UNIT 1 - ENG112 MODULE PDF

ENG112: ORAL COMMUNICATION IN CONTEXT Daniel Cabugsa, LPT Mary Angelyn Jubail, LPT Angel Ridette Cenas, LPT, M EAD Eva Mae Largo, LPT John Ryan C Cepeda, LPT Mary Claire Lim, LPT, M EAD Patricia Mae Flores, LPT Junylane Villarico, LPT...

ENG112: ORAL COMMUNICATION IN CONTEXT Daniel Cabugsa, LPT Mary Angelyn Jubail, LPT Angel Ridette Cenas, LPT, M EAD Eva Mae Largo, LPT John Ryan C Cepeda, LPT Mary Claire Lim, LPT, M EAD Patricia Mae Flores, LPT Junylane Villarico, LPT Course Instructors PREFACE The RIGHT Learning Kit in ENG112: Oral Communication in Context is aligned with the competencies of the K—12 Basic Education Curriculum set by the Department of Education, this module is interactively to cater the needs and demands of 21st-century education, As stipulated in the curriculum guide, this subject aims to develop listening and speaking skills and strategies for effective communication in various situations. Learners are likewise expected to design and perform effective controlled and uncontrolled oral communication activities and demonstrate various communicative strategies that will help them proficiently deliver speeches. In addition, the lessons in this course are divided into two terms: midterm and final terms. The midterm shall have two units namely: Unit I — Nature and Elements of Communication and Unit II — Communicative Competence Strategies in Various Speech Situations. The final term will discuss the Unit III — Speech Writing and Delivery. The course will culminate with an impromptu speech whereby learners will answer questions taken from their prepared speech. Learner’s understanding of this subject will be assessed through the following components: Written Works (WW) are activities that will help learners express their skills and knowledge through writing; Performance Tasks (PT) ensure the application of lessons in real-life scenarios; and lastly, Quarter Examinations (QE) test learning at the end of the quarter. The three components make up 25%, 50%, and 25% of the learners’ grades respectively. This RIGHT Learning Kit is modified by Mr. Daniel Cabugsa, Ms. Junylane Villarico, Ms. Mary Claire Lim, and Mr. John Ryan Cepeda (Subject Chair for SY 24-25). We extend our appreciation to Mr. Ramsyss Andaya, Miss Zadraina Jukuy-Nasaluddin, and Miss Rizzle Reyes who played a pivotal role in gathering the essential information for the development of this module. The RIGHT Learning Kit is collaboratively prepared by your English instructors and checked by the Quality Assurance Team of the Ateneo de Zamboanga University - Senior High School for the school year 2024-2025. ii TABLE OF CONTENTS Vision, Mission, & Identity Statement..................................................................................................... i Preface........................................................................................................................................................ ii Course Outline........................................................................................................................................... v Prelection: Ready, Set, Act!.................................................................................................................. 1 Lesson 1: Definition and Process of Communication Concept Notes Definition of Communication.................................................................................................. 2 Process and Elements of Communication.............................................................................. 3 Communication Models........................................................................................................... 4 Barriers to Communication..................................................................................................... 6 Avoiding Communication Breakdown................................................................................... 7 Effective Communication Skills............................................................................................ 10 Intercultural Communication............................................................................................... 11 Functions of Communication................................................................................................ 14 Guided Practice: Pick and Skit..................................................................................................... 15 Independent Practice: Writing Prompts...................................................................................... 16 Reflection........................................................................................................................................17 Action Summative Exam..................................................................................................................... 17 Mini Performance Task: Instant Stars.................................................................................... 17 Grand Performance Task: Instant Stars Evaluation.............................................................. 19 Evaluation: Speech Matrix..........................................................................................................20 References....................................................................................................................................... 21 Prelection: Picture the Talk!.............................................................................................................. 22 Lesson 2: Communicative Competence Concept Notes Types of Speech Contexts...................................................................................................... 23 Types of Speech Style............................................................................................................. 24 Types of Speech Act............................................................................................................... 25 iii TABLE OF CONTENTS Types of Communicative Strategy........................................................................................ 27 Guided Practice: Speech Sleuths.................................................................................................. 29 Independent Practice: DraMATIC............................................................................................... 30 Reflection........................................................................................................................................31 Action Summative Exam..................................................................................................................... 32 Performance Task 1: Radio Drama........................................................................................ 32 Evaluation: Crypto-munication..................................................................................................34 References....................................................................................................................................... 34 Prelection: Photo Extempo................................................................................................................. 36 Lesson 1: Types of Speeches Concept Notes According to Purpose............................................................................................................. 37 According to Delivery............................................................................................................. 38 Principles of Speech Writing................................................................................................. 39 Principles of Speech Delivery................................................................................................ 41 Guided Practice: SpeakSpeech..................................................................................................... 43 Independent Practice: Speech Delivery Matrix........................................................................... 44 Reflection........................................................................................................................................45 Action Summative Exam..................................................................................................................... 46 Mini Performance Task: Lyrically Yours............................................................................... 46 Grand Performance Task: Verse to Voice............................................................................ 47 Evaluation: SpeechCross.............................................................................................................49 References....................................................................................................................................... 50 iv COURSE OUTLINE MIDTERM Inclusive Dates Content/Topic Schola Brevis (Course Overview) Week 1 Pre-Assessment Unit 1: Nature and Elements of Communication Week 2 1.1 Definition, Process, Elements, Models, and Communication Break- down Week 3 Ateneo Fiesta Unit 1: Nature and Elements of Communication Week 4 1.2 Effective Communication Skills Unit 1: Nature and Elements of Communication Functions of Communication Week 5 TASK (Second Session) Summative Exam TASK (First & Second Sessions) Week 6 Summative Exam Mini Performance Task: Instant Stars Script Writing TASK (First & Second Sessions) Week 7 Mini Performance Task: Instant Stars TASK (First & Second Sessions) Week 8 Grand Performance Task: Instant Stars Critique Paper Writing Week 9 Review for Examination EXAMINATION WEEK Week 10 Paper-Pen Exams v COURSE OUTLINE FINAL TERM Inclusive Dates Content/Topic Unit 2: Communicative Competence Strategies in Various Strat- Week 11 egies 2.1 Types of Speech Contexts and Speech Style Unit 2: Communicative Competence Strategies in Various Strat- egies 2.2 Types of Speech Acts and Types of Communicative Strategy Week 12 TASK (Second Session) Summative Exam Unit 3: Speech Writing and Delivery Week 13 Types of Speeches according to Purpose and Delivery Unit 3: Speech Writing and Delivery Principles of Speech Writing and Delivery Week 14 TASK (Second Session) Summative Exam TASK (First Session) Performance Task 1: Lyrically Yours Week 15 TASK (Second Session) Mini Performance Task 1: Lyrically Yours TASK (First Session) Performance Task 2: Extemporaneous Speaking Week 16 TASK (Second Session) Performance Task 2: Extemporaneous Speaking TASK (First Session) Performance Task 3: Impromptu Speaking Week 17 TASK (Second Session) Performance Task 3: Impromptu Speaking EXAMINATION WEEK Week 18 Paper-Pen Exams vi  UNIT I NATURE AND ELEMENTS OF COMMUNICATION CONTEXT Lesson 1: Definition and Process of Communication Learning Competencies At the end of the lesson, the learners can: a. Define communication; b. explain the nature and process of communication; c. differentiate the various models of communication; d. explain the breakdown of communication; e. use various strategies in order to avoid communication breakdown; f. demonstrate sensitivity to the socio-cultural dimension of communication situation with focus on culture, gender, age, social status, religion; g. discuss the functions of communication; h. identify strategies used by each speaker to convey his/her ideas effectively; and i. evaluate the effectiveness of an oral communication activity. Values Integration I will be able to foster character, competence, and cultural understanding through effective communication. Prelection Activity 1.1.1: Ready, Set, Act! Instructions: The class will be divided into 8 groups, with each group assigned a specific scene to perform. Students will collaborate to read, interpret, and rehearse their scene before acting it out in a 2-minute performance. 1  Prompts Scenario 1: Scenario 2: Scenario 3: Scenario 4: A family discussing a A group of Mobile A group of friends Best friends having a hilarious problem at a Legend players talking about a newly telephone dinner table discussing their released movie at a conversation strategy for their next coffee shop game Scenario 5: Scenario 6: Scenario 7: Scenario 8: Two past lovers A president A group of students A person talking to meeting at their delivering a speech in ranting over a himself in the mirror secret hideout front of the requirement deadline constituents Processing Questions: 1. What did you feel about acting out the scene? ____________________________________________________________________ ____________________________________________________________________ 2. How did you ensure that your message was clear and effective? ____________________________________________________________________ ____________________________________________________________________ 3. How can you use what you learned in this activity to become a better speaker and listener? ____________________________________________________________________ ____________________________________________________________________ EXPERIENCE Concept Notes DEFINITION Experts in communication have given varied definitions of communication. This term is abstract, as the definition may vary from differing perspectives and contexts. The word communication comes from Old French communciacion, from Latin communicationem, noun of action from past participle stem of communicare “to share, divide out; communicate, impart, inform; join, unite, participate in,” literally “to make common.” The first use of this term was 2 recorded in the 14 century. With this etymology, various definitions have been conceptualized. th First was Grice and Skinner’s definition (2010), they defined communication as the sharing of meaning by sending and receiving symbolic cues. Second, Samovar, Porter, and McDaniel (2010) defined communication as a dynamic process in which people attempt to share their internal states with other people through the use of symbols. Lastly, Dunn and Goodnight (2003) defined communication as an interdependent process of sending, receiving, and understanding messages. Therefore, communication is a two-way process that involves sharing, receiving, and discerning verbal and non-verbal cues between and among people. It is also a means of sharing and exchanging messages, information, ideas, and feelings for mutual understanding (Gregoriom, 2015). Communication connects people and the world they live in. it is through communication that people are able to express their thoughts and ideas or convey information and messages through word of mouth, gestures and signals, signs, and others. People have always communicated with one another in various forms. Let us further define communication using the two key terms stated above, “message” and understand.” 1. Communication is a message understood. Unless a message is understood, we cannot say that communication has taken place. Let us send a message to someone and say, “where came first”. The person who gets this message would wonder what it means, for the arrangement of the words does not make any sense. The message is sent but the receiver does not understand it. Therefore, for communication to occur, we must consider two conditions. First, there should be a clear message. Second, the message must be understood by the receiver for whom it is meant. 2. Communication is social interaction through messages. Think of someone telling, “It is very warm today.” In this case, we are communicating what ‘we experience’. The weather being warm is what we feel or experience physically. In this scenario, we are sharing our feeling or experience with someone else. Thus, we may say that “communication is a sharing of experience.” In our society, we all interact with messages. Without interactions, a society cannot survive. Social interaction is always through messages. PROCESS AND ELEMENTS OF COMMUNICATION Adler and Towne describe communication as a process between at least two people that begins when one person wants to communicate with another. Communication originates as mental images within a person who desires to convey those images to another. Mental images can include ideas, thoughts, pictures, and emotions. There are five basic elements of the communication process. These are the speaker, message, channel, listener or receiver, and feedback. 1. Speaker – the source of information or message 2. Message – the information, ideas, or thoughts conveyed by the speaker in words or actions 3  3. Channel – the medium or the means, such as personal or non-personal, verbal or nonverbal, in which the encoded message is conveyed 4. Listener or receiver – the recipient of the message, or someone who decides the message 5. Feedback – the reactions, responses, or information provided by the receiver COMMUNICATION MODELS The communication models can be likened to photographs, or still pictures that capture a communication situation illustrating how the elements work together to produce either effective or ineffective communication outcomes. The representations below will help you understand the basic elements of communication. See how the elements operate and interact as communication progresses. 1. Linear Communication This is one-way, focusing on the transmission of a message to a receiver who never responds or has no way of responding to the information conveyed. For instance, a competition organizer is presenting the contest mechanics. The message is final and cannot be contended at all. It could be the president giving his State of the Nation Address on national television or a student who reads a poem or tells a story in front of an audience in a school program. Other examples include sending a notification or automated message that does not require a reply, reading a blog, or even the traditional way of sending a message such as a telegram. The Shannon – Weaver Model An example of a linear type of communication is the Shannon-Weaver model (1949). It is also considered as the mother of all communication models. It has a one-way process starting from a source (producer of the message); passing through a channel (signals adapted for transmission) which may at times be interrupted by noise (barrier) to a receiver (decoder of message from the signal). The process stops after the message has arrived at its destination. Adapted from The Evolution of Human Communication by Amy Corey 4 2. Interactive or Interactional Model In the move to a more dynamic view of communication, interactional models follow two channels in which communication and feedback flow between sender and receiver. Feedback is simply a response that a receiver gives to a sender. Feedback can be verbal (i.e. “yes”) or nonverbal (i.e. a nod or smile). Most importantly, feedback indicates comprehension. It can help senders know if their message was received and understood. By focusing on flow and feedback, interactional models view communication as an ongoing process. The final feature of this model is the field of experience. The field of experience refers to how environment, experiences, culture, and even heredity can influence how a sender constructs a message. Keep in mind that each person brings a unique field of experience to an interaction. Likewise, each communication interaction is unique. Adapted from The Evolution of Human Communication by Amy Corey 3. Transactional Model The transactional is the most dynamic of communication models. One notable feature of this model is the move from referring to people as senders and receivers to referring to people as communicators. This implies that communication is achieved as people both send and receive messages. Fundamentally, this model views communication as a transaction. In other words, communication is a cooperative activity in which communicators co-create the process, outcome, and effectiveness of the interaction. Unlike the linear model in which meaning is sent from one person to another, also unlike the interactional model in which understanding is achieved through feedback, people create shared meaning in a more dynamic process in the transactional model. This model also places more emphasis on the field of experience. While each communicator has a unique field of experience, they must also inhabit a shared field of experience. Field of experience is defined as, “life experiences, attitudes, values, and beliefs that each communicator brings to an interaction and that shape how messages are sent and received (McCornack, 2010 as cited in “Osgood- Schramm model,” 2015). 5  Adapted from The Evolution of Human Communication by Amy Corey BARRIERS TO COMMUNICATION Communication breakdown may at times be inevitable but as a sensible speaker or sender of the message, we could avoid this. Understanding the concept of communication breakdown and its causes will help us realize that failure in communication may be avoided through certain strategies that we could adopt. 1. Physical Barriers These are the natural or environmental conditions that act as a barrier in communication in sending the message from sender to receiver. Examples: People talking too loudly. Noise from a construction site. Loud sound of karaoke. Blaring of jeepney horns. 2. Psychological Barriers These are called as mental barriers. These refer to social and personal issues of a speaker towards communicating with others. Examples: Trauma Shyness, lack of confidence Depression Fear, stage fright 3. Cultural Barriers These pertain to communication problems encountered by people regarding their intrinsic values, beliefs, and traditions in conflict with others. People’s culture affects the way they communicate and relate to others. Examples: 6  Different beliefs Traditions, and customs Manners of dressing Speaking 4. Linguistic Barriers These pertain to conflicts regarding language and word meanings. Because words carry denotative and connotative meanings, they can sometimes cause confusion and misunderstanding. The meaning of words and symbols also varies depending on the culture. Examples: Difference in language. Accent and dialect. Use of jargon and slang. Unfamiliar word or vocabulary. 5. Physiological Barriers These pertain to the condition of the human body that affects communication, especially stems from physical disability. This type of barrier arises from the physical condition of the sender or receiver where human body impedes the effectiveness of exchange of information. Auditory impairment (deaf) Visual impairment (blurry vision/blind) Speech sound disorder Illness and fatigue AVOIDING COMMUNICATION BREAKDOWN Breakdowns in communication may arise because of several factors. But these factors may be avoided if we follow strategies put forward by experts in the field. Communication is a transaction that we do every day. By following the 7 Cs of communication espoused by Broom, Cutlip and Center (2012), we may achieve understanding in communicating with others and avoid confusion and misinterpretations. 1. Completeness It is important to the whole communication process. The speaker should include everything that the receiver needs to hear, respond, react, or evaluate properly. S/he should be able to convey all pertinent details so the listener or audience will be able to grasp the intended message. 2. Conciseness The message should be direct or straight to the point and should be expressed in the least possible number of words. Irrelevant information should not be included. 7 3. Consideration In order to be effective, the speaker should give high regard and courtesy to the audience’s background information such as his/her culture, education, religion, status, mood, feelings, and needs. This will result in building rapport or connection with the audience. 4. Concreteness Effective communication is backed up by facts, figures, and real-life examples or situations. This will make the receiver understand the message better. 5. Courtesy The speaker can show respect to his/her receivers by understanding their culture, values, and beliefs. The speaker can show respect to the listeners by demonstrating an understanding of their beliefs, values, and culture. This implies a good choice of words and language and a consideration of the audience’s perspectives and feelings on the part of the sender. Showing courtesy helps create a positive vibe with the audience. This implies a good choice of words and language on the part of the sender and consideration of the audience’s perspectives. 6. Clearness It implies the use of simple and specific words to express ideas. When the speaker focuses on specific ideas, it will not confuse the audience. 7. Correctness Avoiding mistakes in grammar helps to boost the credibility and effectiveness of the message, and at the same time, it eliminates the negative impact on the audience. 8 Activity 1.1.2: Case Analysis Instructions: Read the passage below and identify the communication model, elements, barrier, and the 7Cs needed to employ. Voice over the hammer Mrs. Garcia: (Trying to speak over the noise) "Can you believe this? I can't even hear myself think!" Mr. Rodriguez: (Shouting) "Me neither! It's been like this for weeks. I've tried to work from home, but it's impossible." Mrs. Garcia: "I was trying to have a video call with my daughter, and she couldn't hear a word I was saying. It's so frustrating." Mr. Rodriguez: "I know exactly how you feel. I can't even enjoy my own backyard anymore. All I hear is that constant hammering." (They both look towards the construction site) Mrs. Garcia: "I think I'm going to go talk to the foreman. This is just unacceptable." (Mrs. Garcia walks towards the construction site and approaches the Foreman) Mrs. Garcia: "Excuse me, I'm a resident of this neighborhood, and I'm here to express my concerns about the excessive noise from your construction. It's making it impossible for us to live our lives peacefully." Construction Foreman: WHAT?! I can’t hear you. (Signals the worker to stop the hammering) Mrs. Garcia: “I said, these things that you are doing may be something that would benefit everyone but is disturbing the neighborhood. Construction Foreman: "I understand your concerns, ma'am. We're doing everything we can to minimize the noise, but this type of construction is inherently noisy." Mrs. Garcia: "Have you considered using quieter equipment? Or perhaps adjusting your work hours?" Construction Foreman: "We'll look into it, but we have deadlines to meet. We need to complete this project as quickly as possible." Mrs. Garcia: "I understand that, but there has to be a way to balance your needs with the needs of the residents. Perhaps we can work together to find a solution." Construction Foreman: "I'm open to suggestions. Let me discuss this with my supervisor and get back to you." Mrs. Garcia: "Thank you. I appreciate you taking the time to listen to my concerns." (Mrs. Garcia returns to her backyard) Mr. Rodriguez: "Did you talk to him?" Mrs. Garcia: "Yes, I expressed my concerns. He seemed receptive, but we'll have to see what they do." 9  Mr. Rodriguez: "At least you spoke up. Hopefully, they'll make some changes." Mrs. Garcia: "I hope so. In the meantime, I'm going to try and find a quieter place to work." Processing Questions: 1. What is/are the communication model/s used? _____________________________________________________ _____________________________________________________ 2. How do the elements of communication interact in the conversation? _____________________________________________________ _____________________________________________________ 3. In which situations did barriers occur? _____________________________________________________ _____________________________________________________ 4. Which of the 7Cs did the speakers use? _____________________________________________________ _____________________________________________________ EFFECTIVE COMMUNICATION SKILLS Communication is a two-way process, but it is more than just exchanging messages. It is understanding both the emotion and the intentions behind the messages. Effective communication requires the speaker to convey a message in such a way that it is received and understood as it was intended; on the other hand, the listener needs to listen in such a way that he gets the full meaning of the message and makes the speaker realize that he is heard and understood. To have effective communication, you need not only words but also a combination of this set of skills: (a) becoming an engaged listener, (b) paying attention to nonverbal signals, (c) keeping stress in check, and (d) asserting yourself (Robinson, Segal, & Smith, 2015). Skill 1: Becoming an engaged listener Listen very well so that you can hear the subtle changes in the speaker’s voice, pitch, tone, intonation, and volume. These nuances reflect his feelings, and by becoming an engaged listener, you will understand the speaker’s emotions and make them feel heard and understood. To become an engaged listener, you need to: 1. Concentrate on the speaker; 2. Avoid interrupting; 10  3. Set aside judgment or bias; 4. Show your interest in what is being sad; and 5. Provide feedback. Skill 2: Paying attention to nonverbal signals Nonverbal language, such as the way you move, look, and listen, talks more about you than your verbal language. Open body language, eye contact, and open-arm position are surefire ways of connecting with the audience. In interpreting nonverbal language, you need to: 2. Be aware of both individual and cultural differences; and 3. Consider the nonverbal signals as a group, not as single cues. In delivering nonverbal language, need to: a. Use nonverbal signals that match your words; b. Adjust your nonverbal signals to the context; and c. Use body language to convey positive feelings. Skill 3: Keeping stress in check Stay calm and learn to manage your stress because when you are stressed, you can misread other people, send confusing or off-putting nonverbal signals, and produce unhealthy knee-jerk tremors. To effectively communicate under pressure, you need to: 1. Give yourself time to think; 2. Pause to collect your thoughts; 3. Make one point and provide an example or supporting piece of information; 4. Speak clearly and audibly; and 5. Summarize your response and then stop talking. Skill 4: Asserting yourself Express your thoughts, feeling, needs, and beliefs openly, honestly, and directly. Being assertive is not about forcing your opinions on others or winning an argument; it is about getting what you want without being labeled disrespectful, or worse, “bully.” You can be assertive without being aggressive if you: 1. Value yourself and your opinions; 2. Learn to express your needs and wants without violating the rights of others; 3. Express negative thoughts in a positive way, focusing on what is and not on what is not; 4. Accept compliments graciously; and 5. Learn to say “no,” and do not let others take advantage of you. INTERCULTURAL COMMUNICATION Intercultural communication is the exchange of messages between and among people of diverse cultures. As the world becomes a wall-less society, the need to understand each other is important. Our worldview, including our orientation toward God, humanity, nature, questions of 11 existence, life, and reasoning, depends on how we are natured and nurtured by our society. These differences make us unique individuals. Unique as we are, a good communicator should be sensitive to the person’s multicultural upbringing. It is important that we are aware of our differences in terms of culture, gender, age, social status, and religion. Knowing these, there is a greater opportunity for you to communicate effectively with people. 1. Culture According to Triandis (1994), culture is a set of human-made objective and subjective elements that in the past have increased the probability of survival and resulted in satisfaction for the participants in an ecological niche, and thus became shared among those who could communicate with each other because they had a common language and they lived in the same time and place. It is really challenging to communicate with people of various cultures. Example: Shaking the head in a horizontal direction in most countries means “no,” while in India it means “yes,” and in the Hindi language the voice lowers in pitch at the end of a question. 2. Gender Gender refers to how a particular culture differentiates masculine and feminine social roles (Samovar, et al., 2010). It involves our notion of “femaleness” and “maleness.” Culture, again, plays a significant role in how we perceive gender beauty. Learning Seed (2009) listed the characteristics of masculine and feminine speech types: a. Masculine speech is competitive; while feminine speech strives to achieve harmony. b. Masculine speech emphasizes independence; while feminine speech seeks consensus. c. Feminine speech is polite and indirect; while masculine speech is blunt and direct. d. Detailed descriptions are feminine; while brief summaries are masculine. e. Masculine speech is detached; while feminine speech is emotional. Our notion of gender may change over time, but the most important thing to remember is that whomever we converse with, respect and understanding must be practiced always. 3. Age A good communicator always considers the differences in age among his/her audience. Baby boomers, or those born between 1946-1964, may have difficulty coping with the changes our world is experiencing. Baby boomers may have difficulty using what the current generations are using (e.g. technology) today. They might easily get confused with the apps and other software devices available in cyberspace. These scenarios should make us better understand that each of us was born at a different time, and so respect is deemed necessary. A good communicator always considers the age of the one he/she is communicating with. 12 4. Social Status Social status as defined by Encyclopedia Britannica (2015) is the relative rank that an individual hold, with rights, duties, and lifestyle, a social hierarchy based on honour or prestige. Also termed status, it may be ascribed or achieved status. Ascribed status is assigned to individuals at birth without reference to innate abilities. It is based on sex, age, race, family relationships, or birth. Achieved status may be based on education, occupation, marital status, accomplishments, or other factors. Undeniably, people communicate differently based on the status of the person. These differences in status require a great deal of communication skills. A good communicator should be flexible with whom he/she is conversing. He/she should respect the social status of the person. 5. Religion All of us belong to a certain religion. Kimbal (2002) noted that religious traditions provide structure, discipline, and social participation in a community. Religion also guides people in explaining supernatural phenomena in the world. Our worldview is also shaped by our religion. We must always consider that faith should never be a topic of debate. Whatever God we believe in, we should always show respect to anybody who has a different belief than ours whether through institutions such as the Catholic Church, spiritual and social leaders like the Buddha and Confucius, or the teaching of the Bible, Vedas, Koran, Torah, and I Ching. Activity 1.2.1: Case Analysis Instructions: With a partner, read the passages below and answer the question that follows. The Holy Ghost Mark: Hey Sarah, did you hear about the new pizza place? They have this crazy topping, "The Holy Ghost." It's like pepperoni, but it's got this weird, ghostly glow. Sarah: (Stares at Mark, uncomfortable) Mark, I don't think that's very funny. Mark: Oh come on, it's just a pizza! Besides, it's probably just some weird sauce that makes it glow. Sarah: The Holy Spirit isn't something to joke about. It's a sacred part of my faith. Mark: (Scoffs) Sorry, I didn't mean to offend you. I guess I don't really understand. Processing Question: Which aspect of communication has been violated in the dialogue? How? ____________________________________________________________________ ____________________________________________________________________ AgeDress Nurse Jones: Dr. Evans, I'm Nurse Jones. I'll be assisting you with the procedure today. Dr. Evans: (Smiling warmly) Pleased to meet you, Nurse Jones. I understand you're new to the team. Nurse Jones: Yes, sir. I'm still learning the ropes, but I'm eager to contribute. Dr. Evans: Excellent. I appreciate your enthusiasm. I'm sure you'll do well. Perhaps I can offer some pointers based on my experience? Nurse Jones: I would be honored, Dr. Evans. Any advice from you would be invaluable. 13  Dr. Evans: (Chuckles) Well, I've learned a thing or two in my years. Patience is key in this field. And never underestimate the power of a kind word to a nervous patient. Nurse Jones: Thank you, Dr. Evans. I'll keep that in mind. Processing Question: Which intercultural communication was demonstrated in the passage? ____________________________________________________________________ ____________________________________________________________________ FUNCTIONS OF COMMUNICATION Communication functions refer to how people use language for different purposes and also refer to how language is affected by different times, places, and situations used to control the behavior of people used to regulate the nature and amount of activities people engage in. The most basic functions of communication in an organization are to regulate/ control, inform, interact socially, express, and motivate. 1. To provide information. This is the most basic function of communication. Communication provides data and information for the effective completion of tasks, solutions to problems, and elimination of uncertainty. Example: The teacher informs the class of their class schedule. 2. To motivate. Motivation is the energy that influences a person’s behavior in different ways in the pursuit of his goal or objective. Communication helps us set specific goals and gives us updates or feedback on our progress, whether positive or negative, toward the accomplishment of these goals. Moreover, it helps us reinforce desired behavior, rectify any undesirable action, and motivate others as well. Example: The coach boosts his players’ morale by building their self-esteem through pep talks and team-building sessions. 3. To control or regulate. To control or regulate is to exercise restraint or direction formally or informally. The expression of needs and want is a way to regulate the behavior of another person to obtain something or get something done (Murphy, 2014). Example: School rules and policies on attendance, grading, and dress codes are prescribed. 4. To facilitate emotional expression. Communication makes possible the release or unloading of emotions, resulting in catharsis. Communicating your emotions verbally or nonverbally will alleviate your anxiety and help you get out of your emotional blocking. Example: Expressing your appreciation towards your parents by saying “I love you” and buying them gifts. 5. To effect social interaction. Communication allows us to act and react to the behavior of people around us. By revealing our thoughts and feelings, we elicit reactions from others. Communication facilitates social closeness to establish, maintain, and enjoy relationships with others. Communication also fulfills our ego needs – the need for pride and self-esteem, 14  and our social needs – the need to belong and to be accepted especially by our significant others (Lombardo, 2015). Having social cliques or barkadas is proof of this need. The saying “no man is an island” illustrates this function. Example: Inviting your friends for a night out. Guided Practice Activity 1.2.2.: Pick and Skit Instructions: Barriers of communication may lead to your message becoming distorted. We should keep in mind that effective communication involves overcoming these barriers. Below are pictures of different situations where barriers take place in communication. Each group should pick one scenario and create a short skit by applying the 7 Cs that you have learned to successfully overcome different barriers in communication. 15 Guide Questions 1. How did the 7Cs helped you in overcoming the barriers of communication? ________________________________________________________________________ ________________________________________________________________________ 2. What is the importance of knowing how to manage the different barriers of communication? ________________________________________________________________________ ________________________________________________________________________ Independent Practice Activity 1.2.3.: Writing Prompts Instructions: You will be grouped into five (5). Each of the groups will be assigned a certain scenario to work on. Your task is to write a script based on the prompts given below and consider the various speech contexts, styles, acts, and communicative strategies. The script you will be writing will be used for your Performance Task. Prompt 1: Club Meeting + Proposing a Project As members of the Student Council, you are planning to conduct a project for the benefit of the entire student body. To make sure your project will be supported by the school administration, you will hold a meeting to talk about the things that need to be done. Prompt 2: Class Discussion + Combatting Misinformation As a teacher, you find it very timely to discuss how the Philippines is slowly entering a world where most of its citizens are easily persuaded by fake news peddlers. Thus, you will be introducing the lesson, combating misinformation to your students. Prompt 3: Friendly Date + Movie Review (Philippines VS South Korea) You and your friends will be debating about series and movies produced in the Philippines and South Korea. As you debate which of these 2 is better, you will be giving similarities and differences between the said countries in terms of movie production. Prompt 4: Family Dinner + Grades Won’t Define Me During your family dinner, you opened up about how your grades do not define who you are. You want to persuade your family that you can still be great and successful no matter what grade you get in school. Prompt 5: President’s Press Conference + Vaping The president of the Philippines is addressing the media regarding the ongoing issue of vaping on school premises. The press wishes to hear the countermeasures that the President wishes to impose to address the crisis. 16 REFLECTION Activity 1.2.4.: Reflectionism Instructions: Let us assess what you have learned from this unit by answering the questions below. You shall be sharing your responses with your classmates and instructor. Personal Conceptual Do I exhibit effective communication among my How can the discussion of the 7Cs of peers? How? communication help me to become an effective communicator? ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ACTION Summative Examination Summative Examination will be administered during class. Mini-Performance Task: Instant Stars Instructions: In a group, demonstrate the effective use of communicative strategy in a variety of speech situations through role-playing. GRASPS To perform a role play showcasing the fundamentals of effective Goal communication. Role Student Actors Audience Classmates and Oral Communication instructor The class is divided into five (5) groups. Each group is assigned a prompt and are tasked to prepare a role play with respect to said Situation prompt. The task is to perform the group’s prepared role play showcasing the different effective communications skills learned from class. Product/ Communication Role Play Performance Standard/Rubric The performance will be evaluated using the rubric provided below. 17  Rubric for Roleplay Sco Criteria Excellent (5) Satisfactory (4) Average (3) Developing (2) re The scenario was The scenario was The scenario was The scenario was Quality of the Scenario realistic, class- evidently realistic, somehow realistic, not realistic, class- appropriate, and class-appropriate, class-appropriate, appropriate, or excellently and well- and well- well-developed. developed. The developed. The developed. The The scenario (x3) scenario clearly scenario scenario somehow inadequately or observed effective sufficiently observed effective did not entirely oral observed effective oral observe effective communication. oral communication oral communication. communication. Speech is Speech is The delivery of Speech is not quite Clarity of excellently satisfactorily speech is average; clear and easy to Speech (x2) delivered, clear, delivered, clear, somehow clear understand. and easy to and easy to and easy to understand. understand. understand. Excellently Satisfactorily Averagely Inadequately Expression Language and Body expresses emotion expresses emotion expresses emotion expresses emotion (x2) through voice, through voice, through voice, through voice, facial expressions, facial expressions, facial expressions, facial expressions, and gestures. and gestures. and gestures. and gestures. The length of the The length of the The length of the The length of the presentation is presentation presentation presentation between 7-10 exceeded 10 exceeded 15 exceeded 20 Length of the Presentation minutes with minutes or was minutes or lasted minutes or was substantially all less than 7 for only 3 minutes less than 3 (x2) agenda explained minutes with most with a few agenda minutes with only with no of the agenda explanations with a few agendas extraneous explained with a lot of extraneous explained and a lot information. little extraneous information. of extraneous information. information. TOTAL: 45 POINTS 18 Grand Performance Task: Instant Stars Evaluation Instructions: Write a 250-750-word essay of your objective observation and evaluation of the various speakers from the group you are assigned to critique. GRASPS Goal To write an evaluative essay on the role play presented. Role Role Play Critic Audience Oral Communication Instructor You are a student of ENG112 - Oral Communication in Context tasked to evaluate/critique the performance of the group assigned to Situation you. The task is to evaluate the role play by scrutinizing how well the actors applied the fundamentals of communication. Product/Performance An evaluative essay on the role play presented. Your paper shall be graded based on the following criteria: focus and Standard/Rubric details, organization, clarity, word choice, sentence structure, grammar, mechanics, and spelling. TIP: BrainIntruder In crafting your script, know more about the Type of Speech According to Purpose on page 37 and Principles of Speech Writing on page 39. Rubric for Critique Essay Criteria Excellent (5) Satisfactory (4) Average (3) Developing (2) There is one clear, There is one clear, There is one topic. The topic and main Details (x2) well-focused topic. well-focused topic. Main ideas are ideas are not clear. Focus & Main ideas are clear Main ideas are clear somewhat clear. and are well supported but are not well by detailed and supported by detailed accurate information. information. The introduction is The introduction states The introduction states There is no clear Organization (x2) inviting, states the the main topic and the main topic. A introduction, structure, main topic, and provides an overview conclusion is included. or conclusion. provides an overview of the paper. A of the paper. conclusion is Information is relevant included. and presented in a logical order. The conclusion is strong. 19  The author’s purpose The author’s purpose The author’s purpose The author’s purpose of writing is very of writing is somewhat of writing is somewhat of writing is unclear. Clarity (x2) clear, and there is clear, and there is clear, and there is strong evidence of some evidence of evidence of attention attention to the attention to the to the audience. The audience. The author’s audience. The author’s author’s knowledge extensive knowledge knowledge and/or and/or experience with and/or experience with experience with the the topic is/are the topic is/are topic is/are evident. limited. evident. The author uses vivid The author uses vivid The author uses words The writer uses a Word Choice words and phrases. words and phrases. that communicate limited vocabulary. The choice and The choice and clearly, but the writing Jargon or clichés may (x2) placement of words placement of words lacks variety. be present and detract seem accurate, natural, are inaccurate at times from the meaning. and not forced. and/or seem overdone. All sentences are well Most sentences are Most sentences are Sentences sound constructed and have well-constructed and well-constructed, but awkward, are Grammar, Mechanics, & varied structures and have varied structures they have a similar distractingly Sentence, Structure, lengths. The author and lengths. The structure and/or repetitive, Spelling (x2) makes no errors in author makes a few length. The author or are difficult to grammar, mechanics, errors in grammar, makes several errors understand. The and/or spelling. mechanics, and/or in grammar, author makes spelling, but they do mechanics, and/or numerous errors in not interfere with spelling that interfere grammar, mechanics, understanding. with understanding. and/or spelling that interfere with understanding. TOTAL: 50 POINTS EVALUATION Activity 1.1.5.: Speech Evaluation Matrix Instructions: Carefully watch the videos provided. Pay attention to how communication happens and any challenges that arise. For each video, answer the following questions in the table. What barriers to What type of Which of the 7 C’s of QUESTIONS communication can communication model is communication are you identify? shown (e.g., linear, present or missing? Explain/ describe transactional)? Explain. Elaborate MATERIALS briefly. 20 References Ababon, C., Rabe-Aranda, M., Litao, R. & Gunobgunob-Mirasol, R. (2016). Developing oral communication in context: A worktext in senior high school. MaxCor Publishing House, Inc. Aguilar, M., and Pereyra, R. (2020). Oral communication in context: Alternative delivery mode quarter 1 – modules 1-3. Department of Education Commons. Cainta, Rizal. Antonio, M.M., et al. (2016). Oral Communication in Context for Senior High School. Mutya Publishing House, Inc., Malabon City, Philippines. Balgos, A.R., & Sipacio, P. J. (2016). Oral communication in context for senior high school. Quezon, City Philippines: C&E Publishing. Corey, A. (n.d.). The evolution of human communication: From theory to practice. https://ecampusontario.pressbooks.pub/evolutionhumancommunication/chapter/chapter-1/ Dichoso, K. I., Felipe, M., Ramo, P. L., Santos, J. L., & Taguibao, M. (2016). Developing oral communication skills in context: A worktext for senior high school. Quezon City, Philippines: MaxCor Publishing House Inc. Fernandez, A.O., Suarez, E.L. (2016). Speak and listen in context: An oral communication textbook for senior high school. The Phoenix Publishing House Inc., Quezon City, Philippines. Flores, R. (2017). Oral communication in context. Rex Bookstore, Inc. Quezon City Gasulas A., Lusica, F. G., and delos Santos, V. (2016). Oral communication in context for senior high school. Phoenix Publishing House, Inc., Quezon City. Masong, A., Fernandez, E., & Samillano R. (2016). Oral communication for senior high school. C & E Publishing, Inc. Peña, A. R., and Anudin, A. (2016). Oral communication. Vibal Group, Inc. Araneta Avenue, Quezon City, Philippines. Royo, B.C. (2020). Module 6: Types of Speeches and Speech Style. DepEd Commons. https://commons.deped.gov.ph/documents/bacef8ca-2857-4670-b560-ffe8ebff76a0 Syjueco, M.S. (2016). DIWA Senior High School Series: Oral Communication in Context Module. DIWA Learning Systems Inc., Makati City, Philippines. 21 1 2