Detailed Lesson Plan/Self-Instruction Packet (SIPack) NAME OF SUBJECT (ORAL COMMUNICATION IN ISTUDENT: CONTEXT GRADE EEK NO. EEK 1 LEVEL & & ISECTION: IMELCNO. (MELE No.1 Content Standard: The learners recognize that communicative competence requires understanding of speech context, speech style, speech act, and communicative strategy. Performance Standard: The learners demonstrate effective use of communicative strategy in a variety of speech situation. Learning Competency | Most Essential Learning Competency (MELC): Employs various communicative strategies in different situations. (Engages in communicative situations using acceptable, polite, and meaningful communicative strategies. (MELC NO.1) |. LESSON OBJECTIVES: At the end of the lesson, the leamers are able to: a. define Communicative Strategy: b. classify the different types of Communicative Strategy; . explain the communication strategies that a speaker commonly resorts to when ‘communication problems arise; and . Apply the different communicative strategies in a variety of speech situations. Ml, CONTENT: a, Concepts/Topics: TYPES OF COMMUNICATIVE STRATEGY a) References: Basic Principles and Practices of Effective Oral Communication by Bayani Santos Jr, PhD, Rudy Brul, PhD, and Divine Liwanag Reyes, PhD Developing Oral Communication Skills in Context by Carla Vee Fernando ababon, MA. et. al Integrated English for Effective Communication by Allen M. Gasulas, Fritzie Gay S. Lusica, and Vilma S. De los Santos Oral Communication in Context for Senior High School by Philippe John Fresnillo Sipacio and Anne Richie Garcia Balgos Oral Communication for Success in the 21 Century by Dr. Sterling MM. Plata, Dr. Marilu R. Madrunio and Ms. Neslie Caro! Tan Oral Communication in Various Contexts by Concepcion G. Doyugan, PhD Oral Communication in Context by Cheeno Marlo Sayuno and Marilou Santos Syjueco Speak and Listen in Context, An Oral communication Textbook by Ana Marie O. Fernandez and Elineth L. Suarez Ill PROCEDURE: A. Reviewing of Previous Lesson or Presenting the New Lesson In your previous lesson, you were able to grasp the types of speech, descristions, details and definition to carry out messages to audience, Speakers can talk about people, events, processes, places, products, or things. Some may be persuasive in convincing people.Activity 1: Identify what type of speech (informative, persuasive, entertaining, or demonstration type is fit to be used in the following speech situations. 1. Aman telling a fable to the children. 2. A soldier reporting about the location of the terrorists. 3. An old lady asking a man to help her carry her luggage. 4. A guard asking for a leave from his job. '5. A scientist reporting about his new discoveries in biology. B. Establishing a Purpose for the Lesson There are several ways to communicate with others. In face-to-face conversations, we express ourselves verbally using some gestures, such as facial expressions and eye contact, every now and then, Activity 2: Answer the following questions: 1.Why must we use polite expressions when we interact with others? 2. Do you think that the use of polite expressions depends on the context of the situation? C. Presenting Examples/Instances of the Lesson Activity 3: Read the following dialogues. Supply the appropriate response that each line requires. 1.Good day! You seem tired this morning. How is your day so far? 2. My pencil sharpener is missing! Have you seen it? 3. The table is now open for suggestions for our party's theme. Values Integration: Have you experienced being cut off while you were speaking? How did you feel? D. Discussing New Concepts and Practicing New Skills #1 People communicate every day to establish and maintain relationships, know and understand themselves, and find meaning in the daily grind. Moreover, since humans are social beings who survive more effectively through sensible discourses. They are always driven to learn the skills of creating and sustaining meaningful conversations. Successful communication requires understanding of the relationship between words and sentences and the speech acts they represent. However, a conversation may be complex at times, which is why some people getlost along the way and misunderstand each other. Itis only when we willingly cooperate and speak in socially approved ways that we can make a conversation meaningful Communication Strategy is a well-planned series of actions aimed at achieving certain objectives through the use of communication methods, techniques, and approaches. Communication Strategies are the means used to overcome various problems in communication which may arise from linguistic lapses or lack of understanding (Mariani, 2010). Types of Communicative Strategy Since engaging in conversation is also bound by implicit rules, Cohen (1990) states that strategies must be used to start and maintain a conversation. Knowing and applying grammar appropriately is one of the most basic strategies to maintain a conversation. The following are some strategies that people use when communicating i. Nomination ‘A speaker carries out nomination to collaboratively and productively establish a topic. 'Basically, when you employ this strategy, you try to open a topic with the people you are talking io. When beginning a topic in a conversation, especially if it does not arise from a previous topic, lyou may start off with news inquiries and news announcements as they promise extended talk Most importantly, keep the conversational environment open for opinions until the prior topic ‘shuts down easily and initiates a smooth end. This could efficiently signal the beginning of a new fopic in the conversation. ’2. Restriction Restriction in communication refers to any limitation you may have as a speaker. When ‘communicating in the classroom, in a meeting, of while hanging out with your friends, you are 'ypically given specific instructions that you must follow. These instructions confine you as a Ispeaker and limit what you can say. For example, in your class, you might be asked by your teacher to brainstorm on peer pressure or deliver a speech on digital natives. In these cases, lyou cannot decide to talk about something else. On the other hand, conversing with your friends {during ordinary days can be far more casual than these examples. Just the same, remember to lalways be on point and avoid sideswiping from the topic during the conversation to avoid ‘communication breakdown 3. Turn-taking ‘Sometimes people are given unequal opportunities to talk because others take much time (during the conversation. Turn-taking pertains to the process by which people decide who takes| the conversational floor. There is a code of behavior behind establishing and sustaining a lproductive conversation, but the primary idea is to give all communicators a chance to speak. [Remember to keep your words relevant and reasonably short enough to express your views or| feelings. Try to be polite even if you are trying to take the floor from another speaker. Do not hog the conversation and talk incessantly without letting the other party air out their own ideas. To lacknowledge others, you may employ visual signals like a nod, a look, or a step back, and you \could accompany these signals with spoken cues such as “What do you think?" or “You wanted fo say something?"{4 Topic Control Topic control covers how procedural formality or informality affects the development of topic lin conversations. For example, in meetings, you may only have a tum to speak after the| Ichairperson directs you to do so. Contrast this with a casual conversation with friends over lunch| lor coffee where you may take the conversational floor anytime. Remember that regardless of the| formality of the context, topic control is achieved cooperatively. This only means that when a topic is initiated, it should be collectively developed by avoiding unnecessary interruptions and fopic shifts. You can make yourself actively involved in the conversation without overly ‘dominating it by using minimal responses like “Yes,” “Okay,” “Go on”; asking tag questions to (clarity information briefly ike “You are excited, aren't you?”, “It was unexpected, wasn't it?"; and leven by laughing! '5. Topic Shifting Topic shifting, as the name suggests, involves moving from one topic to another. In other ards, it is where one part of a conversation ends and where another begins. When shifting from lone topic to another, you have to be very intuitive, Make sure that the previous topic was nurtured lenough to generate adequate views. You may also use effective conversational transitions to indicate a shift like “By the way,” “In addition to what you said,” “Which reminds me of," and the like. 6. Repair Repair refers to how speakers address the problems in speaking, listening, and ‘comprehending that they may encounter in a conversation. For example, if everybody in the \conversation seems to talk at the same time, give way, and appreciate other's initiative to set the Iconversation back to its topic. Repair is the self-righting mechanism in any social interaction (Schegloff et al, 1977). If there is a problem in understanding the conversation, speakers will lalways try to address and correct it. Although this is the case, always seek to initiate the repair. \Saying “sorry” is the most common repair strategy. i7. Termination Termination refers to the conversation participants’ close-initiating expressions that end a| fopic in a conversation. Most of the time, the topic initiator takes responsibility to signal the end lof the discussion as well. Although not all topics may have clear ends, try to signal the end of the| topic through concluding cues. You can do this by sharing what you leamed from the (conversation. Aside from this, soliciting agreement from the other participants usually completes| tthe discussion of the topic meaningfully. Activity 4: Write TRUE if the statement is correct and FALSE if the statement is incorrect. 1, In turn-taking, you use signals if you want to speak and wait for one person to finish speaking 2. When you employ nomination strategy, you try to open a topic with the people you are talking to. 3. To terminate a conversation, itis useful to express your desire to end the interaction politely. 4, Saying “sorry” is the most common repair strategy. '5. Repair refers to the practices used by speakers to approach problems encountered in conversation.E. Discussing New Concepts and Practicing New Skills #2 ‘One of the biggest sources of misunderstandings and communication breakdown is language. Studies show that the following are the twelve strategies that speakers commonly resort to when communication problems arise: 4. Message Abandonment -You leave the message unfinished because of language difficulty. 2. Topic Avoidance - You try not to talk about concepts difficult for you to express. 3. Cireumlocution- You describe or paraphrase the target object or action. 4, Approximation- You use an altemative term (ship) to express the meaning of the target word (sail) as closely as possible 5. Use of all-purpose-words- You expand a general word to the context where certain words are lacking, like the overuse of the words: thing, stuff, make, do, what-do-you-call-it, what-is-it 6. Word Coinage- You create a new English word based on what you know of the way English works like “vegetarianist” (which is not in the dictionary) for the “vegetarian” 7. Use of nonverbal means- You mime, the gesture, use facial expression, and imitate sound to express the meaning you want. 8, Literal translation- You translate a word or an idiom from your mother tongue to English using the structure of your first language. 9. Foreignizing- You use the word in your native language but pronounce it ike English 10.Code switching- You use the native word or expression for the English term that expresses the meaning you want. 11, Appeal for Help- You ask other students or your teacher for help when you do not know or forget some words, structures or idioms. 12. Use of Fillers/ hesitation devices- You use filing words (uhhmmmm) or (mmmmm) to gain time to think Activity 5: Explain and discuss at least five communication strategies that the speaker commonly resorts to when communication problems arise. ™ Developing Mastery Activity 6 To focus on one topic, you should know how to break down the main topic of a conversation into smaller subtopics. Doing so helps expand and make sense of the main topic. Given the following main topics, name five subtopics that can be introduced to contribute to the conversation. 1.Favorite subjects in school paege n . Modern Filipino heroes a. b. c.3. Climate Change paege G. Finding Practical application of concepts and skills in daily living Activity 7: Answer the following questions: ‘A. What do you think will happen if a pair or group of people talk about different topics simultaneously? Have you experienced the same situation? What did you do about it? B. Recall a time when you found yourself with a group of people whom you did not know. How did the other members of the group make you feel that you belonged? H. Making Generalization and Abstractions about the Lesson ‘Summary Notes: Suggesting or agreeing on a topic is called NOMINATION, and excluding all other topics is RESTRICTION. Sticking to the topic throughout the discussion is TOPIC CONTROL, while going from one topic to another is TOPIC SHIFTING. Ideally, each gives a chance for athers to speak; thus, while one has the floor, the others are bound to listen, and this is called TURNTAKING. Communication breakdown happens when the speaker is not understood by the receiver. This situation calls for REPAIR. Winding up and ending a discussion is called TERMINATION. |. Evaluating Learning Activity 8: (Written Work) 10 pts. A. Directions: Identify the type of communicative strategy involved in the following definitions, dialogues, or speech situations 1, A participant proposes a new topic for discussion. 2. Have you heard the news about the latest achievement of our government? 3. “Sorry, | can't decide on that now. | am still focused on my writing assignment. Let's talk next time, okay?” 4. Best regards to your parents! See you around! 5, Sorry to interrupt you, but may | clarify something first...? 6. Oh, sorry, I think | need to clarify that. 7. In courtrooms, a defense attorney can only speak about things that would defend individuals charged with criminal activity8. Maybe we can continue that discussion some time. In the meantime, let's talk about. 9. The teacher divides the class into groups and instructs them to discuss the lesson and ideas should be expressed in English. 10. "Now, i's your turn to ask questions.” B. Create a comic strip that clearly portrays at least four conventions used in conversations (nomination, tum-taking, repair, termination, topic shifting, topic control, restriction). (Performance Task) 50 pts. Criteria Description Total Points (Understanding of the Topic The comic strip depicts _ different ‘onventions. *The output demonstrates 20 learners’ understanding of the concept. (Output Content The comic strip’s topic is 5 relevant to current happenings. The ideas are logically presented. The comic strip presents coherent and ohesive ideas. isual Appeal ‘The output Is visually attractive. 5 The text in each panel can be easily read. The output does not look cluttered andl messy. J. Additional Activities for Application or Remediation Activity 9: Think of a situation where communication breaks down. Choose the best strategies: ‘commonly retort to resolve the problem. Explain them in 5 to 6 sentences. ~ CONGRATULATIONS FOR FINISHING WEEK 1! KEEP IT UPI ~