|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||The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.|
|LEARNING COMPETENCIES||The learner explains why there is a breakdown of communication. (EN11/12OC-Ia-5)|
The learner uses strategies in order to avoid communication breakdown. (EN11/12OC-Ia-6)
The learner demonstrates sensitivity to the socio-cultural dimension of communication situation with a focus on (EN11/12OC-Ia-7):
4. Social Status
|SPECIFIC LEARNING OUTCOMES||The learner demonstrates competence in avoiding communication breakdown by respecting different socio-cultural dimensions.|
|TIME ALLOTMENT||6 Hours|
During the lesson, the learners will:
- Introduction: Create fictional citizens and countries.
- Motivation: Share insights with the group about intercultural differences.
- Instruction/Delivery: Discuss the definition and importance of cross-cultural communication, blocks to communication, cross-cultural risks, ten (10) precautions in cross-cultural communication and skills to overcome differences.
- Practice: Identify meanings of body movements/kinesis and analyze cultural vignette.
- Enrichment: Analyze video clips and/or perform the forward game on cultural sensitivity.
- Evaluation: Prepare a cultural introduction.
|MATERIALS||Book, video clips and cultural vignette.|
|RESOURCES||Fernandez, Ana Marie O., and Suarez, E. Elizabeth L. (2016). SpeaC: Speak and Listen in Context. The Phoenix Publishing House Inc. |
Sipacio, P.J. and Balgos, A.R. (2016). Oral Communication in Context for Senior High School. C&E Publishing, Inc.
- Students work in groups of five (5).
- Create a fictional country. Discuss three times the general description of your country using the following questions:
a. What is the name of your country?
b. Is it an island or is it land-locked?
c. What’s its tourist attraction?
d. What is your country famous for?
e. What are its citizen known for?
- Describe the way the citizen use language, as well as their general traits. Make sure to have a description of the following:
b. Language Use
c. Non-verbal Cues
- Based on the general traits, create a list of 5 Do’s and 5 Don’ts which your fictional citizens adhere to when they attend a casual dinner party with friends.
The day will begin with a review of the previous day’s discussion. The review will take around 5 to 10 minutes.
- Each group is given 5 minutes to memorize the rules from their fictional citizens.
- Read the scenario:
You are a citizen of your fictional country, and you are attending a dinner party with other nationalities. Your goal is to mingle with and introduce yourself and your fictional country to others.
- The party will be hosted by the teacher and will give the signal if the party is about to start.
- Once the party starts, each of you has to roam around and talk with people from other groups.
- The party will last for 5 minutes.
Afterward, confer with your group mates and discuss the following:
- Was there a difference between your group’s behavior and others?
- How did you handle the differences between your behaviors?
- What are some cultures or countries that fascinate you?
- Which countries or culture you have not experienced that you want to experience?
Develop the student responses and connect them to the lesson objective.
- Discuss the definition of culture and six fundamental patterns of cultural differences.
- Introduce cross-culture and in relation to communication and the importance of cross-culture communication.
- Explain the high and low context culture.
- With the grouping from the first activity, the students will present the systems of cross-cultural communication through their assigned country in terms of:
a. Eye Contact or Oculesics
b. Hand Gestures, Haptics, and Proxemics
c. Dining, Meeting, and Customs
d. Language use and Expressions
e. Time Orientation or Chronemics
f. Use of Colors or Chromatics
- Continuation of discussion on the blocks of cross-cultural communication and cross-cultural risks; ten (10) precautions in cross-cultural communication and skills to overcome differences.
- Wrapping up the discussion; reflection or lessons to learn about cross-cultural differences.
The teacher will remind students to limit their presentation to 5-8 minutes only. It should be in a PowerPoint presentation (the group may include videos and/or documentaries if available). Maximum of five (5) sources only.
- The teacher will let the students identify the meanings of the body movements/kinesics.
a. The crossing of Fingers
b. Knocking on the Wood
c. Stiffening of the Lips
d. Clinching of the Fist
- The students are given a cultural vignette from them to analyze how speakers know each nationality.
- The teacher will let the students view video clips about different communication situation concerning cross-cultural differences.
- The students will play the game called “Forward Game on Cultural Sensitivity”.
- The students will make reflection logs base on video clips and the game presented.
The teacher will ask the students to introduce themselves in a cultural manner.
- Share about your ethnicity, race, skin, color, language, family, spiritual belief, sexual orientation, birth order, special delicacies, and cultural festival.
- Do not share about your job, occupation, degrees and what you do for a living.
Content and Organization – 20%
Articulation and Pronunciation – 20%
Vocal Quality – 15%
Use of Body Language – 15%
Clarity and Effectiveness in Conveying the Message – 20%
Confidence and Stage Presence – 10%
The teacher will limit the speech delivery of the students in 3-5 minutes only.