SEMESTER: First Semester

CORE SUBJECT TITLE: Oral Communication in Context

GRADE: 11

Nature and Elements of Communication

TOPIC / LESSON NAME 1. Effective Communication Skills
2. Intercultural Communication
CONTENT STANDARDS The learner understands the nature and elements of oral communication in context.
The learner designs and performs effective controlled and uncontrolled oral communication activities based on
PERFORMANCE STANDARDS
context.
1. Explains why there is a breakdown of communication.
2. Uses various strategies in order to avoid communication breakdown.
LEARNING COMPETENCIES
3. Demonstrates sensitivity to the socio-cultural dimension of communication situation with focus on culture
and gender
SPECIFIC LEARNING To be able to communicate effectively using various strategies across different cultures.
OUTCOMES
1. Communication
SALIENT PREPARATORY
2. Critical and Creative Thinking
SKILLS ADDRESSED
3. Planning, Organizing, Initiative
TIME ALLOTMENT WEEK 1

LESSON OUTLINE

By the end of the lesson, the learner will have been able to
1. explain the nature and process of communication;
2. explain why there is a breakdown of communication;
3. apply strategies in overcoming communication breakdowns;
4. practice effective communication skills;
5. evaluate the effectiveness of an oral communication;
6. practice learning and thinking skills, life skills, and ICT literacy;
7. demonstrate effective intercultural communication skills in a speech situation; 8. develop appreciation for different cultural perspectives; and
9. practice effective intercultural communication.

A. Introduction: The students will play charade to elicit the importance of effective communication and to practice effective intercultural communication.
B. Motivation: The students will provide feedbacks based on the given task about effective communication and to practice effective intercultural
communication.
C. Instruction/Delivery: The students will critique two videos. The first video shows the non-effective and cultural bias speaker while the second video
shows the effective and
culture sensitive speaker. Then, the teacher will further explain the fundamentals of communication and the definition and importance of cross-cultural
communication, cross cultural risk, ten (10) precautions in cross cultural communication and skills to overcome differences. D. Practice:
1. The students will perform a five-minute presentation of their favorite scenes from an English movie, TV series, or musical or non-musical stage play.
2. Processing. Buzz Group teaching strategy
3. The students will watch two TV commercials and share their insights about cultural sensitivity.
4. Concept Mapping
E. Enrichment: The students will report on intercultural communication. F.
Evaluation: Reflection Logs

Materials laptop, projector, VGA connector, scoring rubric

Sources Sipacio, P. J., & Balgos, A. R. (2016). Oral communication in context for senior high school. Quezon City: C & E Publishing ,
Inc.

Procedure Meeting the Learner’s Need Time

Allotment
A. - Group Activity. Your teacher will divide the class into three groups. This The teacher will prepare relevant words 15 minutes
Introduction activity follows the format of a charades game, and the objective is to guess in relation to the topic.
unknown words in the shortest time possible. Examples: gender, communication,
barrier, listening, speaking, race,
religion, ethnic, etc.
B. Motivation - After the activity, a representative from each group will provide feedbacks 15 minutes
based on the given task about effective communication and to practice
effective intercultural communication.
C. Instruction/ Video Analysis The teacher will provide Venn diagram 15 minutes
Delivery - The students will watch two videos of public speaking. The first video shows template for the activity.
the non-effective and cultural bias speaker while the second video shows the
effective and culture sensitive speaker.
Watch the video about Cross Cultural Etiquette - Mr. Baseball.
[Link] and The teacher will give additional reading
about 2010 Short Film- Communication materials related to the topic. “A Bit of
[Link] Semantics on Duterte’s
- The students will compare and contrast the videos to identify the ‘putangina!’ – Sonja Chan 30 minutes
effective communication skills and explain why there is a breakdown and
share it in class. 1 hour
- The teacher will further explain the given answers of the students
through a short discussion on fundamentals of communication.
- Discuss the definition and importance of cross-cultural communication, cross 1 hour
cultural risk, ten (10) precautions in cross cultural communication and skills to
overcome differences.
D. Practice Group Roles 1 hour
- Group Activity. With the same group, perform a five-minute presentation of
their favorite scene from an English movie, TV series, or musical or
nonmusical stage play. The chosen scene should show how one or more
barriers to communication lead to miscommunication. You have 20 minutes to
plan and organize.
- Processing. Buzz Group. 3-6 students will share their insights about the 15 minutes
activity specifically on the different techniques on how to solve
communication breakdown. The teacher will provide an example of
- Group Activity. Work with your group mates in group activity 1, the concept map. 1 hour
students will watch two TV commercials and share their insights
about cultural sensitivity.
Watch the advertisement about “Racism in a Chinese laundry
detergent advertisement” [Link]
v=Few8kJ0zfnY and about This Will Change the Way You Think
(Racism Experiment)
[Link]
or Funniest Call Center Conversation
[Link]
- Concept Mapping – Students write keywords onto sticky notes and then 15 minutes
organize them into a flowchart. Could be less structured: students simply draw
the connections they make between concepts.
E. Enrichment Report on Intercultural Communication The teacher will give techniques on how 2 hours
- The students will be grouped according to their ethnicities. They will prepare to make an effective power point
a 10-minute PowerPoint presentation. presentation and guidelines in reporting.
1. Discuss general description of their regions using the following guide [Link]
questions. and-Techniques-for-MoreEffective-
a. What is the name of the place/region? What are its citizens called? [Link]
b. Is it an island or is it landlocked?
c. What is its tourist attraction?
d. What is your region famous for?
e. What are its citizens known for?
2. Describe the way the citizens use language, as well as their general traits.
Give specific situations through a demonstration. Make sure to have a
description for the following:
a. Behavior (Are they reserved? Loud? Generally humorous? Do they
smile a lot?)
b. Language use (Are they talkative? Soft-spoken? Do they rarely use
polite words?)
c. Nonverbal cues (Do they think shaking hands is distasteful?)
d. Values (What do they find offensive? What positive trait are they
known for?)
F. Evaluation Reflection Logs The teacher will give a worksheet for the 30 minutes
Reflect on what you have learned after taking up this lesson by completing reflection logs.
the chart below.
1. What were your thoughts or ideas about effective communication and
intercultural communication prior to the discussion of these lessons? I thought
…
2. What new or additional ideas did you learn after taking up these
lessons? I learned that …

Prepared by:

Neil M. Tagupa

Checked by:

Chona M. Colonia, MT III

Noted by:
Philip R. Florenosos
School Principal I

SEMESTER: First Semester

CORE SUBJECT TITLE: Oral Communication in Context
GRADE: 11

TOPIC / LESSON NAME Functions of Communication

1. Regulation/Control
2. Social Interaction
3. Motivation
4. Information
5. Emotional Expression
CONTENT STANDARDS The learner values the functions/purposes of oral communication.
PERFORMANCE The learner writes a 250-word essay of his/her objective observation and evaluation of the various speakers watched and
STANDARDS listened to.
LEARNING 1. Identifies strategies used by each speaker to convey his/her ideas effectively.
COMPETENCIES 2. Evaluates the effectiveness of an oral communication activity.
SPECIFIC LEARNING To be able to communicate proficiently and competently employing the functions of communication.
OUTCOMES
SALIENT PREPARATORY 1. Communication
SKILLS ADDRESSED 2. Critical and Creative Thinking
3. Planning, Organizing, Initiative
TIME ALLOTMENT Week 2

LESSON OUTLINE:

During the lesson, the learners will:

a. distinguishes the different functions of communication
b. demonstrates politeness and openness as they participate in the assigned communicative context both in written and oral form
c. applies all the functions in communication as they participate in the panel discussion

I. Introduction:
A. The class discusses the assignment as review of the previous lesson.
B. Students watch video clip for think, pair, share activity.
C. The students share their observations.

II. Motivation:

A. The teacher presents samples of print ads.

B. The students analyze the message and its purpose.
C. The teacher processes the feedback given by the students.

III. Instruction/Delivery:
Using Socratic questioning the teacher facilitates the discussion of the functions of communication using the two previous activities as spring board.

IV. Practice:
A. The students select an issue from the pictures presented by the teacher.
B. They are to conduct a panel discussion on the various aspects of the issue.
C. An open forum follows each presentation.

V. Enrichment:
Each student composes a one-minute paper indicating his/her observations regarding the strengths and weaknesses of each speaker.

VI. Evaluation:
Based on their one-minute paper, the students write a 250-word essay of his/her objective observation and evaluation of the various speakers watched
and listened to.

Materials Video clip, print ads, pictures of issues,

Resources Prescribed textbook, you tube, magazines and newspapers

Procedure Meeting the Learner’s Needs Time allotment

Introduction The class recalls the topic discussed from the previous meeting by 45 minutes
discussing the assignment. Students can choose their own
partners.
Students watch a video clip showing a communicative situation
where the functions of communication are achieved. Using the
following guide questions, the students think, pair and share:
a. What is the purpose of the interlocutors in the video?
b. Were they able to achieve their purpose?
c. What are some barriers that hinder them from doing so?

The teacher facilitates the sharing of each pair regarding their

observations and leads the class to the realization of the importance
of having a clear and specific purpose for communicating with
other people.

Motivation: Samples of print ads from newspapers and magazines that show both 1 hour and 15
positive and negative messages will be presented to the class. In Students will be grouped through minutes
groups of five, the students analyze the message and the purpose of count-off.
the ads. Students are encouraged to give both
their objective and subjective
The teacher processes the feedback given by the students feedback on the print ads.
emphasizing on the dangers of not recognizing some hidden
meanings whenever we communicate.

The students recall the importance of critical thinking as a product of

critical reading so as not to fall victim to the hidden agenda of some
writers.
Instruction/Delivery Using Socratic questioning the teacher facilitates the discussion of This should lead to the students’ 1 hour
the functions of communication using the two previous activities as realization of how communication
spring board. functions in the real social setting.

The following questions may be asked:

• What prompts people to communicate?
• What are the different ways people express themselves?
• What are some factors to consider when we communicate
with different people?
• How do we respond to varied reactions we get from the
people we communicate with?
Why do miscommunications occur?
Practice In groups of five, the students select an issue (personal, social, Preparation time:
political, environmental) from the pictures presented by the teacher. Update about social issues. 20 minutes
They are to conduct a panel discussion on the various aspects of the Note details and formulate comments
issue (causes, effects, possible solutions). An open forum follows and reactions. Panel discussion:
each presentation. 20 minutes/group
Students are reminded of the proper
A specific group will be assigned as evaluators for each group of facilitation of a panel discussion. Open forum: 10
panelists.
mins./grp
Students will be given a copy of the
After each group presentation, the assigned group evaluates the rubric that they can use to evaluate Evaluation: 5
effectiveness of the strategies used by each speaker in conveying the speakers. mins./group
his/her ideas and in achieving his/her purpose.
TOTAL: 5 hrs.
Enrichment Based on their evaluation of the panelists assigned to them, each 20 minutes
student composes a one-minute paper indicating his/her observations Fair assessment of students’
regarding the strengths and weaknesses of each speaker in an outline performance.
form.
The teacher provides a short feedback
on students’ outlines.
Evaluation Based on their one-minute paper, the students write a 250-word essay Mechanics: 40 minutes
of his/her objective observation and evaluation of the various - Provide an appropriate title.
speakers watched and listened to. - Use the three-part essay format.

Prepared by:

Neil M. Tagupa
Checked by:

Chona M. Colonia, MT III

Noted by:
Philip R. Florenosos
School Principal I

SEMESTER: First Semester

CORES SUBJECT TITLE: Oral Communication in Context
GRADE: 11
TOPIC C. Communicative Competence Strategies in Various Speech Situations 1.
Types of Communicative Strategy
a. Nomination
b. Restriction
c. Turn-taking
d. Topic control
e. Topic shifting
f. Repair
g. Termination
CONTENT STANDARDS The learner recognizes that communicative competence requires understanding of speech context, speech style, speech
act and communicative strategy.
PERFORMANCE The learner demonstrates effective use of communicative strategy in a variety of speech situations.
STANDARDS
LEARNING COMPETENCIES 1. Engages in a communicative situation using acceptable, polite and meaningful communicative strategies
SPECIFIC LEARNING 1. The students create communicative scenarios using nomination and restriction as communicative strategies.
OUTCOMES 2. The students understand language form, duration of interaction, relationship of speaker, role and
responsibilities of the speaker, and message during communicative situations.
3. The student will be able to engage in various meaningful conversations.
4. The learner will be able to demonstrate effective techniques managing the topics of conversation.
5. The learners will be able to demonstrate effective techniques in maintaining a conversation and in managing
its conclusion.
SALIENT PREPARATORY 1. Communication
SKILLS ADDRESSED 2. Critical and Creative Thinking
3. Planning, Organizing, Initiative
TIME ALLOTMENT Week 3

LESSON OUTLINE:

During the lesson, the learners will:

1. identify nomination and restriction;
a. follow the guidelines in applying nomination and restriction communicative strategy;
b. create meaningful conversations;
2. define turn-taking;
a. participate in interactive turn-taking activities;
b. observe the do’s and don’ts in turn-taking;
c. identify the significance of turn-taking;
d. explain the effects of topic control and topic shifting in a conversation;
3. apply the appropriate communicative strategies in a simulation of a real-life situation;
4. Demonstrate politeness and openness in various communicative situations;
5. Identify repair solutions in a conversation;
6. Apply the appropriate communicative strategies in a simulation of a real-life situation; and
7. Demonstrate politeness and openness in various communicative situations.

A. Introduction:
1. Think/Pair/Share: The class will be grouped having five members and will discuss the skills and strategies essential for the interview based on the given
real interview scenarios and personal experiences.
2. Fast Talk: The students will exchange thoughts about each other rapidly in one minute.
3. The value of the ability to sustain a conversation, concentrating on the topic at hand, will be presented.
4. The value of the ability to sustain and/or close the conversation, despite linguistic and contextual challenges, will be presented.

B. Motivation:
1. The students will do a simple and short skit about employer and applicant interview.
2. The teacher will ask the difficulties they have encountered in the fast talk.
3. The learners will do a self-assessment of their conversation habits.
4. The learners will share conversation pet peeves.

C. Instruction/Delivery:
1. The teacher will process the activity emphasizing on the role of the employer and the applicant, and gradually introducing the concepts of nomination and
restriction as communicative strategies.
2. The teacher will discuss the definition and the do’s and don’ts in turn-taking.
3. The learners will fill in a table detailing the effects of topic control and topic shifting on the conversation of movie characters.
4. The learners will provide the solution for the identified conversation pet peeves.

D. Practice:
1. The students will work by twos and simulate an interview.
2. Story Generator: The students will take turn in creating a meaningful story.
3. The learners will be paired and will use disjunctive markers in an impromptu 2-minute conversation.
4. The learners will be paired and will complete a given dialog with an appropriate closing.

E. Enrichment:
1. The teacher will ask some students to show in class what they have done in the previous pair work and allow some students to give their comments based
on how the following were observed:
2. Pantomime Story: The student will retell the story using non-verbal communication that includes facial expressions, gestures displayed through body
language and the physical distance between the communicators.
3. The learners will evaluate the uses of disjunctive markers in real-life situations.
4. The learners will present a skit using repair techniques.

F. Evaluation:
1. Reflection Log: The students will reflect on the importance of nomination and restriction in an interview and other real-life situations.
2. One-Minute Paper. The students will write in a ¼ sheet of yellow paper the importance of turn-taking.
3. The learners will be grouped into 3 and will sustain a 3-minute conversation showcasing topic control and topic shifting.
4. The learners will be grouped into 4 and will have an informal debate.

Materials laptop, projector, VGA connector, scoring rubric, video clips

Sources Sipacio, P. J., & Balgos, A. R. (2016). Oral communication in context for senior high school. Quezon City: C & E Publishing ,
Inc.

Procedure Meeting the Learner’s Time Allotment

Need
A. Introduction The teacher will give the performance task and elaborate on the skills and 10 Minutes
strategies essential for the interview.
The teacher will give real interview scenarios that will guide the students in their
Think/Pair/Share activity.
Think/Pair/Share: The class will be grouped having five members and will
discuss the skills and strategies essential for the interview based on the given real
interview scenarios and personal experiences.
Fast Talk: The students will be paired and will exchange thoughts about each 10 Minutes
other rapidly in one minute. They are free to say anything about their partners so
long as there are no foul words.
Whenever you find yourself in a conversation, you know that there will be 1 Minute
occasions when someone will attempt to change the topic and you must learn
how to deal with this in a good way. For instance, when you sit down for your
job interview, the prospective employer may move the conversation along before
you are even ready. Upon completing this lesson, you will have opportunities to
assess your usual methods of communication and prepare for speaking activities
that will hone your use of communicative strategies for the job fair and beyond.
As you proceed either to the world of employment or the world of higher 1 Minute
learning, you will experience situations where you have to remedy the flow of
conversation and/or close the conversation. In a job interview, for instance,
despite linguistic and contextual challenges, it is important that you know how to
politely fix and correct anything that has gone wrong during the conversation. In
the same manner, it is also important that you know how to end the conversation
in a meaningful and polite way.
B. Motivation The teacher will ask for volunteers in the class to do a simple and short skit about 15 Minutes
employer and applicant interview.
After the short skit, the teacher will process what have transpired by asking the

following questions to the student.

1. Who started the interview? How did the interview go?
2. What were the limitations of the questions being asked?
3. How did the applicant respond to the questions?
4. What were the aspects considered by the applicants in answering the
questions?
After the Fast Talk activity, the teacher will ask the students about what they 15 Minutes
like the most about the activity and the difficulties that they have encountered in
the fast talk.
[Link] in mind that in previous meetings you had some practice on a few Worksheets will be used as 5 Minutes
communicative strategies for the beginning of conversations. instructional materials.
2. Have you thought about how you perform or behave in your everyday
dealings with people?
Before we proceed with the lesson, please do this self-assessment of your
conversation habits. [see worksheet]
[Link] of those expressions/habits of the people you talk to that you find 5 Minutes
annoying/irritating.
2. Share those pet peeves to the class. (While the learners are sharing, the
teacher will list them down on the board.)
C. Instruction/ The teacher will process the activity emphasizing on the role of the employer 30 Minutes
Delivery and the applicant, and gradually introducing the concepts of nomination and
restriction as communicative strategies.

The teacher will further discuss the meaning, guidelines and examples of
nomination and restriction communicative strategies through interactive
discussion.
The teacher will discuss the definition and the do’s and don’ts in turn-taking. 1. 30 Minutes
Ways of turn-taking and turn-giving
a. Create silence
b. Ask a question
c. Use gestures
d. Make eye contact
2. Conversation Violations
a. Overlap
b. Interruption
c. Grabbing the floor
d. Hogging the floor
e. Silence
1. From your self-assessment, how often do you wait for your turn before you Video clip and PowerPoint 30 Minutes
speak? presentations will be used as

How do you change the topic in a conversation? instructional materials.

2. Topic control is directing and regulating the flow or development of the
interaction and topic shifting is changing the topic or its direction and
emphasis. [see PowerPoint]
3. You will be watching clips from 4 movies.
4. Pay attention to the conversations of the movie characters.
5. On the provided table, fill in the blanks with the corresponding details.
[see worksheet]
After 10 minutes, share to the class some of your observations.

1. Think of the possible solutions to the identified pet peeves. PowerPoint presentation will 15 Minutes
2. Focus on the strategies on how to “repair” and “end” those be used as instructional
conversations without offending the other person. material.
3. Repair is a term that means fixing and correcting anything negative or
providing any kind of amends and remedy to something that has gone wrong in
the exchange between the two speakers, and this is made to maintain a good
relationship with the person offended.
Topic termination is ending, concluding, or closing the conversation or
interaction, also using verbal and nonverbal signals to end the interaction. [see
PowerPoint]
D. Practice The students will work by twos and simulate an interview applying what they The teacher will prepare a 20 Minutes
have learned under nomination and restriction communicative strategies simple rubric for the activity.
considering language form, duration of interaction, relationship of speaker, role
and responsibilities of the speaker, and message during communicative
situations.
Story Generator: The students will take turn in creating a meaningful story. 15 inutes
The class will be divided into 5 groups. The first group will start the story, then
the next groups will continue the story, then the last group will end the story
(vice versa).
1. With a partner, conduct a 2-minute conversation on any topic 20 Minutes
2. You must use at least one of the following disjunctive markers:
a) Anyway
b) Alright
c) Oh, speaking of
d) That reminds me of
e) Oh, say
f) I tell you what
g) One more thing,
h) You know what?

i) Before I forget,
j) By the way,
k) Incidentally,
1. Find a partner and complete the dialog with an appropriate closing: 20 Minutes

Dialog 1
Mark: Hi, John.
John: Hi, Mark. Did you go to the basketball game yesterday?
Mark: No, I went to the movies with my friends. Did our team win?
John: No, they didn’t. They lost. Mark:
Did they lose by much?
John: They lost by twelve points.
Mark: Oh, that’s awful. I’m glad I didn’t go.
John: _______________________________________
Mark: ______________________________________

Dialog 2
Drew: Would you like to go dancing with me this evening?
Anne: I’d love to, but I’m just getting over the flu.
Drew: Well, why don’t we do something else like go to a movie?
Anne: Oh, no thanks, really, I’m still too weak for anything.
Drew: Ok. How about dinner and dancing next Friday night?
Anne: That sounds great. I’m sure I’ll be all right by then. Drew:
Great. See you then.
Anne: __________________________________________
Drew: __________________________________________

2. Write your answers in a ¼ sheet of paper.

3. After 5 minutes, present it to the class.

E. Enrichment The teacher will ask some students to show in class what they have done in the 10 Minutes
previous pair work and allow some students to give their comments based on
how the following were observed:
1. language form
2. duration of interaction
3. relationship of speaker
4. role and responsibilities of the speaker, and
5. message during communicative situations
Role Play: The class will stay in their previous groupings and will create a 15 Minutes
communicative scenario applying nomination and restriction as communicative
strategies based on the specific setting they will pick. a.
Home
b. School
c. Department Store
d. Restaurant
e. Church
f. Street
g. Market
1. How do you feel after the conversation? 5 Minutes
As a speaker/listener, what do you think is the importance of using disjunctive
markers in real-life situations?
1. Find a different partner and present a 3-minute skit using repair 30 Minutes
techniques. The presentation should be real-life situations, such as in an office
that reflect how repair techniques were employed in the conversation.
-A boss did not allow you to file a leave.
-An employee refused to render overtime.
-An employee came late to the office.
-A presider of a meeting noticed that some members of the audience are
not listening.
-An irate client continually interrupts your explanation.
-An officemate suddenly joins your friendly conversation with another
officemate.
2. You have 5 minutes to prepare before presenting in class.
3. What do you think is the importance of repair in a conversation?
a) From the perspective of employer
b) From the perspective of an employee
c) From the perspective of a colleague
d) From the perspective of a client
F. Evaluation Reflection Log: The students will reflect on the importance of nomination and 5 Minutes
restriction in an interview and other real-life situations.

The teacher will pick some outputs to be shared in class.

One-Minute Paper. The students will write in a ¼ sheet of yellow paper the 5 Minutes
advantages and disadvantages of turn-taking.

The teacher will pick some written outputs to share in class.

1. You will now be grouped into 3 and each member of the group will pick The teacher will provide a 30 Minutes
a topic from the box. list of topics and the scoring
2. In front of the class, conduct a 3-minute conversation on the topic that rubric.
you’ve picked, taking note to showcase topic control and topic shifting.
3. You will be graded according to the following criteria:

4. That activity helped you maintain a conversation among perceived

equals.
5. How will you respond to a prospective employer whose topic of
conversation you wished to depart from?
6. What have you learned from our lesson on topic control and topic
shifting that will help you in the job fair?
1. You will be grouped into 4: one pair will take the affirmative side while The teacher will provide the 30 Minutes
the other pair will take the negative side. scoring rubric for the debate.
2. In an informal debate, each pair will take its side on a given topic.

Suggested topics:
a. It is never appropriate for the government to restrict freedom of
speech.
b. All citizens who do not vote should pay a fine.
c. The driving age should be raised.
d. All parents should be required to attend parenting classes before
having a child.
e. People should be fined for not recycling.
f. Medical marijuana should be legalized.
g. Criminal liability should be set for children aged 9.
h. Homework should be banned.
i. School uniforms should be required.
j. Physical education should be required of all students throughout
high school.
k. Schools should block YouTube.
l. Single-sex schools are better for students.
m. Teachers should not be allowed to contact students through social
media.
n. Social media should be banned for teens below 18.
o. Same sex marriage should be legalized.
p. Divorce should be legalized in the Philippines.
q. Technology harms our future.
r. Animal dissections have to be prohibited in schools
s. Mobile phones should be allowed in schools.
t. Students should be prohibited in playing online games.
3. You only have 2 minutes to prepare, and 4 minutes for the informal
debate.
4. You will be graded using the rubric.
5. How will you respond to job interview questions which make you
uncomfortable?
6. How will you apply pre-closing and terminal exchange in a job
interview?
Performance - After discussing the communicative strategies, the teacher will elaborate more 8 Hours
Check on the performance check
(Informal - The teacher will discuss the guidelines.
Debate) - The teacher will give time for the students to prepare.
- Performance Task Proper: Debate
Total 54 Hours

Prepared by:

Neil M. Tagupa

Checked by:

Chona M. Colonia, MT III

Noted by:
Philip R. Florenosos
School Principal I
SEMESTER: First Semester
CORE SUBJECT TITLE: Oral Communication in Context
GRADE: 11

TOPIC Types of Speeches (according to purpose) and Principles of Speech Delivery

CONTENT STANDARDS The learner realizes the rigors of crafting one’s speech.
PERFORMANCE STANDARDS
The learner proficiently delivers various speeches using the principles of effective speech delivery.

LEARNING COMPETENCIES -The learner distinguishes types of speeches.

-The learner uses principles of effective speech delivery focusing on:
o Articulation o
Modulation o Stage Presence
o Facial Expressions,
Gestures and Movements o
Rapport with the audience

SPECIFIC LEARNING The learners will be able to: enumerate characteristics in distinguishing the different types of speeches as observed
OUTCOMES from sample speech deliveries; apply the principles of effective speech delivery; and appropriately conduct
themselves in a simulated job interview.

1. Communication
SALIENT PREPARATORY 2. Critical and Creative Thinking
SKILLS ADDRESSED 3. Planning, Organizing, Initiative

TIME ALLOTMENT Week 4

LESSON OUTLINE:

Objectives:
At the end of the quarter, the students will be able to:
a. Enumerate characteristics in distinguishing types of speeches from sample speech deliveries;
b. Apply the principles of effective speech delivery;
c. Conduct themselves appropriately in a simulated job interview;
d. Improve in their manner of speaking through vocal exercises;
e. Identify the qualities that make a good speaker;
f. Orally present in a variety of suggested situations; and
g. Develop sufficient self-assurance in order to
• think on their feet and
• respond satisfactorily in any given situation.

1. Introduction: The importance and the future real-world application of the lesson will be declared.
2. Motivation: Voice practice will be done as primer for different speaking engagements or opportunities; a sample video of demonstrative speech will
be shown for the students to examine; and a video of a speaker will be shown to the students for them to criticize if the speaker is effective in speech
delivery.
3. Instruction/Delivery: The sample for each type of speech according to purpose will be viewed and taken notes on regarding respective contents and
the manner of delivery; the process and features of the demonstrative speech will be introduced; and the principles of effective speech delivery will
be discussed.
4. Practice: Observations that distinguish one speech from another will be discussed; the learners will be asked to draft simple instructions for
comparison; and the learners the learners will have an impromptu speech
5. Enrichment: The characteristics of each type of speech will be determined; the students will collaborate on a mock demonstration; and the students
will write a script for their vlogs.
6. Evaluation: The distinctions among the three speech types will be synthesized as a final summary of the lesson; the learners will watch their vlogs
in the class and will let them critique each other’s work; and the students will be interviewed in a job fair.

Materials Video clips

Resources Teacher-made handouts; Ted Talk channel on YouTube
[Link]
[Link]
[Link]

Procedure Meeting the Learners’ Time

Need Allotment
Introduction As you proceed either to the world of employment or the world of higher learning, Day 1
you know that there will be a variety of real-world situations in which you will find
yourself communicating with at least a small group of people. Maybe you will have
to do a report in a college class. Perhaps you will have to present a proposal in your
place of work. Probably your organization will host a night of specials and you will
have to speak as part of the program. Whichever the case, you can rest assured that
upon completing this course you will have had opportunities to prepare for speaking
in public and speaking for the purpose of employment.

Motivation 1. In order to prepare for more speaking activities, you will be doing voice Day 1
practice every day.
2. Let us begin by saying the alphabet all in one breath.
3. On your own, practice this some more to improve your breath control.

Instruction/ Delivery 1. You will now be viewing three successive speeches from the TED Talks Video clip and PowerPoint Day 1
s YouTube channel. presentations will be used
a. “A Young Scientist’s Quest for Clean Water” by Deepika Kurup as instructional materials.
b. “The Agony of Trying to Unsubscribe” by James Veitch
c. “How Fake News Does Real Harm” by Stephanie Busari Focus on
2. the content for this viewing.
3. Pencil in some notes in the table to help you decide what type of speech each
is.
Practice After about a minute to label them accordingly, the students will answer the Day 1
following questions:
a. What aspect of Deepika Kurup’s speech makes you think it is mainly
the informative type?
b. What aspect of James Veitch’s speech makes you think it is mainly the
entertainment type?
c. What aspect of Stephanie Busari’s speech makes you think it is mainly
the persuasive type?

Instruction /Delivery 1. You will again be viewing the three successive speeches from the TED Day 2
Talks YouTube channel.
2. Focus on the delivery for this viewing.
3. Complete the table.
Enrichment 1. On the chalkboard, fill in the respective sections according to the Day 3
characteristics of the three types of speeches.
2. The class column/seating arrangement will determine the portion of the
board assigned to you (and consequently, the type of speech to describe).
3. Do this without consulting your handouts, just your worksheet with the
noted observations from the videos.

Evaluation 1. Let us have one volunteer per group of columns summarize the information Day 3
on the board.
2. What fundamentally distinguishes one type of speech from another?
(purpose)

Motivation Watch this beauty vlog and afterward, answer the following questions: Day 4
a. What makes it a funny video?
b. How should it have been done?
c. What tips can you give to improve the vlog?

Instruction -The process and features of demonstrative speech will be discussed. Day 4
/Delivery

Practice 1. Write the steps on how to boil an egg. Day 4 and 5

2. Three volunteers will orally deliver the steps in front of the class
3. Compare the volunteers’ work: what made their giving of instructions work
very well?

Enrichment 1. In pairs, choose a topic for a 2-minute mock demonstration. Day 6 and 7
2. You have 10 minutes to prepare.
3. Present it to the class in a creative but informative way.

Evaluation 1. You will be creating a demonstrative speech and delivering it through a vlog. Day 8
The topic of your choice must be one in which you are reasonably an expert.
2. Present your topic ideas for teacher approval.

3.

Motivation 1. Who is your favorite speaker? Day 9

2. What qualities do they have that you admire?
3. Watch the video of Connor Rothschild and give comments on his speech
delivery.
Instruction/Delivery -The principles of speech delivery will be discussed. Day 9

Practice 1. You will be delivering a 1-minute impromptu speech. Day 10 and 11

2. Draw a piece of paper from a box and use the prompt on the paper as your
speech topic by:
a. Expounding on a subject, or
b. Answering a question.
3. Your ability to think on your feet and sustain your speech for 60 full seconds
will give you recitation points.
Enrichment 1. 2. Draft the script for your vlogs, based on the approved topic. Day 12-15
Once this is ready, start recording, making sure that your vlogs will only
3. have a 2- to 3-minute run time.
After editing, upload your vlogs on Facebook.
Evaluation 1. 2. We will view 10 vlogs in class per day. Day 16-18
Students will critique one another’s work based on the principles of effective
3. speech delivery.
Creators of their respective vlogs will have an opportunity to respond to the
feedback they receive.
Culminating Task Preparation Day 19-20
1. In two days’ time, you will be participating in the Job Fair.
2. Make sure that you have prepared your application letters and resumes for the
interviewers to peruse.
3. Recall the concepts you have learned from the lesson on Communicative
Strategy and prepare for your job interview at the Job Fair.
Culminating Task: Job Fair Day 21-24
1. Selected faculty members will take the role of interviewers.
2. On a predetermined schedule, you will have around 5 minutes with one of
them.
3. They will be guided by the same rubric you have been given for a successful
job interview.
Prepared by:

Neil M. Tagupa

Checked by:
Chona M. Colonia, MT III
Noted by:
Philip R. Florenosos
School Principal I