Lesson Plan in Oral Communication

Content Standard: recognizes that communicative competence requires

understanding of speech context, speech style, speech act and communicative strategy.
Performance Standard: demonstrates effective use of communicative strategy
in a variety of speech situations.

I. Objectives
At the end of the lesson, the learners with at least 75% accuracy
are expected to:
a. distinguish the types of speech act;
b. express the importance of understanding in communication; and
c. extract locutionary, illocutionary, and perlocutionary acts from statements
or situations.

II. Subject Matter

Skill: Identifying Types of Speech Act
Topic: Speech Act and Its Type
References:
A. Book:
 Sipacio, P. J., & Balgos, A. G. (2016). Oral Communication in
Context. Quezon City: C&E Publishing Inc.
B. Website:
 https://lexicon.hum.uu.nl/?
lemma=Speech+act&lemma=Speech+act
 https://www.deped.gov.ph/wp-content/uploads/2019/01/SHS-
Core_Oral-Communication-CG.pdf
 https://carla.umn.edu/speechacts/definition.html
Materials: laptop, projector, projector screen
III. Learning Experiences
A. Activity
The teacher will call for volunteer learners who will act out or deliver
movie lines that will be flashed on the screen. The learner with the best
acting based upon the voting of the class wins an incentive.
1. "Just keep swimming, just keep swimming. Just keep
swimming, swimming, swimming." -Dory, Finding Nemo
2. "I am the king of the world!" -Jack, Titanic
3. "She loved me at my worst. You had me at my best." -Popoy,
One More Chance
B. Analysis
After deciding who the best actor is, the teacher will flash again the
movie lines and will ask the learners the following questions for every
line:
1. If we are to understand this line in a denotative way, what does
this plainly mean?
2. What could the character actually mean in saying this line?
3. What would be the possible effect or response of the listener
upon hearing this line?
4. In communication, how important is knowing first what a person
actually means before reacting or responding?

The learners will then be introduce to Speech Act and Speech Act
Theory.

C. Abstraction
Speech Act- an utterance or the act of saying and expressing
words that serves a function in communication
-started by John Austin (1962) and later on developed by John
Searle (1969)
-might contain just one word or several words or sentences

Types of Speech Act

When uttering a sentence, a speaker is involved in three different
speech acts: locutionary act, illocutionary act and perlocutionary
act. - Austin (1962)

Before discussing the types, the learners will view a short animation
with a scenario which will serve as an example in further discussing
the types of speech acts.
In the video, a woman who just woke up said "Hmmm, coffee."
when she noticed that the man is entering the room. The man then
blurted out an expression of irritation followed by asking himself,
"Why do I have to make the coffee?"
1. Locutionary Act- act of saying something or making
meaningful utterance; what is being said
In the video, the woman saying "Hmmm, coffee." is an
example.
2. Illocutionary Act- performance of an act; what is done in
uttering the words; the act itself produces the intention
 In the video, the illocutionary act is what the woman actually
meant that she wants to drink coffee or let the man make coffee for
her.
3. Perlocutionary Act- the consequent effect on the hearer
which the speaker intends; which the hearer should follow from his
utterance
In the video, when the man was irritated and asked himself,
that is an example of a perlocutionary act.

D. Application
The teacher will present in the screen different situations or
utterances which contain the types of speech act. Random learners
will be called to read aloud in class every situation and identify
which is locutionary, illocutionay, and perlocutionary act.
Situations/ Utterances:
- "You have an air conditioner, right?"
Locutionary: the uttered statement by the speaker
Illocutionary: the speaker is feeling hot, wants the receiver to
turn on the air conditioner.
Perlocutionary: turning the air conditioner on
- A girl told her 10-year boyfriend that she's so happy for
her bestfriend because she is finally engaged.
Locutionary: "I'm so happy for my bestfriend, She is finally
getting married!"
Illocutionary: always telling her boyfriend about the news,
asking when will be hers
Perlocutionary: either the boyfriend will get pressured, or
irritated
- A child approached while you are playing with your
cellphone and suddenly asks "Is that a nice game? I have not
played that one."
Locutionary: the uttered statement
Illocutionary: as if curious; wants to play with the cellphone
or the game
Perlocutionary: either let them play or make them go away
 IV. Evaluation
The learners will watch the interview video of Pinky Webb with the
Presidential Spokesperson, Harry Roque. They will extract the locutionary,
illocutionary, and perlocutionary act of at least five statements they can
find. This activity will be worth 15 points.
V. Assignment
The learners will directly answer the exercises on page 231-232,
Exercises A-C, in a whole sheet of paper.

Prepared by:

MARY EUGENIE JOY C. OROZCO, LPT

Applicant