I.
SCHOOL
LNSCHI
TEACHER
Ms. Sheena Jane H. Valencia
LEARNING
AREA
ENGLISH
TEACHING
DATES &
TIME
February 26, 2025
QUARTER
FOURTH
GRADE LEVEL
9
OBJECTIVES
A. Content Standard
The learner demonstrates understanding of how Anglo-American literature and
other text types serve as means of preserving unchanging values in a changing
world; also how to use the features of a full-length play, tense consistency, modals,
active and passive constructions plus direct and indirect speech to enable him/her
competently performs in a full-length play.
B. Performance Standard
The learner competently performs in a full- length play through applying effective
verbal and non-verbal strategies and ICT resources based on the following criteria:
Focus, Voice, Delivery and Dramatic Conventions.
Learning Competencies: EN9OL-IVa-3.7: Use varied verbal and non-verbal
communication strategies when performing in a full-length play
C. Learning Competency
II.
III.
CONTENT/TOPIC
LEARNING
RESOURCES
A. References
1. Teacher’s Guide
2. Learners Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
B. Other Learning Resources
IV.
Specific Competencies:
At the end of this lesson, learners are expected to do the following:
1. Identify the importance and elements of verbal communication;
2. Apply effective verbal communication strategies in conversations ; and
3. Demonstrate clarity, fluency, and confidence in verbal interactions.
Verbal Communication
K to 12 Curriculum Guide (May 2016)



Whiteboard and markers/chalk
Online References
Laptop (optional)
PROCEDURES
Preliminaries
A. Motivation
(Engage)
Classroom Management
 (Greetings, Prayer, Checking of Attendance)
 Classroom Structure (Chairs and Seating Arrangement)
Icebreaker: "Whisper Relay"
 Mechanics:
o The class is divided into 4-5 groups (depending on size).
o The teacher whispers a sentence to the first student in each
group.
o Each student whispers the sentence to the next person until
the last student says it out loud.
o The group with the most accurate final sentence wins.
Processing Questions:
1. Was the final sentence the same as the original? Why or why not?
B. Analysis
C. Abstraction
D. Application
2. What do you think caused the message to change?
What is Verbal Communication?
 Verbal communication is the use of words to share information.
 Key Elements:
o Clarity – Speak clearly and use understandable words.
o Tone – The way you say words affects meaning.
o Pacing – Speaking too fast or too slow can cause confusion.
o Volume – Adjust loudness depending on the situation.
o Word Choice – Use appropriate words for different audiences.
Guided Discussion:
 How can verbal communication affect relationships?
 Can you share a situation where miscommunication happened?
Activity: "Say It With Emotion"
 Students read the same sentence (e.g., "I can’t believe you did that!")
with different emotions:
o Happy
o Angry
o Confused
o Sarcastic
 Class Discussion:
o How did tone change the meaning of the sentence?
o How does verbal communication influence how we interpret
messages?
Role-Playing: "Fix the Miscommunication"
 Scenario: In pairs, students act out a short conversation with a verbal
communication problem (e.g., unclear instructions, speaking too softly,
misinterpreted tone).
 Task: After the first attempt, they improve the conversation using proper
verbal communication techniques.
Test I: Multiple choice
Directions: Read each question carefully and choose the best answer. Write the
letter of your choice on your answer sheet.
1. Which of the following best defines verbal communication?
a. The use of gestures and facial expressions
b. The use of spoken or written words to convey a message
c. The use of body language to express feelings
d. The use of silence and pauses in a conversation
E. Evaluate
Learning
2. Which is NOT an element of verbal communication?
a. Pronunciation
b. Tone of voice
c. Facial expressions
d. Clarity of speech
3. What is the main purpose of effective verbal communication?
a. To confuse the listener
b. To express ideas clearly and confidently
c. To speak as fast as possible
d. To use complicated words to sound intelligent
4. Which of the following is an example of effective verbal communication?
a. Speaking in a low voice and avoiding eye contact
b. Interrupting the speaker frequently
c. Using clear and appropriate language for the audience
d. Speaking too fast without pausing
5. What role does tone of voice play in verbal communication?
a. It determines the clarity of words spoken
b. It helps convey emotions and intentions
c. It makes the message longer
d. It has no effect on communication
Test II
Directions: Write a short 5-line dialogue between two people where one person
gives instructions, and the other person asks for clarification. Ensure clarity,
fluency, and confidence in the conversation. (
F. Additional
Activities for
Application/
Remediation
G. Home-Based
Activity
V.
REMARKS
VI.
REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
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 this work
Prepared by:
Reviewed and Noted by:
MS. SHEENA JANE H. VALENCIA
Substitute Teacher
MARIA ELVIRA C. YARANON
Acad. Dept. Head/ HT VI
Recommending Approval:
Approved by:
DANILO Y. TANQUI-ON
School Principal IV
OSCAR G. SABARILLO
District In-charge