As per DepEd Order No. 42, s.

2016
DAILY School Cesar E. Vergara Memorial Integrated Senior High School Grade Level 11
LESSON Teacher VALE RIE C. OCAMPO Learning Area ORAL COMMUNICATION IN CONTEXT 2006

LOG Teaching Dates and Time August 13 – 17, 2018 Quarter SECOND/WEEK 11

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
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
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
At the end of this lesson, you should At the end of this lesson, you should At the end of this lesson, you should At the end of this lesson, you should
be able to apply nomination and be able to understand the nature of be able to apply different be able to: 1. Identify the violations
restriction in a conversation to turn-taking and apply it in various techniques in controlling or shifting committed in different
control the participation of speakers communication situations. topics for a productive flow and communication situations, and
according to social status and the smooth transition of ideas in any apply immediate solutions to repair
environment. communication status or terminate them.
The learners recognize that communicative competence requires understanding of speech context, speech style, speech act and communicative strategy.
The learners demonstrate effective use of communicative strategy in different variety of speech situations.
LC 7. Engage in a communicate situation using acceptable, polite and meaningful communicative competence. (EN/11/12OC-llab-21)
Types of strategy: Types of communicative strategy: Types Of Communicative Strategy: Types Of Communicative Strategy:
Nomination and Restriction Turn- Taking Topic Control And Topic Shiftng Repair And Termination
49-58
30-37
Balgos, P. J. (2016). Oral Communication in Context For Senior High School. Quezon City:C & E Publishing Inc.
Review the previous lesson.
To open the topic, ask the learners Review of the previous discussion. Review of the previous discussion
Sharing of what they read about the
to share their insights Sharing of assignment. and sharing of assignment.
lesson.
Ask: 1. How does your teacher call Show a video of a group of students Ask: What do you do when you Ask:
students to recite in a classroom talking about a school activity. Ask want to introduce a topic in the What do you do when a person
recitation? student the following questions: middle of a conversation? interrupts you while you are talking?
2. What do you feel when you are 1. Is there proper way of taking a Do you advice the participants When someone asks a question
not called by your teacher and you turn to speak? regarding your plan to shift the irrelevant to the topic, do you
want to answer a question? 2. What seems to be the problem in topic? reprimand him or her?
3. Do you think everybody has equal the video shown? Do you use verbal cues to signal the When does dead air occur?

C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
(Leads to Formative
Assessment)
roles in terms of classroom
conversation?
4. In a classroom setting, who do
you think control the flow of
conversation? Why do you say so?
Explicitly give the meaning of
Nomination and Restriction as part
of Communication Strategy.
Ask: Have you heard the news about
the latest achievement of our
school?
Processing: The sentence above is
an example of Nomination for it
collaboratively and productively
established a topic. The topic about
the latest achievement basically
open a topic to the receiver.
In your class, you might be asked by
your teacher to brainstorm about
plagiarism. In cases you cannot
decide to talk about something else.
Processing: The given scenario is an
example of restriction because the
teacher gives an instruction that
confines the speaker and limit what
he or she can say.
Identify the type of Communicative
Strategy used in each statement.
1. Hey, how are you? How did you
do your research?
2. Hey what do you refer writing a
Ask: If you are one of the student in
the video, how are you going to
address the problem?
Turn-taking refers to the process
where a participant stops speaking
and yields the floor to another
participant so he or she could begin
to speak.
There are three turn-taking acts:
keep-turn, release-turn and take-
turn. Intonation and verbal cues,
and nonverbal cues or gestures
indicate signals that a speaker wants
to keep his or her turn, is ready to
give up his or her turn, is ready to
give up his or her turn of the
speaker.
Ask:
What is turn-taking?
What are the different turn-taking
acts?
What are the various signals and
shift in a conversation?
What techniques do you apply to
inform the participants that your
topic is relevant to the situation?
Video presentation: Communicative
Video presentation: Communicative
strategies focusing on repair and
Strategies:
termination
Repair and termination are
Topic shifting occurs when one communication strategies used to fix
intentionally changes the direction violations in various communication
of the flow of ideas in a situations. Speakers who controls
conversation. A speaker usually the discussion are responsible for
introduces a new topic when he or applying these strategies once a
she is not familiar or not interested violation occurred. However, they
with the topic being talked about. have to do it cautiously, without
being rude.
Topic control occurs when he main
or assigned speaker manipulates the
discussion so as to maintain its flow
without moving away from or
changing the topic. Participants
should be mindful of verbal cues as
the main speaker uses statements
such as “let’s focus on…” or “let’s
discuss…” to set the topic of the
conversation or “as I was saying…”
or “going back to…” to sustain or to
return the original topic.
Students will be asked to read a Analyse the situation:
communicative situation and There is a gathering among the
identify the topic of the presidents of the organizations for
communication. Students will also the annual planning of events. Each
identify the different acts of topic month, there will be an assigned

G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
narrative or delivering a speech?
Role- play as scenario in classroom
having the given strategies
Group 1: Oral recitation-Nomination
Group 2: Oral recitation- Restriction
Group 3: Speech delivery-
Nomination
Group 4: Oral Recitation- restriction
Call students to give their learning
for the day.
Give a short quiz about nomination
and restriction.
group to host several events. Mr.
Gomez, a faculty member, is the
facilitator of the meeting. He asks
who among the organizations would
like to handle the events for August.
shifting and topic control used in the
cues in turn-taking? The Filipino Club assumes that they
situation.
should host the events since the
Philippines celebrates Buwan ng
Wika (Appreciation of the Filipino
Language). However, another group
wants to take over.
Think of a time when you had to
explain one message in two
different instances with varying Based on the given situation, the
The teacher will give a scenario to
contexts. For example, you might students will be asked to identify the
students, they are going to identify
have told your parents over dinner violations committed and the
the different turn-taking acts used in
how badly you want to study in your guidelines for repair and
the scenario.
dream university and in another termination applicable.
instance, you talked about the same
thing with your friends.
To establish a good conversation,
participants must work together and
understand their roles in the
communication process. They must
know when to play the rules of
As speaker and listener, why do you Ask: Why your communicative
speakers and listeners. It is
have to make sure that there is strategies change as they are
impossible for two participants to
proper topic control and topic adjustments in every speech
be speakers at the same time since
shifting in communicative situations contexts, speech style, and speech
the message should only come from
or in conversations you are in. act.
one source. The nature of turn
taking suggests the communicators
should learn appropriate timing in
conversations-when to speak and
when to listen.
Present a video clip about same sex
marriage
Give a short activity about Give a short quiz about termination
Ask: Which part of the debate
turn-taking. and repair.
shows topic control and topic
switching?
 Reflect o the learning that you
J. Additional activities for Read about topic control and topic
Read about turn-taking acts. Read about termination and repair. gained after taking up this lesson by
application or remediation shifting.
completing the chart.
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: Prepared by:

VALERIE C. OCAMPO ROGELIO L. DOMINGO JR.

SHS TEACHER II Master Teacher I

Noted by:

IMELDA D. SISON
Principal I