Introduction to Effective Oral Communication

8/15/2019 Introduction to Effective Oral Communication

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A Demonstration Teaching in Oral Communication

Introduction to

Effective OralCommunication

Presented by: Ferdinand B. Fabian

May 12 2!1"



*OBJECTIVES:*At the end o# the session $!%&!' o# the students are e()ected to

achie*e the #ollo+ing com)etencies +ith at least satis#actoryle*el:

1. De#ine communication

2. ,()lain the goals o# communication and +ays o# communicating-

. Com)are and contrast the ma/or #orms o# communication-0. denti#y and distinguish the elements o# communication-

. Trace and e()lain the dynamics o# the communication

)rocess- and

". De*elo) )ositi*e attitude in s)ea3ing and communicating in,nglish.



*Topic: Introduction to Effective OralCommunication

*1. De#ining Communication

*2. 4oals o# Communication and 5ays toCommunicate

*. T+o Ma/or Forms o# Communication

*0. ,lements o# Communication

*. The Communication Process



*A. MOTIVATION:*Activity Title: oodle T!at"Direction:

1. As3 t+o *olunteers #rom the class.

2. The #irst *olunteer 6instructor7 +ill be gi*en a secret image +hich

he8she +ould as3 the second *olunteer 6illustrator7 to dra+ on the

board.. The instructor shall only gi*e *erbal instructions to the illustrator

and is not allo+ed to do any unnecessary mo*ements to gesticulate

or gi*e unsounded ideas.

0. The illustrator on the other hand is not allo+ed to tal3 nor as39uestions to the instructor.

. The acti*ity shall last #or only 1! minutes.



*Discussion Prompts:

1. Does the illustration #rom the board loo3 the

same as the actual image2. 5hat seems to be the )roblem +hy the

illustrator +as not able to dra+ the actual image

. 5hat +as the most di##icult )art o# thisacti*ity #or the )artici)ants 6;)ectators may also

ans+er7

0. 5hat di##erent communication s3ills +ere

needed #or this acti*ity

. <o+ im)ortant is e##ecti*e communication as

obser*ed in this acti*ity



*What is Communication?



*#. efinin$ Communication

*Communication 6deri*ed #rom the =atin

+ord >communicare? meaning to ma3e

common7 is the )rocess o# meaning#ul

interaction and an art o# transmitting

in#ormation ideas and attitudes #rom one)erson to another.

*t also re#ers to the sending or e(changing o#

thoughts o)inions or in#ormation by s)eech+riting or signs. <ence a )rocess o# sharing

ideas or in#ormation +ith others.



*%. &oal' of Communication and(ay' to Communicate

*2.1. Communication Goals:

*@ To get and gi*e in#ormation

*@ To )ersuade*@ To ensure understanding

*@ To get action

*@ To change beha*ior )ositi*ely





*2.2. Most Common Ways to Communicate

*@isual image

*@ Body language

*@ ;ounds

*@ ;ymbolisms



*). T*o Ma+or ,orm' of Communication

*3.1. Verbal

communication re#ers tothe #orm o# communication

in +hich message is

transmitted *erbally-

communication is done by+ord o# mouth and a )iece

o# +riting.

*erbal Communication uses

either +ritten or s)o3en

language such as tal3ing

#ace%to%#ace on a

tele)hone or as a s)eech.



*Verbal Communication is urther !i"i!e! into:

*3.1.1. #ral Communicationn oral communication s)o3en

+ords are used. t includes #ace%

to%#ace con*ersations s)eechradio and others.

*3.1.2. Written Communication

n +ritten communication+ritten signs or symbols are used

to communicate. A +ritten

message may be )rinted or hand

+ritten.



*3.2 . $on%"erbalcommunication is the

)rocess o# communication

through sending and

recei*ing +ordless cues or

messages bet+een )eo)le.

*t ma3es use o# non%linguistic symbols such as

body mo*ements or

gestures #acial e()ression

eye mo*ements touchtone o# *oice sounds and

the li3es.



*on*erbal communication has the

#ollo+ing three elements:

*3.2.1. &ppearance @ ;)ea3er: clothing hairstyle

neatness use o# cosmetics.

@ ;urrounding: room sie

lighting decorations #urnishings*3.2.2. 'o!y (an)ua)e@ #acial e()ressions gestures

)ostures

*3.3.3. *oun!s@ oice Tone olume ;)eech

rate





*-.#. Contet

*-.#.# /!y'ical contet E setting +hich includes

+here and the communication )rocess ta3es )lace*-.#.% Social contet E relationshi) bet+een

communicators and interlocutors

*-.#.) Cultural contet E grou) customary at

loo3ing at the +orld and /udging a beha*ior

*-.%. Sender 0 Source E source o# in#ormation- the

)erson +ho initially sends o## the message

*-.). Me''a$e E the idea or in#ormation being sharedor transmitted



*-.-. C!annel E medium used in deli*ering the

message

*-.1. 2eceiver E the one +ho recei*es or gets themessage being transmitted and +ho inter)rets the

idea being con*eyed

*-.3. ,eed4ac5 E the signal that allo+s the

communication )artici)ants to monitor or e*aluatethe success o# their e(change o# thoughts.



*1. T!e Communication /roce''

*According to i3las =uhmann communication is the

o)eration +hich 6re%7)roduces social systems it is

the central last element 6s)eci#ic o)eration7 #or the

de#inition and the retention o# society. A change o#

communicati*e )ossibilities by a ne+ medium alsochanges society.

*Communication is a synthesis o# three com)onents:

message in#ormation and understanding:communication comes into being +hen it is

understood that in#ormation is im)arted.



*n the social dimension these com)onents are

ascribed to at least t+o abstracted )erson. Person a

6 ego7 +ho understands and )erson b 6 alter7+ho im)arts. The im)arted in#ormation canGt be

identical to the understood in#ormation. A )rocess

o# communication comes into being i# the

)receding communication is #ollo+ed by asucceeding communication. By these

communicati*e connections constitutes meaning to

e*ery )rocess o# communication by selecting one

certain connection to all )ossible connections.Communication needs a s)reading medium li3e

s)eech and +riting.





*T!e Communication /roce''

*1.#. T!in5in$ E a thought originates in the mind o#the s)ea3er +hich he +ishes to con*ey.

*1.%. Sym4oli6in$ E the s)ea3er con*erts the idea

into mental language symbols +ords )hrases and

sentences.

*1.). Epre''in$ % ha*ing selected his +ords the

s)ea3er translates them into audible s)eech and

a))ro)riate )hysical action.*1.-. Tran'mittin$ E the idea is re)resented in sound

+a*es in the atmos)here surrounding the s)ea3er.



*1.1. 2eceivin$ E neural im)ulses stimulated by the

sound and light +ords are conducted to the auditory

and ner*e senses o# the listener.

*1.3. ecodin$ E the brain o# the listener translates

the ner*e im)ulses into meaning#ul language

symbols and then into thought.

*1.7. 2eactin$ or $ivin$ feed4ac5 E the listenerres)onds by #urther thought and8or #eeling tone or

emotional state.

*1.8. Monitorin$ E #rom +atching the beha*ior o#

listener the s)ea3er ma3es necessary ad/ustments

in language content rate tone loudness and

others.



*C. VA9ES INTE&2ATION

*5hy is it necessary to study and understand,##ecti*e Oral Communication and its Process



*. ;OME(O2<:

*esearch on the *arious Models o#Communication. llustrate and e()lain

the Models o# Communication in a short

bond )a)er. The e()lanation should behand+ritten in cursi*e #orm.

*On another sheet o# bond )a)er e()lain

the #ollo+ing #unctions o#communication.



*IV. EVA9ATION:*Direction:

* 1. The class shall be di*ided into three grou)s.

* 2. ,ach grou) shall choose one o# the gi*en cases and ma3e a

short role%)lay to )resent their suggestions in resol*ing the issue

they ha*e chosen.

* 2. ,ach grou) shall choose a leader to #acilitate thebrainstorming 8 discussion o# their storyline. ,ach leader shall also

be gi*en rubric score cards to e*aluate the other grou)sH

)er#ormance.

* . ,ach grou) shall be gi*en %I minutes #or brainstorming and

minutes #or their )resentation.* 0. ,ach grou) +ill be as3ed to ma3e a short role%)lay to )resent

their suggestions in resol*ing the issue.



*En$li'! Communication C!allen$e'amon$ ,ilipino Student'

* 4i*en the #ollo+ing scenario +ill the Fili)ino students and #uture

)ro#essionals still be able to 3ee) u) +ith the demands o#

globaliation and the ad*ent o# modern technological ad*ancement

based on the current state o# their ,nglish )ro#iciency 5hat

suggestions could be )ro)osed to resol*e these issues

*CASE #

,act: According to 5allstreet Journal in January 2!1 a sur*ey o#

business o+ners by the American Association Colleges andKni*ersities #ound that nine out o# 1! em)loyers /udge entry le*el

a))licants 6recent college graduates7 as )oorly )re)ared #or the +or3

#orce in such areas as critical thin3ing communication and )roblem

sol*ing.



*CASE %

*,act: As)iring Minds an inde)endent 4O #ocusing on

nationsG economic gro+th conducted a study on ,nglish

=earning =e*els #or ,ngineering 4raduates in 2!11%12 toanalye +hich s)eci#ic areas o# ,nglish s3ills are most

de#icient in engineers and the im)lications o# these

de#iciencies. ;ome 3ey #indings o# the re)ort are:

*L More than 2' engineers do not )ossess the ,nglish

com)rehension s3ills to understand engineering school

curriculum.

*L Only I' engineers can +rite grammatically correct sentences

in ,nglish.*L Around 02'%0' demonstrate ca)abilities in ,nglish re9uired

#or the 3no+ledge%based industry

*L ot more than 2I' engineers sho+ ca)abilities in business

,nglish.



*CASE )

,act: The Phili))ines used to be one o# the

most sought a#ter ,nglish%s)ea3ing countries

in the +orld. t e*en ran3ed second among

non%nati*e ,nglish s)ea3ing nations in terms o#

,nglish ;cience and Mathematics literacyuntil year 2!!!. <o+e*er current standing o#

the countryHs literacy rate gradually

decelerates due to deteriorating educationalsystem and lac3 o# initiati*e.



*2u4ric' for t!e 2ole=play Activity:INICATO2S ,AI2

>#=) pt'.?SATIS,ACTO2@

>-=7 pt'.?OTSTANIN&

>8=# pt'.?SCO2E

Content

># point'?

The message +as

)oorly )resentedand *aguelyunderstood.

The message +as

9uite clearly)resented andunderstood.

The message +as

clearly )resented andeasily understood.

elivery># point'?

The )resentation+as chaotic and the

deli*ery +as muchdisorganied.

The )resentation +assomeho+ smooth and

the deli*ery +asorganied.

The )resentation +as*ery smooth and the

deli*ery +as +ell%organied.

Team*or5># point'?

There +as lac3 o#team+or3 since thegrou) membersseemed to bedisorganied.

Miscommunicationand lac3 o#o+nershi) 8res)onsibility +ase*ident.

,##ort in terms o#team+or3 +asobser*ed as the grou)members +ere able toshare their thoughts

during thebrainstorming.<o+e*er e(ecution o#the )lan +as a bitinconsistent +ith the)lan made.

Team+or3 +as *erye*ident as the grou)members e(hibited agreat deal o#coo)eration and too3

res)onsibility on theirres)ecti*e )arts.

COMMENTS: TOTA=:



End of /re'entation

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Introduction to Effective Oral Communication