QUARTER NUMBER:

SUBJECT MATTER:

TOPIC / LESSON NAME

Nature and Elements of Communication: Definition and the Process of Communication

CONTENT STANDARDS

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

PERFORMANCE STANDARDS
LEARNING COMPETENCIES

SPECIFIC LEARNING
OUTCOMES
TIME ALLOTMENT

The learner designs and performs effective controlled and uncontrolled oral communication activities based
on the context.
The learner defines communication. (EN11/12OC-la-1)
The learner explains the nature and process of communication. (EN11/12OC-la-2)
The learner defines effective communication and explains the elements of the communication process, the
best communication approach, and internal and external barriers.
The learner describes the value of effective communication and its various elements.
2hrs

LESSON OUTLINE:
During the lesson, the learners will:
1.
2.
3.
4.
5.
6.

Introduction/Review: Define communication using their own insights (10mins)

Motivation: Share insights with a partner the importance of communication (15mins)
Instruction/Delivery: Discuss with the teacher the four main points for effective communication (50 minutes)
Practice: Perform a communication activity, and reflect if they were able to communicate with a partner effectively (20minutes)
Enrichment: Research different models of the communication process to define communication (optional)
Evaluation: Accomplish different evaluative tasks (The teacher decides which activity to use) (25 minutes)
MATERIALS

Enlarged illustration of the Gronbecks Speech Communication Transaction Model

RESOURCES

Bulan, Celia T., and de Leon, Ianthe C. Communication 3: Practical Speech Fundamentals, Experimental
Edition. Department of Speech Communication and Theater Arts, UP Diliman. May 2002

Gronbeck, Ehninger et.al. Principles and Types of Speech Communication. 12 th ed. New York: Harper Collins

Publishers, 1994

The Center for Leadership and Service, The University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson 7.pdf.Accessed January 7, 2016.

PROCEDURE

MEETING THE LEARNERS NEEDS

Introduction/Review: (Time allotment)

Teacher Tip:

1.Script of the procedure

Motivation: (Time allotment)

1.

Script of the procedure

Instruction/Delivery: (Time allotment)

1.
2.
3.
4.

1.Script of the procedure

Practice: (Time allotment)

5.

1.Script of the procedure

Enrichment: (Time allotment)

1.

Script of the procedure

Evaluation: (Time allotment)

1.

Script of the procedure

Common misconceptions,
mistakes, and questions
Tips for assessment
Alternative ways of delivering
content
How to differentiate learners
(disabilities, fast/slow learners,
language barriers, etc)
Potential integration with other
subjects

Quarter:
Subject matter:

ORAL COMMUNICATION IN CONTEXT

TOPIC / LESSON
NAME
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCIES
SPECIFIC
LEARNING
OUTCOMES
TIME ALLOTMENT

Various Models of Communication

The learner understands the nature and elements of oral communication in context.
The learner designs and performs effective controlled and uncontrolled oral communication
activities
based on context.
The learner differentiates the various models of communication. (EN11/12OC-Ia-3)
The learner distinguishes the unique feature(s) of oral communication process from the other.
(EN11/12OC-Ia4)
The learner compares and contrasts the various models of communication.
The learner is able to design his own model of communication based on factors he learned.
The learner will be able to learn the unique feature of communication process.
2 hours

LESSON OUTLINE:
During the lesson, the learners will:
1. Review/Motivation: Recall the important points of the previous lesson. (15 minutes)
2. Introduction: Compare and contrast the various models of communication using the Venn diagram. (15 minutes)
3. Instruction/Delivery: Present and discuss to class the findings of the group by explaining the content of the Venn
diagram. (40 minutes)
4. Practice: Perform communication activity by presenting one model per group thru role play. (20 minutes)
5. Enrichment: Research on the unique features of one communication process.
6. Evaluation: Accomplish individual evaluative task. (30 minutes)

MATERIALS
RESOURCES

Handouts of the various models of communication

Pena, Andrew Rey S. and Ali G. Anudin. Oral Communication. Manila: Vibal Publishing House, 2015.

http://www.shkaminski.com/Classes/Handouts/Communication%20Models.htm

PROCEDURE
REVIEW/MOTIVATION:
1. Show-Me: Teacher will show key words and the students will say words associated with
these key words. In this process, students will recall the important points of the
previous lesson.
2. Pop Corn Game: Give instructions to the students on how to do this game. After the
game, let the students identify the elements of communication used in the process as
well as the communication barriers.

Teacher Tip
The teacher may let the
students write their answers
on sheets of paper, which
will then be defined.
Other related games on
communication can be
done.

INTRODUCTION:
1. Divide the class into six groups. Give each group a copy of the hand outs with the
lesson on different models of communication.
Models of Communication to be covered are:
a. Jakobsons Model
b. Saussures Model
c. Shannons Model
d. Berlos Model
e. Nidas Model
f. Bergs Discussion of Four Models

The teacher should review

the concept of Venn
diagram.

2. Assign two models for every group with which they will compare and contrast using the
Venn diagram.

INSTRUCTION/DELIVERY:
1. The teacher will ask each group to present to the class the findings in the comparison
and contrast of the two models of communication assigned to
the group. The group may have a rapporteur or the members may take turns explaining
their findings. The teacher will emphasize the main points mentioned by each group.
2. The teacher will encourage the audience to ask questions, clarifications, or give

The teacher need to

elaborate the concepts,
should add information after
the presentation of each
group.

suggestions to the group presenter. The teacher will affirm or invalidate the answer
given.

PRACTICE:
1. Using a different grouping, each group will choose a model that they will describe thru
role play. Each group will be given 3 minutes to perform.
2. The rest of the class will determine the model being role-played by the group.

ENRICHMENT:
1. The teacher will give an assignment to the students. Tell Research on the unique
features of one communication process.
2. Let the students present to class on the next meeting his findings.

Encourage participation
from the members of the
group. The rest of the group
may be given a rubric to
rate the role play of the
other group.
Remind the students to use
other printed resources in
addition to what they can
search in the internet.

EVALUATION:
1. Come up with your own model of communication. Make a drawing that shows your
model of communication. Include a short description of the components of your model.
Mention any special feature or characteristic of your model.

Let the students create their

own blog for enrichment
and evaluation purposes.

2. Have a unique name of your model.

3. Post your model into your website/blog and let your classmates comment.
4. This will be evaluated using a rubric.

PREPARED BY:

Paper and pen and/or other

form evaluation may be
given.

Learning
Standards
Competencies
( From Curriculum Guide
( From Curriculum Guide )
)

Strategies

Assessment