DAILY School CAMBA NATIONAL HIGH SCHOOL Grade Level 12

LESSON Teacher MARY LYN N. MAGPAYO Learning Area ORAL COMMUNICATION IN CONTEXT
LOG Teaching Dates and Time OCTOBER16 -20, 2023 Quarter FIRST/WEEK 7

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES 16
The learner understands the nature and elements of oral communication in context. The learner recognizes that communicative competence requires understanding of
A. Content Standards
speech context, speech style, speech act and communicative strategy
The learner designs and performs effective controlled and uncontrolled oral The learner demonstrates effective use of communicative strategy in a variety of speech
B. Performance Standards
communication activities based on context situations.

The learner… The learner…

C. Learning Competencies/ Objectives
Demonstrates sensitivity to the socio-cultural dimension of communication situation with Identifies the various types of speech context. (EN11/12OC-Ifj-15)
Write the LC code for each
focus on culture. EN11/12OC-Ia-7 EN11/12OC-Ia-7.1
COMMUNICATIVE COMPETENCE COMMUNICATIVE COMPETENCE
II. CONTENT Intercultural Communication Intercultural Communication STRATEGIES IN VARIOUS SPEECH STRATEGIES IN VARIOUS SPEECH
SITUATIONS SITUATIONS
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
Oral Communication in Context for Senior Oral Communication in Context for Senior
Oral Communication in Context by Ramona Oral Communication in Context by
2. Learner’s Materials pages High School High School
S. Flores pp. 41 - 48 Ramona S. Flores pp. 41 - 48
Learner’s Material, pp19-21 Learner’s Material, pp19-21
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources PowerPoint Presentation, LCD Projector/TV, Manila Paper, Marker
IV. PROCEDURES
The teacher will present series of pictures
• Prayer using the presentation slide. The students will
A. Reviewing previous lesson or • Greetings Review the learners on previous topic. be asked to identify what kind of Brief review of the past lesson.
presenting the new lesson • Checking of attendance communication is taking place based on the
• Review of the previous lesson picture.

B. Establishing a purpose for the lesson Open the lesson with examples of some
intercultural blunders from UkproEdits,
2012:
In the 1970s, an aftershave product was
advertised for men in the Middle East,
and the ad showed a photo of a man and
his dog. The product dramatically failed in
Islamic countries, where dogs are
considered unclean.
A golf ball manufacturing company sold
The teacher will present different words of
greetings to the students. Ask them what
comes into their mind after reading.
Ask the students to do the self – audit activity
on page 30 of their learning material.
Students will perform different scenes as
follows:
1. Various props or materials found in the
classroom could be integrated into the
performance.
2. Each group has ten minutes to
prepare.
Work in groups of five (depending on the
number of students)and read the

their products in packs of four for easy
purchase in Japan. But the items sold in
“fours” became unpopular because the
word “four” sounds like the word “death”
in Japanese.
1. Work in groups of five.
2. Create a fictional country. Discuss for
three minutes the general description of
your country using the following guide
questions.
• What is the name of the country? What
C. Presenting examples/instances of the are its citizens called?
new lesson • Is it an island or is it land-locked?
• What is its tourist attraction?
• What is your country famous for?
• What are its citizens known for?
3. The students need to create their
greetings with a fictional language they
created in their fictional country.
D. Discussing new concepts and practicing
Discuss intercultural communications.
new skills #1
The class will study the Developmental
E. Discussing new concepts and practicing
model of Intercultural Sensitivity by Dr.
new skills #2
Milton Bennet
F. Developing Mastery Let students identify the languages in the
(Leads to Formative Assessment) speech balloons and randomly call
students to identify the language used.
Ask:
a. How are we going to have effective
intercultural communication considering we
have different cultural perspective?
b. Why is “releasing the right responses”
more important than “sending the right
message” in intercultural communication?
Provide examples of an effective
intercultural communication.
Discuss the characteristics of competent
intercultural communicators.
Each group will pick up a certain situation
and let them demonstrate effective
intercultural communication skill in order to
solve the given problem.
Scene 1: You are a Christian who grew up
in America, then, you are going to meet
your friend who is a Muslim in Marawi.
Scene 2: In Marawi, you discover that they
do not eat and serve your favorite food.
Scene 3: You have met other people who
do not know how to speak your
Discussion of the self – audit activity.
Discuss the different types of speech context.
End the discussion by asking students about
their insights of the topic discussed.
Students will be grouped into four (4), each
group will be asked to list down all the
communication activities they can think of
which is under the following:
• Intrapersonal
• Interpersonal
- Dyad
- Small Group
• Public Communication
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
2. Weave the scenes together into a
story. You are free to interchange the
order of the scenes.
3. Act out your story and present it to the
class within five minutes.
Students will be asked to identify the
different communications they did or
observe and how many people are
involve in that kind of communication

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
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 teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
Ask students to describe their
experiences when talking to the following:
• A member of the opposite sex
• Someone older or younger than them
• A person from a different religion
Ask volunteers to share anecdotes of
interactions with people who differ from
them in terms of culture, gender, age,
religion, or social status
Give students a short exercise.
Assignment will be given.
language.
Scene 4: You wanted to go to church, but
they have different church and belief.
Scene 5: You wanted to go back home
because you find it difficult living in their
place.
Ask:
2. Being a speaker, how are you Students provide scenarios in which
Group presentation.
going to communicate to others especially if each type of communication is used.
you are new to the place?
Speech contexts may be formal or
People interact based on speech context.
The learners will summarize what they informal, personal or impersonal
Communication is divided into certain levels
have learned. depending on the relationship of the
based on the number of participants.
communicators and the context.
Answer on a ½ sheet of paper. Answer it in
2-3 sentences.
1. Define intercultural communication. (5
points) Short quiz
Students will answer a short activity.
2. How are you going to demonstrate
effective intercultural communication when
you are surrounded with different people?
(5 points)
Brainstorm for a logo for your business that Observe any interaction at home or at
will show an integration of the cultures of school or in other settings. State the
No additional activity given.
the countries you are from. (Pair- topics of the interaction and identify the
assignment) speech context.
 did I use/discover which I wish to share
with other teachers?

Prepared by: Checked by:

MARY LYN N. MAGPAYO JEMILYN P. DELA CRUZ

SHS TEACHER II HEAD TEACHER III / SHS FOCAL PERSON

Noted:

RUBY ROSA C. SAGUM

PRINCIPAL IV
CAMBA NATIONAL HIGH SCHOOL