ORAL COMMUNICATION IN CONTEXT

LEARNING PLAN
1ST SEM 2018 – 2019f
I. EXPLORE
A. Pre-assessment:
- Our subject or course is well known as CORENG 1, but do you guys know it’s complete course
title? What is it? (Oral Communication in Context)
A1. Process Questions:
A1.1. What are your expectations in this course?
A1.2. What specific topic do you think are included in this course?
A1.3. What do you think is the importance of this course in our daily lives and in
your future careers?
B. Brainstorming:
- What past lessons and skills in English do you think will help you and you think are needed in
this course and why?

II. FIRM – UP
- Introduction of lesson content for the course “Oral Communication in Context” for the first
semester.
Chapter 1: Nature and Elements of Communication.
Chapter 2: Functions of Communication.
Chapter 3: Strategies in Various Speech.
Chapter 4. Types of Speeches
A1. Lecture and discussion on:
A1.1. Nature and Elements of Communication
A1.2. Communication Models and Barriers
A1.2.1 Seat work:
Complete the following table, to easily compare the three standard
Communication models.

MODEL’S NAME SOURCE DESCRIPTION ADVANTAGES DIS-ADVANTAGES

1.Linear Communication Model
2.Transactional Com. Model
3. Interactive Com. Model

A1.2.2: Homework: Search for other communication models and be ready to

share about in class next meeting.
B1. Quiz #1 (30 points)
B1.1: Process Questions:
B1.1. a. Were you able to remember important details and concepts about oral
communication?
B1.2. b. Why do we have to remember and master these oral communication
concepts?
 A2. Lecture and discussion on:
A2.1. Effective Communication Strategies
A2.1. a. Scaffold 1: Answer the Question Please
- Students will answer random questions picked form the question box.
Each student will be given 2 minutes to answer the questions clearly and
effectively base from their knowledge, experiences and observations.
Suggested Rubrics:

 Coverage of answer – 10 pts.

 Organization – 10 pts.
 Delivery – 10 pts.
 Language – 10 pts
A2.2. Intercultural Communication
- Barriers to Effective Intercultural Communication
- Strategies for Effective Cultural Communication
B2. Quiz #2 (30 points)

III. DEEPEN
A1. A deep discussion on Functions of Communication emphasizing on the Need for
Communication.
A1.1. Scaffold 2: Mini Interview for Inquiry:
- Students will conduct different interviews on selected topics to various right
people for their inquiry. Interviews must be done in English. Students must record the entire
interview and should have picture taken with the interviewed person. There should be three
students per group.
- Students will pattern their questions to these guidelines:
1. Graduate school – requirement for new students
2. Alumni Center – membership application and benefits
3. Clinic – services available
4. Library – new features and innovations
5. Security Department – security measures being implemented
6. Sports Coach – requirements to become varsity players and benefits
7. HR-department –student’s employee – difficulties encountered being a
working student
8. UB – Gym – how to reserve for an event
9. Foreign students – their difficulties and adjustments and what they mostly
miss in their own countries
10. Utility Workers – work description and their benefits
A2. Research and discussion on strategies in Various Speech Situation
A2.1 Process Questions:
A2.1.1. At this point why do we need to know types of speech context and types
of speech styles?
A2.1.2. How would these help you become a better speaker and communicator?
A2.1.3. How would these help you in your future careers and in your daily lives?

B. Summative Quiz: Quiz #3 (30 points)

IV. TRANSFER:
A. MAIN PT - JOB INTERVIEW
The interview is a critical step in any job search – it’s the step that can get you the job or
cross your name off the list. But this important step can also be the most intimidating for teens
and adults alike. One way to gain confidence is to be prepared: being familiar with common
interview questions, your own answers, basic interview etiquette, and the company where
you’re interviewing. And nothing beats practice –sitting down with a friend or family member
and answering questions as if you’re in an actual job interview. This will not only help you
answer questions more comfortably, but it will also help you learn to do the little things that
make a big impression, like looking the interviewer in the eye and giving a nice, firm handshake.
For their main task students are expected to demonstrate effective oral communication
skills as a job interviewer and job interviewee.

Situation 1: As a Job interviewer, students are expected to formulate questions that they
will ask to get to know their interviewee’s qualifications.
Situation 2. For the interviewee, they will pretend to be a fresh graduate seeking for
employment and experience. Based on their track (STEM, as an engineer, HUMSS – as a
sociologist, ABM – as a Bank teller, etc.) effectively and efficiently answer their interviewer’s
questions.

B. Valuing
- If the goal of education is to prepare students to become productive members of
society, teaching interview skills is a critical part of that preparation. An interview exercises
students’ critical thinking and communication skills, and they are required to think creatively on
their feet. These are also among the traits needed to be successful in the workforce.

Prepared by:
Mrs. Connie G. Padilla

Evaluated by:
Mrs. Jenett C. Flores
Head Teacher- English

Approved by:
Dr. Marivic Mutong
Principal