School CADUHA-AN NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11
Teacher GRETCHEN S. OSABEL Learning Area ORAL COMMUNICATION IN CONTEXT
SENIOR HIGH
SCHOOL November 14-18, 2022
DAILY 8:00-9:00 G11- STEM
LESSON 9:00-10:00 G11- HUMSS A
Teaching Dates and Time Quarter SECOND
LOG 10:10-11:10 G11- HUMSS C
11:10-12:10 G11- CSS
1:00-2:00 G11- ABM

MONDAY TUESDAY WEDNESDAY THURSDAY Friday

I. OBJECTIVES 1. To identify the various types of speech context. 2. To exhibit appropriate verbal and non-verbal
behavior in each speech context.

A. Content Standard The learner recognizes that communicative competence requires understanding of speech
context, speech style, speech act and communicative strategy.
B. Performance Standard The learner demonstrates effective use of communicative strategy in a variety of speech
situations.

C. Learning Competency The learners The learners identify the various The learners The learners
identify the types of speech context. exhibit distinguish
the types of
various types of (EN11/12OC-Ifj-15) appropriate speech style.
speech context. verbal and non- (EN11/12OC-
(EN11/12OC-Ifj- verbal behavior Ifj-17)
15) in each speech
context.
(EN11/12OC-Ifj-
16)

II. CONTENT Types of Speech Context and Speech Styles

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages Curriculum Guide P. 1 Curriculum Guide P. 1

B. Other Learning Resource Perry https://www.youtube.com/watch?v=lV2RTqrJ354- http://youtube.com/ http://
Blackburn in his book, The decoding female body language watch?v=f0TxM- youtube.com/wat
Code Model of C5QYY-how to tell ch?
Communication someone is lying to v=ySk75EatdjQ
you
http://youtube.com/watc
h?v=IqsAhmTn7n4-
body language

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 IV. PROCEDURES
A. Reviewing previous lesson or ACTIVITY 1: ACT IT OUT!
presenting the new lesson
Work in groups of eight and read the following scenes.

 Scene 1: Someone making an announcement to the public

 Scene 2: Two small groups of people discussing something separately
 Scene 3: One person talking to himself
 Scene 4: Two people speaking with each other on the phone
 Scene 5: A reporter appearing live on screen

Weave the scenes together into a story. Students are free to interchange the order of the scenes.

Act out the story and present it to the class within five minutes.
B. Establishing a purpose for the ACTIVITY 2: GROUP ACTIVITY (SAME GROUP)
lesson
Discuss in three minutes what information can be contained in each of the following types of communication.

Fill in each box with the information needed.

Communication
Communication
between two
with self
persons

Communication Communication
in small group to the public

Tell the students to imagine a scenario in which each type of communication is used.

Encourage them to freely share their ideas with their group mates.

Afterwards, ask each group to assign one representative who will present their sharing within two minutes.

Synthesize the answers of the students and use it to segue to the discussion on the types of speech contexts.

C. Presenting Teacher will flash 5 pictures that the students’ needs to determine the type of speech.
examples/Instances of the
new lesson

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D. Discussing new concepts and
practicing new skills # 1
After the discussion, have students work with their seatmates and answer Exercise II on page 34 to review the topic
discussed. Remind students to give three (3) real-life examples for each type.
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
Example: In public communication, the channels are more exaggerated.
G. Finding practical application of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
Types of Speech Context
1. Intrapersonal
2. Interpersonal
Types of Interpersonal Context
1. Dyad Communication
2. Small Group
3. Public
4. Mass Communication
Have students give their personal examples for each type of context. The teacher can also refer to the scenes the
students performed earlier.
With similar group, provide symbols to agree or disagree on the ideas that shall be flash by the teacher.
Afterwards, each group shall explain why they agree or disagree about the idea.
Essay-Give one specific example of each Jakobson’s components.
Formative essay-How does understanding of communication help us?
Oral Reading Exercises
FILM SHOWING, ORAL READING ACTIVITIES
As a student, how will you know the appropriate language that should be observed in each speech context?
With the same group, use facial and body gestures to create a tableau of the following:
a. First day of class
b. Examination week
c. Effects of Facebook addiction
d. Class suspension
e. Weekends
After creating the tableaux, let the students come up with three topics which characterize the modern Filipino youth
in the home, school and community. Create a tableau for each of the topics.
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 Take group pictures of the tableaux. Show the photos to class and have them guess the topic.

The group which guesses the most of tableaux gets the highest score.
I. Evaluating learning Determine the type of speech context in the following examples:

1. Mary Claire offered a feedback on the answer of her friend in her interview.
2. Medelyn is assigned to deliver the graduation speech.
3. The group of Kathlyn are gathering data through given questionnaires to their community.
4. Lyana entered an oratorical competition watched by several people.
Clarissa interviewed people on the street about their opinion on current issues that shall be published through their
school paper.

J. Additional activities for Answer the exercise on Interpersonal and Interpersonal Communication Refer to the link on the Other Sources Used
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 them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%

Prepared by: Noted by: Approved by:

GRETCHEN S. OSABEL JOVEL J. OBERIO ARELLANO B. ADION

SECONDARY SCHOOL TEACHER II ASSISTANT SCHOOL PRNCIPAL DESIGNATE SECONDARY SCHOOL PRINCIPAL III

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