Republic of the Philippines

Department of Education
REGION XII – NORTH COTABATO
SCHOOLS DIVISION OFFICE OF COTABATO
ALAMADA NATIONAL HIGH SCHOOL
KITACUBONG, ALAMADA, COTABATO

School Alamada National High School Grade Level GRADE 11

Teacher LOUIGRACE V. FONTANILLA Learning Area Oral Communication

Teaching Date/Time July 29 - August 2, 2024 Quarter 1st Semester 1st Quarter

DETAILED LESSON PLAN IN ORAL COMMUNICATION

Concept:.

A. Content Standard The learner understands the nature and elements of oral communication in context.

B. Performance Standard The learner designs and performs effective controlled and uncontrolled oral
communication activities based on context.

C. Most Essential Learning Explains the functions, nature and process of communication EN11/12OC-Ia-2
Competency/Code
I. OBJECTIVES At the end of the period, the students are expected to:
a. recognize the elements of communication.
b. identify the elements of communication based on the given videos.
c. explain the process of communication.
II. CONTENT The Nature and Process of Communication

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Oral Communication in Context Functions, Nature and Process of Communication First
Edition, 2020

2.Learners Materials Notebook, Paper and Pen

3.Textbook Pages Pages 2-11
4.Additional Materials from Task Sheets, Task Card ,Paper, Marker, Evaluation Sheets, Chalks
Learning Resources (LR) Portal
B. Other Learning Resources Power Point Presentation
IV. PROCEDURES
Preliminary Activities - Greetings
(3 minutes) - Prayer
- Arranging of Seats
- Checking of Attendance
- Classroom Rules
 Sit properly.
 Respect both students and teachers.
 LISTEN when someone else is talking,
 Participate during discussion.
 One mouth at a time.
 Raise hand for clarification and questions
 Keep the classroom clean.
 Make sure you have everything you need before starting.

A. Reviewing previous lesson or presenting EXPLAIN THE CONCEPT

the new lesson.
(2 minutes) To check your prior knowledge on our topic, let’s have a short activity.
PASS THE MESSAGE. (Can you see what I see and see what I say?
- the teacher will ask the students to choose a number from 1 to 3.
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address: Kitacubong, Alamada, Cotabato
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mobile: +63910 108 0859
 - the teacher allows the students to count from 1 to 3.
- students whose number coincides to the selected number from 1 to 3 will perform the
activity. They will form a line.
-the selected leader will come in front and ask the information to be relayed to the
members and relay the message through a gesture.
- the last member to receive the message will express the received information in front of
class.
B. Establishing the purpose for the lesson The teacher will introduce the new lesson by introducing the lesson objectives:
(2 minutes)
a. explain the nature and process of communication;
b. understand the relationship of the functions of communication to everyday life;
and
c. illustrate the process of communication.
C. Presenting examples / instances of the - Based on the previous activity, what have you observed?
new lesson - What will happen if there’s miscommunication between the listener and the speaker?
(5 minutes) - Now, look at the picture.

- The teacher will ask students on how they will react to the picture being shown.

D. Discussing new concepts and practicing ENGAGE

new skills #1 (4 minutes) - Identify the different ways of communicating with others.

- The teacher will introduce the topic ‘’functions, nature and process of communication”
- What is Communication?

Communication
Latin terms: communicare (to make common, to share)
- It is a process of exchanging messages or information from one person to another within
and across channels, contexts, media, and cultures.
- Communication happens anywhere and it may take various forms:
 personal or impersonal situations
 face to face conversation
 phone conversation
 meeting group discussion
- The nature of communication is the exchange of information between two people.

Communication is a two-way process of connecting to both living and non-living things. It

is also a means of sharing and exchanging messages, information,
ideas, and feelings for mutual understanding (Gregoriom, J.C., 2015).

Communication connects people and the world they live in. It is through
communication that people are able to express their thoughts and ideas or convey
information and messages through word of mouth, gestures and signals, signs, and
others. People have always communicated with one another in various forms.

Two key terms:

 message
 understand

1. Communication is a message understood.

2. Communication is social interaction through messages.

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 - Look at the picture and explain.

- The teacher will select volunteers to explain their idea.

E. Discussing new concepts and practicing EXPLORE

new skills #2
(7 minutes) -The class will be divided into three groups.
- Each group will be given a topic specifically about the Models of Communication and
explain the following diagram assigned to them. Each group will also give example
scenario in their assigned topic.

1. Shannon-Weaver Model

2. Transaction Model

3. Schramm Model

- after the presentation of all groups, the teacher will ask students the following questions:
1. What model do you think is most commonly used?
2. What are the differences of these three models?

F. Developing mastery EXPLAIN

(leads to formative assessment) Discussion time.
( 10 minutes)
Elements of Communication
1. Speaker – the source of information or message.
2. Message – the information, ideas, or thoughts conveyed by the speaker in words or
actions.
3. Encoding – the process of translating the idea in a language that can be understood.
This can be through writing or speaking, or gestures.
4. Channel – the medium or the means, such as personal or non-personal, verbal or
nonverbal, in which the encoded message is conveyed.
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 5. Decoding – the process of interpreting the message. This is the part were the receiver
tries to make meaning out of what was said.
6. Receiver – the person who receives the message.
7. Feedback – the reaction, response, or reply of the receiver to the speaker.
8. Context – the situation or environment of the speech event.
9. Barrier – any factors that negatively affect the flow of communication

Process of Communication
1. The source or sender conceives an idea.
2. The sender encodes the message appropriate for the receiver.
3. The sender transmits the message through a channel.
4. The receiver receives the message.
5. The receiver decodes the message and tries to understand its
meaning.
6. The receiver then provides feedback.

G. Finding practical applications of concepts Hands on and off.

and skills in daily living
( 10 minutes) Directions: Watch the video presentation with the title “A Failure to Communicate”. On a
sheet of paper, identify the elements in the process of communication. Explain how each
. element affects the communication process.

1. Sender
___________________________________________________________.
2. Message
___________________________________________________________.

4. Channel
___________________________________________________________.
5. Receiver
___________________________________________________________.
6. Decoding
___________________________________________________________.
7. Feedback
___________________________________________________________.
8. Noise
___________________________________________________________.

H. Making generalizations and abstractions ELABORATE

about the lesson. SHARE IT, SHARE ME!
( 5 minutes)
1. The teacher will ask her students the following questions:
a. How do you find the activity?
b. Can you think of an experience wherein you had encountered
miscommunication? What element of communication had been
interrupted?
2. Appreciation applause or expressions of gratitude or encouragement will be
given after each sharing. They will be given a positive feedback for their
responses.

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address: Kitacubong, Alamada, Cotabato
email: [email protected]
mobile: +63910 108 0859
I. Generalization/Abstraction
(2 minutes)
Do you think that you can still live your life without communication? Why or Why not?
*Students will share their ideas and experiences.

J. Evaluating Learning EVALUATE

(10 minutes) Multiple Choice

______1. Girlie told her groupmates that she has already the data for their
research. The word groupmates is what element of communication?
A. message C. encoding
B. sender D. receiver
______2. In yesterday’s class with Miss Bullo, Rommel gave a report on
Atmospheric Science and Climate. His classmates listened attentively.
Who is the sender in the situation?
A. class C. Rommel
B. Miss Bullo D. classmates
_____3. It is a good indication that good communication occurs.
A. destructed C. unreceived
B. Confused D. shared

_____ 4. Which element of communication answers “What was Jhay’s answer to

to the question?”
A. Barrier C. channel
B. feedback D. decoding

_____5. It is the exchange of thoughts, messages, or information as by speech,

signals, writing or behavior.
A. Communication C. language
B. feedback D. message

______6. What element of communication is shown when Emmanuel wrote

an email to Skycable.
A. Barrier C. decoding
B. Feedback D. Medium
_____7. This refers to the responsibility of the person who receives the message
for communication to take place.
A. Feedback C. perception
B. non-verbal clues D. self-concept
_____8. It is an indication that communication really takes place.
A. when the message enters the channel
B. when the message leaves the channel
C. when the receiver understands the message
D. when the sender transmits the message
_____9. It is known when the receiver gives a verbal or non-verbal message.
A. Answer C. response
B. Feedback D. none given
_____10. This is the BEST way to continue communication.
A. active listening C. asking questions
B. not interrupting D. making good eye contact
K. Additional Activities for application or Picture Talk. Write short conversations using the cut-out pictures from
remediation. magazines, brochures, or any other materials. Consider the nature and process of
communication. Be guided by the following rubric in making your output. Use a
separate sheet of paper for this.
Choose one topic that might interest you:
1. Fake News
2. Use of Technology in Online Communication
3. Gulayan sa Tahanan
4. Essential Needs vs. Non-Essential Needs

V. Remarks
VI. Reflection

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address: Kitacubong, Alamada, Cotabato
email: [email protected]
mobile: +63910 108 0859
 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. What difficulties did I encounter which my
principal or supervisor can help me solve?
F. What innovation or localized materials did
I use?

Prepared by: Checked and Approved by:

LOUIGRACE V. FONTANILLA, TI PEPITO D. GARDOSE, PII
Subject Teacher
School Head

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address: Kitacubong, Alamada, Cotabato
email: [email protected]
mobile: +63910 108 0859
Checked and Observed by: Date:

Checked and Observed by: Date:

Checked and Observed by: Date:

BAI DONNA R. PAGRANGAN, MTII
SHS Coordinator
Checked and Observed by: Date:
PEPITO D. GARDOSE, PII
School Head

1. What is the primary purpose of the "solution" section in a problem-solution essay?

A. To restate the problem for emphasis.

B. To provide additional evidence supporting the problem.
C. To introduce a new problem unrelated to the initial issue.
D. To propose and discuss potential remedies for the identified problem.

Answer: D. To propose and discuss potential remedies for the identified problem.

2. In a problem-solution essay, which section typically follows the introduction?

A. Causes and Effects

B. Background Information
C. Proposed Solutions
D. Conclusion

Answer: C. Proposed Solutions

3. What is the main purpose of analyzing causes and effects in a problem-solution essay?

A. To provide additional background information.

B. To demonstrate knowledge of various issues.
C. To emphasize the severity of the problem.
D. To understand the root of the identified problem.

Answer: D. To understand the root of the identified problem.

4. Which of the following is a key element of a well-structured problem-solution essay?

A. Ignoring potential solutions to maintain simplicity.

B. Focusing solely on effects rather than causes.
C. Proposing solutions without analyzing the problem.
D. Clearly presenting the causes, effects, and proposed solutions.

Answer: D. Clearly presenting the causes, effects, and proposed solutions.

5. What distinguishes a problem-solution essay from a cause-and-effect essay?

A. A cause-and-effect essay focuses on solutions, while a problem-solution essay explores causes.

B. A problem-solution essay presents a problem and its solutions, while a cause-and-effect essay examines relationships between events.
C. Both types of essays are identical in structure and purpose.
D. A problem-solution essay only discusses problems, while a cause-and-effect essay only analyzes effects.

Answer: B. A problem-solution essay presents a problem and its solutions, while a cause-and-effect essay examines relationships between
events

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address: Kitacubong, Alamada, Cotabato
email: [email protected]
mobile: +63910 108 0859