St. Mary’s College of Tagum, Inc.

Basic Education Department- Senior High School Program

LEARNING
1st Quarter
MODULE Module 1

Subject Code: LNG (E) 1

Description: Oral Communication

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SHS TEACHER

This module is for EXCLUSIVE USE

of SENIOR HIGH SCHOOL students
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of ST. MARY’S COLLEGE of TAGUM, INC.

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 WHAT’S INSIDE?

This gives you an idea of the skills or competencies you are

Learning Targets expected to learn in the module.

RVM Four-Pronged Integration This section evaluates the lessons learned throughout the
course of the subject, values gained, and how you connect
and apply the varied context of life.

This activity acts as a motivation for your incoming lesson at

Warm-Up Activity hand. If you have garnered a favorable score (through the
teacher’s evaluation), decide to skip this part of the module.

Unlocking Difficulties This portion contains the key words of the lessons with the
designated definitions in context of the subject matter.

Activating Prior This is an activity or a thought-provoking question to verify

Knowledge your previous knowledge of the lesson.

Learning Content This section provides a brief discussion of the lesson. This
aims to help you discover and understand new concepts and
skills.

Assessment This comprises activities for independent practice to solidify

your understanding and skills of the topic.

Final Task This section provides an activity which will help you transfer
your new knowledge or skill into real life situations or
concerns.

*Descriptions and Icons are derived from the Alternative Delivery Mode Material from the Department of
Education

Your Gentle Reminders:

 Read the instruction carefully before doing each task.

 Observe honesty and integrity in doing the tasks.
 Finish the task at hand before proceeding to the next.
 Return this module to your teacher/facilitator once you are through with it.

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 Competency You will be able to explain the functions, nature and process of
1&2 communication.
In this quarter, we aim that you, in the long run will be able to cultivate a deeper understanding of
what communication is, concerning its fundamental features, its forms and purposes. By this learning, you
will be able to use your ability to communicate in spreading the good news of God in such a way that
people may know Him more.

At the end of this module, you will be able to:

 define the nature of communication and its fundamental elements;
 discuss the importance of the elements of communication in ensuring an effective and successful
communication;
 differentiate the communication models;
 discuss the concept of intercultural communication;
 explain the different stages of the DMIS; and
 create a short speech on how to communicate effectively in this modern era.

Bible Passage

“Let the words of my mouth and the meditation of my heart be acceptable in your
sight, O Lord, my rock and my redeemer. “
Psalm 19:14

Warm-up Activity
Activity Title: Think and Share
Instructions: Think about your most significant moment that you are grateful for being able to talk and
communicate. Write it on the space provided and give your short reflection about your experience.
Accomplish the task by having at least 3 sentences that will be limited on the space provided.
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 Activating Prior Knowledge:
Activity Title: LINK stands for - List everything you know, Inquire what you want to know, Now let's take
note of our discussion and what do you Know now?

Direction: The said activity will provide an avenue to spawn your prior knowledge with the topic at hand
and at the same time it will always provide the dynamism of the discussion. The L and I parts will be
answered during the APK period. The N part will be done during the presentation of concepts and
lastly, the K part will be done during the evaluation part.

LIST INQUIRE
What do you know about Oral Communication? What do you want to know about Oral
Communication?
1.

2.

RVM Four-Pronged Integration

a. Ignacian Core/Related Values

Core Value: EXCELLENCE

Related Value: DISCIPLINE

Question: As an Ignacian-Marian learner, how will you discipline yourself regarding the
concept of freedom of expression?

b. Social Orientation

 Proper Use of Technology in Communication

Question: Communication is now made easier with the presence of technological

breakthroughs. We can finally connect with those people across the globe with just a click
away. We can even create our online diary with some social media platforms. We can
express every possible information that we want to share. Using your honest answer, are
you using this technology for communication responsibly? Why or why not?

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 c. Lesson Across Discipline

 Media and Information Literacy – Proper Netiquettes

Question: What will be your advice to those people who are not observing proper
“Netiquette” in using the online media platforms?

 Unlocking of Difficulties
The following are the key words and challenging terms used in this module:
Communication - is the process of expressing and exchanging information, thoughts, ideas and
feelings.
 Elements of Communication – are the basic parts as the communication process occurs.
 Transactional – is a process that involves an exchange of messages from one to the other.
 Linear - is a process that only involves a person feeding all the necessary details.
 Intercultural Communication – it pertains to communication among people from different
nationalities (Gudykunst, 2003)
 Developmental Model of Intercultural Sensitivity (DMIS) - This model was created as a basic
outline to explain the reactions that people have to cultural differences.

Learning Content
Learning Content
DEFINITION OF COMMUNICATION

The English term 'Communication' has evolved from Latin language. 'Communis and
Communicare' are two Latin words related to the word communication. Communis is noun word, which
means common, communality or sharing. Similarly, communicare is a verb, which means ‘to share’ or
'make something common'. Some scholars relate the term communication with an English word
community (Nepal, 2011).

Communication is the process of expressing and exchanging information, thoughts, ideas and
feelings. Since communication is a process, it involves a series of actions that lead to a particular result
such as the passing of a message and exchange of ideas, among others.

The following are examples of communication situations:

 A professor delivering a lecture to her students.
 A coach talking to his players.
 A dad giving advice to his son.
 A salesperson giving a sales pitch to clients.
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 Communication is the process of sending and receiving messages through verbal or nonverbal
means, including speech, or oral communication; writing and graphical representations (such as
infographics, maps, and charts); and signs, signals, and behavior (Nordquist, 2019).

ELEMENTS OF COMMUNICATION
The communication process includes the steps we take in order to ensure that we have
succeeded in communicating. It comprises essential and interconnected elements.

SENDER
 The source comes up with an idea and sends a message in order to share information with
others. The source could be one other person or a group of people. For instance, your friend is
trying to share the events leading up to their first hockey goal.

MESSAGE
 The message is the information or subject matter the source is intending to share. The
information may be an opinion, feelings, instructions, requests, or suggestions. For example, your
friend identified information worth sharing, maybe the size of one of the defense players on the
other team, in order to help you visualize the situation.

ENCODING

 It is the process of turning thoughts into communication. The encoder uses a ‘channel’ to
send the message — a phone call, email, text message, face-to-face meeting, or other
communication tool.

CHANNEL

 The source may encode information in the form of words, images, sounds, body language, etc.
There are many definitions and categories of communication channels to describe their role in the
communication process. For example, your friends might make sounds or use body language in
addition to their words to emphasize specific bits of information. For example, when a referee
raises his hand while holding a red card unto it would indicate that a player is permanently
suspended all throughout the game. Another example is when your friend uses his cellphone to
call you telling you that your favorite player has been suspended from the game.

DECODING

 It is the process of turning communication into thoughts. For example, you may realize
you’re hungry and encode the following message to send to your roommate: “I’m hungry. Do you
want to get pizza tonight?” As your roommate receives the message, they decode your
communication and turn it back into thoughts to make meaning.

RECEIVER

 The receiver is the person for whom the message is intended. This person is charged with
decoding the message in an attempt to understand the intentions of the source. For example, you
as the receiver may understand the overall concept of your friend scoring a goal in hockey and
can envision the techniques your friend used. However, there may also be some information you
do not understand.

FEEDBACK
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  It is the response or reply of the receiver from the decoded message. For example, as you ask
your friend if she wants to eat, she replied with a “No.”

CONTEXT

 It is the situation or environment in which communication takes place (time, place, event, sender’s
and receiver’s feelings, perceptions, beliefs, attitudes and relationships).

NOISE/INTERFERENCE

 There are many kinds of interference (also called “noise”) that inhibit effective communication.
Interference may include poor audio quality or too much sound, poor image quality, too much or
too little light, attention, etc.

Assessment
ASSESSMENT 1:

Instructions: Using your own words, summarize your learning about the definition and elements of
communication:

NOW
What did you learn just now?
1.
2.
3.
4.
5.

ASSESSMENT 2: IDENTIFICATION

Instructions: Identify what element of communication being highlighted on each of the situations given.
Write your answer on the space provided.

_______________1. Joshua is talking with Alicia about their plans for summer.
_______________2. Robert stood in front of the crowd to talk about the issue on bullying.
_______________3. Chris sung a beautiful song to express his undying love for Beth.
_______________4. “Can you get me a pizza?” asked by Liza to Frank.
_______________5. While Bella and Jane are chitchatting, they suddenly heard a loud screech from a
nearby place.
_______________6. As the group climbs up Mt. Apo, Summer shares her experience about hiking to
Phillip.
_______________7. She replied “I am the one to blame.”.
_______________8. Tricia sent an email to Trevor that contains a slideshow of their previous topic about
Philippine Literature.
_______________9. My friend invited me for a dinner through a phone call.
_______________10. The signal suddenly fluctuated while we were talking about random stuffs.

ASSESSMENT 3: ESSAY WRITING

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Instructions: Define the concept of communication using its elements. Discuss the importance of each
element to ensure effective and successful communication. Your essay will be rated according to the
rubrics attached. Write and limit your answer on the space provided.

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Learning Content
COMMUNICATION MODELS

The process of communication can be explained though the various models of communication
constructed by experts throughout the years.

LINEAR MODEL

 This model shows a straight path of relaying information. It is one-directional, which means that
information from a sender is conveyed directly to the receiver. Consider a speaker delivering a
speech in front of an audience. The speaker is the sender, and he or she delivers his or her
message directly to the audience, who are the receivers of the message.

TRANSACTIONAL MODEL

 This model, developed in the 1970s by Dean Barnlund, shows communication as occurring
continuously and simultaneously between or among people. It shows communication as a two-
way process in which participants are constantly sending and receiving messages.

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 Assessment
ASSESSMENT 4: ESSAY WRITING

Instructions: Using your own words, summarize your learning about the different communication
models.

NOW
What did you learn just now?
1.
2.
3.
4.
5.

ASSESSMENT 5: VENN DIAGRAM ACTIVITY

Instruction: Using a Venn Diagram, differentiate the Linear Model of Communication from the
Transactional Model of Communication. Your outputs will be rated according to the attached rubric.

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ASSESSMENT 6: ESSAY WRITING

Instructions: Watch the “Detecting Deception: Non-verbal Cues or a product of Trauma?” by Sarah
Macdonald. Share your thoughts on what communication model is best described in the video. Elaborate
how can the 10 ways discussed in the video help you to have a better conversation. Provide and limit
your answers on the space provided. Your output will be rated according to the rubric attached on the
module.

Copy this link to access the video: https://www.youtube.com/watch?v=R1vskiVDwl4

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Learning Content
COMMUNICATION BREAKDOWN AND NOISE

Breakdown Occur in the communication process from time to time. A breakdown in

communication occurs when the message or the feedback is not sent or received properly – at least in
the way that the sender intends – or is not received by the concerned party altogether. An example of
communication breakdown is when your phone conversation with someone is cut off just you are about
to tell the important details of your message. Another example of communication breakdown is when
you cannot clearly understand the salient points your teacher is making because your seatmates are
distracting you.
Many of the causes of communication breakdown can be classified as noise. Noise is the
technical term used to refer to all possible barriers to effective communication. Noise may be physical,
psychological, physiological or semantic.

PHYSICAL NOISE
 It comes from the environment (e.g., extraneous noise, white noise, unbearable weather,
distracting visual aid, etc). For example, when you are talking with your mother through the phone
and a lot of shouts are coming from where you are located.

PSYCHOLOGICAL NOISE

 This originates from the emotional state, mental state, and psychological makeup of a person
(e.g., depression, anger, suspicions, paranoia, biases, etc.). For example, when you are talking
with a person who was shocked of the accident, the person really cannot talk properly.

PHYSIOLOGICAL NOISE

 These are caused by bodily conditions that compromise the ability of a person to send or
receive messages (e.g., hunger, stomach ache, etc.). For example, you are talking with someone

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 who is suffering from dysmenorrhea, the person cannot really express properly because of the
pain.

SEMANTIC NOISE

 This refers to anything related to the meaning of words that distorts or masks a message and
confuses the listener (e.g., a speaker’s use of a foreign language, a listener’s limited vocabulary,
or differing interpretations of the meaning of a word.).

Assessment
ASSESSMENT 6

Instructions: In the table below, complete the information needed to summarize what you have learned in
your own words:

Instruction: Write on the blank the type of each noise listed below.

NOISE TYPE
1. Headache

2. Noise from a busy construction site

3. Missing someone

4. Disliking the speaker

5. Noise from moving vehicle

6. Speakers ambiguous words

7. Excited to do something else

8. Grumbling stomach

9. Poor ventilation in the venue

10. Unclear pronunciation of words

11. Lack of interest in the topic

12. In a state of mental shock

13. Toothache

14. Poor Cellular Phone Signal

15. Fear of the unknown

ASSESSMENT 7: ESSAY WRITING

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Instructions: Watch the video “How Miscommunication Happens” by Katherine Hampsten. Point out
what are the factors that may lead to miscommunication. Explain how can communication successfully
work. Cite an instance where you experience miscommunication and provide ways on correcting the
situation. Provide and limit your answer on the space provided. Your essay will be rated according to the
attached rubric.

Copy this link to access the video: https://www.youtube.com/watch?v=gCfzeONu3Mo&t=3s

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Learning Content
INTERCULTURAL COMMUNICATION
Intercultural communication is the verbal and nonverbal interaction between people from different
cultural backgrounds. Basically, 'inter-' is a prefix that means 'between' and cultural, from a culture. Thus,
intercultural communication is the communication between cultures (Muscato, 2003).

Intercultural communication happens when individuals interact, negotiate, and create meanings
while bringing in their varied cultural backgrounds (Ting-Toomey, 1999).

Nodding

• Means “YES” to Indian subcontinent, Iran, most of Europe, Latin America, and North America

• Means “DISAGREEMENT” to Greece, Lebanon, Syria, Palestine, Turkey, Macedonia, Bulgaria,

and Albania
Writing

• Arabic language is written from right to left and almost all other languages are written from left to
right.
Greetings

• In America, people shake hands and even hug each other. But in India, they just join hands to
say “namaskar.”

Importance of Intercultural Communication

Symbolic Exchange

• Language is a big factor in intercultural communication and with that, signs and symbols can be
an option to bridge miscommunication brought about by language.

Irreversible Process

• Communicators may not be changing his/her cultural communication but he/she can adjust to
cultural communication of others.
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Negotiation of Shared Meanings

• Communities agree on general objectives of the intercultural communication encounter.

Developmental Model of Intercultural Sensitivity (DMIS)

The Developmental Model of Intercultural Sensitivity (DMIS) was created by Dr. Milton Bennett
(1986, 1993, 2004, 2013) as a framework to explain how people experience and engage cultural
difference.

The DMIS continuum extends from ethnocentrisim, the experience of one’s own culture as
“central to reality,” to ethnorelativism, the experience of one’s own and other cultures as “relative to
context.”

The DMIS consists of 6 different stages. These stages include denial, defense, minimization,
acceptance, adaptation, and integration (Cushner, McClelland, & Safford, 2012). Each stage describes a
cognitive structure that is communicated through attitudes and behaviors (Bennett, 2011).

Photo Courtesy: https://www.idrinstitute.org/dmis/

Photo Courtesy: http://meldye.weebly.com/what-is-dmis.html

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Denial
• The individual does not recognize cultural differences.
• Example: “All cities are the same; they all have tall buildings, fast food chains, and coffee
shops.”
Defense
• The individual starts to recognize cultural differences and is intimidated by them, resulting in
either a superior view on own culture or an unjustified high regard for the new one.
• Example: “This culture does not view life the way we do; our culture is certainly better.”
• “Their ways are better than my own; “I wish I were one of them.”
Minimization
• Although individuals see cultural differences, they bank more on the universality of ideas rather
than on cultural differences.
• “Once we see through the cultural differences, we really are just the same!”
Acceptance
• The individual begins to appreciate important cultural differences in behaviors and eventually in
values.
• “These people and I have different values and experiences, and I think we can learn from
one another.”
Adaptation
• The individual is very open to world views when accepting new perspective.
• “To address our issue, I have to adjust my approach to consider both my own and my
counterpart’s background.”
Integration
• Individuals start to go beyond their own cultures and see themselves and their actions based on
multifarious cultural viewpoints.
• “I can look at things from the perspective of various cultures.”

Assessment
ASSESSMENT 8

Instructions: Using your own words, summarize your learning about INTERCULTURAL
COMMUNICATION and DEVELOPMENTAL MODEL OF INTERCULTURAL SENSITIVITY.

NOW
What did you learn just now?
1.
2.
3.
4.
5.

ASSESSMENT 9

Instructions: Create a persuasive essay which expresses your encouragement to people in fostering the
value of respect to different cultures in all of us. The essay should contain your conceived solution about
minimizing discrimination. Provide and limit your answer on the space provided. Your essay will be rated
according to the rubric attached to the module.

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Final Task:
Final Task:

FINAL TASK: #MarianSpeaks

Instructions: As a Marian student, create a short video expressing your message about achieving
effective and culturally sensitive communication in this modern and technologically governed era. You
must also create your own hashtag which would summarize your message. You may edit your video to
give aesthetics, but raw video will still be accepted. Your video will be rated according to the rubric
attached to the module.

References:
Communication (n.d). In Wikipedia. https://en.wikipedia.org/wiki/Communication

Communication Concepts (n.d). In Google.

https://slcc.instructure.com/courses/398556/pages/communication-concepts?
fbclid=IwAR18ICgV8JP-fToXTtBtLkKEv4PyZHYgKSwSSF-P-P-4vh4rIygNv3I76Js

Communication Studies (n.d.) Communication process.

https://www.communicationstudies.com/communication-process?
fbclid=IwAR3_1TT5Kk4QhbgOFn_-GRMJpnboSPsGShm15PyVuRZSqjf2raMu1TG7RRY

Developmental Model of Intercultural Sensitivity (n.d). In Google. http://meldye.weebly.com/what-is-

dmis.html

IDR Institute (2018). Developmental model of intercultural sensitivity. In Google.

https://www.idrinstitute.org/dmis/
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Intercultural Communication (n.d). In Wikipedia. https://en.wikipedia.org/wiki/Intercultural_communication

Syjueco, M. (2016). Oral communication in context. DIWA Learning Systems.

Techniques for Becoming a Competent Communicator (n.d.) Be a good communicator.

https://www.universalclass.com/articles/business/communication-studies/be-a-competent-
communicator.htm

Prepared by:

ARIEL S. ADOBAS, LPT, MAEd

Subject Teacher

Arranged by:

RUEL S. PAQUINGAN, JR., LPT

SHS Teacher

Checked and Noted by:

RAYMOND W. DELA CUESTA, LPT, M.A.Ed.

SHS-Academic Coordinator/ SHS-Focal Person

Approved by:

S. MA. MAY N. MORAN, RVM

School Principal

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