Daily Lesson Plan in ORAL COMMUNICATION IN CONTEXT

Grade 11
Quarter 1 Week 6

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 Standards The learner demonstrates effective

use of communicative strategy in a
variety of speech situations.

C. Learning Competencies/Objectives 1. The learners identify the various

types of speech context.
(EN11/12OC-Ifj-15)
2. The learners exhibit appropriate
verbal and non-verbal behavior in
each speech context.
(EN11/12OC-Ifj-16)
3. The learners distinguish the types
of speech style.
(EN11/12OC-Ifj-17)

II. CONTENT Types of Speech Context

and Speech Styles

III. LEARNING RESOURCES

References
1. Teacher’s Guide Pages 18 – 24
2. Learner’s Materials Pages 29 – 39
3. Textbook Pages
4. Additional Materials from the LR
Portal
5. Other Learning Resources
IV. PROCEDURE
A. Reviewing the previous lesson or ACTIVITY 1: ACT IT OUT!
presenting the new lesson
Work in groups of eight and read
the following scenes.

 Scene 1: Someone making an

announcement to the public
 Scene 2: Two small groups of
people discussing something
separately
 Scene 3: One person talking to
himself
 Scene 4: Two people speaking
with each other on the phone

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  Scene 5: A reporter appearing
live on screen

Weave the scenes together into a

story. Students are free to
interchange the order of the
scenes.

Act out the story and present it to

the class within five minutes.

B. Establishing a purpose for the ACTIVITY 2: GROUP ACTIVITY

lesson (SAME GROUP)

Discuss in three minutes what

information can be contained in each
of the following types of
communication.

Fill in each box with the information

needed.

Communication
Communication
between two
with self
persons

Communication Communication
in small group to the public

Tell the students to imagine a

scenario in which each type of
communication is used.

Encourage them to freely share their

ideas with their group mates.

Afterwards, ask each group to assign

one representative who will present
their sharing within two minutes.

Synthesize the answers of the

students and use it to segue to the
discussion on the types of speech
contexts.

C. Presenting examples/instances of Teacher will flash 5 pictures that the

the new lesson students needs to determine the type
of speech.

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 D. Discussing new concepts and Types of Speech Context
practicing new skills #1 1. Intrapersonal
2. Interpersonal

Types of Interpersonal Context

1. Dyad Communication
2. Small Group
3. Public
4. Mass Communication

Have students give their personal

examples for each type of context.
The teacher can also refer to the
scenes the students performed
earlier.

After the discussion, have students

work with their seatmates and answer
Exercise II on page 34 to review the
topic discussed. Remind students to
give three (3) real-life examples for
each type.

E. Discussing new concepts and

practicing new skills #2

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 F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations of
concepts and skills in daily living
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With similar group, provide symbols to
agree or disagree on the ideas that
shall be flash by the teacher.
Afterwards, each group shall explain
why they agree or disagree about the
idea.
Example: In public communication,
the channels are more exaggerated.
As a student, how will you know the
appropriate language that should be
observed in each speech context?
With the same group, use facial and
body gestures to create a tableau of
the following:
a. First day of class
b. Examination week
c. Effects of Facebook addiction
d. Class suspension
e. Weekends
After creating the tableaux, let the
students come up with three topics
which characterize the modern
Filipino youth in the home, school
and community. Create a tableau for
each of the topics.
Take group pictures of the tableaux.
Show the photos to class and have
them guess the topic.
The group which guesses the most of
tableaux gets the highest score.
I. Evaluating learning Determine the type of speech context
in the following examples:

1. Mary Claire offered a feedback on

the answer of her friend in her
interview.
2. Medelyn is assigned to deliver the
graduation speech.
3. The group of Kathlyn are
gathering data through given
questionnaires to their
community.
4. Lyana entered an oratorical
competition watched by several
people.
5. Clarissa interviewed people on
the street about their opinion on
current issues that shall be
published through their school
paper.

J. Additional activities for application Answer the exercise on Interpersonal

or remediation and Interpersonal Communication
Refer to the link on the Other Sources
Used

V. REMARKS

VI. REFLECTION

A. No. of Learners who earned 80% on

the formative assessment
B. No. of learners who require activities
for remediation
C. Did the remedial lesson/s 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 this work?

F. What difficulties did I encounter which

my supervisor/principal/department head
help me solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?.

Other Sources Used:

http://faculty.buffalostate.edu/smithrd/UAE%20Communication/Unit4.pdf

Region V/Daily Lesson Plan/2019-2020