Republic of the Philippines

Department of Education (DepEd)

Region VIII (Eastern Visayas)
Division of Leyte
GRANJA-KALINAWAN NATIONAL HIGH SCHOOL
Jaro, Leyte
WEEK 3
Activity Sheet – Grade 11, S.Y. 2020-2021

A.S #: 9 Quarter: 1st Score: ___

Name: _______________________________________ Grade & Section: ____ Date:_______

Name of Teacher: _____________________________________ Parent/Guardian:
_____________________
Learning Competency:
Uses various strategies in order to avoid communication breakdown. EN11/12OC-Ia-6

Background Information:

COMMUNICATION BREAKDOWN

 A communication breakdown is defined as a failure to exchange information, resulting in a lack of

communication.
 Communication breakdown or Miscommunication can lead to a total cessation of interaction. We see
people stop talking to each other, sometimes the end of their lives. Leaders of some countries that do
not have friendly relations or have stopped talking to each other sometimes end up going to war
against each other.
 Miscommunication is brought by the lack of awareness of the dimensions of communications,
especially those influenced by culture and gender. Communication runs along four pairs of dimensions:
verbal and non-verbal, oral and written, formal and informal, and intentional and unintentional.
 There are many common communication barriers we are familiar with like the use of jargons (Jargon
is a specialized vocabulary used by different group of people in different social settings), emotional
barriers and taboos, lack of attention and/of interest, distractions, or irrelevance to the receiver,
differences in perception and viewpoint, physical disabilities like hearing or speech defects, physical
barriers to non-verbal communication, languages differences, cultural differences, etc.
 We also have identified other barriers which deal with meaning per se such as different expectations,
experiences, perspectives, or different communication styles, to name just a few. For example, in an
election, there could be a misunderstanding between two people talking about their chosen
candidates mainly because of prejudice or stereotyping. Listener A might not be interested to listen
to what Speaker A is a talking about because he dislikes the candidate and that he feels his candidate
is better than his. In order to resolve these issues, you have to first identify what specific barrier there
is to be able to address it properly.
 Other hindrances to communication involve both the speaker and the listener and how they deal with
the communication process. This is especially true in interpersonal communication when the speaker
and the listener are confronted with stress and out-of-control emotions, and lack of focus. You cannot
communicate properly when you are stressed, physically and mentally, or when you are emotionally
down. Also, inconsistent and negative body language could add a different meaning to one’s message,
thus interfering with the intended meaning. Non-verbal communication should reinforce what is being
said, not contradict it. For example, you can’t say “yes” while shaking your head no, right?
 Barriers to Communication by Category:

Language Barriers. Clearly, language and linguistic ability may act as a barrier to communication.
However, even when communicating in the same language, the terminology used in a message may
act as a barrier if it is not fully understood by the receiver(s). For example, a message that includes a lot
of specialist jargon and abbreviations will not be understood by a receiver who is not familiar with the
terminology used. As nurses, we are especially prone to making this mistake. We must remember to
use language that can be understood by the receiver.
 Psychological Barriers. The psychological state of the receiver will influence how the message is
received. For example, if someone has personal worries and is stressed, they may be preoccupied by
personal concerns and not as receptive to the message as if they were not stressed. Stress
management is an important personal skill that affects our interpersonal relationships. Anger is
another example of a psychological barrier to communication. When we are angry it is easy to say
things that we may later regret and also to misinterpret what others are saying. More generally,
people with low self-esteem may be less assertive and therefore may not feel comfortable
communicating - they may feel shy about saying how they really feel, or read negative sub-texts into
messages they hear.

Physiological Barriers. Physiological barriers may result from the receiver’s physical state. For example,
a receiver with reduced hearing may not grasp the entirety of a spoken conversation, especially if there
is significant background noise.

Physical Barriers. An example of a physical barrier to communication is geographic distance between

the sender and receiver(s). Communication is generally easier over shorter distances as more
communication channels are available and less technology is required. Although modern technology
often serves to reduce the impact of physical barriers, the advantages and disadvantages of each
communication channel should be understood so that an appropriate channel can be used to
overcome the physical barriers.

Attitudinal Barriers. Attitudinal barriers are behaviors or perceptions that prevent people from
communicating effectively. Attitudinal barriers to communication may result from personality conflicts,
poor management, resistance to change, or a lack of motivation. Effective receivers of messages
should attempt to overcome their own attitudinal barriers to facilitate effective communication.

DIRECTIONS: Read the following instructions in Exercise A and B. Write your answer legibly.

Exercise A
Give the following:

a. Cite at least five examples of a situation wherein you experienced communication breakdown
when interacting to someone.

1. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Exercise B

Read and understand the following questions. Write your answer from the space provided.
(10 points each)

1. What problems can happen if communication breakdown occurs in a particular situation?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. What causes communication breakdown?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

3. How do you solve communication breakdown?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
RUBRICS for Exercise A and Exercise B
4 3 2 1
CRITERIA
Strong Developing Emerging Beginning

Establishes a clear focus Develops a focus Attempts focus

Lacks focus and
Uses descriptive language Uses some descriptive Ideas not fully developed development
language
Ideas
Provides relevant
information Details support idea

Communicates creative Communicates original ideas

ideas

Establishes a strong Attempts an adequate Some evidence of a Little or no

beginning, middle, and end introduction and ending beginning, middle, and end organization
Organization
Demonstrates an orderly Evidence of logical Sequencing is attempted Relies on single idea
flow of ideas sequencing

Uses effective language Diverse word choice Limited word choice No sense of sentence
structure
Expression Uses high-level vocabulary Uses descriptive words Basic sentence structure

Use of sentence variety Sentence variety

Few or no errors in: Some errors in: Has some difficulty in: Little or no evidence
Conventions of correct grammar,
grammar, spelling, grammar, spelling, grammar, spelling, spelling, capitalization
capitalization, punctuation capitalization, punctuation capitalization, punctuation or punctuation

Sentence Purposeful use of sentence Sentence structure is No sense of sentence

Sentence structure enhances
Fluency meaning structure limited structure
(https://www.thoughtco.com/writing-rubric-2081370)

References:
Oral Communication in Focus for SHS (Authors: Jose Rizal O. Dapat, MAT/ Bryan Eli B. Sadorra, MAT, LIB/ Bethany Marie C. Lumabi,
MAT); Oral Communication for SHS (Authors: Angelina Lourdes S. Hermosa/ Mark Ryan R. Hernandez/ Sheila M. Vergara); Oral
Communication in Context (Author: Ramona S. Flores)
(https://www.perkbox.com/uk/resources/blog/solving-a-communication-breakdown-5-steps)

(http://phicare.com/competencies/communicationbarriers.php)

Republic of the Philippines

Department of Education (DepEd)
Region VIII (Eastern Visayas)
Division of Leyte
GRANJA-KALINAWAN NATIONAL HIGH SCHOOL
Jaro, Leyte
WEEK 3
Activity Sheet – Grade 11, S.Y. 2020-2021

A.S #: 10 Quarter: 1st Score: ___

Name: _______________________________________ Grade & Section: ____ Date:_______

Name of Teacher: _____________________________________ Parent/Guardian:
_____________________
Learning Competency:
Uses various strategies in order to avoid communication breakdown. EN11/12OC-Ia-6

Background Information:

STRATEGIES TO ACHIEVE EFFECTIVE COMMUNICATION

 People do not communicate using only one method. People interact in different ways. People might
joke with one person and yet be reserved with another. They might be casual with a bestfriend, but
respectful with their parents. A different Communication Strategy – a way of communicating that
leads to effective communication – is needed for every situation.
 Oral Communication is creating messages that stimulates the listener’s meanings that bring about the
desired change in their understanding or opinions. Whether the oral communication is formal or
informal, through conversation or public speaking, it must be done effectively and strategically.
 Conversation is a type of oral communication where there is exchange of ideas and opinions between
two or more people that involve or invite shared interactions. It takes a responsible speaker and an
active partners to make a good conversation.
 Effective oral communication can be achieved from good conversation to a good speech. People build
and maintain relationships through good conversation.
 According to the seven Cs, communication needs to be: clear, concise, concrete, correct, coherent,
complete and courteous.

1. CLEAR

When writing or speaking to someone, be clear about your goal or message. What is your purpose in
communicating with this person? If you’re not sure, then your audience won’t be sure either.

To be clear, try to minimize the number of ideas in each sentence. Make sure that it’s easy for your
reader to understand your meaning. People shouldn’t have to “read between the lines” and make
assumptions on their own to understand what you’re trying to say.

Information and actions required, must be clear so the reader has the information they need to take
action.

2. CONCISE

When you’re concise in your communication, you stick to the point and keep it brief. Your audience
doesn’t want to read six sentences when you could communicate your message in three.
  Are there any adjectives or “filler words” that you can delete? You can often eliminate words like
“for instance,” “you see,” “definitely,” “kind of,” “literally,” “basically,” or “I mean.”
 Are there any unnecessary sentences?
 Have you repeated the point several times, in different ways?
3. CONCRETE

When your message is concrete, then your audience has a clear picture of what you’re telling them.
There are details (but not too many!) and vivid facts, and there’s laser-like focus. Your message is solid.

4. CORRECT

When your communication is correct, it fits your audience. And correct communication is also error-
free communication.

 Do the technical terms you use fit your audience’s level of education or knowledge?
 Have you checked your writing for grammatical errors? Remember, spell checkers won’t catch
everything.
 Are all names and titles spelled correctly?

5. COHERENT

When your communication is coherent, it’s logical. All points are connected and relevant to the main
topic, and the tone and flow of the text is consistent.

6. COMPLETE

In a complete message, the audience has everything they need to be informed and, if applicable, take
action.

 Does your message include a “call to action,” so that your audience clearly knows what you want
them to do?
 Have you included all relevant information – contact names, dates, times, locations, and so on?

7. COURTEOUS

Courteous communication is friendly, open, and honest. There are no hidden insults or passive-
aggressive tones. You keep your reader’s viewpoint in mind, and you’re empathetic to their needs.

 In maintaining good relationship to others, we should be cautious and mindful from the words that we
use – and know when to listen and when to speak.

DIRECTIONS: Read the following instructions in Exercise A and B. Write your answer legibly.

Exercise A

Below are the seven Cs to achieve effective communication. Make a short discussion for each strategy
based on how you understand it. And provide examples. (10 points each)

1. CLEAR:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. CONCISE:
_________________________________________________________________________________
_________________________________________________________________________________
 _________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

3. CONCRETE:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

4. CORRECT:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

5. COHERENT:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

6. COMPLETE:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

7. COURTEOUS:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Exercise B
Answer the following questions. (10 points each)
a. As an individual, do you think those strategies will help you become an effective communicator?
Support your answer.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

b. Hypothetically, what if someone misunderstood the message that you have conveyed to him/her,
how will you handle this problem?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
RUBRICS for Exercise A and Exercise B
4 3 2 1
CRITERIA
Strong Developing Emerging Beginning

Establishes a clear focus Develops a focus Attempts focus

Lacks focus and
Uses descriptive language Uses some descriptive Ideas not fully developed development
language
Ideas
Provides relevant
information Details support idea

Communicates creative Communicates original ideas

ideas

Establishes a strong Attempts an adequate Some evidence of a Little or no

beginning, middle, and end introduction and ending beginning, middle, and end organization
Organization
Demonstrates an orderly Evidence of logical Sequencing is attempted Relies on single idea
flow of ideas sequencing

Uses effective language Diverse word choice Limited word choice No sense of sentence
structure
Expression Uses high-level vocabulary Uses descriptive words Basic sentence structure

Use of sentence variety Sentence variety

Few or no errors in: Some errors in: Has some difficulty in: Little or no evidence
Conventions of correct grammar,
grammar, spelling, grammar, spelling, grammar, spelling, spelling, capitalization
capitalization, punctuation capitalization, punctuation capitalization, punctuation or punctuation

Sentence Purposeful use of sentence Sentence structure is No sense of sentence

Sentence structure enhances
Fluency meaning structure limited structure
(https://www.thoughtco.com/writing-rubric-2081370)

References:
Oral Communication in Focus for SHS (Authors: Jose Rizal O. Dapat, MAT/ Bryan Eli B. Sadorra, MAT, LIB/ Bethany Marie C. Lumabi,
MAT); Oral Communication for SHS (Authors: Angelina Lourdes S. Hermosa/ Mark Ryan R. Hernandez/ Sheila M. Vergara); Oral
Communication in Context (Author: Ramona S. Flores)

(https://edexec.co.uk/the-seven-cs-of-communication/)
 Republic of the Philippines
Department of Education (DepEd)
Region VIII (Eastern Visayas)
Division of Leyte
GRANJA-KALINAWAN NATIONAL HIGH SCHOOL
Jaro, Leyte
WEEK 3
Activity Sheet – Grade 11, S.Y. 2020-2021

A.S #: 11 Quarter: 1st Score: ___

Name: _______________________________________ Grade & Section: ____ Date:_______

Name of Teacher: _____________________________________ Parent/Guardian:
_____________________
Learning Competency:
Uses various strategies in order to avoid communication breakdown. EN11/12OC-Ia-6

Background Information:

VERBAL COMMUNICATION
 Verbal communication is the use of words to share information with other people. It can therefore
include both spoken and written communication. However, many people use the term to describe only
spoken communication. The verbal element of communication is all about the words that you choose,
and how they are heard and interpreted.
 Verbal communication involves the use of language which is made up of symbols. Symbols are
arbitrary representation of something else, which means there is no direct connection between
symbols and what it represents. Symbols have no inherent meaning. They are given meaning along
with the value and power when they are used during the interactions among people. Communication is
deemed successful only when the two parties understand each other.
 Verbal communication has many purposes, but its main function is relaying a message to one or more
recipients. It encompasses everything from simple one-syllable sounds to complex discussions and
relies to both language and emotion to produce the desired effect. Verbal communication can be
used to inform, inquire, argue and discuss topics of all kinds. It is vital to teaching and learning, as well
as forming bonds and building relationships with other people.
 A variety of challenges may arise when using verbal communication to express oneself.
Misunderstanding can arise because of poor word choice, differing perspectives and faulty
communication techniques, and subjective opinions regarding acceptable language may result in
breakdowns in communication.
 Strategies to achieve effective verbal communication:

a. APPROPRIATENESS. The language that you use should be exact and appropriate to the
environment or occasion.
b. BREVITY. Speakers who often use simple yet precise and powerful words are found to be more
credible.
c. CLARITY. The meaning of words, feelings, or ideas may be interpreted differently by a listener;
hence it is essential for you to clearly state your message and express your ideas and feelings.
d. ETHICS. Words should be carefully chosen in consideration of the gender, roles, ethnicity,
preferences and status of the person or people you are talking to.
 e. VIVIDNESS. Words that vividly and creatively describe things or feelings usually add color and spice
to communication; hence, you are encouraged to find ways to charm your audience through the
use of vivid words.
 Although difficulties with verbal communication can’t be completely avoided, it is possible to increase
your chances of communicating successfully. Consider the message you wish to communicate before
speaking and communicate with respect for the recipient’s point of view, pay attention to what you say
and how you say it. Speak clearly and enunciate your words and be conscious of non-verbal aspects
such as eye contact, posture and facial expressions.
DIRECTIONS: Read the instruction in Exercise A. Write your answer legibly.

Exercise A
Read and understand the following questions below. (10 points each)

a. What do you think is the importance of using verbal strategies during interaction?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

b. What is the best thing that you can do if you are talking to a group of people who are physically
blind and mute, would you still use verbal language in communicating with them? Justify your
point.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

c. Which of these three is NOT a form of verbal language? Explain your answer.
 talking over the telephone
 winking secretly to someone
 asking specific questions
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
RUBRICS for Exercise A and Exercise B
4 3 2 1
CRITERIA
Strong Developing Emerging Beginning

Establishes a clear focus Develops a focus Attempts focus

Lacks focus and
Uses descriptive language Uses some descriptive Ideas not fully developed development
language
Ideas
Provides relevant
information Details support idea

Communicates creative Communicates original ideas

ideas

Establishes a strong Attempts an adequate Some evidence of a Little or no

beginning, middle, and end introduction and ending beginning, middle, and end organization
Organization
Demonstrates an orderly Evidence of logical Sequencing is attempted Relies on single idea
flow of ideas sequencing

Uses effective language Diverse word choice Limited word choice No sense of sentence
structure
Expression Uses high-level vocabulary Uses descriptive words Basic sentence structure

Use of sentence variety Sentence variety

 Few or no errors in: Some errors in: Has some difficulty in: Little or no evidence
Conventions of correct grammar,
grammar, spelling, grammar, spelling, grammar, spelling, spelling, capitalization
capitalization, punctuation capitalization, punctuation capitalization, punctuation or punctuation

Sentence Purposeful use of sentence Sentence structure is No sense of sentence

Sentence structure enhances
Fluency meaning structure limited structure
(https://www.thoughtco.com/writing-rubric-2081370)

References: Oral Communication in Focus for SHS (Authors: Jose Rizal O. Dapat, MAT/ Bryan Eli B. Sadorra, MAT, LIB/ Bethany Marie C.
Lumabi, MAT); Oral Communication for SHS (Authors: Angelina Lourdes S. Hermosa/ Mark Ryan R. Hernandez/ Sheila M. Vergara); Oral
Communication in Context (Author: Ramona S. Flores) (https://www.skillsyouneed.com/ips/verbal-communication.html#)

Republic of the Philippines

Department of Education (DepEd)
Region VIII (Eastern Visayas)
Division of Leyte
GRANJA-KALINAWAN NATIONAL HIGH SCHOOL
Jaro, Leyte
WEEK 3
Activity Sheet – Grade 11, S.Y. 2020-2021

A.S #: 12 Quarter: 1st Score: ___

Name: _______________________________________ Grade & Section: ____ Date:_______

Name of Teacher: _____________________________________ Parent/Guardian:
_____________________
Learning Competency:
Uses various strategies in order to avoid communication breakdown. EN11/12OC-Ia-6

Background Information:

NON-VERBAL COMMUNICATION

 Non-verbal communication refers to an interaction where behavior is used to convey and represent
meaning.
 Non-verbal Communication is defined as the process of generating meaning using behaviour other
than words. It is the sending and receiving of messages in a variety of ways without the use of verbal
codes (words).
 Non-verbal communication is the transmission of messages or signals through a nonverbal platform
such as eye contact, facial expressions, gestures, posture, and the distance between two individuals. It
includes the use of visual cues such as body language (kinesics), distance (proxemics) and physical
environments/appearance, of voice (paralanguage) and of touch (haptics).It can also include the use of
time (chronemics) and eye contact and the actions of looking while talking and listening, frequency of
glances, patterns of fixation, pupil dilation, and blink rate (oculesics).

 Types of Non-verbal Communication:

a. Paralanguage – the “how of saying something;
b. Language of flowers – the use of flowers based on the meaning of each type of flower;
c. Language of colors – the use of colors based on the meaning of each color;
d. Language of time (Chronemics) – the use of time based on position or power;
e. Language of space (Proxemics) – the use of space to show importance;
f. Language of touch (Haptics) – the use of touch to express what cannot be said;
g. Oculesics – the use of eye contact;
h. Kinesics – the use of body movement and gesture;
i. Facial Expression – the configuration of eyes, eyebrows, lips, cheeks, nose, and forehead to show
how the person feels; and
j. Posture and Personal Appearance – the way one carries and dresses oneself.
  Mastery of Non-verbal communication is important for several reasons:

1. It can communicate feelings, attitude and perceptions without you saying a word.
2. It makes you more dynamic and animated in your delivery.
3. It helps make your speech more dramatic.
4. It can build connection to the listeners.
5. It makes you a credible speaker.

 Non-verbal communication is not a language with a fixed meaning. It is influenced and driven by the
context in which it occurs. This includes both the place and the people concerned, as well as the
culture.

DIRECTIONS: Read the instruction in Exercise A. Write your answer legibly.

Exercise A

Match the statements in Column A from the expressions of the emoticons in Column B. Write the
letter of your choice from the space provided.

Column A Column B

_____1. “I love you with all my heart.” A.

_____2. “I lost my phone yesterday.”

B.
_____3. “My father passed away early this morning.”
C.
_____4. “My mother bought me an iPhone.”

_____5. “I honestly hate those people who are racist.” D.

_____6. “Please, don’t tell mom that I have a boyfriend.”

E.
_____7. “Tomorrow is my 18th birthday.”
F.
_____8. “I’m not feeling well, I have a fever.”
_____9. “I want to eat burger steak for my dinner.” G.
_____10. “It’s already 11:00 pm, I need to sleep now.”
H.

I.

j.

K.
References:
Oral Communication in Focus for SHS (Authors: Jose Rizal O. Dapat, MAT/ Bryan Eli B. Sadorra, MAT, LIB/ Bethany Marie C. Lumabi, MAT); Oral
Communication for SHS (Authors: Angelina Lourdes S. Hermosa/ Mark Ryan R. Hernandez/ Sheila M. Vergara); Oral Communication in Context
(Author: Ramona S. Flores) (https://www.skillsyouneed.com/ips/verbal-communication.html#

(https://www.skillsyouneed.com/ips/nonverbal-communication.html)

https://en.wikipedia.org/wiki/Nonverbal_communication#:~:text=Nonverbal%20communication%20(NVC)%20is%20the,the%20distance
%20between%20two%20individuals.&text=Today%2C%20scholars%20argue%20that%20nonverbal,more%20meaning%20than%20verbal
%20communication.