Cabuyao Integrated Nat’l.

High
School: Grade Level: 11
School
ORAL
GRADES 1 to 12 Teacher: Savier Nacor Learning Area: COMMUNICATION
LESSON IN CONTEXT
EXEMPLAR
April 08,2024 April 08,2024
Teaching Dates (Week 08) (Week 08) Quarter: 4th Quarter
and Time: 11-Altair 11-Sirius (Second
7a.m.- 8 a.m. 10:15 a.m.-11:15 Semester)
a.m.

MONDAY
I. OBJECTIVES
A. Content The learner recognizes that communicative competence requires understanding of speech
Standards context, speech style, speech act and communicative strategy.
B. Performance The learner demonstrates effective use of communicative strategy in a variety of speech
Standards situations.
C. Learning Explains that a shift in speech context, speech style, speech act and communicative
Competencies/ strategy affects the following: Language form Duration of interaction Relationship of
Objectives speaker Role and responsibilities of the speaker Message Delivery ( EN11/12OCIIab-
22;EN11/12OCIIab-22.1-22.6)
D. Enabling
Competencies
E. Specific By the end of the lesson, students are expected to:
Objectives
1. Distinguish various Factors affected by a shift in Speech Context, Speech Style,
Speech Act, and Communicative Strategy by means of discussion.
2. Explain the effects of a shift in communicative strategy through recitation.
3. Demonstrate effective use of communicative strategy in a variety of speech situations.

Factors affected by a shift in Speech Context, Speech Style, Speech Act, and
II. CONTENT
Communicative Strategy
III. LEARNING
RESOURCES
A. References
1. Teacher’s Oral Communication in Context Quarter 2 Module – 2:Understanding Speech
Guide Pages Context,
Speech Style, Speech Act and Communicative Strategy (pages 8-10)
2. Learner’s
Materials
Pages
3. Textbook Oral Communication in Context Quarter 2 Module – 2:Understanding Speech
Pages Context,
Speech Style, Speech Act and Communicative Strategy (pages 8-10)
4. Additional Power point presentation
Materials Paper
from Learning Pen
Resources
B. Other Learning
Resources for
Development &
Engagement
Activities
IV. PROCEDURES
Introduction
The teacher will do the following which include:
A. Preliminary Activities
 Prayer
 Greetings
 Checking of Attendance
 Checking the cleanliness of the room
B. The teacher will conduct a review of the previous lesson by asking learners the
DLL Template: CID_IMS
 following questions:
 What did you learn about our previous discussion?
 How would you apply it in a real life situation?

Development
(CONSTRUCTIVISM APPROACH- Direct instruction)
Language Form- This refers to the formality or informality of the language used and it
involves the choice of words and how sentences or utterances are structured.
Duration of Interaction- This refers to the amount of time a conversation takes between and
among communicators.
Relationship of Speaker-This refers to the speech style used by the speaker suited to
his/her relationship to the person with whom he/she is communicating. Styles can be
classified as intimate, frozen, consultative, casual or formal.
Role and Responsibility of Speaker - This refers to the role and responsibility of the
speaker which will depend on the purpose and context of communication.
Message- This involves the content of the message. The message may be facts, opinion,
feelings, order, suggestions, and questions.
Delivery- This refers to the manner of delivery involving verbal and nonverbal cues made by
the speaker.
Engagement (Constructivist Approach- Activity based)

After the discussion, the students are going to have a group activity.
1. Students will group themselves into 6
2. The teacher will assign a scenario per each group
3. Each group will need to create a script about the given scenario. Speech Context,
Speech Style, Speech Act, and Communicative Strategy must be evident on the
script.
Assimilation (REFLECTIVE Approach- Self Evaluation and Self Reflection)

ESSAY.

What is the importance of knowing the Factors affected by a shift in Speech Context, Speech
Style, Speech Act, and Communicative Strategy?
V. REFLECTION
A. I understand that
B. I realized that
C. No. of learners
who earned 80%
on the formative
assessment
D. No. of Learners
who require
additional
activities for
remediation
E. No. of learners
who have caught
up with the
lesson.
F. No. of learners
who continue to
require
remediation

Prepared by:

SAVIER NACOR
Student Teacher

CHECKED BY:

DLL Template: CID_IMS

ROSITA S. PANGILINAN
Cooperating Teacher

DLL Template: CID_IMS