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

In this lesson, the students should be able to: In this lesson, the students should be able In this lesson, the students should be able In this lesson, the students should be able
1) identify different factors that affect to: 1) identify the function of communication to: 1) watch and listen to a video to: 1) discuss the strategies used by the
intercultural communication; 2) cite situations in different communicative activities; and 2) presentation; 2) understand the video speaker in the videos watched and listened
of intercultural communication they have identifies and explain the function of watched; 3) identify the verbal and non – to; 2) evaluate the effectiveness of the oral
I.OBJECTIVES
been involved to; and 3) reflect on the lessons communication regulation/control. verbal cues used by the speaker in order to communication activity; and 3) write a 250 –
learned in this unit. achieve his/her purpose. word essay evaluating the effectiveness of
an oral communication activity watched and
listened to.
The learner understands the nature and The learner values the functions/ purposes of oral communication.
A. Content Standards
elements of oral communication in context.
The learner designs and performs effective The learner writes a 250-word essay of his/her objective observation and evaluation of the various speakers watched and listened to.
B. Performance Standards controlled and uncontrolled oral
communication activities based on context.
LC 7. Demonstrates sensitivity to the socio- Learners will be able to: 3. Watches and listens to sample oral 5. Comprehends various kinds of oral texts.
cultural dimension of communication situation 1. Discusses the functions of communication. (EN11/12OC-Ibe-10) (EN11/12OC-Ibe-12)
C. Learning Competencies/ with focus on culture, gender, age, social communication. (EN11/12OC-Ibe-8) 4. Ascertains verbal and non-verbal cues 6. Identifies strategies used by each speaker
Objectives status, and religion (EN11/12OC-Ia-7) 2. Identifies the speaker’s purpose(s). that cues that each speaker uses to achieve to convey his/her ideas effectively.
Write the LC code for each (EN11/12OC-Ibe-9) his/her purpose. (EN11/12OC-Ibe-11) (EN11/12OC-Ibe-13)
7. Evaluates the effectiveness of an oral
communication activity. (EN11/12OC-Ibe-14)
OC11.2
II. CONTENT Functions of Communication
 Regulation/Control
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages 15-22 4
2. Learner’s Materials pages 15-27 7
3. Other Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources Video Clip, Powerpoint Presentation or Visual Materials
IV. PROCEDURES
A. Reviewing previous lesson or Review of the previous lesson. Sharing of the reflection in class. Students will be asked to reflect on the
Brief review of the previous lesson.
presenting the new lesson previous discussion.
Open the lesson with examples of some Open the lesson with pictures such as: Ask: To what elements of communication do
intercultural blunders from  A warning sign you need to look at in order to identify the
B. Establishing a purpose for the UKproEdits, 2012: function of communication? Ask: When can we say that the
 Street Signs
lesson In the 1970s, an aftershave product was communication has become effective?
 Announcements
advertised for men in the Middle East, and the
 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. Ask: When you see these things posted Ask students to cite different verbal and non
2. Create a fictional country. Discuss for three somewhere or whenever someone tells you – verbal cues which can be used when the
minutes the general description of your something, what did you usually do? purpose of communication is to regulate or
country using the following guide questions. control. (e.g. directive words and pointing of
a. What is the name of the country? What are fingers into something) Video Presentation: The students will watch
its citizens called? a video presentation about the following
C. Presenting examples/instances
b. Is it an island or is it land-locked? issues:
of the new lesson
c. What is its tourist attraction?  Cyber bullying
d. What is your country famous for?  Global Warming
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.
D. Discussing new concepts and Discuss intercultural communications. Discuss the function of communication Brief discussion of verbal and non – verbal Discuss the strategies that are used in the
practicing new skills #1 regulation/control. cues. speech.
Discuss the characteristics of competent The students will watch a video. They will
E. Discussing new concepts and
intercultural communicators. identify the different verbal and non – verbal
practicing new skills #2
cues used by the speaker.
Let students identify the languages in the PICTURE ANALYSIS: Guide Questions:
speech balloons and randomly called Base on the pictures, the students will 1. What is the video all about? 1. What did you understand about the
students to identify the language used. identify which of the pictures can be 2. What do you think is the purpose of the message of the speaker?
F. Developing Mastery
categorized under regulation and control. speaker in this video? 2. Were you able to comprehend her
(Leads to Formative
3. What is the function of communication message well? If yes, why? If not, why not?
Assessment)
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 students to describe their experiences Ask students to identify different Ask: Do you experience using those verbal
when talking to the following: communication activities that can be and non – verbal cues when you
G. Finding practical applications of • A member of the opposite sex categorized in regulation/control function. communicate to other people? Ask: As a communicator, how will you make
concepts and skills in daily living • Someone older or younger than them What are some of the verbal and non – sure your message is clear and effective?
• A person from a different religion verbal cues you use when you communicate
to regulate or control?
Ask volunteers to share anecdotes of Ask: When can you say that the function of How do verbal and non – verbal cues help in
H. Making generalizations and interactions with people who differ from them communication is regulation/control? determining the function or purpose of Call students randomly to give their most
abstractions about the lesson in terms of culture, gender, age, religion, or communication? important learning for the day.
social status.
 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