SCHOOL GRADE LEVEL Grade 11-HUMSS

TEACHER LEARNING AREA Oral Communication in Context

GRADES 12
TEACHING September 19-23, 2022 QUARTER 1ST QUARTER - Week 5
DAILY LESSON
DATES
LOG

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES 1. Identify Communication Barrier
2. Practice active listening skills
3. Watches and listens to sample oral communication activities
4. Practice active listening skills
5.Watches and listens to sample oral communication activities
6.Ascertains the verbal and non-verbal cues that each speaker uses to achieve his/her purpose
A. Content The learner values the functions/purposes of oral communication
Standards
B. Performance The learner designs and performs effective controlled and uncontrolled oral communication activities based on context
Standards
C. Learning Watches and listens to sample Identifies the speaker’s Watches and listens to sample Ascertains the verbal and non-
Competencies/O oral communication activities purpose/s oral communication activities verbal cues that each speaker
bjectives Identifies the speaker’s uses to achieve his/her purpose
Write the LC Code for purpose/s
each
II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can
be tackled in a week or two.
Barriers of Communication, Listening skills Listening Skills Verbal and Non-Verbal
Listening skills Non-Verbal Types of Non-Verbal Communication
Communication Communication
III.LEARNING
RESOURCES
A. References RESOURCES
Pena and Anudin, Oral
Communication. Vibal Group
Inc. 2016
Ang, Jaime, Oral
Communication in Context for
Senior High School.2016
 Flores, C. and
Lopez,E.,Effective Speech
Communication.5th ed.
National Bookstore
Bulan, Celia T., and de Leon,
Ianthe C. Communication 3:
Practical Speech
Fundamentals, Experimental
Edition.
Department of Speech
Communication and Theater
Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al.
Principles and Types of Speech
Communication. 12th ed. New
York: Harper Collins
Publishers, 1994.
The Center for Leadership and
Service, The University of
Tennessee Knoxville.
http://www.cls.utk.edu/pdf/
ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.
1.Teacher’s
Guides/Pages
2.Learner’s Materials
Pages
3.Textbook Pages Pp40-47 Pena and Anudin, www.youtube.com/non-
Oral Communication. Vibal verbalcommunication
Group Inc. 2016 http://youtube.com/watch?
pp13-20, Ang, Jaime, Oral v=QOkrS1v7Ywk
Communication in Context for www.youtube.com/post-it
Senior High School.2016 love
www.youtube.com/for the
birds
4.Additional Materials pp.14-17DEPED – PFT http://www.livestrong.com/ Pronunciation of English Vowel
from Learning Manual Activity Sheets 1st article/97647-exercises- Sounds 5 - Diphthongs (with
Resources (LR) portal Quarter barriers-effective- captions)-video clip
Communicationtheory.org for communication/
communication models http://
www.youtube.com/models of blog.trainerswarehouse.com/
communication communication-and -
listening-exercises/
B. Other Learning
Resources
IV.PROCEDURES 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.
A. Reviewing IPA chart and vowel triangle
previous lesson and communication barriers
or presenting
the new lesson
B. Establishing a Listening Activity-Cloze test
purpose for the “Someone Like You” a song “Sky Fall” by Adele a cloze Explain the purpose and benefits
“Rolling in the Deep”by
lesson will be listened and fill in the test through listening to the that can be derived from the
Adele a cloze test
blanks on the activity sheet music content/LM/RM/
provided to establish
completion of the lyrics
C. Presenting Reading and discussing the Short video clip on the non- Other Short video clip on the
examples/instan procedure for the performer verbal types of non- verbal types of
Same
ces of the new and for the partner communication communication
lesson
D. Discussing new
Pronunciation of English Vowel
concepts and
Sounds 5 - Diphthongs (with
practicing new
captions) words drill
skills #1
E. Discussing new Cloze exercise-for active “Water Cycle “Cloze Test “Canada Cloze Test”
concepts and listening “Camping” cloze test Role playing
practicing new
skills #2
F. Developing Oral reading exercise, short Other descriptive adjective Oral reading exercise Oral reading exercise
mastery quiz words drill
(Leads to formative
assessment)
G. Finding The students perform the given Presentation of the song Booking a local hotel through Oral reading exercise(individual)
practical/applic task and activity a telephone A skit telephone conversation
ations of Find an English Song and conversation(Marco Polo Booking a plane ticket through a
concepts and translate it in Cebuano or Hotel) telephone conversation (cebu
skills in daily Surigaonon dialect and present pacific air)
living it to the class through a
presentation.
H. Making
generalizations and
abstractions about the
lesson
H. Evaluating Group presentation Same Same Same
Learning
I. Additional Short quiz Same Short Video Clips of Non- Same
activities for verbal and let the learners
application or identify the types
remediation
V.REMARKS
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else
needs 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.
A. No. of learners
who earned
80% of the
formative
assessment
B. No. of learners
who require
additional
activities to
remediation
C. Did the
remedial lessons
work? No. of
learners who
 have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material did I
use/discover
which I wish to
share with other
teachers?