Republic of the Philippines

Department of Education
MIMAROPA REGION
SCHOOLS DIVISION OF ORIENTAL MINDORO

Detailed Lesson Plan

Oral Communication in Context
Date: October 12, 2022 Time: 12:00 pm – 2:00 pm ANNOTATIONS
Section: ABM - Honesty
-PPST Indicators/KRA
Objectives/Rubric Indicators
I. OBJECTIVES to be observed during the
classroom observation
The learner recognizes that communicative competence The objectives are lifted from
A. Content the MELCs prescribed by
requires an understanding of speech context, speech DepEd. They are anchored on
Standards Locke’s Goal-Setting
style, speech act, and communicative strategy. Theory of Motivation which
The learner recognizes that communicative competence states that goal setting is
B. Performance essentially linked to task
requires understanding of speech context, speech style, performance. Specific and
Standards
speech act and communicative strategy. challenging goals along with
appropriate feedback
Responds appropriately and effectively to a speech act contribute to higher and
better task performance
EN11/12OC-Ifj-20 (Locke & Latham, 2002).

C. Learning When goals are clear, the

Competency teacher knows what to
achieve. Moreover, results
can be measured accurately,
and learners’ behaviors can
be rewarded appropriately.

II. CONTENT TYPES OF SPEECH ACT

III. LEARNING
RESOURCES
TG - Oral Communication in Context For Senior High School, pp. 25-29
LM - Oral Communication in Context For Senior High School, pp. 41-48
A. Reference/s https://www.youtube.com/watch?v=3GFlHwN5tZc

teacher’s guide, learners’ module, Ppt presentation, video

B. Materials
clip, activity sheets
IV. PROCEDURES
1. Prayer Indicator 4: Establish safe
and secure learning
2. Classroom Management environments to enhance
learning through the
 Remind the students to always wear their consistent implementation of
masks, observe physical distancing, and follow policies, guidelines, and
procedures
IATF protocols and school policies.
3. Checking of Attendance The teacher ensures that
4. Review (Cabbage Roll) learners can articulate and
adhere to the safety
 Pass the cabbage to the guidelines and practices
students while the through explicit instruction
and a constant reminder
background music is on. before, during, and after each
A. Daily Routine  When the music stops, learning task.

the student holding the ▬▬▬

cabbage will peel it off and CABBAGE ROLL

will answer the given

The teacher employs
question from the gamification. It is a strategy
previous lesson. for increasing engagement by
incorporating game elements
 Repeat the game until the last layer of the into an educational
environment (Dichev and
cabbage has peeled off. Dicheva 2017). The goal is to
generate levels of involvement
equal to what games can
usually produce (Fardo
2014).

301616
SENIOR HIGH SCHOOL DEPARTMENT
Poblacion, Baco, Oriental Mindoro
[email protected]
 This activity is aligned with
the teacher’s personal
philosophy of education
that all children are unique
and must have a stimulating
educational environment.
Creating this type of
atmosphere can help
students meet their full
potential through
meaningful, interesting, and
fun learning activities.

LET ME TAKE YOUR ORDER

The use of the video clip in
this activity is necessary
 Let the students watch a video clip because the teacher believes
that it is an effective tool for
 Ask them to observe the conversation between the learning, particularly for
restaurant crew and the customer, specifically the English language learners.
Videos increase student
following details: motivation and make a lesson
1. Greetings more memorable while
providing context to the
2. Manner of ordering language and bringing the
subject to life. Additionally,
3. Pre-closing signals English language learners
4. Closing respond well to the
combination of visual and
5. Purpose audio stimuli.

Bajrami and Ismaili (2016)

posited that video material
can be as authentic material
input and as a motivational
tool. It stimulates students’
autonomy and proactivity.
B. Activity
Real-life examples provide
concrete applications to
knowledge and skills learned
in the classroom as they
relate to students themselves
and society. They also
encourage students to be
aware of the choices they
make and how they fit into a
greater societal context.

Thus, providing authentic

contexts and activities that
reflect the way the knowledge
will be used in real-life is an
effective strategy to engage
learners actively in the
learning process.

SHARE IT!
Questioning is an essential
element of efficacious
 Based on the viewing activity, process the following teaching (Hannel, 2009).
Teachers and students will
questions: both benefit from questions
1. What greeting is used by the restaurant crew? that are purposefully
designed as students will
2. How did the customer order her food? acquire the ability to make
3. What closing message is used by the restaurant connections to prior learning
as well as make meaning of
crew? Was it appropriate? Why or why not? the world around them
4. Did the customer achieve her goal while (Peterson & Taylor, 2012).

communicating with the restaurant crew? Justify Higher-level questioning

your answer. requires students to further
C. Analysis examine the concept(s) under
study using application,
 Synthesize their answers and introduce the topic. analysis, evaluation, and
synthesis while lower-level
questioning simply requires
Say: Through the interaction of the two people, something students to gather and recall
information (Tienken et al.,
was achieved. In making speech acts, the same idea 2010).
 
applies: when a speech act is uttered, an action is carried Through the planning and
out. implementation of questions
that require high-level
thinking in this lesson, the
teacher can foster the kind of
engagement and critical
thinking skills that students
will need to process and
address new situations.
D. Abstraction LET’S DISCUSS IT INTERACTIVELY
Interactive discussion is
  Discuss the following concepts interactively: important to learning in all
disciplines because it helps
1. Definition of Speech Act students process information
rather than simply receive it.
2. Types of Speech Act Leading a discussion requires
 Locutionary skills different from lecturing.
The goal of a discussion is to
 Illocutionary get students to practice
 Perlucutionary thinking about the topic. The
teacher’s role becomes that of
3. Searle’s Classification of Speech Act a facilitator.
 Ask the students to give concrete examples of
The teacher employs this
situations in which they observe the use of speech strategy since it supports
act. Linguistic Philosophy
claims that teachers need to
 Provide feedback and appreciation after sharing develop the communication
their answer. skills of the learner because
the ability to articulate, to
voice out the meaning and
values of things that one
obtains from his/her
experiences of life and the
world is the very essence of
man. It is through his/her
ability to express
himself/herself clearly, to get
his/her ideas across, and to
make known to others the
values that he/she has
imbibed.

Group Activity (Differentiated Tasks)

LIGHTS, CAMERA, ACTION! The tasks included in this
activity are based on content
 Group the students into five. (what the teacher provides as
learning input), process (how
 Let them produce a creative one-minute skit showing the teacher has structured
how they respond appropriately and effectively to a the activity), and product
(what the students are
speech act. expected to
 Give them 10 minutes to accomplish their task. produce) to organize
the many ways an activity
 Proceed to the group presentation. can be modified
for different learners.
 Explain the grading rubric.
Group 1 – Assertive Incorporating role-play into
Situation: You are talking with your friends the classroom adds variety, a
change of pace, and
about your new cellphone. opportunities for a lot of
Group 2 – Directive language production and also
a lot of fun! It can be an
Situation: You are giving directions to a lost integral part of the class and
man. not a 'one-off' event ().

Group 3 – Commissive According to Bell (2014), one

Situation: As a student leader, you are tasked of the staples of English
teaching is role play. Role
to share your plans for school's improvement. plays are used to allow
Group 4 – Expressive students to practice speaking
in a conversational situation,
E. Application Situation: You need to apologize to your build confidence and fluency,
parents after knowing that you are pregnant. assess progress, and put
learning into action.
Group 5 – Declaration
Situation: You are an officiating priest at a This activity is carefully
church wedding. planned and selected to help
students apply what they
have learned to real-world
scenarios. It also provides
 Call a representative from each group to assess their opportunities for critical
classmates’ presentations based on the given rubric. observation of peers.

Note: The teacher will also give his assessment and will ▬▬▬

provide an appreciation of the students' effort and

creativity. To make the assessment
process more accurate, and
fairer, a grading rubric is
used in this activity.
A rubric helps to anchor
judgments because it
continually draws the
reviewer's attention to each of
the key criteria so that the
teacher is less likely to vary
his/her application of the
criteria from student to
student.

Peer assessment will also be

 GRADING RUBRIC employed to provide a
structured learning process
for students to critique and
provide feedback to each
other on their work. It will
help students develop lifelong
skills in assessing and
providing feedback to others
and also equips them with
skills to self-assess and
improve their own work.

YOU COMPLETE ME
Directions: Call some students to generalize their learning Generalization allows
students to recognize the
through completing the following prompt. similarities in knowledge
acquired in one
circumstance, allowing for
Responding appropriately and effectively to a speech act is the transfer of knowledge
onto new situations. This
important in every day communication to… idea rivals the Theory of
Situated Cognition, instead
stating that one can apply
past knowledge to learning in
new situations and
environments (Harris, 2019).
F. Generalization
The inclusion of ‘YOU
COMPLETE ME’ in this
lesson will help students
maintain the skills being
taught and encourage the use
of the skills in a variety of
situations. Moreover, this
strategy provides a structure
for students to record their
own comprehension and
summarize their learning. It
also allows teachers to
identify areas that need re-
teaching, as well as areas of
student interest.
PUT YOUR KNOWLEDGE TO THE TEST
Directions: Read and analyze the following questions. Educational assessment is
the systematic process of
Write the letter of your answer on your notebook. finding out about a student's
knowledge, experience, skills,
and beliefs using empirical
data (Educational Reform,
2015).

The goal of this assessment is

to quantify and document
how much a student knows
about applying
communicative strategies in
various situations.

To assess the student’s

understanding of the topic,
F. Assessment the teacher prepared
multiple choice tests
because it can be an effective
and simple way to measure
learning. Multiple choice
questions can be assessed
quickly, providing students
with prompt feedback. In
addition, well-written
multiple-choice questions can
go beyond testing rote facts
and may measure higher
cognitive abilities (Brame,
2013).
 Do a Good Turn Daily! The inclusion of this activity
is guided by Constructivism
Directions: Suppose you are in the situations described which says learners
construct knowledge rather
below. As a good citizen, how are you going to respond to than just passively take in
these? Supply the table with the needed information. The information. As people
experience the world and
first one is done for you. reflect upon those
experiences, they build their
own representations and
incorporate new information
into their pre-existing
knowledge (schemas).

Through this activity,

students are expected to
G. Agreement: apply the concepts they have
learned to produce quality
and meaningful output.

V. REMARKS
VI. REFLECTION
A. No.of learners who
earned 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:

JURGEN A. CAROLINO
Teacher III

Checked by: Noted by:

MARY ROSE D. DILAY SARLEN V. CASTILLO, PhD

Master Teacher II Principal III