As per DepEd Order No. 42, s.
2016
DAILY School
LESSON Teacher
LOG Teaching Dates and Time
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
Cesar E. Vergara Memorial Integrated Senior High School Grade Level 11
VALE RIE C. OCAMPO Learning Area ORAL COMMUNICATION IN CONTEXT 2006
June 4 – 8, 2018 Quarter FIRST QUARTER /WEEK 1
SESSION 1 SESSION 2 SESSION 3 SESSION 4
In this lesson, the learners should beIn this lesson, the students should In this lesson, the students should be In this lesson, the students should be
able to: 1. Define communication; 2. be able to: 1. Identify the different able to: 1. Identify communication able to: 1. Identify different factors that
models of communication; 2. barriers; 2. Present a mini role play affect intercultural communication; 2.
Describe the process of about internal and external Cite situations of intercultural
Differentiate the features of each
communication; 3. Give examples of communication barriers; and 3. Identify communication they have been involve
model; 3. Cite examples of
communication and 4. Value the use various strategies in order to avoid to; and 3. Reflect on the lessons learned
communication based on the given communication breakdown. in this unit.
of communication in their lives. models and 4. Realize that the value
of communication can be described
by seeing it graphically.
The learner understands the nature and elements of oral communication in context.
The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.
The learner… The learner… The learner… The learner…
LC1. defines communication. LC3. differentiates the various LC5. explains why there is a LC7. Demonstrates sensitivity to the
(EN11/12OC-Ia-1) models of communication. breakdown (EN11/12-Ia-5) socio-cultural dimension of
LC2. explains the nature and process (EN11/12OC-Ia-3) LC6. uses various strategies in order communication situation with focus
of communication. (EN11/12OC-Ia- LC4.distinguishes the unique to avoid communication breakdown on (EN11/12OC-Ia-7):
2) features of one communication (EN11/12OC-Ia-6) a. culture (EN11/12OC-Ia-7.1)
process from the other. b. gender (EN11/12OC-Ia-7.2)
(EN11/12OC-Ia-4) c. age (EN11/12OC-Ia-7.3)
d. social status (EN11/12OC-Ia-7.4)
e. religion (EN11/12OC-Ia-7.5)
Elements and Process of
Models of Communication Communication Breakdown Intercultural Communication
Communication
1-3 3 4 15-22
1-4 5-6 8 15-27
Oral Communication in Context by Oral Communication in Context by Oral Communication in Context by
Ramona Flores pp. 1 – 4. Ramona Flores pp. 5 - 7 Ramona Flores pp. 1 – 4.
 IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
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
Talk With The Strangers Activity
Direction: The learners will
introduce themselves. After that,
they will draw their numbers from 1
to 3 for the activity.
Freeze! Activity
Direction: After the learners are
grouped, they will present a tableau
about communication.
Show pictures to students and let
them identify whether or not the
pictures show communication.
Discuss the definition of
communication and its nature.
Discuss the elements and process of
communication.
Ask the following questions:
Review the previous lesson and
sharing of assignment.
Ask: Is there only one way to explain
how communication works?
Show pictures to students and let
them identify the communication
that’s taking place in each picture.
Discuss the different
communication models.
Cite examples of the
Review the previous lesson and
Review of the previous lesson.
sharing of assignment.
Ask: If a speaker follows all the
features of effective Open the lesson with examples of
communication, will every some intercultural blunders from
communication activity always be UKproEdits, 2012.
successful? Why or why not?
1. Works in groups of five.
2. Create a fictional country.
Discuss for three minutes
Pass the Message:
the general descriptions of
1. Group the class into four.
your country using the
Each group should have
following guide questions:
equal number of members.
a. What is the name of the
2. Each group chooses a
country? What are its
leader.
citizens called?
3. The teacher whispers the
b. Is it an island or is it
message to the leader.
land – locked?
4. The leader passes the
c. What is its tourist
message to the first
attraction?
member then the second
d. What is your country
member passes it the next
famous for?
until the last member gets
e. What are the citizens
the message.
known for?
5. The last member who tells
3. The students need to create
the most complete message
their greetings with a
wins.
fictional language they
created in their fictional
country.
Discuss the barriers to effective of Discuss intercultural
communication. communication.
Discuss the characteristics of
Discuss various strategies to avoid
competent intercultural
communication breakdown.
communicators.
Group Activty. With the same Let the students identify the
 Assessment)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
a. What would our life and
world be like without
communication?
b. Why is it important to make
an effective
communication?
Ask students about the importance
of communication in fulfilling the
following roles:
a. Being a son/daughter
b. Being a student
c. Being a friend
The learners will be asked to reflect
on the topic discussed.
The learners will have a quiz.
communication happening around
you and give the model or
communication that best represents
it.
Ask: In your opinion, what model
best describes the communication
we have nowadays?
Ask students to give their learning
for the day.
Study the diagram that represents
the Schramm Model. And answer
the following questions:
1. What has Schramm added
to the Shannon – Weaver
Model?
2. Is the new model more
comprehensive? Why do
you think so?
3. How is it different from or
similar to Transaction
Model?
group, perform a five minute
presentation of your favourite scene
from an English movie, TV series or
musical stage play. The chosen
scene should show how one or
more barriers to communication
lead to miscommunication.
Discuss the following with their
group mates:
1. Was there a lack of
communication within your
group when you organized
and performed your tasks?
What are these?
2. Why do you think this
happened?
3. What are the barriers t
communication that
occurred?
4. What strategies did you use
to avoid the barriers?
Assign one member to share with
the class the highlights and most
important points of discussion.
Short activity or quiz.
languages in the speech balloons
and randomly called students to
identify the language used.
Ask students to describe their
experiences when talking to the
following:
a. A member of the opposite
sex
b. Someone died older or
younger than them
c. A person from different
religion
Ask volunteers to share anecdotes
of interactions with people who
differ from them in terms of culture,
gender, age, religion or social
status.
Short activity or quiz.
 Let the students reflect on what
they have learned after taking up
J. Additional activities for No additional activity for the next Research about the various barriers No additional activity for the next this unit by completing the
application or remediation session. to effective communication. session. reflection chart.
 I thought
 I learned that
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