This is the Oral Communication in Context Quarter 1 Module 4 self-learning module for Senior High School, titled “Examining Sample Oral Communication Activities.” It is part of DepEd’s Alternative Delivery Mode (ADM) series, First Edition 2020, from the Department of Education National Capital Region. It helps learners name the five functions of communication, spot a speaker’s purpose, and judge how well a speaker uses verbal and nonverbal cues.
What learners will learn
After going through this module, learners are expected to:
- discuss the functions of communication;
- identify the speaker’s purpose(s);
- watch and listen to sample oral communication activities;
- use verbal and nonverbal cues that each speaker uses to achieve communication purpose;
- comprehend various kinds of oral texts;
- identify strategies used by each speaker to convey ideas effectively; and
- evaluate the effectiveness of an oral communication activity.
The five functions of communication
The module’s main lesson, Lesson 1: Examining Sample Oral Communication Activities, starts from a simple idea: whenever we communicate, face to face, by phone, or by email, we have a purpose. To reach that purpose, speakers use verbal cues (words), nonverbal cues (such as smiling or nodding), and other strategies. The module groups these purposes into five functions.
| Function | What it does | Example from the module |
|---|---|---|
| Control or regulation | Controls behavior through rules and directions | A teacher requires students to turn off their cell phones |
| Social interaction | Lets people interact with others in daily life | A student talks to his parents about his allowance |
| Motivation | Encourages people to live or do better | A failing student keeps going after hearing encouragement from the guidance counselor |
| Emotional expression | Helps people express feelings and emotions | Someone shows fear or concern while warning loved ones about a super typhoon |
| Information dissemination | Conveys information people need | A new school policy is announced before it takes effect |
Internal and external motivation
The module splits motivation into two kinds:
- Internal motivation comes from within. Example: a student studies hard because she wants to graduate with honors.
- External motivation comes from outside or from the people around a person. Example: a student studies hard because his father promised him an expensive car if he graduates with honors.
Examining real oral communication activities
The module puts these ideas into practice in two ways. First, learners read two short dialogues, one between colleagues planning to prepare a presentation and one between two strangers asking what each does for a living, and pick out the function and the verbal cues in each line. For example, “It’s my pleasure to meet you” is matched with emotional expression, with “pleasure” as the verbal cue.
Second, learners watch a talk show, panel discussion, product presentation, or product demonstration and fill in an activity sheet with its title or topic, purpose, verbal cues, and nonverbal cues. The module’s sample uses a Kapuso Mo, Jessica Soho episode about the Philippines’ third Miss Universe, with the purpose “to inspire Filipinos to pursue their dreams and passion” and smiling and nodding as the nonverbal cues. Learners then answer whether the speakers’ cues were clear, effective, and appropriate.
Parts of the module
- What I Know: a four-item multiple-choice pretest on the functions of communication
- What’s In and What’s New: an introduction to the lesson and a web map where learners list reasons why people communicate
- What is It: the discussion of the five functions, with examples
- What’s More: Activity 1, analyzing the two dialogues
- What I Have Learned: five true-or-false statements
- What I Can Do: the activity sheet for a watched talk show or presentation
- Assessment: ten situations where learners choose the function of communication used
- Additional Activities: writing your thoughts on five quotations, such as “The best way to predict your future is to create it” (Abraham Lincoln)
- Answer Key
How to use this module
For learners: Take the pretest first; your score tells you whether to continue or to ask your teacher or facilitator for help. Work through the parts in order, write all answers on a separate sheet of paper, and keep the module free of marks. Check your work with the answer key honestly. For What I Can Do, you will need access to a talk show or presentation on the Internet or on television.
For parents: The module includes notes for facilitators and parents on how to support home-based learning. You can help your child find a suitable show to watch for the What I Can Do activity.
For teachers: Answers to What’s More and What I Can Do vary, so these activities need your feedback. The module invites learners to consult you if they have trouble with any task.
Frequently asked questions
What grade level is this Oral Communication in Context module for?
It is a Senior High School module for Oral Communication in Context, Quarter 1, Module 4. The module itself labels it Senior High School without naming a specific grade.
What are the five functions of communication in this module?
Control or regulation, social interaction, motivation, emotional expression, and information dissemination. Each comes with everyday examples, such as house rules for control and school announcements for information.
Does the module have an answer key?
Yes. The answer key covers the pretest, What I Have Learned, and the Assessment. Answers to What’s More and What I Can Do may vary.
What is the difference between internal and external motivation?
Internal motivation comes from within, like wanting to graduate with honors. External motivation comes from outside, like a parent’s promise of a reward for graduating with honors.
What do I need for the What I Can Do activity?
You need to watch a talk show, panel discussion, product presentation, or product demonstration on the Internet or on television. You then fill in an activity sheet on its topic, purpose, and verbal and nonverbal cues, and answer the guide questions.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Oral Communication in Context Quarter 1 – Module 4: Examining Sample Oral Communication Activities
Senior High School
Oral Communication in Context
Quarter 1 – Module 4: Examining Sample Oral Communication Activities
[illustration: students reading and studying under a tree, a teacher helping students at a desk, and a student beside a globe]
GOVERNMENT PROPERTY NOT FOR SALE
CO_Q1_Oral Communication in Context SHS_Module 4
Oral Communication in Context Alternative Delivery Mode Quarter 1 – Module 4: Examining Sample Oral Activities First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers: Maria Criselda M. Reyes
Editor: Joselito E. Calios
Reviewers: Joselito E. Calios, Wilma Q. Del Rosario, Jenorie P. San Agustin, Arlene I. Donor, Aillen G. Sumagaysay,
Illustrator: Hannah Krystelle Q. Del Rosario, Ernesto D. Tabios
Lay-out Artists: Elinette B. Dela Cruz, Fegenius N. Rosas
Management Team: Wilfredo E. Cabral, Micah S. Pacheco, Dennis M. Mendoza, Ma. Evalou Concepcion A. Agustin, Carolina T. Rivera, Manuel A. Laguerta, Joselito E. Calios, Wilma Q. Del Rosario
Printed in the Philippines by ________________________
Department of Education – National Capital Region
Office Address: Misamis St., Bago Bantay, Quezon City Telefax: 02-929-0153 E-mail Address: depedncr@deped.gov.ph
[transcriber’s note: page 3 repeats the cover title page]
Senior High School
Oral Communication in Context
Quarter 1 – Module 4: Examining Sample Oral Communication Activities
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
[illustration: hand pointing at a circle]
This module was designed and written with you in mind. It is here to help you master the nature of communication. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary levels of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using.
The module focuses on the lesson: Examining Sample Oral Communication Activities
After going through this module, you are expected to:
- discuss the functions of communication;
- identify the speaker’s purpose(s);
- watch and listen to sample oral communication activities;
- use verbal and nonverbal cues that each speaker uses to achieve communication purpose;
- comprehend various kinds of oral texts;
- identify strategies used by each speaker to convey ideas effectively; and
- evaluate the effectiveness of an oral communication activity.
What I Know
[illustration: hand holding a pencil]
Directions. Answer the following questions carefully. Copy the letter of the answer in a sheet of paper.
“I love you” is an example of expression that produces what function of communication?
a. Motivation
b. Social Interaction
c. Emotional Expression
d. Information“I want to be a billionaire” is a form expressing what function of communication?
a. Motivation
b. Social Interaction
c. Emotional Expression
d. Information“The Philippine Normal University was established in 1901″ is an example of giving information using what language form?
a. Rhetorical Question
b. Statement
c. Imperative
d. Question“Really?” is a language form for expressing what function of communication?
a. Social Interaction
b. Information
c. Emotional Expression
d. Rhetorical Question
Lesson 1: Examining Sample Oral Communication Activities
In our very busy world, we cannot resist to communicate. We always engage in communication either face to face, using a telephone, cellphone or electronic mail. In whatever means we communicate; we certainly have a purpose in doing so.
What’s In
[illustration: hand holding a puzzle piece]
To attain our objective for communicating, we utilize verbal and nonverbal cues as well as varied strategies to convey our message effectively to target listener or audience.
This lesson will focus on the five functions of communication which are the following: regulation/control, social interaction, motivation, information and emotional expression. Moreover, through the sample oral communication activities, verbal and nonverbal cues as well as strategies employed by the speakers may help you comprehend various kinds of oral texts.
What’s New
[illustration: hand holding a plant sprout]
Direction: Using the web map below, give the different reasons or purposes why people communicate.
[chart: web map graphic organizer; Enumeration (Description) Graphic Organizer]
Center: Reasons why people communicate
Eight empty ovals are connected to the center. They are blank in the original.
Enumeration (Description) Graphic Organizer
What is It
[illustration: magnifying glass over a hand]
Functions of Communication
[illustration: people in circles around the word “COMMUNICATION,” with a megaphone, speech bubbles, envelopes, and a laptop]
Basically, there are five functions of communication. These are control or regulation, social interaction, motivation, emotional expression, and information dissemination.
CONTROL OR REGULATION. Communication functions to control behavior. Every organization has its regulations and these regulations are communicated to all members in various ways.
For example:
- A small organization such as a family has its house rules which every member has to follow.
- The school implements rules which students and other members of the school community are obliged to follow.
- The dress code in a business organization serves to dictate the style dressing among its members, particularly the employees.
In the school setting, a security officer may hinder a student or a school visitor from entering.
A dean may oblige the faculty members to attend a seminar-workshop.
A teacher may require a student to turn off their cell phones.
SOCIAL INTERACTION. Communication allows individuals to interact with others. Because of the needs to interact daily, people communicate.
For example:
A student has to talk with his parents regarding his allowance and school requirements.
He has to talk to the driver of a jeepney or bus, or to the train ticketing clerk.
In school, it is inevitable for him not to converse with his teachers, classmates, schoolmates, school employees, and officials.
MOTIVATION. Communication motivates or encourages people to live better. Motivation is either internal or external.
INTERNAL MOTIVATION comes from within. It is something personal.
Example: A student is motivated to study hard because of his/her desire to graduate with honors.
EXTERNAL MOTIVATION emanates from the outside or from people surrounding him.
Example: A student is motivated to study hard because of his/her father’s promise to give him/her an expensive car once he/she graduates with honors.
Encouraging words serve to stimulate people to perform or do better, that is, to motivate them in a positive way.
Example:
A breast cancer patient may desire to live longer after he/she hears words of hope from his/her loved ones.
A failing student may continue pursuing his/her chosen career path the moment he/she hears words of encouragement from the school’s guidance counselor.
EMOTIONAL EXPRESSION. Communication facilitates people’s expression of their feelings and emotions.
Example: When one informs another about an impending super typhoon, the informer may express various emotions in different situations.
As he/she informs his/her loved ones, he/she may show fear because their house is not a safe place to stay when there is an emergency like a typhoon.
He/She may show love or concern as he/she informs them for them to get ready for the calamity.
He/She may show joy and excitement as he/she envisions another day of no classes or a grand vacation.
INFORMATION DISSEMINATION. Communication functions to convey information.
Many events or incidents happen every day. These occurrences affect people so they have to be informed.
Example:
- A new policy to be implemented in school has to be made known to all members before its implementation.
- The leader draws plans for executing the safety protocols
- A student leader talks about how to help fellow members who are in need of financial assistance.
What’s More
Activity 1
Directions. Read the dialogues. Identify the social interaction function and verbal cues employed.
A. A conversation between two colleagues during break time
Nica : Could you help me prepare for my presentation on Monday?
Cherry : I would love to help you prepare for your presentation.
Nica : I hate to ask you to do something like that.
Cherry : This will not hinder my work. I promise you that.
Nica : When could we get together?
Cherry : I could easily give you some time tomorrow night.
Nica : Would you like to meet at home?
Cherry : Yes, and could you write anything you might be having trouble with?
Nica : I’ll come prepared.
Cherry : Goodbye until then. I promise you that you’ll do well after we met.
B. A conversation about two people asking each other what they do for a living
Rudy : Hello, my name is Rudy. It’s nice to meet you.
Josie : Hi, I’m Josie. It’s my pleasure to meet you.
Rudy : I am sorry. What is your name again?
Josie : Josie
Rudy : So, Josie, what do you do for a living?
Josie : I work in a marketing company. What do you do for a living?
Rudy : I’m working in an insurance company, but I’m currently out of work.
Josie : Sorry to hear that. It has been really nice talking to you.
Rudy : Yes. It is a great pleasure meeting you.
| Dialogue | Specific Social Interaction Function | Verbal Cues |
|---|---|---|
| It’s my pleasure to meet you. | Emotional Expression | pleasure |
What I Have Learned
Directions. Read each statement below carefully. Write T if you think the statement is TRUE and F if you think the statement is FALSE.
- The five functions of communication are regulation/control, social interaction, motivation, information, and emotional expression.
- Regulatory communication refers to giving orders or directions, making requests or attempting influence the actions of others, and accepting or refusing directions.
- In social interaction or shared attention with others, the individual is communicating not only to meet his own desires and needs but also to socially interact with the people around him.
- Emotional function is the fundamental requirement of being able to adapt and adjust oneself to environment.
- Information expression function refers to how one conveys emotional experience through verbal and nonverbal behavior.
What I Can Do
Directions. Watch a talk show, panel discussion, product presentation or product demonstration on the Internet or on television. Accomplish the activity sheet using the guide questions provided below.
ACTIVITY SHEET
| TITLE/TOPIC |
|---|
| Kapuso Mo, Jessica Soho: Ikatlong Miss Universe ng Pilipinas |
| PURPOSE |
|---|
| To inspire Filipinos to pursue their dreams and passion |
| VERBAL CUES |
|---|
| I know I did my best I have the whole year ahead of me to have many moments… (as Miss Universe) |
| NONVERBAL CUES |
|---|
| Smiling Nodding |
- What is the discussion/talk about?
- Identify the speaker’s purpose. Are the speakers successful in conveying their respective message? Explain your answer.
- Comment on the verbal and nonverbal cues that each speaker used to achieve his/her purpose:
a. Are they clear? Expound your answer.
b. Are they effective? Support your response.
c. Are they appropriate? Cite your specific instances.
Assessment
Directions: Identify the function of communication used in each of the following situations. Choose the answer from the list below.
A. regulation/control B. social interaction C. motivation D. information E. emotional expression
The teacher reads and discusses classroom policies to her students.
Ross greets Rachel; then they start talking about their plans for the holidays.
Phoebe shares her insights on how to live peacefully despite a complicated life.
Monica shares her personal frustrations with Chandler.
The Geometry teacher lectures about Mathematical concepts.
Sheila delivers her valedictory speech.
The President delivers his last State of the Nation Address.
A television personality thanks the supportive moviegoers during an interview.
The city mayor presents his strategies to execute the plans in a public forum.
A tourist guide orients a group of tourists about a heritage site.
Additional Activities
Directions. Write your thoughts on each inspiring quotation. Use the activity sheet that follows.
- “Live as if you were to die tomorrow. Learn as if you were to live forever.”-Gandhi
- “It is wiser to find out than to suppose.” – Mark Twain
- “Learn from yesterday, live for today, hope for tomorrow.” – Albert Einstein
- “The purpose of learning is growth, and our minds, unlike our bodies, can continue growing as long as we live.” – Mortimer Adler
- “The best way to predict your future is to create it.” – Abraham Lincoln
| QUOTE NUMBER | IDEAS |
|---|---|
| 1 | You should live your life to the fullest. |
Answer Key
[transcriber’s note: this page is printed rotated 180 degrees; the answer boxes are transcribed below in the order they appear in the original, and the boxes are read upright here]
What I Know
C 1. C 2. B 3. A 4.
What’s More
Answers may vary
What Can I do
Answers may vary
What I Have Learned
T 1. T 2. T 3. F 4. F 5.
Assessment
A 1. B 2. C 3. E 4. D 5. C 6. D 7. C 8. A 9.
References
Antonino, M. M., Salvosa, A.D., Buhain, V.I., Mande, R.C., Tangonan, O.L. “Oral Communication In Context for Senior High School.” Mutya Publishing House, 2016.
Anudin, Ali G. and Andrew Rey Pena. Oral Communication. Quezon City: Vibal Group Inc., 2016.
Balgos, Anne Richie G. and Sipacio, John Philippe F. Oral Communication in Context for Senior High School. Quezon City: C & E Publishing Inc., 2016.
DA Victoria English Teacher at deped Follow. “06 Functions of Communication.” SlideShare. Accessed May 25, 2020. https://www.slideshare.net/annetabobo/06-functions-ofcommunication?qid=9cb267de-44ef-49fe-8d64-1a57dbbc2544&v=&b=&from_search=3.
Flores, Ramona S. Oral Communication in Context. Manila: Rex Book Store, 2016.
“Functions of Communication.” ORAL COMMUNICATION IN CONTEXT, October 14, 2016. https://oralcom.wordpress.com/2016/10/14/functionsof-communication/.
For inquiries or feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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