Grades 1 to 12 School NAMA NATIONAL HIGH SCHOOL Grade Level ELEVEN (11)

DAILY LESSON LOG Teacher MARILYN CLAUDINE N. BAMBILLA Learning Area ORAL COMMUNICATION IN CONTEXT
Teaching Dates and Time July 15 - 19, 2019 Quarter FIRST SEMESTER (FIRST QUARTER)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1.CONTENT STANDARDS Recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative strategy
2. PERFORMANCE STANDARDS Demonstrate effective use of communicative strategy in a variety of speech situations
Engages in a communicative Engages in a communicative
Responds appropriately and Responds appropriately and situation using acceptable, polite situation using acceptable, polite
3. LEARNING COMPETENCIES
effectively to a speech act effectively to a speech act and meaningful communicative and meaningful communicative
strategies strategies
( COMPETENCY CODE ) (EN11/12OC-Ifj-20) (EN11/12OC-Ifj-20) (EN11/12OC-IIab-21) (EN11/12OC-IIab-21)
Types of Communicative Strategy Types of Communicative Strategy
1. Nomination 1. Nomination
Types of Speech Act Types of Speech Act 2. Restriction 2. Restriction
1. Locution (Utterance) 1. Locution (Utterance) 3. Turn- taking 3. Turn- taking
II. CONTENT
2. Illocution (Intention) 2. Illocution (Intention) 4. Topic Control 4. Topic Control
3. Perlocution (Response) 3. Perlocution (Response) 5. Topic Shifting 5. Topic Shifting
6. Repair 6. Repair
7. Termination 7. Termination
A. REFERENCES
1. Teacher’s Guide pages
2. Learners’ Materials pages
3. Textbook pages
4.Additional LM from LRMDS
Portal
B. OTHER LEARNING RESOURCES
III. PROCEDURES
A. Review lesson or lesson The learners will be grouped and Ask the learners the following Let’s Warm- Up Ask the learners the following
presentation will have a group activity. question: For the entire lesson, you will go on question:
1. What did you learn from your an imaginary field trip. Below is the 1. What are the Types of
previous group activity? link to “Tara Na Biyahe Tayo”, an Communicative Strategy? Give
MTV performed by various Filipino example situation to show/ define
artists with the common goal of each of the strategies.
encouraging Pinoys to visit and
explore the wonderful places in the
Philippines. While watching the
video clip, think about what for you
is a must-see in the country.
 After watching the video, group
yourselves. Decide on the “Most
Exciting Tourist Spot” in the
country. Assign a speaker who will
share your decision and reasons for
this with the class. You have 10
minutes.

As soon as all the groups have

presented their decisions, you will
vote for the “Most Exciting Tourist
Spot in the Philippines.”
Self- Audit

Ask your learners to do the Self-

Audit activity. Discuss the People communicate to everyday to
interpretation of results with them. establish and maintain
B. Establishing a purpose for the
relationships, know and understand
lesson
The proficiency levels of your themselves, and find meaning in the
leaners in the Self-Audit task daily grind.
provide you with an insight on how
to teach the lesson and which topics
have to be emphasized.
Let’s Work and Learn

Key Takeaways

To open the topic, ask the learners

to share their experience in talking
with their group mates in the Warm
Up Activity.

C. Presenting examples / instances of Ask the learners the following

the new lesson question:
1. What are some of the
difficulties you encountered in
talking to each other, if any?
2. How did you work around these
difficulties?

Call learners to share their answers.

Acknowledge and affirm their
answers as necessary.

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
Types of Communicative Strategies
Talk about the Types of
Communicative Strategies.
You may also mention the other
communicative strategies included
in the supplementary information.
Group Activity
Imaginary Trip
Now that the class has picked the
“Most Exciting Tourist Spot in the
Philippines” (Done in Let’s Warm
Up), the class will pretend to plan a
trip and go there!
In your groups (Same with Let’s
Warm Up), pretend to plan a trip
and go there!
In your groups (Same with Let’s
Warm Up), pretend that you are
members of the Class Field Trip
Committee.
Your teacher will assign you to role
play one of the prompts below. You
have 30 minutes to prepare and 15
minutes to present. Make sure to
assign people to play the other
characters mentioned in each
scene.
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 the field trip and discuss
the accommodation, meals and
itinerary.
Scene 3: You are tasked to present
the final itinerary to the students’

G. Finding practical application of
concepts and skills in daily living
Group Activity
Remind the learners that at least
five examples of speech acts have
to be in the presentation.
Encourage the learners to make the
performance creative and
entertaining.
Props and various multimedia
materials can be used.
In assessing the performance of
Pair activity
Work with your partner from the
Let’s Work and Learn activity.
Watch the second video.
Pay attention to details like
greetings, personal identification,
and pre-closing and closing signals.
Compare and differentiate the first
video from the second video in
terms of greetings, personal
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 ask 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 the 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.
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.
Let the learners give examples of
each communicative strategy. You
may also ask them to think of
scenes in various media such as
books, graphic novels, or movies
which exemplify each
communicative strategy.

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
your learners, refer to the rubric on
page 47. However, you can use
other rubrics available, but make
necessary adjustments.
Ask the learners, what they have
learned from the activity.
Let them point important concepts
based from the activity.
Pen-paper activity/oral recitation
identification, pre-closing, and
closing.
Discuss the answer in class.
Ask the learners, what they have
learned from the activity.
Let them point important concepts
based from the activity.
Pen-paper activity/oral recitation
Ask the learners, what they have
learned from the activity.
Let them point important concepts
based from the activity.
Pen-paper activity/oral recitation
Ask the learners, what they have
learned from the activity.
Let them point important concepts
based from the activity.
Pen-paper activity/oral recitation

IV. REMARKS

V. REFELECTIONS
A. No. of learners who got 80% and
above
B. No. of learners needing
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? Why did these worked?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use which I wish to
share with other teachers?

Prepared by: Checked by:

MARILYN CLAUDINE N. BAMBILLA JULIETA Q. FERNANDEZ, Ed. D.
Subject Teacher SHS Principal II