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Oral Communication in Context: Lesson Plans for Effective Communication Skills, Study Guides, Projects, Research of English Language

Mindanao State University - Iligan Institute of Technology (MSUIIT)English Language

Oral Communication learning plan

Typology: Study Guides, Projects, Research

2023/2024

Uploaded on 08/05/2024

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PRIVATE EDUCATION ASSISTANCE COMMITTEE
13
SEMESTER: First Semester
CORE SUBJECT TITLE: Oral Communication in Context
GRADE: 11
TOPIC / LESSON NAME
Nature and Elements of Communication
1. Effective Communication Skills
2. Intercultural Communication
CONTENT STANDARDS
The learner understands the nature and elements of oral communication in context.
PERFORMANCE STANDARDS
The learner designs and performs effective controlled and uncontrolled oral communication activities based on
context.
LEARNING COMPETENCIES
1. Explains why there is a breakdown of communication.
2. Uses various strategies in order to avoid communication breakdown.
3. Demonstrates sensitivity to the socio-cultural dimension of communication situation with focus on culture and
gender
SPECIFIC LEARNING
OUTCOMES
To be able to communicate effectively using various strategies across different cultures.
SALIENT PREPARATORY
SKILLS ADDRESSED
1. Communication
2. Critical and Creative Thinking
3. Planning, Organizing, Initiative
TIME ALLOTMENT
8 Hours
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
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Download Oral Communication in Context: Lesson Plans for Effective Communication Skills and more Study Guides, Projects, Research English Language in PDF only on Docsity!

SEMESTER: First Semester CORE SUBJECT TITLE: Oral Communication in Context GRADE: 11 TOPIC / LESSON NAME Nature and Elements of Communication

  1. Effective Communication Skills
  2. Intercultural Communication CONTENT STANDARDS The learner understands the nature and elements of oral communication in context. PERFORMANCE STANDARDS The learner designs and performs effective controlled and uncontrolled oral communication activities based on context. LEARNING COMPETENCIES
  3. Explains why there is a breakdown of communication.
  4. Uses various strategies in order to avoid communication breakdown.
  5. Demonstrates sensitivity to the socio-cultural dimension of communication situation with focus on culture and gender SPECIFIC LEARNING OUTCOMES To be able to communicate effectively using various strategies across different cultures. SALIENT PREPARATORY SKILLS ADDRESSED
  6. Communication
  7. Critical and Creative Thinking
  8. Planning, Organizing, Initiative TIME ALLOTMENT 8 Hours LESSON OUTLINE By the end of the lesson, the learner will have been able to
  9. explain the nature and process of communication;
  10. explain why there is a breakdown of communication;
  11. apply strategies in overcoming communication breakdowns;
  12. practice effective communication skills;
  13. evaluate the effectiveness of an oral communication;
  14. practice learning and thinking skills, life skills, and ICT literacy;
  15. demonstrate effective intercultural communication skills in a speech situation;
  16. develop appreciation for different cultural perspectives; and
  17. 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. Introduction
  • Group Activity. Your teacher will divide the class into three groups. This activity follows the format of a charades game, and the objective is to guess unknown words in the shortest time possible. The teacher will prepare relevant words in relation to the topic. Examples: gender, communication, barrier, listening, speaking, race, religion, ethnic, etc. 15 minutes B. Motivation - After the activity, a representative from each group will provide feedbacks based on the given task about effective communication and to practice effective intercultural communication. 15 minutes C. Instruction/ Delivery Video Analysis
  • The students will watch two videos of public speaking. The first video shows 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. https://www.youtube.com/watch?v=bdeFdFEbuqk and about 2010 Short Film- Communication https://www.youtube.com/watch?v=GvcM7QTVbkk The teacher will provide Venn diagram template for the activity. The teacher will give additional reading materials related to the topic. “A Bit of Semantics on Duterte’s ‘putangina!’ – Sonja Chan 15 minutes
  • The students will compare and contrast the videos to identify the effective communication skills and explain why there is a breakdown and share it in class.
  • The teacher will further explain the given answers of the students through a short discussion on fundamentals of communication. 30 minutes 1 hour
  • Discuss the definition and importance of cross-cultural communication, cross cultural risk, ten (10) precautions in cross cultural communication and skills to overcome differences. 1 hour

F. Evaluation Reflection Logs Reflect on what you have learned after taking up this lesson by completing 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 … The teacher will give a worksheet for the reflection logs. 30 minutes Prepared By: Roselle G. Aniceto & Maribel V. Belleza

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 STANDARDS The learner writes a 250-word essay of his/her objective observation and evaluation of the various speakers watched and listened to. LEARNING COMPETENCIES
  6. Identifies strategies used by each speaker to convey his/her ideas effectively.
  7. Evaluates the effectiveness of an oral communication activity. SPECIFIC LEARNING OUTCOMES To be able to communicate proficiently and competently employing the functions of communication. SALIENT PREPARATORY SKILLS ADDRESSED
  8. Communication
  9. Critical and Creative Thinking
  10. Planning, Organizing, Initiative TIME ALLOTMENT 8 hours 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.

Motivation : Samples of print ads from newspapers and magazines that show both positive and negative messages will be presented to the class. In groups of five, the students analyze the message and the purpose of the ads. The teacher processes the feedback given by the students 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. Students will be grouped through count-off. Students are encouraged to give both their objective and subjective feedback on the print ads. 1 hour and 15 minutes Instruction/Delivery Using Socratic questioning the teacher facilitates the discussion of the functions of communication using the two previous activities as spring board. 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? This should lead to the students’ realization of how communication functions in the real social setting. 1 hour Practice In groups of five, the students select an issue (personal, social, political, environmental) from the pictures presented by the teacher. They are to conduct a panel discussion on the various aspects of the issue (causes, effects, possible solutions). An open forum follows each presentation. A specific group will be assigned as evaluators for each group of panelists. After each group presentation, the assigned group evaluates the effectiveness of the strategies used by each speaker in conveying his/her ideas and in achieving his/her purpose. Update about social issues. Note details and formulate comments and reactions. Students are reminded of the proper facilitation of a panel discussion. Students will be given a copy of the rubric that they can use to evaluate the speakers. Preparation time: 20 minutes Panel discussion: 20 minutes/group Open forum: 10 mins./grp Evaluation: 5 mins./group TOTAL: 5 hrs. Enrichment Based on their evaluation of the panelists assigned to them, each student composes a one-minute paper indicating his/her observations regarding the strengths and weaknesses of each speaker in an outline Fair assessment of students’ performance. 20 minutes

form. The teacher provides a short feedback on students’ outlines. 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. Mechanics:

  • Provide an appropriate title.
  • Use the three-part essay format. 40 minutes Prepared by: Cecile F. Baniqued Jenifer R. Sevilla
  1. apply the appropriate communicative strategies in a simulation of a real-life situation;
  2. Demonstrate politeness and openness in various communicative situations;
  3. Identify repair solutions in a conversation;
  4. Apply the appropriate communicative strategies in a simulation of a real-life situation; and
  5. Demonstrate politeness and openness in various communicative situations. A. Introduction :
  6. 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.
  7. Fast Talk: The students will exchange thoughts about each other rapidly in one minute.
  8. The value of the ability to sustain a conversation, concentrating on the topic at hand, will be presented.
  9. The value of the ability to sustain and/or close the conversation, despite linguistic and contextual challenges, will be presented. B. Motivation:
  10. The students will do a simple and short skit about employer and applicant interview.
  11. The teacher will ask the difficulties they have encountered in the fast talk.
  12. The learners will do a self-assessment of their conversation habits.
  13. The learners will share conversation pet peeves. C. Instruction/Delivery:
  14. 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.
  15. The teacher will discuss the definition and the do’s and don’ts in turn-taking.
  16. The learners will fill in a table detailing the effects of topic control and topic shifting on the conversation of movie characters.
  17. The learners will provide the solution for the identified conversation pet peeves. D. Practice:
  18. The students will work by twos and simulate an interview.
  19. Story Generator: The students will take turn in creating a meaningful story.
  20. The learners will be paired and will use disjunctive markers in an impromptu 2-minute conversation.
  21. The learners will be paired and will complete a given dialog with an appropriate closing. E. Enrichment:
  22. 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:
  23. 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.
  24. The learners will evaluate the uses of disjunctive markers in real-life situations.
  25. 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 Need Time Allotment A. Introduction The teacher will give the performance task and elaborate on the skills and 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. 10 Minutes Fast Talk: The students will be paired and will exchange thoughts about each other rapidly in one minute. They are free to say anything about their partners so long as there are no foul words. 10 Minutes Whenever you find yourself in a conversation, you know that there will be 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. 1 Minute As you proceed either to the world of employment or the world of higher 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. 1 Minute B. Motivation The teacher will ask for volunteers in the class to do a simple and short skit about employer and applicant interview. After the short skit, the teacher will process what have transpired by asking the 15 Minutes

How do you change the topic in a conversation?

  1. 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]
  2. You will be watching clips from 4 movies.
  3. Pay attention to the conversations of the movie characters.
  4. 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. instructional materials.
  5. Think of the possible solutions to the identified pet peeves.
  6. Focus on the strategies on how to “repair” and “end” those conversations without offending the other person.
  7. 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] PowerPoint presentation will be used as instructional material. 15 Minutes D. Practice The students will work by twos and simulate an interview applying what they have learned under nomination and restriction communicative strategies considering language form, duration of interaction, relationship of speaker, role and responsibilities of the speaker, and message during communicative situations. The teacher will prepare a simple rubric for the activity. 20 Minutes Story Generator: The students will take turn in creating a meaningful story. 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). 15 inutes
  8. With a partner, conduct a 2-minute conversation on any topic
  9. 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? 20 Minutes

i) Before I forget, j) By the way, k) Incidentally,

  1. Find a partner and complete the dialog with an appropriate closing: 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. 20 Minutes E. Enrichment 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:
  4. language form
  5. duration of interaction
  6. relationship of speaker
  7. role and responsibilities of the speaker, and
  8. message during communicative situations 10 Minutes Role Play: The class will stay in their previous groupings and will create a communicative scenario applying nomination and restriction as communicative 15 Minutes
  1. That activity helped you maintain a conversation among perceived equals.
  2. How will you respond to a prospective employer whose topic of conversation you wished to depart from?
  3. What have you learned from our lesson on topic control and topic shifting that will help you in the job fair?
  4. You will be grouped into 4: one pair will take the affirmative side while the other pair will take the negative side.
  5. 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.
  6. You only have 2 minutes to prepare, and 4 minutes for the informal debate.
  7. You will be graded using the rubric.
  8. How will you respond to job interview questions which make you uncomfortable?
  9. How will you apply pre-closing and terminal exchange in a job interview? The teacher will provide the scoring rubric for the debate. 30 Minutes Performance Check
  • After discussing the communicative strategies, the teacher will elaborate more on the performance check 8 Hours

(Informal Debate)

  • The teacher will discuss the guidelines.
  • The teacher will give time for the students to prepare.
  • Performance Task Proper: Debate Total 54 Hours Prepare By: English Group/Oral Communication 02/02/

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 https://www.ted.com/talks/deepika_kurup_a_young_scientist_s_quest_for_clean_water https://www.ted.com/talks/james_veitch_the_agony_of_trying_to_unsubscribe https://www.ted.com/talks/stephanie_busari_how_fake_news_does_real_harm Procedure Meeting the Learners’ Need Time Allotment Introduction As you proceed either to the world of employment or the world of higher learning, 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. Day 1

Motivation 1. In order to prepare for more speaking activities, you will be doing voice practice every day.

  1. Let us begin by saying the alphabet all in one breath.
  2. On your own, practice this some more to improve your breath control. Day 1 Instruction/ Delivery s
  3. You will now be viewing three successive speeches from the TED Talks YouTube channel. a. “A Young Scientist’s Quest for Clean Water” by Deepika Kurup b. “The Agony of Trying to Unsubscribe” by James Veitch c. “How Fake News Does Real Harm” by Stephanie Busari
  4. Focus on the content for this viewing.
  5. Pencil in some notes in the table to help you decide what type of speech each is. Video clip and PowerPoint presentations will be used as instructional materials. Day 1 Practice After about a minute to label them accordingly, the students will answer the 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? Day 1 Instruction /Delivery
  6. You will again be viewing the three successive speeches from the TED Talks YouTube channel.
  7. Focus on the delivery for this viewing.
  8. Complete the table. Day 2 Enrichment 1. On the chalkboard, fill in the respective sections according to the characteristics of the three types of speeches.
  9. The class column/seating arrangement will determine the portion of the board assigned to you (and consequently, the type of speech to describe).
  10. Do this without consulting your handouts, just your worksheet with the noted observations from the videos. Day 3 Evaluation 1. Let us have one volunteer per group of columns summarize the information on the board.
  11. What fundamentally distinguishes one type of speech from another? ( purpose ) Day 3