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    Teaching Guide: Functions of Communication

    PRELIMINARIES

    TOPIC / LESSON NAMEFunctions of Communication
    CONTENT STANDARDSThe learner values the functions/ purposes of oral communication.
    PERFORMANCE STANDARDSThe learner writes a 250-word essay of his/her objective observation and evaluation of the various speakers watched and listened to.
    LEARNING COMPETENCIESThe learner discusses the functions of communication (EN11/12OC-Ibe-8).
    The learner identifies the speaker’s purpose(s) (EN11/12OC-Ibe-9).
    The learner watches and listens to sample oral communication activities (EN11/12OC-Ibe-10).
    SPECIFIC LEARNING OUTCOMESThe learner determines and discusses the functions of communication and points out the speaker’s purpose on the material watched and listened to.
    TIME ALLOTMENT4 Hours

    LESSON OUTLINE

    During the lesson, the learners will:

    1. Introduction: Share common scenarios where they make use of communication to complete a transaction.
    2. Motivation: Dramatize an anecdote they have shared through a pantomime.
    3. Instruction/Delivery: Discusses the 5 basic functions of communication highlighting the speaker’s purpose.
    4. Practice: Watch a video and identify the speaker’s purpose.
    5. Enrichment: Role plays a scenario and identifies the purpose of the speaker.
    6. Evaluation: Write a 250-word essay based on objective observation of the various speakers watched and listened to.
    MaterialsProjector, laptop, marker and manila paper.
    ResourcesPeña, A.R. and Anudin, A. (2016). Oral communication. 1253 G. Araneta Avenue, Quezon City: Vibal Group Inc.

    INTRODUCTION

    1. The teacher will solicit from the students any scenario that they could think of to which they have completed a transaction.
      Possible Responses
      a. Having bought medicine from a pharmacy.
      b. Washed dishes for having been told by my mom to do so.
      c. I took medicine prescribed by the doctor.
      d. Ordered food at Jollibee.
      e. Answered the question of the teacher.
    2. After the students have answered, the teacher will ask the following questions:
      a. Did you find success in achieving your goal in communicating?
      b. Are you certain of your purpose before you communicate?

    NOTE
    The teacher could add more questions to stir the thinking of the students depending on the flow of answers.


    MOTIVATION

    1. The students will be grouped into two. Each group will have to dramatize any of their experiences through a pantomime.
    2. Group 1 will present first and the role of the second group is to guess what transaction is being portrayed by the first group.
    3. The catch is to guess as fast as they can. Each group will be given a chance to present three scenarios.
    4. The group that can guess with the smallest period of time wins.

    INSTRUCTION/DELIVERY

    The different functions of communication will be flashed on the screen including its definitions, purposes, and examples.

    Definition of Functions of Communication

    “Functions of communication refer to how humans use language for different purposes.”

    THE FIVE BASIC FUNCTIONS OF COMMUNICATION

    NOTE
    This will be done through an interactive discussion where students will be asked most of the times to explain the concept. This will be done through an interactive discussion where students will be asked most of the times to explain the concept.

    1. REGULATION/CONTROL

    Communication can be used to control human behavior. It can be used to regulate the nature and amount of activities humans engage in. It ranges from simple requests to laws governing countries and large territories.

    Basic Forms of Regulation/Control

    • Doctors’ prescriptions
    • Parents’ instructions to their children
    • Friends giving advice on what course of action to take
    • Scolding
    • Employers orders to their employees
    • Customers making orders

    Language Forms

    COMMANDS OR IMPERATIVES

    • Please come in
    • Get a chair
    • Take your seat
    • Run

    RHETORICAL QUESTIONS

    • Why don’t we go to the lobby now?
    • Can you pass the salt?
    • Can I have a moment of silence?

    STATEMENTS OR DECLARATIVES

    • I want to be alone.
    • It’s hot in here.
    • You need to hurry.

    NOTE
    The main focus of Regulation or Control as a function of communication is to influence one’s behavior. That means that if anyone behaves in such a way the other one wanted it to be, it’s a behavioral influence.

     2. SOCIAL INTERACTION

    Social interaction as a function of communication refers to the use of communication to socialize or interact with other people.

    Basic Forms of Social Interaction

    • Invitations
    • Greetings
    • Appreciations
    • Encouragement
    • Marriage proposals etc.

    NOTE
    If an individual uses communication to interact with other people, it is under social interaction as a function of communication. The interaction could be positive or negative.

    3. MOTIVATION

    Motivation as a function of communication refers to a person using language to express desires, needs, wants, likes and dislikes, inclinations, choices, and aspirations.

    Basic Forms of Motivation

    • Expressing one’s ambitions (I dream of…)
    • Talking about preferences (This is good over the other)
    • Ordering in a fast food restaurant (I want…)
    • Asking for milk (Can I…?)
    • Making petitions
    • Expressing a need (I need…)

    NOTE
    Motivation could either be extrinsic or intrinsic. An individual may communicate within self if he uses intrinsic motivation.

    4. INFORMATION

    Communication can be used in giving and getting information.

    Basic Forms of Information

    GIVING INFORMATION USING STATEMENTS

    • I have three sisters
    • For every action, there is a reaction.

    GIVING INFORMATION USING RHETORICAL QUESTION

    • Did you know that some earphones can be used as microphones?

    GETTING INFORMATION USING QUESTIONS

    • Where is Mrs. Ching?
    • Did it rain last night?
    • Is it windy outside?

    GETTING INFORMATION USING IMPERATIVES

    • Show me how to tie a knot.
    • Give me information regarding the weather.

    GETTING INFORMATION USING DECLARATIVES

    • I don’t know where to find the city hall.
    • I need to understand how my bill was computed.

    NOTE
    In this function of communication, it has to be two-way. That means that an individual cannot only get information, he has to give also so that there will be reciprocation. Part of this function is to make sure that the information an individual gives and gets is accurate and clear.

    5. EMOTIONAL EXPRESSION

    Emotional expression as a function of communication refers to the use of expressions such as love, fear, anger, joy, hope, or any other emotion.

    Basic Examples of Emotional Expression

    • Yes!
    • Oh no!
    • Ouch!
    • Expletives
    • Really?

    Just to make sure that the students have understood the discussion, the teacher will have a quick run-through activity. The teacher will quickly define or give examples for each function of communication randomly and the students will have to guess what function the definition or the examples refers to. The students will have to match the pace of the teacher.


    PRACTICE

    1. The teacher will show different videos for each function of communication.
    2. The students will be asked to guess what function of communication the video is portraying. The student must also justify why he has said so.

    NOTE
    The teacher may ask critical questions in this part just to test the understanding of the students.


    ENRICHMENT

    1. The students will be grouped into five.
    2. Each group will be assigned to a function of communication to which they’re going to make a role play about.
      Group 1 – Regulation/Control
      Group 2 – Social Interaction
      Group 3 – Information
      Group 4 – Motivation
      Group 5 – Emotional Expression
    3. Each group will have to present a scenario through a role play on the function of communication assigned to them.
    4. All of them will be given 20 minutes to practice.
    5. Each group will be given 5 minutes to present and 2 minutes for preparation.

    EVALUATION

    The role play they have in practice will serve as their mini task or performance assessment. They will be graded according to the following criteria:

    CONTENT (25%)
    CREATIVITY (20%)
    PROPS/ COSTUME (15%)
    VOICE PROJECTION & FACIAL EXPRESSION (15%)
    ROLE PORTRAYAL (10%)
    FLOW/ ORGANIZATION (10%)
    TEAM PLAY (5%)

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