Teaching Guide SHS 11

Teaching Guide Oral Communication in Context (2hrs)

Topic: Five Elements Elements of Communication Communication 

Verbal and Non-verbal Strategy

Objectives: 1. Explain the difference between the verbal and Non-verbal communication 2. Identify the different types of verbal and non-verbal communication 3. Apply suitable verbal or non-verbal techniques in interaction

PEFORMANCE STANDARD Minimum

Beyond Minimum

Designs and performs effective controlled and uncontrolled oral communication activities based on context.

The learner interacts, exchange and create meanings through the use of various verbal and non-verbal strategies

LEARNING COMPETENCY Minimum

Beyond Minimum

Distinguishes the unique features of one communication process from the other

The learner portrays confidence and expertise in expressing himself/herself proficiently towards others aided by the different principles of communication and verbal and non-verbal strategies

Introduction

  

Motivation

Prayer Ice breaker House rules

Video Presentation of Eddie Murphy as he tries to communicate to one of the crew in the fast food

Guide questions: 1. What did you observed upon watching the video? 2. What do you think would be the impact of this manner of interaction with another people?

Instruction

Carousel The teacher divides the class into 2 heterogeneous groups. He/ She will provide each group strips of papers containing their assignment or topic. Each student on the team becomes an “expert” on one topic by working and sharing with members members from other teams assigned the corresponding expert topic. Upon returning to their teams, each one turns teaches the group about his/her expert topic. Works well for acquisition and presentation of new material and review.

Practice

Situation 1: A kindergarten is satisfied with the drawing of Miggy. Situation 2: A librarian wants a group of noisy students to observe silence

Enrichment

Charade Your 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. Your teacher will assign a category for each group. Assign a timekeeper in your group and prepare ten pieces of one-fourth-sized paper and a small empty box or pencil case. Think of words or phrases related to your category and write each word in a piece of paper. Fold each piece to hide the word. Remember not to choose words that are very difficult to guess. Follow the guidelines below. • At least two members of the th e group must be familiar with the word’s meaning. • A word should only be composed of a maximum of eight letters. • Proper names are not allowed, but they can be used along with other words. • Foreign words and technical terms are not allowed. Each round of the activity proceeds as follows: • Each group will assign two representatives who will act out or describe the unknown word. The remaining group members have to guess the word within one minute. • To start, the representatives from Team A will draw a piece of paper from Team B’s box. • They have five seconds to view the word, after which Team B’s timekeeper will start the timer. • The representatives will then have their teammates guess the word through gestures. Drawing or writing on the board is not allowed.

Evaluation

Form groups of seven or eight members to present a short conversation about any of the given topics. Identify the persons talking and the proxemics zone applied. Used space and paralanguage for interesting details. 1.

A huge pile of garbage on the street 2.

3.

Restoration of death penalty

Behaviour of students in the canteen 4.

8am to 7 pm curfew for minors 5. Jeepney fare hike

Reference:

Teaching Guide Oral Communication in Context (4hrs)

Topic: Functions of of communications communications

Objectives: 1. Distinguish the different types of function of communications 2. Compare and Contrast each functions of communication 3. Use specific functions of communication in specific based contexts

PEFORMANCE STANDARD Minimum

Beyond Minimum

Writes a 250 word essay of his/her objective observation and evaluation of the various speakers watched and listened to

Employ the various functions of communication in both controlled and uncontrolled conversational context

LEARNING COMPETENCY Minimum

Beyond Minimum

Discusses the functions of communication

Use the different functions of communication in a speech

Identifies the speaker’s purpose Watch and listen to sample oral communication activities



Introduction

Prayer

Motivation

The teacher will present pictures to the learners; 1.

What observations have you made from the pictures presented in the slide?

2.

How is it important that people must know how to communicate?

Instruction

World Map

The students will be grouped into two. The number 1 group will form a circle inside the bigger circle which will be the group 2. The group 1 will make a rotation on a clockwise directions and the group 2 on counter clockwise directions in look of their pairs. Each student is holding a paper containing a number of assigned concepts. Each member will be given 1 minute to speak of what their idea on the given topics so with the other.

(processing) Practice

Triad

Using a concept map, discuss and cite examples on the different functions of communications.

(processing)

Enrichment

Give an example of a written or oral communication seen in the following. Identify its function. School Canteen Written: Line starts here Function: Regulation/Control 1.

Public Transport (jeepneys, buses, trains, taxi) Written/Oral: Function: 2. Fast-food Restaurants Written/Oral: Function: 3. Office Written/Oral: Function: 4.

Place of Worship Written/Oral: Function:

5.

6.

Police Station Written/Oral: Function Classroom Written/Oral: Functions:

Evaluation

Role Play In a group of seven with five members the class will present specific situation in a one act play applying the different functions of communications tackled in the lesson.

( Groups will be rated using Scoring Rubrics)

Reference: