SCHOOL SAN CRISTOBAL INTEGRATED HIGH SCHOOL GRADE LEVEL GRADE 11

GRADES 1 TO 12 TEACHER ANNE CRIS H. AZOR LEARNING AREA ORAL COMMUNICATION

DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/ Objectives
(Write the LC code for each.)
TEACHING DATES AND TIME Nov. 7-11, 2022 / 7:00- 8:00, 8:00-9:00, 2:00-3:00 QUARTER 2nd QUARTER/ WEEK 1
Day 1 Day 2 Day 3 Day 4
The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative strategy.
The learner demonstrates effective use of communicative strategy in a variety of speech situations.
EN11/12OC-IIab-22.1-22.6 EN11/12OC-IIab-22.1-22.6 EN11/12OC-IIab-22.1-22.6 EN11/12OC-IIab-22.1-22.6
Explains that a shift in speech Explains that a shift in speech context, Explains that a shift in speech context, Explains that a shift in speech
context, speech style, speech act speech style, speech act and speech style, speech act and context, speech style, speech act and
and communicative strategy communicative strategy affects the communicative strategy affects the communicative strategy affects the
affects the following: following: following: following:

• Language form • Language form • Language form • Language form

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
• Duration of interaction
• Relationship of speaker
• Role and responsibilities of the
speaker
• Message
• Delivery
Types of Communicative
Strategy
Oral Communication in Context
Alternative Delivery Mode Quarter
2 – Module 1: Types of
Communicative Strategy First
Edition, 2020, pages 5-26
• Duration of interaction
• Relationship of speaker
• Role and responsibilities of the
speaker
• Message
• Delivery
Types of Communicative Strategy
Oral Communication in Context
Alternative Delivery Mode Quarter 2 –
Module 1: Types of Communicative
Strategy First Edition, 2020, pages 5-
26
• Duration of interaction
• Relationship of speaker
• Role and responsibilities of the
speaker
• Message
• Delivery
Understanding Speech Context,
Speech Style, Speech Act, and
Communicative Strategy
Oral Communication in Context
Alternative Delivery Mode Quarter 2 –
Module 2: Understanding Speech
Context, Speech Style, Speech Act and
Communicative Strategy First Edition,
2020, pages 5-15
• Duration of interaction
• Relationship of speaker
• Role and responsibilities of the
speaker
• Message
• Delivery
Understanding Speech Context,
Speech Style, Speech Act, and
Communicative Strategy
Oral Communication in Context
Alternative Delivery Mode Quarter 2
– Module 2: Understanding Speech
Context, Speech Style, Speech Act
and Communicative Strategy First
Edition, 2020, pages 5-15
A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for the
lesson
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
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
Students will be asked; how do
you usually start a conversation?
 What are the problems that you
had encountered during a
conversation and how did you
address them?
Students must realize that
engaging in a conversation is not
just a simple process of talking and
listening, but it is bound by
implicit rules that requires
strategies to be able to start and
maintain conversation.
Students will cite examples where
they experienced engaging in a
conversation with a topic that they
are not comfortable with? How
did they manage it?
Types of Communicative
Strategies will be discussed.
Students will do “What’s More”
where they will select the most
acceptable, polite and meaningful
response in each situation given.
Students will answer the activity
on “What I Have Learned”
Students will answer the
“Assessment” part.
Students will do the activity on
“What I Can Do” where they will
assume that they are in the
situation given below and they will
Students will be asked; how do you
usually start a conversation?
 What are the problems that you
had encountered during a
conversation and how did you address
them?
Students must realize that engaging in
a conversation is not just a simple
process of talking and listening, but it
is bound by implicit rules that requires
strategies to be able to start and
maintain conversation.
Students will cite examples where
they experienced engaging in a
conversation with a topic that they are
not comfortable with? How did they
manage it?
Types of Communicative Strategies
will be discussed.
Students will do “What’s More” where
they will select the most acceptable,
polite and meaningful response in
each situation given.
Students will answer the activity on
“What I Have Learned”
Students will answer the
“Assessment” part.
Students will do the activity on “What
I Can Do” where they will assume that
they are in the situation given below
and they will complete the following
Students will be given scenarios and
they will tell what will be their
response on those scenarios.
Students must realize that
communication entails a delicate
balancing in order to sustain
connection and transact successfully
and that there are factors that affect
it.
The situations presented a while ago
will be discussed and will be related
for today’s lesson.
Factors affected by a shift in Speech
Context, Speech Style, Speech Act, and
Communicative Strategy will be
discussed.
Students will answer the 10-item quiz
prepared by the teacher.
Students will summarize the lesson
that was discussed
Students will do “What I Can Do” on
page 20
Students will recall the lessons that
was discussed last meeting.
Students’ ideas about Speech Context
will be asked.
Types of Speech Context will be
presented.
Communicative Competence (Speech
Context) will be discussed.
Students will answer the crossword
puzzle about speech context.
How will you distinguish the types of
Speech Context from each other?
Students will do “What’s More
Activity A on page 15
 complete the following conversations using acceptable, polite
conversations using acceptable, and meaningful various
polite and meaningful various communicative strategies that they
communicative strategies that have learned.
they have learned.
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: Checked by: Noted by:

Anne Cris H. Azor Joseph M. Gutierrez Donny Aris C. Malvar, EdD
SHS English Teacher SHS Coordinator School Principal IV
 SCHOOL SAN CRISTOBAL INTEGRATED HIGH SCHOOL GRADE LEVEL GRADE 11
GRADES 1 TO 12 TEACHER ANNE CRIS H. AZOR LEARNING AREA ORAL COMMUNICATION
DAILY LESSON LOG TEACHING DATES AND TIME Nov. 14-18, 2022 / 7:00- 8:00, 8:00-9:00, 2:00-3:00 QUARTER 2nd QUARTER/ WEEK 2

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/ Objectives
(Write the LC code for each.)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from Learning
Resource (LR) Portal
B. Other Learning Resources
The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative strategy.
The learner demonstrates effective use of communicative strategy in a variety of speech situations.
EN11/12OC-IIab-22.1-22.6
Explains that a shift in speech
context, speech style, speech act
and communicative strategy affects
the following:
• Language form
• Duration of interaction
• Relationship of speaker
• Role and responsibilities of the
speaker
• Message
• Delivery
Understanding Speech Context,
Speech Style, Speech Act, and
Communicative Strategy
Oral Communication in Context
Alternative Delivery Mode Quarter
2 – Module 2: Understanding
Speech Context, Speech Style,
Speech Act and Communicative
Strategy First Edition, 2020, pages
15-22
EN11/12OC-IIab-22.1-22.6
Explains that a shift in speech
context, speech style, speech act context, speech style, speech act and
and communicative strategy
affects the following:
• Language form
• Duration of interaction
• Relationship of speaker
• Role and responsibilities of the
speaker
• Message
• Delivery
Understanding Speech Context,
Speech Style, Speech Act, and
Communicative Strategy
Oral Communication in Context
Alternative Delivery Mode
Quarter 2 – Module 2:
Understanding Speech Context,
Speech Style, Speech Act and
Communicative Strategy First
Edition, 2020, pages 15-22
EN11/12OC-IIab-22.1-22.6
Explains that a shift in speech
communicative strategy affects the
following:
• Language form
• Duration of interaction
• Relationship of speaker
• Role and responsibilities of the
speaker
• Message
• Delivery
Understanding Speech Context,
Speech Style, Speech Act, and
Communicative Strategy
Oral Communication in Context
Alternative Delivery Mode Quarter 2
– Module 2: Understanding Speech
Context, Speech Style, Speech Act
and Communicative Strategy First
Edition, 2020, pages 15-22
EN11/12OC-IIab-22.1-22.6 Explains
that a shift in speech context, speech
style, speech act and communicative
strategy affects the following:
• Language form
• Duration of interaction
• Relationship of speaker
• Role and responsibilities of the speaker
• Message
• Delivery
Understanding Speech Context, Speech
Style, Speech Act, and Communicative
Strategy
Oral Communication in Context
Alternative Delivery Mode Quarter 2 –
Module 2: Understanding Speech
Context, Speech Style, Speech Act and
Communicative Strategy First Edition,
2020, pages 15-22
 IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for the lesson
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
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application or
remediation
Speech Context, Speech Style and
Speech Act will be presented in
class
Students must be able to
distinguish this communicative
competence from each other.
Examples for each communicative
competence will be given
Speech Styles will be discussed.
Speech Acts will also be discussed.
Students will answer “What’s More
Activity B” on page 16
How will you differentiate Speech
Styles from Speech Act?
Students will answer “What’s More
Activity C” on page 16
Speech Context, Speech Style and
Speech Act will be presented in
class
Students must be able to
distinguish this communicative
competence from each other.
Examples for each
communicative competence will
be given
Speech Styles will be discussed.
Speech Acts will also be
discussed.
Students will answer “What’s
More Activity B” on page 16
How will you differentiate Speech
Styles from Speech Act?
Students will answer “What’s
More Activity C” on page 16
Speech Context, Speech Style and
Speech Act will be presented in class
Students must be able to distinguish
this communicative competence
from each other.
Examples for each communicative
competence will be given
Speech Styles will be discussed.
Speech Acts will also be discussed.
Students will answer “What’s More
Activity B” on page 16
In your groups 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.
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: Checked by: Noted by:

Anne Cris H. Azor Joseph M. Gutierrez Donny Aris C. Malvar, EdD
SHS English Teacher SHS Coordinator School Principal IV