School San Miguel National High School Grade Level 11

GRADE 11 Teacher Judy Ann J. Valdez Learning Area ORAL COMMUNICATION IN CONTEXT
DAILY LESSON LOG Teaching Dates August, 2019 Semester First Semester

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES The objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures
must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge
and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standard The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act and
communicative strategy.
B. Performance Standard The learner demonstrates effective use of communicative strategy in a variety of speech situations.
C. Learning Explains that a shift in the Distinguishes types of 
Competency/Objectives speech context, speech style, speeches.
Write the LC code for each. speech act and communicative EN11/12OC-IIcj-23
strategy affects the following:
EN11/12 OC II- ab-22
 Language form
 Duration of interaction
 Relationship of speaker
 Role and responsibilities
of the speaker
 Message
 Delivery
II. RELATION OF SPEECH TYPES OF SPEECH:
CONTEXT, SPEECH STYLE, INFORMATIVE SPEECH
SPEECH ACT AND
COMMUNICATIVE STRATEGY
III.LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.
RESOURCES Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development.

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 A.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Jose and Larioque.2016.Oral
Communication in
Context.Books Atbp. Publishing
Corp
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or The students
presenting the new lesson  share the most
important learnings in
the last semester
 share their expectations
for this semester.
B. Establishing a purpose for The teacher…
the lesson  shows a video clip that
shows the seven types of
communicative
strategies (Nomination,
Restriction, Turn-taking,
Topic control, Topic
shifting, Repair and
Termination.)
 asks the following
questions after the
students watch the
video clip.
1. How does the
discourse start?
B.
30-36
49-58
Oral in Communication in
Context for Senior High
School (by A.S. Hermosa,
M.R. Hernandez, & S.M.
Vergara)
(5 mins)
Teacher review the
students’ understanding

on different types of
communicative strategy.
 Complete the K-W-L 2.
chart by writing your
initial idea about
public speaking.
Write three things
under K and W, then
accomplish L after
learning this lesson.
At the end of lesson,
students are able to:
a. identify an expository or
informative speech
b.. Show the qualities of a
good informative speaker
c. identify the features of
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C. Presenting
examples/Instances of the new
lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
2. What are the topics
discussed in the
conversation?
3. What are the signal
words/ ways used in the
conversation that helped
the speaker/ listeners
take it chances to speak?
The teacher explains the
objectives for the day:
 Enumerate and identify
the unique characteristics of
the seven different
communicative strategies use
the types of communicative
strategies in different
situations.
The teacher
 shows a recorded video
where he uses the first
three communicative
strategies and
 emphasizes the
importance of being
courteous in opening
and ending the
conversation.
From the recorded video, the
teacher and students explain
and identify the characteristics
of each communicative strategy
presented in the video.
Students give their personal
experiences that show the
an informative speech
d. develop and deliver an
effective informative
speech
1. e. evaluate and
critique an
informative speech

Present a video clip of 
sample champion speakers
in delivering an
expository/informative
speech.
Students are asked to take
down important points
from the video.
-Prepare three pieces of ¼-
sized paper. On each
sheet, write a topic you
are deeply interested in
and knowledgeable about.
It could be a hobby, a
band, or a movie.
-When you are called by
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F. Developing mastery
(leads to Formative Assessment)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
application of Nomination,
Restriction, Turn-taking, Topic
control, Topic shifting, Repair
and Termination for an
effective communication.
The teacher divides the class
into 3. Each group performs the
chosen situation where they can
apply the Nomination,
Restriction, Turn-taking, Topic
control, Topic shifting, Repair
and Termination.
Possible situations:
 Asking direction to a
stranger.
 Breaking- up with
boyfriend or girlfriend.
Deciding on the final itinerary of
the class filed trip.
The teacher asks these
questions to class.
 How the following
discussed communicative
strategies differs from each
other?

 In what instances can
you apply these three
communicative strategies?
 Why is it important to be
polite in opening and ending
the conversation?
 Students prepare for their
your teacher, ask your
seatmate to pick one from
the three pieces of paper
you have.
Once a topic is chosen, you
will be given one minute to
introduce it to the class.
Make sure to incorporate
facts and supporting
information when talking
about the topic.
Choose a topic of interest
and start writing a short
informative speech, and be
ready to deliver it in class
effectively.
Oral Recitation: 
Does learning to write an
informative speech
essential to you as a
student?
 Students will be 
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 performance. Teacher will given time to prepare
facilitate the practice and for their performance.
preparation of the Teacher will facilitate
performances. the practice and
 preparation of the
Criteria will be provided before performances.
the performance.  Criteria will be
provided before the
performance.
J. Additional activities for
None
application or remediation
V. REMARKS No additional activities for application/remediation are needed because the former activities provided are already enough to justify
the lesson and to create meaning out of understandings.
VI. REFLECTION Do an assessment which focuses on learners self-enrichment of the lesson.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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
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teachers?

Submitted by: Checked by: Noted by:

JUDY ANN J. VALDEZ DR. CHERILYN R. GOYENA MARCIANO V. CRUZ, JR.

Teacher II Asst. School Principal II- Academics Principal IV