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GRADE 11 to 12 School SULOP NATIONAL HIGH SCHOOL Grade Level 11

Teacher FAYE CONSESSA L. MONDEJAR Learning Area ORAL COMMUNICATION IN CONTEXT


Teaching Dates and Time July 31- August 4, 2017 Quarter FIRST
DAILY LESSON
LOG

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES
1.The learner understands the The learner... values the functions/ purposes of
importance of preparing for a The learner... understands the nature and oral communication.
test. understands the nature elements of oral communication
A. Content Standard in context.
2.The learner demonstrates and elements of oral
understanding of different communication in context
strategies to improve memory
The learner applies memory The learner writes a 250-word essay of his/her
strategies using acrostics and The learner designs and performs effective objective observation and
acronym. designs and performs controlled and uncontrolled oral evaluation of the various speakers
effective controlled communication activities based on watched and listened to
B. Performance Standard
and uncontrolled oral context.
communication
activities based on
context.
Create an acrostics and Explains why there is a
acronyms for frequently used breakdown of communication Demonstrates sensitivity to the Discusses the functions of
formulae, terminologies and Uses various strategy to avoid socio-cultural dimension of communication.
concepts. communication breakdown communication situation with
focus on EN11/12OC-Ibe-8
EN11/12OC-Ia-5 a. culture
C. Learning
b. gender
Competency/Objectives
EN11/12OC-Ia-6 c. age
Write the LC code for each. d. social status
e. religion

EN11/12OC-Ia-7

THEME: WHAT STUDY SKILLS DO I NEED TO SUCCEED IN SENIOR HIGH SCHOOL (SHS)?
II. CONTENT Study Skills: Improving Effective Communication Skills Intercultural Communication Functions Of Communication
Memory and Test Taking
Skills
III. LEARNING SPEAK RIGHT AND MAKE A SPEAK RIGHT AND MAKE A SPEAK RIGHT AND MAKE A
RESOURCES DIFFERENCE ORAL DIFFERENCE ORAL DIFFERENCE ORAL
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COMMUNICATION IN COMMUNICATION IN COMMUNICATION IN
CONTEXT CONTEXT CONTEXT
A. References
1. Teachers Guide pages
2. Learners Materials Pages 16-19 Pages 20-27 Pages 30-32
pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
http:/www.coedu.usf.edu/zalaqu
B. Other Learning Resource ett/Helpscreen/study_skillsMHS
.htm
IV. PROCEDURES
1.Present a quote with proper Quick Review of the Previous Quick Review of the Previous Quick Review of the Previous
citation. Ask the learners to Lesson Lesson Lesson
memorize the quote.Remove the
A. Reviewing previous lesson or quote posted and ask the
presenting the new lesson learners to recite the quote.
2.Ask: Who among you had
difficulty in remembering the
quote word for word? (2 mins
Ask: In what ways do you Picture analysis Word webbing (Group activity) Ask: Why communication is very
prepare for a test? Do you use Ask the students what are their important?
materials other than your notes reactions on the picture. a. culture Follow up question: What do you
b. gender think are the functions of
B. Establishing a purpose for and textbooks? What do you c. age
the lesson communication?
think can help you study and d. social status
improve your memory for a test? e. religion
(2 mins)

Discuss the following strategies Interactive discussion of the topic Presentation of output then proper Discussion
C. Presenting to study for a test: the use of discussion
examples/Instances of the acronyms, acrostics, narratives,
new lesson rhymes, imagery, visualization,
and flash cards.(20 mins)
Give situations where Continuation of discussion and give Post some pictures that shows the
D. Discussing new concepts communication breakdown could examples of situations showing functions of communication
and practicing new skills # 1 possibly happen. sensitivity to socio-cultural
dimension
Ask the student for their own Continuation of discussion and give Ask the students what is their
E. Discussing new concepts
example. examples of situations showing interpretation of the pictures.
and practicing new skills # 2
sensitivity to socio-cultural
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dimension
F. Developing mastery Ask the class to summarize the Short role playing of different types Role playing
(leads to Formative different test-taking strategies of listening.
Assessment ) discussed.
Show common terms and Ask: In our daily activities what are Ask: Have you been to other Ask: As a student, did I execute the
G. Finding practical application concepts using acronyms and the situations that show the types of countries or places? How did you functions of communication
of concepts and skills in daily acrostics.(5 mins) listening? Can you give one? show your respect to their culture? properly? Briefly explain your
living For example: ROYGBIV= colors answer.
of the rainbow
Say/Ask: Give examples on how Ask: What is the role of listening in Ask: why do we need to be Ask: What did you realize after
H. Making generalizations and else you can use these achieving effective communication sensitive with other cultures? learning all the functions of
abstractions about the lesson strategies in everyday life. (2 skills? communication?
mins)
Activity: Ask learners to come up Identifying type of listening Pencil-paper test Mental exercise
with fun acronyms and/or expounded in various situations (p.
acrostics for frequently used 19)
I. Evaluating learning formulae, terminologies and
concepts. This can be compiled
as class output for future
reference.(20 mins)
J. Additional activities for
application or remediation
V. REMARKS
Discussion first, then activity is Showing pictures to the students will Group work among my students HOTS questions are effective to
also found out to be very motivate them to comment and give works well because I see them all ignite the reasoning power of the
VI. REFLECTION effective since students in their reactions. engaged in learners.
this generation has a very the activity
limited attention span.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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?
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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?

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