TOPIC/LESSON Functions of Communication: Regulation and Control

NAME
CONTENT The learner values the functions/ purposes of oral communication.
STANDARDS
The learner writes a 250-word essay of his/her objective observation and evaluation of the various
PERFORMANCE speakers watched and listened to.
STANDARDS
Ascertains the verbal and nonverbal cues that each speaker uses to achieve his/her purpose.
LEARNING
COMPETENCIES
SPECIFIC LEARNING At the end of the learning engagement, the learners are able to:
OUTCOMES 1. Define regulation and control as one of the functions of communication.
2. Appreciate the use of regulation and control for effective communication.
3. Portray everyday interaction/situation by using verbal and nonverbal cues.
TIME ALLOTMENT 60 minutes

LESSON OUTLINE:

1. Introduction: State the learning competency and ask the students about the importance of verbal and nonverbal cues in
communication.
2. Motivation: Ask the students to describe or say something about the pictures that show the use of language, gestures and emotions.
3. Instruction/Delivery: Engage students in active participation and communicative learning activities.
4. Practice: Identify and make use of the verbal and nonverbal cues.
5. Enrichment: Complete enrichment activities focusing on the use of language, gestures and emotions.
6. Evaluation: Write a two-paragraph essay observing the essence of regulation and control in building connections.

MATERIALS LCD Projector, laptop, whiteboard and markers, bond paper slates
Internet research of the pictures, Curriculum guide, CIDAM Plan
RESOURCES
 PROCEDURE MEETING THE LEARNERS’ NEEDS
INTRODUCTION Teacher Tip:
 Ask the students if they
know verbal and nonverbal
1. Present the learning competencies to the learners and have them copy in their notebook: cues.
a. Define regulation and control as one of the functions of communication.
b. Appreciate the use of regulation and control for effective communication.
c. Portray everyday interaction/situation by using verbal and nonverbal cues.
2. Ask the students the following question:
a. Have you experienced communicating with other people using verbal and nonverbal
cues? or Were other people communicate with you using verbal and nonverbal
cues?
3. Have a short recap of the previous lesson.

MOTIVATION Teacher Tip:

1. Through a powerpoint presentation, the teacher will present pictures that show  Let the students voice out
the use of language, gestures and emotions. their ideas about the picture
2. The teacher will ask the students to describe the pictures presented. they’ve seen.
3. There will be 5 pictures that students need to describe.

INSTRUCTION/DELIVERY Teacher Tip:

1. The teacher will facilitate the students in describing the pictures presented for an  Give/ask the students to give
active participation. more examples.

PRACTICE Teacher Tip:

1. Based on the pictures shown, the students will identify and make use of the  Scaffold the learners on the
verbal and nonverbal cues. verbal and nonverbal cues
identification for a better
understanding.
ENRICHMENT (Group Activity: Pantomime)

1. Group the students into 10.

2. Let them choose their leader.
3. Each group will randomly pick a piece of bond paper slate that contains
everyday interaction/situation.
4. They will be given 3 minutes to portray the everyday interaction/situation with
the use of Functions of Communication: Regulation and Control.
5. The teacher will then check the portrayal of the pantomime.

EVALUATION

1. Write a two-paragraph essay observing the essence of regulation and control in

building connections and how does this affect the communication process.