West Bay College

Form No.:

Revision Date:

Ilaya St., Alabang, Muntinlupa City Revision No.:

SENIOR HIGH SCHOOL DEPARTMENT Reference:

S.Y. 2022 - 2023

INSTRUCTIONAL GUIDE
 STRAND
SUBJECT CODE
SUBJECT TITLE
PRE-REQUISITE
NO. HOURS PER SEMESTER 80 hours

IG CONTROL PREPARED BY: REVIEWED & VALIDATED BY: APPROVED BY:

NO.:
ISSUE DATE mm/dd/yyyy
REVISION
0
STATUS
Faculty
REVISION DATE mm/dd/yyyy

WEST BAY COLLEGE SENIOR HIGH SCHOOL DEPARTMENT ACADEMIC YEAR Page 2
 West Bay College
Form No.:

Revision

Ilaya St., Alabang, Muntinlupa City Revision No.:

SENIOR HIGH SCHOOL DEPARTMENT Reference:

INSTRUCTIONAL GUIDE
I. SUBJECT CODE II. SUBJECT TITLE

III. SUBJECT DESCRIPTION: The development of listening and speaking skills and strategies for effective communication in various situations.

IV. PRE-REQUISITE V. GRADE LEVEL Grade 11

VI. SEMESTER 1st Semester VII. NO. OF HOURS 80 hours
To provide quality Education in order to:
An Internationally-Recognized Institution producing Globally- - Develop individual with the ability of create and think critically in
Competitive Individuals who will positively contribute to the search their pursuit for excellence.
VIII. SCHOOL VISION IX. SCHOOL MISSION
for truth and the full development of their families, communities and - Equip individuals with useful knowledge, skills and positive values in
large society. the area of Security, Safety and Clean Environment that are
required by the Global Community.
X. INSTITUTIONAL OUTCOMES
West Bay College will produce graduates who are:
1. Knowledgeable and technically competent;
2. Imbued with right attitude and positive values, morally upright and respinsible;
3. Creative and critical in their pursuit for excellence, innovative in the performance of their job;
4. Proactive in advancing environmental consciousness and protection ; and
5. Highly motivated to pursue a professional career or advance studies in any career of their choice.

WEST BAY COLLEGE SENIOR HIGH SCHOOL DEPARTMENT ACADEMIC YEAR Page 3
 PROGRAM EDUCATIONAL OBJECTIVES MISSION KEY WORDS
Every Graduate of K-12 Program will be equipped with: Quality Critical Skills & Promotion of Conduct
Education Thinking Positive Values Peace& Health Researches

1. Information, Media and Technology Skills

2. Learning and Innovation Skills

3. Effective Communication Skills, and

4. Life and Career Skills

WEST BAY COLLEGE SENIOR HIGH SCHOOL DEPARTMENT ACADEMIC YEAR Page 4
 STUDENT OUTCOMES AND THEIR RELATION TO PROGRAM EDUCATIONAL OBJECTIVES
STUDENT OUTCOMES PROGRAM EDUCATIONAL OBJECTIVES
At the end of the program, the student should be able to: 1 2 3 4 5 6 7 8

a. Defines communication. /

b. Explains the nature and process of communication. /

c. Differentiates the various models of communication. /

d. Distinguishes the unique feature(s) of one communication process from the other. /

e. Explains why there is a breakdown of communication. /

f. Uses various strategies in order to avoid communication breakdown. /

g. Demonstrates sensitivity to the sociocultural dimension of communication situation /

h. Watches and listens to sample oral communication activities. /

i. Evaluates the effectiveness of an oral communication activity /

j. Exhibits appropriate verbal and nonverbal behavior in a given speech context /

k. Distinguishes types of speech style /

l. Observes the appropriate language forms in using a particular speech style /

m. Responds appropriately and effectively to a speech act /

WEST BAY COLLEGE SENIOR HIGH SCHOOL DEPARTMENT ACADEMIC YEAR Page 5
 COURSE OBJECTIVES AND THEIR RELATION TO STUDENT OUTCOMES
COURSE OBJECTIVES STUDENT OUTCOMES

The student should be able to: A B C D E F G H I J K L M

1. design and perform effective controlled and uncontrolled oral communication activities
/ / / / / / /
based on context.

2. write a 250-word essay of his/her objective observation and evaluation of the various
/ /
speakers watched and listened to

3. demonstrate effective use of communicative strategy in a variety of speech situations. / / / /

4.

5.

6.

7.

8.

WEST BAY COLLEGE SENIOR HIGH SCHOOL DEPARTMENT ACADEMIC YEAR Page 6
 SUBJECT COVERAGE
Time Teaching-Learning Teaching-Learning
Performance Learning Materials
Frame Content Learning Competencies Activity/ies Activity/ies Assessment Tool/s
Standards Used
Work (Face to Face) (Online)
ST
1 QUARTER
Week 1 Day 1: Definition of Day 1: Defines Day 1: INDIVIDUAL Day 1: INDIVIDUAL The learner… designs Face to Face Face to Face:
Communication communication. OUTPUT. The OUTPUT. The and performs effective Day 1: Pen and Paper Day 1: Laptop and
learners, describe learners, describe controlled and Day 2: Manila Paper Television
forms of forms of uncontrolled oral and Marker Day 2: Laptop and
communication using communication using communication Television
symbols or objects. In symbols or objects. activities based on
each box, write a word In each box, Write a context. Online Class:
that describe word that describes Day 1: Google Forms
communication as a communication as a Day 2: Google Forms Online Class:
process, interaction, process, interaction, Day 1: Google
and social context. Use and social context. Classroom
the relationship of Use the relationship Day 2: Google
these words to of these words to Classroom
communicate and communicate and
construct own construct own
meaningful definitions meaningful
of communication by definitions of
completing the communication by
sentences given. completing the
sentences given.

Day 2: INDIVIDUAL
Day 2: PAIR OUTPUT. OUTPUT. Share an
Day 2: The Process Day 2: Explains the nature Share an interesting interesting story. The
of Communication and process of story with a partner. story can be an
communication. The story can be an inspirational or an

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 Time Teaching-Learning Teaching-Learning
Performance Learning Materials
Frame Content Learning Competencies Activity/ies Activity/ies Assessment Tool/s
Standards Used
Work (Face to Face) (Online)

inspirational or an unforgettable story

unforgettable story that that you and your
you and your partner partner separately
separately experienced. The
experienced. The worksheet is your
worksheet is your guide to identifying
guide to identifying the the elements of the
elements of the communication
communication process in each
process in each story. story.

Week 2 Communication - Differentiates the various Day 1: INDIVIDUAL Day 1: INDIVIDUAL The learner… designs Face to Face Face to Face:
Models models of communication. OUTPUT. Using the OUTPUT. Using the and performs effective Day 1: Pen and Paper Day 1: Laptop and
Venn Diagram, the Venn Diagram, the controlled and Day 2: Worksheet Television
learner writes the learner writes the uncontrolled oral Day 2: Laptop and
similarities and similarities and communication Television
differences between differences between activities based on
the three the three context.
communication communication Online Class:
models. models. Day 1: Google Forms Online Class:
Day 2: Worksheet Day 1: Google
Day 2: PAIR OUTPUT. Day 2: INDIVIDUAL Classroom
The learners describe OUTPUT. The Day 2: Google
a model of learner describes a Classroom
communication from a model of
movie that they communication from

WEST BAY COLLEGE SENIOR HIGH SCHOOL DEPARTMENT ACADEMIC YEAR Page 8
 Time Teaching-Learning Teaching-Learning
Performance Learning Materials
Frame Content Learning Competencies Activity/ies Activity/ies Assessment Tool/s
Standards Used
Work (Face to Face) (Online)
a movie that he/she
watched recently.
watched recently with
Remember some
a classmate.
good scenes in the
Remember some good
movie that he/she
scenes in the movie
admires. Then
that they both admire.
describe an
Then describe an
interaction between
interaction between or
or among the
among the characters.
characters. Tell
Tell whether it is linear,
whether it is linear,
interactive, or
interactive, or
transactional in nature.
transactional in
nature.
Week 3 Day 1: -Distinguishes the unique Day 1: PAIR OUTPUT. Day 1: INDIVIDUAL The learner… designs Face to Face Face to Face:
-Five Elements of feature(s) of one The learners locate the OUTPUT. The and performs effective Day 1: Pen and Paper Day 1: Laptop and
Communication communication process from elements of the learners locate the controlled and Day 2: Pen and Paper Television
the other. communication elements of the uncontrolled oral Day 2: Laptop and
process in a cycle communication communication Television
diagram. Explain to the process in a cycle activities based on
class their analysis of diagram. Explain to context.
the process based on the class their Online Class:
their understanding of analysis of the Day 1: Google Online Class:
the function of each process based on Classwork Day 1: Google
element in the their understanding Day 2: Google Classroom
communication. of the function of Classwork Day 2: Google
each element in the Classroom
communication.

Day 2: Day 2: INDIVIDUAL Day 2: INDIVIDUAL

-Verbal and Non- OUTPUT. OUTPUT.

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 Time Teaching-Learning Teaching-Learning
Performance Learning Materials
Frame Content Learning Competencies Activity/ies Activity/ies Assessment Tool/s
Standards Used
Work (Face to Face) (Online)
Verbal Identify the verbal
Communication communication
present in the
Identify the verbal
following situations.
communication present
in the following
situations.

Week 4 Effective Day 1: Day 1: PAIR OUTPUT. Day 1: PAIR The learner… designs Face to Face Face to Face:
Communication -Explains why there is a Identify the barriers in OUTPUT. and performs effective Day 1: smartphone and Day 1: Laptop,
Skills breakdown of a recorded dialogue. Identify the barriers in controlled and worksheet television, and
communication. Find a partner and a recorded dialogue. uncontrolled oral Day 2: Individual skills worksheet
choose a topic where Find a partner and communication Day 2: Laptop and
you can comfortably choose a topic where activities based on television
converse freely in you can comfortably context.
English. Topics must converse freely in
be interesting to both English. Topics must Online Class:
of you so you can both be interesting to both Day 1: smartphone and Online Class:
exchange rich ideas of you so you can worksheet Day 1: Google
about them. Record both exchange rich Day 2: Individual skills Classroom,
your conversation ideas about them. smartphone, and
using your Record your worksheet
smartphone. Use the conversation using Day 2: Google
graphic organizer in your smartphone. Classroom
analyzing your Use the graphic
recorded dialogue. organizer in
analyzing your
recorded dialogue.

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 Time Teaching-Learning Teaching-Learning
Performance Learning Materials
Frame Content Learning Competencies Activity/ies Activity/ies Assessment Tool/s
Standards Used
Work (Face to Face) (Online)
Day 2: INDIVIDUAL
Day 2: INDIVIDUAL
OUTPUT. Practice
OUTPUT. Practice the
the strategies to
strategies to avoid
avoid communication
communication
breakdown in
breakdown in
simulating a
simulating a question-
question-and-answer
and-answer portion of
portion of a pageant.
a pageant. Your
Your teacher
Day 2: teacher prepares
prepares questions
-Uses various strategies in questions similar to the
similar to the ones
order to avoid ones given at beauty
given at beauty
communication breakdown. pageants. You and
pageants. You and
your classmates are
your classmates are
the contestants to be
the contestants to be
asked. Apply the
asked. Apply the
strategies to avoid
strategies to avoid
communication
communication
breakdown.
breakdown.

Week 5 Intercultural -Demonstrates sensitivity to Day 1: GROUP Day 1: GROUP The learner… designs Face to Face Face to Face:
Communication the sociocultural dimension OUTPUT. Promote the OUTPUT. Promote and performs effective Day 1: Slogan, manila Day 1: Laptop,
of communication situations importance of the importance of controlled and paper, and marker television, manila
with a focus on intercultural intercultural uncontrolled oral Day 2: flag lets, sash, paper, and marker
a. culture communication. Form communication. Form communication and Individual skills Day 2: Laptop and
b. gender a triad and visualize a triad and visualize activities based on television
c. age the importance of the importance of context.
d. social status intercultural intercultural
e. religion communication by communication by
coming up with a coming up with a Online Class: Online Class:
slogan. Draft your slogan. Draft your Day 1: video Day 1: smartphone

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 Time Teaching-Learning Teaching-Learning
Performance Learning Materials
Frame Content Learning Competencies Activity/ies Activity/ies Assessment Tool/s
Standards Used
Work (Face to Face) (Online)
slogan. Then, finalize slogan. Then, finalize
your advocacy on your advocacy on a
white paper so you can recorded video so
show and explain it to you can show and
the class. explain it to the class.

Day 2: GROUP Day 2: INDIVIDUAL

OUTPUT. OUTPUT.
Communicate across Communicate across
cultures by celebrating cultures by
the United Nations Day celebrating the
presentation Day 2: Google
in class. The whole United Nations Day
Day 2: flag lets, Classroom
class parades the flags in class. Each
Individual skills
of the different student makes a flag
countries in the world of the different
represented by each countries in the world
student (wearing a Find the following
sash of the country information about
he/she chooses to your chosen country
represent). Find the and discuss it with
following information the whole class.
about your chosen
country and discuss it
with the whole class.
Week 6 Functions Of Day 1: Day 1: INDIVIDUAL Day 1: INDIVIDUAL writes a 250-word Face to Face Face to Face:
Communication -Watches and listens to OUTPUT. Watch the OUTPUT. Watch essay of his/her Day 1: Video Day 1: YouTube Video
sample oral communication first leg of the the first leg of the objective observation Day 2: scoring rubrics Day 2: YouTube Video,
activities. Philippine Presidential Philippine and evaluation of the and essay worksheets, and rubrics
Debate 2016 aired by Presidential Debate various speakers
GMA-& network on 2016 aired by GMA-& watched and listened to
February 21, 2016. network on February

WEST BAY COLLEGE SENIOR HIGH SCHOOL DEPARTMENT ACADEMIC YEAR Page 12
 Time Teaching-Learning Teaching-Learning
Performance Learning Materials
Frame Content Learning Competencies Activity/ies Activity/ies Assessment Tool/s
Standards Used
Work (Face to Face) (Online)
21, 2016.

Day 2: INDIVIDUAL Day 2: INDIVIDUAL

OUTPUT. OUTPUT.
Evaluate the Evaluate the
effectiveness of the effectiveness of the
answers and answers and
explanations of each explanations of each Online Class:
presidential candidate presidential Day 1: YouTube Video
in his/her platforms. candidate in his/her Online Class:
Day 2:
Use the rubrics (Table platforms. Use the Day 1: Video Day 2: YouTube Video,
-Evaluates the effectiveness
A) to give a score to rubrics (Table A) to Day 2: scoring rubrics worksheets via Google
of an oral communication
each of their speaking give a score to each and essay Class work, and rubrics
activity
performance and of their speaking
complete the performance and
evaluation (Table B). complete the
The results may evaluation (Table B).
influence your caption The results may
about these aspiring influence your
presidents. caption about these
aspiring presidents.

Week 7 Types of Speech Day 1: GROUP Day 1: GROUP demonstrates effective Face to Face Face to Face:
context - Exhibits appropriate verbal OUTPUT: Exhibit the OUTPUT: Exhibit the use of communicative Day 1: Pen and Paper Day 1: Laptop and
and nonverbal behavior in a appropriate verbal and appropriate verbal strategy in a variety of for draft Television
given speech context non-verbal behavior in and non-verbal speech situations. Day 2: Group Skills Day 2: Laptop and
a given speech context behavior in a given Television
with a small group. speech context with a
Pretend that you small group. Pretend Online Class:
belong to an that you belong to an Day 1: Pen and Paper

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 Time Teaching-Learning Teaching-Learning
Performance Learning Materials
Frame Content Learning Competencies Activity/ies Activity/ies Assessment Tool/s
Standards Used
Work (Face to Face) (Online)
organization in your organization in your
community, the Youth community, the
in Action. Your Youth in Action. Your
organization of young organization of young
men and women is men and women is
tasked by the City tasked by the City
Council to identify a Council to identify a
major problem major problem Online Class:
affecting your affecting your Day 1: Google
barangay and to report barangay and to Classroom
for draft
it to them with a report it to them with Day 2: Google
Day 2: Group Skills
proposed solution. You a proposed solution. Classroom
need to call your small You need to call your
group meeting to the small group meeting
rest of the class. to the rest of the
class.

Day 2: GROUP Day 2: GROUP

OUTPUT. OUTPUT.
Present the activity Present the activity
given on Day 1. given on Day 1.
Week 8 Types of Speech Day 1: Day 1: PAIR OUTPUT. Day 1: PAIR demonstrates effective Face to Face Face to Face:
Style - Distinguishes types of Distinguish others’ OUTPUT. Distinguish use of communicative Day 1: Pen and Paper Day 1: Laptop,
speech style speech style situation. others’ speech style strategy in a variety of Day 2: Group Skills Television, and
Ask a classmate to situation. Ask a speech situations. worksheet
answer conditional classmate to answer Day 2: Laptop and
questions given as conditional questions Online Class: Television
spontaneously as given as Day 1: Pen and Paper
he/she can. Write spontaneously as Day 2: Video
Day 2: his/her answer. he/she can. Write Presentation
- Observes the appropriate his/her answer. Online Class:

WEST BAY COLLEGE SENIOR HIGH SCHOOL DEPARTMENT ACADEMIC YEAR Page 14
 Time Teaching-Learning Teaching-Learning
Performance Learning Materials
Frame Content Learning Competencies Activity/ies Activity/ies Assessment Tool/s
Standards Used
Work (Face to Face) (Online)

language forms in using a
particular speech style
Week 9 Types of Speech Act -Responds appropriately and
effectively to a speech act
Day 2: GROUP
OUTPUT. To be
Day 2: GROUP
passed on the next
OUTPUT.
meeting.
Observe the
Observe the
appropriate verbal and
appropriate verbal
nonverbal cues
and nonverbal cues
attached in speech
attached in speech Day 1: Google
styles in a role play.
styles in a role play. Classroom, worksheet
Form a group with four
Form a group of four Day 2: Google
people. Imagine a
people. Imagine a Classroom
valuable scene in a
valuable scene in a
movie or TV series that
movie or TV series
amazes you. Adopt
that amazes you.
that scene in a role
Adopt that scene in a
play where you will
role play where you
designate the speech
will designate the
style for each member
speech style for each
as actors/actresses in
member as
that scene.
actors/actresses in
that scene.
Day 1: GROUP Day 1: GROUP demonstrates effective Face to Face Face to Face:
OUTPUT. Preparation OUTPUT. use of communicative Day 1: Pen and Paper Day 1: Laptop,
for their Group Activity Preparation for their strategy in a variety of Day 2: Tools vary Television
on Day 2. Group Activity on speech situations. Day 2: Laptop and
Day 2. Television
Online Class:
Day 2: GROUP Day 2: GROUP Day 1: Pen and Paper
OUTPUT. Responds OUTPUT. Responds Day 2: Tools vary
appropriately and appropriately and Online Class:

WEST BAY COLLEGE SENIOR HIGH SCHOOL DEPARTMENT ACADEMIC YEAR Page 15
 Time Teaching-Learning Teaching-Learning
Performance Learning Materials
Frame Content Learning Competencies Activity/ies Activity/ies Assessment Tool/s
Standards Used
Work (Face to Face) (Online)
effectively to a
effectively to a speech speech act. Gather
act. Gather some of some of your
your classmates and classmates and
prepare to present prepare to present
educational games educational games
shown in class. You shown in class. You
may adopt a game may adopt a game
show on television show on television Day 1: Google
such as Family Feud, such as Family Feud, Classroom
Who’s Smarter than a Who’s Smarter than Day 2: Google
Fifth Grader, etc., and a Fifth Grader, etc., Classroom
assign the host(s) and and assign the
players among your host(s) and players
members. In the game, among your
proper make sure to members. In the
apply all types of game, proper make
speech acts and sure to apply all
respond to them types of speech acts
effectively and and respond to them
appropriately. effectively and
appropriately.
Week 10 Types of - Engages in a Day 1: INDIVIDUAL Day 1: INDIVIDUAL demonstrates effective Face to Face Face to Face:
Communicative communicative situation OUTPUT. Imagine that OUTPUT. Imagine use of communicative Day 1: Pen and Paper, Day 1: Laptop,
Strategy using acceptable, polite, and you are watching the that you are watching strategy in a variety of worksheets Television
meaningful communicative news while having a the news while speech situations. Day 2: Questionnaire Day 2: Laptop and
strategies conversation with your having a Television
mother, your father, or conversation with
any member of your your mother, your Online Class:
family. Then, attempt father, or any Day 1: Google Forms
to visualize on how member of your as worksheets Online Class:

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 Time Teaching-Learning Teaching-Learning
Performance Learning Materials
Frame Content Learning Competencies Activity/ies Activity/ies Assessment Tool/s
Standards Used
Work (Face to Face) (Online)
they will respond family. Then, attempt
verbally if the following to visualize on how
news reports are they will respond
shown. Write their verbally if the Day 1: Google
possible responses in following news Classroom
the space provided in reports are shown. Day 2: Google
Day 2: Questionnaire
the worksheet. Write their possible Classroom
responses in the
space provided in the
worksheet.
Day 2: Review for Day 2: Review for
Exam Exam

Textbook

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References

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Electronic References

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Course Evaluation

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(Grading System)

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