SENIOR HIGH SCHOOL

Oral Communication
in Context
Quarter 2 – Module 1: Week 1
Types of Speech Act
Oral Communication in Context – Grade 11
Self-Learning Module (SLM)
Quarter 2 – Module 1: Types of Speech Acts
First Edition, 2020

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Development Team of the Module

Writers: Margie T. Javier

Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Romelito G. Flores, CESO V - Schools Division Superintendent
Mario M. Bermudez, CESO VI – Assist. Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Juliet F. Lastimosa - CID Chief
Sally A. Palomo - Division EPS In- Charge of LRMS
Gregorio O. Ruales - Division ADM Coordinator

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893 E-mail
Address: region12@deped.gov.ph
 11
Oral Communication
in Context
Quarter 2 – Module 1:
Types of Speech Act
Introductory Message
For the facilitator:

Welcome to the Oral Communication in Context - Grade 11 Self-Learning

Module (SLM) on the Types of Speech Act!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

For the learner:

Welcome to the Oral Communication in Context - Grade 11 Self-Learning

Module (SLM) on the Types of Speech Act!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

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 This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the module.

What I Know This part includes an activity that aims to check what
you already know about the lesson to take. If you get all the answers
correct (100%), you may decide to skip this module.

What’s In This is a brief drill or review to help you link the current
lesson with the previous one.
What’s New In this portion, the new lesson will be introduced to you in
various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the lesson. This

aims to help you discover and understand new concepts and skills.

What’s More This comprises activities for independent practice to

solidify your understanding and skills of the topic. You may check the
answers to the exercises using the Answer Key at the end of the module.

What I Have Learned This includes questions or

blank sentence/paragraph to be filled in to process what you
learned from the lesson.

What I Can Do This section provides an activity which will help you
transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your level of mastery

in achieving the learning competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

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The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the Types of Speech Act focusing on how to respond appropriately and
effectively to a speech act. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with the
textbook you are now using.

In this module, you will be able to:

Respond appropriately and effectively to a speech act (EN11/12OC-Ifj-20)

Specifically, you are expected to:

a. identify the different types of speech act;

b. explain the three types of speech act; and,
c. appreciate the importance of responding appropriately and effectively to
a speech act

This module is self-instructional. You can read, analyze concepts and ideas
presented and reflect on them. The activities will help you assess your progress as
you go through in this module.

Now, let us begin this journey.

What I Know

How are you? Are you now excited for today’s new lesson? I am sure that this is
going to be an enjoyable learning and full of fun.

Let us first assess your prior knowledge about the types of speech act. Read the
instruction carefully before answering the following questions.

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Direction: Read the following items carefully. Write the letter of your answer in your
notebook.

1. It is an utterance considered as an action, particularly with regards to its

intention, purpose or effect. What type of communicative strategy is this?
a. speech b. speech act c. speech style d. speech context

2. What type of speech act shows consequence of the words we say?

a. locutionary b. illocutionary c. elocutionary d. perlocutionary
3. "You and your friend are talking about a television show that you both watched
the other night. You said, "What did you think about John's reaction to Anna's
news?" Which type of speech act is described in the italicized statement?
a. utterance b. illocutionary c. propositional d. perlocutionary

4. What is the pragmatic component of an utterance?

a. content part b. objective part c. subjective part d. introductory part
5. What type of illocution is this statement, “I am telling you that he is the best
player in the Olympics”?
a. Assertive b. Commissive c. Declaration d. Expressive

6. When you say " You are my friend", what action are you using?

a. Commanding b. Promising c. Requesting d. Informing

7. What is the illocutionary act for this statement, "I promise to pay you"?

a. the receiver waiting

b. the speaker stopping by
c. the speaker making a promise
d. the receiver hearing the promise

8. What are speech acts?

a. These are actions performed.

b. These are actions performed by the listener.
c. These are actions performed by requesting something.
d. These are actions performed by the speaker via an utterance.

9. What is an illocutionary act?

a. It is the intention the speaker has when saying or writing something

b. It is both the act and the intention of the speaker when saying or writing.
c. It is the act of saying or writing something in language using literal content of
words.
d. It is the effects produced in the listener/reader on hearing/reading the
illocutionary act

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10. What does this statement imply?

"It is an indirect speech act when there is no coincidence between the type of
illocutionary act and the syntactic structure of the message."
a. The effect is visible.
b. The effect is not visible.
c. The intention is expressed in the message.
d. The intention is not explicitly expressed in the message.
11. What aspects do we need to consider in selecting the appropriate speech act
strategies and the linguistic forms for realizing it?
a. gender and age
b. culture and religion
c. language and education
d. social status and the culture of the interlocutors
12. Your friend who has a fever enters your room. She shivers and tells you, “It’s cold
in here!” How would you interpret what she said?”
a. She feels good.
b. She is not feeling well.
c. She is complimenting my room.
d. She wants me to turn on the air condition.

13. Which would be the direct speech act of "I´m hungry."

a. I am cooking.
b. I don’t want to eat.
c. I don´t have money.
d. Can you give me some food?

14. Which of the following statements commits the speaker to doing something?
a. I am in love and happy!
b. I checked her Facebook profile yesterday.
c. I promise to love you for better or for worse.
d. If you follow my suggestion, you will get a good grade.

15. What are the five illocutionary points in the speech act theory?

a. Assertive, Conductive, Declaration, Nurturative, Passive,

b. Assertive, Commissive Declaration, Directive, Expressive
c. Assertive, Commissive, Conductive, Declaration Expressive
d. Assertive, Conductive, Interrogative, Liberative. Permissive

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 Lesson
Types of Speech Act

Making a statement may be the primary use of language, but there are other
things we can do with words. We can make requests, ask questions, give orders,
make promises, give thanks or offer apologies. Moreover, almost any speech act is
really the performance of several acts at once, distinguished by different aspects of
the speaker's intention: there is the act of saying something, what one does in saying
it, such as requesting or promising, and how one is trying to affect one's audience.

What’s In

Let us test your memory if you could still remember the previous lesson that
we had last meeting by answering the activity below.

Activity 1: Identifying the speech style

Direction: Identify the appropriate types of speech style for the following situations.
Write your answers in your notebook.
_____________________ 1. having a one-on-one conversation with a loved one
_____________________ 2. talking to a friend
_____________________ 3. delivering an oratorical speech
_____________________ 4. talking to a guidance counselor
_____________________ 5. reading pledge of allegiance to the flag
_____________________ 6. leading a prayer for a meal
_____________________ 7. talking to a stranger
_____________________ 8. reading school policies
_____________________ 9. talking to a prefect of discipline
_____________________10. inquiring at a hotel

Good job! You have done it well. By this time, you are now ready to continue your

journey.

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 Notes to the Teacher:
Teacher facilitates an activity that enables learners to
use previously taught lesson.

What’s New

Words are the smallest forms of utterances. When combined with others, we can
make statements, express commands and requests, ask questions, make promises
and so on. Indeed, words are powerful instruments to attain each of our desired
purposes. This time, let us improve your knowledge by doing the activities below.

Activity 2: Say what you mean

Direction: Read the conversation between the two SHS students. Then, write
something about your observations.
Inside the classroom…
Juan: “Pedro, we have a group project to be submitted tomorrow. I suggest that we
will do our project in our house. I have enough space in my room and it can
accommodate the five of us.”
Pedro: Ok, I will inform Procopio, Aguinaldo and Poncio about this.
Juan: Tell them we will meet at four in the afternoon. Also, please inform them that
we will do our project in our house located at #24 Blk. 2, City Heights Subdivision.
Juan: Noted, I won’t forget it.
Pedro: Project making at #24, Blk 2.
Juan: I get it.
Pedro: Again, project making at #24, Blk 2.
Juan: Ok!

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 Write your observations
here!

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Very good! Technically, the words ‘Project making, My house, #24, Blk 2’ simply state
a fact. Despite this, it was interpreted as a reminder, an invitation and in the last
statement, even as warning. This is because the statement is not simply a string of
informative words. It is also a speech act.

Activity 3: Speak and Act

How are you coping with our lesson? I hope that you are excited about our
new topic. Let us enjoy and have fun learning new lesson and be excited to do the
activities prepared for you today. Are you now ready to do the activity? Let us begin.

Direction: Read and brainstorm on the following situations.

A. There is power interruption. Maria and her mother are in the house because her
father is still at work. Maria approaches her mother and says, “It’s getting
warmer here and I‘m already sweating.”

B. You accidentally bumped with your long-time best friend as she opened the door
of her luxurious car and you say “How I wish I have the same car as yours.”

Probing Questions:

Direction: Based on Activity 2, answer the following questions on a separate sheet

of paper.
1. In the first situation, what do you think her mother will do?
Answer: ______________________________________________________________________

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 2. In the second situation, aside from the literal meaning of the utterance, is
there other meaning this statement has? If yes, what is it?

Answer: ______________________________________________________________________

_______________________________________________________________________________

3. What realizations have you made after thinking about the first situation? How
about in the second one?

Answer: ______________________________________________________________________

_______________________________________________________________________________

What is It

We all know that speech context and speech styles are just two parts of a
communicative strategy. The third prerequisite is the Speech Act. We know that we
perform all sorts of 'speech acts' besides making statements. These serve as vehicle
for all sorts of social activity. By this time, we will be focusing on the types of speech
act. So, it’s time to gear up your mind with the new topic for today’s lesson.

What is a Speech Act?

Speech acts are speakers’ utterances which convey meaning

and make listeners do specific things.

There are three types of Speech Act:

1. Locutionary Act refers to the actual utterance of the speaker.

Example: When you ask someone, “Can you pass the

salt?” – The literal meaning concerns the hearer’s
ability to pass the salt.

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 Two types of Locutionary Act

a. utterance acts – where something is said (or a sound

is made) and which may not have any meaning.

b. propositional acts – where a particular reference is

made.

Note: Acts are sometimes also called utterances – thus, a perlocutionary act is the
same as perlocutionary utterance.

2. Illocutionary Act refers to the intended utterance by the speaker (performance).

Example: “Can you pass the salt?” - In illocution, it is

being interpreted by the receiver that the speaker requested

him to pass the salt.

Illocutionary acts are classified into five distinct categories:

a. Assertive – It is an act in which the speaker expresses belief about

the truth of a proposition. Some examples are
suggesting, swearing, boasting, concluding and putting
forward.

Example: No one makes better sandwich than I do .

b. Directive – It is an act in which the speaker tries to make the addressee

perform an action. Some examples are asking, ordering,
requesting, inviting, advising and begging.

Example: Would you make me a cup of tea?

c. Commissive – It is an act which commits the speaker to doing something

in the future. Some examples are promising, planning,
vowing, betting.

Example: I promise to come at eight and cook a

nice dinner for you.

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d. Expressive – It is an act in which the speaker expresses his/her feelings
or emotional reactions. Some examples are thanking,
apologizing, welcoming, deploring.

Example: Thank you for your kind offer.

e. Declaration – It is an act which brings a change in the external situation.

Some examples of declarations are blessing, firing, baptizing, bidding,
passing a sentence and
excommunicating.

Example: I bequeath all my property to my beloved

fiancée.

4. Perlocutionary Act refers to the actions that result from the locution or what we
bring about or achieve by saying something such as convincing, persuading,
deterring or surprising.

Example: “Can you pass the salt? ” - if illocutions cause

listeners to do something, they are perlocutions.

What we say…
Locutionary Act:
What we mean we say it…
Illocutionary Act:
What we accomplish by saying it…
Perlocutionary Act:

Remember: A speaker can use different locution acts to achieve the same
illocutionary force or use one locution for many different purposes. For instance,
when you ask someone, “Could you water the plants?” The literal meaning concerns
the hearer’s ability to water the plants whereas its illocution is to request the hearer
to water the plants for the speaker. If illocutions cause the listeners to do something,
they are perlocutions; in this case, the hearer is watering the plants

Any question so far? I hope you already understand the three types of speech act
and be able to explain each function in a conversation.

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 What’s More

Since you have already geared up your mind with our lesson for today, it is time to
boost up your learning with the Types of Speech Act by answering the activity given
below.

Activity 4: Know the fact

A. Modified True or False

Directions: Write True if the statement is correct If not, change the underlined
word/term with a correct answer. Write your answer on a separate sheet of paper.

________1. You do the speech act every time you greet someone.
________2. When words are combined, we can make a statement, command or
request.
________3. Locutionary acts are performed with intentionality.
________4. The meaning may be expressed directly or implied in perlocutionary act.
________5. In illocutionary act, an utterance leads to an action from someone else.
________6. Unless certain effect is achieved, the illocutionary act will not also be
successfully achieved.
________7. The examples of directive are promising, planning, vowing or betting.
________8. The actions that result from the locution or what we bring about or achieve
by saying something is called a perlocutionary act.
________9. Speech acts require an appropriate use of language within a given culture.
_______10. Communicative competence is essential for a speaker to be able to use
and understand speech acts.

B. Stem-Options Variety

Directions: Decide which type of speech act is represented by each of these

statements. Write the letter of your answer in your answer sheet.

_______11. Your teacher says, "For our class tomorrow, please read pages eight to
seventeen."
a. utterance b. illocutionary c. propositional d. perlocutionary

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_______12. While talking to a group of friends, you mention that you recently went to
hear your favorite singer at a local club.
a. utterance b. illocutionary c. propositional d. perlocutionary

_______13. You and your sister are talking about a television show that you both
watched the other night. You say, "what did you think about Luke's
reaction to Laura's news?"
a. utterance b. illocutionary c. propositional d. perlocutionary

_______14. When you discovered that the grade you got on your math exam is "85",
you let out a sigh of relief.
a. utterance b. illocutionary c. propositional d. perlocutionary

_______15. When someone shouts 'fire' and by that act causes people to exit a
building which they believe to be on fire.
a. utterance b. illocutionary c. propositional d. perlocutionary

What I Have Learned

Speech act is a functional unit of communication. In communicating, you are able

to express a certain attitude and the type of speech act being performed that
corresponds to the type of attitude being expressed. Communication succeeds
whenever the audience identifies the speaker’s intention and attitude being
expressed.
Activity 5: Sum it up

Directions: To recall and sum up what you have learned from the lesson, answer
the following questions legibly. Write your answer in your notebook.

1. What is a speech act?

Answer: _______________________________________________________________
________________________________________________________________________
2. What are the types of speech act?
Answer: _______________________________________________________________
________________________________________________________________________

3. What are the five distinct categories of illocutionary acts?

Answer: _______________________________________________________________
________________________________________________________________________

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 4. Explain each type of speech act with specific example.
Answer: ________________________________________________________________
________________________________________________________________________

5. How important is knowing the speaker’s intention and the attitude being
expressed for a successful communication?
Answer: _______________________________________________________________
________________________________________________________________________

What I Can Do

Are you now ready to apply what you have learned about the types of Speech Act?
Let us start.

Activity 6. Let’s write

Direction: Write a short skit for each given situation below on a separate sheet of
paper showing how you will approach the people involved and what will you say to
them. (5points each)

1. Your classmate got the highest score in CNU Entrance Examination.

2. You were confronted by your mother for staying at your friend’s house every
night.
3. You showed the action research that you made and asked for your groupmates’
approval, but you think it needs revision and do not like it.

Assessment

Great job! Let us see how far you have learned from the very start of our lesson by
answering the activity below.

Direction: Identify the type of speech act in each item. Write in your answer
sheet.
____________1. It is the utterances we use, which are literal in meaning.
____________2. It is the resulting act of what is said.
____________3. It is the intention that a speaker has.

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B. Identify the
illocutionary act (intention) in each item.
____________4.No one makes better dessert than my mom.
____________5.Kindly bring that glass of water to me.
____________6.From now on, I will love you until my hair turns grey.
____________7.I do appreciate your presence today as I celebrate my natal day.
____________8.You will be blessed by God.
____________9.I am the only one in General Santos City who has a new Lamborghini
car.
____________10. I voted for President Duterte last election.
____________11. We believe that most plastic are made from soy beans.
____________12. I declare this meeting adjourned.
____________13. I confessed that I stole your money.
____________14. I suggest that you have to pay attention to what you’re doing.
____________15. I promise to be on time in school.

C. Explain the types of speech act in your own words. Write your answers on a
separate sheet of paper.

1. Locutionary Act

2. Illocutionary

3. Perlocutionary

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 Additional Activity

Congratulations! You are finally done with your Assessment. Now, do the activity
below as your assignment.

Directions: Present only one of the following acts in monologue showing how would
you respond to each statement. Record your monologue and post it in the class FB
group.

1. “Is it delicious?” (Said by your friend, after you take a bite of the cake you
ordered.)

2. “The big city is not a safe place for young people like you.” (Said by your
parents when you told them you want to study in a prestigious university at
the heart of the city.

3. ‘I can always buy coffee from another shop.” (Said by a regular customer after
trying to get discount coupons in a coffee shop where you work part-time.)

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 Answer Key

Assessment What’s More What I Know

27
References

Books:

Flores, R., (2016). Oral Communication in Context. Rex Printing Company, Inc. Sta.

Mesa Heights, Quezon City.

Sipacio, P. and Balgos, A. (2016). Oral Communication in Context for Senior High

School. C & E Publishing Company. South Triangle, Quezon City.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph