PREFACE

Human Society cannot function without Communication, Society exists and grows with every
communication activity between among persons within that society. We are social beings who interact
with one another all the time.
It has been said that people “cannot communicate”. We engage in conversations, dialogue,
interviews, committee meetings, group discussions, public speaking, and organizational or cultural
interchanges. Therefore, we are all communicators. The question is, are we good communications?
Admittedly all of us are born with to speak – we have the capacity to learn language. And yet,
just because we can run does not mean we can join a marathon anytime we like. Just as we need to
prepare before winning a marathon anytime, we have to prepare before communicating with anyone. We
have learn about Communication – its concepts, process, and elements. We have to learn the effective and
ineffective ways of Communicating.
This book is written for the core subject Oral Communication in context for Grade II. It is meant
to guide the students through the intricate process of Communication for a better understanding of what
the communication process entails. The goal is to provide the students with the building blocks that will
inspire their confidence to speak in a public setting.
It must be emphasized that the format of this book adheres closely to the K to 12 Basic Education
Curriculum set by the Department of Education for the Senior High School core subject of English and
also followed by 7E Instructional Model of Eisenkart (2003) as the theoretical framework. The 7Es are
elicit, engage, explore, explain, elaborate, evaluate, and extend. The flow of the lesson’s contents
followed the Phases of Experiential Learning: Readiness, experiential, and mastery.
This book highlights Communication in the Philippine setting. Its examples and activities discuss
the good and bad practices of Filipino Communications. At the same time, it encourages the students to
embrace the Philippine-ness of our Communication.
Each unit is introduced with a set of Guide Questions and an introductory Activity to elicit the
student’s general knowledge about the topics of the accompanying lessons. This aids in the teacher. This
aids in the teacher’s Diagnostic Assessment of the students. Each lesson ends with a Suggested and
Formative Activity and/or a Suggested Assignment to serve as Summative and Formative Assessment
Tools. The activities are either individual or group activities to encourage creativity, innovation, and
collaboration toward resolving the problem presented by the teacher. The students are encouraged to
beyond the scope of the class subject and mine other subjects in school. Many of the Suggested
Assignments focus on communication activities outside the school. Home family, stores and vendors,
public transportation and drivers, television and actors/announcers. At the end of each Unit follows as
Unit Summary and a Unit Activity and/or Unit Assignment.
UNIT 1, exploring the Nature of Communication, begins with defining Communication presenting some
of the many Models of Communication which introduce the Elements involved in Communication. The
Dimension, Begins Dimensions of Communication and how they are influenced by Philippine Culture
and by Gender are also discussed the last lesson is on the occurrence of Nonverbal and Verbal
Miscommunication due to the influence of both culture and Gender. Philippine examples in the Unit, in
the Unit Activities conducted by the Teachers, and in the Assignments for the students are highlighted.

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 The whole UNIT II, Communicating for a Reasons, is a centered on the Functions of
Communication. It discusses how and why people communicate with each other. This Unit emphasizes
the influences both culture and Gender. Philippine example in the Unit, in the Unit Activities conducted
by the teachers, and in the assignments for the students are highlighted.
UNIT III, Using Communicative Strategies, brings the student nearer to the books ultimate goal:
Delivering a Public Speech, being able to participate on Communicative Activity means realizing which
Type of Speech Context it is (based on the member of participants). In participating, the student has to
choose which type of Speech Style (or language) and Type of Speech Act to use.
Combining Context-Style, and Act results in a choice of the Communication Strategy to adapt, a
competency that encourages initiation that encourages, initiation, follow through, and termination of any
Communication Activity.
Finally, UNIT IV, Communicating the Message, brings the students to the Preparation and
Delivery of the Speech. Preparation includes making the students aware the Speech may be classified
according to the Purpose and Manner of Delivery. The students are taken step by step through the four
Principles of Speech Writing to emphasize that half of a good Speech is a matter of Preparation. The
students are also guided through the five Principles of Speech Delivery to prepare them for their Final
Class Activity: the Delivery of their individual Public Speech.
This is not a self-help manual, but a teacher – guided academic journey that will assist the
students in gaining the competencies necessary for effective communication. It is meant to develop the
student’s critical thinking, enhance their ability to create and innovate, and of course, improve their
Communication skills to listen and to speak.
It is hoped that this book will widen the student’s world of Communication. Enabling them to
become effective Communications. Lastly, the author envisions this book as a vehicle that will bring the
students through to the real world aimed with the realization that knowing how to communicate and
communicate well are an integral part of their success.

HELEN P. LAPEÑA, Ed.P.

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