.

School: Mahabang Dahilig Senior High School Grade Level: Grade 11

Teacher: Mrs. Roanne A. Mendoza, LPT Course: Oral Communication in Context
DAILY LESSON LOG August 19-20, 22-24 2019
Mon-Tue G11-Polaris (7:00-9:00)
Teaching Dates and Time: Thurs – Fri G11-Vega (7:00-9:00) Semester: First Semester

Day 1 Day 2
The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act and
Content Standards: communicative strategy.

The learner demonstrates effective use of communicative strategy in a variety of speech situations.
Performance Standards:

The learners: The learners….

identify social situations in which each speech style is EN11/12OC-Ifj-18. identify social situations in which each speech style is
appropriate to use appropriate to use;
Learning competencies EN11/12OC-Ifj-18
EN11/12OC-Ifj-19. observe the appropriate language forms in using a
observe the appropriate language forms in using a particular speech style;
particular speech style
EN11/12OC-Ifj-19 EN11/12OC-Ifj-20. responds appropriately and effectively to a speech act
recognizes that communicative competence requires understanding of
respond appropriately and effectively to a speech act speech context, speech style, speech act and communicative strategy;
EN11/12OC-Ifj-20
EN11/12OC-IIab-21. engage in a communicative situation using
acceptable, polite and meaningful communicative strategies

The learners should be able to: The learners should be able to:

1. define speech acts; 1. exhibit appropriate verbal and nonverbal behavior in a given
2. distinguish types of speech act; speech context;
3. recognize that communicative competence 2. apply learning and thinking skills, life skills, and ICT literacy in
requires understanding of speech acts; understanding the types of
Specific Objectives 4. demonstrate effective use of communicative 3. speech contexts; and
strategy in a variety of speech situations; 4. reflect on your learning on the types of speech contexts.
5. apply learning and thinking skills, life skills, and ICT
literacy in understanding the types of
6. speech acts; and
7. reflect on your learning on the types of speech
acts.
 Communicative Competence Strategies In Various Speech Situations
Types of Speech Act Types of Speech Style
1. Locution (Utterance) 1. Intimate
2. Illocution (Intention) 2. Casual
II. CONTENT
3. Perlocution (Response) 3. Consultative
4. Formal
5. Frozen

III. LEARNING RESOURCES

A. References
Sipacio, Philip John Fresnillo, Anne Richie Garcia Balgos
(2016). Oral Communication in Context for Senior High
1. Teacher’s Guide Pages
School. Quezon City, Philippines: E& C Publishing, Inc.
Gutierrez, Jaime Ang (2016). Oral Communication in Context for Senior
High School. Intramuros, Manila, Philippines: MINDSHAPERS CO., INC.
pp. 2-5

2. Learner’s Materials Pages

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR)
portal/Materials For the Multi-media presentation Multi-media presentation, audio-visual material
Activity
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous Warm – Up Activity (Pair Activity) In recapitulation of the previous lesson, students will have to pick a
lesson or presenting Students will be asked to work in pair in discerning the question from the dashboard on screen.
the new lesson meaning behind the utterance.
1. Consider the phrase: “I now declare Martial Law.” Who
among the following can say this phrase and make
martial law actually happen?
a) President of the country
b) My pregnant neighbor
c) A retired veterinarian
d) A famous rock star
2. What do you think does the speaker mean when
he/she says, “Can you open the door?”
a) The speaker wants to know if I have the ability to
open the door.
b) The speaker is requesting me to open the door.
c) The speaker does not make sense.
 d) The speaker is asking me a question.
3. You and your friend who has a fever enter your room.
She shivers and tells you, “It’s cold in here!” How would
you interpret what she said?
a) She feels cold.
b) She wants me to increase the temperature in the
room.
c) She does not feel well because of the cold.
d) She is complimenting the temperature in my room.
4. Based on the scenario in item number 3, what would
your next action be?
a) I will thank my friend.
b) I will agree with her and say that the room is cold.
c) I will increase the temperature to decrease the
coldness.
d) I will ignore my friend.
5. In which of the following statements is the speaker
making a commitment?
a) “I checked her Facebook profile yesterday.”
b) “I’m in love and I’m happy!”
c) “I promise to love you for better or for worse.”
d) “I think following my suggestion will get us a high
grade.”
B. Establishing a Setting of standards Setting of standards
Purpose for the Teacher presents the learning objectives of today’s lesson. Teacher presents the learning objectives of the lesson.
Lesson

C. Presenting Students will be asked to watch the first video of telephone

“From the Bottom of my Heart”
Examples/Instances conversations through this link.
A box with strips of paper in it will be passed on to the class. Each strip of
of the Lesson https://www.youtube.com/watch?v=hpZFJctBUHQ
paper has a emotional – sensitive question. Each student will pick a strip
and share his/her answer with the group. There are no wrong answers,
Question prompts:
but he/she has very little time to think about the answer. Speaking from
a. What greeting is used by the customer service agent?
the heart will help students a lot.
b. What form of personal identification is used by the agent?
c. What pre-closing signals are used by the agent?
“How does one’s communicative style vary?”
d. What closing is used by the agent?

D. Discussing New Lecture Discussion “What’s in your mind?”

Concepts and An interactive discussion about the definition and types of A video presentation about the different speech styles will be shown to
Practicing New Skills speech acts will be facilitated. the class. Students will then be asked to write on post-its their insights
#1 about the material they have viewed. Students’ works will be posted on
the board.
E. Discussing New With the same partner, students will be asked to complete the
Concepts and given table with the information abstracted from the previous
Practicing New Skills discussion.
#2

Collaborative Creative Writing and Story Telling

The class will be divided into six groups. Each group will be working
with another group. All groups will write a story in formal style for five
minutes. This can be a simple story from a fairy tale or any book, movie,
or television show. All six groups will have to exchange stories with one
another and translate the story into casual style. They have five minutes
to recreate the story. After completing
the stories, a student volunteer will be assigned to share the story’s
casual version.
F. Developing Mastery Video Analysis:
(Leads to Formative Students will be asked to work with their partner and watch
Assessment) the secondvideo below. They will likewise be asked to pay
Students are asked to identify the type of speech style appropriate for the
attention to details like greetings, personal identification, and
given situations.
pre-closing and closing signals.
Video 2: https://www.youtube.com/watch?v=A2EwBB5McJo

Compare the greeting, pre-closing, and closing in Video 2 to

those in Video How are they similar or different?
G. Making Reflection Time: Each group is tasked to write in bullet points why appropriate language
generalizations and Students will be asked to reflect and answer the given should be observed in using a particular speech style.
abstractions about questions:
the lesson
 H. Finding practical Let’s Act it Out Together! “Making a Stand”
applications of Group yourselves into five members each. Within 15 minutes, 1. Form a group with four to five members.
concepts and skills in prepare a three- to four-minute creative skit which shows at 2. Imagine that you are officers of a school organization conducting
daily living least five examples of Searle’s speech act classifications. You a meeting to address a pecific concern. Below are some of the
may use any of the examples you listed with your partner in suggested topics which you can discuss.
Exercise II.

3. As a group, discuss the positive and negative effects of the

particular issue in 15 minutes.
4. Each member should be given a chance to state his/her stand.
5. Present the results of your discussion as a group. Divide among
yourselves the parts of your presentation.
6. Exhibit appropriate verbal and nonverbal behavior and arrange
your content logically.
7. You have 15 minutes to do your oral presentation.

I. Evaluating Learning Students will be asked to ecognize types of speech acts by

checking the exercises found on the websites below.
Speech Act Exercises I
QQ ht tp: / /gul .gu. se/publ ic/pp/publ ic_cour ses /cour
se61890/publ i shed/1388703602109/ Practical Examination on Speech delivery will be administered.
resourceId/25251194/content/speechacts-exercises-all.pdf
Speech Act Exercises II
QQ
http://www.ello.uos.de/field.php/Pragmatics/SpeechActsinUse
J. Additional activities
for application of
remediation
V. REMARKS Previous discussions are in progress and will still be pursued until this week.

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
VI. REFLECTION 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 them relevant questions.
No. of learners who earned 80%
in the evaluation

No. of learners who require

additional activities for
remediation

Did the remedial lessons work?

No. of learners who have caught
up with the lesson

No. of learners who continue to

require remediation

Which of my teaching strategies

work well? Why did these work?

What difficulties did I encounter

which my principal or supervisor
can help me solve?

What innovations or localized

materials did I use/discover which
I wish to share with other
teachers?

Approved:

________________________________
Mr. RYAN VILLAHERMOSA
Principal, MDSHS