ORAL COMMUNICATION IN CONTEXT KNHS-PC SHS DEPARTMENT

SCHOOL KIBAWE NATIONAL HIGH SCHOOL -POBLACION CAMPUS GRADE LEVEL Grade 11 HUMSS, TVL, AFA
SENIOR HIGH SCHOOL
TEACHER MS. JUNALYN M. ALGONES LEARNING AREA Oral Communication in Context
DAILY LESSON LOG
TEACHING DATES AND TIME AUGUST 29-31, 2023 QUARTER First/ Week 1

Session 1 Session 2 Session 3 Session 4

I.OBJECTIVES
A. Content Standards The learner understands the nature and elements of oral communication in context.
B. Performance Standards The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.
C. Learning Competencies/Objectives The learner… The learner… The learner… The learner…
Write the LC Code for each
defines communication. differentiates the various models of explains why there is a breakdown Demonstrates sensitivity to the
(EN11/12OC-Ia-1) communication. (EN11/12OC-Ia-3) (EN11/12-Ia-5) socio-cultural dimension of
communication situation with
explains the nature and process distinguishes the unique features of uses various strategies in order to focus on (EN11/12OC-Ia-7):
of communication. (EN11/12OC- one communication process from avoid communication breakdown a. culture (EN11/12OC-Ia-7.1)
Ia-2) the other. (EN11/12OC-Ia-4) (EN11/12OC-Ia-6) b. gender (EN11/12OC-Ia-7.2)
c. age (EN11/12OC-Ia-7.3)
d. social status (EN11/12OC-Ia-7.4)
e. religion (EN11/12OC-Ia-7.5)

II.CONTENT
Nature and Elements of The Process of Communication Barriers to Communication Intercultural Communication;
Communication Verbal Communication and Verbal and Nonverbal
Definition; The Process of Nonverbal Communication Communication
Communication
III.LEARNING RESOURCES
A. References
1. Teacher’s Guides/Pages
2. Learner’s Materials Pages
3. Textbook Pages Oral Communication in Context Oral Communication in Context for Oral Communication in Context Oral Communication in Context for
for Senior High School by P. J. F. Senior High School by P. J. F. Sipacio for Senior High School by P. J. F. Senior High School by P. J. F.
Sipacio and A. R. G. Balgos, pp. 2- and A. R. G. Balgos, pp. 5-7 Sipacio and A. R. G. Balgos, pp. 8- Sipacio and A. R. G. Balgos, pp. 15-
4 14 22
4. Additional Materials from Learning
Resources (LR) portal
ORAL COMMUNICATION IN CONTEXT KNHS-PC SHS DEPARTMENT

B. Other Learning Resources

IV.PROCEDURES
A. Reviewing previous lesson or WORD FORMATION PASS THE CABBAGE The class review yesterday’s The class review the yesterday’s
presenting the new lesson 1. Instruct the group to look for The teacher will generate ideas from lesson. lesson.
words which is associated the students about the last topic
with 'communication' using through the game Pass the Cabbage.
the letters C-O-M-M-U-N-I-C-
A-T-E
2. Group Presentation

B. Establishing a purpose for the PROCESSING OF OUTPUT: PASS THE MESSAGE ACTIVITY The students will be divided into GROUP ACTIVITY
lesson 1. Are the words related to five (5) groups to play the Form five groups. Each group will
communication? Why did you say The learners will form five groups. charades game. They are going to represent a particular country
so? Each should relay a message which pick (in a box) for a particular (Japan, France, China,
2. Using the words you have will be drawn from a box. word which they are going to act- Philippines, and Mexico). Imagine
written, what is communication out in front of the class. The other yourselves as the ambassadors of
to you? members of the group should be the country assigned to
(5 minutes) able to guess the word acted out your group.
You will be provided with some
source-based materials like
photographs, newspaper clippings,
and letters. Using these pieces of
information, work together and
come up with some interesting
data about your country. Write
questions (how, what, why, where,
when and who) and provide
corresponding answers.
C. Presenting examples/instances of PERFORMANCE ACTIVITY Generating Ideas: SKIT
the new lesson 1. Each group will perform a role After brainstorming, pretend that
play showing the different ways of 1. Were you able to guess you are in an international
communication. some of the words right? conference for peace and that you
Group will field a foreign correspondent
1: Teenager asking permission 2. What did you use in who will answer questions from
from his/her parents to attend a guessing the words that the audience about your assigned
party, however the parents did your classmates picked? country.
not allow the teenager to go.
ORAL COMMUNICATION IN CONTEXT KNHS-PC SHS DEPARTMENT

3. What hinders you from Choose one of your members to

Group 2: A wife having a guessing the words? act as the foreign correspondent.
conversation with her husband The remaining members will
who works abroad. act as the audience from other
nationalities who will ask the
Group 3: DRM personnel giving questions you listed. Present this
announcement about the in a three-minute skit.
incoming typhoon thru radio and
TV.
RUBRICS….

Guide Questions:
1. How did you find the activity?
2. How did the characters in the
scenario deliver the message?
3. What are the wavs of
communication that were used in
the presentation?
D. Discussing new concepts and Discuss the definition of Discuss the process of Discuss functions of Discuss about verbal and
practicing new skills #1 communication and its nature. communication. communication. nonverbal communication. Then,
answer Exercise V, page 11
Do Exercise III, page 7
Direction: Write T before each
Direction: Identify the function of number if the statement is true
communication in each of the and F if the statement is false.
following situations. Write your
answers on the space provided.
E. Discussing new concepts and Discuss the elements of Discuss the models of Discuss the features of an Discuss definition and nature of
practicing new skills #2 communication. communication. effective communication intercultural communication.
Discuss the barriers of
communication.

F. Developing mastery PICTURE ANALYSIS Do Exercise II activity, page 6 The class do Exercise IV, page 9 PAIR ACTIVITY
(Leads to formative assessment) The teacher will ask the students Do Exercises II. Read each
to analyze the situation depicted Study the printed the diagram. Direction: As a class, complete the statement. If it displays bias or
in the following pictures: semantic web with a word or insensitivity, write the
Picture 1: Husband and wife group of words relevant to group/element being
having arguments communication. You can assign a misrepresented (gender, social
ORAL COMMUNICATION IN CONTEXT KNHS-PC SHS DEPARTMENT

Picture 2: Noisy students in representative to gather and/or status, age, religion, culture). If
classroom consolidate the responses of the not, write “OK.” Once done,
Picture 3: A person smiling while class. compare and discuss your answers
talking on the phone with a partner.
Picture 4: Family watching the
news report
Picture 5: A girl writing a love
letter
Guide Question:
1. Which picture depicts good
communication? Why did you say
so?
G. Finding practical/applications of Ask: Ask: Ask: Ask:
concepts and skills in daily living
How the concept of How the models of communication How the various concepts will help How the verbal and nonverbal
communication will help you to will help you to have good you to be a good communicator? communication affect intercultural
gain opportunities? communication? communication. How will you talk
with foreigners considering the
learning you received?
H. Making generalizations and The teacher will ask the class to Learners are tasked individually to The learners summarize what they The learners synthesize what they
abstractions about the lesson summarize the discussion thru compare and contrast the different learned. learned.
these guide questions: models of communication using a
1. What is the importance of Venn Diagram.
communication?
2. How are you going to use the
different ways of
communication?
I. Evaluating Learning INDIVIDUAL ACTIVITY: Directions: Select one of the following True or False
Instruct students to write a scenarios and create a communication Teachers will give statements
reflective essay regarding their diagram or model showing each about the topic and let the
understanding on component of students identify whether the
communication: sender, encoding,
communication and how it will statement is true or not.
transmission, receiver,
help them become an effective decoding and feedback. Below the
communicator. drawing, identify two to three possible
(10 minutes) noise factors.
RUBRICS WILL BE GIVEN b.
ORAL COMMUNICATION IN CONTEXT KNHS-PC SHS DEPARTMENT

As the town mayor, you must

immediately inform your constituents to
stay at home to
avoid getting infected of
the virus and to save lives.
c.
You want to thank a kind stranger who
returned your wallet to a certain
barangay
official, but do not have his contact
information.

J. Additional activities for application

or remediation
V.REMARKS Oral Communication in Context is taken four (4) times a week by the learners with one (1) hour per meeting.
VI.REFLECTION
A. No. of learners who earned 80% of the
formative assessment
B. No. of learners who require additional
activities to 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 material did I
use/discover which I wish to share with other
teachers?

Prepared by: Noted by:

JUNALYN M. ALGONES MILA M. VISTO

SHS T -I School Principal