G11 - Oral Communication

Unit 1: THE
NATURE AND
ELEMENTS OF
COMMUNICAT
ION
At the end of the lesson, students are expected to:

 Explains the functions, nature and process of communication
 Differentiate the various models of communication
 Uses various strategies in order to avoid communication breakdown
 Examines sample oral communication activities
Learning Outcomes:  Identifies the various types of speech context
 Distinguishes types of speeches and speech style
 Responds appropriately and effectively to a speech act
Communication –
Definition of
Terms:
The learner understands the nature and elements of oral communication in

context.
Content Standard:
The learner designs and performs effective controlled and uncontrolled oral
communication activities based on context.
Performance Standard:
Oral Communication in
In the word web below, surround the word communication with your ideas
about it.
Oral Communication in 1
Let’s Get
Started:
COMMUNICATI
ON
Did you know that?

We spend almost 70%
of our communication
time as speakers.
LESSON 1:
DEFINITION Communication (from the Latin term “communis” which
means to share and inform ideas, feelings, etc.) is the act of
OF transmitting intended meanings from one entity or group to
COMMUNICAT another through the use of mutually
understood signs and semiotic rules. Also, it is the process
ION 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 on of a message and an exchange of ideas, among
others.
Communication involves sending and receiving messages through different channels. The sender and the
receiver take an active part in communication process since it is a two-way process. It involves encoding,
translation and decoding. When we speak about our personal lives, attend meetings, present topics or
researches, we all direct our messages to an audience or panelist. When we get in touch with others through
Facebook, Instagram, Gmail, and Twitter, we deliver our message to our friends or relatives. Therefore, the
communicator
The hasexamples
following are to translate
of messages well tosituations:
communication the intended audience.
 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
The different categories of communication include:
 Spoken or Verbal Communication: face-to-face, telephone, radio or television and other media.
 Non-Verbal Communication: body language, gestures, how we dress or act – even our scent.
 Written Communication: letters, e-mails, books, magazines, the Internet or via other media.
 Visualizations: graphs and charts, maps, logos and other visualizations can communicate messages.
Analyze the following definitions of communication. Write your explanation in the space
provided.
Activity 1. Communication is a dynamic interactive process that involves the effective transmission
1. of facts, ideas, thoughts, feelings and values.
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2. The fascinating thing is that the human animal is rarely aware of its postures, movements,
and gestures but can tell one story while its voice may be telling another.
-Allan
Barbara-
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3. Communication is transfer of information from one person to another, whether or not it elicits
confidence. - S.G. Breiun –
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4. Communication is defined as the intercourse by words, letters or messages, the intercourse of
thoughts or opinions. It is act of making one’s ideas and opinions known to others. –F.G. Meyer-
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5. Communication is a process which involves the transmission and accurate replication of ideas
ensured by feedback for the purpose of eliciting actions which will accomplish the organizational
goals. –William Scott-
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WRITING INSIGHTS
Are you a good conversationalist? Are you a good speaker? Identify your strengths and
weaknesses in verbal communication.
Activity
2.
STRENGTHS WEAKNESSES
Read the following paragraphs and answer the following questions that follow.
ON THIS DAY: HELEN KELLER COMPREHENDS THE WORD “WATER”

Activity 3.
READING On April 5, 1887, teacher Anne Sullivan taught her blind and
COMPREHENSION deaf pupil, Helen Keller, the meaning of the word “water” as spelled out
in the manual alphabet.
Helen Keller’s Breakthrough
With the assistance of Alexander Gramham Bell, the Kellers were able to
engage Anne Sullivan, a teacher at the Perkins School for the Blind in Boston, to
tutor their daughter at their Alabama plantation. Sullivan helped Helen gain self-
control and then began teaching her using a technique first employed by Perkins
tutor Samuel Gridley Howe to teach deaf-blind girl Laura Bridgman to read.
Sullivan spelled words into Helen’s hand and tried to help the girl connect letters and words with
objects’ names. At first, Helen thought her teacher was just playing a game. Helen memorized words but
failed to understand that they did, in fact, have meaning.
It wasn’t until April 5, 1887, when Anne took Helen to an old pump
house, that Helen finally understood that everything has a name. Sullivan
put Helen’s hand under the stream and began spelling “w-a-t-e-r” into her
palm, first slowly, then more quickly.
Keller later wrote in her autobiography, “As the cool stream gushed over one hand she spelled into the
other the word water, first slowly, then rapidly. I stood still, my whole attention fixed upon the motions of
her fingers. Suddenly I felt a mist consciousness as of something forgotten - a thrill of returning thought; and
somehow the mystery of language was revealed to me. I knew then that ‘w-a-t-e-r ‘meant the wonderful cool
something that was flowing over my hand. That living word awakened my soul, gave it light, hope, joy, set it
free! There were barriers still, it is true, but barriers that could in time be swept away”.
Sullivan described the event in a letter to the matron of the Perkins School: “The word coming so
close upon the sensation of cold water rushing over her hand seemed to startle her. She dropped the mug and
stood as one transfixed. A new light came into her face.”
Keller began asking what the words for other objects were, and learned dozens of new words in the
following days. From that breakthrough moment, Helen’s world continued to expand. She learned to read,
write and even speak.
Comprehension Questions:
1. Describe Helen Keller.
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2. Describe Anne Sullivan as a teacher, and as a communicator.
As a Teacher As a Communicator
a. Helen Keller is blind, deaf and mute. How does she express herself? How does she communicate with
others?
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b. Narrate how Helen Keller learns that “Everything has a Name”

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Values Integration:
References:
https://oralcom.wordpress.com/2016/10/14/communication/
LESSON 2:
FUNCTIONS
OF
COMMUNICAT
ION
WHAT ARE THE FUNCTIONS OF COMMUNICATION?
Communication functions refer to how people use language for different purposes also refers to how
language is affected by different time, place, and situation used to control the behavior of people used to
regulate the nature and amount of activities people engage in.
The most basic functions of communication in an organization are to regulate/ to control, to inform, to
interact socially, to express and to motivate.
FIVE FUNCTIONS OF COMMUNICATION
1. Regulation/Control - functions to control one’s behavior
 Doctors’ Prescription
“Take your medicine 3 times a day.”
 Parents’ Instruction to their child
“Wash the dishes now, or else I won’t allow you to go to
the party later.”
 Friends giving advice on what to do
“Move on. He doesn’t love you anymore”
2. Social Interaction - used to produce social relationships; used to develop bonds, intimacy, relations,;
used to express preferences, desires, needs, wants, decisions, goals, and strengths; used for giving and
getting information of encouragement.
You can do it.”

 Marriage Proposal
“Will you marry me?”
 Invitation
“Would you like some coffee, tea, or me?”
3. Motivation - functions to motivate or to encourage people to live better.
4. Information - 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 that you came into my life.”
“I like you so much!
“Are you false teeth? It’s because I can’t smile without you.”
 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 you in my life.”
 Expressing prayers
“We pray for those who suffered a broken heart from their
crush.”
Activity 1. Identify the speaker’s purpose in communication. Choose the correct answer from
the box.
COMPREHENSION
Information Regulation/Control Motivation
Social Interaction Emotional Expression
__________________ 1. The new employee were oriented of the company policies before they were deployed.
__________________ 2.Teacher Grace gave Anna an advice with regard to her failing grade in English.
Consequently, she needed to comply with the requirements so she would be able to
pass.
__________________ 3. Atty. John delos Reyes already proposed to his longtime girlfriend yesterday.
__________________ 4. The church is a family who can support you in deepening your spiritual walk.
__________________ 5. Kuya Kim of TV Patrol reported on the reasons why we experience climate change.
__________________ 6. We enjoyed our fellowship in a gathering of business people and professionals last
night.
__________________ 7. The committee has to explain its side about the audience’s doubt of the proclaimed
winner.
__________________ 8. The presidentiables explained their platforms as they campaigned in the different
cities they visited.
__________________ 9. Lani was able to pass the test by following the guidelines set by her teacher.
__________________10. On the other hand, her classmates expressed their disappointment by not reading the
guidelines carefully.
Activity 2. List down at three (3) communication situations and classify them according to
their functions. Indicate your answers on the appropriate space.
LIST DOWN AND
FUNCTIONS OF COMMUNICATION COMMUNICATION SITUATIONS
Information 1.
2.
3.
Regulation/Control 4.
5.
6.
Motivation 7.
8.
9.
Social Interaction 10.
11.
12.
Emotional Expression 13.

14.
15.
LESSON 3:
NATURE OF
COMMUNICAT
ION
NATURE OF COMMUNICATIONS
We are considered as the most intelligent living species here on earth because we have this innate ability
to communicate. Communication is intertwined with our human experience since it is life-blood of our society.
Our society exists because there is communication. We survive because we can communicate. Communicate
indeed plays significant role in all our endeavors.
1. PERSONAL LIFE:
- Our relationships with others are built through communication. This 21st century we are now enjoying
the comfort of technology. With the advent of technology, we get in touch with others around the globe
through the screen of monitors, cellphones, tables, and different social media. This new milestone in
communication gives us a lot of opportunities to know more about the people and the world we live in.
with the advent of the Internet, we have experienced the pleasure and enjoyment of getting in touch our
loved ones and of learning new things and information.
2. PROFESSIONAL LIFE:
- We make use of communication to fulfil our goals, desires, and needs in life. Our ability to
communicate well with others helps us succeed in our careers. Our good communications skills help
build healthy relationships with our co-workers. Our success in our chosen career, and occupation
depends on our ability to communicate, persuade and express our ideas well. Communication, indeed,
is indispensable. Communication helps us fully understand others. Our inability to express ourselves
well will surely lead a lot of problems personally and professionally.
LESSON 4:
PROCESS OF
THE PROCESS OF COMMUNICATION?
COMMUNICAT
ION
Communication is reciprocal in nature. It is dynamic, ongoing and non-static activity. Again, it is a two-
way process. Here are the elements of the communication process:
1. SENDER – this represents the source, the speaker or the person who creates, encodes and transmits
the message.
2. MESSAGE – this refers to the ideas, feelings, perceptions, values, beliefs of opinions conveyed by
the speaker to the receiver. Messages can be transmitted verbally or non-verbally.
3. CHANNEL – this serves as the vehicle or medium used in transmitting messages, or ideas.
a. Written Media – this includes memos, letters, reports, bulletin boards, handbooks, newsletters,
and the like.
b. Verbal Media – this includes face-to-face conversation, telephone, mobile phone, computer,
television, radio, tape-recorded messages, emails, slide shows, and many
more.
c. Non-verbal – this refers to simple gestures, facial expressions, body position and clothing can
transmit an idea or message to the receiver.
4. NOISE or BARRIERS – this pertains to something that can distort the sending and receiving of
messages. There are so many factors that can block effective communication
process:
a. Physical Barrier – refers to conspicuous disruptions in the environment that make it difficult
to hear or listen. This includes the environment noise, or background noise.
b. Psychological Barrier – refers to emotions, mood, knowledge, or other mechanisms within

the speaker that can impede the speaker’s or receiver’s ability to express and
to understand the message clearly.
c. Semantic Barrier – refers to the ability of the receiver to understand the meaning of the
words. It is very important to use appropriate words and phrases the receiver
will surely understand.
d. Psychosocial Barrier – this is related to the receiver’s background, perception values, biases,
needs, and expectations.
Here are the few areas that may affect communication:
a. Sincerity – it is the foundation of all communication. Without sincerity, and honesty, all
attempts at communication well will surely fail.
b. Empathy – it is your ability to put oneself into some one’s shoes. If you can see the world
through the eyes of the others, you will surely be a good conversationalist.
c. Self-perception – how we see ourselves affects our ability to communicate effectively.
d. Role Perception – it is very important for us to know our role, and the importance of our
role as a person, as a student, as a daughter/son. This will guide us when to communicate,
whom to communicate with, and what to communicate.
e. Listening ability – you will not fail to understand the message of the sender when you know
how to listen attentively.
5. RECEIVER – is the individual or individuals to whom the message is directed. The receiver will
understand the message depending on his/her experiences, attitudes, knowledge, skills, perceptions,
and culture.
5. FEEDBACK/RESPONSE – is considered as the key component in the communication process. It

allows the sender to evaluate and to respond to the message, whether the feedback is positive or
negative.
1. Cite situations and examples of NOISE and BARRIERS inside the classroom.
Activity Physical Noise Psychological

1.
2. What could be the appropriate FEEDBACK on the following situation?
a. You saw a burglar in your neighbor’s house.
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b. While you were inside the jeep, you saw a pickpocket burglar trying to slash the bag of a woman
beside you.
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c. While watching the television, you learn about the suspension of classes due to heavy rain.
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d. You were a manager of a food chain and you received a letter of complaint from your customer due
to poor service.
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A. Read the poem “The Monkey’s Point of View”. Then answer the questions after it.
Activity
THE MONKEY’S POINT OF VIEW
2.
Three monkey’s in a coconut tree
Discussing things as they’re said to be
Said one to the others, “Now listen you two,
There’s a certain rumor that can’t be true,
That man descended from our noble race.
The very idea, it’s a dire disgrace!
No monkey’s ever deserted his wife,
Starved her baby, and ruined her life.
And you’ve never known of a mother monk
To leave her baby with others to bunk.
Or pass them on from another one to another
Till they hardly know who is their mother
And another thing you’ll never see
A monk build a fence around a coconut tree
And let the coconut go to waste
Forbidding all other monks to taste
Starvation would force you to steal from me
Besides, what monk would smoke a pipe and burn the tree,
Pollute his air and kill himself?
Here’s another thing a monk won’t do
Go out at night and get in a stew
Or use a gun, a club, or knife
To take some other monkey’s life
Yes, man descended the ordinary cuss
But brother, he didn’t descend from us!
B. Look at the word in the poem that means the same as the given phrase. Write that word on the blank.
_____________1. An untrue story passed on from one person to another; a gossip
_____________2. Originated from or came from the same ancestry
_____________3. Desperate
_____________4. A source of shame or humiliation
_____________5. Of high birth or exalted rank
_____________6. To abandon
_____________7. To suffer or die from lack of food
_____________8. To destroy or devastate
_____________9. To stay for the night
_____________10. A house where prostitutes live and work
C. Comprehension and Interpretation

11. Who are engaged in discussion? ______________________________________________________
12. What was their topic? ______________________________________________________________
13. What was the rumor all about? _______________________________________________________
14. What do the monkeys feel about the rumor? ____________________________________________
15. State the attributes of men mentioned in the poem. ______________________________________
16. State the acts committed by the monkeys. ______________________________________________
17-18. What is the author trying to tell us through this poem? _________________________________
19-20. What could be the message of the poem?____________________________________________
GIVING AND RECEIVING FEEDBACKS

Share your insights about the poem. State your positive and negative FEEDBACK on the
message of the poem.
Activity
3. _____________________________________________________________________________
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In the box below, show how the communication process works by citing a situation in real-life.
Activity 4. Label it with the components of communication and other essential variables that you think are
Let’s Apply very important in the process.
It!
How Well Did You

Perform? Oral Communication in 12
LESSON 5:
MODELS OF
COMMUNICAT THE MODELS OF COMMUNICATION
ION 1. LINEAR MODEL

 Communication is considered as “one-way process”.
 The message signal is encoded and transmitted through channel in presence of noise.
 The sender is more prominent in linear model of communication.
 Applied in mass communication like television, radio, and etc.
Different Types of Communication Model Based on Linear Model of Communication are:

Aristotle’s Model of Communication/Aristotelian Model
- Aristotle (384-322 B.C) was a Greek philosopher and writer born in Stagira, Northern Greece.
He was also the teacher of Alexander the Great. He studied physics, logic, mathematics, and etc.
- Considered as the first model of communication and was proposed before 300 B.C.
- Most widely accepted among all communication models
- Aristotle Model is mainly focused on speaker and speech. It can be broadly divided into 5 primary
elements: speaker, speech, occasion, audience, and effect.
- Speaker centered model
- Speaker must have a very good non-verbal communication skill with the audience like eye contact.
Elements of Good Communicator

1. ETHOS
 Credibility of the speaker
 Characteristic which makes you credible in front of the audience
2. PATHOS
 Emotional bond
 If what you say matters to them and they can connect with it, then they will be more interested.
3. LOGOS
 Sense of reason
 You must present facts to the audience for them to believe in you.
Criticisms of Aristotle’s Model of Communication

There are few criticisms around this model. Some of them are:
 There is no concept of feedback, it is one way from speaker to audience.
 There is no concept pf communication failure like noise and barriers.
 This model can only be used in public speaking.
Lasswell’s Model of Communication

- Developed by communication theorist Harold D. Lasswell (1902-1978) in 1948. Lasswell’s model of
communication (also called as action model or linear model or one-way model of communication is
regarded as one of the most influential communication model.)
COMPONENTS MEANING ANALYSIS

Who The communicator or sender Control Analysis
or source of message
Says what The content of the message Content Analysis
In which channel The medium or media Media Analysis
To whom The receiver of the message Audience Analysis
or an audience
With what effect The feedback of the receiver Effect Analysis
to the sender
Criticisms of Lasswell’s Model of Communication

 Does not include feedback and it ignores the possibility of noise.
 Very linear and does not consider barriers in the communication process.
 More focused on the resulting outcome and generally used for media persuasion.
Berlo’s Model of Communication

- In 1960, David Berlo postulated Berlo’s Sender-Message-Channel-Receiver (SMCR) model of
communication from Shannon Weaver’s Model of Communication (1949). He described factors
affecting the individual components making the communication more efficient.
- Focuses on encoding and decoding which happens before sender sends the message and before
receiver receives the message respectively.
- Berlo’s Model has mainly four components to describe the communication process. They are the:
sender, message, channel and receiver. Each of the component is affected by many factors.
Criticisms of Lasswell’s Model of Communication
 Does not include feedback and it ignores the possibility of noise.
 Very linear and does not consider barriers in the communication process.
 More focused on the resulting outcome and generally used for media persuasion.
4. TRANSACTIONAL MODEL OF COMMUNICATION

- 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.
Different Types of Communication Model Based on Transactional Model of Communication is:

Shannon and Weaver’s Model of Communication (Information Theory)
- Shannon-Weaver Model of Communication was created in 1948 when Claude Elwood. Shannon wrote an
article “A Mathematical Theory of Communication” in Bell System Technical Journal with Waren Weaver.
- Shannon was an American Mathematician whereas Weaver was a scientist. The Mathematical Theory later
came to be known as Shannon-Weaver Model of Communication or “Mother of all Models”.
Concepts in Shannon-Weaver Model

 Sender (Information Source)
- Sender is the person who makes the message, chooses the channel and sends the message.
 Encoder (Transmitter)
- Encoder is the sender who uses machine, which converts message into signals or binary data. It might
also directly refer to the machine.
 Channel – Channel is the machine used to send message.
 Decoder (Receiver)
- Decoder is the machine used to convert signals or binary data into message or the receiver who
translates the message from signals.
 Receiver (Destination)
- Receiver is the person who gets the message or the place where the message must reach. The
receiver provides feedback according to the message.
 Noise
- Noise is the physical disturbances like environment, people, and etc. which does not let the message
get to the receiver as what is sent.
5. INTERACTIONAL/INTERACTIVE MODEL OF COMMUNICATION

- Also known as “convergence model”
- Deals with exchange of ideas and messages taking place both ways from sender to receiver and
vice-versa.
- The communication process takes place between humans or machines in both verbal and non-
verbal way.
- This is a relatively new model of communication for new technologies like web.
Different Types of Communication Model Based on Transactional Model of Communication are:

Osgood-Schramm’s Model of Communication
- Built on the theory that communication is a two-way street, with a sender and a receiver.
- Charles Egerton Osgood popularized the notion that communication was circular rather than
meaning that is required two participants taking turns sending and receiving a message.
-“Field of experience” incorporates what is mutually understand between the sender and receiver.
For example, a professor of calculus would have very little luck communicating important math
principles to a classroom of kindergarten students, because they do not share a field of experience
that makes the message easy to understand.
- It is Circular Model so that communication is something circular in nature.

 Encoder - who does encoding or sends the message (message originates)
 Decoder – who receives the message
 Interpreter – person trying to understand (analyses, perceive) or interpret.
Note: Based on this interpretation, only the message is received.
Dance-Helical’s Model of Communication

- Frank Dance proposed a communication model inspired by a helix in 1967, known as Helical Model of
Communication. A helix is a three dimensional spring like curve in the shape of a cylinder or a cone.
- Helix is compared with evolution of communication of a human since birth to existence or existing
moment. Helical model gives geometrical testimony of communication. This model is like a coiled ladder
which signifies that the early communication and interaction of each participant has an effect on what it
follows.
- Communication is taken as a dynamic process in helical model of communication and it progresses with
age as our experience and vocabulary increases.
- The communication process has a certain limitation as it moves upward and downward. The intertwining
background shows some of the factors affecting the communication process.
- No person has the same knowledge, experiences, thoughts and ideas. Thus simply means that the ability
of the person to understand and to perceive a message or thought is influenced by several internal and
external factors.
- The different perceptions of messages, language barriers, interruptions, emotions, and attitudes are the
examples of noise that affects the receiver’s response to the context. Feedbacks occur when the receiver
responds to the sender message or returns a message to the sender. The positive and negative feedbacks
of the receiver from the message depends on the receiver’s level of understanding.
Activity 1. Place on the space provided if the statement is true; place if the
COMPREHENSION statement is false.
CHECK ___________ 1. Aristotelian communication model does not require a listener in its process of
Communication since it’s a one way process.
___________ 2. In the Berlo’s communication model, the listeners listen and never speak or send
messages.
___________ 3. Each person in the communication process responds depending on factors such as
their background, prior experiences, attitudes, cultural beliefs and self-esteem are
essential to have an interdependent communication.
___________ 4. All communication models are the same.
___________ 5. The disadvantage in the Aristotelian model is that it depicts communication as one-
way process where speakers only speak and never listen.
___________ 6. Communication model describes the process of communication and its functions.
___________ 7. If the speaker and listener have the same field of experience, they can communicate
more effectively to each other.
___________ 8. The interactive model does not indicates that the receiver or listener provides feedback
to the sender or speaker.
___________ 9. Shannon and Weaver’s model was the earliest developed of communication.
___________ 10. Aristotelian model of communication is regarded as a linear approach in transmitting
a message.
Activity 2. Read the article found on the link then answer the questions that follow.
READ AND  http://thecommunicationprocess.com/models-of-communication/
ANSWER
1. What elements are common in the three models?
Oral Communication in
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LESSON 6:
COMMUNICAT
ION
BREAKDOWN
AND NOISE Oral Communication in 18
Communication Breakdown and Noise
Breakdowns 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.
Many of the causes of communication breakdown can be classified as noise. Noise is the technical term
used to refer to all the possible barriers to effective communication. Noise may be physical, psychological,
physiological, or semantic.
4 TYPES OF NOISE
 Physical Noise
- Physical noise is interference that is external to both speaker and listener; it hampers the physical
transmission of the signal or message. This type of noise comes from the environment.
 Loud party at the neighbors while you’re trying to record

 Loud kids who don’t want to take their nap
 Irritating hum of your computer, air conditioner, or heater.
 Psychological Noise
- Psychological noise is mental interference in the speaker or listener. This noise also originates
from the emotional state, mental state, and psychological makeup of a person (e.g.,
depression, anger, suspicions, paranoia, biases, etc.)
Three examples of psychological noise are wandering thoughts, preconceived ideas, and
sarcasm.
 “Wandering thoughts” can be a kind of psychological noise
This is primarily a listener problem. If you’re trying to communicate a concept in your

podcast, “wandering thoughts” is an obstacle because your listener may be distracted and have
difficulty keeping up with you. This is often a problem when talking about abstract ideas.
Sometimes as podcasters, we cause a listener’s thoughts to wander, especially if we talk
too fast, too slow, or fail to pause.
But occasionally “wandering thoughts” can be a podcaster problem, too. Have you ever
started talking about one point only to find yourself lost talking about something completely
unrelated? It takes a lot of concentration (and maybe planning) to stay focused.
 “Preconceived
Another ideas” can
type of psychological be ais kind
noise whenofpeople
psychological noise
think they already know something. That
noise interferes with a listener’s willingness to hear a new perspective. Other preconceived ideas
include biases, prejudices, presuppositions, and closed-mindedness. When there is psychological noise
like this, you have to work harder than usual to make sure you’re communicating clearly.
 “Sarcasm” can be a kind of psychological noise
If you don’t care to actually persuade someone to see things your way, then sarcasm is the
easy way. Sarcasm is noise to your listener unless your listener already agrees with you. If your
listener disagrees with you, then sarcasm guarantees they won’t pay attention to your message.
Sarcasm can also rile them up. When they come back at you with their knee-jerk response, that’ll be
noise to you. And then true communication stops.
 Physiological Noise
- Physiological noise is created by barriers within the sender or receiver. This refers to bodily
conditions that compromise the ability of a person to send or receive messages (eg., hunger,
stomach ache, and etc.)
Other examples below are based on podcaster’s side:
 Articulation problems
 Mumbling
 Talking too fast
 Talking too slow
 Forgetting to pause
 Forgetting to breathe
An example of physiological noise on the listener’s side: hearing problems. Maybe the
listener can’t hear high tones as clearly as they used to. For some, low tones are the problem.
Their difficulty in literally hearing words and sounds becomes physiological noise.
 Semantic Noise
- Semantic noise is interference created when the speaker and listener have different meaning
systems. Also, it 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, etc.)
 Jargon can be semantic noise
Jargon is a fantastic linguistic shortcut. If everyone listening agrees and understands the
terminology, then jargon makes communication quicker and clearer. However, if listeners have
different definitions of the terminology, then jargon becomes noise.
 Abstract ideas can be semantic noise
Another kind of semantic noise is when your words and sentences are nebulous or
ambiguous. Some people find it almost impossible to speak concretely.
REDUCING THE NOISE

All communication contains noise. You can’t get rid of the noise for every person who listens to you. But
you can work to reduce the noise. Here are three ways.
 Make your language more precise.
-Choose words that you know will be understood by your listeners.
 Practice
- Practice speaking. Practice articulating. Practice using your recording and editing tools.
 Invite feedback
- Sometimes listeners hesitate before they respond. So invite feedback. Often.
 How do you understand the word breakdown when applied to communication? Give a specific
situation to illustrate your own definition.
Activity 1. ____________________________________________________________________________
REFLECT ____________________________________________________________________________
UPON ____________________________________________________________________________
____________________________________________________________________________
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 vehicles
6. Speaker’s ambiguous words
7. Excited to do something else
8. Grumbling of the stomach
9. Poor ventilation in the venue
10. Talking among seatmates
11. Lack of interest in the topic
12. Unclear pronunciation of words
EXTEND YOUR KNOWLEDGE

Visit the websites below for additional readings on the communication breakdowns and barriers.
 https://www.psychologytoday.com/intl/blog/life-in-body/201306/communication-breakdown
 https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/communicating-
students/telling/effective-communication-barriers-and-strategies
LESSON 7:
ORAL
COMMUNICAT
ION
ACTIVITIES
Oral Communication is the process of expressing information or ideas by word of mouth. And, a
process of verbally transmitting information and ideas from one individual or group to another.
Oral communication can be either Formal or Informal. Examples of informal oral communication include:
 Face-to-face Conversation
 Telephone Conversation
 Discussions that take place at business meetings
More formal types of oral communication include:
 Presentations at business meetings
 Classroom lectures
 Commencement speech given at a graduation ceremony
ADVANTAGES OF ORAL COMMUNICATION

- There are many situations in which it makes sense to choose oral over written communication. Oral
communication is more personal and less formal than written communication. If time is limited and a
business matter requires quick resolution, it may be best to have a face-to-face or telephone
conversation. There is also more flexibility in oral communication; you can discuss different aspects of
an issue and make decisions more quickly than you can in writing.
- Oral communication can be especially effective in addressing conflicts or problems. Talking things
over is often the best way to settle disagreements or misunderstandings. Finally, oral communication is
a great way to promote employee morale and maintain energy and enthusiasm within a team.
DISADVANTAGES OF ORAL COMMUNICATION

- Despite the many benefits of oral communication, there are times when written communication is
more effective. For example, you may want to exchange important information that needs to be documented
using written communication. A lot of transactions in the business world require some type of written record,
and you will find that even strong verbal skills are not a substitute for putting things in writing. Additionally,
oral communication tends to be less detailed and more subject to misunderstanding than written
communication. It’s best to always think carefully about which method of communication best fits your
objective.
SIX TYPES OF ORAL COMMUNICATION ACTIVITIES

- 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-one-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, too 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 Discussion (Teacher or Student Led)
- Typically less agonistic, argument-based, and competitive than debate and deliberation but still
dialogic in character. Other 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 movements by individuals within the
process. Both feature reason-giving arguments can be applied to issue 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 Presentation
- 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.
UNIT 2:
VARIOUS
SPEECH
SITUATIONS
LESSON 1:
TYPES OF
SPEECH
CONTEXT
Communication has different contexts. These communication contexts are varied situations where
communication happens. The following are the different types of the communication contexts:
A. INTRAPERSONAL COMMUNICATION
- According to Igoy and Saymo (2004), intrapersonal communication is a communication
that occurs within us. This involves only the self. It is both the sender and receiver in the
communication process. Moreover, the message is made up of thoughts and feelings. The
channel is the brain while the feedback is through the sense of talking to self. Intrapersonal
communication happens when we talk to ourselves when we decide, agree, write, murmur
and the like.
B. INTERPERSONAL COMMUNICATION
- Interpersonal communication is a communication between people whose lives mutually
influence one another. Interpersonal communication builds, maintains, and ends our
relationships. Studies reveal that people spend more time engaging in interpersonal
communication than in other forms of communication. It occurs in various contexts and is
addressed in subfields of study including intercultural communication, organizational
communication, health communication, and computer-mediated communication. Thus,
affirms that interpersonal relationships exist in all those contexts (Jones, 2015).
 Dyadic Communication
Many scholars recognize that communication begins with two people called dyad.
According to Kuar (2013) the term ‘dyadic communication’ in general refers to an
interaction between two persons.
Dyadic communication may take a number of forms such as:
1. Conversation
Making conversation is easy but making a good conversation needs a better practice and
consideration whether it is just in Facebook or Skype or at school or home.
A conversation is a type of dyadic communication which is an informal talk between
individuals. Its nature is less purposive, serious and intimate than any other type of dyadic
communication (Igoy & Saymo, 2004).
2. Dialogue
A dialogue is a communication tool that allows people to understand other viewpoints
without pitting themselves against perspectives. In dialogue, there is no defending of opinions,
and no counterpoints. Instead, you let someone talk and present his viewpoint. In the process,
you let him finish his idea without interrupting or asking questions. You listen to understand,
not to defend your own point of view. Your goal is to get in their head, and understand their
perspective, not to prove they’re wrong and you’re right. When it’s your turn, you talk and are
allowed to finish your thoughts. Here’s the key: When you give your viewpoint, you don’t give
your viewpoint relative to theirs. Dialogue is not a back and forth discussion, not a debate or
rebuttal. It’s a chance to frame a problem collectively by both independently voicing your
perspectives on an issue (Berardo & Lieberman, 2015).
3. Interview
Vaghela (2015) presented interview into three stages:
o “Interviewing” is meant “deliberate”, active listing with a purpose to draw the other
person out, to discover what he really wants to say, and to give a chance to express
himself freely.
o An interview is an attempt to secure maximum amount of information from the candidate
concerning his suitability for the job under consideration.
o An interview is a purposeful exchange of ideas, the answering of questions and
communication between two or more persons.
 Small Group Discussion

- You have been involved to many group communications but have you ever asked yourself
the question, “Why do I need to join group?” To satisfy important social needs, to solve
problems with others and to gather knowledge from one another etc. are some reasons why
group communication necessary.
- According to the book Primer on Communication Studies that small group communication
refers to interactions among three or more people who are connected through a common
purpose, mutual influence, and a shared identity.
- In generic term, group communication should be understood on a dynamic process where a
small number of people engage in a conversation (McLean, 2005).
The Importance of Small Group Discussion

1. Brainstorming – One way of producing a creative solution to a problem is through
brainstorming. Brainstorming works by focusing on a problem, and then deliberately coming
up with as many solutions as possible and by pushing the ideas as far as possible.
2. Shared Idea – To communication means to share. The share will include ideas, feelings and
information among others. A collaboration among individuals who collates views on a
certain topic, some common examples of information sharing is staff meetings, study groups
and conferences.
3. Accountability – Indeed two heads are better than one. Therefore, the collation of different
perspectives into one.
C. PUBLIC COMMUNICATION
- Public Communication involves speaking to an audience. Examples of public
communication are political campaigns, seminars, conferences and symposiums. A public
speaker is referred to as the one who speaks before an audience.
Let us check if you can distinguish the type of communication situations indicated in
Activity 1. the following statements and scenarios below. Write S if it is self, G for group, and P
IDENTIFICATI for public. Place your answer on the space provided before the number.
ON
______ 1. It involves thoughts, feelings, and the way we look at ourselves.
______ 2. This happens mostly between two people, and it uses all elements of the communication
process.
______ 3. A person uses self-talk to calm himself down in a stressful situation.
______ 4. A shy person reminds himself to smile during a social event.
______ 5. Students are interacting to achieve a shared goal.
______ 6. This is the most consistently intentional, formal and goal-oriented communication.
______ 7. It can be a conversation, dialogue and interview.
______ 8. Newspaper and advertisements are some of its forms.
______ 9. You are the only sender-receiver.
______ 10. It occurs only when we communicate on a one-on-one basis.
Activity 1. Write more examples of situations illustrating the types of speech context by writing
GIVE ME them in the space provided below.
MORE!
INTRAPERSONAL INTERPERSONAL
SMALL GROUP PUBLIC
LESSON 1:
TYPES OF
SPEECH
STYLE
DIFFERENT TYPES OF SPEECHES ACCORDING TO:

1. PURPOSE
2. DELIVERY
3. OCCASION
DIFFERENT TYPES OF SPEECHES ACCORDING TO PURPOSE:
- The four basic types of speech according to purpose are: to inform, to instruct, to entertain, and to
persuade. These are not mutually exclusive of one another. You may have several purposes in mind when
giving your presentation. However, the principal purpose of a speech will generally fall into one of four basic
types:
1. INFORMATIVE
- This speech serves to provide interesting and useful information to your audience.
 A travelogue about the Tower of London.
 A computer programmer speaking about new software.
2. DEMONSTRATIVE
- This has many similarities with an informative speech. A demonstrative speech also teaches you
something. The main difference lies in including a demonstration of how to do the thing you’re teaching.
 How to start your own blog

 How to bake a cake
 How to write a speech
 How to… just about anything
3. PERSUASIVE
- A persuasive speech works to convince people to change in some way: they think, the way they
do something, or to start doing something that they are not currently doing.
 Become an organ donor

 Improve your health through better eating
 Television violence is negatively influencing our children
 Become a volunteer and change the world
4. ENTERTAINING
- The after-dinner speech is a typical example of an entertaining speech. The speaker provides
pleasure and enjoyment that make the audience laugh or identify with anecdotal
 Excuses for any occasion

 Explaining cricket to an American
 Things you wouldn’t know without the movies
- Effective preparation requires identify the purpose of your speech. One you’ve identified your
purpose, you can move on to the objective of your speech.
DIFFERENT TYPES OF SPEECHES ACCORDING TO DELIVERY:

- The easiest approach to speech delivery is not always the best. Substantial work goes into the
careful preparation of an interesting and ethical message, so it is understandable that students may have
the impulse to avoid “messing it up” by simply reading it word for word.
1. IMPROMPTU SPEAKING
- The advantage of their kind of speaking is that it’s spontaneous and responsive in an animated
group context.
- The disadvantage is that the speaker is given little or no time to contemplate the central theme of
his or her message.
- As a result, the message may be disorganized and difficult for listeners to follow.
- Impromptu speeches are generally most successful when they are brief and focus on a single
point.
2. EXTEMPORANEOUS SPEAKING
- Extemporaneous speaking is the presentation of a carefully planned and rehearsed speech,
spoken in a conversational manner using brief notes.
- By using notes rather than a full manuscript, the extemporaneous speaker can establish and
maintain eye contact with the audience and assess how well they are understanding the speech as it
progresses.
- Speaking extemporaneously has some advantages. It promotes the likelihood that you, the
speaker, will be perceived as knowledgeable and credible.
- In addition, your audience is likely to pay better attention to the message because it is engaging
both verbally and non-verbally.
- The disadvantage of extemporaneous speaking is that it requires a great deal of preparation for
both the verbal and the non-verbal components of the speech. Adequate preparation cannot be achieved
the day before you’re scheduled to speak.
3. EXTEMPORANEOUS SPEAKING
- Manuscript speaking is the word-for-word iteration of a written message. In a manuscript
speech, the speaker maintains his or her attention to the printed page except when using visual aids.
- The advantage to reading from a manuscript is the exact repetition of original words. As we
mentioned at the beginning of this chapter, in some circumstances this can be extremely important.
4. SPEAKING FROM MEMORY

- Memorized speaking is the recitation of a written message that the speaker has committed to
memory. When it comes to speeches, memorization can be useful when the message needs to be exact
and the speaker doesn’t want to be confined by notes.
- The advantage to memorization is that it exactly the speaker to maintain eye contact with the
audience throughout the speech.
DIFFERENT TYPES OF SPEECHES ACCORDING TO OCCASION:
1. CEREMONIAL SPEAKING
- Ceremonial speeches are speeches given during a ceremony or a ritual marked by observance
of formality or etiquette. These ceremonies tend to be very special for people, so it shouldn’t be
surprising that they are opportunities for speech making.
A. Speeches of Introduction
- The first type of speech is called the speech of introduction which is a mini speech given by
the most of a ceremony that introduces another speaker and his or her speech.
- Just like any other speech, a speech of introduction should be a complete speech and have a
clear introduction, body, and conclusion – and you should do it all in under two minutes.
- For an introduction, think of a hook that will make your audience interested in the upcoming
speaker. The body of your introductory speech should be devoted to telling the audience about the speaker’s
topic, why the speaker is qualified, and why the audience should listen.
- The final part of a good introduction is the conclusion, which is generally designed to welcome
the speaker to the lectern.
B. Speeches of Presentation
- A speech of presentation is a brief speech given to accompany a prize or honor.
- When preparing a speech of presentation, it’s always important to ask how long the speech
should be.
- First, you should explain what the recipient has accomplished in order for the award to be
bestowed.
- Did the person win a race? Did the person write an important piece of literature? Did the person
mediate conflict? Whatever the recipient has done, you need to clearly highlight his or her work.
- Lastly, if the race or competition was conducted in a public forum, and numerous people didn’t
win, you may want to recognize those people for their efforts as well.
C. Speeches of Dedication
- A speech of dedication is delivered when a new store opens a building is named after someone,
a plaque is placed on a wall, a new library is completed, and so on.
- These speeches are designed to highlight the importance of the project and possibly those to
whom the project has been dedicated.
D. Toasts
- A toast is a speech designed to congratulate, appreciate, or remember.
- First, toasts can be delivered for the purpose of congratulating someone for an honor, a new
job, or getting married. You can also toast someone to show your appreciation for something they’ve
done.
- Lastly, we toast people to remember them and what they have accomplished.
- When preparing a toast, the first goal is always to keep your remarks brief. Toasts are generally
given during the middle of some kind of festivities (e.g., wedding, retirement party, and farewell party).
E. Roasts
- The roast speech is a very interesting and peculiar speech because it is designed to both praise
and goo-naturedly insult a person being honored.
- Generally, roasts are given at the conclusion of a banquet in honor of someone’s life
achievements.
F. Eulogies
- A eulogy is a speech given in honor of someone who has died.
G. Speeches of Farewell
- A speech of farewell allows someone to say goodbye to one part of his or her life as he or she is
moving on to the next part of life.
- Maybe you’ve accepted a new job and are leaving your current job, or you are graduating from
college and entering the work force.
2. INSPIRATIONAL SPEAKING
- The goal of an inspirational speech is to elicit or arouse an emotional state within an audience.
A. Speeches to Ensure Goodwill
- Goodwill is an intangible asset that is made up of the favor or reputation of an individual or
organization.
- Speeches of goodwill are often given in an attempt to get audience members to view the person
or organization more favorably. Although speeches of goodwill are clearly persuasive, they try not to be
obvious about the persuasive, they often delivered as information – giving speeches that focus on an
individual or organization’s positive attributes.
There are three basic types of speeches of goodwill: public relations, justification, and apology
A. 1. Speeches for Public Relations
- In a public relations speech, the speaker is speaking to enhance one’s own image or the image
of his or her organization.
A. 2. Speeches for Justification
- The second common speech of goodwill is the speech of justification, which is given when
someone attempts to defend why certain actions were taken or will be taken.
- In these speeches, speakers have already enacted (or decided to enact) some kind of behavior,
and are now attempting to justify why the behavior is or was appropriate.
A. 3. Speeches for Apology
- These speeches have become more and more commonplace. Every time we turn around, a
politician, professional athlete, musician, or actor/actress is doing something reprehensible and getting
caught.
- In fact, the speech of apology has quickly become a fodder for humor as well.
B. Speeches for Commencements

- The 2nd type of inspirational speech is the speech of commencement, which is designed to
recognize and celebrate the achievements of a graduating class or other group of people.
- The most typical form of commencement speech happens when someone graduates from
school.
TYPES OF
SPEECH
SPEECH STYLE:
STYLE
Every person has his or her own way to express his or her meaning
through language. It expresses differently for each person. This kind of
language variation can be called as a style. As Haryanto (2001:104) emphasized that a style is a variation of
language which is used by the speakers based on the situation.
Wardhaugh (2006) said that we can speak very formally or very informally, our choice being governed
by circumstance. A similar opinion was also expressed by Holmes (1992). He said that styles are analyzed
along a scale of formality. Wardhaugh and Holmes’ statements are clear enough that when we talk to others, the
selection of words should be tailored to the circumstances surrounding environment, both in formal and
informal situations. To distinguish the use of language style by students and teachers, the writer used types of
language style by Martin Joss (1972:278) in his book The Five Clocks. He classified both spoken and written
style into five levels. They are such as follows:
DIFFERENT TYPES OF SPEECH STYLE:
1. FROZEN
- It is the most formal style that usually used in respectful situation or formal ceremony. It is also
called oratorical style which is characterized by the very careful and fixed form, and has symbolic or historical
nature. This style is usually used in writing a prose. It is also used when we talk to strangers (Haryanto, 2001).
 Expressing our gratitude must be delivered just for Allah, God, Lord due of his favor and charity.
 On this occasion I desire to preach on the title.
2. FORMAL
- Generally, it is used in the formal events and talks about the serious problem such as in the formal
speeches and official meeting. The characteristics of formal language are its careful and standard speech,
low tempo speech, technical vocabulary, complex and divergent grammatical structure, use of full name
address, avoidance of main word repetition and its use of synonyms.
 Mrs. William, would you like to have a sit first before you deliver your speech?
 If Mr. Kevin would be so kind ask to let me finish my words.
 Well, it is rather difficult to say at this point.
 I would like to introduce myself to you.
3. CONSULTATIVE
- It is used in some group discussion, regular conversation at school, companies, trade speech
conversation, etc. It was the most operational among the other styles. One of the characteristics of
consultative language is its tendency of average speed, which is higher than formal style. The sentence
tends to be shorter and less well planned (tends to be spontaneous). Since it is spontaneous, people tend
to repeat some unnecessary words, choose the wrong word choice or use many slangs or jargons. It is
commonly used in the office, at school or at companies.
 Excuse me, I think it’s really important for me to add about the topic that we discuss.
 Actually, we have the same views about this problem. So, why don’t you join with us?
 I see. You will change the project and sale it to other companies, right?
 Doctor-patient conversation.
 Regular classroom discussion.
4. CASUAL
- It is often used in a conversation between friends or family. It is usually applied in daily
conversation, in relaxed time such as when they picnic or sport, etc. it also uses colloquial words
(informal words, and usually apply in daily conversation). In this style, people often use slang language
where the sentences tend to be shortened. The relationship between speaker and hearer is close, so they
usually use words of term repetition and frequently use ellipse sentences (Haryanto, 2001). It happens in
conversations between parents to their children, friends, family members, etc. In other words, casual
style occurs in casual conversation.
- Ellipse sentences focus on the meaning of an utterance, not the structure. Therefore, a speaker can
be free to speak because it exposes the message of the language in certain situation. We can look at these
examples:
 Did you enjoy the party? (a) Enjoy it?

 Would you take it? (b) Take it…
 Would you give me some money? (c) Give me some…
 It wasn’t me who stole your car (d) Not me…
 Do you want to come? (e) Want to come/Wanna come?
 The examples (a,b,c,d,e) above are commonly used by speakers in informal situation.
5. INTIMATE
- It is a style among intimate members of a family or friends that do not need a complete language
with clear articulation. It is enough to use short utterances. Another characteristic of this style is that
grammar is unnecessarily used here, because it can bring disorder to this intimate style. Since it is
spontaneous, people tend to repeat some unnecessary words, choose the wrong word choice or use many
slang or jargon. The utterances are usually simple and representative of what a speaker means.
Intonation is more important than wording or grammar.
 Tea’s cold - Cold

 Jesus Christ…! – Oh my God
Activity 1. Read the following examples and identify what speech styles they follow. Write Frozen,
IDENTIFICATI Formal, Casual, Consultative and Intimate before the number.
ON
______________ 1. “This is my sixth SONA. Once again, I face Congress and our countrymen to report on the
state of our nation. More than five years have passed since we put a stop to the culture of
“wang-wang,” not only in our streets, but in society at large; since we formally took an
oath to fight corruption to eradicate poverty; and since the Filipino people, or bosses,
learned how to hope once more. My bosses, this is the story of our journey along the
Straight Path.” – Benigno S. Aquino, Jr., SONA 2015
______________ 2. “Hi! By the way, my name is Angel. I just live a few blocks away. I am in junior high
school and will be graduating this March. I would like to take up Bachelor in Secondary
Education, Major in English because to be a teacher is my dream. I would like to make a
change by being an effective teacher. I’d like to write books and maybe, be a part of the
Department of Education. This way, I believe I could help a lot of students be future
professionals and make this world a better place. How about you?” – Angel, student
______________ 3. “Five score years ago, a great American, in whose symbolic shadow we stand today, signed
the Emancipation Proclamation. This momentous decree came as a great beacon light of
hope to millions of Negro slaves who had been scared in the flames of withering injustice.
It came as a joyous daybreak to end the long night of their captivity.” – Martin Luther
King
______________ 4. “Let’s go to the mall! I’d like to buy a pair of jeans and a new neon-colored shirt for the
kick-off party later! They said it’s a lotta cool and exciting. I’d also buy some checkers
and glitters for the night. I hope to meet some friends there and have a blast. My dad sure
wouldn’t allow me but my mom could give me the passes. Just pick me up at 6 p.m. and
were off to go. I could borrow my bro’s Chevs and dash off to St. Theresa’s. Just give me
a ring when you’re there, okay? I’m kinda nervous!!! – Aleks
______________ 5. “Sir, I’d like to submit these documents for evaluation. They were forwarded by our clients
this morning and I have already reviewed them, it just needs signing and confirmation. For
the meantime, I am still waiting for the reports of Group C for their initial evaluation of
the contracts and other pertinent documents. Thank you.” –Ms. Tammy, secretary
https://onthego.fm/4-types-noise-disrupt-communication-non-technical-problem-podcasters-face/
https://www.slideshare.net/100002406493412/models-of-communication-110815585
https://www.slideshare.net/PratigyaGupta1/oral-communication-71281876
https://www.slideshare.net/JAKEDAPOG/different-types-of-speeches#:~:text=PURPOSIVE%20COMMUNICATION
%20Different%20Types%20of%20Speeches%20according%20to%20Purpose%20The,mind%20when%20giving%20your
%20presentation.
LESSON 2:
TYPES OF
SPEECH ACT
Being misunderstood in the process of communication is difficult especially if
there are factors that lead to misinterpretation in both the speaker and the
Activity 1. listener. Below is the table where you are asked to provide the common
PROMPTING factors why there is misunderstanding in the communication process.
YOURSELF
THE MISUNDERSTANDING IN THE COMMUNICATION PROCESS

1.
2.
3.
4.
5.
Knowing the nature of language that is subject to change therefore we should be careful in the choice
of words to utter especially in social context. Words alone are not convincing in giving a meaning but there
is a presence of facial reaction, gesture, what type of audience, what type of context, tone, pitch, attitude in
saying it, tec.
DESIRE EFFECT
Illocution Perlocution
SPECIFIC
WORDS
Locution
Figure 1. SPEECH ACT THEORY

1. ILLOCUTIONARY ACT
- Illocutionary act is the real action which is performed by the utterance. We form an
utterance with some kind of function in mind. This communicative force of an utterance
is known as illocutionary force. It is about performing an act in saying something.
2. LOCUTIONARY ACT
- Locutionary act is an act of saying something. According to Austin(1975) in performing a
locutionary act we shall also be performing acts such as:
 Asking or answering a question;
 Giving some information or an assurance or a winning;
 Announcing a verdict or an intention;
 Pronouncing sentence;
 Making an appointment or an appeal or a criticism;
 Making an identification or giving a description;
3. PERLOCUTIONARY ACT
- A perlocutionary is an action or state of mind brought about by, or as a consequence of,
saying something also known as perlocutionary effect.
An example of a Perlocutionary Effect
“Consider a negotiation with a hostage-taker under siege. The police negotiator says: ‘If
you release the children, we’ll allow the press to publish your demands.’ In making that utterance
she has offered a deal (illocutionary act). Suppose the hostage-taker accepts the deal and as a
consequence releases the children. In that case we can say that by making the utterance, the
negotiator brought about the release of the children, or in more technical terms, that this was a
perlocutionary effect of the utterance,” (Nicholas Allott, Key Terms in Semantics. Continuum,
2011).
Analyze the given scenario by identifying the locutionary act, illocutionary

Activity 2. act and perlocutionary act.
SCENE 1: A bartender utters the words, “The bar will be closed in five minutes.”
ILLOCUTIONARY
LOCUTIONARY
PERLOCUTIONA
RY
SCENE 2: The classroom window is wide open and your classmate told you that, “It’s too cold
outside.”
ILLOCUTIONARY
LOCUTIONARY
PERLOCUTIONARY
Activity 2. Based on the definitions given, identify the differences and similarities of each
COMPREHENSION speech act.
CHECK
ILLOCUTI LOCUTIO PERLOCUTI

ON N ON

G11 - Oral Communication

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Unit 1: THE

At the end of the lesson, students are expected to:

The learner understands the nature and elements of oral communication in

Did you know that?

 A professor delivering a lecture to her students

ON THIS DAY: HELEN KELLER COMPREHENDS THE WORD “WATER”

2. Describe Anne Sullivan as a teacher, and as a communicator.

b. Narrate how Helen Keller learns that “Everything has a Name”

WHAT ARE THE FUNCTIONS OF COMMUNICATION?

FIVE FUNCTIONS OF COMMUNICATION

1. Regulation/Control - functions to control one’s behavior

You can do it.”

3. Motivation - functions to motivate or to encourage people to live better.

4. Information - functions to convey information. Giving information…

 “Did you know that there’s a secret apartment at

5. Emotional Expression - facilitates people’s expression of their feelings and emotions.

Social Interaction Emotional Expression

FUNCTIONS OF COMMUNICATION COMMUNICATION SITUATIONS

Social Interaction 10.

Emotional Expression 13.

b. Psychological Barrier – refers to emotions, mood, knowledge, or other mechanisms within

Here are the few areas that may affect communication:

5. FEEDBACK/RESPONSE – is considered as the key component in the communication process. It

Activity Physical Noise Psychological

a. You saw a burglar in your neighbor’s house.

C. Comprehension and Interpretation

GIVING AND RECEIVING FEEDBACKS

How Well Did You

ION 1. LINEAR MODEL

Different Types of Communication Model Based on Linear Model of Communication are:

Elements of Good Communicator

Criticisms of Aristotle’s Model of Communication

Lasswell’s Model of Communication

COMPONENTS MEANING ANALYSIS

Criticisms of Lasswell’s Model of Communication

Berlo’s Model of Communication

4. TRANSACTIONAL MODEL OF COMMUNICATION

Different Types of Communication Model Based on Transactional Model of Communication is:

Concepts in Shannon-Weaver Model

5. INTERACTIONAL/INTERACTIVE MODEL OF COMMUNICATION

Different Types of Communication Model Based on Transactional Model of Communication are:

- It is Circular Model so that communication is something circular in nature.

Dance-Helical’s Model of Communication

 Loud party at the neighbors while you’re trying to record

This is primarily a listener problem. If you’re trying to communicate a concept in your

 Jargon can be semantic noise

 Abstract ideas can be semantic noise

REDUCING THE NOISE

EXTEND YOUR KNOWLEDGE

ADVANTAGES OF ORAL COMMUNICATION

DISADVANTAGES OF ORAL COMMUNICATION

SIX TYPES OF ORAL COMMUNICATION ACTIVITIES

2. Small-Group or Team-Based Oral Work

 Small Group Discussion

The Importance of Small Group Discussion

DIFFERENT TYPES OF SPEECHES ACCORDING TO:

 How to start your own blog

 Become an organ donor

 Excuses for any occasion

DIFFERENT TYPES OF SPEECHES ACCORDING TO DELIVERY:

4. SPEAKING FROM MEMORY

DIFFERENT TYPES OF SPEECHES ACCORDING TO OCCASION:

B. Speeches for Commencements