School Leon National High School Grade Level 11

DAILY LESSON LOG Teacher Jessa Noquilla Alojado Learning Area Oral Communication in Context
Teaching Dates and Time October 17-21, 2022 Quarter 1st

Session 1 Session 2 Session 3

I. OBJECTIVES
A. Content Standards The learner…
recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative
strategy.
B. Performance Standards The learner…
demonstrates effective use of communicative strategy in a variety of speech situations.
C. Learning At the end of the session, learners are expected to:
Competencies/Objectives 1. identifies the various types of speech context. (EN11/12OC-Ifj-15)
2. Describe the types of Speech Context; and
3. Apply the basics of talking before a crowd or public communication.
II. CONTENT TYPES OF SPEECH CONTEXT
III. LEARNING RESOURCES
References English Learning Kit
Types of Speech Context
Module
First Semester-Week 5
IV. PROCEDURES
A. Reviewing previous lesson Give an Activity to the class with the following instructions:
or presenting the new lesson TALK TO YOURSELF
Directions: What would you tell yourself in the following situations? Write your answer in your 1 whole yellow pad.
1. Your childhood friend whom you have not seen for a long time arrived suddenly.
2. You see your favorite Channel bag inside the display of a boutique.
3. You are about to report a topic in class when an emergency happened at home.
4. You see a vehicular accident while crossing the street.
5. You see an enemy who once disgraced you in public.
6. You are about to crack a joke in front of your classmates when your girlfriend/boyfriend called you.
7. You are watching the climax part of your favorite movie when your little nephew suddenly turned off the TV.
8. Your father who is working abroad unexpectedly arrived home.
9. You see an old woman crossing the street alone.
10. You see a one-thousand-peso bill on the street while you are walking.

After answering the Activity, let learners reflect and realize on how they come up with their written response as they may encounter such
situations in their life and let them share it with the class.
B. Establishing a purpose for Oral participation shall be done with the following Activity
the lesson LEARN FROM THE IMAGES
Directions: Study the images in the next page and answer the questions that follow.
 Guide Questions:
1. What scenarios are you familiar with? Describe each.
2. How does communication take place in each picture?
3. Who are involved in each scenario?

C. Discussing new concepts Discuss the topic content to the learners and request participation through the class discussion by letting them read the content and ask
and practicing new skills for examples that they have experienced, or they may share related to it.

KEEP THIS IN MIND

People communicate with each other with varying number of participants, channels, environment and context.

Context refers to an external and personal or public considerations that help people understand the true meaningof any utterance or
discourse.

Types of Speech Context

I. Intrapersonal Communication involves talking to oneself or a communication process that takes place within one person. Talking to
oneself is one of the things that others consider as a necessary part of their daily routine.
This does not only allow you to audit how your day has happened; it also allows you to affirm yourself for the good things you have
done, or to remind you on the learning points you gained from an event or situation. This is the context in which verbal and nonverbal
communication should be minimized.
Examples:
1. Contemplating on the course you want to pursue.
2. Congratulating yourself for a job well done.
3. Having committed a serious mistake and wanting to appease yourself.
4. Thinking about a perfect place for a first date.
5. Recounting your experiences in your diary.
6. Reflecting on an issue.
II. Interpersonal Communication involves talking to one person or a limited number of people. This requires you to adjust your speech
to suit the character and personality of the person or people you talk to. Since you are communicating with a limited number of people,
the opportunity for feedback and clarification is much greater.
Two (2) types of Interpersonal Communication
1. Dyad Communication is an interpersonal communication that takes place between two
persons.
Examples:
a. Two classmates working together on an activity given.
b. A daughter sharing her first day of school experiences to her mother.
c. A customer asking the salesperson for the price of a fruit
 2. Small Group is when interpersonal communication is between three or more (as large as 15) people, it is considered a small group.
In a small group communication, you often have one who acts as a leader or facilitator. This person can be appointed by the group or
initiated by a person who has the ability to facilitate the discussion among the participants. It is also often utilized by most organizations
for resolving and managing conflicts, for building consensus and for participatory decision-making.
Examples:
a. A group consisting of members discussing the points to highlight in their thesis defense.
b. Few homeroom officers exchanging ideas on how to make their Christmas party fun.
III. Public Communication involves communicating to a wide group of people with very varied traits, backgrounds, interests, and
persuasions. It, therefore, requires a lot of background explanation in expressing your ideas. Engaging in this type of communication
means avoiding specialized language such as jargon or slang.
This type of communication also requires you to avoid topics or discussions that may be understandable to only a select few. In
addition, when communicating publicly, you avoid any comment that may be prejudicial to a particular group of people. Public
communication
also limits the opportunity for feedback and clarification due to the large number of participants.
Examples:
a. Delivering a graduation speech to your batch
b. Joining in speech competitions such as oration and declamation or debate
c. Delivering your campaign speech during the SSG election grand rally.
IV. Mass Communication this refers to communication that takes place through television, radio, newspapers, magazines, books,
billboards, internet, and other types of media.
Examples:
a. An activist expressing his sentiments about social issues through a TV interview
b. Listening to the latest weather update from a radio station
E. Making generalizations and Ask randomly of examples from the given Types of Context that the learners have already experienced in their lives.
abstractions about the lesson
TO SUM UP
Many think of communication as public speaking or a situation in which one speaker addresses many listeners. Others think, it
involves only two people talking to each other, but communication can involve more than two people or an audience. I t can be a group
discussion on a certain topic, a radio or TV show focused on COVID 19, or it could even be a showcase of different culture from all over
the world.
Indeed, communication may be classified into different types based on the number of participants in the process.
F. Evaluating learning IDENTIFICATION
Directions: Identify the type of speech context (intrapersonal, interpersonal, dyad, group, or public) used in the following
situations.
______________1. I can do this!
______________2. “I would like to thank all my kababayan for helping us survive this pandemic.
______________3. Hello there! It is nice meeting you, I’m John.
______________4. Mayday! Mayday! This is team Alpha reporting!
______________5. To those whom I had hurt, I am sorry.
______________6. Take this medicine three times a day.
______________7. Class, please pay attention!
______________8. You are doing well in sports, keep it up!
______________9. Teammates, we must do this as fast as we can, okay?
 _____________ 10. What did I do wrong? Why are they blaming me? I did all my best.

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
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked by:

JESSA NOQUILLA ALOJADO, MEd MA. LULUBEL C. CLARO

SHS Teacher II Master Teacher II, Subject Group Head-HUMSS