As per DepEd Order No. 42, s.

2016
DAILY School SAN MATEO NATIONAL HIGH SCHOOL Grade Level 11
LESSON Teacher ADELINE L. PASCUAL Learning Area ORAL COMMUNICATION IN CONTEXT
LOG Teaching Dates and Time JULY 2-6, 2018 Quarter FIRST/WEEK 4

DAY 1 DAY 2 DAY 3 DAY 4

I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Other Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
In this lesson, the students should be able to:
1) identify different factors that affect
intercultural communication; 2) cite situations
of intercultural communication they have
been involved to; and 3) reflect on the lessons
learned in this unit.
The learner understands the nature and
elements of oral communication in context.
The learner designs and performs effective
controlled and uncontrolled oral
communication activities based on context.
LC 7. Demonstrates sensitivity to the socio-
cultural dimension of communication situation
with focus on culture, gender, age, social
status, and religion (EN11/12OC-Ia-7)
15-22
15-27
Review of the previous lesson.
Open the lesson with examples of some
intercultural blunders from
UKproEdits, 2012:
In the 1970s, an aftershave product was
advertised for men in the Middle East, and the
In this lesson, the students should be able
to: 1) identify the function of communication
in different communicative activities; and 2)
identifies and explain the function of
communication regulation/control.
The learner values the functions/ purposes of oral communication.
The learner writes a 250-word essay of his/her objective observation and evaluation of the various speakers watched and listened to.
Learners will be able to:
1. Discusses the functions of
communication. (EN11/12OC-Ibe-8)
2. Identifies the speaker’s purpose(s).
(EN11/12OC-Ibe-9)
OC11.2
Functions of Communication
 Regulation/Control
Video Clip, Powerpoint Presentation or Visual Materials
Sharing of the reflection in class.
Open the lesson with pictures such as:
 A warning sign
 Street Signs
 Announcements
In this lesson, the students should be able
to: 1) watch and listen to a video
presentation; 2) understand the video
watched; 3) identify the verbal and non –
verbal cues used by the speaker in order to
achieve his/her purpose.
3. Watches and listens to sample oral
communication. (EN11/12OC-Ibe-10)
4. Ascertains verbal and non-verbal cues
that cues that each speaker uses to achieve
his/her purpose. (EN11/12OC-Ibe-11)
4
7
Students will be asked to reflect on the
previous discussion.
Ask: To what elements of communication do
you need to look at in order to identify the
function of communication?
In this lesson, the students should be able
to: 1) discuss the strategies used by the
speaker in the videos watched and listened
to; 2) evaluate the effectiveness of the oral
communication activity; and 3) write a 250 –
word essay evaluating the effectiveness of
an oral communication activity watched and
listened to.
5. Comprehends various kinds of oral texts.
(EN11/12OC-Ibe-12)
6. Identifies strategies used by each speaker
to convey his/her ideas effectively.
(EN11/12OC-Ibe-13)
7. Evaluates the effectiveness of an oral
communication activity. (EN11/12OC-Ibe-14)
Brief review of the previous lesson.
Ask: When can we say that the
communication has become effective?

C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
(Leads to Formative
Assessment)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
ad showed a photo of a man and his dog. The
product dramatically failed in Islamic
countries, where dogs are considered
unclean.
A golf ball manufacturing company sold their
products in packs of four for easy purchase in
Japan. But the items sold in “fours” became
unpopular because the word “four” sounds
like the word “death” in Japanese.
1. Work in groups of five.
2. Create a fictional country. Discuss for three
minutes the general description of your
country using the following guide questions.
a. What is the name of the country? What are
its citizens called?
b. Is it an island or is it land-locked?
c. What is its tourist attraction?
d. What is your country famous for?
e. What are its citizens known for?
3. The students need to create their greetings
with a fictional language they created in their
fictional country.
Discuss intercultural communications.
Discuss the characteristics of competent
intercultural communicators.
Let students identify the languages in the
speech balloons and randomly called
students to identify the language used.
Ask students to describe their experiences
when talking to the following:
• A member of the opposite sex
• Someone older or younger than them
• A person from a different religion
Ask volunteers to share anecdotes of
interactions with people who differ from them
in terms of culture, gender, age, religion, or
social status.
Ask: When you see these things posted
somewhere or whenever someone tells you
something, what did you usually do?
Discuss the function of communication
regulation/control.
PICTURE ANALYSIS:
Base on the pictures, the students will
identify which of the pictures can be
categorized under regulation and control.
Ask students to identify different
communication activities that can be
categorized in regulation/control function.
Ask: When can you say that the function of
communication is regulation/control?
Ask students to cite different verbal and non
– verbal cues which can be used when the
purpose of communication is to regulate or
control. (e.g. directive words and pointing of
fingers into something) Video Presentation: The students will watch
a video presentation about the following
issues:
 Cyber bullying
 Global Warming
Brief discussion of verbal and non – verbal Discuss the strategies that are used in the
cues. speech.
The students will watch a video. They will
identify the different verbal and non – verbal
cues used by the speaker.
Guide Questions:
1. What is the video all about? 1. What did you understand about the
2. What do you think is the purpose of the message of the speaker?
speaker in this video? 2. Were you able to comprehend her
3. What is the function of communication message well? If yes, why? If not, why not?
presented in the video? How do you say so? 3. What were the words that she used in her
4. What are the verbal and non – verbal speech?
cues used by the speaker?
Ask: Do you experience using those verbal
and non – verbal cues when you
communicate to other people? Ask: As a communicator, how will you make
What are some of the verbal and non – sure your message is clear and effective?
verbal cues you use when you communicate
to regulate or control?
How do verbal and non – verbal cues help in
determining the function or purpose of Call students randomly to give their most
communication? important learning for the day.
 Give students a short exercise. Give a short activity. Using another video clip, the students will
evaluate the effectiveness through a 250 –
I. Evaluating Learning word essay of the speech they watched and
listened to. A rubric will be used to grade
students’ output.
Let students reflect on what they have
Observe the communication activities
learned after taking up this unit by
J. Additional activities for No homework will be submitted for the next happening throughout the day and list all of
completing the reflection chart. The evaluation will be the assignment.
application or remediation session. the verbal and non – verbal cues under
 I thought…
Regulation/Control.
 I learned that…
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?
Prepared by: Checked by:

ADELINE PSCUAL CARMEN OMNES

SHS Teacher Head Teacher

RONILO B. LUCAS
Principal I