TRACK: Academic

STRAND: CORE
GRADE: 11
ACADEMIC YEAR: 2016-2017

Oral Communication in Context

Prepared by:
Ms. Jane Ocampo - Bencito
High School English Faculty
ORAL COMMUNICATION COURSE SYLLABUS

I. Grade: 11
II. Core Subject Title: Oral Communication in Context
III. Semester: 1st Semester
IV. No. of Hours/ Semester: 80 hours/ semester
V. Prerequisite: None
VI. Core Subject Description: Communication is a tool for survival and a necessity among and between human beings. It is the basic
instrument that we use for different purposes and functions. Humans are confronted with various situations that would require us to
communicate verbally. How does communication work? What are its functions, purposes and the skills needed to communicate? What
is its purpose in the society and in the different fields of study? This course focuses on the development of listening and speaking skills
and strategies for effective communication in various situations.

Oral Communication in Context

TRACK: Academic
STRAND: CORE
GRADE: 11
ACADEMIC YEAR: 2016-2017

ENDURING UNDERSTANDING: Students will understand that communication is a tool for survival and a necessity among and
between human beings. It is the basic instrument that we use for different purposes and functions.
ESSENTIAL QUESTION: Students will find the answers to the question: How does communication work? What are its functions,
purposes and the skills needed to communicate? What is its purpose in the society and in the different fields of study?
TRANSFER GOAL: Students will independently use their learning in the development of listening and speaking skills and strategies for
effective communication in various situations.

LASALLIAN GUIDING PRINCIPLES (LGPS): Lasallian educational experiences are dynamic processes that:

LGP 1: challenge learners to realize their full potential

LGP 4: ensure that learners translate knowledge into

something useful in actual practice for the betterment
of society

LGP 2: bring Christian perspectives to bear on human

understanding, skills and values of the learners

LGP 5: prepare learners to participate responsibly in

the world of work, family, community, nation, and
church

LGP 3: are dynamic and encourage differentiation, diversity

and synergy amongst learners that are friendly, caring and
respectful

Oral Communication in Context

TRACK: Academic
STRAND: CORE
GRADE: 11
ACADEMIC YEAR: 2016-2017

UNIT/TOPIC:
I.

NATURE AND ELEMENTS OF COMMUNICATION

CONTENT STANDARDS:
The learner
1. understands the nature and elements of oral communication in context.
2. values the function/ purposes of oral communication.
3. recognizes that communicative competence requires understanding of speech context, speech style, speech act and
communicative strategy.
4. realizes the rigors of crafting ones speech.
PERFORMANCE STANDARDS:
The learner
1. designs and performs effective controlled and uncontrolled oral communication activities based on context.
2. writes a 500-word essay of his/her objective observation and evaluation of the various speakers watched and listened to.
3. demonstrates effective use of communicative strategy in a variety of speech situations.
4. proficiently delivers various speeches using the principles of effective speech delivery.

Oral Communication in Context

TRACK: Academic
STRAND: CORE
GRADE: 11
ACADEMIC YEAR: 2016-2017

UNIT TOPICS
First Quarter
OC11.1
I. Nature and Elements of
Communication
1. Definition
2. The Process of
Communication
3. Communication
Models
4. Five Elements of
Communication
a. Verbal and NonVerbal
Communication
5. Effective
Communication Skills

6. Intercultural
Communication

WEEK

1 week
(5 hours)

COMPETENCIES

1. Defines communication
EN11/12OC-Ia-1
2. Explains the nature and process
of communication
EN11/12OC-Ia-2
3. Differentiates the various
models of communication.
EN11/12OC-Ia-3
4. Distinguishes the unique
feature(s) of one communication
process from the other.
EN11/12OC-Ia-4
5. Explains why there is a
breakdown of communication.
EN11/12OC-Ia-5
6. Uses various strategies in order
to avoid communication
breakdown. EN11/12OC-Ia-6

OBJECTIVES

Recognize the process of

communication and name
all its elements.

Be familiar with the

communication models and
discuss in pairs the most
effective model of
communication.

ASSESSMENTS

FOR Communication
Model Illustration and
Its Process (Evaluation
tool: Teacher and peer
feedback)
FOR Report on
Different
Communication Models
(Evaluation tool: Class
participation rubric)

Explain each
communication model
accurately.

FOR Oral recitation

(Evaluation tool: Class
participation rubric)

Identify Communication
Barriers and suggest ways
to avoid them.

SUM Pen and Paper

(Evaluation tool: rubric)

Execute skills in speaking

using Verbal and Non

FOR Oral recitation

(Evaluation tool: Class
Oral Communication in Context

TRACK: Academic
STRAND: CORE
GRADE: 11
ACADEMIC YEAR: 2016-2017

participation rubric)
7. Demonstrates sensitivity to the
socio-cultural dimension of
communication situation with focus
on: EN11/12OC-Ia-7

Verbal Communication

a. culture EN11/12OC-Ia-7.1
b. gender EN11/12OC-Ia-7.2
c. age EN11/12OC-Ia-7.3
d. social status EN11/12OC-Ia7.4
e. religion EN11/12OC-Ia-7.5
OC11.2
II. FUNCTIONS OF
COMMUNICATION
1. Regulation/Control
2. Social Interaction
3. Motivation
4. Information
5. Emotional Expression

1. Discusses the functions of

communication. EN11/12OC-Ibe-8
2-3
weeks
(10
hours)

2. Identifies the speakers

purpose(s). EN11/12OC-Ibe-9
3. Watches and listens to sample
oral communication activities.
EN11/12OC-Ibe-10
4. Ascertains the verbal and
nonverbal cues that each speaker
uses to achieve his/her purpose.
EN11/12OC-Ibe-11
5. Comprehends various kinds of
oral texts. EN11/12OC-Ibe-12

Discuss the functions of

communication and
provide their advantages
and disadvantages.

FOR Oral recitation

(Evaluation tool: Class
participation rubric)

Watch sample oral

communication activities
and identify their functions.

SUM 250 Word Essay

(Evaluation tool: Class
participation rubric)

Observe and identify the

verbal and nonverbal cues
that each speaker use to
achieve his/her purpose.

FOR Chart (Evaluation

tool: rubric)

Demonstrate through a skit

FOR Skit/ Role Play

Oral Communication in Context

TRACK: Academic
STRAND: CORE
GRADE: 11
ACADEMIC YEAR: 2016-2017

or
6. Identifies strategies used by
each speaker to convey his/her
ideas effectively.EN11/12OC-Ibe13
7. Evaluates the effectiveness of
an oral communication activity.
EN11/12OC-Ibe-14

EN11OC-If
III. COMMUNICATIVE
COMPETENCE
STRATEGIES IN VARIOUS
SPEECH SITUATIONS

A. TYPES OF SPEECH
CONTEXT
1. Intrapersonal
2. Interpersonal
a.1 Dyad
b.2 Small Group
3. Public

B. TYPES OF SPEECH
STYLE
1. Intimate
2. Casual
3. Consultative
4. Formal

4-6
weeks
(15
hours)
1. Identifies the various types of
speech context. EN11/12OC-Ifj-15

2. Exhibits appropriate verbal and

nonverbal behavior in a given
speech context. EN11/12OC-Ifj-16

3. Distinguishes the types of

speech style. EN11/12OC-Ifj-17
4. Identifies social situations in

role play the different

purposes of
communication.

Examine a current
issue/news and its
effectiveness.

Enumerate the types of

speech context and
demonstrate each type
through conversation.
Identify verbal and
nonverbal behavior in a
given speech context.

Differentiate the types of

speech style through
conversational activity and
recognize the usage of

(Evaluation tool: Class

participation rubric)

FOR 3-2-1 (Evaluation

tool: Teacher and peer
feedback)

SUM Pen and Paper

(Evaluation tool: rubric)

FOR Dyad Activity

(Evaluation tool: Class
participation rubric)

FOR Oral recitation

(Evaluation tool: Class
participation rubric)

FOR Oral recitation

Oral Communication in Context

TRACK: Academic
STRAND: CORE
GRADE: 11
ACADEMIC YEAR: 2016-2017

5. Frozen

which each speech style is

each.
appropriate to use. EN11/12OC-Ifj18

C. TYPES OF SPEECH
ACT
1. Locution (Utterance)
2. Illocution (Intention)
3. Perlocution
(Response)

5. Observes the appropriate

language forms in using a
particular speech style.
EN11/12OC-Ifj-19

Engage in a situation that

would showcase the use of
a speech style and
respond appropriately to a
speech act.

(Evaluation tool: Class

participation rubric)

SUM Speech Act

(Evaluation tool: rubric)

6. Responds appropriately and

effectively to a speech act.
EN11/12OC-Ifj-20
Second Quarter
D. TYPES OF
COMMUNICATIVE
STRATEGY
1. Nomination
2. Restriction
3. Turn-taking
4. Topic-control
5. Topic shifting
6. Repair
7. Termination

7. Engages in a communicative
situation using acceptable, polite
and meaningful communicative
strategies. EN11/12OC-Ifab-21
7-8
weeks
(10
hours)

8. Explains that a shift in speech

context, speech style, speech act
and communicative strategy
affects the following: EN11/12OCIIab-22
a. Language form EN11/12OCIIab-22.1
b. Duration of Interaction
EN11/12OC-IIab-22.2
c. Relationship of speaker

Use the communicative

strategies in a
communicative activity.

FOR Oral recitation

(Evaluation tool: Class
participation rubric)

FOR Oral recitation

Discuss the factors such as (Evaluation tool: Class
language form, duration of participation rubric)
interaction, relationship of
speaker, role and
responsibilities of the
speaker, message and
delivery affect strategies in
communication.

Oral Communication in Context

TRACK: Academic
STRAND: CORE
GRADE: 11
ACADEMIC YEAR: 2016-2017

EN11/12OC-IIab-22.3
d. Role and responsibilities of
the speaker EN11/12OCIIab-22.4
e. Message EN11/12OC-IIab22.5
f. Delivery EN11/12OC-IIab22.6
OC11.4
IV. TYPES OF SPEECHES
A. ACCORDING TO
PURPOSE
1. Expository/
Informative
Speech
2. Persuasive
Speech
3. Entertainment
Speech
B. ACCORDING TO
DELIVERY
1. Reading from a
manuscript
2. Memorized
Speech
3. Impromptu
Speech
4. Extemporaneous

10 13
weeks
(20
hours)

1. Distinguishes types of
speeches. EN11/12OC-IIcj23
2. Uses principles of effective
speech delivery in different
situations. EN11/12OC-IIcj24
3. Uses principles of effective
speech writing focusing on:
EN11/12OC-IIcj-25
a. Audience profile
EN11/12OC-IIcj-25.1
b. Logical Organization
EN11/12OC-IIcj-25.2
c. Duration EN11/12OCIIcj-25.3
d. Word Choice
EN11/12OC-IIcj-25.4
e. Grammatical
Correctness

Discuss the types of

speeches according to
purpose and execute the
principles in various
speech situations.

Execute the principles of

speech writing through an
Impromptu Speech.

FOR Oral recitation

(Evaluation tool: Class
participation rubric)
SUM Extemporaneous
Speech (Evaluation
tool: rubric)

SUM Impromptu
Speech (Evaluation
tool: rubric)

Oral Communication in Context

TRACK: Academic
STRAND: CORE
GRADE: 11
ACADEMIC YEAR: 2016-2017

Speech
C. PRINCIPLES OF
SPEECH WRITING
1. Choosing the
Topic
2. Analyzing the
Audience
3. Sourcing the
Information
4. Outlining and
Organizing the
Speech Contents
D. PRINCIPLES OF
SPEECH DELIVERY

EN11/12OC-IIcj-25.5
4. Uses principles of effective
speech delivery focusing
on: EN11/12OC-IIcj-26
a. Articulation EN11/12OCIIcj- 26.1
b. Modulation EN11/12OCIIcj-26.2
c. Stage Presence
EN11/12OC-IIcj-26.3
d. Facial Expression,
Gestures and
Movements
EN11/12OC-IIcj-26.4
e. Rapport with the
audience EN11/12OCIIcj-26.5

Execute the principles of

speech writing through a
Memorized Speech.

SUM Memorized
Speech (Evaluation
tool: rubric)

CULMINATING PRODUCT AS EVIDENCE OF OUTCOMES (GRASPS NARRATIVE): As a member of a competitive private institution
in the Philippines, you are tasked by your school to create an original variety show intended as a public performance that showcases
various speech situations. Through this show, you should demonstrate communicative competence to promote effective
communication, proper language execution, and exhibit social skills to overcome anxiety and impart self-esteem. The show is expected
to be performed live in the school auditorium showcasing the purposes, functions and types of speech communication through the use
of the different speech styles.
Oral Communication in Context

TRACK: Academic
STRAND: CORE
GRADE: 11
ACADEMIC YEAR: 2016-2017

DUE DATE: Week 13

RUBRIC FOR EVALUATING THE CULMINATING PRODUCT:

CRITERIA

Excellent

Good

Fair

Poor

Delivery

Performance exudes
confidence. It is clear that
they have a talent to
share. Performer(s)
display serious about their
act.

Performers have
moments of confidence.
It is clear that there is
potential and talent to
be shared. Performer is
serious about their act.

Performers have moments

of confidence. Parts of the
performance are tentative.
Practice will boost
confidence.

Performer does not have

a serious enough attitude
about his/her performance
to give a confident
performance.

Stage Presence

Student sits, stands, or

displays appropriate stage
presence and posture for
their performance and is
professional in their
conduct.

Student has minor

issues with stage
presence. Student
needs a slight
improvement in
professionalism.

Student needs large

improvement in stage
presence. Student shows
major lapses in judgment in
professionalism.

Stage presence and

attitude is unacceptable.

Oral Communication in Context

TRACK: Academic
STRAND: CORE
GRADE: 11
ACADEMIC YEAR: 2016-2017

Content and
Creativity

Costume and
Appearance

Overall
Performance

Performance contains the Performance somewhat

expected elements of
contains the elements
communication. It is
of communication. It is
creative and unique.
creative. The
Performer demonstrates performers connect with
their own artistry. The
the audience.
performer connects with
the audience and keeps
them interested.
Performance includes
intentional wardrobe
Performance includes
choices that are
wardrobe choices that
appropriate and add to the
are appropriate.
performance.
Performance is AMAZING!
This act is memorized and
convincing.

Performance is good,
mostly memorized, and
convincing.

Performance contains only

a few of the elements of
communication. There are
some aspects of creativity
in this performance. The
performers sometimes
connect with the audience.

This performance does

not contain any element of
communication. It exhibits
NO creativity and makes
no attempt to connect with
their audience.

Performance includes
some wardrobe choices
that somewhat add to the
performance.

No indication of wardrobe
choices OR wardrobe is
completely inappropriate.

Some aspects of this

performance are good. The
act is somewhat
memorized.

Performance is
unacceptable.

Retrieved from: http://www.rcampus.com/rubricshowc.cfm?code=Q54594&sp=true

REFERENCES:

K-12 Basic Education Curriculum Senior High School Core Subject DepEd Curriculum Guide
Oral Communication in Context

TRACK: Academic
STRAND: CORE
GRADE: 11
ACADEMIC YEAR: 2016-2017

http://www.rcampus.com/rubricshowc.cfm?code=Q54594&sp=true

Oral Communication in Context