School WAWA NATIONAL Grade Level G7
HIGH SCHOOL
DAILY LESSON LOG Teacher REJOY O. Learning ENGLISH
PANGANIBAN Area
September 30, 2018
Teaching Date and Time (7:00 8 :00) AM Quarter SECOND
I. OBJECTIVES: 1. Understand the concept of effective communication.
2. Use appropriate verbal and non-verbal turn-giving cues.
3. Recognize the role of active listening in effective communication.
A. Content Standard The learner demonstrates understanding of: Philippine literature during the Period
of Apprenticeship as a means of examining conflicts; various purposeful listening
and viewing strategies; difference between literal and figurative language; ways to
extract and condense information based on library sources; verbal and non-verbal
cues in oral communication; and types of phrases, clauses, and sentences.
B. Performance Standard The learner transfers learning by: resolving conflicts presented in literary
selections; using tools and mechanisms in locating library resources; extracting
information and noting details from texts to write a précis, summary, or
paraphrase; distinguishing between and using literal and figurative language and
verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and
appropriately.
C. Learning Competencies EN7OL-II-a-4: Use verbal and non verbal cues in conversations, dialogs, or
interviews.
II. CONTENT Lesson: Verbal and Non- Verbal Cues in Conversations Remarks
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials
3. Textbook pages
4. Additional Materials
from LR
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous SPELLING BEE
lesson or presenting the The Teacher will start their lesson with spelling bee followed by the
new lesson. review of last week’s lesson. (5 mins.)
B. Establishing a purpose Introduction: It's important to recognize, though, that it's our
for the lesson nonverbal communication—our facial expressions, gestures, eye
contact, posture, and tone of voice—that speak the loudest. The
ability to understand and use nonverbal communication, or body
language, is a powerful tool that can help you connect with others,
express what you really mean, and build better relationships.
C. Presenting Task 1: Give Me a Sign!
examples/instances of the Directions: Show a sign for some commonly used hand gestures
new lesson below.
1. to show that you have won
2. to ask someone to come closer
3. to wish for good luck
4. to ask someone to stop
5. to show approval
D. Discussing new Task 2: Photo Analysis!
concepts and practicing Directions: Look at each photograph. Answer the questions, and be
new skills #1 prepared to share your answers.
Directions: Look at the pictures on Tasks 1& 2. Do any of these
gestures have a different meaning in your country? Explain how
they are used in your country? Lead a discussion on the process of
effective communication.
E. Discussing new concepts Directions: Give a recap of the following key ideas:
and practicing new skills #2 1. Aspects of facial expression , gesture and posture
2. Nonverbal Cues as Complements to Verbal Messages
3. Role of active listening in effective communication
Good communication is…
Good communicator is…
F. Developing Mastery Task 3: Pinoys!
Directions: The chart below gives several nonverbal cues and their
uses. In the space provided, explain what nonverbal cues are used
in your culture in the same situations.
G. Finding practical Task 4: Play a Role!
applications of concepts Directions: Below is a list of situations in which you can use hand
and skills in daily living gestures to show how you feel. Choose one situation and act it out
in front of the class. The objective of this activity is for your
classmates to guess which situation you have chosen by watching
your gestures. a. You want someone to come to you. b. You want to
show approval. c. You want to show that your team has just won the
game. d. You want to wish someone good luck. e. You want someone
to stop coming toward you.
H. Making generalizations
and abstraction about the Task 5: Far and Near!
lesson Directions: Other countries do not have the same rules for deciding
how close to each other people sit or stand in different situations.
Fill in the chart below for your country. The first situation has been
filled in for the United States.
I. Evaluating Learning Task 6: Small Talk!
Directions: Sometimes small talk is a way to meet someone or start a
conversation. Present a dialogue between people who are not very close.
Consider acceptable and unacceptable topics in your country. Use
appropriate verbal and nonverbal cues.
J. Additional activities for
application or remediation
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 this
work?
F. What difficulties did I
encountered which
my principal or
supervisor can helped
me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
Prepared: Noted:
REJOY O. PANGANIBAN GERLIE C. LOPEZ
Teacher II Principal I
