Annex1B to DepEd Order No. 42 , s.
2016
School: Madridejos National High School
Teacher :Diana Rose Dawa
Teaching Dates &Time : Monday- Tuesday 8:00-10:00
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
(Code) / Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
Republic of the Philippines
Department of Education
REGION VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF CEBU PROVINCE
Grade Level & Sections: 11 STEM NEWTON
Learning Area :ORAL COMMUNICATION IN CONTEXT
Quarter & Week No. :QUARTER 2 & WEEK 1
The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act and
communicative strategy.
The learner demonstrates effective use of communicative strategy in a variety of speech situations.
EN11/12OC-IIab-21
At the end of the lesson, the learners should be able to:
1. Distinguish various types of communicative strategy;
2. Use acceptable, polite, and meaningful communicative strategies;
3. Engage in a communicative situation.
TYPES OF COMMUNICATIVE STRATEGY
Oral Communication in Context page 45-47
Worksheets, flashcards laptop, manila paper, marker, strips of paper, packing tape, construction paper
Daily routine: Greetings/Prayer/Attendance and Review on the previous lesson or activity
Warm Up
 Tell the students that for the entire class, they are going on an imaginary trip.
  Tell the students to think about what is for them is a must see tourist spot in the Philippines.
 Play the video “Wake Up in the Philippines”, a Philippine Tourism 2020 Advertisement. After watching the video, the
students will form into three groups of 4- members and decide on the “Most Exciting Tourist Spot” in the country.
 They will then assign a speaker to share their decision and reasons for choosing that tourist spot.
 After the activity, the teacher will ask the following question:

1.How did you come up with your decisions and reason for the “most exciting tourist spot” in the Country.

B. Establishing a purpose for Discuss

the lesson  The class will be divided into two groups (can be the same group as the warm up activity.)
 One group will be given seven flash cards containing the seven communicative strategies and one group will be given 7 flash
cards containing the meanings of each communicative strategy.
 The first group will select one flash card and show by the first group.
 The second group will then choose from seven cards they are holding and select card that matches the card shown by the
first group.
 The second will then choose one card from their pile and show it to the first group. The first group will then choose from
their pile a card that matches the card shown by the second group.
 The two groups will alternatively pick and show a card until all cards are matched.

TYPES OF COMMUNICATIVE STRATEGY

1. Nomination
A speaker carries out nomination to collaboratively and productively establish a topic.
2. Restriction
Restriction in communication refers to any limitation you may have as a speaker.
3. Turn-taking
It pertains to the process by which people decide who takes the conversational floor.
4. Topic Control
Topic control covers how procedural formality or informality affects the development of topic in conversations.
5. Topic Shifting
Topic shifting involves moving from one topic to another.
6. Repair
Repair refers to how speakers address the problems in speaking, listening, and comprehending that they encounter in a
conversation.
7. Termination
Termination refers to the conversation participants’ close-initiating expressions that end a topic in a conversation.

C. Presenting examples/ Individual Activity (5 minutes)

 instances of thenew lesson
Identify the type of communicative strategy in each statement.
1. Do You have anything to say?
2. One of the essential lessons I gained from the discussion is the importance of sports and wellness to a healthy lifestyle.
3. Excuse me? I think we should speak one at a time, so we can clearly understand what we want to say about the issue.
4.Go on with your idea. I’ll let you finish first before I say something.
5. Have you heard the news about the latest achievement of our government.
6.Hey, how are you? I messed you!
7.Best regards to your parents! See you around!
8.Good to see you. Anyway, I came to visit you because I want to personally offer apologies for what I did yesterday.
9. Sorry, I can’t decide on that now. I am still focused on my writing assignment. Let’s talk next time, okay?
10. Now, it’s your turn to ask question.

D. Discussing new concepts Group Activity (Imaginary Trip)

and practicingnew skills #1
1The class will form a group of 4-5
members (same with the
WarmUp activity)
 The class will pretend that they are members
of Class Field Trip
Committee and plan a trip and go there.
 The teacher will assign a scenario to role
play
Group 1: Upon arrival at your destination, you talk to the
hotel concierge about your
reservations. You inquire about breakfast schedules, hotel
keys, extra beddings, and room
service.
Group 2: You ask a police officer and a street vendor (on
two different instances) for
directions to the beach because the class is lost somewhere in
town.
Group 3: The class needs to eat in the nearest fast-food
restaurant. After taking all the
orders from your classmates, you go to the counter to place
the orders. However, some of
the orders are not available so you ask for alternate combos
from the fast-food crew, and
you make decisions for the rest of the class.
 After the activity, the teacher will ask
the students what
communicative strategies they used in the
scenarios assigned to
The class will form a group of 4-5
members (same with the
WarmUp activity)
 The class will pretend that they are members
of Class Field Trip
Committee and plan a trip and go there.
 The teacher will assign a scenario to role
play
Group 1: Upon arrival at your destination, you talk to the
hotel concierge about your
reservations. You inquire about breakfast schedules, hotel
keys, extra beddings, and room
service.
Group 2: You ask a police officer and a street vendor (on
two different instances) for
directions to the beach because the class is lost somewhere in
town.
Group 3: The class needs to eat in the nearest fast-food
restaurant. After taking all the
orders from your classmates, you go to the counter to place
the orders. However, some of
the orders are not available so you ask for alternate combos
from the fast-food crew, and
you make decisions for the rest of the class.
 After the activity, the teacher will ask
the students what
communicative strategies they used in the
scenarios assigned to
 The class will form a group of 4-5 members (same with the Warm Up activity)
 The class will pretend that they are members of Class Field Trip Committee and plan a trip and go there.
 The teacher will assign a scenario to role play

Group 1: Upon arrival at your destination, you talk to the hotel concierge about your reservations. You inquire about breakfast
schedules, hotel keys, extra beddings, and room service.
Group 2: You ask a police officer and a street vendor (on two different instances) for directions to the beach because the class is
lost somewhere in town.
Group 3: The class needs to eat in the nearest fast-food restaurant. After taking all the orders from your classmates, you go to the
counter to place the orders. However, some of the orders are not available so you ask for alternate combos from the fast-food

E. Discussing new concepts
and practicing newskills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of conceptsand
skills in daily living
H. Making generalizations and
abstractionsabout the lesson
crew, and you make decisions for the rest of the class.
 After the activity, the teacher will ask the students what communicative strategies they used in the scenarios
assigned to them and how did they used it to engage in a meaningful conversations.
. Group Activity 2 – Movie scenes (10 minutes)
 With the same group in the Imaginary Trip activity, think of a
scenario from a movie or TV show where various communicative
strategies were employed in one conversation.
 Write down the scene, context and character and the
communicative strategy applied in the scene and present it to the
class.
 With the same group in the Imaginary Trip activity, think of scenario from a movie or TV show where
various communicative strategies were employed in one conversation.
 Write down the scene, context and character and the communicative strategy applied in the scene and present it to
the class.

Activity sheet 2
1. Ask each of the group members to come up with real life situations where they can apply each of the communicative strategy.
2. Each group member will then post each of their answers on the board.
Think-Group-Share
 Teacher will show a picture with quotation.
 Students will think about what the quotations
 means and share it
with their group mates.
 A representative will then share the group’s
realization/generalization to the class.
1. Teacher will show a picture with quotation.
2. Students will think about what the quotations means and share it with their groupmates.
3. A representative will then share the group’s realization/ generalization to the class.

I. Evaluating learning I. True or False.

Directions: Read each statement carefully and write TRUE if it is correct and
FALSE if it is wrong.
____________1. Repair in communication refers to any limitation you may have as a speaker.
____________2. Turn-taking pertains to the process by which people decide who takes the conversational floor.
____________3. Communication must be only acceptable, polite and meaningful when talking to your superior.
____________4. Termination refers to conversation participants’ close initiating expressions that end a topic in a
conversation.
____________5. Nomination covers how procedural formality and informality affects the development of conversation.
Directions: Identify the type of communicative strategy evident in each
statement. Write your answers on a separate sheet of paper.
___________6. “Ok goodbye! See you around.”
___________7. “Hello, I guess you are familiar. Have we met before?”
___________8. “Anyone, who is not in favor of my idea?
___________9. “May I request everybody to be quiet so we can proceed to the next part of our discussion?”
___________10. “Sorry but can you repeat your question?”

J. Additional activities for
application orremediation
___________11. “That was an excellent solution to resolve this issue.”
___________12. “Do you have any clarification about our contingency plan this school year?”
___________13. “The president will lead the meeting and then the secretary will write the minutes.”
___________14. “In addition, to what you have said, I think we should also assure the safety of our learners in times like this.”
___________15. “The rules only specified in the ordinance will be followed.”
Teacher will distribute the exit card. Student will answer and submit before the class ends.

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 these work
F. What difficulties did I
encounter which myprincipal
or supervisor can help me
solve?
G. What innovation or
localized materials did
Iuse/discover which I wish to
share with other teachers?