Senior High School

Grade 11

Oral Communication

ENGLISH LEARNING KIT

First Semester - Week 3

Effective Communication Strategies

Grade 11 – Oral Communication

Competency: Uses various strategies in order to avoid communication
0 breakdown
(CS_EN11/12OC-Ia-6)
English – Grade 11
English Learning Kit
Effective Communication Strategies
First Edition, 2020

Published in the Philippines

by the Department of Education
Schools Division of Iloilo
Luna Street, La Paz, Iloilo City

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Writer: Bertito C. Betita

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Layout Artists: Lilibeth E. Larupay, Jun Victor F. Bactan, Merlo Ceasar O.

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Dr. Ruby Therese P. Almencion

Grade 11 – Oral Communication

Competency: Uses various strategies in order to avoid 1
communication breakdown (CS_EN11/12OC-Ia-6)
Effective Communication Strategies

BEGIN

Communication is a two-way street or a two-way

process. It is an exchange of information between two or
more people. If either party doesn't hold up their end, this
leads to miscommunication especially if one doesn’t know
how to communicate effectively.

Communication is something simple yet complex

because it involves people and their emotions. But with
self-awareness, understanding, and some self-help tools,
you can become better at communicating effectively no
matter how complex the message to be sent or received
is. As communication usually happens between two or
more people, there is room for ambiguity in how the
message is decoded. This is determined by the sender’s
and receiver’s state of mind, verbal and non-verbal cues,
and even the type of day they’ve had.

In this module, you will design and do effective

controlled and uncontrolled oral communication activities
based on context and recognize barriers that hinder an
effective communication process.

Have a meaningful journey in learning!

TARGET

At the end of the lesson, you should be able to:

1. identify the different barriers in communication;
2. explain why there is a breakdown of communication in a certain situation;
and
3. use various strategies in order to avoid communication breakdown
EN11/12OC-Ia-6.

Grade 11 – Oral Communication

Competency: Uses various strategies in order to avoid 2
communication breakdown (CS_EN11/12OC-Ia-6)
TRY THIS

Directions: Read carefully and analyze the barriers in each situation. Write the letter
of the correct answer in your activity notebook.

1. Jezze’s mom plans to sell her caladium plants online. She chooses to post the
pictures on her facebook account. A common friend commented “HM.” She
doesn’t know what “HM” means. What barrier of communication is present in
the given situation?
A. noise C. emotional
B. language D. lack of confidence

2. Anthony loves to draw so he joined in the “draw and tell” contest of their
school. After an hour, the top five winners were called to present their work on
stage. Anthony’s name was called. He perspired a lot and could not even utter
a single word. What barrier of communication is present in the given
situation?
A. noise C. emotional
B. language D. lack of confidence

3. Your teacher announced in your class that you will have a summative test on
the next day. Your seatmate Tina was absent the other day because she was
sick. She borrowed your notes to photocopy, and she promised to return it
immediately. It’s already 5:00 o’clock in the afternoon and your father is already
at the school’s gate to pick you up. You wanted to burst because you badly
needed your notes. What barrier of communication is present in this situation?
A. noise C. emotional
B. language D. lack of confidence

4. Elle’s aunt has a Korean friend who just arrived and planned to spend her
vacation for a few weeks in their place. Elle was requested by her aunt to show
hospitality to her Korean friend. She wanted her Korean friend to see some
spots in their area while she prepares a sumptuous dinner. Elle did not know
how to start the conversation because she only knew a few Korean words. What
barrier of communication is present in this situation?
A. noise C. emotional
B. language D. lack of confidence

5. Andrew prepares himself for a summative test; so, he reads his notes under the
mango tree while some of his classmates are having fun in playing volleyball
just a few meters away from him. He put on his headphone to avoid
disturbances but still he could hear the laughs and howls of his classmates.
What barrier of communication is present in this situation?
A. noise C. emotional
B. language D. lack of confidence
Grade 11 – Oral Communication
Competency: Uses various strategies in order to avoid 3
communication breakdown (CS_EN11/12OC-Ia-6)
DO THIS

Activity 1. LET’S INVESTIGATE!

Directions: Read and analyze the situation below and answer the given questions in
your activity notebook.

Situation:
One early morning, Khim fed his chicken at their backyard. While
feeding his chicken, he sang melodiously in the song being played by his
neighbor. His mother who was inside their house kept calling him to tell
his father that breakfast was ready.

Questions:
1. Do you think Khim totally heard his mother’s instruction? Explain why or why
not.
2. What do you think is the reason that could have affected the successful
sending of the message from the mother to Khim?
3. What do you think is the best solution in this situation to achieve effective
communication?

EXPLORE
E

You’re doing good! You have now the idea that

there are factors that could affect communication. This
time, you need to continue in the next activity to
strengthen your knowledge about barriers in
communication by answering the following questions.

1. What does “barrier” mean in communication?

2. Can you name the barriers in communication present in the
previous activity?
3. What causes communication breakdown?
4. Is listening necessary in communication? Explain.
5. How will you avoid breakdown in communication? Cite a situation.
Grade 11 – Oral Communication
Competency: Uses various strategies in order to avoid 4
communication breakdown (CS_EN11/12OC-Ia-6)
KEEP THIS IN MIND

Good job! You are able to answer the

questions well in your previous activities. This
time, you will know more about the barriers in
communication and how to give them solutions.

Problems that Emanate from the Source/Sender

Every element of communication is important in the success or failure of

sending and receiving a message between or among the participants. Also, it could
give problem or barrier during the process and may lead to breakdown of
communication.

Here are some of the problems that the source/speaker/encoder/sender could

have:

1. Problems in the language proficiency/skills - The receiver will have

difficulty understanding a speaker who has problems in any of the following:

(1) choosing the right words to express the intended message due to poor
diction or vocabulary; (2) weaving these words in grammatical or
comprehensible language structure; (3) pronouncing intelligibly the words
and employing appropriate stress, juncture, and intonation; and (4) using
appropriate volume, pitch, and tone of the voice.

2. Lack of sensitivity to the receiver’s background – when the speaker

does not consider the personal background of the receiver (education,
culture, personal feelings, etc.), a breakdown in communication may result
because the intended message could not be understood. The speaker must
recognize the receiver’s age, culture, educational background,
socioeconomic status, gender, knowledge, social status, needs, and
preferences in preparing a successful encounter with the receiver.

3. Lack of preparation – speaking in front of your family and friends may not
require preparation. This may not be the case when you are asked to deliver
a speech in front of an audience. You need to organize the content of your
speech and how you will deliver it considering the occasion, the purpose,
and the profile of the participants. It also includes checking the accuracy of
facts and details and verifying the credibility of your sources.

Grade 11 – Oral Communication

Competency: Uses various strategies in order to avoid 5
communication breakdown (CS_EN11/12OC-Ia-6)
4. Negative perception of self and other emotional problems – A speaker
who lacks self-confidence or who possesses emotional problems may find
it difficult to talk to other people especially to the large number of people.
This is called stage fright or communication apprehension. However, a good
perception of yourself, a strong belief in your capabilities, and a thorough
preparation are good measures to address any communication
apprehensions you may have.

5. Language barrier - people who speak different languages from one another
will have problems in understanding. Also, the use of slang (not considered
part of standard vocabulary of language and that are used very informally in
speech especially by a particular group of people (Merriam-Webster) and
jargon (language used by a specific trade or profession) affect successful
communication.

Barriers of Communication
Many times we are misunderstood because of our actions or choice of words.
And oftentimes, we speak what is in our mind or give some instructions, but it results
to miscommunication because of barriers. In order to avoid this from happening, you
must learn to become an effective communicator.
The table below presents some barriers to effective communication with
corresponding solutions.

Communication Barrier Example Solution

You enter your room and
Recognize these kinds of
you see your little sister
emotions. Then control
holding your favorite
your temper, relax for a
figurines and some are on
while, calm yourself and
the floor scattering into
be optimistic.
pieces. You wanted to
explode.
1. Emotional Barriers
 Pause for a while to
You are in the rest, then stay focused.
gymnasium attending a Also, think of the
symposium about drugs. purpose for being there
The speaker reads his and find a way to regain
presentation fast and interest by
speaks in a low voice understanding what the
without variations. You speaker is pointing out.
lack interest to listen.
 You may also raise your
hand to inform the
speaker of these
inconveniences in a
polite manner.

Grade 11 – Oral Communication

Competency: Uses various strategies in order to avoid 6
communication breakdown (CS_EN11/12OC-Ia-6)
You have a talk about To avoid communication
2. Use of jargon or health and nutrition in one breakdown due to lack of
unfamiliar terms of the remote barangays clarity and understanding,
in your municipality using adjust your language to
English as a medium. the level of your
While talking, some of audience. Use layman’s
your audience are looking terms or simple words
at each other. only.

Your teacher assigns you Develop self-confidence

to deliver an informative by joining organizations
speech in the next class and school and
3. Lack of confidence meeting. You do not know community activities
how to do it because you where you can share and
are shy to be in front of develop your interests
your classmates. and potentials. Identify
your strengths and
improve your weaknesses
to become a good and
effective speaker.

You prepare yourself by  Talk to your younger

reviewing your notes for brother politely to give you
4. Noisy environment the quarterly assessment time to study quietly.
while your brother is
playing his electric guitar.  Look for a quiet area in
You cannot concentrate your house where you can
well because of the noise. resume your study.

Features of an Effective Communication

Professors Broom, Cutlip, and Center (2012) in their pioneer book

“Effective Public Relations” discussed the Seven (7) C’s of Effective
Communication. Presently, this is widely used especially in public relations and
advertising.
1. Completeness
Complete communication is essential to the quality of the
communication process in general. Hence, communication should include
everything that the receiver needs to hear for him/ her to respond, react, or
evaluate properly.
2. Conciseness
Conciseness does not mean keeping the message short but making it
direct or straight to the point. Insignificant or redundant information should be
eliminated from the communication that will be sent to the recipient.
Grade 11 – Oral Communication
Competency: Uses various strategies in order to avoid 7
communication breakdown (CS_EN11/12OC-Ia-6)
3. Consideration
To be effective, the speaker should always consider relevant information
about his/her receiver such as mood, background, race, preference, education,
status, and needs, among others. By doing so, he/she can easily build rapport
with the audience.
4. Concreteness
Effective communication happens when the message is concrete and
supported by facts, figures, and real-life examples and situations. In this case,
the receiver is more connected to the message conveyed.
5. Courtesy
The speaker shows courtesy in communication by respecting the
culture, values, and beliefs of his/her receivers. Being courteous always creates
a positive impact to the audience.
6. Clearness

Clearness in communication implies the use of simple and specific

words to express ideas. It is also achieved when the speaker focuses only on
a single objective in his/her speech so as not to confuse the audience.
7. Correctness
Correctness in grammar and sentence structure eliminates negative
impact on the audience and increases the credibility and effectiveness of the
message.

SUM UP

You are now about to finish the module. You

have learned about problems that emanate from the
source/sender/encoder/sender, the barriers that
affect communication and the features of an
effective communication.

Now let’s have a recap of the important things

you have learned.

To sum up the lesson, there are some problems that

the source/speaker/encoder/sender may have like problem in the
language proficiency/skills, lack of sensitivity to the receiver’s background,
lack of preparation, negative perception of self and other emotional problems,
and language barrier.

Grade 11 – Oral Communication

Competency: Uses various strategies in order to avoid 8
communication breakdown (CS_EN11/12OC-Ia-6)
Moreover, emotional barrier, use of jargon or unfamiliar terms, lack of
confidence, and noisy environment are barriers that could affect
communication.

To avoid barriers in communication, you must use the 7 C’s:

completeness, conciseness, consideration, concreteness, courtesy, clearness,
and correctness in communicating. These 7 C’s are the feature of an effective
communication.

APPLY WHAT YOU HAVE LEARNED

Activity 2. FACE THIS!

Directions: Using your personal experience, provide the details which are asked in
the table below. Copy the table and write your answer in your activity
notebook.

List of Barriers in Communication

Personally Experienced Your Solution

1.

2.

3.

4.

5.

Activity 3. I CAN DO THIS!

Directions: Read the following situations and give possible solution/s to breakdown
the barriers in communication. Do this in your activity notebook.

Barrier/s of
Situation Communication Possible
Solution/s
[Link] have a friend who works in an
isolated area.
[Link] have a sibling who is very
talkative and you can’t find a quiet
place to study.

Grade 11 – Oral Communication

Competency: Uses various strategies in order to avoid 9
communication breakdown (CS_EN11/12OC-Ia-6)
[Link] are working in a noisy and
crowded place and effective
communication is a problem.
[Link] are conversing with a cousin
who has a lot of frustrations in life.
[Link] have a classmate with
difficulty in hearing.

REFLECT
REFLECT

Congratulation for making this far. You have

proved to yourself that you are able to do all the tasks
in each part of the lesson successfully. Now, it’s time
to assess yourself of what you have gained all
throughout the activities.

Activity 4. SELF MIRROR!

Directions: Accomplish the infographic. Do this in your activity notebook.

What kind of communicator am I?

Before
_____________________________________________________
_____________________________________________________

At Present
_____________________________________________________
_____________________________________________________

Grade 11 – Oral Communication

Competency: Uses various strategies in order to avoid 10
communication breakdown (CS_EN11/12OC-Ia-6)
3 things I have learned to improve my
communication skill

_____________________________________________
_____________________________________________
_____________________________________________

ASSESS WHAT YOU HAVE LEARNED

Directions: Read the situations in the box carefully. Then answer the questions that
follow. Choose and write the letter of the correct answer in your activity
notebook.

Arlene got a low-grade on her performance task in the subject Oral

Communication. She felt sad and alone. She did not even participate or
give any response to her friend’s conversations.

1. What is the barrier that affects the behavior of Arlene in not conversing with
her friends?
A. emotional C. noisy environment
B. use of jargon D. lack of confidence
2. How could her friends cheer her up?
A. They will invite her to buy her favorite ice cream in 7/11.
B. They will make jokes and show her funny faces to make her smile.
C. They will give her hug and tell her that they are willing to help her to
improve her grades.
D. They will sing a song to cheer her up and ask her to sing along with
them to release negative vibes.

Emmanuel discussed to Kean the details about the tasks on their

module. Allan, their older brother, started to play his electric guitar in a
loudly.

Grade 11 – Oral Communication

Competency: Uses various strategies in order to avoid 11
communication breakdown (CS_EN11/12OC-Ia-6)
3. What could be the effect of the guitar’s noise on Emmanuel and Kean’s
discussion?

A. They can still work even though there’s noise.

B. Emmanuel and Kean could still manage to concentrate.
C. It helps them to do their task faster since they love music.
D. Emmanuel and Kean could hardly concentrate working on their
module.
4. If you were Emmanuel and Kean, what will be the best thing to do to avoid
breakdown in communication?

A. They will put on their earphone to avoid disturbance.

B. They will just ignore the noise created by the electric guitar.
C. They will join their brother instead of working on their module.
D. They will inform their brother that they are working on their module.

Jean was not able to take her second summative test because her mother
was sick. She sent an excuse letter to her adviser, but she knew that this will affect
her grade if she totally missed it. When she returned to school, she went to her
teacher and asked permission if she can take the summative test during the
homeroom time. Her teacher allowed her to take the test because she had a valid
reason for missing it.

5. How is communication attained in the situation?

A. The message is complete, clear, concise, and casual.
B. The message is complete, clear, concise, and courteous.
C. The message is complete, clear, concise, and congruent.
D. The message is complete, clear, concise, and complacent.

Grade 11 – Oral Communication

Competency: Uses various strategies in order to avoid 12
communication breakdown (CS_EN11/12OC-Ia-6)
GLOSSARY

barrier – a factor that affects or hinders the flow of communication

communication breakdown – a lack of communication; a failure to exchange

information

emotional barrier – are mental walls that keep you from openly communicating your
thoughts and feelings to others. They prevent you from being yourself and
living your life to the fullest.

jargon – special words or expressions that are used by a particular profession or

group and are difficult for others to understand.

low-self esteem – is characterized by a lack of confidence and feeling badly about

oneself

noise – a loud or unpleasant sound or the cause disturbance

REFERENCES

IRubric: Choral reading: April rubric. (n.d.). Retrieved September 07, 2020, from
[Link]

Sipacio, P.J. and Balgos, A. R. (2016). Oral Communication in Context for Senior
High School. C & E Publishing,Inc. Philippines pp. 7- 8

Suarez, E.E. and Fernandez, A.M. 2016. SPEAC Speak and Listen in Context an
Oral Communication Textbook for Senior High School. Phoenix Publishing
House. Pp 42-44

[Link] (n.d.).
Retrieved July 22, 2020, from [Link]
docs/Infographic_Rubric

[Link] (n.d.).
Retrieved July 28, 2020, from [Link]
cfm?code=W73393&sp=true&

Grade 11 – Oral Communication

Competency: Uses various strategies in order to avoid 13
communication breakdown (CS_EN11/12OC-Ia-6)
GRADING RUBRIC FOR PHOTO ESSAY

Photo Essay Rubric

Emerging Developing
Exemplary 5 pts. Proficient 4pts.
3pts. 1pt.
Visual Text All of the images are Most of the Some of the Few of the
40% (photographs/images) appropriate to the images are images are images are
topic, evocative, appropriate to the appropriate to appropriate to
visually captivating, topic, evocative, the topic, the topic,
and show unique visually evocative, evocative,
perspectives of the captivating, and visually visually
theme. show unique captivating, and captivating, and
perspectives of show unique show unique
the theme. perspectives of perspectives of
the theme. the theme.
Typography & Title and captions Title and captions Title and Title and
Semantics compliment the compliment the captions captions seldom
20 % (the meaning, images and work images and often sometimes compliment the
arrangement, and together work together to compliment the images and do
appearance of printed harmoniously to reinforce the images but not work
matter) reinforce the theme theme. inconsistently together to
consistently. work together reinforce the
to reinforce the theme.
theme.
Organization Presentation Presentation Presentation Presentation
20 % (how the various includes student includes student includes includes student
elements are organized) name and the photo name and the student name name and the
story title. Each slide photo story title. and the photo photo story title.
includes an image Each slide story title. Each Each slide
and accompanying includes an slide includes includes an
text. Photos are image and an image and image and
carefully sequenced accompanying accompanying accompanying
to build emotion and text. Photos text. Photos text. Photos
communicate create emotion create emotion inconsistently
thematically. and communicate and represent create emotion
thematically. subject matter. and may veer
from subject
matter.
Overall Photo essay evokes Photo essay Photo essay Photo essay
Impression/Aesthetic strong emotion and often evokes occasionally inconsistently
Effect evidences creativity. emotion and evokes emotion evokes emotion
10 % (the overall The presentation as evidences and evidences and evidences
psychological response to a whole is creativity. The some creativity. little creativity.
the photo essay as a work aesthetically presentation as a The The
of artistic rhetoric) harmonious. whole is presentation as presentation as
aesthetically a whole is a whole is spits
pleasing. aesthetically in the face of
pleasing. aesthetics.
Theme Theme is clear and Theme is clear Theme is clear Theme is
10 % (the universal insight well-developed and well- and well- unclear or not
that is communicated by throughout entire developed developed well-developed
the essay) photo essay. throughout most throughout throughout the
of the photo some of the photo essay.
essay. photo essay.

Grade 11 – Oral Communication

Competency: Uses various strategies in order to avoid 15
communication breakdown (CS_EN11/12OC-Ia-6)
GRADING RUBRIC FOR SPEECH DELIVERY

Speech Delivery
Poor Fair Good Excellent
1pt. Boring 3 pts. Alright 4 pts. Enjoyable 5 pts. Entertaining
Eye Contact
Student reads their Student looks up The student The student uses
speech and never from their speech makes eye eye contact to
looks at the a few times, contact with all communicate a
audience or hides generally making sides of the room clearer message by
behind their contact with only and looks up looking at audience
speech. one area of the repeatedly. members directly to
room. highlight a point.
Voice volume
and clarity It is difficult the Once or twice, the The audience can The speaker uses
audience to make audience cannot always hear the the volume of his or
out important understand an speaker clearly. her voice to
details because the insignificant detail emphasize points
speaker speaks to because the and to add meaning
quietly or speaker speaks to the presentation.
mumbles. too quietly or
mumbles.
Content
-Topic has an -Topic is -Topic is -Topic is specific
unclear focus and somewhat general. somewhat and unique.
is not effectively - Speech has little general. -Main idea is
developed. support for the - Speech has little thoroughly
-Main idea is main idea. Ideas support for the supported. Ideas
unsupported. are poorly main idea. Ideas flow together well
-Speech is developed. are poorly and engage
described with -There is little developed. audience’s interest.
limited detail. descriptive detail. -There is little -There are many
descriptive detail. effective and
interesting details.
Poise
The speaker The student While the student Due to practice and
seems unprepared makes may stumble, he familiarity with the
and unpracticed pronunciation or she continues speech, the
because he or she errors or become on in a speaker makes only
stumbles over befuddled at one professional the smallestnof
many words, point. May use manner. errors like an
cannot read the words like "um" or uneccesary
words, or has a "like." hesitation.
conversation with
him or herself in
front of the class.

Grade 11 – Oral Communication

Competency: Uses various strategies in order to avoid 16
communication breakdown (CS_EN11/12OC-Ia-6)
GRADING RUBRIC FOR SONG WRITING

Song Writing Rubric

Exceeded Met most Met some Did not meet
Expectations Expectations Expectations Expectations
5 pts 4 pts 3 pts 1 pts
Lyrics The song lyrics are The song lyrics The song lyrics The song lyrics
outstanding. The are good. The are somewhat are not
words memorable. words coherent. The coherent. The
The song lyrics are memorable. The song lyrics are words not
enthusiastically song lyrics are well received by memorable.
received by the enthusiastically the audience.
audience. received by the
audience.
Creativity The student The student The song The song
composed an composed an composed is not composed is not
original song with a original song but very original, but very original.
clear theme. there are some there are some The message is
elements that elements that not conveyed.
are not are not
excellent. excellent.
Information The writer The writer The writer The writer
expressed factual expressed expressed expressed
information and factual factual factual
incorporated at least information in a information in information in
three problems and creative manner manner that manner that
one solution in a and showed little showed no
creative manner, incorporated 2 effort. The effort.
showing acceptable problems and a performance of
effort. The solution showing the song did not
performance of the acceptable meet
song was excellent. effort. The expectations.
performance of
the song meets
expectations.
Organization The writer clearly The writer The writer The song was
organized lacked one of lacked two of the unorganized and
information, used the following: following: difficult to
mostly correct clearly clearly organized follow.
grammar and organized information,
spelling and used information, correct grammar
legible handwriting. correct grammar and spelling
and spelling usage, and/or
usage, and/or legible
legible handwriting.
handwriting.

Grade 11 – Oral Communication

Competency: Uses various strategies in order to avoid 17
communication breakdown (CS_EN11/12OC-Ia-6)
GRADING RUBRIC FOR POSTER

5 4 3 2 1
Content Content is Content is Content is Content is Content is
accurate and accurate but accurate but questionable. inaccurate.
all required some some required Information is Information is
information required information is not presented not presented
is presented information is missing and/or in a logical in a logical
in a logical missing not presented order, making it order, making it
order. and/or not in a logical difficult to difficult to
presented in a order, making follow. follow.
logical order, it difficult to
but is still follow.
generally
easy to follow.
Presentation Presentation Presentation Presentation Presentation is Presentation
flows well flows well. flows well. unorganized. has no flow.
and logically. Tools are Some tools Tools are not Insufficient
Presentation used correctly are used to used in a information and
reflects Each show relevant lacking some of
extensive member’s acceptable manner. the member’s
use of tools information is understanding Lacking some information.
in a creative represented . of the
way. and identified Each members’
Each with their member’s information/
member’s name. Overall information is and or
information presentation represented information is
is is interesting. and identified not identified
represented with their
and name.
identified
with their
name.
Creativity Images are Images are Most images Images are No images
appropriate. appropriate. are inappropriate or
Layout is Layout is appropriate layout is
pleasing to cluttered. messy.
the eye.
Mechanics No spelling Few spelling Some spelling Some spelling Many spelling
errors. No errors. Few errors. Some errors. Some and or
grammar grammar grammar grammar grammar
errors. Text errors. Text is errors. errors. Most of errors. Text is
is in authors’ in authors’ Text is in text is in copied.
own words. own words. authors’ own authors’ own
words. words.

Grade 11 – Oral Communication

Competency: Uses various strategies in order to avoid 18
communication breakdown (CS_EN11/12OC-Ia-6)