AMYA POLYTECHNIC COLLEGE, INC.

Quimpo Blvd, Corner Tulip Drive, Davao City, 8000

Telephone No: 225-29-48
Email: ampolcollege@gmail.com

ORAL COMMUNICATION

SUMMER CLASS 2021

TEACHER’S NOTE: Do all the activities failure to do certain activity may lead to another summer class,
the lessons involve communication so most of the activity will relate to having communication or
speaking.

Lesson 1

Nature and Process of Communication

Communication is a process of sharing and conveying messages or information from one person
to another within and across channels, contexts, media, and cultures (McCornack, 2014). There
is a wide variety of contexts and situations in which communication can be manifested; it can be
a face-to-face interaction, a phone conversation, a group discussion, a meeting or interview, a
letter correspondence, a class recitation, and many others.
Nature of Communication
1. Communication is a process.
2. Communication occurs between two or more people (the speaker and the receiver).
3. Communication can be expressed through written or spoken words, actions (nonverbal), or
both spoken words and nonverbal actions at the same time.
Elements of Communication
Communication is divided into elements which help us better understand its mechanics or
process. These elements are the following:
1. Speaker – the source of information or message
2. Message – the information, ideas, or thoughts conveyed by the speaker in words or in actions
3. Encoding – the process of converting the message into words, actions, or other forms that the
speaker understands
4. Channel – the medium or the means, such as personal or non-personal, verbal or nonverbal, in
which the encoded message is conveyed
5. Decoding – the process of interpreting the encoded message of the speaker by the receiver
6. Receiver – the recipient of the message, or someone who decodes the message
7. Feedback – the reactions, responses, or information provided by the receiver
8. Context – the interrelated conditions of communication (Padilla et al., 2003) which affect how
people understand the message. It is classified into five types.
9. Barrier – the factors that affect the flow of communication
One of which is the thing we called as NOISE.
There are three types of noise----- EXTERNAL, INTERNAL AND SEMANTIC.

A. External Noise- includes sights, sounds and any other distractions in the physical
environment. Examples include an unattended phone ringing loudly, a passing vehicle
blowing its horn, or an attractive person passing by.
B. Internal Noise- refers to the distractions within the communicator. It can be
categorized as either physiological or biological noise, such as hearing loss or illness,
or psychological noise such as worrying or daydreaming.
C. Semantic Noise- involves the unintentional misunderstanding caused by ambiguity,
ethnic, slurs and profanity and vulgar speech. For example, a Manila-based lawyer
asks his secretary to “pack his briefs” referring to his legal documents. Semantic
noise might lead to a misinterpretation of the “briefs” as underwear.

Activity
Instructions: WRITE YOUR ANSWERS IN A SEPARATE SHEET OF PAPER, INSERT THE PAPER HERE! (Yellow
Pad Paper)

There are three types of noise----- EXTERNAL, INTERNAL AND SEMANTIC.

Give me at least two (2) situations or a scenario where in each types of noise are reflected.
Example: EXTERNAL NOISE
a. The teacher is having her class at Grade 11 HUMSS classroom, while there are
construction workers working for the improvement of the school building, the teacher can
her a lot of disturbing sound such as the smack of the hammer and many more.

1. EXTERAL NOISE
Situation A: _____________________________________________________________
Situation B: _____________________________________________________________
 2. INTERNAL NOISE
Situation A: _______________________________________________________
Situation B: _______________________________________________________

3. SEMATIC NOISE
Situation A: _________________________________________________________
Situation B: __________________________________________________________

Lesson 2

I. Aristotle’s Speaker-Centered Model

Aristotle’s model focuses on the speaker. It describes a one-way interaction and is

most applicable for public speaking (Narula, 2006). According to the model,
communication starts when the speaker develops proof or the argument used for
persuasion. The proof will then be organized, written in the most convincing way and
then presented before an audience.

II. Schramm’s Model of Communication

In 1954, Wilbur Schramm, an American scholar, proposed that encoding or the act of
transforming a message into a verbal or non-verbal medium and decoding the act of interpreting
the message, are simultaneously done by both the speaker and the listener.
This shows a cycle communication between the encoder and the decoder who shift roles as the
messages exchanged. The decoder provides feedback as soon as the message is understood and a
response is formed. In giving feedback, he/she becomes the sender and the original sender
becomes the receiver. In this model, since the message is being decoded and understood by both
communicators, they are both marked as interpreters.
III. Source-Message-Channel-Receiver (SMCR) Model
This model is proposed by David Berlo (1960). It suggests five elements in the communication
process, namely, the sender or the source of the message; the message, which is the idea sent by
the sender; the channel, which is the medium through which the idea is sent; the receiver, who
gets the message; and the feedback or the response of the receiver.

IV. Linear, Interactive and Transactional Models

This models were proposed by Adler & Rodman (2011). These do not only present
comparatively simpler structures but also provide meaningful understanding to communication.
 The linear model illustrates communication as a one-way activity where message or
information flows from the speaker to the listener. This means that the transmission of message
starts from an active sender and ends with the passive receiver.
A. The Linear Communication Model
The linear model illustrates communication as a one-way activity where message or
information flows from the speaker to the listener. This means that the transmission of
message starts from an active sender and ends with the passive receiver.

B. The Interactive Communication Model

This model shows a two-way exchange which features the element of feedback. The
sender composes and delivers a message to a receiver, who in return composes and
delivers a response. Interactions which require both parties to respond, such as a job
interview or telephone conversation, exemplify this communication model.
C. The Transactional Communication Model
Compared to the two previous models, this model:

 Uses the term participants to refer to the sender and receiver

 It also includes additional elements of noise and environment
 Noise indicates the possibility of unsuccessful communication
 Environment refers not only to the physical, social, psychological, cultural and
historical contexts but also to the personal history and schema which every
participant brings to the interaction.
 Schema is the participant’s knowledge of the world his/her accumulated
experiences.

ACTIVITY!!!! (50pts)

Above are the different types of models of communication.

In order for you to understand the flow better, RESEARCH the illustration of the
different models of communication and write it in a separate sheet of paper, you can use a
bond paper, your output’s grade will be based on a criteria.

Content: 20 points
Creativity: 10 points
Application (of the lecture): 15 points
Craftsmanship: 5 points
50 points
 Lesson 3

1. Intrapersonal – This refers to communication that centers on one person where the speaker acts both
as the sender and the receiver of message. “The message is made up of your thoughts and feelings. The
channel is your brain, which processes what you are thinking and feeling. There is feedback in the sense
that as you talk to yourself, you discard certain ideas and replace them with others.” (Hybels & Weaver,
2012, p 16)

Examples:

• You spent the night thinking and analyzing why a student from the other class talked to
you on the way home and you decided it probably meant nothing.

• You felt happy while thinking about how your teacher appreciated you for submitting
your project before the due date and you reflected on why this was so.

2. Interpersonal – This refers to communication between and among people and establishes personal
relationship between and among them. Solomon and Theiss (2013) state that “the inter part of the word
highlights how interpersonal communication connects people… when you engage in interpersonal
communication, you and another person become linked together… The personal part means that your
unique qualities as a person matter during interpersonal communication…”

Types of Interpersonal Context

 A. Dyad Communication – communication that occurs between two people
Example:
• You offered feedback on the speech performance of your classmate.
• You provided comfort to a friend who was feeling down.

B. Small Group – This refers to communication

that involves at least three but not more than
twelve people engaging in a face-to-face
interaction to achieve a desired goal. In this
type of communication, all participants can
freely share ideas in a loose and open
discussion.

Example:

• You are participating in an organizational meeting which aims to address the

concerns of your fellow students.

• You are having a discussion with your group mates on how to finish the assigned
tasks.

3. Public Communication – This type refers to

communication that requires you to deliver or send the
message before or in front of a group. The message can
be driven by informational or persuasive purposes. “In
public communication, unlike in interpersonal and small
group, the channels are more exaggerated. The voice is
louder and the gestures are more expansive because the
audience is bigger. The speaker might use additional visual channels such as slides or a Power
Point presentation.” (Hybels & Weaver, 2012, p 19)

This type is also called as one-to-many communication. It has two characteristics: (1) Unequal
amount of speaking (Speaker-centered) and (2) Limited verbal feedback.

Example:

• You deliver a graduation speech to your batch.

• You participate in a declamation, oratorical, or debate contest watched by a

number of people.

 Priest’s homily during a mass

 President’s State of the Nation Address

4. Mass Communication – This refers to communication that takes place through television,
radio, newspapers, magazines, books, billboards, internet,
and other types of media.

Example:

• You are a student journalist articulating your

stand on current issues through the school’s newspaper.

Activity!!!!!
Essay (Write your explanation below the question)
1. What is the difference between interpersonal and intrapersonal communication?

2. How do mass communication and public communication differs?

 3. Let us relate this question in reality, how important do you think dyad communication is
in your life as a son/daughter, as a student or even as a good citizen in your country?

Lesson 4

Style is a variety of language and a distinctive manner in which people express themselves in a particular
situation (Somia, 2012). In addition, the context dictates and affects the way people communicate, which
results in various speech styles. According to Joos (1968), there are five speech styles. These are (1)
intimate, (2) casual, (3) consultative, (4) formal, and (5) frozen. Each style dictates what appropriate
language or vocabulary should be used or observed.

1. Intimate – This style is private, which occurs between or

among close family members or individuals. The
language used in this style may not be shared in public.
This style is used in conversations between people who
are very close and know each other quite well because
having a maximum of shared background information. It
is characterized by an economy of words, with a high
incidence of significant nonverbal communication, such as gesture, facial expression, eye contact
and so on. There is free and easy participation of both the speaker and listener, and is far more
elliptical. Below are some of the things to remember under this style:
 Uses personal language codes
 Grammar is unnecessary
 Does not need complete language
 Certain terms of endearment, slangs or
expressions whose meaning is shared with a
small subset of persons to person
2. Casual – This style is common among peers and friends. Jargon, slang, or the vernacular language are
used. There is free and easy participation of both speaker and listener – It is marked by various degrees of
implicitness because of intimacy between speaker and
listener. Casual or informal style have ellipsis, allows
the use of slang, profanity, and unconventional English
words. The diction or vocabulary is informal
(colloquial). Some of the vocabulary used only in
casual situations are:

- “dude ” (a person)

- “ freaking out” (getting scared)

- “nope” (no)

- “ puke” (throw up)

Its casual language uses words or phrases that are shortened

like:

– “ I’m doin ’ it my way” (doing)

– “ Lemme go!” (let me go)

– “ Watcha gonna do?” (What are you going to do?)

– “ Whassup ?” (What’s up?)

3. Consultative – It is also k nown as the

Third Level of language This style is the
standard one. Professional or mutually
acceptable language is a must in this
style. Opposite of intimate style It
involves people who do not share
common experience or meaning and used in semi-formal communication.
This happens in two-way participation and the speaker does not usually plan what he wants to say.
Sentences end to be shorter and spontaneous Examples of situations are communication between teachers
and students, employers and employees, doctor and patient, judge and lawyer, or President and his/her
constituents.

4. Formal – This style is used in formal settings. Unlike the consultative style, this is one-way. It is also
used in speaking to medium to large groups. It may also be used in single hearers- strangers, older
persons, professional. Speaker must frame
whole sentences ahead before they are
delivered. Using of slang terminologies should be
avoided. The language is comparatively rigid
and has a
set,
agreed
upon vocabulary that is well documented; is often of a standard
variety. Examples are sermons by priests and ministers, State of
the Nation Address of the President, formal speeches, or
pronouncements by judges, meetings, school lessons, court, a
corporate meeting, at a swearing in ceremony, in an interview or in
a classroom.

5. Frozen – This style is “frozen” in time and remains

unchanged. It mostly occurs in ceremonies. Used generally in
very formal setting. The most formal communicative style for
respectful situation. It does not require any feedback from the
audience and usually uses
long sentences with good
grammar and vocabulary. The use of language is fixed and relatively
static. Common examples are the Preamble to the Constitution, Lord’s
Prayer, and Allegiance to country or flag, national pledge, anthem,
school creeds, marriage ceremonies, speech for a state ceremony.

ACTIVITY!!!!!!!
DIRECTION: Understand and identify the differences among the types of speech contexts using the
graphic organizer below.

TYPE DESCRIPTION EXAMPLE

1.

2.

3.

1.

2.

3.

1.

2.

3.
 1.

2.

3.

Lesson 5

Take a look at the following comic strip by Jerry Scott and Jim Borgman

Three Types of Speech Act

According to J. L. Austin (1962), a philosopher of language and the developer of the Speech Act
Theory, there are three types of acts in every utterance, given the right circumstances or context. Leech
(1983) also noted these as the three basic types of speech act. These are:
1. Locutionary act is the actual act of uttering.

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

3. Perlocutionary act is the resulting act of what is said. This effect is based on the particular context in
which the speech act was mentioned.

As a response to Austin’s Speech Act Theory, John Searle (1976), a professor from the University of
California, Berkeley, classified illocutionary acts into five distinct categories.
 1. Assertive – a type of illocutionary act in which the speaker expresses belief about the truth of a
proposition. Some examples of an assertive act are suggesting, putting forward, swearing,
boasting, and concluding.

2. Directive – a type of illocutionary act in which the speaker tries to make the addressee perform an
action. Some examples of a directive act are asking, ordering, requesting, inviting, advising, and
begging.

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

4. Expressive – a type of illocutionary act in which the speaker expresses his/her feelings or
emotional reactions. Some examples of an expressive act are thanking, apologizing, welcoming,
and deploring.

5. Declaration – a type of illocutionary act which brings a change in the external situation. Simply
put, declarations bring into existence or cause the state of affairs which they refer to. Some
examples of declarations are blessing, firing, baptizing, bidding, passing a sentence, and
excommunicating.

Always keep in mind that speech acts include concrete life interactions that require the
appropriate use of language within a given culture. Communicative competence (i.e., the ability to use
linguistic knowledge to effectively communicate with others) is essential for a speaker to be able to use
and understand speech acts. Idioms and other nuances in a certain language might be lost or
misunderstood by someone who does not fully grasp the language yet.

ACTIVITY!!!
Directions: Upon knowing and discussing the different speech acts, LET’S WRAP IT UP!
WRITE YOUR ANSWERS IN A SEPARATE SHEET OF PAPER AND INSERT IT IN
THIS PAGE.
 Go back and run through the three basic speech acts that had been discussed. After
understanding its major and minor points, create a visual presentation that will show the
differences of these three acts. The visual presentation must contain an explanation and set of
examples for each acts.

Format:

DIAGRAM

 Explanation of the diagram (may it be as a whole or each act will be discussed

individually
 Examples are to be listed following the table below.

Locutionary Acts Illocutionary Acts Perlocutionary Acts

Minimum of 10 examples each act.

May it be the “specific conversational line” or “situation”.
_____________________________________________________________________________________

Lesson 6

1. An informative speech provides the audience with a clear understanding of a concept or idea. The
lectures of your teachers are the best examples of this type.

Examples of Informative Speech:

1. College professor lecturing on a specific topic during a class.

2. Guest speaker presenting information to a group of students about how to apply for college.
3. Company president presenting information about last quarter's sales to a group of board members.
4. Pastor teaching a class about the meaning behind Holy Communion in the Christian Church.
5. Doctor talking to a group about ways to avoid heart disease.

2. An entertainment speech amuses the audience. The humorous speeches of comedians and
performers are the best examples of this type.

3. A persuasive speech seeks to provide the audience with favorable or acceptable ideas that can
influence their own ideas and decisions. The campaign speeches of the running candidates for
government posts are the best examples of this type.

After listening to the speeches of the champions, you may have noticed that aside from the
speech content, their delivery was also essential to their victory. The speakers seemed so natural and at
ease that you wonder: Are effective speakers made, or are they naturally born effective speakers? It is
true that some people are born with special gifts in public speaking, but it is also true that most of the best
public speakers either underwent intensive formal training or got involved in several speaking situations
that, over time, enabled them to hone the skill. According to Stephen Lucas (2011), author of The Art of
Public Speaking, a good delivery means that you are capable and able to present your message in a
clear, coherent, and interesting way. In addition to this, he also says:

As a student of public speaking, you should know that public speaking is not simply reading your
speech or talking about your topic. It requires making connections with your audience and presenting
yourself formally to the public. There are types of speeches according to purpose and delivery from which
you can choose the best one or the most appropriate in a given situation.

1. Extemporaneous

2. Impromptu
3. Manuscript

4.
Memorized

Bear in mind that not all speaking situations happen in the classroom. Some may happen in
unfamiliar environments. To illustrate, you may run or be nominated for a school or local government
office, so a room-to-room and public campaign speech is required; or you may be invited to welcome a
visitor in your school or community, so an opening or welcoming remark is necessary; or you may be
asked to represent your school or community in a literary contest. These are a few situations where your
delivery skill will be simultaneously challenged and honed.

As a public speaker you need to be ready to deal with the most common challenges in different
speaking environments. Below are some of them.
1. Speaking to a specific audience size

2. Speaking in an open-air venue or outside a building

3. Speaking in different venues

4. Speaking with a microphone

5. Speaking with a podium or lectern

Whatever speaking situation you are in, the most important thing is you master your speech. You can

only do this by constantly carrying out the right practices.

To be effective in your delivery, watch and emulate people who speak in public excellently. While
observing, take note of the following:

• How they approach their audience (formal, informal, personal, conversational, intimate,
among others)

• How they connect with their audience (using eye contact, body movements, and facial
expressions)

• How they present themselves (stage presence: how they look, stand, walk, use
nonverbal cues, act on and off the stage)

• How they use their voice in terms of volume (loudness or softness), pitch (highness or
lowness), rate or speed, pauses to show emphasis and strengthen the clarity of the message, vocal
variety (effective changes in volume, pitch, rate and pauses), and pronunciation.

The items enumerated are the tools that can help you develop your speech. Practice in front of a
mirror and observe your own delivery with these tools in mind. Alternatively, you can practice in front of
your family, friends, classmates, or those who have already done public speaking. You can ask for
feedback or seek advice from them. Explore which tools work best for you and develop a habit of effective
delivery to enhance your public speaking skill. Keep practicing and engaging yourself in speaking
situations. Remember, you already have the public speaking skill, but you will only improve if you speak in
public constantly.
ACTIVITY!!!!!! (PUBLIC SPEAKING)

DIRECTIONS: BASED ON THE DICUSSION ABOUT TYPES OF SPEECH ACCORDING TO THEIR

PUPROSE, YOUR TASK IS TO MAKE ASPEECH MAY IT BE INFORMATIVE, ENTERTAINMENT OR
PERSUASIVE (any topic will do). Make a video of at least 2-3 minutes of you rendering your
speech.

NOTE: PLEASE WEAR THE APPROPRIATE ATTIRE.

Send your video through messenger or gmail (javelonawinrose18@gmail.com)

Your video will be graded based on a criteria, failure to pass this FINAL requirement may lead
you to another summer class. This will serve as your examination.
Criteria:
Content of the speech: 30 points
Postures/gestures: 20 points
Confidence: 15 points
Diction: 15 points
80 points

GOOD LUCK!!!!