English 11: ORAL COMMUNICATION IN CONTEXT (SHS) TOPIC/ LESSON NAME CONTENT STANDARD PERFORMANCE STANDARDS LEARNING COMPETENCIES SPECIFIC LEARNING OUTCOMES TIME ALLOTMENT
Communication Models The learner learner understands the the nature and and elements of oral oral communication communication in context. context. The learner learner designs and performs performs eective eective controlled controlled and uncontrolled uncontrolled oral oral communication activities based on context. Dierentiates Dierentiates the various models of communication. communication. (EN111!"C#$a#%& The learner learner can ma'e ma'e a comparison comparison matrix of the the various models models of communication. communication. The learner learner can prepare prepare and present present a situation situation that illustrates illustrates their on on model. 1.) hours
LESSON OUTLINE During the lesson* the learners ill+ 1. Int!"#$ti!n: Discuss ith the teacher previous learning about the ,peech Communication Transaction Transaction Model. Model. () minutes& minutes& -ccomplish the ,ender#eceiver Model /or'sheet to enrich 'noledge of the various %& M!ti' M!ti'ti ti!n !n:: components of communication. () minutes& %. Inst#$ti!n/Dli'*: 0resent ones researches on their assigned model of communication and discuss. (23 minutes& 2. P$ti$: Ma'e a comparison matrix of the various models of communication. (1) minutes& ). Eni$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. !339 http+communicationtheor4.orgaristotle:E!:;3:99s#communication#model http+lms.oum.edu.m4econtent http+lms.oum.edu.m4econtent"D0co "D0content!23929!!"
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http+.iacact.com@ABmodelshttp+communicationtheor4.orglassells#model http+.praccreditation.orgresourcesdocuments-0,#Comm#Models.pdf -ccessed -pril !;* !316 PROCEDURE INTRODUCTION 1. =ave a revie of previous discussion on the nature of communication. !. -s' the students the folloing Auestions+ a. =o can 4ou dene communication based on 4our on understanding@ b. /hat did 4ou learn about the ,peech Communication Transaction Model@
MEETING THE LEARNERS4 NEEDS
MOTI5ATION 1. 0rovide the students ith the S!#$6R$i' M!"l 7!8sht . Explain their tas' to create a specic example that shos ho the model illustrates the various components of communication. et them or' in pairs. -fterards* as' fe students to anser this Auestion+ a. =o does this model help 4ou understand the various components of communication@ INSTRUCTION/DELI5ER9 1. ,tudents ill share hat the4 learned based from their researched readings about their assigned model of communication. The teacher ill as' volunteers to dra the model on the board as the discussion is going on. !. The folloing are some information about the models of communication.
T$h Ti,: 8rieF4 explain rst to the students the example given so the4 ill nd it eas4 to create their on specic example.
T$h Ti,: /hile discussing* have students identif4 some strengths and ea'nesses of each model of communication. $n addition* provide concrete examples that appl4 to each.
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-ristotle* a great philosopher initiative the earliest mass communication model called G-ristotles Model of CommunicationH. =e proposed model before %33 8.C ho found the importance of audience role in communication chain in his communication model. This model is more focused on public spea'ing than interpersonal communication. -ristotle Model of Communication is formed ith ) basic elements+
(i& ,pea'er* (ii& ,peech* (iii& "ccasion* (iv& -udience and (v& Eect. -ristotle advises spea'ers to build speech for dierent audience on dierent time (occasion& and for dierent eects. ,pea'er pla4s an important role in 0ublic spea'ing. The spea'er must prepare his speech and anal4sis audience needs before he enters into the stage. =is ords should inFuence in audience mind and persuade their thoughts toards him. Example+
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-lexander gave brave speech to his soldiers in the ar eld to defeat 0ersian Empire. ,pea'er
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-lexander
,peech
I
about his invasion
"ccasion
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/ar eld
-udience
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,oldiers
Eect
I
To defeat 0ersia
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=arold Dight assell* the -merican political scientist states that a convenient a4 to describe an act of communication is to anser the folloing Auestions /ho ,a4s /hat $n /hich Channel To /hom /ith hat eect@
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This model is about process of communication and its function to societ4* -ccording to assell there are three functions for communication+ 1. ,urveillance of the environment !. Correlation of components of societ4 %. Cultural transmission beteen generation assell model suggests the message Fo in a multicultural societ4 ith multiple audiences. The Fo of message is through various channels. -nd also this communication model is similar to -ristotles communication model. $n this model* the communication component ho refers the research area called GControl -nal4sisH* ,a4s hat is refers to GContent -nal4sisH* $n hich channel is refers to GMedia -nal4sisH* To /hom is refers to G-udience -nal4sisH /ith /hat Eect is refers to GEect -nal4sisH E;+,l: CNN NE/, I - ater lea' from Japans tsunami#crippled nuclear poer station resulted in about 133 times the permitted level of radioactive material Foing into the sea* operator To'4o Electric 0oer Co said on ,aturda4. /ho I TE0C "perator /hat I adioactive material Foing into sea P," -*: .ATRIN & LUTAO0 SHS S#-$t T$h
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Channel I CNN NE/, (Television medium& /hom I 0ublic Eect I -lert the people of Kapan from the radiation. A"'ntg !< Lssll +!"l+ $t is Eas4 and ,imple $t suits for almost all t4pes of communication The concept of eect
Dis"'ntg !< Lssll +!"l + 7eedbac' not mentioned
Noise not mentioned inear Model
$& Th Shnn!n n" 7' M!"l The original model as designed to mirror the functioning of radio and telephone technologies. Their initial model consisted of three primar4 parts+ sender* channel* and receiver. The sn" as the part of a telephone a person spo'e into* the $hnnl as the telephone itself* and the $i' as the part of the phone here one could hear the other person.
,hannon and /eaver also recogni5ed that often there is static that interferes ith one listening to a telephone conversation* hich the4 deemed noise. The noise could also mean the absence of signal. $n a simple model* often referred to as t he tr an smis si on mod el or standard view of communication * information or content (e.g. a message in natural language& is sent in some form (as spo'en language& from an emisor sender encoder to a destination receiver decoder. This common conception of communication vies communication as a means of sending and receiving information.
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The strengths of this model are simplicit4* generalit4* and Auantiabilit4. ,ocial scientists Claude ,hannon and /arren /eaver structured this model based on the folloing elements+ -n information source* hich produces a message. - transmitter* hich encodes the message into signals. - channel* to hich signals are adapted for transmission. - receiver* hich LdecodesL (reconstructs& the message from the signal. - destination* here the message arrives. ,hannon and /eaver argued that there ere three levels of problems for communication ithin this theor4. The technical problem+ ho accuratel4 can the message be transmitted@ The semantic problem+ ho precisel4 is the meaning Lconve4edL@ The eectiveness problem+ ho eectivel4 does the received meaning aect behavior@
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$n 1963* David 8erlo expanded on ,hannon and /eavers (1929& linear model of 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$h++4s M!"l Communication is usuall4 described along a fe maKor dimensions+ Message (hat t4pe of things are communicated&* ,ource emisor sender encoder (b4 hom&* 7orm (in hich form&* Channel (through hich medium&* Destination receiver target decoder (to hom&* and eceiver.
,chrammLs Model of Commnunication as postulated b4 /ilbur ,chramm in P," -*: .ATRIN & LUTAO0 SHS S#-$t T$h
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19)2* here he suggested that communication is a to a4 process here both sender and receiver ta'e turns to send and receive a message. The message is onl4 sent after encoding so the sender is also called Encoder and the encoded message is decoded under receipt b4 the receiver* ma'ing him the Decoder. ,chrammLs Model has dierent components for communications here • •
•
•
•
•
•
• •
Sn" (tns+itt) is the person ho sends the message. En$!" 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 language understandable b4 the person. Int,t is the person ho tries to understand and anal45e the message. Message is received after interpretation. $nterpreter and receiver is the same person. R$i' is the person ho gets the message. =eshe decodes and interprets the actual message. Mssg is the data sent b4 the sender and information that the receiver gets. F"-$8 is the process of responding to the received message b4 the receiver. M"i#+ or media is the channel used to send the message. N!is is the interference and interruptions caused during the process. $t is also created hen the intended meaning of the message sent b4 the sender and the meaning interpreted b4 the receiver is dierent hich is 'non as ,emantic Noise.
PRACTICE 1. Divide the class into ve groups. Tell each to ma'e a comparison table
T$h Ti,: ,tudents ma4 also perform a tas' of
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of the various models of communications. The characteristics ill be presented to guide them in anal45ing the similarities and dierences of the models. The4 ill be given 13 minutes to or' on the tas' and ) minutes to present in the class their output. ENRICHMENT 1. -s' students to anal45e the communication s4stem in their on famil4. The4 ill choose a model that illustrates the communication. The4 ill share to the class their anal4sis. E5ALUATION 1. The students ill prepare and present a situation that illustrates a model of communication of their choice. The4 ill be given 13 minutes to prepare and ) minutes for presentation.
anal45ing posts of famous personalities* focusing on the message* and chec' hich model suits the communication.
T$h Ti,: The teacher ma4 provideassign students ith contextssetting from hich the4 ill thin' of a situation to present.
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