Senior High School

Oral Communication
Learning Activity Sheets
Quarter 1, Weeks 1-4

1
MODULE 1:NATURE, PROCESS AND ELEMENTS OF COMMUNICATION

LESSON 1: NATURE, PROCESS AND

Week ELEMENTS OF COMMUNICATION
1

After going through this module, you are expected to:

1. explain the nature and process of communication;

2. understand the relationship of the functions of communication to everyday life; and
3. illustrate the process of communication.

WHAT IS COMMUNICATION?

Webster defines communication as a process by which information is exchanged

between individuals through a common system of symbols, signs or behavior.

Communication is a process of sharing and conveying messages or information from

one person to another using different means, medium, context, media, and cultures.

There are different ways and terms in which communication can be manifested. It can be
through face-to-face, a phone conversation, a group discussion, a meeting or interview, a letter
correspondence, a class recitation, and many others. In other words, the basic functions of
communication are to achieve understanding or shared meaning and to persuade, inform,
entertain and manage relationships.

NATURE OF COMMUNICATION

1. Communication is a process.
Communication as a process means it is a step by step activity and it is essentially a
two-way process that involves the active participation of both the sender and receiver. It is
the act or process of using words, sounds, signs, or behaviors to express or exchange
information or to express your ideas, thoughts, feelings, etc., to someone else.
Communication is a dynamic process which is influenced by the communicator’s mood and
thinking. It is a complex process too. By complex process, it means, one message may be
interpreted in many ways by different people.

2. Communication is much more of an ART than a science. There is no right or wrong way
to communicate – no set of absolute rules to be followed but there are underlying principles
to guide us into effective communication.

2
3. Communication has a sender and receiver. Communication occurs between two or
more people acting as the speaker or the receiver of the message. In other words, it is a
two-way process of reaching mutual understanding, in which participants do not only
exchange (encode-decode) information, news, ideas and feelings but also create and
share meaning. In general, communication is a means of connecting people or
places.

4. Communication is verbal or non-verbal.

Communication can be expressed through written or spoken words (verbal) or
actions (non-verbal) of both spoken words and nonverbal actions at the same time.
Communication is not all about sending or receiving facts in words. It does involve ideas
and emotions that are expressed through signs, symbols and gestures.

5. Communication is inevitable.
Inevitability means communication is taking place even when someone
does not want or intend to communicate. This “does not want to communicate”
feeling of someone actually does communicate something. What does this mean? It
simply means that you cannot avoid communicating.

6. Communication is irreversible. This means that what you have said can never
be unsaid. Irreversibility happens the very minute you click the “OK” button for a
comment or post on your social media and that it would be too late to take it back
when a lot of people have already reacted, and commented to it. The same thing
when you perhaps throw a hurting or offensive word to your enemy because of your
anger.

7. Communication is Unrepeatable.
Unrepeatability means that an act of communication can never be duplicated.
We may say the same thing over and over again but the effect of what you said the
second or third or fourth time will not be the same as the first time you said it.

3
Activity 1. A Real Sample

Now that you know what communication is and how it works, list down real
examples of communication that occurs around you. Make a table similar to that table below
and write your answers on your answer sheet.
What Where Who How
Talking with friends In school You and your You share your experiences and
friends feelings.

The Elements of the Communication

Let us discuss briefly each of the elements shown in the illustration. You have to remember
that every element has its own importance that greatly affects effective communication.

1. Sender
The sender is also known as the source of the message or information. The sender is
responsible for making putting meaning into his/her message. A sender is also known as the
speaker or encoder.
In the illustration, you will see the teacher being labeled as the sender since she is the one
giving the information to her audience.

4
2. Message
The message is the information, ideas, or thoughts conveyed by the speaker in words or in
actions. As in the illustration above, the message is all about communication which is lesson of
the day. The message by the way is an important element that is being shared by the sender
and the receiver.

3. Encoding
This is referring to the process of converting the message into words, actions, or other
forms that the speaker understands. The sender is also considered as the encoder in the
illustration shown because it is her who puts meaning into her message.

4. Channel
The channel is the medium or the means, such as personal or nonpersonal, verbal or
nonverbal, wherein the encoded message is conveyed. In the example, the channel or the
medium of communication or how the message was conveyed is through personal or face-to-
face communication using verbal language. Other channels of communication will be discussed
in the succeeding modules.

5. Decoding
Decoding is the process of interpreting the encoded message of the speaker by the
receiver. The receiver analyzes the message received before giving his/her response. In the
illustration, there are actually several recipients or receivers of the message but directly, the
teacher addressed Mr. Lance Dacer. This suggests that the teacher as the sender is expecting
Lance Dacer as the receiver to give his feedback or response.

6. Receiver
The receiver acts as the recipient of the message, or someone who decodes the message.
Again, all those present in the class are considered receivers of the message.

7. Feedback
Feedbacks are the reactions, responses, or information provided by the receiver. It could
come in many forms. It could be through words, gestures, or actions. If you look at the
illustration, there are implicit or not direct feedbacks such as one student is jokingly courting his
seatmate. The misbehavior of the student while the discussion is going on is already a feedback
in itself. It suggests that the student’s attention was not on the teacher but on his seatmate.

8. Context
The context is the environment where communication takes place. It is a
communication situation. If we are to look again at the illustration, we can say at once that the
setting is in the classroom which is true. Why, the presence of the teacher, the students, the
discussion are taking place in a classroom setting. Without context, communication cannot take
place. There has to be a context for communication to happen. In a picnic, a wedding, in the
church or dinner, at a basketball game or a bus ride are just a few of the many contexts where
communication can take place.
9. Barrier
Barriers are also called noise in communication. These are factors that affect the flow of
communication. Students’ talking to one another while the class discussion is going may
distract the attention of other students, or someone who has a toothache may not be able to

5
concentrate at the meeting. In the illustration above, one student is not attentive to the class as
she was instead bothered by the thought of someone she hates.

Activity 2. Complete Me

Complete the table with necessary information about the lesson. Write your answers on
your answer sheet.
Elements of Communication Definition Example

Week LESSON 2: FUNCTIONS OF

2 COMMUNICATION

Five Basic Functions of Communication

1. Control- to exercise restraint of direction formally or informally. This happens particularly
among members or acquaintances.
2. Social Interaction- communication allows acting and reacting to the behavior of people
around us. By revealing out thoughts and feelings, we elicit reactions from others.
3. Emotional Expression- Communication makes possible the release or unloading of
emotions, resulting in catharsis. It facilitates people’s expression of their feelings and
emotions.
4. Motivation- The energy that influences a person’s behavior in different ways to his pursuit
of his goal or objective. It encourages people to live better.

To motivate means to stimulate people to act on their goals. However, the motivational
kind of communication can work in two ways, positive or negative motivation.

Positive motivation happens when the speaker who is motivating someone or a group
uses his or her skills in communication as a bridge towards self assessments, confidence,
knowledge, etc. Negative motivation, on the other hand, can lead either to communication
apprehension, social anxiety, shyness or public speaking anxiety.

Communication anxiety happens when a person becomes fearful of communicating with

another person or a group. This fear is either imagined or real, and may have rooted from a
previous experience. Signs of apprehension include sweaty palms or feeling upset stomach
also known as butterflies in the stomach. These physical signs motivate someone to avoid
communication or feel anxious when forced to communicate.

6
 Context apprehension happens when the anxiety to communicate happens in certain
situations only such as interpersonal, small group or public speaking.

Fear of Public speaking is also called stage fright. This is when a person hesitates or
avoids speaking in front of a large group or large audience.

The next is shyness, this happens when you feel uncomfortable when speaking to a small
group or people. Shy people are afraid to initiate communication or actively participate in
small group discussions.

Lastly, we have social anxiety, which is when someone hesitates interpersonal

communication. This kind of anxiety happens when a person feels threatened and scared of
what other people say or think about them.

5. Information Dissemination- It is the most basic function of communication that provides

data and information for effective completion of tasks, solution of problems, and elimination
of uncertainty.

KINDS OF TALKS

1. Small-talk is a form of non-threatening communication that may be used to affect social

interaction.
Purposes:
To maintain the status quo;
 To break the ice;
 To get acquainted; and
 To establish a relationship
2. Light-Control Talk is the tactful use of power to get results and may be used to motivate
people.
Purposes:
To persuade;
 To direct;
 To seek but not force agreement; and  To use legitimate authority.

3. Heavy- Control Talk is designed to place blame and to control or regulate people. This
creates defensiveness on the part of the receiver and is rarely, if ever, appropriate.

Purposes:
 To blame;
 To attack;
 To threaten;
 To coerce; and  To demand.

4. Search Talk is another non-threatening approach when you want to gather data or the
consensus of others to be able to provide information.

7
 Purposes:
 To center or an issue; and  To examine and clarify the issue.

5. Straight Talk is good for problem-solving and conflict resolution and may be used to facilitate
emotional expression for catharsis, which is the act of purging, cleansing, and unloading of
ideas and emotions.

Purposes:
 To concentrate on the here and now;
 To focus on issues;
 To share feelings

Activity: How much do you know?

A. Identify the function of communication in each of the following situations.
Write your answers on your answer sheet

1. The city mayor calls for a meeting with the teachers.

2. Rico meets Cory at the party; then they start talking about their career.
3. The Oral Communication group discusses how to improve their performance in the next
presentation.
4. Lovely shares her funny experiences when she was in Japan.
5. Gina, a science teacher, explains the causes of volcanic eruption.
6. The Regional director is very emotional in his farewell speech.
7. The school principal delivers his State of the School Address.
8. Awarded the best actor in the Metro Manila Film Festival extends his thanks to the
public.
9. One of the best recognized city mayors presents his best practices.
10. The module writers orient the participants about the policy.

B. Identify the function of communication in the following sentences. Write your answer in the
space provided for.

1. Mother to son: “Jude, I am really upset with your misbehavior! Could you please
behave properly?”
2. Teacher to student: “Grace, you are an excellent communicator. Just do your best in
overcoming your fear of the crowd.”

8
 3. District School Supervisor to Teachers: “My dear teachers, your monetary donations
for the COVID 19 frontliners have already reached Php 28, 200.00 as of today.”
4. Boss to the secretary: “I would like you to make sure that 2019 Minutes of Meeting
be furnished before the General Assembly.”
5. Friend to another friend: “What can you say about Mark and Steph’s engagement?”

MODULE 2: MODELS OF COMMUNICATION

LESSON: VARIOUS MODELS OF

Week COMMUNICATION
3

At the end of this module you are expected to:

1. identify the three standard communication models;
2. differentiate the various models of communication; and
3. distinguish the unique feature(s) of one communication process from the other

What are Communication models?

Communication models describe the process of communication, visually show the relationship
among variables and help find and correct communication problems.

What are the three standard models of communication?

1. Linear Model of Communication (Transmission Model)

The linear model was the first kind of model that experts have made to understand the process
of communication. It has improved and has been updated over the years. The following are the
remarkable characteristics of the linear model:

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

speaker sends messages to the receiver with or without effect. Senders can
only transmit messages while receivers can only receive the messages. This
model of communication applies to mass communication.

2) Simple - This model presents a simple communication acts because

the transmission of message shows only the beginning and the end and that
there is no interchanging of roles between the sender and receiver.

3) Persuasion not Mutual understanding

This model shows the one-way direction of communication which

promotes advice and influence rather than mutual understanding between
receiver and sender.

9
 The first three characteristics emphasize the lack of feedback in this model which has been
criticized as a missing element in the communication process
4) Values psychological over social effects:

This model focuses more on the psychological effects (such as

understanding the messages) rather than the social effects (like building the
relationship among communicators).
The Shannon-Weaver model (1949), also known as the transmission model and the mother of all
communication models is one best example of a one-way or linear process of communication
consisting of five elements (see diagram below) which have been criticized for missing one
element in the communication process, feedback.

The Shannon-Weaver Model illustration above shows the characteristics of the Linear
Model of Communication. First, as shown in the direction of the arrow, it is a unidirectional or
one-way direction where the speaker sends messages to the receiver with or without effect.
Second, it is simple as it only shows beginning and end of communication, but there is no
interchanging of communication roles between communicators. The first two characteristics
emphasize persuasion and understanding the message rather than mutual understanding
and social relationship.
Example:
Example of the elements of the
Shannon-Weaver Model Elements
Sender You
Receiver Your friend
channel Your mobile network
encoder Your mobile’s network company
Decoder The receiver’s Smartphone
Noise your friend receives only parts of the
SMS message you tried to send due to

10
 disruption of mobile signal

2. Transactional Communication Model

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

11
The characteristics of Transactional Model
1. Communication evolves from the very first day (origin) until the existing moment.
2. Communication is largely dependent on its past.
3. Concept of time.
4. Communication process is the product of what we learned.

.
So to put it in simple terms, Transactional Model of Communication involves three principles:
1. people send messages continuously and simultaneously
2. communication events that have a past, present, and future, and;
3. participants play certain roles in the conversation.

How does the second model of communication look to you? Do you think the second model is
better than the first model? Why or why not?

Activity1. Key Ideas

This is to check your grasp of the topics discussed earlier. Write down
on your Communication Activity Notebook the essential ideas needed.
The 3 basic characteristics of Transactional Model
1.
2.
3.
The 4 characteristics of linear model
4.
5.
6.
7.
The two other names of linear model
8.
9.
The other name of transactional model
10.

3. Interactive Communication Model

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

12
Elements Functions
1. Sender (transmitter) -sends the message
2. Encoder -converts the message
into codes before --
sending
3. Decoder -gets the encoded
message then converts it
into the language
understandable by the
receiver
4. Interpreter -tries to understand and
analyze the message.
The
message is considered
received after the
interpretation is done
and message is
understood. Interpreter
and receiver are the
same.
5. Receiver -gets the message.
Decoding and
interpreting is also part
of his/her role.
6. Message - data sent by the sender .
and information that the
receiver gets
7. Feedback -process where in
receiver responds to the
received message
8. Medium or media - channel used to send .
the message.
9. Noise (interference - interference disruptions
disruptions) during the process. This
is
also created when the
intended meaning sent
by the sender is different
from what was
interpreted by the
receiver.
10. Field of Experience - patterns which affect
the communication
process. This can be
from society, culture,

13
 situations, psychological
or sociological events or
experiences of the
sender and receiver.
Features of Interactive Communication Model

1. It has a never-ending process of communication and feedback where there is role-switching

between the sender and the receiver as they continue the exchange of messages. It means that
in the next flow of communication, the sender may become the receiver while the receiver in the
first communication process becomes the sender in the next communication flow when gives his
feedback or response.

2. Feedback is seen as an important part of this model to ensure that communication takes
place. With feedback, it gives the sender the chance to know whether his / her receiver got the
message the way he / she intended it to be understood. Feedback in short, helps communicator
to seek for clarification.

3. The field of experience affects the messages being exchanged. It means that the background
of the persons involved in the communication process plays a role in how they interpret the
messages received or how they encode the messages they will be sending.

4. It encourages interaction. This means that the Interactive model triggers the communicators
to give their responses because they share common experiences and thus share a common
understanding.

“If there is no commonality in the sender and receiver field of experience. Then, communication
does not take place.”

Activity 2: TRUE OR FALSE

Write T if the statement is True and if the statement is False.

1. Communication models describe how the process of communication, show the relationship
among variables and help find and repair problems in communication.
2. Frank Dance introduced the Linear Model of Communication.
3.Convergence Model of Communication is concerned more on persuasion rather than mutual
understanding.
4. The term unidirectional feature of communication means communication is a two-way
process.
5. Transactional model shows the important roles of the sender and receivers as
communicators as they reverse roles.
6. Helical Model of communication is an example of
Transactional Model of communication.
7. Wilbur Schramm believes on the commonality of experience between sender and receiver.
8. Field of Experience is found in Interactive Model of Communication.
9. When the sender and receiver share the background or field of experience, Linear Model of
communication is depicted.
10. Interactive model supports the idea that there is a never-ending process of communication
and feedback when communicators exchange messages in role-switching manner.

14
MODULE 3: STRATEGIES TO AVOID COMMUNICATION BREAKDOWN

LESSON: STRATEGIES TO AVOID

Week
COMMUNICATION BREAKDOWN
4

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

 explain why there is communication breakdown
 use various strategies to avoid communication breakdown
 identify strategies used by speakers evaluate the effectiveness of an oral communication
strategy.

TOPIC 1: WHAT IS COMMUNICATION BREAKDOWN?

Communication breakdown, as defined by Emily Rodgers in her online article, “is a failure to
exchange information,
resulting in a lack of communication.”
What does “lack of communication” mean? To answer that question let us look at the examples
of communication breakdown in the workplace or in any given communication scenario as
provided by Rodgers.

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

given in training. In the classroom context, you as a learner, may make mistake in doing your
task because of miscommunication or lack of information

2. Two members of staff doing the same task and not realizing. In the classroom context, it
could be two members in the group make a duplication of activity and leave out one task
undone instead.

3. A colleague not treating a client correctly. A classroom officer showing unfair treatment to
one classmate for his/her attitude/appearance for instance, may cause misunderstanding
among students.

4. Certain vital tasks not being completed either on time or to the highest standard
because no one in the team is giving updates to each other. This happens most of the time
in the classroom when members in a group do not try to communicate, express themselves, or
reach out to one another.

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

because they’ve got a client on their case about completing work. A group leader or SSG
president, for example, may fail to disseminate important announcement to the class because
he/she is pressured to finish another task.

15
6. A junior spreading Chinese whispers about the current state of a project’s completion
because they misheard what their manager was saying. In a classroom scenario, student A
tells student B that Student C may not be able to graduate but student A is not so sure about it
because he/she only overheard a conversation of her teachers. The act of spreading the “talk” is
called gossiping. Passing on wrong information may result to communication breakdown.

Activity: Unscramble and Match. Before proceeding to

the discussion, let us pause a bit and do a little recap on
the topics discussed earlier. Unscramble the words in
Column A then match the word with the concepts in
column B. Write your answers on your answer sheet.

Column A
Column B
1. NJORAG A. Geographical Location
2. ARBIRER B. Prejudices
3. SLYPAHIC C. Bodily condition
4. GLOCSHAPLICYO D. Self-esteem
5. TAINITADULT E. polarization
6. LAGIPYSOLICHO F. Inferences
7. GALENUGA G. Specialized vocabulary
8. NOUNCSOLIC H. Obstruction
9. NETIGLAZENAIRO I. Emotional
_
10. EFCDICNONE J. Words or phrases

TOPIC 2: COMMUNICATION BARRIERS

Rodgers (2017) presented key communication barriers that cause communication breakdowns

1. Lost in translation
Lost in translation occurs across emails when the receiver perceives the
message differently because of lack of tone. It could also be a misinterpretation
of a message because of the presence of words that have double meanings.
Lost in translation is not necessarily referring to a language barrier but to how the receiver
interprets the words, phrases or sentences received.

2. The attention span of a gnat

This refers to human attention span which accordingly, can only listen
for 8 seconds meaning we have less time to remain engaged to what we have
just listened to before switching off or start thinking of other things, thus missing
important information.
This lack of attention means that information constantly has to be
repeated, which may be frustrating for the speaker, not to forget how tiring it is
to be repetitive.

16
3. Too much information
If there is no efficient communication flow plus the problem of sharing
information to wrong people, overload of information can result to chaos.
True, there is a plethora of information around the world. We can only do so much by giving it to
the right people at the right time and at the right amount because too much of anything can be
dangerous, so to speak.
Knowing a lot of things is good but when too much information is given
and received and yet this information is sent and received wrongly, it could lead
to tremendous problem.
Effective communication needs wisdom as to what, how much or how
little, when and to whom information is to be given.

4. Under pressure
High-stress jobs or tasks mean there’s often no time to communicate
properly. If you’re on a tight deadline or you’re behind on your target, you’re not
going to waste precious minutes formulating the perfect email, and doing such
practice will result to greater consequences.
On the same note, if you show yourself too busy and too preoccupied
with something, your classmate or friend who is supposed to share with you an
information may opt to back off in communicating with you for fear of
interrupting you or for fear that they may be either rejected or scolded.
If the stress in your jobs get in your way
and you allow it to block communication between you and your classmates or group mates, you
are inviting in communication breakdown.
Amidst your stressful tasks, you need to handle yourself properly,
manage your stresses, and carefully plan the tasks to do without jeopardizing
the quality of your work or assignments. Moreover, never sacrifice your
relationships with people just because you are too preoccupied. Take time to
relax before doing anything else.

BARRIERS TO COMMUNICATION

1. Language Barriers

Language and linguistic differences may become barriers to

communication. But
it is not also a guarantee that when two people speak the same language, they understand each
other because if the receiver still does not understand the words used in the message received,
the words used may act as a barrier.
This goes to mean that even if people speak in the same language, but
in different jargon, still, there is a language barrier.

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

2. Psychological Barriers
The psychological condition of the receiver affects his/her message
reception of the message. For example, someone who is stressed or anxious

17
 will not be as receptive to the message as compared to the one who is not
stressed.
When we are at the peak of our anger, it is easy for us to say things that
we may later regret and we may also misinterpret what other people are saying.
This anger becomes a
psychological barrier. Thus, there is a need for us to manage our stresses and our emotions at
all costs should we want to avoid communication barrier.

3. Physiological Barriers
Physiological barriers may emanate from the receiver's physical
condition. For example, a receiver with a defective hearing may not be able to
grasp the entirety of the spoken words, especially with noisy surroundings.

4. Physical Barriers

Physical barriers refer to the geographic location between the

communicators. It is basically referring to the distance or proximity between the
sender and receiver.
As said, communication is easy when communicators are within short
distances where there can be many options to use for communication.
Now that technology is widely used for communication, it is equally
important to know the best and the most appropriate channel to use in
overcoming communication barriers.

5. Attitudinal Barriers
Prejudices and other related biases are examples of attitudinal barriers. These are behaviors or
perceptions of any of the communicators that hinder them from interacting effectively.
Attitudinal barriers to communication may arise from personality
conflicts, poor management, and reluctance to change, or no motivation.
Effective listeners of messages should attempt to hurdle their own attitudinal
barriers to effect effective communication. Open-mindedness and willingness to
learn new things are vital in overcoming barriers.

6. Using generalizations and stereotypes

Speakers who make unqualified generalizations undermine their own clarity and credibility. Be
cautious not to get holed in the habit of using stereotypes, or making generalizations about
complex systems or situations.
Another form of generalization is "polarization" or creating extremes. Try
to be sensitive to the complexities of situations, rather than viewing the world in
black and white.
7. Jumping to an immediate conclusion
Confusing details with inferences is a common factor. Do not pretend you know the reasons
behind events, or that certain facts necessarily have certain meanings.
Make sure you have all the information you can have, and then talk
clearly about the facts or interpretations you attach to those.

8. Dysfunctional feedbacks
Ignoring or not responding to a suggestion or query quickly undermines
effective communication. Interrupting others while they are talking also creates
a poor atmosphere for communication.

18
9. Lacking the confidence
Lacking confidence can be a big barrier to effective communication. Being shy, difficulty being
assertive or low self-worth can block your ability to express your needs and opinions known.
Also, a lack of knowledge of your own rights and opportunities in a given
situation can prevent you from telling your needs.
In most cases, bullying and shaming by peers cause extreme shyness
among individuals which eventually leads to one’s inability to express thus, fail
to communicate. Students, be assertive, know your rights, and develop your
self-esteem!

TOPIC 3: EFFECTS OF COMMUNICATION BREAKDOWN

Loss of morale
When you experience communication breakdown, there is a tendency
that your sense of purpose, and enthusiasm towards the task, may also be
affected.

Demotivation
Communication breakdown results to weakening or even loss of one’s
motivation to do what you are supposed to do.

Embarrassment
A person who has experienced communication breakdown with his team
or is the cause of the communication barrier will eventually feel guilty and
incompetent over that failure and will feel haunted by that embarrassment.

Anger
Communication breakdown is so annoying that anyone involved can get
into serious trouble.
Tension among the team
Everybody in the team gets affected when communication breakdown
strikes. Chances are people will be pointing fingers to one another. The
question here is who’s to be blamed? No one. Everyone in the team is
responsible and is equally important in solving the problem.

Stress caused to individuals

Communication breakdown does not only affect the one who caused it
but equally, it affects the person who received the message but failed to
understand.

Loss of clients, business and sales (or friends/relationships)

Communication breakdown is really harmful. It will not only break
relationships, it can even do worse. It means losing people who trust you and
whom you trust. Now, you don’t want that to happen, do you?

Disorganization
Nothing goes right when a communication breakdown occurs. Things,
situations, relationships just fall apart and for all you know, you are facing
broken pieces. Don’t wait for that to happen. Do something before things got
shattered because of careless communication.

19
Gossip
When communication goes out of control, rumors begin to spread like a
virus. Wrong information breaks out and spread faster than the truth that’s why
treat communication with proper care. Communicate properly and honestly.

Activity 2
Directions: Explain why there is communication breakdown on the given situations. Again,
write your answer on a separate sheet of paper.
1. Jay and Michelle started talking about their plans for Christmas Vacation when their
classmate, Moy, interrupted them.

____________________________________________________________________________
______________________________________________________________________
2. “Mama, I will buy this cake for you. I am very sure that you will like its taste. It’s from our
favorite cake store!”

____________________________________________________________________________
______________________________________________________________________
3. You spent the night thinking and analyzing why a student from another class talked to you on
your way home.

____________________________________________________________________________
______________________________________________________________________
4. Livy encounters a participant who is very eager to share with others her views and opinions.
She does this without asking permission.

____________________________________________________________________________
______________________________________________________________________
5. In some Asian countries, direct eye contact is considered disrespectful and rude. In others, it
is a must.

____________________________________________________________________________
______________________________________________________________________

Activity 3: Directions: Answer the following questions. Write your answer on the separate
sheet of paper.
1. What is communication breakdown?

____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________
2. What are the barriers to communication?

____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________
3. Why does breakdown of communication occur?

____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________

20
TOPIC 4: 5 WAYS TO RESOLVE A COMMUNICATION BREAKDOWN
(Rodgers)
These are simple things to do to ensure communication is never a problem

1. Observe
Take the time to observe how each member of your team works, talk to
them in regular one-to-ones, and discuss how best they like to receive
information, relating to their job role, and then how they feel they can best use
this information for others.

2. Options
Whether giving your team another computer-based tool, introducing
more huddles and meetings, encouraging them to pick up the phone more, or
urging them to physically walk round to a person’s desk, giving them
communicative options will help them feel less trapped in the restrictive vices of
the email world.

3. Sharing is caring
Updates, updates, updates! Site-wide updates are vital for keeping
everyone in the know. This is within reason. Don’t rely on email for this. Meeting
and discussion with the team are important. Your team members deserve
transparency.

4. Practice makes perfect

Providing consistent training sessions on how and why we
communicate, the best way to write an email, communicating with everyone or
with the whole class or team and how to give feedback in the most effective
way will lift communication breakdowns the more you do them. Training are
also a great way to bring groups/ class together who may not already be in
direct contact with each other, building morale through one shared goal.

5. One team, one dream

If you resolve a communication breakdown and teach your team the
value of communication, the benefits abound. Good communication builds a
strong team that people want to engage in, it streamlines work processes, it
equips individuals with the tools to take on anything that’s thrown at them and
ultimately makes whatever you are doing, a success.
Those mentioned above are generally found in the following strategies in communication on
how to overcome barriers:

1. Active Listening
Active listening is a skill that can be acquired and improved with
practice. However, this skill can be difficult to achieve and will, therefore, take
time and delay. 'Active listening' means actively listening or fully focusing on
what is being said rather than just 'hearing' the message of the speaker.
Active listening involves listening with all senses. There are both verbal and non-verbal
indicators that convey active listening. Non-verbal signs include smiling (if appropriate), making
eye contact, nodding at appropriate times, and avoiding 16

21
22
interruptions. These non-verbal cues relay the message that you are interested in what the
speaker has to say, and that your attention is fully invested. Giving verbal signs of active
listening can also be meaningful. Paraphrasing involves looking for slightly different terms to
repeat the main idea of the speaker and is also a great way to show active listening.

2. Use Common Language

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

3. Give Constructive Response

While the response that you give the speaker/sender may occasionally
be negative, it is important that it be constructive in nature. The goal of the
feedback should be to further the abilities of the speaker. This will bond the
interpersonal relationship, and enhance future communications.

4. Focus on the issue, not the speaker

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

5. Be genuine rather than control.

Be yourself, openly, and honestly. Be honest with yourself, and center
on working well with the persons around you, and acting with integrity.

6. Empathize rather than remain alone.

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

7. Be patient towards others.

Allow for other points of view, and be liberated to other ways of doing
things.
Diversity affects creativity and innovation.

8. You have to promote yourself and your own experiences.

Be strong about your rights and needs.

TOPIC 5: 7Cs OF EFFECTIVE COMMUNICATION

1. Completeness
It is very important that that receiver gets to hear everything so that proper
responses, reactions, evaluation or feedback could be done. That is what
complete communication is.
2. Conciseness

23
 To be concise basically means, getting straight to the point. There should be no
beating around the bush. Thus, irrelevant or redundant information should be
eliminated within the communication process.
3. Consideration
There is a need for the speaker to consider the receiver’s mood, status,
background, preferences, needs and the like to build rapport him/her. Once
rapport is established, effective communication is possible.
4. Concreteness
When information sent by the sender to the receiver is supported by facts,
figures, or real-life examples and situations, effective communication takes
place.
5. Courtesy
Respecting the culture and beliefs of the receiver creates a positive impact in
the communication process.
6. Clearness
The use of simple, specific word in expressing ideas ensures clarity in
communication. This signifies when the speaker focuses on a single objective
to avoid confusing the audience.
7. Correctness
Credibility and effectiveness of the message can be achieved by eliminating
grammatical errors in the communication process. This implies that correctness
in grammar creates a positive impact on the audience.

Additional Activity: REFLECTION TIME

After doing then activities:

I noticed that:
A question I have is:
I wondered why:
I’m not sure if:
I discovered that:
I realized that:
I can apply to my life:

24
MODULE 4: TYPES OF SPEECHES AND SPEECH STYLES
LESSON 1: TYPES OF SPEECHES
Week
AND SPEECH STYLES
5

After going through this module, you are expected to:

1. define speech context;
2. identify the various types of speech context in different situations; and
3. employ appropriate verbal and non-verbal behavior in different speech context.

4. distinguish the types of speeches according to purpose and delivery;

5. determine the types of speeches used in different real-life situations;
6. distinguish the types of speech style;
7. identify the social situations in which each speech style is appropriate to use; and
8. observe the appropriate language forms in using a particular speech style.
9. describe speech act;
10. distinguish types and classification of speech act;
11. determine the appropriate response in different social setting; and
12. respond appropriately and effectively to a speech act.

Types of Speech Context

1. Intrapersonal – This refers to a type of communication that is focused on one person,
where the speaker acts both as the sender and as the receiver of the message.
The message is made up of thoughts and feelings while the medium is the
brain that processes what you think and feel. (Hybels & Weaver, 2012, p 16)

25
Example:
• • There is a voice within you that tells you, “It’s okay, you can still do it! You can make it!”
when you are losing your drive to finish the task that you are doing.
2. Interpersonal – This refers to the type of communication that takes place between and
among people and creates a personal relationship between and among them.
Normally, it includes two individuals, and it can vary from casual and very personal to
formal and impersonal.
• Types of Interpersonal Communication
1. Dyad Communication – communication that happens between two people.

Examples:
You consoled your brother who was feeling down.
2. Small Group– This applies to interactions involving at least three but not more than
twelve people engaged in face-to-face interactions to achieve the desired goal. In
this type of conversation, all participants can freely express their ideas throughout
the discussion.
Example:
• You are having a discussion with your two brothers about the surprise party you are
planning for your Mom’s birthday.
3. Public– This type refers to a communication that enables you to send or deliver a
• message before a crowd. The message can be transmitted for informative
or persuasive purposes. "In public communication, unlike interpersonal and small
groups, the channels are more exaggerated. The voice is louder and the gestures
are more expansive because the audience is larger” (Hybels & Weaver, 2012, p
19).

Example:
• Delivering a graduation speech to your fellow graduates.
4. Mass Communication – This refers to communication through television, radio, newspapers,
magazines, books, billboards, the internet, and other types of media.
Example:
• You are watching a televised briefing of IATF on COVID-19.

Types of Speeches and Speech Styles

1. Types of Speech According to Purpose

a. informative or expository speech
•is mainly performed for the purpose of educating the audience on new or relevant piece of
information on a particular topic.

example: lecture of a teacher

b. persuasive speech
• is given solely for the purpose of convincing the audience to agree with the speaker’s
opinion on a particular topic.

example: speech of a lawyer

c. entertainment speech
• aims to share laughter and enjoyment to the audience through witty and humorous
lines.

26
example: speech of a comedian

2. Types of Speech According to Delivery

a. manuscript speech
• is the word-for-word iteration of a written message using visual aids.

example: news anchor with a teleprompter

b. memorized speech
• is the rote recitation of a written message that the speaker has committed to memory.

example: actor’s dialogue

c. extemporaneous speech
• is the presentation of a carefully planned and rehearsed speech, spoken in a conversational
manner using brief notes.

example: a campaign speech before a voting public

d. impromptu speech
• is the presentation of a short message without advance preparation and is for people
knowledgeable about the subject.

example: a doctor’s response to the question of a patient

Activity 1. Directions: Identify whether each statement is TRUE or FALSE. Use a separate
sheet of paper for your answer.
__________ 1. The types of speech according to delivery are impromptu speech, persuasive
speech, extemporaneous speech, and manuscript speech.
__________ 2. The primary goal of an informative speech is to influence the thoughts, feelings,
actions, and behaviors or attitudes of your listeners (Gamble & Gamble, 2012).
__________ 3. Extemporaneous speech has no advance preparation and is usually for a
person knowledgeable about the subject.
__________ 4. An impromptu speech is delivered with little or no time for preparation.
__________ 5. An expository speech provides the audience with a clear understanding of a
concept or idea.
__________ 6. The nature of a reporter’s job is to give a persuasive speech.
__________ 7. The President’ State of the Nation Address (SONA) is guided by a manuscript or
teleprompter.
__________ 8. A speaking situation can transform from one type of speech to another.
__________ 9. Entertainment speech is simpler than an informative speech.
__________ 10. A manuscript speech may not be rehearsed anymore.
__________ 11. Short notes are useful in an extemporaneous speech.
__________ 12. A manuscript speech is used to deliver important information.
__________ 13. Vivid descriptions are essential in an entertainment speech.
__________ 14. The types of speech according to purpose are informative speech, persuasive
speech, and entertainment speech.
__________ 15. The credibility of a speaker is important in informative, persuasive, and
impromptu speech.

Types of Speech Style

1. Intimate
• is used for very close relationships.

27
example: couple
• note: Language used in this style may not be shared in public.

2. Casual
• is an informal communication between groups and peers who have something to share and
have shared background information but do not have close relations.

example: classmates
• note: Jargon, slang, and vernacular language are used

3. Consultative
• is used in semi-formal and standard communication.

example: teacher and student

• note: Professional or mutually acceptable language is a must in this style.

4. Formal
• is a one-way straightforward speech.

example: State of the Nation Address

• note: What the speaker says is something that has been prepared beforehand.

5. Frozen
• is the most formal communicative style that is usually used during solemn ceremonies and
events.

example: pledges
• note: It does not require any feedback from the audience.

LESSON 2: TYPES OF SPEECH

Week
ACTS
4

TYPES OF SPEECH ACT

A speech act is an utterance that a speaker makes to achieve an intended effect.
Speech acts are performed when a person offers an apology, greeting, request, complaint,
invitation compliment, or refusal. Speech act is an act of communication.
As we communicate with others, we use language without minding whether to use complete
sentence or not. The number of words in a single utterance does not matter so long as we can
get our message across.

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.

28
1. Locutionary act is the actual act of uttering or saying something.
This act happens with the utterances of a sound, a word or even a phrase as a natural unit of
speech.
For the utterances to be a Locutionary Act, consider the following:
• It has sense, and mostly importantly, for communication to take place.
• It has the same meaning to both the speaker and the listener.
• Utterances give rise to shared meaning when it is adjusted by the speaker for the listener.

Examples of Locutionary Acts:

• “Doh!” (favorite expression of TV cartoon character Homer Simpson)
• “Wow?” (When someone is amazed)
• “Hello!” (greeting someone)
• “Get out!” (a strong command)

2. Illocutionary act is the social function of what is said.

In an illocutionary speech act, it is not just saying something itself but with the act of saying
something with the intention of:
• stating an opinion, conforming, or denying something;
• making a prediction, a promise, a request;
• issuing an order or a decision; or
• giving advice or permission.

This Speech Act uses the Illocutionary Force of a statement, a confirmation, a denial, a
prediction, a promise, a request, etc.
Examples of Illocutionary Acts:
• It’s more fun in the Philippines. (opinion)
• I’ll help you clean the house tomorrow. (promise)
• Get my things in the office. (order)

3. Perlocutionary act refers to the consequent effect of what was said.

This is based on the particular context in which the speech act was mentioned.
This is seen when a particular effect is sought from either the speaker or the listener, or both.
The response may not necessarily be physical or verbal and is elicited by:
• inspiring or insulting
• persuading/convincing; or
• deterring/scaring

The aim of Perlocutionary Speech Act is to change feelings, thoughts, or actions.

Examples of Perlocutionary Acts:
• “We can do this. We heal and win as one!” (inspiring)
• “It is crucial that we give all our collective efforts to fight against this pandemic. We must start
working together.” (persuading)
• “Smoking destroys your health, certain as it brings diseases, it kills – you, your loved ones,
and others!” (deterring)

29
Searle’s Classification of Speech Act
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 act are suggesting, putting forward, swearing,
boasting and concluding.

Example:
No one can love you better 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 act are asking, ordering, requesting, inviting,
advising, and begging.

Example:
Please maintain the cleanliness of our school.

3. Commissive – a type of illocutionary act which commits the speaker to doing something in the
future. Examples of a commissive act are promising, planning, vowing, and betting.

Example:
From this moment on, I will love you and honor you for the rest of my life.

4. Expressive – a type of illocutionary act in which the speaker expresses

his/her feelings or emotional reactions. Some examples of an expressive act
are thanking, apologizing, welcoming and deploring.

Example:
Thank heavens, you came to save me! I owe you my life.

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.

Example:
You are hired!
By saying that someone is hired, an employee causes or brings about the
person’s acceptance to job; consequently, this changes his external situation.

Activity 1. React to Me Now!

.
Below is a dialogue from a movie. Analyze the speech act of the characters shown in
the table below. Title of the Movie: My Ex and Whys

Character Line Intention Effect

Liza Soberano as “Am I not enough? To express her Gio (Enrique Gil)
Calixta “Cali” Ferrer Pangit ba ako? frustration to the realized that what
Kapalit-palit ba person who he did was wrong.
ako? cheated on her.

30
Your Response:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________

Activity 2. Famous Lines

Recall your favorite movie/teleserye and its striking lines. Determine the character’s speech act
by filling out the table.

Title of the Movie:

Character Line Intention Effect

31