Republic of the Philippines

Department of Education
Region VI – Western Visayas
Schools Division of Iloilo
BANATE NATIONAL HIGH SCHOOL
Banate, Iloilo

SCHOOL Banate National High School GRADE LEVEL Grade 11 – HUMSS / BPP
TEACHER Ma. Criselda Arroyo Donasco LEARNING AREA Oral Communication in Context
GRADES 1 TO 12 TEACHING DATES, TIME August 19 – 23, 2019 QUARTER Second
DAILY LESSON LOG 1:00 – 2:00 PM: HUMSS Socrates (MT)
1:00 – 3:00 PM: HUMSS Socrates (W)
3:00 – 4:00 PM: HUMSS Aristotle (MTWF)
4:00 – 5:00 PM: BPP Galileo (MWThF)

Session 1 Session 2 Session 3 Session 4

I. Objectives Objectives must be met over the week 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 to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
A. Content Standards The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative strategy
B. Performance Standards The learner demonstrates effective use of communicative strategy in a variety of speech situations
C. Learning Competencies / Objectives The learner engages in a communicative situation using acceptable, polite and meaningful communicative strategies
Write the LC code for each EN11/12OC-IIab-21
II. Content Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Types of Communicative Strategy
III. Learning Resources 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 there is a mix of concrete and manipulative materials as well as paper- based materials. Hands- on
learning promotes concept development.
A. References
1. Teacher’s Guide pages Pages 29 – 34
2. Learner’s Materials pages Pages 41 – 48
3. Textbook pages
4. Additional Materials from Learning
Resources (LR) portal
B. Other Learning Resources Pictures, videos downloaded from YouTube website, PowerPoint presentation
IV. Procedures These steps should be done across the week. 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 processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time
allotment for each step.
A. Reviewing previous lesson or presenting Below is the link to “Tara Na Biyahe Tayo,” an MTV Review of the video watched. Review of the video watched. Review of the video watched.
the new lesson performed by various Filipino artists with the
common goal of encouraging Pinoys to visit and
explore the wonderful places in the Philippines.
While watching the video clip, think about what for
you is a must-see in the country.
“Tara Na, Byahe Tayo”
https://www.youtube.com/watch?v=NbO6LPZ9N8Q
B. Establishing a purpose for the lesson After watching the video, group yourselves into five
members each. Decide on the “Most Exciting
Tourist Spot” in the country. Assign a speaker who
will share your decision and reasons for this with
the class. You have 10 minutes.
As soon as all the groups have presented their
decisions, you will vote for the “Most Exciting
Tourist Spot in the Philippines.”
C. Presenting examples/instances of the new To open the topic, ask the students to share their How do you shift your topic? How are you going to avoid a When a word is seemed to be at the top
lesson experiences in talking with their groupmates. conversation? of your tongue, what do you do?

Ask:
1. What are some of the difficulties you
encountered in talking to each other, if
any?
D. Discussing new concepts and practicing Talk about the types of communicative strategies Talk about the types of communicative Elucidate other communicative strategies Elucidate other communicative strategies
new skills #1 1. Nomination strategies that L2 learners use: that L2 learners use:
2. Restriction 5. Topic Shifting 1. Avoidance strategies 2. Achievement strategies
3. Turn-taking 6. Repair a. Semantic avoidance a. Coinage
4. Topic Control 7. Termination b. Message reduction b. Circumlocution
c. Message abandonment c. Borrowing
d. Appeal for assistance
E. Developing mastery Nomination: Topic Shifting: Semantic avoidance: Coinage:
(Leads to formative assessment) When beginning a topic in a conversation, “By the way,” “In addition to what you “The eye was wounded” (black eye) “Houseshoes” for slippers
especially if it does not arise from a previous topic, said,” “Which reminds me of,” and the
you may start off with news inquiries and news like. Message reduction: Circumlocution:
announcements as they promise extended talk. “The woman was wearing a sort of long “I want to buy... the thing that you wear
Repair: dress” (to describe a woman wearing a when your hands feel cold” (to refer to
Restriction: If everybody in the conversation seems gown) gloves)
For example, in your class, you might be asked by to talk at the same time, give way and
your teacher to brainstorm on peer pressure or appreciate other’s initiative to set the Message abandonment Borrowing:
deliver a speech on digital natives. In these cases, conversation back to its topic. “She was walking in that... I don’t “I saw a... bruha in the forest.”
you cannot decide to talk about something else. know.”
Termination: Appeal for assistance:
Turn-taking: See you around! Bye. (speaker points to his ankles) “What do
“What do you think?” or “You wanted to say We’ll talk about it next time. you call this?”
something?”

Topic Control:
“Yes,” “Okay,”
“You are excited, aren’t you?”, “It was unexpected,
wasn’t it?”; and even by laughing!

F. Finding practical/applications of concepts In a group of four (4) members, create a three- In a group of four (4) members, create a In a group of four (4) members, create a In a group of four (4) members, create a
and skills in daily living minute tourism commercial using one of the three-minute tourism commercial using three-minute tourism commercial using three-minute tourism commercial using
following activities: one of the following activities: one of the following activities: one of the following activities:
1 Infomercial 1 Infomercial 1 Infomercial 1 Infomercial
2 Musical skit 2 Musical skit 2 Musical skit 2 Musical skit
3 Roleplaying 3 Roleplaying 3 Roleplaying 3 Roleplaying
 Make sure make use of the three communicative Make sure make use of the three Make sure make use of the three Make sure make use of the three
strategies – nomination, restriction, turn-taking, communicative strategies – nomination, communicative strategies – semantic communicative strategies – coinage,
and topic control restriction, turn-taking, and topic control avoidance, message reduction, and circumlocution, borrowing; and appeal
message abandonment for assistance
Situation: Situation:
While eating in the canteen, you go over the You decide on the final itinerary of the Situation: Situation:
brochures of the tourist spot for the field trip. You field trip and discuss the details such as You are tasked to present the final Upon arrival at your destination, you talk
talk about various information about the location. transportation, accommodation, meals, itinerary to the students’ parents during to the hotel concierge about your
and itinerary. the quarterly parents’ meeting. reservations. You inquire about breakfast
schedules, hotel keys, extra beddings,
and room service.
G. Making generalizations and abstractions Successful communication requires understanding of the relationship between words and sentences and the speech acts they represent. However, a conversation may be complex at
about the lesson times; that is why some people get lost along the way and misunderstand each other. It is only when we willingly cooperate and speak in socially approved ways that we can make a
conversation meaningful.
H. Evaluating Learning Identify the type of communicative strategy in each statement 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 1. “The eye was wounded”
and wellness to a healthy lifestyle.” 2. “Houseshoes” for slippers
3. “Excuse me? I think we should speak one at a time, so we can clearly understand 3. “I saw a... bruha in the forest.”
what we want to say about the issue.” 4. (speaker points to his ankles) “What do you call this?”
4. “Go on with your ideas. I’ll let you finish first before I say something.” 5. “She was walking in that... I don’t know.”
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 next time, okay?”
10. “Now, it’s your turn to ask questions.”
I. Additional activities for application or Think of a time when you had to explain one message in two different instances with varying contexts. For example, you might have told your parents over dinner how badly you
remediation want to study in your dream university and in another instance, you talked about the same thing with your friends while having coffee.
In an essay with a minimum of 500 words, discuss why your communicative strategies change as there are adjustments in every speech context, speech style, and speech act.
Discuss your language, duration of interaction, your relationship to the listener, your roles and responsibilities as a speaker, your message, and your delivery and how these differ in the
two varying instances and contexts.
Use the following format: font 12, Times New Roman; spacing, 1.5.
V. Remarks

VI. Reflection Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you
so when you meet them, you can ask relevant questions.
A. No. of learners who earned 80% of the
formative assessment
B. No. of learners who require additional
activities to 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 material did I
use/discover which I wish to share with
other teachers?

Prepared by:

MA. CRISELDA A. DONASCO, LPT

Teacher I

Appendix: