Oral communication module 3, High school final essays of English

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Oral Communication

Quarter 1 – Module 3

Models of Communication

Senior High School

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Oral Communication – Grade 11 Alternative Delivery Mode First Quarter- Module 3: Models of Communication First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio

Printed in the Philippines by:

Department of Education, Region VII, Division of Cebu Province

Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City

Telefax: (032) 255 - 6405

E-mail Address: [email protected]

Development Team of the Module

Writer : Jane Aikeen A. Villaver Editor : Desiree T. Roberts Reviewers : Dr. Clavel D. Salinas Marivic M. Yballe [Moderator] Illustrator : Jane Aikeen A. Villaver Layout Artist: Jane Aikeen A. Villaver Management Team: Dr. Marilyn S. Andales Schools Division Superintendent Dr. Leah B. Apao Assistant Schools Division Superintendent Dr. Ester A. Futalan Assistant Schools Division Superintendent Dr. Cartesa M. Perico Assistant Schools Division Superintendent Dr. Mary Ann P. Flores CID Chief Mr. Isaiash T. Wagas Education Program Supervisor – LRMDS Dr. Clavel D. Salinas PSDS/SHS Division Coordinator

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Key Message

For the Facilitator:

Learning is a constant process. Amidst inevitable circumstances, Department of Education extends their resources and looks for varied ways to cater your needs and to adapt to the new system of Education as a fortress of Learning Continuity Plan. One of the probable solutions is the use of Teacher-made Educational Modules in teaching.

You are reading the Oral Communication – Grade 11: First Quarter Alternative Delivery Mode (ADM) Module on “Differentiate the various models of communication (EN11/12OC-Ia-3)” as written and found in the K-12 Most Essential Learning Competencies.

The creation of this module is a combined effort of competent educators from different levels and various schools of Department of Education-Cebu Province. In addition, this module is meticulously planned, organized, checked, and verified by knowledgeable educators to assist you in imparting the lessons to the learners while considering the physical, social, and economical restraints in teaching process.

The use of Teacher-made Educational Module aims to surpass the challenges of teaching in a new normal education set-up. Through this module, the students are given independent learning activities, which embodies in the Most Essential Learning Competencies based on the K-12 Curriculum Competencies, to work on in accordance with their capability, efficiency and time. Thus, helping the learners acquire the prerequisite 21st^ Century skills needed with emphasis on utmost effort in considering the whole well-being of the learners.

In addition to the material in the main text, you will also see this box in the body of the module:

As the main source of learning, it is your top priority to explain clearly on how to use this module to the learners. While using this module, learner’s progress and development should be recorded verbatim to assess their strengths and weaknesses while doing the activities presented independently in safety of their homes. Moreover, you are anticipated to persuade learners to comply and to finish the modules on or before the scheduled time.

Notes to the Teacher!

This part of the module gives you helpful tips, suggestions or strategies that will make the learning process easy and efficient to the learners.

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For the Learner:

As a significant stakeholder of learning, Department of Education researched and explored on innovative ways to address your needs with high consideration on social, economic, physical, and emotional aspects of your well-being. To continue the learning process, DepEd comes up with an Alternative Delivery mode of teaching using Teacher-Made Educational Modules.

You are reading the Oral Communication – Grade 11: First Quarter Alternative Delivery Mode (ADM) Module on “Differentiate the various models of communication (EN11/12OC-Ia-3)” as written and found in the K-12 Most Essential Learning Competencies.

This module is especially crafted for you to grasp the opportunity to continue learning even at home. Using guided and independent learning activities, rest assured that you will be able to take pleasure as well as to deeply understand the contents of the lesson presented, recognizing your own capacity and capability in acquiring knowledge.

This module has the following parts and corresponding icons:

The first part of the module will keep the learner on tract on the Competencies, Objectives and Skills expected to be developed and mastered.

This part aims to check prior knowledge on the lesson to take.

This part helps link the previous lesson to the current one through a short exercise/drill.

The lesson to be partaken is introduced in this part of the module creatively. It may be through a story, a song, a poem, a problem opener, an activity, a situation, or the like.

A brief discussion of the lesson can be read in this part. It guides and helps unlock the lesson presented.

WHAT I NEED TO KNOW

WHAT I KNOW

WHAT’S IN

WHAT’S NEW

WHAT IS IT

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If you wish to talk to your teacher/educator, do not hesitate to keep in touch with him/her for further discussion. Know that even if this is a home-based class, your

teacher is only a call away. Good communication between the teacher and the student is our priority to flourish your understanding on the given lessons.

We do hope that in using this material, you will gain ample knowledge and skills for you to be fully equipped and ready to answer the demands of the globally competitive world. We are confident in you! Keep soaring high

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Good day dear learner!

This module is solely prepared for you to access and to acquire lessons befitted in your grade level. The exercises, drills and assessments are carefully made to suit your level of understanding. Indeed, this learning resource is for you to fully comprehend the various models of communication (EN11/12OC-Ia-3). Independently, you are going to go through this module following its proper sequence. Although you are going to do it alone, this is a guided lesson and instructions/directions on how to do every activity is plotted for your convenience.

Using this learning resource, you are ought to “ Differentiate the various models of communication (EN11/12OC-Ia-3)” as inculcated in the K-12 Most Essential Learning Competencies.

At the end of this module, you are expected to achieve the following objectives:  identify the models of communication in context;  compare and contrast the different models of communication;  illustrate the models of communication in real-life contexts; and  display perseverance and honesty in completing the varied tasks

WHAT I NEED TO KNOW

Hello! Welcome to Module 3 of your Oral Communication Class. In this module, you will be looking at the systematic representations of the process of communication. This and more will be discovered in this lesson. So let’s start the different tasks below. Ready. Set. Go!

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8. Anna will visit a client at 2 o’clock in the afternoon to discuss about an insurance package. What model of communication will be applied in the given situation?

a. Shanon-Weaver Model c. Schramm Model

b. Transaction Model d. Aristotle’s Model

9. Which of the following models of communication is more focused on public speaking?

a. Shanon-Weaver Model c. Schramm Model

b. Transaction Model d. Aristotle’s Model

10. Which of the following models of communication introduced the concept of shared orientation between sender and receiver where source can encode, and the destination can decode in terms of the experience?

a. Shanon-Weaver Model c. Schramm Model

b. Transaction Model d. Aristotle’s Model

1. Channel a. noise
2. Message b. the homily
3. Barrier c. a priest during a mass
4. Receiver d. words, actions, symbols
5. Source e. the churchgoers

f. the altar

WHAT’S IN

Scenario:

Mr. Arellano, the secretary of the mayor made a call to the head nurse of the Rural Health Unit, “Mrs. Villaver, you are called for an emergency meeting this afternoon” during his call, noise appeared (transmission error) and the head nurse received “called for” only. So, the head nurse asked the mayor’s secretary “I’m sorry but what is that you are calling for, sir?”

Comprehension check!

B. Directions: Match the following communication components with their corresponding examples. Write only the letter of the correct answer.

It’s time to understand what you are reading. Stay focused. Directions: Read the scenario below and do the tasks that follow.

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Answer the following:

1. Who is the sender?
2. What is the message?
3. What is the channel?
4. What could be the possible noise?
5. Who is the receiver?
6. Is feedback present? What is it?

WHAT’S NEW

Your answer:

Share your thoughts here!

B. Can you make a communication diagram based on the scenario above? What does it look like? Can you illustrate it?

Have you ever really considered what happens when information is not exchanged? What if you are prohibited to give a reply? Or even to make transactions with others? Will you be able to get what you want? Or to achieve what you desire?

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Communication Model 2: Shannon-Weaver Model

The most well-known and influential formal model of communication developed in 1949 by Claude Shannon and Warren Weaver. It depicts communication as linear or one-way communication process consisting of different elements: an information source , which produces a message; a transmitter , which encodes the message into signals; a channel , to which signals are adapted for transmission; a receiver , which decodes (reconstructs) the message from the signal; a destination , where the message arrives. A sixth element, noise , is a dysfunctional factor: any interference with the message travelling along the channel (such as static on the telephone or radio) which may lead to the signal received being different from that sent. This model, however, has been criticized for missing one essential element in the communication process: feedback. Without feedback, the speaker will not know whether the receiver understands the message or not.

Figure 2. Shannon-Weaver Model

Figure 1: Shannon and Weaver’s Linear Model

Communication Model 3: Transaction Model

Transaction model is a two-way communication process with the inclusion

of feedback as one element. There is a collaborative exchange of messages between

sender and receiver where each take turns to send or receive messages with the aim of

understanding each other. Here, both "sender" and "receiver" are known as

"communicators" and their role reverses each time in the communication process as

both processes of sending and receiving occurs at the same time. It also shows that a

barrier, such as noise, may interfere with the flow of communication.

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Communication Model 4: Schramm Model

Wilbur Schramm, a well-known communication expert visualized the

process of communication as a process of sharing of experience and commonality

of experience of those communicating. It introduced the concept of shared

orientation between sender and receiver. The source (sender) can encode, and the destination (receiver) can decode in terms of the experience. The model indicates

the accumulated experience of two individuals engaged in communication unlike

in the linear models discussed earlier in which interaction, feedback and sharing of

experiences find no place.

Figure 4. Schramm Model

Figure 3. Transaction Model

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Topic

K

What do I know before the start of this module?

W

What concepts of ideas do I want to know more?

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What did I learn from this lesson?

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How did I learn it? Cite samples and situations.

Models of Communication

Directions: Select one of the following scenarios and create a communication diagram or model showing each component of communication: sender, encoding, transmission, receiver, decoding and feedback. Below the drawing, identify two to three possible noise factors.

b. As the town mayor, you must immediately inform your constituents to stay at home to avoid getting infected of the virus and to save lives. c. You want to thank a kind stranger who returned your wallet to a certain barangay official, but do not have his contact information. d. You want to publicize an upcoming event to raise money for a relief operation to slum areas. e. During the enhanced community quarantine period, there are locally stranded individuals who need to get directions to the quarantine facility in your place, but you don’t speak Hiligaynon.

WHAT I HAVE LEARNED

WHAT I CAN DO

Become a Model Communicator

Track your progress!

After learning about the different models of communication, it is now time to track your learning status in this module by completing the KWLH chart below.

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Your Answer:

B. Directions: Select and illustrate one model of communication. Then, explain how the model works in daily life situations.

Illustration of the chosen model.

Explanation of how it works in daily life situation.

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Using the models described in this topic, analyze the communication that takes place in

your family. Which model best reflects the communication between family members?

Present your analysis through an illustration. You may want to show pictures of your family members when you make your presentation.

ADDITIONAL ACTIVITY

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ANSWER KEYS

Notes to the Teacher!

The teacher will check all the Answers Vary Part.