Annex 2B.1 to DepEd Order No. 42, s. 2016
School GAMUT NATIONAL HIGH SCHOOL
SEMIDETAILED
LESSON
PLAN
Practice DEVINE GRACE S. FERNANDEZ
Teacher
Grade Level 7
Learning ENGLISH
Area
Teaching FEBRUARY 26, 2024
Dates and 07:45-8:45 A.M.
Time
Set 3 (Quarter 3)
1. Define oral language and identify its component and function;
I. OBJECTIVES
2. Use appropriate oral language, stance, and behavior when giving information, making explanations, and narrating
events in factual and personal recounts.
3. Appreciate the importance of oral communication through role play.
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
with LC code
II. CONTENT
III.
LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a tool to assert one’s identity;
strategies in listening to and viewing of informative and short narrative texts; word relationships and associations; informative
speech forms; and use of direct/reported speech, passive/ active voice, simple past and past perfect tenses, and sentence
connectors.
The learner transfers learning by: showing ways of asserting one’s identity; comprehending informative and short narrative
texts using schema and appropriate listening and viewing strategies; expressing ideas, opinions, and feelings through various
formats; and enriching written and spoken communication using direct/reported speech, active/passive voice, simple past and
past perfect tenses and connectors correctly and appropriately.
Observe and use the appropriate gestures (hand and body) that accompany oral language. (EN7OL-II-g-2.6.2)
Using Oral Language, Stance, and Behavior in Different Oral Communication Situations
4. Additional
Materials from
learning Resource
(LR) portal
Activity sheet Quarter 3-week 2: Using Oral Language, Stance, and Behavior in Different Oral Communication Situations
Online resources:
https://youtu.be/UUH1Fem9LV0?si=P7k7IcJeitFrJ8ik
https://www.facebook.com/watch/?v=850504452194930
B. Other Learning
Resources
IV.
TV, laptop and white board marker
Procedures
PRELIMINARIES
The teacher will facilitate the following:

Prayer

Greetings

Checking of attendance

Classroom rules
-
Arrange the chairs accordingly.
-
Do not answer in chorus. Raise hands when you want to answer or ask a question.
-
Ask permission when going out of the classroom.
-
Observe silence during discussion. Participate in class activities.
-
Minimize voice when in group tasks to avoid disturbance.
-
Listen when there are presentations.
A. Reviewing
previous lesson or
presenting the
new lesson
The 4 basic methods ad factors of speech delivery
The teacher will be recalling the previews topic about the 4 basic methods of delivery in terms of speech. The students will
recite those 4 basic factors of delivery and the basic methods of delivery.
(Review/Motivation)
Activity 1-Motivation Activity: Define me!
The teacher will present and read a sentence and the learners will give the meaning of the underlined words.
1. When she reports, she displays a very outstanding behavior. I like her manner of acting.
2. I understand every word she says because of its clarity. It is easily hear and expressed in an exact way.
3. There was clarity because of the way she pronounce the words. She speaks the words correctly.
4. In constructing her sentences. She uses correct grammar. She follows the rules that explain how words are used in the
language.
5. She seems very confident because she speaks with good posture; the way she position her body while standing in front of
us.
B. Establishing a
purpose for the
lesson
(Objectives)
C. Presenting
examples/
Instances of the
new lesson
The learning outcomes will be read by the students when they appear on the screen. This fosters a love of reading in the
students and helps them practice reading aloud.
Activity 2- Guess the Pictures
The teacher will present a pictures that express emotions. The class will guess what emotions is being shown.
Direction: Identify and understand various body language cues and emotions depicted in pictures.
(Activity)
D. Discussing new
concepts and
practicing new
skills #1
(Analysis)
Analysis : “What’s on Your Mind”
The teacher will use the voluntary modality method in processing the previous activity to elicit responses from the students.
In case students find it difficult to answer the questions the teacher can use Tagalog language to allow learners to understand
better the questions. The teacher must ensure also those other learners are given a chance to share their answers.
Critical Thinking Questions
1. What can you say about the activity?
2. Can body language and facial expressions sometimes convey different emotions than what a person is truly feeling? How
might this impact communication and understanding?
Creative Thinking Questions
1. Can you think of a situation where the same body language might convey different emotions?
Other Higher-Order Thinking
1. Compare and contrast the body language cues and emotional expressions .What similarities and differences do you notice?
E. Continuation of
discussion of new
concepts leading
to formative
assessment
(Abstraction)
Abstraction: Active Engagement
Language is any formal system of gestures, signs, sounds, and symbols used or conceived as a means of
communicating thought, either through written, enacted, or spoken means (Barton & Tucker, 2019).
Oral language is the process of utilizing knowledge and skills to speak and listen effectively through the proper use
of true-to-life ideas/information, words, and grammar.
Attributes of Effective Oral Language
1. Clarity-. Words to be used should also be precise and can be understood by the audience. Just keep it simple and
straightforward.
2. Brevity (Direct and conversational)-Simple words should make the person you are talking to easily understand the idea
you want to convey rapidly and efficiently.
3. Appropriateness- The language should be used should be appropriate to the environment or occasion.
4. Vividness-A colorful language that appeals to the senses (visual, smell, taste, sound, and touch) enlivens speech.
5. Ethical- Words should be carefully chosen considering the gender, roles, ethnicity, preferences, and status of the
person or people you are talking to.
Stance and Behavior
Body language refers to an interaction where behavior is used to convey and represent meaning using our movement.
“SAFE”
Stance/posture- You communicate numerous messages by the way you stand or sit.
Actions or gestures are essential for your listener to help convey your meaning.
Facial expression-A person's face is a powerful communicator. A face reveals how a person feels.
Eye Contact -Your eyes are a way of connecting with the person you are speaking with.
1. Giving instruction/direction
2. Giving information
3. Making an explanation
4. Narrating factual and personal recounts
F. Developing
Mastery
(Leads to
formative
Assessment 3)
Activity 3: Oral Communication Role-Play (differentiated instructions)
The class will be divided into three (4) groups. Each group has specific task.
The learners will perform a scenario to practice effective oral communication skills in various scenarios including giving
directions, explaining concepts, narrating personal experiences, and instructing a group.
GROUP 1- Giving Directions
Scenario: Imagine you are at a local park, and a visitor asks you how to find the nearest restroom facility.
Group 2: Explaining a Scientific Concept:
Scenario: Your science class is learning about the water cycle. Explain to a classmate how water evaporates from the surface
of the Earth and eventually forms clouds.
Group 3: Narrating a Personal Experience:
Scenario: Recall a recent field trip or outing with your family. Narrate a memorable event or activity that took place during
the trip.
Group 4: Instructing a Group:
Scenario: You are organizing a game session during a class party. Explain the rules of a popular board game to your
classmates before starting the game.
RUBRICS:
Scoring Guide:
Excellent (4): Exceeds expectations; demonstrates exceptional performance in all criteria.
Good (3): Meets expectations; demonstrates proficiency in most criteria with some room for improvement.
Fair (2): Partially meets expectations; demonstrates basic proficiency but shows areas needing improvement.
Needs Improvement (1): Below expectations; demonstrates limited proficiency and significant areas needing improvement.
G. Finding practical
applications of
concepts and skills
in daily living
(Application)
Activity 4: Feedback and Reflection (Journaling)
Direction: Write in your journals about your experiences during the activity. Reflect on what you did well, what you struggled
with, and what you can do differently next time.
The have the opportunity to actively engage in the learning process, identify areas for growth, and set goals for improvement. This
reflective practice not only enhances their oral communication skills but also promotes metacognition and self-directed learning.
H. Making
generalizations
and abstraction
about the lesson
I. Evaluating
learning
(Evaluation)
•
Asks students comprehensively give an overview/generality of the topic discussed.
Activity 1 Multiple Choice: Select the best answer to each question by writing the letter of your choice on your answer sheet.
1. Which of the following attributes of oral language uses simple words to convey ideas?
A. brevity
B. clarity C. ethical
D. appropriateness
2. Which of the following attributes of oral language uses sensory images to describe things?
A. ethical
B. clarity C. vividness
D. appropriateness
3. Which of the following attributes of oral language uses suitable language to communicate with others?
A. ethical
B. clarity C. vividness
D. appropriateness
4. Which of the following attributes of oral language uses precise and direct words when communicating with others?
A. ethical
B. brevity
C. appropriateness
D. vividness
5. Which of the following is NOT a type of bodily action?
A. gestures
B. language
C. hand movement D. facial expressions
Answer key
1.C
2.C
3.D
4.B
5.B
J. Additional
Activities for
application or
remediation
Assignment: Exploring Idiomatic Expressions in Oral Communication.
Direction: Choose 5 idiomatic expressions from the table below. Use it in a sentence.
IDIOMS
MEANING
A blessing in diguise
A good thing that
seemed but at first
Under the weather
sick
Burn bridges
Destroy
relationship
Make a long story short
Tell something
briefly
Miss the boat
Its too late
Cut the mustard
Do a good job
Fit as a fiddle
In good health
Jump on the bandwagon
Follow a trend, do
what everyone else
is doing
Like a two peas in a pod
They’re always
together.
Exploring idiomatic expressions in oral communication helps to improve students' effectiveness in various communication
contexts.
PREPARED BY
DEVINE GRACE S. FERNANDEZ
REVIEWED AND CHECKED BY
PRACTICE TEACHER
GLORY BALATERO
COOPERATING TEACHER
NOTED BY
JONATHAN L. AMBEL
SECONDARY SCHOOL PRINCIPAL II