SENIOR HIGH SCHOOL DEPARTMENT

Teachers’ Subject Outline # 1

TIME FRAME (WEEK): one week

Subject Name: ENGL 1

Subject Descriptive Title: Oral Communication

II. Materials:
I. Lesson Title: Elements and Process of Communication [List of materials that students will need in
accomplishing the topic.]
Learning Outcomes: {using the DepEd MELCs}

At the end of the session, you should be able to: References:

1. Distinguish the elements and process of [List of references used in the lesson]
communication;
2. Demonstrate the elements and process of communication with
the family members at home through a journal;
3. State the significance of elements and process of
communication by citing communication gap at home.

[Target at least 2 or 3 lesson objectives per session.]

III. INTRODUCTION / OVERVIEW

[The teacher will state the name of the topic, connect the topic to the previous lesson and state the relevance of the topic
to the students.]

In Chapter 1 on pages 10 – 20, you will distinguish the elements and process of communication. In this chapter,
it highlights the basic elements of communication process include communicator, communicatee, message,
channel and feedback. - Communicator is the sender, speaker, issuer or writer, who intends to express or send out a
message. Communicatee is the receiver of the message for whom the communication is meant.

Communication may be defined as a process concerning exchange of facts or ideas between persons holding different
positions in an organization to achieve mutual harmony. The communication process is dynamic in nature rather than a static
phenomenon.

Learning these elements of communication process

would greatly affect in our daily conversations with our family members, teachers, classmates, friends and
others.

Property of UNIVERSITY OF CEBU – SENIOR HIGH SCHOOL atj2020

 SENIOR HIGH SCHOOL DEPARTMENT
Teachers’ Subject Outline # 1
TIME FRAME (WEEK): one week

Subject Name: ENGL 1

Subject Descriptive Title: Oral Communication

IV. LEARNING ACTIVITY

A. ANTICIPATORY SET
{The teacher focuses on what to be learn. Tie prior knowledge with today’s lesson}
[In can be articles, lecture notes, a situation, excerpts, case study, procedures, graphs, data, others. Include
instructions for taking notes or outline of the lesson. Content of the lesson should vary to sustain interest and
attention of students. May include illustrations or graphic organizers to aid understanding of the lesson.]

Please read the comic strip on page 10 in your textbook. Then, after reading the comic strip, please answer
the questions stated on page 11. Answers must be written in whole yellow pad following the standard format.

B. INPUT
{new knowledge, process, skills must be presented to the students in the most effective manner}

Elements of the Communication Process

Encoding and Decoding

Encoding refers to the process of taking an idea or mental image, associating that image with words, and then speaking those words in
order to convey a message. So, if you wanted to explain to your aunt the directions to your new apartment, you would picture in your mind
the landscape, streets and buildings, and then you would select the best words that describe the route so your aunt could find you.

Decoding is the reverse process of listening to words, thinking about them, and turning those words into mental images. If your aunt were
trying to find her way to your apartment, she would listen to your words, associate these words with streets and landmarks that she knows,
and then she would form a mental map of the way to get to you. Ramsey’s “Using Language Well” (Chapter 10) provides additional insight
into the encoding and decoding process.

Communicator

The term communicator refers to all of the people in the interaction or speech setting. It is used instead of sender and receiver, because
when we are communicating with other people we are not only sending a message, we are receiving messages from others
simultaneously. When we speak, we observe others’ nonverbal behavior to see if they understand us and we gauge their emotional state.
The information we gain from these observations is known as feedback. Over the telephone, we listen to paralinguistic cues, such as pitch,
tone, volume and fillers (i.e., “um,” “uh,” “er,” “like,” and so on). This means that communication is not a one-way process.

Property of UNIVERSITY OF CEBU – SENIOR HIGH SCHOOL atj2020

 SENIOR HIGH SCHOOL DEPARTMENT
Teachers’ Subject Outline # 1
TIME FRAME (WEEK): one week

Subject Name: ENGL 1

Subject Descriptive Title: Oral Communication

Even in a public speaking situation, we watch and listen to audience members’ responses. If audience members are interested, agree, and
understand us, they may lean forward in their seats, nod their heads, have positive or neutral facial expressions, and provide favorable
vocal cues (such as laughter, “That’s right,” “Uh huh,” or “Amen!”). If audience members are bored, disagree, or are confused by our
message, they may be texting or looking away from us, shake their heads, have unhappy or confused expressions on their faces, or
present oppositional vocal cues (like groans, “I don’t think so,” “That doesn’t make sense,” or “You’re crazy!”). Thus, communication is
always a transactional process—a give and take of messages.

……. Please refer on page 12 for the illustration and discussion………

NOTE: This part achieves the learning outcome #1. This is just a note for you
teacher to remind you that our basis is on the learning outcome stated above.

C. MODELING
{The teacher demonstrates what is to be learned.}

From the comic strip you have read on page 10, communication gap is the result of the absence of any of the elements
of the communication process………………….. (continued).

With your family members, demonstrate the elements and the communication process with the members of the family
then document it using your daily journal for one week. Please refer to the instructions for the journal attached in this
subject outline.

NOTE: This part achieves the learning outcome #2.This is just a note for you teacher
to remind you that our basis is on the learning outcome stated above.

D. CHECKING FOR UNDERSTANDING

{The teacher uses variety of questions. It can formative or summative tests.}
[The teacher will write 1-3 questions asking the students about their learning experience, eg. accomplishing the
learning target, challenges met about the lesson, learning strategies that worked or not worked for them, and
others.]

Please proceed on page 14, and answer Exercise 1 from 1 – 15. Note: copy the question and answer using
whole yellow pad with correct format.

Property of UNIVERSITY OF CEBU – SENIOR HIGH SCHOOL atj2020

 SENIOR HIGH SCHOOL DEPARTMENT
Teachers’ Subject Outline # 1
TIME FRAME (WEEK): one week

Subject Name: ENGL 1

Subject Descriptive Title: Oral Communication

E. GUIDED PRACTICE
{The teacher leads the students through the steps necessary to perform the skill.}
[The teacher designs activities around the topic that will develop the 4Cs such as critical thinking, creativity,
comprehension and communication; practice skill building activity and foster value formation. Activities should
not be limited to one.]

Attached in this subject outline is worksheet No. 1. Please answer the questions from A – D.

F. INDEPENDENT PRACTICE
{The teacher will release the students to practice on their own.}
[The teacher will write at least 3-5 anticipatory questions that students would like ask about the topic. This will
help students to ask for clarifications related to the topic.]

Note: This is optional to teacher if he/she may provide more exercises for mastery.

From the guide questions on page 10, what question that strikes you the most and why? In answering this
question, please cite a scenario at home that resulted to conflict because of the communication gap.

NOTE: This part achieves the learning outcome #3. This is just a note for you
teacher to remind you that our basis is on the learning outcome stated above.

G. WRAP UP
{The teacher will ask students anticipatory questions to check their understanding about the lesson.}

Please accomplish the K – W – L table on page 15. Then, detach the page to be submitted at the last Friday of this
month.

Property of UNIVERSITY OF CEBU – SENIOR HIGH SCHOOL atj2020

 SENIOR HIGH SCHOOL DEPARTMENT
Teachers’ Subject Outline # 1
TIME FRAME (WEEK): one week

Subject Name: ENGL 1

Subject Descriptive Title: Oral Communication

V. ADDITIONAL RESOURCES

Property of UNIVERSITY OF CEBU – SENIOR HIGH SCHOOL atj2020

 SENIOR HIGH SCHOOL DEPARTMENT
Teachers’ Subject Outline # 1
TIME FRAME (WEEK): one week

Subject Name: ENGL 1

Subject Descriptive Title: Oral Communication

Property of UNIVERSITY OF CEBU – SENIOR HIGH SCHOOL atj2020