School: ECSSI Grade Level:

Teacher: Airis B Bañal Learning Area: English

Teaching Dates and Time: Quarter or Semester:

I. Objectives
A. Content Standards
The learner demonstrates understanding of: Philippine literature during the
Period of Apprenticeship as a means of examining conflicts; various purposeful listening and viewing
strategies; difference between literal and figurative language; ways to extract and condense
information based on library sources; verbal and non-verbal cues in oral communication; and types of
phrases, clauses, and sentences.

B. Performance Standards
The learner transfers learning by: resolving conflicts presented in literary
selections; using tools and mechanisms in locating library resources; extracting information and
noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using
literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences
meaningfully and appropriately.

C. Learning Competency
EN7OL- II- a- 4: Use verbal and non-verbal cues in conversations, dialogs, and
interviews.

D. Specific Learning Outcomes

At the end of the discussion, at least 90% of the students are expected to:
1. distinguish verbal and non-verbal communication,
2. familiarize the cues of on-verbal communication, and
3. demonstrate effectively using the proper verbal and non-verbal communication.

II. Content
A. Topic
Verbal and Non-verbal Communication

B. Integrated Values

C. 21st Century Skills

1. Creativity and innovation
2. Communication

D. Background of the Learners

III. Learning Resources
A. References

B. Other Learning Resources

Laptop
Projector
Slide Presentation
IV. Procedures (4A’s Method)
A. Before the Lesson
Activity

1. The teacher will do preliminary activities such as checking attendance, greetings, and prayer.
2. The teacher will show different expressions and gestures in a slide presentation. She will ask the
meaning of each picture. She will also demonstrate variety of meanings and show how intercultural
misunderstandings might occur.

For instance:
This hand gesture in US means, O.K. In Japan, it is money, while in the Philippines, it is somehow
similar to US and Japan.

3. The teacher will then ask students if they know any other and she will add more details to students’
answers.

Questions:
What is the importance of knowing these signals that have multiple meanings?
What do you think of misunderstood feelings? Where is it coming from?
What should be done to avoid miscommunication?
Have you been misunderstood?
Does anyone know why this always happened?
How often do you think about the ways you communicate with others?

B. During the Lesson

Analysis

1. The teacher will introduce the topic through the text. In a given examples, the teacher will ask the
students the difference of verbal and non-verbal communication.
In order to be effective, the students should know the kinds of non-verbal communication. (See
reference material #1)

Abstract
2. The teacher will let the students work in two groups on a scripted dialogue. The teacher will show a
clip from an episode of Mr. Bean, showing Mr. Bean being chased and interviewed at police at an
airport. The half of the class will write the dialogue for Mr. Bean, while the half will write the dialogue
for one of the police officers. Students will put the dialogue together, and practice it in class.
This will also practice and develop their listening/ viewing skills and dialogue building.

C. After the Lesson

Application

1. To practice students’ expression, gestures, and postures, the students will work in pairs in a given
dialogue.
V. Assignments
VI. Remarks
VII. 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 this work?
F. What difficulties did I encounter which my principal or supervisor can help?
G. What innovation or localized materials did I use/ discover which I wish to share with other
teachers?