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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
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
Group 3: Mexico
Group 4: France
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.
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.
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.
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
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.
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:
VIVIAN T. IQUIŇA
School Principal II