Grade 11/12 • Unit 3: Functions of Communication

LESSON 3.2
Motivation
Table of Contents

Learning Competency 1

Specific Objectives 1

Learning Content 1
Topic 1
Materials 1
Reference 2
Time Frame 2

Learning Activities 2

Essential Question 2
Motivation 2
Warm-Up 2
Lesson Proper 3
Springboard 3
Review 3
Presentation of Lesson 3
Discussion 4

Evaluation 6
Drills 6

Values Integration 9

Synthesis 9
Synthesis Activity 9
Possible Answers to the Essential Question 9

Assignment 10

Bibliography 10
 Grade 11/12 • Unit 3: Functions of Communication

Unit 3 | Functions of Communication

Lesson 2: Motivation

Learning Competency
At the end of this lesson, students should be able to examine sample oral
communication activities (EN11/12OC-Ibe-8, EN11/12OC-Ibe-9,
EN11/12OC-Ibe-11).

Specific Objectives
At the end of this lesson, students should be able to do the following:
● Distinguish and explain the functions of communication.
● Identify the speaker's purpose.
● Ascertain the verbal and nonverbal cues a speaker uses to achieve his or
her purpose.

Learning Content

Topic
Motivation

Materials
● Presentation slides
● Copies of the drills

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Reference
Quipper Study Guide: Oral Communication in Context Unit 3 Lesson 2: Motivation

Time Frame
90 minutes

Learning Activities

Essential Question
1. If using technology, refer to slide 5 of the slide presentation.
2. If not using technology, write it on the board.
“How can motivation affect a person’s outlook?”
3. Instruct students to reflect on the question for a minute; call on a few to give
responses. Consolidate the responses and prepare the students for the warm-up
activity.

Motivation
Warm-Up
1. For specific instructions regarding the activity, you may say, “Form groups of
three members. One member of the group will say statements to motivate
himself or herself to chase his or her dreams. The other one will demotivate
himself or herself. The remaining members will take note of the keywords
used and share them with the class. Take note that activity aims to
distinguish between encouraging and discouraging statements. Please do not
take it personally.”
○ If using technology, go to slide 6 of the slide presentation.
○ If not using technology, write the situations on the board.
2. After all the performances, group the students again. This time, instruct them
to share their insights and thoughts, guided by the following questions:

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○ How did you feel about the activity? What did you realize?
○ How did motivation affect your mood and outlook?
3. Start with the question and ask some students to share their responses and
make sure that they can explain their answers. Encourage the other students
to give feedback on the responses shared.

Lesson Proper
Springboard
The teacher may say:
“‘Words are extremely powerful. When you say something, you can never take it
back.’ You surely have heard this statement before, perhaps from someone, you
might have talked to, and you accidentally said something wrong. Words are truly
powerful. They can encourage a person to empower himself or herself in reaching
for success, or they can also destroy one’s confidence. This can be confirmed by
what you have felt or experienced during the previous activity. One of the
functions of communication is motivation. Communication may be used for the
purpose of motivating oneself and others in various situations.”

Review
Before the lesson proper, conduct a short review of the previous lesson about the
other two functions of communication. You may say:
“Before we discuss motivation as a function of communication, let us go over the
other two functions of communication that we have previously discussed. ’What are
the other two functions of communication?’ ‘How is communication used to regulate
or control the pace or flow of conversation?’ ‘How is communication used to attain
social fulfillment?’ ”

Presentation of Lesson
1. After the review of the lesson, proceed to the lesson proper.
2. If using technology, refer to slide 9 of the slide presentation.
Presentation File Link

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 Grade 11/12 • Unit 3: Functions of Communication

Discussion
One of the functions of communication is motivation. Communication may be used
for the purpose of motivating oneself and others in various situations.

Using communication for motivation is important for various reasons, which include
the following:

a. It increases productivity. When a person is stimulated or excited about

doing something, he or she will find it easier to do the task.
b. It empowers individuals. When a person is motivated, he or she feels a
sense of personal achievement, which contributes to his or her confidence in
achieving a goal.

There are many ways that you can motivate others. Some simple steps you can do
include the following:

1. Walk the talk. You would not be able to effectively and easily motivate
others if you are not motivated. Learn more about yourself and identify what
motivates you. Then, find ways on how you can better motivate yourself.
2. Actively listen. Be attentive when listening to what the other person is
saying. Identify what that person’s goal is or what he or she wants to do.
3. Make a person feel that he or she makes a difference. Remind the person
that his or her efforts are recognized and appreciated.
4. Communicate clearly and with compassion. Adapt your communication
style to the person you are speaking with and focus on the quality and not
the quantity of communication. Be encouraging and not patronizing.

There are three ways to look into how motivation works:

a. Needs: This can be determined easily in any communication process. A

person feels motivated when a need arises. In communication, needs as

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motivation is evident when a person wants to attain something.

b. Behavior: The society in a particular culture sets standards and norms when
it comes to communication. Behavior becomes a motivation because a
person has to persevere in establishing a good image, so he or she tries his
or her best to be a good conversationalist. As such, when the person talks, he
or she is motivated by what he or she will get in return, be it praise or
criticism.
c. Rewards: When a person gets the reactions he or she expected to receive
when he or she has finished with the conversation, he or she becomes more
motivated to keep conversations going. When he or she receives a negative
comment, he or she might halt the conversation and try to converse with
another person until he or she gets what he or she wants to get as a reward
for his or her behavior in any discussion.

Table 1. Three Ways on How Motivation Works

Motivation Components Examples Feedback/Expectations

Needs You need something to eat. You want food.

Behavior 1. Ask calmly. You expect to be given

“Hello. May I have food.
some food?”
2. Ask rudely/with threat.
“Hey, give me some
food or else . . .”

Rewards 1. chance to be given If you ask for food in a nice

food if available way, you are more likely to
2. no chance of receiving receive what you need. If
food/can be given food you are rude or force a
because of the person to give what you
aggression need, the person you ask
for food will either not give
you anything or give you
food out of fear.

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Verbal cues such as “You can do this,” “If anyone can do this, it’s you,” “I believe in
you,” “You already have the right skills for this,” or “You are competent for this” may
be used for motivation.

Read the following dialogue between two friends:

Joe: Rico, you’ve been staring off into space for the past five minutes. What’s wrong?
Rico: Oh, well, I really want to take up fine arts in college, but I know my parents
want me to take up accountancy or nursing instead.
Joe: Have you talked to them about this?
Rico: I haven’t. I feel like they would get angry at me and wouldn’t understand.
Joe: I think you just need to talk to them and explain calmly that it’s the program
you want to take. I believe they would listen and understand.
Rico: You really think so?
Joe: Yeah. You can do this, pal. (pats Rico on the back)
Rico: Thanks for making me feel better, Joe.

In the given conversation, Rico expressed his worries that his parents won’t accept
his decision to take up Fine Arts in college. Joe then motivated him by encouraging
him to talk to his parents. He also made use of nonverbal communication by patting
Rico’s back.

Evaluation
Drills
Ask the students to work on the following exercises. You may print out copies from
here.

Determine whether each of the following shows motivation or

demotivation. Write M for motivation and D for demotivation.

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M 1. “You can do this.”

D 2. “You are not good for this job.“

M 3. “You will eventually achieve that. Just try harder and don’t give
up.”

M 4. A coach giving one of her players a pat on the back

M 5. “I will become better.”

M 6. “I believe in you.”

D 7. “You don’t have the right skills for this.”

D 8. “You can’t make it. You’re a weakling.”

D 9. “You are not competent.”

M 10. A mother listening to her daughter and giving her a hug and a
pat on the back

Write a dialogue between the two characters showing that communication

may be used for the purpose of motivating others.

Stephen: Jacques, you’ve been staring off into space for the past five minutes.
What’s wrong?
Jacques:
Stephen:
Jacques:
Stephen:
Jacques:
Stephen:
Jacques:
Stephen:

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Jacques:

Table 1. Learning outcome or task description for the output-based rubric

Criteria Below Needs Meets Exceeds

expectations improvement expectations expectations
1 2 3 4

Content The dialogue The dialogue The dialogue The dialogue

(40%) does not somewhat clearly shows very clearly
The dialogue clearly show clearly shows motivation as a shows
clearly shows motivation as a motivation as a function of motivation as a
motivation as a function of function of communication function of
function of
communication communication . communication
communication.
. . .

Organization There is no There is a There is a There is a very

(40%) logical somewhat logical logical
Logical progression of logical progression of progression of
progression of details/events. progression of details/events. details/events.
details; clear The transitions details/events. The transitions The transitions
transitions
between ideas The transitions between ideas between ideas
between ideas.
are not between ideas are seamless. are very
seamless. are somewhat seamless.
seamless.

Language There are four There are two There is one There are no
(20%) or more to three language error. language
Spelling, language language errors.
mechanics, errors. errors.
grammar, and
word choice

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Values Integration
Ask students the following question to help them connect their learning to real-world
situations:
As a young Filipino student, how would you use communication to motivate your
fellow students to study harder?

Synthesis
Synthesis Activity
1. Have the whole class form a big circle. Make sure you have a red pen or any red
object.
2. Randomly give the red pen to one of the students in the circle. The student who is
holding the red pen/object will ask the one to his right about what he or she wants
to achieve. Then, the one holding the red pen/object will say or do something to
motivate him or her. While doing so, the one holding the red pen/object will pass it
on to him or her. Remember that the one holding the red pen/object is always the
one to ask and give motivation. The flow of the activity is counterclockwise.
3. When everybody has had his or her turn, ask students to answer the following
questions:
○ How did you feel about the activity?
○ How can you say that you got motivated?

Possible Answers to the Essential Question

Possible answer 1: Motivation can affect someone’s outlook. When a person is
motivated, he or she feels a sense of personal achievement, which contributes to his or
her confidence in achieving a goal.

Possible answer 2: Motivation can affect someone’s outlook. When a person is

motivated, he or she can attain a drive that will allow him or her to continue to go on
despite challenges, hurdles, and difficulties.

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Assignment
Instruct the students to do the following at home:
Recall a recent conversation you had where you felt motivated or made another person
feel motivated. Write a script about it and analyze how motivation worked in that particular
conversation.

Alternative Digital Output

As an alternative, students may submit their assignments online via Google Docs.
Assign the folder where all outputs will be saved. Make sure to instruct students to
“get shareable link” for their documents in comment mode. This way, other members
of the class may give comments on their submitted work.

Bibliography
Agravante, Josefina A., and Villy Ath Buenaventura. 1999. Speech Communication. Quezon
City: UP Open University.

Dunn, Daniel M., and Lisa J. Goodnight. 2003. Communication: Embracing Difference. Boston:
Allyn & Bacon.

Hybels, Saundra, and Richard Weaver II. 2011. Communicating Effectively. 10th ed. New York:
McGraw-Hill.

Vicker, Beverly. “Communicative Functions or Purposes of Communication.” Indiana

University Bloomington. Accessed April 20, 2018.
https://www.iidc.indiana.edu/pages/Communicative-Functions-or-Purposes-of-Com
munication.

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