module

1. LESSON PLAN IN ENGLISH 9 Quarter 1 Week 3
School Demetrio L. Alviola NHS Grade Level & Section 9
Teacher Diana Christine A. Notarte Quarter 1
Learning
Area
English Teaching Dates & Duration 1 to 4 days
I. LEARNING OBJECTIVES
Grade Level Standards The learner demonstrates communicative competence through his/
her understanding of British-American Literature, including
Philippine Literature and other texts types for a deeper appreciation
of Philippine Culture and those of other countries.
Learning Competencies/Code Employ the appropriate communicative styles for various situations
(intimate, casual, conversational, consultative, frozen)
Objectives At the end of the lesson, the learners must be able to:
● Knowledge - identify the communicative style present in a specific
situation/event;
● Skills - use the appropriate communicative style in a given scenario; and
● Attitude - show realization of the importance of using the appropriate
communicative style in different situations or events.
II. CONTENT Types of Communicative Style
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
Lesson is adapted from SDO NegOr Self Learning Module for Quarter
1-Module 3 about Types of Communicative Style written by
Monaliza S. Romano
B. Other Learning Resources
C. Supplies, Equipment, Tools, etc. TV & Laptop and/or teacher’s materials
IV. PROCEDURES
A. Review/Introductory
Activity
Review:
Ask the learners significant questions about the previous lesson.
Introductory Activity:
Use the 10-item pre-assessment tool presented in the module to gauge the knowledge
of the learners about the new lesson.
B. Activity/ Motivation Concept Mapping:
Create a PPt slide or actual cut-outs of hexagons. Write the word Communicative
Style in one of the hexagons. Let the learners add information based on what they
already know about the topic. Then, map it on the board or reflect it on your PPt
slide. It will look like this.

2. Process their answers and connect it to the new lesson.
C. Analysis/Presenting
examples of the new
lesson where the
concepts are clarified
Present the following examples [based on the module]:
● Close friends sharing secrets (Intimate)
● Principal giving a welcome address (Formal)
● Everyday conversation with friends (Casual)
● Regular classroom discussions (Consultative)
● Marriage ceremonies (Frozen)
Guide questions:
● What makes the example intimate? Formal? Casual? Consultative?
Frozen?
● What is the setting of the situation?
● Who are involved in the situation?
● What is the relationship of the people involved in the situation?
D. Abstraction Presentation of the lesson proper. [Adopted from the self-learning module]
Communicative styles or also known as speech styles are patterns of speaking
characterized by distinctive pronunciation, vocabulary, intent, participants, and
grammatical structures.
Types of Communicative Styles:
1. Intimate – Intimate speech is used in conversations between people who are
very close and know each other quite well because they have maximum
shared background information like couples, family, and best friends.
2. Formal – Formal speeches are straightforward speeches. It has been prepared
beforehand. It avoids slang terminologies. Its content is well structured,
logically sequenced, and strongly coherent.
3. Casual – Casual style is used in conversation between friends and peers who
have something to share and have shared background information but don’t
have close relations.
4. Consultative – This style is used in semi-formal communication. Sentences
end to be shorter and spontaneous. The speaker does not usually plan what he
(or she) wants to say.
5. Frozen – It is the most formal communicative style usually used during
formal events and ceremonies. It does not require any feedback from the
audience. It is called frozen because it already has a pattern and cannot be
changed. It can also be found in historical documents.
Comparing and contrasting the different styles can be helpful in making the learners
understand the concepts. Add more examples too.
E. Valuing: Finding Practical
Applications of Concepts
and Skills in Daily Living
In this part of the lesson, injecting practical application of concepts and skills could
be done by using localized and contextualized examples. Ask examples or
experiences from the learners in which they applied a certain communicative style.
Process the examples.
F. Generalization Draw and process realizations from the learners.
Facilitator may also share generalizations such as:

3. ● There is an appropriate communicative style for every type of conversation
or situation.
● The way we speak will affect the conversation.
● Know whom you are speaking with.
G. Assessment The 10-items assessment found in the self-learning module will be used as
assessment for the lesson.
Practical assessment could be done through a role play of certain situations
depicting the different communicative style. A rubric will be needed to serve as
guide for scoring the learners’ performance.
V. REMARKS
VI. REFLECTIONS
A. No.of learners who
learned 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:
DIANA CHRISTINE A. NOTARTE
Teacher I, DLANHS-JHS