GRADES 1 to 12 School RIZAL NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher DANREB D. BERNABE Learning Area ORAL COMMUNICATION
Teaching Dates and Time NOV. 14-18, 2022 Quarter 2
Chromium
Monday 8:30-9:30
Tuesday 7:30-8:30
Wednesday 10:00-11:00
Thursday 3:15-4:15

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Performance The learner demonstrates effective use of communicative strategy in a variety of speech situations.
Standards
C. Learning -define turn-taking; -identify topic-control and -identify Repair and Termination Explains that a shift in speech
Competencies/ -participate in interactive turn- topic-shifting. context, speech style, speech
Objectives (Write taking activities; act and
the LC code for -observe the do’s and don’ts communicative strategy affects
each) in turn-taking; and the following:
-identify the significance of • Language form
turn-taking. • Duration of interaction
• Relationship of speaker
• Role and responsibilities of the
speaker
• Message
• Delivery
II. CONTENT Types of Communicative Types of Communicative Types of Communicative Strategy Factors affecting shift in Speech
Strategy Strategy f. Repair context, Speech style, Speech
c. Turn-taking d. Topic control g. Termination Act and Communicative
e. Topic shifting Strategy.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials SLM p 8-11
pages
3. Textbooks pages Oral Communication in Oral Communication in Oral Communication in Context p. 51
Context p. 51 Context p. 51
4. Additional Materials
 from Learning
Resource (LR)
portal
B. Other Learning https://peac.org.ph/wp- https://peac.org.ph/wp- https://peac.org.ph/wp-content/uploads/2019/04/Oral-
Resources content/uploads/2019/04/Oral- content/uploads/2019/04/Oral- Comm-TG2_GR11_1st-Sem.pdf
Comm-TG2_GR11_1st- Comm-TG2_GR11_1st-
Sem.pdf Sem.pdf
IV. PROCEDURES What is Nomination? What are the different What are the different communicative strategies Ask the learners about:
A. Reviewing previous What is Restriction? communicative strategies discussed? Speech Act
lesson for discussed? Speech Style
presenting the new Speech Context
lesson Communicative Strategy
B. Establishing a Fast Talk: The students will 1. Bear in mind that in 1. Think of those expressions/habits of the people you talk Each group will provide a
purpose for the be paired and will exchange previous meetings you had to that you find annoying/irritating. response for the following
lesson thoughts about each some practice on a few 2. Share those pet peeves to the class. (While the learners scenarios through Role Playing
other rapidly in one minute. communicative are sharing, the teacher will list them down on the
They are free to say anything strategies for the beginning of board.)
about their partners so conversations.
long as there are no foul 2. Have you thought about
words. how you perform or behave in
your everyday dealings with
people?
C. Presenting After the Fast Talk activity, the Whenever you find yourself in As you proceed either to the world of employment or the Explain the objectives of the
examples/instances teacher will ask the students a conversation, you know that world of higher learning, you will experience situations lesson for the day.
of the new lesson about what they like there will be occasions when where you have to remedy the flow of conversation and/or
the most about the activity someone will attempt to close the conversation. In a job interview, for instance,
and the difficulties that they change the topic and you despite linguistic and contextual challenges, it is important
have encountered in the must learn how to deal with that you know how to politely fix and correct anything
fast talk. this in a good that has gone wrong during the conversation. In the same
way. For instance, when you manner, it is also important that you know how to end the
sit down for your job interview, conversation in a meaningful and polite way.
the prospective employer may
move the conversation along
before you are even ready.
Upon completing this lesson
you will
have opportunities to assess
your usual methods of
communication, and prepare
for speaking
activities that will hone your
use of communicative
strategies for the job fair and
beyond.
D. Discussing new The teacher will discuss the 1. Topic control is directing 1. Think of the possible solutions to the identified pet The teacher will discuss the
concepts and definition and the do’s and and regulating the flow or peeves. Factors affecting shift in Speech
practicing new skills don’ts in turn-taking. development of the interaction 2. Focus on the strategies on how to “repair” and “end” context, Speech style, Speech
 #1 1. Ways of turn-taking and and those conversations without offending the other Act and Communicative
turn-giving topic shifting is changing the person. Strategy.
a. Create silence topic or its direction and 3. Repair is a term that means fixing and correcting
b. Ask a question emphasis. [see PowerPoint] anything negative or providing any kind of amends and
c. Use gestures remedy to something that has gone wrong in the
d. Make eye contact exchange between the two speakers, and this is made to
2. Conversation Violations maintain a good relationship with the person offended.
a. Overlap
b. Interruption
c. Grabbing the floor
d. Hogging the floor
e. Silence
E. Discussing new Story Generator: The students 2. You will be watching clips 4. Topic termination is ending, concluding, or closing the How did you feel while doing the
concepts and will take turn in creating a from 4 movies. conversation or interaction, also using verbal and activity?
practicing new skills meaningful story. 3. Pay attention to the nonverbal What did you notice about your
#2 The class will be divided into conversations of the movie signals to end the interaction responses?
5 groups. The first group will characters. Did you respond similarly to the
start the story, then 4. After 10 minutes, share to different people you
the next groups will continue the class some of your encountered? Did your mood or
the story, then the last group observations. emotion change as you try to
will end the story (vice address each person?
versa).
F. Developing mastery Role Play: The class will be 1. With a partner, conduct a 2- 1. Find a partner and complete the dialog with an Answer the activity given by the
(Leads to Formative grouped into five groups and minute conversation on any appropriate closing: teacher.
Assessment 3) will create a topic Dialog 1 Identify the language form,
communicative scenario 2. You must use at least one Mark: Hi, John. duration, relationship of speaker,
applying turn-taking as a of the following disjunctive John: Hi, Mark. Did you go to the basketball game role and responsibilities,
communicative strategy markers: yesterday? message and delivery of the
based a) Anyway Mark: No, I went to the movies with my friends. Did our given communications.
on the specific setting they will b) Alright team win?
pick. c) Oh, speaking of John: No, they didn’t. They lost.
a. Home d) That reminds me of Mark: Did they lose by much?
b. School e) Oh, say John: They lost by twelve points.
c. Department Store f) I tell you what Mark: Oh, that’s awful. I’m glad I didn’t go.
d. Restaurant g) One more thing, John:_______________________________________
e. Church h) You know what? Mark: ______________________________________
f. Street i) Before I forget,
g. Market j) By the way, Dialog 2
k) Incidentally, Drew: Would you like to go dancing with me this evening?
Anne: I’d love to, but I’m just getting over the flu.
Drew: Well, why don’t we do something else like go to a
movie?
Anne: Oh, no thanks, really, I’m still too weak for anything.
Drew: Ok. How about dinner and dancing next Friday
night?
Anne: That sounds great. I’m sure I’ll be all right by then.
Drew: Great. See you then.
Anne:__________________________________________
 Drew:__________________________________________
2. Write your answers in a ¼ sheet of paper.
3. After 5 minutes, present it to the class.
How do you apply turn-taking 1. As a How will you respond to job interview questions which How will you communicate to the
G. Finding practical when you are talking with speaker/listener, make you uncomfortable? following target audience about
applications of someone to avoid what do you think is How will you apply pre-closing and terminal exchange in a the harmful effects of not
concepts and skills communication breakdown? the importance of job interview? following the safety protocols of
in daily living using disjunctive the government?
markers in A. A group of professional
real-life situations? commuting to and from work.
2. In an interview B. A group of children.
situation, how would C. A group of tricycle drivers.
you try to talk about
something that
concerns you when
the employer has not brought
it up yet? What disjunctive
markers will you use?
H. Finding How did turn-taking differ from What is Topic Control and Let the student answer the following What are the factors affecting
generalizations and nomination and retriction? topic shifting? I thought… shift in Speech Act, Speech
abstractions about I learned that… Context, Speech Style and
the lesson Communicative strategy?
I. Evaluating learning One-Minute Paper. The 1. You will now be grouped Answer Exxercise I on page 53. In 2 to 3 sentences, explains that
students will write in a ¼ into 3 and each member of a shift in speech context, speech
sheet of yellow paper the the group will pick a topic. style, speech act and
1. advantages and . communicative strategy affects
disadvantages of SOCIAL MEDIA the following:
turn-taking. EDUCATION • Language form
• Duration of interaction
TIME
• Relationship of speaker
HAPPINESS • Role and responsibilities of the
FAMILY speaker
FRIENDSHIP • Message
MOTHER • Delivery
FATHER
LOVE
CHILD
RAINBOW
HOME
ENVIRONMENT
LIGHT
GOD
CHURCH
FAITH
HONESTY
LOYALTY
 ACCEPTANCE

DREAM
CELLPHONE
CHRISTMAS
SHS LIFE
REQUIREMENTS
CLASS SUBJECT
TEACHER
COLOR
ARTS
LGBT
PRES. DUTERTE
PHILIPPINES
SOCIETY

VACATION
SUMMER
QUALITY EDUCATION
POVERTY
GENEROSITY
MOVIE
SONG
TERRORISM
ACCOMPLISHMENT
FAKE NEWS
CONFIDENCE
SELF-WORTH
STRENGTH

In front of the class, conduct a

J. Additional activities Study the next two Study the next two Reflect on the following lesson that you have gained. Group Activity/ Mini Project
for application or communicative strategy: communicative strategy: Create 3-minute tourism
remediation Topic Control and Topic Repair and Termination commercial.
shifting
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
 activities for
remediation who
scored below 80%
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?