School La Purisima National High Grade 8
School Level
Teacher Lizzette Joy V. Apondar Learning English
Area
Date/ March 3, 2025 Quarter Fourth
Time
OBJECTIVES
Content Standards The learner demonstrates understanding of: South and West Asian
literature as an expression of philosophical and religious beliefs;
information flow in various text types; reality, fantasy, and opinion in
listening and viewing materials; word decoding strategies; and use of
information sources, active/passive constructions, direct/reported
speech, perfect tenses, and logical connectors in journalistic writing.
Performance The learner transfers learning by composing a variety of journalistic texts,
Standards the contents of which may be used in composing and delivering a
memorized oral speech featuring use of properly acknowledged
information sources, grammatical signals for opinion-making, persuasion,
and emphasis, and appropriate prosodic features, stance and behavior
Learning EN8RC-IVc-13.1 Note explicit and implicit signal (like cohesive devices)
Competencies used by the writer.
At the end of the lesson, the students are expected to:
a. differentiate transactional language from interactional language;
b. compose and perform a short transactional and interactional
language dialogs.
c. discuss the importance of good manners during a conversation;
CONTENT Transactional and Interactional Language
LEARNING
RESOURCES
References
Teacher’s Guide
Learner’s Guide
Textbook pages Module 4
Pp.493-497
Additional materials
from learning
resources
Other Learning Worksheet material
Resources
Subject/s Integration Values (ESP)
PROCEDURES TEACHER’S ACTIVITY LEARNER’S ACTIVITY
Reviewing previous Good morning, class! Good morning, ma’am.
lesson or presenting
Before you take your seat, please
the new lesson
pick-up any pieces of paper or trash
you see on the floor. Arrange also
your chairs properly.
How are you this morning? We are all doing well, ma’am.
That’s great! Yes, ma’am.
Very good! Are you now ready for
today’s lesson?
Before we begin, let us first have a
review. What was our previous topic?
Previously, we have discussed
the active and passive Voice,
Ma’am.
That’s right. What sis active voice?
The active voice is used to
indicate that the subject of the
Thank you. The active voice, in a sentence is the doer of the
sentence, denotes that the noun or action.
pronoun that acts as the subject in
the sentence is the doer of the action.
In other words, the subject performs
the action or acts upon the verb. How
about passive voice? The subject receives the action
expressed in the verb. The object
The “passive voice" describes a of the active sentence becomes
verb whose action is done to the the subject of the passive voice.
subject not by the subject.
Establishing a MOTIVATION
purpose for the lesson
This morning we will start our
discussion with an activity. Do you
want to have an activity? Yes, Ma’am.
The class will be divided into two
groups. Each group must have three
representatives to arrange the puzzle
which will be given to them. The Yes, Ma’am.
fastest group to finish will be declared
as the winner. Are you ready?
These are the pictures of the puzzle
which you have arranged earlier. In the first picture, there are
What is in the first picture? two ladies chatting or talking to
each other.
Maybe they are talking about
What do you think they are talking
their families or some girl stuff.
about?
It could be. We may not be sure
about their topic but we are certain
that they are talking about their
personal life.
In the second picture, the boss
is talking to his employee.
How about the second picture?
Maybe he is talking about their
performance or their company’s
What do you think is the boss’
status.
purpose why he is talking to his
employees?
Exactly! Both the first and second
picture depicts people talking or
conversing with each other, but there
are differences in their way of talking.
Yes, ma’am.
Class, do you want to know the
difference between that two pictures
or conversation?
Presenting The pictures we used in our activity At the end of the lesson, the
examples/instances of have something to do with our lesson students are expected to:
the new lesson because this morning we will be
differentiating transactional language a.differentiate transactional
and interactional language. Along our language from interactional
discussion of the topic, let us be language;
guided by the following learning b.compose and perform a short
objectives. Please read. transactional and interactional
language dialogs.
c.discuss the importance of good
manners during a conversation;
Discussing new In order to help us understand the Transactional Language is used
concepts and difference between the two, let us to send messages with content. It
practicing new skills # read the definition of transactional has a clear objective when
1 language and interactional language. asking for information, for a
Kindly read. refund, or making a complaint.
Interactional Language is used to
establish and maintain various
sorts of social relationship. It
involves shorter turns, simpler,
and more predictable language; it
and can have a measurable
result.
Class, what is the aim of
transactional language?
The aim of transactional
language is to send a message
with content.
Indeed! Transactional language
communicates a specific message.
How about interactional language?
The aim of interactional language
is to maintain a social
relationship.
Discussing new To help us get the deeper meaning of
concepts and our topic, I would like you to watch
practicing new skills # two video clips and differentiate
2 dialog 1 from dialog 2.
Dialog 1
A: Hi Alice, how are you?
B: I’m fine. How about you?
A: I’m good. Where are you headed
to?
B: I’m going to the library.
A: Is that so. Well, I’m on my way to
the Principal’s office.
B: We’re headed to different
directions then.
A: If that’s the case I’ll just have to
see you later.
B: Ok, you take care.
Dialog 2
A: 1 kilo of cherry tomatoes.
B: These ones, or the ones next to
the potatoes?
A: The ones next to the potatoes.
B: That's 100.
Are there differences between the
two dialogs?
What are these differences?
Excellent! In the first dialog, what
Yes, teacher.
do you think is the speakers’ aim?
In the first dialog, it involves
shorter turns and simpler
Indeed! If the speakers in the first language while in the second
dialog conversed to each other just to dialog the speaker has a clear
maintain a social relationship, how objective.
about the second sample dialog?
The speakers in the first dialog
do not express a clear aim in
their conversation, they just
That’s right! The second sample greeted each other on their way
dialog has a clearer aim and that is to to their destination.
buy something from the vendor.
To enrich our comprehension of the
topic here are more examples of The speaker’s aim in the
transactional language and second sample dialog is to buy
interactional language. cherry tomatoes.
Interactional Language
Greetings
Small talks or chit chats
Recounting recent
experiences
Compliments
Transactional Language
Classroom group discussion
Making telephone call to
obtain flight information
Asking someone for
directions on the streets
Ordering food from a menu
in a restaurant
Class, what is the difference
between transactional and
interactional language?
Transactional language is a
language which is used to make
Excellent! But class, most language a transaction and which has a
is not wholly transactional or result. It can be compared to
interactional but a mix of both. To interactional language which is
help us understand this, let us study used to maintain a social
this dialog I have prepared. relationship.
Dialog 3
A: Good morning. Can I have two
pounds of cherry tomatoes?
B: Would you like these ones or the
ones next to the potatoes?
A: The ones next to the potatoes,
please.
B: Here you are. That's 100, please.
A: Thank you.
What have you noticed with the
dialog?
There are underlined words.
That’s right! There are underlined
words in the dialog. These underlined
words will help us maintain a social
relationship and that conversation or
dialog is primarily transactional or
interactional. Our daily conversation
will contain some information. For
example, if I am telling you about my
last vacation, although it remains
primarily interactional in terms of its
function. It doesn't really matter if you
don't retain the details. None of the
underlined elements are essential for
the transmission of information, even
though the exchange remains
primarily transactional. They serve an
interactional function.
Can you give me a conversation
which is both interactional and
transactional?
What makes this scenario
transactional and interactional?
An example of this is when you
are talking to your parents to ask
for allowance or money.
This conversation is a mixture of
both because we maintain a
social relationship with our
Indeed! Now, are there any questions parents and at the same time, we
and clarification? are conversing with them
because we want something
Values Integration
from them.
Students, when you talk to the
people around you do you exhibit
good and proper manners? None, ma’am.
How do you address people who
are ahead of you such as your aunts
or older brothers or sisters? Yes, ma’am.
Great! I hope you really do that at When I talk to my aunts or
home. But how about for your uncles I always talk to them
teachers and the other staffs here at politely.
your school?
When I talk to my older brother
and sister, I always address them
first “Ate” or “Kuya.”
Very good! It’s good to hear that you
always show respect to those who
are ahead of you. Keep up the good
work!
When I see a faculty or staff I
always greet them good morning
or good afternoon.
Developing Mastery Now that we are done differentiating
(leads to formative transactional and interactional
assessment 3) language, let us have an activity. For
this, the class will be divided into
three groups. Each group must
present a short role play either in a
transactional language or an
interactional language. You have 5
minutes to discuss and practice with
your group mates. Note: Make your
roleplay short and spontaneous.
Group 1 (Interactional)
First day of school
Group 2 (Transactional)
Screening of STE students
Group 3 (Transactional)
STE Mentors’ Meeting for the
screening of incoming Grade 7
students
Group 4 (Transactional and
Interactional)
STE student is being asked by
the interested transferee
student to be part in the STE
Program.
Criteria Points
Content 10 pts.
Delivery 5 pts.
Teamwork 5 pts.
Total 20 pts.
Finding Practical Oral Questioning Possible answer
Applications and skills
in daily living What is Transactional and Transactional Language is used
Interactional Language? to send messages with content. It
has a clear objective when
asking for information, for a
refund, or making a complaint.
Interactional Language is used to
establish and maintain various
sorts of social relationship. It
involves shorter turns, simpler,
and more predictable language; it
and can have a measurable
result.
Generalization What are the differences of (answer may vary)
the two?
Evaluating Learning Directions: Analyze the pictures and Directions: Analyze the pictures
tell whether the people are engaged and tell whether the people are
in a transactional or interactional engaged in a transactional or
function of communication. Give the interactional function of
reasons for your answer. (20 pts.) communication. Give the reasons
for your answer. (20 pts.)
1. 2.
1. 2.
3. 4.
3. 4.
5. 6.
5. 6.
7. 8.
7. 8.
9. 10.
9. 10.
Picture Transa Reason/
ctional/ Picture Trans Reason/
Interacti Proof action Proof
onal al/
Interac
1. tional
2. 1.
3. 2.
4. 3.
5. 4.
6. 5.
7. 6.
8. 7.
9. 8.
10. 9.
10.
Additional activities for Assignment Assignment
application or
modification
Directions: On a 1 whole sheet of Directions: On a 1 whole sheet of
paper, write a dialog depicting either paper, write a dialog depicting
a transactional or interactional either a transactional or
language dialog. (20 pts.) interactional language dialog. (20
pts.)
Criteria Points
Content 10 pts. Criteria Points
Organization of 5 pts. Content 10 pts.
Ideas Organization 5 pts.
Grammar 5 pts. of Ideas
Total 20 pts. Grammar 5 pts.
Total 20 pts.
REMARKS
REFLECTION
Number of learners
who earned 80% in
the evaluation
Number of learners
who require additional
activities for
remediation
Did the remedial
instruction lesson
work? Number of
learners who have
caught up with the
lesson.
Number of learners
who continue to
require remediation
Prepared by:
LIZZETTE JOY V. APONDAR
Student Teaher
Checked by:
CATHERINE P. BERMAL
Cooperating Teacher
