St. Francis Xavier Academy of Kapatagan, Inc.
Poblacion, Kapatagan, L.D.N
S.Y. 2023-2024
Flexible Instruction Delivery Plan (FIDP)
Grade: Grade 11
Core Subject Title: Oral Communication in Context
Semester: First Quarter
No. of Hours/Semester: 80
Prerequisites (If Needed:
Core Subject Description: The development of listening and speaking skills and strategies for effective
communication in various situations.
Culminating Performance Standard: The learners effectively exhibit communicative competence in a variety of
speech situations.
What to Teach?
Content
Content
Standards
Why Teach?
Most Essential
Topics
Performance
Standards
Learning competencies
Complete
KUD
Classifi
cation
Most
Essential
KUD
Class
ifica
tion
How to Assess?
What to Teach?
Highest Thinking Skill to Assess
Highest Enabling Strategy to Use
in developing the
Highest Thinking Skill to Assess
RBT Level
Flexible
Assessment
Activities (FAA)
Performance
Checks
Enabling
General
Strategy
Flexible
Learning
Strategies (FLS)
First Quarter
OC11.2
Functions of
Communication
16 hours (4
weeks)
values the
functions/
purposes
of oral
communic
ation.
1.Regulation/Co The learner
writes a
ntrol
250word
2. Social
essay of
Interaction
his/her
objective
3.Motivation
observation
and
4.Information
evaluation of
5. Emotional
the various
Expression
speakers
watched and
listened to.
Discusses the
functions of
communication.
1.
Identifies the
speaker’s purpose(s).
EN11/12OC-Ibe9
2.
K
U
Identifies
strategies used
by each speaker
to convey his/her
ideas effectively.
EN11/12OCIbe-13
6.
U
Analyzing
Venn
Diagram:the
learners will
compare and
contrast
different
speakers listened
to
and their
strategies
through a venn
diagram
Evaluates
the effectiveness
of an oral
communicati on
activity.
7.
Watches and
listens to sample oral
communication
activities.
3.
U
EN11/12OC-Ibe-10
U
Ascertains
the verbal and
nonverbal cues that
each speaker uses to
achieve his/her
purpose.
4.
Comprehends
various kinds of oral
texts.
5.
Evaluating
U
Critique Paper on
Communication
Transactions:
The
learners
will enumerate
situations
of
communication
transactions and
indicate
the
results of the
transactions and
tell
Communication watching video
clips of
different
speakers to
identify the
similarities and
differences of
the functions
of
communication
with guide
questions and a
checklist on the
functions of
communication
that the
students have
to accomplish
Reasoning and
after watching
proof
formulating
dialogues out
of given
situations that
present the
different
functions of
communication
EN11/12OC-Ibe-12
Identifies
strategies used by each
speaker to convey
his/her ideas effectively.
EN11/12OC-Ibe-13
6.
U
U
Evaluates the
effectiveness of an oral
communication activity.
7.
D
whether the
communication is
successful or not.
They are going to
complete a table of
three columns - first
column for the
communication
transaction, second
column for the
identified functions
of
communication and
the last column for
the results of the
communication
transaction.
EN11OC-If
Communicative
Competence
Strategies In
Various Speech
Situations
recognizes
that
communic
ative
competenc
e requires
understan
ding of
speech
context,
speech
style,
speech act
and
communic
ative
strategy.
D. Types of
Communicativ e
Strategy
Nomination
Restriction
Turn-taking
4. Topic control
1.
2.
3.
5.
Topic
shifting
demonstrate
s effective
use of
communicati
ve strategy
in
a variety of
speech
situations.
Engages in a
communicative situation
using acceptable, polite
and meaningful
communicative
strategies EN11/12OCIIab21
7.
Explains that a
shift in speech context,
speech style, speech act
and communicative
strategy affects the
following
D
8.
6.
Repair
7.
Termination
1.
U
7. Engages in D
a
communicati
ve situation
using
acceptable,
polite and
meaningful
communicati
ve strategies
EN11/12OCIIab-21
Creating
Vlogging: The
learners will create a
“Day in My Life” vlog
that will showcase
their engagements to
various
communicative
situations in their
respective homes.
Problem Solving
Language form
Duration of
interaction
2.
3.
Relationship of
speaker
Role and
responsibilities of the
speaker
4.
5.Message
6.Delivery
Performance Task:
Online: You are entering college and you have to go through a college admission interview with the college dean and you are to submit your college application essay and
resume(through a video conference like ZOOM, Google Meet, Messenger Chatroom and other available platforms while the college application essay and resume be sent through
gmail).Your interview is already set in terms of date, time and venue. You are also given the criteria for rating the said interview as your guide and it includes substance, diction,
convention and construction, and appeal.
Distance: You are entering college and you have to go through a college admission interview with the college dean and you are to submit your college application essay and resume
(through a phone call and other available platforms while the college application essay and resume be sent through gmail ). Your interview is already set in terms of date, time and
venue. You are also given the criteria for rating the said interview as your guide and it includes substance, diction, convention and construction, and appeal.
Blended: You are entering college and you have to go through a college admission interview with the college dean you are to submit your college application essay and resume (through
an arranged meet-up observing the health protocols and guidelines mandated by IATF and DOH). Your interview is already set in terms of date, time and venue. You are also given the
criteria for rating the said interview as your guide and it includes substance, diction, convention and construction, and appeal.
CATEGORY
SUBSTANCE
40%
Diction
(essay, resume and
interview)
25%
EXCELLENT
SATISFACTORY
GOOD
(5)
(4)
(3)
The answers
The answers
The answers
correspond to what is correspond to what is correspond to what is
asked. The
asked. The
asked. However, the
contents are
contents are
contents are
substantiated
with
substantiated with clear substantiated with
and exact thoughts. clear but not too exact unclear and not too
exact thoughts.
thoughts.
The interviewee uses
appropriate
choice of words.
He/she is not too
The interviewee uses
good choice of
words. He/she is not
too blunt and not
too concealed
blunt and not too
in
expressing his/her
concealed in
answers and
expressing his/her
thoughts. He/she
answers and
thoughts. He/she uses uses words that are
words that are
understandable and
highly
relevant to the main
understandable and
point of the
relevant to the main
answers.
point of the answers.
NEEDS
PROGRESS (2)
The answers do not
correspond to what is
asked. The
contents are
substantiated with
unclear thoughts.
The interviewee uses The interviewee uses
good choice of
not so good choice of
words. He/she is not
words.
sometimes blunt
He/she is too blunt and
concealed in
and concealed in
expressing his/her
expressing his/her
answers and
answers and
thoughts.
He/she
thoughts. He/she
uses words that are
uses words that are
hardly
somehow
understandable and
relevant to the main
point of the
answers.
understandable and
relevant to the main
point of the
answers.
Convention and
Construction
(essay, resume and
interview)
25%
Appeal
10%
PREPARED BY:
PATTY JANE O. SIANGCO
TEACHER
The answers and
explanations in the
interview and the
contents of the
application essay and
resume are
constructed well
and appropriately
with correct
subject-verb
agreement,
punctuations, phase
and pauses,
grammar and
meaning.
The answers and
explanations in the
interview and the
contents of the
application essay and
resume are
constructed with
correct subject-verb
agreement,
punctuations, phase
and pauses,
grammar and a bit of
regression in
meaning.
The answers and
explanations in the
interview and the
contents of the
application essay and
resume are
constructed with
correct subject-verb
agreement,
punctuations, phase
and pauses but with
erroneous grammar
and meaning that’s
hardly absorbed.
The answers and
explanations in the
interview and the
contents of the
application essay
and resume are not
constructed well in
terms of subjectverb
agreement,
punctuations, phase
and pauses,
grammar and
meaning.
The responses are
pleasant to hear and
are delivered with
convincing power.
The responses are not
only correct but
surely leave a mark
because of its
significant content
and effective way of
delivery.
The responses are
pleasant to hear and
are delivered with
convincing power.
The responses are
correct but do not
leave a mark yet the
content is delivered
in an effective way.
The responses are
good to hear and are
delivered with
convincing power.
The responses are
also correct and
content is somehow
delivered effectively.
The responses are
not so good to hear
and are delivered
with less
convincing power.
The responses are
correct and
significant but are
not delivered
effectively.
Checked by:
GINA N. EBALE, LPT
SFXA-OIC
Approved by:
JAYMAR R. PAJENTE, LPT, MM-EM
SCHOOL PRINCIPAL