Você está na página 1de 9

Department of Education

Region VI - Western Visayas


Division of Aklan
District of Malinao
KINALANGAY VIEJO INTEGRATED SCHOOL

DETAILED LESSON PLAN IN ORAL COMMUNICATION

Name of Teacher: Rose T. Suarez


Grade Level: 11- Euclid
Date: July 2, 2019
Quarter: First Quarter
Subject: Oral Communication

I. OBJECTIVES
A. Content Standards Identify the nature and elements of oral communication in context
B. Performance Standards Illustrates intercultural communication
C. Learning Competencies Identify elements of sensitivity to socio-cultural dimension of
communication situation.
II. CONTENT Nature and Elements of Communication
III. LEARNING RESOURCES
A. References Oral Communication for Senior High School: Sipacio, Philippe John F.
and Balgos, Anne Richie G.
1. Teacher’s Guide Pages 12-13
2. Learner’s Material Pages 15-23
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. OTHER LEARNING Pictures, laptop, projector, screen projector, markers, envelopes,
MATERIALS/ RESOURCES flaglets, manila paper
C. Value Focus Cooperation, respectful
IV. PROCEDURES
I. LEARNING ACTIVITIES
A. Prayer
B. Checking of Attendance

A. Reviewing previous lesson or presenting the new lesson

Teacher’s Activity Students’ Activity


Good morning class, last time we had learned the two
common types of communication model.
What are the two types of communication model? The two common types of communication model are the
Shannon-Weaver Model and the Transactional Model?
Volunteer to differentiate Shannon-Weaver Model to
Transactional Model? Shannon-Weaver Model is the mother of all
communication models. It a one linear or one way
process of communication while the transactional model
is the general or the commonly use type of model. It is a
two way process of communication.

Do you have any question about the communication


models? No, Ma’am.
B. Establishing a purpose for the lesson

Teacher’s Activity Students’ Activity


Before we proceed with our lesson, let us have group
Envelope

Group 1: Philippines
activity.
Group Activity
Listen to the mechanics.
 Students will be grouped into 4.
 Each group will be given pictures of different
countries.
 The group will identify the pictures and discuss with The name of the country is Philippines. The person living
the group regarding the name of the country, in this country is called Filipinos. There are many dialect
culture, language, and beliefs. used by Filipinos but the national language is Filipino.
 Representative in each group will present their Some of the Filipino culture is being hospitable and love
output. of the family. There are many tourist destination found in
the Philippines like the famous Boracay Island, the
Banaue Rice Terraces, and many more.

Group 2: China

The name of the country is China. The people living in


China are Chinese and the language commonly used is
Mandarin Chinese. Chinese people love to eat noodles
using chopsticks. The famous tradition of Chinese is
Chinese New Year. And their famous tourist destination is
the Great Wall of China.

Group 3: Mexico

The name of our chosen country is Mexico. The people


living in this country are mixed Mexican and Spanish and
the common language used is Spanish. Mexican people
love party, music, and food. They are famous in bull
fighting and boxing. Like Filipinos, Mexican people also
value love of the family.

Group 4: France

The name of the country is France. The people living in


this country are French. This is the place where you can
found the famous Eiffel Tower. France is considered as a
romantic place. France is well known for its contributions
to arts, such as cooking, designing and architecture. Most
of the people living in France are Catholics. French people
value the equality among people.
How do you find the activity? It is enjoyable.
Do you have any idea what is our lesson for today? Our lesson is about intercultural communication.

C. Presenting examples/instances of new lesson


Teacher’s Activity Students’ Activity
Today, we will learn a new lesson, specifically intercultural Objectives:
communication. But before that, let me present to you the At the end of the lesson, the students should be able
objectives of this lesson. to:
These are the objectives of our lesson. Who wants to read? 1. define intercultural communication ;
2. illustrate intercultural communication; and
3. apply intercultural communication in daily
life.
Let us start.
The world today is characterized by the ever growing
contacts resulting numbers of miscommunication between
people with different linguistic and cultural background.
In order to answer this miscommunication, let us discuss
intercultural communication.
Read the definition of Intercultural Communication. Intercultural Communication is the communication
between people from different nationalities.
It is the sending and receiving of messages across
Intercultural communication happens when individuals with languages and cultures.
different language and culture interact, negotiate, and create
meanings while bringing their varied cultural background.
What do you mean by sending and receiving of messages
across language and cultures? It is the way how people of different language or dialect
and culture understand each other.
What do you mean by language? Language means the words or signs that used by
particular kind or group of people.
How about culture? Culture is the beliefs, customs, or tradition of a
particular group of people in the society.
Any question about the definition of intercultural
communication? No, Ma’am.

Let us discuss one by one the developmental model of


intercultural sensitivity.
The DMIS or Developmental Model of Intercultural
Sensitivity offers a structure that explores how people
experience cultural differences. There are six stages
according to Bennett (2004).
Read the stage 1. Stage 1: DENIAL.
The individual does not recognize cultural differences.

What do you think is the idea of stage 1? Stage 1 refers to a person who denies or refuses the
idea that there are cultural differences among people.
What do you mean by cultural differences? A cultural difference is relating to a group of people with
different beliefs, habits, or traditions.
In this stage, an individual think that all the things are just
the same with others but it is not interpreted as distrust
towards other cultures. People in this stage often fail to see
cultural differences and tend to isolate themselves from other
groups.
Example, all cities are the same having tall buildings, fast
food chains, and coffee shops that people shared with same
traditions and beliefs.
Read stage 2. Stage 2: DEFENSE
The individual starts to recognize cultural differences
and is intimidated by them, resulting in either a superior
view on own culture or unjustified high regard for the
new one.
During this stage, people often feel as though their own
culture is the only good culture. People tend to be very critical
of other cultures and have a narrow focus on what
appropriate behaviours and cultures are correct.
Read stage 3. Stage 3: MINIMIZATION
Although individuals see cultural differences, they bank
more on the universality of ideas rather than on cultural
During this stage, a person begins to find commonalities differences.
between themselves and people of other cultures. Superficial
cultures are mostly judged during this phase of the model.
People in this stage begin to recognize that all people are
people, whether they have different traditions and cultures or
not.
Stage 4: ACCEPTANCE
Read stage 4.
The individual begins to appreciate important cultural
During this stage, learners are able to recognize and differences in behavior and eventually in values.
appreciate cultural difference through both behaviours and
values. This stage promotes the belief that one's own culture
is just one of the many cultures that exists in the world.

Read stage 5. Stage 5: ADAPTATION


The individual is very open to world views when
accepting new perspectives.
During the fifth stage of DMIS, adaptation, a person begins to
be more competent in how to communicate with people of
other cultures. He or she is able to incorporate the world view
of others into their own world view.

And the last stage. Stage 6: INTEGRATION


Individuals start to go beyond their own cultures and
see themselves and their actions based on multifarious
cultural viewpoints.
Integration is the final stage of the DMIS, a person achieves
this level of cultural sensitivity. During integration a person is
able to have other cultural experience move in and out of their
own worldview.

Any question about DMIS? No, Ma’am.


Let us try if you really understand the DMIS.

Let us have another group activity.


Listen to the mechanics. Sentences:
 With the same group. 1. The DMIS by Bennett can be used to understand
 The teacher will post on the board a sentence about those who do not recognize other cultures and
the stages of DMIS. cannot communicate interculturally.
 Each group will identify the stages of DMIS either it is Ans.: TRUE
TRUE or FALSE.
 Each group will read the sentence as fast as they 2. The denial stage could be interpreted as distrust
could. towards other cultures.
 The group will raise their flaglet as a signal that they Ans.: FALSE
are ready to answer.
3. The acceptance stage refers to recognition of
cultural differences.
Ans.: TRUE

4. In the adaptation stage, individual begins to


integrate with other cultures.
Ans.: TRUE

5. In integration stage, an individual do not see


himself on the various cultural viewpoints.
Ans.: FALSE
Any clarification about the DMIS?
No, Ma’am.
D. Discussing new concepts and practice new skill #1
Teacher’s Activity Students’ Activity
Let us proceed to the elements that must be taken into
consideration when communicating with others aside from
culture. These are gender, age, social status, and religion.
Let us first define the meaning of the following.
First is the culture, what do you mean again by culture? Culture is the beliefs, customs, and traditions of a
particular group of people living in one particular place.

What is gender? Gender refers to a state of being male or female.

How about age? Age is a time of life of a person or amount of time of


his/her existing.
What about social status?

Social status is the position of the group of people in the Social status is the condition or position of a person in
community. They can be in the elite or higher class, middle the society regarding of their financial status.
class, or lower class of the society.

And lastly, what is religion?


Religion is an organized system of beliefs in god of an
Religion is a commitment or devotion of a person to their individual.
gods.
Now that we already identify the elements that we need to
be taken into consideration when communicating with
others. Let us discuss the following which we need to refrain
from showing biases when talking to someone by following
the tips below.
Read the first tips. 1. Avoid stereotypes, i.e., generalizations about
certain group.
What do you think this first tip suggests? The first tip suggests that we must take into
consideration the gender of the person when we are
communicating.
The first tips suggest that we must avoid believing unfairly
that all people or things with particular characteristics are
the same.
Example the work of male cannot be done by female and
vice versa. In today’s generation, gender equality must be
observed.
How about the second tip. 2. Challenge gender norms; avoid using “he” and
“man” to refer to a general group of people. To
remedy this, you may use plural pronouns or
rewrite a sentence to avoid using pronouns.
The use of his/her is also acceptable.
What do you think this second tip suggests? This second tip suggests that we must avoid
generalization in addressing the general group of people.
Exactly. It is the common practice that we address the group
of people especially in writing. We usually use the pronoun
“he” referring to the general group of people.
To avoid this, we can use the plural pronoun “they or them”
than he. We can also use his/ her to give emphasis.

Read the third tip. 3. Do not talk down on younger people and the
elderly.
What do you mean by this third tip? The third tip is about how we communicate with the
people who are younger than us or older than us.
Exactly. It is how we talk or communicate fairly with people
regarding they are younger or older than us. Sometimes, we
set aside the idea especially if we are talking to a person who
is younger than us because we are afraid that they cannot
understand us.
Example: The mother does not involve her younger children
to a family problem because she believes that they do not
understand the situation.
Read the fourth tip. 4. Be sensitive to the religious practices of others.
How about this tip? This tip is about how we respect the religion of other
people.
Exactly. This tip is about how we believe and respect the
religion of other people. Do not compare your beliefs and
how you worship your own god to others.
Example: If you are invited by your Muslim friend to their
mosque where they are doing their ceremonial worship. You
have to respect the way how they worship their god Allah.

And finally, read the last tip. 5. Be polite at all times; do not belittle people you
perceive to be on a lower social class than you.
The last tip suggests that we have to consider the social
What does this last tip suggests? status of the people that we are communicating that we
do not step their integrity as a person.

Exactly. The last tip is all about how we communicate or deal


with people regarding of their social status in life. We have
to be fair and equal on dealing with them especially in our
workplace.
Example: The

Do you understand all these elements? Yes, Ma’am


Any question? No, Ma’am.

E. Discussing new concepts and practice new skill #2


Teacher’s Activity Students’ Activity
To better understand these elements to be taken as
consideration in communicating with other people.
Let us have another group activity.
Same mechanics. Statements:
 With the same group. 1. Each student must wear his ID’s at all times.
 The teacher will post a statement or sentence about Ans.: gender
the elements such as culture, gender, age, social
status, and religion. 2. You’re too young, you can’t understand.
 Each group will carefully read the statement as fast Ans.: age
as they could.
 The first group to raise their flaglet have a chance to 3. Laughing at your Muslim classmate wearing long
answer whether it is culture, age, social status, or sleeve and long dress.
religion. Ans.: culture
 A chance of steal is given to a second group in case
of the wrong answer. 4. Avoid entertaining beggars in public offices
 The first group who can give the right answer will Ans.: social status
earn the points.
5. I believe that my god is only our saviour.
Ans.: religion

F. Finding practical applications of concepts and skills in daily living


Teacher’s Activity Students’ Activity
Group Activity Group Activity
Listen to the mechanics. Listen to the mechanics.
 With the same group from the previous activity.  With the same group from the previous activity.
 The teacher will provide a picture shows  The teacher will provide a picture shows
comparison of an advertisement in Sweden and in comparison of an advertisement in Sweden and in
Saudi Arabia. Saudi Arabia.
 Each group will study the picture and share their  Each group will study the picture and share their
ideas in the rest of the group. ideas in the rest of the group.
 The group will explain their output in the class.  The group will explain their output in the class
 A rubric will serve as a guide in scoring group  A rubric will serve as a guide in scoring group
performance. performance.

Rubrics for Cooperative Learning Rubrics for Cooperative Learning


Group #______ Group #______
Exemplary Accomplished Developing Exemplary Accomplished Developing
10points 8 points 5points 10points 8 points 5points
All the 1-2 members of 3 or more members All the 1-2 members of 3 or more members
members of the the group are of the group are not members of the the group are of the group are not
group are not participative participative and group are not participative participative and
participative and cooperative. cooperative participative and cooperative. cooperative
and and
cooperative cooperative
Indicates Good Fair understanding Indicates Good Fair understanding
understanding understanding of topic but has no understanding understanding of topic but has no
and has of topic but has relevance on it. and has of topic but has relevance on it.
relevance to little relevance relevance to little relevance
the topic on it. the topic on it.

The reporter of The reporter of No reporter is The reporter of The reporter of No reporter is
the group the group was willing to explain the group the group was willing to explain
explains not able to the illustration explains not able to the illustration
correctly the explain the correctly the explain the
illustration illustration illustration illustration

The picture shows about comparison between the


advertisements of two countries. In the first picture of the
country Sweden, there is a woman standing beside the
young boy in front of the cashier or counter. While in the
second picture of the country Saudi Arabia, it was edited
and the presence of a woman was removed because there
Exactly. Arab Countries is implementing strict rules about is a strict rule about women in the Arab Countries.
women. In their religion Islam, there are two basic
requirements for women to get dressed. First, a woman’s
body should be covered such that only her face, hands,
and feet are revealed. Second, their clothing must be loose
enough so that the shape of a woman’s body is not visible
because it is a sign of their devotion and faith to Allah.

G. GENERALIZATION
Teacher’s Activity Students’ Activity
What have you learned in our discussion today? I learned about the importance of intercultural
communication that we need to respect every culture of
every people.
How can you apply the knowledge learned today in your I can apply the knowledge learned today in my everyday
daily life? life. I need to be sensitive in communicating with other
people regardless of their gender, age, social status,
religion and culture.

Exactly. In addition to that, communication is the only tool


to have a better understanding and to have good
relationship with other people. It says that your gestures tell
your character and your message is conveyed in the form of
actions.

Any question or clarification? No, Ma’am

II. EVALUATION
Teacher’s Activity Students’ Activity
Evaluation: Evaluation:
Direction: Read each statement carefully. Identify the Direction: Read each statement carefully. Identify the
elements used in each statement whether it is culture, age, elements used in each statement. Write your answer on
gender, social status or religion. Write your answer on a a space provided before each number.
space provided before each number.
gender 1. Each employee must wear his ID at all
________1. Each employee must wear his ID at all time. time.
________2. “You won’t understand if I explain; you’re too age 2. “You won’t understand if I explain; you’re
young.” too young.”
________3. “Japanese people are so rigid and stoic!” culture 3. “Japanese people are so rigid and stoic!”
________4. “Don’t buy those shades; only low-class people social status4. “Don’t buy those shades; only low-class
wear those.” people wear those.”
________ 5. “Grandpa , this is an iPhone. It is very age 5. “Grandpa , this is an iPhone. It is very
complicated, so don’t you dare to use nor touch it.” complicated, so don’t you dare to use nor touch it.”
________6. All staff members have to submit their leave gender 6. All staff members have to submit their
requests before the day ends. leave requests before the day ends.
________7. “My belief is the absolute truth. Other religions religion__ 7. “My belief is the absolute truth. Other
simply got it wrong. religions simply got it wrong.
________8.” Manang, let’s go, I’ll treat you. I bet you haven’t social status 8.” Manang, let’s go, I’ll treat you. I bet you
eaten sushi in your entire life.” haven’t eaten sushi in your entire life.”
_________9. Catholics and Protestants do have big religion 9. Catholics and Protestants do have big
differences; we must respect each other’s beliefs. differences; we must respect each other’s beliefs.
________10. “You’re the youngest person in the family, but I age___10. “You’re the youngest person in the
trust that you can handle the situation well. family, but I trust that you can handle the situation well.

III. ASSIGNMENT
Teacher’s Activity Students’ Activity
Look for picture that shows intercultural communication.

ML-
Prepared by:

ID- ROSE T. SUAREZ


Subject Teacher
Checked:
MARICRIS I. VILLARUEL
Head Teacher I

VIVIAN T. IQUIŇA
School Principal II

Você também pode gostar