Republic of the Philippines

Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF TARLAC PROVINCE
DAPDAP HIGH SCHOOL

Lesson Plan in Oral Communication in Context

Teacher Klaine P. Arcangel Grade Level 11
Date December 9, 2022 Learning Area Oral Communication in
Context
Time Allotment 40 Minutes Quarter 2nd Quarter, First Semester,
S.Y. 2022-2023

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 The learner demonstrates effective use of communicative strategy in a
Standards variety of speech situations
C. Learning Employs various communicative strategies in different situations
Competencies/Objectives
Write the LC Code for At the end of the lesson the learners are expected to:
Each 1. Recognize the different communicative strategies.
2. Use acceptable, polite, and meaningful communicative strategies.
3. Demonstrate effective use of communicative strategy in different life’s
situations.
II. CONTENT Types of Communicative Strategy
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Oral Communication in Context Quarter 2 – Module 9: Types of
Pages Communicative Strategy
3. Textbook Pages
4. Additional Learning
Materials from Learning
Resource (LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Learners take reviews on the salient points of the previous lessons through
lesson or presenting the an activity.
new lesson
Garapon ng Ala-ala
*The teacher will show three jars containing three questions. The teacher
will then ask a student to choose a jar and answer the question it contains.
The questions are the following:

1. What are the different types of speech context?

2. What are the different types of speech style?
3. What are the different types of speech act?
B. Establishing a purpose The teacher presents the objective of the lesson.
for the lesson Lesson Objectives:
1. Recognize the different communicative strategies.
 2. Use acceptable, polite, and meaningful communicative strategies.
3. Demonstrate effective use of communicative strategy in different life’s
situations.
C. Presenting Examine the Picture
examples/instances of The learners are shown a picture and then the following questions are
the new lesson asked:
1. What do you think is happening?
2. Are they able to communicate and achieve their goals?

D. Discussing new Lesson Activity Proper

concepts and practicing The teacher defines what communicative strategies are.
new skills #1
Communicative Strategies – are ways or means of sharing information
that are adopted to a achieve a particular social, political, psychological, or
linguistic purpose.
E. Discussing new The teacher presents the different communicative strategies.
concepts and practicing A. Nomination
new skills #2 This is usually used at the beginning of the interaction to set the purpose of
the conversation. The speaker tries to open a topic with the people he/she is
talking to. One must present a particular topic clearly and truthfully.
B. Restriction
This is used in constraining the reaction or response within a define set of
categories. This is useful when narrowing down a listener’s response to an
expected set of answers. This prevents the conversation from going off
topic.
C. Turn-taking
This strategy is used to establish and sustain a productive conversation.
Turn taking is recognizing when and how to speak when it is one’s turn.
This requires each speaker to wait for the others to complete their turn
talking. This strategy can be used to avoid participants talking over one
another that may cause conflicts. Turn-taking provides persons equal
opportunity to say their piece.
Participants must watch out for the verbal and non-verbal cues that signal
the next speaker that the previous speaker has finished talking. One may
employ visual signals like a nod, a look, or a step back.
D. Topic Control
This is a communicative strategy used in keeping the conversation going on
by asking questions that requires a response from the listener. Topic control
also allows the other participants to take turns, contribute ideas, and
continue the conversation.
E. Topic Shifting
This is defined as introducing a new topic followed by the continuation of
that topic. Topic shifting is a strategy that works best when there is a follow
through so that a new topic continues to be discussed. One may also use
effective conversational transitions to indicate a shift.
F. Repair
This communicative strategy refers to overcoming communication
breakdown to send more comprehensible messages. Repair Communicative
Strategy includes:
1. Requesting clarification – One may ask questions or use non-
verbal communication such as eyebrows, eyes, head, hands, or
 shoulders to show that the message could not be understood.
2. Not acknowledging the new situation – The situation already in
progress will continue.
3. Topic shifting – This can help direct the discussion to another topic
or divert the attention of the listener from the topic that has become
problematic.
4. Repeating – This is a good way of correcting oneself
5. Recasting – This refers to changing the form of the message that
could not be understood.
G. Termination
This strategy ends the interaction by using verbal and nonverbal messages
that the participants send to one another. Nonverbal may include a
handshake or walking out.
F. Developing mastery What is It?
(Leads to Formative
Assessment) The learners will identify the type of Communicative strategy in each
statement.

1. “Do you have anything to say?”

2. “One of the essential lessons I gained from the discussion is the
importance of sports and wellness to a healthy lifestyle.”
3. “Excuse me? I think we should speak one at a time, so we can clearly
understand what we want to say about the issue”
4. “Go on with your ideas. I’ll let you finish first before I say something” 5.
“Have you heard the news about the latest achievement of our
government?”
6. “Hey, how are you? I missed you!”
7. “Best Regards to your parents! See you around!”
8. “Good to see you. Anyway, I came to visit you because I want to
personally offer apologies for what I did yesterday.”
9. “Sorry, I can’t decide on that now. I am still focused on my writing
assignment. Let’s talk next time, ok?”
10. “Now, it’s your turn to ask questions.”
11. “Is it raining outside?”
12. “Speaking of summer, do you even feel how hot it is outside?”
13. “Please hear me out, I need to tell you something.”
14. “I'm sorry, could you repeat your question please? I didn't hear it quite
clearly. Thanks.”
15. “What did you like about today's activity?”
G. Finding practical Making meaningful connections across curriculum teaching area.
applications of concepts Personal Development: Evaluate his/her own thoughts, feelings, and
and skills in daily living behaviors (EsP-PD11/12DWP-Ib 2.2)

Why do we need to say excuse me?

When to say “Sorry”, “Excuse me” or “Pardon me”?
How to say it? (in Filipino and in English)
* when leaving
* interrupting
* etc.
Why we greet each other?
How do you greet someone?

H. Making Students are asked to provide short answers on the following questions:
generalizations and 1. What are communicative strategies?
abstractions about the 2. What are the seven types of communicative strategy?
lesson 3. Why do we need to use different communicative strategies?
 Being able to use various communicative strategies leads to the
achievement of the speech purpose and creates a smooth flow of
information between the speakers and the listeners. These can also help in
avoiding communication breakdown.
I. Evaluating Learning Formative Short Quiz
Direction: Recognize the type of communicative strategy used in the
following statements. Write only the letter of your choice on a separate
sheet of paper.
1.“Do you have anything to say?”
A. Nomination B. Turn Taking C. Topic Control D. Termination

2. “One of the essential lessons I gained from the discussion is the

importance of sports and wellness to a healthy lifestyle.”
A. Restriction B. Nomination C. Turn Taking D. Topic Shifting

3. “Excuse me? I think we should speak one at a time, so we can clearly

understand what we want to say about the issue.”
A. Termination B. Topic Shifting C. Repair D. Turn taking

4.“Go on with your ideas. I’ll let you finish first before I say something.”
A. Topic Control B. Nomination C. Topic shifting D. Repair

5. “Have you heard the news about the latest achievement of our
government?”
A. Repair B. Nomination C. Topic Control D. Turn taking

6.“Hey, how are you? I missed you!”

A. Repair B. Turn taking C. Restriction D. Nomination

7. “Best regards to your parents! See you around!”

A. Topic Control B. Repair C. Termination D. Turn taking 25

8. “Good to see you. Anyway, I came to visit you because I want to

personally offer apologies for what I did yesterday.”
A. Restriction B. Nomination C. Turn taking D. Topic Control

9. “Sorry, I can’t decide on that now. I am still focused on my writing

assignment. Let’s talk next time, okay?”
A. Repair B. Termination C. Nomination D. Topic Control

10.“Now, it’s your turn to ask questions.”

A. Topic Control B. Nomination C. Repair D. Turn taking

For items 11 to 15, identify what type of communicative strategy is

being described.
11. It refers to topic establishment.
A. Nomination B. Turn Taking C. Topic Control D. Termination

12. It is a turn-based communication strategy.

A. Restriction B. Nomination C. Turn Taking D. Topic Shifting

13. A strategy which refers to the introduction of a new topic in connection

to the current topic.
A. Topic Control B. Nomination C. Topic shifting D. Repair

14. It refers to the assessment of a speaker in addressing a conflict within

the communication and addressing the situation.
A. Repair B. Termination C. Nomination D. Topic Control
 15. It refers to the acceptance or development of a certain topic. A. Topic
Control B. Nomination C. Topic shifting D. Repair
J. Additional activities Homework
for applications or Performance Task: Writing a Script
remediation Write a script for each of the following scenarios presented. Make sure to
employ the different communicative strategies along the dialogues of your
characters. Put your script on a word document with following format:
Font: Times New Roman
Font Size: 12
Size: Legal
 Scene 1: While eating in the canteen, you go over the brochures of
the tourist spot for the field trip. You talk about various information
about the location.
 Scene 2: You decide on the final itinerary of the field trip and
discuss the details such as transportation, accommodation, meals,
and itinerary.
 Scene 3: You are tasked to present the final itinerary to the
students’ parents during the quarterly parents’ meeting.
 Scene 4: Upon arrival at your destination, you talk to the hotel
concierge about your reservations. You inquire about breakfast,
hotel keys, extra beddings, and room service.
 Scene 5: You ask a police officer and a street vendor (on two
different instances) for directions to the beach because the class is
lost somewhere in town.
 Scene 6: The class needs to eat in the nearest fast-food restaurant.
After taking all the orders from your classmates, you go to the
counter to place the orders. However, some of the orders are not
available so you ask for alternate combos from the fast-food crew,
and you make decisions for the rest of the class.
 Scene 7: You have a free half day before your trip back home, so
you decide on what to do as members of the field trip committee.
Your ideas and suggestions clash, but ultimately everything is
cleared out and you present the final plan to your classmates.

Script Writing Rubric

Level 1 Level 2 Level 3 Level 4
Limited Some Considerable High Degree
(4) (6) (8) of
Effectiveness
(10)
Script The student The student The student The student
Development shows the shows the shows the shows the
ability to write ability to write ability to write ability to write
Dialogue and dialogue in a dialogue in a dialogue in a dialogue in a
story clear and clear effective clear effective clear effective
effective manner with manner with manner with a
manner with some considerable high degree of
limited effectiveness effectiveness effectiveness
effectiveness
SCORE
Application of The student The student The student The student
Communicativ shows the shows the shows the shows the
e Strategies ability to write ability to write ability to write ability to write
a script using a a script using a a script using a a script using a
communicative communicative communicativ communicative
strategy with strategy with e strategy with strategy in
limited limited considerable proper format
effectiveness effectiveness effectiveness with a high
degree of
 effectiveness
SCORE
GRAND
TOTAL
Remarks

Prepared by: Noted by:

KLAINE P. ARCANGEL CLARINDA D. MAGTOTO
Subject Teacher Head Techer VI – Senior High School
Checked by: Approved:
RONNIE G. CASTRO JOHANNA S. CAYANAN, EdD
Master Teacher I Principal IV