As per DepEd Order No. 42, s.

2016
DAILY School Cesar E. Vergara Memorial Integrated Senior High School Grade Level 11
LESSON Teacher VALE RIE C. OCAMPO Learning Area ORAL COMMUNICATION IN CONTEXT 22

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Teaching Dates and Time JUNE 19 – 23, 2017 Quarter FIRST/WEEK 3

DAY 1 DAY 2 DAY 3 DAY 4

In this lesson, the students should be able In this lesson, the students should be In this lesson, the students should be In this lesson, the students should be able
to: 1) identify different factors that affect able to: 1) identify the function of able to: 1) watch and listen to a video to: 1) discuss the strategies used by the
intercultural communication; 2) cite communication in different communicative presentation; 2) understand the video speaker in the videos watched and listened
situations of intercultural communication activities; and 2) identifies and explain watched; 3) identify the verbal and non – to; 2) evaluate the effectiveness of the oral
I. OBJECTIVES
they have been involved to; and 3) reflect on the function of communication verbal cues used by the speaker in order to communication activity; and 3) write a 250 –
the lessons learned in this unit. regulation/control. achieve his/her purpose. word essay evaluating the effectiveness of
an oral communication activity watched and
listened to.
A. The learner understands the nature and The learner values the functions/ purposes of oral communication.
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 Learners will be able to: 3. Watches and listens to sample oral 5. Comprehends various kinds of oral texts.
the socio- cultural dimension of 1. Discusses the functions of communication. (EN11/12OC-Ibe-10) (EN11/12OC-Ibe-12)
C. Learning Competencies/ communication situation with focus on communication. (EN11/12OC-Ibe-8) 4. Ascertains verbal and non-verbal cues 6. Identifies strategies used by each speaker
Objectives culture, gender, age, social status, 2. Identifies the speaker’s purpose(s). that cues that each speaker uses to to convey his/her ideas effectively.
Write the LC code for each and religion (EN11/12OC-Ibe-9) achieve his/her purpose. (EN11/12OC- (EN11/12OC-Ibe-13)
(EN11/12OC-Ia-7) Ibe-11) 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
presenting the new lesson Brief review of the previous 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 Ask: When can we say that the
UKproEdits, 2012: Street Signs function of communication?
lesson communication has become effective?
•

In the 1970s, an aftershave product was • 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 somewhere or whenever someone tells – verbal cues which can be used when
three minutes the general description of your you something, what did you usually do? the purpose of communication is to
country using the following guide questions. regulate or control. (e.g. directive words
a. What is the name of the country? What and pointing of
are its citizens called? fingers into something) Video Presentation: The students will watch
C. Presenting examples/instances a video presentation about the following
b. Is it an island or is it land-locked?
of the new lesson
c. What is its tourist attraction? issues:
d. What is your country famous for? • Cyber bullying
e. What are its citizens known for? • Global Warming
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 PICTUREANALYSIS: 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
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. the 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 3. What were the words that she used in her
so? speech?
4. What are the verbal and non – verbal
Ask students to describe their experiences Ask students to identify different cues used by the speaker?
when talking to the following: communication activities that can be Ask: Do you experience using those
G. Finding practical applications of •A member of the opposite sex categorized in regulation/control function. verbal and non – verbal cues when you Ask: As a communicator, how will you make
concepts and skills in daily living •Someone older or younger than them communicate to other people? sure your message is clear and effective?
•A person from a different religion What are some of the verbal and non –
verbal cues you use when you communicate
Ask volunteers to share anecdotes of Ask: When can you say that the function to regulate or control?
H. Making generalizations and interactions with people who differ from them of communication is regulation/control? How do verbal and non – verbal cues help in Call students randomly to give their most
abstractions about the lesson in terms of culture, gender, age, religion, determining the function or purpose of important learning for the day.
or social status. communication?
 Give students a short exercise. Give a short activity. Using another video clip, the students
will evaluate the effectiveness through a
I. Evaluating Learning 250 – 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
completing the reflection chart. The evaluation will be the assignment.
application or remediation session. of the verbal and non – verbal cues
• I thought…
under 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:

VALERIE C. OCAMPO ROGELIO L. DOMINGO JR.

SHS TEACHER Master Teacher I

Noted:

IMELDA D. SISON
Principal I