Department of Education

Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

Teaching Dates: _________________________

Content: Nature and Elements of Communication

Content Standard: The learner understands the nature and elements of oral
communication in context.
Performance Standard: Designs and performs effective controlled and uncontrolled oral
communication     activities based on context
Learning Competency: Defines communication
LC Code: EN11/12OC-Ia-1

I. Objectives:
At the end of the session, the students will be able to:
1. Define communication
2. Realize the importance of communication in everyday life.
3. Perform every assigned task

II. Subject Matter:

Topic       : Definition of Communication
References : Oral Communication In Context, p.3
Resources : Slides, Manila Paper& pens

III. Presentation:

Introductory Activity
1. Prayer
2. Greetings
3. Checking of Attendance
4. Setting of Standards
5. Review

Motivation:  Video Clip Viewing

Processing:
1. What do you see in that clip?
2. How do you feel if you the bear?
3. Who do you think did the right thing?

Activity: 1.One Word Pix

 Giving of instruction: I am going to show you  pictures. Based on 

these pictures, you are going to give me 1 related word .
 Game Proper
Processing: How do you find the game?

Analysis

1. What are the wordsbeing emphasized through that different pictures?

2. To where those words related to?
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

Abstraction

Group Activity:

Define communication through making the following graphic

organizers:

Group 1 & 3: Semantic web  Group 2 & 4: Concept Map

Generalization on the definition of Communication.

Application:

Group Activity:

Instruction: With the same group you answer the following

questions through performing the following assigned focus:

Group 1 – Slogan Making

Group 2 – Role Playing
Group 3 – Talk Show
Group 4 – Poster Making

Questions:

Is communication important?
How important communication in your life?

IV. Assessment:

Instruction: Write T if the statement is true and F it is false.

1. Communication is about talking people only.
2. There is no communication happens if there is no listener.
3. We can still communicate even if we don’t know how to speak.
4. One way to communicate is to stir ideas in the mind of another.
5. Communication gives importance to our daily living.

V. Assignment:

What is the nature and process of communication?

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

    Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

Teaching Dates: _________________________

Content: Nature and Elements of Communication

Content Standard: The learner understands the nature and elements of oral
communication in context.
Performance Standard: Designs and performs effective controlled and uncontrolled oral
communication activities based on context
Learning Competency: Explains the nature and process of communication
LC Code: EN11/12OC-Ia-2

I. OBJECTIVES:
At the end the lesson, the students should be able to:
1. Define the elements in the communication process
2. Simulate the elements of communication process

II. SUBJECT MATTER:

Topic: Nature and Process of Communication
References. Oral Communication in Context (pp.8-10)-
Resources: Manila paper, markers, LCD Projector, Laptop

III. PRESENTATION:
A. Preliminary Activities
a. Prayer
b. Checking of Attendance
c. Setting of Classroom Standards
d. Review
e. Motivation

B.   Lesson Proper

1. ACTIVITY (Message relay/telephone)

 The class will be divided into 10 members/group.
 They need to choose a leader to get the message that will be passed
to each member.
 The first group to transmit the message will be the winner.

2. ANALYSIS
Ask the students the following questions:
 Were you able to get and transmit the message clearly?
 What have you done to relay the message?
 Were you able to play your part to attain the goal of your group?

3. ABSTRACTION
Explain to the class the following:
 Nature and process of communication (SPEAKING)
 Elements of communication/Functions of each element
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

3. APPLICATION

The class will form their groups to perform different tasks observing the
nature and process of communication:
G1 – Talk Show
G2 – Panel Discussion
G3 – Family Conversation
G4 – Classroom Scenario

*Each group will be given 5min to prepare and 3min perform

IV. ASSESSMENT:

 Identify and discuss in 2-3 sentences each element of communication

V. ASSIGNMENT:

 Identify the models of communication

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

    Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

Teaching Dates: _________________________

Content: Nature and Elements of Communication

Content Standard: The learner understands the nature and elements of oral
communication in context.
Performance Standard: Designs and performs effective controlled and uncontrolled oral
communication     activities based on context
Learning Competency: Explains the nature and process of communication
LC Code: EN11/12OC-Ia-3                                  

I.OBJECTIVES
At the end of the lesson, the students are expected to:

a. identify the different communication models:

b. use the models in communication effectively; and
c. write and perform a dialogue using the communication models.

II. SUBJECT MATTER

Topic: Models of Communication

References: http://www.iacact.com/?q=models
        Oral Communication in Content, P.p. 5-7
                        By: Ramona S. Flores
Resources: Laptop, pocket wifi, powerpoint presentation, rubric

III. PRESENTATION

A. Activity
 The students will be grouped into four.Each group will be given a task.
Group 1. Perform a telephone conversation
Group 2. Perform a short peep talk
Group 3. Interview
Group 4. Deliver a short speech

 The teacher is going to evaluate and process the outputs presented.

B. Analysis
1. What takes place when you talk to someone?
2.When you communicate, who are involved?
3.What is the role of the participants in the conversation?
4.How would you differentiate the activities presented by group?

C. Abstraction
 The teacher is going to present the key concepts (Models of
Communication) through an interactive discussion.

D. Application
 The students will be grouped into five groups . Each group will be given a
copy of dialogue and the members will identify the model used.
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

IV. ASSESSMENT

 The students will be grouped into five groups . Each group is going to write a
dialogue using the assigned model.
 A rubric will be used in evaluating the students output.

V. ASSIGNMENT

 The students will be asked to make a video presentation where different models in
communication are applied. This will be done by group.

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

    Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

Teaching Dates: _________________________

Content Standard: Understands the nature and elements of oral communication in context
Performance Standard: Designs and performs effective controlled and uncontrolled oral
communication     activities based on context
Learning Competence: Distinguishes the unique feature(s) of one communication process
from the   other
LC Code: (EN11/12OC-Ia-4)
                                   
I. OBJECTIVES

At the end of the lesson, the students will be able to:

a. identify the elements of the communication process;
b. recognize the significance of each  element  for effective communication; and
c. perform an advertisement that considers the elements of communication
process.

II. SUBJECT MATTER

Topic: Elements of Communication Process

Reference: http://www.yourarticlelibrary.com/business-communication/7-major-
elements-of-communication-process/25815/
Resources: Laptop, website, wifi, rubric 

III.PRESENTATION

A. Activity

 The teacher will facilitate a message relay activity among the students. This will
be done by the students by group.

B. Analysis

1. What are the things you consider in communication?

2. What is the message of the text?
3. Who is the sender from the given? How about the receiver?
4. What channel is used to convey the message? 

C. Abstraction

 The teacher will present  the elements of communication process through a video
presentation and interactive discussion.

D.  Application

 Using the text provided by the teacher, make a concept map in identifying the
unique features of communication process. The group output will be presented by
group.
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

IV. ASSESSMENT

 The students will be grouped into four and perform an advertisement .They will be
instructed to consider the elements of communication process.
 A rubric will be used to assess the output of each group.

V. ASSIGNMENT

 Conduct a one-on one interview to be recorded in your cellular phone observing the
unique features of communication process.

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

    Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

Teaching Dates: _________________________

Content: Nature and Elements of Communication

Content Standard: The learner understands the nature and elements of oral
communication in context.
Performance Standard: Designs and performs effective controlled and uncontrolled oral
communication     activities based on context
Learning Competency: Explains the nature and process of communication
LC Code: EN11/12OC-Ia-5
                                   

I. OBJECTIVES:
At the end of the lesson, the students will be able to:
a. Share ideas on communication breakdown.
b. Identify factors of communication breakdown.
c. Provide a solution to communication breakdown.

II. SUBJECT MATTER: 

Topic: Breakdown of Communication
Reference: Oral Communication in Context Textbook
 https://www.google.com/url?q=https://www.youtube.com/watch 
Resources: Laptop, projector, manila paper, pentel pen, adhesive.

III. PROCEDURES:

              Preliminaries:

A. Activity: 
 Show a video on communication breakdown.
 Process the activity.

b. Analysis: 
 Ask the learners the following questions;
1. What have you seen in video? What is your feeling about it?
2. What can you say about the communication process in video?
 The teacher will process the activity.

c. Abstraction:

What Causes Communication Breakdown

1. Stubbornness Communication always begins with a willingness to exchange ideas on a

topic in an attitude of openness and love. However, when a conflict arises with your
spouse, do you dig in your heels and refuse to communicate? Do you insist upon your
way, or your viewpoint? Stubbornness is like a wall that you set up between you and your
mate. 
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

2. When you are not willing to admit your fault One of the primary ways you reveal your
stubbornness is by being unwilling to acknowledge your own personal faults. 

3. Comparison Something else that hinders effective communication is comparison. If you

say things like, “You are just like your mother,” or “Why can’t you act like your father?” you
are making a serious mistake. \

4. Bringing up the past Many times in my counseling, couples have come in with
horrendous stories of how past failures have been used as a club to beat the other into
submission. An intense argument has ensued, and in the end, nothing was accomplished.
The only result was more anger, frustration, and, of course, greater distance between the
two.

5. Attacking your spouse Have you ever had a conversation where you and your spouse
spend the entire time attacking each other? One charge after another is made while the
actual issue that started the conflict is forgotten. 

6. Exaggeration Have you ever had a conversation where your spouse said to you, “You
always do this” or “You never do what I ask” or “Every time you come home this
happens!”? What goes through your mind when you hear these words? Don’t you
immediately think of at least one circumstance when you took the action you are now
being charged with never doing? You then respond, “I don’t always do that.” Your spouse
thinks, He doesn’t believe he ever does this. Then your mate proceeds to give you
another example of your failure. This conversation then quickly descends to charges and
counter charges.

7. Lying For communication to be effective, you must be truthful. When you discuss issues
with your mate, do you twist the facts to suit yourself? Do you change the story when your
spouse catches you with an inconsistency in your facts? When you are convicted of some
failure, do you just change the subject to get the spotlight off you? If you do any of these
things, you are not dealing honestly with your partner. 

8. Harsh words What is your first response when your spouse snaps at you with harsh
words? Don’t you want to snap right back? Solomon explained that “Harsh words stirs up
strife” (Prov. 15:1). Haven’t you proved this to be true? When you speak harsh words you
are just beginning another fruitless conversation. This is because the wrath of man will
never work the righteousness of God (James 1:20). 

9. Explosive anger One of the most dangerous ingredients in each of these communication
problems is anger. Mix explosive anger into any of the previous issues and your
communication will become even more futile. Scripture warns us many times that an
angry man never solves problems. 

d. Application:

 Group the learners into three

 Each group will be given their task to perform.
Group 1: Role Playing- Create a situation where communication break may
happen and perform it to class.
Group 2: Pantomime- Act out a situation where explosive anger results in
communication breakdown.
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

Group 3: Illustrator- Illustrate your concept about the

communication breakdown (manila paper) and appoint a
representative who will present the output in the class.

IV. ASSESSMENT:

Answer the given chart:

Situation (Communication Breakdown) Solution

1.
2.
3.
4.
5.

V. ASSIGNMENT:

 Interview your parents on ways they commonly used in solving

problems in the family. List down at least five of it in a one fourth sheet
of paper.

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

    Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

Teaching Dates: _________________________

Content: Nature and Elements of Communication

Content Standard: The learner understands the nature and elements of oral
communication in context.
Performance Standard: Designs and performs effective controlled and uncontrolled oral
communication     activities based on context
Learning Competency: Explains the nature and process of communication
LC Code: EN11/12OC-Ia-6

I. OBJECTIVES:
At the end of the lessons, students will be able to:
a. Identify strategies/ways in order to avoid communication breakdown.
b. Apply the strategies in order to avoid communication breakdown.
c. Participate actively in the class activities.

II. SUBJECT MATTER: 

Topic: Uses various strategies in order to avoid communication breakdown   
Reference: Oral Communication Textbook
http://personal-development101.blogspot.com/2008/12/how-to-avoid-
communication-breakdown.html  
Resources: Laptop, projector, manila paper, pentel pen, adhesive.

III. PROCEDURES:

              Preliminaries:
a. Activity:
 Assignment presentation.
 The teacher will process the activity.

b. Analysis:
 The learners will be ask to answer the following questions;

1. What can you say about the presentations of your classmate?

2. Do you believe that those ways are effective in solving the conflict in the
family?

c. Abstraction:

How To Avoid Communication Breakdown

1) Never Assume - One of the biggest causes in communication breakdown is

miscommunication, resulting from assumption and unclear instruction. e.g. you tell
someone to pick you up at a certain location at 5pm sharp. That someone came at 5pm
sharp and they became angry because they have been waiting for over an hour at the
wrong entrance. Usually when such thing happens, it creates tension to the relationship.
Using the “5 Ws” approach can help to clarify others people message to you. They are the
“Where, What, When, Who & Why”.

2) Avoid Unexplained Silence - There are times when you are angry at something and you
don’t feel like talking to somebody. However, people around might not understand you
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

and you need to be alone or you need a specific time to cool down before you engage in
a conversation. Tell that someone you need to be alone for a moment to cool down your
emotion.

3) Avoid Talking out of Negative Emotions - Avoid talking out of negative emotions like
hurt, anger, frustration, sadness, resentment etc. If you do, the negativity of your
communication will be felt and may hurt the relationship. Words uttered can not be
swallowed back. In such a case ten minutes of refrain is better than ten years of regrets.
Think Freely and Speak Wisely.

4) Avoid Confusing Instruction - Give step to step instruction.

5) Avoid Holding Back Your Energy - Have you experienced a situation where you felt
bored listening to someone who seem not to have energy and interest when speaking to
you? So put more energy, with your body, your facial expressions and your hand
gestures. Generate enthusiasm in your voice when you speak to other.

6) Stop Neglecting Eye Contact - One of the surest ways to convey that you are not
interested in communicating with a person is to avoid having eye contact with that person.
Having eye contact shows that you are committed in relaying your message across to
others and committed to listen and to be with that person.

7) Handle Wrong Tones - It is not so much of what you say counts; it is how you say it that
creates an impact. Using the wrong tone will not help get the result you want. Tones that
are caring, affectionate, soft and trusting will be more pleasing and will likely to yield
positive response. Therefore, use the right tone to get the right response. Speak GENTLY
when giving emotional support, FIRM and ASSERTIVE when you need to correct
behaviors and actions.

d. Application:

 Group the learners into three.

 Each group has to identify one existing problem (Physical aspect/facilities) in
a particular club or organization in the school.

G1: Dramatize a situation where there is no communication breakdown.

G2: Dramatize a situation where strategies in order to avoid communication
breakdown is used.
G3: Interpret a song the group had chosen.

IV. ASSESMENT:
 Oral assessment
 Ask learners to choose one of the strategies and provide a situation that
shows that particular strategy used in avoiding communication breakdown.

V. ASSIGNMENT:
 In a one half crosswise, cite your experience when you encountered
communication breakdown.
 Be ready to present it to the class next meeting.

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

    Subject Teacher  SHS Coordinator

Approved:
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

SAMUEL REY S. VILORIA

Principal I

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

Teaching Dates: _________________________

Content: Nature and Elements of Communication

Content Standard: The learner understands the nature and elements of oral
communication in context.
Performance Standard: Designs and performs effective controlled and uncontrolled oral
communication activities based on context
Learning Competency: Explains the nature and process of communication
LC Code: EN11/12OC-Ia-7

I. OBJECTIVES:
At the end the lesson, the students should be able to:
1. Define the socio-cultural dimensions of communication situations
2. Perform communication observing socio-cultural dimensions

II. SUBJECT MATTER:

Topic : Socio-Cultural Dimension of Communication
References: Oral Communication in Context (pp.11-17)-
Resources: Manila paper, markers, LCD Projector, Laptop

III. PRESENTATION:

A. Preliminary Activities
a. Prayer
b. Checking of Attendance
c. Setting of Classroom Standards
d. Review
e. Motivation

B.   Lesson Proper

1. ACTIVITY (Video Presentation)

https://www.youtube.com/watch?v=9waEeSQqZU4

2. ANALYSIS
Ask the students the following questions:
 What can you say about the video?
 What do you think should be considered in communicating with others?

3. ABSTRACTION

Explain to the class the following:

 Socio-cultural dimension of communication, situation with focus on:

Cultural, gender, age, social-status, and religion
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

3. APPLICATION

*The class will form their groups to perform different tasks observing the
socio-cultural dimension
G1 – Age
G2 – Social-Status
G3 – Culture
G4 – Gender
G5 - Religion
*Each group will be given 5min to prepare and 3min perform

IV. ASSESSMENT:
 How important it is to observe Socio-Cultural dimensions in
Communication.

V. ASSIGNMENT:

 Why do you communicate

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

    Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

Teaching Dates: _________________________

Content: Functions of Communication

Content Standard: The learner values the functions/purposes of oral communication.
Performance Standard: Write a 250-word essay of his/her objective observation and
evaluation of the various speakers watched and listened to.
Learning Competency: Explains the nature and process of communication
LC Code: EN11/12OC-Ia-8

I. Objectives:
At the end of the session, students are expected to:
a. Recall important points presented by the speaker.
b. Demonstrate knowledge related to topic presented
c. Write a product related to Speakers purpose.

II. Subject Matter:

Topic: Functions of Communication
References: Oral Communication and Context 
Resources:  video clip, laptop, DLP, paper strips

III. Procedure:
A. Preliminaries
-Prayer; Checking of Attendance; Review
     
B. Motivation
-Rebus (Brain Teaser)
     
C. Presentation  
1. Activity
 Using a video/ film of a speaker delivering an expository or informative
speech, a persuasive Speech, and an entertainment Speech.
 Answer the following questions.
  1. What kind of speech according to purpose are present the Video/
Film
  2. What are the topics of the speech?
  3. Did the speech/ speaker achieve the purpose of informing the
audience?        
                                                      
                       2. Analysis
Points to ponder about:
a. What are the different types of purpose in speech?
b. What are the things you considered in writing your paragraphs?
Why do you have to consider them?
c. How did the graphic organizer help you in presenting your ideas?

3. Abstraction
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

  Remember me! (refer to types of speech according to purpose pdf) 

       4. Application
 
  With the group, do the following:

 Give each group a task to make an advertisement according to :

Group 1- Exploratory Speech
Group 2- Entertainment Speech
Group 3- Informative Speech
Group 4- Persuasive Speech

 
IV. Evaluation
 The teacher will present list of topics for the class
 The students will write the speech purpose and justify why it suited
each                                           

V. Assignment

Answer the following: (1/2 sheet of paper)

1. What are the different types of speech according to purpose?

2. Give two examples for each. 

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

    Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

Teaching Dates: _________________________

Content: Functions of Communication

Content Standard: The learner values the functions/purposes of oral communication.
Performance Standard: Writes a 250-word essay of his/her objective and observation and
evaluation of the various speakers watched and listened to
Learning Competency: Discusses the functions of communication.
LC Code: EN11/12OC-Ibe-10

I. OBJECTIVES
At the end of the lesson, students will be able to: 
a. Watch and listen video to oral communication activities; and, 
b. Observe verbal and non-verbal cues of the various speakers watched and
listened to. 

II. SUBJECT MATTER

Topic: Watch and Listen to Oral Communication Activities

Reference:  
Resources: Laptop, DLP projector, speaker 

III. PRESENTATION

A. Preliminary Activities
1. Prayer 
2. Checking of attendance

B. Procedures 
a. Activity 
 Watch a video clip.

b. Analysis
 Students will answer the following questions. 
1. What did you observe to the speaker about his words,
gestures, and facial expression? 
2. How did these verbal and non-verbal cues help you in
understanding the speaker? 
3. What do you think is the purpose of the speaker in his
speech? 

c. Abstraction 
 The teacher will give a mini-lecture about the importance of
verbal and non-verbal cues that the speaker uses to
achieve his/her purpose. 
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

d. Application 
Differentiated Instruction: Students will be divided into three
groups. They will perform the following task.

Group 1: Create a poem about the importance of verbal

and non-verbal cues 

Group 2: Deliver a choral reading using verbal and non-

verbal cues 
Group 3: Perform reader’s theatre on the given text

*Rubrics will be presented.

IV. Assessment 

Partner: Watch and listen a video clip about the speech of Marthin Luther King Jr.
“I have a Dream” and answer the following questions.

1. What verbal and non-verbal cues used by the speaker?

2. What is the purpose of the speaker in delivering his speech?

V. Agreement 

Identify the different kinds of Oral Communication. 

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

    Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

Teaching Dates: _________________________

Content: Functions of Communication

Content Standard: The learner values the functions/purposes of oral communication.
Performance Standard: Writes a 250-word essay of his/her objective and observation and
evaluation of the various speakers watched and listened to
Learning Competency: Discusses the functions of communication.
LC Code: EN11/12OC-Ibe-12

I. Objectives:

At the end of the lesson, the students will be able to

a. Comprehends various kinds of oral text;

b. Define an oral text
c. Discuss the various kinds of oral text and its function.

II. Subject Matter:

               Topic:  Various Kinds of Oral Text

         References: Oral communication
         Resources: laptop, projector, and metacards

III. Procedure

A. Preliminaries
1. Prayer
2. Checking of Attendance
3. Review
B. Presentation

Activity:  Group Activity.

Direction: The class will be divided into 3 groups. Each group will be given a
different task to do. Each group will be given 5 minutes each to finish and
present their assigned task.

 1st  group will be assigned to connect words related to oral text and give
its definition.
 2nd group  will list down the different types to oral text and discuss it with their
group.
 3rd will list down the different functions of an oral text.
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

Analysis

               Ask each group to ponder and answer the following questions with their group.

1. What is communication?
2. What are the different types of oral text?
3. What are the functions of an oral text?
4. How each type of oral text be delivered?
5. Why are these oral texts important?

    Abstraction:

The teacher will do a mini lecture, show video clip about the topic, and then
provide substantial input about oral text and its various kinds.

   

Application:

Group again the class with three members for each group.Give each group a
written oral text. And let them read and understand the text by answering the
following questions:

1. What was the text you have read all about?

2. How do you feel after reading the text? 
3. What do you think is the author’s purpose in writing the text? 
4. Does the author ideas affect you? Why or why not?

IV. Evaluation:

Individual activity

          Watch the video clip, then answer the following questions based on the video
you watched.

1. What was the video you have watched all about?

2. How do you feel after watching the video? 
3. What do you think is the writer’s   purpose in making the video?
4. Does the video affect you? Why yes or why not?

V. Assignment:

                What are the strategies used by each speaker to convey his ideas effectively?
Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

    Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I

  LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

Teaching Dates: _________________________

Content: Functions of Communication

Content Standard: The learner values the functions/purposes of oral communication.
Performance Standard: Writes a 250-word essay of his/her objective and observation and
evaluation of the various speakers watched and listened to
Learning Competency: Discusses the functions of communication.
LC Code: EN11/12OC-Ibe-13

I. OBJECTIVES:
 Recognize different types of communicative strategies and their functions;
 Identify strategies used by speaker to convey ideas effectively; and 
 Demonstrating understanding of different communicative strategies by writing
evaluation and observation of the various speakers watched and listened to.

II. SUBJECT MATTER:

    Topic: Different Types of Communication Strategies
    References:   Oral Communication In Context  by Ramona S. Flores
Materials: Laptop, Projector, Speaker, Lapel

III. PROCEDURE:
                  

Activity: 
Listening and Viewing Activity
 Video clip of different communicative strategy situation
 Have the students do the SGDA after the listening and viewing activity
SGDA (Small Group Discussion Activity)
Group 1-TLQR (Tune-in, Listen, Question, and Respond)
 Have the group identify the questions for discussions in the video clip and
their corresponding answers.
 Have the group cite the positive, negative and interesting concepts of every
communicative situations.
 Complete the K-W-L Chart after the listening-viewing activity

Analysis:  
Class Impromptu Speaking. 
Answer the following questions for discussion after the presentation of output:
1. What are the variety of speech situations depicted in the video?
2. How did you identify the different types of communicative strategy in your
group output after listening and viewing activity?
3. Why do we need to use communicative strategies in engaging different
communicative situations?
4. Based on the various speakers watched and listened to cite the functions of
communication in various situations.
 

Abstraction: 
 Lecturette on the different Types of Communication
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

Application:

Group Work.  
 Role-play different communicative situations that utilize one of these communicative
strategy.

Group 1:  Nomination (Talk-show)

Group 2: Restriction (Advertisement)

Group 3: Turn-taking (Interview)

Group 4: Topic Control (Meeting)

Group 5: Topic-shifting (Debate)

Group 6: Repair (Telephone Conversation)

Group 7: Termination (Campaign)

IV.  EVALUATION:

Write at least 3 sentences observation and evaluation on how the different

communicative strategies are utilized effectively on every communicative
situation in the application activity. Be guided with the rubrics for writing
activity.

V. ASSIGNMENT:

Research one example of oral text that uses one, if not all of the given
communicative strategies.

 
Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

    Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

Teaching Dates: _________________________
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

Content: Functions of Communication

Content Standard: The learner values the functions/purposes of oral communication.
Performance Standard: Writes a 250-word essay of his/her objective and observation and
evaluation of the various speakers watched and listened to
Learning Competency: Discusses the functions of communication.
LC Code: EN11/12OC-Ibe-12

I. Objectives:
At the end of the lesson, the students should have:
a. define the different functions of communication;
b. performed the differentiated activities related to oral communication activities;
and
c. evaluate the effectiveness of the differentiated tasks performed.

II. Subject Matter:

Topic: Effectiveness of an oral communication activity
Reference; www.youtube. Com
Resources: Video clip, manila papers, printed text, laptop and OHP

III. Procedure

A. Preliminary
 Prayer and Checking of attendance
 Review
 Brain game Test for Dementia.ppt 

B. Presentation

1. Activity
 The students will be grouped into five
 They will be given the different functions of communication
 They will do this in 5 minutes
 Outputs will be shared in the class

2. Analysis
(The teacher will process the presented differentiated tasks of the
students.)
Pose these questions: 
Based on the different activities presented, 
1. What are the following?
a. regulation/control
b. social interaction
c. motivation
d. information
e. emotional expression

   3. Abstraction 
  The teacher will present a mini lecturette for extending the concept of
the different oral activities presented,
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

 4. Application
Provide samples of the different communication activities and let the
students identify the function of communication used. Students will be divided
into three groups. 
 Assign a leader and a reporter
 Each group will share their output to the class

Each group is allotted 2 minutes to finish the task and 2 minutes for
the sharing

IV. Evaluation
Students will be asked to give their own samples of the different oral
communication activities.

V. Assignment:

In one half cross wise, do the following.

1. Give the three types of speech context and define each context.
2. Give 1 example for each type.

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

   Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

Teaching Dates: _________________________
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

Content: Communicative Competence Strategies in Various Speech Situations

Content Standard: The learner recognizes that communicative competence requires
understanding of speech context, speech style, speech act, and
communicative strategy.
Performance Standard: Demonstrates effective use of communicative strategy in a variety
of speech situations.
Learning Competency: Identifies the various types of speech context
LC Code: EN11/12OC-Ibe-15

I. Objectives

At the end of the lesson, students will be able to: 

a. Define the types of speech context; and, 
b. Differentiate intrapersonal, interpersonal, and puclic communication. 

II. Subject Matter

Topic: Types of Speech Context

Reference: Oral Communication in Context by Ramona S. Flores, pp. 44-45
Resources: lesson plan, textbook, pictures

III. Procedures
Preliminary Activity
1. Checking of attendance
2. Review/motivation

b. Activity 1.1  (2 minutes)

 Let the student think of what they have understood about the picture
shown by the teacher.
 Allow the student to find their pair and share their answers.
 Call volunteers to share  their answers in the class. 

c. Analysis
Answer the following questions.
1. What picture is familiar to you when they deliver their message?
2. Is there a time where you have heared a similar message their speech?
3. Where do you hear when they deliver their message?
 Process learners answers. Give keywords on the board. 

d. Abstraction 
The teacher will give a mini lecture for the deepening of concepts. 
(refer to pp. 44-45)

 The teacher will give examples. 

 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

e. Application 
 Role playing
 Two group of performers each of the speech style or type

*The teacher will process the information.

IV. Evaluation 
 The teacher will show pictures/ video clip of different types of
speech/communication 
Write five paragraphs stating your own understanding and identify what type of
speech the following message. 

Rubric 
Content 5 points
Grammar 5 points
Organization 5 points

V. Assignment  

1. What is the appropriate verbal and non-verbal behavior in a given speech

context?

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

   Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

Teaching Dates: _________________________
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

Content: Communicative Competence Strategies in Various Speech Situations

Content Standard: The learner recognizes that communicative competence requires
understanding of speech context, speech style, speech act, and
communicative strategy.
Performance Standard: Demonstrates effective use of communicative strategy in a variety
of speech situations.
Learning Competency: Exhibits appropriate verbal and non-verbal behavior in a given
speech context
LC Code: EN11/12OC-Ibe-17

I. Objectives

At the end of the lesson, the students are expected to be able to:
1. Identify the features of consultative speech style
2. Deliver a consultative speech
3. Appreciate the importance of consultative speech

II. Subject Matter

Topic: Distinguishes Types of Speech Style

Reference: Oral Communication in Context pages 49-52

III. Presentation
A. Prayer
B. Checking of Attendance
C. Motivation

Activity
Video presentation about the different situations where consultative
speech style is used

Analysis
Guide questions:
1. What was the conversation in each situation about?
2. What have you observed with the language used in each conversation?
3. Why do you think those conversations happen?
4. What do you think is the speech style used?

Abstraction
Teacher will give inputs on consultative speech and its features.

Application
 Group the students into 4.
 Assign each group to perform a short dialogue between:
Group 1 – Patient and doctor (Clinic)
Group 2 – Teacher and parent (School)
Group 3 – Manager and customer (Business Firm)
Group 4 – Lawyer and client (Law Firm)
 Use rubrics to rate the performance.
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

Evaluation
Paper and pen test

V. Assignment
What are other situations where consultative speech is used?

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

   Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

Teaching Dates: _________________________
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

Content: Communicative Competence Strategies in Various Speech Situations

Content Standard: The learner recognizes that communicative competence requires
understanding of speech context, speech style, speech act, and
communicative strategy.
Performance Standard: Demonstrates effective use of communicative strategy in a variety
of speech situations.
Learning Competency: Identifies the various types of speech context
LC Code: EN11/12OC-Ibe-17

I. Objectives
At the end of the lesson, the students are expected to be able to:
1. Identify the features of formal speech style
2. Deliver a formal speech
3. Appreciate the importance of formal speech

II. Subject Matter

Topic: Types of Speech Style (Formal)
Reference: Oral Communication in Context pages 49-52
Materials: slides, manila paper

III. Presentation
a. Prayer
b. Checking of Attendance
c. Motivation

Activity

Video presentation about the different situations where formal speech style is
used

Analysis

Guide Questions:
1. What was the conversation in each situation about?
2. What have you observed with the language used in each
conversation?
3. Why do you think those conversations happen?
4. What do you think is the speech style used?

Abstraction

Teacher will give inputs on formal speech and its features.

Application

 Group the students into 3.

 Assign each group to deliver speeches in the following situations:
Group 1 – Graduation ceremony
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

Group 2 – Business conference

Group 3 - Press conference
Use rubrics to rate the presentation.

IV. Evaluation

Paper and pen test

V. Assignment

What are other situations where formal speech is used?

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

   Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

Teaching Dates: _________________________
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

Content: Communicative Competence Strategies in Various Speech Situations

Content Standard: The learner recognizes that communicative competence requires
understanding of speech context, speech style, speech act, and
communicative strategy.
Performance Standard: Demonstrates effective use of communicative strategy in a variety
of speech situations.
Learning Competency: Identifies the various types of speech context
LC Code: EN11/12OC-Ibe-17

I. Objectives
At the end of the study, the students will be able to:
a. recall the different types of speech styles discussed
b. identify the different (kinds) characteristics/qualities of a frozen speech style
c. deliver a frozen speech
d. decide which speech style applies to a particular speech context

II. Subject Matter

Topic: Types of Speech Style (Frozen)
Reference: Oral Communication in Context, pp 49-51
Materials: Markers, Manila Paper, Adhesive, etc.

III. Presentation
  Preliminaries
   
Activity: 
      Simple Recall of the different types of Speech Styles discussed in the previous
sessions.
     Show students a video clip containing different speeches

  Analysis:
      What is the video all about?
        What have you noticed about people’s doings in the video?
        Can you site various characteristics /qualities  to the speeches given?
 
Analysis Task:

a. Group the class by 8 and distribute materials.

b. Instruct students to give a list of any ideas about the speech shown in the video.
c. (Presentation)

Abstraction:  
Frozen speech is a formal style whose quality is static , ritualistic, and may
even be Archaic. It is exemplified by kinds as to:

 Prayers that have been recited  in the same way for years
 Pledge of allegiance or Panatang Makabayan
 Oath of office of any government officer or of the student council.
 Show students  more videos for each exemplifications:
 Prayer  -  Muslim prayers
          Buddhist prayers
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

          Catholic Rituals/prayers
 Pledge of Allegiance – to the national flag, Boy/Girl Scout
Flag/religious               
                                          Organizations’ flags
 Oath of Office- presidential position, to the congress, senate, student
councils….

Application:
Using the same group, instruct students to prepare a role play simulating a
frozen speech on:
Group A. Prayer (choose among religions)
Group B. Pledge of Loyalty
Group C. Oath of Office
Group D. A Wedding Minister

IV. Evaluation:

Decide and choose the speech style that may be used in the speech context. 

V. Assignment

Look for a frozen speech style. Cite one famous line.  Reflect on the message of that
line.

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

   Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I

                                            

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

Teaching Dates: _________________________
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

Content: Communicative Competence Strategies in Various Speech Situations

Content Standard: The learner recognizes that communicative competence requires
understanding of speech context, speech style, speech act, and
communicative strategy.
Performance Standard: Demonstrates effective use of communicative strategy in a variety
of speech situations.
Learning Competency: Identifies the various types of speech context
LC Code: EN11/12OC-Ibe-20

I. OBJECTIVES:

At the end of the lesson, the students should be able to:

a. define locutionary speech act
b. determine the locutionary speech act in a given context; and
c. provide other examples of locutionary speech act.

II. SUBJECT MATTER:

     Topic: Type of Speech Act: Locution (Utterance)

References: Oral Communication In Context Textbook, page 53
Resources : multimedia (laptop, overhead projector), activity sheet

III. PRESENTATION:

Motivation: The teacher presents a happy emoticon and lets the students create
expressions or utterances.
-The teacher will process the response.

A. ACTIVITY 
Group Activity: The students will be divided into five groups. Each
group will be given an utterance and act it out.
What?   Wow!    It’s a bird!  Oh my God!    Really?

B. ANALYSIS 

 The teacher will ask:

How did you find the activity?
How did you come up with your act/ expression?
 The teacher processes the answers and let them define locution
based from their answers.
 Interactive discussion.

C. ABSTRACTION 
-Deepening of content through lecturette
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

D. APPLICATION 

 -Working in the same group, each will be given a dialogue.

-The students will determine the locution in the given dialogue.
-Choose a reporter to deliver the output.

IV. ASSESSMENT 

-Individually, students will provide at least ten examples of locutions and its
intention. 

V. ASSIGNMENT
-List down at least 15 locutions used at home.

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

   Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

Teaching Dates: _________________________
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

Content: Communicative Competence Strategies in Various Speech Situations

Content Standard: The learner recognizes that communicative competence requires
understanding of speech context, speech style, speech act, and
communicative strategy.
Performance Standard: Demonstrates effective use of communicative strategy in a variety
of speech situations.
Learning Competency: Engages in a communicative situation using acceptable,         
                                                 polite and meaningful communicative strategies.
LC Code: EN11/12OC-Ibe-21

I. OBJECTIVES: 
At the end of the lesson, the students should be able to:
a. Identify the different communicative strategies
b. Perform the different types of communicative strategies
c. Express/Share the importance of communication

II. SUBJECT MATTER: 

             Topic: Types of Communicative Strategies
             Reference: Oral Communication In Context
  Resources: laptop, task card, ppt, graphic organizer

III. PRESENTATION/PROCEDURE:

       ACTIVITY (video analysis)

 The teacher will let the students watch the video clip about global warming.
Group Task: Slogan Making regarding global warming

       ANALYSIS
Essential questions:
1. Did you enjoy watching the video clip?
2. What have you observed in the conversations?
3. What are the different strategies used that helped you in making the
slogan?

      ABSTRACTION

Different communicative strategies and its importance

(Lecturette with HOTS questions)

      APPLICATION:
    
        The students will be divided into 7 groups. Each group will have their    
                     own task cards. Each card contains a specific communicative strategy they will
perform as well as the scenario (real life situations)
            
  Group 1- nominative Group 5- topic shifting
       Group 2- restrictive Group 6- repair
                        Group 3- turn taking Group 7- termination
                       Group 4- topic control
                                
                                                      ( Rubrics for role playing )
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

IV. ASSESSMENT:

                          
   Group Work

Using the same group, they will complete the given graphic organizer by     
           answering the questions

V. ASSIGNMENT:

Research about Language form

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

   Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

Teaching Dates: _________________________

Content: Communicative Competence Strategies in Various Speech Situations

Content Standard: The learner recognizes that communicative competence requires
understanding of speech context, speech style, speech act, and
communicative strategy.
Performance Standard: Demonstrates effective use of communicative strategy in a variety
of speech situations.
Learning Competency: Engages in a communicative situation using acceptable,         
                                                 polite and meaningful communicative strategies.
LC Code: EN11/12OC-Ibe-21

I. OBJECTIVES:

At the end of the lesson the students are expected to:

a. define topic shift.
b. identify “topic shifts” in a speech.
c. explain how “topic shifting” can affect the relationships of speaker to the
receiver.

II. SUBJECT MATTER: 

Topic: Types of Communicative Strategy (Topic Shift)

References:  http://pacific.jour.auth.gr/valiouli/lessons/6o/Topic%20shift
%20markers.htm
Resources: Power point presentation,  printed articles 

III. PRESENTATION

1. PRELIMINARIES

a. Pre-Activities
-Greetings
-Presentation of objectives

b. Motivation
-Setting of rules
-Form the group by 6
-Assign group leader and let the group prepare their short yell as their group 
identification

2. LESSON PROPER

a. ACTIVITY

Form the group into a big circle and do the “Chain is Coming” activity.

In this activity the teacher will give a starting sentence/situation and

then the students will supply additional information to create a full story.
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

b. ANALYSIS

o What are your insights about the activity?

o How are you going to relate the activity to the effectiveness of
communication?
o Did you notice the shifts happened while forming the story?
 What feelings do you acquire while forming the story because
others shifted the story in a way that you didn’t wish to?

c. ABSTRACTION

* How “Topic Shifts” affect the 

 Language form
 Duration of interaction
 Relationship of speaker
 Role of and responsibilities of the speaker
 Message
 Delivery

d. APPLICATION

Type of Activity: Differentiated Instruction

Instruction: Give situation that topic shifting can affect the 
Group I: Language form
Group II: Duration of interaction
Group III: Relationship of speaker
Group IV: Role of and responsibilities of the speaker
Group V: Message
Group VI: Delivery

IV. ASSESSMENT

The teacher will present samples of topic shifting. Then the students
will identify what speech context if being affected in the sample given. ( 5
items only )

V. ASSIGNMENT

Research and compile 5 examples of  position papers and identify the
stand presented

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

   Subject Teacher  SHS Coordinator

Approved:
SAMUEL REY S. VILORIA
Principal I
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

Teaching Dates: _________________________

Content: Communicative Competence Strategies in Various Speech Situations

Content Standard: The learner recognizes that communicative competence requires
understanding of speech context, speech style, speech act, and
communicative strategy.
Performance Standard: Demonstrates effective use of communicative strategy in a variety
of speech situations.
Learning Competency: Engages in a communicative situation using acceptable,         
                                                 polite and meaningful communicative strategies.
LC Code: EN11/12OC-Ibe-21

I. Objectives:
At the end of the lesson, the learners should be able to:
 Identify the roles and responsibilities of a speaker;
 Explain that shift in speech context, speech style, speech act and
communicative strategy affects the role and responsibilities of the
speaker.

II. Subject Matter:

Topic: Types of Communicative Strategy (Roles and Responsibilities of

a Speaker
Reference:   Oral Communication in Context
Resources:     laptop LCD projector Manila paper
            Pentelpen Scotch tape Metacards

III. Presentation:

Preliminaries:
Prayer
Checking of Attendance
Motivation
Have the learners play the Unscrambling of Letters Game with keywords
below:
Microphone
Speaker
Duties
Responsibilities
Speech

Presentation
A. Activities
Group the learners together with five members for each group. They
have to finish the task in five minutes.

Group 1: Talk show/ interview

Group 2: Question & answer portion on a beauty pageant
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

               
B. Analysis

Base on the activities, ask the learners to ponder  on the following:

 What is common among the answers of the pictures shown in our
game? 
 How were you able to generate ideas for your presentation?
 During the presentation of your output, cite problems you encounter
while delivering your respective lines/roles. How were you able to
cope with it?

C. Abstraction
 Discuss the roles and responsibilities of speakers.
a. Transmit information
b. Motivate people to act
c. Tell a story
d. Engage in ongoing training and education to refine craft
 seeking guidance to improve their speaking skills 
 continuous research in their topic area of focus.
e. Bring out new and decision driving facts
f. Identify and present a memorable delivery to root the message

 Explain how shift in speech context, speech style, speech act and
communicative strategy affect the role and responsibilities of the speaker.

a. Communication Accommodation Theory (CAT) by Howard Giles argues

that "when people interact they adjust their speech, their vocal patterns and
their gestures, to accommodate to others".

    Two Main Accommodation Processes: 

a.i. Convergence refers to the strategies through which
individuals adapt to each other’s communicative behaviors in
terms of a wide range of linguistic-prosodic-nonverbal features
including speech rate, pausal phenomena and utterance length,
phonological variants, smiling, gaze, and so on in order to reduce
these social differences.

a.ii. Divergence refers to the instances in which individuals

accentuate the speech and non-verbal differences between
themselves and others.

      b. Speech Accommodation Theory (SAT)

Giles pointed out that speakers adjust not only their accents but also
other aspects of speech such as speech rate, pauses, utterance
length, and pronunciation. 

c. Putman & Street (1984) reported that interviewees tried to adjust

their speech rate in order to make themselves sound likeable to their
interviewers.
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

Application

Each group will create a poster with a slogan about the duties and
responsibilities of a speaker including the factors that could affect the
speaker’s speech delivery.

IV. Assessment

Present a short variety show. The focus and emphasis should be on

the speaker’s role and responsibilities as well as the factors that could affect
the speech delivery must be present and visible.

V Assignment

Describe the features and characteristics of a message.

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

   Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I

      
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

LESSON PLAN IN ORAL COMMUN ICATION IN CONTEXT

Content: Communicative Competence Strategies in Various Speech Situations

Content Standard: The learner recognizes that communicative competence requires
understanding of speech context, speech style, speech act, and
communicative strategy.
Performance Standard: Demonstrates effective use of communicative strategy in a variety
of speech situations.
Learning Competency: Engages in a communicative situation using acceptable,         
                                                 polite and meaningful communicative strategies.
LC Code: EN11/12OC-Ibe-22

I. Objectives: 
At the end of the lesson, the students are expected to:
1. explain that a shift in speech context, speech style, speech act and
communicative strategy affects the message;
2. act out situations that shows how the message is affected because of a shift
in speech context, speech style, speech act and communicative strategy
affects the message.

II. Subject Matter:

Topic: Types of Communicative Strategy
Reference: Oral Communication in Context, pp. 56-58
Resources:  Laptop, DLP, Video Clips

III. Presentation:
Motivation: (Optional)

Activity: 
Let the class watch a video clip. ( A Dialogue that shows a shift in speech
context,    speech style, speech act and communicative strategy affects the
message)

Analysis:
1. How many topics were discussed?
2. Was /Were the message/s clear?
3. What type/s of communicative strategy was/were used?
4. How does a shift in speech context, speech style, speech act and
communicative strategy affects the message?
5. Can you think of a solution to this problem/concern? (Optional)

Abstraction:
 Processing the students responses
 The teacher gives additional input about how a shift in speech context,
speech style, speech act and communicative strategy affects the
message.
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

Application:

This time each group will act out a situation that shows that the
message is affected due to a shift in speech context, speech style, speech act
and communicative strategy affects the message. 
Please be guided of the rubrics.

Group 1:  Shift in Speech Context

Group 2: Shift in Speech Style
Group 3: Shift in Speech Act
Group 4: Shift in Communicative Strategy
Rubrics:
10 – The shift is evident and presented clearly.
8 – The shift is evident but not clearly presented.
5 – The shift is not evident.

IV. Assessment:

The students will be given 5 statements about the concept being

presented. Let them identify whether the statement is true or false.

V. Assignment:

Write a dialogue that shows a shift in communicative strategy.

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

   Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

June 06, 2016

Content: Types of Speeches According to Purpose

Content Standard: The learner realizes the rigors of crafting one’s speech.
Performance Standard: The learner proficiently delivers various speeches using the 
                                       principles of effective speech delivery
Learning Competencies: Distinguishes Types of Speeches
LC Code: EN11/12OC-Ibe-23

OBJECTIVES:
At the end of the lesson, the students are expected to:
a. define the different types of speeches according to purpose;
b. identify the types of speeches according to purpose; and,
c. analyze the types of speeches given.

SUBJECT MATTER:
Topic: Types of Speeches According to Purpose
Reference: Oral Communication in Context © 2016
By: Ramona S. Flores
                   Sample speeches- www.speech-guru.com/sample_entertaining_speech.ph
  Materials: PowerPoint presentation, video clip

PRESENTATION:

A. Preliminary Activities
1. Prayer
2. Greetings
3. Checking of Attendance
4. Setting of Standard
5. Review

B. Lesson Proper

1. ACTIVITY
 Present a video clip to the students to reflect and analyze.

2. ANALYSIS
 The students will answer the following questions:
a. Have you experienced speaking in front of the public?
b. How does it feel?
c. Did you feel the same way like what the character in the video has felt?
d. What do you think are the preparation you have to consider in delivering a
speech?
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

3. ABSTRACTION
 The teacher will explain the following:

Different Types of Speeches According to Purpose

- Informative Speech
- Persuasive Speech
- Entertainment Speech

4. APPLICATION
 A game! The students will be grouped into three. Each group has a
representative to identify the type of each presented speech sample in a
videoclip. Then, they will give brief explanation of their answers.  

IV. EVALUATION:
 The students will analyze what type of speech is being presented.

V. ASSIGNMENT:

 Research for a one sample of speech of either informative, persuasive or

entertainment to be presented in class following the speech delivery lesson
that will be discussed the next meeting. 

                                                                                                                     
    

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

   Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I

                         
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

June 06, 2016

Content: Speech Type According to Delivery

Content Standard: The learner realizes the rigors of crafting one’s speech.
Performance Standard: The learner proficiently delivers various speeches using the 
                                       principles of effective speech delivery
Learning Competencies: Uses principles of effective speech delivery in different situations
LC Code: EN11/12OC-Ibe-24
I.   Objectives: 
At the end of the lesson the students are expected to:
a. define reading from a manuscript and a memorized speech,
b. differentiate reading from a manuscript and a memorized speech,
c. perform speech from a manuscript and a memorized speech.

II. Subject Matter:

  Topic : Reading from a manuscript and  Memorized Speech
Reference: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES,    
    Grace M. Saqueton and Marikita Tara A. Uychoco, pp. 70-74
Resources:  Fact Sheets and Powerpoint Presentation

III. Presentation:

a. Preliminaries
Prayer
Checking of Attendance 
Review

b. Activity: 

GROUP WORK: Students will make a diagram about their prior knowledge about
Reading from a manuscript and Memorized Speech.
Group 1: T-chart
Group 2: concept mapping
Group 3: Venn Diagram

c. Analysis: 
 Let the students present their work and process the answers.

d. Abstraction: 

 Definition of Reading from a manuscript and Memorized Speech.

e. Application: 
 Using a Venn diagram show the differences and similarities of Definition of
Reading from a manuscript and  Memorized Speech.
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

IV Assessment: 

Students shall be grouped into 4. They are given the task to do.
Group 1: Oration
Group 2: Reading from Manuscript
Group 3: Oration
Group 4: Reading from Manuscript
Each group shall perform the assigned task.
After each group had performed, choose the best performer to deliver in the
entire class.

V Assignment:
a. What is an Impromptu Speech?
b. What is an Extemporaneous Speech?  

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

   Subject Teacher  SHS Coordinator

Approved:

SAMUEL REY S. VILORIA

Principal I
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

LESSON PLAN IN ORAL COMMUNICATION IN CONTEXT

Teaching Dates _________________

Content: Speech Type According to Delivery

Content Standard: The learner realizes the rigors of crafting one’s speech.
Performance Standard: The learner proficiently delivers various speeches using the 
                                       principles of effective speech delivery
Learning Competencies: Uses principles of effective speech delivery in different situations
LC Code: EN11/12OC-Ibe-25

I.   Objectives: 
At the end of the lesson the students are expected to:
a. identify the Impromptu speech and Extemporaneous Speech,
b. explain how the two speeches will be delivered,
c. point-out the differences of Impromptu speech and Extemporaneous
Speech.
d. deliver a 2-minute Impromptu Speech.

II. Subject Matter:

  Topic : Impromptu and Extemporaneous Speech 
Reference : Oral Communication in Context
    Grace M. Saqueton and Marikita Tara A. Uychoco, pp. 70-74
Resources :  Fact Sheets and Powerpoint Presentation

III. Presentation:
a. Preliminaries
Prayer
Checking of Attendance 
Review

b. Activity: 
Let the students watch a video.
Video: Speech in a wedding.

c. Analysis: 
What have you seen on the video?
What kind of speech is given in the video? 
What can you say about the speech given in the video?

d. Abstraction: 
Impromptu Speech - A speech that has no advanced planning or practice.
 Delivered on short notice with little or no preparation.
Example:
When one is suddenly asked to give the welcome remarks in a program
already on-going and there is hardly time to prepare.

Remember when giving an Impromptu Speech

 Think for a second about what you are going to say
 Keep your points brief and to the point
 Take a few seconds between thought to compose yourself
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

Advantages:
1. The speech is delivered in a spontaneous manner and in a more
conversational tone unlike the Manuscript Speech.
2. The speaker can adjust the speech (make it longer or shorter) and add or
skip an idea without any problem, obvious gaps, or long pauses due to
memory loss as in the Memorized Speech.

Disadvantages;
1. The speaker can just go on and on, and sometimes, with no point to make
at all.
2. The speaker may be so rattled and disorganized that the Speech ends up
with not much sense.

Extemporaneous Speech 
– Involves the speaker’s use of notes and some embellishment.
-May sound like it is delivered “off-the-cut” as it were with hardly any
preparation because it sounds so spontaneous.
 Given enough time to prepare.
Speech Outline:
I. Introduction
II. Body
a. Point 1
b. Point 2
c. Bringing it Together
III. Conclusions

e. Application: 
Differentiate Impromptu Speech from Extemporaneous speech using a Venn
Diagram.

IV Assessment: 

The class will pick (or draw lots) from the list of topics below for an exercise in
Impromptu Speech and Extemporaneous Speech delivery. Time for minimum preparation
and time limits for delivery will be set. (Please see the Rubrics for Delivery for scoring)

honest discipline generosity aggressiveness secretiveness

y
charity compassion responsibility laziness courtesy

V Assignment:
What are the Principles of Speech Writing?

Prepared by: Checked/Noted: 

RIZZIE D. RODRIGUEZ  ANGELIFE A. TEVES

   Subject Teacher  SHS Coordinator

Approved:
 Department of Education
Region XII
Division of Sultan Kudarat
MALIGAYA NATIONAL HIGH SCHOOL
Maligaya, Lambayong, Sultan Kudarat

SAMUEL REY S. VILORIA

,,,,,,,,,,,Principal I