Teaching Guide (SHS Oral Communication)

8/16/2019 Teaching Guide (SHS Oral Communication)

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English 11: ORAL COMMUNICATION IN CONTEXT (SHS)

TOPIC/ LESSON NAME Communication ModelsCONTENT STANDARD The learner understands the nature and elements of oral communication in context.

PERFORMANCESTANDARDS

The learner designs and performs e ective controlled and uncontrolled oralcommunication activities based on context.

LEARNINGCOMPETENCIES

Di erentiates the various models of communication. (EN11 1!"C#$a#%&

SPECIFIC LEARNINGOUTCOMES

The learner can ma'e a comparison matrix of the various models of communication. The learner can prepare and present a situation that illustrates their o n model.

TIME ALLOTMENT 1.) hours

LESSON OUTLINEDuring the lesson* the learners ill+

1. Int !"#$ti!n: Discuss ith the teacher previous learning about the ,peech Communication Transaction Model. () minutes&

%& M!ti' ti!n: -ccomplish the ,ender# eceiver Model /or'sheet to enrich 'no ledge of the variouscomponents of communication. () minutes&

%. Inst #$ti!n/D li' *: 0resent one s researches on their assigned model of communication and discuss.(23 minutes&

2. P $ti$ : Ma'e a comparison matrix of the various models of communication. (1) minutes&). En i$h+ nt: -nal45e the communication s4stem in the famil4 and choose a model that illustrates

it. (13 minutes&6. E' l# ti!n: 0repare and present a situation that illustrates a model of communication of their choice.

(1) minutes&

MATERIALS

RESOURCES

-bulencia* Efren et.al 7undamentals of ,peech Communication. ex 8oo'store. !339http+ communicationtheor4.org aristotle:E!:;3:99s#communication#modelhttp+ lms.oum.edu.m4 econtent "D0 content !23929!!"


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http+ .iacact.com @ABmodelshttp+ communicationtheor4.org lass ells#modelhttp+ .praccreditation.org resources documents -0 , #Comm#Models.pdf-ccessed -pril !;* !316

PROCEDURE MEETING THE LEARNERS4 NEEDSINTRODUCTION

1. =ave a revie of previous discussion on the nature ofcommunication.

!. -s' the students the follo ing Auestions+a. =o can 4ou de ne communication based on 4our o n

understanding@b. /hat did 4ou learn about the ,peech Communication

Transaction Model@

MOTI5ATION1. 0rovide the students ith the S!# $ 6R $ i' M!" l 7! 8sh t .

Explain their tas' to create a speci c example that sho s ho themodel illustrates the various components of communication. et them

or' in pairs. -fter ards* as' fe students to ans er this Auestion+a. =o does this model help 4ou understand the various

components of communication@

T $h Ti,:8rieF4 explain rst to the studentsthe example given so the4 ill nd iteas4 to create their o n speci cexample.

INSTRUCTION/DELI5ER9 1. ,tudents ill share hat the4 learned based from their researched

readings about their assigned model of communication. The teacherill as' volunteers to dra the model on the board as the discussion is

going on.!. The follo ing are some information about the models of

communication.

& A ist!t li n M!" l

T $h Ti,:/hile discussing* have students

identif4 some strengths andea'nesses of each model of

communication. $n addition* provideconcrete examples that appl4 toeach.

P , " -*: .ATRIN & LUTAO0 SHS S#- $t T $h M * %213


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-ristotle* a great philosopher initiative the earliest mass communicationmodel called G-ristotle s Model of CommunicationH. =e proposed modelbefore %33 8.C ho found the importance of audience role in communicationchain in his communication model. This model is more focused on publicspea'ing than interpersonal communication.

-ristotle Model of Communication is formed ith ) basic elements+

(i& ,pea'er* (ii& ,peech* (iii& "ccasion* (iv& -udience and (v& E ect.

-ristotle advises spea'ers to build speech for di erent audience on di erenttime (occasion& and for di erent e ects.

,pea'er pla4s an important role in 0ublic spea'ing. The spea'er mustprepare his speech and anal4sis audience needs before he enters into thestage. =is ords should inFuence in audience mind and persuade theirthoughts to ards him.

Example+



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-lexander gave brave speech to his soldiers in the ar eld to defeat 0ersianEmpire.

,pea'er I -lexander

,peech I about his invasion

"ccasion I /ar eld

-udience I ,oldiers

E ect I To defeat 0ersia

-& L s ll4s M!" l

=arold D ight ass ell* the -merican political scientist states that aconvenient a4 to describe an act of communication is to ans er thefollo ing Auestions

/ho,a4s /hat$n /hich Channel

To /hom/ith hat e ect@



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This model is about process of communication and its function to societ4*-ccording to ass ell there are three functions for communication+1. ,urveillance of the environment!. Correlation of components of societ4%. Cultural transmission bet een generation

ass ell model suggests the message Fo in a multicultural societ4 ithmultiple audiences. The Fo of message is through various channels. -ndalso this communication model is similar to -ristotle s communication model.$n this model* the communication component ho refers the research areacalled GControl -nal4sisH*,a4s hat is refers to GContent -nal4sisH*$n hich channel is refers to GMedia -nal4sisH*

To /hom is refers to G-udience -nal4sisH/ith /hat E ect is refers to GE ect -nal4sisH

E; +,l :CNN NE/, I - ater lea' from Japan s tsunami#crippled nuclear po erstation resulted in about 133 times the permitted level of radioactivematerial Fo ing into the sea* operator To'4o Electric 0o er Co said on,aturda4./ho I TE0C "perator/hat I adioactive material Fo ing into sea



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Channel I CNN NE/, (Television medium&/hom I 0ublicE ect I -lert the people of Kapan from the radiation.A"' nt g !< L ss ll +!" l +

$t is Eas4 and ,imple$t suits for almost all t4pes of communication

The concept of e ectDis "' nt g !< L ss ll +!" l +

7eedbac' not mentionedNoise not mentioned

inear Model

$& Th Sh nn!n n" 7 ' M!" l The original model as designed to mirror the functioning of radio andtelephone technologies. Their initial model consisted of three primar4parts+ sender* channel* and receiver. The s n" as the part of a telephone a person spo'e into* the $h nn l as the telephone itself* andthe $ i' as the part of the phone here one could hear the otherperson.

,hannon and /eaver also recogni5ed that often there is static that interferesith one listening to a telephone conversation* hich the4 deemed noise .

The noise could also mean the absence of signal. $n a simple model* oftenreferred to as the transmission model or standard view of communication * information or content (e.g. a message in natural language&is sent in some form (as spo'en language& from an emisorsender encoder to a destination receiver decoder. This common conceptionof communication vie s communication as a means of sending and receivinginformation.



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The strengths of this model are simplicit4* generalit4* and Auanti abilit4.,ocial scientists Claude ,hannon and /arren /eaver structured this modelbased on the follo ing elements+ -n information source* hich produces amessage. - transmitter* hich encodes the message into signals. - channel*

to hich signals are adapted for transmission. - receiver* hich LdecodesL(reconstructs& the message from the signal. - destination* here themessage arrives. ,hannon and /eaver argued that there ere three levels of problems for communication ithin this theor4. The technical problem+ hoaccuratel4 can the message be transmitted@ The semantic problem+ hoprecisel4 is the meaning Lconve4edL@ The e ectiveness problem+ hoe ectivel4 does the received meaning a ect behavior@

"& l!4s SMCR M!" l



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$n 1963* David 8erlo expanded on ,hannon and /eaver s (1929& linear modelof communication and created the ,MC Model of Communication. The,ender#Message#Channel# eceiver Model of communication separated the

model into clear parts and has been expanded upon b4 other scholars.

& S$h ++4s M!" lCommunication is usuall4 described along a fe maKor dimensions+ Message( hat t4pe of things are communicated&* ,ource emisor sender encoder (b4 hom&* 7orm (in hich form&* Channel (through

hich medium&* Destination receiver target decoder (to hom&* andeceiver.

,chrammLs Model of Commnunication as postulated b4 /ilbur ,chramm in



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19)2* here he suggested that communication is a t o a4 process hereboth sender and receiver ta'e turns to send and receive a message. Themessage is onl4 sent after encoding so the sender is also called Encoder andthe encoded message is decoded under receipt b4 the receiver* ma'ing him

the Decoder.

,chrammLs Model has di erent components for communications here

• S n" (t ns+itt ) is the person ho sends the message.• En$!" is the person ho converts the message to be sent into

codes.• D $!" is the person ho gets the encoded message hich has

been sent b4 the encoder and converts it into the languageunderstandable b4 the person.

• Int , t is the person ho tries to understand and anal45e themessage. Message is received after interpretation. $nterpreterand receiver is the same person.

• R $ i' is the person ho gets the message. =e she decodes andinterprets the actual message.

• M ss g is the data sent b4 the sender and information that thereceiver gets.

• F "- $8 is the process of responding to the received message b4the receiver.

• M "i#+ or media is the channel used to send the message.• N!is is the interference and interruptions caused during the process.

$t is also created hen the intended meaning of the message sent b4 thesender and the meaning interpreted b4 the receiver is di erent hichis 'no n as ,emantic Noise .

PRACTICE1. Divide the class into ve groups. Tell each to ma'e a comparison table

T $h Ti,:,tudents ma4 also perform a tas' of


https://en.wikipedia.org/wiki/Communication_noise#Semantic_noisehttps://en.wikipedia.org/wiki/Communication_noise#Semantic_noise


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of the various models of communications. The characteristics ill bepresented to guide them in anal45ing the similarities and di erences of the models. The4 ill be given 13 minutes to or' on the tas' and )minutes to present in the class their output.

anal45ing posts of famouspersonalities* focusing on themessage* and chec' hich modelsuits the communication.

ENRICHMENT1. -s' students to anal45e the communication s4stem in their o n famil4. The4 ill choose a model that illustrates the communication. The4 illshare to the class their anal4sis.

E5ALUATION1. The students ill prepare and present a situation that illustrates a

model of communication of their choice. The4 ill be given 13minutes to prepare and ) minutes for presentation.

T $h Ti,: The teacher ma4 provide assignstudents ith contexts setting from

hich the4 ill thin' of a situation topresent.


Documents

Teaching Guide (SHS Oral Communication)