Lesson Plan in Oral Communication (Grade 11 HUMSS)

I. Learning Objectives
At the end of the discussion, the learners should be able to:
1. identify the various types of speech context EN11/12OC-Ifj-15; and
2. exhibit appropriate verbal and nonverbal behavior in a given speech context

EN11/12OC-Ifj-16.

II. Subject Matter

A. Topic: The Various Types of Speech Context
B. References:
Fernandez, A., & Suarez, E. (2018). Speak and Listen in Context: An
Oral Communication Textbook for Senior High School. Phoenix Publishing
House. Quezon City, Philippines.
C. Materials: Slide Presentation, Board and Marker
D. Values: Become an eloquent communicator in any context of discourse that can
positively affect relationships in life.

Teacher’s Activity Learner’s Activity

CLASSROOM ROUTINES
 Greetings
“Good morning, class!” “Good morning, sir!”

 Prayer
“Before anything else, let us pray first.”
 Classroom Management
“Class, before you take your seats, kindly
make sure that your surrounding is clean and
your chairs are properly organized.”
(The assigned prayer leader will come in
front.)
(All learners will pick up the pieces of trash
within their reach and will arrange their
chairs properly.)
  Checking of Attendance
“Ms. Faith, is there any absentee today?” “There is none, sir.”
“Perfection!”

ACTIVITY
“HUMSS Talks”
(The class will be divided into four
groups. Each group must have a
device to be used for the Kahoot! The
first group that will be able to answer
each question correctly will earn a
point and can call someone from the
other groups to answer the follow-up
questions.

Follow-up questions:
1. What do you usually say to
yourself when you look in the
mirror?
2. What was the funniest
conversation you had with your
(The students will engage themselves to
friend?
answer each question based on their
3. If the SK Team of your barangay
experiences, beliefs, and values.)
invited you for a talk, what
specific program would you like to
propose in replacement to an
ongoing project they prioritize?
4. If you were invited to speak in
front of hundreds of youths, what
would be the topic of your
speech?
5. If you were a journalist who got
an opportunity to film your very
first documentary, what would be
the societal issue you think
Filipinos need to see?

(Settling down from an engaging activity.)

 “Thanks for your activation participation,
class. Indeed, that activity did not just show
your communication skills but also self and
societal awareness.” (Students will raise their hands.)

“Before we proceed to our lesson, may I have

your observation regarding the activity we
“You provided different situations and you let
did?”
us to respond based on our experiences,
beliefs, and values.”
“Let me hear from you, Mr. Joseph.”

“Sir, I observed that each situation had a goal

to achieve and the language used depends
“That is on point! Thanks, Mr. Joseph! What on the situation and the person/people we
can you add, Ms. Divina?” talked to.”

“Sir, I observed that all the situations we

“That is impressive, Ms. Divina! You are really
responded to had different number of people
keen when it comes to details. Thanks, Ms. involved and there were different
Divina! How about you, Ms. Joan? What have mediums/platforms to communicate our
you observed?” thoughts.”

“That is excellent observation, Ms. Joan!”

(Students will raise their hands.)
“Mr. Joseph, Ms. Divina and Joan were able
to hit our lesson for this morning. If you are
going to combine all of their answers, what “Sir, it is a guess. I think our lesson for today
is all about levels of communication.”
do you think is our lesson?

“Yes, Mr. Jerome?”

Actually, you have a good point, Mr. Jerome!

We are going to talk about levels of
communication, but we are going to group
these levels into four, therefore, we are
“I’ll give chance for others to answer.”
 going to have another name for today’s
lesson. It is a two-word that begins with S
and C. Do you still want to answer it, Mr.
Jerome?

“Okay. Thank you, Mr. Jerome! Remember, “Yes, Sir. Our lesson for this meeting is all
your answer is not wrong. We are just about Speech Context.”
looking for best term for our lesson. Ms.
Shaira, you were raising your hand a while
ago, would you like to try to name our
lesson?”

“Perfection! Thanks, Ms. Shaira!”

“Class, our lesson for this afternoon is all

about Speech Context.”

LESSON PROPER

“Perhaps, it is your first time to hear Speech (Students will raise their hands.)
Context. Let us try to break it down for us to “Sir, speech means the ability to express
fully understand the lesson. Is there anyone thoughts and feelings by articulating sounds.”
who can share the definition of speech?
Let us hear it from Ms. Eya.”
“Sir, context means the circumstance that
form the setting for an event, statement, or
idea.”
“That is excellent, Ms. Eya! Thank you! How
about the word context? How do you define
(Students will raise their hands.)
context, Ms. Sheena?”

“Very good! That is also correct. With

the given definitions of Speech and “Speech Context is the circumstance in
which the communication happens.”
Context, what do we mean by Speech
Context? Yes, Ms. Joanna?
 “Excellent, Ms. Joanna! Thank you!”

“When we say Speech Context it is the

situation in which communication takes
place.
(Students will raise their hands.)
“Now, we are going to discuss the four types
of Speech Context.” “Sir, based on my observation, Intrapersonal
Communication is the process by which an
“Let us go first with Intrapersonal individual communicates to him/herself.
Communication. (The teacher will play a
video.) “After watching the video, how can
you define Intrapersonal Communication?
Yes, Ms. Shey?”

“That is correct, Ms. Shey!”

“When we say Intrapersonal Communication,
it centers on one person being the sender
and the receiver of the message. We usually
call this as self-talk or inner talk.”
Based on the video, what drives a person to
have a self-talk?
(Students will raise their hands)
“Sir, inner talk or self-talk is initiated by our
feelings and thoughts. Our brain processes
what we think and feel. Then, there is
feedback in the sense that you talk to
yourself and try to discuss ideas or
situations.”

“That is brilliant, Ms. Lea. It is indeed our

feelings and thoughts that drive us to have
self-talk. We actually play situations in our
minds and we discuss or tell it to ourselves.
For example, you have a tight budget but you
 really want to buy a chocolate for yourself.
There is a conversation within you: If I buy
“Sir, when I forget where I place my phone, I
this one, I will be short for something more
always talk to myself like: Jasmin where did
important. But I think I deserve it. What you place your phone? You should have kept
should I do?” it in your pocket.”

“Did you get it? Can you give another

situation which shows that you talk to
yourself, Ms. Jasmin?”

“That is a good example, Jasmin. I often

experience that as well.”
“Yes, Sir.”
You know what class, talking to yourself is
healthy. It doesn’t make you insane. Actually,
it allows to be more focused and tend to help
“None, Sir.”
you to make better decisions. Do positive
self-talk!
(Students will raise their hands.)
“Is Intrapersonal Communication clear to all
of you, class?”
“Sir, Intrapersonal Communication deals with
two or more people talking to one another.”
Any questions?

“Okay, if Intrapersonal centers on a

communication within oneself, what is
Interpersonal Communication?”

“Share your ideas to us, Ms. Karen.”

“Ms. Karen is correct, class!”

“Intrapersonal Communication talks about

any conversation that involves or connects
people to build relationship between and
among them.”
 “There are two levels under Intrapersonal (Students will raise their hands.)
Communication. The first one is called
‘Dyad’.”

(The teacher will play a video that is an “Sir, based on my understanding, Dyad
example of Dyad Communication.) Communication only involves two people
talking to each other.”
“That video you have watched is an example
of Dyad Communication. Based on your
observation, how can you define the first
level of Intrapersonal Communication?”

“Let us listen to Joshua.”

(Students will raise their hands)

“That is excellent, Joshua!” Student 1: “One-on-one job interview, Sir.”
Student 2: Confession to the priest, Sir.”
“Dyad or Dyadic Communication refers to an Student 3: Individual counselling session, Sir.”
interaction between two persons. This level
of Communication may be done in form of
face-to-face, mail, or digital.”

“Who can give me a situation that is

considered as Dyad Communication?”

“Okay, all of your given examples are correct.

It requires two persons to make a
“Yes, Sir!”
conversation happen.”

“Class, I am just going to remind you that in

order for a dyadic communication to be
successful, the two persons must exchange
roles, from speaker to listener and vice
versa.”

“Are we all clear with Dyad or Dyadic

(The student will raise their hands.)
Communication?”
 “Excellent! Let us move now to the second
level of Intrapersonal Communication.”
“The teacher will play the video that is an
example of Small Group Communication.”
“Sir, that kind of communication is called
Small Group Communication. It is an
interaction that requires 3 to a certain
number of participants talking to about a
certain matter.

“After watching the video, what do you think

is the name of the communication and share
to us your proof.”
(The student will raise their hands.)

“Let us hear it from Ms. Jessa.”

“Sir, just like what Jessa mentioned, there is a
certain topic to be discussed and each of the
participant is allowed and encouraged to
share important points into the
“Very good, Jessa!” conversation.”

“How does discussion or interaction happen

in this level of communication?”

“Yes, Rain?”

“That is correct, Rain. Thank you, Jessa and

Rain for your answers!”

“Class, Jessa and Rain discussed Small Group

Communication accurately. This second level
of Intrapersonal Communication can be
(Students will raise their hands.)
consisted of 3 to 12 persons. Formally, this
level of communication is used for an
interaction to achieve a certain goal. It also
allows all participants to freely share ideas in Student 1: “Conference of SK Council, Sir.”
Student 2: “SSG Project Proposal Discussion,
the discussion.”
Sir.”
Student 3: “Family Bible Sharing Session, Sir.”
 “With our knowledge about Small Group
Communication, can you give an example of
it?

(The teacher will call three students.)

“None, Sir!”

“Those answers are best examples of Small

Group Discussion. The conference, proposal
discussion and bible sharing sessions may
have three to 12 participants. Based also on
the nature of those interactions, everyone is
encouraged to share their ideas.”

“Do you have questions about Small Group

Communication?” (Students will raise their hands.)

“Let us go down to the third Speech

Context.”

(The teacher will a play a video that is an “Sir, that is Public Speaking. Basically,
example of Public Communication.) because the speaker is delivering a topic or
talk to a great number of people.”
I know some of you are familiar with this
third type of Speech Context, can you name
it?

“How do you call this Speech Context,

Jomar?”

Very well said, Jomar! Thank you! (The students will raise their hands.)
“That is what we call public speaking or to be
exact, Public Communication. “Sir, I have noticed that he needed to speak
on stage to see all the audience. He also used
a microphone for he was talking to a big
crowd of people. I also noticed that he used a
“What are the adjustments of the speaker slide presentation to help his crowd to fully
you have noticed for him to communicate his understand the discussion.”
message? Anyone?”

“Share to us your observation, Stefh.”

“That is an excellent observation, Stefh!

Thank you, Stefh!”

“Class, did you get what Jomar and Stefh just

shared to us?”

“When we say Public Communication, it

refers to someone taking the role of a
speaker delivering a speech or topic to a big
crowd of people called audience. Formally,
the speaker positions in front or roam around
holding a microphone for him/her to be
heard by his/her audience. You will also
notice that some of the speakers doing public
speaking use exaggerated or expansive
gestures because the audience is bigger.
Some speakers also use slide presentation
not only for the audience but also for the
speakers themselves to be guided on their “None, Sir.”
talks.”
Unlike Intrapersonal Communication, based
on the great number of participants in a
public communication, not all participants
will be given a chance to talk to the speaker.
Student 1: “Sir, a priest or pastor leading the
Do you have any questions regarding Public mass or service.”
Communication, class? Student 2: “Sir, the president delivering a
SONA in the Senate Hall.”
If you do not have questions, can I ask for an Student 3: “Sir, the guest speaker sharing
important points to success in a graduation
example of Public Communication?
ceremony.

(The teacher will call three students.)

“Yes, Sir!”

“All of your examples are correct. Thank you

for your participation!”

“Class, remember that a public speaker’s first

job is to engage all the participants to listen.
If he fails on that part, the message will not
be delivered and comprehended properly.” (The students will raise their hands.)

“Is Public Communication clear to

everyone?”
“Excellent! Let us move now to the last type
of Speech Context.”
(The teacher will play a video that is an
example of Mass Communication.)
“Sir, as the name implies, it refers to the act
of relaying information from a person, group
of people, or organization to the mass or
general public through the use of television
and other mass channels.”

The last video you just watched is an example

 of Mass Communication. Based on the
content of the video, how can you define
Mass Communication?

“Let us here your thoughts, Mariez.”

“That is brilliant idea, Mariez! Your answer is

all correct!”

Mass Communication refers to a person,

(The students will raise their hands and
group of people, or organization relaying an
answer.)
information using mass media to reach a Students: Newspaper, Magazines, Books,
larger audience spread out in different places at Journals
the same time. The types of media being used in
Mass Communication are:
1. print media 2. broadcast media,
3. outdoors and transit media 4. digital
media or new media.

“Can you give me an example of Print (The students will raise their hands and
Media?” answer.)
Students: Television, Radio, and Films

(The teacher will flash all the examples of

Print Media.)
“All of your answers are correct! Excellent!”

“Who can give me an example of Broadcast (The students will raise their hands and
Media?” answer.)
Students: Billboards, Posters, and Banners

(The teacher will flash all the examples of

Broadcast Media.)
 “All of your answers are correct!

“How about Outdoor or Transit Media? Can

(The students will raise their hands and
you name one?” answer.)
Students: Social Media, Websites, Podcasts

“The teacher will flash all the examples of

Outdoor or Transit Media.”

“All of your answers are correct!”

“None, Sir!”
“Lastly, what are the Digital Media/New
Media channels you know?”

(The teacher will flash all the examples of the

Digital Media/New Media.)

“Very good! All of your answers are examples

of digital Media or New Media!”
“Yes, Sir!”
Class, do you have any questions about Mass
(The students will raise their hands.)
Communication?

“Okay, please be reminded class that it is

important for all of us to do fact-checking
before we believe what we hear and what
see on the different types of media. Let us
practice critical thinking and do some
researches.”
Are the four Speech Contexts clear to you?
If you do not have any questions, I have a
question. What is the importance of learning
Speech Context to a HUMSS student?
“Sir, as HUMSS student, who in the future
will be engaged in different dialogues or
speaking engagements, learning these
speech contexts made me aware of the
expectations and adjustments that I need to
do as a speaker or a listener depending on
the context where I am in, with this, I can be
an effective communicator who aims to
connect and create better relationships not
only with others, but also with myself.”
 “Let us hear it from Mr. Eric.”

“That is excellent, Eric!”

“I hope everyone was able to get what Eric
just mentioned.
Indeed, understanding these speech contexts
enables someone to be an eloquent
communicator. Knowing the contexts will
help you with to what to say, how to say, and
how to respond in any conversation leading
to an effective and healthy communication.”

“If you do not have any questions, let us

proceed to group activities.”

GROUP ACTIVITY
ROLE PLAY: The whole class will be divided
into four groups. Each group is tasked to (The students will plan and rehearse their
make a 3-5 minute-skit that is appropriate to skit.)
their assigned Speech Context. Each group
has 15 minutes to plan and rehearse. All of
the groups will receive an index card
containing their assigned Speech Context and
the Rubric for Task Evaluation.

Group 1: Intrapersonal Communication (The groups will perform their skits.)

Group 2: Interpersonal Communication
Group 3: Public Communication
Group 4: Mass Communication
(The teacher will roam around and check the
students’ work)

“None, Sir!”
(After the 15-minute preparation, the
teacher will tell the students to go back to
their proper seats for the group presentation “Yes, Sir!”
will start in a minute.)

(After the presentation, the teacher will give

comments to each group’s presentation.)
(The students will answer the quiz.)
“Congratulations, everyone! You really did an
excellent job on your assigned task.”

“Do you still have any questions regarding

our lesson for today?

“Are you ready for a quiz, class?”

ASSESSMENT
(The teacher will flash the 5-item quiz on the
television)

Directions: Read each statement below and

choose the letter that corresponds to the
best answer. Write your answers on a ¼
sheet of paper.

1. Teacher Joy was informed that the guest

speaker she invited to give a talk for their
event with the theme, “Bata, Bata Para
Saan Ka Ginawa: Determining One’s Self
For the Decision-Making In Paving Your
Right Path Towards Your Future Self”
was sick and incapable to attend the
event. As solution, Teacher Joy decided to
 take the role and deliver a speech to the
audience.

Which of the following speech contexts is

featured in the given statement?
a. Intrapersonal Communication
b. Interpersonal Communication
c. Public Communication
d. Mass Communication

2. It is a type of speech context which all the

members have equal opportunities to
share ideas into the discussion.
a. Intrapersonal Communication
b. Interpersonal Communication
c. Public Communication
d. Mass Communication

3. Which of the following is NOT an example

of Voiced Mass Communication?
a. Watching a News Report
b. Listening to the latest Weather Update
using a radio
c. Reading aloud to himself some details
found on a billboard
d. Reacting to the best lines stated by a
journalist in a documentary

4. It is defined as the situation in which the

exchange of ideas happens.
a. Intrapersonal Communication
b. Dyadic Communication
c. Group Communication
d. Speech Context

5. Mariez, a Grade 11 HUMSS student, finds it

hard to make better decisions alone because
she tends to be frustrated by the different
scenarios that may occur after sticking to her
own choice. It is the very reason why she (The students will raise their hands)
always asks for her parents’ suggestion. With Student 1: c - Public Communication
the given scenario, which speech context Student 2: b - Interpersonal Communication
Student 3: c - Reading aloud to himself some
should Mariez work on more?
details found on a billboard
a. Intrapersonal Communication
Student 4: d – Speech Context
b. Interpersonal Communication
Student 5: a – Intrapersonal Communication
c. Small Group Communication
d. Both a and b

(After 10 minutes, the teacher will tell the (The students will raise their hands.)
students to exchange papers with their
seatmate to check their answers.)

(The teacher will call students to answer the

quiz and respond if the answer is correct or (The student will pray.)
not.)

“Good bye and thank you, Sir Reyes.”

(The teacher will tell the class to return the

paper to the owners and raise the hands for
those who got scores from 5-0.)

“Before I leave, can we ask for a prayer, Mr.

Gary?”

“Good bye, class!”