NOTE: You are not allowed to copy any activity used in this lesson plan.

Lesson Plan

Oral Communication in Context 11

Content Standard The learner recognizes that communicative competence requires understanding of
speech context, speech style, speech act, and communicative strategy.
Performance The learner demonstrates effective use of communicative strategy in a variety of
Standard speech situations.
Learning Competency The learner explains that a shift in speech context, speech style, speech act, and
communicative strategy affects the language form, duration of interaction, and the
relationship of the speaker towards the audience (EN11/12OC-IIab-22).

I Learning Objectives
At the end of the lesson, the students shall be able to
Knowledge classify oral communication activities present in various communication settings
Skills perform the different communication activities appropriate to the given situation
Affective promote the proper use of the different communication activities as applied to a specific
framework
II Subject Matter
Topic Types of Oral Communication Activities
Sources (1) English First Semester – Lesson 4: Oral communication in Context
(2) GMA Public Affairs (2022) Floating school sa Basilan para sa mga estudyanteng
Badjao | Public Affairs Exclusives.
https://www.youtube.com/watch?v=SrVtGFm8Z8E&t=92s
CG Code Exhibits appropriate verbal and nonverbal behavior in a given speech
context (EN11/12OC-Ifj-16)
Materials ICT materials (i.e., laptop, LCD TV)
III Learning Tasks
A. Daily Greetings (minute Annotatio
Routine Prayer s) ns
Classroom Management What is
Checking of Attendance the rule
Energizer used and
how is it
applicable
to the
activity?
B. Recapitulati “Let’s have a quick review on the past lesson that we have on
on different ways to avoid communication breakdown.”
“What are 7Cs of effective communication?”
Objectives

Specifically, at the end of the session, you should be able to do

the following:
• classify oral communication activities
• perform the different communication activities
appropriate to the given situation
• promote the proper use of the different communication
activities as applied to a specific framework

C. Motivation Tell Me What You See!

The teacher will prepare video presentation. The selected
students will then answer the processing questions.

1. Who is the main focus of the video?

2. What have you learned from the video regarding
education in the Philippines?
 3. What societal issues are present in the video?

Floating school sa Basilan para sa mga estudyanteng Badjao

| Public Affairs Exclusives
https://www.youtube.com/watch?v=SrVtGFm8Z8E

D. Lesson
Proper
Activity Picture Analysis
Tell Me What You See.

The students will expand the image projected on the screen.

The students will provide their interpretation of the images on
screen. The students will supplement it with personal
experience.
Analysis Processing Questions

What are the similarities and differences among the images?

How do you think the communication process is affected by the
following communication situations?

Abstraction The teacher will commence the discussion on the different oral
communication activities that are observed in the communication
processes in various situations.

Six Types of Oral Communication Activities

1. One-on-One Speaking (Student-Student or Student-Teacher)

This can range from moments punctuating a lecture, where
students are asked to discuss or explain some question or
problem with the person next to them, to formal student
conferences with their instructor.
Examples: Interviews, Confession, Telephone calls

2. Small-Group or Team-Based Oral Work

Smaller-scale settings for discussion, deliberation, and problem
solving. Appropriate for smaller classes and allows levels of
participation. Small group or team based oral work encourages
collaboration and participation among individuals within the
group.
Examples: Group reporting, Group activities, Role-playing in
smaller groups

3. Full-Class Discussions (Teacher or Student-Led)

Typically, less agonistic, argument-based, and competitive than
debate and deliberation but still dialogic in character. Often times
has the quality of creating an atmosphere of collective, out-loud
thinking about some question, idea, problem, text, event, or
artifact. A good way to encourage active learning.
Examples: Classroom setting either student led or teacher led and
Meetings

4. In-Class Debate and Deliberation

A structured consideration of some issue from two or more points
of view. Debates typically involve participants who argue one side
throughout, while deliberation allows both movement by
individuals within the process. Both feature reason-giving
 argument. Can be applied to issues of many kinds, from disputed
scientific facts to theories, policy questions, the meaning of a text,
or the quality of an artistic production. Can range from two
participants to a lecture hall.
Examples: Debates and deliberations

5. Speeches and Presentation

Classically, the stand-up, podium speech delivered by an
individual from an outline or script. A strong element of
monologue, not a dialogue can be built in with questions and
answer or discussion with the audience afterward.
Examples: Impromptu speaking, Oration, etc.

6. Oral Examination
Can take place in the instructor’s office, in small groups, or before
a whole class. Ranges from one oral question on an otherwise
written exam to an oral defense of a written answer or paper to an
entirely oral quiz or examination. Difficult with very large groups,
but an excellent way to determine the depth and range of student
knowledge and to stimulate high levels of preparation.

Generalization 1. What did you learn about yourself through this lesson?
2. What skill do you think you can build from this lesson that you
can use in real life?
3. How would this skill help you in your future profession?
E. Application Role-playing

The teacher will divide the class into three viable groups.

Instruction:
Create a 3-minute story that uses all the five oral communication
activities:
Group 1: Meeting
Group 2: Commercial
Group 3: News Reporting

Write your script on the leader’s big note.

Rubrics

F. Assessment Quiz
The teacher shall prepare a ten-item quiz.
Identification
Determine the type of communication style used in the given
scenarios:
1. This is appropriate for smaller classes and allows level of
participation.
 2. It is less agonistic and a good way to encourage active learning.
3. This is difficult for large groups but an excellent way to
determine the depth and range of student knowledge.
4. The stand-up, podium speech delivered by an individual from
an outline or script.
5. This typically involves participants who argue one side
throughout and features reason giving argument.
6. Its examples include interviews, telephone conversations, etc.
7. It has a strong element of monologue and can also include
group presentation.
8. Which type of oral communication activity does an interview
belongs?
9. A eulogy belongs to what type of oral communication activity?
10. Extemporaneous speaking is an example of what type of oral
communication activity?

G. Assignment Reflection
Take note of the different oral communication types that are
observed at home and describe each one in 25 words or more in
your reflection notebook.

Prepare by

KENNETH B. PAEL