Community Learning DISTRICT ALS

SEMI-DETAILED LESSON PLAN Program A&E

Center (CLC) CENTER
0N EFFECTIVE SPEAKING
Learning Facilitator ROCZAN C. GRIEGO Literacy Level AE
Effective Speaking Skills and
Month and Quarter Learning Strand 1
Strategies

I. OBJECTIVES:
Speaking
A. Content Standards/Focus
Speak clearly and appropriately in English so as to function effectively as a member of
the family, community, nation, and the world and to participate in community and
B. Performance Standards
economic development.

C. Learning Competencies /
Enabling Objectives for
Identify ways of making individuals understand you better when asking and answering
integration
questions. (LS1CS/EN-S-PSB-AE-18.4)
(Write the LC code for each)
Effective Speaking Skills and Strategies
II. CONTENT (Subject Matter)
III. LEARNING RESOURCES
A. References
ALS K-12 Basic Education Curriculum, LS1: Communication Skills (English) page 31 of 51.
1. Competency Guide Pages:
2. Module Pages MyDev. Module 2: Interpersonal Communication- Activity 4: Effective Speaking pages
13-16.
3.Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Charts, strips, Meta cards
IV. PROCEDURES
 Prayer & Giving of House Rules
 Pronunciation Drill

(Activity 1: Message Relay)

The teacher introduces a message relay game. Learners form 3 teams
with equal number of members. All members of the team line up in
front of a desk with pencil and paper on it. The last person in the line is
designated as the reader. The reader of every team comes in front to
A. Springboard/Motivation silently read a sentence that you have written in a metacards. When
(Establishing a purpose for
the signal is given, the readers go back to their respective lines and
the lesson)
whispers the sentence starting with the person from the back and so
on until the message reaches the person in front. The latter writes
down the sentence. When the writer is finished she/he runs to the
teacher with the paper. The first team to get the sentence correctly
wins. End the game by asking the class to read the sentence with
correct pronunciation. Process the game by asking: What lesson can we
get from the activity? What will happen if we don’t speak clearly?

B. Activity (Review of (Activity 2: Role Play)

previous lesson/s or The learners are going to have a role play. The teacher will give/read a
Presenting the new lesson) scenario (At the Restaurant) for them to act out.

C. Analysis (Presenting
examples/instances of the
new lesson)
D. Discussing new concepts
and practicing new skills
(sub-activity #1)
F. Abstraction (Making
generalizations about the
lesson)
G. Application (Developing
mastery)
H. Valuing (Finding practical
applications of concepts and
skills in daily living)
Scenario: Jericho is a young waiter at XYZ Hotel and Restaurant.
One busy lunch time, an impatient customer was told it would take
over 30 minutes to prepare his Sinigang soup. The customer was angry
and begun insulting Jericho. Jericho tries his best to calm down the
customer and he assures him they’ll cook his order as fast as possible
and serve it right away.
The teacher will discuss the role play by asking:
 Was the speaker able to give a clear message?
 What are some effective speaking strategies that the speaker
used?
 What are some things that the speaker can use next time to be
a more effective speaker?
Let’s Learn:
Concepts and Ideas.
Effective Speaking Skills and Strategies
 Be clear, brief, concise-to the point
 Use examples to get to the point
 Be polite/ Friendly
 Be honest
 Be respectful
 When you need to be direct, speak with respect
 Speak with confidence but not with arrogance
 Be flexible-check the mood and attitudes of others and
adjust accordingly
 Be aware of body language- your own and that of others
(Activity 3: Drop Box)
The teacher will ask the learner to give their own concepts and ideas
about the lesson. They will write it on a piece of bond paper and drop it
on the box. Then the teacher will read the concepts and ideas each
learner formulated.
Let the learners read the scenario silently posted on the board and
they will write on their ALS notebook as many as they could the skills in
effective speaking.
Scenario: You work as a cleaner at a mall with a team of 15 other
cleaners. Recently, you have noticed that the quality of the cleaning of
some of your colleagues have not been very good and many of them
have not been showing up on time. The mall’s staff members have
started complaining about the unclean halls and stairways. Before
these complaints get taken further to the cleaners’ manager, you
decided to talk with your co-workers to encourage everyone to show-
up on time and do a better job next time.
“What could the person have done differently?” Explain that the
feedback should be given in a positive and encouraging way, not in a
 way that is judgmental or discouraging.

I. Evaluation (Assessing Identify 5 effective speaking skills/strategies to make individuals

learning) understand you better in any conversation.

J. Agreement (Additional Browse in the Google website some other ways of effective speaking
activities for application or strategies. Print your answer in a short bond paper.
remediation)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation.

C. Did the remedial lesson

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 works?
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:
ROCZAN C. GRIEGO
ALS-Volunteer Teacher

Reviewed by:

BRENDA T. RON
EPSA- II