ENG 12 1
Saint Columban College
SENIOR HIGH SCHOOL DEPARTMENT
7016 Pagadian City
S T U D E N T ’ S L E A R N I N G M O D U L E
Student’s Name: ______________________________ Date: _____________________
Grade & Section: ______________________________ Subject: __________________
Content Standard: The learner understands the nature and elements of oral communication in
context.
Performance Standard: The learner designs and performs effective controlled and uncontrolled oral
communication activities based on context.
Learning Competencies: Explain the nature and process of communication.
Learning Contents: Nature and Elements of Communication
Learning Resources: Bautista, A. (2017). ORAL COMM: Effective Communication Skills for
Lifelong Learners. TechFactors Inc. Quezon City, Philippines, Redoblado, S. (2016). Exploring
Literature and Grammar: Oral Communication in Context. Brilliant Creations Publishing Inc.
Quezon City, Philippines.
Core Values: Sensitivity to the sociocultural dimension of communication situation.
Module No. 1.1 Time Frame: 1 week
Learning Targets: At the end of the lesson, I can explain the nature and process
of communication by:
a. defining communication;
b. identifying communication process and nature of communication; and
c. clarifying misconceptions about communication
I. INTRODUCTION:
Panagdait Dios ug sa Tanan! Welcome to our first lesson for this
subject. The pandemic has brought us to this setup, however, we are all
ready to take the challenge. Before we start, I hope you are in a
comfortable area and all the materials that you need are already prepared.
I hope everything is already settled and if there are no worries left, let’s
hop in to our topics for today!
A. Motivation
Directions: Fill out the graphic organizer below by writing down what you know about
communication. You may choose to answer using the following guide questions.
Guide Questions:
1. When does communication happen?
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2. Why do you need to communicate?
3. In which aspects of your life do you need communication?
4. How do you communicate?
5. Why is it important to communicate well?
1.
2.
3.
COMMUNICATION 4.
5.
B. Transition/ Linking Statements:
You have just written your own views of what you think
communication is. Now, let us talk about its definition and its process as
you read the key concept below. Make sure to take down notes on
important points.
KEY CONCEPT
Read me!
Communication is a process that involves the exchange and the development of ideas
to achieve a particular goal or purpose. Communication may take place between two people,
among three or more individuals, or even hundreds and thousands of participants. The experience
of communication — that is, the delivery, processing, and reciprocation of messages —
distinguishes humans as the most intelligent beings on Earth.
Origin of the Term
To understand communication, let us first look at the roots of the word. Scholars trace the
English term “communication” to the Latin term communicare, which means “to share” or “to be
in relation with.” This suggests that communication is an act that brings people together, or an
experience shared by individuals who subsequently establish relationships and communities.
Other experts highlight the Latin noun communicatio, which means “sharing” or “imparting.”
From this perspective, communication involves an exchange or transaction of goods. Therefore,
from an etymological standpoint, communication may be understood as both a common experience
and a product transaction.
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Different Ways of Understanding Communication
If we look deeper into the significance of communication in human life, we can come up
with three viewpoints which are as follows:
1. Communication, broadly, may be seen as synonymous to behavior.
Some experts consider all behavior (speech, bodily gestures, and all other observable acts) as
communication. Conversely, communication also affects the way that humans behave.
2. Communication may be seen as a flow of information. The sender of communication expresses
his/her thoughts and feelings which the receiver interprets and comprehends. Humans exchange
ideas with the end goal of understanding one another's messages.
3. Communication may be seen as synonymous to interaction. This perspective emphasizes social
contact among humans. Communication is hence regarded as an instrument of connectivity with
other persons.
What do these perspectives tell us! Generally, communication is observable act that
facilitates the transfer of information, and that provides an opportunity for human interaction
Nature of Communication in human interactions
Communication is a process
Communication is systematic
Communication involves communicators, not just speaker and listener
Communication is irreversible
Communication is proactive
Communication is symbolic
Meaning in communication is individually construed.
Correcting Communication misconceptions
Communication occurs without complete understanding
Communication does not always solve conflicts
No single person or event causes another reaction
Communication is not simple
The Communication Process
Several models of communication have been formulated by scholars through the years.
(You will study these models in the next lesson.) In essence though, communication may be
understood as a process that involves these basic elements.
1. Sender. This is the person that initiates the process. The sender delivers transmits ideas to the
receiver.
2. Receiver. This is the person that decodes the message transmitted by the sender
3. Message. This is the idea encoded by the sender. The message entails both (a) the content (and
the ideas) that the speaker wishes to transmit and (b) the formulation or structure of the ideas.
4. Medium. This is the channel through which the message is delivered. The medium may be oral,
written, or even nonverbal. Specific guidelines are followed when using particular medium for the
communication process.
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5. Feedback. This is the response to the message. The feedback confirms that the message has
been correctly interpreted. By extension, feedback validates that the communication process has
been effective. As you continue to read this book, you will find out how all these viewpoints and
elements are applied in actual communicative situations.
Medium
Sender Receiver
Message or Message
Channel
Feedback
Great job! After studying the concept notes, let’s try to answer
these activities!
NOTE: YOU WILL BE GIVEN A SEPARATE FILE FOR
THE ANSWER SHEET FORMAT OF THIS MODULE. DO
NOT WRITE YOUR ANSWERS BELOW.
II. INTERACTION:
A. Learning Activities :
TASK 1.
Determine the communicative elements in each item. Identify the sender, receiver,
message, medium, and feedback in the following experiences.
Item Sender Receiver Message Medium Feedback
Greet my
parents
Read my
books
Speak with
my
classmates
Answer my
teacher’s
questions
Watch TV
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TASK 2
Write T if you think the statement about communication is true and F if it is false. Defend your
answer by citing personal experience or observations.
1. Communication happens even when the communicators do not intend to share ideas with
each other.
2. It is impossible to identify at which point communication begins or ends
3. Communicators will only understand each other if they speak the same language.
4. For communication to occur, speakers must be able to convey their message clearly such
that the receivers of the message understand exactly what they are trying to say.
5. Misunderstanding will be avoided if people carefully choose their words and express
themselves in a clear and polite manner.
Great job! Now that you are done answering the activities, you are now ready to answer the test.
Good luck!
Assessment Technique:
Read the “The Educated Man” by Jovito Salonga and answer the questions that follow.
The Educated Man
(An Excerpt) Jovito Salonga
... When I say “educated man,” I do not refer to the individual who has read a thousand books and
magazines, however important reading may be to the life of the mind. One of the most unfortunate
things in this country is that so much is read by so many who do not know what to read. Because
of cheap paper and printing, comics, pulp magazines, and cheap literature have replaced the
classics and the great masterpieces, and as a consequence, an enormous mental garbage has been
piled up beyond our collective capacity to liquidate. Writers of history a hundred years from now,
in assessing the quality of education in the Philippines, may have produced a vast population able
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to read but unable to distinguish what is worth reading. It was Mark Twain, I believe, who said
that he never allowed his schooling to interfere with his education.
When I use the term "educated man,” I do not mean the individual, has memorized a
thousand facts and assembled in his mind a million, the basis of which he has earned a string of
academic degrees. I do n to minimize the importance of memory, for it is stating the obvious say
we should be able to observe, sort out, and remember relevant that we may have a sound basis for
each judgment... Nor do I minimize significance of degrees and diplomas in a degree-conscious
society such as we have, except to emphasize the danger of mistaking a degree for intellectual
worth. A college graduate has once been described as one who at the end of his studies is presented
with a sheepskin to cover his intellectual nakedness.
When I say “educated man,” I do not refer to the skilled engineer, the on trial lawyer, the
talented musician, the gifted writer, or the expert surgeon be it from me to underrate the importance
of skills and talents. Sometime ago, I made reference to the fact that while we have abundant
natural resources in this country, we do not have sufficient skills to make this country great. Japan
is relatively poor in natural resources, with land scarcely enough to sustain her tremendous
population, but despite a war that laid waste her towns and cities. She has recovered and has come
back with greater vigor, because she has a people of abundant skills.
But I would like to submit the proposition that one becomes a great scientist, an able
lawyer, or a noted writer, only because he is first — and preeminently — a good man. An abundant
talent employed to serve an evil end is a prostitution of divine endowment.
What then is the educated man? Is he the man who has read a lot? Partly yes, because his
reading is serious and discriminate and uplifting. Is he the man who remembers many facts and
events? Partly yes, because the training of memory is a wholesome discipline that requires effort
and application, and because one cannot make a sound judgment without respect for remembered
facts. Is the educated man, then, one who because of his skill is able to provide for himself and his
family? Partly yes, since education should teach us how to make a living. But there is one thing
we should always remember and it is this - that far more important than the making of a living is
a living of life - 0 good life, a meaningful life, an abundant life.
The educated man lives this kind of a life — because he has opened the windows of his
mind to great thoughts and ennobling ideas; because he is not imprisoned by the printed page but
chooses to make a relentless, rigorous analysis and evaluation of everything he reads; because he
is less interested in the accumulation of degrees than in the stimulation of his mind and the
cultivation of a generous spirit; because his interest is less in knowing who is right but more
importantly in discerning what is right and defending it with all the resources at his command;
because he can express himself clearly and logically with precision and grace; because he is not
awed by authority, but is humble enough to recognize that his best judgment is imperfect and may
well be tainted by error or pride; because he has a deep reverence for the inherent worth and dignity
of every human being as a creature of God; because he has a healthy sense of values, a breadth of
outlook, and the depth of compassion which a purposeful education generates; because whenever
he talks about good government, he is prepared and willing to sacrifice himself for it; and because
he lives a life of relevance to the world in which we live, sharing in the problems of his time and
doing whatever he can with intelligence and fairness and understanding.
Source: Land of the Morning
A Collection of Speeches and Lectures
by Jovito R. Salonga
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Answer the following questions.
1. What is the message of the speaker in his speech? For Sen. Salonga, what is an educated
man?
2. What is your reaction to the last part of the speech? Do you agree or disagree with his
convictions? Explain why you say so.
III. INTEGRATION
A. Transfer of Learning
Complete the sentence below.
I learned that
B. Reflection:
“How can I, as a Filipino student in a global century, make my voice heard in the
world?”
C. Closure & Synthesis:
Directions: Complete the S.T.O.P Summary
We Started the lesson__________________________________________________________
the Topic was________________________________________________________________
Our Opportunities for practice were_______________________________________________
the Purpose of the lesson was___________________________________________________
Great job! We are finally done with the module! I hope you
enjoyed learning the topic! See you in our next journey! See
attached file for your answer sheets.
ENG 12 8
Saint Columban College
SENIOR HIGH SCHOOL DEPARTMENT
7016 Pagadian City
S T U D E N T ’ S L E A R N I N G M O D U L E
Student’s Name: ______________________________ Date: _____________________
Grade & Section: ______________________________ Subject: __________________
Content Standard: The learner understands the nature and elements of oral communication in
context.
Performance Standard: The learner designs and performs effective controlled and uncontrolled oral
communication activities based on context.
Learning Competencies: Distinguish the unique feature(s) of one communication process from
the other.
Learning Contents: Nature and Elements of Communication
Learning Resources: Bautista, A. (2017). ORAL COMM: Effective Communicatio n Skills for
Lifelong Learners. TechFactors Inc. Quezon City, Philippines, Redoblado, S. (2016). Exploring
Literature and Grammar: Oral Communication in Context. Brilliant Creations Publishing Inc.
Quezon City, Philippines.
Core Values: Sensitivity to the sociocultural dimension of communication situation.
Module No. 1.2 Time Frame: 1 week
Learning Targets: At the end of the lesson, I can distinguish unique features of
communication by:
a. differentiating models of communication
b. demonstrating sensitivity to the sociocultural dimension of communication
c. using various strategies in order to avoid communication breakdown.
II. INTRODUCTION:
Panagdait sa Tanan! Welcome to Module 1.2. I hope everyone is
having a good time at home. How was your day so far? I hope you are
doing great. Last meeting we talked about the definition, nature, and
process of communication. This time we will be dealing with the
communication models and the verbal and non-verbal communication and
intercultural communication. If you are now ready to start, let’s hop in to
our next lessons.
REVIEW: Before we proceed to our new lesson. Let’s have a short recap of our previous lesson.
1. Recall one among various nature of communication, then share one of your experiences
that relates to it.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
A. Motivation
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Directions: Read the lyrics of this famous song recorded by Louis Armstrong has a
beautiful message to the people. Songs, in a way, are channels communication process.
Find out the message of the song.
What a Wonderful World
I see trees of green, red roses, too
I see them bloom, for me and you
And I think to myself –
What a wonderful world.
I see skies of blue, and clouds of white
The bright blessed day, the dark sacred night
And I think to myself —
What a wonderful world.
The colors of the rainbow, so pretty in the sky
Are also on the faces of people going by.
I see friends shaking hands, saying “How do you do?”
They're really saying “I love you."
I hear babies crying, I watch them grow.
They'll learn much more than I'll ever know,
And I think to myself — What a wonderful world.
Yes I think to myself — What a wonderful world.
Written by Bob Thiele and George David
Weiss First recorded by Louis Armstrong
and released as a single in 1967
Consider the following questions.
1. Do you agree with the songwriters' view of the world? Why or why not?
2. Based on the song, what could you speculate about the songwriters' background?
What could have been their family situation and school surroundings? What
experiences could have led to their writing of these lyrics?
3. If you could directly speak with the songwriters, what would you say about the
song?
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B. Transition/ Linking Statements:
Imagine the conversation that would take place among you. Songs like “What
a Wonderful World” demonstrate how the communicative process can sometimes be
one-sided. Individuals can write messages that will last for years. By the time that other
people read these written texts, they would have lost the opportunity to react directly
to the writers. In other situations, though, we are fortunate enough to give feedbacks to
the senders of the messages we listen to. These varied communicative situations will
be explored as we study the different models of communication in this lesson.
KEY CONCEPT
Read me!
Many scholars have presented communication models that attempt to explain the workings
of the process. These models try to present how the key elements of communication relate to one
another. Studying these models can provide us a holistic understanding of the process of
communication.
These are five communicative models.
A. Linear Model
B. Interactive Model
C. Transactional Model
D. Gatekeeper Model
E. Ecological Model
A. The Linear Models
There are two types of linear models, one introduced by Laswell (1948), and another one modeled
by Shannon and Weaver (1949).
Laswell's Model
The linear models suggest that information flows sequentially during the communication
process. Figure 1 was proposed by Laswell (1948), whose model culminates with the outcome or
effect of communication. From Laswell's perspective, communication is a one-way process in
which only the communicator is the active participant. The recipient, meanwhile, processes the
information but does not reciprocate the message.
Figure 1. Linear Model by Laswell
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In the linear model, the sender communicates to the receiver through a one-way
channel. The best examples are the radio and television broadcasting where the listeners
receive the information and process what they heard, but there is no means for immediate
feedback. This is the same as when you listen to a resource speaker in a large auditorium. The
speaker expresses his/her thoughts and shares his/her views through a one-way process —
unless, it al the end of the talk, the participants shall be given a chance to ask questions and
interact with the speaker.
Further examples of the linear model are the communications or information that we
derive from magazines, newspapers, or from books. We read and process the information, but
there is no relationship at all between the sender and recipient of the message.
Shannon and Weaver's Model
Figure 2 below page shows Shannon and Weaver's model (1949), which resembles
Laswell's framework. Both employees of the Bell Telephone Laboratory, Shannon and
Weaver came up with a model that resembled the transmission of a telephone message.
While the “Information Source” and “Destination” represent humans, the “Transmitter”
and “Receiver” stand for devices or instruments, with the “Signals” ranging from electronic
signals to radio waves to gestures. Shannon and Weaver's model also introduces the idea
of noise — secondary signals that hinder the transmission of the message.
Figure 2. Linear Model by Shannon and Weaver
Shannon and Weaver's linear model looks much the same as Laswell's model, but they have
added the factors that hinder the transmission of messages.
Consider the example of listening to a speaker on stage. It is already 11:00 a.m. and you feel your
stomach grumbling. As you listen to the speaker, you can hear what he is saying, but the message
does not get into your heart. And when you look at your wristwatch, in your mind you are already
imagining the food that you are going to buy for lunch.
There are many other factors that hinder the understanding of messages: noise, heat, sound system
malfunctions, and many others. Think of your own experiences as you study about Shannon and
Weaver's model
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The Interactive Model
While the linear models regarded communication as a one-way process, the interactive
model explains communication as a dynamics exchange. For Scharmm (1954), the communicator
and the recipient take turns to speak and to listen to each other. The key element in Schramm's
interactive model is feedback: the reaction to a message. Through feedback the communicator and
the recipient can clarify and develop the ideas in their conversation.
In this model, the message is sent to the receiver who, in turn, gives a feedback to the sender. The
process is repeated, making the sender a receiver and the receiver a sender. This is called
interactive process. Examples of this communication model include oral conversation, sending
text or e-mail messages, telephone conversations, or even the use of sign languages.
The Transactional Model
Though more complex than the linear models, the interactive model does not account for
situations in which communicator and recipient exchange ideas simultaneously. The transactional
model, presented in Wood (2009), responds to this flaw. The model presents an even more realistic
view of the communicative process: a spontaneous, rapid flow of ideas. The transactional model
also takes into account the personal and professional background of the participants, as well as the
changes that occur within them and their environments. All of these are factors that affect the
communicative process in the transactional model.
There are three implications in this communicatio n model.
1. The implies that communication is on-going, and it involves also a continuing changing
process.
2. Each element of the transactional process exists in relation to the other elements. There can
be no source without a receiver, and no message without a source.
3. Individual background experiences, attitudes, cultural beliefs, self-esteem and other related
factors play important roles in the communication process.
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Verbal Communication Skills
When we use verbal communication, we employ sounds and language to deliver our
message. This kind of communication is conducted orally—that is, through spoken discourse. We
can conduct effective verbal communication if we use oral skills appropriately in conveying our
ideas.
The following skills are required for effective verbal communication.
1. Volume
This refers to the loudness of your voice. You can modify your voice loud or soft. Adjust your
volume to make sure that all your listeners will hear you. At times, you can make your voice very
loud or very soft if that volume is appropriate to the message you are delivering.
2. Enunciation and pronunciation
Enunciation refers to the proper pronunciation or the blending of sounds to produce a word.
Enunciate and pronounce every word that you say so that your listeners can perceive all your ideas.
3. Pitch
This refers to the frequency of your voice. You can modify your voice to make it high or low.
When conveying a statement, you should lower the pitch of your voice towards the end of the
sentence. When asking a question, you should raise the pitch of your voice towards the end of
the sentence.
4. Stress
This refers to emphasis on a certain word. You can stress an important word by varying the volume
or the pitch of your voice.
5. Phrasing
This refers to how you group the words in a sentence. You can set apart words by pausing at certain
points. The grouping of words should be determined according to the meaning you want to put
across.
6. Speed
This refers to how quickly you speak. You can modify your voice to make your speech go fast or
slow. At times, you can make your voice very fast or very slow if that volume is appropriate to the
message you are delivering
Nonverbal Communication Strategies
When we use nonverbal communication, we employ communication strategies other than
the spoken word. Our nonverbal cues are just as crucial in conveying our message as our oral
communication skills.
Nonverbal communication strategies include the following:
1. Eye contact
By looking at the listeners as we speak, we can engage them in the communicative process taking
place. In contrast, lack of eye contact gives the impression that we are uninterested in the discourse
or the audience.
2. Facial expressions
Adjusting the eyebrows, lips, and other facial features can help convey the emotions in our
message.
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3. Head movements and body movements
We can turn our head and move our arms, hands, legs, and feet emphasize certain points.
4. Posture
In general, we should stand upright to attain a level of dignity or formality as we speak. When
appropriate to the message, bending forwards or backwards may be done.
5. Proximity
In public speaking situations, we can walk from one side to another so that we can reach out to our
audience on both the right side and the left side. We can also try to walk towards them or away
from them (in a backward motion).
6. Personal appearance
Our clothing will be determined by the formality that the communicative situation demands. Thus,
we should know when to dress in business attire, semi-formal attire, or casual attire. In all cases,
we should look neat and presentable.
A good communicator uses both verbal and nonverbal communication effectively. By mastering
both oral and nonverbal skills, we can deliver our message appropriately.
Three Main Issues of Intercultural Communication
Intercultural communication refers to situated communication among persons of different
cultural and linguistic backgrounds. In the 21st century, this form of communication has become
prevalent across the globe. Thanks to advancements in transportation and communication
technology, more and more people have travelled to different countries and engaged in
intercultural communication.
What hinders the exchange of ideas between two people from different cultures? We can consider
three main issues in this regard.
1. Knowledge
If we are unaware of the customs and values of a certain culture, we may fail to communicate
properly with individuals who practice that culture. In order to interact well with persons from
foreign countries, we need to be aware of their cultures. If we encounter a foreign classmate, or
even a foreign audience, we can conduct research on their culture so that we shall know how to
deal with them accordingly.
2. Skills
Having attained cultural knowledge, we can perform actions appropriate to the culture's specific
norms. On a concrete level, we can then ex our ideas in a respectful manner, using grammatical
competence foreign language, as well as use nonverbal cues and other communicative strategies
unique to the foreign culture.
3. Attitudes
From an affective standpoint, we also need to show a tolerant disposition towards people of
different culture. If we harbor biases or prejudice we shall not be able to communicate properly.
However, if we adopt a respectful attitude towards any culture, we shall be able to interact with
any individual without difficulty.
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How to Conduct Intercultural Communication Properly
In order to conduct intercultural communication properly, observe the following.
1. Be conscious of your own culture.
The first step towards respecting other cultures is to appreciate our own customs, values, and
practices. Feel the pride of showing others our good traditions and culture.
2. Be open-minded towards other cultures.
If we are appreciative of our own culture, we can understand that other people behave the way
they do because they are also influenced by their own customs and norms. Thus, we can adopt an
attitude of tolerance and respect. Other cultures will cease to be the object of derision and ridicule;
rather, they will become groups worthy of acceptance.
3. Immerse yourself in the practices of other cultures.
Having developed an open-minded approach to other cultures, we can start to learn their customs
and traditions. Get the feel of it. Learn the intricacies of their language and try to understand their
nonverbal cues and communicative strategies.
Great job! After studying the concept notes, let’s try to answer
these activities!
NOTE: YOU WILL BE GIVEN A SEPARATE FILE FOR
THE ANSWER SHEET FORMAT OF THIS MODULE. DO
NOT WRITE YOUR ANSWERS BELOW.
II. INTERACTION:
B. Learning Activities :
TASK 1.
Complete the chart below
Proponent/s Elements and Features Significance
Linear Models
Interactive Models
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Transactional Models
TASK 2
Differentiate verbal communication to nonverbal communication by filling out the table
below.
Verbal Communication Nonverbal Communication
Task 3
Answer the table below.
Cultural Group Verbal Greetings Non-verbal Gestures
1. Filipino
2. Japanese
3. Hindi
4. Amrican
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III. INTEGRATION
C. Transfer of Learning
Excellent! After answering the activity, what are your realizations?
Write Here
D. Reflection:
Why do you think is the importance of knowing verbal and non-verbal
communication strategies?
C. Closure & Synthesis:
Directions: Fill out the graphic organizer below.
3-2-1 Activity
3 things I learned
2 Questions I still have
1 Opinion I have
Great job! We are finally done with the module! I hope you
enjoyed learning the topic! See you in our next journey! See
attached file for your answer sheets.
