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DLP Oral Com-Output 2

The document provides a detailed lesson plan format for an oral communication class. It includes learning objectives, content, learning resources, procedures for introductory activities, group activities, analysis, applying knowledge of speech acts, and assessment. The lesson aims to teach students about different types of speech acts.

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Asher James Netiwa
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26 views

DLP Oral Com-Output 2

The document provides a detailed lesson plan format for an oral communication class. It includes learning objectives, content, learning resources, procedures for introductory activities, group activities, analysis, applying knowledge of speech acts, and assessment. The lesson aims to teach students about different types of speech acts.

Uploaded by

Asher James Netiwa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format


DLP No: Learning Area: Oral Grade Quarter:First Duration:
Communication Level: 11
1 Hour

Learning Competency/ies: CODE:EN


(Taken from the Curriculum Guide) Responds appropriately and effectively to 11/12OC-Ifj-
a speech act 20

Key Concepts / Understandings to be


Developed Types of Speech Act
1. Learning Objectives
A. Knowledge
Distinguishes types of speech act;

B. Skills

Applies learning and thinking skills and life skills in


understanding the types of speech acts;
C. Attitude
Uses critical thinking

D. Values
Maka-Tao: Internalizes the value of respect of one’s ideas
in their sharing.
2. Content: Types of Speech Act
3. Learning Resources Textbook:Oral Communication in Context, pp. 41-48;
power point presentation, and video clip:
https://www.youtube.com/watch?v=hpZFJctBUHQ

4. Procedure
4.1 Introductory
Activity 1. Let the students watch the video of telephone
conversation through this link.
Video : https://www.youtube.com/watch?
v=hpZFJctBUHQ
2. As they watch the video, they should be guided
with the following questions:
a. What greeting is used by the customer service agent?
b. What form of personal identification is used by the
agent?
c. What pre-closing signals are used by the agent?
d. What closing is used by the agent?

4.2 Activity 1. Students are divided into five groups.


2. Discuss in the group your answers to the guide
questions that were given already.
3. A representative will report the collaborative
effort of the group.
4.3 Analysis
1. How did you feel doing the activity?
2. How did the customer service agent express his
message?
3. Was it delivered properly? Why or why not?

a. Abstraction The teacher will give an input to the students using the
power point presentation.

Three Types of Speech Act According to J. L. Austin (1962),


a philosopher of language and the developer of the
Speech Act Theory, there are three types of acts in every
utterance, given the right circumstances or context. These
are:
1. Locutionary act is the actual act of uttering.
“Please do the dishes.”
2. Illocutionary act is the social function of what is said.
By uttering the locution “Please do the dishes,” the
speaker requests the addressee to wash the dishes.
3. Prelocutionary act is the resulting act of what is said.
This effect is based on the particular context in which the
speech act was mentioned.
“Please do the dishes” would lead to the addressee
washing the dishes.

b. Application 1. How can you apply your knowledge on the


types of speech act in your life?
a. Assessment
Problem Solution:
1. The teacher will write five situations in a strip
of colored papers.
2. With the same groupings, the leader in the
group will pick one strip containing the
problem/situation which they need to answer
collaboratively from their group.
3. A representative from the group will share to
the whole class.
4. This assessment will be graded using the
Rubrics.

Concluding Activity
1. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of lesson to the following day, in cases of class suspension,
etc.

2. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week.
What works? What else needs 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. Indicate
below whichever is/are appropriate.
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 learning
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:

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others

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