Lesson Plan in Oral Communication in Context

(Problem-Based Approach)

I.Objective:
 Content Standard: The learner understands the nature and elements of oral
communication in context.
 Performance Standard: The learner designs and performs effective controlled
and uncontrolled oral communication activities based on context.
 Learning Competency: The learner uses various strategies in order to avoid
communication breakdown EN11/12OC-Ia-6

II. Content and Materials:

III. Procedure: Lesson Development

1. PRELIMINARY ACTIVITIES
1. Prayer
2. Monitoring of Attendance
3. Review of Previous Discussion
To provide a sense of continuity to the new lesson, the teacher will ask the
students to have a brief recapitulation of the previous discussion. The teacher
will call for volunteers to recall the things they learned from yesterday’s session.

2. Motivation
 The teacher will start the class with an activity which will set the mood of
the students and which will also be an implicit way of giving them a hint of
where they are leading to.
 He administers a game, “Just Through Photographs”.
 In this game, the class will be divided into groups. Each group will be
provided with a tag board on which they can write their answers.
 The students must be able to guess the word which describes the
situation being conveyed by the pictures.
 They will be raising their tag boards at once. They will only be given 10
seconds to come up with an answer. Once the teacher says “tag boards
up”, all of the tag boards must be raised. The group who fails to raise their
tag board on time will automatically be disqualified of the game.
Pictures that will be used are about the possible situations that may happen
as a result of communication breakdown (e.g. war, fight, misunderstanding,
etc.)
Process Questions:
1. Why these situations happen?
2. Have you had a personal experience being involved to one of these situations?
3. How were you able to resolve the problem?

A. Activity
After which, the teacher divides the class into 5 groups and administers a semantic
webbing activity. With the use of the graphic organizer below, each group must be
able to list down as many reasons as possible why these situations happen. Each
group should assign a scribe and a spokesperson to present their output to the
class.
 Causes of
Communication
Breakdown

The groups will be given 5 minutes to complete the task and 3 minutes to present
their output.

B. Analysis
C. After the presentation, the teacher explains that there are instances when
miscommunication and misunderstanding occur because of certain barriers. He
tells to the class that to become an effective communicator, they should recognize
these barriers that hinder the communication process because this will enable
them to control the situation, reset conditions, and start anew.
To help the students recognize these communication barriers, they will be
instructed to classify the causes they have listed down as to their types of
communication barrier.
Psychological Systematic Physiological Attitudinal
Barriers/ Barriers Barriers Barriers
Emotional
Barriers

The discussion of each type will follow. Information will be elicited from the students.
The teacher gives additional inputs to further enrich students’ knowledge.

D. Abstraction
To encapsulate the lesson and to provide opportunities for the students to practice,
the teacher will give an activity wherein students will be asked to think of a solution
to avoid communication breakdown from happening in the following situations:

Problem Solution
You are having a bad day or you feel
frustrated.
You are a scientist discussing a certain
weather phenomenon with your
neighbor who does not know much
about the topic.
You are asked to share something
about your day or weekend, but you are
hesitant because you are shy.
You are having a conversation with
some friends when a song was played
loudly.

E. Application
 Think of a particular problem/situation in your community which you think is caused
by communication breakdown. Provide possible and feasible solutions to solve it.
Use the table below.

Strategies
to be
Problem/ Problem Possible employed
Solution Evidence
Situation Statement Solutions to solve
the
problem

IV. Evaluation
(Role-Play)
The teacher will divide the class into 5 groups. Each group will be given a strip of
paper containing a communicative situation. Each communicative situation usually
asks from the group the strategies they should employ to avoid communication
breakdown to happen.
The groups will be given 10 minutes to prepare and 3 minutes to present.
They will be rated through a criteria made by the students together with teacher.

Content – 10
Preparedness – 10
Creativity – 10
Acting/Dialogue – 10
Teamwork – 10
50 points

V. Assignment
Read in advance about the dimensions of communication.