Subject: Oral Communication in Context

Topic: UNIT 2: Intercultural Communication

Week/Date: June 29 – July 12, 2020

Learning Outcomes:

At the end of this unit, the students will be able to:

a) define intercultural communication;

b) show sensitivity to one’s culture, gender, age, social status, and religion;
c) use various strategies to prevent communication breakdown; and
d) demonstrate skills to achieve effective communication.

_____________________________________________________________________________

UNIT 2: INTERCULTURAL COMMUNICATION

Tony Robbins—an author, philanthropist, and life success coach—said, “To effectively
communicate, we must realize that we are all different in the way we perceive the world and use
this understanding as a guide to our communication with others.” In life, you are bound to meet
individuals from various walks of life. It is thus important for you to learn how to communicate
with people who come from a different background and who may not hold the same beliefs and
perceptions as you do.

LESSON 1: CULTURE AND COMMUNICATION

All nations have different ways and means to express their customs and traditions based
on their particular culture and beliefs. In this lesson, we will discuss culture and its relationship
with communication.

Ask yourself: Why is knowledge of one’s culture important in effective communication?

WARM UP: QUICK WRITES

For this warm up, write what you know about culture and the various cultural beliefs of different
countries you know or have encountered. Write all your answers inside the box.

Culture can be understood as the system of knowledge that is shared by a particular

group composed of a relatively large number of individuals. When you identify yourself as being
part of a particular culture, you should not only share certain characteristics with members of that
group, but you should also be able to observe yourself and others like you who possess these
features and distinguish others who do not have them as members of a different culture.

Through communication with others, culture is created, learned, and shared. Without
communication, there is no way of preserving and transmitting cultural characteristics from one
person, place, and time to another. In turn, our culture influences the way we communicate with
others. Hence, there exists a dynamic relationship between culture and communication. This is
known as intercultural communication.

To engage in intercultural communication, participants should essentially understand the

concept of self-awareness.

Self-awareness is essential for better

communication with others, especially with those
who are different from you. Knowing who you are
and in which cultural and social group you belong
will enable you to relate better to others and to
show sensitivity to them. Also, the way you
communicate with others is largely influenced by
your view of them.

EXAMPLE 1:

Will, an American, took a trip to Seoul, South Korea. Upon arriving at the home
where he will stay, he entered the house with his shoes on, and he noticed that
members of his host family looked displeased.
EXPLANATION: In this situation, Will’s unawareness regarding certain customs in South
Korea caused him to do something that displeased his host family. In South Korea, it is
customary to remove one’s footwear before entering a house, as not doing so is a sign of
disrespect.

EXAMPLE 2:

Juan and Marna attended an intimate dinner with Marna’s Chinese family.

Marna: You’re very rude.

Juan: Why? What did I do?

Marna: You did not compliment Auntie Min Yi’s cooking.

Juan: But it was really good. I ate a lot.

Marna: You have to tell her that, of course!

EXPLANATION: In this situation, Marna reminded Tom about a traditional Chinese custom of
complimenting the person who cooked their meal. Not being able to do so may send a negative
signal to the one who cooked the food and may be interpreted as being rude.
 LESSON 2: CULTURE AND COMMUNICATION

How do you differentiate the way you

communicate with your grandparents and
your friends? How about the way you
interact with your male friends and your
female friends? In this lesson, we will
discuss communication in relation to a
person’s gender and age.

QUESTION: In what ways can age and

gender affect communication?

One’s culture is not just influenced by one’s VOCABULARY:

upbringing. This can also be determined by a
person’s gender and age. COMMUNICATION
STYLE – the way people
1. Gender express themselves or how
- In general, men and women differ in people communicate with
terms of their communication style. In others
men-only conversations, some tend to
dominate the conversation, and they NONVERBAL
seldom talk about their private lives. On COMMUNICATION
the other hand, in women-only
- communication that
conversations, they usually allow
uses wordless c
everyone to participate, and they often
talk about their personal relationships.
u
 The following table contains characteristics and differences of communication styles between
genders. However, note that these differences do not apply to everyone because of different
cultures and views on gender roles.

In intercultural communication, nonverbal communication also differs significantly between genders

and across cultures. Here are some examples:

2. Age People of different ages or generations may have difficulty communicating with one
another. A person’s age or the generation to which he or she belongs influences the way he or
she communicates with others.
Age-related communication also reflects culture. In Filipino culture, for example, pagmamano and
Filipino expressions such as po and opo are taught to children at an early age as a sign of politeness and
respect to the elders. In Turkish culture, kissing the right hand is a common way of greeting the elders.

SELF – REFLECTION

• Males tend to be annoyed with females’ way of communicating with others.

 • Old people have difficulty in using digital formats of communication.LESSON 3: SOCIAL STATUS
AND RELIGION

We live in a community composed of

people with diverse social status and
religious beliefs. It is important that we
become sensitive in terms of
communicating with those who have
different beliefs and principles as we do.

QUESTION: How do you respect a

person’s social status and religion in
communication?

Intercultural communication occurs not just between people who are of different nationalities
or age. It can also occur when people differ in social status and religious beliefs.

1. Social Status
- Differences in social status may affect the way we communicate with others. These
differences can influence the way that person chooses his or her peers. Individuals are
more likely to interact with others of the same social standing as them. Also, there is
likely to be a communication gap between a person of higher status and that of lower
status since they differ in background, education, income, and social habits, among
others.

There are two elements of social class:

a. Ascribed social class is determined at birth through characteristics such as age, sex,
race, and family background.

b. Achieved social class is acquired through a person’s ability, talent, skill, and
perseverance. This can be seen in their educational attainment or occupation.

Points to remember:

• SOCIAL STATUS – a person’s stand or position in society.

• RELIGIOUS BELIEF – belief in the existence of a supernatural or spiritual aspect
of religion.
Here are some examples of evidence of social status in some cultures:

A person of lower status is introduced to a person of higher status

in a formal business setting.

In many Western and Eastern cultures, it is usually a custom that a person with a higher rank is
introduced formally in a formal business setting. They are expected to show proper courtesy such
as giving a firm handshake or allowing the person of higher rank to sit first before sitting down.
In Japanese business culture where titles are very important, people exchange business cards that
clearly state their ranks even before they shake hands or bow.

Bowing as indicator of status.

Bowing in Japan also indicates status. A person with lower status must bow lower than the
person with higher status.

2. Religion

Communication between persons belonging to different religions may be a common

source of intercultural conflict. This usually arises when the participants engaged in a
conversation impose one’s religious views on others who may not share those views.
Being aware of religious differences and being open to the religious views of others
foster understanding and mutual respect. Here are some examples of religion as an
influence in culture:

With these in mind, the foundation of intercultural communication in terms of social status and
religion lies in respect for each others’ differences. Always be mindful of what another person
will feel when speaking about their position in society or religious beliefs.
 The previous lessons presented ways on how to deal with individuals who are of a different
culture, age, gender, religion, and social status. In this lesson, we will discuss ways on how to
communicate effectively with other people.

Recognizing the different barriers to effective communication is important to be able to avoid

communication breakdown. Here are some barriers that may cause breakdown in communication.

1. Barriers in Communication
VOCABULARY:
Here are some reasons why barriers in communication
occur. COMMUNICATION
BREAKDOWN –
• Language barriers - These manifest when two happens when the message
individuals do not have a common language, is not clearly understood
have an unfamiliar accent, or use unfamiliar by the receiver
words or expressions, jargon, and idioms.

Example: An Australian speaking to a Filipino for

directions to the LRT station JARGON – words or
phrases that are used by
•Cultural barriers - These are evident when there is members of particular
difficulty in communication due to group or trade and may not
differing principles, views, and beliefs. This is be understood by others
also applicable to those who are insensitive to
other people’s heritage.
IDIOMS - phrases or
expressions that conv
e
 • Physical barriers - These are hindrances to better communication caused by
environmental factors such as noise, lighting, and distance between the receiver
and speaker.

Example: Two friends who are talking when they are two rows away from
each other

• Prejudging - This happens when a person believes he or she understood what

the speaker means even before the message is completely expressed. It can also
happen when the receiver immediately judges the message as unimportant.

Example: Members of a paintball team ignoring their leader because he was

very bossy and arrogant, but the leader’s advice is actually sound and helpful

• Information overload – This happens when one gives too much information at a
time.

Example: A professor giving a three-hour nonstop physics lecture on magnets and

solenoids

• Lack of interest and attention - This happens when a person gives information that
does not interest others or a person does not give attention to either the speaker or
his or her message.

Example: A child watching television while his mother talks to him about
spending less time on television

2. Strategies to Avoid Communication Breakdown

Below are some communication strategies that you can use to avoid communication
breakdown.

a. Use time-gaining expressions to have more time to think. Fillers such as “Go
on,” “Let me see,” and “Tell me more . . .” express that the speaker would like to
think of a response or continue a conversation.

b. Give positive remarks or comments. Comments such as “I understand,” “Sounds

good,” and “I see what you mean” express interest in the flow of the conversation.
This means that the person would like to continue the conversation.

c. Be specific. For others to understand your message easily, try expressing yourself
directly to the other person by using simple and direct words and by using
appropriate facial expressions and gestures.

d. Ask for repetition or clarification. Clarifying or repeating the meaning of what

the other person says should be done politely. Use the expressions such as “Can
you please repeat what you said?”, “What did you say, again?”, and “What did you
mean did you say that?”
e. Check your understanding. Make sure that you understand the meaning of wha

3. Ways to Achieve Effective Communication

Effective communication is more than just the transmission of information from one
person to another. It takes place only when the information is shared and mutually
understood. Having effective communication skills enables you to connect better with
others, build and maintain relationships, and express yourself and be fully understood.

The following are some ways on how you can achieve effective communication:

a. Be focused. One way to stay focused is to have a specific purpose for speaking or
listening. If you are the speaker, determine your purpose for speaking and clearly
express yourself to achieve it. If you are the listener, ascertain the speaker’s
purpose through his or her verbal and nonverbal cues.

b. Speak intelligibly. This refers to using appropriate speaking volume (or loudness)
and rate (or the pace at which you speak), good enunciation (or the distinctness of
the sound of spoken words), proper word stress, and correct or acceptable
pronunciation.

c. Listen with your ears and eyes. Remember that nonverbal communication is as
important as verbal communication. Pay attention to the speaker’s verbal as well as
nonverbal cues.

d. Minimize distractions. Block out any form of interference, or adjust to different

forms of distraction.
 Subject: Oral Communication in Context

Topic: UNIT 3: Functions of Communication

Week/Date: July 12 – July 26 202

0
Learning Outcomes:

At the end of this unit, the students will be able to:

a. distinguish and explain the functions of communication;

b. identify the speaker’s purpose and
c. ascertain the verbal and nonverbal cues a speaker uses to achieve his or her purpose.

_____________________________________________________________________________

UNIT 3: FUNCTIONS OF COMMUNICATION

Have you ever tried approaching your teacher about a certain dilemma you have in his or her
class? Did you speak about your concern clearly and honestly? This is one common problem
students encounter when opening up about their thoughts to anyone. Knowing the function and
purpose of communication may be a big help in trying to figure out how to say things
appropriately.
Communication happens each and every time we interact; may it be in face-to-face situations,
class recitations, interviews, chats or text messaging, or casual or group conversations.

Speakers with passion to motivate and uplift people through words.

From left to right (Toni Gonzaga-Soriano & Oprah Winfrey)

LESSON 1: REGULATION OR CONTROL AND SOCIAL INTERACTION

We are faced with many kinds of speech

situations every day. These could be in the form
of visiting a doctor and being given a
prescription for your ailment or having a casual
conversation with a stranger or a friend. These
are all forms of communication.

ASK YOURSELF: How do control and social

interaction differ from each other?

VOCABULARY: KNOW ABOUT THESE TERMS

REGULAT/CONTROL– can be used to control the behavior of human beings or to
regulate the nature and amount of activities others engage in.

SOCIAL INTERACTION – the way people interact with others in a particular setting

1. REGULATION OR CONTROL
NONVERBAL COMMUNICATION

- communication that uses wordless cues

 - One of the functions of communication is regulation or control. Communication is
used to regulate or control the pace and flow of conversations or the speaking of a
participant so that interruptions and awkward silences between speakers are avoided.
Both verbal and nonverbal cues are used to help achieve this purpose.

Basic Examples:

“Take your medicine 3 times a day.” (Doctor’s prescription)

The ABCDEF University follows “No ID, No Entry” policy.

“Wash the dishes now, or else I won’t allow you to play Mobile Legends.”
 Andrei doesn’t like the idea of Louie to cheat in the English examination because of the
punishment.

A. Verbal Cues
Some verbal cues used for this purpose include the following:
● “That’s it” and “Thank you” – signal that a speaker is done speaking
● “Yeah” and “Uh-huh” – encourage a speaker to continue speaking
● “Well . . .” and “Um . . .” – indicate that a speaker is not finished speaking or is
still thinking about what to say next
● “Is that clear?” and “Do you follow?” – check the continuous flow of
conversation and may also be used to assert authority over someone when telling him
or her to do something.

Take a look at the dialogue below:

Harriet: Hey, Pam! Listen, I want to share something with you. I hope
you have a minute.
Pam: Yeah. Go on. I’ll listen.
Harriet: I found out that my little brother is being mean to his playmates
and I tried to talk to him about it.
Pam: Uh-huh. Go on.
Harriet: He said that he was mean with his playmates because he saw
that these playmates were mean to one of his friends, too. Should I scold
him still?

Pam: Well, you can tell him that being mean even if they are also mean
to others is a bad thing. Don’t scold him. It will just discourage him from
being kind to others more.

Harriet: Thank you, Pam. That’s very helpful.

The dialogue shows various verbal cues that indicate what each speaker means while they are talking.
The underlined words indicate if they are still talking or listening or if they are done.

B. Nonverbal cues
- The meanings of nonverbal cues may vary depending on culture. Nonverbal cues used for
this purpose include the following:
 EYE CONTACT

● When a speaker looks at a listener, the

speaker is signaling that he or she is
requesting feedback or wants the listener to
take the floor.
● When a listener looks at and slightly up at
the speaker, the listener is signaling that he
or she wants the floor.
● When a speaker looks away or avoids eye
contact from a listener who wishes to take
the floor, the speaker is suppressing the
listener's attempt to take the floor.

HEAD-SHAKING – indicates that the listener wants the speaker to stop talking.

RAISING THE INDEX FINGER – signals that the speaker is not finished speaking or that the
listener would like to say something (see it below)

LEANING BACK – signals that the speaker is done talking and is now yielding the floor (see it
below)

Take a look at the following situations that illustrate control:

a. You are having a discussion with your friend about a particular current event. You
look at your friend and ask, “What do you think?”

The first situation makes use of both verbal and nonverbal cues that signal that you are yielding
the floor to your friend and would like him or her to share his thoughts about the matter.

b. Your teacher asks the class a question and you raise your hand, signaling that you
would like to speak.

In the second situation, your raising of your hand gives a signal that you would like to answer
your teacher’s question or say something about the topic.
 c. You are brainstorming with your group mates about a mock newspaper that you
need to create as a project. While you are speaking, one of your group mates leans
forward and opens his mouth, signaling that he has something to say.

In the third situation, your group mate is signaling that he wishes to speak.

2. SOCIAL INTERACTION

Another function of communication is for social interaction. It is through communication

that social interaction takes place. In social interaction, an exchange takes place between
two or more individuals for social fulfillment. Among the situations that involve social
interaction include introducing oneself, making social calls, and inviting someone or
accepting invitations.

Read the following dialogue.

Sandra: Hi, Laura!

Laura: Hey, Sandra! How are you?
Sandra: I’m good. Are you free on the 17th of June? I’m
having a movie night and a slumber party at my house on that
date, and I’d really like it if you’d come.
Laura: I’d love to come! I’ll just ask my parents for
permission, then I’ll let you know.
Sandra: Okay. Thanks!
Laura: Thanks as well. I’m looking forward to going.

The given dialogue shows interaction between two friends. It is clear from their conversation that
the purpose of communication is for social interaction. Sandra spoke to Laura to invite her to a
slumber party.

Basic Examples:

“Would you like some coffee or milk tea?”

“Let’s talk about the project for our brothers and sisters in Marawi.”

The content of the vlogs of Alex Gonzaga on YouTube.

LESSON 2: MOTIVATION

MOTIVATION

- “Words are extremely powerful. When you say something, you can never take it
back.” You surely have heard this statement before, perhaps from someone you might
have talked to and you accidentally said something wrong. Words are truly powerful.
They can encourage a person to empower himself or herself in reaching for success,
or they can also destroy one’s confidence. From this, it is clear that one of the
functions of communication is motivation.

One of the functions of communication is motivation. Communication may be used for the
purpose of motivating oneself and others in various situations.

Using communication for motivation is important for various reasons, which include the
following:

VOCABULARY: KNOW ABOUT IT

MOTIVATION

– the driving force that enables individual to do something to achieve a particular goal.

a. It increases productivity.
- When a person is stimulated or excited about doing something, he or she will find it
easier to do the task.
- communication that uses wordless cues
b. It empowers individuals. When a person is motivated, he or she feels a sense of
personal achievement, which contributes to his or her confidence in achieving a goal.
There are many ways that you can motivate others. Some simple steps you can do include the
following:

1. Walk the talk. You would not be able to effectively and easily motivate others if you are not
motivated. Learn more about yourself and identify what motivates you. Then, find ways on how
you can better motivate yourself.

2. Actively listen. Be attentive when listening to what the other person is saying. Identify what
that person’s goal is or what he or she wants to do.

3. Make a person feel that he or she makes a difference. Remind the person that his or her
efforts are recognized and appreciated.

4. Communicate clearly and with compassion. Adapt your communication style to the person
you are speaking with and focus on the quality and not the quantity of communication. Be
encouraging and not patronizing.

There are three ways to look into how motivation works:

a. Needs:

- This can be determined easily in any communication processes. A person feels

motivated when a need arises. In communication, needs as a motivation is evident
when a person wants to attain something.
When needs are identified, they will now affect:

b. Behavior:

- The society in a particular culture sets standards and norms when it comes to
communication. Behavior becomes a motivation because a person has to persevere to
establish a good image, so he or she tries his or her best to be a good
conversationalist. As such, when the person talks, he or she is motivated by what he
or she will get in return, be praise or criticism.

These forms of praise and criticisms are called:

c. Rewards:

- When a person gets the reactions he or she expected to receive when he or she has
finished with the conversation, he or she becomes more motivated to keep
conversations going. When he or she receives a negative comment, he or she might
halt the conversation and try to converse with another person until he or she gets what
he or she wants to get as a reward to his or her behavior in any discussion.

Motivation Components Examples Feedback/Expectations

Needs You need something to You want food.

eat.
Behavior 1. Ask calmly. “Hello. You expect to be given
May I have some food?” food.
2. Ask rudely/with threat.
“Hey, give me some food
or else . . .”
Rewards 1. chance to be given food If you ask for food in a
if available 2. no chance nice way, you are more
of receiving food/can be likely to receive what you
given food because of the need. If you are rude or if
aggression you force a person to give
what you need, the person
whom you ask for food
will either not give you
anything or give you food
out of fear.

Another example of a situation in which you may use communication for motivation is when you
talk to a friend and uplift your friend’s spirit when he or she thinks that it is incredibly difficult
for him or her to accomplish a particular task.

Verbal cues such as

“You can do this,”

“If anyone can do this, it’s you,”

“I believe in you,”

“You already have the right skills for this,” or

“You are competent for this” may be used for motivation.

Read the following dialogue between two close friends:

In the given conversation, Rico expressed his worries that his parents would get angry at him
once he tells them that he wants to take up fine arts instead of accountancy or nursing. Joe
then motivated him by encouraging him to speak with them and tell them his thoughts. He
also made use of nonverbal communication by patting Rico’s back.

Basic Examples:

“You will pass the entrance examination of your dream school.”

Vlogs of Toni Gonzaga-Soriano

The speech of Oprah about
life in Spelman College
Three things to remember
(excerpt):
(1) Knowing who you are,
(2) You must find a way to
serve, and
(3) Always do the right thing
and be excellent.
LESSON 3: INFORMATION

Sharing information is an important

component in communication. By sharing
information with others, you bring valuable
knowledge to others; you build, foster, and
maintain relationships with others; you shape
how others perceive you; and you influence
others. https://images.app.goo.gl/XyR1abUosqk4pHyC
8 accessed June 06. 2020

h1

You provide information to others in various VOCABULARY:

speech situations, such as when delivering an
informative speech, when someone asks for INFORMATION–
directions, and when getting to know someone. knowledge or facts about a
Here are some tips for giving information to certain subject such as an
others. event, person, or situation

1. Maintain eye contact and speak clearly.

VARIATIONS –different
Maintaining eye contact shows your interest
types, kinds or forms
and sincerity. When speaking, do not mumble
your words. Instead, enunciate them clearly.
2. Use Variations in speech. Vary the intonation and volume of your voice, and use
appropriate pauses to enhance meaning.

3. Focus on the needed information. Decide what information is needed and give
direct and precise information. Do not overwhelm the person you are talking to with
too much information that is irrelevant to the topic.

https://images.app.goo.gl/PFe7PuakZcjCXFvM6 accessed June 06, 2020

In communicating with others, you also obtain information from them. Here are some tips for
obtaining or receiving information from others.

1. Note down important information. You do not have to write down everything, but
do note the key ideas or details you received

2. Ask questions. Asking questions is a good way to obtain information. Phrases you
can use to obtain information include the following:

• Can you tell me about. . . . ?

• Who do you think. . . . ?
• Do you have ideas regarding. . . .?
 3. Ask for clarification and verification.

Read the following dialogue between Tommy and a man. an r the listener) are interested
d or paying attention to what
Tommy: Excuse me, sir. Can you please tell me how to get to St. m the speaker is saying.
John Hospital? ai eye contact indicate that
nt you (or the listener) are
Man: Sure. At the end of this street take right and go straight until ai interested or paying
you reach ni attention to
Forks Avenue. At Forks Avenue, go left, and St. John Hospital ng what the speaker is
will be at the ey saying.
right side. It’s the big blue building. e
co
Tommy: Thank you so much!
nt
Man: You’re welcome! ac
t
EXPLANATION: In the given conversation, Tommy was asking for in
directions to a hospital. He was thus obtaining information, and the man
he asked was able to give him the details he needed. di
ca
When getting or receiving information , remember to be aware
te
of not only the
th
verbal messages but also the nonverbal messages. Nonverbal
at
messages convey
information that is likely more genuine because nonverbal yo
behavior cannot be u
controlled as easily as spoken words. Nodding, leaning forward, (o
 The ability to effectively express
and manage emotions when interacting
with others is important in
communication. It is also an indicator of
how a person would react and adapt in
various situations.

VOCABULARY:
Emotions help humans communicate their ideas and
feelings toward certain situations. It can vary from time EMOTION– a mental
to time depending on the situations, the participants, and state or feeling toward
even the environment in which the communication something and is marked
occurs. It can be conveyed verbally or nonverbally. by physiological and
behavioral changes in the
body.
According to the Institute of Neuroscience and Psychology at the University of Glasgow, there
are four basic human emotions: happy, sad, afraid/surprised, and angry/disgusted.

a. Happy- This is experienced when a person is content, pleased, delighted, or excited.

Situations that usually make a person happy include celebrating a birthday, eating one’s
favorite food, spending time with a close friend, or going on a trip. In a conversation,
happiness can be expressed nonverbally through a person’s voice, facial expressions,
and gestures. When a person is happy, his or her tone of voice is enthusiastic, and pitch
is elated. Laughing, smiling, and even crying also express happiness. Hand signals like V
for victory sign and the “high five” also suggest happiness.

There are also common expressions to show happiness. Here are some of them:

• That is great! I cannot wait!

• Congratulations! I am so proud of you!
• This is so exciting!

b. Sad- This is usually characterized by feelings of despair, sorrow, loss, hopelessness

and disappointment, or even depression. Some situations that make a person sad
include losing a loved one, experiencing rejection, or hearing bad news. Sadness can be
signaled by loose posture, lowered or drooping eyes, slight pout, low pitch of voice, and
long pauses. Sighing and crying also indicate sadness.

The following expressions are commonly used to show sadness:

• I feel a little down today.

• This just makes me feel so sad.
• I am so devastated to hear that.

Surprised – this is felt when something unexpected occurs. It is also

characterized by a feeling of shock or amazement. Feelings of surprise
can be seen in situations such as getting a promotion, seeing a celebrity,
and winning the lottery. Unlike other emotions, surprise
 is usually difficult to hide. When a person is surprised, the following physical sighs may
be observed: mouth opens and jaw drops, eyes widen, and eyebrows raise.

Here are some common expressions that show surprise:

• Really? I can’t believe it!

• Wow! I did not see that coming.
• I am speechless.
• Oh my gosh!

a. Angry- This is usually experienced when a person feels intense frustration. It is also
felt when he or she feels offended, irritated, humiliated, threatened, disrespected, or
provoked. Insult, betrayal, and disrespect are some triggers of anger. Gestures such as
clenching of the fists, grinding of the teeth, tapping of the feet, and pacing are signs of
anger. Raising of the voice or screaming, rising of body temperature, and rapid breathing
also indicate anger.

The following are some common expressions that show anger:

• I am sick and tired of this situation!

• What were you thinking!
• That totally sucks!
• I am so pissed off right now!

Read the following dialogue:

Patrice: Hi! I missed you so much! How are you?

Paige: Hello, Patrice! I’m fine.

Patrice: But why do you look so sad? Is there something wrong?

Paige: (started to cry) My mother is in the hospital. She was diagnosed with dengue.

Patrice: Really? Oh no. When was she admitted?

Paige: She was admitted last week. I am a bit angry at my dad because they did not
inform me.

Patrice: Oh. Hmmm. Maybe they just don’t want you to worry so much since you were
away. But now you’re here. Would you mind if I join you in visiting your mom in the
hospital?

Paige: Oh that’s so nice of you. I’d be glad to have you there. Thanks, Patrice.

Read the given situation. Then, answer the following questions:

You and your sibling are not that close. Your parents give him or her special treatment when it
comes to certain things like committing mistakes, doing house chores, earning achievements, and
appreciation. You feel like your sibling is always ahead of you in everything you both do.
Additional Readings:

Igoy, J and Saymo, A. (2004). Effective Speech Communication in Various

Situations. Philippines, Bulacan. Trinitas Publishing, Inc.

Reference:

Agravante, Josefina A., and Villy Ath Buenaventura. 1999. Speech Communication. Quezon

City: UP Open University.

Dunn, Daniel M., and Lisa J. Goodnight. 2003. Communication: Embracing Difference.

Boston: Allyn & Bacon.

Hybels, Saundra, and Richard Weaver II. 2011. Communicating Effectively. 10th ed. New

York: McGraw-Hill.

Vicker Beverly. “Communicative Functions or Purposes of Communication.” Indiana

University Bloomington. Accessed April 20, 2018.

https://www.iidc.indiana.edu/pages/Communicative-Functions-or-Purposes-of-Communication