Oral Communication in

Context

Module 1

Name: __________________________________________________________
Grade Level & Section: ___________________________________________
Teacher: _________________________________________________________
Date Submitted: __________________________________________________
 Preface

Studying in this time of pandemic is not that easy because of the various complications that arose before the
opening of classes. However, no matter how difficult learning has become nowadays, we can only keep moving forward
and accept these challenges with dedication and perseverance.
And since face-to-face learning is not yet possible with our current situation, our government thought of an
alternative way of educating the youths through the use of different online platforms and instructional modules, therefore
called online education. This online education aims to deliver efficient and effective quality learning to students, without
the need of face-to-face classes and the risk of the virus.
Thus, resulting to this module. This instructional module will help learners to understand the definition of
communication as well as the importance of good communication at home, school, workplace or wherever they are
engaged in communicating with others. To fully understand communication, one must know first the things that are
involved in communication and how it can affect the whole process, since communication is considered as a process.
This only means that to achieve one’s desired goal or result on why they communicate, one must think of ways on how
they can send their message efficiently to the person/people they are communicating with.
And as a primary instructional material in English for Senior High School students in this new normal way of
learning, this module was designed to enhance their communicative skills, particularly in oral communication and to
cater to their new learning needs.

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Table of Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Unit I: Nature and Elements of Communication
Lesson 1: Definition of Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Lesson 2: Nature and Process of Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 One-way
Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Two-way Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lesson 3: Communication Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Linear Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Interactive Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Transactional Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Helical Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Lesson 4: Elements of Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Types of Noise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Lesson 5: Effective Communication Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lesson 6: Intercultural Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Intercultural Barriers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Terminal Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

i i | Table of Contents

Unit I: Nature and Elements of Communication

Thisunitfeaturesthefundamentalknowledgefor

studyingOralCommunicationsuchastheDefinitionofCommunication,ProcessofCommunicatio
n,Communication
Models,ElementsofCommunication,EffectiveCommunication Skills,andIntercultu
ralCommunication .
Lesson 1

Definition of Communication

This lesson tackles how communication works and what actually happens when someone is engaged in
communication. It also describes when and how to apply various strategies to prevent miscommunication from
happening, and shows illustration of communication process by using different models of communication proposed by
various communication experts and how socio-cultural aspects affect the communication among its communicators.
At the end of this lesson, you are expected to:
• Give the definition of communication.
• Explain the etymology of communication.
• Understand the meaning of the word communication based on its derivation.

Find the synonyms of the given words and choose the letter of the correct answer.

__e__ 1. Context a. Etymology

__a__ 2. Derivation b. Procedure
__d__ 3. Function c. Remark
__b__ 4. Process d. Role
__c__ 5. Utterance e. Setting

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To fully understand the communication process, we must first define the word communication and its etymology.
Communication is derived from the Latin words
“communis” and “communicare.”
 Communication

Communicare
"to share" Communis
"commonness"

Let us discuss first the word communicare, this means “to share.” Meaning when you communicate, you have
something to share to the one you intend to communicate with. It can be sharing of thought, idea, feeling, expression,
information and observation. For instance, you sent a text message to your best friend because you wanted to share the
good things that happened to you lately.
Meanwhile, the word communication is also derived from the Latin word communis which means
“commonness.” And this means that for the communicators to understand one another or have an effective
communication, they should have something in common and it is the following: 1) Language 2) Knowledge 3) Interest 4)
Experience 5) Culture.

Language is a very important factor for the communication to transpire. Persons involved in communication
should share the same language/dialect for them to understand one another. For example, Juan Dela Cruz went outside
PCU Campus to buy something in
Robinsons-Ermita. He met Bella who speaks Spanish while he speaks both Filipino and English. In the given situation,
we can say that there is a language barrier between the two and there is a big possibility that the communication will not
transpire due to unfamiliarity of words.

Knowledge is another factor for effective communication. Knowledge refers to how much information an
individual has about a certain topic which he gained through experience or technique. In some contexts, some of the
communicators have limited knowledge about the topic that they are discussing, thus, there will be partiality in terms of
sharing information. For example, Juan and Pedro who are in their fourth grade are talking about the life cycle of a
butterfly in the school corridor. They met Pablo who is in his second grade and asked Pablo if he can give his own ideas
about metamorphosis for their graded recitation later on. Pablo cannot give any insight because he is not yet
knowledgeable about the subject matter.

Interest refers to the feeling that accompanies special attention to something or someone. It is also one of the
factors for the communication to transpire. Communicators should possess the same level of interest so that there will be
a continuous exchange of information.
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Imagine if two people who have different views or hobbies talk to each other where Juan is interested in
basketball while Maria Clara is interested in make ups. Do you think communication will transpire? Of course not,
because they are both not into each other’s interest. But if they share the same interest, they will be eager to share things
and may even enrich each other’s knowledge about the stuff they are interested in.

Having the same experience or similar experience with the person you are conversing with will enable us to
relate to the other person as we are familiar with what he is going through or what he/she went through. It is through this
that we can be able to understand the other person.

Lastly, communicators communicating with each other should have the same culture or at least have
comprehension or knowledge about the culture of the person they are communicating with. For example, Catholic people
may find the Muslims being sinful because they exercise polygamous marriage if they are not aware of the Muslims’
beliefs or practices.
  Communication is a process of sharing or exchanging of messages, information, feeling, expression, observation
and idea from one person to another within and across channels, contexts, media, and culture.

Write TRUE if the statement is correct. If the statement is incorrect, underline the word that makes it incorrect and write
the correct one.

TRUE 1. Knowledge of the communicators is attained through experiences or techniques.

TRUE 2. The word communication was derived from Spanish words communicare and
communis.
TRUE 3. Persons involved in communication should share the same culture for them to understand one another.
TRUE 4. Language barrier occurs if the communicators does not have/use the same
language/dialect.
TRUE 5. Interest refers to the feeling that accompanies special attention to something or
someone.
Possible 6. Misunderstanding is impossible to happen in the communication process.
TRUE 7. Communication is the process of sharing or exchanging information, feeling, expression, observation
and idea from one person to another.
TRUE 8. Having the same experience with the person you are conversing with will enable us to relate to the other
person.
important 9. Language is a very unimportant factor for the communication to transpire.
TRUE 10. Communication is possible if the communicators doesn’t know each other very well.

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Write a dialogue between two communicators displaying they have something in common in terms of their language,
knowledge, interest, experience and culture. Be guided by the following criteria:

Uniqueness (15 points) Organization (15 points)

Content (40 points)
Grammar (30 points)
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Lesson 2 Nature and Process of Communication

Process is so far defined as a series of actions or steps taken in order to achieve a particular end. And for us to
successfully communicate, we must know first the appropriate communication process that we must undertake so as to
avoid miscommunication or communication breakdown.
At the end of this lesson, you are expected to:
• Identify the nature of communication.
• Determine the elements of communication.
• Comprehend the process of communication.

Unjumbled the given words below.

1. Tinairtnoec Interaction_
2. Evetlinabi Inevitable_
3. Resilirrvbee Irreversible_
4. Tueelaarpben Unrepeatable
5. Repssco _Process__

Nature of Communication
1. Communication is a process – we already discussed how communication becomes a process in Lesson 1 where
you encountered the one-way and two-way process of communication. Aside from the two, communication is
also a dynamic process which means it is influenced by the communicator’s mood and thinking. For example,
both Juan and Pedro are listening to Mr. Dela Cruz’s lesson in Filipino 1. There is a possible chance that one of
them will fully understand the lesson while the other will not because he is thinking of other matter.
Communication is also a complex process. It means one message may be interpreted differently by many people.
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2. Communication is an interaction – through communication, people get bind together or get deeper relationship
with one another. Their interaction by communicating connects their understanding.

3. Communication is inevitable – this means that communication cannot be avoided even the other party does not
want to communicate. We are still communicating even without a word by just responding to the person who is
communicating with us like frowning, nodding, smile or even moving away from that person.

4. Communication is irreversible – this means that when you say something to the person you are communicating
with, whether what you have said is good or bad, it cannot be taken back or cannot be unsaid. That is why we
have to be careful with what we are saying whether it is a promise when we are happy or hurtful to others when
we are mad.

5. Communication is unrepeatable – it simply means that what you have said cannot be duplicated. You may say
the same thing like what you have said before but the result will be different from the other. For example, you
teacher taught you grammar rules in English. At first, you cannot understand what he has said. Then before the
exam, you had your review with the same teacher. The teacher may say the same rules or even exactly explain the
lesson but this time you got the rules correctly.

6. Communication is vital – this means that good communication is important because effective communication
can impact your experience in a workplace, home, or anywhere– every day, every minute, on a ground level. It
can significantly influence the people around you through the use of words and visuals.
Process of Communication
In the previous lesson, you have learned the derivation of the word communication where people who intends to
communicate should have something in common with the person that they are communicating with in terms of language,
knowledge, interest, experience, and culture. Or you should at least have some things that you would like to share with
that person, it can be a new information, a memorable experience, or just some common interest that you both have, and
since you intend to share it to the person/people you communicate with, the communication can be said a “two-way
process” where there is a give-and-take relationship or there is a giving and receiving development between two or more
parties. The give-and-take relationship can be said reciprocal. In this case, there can be a shifting of role between the
parties involved. This can happen when receiver gives his response/feedback to the information received.
For example, you saw a Facebook post in our PCU SHS – Manila page regarding the sectioning of the incoming
grade 11 students. You searched the names of the students listed in your section and added them to your Facebook
account. Since you are all excited for the beginning of classes, you made a group chat in Facebook Messenger where
members can post updates to everyone if there is any. The giving and receiving development happens when there is
someone sharing and someone who is receiving the thing being shared.
Such as when you posted a reminder to your group chat about the submission of your personal information in
Google Classroom. Shifting of roles occur when the original sender becomes the receiver and the original receiver
becomes the sender because he gives his response/feedback.

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How was that? For example, you are the original sender because you are the first to remind everyone about the
submission of your personal information in Google Classroom. But because of some wrong information about your
post, one of your classmates corrected it.

Your roles shifted, you from being the original sender becomes the receiver and your classmate being the original
receiver becomes the sender. There is also the so called “oneway process” in which communication is one directional,
from sender to the receiver. In this situation, the receiver cannot give his response/feedback to the sender. A report about
the moving of start of school year in public schools in television is an example of this. No matter how hard you try to tell
your approval/disapproval about the news, the news anchor cannot hear you because he is just on the television screen.
Another example is when you are watching a vlog of a famous vlogger in YouTube. He cannot hear your response like
laughing or being mad at his actions because he is not in front of you.
 • One-way process of communication refers to type of communication where the receiver cannot give his
feedback/response to the sender of the message.
• Two-way process of communication refers to the type of communication where the roles of the communicator
shifts.

Fill in the blanks. Write your answers in the space provided.

1. Communication is Unreapeatable_ where what you have said cannot be duplicated.

2. Communication is irreversible_ where what you have already said cannot be taken back or unsaid.
3. Communication is process__ where it can be dynamic or complex.
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4. Communication is interaction___ where people get bind together.
5. Communication is inevitable___ where it cannot be avoided.
6. Communication is two-way where it can be reciprocal.
7. Communication is _one-way___ where the receiver of the message cannot give a response or feedback.
8. Communication is _dynamic process___ where it can be influenced by the mood and thinking of the
Communicators.
9. Communication is complex process_ where a message can be interpreted differently by many people.
10. Communication is __vital___ where it can significantly influence the people around you through the use of words
and visuals.

Identify the process of communication present in the given picture below. Justify your answer in the space provided. Be
guided by the following criteria:

Justification (40 points)

Organization (10 points)

Relativeness (40 points)
Grammar (10 points)
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Lesson 3

Communication Models

In this lesson, you will learn how communication process works or manifested depending on the context or
situation. And through the use of communication models proposed by various communication experts you can familiarize
yourself with the process of it and the elements that are involved in it.

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

• Recognize the different models of communication.
• Familiarize oneself in the communication process through the use of communication models.
• Explain the communication process manifested in each model of communication.

Give the definition of the following given words below.

1. Addressed –
2. Developed –
3. Illustrated –
4. Inspired –
5. Manifested –

1. Linear Model
From the word ‘line’, it shows a straight
direction of relaying information. It is also one-
directional which means information from the sender gets
across directly to the receiver. Once it is received, the
communication ends.
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 The Linear Model was originally proposed by Aristotle and was developed by various artists and
communication experts. David Berlo identified the four key elements in Linear Model which are the
speaker/encoder, message, channel and receiver/decoder. The abovementioned elements were discussed
in the lesson before this.

2. Interactive Model
The message in this model originates from two
sources: the message from the sender and the feedback
from the receiver. Once the receiver gives his feedback,
he becomes the sender and the original sender becomes
the receiver of the feedback. In other words, Interactive
Model illustrates two-directional communication
process. Feedback can be in the form of nod of
approval, frowning because the receiver cannot understand the sender or even falling asleep due to lack
of interest. Wilbur Schramm introduced Context and Fields of Experience in Interactive Model. Context
refers to the setting which the communication process takes place. Fields of Experience refers to any
reference that an individual may bring into their interaction or communication.

3. Transactional Model
Transactional Model was developed by Dean
Barnlund in the 1970s. In this model, both sender and
receiver are called ‘communicators’ and their roles
reverse each time communication occurs at the same
time. Since both sender and receiver are important to
keep the communica- tion alive, the communicators are
interdependent to one another. It means that once one of the communicators stop speaking or
communicating to the other party, the communication will end on that time.

4. Helical Model
In 1967, Frank Dance proposed a
communication model inspired by a helix. It is a
spring-like curve that is being compared to the
evolution human’s communication skill birth to existing
date. According to this model, the process of the
evolution starts when we are still baby who only
communicates by crying when we are feeling hungry or any discomfort. From small spring at the
bottom, it becomes bigger and wider just like when the communication becomes complex as we grow
old. It grows steadily as life goes on.

• The models of communication do not have the same elements for its illustration. You better know how
to differentiate one from the other.
• Communication breakdown or miscommunication happens every time the message cannot be sent or
received properly by the other party involved.

Read the sentences carefully and identify what or who is being referred in the following statements. Write your
answer on your activity notebook.
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 1. This can refer to any reference that an individual may bring into the communication process. It can be in
the form of knowledge, experience, etc.
2. He proposed the Linear Model which was expounded by various communication experts later on.
3. The year when Helical Model was proposed.
4. It refers to the medium used by the sender as a pathway to effectively reach its destination or the
audience.
5. It is also known as the SMCR Model.
6. He proposed the Transactional Model in the 1970s.
7. A cylinder or cone-like shape model that explains the evolution of human’s speech from birth to present
time.
8. This model perfectly show the two-directional communication process because of the switching of roles
of the people involved in the communication.
9. This can be in any form like nodding or even frowning to the message of the sender.
10. It is the type of communication process where the communication stops right after the receiver receives
the message.

Using a table, compare and contrast Interactive Model and Transactional Model of Communication.

Interactive Model Transactional Model

1.

2.

3.

4.

5.

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Lesson 4
 Elements of Communication

Humans communicate in their everyday living. We communicate for us to express our emotions, ideas,
or even share information and observation to each other. It is through communication that we can make things
done easily like in school or workplace. Even other creatures such as insects and animals communicate with one
another. Without saying a word, they can express what they are feeling or try to warn one another if there is a
possible harm by just producing sounds or through their actions. In this lesson, you will understand what really
happens or what takes place every time we are engaged in communication. You will also be equipped with
knowledge about the things needed in order for humans to communicate effectively with one another.

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

• Determine the elements of communication.
• Comprehend the process of communication and become an effective Communicator.
• Identify the elements of communication in a given model of communication.

Determine at least five elements of communication that are present in the given model of communication.

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 For you to fully understand the communication process, it would be better if you will be well-informed
with the elements of communication that affect the communication. These are the following:

1. Sender/Encoder – refers to the origin or source of the message. The sender/encoder is the one who is
sending the message. Sender/encoder can have different terms depending on the situation of
communication. In oral communication, sender/encoder is called ‘speaker’ while in written
communication, sender/encoder is called ‘writer’.

2. Message – refers to the element being transmitted in communication process. The message being sent
can be in forms of oral or written message. The important things that we must remember before forming
our message is, “Why are we about to communicate?” By thinking of it, we will come up with main
point and other important details that we may want to include in our message. Messages are comprised
of our thoughts, ideas, knowledge, feelings, opinions, experiences, beliefs, values desires or even our
goals/dreams in life.

3. Channel – refers to any means/medium by which the message is sent. It can be anything that we can use
as the pathway where our message passes through for it to reach its destination. Examples of medium in
communications are: television, radio, cellular phone, telephone, paper and pencil.

4. Receiver/Decoder – refers to the person who receives and tries to interpret the message sent. Just like
the sender, the interpretation of the receiver is influenced by different factors like knowledge, feelings,
experiences etc.

5. Feedback – refers to the response of the receiver to the message sent by the sender. It is one of the
important components of communication because it tells whether the message is received successfully
or not. It can be in the form of verbal or non-verbal response and it can also be a negative a positive
response. Not responding to the message can also be interpreted as feedback.

6. Context – also known as situation, setting or environment. It is the time and place in which
communication occurs. Communication adapts to the setting. For example, the thunder and lightning
happening nearby the school give the students a hard time to understand one another during their group
work.

7. Noise – also called as ‘interference’, this refers to all possible barriers to effective communication.
Noise can be categorized into two groups: internal noise and external noise. Internal noise has
something to do with our thinking while we are engaged in communication. External noise has
something to do with the things outside or from the setting of the communication.

Types of Noise
1. Physical Noise – distractions originating in the communication environment. For example: noisy
classroom, unbearable weather, small font size in visual aids.

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 2. Psychological Noise – distractions originating from the state of mind and emotional state of the
communicator. For example: anxiety, depression, anger.

3. Physiological Noise – distractions originating from the body of the communicator. Example: colds,
headache, fatigue, hunger.

4. Semantic Noise – distractions from anything that is related to meaning of words that misrelate or masks
a message and confuses the listener. Example: listener’s limited vocabulary, differing interpretation of
meaning of a word.

5. Syntactic Noise – distractions originating from error in grammar, structure or set of rules that govern
how words are combined in meaningful phrases and sentences.

6. Organizational Noise – distractions from poorly structured or planned message which can be
misleading to the other party.

7. Cultural Noise – distractions originating from differences in culture that may interfere with cross –
cultural understanding.

• The message can be in any form as long as it is an idea, knowledge, feeling, experience, beliefs, values,
etc. of someone and he wants it to share with other people.
• Anything that hinders an effective communication can be considered as communication noise as long
as it meets the description of its classification or types.  Feedback cannot be given at all times like in
the case in Linear Model of Communication.

Identify the elements of communication being described.

Sender___ 1. It refers to the source of the message.

Context__ 2. It is also known as situation, setting or environment.
Noise ___ 3. It is also called as ‘interference’.
Channel _ 4. It refers to any means/medium by which the message is sent.
Message_ 5. It refers to the element being transmitted in communication process.
Decoder_ 6. It refers to the person who receives and tries to interpret the message sent. Physiological noise 7. It
refers to the distractions originating from the body of the communicator.
Psychological noise 8. It refers to the distractions originating from the state of mind and emotional state of the
communicator.
Physical noise 9. It refers to the distractions originating in the communication environment.
Cultural noise_ 10. It refers to the distractions originating from differences in culture.

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Write a situation that shows the communication process in one paragraph. Once you are done, indicate who is
the sender and receiver, what is the message being relayed, the channel used, the context where the
communication transpired, and the possible noises that communicators encountered. For example, it is a
conversation between two friends talking inside the classroom. Be guided by the following criteria:

Uniqueness (15 points)

Organization (15 points)

Clarity (40 points)

Grammar (30 points)

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 Lesson 5

Effective Communication Skills

People communicate every day to establish and maintain relationships, know and understand
themselves, and find meaning in the daily grind. Moreover, since humans are social beings who survive more
effectively through sensible discourses, we are always driven to learn the skills of creating and sustaining
gainful conversations. In this lesson, you are about to learn several communication skills that are useful in
maintaining a successful communication.

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

• Apply the effective communication skills.

• Discuss various strategies to become an effective communicator.
• Determine the Communication skills being applied in a given situation.

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Find the following words in the puzzle.

1. Accept
2. Give
3. Listen
4. Show
5. Use

Ineffective communication skills would normally result to a communication breakdown—a situation

when the message or feedback cannot be sent or received properly—or at least in the way the sender intends it
to. An example of it is when you cannot understand what your teacher is trying to say in your video conference
because you have a poor internet signal. Another example, is when you cannot focus on your online class
because your brother keeps on bothering you. Therefore, to avoid having communication breakdown, the parties
involved must be equipped with effective communicative skills that can help develop a successful
communication. Given below are the effective communication skills in that are useful in any context.

1. Use appropriate words – address your message with politeness and choose the words you are going to
use based on your audience or listener.

2. Do not interrupt – never interrupt the speaker because he may lose his focus during the process. Let
him finish what he is saying and if you have any question, ask politely at the end of his speech.

3. Give and accept feedback – feedback keeps the communication going and it also gives you signal if
the receiver receives the message effectively. Do not be emotional when receiving feedbacks and take it
professionally.

4. Listen – listening is different from hearing. You cannot control what you are about to hear. Meanwhile,
listening is when you are hearing something while trying to understand the content of it.

5. Show interest – maintain eye contact and nod occasionally for the speaker to know if you can catch up
with what he is trying to say. You may also give comments like “Yes”, “Ah-huh” and “Oh” to
encourage the speaker to continue speaking.
  Communication breakdown or miscommunication happens every time the message cannot be sent or
received properly by the other party involved.

Write T if the statement is correct. Write F if the statement is incorrect.

__T__ 1. The use of affirming comments like “Ah-huh” can encourage someone to continue speaking.
__F__ 2. Breaking of eye contact to your audiences when giving a speech is a sign that you are very
confident in your presentation.

__F__ 3. Listening is also considered as hearing.

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__T__ 4. When someone else is speaking, we have to let them finish first what they are about to tell and wait
for our turn to speak.
__T__ 5. When someone is trying to give you a feedback, be professional with it.
__F__ 6. When giving a speech, choose your words and topics based on whatever you feel like talking.
__T__ 7. Hearing means you cannot control what you hear.
__T__ 8. Listening means understanding what you are hearing and so it gives you the power to filter out what
you want to hear.
__T__ 9. Clapping and nodding can also be considered as a response or feedback to the speaker.
__T _ 10. It is best that the parties involved in the communication should share the same knowledge or interest
in the topic being discussed.

Recall a specific experience in the past in which you were not able to send your message effectively to someone
or you were the one who did not receive the message properly. Think of any possible reason why it happened
and suggest a communicative strategy that you wished you had known before so that you can apply it in that
same situation. Be guided by the following criteria:

Uniqueness (15 points) Organization (15 points)

Justification (40 points)
Grammar (30 points)

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 Lesson 6

Intercultural Communication

In Lesson 1, we mentioned that for the communication to take place, there is something that the
communicators should have something in common. What if the people involved in communication have
different cultures? Can they still communicate with one another? How about their gender, does it affect the way
they communicate? Same question with their age, religion and social class. Do they play a big role to
communicators’ way of communication? In this lesson, you will learn how to be mindful or to be sensitive with
the socio-cultural background of the people involved in communication since it would impossible to change
one’s culture.

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

• Discover the importance of learning intercultural background.
• Understand how intercultural background affects the communication among communicators.
• Give examples about how other cultures differ from one’s own culture.

Write T if the statement is correct. Write F if the statement is incorrect.

_____T____ 1. Problems can be avoided if we are willing to understand cultural background of the other people
we meet.
_____T ___ 2. All countries have uniform social acceptable exercises or acts.
_____T____ 3. Interpretations of body movements may differ depending on what country the communicators
live in.
_____T____ 4. Non-verbal symbols do not affect the communication and has nothing to do with socio-cultural
background of an individual.
____T_____ 5. Communicators must agree on general objective of the intercultural communication encounter.
 P a g e | 19

In order for the communicators to have an effective communication with one another, they must be
aware of the socio-cultural aspect between the parties involved in the communication. These are the following:

1. Cultural identity – refers to what cultural group where an individual belongs where they share the
same tradition, norms, beliefs and values. The cultural identity of an individual influences his emotions
and behavior as well.

2. Age identity – refers to how communicators think of themselves as they grow old. Some children are
already matured with their age while some adults are a bit childish or not that matured and responsible
with their actions. Age identity plays a vital role in one’s attitude, personality, language use or how a
person communicates with others. In other words, communicators must be mindful of the age identity of
the person they are communicating with and not the age itself for them to have a meaningful
communication.

3. Gender role – refers to what the society dictates or what the people used to see in male and female. In
the Philippines, Filipinos are not used to see men kissing each other as greeting but it is common in
Europe and Latin America.

4. Religious identity – refers to being active or inactive of a person who happens to be a member of
religious organization. Religious values, views, beliefs are associated with their way of life. Religion is
sacred and one of the important things to an individual so it would be better if we would handle
religious issues and prejudices with respect.

5. Social class – refers to the rank or the position of an individual in the social ladder according to their
income, properties, titles etc. People perceive social class as one of the factors that affect the way they
communicate. For example, here in the Philippines, some of us find the students from well-known
universities like Ateneo and De La Salle ‘conyos’ when they speak and finicky with the food they eat or
clothes they wear.

Intercultural Barriers
The following barriers obstruct an effective communication:

1. Stereotyping – refers to an over-generalized belief about a particular category of people. It is an

expectation to a group of people to have the same characteristics based on the image of what the others
in the group are like. Although stereotyping is a bad impression towards other people, it may somehow
help you giving ideas on how a particular group acts. By doing so, you can make adjustments and
prepare what is necessary to make the communication effective.

2. Ethnocentrism – refers to the belief that one’s own culture is superior and better than the others. This
happens when one of the communicators brings up in the conversation his biases about his own culture
to the person with different cultural background.

P a g e | 20
3. Prejudice – refers to preconceived opinions or feeling of dislike towards a person or to the group where
he belongs without any basis or from actual experience.
 • Being adaptive to cultural differences or even by just trying to understand other people and their practices
can help you not to experience problems in communicating with them.
• Do not have any prejudgment towards to any individual or group without any basis. It would help you to
socialize with them and understand their cultural background.

Identify the cultural difference exhibited by the paired interlocutors.

Cultural Difference Paired Interlocutors
1. Cultural identity A Chinese and a Japanese.

2. Gender role A lesbian and a gay

A basketball player from a public school and a
3. Social class basketball player from a private school

4. Religious identity A Catholic and a member of INC.

5. Age identity A mother and her daughter.

6. Cultural identity An Ifugao and an Apayao.

7. Gender role A man and a woman

8. Social class A doctor and a veterinarian.

9. Religious identity An Adventist and a Mormon.

A doctorate degree holder and a higschool
10. Social class
undergraduate

Write a reflection about intercultural communication using the format below.

After discussing the lesson, I noticed that __________________________________________________

_____________________________________________. I also discovered that ______________________
_______________________________________________. Now, I realized that ______________________
________________________________________________________________. And make sure that I will
apply this lesson in real-life situation when _________________________________________________.

P a g e | 21
 Terminal Project

Due Date: At the end of cycle

Nowadays, social media has become more of an obituary or a vessel of negativities rather than an
empowered tool that connects and binds people. And it is all because of the tragedy brought to us by the
Pandemic. However, as we look forward to a new beginning, we found ourselves facing the new normal
situation where most people's hope vanished, dreams delayed, plans changed, and lives got adjusted. So, here's
what I hope for you to achieve: Spread positivity to those around you by making a video presentation that can
spark their hope to look forward to their future, and be a better version of themselves that serves as one
another’s inspiration.

Instructions:
1. Gather up the most inspiring stories from three different person that survived today’s COVID-19.
(At least 3 different stories about surviving the pandemic)
2. Collect some heartwarming pictures to include in your video presentation speech. (No limit)
3. Make a touching narrative about their resiliency.
4. Lastly, narrate the stories of the persons you chose to include in your video presentation and relate it
on how we can apply their experiences from our own struggles in the midst of the pandemic.

Your presentation will be graded according to the given rubric:

 P a g e | 22

Key to Correction
Lesson 1: Pre-Test
Lesson 2: Pre-Test
1. E
1. Interaction
2. A 2. Inevitable
3. D 3. Irreversible
4. B 4. Unrepeatable
5. C 5. Process
Lesson 3: Pre-Test

1. speak to a person or an assembly, typically in a formal way. say or write remarks or a protest to
someone.
name someone in a specified way when talking or writing.

2. advanced or elaborated to a specified degree.

3. explain or make something clear by using examples, charts, pictures, etc.
serve as an example of.

4. fill someone with the urge or ability to do or feel something especially to do something creative.
5. display or show a quality or feeling by one's acts or appearance; demonstrate.
be evidence of; prove.

Lesson 4: Pre-Test Lesson 5: Pre-Test

1. Sender/Speaker
2. Receiver/Listener
3. Message
4. Channel
5. Noise
Lesson 6: Pre-Test

1. T
2. F
3. T
4. F
5. T
 i i i | Key

References

Antonino et al (n.d.). Oral Communication in Context. Malabon, Philippines: Mutya Publishing House
Dapat et al (n.d.) Oral Communication in Context. Quezon City, Philippines: Lorimar Publishing Inc.
Syjueco (2016). Oral Communication in Context. Makati City, Philippines: DIWA Learning Systems Inc.

i v | References