Concepcion Holy Cross College, INC.

  High School Department
Aquino Street, Barangay Minane,
  Concepcion, Tarlac
  S.Y. 2020-2021

ORAL
COMMUNICATION

IN CONTEXT
 SENIOR HIGH
HIGH SCHOOL
FIRST QUARTER MODULE 

 Prepared by:
Christian Vianney M. Macaraig, LPT, MAEd 
 Subject Teacher
Teacher

Grading Period Most Essential Learning Competencies

S1 Q1 Ex
Expplain tth
he ffu
unctions, n
naature and ppro
roccess o
off cco
omm
mmu
unication
S1 Q
Q11 Differentiate tthhe v
vaarious m
moodels ooff cco
ommunication
Uses various strategies in order to avoid communication
S1 Q1  breakdown
S1 Q1 Examines sample oral communication activities
S1 Q1 Identifies the various types of speech context
S1 Q1 Distinguishes tty ypes of speech context
S1 Q1 Responds appropriately and effe ffectively to speech act
Employs various communicative strategies in different
S1 Q1 situations.
 

NATURE AND ELEMENTS OF COMMUNICATION

 Objectives: Explain the functions, nature and process of communication.

ACTIVITY 1
Choose an object inside the room to which you can compare communication. Be creative with
your answer.

ACTIVITY 2
Write an essay about the definition and nature of communication based from the discussed
communication theories. Use a word count limit between 10-300 words.

ACTIVITY 3
Describe the process of communication by identifying the role of its components.
 

Source

Feedback Message

Receiver Channel

MODELS OF COMMUNICATION
COMMUNICATION
 Objectives: Differentiate the various models of communication

ACTIVITY 1
Compare
Compa re and contrast the following
following models of communicati
communication
on using the expanded
expanded venn diagram
 below. Highlight the strengths and weaknesses of each model.

David Berlo's
 

Wilbur Frank
Schramm's Dance's
Model Model

  ACTIVITY 2
Create your own model of communication. Include all the elements of communication in your 
framework. Think of a unique title or name for your model.

STRATEGIES TO USE TO AVOID

COMMUNICATION BREAKDOWN
 

 Objectives:  Uses various strategies in order to avoid communication breakdown.

ACTIVITY 6
Choose one member who has a good acting prowess. The chosen member shall act-out the word

written on a sheet of paper which will be provided by the teacher while the other members try to
guess within one minute.

ACTIVITY 7
List down 20 types of non-verbal communication commonly used by Filipinos. List down their 
meaning in the second column.

 Non-Verbal
Meaning or Context
Communication
 

EXAMINING ORAL COMMUNICATION ACTIVITIES


Objectives: Examines sample oral communication activities.

ACTIVITY 1
 

The teacher reads several samples of speeches and the students will determine the speaker’s
 purpose as: regulateor control, motivate, inform, express emotions or interact.
interact.

 NOTE: This activity shall be done twice - before and after the discussion of the functions of 
communication.

ACTIVITY 2
The teacher will show the class a 5-minute speech (preferably on topics regarding education,
social issues, or politics). The students, after watching the video, will answer the following
questions.

 What is the main idea of the speech?

 Is the speaker stating an opinion or a fact? Explain your answer.
 What is the purpose of the speaker in delivering the speech? Substantiate your answer.
 Does the speaker effectively share his thought to the audience?

ACTIVITY 3
The students will watch an excerpt of the video of Ninoy Aquino’s speech in Los Angeles before
he traveled back in the Philippines and list down as much non-verbal cues as they can. The
students
stude nts shall also determine
determine how those non-verbal
non-verbal cues aided the speaker. Answers
Answers shall be
reflected on a table similar to what is shown below:

 Non-Verbal Cue How They Aided the Speaker

ACTIVITY 4
Develop a short speech using the following situations:

1. You
You are
are a guida
guidance
nce couns
counsel
elor
or in a pu
publ
blic
ic school
school and
and you are
are co
cons
nsol
olin
ing
g a grgroup
oup of 
students who are emotionally struggling.
2. You are the coach
coach of the school’s
school’s basket
basketbal
balll team and you are motivat
motivating
ing your player
playerss
after a big loss.
3. You are thethe CEO of the
the company
company and you areare reprimandi
reprimanding
ng your employee
employeess for tardine
tardiness
ss
while maintaining your composure.
4. You volunteer
volunteered
ed as a social
social worker
worker in a depressed
depressed communi
community
ty and you are
are explaining
explaining the
 benefits of family planning to members of the community.

TYPES OF SPEECH CONTEXT

 Objectives: Identifies the various types of speech context
Distinguishes
Distinguish es types of speech context
 

ACTIVITY 1
Identi
Identify
fy and discus
discusss the differ
differenc
ences
es among
among the types
types of speech
speech context
contextss using
using the graphi
graphicc
organizer below.

ACTIVITY 2
Compare and contrast the following terms:

1.
2. Intraperso
Intrapersonal
Dyadic
Dyadic nal
and and
upInterperson
Group
Gro Interpersonal
Commun
Com altion
munica Communicati
Commun
ication ication
on
3. Group
Group and Public
Public Commun
Communicaicatio
tionn
 

SPEECH ACTS
  Objectives: Responds appropriately and effectively to speech act

ACTIVITY 1
Using a Venn Diagram, compare and contrast the three types of speech acts.
 

ACTIVITY 2
Identify and discuss the differences among the types of speech acts using the graphic organizer 
 below.

SPEECH ACT DEFINITION EXAMPLES

LOCUTIONARY 1.
2.
3
 

1.
ILLOCUTIONARY 2.
3
1.
PERLOCUTIONARY 2.
3.

COMMUNICATIVE COMPETENCE: STRATEGIES IN

VARIOUS SPEECH SITUATIONS

  Objectives: Employs various communicative strategies in different situations.

ACTIVITY 1
Put a check on the blank beside the correct answer.
Source: Online worksheets retrieved from www.study.com
www.study.com  

1. Which one
one of the followin
following
g is not an example
example of intrape
intrapersona
rsonall communicatio
communication?
n?
 ___ Sending a text message to a friend
 ___ Talking to yourself
 ___ Writing a reminder note to yourself
 ___ Thinking about a problem you need to solve

2. Which one
one of the followin
following
g is not an example
example of intrape
intrapersona
rsonall communicatio
communication?
n?
 ___ Thinking about a problem you need to solve
 ___ Talking to yourself
 ___ Writing a reminder note to yourself
 ___ Sending a text message to a friend

3. Group communica
communication
tion involves
involves a different
different set of skills
skills than interpers
interpersonal
onal communicat
communication
ion
 because
 ___ in a group, one sender has many different receivers to take into account.
 ___ in a group, one receiver has many different senders to take into account.
 ___ groups, by definition, contain more than two people.
 ___ group communication is more important than interpersonal communication.

ACTIVITY 2
The Johari Window
Source: Online exercise on Johari Window retrieved from www.executive-velocity.com

1. The teacher
teacher will
will introduce
introduce and discuss
discuss the Johari
Johari Window.
Window.
2. Each student
student will
will receive
receive a copy of “Johari
“Johari Window
Window Adjectives
Adjectives List.
List.””
3. The person
person receiv
receiving
ing insight
insightss will
will choose
choose 12 adject
adjective
ivess that
that best
best descri
describe
be themselv
themselves.
es.
The other
other stu
studen
dentsts will
will each
each choose
choose 8 adject
adjective
ivess that
that best
best descri
describe
be the indivi
individua
duall
receiving insights.
 

4. Each student
student will reveal
reveal one adjective
adjective they
they feel represent
represent the
the individual
individual being assess
assessed.
ed.
Ask the individual if the adjective was on the list; if it is, place it in the OPEN box and if 
it isn’t, place it in the BLIND BOX. Continue around the group one by one until there has
 been at least 10 OPEN adjectives listed.
5. The indivi
individua
duall is then
then asked to reveal
reveal any remainin
remainingg adjective
adjectivess that have not yet been
identified by participants. It may be that an individual identified the adjective but the
sharing process ended before they shared the adjective. If this happens, add it to the
OPEN list. If no one has an adjective that the individual reveals then it should be placed
in the HIDDEN box.
6. After
After all the document
documentation
ation has been
been completed,
completed, some
some questions
questions to ask
ask the participa
participant
nt can
include:
• What were the biggest surprises to you regarding the Blind Spots?
• Which adjectives may be helpful to you since you now know others’ perceptions and
observations?
• What Hidden adjectives would you like to show more often to your team members?
What would be the first step you could take to move in this direction?

ACTIVITY 3
Individual Activity on the Johari Window
Source: Online exercise retrieved from www.executive-velocity.com

The process would be to collect the adjective lists from the students and work individually with
the person being assessed to develop the matrix and explore the questions. Communication of 
feedback shall be done based on what they have learned from the process.