The document provides reminders and guidelines for an oral communication class, including keeping microphones muted, cameras on, and using hand signals appropriately. It defines verbal communication and barriers to communication, listing examples like cultural differences and physiological barriers. Students are assigned a speech to record themselves delivering and providing feedback to help improve their verbal communication skills.

1. ORAL COMMUNICATION
WEEK 3
MARIE JOY TRINIDAD

3. REMINDERS
Make sure that you have your module with you before the class startsMake
Have a pen and paper readyHave
Actively participate inside the classParticipate
Use class signals when necessaryUse
Keep your mic on mute, only unmute when calledKeep
Turn your camera onTurn
Raise hand if you want to answerRaise
Use ? if you want to ask a questionUse
Use ! if you need helpUse

4. VERBAL COMMUNICATION AND BARRIERS
This Photo by Unknown Author is licensed under CC BY-
NC
● Define communication barrier
● Explain why there is a breakdown of
communication
● Analyze the cause and effect of Communication
Barrier
● Define verbal communication
● Use the ways of effective Verbal Communication
in understanding people

5. WALK THRU
Instead of Manuscript (assigned writing) Pick a part
of
The speech and deliver it, record yourself and
upload it in your drive.

6. WALK THRU

7. CHECK LIST
Activity 1
Showroom
Teleprompter (Audio Recording)
Activity 2
Manuscript
Activity 3
Quiz

8. VERBAL
COMMUNICATION
AND
BARRIERS
• Verbal means spoken rather than
written (Cambridge Dictionary), while
communication has something to do
with the act of communicating with
people (Cambridge Dictionary). Thus,
when we define verbal communication,
it is communication through spoken
words.

9. CONT…
• People have different ways of expressing themselves. Aside from verbal
communication, we also experience written and nonverbal ways. In a place where
there are people, there is always communication. There are many scenarios where
verbal communication can take place. Whenever we plan to go shopping, ask for a
discount, greet our neighbors, respond to calls, there is verbal communication. As long
as we use spoken words in a given context, it is verbal communication. Spoken words
become the vehicle for expressing ideas and concepts to other people.
• Unfortunately, relaying of message through verbal way will not always be
successful as we want to be, since there are barriers inside the communication
process. Cultural barriers, assumptions, and confused messages are examples of
barriers that may hinder verbal communication. Hence, one must be aware of these,
in order to achieve harmony with others through effective communication.

10. FILL IN THE BLANKS WITH THE WORDS WHICH WILL COMPLETE THE
PARAGRAPH. THE CHOICES ARE GIVEN BELOW.
• Oral or verbal communication describes any type of ___________ between
individuals which makes use of words and ___________ speaking and ___________.
In oral communication, the sender and receiver exchange their ___________ or
___________ verbally either in face-to-face discussion or through any mechanical
or electrical device like telephone or VOIP system like Skype.
Thoughts, Listening, Agreement, Promise, Involves, Ideas, Conflicts,
Interaction

11. VERBAL COMMUNICATION
Verbal Communication refers to an interaction
in which words are used to relay a message.
For effective and successful verbal
communication, use words to express ideas
which can be easily understood by the person
you are talking to. Consider appropriateness,
brevity, clarity, ethics, and vividness when
engaging in this type of communication.

12. THINGS TO CONSIDER
Appropriateness
Brevity
Clarity
Ethics
vividness

13. APPROPRIATENESS
• The language that you use should be appropriate to the environment or occasion
(i.e., whether formal or informal).

14. BREVITY
• Speakers who often use simple yet precise and powerful words are found
to be more credible.
• Try to achieve brevity by being more direct with your words. Avoid fillers
and insubstantial expressions which do not add to the message, such as
“uh,” “you know,” “I guess,” and others.

15. CLARITY
• The meanings of words, feelings, or ideas may be interpreted differently
by a listener; hence, it is essential for you to clearly state your message
and express your ideas and feelings.

16. ETHICS
• Words should be carefully chosen in consideration of the gender, roles,
ethnicity, preferences, and status of the person or people you are talking
to.

17. VIVIDNESS
• Words that vividly or creatively describe things or feelings usually add
color and spice to communication. Hence, you are encouraged to find
ways to charm your audience through the use of vivid words

18. MALALA YOUSAFZAI
PAKISTANI ACTIVIST
FOR FEMALE
EDUCATION AND THE
YOUNGEST NOBEL
PRIZE LAUREATE.

19. PART 1
• In the name of God, The Most Beneficent, The Most Merciful.
• Honorable UN Secretary General Mr Ban Ki-moon,
• Respected President General Assembly Vuk Jeremic
• Honorable UN envoy for Global education Mr Gordon Brown,
• Respected elders and my dear brothers and sisters;
• Today, it is an honor for me to be speaking again after a long time. Being here with such honorable people is a great moment in
my life.
• I don't know where to begin my speech. I don't know what people would be expecting me to say. But first of all, thank you to
God for whom we all are equal and thank you to every person who has prayed for my fast recovery and a new life. I cannot
believe how much love people have shown me. I have received thousands of good wish cards and gifts from all over the world.
Thank you to all of them. Thank you to the children whose innocent words encouraged me. Thank you to my elders whose
prayers strengthened me.
• I would like to thank my nurses, doctors and all of the staff of the hospitals in Pakistan and the UK and the UAE government
who have helped me get better and recover my strength. I fully support Mr Ban Ki-moon the Secretary-General in his Global
Education First Initiative and the work of the UN Special Envoy Mr Gordon Brown. And I thank them both for the leadership
they continue to give. They continue to inspire all of us to action.
• Dear brothers and sisters, do remember one thing. Malala day is not my day. Today is the day of every woman, every boy and
every girl who have raised their voice for their rights."
• There are hundreds of Human rights activists and social workers who are not only speaking for human rights, but who are
struggling to achieve their goals of education, peace and equality. Thousands of people have been killed by the terrorists and
millions have been injured. I am just one of them.

20. PART 2
• So here I stand... one girl among many.
• I speak – not for myself, but for all girls and boys.
• I raise up my voice – not so that I can shout, but so that those without a voice can be heard.
• Those who have fought for their rights:
• Their right to live in peace.
• Their right to be treated with dignity.
• Their right to equality of opportunity.
• Their right to be educated.
• Dear Friends, on the 9th of October 2012, the Taliban shot me on the left side of my forehead. They shot my friends too. They
thought that the bullets would silence us. But they failed. And then, out of that silence came, thousands of voices. The terrorists
thought that they would change our aims and stop our ambitions but nothing changed in my life except this: Weakness, fear and
hopelessness died. Strength, power and courage was born. I am the same Malala. My ambitions are the same. My hopes are the
same. My dreams are the same.
• Dear sisters and brothers, I am not against anyone. Neither am I here to speak in terms of personal revenge against the Taliban or
any other terrorists group. I am here to speak up for the right of education of every child. I want education for the sons and the
daughters of all the extremists especially the Taliban.
• I do not even hate the Talib who shot me. Even if there is a gun in my hand and he stands in front of me. I would not shoot him.
This is the compassion that I have learnt from Muhammad-the prophet of mercy, Jesus christ and Lord Buddha. This is the legacy of
change that I have inherited from Martin Luther King, Nelson Mandela and Muhammad Ali Jinnah. This is the philosophy of non-
violence that I have learnt from Gandhi Jee, Bacha Khan and Mother Teresa. And this is the forgiveness that I have learnt from my
mother and father. This is what my soul is telling me, be peaceful and love everyone.
• Dear sisters and brothers, we realise the importance of light when we see darkness. We realise the importance of our voice when we
are silenced. In the same way, when we were in Swat, the north of Pakistan, we realised the importance of pens and books when we
saw the guns.

21. PART 3
• The wise saying, “The pen is mightier than sword” was true. The extremists are afraid of books
and pens. The power of education frightens them. They are afraid of women. The power of the
voice of women frightens them. And that is why they killed 14 innocent medical students in the
recent attack in Quetta. And that is why they killed many female teachers and polio workers in
Khyber Pukhtoon Khwa and FATA. That is why they are blasting schools every day. Because they
were and they are afraid of change, afraid of the equality that we will bring into our society.
• I remember that there was a boy in our school who was asked by a journalist, “Why are the
Taliban against education?” He answered very simply. By pointing to his book he said, “A Talib
doesn't know what is written inside this book.” They think that God is a tiny, little conservative
being who would send girls to the hell just because of going to school. The terrorists are misusing
the name of Islam and Pashtun society for their own personal benefits. Pakistan is peace-loving
democratic country. Pashtuns want education for their daughters and sons. And Islam is a religion
of peace, humanity and brotherhood. Islam says that it is not only each child's right to get
education, rather it is their duty and responsibility.
• Honourable Secretary General, peace is necessary for education. In many parts of the world
especially Pakistan and Afghanistan; terrorism, wars and conflicts stop children to go to their
schools. We are really tired of these wars. Women and children are suffering in many parts of the
world in many ways. In India, innocent and poor children are victims of child labour. Many schools
have been destroyed in Nigeria. People in Afghanistan have been affected by the hurdles of
extremism for decades. Young girls have to do domestic child labour and are forced to get married
at early age. Poverty, ignorance, injustice, racism and the deprivation of basic rights are the main
problems faced by both men and women.
• Dear fellows, today I am focusing on women's rights and girls' education because they are
suffering the most. There was a time when women social activists asked men to stand up for their
rights. But, this time, we will do it by ourselves. I am not telling men to step away from speaking
for women's rights rather I am focusing on women to be independent to fight for themselves.

22. PART 4
• Dear sisters and brothers, now it's time to speak up.
• So today, we call upon the world leaders to change their strategic policies in favour of peace and prosperity.
• We call upon the world leaders that all the peace deals must protect women and children's rights. A deal that goes against the
dignity of women and their rights is unacceptable.
• We call upon all governments to ensure free compulsory education for every child all over the world.
• We call upon all governments to fight against terrorism and violence, to protect children from brutality and harm.
• We call upon the developed nations to support the expansion of educational opportunities for girls in the developing world.
• We call upon all communities to be tolerant – to reject prejudice based on cast, creed, sect, religion or gender. To ensure
freedom and equality for women so that they can flourish. We cannot all succeed when half of us are held back.
• We call upon our sisters around the world to be brave – to embrace the strength within themselves and realise their full
potential.
• Dear brothers and sisters, we want schools and education for every child's bright future. We will continue our journey to our
destination of peace and education for everyone. No one can stop us. We will speak for our rights and we will bring change
through our voice. We must believe in the power and the strength of our words. Our words can change the world.
• Because we are all together, united for the cause of education. And if we want to achieve our goal, then let us empower
ourselves with the weapon of knowledge and let us shield ourselves with unity and togetherness.
• Dear brothers and sisters, we must not forget that millions of people are suffering from poverty, injustice and ignorance. We
must not forget that millions of children are out of schools. We must not forget that our sisters and brothers are waiting for a
bright peaceful future.
• So let us wage a global struggle against illiteracy, poverty and terrorism and let us pick up our books and pens. They are our
most powerful weapons.
• One child, one teacher, one pen and one book can change

23. INDIVIDUAL PERFORMANCE TASK
• Read it silently
• Choose a part of the speech. You will apply proper volume, enunciation,
pronunciation, pitch, stress, phrasing and speed
• Choose a part that you wish to deliver (there are 4 parts)
• Make an audio recording of you delivering the speech
• Upload it on your shared google drive
• You can watch the video of the speech for reference at
https://www.youtube.com/watch?v=3rNhZu3ttIU

27. PHRASING

28. COMMON COMMUNICATION BARRIERS
•
• A communication barrier is anything that prevents you from receiving and understanding the
messages others use to convey their information, ideas and thoughts. These barriers may be
related to the message, internal barriers related to thoughts and feelings, or external
barriers (ETrainingCommunity.Org).
• Everybody wants to communicate. However, not all of the communication shall be successful. To
quickly judge one of the participants as the reason why there is a communication breakdown is
not a good thing. One must be educated about the reasons behind unsuccessful communication.
• For example, you are talking to your friend whose grandmother has just passed away. Do you
think all that you will say will be retained in his/her mind? Of course not. The main reason is
his/her mental walls are keeping him/her away from open communication. But this is not the
only reason. Everyone inside the communication process must be aware of this.

29. COMMUNICATION BARRIERS
• There are many common communication barriers we are familiar with like the use of jargons, emotional barriers and taboos, lack of
attention and/or interest, distractions, or irrelevance to the receiver, differences in perception and viewpoint, physical disabilities like
hearing or speech defects, physical barriers to nonverbal communication, language differences, cultural differences, etc. We also have
identified other barriers which deal with meaning per se such as different expectations, experiences, perspectives, or different
communication styles, to name just a few. For example, in an election, there could be a misunderstanding between two people talking
about their chosen candidates mainly because of prejudice or stereotyping. Listener A might not be interested to listen to what Speaker A
is talking about because he dislikes the candidate and that he feels his candidate is better than his. In order to resolve these issues, you
have to first identify what specific barrier there is to be able to address it properly.
• Other hindrances to communication involve both the speaker and the listener and how they deal with the communication process. This
is especially true in interpersonal communication when the speaker and the listener are confronted with stress and out-of-control
emotions, and lack of focus. You cannot communicate properly when you are stressed physically and mentally, or when you are
emotionally down. Also, inconsistent and negative body language could add a different meaning to one's message, thus interfering with
the intended meaning.
• Nonverbal communication should reinforce what is being said. For example, you can't say "yes” while shaking your head no, right?

30. COMMON
COMMUNICATION
BARRIERS
Language Barriers
Psychological Barriers
Physiological barriers
Physical Barriers
Systemic Barriers
Cultural Barriers

31. LANGUAGE
BARRIER
• Language and linguistic ability may act as a
barrier to communication. However, even
when communicating in the same language,
the terminology used in a message may act as
a barrier if it is not fully understood by the
receiver(s).
• For example, a nurse or a doctor referring to
a common cold as upper respiratory tract
infection may not be understood well by a
patient.

32. PSYCHOLOGICAL
BARRIERS
• The psychological state of the communicators
will influence how the message is sent,
received and perceived. For example, if
someone is stressed he/she might be very
impatient which could affect how he/she
sends and receives messages and it could
result in misunderstanding.
• Anger is another example of a psychological
barrier to communication, when we are angry
it is easy to say things that we may later
regret and also to misinterpret what others
are saying.

33. PHYSIOLOGICAL
BARRIERS
• Physiological barriers may result from the
receiver's physical state. For example, a
receiver with reduced hearing may not grasp
clearly a spoken conversation especially if
there is significant background noise. Your
grandmother or grandfather may not hear as
clearly as you mother or father, thus they
tend to misunderstand your messages and
respond differently.

34. PHYSICAL
BARRIERS
• An example of a physical barrier to
communication is geographic distance
between the sender and receiver(s). This can
also involve both verbal and nonverbal
communication as you don't hear exactly
what the other person is saying and you
cannot see his/her gestures that may affect
what he/she is trying to say. Even when
there is technology, Skype and Facebook
cannot help as much in conveying the
intended meaning.

35. SYSTEMATIC/SYSTEMIC
BARRIERS
• Systematic barriers to communication may
exist in structures and organizations where
there are inefficient or inappropriate
information systems and communication
channels, or where there is a lack of
understanding of the roles and
responsibilities to communication. In such
organizations, individuals may be unclear of
their role in the communication process and
therefore not know what is expected of them.

36. CULTURAL
BARRIERS
• As the world is getting more and more globalized, any
large office may have people from several parts of the
world. Different cultures have a different meaning for
several basic values of society. Dressing, Religions or
lack of them, food, drinks, pets, and the general
behavior will change drastically from one culture to
another. Hence it is a must that we must take these
different cultures into account while communication.
This is what we call being culturally appropriate. In
many multinational companies, special courses are
offered at the orientation stages that let people know
about other cultures and how to be courteous and
tolerant of others.

37. OVERCOMING BARRIERS
• Most of the above-mentioned barriers can be overcome by the skilled
communicator. Obviously, bridging gaps in geography and communicating
through disabilities are a topic for a different discussion. Below, we will look at
some tools that can be used to bridge barriers in everyday communications.

38. ACTIVE LISTENING
• Active listening is a skill that can be acquired and developed with practice. However, this skill can be
difficult to master and will, therefore, take time and patience. 'Active listening' means, as its name
suggests, actively listening. That is fully concentrating on what is being said rather than just ‘hearing’
the message of the speaker. Active listening involves listening with all senses. As well as giving full
attention to the speaker, it is important that the ‘active listener’ is also ‘seen’ to be listening - otherwise
the speaker may conclude that what they are talking about is uninteresting to the listener. By providing
this 'feedback' the person speaking will usually feel more at ease and therefore communicate more easily,
openly and honestly. There are both verbal and non-verbal cues that convey active listening. Non-verbal
signs include smiling (if appropriate), making eye contact, nodding at appropriate times, and avoiding
distractions. These non-verbal cues convey the message that you are interested in what the speaker has
to say, and that your attention is fully invested. Offering verbal signs of active listening can also be
useful. Reflecting on something the speaker has said by asking a clarifying question is a terrific way to do
this. Paraphrasing involves finding slightly different words to repeat the main idea of the speaker, and is
also great way to show active listening.

39. USE SIMPLE LANGUAGE
• It’s important to remember the audience that you’re speaking to, and use
language that can be easily understood. Avoid using medical terminology or
jargon when speaking to clients and their families. People are often intimidated by
such language, and can be afraid to admit that they don’t understand the
message being delivered. An important tool to use when speaking is to pause
occasionally and ask questions to ensure that your message is being understood
as intended. You may also allow the listener to ask questions to clarify any
points.

40. GIVE CONSTRUCTIVE FEEDBACK
• Remember that feedback was part of the communication chain we looked at on
the first page. While the feedback that you give the speaker/sender may
occasionally be negative, it is important that it be constructive in nature. The
intent of the feedback should be to further the abilities of the speaker. This will
strengthen the interpersonal relationship, and enhance future communications.

41. IDENTIFY THE TYPE OF BARRIER DESCRIBED IN THE FOLLOWING SITUATIONS.
• ___1. "My mom is shouting at me because I went home late. She keeps on saying all the wrong things I did in the
past but I do not like her manner of talking. I believe she's really mad at me. Maybe she doesn't love me
anymore!"
• ___2. “The new candidate for the presidency of the club has good plans for the group. He sounds too dominant
and boastful and I discouraged my friends to support him.”
• ___3. “In our company, we use a lot of acronyms to make instruction easier and faster A newly-hired employee
was confused on what FITC means and he seemed to be worried while carrying piles of papers and documents. I
noticed him and told him, "File in the Cabinet', and he smiled."
• ___4. “My yaya always gives me a blank look especially when I ask her to cook something for snacks. Later on, I
learned that it was her first time in Manila and she can't understand some common Tagalog and English words."
• ___5. “Our neighbor decided to take antibiotics after learning he has allergies to dust because his doctor asked
him to take antihistamines."
• ___6."I have observed that I cannot comprehend clearly when my eyes are closed. I need to see the speaker while
talking and observe his gestures carefully to get a complete meaning."

43. This Photo by Unknown Author is licensed under CC BY-NC