School TALAIRAN INTEGRATED SCHOOL Grade Level 11
Teacher RUSSIEL C. DAGOHOY Learning Area ORAL COOMUNICATION IN CONTEXT
Time Quarter THIRD
&Dates
I.OBJECTIVES
A. Content Standards Recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative strategy.
B. Performance Demonstrates effective use of communicative strategy in a variety of speech situations.
Standards
C. Learning Engages in a communicative situation using acceptable, polite and meaningful communicative strategies.
Competencies/ Explains that a shift in speech context, speech style, speech act and communicative strategy affects the following o Language form o Duration of interaction o
Objectives (Write Relationship of speaker o Role and responsibilities of the speaker o Message o Delivery
the code for each
LC)
II. CONTENT Communicative Strategy
A. Subject Matter Types of Communicative Strategy
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide n/a
Pages
2. Learner’s Material n/a
Pages
3. Textbook Pages Oral communication in context FOR SENIOR HIGH SCHOOL
4. Additional
Materials from LR
Portal
B. Other Learning
Resources
Internet (google, youtube)
IV. PROCEDURES Teacher’s Activity/ies Learner’s Expected Response/s
Daily routine (10mins) Cleaning the room for 2mins
Prayer One will read the verse of the day and lead the prayer
Checking attendance
Good Morning class Good morning ma’am
How are you? Good!
A. Reviewing previous The teacher will give a games for the class to review the previous topic.(10mins.)
lesson or presenting PASS THE BALL
the new lesson Ask the student to make a big circle the class room. Introduce the question in the class The student will form a circle.
and ask the student to pass the ball if the teacher say stop the ones who hold the ball will
answer the question.
Are you ready?
Given question
Yes Ma’am!
1. What are the three types of speech act?
Students will give their possible Answers.
2. What is speech act?
3. Give the classification of speech according to Searle’s
4. Give me example of assertive?
5. Example of commissive
6. Example of expressive
7. Example of Declaration
8. “Please close the door”
9. “you are fire!”
10. “No one is better than me”
Ok thank you. You may now take a seat.
Thank you ma’am
B. Establishing a Warm up (20mins.)
purpose for the >For the entire lesson, you will go on an imaginary field trip. >Below is the link to “Tara Na
lesson Biyahe Tayo,” an MTV performed by various Filipino artists with the common goal of Students will watch and listen the video clip.
encouraging Pinoys to visit and explore the wonderful places in the Philippines. While watching
the video clip, think about what for you is a must-see in the country.
“Tara Na, Byahe Tayo” https://www.youtube.com/watch?v=NbO6LPZ9N8Q
>After watching the video, group yourselves into two with five members each. Decide on the
“Most Exciting Tourist Spot” in the country. Assign a speaker who will share your decision and
reasons for this with the class. You have 10 minutes.
>As soon as all the groups have presented their decisions, you will vote for the “Most Exciting The student will group their self and make their presentation
Tourist Spot in the Philippines.”
By Thank you ma’am!
Very good Class
C. Presenting (20mins.)After completing Warm Up, tick the column that determines how often you practice Student Possible Answer
examples/ instances what the statements say. Do this as objectively as possible. Bear in mind that there are no wrong
of the new lesson answers. You can use your performance in Warm Up as a basis in completing this task. The video is about sport participation among children and
its positive impact to our body.
usually sometimes seldom never
1. I collaboratively and productively
establish a topic during conversation.
2. I efficiently signal the beginning of a new
topic.
3. I observe limitation in communication.
4. I give others equal opportunity to speak.
5. I efficiently sustain a productive
conversation.
6. I patiently wait for my turn to speak.
7. I am polite when I want to raise a point.
8. I observe appropriate transitions for
effective conversation
9. I appreciate others who effectively
sustain an effective conversation.
10. I end a conversation effectively
TOTAL
GRAND TOTAL
Scoring Usually – 3 points SCORE Level of Proficiency
Sometimes – 2 points 28 – 30 Advanced
Seldom – 1 point 25 – 27 Proficient
Never – 0 23 – 24 Approaching Proficiency
21 – 22 Developing
20 and below Beginning
Introducing the new lesson (45mins.)(next day) The students will listen and take down notes for the
important notes.
People communicate every day to establish and maintain relationships, know and understand
themselves, and find meaning in the daily grind. Moreover, since humans are social beings who
survive more effectively through sensible discourses, they are always driven to learn the skills of
creating and sustaining meaningful conversations. Successful communication requires
understanding of the relationship between words and sentences and the speech acts they
represent. However, a conversation may be complex at times; that is why some people get lost
along the way and misunderstand each other. It is only when we willingly cooperate and speak in
socially approved ways that we can make a conversation meaningful.
(Slide Presentation)
TYPE OF COMMUNICATIVE STRATEGY
Since engaging in conversation is also bound by implicit rules, Cohen (1990) states that
strategies must be used to start and maintain a conversation. Knowing and applying grammar
appropriately is one of the most basic strategies to maintain a conversation. The following are
some strategies that people use when communicating
. 1. Nomination A speaker carries out nomination to collaboratively and productively establish a
topic. Basically, when you employ this strategy, you try to open a topic with the people you are
talking to. When beginning a topic in a conversation, especially if it does not arise from a
previous topic, you may start off with news inquiries and news announcements as they promise
extended talk. Most importantly, keep the conversational environment open for opinions until the
prior topic shuts down easily and initiates a smooth end. This could efficiently signal the
beginning of a new topic in the conversation.
2. Restriction
Restriction in communication refers to any limitation you may have as a speaker. When
communicating in the classroom, in a meeting, or while hanging out with your friends, you are
typically given specific instructions that you must follow. These instructions confine you as a
speaker and limit what you can say. For example, in your class, you might be asked by your
teacher to brainstorm on peer pressure or deliver a speech on digital natives. In these cases,
you cannot decide to talk about something else. On the other hand, conversing with your friends
during ordinary days can be far more casual than these examples. Just the same, remember to
always be on point and avoid sideswiping from the topic during the conversation to avoid
communication breakdown.
3. Turn-taking
Sometimes people are given unequal opportunities to talk because others take much time during
the conversation. Turn-taking pertains to the process by which people decide who takes the
conversational floor. There is a code of behavior behind establishing and sustaining a productive
conversation, but the primary idea is to give all communicators a chance to speak.
Remember to keep your words relevant and reasonably short enough to express your views or
feelings. Try to be polite even if you are trying to take the floor from another speaker. Do not hog
the conversation and talk incessantly without letting the other party air out their own ideas. To
acknowledge others, you may employ visual signals like a nod, a look, or a step back, and you
could accompany these signals with spoken cues such as “What do you think?” or “You wanted
to say something?”
5. Topic Control
Topic control covers how procedural formality or informality affects the development of topic
in conversations. For example, in meetings, you may only have a turn to speak after the
chairperson directs you to do so. Contrast this with a casual conversation with friends over
lunch or coffee where you may take the conversational floor anytime. Remember that
regardless of the formality of the context, topic control is achieved cooperatively. This only
means that when a topic is initiated, it should be collectively developed by avoiding
unnecessary interruptions and topic shifts. You can make yourself actively involved in the
conversation without overly dominating it by using minimal responses like “Yes,” “Okay,” “Go
on”; asking tag questions to clarify information briefly like “You are excited, aren’t you?”, “It
was unexpected, wasn’t it?”; and even by laughing! 5. Topic Shifting Topic shifting, as the
name suggests, involves moving from one topic to another. In other words, it is where one
part of a conversation ends and where another begins. When shifting from one topic to
another, you have to be very intuitive. Make sure that the previous topic was nurtured
enough to generate adequate views. You may also use effective conversational transitions to
indicate a shift like “By the way,” “In addition to what you said,” “Which reminds me of,” and
the like
6. Repair
Repair refers to how speakers address the problems in speaking, listening, and
comprehending that they may encounter in a conversation. For example, if everybody in the
conversation seems to talk at the same time, give way and appreciate other’s initiative to set
the conversation back to its topic. Repair is the self-righting mechanism in any social
interaction (Schegloff et al, 1977). If there is a problem in understanding the conversation,
speakers will always try to address and correct it. Although this is the case, always seek to
initiate the repair.
7. Termination
Termination refers to the conversation participants’ close-initiating expressions that end a
topic in a conversation. Most of the time, the topic initiator takes responsibility to signal the
end of the discussion as well. Although not all topics may have clear ends, try to signal the
end of the topic through concluding cues. You can do this by sharing what you learned from
the conversation. Aside from this, soliciting agreement from the other participants usually
completes the discussion of the topic meaningfully.
EXERCISE I (15mins) Student will raise their hand and give their answer
D. Developing mastery Identify the type of communicative strategy in each statement. Call student to answer.
________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 ideas. I’ll let you finish first before I say something.”
_________ 6. “Hey, how are you? I missed 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 questions.”
EXERCISE II (20mins.)(next day)
I. Group Activity. Part A. Imaginary Trip 1. Now that the class has picked the “Most Exciting
Tourist Spot in the Philippines” (done in Let’s Warm Up), the class will pretend to plan a trip and Students will go back to the grouping were they belongs.
go there!
2. In your groups (same with Let’s Warm Up), pretend that you are members of the Class Field
Trip Committee.
Your teacher will assign you to role play one of the prompts below. You have 30 minutes to
prepare and 15 minutes to present. Make sure to assign people to play the other characters
mentioned in each scene.
• Scene 1: While eating in the canteen, you go over the brochures of the tourist spot for
the field trip. You talk about various information about the location.
• Scene 2: You decide on the final itinerary of the field trip and discuss the details such as
transportation, accommodation, meals, and itinerary.
• Scene 3: You are tasked to present the final itinerary to the students’ parents during the
quarterly parents’ meeting.
• Scene 4: 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.
• Scene 5: 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.
• Scene 6: 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.
• Scene 7: You have a free half day before your trip back home, so you decide on what to
do as members of the field trip committee. Your ideas and suggestions clash, but ultimately
everything is cleared out and you present the final plan to your classmates
EXERCISE III (30mins.)
II. Group Activity/Mini-project. 1. Form a group with five to six members. 2. Create a three- At the same group student will do the activity
minute tourism commercial. 3. Plan and present a tourism commercial about the place you
visited in the Imaginary Trip activity or any place that you actually visited. 4. Mention the things
that make the tourist spot a dream destination. Remember, this activity will help you practice
making positive statements about a vacation site and responding to how people see this place
differently.
When writing your script for the commercial, answer these 10 questions.
• Why do tourists visit this place?
• What do many visitors like to do here?
• What would be best for a day trip?
• What should one do for a good night out?
• Where can visitors get the best food?
• Where can visitors buy their souvenirs?
• What outdoor activities are famous?
• What is amazing about the weather?
• What is the best thing to do here during summer?
• What do tourists say about this vacation spot?
Tip: Watch the suggested videos that the teacher will playin the screen. They could help you improve your tourism
commercial.
The following rubric will be used in assessing your commercial, so make sure it meets the
criteria below
Rubric for the Commercial
VGE (5 GE (4) SE (3) LE(2) N(1)
1. The tourism commercial is creative,
effectively written, and presented well.
2. The tourism commercial clearly explains
the reasons why tourists should visit the
place.
3. The tourism commercial makes good use
of visual aids or props.
4. The tourism commercial is presented
within the allotted time
TOTAL
GRANT TOTAL
Legend: VGE – To a very great extent; GE – To a great extent; SE – To some extent; LE – To a
little extent; N – Not at all
Scoring: VGE – 17–20; GE – 13–16; SE – 9–12; LE – 5–8; N – 4
E. Finding practical Activity. By partner, do the following(30mins) Students will find their partner
applications of
concepts and skills 1. Answer this question: How can the sudden change in communicative strategy in a
in daily living conversation affect the quality of interaction, the speaker-audience relationship, the role and
responsibilities of the speaker, the message, and the delivery?
2. Present your answers in a Power point presentation. Make sure to give examples and to add
other types of media to support your answers
. 3. Present it in five minutes.
4. Before the presentations, find another pair whose presentation you will evaluate using the
rubric below.
Rubric for Assessing an Oral Presentation
VGE (5) GE (4) SE (3) LE(2) N(1)
1. Presentation is organized.
2. Message is expressed clearly.
3. There are sufficient supporting ideas.
4. Choice of words is appropriate for the
audience.
5. Biases are avoided.
6. Speech is free from language mistakes.
7. Ideas are communicated vividly and
meaningfully.
8. Nonverbal cues are appropriate
9. The speaker observed effective
communicative strategy.
TOTAL
GRANT TOTAL
Legend: VGE – To a very great extent; GE – To a great extent; SE – To some extent; LE – To a
little extent; N – Not at all
Scoring: VGE – 37–45; GE – 28–36; SE – 19–27; LE – 10–18; N – 9
F. Making Showing or present the power point presentation in to the class with questions (20mins.) (next
generalization and day)
abstractions about
the lesson
G. Evaluating learning In ½ sheet of paper answer the enumerate the types of communicative strategy and give
example.(20 mins)
H. Additional activities for Assignment and discuss for the next day
application or
remediation Think of a time when you had to explain one message in two different instances with varying
contexts. For example, you might have told your parents over dinner how badly you want to
study in your dream university and in another instance, you talked about the same thing with
your friends while having coffee.
In an essay with a minimum of 500 words, discuss why your communicative strategies change
as there are adjustments in every speech context, speech style, and speech act. Discuss your
language, duration of interaction, your relationship to the listener, your roles and responsibilities
as a speaker, your message, and your delivery and how these differ in the two varying instances
and contexts.
Use the following format: font 12, Times New Roman; spacing, 1.5.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment
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 my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use / discover
which I wish to share
with other teachers?
PREPARED BY: CHECKED BY: NOTED BY:
Russiel C. Dagohoy Antonia M. Latao Eliver B. Quileste
Teache II Head Teacher Principal I
