DESIRED RESULTS
Content Standard
The students demonstrate an understanding of the nature and elements of oral communication in context and the importance of background knowledge (schema), and in recognizing that communicative competence requires the understanding of speech context.
Performance Standard
The students transfer learning by designing and performing effective controlled and uncontrolled oral communication activities based on context, activating prior knowledge conceptually related to text, being self-aware as they discuss and analyze text to create new meanings and modify old knowledge, and demonstrating the effective use of communicative strategy in a variety of speech situations.
Transfer
Students will be able to independently use their learning to demonstrate active listening by accurate notetaking, repeating, and paraphrasing.
Meaning
UNDERSTANDINGS
Students will understand that:
- Listening is an integral part of communication.
- Listening is a complex and active process.
- Good communication entails active listening.
ESSENTIAL QUESTIONS
The students will keep considering the following questions:
- How does one improve listening skills?
- How does one overcome barriers to active listening?
Acquisition
Students will know:
- listening and its importance
- barriers to listening
- active listening
Students will be skilled at:
- identifying barriers to listening
- demonstrating active listening
- verbalizing the importance of listening
ASSESSMENT EVIDENCE
Engaging Scenario: You are applying to be an intern in a big company. One of the skills assessment tasks you have to pass is taking down notes.
Work as a pair and assign the applicant and interviewer roles. The applicant takes down notes. The interviewer dictates correspondence, repeating a word or phrase twice only. The applicant reads his/h notes and submits them to the interviewer. The interviewer asks the applicant to tell him/her what the correspondence is all about.
Let the students repeat the process with roles reversed, then to ask each other questions according to the roles played. Tell the students that they will be graded based on the following rubric.
RUBRIC FOR ACTIVE LISTENING
| For the interviewer | Rating | ||||
| The voice volume and inflection are appropriate volume and inflection. | 5 | 4 | 3 | 2 | 1 |
| The words are pronounced clearly and correctly. | 5 | 4 | 3 | 2 | 1 |
| The words or phrases are repeated as instructed | 5 | 4 | 3 | 2 | 1 |
| For the applicant | |||||
| The notes are accurate. | 5 | 4 | 3 | 2 | 1 |
| The information is paraphrased correctly. | 5 | 4 | 3 | 2 | 1 |
| The delivery of the information is convincing and consistent. | 5 | 4 | 3 | 2 | 1 |
ASSESSMENT ACTIVITIES
Application
- Follow instructions. (Formative)
- Do the puzzle as instructed, while blindfolded. (Formative)
- Follow directions. (Formative)
- Repeat the news story. (Formative)
- Listen to the recording. (Formative)
- Relate or paraphrase recording listened to. (Formative)
- Takedown notes, repeat and rephrase them. (Summative)
Comprehension
- Touch the color or thing as instructed. (Formative)
- Formulate questions based on the article. (Formative)
- Answer questions based on the story. (Formative)
- Do as instructed: sit, stand, or jump. (Formative)
- Create your pair’s artwork as described. (Formative)
Evaluation
Share the importance of listening. (Summative)
OTHER ASSESSMENT EVIDENCE
- Quizzes
- Recitations
- Assignments
- Journal entries
- Oral presentation
DAILY LESSON LOG
DAY 1 | Effective Listening for Effective Communication
| Learning Competencies | The learner uses various strategies in order to avoid communication breakdown (EN11/12OC-Ia-6). The learner is able to decode a message and construct appropriate feedback despite the presence of barriers to listening (Teacher-made). |
| Time Allotment | 1 Hour |
| Resources | Student’s Journal |
| Reference(s) | Gasulas, A. et. al. (2016). IEEC: Oral Communication in Context. Quezon City: The Phoenix Publishing House Inc. |
- The students will do the Touch by Touch activity on page 14 of the worktext.
- The students share their answers to the guide questions.
- Students will go to the school library and do the Q and A activity on page 15 of the worktext.
- The students share their answers to the guide questions.
- The learners will do the Quiz Bowl activity on the same page of the worktext.
- The students share their answers to the guide questions.
- Students are asked: Why have you answered each question correctly?
- For their assignment, students write a journal entry about this statement: Relate a time when you listened and was thankful you did.
- Closure | Ticket Out Here: Students prepare a 1/8 sheet of paper containing an answer to any of the teacher’s questions or their reflection for the day.
DAY 2 | Effective Listening for Effective Communication
| Learning Competencies | The learner uses various strategies in order to avoid communication breakdown (EN11/12OC-Ia-6). The learner is able to decode a message and construct appropriate feedback despite the presence of barriers to listening (Teacher-made). |
| Time Allotment | 1 Hour |
| Resources | Student’s Journal |
| Reference(s) | Gasulas, A. et. al. (2016). IEEC: Oral Communication in Context. Quezon City: The Phoenix Publishing House Inc. |
- The students review their previous lesson.
- Few of the students share their journal entry.
- The learners do the Sit, Stand, and Jump on page 16 of the worktext.
- The students answer the guide questions.
- The students do the Paint Me a Picture on the same page of the worktext.
- The students will be asked to describe the artwork to a pair who will draw it as instructed.
- The students will be asked to answer the guide questions.
- Students are Asked: How is listening actively helpful in the activities?
- As an assignment, the students will write a journal entry about the question: Share a time when you did not listen actively and suffered a consequence.
- Closure | One Word: Students write a word that would sum up everything.
DAY 3 | Effective Listening for Effective Communication
| Learning Competencies | The learner uses various strategies in order to avoid communication breakdown (EN11/12OC-Ia-6). The learner is able to decode a message and construct appropriate feedback despite the presence of barriers to listening (Teacher-made). |
| Time Allotment | 1 Hour |
| Resources | Student’s Journal |
| Reference(s) | Gasulas, A. et. al. (2016). IEEC: Oral Communication in Context. Quezon City: The Phoenix Publishing House Inc. |
- The students review their previous lesson.
- Selected learners will share their journal entry.
- The students work the Puzzled activity on page 17 of the worktext.
- The students answer the guide questions.
- The students do as instructed. (e.g., Show your tongue and raise your hand; lift your right foot and jump three times, etc.)
- The students watch a news video clip.
- The students reenact the news video clip. Introduce the rubric on page 18 of the worktext.
- The students answer the guide questions.
- Students are asked: What are some barriers to active listening?
- For their assignment, the students will write a journal entry about the tips on how to overcome barriers to listening.
- Closure | A Reason: Give a reason why there is miscommunication and justify.
DAY 4 | Effective Listening for Effective Communication
| Learning Competencies | The learner uses various strategies in order to avoid communication breakdown (EN11/12OC-Ia-6). The learner is able to decode a message and construct appropriate feedback despite the presence of barriers to listening (Teacher-made). |
| Time Allotment | 1 Hour |
| Resources | Student’s Journal |
| Reference(s) | Gasulas, A. et. al. (2016). IEEC: Oral Communication in Context. Quezon City: The Phoenix Publishing House Inc. |
- The students review the previous lesson.
- Selected students will share their journal entry.
- The students will record their voice based on Hear Me activity.
- The students will exchange and listen to voice recordings.
- The students will answer the guide questions on page 19 of the worktext.
- The students will relate or paraphrase the recording. The rubric will be introduced to them. They will share the importance of listening and cite concrete examples.
- Learners will draw how big their ear is in Ear Me on page 20 of the worktext.
- Assignment: Ask the students to write a journal entry about the following questions: What for you is listening? When is it useful?
- Closure | Whip Around: Students quickly and verbally share one thing they learned in the class today.
DAY 5 | Effective Listening for Effective Communication
| Learning Competencies | The learner uses various strategies in order to avoid communication breakdown (EN11/12OC-Ia-6). The learner is able to decode a message and construct appropriate feedback despite the presence of barriers to listening (Teacher-made). |
| Time Allotment | 1 Hour |
| Resources | Student’s Journal |
| Reference(s) | Gasulas, A. et. al. (2016). IEEC: Oral Communication in Context. Quezon City: The Phoenix Publishing House Inc. |
- The students review the previous lesson.
- Selected students will share their journal entry.
- The students will role-play the interviewer and interviewee roles on From Theory to Practice, page 20 of the worktext. The rubric on page 21 of the worktext will be introduced.
- Students share their scores and comments for the other groups.
- The learners will share their commendations and common things to improve on. Let the students share what they learned from the activities for the week.
- Assignment: The students will write a journal entry about the following question: How can you develop active listening?
- Closure | Important Thing: Students share one important thing that shall be observed to achieve active listening.
ANSWER KEY
Touch by Touch
Answers will vary.
Q and A
Answers will vary.
Quiz Bowl
Answers will vary. Accept all possible answers.
Sit, Stand, and Jump
Answers will vary. Evaluate the students’ performance.
Paint Me a Picture
Answers will vary. Evaluate the students’ output.
Puzzled
Answers will vary.
Follow Me
Answers will vary. Accept all possible answers.
Look and Listen
Answers will vary. Evaluate the students’ performance.