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1. .
DAILY LESSON LOG
School: Mahabang Dahilig Senior High School Grade Level: Grade 11
Teacher: Mrs. Roanne A. Mendoza, LPT Course: Oral Communication in Context
Teaching Dates and Time:
September 2-3, 5-6, 2019
Mon-Tue G11-Polaris (7:00-9:00)
Thurs – Fri G11-Vega (7:00-9:00) Semester: First Semester
Day 1 Day 2
Content Standards:
The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act and
communicative strategy.
Performance Standards:
The learner demonstrates effective use of communicative strategy in a variety of speech situations.
Learning competencies
The learners…
engage in a communicative situation using acceptable,
polite and meaningful communicative strategies
EN11/12OC-IIab-21
explain that a shift in speech context, speech style,
speech act and communicative strategy affects the
following
- Language form EN11/12OC-IIab-22.1
- Duration of interaction EN11/12OC-IIab-22.2
The learners….
explain that a shift in speech context, speech style, speech act and
communicative strategy affects the following
- Relationship of speaker EN11/12OC-IIab-22.3
- Role and responsibilities of the speaker EN11/12OC-IIab-22.4
- Message EN11/12OC-IIab-22.5
- Delivery EN11/12OC-IIab-22.6
Specific Objectives
The learners should be able to:
1. distinguish various types of communicative
strategies;
2. use acceptable, polite, and meaningful
communicative strategies;
3. engage in a communicative situation;
The learners should be able to:
1. explain the effects of a shift in communicative strategy;
2. demonstrate effective use of communicative strategy in a variety
of speech situations;
3. practice learning and thinking skills, life skills, and ICT literacy;
and
4. reflect on your learning on the types of communicative strategy.
II. CONTENT Communicative Competence Strategies In Various Speech Situations

2. Types of Communicative Strategy
1. Nomination
2. Restriction
3. Turn-taking
4. Topic control
Types of Communicative Strategy
1. Topic shifting
2. Repair
3. Termination
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
Sipacio, Philip John Fresnillo, Anne Richie Garcia Balgos
(2016). Oral Communication in Context for Senior High
School. Quezon City, Philippines: E& C Publishing, Inc.
Gutierrez, Jaime Ang (2016). Oral Communication in Context for Senior
High School. Intramuros, Manila, Philippines: MINDSHAPERS CO., INC.
pp. 2-5
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal/Materials For the
Activity
Multi-media presentation Multi-media presentation, audio-visual material
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
The class will a brief review session about speech acts using a
TPR Approach.
In recapitulation of the previous lesson, students will have to pick a
question from the dashboard on screen.
B. Establishing a
Purpose for the
Lesson
Setting of standards
Teacher presents the learning objectives of today’s lesson.
Setting of standards
Teacher presents the learning objectives of the lesson.
C. Presenting
Examples/Instances
of the Lesson
Imaginary Field Trip
For the entire lesson, students will go on an imaginary field
trip.
- Below is the link to “Tara Na Biyahe Tayo,” an MTV
performed by various Filipino artists with the common
goal of encouraging Pinoys to visit and explore the
wonderful places in the Philippines. While watching the
video clip, students will be asked to think about the
“must-see” places in the country.
Self-Auditing Checklist
Students will be asked to tick the column that determines how often they
practice what the statements say.

3. - “Tara Na, Byahe Tayo”
https://www.youtube.com/watch?v=NbO6LPZ9N8Q
- After watching the video, students will be grouped into
five teams. Each group is asked to decide on the “Most
Exciting Tourist Spot” in the country, and assign a
speaker who will share the group’s decision and
reasons for this with the class.
- As soon as all the groups have presented their
decisions, the class will vote for the “Most Exciting
Tourist Spot in the Philippines.”
Motive Question: How can one make conversations
appropriate and meaningful?
D. Discussing New
Concepts and
Practicing New Skills
#1
Lecture Discussion
1. An interactive discussion about nomination, restriction,
turn-taking, and topic control as speech act strategies
will be facilitated.
Question: How are the abovementioned strategies different
from one another?
Lecture Discussion
1. An interactive discussion about the other speech act strategies
will be facilitated.
E. Discussing New
Concepts and
Practicing New Skills
#2
Imaginary Field Trip (Part II)
- Now that the class has picked the “Most Exciting
Tourist Spot in the Philippines”, the class will pretend to
plan a trip and go there!
- In the same groups, some students will be asked to
pretend as members of the Class Field Trip Committee.
- Each group will be assigned to role play one of the
prompts below.
 Scene 1: While eating in the canteen, you go over
the brochures of the tourist spot 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
Video Analysis
Students will be asked to recognize the speech strategies employed in
the following situations.
It’s More Fun in the Philippines (Department of Tourism)
QQ https://www.youtube.com/watch?v=ADNgEHFDYzo
Philippines: Beautiful People, Beautiful Country (BBC Documentary,
2014)
QQ https://www.youtube.com/watch?v=mdyDWqnf99Q

4. 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.
F. Developing Mastery
(Leads to Formative
Assessment)
Pair Activity:
Each pair will be asked to think of three scenes from a movie
or a TV show where various communicative strategies were
employed in one conversation. They will have to evaluate the
effect of the strategy applied to the conversation and to the
characters.
Situational Analysis:
Students will be grouped and each team will have to think of a time when
they had to explain one message in two different instances with varying
contexts. For example, they might have told their parents over dinner
how badly they want to study in their dream university and in another
instance, they talked about the same thing with their friends while having
coffee.
G. Making
generalizations and
abstractions about
the lesson
Reflection Time:
Students will be asked to reflect and answer the given
questions:
Each group is tasked to write in bullet points why appropriate speech
strategy should be observed and applied.

5. H. Finding practical
applications of
concepts and skills in
daily living
Pair Activity.
With the same partner, do the following:
1. Answer this question: How can the sudden change in
communicative strategy in a
2. conversation affect the quality of interaction, the
speaker-audience relationship, the role
3. and responsibilities of the speaker, the message, and
the delivery?
4. Present your answers in a Powerpoint presentation.
Make sure to give examples and to add other types of
media to support your answers.
5. Present it in five minutes.
6. Before the presentations, find another pair whose
presentation you will evaluate using the rubric below.
Mini-Project: Making a Commercial
1. Form a group with five to six members.
2. Create a three-minute tourism commercial.
3. Plan and present a tourism commercial about the place you
visited in the Imaginary Trip activity or any place that you actually
visited.
4. Mention the things that make the tourist spot a dream destination.
Remember, this activity will help you practice making positive
statements about a vacation site and responding to how people
see this place differently.
5. When writing your script for the commercial, answer these 10
questions.
• Why do tourists visit this place?
• What do many visitors like to do here?
• What would be best for a day trip?
• What should one do for a good night out?
• Where can visitors get the best food?
• Where can visitors buy their souvenirs?
• What outdoor activities are famous?
• What is amazing about the weather?
• What is the best thing to do here during summer?
• What do tourists say about this vacation spot?
6. Tip: Watch the suggested videos in the E-link section. They could
help you improve your tourism commercial.

6. I. Evaluating Learning
Students will be given a short quiz. Practical Examination on Speech delivery will be administered.
J. Additional activities
for application of
remediation
V. REMARKS Previous discussions are in progress and will still be pursued until this week.
VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you
can ask them relevant questions.
No. of learners who earned 80%
in the evaluation
No. of learners who require
additional activities for
remediation

7. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
work well? Why did these work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
What innovations or localized
materials did I use/discover which
I wish to share with other
teachers?
Approved:
________________________________
Mr. RYAN VILLAHERMOSA
Principal, MDSHS