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Oral Communication Notes
Oral Communication Notes
DESIRED RESULTS
Content Standard
The students demonstrate understandings of the nature and elements of oral communication in
context and the importance of background knowledge (schema), and in recognizing that
communicative competence requires the understanding of speech context.
Performance Standard
The students transfer learning by designing and performing effective controlled and uncontrolled
oral communication activities based on context, activating prior knowledge conceptually related
to text, being self-aware as they discuss and analyze text to create new meanings and modify old
knowledge, and demonstrating the effective use of communicative strategy in a variety of speech
situations.
Transfer
Students will be able to independently use their learning to facilitate dialogue or a conference in
order to effect amicable settlement or peaceful agreement among the parties.
Meaning
ESSENTIAL UNDERSTANDINGS
Students will understand that:
ESSENTIAL QUESTIONS
The students will keep considering the following questions:
Gasulas, A. et. al. (2016). IEEC: Oral Communication in Context (pp. 2-3). Quezon City: The
Reference(s) Phoenix Publishing House Inc.
1. I will ask the students to do Pass the Message on page 2 of their textbook.
2. I will let the students answer the guide questions on the next page of their textbook.
3. The students will be told to draw the diagram in Map It Out on page 3 of their textbook.
4. I will let the students explain their diagram in Map and Tell on the same page of the worktext.
I’ll instruct them that on the first signal, pair number one will stand beside their work to explain
the diagram to the class. At the second signal, pair number two will stand beside their work
(while other members will move clockwise to the next diagram), and explain their output, and so
on.
5. I will give the students time to reflect on their activities and answer the guide questions.
6. I’ll Ask: Does passing on a message undergo a process? Is communication a process?
7. For their assignment, the students will write a journal entry about this question: When you
communicate to another person, do you follow a flow or process as you have drawn?
8. Closure: Key Words. Select five key words used in the lesson. Ask the students to try to identify
these words and write them down. Compare our key words to the students’ key words to see if
they were able to identify the key ideas/concepts of the lesson.
Store.
Gasulas, A. et. al. (2016). IEEC: Oral Communication in Context (pp. 2-3). Quezon
Reference(s) Phoenix Publishing House Inc.
PROCEDURE
1. The students will review the previous lesson.
2. Few chosen students will share their journal entry.
3. The students play Charades with a Twist on page 10 of their worktext.
4. The students will answer the guide questions.
5. The students will be told to find a pair and do the I Right and We Right activities on
pages 10 and 11 of the worktext.
6. The learners answer the guide questions on pages 11 and 12 of the worktext.
7. The students will share their shout-out/poster.
8. For their assignment, I will ask the students to write a journal entry about the following
questions: Have you experienced saying one thing but showing a contrary nonverbal
cue? Why?
9. Closure:
DAY 4 | Explaining Verbal and Non-Verbal
Miscommunication
Learning The learner explains why there is a breakdown of communication (EN11/12OC-Ia-5).
Competencies The learner uses various strategies in order to avoid communication breakdown (EN11/12OC-Ia-6).
Reference(s) Flores, R. (2016). Oral Communication in Context (1 ed., pp.18-25). Metro Manila: Rex Book Store.
st
Gasulas, A. et. al. (2016). IEEC: Oral Communication in Context (pp. 2-3). Quezon City: The Phoenix
Publishing House Inc.
PROCEDURE
Reference(s) None
PROCEDURE