Introduction to Oral Communication

Oral skills – both speaking and listening – are at the very foundation of
literacy. Classroom talk helps you to learn, to reflect on what you are learning,
and to communicate your knowledge and understanding. This module is
composed of user-friendly and simple but powerful contents for you to
independently learn at the comfort of your home. The worksheets included in this
module will help you develop and improve your communication skills. Rest
assured that I will be available to entertain questions, provide better feedback,
and guide you to become a better speaker. In this subject, you will be given
authentic opportunities to learn how to listen and speak effectively in a variety of
situations – in pairs, and in small and large groups.

You are sometimes assigned an oral activity (e.g., working in small groups)
that will help boost your confidence and performance. At the end of the
semester, you are expected to become confident speakers using the English
language and build connections to people around the world.

CLASS RULES:
1. Always SPEAK IN ENGLISH. You are required to speak the language
every time you communicate with your teacher and classmates.
2. Use FORMAL and POLITE language at all times.
3. Submit assigned worksheets ON TIME. Late submissions will not be
accepted.
4. Wear WHITE POLO SHIRT during online meetings. Otherwise, you
are considered absent.
5. Cheating and copying answers from your classmates or in the
internet is STRICTLY PROHIBITED.

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 Nature and Elements of
Communication

I. Objectives
 Define communication
 Explain the nature and process of communication
 Identify the various elements of communication

II. Warm-Up
Unscramble the following words that are closely related to the
word “communication”.

1. ASSEGEM _______________
2. DRSWO _______________
3. LERABV _______________
4. RSAPKEE _______________
5. GIMNAEN _______________

III. Thinking-Out-Loud
1. Is effective communication important? Why or why not?

________________________________________________________
________________________________________________________
________________________________________________________

2. Has the development of the internet and social media caused a

change in the way we communicate (quality, quantity, style etc.)?

________________________________________________________
________________________________________________________
________________________________________________________
IV. Let’s Learn
Study the word cloud below. Using the words inside the cloud,
construct a definition of the word “communication”.

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________________________________________________________
________________________________________________________
________________________________________________________

“Communication is a process of sharing and conveying messages or

information from one person to another within and across channels,
contexts, media, and cultures (McCornack, 2014). The goal of
communication is having those ideas, thoughts, and feelings
understood by the people we are talking with. When we communicate,
we speak, listen, and observe. There is a wide variety of contexts and
situations in which communication can be manifested; it can be a
face-to-face interaction, a phone conversation, a group discussion, a
meeting or interview, a letter correspondence, a class recitation, and
many others.”

“Children learn from watching how adults talk and imitating how they
talk. As adults, we can learn to improve the way we communicate
effectively, learning new skills, and practicing those skills”.

Nature of Communication
1. Communication is a process.
2. Communication is said to be "the creation and exchange of
meaning."
3. Communication occurs between two or more people (the speaker
and the receiver).
4. Communication can be expressed through written or spoken words
(verbal), actions (nonverbal), or both spoken words and nonverbal
actions at the same time.
5. Communication is a skill.

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Elements of Communication
Communication is divided into elements which help us better
understand its mechanics or process. These elements are the
following:
1. Speaker – the source of information or message
2. Message – the information, ideas, or thoughts conveyed by the
speaker in words or in actions
3. Encoding – the process of converting the message into words,
actions, or other forms that the speaker understands
4. Channel – the medium or the means, such as personal or non-
personal, verbal or nonverbal, in which the encoded message is
conveyed
5. Decoding – the process of interpreting the encoded message of the
speaker by the receiver
6. Receiver – the recipient of the message, or someone who decodes
the message
7. Feedback – the reactions, responses, or information provided by
the receiver
8. Context – the environment where communication takes place
9. Barrier – the factors that affect the flow of communication

The Process of Communication

The figure below shows how communication takes place.

The Process of Communication Example

The speaker generates an idea. Jake has a crush on Ara.
The speaker encodes an idea or He decides to confess his feelings
converts the idea into words or on her birthday.
actions.
The speaker transmits or sends He said, “Ara, I like you. Can I
out a message. ask you tomorrow night on a
date?”
The receiver gets the message. Ara hears what Jake says.
The receiver decodes or She suddenly feels sad and
interprets the message based on regretful.
the context.
The receiver sends or provides She looks at Jake in the eyes and
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feedback. say, “I’m sorry Jake but I already
have a date tomorrow……with my
boyfriend”.
 V. Listen Up
Listen to the audio recording uploaded in the LMS. Which word does
the teacher pronounce? Circle the word you hear.

1. There was an ugly bull/bowl in the corner.

2. He wanted to sell/sail the boat.
3. That’s the biggest wheel/whale I’ve ever seen.
4. Susan is going to buy some soap/soup.
5. The girl likes to read/red a lot.
VI. Speak Up

Pick one (1) of the following statements/maxims and explain.

1. “You cannot not communicate.”
2. “Actions speak louder than words.”
3. “Say what you mean, mean what you say.”
4. “Parents should listen more.”
5. “A man cannot step into the same river twice.”

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Verbal and Nonverbal

Communication

I. Objectives
 Differentiate verbal and non-verbal communication
 Practice effective verbal and non-verbal communication during social
interactions

II. Warm-Up
Charades. The class will be divided in groups. They fall in line
turning their back from each other. Each group will play Guess that
animal. One representative of the group will pick a paper that contains
the name of the animal then pass it to the first person in the line using
actions until it reaches the last person who will then write the answer
on the board.

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III. Thinking-Out-Loud
1. Do we need actions and gestures in communication? Why or
Why not?
2. Which is the most effective way to communicate? Through
words or actions? Why?
3. Do you believe that “Actions speaks louder than words”?

IV. Let’s Learn

Verbal Communication refers to an interaction in which words are
used to relay a message. For effective and successful verbal
communication, use words to express ideas which can be easily
understood by the person you are talking to. Consider
appropriateness, brevity, clarity, ethics, and vividness when engaging
in this type of communication.
1. Appropriateness. The language that you use should be
appropriate to the environment or occasion (i.e., whether formal or
informal).
2. Brevity. Speakers who often use simple yet precise and powerful
words are found to be more credible. Try to achieve brevity by being
more direct with your words. Avoid fillers and insubstantial
expressions which do not add to the message, such as “uh,” “you
know,” “I guess,” and others.
3. Clarity. The meanings of words, feelings, or ideas may be
interpreted differently by a listener; hence, it is essential for you to
clearly state your message and express your ideas and feelings.
4. Ethics. Words should be carefully chosen in consideration of the
gender, roles, ethnicity, preferences, and status of the person or
people you are talking to.
5. Vividness. Words that vividly or creatively describe things or
feelings usually add color and spice to communication. Hence, you are
encouraged to find ways to charm your audience through the use of
vivid words.
Nonverbal communication refers to an interaction where behavior
is used to convey and represent meanings. All kinds of human
responses that are not expressed in words are classified as nonverbal
communication. Examples of nonverbal communication are stares,
smiles, tone of voice, movements, manners of walking, standing and
sitting, appearance, style of attire, attitude towards time and space,
personality, gestures, and others.
Mastery of nonverbal communication is important for several
reasons: 1. It enhances and emphasizes the message of your speech,
thus making it more meaningful, truthful, and relevant.
2. It can communicate feelings, attitudes, and perceptions without you

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saying a word.
3. It can sustain the attention of listeners and keep them engaged in
the speech.
4. It gives the audience a preview to the type of speaker you are.
5. It makes you appear more dynamic and animated in your delivery.
6. It serves as a channel to release tension and nervousness.
7. It helps make your speech more dramatic.
8. It can build a connection with listeners.
9. It makes you a credible speaker.
10. It helps you vary your speaking style and avoid a monotonous
delivery.
V. Listen Up

Listen to each group of four words. Circle the word that has a different vowel sound.
1. Foot good could food
2. Eat treat threat meat
3. Itch mild fill pin
4. Close most lost hose
5. Sew threw blew grew

VI. Speak Up

EXERCISE: Combine verbal and nonverbal communication. Deliver the following

lines using appropriate facial expressions, vocal delivery, and body language to
illustrate, emphasize, or clarify your points and to show your emotions.

1. Hello! Do you recognize me?

2. I won! I won!

3. I am not allowed to do this.

4. Who are you to question my decision?

5. Why are you looking at me?

6. What? Are you crazy?

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 I. Intercultural Communication

I. Warm-Up
“Hello” Around the World. Recite the following translations of the word
“hello” in and tell from what country is it spoken.

1. Bonjour! ____________ 6. Salama Aleikum! _________

2. Hola! ____________ 7. Ni Hao! _________

3. Ciao! ____________ 8. Halo! _________

4. Konnichiwa! _________ 9. Swasdi! _________

5. Annyeonghasseyo! __________ 10. Guten Tag! _________

II. Thinking-Out-Loud

1.

What is culture?

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Culture- a system of learned and shared values, beliefs and customs.

Communication- an act of sharing information.

 Intercultural Communication is the verbal and nonverbal interaction

between people from different cultural backgrounds.

 Communication between cultures.

 Intercultural communication happens when individuals interact,

negotiate, and create meanings while bringing in their varied cultural
backgrounds. (Ting-Toomey, 1999)

 Intercultural communication pertains to communication among people

from different nationalities. (Gudykunst, 2003)

Explain: Language and culture is like bread and butter.

Examples of Cultural Differences:

In America, people shake hands and hug each other. In India, people just
join hands and say “namaskar”.

Stage 1. DENIAL. The individual does not recognize the individual

differences.

“All cities are the same; they all have tall buildings, fast food chains, and
coffee shops.”

Stage 2. DEFENSE. The individual recognizes the differences and gets

intimidated resulting to inferiority or superiority of own culture.

SUPERIOR

“This culture does not view life the way we do; our culture is certainly
better”.

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INFERIOR

“Their ways are better than my own; I wish I belong to them.”

Stage 3. MINIMIZATION. The individual still believes that there are more
universal ideas than cultural differences.

“Once we see through the cultural differences, we really are just the same.”

Stage 4. ACCEPTANCE. The individual appreciates important cultural

differences in behaviors and values.

“These people and I have different beliefs and values, and I think we can
learn from one another.”

Stage 5. ADAPTATION. The individual is open to world views when

accepting new perspectives.

“To address our issue, I have to adjust my approach to consider my and

your values.”

Stage 6. INTEGRATION. The individual goes beyond their own culture and
understands other cultural viewpoints.

“I can look at things from the perspectives of various cultures.”

BARRIERS TO INTERCULTURAL COMMUNICATION

1. ETHNOCENTRISM. The belief that one’s own culture is superior than all
the other groups/cultures.

2. STEREOTYPING. A generalization about some group of people that over

simplifies other group/culture.

Example: Good-looking men are gentlemen while not-so-good looking are

criminals.

Example: Filipina women are demure while Americans are liberated.

3. PREJUDICE. A negative attitude toward a certain cultural group. It is a

sort of pre-judgment.

Example:

On a basketball team, African-American are often judged as better players.

4. DISCRIMINATION. Is the result of prejudice or stereotype. It means to

exclude, avoid or distance oneself from other groups. It can be Racial,
Gender, Age, or Social Status.

Characteristics of Competent Intercultural Communicator

1. Self-awareness

2. Adaptability

3. Empathy

4. Cognitive Complexity

5. Ethics

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 Note that in addition to culture, other elements such as gender, age
social status, and religion must also be taken into consideration when
communicating with others.

 Avoid stereotypes, i.e, generalizations about a certain group.

 Do not talk down on younger people and the elderly.

 Be sensitive to the religious practices of others.

 Be polite at all times; do not belittle people you perceive to be on lower

social class than you.

- - - 2-MINUTE SPEECH - - -

Explain. The essence of effective intercultural communication has more to do

with releasing the right responses than with sending the ‘right’
message.

II. Functions of Communication

COMMUNICATION FUNCTIONS

 Refer to how people use language for different purposes

 Also refer to how language is affected by different time, place and

situation.

1. REGULATION/CONTROL

Used to control the behavior of people.

Used to regulate the nature and amount of activities people engaged in.

Examples:

Doctors’ Prescription

“Take your medicine 3 times a day.”

Parents’ Instruction to their child

“Wash the dishes now or else I won’t allow you to go to the party
later.”

Friends giving advice on what to do

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 “Move on. He doesn’t love you anymore.”

2. SOCIAL INTERACTION

Used to produce social relationships

Used to develop bonds, intimacy, relations, and connections with other

people.

Examples:

Invitation

“Would you like some coffee, tea, or me?”

Greetings

“Hey gurl! It’s nice to see you.”

Appreciation

“I’m so glad that you came into my life.”

Proposal

“Will you marry me?”

Pick up lines

“Are you a false teeth? It’s because I can’t smile without you.”

3. MOTIVATION

Functions to motivate or to encourage people to live better.

We use positive language.

Example:

Encouragement

“You can do it”.

“You are good. Just believe in yourself”.

4. INFORMATION

Used for giving and getting information.

Giving information

“I am small but I have big dreams.”

“Did you know that there’s a secret apartment at the top of the
Eiffel tower?”

Getting Information

“Where did you get that bag?”

“Do you know where my crush lives?”

5. EMOTIONAL EXPRESSION

Facilitates people’s expression of their feelings and emotions.

Expressing one’s ambition

“I want to become your husband someday.”

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 Expressing a need

“I need you in my life.”

Expressing prayers

“I pray for those who suffered a broken heart from their crush.”

Appreciation

“I like you so much.”

- - - Practice your Skills - - -

Write down two (2) example statements for every function of

communication.

III. Types of Speech Context

1. INTRAPERSONAL
 A type of comuunication that centers on one person where the speaker acts as
both sender and receiver.
 The message is made up of your thoughts and feelings. The channel is your
brain which processes what you are thinking and feeling. There is feedback in the sense
that as you talk to yourself, you discard certain ideas and replace them with others.
(Hybels and Weaver, 2012)
Examples:
-You spent the night thinking and analyzing why a student from the other class
talked to you on the way home and you decided it probably meant nothing.
-You felt happy while thinking about how your teacher appreciated you for
submitting your project before the due date.

2. INTERPERSONAL
 A type of communication between and among people and establishes personal
relationship.
Types of Intercultural Context:
Dyad- occurs between two people
Small group- ocuurs between three to ten people

3. PUBLIC COMMUNICATION

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  Requires you to deliver a speech in front of a group or audience.
 Message can be driven by informational or persuasive purposes
 The channels are more exaggerated, voice is louder, gestures are more
expansive due to bigger audience. Powerpoints can be used.
Examples:
-You deliver a graduation speech to your batch.
-You participate in a declamation, oratorical contest, or debate watched by
many people.

4. MASS COMMUNICATION
 Communication that takes place through television, radio, newspapers,
magazines, books, billboards, internet and other forms of media.
Example: You are a student journalist articulating your stand on current issues
through the school newspaper.

IV. Types of Speech Style

Speech styles are patterns of speaking characterized by distinctive pronunciation,

vocabulary, intent, participants, and grammatical structures.
1. INTIMATE STYLE
 Used between people who have very close relationships such as family, best
friends, or couple.
 Have a lot of experiential knowledge in common.
 Do not care about grammar and pronunciation.

Look at the pictures below. What do you think they are telling each other?

2.

CASUAL STYLE
 A convrsational style used among friends.

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  Use trendy words and phrases and speaks in incomplete and elided sentences.
Example: “Meet at the mall?”
“Bought it yesterday. Makes no difference.”
 Connected to social interaction as function of communication.

3. CONSULTATIVE STYLE
 A conversational style in which the speaker constantly observes listener’s verbal
and nonverbal cues for feedback.
 What the speaker will say next depends on the feedback provided by the listener.
Example: A guidance councilor talking to a student.

4. FORMAL STYLE.
 Called upon when speaking in fomal settings no matter how the participants are
related to each other.
 Much of the language spoken in the formal style depends on what the education
system has taught individuals as to be used in formal settings.
 Requires careful attention to producing well-fomed sentences and coherent, very
logically organized speech.

5. FROZEN STYLE
 Very fomal style not really intended to give a particular message but to a allow a
reader/litener to find meanings for oneself.
 Remain unchanged through time.
Example: Singing the National Anthem, Prayer, Reading the Preamble

- - - Practice your Skills - - -

I. Identify the speech style of the following lines.

1. “Excuse me. May I know where the registrar’s office is?

2. “Mom, why Dad was fired out?”

3. “Nah, didn’t do the assignment either.”

4. “Turn left, then enter the second door to your right.”

5. “I need you to complete me.”

II. Change the following statement in Natural English into Formal

Style.

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16
 V. Types of Speech Act

A speech act is an utterance that a speaker makes to achieve an intended effect.

A speech act might contain just one word or several words or sentences but with the
same meaning.
Ex. “Thanks!”
“Thank you for appreciating me”.
1. LOCUTIONARY. It is the actual act of uttering.
Example: “Please wash the dishes.”
2. ILLOCUTIONARY. It is the literal meaning of what is said.
Example: The speaker requests the listener to wash the dishes.
3. PERLOCUTIONARY. It is the resulting action of what is said.
Example: The addressee will wash the dishes or NOT.
SUMMARY
Locutionary Act- what is said
Illocutionary Act- what is meant
Perlocutionary Act- what happened as a result.

SEARLE’S CLASSIFICATION OF SPEECH ACTS

1. Assertive- the speaker expresses belief about the truth of a proposition.
Example: Suggesting, swearing, boasting, concluding.
“I am the best teacher in the universe.”
2. Directive- perform an action
Example: Ordering, requesting, inviting, advising, begging.
“Please listen to me”.
3. Commissive- commits the speaker to do something in the future.
Example: promising, planning, vowing, and betting.
“From now on, I will recite in class.”
4. Expressive- speaker expresses his/her feelings or emotional reactions.
Example: Thanking, apologizing, welcoming
“I am sorry for giving you false hopes.”
5. Declaration- an act that brings a change in the external situation.
Example: Blessing, baptizing, firing, bidding, passing a sentence.
“You are fired!”

- - - Practice your Skills - - -

Work with a partner. Complete the following table with information related to
Searle’s Classification of Speech Acts.
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Example:
 VI. Types of Communicative Strategy

1. NOMINATION
The speaker tries to open or establish a topic in a conversation.

Example Expressions
“How do you feel?”
“Have you heard of the news last night?”
“What can you say about the new teacher?”

Tips in Successful Nomination

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 Avoid YES/NO questions.
 Be open for opinions.

2. RESTRICTION
Refers to limitations that you may have as a speaker. When communicating, you have
specific instructions that you must follow.

Example Limitations:
Deliver a speech on a given topic.
You need to use the English language.

3. TURN-TAKING
Pertains to the process by which people decides who take the conversational floor to
give equal opportunities for everyone.

Tips for Successful Turn-taking

 Keep your words relevant and short.
 Create silence.
 Ask a question.

Example Expressions:
Do you have anything to say?
That’s my idea. How about you?’
What do you think?
Would you like to add more?

4. TOPIC SHIFTING
It refers to moving from one topic to another. It is where one part of the conversation
ends to start another.

Disjunctive Markers
Anyway You know what
Alright Before I forget
Oh, speaking of

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That reminds me of
One more thing
By the way

5. TOPIC CONTROL
Topic control is directing or regulating the flow or development of the interaction.
Simply, it means maintaining the topic and avoid interruptions and shiftings.
6. REPAIR
Refers to fixing or correcting anything negative or wrong in the conversation in a
meaningful and polite way.

Example Expressions:
“Excuse me, but there are five Functions of Communication, not four.”
“I’m sorry, the word should be pronounced as Pretty, not priti.”

7. TERMINATION
Topic termination means ending, concluding, or closing the conversation without
offending the other person.

Example Expressions:
“Best regards to your parents. See you around!”
“It was nice meeting you. Bye!”
“It’s getting dark. I think I should go.”

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 - - - Practice your Skills - - -

Work with a partner. Complete the dialog with an appropriate closing.

Dialog 1

Mark: Hi, John.

John: Hi Mark. Did you go to the basketball game yesterday?

Mark: No, I went to the movies with my friends. Did our team win?

John: No, they didn’t. They lost.

Mark: Did they lost by much?

John: They lost by twelve points.

Mark: Oh, that’s awful. I’m glad I didn’t go.

John: _____________________________

Mark: _____________________________.

Dialog 2

VII. Organizing and Delivering an

Impromptu Speech

Impromptu speeches are delivered with little or no time for preparation. In most
instances, you are called to speak at the spur of the moment because you are expected
to be knowledgeable about the topic.

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 Strategies in Organizing and Delivering an
Impromptu Speech

1. Past, Present, Future

Example: In the past, I was not comfortable in making impromptu speeches because I
could not think right away of what to say; maybe it was because of nervousness and
lack of time to prepare. At present, however, I am enjoying because I constantly
practice and keep on exposing myself to any speaking situation. In the future, I look
forward to teaching others how to survive impromptu speech situations.
2. Point-Reason-Example/Explanation-Point

3. Opening, Rule of Three, Clincher

What if you are unaware or uninterested in the topic? Distinguished Toastmaster Craig Harrison
(2010) shares the following strategies that can help you address the problem.

a. Bridging. This entails building a connection between what you do know and what you
don’t know.

Example:

Topic: You are asked about your reaction on the conflict in Russia.

Response: “I would imagine the conflict in Russia to be like the conflict in my own family.
The following are some steps that I observed in patching up the conflict, which, in a micro
level, may be considered by the Russian government…”

b. Reframing. This means rephrasing or redefining the topic into something that you want to
talk about.

Example:

Topic: You are asked to compare two forms of government: democratic and parliamentary

Response: “This question reminds me of the complexities in differentiating two concepts in

science. These are natural science and social science. Just like democratic and
parliamentary, these two differ in terms and concepts…”

c. Playing Devil’s Advocate. This refers to you standing on the opposite side.

Topic: You are asked whether or not the government should allocate a bigger budget for
national defense. 22
Response: “Instead of allocating more money in the national defense, why not allot it to
education. Let me tell you why education should be prioritized…”