Republic of the Philippines

Department of Education
REGION I
SCHOOLS DIVISION OF CANDON CITY

11/12
Oral Communication
in Context
Quarter 1 – Module 4
Examine Sample Oral
Communication Activities

Prepared by:

Sheila Mae F. Valeriano

Teacher I

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I. Objectives:

1. Identify the oral communication activities.

2. Examine oral communication activities.

II. Guide Questions:

1. What are the oral communication activities?

2. What are the things to consider when you are examining oral communication
activities?

III. Discussions:

Oral communication is the process of expressing information or ideas by word of

mouth. It is also the process of verbally transmitting information and ideas from one
individual or group to another. Oral communication can be either formal or informal.

Examples of informal oral communication include: face to face conversations,

telephone conversation, and discussions that take place at business meetings. More
formal types of oral communication include presentations at business meetings,
classroom lectures, and commencement speech given at graduation ceremony.

There are many situations in which it makes sense to choose oral over written
communication. Oral communication is more personal and less formal than written
communication. If time is limited and a business matter requires quick resolution, it may
be best to have a face-to-face or telephone conversation .There is also flexibility in oral
communication; you can discuss different aspects of an issue and make decisions more
quickly than when you are writing. Oral communication can be especially effective in
addressing conflicts or problems. Talking things over is often the best way to settle
disagreements or misunderstandings. Despite the many benefits of oral communication
there are times that when written communication is more effective.

For example, you want to exchange important information that needs to be

documented using written communication. Lot of transactions in the business world
require some type of written record.

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 Oral communication tends to be detailed and more subject to misunderstanding
than written communication. It is best to always think carefully about which method of
communication best fits your objectives

There are six broad types of oral communication activities that might be
incorporated in the field of study. Most are conducive to either formal or informal
assignments. Some are realistically possible only in smaller classes or recitation
sections while others are appropriate for large lectures as well.

1. One-on-One Speaking (student-student or student-teacher)

can range from moments punctuating a lecture, where students are asked to
discuss or explain some question or problem with the person next to them, to
formal student conferences with their instructor.

2. Small- Group or Team-Based Oral Work

smaller scale settings for discussion, deliberation, and problem solving.

Appropriate for both large lectures and smaller classes and allows levels of
participation not possible in larger groups.

3. Full-Class Discussion (Teacher-or Student Led)

typically, less agonistic, argument-based and competitive than debate and

deliberation but still dialogic in character. Often times has the quality of
creating an atmosphere of collective, out loud thinking about some question,
idea problem, text, event, like deliberation and debate, a good way to
encourage learning.

4. In-Class Debate and Deliberation

a structured consideration of some issues from two or more points of view.

Debates typically involve participants who argue one side throughout, while
deliberation allows movement by individuals within the process.

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 Argument can be applied to issues of many kinds, from disputed scientific
facts to theories, policy questions, the meaning of a text, or the quality of an
artistic production.

5. Speech and Presentation

the stand up, podium speech delivered by an individual from an outline script.
Also includes group presentations or impromptu speaking. A strong element
of monologue, but dialogue can be built in with question and answer or
discussion with the audience afterward.

6. Oral Examination

can take place in instructor’s office, in small groups, or before a whole class.
Ranges from one oral question on an otherwise written exam to an oral
defense of a written answer or paper to an entirely oral quiz or examination.
Difficult with very large group but an excellent way to determine the depth and
range of student knowledge and to stimulate high levels of preparation.

TO EXAMINE ORAL COMMUNICATION ACTIVITIES, CONSIDER THE FOLLOWING:

1. Central Message

the main point/thesis/bottom line/take-away’ of presentation. A clear central

message is easy to identify. A compelling central message is also vivid and
memorable.

2. Delivery Techniques

posture, gesture, eye contact, and the use of the voice. Delivery techniques
enhance the effectiveness of the presentation when the speaker stands and
moves with authority looks more often at the audience than at his/her speaking
materials/notes, uses the voice expressively, and uses few vocal fillers.

3. Language

vocabulary, technology, and sentence structure.

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 Language that supports the effectiveness of a presentation is appropriate to
the topic and audience, grammatical, clear and free from bias.
Language that enhances the effectiveness of a presentation is also vivid,
imaginative and expressive.

4. Organization

the grouping and sequencing of ideas and supporting material in a

presentation.
An organizational pattern that supports effectiveness of a presentation
typically includes an introduction, or more identifiable sections in the body of
the speech and a conclusion.
An organizational pattern that enhances the effectiveness of the presentation
reflects a purpose among possible alternatives such as chronological pattern,
problem-solution pattern, etc. that makes the content of the presentation
easier to follow and more likely to accomplish its purpose.

5. Supporting materials

Explanations, examples, illustrations, statistics, analogies, quotations from

relevant authorities and other kinds of information or analysis that
supports the principal ideas of the presentation
Supporting material is generally credible when it is relevant and derived
from reliable and appropriate sources, speaker’s credibility. For example,
in presenting a creative work such as dramatic reading of Shakespeare,
supporting evidence may not advance the ideas of Shakespeare, but
rather serve to establish the speaker as a credible Shakespeare author.

IV. Examples:

Here are some examples of oral communication activities. It can be adapted for
individual or group.

1. Chapter/Article reviews and summaries

2. Mock conferences
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 3. Demonstration lesson
4. Debates
5. Deliberations
6. Interviews
7. Individual/group presentation
8. Mock trials
9. Discussions
10. Plays
11. Poster presentations
12. Press conference
13. Role Playing activities
14. Sharing and pairing exercises
15. Routable discussions

V. Exercises:

A. Read each statement carefully. Write true if the statement is correct and false if it is
not correct.

_____________________ 1. Debates, stories, oral poetry and role play are examples
of oral communication activities.
_____________________ 2. Oral communication tends to be detailed and more subject
to misunderstanding than written communication.
_____________________ 3. Written communication is the process of expression
information or ideas by word of mouth.
_____________________ 4. Presentations and speeches are more formal, therefore
less engaging than singing, stories and oral poetry.
_____________________ 5. Delivery techniques enhance the effectiveness of the
presentation
_____________________ 6. There are certain words that are only appropriate at certain
times and places
_____________________ 7. To achieve clarity, we must speak the same language as

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 our listeners.
_____________________ 8. When you communicate, choose what you want to say
and how you want to say it, don’t consider your listeners.
_____________________ 9. When you talk to others, you should assume quickly that
they understand the message that you convey.
_____________________10. How you communicate reflects who you are as a person.

B. Read and analyze Lucila Takjerad’s Valedictory speech during her graduation rites
for her master’s degree in Harvard University in 2019. Answer the questions that follow.

The Least You Can Do

As Harvard graduates, you will be asked to go into the world and do the most
you can do. I am here to ask you to do the least.

I was born in Algeria. Every Friday, my sister and I had our weekly shower at the
public baths. We didn’t have running water at home. On winter nights, we cuddled
against the cold because our heat was cut off. And, on some days, we hid our hunger in
order not to worry our parents. When I was seven years old, my country plunged into a
bloody civil war. Every night, I prayed to God that tomorrow, there would not be an
empty seat at our dinner table.

On one hot summer day in 1994, my life was changed forever by a man whom I
never met, do not know, and can never thank. My mother was at the local market when
she noticed a chaotic gathering. Wading into the crowd, she learned that the French
government was allowing some Algerians to find refuge from war

All you had to do was write your name on a list. My mother desperately wanted to
sign that list. That list might promise her daughters a better future. But there was one
problem: my mother was illiterate; she did not know how to write her name: Fadila Takjerad.
Dejected, she walked away. A man noticed her and ran after her. He got my mother’s name
and wrote it down on the list. A few months later, my family was fortunate to emigrate to
France. I was sad to leave my beloved homeland, my caring neighbors,

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childhood friends and extended family. But I knew that bright opportunities awaited me.
Had I stayed in my village -assuming I was spared from bullets or bombs – my life
would have been very different. I would not have become the first woman in my family
to graduate from college to work and live abroad. I would not have had the chance to
call Harvard my home this past year.

As we are graduating today, I still find myself asking – Why did this wonderful man
run after my mother? A simple gesture of writing a stranger’s name on a page offered an
entire family hope for a better life. He will probably never know the difference he made, but
from the small seeds of his goodness have grown fruits of prosperity for my family, myself,
and everyone whom we touch. I now have the ability to shape my world, but this ability was
sparked by one little encounter which lit up the course of my life. So, that is the real power,
the power of little things, the least you can do can bring true change. Perhaps you have
been blessed in your life with small gifts that made big changes.

Maybe it was a teacher who instilled in you her love of a certain subject. Or a
kind stranger who helped you with directions when you were lost. At Harvard, I see it
every day, in the smiles of the cafeteria staff who keep me so well caffeinated, and in ad
hoc baby-sitting circles. Small things… such small things… but from these small things
grow inspired people, lasting friendships, and stronger communities. When one person
thanks another, that second person often replies, “Oh, it’s the least I can do” ...
because, often, the least you can do can be more than enough.

You don’t need to move mountains. Maybe it’s a matter of translating documents
for a family at the immigration office or offering a car ride to a pregnant lady. You never
know how these small gestures can affect people’s lives. But I can tell you: they do.

Fellow graduates, of course, do the most you can do: your education and legacy
demand it. But also do the least you can do. Because, the least you can do might turn
out to be the most significant. To that gentleman in Algeria, I now say– thank you and
God bless you. And to each of you today, I ask of you: what is the least you can do –
now – to make the world around you a little better? (Harvard Magazine, 2019.

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1. In simple words, what does the speaker want to tell you? Why do you think she
chose this topic?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Have you done good to someone lately? Please tell the story.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. If you were to give a speech, what would be your title?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. What is the central message of the speech?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5. What is the purpose of the speaker in the speech?

___________________________________________________________________
___________________________________________________________________
__________________________________________________________

C. Directions: Study the comic strip and answer the following questions below.

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1. Based from the situation presented in the comic strip, what do you think is the
importance of proper communication?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. What communication barriers are shown in the comic strip? How can we avoid
these problems in communication?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. What do you think are the reasons why effective communication is not achieved in
the comic strip? What are your suggestions in achieving effective communication?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

4. Which do you prefer: oral communication or written communication? Explain

your answer.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

D. Analyze the purpose of the speaker in each statement. Write your answer on the
space provided after the sentence.

1. “Do you want to spend your life with me?” - What is being expressed in this statement?
____________________________________________________________________

______________________________________________________________________
______________________________________________________________________

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2. “Would you like some suman and bibingka? - What is the motive of the speaker here?
______________________________________________________________________

______________________________________________________________________
______________________________________________________________________

3. “You can do it because you have the capacity”. - What is the speaker trying to do?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. “Do you know that Gensan is known as the home of the champions?” - What does
this statement want to tell you?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

5. “We pray that this pandemic, COVID19 will be over.” - What feeling does this
statement give?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

D. Imagine that you are addressing a group of parents and teachers in an assembly on
understanding your generation as the ”Millennial Generation” Write your answer on a
piece of paper.

Prepare three-paragraph speech that communicates your ideas about the topic.

Your speech should highlight who the millennials are and how they are different
from other generations

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Your speech will be evaluated using the following rubric:

Criteria 5 4 3 2 1
1. The ideas in the
presentation are organized.
2. The message is expressed
clearly
3. There are sufficient
supporting ideas
4. The choice of words is
appropriate for the audience
5. Biases are avoided

5. Speech is free from

grammatical mistakes
6. Ideas are communicated
vividly and meaningfully
7. The ideas are connected to
the topic

VI. Reference/s:

Books:

Sipacio, P.J.F., and Balgos, A.R.G. (2016). Oral Communication in Context. Quezon
City: C & E Publishing Incorporated.

Tayoto, G. T. (2020). Oral Communication: Quarter 1 – Module 4: Examining Samples

of Oral Communication Activities. DepEd. Philippines: Department of Education –
SOCCSKSARGEN Region

Takjerad L (2019) The Least You Can Do

.Internet:

Mahale, A. (2017, January 24). Effective Communicarion. Youtube.

https://www.youtube.com/watch?v=fNCj7D6fo14
Pinterest. (n.d.). Dilbert Cartoon. https://www.pinterest.nz/pin/443675000766000102/

Gupta, P. (2017, January 23) Oral Communication.

https://www.slideshare.net/PratigyaGupta1/oral-communication-71281876

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Takjerad L (2019 May 2020) The Least You Can Do
https://www.harvardmagazine.com/sites/default/files/commencement_grad.pdf

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