Department of Education

Region V
Division of Camarines Sur
Panagan National High School
Lagonoy South

Lesson Plan

Core Subject Title: Oral Communication in Context

Core Subject Description:

The development of listening and speaking skills and
strategies for effective communication in various situation

Content Standards:
The learner understands the nature and elements of oral
communication in context.

Performance Standards:
The learner designs and performs effective controlled and
uncontrolled oral communication activities based on context.

I. Learning Competencies/Objectives:
At the end of the lesson the leaners are expected to:

1. define communication { EN11/12OC-Ia-1}

2. explain the nature and process of communication
{ EN11/12OC-Ib-2}
3. Identify the elements of communication process.

II. Subject Matter:

Nature and Elements of Communication: Definition and the
Process of Communication

Definition
Process of Communication
Elements of Communication Process

Sources:

Learner’s Learning Material; Oral Communication in

Context
Teacher’s Manual; Oral Communication in Context
http://grammar.about.com/od/c/g/CommunicationProces
s.htm
http://www.businessdictionary.com/definition/communic
ation.html#ixzz41itsS5ZIM

Teaching Aids:
Cartolina, bond paper, colored paper, reproduced materials
 Concepts:
Communication is the exchange of information between
people, e.g. by means of speaking,writing or using a
common system of signs or behaviour.
Elements of communication includes sender,idea,
decoding,communication channel,decoding, receiver and
feedback.

III. Procedure/ Learning Activities

Teacher’s Activity Learner’s Activity

A. Reviewing Previous Lesson or

Presenting the New Lesson
Preliminary Activities
 Prayer
 Checking of Attendance
 Checking of Assignment
Post the learning competencies to the
students. Have them read it orally. I can define effective
 Present the new lesson communication and explain the
elements of the communication
Present facts about process.
communication:
Design implies a Designer;
thus, evolutionists have
conjured up theories that
consider language nothing
more than a fortuitous
chain of events. Most of
these theories involve
humans growing bigger
brains, which then made it
physiologically possible for
people to develop speech
and language.

Later
written communication
came about
when humans realized the
need to record their
daily life activities. ... The
ancient Egyptians were
amongst the first people to
use symbols as a form of
written communication w
hich later developed into
the alphabet system that
we know today.

( application of content
knowledge within and across
curriculum)
B. Establishing a purpose for the lesson
Guess a Word Learners Answer
The teacher asks the learner to
guess a word that best
describes the pictures shown to
them.( pictures about /related
to technology will be shown )

1. Channel

2. Receiver

3. Message

4. Sender
 Activity
Message Relay
Instruct the learners to group The learners play the message relay.
themselves into three and
assign a leader and a Message: (Please segregate your
messenger in each group. Then, waste properly and dispose them in
a message will be shown to a a right trash bin but never burn
leader for them to memorize specially the plastics, for it may
and relay the message by pollute our environment)
whispering it to their members
until in the person in group,
which is to be reported by the
messenger or last person in the (application of content knowledge
group. Whoever finish the relay within and across curriculum;
of the message first, will be the science,Esp)
winner. However, the
correctness of the message will
be taken into consideration.(
Message: Please segregate
your waste properly and
dispose them in a right trash
bin but never burn them for it
may pollute our environment)

C. Presenting examples/instances of the The students watches and analyzes

new lesson the video/sound clip.
-Show a video clip with conversation.

https://www.youtube.com/watch?v=Q
RY6BTqV9JE

D. Discussion of New Concept

The teacher discusses the Learners participate in the
lesson anchoring on discussion.
the game conducted.
-How many persons are
involved in a communication?

-What do you think will happen ( these type of questions elicits reasons
if there will be so much noise or responses that requires HOTS)
during the process of
communication?
If you were the person involved
what will you do?

E. Developing Mastery

Let the students show their Artistic Group – The students will
understanding of what a draw their learning.
communication is.
Show your understanding by The Music Lovers – The students in
a. Drawing this group will Sing a song that
b. Song shows how they understand the
c. Dance topic
 The Movers – The students in this
group will show their understanding
( Multiple Intelligence integration) through a Dance.

F. Making Generalizations and

abstraction about the lesson
Ask the learners on the Learners answer may vary.
significant learning gained
from the topic.

G. Evaluating Learning

Identification of the elements Video Clip presentation about

of the communication process communication process
through a given situation.
Learners will be given a copy of https://www.youtube.com/watch?v
situation with dialogue and =Btj94IHVc6I
they will be asked to determine
the sender, idea, receiver,
medium of communication and https://www.youtube.com/
others.

H. Additional Activities for application or

remediation.

1.Find out the effect in a

communication process if
one element is lacking or
defective.
2. Research on types of
communication.

IV. Remarks Students’ behavior differs from

ordinary class hours.

V. Reflection
Using technology in teaching makes
the teaching-learning process fun,
however , there must be a plan B in
every lesson because fate is not
always with us. If in case electrical
or technical problem occurs there
will be a second option.
A. No. of learners who earned 80% in More than a half of the class
the evaluation
B. No. of learners who require
additional activities for
remediation Those who were not around need to
be given an attention for them to
cope up.
 C. Did the remedial lessons work?
No.of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my school head can help me
solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Remedial class was not anymore
conducted, since the result of the
assessment is already quite
satisfying.
Multiple Intelligence adaptation
Using technology in delivering the
lesson
The use of pictures and samples that
are found in real life.

Prepared by:

SOCORRO L. NIÑO
SHS Teacher

Noted:

GENEROSA N. MORENO
Observer/School Head