Daily Lesson Plan in Oral Communication

I. Objectives:

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

communicative strategy in a variety of
speech situations.

C. Learning Competency and Code: At the end of 60 minutes, 85% of the

learners are expected to explain that a
shift in speech context, speech style,
speech act and communicative strategy
affects the language form and duration
of interaction.
EN11/12OC-IIab-22.1-22.2

Quarter: II Week: 6 Day: 30 July 22, 2019

II. Content

A. Subject Matter : Types of Communicative Strategy

B. Integration : MAPEH (Arts-Creativity)
C. Strategies: : Cooperative Learning, Lecture

III. Learning Resources

A. References : Balgos, A. R. and Sipacio, P. J. (2016). Oral Communication

in Context for Senior High School. C & E Publishing, Inc.
Quezon City. pp.53-58
B. Other References : https://www.youtube.com/watch?v=9tSJcvhBpBA
C. Materials : Laptop, LED TV

IV. Procedure

Preliminary activities:

 Setting the class

 picking up pieces of papers/wrapper on the floor
 Prayer
 Greeting
 Checking of attendance
A. Activity

The teacher will show a video clip, a speech of Mayor Oscar Moreno refers to
this link: https://www.youtube.com/watch?v=9tSJcvhBpBA

Let the students identify the speech context, speech style, speech act and
communicative strategy found in the video.

B. Analysis

The teacher will ask the following questions:

1. What type of speech context is used in the conversation? Why do

you say so?
2. What speech style is evident in the conversation? Can you tell why?
3. Which type of speech act is used in the conversation? Why is it?
4. Can you identify the communicative strategy in the conversation?
5. What do you think will happen if there is a shift or change in any of
these communicative strategies in various speech situation?

C. Abstraction

Language forms deal with the internal grammatical structure of words

and phrases as well as the word itself. When one compares boy and boys, for
example, or man and men, He or she is considering the relationship between
different language forms or structures.

Language forms also includes cross-cultural academic vocabulary –

words or phrases frequently used across different content areas. Cross-curricular
academic vocabulary words typically describe or are related to academic
processes and may include:

 Verbs (e.g. hypnotize, analyze)

 Complex prepositions (e.g. in contrast to, as well as,) and
 Nouns (e.g. comparison, conclusion, analysis)

The Forms of Language include the types of sentences used (declarative,

interrogatory, imperative, exclamatory) and the method of sharing the
information (e.g., conversation, letter, briefing, speech).

Duration of interaction refers to the length of time of conversation or

exchange of words between people.
The teacher will now stress out that language form will be affected if there
is a shift or a change in any of these communicative competence strategies in
various speech situations.
 D. Application:

Students will work in group of 4. Each group will explain in a creative way
that communicative competence requires understanding of speech context,
speech style, speech act and communicative strategy.

Group 1 Speech context Readers Theater

Group 2 Speech Style Poem
Group 3 Speech Act Jazz Chant
Group 4 Communicative Broadcasting/Reporting
Strategy

E.

Evaluation:

Explain that a shift in speech context, speech style, speech act and communicative
strategy affects language form and duration of interaction by writing a two-
paragraph composition. Write on a whole sheet of paper. Rubric is presented below.

F. Assignment:
.
 Answer the question honestly. If you are to listen a speech, who would you like to
be the speaker and what topic of speech would you like him/her to share? Why? Write
in ½ crosswise sheet of paper.

V. Remarks
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VI. Reflection

1. No. of learners who earned 80% in the evaluation

______________________________________________________________________
2. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________
3. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________
4. No. of learners who continue to require remediation
______________________________________________________________________
5. Which of my teaching strategies worked well? Why did these works?
______________________________________________________________________
6. What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________
7. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
______________________________________________________________________

Prepared by:

KHARLA KHRIS A. CACHARO

Teacher

Checked by: NOEMI V. HISONA

DLL/DLP In-charge

EDWIN A. CARIAGA, EdD

SHS Academic Head