Senior High School

ORAL COMMUNICATION IN CONTEXT

Quarter 1 – Module 1:
Functions, Nature and Process of Communication

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 This education module was created to involve learners to the diverse activities. It gives

you exciting activities that will surely help you to excel. Enjoy and have fun with this module!

Most Essential Learning Competency:

Explains the functions, nature and process of communication

Specific Objectives:

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

a. defines communication

b. identifies functions, nature and process of communication

c. explains the functions, nature and process of communication.

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Before we go on with the lesson, let us start with a simple activity. This will test what you
already know about our topic.

Learning Centered Pre- Activity

Fill out the graphic organizer below by writing down what you know about communication.

Communication

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 Week 1 Exploring the Functions of Communication
Communication is a complex process. People do not just communication because people
love to talk. Humans communicate for several reasons: regulation and control, social interaction,
motivation, information, and emotional expression. Collectively, these reasons are called the
Functions of Communication. Each function is based on the Speaker’s purpose for communicating.
Communication as a human activity always serves a function. Functions of communication
refer to how humans use language for different purposes.

1. Regulation/Control
It can be used to control the behavior of human beings. It can be used to regulate
the nature and amount of activities humans engage in.

2. Social Interaction
Communication can be used to produced social interaction. In their daily course of
living, human being develops and maintain bonds, intimacy, relations and
associations.

3. Motivation
As a function of communication refers to a person using a language to express
desires, needs, wants, likes and dislikes, inclinations, choices and aspirations.

4. Information
Communication can be used for giving and getting information. Giving information
usually comes in the form of statements of facts.

5. Emotional Expression
Human always need to express their emotions verbally and nonverbally. Emotions
are a central part of who we are. Beyond thinking about the things and people in
our world, we feel about them and about ourselves.

LESSON Exploring the Nature of Communication

Understanding Communication

1. Communication comes from the latin term “communis” which means to “share and inform
ideas, feelings, etc.”

2. Ang (2004) posits that communication is “the transmission of messages via verbal and
non-verbal cues.”

3. Wood (2004) defines communication as a “dynamic, systematic or contextual, irreversible,

and proactive process in which communicators construct personal meanings through their
symbolic interactions.”

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 4. Comeaux (1996) asserts that “communication is a transaction in which the participants are
mutually engaged in the process of creating meaning.”

5. Myers (1992) maintains that “communication is at the core of our humanness and that it is
a transactional process.”

Nature of Communication

Communication is Schemata-driven. Communication makes you send to or receive

messages from somebody by activating your schemata, experiences or background knowledge that
you have stored in your brain since your early developmental stages.

Communication is an interpretative act. The only person who knows the exact or full
meaning of the message transmitted is the sender or speaker. Being the creator or source of the
ideas, he has the absolute knowledge about his message.

Communication is symbolic. Symbols, signs, or marks like letters, words, sentences, graphs,
pictures and other concrete objects represent or stand for ideas that you intend to convey verbally.

Communication always results in something. Two or more persons participate in any

communicative act. The first, expresses or sends a message; the second, responds or reacts to the
message.

You Cannot Not Communicate

We all know that communication is everywhere, from the time we wake up in the morning
up to the time we go to bed, we are communicating. Hence, out of the entire 24 hours, you cannot
not communicate. In fact, it can be done non verbally that we may not notice that we are
communicating. Sometimes, even in our dreams…we are communicating.

LESSON Explaining the Process of Communication

The Process of Communication

Communications is a continuous process which mainly involves three elements viz. sender,
message, and receiver. The elements involved in the communication process are explained below in
detail:

1. Sender
The communicator generates the message and imparts it to the accepted. Sender is the first
source of process in communication.

2. Message

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 It is the information, view, topics, idea, feelings, sensitivity etc. that is produced by the
sender and is then planned to be communicated more.

3. Encoding
After generating massage by the sender is encoded Representative like as in the form of
pictures, gestures, words etc. earlier it is being took.

4. Media or Channel
It is the middle part of the communication process. Basically, the message may be
conveyed in writing. For communicating includes some important media like
internet, telephone, e-mail, post, fax etc.

5. Receiver
It is the opposite party of communicating. After, sending writing massage then it’s
encoding by the multiplexer via channel then come to receiver. Then, the receiver receives
the message and it in proper outlook and acts giving to the message. Basically, the purpose
of communication will be success when receive massage by the receiver.

6. Decoding
Decoding is the process of adapting the symbols encoded by the sender.

7. Feedback
When the receiver confirms to the sender massage that he has received and understood it
carefully, actually, the communication process is completely done.

8. Noise
Noise is any type of disruption that interferes with the interpretation of information from
the massage sender. Example bad telephone connection, faulty encoding, inattentive
receiver, poor understanding of message, internet connection loading, due to prejudice etc.

Figure 5. Process of Communication

REFERENCES
Oral Communication in Context First Edition by Ramona S. Flores, Rex Publishing
https://www.acadshare.com/nature-and-elements-of-communication-quiz/
https://www.slideshare.net/gilremoral/functions-of-communication-77440503
https://learntechit.com/the-process-of-communication/
https://www.businesstopia.net/communication/shannon-and-weaver-model-communication

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 Senior High School
Oral Communication in
Context
Quarter 1 – Module 2:
Models of Communication

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 This education module was created to involve learners to the diverse activities. It gives you

exciting activities that will surely help you to excel. Enjoy and have fun with this module!

Most Essential Learning Competency:

Differentiates the various models of communication

Specific Objectives:

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

a. identify the various models of communication;

b. differentiate and explain the unique feature/s of each model; and

c. cite example/s of each model of communication.

Before we go on with the lesson, let us start with a simple activity. This will test what you
already know about our topic.

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Learning Centered Pre-Activity
Direction: Read the following statements carefully and choose the letter of the best answer. Write your
answer on the space provided.

______1. It refers to the signal that a communication has been received and understood.
a. Sender
b. Receiver
c. Feedback
d. Channel
______2. It refers to the person or persons for whom the information is intended.
a. Sender
b. Receiver
c. Feedback
d. Model
______3. It demonstrates how communication works and what is required for successfulcommunication.
a. Sender
b. Receiver
c. Communication
d. Model
______4. It is a two-way process and involves two parties, the sender and the receiver.
a. Sender
b. Receiver
c. Communication
d. Model
_____5. It signals that a communication has been received and understoodfeedback.
a. Channel
b. Receiver
c. Feedback
d. Model
_____6. It is the medium used to send message.
a. Channel
b. Noise
c. Communication
d. Model
_____7. In what model wherein the concept of “noise” was introduced?
a. Aristotle’s Model
b. Shannon Weaver’s Model
c. Eugene White’s Model
d. Wilbur Schramm’s Model
_____8. It refers to the physical disturbances like environment, people, etc.
a. Channel
b. Noise
c. Communication
d. Model
_____9. It refers to a cyclical communication model containing all basic principles of
communication.
a. Aristotle’s Model
b. Shannon Weaver’s Model
c. Eugene White’s Model
d. Wilbur Schramm’s Model
_____10. Which models of communicationfocus on the Sender, Message and Listener.
a. Aristotle’s Model
b. Shannon Weaver’s Model
c. Eugene White’s Model
d. Wilbur Schramm’s Model

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 WEEK 2 Explaining the Modelsof Communication

Models of Communication
The best way to understand communication is to see it graphically. The following four
models of communication will introduce the elements of communication.
We all know that communication is everywhere, from the time we wake up in the morning
up to the time we go to bed, we are communicating. Hence, out of the entire 24 hours, you cannot
not communicate. In fact, it can be done non verbally that we may not notice that we are
communicating. Sometimes, even in our dreams…we are communicating.
1. The first and earliest model is that of Aristotle (5BC), who was a teacher of Rhetoric and
even put up an academy to produce good speakers. The following is the representation of his
model:

SPEAKER MESSAGE LISTENER

Figure 1. Aristotle’s Model of Communication

Even though Aristotle focused on the Speaker and the Message, the most important part in
his model is the Setting where the Listener is situated.

▪ There is no concept of feedback, it is one way from speaker to audience.

▪ There is no concept of communication failure like noise and barriers

Example:

Alexander gave brave speech to his soldiers in the war field to defeat Persian Empire.

▪ Speaker – Alexander
▪ Speech – about his invasion
▪ Audience – Soldiers

2. The second model is that of Claude Shannon and Warren Weaver (1948) wherein the
concept of “noise” was introduced. In 1940s, it was called the Telephone Model because it is
based on the experience of having the message interfered with by “noise” from the telephone
switchboard.

Shannon Weaver asserted that the Message sent by the Source (Speaker) in not necessarily
the Message received by the Destination (Listener) this is due to the intervention of “noise” or
anything that hinders the communication.

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 Information
Transmitter Receiver Destination
Source

This
This
Message Signal Received Message
Signal

Noise Source

Figure 2. Shannon-Weaver’s Model of Communication

Sender (Information source) – Sender is the person who makes the message, chooses the channel
and sends the message.

Encoder (Transmitter) –Encoder is the sender who uses machine, which converts message into
signals or binary data. It might also directly refer to the machine.

Channel –Channel is the medium used to send message.

Decoder (Receiver) – Decoder is the machine used to convert signals or binary data into message
or the receiver who translates the message from signals.

Receiver (Destination) –Receiver is the person who gets the message or the place where the
message must reach. The receiver provides feedback according to the message.

Noise –Noise is the physical disturbances like environment, people, etc. which does not let the
message get to the receiver as what is sent.

Example:
A businessman sends a message via phone call to his worker about a meeting happening
about their brand promotion. The worker does not receive the full message because of
noise. It goes like this:

Businessman: We have a meeting at the office (“at 8 am” goes missing due to phone
network disruption or noise)

Worker (feedback): At what time?

Sender: Businessman
Encoder: Telephone network company
Channel: Mobile network
Noise: Missing text due to disruption
Decoder: Mobile phone
Receiver: Worker

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 The transmission error is the noise in this case. The feedback lets the businessman know that the
message reached incomplete. The receiver gets the chance to get the full message only after his
feedback.

3. Wilbur Schramm published the circular communication model in 1954. The Schramm
Communication Model is a cyclical communication model containing all basic principles of
communication. The Schramm Communication Model offers a classic approach to and explanation of
communication. It can be used to determine how communication between two people works when they’re
exchanging information, ideas, or attitudes.

Figure 3. Schramm’s Model of Communication

Field of Experience is everything that makes a person unique-everything he/she has ever learned,
watched, seen, heard, read and studied. Field of Experience is used to interpret the Message and create a
Response. It influences the understanding and interpretation of message like culture, social background,
beliefs, experiences, values, and rules.

Example:
• A person who always eats with spoon is informed that he has to eat with hands in that place, the
person will get offended because he will think it is impolite to eat that way.

4. The fourth model is that of Eugene White (1960), who tells us that communication is circular and
continuous, without beginning or end.
Expressing

Symbolizing Transmitting

Thinking Receiving

Monitoring Decoding

Feedback

Figure 4. Eugene White’s Model of Communication

Eugene White contributed the concept of Feedback to the field of communication. Feedback is the perception
by the Speaker about the Response of the Listener. The Speaker can only receive Feedback if the Speaker is monitoring
the Listener. The Speaker will know what the Listener’s Response is only if he/she is paying attention.

These are just four models of communication. There are other models, but these four will guide the student
in understanding the elements of communication.
Reference
Oral Communication in Context First Edition by Ramona S. Flores, Rex Publishing

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 Senior High School
ORAL COMMUNICATION IN CONTEXT
Quarter 1 – Module 3:
Various Strategies Avoiding Communication
Breakdown

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 This education module was created to involve learners to the diverse activities. It gives you
exciting activities that will surely help you to excel. Enjoy and have fun with this module!

Learning Competency
Uses various strategies in order to avoid communication breakdown
Specific Objectives:
By the end of this module, you will be able to:

a. explain why there is a breakdown of communication;

b. use various strategies in avoiding communication breakdown; and
c. demonstrate sensitivity to the sociocultural dimension of communication
situation with focus on
a. culture
b. gender
c. age
d. social status
e. religion

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 Week 3 Strategies to Avoid Communication Breakdown

Learning Centered Pre- Activity

Fill out the graphic organizer below by writing down what you know about Miscommunication.

Miscommunication

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 LESSON Explaining the Dimensions of Communication

Communication breakdown or Miscommunication can lead to a total cessation of

interaction. We see people stop talking to each other, sometimes until the end of their lives.

Miscommunications is brought about by the lack of awareness of the dimensions of

communication, especially those influenced by culture and gender. Communication runs along
four pairs of dimensions: verbal or nonverbal, oral and written, formal and informal, and
intentional and unintentional.

a. Verbal/Nonverbal Dimensions

Encompasses the use of language, the words chosen (Verbal Dimension) and the facial
expressions, the gestures and bodily movement used (Nonverbal Dimension). Verbal and
nonverbal dimensions must be used together to clearly impart the message. A
misunderstanding may happen when words contradict actions. He/she may say “yes” but
the facial expression says “no”.

b. Oral/Written Dimensions

Mean spoken communication (Oral Dimension) and transcription of thoughts and ideas
(Written Dimension). While the verbal dimension talks of the use of language and the
choice of words to convey a written Message, the Oral Dimension imparts the Message
following the Principles of Delivery. The written dimension takes care of putting down the
words while Oral Dimension takes care of delivering those words (although that may not
necessarily happen).

c. Formal/Informal Dimensions

Speak of the factors that may or may not highlight traditional and conventional
communication. The Formal Dimension usually means the meticulous observation of
appropriateness in dress, language, and setting, while the Informal Dimension is the
opposite. That is, it uses a more casual approach with no regard for the formalities.

d. Intentional/Unintentional Dimensions

Rely on the fact that Messages always have a Purpose. There is an intention when people
communicate with others. In fact, this intention is why we want to communicate in the first
place. One wants to say something, but what one may intend may not be the actual result.
Sometimes people laugh at something that was said, ever if the Speaker meant it to be taken
seriously. It must be remembered that every Message has an unintended meaning. In fact,
the Speaker may not even be aware of it. The Speaker only finds out after, when the
Listener reacts by saying that the Speaker has been discourteous, dishonest, or has hurt the
Listener’s feelings; or when the Listener claps or laughs, when the Speaker did not expect
that reaction.

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 Elaborating on the Influence of Culture on the
LESSON
Dimensions of Communication

a. Verbal/Nonverbal Dimensions

The courtesy of a person depends on his/her culture. Their way of communicating, verbal
or nonverbal, is affected because of what they believe is appropriate in their society.

b. Oral/Written Dimensions

Misunderstanding occurs when oral and written messages are not in agreement. Culture of
different people make them used to how they deliver messages which can become a
hindrance to being open-minded to other’s messages.

c. Formal/Informal
The type of society a person lives in, with their culture, reflects how they deliver messages
formally or not. What a person is used to hearing or saying in their society influences how
they will act and respond to a message.
d. Intentional/Unintentional Dimensions

Culture can affect how a person acts and give an impact when present in another society
wherein he or she is unaware of that is considered discourteous.

Elaborating on the Influence of Gender on the

LESSON
Dimensions of Communication
The idea that men and women are different in their ability to communicate has been one of
the most popular beliefs about gender differences that exists to this day. (Disch, 2009)
Gender Communication focuses on the social construct regarding the behavioral, cultural,
psychological traits typically associated with an individual’s sex.
a. Verbal/Nonverbal Dimensions
Men should use assertive words while women should be non-confrontational in
their language, especially with men. But today, Verbal and Nonverbal
Dimensions of Communication of men and women are hardly constrained by such
attitudes. Women can be loud and assertive like comedian. On the other hand,
men can talk about their feelings and even cry.
b. Oral/Written Dimensions
Written messages by Filipino women are supposed to be indirect and circuitous.
That may well have been true in the days of Maria Clara. Now, with access to mass
media and social media-both as reader and writer-Filipino women write beyond
what was once thought to be safe topics for women. Instead of being soft spoken,
they now speak with a directness.
c. Formal/Informal Dimensions
How does one dress for and talk during a job interview? Men may get away with
wearing denims to a job interview but, in many cases, women are expected to do

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 corporate attire. We call everyone by their nicknames, even the President of the
Philippines. Everyone we meet and talk to is either an Ate or Kuya.
d. Intentional/Unintentional
Filipinos love to smile, and do smile a lot. However, the smiles may express
different emotions, not just happiness. A student smiling during an exam make the
teacher think that the exam is easy. On the contrary, the smile may mean
nervousness about being able to answer all the questions or not. Again, smiling just
as a couple is passing by may be misconstrued. The girl may take offense and her
boyfriend may just beat you up.

LESSON Explaining Nonverbal Miscommunication

As explained in the previous lesson, majority of misunderstandings come from the first-
Dimension pair: Nonverbal Communication contradicting Verbal Communication—mainly
because of tradition, habitual practice, culture, and gender attitudes.
a. Paralanguage- the “how” of saying something. Saying “I love you” with an angry tone is a
contradictory message. Words of protest may lose their fire when said in a meek and soft voice.
Tone or voices must match the content of the message if the message is to be understood at all.

b. Language of flowers- the use of flowers based on the meaning of each type of flower. Flowers
say for many of us what we cannot say ourselves. These meanings are also influenced by
culture and gender. Red roses are to be sent only to a female sweetheart or a wife, no one else,
and only on Valentine’s Day and birthdays.

c. Language of colors- the use of colors based on the meaning of each color. Colors have certain
meanings based on the dictates of culture and gender. Hospitals (and parents) prepare
everything in blue for baby boy and pink for baby girls. Since babies can wear any color, why
limit them to one? Some colors supposedly make us happy or sad or angry.

d. Language of time (Chronemics) – the use of time based on position or power. Chronemics
shows how time is viewed differently in various countries. Filipinos tend to see time as being
elastic. “Filipino time” means that an appointment is scheduled “between’ 1:00 and 2:00 pm.
A meeting starts at “around” 8:30 am. Time in the West is always exact and to the point. An
appointment is “at” 1:00 pm, while a meeting starts “exactly” at 8:00 am.

e. Language of space (Proxemics)- the use of space to show importance. Proxemics or the use
of space provides us with ideas about how close or how far people are from the center of power
or where a person is in the social ladder. This type of Nonverbal Communication is similarly
used as in Chronemics by people who want to show who they are, especially in business. The
biggest office in a company building is reserved for the president or the chief executive officer
and is usually situated on the top floor or penthouse of the building.

f. Language of touch (Haptics)- the use of touch to express what cannot be said. Haptics or the
use of touch is one of the most powerful of the types of Nonverbal Communication. Like the
language of flowers and colors, it can say what cannot be said verbally by the Speaker. What
differentiates this from among other types of Nonverbal Communication is the fact that there
is contract between the Sender and the Receiver of the Message.

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g. Language of gestures. Gestures are the most often used type of Nonverbal Communication.
Speech, to be understandable and interesting to a Listener., must be accompanied by different
gestures.
1. Emphasizing- “YES!” (fist pounding the table)
2. Regulating- “shh” (forefinger in front of lips)
3. Illustrating- “this large” (hands set part)
4. Emblems- clenched fist upraised

h. Facial expression- the configuration of eyes, eyebrows, lips, cheeks, nose, and forehead to
show how the person feels. Facial expression is the type of Nonverbal Communication that
assists the Listener in understanding the Message better. It is important to the Communication
process that the Listener monitors any and all the facial expressions of the Speaker. This will
be the way the Learner gauge as to whether the Speaker is sincere and serious.

i. Posture and personal appearance- the way one carries and dresses oneself. Posture and
personal appearanceare the last type of Nonverbal Communication. How one stands or sits in
Communication Situations tells the people around how one sees oneself as a Speaker, one’s
attitude toward the Message, and how one looks at the Listener.

LESSON Explaining Verbal Miscommunication

Miscommunication has been observed to occur along the dimensions of communication.
Specially, society has a strong influence on the effectiveness of Nonverbal Communication.
Moreover, in the Verbal Dimension, the words chosen and used for the Message and the context
in which they are used also leads to communication being effective or not. However, there are
several possible barriers to Verbal Communication. The first barrier is the people themselves
who are participating in the interaction. They may have physical infirmities such as poor hearing,
bad eyesight, stuttering, etc.;
Sometimes, opinions and beliefs color our Message or our Response. Both Speaker and
Listener have opinions and beliefs and belong to a culture and a gender. Gender comes into
communication when we categorize certain ways of speaking or using words as being masculine
or feminine. We do not expect a male speaker to be soft spoken and have a high-pitched voice just
as we do not expect a female speaker to be harsh and have a low-pitched voice.
The Topicmay also present possible barriers to communication because of its vagueness
or ambiguity, complexity, emotional pull, and hidden agenda. The speaker must avoid these
qualities in the topic of the Message so that, instead, it will be clear, simple, restrained, and with
no ulterior motives.
The third group of possible barriers to communication is the Communicative
Situationitself. First, there is, “noise” in the physical setting and in the participants themselves.
Actual “noise” from the surrounding environment also may take it difficult to understand each
other. At the same time, the participants may also have their own motives for participating, motives
that are not aligned with or support the Speaker’s Purpose for communicating. For example, “Is
the Speaker trying to persuade or entertain?”

Barriers to Effective Communication

o Lacking clarity. Avoid abstract, overly-formal language, colloquialisms, and jargon, which
obscure your message more than they serve to impress people.

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 o Using stereotypes and generalizations. Speakers who make unqualified generalizations
undermine their own clarity and credibility. Be careful not to get stuck 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.

o Jumping to conclusions. Confusing facts with inferences is a common tendency. Do not assume
you know the reasons behind events, or that certain facts necessarily have certain implications.
Make sure you have all the information you can get, and then speak clearly about the facts versus
the meanings or interpretations you attach to those.

o Dysfunctional responses. Ignoring or not responding to a comment or question quickly

undermines effective communication. Likewise, responding with an irrelevant comment -- one
that isn't connected to the topic at hand -- will quash genuine communication. Interrupting others
while they are speaking also creates a poor environment for communication.

o Lacking confidence. Lacking confidence can be a major barrier to effective communication.

Shyness, difficulty being assertive, or low self-worth can hinder your ability to make your needs
and opinions known. Also, a lack of awareness of your own rights and opportunities in a given
situation can prevent you from expressing your needs openly.

Strategies for Effective Communication

o Focus on the issue, not the person. Try not to take everything personally, and similarly, express
your own needs and opinions in terms of the job at hand. Solve problems rather than attempt to
control others. For example, rather than ignoring a student who routinely answers questions in
class with inappropriate tangents, speak with the student outside of class about how this might
disrupt the class and distract other students.

o Be genuine rather than manipulative. Be yourself, honestly and openly. Be honest with yourself,
and focus on working well with the people around you, and acting with integrity.

o Empathize rather than remain detached. Although professional relationships entail some
boundaries when it comes to interaction with colleagues, it is important to demonstrate
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 working together.

o Be flexible towards others. Allow for other points of view, and be open to other ways of doing
things. Diversity brings creativity and innovation.

o Value yourself and your own experiences. Be firm about your own rights and needs.
Undervaluing yourself encourages others to undervalue you, too. Offer your ideas and expect to
be treated well.

o Use affirming responses. Respond to other in ways that acknowledge their experiences. Thank
them for their input. Affirm their right to their feelings, even if you disagree. Ask questions,
express positive feeling; and provide positive feedback when you can.

References
Oral Communication in Context First Edition by Ramona S. Flores, Rex Publishing

https://prezi.com/lc3sgnr5fkd3/elaborating-on-the-influence-of gender/?frame=8941c803c57fcee3d28d3c36ad010bd66a5b2f2f

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/communicating-students/telling/effective-communication-barriers-and-strategies

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 Senior High School
ORAL COMMUNICATION IN CONTEXT
Quarter 1 – Module 4:
Examining Samples of Oral Communication Activities

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 This education module was created to involve learners to the diverse activities. It gives you
exciting activities that will surely help you to excel. Enjoy and have fun with this module!

Learning Competency
Examine sample oral communication activities
Specific Objectives:
By the end of this module, you will be able to:
a. watche and listens to sample oral communication activities;
b. ascertain the verbal and nonverbal cues that each speaker uses to achieve his/her
purpose.

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Learning Centered Pre- Activity
Fill out the graphic organizer below by writing down what you know about Oral Communication
Activities.

Oral Communication
Activities

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 WEEK 4 Examining Oral Communication Activities

Six Broad Types of Communication Activities

There are six broad types of oral communication activities that might be incorporated into curricula
in many fields of study. Most are conducive to either formal or informalassignments. Some are realistically
possible only in smaller classes or recitation sections, while others are appropriate for large lectures as well.
1. One-on-One Speaking (Student-Student or Student-Teacher)
Can range from moments punctuating a lecture, where students are asked to discuss or
explain some questions or problem with the person next to them, to formal student
conferences with their instructor.

2. Small-group or Team-Based Oral Work

Smaller-scale settings for discussion, deliberation, and problem solving. Appropriate for
both large lectures and smaller classes and allows levels of participation not possible in
larger groups.

3. Full Class Discussion

Typically, less agonistic, argument-based, and competitive than debate and deliberation
but still dialogic in character. Often times has the quality of creating an atmosphere of
collective, out-loud thinking about some question, idea, problem, text, event, or artifact.
Like deliberation and debate, a good way to encourage active learning.

4. In-Class Debates and Deliberations

A structured consideration of some issue from two or more points of view. Debates
typically involve participants who argue one side throughout, while deliberation allows for
movement by individuals within the process. Both feature reason-giving argument. Can be
applied to issues of many kinds, from disputed science facts to theories, policy questions,
the meaning of a text, or the quality of an artistic production. Can range from two
participants to a lecture hall.

5. Speeches and Presentations

Classically, the stand-up podium speech delivered by an individual from an outline or
script. Also includes group presentations or impromptu speaker. A strong element of
monologue, but dialogue can be built in with question and answer or discussion with the
audience afterward.

6. Oral Examinations
Can take place in the instructor’s office, in small groups, or before a whole class.Range
from one oral questions on an otherwise written exam to an oral defense of a written answer
or paper to an entirely oral quiz or examination. Difficult with very large groups, but an
excellent way to determine the depth and range of student knowledge and to stimulate high
levels of preparation.

Examining Oral Communication Activities

o Central Message:
The main point/thesis/” bottom line”/” take away” of a presentation. A clear central
message is easy to identify; a compelling central message is also vivid and memorable.
o Delivery Techniques:
Posture, gestures, eye contact, and use of the voice. Delivery techniques enhance the
effectiveness of the presentation when the speaker stands and moves with authority, looks

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 more often at the audience than at his/her speaking materials/notes, uses the voice
expressively, and uses few vocal fillers ( “um,” “uh,” “like,” “you know,” etc.).
o Language:
Vocabulary, terminology, and sentence structure, language that supports the effectiveness
of a presentation is appropriate to the topic and audience, grammatical, clear, and free
from bias. Language that enhances the effectiveness of a presentation is also vivid,
imaginative, and expressive.
o Organization:
The grouping and sequencing of ideas and supporting material in a presentation. An
organizational pattern that supports the effectiveness of a presentation typically includes
an introduction, one or more identifiable sections in the body of the speech, and a
conclusion.
o Supporting Material:
Explanations, examples, illustrations, statistics, analogies, quotations from relevant
authorities, and other kinds of information or analysis that supports the principal ideal of
the presentation.

References
https://www.slideshare.net/PratigyaGupta1/oral-communication-71281876

https://www.youtube.com/watch?v=ygLT0DWYXq0

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 Senior High School
ORAL COMMUNICATION IN CONTEXT
Quarter 1 – Module 5:
Various Types of Speech Context

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 This education module was created to involve learners to the diverse activities. It gives

you exciting activities that will surely help you to excel. Enjoy and have fun with this module!

Most Essential Learning Competency:

Identifies the various types of speech context.

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 Various Types of Speech Context
How is “communicating” with yourself different from communicating with your
friend or peers or an audience?
You, as a social being, will engage in various speaking activities throughout your life. You will
have classes or meetings to attend, presentations to make, discussions and arguments to participate in, and
groups to work with. In each of these activities, you will need to equip yourself with a set of skills that will
help you communicate with others in different contexts. Speech context refers to the situation or
environment and the circumstances in which communication occurs.

Types of Speech Context

Intrapersonal communication is simply communicating within oneself. It takes place when the
“self” is engaging in inner talk or internal discourse such as mumbling, thinking aloud, reflecting,
remembering, analyzing, and evaluating. Intrapersonal communication is essential to understanding
yourself and others. You need to keep in touch with yourself to be able to make appropriate responses and
sound decisions. Moreover, how you see yourself affects how you communicate with others.

Interpersonal communication involves more than one person. Of course, it is not just number of
participants that determine each particular type of communication.

a. Dyadic communication is composed of two participants who take turns as the sender (or speaker)
and the receiver (or listener) in the interaction. A dyadic communication, also referred to as “one-
to-one communication,” varies from formal situations (purposive interviews) to informal situations
(dialogues or casual conversations).
b. Small group communication is composed of three or more participants, or a group of participants,
who engage in a discussion to achieve a common goal (e.g., solve a problem, perform an action or
task, decide on something). The participants in the group contribute information and opinion, or
exchange thoughts about a topic.
c. Public communication involves a single speaker and a sizable number of persons or an audience.
The speaker is tasked to deliver a message or a speech of general interest to the audience. Public
communication requires more planning and preparation on the part of the speaker since it lacks the
intimacy that are typical of one-to-one and small group interactions. There are limited or no
opportunities for feedback because the speaker has a definite or prescribed time limit, and both the
speaker and the audience maintain their roles throughout the speech event (the audience may,
however, convey nonverbal messages).
d. Mass communication is any above human verbal interactions carried out with the aid of mass
media technology.
e. Organizational communication refers to the interaction of members along the links in an
organizational structure.

Two Variations of Organizational Communication

1. Formal Organizational communication uses the proper channels graphically illustrated by an
organizational chart.
2. Informal organizational communication bypasses the links, skips forward or backwards or even
goes sideways just to achieve the same goal.

References
Oral Communication in Context First Edition by Ramona S. Flores, Rex Publishing
https://www.slideshare.net/RamilAlcantara/oral-communication-types-of-speech-context
https://quizizz.com/admin/quiz/5cc033ee1749ba001ac7ac6e/types-of-speech-context#

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 Senior High School
ORAL COMMUNICATION IN CONTEXT
Quarter 1 – Module 6:
Types of Speeches and Speech Style

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 This education module was created to involve learners to the diverse activities. It gives

you exciting activities that will surely help you to excel. Enjoy and have fun with this module!

Most Essential Learning Competency:

Distinguishes types of speeches and speech style.

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 Types of Speeches and Speech Style
The four basic types of speeches are: to inform, to instruct, to entertain, and to persuade. These are not mutually
exclusive of one another. You may have several purposes in mind when giving your presentation. For example, you
may try to inform in an entertaining style. Another speaker might inform the audience and try to persuade them to act
on the information.

However, the principle purpose of a speech will generally fall into one of four basic types:

1. Informative – This speech serves to provide interesting and useful information to your audience.

Some examples of informative speeches:

• A teacher telling students about earthquakes
• A student talking about her research
• A travelogue about the Tower of London
• A computer programmer speaking about new software

2. Demonstrative Speeches – This has many similarities with an informative speech. A demonstrative speech also
teaches you something. The main difference lies in including a demonstration of how to do the thing you’re teaching.

Some examples of demonstrative speeches:

• How to start your own blog
• How to bake a cake
• How to write a speech
• How to… just about anything

3. Persuasive – A persuasive speech works to convince people to change in some way: they think, the way they do
something, or to start doing something that they are not currently doing.

Some examples of persuasive speeches:

• Become an organ donor
• Improve your health through better eating
• Television violence is negatively influencing our children
• Become a volunteer and change the world

4. Entertaining — The after-dinner speech is a typical example of an entertaining speech. The speaker provides
pleasure and enjoyment that make the audience laugh or identify with anecdotal information.

Some examples of entertaining speeches:

• Excuses for any occasion
• Explaining cricket to an American
• Things you wouldn’t know without the movies

Each Speech Style is as distinct as the Types of Spoken context and can be paired according to usage. The styles
according to Martin Joos (1959) are the following:

a. Intimate is a non-public speech style that uses private vocabulary and includes nonverbal messages. It is a
style in which meaning is shared even without “correct linguistic forms.”
b. Casual is a speech style used among friends and acquaintances that do not require background information.
The use of slang is common and interruptions occur often. Casual is used when there are no social barriers
to consider.
c. Consultative is the opposite of the Intimate style because this style is used precisely among people who do
not share common experiences or meaning. It requires two-way participation and interruptions can occur
during the communication.
d. Formal is used only for imparting information. The speech is well organized and correct in grammar and
diction.
e. Frozen is a formal style whose quality is static, ritualistic, and may even be archaic. Frozen style is
exemplified by prayers that have been recited in the same way for years, the pledge of Allegiance or Panatang
Makabayan, and the Oath of Office of any officer, whether of the Student Council or of Congress.

References
Oral Communication in Context First Edition by Ramona S. Flores, Rex Publishing
https://www.parkwayschools.net/cms/lib/MO01931486/Centricity/Domain/1578/types_of_speeches.pdf

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 Senior High School
ORAL COMMUNICATION IN CONTEXT
Quarter 1 – Module 7:
Speech Act

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 This education module was created to involve learners to the diverse activities. It gives

you exciting activities that will surely help you to excel. Enjoy and have fun with this module!

Most Essential Learning Competency:

Responds appropriately and effectively to a speech act

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 Speech Act
Speech Act is a functional unit in communication. (Austin’s theory 1962) Furthermore, to
communicate is to express a certain attitude, and the type of speech act being performed
corresponds to the type of attitude being expressed. (Bach 1994)

What is speech act? Speech acts are the speaker’s utterances which convey meaning and make
listeners do specific things (Austin, 1962). According to Austin (1962), when saying a
performative utterance, a speaker is simultaneously doing something.

What is speech act? Example:

“I am hungry.”
• expresses hunger
• requests for something to eat

There are three types of speech act:

1. Locutionary: Meaning, namely, the literal meaning of the utterance.
✓ A locutionary speech act occurs when the speaker performs an utterance (locution), which
has a meaning in the traditional sense.
✓ What is required for the utterance to be a locutionary act is that is has sense, and has the
same meaning to both the speaker and the listener.

Example: “What?” (when someone is surprised)

2. Illocutionary: Is related to the social function that the utterance or the written text has.
✓ An illocutionary speech act is the performance of the act of saying something with a
specific intention.
✓ In an illocutionary speech act, it is not just saying something itself, but the act of saying
something with the intention of: • stating an opinion, confirming, or denying something •
making a prediction, a promise, a request • issuing an order or a decision • giving an advice
or permission

Examples: “There’s too much homework in this subject.” (opinion) • “I’ll do my homework
later.” (promise) • “Go do your homework!” (order)

3. Perlocutionary: Is the result or effect that is produced by the utterance in the given context.
✓ A perlocutionary speech act happens when what the speaker says has an effect on the
listener.
✓ This is seen when a particular effect is sought from either the speaker, the listener, or both.
✓ The response may not necessarily be physical or verbal and elicited by: Inspiring or
insulting Persuading or convincing Deterring or scaring

Examples: “I was born a Filipino, I will live a Filipino, I will die a Filipino!” (inspiring) “It is
the bleak job situation that forces Filipinos to find jobs overseas.” (persuading) “Texting while
driving kills – you, your loved ones, other people!” (deterring)

References:

https://www.slideshare.net/MarianSalazar/speech-acts-13228883
https://www.slideshare.net/EjeSeastres/oral-communication-types-of-speech-style?next_slideshow=1

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 Senior High School
ORAL COMMUNICATION IN CONTEXT
Quarter 1 – Module 8:
Communicative Strategies

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 This education module was created to involve learners to the diverse activities. It gives

you exciting activities that will surely help you to excel. Enjoy and have fun with this module!

Most Essential Learning Competency:

Employs various communicative strategies in different situations

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 Communicative Strategies
Communicative Strategies are plans, ways or means of sharing information which are adopted to achieve a particular
social, political, psychological, or linguistic purpose.

7 Types of Communicative Strategies

1. Nomination- presenting a particular topic clearly, truthfully, and saying only what is relevant.
2. Restriction- constraining the response or reaction within a set of categories.
3. Turn-taking- recognizing when and how to speak because it is one’s turn.
4. Topic control- keeping the interaction going by asking questions and eliciting a response.
5. Topic shifting- introducing a new topic followed by the continuation of that topic
6. Repair- overcoming communication breakdown to send more comprehensible messages.
7. Termination- using verbal and nonverbal signals to end the interaction.

When introducing a topic at the beginning of a Communicative Situation, what is being used is the Nomination Strategy.
It is a strategy that can also be applied any time during the course of an interaction as a way of continuing the communication.
When this strategy is used, the topic is introduced in a clear and truthful manner, stating only what is relevant to keep the
interaction focused.

Examples:
Have you noticed the weird weather lately? Is this because of global warming? I was late for class again! The MRT
stopped midway. What is wrong with the MRT?

Restriction Communicative Strategy is a strategy that constrains or restricts the Response of the other person involved in
the Communication Situation. The Listener is forced to respond only within a set of categories that is made by the Speaker.

Examples:
They say that the Philippine economy is getting better. Only the stupid thinks that, right? (No one wants to be stupid.)
That arrest move was a disaster waiting to happen. Do you agree? (Yes/No)

Turn-taking Communicative Strategy requires that each Speaker speaks only when it is his/ her turn during interaction.
Knowing when to talk depends on watching out for the verbal and nonverbal cues that signal the next Speaker that the
previous Speaker has finished or the topic under discussion has been exhausted and a new topic may be introduced. At the
same time, it also means that others should be given the opportunity to take turn. Turn-taking Communicative Strategy uses
either an informal approach (just jump in and start talking) or a formal approach (permission to speak is requested).

Examples:
I agree with the point just made. But may I add that OFWs would rather be home and work here so they could be with
their families. May I have the floor, sir? The topic under discussion is the state of the Philippine economy today. We
want better lives for all Filipinos, whether they are working here or abroad.

After the Nomination Communicative Strategy, the interaction is kept going by using the Topic-Control Communicative
Strategy. This is simply a question-answer formula that moves the discussion forward. This also allows the Listener or other
participants to take turns, contribute ideas, and continue the discussion.

Examples:
How do you often ride the MRT, Tony? How many times have you encountered a stoppage in service? Your car may
break down, too, Luna, right? So you have to find another means of getting to school. We all do not want to be late
for class, yes?

Topic-Shifting Communicative Strategy is the strategy that is useful in introducing another topic. This strategy works best
when there is follow-through so that new topic continues to be discussed. This is also used in Repair Communicative
Strategy.

Examples:
This is a battle with corporations that continue to pollute the environment. But this is also a battle with man himself,
who continues to act as if there is another Earth we can move to once this Earth dies. If we cannot use the Earth’s
resources, our economies will die. We need to choose: the economy or the environment.

We have already learned that communication almost always breaks down. When miscommunication occurs, one can apply
the Repair Communicative Strategy that includes requesting clarification, not acknowledging, topic shifting, not
responding, repeating, recasting and adding. One requests clarification by asking questions or using eyebrows , eyes, head
or shoulders to show that the Message could not be understood. By not acknowledging the new situation, the situation
already in progress will continue.

Lastly, Termination Communicative Strategy ends the interaction through verbal and nonverbal Messages that both
Speaker and Listener send to each other. Sometimes the Termination is quick and short. Sometimes it is prolonged by
clarification, further questions, or the continuation of the topic already discussed, but the point of the language and body
movement is to end the communication.
References
https://www.slideshare.net/englishIT/communication-strategies-70782108
https://quizizz.com/admin/quiz/5b5d9c12ea184c001c5e9c39/types-of-communicative-strategy

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