LESSON PLAN IN ENGLISH 9 Quarter 1 Week 3
School Demetrio L. Alviola NHS
Teacher Diana Christine A. Notarte
Learning Area English
I. LEARNING OBJECTIVES
Grade Level Standards
Learning Competencies/Code
Objectives
 Knowledge
 Skills
 Attitude
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
C. Supplies, Equipment, Tools, etc.
IV. PROCEDURES
A. Review/Introductory
Activity
B. Activity/ Motivation
C. Analysis/Presenting
examples of the new
lesson where the concepts
are clarified
Grade Level & Section 9
Quarter 1
Teaching Dates & Duration 1 to 4 days
The learner demonstrates communicative competence through his/ her
understanding of British-American Literature, including Philippine
Literature and other texts types for a deeper appreciation of Philippine
Culture and those of other countries.
Employ the appropriate communicative styles for various situations
(intimate, casual, conversational, consultative, frozen)
At the end of the lesson, the learners must be able to:
- identify the communicative style present in a specific
situation/event;
- use the appropriate communicative style in a given scenario; and
- show realization of the importance of using the appropriate
communicative style in different situations or events.
Types of Communicative Style
Lesson is adapted from SDO NegOr Self Learning Module for Quarter 1-
Module 3 about Types of Communicative Style written by Monaliza S.
Romano
TV & Laptop and/or teacher’s materials
Review:
Ask the learners significant questions about the previous lesson.
Introductory Activity:
Use the 10-item pre-assessment tool presented in the module to gauge the knowledge
of the learners about the new lesson.
Concept Mapping:
Create a PPt slide or actual cut-outs of hexagons. Write the word Communicative
Style in one of the hexagons. Let the learners add information based on what they
already know about the topic. Then, map it on the board or reflect it on your PPt
slide. It will look like this.
Learner’
s idea
Learner’ Learner’
s idea s idea
Commu
nicative Learner’
Style s idea
Learner’ Learner’
s idea s idea
Learner’ Learner’
s idea s idea
Process their answers and connect it to the new lesson.
Present the following examples [based on the module]:
 Close friends sharing secrets (Intimate)
 Principal giving a welcome address (Formal)
 Everyday conversation with friends (Casual)
 Regular classroom discussions (Consultative)
  Marriage ceremonies (Frozen)

Guide questions:

 What makes the example intimate? Formal? Casual? Consultative?

Frozen?
 What is the setting of the situation?
 Who are involved in the situation?
 What is the relationship of the people involved in the situation?

D. Abstraction Presentation of the lesson proper. [Adopted from the self-learning module]

Communicative styles or also known as speech styles are patterns of speaking

characterized by distinctive pronunciation, vocabulary, intent, participants, and
grammatical structures.

Types of Communicative Styles:

1. Intimate – Intimate speech is used in conversations between people who are

very close and know each other quite well because they have maximum
shared background information like couples, family, and best friends.
2. Formal – Formal speeches are straightforward speeches. It has been prepared
beforehand. It avoids slang terminologies. Its content is well structured,
logically sequenced, and strongly coherent.
3. Casual – Casual style is used in conversation between friends and peers who
have something to share and have shared background information but don’t
have close relations.
4. Consultative – This style is used in semi-formal communication. Sentences
end to be shorter and spontaneous. The speaker does not usually plan what he
(or she) wants to say.
5. Frozen – It is the most formal communicative style usually used during
formal events and ceremonies. It does not require any feedback from the
audience. It is called frozen because it already has a pattern and cannot be
changed. It can also be found in historical documents.

Comparing and contrasting the different styles can be helpful in making the learners
understand the concepts. Add more examples too.

E. Valuing: Finding In this part of the lesson, injecting practical application of concepts and skills could
Practical Applications of be done by using localized and contextualized examples. Ask examples or
Concepts and Skills in experiences from the learners in which they applied a certain communicative style.
Daily Living Process the examples.
F. Generalization Draw and process realizations from the learners.
Facilitator may also share generalizations such as:
 There is an appropriate communicative style for every type of conversation
or situation.
 The way we speak will affect the conversation.
 Know whom you are speaking with.

G. Assessment The 10-items assessment found in the self-learning module will be used as
assessment for the lesson.

Practical assessment could be done through a role play of certain situations

depicting the different communicative style. A rubric will be needed to serve as
guide for scoring the learners’ performance.
V. REMARKS
VI. REFLECTIONS
A. No.of learners who
learned 80% on the
formative assessment
B. No.of learners who
require additional activities
for 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 materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: