Region XI Grade 11

GRADE 7 Level
DAILY Teacher PRINCESS LOVE Learning ENGLI
LESSON TADURA Area
PLAN Teaching 01-11-2024
Dates and Quarter Firs
Time

Session
I. OBJECTIVES At the end of the session, students will be able to:
a. discuss Dyadic communication as a basic form of Interpersonal
Communication;
b. understand the definition of communication and its components; and
c. perform a scenario of dyadic communication.
A. Content Standard The learner understands the nature and elements of oral
communication in context.
B. Performance The learner designs and performs effective controlled and uncontrolled
Standard oral communication activities based on context.
C. Learning EN11/12OC-Ia-1
Competencies / Discuss Dyadic communication as a basic form of Interpersonal
Objectives Communication.
Write the LC code for
each
II. CONTENT Employ a variety of strategies for effective interpersonal
communication
III. LEARNING English 11: Quarter 4 – Module 2
RESOURCES
A. References https:/ clipart-library.com
Mely M. Padilla, Ligaya C. Bacomong, Hilaria P. Dato-on, Ma. Anniedith
B. Rosario, Leticia L. Sabornido, Speech for Effective
Communication, “Interpersonal Communication: Its Definition and
Nature. (ch.6, pp. 157-162)
Merriam-Webster dictionary
1. Teacher’s Guide
pages
2. Learner’s
English 11 Learner`s Material pp.:4-5
Materials pages
3. Textbook pages 4-5
4. Additional
Materials from DepEd Commons
(LR) portal
C. Other Learning
YouTube and Slide Share
Resources
IV. PROCEDURES
A. Reviewing previous (Preliminaries: Prayer/Greetings/Checking of Attendance/Setting of
lesson or presenting Class Rules)
the new lesson  Review past lesson/activating prior knowledge.
(ELICIT) The teacher will ask the students one motivating question:
 1. Are you familiar with a word puzzle?

B. Establishing a WORD PUZZLE

purpose for the Directions: Study the word puzzle below. List down at least five words
lesson which are related to the word COMMUNICATION.
(ENGAGE)

1. Interview
2. Question
3. Message
4. Words
5. Sender
C. Presenting
GUESS THE PICTURE
examples/ instances
Directions: Look at each picture closely and observe what does each
of the new lesson
illustrate? Cite reason(s) in coming up with your conclusion.

1.This picture shows a/an Job Interview.

Reason(s): It involves on the interview.
 2.This picture shows a/an One-on-one Interview.
Reason(s): It involves on the interview.

3.This picture shows a/an Beauty pageant Question and Answer

portion.
Reason(s): It involves dialogue.
D. Discussing new  Presenting the topic
concepts and  Presenting lesson objectives
practicing new skills  Discuss the lesson
(EXPLORE) Dyadic Communication refers to communication between two
individuals who are responding to each other to simultaneously
influence and be influenced, which is a part of developing social
relationship.
Likewise, a dyad, which is an encounter or conversation between two
persons, is considered as the basic form of interpersonal
communication.

FORMS OF DYADIC COMMUNICATION

 1. Conversation is the most common form of dyadic communication. It
may be defined as a friendly and usual informal talk between two
people who exchange their views and ideas.

2. Dialogue is the most personal and intimate form of dyadic

communication. It is a talk of any kind between you and your friend that
brings magic, eradicating the factors which divide or hinder
communication between the two of you.

3. Interview is a form of dyadic communication that is considered a

two-way process where both parties alternately talk and listen. It is a
conversation with a purpose which aims to help the interviewee to
understand and put into a larger context the interpersonal, social, and
cultural aspects of the environment.
 Interviewer- a person who obtains information from another by
asking a series of questions.
 Interviewee- the one who is interviewed.

 THE TEACHER WILL INSERT A TIME-FREEZER ACTIVITY.

TYPES OF INTERVIEWS
a. Motivational Interview- it is a counseling approach designed to help
people find the motivation to make a positive behavior change.
b. Structured Interview- involves rapport building which is created by
a warm and positive climate which reduces anxiety and defensiveness,
for it is conducted by the interviewer to extract knowledge, information,
and data from the respondent.
E. Developing mastery REARRANGE ME
(Leads to Formative Directions: Study the dialogue below. Arrange the jumbled words to
Assessment) form a clear conversation.
(EXPLAIN)
Example:
Amy: Billy/Hi? Hi, Billy?_________________

Billy: Hello/are/you?/ how __________________________

Amy: I/fine/am
Billy: you/Did/get/modules?/your
Amy: just/yesterday/Yes,/
about /How/you?
Billy: yet,/Not/I am/so/now/busy
Amy: you/But,/have/it/to get
Billy: Sure,/I am/waiting/
just/to finish/work/my
Amy: you around./Ok,/see
Billy: thanks/Sure,/for your/
__________________________
__________________________
__________________________
___________________________
___________________________
___________________________
___________________________
___________________________

Answer Key
Billy: Hello, how are you?
Amy: I am fine.
Billy: Did you get your modules?
 Amy: Yes, just yesterday. How about you?
Billy: Not yet, I am so busy now.
Amy: But, you have to get it.
Billy: Sure, I am just waiting to finish my work.
Amy: Ok, see you around.
Billy: Sure, thanks for your concern.

Rubrics
Points Total
1. Student uses 5 20
given phrases.
Student uses
effective strategies
to complete the
conversation.
2. Student uses at 15
least 4 given
phrases. Student
uses appropriate
strategies to
complete the
conversation.
3. Student uses at 10
least 3 given
phrases. Student
uses strategies that
are ineffective.
4. Student uses at 5
least 2 given
phrases or failed to
use any phrase.
Student makes no
attempt to use a
strategy.

F. Finding practical ROLE PLAY

applications of  The teacher will divide the class into 3 groups. (Integrated Math)
concepts and skills Directions: Act the following scenario.
in daily living Group 1: Job Interview
(ELABORATE) Group 2: One-on-one Interview
Group 3: Beauty pageant Question and Answer portion

Role-Play Rubric
 Criteria Ratings Total

1. Speech was clear with 5 4 3 2 1

appropriate volume and
inflection.

2. Role was played in a 5 4 3 2 1

convincing and consistent
manner.

3. Arguments and viewpoints 5 4 3 2 1

expressed fit role played.

4. Costumes and props were 5 4 3 2 1

effectively used.

5. Role-play was well 5 4 3 2 1

prepared and organized

6. Role-play captured and 5 4 3 2 1

maintained audience
interest.

Grandtotal:

G. Making COMPLETE ME
generalization Directions: Read the scenario below and supply words to complete the
and abstractions conversation. Choose only the appropriate words in the box for your
about the lesson answers.

 College
 Job
 In Charge of
 Before
 Worked

Scene: Tom is having a job interview. Sarah is asking her questions

about his work history.

Sarah: So Tom, tell me about your current ________.

Tom: Sure. I work for ABC chemicals.
I’m____________________ international sales.
Sarah: So, how long have you ________________there?
Tom: Um, I’ve worked at ABC since 2010.
Sarah: Ok. Where did you work___________________?
Tom: I worked for Tenant Research. I was a Junior Analyst.
I worked there for five years.
Sarah: Was that your first job?
Tom: Yes, it was.
Sarah: That’s fine. Thank you.

Answer Key
 1. job
2. in charge of
3. worked
4. before

H. Evaluating COMPARE & CONTRAST

learning Directions: Compare and contrast the following types of an interview
(EVALUATE) using the Venn Diagram.

Criteria Distinguis Proficient Marginal Unaccepta Total

hed ble

1.Organiza Extremely Organized Somewhat Poorly

tion well Structure organized organized.
Organized. allows structure A clear
Order & reader to allows sense of
structure of move reader to direction is
information through move not evident.
is content through Flow is
compelling without some of the frequently
and flows confusion. content interrupted.
smoothly. Flows without
smoothly. confusion.
Flow is
sometimes
interrupted.

2.Content Thorough Complete Shows Shows

and understandi some incomplete
insightful ng of understandi understandi
understandi content ng of ng of
ng of content material
content
 3.Creativit Enthusiasti Use of Shows Shows
y cally uses materials some use minimal
materials and ideas of materials effort for
and ideas for and ideas enhanceme
for enhanceme nt of
enhanceme nt materials
nt and ideas

4.Ideas Insightful Ideas are Ideas are Ideas are

and well considered; somewhat unclear few
considered more than on topic; connection
ideas one makes
making thoughtful some
multiple connection connection
connection is made

I. Additional activities ASSIGNMENT

for application or Directions: The following are examples of dyadic communication.
remediation Choose one (1) that you usually use at home and write about it on the
(EXTEND) space provided.
VI. REMARKS

VII. 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: Approved by:

RUCHELYN C. ABEDAN NURHANNIE I.

LOMABAO, LPT
Pre-service Teacher Critic Instructor

PRINCESS A. DRIZ, MAED

Critic Instructor

GEMMA M. RAZON-ANUADA,
LPT

Critic Instructor