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School: Mahabang Dahilig Senior High School Grade Level: Grade 11

Teacher: Mrs. Roanne A. Mendoza, LPT Course: Oral Communication in Context
DAILY LESSON LOG September 16-17, 19-20, 2019
Mon-Tue G11-Polaris (7:00-9:00)
Teaching Dates and Time: Thurs – Fri G11-Vega (7:00-9:00) Semester: First Semester

Day 1 Day 2
The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act and
Content Standards: communicative strategy.

The learner demonstrates effective use of communicative strategy in a variety of speech situations.
Performance Standards:

The learners… The learners….

engage in a communicative situation using acceptable,
Learning competencies
polite and meaningful communicative strategies
EN11/12OC-IIab-21
explain that a shift in speech context, speech style, speech
act and communicative strategy affects the following
- Language form EN11/12OC-IIab-22.1
- Duration of interaction EN11/12OC-IIab-22.2
explain that a shift in speech context, speech style, speech act and
communicative strategy affects the following
- Relationship of speaker EN11/12OC-IIab-22.3
- Role and responsibilities of the speaker EN11/12OC-IIab-22.4
- Message EN11/12OC-IIab-22.5
- Delivery EN11/12OC-IIab-22.6

The learners should be able to: The learners should be able to:

1. distinguish various types of communicative 1. explain the effects of a shift in communicative strategy;
strategies; 2. demonstrate effective use of communicative strategy in a variety
Specific Objectives
2. use acceptable, polite, and meaningful of speech situations;
communicative strategies; 3. practice learning and thinking skills, life skills, and ICT literacy;
3. engage in a communicative situation; and
4. reflect on your learning on the types of communicative strategy.
Communicative Competence Strategies In Various Speech Situations
Types of Communicative Strategy Types of Communicative Strategy
1. Nomination 1. Topic shifting
2. Restriction 2. Repair
II. CONTENT
3. Turn-taking 3. Termination
4. Topic control
III.LEARNING RESOURCES
A. References
Sipacio, Philip John Fresnillo, Anne Richie Garcia Balgos Gutierrez, Jaime Ang (2016). Oral Communication in Context for Senior
(2016). Oral Communication in Context for Senior High High School. Intramuros, Manila, Philippines: MINDSHAPERS CO., INC.
1. Teacher’s Guide Pages
School. Quezon City, Philippines: E& C Publishing, Inc. pp. 2-5

2. Learner’s Materials Pages

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR)
portal/Materials For the Multi-media presentation Multi-media presentation, audio-visual material
Activity
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous The class will a brief review session about speech acts using a In recapitulation of the previous lesson, students will have to pick a
lesson or presenting TPR Approach. question from the dashboard on screen.
the new lesson

B. Establishing a Setting of standards Setting of standards

Purpose for the Teacher presents the learning objectives of today’s lesson. Teacher presents the learning objectives of the lesson.
Lesson

C. Presenting Imaginary Field Trip Self-Auditing Checklist

Examples/Instances For the entire lesson, students will go on an imaginary field Students will be asked to tick the column that determines how often they
of the Lesson trip. practice what the statements say.
- Below is the link to “Tara Na Biyahe Tayo,” an MTV
performed by various Filipino artists with the common
goal of encouraging Pinoys to visit and explore the
wonderful places in the Philippines. While watching the
video clip, students will be asked to think about the
“must-see” places in the country.
- “Tara Na, Byahe Tayo”
https://www.youtube.com/watch?v=NbO6LPZ9N8Q

- After watching the video, students will be grouped into

five teams. Each group is asked to decide on the “Most
Exciting Tourist Spot” in the country, and assign a
 speaker who will share the group’s decision and
reasons for this with the class.
- As soon as all the groups have presented their
decisions, the class will vote for the “Most Exciting
Tourist Spot in the Philippines.”

Motive Question: How can one make conversations

appropriate and meaningful?

D. Discussing New Lecture Discussion Lecture Discussion

Concepts and 1. An interactive discussion about nomination, restriction, 1. An interactive discussion about the other speech act strategies
Practicing New Skills turn-taking, and topic control as speech act strategies will be facilitated.
#1 will be facilitated.

Question: How are the abovementioned strategies different

from one another?

E. Discussing New Imaginary Field Trip (Part II) Video Analysis

Concepts and - Now that the class has picked the “Most Exciting Students will be asked to recognize the speech strategies employed in
Practicing New Skills Tourist Spot in the Philippines”, the class will pretend to the following situations.
#2 plan a trip and go there!
- In the same groups, some students will be asked to
pretend as members of the Class Field Trip Committee. It’s More Fun in the Philippines (Department of Tourism)
- Each group will be assigned to role play one of the QQ https://www.youtube.com/watch?v=ADNgEHFDYzo
prompts below. Philippines: Beautiful People, Beautiful Country (BBC Documentary, 2014)
 Scene 1: While eating in the canteen, you go over QQ https://www.youtube.com/watch?v=mdyDWqnf99Q
the brochures of the tourist spot for the field trip.
You talk about various information about the
location.
 Scene 2: You decide on the final itinerary of the
field trip and discuss the details such as
transportation, accommodation, meals, and
itinerary.
 Scene 3: You are tasked to present the final
itinerary to the students’ parents during the
 quarterly parents’ meeting.
 Scene 4: Upon arrival at your destination, you talk
to the hotel concierge about your reservations. You
inquire about breakfast schedules, hotel keys, extra
beddings, and room service.
 Scene 5: You ask a police officer and a street
vendor (on two different instances) for
 directions to the beach because the class is lost
somewhere in town.

F. Developing Mastery Pair Activity: Situational Analysis:

(Leads to Formative Each pair will be asked to think of three scenes from a movie
Assessment) or a TV show where various communicative strategies were
employed in one conversation. They will have to evaluate the
effect of the strategy applied to the conversation and to the
characters.
Students will be grouped and each team will have to think of a time when
they had to explain one message in two different instances with varying
contexts. For example, they might have told their parents over dinner how
badly they want to study in their dream university and in another instance,
they talked about the same thing with their friends while having coffee.

G. Making Reflection Time: Each group is tasked to write in bullet points why appropriate speech
generalizations and Students will be asked to reflect and answer the given strategy should be observed and applied.
abstractions about questions:
the lesson
H. Finding practical Pair Activity.
applications of With the same partner, do the following:
concepts and skills in 1. Answer this question: How can the sudden change in
daily living communicative strategy in a
2. conversation affect the quality of interaction, the
speaker-audience relationship, the role
3. and responsibilities of the speaker, the message, and
the delivery?
4. Present your answers in a Powerpoint presentation.
Make sure to give examples and to add other types of
media to support your answers.
5. Present it in five minutes.
6. Before the presentations, find another pair whose
presentation you will evaluate using the rubric below.
Mini-Project: Making a Commercial
1. Form a group with five to six members.
2. Create a three-minute tourism commercial.
3. Plan and present a tourism commercial about the place you
visited in the Imaginary Trip activity or any place that you actually
visited.
4. Mention the things that make the tourist spot a dream destination.
Remember, this activity will help you practice making positive
statements about a vacation site and responding to how people
see this place differently.
5. When writing your script for the commercial, answer these 10
questions.
• Why do tourists visit this place?
• What do many visitors like to do here?
• What would be best for a day trip?
• What should one do for a good night out?
• Where can visitors get the best food?
• Where can visitors buy their souvenirs?
• What outdoor activities are famous?
• What is amazing about the weather?
• What is the best thing to do here during summer?
• What do tourists say about this vacation spot?
6. Tip: Watch the suggested videos in the E-link section. They could
help you improve your tourism commercial.

I. Evaluating Learning
Students will be given a short quiz. Practical Examination on Speech delivery will be administered.
 J. Additional activities
for application of
remediation
V. REMARKS Previous discussions are in progress and will still be pursued until this week.

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
VI. REFLECTION to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you
can ask them relevant questions.

No. of learners who earned 80%

in the evaluation

No. of learners who require

additional activities for
remediation

Did the remedial lessons work?

No. of learners who have caught
up with the lesson

No. of learners who continue to

require remediation

Which of my teaching strategies

work well? Why did these work?

What difficulties did I encounter

which my principal or supervisor
can help me solve?

What innovations or localized

materials did I use/discover which
I wish to share with other
teachers?

Approved:

________________________________
Mr. RYAN VILLAHERMOSA
Principal, MDSHS