Detailed Lesson Plan in Oral Communication
Using Inductive Method
I. Objectives
At the end of a 45-minute discussion, the student shall be able to;
a. define types of noises.
b. developing attitudes towards communication challenges and solutions and;
c. demonstrate different Types of Noises through role-playing
II. Subject Matter: Noises
Instructional Materials: PowerPoint Presentation,
Reference: Contributors to Wikipedia. (2024, July 24). "Communication noise."
https://en.wikipedia.org/wiki/Communication_noise#:~:text=Forms%20of%20communication%20noise%20include,skills%20as
%20a%20competent%20communicator (Wikipedia contributors, 2024).
III. Lesson Procedure
Teacher’s Activity Student’s Response
A. Preliminary Activities
a. Prayer
Let us pray first” (One student will lead the Prayer)
b. Greetings
“Good morning Class” “Good morning, Ma’am Maui”
c. Checking of Attendance
(The teacher will ask the class (The class secretary will say how many students are present and absent)
secretary how many students are
present and absent)
d. Classroom Rules
(The teacher will discuss the classroom (The student will read the classroom management)
rules) M - Manners: Be polite and respectful.
A - Active: Stay engaged and participate.
U - Understanding: Follow instructions carefully.
I - Improvement: Always strive to do your best.
2. Drill
“Memory Game” Directions: Players must turn over two cards at a time to find matching
pairs, aiming to remember the location of each card and match all pairs as
Answer: efficiently as possible.
Contest between 4 groups
(students will raise their hand and guess which cards are paired)
B. Lesson Proper activities
1. Motivation:
“Acting Out the Noises” Directions: The students will act out skits to show different types of
(The teacher will set a timer for 15 minutes) noises. Each group will perform a short scene that illustrates their
assigned type of noise, followed by a class discussion on how it affects
communication and ways to address it.
Scenarios: (The students will practice their skits)
Group 1
1. During the teacher’s discussion, a loud
construction crew is working outside the Questions:
classroom, creating background noise. GROUP 1 (Physical Noise)
Group 2 1. What specific external distractions in your skit made it difficult for
2. A team leader, is worried about an the characters to communicate effectively?
upcoming presentation and is distracted 2. How did the problem impact the characters' focus and ability to
throughout the class convey their messages?
Group 3 3. What strategies did the characters attempt to overcome the
3. One of the students has a temporary problem, and were they effective?
hearing impairment due to an ear infection.
Group 4
GROUP 2 (Psychological Noise)
4. The team discusses the technical aspects
1. How did the character's internal stress affect their interactions with
of a project in different languages
others in the skit?
2. In what ways did the problem cause misunderstandings or
miscommunications among the characters?
3. What actions or changes could the character have made to reduce
the impact of the problem on their communication?
GROUP 3 (Physiological Noise)
1. How did the character's physical condition, such as hearing
impairment, affect their ability to follow and participate in the
conversation?
2. What were the main challenges the character faced due to their
problem, and how did it impact the overall communication?
3. What solutions or adjustments did the characters try to address
the problem in the skit, and how successful were they?
GROUP 4 (Semantic Noise)
1. How did the use of jargon or complex language in your skit create
confusion among the characters?
2. What specific misunderstandings occurred as a result of the
problem, and how did they affect the communication?
3. How could the characters have simplified their language or
clarified their messages to reduce the problem?
3. Motive Question:
Read the motive questions in the (Students will read the motive questions)
PowerPoint Presentation. Discover the 1, What is Noises?
answer to each motive question 2. How can understanding different types of communication noise help us
improve our interactions and solve misunderstandings in everyday
situations?
4. Presentation of the New Lesson (The students will present their answers from the group activity)
(Expected answers of the students)
GROUP 1
1. “In our skit, the external distractions included loud construction
noises and sirens outside the classroom. These sounds made it
hard for the characters to hear each other and stay focused on the
discussion."
2. "The noise caused the characters to become frustrated and
distracted. They had to repeat themselves frequently, which
interrupted the flow of the conversation and made it hard to get
their points across clearly."
3. "The characters tried to speak louder and move to a quieter area,
but these strategies only partially helped. The noise was still
distracting, and it was challenging to fully address the
communication issues caused by the external sounds.”
GROUP 2
1. The character’s stress made them distracted and less responsive,
leading to misunderstandings and tension with others."
2. "The character’s worries made them misinterpret others’ words,
causing confusion and conflicts."
3. "The character could have managed their stress better or taken a
break to focus more clearly on the conversation."
GROUP 3
1. "The hearing impairment made it hard for the character to catch
what others were saying, causing them to miss important details
and fall behind in the conversation."
2. "The main challenge was difficulty hearing, which led to frequent
misunderstandings and slowed down the conversation for
everyone."
3. "The characters tried speaking louder and repeating key points,
but it only partially helped and still left gaps in communication."
GROUP 4
1. "The jargon confused some characters because they didn’t
understand the terms, which led to miscommunication."
2. "Characters misunderstood each other’s points due to unclear
terms, confusing and slowed progress in the discussion."
3. "The characters could have used simpler words and explained
complex terms, making it easier for everyone to understand."
a. Analysis of the Lesson (The students will read the meaning)
(The teacher will instruct the students to read Noise is a technical term used to refer to all possible barriers to
the Types of Noises and its meaning) effective communication
Physical Noise comes from the environment.
Psychological Noise originates from the emotional state and
mental state.
Physiological Noise is bodily conditions that compromise the ability
of a person to send or receive messages.
Semantic Noise refers to anything related to the meaning of words
that distorts or makes a message and confuses the listener.
b. Enrichment Activities
Enrichment Activity #1 Directions: Each image will be displayed briefly for you to view. Explain
their relevance and then we’ll discuss what we see and how it connects to
our topic
(The teacher will present the pictures)
(Expected students’ responses orally)
1. The picture shows rain and the relevance of this is comes from the
environment.
2. The picture shows irritation in the sounds; the relevance of this is
from the emotional and mental states.
3. The picture shows the hunger and relevance of these bodily
conditions that compromise a person's ability to send or receive
messages.
4. The picture shows talking in different language and the relevance
of this in the topic is anything related to the meaning of words that
distorts or makes a message and confuses the listener.
5. The picture shows an ear listening. It is relevant to our topic
because our lesson is noise.
Enrichment Activity #2 Directions: Write on the blank the type of each noise listed below.
(The teacher will present the questions) (Expected students’ responses orally)
1. Headache 1. Physiological Noise
2. Noise from a busy construction site 2. Physical Noise
3. Missing someone 3. Psychological Noise
4. Unclear pronunciation of words 4. Semantic Noise
5. Noise from moving vehicles 5. Physical Noise
6. Speaker’s ambiguous words 6. Semantic Noise
7. Excited to do something else 7. Psychological Noise
8. Grumbling of the stomach 8. Physiological Noise
9. Poor ventilation in the venue 9. Physical Noise
10. Talking among seatmates 10. Physical Noise
c. Statement of Generalization (Students will formulate the Generalization)
What is Noise? Noise is a technical term used to refer to all possible barriers to
effective communication
How can understanding different types of Understanding communication noise helps us identify and fix
communication noise help us improve our problems in conversations. For example, if background noise is an
interactions and solve misunderstandings issue, we can move to a quieter place. Recognizing stress or
in everyday situations? confusing language allows us to address these issues, improving
our interactions and reducing misunderstandings.”
d. Valuing Process (Expected answers of the students)
Give the importance of understanding the Types of Today, I have learned that the Types of Noise are important to
Noise. be learned it helps you manage and improve communication,
whether in personal interactions, professional settings, or technical
environments.
IV. Evaluation/Assessment technique (The students will read and comply with the instructions on the
screen.
Finish the task after 5 minutes “Matanglawin”
Directions: Observe your surroundings and identify examples of the four
types of communication noise: physical, psychological, physiological, and
semantic.
V. Take-home Task
Write a summary reflecting on how this exercise
has helped you understand the impact of different
types of communication noise and how to address
them effectively in various situations.
Research or collect information about next lesson
Prepared by:
Maui P. Ramos
