GRADE 1 to School BAROTAC NUEVO NATIONAL Grade Level 11

12 COMPREHENSIVE HIGH SCHOOL

DAILY Learning Area ORAL COMMUNICATION IN
LESSON Teacher SHEILA L. LUTERO CONTEXT
LOG Teaching Quarter 2nd (SECOND SEMESTER)
Dates and Time

I. OBJECTIVES Objectives must be met over the day and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises,
and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning
of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.

A. Content Standard The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative
strategy.
B. Performance Standard The learner demonstrates effective use of communicative strategy in a variety of speech situations.

C. Learning The learner

Competency/Objectives 1. engages in a communicative situation using acceptable, polite and meaningful communicative strategies EN11/12OC-IIab-21
Write the LC code for each. 2. explains that a shift in speech context, speech style, speech act and communicative strategy affects the following EN11/12OC-IIab-22

o Language form EN11/12OC-IIab-22.1

o Duration of interaction EN11/12OC-IIab-22.2
o Relationship of speaker EN11/12OC-IIab-22.3
o Role and responsibilities of the speaker EN11/12OC-IIab-22.4
o Message EN11/12OC-IIab-22.5
o Delivery EN11/12OC-IIab-22.6

3. CONTENT Types of Communicative Strategy

1. Nomination 2. Restriction 3. Turn-taking 4. Topic control 5. Topic shifting 6. Repair 7. Termination
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. Other Learning Resources Sipacio, PJ & Balgos, AR. Oral Communication in Context for Senior High School, C&E Publishing, Inc., 2016 pp 49-56
Youtube videos
IV. PROCEDURES These steps should be done across the day. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.

Daily Routine
1. Prayer

1

A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills # 1 the discussion)
E. Developing mastery (leads
to Formative Assessment
F. Finding practical application With the same groupings, the learners need to prepare a role-play showing the different types of communicative strategy being applied when
of concepts and skills in
daily living
G. Making generalizations and Recap the different types of communicative strategy. Let the learners give the meaning of each type. (graded recitation)
abstractions about the lesson
H. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
Prepared by:
SHEILA L. LUTERO
Teacher II, SHS Department
2. Greetings
3. Putting the class in order
4. Checking of attendance
5. Recall previous lesson
ASK: Has anyone of you travelled abroad? Has anyone travelled around the Philippines?
What are the usual problems we encounter when communicating during our trip?
(Provide follow up questions depending on the students’ answers.)
Today we will talk about the different types of communicative strategy
 Let the learners watch a video entitled TARA NA BYAHE TAYO. While watching the video clip, the learners will think about what
for them is a must-see in the country.
 Group the learners into 5 members each. Decide on the “Most Exciting Tourist Spot” in the country. Assign one leader who will
control and lead the brainstorming of the group and one speaker who will share your decision and reasons for this with the class.
The teacher discusses the types of communicative strategy and their examples. (the learners must take notes and give some examples during
The teacher reads 10 different statements then the learners must identify the type of communicative strategy that is used.
1. “Do you have anything to say?”
2. “Hey, how are you? I missed you!”
having a conversation at HOME, SCHOOL, WORKPLACE, and PARTY.
With the same group members from the previous activity, the learners need to create a 3-minute tourism commercial about the must- see place
that they have chosen. They need to mention the things that make the tourist spot a dream destination. This activity will be graded based on a
rubric given.
The lesson will be discussed for one (1) hour for 8 consecutive meetings. Some activities may be shortened and may be changed depending on
the level of the learners.
Checked by:
JORGE BAYOGUING
Subject Group Head