Teacher’s Manual for Oral Communication in Context

Teacher's Manual for

Oral Communication in Context

For Senior High School

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying ? without written permission from the DepEd Central Office. First Edition, 2016.

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C & E Publishing, Inc.

C & E Publishing, Inc. was established in 1993 and is a member of ABAP, PBAI, NBDB,

and PEPA.

Teacher's Manual for Oral Communication in Context For Senior High School Published in 2016 by C & E Publishing, Inc. 839 EDSA, South Triangle, Quezon City Tel. No.: (02) 929-5088 e-mail: info@

Copyright ? 2016 by C & E Publishing, Inc., Philippe John Fresnillo Sipacio and Anne Richie Garcia Balgos

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means--electronic, mechanical, photocopying, recording, or otherwise--without the prior written permission of the publisher.

Cover Design: Victor C. Joaquin

Layout:

Jolly Monique B. Dela Pe?a

ISBN978-971-98-0449-9

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying ? without written permission from the DepEd Central Office. First Edition, 2016.

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Table of

Contents

About the Guideiv

Unit I

Nature and Elements of Communication

1 Fundamentals of Communication 2

2 Intercultural Communication 10

Unit II

Strategies in Various Speech Situations

1 Types of Speech Context and Style 18 2 Types of Speech Act 25 3 Types of Communicative Strategy 30

Unit III Fundamentals of Public Speaking

1 Principles of Speech Writing 38 2 Principles of Speech Delivery 44

Unit IV Types of Speech

1 Organizing and Delivering a Manuscript Speech 52 2 Organizing and Delivering a Memorized Speech 58 3 Organizing and Delivering an Impromptu Speech 62 4 Organizing and Delivering an Extemporaneous Speech 68 5 Organizing and Delivering an Entertainment Speech 73 6 Organizing and Delivering an Informative Speech 78 7 Organizing and Delivering a Persuasive Speech 82

References 89

iii

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying ? without written permission from the DepEd Central Office. First Edition, 2016.

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About the Guide

Unit

I

Nature and Elements of Communication

Curriculum Guide

Competency

Code

Content Standard Performance Standard

defines communication, p. 4

explains the nature and process of communication, pp. 4-5

differentiates the various models of communication, pp. 5-6

distinguishes the unique feature(s) of one communication process from the other, p. 6

explains why there is a breakdown of communication, p. 8

uses various strategies in order to avoid communication breakdown, p. 8

Lesson 1:

discusses the functions of communication, p. 7

Fundamentals of identifies the speaker's purpose(s), p. 7 Communication watches and listens to sample oral communication activities,

pp. 2, 11-14, 15-16

ascertains the verbal and nonverbal cues that each speaker uses to achieve his/her purpose, pp. 13-14

comprehends various kinds of oral texts, pp. 2, 11-14

identifies strategies used by each speaker to convey his/her ideas effectively, pp. 7-8, 10

evaluates the effectiveness of an oral communication activity, p. 14

demonstrates sensitivity to the socio-cultural dimension of communication situation with focus on culture, pp. 19-21, 26-27

Lesson 2: Intercultural Communication

demonstrates sensitivity to the socio-cultural dimension of communication situation with focus on gender, pp. 21-22, 23-24

demonstrates sensitivity to the socio-cultural dimension of communication situation with focus on age, pp. 21-22

demonstrates sensitivity to the socio-cultural dimension of communication situation with focus on social status, pp. 21, 23-25

demonstrates sensitivity to the socio-cultural dimension of communication situation with focus on religion, pp. 21, 23-25

EN11/12OC-Ia-1 EN11/12OC-Ia-2 EN11/12OC-Ia-3

EN11/12OC-Ia-4 EN11/12OC-Ia-5 EN11/12OC-Ia-6 EN11/12OC-Ibe-8 EN11/12OC-Ibe-9 EN11/12OC-Ibe-10

EN11/12OC-Ibe-11 EN11/12OC-Ibe-12

understands the nature and elements of oral communication in context, pp. 2-14

values the functions/ purposes of oral communication, pp. 7, 14

designs and performs effective controlled and uncontrolled oral communication activities based on context, pp. 2, 4, 6, 9, 11-14, 15-18, 26

EN11/12OC-Ibe-13

EN11/12OC-Ibe-14

EN11/12OC-Ia-7 EN11/12OC-Ia-7.1

EN11/12OC-Ia-7.2

EN11/12OC-Ia-7.3

EN11/12OC-Ia-7.4

EN11/12OC-Ia-7.5

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The guide consists of various useful components which can help the teacher effectively hone his/her students' oral communication skills.

A curriculum guide is placed before every unit to show how the textbook's content aligns with the Department of Education's curriculum. It shows the competencies which are found in each unit and the exact textbook pages in which they are found.

iv

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying ? without written permission from the DepEd Central Office. First Edition, 2016.

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Lesson

1

Types of

Speech Context and Style

Suggested Number of Hours: 7

I. Lesson Highlights Speech contexts may be formal or informal, personal or impersonal depending on the relationship of the communicators and the context. The speech style that a communicator adopts depends on the listener, the situation, and various factors.

II. Supplementary Information Self-concept is the basis in intrapersonal communication. This refers to how a communicator sees him/herself and involves his/her beliefs, values, and attitudes (Smith, 2004). Interpersonal communication is contextual; it involves the situation, environment, psychological, and cultural context.

III. Teaching Strategies A. Let's Warm Up, p. 29 1. Encourage the students to be creative in their presentation. Various props or materials found in the classroom could be integrated into the performance. 2. Give each group ten minutes to prepare. 3. This activity enables students to communicate in different contexts and use different speech styles, from the preparation to the actual performance. Note down scenes in the performances of your students which you can integrate into the discussion. B. Self-audit, p. 30 1. Ask your students to do the Self-audit activity. Discuss the interpretation of results with them. 2. The proficiency levels of the students in the Self-audit task will give you an idea of the parts to emphasize.

18

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Each lesson comes with a suggested number of hours which estimates, based on the topic and the type of activities, how long each lesson is to be facilitated. This feature will help the teacher manage time and map out his/her strategies in teaching the lesson.

v

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying ? without written permission from the DepEd Central Office. First Edition, 2016.

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