Instructional Planning (i Plan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Name of Teacher Ma. Gladys A. Villamor GradeLevel Grade 11
Learning Area Oral Communication in Context Semester 2nd
Lesson Communicative Strategies Duration 2 hours
EN11/12OC-Ia-7
engage in a communicative situation using EN11/12OC-Ia-7.1
acceptable, polite, and meaningful EN11/12OC-Ia-7.2
Competencies Codes
communicative strategies EN11/12OC-Ia-7.3
EN11/12OC-Ia-7.4
EN11/12OC-Ia-7.5
Types of Communicative Strategy

Since engaging in conversation is also bound by implicit rules, Cohen (1990) states that
strategies must be used to start and maintain a conversation. Knowing and applying grammar
Key Concepts/ appropriately is one of the most basic strategies to maintain a conversation. The following are
Understandings to some strategies that people use when communicating.
be Developed
1. Nomination 2. Restriction 3. Turn-taking 4. Topic Control

5. Topic Shift 6. Repair 7. Termination

Knowledge Distinguish various types of communicative strategies

Demonstrate effective use of communication strategy in a variety of
Skills
Learning Objectives speech situations
Practice the values of respect and critical thinking in doing group
Attitudes
presentations
Values Makatao: Internalize the values of helping and Oneness
Book:
Sipacio, P. and Balgos A. (2016). Oral Communication in Context for
Senior High School. Quezon City:C & E Publishing, Inc., 49 – 58
Material:
Resources Needed activity sheets
Equipment:
LCD projector
wide screen/ tarpaulin
speaker
Methodology
HOT HERO
 The students are asked to be with their group mates.
 The students are told that they will play the game “Hot Hero” where they will guess the
superhero that their classmates are acting out.
 The quicker they guess correctly, the better.
 For every correct answer, the group gets a point.
 Guide Questions are posted for students to answer after the game.
o Was the activity fun?
Introductory
o Were you able to guess the identity of the superhero quickly? Why or why not?
Activity
o What helped you guess it?
o What hindered you from guessing fast or accurately?
o Were you happy with the result of the game? Why or why not?
 After the game, students are called to answer the motive questions. The teacher takes
down notes on the responses. The responses of the students will lead to the
introduction of the target lesson.
 Furthermore, the teacher will emphasize to the students that there are communicative
strategies that the students can use in communicating with others.
1. Through a PowerPoint presentation, students are presented with the various types of
communicative strategies in a form of a game.
2. The types of communicative strategies are jumbled and with them are their descriptions.
Activity
3. Each group is going to guess the exact type of communicative strategy being flashed on
screen. They are given 30 seconds to guess it.
4. For every correct answer, the group gets five points.
1. How did you feel duringand after the activity?
Analysis 2. Was guessing the correct word easy or difficult? Why?
3. Do you think your group was successful in accomplishing the task? Why? Why not?
 4. What qualities or characteristics are needed to succeed in this task?
1. In this phase, the teacher will provide additional input on the types of communicative
strategies. He/She gives examples of each strat

SYNTHESIS OF THE LESSON

There are seven types of communicative strategies.
Nomination – you try to open a topic with the people you are talking to.
Restriction – refers to any limitation you may have as a speaker
Turn-taking – pertains to the process by which people decide who takes the
conversational floor.
Topic Control – covers how procedural formality or informality affects the development
Abstraction
of topic in conversations.
Topic Shifting – involves moving from one topic to another.
Repair – refers to how speakers address the problems in speaking, listening, and
comprehending that they may encounter in a conversation.
Termination – refers to the conversation participants’ close-initiating expressions that
end a topic in a conversation.
2. The following process questions are given to deepen the discussion:
a. What are the types of communicative strategies?
b. How can you distinguish one from the other?
 Do you think one is more important than the other? Why? Why not?
Identify the type of communicative strategy in each statement.
1. “Do you have anything to say?”
2. “One of the essential lessons I gained from the discussion is the importance of sports
and wellness to a healthy lifestyle.”
3. “Excuse me? I think we should speak one at a time, so we can clearly understand what
we want to say about the issue.”
4. “Go on with your ideas. I’ll let you finish first before I say something.”
5. “Have you heard the news about the latest achievement of our government?”
6. “Hey, how are you? I missed you!”
7. “Best regards to your parents! See you around!”
8. “Good to see you. Anyway, I came to visit you because I want to personally offer
apologies for what I did yesterday.”
9. “Sorry, I can’t decide on that now. I am still focused on my writing assignment. Let’s talk
Application next time, okay?”
10. “Now, it’s your turn to ask questions.”

Answer Key:
1. Turn-taking
2. Termination
3. Turn-taking
4. Turn-taking
5. Nomination
6. Nomination
7. Termination
8. Repair
9. Termination
10. Turn-taking
1. Through a role play/simulation, groups are asked to answer the given question.
2. Question: In school, at home or in the community, how can communicative strategies help
Assessment you work around problems you encountered in actual conversations?
3. Practice time is 10 minutes and presentation is 1-2 minutes per group.
4. A holistic assessment rubric is provided for students’ guide in their presentation.
Reinforcing/ Pair Activity: Look for a partner. Think of three scenes from a movie or a TV
Assignment Strengthening show where various communicative strategies were employed in one
the day’s conversation. Watch the scenes and evaluate the effect of the strategy
lesson applied to the conversation and to the characters.
To wrap up the day’s lesson, the students are shown with a picture. The class are asked to give
Concluding Activity
their reactions to the given picture.

Prepared by :
Frankie E. Delos Santos
Teacher III