SCHOOL GRADE LEVEL

TEACHER LEARNING AREA Oral Communication in Context

GRADES 1 TO 12 TEACHING DATES AND TIME November 21- 25, 2022 QUARTER 2/Week 3
DAILY LESSON LOG 11-Shakespeare and Ampere (7:30-9:30
AM)
11-Ada and Lettuce (9:45- 11:45 AM)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A.Content Standards The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative
strategy.
B.Performance Standards The learner demonstrates effective use of communicative strategy in a variety of speech situations.
C.Learning Competencies/Objectives Explains that a shift in speech Explains that a shift in speech context, Explains that a shift in speech context, Explains that a shift in speech context,
Write the LC Code for each context, speech style, speech act and speech style, speech act and speech style, speech act and speech style, speech act and
communicative strategy affects the communicative strategy affects the communicative strategy affects the communicative strategy affects the
following: following: following: following:

• Language form • Language form • Language form • Language form

• Duration of interaction • Duration of interaction • Duration of interaction • Duration of interaction
• Relationship of speaker • Relationship of speaker • Relationship of speaker • Relationship of speaker
• Role and responsibilities of the • Role and responsibilities of the • Role and responsibilities of the • Role and responsibilities of the
speaker speaker speaker speaker
• Message • Message • Message • Message
• Delivery • Delivery • Delivery • Delivery
(EN11/12OCIIab- 22; (EN11/12OCIIab- 22; EN11/12OCIIab- (EN11/12OCIIab- 22; EN11/12OCIIab- (EN11/12OCIIab- 22; EN11/12OCIIab-
EN11/12OCIIab- 22.1-22.6) 22.1-22.6) 22.1-22.6)
22.1-22.6)
II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Understanding Speech Context, Understanding Speech Context, Speech Understanding Speech Context, Understanding Speech Context,
Speech Style, Speech Act and Style, Speech Act and Communicative Speech Style, Speech Act and Speech Style, Speech Act and
Communicative Strategy Strategy Communicative Strategy Communicative Strategy
III.LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages Oral Communication in Context Oral Communication in Context Quarter Oral Communication in Context Oral Communication in Context
 Quarter 2 – Module 2: 2 – Module 2: Understanding Speech Quarter 2 – Module 2: Understanding Quarter 2 – Module 2: Understanding
Understanding Speech Context, Context, Speech Style, Speech Act and Speech Context, Speech Style, Speech Speech Context, Speech Style, Speech
Speech Style, Speech Act and Communicative Strategy, pp. 1-22 Act and Communicative Strategy, pp. Act and Communicative Strategy, pp.
Communicative Strategy, pp. 1-22 1-22 1-22
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge,
indicate the time allotment for each step.
A.Reviewing previous lesson or presenting State the learning competency and Review the factors affected by shift in Ask the learners about Ask the learners about the activity
the new lesson learning objectives. Speech Context, Speech Style, Speech communicative competence. they made in the previous session.
Act, and Communicative Strategy being
discussed in the previous session.
B.Establishing a purpose for the lesson The learners will provide answers to Ask the learners about the criteria they
the situations written inside the use to determine one person if he/ she
boxes under What’s In on pages 5 is good in communication.
and 6.

C.Presenting examples/instances of the The learners will provide responses Ask the learners about the problems
new lesson to the following situations under that affect one to become a good
What is New from pages 6 to 7. communicator.
D.Discussing new concepts and practicing Discuss the Factors affected by a Discuss communicative competence. The learners will do a speech script Group the learners and let them do
new skills #1 shift in Speech Context, Speech using cutouts or drawings under Part D of What’s More on pages 17
Style, Speech Act, and What’s More Part A on page 15. and 18.
Communicative Strategy
E.Discussing new concepts and practicing
new skills #2
F.Developing mastery The learners will answer a true or The learners will answer Part B and Part
(Leads to formative assessment) false test about the lesson. C of What’s More on page 16.
G.Finding practical/applications of Ask: Ask:
concepts and skills in daily living
How can the factors being discussed How can communicative competence
help you to talk properly? help you to be an interactive person?

H. Making generalizations and The learners will state their learning The learners will state their learning The learners will state their learning The learners will state their learning
abstractions about the lesson takeaways. takeaways. takeaways. takeaways.
I.Evaluating Learning
J.Additional activities for application or
remediation
V.REMARKS
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students, 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 relevant questions.
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?