Dalandanan National High

School Grade Level and Section 11- TVL (ICT & HE), STEM
School – Senior High School
GRADES 11 to 12 Teacher CHEENEE D. GAHUMAN Learning Area / Semester English
DAILY LESSON LOG ORAL COMMUNICATION
Teaching Dates September 12-15 2022 Core Subject Title
IN CONTEXT
Time 8:00 AM– 3:00 PM Week and Session Number Week 4 Session No. 1-4
SESSION 1-2 SESSION 3-4

I. Objectives
A. Content
Standards The learner understands the nature and elements of oral communication in context.
A. Performance
Standards The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.
B. Learning  Distinguish communication breakdown.  Discuss/Explain the functions of communication (EN11/12OC-Ibe-8)
Competencies/  Demonstrate sensitivity to the socio-cultural dimension of  Acknowledge the use of functions of communication at home and in school.
Objectives communication situation with focus on
a. culture
b. gender
c. age
d. social status
e. religion
EN11/12OC-Ia-7; EN11/12OC-Ia-7.1; EN11/12OC-Ia-7.2; EN11/12OC-Ia-7.3;
EN11/12OC-Ia-7.4; EN11/12OC-Ia-7
II. Content Nature and Elements of Communication Functions of Communication
III. Learning
Resources
A. Resources
1. Teacher’s Guide Teacher’s Guide (pages )
pages
2. Learner’s Learner’s Guide (pages )
Materials page
3. Textbook pages
4. Additional
Materials from
Learning Resource

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(LP) portal.
B. Other Learning LCD Projector, PPT, Video Clip/s, Pictures, other visual aids
Resources
IV. Procedures
A. Reviewing REMEMBERING Call a few students to share what they have learned from previous discussions.
previous lesson or Directions: Identify whether each event/scenario shows LINEAR,
presenting the new CONVERSATIONAL, or TRANSACTIONAL model of communication.
lesson 1. SONA of President Ferdinand Marcos Jr.
2. GMA news reporter Bam Alegre is giving an update regarding the situation of
Isabela during Typhoon Goring, at the same, answering questions asked by
Vicky Morales regarding LGU’s preparations.
3. Kristel Fulgar’s manager tried to negotiate with the Korean director of Korean
singer Seo In-Guk’s Manila concert.
4. A priest deliver a sermon on a regular Sunday mass
5. Best friends, Beth and Luisa, were talking casually about what they did during
vacation.

B. Establishing a Motive Questions:

purpose for the 1. What is communication breakdown?
Use functions of communication at home or in school.
lesson 2. Why there is a communication breakdown? Cite an example.
3. What are the strategies to avoid it?
4. As a student, how would you prevent a communication breakdown?
C. Presenting Present a short video. Let the students answer some process questions after. LET’S SHARE!
examples/ instances Process Questions: Directions: Using the bond paper the teacher gives you, answer the question below.
of the new lesson. 1. How do those two women in the video different from one another? Then, post the paper on the board.
2. What caused the communication breakdown?
“What is that one thing you like about communicating with other people?”
3. What was the result of the
communication breakdown?

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D. Discussing new SENSITIVITY TO SOCIO-CULTURAL DIMENSION OF COMMUNICATION TAKE A CLOSER LOOK!
concepts and Show five pictures to the class. Ask and call students to explain how communication is
practicing new skills Present and discuss the socio-cultural dimension of communication in terms of: being used in each picture.
#1 a. culture
b. gender
c. age
e. social status
f. religion
E. Discussing new The explanation of each group will lead to the discussion about FUNCTIONS OF
concepts and COMMUNICATION.
practicing new skills  Regulation/Control
#2  Social Interaction
 Motivation
 Information
 Emotional Expression
F. Developing Call two students and instruct them to act out this dialogue.
mastery (Leads to
Formative Premise: A Filipino visits Seoul, South Korea. She has a limited knowledge of
Assessment 3) Hangul or Korean language. On her first day in Seoul, she wants to eat
authentic Korean food in the famous Gwangjang market. She asks a Korean
student for directions.
F: Annyeong haseyo!
K: Annyeong haseyo!
F: Do you know what bus should I take going to Gwangjang Market?
K (looks confused but heard Gwangjang): Gwangjang?
F: Yes! Do you want bus color should I ride?
K: Bus?
F: Yes.
K: Eopseoyo! Eopseoyo! (walks away)

Process Questions:
1. What do you think are the conflicts that we can encounter in intercultural
communication?
2. Why is it that people in different countries behave in different manners?
3. Do you think language and culture are connected to one another when we
communicate? Why/Why not?

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G. Finding practical
applications of
What functions of communications do you use at home or in school?
concepts and skills
in daily living
H. Making
generalizations and
abstractions about
the lesson
I. Evaluating GROUP ACTIVITY 2: On a 1 whole sheet of paper, identify and explain the functions of communication used
learning Directions: With your groupmates, present a televised podcast or talk show that in the following scenario (5 points each).
deals about the following topics/situations:
1. Filipinas are dating/marrying foreigners. 1. Vice-Ganda and the whole crew of Showtime personally thank their supporters after
2. May-December love affair the MTRCB released a memo regarding the show’s 12-day suspension.
3. Reverse roles of father (stay-at-home) & mother (working) 2. Vice President and DepEd Secretary Sara Duterte answered some questions
4. School matters: Companies preferred universities when hiring regarding confidential fund.
5. Legalization of abortion in the Philippines and its relation to religion 3. A family celebrated and threw a party after the eldest son topped the board
examination.
Criteria: 4. The tourist guide orients the guests regarding the rules while they are in the vicinity.
Content/Relevance- 20 5. June greets Rachel, and they start talking about their upcoming vacation to Bali,
Acting (Verbal & Non-verbal)- 20 Indonesia.
Props/Mastery- 10
Total: 50 points

J. Additional Assignment: Cut-out at least five pictures which reflect the gender roles in home and
activities for society and identify what function of communication is being portrayed. Paste it on a
application and short bond paper.
remediation

V. Remarks
VI. Reflection
A. No. of learners who earned 80% on the formative assessment
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 lessons.
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did this work?
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F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovations or localized materials did I use/ discover which I wish to share with other teachers?

Date Submitted: September 11, 2022

Noted by:
Prepared by: Approved by:

______________________________________ _________________________________________ ___________________________________

Cheenee D. Gahuman Jocelyn S. Nolasco Ronald A. Trono
Subject Teacher Head Teacher VI Principal IV