PRELIMINARIES

GRADUATE ATTRIBUTES
Effective Communicator, Design Thinker, and Results-driven Professional
(Mission, Vision, Core Values)
COURSE OUTCOME Designs and performs effective controlled and uncontrolled oral communication activities based on context.
CONTENT The Communication Process
Models and Levels of Communication and Barriers to Communication
TIME FRAME WEEK 1 – Session 1 (90 minutes) WEEK 1 – Session 2 (90 minutes) WEEK 2 – Session 1 (90 minutes) WEEK 2 – Session 2 (90 minutes)
ACTIVITIES EXPLORE FIRM UP/DEEPEN EXPLORE TRANSFER
(STRATEGIES) The students will be asked to complete this The teacher will let the random students (who The teacher will present different models for Individual Activity:
statement: Communication is a process didn't share their work last meeting) to tell communication and asks them to explain the The students will draw their own model for
because ____________________________. the class their ideas on the activity last models. communication and write an explanation
meeting. about it and present it in the class.
The teacher asks the students to share their
answer with a partner. Afterwards, the Using the idea of the students the teacher
teachers, call for volunteers to share their discusses what makes communication a
partner’s ideas. process.

The teacher will show a stair and asks the

students what it implies.

The teacher segues the discussion to different

levels of communication and presents
scenarios for each level.
TRANSFER FIRM UP/DEEPEN
The class will distinguish levels of Using the ideas of the students (based on
communication manifested in given their own explanation), the teacher will
situations. They will also enumerate the discuss the three (3) different communication
barriers to communication and suggest model namely: Linear, Interactive, and
possible solutions on how to mitigate impact Transactional.
of these barriers to the communication
process.
RESOURCES Sipacio P.J.F. & Balgos A. R. G.'s Oral Communication in Context pp 1-15

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COURSE OUTCOME Writes a 250-word essay of his/her objective observation and evaluation of the Demonstrates effective use of communicative strategy in a variety of speech
various speakers watched and listened to. situations.
CONTENT Functions of Communication Types of Speech Context

TIME FRAME WEEK 3 – Session 1 (90 minutes)
ACTIVITIES EXPLORE
(STRATEGIES) The teacher will test how students will react
on the different sociocultural communicators.
The class will act as if they are all call center
agents, while the teacher will act as different
customers.
The teacher will ask random students to share
their insights about the activity last session.
The teacher will write the keywords on the
board. After collecting several words, the
teacher will call for a volunteer to sum up the
words written on the board.
The teacher will discuss how communication
functions in real life situations.
WEEK 3 – Session 2 (90 minutes)
FIRM UP/DEEPEN
To deepen the understanding of the students
on function of communication, the teacher
will further discuss the different functions of
it, and its role in different sociocultural
dimension of communication
WEEK 4 – Session 1 (90 minutes) WEEK 4 – Session 2 (90 minutes)
EXPLORE DEEPEN
The class will be divided into five (5) groups Using the ideas of the students in last
and will read the following scenes: meeting’s activity, the teacher will discuss the
a. Scene 1: Someone making an different types of speech contexts.
announcement to the public
b. Scene 2: Two small groups of people
discussing something separately
c. Scene 3: One person talking to himself
d. Scene 4: Two people speaking with each
other on the phone
e. Scene 5: A reporter appearing live on
screen
The students will be asked to weave the
scenes together into a story. They are free to
interchange the order of the scenes, and they
will act your story and present it to the class
within five minutes.

After completing the activity, the students will

TRANSFER
The students are will be asked to create a
commentary video on President Duterte's
inauguration speech
(Analyzing different Functions of
Communication)
answer the self-audit on the book.
FIRM UP
The teacher will post figures about kinds of
communication on the board. With the same
group from last meeting’s activity, the
students will assign one representative who
will present their discussion; each group will
have 5 minutes to brainstorm about the
figures posted on the board. The
TRANSFER
Pair Activity:
The students will identify and discuss with
their partner the difference among the type
of speech context using the graphic organizer
in the book, and discuss it in front of the
class.

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representative must present their discussion

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within five (5) minutes.
RESOURCES Sipacio P.J.F. & Balgos A. R. G.'s Oral Communication in Context pp 16-39 Sipacio P.J.F. & Balgos A. R. G.'s Oral Communication in Context pp 29-40
COURSE OUTCOME Designs and performs effective controlled and uncontrolled oral communication activities based on context.
CONTENT The Listening Process

TIME FRAME WEEK 5 – Session 1 (90 minutes) WEEK 5 – Session 2 (90 minutes)
ACTIVITIES EXPLORE DEEPEN
(STRATEGIES) Pass the Message — The class will be divided into two (2) groups. Each group will choose two The teacher conducts a lecture on the listening process.
persons to act as the head and the tail of their group. The acting tail of each group will be
reading the text in two (2) minutes. After reading the text s/he will be passing the message to To enhance the listening skills as essential tool of the students, they will answer activities
the person next to him/her until the acting head of the group receives the message, then s/he about listening.
will recite the text in front of the class. The first group to finish wins the game.
FIRM UP TRANSFER
After the game, the teacher posts some guide questions to process the activity. SUMMATIVE QUIZ

The teacher plays a recording about leadership and asks the class to answer statements about The students will take their first long quiz covering the topics from week 1 (The
the recording. Communication Process) to week 5 (The Listening Process).

The teacher will also ask the students on their ideas on how to overcome listening barriers,
using their answers the whole class will formulate solutions in overcoming difficulties of both
speaker and listener.

RESOURCES

TIME FRAME WEEK 6

ACTIVITIES TERM EXAMINATION
(STRATEGIES) *** end of preliminaries ***

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 MIDTERM
GRADUATE ATTRIBUTES
Effective Communicator, Design Thinker, and Results-driven Professional
(Mission, Vision, Core Values)
COURSE OUTCOME Designs and performs effective controlled and uncontrolled oral communication activities based on context.
CONTENT Verbal and Non-verbal Behavior

TIME FRAME WEEK 7 – Session 1 (90 minutes) WEEK 7 – Session 2 (90 minutes)
ACTIVITIES EXPLORE DEEPEN
(STRATEGIES) The teacher will tell the students that they will arrange themselves in a line according to the month and day The teacher will share with students the idea that gestures are a frequent form
(not year) of their birthdays. But they will do this without talking, whispering, writing, or using any props. In of nonverbal communication. The teacher will have students share some
other words, students must find another way to communicate. The exercise must be done with the month common (appropriate) gestures—thumbs-up, wink, etc.—and what they mean.
followed by the day; it will not work if they arrange themselves by day, then month. The teacher will start the Then, the teacher will show them the Overhead Common Gestures, which
exercise by indicating which part of the classroom is January 1, and which is December 31. The teacher will shows how a gesture is interpreted in different countries.
give students a moment to think of a strategy to use, but he will not let them share strategies out loud, and The teacher will ask students whether they have ever made a simple gesture
then he will tell them to begin. From the moment the teacher says “start,” the class should be completely which was misinterpreted. Give examples from your own experience. The
silent. teacher will review with students how prior knowledge/study of another party’s
culture may help to ease communication, verbal and nonverbal, particularly in
When the group believes that they have accomplished the task, the teacher will check how well they did by the case of conflict, and how this can help with peace building.
having each student in line state their birth month and day starting with the person closest to January 1 (at
the start of the line). Students who are in the incorrect place should find their correct place in the line. Once
they are in the correct order, have them sit in this order for the remainder of class.
FIRM UP TRANSFER
The teacher will debrief the activity with the following questions: Group Activity:
 "How did you find your place in line?" The best of both worlds— the class will be divided into four (4) groups. Two (2)
 "Was it difficult? Why or why not?" of the groups will present a skit that has no written script, while the other two
 "What strategies did you use? How well do you think they worked? Why or why not?" (2) groups will present a skit that requires no action at all.
 "What did you do when you tried to communicate with someone who was using a different system
of communication? Share with students the importance of finding a common language, especially
when trying to manage conflicts."
 "Have any of you ever had an experience when you tried to communicate with someone, but were
misunderstood because of a language barrier? How did you respond?"
 Remind students that what they have just done is to use nonverbal communication—relating to one
another without using words.
 "Why is it important to be aware of how you communicate nonverbally? How can it be helpful to pay
attention to how others communicate nonverbally when in a conflict situation?"
RESOURCES Sipacio P.J.F. & Balgos A. R. G.'s Oral Communication in Context pp 2-28

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COURSE OUTCOME Demonstrates effective use of communicative strategy in a variety of speech situations.
CONTENT Types of Speech Style

TIME FRAME WEEK 8 – Session 1 (90 minutes) WEEK 8 – Session 2 (90 minutes)
ACTIVITIES EXPLORE DEEPEN
(STRATEGIES) The teacher will be posting words on the board; he will ask the students on how they would To further deepen the understanding of the students the teacher will ask them to create a
communicate to the person/people flashed on the board. script for a three (3) to five (5) minutes short film which should showcase the five different
speech styles.
Using the answers of the students, the teacher will discuss the five (5) different types of speech
styles. The teacher will also ask for volunteer to come up with their own definition of the
different type of speech styles.
FIRM UP TRANSFER
To develop the understanding of the students to the different types of speech styles, the To unlock the ideas of the students in film making, the teacher will ask them what they knew
students will the exercises written on the book. about it. Afterwards, the teacher will present a sample of a short film

RESOURCES Sipacio P.J.F. & Balgos A. R. G.'s Oral Communication in Context pp 41-48

COURSE OUTCOME Demonstrates effective use of communicative strategy in a variety of speech situations.
CONTENT Types of Speech Style

TIME FRAME WEEK 9 – Session 1 (90 minutes) WEEK 9 – Session 2 (90 minutes)
ACTIVITIES EXPLORE DEEPEN
(STRATEGIES) The teacher will play a video of a telephone conversation. The students will we working in pair, Afterwards, the teacher will expose them in Searle’s classification of speech acts: assertive,
they will discuss their answers to the following questions: directive, commissive, expressive, and declaration.
a. What greeting is used by the customer service agent?
b. What form of personal identification is used by the agent?
c. What pre-closing signals are used by the agent?
d. What closing is used by the agent?
FIRM UP TRANSFER
The teacher will associate the answers of the students in the activity in discussing the three The teacher will ask the students to give five (5) examples each of the five (5) illocutionary
types of speech acts: locutionary illocutionary, and perlocutionary. speech act of John Searle. They will write their examples on a whole sheet of paper.
RESOURCES

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Sipacio P.J.F. & Balgos A. R. G.'s Oral Communication in Context pp 41-48

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COURSE OUTCOME Demonstrates effective use of communicative strategy in a variety of speech situations.
CONTENT Communicative Strategies

TIME FRAME WEEK 10 – Session 1 (90 minutes) WEEK 10 – Session 2 (90 minutes) WEEK 11 – Sessions 1 & 2 (180 minutes)
ACTIVITIES EXPLORE TRANSFER ASSESSMENT
(STRATEGIES) The teacher will ask the students to share their experiences on SUMMATIVE QUIZ FILM MAKING
how they were able to surpass an awkward conversation.
The students will have their second-long quiz which covers The teacher will allow each group to continue their
FIRM UP/DEEPEN
Verbal and Non-verbal Behavior to Communicative Strategies. taping/shooting for their short film.
Using the answers of the students, the teacher will discuss the
different types of communication strategies: nomination,
restriction, turn-taking, topic control, topic shifting, repair,
and termination.

Upon the discussion, the teacher will call for students to share
their experiences of using the strategies being discussed.

To deepen the understanding of the students in the different

types of communication strategies, the students will answer
an individual exercise stated on the book.
RESOURCES Sipacio P.J.F. & Balgos A. R. G.'s Oral Communication in Context pp 49-59

TIME FRAME WEEK 12

ACTIVITIES TERM EXAMINATION
(STRATEGIES) *** end of midterm ***

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 FINAL TERM
GRADUATE ATTRIBUTES
Effective Communicator, Design Thinker, and Results-driven Professional
(Mission, Vision, Core Values)
COURSE OUTCOME Apply oral skills during a class debate.
CONTENT Impromptu Speech
ASSESSMENT Impromptu Speech Activity
TIME FRAME WEEK 13 – Session 1 (90 minutes) WEEK 13 – Session 1 (90 minutes)
ACTIVITIES EXPLORE DEEPEN
(STRATEGIES) 1. Begin the lesson by instructing students to briefly think about the following topic: What is your favorite 1. Assemble students and random topic cards into the small
activity and why? groups. Share the following instructions with the groups:
2. Ask for volunteers to respond to the topic by sharing an impromptu speech. Explain that an impromptu a. Select a topic card.
speech is delivered without preparation ahead of time and lasts between one and three minutes. b. Think about the topic for no more than two minutes.
FIRM UP c. Talk for no more than three minutes.
d. Listen to each group member share one positive
1. Choose several volunteers to present. After each student speaks, ask the audience to share feedback on
observation and one suggestion for improvement.
what was effective and what could be improved. Generate a discussion about public speaking, students'
2. Instruct each group to assign a time keeper. Then allow time for
experiences with presenting, and historically famous speeches about which students have learned.
each student to participate in giving his/her impromptu speech.
2. Distribute the Rubric for Speeches. Using the overhead projector, review the expectations. Discuss
3. Once the groups have finished, process the activity with the
appropriate content, organization, and presentation when public speaking.
class. Ask students what they learned, what they still need to
3. Share with students that they will be practicing their speaking skills while giving impromptu speeches about
work on, and what questions they may still have about public
topics most interesting to them. They will be working in small groups, selecting a random topic, and
speaking.
speaking to the group about that topic. Although students will not be graded on the impromptu speech,
they should practice the skills. Mention to them that they will be preparing another speech later in the week
that will be evaluated according to the rubric standards.
4. Ask students to brainstorm interesting topics about which they will orally present to the class in a one to
three-minute speech. Distribute 3–5 index cards to each student, instructing them to write 3–5 topics they
would be interested in speaking about on the cards. You may want to share the following suggestions
beforehand:
a. Why do teenagers today grow up so fast?
b. Should parents censor the kind of music their teenagers listen to, the type of television shows or
movies they watch, or the type of books they read?
c. If you could pump enormous amounts of money into one area of scientific research, what area would
it be?
5. Collect all topics. If time permits, read through each, making sure they are spelled correctly and are

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appropriate before making them available to students.

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RESOURCES Sipacio P.J.F. & Balgos A. R. G.'s Oral Communication in Context pp 60-93
CONTENT Extemporaneous Speech
ASSESSMENT Extemporaneous Speech Activity
TIME FRAME WEEK 14 – Session 1 (90 minutes) WEEK 14 – Session 2 (90 minutes)
ACTIVITIES EXPLORE TRANSFER
(STRATEGIES) 1. Begin the lesson by distributing a randomly type of research material to each student. A. CHOOSING A TOPIC
Instruct them to use the resource to find an interesting topic. Tell them they have 15 1. Distribute the Steps to the Perfect Speech Topic printable to each student.
minutes to gather as much information on the subject as they can and write the most 2. Remind students of the six steps. Tell them that they will choose a topic today by
important points on index cards. brainstorming every idea they can think of, using specific criteria to narrow down the
FIRM UP ideas, and creating an idea web to decide on "the perfect topic."
1. Upon completion, invite several volunteers to deliver a basic three-minute talk on 3. Instruct students to read through the handout and complete the process.
their chosen topic. 4. You should approve each student's topic to ensure it follows the criteria.
DEEPEN
1. Process the activity by asking students what differences they noticed between these
types of speeches and those from Lesson One: Impromptu Speeches. Compare an
impromptu speech with an extemporaneous speech. Share with the students that an
extemporaneous speech is researched and rehearsed ahead of time. Note cards are
permitted. The topics are likely to be assigned and the speech is usually intended to
do one of four things: to inform, to persuade, to entertain, or to share on special
occasions. The extemporaneous speech generally ranges between three and ten
minutes.
2. Share with students that they will be writing and delivering an extemporaneous
speech over the next few days. Introduce the six steps you posted in the classroom
and briefly discuss the expectations.
RESOURCES Sipacio P.J.F. & Balgos A. R. G.'s Oral Communication in Context pp 60-93

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 important data, such as the author,
publisher, and date of publication, of
each source they use on the index
cards. Remind them to share this
information in the body of their
speech.
3. Allow ample time for students to
complete the research phase.
RESOURCES Sipacio P.J.F. & Balgos A. R. G.'s Oral Communication in Context pp 60-93
their speech. review it at this time.
5. When students are finished with the body of their speeches, help them craft an
engaging introduction and conclusion. Briefly discuss the need to "hook" the audience
when delivering a speech. Share the five audience-grabbing techniques and instruct
them to decide which they will use for their introduction:
a. Tell a story
b. Cite a statistic
c. Ask a question
d. Paint a picture
e. Share a quotation
6. Provide examples when necessary.
7. Share that the conclusion is like the introduction but in reverse order. Tell students to
begin with a recap of what they discussed in the speech and end with a memorable
closing statement. Provide examples if necessary.

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CONTENT Extemporaneous Speech
ASSESSMENT Extemporaneous Speech Activity
TIME FRAME WEEK 16 – Session 2 and WEEK 17 – Session 1 (180 minutes) WEEK 17 – Session 2 (90 minutes)
ACTIVITIES TRANSFER
(STRATEGIES) E. DELIVERING F. PROCESSING
1. Students are now ready to deliver their extemporaneous speeches. Instruct them to 1. The session after students deliver their speeches, ask students to write a self-reflective
hand you their rubric prior to beginning. Tell the audience to refrain from talking or assessment of their experience in this process. Encourage them to write freely about
distracting the speaker and to make mental notes of each speech in order to provide what worked, what needed improvement, and any other thoughts or feelings they had
feedback at the end. during the process.
2. Upon completion of each speech, ask a few volunteers to share some positive 2. Invite volunteers to share, but do not make it a requirement. Collect the assessment.
feedback with the speaker.

RESOURCES Sipacio P.J.F. & Balgos A. R. G.'s Oral Communication in Context pp 60-93

TIME FRAME WEEK 18

ACTIVITIES CULMINATING ACTIVITY
(STRATEGIES) The Great Debate

When you complete the unit, spend a class period allowing your students to apply their oral skills during a class debate. Instruct students to select a pertinent topic, create eight debate teams,
with at least 4 members each, provide time for teams to develop their arguments, and hold a "Great Debate."
*** end of final term ***

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