Oral Communication Grade 11 PDF

CATALOGUING INFORMATION A. Subject: ORAL COMMUNICATION B. Intended User: GRADE 11 STUDENTS C. Pre- requisites: None D. Co- requisites: None E. Recommended In...

CATALOGUING INFORMATION A. Subject: ORAL COMMUNICATION B. Intended User: GRADE 11 STUDENTS C. Pre- requisites: None D. Co- requisites: None E. Recommended Independent Study Time per Week: 4 HOURS PER WEEK F. Schedules of Synchronous Learning Sessions: see schedule released by your Class Adviser TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 1 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  II. COURSE/ SUBJECT OUTLINE This Learning Packet aims to develop the following learning competencies: 1. Explains the functions, nature and process of communication. 2. Differentiates the various models of communication. 3. Uses various strategies in order to avoid communication breakdown. 4. Examines sample oral communication activities. 5. Identifies the various types of speech context. 6. Distinguishes types of speeches and speech style. 7. Responds appropriately and effectively to a speech act. 8. Employs various communicative strategies in different situations. To achieve these learning competencies, it contains lessons on the following topics: Unit I Lesson 1: Nature and Process of Communication Lesson 2: Functions of Communication Lesson 3: Models of Communication Unit II Lesson 1: Communication Strategies Lesson 2: Oral Communication Activities TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 2 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  UNIT I Lesson 1: Nature and Process of Communication _______________________________________________________ Introduction: Even before we were born, we were already communicating. Even today communication is not possible without interaction. We did not need to be taught to communicate nor were we shown the nature, types, and components of communication yet we interact like we breathe. We don't have to find out about the communication process to be open. Communication is where one decides to pass on a message to someone else with the help of words, signals as well as pictures. Communication is fundamental to human life. Without it we cannot function properly. One of the essential ways we convey information is through oral communication. Learning Competencies: 1. Defines and identifies communication and its elements. 2. Values communication. 3. Explains the nature and process of communication. TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 3 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  Lesson Summary Communication Definition -transmission and reception of information between a human source (encoder) and receiver (decoder) using a signaling system (Perry Blackburn). -According to Wood (2004), communication is a systematic process in which individuals interact with and through symbols to create and interpret meanings (as cited in Agnaou, 2012) Woods Definition suggests the qualities that are inherent in communication 1. Communication is a process – it is creative, continuing condition of life, a process that changes as the communicators’ environments and needs change. 2. Communication is systematic- it occurs within systems of interrelated and interacting parts. 3. Communication is symbolic- symbols, verbal (with words) or nonverbal (without words), are the basis of language. 4. Communication involves meanings- contrary to what many thinks or believe, meaning are assigned, given or invented, not received. The Process of Communication TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 4 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  The communication process demonstrates all the factors that affect the communication. The main component are as follows: 1. Context- also known as situation, setting or environment in which communication takes place, which includes time, space, place, event, as well as sender’s and receiver’s feelings, perceptions, beliefs, attitudes, and relationships. 2. Sender- the source of the message that is encoded into symbols that are verbal (with words) and/or nonverbal (without words) 3. Message- any information or anything the speaker/sender wants to communicate by using a medium. 4. Channel- the mode, method or means of sending or expressing the message, which may perhaps be through any of the five senses sight, hearing, touch, smell, taste (Padilla et al., 2011) 5. Receiver- gets the message in the medium desired through the chosen channel, and decodes the message. 6. Feedback- this is the receiver’s response, verbally or non-verbally. Silence included, to the message sent. 7. Noise- also called interference or distraction, this is anything that impedes or gets in the way of accurately sending, receiving, and interpreting the message, whether it be: Semantic Noise: This barrier may either be denotative or connotative Denotative Barrier The sender and the receiver disagree about the definition or meaning of a word or phrase. Connotative Barrier These are words that have different meaning in a particular concept Example: the word “simple” to person #1 means it’s boring and to person #2 it means “natural” TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 5 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  Syntactic Noise: syntax refers to grammar, structure or set of rules that govern how words are combined in meaningful phrases and sentences. The most common example of this barrier is the change in verb tense. Example: call out– means to summon into action Call off- means to cancel “The President Call off the spokesperson on stage to address the media.” Instead of using call out the sentence shows the change in the verb tense. Environmental Noise: This type of barrier refers to something that physically disrupts communication, such as very loud music at a party, sounds from a construction site next to a classroom, blowing of horns from vehicles outside the hospital. Basically, environmental noise is considered to be an example of external noise since these noises are created by man. Organizational Noise: these are poorly structured or planned message that can also be considered as a barrier. Example: A taxi driver given unclear direction during a ride can make the direction unclear. Psychological Noise: this refers to certain attitudes that can also make communication difficult. Examples: Feeling of anger, happiness or sadness may cause someone to lose focus on that moment he is communicating. A person’s emotional state may affect the way he communicates. No matter how good/prolific the speaker is if he is feeling unwell the message cannot be conveyed properly. Physiological-Impairment Noise: Physical conditions such as deafness or blindness can hinder effective communication and interfere with the reception of the message. In this case, communication will be a failure. Cultural Noise: differences in culture may interfere with cross-cultural understanding. Each culture has its own rules about proper behavior which affect verbal and non-verbal communications. Example: the emotions that one displays in a certain situation differ from culture to culture. “ Debating” some cultures get emotional when they are debating on an issue. They yell, shout and talk with each other in a loud manner that can be misinterpreted by other cultures. TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 6 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  Application What have you learned so far? Define communication in your own words. Then give a communication situation to expound your definition. References 1. Padilla, M. et al., Speak Right & Make a Difference, Oral Communication in context 2. Antonino, M.T et al., Oral communication in context 3. Peña, A and Anudin, A, (2016) Oral communication, Vibal Group Inc. Supplementary Resources 1. Short video clip on The Communication Process, https://www.youtube.com/watch?v=bGTIj_onEH8 2. Short video clip on the 10 Barriers to Effective Communication, https://www.youtube.com/watch?v=slq1nAhZuqE Assessment Activity: Read the sentence carefully and identify what is being referred to by writing your answer in the space provided for. Choose from the pool of words given below. Channel Context Message Nonverbal Social Context External Noise Source Sender Listener Reader Feedback Internal Noise Receiver ______________1. It completes the loop of the communication process ______________2. It is the element sent or exchanged in communication ______________3. He is the person who transmits the message using verbal or nonverbal cues. ______________4. This is the means through which the message travels in order to reach its desired target or destination. ______________5. This refers to gestures, body movements, facial expressions and the like. ______________6. This is the person who encodes when utilizing the written medium. ______________7. It refers to the noise from outside. ______________8. It includes external and internal stimuli. ______________9. It is another word for sender. ______________10. A very warm surrounding is an example of this type of noise TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 7 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  Self- Assessment Question 1. Why is silence considered feedback? Do you agree that “there is no such thing as zero feedback?” Explain your answer. 2. Why is communication vital in our daily lives? TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 8 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  UNIT I Lesson 2: FUNCTIONS OF COMMUNICATION _______________________________________________________ Introduction: Communication functions discusses how people use language for various purposes this also refers on how language is affected by different time, place, and situation used to regulate the behavior of people used to control the nature and number of activities people participate in. We need to ask ourselves why do we communicate? These are answerable by the functions of communication. We communicate because we want others to be motivated, we want to express ourselves, to socialize, to regulate/control actions of others and to disseminate information. Learning Competencies: 1. Define the five (5) functions of communication situations. 2. Show an understanding of the functions/purposes of oral communication. 3. Evaluate if a communication strategy is effective or not. TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 9 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  Lesson Summary Functions of Communication 1. Regulation/Control- this works as a control on one’s behavior. It is also the action or process of controlling or being controlled. o In other words, this function of communication is mainly used by persons with authority or representing authority to control others or to simply direct them. o Take note: this function is not used to control or avert peoples action but rather this function is used to “help regulate” the proper actions needed to done in some particular situations. Example: o Doctors’ Prescription “Take your medicine 3 times a day.” o Parents’ Instruction to their child “Wash the dishes now, or else I won’t allow you to go to the party later.” o Friends giving advice on what to do “Move on. He doesn’t love you anymore” TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 10 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  2. Social Interaction- this function is used to produce social relationships; This is also used to develop bonds, intimacy, relations; used to express preferences, desires, needs, wants, decisions, goals, and strengths; Used for giving and getting information. Encouragement words such as “You can do it.” Example Marriage Proposal “Will you marry me?” Invitation “Would you like some coffee or tea?” 3. Motivation- functions to motivate or to encourage people to live better. TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 11 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  4. Information Dissemination - functions to convey information. Giving information… “Did you know that there’s a secret apartment at the top of the Eiffel tower?” 5. Emotional Expression- facilitates people’s expression of their feelings and emotions. Appreciation “I’m so glad I met you.!” “You’re really good at math! Expressing one’s ambition “I want to finish up my studies with good grades to be accepted in a good university.” Expressing a need “I need motivation in my life.” Expressing prayers “We pray for those who are suffering from mental illness.” TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 12 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  Application What have you learned so far? What is the importance of using the different functions of communication? Give a situation and explain. References 1. Padilla, M. et al., Speak Right & Make a Difference, Oral Communication in context 2. Antonino, M.T et al., Oral communication in context 3. Peña, A and Anudin, A, (2016) Oral communication, Vibal Group Inc. 4. https://oralcom.wordpress.com/2016/10/14/functions-of-communication/ Supplementary Resources 1. Short video clip on FUNCTIONS OF COMMUNICATION, https://www.youtube.com/watch?v=MN8jyeqJHsc Assessment Analyze the chart below. Match the speaker with the verbal or non-verbal cues he/she uses to communicate regulation/control. Write the letter of your answer on the blank. Speaker Verbal/Non-Verbal Cue ____________1. Nurse/Assistant Clinic a. Executive Orders ____________2. Judge b. Summons to a hearing ____________3. Teacher c. Rings the bell or buzzer ____________4. Security Guard (LRT) d. Bangs the gavel ____________5. President of the country e. Checks your attendance ____________6.Head of the senate Blue f. “Next patient, please.” ribbon committee ____________7. Librarian g. Whistles to signal door closing ____________8. Parents h. Checkpoint barrier ____________9. Head of the Land i. curfew Transportation Office (LTO) ____________10. Police j. licenses TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 13 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  Self- Assessment Question Suppose you are a newly elected school leader addressing the student body for the first time. What are some statements you can make to control and regulate your constituents without earning their resentments or dislike of your leadership style? Cite at least 5 statements and justify each briefly.”_________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________________. Think of any leader in your community or in your school. What does he/she say or do to direct you towards the behavior he/she expects of you as a follower?.”______________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _________________________________________________________. TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 14 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  UNIT I Lesson 3: Communication Models _______________________________________________________ Introduction: We human beings tends to communicate with others constantly. In fact, we spend a large percentage of our waking hours in communicating and even if we are in silence, we are also conveying a message to the people around us. Thus, knowing and understanding how communication works is vital in our day to day lives. Models of communication are the representation of communication process. These models are created and founded to understand how the communication process works. They are like maps that guide you in understanding how various and complex conversation works. This lesson will tackle the 5 communication models. Learning Competencies: 1. Recognize the different models of communication. 2. Differentiate the various models of communication. 3. Design and explain their communication model. TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 15 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  Lesson Summary speaker speech audience effect occasion Aristotle is an ancient Greek philosopher, was the proponent of the earliest mass communication model known as “Aristotle’s model of Communication” - His model consists of five elements. These are the speaker, speech, occasion, audience and effect Example: Miss Pacito gave a lecture to her students in the speech class to overcome stage fright. Speaker- Miss Pacito Speech- how to conquer stage fright Occasion- Speech class Audience- Audience Effect- overcome stage fright Claude Shannon- an American mathematician and an electronic engineer. Warren Weaver- an American Scientist who wrote an article in “Bell System Technical Journal” called a “Mathematical Theory of Communication” or otherwise known as the Shannon-Weaver’s Model of Communication.” - This model is designed to develop effective communication between the sender and the receiver. - Noise is an important factor which affects the communication process. - It is a transmission model that comprises of five elements; - an information source or sender, transmitter, which encodes the message into signals, a channel, to which signals are adapted for transmission; - a receiver, which decodes the message from signal; TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 16 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  - a destination, where the message arrives. - A sixth element, noise, is a dysfunctional factor: any interference with the message travelling along the channel (such as static on the telephone or radio) which may lead to the signal received being different from what was sent. - This communication model consists of the source which is also known as the encoder, the message or the signal, and the destination which is also called as the decoder. - The model addresses the sociological aspect involved in the communication. - Communication can take place only when there is somehow a commonality in the field of experience of both the source and the destination. - According to Dr. Schramm the message can be complex as its meaning can vary from one individual to another. - Meaning may be denotative or connotative. - Denotative meanings are common or dictionary meanings can be the same for most people. - Connotative meanings, meanings are meanings that are based on the person’s experience or background. - A message can also have external and hidden meanings. Other features of the message that influence communication between two persons are intonation, accent, volume, rate, facial expression, voice quality, and gestures. TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 17 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  - David Berlos pioneered this model of communication or the SMCR Model in 1960. - He emphasized the relationship between the sender and the receiver of the message. - According to this model, for the message to be accurately encoded and decoded, communication skills of both the sender and the receiver must be at their best. - The communication will be remarkably successful only if the two individuals possess the necessary skills. - Berlos’model has four components and each component has its own subcomponents that support each element. - Source: this is where the message originates. - Communication skills: it is the person’s ability to communicate in reading, writing, speaking, listening, etc. - Attitudes: this the way one thinks and feels towards oneself, the audience and the subject. - Knowledge: This refers to how much information a person has about the topic to be shared. In short, whether he has an extensive or limited knowledge about the subject. - Social System: This includes values, beliefs, culture, religion and general understanding of the society where the communication happens. This sets the parameters as to how far we can go or talk about something. - Culture: the culture of a particular society also comes under social system. - Message: this is the idea or information sent by the source. - Content: this is the substance of the message that gives the detailed information of the topic. - Elements: this include language, gestures, body language, etc. Employed in transmitting the content of a person’s message. - Treatment: it refers to the manner of handling or dealing with the message. It is how the message is conveyed or sent. TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 18 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  - Structure: This is how the words are arranged, organized or put together for the message to be clear and easy to understand. - Code: this refers to a system of signals or symbols for communication. This is also how or in what form the message is sent. - Channel: This refers to the five senses that we use in transmitting the message. When communicating with someone we can employ any of a combination of this senses. - Receiver: this is the one who receives or takes the message. Just like the source, the receiver also possesses his own communication skills, attitude, knowledge, social system and culture. - David Berlos’s model of communication: believes for an effective and successful communication to transpire both the source and the receiver should demonstrate the same level in terms of communication skills, knowledge about the topic, attitude toward the subject and familiarity of the social system as well as the culture of each one. Helical Model of Communication - The Helical Model of Communication was proposed by Frank Dance in 1967. - Frank Dance: An American communication professor to better understand how communication works. - He designed this model having mind the helix which is nothing but a smooth curve just like a spring that goes upwards and comes downward. - The name helical comes from helix which means an object having a three-dimensional shape like that of a wire wound uniformly around cylinder or cone. TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 19 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  Application 1. Why does the overlap of the sender’s and receiver’s fields of experience called the shared area? References 1. 1. Padilla, M. et al., Speak Right & Make a Difference, Oral Communication in context 2. Antonino, M.T et al., Oral communication in context 3. Peña, A and Anudin, A, (2016) Oral communication, Vibal Group Inc. Supplementary Resources 1. David Berlos’s Communication Model, https://www.youtube.com/watch?v=yUGW2d6nXe0 2. Aristotle’s Communication Model, https://www.youtube.com/watch?v=A0rv_Q-eFag Assessment Below is a matrix showing the five models of communication. Complete it by writing the characteristics of each communication model. The Five Models of Communication Aristotle’s MC Shannon-Weaver Schramms’s MC Berlos’s MC Dance’s MC 1. 1. 1. 1. 1. 2. 2. 2. 2. 2. 3. 3. 3. 3. 3. 4. 4. 4. 4. 4. Self- Assessment Question Give the importance and the strong characteristics of each of the five model of communication. TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 20 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  UNIT II Lesson 1: Communication Strategies _______________________________________________________ Introduction: Communication is the exchange of information between a source and a receiver. It used to be that you only had to worry about the way you connect face-to-face or on paper. Technology has transformed this drastically. It is significant for people to take into reason every feature of how they are conveying information. This is where communication strategies come into play. Communication strategies are the outlines for how this information will be disseminated. Learning Competencies: 1. Define the different communication strategies. 2. Differentiate verbal and non-verbal communication. 3. Use various communication strategies in order to avoid communication breakdown. TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 21 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  Lesson Summary DEFINITION OF COMMUNICATION STRATEGIES – these are attempts by participants in communication activity, but mainly by the speaker to express his or her ideas in a way that minimize a breakdown in communication. PREVENTING BREAKDOWN IN COMMUNICATION - We can minimize communication breakdown by employing several strategies. This includes asking for clarification, repetition, rephrasing, using non-verbal languages, and building on what others have said. ASKING FOR CLARIFICATION – the most common way of preventing a breakdown in communication. INFORMAL FORMAL What? May I request you to repeat what you Can you say that again? said? Pardon? Could you please say that again? What did you just said? I’m sorry? Say again? REPETITION - Repetition is a very useful way of preventing a communication breakdown. However, too much repetition can irritate listeners. A listener may also repeat what a speaker said as way of signaling that he or she is trying to make sure that what was heard was correct and for the speaker to correct any error in communication. REPHRASING – involves repeating the same message using different words or expression. One particular element that may need rephrasing is an idiom. When a speaker uses an idiom, less proficient listeners may not understand it. For this reason, the speaker may have to rephrase the idiom using more literal wording. TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 22 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  USING NON-VERBAL LANGUAGE – very common way of preventing communication breakdown. Using non-verbal language is possible only when the speaker and listener can see each other. BUILDING ON WHAT OTHERS HAVE SAID – during a discussion, a speaker can express his or her ideas well using the words, phrase, or ideas that have been previously started by other participants in a discussion. In this way, the speaker is capitalizing on what others have given. In any communication activity, the possibility of communication breakdown is always present. However, by applying useful strategies such as the ones discussed, speakers and listeners can minimize communication breakdown. VERBAL AND NON-VERBAL COMMUNICATION - Communication using words also called verbal communication while communication without words is called non-verbal communication. 1. Verbal Communication A. PAUSE - a speaker takes pauses between utterances in order to allow listeners to process what the speaker has spoken. A speaker may pause longer than usual after an important utterance in order to produce emphasis by waiting for the utterance to sink in among his listeners. B. LOUDNESS OR SOFTNESS - depending on the speaker’s style, emphasis can be achieved by either speaking loudly or softly. However, the opposite is true in the other cultures; speaking softly shows that a speaker emphasizing a point. C. RYTHYM – refers to the speed and flow of a speaker’s utterances. A good rhythm catches and holds listener’s attentions. On the other hand, a sing-song tone or a manner of speaking involving alternating rising and lowering of pitch can indicate that the speaker is trying to entertain his or her listeners or to try to arose a particular emotion. D. REPETITION AND REPRHASING- for this purpose, the expression “in other words” or “that is” is very useful. E. TONE- tone of voice is essential in communicating effectively. The tone of voice often shows the attitude of the speaker toward the topic or the listeners. The tone of voice must be matched with other elements of the communication situation including the relationship between the communication participants. TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 23 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  F. APPROPRIATE FORM OF LANGUAGE- a speaker must use the appropriate form of language to be used in a given setting. The technical term for the form of language used in register. Understanding the elements of verbal language is crucial in communicating effectively. In addition, non-verbal language is also critical in communicating well. 2. Non-verbal communication - Non-verbal communication involves expressing oneself without the use of words. Because of its nature, non-verbal communication is more prone to misinterpretation than verbal communication. A. GESTURES – an important role in communication, they can help express a speaker’s point better. For instance, when a speaker describes something as being tall, the speaker may raise his or her hand to add emphasis to what is being spoken. To sum it all up, a speaker must take extra care in his or her gestures and must be sensitive enough to the reaction of his or her audience to the way he or she executes them. B. EYE CONTACT – when a speaker maintains eye contact with his or her listeners, he or she gives the impression of being discussed. Lack of eye contact on the part of the speaker can mean several things. C. POSTURES- good posture is beneficial not only for health reasons but also for relating to others when speaking. A sitting posture may be acceptable but if the speaker has authority over the audience or is at an age in which standing for some time is very tiring. D. FACIAL EXPRESSION – a speaker’s facial expression must match the topic of discussion. A more personal, informal and dramatic speech situation calls for more intense use of facial expression than in an academic speech situation. E. PROXEMICS- speakers must make use of the space around them properly. The use of space in communication is called proxemics. In addition, any large object such as table between speaker and listener gives the feeling of distant relation. It may show authority on the part of either one of them. TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 24 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  Application What are the ways we can communicate well in a discussion group or speech using strategies that involves verbal and non-verbal language? References 1. Padilla, M. et al., Speak Right & Make a Difference, Oral Communication in context 2. Antonino, M.T et al., Oral communication in context 3. Peña, A and Anudin, A, (2016) Oral communication, Vibal Group Inc. Assessment 1. Why do you think there is a need to use communicative strategies? 2. Give an example of: a. A topic that cannot be sufficiently discussed in one hour b. A topic that can be sufficiently discussed in 30 minutes c. An experience you had where you misunderstood a speaker and how the speaker repaired the discussion or speech. d. An experience where you used one of the strategies mentioned in the reading. Self- Assessment Question 1. Which of the strategies mentioned above do you use often? And why? 2. How is verbal communication different from non-verbal communication? TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 25 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  UNIT Lesson 2: Oral Communication Activities II _______________________________________________________ Introduction: Do you believe that an expert in communication motivates us to act, inspire us to do better, stimulate us to work hard, arouse us to excel and encourage us to dream? Yes, some of our experts became leaders or are still leaders in their own time like Abraham Lincoln, Martin Luther King Jr., Franklin D. Roosevelt, Mahatma Ghandi and Barak Obama. Of course, we have our former late Ferdinand Marcos and Benigno Aquino Sr. who were also famous for their being excellent speakers. These well-known personalities we truly respect for their classic performance in their field of actions and for their being great communicators. According to Lucanus, A. (2017) Communication skills are vital for a student’s academic success and future career prospects. In today’s challenging environment, students must not only possess academic expertise, but also the requisite skills to enhance their learning and employability prospects in the future. Oral communication can be particularly effective in addressing conflicts or difficulties. Talking things over is often the best way to settle disagreements or misunderstandings. It is a great way to promote employee morale and maintain energy and enthusiasm within a team. Learning Competencies: 1. Differentiate the different types of communication activities 2. Define communication activities 3. Examines sample oral communication activities TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 26 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  Lesson Summary There are six broad types of oral communication activities that might be incorporated into curricula in many fields of study. Most are conducive to either formal or informal assignments. Some are realistically possible only in smaller classes or recitation sections, while others are appropriate for large lectures as well. 1. One-on-One Speaking (Student-Student or Student-Teacher): Can range from moments punctuating a lecture, where students are asked to discuss or explain some question or problem with the person next to them, to formal student conferences with their instructor. 2. Small-Group or Team-Based Oral Work: Smaller- scale settings for discussion, deliberation, and problem solving. Appropriate for both large lectures and smaller classes and allows levels of participation not possible in larger groups. 3. Full-Class Discussions (Teacher- or Student-Led): Typically, less agonistic, argument-based, and competitive than debate and deliberation but still dialogic in character. Often times has the quality of creating an atmosphere of collective, out-loud thinking about some question, idea, problem, text, event, or artifact. Like deliberation and debate, a good way to encourage active learning. 4. In-Class Debates and Deliberations: A structured consideration of some issue from two or more points of view. Debates typically involve participants who argue one side throughout, while deliberation allows for movement by individuals within the process. Both feature reason-giving argument. Can be applied to issues of many kinds, from disputed scientific facts to theories, policy questions, the meaning of a text, or the quality of an artistic production. Can range from two participants to a lecture hall. 5. Speeches and Presentations: Classically, the stand-up, podium speech delivered by an individual from an outline or script. Also includes group presentations or impromptu speaking. A strong element of monologue, but dialogue can be built in with question and answer or discussion with the audience afterward. 6. Oral Examinations: Can take place in the instructor’s office, in small groups, or before a whole class. Range from one oral question on an otherwise written exam to an oral defense of a written answer or paper to an entirely oral quiz or examination. Difficult with very large groups, but an excellent way to determine the depth and range of student knowledge and to stimulate high levels of preparation. TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 27 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944  Application What is the importance of these communication activities in our day to day lives? References 1. Padilla, M. et al., Speak Right & Make a Difference, Oral Communication in context 2. Antonino, M.T et al., Oral communication in context 3. Peña, A and Anudin, A, (2016) Oral communication, Vibal Group Inc. 4. https://collegepuzzle.stanford.edu/oral-communication-skills-are-important-for-students/ Assessment Compare and contrast: Choose two activities discussed and write a one page essay minimum of 500 words. Self- Assessment Question 1. What makes these activities different from one another do they have differences? If not, what are their similarities? Explain your answer. TRACE I.D.E. Learning Packet Oral Communication V.I. Trinos Page 28 of 28 Property of TRACE College Inc. FOR ACADEMIC PURPOSES ONLY, NOT FOR SALE www.tracecollege.edu.ph (049) 536-3944