Stage-III Oral Com

Stage III – UNIT PLAN for ORAL COMMUNICATION
Unit Topics:
1. Nature and Elements of Communication
2. Functions of Communication
3. Communicative Competence Strategies
Total no. of sessions: 20 sessions (40 hours)

Topic Outline:
1. Nature and Elements of Communication
a. Definition
b. The process of Communication
c. Models of Communication
d. Five Elements of Communication
e. Effective Communication Skills
f. Intercultural Communication
a. Regulation/Control
b. Social Interaction
c. Motivation
d. Information
e. Emotional Expression
a. Types of Speech Context
a.1 intrapersonal
a.2 interpersonal
Dyad
Small group
a.3 public
b. Types of Speech Style
b.1 Intimate
b.2 Casual
b.3 Consultative
b.4 Formal
b.5 Frozen
c. Types of Speech Act
c.1 Locution
c.2 Illocution
c.3 Perlocution
Materials and References

Textbook: Fernandez et. al., 2016. Oral Communication. Quezon City: C & E Publishing Inc.
___________________________________________________________________________________________________________
Topic/Activity: Diagnostic Test

Session no: 1
Date of Implementation:
Grade 11 Joseph: _____________________
Grade 11 Timothy_______________________
Daily Routine: Prayer, Greeting and Checking of Attendance
Learning Objectives: At the end of the session, student can:

Cognitive: 1.0 + Think critically as to what the answers they have provided for the questions given.
2.0  Understand Oral Communication.
Psychomotor: 3.0 +Answer the questions correctly.
4.0  Share oral communication experiences and knowledge.
Affective: 3.0 + Manifest honesty in answering the questions given.
6.0 + Imbibe appreciation for oral communication in daily life.
1st half of the session:
I. Coverage
1.Nature and Elements of Communication
Test Proper: Formative Test (Refer to the diagnostic test given)

Checking the Answers
Introduction of the topics to be covered in the 1st Quarter of the 1st Semester
2nd half of the session:
Motivation/Review:
Have you tried performing oral communication before? What did you feel about it? Share your experiences.
Firm/up/Deepening:
Strategy: Group Discussion
Process Questions:
1. What is communication? MLC #1 (An)
*Communication is the process by which people exchange messages.
2.1. How is communication performed? MLC #2.a

* Communication is achieved by delivering the message through oral or written symbols.
2.2. What are the basic steps of communication?

* Successful communication is achieved through a process comprising basic components. First, the speaker/sender
shares ideas by transforming their thoughts and feelings into messages. The messages are transmitted to the
listener/receiver through a channel. Consequently, feedback will take place when the receiver will react or respond to the
sender.
Evaluation: Formative Test (Short Essay)

1. After knowing the process of communication, is there a shift of mindset about it? Why?
Assignment: In a ¼ sheet of paper, answer the following question:

1. What do you think is the importance of oral communication to your chosen strand?
Topic/Activity: Models of Communication/Intercultural Communication

Session no: 2
Grade 11 Timothy _________________
Grade 11 Joseph _________________
Learning Objectives:
Cognitive: 1.0  Recognize communication models
2.0 Explain why there is a breakdown of communication
Psychomotor: 3.0 Differentiates the various models of communication
4.0.Uses various strategies in order to avoid breakdown of communication
Affective: 5.0 + Demonstrate sensitivity to the socio-cultural dimension of communication situation
Motivation/Explore:
In formal or casual situation:
How do communicators interact?
How does the conversation flow?
How does the sending of message go?
In cross-cultural situation:
Have you experienced talking to a person with different culture?
Firm Up/ Deepening:
Strategy: Discussion/Interactive Learning

Processing Question/s:
1. What are the various models of communication? MLC #3 (An)
Answer: The following are some of the most prominent
a. Aristotle’s Speaker-Centered Model
b. Schramm’s Model of Communication
c. Source-Message-Channel-Receiver (SMCR) Model
d. Linear, Interactive, and Transactional Models
2. Why is there a breakdown of communication? MLC #5
3. How can communication breakdown be avoided? MLC #6

Answer: To overcome noise and misunderstanding, follow the basic strategies in communicating.
As a speaker:
A. Use concise and simple words.
B. Take note of the environment and adjust your voice accordingly.
C. Use verbal and non-verbal means.
D. Consider your listener’s context.
E. Pay attention to your listener’s non-verbal cue
F. If your listener does not understand your messages, try to rephrase the statement or use gestures.
G. After speaking, give your listener a chance to share his/her feedback.
As a listener:
A. Practice self-awareness by being conscious of your own behavior, feelings, and habits.
B. Listen actively and attentively.
C. Use non-verbal cues.
D. Maintain eye contact during the conversation.
E. Ask for clarification.
F. Provide feedback.
4. How can an individual understand and interact with other cultures?MLC #7

Answer: Intercultural competence enables a communicator to understand and interact with other
cultures by applying attitudes and values, and understanding interaction skills. It entails acceptance of
and respect for one’s cultural identity and open-mindedness and sensitivity to others. The following are
the eight basic behaviors for intercultural competence which describe the attitudes and behaviors
needed for an intercultural mindset:
A. Display of respect
B. Orientation of knowledge
C. Empathy
D. Interaction management
E. Task role behavior
F. Relational role behavior
G. Tolerance of ambiguity
H. Emotional expression and interaction posture
Application to Learning (Real Life Situation)
In communication, exchanging of messages is necessary in order illustrate its concept. To perform communication, various models
must be employed. With this, is informational text structure applicable to your tracks?
Answer: Yes! In oral communication, the message can be delivered orally, such as in speeches or reports, or through written symbols,
such as Facebook posts or letters. People use language to interact, build relationships, and understand other people’s ideas. Even
those who are not gifted with speech have their own unique form of language.
Closure/Generalization
Essential Question/s:
1. How can students design and perform effective oral communication activities?
Enduring Understanding
1. Students will understand that mastering communication the process of communication is important in designing and
performing effective oral communication activities.
Learning Across Discipline:
 Values
 Social Science
 Business
Evaluation
Refer to test bank
Assignment
What is the best way to avoid communication breakdown?
Topic/Activity: Scaffold 1
Session no: 3
Grade 12 Joshua (HUMSS) _____________________
Title: Role-Play
TRANSFER GOAL: Students are able to self-sufficiently apply the concepts and skills learned in the unit to design and
perform oral communication activities.
Skills: Critical thinking, collaboration, listening, speaking, viewing
Teacher’s Role:
Before the activity, the teacher will:
- Review the lesson before the activity
- instruct each group to depict communication process in particular social situation
During the activity, the teacher will:

- Ensure that all students’ work together as a group.
- Ensure that questions and clarifications are entertained.
After the activity, the teacher will:

- Evaluate students’ performance based on rubrics
- Answer the questions and clarifications given by the students.
Student’s Role:
Before the activity, the student will:
- Recite answers to the questions being asked by the teacher as part of the review of concepts.
- Prepares the idea to perform the activity
During the activity, the student will:

- Participate in Role-playing.
After the activity, the student will:

- Listen to the teacher’s evaluation.
- Take down notes of the inputs given by the teacher.
Expected output: Recitation of Answers to review of concepts, Consolidation of evaluation from the group presentation
Topic/Activity: Functions of Communication

Session no: 4
Date of Implementation: _______________________

Cognitive: 1.0 Discuss the functions of communication
Psychomotor: 2.0 Identify the speaker(s) purposes
Affective: 3.0 Appreciate the functions of non-verbal communication
Motivation/Explore:
Question: In oral communication, every speaker has a purpose of delivering his/her message. As observers, how would you identify a
speaker’s purpose?
Answer: Functions of communication.
Firm Up/Deepening:
Strategy: Interactive Discussion
Process Questions:
1. What are the functions of communication? MLC #1 (An)

Answer: Communication serves five major functions within a group or organization: control, social interaction,
motivation, emotional expression, and information.
2. What are the speaker’s purposes? MLC #2 (An)

Answer:
A. Control or regulation: people communication to manage the behavior of other.
B. Social interaction: to connect with each other
C. Motivation: to encourage others to improve or become better
D. Information: to share and gain information
E. Emotional expression: to express how they feel
Application of Learning (Real Life Situation)
Communication serves five major functions within a group or organization: control, social interaction, motivation, emotional expression,
and information. These functions help participants identify the purpose of communication.
Closure/ Generalization:
Essential Question:
1. How can students effectively identify the purpose of each speaker?
1. Recognizing the functions/purposes of oral communication enables one to identify the speaker’s purpose.
Learning across Disciplines
 Understanding the functions of communication is applicable in Philosophy and Political Science because these disciplines
encompass the five major functions.
Evaluation
Refer to test bank
Assignment
Name a particular communication situation that highlights each function.
Topic/Activity: Functions of Communication

Session no: 5

Cognitive: 1.0 Ascertain the verbal and non-verbal cues that each speaker uses to achieve his/her purpose.
2.0 Identifies strategies used by each speaker to convey his/her ideas effectively.
Psychomotor: 3.0 Watch and listen to sample oral communication activities
Affective: 4.0 Appreciate the strategies for effective communication
Motivation/Explore:
Question: In oral communication, how would a speaker effectively achieve his/her purpose?
Answer: Verbal and Non-verbal Cues
Firm Up/Deepening:
Strategy: Interactive Discussion
Process Questions:
1. How does the speaker deliver his/her speech? MLC # (An)

Answer: The speaker effectively delivered his/her piece through the use of his voice, gestures, movements,
and/or visual materials.
2. What are the verbal and non-verbal cues that each speaker uses to achieve the purpose? MLC #4 (An)
Answer: Verbal cues: spoken words, written words
Non-verbal cues: sighs, screams, laughs, fillers, vocal qualities, and features
3. What are the non-verbal strategies used to convey speaker’s ideas effectively? MLC #6 (An)
Answer: The following non-verbal behaviors help the speaker convey ideas effectively: Complementing,
Contradicting, Accenting, Substituting, Regulating, and Repeating.
Application of Learning (Real Life Situation)
Verbal communication involves the use of language to express ideas. In communication, we send messages not only through words
but also through non-verbal cues, which contribute to effective communication.
Closure/ Generalization:
Essential Question:
1. How can students effectively evaluate various speeches?
1. Recognizing the functions/purposes of oral communication enables one to evaluate speeches.
Learning across Disciplines
 In areas like Philosophy, Values, and Political Science, functions of non-verbal communication are used in order for the
speakers to achieve effective communication.
Evaluation
Refer to test bank
Assignment
As a group, go to https://www.youtube.com/user/TEDtalksDirector/videos and choose a speech on a topic that interests you.
Topic/Activity: Scaffold 2
Session no: 6
Title: Speech Evaluation

Transfer Goal: Students are able to self-sufficiently apply the concepts and skills learned in the unitto design and perform
oral communication activities.
Skills: Creativity, Composition, Collaboration and Innovative
Teacher’s Role:
- Divide the class into five groups.
- Give the complete instruction to the students what to do during the activity.
- Assign a leader to facilitate the group.

- Ensure that the students are in their proper groups and are participating in the group.
- Objectively evaluate the performances of each group.
- Entertain questions and clarifications from the students.

- Provide constructive feedback to each student based on what she had observed during the activity
- Give the strength and the areas that need improvement in the essays written.
- Give scores to the team/s using the rubrics.
Student’s Role:
- Carefully listen and follow the instructions given by the teacher.

- Write a 250-word essay of their objective observation and evaluation of the various speakers watched and listened
to as a group
- Work with the team to brainstorm details.
- Each group can be innovative with their composition as long as it will not totally divert from the standards

- Accept the feedback given by the teacher as basis for improvement.
- Take note of the comments given by the teacher after the checking.
Expected output: Essay
Topic/Activity: Communicative Competence Strategies

Session no: 7

Cognitive: 1.0Identify the various types of speech context.
Psychomotor: 2.0 + Explain intrapersonal communication
3.0+ Communicate in this context
Affective: + 4.0Appreciate the usefulness of each type of intrapersonal communication.
Motivation/Review:
Exercises
Firm/up/Deepening:
Strategy: Exercises/ Interactive Discussion
1. What are the different types of speech context? MLC #1.a (An)
Answer: Speech contexts are classified into three categories: Interpersonal, Intrapersonal, and public communication.
2. What is intrapersonal communication? MLC #1.b (An)

Answer: Intrapersonal communication happens when you communicate with yourself.
Application of Learning (Real Life Situation):

In Intrapersonal Communication, one mentally process information that influences behavior and interaction with others through an
internal monologue.
Closure/Generalization:
Essential Questions:
When can students effectively apply intrapersonal communication?
Enduring Understanding:
Intrapersonal communication is used in clarifying ideas before making a decision.
Learning across Disciplines (Integration with other subjects)

 Mathematics
In problem-solving, Intrapersonal communication is applied since the activity enables someone to discuss with
him/herself before making a decision.
 Political Science
In case analysis, this type is applicable since one needs to clarify ideas or weigh several options before making a
decision.
Evaluation
Short essay: What is the importance of Intrapersonal communication in your chosen strand?
Assignment
Research on Interpersonal Communication

Session no: 8

Cognitive: 1.0Define interpersonal communication.
Psychomotor: 2.0 + Explain the two forms of interpersonal communication
Affective: + 3.0 Appreciate the usefulness of interpersonal communication.
Motivation/Review:
Exercises
Firm/up/Deepening:
Strategy: Exercises/ Interactive Discussion
1. What is interpersonal communication? MLC #1.c (An)
Answer: Interpersonal communication: interaction of two or more people.

Interpersonal communication involves the interaction between two or more people. This type is categorized into the following forms.
First is Dyad, which involves an exchange of messages between two people. The second is Small Group, which refers to the
interaction of people forming a small group.
When can students effectively apply interpersonal communication?
Interpersonal communication is used in dyadic interpersonal communication and face-to-face interaction.

Interpersonal communication is applied in any subject matters since it involves interaction and participation to achieve successful
discussion.
Evaluation
Short essay: What is the importance of Interpersonal communication in your chosen strand?
Assignment
Read in advance the next topic

Session no: 9
Cognitive: 1.0Define Public communication

Psychomotor: 2.0+ Explain the two characteristics of public communication.
Affective: + 3.0 Appreciate the usefulness of public communication.
Motivation/Review:
Group Discussion
Firm/up/Deepening:
Strategy: Group Discussion/ Interactive Discussion
1. What is public communication? MLC #1.d (An)
Answer: Public communication: one-to-many communication

Public communication involves a large gathering of people where most serve as listeners. In this setting, the speaker does most of the
talking while the audience simply listens.
When can students effectively observe public communication?
Examples of public communication include the president’s SONA and the valedictory address.
In Values education, sometimes the audience cannot respond and participate in a two-way conversation, although there are some
instances when they are given the chance to ask questions.
Evaluation
Exercise: refer to page 43 and 46 of the textbook Oral Communication
Assignment
What is the importance of public communication to your chosen strand?

Session no: 10
Date of Implementation: _________________________

Cognitive: 1.0Distinguish types of speech styles.
2.0 Identify social situations in which each speech style is appropriate to use.
Psychomotor: 3.0 Observe the appropriate language forms in using a particular speech style.
Affective: + 4.0 Manifest appreciation of the different speech styles.
Motivation/Review:
Review the last topic discussed.
Firm/up/Deepening:
Strategy: Group Exercises/Discussion
1. What are the different types of speech styles? MLC #3.a (An)
Answer: The five types of speech styles are Frozen, Formal, Consultative, Casual, and Intimate.
2. What is Frozen Style? MLC #3.b(An)

Answer: Frozen Style includes content which cannot be rephrased or reworded because it has been
handed down through tradition or laws.
3. What are the social situations in which each style is appropriate to use?MLC #4(An)
Answer: Frozen Style is used in sacred ceremonies/pledge.
4. What are the appropriate language forms in using a particular speech style?MLC #5(An)
Answer: Frozen Style of speech requires serious language.

Style is a variety of language and a distinctive manner in which people express themselves in a particular situation. One of the types of
speech style is Frozen Style or Oratorical Style.
How do you effectively deliver Frozen Style of speech?
To effectively deliver this content, one must be serious.

 Values
Oratorical style should be said from the heart, in the right place and at the right time. A concrete example is when someone
states biblical passages or recites prayers.
Evaluation
Group activity: Act out a social situation when frozen style is depicted.
Assignment
Read in advance the next topic for the subject.

Session no: 11

Cognitive: 1.0Describe Formal Style and Consultative Style.
Psychomotor: 2.0 Identify social situations which each style is appropriate to use.
3.0 Observe proper language use in applying each style.
Affective: + 4.0 Manifest appreciation for each style.
Motivation/Review:
Review the last topic discussed.
Firm/up/Deepening:
Strategy: Interactive Discussion/Group Exercises
1. What is Formal Speech Style? MLC #3c (An)
Answer: Formal Style is used for important or serious situations.
2. What is Consultative Style? MLC #3d (An)

Answer: Consultative Style involves a two-way communication in a professional setting.
3. What are the social situations in which formal style is appropriate to use? MLC #4 (An)
Answer: Formal style is used in speeches, sermons, and SONA
4. What are the social situations in which consultative style is appropriate to use? MLC #4 (An)
Answer: Consultative style is used in interaction between teacher and student; employer and employee; and
lawyer and client
5. What are the appropriate language forms in using a particular speech style? MLC #5 (An)
Answer: Formal style requires formal language while Consultative style requires the use of professional
language.

Formal style of speech is used in addressing a large audience. For an example, watch the following video. Barack Obama Victory
Speech, Yes We Can, 2008 https://www.youtube.com/watch?v=GNtJRPcPCcw
A Consultative style is observed in classroom discussions or company meeting. For an example, watch the following video. Robin
Williams’ ‘Carpe Diem’ Talk, Dead Poets Society https://www.youtube.com/watch?v=veYR3ZC9wMQ
Why are formal and consultative styles important in our study?
The two styles are important in our study because we can employ them in classroom and professional settings.

 English
In public speeches or interaction, the two speech styles are very useful, that’s why in Political Science, understanding the said
styles is necessary so as to improve public speaking skills.
Evaluation
Short essay: write a short reaction about the videos watched.
Assignment
Read in advance the next topic for the subject.

Session no: 12

Cognitive: 1.0Learn about Casual Style and Infinite Style.
Psychomotor: 2.0Identify social situations which each style is appropriate to use.
3.0 Observe proper language use in applying each style.
Affective: + 4.0 Manifest appreciation for each style.
Motivation/Review:
Review the last topic presented.
Firm/up/Deepening:
Strategy: Interactive Discussion/ Group Exercises
1. What is Casual Style of speech? MLC #3e (An

Answer: Casual Style is used in a relaxed or not normal situation with friends or family members.
2. What is Intimate Style of speech? MLC #3f (An)

Answer: Intimate Style is used in private communications among families.
3. What are the social situations in which each style is appropriate to use? MLC #3f (An)
Answer: Casual style is used in chatting with friends or families.
Intimate: talking to parents or siblings at home.
4. What are the appropriate language forms in using a particular speech style? MLC #5 (An)
Answer: Casual style requires slang and jargon.
Intimate style requires intimate labels and addresses.

As students, you should understand how casual style because you always interact with family and friends every day. For an example,
watch the following video: ‘Fetch Scene’ Mean Girls https://www.youtube.com/watch?v=re5V2F7eY
Intimate labels and addresses such as dear, darling, honey, mom, dad, or other nicknames are usually used by the participants to call
each other. A prime example is when you talk to your parents or siblings at home.
1. Why are Casual and Intimate Styles important in our study?
1. Students must understand both styles since they are involved in relaxed or private situation among families, lovers, and close
friends.
Both styles can be applied in any subject matters since it involves interaction through relaxed and private situation.
Evaluation
Short essay: write a short reaction about the videos watched.
Assignment
What is the importance of speech styles to your chosen strand?

Session no: 13
Date of Implementation: _____________________

Cognitive: 1.0 Define speech act.
Psychomotor: 2.0 Identify the types of speech acts.
Affective: 3.0 + Learn about speech acts
Motivation/Review:
Picture presentation: a comic strip by Jerry Scott and Jim Borgman
Firm/up/Deepening:
Strategy:Interactive Discussion/ Group Exercises
1. What is a speech act? MLC #6a (An)
Answer: A speech act is an utterance which carries performative functions
.
2. What are the types of speech act?MLC #6b (An)
Answer: The following are the basic types of speech act: Locutionary, Illocutionary, Perlocutionary

A sentence or a phrase is a speech act when the speaker is able to do something or have someone to do something through words.
How do we recognize speech act?
A speaker performs a speech act when he/she apologizes, expresses remorse, explains, or refuses something.
Speech acts are used in all subject matters since it carries performative functions which is done in all areas.
Evaluation
Short essay: Explain how speech act is performed.
Assignment
Read in advance the next topic on speech acts.
Topic/Activity:
Session no: 14

Cognitive: 1.0 + Learn about the types of speech acts.
Psychomotor: 2.0 Respond appropriately and effectively to a speech act.
Affective: + 3.0 Manifest appreciation in the types of speech acts.

Motivation/Review:
Review
Firm/up/Deepening:
Strategy: Group exercises/ Interactive discussion
1. How are the types of speech acts performed? MLC #6c (An)
Answer: Locutionary: performing an act of saying something
Illocutionary: performing an act in saying some
thing
Perlocutionary: performing an act by saying something

There are three types of speech acts. All of which refer to utterance of words or performing an act. Speech acts are an important and
integral part of day-to-day life in all languages. In language acquisition, the need to teach speech acts in a target language has been
demonstrated in studies conducted in the field of inter-language pragmatics which indicate that the performance of speech acts may
differ considerably from culture to culture, thus creating communication difficulties in cross-cultural encounters.
How do speech acts work?
Any speech act is really the performance of several acts at once, distinguished by different aspects of the speaker's intention.

In Values, Philosophy, and Political Science, learning speech acts is very important since the speakers in these areas sometimes
indirectly state their intent.
Evaluation
Explain the three types of speech acts in your own words.
Assignment
Choose one movie scene where a speech act is performed.
Topic/Activity:
Session no: 15

Cognitive: 1.0 + Learn about the components of communicative competence.
Psychomotor: 2.0 Apply the communicative competence in communicating.
Affective: + 3.0 Manifest appreciation in communicative competence.
Motivation/Review:
Review
Firm/up/Deepening:
Strategy: Group exercises/ Interactive discussion
1. What is communicative competence? MLC #7a (An)
Answer: Communicative competence can be defined as a learner’s ability to use a target language correctly and aptly in
terms of grammar and given a situational context while being able to deal with potential lapses.
2. What are the three components of communicative competence? MLC #7b (An)
Answer: The three components of communicative competence are Grammatical Competence, Sociolinguistic
Competence, and Strategic Competence.

Communicative competence has three components which define a communicatively competent speaker. Grammar competence refers
to the accurate use of words and structures of the target language. Sociolinguistic competence deals with the appropriate use of the
target language depending on the context. Strategic competence is the ability to organize a message effectively and to overcome any
difficulty by applying appropriate techniques.
How can students effectively apply communicative competence?
One can effectively apply communicative competence by using the language he/she aims to learn.

Communicative competence can be applied in Science and History since they require flexibility in target language.
Evaluation
Explain the three components of communicative competence.
Assignment
Read in advance the next topic

Session no: 16

Cognitive: 1.0 Learn about communicative strategies
Psychomotor: 2.0 Apply communicative strategies in communicating
Affective: 3.0 + Manifest appreciation in communicative strategies.
Motivation/Review:
Review
Firm/up/Deepening:
Strategy: Group Exercise/ Interactive Discussion
1. What are the communicative strategies? MLC #7c (An)
Answer: Communicative strategies are the means used to overcome various problems in communication which may arise
from linguistic lapses or lack of understanding.
2. How are communicative strategies applied in communication? MLC #8 (An)

Answer: Communicative strategies include traffic avoidance (avoiding mentioning a topic), message abandonment (the
statement is discontinued altogether, paraphrasing, language switching (reverting to the use of the native language),
using gestures, or asking for assistance from the other participants.

Communication is the exchange of information between a sender and a receiver. It used to be that you only had to worry about the way
you communicated face-to-face or on paper. Technology has changed this completely. It is important for people to take into account
every aspect of how they are relaying information. This is where communication strategies come into play. Communication strategies
are the blueprints for how this information will be exchanged.
How effective id communicative strategies in gaining communicative competence?
Communicative strategies are effective in getting your message across, but note that a grasp of the speech context, speech style, and
speech act is also essential to gain communicative competence.

 Business
Communication strategies can be verbal, nonverbal, or visual. Integrating all the strategies together will allow you to see the
most success. This allows a business to meet employee needs and increase workplace knowledge.
Evaluation
Checkpoint 2 (Page 63Oral Communication by Fernandez)
Assignment
Read in advance the next topic to be discussed for the next session.

Session no: 17

Cognitive: 1.0Understand conventions in conversation.
Psychomotor: 2.0 Apply conventions used in conversation.
Affective: + 3.0 Manifest appreciation in conventions used in conversations.
Motivation/Review:
Review
Firm/up/Deepening:
Strategy: Group Exercises/Interactive Discussion
1. What are the conventions in conversation? MLC #7d (An)
Answer: The conventions in conversation are Turn-taking, Nomination, Restriction, Topic Control, Topic Shifting, Repair,
and Termination.

In line with communicative strategies are the conventions used in conversations.
1. Turn-taking – refers to the exchange of turns of participants
2. Nomination – happens when the communicators decide who takes the turn to speak
3. Restriction – happens when the participants are limited in what, when, and how they can speak
4. Topic control – happens when the subject of the conversation is restricted by one of the communicators
5. Topic shifting – the process in which a new topic is introduced in the conversation
6. Repair – the practices used by speakers to approach problems encountered in conversations
7. Termination – the conversational practices which are used to close a topic
1. Why should we learn about the conventions in conversations?
1. To know how to work around problems and apply strategies, learning about the conventions used in conversations is
important.

 Political Science
In debate and argumentation, learning about the conventions used in conversations is important in order to minimize lapses or
lack of understanding.
Evaluation
Refer to test bank.
Assignment
Prepare for Scaffold 3 and the Performance Task.
Topic/Activity: Scaffold 3- News Interview

Session no: 18
Skills: Speaking, Creativity, Innovative, Collaboration
Teacher’s Role:
- Return the checked essay composed by the group during the Level 2 Activity.
- Present the instructions and rules to the class for the next activity.

- Objectively evaluate the presentation of each group.
- Take note of the strengths and weaknesses of each group that will be given as feedback right after all the
presentation.

- Give the rating of each group.
- Provide constructive feedback to each group based on what she had observed in their presentation.
- Give scores to the team/s using the following rubrics.
Student’s Role:
- Carefully listen and follow the instructions given by the teacher.
- Choose from the topics:
a. Territorial Disputes from other countries
b. Poverty
c. Drug addiction
d. Media killings
e. Corruption of leaders
- Decide on how they will creatively present a five-minute news interview based on their chosen topic.
- Practice as many times as possible within the given time which is 10 minutes

- Discuss the following aspects of their chosen topic:
a. Cause and Effects
b. Steps that should be taken to address the topic
- Injects a lively intonation pattern to make the conversation sound genuine and use gestures to make the message
clear.
- Work in unity for a better presentation.
- Be innovative in their presentation as long as it will not totally divert from the standards.

- Identify their own weaknesses and strengths as a group.
- Accept the feedback given by the teacher as basis for improvement.
- Take note of the comments given by the teacher.
Product: News Interview, Evaluation and Recommendation of the Performance
Topic/Activity: PRODUCT/PERFORMANCE TASK

Session no: 19-20
Level 4: Campaign Presentation

Target Date: _______________
Pre-requisite Skills: Collaboration, teamwork and leadership, critical thinking, Creativity, Composition
and Innovative
CONCEPTS: In oral communication, campaign presentation is an imaginative enactment, where learners assume
responsible roles (either their own or somebody else’s). They act as members of organization/institution aiming to convey
their purpose to the respective audience or community.
Situation:
The UNFPA (United Nations Population Fund, formerly United Nations Fund for Population Activities) Project involves itself
in regular advocacy activities to increase public awareness on violence against women (VAW). In partnership with national
government agencies (NGAs) and local government units (LGUs), advocacy activities are organized to rally the
implementation of measures for the prevention and eradication of gender-based violence (GBV). Two of the major platforms
for the advocacy activities are the following: Women’s Month Celebration and The 18-Day Campaign to End VAW.
(www.pcw.gov.ph/unfpa/vaw-advocacy)
GRASP
You are a member of a Local Government Unit visiting a barangay to inform them of your campaign against gender
inequality. You have to prepare a presentation for the people in the barangay. You have to explain the purpose of your
presentation. You have to present the nature of your campaign and its benefit to the community. Use various materials such
as posters, PowerPoint presentations, or pamphlets for your presentation. You will be graded according to the following
rubric:
Rater
Prepared by: Checked, Rated and Approved by: Ratee
T QL Sig. T QL Sig.
Ms. Christine Joy L. Cardino Ms. Princess Nel-Ann Olo

SHS Faculty SHS Focal Person
Rubrics
Quantity Quality Timeliness
Quantity: 1 (Fixed) Criteria: 5 - submitted 2 or more days
Rating: 1. Complete and correct inclusion if before the deadline
3 - if submitted Content Standard, Performance 4 - submitted 1 day before the
0 - if not submitted Standard, and the MLC required by deadline
the DepEd. 3 - submitted on the day of the
2. Transfer goal is correctly crafted. deadline
3. EU reflects the big concepts of the 2 - submitted 1 day after the
unit. deadline
4. MLCs are with equivalent correct 1 - submitted 2 days after the
process. Deadline
5. With value added (no typographical 0 - submitted 3 or more days
error) after the deadline
Rating:
5 - all criteria are present
4 - 4 criteria are present
1 - 1 criterion is present

Stage-III Oral Com

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Stage III – UNIT PLAN for ORAL COMMUNICATION

Total no. of sessions: 20 sessions (40 hours)

Materials and References

Topic/Activity: Diagnostic Test

Learning Objectives: At the end of the session, student can:

Test Proper: Formative Test (Refer to the diagnostic test given)

2nd half of the session:

Strategy: Group Discussion

2.1. How is communication performed? MLC #2.a

2.2. What are the basic steps of communication?

Evaluation: Formative Test (Short Essay)

Assignment: In a ¼ sheet of paper, answer the following question:

Topic/Activity: Models of Communication/Intercultural Communication

Firm Up/ Deepening:

Strategy: Discussion/Interactive Learning

2. Why is there a breakdown of communication? MLC #5

3. How can communication breakdown be avoided? MLC #6

4. How can an individual understand and interact with other cultures?MLC #7

Learning Across Discipline:

Refer to test bank

What is the best way to avoid communication breakdown?

Skills: Critical thinking, collaboration, listening, speaking, viewing

During the activity, the teacher will:

- Ensure that questions and clarifications are entertained.

After the activity, the teacher will:

During the activity, the student will:

After the activity, the student will:

Topic/Activity: Functions of Communication

Learning Objectives: At the end of the session, student can:

Answer: Functions of communication.

Strategy: Interactive Discussion

1. What are the functions of communication? MLC #1 (An)

2. What are the speaker’s purposes? MLC #2 (An)

Application of Learning (Real Life Situation)

Learning across Disciplines

Refer to test bank

Name a particular communication situation that highlights each function.

Topic/Activity: Functions of Communication

Learning Objectives: At the end of the session, student can:

Strategy: Interactive Discussion

1. How does the speaker deliver his/her speech? MLC # (An)

Application of Learning (Real Life Situation)

1. Recognizing the functions/purposes of oral communication enables one to evaluate speeches.

Learning across Disciplines

Refer to test bank

As a group, go to https://www.youtube.com/user/TEDtalksDirector/videos and choose a speech on a topic that interests you.

Title: Speech Evaluation

Skills: Creativity, Composition, Collaboration and Innovative

During the activity, the teacher will:

After the activity, the teacher will:

During the activity, the student will:

After the activity, the student will:

Expected output: Essay

Topic/Activity: Communicative Competence Strategies

Learning Objectives: At the end of the session, student can:

3.0+ Communicate in this context

Affective: + 4.0Appreciate the usefulness of each type of intrapersonal communication.

2. What is intrapersonal communication? MLC #1.b (An)

Application of Learning (Real Life Situation):

Learning across Disciplines (Integration with other subjects)

Topic/Activity: Communicative Competence Strategies

Learning Objectives: At the end of the session, student can:

Affective: + 3.0 Appreciate the usefulness of interpersonal communication.