School Grade Level 10

ENGLISH-
Learning Communication Skills
Teacher RAYMOND V. DATU
Area in Public Speaking
Republic of the Philippines
Department
Teaching April ____, 2024
of THIRD
Date and Quarter
Education QUARTER
Time

1. Distinguish verbal from nonverbal communication.

2. Identify various types of nonverbal communication and construct
I. OBJECTIVES scenarios using non-verbal communication.
3. Gain an appreciation for the importance of both verbal and nonverbal
communication and apply it in a real-life setting.
II. CONTENT Verbal and Nonverbal Communication
The learner demonstrates understanding of how world literature serves as a
way of expressing and resolving one’s personal conflicts through using
strategies in linking, textual information, repairing or enhancing
III. CONTENT STANDARD
communication, and crafting formal/informal word definitions; the ethics
and strategies of public speaking; and using of emphasis markers in
persuasive texts.
The learner transfers learning by composing short persuasive texts using a
IV. PERFORMANCE STANDARD variety of techniques/devices and words and expressions that emphasize a
point, particularly modals and reflexive and intensive pronouns
At the end of this lesson, the students should be able to determine the
V. LEARNING COMPETENCIES: implicit and explicit signals, verbal as well as non-verbal, used by the
speaker to highlight significant points (EN10LC-Ib-4, EN10LC-Ic-4).
VI. LEARNING RESOURCES
Quipper Study Guide: Grade 10 Unit 8: Communication Skills in Public
References
Speaking.
VII. PROCEDURES
Preliminaries:
a. Opening prayer
b. Greetings
c. Checking of attendance
d. Classroom Management

Before the start of the activity, the teacher will give some house rules to
establish a safe and secure learning environment.
1. Listen carefully.
2. Follow directions.
3. Respect others. Be kind with your words and actions.
A. Reviewing Previous Lessons or
Presenting the New Lesson
4. Work and play safely.
5. Pick up the pieces of paper under your chairs.
6. You will get a “VERY GOOD STAMP,” and it will have
corresponding points if you get the correct answers to the questions.

Activity No. 1 “MYSTERY BOX”

The teacher will show a Mystery box consisting of questions about digital
communication applications based on the previous topic, Communication.

1. Divide the class into groups of two.

 2. To play, just click the box to open it and reveal the mystery object.

3. Click the next icon at the bottom to proceed to the next mystery box.
4. The group with the highest score will win the game.

.
Guide Questions:
1. What is communication?
2. In your opinion, how helpful are these digital communication
applications for communication?

ACTIVITY 2: “ACT IT OUT: BASKETBALL SKILLS”

Materials:
 Timer
 Slips of paper with Basketball skills written on it, placed in a
B. Establishing a Purpose for the basket
Lesson

Mechanics:
 1. Divide the class into groups of two.
2. Representatives from each group will go in front to pick up one
slip of paper from the basket, and after that, they will act out the
phrases that had been written down without using words or sounds.
3. The other team members will guess the word that the
representative is acting out within 20 seconds.
4. Each vocabulary word must be used in a sentence after getting the
correct answer.
Guide Questions:
1. What techniques did you and your team or partner use?
2. Why is it important to have good communication while
playing basketball in order to win?
3. How important are gestures, facial expressions, and body
language in communicating the answer to your co-groups?

Indicator 1- Apply knowledge of content within and across curriculum

areas.

Indicator 2- Use a range of teaching strategies that enhance learner

achievement in literacy and/or numeracy skills.

Indicator 3- Apply a range of teaching strategies to develop critical and

creative thinking, as well as other higher-order skills

Indicator 4- Plan, manage and implement developmentally sequenced

teaching and learning processes to meet curriculum requirements and varied
teaching context
ACTIVITY 3: WHO WANTS TO BE A MILLIONAIRE?
Mechanics:
1. Each representative will choose the correct answer to each question
from four choices (A, B, C, and D) within 20 seconds.
2. Representatives from each group will once use 50/50 (to reduce the
distractors) and CALL A FRIEND (to ask for help from co-
groups).

Guide Questions:
1. What is the term for the use of words or speech in exchanging
information with others?
2. What type of communication involves body language and facial
expressions?
3. What is the term used to refer to the use of touch in communication?
C. Presenting examples/instances
of the New Lesson

Indicator 1- Apply knowledge of content within and across curriculum

areas.

Indicator 2- Use a range of teaching strategies that enhance learner

achievement in literacy and/or numeracy skills.

Indicator 3- Apply a range of teaching strategies to develop critical and

creative thinking, as well as other higher-order skills

Indicator 4- Plan, manage and implement developmentally sequenced

teaching and learning processes to meet curriculum requirements and varied
teaching context
D. Discussing New Concepts and
Practicing New Skills #1 During the discussion, the learners will be asked questions about verbal and
non-verbal communication and will be asked to give examples of each
type.

Verbal communication- refers to the use of words or speech in

exchanging information with others, which involves
sending messages and transmitting feelings or ideas.

Nonverbal communication- is a type of communication that involves

expressing ideas in ways that do not involve or go beyond using words.
Although not spoken, nonverbal cues such as body language, facial
expressions, and movements greatly affect the meaning and the
understanding of a speaker’s message.

Types of nonverbal communication

This refers to the distance between

the speaker and the listener or
receiver of the message. Public
distance, which is from 12 to 25
feet, is used in public speaking.

This refers to the use of body

language when communicating.
Gestures,
eye contact, movements, and facial
expressions are considered
kinesics.

This refers to the role of time in

the communication process. In
public speaking, there is often a
prescribed period of time at which
the speaker is allowed to talk.

This refers to the speed, volume,

and tone of the speaker’s voice.
Sighing, gasping, and clearing
one’s throat are also considered
paralanguage.

This refers to the use of touch in

order to convey meaning while
communicating with someone.

Indicator 1- Apply knowledge of content within and across curriculum areas.

Indicator 2- Use a range of teaching strategies that enhance learner

achievement in literacy and/or numeracy skills.

Indicator 3- Apply a range of teaching strategies to develop critical and

creative thinking, as well as other higher-order skills
 (The teacher will remind the learners again about the rules)
Activity 5: Now it's your turn to spin the wheel!

The teacher will show a spinning wheel consisting of questions about the
types of Non-verbal communication.
Mechanics:
1. The group is going to be divided into two groups.
2. To play or spin the wheel, just click on the needle. To stop it, click the
needle again.
3. Click on the selected number to go to its corresponding question.

4. Another click on the small wheel on the bottom right to spin the wheel
again.

5. The group with the highest score will win the game.

E. Discussing New Concepts and

Practicing New Skills #2

Guide Questions:
1. What are the different types of nonverbal communication?
2. Why are the things that we do not say as important as the things we
say?

Indicator 1- Apply knowledge of content within and across curriculum

areas.

Indicator 2- Use a range of teaching strategies that enhance learner

achievement in literacy and/or numeracy skills

Indicator 3- Apply a range of teaching strategies to develop critical and

creative thinking, as well as other higher-order skills

Indicator 4- Plan, manage and implement developmentally sequenced

teaching and learning processes to meet curriculum requirements and
varied teaching context

Indicator 5- Design, select, organize and use diagnostic, formative and

summative assessment strategies consistent

Ask the learners

F. Developing Mastery (Leads to
Raise the green V flag if the statement is verbal communication, and raise
Formative Assessment 3)
the red NV flag if the statement is nonverbal communication.
 1. speaking in a loud voice (V)
2. greeting someone “happy birthday” (V)
3. establishing eye contact (NV)
4. keeping a distance from the audience (NV)
5. a handshake (NV)

Indicator 1- Apply knowledge of content within and across curriculum

areas.

Indicator 3- Apply a range of teaching strategies to develop critical and

creative thinking, as well as other higher-order skills

Indicator 5- Design, select, organize and use diagnostic, formative and

summative assessment strategies consistent

Ask students the following question to help them connect their learning to real-
world situations, and write their answers on green paper to be graded based on the
rubrics:

“As a member of your family, how can your knowledge about verbal and
nonverbal communication allow you to improve the way you connect or
interact with the other members of your family?”

Learners will be evaluated based on these criteria.

G. Finding Practical Excellent 90-100 Ideas are thoroughly explained, highly coherent writing,
Applications and almost no grammatical errors
Concepts and Skills in Daily Living Good 80-89 Ideas are explained, coherent writing, few grammatical
errors
Satisfactory 70-79 Ideas are partially explained, somewhat coherent writing,
several grammatical errors
Needs work 0-60 Ideas are poorly explained, incoherent writing, many
grammatical errors.

Indicator 3- Apply a range of teaching strategies to develop

critical and creative thinking, as well as other higher-order skills

QUESTION AND ANSWER

Guide Questions:
1. What is the difference between verbal and nonverbal
communication?
1. Making Generalization and 2. What makes nonverbal communication as important as verbal
abstracts about the lesson communication?

Indicator 3- Apply a range of teaching strategies to develop critical and

creative thinking, as well as other higher-order skills

QUIZ
Direction: Read and analyze each item carefully. Choose and write the
letter of the correct answer on the space provided before the number.
1. Evaluating Learning
_______1. This refers to the distance between the speaker and the listener
or receiver of the message. Public distance, which is from 12 to 25 feet, is
used in public speaking.
 a. Proxemics c. Chronemics
b. Kinesics d. Paralanguage
________2. This refers to the use of body language when communicating.
Gestures, eye contact, movements, and facial expressions are considered
kinesics

a. Proxemics c. Chronemics
b. Kinesics d. Paralanguage
________3. This refers to the role of time in the communication process. In
public speaking, there is often a prescribed period of time at which the
speaker is allowed to talk.
a. Proxemics c. Chronemics
b. Kinesics d. Paralanguage
_________4. This refers to the speed, volume, and tone of the speaker’s
voice. Sighing, gasping, and clearing one’s throat are also considered
paralanguage.

a. Proxemics c. Chronemics
b. Kinesics d. Paralanguage
__________5. This refers to the use of touch in order to convey meaning
while communicating with someone.

a. Haptics c. Chronemics
b. Kinesics d. Paralanguage
Indicator 3- Apply a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order skills

Indicator 5- Design, select, organize and use diagnostic, formative and

summative assessment strategies consistent

Watch a documentary video online. Take note of the verbal and nonverbal
communication techniques that the host and the other
respondents/participants in the video used. Make a
2. Additional Activities for
Application and Remediation
chart of the nonverbal communication techniques used by specifying the
communication situations and writing their corresponding types. After that,
write in a paragraph a reflection of the effectiveness of verbal
communication techniques used.
VIII. REMARKS
Verbal and Non-verbal communication are vital parts of our day-to-day
IX. REFLECTION lives because they shape our interactions with others in our interpersonal
relationships.
A. No.of learners who earned 80% on the formative
assessment
B. No.of learners who require additional activities for
remediation.
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

these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?

G. What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
RAYMOND V. DATU
Teacher Applicant