UEP College of Arts and Grade &

School GRADE 12
Communication Section
DUMASIG, JAN LEO Learning PURPOSIVE
LESSON Teacher ORIO, ESTHER Area COMMUNICATIO
PLAN PEREZ, FRITZ GERALD N
Teaching
April 22, 2025 Semeste
Dates & 2nd Semester
(9:00 a. m. – 10:00 a. m.) r
Time
Week No. 9 Day 1 Duration 1 HOUR
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, the necessary procedure must be followed
and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment strategies. Valuing objectives supports the learning of content and competencies and enables children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guide.

A. Content The learner understands how language varies according to context,

Standards purpose, audience, and culture.
B. Performance The learner shall be able to demonstrate effective use of appropriate
Standards language in various communicative situations.
C. Learning
Competency The learner distinguishes between different language registers and uses
Write the LC Code them appropriately in varied contexts. (COM11/12OC-IIIa-2)
for each.
At the end of the lesson, the students are expected to:

D. Learning a. define the concept of language register;

Objectives b. demonstrate understanding during discussion; and
c. Execute appropriate language registers through an activity.
Content is what the lesson is all about. It pertains to the subject matter the teacher aims to teach in the CG, the
II. content can be tackled in a week or two.
CONTENT/TOPIC LANGUAGE REGISTERS
III. LEARNING List the materials to be used on different days. Varied sources of materials sustain children’s interest in the
lesson and learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
RESOURCES materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s None
Guide pages
2. Learner’s
Materials None
pages
3. Textbook None
pages
4. Additional
Materials None
from Learning
Resource
(LR) Portal
Padilla, M. M., Dagdag, L. A., & Roxas, F. R. (2018). Communicate &
B. Other Learning connect: Purposive communication. Malabon City: Mutya Publishing
Resources
House, Inc.
Powerpoint presentation, 3D pyramid visual aid, cardboard boxes, picture
C. Materials
prompts, videos.
D. Values Respect for cultural and social diversity through appropriate and sensitive
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 use of language in various contexts.
Integration

These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
IV. learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning, question their learning processes, and draw a conclusion about what they learned concerning their
PROCEDURES life experiences and previous knowledge. Indicate the time allotment for each step.

A. Doing routinary 1. Interfaith Prayer

activities  The student mentor calls on a student to lead the prayer.

2. Attendance Check
 The student mentor calls out each of the students’ names, and
in response, the students says “Present!”

3. House Rules
 The teacher lays down the classroom rules and health
protocols that must be observed throughout the session.
B. Reviewing the
previous lesson 1. Motivation
or presenting
Instructions: Arrange the jumbled letters to form the words
the new lesson.
ELICIT (The activities in related our topic. Use the clues provided to answer this activity.
MOTIVATION

this section will evoke or

draw out prior concepts of or TCOSUVLATIEN
experiences from the
students)
EROZNF
GRIETRES
ANTIIMTE
ORMALF
CASULA

C. Establishing a Question to Ponder:

purpose for the
The student mentor asks the students questions:
lesson.
ENGAGE (The activities 1. Based on the presentations, what do you think is our topic today?
in this section will stimulate
their thinking and help them 2. Ask the students what they know about language register,
access and connect prior
knowledge as a jumpstart to
the present lesson.) the types of language registers, and its importance.

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D. Discussing the Activity: Video Clip Presentation
new concepts and
practicing new 1. Instructions: The student mentor will play a video containing a
skills #1. various situations where language registers exist and after viewing,
EXPLORE (In this the students are to provide what are being asked.
section, students will be
given time to think, plan,
investigate, and organize https://www.youtube.com/watch?v=DjBe47ll6rM
collected information; or the
performance of the
planned/prepared activities Question to Ponder:
from the student’s manual
with data gathering and
The student mentor asks the students questions:
ACTIVITY

Guide questions)

1. What did you notice about how the characters spoke in different
scenes?

2. Did their way of speaking change depending on who they were

talking to?

3. Were some scenes more formal or casual than others? What made
them feel that way?

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1. Developing
mastery The student mentor will ask the students.
(Leads to
formative
assessment 3). · Have you ever noticed how you speak differently when you're
EXPLAIN (In this talking to a friend compared to when you're speaking to a teacher
section, students will be
involved in an analysis of
or a stranger? Why do you think that happens?
their exploration. Their Purpose: Gently leads students to recognize that context affects
understanding is clarified
and modified because of
language use.
reflective activities)/Analysis
of the gathered data and
results and be able to
· If you were to explain how an engine works to your classmate
answer the Guide Questions vs. to a company executive, would you say it the same way? Why
leading to the focus concept
or topic of the day.
or why not?
Purpose: Connects the lesson to their engineering background and
shows the practical need for language variation.

· Can you think of any examples of conversations or writings

ANALYSIS

where the language seems “too formal” or “too casual” for the
situation? How did it affect the message?
Purpose: Encourages reflection on the appropriateness of language
and tone.

· Why do you think certain professions or settings—like

courtrooms, hospitals, or even YouTube comment sections—
have their own “style” of communication?
Purpose: Opens the door to the idea of registers being context-based
and specialized.

· Do you think using “big words” always makes you sound

smart? Why or why not?
Purpose: Challenges misconceptions and introduces the idea that
communication is about appropriateness, not just vocabulary.

 He relates the students' responses in the previous activity to the

new lesson at hand, and facilitates the comprehensive discussion
and analysis of the lesson with use of the 3D cardboard pyramid.

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 A register, therefore, is characterized by “ differences in the
type of language selected as appropriate to different types of
situations” (Halliday et al., 1964, as cite in Politt, 2013).
The term “register” refers to particular varieties or styles of
speaking and writing which vary in their degrees of formality
depending on the topic (what), purpose (why), context (where), and
audience (who) (“Register, 2017). For example, there is legal register,
a register of advertising, registers of banking, and a register of
weather forecasting.
Registers, recognized because of their specialized vocabulary
and their particular uses of grammar, are categorized into five
varieties: very formal, formal, neutral, informal, and very informal.

1. Very formal, frozen, or static register.

This register is “frozen” in time and content because it rarely or
never changes. Examples are poetry, The Lod Prayer, laws, marriage
vows, insurance policies, leases, and wills.
2. Formal or regulated register.
This is the formal and impersonal language which is one-way in
nature and used in formal situations. Examples are fouls news reports,
magazine or journal articles, business letters, official speeches and
sermons.
3. Neutral, professional, or consultative register.
This is the normal style of speaking between communicators
who use mutually accepted language that conforms to formal societal
standards. Examples are the types of communication between
strangers, teacher and student, superior and subordinate, doctor and
patient, and lawyer and client.
4. Informal, group, or casual register.
This is the informal language between friends and peers, which
uses slang, vulgarities, and colloquialisms. Examples are
conversations, chats and emails, blogs, tweets, and personal letters.
5. Very informal, personal, or intimate register.
This is the private, intimate language reserved for family
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1. Making  The student mentor facilitates the learners in generalizing the key
generalizations concepts of the lesson, and asks the following questions:
and
abstractions
about the · What patterns did you notice in how language changes across
lesson. different situations or audiences?
ELABORATE (This Purpose: Helps students synthesize observations from earlier
section will allow students to
expand and
examples or activities.
solidify/concretize their
understanding of the
concept and/or apply it to a
· How does knowing your audience influence the way you speak
real-world situation) or write?
Purpose: Reinforces audience-awareness as a key factor in choosing
a register.

· Why is it important to match the language you use with the

ABSTRACTION

situation you’re in?

Purpose: Highlights the practicality and appropriateness of register
use.

· Can one register be used in all types of situations? Why or why

not?
Purpose: Leads students to the understanding that flexibility in
communication is necessary.

· How do the five types of register differ from each other in terms
of formality, vocabulary, and purpose?
Purpose: Encourages clear comparison and classification of the
registers.

 The student wraps up their discussion by asking the students for

clarifications or questions, and providing a summary of the lesson
proper.

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1. Finding Activity: Stand By Me
practical
The student mentor will ask the class to set aside the chairs and
application of
concepts and will provide clear instructions.
skills in daily
living.
Instructions: In front of you is a picture of different communicative
style and what you are going to do is to choose which standee is
appropriate to the given scenarios and you will stand in line to which
standee you’ve chosen.
APPLICATION

1. I love you, Babe.

2. What’s up, dude!
3. Good morning, Professor.
4. Very latina, sisturr!
5. Uy mars!
6. The bible
7. Chatting with your classmates.
8. Goodbye, Attorney. I look forward to seeing you
again.
9. Later, Darling!
10. Magazines and journal articles
1. Evaluating  Instructions: On a 1/4 sheet of yellow paper, Identity
learning.
the correct answer and write your answer on the space
EVALUATION (This
section will provide for provided.
concept check test items
and answer keys that are
aligned to the learning _________1. An interview between HR and a job applicant.
objectives - content and
performance standards and _________2. Reciting the pledge of allegiance to the
ASSESSMENT

address misconceptions – if
any) Philippine flag.
_________3. Recognized because of their specialized
vocabulary and their particular uses of grammar.
_________4.University President delivering a welcome
speech.
_________5. Sending a text message to your best friend.
_________6. Greeting your loved ones.

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2. Additional Self-Reflection
activities for

ASSIGNMENT
application or Instructions: Write a short reflection in 3 to 5 sentences on what you
remediation.
EXTEND (This section have learned about language registers and how can you apply this
gives a situation that
explains the topic in a new knowledge in your communication.
context, or integrates it into
another discipline / societal
concern)

Prepared by: Submitted to:

DUMASIG, JAN LEO

ORIO, ESTHER MARK PUGNIT BONABON
PEREZ, FRITZ GERALD Course Professor
Student Mentors

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