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Republic of the Philippines
Department of Education
Division of Taguig and Pateros
PRESIDENT DIOSDADO MACAPAGAL HIGH SCHOOL
8th St. Brgy. Katuparan, Taguig City
Grades 1 to 12
DAILY LESSON
LOG
School President Diosdado Macapagal High School Grade Level Grade 7
Teacher Lorenz P. Orquia Learning Area English
Teaching Dates and Time January 29- February 1, 2024 / 6:00-12:20 Quarter Third
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. GRADE LEVEL
STANDARDS:
Use the appropriate oral language, stance and behavior when giving information, instructions, making explanations, and narrating events in factual and personal recounts
B. Performance
Standards
The learners transfer learning by: Using appropriate oral Language
C. Most Essential
Learning
Competencies/
Objectives
Write the LC code
for each
MELC: Use the appropriate oral language, stance,
and behavior when giving information, instructions,
making explanations, and narrating events in factual
and personal recounts – (EN7OL-IV-e3.6)
 define oral language and identify its
component and function
MELC: Use the appropriate oral language,
stance, and behavior when giving
information, instructions, making
explanations, and narrating events in factual
and personal recounts – (EN7OL-IV-e3.6)
 identify appropriate oral languages
used, stance and behavior when
giving information, instructions,
making explanations, and narrating
events in factual and personal
recounts; and,
 use appropriate oral language,
stance, and behavior when giving
information, making explanations,
and narrating events in factual and
personal recounts.
MELC: Use the appropriate oral language, stance,
and behavior when giving information, instructions,
making explanations, and narrating events in factual
and personal recounts – (EN7OL-IV-e3.6)
 identify appropriate oral languages used,
stance and behavior when giving
information, instructions, making
explanations, and narrating events in
factual and personal recounts; and,
 use appropriate oral language, stance, and
behavior when giving information, making
explanations, and narrating events in
factual and personal recounts.
MELC: Use the appropriate oral language,
stance, and behavior when giving
information, instructions, making
explanations, and narrating events in
factual and personal recounts – (EN7OL-
IV-e3.6)
 identify appropriate oral
languages used, stance and
behavior when giving information,
instructions, making explanations,
and narrating events in factual
and personal recounts; and,
 use appropriate oral language,
stance, and behavior when giving
information, making explanations,
and narrating events in factual
and personal recounts.
II. CONTENT
Module 2 - Use of Appropriate Oral Language,
Stance
and Behavior in giving Information
Module 2 - Use of Appropriate Oral
Language, Stance
and Behavior in giving Information
Module 2 - Use of Appropriate Oral Language,
Stance
and Behavior in giving Information
Module 2 - Use of Appropriate Oral
Language, Stance
and Behavior in giving Information
PDMHS is
highly
committed
to
instructional
excellence
and creative
thinking.
III. LEARNING
RESOURCES
Quarter 3 Module 2, 2024 (SDO Taguig and
Pateros)
A. References English 7 Module English 7 Module English 7 Module English 7 Module
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook/Module
pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the
new lesson
Daily Routine: (10 mins)
a. Prayer
b. Greetings
c. Classroom Management
d. Checking of Attendance
e. Reading Drill: TONGUE-TWISTER
The teacher asks the class to read the tongue
twister below and calls 5-8 students to read it
again.
Daily Routine: (10 mins)
a. Prayer
b. Greetings
c. Classroom Management
d. Checking of Attendance
e. Reading Drill: IDIOMATIC
EXPRESSION
Daily Routine: (10 mins)
a. Prayer
b. Greetings
c. Classroom Management
d. Checking of Attendance
e. Reading Drill: AFFIRMATION
The teacher calls 5-8 students to read the self-
affirmation below. Let them explain how they
understand it.
Daily Routine: (10 mins)
a. Prayer
b. Greetings
c. Classroom Management
d. Checking of Attendance
e. Reading Drill:
Let the students read the verse
below and ask at least 5 students of
their reflections about it.
B. Establishing a
purpose for the
lesson
Let the students answer the activity below.
C. Presenting
examples/instanc
es of the new
lesson
The teacher discusses Oral Language.
a. Oral Language
Oral language (OL), sometimes called spoken
language, includes speaking and
listening—the ways that humans communicate with
one another. OL skills provide
the foundation for word reading and comprehension.
They are at the heart of
listening and reading comprehension, serving as a
predictor for both.
WHY ARE ORAL LANGUAGE SKILLS
IMPORTANT?
1. Oral language is the foundation of written
language
2. Reading is a language-based skill. The
relationship between oral language and
reading is reciprocal with each influencing the other
to varying degrees as
children progress through school.
3. You must be able to understand language at an
oral level in order to be expected
to understand it at the text level.
4. It’s difficult to learn to read words if you do not
know what they mean
5. Children with weak oral language skills are at risk
for learning to read and
comprehend.
b. Discussing new
concepts and
practicing new
skills #1
Attributes of Effective Oral Language
1, Clarity Language must have a correct
grammatical structure. Words to be used should
also be precise and can be understood by the
audience. Avoid highfalutin or flowery words so as
not to confuse the audience. Just keep it simple and
straightforward.
2. Brevity (Direct and conversational) Speaking
orally or delivering a speech involves a live
audience. Simple words should make the person
you are talking to easily understand the idea you
want to convey rapidly and efficiently.
3. Appropriateness The language should be used
should be appropriate to the environment or
occasion.
4. Vividness A colorful language that appeals to the
senses (visual, smell, taste, sound, and touch)
enlivens speech. Vividness may be achieved using
imagery. These words of pictures or images
produce powerful feelings in the listener’s mind.
5. Ethical Words should be carefully considering
the gender, roles, ethnicity, preferences, and status
of the person or people you are talking to.
c. Discussing new
concepts and
practicing new
skills #2
Activity 1: True or False
DIRECTIONS: Read the following statements below.
Write True is the statement is
true and write False if the statement is not true.
d. Developing
mastery (leads to
Formative
Assessment 3)
Let’s Apply
e. Finding practical
applications of
concepts and
skills in daily living
Direction: Read each statement carefully and then
identify the emotions being conveyed by each
statement using the given emojis. Write only the letter
of your answer on your answer sheet.
f. Making
generalizations
and abstractions
about the lesson
Why is it called Multimedia? What are the different types of Multimedia?
What is the importance of multimedia resources to
you as a student?
g. Evaluating
learning
1. Scenario: You are in your first day of school and
you are about to introduce yourself in front of
your classmates. What is the appropriate stance
and behavior will you take into consideration?
a. Stand with crossed legs, hands on the side, make
an eye contact and smile.
b. Stand with crossed legs, hands in the pocket,
make an eye contact and smile.
c. Stand straight with shoulder back, crossed arm,
make an eye contact and smile.
d. Stand straight with shoulder back, hands on the
side, make an eye contact and smile
2.Scenario: One of your classmates has
difficulty in understanding the instruction given by
your teacher. Then she asked for your help. What is
the best thing to do?
a. Willingly help her understand the instruction and
tell her “Please listen attentively next time". b.
Willingly help her understand the instruction, walk
away while telling her “Do not hesitate to ask me next
time”.
c. Willingly help her understand the instruction with
raised eyebrow and tell her “Do not hesitate to ask
me next time”.
d. Willingly help her understand the instruction,
tapping your hand on the table and tell her “Listen
attentively next time”.
3. Scenario: As a learner, when delivering your report
in front of your teacher and classmates, it’s best to:
a. look beyond the audience
b. Make eye contact with the audiences
c. concentrate on a single audience member
d. look at your notes or presentation screen
4. Scenario: One day, your classmate wants to share
additional information to you about the lesson, you
are both seated and start the conversation. What
appropriate oral language, stance and behavior will
you portray to show that you are interested?
a. You will say, “Please share it to me now” crossing
your legs away and hold his hand.
b. You will say, “Go ahead” crossing your legs
towards him then looking up and down.
c. You will say, “I’m willing to listen” crossing your
legs towards him and maintain an eye contact.
d. You will say, “I’m willing to listen” crossing your
legs away from him and maintain an eye contact
5. Scenario: If a person leans backward during a
conversation, what does it signify?
a. He is willing to listen.
b. He is confident and energetic.
c. He is open, honest and interested.
d. He is completely relaxed and defensive
h. Additional
activities for
application or
remediation
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:
CHERRY Q. LOZANTA
English Student Teacher for
NARIZA JANE B. TAMUNDONG
Academic Head
Checked by:
Noted by:
ERNEST MARK M. BELTRAN NOLITO R. ESTILLES
English Department Coordinator
Principal I

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  • 1. Republic of the Philippines Department of Education Division of Taguig and Pateros PRESIDENT DIOSDADO MACAPAGAL HIGH SCHOOL 8th St. Brgy. Katuparan, Taguig City Grades 1 to 12 DAILY LESSON LOG School President Diosdado Macapagal High School Grade Level Grade 7 Teacher Lorenz P. Orquia Learning Area English Teaching Dates and Time January 29- February 1, 2024 / 6:00-12:20 Quarter Third Day 1 Day 2 Day 3 Day 4 I. OBJECTIVES A. GRADE LEVEL STANDARDS: Use the appropriate oral language, stance and behavior when giving information, instructions, making explanations, and narrating events in factual and personal recounts B. Performance Standards The learners transfer learning by: Using appropriate oral Language C. Most Essential Learning Competencies/ Objectives Write the LC code for each MELC: Use the appropriate oral language, stance, and behavior when giving information, instructions, making explanations, and narrating events in factual and personal recounts – (EN7OL-IV-e3.6)  define oral language and identify its component and function MELC: Use the appropriate oral language, stance, and behavior when giving information, instructions, making explanations, and narrating events in factual and personal recounts – (EN7OL-IV-e3.6)  identify appropriate oral languages used, stance and behavior when giving information, instructions, making explanations, and narrating events in factual and personal recounts; and,  use appropriate oral language, stance, and behavior when giving information, making explanations, and narrating events in factual and personal recounts. MELC: Use the appropriate oral language, stance, and behavior when giving information, instructions, making explanations, and narrating events in factual and personal recounts – (EN7OL-IV-e3.6)  identify appropriate oral languages used, stance and behavior when giving information, instructions, making explanations, and narrating events in factual and personal recounts; and,  use appropriate oral language, stance, and behavior when giving information, making explanations, and narrating events in factual and personal recounts. MELC: Use the appropriate oral language, stance, and behavior when giving information, instructions, making explanations, and narrating events in factual and personal recounts – (EN7OL- IV-e3.6)  identify appropriate oral languages used, stance and behavior when giving information, instructions, making explanations, and narrating events in factual and personal recounts; and,  use appropriate oral language, stance, and behavior when giving information, making explanations, and narrating events in factual and personal recounts. II. CONTENT Module 2 - Use of Appropriate Oral Language, Stance and Behavior in giving Information Module 2 - Use of Appropriate Oral Language, Stance and Behavior in giving Information Module 2 - Use of Appropriate Oral Language, Stance and Behavior in giving Information Module 2 - Use of Appropriate Oral Language, Stance and Behavior in giving Information PDMHS is highly committed to instructional excellence and creative thinking.
  • 2. III. LEARNING RESOURCES Quarter 3 Module 2, 2024 (SDO Taguig and Pateros) A. References English 7 Module English 7 Module English 7 Module English 7 Module 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook/Module pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Daily Routine: (10 mins) a. Prayer b. Greetings c. Classroom Management d. Checking of Attendance e. Reading Drill: TONGUE-TWISTER The teacher asks the class to read the tongue twister below and calls 5-8 students to read it again. Daily Routine: (10 mins) a. Prayer b. Greetings c. Classroom Management d. Checking of Attendance e. Reading Drill: IDIOMATIC EXPRESSION Daily Routine: (10 mins) a. Prayer b. Greetings c. Classroom Management d. Checking of Attendance e. Reading Drill: AFFIRMATION The teacher calls 5-8 students to read the self- affirmation below. Let them explain how they understand it. Daily Routine: (10 mins) a. Prayer b. Greetings c. Classroom Management d. Checking of Attendance e. Reading Drill: Let the students read the verse below and ask at least 5 students of their reflections about it. B. Establishing a purpose for the lesson Let the students answer the activity below.
  • 3. C. Presenting examples/instanc es of the new lesson The teacher discusses Oral Language. a. Oral Language Oral language (OL), sometimes called spoken language, includes speaking and listening—the ways that humans communicate with one another. OL skills provide the foundation for word reading and comprehension. They are at the heart of listening and reading comprehension, serving as a predictor for both. WHY ARE ORAL LANGUAGE SKILLS IMPORTANT? 1. Oral language is the foundation of written language 2. Reading is a language-based skill. The relationship between oral language and reading is reciprocal with each influencing the other to varying degrees as children progress through school. 3. You must be able to understand language at an oral level in order to be expected to understand it at the text level. 4. It’s difficult to learn to read words if you do not know what they mean 5. Children with weak oral language skills are at risk for learning to read and comprehend.
  • 4. b. Discussing new concepts and practicing new skills #1 Attributes of Effective Oral Language 1, Clarity Language must have a correct grammatical structure. Words to be used should also be precise and can be understood by the audience. Avoid highfalutin or flowery words so as not to confuse the audience. Just keep it simple and straightforward. 2. Brevity (Direct and conversational) Speaking orally or delivering a speech involves a live audience. Simple words should make the person you are talking to easily understand the idea you want to convey rapidly and efficiently. 3. Appropriateness The language should be used should be appropriate to the environment or occasion. 4. Vividness A colorful language that appeals to the senses (visual, smell, taste, sound, and touch) enlivens speech. Vividness may be achieved using imagery. These words of pictures or images produce powerful feelings in the listener’s mind. 5. Ethical Words should be carefully considering the gender, roles, ethnicity, preferences, and status of the person or people you are talking to. c. Discussing new concepts and practicing new skills #2 Activity 1: True or False DIRECTIONS: Read the following statements below. Write True is the statement is true and write False if the statement is not true. d. Developing mastery (leads to Formative Assessment 3) Let’s Apply e. Finding practical applications of concepts and skills in daily living Direction: Read each statement carefully and then identify the emotions being conveyed by each statement using the given emojis. Write only the letter of your answer on your answer sheet.
  • 5. f. Making generalizations and abstractions about the lesson Why is it called Multimedia? What are the different types of Multimedia? What is the importance of multimedia resources to you as a student? g. Evaluating learning 1. Scenario: You are in your first day of school and you are about to introduce yourself in front of your classmates. What is the appropriate stance and behavior will you take into consideration? a. Stand with crossed legs, hands on the side, make an eye contact and smile. b. Stand with crossed legs, hands in the pocket, make an eye contact and smile. c. Stand straight with shoulder back, crossed arm, make an eye contact and smile. d. Stand straight with shoulder back, hands on the side, make an eye contact and smile 2.Scenario: One of your classmates has difficulty in understanding the instruction given by your teacher. Then she asked for your help. What is the best thing to do? a. Willingly help her understand the instruction and tell her “Please listen attentively next time". b. Willingly help her understand the instruction, walk away while telling her “Do not hesitate to ask me next time”. c. Willingly help her understand the instruction with raised eyebrow and tell her “Do not hesitate to ask me next time”.
  • 6. d. Willingly help her understand the instruction, tapping your hand on the table and tell her “Listen attentively next time”. 3. Scenario: As a learner, when delivering your report in front of your teacher and classmates, it’s best to: a. look beyond the audience b. Make eye contact with the audiences c. concentrate on a single audience member d. look at your notes or presentation screen 4. Scenario: One day, your classmate wants to share additional information to you about the lesson, you are both seated and start the conversation. What appropriate oral language, stance and behavior will you portray to show that you are interested? a. You will say, “Please share it to me now” crossing your legs away and hold his hand. b. You will say, “Go ahead” crossing your legs towards him then looking up and down. c. You will say, “I’m willing to listen” crossing your legs towards him and maintain an eye contact. d. You will say, “I’m willing to listen” crossing your legs away from him and maintain an eye contact 5. Scenario: If a person leans backward during a conversation, what does it signify? a. He is willing to listen. b. He is confident and energetic. c. He is open, honest and interested. d. He is completely relaxed and defensive h. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional
  • 7. 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: CHERRY Q. LOZANTA English Student Teacher for NARIZA JANE B. TAMUNDONG Academic Head Checked by: Noted by: ERNEST MARK M. BELTRAN NOLITO R. ESTILLES English Department Coordinator Principal I