Chrandelle Cody T.

Manaoat STEM 11 Fleming

Oral Communicaton module 3

What I Know

1. B
2. A
3. C
4. C
5. C
6. B
7. A
8. D
9. B
10. D
11. D
12. D
13. C
14. A
15. B

What’s In

Linear Model
B. Shannon weaver model of communicaton
F. A one way communicaton rocess
H. Recitnn a oem in front of the class
J. Focusinn on the messane sent

Interactie
A. Schramm model of communicaton
C. A two way communicaton rocess where feedback is niven afer a messane is sent.
G. Havinn a job interview.

Transactonal Model
D. Shows circular rocess between the sender and the receiver.
E. Barriers afect the smooth fow of communicaton.
I. Presidinn an im ortant meetnn.

What’s New

Picture 1- the noisy horns of the vehicles (External noise)

Picture 2- incorrect nrammar (Semantc noise)
Picture 3- confrontaton with a friend (Internal noise)
What’s More

Actiity 1
1. Psycholonical barriers
2. Linnuists barriers
3. Physical barriers
4. Cultural barriers
5. Cultural barriers
6. Psycholonical barriers
7. Cultural barriers
8. Linnuistc barriers
9. Psycholonical barriers
10. Psycholonical barriers

Actiity 2
1. Moy interru ted jay and michelle while talkinn about their lans.
2. The mother had no chance to talk.
3. I thounht and analyzed why a student from another class talked on my way home.
4. The artci ant livy encountered shares her views and o inions even without a ermission.
5. Direct eye contact is considered rude in some asian countries.

What Haie I Learned

1. It is defned as a failure to exchanne informaton resultnn in lack of communicaton.

2. Lack of atentono interesto distractono or irrelevance to the receiver.
3. If there are misconce ton by the receiver.

What I Can Do

Persons iniolied Situaton Time of Barrier/s to Result

communicaton communicato
n
Miss Pidenes and Miss Pidenes When alfe was busy Physiolonical Miss Pidenes
alfe (Teacher and asked alfe to chatnn with his barrier was u set
Student) recite i friend because alfe
did not recite
Mica and kane Mica called kane Kane was near a Physical barrier Mica was
(siblinns) to buy food constructon site u set because
kane did noy
buy anythinn

Dr. Mendez and Dr. Mendez When mike was Psycholonical Dr. Mendez
mike (doctor and asked mike on shiverinn and scared barrier was saddened
atent) what ha ened to s eak because mike
 durinn the can’t s eak
incident

What was the cause of the communicaton breakdown?

Interview 1- alfe’s lack of atenton caused the communicaton breakdown.

Interview 2- kane was near a constructon site and caused the communicaton breakdown.
Interview 3- mike’s trauma of the incident caused the communicaton breakdown.

Assessment

1. C
2. B
3. D
4. D
5. C
6. B
7. B
8. A
9. C
10. B
11. T
12. F
13. T
14. T
15. F

Additonal Actiites

Dear Teachero

I learned a lot durinn our lesson about communicaton breakdown. I now understand what causes a
communicaton breakdown between a sender and the receiver. I also fnd it fascinatnn because it
teaches you that everythinn can cause a breakdown in a communicaton. Now I can uses this learninn at
home to fnd what caused the breakdown between me and my family and I could also use this lesson to
teach my friends in our school so they have a knowledne about how communicaton breakdown works.

Your Studento
Cody
What I Know

1. C
2. D
3. B
4. C
5. A
6. A
7. B
8. A
9. C
10. D
11. A
12. B
13. B
14. B
15. A

Lesson 2

What’s In

Scenarios where communicaton breakdown Strategies to aioid communicaton breakdown

occurred
The teacher used technical words in ex laininn
what the to ic is all about to the students
resultnn confusion amonn them.
The student was takinn notes in his classes but
his classmates were noisy makinn the student
unfocused.
My friend’s cousin was was ointnn with his
cho stcks and his friend considered it rude
because of their beliefs.
One of our classmates sufered in a trauma
resultnn a s eech defect and one of my
classmates ick u on him.
My father used the ybanan dialect on my friend
resultnn a confusion between them.
The teacher should use sim le words about the
to ic so that the students can understand the
to ic.
The other students should be aware of their
classmates and stay quiet hence they can all
focus durinn class hours.
His cousin should be mindful of his friend’s
culture and beliefs so he knows what is wronn
and what is rinht to do in his friends culture.
My classmates who bullied my other classmate
who sufers from trauma should understand his
situaton and hel him recover.
My father should use the dialect that my friend
uses so both of them can understand each other.

What’s New

1. Physiolonicalo Psycholonicalo Physicalo Cultural and linnuistc Barriers.

2. By listeninn on both artes and don’t hesitate to s eak and ask questons.
3. Haie Clarity of thought before speaking. Because no one can understand what you’re sayinn if
you don’t arranne your thounhts before s eakinn.
What’s More

Actiity 1

1. B
2. A
3. E
4. F
5. D

Actiity 2

1. Correctness
2. Com leteness
3. Conciseness
4. Courtesy
5. Concreteness

Actiity 3

Time-gaining Expression
- “And?” “And then?” “I anree..”
Giie Positie Remark or Comment
- “Delinhtful” “Wonderful” “That’s Great”
Ask for a Repetton
- “I ben your ardon?” “Can you re eat what you’ve said?” “What did you say?”
Check your Understanding
- “Soo what did you understand?” “Soo what you’ve said was…” “Soo you understand that…”
What I Haie Learned

Strategies on how to Aioid Communicaton Breakdown

. Have clarity of thounht . Com leteness . “really” “uhmm” “uh-huh”

before s eakinn
. Conciseness . “Sounds nood” “I see what
. Learn to listen you mean”
. Consideraton
. Take care of your body . “What did you say anain?”
lannuane and tone . Concreteness “Can you lease re eat
what you said”
. Build u your confdence . Courtesy
by askinn for feedback and . “So are you sayinn that..”
observinn others . Clearness “Soo what is your
understandinn?”
. Communicate Face to face . Correctness
on the im ortant issue

What I Can Do

Assessment

Respondent Experiences Strategy to aioid communicaton

1. His teacher was usinn technical words
Some of them didn’t understand what
she said.
2. She was recitnn but her classmates
were noisy so she couldn’t recite.
3. Her teacher was talkinn to her but she
cannot hear her ro erly because of
the sound of vehicles around them.
4. Durinn a noonle meet with their
adviser her classmate lef her mic on
and they were distracted.
5. He was havinn a nice conversaton
with the teacher but his friend joined
them unex ectedly.
breakdown
The teacher should use sim le words so
his students can understand what he
was sayinn.
Her classmates should kee quiet when
someone is recitnn so he/she can focus.
She and her teacher should no to a
lace where it is nice and quiet so they
can have a nice conversaton tonether.
Her classmate should check whether his
mic is stll on or of to revent
distracton in their class.
His friend should not join a conversaton
if not asked to join.
 1. True
2. True
3. True
4. True
5. True
6. False
7. True
8. True
9. False
10. True
11. False
12. False
13. True
14. False
15. True

Additonal Actiites

1. Think before you speak. Everybody should think before sayinn anythinn because it minht hurt or
ofend eo leo just arranne your thounhts and analyze the situaton.

2. Listen to eiery word. Peo le nowadays doesn’t even bother to listen to but be mindful that a
key to a nreat communicaton is by listeninn to each other.

3. BL & T (body language and tone). S eakinn in front of eo le minht scare you a litle it channes
your body lannuane and your tone and sometmes eo le tend to misinter ret you a litle so
calm your selfo relax and just s eak with a nice toneo have an eye contact.

4. Feedbacks and Critiue. Peo le with anxiety have some roblems in havinn a conversaton. 1
thinn to do is to fnd a friend and start a nice conversaton and ask him/her some feedbacks
about your conversaton so you can im rove.

5. Face to Face. Face to Face conversaton is clearly diferent than a conversaton with an
instrument. Im ortant issues such as misunderstandinn should be arranne face to face because
it is a serious matero it is nice sharinn o inions and sides face to face because you can say what
you want to say.