Department of Education

Region X
Division of Bukidnon
Maramag 1 - District
BUKIDNON NATIONAL SCHOOL OF HOME INDUSTRIES
P2 North Poblacion, Maramag, Bukidnon

DETAILED LESSON PLAN IN ORAL COMMUNICATION

BUKIDNON NATIONAL SCHOOL OF HOME
SCHOOL GRADE LEVEL 11
INDUSTRIES
Oral
TEACHER KARLA ANDREA B. ABELLANOSA LEARNING AREA
Comm
TIME
JANUARY 9-13, 2023 QUARTER 2
/DATE(S)

I. OBJECTIVES
A. Content Standards The learner recognizes that communicative competence requires understanding of
speech context, speech style, speech act and communicative strategy.
B. Performance The learner demonstrates effective use of communicative strategy in a variety of
Standards speech situations.
C. Learning The learner explains that a shift in speech context, speech style ,speech act and
Competencies / communicative strategy affects the following: (EN11/12OC-IIab-22)
Objectives a. Language Form (EN11/12OC-IIab-22.1)
b. Duration of Interaction (EN11/12OC-IIab-22.2)

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pp 46-47
2. Learner’s Materials pp 60-65
B. Other Learning https://www.youtube.com/watch?v=ADNgEHFDYzo
Resources https://www.youtube.com/watch?v=mdyDWqnf99Q
V. PROCEDURES
. Imaginary Trip
Introductory Activity 1. 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!
2. 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 details such as transportation, accommodation, meals,
and itinerary.
• Scene 3: You are tasked to present the final itinerary to the
students’ 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.

Analysis Based on the given activity, answer the following:

a. How did you find the activity?
b. What are the difficulties that your group encounter in
presenting each scenes?
c. Why do you think you had difficulties in presenting some of
the scenes?
d. How are you going to address these difficulties?
(Teacher will give an inquest and process students’ responses.)
Abstraction Group activity of five to six members.
1. Create a three-minute tourism commercial.
2. Plan and present a tourism commercial about the place you
visited in the Imaginary Trip activity or any place that you actually
visited.
3. Mention the things that make the tourist spot a dream
destination. Remember, this activity will help you practice making
positive statements about a vacation site and responding to how
people see this place differently. When writing your script for the
commercial, answer these 10 questions.
• Why do tourists visit this place?
• What do many visitors like to do here?
• What would be best for a day trip?
• What should one do for a good night out?
• Where can visitors get the best food?
• Where can visitors buy their souvenirs?
• What outdoor activities are famous?
• What is amazing about the weather?
• What is the best thing to do here during summer?
• What do tourists say about this vacation spot?
Application & Pair Activity. (ComLab)
Assessment 1. Answer this question: How can the sudden change in
communicative strategy in a conversation affect the quality of
interaction, the speaker-audience relationship, the role and
responsibilities of the speaker, the message, and the delivery?
2. Present your answers in a Powerpoint presentation. Make sure
to give examples and to add other types of media to support your
answers.
3. Present it in five minutes.
4. Before the presentations, find another pair whose presentation
you will evaluate using the rubric below.
5. Your presentation will be evaluated based on the rubric below.
 Assignment/ Think of a time when you had to explain one message in two
Agreement different instances with varying contexts. For example, you might
have told your parents over dinner how badly you want to study in
your dream university and in another instance, you talked about the
same thing with your friends while having coffee.
In an essay with a minimum of 500 words, discuss why your
communicative strategies change as there are adjustments in
every speech context, speech style, and speech act.
Discuss your language, duration of interaction, your relationship to
the listener, your roles and responsibilities as a speaker, your
message, and your delivery and how these differ in the two varying
instances and contexts.

Use the following format: font 12, Times New Roman; spacing, 1.5.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 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:

KARLA ANDREA B. ABELLANOSA

Subject Teacher

Checked By:
JEAN P. GAGARANI
MT-I