DETAILED LESSON PLAN IN

ENGLISH 7

Prepared by:
Roseller C. Basilio , Jr.
BSEd 4A

Checked by:
Mr. Florante Carlos , Jr.
Cooperating Teacher
 I. OBJECTIVES

At the end of the lesson the students are expected to:

1. Use the appropriate oral language, stance, and behavior when giving information,
instructions, making explanations, and narrating events in factual and personal
recounts

II. SUBJECT MATTER

Topic: Oral Language
III. LEARNING RESOURCES
Material: PowerPoint Presentation, Television, chalk, board
Reference/s: English 7 Quarter 3 – Week2 Using appropriate Oral Language in
Giving Information, Instructions, Making Explanations, and Narrating Events
IV. PROCEDURE
A. Learning Activities

Teacher’s Activities Student’s Activities

A. PRELIMINARY ACTIVITY
a.) Greetings
Good morning Grade 7! Good morning Sir!

Let us pray first. Yes Sir (We come before You, seeking
Your direction as we begin this fresh
day of learning.
May You allow us to see with Your
eyes, hear with Your ears, and speak
with Your mouth as You guide us every
step of the way.
Join us as we travel the world.
Please keep an eye on all of our
instructors, students, and families, and
provide us the ability to love and be nice
to one another.
In the name of Jesus, Amen.

“before we start the class kindly pick up

the pieces of papers under your chairs”

b.) Checking of the attendance ( student will raised their hands if

called)
( Students will tell who’s absent for the
day)
So how’s your day? Is it good so far?
“It was great Sir”
 c.) Review
What was the topic that was previously
discussed? “sir the topic that was previously
discussed is about Multimedia”
Okay that’s good, so let’s begin this with a
group activity! Are you ready? “Yes sir !”

B. MOTIVATION
( SIMON SAYS)

When Simon says Jump the student should

jump, when there is no Simon they should
not jump

Simon says stand!

Simon says clap three times! ( Students stood up )
( Students clapped three times)
Jump once
( Students didn’t jump )
Simon says take your seat
(student took their seats)

Very good class! You understand the

instruction well! Now I think you already
have an idea on our next topic which will
all be about Oral Language

Now can everyone in this class read what

is the definition of Oral Language, “Means communicating with other
people.
Involves thinking, knowledge, and
skills.
Requires practice and training”
Ok! Very good class! Now to understand it
more clearly Oral Language is the Process
of Communication where you verbally
transmit your ideas, thoughts towards a
person, an individual or a group ( Student listens carefully)

Now question! What comes first when you

hear the word Oral?

“ Sir the word oral means having to do

Ok! Correct very good! with the mouth or speaking.”

We have two types of Oral language

The first one is Monologue.
Everyone in this class read the definition
of Monologue “is when the speaker uses the language
without any feedback from the others”

An example of Monologue is Speech,

sermons and verbatim reading.

For example your classmate gave a thank

you speech because he topped rank 1 in the
class ( student listens carefully )

Another example
You are in a church listening to the father
who is delivering a sermon

In this two types of speaking there are no

replies and feedbacks that are happening
that is why it is a monologue

Now give me another example of

Monologue

Ok very good correct! “sir another example is when the

President delivers a speech to the
Now does everyone understand Philippines”
Monologue?

“Yes sir!, we understood!”

Now what is Dialogue, everybody in the
class read the definition

“is the use of language involving two or

Now the difference between monologue more people.”
and dialogue is that in dialogue you have
feedbacks and responses unlike monologue
you don’t,

In dialogue class we have two sub

categories which are interpersonal and ( Student listen carefully)
transactional

Transactional conversation is the

conversation that primarily involves the
exchange of good, service, or information.
While interpersonal communication is the
conversation that primarily involves the
extension of personal and social relations. ( student listen carefully)
Now to better understand lets have some
Oral Communication situations

We have four situations

Giving information is basically giving out

facts

Now can the class read the example?

Okay now for example “ICT plays a vital role in open and
I asked him how the ice cream tasted distance learning”
Then he responded it was delicious

The information that I received was its ( student listen carefully)

delicious

Now do the class get what’s Giving

information is?

Ok let’s proceed to Giving instruction

Again will the class read the definition ( yes sir, we understood!)

Example
I ordered john to give me his car keys ‘’used when giving orders and directions
Uses the imperative form. ‘’
In this example I commanded john and
john gave me his keys

Now can you give an example class? (student listen carefully)

Ok correct !

Do you understand giving instruction? ‘’ sir, give us high grades right now’’

The next one is Making Explanation , ok

class read the definition ‘’ yes sir we understood!’’

So in making an explanation class, ( explains how things happen

It has to be in a step by step procedure for Step by step process)
example

I cook an egg and the first step is to get the

egg second step is to boil the water and
then third step is to gently put the egg into
the boiling water and the fourth step is to
get the egg end eat it
(students listen attentively)

Now give an example class!

‘’sir, the process on how I took a bath is

first I soaked myself in water, second I
Ok! Correct class! scrub myself with soap third I applied
Now let us proceed to the last which is shampoo into my hair, and lastly I
Narrating Events in Factual and Personal rinsed myself with water. ‘’
recounts, again read the definition class!
( retelling events personally experienced
Ok when we say Narrating Events, what or witnessed.)
do you understand from the word
“Events’’ class

Correct! Very good! So when we say ‘’sir! When we say events it is the
Narrating events in factual and in personal happenings or in tagalog ‘’ pangyayare”
recounts, you are telling an event that you
have experienced or witnessed and it has to
be factual or real information

For example , your mom asked you how (students listen attentively)
did the concert went
And you told your mom the concert went
fun and exciting since you saw your idols
performed’’

Ok give an example class!

‘’ sir for example, in the classroom the
classroom two of my classmate got in a
fight, then the teacher entered and I
narrated the factual event that happened
on who started the fight’’
Ok correct! Good job class
Now do you understand what is narrating
events?

Ok moving on, an appropriate Oral

language should be CLEAR

Language must be grammatically correct

in order to transfer thoughts in exact
meaning. (students listen attentively)
With short sentences, the reader gets the
whole thing in one go. Easy to remember.
Easy to understand. More powerful
communication.

An appropriate oral language should be

DIRECT AND CONVERSATIONAL
Use of personal pronouns like, I, me , my,
mine, our, ours , us , you , your, yours

For example (students listen attentively)

Do your assignment now.
The personal pronoun that we used in the
sentence is ‘’your’’ and it is directing the
person you are speaking to.
(student raises hand and answer the
Now I want you to give some more question)
examples using personal pronouns
“ The pencil that you are holding is
Ok! Correct very good! mine”

Appropriate
Is using the language suitable for your
audience

For example, you are talking to your

parents, therefore use a language that will
show respect to your parents.

However communicating is more than just

words , how we use our voice, facial
expressions, gestures affect the messages
we are trying to convey becoming (students listen attentively)
critically aware of non-verbal cues or
behavior will equip you to express yourself
effectively let us begin with pitch

Pitch- is the highness and the lowness of

the voice
Pitch arises when excited and lowers when
sad.

You can determine the mood of a person

just by listening to their pitch (students listen attentively)

For example you asked your mom with a

calm tone and then she replied with a loud
tone , indicating that your mom is having a
bad day or she is angry

Now I want the class to use their pitch to

portray an emotion

so who in this class want to portray the

feeling of being sad using their pitch
( student raises their hand and give and
Pauses – used to separate ideas and also to an example )
emphasize word/s.
“student said a sentence using a low
Ok very good! Moving on to the next pitch voice”

Pauses can be used to create clarity in our

communication by giving the listener time
to process what we are saying.
By pausing for a moment, we can allow
the listener to absorb what we have said
and answer any questions that they may
have.

Pauses can also be used to emphasize

certain points in our message. When we (students listen attentively)
pause before or after a keyword or phrase,
we are signaling to the listener that this is
an important point that they should pay
attention to.

For example you are about to say yes to

your partner

‘’ Josh I have something to say…..”

I say yes!”

Now do you understand what Pause is ‘’ yes sir! ‘’

class?
Ok! Next is
Space or distance
It is the amount of space or distance
between two people who are talking

Let say for example we have four spaces

which is the intimate space, personal
space, social space, and public space

Just by seeing the space between two

people talking we can already determine (students listen attentively)
what relationship do they have, or how
close they are to each other, the space
determine on how deep is the connection
we have to the person

For example
You see two people having a
conversation, and the person he is talking
to is in his personal space, you can
therefore conclude that they are Friends
that are talking about personal things.

Now do the class understand Space or

distance?
“yes sir!”
Ok next one is
Eye contact

Can everyone in the class read the

definition
( the students read the definition all
together )

“the use of eyes in communication. The

level of eye contact often depends on
the relationship between the
communicators and affects both the
speaker and listener”
In eye contact
The way you look at someone can
communicate many things, including
interest, affection, hostility, or attraction.
Eye contact is also important in
maintaining the flow of conversation and
for gauging the other person's interest and
response
Eye contact can either support or discredit
the words you say. When you don’t make
good eye contact with someone you are
talking to, other people are less likely to
listen and understand what you’re saying,
and miscommunications are more likely to
occur. (students listen attentively)
When you use eye contact in speaking it
will make you seem more sincere or
authentic and to
get and keep the other person’s attention

for example
You are about to report on your class, and
use eye contact to your audience, in that
way your audience will feel connected to
you and believe that what you are saying is
true and in maintaining eye contact with (students listen attentively)
them, you can know that they are listening
and engaging with you.

Your friend looked you directly in the eyes

and ask for forgiveness.

In that way you know that a person is

sincere and serious about his apology

Do you know that in eye behaviors

When a person is looking down when
speaking to you he or she is lying (students listen attentively)
Also when he is looking up right he is
imagining a story and when he is looking
up left he is telling the truth and recalling
an actual memory.
“yes sir!”
Now do the class understand Eye contact?

Ok! Last one is

Looks and gestures ‘’ Looks and Gestures, the use of a

Again read the definition class! facial expression, head movement, hand
gesture, and posture in conveying
meaning. Smiling head-shaking or
waving reinforce what we are saying’’
In looks and gesture you can say what
message do they want to show or tell you
by their action,

for example
You are buying candies from a sari-sari
store and the seller is asking you how
many candies do you want to buy, and you (students listen attentively)
use your fingers to tell him how many.

Another example
You saw your mom doing some office
work in her laptop, you asked her ‘’ mom
are you okay? She then replied, that she is
okay, but based on what you are seeing is
she is stressed and tensed at her laptop.

Even though she told that she is okay, her (students listen attentively)
actions and gesture shows that she is not.

Have you observed that a person’s body

language is opposite to what he or she is
saying?

Let me share you some example of

postures and bodily gestures that influence
how your listeners understand your
message when you are speaking.

STAND WITH CONFIDENCE

To prevent swaying or rocking while
talking in front of others spread your feet
about 6 to 8 inches apart parallel to each (students listen attentively)
other to achieve a comfort speaking
position.

FACE YOUR AUDIENCE WITH

YOUR HANDS ON THE SIDE AND
YOUR CHIN UP
This will help you appear open and sincere
to your audience and give the impression
that you are in control of the situation
USE YOUR HAND TO EMPHASIZE
YOURE MESSAGE WHEN
SPEAKING
If relevant gesture are used at the right “yes sir!”
time , your message will be easily
understood
Do you understand the tips on bodily
posture and gesture?
Now there are posture that we need to
avoid when we are speaking
(students listen attentively)
AVOID THESE THINGS AS MUCH
AS POSSIBLE.
AVOID CROSSING YOUR ARMS
as it makes you look defensive
AVOID PUTTING YOUR HANDS IN
THE BACK
as if your hiding something
AVOID PUTTING YOUR ARMS IN
THE POCKET as if your hiding
something as well (students listen attentively)
DO NOT PUT YOUR HANDS ON
YOUR HIPS as it makes you seems
aggressive as if you are bullying your
audience
AVOID PUTTING YOUR HANDS ON
YOUR CHIN as if your not ready with
what you are going to say because it seems
(students listen attentively)
your still thinking with what you are going
to say
AVOID CUPPING TWO HANDS IN
FRONT OF YOUR CHEST because it
will make you look like you are covering
something in front of your chest
now let’s move on to the tips (students listen attentively)
Tips in Giving Effective Instructions
• Get people’s attention. Before
giving any instructions, make sure
you have the attention of those who
should be listening.
• Be clear and specific about what
you want. Break the task down into
step-by-step procedures.
• If you’re unsure whether or not
people have really understood you,
have them repeat your message
using their own words. (students listen attentively)
• Demonstrate or illustrate with
examples whenever possible.
• Only give a small number of
instructions at any one time. People
have trouble remembering large
amounts of information. For more
complex tasks, break-down the
instructions for each part of the job. (students listen attentively)
• Say exactly what you mean. Don’t
leave people guessing.
• Don’t rush your instructions. Clear
directions save time.
“yes sir”
Now do the class understand the
tips in giving instruction?

Tips in Giving Effective Information

and Explanations

• Speak clearly.
• Use language that everyone
understands. (students listen attentively)
• Vary your tone and pace.
• Move from the general to the
specific.
• Use visuals— charts, maps. and
diagrams if needed.
• Look eye to eye with the listener.
• Ask questions to determine
people's understanding.
“yes sir!”
Now do the class understand the tips in
giving information and explanation?
 Tips in Narrating Events in Factual and
Personal Recounts

• Immerse your audience in a story so they

will remember it for years.
• Tell a personal story. (students listen attentively)
• Create suspense to keep the listener in
their seats and think “What will happen
next?”
• Bring characters to life. Provide enough
detail to bring life to the audience’s minds.
• Show. Don’t tell. Try scene-by-scene
construction of events and use dialogue (students listen attentively)
instead of narration.
• Build up to a STAR (Something They’ll
Always Remember) moment.
• End with a positive takeaway.
“yes sir!”
Now do the class understand the tips In
narrating factual and personal recounts?

Ok I think we are ready for our activity!

I. EVALUATION

Write M if it is Monologue and write D if it is Dialogue

1. You came home tired and hungry from school and started craving for a Takoyaki, so
you went outside and ask a stranger for directions.
2. You did not review for your exam and received a failing score, you then reflected to
yourself that I should have prepared and review so I can get a passing score.
3. When you went on the kitchen your mom told you to wash the dishes since you are
already there.
4. Your friend Daniel saw you eating an ice cream, he then asked you what flavor and
how much did you bought it.
5. The second quarter had ended, your teacher then announces the ranking in your
classroom.

II. ASSIGNMENT

Identify if the given scenarios are Pitch, Pause, Space or distance, Eye contact or
Looks and Gestures.
1. It is the first day of class and a stranger approached you and says hi but you ignored
it and walked away
2. The second quarter ended. Your teacher is announcing the rankings but when she is
about to announced the rank one the classroom suddenly became quiet.
3. You came to your dad’s room and asked if he is okay, your dad nods his head on
you.
4. Angela came to her sister’s room and talked to her, but her sister is watching video
game in her phone. Angela felt her sister is not interested in talking to her.
5. You came home and informed your parents that the principal wants to meet them,
in shock your parents raised their voice at you.