE
Figure 3. Shannon-Weaver's Model of Communication (Photo Credit: www.communicationtheory.org)
Practice Tasks
General Instructions:
1. Read each question or direction carefully.
2. Answer each item concisely.
3. Use your notebook in doing this activity.
4. You are to answer HONESTLY. Do avoid the use of internet in performing
these tasks. Good luck!
7
Practice Task 1 (For Average Learners)
Wordsearch Puzzle
Look for examples for each element in the puzzle below. Encircle your answers and
write them in the table below. The first item is done for you.
ELEMENTS EXAMPLES FOUND IN THE PUZZLE

Source Newscaster
Channel
Destination
8
Noise
Practice Task 2 (For Advanced Learners)
Supposed you are the SK Chairman in your barangay. Identify one social issue
your place is experiencing. You will conduct a symposium for awareness and solution
of the identified issue. Make a concept paper or project proposal. You may consider
the format below.
TITLE OF THE ACTIVITY: ________________________________________________

Proponent/s: ___________________________________________________________
Target Date and Venue: __________________________________________________
Target Participants: ______________________________________________________
Estimated Budgetary Requirement: _________________________________________
Rationale and Objectives of the Activity:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Target Participants:
(Please indicate age bracket. Example: 15-20y/0 – 10pax)
Age: ________________ Number of Participants: _________
(Please indicate gender. Example: Male – 5pax)
Gender: _____________ Number of Participants: _________
(Please indicate affiliation. Example: Housewife – 5pax)
Gender: _____________ Number of Participants: _________
Challenges that may arise during the activity:
1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
Solutions to offer
1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
9
Rubrics for Concept Paper/Project Proposal
Criteria 5 3 1
Content The details provided The details provided The details provided
and the outline from and the outline from and the outline from
introduction to introduction to introduction to
conclusion are conclusion are conclusion are not
factual, clear, and factual, but not clear, factual, clear, and
convincing. and convincing. convincing.
3 2 1
Organization The details presented Some inconsistencies There is lack of
are logically arranged, are evident in the organization that
from the most outline but are still makes the outline
important to the least logically arranged. difficult to be followed
important. and understood.
2 1
Mechanics The outline is error- There is a minimal error in terms of grammar,
free in terms of punctuation, spelling, etc.
grammar,
punctuation, spelling,
etc.
Post-Test
TRUE OR FALSE. Write TRUE if the statement is correct. Otherwise, change the
underlined word or phrase to make the sentence true.
________1. Shannon was an electronics engineer.

________2. The transmitter is responsible for attaching meaning to the message sent.
________3. The one that initiates conversation in the communication process is the
channel.
________4. A closed door is an example of noise.
________5. Channel may be physical or virtual.
________6. The receiver is the one who converts the signal into a message.
________7. The message is converted into sonic waves before passing through a
channel.
________8. Noise could be physical like a wall or physiological like hunger.
________9. A mobile phone is an example of transmitter.
_______10. Weaver a scientist.
_______11. This model proposed by Shannon and Weaver is more scientific than the
other models.
_______12. The destination converts message into signals.
_______13. The information source is the channel.
10
_______14. Television, radio, and multimedia could be examples of destination.
_______15. It is the responsibility of the sender to create a message and choose how it
will be sent.
ASSIGNMENT
Modify the Shannon-Weaver Model of Communication by adding or deleting

elements. Illustrate it below and give it a name. Then, provide one paragraph
explanation of the model that you have made.
Answer Key
11
References
Businesstopia. 2018. Shannon and Weaver Model Of Communication. January 6.
Accessed June 20, 2020.
https://www.businesstopia.net/communication/shannon-and-weaver-model-
communication.
communicationtheory.org. n.d. Shannon and Weaver Model of Communication.

Accessed June 20, 2020. https://www.communicationtheory.org/shannon-and-
weaver-model-of-communication/.
12
SHS
Oral Communication
in Context
Lesson 3:
The Transactional Model of Communication
LESSON 3: The transactional model of communication
of royalties.

Writer: Emil Asejo

Carlita L. Briones
Minerva P. Antang
Module
1
LESSON 3
Model 3: The Transactional Model of Communication
1. identified the elements of Transactional Model of Communication;

2. explained Transactional Model of Communication;
3. differentiated Transactional Model of Communication from Shannon-Weaver
Mathematical Model and Aristotle’s Model of Communication; and
4. presented an output exhibiting Transactional Model of Communication.
LET’S GET STARTED
We are done with two models of communication proposed by Aristotle and

Shannon and Weaver, respectively. Also, we already identified the elements present in
each model.
Let us then recall how these two differ from and agree with each other before we
proceed with our next model. Below is a Venn Diagram. You may use it or any other
graphic organizer to show the similarities and differences of the two previously discussed
models.
Aristotle’s Shannon-Weaver’s
2
Based on your answers above, what are the elements that could have contributed
to a successful communication process if present in the two models? List them below
and your reasons for including such.
Elements Reasons
Let us now find out if your suggested elements are present in this model that we
are going to talk about.
LET’S DISCUSS
In our first lesson on the models of communication, we

found out that Aristotle’s model is speaker-centered. There is
no opportunity for the audience to provide feedback because
they remain passive in the communication process. The
audience serves as mere receiver of speech from the speaker.
Hence, this model is one-way. Also, Shannon-Weaver’s
model was criticized for not having an element to know
whether the destination understood the message sent by the
source, which makes this model one-way as well. This
element is feedback. Moreover, in those two models, the
surrounding where the communication takes place is not
considered or does not play a crucial role in the process.
This model that we are going to discuss gives importance to other missing
elements in the two models. This is called Transactional Model of Communication.
Transactional model of communication is the exchange of messages between

communicators where each take turns to send or receive messages.1 It describes
communication as a process in which communicators generate social realities within
social, relational, and cultural contexts. This model includes participants who are
1businesstopia, "Transactional Model of Communication," in Businesstopia, January 6, 2018. Retrieved

on June 30, 2020 from https://www.businesstopia.net/communication/transactional-model-
communication.
3
simultaneously senders and receivers and accounts for how communication constructs
our realities, relationships, and communities.2
This model, unlike the first two that we discussed, considers two other important
elements that affect the communication process: context and feedback.
Figure 1 Types of Contextual Influences (Photo Credit: www.open.lib.umn.edu)
It is believed that a successful communication can be achieved by considering not

only the communicators themselves but also external influences in a communication
encounter. These are called contextual influences. The types are social context, cultural
context, and relational context.
The rules or norms in a society that influence the communication process are what
we call social context. This also includes those values, laws, and other restrictions of a
society to communicate within a specific limit.3 Examples of these are ways to greet,
thank, or apologize to a person. What other social context or social norms in your
community could you think of? List them in the box below.
SOCIAL CONTEXT
2 Barnlund, D. C. “A Transactional Model of Communication,” in Foundations of Communication Theory,

eds. Kenneth K. Sereno and C. David Mortensen (New York, NY: Harper and Row, 1970), 83–92.
Retrieved on June 30, 2020 from www.open.lib.umn.edu
3 businesstopia, "Transactional Model of Communication," in Businesstopia, January 6, 2018. Retrieved

communication.
4
Cultural context includes various aspects of identities such as race, gender,
nationality, ethnicity, sexual orientation, class, and ability.4 If people communicating are
within the same cultural context, they will have better communication, unlike those that
do not belong in the same context. This is where conflict arises, especially when one
views his race, nationality, or ethnicity as dominant than the other’s. Could you think of
other situations where cultural context is exhibited and violated? Write your answer in
the box below.
CULTURAL CONTEXT
Lastly, based on our experience, would you agree with me if I say that we talk
differently with someone we have known for a long period of time than with a stranger or
someone we just met? This is what we call relational context, which refers to the
relationship between the sender and the receiver(s) of a message (e.g. father-son, friend-
friend, etc.).5 Now, think of other relationships and determine how this particular context
affects the entire communication process. Example: (student-teacher) Karl always shows
respect to his teacher that he follows his teacher’s requests or commands.
RELATIONAL CONTEXT
Now that we are done with different types of contextual influences, let us try to
summarize them and see if you understood this topic.
Below are samples of what we discussed. Group them according to type: social,
cultural, or relational context. Then, discuss what could go wrong if this particular context
is compromised.
attire expert-layman shaking of hands

cheating Bikolano vs Bisaya supervisor-supervisee
Filipinos plaintiff-defendant lying
4 Barnlund, D. C. “A Transactional Model of Communication,” in Foundations of Communication Theory,
slaves vs freemen parents-teachers
eds. Kenneth K. Sereno and C. David Mortensen (New York, NY: Harper and urban
Row,gang
1970), 83–92.
raising of voice tribes
Retrieved on June 30, 2020 from www.open.lib.umn.edu debtor-debtee
5 Lee McGaan. “The Six Kinds of Context,” Retrieved on June 30, 2020 from www.department.monm.edu
5
Social Cultural Relational
Explanation
I do hope that you already understood what context is all about and how it affects
and contributes to the communication process. Now, let us discuss another important
additional element in Transactional Model which is not present in the Aristotle and
Shannon-Weaver Models of Communication. This is called feedback.
Receivers are not just passive absorbers of messages; they receive the message
and respond to them. This response of a receiver to sender’s message is called
feedback.6 This feedback could be verbal like questions or comments, or non-verbal like
smiles, nods, etc. Feedback helps us to know whether the message sent is understood;
thus, there is success in communication, otherwise it would result in failure.
Could you list down at least five (5) scenarios and provide possible feedback that
shows success and failure in communication? An example is provided for you.
SCENARIO SUCCESS FAILURE

Example: Everybody laughed. The audience gave a
Somebody cracked a joke. poker face.
6Prachi Juneja. Feedback Communication. Retrieved on July 2, 2020 from

https://www.managementstudyguide.com/communication_barriers.htm
6
SCENARIO SUCCESS FAILURE
Unlike the other two models we discussed earlier, the transactional model
suggests that we are simultaneously senders and receivers.7 Hence, the term
communicator is used in this model. For example, when conversing with a close friend
about your crush, right after sharing your experience, your friend reacts with excitement
coupled with small pinches and punches. And you just ignore those and continue to share
your stories while receiving these responses.
This is how Transactional Model differs from other models. The model displays
how communication becomes more difficult when communicators have less in common.8
There would be a simultaneous exchange of ideas (in a form of both message and
feedback), considering different contexts we discussed above.
Below is an illustration of how communication takes place in Transactional Model.
Figure 2. The Transactional Model of Communication (Photo Credit: https://i1.wp.com/www.doncrawley.com/wp-

content/uploads/2019/01/transactional-model_r2.png?fit=3997%2C2249&ssl=1)
7 A Primer on Communication Studies (v.10). Retrieved on July 2, 2020 from
https://2012books.lardbucket.org/books/a-primer-on-communication-studies/s01-02-the-communication-process.html
8 Communication Process. Retrieved on July 2, 2020 from https://www.communicationstudies.com/communication-
process
7
As seen in the illustration, the communicator’s field of experience, which also
includes context affects how each of them sends a message and receives a feedback. It
can also be noted that it’s not a one-way process, as exhibited by the arrows used. As
Communicator A encodes a message, to be decoded by Communicator B, a feedback is
sent, and vice versa. Moreover, noise and channel/s are also important elements in this
type of model.
Can you still recall the different types of noise? You may refer to your Module 1
Lesson 3. Locate the examples of noise in the puzzle below and group them according
to type. Do this activity in your notebook.
Physical Physiological Psychological Semantic
8
Can you also identify different channels that you usually use? List at least five
(5) below and explain how you use them. The first one is done for you.
Channel How It is Used

Online Platform (Google Meet) During virtual meetings and discussion
1.
2.
3.
4.
5.
LET’S SUMMARIZE
Here are the differences between Transactional Model and other communication
models:9
Transactional Model Other Models

Used for interpersonal communication Used for Intrapersonal, interpersonal,
group or mass communications.
Senders and Receivers are known as Senders and receivers are different
Communicators, they interchange their people
roles
Includes the role of context and Role of context and environment are not
environment mentioned in other models
Includes noise and communication Not necessarily have the concept of noise
barriers as factors
Simultaneous feedback Feedback comes later in interaction
model and is not included in linear model
9businesstopia, "Transactional Model of Communication," in Businesstopia, January 6, 2018. Retrieved

communication.
9
ENRICHMENT ACTIVITY
What type of everyday encounter can you apply

Transaction Model of Communication? Explain your
answer. Provide examples as possible.
Think of a previous conversation you had with a

friend, a relative, or a partner. Analyze and illustrate it
by using the Transactional Model of Communication.
You may refer to Figure 2 as your reference. Do not
forget to label each element.
POST-TEST
Choose one activity below according to your preference that exhibits or shows
how Transactional Model of Communication is used.
For Visual Learners:

Create a poster/website/vlog about “One Day in Our Community” and highlight
this model and its elements
For Verbal/Linguistic Learners:

Write a poem/essay/blog about how this model of communication helps you as a
student, as a citizen, and as a future professional.
For Musically Inclined:

Compose a song that tackles this model and highlight the elements. Sing it and
record it using your mobile phone.
For Bodily-Kinesthetic:
Choreograph a dance that exhibits this model. Record it using your mobile
phone.
Rubrics for evaluating a poster
Criteria 10 8 5
Graphics are all in Most graphics are in
Graphics Many graphics are not
focus and related to the focus and related to the
(Clarity and clear or are too small and
topic and the content topic and the content
Relevance do not relate to the topic.
easily viewed. easily viewed.
10
Almost all items of
All items of importance Labels are too small to
importance on the
Labels on the poster are clearly view OR no important
poster are clearly
labelled. items were labelled.
labelled.
The poster is The poster is The poster is
exceptionally attractive in acceptably attractive distractingly messy or
Attractiveness
terms of design, layout, though it may be a bit very poorly designed. It
and neatness. messy. is not attractive.
Total No. of
Student’s score: / 30
Points = 30
*Adapted from http://eworkshop.on.ca/edu/pdf/Mod32_Poster_Rubric.pdf
Rubrics for evaluating a poem/essay/blog
Criteria 10 8 5
Little use of vocabulary as

Highly effective use of
Effective use of vocabulary it relates to the topic.
Content strong vocabulary as it
as it relates to the topic. Room for more word
relates to the topic.
incorporation.
Organization The output started with a The output has strong The student’s output
strong opening, followed opening, supporting lacked transition and
by supporting details/stanzas and coherence.
details/stanzas and conclusion but transition
summarized in conclusion. was not established.
Audience Appropriate audience Appropriate audience A lot more practice in
Address address with a high address; audience may be voice, intonation,
likelihood to engage and engaged and entertained. language, and volume is
entertain. recommended to engage
and entertain the
audience.
Total Points for each item: 30 points Student’s score: / 30
*Adapted from http://www.readwritethink.org/files/resources/lesson_images/lesson1001/poetry.pdf
Rubrics for evaluating a song
Criteria 10 8 5
The song lyrics are The song lyrics are good.
The song lyrics are
outstanding. The words The words are somewhat
somewhat coherent. The
Lyrics are memorable. The memorable. The
audience can easily
audience can easily audience can easily
relate with the lyrics.
relate with the lyrics. relate with the lyrics.
The student composed The song composed is
The student composed
an original song but there not very original, and
Creativity an original song with a
are some elements that there are some elements
clear theme.
are not excellent. that are not excellent.
11
Student uses several
props (could include
Student uses 1-2 props
costume) while Student uses 1-2 props
while presenting that
Props and presenting that while presenting which
accurately fit the period
Costume accurately fit the period, make the presentation
and make the
show considerable better.
presentation better.
work/creativity and make
the presentation better.
Total No. of
Points = 30
*Adapted from https://www.rcampus.com/rubricshowc.cfm?code=FX9B359&sp=yes&
Rubrics in evaluating a dance drama/interpretation
Criteria 10 8 5
Movements are highly
Movements are drawn
original, highlight the Movements are common
from media or work by
Creativity music in interesting copies of those seen by
others, but modified
ways, and are greatly others or in media.
slightly.
varied.
Song has little or no
Important, meaningful Song has a clear
relevant meaning, and
song with appropriate message and the rhythm
Song Choice the rhythm is not
rhythm which supports is conducive for
appropriate for a dance
movement and dance. movement purposes.
performance.
Effort shows in close and
Effort shows in general
appropriate matching of
match of movements to Effort seems minimal
Effort music and movements
music and in number of with few movements.
and in the variety and
movements.
number of movements.
Total No. of
Points = 30
*Adapted from http://www.teacherjet.com/rubrics/art/dance/InterpretiveDanceRubric.html
12
13
Activity 6.
Activity 5. Answers may vary.
Activity 4.
For Activities 2 and 3. Answers may vary
Aristotle’s Shannon-Weaver’s
speaker-centered
linear scientific
audience is passive
one-way presence of noise,
used in speeches like
channel
campaign, SONA, etc.
Activity 1. (Answers may vary)
KEY TO CORRECTION
Activity 7. Answers may vary.
References
n.d. A Primer on Communication Studies (v.10). Accessed July 2, 2020.

https://2012books.lardbucket.org/books/a-primer-on-communication-studies/s01-02-the-
communication-process.html.
Barnlund, D C. 1970. "A Transactional Model of Communication." Foundations of Communication Theory.

Accessed June 30, 2020. www.open.lib.umn.edu.
Businesstopia. 2018. Transactional Model of Communication. January 6. Accessed June 30, 2020.
https://www.businesstopia.net/communication/transactional-model-communication.
n.d. Communication Process. Accessed July 2, 2020.

https://www.communicationstudies.com/communication-process.
Prachi, Juneja. n.d. Feedback Communication. Accessed July 2, 2020.

https://www.managementstudyguide.com/communication_barriers.htm.
14
SHS
Oral Communication
in Context
Breaking the Barriers
1
Oral Communication – Grade 11
Semester 1 – Quarter 1 - Module 3: Breaking the barriers



Writer: Lalaine M. Raposon
Carlita L. Briones
Emil Asejo
Module
MELC 3-Q1. Breaking the barriers

1
Module 3
__________________________________________________
BREAKING THE BARRIERS
I. INTRODUCTION
Congratulations!
Now that you have already learned about the nature and models of
communication, you must also be familiar with its barriers in order to combat
these and thus achieve effective communication.
Just as life itself, there are hindrances to communication that we must

overcome in order to understand well and enjoy the interesting journey of Oral
Communication. The barriers that you are about to learn often obstruct the flow
of communication and lead to its breakdown, but, with ample knowledge and
right approach, you can surpass these blockages.
II. OBJECTIVES
Before we begin to learn the concepts on breaking these barriers, take
note of these goals that you have to meet at the end of this lesson:
Firstly, you need to be able to:

• define barriers to communication
• distinguish effective communication from ineffective ones
• analyze situations highlighting ineffective communication
• suggest ways on how to combat the barriers to
communication
In order for you to:
• differentiate the 5 Major Barriers of Communication
• synthesize solutions to barriers encountered
• map community-based barriers and offer solution
• analyze an illustration of barriers and propose a resolution
Which will then help you to:
• determine the best strategy to employ for a specific barrier

• map the problem and offer solutions on how to overcome the
barriers
• discern the best organizer of strategy to a specific barrier to
communication
• create a video campaign on how to combat the barriers to
communication
2
Your target outputs at the end of this module are:
• an illustration of appropriate communication flow
based on the factors and inputs that you are about to
learn; and
• a video campaign/ advertisement of strategies on how

to avoid the barriers to communication.
III. VOCABULARY LIST
For you to better understand the concepts on this module, let’s unlock
first the terminologies that you will encounter in the entirety of this course
through different word games which will challenge your vocabulary skills.
Are you ready? Grab your paper and pen and let’s get started!
TASK 1 (CROSS THE WORD)
Instructions: Supply the term described in each item. Write your responses
either downward or across based on the following clues:
ACROSS DOWN
1. items that distort or prevent 3. the individual to whom a
communication1 message is directed4
2. mental structure used for 4. specialized set of terms and
organizing information2 language
5. the study of meaning, signs and 7. any smallest act of
symbols used for communication 3 communication
6. the upbringing of an individual 8. the environment or nature of
or a group communication
1
Lombardo Jennifer, Barriers to Effective Communication: Definition & Examples, https://study.com (accessed June 21, 2020)
2Devito,The Basics of Human Communication, https://humancommkj.weebly.com, (accessed June 21, 2020)
3Bajracharya Shraddha, Semantic Barriers of Communication, https://businesstopia.net, (accessed June 21, 2020)
4Nordquist Richard, A Receiver’s Role in Clear, Effective Communication Is An Important One, https://thoughtco.com, (accessed
June 21, 2020)
3
THE CROSSWORD
The words described in Task 1 are some elements of

communication vital in understanding the barriers to
communication.
Let’s try some more! This time, I will introduce you to the
factors that commonly affect the effective flow of
communication.
4
TASK 2 (FIL-TTER (Fill with Letters)
Instructions: Fill in the boxes with letters (concepts) corresponding the clue/s
or example/s given in each item.
Boxes Clue/ Example

1.
o
1. outside disturbance,
2.
inattentiveness
a
noise 2. late arrival
3.
o 3. same spelling, different in

meaning
4.
4. literal meaning of a word
e
5.
5. in-depth interpretation
o o
6.
6. a barrier caused by human’s
way of thinking
y o
7. one country’s attributions,
Barrier
norms, orientation
7.
u 8. a form of non-verbal
communication mostly
8.
conveyed by hand/ body
u
9. a document/ communication
9. sent to affiliate within the
organization
e a
10. 10. a manner of sending an

official document via the world
wide web.
e o
mail
How was your Vocabulary Quest? Did you have fun? The list that follows can
still help you in understanding the concepts better.
These are words that you are about to encounter along the way:
1. ACTIVE LISTENING – involves listening with all the senses ---

giving full attention to the speaker.5
5
2. CHANNEL – the process of information flow.6
3. MBWA (Management by Walking Around) – a management
strategy where superiors closely monitor their subordinates by
providing moral and psychological support
4. CONSTRUCTIVE FEEDBACK – a remark given to improve a
person
5. SYMPATHY – an expression of understanding and care for
someone else’s suffering.7
6. ORGANIZATIONAL STRUCTURE – the hierarchical arrangement
of lines of authority, communication, rights and duties of an
organization.8
7. FLEXIBILITY – the ability to cope up with and to different
situations.
IV. PRE-TEST
This is a good preparation and orientation of the road that you are
about to take. Your purpose is set and gears are checked. Let’s do the
warm-up now through a series of pre-tests to assess your prior knowledge
about our lesson – The Barriers to Communication.
TASK 3 (THE FACES OF COMMUNICATION)

Instructions: Below are common scenarios where communication takes place.
Distinguish whether each scene is effective or not. Draw ☺ if

it’s effective,  if otherwise or  if neutral. Use your
notebook in answering this activity.
__________ 1. Using high tone of voice when conversing with

someone
__________ 2. Sending a text message in complete words and proper
punctuations
__________ 3. Winking to show agreement to a proposition
5
Skills You Need, Active Listening, https://skillsyouneed.com (accessed June 18, 2020)
6
Knowledge Hut Tutorials, Project Management Concepts, https://knowledgehut.com, (accessed June 18, 2020)
7
Cambridge Dictionary, Sympathy, https://dictionary.cambridge.org, (accessed June 18, 2020)
8
Business Dictionary, https://businessdictionary.com, (accessed June 18, 2020) 6
__________ 4. Responding late to an electronic mail or text message
__________ 5. Addressing someone with Madame/ Sir
__________ 6. Gossiping to friends and acquaintances
__________ 7. Using emoji/ emoticons to formal e-mail
__________ 8. Doing sign language when conversing to a mute
person
__________ 9. Stuttering and stammering during a speech delivery
__________ 10. Maintaining eye contact during conversation
TASK 4 (PICTURE ASSOCIATION)
Instructions: Based on the picture posted below, associate a word/ phrase

related to barriers of communication and briefly explain the
concept presented.
1. _______________________ 2. _________________________
_____
_
3. ___________________________ 4. ___________________________
7
TASK 5 (WHAT COULD HAVE BEEN)
Instructions: Consider the following barriers indicated in each item. Given

the situation, determine the best strategy to employ so to
achieve smooth communication flow and avoid interference.
Encircle the best option.
1. Jargons
Mac has a friend named Tom who works at a five-
star hotel. When the two met one afternoon, Mac heard
that Tom was speaking with someone over the phone
who seemed to be his co-worker. He heard that they
were using a language he couldn't understand.
A. Mac should not meddle in Tom’s business.
B. Tom should have opted to talk to his colleague

privately.
C. Tom could have used simpler language in order

to be understood.
2. Status
Lea is a bank teller. One day, she handled a
transaction that required managerial authority. On her
end, she could not perform the needed actions that the
client was requesting. She was hesitating to approach
the manager for her to assist the client.
A. Lea should try to resolve the matter herself so

she can be promoted.
B. Lea should be honest that the client’s issue is

beyond her control, hence, consult the matter to
the proper authority.
C. Lea should endorse the request to her fellow

teller who is confident enough to relay the request
to a manager.
3. Trust Issues
Matthew is the head of the security department at
Bangko Sentral ng Pilipinas. It is required in his job to
always treat everything happening in the institution with
utmost confidentiality/secrecy so as not to compromise
his job.
8
A. Matthew can disclose information but only to
the higher-ranking officials of the company.
B. It is Matthew's main function to treat every

information regarding his job with utmost secrecy
even to his closest friends or family.
C. It is okay for Matthew to disclose information

about his job to his wife, she is not part of the
organization, after all.
4. Physical Barrier
Nori and Meg are best friends. Nori lives in Austria
while Meg lives in the Philippines. They always send
emails and call each other thru video chat , but most of
the time, their conversation doesn't last long because
of Nori's weak internet connection.
A. Nori should subscribe to another internet

service provider to maintain consistent
communication with Meg.
B. Meg should always understand Nori whenever

she is experiencing weak internet connection to
keep their good friendship.
C. Meg and Nori should always plan their time of

conversation and its duration and always make
every minute count.
5. Semantics
Alyssa went to an antique shop in a nearby town.
To her amazement of the price indicated in an item, in a
loud voice, he told the sales person, “This is so cheap.”
which offended the sales person.
A. Alyssa should not comment such thing.
B. The salesperson could just ignore Alyssa.
C. The sales person could have asked what

Alyssa meant.
6. Organizational Barrier
Mr. Tan is the CEO of Philippine Airlines. Because
of the current situation of the Philippines regarding the
COVID-19 Pandemic, he released a memo to his
subordinates informing that "all flights from July 2020 to
December 2020 will be cancelled until furth er notice".
9
The memo was relayed to Joan, the manager -in-charge
of printing memos. When the memo was printed, it
reads: "all flights from July 2020 until December 2021
will be cancelled until further notice."
A. It is Mr. Tan's subordinates and employees'

responsibility to understand and relay the memo
properly.
B. It is Joan's responsibility to double -check and

validate the information she received before
printing it.
C. It is Mr. Tan's responsibility to make sure that

the memo will be understood and re layed properly
by all his subordinates and employees.
7. External Noise
Mikey and Kyle were having a conversation in a
park when a sports car passed by in front of them.
Mikey did not hear Kyle's last word.
A. Mikey and Kyle should just text each other
instead of having a conversation at the park .
B. Mikey and Kyle should stop their conversation

whenever a vehicle will pass by.
C. Mikey and Kyle should look for a nother place

that offers a quiet ambiance for their conversation.
8. Personal Interest
Jenny is an incoming college student. She is being
pushed by her parents to take -up engineering. She
doesn't like the course and wants to take -up Mass
Communication instead.
A. Jenny should not enroll first to college and stop

schooling for a year to decide.
B. Jenny should obey her parents' preferences

after all, she may eventually learn to love
engineering.
C. Jenny should talk to her parents, express her

heart's desire, and try to convince them that Mass
Communication is the course/program that she
prefers.
10
9. Distance
Juan and Pedro were twenty feet away from each
other and having a conversation by shouting at each
other. Juan did not hear what Pedro said about the
book that he borrowed from him.
A. Juan and Pedro should simply go near each

other.
B. Juan should politely ask Pedro to repeat what

Pedro said.
C. Juan and Pedro should just send each other

texts messages instead.
10. Negative Self-image

Eric is always trying his best to complete all the
challenges being given to him. Unfortunately, for
whatever reason, he is always falling short. Because of
this, he lost his confidence and never tried his best.
A. Eric should give up trying.
B. Eric should keep trying but if he continuously

failed, then that's the time to give up.
C. Eric should never give up and understand that

it is a part of life to experience downfalls no matter
how often they are.
Hurray!
My advance congratulations for a job well done in

accomplishing the Pre-Test. I hope that you were able to
enjoy the warm up activities!
I will not prolong your excitement anymore. Let’s proceed

to our main discussion!
V. LEARNING ACTIVITY
Barriers to Communication can be defined as the aspects or conditions
that interfere with effective exchange of ideas or thoughts.
11
There are several factors that may affect the effective flow of communication namely:
Environmental Halo Effect

Technological Misinterpretation
Organizational Fear
Jargons Stress
External Noise Status
Emotions Chain of command
Distance Trust Issues
Personal Interests Negative Self Image
Barriers have 5 major classifications:
1. Physical Barriers
2. Semantic and Language Barriers
3. Socio-Psychological Barriers
4. Cross Cultural Barriers
5. Organizational Barriers
To understand these 5 major classifications, let’s discuss them one by one:
PHYSICAL BARRIERS
- these are barriers to communication that are distractive to our

senses, maybe our sense of sight, hearing or others.
Common examples of these are: faulty organizational structure,

noise, time and distance, and, information overload
Source: Jadrav Namrata, Barriers to Communication, https://slideshare.net, (accessed June 22, 2020)
Take a look at the clippings below to know its more specific examples:
12
SEMANTIC AND LANGUAGE BARRIERS
A random Japanese guy once said, “Those who speak do not know and
those who know, do not speak.”.
This is mainly because of Semantic and Language Barriers present

between and among speakers.
SEMANTICS is defined as the study of meaning, signs and symbols

used for communication. And, any alteration therein could cause blockage to the
flow.
Examples of these include:
• Homophones (similar sounding words)
▪ pail/ pale
• Homographs (words that have multiple pronunciation)
▪ lead (to direct) / lead (an element)
• Homonyms (words that have multiple meaning)
▪ close/ close
• Denotation (literal) and Connotation (figurative)
▪ Cheap (inexpensive/ cheap (substandard)
SEMANTIC AND LANGUAGE BARRIERS
On the same note, LANGUAGE BARRIERS also impact the delivery of the message.
Some of its common factors are:
• language difference (a Chinese-national speaking in Mandarin to an
indigenous Filipino);
• no clarity in speech (hoarse voiced student delivering his valedictory
speech);
• using jargons (a lawyer mentioning legal terms to a medical practitioner);
• not being specific (using vague or high-sounding words to impress people
and being too wordy).
13
SOCIO-PSYCHOLOGICAL BARRIERS
PSYCHOLOGICAL BARRIER can be described as the cause of distorted

communication because of human psychology problems.
This barrier is mainly caused by:
• Attitude and opinions
• Emotions
• Filtering and distortion of message
• Status difference
• In attention
• Closed mindedness
• Fields of experience
Aside from these, others include:

• Group identification
• Self-image
• Premature evaluation
• Distrust
• Poor retention
CROSS - CULTURAL BARRIERS
You were taught in your Araling Panlipunan discussion that

CULTURE is one country’s attributions, norms, orientation. Each and
every country’s culture is unique and at times, a slight difference could
lead to misunderstanding:
Listed herein are the different cross-cultural barriers, namely:

language, values, social relation, concept of time, concept of space
and gestures.
14
ORGANIZATIONAL BARRIERS
Sooner or later, you will be part of your dream company. And most jobs require not
just your hard skills but also soft skills like communication.
And so, in order for you the stand out from the rest, take note of these common
existing barriers that exist within an organization, so to avoid them:
➢ Loss or distortion of messages as they pass from one level to another

➢ Filtering of information according to one’s understanding/interpretation
➢ Messages not read completely or not understood correctly
➢ Deliberate withholding of information from peers perceived as rivals
➢ Information gap if upper level does not know the true state of affairs
➢ Lack of communication policy
➢ Authoritarian attitude of management
➢ Poorly defined authority and responsibility
➢ Too many levels in organization structure
➢ Insufficient communication training
Now that you already familiar with the different factors and major
classifications of the barriers to communication, what do you think are the ways how
to avoid these?
This time, let’s learn the different strategies to BREAK THE BARRIERS.
Overcoming Communication Barriers:

Everything starts with us, thus, we must commit to improving our individual
skills through:
➢ Listening actively
➢ Selecting the appropriate channel for the message
➢ Making a special effort to understand each other's perspective
➢ Practicing MBWA (Management by Walking Around) by those in managerial
position
.
Additionally, we must also strive to take these organizational actions such as:
➢ Create a climate of trust and openness
➢ Develop and use formal information channels in all directions
➢ Encourage the use of multiple channels including formal and informal
communications
➢ Fit communication needs to the organizational structure should
15
Specifically, below are the suggested ways that you may adopt to battle the 5 Major Barriers:
For Physical Barriers

❖ Plan Appropriate Seating Arrangement
❖ Ensure Visibility & Audibility
❖ Attain Environmental Comfort
❖ Minimize Visual/Oral Distractions
For Semantic and Language Barriers

❖Use of Simple Language
❖Maximize Symbols & Charts
❖Practice Active Listening/ Constructive
Feedback
For Socio-Psychological Barriers-

❖ Call Attention & Motivate
❖ Assist & Sympathize
For Cross Cultural Barriers-

❖ Understand Traditions & Customs
❖ Be Informed of all Sides of Culture
For Organizational Barriers-

❖ Adopt Simple Organizational Structure
❖ Avoid Information Overload
❖ Have Flexibility in Meeting Targets
VI. PRACTICE TASK
Were you able to digest all the information? I hope so.
If not, maybe, you’re experiencing a barrier too!

Anyway, don’t worry because some practice activities are
prepared for you to test how far you absorbed our lesson.
Gear up and let’s begin!
16
TASK 6 (SITUATION ASSOCIATION)
Instructions: From the POOL OF SITUATIONS below, choose the most related
scenario opposite to its concept.
POOL OF SITUATIONS
a. A doctor using specialized language.

b. Thinking that poor people are illiterate.
c. Your friend who does not let you read an e-mail.
d. Cluttered spaces.
e. Use of homonyms and homophones.
f. Sending a communication through memorandum.
g. Distraction from the ambulance’s siren.
h. Talking to someone for something.
i. Poor reception of message.
j. Not talking to a superior
__________ 1. Status
__________ 2. Physical Barriers
__________ 3. Organizational Barrier
__________ 4. Personal Interest
__________ 5. Negative Self-Image
__________ 6. Distance
__________ 7. External Noise
__________ 8. Semantic Barrier
__________ 9. Trust Issues
__________ 10. Jargons
TASK 7 (MY HANDPRINT OF SOLUTIONS)
Instructions: Draw a pattern of your hand. Identify a major barrier (palm)

you’ve witnessed as a student and offer solutions (fingers) which could have
been made to avoid the identified barrier. (Rank these solutions in order of importance.)
17
(FISH BONE MAPPING)
Instructions: Using a Fish-Bone Diagram and based on the discussion in this

module, identify a barrier to communication present in your
community. List down your available resources or means to
combat this. After which, offer possible solution to the identified
interference. Refer to the format below:
Bone (Resources)
Tail Head
(Solution) (Problem/ Barrier)
Source: https://www.google.com/search
VII. POST TEST
TASK 8 (FACTOR ANALYSIS)

Instructions: Analyze the situation below, discuss about the barriers encountered
therein and specify the factors that had affected the effective flow of
communication.
SCENARIO: Write your analysis here:

Lucas was tasked to present an action
plan for their organization’s upcoming _____________________________
project. He was able to pronounce _____________________________
every word correctly but he showed _____________________________
poor posture. He was fidgeting with his _____________________________
pen, frequently brushing his hair, _____________________________
playing with his ID, using vague _____________________________
sentences, looking at his feet multiple _____________________________
times and turning back from the _____________________________
audience when writing on the board. As _____________________________
a result, his presentation was
_____________________________
informative but not engaging and
interactive.
18
TASK 9 (ORGANIZING THE BARRIERS)
Instructions: Using a graphic organizer of your choice, illustrate how the factors
discussed in this lesson could affect the effective flow of
communication.
*Samples are presented above, you may choose other organizers
TASK 10 (PICTURE NARRATIVE)

Instructions: Based on the illustrations below, create a story showing/
highlighting the barriers to communication evident. At the end of it, propose a
possible solution.
19
My Story: ___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Resolution: __________________________________________________
20
VIII. ASSIGNMENT
(CONQUERING THE BARRIERS OF THE PAST)
Instructions: Interview a professional within your barangay, inquire about the

different challenges/ barriers he/she had encountered in his/ her
lifetime. Indicate also how he/she was able to solve the situation/s.
Challenge/ Barrier Solution
WE CAN BREAK THE BARRIER

Instructions: Make a video campaign on the theme: WE CAN BREAK THE
BARRIER: Ways on How to Combat the Barriers to
Communication. Be guided by the criteria indicated below:
CRITERIA:
Content – 40%
Presentation - 30%
Relevance to the Theme – 20%
Language and Mechanics – 10%
21
BIBLIOGRAPHY
1
Lombardo Jennifer, Barriers to Effective Communication: Definition & Examples,
https://study.com (accessed June 21, 2020)
2
Devito, The Basics of Human Communication, https://humancommkj.weebly.com,
(accessed June 21, 2020)
3
Bajracharya Shraddha, Semantic Barriers of Communication, https://businesstopia.net,
Nordquist Richard, A Receiver’s Role in Clear, Effective Communication Is An Important

4
One, https://thoughtco.com, (accessed June 21, 2020)
5
Skills You Need, Active Listening, https://skillsyouneed.com (accessed June 18, 2020)
6
Knowledge Hut Tutorials, Project Management Concepts, https://knowledgehut.com,
7
Cambridge Dictionary, Sympathy, https://dictionary.cambridge.org, (accessed June 18,
2020)
8
Business Dictionary, https://businessdictionary.com, (accessed June 18, 2020)
Jadrav Namrata, Barriers to Communication, https://slideshare.net, (accessed June 22,

2020)
22
23
Part III. VOCABULARY LIST
Task 1: CROSS THE WORD
Across: Down:
1. BARRIER 3. RECEIVER
2. SCHEMA 4. JARGONS
5. SEMANTICS 7. DISCOURSE
6. ORIENTATION 8. CONTEXT
Task 2: FIL-TTER (Fill with Letters)
1. noise
2. visual (noise)
3. homonyms
4. denotation
5. connotation
6. psychological (barrier)
7. culture
8. gesture
9. memorandum
10. electronic (mail)
Part IV. PRE-TEST
Task 3: THE FACES OF COMMUNICATION
1. 
2. 
3. 
4. 
5. ☺
6. 
7. 
8. ☺
9. 
10. ☺
Task 4. PICTURE ASSOCIATION
(Answers may vary)
1. Physical Barrier
2. Semantic/ Language Barrier
3. Psychological Barrier/ Lack of Self Esteem
4. Cultural Barrier
ANSWER KEY:
24
Task 5. WHAT COULD HAVE BEEN
1. C.
2. B.
3. B.
4. C.
5. C.
6. C.
7. C.
8. C.
9. A.
10. C.
Part VI. PRACTICE TASKS
Task 6. (SITUATION ASSOCIATION)
1. B. 6. I.
2. D. 7. G.
3. F. 8. E.
4. H. 9. C.
5. J. 10. A.
Task 7 (MY HANDPRINT OF SOLUTIONS)/ (FISH BONE MAPPING)
(Answers may vary and are subjective.)
Part VII. POST TEST
Task 8 (FACTOR ANALYSIS)
Task 9 (ORGANIZING THE BARRIERS)
Task 9 (PICTURE NARRATIVE)
Part VIII. ASSIGNMENT
* CONQUERING THE BARRIERS OF THE PAST
* WE CAN BREAK THE BARRIER
(* The subject teacher may craft his/ her rubrics as basis for evaluating students’ outputs.)
SHS
Oral Communication
in Context
Semester 1 – Quarter 1- Module 4:
Speech Contexts
Oral Communication – Grade 11
Quarter 1 – Module 4: Speech Contexts
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this book are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright owners.
The publisher and authors do not represent nor claim ownership over them.


Writers: Carlos V. Nueles Jr.
Evelyn M. Arimado
Carlita L. Briones
Ian Ron V. Bello
Module
MELC 4-Q1. Identifies the various types of speech contexts
1
I. Introduction
Rationale
As a student, it is crucial to learn how to communicate effectively. Learning the

basics in communication, especially in speaking helps us understand that we have to
converse with a purpose. One must know the context, and to whom the speech is
intended to. As a senior high school student, you might be asked by your teacher to speak
in public, and you have to know the setting and occasion, as well as the type of audience
where the speech will take place. It is necessary for it helps the speaker to convey an
accurate message in a given context.
If you know this, you will be able to demonstrate the proper verbal and non-verbal
behaviors, and you can freely choose the most appropriate type of language in any given
speech context. You must always remember that competence in communication would
also require you a wider understanding of the different speech contexts. With this, it is
now your task to learn from this module the different speech contexts because it will help
you achieve the most effective ways of communication.
This module offers varied activities and discussions for you to:
✓ identify the various types of speech contexts
✓ explain the importance of effective communication skills
✓ point out appropriate verbal and non-verbal behavior in a given
speech context
II. Pre-Test
Try-out
Check Your Knowledge!

Instructions: Tick the column that determines how often you practice what the
statements say. Remember that there are no wrong answers in this activity. You can use
the scoring with the corresponding level of proficiency below.
Usually Sometimes Seldom Never

1. I am aware of the types of speech
contexts.
2. I can differentiate the types of speech
contexts.
3. I can explain the importance of
effective communication in a specific
context.
2
4. I recognize that competence in
communication requires an
understanding of speech contexts.
5. I exhibit appropriate verbal and non-
verbal behavior in a given speech context.
6. I am aware that there are different
speech styles.
7. I can differentiate the types of speech
styles.
8. I can identify the type of speech style
someone is using.
9. I adjust my speech style depending on
the context of the situation.
10. I know that using the appropriate
speech style is a key to successful
communication.
Total
Grand Total
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
Great job! Now, you already have an idea about what will be
our discussion for today. Enjoy learning and make each
step of your way count.
III. Lesson Proper
Look Back
Picture Talk: Look at the picture below and tell whether there is a good flow of the
3
What does the picture tell you? Are there barriers to communication? If they will
come together and engage themselves in a conversation, will they understand each other
and have an engaging conversation? Explain your answer.
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Building Your Vocabulary
Directions: From the pool of words inside the box, pick out the word that is referred to by
the statement in each item. Write your answer in a separate sheet or in your notebook.
speech context mass communication social media

digital media broadcast media public speaking
Interpersonal debate public
Intrapersonal mass media
________________1. It refers to a type of communication between and among people

and establishes personal relationship.
________________2. It is referred to as a diverse array of media technologies that
reach a large audience via mass communication.
________________3. It refers to communication that takes place through television,

radio, newspapers, magazines, books, billboards, internet, and
other types of media.
________________4. It refers to communication that requires you to deliver or send the
message before or in front of a group.
________________5. It is a method of communication that helps every person to
communicate with himself or herself.
4
________________6. It is referred to as a type of communication that requires you to
deliver or send the message before or in front of a group.
________________7. It is a form of communication wherein the transmission of

information is done electronically via media such as films, radio,
recorded music, or television.
________________8. It comprises both internet and mobile mass communication.
________________9.They are referred to as interactive computer-mediated

technologies that facilitate the creation or sharing of information,
ideas, career interests and other forms of expression via virtual
communities and networks.
________________10.It is the way that people use to communicate and transmit

message orally or verbally.
Study These
Speech Contexts
What is speech context? What are the types of speech contexts? What is its
importance to the development of our communicative competence? What role does it play
in our everyday existence and the way we deal with life? The following paragraphs will
explain to us what speech context is all about.
What is Speech Context?

Communication is everywhere; we cannot go anywhere without running into
communication. It is a multi-level activity as it can take place on various levels. A single
topic can be subject to different levels of communication. It may be communication with
the self, with two persons, a small group, with a large number of people or through utilizing
media. Whatever the level is, the process of communication is geared towards an
intended goal.
When we communicate our thoughts and feelings, our anticipated audience is
clearly identified concerning the setting of the communication process. Setting or the
environment is an indispensable element in the communication process as it determines
how and why the communication process will take place. When we are in introspection,
we do self- talk; when we would like to elicit external responses, we converse with people
around us. As regards the number of persons involved in the communication process, it
is dependent on the purpose of communication and what kind of subject is open for
discussion. And if we would like to gather information about everyday life happenings, we
engage ourselves in traditional and new media. With our engagement to the different
levels of communicative activity, our competence along the discourse area is on its way
to full development.
5
In our taking part in the communication process, the environment, or the setting
where it is taking place is of prime importance to be given attention. The setting in the
communication process is what is referred to as the context. Speech context refers to the
situation or environment and the circumstances in which communication occurs. It may
be formal or informal, personal, or impersonal depending on the relationship of the
communicators and the context. It has two types namely intrapersonal and interpersonal
communication. Under interpersonal are the dyad, small group, public, and mass
communication.
Activity: Word Web
Write as many words that you can associate with the words in the middle of the web.
Intrapersonal Interpersonal
Communication Communication
Public Mass
Communication Communication
Answer the following questions briefly.

1. Based on your responses, what can you say about communication?
______________________________________________________________________
6
2. What do you think is the importance of knowing the different types of speech contexts?
______________________________________________________________________
Very Good! I think you are now ready and excited for
the lesson. Let's begin.
Congratulations! You have now the ideas about speech contexts.

The following activities of this module will tackle each type of speech
context and the different types of interpersonal communication. Enjoy
learning!
Intrapersonal Communication
The article that you are about to read is published from

https://www.shareyouressays.com which was shared by Darshan Kadu. Answering the
questions that follow will help you understand this reading text.
What is the importance of Intrapersonal Communication?

By: Darshan Kadu
The word “intra” means inside or within. In contrast to interpersonal
communication, which implies communication with the other person, intrapersonal
communication implies with the self. It refers to communication within the self, involving
the process of thinking and feeling. Intrapersonal communication is a method of
communication that helps every person to communicate with himself or herself. It helps
in clarifying what is known as the self-concept. It is basically an inward- looking exercise.
Intrapersonal communication can also be understood as self-talk. Self- talk is
recognized as the verbal side of thinking. There is indeed a positive side of self-talk. Self-
talk, also recognized as self-dialogue or inner speech, is what you say to yourself during
your waking hours.
It is necessary to create self-awareness about self-talk. Such awareness helps
analyze self- concepts and overcome negative feelings. Self-talk, when properly used,
can help in overcoming emotional distress. Effective intrapersonal communication relates
to the art of thinking, planning and interpreting ideas and messages in a positive manner.
Intrapersonal communication would also relate to the voice of conscience. This
voice can play a significant role in the lives of individuals. It emphasizes the values and
the ethical dimension in organizations.
7
It brings to the fore the rational or the logical side of the business transaction and
helps exercise the much needed restraint in communication. Through conscious efforts,
one learns to talk to oneself so as to bring out positive response.
One cannot really communicate effectively with the outside world, unless one
masters the art of communicating effectively with oneself. In that sense, intrapersonal
communication is a necessary precondition for effective interpersonal communication.
Good communication depends upon positive outlook. Self-talk prepares the ground for
this.
Those who talk to themselves are not necessarily crazy or mad. They are those
who make effective use of yet another dimension of communication. Before making an
important speech or attending a crucial meeting or responding to a provocative situation,
you may take time off to talk to yourself, strengthen your resolve to exercise restraint and
eschew anger or sarcasm.
To quote Abraham Lincoln, “When I am getting ready to reason with a man, I spend
one-third of my time thinking about myself and what I am going to say and two-thirds
about him and what he is going to say.”
Intrapersonal communication, used effectively, provides the right balance,
orientation and frame of judgement in communicating with the outside world.
Source: https://www.shareyouressays.com/essays/what-is-the-importance-of-intrapersonal-
communication/111764
Activity: Comprehension Check
Answer the following questions for you to know whether you have understood the
article that you have read. If in case you forgot some details, you are freely to go back to
the article.
1. What does “intra” mean?
______________________________________________________________________
2. What is self-talk?
______________________________________________________________________
3. What does intrapersonal communication provide when used effectively?
______________________________________________________________________
4. What does it require to communicate effectively with the outside world?
5. Where does effective intrapersonal communication relate to?

______________________________________________________________________
6. Why is it necessary to create self-awareness about self-talk?

______________________________________________________________________
8
7. What is intrapersonal communication as defined from the text?
______________________________________________________________________
8. Based on the text that you have read, do you think people who talk to
themselves are crazy? Explain?
______________________________________________________________________
Learning Notes
This part of the module will give you a short discussion about intrapersonal
communication. This will tackle the important concepts about this topic.
INTRAPERSONAL
The message is made up of your thoughts and feelings. The channel is your brain
which processes what you are thinking and feeling. There is feedback in the sense that
as you talk to yourself, you discard certain ideas and replace them with others. (Hybels
and Weaver, 2012, p.16)
Examples:
1. You spent the night thinking and analyzing why a student
from the other class talked to you on the way home and you
decided it probably meant nothing.
2. You felt happy while thinking about how your teacher

appreciated you for submitting your project before due date and you reflected on why this
was so.
IMPORTANCE OF INTRAPERSONAL COMMUNICATION
Self-awareness - It allows the person to be aware of every aspect of his/her own

personality. Through introspection, the person becomes aware of the qualities that help
shape his personality which in turn makes him aware of his motivations, aspirations, and
expectations from the world. If one's understanding of self is absolute, it would help in
easily communicating his wants and needs to others.
Self-confidence - A self-aware state makes one secure and increases confidence.
Self-management - The fact that one is conscious of the indwelling strengths and
shortcomings, it equips him to manage his daily affairs efficiently using his strengths to
the maximum which in turn compensates for his weaknesses.
Self-motivation - The absolute knowledge of what one wants out of life will enable
the person to strive to achieve those aims and goal while continuously motivating
themselves.
Focused - The qualities of self-motivation and self-management will help develop
deeper concentration and direct his focus towards the task at hand.
9
Independence - Self-awareness allows the person to be independent.
Adaptability - The person is highly adaptable to his surroundings as the
knowledge of his own qualities allows him to confidently and calmly take decisions and
change his approach accordingly in response to situational stimuli.
Source: http://englishflair123.blogspot.com/2015/06/importance-of-intrapersonal.html
Activity: Tick it! (For Average Learners)

Put a check (✓) on the space provided if the given word/phrase in each item is an
example of intrapersonal communication. If it is not, put an (X) mark. Do this activity in
your notebook.
____1. Meditation
____2. Speaking before an audience
____3. Conceptual thinking
____4. Imagination
____5. Memorization of concepts before the test
____6. Talking to friends
____7. Internalizing the message of a song
____8. Intuition
____9. Monologue
____10. Soliloquy
Total Score: ________
Score Adjectival Interpretation

9-10 Excellent
7-8 Good
5-6 Fair
5 below Poor
Activity: My Spider Map (For Advanced Learner)
Select the most appropriate words/phrases from the box to create your spider map
about intrapersonal communication.
SELF-TALK SELF-AWARENESS SYMPOSIUM
PUBLIC SPEAKING MASS COMMUNICATION DYAD
INTRINSIC CONSCIENCE SELF-IMAGE
DAY DREAMING MEDITATION PANEL DISCUSSION
10
1
7 2
Intrapersonal
Communication
6 3
5 4
Structured Spider Map. Source: Adapted from Novak and Cañas, 2006 [9
Answer the following questions
1. Did you find it difficult to answer the different activities about intrapersonal
communication? What specific activity is the most difficult?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. In your opinion, what do you think is the importance of learning

intrapersonal communication?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Congratulations! You are now ready for the next phase of this module. The next
topic is all about interpersonal communication
.
11
Activity: Interpersonal Communication
Read the text and analyze the underlined words/phrases. Identify whether these
underlined words or phrases are examples of interpersonal communication.
Why is Communication Important to Human Life?

Communication is a process of sending and receiving information among people.
Humans communicate with others not only by face-to-face communication, but also by
giving information via Internet and printed products such as books and newspapers. Many
people believe that the significance of communication is like the importance of breathing.
Indeed, communication facilitates the spread of knowledge and forms relationships
between people.
First of all, communication helps to spread knowledge and information among

people. For example, authors write books to impart knowledge to the World, and teachers
share their experience with their students. Also, friends or co-workers discuss their ideas
with each other, and companies exchange information with their subsidiaries and
customers. Besides, the advent of the Internet not only allows people to have better
access to knowledge and information in all fields, but also makes it easier and faster to
contact with people around the World. Undoubtedly, the sharing knowledge and
information process cannot function without communication. As a result, companies
cannot operate, and humanity will be drowned in the abyss of ignorance.
Moreover, communication is the foundation of all human relationship. At first,
strangers start talking and getting to know each other, and then the relationships are
formed when they have more interaction and communication. Communicating helps
people to express their ideas and feelings, and it, at the same time, helps us to understand
emotion and thoughts of the others. As a result, we will develop affection or hatred toward
other people, and positive or negative relationships will be created.
It is no doubt that communication plays a vital role in human life. It not only helps
to facilitate the process of sharing information and knowledge, but also helps people to
develop relationships with others. Therefore, the importance of communication cannot be
underestimated. Every day, we communicate with a lot of people including our families,
our friends, our colleagues, or even strangers. We should learn how to communicate
effectively to make our lives better.
Source: http://routecommunication.com/why-is-communication-important-to-human-
life.html
Try this!
Write INTER if it is interpersonal communication and NO if it is not.
___________1. sending and receiving information
___________2. face-to-face communication
___________3. giving information via Internet and printed products
___________4. authors write books to impart knowledge to the World
___________5. teachers share their experience with their students.
___________6. friends or co-workers discuss their ideas with each other
___________7. companies exchange information with their subsidiaries and customers
12
___________8. contact with people around the World
___________9. abyss of ignorance
___________10. strangers start talking and getting to know each other
___________11. interaction and communication
___________12. express their ideas and feelings
___________13. affection or hatred
___________14. sharing information and knowledge
___________15. communicate with a lot of people
Total Score: ________

Score Adjectival Interpretation
14-15 Excellent
12-13 Good
10-11 Fair
10 below Poor
LEARNING NOTES
INTERPERSONAL COMMUNICATION
A type of communication between and among

people and establishes personal relationship.
According to Solomon and Theiss (2013) state
that “the inter part of the word highlights how
interpersonal communication connects
people…when you engage in interpersonal
communication, you and another person become
linked together…The personal part means that
your unique qualities as a person matter during
interpersonal communication…” (p. 5)
Types of Interpersonal Context
1. Dyad Communication – communication that occurs between two people

Example:
• You offered feedback on the speech performance of your classmate.

• You provided comfort to a friend who was feeling down.
2. Small Group – This refers to communication that involves at least three but not
more than twelve people engaging in a face-to-face interaction to achieve a
13
desired goal. In this type of communication, all participants can freely share ideas
in a loose and open discussion.
Example:
• You are participating in an organizational meeting which aims to

address the concerns of your fellow students.
• You are having a discussion with your group mates on how to finish
the assigned tasks.
Dyad Communication
Two types of Dyadic Communication
Formal Dyadic Communication- formal communication can occur in person or

on the phone. It can also happen when a boss gives instructions or dictates information
for another to follow or write down. Formal discussion often occurs when one person is in
a position of power.
Example:
Speaker 1: “Happy 21st birthday Jose, I wish you more happiness in

life.
Speaker 2 (Jose): Thank you for your greetings!
Informal Dyadic Communication- it includes talking to friends or with family

members. When you talk over video chat, make phone calls, or share memories at the
dining room table, you are having dyadic communication.
Example:
Speaker 1: Besshyy!! Oldie ka na, you’re 21 already. Burger!!!!
Speaker 2: Sureness! Lego!
Source: https://www.reference.com/business-finance/dyadic-communication-a19f90209301de92
Try this! Write FDC if the word/phrase in each item is an example of Formal
Dyadic Communication, and IDC if it is Informal Dyadic Communication.
_________1. interviews
_________2. chatting with your best friend
_________3. counselling
_________4. confession
_________5. sharing of memories
_________6. classroom recitation
_________7. research defense
_________8. brainstorming
_________9. collaboration
_________10. sharing of heartaches with a friend
14
Small Group Communication
Small Group
✓ It refers to communication that
involves at least three but not
more than twelve people
engaging in a face-to-face
interaction to achieve a desired
goal. In this type of
communication, all participants
can freely share ideas in a loose
and open discussion.
✓ It refers to interactions among

three or more people who are connected through a common purpose, mutual
influence, and a shared identity.
Advantages
✓ Group and teams have more information than individuals do
✓ Groups and teams stimulate creativity
✓ Group members remember discussions more so than individuals
✓ Group members are more likely to be satisfied with group decisions
Disadvantages
✓ Group members may pressure others to conform to the majority
opinion (groupthink)
✓ An individual group or team member may dominate the discussion
✓ Some group members may rely too much on others to get the job
done
✓ Working with others in a group or team takes longer than working
alone
Dimensions of Small Group Functioning

There are two dimensions of small group functioning—task and maintenance. The
task dimension concerns all communicative behaviors that assist the group in solving a
problem or completing their task. Task behaviors include defining and analyzing a
problem, generating solutions, and maintaining a focus on the task. The maintenance or
relational dimension concerns communication behaviors that manage individual
relationships and group climate. Relational behaviors include managing conflict,
establishing a supportive climate, and managing interaction among group members.
Individual group members may take on task roles (those that help the group
accomplish a task), maintenance roles (those which influence the group’s social
atmosphere) or individual roles (those which put individual goals above group goals).
Source: Peterson, Trudi (n d). Introduction to Small Group Communication. Retrieved on

June 19, 2020 from https://department.monm.edu/cata/McGaan/Classes/cata101/Introduction-
Small-Grp.htm
15
Try this!
Write T if the statement is true and F if it is false then explain what makes it wrong.
Use the space provided for your answers. (2 points in each item)
_______1. Positive feelings towards group members must be employed in conducting a
small group discussion.
________________________________________________________________
_______2. In a small group discussion, one has the freedom to talk anytime.
________________________________________________________________
_______3. The completion of the tasks in a small group discussion must depend on the
acceptance of the majority.
________________________________________________________________
_______4. Coordination among group members is necessary to complete any task
within the group.
________________________________________________________________
_______5. The ideal number of small group discussion is twenty.
________________________________________________________________
Public Communication
Although speaking in front of people
significantly boosts confidence, still it is
one of the things that students are
hesitant to do. You, as senior high
school students, are quite
apprehensive to stand before a big
crowd and engage in a speaking activity
for a simple reason. You are anxious
about doing it because you are not fully-
equipped with knowledge about public
speaking. As 21st century learners, you
should develop good communication skills to become globally competitive and keep
yourselves abreast with the times. In this lesson, your speaking skills will be honed as
you learn about the basics of public speaking.
Let’s Meet the Bicolanos
Bicol region is a peninsula with loving people. It is also a favorite tourist destination
for foreigners because of the beautiful sceneries it offers. Many tourist spots have gained
the attention of a lot of people from other places that led to more improved tourism in the
place. Not only the beautiful spots that the region offers; but also the good nature and
admirable traits of the Bicolanos that place Bicol Region in the list of most- visited places
in the country. The oratorical piece that you are going to read celebrates Bicol culture with
loving and caring people.
16
BICOLANO: MAPAGPADANGAT DANGAN MAPANUNLOG
By Jesilyn Kaye Arimado
“If I were to live my life again and be privileged to choose my family roots, I would
rather remain to be a Bicolana.”
Bicol region is the most congenial of the Philippine territory, for the mildness and
docility of its character and for the temperance of their customs. Bicolanos are friendly,
sociable and fond of social dealings and festivals. It is also echoed that they are
handsome and beautiful individuals, having the competence and confidence to rule the
corner of the world. They are resourceful in harnessing every resource given to them and
making it more productive.
Friends, lend me your ears. This I am telling you, outer beauty is what the eyes
can see, while inner beauty is what the heart sees. And our hearts and souls speak of our
culture. “Mapagpadangat- loving; mapanunlog- mapagmalasakit”, these are the best
virtues of the Bicolanos. With these two good traits, we Bicolanos have sculpted a name
of our own in the different areas of achievement. Another significant trait of a Bicolano is
his sociability and warm friendship. Bicolanos are rated best in friendliness.
In politics, several Bicolanos have shared towards the shaping and exercise of
good governance and democracy. The late Jessie Robredo, the icon of good governance
and Governor Joey Salceda, who fathers the climate change adaptation by strongly
implementing the Disaster Risk Reduction Management program in the Province of Albay
with the goal of producing a zero casualty in times of disasters are two of the witty minds
Bicol region has ever produced. Why has Robredo been honored and venerated by his
people? Why does Salceda continuously love and serve his people? They are all
because, Bicolano traits are deeply rooted in them.
In the entertainment world, how many Bicolano artists have showed their prowess
in acting, dancing and singing and have excelled and considered icons in their own fields?
A lot to mention, Celia, Rodriguez, Gary Valenciano, Jericho Rosales, and Roderick
Paulate are only a few of them. Oh, I almost forget, Nora Aunor, the Superstar, the
undeclared national artist. Why have they remained for decades in their fields? It’s
because of the most distinctive and visible evidence of the exercise of their strong passion
towards their work.
In pageantry, with great pride, we say that Bicol region has produced beauty titlists
several times. The late Melody Gersbach, Yvette Marie Santiago, and Precious Lara
Quigaman, are Philippine representatives to international beauty stints. Even Ms. World-
Philippines Valerie Weighman has also declared her Bicolano roots. Their love and
passion to their craft are a part of our culture. Winning is loving what one does, bagging
an award is loving and caring for the country. And the amazing personalities that they
possess are a product of Bicol culture.
Relationship? Bicolanos are very romantic people. We are very expressive that
whatever we feel, we always do it in our own simplest ways. If one is looking for a love
partner, the Bicolanos definitely are a good choice. The right attitude and sunny
disposition towards natural calamities are also identifiable among Bicolanos. Such identity
can be associated to the character of being resilient, that despite of the different
challenges that life offers, we recover and stand from where we have fallen. Accordingly,
Bicolanos are deeply religious people. The religiosity itself is an interesting phenomenon,
the flowering peculiar expressions of our faith.
17
Friends, I am a Bicolana and I am very proud of my identity and heritage. This very
contest will certainly encourage everyone to appreciate, to have social involvement with
our cultural heritage identity and serve as a tool in strengthening Bicol pride. As what
Mahatma Gandhi said, “A nation’s culture resides in the hearts and souls of its people.”
Activity: Comprehending the Text

Answer the following questions based on what you have read. Be concise and
accurate in giving your responses to each question and answer in complete sentences.
Write your answer on the space provided for you.
1. What are the best virtues of the Bicolanos? Explain them in your own words.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. Give proofs that Bicolanos are really fond of social dealings and festivals. Cite
a specific example.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. Do you agree that Bicolanos are beautiful and handsome individuals? Support
your answer with a concrete example.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
4. Cite instances wherein Bicolanos exhibit resiliency.

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
5. Why do you think these famous people in the world of entertainment are proud
in declaring their Bicolano roots?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Activity: This is Me…
Paste your picture in a long bond paper. Describe yourself as a Bicolano. Discuss
what makes you an interesting person and what is beautiful about your place. Make your
presentation exciting and engaging.
(Note: You can use an extra sheet for this activity)
18
________________________________________________________________
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Rubric
50% Content & Organization of thoughts
20% Sentence Structure, Grammar, Mechanics, & Spelling
10% Theme
10% Creativity (photographs/images)
10% Overall impression/Aesthetic effect
Total: 100 %
My Learning Notes
Public speaking refers to communication that requires you to deliver or send the
message before or in front of a group. It is the process or act of performing a speech to a
live audience. It is usually done before a large audience, like in school, the workplace and
even in our personal lives. The benefits of knowing how to communicate to an audience
include sharpening critical thinking and verbal/non-verbal communication skills. “In public
communication, unlike in interpersonal and small group, the channels are more
exaggerated. The voice is louder and the gestures are more expansive because the
audience is bigger. The speaker might use additional visual channels such as slides or a
Power Point presentation.” ( Hybels & Weaver, 2012, p.19)
Example:
a. You deliver a graduation speech to your batch.
b. You participate in a declamation, oratorical, or debate contest
watched by a number of people.
A public speaker has three primary goals when delivering a speech: to inform, to
convince and to persuade his audience. Public speaking is commonly understood as
formal, face-to-face, speaking of a single person to a group of listeners. However, due to
its evolution, it is viewed as any form of speaking (formally and informally) between an
audience and the speaker.
19
Here are scientifically-proven characteristics of effective public speakers that you
can adopt.
1. Confidence- Be confident when speaking before a crowd. Be prepared with

what you are going to say and convince yourself that you can do
it.
2. Passion- You must like and love what you are doing. Believe that what you
are doing is what your heart desires.
3. Be yourself- When you stand before a big crowd, just be yourself. Do not
entertain negative thoughts as it may affect your performance. Bear
in mind that you are there for a purpose and you must perform as
who you are, not anybody else.
4. Voice modulation- When speaking before a crowd, modulate your voice.
Remember that you are there to give information, persuade or
entertain people. Your speaking voice should be modulated so that
everyone will understand you.
5. Connect with your audience- Make a strong connection with your audience.
Look at them in the eye so that they will understand and feel what you
are saying. Make use of nonverbal gestures to attain better
connection with your audience.
6. Paint a picture through story telling-As public speaking can be done

formally and informally, you should present your ideas in a lighter
manner. Storytelling way is acceptable as it adds up to your making
connection with your audience. Take note that you have diverse
audience, so you must know how to properly handle your task.
Source: https://study.com/academy/lesson/what-is-public-speaking-and-why-do-i-need-
it.html
Activity: To be or Not To Be… That Is The Question
Look at the two pictures below. Identify the differences and discuss what to do
when standing before a big crowd to deliver a speech. Give the Do’s and Don’ts of public
speaking.
20
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Rubric
Criteria 5 4 3 2 1
The answer presents the substantial differences between the two
pictures
The observation and evaluation of the pictures are objective
The Do’s and Don’ts in public speaking are clearly presented
The answer is free from grammar error
The answer is organized and well-structured
Total
Grand Total
Rubric
Score Level of Proficiency

21-25 Excellent
16-20 Good
11-15 Average
6-10 Fair
5 and below Poor
21
Mass Communication
Activity: Label Me...

Let us check on your knowledge about social media. Below are the logos of the
social media applications that are frequently used by students in mass communication.
Label these icons by writing their names on the space provided. You can choose your
answers from the box.
Note: All the icons below are taken from https://worldvectorlogo.com
MESSENGER FACEBOOK TIKTOK YOUTUBE

GOOGLE PLAYSTORE WHATSAPP VIBER
INSTAGRAM SNAPCHAT AMAZON SPOTIFY
1. 2. 3.
4. 5. 6.
7. 8. 9.
10.
22
Engaging in communication is making connections. We connect to people around
us for various reasons. One of the tenets of communication says that “we can not
communicate.” Wherever we go, whatever we do, for whatever reason, we communicate
with the world. And the advent of technology has made things easy for us to share our
thoughts, air our feelings and emotions, present our ideas, and express our opinions on
every topic open for discussion. Technology has brought us to the kind of world where
everything can be at hand in just one click, in just for seconds.
We become easily aware of everyday happenings because of what we call mass
media which make people as active members of the society. Our attitudes and behavior
are influenced and shaped by technology, as our choices have become a product of our
engagement to mass communication. The following article has become the subject of
discussion in all parts of the world. It has dominated the world of social media as everyone
would want to be fully equipped with the right information for safety purposes.
LEARN!
What is mass communication? Take a closer look at the pictures below; they are
the different forms of mass communication.
Mass communication is the process of imparting and exchanging information

through mass media to large segments of the population. It is usually understood for
relating to various forms of media, as these technologies are used for the dissemination
of information, of which journalism and advertising are a part. With its evolution, more and
more uses have developed and the role it plays in our lives has increased greatly. The
vehicles of mass communication or mass media are everywhere. It serves as the eyes
and ears for those seeking information about the world. The internet, televisions, and
newspapers are the main sources for finding out what’s going around you. Society relies
on mass communication for news and information about our daily lives, it reports the
weather, current issues, and the latest celebrity gossip and even start times for games.
Media are the communication outlets or tools used to store and deliver information
or data. The term refers to components of the mass media communications industry, such
as print media, publishing, the news media, photography, cinema, broadcasting, and
advertising.
The following are the types of media comprising mass communication:

1. Broadcast media transmit information electronically via media such as films, radio,
recorded music, or television.
23
2. Digital media comprises both internet and mobile mass communication.
3. Social media are interactive computer-mediated technologies that facilitate the
creation or sharing of information, ideas, career interests and other forms of
expression via virtual communities and networks.
Sources: https://en.wikipedia.org/wiki/Mass_media
https://audralawson.com/2013/02/28/reconceptualizing-mass-communication-as-
engagement-the-influence-of-social-media/
Activity: Commercial Advertisement
Think of a product which you can sell to the public in this time of pandemic to
augment family income. Make an advertisement about your product to attract buyers.
______________________________________________________________________
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Advertising Rubric
1-Needs
Criteria 4- Excellent 3-Good 2- Satisfactory
improvement
The product shows
originality and the contents
are exceptional.
The description of the
product is clear and free
from grammar errors. It
also entices the
customers.
The product advertisement
is appealing to the
customers.
The advertising technique
is creative and unique.
Total
Grand Total
24
Scoring:
18-20 Excellent
15-17 Good
13-16 Satisfactory
12 and below Needs Improvement
Enrichment Activity
Activity: I Am Proud to be a Bicolano

Look for the pictures of the famous figures in politics, pageantry and entertainment
world who were mentioned from the oratorical piece that you have read. Then, make a
collage of these pictures with the title “Proud Bicolanos”.
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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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______________________________________________________________________
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Collage Rubric
25
3- 2- 1-Needs
Criteria 4- Excellent
Good Satisfactory improvement
The collage uses a
variety of pictures to
illustrate the theme.
The ideas are
original and
interesting.
The materials used
are relevant and
connected to the
theme.
It shows creativity
and visual impact
related to the theme.
Total
Grand Total
Scoring:
18-20 Excellent
15-17 Good
13-16 Satisfactory
Generalization
Activity: Venn
Create a Venn Diagram on intrapersonal and interpersonal communication as the
types of speech context.
Intrapersonal Communication Interpersonal Communication
26
Activity: My Graphic Organizer
Identify and briefly discuss the differences among the types of interpersonal
context using the graphic organizer below.
Type Description Example

1.
2.
3.
4.
Activity 4 My Clouds in Learning

Complete the graphic organizer by stating only the keywords that you have
understood from your learning notes.
Source: https://www.teacherspayteachers.com/
27
IV. Assessment
Instructions: From the options given in the following items pick out the correct answer
by writing the letter that corresponds to your choice on the space provided before each
number.
_____1. Which of the following situations is an example of dyad communication?
A. You provided comfort to a friend who was feeling down.

B. You delivered a graduation speech during your graduation exercises.
C. You are brainstorming with your group mates about an assigned task.
D. You are a student journalist articulating your stand on a current issue
through the school’s newspaper.
_____2. Which of the following is NOT a type of group discussion?

A. Debate C. Oration
B. Lecture D. Panel discussion
_____3. Which of the following intrapersonal communication is an internal discourse

level?
A. Day dreaming C. Reading aloud
B. Diary D. Rehearsing for a play
_____4. Which of the following statements is NOT factual?

A. In public communication, unlike in interpersonal dyad and small group, the
channels are more engaged.
B. Interpersonal centers in one person where the speaker acts both as the
sender and the receiver of the message.
C. Interpersonal refers to communication between and among people and
establishes personal relationship between and among them.
D. Public communication type refers to communication that requires you to
deliver or send the message before or in front of a crowd.
_____5. Which of the following situations DOES NOT exhibit interpersonal

communication?
A. Talking to a stranger C. Talking to a counsellor
B. Talking to a superior D. Talking to oneself in front of a mirror
_____6. Which of the following situations is an example of interpersonal

communication?
A. Reading a diary C. Reading a newspaper
B. Practicing for a skit D. Internalizing a role in a skit
28
_____7. Which of the following does not form part of intrapersonal communication?
A. External discourse C. Solo vocal
B. Internal Discourse D. Solo written
_____8. What type of speech context refers to communication that takes place through
television, radio, newspaper, magazines, books, billboards, internet and other
types of media?
A. Interpersonal C. Mass Communication
B. Intrapersonal D. Public Communication
_____9. What is the correct interpretation of the statement, “communication is a

process?”
A. Communication is ongoing and continuous
B. Communication is similar to motion pictures
C. Communication has a beginning and an end
D. Communication consists of unconnected and separate acts.
_____10.Which of the following is NOT a speech context?
A. Dyad Communication C. Long story Communication
B. Interpersonal Communication D. Mass Communication
V. Enrichment/ Additional Tasks
Enrich Yourself
Activity: Tell a Photo Story Find an interesting photo online and tell an interesting story
about it. Discuss what you think the backstory is, who the people are, their dreams, their
motivations, and anything else that will tell a compelling story about them.
29
_____________________________________________________________________________________
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Rubric
50% Creativity (story line)
Total: 100 %
Activity: How It Came To Be…
Pick an item in your home, like a kitchen utensil, and tell a story about how it got
its name. You may create your own story about the origin of the said item. This is just to
practice you at developing interesting stories.
30
_____________________________________________________________________________________
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_____________________________________________________________________________________
50% Creativity (story line)

Total: 100 %
References
Kadu, Darshan (n.d). What is the importance of Intrapersonal Communication? Retrieved

on June 21, 2020 from https://www.shareyouressays.com/essays/what-is-the-
importance-of-intrapersonal-communication/111764
Peterson, Trudi (n.d). Introduction to Small Group Communication. Retrieved on June
19, 2020 from https: / / department .monm. edu / cata /McGaan /Classes
/cata101 /Introduction-Small-Grp.htm
https://en.wikipedia.org/wiki/Mass_media
https://audralawson.com/2013/02/28/reconceptualizing-mass-communication-as-
engagement-the-influence-of-social-media/
https://www.greenpeace.org/philippines/story/4274/11-simple-ways-to-care-for-each-
other-during-the-covid-19-coronavirus-pandemic/ Wikipedia
https://worldvectorlogo.com
https://study.com/academy/lesson/what-is-public-speaking-and-why-do-i-need-it.html
https://www.skillsyouneed.com/ips/barriers-communication.html
http://danielong15.blogspot.com/2010/12/what-did-you-knott-say.html
https://www.reference.com/business-finance/dyadic-communication-a19f90209301de92
http://routecommunication.com/why-is-communication-important-to-human-life.html
http://englishflair123.blogspot.com/2015/06/importance-of-intrapersonal.html
https://publicspeakingpower.com/fun-public-speaking-activities/
https://publicspeakingpower.com/fun-public-speaking-activities/
31
https://www.who.int/philippines/emergencies/covid-19-in-the-philippines
https://www.tatnews.org/2020/01/latest-update-on-coronavirus-cases-in-thailand/
https://www.pmo.gov.my/2020/01/reduce-your-risk-of-coronavirus-infection/
https://www.easyuni.com/united-states-mass-communication-and-media/- sources for images for
mass communication.
https://www.google.com/search?source=univ&tbm=isch&q=pictures+of+a+conversation+where
+there+is+communication+gap.&sa=X&ved=2ahUKEwjJsPGEzJLqAhVQE6YKHSkABksQ7Al6
BAgFEBk&biw=1366&bih=608
https://www.thoughtco.com/mass-media-and-communication-4177301- sources for images for
mass com.
https://www.shutterstock.com/search/mass+communication- source for images mass
coomunication
https://nimcjahmedabad.wordpress.com/2018/10/26/what-is-new-media-in-mass-
communication/
https://courses.lumenlearning.com/suny-introductiontocommunication/chapter/defining-mass-
communication/
https://en.wikipedia.org/wiki/Mass_media
https://brainly.ph/question/776667#:~:text=Speech%20context%20is%20the%20way,when%20t
hinking%20and%20making%20decisions.
https://www.shiksha.com/mass-communication-media/articles/mass-communication-entrance-
exam-prep-tips-blogId-15073
https://www.slideshare.net/JezreelLindero/types-of-speech-context-and-styles
https://audralawson.com/2013/02/28/reconceptualizing-mass-communication-as-engagement-
the-influence-of-social-media/
https://www.easyuni.com/united-states-mass-communication-and-media/- sources for images for
mass communication.
https://www.thoughtco.com/mass-media-and-communication-4177301- sources for images for
mass com.
https://www.shutterstock.com/search/mass+communication- source for images mass
coomunication
https://nimcjahmedabad.wordpress.com/2018/10/26/what-is-new-media-in-mass-
communication/
https://courses.lumenlearning.com/suny-introductiontocommunication/chapter/defining-mass-
communication/
https://www.google.com/search?safe=active&sxsrf=ALeKk02fYUkyKOlUWhmoJRs0Ttz104AUL
A:1592383450527&source=univ&tbm=isch&q=pictures+about+public+speaking&sa=X&ved=2a
hUKEwiOpqjPuojqAhWM7GEKHRYKBmsQ7Al6BAgKECo&biw=1366&bih=657
https://en.wikipedia.org/wiki/Public_speaking
https://www.shiksha.com/mass-communication-media/articles/mass-communication-entrance-
exam-prep-tips-blogId-15073
https://audralawson.com/2013/02/28/reconceptualizing-mass-communication-as-engagement-
the-influence-of-social-media/Wikipedia
https://www.researchgate.net/figure/DIFFERENCES-BETWEEN-INTREPERSONAL-AND-
MASS-COMMUNICATION_tbl1_290998029
32
33
Pre-Test
1. Answers may vary
2. Answers may vary
3. Answers may vary
4. Answers may vary
5. Answers may vary
6. Answers may vary
7. Answers may vary
8. Answers may vary
9. Answers may vary
10. Answers may vary
Building Vocabulary
1. interpersonal
2. mass media
3. mass communication
4. public
5. intrapersonal
6. public speaking
7. broadcast media
8. digital media
9. social media
10. speech context
Study These
Word Web- Answers may vary
Intrapersonal Communication
Comprehension Check
1. The word “intra” means inside or within.
2. Self- talk is recognized as the verbal side of thinking.
3. It provides the right balance, orientation and frame of judgement in
communicating with the outside world.
It requires to master the art of communicating effectively with oneself.
Answer Key
during-the-covid-19-coronavirus-pandemic/
https://www.greenpeace.org/philippines/story/4274/11-simple-ways-to-care-for-each-other-
https://www.myenglishpages.com/site_php_files/reading-coronavirus.php
communication-mass-media-png/wuamHsBQ
https://favpng.com/png_view/social-developmnet-social-media-marketing-digital-marketing-
http://www.journogyan.com/2017/03/introduction-of-mass-communication.html
https://thebusinesscommunication.com/characteristics-of-mass-communication/
https://sengation.blogspot.com/2015/06/new-media-in-mass-communication.html
https://www.thoughtco.com/mass-media-and-communication-4177301
34
4. Effective intrapersonal communication relates to the art of thinking, planning and
interpreting ideas and messages in a positive manner.
5. It is necessary to create self-awareness about self-talk because it helps analyze
self- concepts and overcome negative feelings.
6. Intrapersonal communication is a method of communication that helps every
person to communicate with himself or herself.
7. Those who talk to themselves are not necessarily crazy. They are those who
make effective use of yet another dimension of communication.
Note: The answers may vary as long as it has the same thought.
Tick it!
1. ✓
2. X
3. ✓
4. ✓
5. ✓
6. X
7. ✓
8. ✓
9. ✓
10. ✓
My Spider Map
The answers may come in any order.
1. SELF-TALK
2. INTRINSIC
3. DAY DREAMING
4. SELF-WARENESS
5. CONSCIENCE
6. MEDITATION
7. SELF-IMAGE
Interpersonal Communication
Try This!
1. INTER
2. INTER
3. INTER
4. INTER
5. INTER
6. INTER
7. INTER
8. INTER
9. NO
10. INTER
35
11. INTER
11. INTER
12. NO
13. INTER
14. INTER
Dyad Communication.
Try this!
1. FDC
2. IDC
3. FDC
4. FDC
5. IDC
6. IDC
7. IDC
8. IDC
9. IDC
10. IDC
Small Group Communication
Try this!
1. T- The explanation may vary
2. F- The explanation may vary
5. F- The explanation may vary
Public Speaking
Let’s Meet the Bicolanos!
Comprehending the Text
1. Answers may vary
2. Answers may vary
3. Answers may vary
4. Answers may vary
5. Answers may vary
This is Me…
Rubric
10% Theme
10% Creativity (photographs/images)
Total: 100 %
To be or Not To Be… That Is The Question
Criteria 5 4 3 2 1
The answer presents the substantial differences between the two
pictures
The observation and evaluation of the pictures are objective
The Do’s and Don’ts in public speaking are clearly presented
The answer is free from grammar error
The answer is organized and well-structured
Total
Grand Total
21-25 Excellent
16-20 Good
11-15 Average
6-10 Fair
5 and below Poor
Commercial Advertisement
10. YouTube
9. Whatsapp
8. Google
7. Viber
6. Snapchat
5. Messenger
4. Instagram
3. Playstore
2. Facebook
1. Tiktok
Label me…
Mass Communication
Advertising Rubric
1-Needs
Criteria 4- Excellent 3-Good 2- Satisfactory
improvement
The product shows
originality and the contents
are exceptional.
The description of the
product is clear and free
from grammar errors. It
also entices the
customers.
The product advertisement
is appealing to the
customers.
The advertising technique
is creative and unique.
Total
Grand Total
36
Scoring:
18-20 Excellent
15-17 Good
13-16 Satisfactory
Enrichment Activity
I Am Proud to be a Bicolano
Collage Rubric
3- 2- 1-Needs
Criteria 4- Excellent
Good Satisfactory improvement
The collage uses a
variety of pictures to
illustrate the theme.
The ideas are
original and
interesting.
The materials used
are relevant and
connected to the
theme.
It shows creativity
and visual impact
related to the theme.
Total
Grand Total
Scoring:
18-20 Excellent
15-17 Good
13-16 Satisfactory
• one-on-one interaction
• communication between two people
2. Dyad Communication
• connects people
• establishes personal relationship
• communication between and among people
1. Interpersonal Communication
keywords/phrases for each term.
The answers on this activity may vary. However, these are the possible
My Clouds in Learning
Application
My Graphic Organizer- Answers may vary

Venn Diagram- Answers may vary
Generalization
37
38
3. Small Group Communication
• face-to-face interaction
• at least three but not more than twelve people
• participants can freely share ideas
• loose and open discussion.
4. Public Communication
• message before or in front of a group
• channels are more exaggerated
• the voice is louder
• the gestures are more expansive
• audience is bigger
• speaker might use additional visual channels
5. Mass Communication
• television
• radio
• newspapers
• magazines
• books
• billboards
• internet
POST TEST
Test Yourself
1. A
2. B
3. C
4. B
5. D
6. C
7. A
8. C
9. A
10. C
Enrichment/ Additional Tasks
Tell a Photo Story
50% Creativity ( story line)
Total: 100 %
How It Came To Be…
50% Creativity ( story line)
Total: 100 %
SHS
Oral Communication
in Context
Distinguishing Types of Speeches and
Speech Style
Lesson 1: Types of Speech Style
Quarter 1 – Module 5
Lesson 1 Types of Speech Style
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Writers: Minerva P. Antang

Ian Ron V. Bello
Carlita L. Briones
Carlos V. Nueles Jr.
Evelyn M. Arimado
Illustrator: Albert Belir
Layout Artist: Alexis Pingol
Module
MELC 5-Q1: Distinguishing types of speeches and speech

style
1
INTRODUCTION
You know how important communication is to our lives. Through television, radio,
internet, and other forms of media; information can be transferred from one source to
multiple receivers, but it can also be just for the people around you, your friends, and
your family and even to yourself.
With the varied destination and purpose of communication, it is important to
know what speech styles and contexts you can use to deliver your message
successfully. This is the very reason why we have specifically made this lesson for
you so that you will learn some tips on how to use different speech styles to
effectively communicate with others and to yourself.
Welcome to Module 5 Lesson 1 of Oral

Communication in Context! We will continue
our journey through fun and engaging learning.
I know you are excited so let us get started!
This module aims to provide you different activities and discussions on how to:
• identify and distinguish the different Speech Styles;
• reflect on your learning on the types of speech styles.
Before we proceed to the core of our discussion, please

try to answer the task below. This task will give you an
overview of the words that you will encounter along the
way. This will also activate your prior knowledge and will
improve your vocabulary. Make sure to finish this task.
Good Luck!
2
Activity 1: MATCH THEM UP!
Matching type: Match the words found in Column A to their respective meaning
found in Column B. Write only the letter of your answer on the space provided.
Column B
A. A type of language that consists of words and phrases that are

Column A regarded as very informal, are more common in speech than in
__________1. Jargon writing, and are typically restricted to a particular context or group
of people.
__________2. Casual
B. A talk on a religious or moral subject, especially one given
__________3. Consultative during a church service and based on a passage from the Bible.
__________4. Slang C. It is done in accordance with rules of convention or etiquette;
suitable for or constituting an official or important situation or
__________5. Sermons
occasion.
D. These are special words or expressions that are used by a
particular profession or group and are difficult for others to
understand.
E. It is relaxed and unconcerned.
F. This is intended to give professional advice or

recommendations.
Well done! Now that you have finished the vocabulary activity,
here is a short test to evaluate if you have already an idea
about the lesson.
3
Activity 2: Check your Knowledge
Directions: Choose the letter that corresponds to your answer. Write your answer in
your notebook.
1. Professional or mutually acceptable language is a must in this style of speech.

A. Consultative B. Formal C. Intimate
2. It is private, which occurs between or among close family members or individuals.

A. Consultative B. Frozen C. Intimate
3. This speech style is common among peers and friends.

A. Casual B. Consultative C. Formal
4. Identify the type of speech style appropriate for this situation, delivering a speech
at the UN Summit.
A. Casual B. Consultative C. Formal
5. Among the speech styles, it is the standard one.

A. Consultative B. Formal C. Frozen
I think you are now ready to take on the challenge! After

answering the Pre-test we have prepared a series of activities
and discussions for you to understand the different speech
styles.
Activity 3: Word Web

Write as many words that you can associate with the words in the middle of the web.
INTIMATE
4
CASUAL
CONSULTATIVE
FORMAL
5
FROZEN
Activity 3: READ AND LEARN: Types of Speech Style
The context dictates and affects the way people communicate, which results in
various speech styles. According to Joos (1968), there are five speech styles. These
are (1) intimate, (2) casual, (3) consultative, (4) formal, and (5) frozen. Each style
tells what appropriate language or vocabulary should be used or observed.
1. Intimate – This style is private, which occurs between or among close family
members or individuals. The language used in this style may not be shared in public.
2. Casual – This style is common among peers and friends. Jargon, slang, or the
vernacular language are used.
3. Consultative – This style is the standard one. Professional or mutually acceptable

language is a must in this style. Examples of situations are communication between
teachers and students, employers and employees, doctor and patient, judge and
lawyer, or President and his/her constituents.
4. Formal – This style is used in formal settings. Unlike the consultative style, this is
one-way. Examples are sermons by priests and ministers, State of the Nation
Address of the President, formal speeches, or pronouncements by judges.
5. Frozen – This style is “frozen” in time and remains unchanged. It mostly occurs in
ceremonies. Common examples are the Preamble to the Constitution, Lord’s Prayer,
and Allegiance to country or flag.
6
Activity 4: Recognize it!
Identify the type of speech style appropriate for the following situations. In your
notebook, write your answer before the number.
_______________1. talking to a counselor or psychiatrist

_______________2. giving last-minute instructions to players
_______________3. delivering campaign speeches
_______________4. delivering a speech at the UN Summit
_______________5. delivering news reports
_______________6. talking and laughing about memorable experiences
_______________7. communicating while playing sports
_______________8. having a one-on-one conversation with a loved one
_______________9. delivering an oratorical speech
_______________10. leading a prayer before meal
_______________11. reading school policies
_______________12. talking to a superior
_______________13. reading pledge of allegiance to the flag
_______________14. talking to a stranger
_______________15. inquiring at a hotel
Congratulations! You did a great job in the activities you answered.

Answer the other activities to further evaluate your learning. Good
luck!
Activity 4: Recall
Write in bullet points why appropriate language should be observed in

using a particular speech style. Use the space below.
7
Activity 5: Lets’ Reflect
Reflect on what you have learned after taking up this lesson by completing the chart
below.
What were your

I thought…
thoughts or
ideas
about the
Speech Styles
prior to
the discussion
of this lesson?
POST TEST
TEST
What new or
s lesson?
I learned that…
additional ideas
did you learn
after taking up
the lesson?
TEST
Activity 6: Write it!

Make a short original script which employs the various speech styles.
Choose at least three (3) among the situations listed below.
A. first day of class D. class suspension
B. examination week E. weekend
C. effects of Facebook addiction
8
Rubric for Original Script Writing
Score 1 2 3 4
The final draft There is There are There are no
has many more than a few grammar,
grammar, few grammar, capitalization,
capitalization, grammar, capitalization, spelling, or
Conventions spelling, and capitalization, spelling, or punctuation
punctuation spelling, or punctuation errors in the
errors. punctuation errors in the final draft.
errors in the final draft.
final draft.
Ideas and The plot is a The plot is The story is

scenes seem little hard to well very well
to be follow. The organized. organized.
randomly transitions One idea or One idea or
Organization
arranged. are scene may scene follows
and Clarity
sometimes seem out of another in a
not clear. place. Clear logical
transitions sequence
are used. with clear
transitions.
Hard to follow Dialogue is Dialogue is Dialogue is
what choppy and acceptable, well
character is not well but could be developed
speaking. developed. more varied and varied.
Minimal effort It is clear in structure.
is put into which It is always
Dialogue conversations. character is clear which
It is usually speaking. character is
clear which speaking.
character is
speaking.
Total:
POST TEST

1. Leading a prayer before meal is an example of

A. Formal B. Frozen C. Intimate
2. The following situations use formal speech style except:
A. Lord’s Prayer
B. Pronouncement by judges
C. Sermons by priests
9
3. Jargon, slang or the vernacular language are not acceptable in the casual style.
A. True B. False
4. The language used in this style may not be shared in public.

A. Casual B. Consultative C. Intimate
5. This style remains unchanged and mostly occurs in ceremonies.

A. Casual B. Consultative C. Frozen
Are you up for some extra challenge? Check out

your assignment.
ASSIGNMENT
Find any member of the family in your home and share

what you have learner in this lesson. Ask him/her if what are the different
Speech Styles he/she has used before. Have a video/audio recording of the
interview if possible. If video and audio device is not available, you can jot down
important points from the interview and submit it to your teacher together with this
module.
CLICK AND LEARN!

Here are some suggested videos to watch to supplement your learning of the
lessons discussed in this module. Click and learn more!
Communication Skills Self-Assessment Exercise
• http://relationships101.org/poor-communication/building-effective-
interpersonal-communication-skill-self-assessment-exercise
Well done! Congratulations for finishing this

module. See you in the next! Bye for now!
10
11
Activity 1: Vocabulary List
1.d
2.e
3.f
4.a
5.b
1.b
2.c
3.a
4.c
5.b
1. consultative 6. Intimate 11. frozen
2. casual 7. Casual 12. consultative
3. formal 8. Intimate 13. frozen
4. formal 9. Frozen 14. casual
5. formal 10. Frozen 15. casual
Activity 10. Assess what you have learned
1. C 2. A 3. B 4. C 5. C
ANSWER KEY
839 EDSA, South Triangle, Quezon City: C & E Publishing, Inc., 2016.
Department of Education. Oral Communication in Context (For Senior High School).
REFERENCE
SHS
Oral Communication
in Context
Distinguishing Types of Speeches and
Speech Style
Lesson 2: Types of Speech
Quarter 1 – Module 1
Lesson 2 Types of Speech
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
over them.

Writers: Minerva P. Antang

Ian Ron V. Bello
Carlita L. Briones
Carlos V. Nueles Jr.
Evelyn M. Arimado
Illustrator: Albert Belir
Layout Artist: Alexis Piñgol
Module
MELC 5-Q1. Distinguishing types of speeches and speech

style

1
INTRODUCTION
Humans have a very creative and unique way of communication. One

can communicate to others by using different modalities and styles. One
important characteristic of human communication is our ability to express
ourselves into different styles of speech.
In this module, you will apply the fundamentals that we discussed

during the previous discussions. We shall discover the different types of
speeches, so that in the end you can write and deliver various kinds of
speeches depending on your purpose or your method of delivery.
Welcome to Module 5 Lesson 2 of Oral

Communication in Context! We will continue our
journey through fun and engaging learning. I know
you are excited, so let us get started!
This module aims to provide you different activities and discussions on how to:
• identify the features of the different types of speech;
• differentiate the different types of speech using a graphic organizer;
• reflect on your learning on the importance of knowing the different types of speech.
Before we proceed to our discussion, please try to

answer the task below. This task will give you an
overview of the words that you will encounter along the
way. This will also activate your prior knowledge and will
improve your vocabulary. Make sure to finish this task.
Good Luck!
2
Activity 1: MATCH THEM UP!
Matching type: Match the words found in Column A to their respective meaning
found in Column B. Write only the letter of your answer in your notebook.
Column A Column B
_______1. Persuasive A. the original copy of a book or article before it is printed
_______2. Extemporaneous B. done or said without any preparation or thought
_______3. Manuscript C. provide useful or interesting information
_______4. Impromptu D. making you want to do or believe a particular thing
_______5. Informative E. the expression of or the ability to express thoughts and
feelings by articulate sounds
F. spontaneous
Well done! Now that you have finished the vocabulary activity,
here is a short test to evaluate if you have already an idea
about the lesson.
Directions: Choose the letter that corresponds to your answer. Use your notebook in
doing this.
1. It is a type of speech according to delivery which involves committing the

speech to memory and delivering it without notes.
A. Entertainment B. Impromptu C. Manuscript
2. In this speech, you are called to speak at the spur of the moment because
you are expected to be knowledgeable about the subject.
A. Entertainment B. Impromptu C. Persuasive
3. It is a type of speech that works best for the introduction of a guest,

acceptance of award or recognition, toast, eulogy, tribute, and the like.
A. Extemporaneous B. Informative C. Memorized
3
4. To make your speech entertaining, you may:
A. dramatize experiences
B. explain details
C. share stories of other people
5. It is a step in studying an extemporaneous topic which is centered on whether

a topic is good or bad, moral or immoral, just or unjust.
A. Question of fact B. Question of policy C. Question of value
Well done! In the following activity you will learn about the
different types of speeches and the features that set them
apart from each other. Here are some texts you can read on to
start with!
Activity 3: READ AND LEARN: Types of Speech
In your past lesson in this module, you have learned the different styles
of speech. Today you will learn about the different types of speeches.
Speeches can be categorized into different types depending on (1)
Purpose: to inform, to entertain, and to persuade and (2) Delivery: impromptu,
extemporaneous, manuscript, and memorized.
Type of Speech According to Purpose:
Informative speech varies depending on the topic. These are speeches about
objects or people, processes, events, concepts. The primary purpose of this type of
speech is to inform and provide knowledge to the listeners. The lectures of your
teachers are the best examples of this type.
Entertainment speech aims to share goodwill, joy, and pleasure to the audience.
The primary goal is to make the audience relax, enjoy, and even laugh. This means
that you, the speaker, are expected to be friendly and relaxed, but still courteous
during the speech delivery. Moreover, you should know your audience well in order
to entertain them effectively. The humorous speeches of comedians and performers
are the best example of this type.
Persuasive speech is the form of communication that people of diverse
backgrounds mostly engage in. This kind of speech can center on any arguably
4
interesting topic under the sun. When you deliver your persuasive speech, your
primary goal is to influence the thoughts, feelings, actions, and behaviors or attitudes
of your listeners (Gamble & Gamble, 2012). Likewise, you also aim to change their
perception and convince them that your argument is more important, practical,
attainable, or feasible. In essence, you—as a persuasive speaker—advocate for
whatever your message is. The campaign speeches of the running candidates for
government posts are the best examples of this type.
Activity 4.1: Compare and Contrast
Fill in the graphic organizer below with the necessary information needed to
differentiate the different type of speech according to purpose.
Type of Speech Purpose Example
Informative
Entertainment
Persuasive
Great! Are you excited? Now let us know more types of

speeches according to delivery.
5
Type of Speech According to Delivery:
Manuscript speech is writing and delivering a speech word for word. You read or
glance upon your manuscript or a copy of your speech while delivering it.
This method most advantageous to Public figures. Since public figures are always
constrained by a hectic schedule, they need ghost writers. Consequently, they would
have to read the text of the speech as it is. The President’s State of the Nation
Address (SONA) is a concrete example of this situation. Media personalities and
speakers on radio and television always battle with time limits. For example, a
televised panel discussion about a social issue may require radio and TV anchors to
critically choose and refine the words of their speech in advance. Moreover,
spokespersons for government and private organizations also use this type of
speech since this public speaking role requires a great deal of contemplation and
preparation. For example, speeches of different country’s spokespersons in an
international seminar on climate change.
Memorized speech requires you to commit the speech to memory so that you do
not bring your notes when delivering it. As with the manuscript speech, you also run
the risk of sounding mechanical during a memorized delivery. For this reason, keep
your memorized speech short and work harder on your facial expressions and the
tone of your voice.
When should you memorize? Although keeping a speech in memory is needed only
on very rare occasions, memorizing a speech can help you achieve a smooth and
effortless delivery. You do not need to focus on notes or a manuscript. You can
concentrate on maintaining eye contact with your audience, establishing rapport, and
interacting with your audience. Since memorizing can be very tough and mechanical,
it is best that you memorize short speeches for special occasions. A memorized
speech works best for the introduction of a guest, acceptance of award or
recognition, toast, eulogy, tribute, and the like.
Impromptu speech is delivered with little or no time for preparation. In most
instances, you are called to speak at the spur of the moment because you are
expected to be knowledgeable about the subject. For example, your teacher
assigned you to read an article before the class starts. Then, during the class you
were asked to deliver an impromptu speech about what you have learned from the
article. Another instance to illustrate an impromptu situation is when you are asked
by a friend or a relative about your current or planned vacation trip or when you are
campaigning for a position in school and you are asked by your fellow students to
respond to their questions.
Extemporaneous speech is a planned and prepared speech. Unlike memorized or
manuscript speeches which are delivered word-for-word, an extemporaneous
speech is delivered with the help of short notes and a clear outline. Most people who
speak in public often prefer the extemporaneous method of delivery. Although it
6
might look more challenging than the manuscript or memorized speeches, it is more
spontaneous and personal.
Activity 4.2: Compare and Contrast
Fill in the graphic organizer below with the necessary information needed to
differentiate the different types of speech according to delivery.
Type of Speech Advantage/s Disadvantage/s
Manuscript
Memorized
Impromptu
Extemporaneous
Congratulations! You did a great job in the activities you

answered. Here are other activities to further evaluate your
learning. Good luck!
7
Identify the type of speech given in each example below. Write your answer before
the number. (There can be two answers for each item.)
_______________1. SONA of the President

_______________2. reciting pledge of allegiance to the flag
_______________3. reciting in class about social issues asked by your
teacher
_______________4. representative of a politician addressing the public
_______________5. delivering news reports
_______________6. public announcement of a health professional
_______________7. public address of the Vice-President
_______________8. speaking in class with an index card at hand for key
points for discussion
_______________9. delivering an oratorical speech
_______________10. leading a prayer before meal
Activity 6: Lets’ Reflect

Reflect on what you have learned after taking up this lesson by completing the chart
below.
What are the Knowing the different type of speech taught me…
advantages of
knowing the
importance of
the different
types of
speech?
TEST
As a 21 st century
youth whose As a 21st century youth I will…
access to
different social
media platforms
is unlimited, how
will you apply
your knowledge
on the different
types of TEST
speech?
8
POST TEST
Let us see if you can ace this one! Answer the following
short quiz to gauge your knowledge of our discussions a
while ago. Good luck!

1. This type of speech challenges the speaker’s ability to organize ideas and
deliver effectively in a very short period.
A. Impromptu B. Informative D. Persuasive
2. This type of speech requires you to commit the speech to memory.

A. Extemporaneous B. Manuscript C. Memorized
3. Unlike memorized or manuscript speeches which are delivered word-for-word,

this type of speech is delivered with the help of short notes and a clear
outline.
A. Extemporaneous B. Manuscript C. Memorized
4. The purpose of this speech is not to educate, inform, or inspire because the
primary goal is to make the audience relax, enjoy, and even laugh.
A. Entertainment B. Impromptu C. Informative
5. Your argument in persuasive speech should be more important, practical, and

A. Brief B. Feasible C. Researchable
Are you up for some extra challenge? Check out

your assignment.
ASSIGNMENT
Look for a copy of a speech from a Filipino writer (can be

a lawyer, a doctor, the President, teacher etc.) about the COVID 19
pandemic and health crisis we are facing and answer the following
questions:
1. What type of speech is employed?
2. For whom is the speech addressed to?
3. If you are to deliver this speech how will you do it?
9
CLICK AND LEARN!
Here are some suggested videos to watch to supplement your learning of the
lessons discussed in this module. Click and learn more!
Persuasive Speech Exercises:
http://teaches12345.hubpages.com/hub/Persuasion-Speech-Techniques-In-The-
College-Classroom
Persuasive Speech Writing Exercises:
http://education.yourdictionary.com/style-and-usage/writing-the-one-minute-
persuasive-speech.html
Watch: A DATE WITH DESTINY - Sen. Miriam Defensor Santiago

https://www.youtube.com/watch?v=xdWaESUSyoM
Well done! Congratulations for finishing this

module. See you in the next! Bye for now!
REFERENCE
Department of Education. Oral Communication in Context (For Senior High School).

839 EDSA, South Triangle, Quezon City: C & E Publishing, Inc., 2016.
10
11
Activity 1: Vocabulary List
1.d
2.f
3.a
4.b
5.c
Activity 2: Pre-Test
1.c
2.b
3.c
4.a
5.c
1. Manuscript 6. Manuscript/Memorized
2. Memorized 7. Manuscript/Memorized
3. Impromptu 8.Extemporaneous
4. Manuscript/Memorized 9. Memorized
5. Manuscript/Memorized 10. Memorized
Activity 10. ASSESS WHAT YOU HAVE LEARNED
1. a 4. a
2. c 5. b
3. a
ANSWER KEY
SHS
Oral Communication
in Context
Semester 1 – Quarter 1 – Module 6:
Types of Speech Act
Lesson 1: Three Types of Speech Act
1
English – Grade 11
Quarter 1 – Module 6 – Lesson 1: Three Types of Speech Act
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
over them.


Writer: Annabel O. Armeña

Jessie Marie M. Morcoso
Carlita L. Briones

Illustrators: Albert B. Belir

Julianne Louiemarie O. Armeña

Lesson 1
Three Types of Speech Acts
First Quarter, Module 6
1
Speech Acts
Learning Competency: Responds appropriately and effectively to a speech act.
What I Need to Know
By the end of this lesson, you will be able to:

1. Define speech acts;
2. Identify the different types of speech act;
3. Recognize that communicative competence requires understanding of speech
acts;
4. Demonstrate effective use of communicative strategy in a variety of speech
situations;
5. Apply learning and thinking skills and life skills in understanding the types of
speech acts; and
6. Respond appropriately and effectively to a speech act.
What I Already Know
Let’s see how well you know about Speech Acts. Take the quiz below using your
notebook and check if you can recognize the meaning behind each statement. Encircle the
letter of your answer.
1. What does the speaker mean when he/she says “Can you pass the salt?”
a. The speaker does not make sense.
b. The speaker is asking me a question.
c. The speaker is requesting me to pass the salt.
d. The speaker wants to know if I have the ability to pass the salt
2. Which of the following statements shows the speaker’s fear?

a. “Let’s sing together.”
b. “It’s getting dark. Oh no.”
c. “Let’s go home a little bit later.”
d. “I love the night sky and the cold breeze.”
2
3. Consider the phrase: “You are now arrested!” Who among the following can say this
phrase and arrest a person?
a. an old man
b. a police officer
c. my neighbor
d. a college professor
4. You and your friend went to the mall. She suddenly tells you, “Where’s my wallet?” How
would you interpret what she said?
a. She is crazy.
b. She cannot find her wallet.
c. She wants you to go look for her wallet.
d. She thinks you know where to find her wallet
5. Based on the scenario in item number 4, what would be your next move?
a. I will ignore my friend.
b. I will give her my wallet.
c. I will help her find her wallet.
d. I will agree with her that her wallet is indeed lost.
What’s In
Let’s see how much you already know about Speech Acts. Put a check on the column
that determines how often you practice what the statements say. Keep in mind that there are
no wrong answers so do this as objectively as possible in your notebook.

1. I know what a speech act is.
2. I can distinguish the types of speech acts.
3. I recognize that to fully understand speech
acts, I need to have communicative
competence.
4. I respond appropriately and effectively to a
speech act.
3
5. I consider the various social meanings behind
an utterance.
6. I understand why speech acts are difficult to
perform when using a second language.
7. I understand what each type of speech entails.
8. I try to decode speech acts based on the
context of the situation.
9. I understand the intended meaning of indirect
speech acts.
10. I can tell when a speech act is being used
during communication.
TOTAL
/30
GRAND TOTAL
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
What’s New
Read the telephone conversation and answer the questions that follow.
EXAMPLE BUSINESS TELEPHONE CONVERSATION: ROLE-PLAY
Ms. Anderson (sales representative): ring ring.
Mr. Smith (Secretary): Hello, Diamonds Galore, this is Peter speaking. How
may I help you today?
Ms. Anderson: Yes, this is Ms. Janice Anderson calling. May I speak to Mr.
Franks, please?
Mr. Smith: I'm afraid Mr. Franks is out of the office at the moment. Would
you like me to take a message?
Ms. Anderson: Uhm...actually, this call is rather urgent. We spoke
yesterday about a delivery problem that Mr. Franks mentioned. Did he
leave any information with you?
4
Mr. Smith: As a matter of fact, he did. He said that a representative from your company might be
calling. He told me to ask you a few questions.
Ms. Anderson : Great, I'd love to see this problem resolved as quickly as possible.
Mr. Smith: Well, we haven't received the shipment of earrings that was supposed to arrive last
Tuesday.
Ms. Anderson: Yes, I'm terribly sorry about that. In the meantime, I've spoken with our delivery
department and they assured me that the earrings will be delivered by tomorrow morning.
Mr. Smith: Excellent, I'm sure Mr. Franks will be pleased to hear that.
Ms. Anderson: Yes, the shipment from France was delayed. We were not able to send it until this
morning.
Mr. Smith: I see. Mr. Franks also wanted to schedule a meeting with you later this week.
Ms. Anderson: Certainly, what is he doing on Thursday afternoon?
Mr. Smith: I'm afraid he's meeting with some clients out of town. How about Thursday morning?
Ms. Anderson: Unfortunately, I'm seeing someone else on Thursday morning. Is he doing anything on
Friday morning?
Mr. Smith: No, it looks like he's free then.
Ms. Anderson: Great, should I come by at 9?
Mr. Smith: Well, he usually holds a staff meeting at 9. It only lasts a half-hour or so. How about 10?
Ms. Anderson: Yes, 10 would be great.
Mr. Smith: OK, I'll schedule that. Ms. Anderson at 10, Friday Morning...Is there anything else I can help
you with?
Ms. Anderson: No, I think that's everything. Thank you for your help...Goodbye.
Mr. Smith: Goodbye.
Source: https://www.thoughtco.com/telephone-conversations-1210222
1. Based on the conversation, answer the following questions.

a. What greeting is used by the customer service agent?
b. What form of personal identification is used by the agent?
c. What pre-closing signals are used by the agent?
d. What closing is used by the agent?
5
What is It
What is a SPEECH
ACT?
The speech act is an utterance that a speaker makes to achieve an intended

effect. Some of the functions which are carried out using speech acts are offering an
apology, greeting, request, complaint, invitation, compliment, or refusal. A speech act
might contain just one word or several words or sentences. For example, “Thanks” and
“Thank you for being always there for me. I really appreciate it.” both show appreciation
regardless of the length of the statement.
Three Types of Speech Act
According to J.L. Austin (1962), a philosopher of language and the developer of

the speech act theory, there are three types of acts in every utterance, given the
right circumstances or context. These are:
1. Locutionary Act is the actual act of uttering.
“Please sweep the floor.”
2. Illocutionary Act is the social function of what is said.
By uttering the locution “Please sweep the floor,” the speaker requests the
addressee to sweep the floor.
3. Perlocutionary Act is the resulting act of what is said. This effect is based on the
particular context in which the speed was mentioned.
“Please sweep the floor” would lead to the addressee sweeping the floor.
6
There are also indirect speech acts which occur when there is no direct connection
between the form of the utterance and the intended meaning. They are different in force (i.e.,
intention) from the inferred speech act.
For example, read the following utterance.
“Could you pass the rice?”
Inferred speech act: Do you have the ability to hand over the rice?
Indirect speech act: Please pass the rice.
So while the utterance literally asks the addressee if he or she has the ability to
hand a plate of rice, it actually indirectly requests the addressee to pass the rice to the
speaker.
EXAMPLE:
Austin also introduced the concept of performative utterances: statements which

enable the speaker to perform something just by stating it. In this manner, verbs that execute
the speech act that they intend to effect are called performatives. A performative utterance
said by the right person under the right circumstances results in a
change in the world. Note that certain conditions have to be
met when making a performative utterance.
For example, the phrase “I hereby sentence the

defendant guilty as charged.” when uttered by an
authorized person such as a judge will have the actual effect
of giving the verdict of sentencing a man in jail. However, if
the same statement is uttered to the same convict in the
same place by someone who is not authorized to send him
to jail-as in the case of the accompanying picture, a robot-
then there is no effect whatsoever, because a condition was
not met.
7
What’s More
A. Greetings are phrases frequently used to start or end a conversation. In this

activity, match the greeting to its appropriate situation.
A B
“It’s been a while” meeting someone for the first

1. time
“See you later” when you see someone

2. unexpectedly
“Pleased to meet similar to the greeting, “how

3.
you” are you?”
“Nice to see you” when you haven’t seen

4.
someone for a long time
5. “How’s it going?” informal way of saying

goodbye
B. Now that you’ve learned about Speech Act, let’s have an Ice-breaker first! Locate the
following words inside the box.
• COMMUNICATE C L K O E G A U G N A L
• SPEECH A
Q O W S D F V M B J L P
• VOICE T D M A M T A H P T V X
• ACT
N E H M O U V O I C E Y
• SPEAKER
• GESTURES Y C C B U X C R O A G B
• LANGUAGE S L H E P N E I Q S E M
• EXPRESS S A R F Q K I J R S S F
• DECLARE
E R D J A W D C T E T T
• ASSERT Z
R E O E R Z F L A R U W
• PERFORM
P S P E E C H K S T R D
X S N K S Y G N U W E H
E H P E R F O R M Z S R
8
C. Read the short conversation below. Answer the questions that follow.
A: This is Ray. May I speak with Thor?

B: Yes, this is Thor speaking.
A: Thor. How are you today?
B: Oh, things are going great. What's up?
A: I was wondering if you could meet me tomorrow for lunch?
B: Sure! What do you have in mind?
A: I was thinking of Dani's in the village.
B: I love that place. Sure, let's go there.
A: Fine then, I'll meet you around twelve.
B: I'll see you there. Look forward to it.
Source: https://www.eslfast.com/robot/topics/employment/employment08.htm
1. Based on the conversation, answer the following questions.

e. What greeting is used by Ray?
f. What form of personal identification is used by the Ray?
g. What pre-closing signals are used by Ray?
h. What closing is used by Ray?
2. Compare the greeting, pre-closing, and closing in EXERCISE 3 and EXERCISE 6. How
are they similar or different?
What I Have Learned
1. Let’s see how much you have learned from this lesson. Read each sentence and write
your answers on the blanks provided.
• The speech act is an __________ that a __________makes to achieve an

intended effect.
• Some of its functions are ______, _________, _________, __________,
_________, _________, ___________.
• Three Types of Speech Act by J.L. Austin (1962)

➢ ______________ is the resulting act of what is said.
➢ ______________ is the actual act of uttering.
➢ ______________is the social function of what is said.
9
2. Kindly answer the boxes below.
What additional ideas did you learn

What were your thoughts or ideas about
after taking up this lesson?
Speech Acts before?
What I Can Do
Consider the situation below:
You are hosting a party at your house that started at 8 o’ clock in the evening. It was just
a small celebration with your friends and family. You all decided to turn on the karaoke and you
all sang along to the music. However, in the middle of the party, someone went up to your house
and knocked really hard while shouting and calling your name. You opened up the door and saw
your neighbor standing with her eyes glaring at yours.
Write at least 5 sentences, on how you’ll probably respond to your neighbor at that very
moment. Use the questions below as your guide.
• What do you think is the reason why your neighbor went up to your house in the middle
of the night?
• What reaction are you expecting from your neighbor? Is it good or bad?
• How would you react to your neighbor after seeing her?
10
Assessment
Let’s assess how well you’ve learned about Speech Act by answering the items below .
A. Write TRUE if the statement is correct. If the statement is incorrect, write FALSE and write
the word/s to make it correct. Do this in your notebook.
_____________1. A speech act can only be composed of several words.
_____________2. There are three types of Speech Act according to John Searle.
_____________3. Performative utterances are statements which enable the speaker to

perform something just by stating it.
_____________4. Illocutionary act is the social function of what is said.
_____________5. Speech acts include concrete life interactions that require the appropriate
use of language within a given culture.
_____________6. Offering an apology, greeting, request, complaint, invitation, compliment, or

refusal are some of the functions of speech acts.
_____________7. Locutionary act is the resulting act of what is said.
_____________8. Austin was the one who introduced the concept of performative utterances.
_____________ 9. Indirect speech acts occur when there is direct connection between the form
of the utterance and the intended meaning.
_____________10. Verbs that execute the speech act that they intend to effect are called
performatives.
Additional Activities
Take a look at the conversation below wherein the remark by a native English speaker
could be misinterpreted by a native Japanese listener.
Rey : “I couldn’t agree with you more.”
Hiro : “ Oh….” (Thinking: “He couldn’t agree with me? I thought he liked my idea!’)
11
In an essay, discuss where the confusion originated.
REFERENCES
Austin, JL. (1962). How to do things with words. CA: Harvard University Press.
Searle, John R. (1976). A classification of illocutionary acts. Language in society 5 (1), 1-

23. Retrieved from http://www.jstor.org/stable/4166848?origin=JSTOR-pdf
Sipacio, Philippe, et al. Oral Communication in Context For Senior High School. Quezon
City: C & E Publishing, Inc. , 2016
12
13
B.
What I Already Know
1. C
2. B
3. B
4. B
5. C
What’s New
a. “Hello, Diamonds Galore, this is Peter speaking. How may I be of help to you today?”
b. “…this is Peter speaking. How may I be of help to you today?”
c. “...Is there anything else I can help you with?”
d. “Goodbye
What’s More
A.
1. “It’s been a while” – when you haven’t seen someone for a long time
2. “See you later” - informal way of saying goodbye
3. “Pleased to meet you” – meeting someone for the first time
4. “Nice to see you” – when you see someone unexpectedly
5. “How’s it going?” – similar to the greeting “how are you?”
Answer Key
14
C.
a. “Thor. How are you today?”
b. “This is Ray. May I speak with Thor?”
c. “Sure, let's go there.”
d. “Fine then, I'll meet you around twelve.”
What I Have Learned
1.
• Utterance,speaker
• offering an apology, greeting, request, complaint, invitation, compliment, or refusal.
• Perlocutionary Act, Locutionary Act, Illocutionary Act
2. *answers may vary*
What I Can Do
*answers may vary*
Assessment
1. FALSE- just one word or several words or sentences
2. FALSE – John Austin
3. TRUE
4. TRUE
5. TRUE
6. TRUE
7. FALSE – Perlocutionary
8. TRUE
9. FALSE – there is no direct connection
10. TRUE
Additional Activities
*answers may vary*
SHS
Oral Communication
in Context
Semester 1 – Quarter 1 – Module 6:
Types of Speech Act
Lesson 2:
Searle’s Classification of Speech Act
1
English – Grade 11
Quarter 1 – Module 6 – Lesson 2: Searle’s Classification of Speech Act
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
over them.


Writer: Annabel O. Armeña

Carlita L. Briones
Jessie Marie M. Morcoso

Illustrators: Albert B. Belir

Julianne Louiemarie O. Armeña

Lesson 1
Three Types of Speech Acts
First Quarter, Module 6
1
Searle’s Classification of Speech Acts
Learning Competency: Responds appropriately and effectively to a speech act.
What I Need to Know
By the end of this lesson, you will be able to:

1. Define speech acts;
2. Identify the different types of speech act;
3. Recognize that communicative competence requires understanding of speech
acts;
4. Demonstrate effective use of communicative strategy in a variety of speech
situations;
5. Apply learning and thinking skills and life skills in understanding the types of
speech acts; and
6. Respond appropriately and effectively to a speech act.
What I Already Know
Let’s see how well you know about the Classifications of Speech Acts. Choose the
appropriate act meant in each statement. Write your answers in your notebook.
1. “I guess it would look more extravagant if we add lights in the center of the stadium.”
a. begging
b. boasting
c. suggesting
d. inviting
2. “Please hand me a cup of coffee.”
a. planning
b. asking
c. inviting
d. suggesting
3. “We’ll go to Japan together in the future, I’ll make sure of it.”
a. welcoming
b. requesting
c. inviting
d. promising
4. “ I own all the cars here!”
a. boasting
b. swearing
2
c. concluding
d. betting
What’s In
Let’s see how much you already know about Speech Acts. Unscramble the jumbled
words to reveal the difficult words that you might encounter as you go through this module.
acneutert an oral or written statement ______________
rniuolilctoay social function of what is said ______________
xrssepe directly or firmly stated ______________
tntdisic noticeably different ______________
What’s New
Read the questions below and ponder on it for a while.
• Are you confident in your communication skills?

• Do you find it hard to respond to others when using a second
language?
• Do you understand the intended meaning of indirect speech
acts in different situations?
• Do you know the different classifications of Speech Act?
What is It
Speech acts include concrete life interactions that

require the appropriate use of language within a given culture.
Communicative competence (i.e., the ability to use linguistic
3
knowledge to effectively communicate with others) is essential for a speaker to be able to use
and understand speech acts. Idioms and other nuances in a certain language might be lost or
misunderstood by someone who does not fully grasp the language yet.
Searle’s Classification of Speech Acts
As a response to Austin’s speech act theory, John Searle (1976), a professor from the
University of California, Berkeley, classified illocutionary acts into five distinct categories.
1. Assertive – a type of illocutionary act in which the speaker expresses belief about the
truth of a proposition. Some examples of an assertive are suggesting, putting forward,
swearing, boasting, and concluding.
Example:
No one makes better pancakes than I do.
2. Directive – a type of illocutionary act in which the speaker tries to make the addressee
perform an action. Some examples of a directive are asking, ordering, requesting, inviting,
advising, and begging.
Example:
Please close the door.
3. Commissive – a type of illocutionary act which commits the speaker to doing something in
the future. Examples of a commissive are promising, planning, vowing, and betting.
Example:
From now on, I will participate in our group activity.
4. Expressive – a type of illocutionary act in which the speaker expresses his/her feelings or
emotional reactions. Some examples of an expressive are thanking, apologizing, welcoming,
deploring.
Example:
I am so sorry for not helping out in our group projects and letting you do all
the work.
5. Declaration – a type of illocutionary act which brings a change in the external situation.
Simply put, declarations bring into existence or cause the state of affairs which they refer
to. Some examples of declarations are blessing, firing, baptizing, bidding, passing a
sentence, and excommunicating.
4
Example:
You are fired!
By saying that someone is fired, an employer causes or brings about the

person’s unemployment, thus changing his external situation.
What’s More
From the statements below, identify the classification of speech acts based on the
Searle’s Classification of Speech Acts. Write the correct letter of your answer in your
notebook.
A. Assertive B. Directive C. Commissive D. Expressive E. Declaration
___________1. Please fall in line properly.
_________ __2. I am very grateful for your presence here today.
_________ __3. You are now officially registered as a Senior Citizen.
_________ __4. Visit SM Legazpi and see for yourself how big that establishment is.
_________ __5. Starting today, I will exercise twice a day.
_________ __6. No one sings better than Ariana Grande.
_________ __7. May I borrow your laptop for a while?
_________ __8. Welcome to our humble and simple abode!
_________ __9. You passed the University’s Examination!
_________ __10. I promise, I’ll buy you a new shirt next week.
What I Have Learned
Based from the learnings you’ve garnered through this lesson, give the correct
answers on the blank.
_____________, a professor from the University of California, Berkeley, classified

_____________ into five distinct categories. The first type is called the __________ in which some
5
examples of this act are suggesting, putting forward, swearing, boasting, and concluding. The
second act is Directive wherein some of its examples are ___________, ___________,
____________, __________, ____________, and ____________. Next is the _____________ in
which its examples are promising, planning, vowing, and betting. Furthermore, some example of
the Expressive Act are ___________, ____________, ____________, and ____________. Lastly is
the ____________ Act in which its examples are blessing, firing, baptizing, bidding, passing a
sentence, and excommunicating.
What I Can Do
Complete the following table with information related to Searle’s Classification of

Speech Acts. An example is given for you to be guided.
EXAMPLE:
YOUR TURN:
6
Assessment
A. Answer the items below by filling in the correct word/s in the blank. The options are
inside the box.
Assertive Expressive Communicative competence
John Searle utterance Declaration
1. ______________ is a type of illocutionary act which brings a change in the external

situation.
2. He classified illocutionary acts into five distinct categories. _____________
3. ________________ is essential for a speaker to be able to use and understand speech
acts.
4. Some examples of an ____________ act are suggesting, putting forward, swearing,
boasting, and concluding.
5. A speech act is an ___________ that a speaker makes to achieve an intended effect.
B. Write True if the statement is correct, then write False if otherwise.
____________1. Assertive, Directive, Commissive, Expressive, and Declaration are the 5

Classifications of Speech Act.
_____________2. Communicative competence is the ability to use linguistic knowledge to

effectively communicate with others.
_____________3. Directive is a type of a locutionary act.
C. Identify the type of Illocutionary Acts in each statement.
1. A father says to his child, “Why don’t you spend less time watching TV?”
2. A priest says over an infant, “I baptize you in the name of the…”
3. A doctor says to a patient, “I advise you to stop smoking.”
4. A passerby says to a motorist with a flat tire, “Let me help you with that.”
5. A parent says to her child, “I forbid you to leave your room.”
6. A coach says to a team member, “Way to go!”
7. A judge says to a happy couple, “I now pronounce you husband and wife.”
7
8. One secretary says to another, “My daughter’s getting married in August.”
9. A woman says, “It’s going to be a very windy day.”
10. A police officer says to a young man who was speeding, “You’re under arrest.”
Additional Activity
Match the following words into the appropriate type of illocutionary act.
A B
1. Concluding Directive
2. Deploring Declaration
3. Planning Expressive
4. Advising Assertive
5. Bidding Commissive
REFERENCES
Austin, JL. (1962). How to do things with words. CA: Harvard University Press.
Searle, John R. (1976). A classification of illocutionary acts. Language in society 5 (1), 1-

23. Retrieved from http://www.jstor.org/stable/4166848?origin=JSTOR-pdf
Sipacio, Philippe, et al. Oral Communication in Context For Senior High School. Quezon
City: C & E Publishing, Inc. , 2016
8
9
What I Already Know
1. C
2. B
3. D
4. A
What’s In
1. Utterance
2. Illocutionary
3. Express
4. Distinct
What’s More
1. B
2. D
3. E
4. A
5. C
6. A
7. B
8. D
9. E
10. C
What I Have Learned
1. John Searle
2. Illocutionary acts
3. Assertive
4. Asking
5. Ordering
Answer Key
10
1. Requesting
2. Inviting
3. Advising
4. Begging
5. Commissive
6. Thanking
7. Apologizing
8. Welcoming
9. Deploring
10. Declaration
What I Can Do
*Answers may vary*
Assessment
A.
1. Declaration
2. John Searle
3. Communicative competence
4. Assertive
5. Utterance
B.
1. True
2. True
3. False
C.
Additional Activity
1. Directive
2. Declaration
3. Directive 1. Concluding- Assertive
4. Commissive 2. Deploring- Expressive
5. Directive
6. Expressive 3. Planning- Commissive
7. Declaration
8. Assertive 4. Advising- Directive
9. Assertive
10. Declaration 5. Bidding- Declaration

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

Regional Director: Gilbert T. Sadsad

Development Team of the Module

Writer: Krismelleh Cassandra Lorenzita D. Belaro-Millare

Editors: Nida D. Bernaldez

Reviewers: Nida D. Bernaldez

Illustrator: Albert B. Belir

Layout Artists: Jaime S. Coralde III

MELC 1-Q1. The Function, Nature, and Process of

First Semester, Module 1

Communication is a vital part of your existence. In almost every

Welcome to Module 1-Lesson 1 for Oral

At the end of this module, you are expected to:

Before we proceed, please take note that all

1. Communication functions as a form of control to help regulate actions and behavior.

ACTIVITY 2. GAUGE YOUR KNOWLEDGE (Both for average & advanced

1. This function of communication helps regulate actions and

2. What is the function of communication in this situation: The

3. One good example of this function of communication is shouting

4. What is the function of communication in this situation: Sheila

5. This function is always present whenever you talk with other

Good job on the first set of tasks! It is nice to

ACTIVITY 3. PICTURE ANALYSIS (Both for average & advanced learners)

How did you find the activity? What do

ACTIVITY 4. READ AND LEARN

LESSON 1. FUNCTIONS OF COMMUNICATION

Communication plays an important role in your life. It serves many

Communication functions as a form of CONTROL.

Communication functions to allow SOCIAL INTERACTION.

Communication functions to provide MOTIVATION.

Communication functions to help EMOTIONAL EXPRESSION.

Communication functions to facilitate INFORMATION DISSEMINATION.

Congratulations! You are finally done with

1. Carlita discusses to class the different communicative strategies.

ACTIVITY 6. VISUALIZE IT (For average learners)

After all the discussions and activities that

ACTIVITY 8. WONDER AND PONDER (Both for average & advanced

1. Which among the functions of communication discussed is what you

2. In your own opinion, which among the functions of communication is

You have reached the end this lesson. You did

ACTIVITY 9. ASSESS WHAT YOU HAVE LEARNED

1. What is the function of communication in this situation: A tourist guide

2. What is the function of communication in this situation: The city mayor

5. If communication is used as a tool to let out feelings, what function us

Are you up for some extra challenge? Check

CLICK AND LEARN!

Congratulations for finishing this module!

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

Development Team of the Module

Writer: Krismelleh Cassandra Lorenzita D. Belaro-Millare

Editors: Nida D. Bernaldez

Reviewers: Nida D. Bernaldez

Iriga City Division (headed by Dr. Claudia Marilou S. Marpuri)

Illustrator: Jecer L. Jesoro

Layout Artists: Jaime S. Coralde III

MELC 1-Q1. The Function, Nature, and Process of

First Semester, Module 1

To live in this word necessitates communication. Everyday, you deal

At the end of this module, you are expected to:

2. write a 200-word essay of your objective observation and evaluation of

the various speakers watched and listened to.

Let us first get to know some words you are