BISLIG CITY NATIONAL

Daily School
HIGH SCHOOL
Grade Level Grade 12
Lesson Teacher
FRANCO MIGUEL F. Learning
Oral Communication
OLARTE Area
Log Teaching Dates April 01, 2024 (10:45-11:45
Quarter Fourth
and Time A.M.)

PARTS
I. CONTENT
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 and codes Engages in a communicative situation using acceptable, polite and meaningful
communicative strategies. EN11/12OC-IIab-21
At the end of the lesson, the learner can:
Cognitive Distinguish various types of communicative strategy.
II. OBJECTIVES Psychomotor Perform a role play that engages learner in a communicative situation.
Use acceptable, polite, and meaningful communicative strategy through different
Affective
activities.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources oral-com-q2-module-1.pdf
https://jezsoltia.blogspot.com/2013/10/why-its-more-fun-in-philippines.html
https://www.youtube.com/watch?v=q0wPrdNd9-g

IV. PROCEDURES TEACHER’S RESPONSE LEARNER’S RESPONSE

a. Reviewing previous lesson or Everybody please stand and let us pray. In the name of the father, and of the
presenting the new lesson son, and of the holy spirit. Amen!
(REVIEW)
Best Morning, Class! Best Morning, Teacher Franco!

Please take your seat. Thank you, Teacher Franco!

First, let’s check your attendance. If I call

your name, please say ‘present’.

Student A I’m present, Teacher Franco!

Before we formally start our class, let us first Classroom Rules

read our classroom rules. Cooperate with your classmates
Open your mind to learning
Mind your manners
Strive for success
Think before you act
Respect yourself and others
Appropriate behavior is expected
Try your best
These are the classroom rules that we all
need to follow during the discussion.
Now, let’s have a review.

What did we discuss last meeting? We discussed the types of speech

acts.

b. Establishing a purpose for the
lesson (MOTIVATION)
Locutionary, Illocutionary, and
Perlocutionary Acts.
What are the types of speech acts?
As an individual, you can promote
greater intentionality and minimize
As an individual, how can you promote
unintended impacts in your
greater intentionality and minimize the
communication by clarifying your
occurrence of unintended impacts in their
intentions, practicing active listening,
communication?
considering your audience, being
mindful of language and tone, seeking
feedback, reflecting on past
interactions, and remaining open-
minded and adaptable. By consistently
applying these strategies, you can
promote greater intentionality in your
communication and minimize the
likelihood of unintended impacts on
others.
I believe everyone has already understood
the lesson we’ve discussed last meeting.
Today, we will have an activity. Our first
activity is titled, “It’s More Fun in the
Philippines!”
Directions: The class will be grouped into
3. The teacher will give travel brochures.
What each group needs to do is to
observe the given brochure and they must
share their observations with the class.
Each group must choose a representative to
share their observation. If the group
representative could provide a
comprehensive and accurate presentation of
observation, the respective group would be
given 5 points. I will give one minute for
each group to prepare.
https://jezsoltia.blogspot.com/
2013/10/why-its-more-fun-in-
philippines.html
Now, through the brochure given you’ll
realize how beautiful and majestic the
Philippines is. We could tell that the
Philippines has a lot to offer, especially our
amazing and myriad tourist destinations.
In this next activity, I will let you see a music The students are watching the music
 video titled, “Choose Philippines” by video titled, “Choose Philippines” by
Angeline Quinto to showcase the beauty of Angeline Quinto.
our country, the Philippines.
c. Presenting examples/instances Now, as you have finished watching the
of the new lesson music video. I will give another activity. Each
(ACTIVITY) group must collaborate and decide which
tourist spot in the Philippines is the most
famous and beautiful. Also, they must
choose a representative who will share their
chosen tourist spot and their reason(s) for
their decision with the whole class. They are
given 1 minute to prepare and a maximum
of 1 minute to present.

“To
effectively
communicate,
we must
realize that we
are all
different in the
way we
perceive
the world and
use this
understanding
as a guide to
our

d. Discussing new concepts and
practicing new skills #1
(ANALYSIS)
communicatio
n with othe “To
effectively communicate, we must realize
that we are all different in the way we
perceive the world and use this
understanding as a guide to our
communication with others”
During the activity, you have different
opinions and ideas on which tourist spot in
the Philippines you think is the most famous
and beautiful. Now, I have questions to
ponder. The group who could answer my
question will receive 5 points.

1. How did you come up with your decision 1. Answers may vary.
and what’s your reason for your chosen
“most famous and beautiful tourist spot” in
the country?

2. During the decision process, are there 2. Answers may vary.

any conflicts and clashes of opinions and
ideas among members?

3. How do you demonstrate values such as 3. When members employ

respect, cooperation, and collaboration in
your group during the activity?
communicative strategies properly,
groups can demonstrate respect,
cooperation, and collaboration,
ultimately leading to greater success
and satisfaction for all members.

Now, as you have been able to successfully Learning Objectives:

e. Discussing new concepts and
practicing new skills #2
(ABSTRACTION)
finish the given activities. Let us first read
our learning objectives.
Those are the learning objectives that we all
need to achieve until the end of our
discussion.
Let us now proceed to our lesson proper.
Our topic for today will be about the, “Types
of Communicative Strategy”.
At the end of the lesson, the learner
can:
1. Distinguish various types of
communicative strategy.
2. Perform a role play that engages
learner in a communicative situation.
3. Use acceptable, polite, and
meaningful communicative strategy
through different activities.

But before that I have a question. Why do
you think people use some communication
strategies when communicating?
That’s right, Student A! The following are
some strategies that people use when
communicating. Everyone please read what
Nomination is.
People use various strategies when
communicating to navigate the
complexities of human interaction and
foster meaningful connections with
others.
1. Nomination
- A speaker carries out nomination to

You use this strategy to open a topic and
start a conversation. Nomination is usually
employed at the beginning of interaction to
set the purpose of conversation. You may
start off with making inquiries, giving
compliment, asking for opinion, or offering
help. This could efficiently signal the
beginning of a new topic in the conversation.
Can someone give an example of
nomination?
That’s right! Your given examples are
correct!
During our activity earlier, is there any
nomination observed on your
communication with your group members?
That’s right! Now, please read what is
Restriction.
It is a strategy used when responses need
to be within the set categories or
instructions. These instructions confine you
as a speaker and limit what you can say.
What examples can you give about
restriction?
That’s right! Your examples are correct.
During our activity earlier, is there any
nomination observed on your
communication with your group members?
That’s right! Now, let’s read what is Repair.
collaboratively and productively
establish a topic.
 “Have you heard about “the new
normal”?
 “I saw your TikTok post on
Facebook. It’s really great.”
 “What can you say about our new
plan for the project? Do you think it
will work?”
 You are the new student, right?
Would you like me to tour you
around the campus?
Yes, one of our members opened the
conversation by saying, “What do you
think is the most famous tourist spot in
the Philippines?” By asking that
question, it engages us in a
conversation.
2. Restriction
Restriction in communication refers to
any limitation you may have as a
speaker.
 In your class, you might be asked
by your teacher to brainstorm on
peer pressure or deliver a speech
on digital natives. In this case,you
cannot decide to talk about
something else.
 You are invited to the police
station to answer some questions
about what you know about the
accident.
Yes, since Teacher Franco told us to
stay quiet, we made sure to avoid any
unnecessary noise during the activity.
3. Repair
Repair refers to how speakers address
 the problems in speaking, listening,
and comprehending that they
Repair is the self-righting mechanism in any encounter in a conversation.
social interaction (Schegloff et.
al, 1977). We can employ this strategy
whenever we encounter problems in
communication to prevent a breakdown.

Examples:
Speaker may use recasting or changing the
form of message to a more
understandable one using the following
expressions:
 “What I mean is….”
 What I am trying to say is that…”

The speaker may repeat his/her statements

using the following expressions:
 “Let me repeat myself.”
 “Again…”
 I would like to reiterate that…”

Repair strategies also include requesting

clarification or making a clarifying question,
request for repetition, and request for
definition, translation or explanation.
 I am sorry but what do you mean by
“new normal?”
 “Does it mean that we do not need
to come to school if there are no
faceto-face classes?
 “Can you please repeat the last part
of the instructions?”
 “Doc, can you please explain what a
ferritin test is?”
 Could you please clarify your state?

Repair may also include addressing physical

and physiological issues affecting
communication.

During our activity earlier, is there any

nomination observed on your
communication with your group members?
That’s right! Now let’s read our fourth
communicative strategy which is
Termination.
This strategy is used to end an interaction or
close a topic. Most of the time, the topic
initiator or the person who opened the topic
takes responsibility to signal the end of the
discussion as well.
Yes, since we have a clash of ideas,
some of us believes that this tourist
spot is more famous and beautiful. We
used repair to avoid conflicts and
promote better understanding and
respect.
4. Termination
Termination refers to the conversation
participants’ close-initiating
expressions that end a topic in a
conversation.

Can someone give an example of

termination?  “It’s nice catching up with you. I

f. Developing mastery (leads to
Formative Assessment 3)
must be going.”
 Thanks for your time. See you
In other situations, you may end the topic by around.
sharing what you learned from the  Regards to your wife. See you
conversation. soon.”
During our activity earlier, is there any
termination observed on your Yes, after we had made a decision, we
communication with your group members? told ourselves to go back to our chairs
and ended our conversation.
That’s right! Are there any clarifications?
None, Teacher Franco.
If none, let us assess if you have really
understood the types of speech act through
our activity titled, “What’s your Reply?”
Directions: Each group will be given letters.
Everyone will read a situation. Each group is
tasked to select the most acceptable, polite
and meaningful response in each situation
by choosing the letter of the best answer.
Each correct answer is equivalent to 2
points.
1. Your leader unconsciously read the 1. A. “I am sorry for interrupting you
instruction too fast. but can you read it once more?”
A. “I am sorry for interrupting you but can
you read it once more?”
B. “Sorry, but I did not understand the
instruction.”
C. “Excuse me, I will not understand the
instruction if you are reading too fast.”
2. During the club meeting, you want to 2. C. “Excuse me everyone, can I
express your ideas in resolving the issues share my ideas about it?”
you are all in.
A. “I want all of you to listen to me.”
B. “I think I have a better idea so hear me
out.”
C. “Excuse me everyone, can I share my
ideas about it?”
3. You want to end your phone conversation 3. B. “Hey, friend! as much as I want to
with your friend since your mother is asking go on in our conversation but my mom
you for something. is asking me for something, can you
A. “I think I need to go. Goodbye!” just call me later?”
B. “Hey, friend! as much as I want to go on
in our conversation but my mom is asking
me for something, can you just call me
later?”
C. “Sorry I can’t talk to you right now.
Goodbye.”
4. It is your first time meeting your sister’s 4. A. “Hi! Nice meeting you. My sister
best friend. shares a lot of things about you.”
A. “Hi! Nice meeting you. My sister shares a
lot of things about you.”
B. “You work in a big corporation, right?
How much do you earn?
C. “Hi! You look younger in the picture.”
5. You want your classmate to help you in 5. A. “Hello! Classmate can you help

g. Finding practical applications of
concepts and skills in daily
living
(APPLICATION)
answering your assignment.
A. “Hello! Classmate can you help me in
answering this?”
B. “I helped you last time, can you help me
this time?”
C. “I need you to help me with my
assignment.”
Now, let’s have another group activity titled,
“Talk to Me!”.
Directions: Each group will be given a
paper which contains a uncomplete
conversation. Assume that you are in the
situation given and complete the following
conversations using acceptable, polite,
and meaningful various communicative
strategies that you learned. The group must
present their output through a roleplay.
Please be guided with the criteria below.
Criteria Score
Use of Communicative Strategies 5 Teacher: Very Good! That's
Relevance / Content 5 interesting, Anyone, who would like to
Presentation / Mechanics 5 go next?
Collaboration 5 Student 2:
Total 20
me in answering this?”
Group 1
Situation: First Day of Classes
Teacher: Good morning class! I know
that you are all excited to meet one
another with that, I want each of you to
introduce yourself here in front So let’s
start.
Student 1:
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Teacher:
_______________________________
_______________________________
_______________________________
Group 2
Situation 2: Election of Classroom
Officers
Elected President:
_______________________________
_______________________________
_______________________________
Student 1: I respectfully nominate
_________ to be our classroom
secretary.
Student 2:
_______________________________
_______________________________
_______________________________
Elected President: Do you still have
other nomination?
Student 3:
_______________________________
_______________________________
_______________________________
Elected President: Okay we can now
proceed to voting.
Group 3
Situation 3: A group of friends having a
group video call.
Friend 1: Hello everyone! How are you
today?
Friend 2:

h. Making generalizations and
abstractions about the lesson
(GENERALIZATION)
i. Evaluating learning
(EVALUATION)
Congratulations on the successful role play
presentations. With that, together let’s give a
round of applause to ourselves for giving our
best in today’s class.
Value: Respectful
Before we proceed to our quiz, I have
questions to ponder. I have random
numbers in my hand. The chosen number of
the group will be the question number that
they will answer. Each correct answer is
equivalent to 5 points.
1. What strategies do you employ to
maintain politeness while effectively
conveying your message?
2. Can you share an example of a situation
where using a meaningful communicative
strategy had a positive impact on the
outcome?
3. How do you ensure your communicative
approach is both acceptable and respectful
in various situations?
Now, let’s have a 5-minute quiz to assess
your understanding of today’s lesson.
Directions: Identify the type of
_______________________________
_______________________________
_______________________________
Friend 3: Wow! That is good to hear. I
am busy doing the household chores
and trying new things. Is everyone
done with our online assignment?
Friend 4:
_______________________________
_______________________________
_______________________________
Friend 5: Oh, I see. Opps is that your
mother? I can hear her over the
phone? ls she asking you for
something?
Friend 4:
_______________________________
_______________________________
_______________________________
Friend 1: Okay bye nice talking to you
guys. Have a good day!
By employing these 7 communicative
strategies, I aim to maintain politeness
while effectively conveying my
message in various communication
contexts.
Answers may vary.
To ensure my communicative
approach is both acceptable and
respectful in various situations,
I consider context, cultural sensitivity,
social norms, empathy, feedback,
flexibility, ethical principles, and conflict
resolution skills. Not only that but
through applying those 7
communicative strategies, I would be
able to provide acceptable, polite and
meaningful response in various
situations.
 communicative strategy evident in each
statement. Write your answer on the answer
sheet provided.

1. “Ok goodbye! See you around.” 1. Termination

2. “Hello, I guess you are familiar. Have we 2. Nomination
met before?”
3. “Anyone, who is not in favor of my idea? 3. Turn-taking
4. “May I request everybody to be quiet so 4. Repair
we can proceed to the next part of our
discussion?”
5. “Sorry but can you repeat your question?” 5. Repair
6. “That was an excellent solution to resolve 6. Termination
this issue.”
7. “Do you have any clarification about our 7. Nomination
contingency plan this school year?”
8. “The president will lead the meeting and 8. Turn-taking
then the secretary will write the minutes.”
9. “In addition, to what you have said, I think 9. Topic shifting
we should also assure the safety of our
learners in times like this.”
10. “The rules only specified in the 10. Restriction
ordinance will be followed.”
j. Additional activities for Directions: Create a KWL Chart about our
application or remediation topic today. Write your answer on the given
(REMEDIATION) answer sheet/template.

K W L
What I What I What I
Know Want to Learned
Know

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?
Designed by: Checked and Reviewed by:

FRANCO MIGUEL F. OLARTE ZARAH GRACE M. AMARIO

Pre-Service Teacher Cooperating Teacher