Subject: ORAL COMMUNICATION IN CONTEXT

Module: 1
Week: 2 (4 hours)
Lesson: Nature and Elements of Communication
Content Standard: The learner understands the nature and elements of oral
communication activities based on context.
Performance Standard: The learner designs and performs effective controlled and
uncontrolled oral communication activities based on context.
Learning Competencies:
(5) The learner explains why there is a breakdown of communication. (EN11/12OC-Ia-5)
(6) The learner uses various strategies in order to avoid communication breakdown.
(EN11/12OC-Ia-5)
(7) The learner demonstrates sensitivity to the socio-cultural dimension of
communication situation with focus on (EN11/12OC-Ia-7)
(a) culture; (EN11/12OC-Ia-7.1)
(b) gender; (EN11/12OC-Ia-7.2)
(c) age; (EN11/12OC-Ia-7.3)
(d) social status; (EN11/12OC-Ia-7.4) and
(e) religion. (EN11/12OC-Ia-7.1)

(1) The learner discusses the functions of communication. (EN11/12OC-Ibe-8)

(2) The learner identifies the speaker’s purpose(s). (EN11/12OC-Ibe-9)
(3) The learner watches and listens to sample oral communication activities.
(EN11/12OC-Ibe-10)
(4) The learner ascertains the verbal and nonverbal cues that each speaker uses to achieve
his/her purpose. (EN11/12OC-Ibe-11)
(5) The learner comprehends various kinds of oral texts. (EN11/12OC-Ibe-12)
(6) The learner identifies strategies used by each speaker to convert his/her ideas
effectively. (EN11/12OC-Ibe-13)
(7) The learner evaluates the effectiveness of oral communication activities.
(EN11/12OC-Ibe-14)

Suggested Initial Task Final Task

Tasks
The learner explains why there is a breakdown of communication. (EN11/12OC-Ia-5)
Task 1.1 “WATCH AND CHECK” Task 1.1 “ROLE PLAY”
Activities
Watch the video below and answer the worksheet. Act out a situation where there is a
communication breakdown. Then, explain the
Video URLs: reason why there is a breakdown in
communication.
Worksheet No.
RUBRIC FOR RATING
Direction:
Criteria Description E VG G F
A. Put a check on the column if the barrier of (4) (3) (2) (1)
communication is observable in the video.
The content The
 Video Barriers to communication of the regulation/co
presentation is ntrol function
Number detailed, well- of
Emotional Use of Lack of Noisy
Barrier Jargon Confidence Environment organized, communicati
Video 1 shows a on is well-
Video 2 strong presented.
understanding
Video 3 of the topic
Organization The
B. Explain the reasons for communication information
breakdown. is logical and
arranged.
Delivery and Actors/Actre
Video Number Reason for Communication Presentation sses spoke
Breakdown clearly and
audibly.
Video 1
Legend: E-Excellent; VG-Very good; G-Good; F-Fair
Video 2

Video 3

(The number of correct answer will determine the points.)

Other Task 1.2 “MATCH THE PROBLEM AND Task 1.2 “WRITING ONE-PARAGRAPH ”
Suggested SOLUTION ”
Activities Worksheet No.
Worksheet No.
Direction: Explain why there is a breakdown of
Direction: Match the barrier of communication to communication.
the solution/ways to avoid breakdown in
communication. Name: ________ Grade & Section: __

Column A Column B Breakdown of Communication

1.Noisy Recognize these kinds of emotions, and

politely ask the other person to give you
Environment
a moment so you can relax or calm
yourself. Recognize these kinds of
emotions, and politely ask the other
person to give you a moment so you can
relax or calm yourself. Recognize these
kinds of emotions, and politely ask the
other person to give you a moment so
you can relax or calm yourself Rubric for Rating

2.Emotional Jargon refers to the set of specialized CRITERIA N W M B TOTAL

vocabulary in a certain field. To avoid
Barrier I E E E SCORE
communication breakdown due to lack (4) (3) (2) (1)
of clarity, adjust your language; use
Ideas are
layman’s terms or simple words.
appropriate to
3.Lack of Develop self-confidence by joining the
organizations where you can share and topic/question
Confidence
develop your interests. Look for
opportunities in your school or Ideas are
community that will help you find your expressed
strengths and improve your abilities. clearly.
4.Use of Recognize that noise is a common
barrier. Make some adjustments by
Jargon
asking someone to minimize the volume
or by looking for a quiet area where you
 can resume the conversation. Ideas are
arranged with
correct
grammatical
structure.

Legend: BE-Beyond Expectations; ME-Meet Expectations; WI-

Within Expectations; NI-Needs Improvement

The learner uses various strategies in order to avoid communication breakdown. (EN11/12OC-Ia-5)
Suggested Initial Task Final Task
Task
Activities Task 1.1 “MY ANSWER” Task 1.1 “MY ANSWER”

Given the different barrier of communication, write Recall instances in your life where you communicated
ways or strategies to avoid communication (or you observed) but you were not properly
breakdown. understood. Then, write an essay on how you should
have communicated and what could have been the
strategies you employed to avoid communication
Group Reasons of Examples of Ways to
Communicatio Communica avoid breakdown.
n Breakdown tion
Breakdown Rubric for Rating
1
2 CRITERIA N W M B TOTAL
3 I E E E SCORE
(4) (3) (2) (1)
4
Ideas are
appropriate to
the
topic/question

Ideas are
expressed
clearly.

Ideas are
arranged with
correct
grammatical
structure.

Legend: BE-Beyond Expectations; ME-Meet Expectations; WI-

Within Expectations; NI-Needs Improvement

Other
Suggested
Activities
The learner demonstrates sensitivity to the socio-cultural dimension of communication situation with focus
on (EN11/12OC-Ia-7)
(a) culture; (EN11/12OC-Ia-7.1)
(b) gender; (EN11/12OC-Ia-7.2)
(c) age; (EN11/12OC-Ia-7.3)
(d) social status; (EN11/12OC-Ia-7.4) and
(e) religion. (EN11/12OC-Ia-7.1)
Suggested Initial Task Final task
Task
Activities Task 1.1 “CREATING A FICTIONAL COUNTRY” Task 1.1 “WRITE AND PLAY”
*Refer to the LM p. 15-16
1. Create a fictional country. Discuss for
three minutes the general description of
your country using the following guide
questions.
A. What is the name of the country? What are its
citizens called?
B. Is it an island or is it land-locked?
C.What is its tourist attraction?
C.What is your country famous for?
D. What are its citizens known for?
2. Describe the way these citizens use
language, as well as their general traits.
Make sure to have a description for the
following:
A. Behavior (Are they reserved? Loud? Generally
humorous? Do they smile a lot?)
B. Language use (Are they talkative? Soft-spoken?
Do they rarely use polite words?)
D. Nonverbal cues (Do they think shaking hands is
distasteful?)
D. Values (What do they find offensive? What
positive trait are they known for?)
3. Based on these general traits, create a list
of 5 Dos and 5 Don’ts which your fictional
citizens adhere to when they attend a
casual dinner party with friends. You have
 Each group will represent a particular
country (Japan, France, China,
Philippines, and Mexico). Make a
research about the country assigned to
you.
Group 1: Japan
Group 2: France
Group 3: China
Group 4: Philippines
Group 5: Mexico
 Write questions (how, what, why, when,
and who). Then, provide answers.
Example:
China
Question: When is the best time to visit
your country?
Answer: ________________________
 Choose a representative that will act as
an ambassador of the country to attend
the International conference. Other
members will pretend as audience.
 Present a 3-minute short skit.
Rubric for Rating

Sometimes
five minutes to come up with the rules and Statements

Usually

Seldom

Never
memorize them.
4. Then, read the following scenario.
11. I interact, negotiate, and
You are a citizen of your fictional country, and you are create meaning with
attending a dinner party with other nationalities. Your others while taking into
goal is to mingle with and introduce yourself and your consideration varied
fictional country to others. cultural backgrounds.
12. I do not think that my
5. The “party” will be hosted by your teacher. own culture is better than
He/she will give the signal for the “party” others.
to start. 13. I understand that
6. Once the “party” starts, each of you has to communication can be
roam around and talk with people from influenced by culture,
other groups. Keep in mind the following gender, age, social
rules. status, and religion.
A. Refrain from speaking with your group mates. 14. I demonstrate
B. Do not talk about the rules which your group sensitivity when I
created. communicate with
7. The “party” will last for 5 minutes. others.
8. Afterwards, confer with your group mates 15. I communicate to
and discuss the following: share information
A. Was there a difference between your group’s across cultures.
behavior and others’? 16. I use effective
B. How did you handle the differences between intercultural
 your behaviors? communication skills.
17. I communicate to
Rubric for Rating understand different
cultures and social

Sometimes
Statements groups.

Usually

Seldom

Never
18. I appreciate different
cultural perspectives.
1. I interact, negotiate, and 19. I can easily
create meaning with communicate with
others while taking into people from diverse
consideration varied backgrounds.
cultural backgrounds. 20. I respect the values
2. I do not think that my and traditions of other
own culture is better than
others.
cultures
3. I understand that
communication can be
influenced by culture,
gender, age, social
status, and religion.
4. I demonstrate
sensitivity when I
communicate with
others.
5. I communicate to
share information
across cultures.
6. I use effective
intercultural
communication skills.
7. I communicate to
understand different
cultures and social
groups.
8. I appreciate different
cultural perspectives.
9. I can easily
communicate with
people from diverse
backgrounds.
10. I respect the values
and traditions of other
cultures
Other Task 1.2 “POSTER MAKING ” Task 1.2 “ PEER INTERVIEW”
suggested
activities Make a poster promoting socio-cultural sensitivity. Demonstrate sensitivity on socio-cultural aspects
Create your own title. of communication in a peer interview.
Find a partner who grew up in another regions or
Worksheet No. province and make a short interview of each other
Name: __________ Grade level & Section: ____ using the worksheet provided.
Worksheet No.
 Student’s

Ethnicity

Religion
Gender

Status
Social
Name

Age
Student
1.

Student
2.
Rubric for Rating
Student
3.
Criteria Percentage

Originality 20%
Rubric for Rating
Clarity of the Message 30%

Sometimes
Visual Appeal/Attractiveness 20% Statements

Usually

Seldom

Never
Relevance to the theme 30%
Total 100% 21. I interact, negotiate, and
create meaning with
others while taking into
consideration varied
cultural backgrounds.
22. I do not think that my
own culture is better than
others.
23. I understand that
communication can be
influenced by culture,
gender, age, social
status, and religion.
24. I demonstrate
sensitivity when I
communicate with
others.
25. I communicate to
share information
across cultures.
26. I use effective
intercultural
communication skills.
27. I communicate to
understand different
cultures and social
groups.
28. I appreciate different
cultural perspectives.
29. I can easily
communicate with
people from diverse
backgrounds.
30. I respect the values
and traditions of other
cultures
The learner discusses the functions of communication. (EN11/12OC-Ibe-8)
The learner identifies the speaker’s purpose(s). (EN11/12OC-Ibe-9)
The learner watches and listens to sample oral communication activities. (EN11/12OC-Ibe-10)
The learner ascertains the verbal and nonverbal cues that each speaker uses to achieve his/her purpose . (EN11/12OC-Ibe-11)
The learner comprehends various kinds of oral texts. (EN11/12OC-Ibe-12)
The learner identifies strategies used by each speaker to convert his/her ideas effectively. (EN11/12OC-Ibe-13)
The learner evaluates the effectiveness of oral communication activities. (EN11/12OC-Ibe-14)
Suggested Initial task Final Task
Task
Activities Task 1.1 WATCH & EVALUATE Task 1.1 ROLE PLAYING

The students will be divided into four groups. In a group, perform a role play on the topics
Watch the video on the Philippine Presidential below.
debate 2016 and evaluate based on the rubric.
Topics:
Group 1: Delivery
Group 2: Organization of Thoughts
1. Natural Wonders of the World
Group 3: Credibility
Group 4: Responsiveness 2. Household Chores
3. Study Habits
URL: 4. Disaster Preparedness
https://www.youtube.com/watch?v=jf9BYpybaeg 5. Individual Differences

The students will evaluate the effectiveness of the RUBRIC FOR RATING
answers and explanations of the Presidential
candidates on their platforms. E VI I C B
CRITERIA (5) (4) (3) (2) (1)
Performance Best Better Good The report covers
(3) (2) (1) the full
Verbal/ Very clear, Relatively Voice is Knowledge of the
Delivery confident, clear voice, soft, subject or
grammatica minor consistent assigned topic.
lly correct, grammatica errors in The content is
proper l errors, grammar highly detailed,
pronunciati errors in and well-organized,
on of terms pronunciati pronunciati shows a strong
on for on of terms understanding of
some terms the topic
Use of Effective Less Not The voice is loud,
nonverbal cues use of effective effective clear and relaxed
nonverbal use of use of with few pauses.
cues nonverbal nonverbal Well prepared.
cues cues
Audience listens
Organization of Logical Logical but Not
thoughts attentively and
with clear not all logically
participates in
explanation clearly arranged
discussions.
s explained and unclear
explanation Reporter is ready,
s on time and
Credibility Express Express Express rarely looks at
with great with less with notes.
convictions, convictions without
facts, , facts, convictions Legend: E-Excellent; VG-Very good; G-Good; F-Fair
research, research, , facts,
and actual and actual research,
participatio participatio and actual
n n participatio
n
Responsiveness Confident Less No
in confident confidence
addressing in in
all issues addressing addressing
issues issues
Other Task 1.2 FILLING THE TABLE Task 1.2 FILMING
Suggested
Activities Based on the debate found at URL: The students will perform a news casting
https://www.youtube.com/watch?v=jf9BYpybaeg, coverage through video a presentation.
the students will write a statement taken from the
speakers that fall on the different functions of Topics:
communication.
1. Weather updates
2. Sports updates

Information
Regulation/

Motivation

Expression
3. Economic updates

interaction

Emotional
Control

4. Showbiz updates
Social
5. Political updates

“Naga
wa RUBRIC FOR FILMING
kong
pinaka

VGE (5)

GE (4)

LE (2)
SE (3)

N (1)
mayam CRITERIA
an ang
lungso
Video presentation
d ko.”-
is well-organized.
Binay
Message is
expressed clearly.

Style and technique

present a distinct
style of
disseminating
information
Note: Almost all of the statements will fall on information. This
will lead to the discussion of Information function. Ideas are
communicated
(The number of correct answers will determine the score.)
vividly and
meaningfully.

Utilizes facts,
document reviews,
data analyses and
other reliable
sources in
conveying
information

TOTAL

GRAND TOTAL /25

Task 1.3 “ SPEECH PRESENTATION”

*Refer to LM pp. 12-13

Imagine that you are addressing a group of

parents and teachers in an assembly on
understanding your generation known as the
“Millennial Generation.”
  Prepare a two-minute speech that
communicates your ideas about the
topic.
 Your speech should highlight who the
‘millennials’ are and how they are
different from other generations.
 Before the speech deliveries, find a
partner.

RUBRIC FOR FILMING

V G S L N
G E E E (1)
Criteria E (4) (3) (2)
(5)
The ideas in the
presentation are
organized.
The message is
expressed
clearly
There are
sufficient
supporting
ideas
The choice of
words is
appropriate for
the audience.
Biases are
avoided.
Speech is free
from
grammatical
mistakes.
Ideas are
communicated
vividly and
meaningfully.
Nonverbal cues
are appropriate

Legend:
VGE – To a very great extent; GE – To a great extent; SE –
To some extent; LE – To a little extent;
N – Not at all
Scoring:
VGE – 33–40; GE – 25–32; SE – 17–24; LE – 9–16; N – 8

Comments

Strong Points Weak Points

Summative Test

*Refer to LM p.22
I. Fill in the column with the strategies to use to avoid breakdown in communication for the barrier indicated.
(1 point each)

Barrier of Communication Situation/Instances Strategies/Solution to Avoid Breakdown

1. Emotional Barrier You sit in a meeting or class where
you think the speaker is boring.
2. Use of jargon You are a scientist discussing a
certain weather phenomenon with
your neighbor who does not know
much about the topic.
3. Lack of You are asked to share something
confidence about your day or weekend, but you
are hesitant because you are shy.
4. Noisy You are having a conversation with
environment some friends when a song was
played loudly.

II. Read each statement. If it displays bias or insensitivity, write the group/element being
misrepresented (gender, social status, age, religion, culture). If not, write “OK.” (1 point each)

_______________1. “Each employee must wear his ID at all times.”

_______________2. “You won’t understand if I explain; you’re too young.”
_______________3. “Japanese people are so rigid and stoic!”
_______________4. “Don’t buy those shades; only low-class people wear those.”
_______________5. “Lolo, this is an iPhone. ‘I-Phone.’ It is a very complicated device, but I’ll explain it
to you simply. It is used to talk to people from other places.”
_______________6. “All staff members have to submit their leave requests before the day ends.”
_______________7. “My belief is the absolute truth. Other religions simply got it wrong.”
_______________8. “Manang, let’s go, I’ll treat you. I bet you haven’t eaten sushi in your entire life.”
_______________9. “Catholics and Protestants do have big differences, but we must respect each other’s
beliefs.”
_______________10. “You’re the youngest person in the family, but I trust that you can handle the
situation well.”

III. Write T before each number if the statement is true and F if the statement is false. ( 1 point each)
__________1. Intercultural communication occurs when there is interaction and negotiation between or among
individuals from different cultural backgrounds.
__________2. Intercultural communication refers only to communication that happens between or among individuals
from different nations.
__________3. Communication that exists between or among individuals from different ethnic, religious, and regional
backgrounds and sexual orientations is not considered as intercultural.
__________4. The DMIS by Bennett and Bennett (2004) can be used to understand those who do not recognize other
cultures and cannot communicate inter-culturally.
__________5. The denial stage could be interpreted as distrust towards other cultures.
__________6. The acceptance stage refers to recognition of cultural differences.
__________7. In the adaptation stage, individuals begin to integrate with other cultures.
__________8. Cultural sensitivity matters in intercultural communication.
__________9. One character trait of a competent communicator is sensitivity to nonverbal cues in
other cultures.
__________10. A competent communicator is a person who is effective in intercultural
communication.

IV. Write a 250-word essay of your objective observation and evaluation of the presidential candidates’ debate.
(20 points)
Rubric for Rating the Essay
Criteria Expert (4) Accomplished (3) Beginner (2)
Quality of Writing Piece is written in an Piece is written in an Piece has no style or
extraordinary style and interesting style and voice. voice.
voice. Somewhat informative Gives no new information
Very informative and and organized. and very poorly organized.
well-organized.
Grammar Usage and Virtually no spelling, Few spelling, punctuation So many spellings,
Mechanics punctuation, and errors, and minor punctuations, and
grammatical errors. grammatical errors. grammatical errors.
Number of words used 250 words above Less than 250 words Less than 200 words