School CAPIZ NATIONAL HIGH SCHOOL Grade Level 11

Teacher MRS. JENELFA L. QUILON Learning Area Oral Communication in Context

Teaching Dates and Time Sept. 11-15, 2023 Quarter 1st Semester

Session 1 Session 2 Session 3

By the end of the lesson, the learner By the end of the lesson, the learner will By the end of the lesson, the learner will have been able to
will have been able to have been able to 1. explain why there is a breakdown of communication;
1. explain why there is a breakdown of 1. explain why there is a breakdown of 2. apply strategies in overcoming communication breakdowns;
communication; communication; 3. practice effective communication skills;
2. apply strategies in overcoming 2. apply strategies in overcoming 4. evaluate the effectiveness of oral communication;
communication breakdowns; communication breakdowns; 5. practice learning and thinking skills, life skills, and ICT literacy;
3. practice effective communication 3. practice effective communication 6. demonstrate effective intercultural communication skills in a speech situation;
skills; skills; 7. develop an appreciation for different cultural perspectives; and
4. evaluate the effectiveness of oral 4. evaluate the effectiveness of oral 8. practice effective intercultural communication.
I. OBJECTIVES communication; communication;
5. practice learning and thinking 5. practice learning and thinking skills,
skills, life skills, and ICT literacy; life skills, and ICT literacy;
6. demonstrate effective intercultural 6. demonstrate effective intercultural
communication skills in a speech communication skills in a speech
situation; situation;
7. develop an appreciation for different 7. develop an appreciation for different
cultural perspectives; and cultural perspectives; and
8. practice effective intercultural 8. practice effective intercultural
communication. communication.
A. Content Standard The learner understands the nature and elements of oral communication in context.
C. Learning 1. Explain why there is a breakdown of communication.
Competencies/Objectives
2. Uses various strategies in order to avoid communication breakdown.
3. Demonstrates sensitivity to the socio-cultural dimension of communication situations with a focus on culture and gender.
Write the LC code for each.
II. CONTENT
III. LEARNING
RESOURCES
Content / Subject Matter Nature of Communication
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages

4. Additional Material
from
Learning Resource
(LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson.
B. Establishing a purpose for
the lesson
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
- Group Activity. The teacher will
divide the class into three groups. This
activity follows the format of a
charades game, and the objective is to
guess unknown words in the shortest
time possible.
By the end of the lesson, the learner
will have been able to
1. explain why there is a breakdown of
communication;
2. apply strategies in overcoming
communication breakdowns;
3. practice effective communication
skills;
The students will critique two videos.
The first video shows the non-effective
and cultural bias speaker while the
second video shows the effective and
1. The students will perform a five-
minute presentation of their favorite
scenes from an English movie, TV
series, or musical or non-musical stage
play. 2. Processing. Buzz Group
teaching strategy 3. The students will
watch two TV commercials and share
their insights about cultural sensitivity.
4. Concept Mapping
 Video Analysis - The students
will watch two videos of
public speaking. The first
video shows the non-effective
and cultural bias speaker
while the second video shows
the effective and culture
sensitive speaker. Watch the
video about Cross Cultural
Etiquette - Mr. Baseball.
https://www.youtube.com/wat
 laptop, projector, VGA connector, scoring rubric
- Group Activity. The teacher will - Group Activity. The teacher will divide the class into three groups. This activity follows the format
divide the class into three groups. This of a charades game, and the objective is to guess unknown words in the shortest time possible.
activity follows the format of a charades
game, and the objective is to guess
unknown words in the shortest time
possible.
By the end of the lesson, the learner will By the end of the lesson, the learner will have been able to
have been able to 1. explain why there is a breakdown of communication;
1. explain why there is a breakdown of 2. apply strategies in overcoming communication breakdowns;
communication; 3. practice effective communication skills;
2. apply strategies in overcoming
communication breakdowns;
3. practice effective communication
skills;
The students will critique two videos. The students will critique two videos. The first video shows the non-effective and cultural bias
The first video shows the non-effective speaker while the second video shows the effective and
and cultural bias speaker while the
second video shows the effective and
1. The students will perform a five- 1. The students will perform a five-minute presentation of their favorite scenes from an English
minute presentation of their favorite movie, TV series, or musical or non-musical stage play. 2. Processing. Buzz Group teaching strategy
scenes from an English movie, TV 3. The students will watch two TV commercials and share their insights about cultural sensitivity. 4.
series, or musical or non-musical stage Concept Mapping.
play. 2. Processing. Buzz Group
teaching strategy 3. The students will
watch two TV commercials and share
their insights about cultural sensitivity.
4. Concept Mapping
 - The students will compare Discuss the definition and importance of cross-cultural communication, cross cultural risk, ten (10)
and contrast the videos to precautions in cross cultural communication and skills to overcome differences.
identify effective
communication skills and
explain why there is a
breakdown and share it in
class. - The teacher will further
explain the given answers of
the students through a short
discussion on fundamentals of

F. Developing mastery.
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
ch?v=bdeFdFEbuqk and
about 2010 Short Film-
Communication
https://www.youtube.com/wat
ch?v=GvcM7QTVbkk
The teacher will ask the students to
share their reflections on what they
have learned in the lesson.
Communication is the act of
transferring information from one
person to another person or a group.
Communication involves at least one
sender, a message, and a receiver; but
communication is more than just a
transmission of information. It requires
success in transmitting or sending a
message.
communication.
The teacher will ask the students to The teacher will ask the students to share their reflections on what they have learned in the lesson.
share their reflections on what they have
learned in the lesson.
Functions of Communication There are The Elements in The Process of Communication Sender The sender is the one who initiates the
five functions of communication. These message that needs to be transmitted. He sends the message that may be in different forms such as
are regulation or control, social pictures, symbols, postures, gestures, or even just a smile. After generating the idea, he sends it in
interaction, motivation, information, such a manner that can be understood clearly by the receiver. Message refers to the information
and emotional expression. 1. Regulation intended to be communicated by words as in speech, letters, pictures, or symbols. It can be verbal or
/ Control – Communication functions to non-verbal. It is the content the sender wants to convey to the receiver. Encoding It is the process of
control behavior. It can be used to expressing the idea into appropriate medium. It may be verbal or non-verbal. The sender may put the
regulate the nature and number of message into a series of symbols, words, pictures or gestures. Channel It refers the medium or
activities people engage in. “Take your passage through which encoded message is passed to the receiver. It may be transmitted through
medicine before you go to bed.” “Finish face-to-face communication, telephone, radio, television, memorandum, or computer. Receiver
your work before you go.” 2. Social refers to whom the message is meant for. He plays a significant role in the communication process
Interaction – Communication allows like the sender. He needs to comprehend the message sent. His translation of the message received
people to interact with others to develop depends on his/her knowledge of the subject matter of the message, experience, and relationship with
bonds or intimacy. It also allows the sender. Decoding It means translating the encoded message into a language that can be
individuals to express desires, understood by the receiver. After receiving the message, the receiver interprets it and tries to
encouragement, needs, and decision or understand it. Feedback It refers to the response of the receiver to the message sent to him/her by the
to give and get information. “Would sender. Feedback ensures that the message has been effectively encoded and decoded.
you like to go to church with me?”
“Come on! You can do it!” 3.
Motivation – Communication persuades
or encourages another person to change
his/her opinion, attitude, and behavior.
“You’re on the right track. Keep up the
good work.” “My dream is to finish my
Senior High School despite this
pandemic”. 4. Emotional Expression –
Communication facilitates people’s
expression of their feelings such as
love, fear, anger, joy, hope, or any other
emotion. “I’m so happy to have you in
my life.” “I like you so much.” 5.
Information – Communication functions

H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
to convey information. It can be used in
giving and getting information. “The
Philippine Normal University was
founded in 1901.” “You can find the
bathroom right next to this door”
The teacher will recap the main points The teacher will recap the main points The teacher will recap the main points of the lesson. and ask the students to share their reflections on
of the lesson. and ask the students to of the lesson. and ask the students to what they have learned in the lesson.
share their reflections on what they share their reflections on what they have
have learned in the lesson. learned in the lesson.
Reflect on what you have learned after taking up this lesson by completing the chart below. 1. What were your thoughts or ideas about effective communication and intercultural
communication prior to the discussion of these lessons? I thought … 2. What new or additional ideas did you learn after taking up these lessons? I learned that …

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify
what help your instructional supervisors can provide for you so that when you meet them, you can ask them relevant questions.
A. No. of learners who Resilience: Resilience: Resilience:
earned 80% on the formative
Moseley: Moseley: Moseley:
assessment
Equality: Equality: Equality:
Harmony: Harmony: Harmony:
Industry: Industry: Industry:
Resilience: Resilience: Resilience:
B. No. of learners who Moseley: Moseley: Moseley:
require additional activities Equality: Equality: Equality:
for remediation. Harmony: Harmony: Harmony:
Industry: Industry: Industry:
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter that my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover that I wish to
share with other teachers?
Prepared by: Checked by: Approved by:
JENELFA L. QUILON JANET DIVINAGRACIA MAMERTO C. EUSEBIO, JR.
Teacher II/Subject Teacher Master Teacher II/Subject Group Head - HUMSS Assistant Principal II