As per DepEd Order No. 42, s.

2016
DAILY School Cesar E. Vergara Memorial Integrated Senior High School Grade Level 11
LESSON Teacher VALE RIE C. OCAMPO Learning Area ORAL COMMUNICATION IN CONTEXT 2006

LOG Teaching Dates and Time June 4 – 8, 2018 Quarter FIRST QUARTER /WEEK 1

SESSION 1 SESSION 2 SESSION 3 SESSION 4

In this lesson, the learners should beIn this lesson, the students should In this lesson, the students should be In this lesson, the students should be
able to: 1. Define communication; 2. be able to: 1. Identify the different able to: 1. Identify communication able to: 1. Identify different factors that
models of communication; 2. barriers; 2. Present a mini role play affect intercultural communication; 2.
Describe the process of about internal and external Cite situations of intercultural
Differentiate the features of each
communication; 3. Give examples of communication barriers; and 3. Identify communication they have been involve
I.OBJECTIVES model; 3. Cite examples of
communication and 4. Value the use various strategies in order to avoid to; and 3. Reflect on the lessons learned
communication based on the given communication breakdown. in this unit.
of communication in their lives. models and 4. Realize that the value
of communication can be described
by seeing it graphically.
A. Content Standards The learner understands the nature and elements of oral communication in context.
B. Performance Standards The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.
The learner… The learner… The learner… The learner…
LC1. defines communication. LC3. differentiates the various LC5. explains why there is a LC7. Demonstrates sensitivity to the
(EN11/12OC-Ia-1) models of communication. breakdown (EN11/12-Ia-5) socio-cultural dimension of
LC2. explains the nature and process (EN11/12OC-Ia-3) LC6. uses various strategies in order communication situation with focus
C. Learning Competencies/ of communication. (EN11/12OC-Ia- LC4.distinguishes the unique to avoid communication breakdown on (EN11/12OC-Ia-7):
Objectives 2) features of one communication (EN11/12OC-Ia-6) a. culture (EN11/12OC-Ia-7.1)
Write the LC code for each process from the other. b. gender (EN11/12OC-Ia-7.2)
(EN11/12OC-Ia-4) c. age (EN11/12OC-Ia-7.3)
d. social status (EN11/12OC-Ia-7.4)
e. religion (EN11/12OC-Ia-7.5)

Elements and Process of

II. CONTENT Models of Communication Communication Breakdown Intercultural Communication
Communication
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages 1-3 3 4 15-22
2. Learner’s Materials pages 1-4 5-6 8 15-27
3. Textbook pages
4. Additional Materials from Oral Communication in Context by Oral Communication in Context by Oral Communication in Context by
Learning Resource (LR) Portal Ramona Flores pp. 1 – 4. Ramona Flores pp. 5 - 7 Ramona Flores pp. 1 – 4.
B. Other Learning Resources
 IV. PROCEDURES
Talk With The Strangers Activity
Direction: The learners will
A. Reviewing previous lesson or Review the previous lesson and Review the previous lesson and
introduce themselves. After that, Review of the previous lesson.
presenting the new lesson sharing of assignment. sharing of assignment.
they will draw their numbers from 1
to 3 for the activity.
Ask: If a speaker follows all the
Freeze! Activity
features of effective Open the lesson with examples of
B. Establishing a purpose for Direction: After the learners are Ask: Is there only one way to explain
communication, will every some intercultural blunders from
the lesson grouped, they will present a tableau how communication works?
communication activity always be UKproEdits, 2012.
about communication.
successful? Why or why not?
1. Works in groups of five.
2. Create a fictional country.
Discuss for three minutes
Pass the Message:
the general descriptions of
1. Group the class into four.
your country using the
Each group should have
following guide questions:
equal number of members.
a. What is the name of the
2. Each group chooses a
country? What are its
leader.
citizens called?
3. The teacher whispers the
b. Is it an island or is it
C. Presenting Show pictures to students and let Show pictures to students and let message to the leader.
land – locked?
examples/instances of the them identify whether or not the them identify the communication 4. The leader passes the
new lesson
c. What is its tourist
pictures show communication. that’s taking place in each picture. message to the first
attraction?
member then the second
d. What is your country
member passes it the next
famous for?
until the last member gets
e. What are the citizens
the message.
known for?
5. The last member who tells
3. The students need to create
the most complete message
their greetings with a
wins.
fictional language they
created in their fictional
country.
D. Discussing new concepts and Discuss the definition of Discuss the different Discuss the barriers to effective of Discuss intercultural
practicing new skills #1 communication and its nature. communication models. communication. communication.
Discuss the characteristics of
E. Discussing new concepts and Discuss the elements and process of Discuss various strategies to avoid
competent intercultural
practicing new skills #2 communication. communication breakdown.
communicators.
F. Developing Mastery
Ask the following questions: Cite examples of the Group Activty. With the same Let the students identify the
(Leads to Formative
 Assessment) a. What would our life and communication happening around group, perform a five minute languages in the speech balloons
world be like without you and give the model or presentation of your favourite scene and randomly called students to
communication? communication that best represents from an English movie, TV series or identify the language used.
b. Why is it important to make it. musical stage play. The chosen
an effective scene should show how one or
communication? more barriers to communication
lead to miscommunication.
Discuss the following with their
group mates:
1. Was there a lack of
communication within your Ask students to describe their
group when you organized experiences when talking to the
Ask students about the importance
and performed your tasks? following:
of communication in fulfilling the
G. Finding practical applications Ask: In your opinion, what model What are these? a. A member of the opposite
following roles:
of concepts and skills in daily best describes the communication 2. Why do you think this sex
living
a. Being a son/daughter
we have nowadays? happened? b. Someone died older or
b. Being a student
3. What are the barriers t younger than them
c. Being a friend
communication that c. A person from different
occurred? religion
4. What strategies did you use
to avoid the barriers?

Ask volunteers to share anecdotes

Assign one member to share with of interactions with people who
H. Making generalizations and The learners will be asked to reflect Ask students to give their learning
the class the highlights and most differ from them in terms of culture,
abstractions about the lesson on the topic discussed. for the day.
important points of discussion. gender, age, religion or social
status.
Study the diagram that represents
the Schramm Model. And answer
the following questions:
1. What has Schramm added
to the Shannon – Weaver
Model?
I. Evaluating Learning The learners will have a quiz. Short activity or quiz. Short activity or quiz.
2. Is the new model more
comprehensive? Why do
you think so?
3. How is it different from or
similar to Transaction
Model?
 Let the students reflect on what
they have learned after taking up
J. Additional activities for No additional activity for the next Research about the various barriers No additional activity for the next this unit by completing the
application or remediation session. to effective communication. session. reflection chart.
 I thought
 I learned that
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 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: Prepared by:

VALERIE C. OCAMPO ROGELIO L. DOMINGO JR.

SHS TEACHER II Master Teacher I

Noted by:

IMELDA D. SISON
Principal I