Oral Communication 1st Quarter Exam Review PDF

Buting Senior High School 1ST QUARTER EXAMINATION REVIEWER Reviewer for Oral Communication A.Y. 2024-2025 Buting Senior High School ...

Buting Senior High School 1ST QUARTER EXAMINATION REVIEWER Reviewer for Oral Communication A.Y. 2024-2025 Buting Senior High School  RRT Module 1: Definition and Process of Communication Communication - The act of transferring information from one person, group, object, or place to another. Understanding communication requires knowing its nature and the process it follows. The Nature of Communication are general components that give us a sense of what communication is. These are: 1. Communication is a process. 2. Communication occurs between two or more people. 3. Communication can be expressed verbally, nonverbally, or both at the same time. Elements of Communication Sender - The speaker or the source of information, thought, or idea. The sender starts the communication process. Message - The information, thought, or idea being communicated. This can be in the form of words, gestures, or actions. Encoding – the process of converting the message into words, actions, or other forms that the speaker understands. Channel - the medium or the means, such as personal or non-personal, verbal or nonverbal, in which the encoded message is conveyed. Receiver – the recipient of the message. The person who will decode the message he got from the sender. Decoding – the process of interpreting the encoded message received from the sender. Feedback – the reactions, responses, or information provided by the receiver after decoding the message from the sender. Supreme Secondary Learner Government Buting Senior High School  RRT Context – the environment and setting where communication takes place such as location, time, place, mood, etc. It affects how messages are constructed, delivered, and perceived. Barrier – the factors that affect the flow of communication. It is any problem, obstacle, or hindrance that makes communication difficult Process of Communication 1. The speaker generates an idea. 2. The speaker encodes an idea or converts the idea into words and action. 3. The speaker transmits or sends out the message through the channel. 4. The receiver gets the message. 5. The receiver decodes or interprets the message. 6. The receiver sends or provides a feedback. Module 2: Functions of Communication Functions of Communication- are the primary purposes why people use language. 1. Control - also known as Regulation. This function of communication aims to guide or control an individual's behavior. When communicating for control, people often tell you what to do. Examples: The doctor tells you, "Take your medicine 3 times a day." Your parents order you to wash the dishes Your teacher said, "Please tone down your voice.” 2. Social Interaction - this function of communication allows individuals to interact and socialize with others. It produces social relationships and develops intimacy, connections, and bond. Examples: Someone says, "It's nice to meet you/ How do you do?' A friend tells you, "Let's have some coffee later after class." When a person confesses his/her feelings for another, " I feel safe and calm when I'm with you" Supreme Secondary Learner Government Buting Senior High School  RRT 3. Motivation - this function of communication encourages people to live better and have a more positive outlook. It is used to power up preferences, goals, and strengths. Examples: The valedictorian exclaimed, “We have to be the change our society needs.” The teacher said that you are doing great and to keep it up. When your city mayor encouraged everyone to be the best citizen they can be 4. Emotional Expression - this function of communication facilitates people’s expression of their feelings and emotions. Examples: When your mother tells your father, “I love you.” “I appreciate that you are my friend.” “I’ve been feeling down lately.” 5. nformation Dissemination - this function of communication aims to acquire and/or convey information. Examples: When your teacher discusses the lesson. A stranger asked, “Do you know how to go to the city hall?” When the president delivers the State of the Nation Address. Supreme Secondary Learner Government Buting Senior High School  RRT Module 3: Strategies Used by the Speaker to Convey his/her Ideas Effectively Communication - functions by helping us explain, brainstorm, negotiate, direct, and make decisions in many situations. It allows us to complete the task at hand. 7Cs of Effective Communication 1. Completeness - Communication should contain all the necessary information for the receiver to understand and respond appropriately. Example: Teacher: Today, we will go to the computer laboratory to research about the 7Cs. Please bring your notebook in English and a pen. Pack your things now and don’t leave your important belongings inside the classroom. We will all be there at exactly 1:00pm. Please walk silently in the hallway and don’t make unnecessary noise inside. *This scenario answers the WH questions: What, Who, Where, when and How, that exhibit completeness of the message. 2. Conciseness - Keeping the message direct and straightforward, avoiding unnecessary words or repetition. Example: Manager: I want to see you improve your performance in one week. If not, I will be forced to terminate your contract as soon as possible. *The condition is clear and concise in this scenario. Supreme Secondary Learner Government Buting Senior High School  RRT 3. Consideration - 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. Example: The Teacher gave an activity that everybody can relate and showcase a part of their body regardless of their gender, body type, color, race and ethnicity. 4. Concreteness - A concrete message is one that is specific and backed by facts, figures, or real-life examples. This makes the message more reliable and easier for the receiver to understand and connect with. Example: Recruiter: “Once you join the company, aside from an attractive salary, you will enjoy these perks such as gadgets, gas allowance, HMO, allowance and many more. Just like what I have now; I truly love this company because of these”. 5. Courteousness/Courtesy - Involves respecting the culture, values, and beliefs of the receiver. Politeness and respect in communication create a positive environment and encourage open dialogue. Example: (Intercultural meeting) Speaker: “Let’s bow our heads and pray silently” (After Prayer): Speaker: “Good morning everyone! How are you? I hope everyone is doing great!” *In an intercultural meeting, it is safe to pray silently to give other people with different religious beliefs to pray for themselves. 6. Clearness - Clearness is achieved by using simple, specific words and focusing on one idea at a time. This ensures that the message is easy to understand and minimizes confusion. 7. Correctness - Correctness in grammar eliminates negative impact on the audience, increases the credibility and effectiveness of the message, and prevents misunderstandings. Supreme Secondary Learner Government Buting Senior High School  RRT MODULE 4 - Various Models of Communication Communication is termed as the passing of any information from one person to another with the aid of a medium. Model Is a pictorial presentation to show the structure of communication process in which various component elements are linked. It is based on assumptions theorists make as to how communication works. It goes a long way in understanding any concept easily and clearly. In other words, a model makes the learning comprehensive/simple. Various Models of Communication 1.Linear Model - shows communication as a one way system. It is when information flows from sender to the receiver. The sender is active, and the receiver is passive. Therefore, feedback is not presented. 2. Interactive Model - characterises communication as a two-way process. It tells how there is an exchange of communication between the sender and the receiver meaning this model allows feedback. 3. Transactional Model - shows that the sender and the receiver often send and receive messages simultaneously. It also shows that a barrier, (ie; noise) may interrupt the flow of the communication. The transactional model is the most general model of communication. Everyday talk and interactions are also forms of transactional model communication. Supreme Secondary Learner Government Buting Senior High School  RRT MODULE 5 - Situations that Models of Communication Are Applied Linear Model - A priest giving his homily to church attendees. In this situation, the priest is the sender of the message and the attendees are the receivers of the message. Interactive Model - A lady having a conversation using her mobile phone. From that situation, it shows that the lady can both become the sender and the receiver of the message. Transactional Model - Group of employers having their meeting. That situation demonstrates the transactional model because there is a collaborative exchange of messages and ideas among the members of the group. MODULE 6 - Reasons for Communication Breakdown Types of Barriers 1. Language Barriers - The terminology used in a message may act as a barrier if not fully understood by the receiver/s. 2. Psychological Barriers - The state of the receiver will influence how the message is received. 3. Physiological Barriers - May result from the receiver’s physical state 4. Physical Barrier - It is the environmental and natural condition that acts as a barrier in communication. 5. Attitudinal Barrier - The behaviour or perception that prevent people from communicating effectively. Supreme Secondary Learner Government Buting Senior High School  RRT MODULE 7 : Various Communication Strategies to Avoid Communication Breakdown Types of Communicative Strategy: Since engaging in conversation is also bound by implicit rules. Cohen (1990) states that strategies must be used to start, to maintain a conversation and to avoid communication breakdown. strategies that people use when communicating: 1.Nomination - It suggests to open a topic. A speaker carries out nomination to collaboratively and productively establish a topic. - You try to open a topic with the people you are talking to. Example: “Do you have any idea why Albert is not attending our class?” 2. Restriction Restriction in communication refers to any limitation you may have as a speaker. When communicating in the classroom, in a meeting, or while hanging out with your friends, you are typically given specific instructions that you must follow. These instructions confine you as a speaker and limit what you can say. Example: “Group 1 will brainstorm about the disadvantages of peer pressure”. (So they are not to talk for another topic.) 3. Turn-taking Turn-taking gives others the opportunity or chance to talk. Sometimes people are given unequal opportunities to talk because others take much time during the conversation. Turn-taking pertains to the process by which people decide who takes the conversational floor. Thus, speakers must give only relevant ideas and opinions to give other people chance to speak. Example: “Do you want to say something?” or “What do you think?” Supreme Secondary Learner Government Buting Senior High School  RRT MODULE 7 : Various Communication Strategies to Avoid Communication Breakdown 4. Topic Control Topic control covers how procedural formality or informality affects the development of topic in conversations. Example: In meetings, you may only have a turn to speak after the chairperson directs you to do so. This is to avoid unnecessary interruptions. 5. Topic Shifting Topic shifting, as the name suggests, involves moving from one topic to another. In other words, it is where one part of a conversation ends and where another begins. Example: “By the way, can you tell Eryl to proceed in room 301”. You can also use other conversational transitions like “In addition to what you said…” or “…which reminds me of…” 6. Repair Repair refers to how speakers address the problems in speaking, listening, and comprehending that they may encounter in a conversation. For example, if everybody in the conversation seems to talk at the same time, give way and appreciate other’s initiative to set the conversation back to its topic. Example: “All right, let us do it this way”. 7. Termination Termination refers to the conversation participants’ close-initiating expressions that end a topic in a conversation. Most of the time, the topic initiator takes responsibility to signal the end of the discussion as well. Example: “It is nice to have you here, see you later”. Supreme Secondary Learner Government Buting Senior High School  RRT MODULE 8 : Types of Speech Context Types of Speech Context Intrapersonal -This refers to communication that centers on one person where the speaker acts both as the sender and the receiver of message. The prefix “intra” means within; so we can say that intrapersonal communication is communication within oneself. “The message is made up of your thoughts and feelings. The channel is your brain, which processes what you are thinking and feeling. There is feedback in the sense that as you talk to yourself, you discard certain ideas and replace them with others.” (Hybels & Weaver, 2012, p 16) Examples: - You spent the night thinking and analyzing why a student from the other class talked to you on the way home and you decided it probably meant nothing. - You felt happy while thinking about how your teacher appreciated you for submitting your project before the due date and you reflected on why this was so. Interpersonal This refers to communication between and among people and establishes personal relationship between and among them. Solomon and Theiss (2013) state that “the inter part of the word highlights how interpersonal communication connects people… when you engage in interpersonal communication, you and another person become linked together… The personal part means that your unique qualities as a person matter during interpersonal communication…”.If intrapersonal communication is communication within oneself, interpersonal on the other hand is communication with others. Supreme Secondary Learner Government Buting Senior High School  RRT MODULE 8 : Types of Speech Context Types of Interpersonal Context 1. Dyad Communication This refers to communication that occurs between two people Example: -You offered feedback on the speech performance of your classmate. -You provided comfort to a friend who was feeling down. 2. Small Group This refers to communication that involves at least three but not more than twelve people engaging in a face-to-face interaction to achieve a desired goal. In this type of communication, all participants can freely share ideas in a loose and open discussion. Example: - You are participating in an organizational meeting which aims to address the concerns of your fellow students. -You are having a discussion with your group mates on how to finish the assigned tasks. Supreme Secondary Learner Government Buting Senior High School RRT MODULE 8 : Types of Speech Context Supreme Secondary Learner Government Buting Senior High School  RRT MODULE 9 : Public Speaking and Mass Communication Public Communication is a communication situation where a speaker delivers a message before an audience. There are two forms of Public Communication : Public Speaking and Mass Communication. Public Speaking is a sustained formal presentation by the speaker to an audience. The audience primarily functions as receivers and responders. A prepared speech is appreciated if delivered orally. The message can be driven b y informational or persuasive purposes. Example of this is when the President of the Philippines delivers the State of the Nation Address (SONA) to an audience in the Congress. Public Speaking may be used in various ways: present a class report, give an inspirational talk in a club, or speak out in a campus forum. To maintain reciprocal communication, the speakers in these three preceding examples must accept responsibility for their stand on issues and for their ideas while theaudience must take responsibility for examining those ideas either critically or appreciatively. Mass Communication is a type of public communication to an extremely large audience mediated by audio and/or visual means such as television, radio, newspapers, magazines, books, billboards, internet and other social media platforms. So, messages may be transmitted orally, visually, or in written form. It is also used to inform, to persuade or to entertain the public. An example of this is when the president speaks in a press briefing concerning Covid-19 pandemic on television. Other examples are: a television news anchor presenting guidelines on general community quarantine released by IATF, a teenager chatting over the internet, or a student journalist articulating his stand on current issues through the school’s newspaper. Supreme Secondary Learner Government Buting Senior High School  RRT Module 10: Verbal Communication Verbal Communication - An interaction in which words are used to relay a message.For effective and successful verbal communication, use words to express ideas which can be easily understood. Appropriateness - The use of language that suits the environment, occasion, or audience. In formal settings, such as speeches or presentations, formal language should be used. Informal language is suitable for casual, personal conversations. Brevity - The use of short, simple, yet powerful and precise words that convey the message directly and clearly. Avoid unnecessary fillers or vague expressions. Clarity - Ensuring that the message is clear and easily understood by the audience. This helps to avoid misunderstandings and misinterpretations. Ethics - The careful selection of words to ensure respect for the audience's gender, ethnicity, cultural background, and preferences. Ethical communication avoids oƯensive or discriminatory language. Vividness - The use of descriptive and creative language to make the speech more engaging and memorable. Vivid words bring ideas to life and captivate the audience. Supreme Secondary Learner Government Buting Senior High School  RRT Module 11: Types of Speech According to Purpose Informative Speech -A speech that presents and clarifies facts, data, and ideas to an audience. It focuses on helping listeners acquire new knowledge or deepen their understanding of a subject. It’s purpose is to inform or educate the audience by providing clear and accurate information. Demonstrative Speech - A speech that tells and shows the audience how to execute a task or process. It explains the steps or phases involved in performing a specific action. It’s purpose is to teach or guide the audience in acquiring or improving a skill through practical demonstration. Persuasive Speech - A speech aimed at changing or reinforcing the audience’s attitudes, beliefs, or behaviors. It attempts to influence listeners to accept a particular viewpoint or take a specific action. It's purpose is to persuade the audience to agree with the speaker's perspective or to motivate them to act. Entertainment Speech - A speech designed to provide pleasure or amusement while conveying a clear message. It often uses humor, stories, or anecdotes to engage the audience on both cognitive and emotional levels. It’s purpose is to entertain the audience, often in a lighthearted or enjoyable manner, while still delivering a meaningful message. Supreme Secondary Learner Government Buting Senior High School  RRT Module 12: Types of Speech According to Delivery Reading from Manuscript ("speak from script") - A speech that is written out word for word and read aloud to the audience. This method is used when precision is important, such as in policies, contracts, or scientific reports. Advantages: Ensures accuracy and allows the speaker to deliver the speech precisely as written. Disadvantages: Can be diƯicult to maintain audience engagement due to the lack of eye contact and emotional delivery. Memorized Speech ("speak from memory") - A speech that is fully memorized and delivered without notes. It is used when exact wording is necessary, but reading from a script is inappropriate, such as in high-level award ceremonies or greetings to dignitaries. Advantages: Allows for eye contact and direct engagement with the audience. Disadvantages: DiƯicult to deliver with spontaneity, and there is a risk of forgetting parts of the speech. Extemporaneous Speech ("prepare and speak") - A speech that is prepared in advance but not memorized or read word for word. The speaker may use brief notes or recall main points from memory. This method is often used in classroom lectures, campaign speeches, or reports. Advantages: Allows the speaker to appear more relaxed, sincere, and spontaneous. Disadvantages: There is a risk of hesitation or stumbling, especially if the speaker has not practiced enough. Impromptu Speech ("speak on the spur of the moment") - A speech given without prior preparation. The speaker relies on their existing knowledge and experience to deliver the speech. This type of speech is common in seminars or unexpected speaking situations. Advantages: Can be delivered when needed, and a good impromptu speech can improve the speaker’s image. Disadvantages: It may lead to rambling or wandering due to the lack of preparation. Many speakers feel anxious about speaking without time to organize their thoughts Supreme Secondary Learner Government Buting Senior High School  RRT Module 13 : Is the most formal communicative style that is usually used during respectful events and ceremonies. It is also used when one shows hesitation, disinterest or prejudice. Frozen speech is used generally in a very formal setting, does not require any feedback from the audience, most formal communicative style for respectful situations. Are straightforward speeches. In this speech styles, the speaker avoids using slang terminologies, what the speaker says is something that has been prepared beforehand, its complex sentence and noun phrase are well structured, logically sequenced and strongly coherent. It has no ellipses like omissions or contractions. Supreme Secondary Learner Government Buting Senior High School  RRT Module 14 : We are attuned in everyday conversation not primarily to the sentences we utter to one another, but to the speech acts that those utterances are used to perform: Speech Act is a functional unit in communication. (Austin’s theory 1962). A speech act might contain just one word or several words or Sentences. Locutionary -is the literal meaning of the utterance. Illocutionary - is related to the social function that the utterance or the written text has. Perlocutionary - is the result or effect that is produced by the utterance in the given context. Types of Speech Act: Locution, Illocution, and Perlocution Example : The bus won’t move until your boys move in out of the doorway. Locutionary act: The driver is saying she won’t move the bus with people standing in the doorway. Illocutionary act: An order to clear the doorway. Perlocutionary act: The boys move out of the doorway. Supreme Secondary Learner Government Buting Senior High School  RRT Module 15 : Responding to Speech Act Most sentences can be used to convey meanings indirectly. Is James at home? can be used in its literal sense to ask a question, a direct speech act. On the telephone it can also be used as a request to call Julia to the phone, an indirect speech act. [Mary:] Hi, John, how are ya? [John:] Oh, not so good, Mary. I just had a tooth out, then last week I had an epidural injection in my spine, followed by restorative surgery on my little toe; you should have seen it, it was horrible, and you wouldn't believe what the surgeon charged, I just got the bill! Our health care system is outrageous, and the traffic on the way to work today! Unbelievable! (etc. etc.) Although much is known about the linguistic properties of indirect speech acts (Cole & Morgan,1975), less is known about the processes by which they are produced or understood. Cooperative means that the speaker knows that each utterance is a potential interference in the personal rights, autonomy and wishes ( a potential face- threatening act) of the other. Maxim of Relevance – be relevant; don't overload the conversation with superfluous or irrelevant material. This requires speakers to organize their utterances so that they are relevant to the ongoing context. Maxim of Manner – be orderly and clear; avoid ambiguity and obscurity Maxim of Quality – be truthful and provide evidence for statements. Supreme Secondary Learner Government Buting Senior High School  RRT Module 15 : The Organization of Conversation Conversations are a series of speech acts: requests, greetings, inquiries, comments, invitations, etc. Mixing them up or failing to observe them makes for uncooperative speech acts, confusion, other problems. This violates the maxim of cooperation (Grice, 1975). Turn taking and Pausing People usually don't all talk at once; they use signal that they are done by using certain phrases. Example phrases such as I dunno; isn't it? Whatever...etc. Adjacency Pairs There are numerous kinds of turns that have specific follow-ups: a question is typically followed by an answer; a invitation by an acceptance or an explanation of why it can't be accepted; an assessment is followed by agreement or disagreement; an apology is followed by acknowledgement of the apology and other common adjacent pairs. A: Sorry about last night! B: No problem; we were all pretty tired. B: *Where'd you get those shoes? Opening Sequences People ordinarily begin in conventional ways: greetings, general questions or comments about the weather, sports, etc. Closing Sequences People conventionally prepare to end conversations by summing up, using other locutions (Okay, all right then; well, that's about it; so umh; fine, then;) farewells: okay, goodbye then; okay bye; nice talkin' to you; see ya soon; thanks for calling/dropping by; good to see you! Take care! alright(y)! Openings and closings are more conventionalized than are other parts of the conversation, but there may be some other conventional things: Repairs When people don't say what they intended to, or need to rephrase a previous statement, or make a use of an exact word or phrase, they then need to fix the utterance- they make repairs. Politeness There are conventionalized ways of doing all of the speech that we recognize as appropriate and polite; this differs from culture to culture and subculture to subculture. It may involve various kinds of illocutionary acts, titles and address forms, and other kinds of locutions. Positive Politeness Utterances that are conventionally polite, flattering, being very cooperative, etc. are examples of positive politeness. Negative Politeness Saying things that areSecondary Supreme inappropriate, making excessive intrusion, interruption, or inquisitiveness; using Learner Government inconvenient body Buting language are only few examples of negative politeness. Senior High School [A]: I'm a vegetarian, and I don't believe in killing any animals for any purpose!  RRT Module 16 : CRITIQUING - is a discussion of a work, its strong points and weak points, with specific focus on how to improve it and move forward. Therefore, a critique is someone’s personal opinion about a certain topic. it could either be positive or negative. It is far different from summarizing or narrating. A critique writer must explain thoroughly his/her thoughts. He/she can’t just say that “The speaker is good in delivering his sentiments”. In critiquing, the critique writer must explain what is good and why is it good. In today’s lesson, we will be critiquing a panel discussion. First, let us shortly tackle what a panel discussion is. “It is a discussion in which few persons (the panel) carry on conversation in front of the audience. At the end of the discussion, audience asks important questions, and the experts answer them and clarify the points” MEMBERS IN PANEL DISCUSSION: MODERATOR, EXPERTS, PANELISTS AND STUDENTS MODERATOR - guides the discussion by asking questions and making sure that everybody has the chance to speak. EXPERTS - talk about the issue or specific topic. PANELISTS - there must be 4-10. The objectives of the panel discussion are the following: 1. to provide information and new facts, 2. to analyze a problem from different angles, 3. to identify the values and lastly, 4. to organize mental recreation. Let’s now talk about how to critique a panel discussion. CRITERIA IN Critiquing PANEL DISCUSSION: CONTENT - is about the quality of the information of the message. ORGANIZATION - the delivery of panelist and speaker. DELIVERY- is all aspects of verbal and nonverbal delivery but one of the things that you should be looking for when critiquing a panel discussion is the style. Supreme Secondary Learner Government Buting Senior High School  RRT Module 17 : Interview INTERVIEW - When you split the word ‘interview’ you get two words, ‘inter’ and ‘view’. This roughly translates to ‘between view’ or seeing each other. This means that both the groups involved in an interview get to know about one another. An interview definition can be crafted as a gentle conversation between two people or more where questions are asked to a person to get the required responses or answers. Usually, two groups or two individuals sit facing each other in an interview. The person asking questions is the interviewer and the person answering the questions is the interviewee. THREE TYPES OF INTERVIEWS: ONE-ON-ONE INTERVIEW (Personal Interview) - it is the most common among the interview types; it involves the interviewer asking questions maybe both technical and general to the interviewee to investigate how fit the candidate is for the job. GROUP INTERVIEW - this involves multiple candidates, and they are given a topic for discussion. They are assessed on their conversational ability and how satisfactorily they are able to have their own views and make others believe in them. PANEL INTERVIEW (Committee Interview) - the interviewers here are a group from among the company people who are in a senior position and usually, the panel interview is when the candidate is supposed to make a presentation. Supreme Secondary Learner Government Buting Senior High School