BASIC EDUCATION DEPARTMENT LEARNING PLAN

GRADE 11-12 School John Paul College Corp. Grade Level 11

DAILY LESSON Teacher Christine Mae S. Cudisal Learning Area ORAL COMMUNICATION
PLAN
Teaching Dates and Time 1:30 – 2:30 Quarter FIRST QUARTER

DAILY LEARNING PLAN

I. OBJECTIVES
The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act
A. Content Standards and communicative strategy.

The learner demonstrates effective use of communicative strategy in a variety of speech situations.
B. Performance Standards

C. Learning Competencies/ Objectives Understand the various types of speech context and style including how to respond appropriately and effectively to a speech
Write the LC code for each act.
Objectives :
 Identifies the various types of speech context.
 Distinguishes types of speeches and speech style.
 Respond appropriately and effectively to a speech act.

Types of speech act

II. CONTENT

.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Oral Communication Quarter 1-Module 1
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning PowerPoint Presentation, video, marker, activity materials
Resource (LR) portal
 B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or The students will be able to learn new lesson by engaging themselves in short activity called the ICEBREAKER
presenting the new lesson
Activity: The teacher will pick a name from the class card, and whoever is picked will share three statements about their life:
two true and one false. The classmates will then guess which statement is false.
B. Establishing a purpose for the The student will watch the video entitled “A failure to communicate” and examine the ideas behind it.
lesson
Direction: After you have watched the video, answer the following question in a 1 whole sheet of paper.
 What are the main communication problems in that occur in the video?
 What strategies did the characters use to try to communicate with each other?
 What lessons can we learn from the video about A failure to communicate?

C. Presenting examples/instances of The student will answer the short activity. The teacher will show the word puzzle in TV screen. Students who can answer
the new lesson correctly will be given additional points.

Direction: Study the word puzzle below. List down four words which are related to the word COMMUNICATION.
 L E R M O U N T S
I N T E R V I E W
D I O S U N D O O
L A N S E N D E R
A D G A U R D S D
R O A G A T E R S
R Q U E S T I O N
S F G H E E A R T
1) _________________________________________________________
2) _________________________________________________________
3) _________________________________________________________
4) _________________________________________________________

D. Discussing new concepts and

practicing new skills #1 SPEECH ACT

• is an utterance that a speaker makes to achieve an intended effect.

• Speech acts are performed when a person offers an apology, greeting, request, complaint, invitation compliment, or
refusal.
• Speech act is an act of communication.
 Three Types of Speech Act
LOCUTIONARY ACT
• is the actual act of uttering or saying something.

For the utterances to be a Locutionary Act, consider the following:

• This act happens with the utterances of a sound, a word or even a phrase as a natural unit of speech.
• It has sense, and most importantly, for communication to take place.
• It has the same meaning to both the speaker and the listener.
• Utterances give rise to shared meaning when it is adjusted by the speaker for the listener
Examples of Locutionary Acts:
• “Doh!” (favorite expression of TV cartoon character Homer Simpson)
• “Wow?” (When someone is amazed)
• “Hello!” (greeting someone)
• “Get out!” (a strong command)

ILLOCUTIONARY ACT
• is the social function of what is said.
• In an illocutionary speech act, it is not just saying something itself but with the act of saying something with the
intention of:
• stating an opinion, conforming, or denying something;
• making a prediction, a promise, a request;
• ssuing an oirder or a decision; or giving advice or permission.
• This Speech Act uses the Illocutionary Force of a statement, a confirmation, a denial, a prediction, a promise, a
request, etc.
Examples of illocutionary Acts:
• It’s more fun in the Philippines. (opinion)
• I’ll help you clean the house tomorrow. (promise)
• Get my things in the office. (order)

PERLOCUTIONARY ACT
• refers to the consequent effect of what was said.
• This is based on the particular context in which the speech act was mentioned.
• This is seen when a particular effect is sought from either the speaker or the listener, or both. The response may not
necessarily be physical or verbal and is elicited by:
• inspiring or insulting
• persuading/convincing; or
 • deterring/scaring
The aim of Perlocutionary Speech Act is to change feelings, thoughts, or actions.
Examples of Perlocutionary Acts:
• We can do this. We heal and win as one!” (inspiring)
• “It is crucial that we give all our collective efforts to fight against this pandemic. We must start working together.”
(persuading)
• “Smoking destroys your health, certain as it brings diseases, it kills – you, your loved ones, and others!” (deterring)

ACTIVITY: TRUE OR FALSE

Directions: Read the following statements carefully. Indicate whether each statement is true or false. If a
statement is true, draw a smiley face. If a statement is false, underline the incorrect word and write the correct word on the
space provided.
____________________1. Speech acts are performed when a person offers an apology, greeting, request, complaint,
invitation compliment, or refusal.
____________________2. Luctionary is the actual act of uttering or nonvocal.
____________________3. The social function of what is said is an act of perluctionary speech.
____________________4. The aim of Perlocutionary Speech Act is to change feelings, thoughts, or actions.
____________________5. “Get out!” is an example of Illuctionary speect act.
____________________6. “We can do this. We heal and win as one!” is an example of perluctionary speech act.
____________________7. “Hi!” is an example of Luctionary speech act.
____________________8. “I’ll love you forever? is an example of Illuctionary speech act.
____________________9. Speech act is an act of communication.
____________________10. Speech act is an utterance that a speaker makes to achieve an intended effect

E. Discussing new concepts and

practicing new skills #2
Searle’s Classification of Speech Act
- As a response to Austin’s Speech Act Theory, John Searle (1976), a professor from the University of California,
Berkeley, classified illocutionary acts into five distinct categories.

Assertive
- a type of illocutionary act in which the speaker expresses belief about the truth of a proposition. Some examples of
an assertive act are suggesting, putting forward, swearing, boasting and concluding.

EXAMPLE:
• “No one can love you better than I do.”
Directive
-a type of illocutionary act in which the speaker tries to make the addressee perform an action. Some examples of a
directive act are asking, ordering, requesting, inviting, advising, and begging.
EXAMPLE:
• “Please maintain the cleanliness of our school.”
Commissive
-a type of illocutionary act which commits the speaker to doing something in the future. Examples of a commissive
act are promising, planning, vowing, and betting.
EXAMPLE:
• “From this moment on, I will love you and honor you for the rest of my life.”
Expressive
-a type of illocutionary act in which the speaker expresses his/her feelings or emotional reactions. Some examples of
an expressive act are thanking, apologizing, welcoming and deploring.
EXAMPLE:
• “Thank heavens, you came to save me! I owe you my life.”
Declaration
-a type of illocutionary act which brings a change in the external situation. Simply put, declarations bring into
existence or cause the state of affairs which they refer to. Some examples of declarations are blessing, firing,
baptizing, bidding, passing a sentence, and excommunicating.
EXAMPLE:
• “You are hired!”

Activity:
Have you ever misunderstood? How do you feel every time someone misunderstand you?
Directions: Recall a conversation you had with someone who did not understand what you mean and gave you a
different response. Then supply the table below with the needed information.
Note: Hard copy of the material will provide by the teacher and will distribute to the students.

Situation: Break Time at the School Canteen

Scenario Line Intention Outcome

My classmate and I “Wow, a cake! Does To indirectly say My friend just

were eating at the it taste that I want responded, “Yes it
canteen. Good?” To be given a slice tastes good.”
 (Wow, cake! of the cake. (Oo, masarap sya.)
Masarap ba yan?) “I was not given given
a slice of the cake

Situation:
Scenario Line Intention Outcome

F. Developing mastery (leads to IDENTIFICATION:

Formative Assessment 3) Direction: Select the correct answer from the box being describe on the following statement. Write the letter of the correct
answer on the blank provided.

Speech Act Communication Uttering Illocutionary Perlocutionary Locutionary

Change feelings, thoughts, action J.L Austin apology, greeting, request, complain, invitation, compliment

Assertive Directive Commissive Expressive Declaration

1. _________________ is an utterance that a speaker make s to achieve an intended effect.

 2. The function of speech act are _______________, ________________, _________________, ______________,
_____________, or refusal.
3. Speech act is an act of ______________________.
4. There are three kinds of speech act. They are ________________, __________________, and _________________.
5. Locutionary act is the actual of __________________. This act happens with the utterance of a sound, a word or even a
phrase as a natural unit of speech.
6. __________________ act is the social function of what is said.
7. __________________ act is the consequent effect of what was said. It is based on the particular context in which the
speech act was mentioned.
8. The aim of Perlocutionary Speech Act is to change ________________, ________________, or
___________________.the
9. ___________________ is a Philosopher of language and the developer of the Speech Act Theory.
10.There are five classification of speech act. These are ___________________, _________________,
___________________, _____________________, and ______________________.

G. Finding practical applications of The students will do a roleplay.

concepts and skills in daily living
Directions: In this activity, the class will be divided into four (4) groups. Each group will be given 2-3 minutes to perform the
same scenario given by the teacher. Based on the given scenario, they will be tested on how well they overcome the
challenges and solve the situation.

Scenario: The Misunderstood Group Chat

Characters:

Alex: A student who is trying to organize a group project.

Ben and Chris: Group members.

Scenario:

Alex sends a group chat message to Ben and Chris, asking them to meet at the library to work on the project. However, due
to a misunderstanding, Ben thinks the meeting is at the coffee shop, while Chris thinks it's at the computer lab.

Mechanics:

 All learners in the class will participate in roleplaying.

 The teacher will allot 2-3 minutes to critic the performance.
 The performance will be assessed using criteria below.
 CRITERIA PERCENTAGE

Originality 30
Deliberation 20
Clarity 20
Presentation skills 30
Total 100

H. Making generalizations and The teacher will generalize the topic by engaging the students in a DRILL
abstractions about the lesson  Speech Act - is an utterance that a speaker makes to achieve an intended effect.
 Locutionary Act - is the actual act of utte. ring or saying something .
 Illocutionary Act - is the social function of what is said.
 Perlocutionary Act - refers to the consequent effect of what was said.
 Assertive - a type of illocutionary act in which the speaker expresses belief about the truth of a proposition.
 Directive - a type of illocutionary act in which the speaker tries to make the addressee perform an action.
 Commissive - a type of illocutionary act which commits the speaker to doing something in the future.
 Expressive - a type of illocutionary act in which the speaker expresses his/her feelings or emotional reactions.
 Declaration - a type of illocutionary act which brings a change in the external situation.

I. Evaluating learning MULTIPLE CHOICE.

Direction: Read the statement carefully. Choose the letter of the correct answer. Write your answer in a ¼ sheet of paper.

1. Consider this statement; “I now pronounce you as husband and wife”. Who among the following can say this and make
marital union happen.
a. teacher b. retired policeman
c. priest d. famous celebrity
2. What do you think does the speaker mean when he/she says, “Can you carry this for me?”
a. The speaker wants to know if I have the ability to carry his/her things.
b. The speaker is requesting me to help him/her carry his thing.
c. The speaker does not make sense.
d. The speaker doe not mean anything.
3. You and your sibling were playing in your room. Suddenly your mother entered the room, and she angrily said, “It’s dirty
here!” How would you interpret what she said?
a. She feels happy.
b. She wants you to clean the room.
c. She does not feel well that’s why she got angry.
d. She just want to get angry.
 4. Based on the scenario in item number 3, what will your next action be?
a. I will continue playing with my sibling.
b. I will agree with her and say that the room is dirty.
c. I will stop playing my sibling and will clean the room.
d. I will ignore my mother.
5. In which of the following statements is the speaker making a commitment?
a. “I checked her output lastweek.”
b. “I am sad and feeling blue.”
c. “I promise to help you with your problems.”
d. “I think following the law makes us responsible citizens.”

J. Additional activities for application or Activity: Suppose you are in the situations described below. As a good citizen, how are you going to respond to these?
remediation Supply the table with the needed information. The first one is done for you.

Direction: Fill in the missing locutionary utterances, illocutionary utterances and perlocutionary responses for each scenario.

Scenario Locutionary Illocutionary Perlocutionary

(Utterance) (Utterance) (Response)

Mrs. Sanchez was It’s heavy!” Mrs. Santos needs will help her
carrying heavy books. help. bring her books

Renato lost his wallet.

The children were

crossing the busy street.

Anton could not find his

 eraser for the Math test.

Mae accidentally slipped

on the floor.

V. REMARKS Part where teachers will indicate special cases including but not limited to continuation of lesson
to the following day in case of re-teaching or lack of time, transfer of lesson to the following day in cases of classes
suspension
VI. REFLECTION Requires teachers to reflect on and assess their effectiveness
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 these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by:
Christine Mae S. Cudisal
Student Teacher

Checked by:
Sir Kyle Christian Madra
Cooperating Teacher