Grade

School 11
Level
Learning ORAL
SEMI-DETAILED Teacher
Area COMMUNICATION
LESSON PLAN
Teaching
Dates and Quarter Second, Week 1
Time

At the end of this session, you should be able to:

1. Identify the various types of communicative strategies;
2. Use acceptable, polite, and meaningful communicative
strategies in various communicative situations; and
I. OBJECTIVES ANNOTATION
3. Share insights on how to convey messages in an
acceptable, polite, and meaningful communicative
strategies in various in various situations through the
accomplished output.
The learner recognizes that communicative competence requires
A. Content Standards understanding of speech context, speech style, speech act and
communicative strategy.
B. Performance The learner demonstrates effective use of communicative strategy
Standards in a variety of speech situations.
C. Learning Engages in a communicative situation using acceptable, polite, and
Competencies with
meaningful communicative strategies. EN11/12OC-IIab-2
LC code

I. CONTENT TYPES OF COMMUNICATIVE STRATEGY

II. LEARNING
RESOURCES
Teacher’s Guide: Oral Communication – pp. 49-58
A. References
Learner’s Material: Oral Communication – pp. 49-58
1. Additional Materials
from learning
Oral Communication MELC
Resource (LR)
portal
B. Other Learning
Resources
III. Procedures PRELIMINARIES
Ask someone to lead the prayer.
● Greet the students.

● Let the students take their seats.

● Attendance Checking-Ask the class secretary how many

are present and absent. Remind the class to inform those
who were absent to be back in class and ask someone to
hand over the fact sheets and activity sheets to be given as
intervention for those who are absent so they can cope up
with the class.
● Congratulate/commend students who are present and tell
them to do thumb affirmation and say “very good”.
● Setting of house rules- Ask students to read the house
rules flashed on the TV screen. Reading will be done by
row.
Classroom Rules:
1. Everyone must actively participate in group
activities and class discussion.
2. Always take note of the time limit given in every
activity.
3. Avoid unnecessary noise as you perform the
activities.
4. Listen carefully and avoid talking when somebody
is speaking, sharing his/her ideas and performing.
5. Raise your hand if you want to share your ideas to
the class
6. Turn off or put your phones in silent mode unless
directed to use it.
7. Always arrange your chairs. See to it that it won’t
impede movement especially during group
activities.
8. Always keep your area clean.

 Ask for clarifications/ questions about the house rules.

 The teacher will set the mood by asking “Are you now
ready for today’s discussion?”
A. Reviewing previous 1. Present the objectives of the lesson.
lesson or presenting 2. Place a video and let the students do the following:
the new lesson  While watching the video clip, think about what for you is
a must-visit in the country.
 After watching the video, group yourselves into five
members each. Decide on the “Most Exciting Tourist
Spot” in the country.
 Assign a speaker who will share your group’s 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 Tourist Spot in the
Philippines.”
B. Establishing a purpose 1. Provide a Self-Audit Checklist and give the following
for the lesson instruction:
 After completing “Let’s Warm Up”, tick the column that
determines how often you practice what the statements
say. Do this as objectively as possible. Bear in mind that
there are no wrong answers. You can use your
performance in Let’s Warm Up as a basis in completing
 this task.
C. Presenting examples/ 1. The students will stay in their groups for this activity. They will
Instances of the new be shown a short storyboard depicting a conversation
lesson between two women. After reviewing the storyboard, they will
be provided with seven (7) words. Based on the context of the
seven words, they will place them according to which part of
the story board they belong to.
2. One member will then justify their answers in front of the
class.:
The storyboard:
3. The teacher will then give her feedback and provide the

correct answers, while also validating the learners’ initial input.

*To elicit responses from and boost confidence to the students, the
teacher will allow the students to discuss their answers using a mix
of English, Filipino, or Kamayo dialect.
D. Discussing new GROUP ACTIVITY
concepts and
practicing new skills Part A. Imaginary Trip (pp. 53-54)
#1 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 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 spots 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.

*To elicit responses from and boost confidence to the students, the
teacher will allow the students to discuss their answers using a mix
of English, Filipino, or Kamayo dialect.
*To ensure a fun but safe activity, the learners will be reminded to
respect their classmates’ strategies in doing the activity. Any form
of disrespect will be mended right away.
E. Continuation of ANALYSIS
discussion of new
concepts leading to  After the activity, the teacher will ask the following questions:
formative assessment 1. How was the activity?
2. What challenges did you encounter during the
activity?
*To elicit responses from the students, the teacher will use Filipino
or Kamayo dialect in translating the questions. For students who
have the hard time of expressing their ideas in answering the
questions, the teacher will allow them to use Filipino or Kamayo
dialect.
F. Developing Mastery  The teacher will then proceed to the discussion proper. This is
(Leads to formative the part of the lesson whereupon he is going to present and
Assessment 3) discuss thoroughly the key inputs of the lesson. He is also
going to give further examples to deepen the understanding of
the concepts. The teacher will now use the PowerPoint
presentation for lesson delivery.
(See below snippets of the lesson concepts)

COMMUNICATIVE STRATEGY
A communication strategy is a plan that outlines how an
organization or individual will communicate with its target
audience.
Types of Communicative Strategy
1. Nomination – is a communicative strategy which involves
the presentation of a particular topic clearly, truthfully, and
saying only what is relevant.
Example: Good day, Ms. Tomlinson. I am Ms. Styles, the
head of the Human Resource department. Please take a
seat.

2. Restriction – communication that refers to any limitation

you may have as a speaker.
Example: 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.

3. Turn-taking - pertains to the process by which people

decide who takes the conversational floor.
Example: 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?”

4. Topic Control – when a topic is initiated, it should be

collectively developed by avoiding unnecessary
interruptions and topic shifts.
Example: “Let's go back to the topic.” “We are talking
about communication here right?”
5. Topic Shifting – involves moving from one topic to another.
Example: By the way,” “In addition to what you said,”
“Which reminds me of,” and the like.

6. Repair – refers to how speakers address the problems in

speaking, listening, and comprehending that they may
encounter in a conversation.

7. Termination - refers to the conversation participants’

close-initiating expressions that end a topic in a
conversation.
INTEGRATION OF SUBJECT ACROSS CURRICULUM:

G. Finding practical GROUP ACTIVITY:

applications of Directions: Given the situations below, create a 4-5 scenes comic
concepts and skills in strip using the different communicative strategy in your dialogue.
daily living Choose only one from among the situations given. Use your activity
notebook for this activity.

Situation 1: You are in a restaurant while your friend suddenly

arrives then you are eating together at one table and talk about the
opening of classes amidst the Covid 19 Pandemic.

Situation 2: You are the Supreme Student Government President in

your school and your Principal called your attention to come to his
office and discuss the plans of the SSG towards the solution of the
problem on Covid 19 virus.

Situation 3: You are a city councilor and you are attending a

legislative session discussing the passage of the ordinance on “No
Back-Ride Policy”.

 The groups will be rated using the rubric:

 After 20 minutes, the teacher will ask each group to

present their output. Giving of score will be done after to
validate the correctness of their presentation. The teacher
 will show appreciation and commendation for the
accomplishment of the task.
H. Making  The teacher will ask the students the following questions:
generalizations and a. What have you learned from the discussion?
abstraction about the b. How does the lesson play a significant role in our
lesson daily interactions?
c. Were the activities enjoyable?

 The teacher will then open the floor for students’ questions
and clarifications before proceeding to the evaluation.
I. Evaluating learning Pencil and Paper:
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 ideas. 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 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.”
J. Additional Activities for
application or
remediation
IV. REMARKS

V. 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
lessons.
D. No. 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
used/discover which I
wish to share with other
teachers?