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 1st (FIRST 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 learners

Competency/Objectives 1. Identifies the various types of speech context EN11/12OC-Ifj-15
Write the LC code for each. 2. Exhibits appropriate verbal and nonverbal behavior in a given speech context EN11/12OC-Ifj-16
III. CONTENT Communicative Competence Strategies In Various Speech Situations
A. Types of Speech context
1. Intrapersonal
2. Interpersonal
a.1 Dyad
a.2 Small group
3. Public
4. Mass Communication

V. 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. 29-33

VI. 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. Indicate the time allotment for each step.

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 examples.
E. Developing mastery (leads
to Formative Assessment
F. Finding practical application Collaborative Learning (Group Presentation)
of concepts and skills in
daily living
Daily Routine
1. Prayer
2. Greetings
3. Putting the class in order
4. Checking of attendance
5. Recall previous lesson
ASK: Who can recall the functions of communication?
Who can give examples for each function?
The teacher will form the class in groups of eight and read the following scenes.
 Scene 1: Someone making an announcement to the public
 Scene 2: Two small groups of people discussing something separately
 Scene 3: One person talking to himself
 Scene 4: Two people speaking with each other on the phone
 Scene 5: A reporter appearing live on screen
1. The learners will weave the scenes together into a story. They are free to interchange the order of the scenes.
2. The learners need to act out their story and present it to the class within 5 minutes.
3. After completing the activity, the learners need to tick a form (photocopied) on page 30.
ASK:
When do you talk to yourself? What do you tell yourself? When do you talk to a friend? What do you talk about?
When does your mom talk to you? What does she usually say?
The teacher discusses the types of Speech Context and gives examples for each type. The learners must take notes and give their own
Let the students read some sentences and make them identify the types of speech context being used.
The students will form groups of five to six members and they will be assigned to prepare a 3-minute skit.
They will be given five minutes to plan and prepare their creative activity and three minutes for their performance. Present the rubric for
scoring performances so the students would have a better guide for the activity.
2
 G. Making generalizations and Recap the different types of speech context. Let the student give the meaning of each type.
abstractions about the lesson
H. Evaluating learning Students will present their work in the class by group and say important key points about their types of speech context.

I. Additional activities for Remind the learners to study their notes in preparation for the quiz next meeting.
application or remediation

VII. REMARKS The lesson will be discussed for one (1) hour for 7 consecutive meetings. Some activities may be shortened and may be changed depending on
the level of the learners.

VIII. REFLECTION Learners show enthusiasm during their performance and 85% of the learners could give examples for each type of speech context.

Prepared by: Checked by:

SHEILA L. LUTERO JORGE BAYOGUING

Teacher II, SHS Department Subject Group Head