DEPARTMENT OF EDUCATION

Caraga Administrative Region

Division of DINAGAT ISLANDS

A DETAILED LESSON PLAN IN ENGLISH

School Grade Level 11

Teacher COLONG, JAMAICA ROSE S. Learning English
Area
Dates and Time Quarter

I. OBJECTIVES

A. CONTENT STANDARD: The learner understands the nature and elements of oral
communication in context.

B. PERFORMANCE STANDARD: The learner designs and performs effective controlled and
uncontrolled oral communication activities based on context.

C. LEARNING COMPETENCY/OBJECTIVES
At the end of 60-minute period, the grade 11 students are expected to:
A. determine the different nonverbal languages that often lead to miscommunication;
B. appreciate the importance of the different nonverbal languages through one – act play;
C. describe how miscommunications take place in the different languages as influenced by tradition,
practice, culture, and gender are concern.

Write the Code (CG/TG): EN11/12OC-Ia-3

II. Subject Matter:

A. Topic: Nonverbal Miscommunication
B. References: Flores, Ramona S. (2016). Oral Communication in Context. Rex Book store.
C.M. Recto Avenue, Manila, Philippines. Pages No. 18-23.
C. Materials: Laptop, Screen(Projector), nametags
III. Procedure:
A. Preliminary Activities (5 minutes)
Teacher’s Activity Students’ Activity
1. Prayer Student 1
The teacher will ask one of his students Let us bow our head and feel the
to lead the prayer presence of our lord…

Amen…
2. Greetings Students
Good morning everyone Good morning ma’am…
3. Seating Arrangements
Please sit down and make your line Thank you, ma’am…
straight
4. Checking of attendance Student 2
- Who is your class secretary? Ma’am…
- Kindly check your beadle slips and I’ll Ok ma’am…
sign it after our class.
5. Drill Students
1-2-3-4; Perform the drill practice…
 - 1 – hands on your lap
- 2 – hands on the back
- 3 – cross over your shoulder
- 4 – stand up
The person who stands late will be the one to
answer the question or to do the task.
B. Developmental Activities
1. Activity (5 minutes)
Instruction:
You will be divided into two groups and
play the game entitled “Charades”. Each
member of the group will draw a rolled
paper from the box and act what is written
on it without making sounds and the rest of
the members of the group will guess the
word/statement (depends on the theme). The students will perform/play the game
Each member will perform one at a time.
The group who can guess the most in one
(1) minute will be considered the winner.
The themes are the following:
- Song titles
- Movie titles
- Persons

2. Analysis (5 minutes)
Let the students answer the Students’ answers:
questions given by the teacher:

a. Based on your activity, what are your
struggles in getting the correct answer?
b. How did you guess or get the correct
answer?
c. What made your answer different from
each other?
d. How can you imply the activity to
communication?
e. How important are actions or gestures
to communication?
a. If the actor’s actions are vague and or
exaggerated. Sometimes, the actor cannot
act accordingly.
b. Through correct actions and facial
expressions.
c. We have different perceptions and
interpretations of the actor’s action.
d. Communication is always accompanied
by actions/gestures/facial expressions to
make the idea clearer but sometimes it can
cause misunderstanding to certain thing
when actions do not compliment the idea or
the message. Based on the activity, actions
may lead to different interpretations and
indeed, miscommunication.
e. Actions or gestures are important to
communication since they can elevate the
emphasis of the message being delivered.

3. Abstraction (15 minutes)

a. Presentation / explanation of the lesson a. Students will read the lesson objectives
objectives flashed on screen
1. determine the different nonverbal
Let the students read the lesson languages that often lead to
 objective. miscommunication;
2. value the importance of the different
nonverbal languages through one – act
play;
3. describe the miscommunications within
the different languages as tradition,
practice, culture, and gender are concern.

b. The students will listen to the

b. Discussion Proper discussion.
Have the student listen to the discussion
of the teacher about the nonverbal
miscommunication.

“NONVERBAL
MISCOMMUNICATION”

PARALANGUAGE
- About “HOW” something is said, NOT
what is said.
- Tones or voices must match to the content
of the message.
LANGUAGE OF FLOWERS
- Say for many of us what we cannot say to
ourselves. These meanings are influenced by
culture and gender.
LANGUAGE OF COLORS
- The use of colors based on the meaning of
each color
LANGUAGE OF TOUCH (HAPTICS)
- Use of touch to express what cannot be
said.
GESTURES
- The use of body or hand movements that
shows or emphasizes an idea or feeling
FACIAL EXPRESSION
- Types of nonverbal Communication that
assists the listener in understanding the
message better.

4. Application (10 minutes)

a. You will be divided into four (4) groups.
Each group will perform a one-act play. The
dialogue will be flashed on screen and each
group must select representatives (depends
on the required number of participants in the
dialogue) to act out.
First, without nonverbal languages
Second, with nonverbal languages
Dialogue 1
Student 3 – I am better than you are, better
than anyone else here.
Student 4 – Excuse me, you are nothing but
a second rate trying hard copy cut.
Dialogue 2

Student 5 – I can’t take this anymore. Let’s

split up. It’s not you, it’s me. I’m sorry.

Student 6 – Please don’t leave me I’m

 begging you.

Dialogue 3

Student 7 – I care for you. I’m here to

support and love you.

Student 8 – Stop acting like you know my

pain. You are not Celine and you will never
be Celine.

Dialogue 4

Student 9 – Open the door! Please open the

door. Let me explain.

Student 10 – I don’t need your explanation.

I don’t need you anymore. Please go!
Please!

5. Generalization (2 minutes)
a. Recapitulation of the topic… a. Students will give their summary
b. Inference b. We communicate every day and nonverbal
What is the importance of nonverbal languages are used to make the communication
languages in every day more effective. However, we must be conscious
communication? with one’s cultural practices and perceptions for
it may be understood differently and carry
misinterpretation/miscommunication.
IV. Evaluation (10 minutes)
In your ½ sheet of paper, describe … PARALANGUAGE
and give an example in each of the different …LANGUAGE OF FLOWERS
nonverbal languages that can lead to …LANGUAGE OF COLORS
miscommunication concerning tradition, …LANGUAGE OF TOUCH
culture, belief, and gender. (HAPTICS)
…GESTURES
…FACIAL EXPRESSION

V. Assignment/Agreement (5minutes)
Watch a telenovela from the other country with the sound turned off (so the
dubbing in Filipino will not be heard). Note the Types of Nonverbal Communications
used by the actors in the scenes and write what those could possibly mean. See if the
story could be understood just by watching the Nonverbal Communications in the
drama.

Prepared by: Checked by:

JAMAICA ROSE S. COLONG _________________

Applicant