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Republic of the Philippines

Department of Education
Region XII Sangay ng Paaralang Lungsod
MARBEL SCHOOL OF SCIENCE AND TECHNOLOGY, INC.
Lungsod ng Koronadal
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ORAL
COMMUNICATION

Module 1
Grade 11
First Semester

Prepared by: Sir Juanito B. Eusala Jr.

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Department of Education
Region XII Sangay ng Paaralang Lungsod
MARBEL SCHOOL OF SCIENCE AND TECHNOLOGY, INC.
Lungsod ng Koronadal
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INTRODUCTION

Oral Communication

Oral skills – both speaking and listening – are the very foundation of literacy.
Classroom talk helps students to learn, to reflect to what they are learning, and to
communicate to their knowledge on understanding. The strategies in this section provide
simple but powerful tools for improving communication in every classroom at all subject
areas. Whatever you teach, these tools can help you to obtain more precise information
about what your students know and can do. This, in turn, can help you to provide better
feedback and guidance. Students need authentic opportunities to learn how to listen and
speak effectively in a variety of situations – in pairs, and in small and large groups.

Students are sometime assigned in oral activity (e.g., working in small groups)
without a clear and understanding of what is expected and how to be most effective. By
taking the time to teach specific oral strategies in the context of your subject area, you will
boost your student’s confidence and performance.

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Region XII Sangay ng Paaralang Lungsod
MARBEL SCHOOL OF SCIENCE AND TECHNOLOGY, INC.
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MODULE 1
ORAL COMMUNICATION

Learning Skills

1. Explains the functions, nature and process of communication.


2. Differentiates the various models of communication
3. Uses various strategies in order to avoid communication breakdown.
4. Examines sample oral communication activities.
5. Identifies the various types of speech context.
6. Distinguishes types of speeches and speech style
7. Responds appropriately and effectively to a speech act.

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MARBEL SCHOOL OF SCIENCE AND TECHNOLOGY, INC.
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SCOPE OF THE MODULE

COURSE DESCRIPTION

This course in public speaking includes organization of speech, materials, practice


or oral reading, participation in panel discussions, and presentations of informal talks and
formal speeches. Self-evaluation and growth are encouraged through use of videotaping.

CONTENT STANDARDS

The learner understands the nature and elements of oral communication in context.

The learner values the functions/ purposes or oral communication.

The learner recognizes that communicative competence requires understanding of


speech context, speech style, speech act and communicative strategy.

PERFORMANCE STANDARDS

The learner design and performs effective controlled and uncontrolled oral
communication activities based on context.

The learner writes a 250-word essay of his/her objective observation and evaluation
of the various speakers watched and listened to.

The learner demonstrates effective use of communicative strategy in a variety of


speech situations.

NUMBER OF SESSIONS

Forty (40) sessions every quarter/ four days in one week.

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Department of Education
Region XII Sangay ng Paaralang Lungsod
MARBEL SCHOOL OF SCIENCE AND TECHNOLOGY, INC.
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FIRST GRADING

Name: _____________________________________ ___ Score: ____________

Year and Section: ______________________________ Date: _____________

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MARBEL SCHOOL OF SCIENCE AND TECHNOLOGY, INC.
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CONTENT

Introduction ……………………………………………………………………………………. 2
Module 1 Oral Communication ………………………………………………………….…. 3
Scope of the Module …………………………………………………………………………. 4
First Grading …………………………………………………………………………………... 5

Chapter 1 Nature and Elements of Communication …………………………………. 7


Lesson 1 Definition of Communication …………………………………. 8
Lesson 2 The Process of Communication ……………………………… 10
Lesson 3 The Communication Models ………………………………….. 12
Lesson 4 Verbal and Non Verbal Communication …………………….. 14
Lesson 5 Effective Communication Skills ……………………………… 19
Lesson 6 Intercultural Communication …………………………………. 20

Chapter 2 Functions of Communication ……………………………………………….. 22


Lesson 1 Regulation/Control ……………………………………………… 23
Lesson 2 Social Interaction ……………………………………………….. 25
Lesson 3 Motivation ………………………………………………………… 26
Lesson 4 Information ……………………………………………………….. 28
Lesson 5 Emotional Expression ………………………………………….. 29

Chapter 3 Communicative Competence ……………………………………………….. 30


Lesson 1 Types of Speech Context ……………………………………… 31
Lesson 2 Types of Speech Style …………………………………………. 33
Lesson 3 Types of Speech Act …………………………………………… 34
Lesson 4 Types of Communication Strategy …………………………... 35

Post Test ……………………………………………………………………………………….. 36


Reference ………………………………………………………………………………………. 39
About the Authors ……………………………………………………………………………. 40

Chapter 1
NATURE AND ELEMENTS OF 6
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Lesson 1
Definition of Communication

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MARBEL SCHOOL OF SCIENCE AND TECHNOLOGY, INC.
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Name: ________________________________________ Score: ____________

Year and Section: ______________________________ Date: _____________

Activity 1

Here are open-ended sentences. Choose a partner and take turns in completing the
sentences.

During my leisure time, I _______________________________________________


___________________________________________________________________

I like people who are __________________________________________________


___________________________________________________________________

I do not like people who are ____________________________________________


___________________________________________________________________

My strengths are _____________________________________________________


___________________________________________________________________

I enjoy reading _______________________________________________________


___________________________________________________________________

My weaknesses are ___________________________________________________


___________________________________________________________________

I love to talk about ____________________________________________________


___________________________________________________________________

I enjoy surfing the net because __________________________________________


___________________________________________________________________

I communicate with my friend/s __________________________________________


___________________________________________________________________

Communication is ____________________________________________________

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___________________________________________________________________

I love communicating because __________________________________________


___________________________________________________________________

Lesson 2
The Process of Communication

Name: ________________________________________ Score: ____________

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Year and Section: ______________________________ Date: _____________

Activity 1

Identify the type of communication barrier described in each of the given items below. Write
your answer on the blank provided each number.

______________________ 1. Variance of language

______________________ 2. Idioms

______________________ 3. Beliefs

______________________ 4. Lack of attention

______________________ 5. Poor retention

______________________ 6. Technical jargon

______________________ 7. Honking of cars

______________________ 8. Poor ventilation

______________________ 9. Premature evaluation

______________________ 10. Poor lighting

______________________ 11. Outdated equipment

______________________ 12. Personality conflict

______________________ 13. Impaired hearing

______________________ 14. Toothache

______________________ 15. Norms

______________________ 16. Heartache

______________________ 17. Broken microphone

______________________ 18. Slang

______________________ 19. Lack of interest

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______________________ 20. Room too cold

Activity 2

Answer briefly the following questions.

1. Enumerate and discuss each of the communication barriers learned.


___________________________________________________________________

2. How can semantics be a barrier to communication?


___________________________________________________________________

3. How can culture be a barrier to communication?


___________________________________________________________________

4. How can external factors hinder effective communication?


___________________________________________________________________

5. How can physiological barriers affect communication?


___________________________________________________________________

6. How can one’s emotion affect communication?


___________________________________________________________________

7. Can you consider the speaker’s appearance an external barrier? Why?


___________________________________________________________________

Lesson 3
The Communication Models

Name: ________________________________________ Score: ____________

Year and Section: ______________________________ Date: _____________

Activity 1

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MARBEL SCHOOL OF SCIENCE AND TECHNOLOGY, INC.
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Read each statement carefully and determine if it is correct or not. Write True if the
statement is correct and False if it is otherwise.

________________ 1. In the Schramm’s Model of Communication, signal is another term


for message.

________________ 2. Content refers to how much information a person has about the
topic to be shared.

________________ 3. The transmitter encodes the message into signals.

________________ 4. At first, the helical spring is big at the top and becomes smaller as
communication progresses.

________________ 5. The communication model of Aristotle is preferably used in


Interpersonal communication.

________________ 6. In the Shannon-Weaver model of communication, a transmitter may


be computers, cellphones or other devices.

________________ 7. Communication skills refer to the person’s ability to communicate in


listening, speaking, reading, writing, etc.

________________ 8. Helical communication model is dependent on the individual’s


experiences.

________________ 9. How the words are arranged refers to treatment.

________________ 10. According to Schramm, meaning may be denotative or


connotative.

Activity 2

Below is a matrix showing the five models of communication. Complete it by writing the
characteristics of each communication model.

The Five Models of Communication

Shannon-
Aristotle’s MC Schramm’s MC Berlo’s MC Dance’s MC
Weaver’s MC

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1. 1. 1. 1. 1.

2. 2. 2. 2. 2.

3. 3. 3. 3. 3.

4. 4. 4. 4. 4.

Lesson 4
Verbal and Non Verbal Communication

Name: ________________________________________ Score: ____________

Year and Section: ______________________________ Date: _____________

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Activity 1

Write the correct IPA vowel symbols that represent the correct pronunciation of the
following words.

_________ 1. gawk __________ 11. drench __________ 21. book

_________ 2. awe __________ 12. bark __________ 22. paste

_________ 3. broth __________ 13. pinch __________ 23. boil

_________ 4. came __________ 14. song __________ 24. cart

_________ 5. champ __________ 15. ship __________ 25. fame

_________ 6. door __________ 16. sheet __________ 26. blue

_________ 7. pulp __________ 17. main __________ 27. cab

_________ 8. thumb __________ 18. bathe __________ 28. half

_________ 9. lamp __________ 19. moth __________ 29. band

_________ 10. shoot __________ 20. bone __________ 30. great

Activity 2

Transcribe the following words using the IPA symbols.

___________________ 1. blank ____________________ 11. breath

___________________ 2. crunch ____________________ 12. broad

___________________ 3. both ____________________ 13. gnaw

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___________________ 4. hose ____________________ 14. thing

___________________ 5. branch ____________________ 15. height

___________________ 6. shrimp ____________________ 16. length

___________________ 7. judge ____________________ 17. beat

___________________ 8. clothe ____________________ 18. bust

___________________ 9. smooth ____________________ 19. bread

___________________ 10. thumb ____________________ 20. folk

Activity 3

Directions: Read each sentence carefully. Identify what intonation pattern should be used
for each. Write your answer on the blank before the number. Then draw the lines for
intonation.

___________________ 1. Where did you go?

___________________ 2. Do you enjoy watching movies?

___________________ 3. Be careful with what you pray for.

___________________ 4. The family went for a vacation.

___________________ 5. Father bought his son toys.

___________________ 6. Prominent people were invited for the conference.

___________________ 7. The baker baked a cake.

___________________ 8. She resigned from her job.

___________________ 9. Do you love him?

___________________ 10. When is your graduation?

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Activity 4

Read each word pair and analyze if the primary stress is heard on the same position. Write
same if it does; different if it does not. An example is done for you.

Example: bookish – beddings


Answer: same

_______________ 1. blatant – grotesque

_______________ 2. picture – graffiti

_______________ 3. privilege – benefits

_______________ 4. befenit – deficit

_______________ 5. façade – christmas

_______________ 6. writer – pianist

_______________ 7. vegetables – vegetarian

_______________ 8. semestral – annual

_______________ 9. motion – motionless

_______________ 10. ceremony – testimony

Activity 5

In your own words, define the following nonverbal communication symbols or cues.

1. Kinesics ___________________________________________________________.

2. Proxemics ________________________________________________________.

3. Chronemics _______________________________________________________.

4. Oculesics _________________________________________________________.

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5. Gustorics __________________________________________________________.

6. Olfactorics ________________________________________________________.

7. Haptics ____________________________________________________________.

8. Chromatics ________________________________________________________.

Activity 6

Match the body language in the left column with its meaning at the right. Write the letters
only.

Column A Column B

_______ 1. Nail biting a. control/authority

_______ 2. Drumming of fingers b. honesty

_______ 3. Touching the nose c. feeling cold

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_______ 4. Arms crossed over the chest d. indecisiveness

_______ 5. Brisk rubbing of hands e. nervousness

_______ 6. Steepling of fingers f. showing interest

_______ 7. Head on hands g. defensiveness

_______ 8. Palms open, facing upward h. impatience

_______ 9. Pulling of ear i. boredom

_______ 10. Head tilted to one side j. disbelief or rejection

Lesson 5
Effective Communication Skills

Name: ________________________________________ Score: ____________

Year and Section: ______________________________ Date: _____________

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MARBEL SCHOOL OF SCIENCE AND TECHNOLOGY, INC.
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Activity

Enumerate and discuss barriers to effective communication. Be ready to present in class.

Lesson 6
Intercultural Communication

Name: ________________________________________ Score: ____________

Year and Section: ______________________________ Date: _____________

Activity 1

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MARBEL SCHOOL OF SCIENCE AND TECHNOLOGY, INC.
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Answer the following questions.

1. Why is it important to understand cultural differences?

2. How can your knowledge of intercultural communication affect your judgment of


others?

Activity 2

Think of five nonverbal symbols or signals that may be misinterpreted by another person
with a different cultural background. Be ready to discuss your answers in class.

Activity 3

Think of a difference in the culture of the Filipinos from the Americans, Japanese, and
Chinese. Explain how these differences can create a problem in cultural relations.

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Chapter 2
FUNCTIONS OF COMMUNICATION

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Lesson 1
Regulation/Control
Name: ________________________________________ Score: ____________

Year and Section: ______________________________ Date: _____________

Activity 1

Watch and listen to the videos be checking those links. Then accomplish the worksheet
below.

https://www.youtube.com/watch?v=zNw9EKdVs4 (Giving Instructions)


https://www.youtube.com/watch?v=BrFpVoBKEEg (Asking for Attention)
https://www.youtube.com/watch?v=JuGBeVTbvho (Asking for Clarification)

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https://www.youtube.com/watch?v=Ad9yaJUVk_4 (Asking for Someone to Stop
Doing Something)

Result or Outcome
The Person Who Result of the
Dialogue the Person is
Initiated the Action Person’s Desire
Trying to Achieve

1.

2.

3.

4.

Activity 2

Watch and listen again to the videos given in the links above and fill out the worksheet
below.

Criteria Specific Other


Nonverbal
Communication Verbal Cues Strategies
Dialogue No. Cues
Function Used

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Lesson 2
Social Interaction

Name: _______________________________________ Score: ____________

Year and Section: ______________________________ Date: _____________

Activity

Watch and listen to the oral communication activities in which some of the functions are
presented in dialogues. Identify the verbal and nonverbal cues used by the people involved
in the communication situations. Write your answers below.

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Here are links where you can go to:

https://www.youtube.com/watch?v=9bTMF8GJ96k
https://www.youtube.com/watch?v=Tw1FqV7gZ6k
https://www.youtube.com/watch?v=3dWU7dFXTgc
https://www.youtube.com/watch?v=ABHlBijrtYg
https://www.youtube.com/watch?v=fCat7OWyA_g
https://www.youtube.com/watch?v=jZLCfQPrDul

Specific
Expressions/ Nonverbal
Video Watched Communicative
Vocabulary Used Strategies Used
Function
1.

2.

3.

4.

5.

Lesson 3
Motivation

Name: _______________________________________ Score: ____________

Year and Section: ______________________________ Date: _____________

Activity

Watch and listen to this video by checking the link below. Then answer the questions that
follow.
https://www.youtube.com/watch?v=WXGW_eUvWv4

a. What is the context of the conversation?

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___________________________________________________________________
___________________________________________________________________

b. Who are the persons involved in the conversation?


___________________________________________________________________
___________________________________________________________________

c. What is their relationship?


___________________________________________________________________
___________________________________________________________________

d. List down encouraging expressions or vocabulary that you heard.


___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

e. What other strategies were used by the interviewee that made her an inspiration to
everyone?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

f. After watching this video, how did you feel? Why?


___________________________________________________________________
___________________________________________________________________

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Lesson 4
Information

Name: ________________________________________ Score: ____________

Year and Section: ______________________________ Date: _____________

Activity
Watch and listen to the videos by going to the links given below. After watching and
listening, accomplish the activity sheet below.
http://www.coachingforchange.com/pub10.html
https://www.youtube.com/watch?v=oEThDLRNtM4 asking info on the phone
https://www.youtube.com/watch?v=xGh2RY9-sk4 inquiring about visa requirements
https://www.youtube.com/watch?v=ex_xdopJ0Qo inquiring for flights on phone
https://www.youtube.com/watch?v=aOLUm_oBk5M Q and A abt a woman having a
vacation

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Activity Sheet
Expressions/ Other Strategies
People
Video Watched Context Structures Used To Convey
Involved
Used Their Message

1.

2.

3.

4.

5.

Lesson 5
Emotional Expression

Name: _____________________________________ ___ Score: ____________

Year and Section: ______________________________ Date: _____________

Activity
Get any object inside your bag and tell how you feel toward it and explain why you have
that feeling. Everybody will be given a chance to talk. After this, share to the class your
insights you learned from this activity.

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Chapter 3
COMMUNICATIVE COMPETENCE

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Lesson 1
Types of Speech Context
Name: ________________________________________ Score: ____________

Year and Section: ______________________________ Date: _____________

Activity 1

What form of communication transpires between or among the people involved in the
following? Write the intrapersonal, interpersonal or public.

1. father and son ________________________________________

2. a shopper and a salesman ________________________________________

3. soliloquy ________________________________________

4. seminar ________________________________________

5. husband and wife ________________________________________

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6. symposium ________________________________________

7. lecture ________________________________________

8. thinking out loud ________________________________________

9. classmates talking ________________________________________

10. examining of conscience ________________________________________

11. a manager and his employee ________________________________________

12. forum ________________________________________

Activity 2

Answer the following

1. Explain the relation of “No man is an island” to intrapersonal communication.


___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Explain the same line’s relation to interpersonal communication.


___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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Lesson 2
Types of Speech Style
Name: _____________________________________ ___ Score: ____________

Year and Section: ______________________________ Date: _____________

Activity

Label each sentence as intimate, formal, casual, or frozen based on its diction.

________________ 1. Let’s go get something to eat.

________________ 2. You sure do not wanna join tonight’s event?

________________ 3. It is essential to learn the different speech styles.

________________ 4. I second the motion.

________________ 5. The Mona Lisa looks weird from up close.

________________ 6. Are you serious? That is the best news I have ever heard so far.

________________ 7. Right.

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________________ 8. Pickett’s charge at the Battle of Gettysburg was surely an awe-
inspiring sight.

________________ 9 . A friend frowns and says, “fine”.

________________ 10. Those who are in favor of the suggestion, please say “aye”.

Lesson 3
Types of Speech Act
Name: _____________________________________ ___ Score: ____________

Year and Section: ______________________________ Date: _____________

Activity

Many English verbs can be used to perform different speech acts. Determine the different
speech acts each expresses.

1. Applaud ____________________________________________________________

2. Grant ______________________________________________________________

3. Urge _______________________________________________________________

4. Guarantee __________________________________________________________

5. Agree ______________________________________________________________

6. Swear _____________________________________________________________

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Lesson 4
Types of Communication Strategy
Name: _____________________________________ ___ Score: ____________

Year and Section: ______________________________ Date: _____________

Activity

Read the sentences carefully and write the correct answer on the space provided.

__________________ 1. This refers to ending the conversation.

__________________ 2. It refers to changing the topic of conversation.

__________________ 3. This is a communication strategy in which the speaker proposes

a topic or issue that both participants want to talk about.

__________________ 4. This refers to the correction of an utterance that is misunderstood

__________________ 5. It means regulating the topic of conversation and how long we


want the other person may talk.

__________________ 6. This repair is both initiated and carried out by the speaker of the
trouble source.

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__________________ 7. One of its strategies is to each fillers and pauses.

__________________ 8. “I’ll send you an e-mail.” is an expression used for making follow
up.

__________________ 9. It refers to limiting the topic or subject in conversation.

__________________ 10. These expressions are used in this strategy – nevertheless,


however, as a result, on the contrary, as a consequence,
therefore, etc.

FIRST GRADING

Direction: Read each item very carefully before you start answering and proceed to the next if
you find a particular item difficult. Encircle the letter of the best answer.

1. It is the process of conveying and sharing of information from one person to another.
a. Message b. Chatting c. Speaking d. Communication
2. The type of communication where gestures, eyes and body movements are used
instead of words.
a. Verbal Communication c. Smile now, Flirt later
b. Communication with a twist d. Nonverbal communication
3. It is the process of converting message or thoughts in to words.
a. Feedback b. Encoding c. Barrier d. Decoding
4. Communication functions to convey information.
a. Information Dissemination c. Social Interaction
b. Emotional Expression d. Motivation
5. It is the element of communication that is lacking in the Shannon-Weaver Model.
a. Speaker b. context c. Channel d. Feedback
6. The process of interpreting the encoded message of the speaker by the receiver.
a. Decoding b. Barrier c. Speaker d. Feedback
7. “Penpal” is a famous means of communication in the past. Many people found it so
romantic that it became very well-supported by Filipinos all over the country – some,
even abroad. “Penpal” is verbal communication.
a. True b. False c. Not given d. None of the above

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8. This is the type of communication that occurs to people of different nationalities,
ethnicity, religions and sexual orientations.
a. Culture Communication c. Intercultural Communication
b. Incultural Conversation d. Cultural Communication
9. You are alone in the room. The aircon is on, it was cold. The curtain is swaying
beside you and suddenly you heard a voice; “Help me.”
a. Ghost Communication c. Imagination mo ang limit
b. Intrapersonal Communication d. Interpersonal Communication
10. He is the person who is in the last chain and for whom the message is to be sent.
a. Decoding b. Receiver c. Feedback d. Media

11. This is the kind of communication where sounds and the use of words are utilized.
a. Verbal Communication c. Braile System
b. Nonverbal Communication d. Sign Language

12. “Take your medicine 3 times a day”. The function of communication in this statement
is _______________________.
a. Regulation/Control c. Invitation
b. Social Interaction d. Motivation
13. “I’m so glad that you came into my life”. The function of communication present in
the statement is __________________.
a. Invitation b. Motivation c. Social Interaction d. Appreciation
14. “You offered feedback on the speech performance of your classmate.” What type of
speech context is present in the scenario?
a. Intrapersonal c. Public
b. Interpersonal d. Mass Communication
15. You spent the night thinking and analyzing why a student from the other class talked
to you the way home and you decided it probably meant nothing.
a. Intrapersonal c. Public
b. Interpersonal d. Mass Communication
16. These are the type of speech act that shows the expression of the speaker via
utterance.
a. Commissive c. Directives
b. Expressive d. Restriction
17. These are the act of committing to future actions. This types of speech act shows
the intention of the speaker in the future which will be made to happen in later
moment.
a. Commissive c. Representative

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b. Declaration d. Directive
18. “I am the master of my fate; I am the captain of my soul.” These were the last lines
of poem Invictus which was written by William Ernest Henly in1875. In the context of
speech acts, these lines fall under what classification?
a. Assertive c. Directive
b. Commissive d. Expressive
19. It refers to any limitation you may have as a speaker.
a. Termination c. Topic Control
b. Repair d. Restriction

20. It pertains to the process by which people decide who takes the conversational floor.
a. Turn taking c. Repair
b. Topic Shifting d. Termination

21. Jessica is asking Roy how was his day, specifically, about the things Roy did like
what did he eat for lunch, who was he with, where exactly did they eat and at what
place for seminar did they go after. What communicative strategy is present in the
scenario?
a. Restriction c. Topic Shifting
b. Nomination d. Topic Control
22. This type of speech act aims to make someone else to do something that the
speaker desires. For instance, “could you lend me a pen?” this utterance shows that
the speaker requests a pen from someone else.
a. Commissive c. Declaration
b. Representation d. Directives
23. It refers to how speakers address the problems in speaking, listening and
comprehending that they may encounter conversation.
a. Termination c. Topic Shifting
b. Repair d. Topic Control.
24. “OK ‘bye.” That ended our conversation. The communicative strategy in the scenario
is called _____________.
a. Termination c. Topic Shifting
b. Repair d. Topic Control
25. It covers how procedural formality or informality affects the development of topic in
conversations.
a. Nomination c. Turn-taking
b. Restriction d. Topic Control
c. Manuscript d. Impromptu

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26-30. What is communication?

REFERENCES

Books

Abulencia, E. Salvosa, A., and Ornos, P. (2004). Effective public speaking & speech
improvement. Valenzeula City: Mutya Publishing House, Inc.
Aguinaldo, M. M. & Besacruz, F. C. (2002).Guidebook to effective speech and public
speaking. Quezon City: MAA Publications
Aquino, A. M. (2006). The art of public speaking. Manila: Rex Book Store.
Bagasan, R. N. Esq. (1997). Public speaking and you.(World Edition). Quezon City:
Goodwill Trading Co., Inc.
Cabrera, L. DM. & De Asis, B. Z. (2008).Effective speech communication for Filipinos.
Manila: Book Love Publishing Corporation.
Gross, J. J. (1999). Emotion regulation: Past, present, future. Cognition and emotion.
Taylor and Francis Group, 13, 551-573.
Hayakawa, S. I. and Hayakawa, A. R. (1990). Language in thought and action, 5th ed. San
Diego, CA: Harcourt Brace.
Padilla, M. et al. (2011 Edition). Speak right! Malabon City: Mutya Publishing House, Inc.

Internet

https://blog.udemy.com/elements-of-communication
Source: http://cape-commstudies.blogspot.com/2011/10/communication-process.html
Merrit, Anne. 2010. Ten common gestures easily understood abroad.

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MARBEL SCHOOL OF SCIENCE AND TECHNOLOGY, INC.
Lungsod ng Koronadal
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(matadornetwork.com)
http://www.helpguide.org/articles/relationships/effective-communication.htm
http://faculty.buffalostate.edu/smithrd/UAE%20Communication/Unit4.pdf.

ABOUT THE AUTHORS

Maria Teresa Munji Antonio

She is a graduate of Bachelor of Accountancy from the Polytechnic University of the


Philippines (PUP). She is earned her Certificate in Teaching from Philippine Normal
University (PNU) and is a candidate for MA in Language Teaching from the same school.
She finished her Master’s Degree in Business Administration from the Philippine School of
Business Administration-Manila (PSBA) and is working on her Doctorate in Business from
the same institution. She has authored and co-authored college books in English,
particularly in Business Communication, Communication Skills, Speech and Grammar. She
edited a book in Economics and has co-authored one in Marketing. Aside from that, she
also co-authored two English books for fourth year high school, the first published in 2011,
and other in 2015.

Dr. Auxilie Aurora D. Salvosa

She earned her Bachelor’s degree in Secondary Education from Manuel L. Quezon
University. She finished her Master of Arts in Education major in Administration and
Supervision and Doctor of Education major in Educational Management from Eulogio
“Amang” Rodriguez Institute of Science and Technology (EARIST).
At present, she is a full time professor at La Consolacion College-Manila where she
is the Chair of the Department of Communication Arts and Languages and at the same
time a part time professor in the Graduate School of Jose Rizal University where she has
been teaching since 2007.

Dr. Maria Edna R. Iñigo

She is a faculty of the College of Arts and Sciences at Catanduanes State University
(CSU), who teaches Literature and English (Gen. Ed and major subjects) to tertiary

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MARBEL SCHOOL OF SCIENCE AND TECHNOLOGY, INC.
Lungsod ng Koronadal
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students. She is a graduate of Doctor of Philosophy in Language Education with
specialization in English from the De La Salle University, Dasmariñas City, Cavite. She
completed her Master of Public Administration (MPA), Bachelor of Science in Education
major in English (Cum Laude) degrees at CSU. She is also a certified Accreditor of the
Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP).

Maria Bulanon-Sarte

She is a Doctor of Philosophy in Educational Foundations which she took at Bicol


University Graduate School. She also finished BSED major in Filipino (and minor in English
at Bicol University College of Education as Magna Cum Laude, and MA in Education in the
same university. She is a graduate of the prestigious Future Leaders Program of the
Philippines Batch 9 (FLP9), a competitive and the National Defense College of the
Philippines.
Presently, she is the Dean of the College of Arts and Letters, Bicol University,
Legazpi City.

Jocelyn Sarmiento Ibones

She is currently the Chair of the Department of Languages of Catanduanes State


University. She finished Bachelor of Arts major in English from Catanduanes State
Colleges and earned her Master of Arts major in Educational Management from Bicol
College, Daraga Albay.

Helen Segismundo Ferida

She is a graduate of Bachelor of Arts and Sciences major in English and finished
Bachelor of Arts and Sciences major in English and finished Bachelor of Secondary
Education.
At present, she is associated with the College of Arts and Sciences, Department of
Languages teaching basic English subject, Speech, Arts and Drama and the adviser of the
College of Health and Sciences, English Club and former adviser of the CSC Statesman,
the official tertiary student publication of the Catanduanes State University.

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