Raymar c francia oral communication in context cut

Department of Education Division of Quezon General Luna District
ontext
RAYMAR C. FRANCIA
Master of Arts in Teaching English
DeveloperReferencesInstructionsRationale PDF

UnitUnit
Unit
Communicating
for a Reason
Unit
Communicating
the Message
Strategizing
Communication
Understanding
Communication
Developer
References

Unit
Nature and Process of
Communication
Intercultural Communication
Lesson 1
Lesson 2

Unit
Functions of
Communication
Lesson 3

Unit
Communicative Competence
in Various Speech Situations
Lesson 4
Communicative Strategy
Lesson 5

Unit
Types of Speech
Lesson 6
Principles of Speech Writing
Lesson 7
Principles of Speech Delivery
Lesson 8

Definition of
Communication
1
Unit
Lesson 1 NATURE AND PROCESS OF COMMUNICATION
Elements of
Communication Models of Communication
The Nature
of Communication
Barriers to
Communication
The Process of
Communication
Verbal and Non-Verbal
Cues in Communication
Features of Effective
Communication

Lesson
Please feel free in accomplishing the activity. This will help
you diagnose the things you still have to learn about
communication.
Complete the KWL chart below.
Fill in the “K” column of the
things you already know and
the “W” column of the things
you still want to learn about
communication.
Self-Check
rcfrancia

Lesson
Fill in the “K” column of the things you already
know and the “W” column of the things you still
want to learn about communication.
Self-Check
K W L
rcfrancia

Lesson
Be creative in thinking of words that best represent
your ideas about communication.
Let’s Warm Up
1. Form a group of five members.
2. Think of one word, phrase, song, or skit
that best describes your understanding of
communication.
3. Write the word in a whole pad paper.
4. Show your word to your groupmates and
explain how it is related to communication.
rcfrancia

Lesson
Explore your rich experiences and feel free to share
your brilliant ideas. It will help the class discussion
to be more lively and interesting.
Let’s Work and Talk
Cite a particular situation, a
real-life experience, or a movie scene
that reflects your understanding of
communication. Explain how the
speaker and listeners participate in
the delivery of the message. Then,
answer the following questions:

Lesson
Explore your rich experiences and feel free to share
your brilliant ideas. It will help the class discussion
to be more lively and interesting.
1. What is communication?
2. What are the main dimensions of
communication?
3. What are the elements are involved in
communication?
4. How will you describe the nature and
process of communication?

Lesson
The given meaning of communication can provide
you helpful concepts in understanding the nature
and process of communication.
Keynotes
Definition of Communication
Communication is derived from Latin
“commūnicāre”, meaning “to share".
Communication is a two-way process of
reaching mutual understanding, in which
participants not only exchange information
but also create and share meaning within and
across channels, contexts, media, and
cultures.

Lesson
It is a dynamic interactive process that
involves the effective transmission of facts,
ideas, thoughts, feelings and values.
It is also symbolic because it involves not
only words but also symbols and gestures that
accompany the spoken words because symbolic
action is not limited to verbal communication.

Lesson
It is not passive and does not just
happen. Individuals actively and consciously
engage in communication to develop
information and understanding required for
effective group functioning.
It is dynamic because it involves a
variety of forces and activities interacting
over time.

Lesson
The word process suggests that
communication exists as a flow through a
sequence or series of steps. The term
process also indicates a condition of flux and
change. The relationships of people engaged
in communication continuously grow and
develop.

Lesson
How will you explain the following words that
describe the nature of communication? You can
make the discussion richer with your ideas.
Keynotes
Nature of Communication
PROCESS
INTERACTIVE
Communication involves a series of
logical steps to effectively transmit
messages
Communication engages two or more
people, the receiver and the sender,
with mutual influence through inter-
stimulation and response.

Lesson
How will you explain the following words that
describe the nature of communication? You can
make the discussion richer with your ideas.
Keynotes
Nature of Communication
SYMBOLIC
DYNAMIC
Communication can be verbal
(spoken or written words), nonverbal
(through actions) or both verbal or
nonverbal at the same time.
Communication involves a variety of
forces and activities interacting over
time.

Lesson
How will you differentiate the different dimensions
of communication from one another?
Keynotes
Dimensions of Communication
Verbal Communication Non-Verbal Communication
This is the communication
with the use of words like oral
and written communication.
Ex. Talking to a friend, speaking
activities, preparing speeches,
and writing letters
This is the communication with
the use of non-words like
gestures, body language, facial
expression, eye contact, etc.
Ex. Shaking hands, frowning
forehead, smiling to someone,
nodding head

Lesson
How are you familiar with this dimension of
communication? May you please cite instances
where you observe oral communication.
Description
This is also known as the spoken
communication.
Example
Talking to a friend, answering a
question during a class
discussion

Lesson
where you observe oral communication.
Description
This is the transcription of
thoughts and ideas into letters
or symbols
Example
Writing an excuse letter, poem,
or report

Lesson
where you observe formal communication.
Description
It is the careful and meticulous
observation of appropriate
dress, language, and setting.
Example
Talking in a business meeting,
academic conferences, executive
and royal ceremonies

Lesson
where you observe informal communication.
Description
This refers to the use of more
customary casual approach in
communication.
Example
A talk with parents at home and
friends along the street

Lesson
where you observe intentional communication.
Description
The expected objective of the
message is achieved.
Example
You asked for a glass of cold
water and the waiter give you a
glass of cold water.

Lesson
where you observe unintentional communication.
Description
The aim of the message is not
achieved providing a wrong
feedback and misinterpretation
of the message.
Example
You cracked a joke but your
listeners cried.
???

Lesson
What are your ideas about the elements of
communication? Share your ideas to the class and
help them learn more.
Keynotes
Elements of Communication
Communication as a process has to be
considered a continuous and dynamic
interaction, both affecting and being affected
by many variables. It involves eight vital
elements such as the following:

Lesson
If you will be a notable and famous speaker, what
kind of speaker will you become? Feel free to
express your ideas.
Speaker
The speaker is also known as the
“sender or communicator”. The
speaker is the source of
information who intends to
convey the message with the
intention of passing information
and ideas to others. Anyone can
become a speaker but not at the
same time.

Lesson
Be proud and comfortable in sharing your ideas.
What are the kind of messages are you fond of
listening?
Message
This is the topic of
communication to be
delivered to somebody else.
Message may take the form of
opinion, attitude, feelings,
views, orders, or suggestions
conveyed by the speaker in
words or in actions.

Lesson
What do you often use in expressing your
thoughts?
Encoding
Encoding is the process of
converting the message
into symbols such as
words, actions, or other
perceivable forms that the
speaker understands.

Lesson
What sense do you think is better to choose in
delivering your speech?
Channel
This refers to the medium or the
means in which the encoded
message is conveyed personal or
non-personal through speaking,
writing, gesturing, signaling, etc.
There are only five
channels: ears, eyes, skin, mouth,
and nose. Message is sent and
received through our senses.

Lesson
Are you a good listener? How do you react in a
casual conversation in most of the time?
Receiver
Receiver is the person who
receives the message or for
whom the message is meant
for. The receiver of the
“listener” is the one who
makes sense of what is said
and reacts to it.

Lesson
What do you often do to understand the message
of a speaker? What strategies do you apply?
Decoding
This deals with the
process of extracting or
interpreting encoded
meaning in the message
of the speaker by the
receiver.

Lesson
How can feedback improve the process of
communication? How important is it for both the
speaker and the receiver?
Feedback
Feedback is the positive or
negative result of monitoring
by the speaker of the receiver’s
response. Similarly, it is the
process of ensuring that the
receiver has received the
message and understood in the
same sense as sender meant it.

Lesson
Can the knowledge about the communication
context help in the attainment of communication
objectives? How?
Context
Context is the communication
situation or the environment
where communication takes
place which can be physical
(classroom, auditorium,
streets, etc.) or psychological
(classroom not for teaching
but for PTA meetings).

Lesson
How can you go through your speech against a
number of barriers around you?
Barrier
These are the factors that
affect the flow of
communication and can
misrepresent the message
and intention of the message
being conveyed which may
result in failure of the
communication process.

Lesson
How are you familiar with the process of
communication? Feel free to share you opinion.
Keynotes
Process of Communication
Developing
the idea
Encoding
Developing
the message
Selecting the
medium
Transmitting
the message
Receiving the
message
Decoding
Providing
the feedback

Lesson
How do you develop your ideas in a
communication process? Please give more
examples.
In the first step, the
speaker develops or
conceptualizes an idea to
be sent. It is also known
as the planning stage .
Developing
the idea

Lesson
Don’t be shy in sharing your brilliant ideas about
encoding. What are the perceivable forms we can
use in the communication process?
Encoding means
converting or translating
the idea into a
perceivable form that can
be communicated to
others.
Encoding

Lesson
Which do you think is the best form of message
to be transmitted to the receiver? Why?
After encoding, the sender
gets a message that can be
transmitted to the
receiver. The message can
be oral, written, symbolic
or nonverbal.
Developing
the message

Lesson
What medium do you prefer to use in most of
your communication activities? Why?
Medium is the channel or means
of transmitting the message to
the receiver. Once the sender
has encoded his idea into a
message, the next step is to
select a suitable medium for
transmitting it to the receiver.
Selecting
the medium

Lesson
Your thoughts can enrich the discussion. Share
how you transmit your ideas in the
In this step, the sender actually
transmits the message through
chosen medium. In the
communication cycle, the tasks
of the sender end with the
transmission of the message.
Transmitting
the message

Lesson
Which among the forms of receiving message is
mostly used in your day to day communication?
Prove your answer to the class.
This stage simply involves
the reception of sender’s
message by the receiver. The
message can be received in
the form of hearing, seeing,
feeling and so on.
Receiving
the message

Lesson
What is the role of “decoding” in the
communication process? How can it be helpful
for both the speaker and the listener?
Decoding is the receiver’s
interpretation of the sender’s
message. Here, the receiver
converts the message into
thoughts and tries to analyze
and understand it.
Decoding

Lesson
Is it important to provide feedback at all times?
Why? Why not? Share your opinion to your
group and make the discussion richer.
The final step of
communication process is
feedback. It increases the
effectiveness of
communication. It ensures
that the receiver has
correctly understood the
message.
Providing
feedback

Lesson
Its now time for you to provide your own example.
Follow the figure above in developing your
examples from steps 1 to step 8.
Developing
the idea
Encoding
Developing
the message
Selecting the
medium
Transmitting
the message
Receiving the
message
Decoding
Providing
the feedback
Keynotes

Lesson
Be a explorer. Prepare your notebook and pen. This
activity will help you discover the communication
process in the real scenario.
Exercise 1
1. Find a partner and walk around the school.
2. You may visit your school canteen, the health clinic, the
guidance office, the security guards, or the garden.
3. Observe and take note of the ongoing communication.
4. Describe how they communicate with one another.
5. Determine the process and elements of communication
you will be observing. You may use the illustration
presented below to guide you in the activity.

Lesson
Be a explorer. Prepare your notebook and pen. This
activity will help you discover the communication
process in the real scenario.
Exercise 1
________
_______
________
_______
________
_______
________
_______
________
_______
________
_______
________
_______
________
_______
1. Developing
the idea
3. Developing
the message
5.Transmitting
the message 7. Decoding
8. Providing
Feedback
6.Receiving
the message
4. Selecting
the medium
2. Encoding

Lesson
The following guide questions will help you focus
on the attainment of the activity’s objective.
Exercise 1
6. Try to answer the following questions.
o What is the idea of the communication?
o How did they encode the ideas?
o What medium did they use?
o Is the message received by the listener?
o How is the feedback provided?
7. Be ready to present your observation in
class.

Lesson
Do you have other ideas about verbal and non-
verbal cues? Please share it to the class.
Verbal and Non-Verbal Cues in Communication
 Verbal Cues:
 are prompts that are conveyed in
spoken language from one person
to another or a group of people
 include direct verbal cues and
indirect verbal cues
Keynotes

Lesson
Try to provide specific examples that show clear
comparison between the two.
Indirect Verbal
Cues
Direct Verbal
Cues
These are clearly articulated
statement of instruction. Direct
cues are used to make clear that
the listener is expected or say
something in response.
These prompts tend to be less
obvious about what is expected
and might come in the form of a
question.

Lesson
Do you have other ideas about verbal and non-
verbal cues? Please share it to the class.
Verbal and Non-Verbal Cues
 Nonverbal Cues:
 are prompts without
the use of spoken
language
 an example is a facial
expression of happiness

Lesson
The following are some of the non-verbal cues related to
communication. Do you have other ideas about the
paralanguage? Please share it to the group.
Paralanguage
The manner or “how” of saying
something and not what will be
spoken
You can tell, “You are
beautiful.” in a sarcastic
manner to a girl.
Example:

Lesson
What’s your favorite flower? What does it mean to
you? What other flowers are used to signify
meaning?
Flowers
The use of flowers based on the
meaning of each type of flower
You may give roses to express
admiration or love to a girl.
Example:

Lesson
What’s your favorite color? What does it mean to
you? Share ideas to your classmates.
Red means love or war. Black
can mean death or sadness.
Example:
Colors
The use of colors based on the
meaning of each hue

Authorities may show their
power by being waited by his
subordinates.
Example:
Lesson
How valuable is time for you? What does it mean to
you when it comes to communication?
Chronemics
The language of time based on
position or power

Lesson
How valuable is the size of a space for you? What
does it mean to you when it comes to
communication?
The biggest office is only for
the company president.
Example:
Proxemics
The use of space to show
importance

Lesson
What’s your idea about the power of touch? What
does it mean for you?
Haptics
The language of touch to express
what cannot be said
Touching one’s shoulder can
provide a person with comfort.
Example:

Lesson
How can gesture affect the delivery of one’s
message? How important is it in communicating
with other people?
Gestures
The actions and movement of
hand and other parts of the
body
Nodding head may express
courtesy.
Example:

Lesson
How can facial expression improve one’s
attainment of the communication goals?
Facial Expression
The configuration of eyes,
eyebrows, lips, cheeks, nose,
and forehead to express feelings
and emotions.
Frowning shows frustration.
A smile expresses joy.
Example:

Lesson
Can posture and personal appearance affect one’s
communication? How?
Posture and Personal Appearance
The manner how the individual
carries and dresses oneself
Good posture and stand
expresses confidence and
dignity.
Example:

Lesson
Exercise 2
Watch the video about
the people’s manner of
communication in different
fields and state of living. List all
the verbal and non-verbal cues
you have observed. You can use
the table below to present your
work.
Analyze the video you’ll be watching and complete
the table below after the activity. Sit back and enjoy.
https://www.youtube.com
/watch?v=IoCzc1yLydM

Lesson
Analyze the video you’ll be watching and complete
the table below after the activity. Sit back and enjoy.

Lesson
Be careful in accomplishing the table. Think of the
video you have just watched before you put your
answer.
Exercise 2
Verbal cues Non-verbal cues
Direct
Verbal
Cues
Paralanguage
Flowers/colors
Chronemics
Proxemics
Haptics
Indirect
Verbal
Cues
Gestures
Facial Expression
Posture/
Appearance

Lesson
What comes into your mind when you hear the word
“model”? How is it related to communication?
Keynotes
Models of Communication
Models of communication provide a
graphical and logical representation of a
communication process. They show the
sequence and relationship which occur
between various elements of
communication.

Lesson
Why is the model called “linear communication”?
May you cite other settings where Aristotle’s model
is appropriate to use.
Speech
AudienceSpeaker
• Illustrates communication at its
simplest form
• The first and earliest model
introduced in 5BC
• Setting, where the listener is situated
is the most important to include:
o Legal: courts for ordinary people
o Deliberative: political assemblies
o Ceremonial: celebrations
Aristotle’s Model

Lesson
Why is the model called “linear communication”?
May you cite other settings where Aristotle’s model
is appropriate to use.
Speech
AudienceSpeaker
Aristotle’s Model
• Communication has only three
ingredients:
• Speaker: the person who speaks
and gets the message out
• Speech: the message that the
individual produces
• Audience: the person who
listens and gets the message

Lesson
How will you describe the Shannon-Weaver Model
based on the given figure? How is it different from
the model of Aristotle?
Shannon-Weaver Model

Lesson
Why is it called the mother of all communication
models?
Shannon-Weaver Model
• The model was introduced by
Claude Shannon and Warren
Weaver in 1949.
• Often referred as the mother
of all communication models
• Depicts communication as a
linear or one-way process
• Consists of five elements:
o Source: producer of message
o Transmitter: encoder of
message into signals
o Channel: signals adapted for
transmission
o Receiver: decoder of message
from the signal
o Destination: to whom the
message is intended

Lesson
How is Transaction model different from the first
two models presented?
TransactionModel
Transaction Model

Lesson
What comes into your mind when you hear the word
“model”? How is it related to communication?
• This model was proposed by Barnlund in 2008.
• This holds that individuals are simultaneously
engaging in the sending and receiving of messages.
• The model is an interactive two-way process of
communication.
• It includes feedback as one element.
• Noise may interfere with the flow of
communication.
TransactionModel

Lesson
How is this model different from the previous
models presented?
SchramModel
Schram Model

Lesson
What is the unique feature of this model which can’t
be found in the other models presented?
• This communication model was introduced by
Wilbur Schram, considered as the father of mass
communication, in 1954.
• The model involves the sender, encoder, signal,
decoder, and receiver.
• This also explains why communication breakdown
occurs.
• It emphasizes that communication includes acts
which confer knowledge and experiences, give
advice and commands, and ask questions.
SchramModel Schram Model

Lesson
This exercise will help you see the difference and
unique features of one model to another.
Meet with your group in the warm up
activity. Choose three (3) models of
communication and differentiate their
features from one another. Use the diagram
below to illustrate similarities and differences
among the models of communication.
Exercise 3

Lesson
_____
__________
This exercise will help you see the difference and
unique features of one model to another.

Lesson
Who, in your opinion, is a good communicator?
Why do you think he/she communicates well?
Keynotes
Features of Effective Communication
In 2012, Professors
Broom Cutlip, and Center
listed the 7 C’s of Effective
Communication which is
widely used today in public
relations and advertising.

Lesson
The following features help you improve your
communication skills. Share your ideas about the
topic and make the discussion livelier.
Complete communication is essential to
the quality of the communication process in
general. Hence, communication should include
everything that the receiver needs to hear for
him/ her to respond, react, or evaluate
properly.

Lesson
Conciseness does not mean keeping the
message short, but making it direct or straight
to the point. Insignificant or redundant
information should be eliminated from the
communication that will be sent to the
recipient.

Lesson
The speaker should always consider
relevant information about his/her receiver
such as mood, background, race, preference,
education, status, and needs, among others.
By doing so, he/she can easily build rapport
with the audience.

Lesson
Effective communication happens when
the message is concrete and supported by
facts, figures, and real-life examples and
situations. In this case, the receiver is more
connected to the message conveyed.

Lesson
The speaker shows courtesy in
communication by respecting the culture,
values, and beliefs of his/her receivers. Being
courteous at all times creates a positive
impact on the audience.

Lesson
Clearness in communication implies the
use of simple and specific words to express
ideas. It is also achieved when the speaker
focuses only on a single objective in his/her
speech so as not to confuse the audience.

Lesson
Correctness in grammar eliminates
negative impact on the audience and increases
the credibility and effectiveness of the
message.

Lesson
Check your comprehension by answering the
following activity.
Write “T“ before each number if the
statement is true and “F” if the statement is false.
_____1. You must observe proper ethics in your
speech at all times.
_____2. The use of nonverbal communication can
strengthen your message.
Exercise 4

Lesson
following activity.
_____3. Your manners and ways of communication
reflect who you are as a person.
_____4. Effective nonverbal communication helps
you build credibility as a speaker.
_____5. There are certain words that are only
appropriate at certain times and places.
_____6. To achieve clarity, we must speak the same
language as our listeners.

Lesson
following activity.
_____7. The use of too many fillers can distract your
listeners.
_____8. Verbal communication is better than
nonverbal communication.
_____9. When you talk to others, you should not
assume too quickly that they understand the
message that you convey.
_____10. When you communicate, choose what you
want to say and how you want to say it.

Lesson
If a speaker follows all the features in effective
communication, will every communication activity
always be successful?
Keynotes
Barriers to Communication
In some occasions, message and intention
of the message being conveyed may result in
the failure of the communication process or
may bring undesirable effect such as
misunderstanding or miscommunication where
people cry, quarrel, or feel hurt and wounded.
This happens because of what we call barriers.

Lesson
What are the common barriers you have
encountered while engaging in a communication
activity?
Barriers keep the
message from getting
through. Recognizing
these barriers and
knowing how to adjust in
an unexpected situation is
vital to secure effective

Lesson
What other internal and external barriers have you
encountered in your daily communication?
Internal External
Fatigue, poor listening
skills, attitude toward the
sender or the information,
lack of interest in the
message, fear, mistrust,
past experiences, negative
attitude, and problems at
home
Noise, distractions, e-mail
not working, bad phone
connections, time of day,
jargons, sender used too
many technical words for
the audience, and
environment

Lesson
Enrich the class discussion by sharing your ideas
about emotional barriers.
Barrier Description
Emotional Barrier
Pertains to personal
attitude and behavior
toward something
Example Solution
You feel upset, angry, and
not in good mood to listen.
Use friendly sociable
language and non-hostile
eye contact.

Lesson
about cultural barriers.
Barrier Description
Cultural Barrier
Refers to difference in
norms, values, habits,
lifestyle, beliefs, race, and
groups
Example Solution
The discussion of your
speaker contradicts your
principles, belief, and
religion.
Be open-minded in the
ideas presented. Think
rationally and focus ideas
that help you personally.

Lesson
about environmental barriers.
Barrier Description
Environmental Barrier
Includes space, noise,
things, and atmosphere
surrounding the place of
the talk
Example Solution
You are delivering a
graduation speech while a
loud song is played near
your school.
Recognize that noise is a
common barrier. Make
some adjustments with the
volume.

Lesson
about language barriers.
Barrier Description
Language Barrier
Involves the use of jargons,
hifalutin, and unfamiliar
words
Example Solution
You are a scientist discussing
a certain weather
phenomenon with your
neighbor who does not
know much about the topic.
To avoid communication
breakdown due to lack of
clarity, adjust your
language; use layman’s
terms or simple words.

Lesson
Two heads are better than one so participate with
your group and make the presentation more fun and
more meaningful.
With the same group, perform a five-
minute presentation of your favorite scene
from a TV series, a job-interview, or talking to
your school principal. The chosen scene
should show how one or more barriers to
communication lead to miscommunication.
You have 20 minutes to plan and organize.
Exercise 5

Lesson
Discuss the following questions with your
groupmates. This will help you learn more about the
barriers to communication.
• Was there a lack of communication
or miscommunication within your
group when you organized and
performed your tasks? What were
these?
• Why do you think this happened?
Exercise 5

Lesson
Discuss the following questions with your
groupmates. This will help you learn more about the
barriers to communication.
• What were the barriers to
communication that
occurred?
• What strategies did you
use to avoid the barriers and
miscommunication?
Exercise 5

Lesson
Divide the class into
group of six (6). With your
members, complete the
semantic web below with a
word or group of words
relevant to communication.
You can assign a representative
to gather and/or consolidate
the responses of the class.
Let’s find out how far you have reached in the first
lesson. Work with your group and be the first to
finish the semantic web.
Exercise 6

Lesson
Let’s find out how far you have reached in the first
lesson. Work with your group and be the first to
finish the semantic web.
Exercise 6

Lesson
Creativity matters! Show your brilliance and speak
your ideas beyond limits. Enjoy!
Understanding Communication
Imagine that you are
addressing a group of parents
and teachers in an assembly on
understanding your
generation, “Millennial
Generation”, in this era of
technology and modern living.
Exercise 7

Lesson
Creativity matters! Show your brilliance and speak
your ideas beyond limits. Enjoy!
a. Prepare a two-minute speech that communicates
your ideas about the topic.
b. Your speech should highlight who the millennials are
and how they are different from other generations.
c. Before the speech deliveries, find a partner.
d. Evaluate each other’s speech deliveries using the
rubrics below.
Exercise 7

Lesson
Criteria 5 4 3 2 1
1. The ideas in the presentation are organized.
2. The message is expressed clearly.
3. There are sufficient supporting ideas.
4. The choice of words is appropriate for the
audience.
5. Biases are avoided.
6. Speech is free from grammatical mistakes.
7. Ideas are communicated vividly and
meaningfully.
8. Nonverbal cues are appropriate.
Total
Grand Total /40
(5)VGE: To a very great extent (4)GE: To great extent
(3)SE: To some extent (2)LE: To a little extent
(1)N: Not at all

Lesson
Expand your knowledge about communication by
checking the following videos found on the
websites listed. Then, answer the questions above.
Let’s Link and Think
1. What ideas in the video help
you expand your knowledge
about communication?
2.Write a 250-word essay of
the various speakers you
have watched and listened
to.
https://www.yout
ube.com/watch?v
=IoCzc1yLydM
https://www.yout
ube.com/watch?v
=0cIo0PkBs2c
______________________________
______________________________
______________________________
______________________________

Lesson
Watch, learn, and enjoy!

Lesson
It’s now time for you to check all the things you
have learned. Feel proud in completing the table.
Goodluck!
After all the discussions,
let us review our works in the
previous activities then fill in
the last column, “L”, of the
KWL chart with the things you
learned at the end of the
lesson.
Self-Check

Lesson
Self-Check
K W L
It’s now time for you to check all the things you
have learned. Feel proud in completing the table.
Goodluck!

Lesson
Give yourself a big applause for a job-well
done.

Definition and
Nature of
Intercultural
Communication
1
Unit
Lesson 2 INTERCULTURAL COMMUNICATION
Cross-Cultural Dimensions of Communication
Characteristics of
Competent
Intercultural
Communicator
Tips in an Intercultural
Communication

Lesson
Please feel free in accomplishing the activity. This will
help you diagnose the things you still have to learn
about intercultural communication.
Complete the KWL chart
below. What are the things you
know about intercultural
communication? Write all your
ideas in the “K” column and fill
in the “W” column with the
things you still want to learn.
Self-Check

Lesson
Self-Check
Fill in the “K” column of the things you already know and
the “W” column of the things you still want to learn all
about intercultural communication.
K W L

Lesson
Let’s Warm Up
Be creative in creative in playing your roles and
show the class what you do have in your mind.
1. Form five groups. Each group will represent
a particular country (Japan, America, China,
Philippines, and Korea).
2. Pretend that you are an ambassador of the
country in an international conference for
peace who will answer questions from the
audience about your assigned country.

Lesson
Let’s Warm Up
Construct as many questions as possible to make
the discussion more lively and more meaningful.
3. You will be provided with some source-based
materials like photographs, newspaper clippings,
and letters. Using these pieces of information,
other members of the group will work together
and will come up with some interesting data
about your country. They will make questions as
many as they can (how, what, why, where, when
and who).

Lesson
Let’s Warm Up
Explore more questions to get the best out of your
classmates from the activity.
Example: What is the secret behind the success
of Korean novels in the Philippines?
When is the best time to visit Japan?
Why is Philippines called the “Pearl of the Orient
Sea”?
• You as the representative of your country will
answer the questions.
• Enjoy and have fun.

Lesson
Read each statement. If it
displays bias or insensitivity, write
the group/element being
misrepresented (gender, social
status, age, religion, culture). If
not, write “OK.” Once done,
compare and discuss your answers
with a partner.
Think twice before you answer. This measures your
sensitivity to intercultural elements and aspect of
communication.

Lesson
______1. “Each employee must wear his ID
at all times.”
______2. “You won’t understand if I
explain, you’re too young.”
______3. “Japanese people are so rigid and
stoic!”
______4. “Don’t buy those shades; only
low-class people wear those.”
communication.

Lesson
______5. “Lolo, this is an iPhone. ‘i-Phone.’ It is
a very complicated device, but I’ll
explain it to you simply. It is used to
talk to people from other places.”
______6. “All staff members have to submit
their leave requests before the day
ends.”
communication.

Lesson
______7. “My belief is the absolute truth.
Other religions simply got it wrong.”
______8. “Manang, let’s go, I’ll treat you. I bet
you haven’t eaten sushi in your entire
life.”
______9. “Catholics and protestants do have big
differences, but we must respect each
other’s beliefs.”
communication.

Lesson
______10. “You’re the youngest person
in the family, but I trust that
you can handle the situation
well.”
communication.

Lesson
Keynotes
Definition and Nature of Intercultural
Communication
Intercultural communication in a
simple view is the sending and
receiving of messages across
languages and cultures. It is the
exchange of concepts, traditions,
values, and practices between and
among people of different
nationalities and ways of life.
Have you experienced communicating with people
who belong to a different race? Please share your
experience.

Lesson
Keynotes
What can you say about the given definition of the
intercultural communication? Do you agree with it?
Why? Why not?
Intercultural
communication is
influenced by different
ethnicities, religions, and
sexual orientations.

Lesson
Keynotes
What can you say about the given definition of the
intercultural communication? Do you agree with it?
Why? Why not?
Intercultural communication
takes place when people draw
from their cultural identity to
understand values, prejudices,
language, attitudes, and
relationships.

Lesson
Keynotes
Nodding means “yes” in the
Indian subcontinent, Iran, most
of Europe, Latin America, and
North America. However, in
Greece, Lebanon, Syria,
Palestine, Turkey, Macedonia,
Bulgaria, and Albania, nodding
indicates disagreement.
Feel free to share more examples. You can share
from your personal experiences and make the
discussion more meaningful.

Lesson
Keynotes
In the 1970s, an aftershave
product was advertised for
men in the Middle East, and
the ad showed a photo of a
man and his dog. The product
dramatically failed in Islamic
countries, where dogs are
considered unclean.
Feel free to share more examples. You can share
from your personal experiences and make the
discussion more meaningful.

Lesson
Keynotes
What do you think is the best character that a
competent intercultural communicator should
observe most of the time?
Each culture has
different set of values
and meaning. This
affects the way
people from different
cultures
communicate.

Lesson
Keynotes
Help your classmates by citing instances where the
following characteristics can be observed. Don’t be
afraid to share your experiences.
Flexibility
Reflectiveness

Lesson
Keynotes
Open-
mindedness
Thinking
Creatively Adaptability

Lesson
Keynotes
Sensitivity
Politeness

Lesson
Keynotes
What are the key ideas you can suggest to help
your classmates improve their intercultural
communication engagement?

Lesson
Keynotes
What other tips can you give to help your
classmates in communication with other cultures?
Stereotypes like generalizations about a certain group.
Avoid using “he” and “man” to refer to a general
group of people. To remedy this, you may use plural
pronouns or rewrite a sentence to avoid using
pronouns. The use of his/her is also acceptable.

Lesson
Keynotes
What other tips can you give to help your
classmates in communication with other cultures?
Avoid talking down on younger people and the elderly.
Be aware and sensitive to the religious practices of
others.
Do not belittle people you perceive to be on a lower
social class.

Lesson
Keynotes
Please feel comfortable of sharing your opinions
and experiences about the various cross cultural
dimensions of communication.
Gender, age, social status,
and religion must all be
taken into consideration
when communicating with
other culture to avoid being
bias.
Cross-Cultural Dimensions of Communication

Lesson
What other examples can you give to enrich the
discussion?
Dimension: CULTURE
Example: COURTESY
Filipinos express
courtesy by
looking down
when talking to
someone.
In talking to Western
people, looking down
or looking in the eyes
while they are talking
means they are hiding
something .

Lesson
discussion?
Dimension: CULTURE
Example: WRITING
Filipinos use
highfalutin
vocabularies and
wordy sentences.
In Western culture,
people prefer direct
speaking. They find
longwinded letters
monotonous, dull,
and boring.

Lesson
discussion?
Dimension: GENDER
Example: MALE
Before, men prefer
assertive words to
express being
masculine in
language and action.
Now men are open
about their feelings
and can even cry in
front of the public.

Lesson
discussion?
Dimension: GENDER
Example: FEMALE
Before, women lived in
the feminine figure of
“Maria Clara” who
supposed to talk only
about certain topics
within their world.
Nowadays, women
can be loud,
assertive, bold in
expression thoughts
and feelings.

Lesson
discussion?
Dimension: AGE
Example: ADDRESSING PEOPLE
Students speaking to
principal or dean calling
them in their first name
may not likely be
preferred as if they are
friends or of the same
age.
Similarly, some
professors and
authorities give
permissions to be called
by their first name and
encourage others to
treat them as friends.

Lesson
discussion?
Dimension: SOCIAL STATUS
Example: TERMS AND WORD SELECTION
People in the upper
state of living prefer the
more formal language in
communication.
A typical Filipino
below and within the
average state of living
is at ease in casual
conversation.

Lesson
discussion?
Dimension: RELIGION
Example: TREATING ANIMALS
Filipinos are pet-
lovers. They treat
dogs as friend and
part of the family.
In Islamic countries
dogs are considered
unclean and
advertisement with
image of dogs rarely
succeed in the industry.

Lesson
discussion?
In contact cultures such
as Southern Europe and
Middle East, people
tend to stand closer to
each other, touch
during conversation,
and maintain eye
contact longer.
In non-contact cultures
such as Northern
Europe and Japan,
there is a greater
distance between
communicators— little
to no touch and less
eye contact.
Contact Cultures Non-Contact Cultures

Lesson
Let’s now check our gains after the discussion
about the dimensions and tips in an intercultural
communication.
Exercise 1
1. Work with your groupmates. Assign a number to
each member.
2. Individually, prepare a two-minute speech about this
quote taken from Understanding Cultural Differences
by Edward Hall and Mildred Hall: “The essence of
effective cross-cultural communication has more to do
with releasing the right responses than with sending
the ‘right’ message.”

Lesson
Let’s now check our gains after the discussion
about the dimensions and tips in an intercultural
communication.
Exercise 1
3. Highlight your speech with your answer to the
following question: Why is “releasing the right
responses” more important than “sending the right
message” in intercultural communication?
4. Prepare your speech in five minutes. Based on the
sequence of your number, deliver your two-minute
speech in your group. Everyone in the group should
present.

Lesson
Use the rubric above in rating your peers.
Remember to be objective in grading. It would help
them do better in the next activity.
Criteria
VGE
5
GE
4
SE
3
LE
2
N
1
1. The ideas in the presentation are organized.
2. The message is expressed clearly.
3. There are sufficient supporting ideas.
4. The choice of words is appropriate for the
audience.
5. Biases are avoided.
6. Speech is free from grammatical mistakes.
7. Ideas are communicated vividly and
meaningfully.
8. Nonverbal cues are appropriate.
Total
Grand Total /40

Lesson
Follow the link below and
expand your knowledge
about intercultural
communication. Take note of
the important information
you can find out from the
video.
https://www.youtube.com/watch?v=UTE0G9amZNk&spfreload=10
Prepare your notes and be ready to jot down
important ideas from the video. Watch, enjoy, and
learn!

Lesson
Prepare your notes and be ready to jot down
important ideas from the video. Watch, enjoy, and
learn!
1. What ideas in the video
help you expand your
knowledge about
intercultural
communication?
2.How are you going to
use all those ideas in
communicating with
other cultures and races.
_________________________
_________________________
_________________________
_________________________
_________________________

Lesson
Don’t forget to take down notes about helpful ideas
from the video. Enjoy and learn!

Lesson
Please feel free in accomplishing the activity. This will
help you check all the things you have learned from
intercultural communication lesson.
After all the discussions, let
us review our works in the
previous activity and fill-in the
last column, “L”, of the KWL
chart by the things we learned
at the end of the lesson.
Self-Check

Lesson
Self-Check
What are the new ideas you have learned. Please fill-in the
last column of the KWL chart with the things you have
learned at the end of this lesson.
K W L

Regulation
2
Unit
Lesson 3 FUNCTIONS OF COMMUNICATION
Motivation
Social Interaction
Information
Emotional Expression

3
Unit
Lesson 4 Communicative Competence
in Various Speech Situations
Types of Speech
Context
Types of Speech
Style
Types of Speech
Act

3
Unit
Lesson 5 COMMUNICATIVE STRATEGY
Nomination
Restriction
Turn Taking
Topic Control
Repair
Topic Shifting
Termination
Communicative Strategy

4
Unit
Lesson 6 TYPES OF SPEECH
Informative
Persuasive
Entertainment
Extemporaneous
Impromptu
Memorized Speech
According to Purpose
According to Delivery
Manuscript
Reading

4
Unit
Lesson 7 PRINCIPLES OF SPEECH WRITING
Guidelines in Speech Writing
Pre-Writing
Stage
Writing Stage
Editing /
Rehearsing Stage
Components of
Speech Writing

4
Unit
Lesson 8 PRINCIPLES OF SPEECH DELIVERY
Facial Expression, Gesture, Movement
Modulation
Audience RapportArticulation
Stage Presence

Lesson
NOTES
Please wait for other presentations worktext for SHS. You
may contact the developer for more details.
It is the vision of the developer to innovate the SHS’s
means of teaching though presentation worktexts. All
SHS subjects and courses are subjected to be
converted.
All other lessons of this course are already finished
with handouts and printable pdf file in magazine
layout. Please contact the developer for further
information.
MABUHAY ANG MGA GURONG PILIPINO!!!

RAYMAR C. FRANCIA
The researcher/developer is a senior
high school teacher in San Isidro National
High School. He is happily married to Mrs.
Heziel S. Francia and blessed with their
daughter Sophia Savant S. Francia.
MS-POWERPOINT-BASED ORAL COMMUNICATION
WORKTEXT

RAYMAR C. FRANCIA
Birthday April 22, 1988
Address Brgy. 8, General Luna, Quezon.
Mobile No. 09105707889/09487158898
Email Add. rcf_emar@yaoo.com
raymar.francia@gmail.com
Post-Sec. Educ. ACEBA Systems Tech. Gumaca
Tertiary Educ. Philippine Normal University
South Luzon Campus, Lopez
Graduate Sch. Southern Luzon State University
Lucban, Quezon
WORKTEXT

References
WORKTEXT
Anderson, T. & Tajchman R. (2012). Informative Speaking. Retrieved from
http:// writing.colostate.edu/guides/guide.cfm?
Balgos, A.R. & Sipacio P.J. (2016). Oral Communication in Contex: C & E
Publishing Incorporated, Quezon City.
Center for Advanced Research on Language Acquisition. (n.d.) Culture learning:
Simulations & exercises. Retrieved from http://www.carla.umn.edu/culture/
resources/exercises.html
Chambers, M. (n.d.). Delivering the speech. Retrieved from http://writing
commons.org/open-text/genres/ public-speaking/delivering-the-speech
Cox, J. (n.d.) Impromptu speech topic activities. Retrieved from
http://k6educators.about.com/od/ languageart1/a/Impromptu-Speech-Topic-
Activities.htm D30

References
WORKTEXT
Dugdale, S. (n.d.) Banishing impromptu speaking blues. Retrieved from
http://www.write-out-loud.com/ impromptu-speaking.html
Dugdale, S. (n.d.) Great funny speeches - how to prepare a humorous speech.
Retrieved from http://www.writeout-loud.com/great-funny-speeches.html
Dugdale, S. (n.d.). Public speaking activities. Retrieved from http://www.write-
out-loud.com/public-speakingactivities.html
Dugdale, S. (n.d.). Public speaking exercises. Retrieved from http://www.write-
out-loud.com/public-speakingexercises.html
Dugdale, S. (n.d.). Oral presentation activities. Retrieved from
http://www.eflsensei.com/?category=29
Ello. (n.d.). Speech acts in use. Retrieved from
http://www.ello.uos.de/field.php/Pragmatics/SpeechActsinUse

References
WORKTEXT
Emmons, J.T. (2009). Tricks and techniques for speech delivery.
Retrieved from http://pulse.pharmacy.arizona.edu/9th_grade
/culture_cycles/language_arts/tricks_and_techniques.html
EnglishMediaLab. (n.d.). ESL Pronunciation Exercises Online. Retrieved
from http://www.englishmedialab.com/ pronunciation.html
Finney, K. & Giansante L. (n.d.) Speechwriting. Retrieved from
http://teacher.scholastic.com/writewit/speech/ index.htm Fj5.
Kerrigan, B. (2013). Exercise your speechwriting brain. Retrieved from
http://www.globalspeechwriter.com/ exercise-your-
speechwriting-brain/

References
WORKTEXT
Larsson, S. (2014). Speech acts and dialogue exercises: Semantics and
pragmatics. Retrieved from http://gul.gu.se/public/pp/public
_courses/course61890/published/1388703602109/resourceId/25
251194/ content/speechacts-exercises-all.pdf
Mendez, D. (2012. Persuasion speech techniques in the college
classroom. Retrieved from http://teaches12345.
hubpages.com/hub/Persuasion-Speech-Techniques-In-The-
College-Classroom
Yourdictionary. (n.d.) Writing the one minute persuasive speech.
Retrieved from http://education.yourdictionary. com/style-and-
usage/writing-the-one-minute-persuasive-speech.html

References
WORKTEXT
Osterlund, C. et. al. (1992). Fun with speaking. Retrieved from
http://www.gunnison.colostate.edu/4h/4h_docs/PublicSpeakingA
ctivities.pdf
Paul, B. (n.d.) Sample questions for writing article writing, speech
writing, and email writing. Retrieved from http://www.
cbsencertanswers.com/2014/02/sample-questions-for-writing-
article.html
Popper, R. (n.d.) Practice identifying logical fallacies in action! Retrieved
from http://users.stlcc.edu/rpopper/ logic/Practice.html
Relationships101. (n.d.). Building Effective Interpersonal
Communication Skills - Self-Assessment Exercise. Retrieved from
http://relationships101.org/poor-communication/html
Rex Bookstore (2015) : Oral Communication in Context. Quezon City

References
WORKTEXT
Richardson, D.W. (n.d.). Delivering a manuscript speech. Retrieved from
http://www.richspeaking.com/articles/ manuscript_speech.html
Salto-Youth. (n.d.) Intercultural communication resource pack.
Retrieved from https://www.salto-youth.net/ downloads/4-17-
1789/Booklet%20Intercultural%20Communication
%20Resource%20Pack.pdf
Sipacio and Balgos (2016). Oral Communication in Context. C & E
Publishing. Quezon City.
Warehouse. (2011). Communication and listening exercises. Retrieved
from http://blog. trainerswarehouse.com/communication-and-
listening-exercises/

References
WORKTEXT (Video-links/url)
Intercultural communication-
https://www.youtube.com/watch?v= UTE0G9amZNk&spfreload=10
Non-verbal com-
https://www.youtube.com/watch?v=0cIo0PkBs2c
Types of communication -
https://www.youtube.com/watch?v =7BlYJVr7M2U
Short job interview –
https://www.youtube.com/watch?v=naIkpQ_cIt0
Secrets of public speaking –
https://www.youtube.com/watch?v =i0a61wFaF8A
2016 world championship in public speaking –
https://www.youtube. com/watch?v=v26CcifgEq4
Josephine lee – public speaking –
https://www.youtube.com/ watch?v=miek-FY0flg
Entertaining graduate speech –
https://www.youtube.com/watch? v=abKIKVFYY08
Video URL

References
Billgates – motivational speech -
https://www.youtube.com/watch?v=iADTpgRXYrk
MirrIam Santiago campaign speech -
https://www.youtube.com/watch?v=s2v9AQ3Ucuc
Obama speech –
https://www.youtube.com/watch?v=OFPwDe22CoY
Telephone conversation –
https://www.youtube.com/watch?v=oEThDLRNtM4
Many Pohquiao-
https://www.youtube.com/watch?v=oEThDLRNtM4
Conversation in the market -
https://www.youtube.com/watch?v=BUgr642HHaQ
Group conversation –
https://www.youtube.com/watch?v=VIte9u9TU9Q
Communicative strategies-
https://www.youtube.com/watch?v=C78Rgdo-n6k
Video URL

References
Types of communicative strategies -
https://www.youtube.com/watch?v=Dm__WPl9maY
Types of speeches according to delivery -
https://www.youtube.com/watch?v=fbXb7PU00YI
Types of speech styles –
https://www.youtube.com/watch?v=eNbSzegk9BE
Barriers to communication -
https://www.youtube.com/watch?v=Y__UPJmMKos
English in the Philippines –
https://www.youtube.com/watch?v=-VJsb4S4Tqc
Every student life –
https://www.youtube.com/watch?v=GHz41Gitp_Y
My daily routines –
https://www.youtube.com/watch?v=ySVGPfPmOWo
Video URL

References
Daily conversation with subtitles-
https://www.youtube.com/watch?v=IoCzc1yLydM
What is your name –
https://www.youtube.com/watch?v=dSx9se9Uyd8
Tara na bIyahe tayo -
https://www.youtube.com/watch?v=NbO6LPZ9N8Q
How to write a speech -
https://www.youtube.com/watch?v=vZHllcpPjQY
Public speech delivery -
https://www.youtube.com/watch?v=DqAGlzm88xI
Video URL

Rationale
WORKTEXT
The Microsoft PowerPoint Oral Communication worktext was
developed to aid the students and teachers in senior high school
oral communication course. All of the inputs and contents were
determined from student centered needs analysis making the
lesson more meaningful and relevant to the students in Bondoc
Peninsula.
The worktext is divided into four units with eight lessons
aligned with the DepEd’s curriculum guide. This maximizes the
features of Microsoft PowerPoint and presents new alternative
means of delivering knowledge for an efficient and effective
teaching and learning process. The worktext comes with a printable
softcopy for library keeping and student handouts.
For more information see developer, MR. RAYMAR C. FRANCIA

Instructions
WORKTEXT
Technical Instruction
Pedagogical Instruction
Worktext Features

Instruction
WORKTEXT
This worktext uses hyperlinking
from slides and presentation.
Menu Page
Last slide viewed
Next slide
Note: “hand” cursor appears to icons with hyperlinks.
You can click on the icon to execute the command.

Instruction
WORKTEXT
Arrow Right: Next Slide
Arrow Left: Previous Slide
Esc: End of Presentation
(Keyboard Keys)
Note: For slides with video, just click on the box or the
the video slide itself for viewing.

Instruction
WORKTEXT
A. Correct students’ mispronunciation
indirectly. Present pronunciation and
vocabulary drills. You can follow the
link in the lesson about pronunciation
or contextualized activity for the
learners.
B. Correct students’ grammar indirectly by
just reiterating the corrected lines
without offending the student. You can
give additional grammar drills and
activities.

Instruction
WORKTEXT
C. Use English in a direct method as if it
is the natural language inside the class
but you may allow students to talk in
Tagalog with certain limits until they
are ready to use the target language. If
necessary, you can switch codes to
further explain topics and make inputs
more comprehensible.
D. You may use additional videos, slides,
word games, pronunciation drills, and
visual aids to further enhance the lesson.

Instruction
WORKTEXT
E. Note that most of the students are in
the basic (upper) of their language ability:
wrong pronunciation, short conversation
on a few predictable topics; survival level
knowledge of vocabulary, grammar, and
idiom
F. Teachers may indirectly correct students’
mispronunciations, crack activities for short
conversation, provide vocabulary activities,
and drills for mastery of grammar and idioms.

Instruction
WORKTEXT
Worktext’s Features
Self Check. For diagnostic activity
Let’s Warm Up. Introductory activity
Let’s Work and Talk. Pair and group
activity for cooperative
learning before the lesson
proper.
Keynotes. Discussion of the topics
Exercise #. For mastery of
competencies

Instruction
WORKTEXT
Worktext’s Features
Lest’ Link and Think. For enrichment of
lessons
Self Check. Summative activity at
the end of the lesson
For more PowerPoint worktext
Please see the developer.

Printables
For the printable soft copy in a magazine type format
please see the developer.
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Cover Page Table of Contents

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