GRADE LEVEL: 11-EXCELLENCE ABM WEEK: 5
SUBJECT: ORAL COMMUNICATION IN CONTEXT DAY: 1&2
QUARTER: 1
I. Objectives
At the end of the lesson, students should be able to:
1. Watch and listen attentively to various oral communication activities.
2. Identify and evaluate the verbal and nonverbal cues used by the speaker in different
communication contexts.
3. Discuss how the speaker’s verbal and nonverbal cues help achieve their purpose.
4. Analyze the effectiveness of different communication styles using the observed cues.
II. Subject Matter
Topic:
Verbal and Nonverbal Cues in Oral Communication
Watching and Listening to Sample Oral Communication Activities
Materials:
Projector and audio-visual equipment
Sample videos of speeches, interviews, and debates
Handouts on verbal and nonverbal communication
Charts or posters illustrating types of nonverbal cues (gestures, facial expressions, tone,
etc.)
References:
DepEd Matatag Curriculum Guide (D.O. 42, s. 2016)
Communication textbooks and supplementary readings
III. Learning Content
A. Verbal Communication
1. Language
2. Tone of voice
3. Speech clarity, pace, volume
B. Nonverbal Communication
1. Body language (gestures, posture)
2. Facial expressions
3. Eye contact
4. Proxemics (use of space)
5. Paralanguage (intonation, pitch, pacing)
IV. Procedure
A. Preparation
1. Daily Routine:
Greeting
Checking of attendance
Brief review of the previous lesson on functions of communication
2. Motivation:
Ask students to recall a memorable speech or presentation they’ve watched.
o What verbal and nonverbal elements made the speech memorable?
o How did these cues contribute to the speaker’s purpose?
B. Lesson Proper
1. Activity 1: Watching and Listening to Sample Communication Activities
o Materials: Show short videos of different oral communication activities (e.g., a
political debate, a motivational speech, a news interview, and a casual
conversation).
o Task: After each video, students will individually write down their observations of:
The speaker's verbal communication (e.g., word choice, tone, volume).
The speaker’s nonverbal communication (e.g., gestures, facial
expressions, eye contact).
The speaker’s purpose in the communication.
o Guiding Questions:
What was the speaker trying to achieve in this communication scenario?
How did the speaker’s verbal and nonverbal cues help (or hinder) the
achievement of this purpose?
2. Discussion:
o Verbal and Nonverbal Communication
Define and explain the difference between verbal and nonverbal
communication.
Present a chart showing various verbal and nonverbal cues, explaining
the importance of each in conveying messages effectively.
Relate the discussion to the sample videos:
How did the speaker’s word choice and language impact the
message?
What did the speaker’s body language and facial expressions
suggest about their emotions or intent?
3. Activity 2: Analyzing Cues
o Task: Divide students into small groups. Each group will be given a
communication scenario (e.g., a teacher explaining a lesson, a politician
addressing a crowd, a friend giving advice). They will analyze the verbal and
nonverbal cues in the scenario using the following guide:
Identify the speaker’s purpose.
List the verbal cues that helped achieve this purpose.
List the nonverbal cues that were used effectively.
Discuss how the combination of verbal and nonverbal cues enhanced or
detracted from the speaker’s message.
o Group Sharing: Each group will present their analysis to the class. The other
students can provide feedback or additional insights.
4. Generalization:
o Lead a class discussion on how verbal and nonverbal communication work
together to deliver messages effectively.
o Ask:
Why is it important to pay attention to both what a speaker says and how
they say it?
Can nonverbal cues sometimes contradict verbal messages? How does
this affect communication?
C. Application
1. Activity 3: Role-playing Exercise
o Instructions: Students will be assigned communication scenarios (e.g., giving a
speech, delivering bad news, explaining instructions, or making a sales pitch). In
pairs or small groups, they will role-play the scenario, paying attention to both
verbal and nonverbal cues.
o Task:
One student will act as the speaker, and the others will observe. After the
role-play, the observers will provide feedback on:
The verbal and nonverbal cues used by the speaker.
Whether the cues were effective in achieving the speaker’s
purpose.
The roles will be rotated so that each student has a chance to be both
speaker and observer.
GRADE LEVEL: 11-EXCELLENCE ABM WEEK: 5
SUBJECT: ORAL COMMUNICATION IN CONTEXT DAY: 1&2
QUARTER: 1
D. Assessment
1. Individual Task:
o Watch a video of a famous speech or interview at home (e.g., a TED Talk or a
news interview). Write a 200-word analysis addressing the following:
What was the speaker’s purpose?
What verbal and nonverbal cues did the speaker use?
How effective were these cues in helping the speaker achieve their
purpose?
2. Group Task:
o In groups, students will create a 3-minute skit where the focus is on using both
verbal and nonverbal cues effectively. Other groups will analyze the skit and give
feedback, focusing on the speaker’s purpose and how the cues helped convey
the message.
V. Assignment
1. Written Task:
o Reflect on a real-life communication scenario you have experienced where
verbal and nonverbal cues were critical in understanding the message. Write a
reflection of about 150-200 words, discussing how these cues affected the
overall communication.
2. Observation Task:
o Observe a conversation or a media program at home. Take note of the verbal
and nonverbal cues used by the speaker(s) and analyze how these cues helped
achieve the purpose of the communication.
VI. Remarks
Adjust subsequent lessons based on student feedback and their performance during the role-
playing and group discussions. Consider reviewing nonverbal communication further if students
struggle to recognize subtle cues.
VII. Reflection
Were the students able to accurately identify and differentiate between verbal and
nonverbal cues?
Did the activities help the students in analyzing the role of these cues in achieving the
speaker’s purpose?
How can the lesson be improved to help students grasp the concept of nonverbal
communication better?
