DAILY School PALINA EAST Grade 11-Faith

LESSON NATIONAL HIGH Level 11-Gamma

LOG SCHOOL 11-Hope
Teacher MARY ANN Learning ORAL
ROSELLE G. Area COMMUNICATION IN
TAACA CONTEXT
Teaching Week 5 Quarter I
Week
Teaching Sept. 25-29, 2023 Semester FIRST
Dates 7:30-8:30pm;
9:45-10:45pm;
4:00-5:00pm

I. A. Objective
At the end of the lesson the students will be able to:

 Define intercultural communication.

 To cultivate awareness and sensitivity towards cultural differences.

B. Content Standards
The learners understand the nature and elements of oral communication in
context.
C. Performance Standards
At the end of the lesson, the students design and perform effective controlled and
uncontrolled oral communication activities based on context.
D. Learning Competencies
Demonstrates sensitivity to the socio-cultural dimension of 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-7.5)

II. Content: Intercultural Communication

III. Learning Resources:

A. Reference: Balgos, A. R. and Sipacio, P. J. (2016). Oral Communication in Context for
Senior High School. C & E Publishing, Inc. Quezon City.
B. Teacher’s Guide: Balgos, A. R. and Sipacio, P. J. (2016). Oral Communication in Context
for Senior High School. C & E Publishing, Inc. Quezon City.
C. Learner’s Material: N/A
D. Other Learning Resources: Blackboard, chalk, and laptop

IV. Procedures:

Teacher’s Activity Learner’s Activity

A. ROUTINARY ACTIVITIES
 Prayer (Someone will lead the prayer) Everyone will pray.

 Greetings
Good morning/afternoon, class! Good morning/afternoon, Ma’am!

 Checking of the attendance

 Is there anyone absent in this row? None, Ma’am.
How about on that row? None, Ma’am.

Okay, very good no one is absent today.

B. REVIEW:
Okay class, before we start with our new
lesson, let us first review our previous lesson. Students will raise their hands and review the
Again, what have we learned last time? previous lesson.
Okay, thank you for the answers. I think you are
now ready for our next lesson.

C. LESSON PROPER

1. Motivation
Before we begin our lesson, let us have an activity.
The class will be grouped into 4 and each group will
be given pictures of different countries. The group
will identify the pictures and discuss with the group
regarding the name of the country, culture,
language, and beliefs. The representatives in each
group will present their output.

Are you ready? Yes, Ma’am.

Okay, let us begin.

Group 1: Philippines

The name of the country is Philippines. The

person living in this country is called Filipinos.
There are many dialects used by Filipinos, but
the national language is Filipino. Some of the
Filipino culture is being hospitable and love of
the family. There are many tourist destinations
found in the Philippines like the famous
Boracay Island, the Banaue Rice Terraces, and
many more.

Group 2: China

The name of the country is China. The people

living in China are Chinese and the language
commonly used is Mandarin Chinese. Chinese
people love to eat noodles using chopsticks.
The famous tradition of Chinese is Chinese New
Year. And their famous tourist destination is
 the Great Wall of China.
Group 3: Mexico
The name of our
chosen country is
Mexico. The people
living in this country
are mixed Mexican
and Spanish and the
common language
used is Spanish.
Mexican people love party, music, and food.
They are famous in bull fighting and boxing.
Like Filipinos, Mexican people also value love of
the family.

Group 4: France
The name of the
country is France. The
people living in this
country are French.
This is the place where
you can find the
famous Eiffel Tower.
France is considered as
a romantic place. France is well known for its
contributions to arts, such as cooking,
designing and architecture. Most of the people
living in France are Catholics. French people
value the equality among people.

Students will raise their hands and answer the

question.

How do you find the activity?

Thank you for your answers.

It is good that you enjoyed your activity. With that
said, let us now move on to our lesson for today.

2. Discussion
The world today is characterized by ever-growing
contacts resulting in several miscommunications
between people with different linguistic and
cultural backgrounds.
To answer this miscommunication, let us discuss
intercultural communication.
What is intercultural communication? Kindly read?
Students will raise their hands and read.
Intercultural Communication is the
communication between people from different
nationalities.
It is the sending and receiving of messages
across languages and cultures.
 Students will raise their hands and answer the
Thank you. You may take your seat. questions.
Intercultural communication happens when Yes, Ma’am.
individuals with different languages and culture None, Ma’am.
interact, negotiate, and create meanings while
bringing their varied cultural background.

What do you mean by sending and receiving

messages across language and cultures?

Is it clear?
Any questions?

If none, let us discuss one by one the Students will raise their hands and read the 1st
developmental model of intercultural sensitivity. stage.
The DMIS or Developmental Model of Intercultural Stage 1: DENIAL.
Sensitivity offers a structure that explores how The individual does not recognize cultural
people experience cultural differences. There are differences.
six stages according to Bennett (2004).

Kindly read the first stage. Students will raise their hands and answer the
question.

Students will raise their hands and respond to

the question.
Thank you. You may take your seat.

What do you think is the idea of stage 1?

Thank you for answering.

What do you mean by cultural differences?

Thank you for answering.

In this stage, an individual thinks that all the things
are just the same with others, but it is not
interpreted as distrust towards other cultures.
People in this stage often fail to see cultural
differences and tend to isolate themselves from Yes, Ma’am.
other groups. None, Ma’am.

Example, all cities are the same having tall
buildings, fast food chains, and coffee shops that
people shared with same traditions and beliefs.
Is it clear?
Any questions?
If there is none, then let us proceed to the next
stage. Kindly read.
Students will raise their hands and read the 2nd
stage.
Stage 2: DEFENSE
The individual starts to recognize cultural
differences and is intimidated by them,
resulting in either a superior view of their own
culture or unjustified high regard for the new
one.

Students will raise their hands and answer the

question.

Students will raise their hands and respond to

 the question.

Thank you. You may take your seat.

Why do people tend to feel intimidated upon

recognizing cultural differences?

Why do people tend to be very critical of other

cultures?
During this stage, people often feel as though their
own culture is the only good culture. People tend
to be very critical of other cultures and have a
narrow focus on what appropriate behaviors and
cultures are correct.
Is it clear?
Are there any questions?
Yes, Ma’am.
None, Ma’am.
Students will raise their hands and read the 3rd
stage.
Stage 3: MINIMIZATION
Although individuals see cultural differences,
they bank more on the universality of ideas
rather than on cultural differences.

Let us move on then to the next stage. Kindly read.

Thank you. You may take your seat.

Yes, Ma’am.
During this stage, a person begins to find None, Ma’am.
commonalities between themselves and people of
other cultures. Superficial cultures are mostly Stage 4: ACCEPTANCE
judged during this phase of the model. People in The individual begins to appreciate important
this stage begin to recognize that all people are cultural differences in behavior and eventually
people, whether they have different traditions and in values.
cultures or not.

Is it clear?
Any questions?

Let us then move on to the next stage. Kindly read.

Students will raise their hands and respond to
Thank you. You may take your seat. the question.
During this stage, learners can recognize and
appreciate cultural differences through both
behaviors and values. This stage promotes the Yes, Ma’am.
belief that one's own culture is just one of the None, Ma’am.
many cultures that exist in the world.
Students will raise their hands and read the 5th
Why is it important to appreciate cultural stage.
differences?

Thank you for answering. Stage 5: ADAPTATION

The individual is very open to world views
Is it clear? when accepting new perspectives.
Any questions?

Let us move on to the next stage. Kindly read.

 Students will raise their hands and answer the
question.
Thank you. You may take your seat.
During the fifth stage of DMIS adaptation, a person
begins to be more competent in how to
communicate with people of other cultures. He or
she can incorporate the world view of others into
their own world view.
Students will raise their hands and read.
Why is it important that we should be open to
world views and accept new perspectives? Stage 6: INTEGRATION
Individuals start to go beyond their own
Thank you for your answers. cultures and see themselves and their actions
based on multifarious cultural viewpoints.
Is it clear?
Any questions?

Let us move on to the next stage. Kindly read.

Thank you. You may take your seat.

What are the advantages of being able to integrate

yourself with other cultures? Yes, Ma’am.
None, Ma’am.
Thank you for answering.
Integration is the final stage of the DMIS, wherein a
person achieves the highest level of cultural
sensitivity. During integration a person can have
other cultural experience move in and out of their
own worldview.

Is it clear?
Any questions?

If there are none, I think you are now ready for an

activity.

3. Activity:
Let us try to see if you really understand the DMIS.

With the same group, the teacher will post on the

board a sentence about the stages of DMIS. Each
Yes, Ma’am.
group will identify the stages of DMIS whether it is
TRUE or FALSE. Each group will read the sentence
as fast as they could. The group will raise their
flaglet as a signal that they are ready to answer.
The group with the highest score will receive a
prize.

Are you ready?

Let us begin.
 1. The DMIS by Bennett can be used to
understand those who do not recognize
other cultures and cannot
communicate interculturally.
Ans.: TRUE
2. The denial stage could be interpreted
as distrust towards other cultures.
Ans.: FALSE
3. The acceptance stage refers to
recognition of cultural differences.
Ans.: TRUE
4. In the adaptation stage, the individual
begins to integrate with other cultures.
Ans.: TRUE
5. In integration stage, an individual does
not see himself on the various cultural
viewpoints.
Ans.: FALSE

4. Abstraction:
Today, we learned about intercultural
communication. Can someone reiterate to me the
lesson we learned today?

Thank you for the answer.

I hope you understood our lesson for today.

5. Application:
Dividing the class into six groups, present a 5-
minute skit about intercultural communication.
Group 1 – Denial
Group 2 – Defense
Group 3 – Minimization
Group 4 – Acceptance
Group 5 – Adaptation
Group 6 – Integration

6. Assessment:
Direction: Read each statement carefully. Identify
the elements used in each statement whether it is
culture, age, gender, social status, or religion. Write
your answer on a space provided before each
number.
________1. Each employee must wear his ID at all
times.
________2. “You won’t understand if I explain;
you’re too young.”
________3. “Japanese people are so rigid and
stoic!”
________4. “Don’t buy those shades; only low-
class people wear those.”
________ 5. “Grandpa, this is an iPhone. It is very
complicated, so don’t you dare to use nor touch it.”
________6. All staff members must submit their
leave requests before the day ends.
________7. “My belief is the absolute truth. Other
religions simply got it wrong.
________8.” Manang, let’s go, I’ll treat you. I bet
 you haven’t eaten sushi in your entire life.”
_________9. Catholics and Protestants do have big
differences; we must respect each other’s beliefs.
________10. “You’re the youngest person in the
family, but I trust that you can handle the situation
well.

V. REMARKS
The students were able to participate in the discussion but due to lack of time, I was not able to
finish the discussion in one day. The lesson lasted for a week.

VI. REFLECTION
The strategy I used was effective, hence, I was able to explain the topic well and made sure that the
students were actively involved in the discussion and activities.

Prepared by:

MARY ANN ROSELLE G. TAACA

Teacher I

Checked and corroborated by:

ROLIZA P. FELIPE
Head Teacher III

VICENTE G. FERRER
Master Teacher I – SHS Coordinator

TEDIE A. DE VERA
Principal IV