Republic of the Philippines PDMHS is

Department of Education highly

committed
Division of Taguig and Pateros to
PRESIDENT DIOSDADO MACAPAGAL HIGH SCHOOL instructional
8th St. Brgy. Katuparan, Taguig City excellence
and creative
thinking.

Grades 1 to 12 School President Diosdado Macapagal High School Grade Level Grade 7
DAILY LESSON Teacher Lorenz P. Orquia Learning Area English
LOG Teaching Dates and Time January 29- February 1, 2024 / 6:00-12:20 Quarter Third
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES

A. GRADE LEVEL
Use the appropriate oral language, stance and behavior when giving information, instructions, making explanations, and narrating events in factual and personal recounts
STANDARDS:

B. Performance The learners transfer learning by: Using appropriate oral Language
Standards

C. Most Essential MELC: Use the appropriate oral language, stance, MELC: Use the appropriate oral language,
Learning and behavior when giving information, instructions, stance, and behavior when giving
Competencies/ making explanations, and narrating events in factual information, instructions, making
Objectives and personal recounts – (EN7OL-IV-e3.6) explanations, and narrating events in factual
and personal recounts – (EN7OL-IV-e3.6)
Write the LC code
 define oral language and identify its  identify appropriate oral languages
for each component and function used, stance and behavior when
giving information, instructions,
making explanations, and narrating
events in factual and personal
recounts; and,
 use appropriate oral language,
stance, and behavior when giving
information, making explanations,
and narrating events in factual and
personal recounts.
Module 2 - Use of Appropriate Oral Language, Module 2 - Use of Appropriate Oral
II. CONTENT Stance Language, Stance
and Behavior in giving Information and Behavior in giving Information
MELC: Use the appropriate oral language, stance,
and behavior when giving information, instructions,
making explanations, and narrating events in factual
and personal recounts – (EN7OL-IV-e3.6)
 identify appropriate oral languages used,
stance and behavior when giving
information, instructions, making
explanations, and narrating events in
factual and personal recounts; and,
 use appropriate oral language, stance, and
behavior when giving information, making
explanations, and narrating events in
factual and personal recounts.
Module 2 - Use of Appropriate Oral Language,
Stance
and Behavior in giving Information
MELC: Use the appropriate oral language,
stance, and behavior when giving
information, instructions, making
explanations, and narrating events in
factual and personal recounts – (EN7OL-
IV-e3.6)
 identify appropriate oral
languages used, stance and
behavior when giving information,
instructions, making explanations,
and narrating events in factual
and personal recounts; and,
 use appropriate oral language,
stance, and behavior when giving
information, making explanations,
and narrating events in factual
and personal recounts.
Module 2 - Use of Appropriate Oral
Language, Stance
and Behavior in giving Information
III. LEARNING Quarter 3 Module 2, 2024 (SDO Taguig and
Pateros)
RESOURCES

A. References English 7 Module English 7 Module English 7 Module English 7 Module

1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook/Module
pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing Daily Routine: (10 mins) Daily Routine: (10 mins) Daily Routine: (10 mins)
previous lesson or Daily Routine: (10 mins) a. Prayer a. Prayer a. Prayer
presenting the a. Prayer b. Greetings b. Greetings b. Greetings
new lesson b. Greetings c. Classroom Management c. Classroom Management c. Classroom Management
c. Classroom Management
d. Checking of Attendance d. Checking of Attendance d. Checking of Attendance
d. Checking of Attendance
e. Reading Drill: TONGUE-TWISTER e. Reading Drill: IDIOMATIC e. Reading Drill: AFFIRMATION e. Reading Drill:
EXPRESSION
The teacher asks the class to read the tongue twister The teacher calls 5-8 students to read the self- Let the students read the verse below
below and calls 5-8 students to read it again. affirmation below. Let them explain how they and ask at least 5 students of their
understand it. reflections about it.

B. Establishing a Let the students answer the activity below.

purpose for the
lesson
C. Presenting The teacher discusses Oral Language.
examples/instanc
es of the new a. Oral Language
lesson

Multimedia
System: It is
a system
which has
capability to
integrate two
or more
types of
media such
as text,
graphics,
audio, video
and
animation
Oral language (OL), sometimes called spoken
language, includes speaking and
listening—the ways that humans communicate with
one another. OL skills provide
the foundation for word reading and comprehension.
They are at the heart of
listening and reading comprehension, serving as a
predictor for both.

WHY ARE ORAL LANGUAGE SKILLS

IMPORTANT?

1. Oral language is the foundation of written

language
2. Reading is a language-based skill. The
relationship between oral language and
reading is reciprocal with each influencing the other
to varying degrees as
children progress through school.
3. You must be able to understand language at an
oral level in order to be expected
to understand it at the text level.
4. It’s difficult to learn to read words if you do not
know what they mean
5. Children with weak oral language skills are at risk
for learning to read and
comprehend.
b. Discussing new Attributes of Effective Oral Language
concepts and 1, Clarity Language must have a correct
grammatical structure. Words to be used should
practicing new also be precise and can be understood by the
skills #1 audience. Avoid highfalutin or flowery words so as
not to confuse the audience. Just keep it simple
and straightforward.

2. Brevity (Direct and conversational) Speaking

orally or delivering a speech involves a live
audience. Simple words should make the person
you are talking to easily understand the idea you
want to convey rapidly and efficiently.

3. Appropriateness The language should be used

should be appropriate to the environment or
occasion.

4. Vividness A colorful language that appeals to

the senses (visual, smell, taste, sound, and touch)
enlivens speech. Vividness may be achieved using
imagery. These words of pictures or images
produce powerful feelings in the listener’s mind.

5. Ethical Words should be carefully considering

the gender, roles, ethnicity, preferences, and
status of the person or people you are talking to.
c. Discussing new Activity 1: True or False
concepts and DIRECTIONS: Read the following statements below.
practicing new Write True is the statement is
skills #2 true and write False if the statement is not true.

d. Developing
mastery (leads to Let’s Apply
Formative
Assessment 3)
e. Finding practical Direction: Read each statement carefully and then
applications of identify the emotions being conveyed by each
concepts and statement using the given emojis. Write only the letter
 skills in daily living of your answer on your answer sheet.

f. Making
generalizations What is the importance of multimedia resources to
Why is it called Multimedia? What are the different types of Multimedia?
and abstractions you as a student?
about the lesson
g. Evaluating
learning
1. Scenario: You are in your first day of school and
you are about to introduce yourself in front of
your classmates. What is the appropriate stance
and behavior will you take into consideration?
a. Stand with crossed legs, hands on the side, make
an eye contact and smile.
b. Stand with crossed legs, hands in the pocket,
make an eye contact and smile.
c. Stand straight with shoulder back, crossed arm,
make an eye contact and smile.
d. Stand straight with shoulder back, hands on the
side, make an eye contact and smile

Scenario:
One of your
classmates
has difficulty
in
understanding
the instruction
given by your
teacher. Then
she asked
for your help.
What is the
best thing to
do?
a. Willingly
help her
understand
the
instruction
and tell her
“Please
listen
attentively
next time".
b. Willingly
help her
understand the
instruction,
walk away
while telling
her “Do not
hesitate to ask
me next
time”.
c. Willingly
help her
understand
the
instruction
with raised
eyebrow
and tell her
“Do not
hesitate to ask
me next
time”.
d. Willingly
help her
understand the
instruction,
tapping your
hand on
the table and
tell her
“Listen
attentively
next time”.
2.Scenario: One of your classmates has
difficulty in understanding the instruction given by
your teacher. Then she asked for your help. What is
the best thing to do?
a. Willingly help her understand the instruction and
tell her “Please listen attentively next time". b.
Willingly help her understand the instruction, walk
 away while telling her “Do not hesitate to ask me next
time”.
c. Willingly help her understand the instruction with
raised eyebrow and tell her “Do not hesitate to ask
me next time”.
d. Willingly help her understand the instruction,
tapping your hand on the table and tell her “Listen
attentively next time”.

3. Scenario: As a learner, when delivering your report

in front of your teacher and classmates, it’s best to:
a. look beyond the audience
b. Make eye contact with the audiences
c. concentrate on a single audience member
d. look at your notes or presentation screen

4. Scenario: One day, your classmate wants to share

additional information to you about the lesson, you
are both seated and start the conversation. What
appropriate oral language, stance and behavior will
you portray to show that you are interested?
a. You will say, “Please share it to me now” crossing
your legs away and hold his hand.
b. You will say, “Go ahead” crossing your legs
towards him then looking up and down.
c. You will say, “I’m willing to listen” crossing your
legs towards him and maintain an eye contact.
d. You will say, “I’m willing to listen” crossing your
legs away from him and maintain an eye contact

5. Scenario: If a person leans backward during a

conversation, what does it signify?
a. He is willing to listen.
b. He is confident and energetic.
c. He is open, honest and interested.
d. He is completely relaxed and defensive
h. Additional
activities for
application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who
 earned 80% in the
evaluation
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:

CHERRY Q. LOZANTA
English Student Teacher for
NARIZA JANE B. TAMUNDONG
Academic Head

Checked by:
Noted by:
ERNEST MARK M. BELTRAN NOLITO R. ESTILLES
English Department Coordinator
Principal I