GRADE 1 to School BAROTAC NUEVO NATIONAL COMPREHENSIVE Grade Level 11

12 HIGH SCHOOL
DAILY Teacher Learning Area ORAL COMMUNICATION IN
LESSON SHEILA LUTERO
CONTEXT
LOG Teaching Dates Quarter 2nd (FIRST SEMESTER)
11th week
and Time
September 12 & 14, 2017 (Tuesday and Thursday/ 9:30-
11:30a.m.)

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises,
and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning
of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
A. Content Standard Recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative strategy.

B. Performance Standard Demonstrates effective use of communicative strategy in a variety of speech situations.

C. Learning The learner…

Competency/Objectives
Write the LC code for each.
1. describes the various types of communicative strategies;
2. explains the standards of communicative strategies in ordinary conversations and in specific interactions;
3. engages in a communicative situation using acceptable, polite and meaningful communicative strategies (EN11/12 OC-IIab-21); and
4. explains that a shift in speech context, speech style, speech act and communicative strategy affects the following:
a. Language form (EN11/12 OC-IIab-22)
b. Duration of interaction (EN11/12 OC-IIab-22.1)
c. Relationship of speaker (EN11/12 OC-IIab-22.2)
d. Role and responsibilities of the speaker (EN11/12 OC-IIab-22.3)
e. Message (EN11/12 OC-IIab-22.4)
f. Delivery (EN11/12 OC-IIab-22.5)

II. CONTENT EN11OC-If COMMUNICATIVE STRATEGIES IN VARIOUS SPEECH SITUATIONS

D. TYPES OF COMMUNICATIVE STRATEGY

IV. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.

A. Other Learning Resources
Sipacio, PJ & Balgos, AR. Oral Communication in Context for Senior High School, C&E Publishing, Inc., 2016 pp. 49-57
Sipacio, PJ & Balgos, AR. Enhanced Teacher’s Manual Oral Communication in Context for Senior High School, C&E Publishing, Inc., 2016 pp.39-48
Padilla, M. et.al. Speak Right & Make a Difference Oral Communication in Context for Senior High School, Mutya Publishing House, Inc., 2016 pp. 117-
119
Flores, R. Oral Communication in Context, Rex Bookstore, 2016, pp. 56-62
https://www.youtube.com/watch?v=Nb06LPZ9N8Q

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 V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Developing mastery (leads to
Formative Assessment
F. Finding practical application
of concepts and skills in daily
living
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Daily Routine
1. Prayer
2. Greetings
3. Putting the class in order
4. Checking of attendance
5. Recall previous lesson
Presentation of the session’s objectives.
Motivation
Task 1: Let’s Warm Up
The learners will watch a video entitled “Tara Na, Byahe Tayo”. While watching the video clip, they will think about what for them is a must see in the
country. Then, they will form a group with five members each. As a group, they will decide on the most exciting tourist spot in the Philippines. The group
will assign a speaker who will share their decision and reasons in class.
(This activity enables students to communicate with each other and collaborate to arrive at a decision. Through this decision-making process, various communicative
strategies are used by the students to come to a conclusion.)
Elicit the reactions of the students towards the group presentation.
Ask learners to share their experience in talking with their group mates in the Let’s Warm Up activity.
Ask:
1. What are some of the difficulties, if any, that you encountered in talking to each other?
2. How did you work around this difficulties?
1. Discuss the types of communicative strategies.
2. Mention other communicative strategies (i.e. avoidance and achievement strategies)
Let the learners give examples of each communicative strategy. Ask them to think of scenes in various media such as books, graphic novels, or movies
which exemplify each communicative strategy.
Afterwards, the learners will answer exercise 1 on page 53 for 10 minutes, then discuss the answers with them.
Task 2: Imaginary Trip
The learners will pretend to plan a trip to the most exciting tourist spot that they picked in the Lets warm up activity. In their groups, they will pretend that
they are members of the Class Field Trip Committee. Then the teacher will assign scenes to each group to role play. The teacher will write the scenes on
strips of paper and have a representative from each group to pick one. For the order of presentation, the group have to follow the sequence of the scenes
given below.
Scene 1. While eating in the canteen, you go over 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 thee field trip and discuss the details such as transportation, accommodation, and meals, 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 as a police officer and a street vendor (on two different instances) for directions to the beach because the class is lost somewhere in town.
Scene 6. The class needs to eat in the nearest fast-food restaurant. After taking all the orders from your classmates, you go to the counter to place orders.
However, some of the orders are not available so you ask for alternate combos from the fast-food crew, and you make decisions for the rest of the class.
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 Scene 7. You have a free half day before your trip back home, so you decide on what to do as members of the field trip committee. Your ideas and
suggestions clash, but ultimately everything is cleared out and you present the final plan to your classmates.
The learners’ performances will be assessed using a rubric (see pg. 42 on Enhance Teacher’s Manual)

G. Making generalizations and
abstractions about the lesson
H. Evaluating learning
Learners will be asked of the following questions: (Learners will sum-up the lesson/s.
1. What are the various types of communicative strategies?
2. As a student, what is the significance of having knowledge on communicative strategies?
3. How these strategies does makes you an effective communicator?
Pair activity. The learners will look for a partner. They will think of three scenes from a movie or a TV show where various strategies were employed in
one conversation. They will watch the scenes and evaluate the effect of the strategy applied to the conversation and to the characters.

I. Additional activities for
application or remediation
The learners will think of a time when they had to explain one message in two different instances with varying contexts.
For example, you might have told your parents over dinner how badly you want to study in your dream university and in another instance, you talked about
the same think with your friends while having coffee.
In five sentences, discuss why your communicative strategies change as there are adjustments in every speech context, speech style, and speech act.
Discuss your language, duration of interaction, your relationship to the listener, your roles and responsibilities as a speaker, your message, and your
delivery and how these differ in the two varying instances and contexts.

VI. REMARKS The lesson will be discussed for two (2) hours. Some activities may be shortened and may be changed depending on the level of the learners.
Note: September 13, 2017 Wednesday; 7:30 am. Senior High School Teachers’ Emergency Meeting

VII. REFLECTION Based on the self-audit activity, most learners’ proficiency level of the lesson is at the beginning stage which means that explicit instruction of the lesson
must be carried out. Learners’ should improve their communicative competence to get their message across and so as to avoid communication breakdown
during the communication process.

Prepared by:

SHEILA LUTERO
Teacher II, SHS Department