K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT

Grade: 11/12 Semester: 1st Semester

Core Subject Title: Oral Communication in Context No. of Hours/ Semester: 80 hours/ semester
Pre-requisite (if needed):

Core Subject Description: The development of listening and speaking skills and strategies for effective communication in various
situations.

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARD STANDARD
The learner... The learner… The learner…
OC11.1 EN11/12OC-Ia-1
Nature and Elements of understands the designs and 1. Defines communication.
Communication nature and performs effective
1. Definition elements of oral controlled and 2. Explains the nature and process of
EN11/12OC-Ia-2
communication in uncontrolled oral communication.
2. The Process of context. communication
Communication activities based on
3. Differentiates the various models of
3. Communication Models context. EN11/12OC-Ia-3
communication.
4. Five Elements of
Communication o Verbal
and Non-Verbal
Communication
5. Effective Communication
Skills
6. Intercultural Communication

6 hours (1 week, 2 days) 4. Distinguishes the unique feature(s) of

one communication process from the EN11/12OC-Ia-4
other.

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 K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT

5. Explains why there is a breakdown of

EN11/12OC-Ia-5
communication.

6. Uses various strategies in order to

EN11/12OC-Ia-6
avoid communication breakdown.

7. Demonstrates sensitivity to the EN11/12OC-Ia-7

sociocultural dimension of
communication situation with focus
on
a. culture EN11/12OC-Ia-7.1
b. gender
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARD STANDARD
c. age EN11/12OC-Ia-7.2
d. social status EN11/12OC-Ia-7.3
EN11/12OC-Ia-7.4
e. religion
EN11/12OC-Ia-7.5
OC11.2 values the writes a 250-word 1 Discusses the functions of
functions/ essay of his/her . communication. EN11/12OC-Ibe-8
Functions Of Communication
• Regulation/Control purposes of oral objective
2
communication. observation and Identifies the speaker’s purpose(s). EN11/12OC-Ibe-9
• Social Interaction .
evaluation of the
• Motivation various speakers 3 Watches and listens to sample oral
. communication activities. EN11/12OC-Ibe-10
• Information watched and
• Emotional Expression listened to 4 Ascertains the verbal and nonverbal
.
16 hours (4 weeks)
cues that each speaker uses to EN11/12OC-Ibe-11
achieve his/her purpose.

K to 12 Senior High School Core Curriculum – Oral Communication in Context December 2013 Page 2 of 11
 K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT

5 Comprehends various kinds of oral

. texts. EN11/12OC-Ibe-12

6 Identifies strategies used by each

.
speaker to convey his/her ideas EN11/12OC-Ibe-13
effectively.
7 Evaluates the effectiveness of an
. oral communication activity. EN11/12OC-Ibe-14

EN11OC-If recognizes that demonstrates 1

Communicative Competence communicative effective use of . Identifies the various types of EN11/12OC-Ifj-15
competence communicative speech context
Strategies In Various Speech
Situations requires strategy in a 2 Exhibits appropriate verbal and
understanding of variety of speech . nonverbal behavior in a given
A. Types of Speech context EN11/12OC-Ifj-16
speech context, situations.
1. Intrapersonal speech context
speech style,
2. Interpersonal speech act and
a.1 Dyad communicative
strategy.
a.2 Small group 3
Distinguishes types of speech style EN11/12OC-Ifj-17
3. Public .
B. Types of Speech Style
1. Intimate
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARD STANDARD
2. Casual
3. Consultative 4 Identifies social situations in which EN11/12OC-Ifj-18
. each speech style is appropriate to
4. Formal
use
5. Frozen 5 Observes the appropriate language
C. Types of Speech Act . forms in using a particular speech EN11/12OC-Ifj-19
1. Locution (Utterance) style

K to 12 Senior High School Core Curriculum – Oral Communication in Context December 2013 Page 3 of 11
 K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT

2. Illocution (Intention) 6 Responds appropriately and

EN11/12OC-Ifj-20
. effectively to a speech act
3. Perlocution (Response)
recognizes that demonstrates 7 Engages in a communicative
communicative effective use of . situation using acceptable, polite
20 hours (5 weeks) EN11/12OC-IIab-21
competence communicative and meaningful communicative
requires strategy in a strategies
D. Types of Communicative understanding of variety of speech 8 Explains that a shift in speech
Strategy speech context, situations. . context, speech style, speech act
1. Nomination speech style, and communicative strategy affects EN11/12OC-IIab-22
2. Restriction speech act and the following
communicative o Language EN11/12OC-
3. Turn-taking strategy. form o IIab-22.1
4. Topic control
Duration of EN11/12OC-
5. Topic shifting interaction o IIab-22.2
6. Repair Relationship of EN11/12OC-
7. Termination speaker o Role IIab-22.3
and EN11/12OC-
responsibilities IIab-22.4
16 hours (4 weeks)
of the speaker
o Message o EN11/12OC-
Delivery IIab-22.5
EN11/12OC-
IIab-22.6

OC11.4 realizes the rigors proficiently 1 Distinguishes types of speeches. EN11/12OC-IIcj-23

Types of Speeches of crafting one’s delivers various .
A. According to purpose speech. speeches using
o the principles of
Expository/Informativ effective speech
e delivery
Speech o

K to 12 Senior High School Core Curriculum – Oral Communication in Context December 2013 Page 4 of 11
 K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT

Persuasive
Speech
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARD STANDARD
o Entertainment
Speech B. According to
delivery
o Reading from a 2 Uses principles of effective speech EN11/12OC-IIcj-24
manuscript o Memorized . delivery in different situations.
Speech o Impromptu
Speech 3 Uses principles of effective EN11/12OC-IIcj-25
o Extemporaneous . speech writing focusing on o
Speech Audience profile o Logical EN11/12OC-IIcj-
C. Principles of Speech organization 25.1
Writing o Choosing the o Duration o EN11/12OC-IIcj-
Topic o Analyzing the Word choice 25.2
Audience o Sourcing the o Grammatic EN11/12OC-IIcj-
al correctness 25.3
Information o Outlining
and Organizing the Speech EN11/12OC-IIcj-
25.4
Contents
EN11/12OC-IIcj-
D. Principles of Speech 25.5

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 K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT

Delivery 4 Uses principles of effective EN11/12OC-IIcj-26

. speech delivery focusing on o
30 hours (7 ½ weeks) Articulation o Modulation o Stage EN11/12OC-IIcj-
Presence 26.1
o Facial Expressions, Gestures and EN11/12OC-IIcj-
Movements o Rapport 26.2
with the audience EN11/12OC-IIcj-
26.3
EN11/12OC-IIcj-
26.4

EN11/12OC-IIcj-
26.5

K to 12 Senior High School Core Curriculum – Oral Communication in Context December 2013 Page 6 of 11
 K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT

GLOSSARY

Extemporaneous When you speak extemporaneously you are literally making up the words of your speech as you go. That does
Speech/ Speaking not mean that you do no preparation. Rather, as you rehearse, you work from an outline or speaker notes that
extemporaneously remind you of the progression of ideas in your speech.
http://wps.ablongman.com/ab_public_speaking_2/24/6223/1593285.cw/index.html

An impromptu speech is given with little or no preparation, usually about a topic that the speaker knows so well.
Impromptu Speech
https://www.boundless.com/communications/delivering-the-speech/methods-of-delivery/impromptu-speech/

- is the sending and receiving of messages across languages and cultures. It is also a negotiated understanding
of meaning in human experiences across social systems and societies (Arent, 2009). (Arent, Russell. Bridging
the Cross-Cultural Gap Listening and Speaking Tasks for Developing Fluency in English: Michigan ELT, 2009)
Intercultural
Communication
- is a form of global communication. It is used to describe the wide range of communication problems that
naturally appear within an organization made up of individuals from different religious, social, ethnic, and
educational backgrounds. ...
http://en.wikipedia.org/wiki/Intercultural_communication
Unless you have had training and practice memorizing long passages of text, the memorized mode is the hardest to
pull off. Freed from a manuscript or notes, you are likely to have the added anxiety of forgetting what you wanted
Memorized Speech/ to say. o A memorized speech can also sound "canned" and lacking in spontaneity. After many months of
Presenting from campaigning, a politician's talk will become a memorized talk.
memory o Some speakers are extremely skillful at memorizing. Others, who have presented the same ideas a number
of times, will memorize their lines whether they intended to or not. Each time they speak on that or a
similar topic, they can draw from memory. This is true for many preachers and teachers.
http://wps.ablongman.com/ab_public_speaking_2/24/6223/1593285.cw/index.html
Process of According to Niklas Luhmann, communication is the operation, which (re-)produces social systems, it is the
communication central last element (specific operation) for the definition and the retention of society. A change of communicative
possibilities by a new medium also changes society. Communication is a synthesis of three components:
message, information and understanding: communication comes into being, when its understood that an information
is imparted.
 K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT

In the social dimension these components are ascribed to at least two abstracted person. Person a (= ego), who
understands, and person b (= alter), who imparts. The imparted information can't be identical to the understood
information.A process of communication comes into being, if the preceding communication is followed by a
succeeding communication. By these communicative connections constitutes meaning to every process of
communication, by selecting one certain connection to all possible connections. Communication needs a spreading
medium like speech and writing.
http://mms.uni-hamburg.de/epedagogy/mmswiki/index.php5/Communication_-_Luhmann
Reading from a According to communication expert Terrence Doyle, reading from a manuscript is the most formal type of delivery. It
manuscript/ is also an effective choice when you want to have the greatest control of the wording of your speech.
Speaking from a o You will probably use a manuscript when speaking on a highly sensitive topic for which it is important to
K to 12 manuscriptSenior have precise wording.
High School Core Cu rriculum – Oral Communication in Context Or, if you have spent special effort embellishing your speech with stylistic
elements, reading from the manuscript will ensur December 2013 Page 5 of
7 e
that you speak the phrases just as you wrote them.
o Often, however, reading your speech will rob the presentation of spontaneity and the conversational
dynamics that effective speakers strive to achieve.
o To compensate for that, you will need to practice your reading to give it the feeling of being spoken for
the first time. Skillful manuscript readers will also make spontaneous changes in their speech at the
moment of delivery.
http://wps.ablongman.com/ab_public_speaking_2/24/6223/1593285.cw/index.html
Speech Act - In linguistics and the philosophy of language, It is an utterance that has performative function in language
and communication.
- http://en.wikipedia.org/wiki/Speech_act
an utterance considered as an action, particularly with regard to its intention, purpose, or effect.
- http://www.oxforddictionaries.com/definition/english/speech-act
It is an utterance that serves a function in communication. We perform speech acts when we offer an
apology, greeting, request, complaint, invitation, compliment, or refusal. A speech act might contain just one
word, as in "Sorry!" to perform an apology, or several words or sentences: "I’m sorry I forgot your birthday.
I just let it slip my mind." Speech acts include real-life interactions and require not only knowledge of the
language but also appropriate use of that language within a given culture.
 K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT

http://www.carla.umn.edu/speechacts/definition.html
- It is what a speaker does in uttering a sentence. According to Austin (1962), when uttering a sentence, a
speaker is involved in three different speech acts: a locutionary act, an illocutionary act and a perlocutionary
act. The locutionary act is the act of uttering a sentence with a certain meaning. The speaker also may
intend to constitute a certain act of praise, criticism, threat etc., which is called the illocutionary act .... The
perlocutionary act is the act of trying to bring about a certain change in the addressee (e.g. making
him/her believe something).... http://www2.let.uu.nl/uil-ots/lexicon/zoek.pl?lemma=Speech+act

K to 12 Senior High School Core Curriculum – Oral Communication in Context December 2013 Page 6 of 7
Code Book Legend

Sample: EN11/12OC-Ia-1
 K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT

LEGEND
SAMPLE

Learning Area and Strand/

Subject or English
Specialization
First Entry
EN11/12
Grade Level Grade 11/12

Domain/Content/
Uppercase Letter/s Component/ Topic
Oral Communication in Context OC

Roman Numeral Quarter First Quarter I

*Zero if no specific quarter

Lowercase Letter/s

*Put a hyphen (-) in between letters to Week Week one a

indicate
more than a specific week
 K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT

Arabic Number Competency Defines communication 1

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