JESUS IS LORD COLLEGES FOUNDATION, INC.

101 Bunlo, Bocaue, Bulacan

SENIOR HIGH SCHOOL
English Department

ORAL COMMUNICATION
TEACHER’S GUIDE

SEMESTER: First Semester

CORE SUBJECT TITLE: Oral Communication in Context
GRADE: 11

1. Types of Communicative Strategy

TOPIC/LESSON NAME d. Topic Control
e. Topic Shifting
CONTENT STANDARDS The learner recognizes that communicative competence requires
understanding of speech context, speech style, speech act and
communicative strategy.
PERFORMACE STANDARDS The learner demonstrates effective use of communicative strategy in a
variety of speech situations.
LEARNING COMPETENCIES 1. Engages in a communicative situation using acceptable, polite
and meaningful communicative strategies.
2. Distinguishes the difference between topic control and topic
shifting.
3. Demonstrates the effective use of communicative strategy in a
variety of speech situations and explains the effects of an
untimely topic shift and improper topic control in
communication.
SPECIFIC LEARNING OUTCOMES The learner will be able to demonstrate effective techniques managing
the topics of conversation.
TIME ALLOTMENT 1 hour

LESSON OUTLINE

By the end of the lesson, the student will be able to:

1. Engages in a communicative situation using acceptable, polite and meaningful
communicative strategies.
2. Distinguishes the difference between topic control and topic shifting.
3. Demonstrates the effective use of communicative strategy in a variety of speech
situations and explains the effects of an untimely topic shift and improper topic control in
communication.
Materials Power point Presentation, Visual aids, White board marker, Hand-outs
Sources https://prezi.com/f1e1acwst7mt/types-of-communicative-strategies/
https://www.academia.edu/34107770/Types_of_Communicative_Strategy?auto=download
Oral Communication Book by Ramona S. Flores

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A. Introduction A.1. Daily Routine
(5 minutes) 1. Greetings
2. Prayer
3. Classroom Management
4. Checking of Attendance
Job Interview- In not so distant future, You will be seeking for a job and you will undergo
in different interviews to have a successful job. In this lesson, You will prepare you and be
ready in answering different questions using the correct transitions in a conversation.
B. Motivation “WHO WANTS TO BE A MILLIONAIRE”
(10 minutes) 1. The students will be able to answer the Self-Assessment about communication.
2. The students will be able to assess themselves when it comes to communicative
strategy.
SELF-ASSESSMENT
From the activity, each student will assess themselves by ticking the column that
determines how often they practice what the statements say. This self-assessment will
measure their level of proficiency in starting a conversation.
(ATTACHMENT 1 – POWER POINT PRESENTATION)

STATEMENTS Usually Sometimes Seldom Never

1. I collaboratively and productively establish a
topic during conversation.
2. I efficiently signal the beginning of a new topic.
3. I observe limitation in communication.
4. I give others equal opportunity to speak.
5. I efficiently sustain a productive conversation.
6. I patiently wait for my turn to speak.
7. I am polite when I want to raise a point.
8. I observe appropriate transitions for effective
conversation.
9. I appreciate others who effectively sustain an
effective conversation.
10. I end a conversation effectively.
TOTAL
GRAND TOTAL /30

Scoring SCORE Level of Proficiency

Usually – 3 points 28 – 30 Advanced
Sometimes – 2 points 25 – 27 Proficient
Seldom – 1 point 23 – 24 Approaching Proficiency
Never – 0 21 – 22 Developing
20 and below Beginning

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C. Instruction/ 1. How often do you wait for your turn before you speak?
Delivery 2. How do you change the topic in a conversation?
(20 minutes)
(ATTACHMENT 2- POWER POINT- DISCUSSION)

1. Topic Control- covers how procedural formality or informality affects the

development of topic in conversations.
-How to exercise control over the topic
 Focus to the specific topic.
 Be clear and consistent.
 Make your conversation an effective and efficient.
-Dos and Don’ts of Topic Control
Examples:
How do you often ride the MRT, Tony? How many times have you encountered a
stoppage in service?
Your car may break down, too, Luna, right? So you have to find another means of
getting to school. We all do not want to be late for class, yes?
2. Topic Shifting- involves moving from one topic to another. In other words, it is
where one part of a conversation ends and where another begins.
-How to exercise proper topic shifting over the topic.
 Use disjunctive markers in shifting the topic like anyway and alright.
 End the conversation in a nice way.
 Make yourself open for a new topic to have a meaningful conversation.
-Dos and Don’ts of Topic shifting
Examples:
This is a battle with corporations that continue to pollute the environment. But this is also
a battle with man himself, who continues to act as if there is another Earth we can move
to once this Earth dies.
If we cannot use the Earth’s resources, our economies will die. We need to choose: the
economy or the environment.
D. Practice “THINK-PAIR-SHARE”
(5 minutes) (ATTACHMENT 3- ACTIVITY)
1. With a partner, conduct a 2-minute conversation about school activities
2. You must use these disjunctive markers as many as you can.
a) Anyway
b) Alright
c) Oh, speaking of
d) That reminds me of
e) Oh, say
f) One more thing,
g) You know what?
h) Before I forget,

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E. Enrichment 1. How do you feel after the conversation?
(5 minutes) 2. As a speaker/listener, what do you think is the importance of using disjunctive
markers in real-life situation?
3. In an interview situation, how would you try to talk about something that concerns
you when the employer has not brought it up yet? What disjunctive markers will you
use?
“VALUES INTEGRATION”
(5 minutes)
1. The students will reflect on these core values in relation to the lesson for today.
2. The teacher will pick 3 students to share it in the class.
 #LoveForGod
 #FearOfGod
 #Responsibility
 #Righteousness
F. Evaluation “ROLE PLAY”
(10 minutes) (ATTACHMENT 4- POWER POINT – ROLE PLAY)

1. The students will be able to read the given situation about conversation.
2. The students will be able to supply the missing sentences at the end of the
conversation using the topic Control and topic shifting.
3. In topic shifting, you will shift to another topic which is “Math subject”.
4. The student will perform by pair
5. Then, the teacher will pick 3 students to present it in the class.
Goal: To share and advise to one another with regard to exam preparations and shift to other
school activities.

Marie : Hello friend, How do you do?

Chesca : Fine, thank you. Why are you looking so sad?
Marie : Actually I’m worried about my ensuing exam. What about your preparation for
the examination?
Chesca : Well, I’m going on well my studies. I am also worried about my exam.
Marie : But tell me about your preparation in different subjects.
Chesca : You know I’m weak in English. That’s why, I’m taking special care In English.
I’m having a detailed revision in other subjects.
Marie : Are you taking help from any special books?
Chesca : Yes. But I study text book very carefully.
Marie : I see. I must start working with the text book. What do you think?
Chesca :________________________________________________________________
______________________________________.
Marie :________________________________________________________________
______________________________________.
Chesca :________________________________________________________________
__________________________________________________________.
Marie :_________________________________________________________________
_________________________________________________________.
Chesca :_______________________________________________________________

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 Your written output will be graded according to the following:

a. Use of Communicative strategy (8 points) - The speakers was

able to showcase topic control and topic shifting clearly and
logically.
b. Grammar (5 points) - The members observed grammatical
structures and diction
c. Content (7 points) – The meaningful though of the students.
- Appropriate non-verbal cues were used to express the
message.

Total Points- 20

G. Assignment
(5 minutes) “DIRECTOR’S CUT”

(ATTACHMENT 5- PRESENTATION OF ASSIGNMENT)

The students will look for a partner and they will watch the job interview wherein the
communicative strategies were employed in one conversation.
The students will list their evaluation through this table.
 https://www.youtube.com/watch?v=OVAMb6Kui6A

Job Communicative Effect on the Effect on the

Interview strategy applied conversation character

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