SOUTH PHILIPPINE UNION CONFERENCE

Masterson Avenue, Upper Carmen, Cagayan de Oro City

Education Department

MINDANAO MISSION ACADEMY

Manticao,Misamis Oriental

TEACHING GUIDE

Topics: Nature and Elements of Communication Time Frame: 4 Days

Teacher: Ms. Mary Jean D. Rubio Date: June 4-7, 2018

SUBJECT COURSE TITLE SUBJECT NAME

Oral Communication in Context Oral Communication
STAGE 1: ESTABLISHING DESIRED RESULTS AND STANDARDS FOR UNDERSTANDING

CONTENT PERFORMANCE STANDARD LEARNING COMPETENCY

The learner demonstrates The learner is able to: The learner:

understanding of: design and perform effective controlled
1. defines communication
1. the nature and elements of and uncontrolled oral communication
2. explains the nature and process of
communication activities on context. communication
3. differentiates the various models of
communication
4. distinguishes the unique feature(s) of one
communication process from the other
STAGE II: SPECIFIC LEARNING OUTCOMES / OBJECTIVES

At the end of the week, the students will be able to:

* define communication and its process
* discuss the elements of communication
Culminating Performance Standard

The learner proficiently delivers various speeches using the principles of effective speech delivery.

Culminating Performance Task

Goal: Design and deliver any of the given types of speech:

 a. Informative

b. Persuasive

c. Entertainment

Role: speakers in the following events:

a. seminar for teachers

b. election campaign

c. Advertisers

Audience:

a. teachers

b. residents in a municipality

c. people in your baranggay

Situation:

a. seminar for teachers

b. election campaign

c. Product Promotion

Product: You are going to create/design a speech on any of the given types of speech:

a. Informative

b. Persuasive

c. Entertainment

Standard:

Criteria Outstanding Satisfactory Developing Beginning

 4 3 2 1

Message The presentation is highly The presentation is The presentation gives limited The presentation doesn’t
connected to the theme. The connected to the theme. connection to the theme. The connect to the theme. The
information is comprehensive, and The information is logical. information is limited as well. information is highly limited.
logical.

Organization The presentation has given justice
to the focus issues. Transitions
consistently help readers follow the
flow and organization of the
message.
The presentation has focus The presentation sometimes The presentation usually
on certain issues. misaligns to the focus issues. misaligns to the focus issues.
Transitions help readers Transitions seldom help Transitions never help readers to
follow the flow and readers to follow the flow of follow the flow of the message.
organization of the the message.
message.

Delivery The presenters confidently.
Maintained eye contact; excellent
voice; inflection; and, delivery
style.
The presenters The presenters sometimes The presenters often
communicated miscommunicate audiences; miscommunicate audiences;
accordingly. Maintained seldom maintains eye contact never maintain eye contact and
eye contact; modulated and modulated voice. Limited modulated voice. No delivery
voice; inflection; and, delivery styles. styles.
deliver style.

Relevance The presentation makes use of The presentation makes The presentation sometimes The presentation failed to use
helpful and timely modern societal use of relevant modern uses relevant modern societal relevant modern societal issues.
issues. societal issues. issues.

MATERIALS Printed copies of Speech, Laptop, VGA & HDMI, Chalk & Eraser, Copies of PT & Rubrics, Textbook,
Photocopy of pages from textbook

RESOURCES

STAGE III: LESSON OUTLINE

Day Allotment PROCEDURE/ Learning Events NOTES
 INTRODUCTION
June 4, Monday  Presentation of Performance Task (GRASPS) 1) Power Point
 Presentation of Rubrics Presentation for PT &
rubrics
MOTIVATION
June 5, Tuesday  T-Chart:
1. The teacher will let the students count off from 1-6 (dependent on the number of students
per class).
2. The students with the same number will stay together as a group and the group will be
constant for the rest of the grading period.
3. Per group, each member will be given the following responsibilities:
o Leader (controls the orderliness of the group)
o Secretary (records everything the group discusses)
o Reporter (share the group’s idea/s to the class)
o Time Keeper (keeps track of the allotted time)
o Resource Person (assigned to keep and collect the materials needed by the group)
o Sanitation In-charge (controls the cleanliness of the area occupied by the group)

4. By group, the students will fill in the T-Chart given by the teacher. On the left side, the
students must write down 10 “sounds like” and on the right side, 10 what “looks like”,
answering the following questions.

1. Expression of love
2. Communication of mute persons
3. Happiness
4. Reaction/s of a man scolded by his boss.
5. Expression of anger.
6. A crazy person.
7. A child begging for a toy.
8. Quarrel
9. Sleeping
10. Titanic

5. The students will be given 15 minutes to perform the activity.

6. They will be asked to share to the class their answers.

Process Questions:
1. What is the activity all about?
2. Explain how and why sounds and actions convey messages and form communication.

 Word Puzzles
1. Each of the group will be given an activity sheet containing word puzzles.
2. They need to perform their assigned responsibilities according to their roles in the group.
3. They will be given 10-15 minutes to answer the activity.
4. The first group to finish and answer correctly the activity will receive an award.

A B V B F H T B S K O O P L J K M H S E F G R T

M A A O P A W E R F E P A L K A R G V Q W D A T

A E N H O R Q E E E N T I T Y A C H B H D E C G

R F D D P T S R F S C F S W R I H T T J F A I F

D D Y O A F P A U T O F D L F R A Y G J V D S D

R E C E I V E R G I D E C O D I N G D J B L M V

O V O N W H A A R M I E A D O N N A F G B Y R C

N I N G E B K T T A N L N I D F E E D B A C K B

S E T O R M E S S A G E N W G A L D Y D R D R D

H G E H P L R A A T R N E E E I L F J A R F A V

E R X D A O D K V R O G D R G L Z G L G I S X D

L A T A D D O E E E A F G P W A F G G H E W C G

E C O I F I E A D H N G J A W F Q H G K R Q G V

H U G O T F G H C D E G F V D A D D R G H Z R A

CLUES:
1. the source of information or message
2. the information, ideas, or thoughts conveyed by the speaker in words or in actions
3. the process of converting the message into words, actions, or other forms that the speaker
understands
4. the medium or the means, such as personal or non-personal, verbal or nonverbal, in which
the encoded message is conveyed
5. the process of interpreting the encoded message of the speaker by the receiver
6. the recipient of the message, or someone who decodes the message
7. the reactions, responses, or information provided by the receiver
8. the environment where communication takes place
9. the factors that affect the flow of communication

PROCESS QUESTIONS:
1. How do you find the activity?
 2. How did you communicate with your group throughout the activity

INSTRUCTION/DELIVERY
June 5, Tuesday  Target Object:
In this activity, the students are going to explore the nature of communication by reading the
article on the 3rd page of the textbook. After reading, they have to choose an object to which
can signify the communication. Creativity is highly advised. Another option, other than an
object, is a “hugot line” explaining or describing what communication is.

Process Questions:
1. What is communication?
2. What is the nature of communication?
3. How can understanding communication help you better communicate with others?

 In Any Forms:
In this activity, the designated group is assigned a specific short communication exercise (party
invitation, directions for a visitor to the guidance cafeteria, a notice to the local employees
about a power interruption for about 3 hours, a reminder for the students to pass their
requirement, a friend who dislikes the idea of his friend, announcement for boarding on the
plane, telling a boyfriend she wants to breakup with him, etc.).

They will be asked to describe how to transmit the message to the person concerned by making
a graphic organizer. The students will report their output to the class.

Process Questions:
1. What is the process of communication based on the presentations?
2. What are the elements needed in order for communication to be successful?

 Communication Stations

1. With the same groups, the students will be assigned to different station. In each station, they
have to answer and discuss some questions. The group secretary will be assigned to put into
June 6, writing their answers and discussions.
Wednesday
Station 1: Describe the importance of “message” as an element of communication by
comparing it to an object and explain its importance.

Station 2: Compare the speaker to an object and discuss how important it is in the process of
communication.
 Station 3: Give a “hugot” line to explain the importance of the ‘receiver’ as an element of
communication.

Station 4: Give two examples of “noise” in communication and discuss how do they become
noise.

Station 5: If the listener is not paying attention, can we call it communication? Support your
answer.

Station 6: What makes a response an element of communication? Explain or give reasons.

Station 7: Is feedback important in communication? Is it still ‘communication’ even if feedback

is absent? Explain your answer.

Station 8: Give a sample of a communication and explain the process.

2. After the all groups have finished the stations, they will be asked to present their answers for
the questions in every station.

 Featuring Features

1. With the same group, the teacher will distribute the students to perform the activity assigned
per station that features the 7 Cs of Effective Communication.

2. After 3-5 minutes, the groups will rotate on the teacher’s cue.

Process Questions:

1. Do you think these features are important to communication? Why?

2. What will happen if these features are not present?

 WHAT’S WRONG
June 7, Thursday In this activity, the teacher shows wrongly constructed sentences giving off confusing
messages. The students, per group, will try to give the correct message.
Process Questions:
1. Is the message clear? Why?
2. How did you correct the errors of the messages?
3. What is essential in order to communicate successfully?

 PASS IT ON
 This activity is by group. The teacher gives a message to the first person in the group
and the message will be relayed up to the last person in line who will write the relayed
 message on the board.

Process Questions:
1. Was it easy for you to relay the exact message? Why?
2. What are the reasons why the last person was not able to get the correct message?

Discussion about the topic, Communication Barriers shall follow after the activity.