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Speech Act Part 1

This document provides an overview of an oral communication lesson for 11th grade students. The lesson objectives are to describe, distinguish, and appropriately respond to different types of speech acts. The content will cover three types of speech acts according to J.L. Austin: locutionary, illocutionary, and perlocutionary acts. Students will analyze examples of speech acts and determine which type is being demonstrated. They will also consider how to respond if in a similar situation. Formative assessments include short quizzes to evaluate student understanding of speech act types and functions.

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79 views4 pages

Speech Act Part 1

This document provides an overview of an oral communication lesson for 11th grade students. The lesson objectives are to describe, distinguish, and appropriately respond to different types of speech acts. The content will cover three types of speech acts according to J.L. Austin: locutionary, illocutionary, and perlocutionary acts. Students will analyze examples of speech acts and determine which type is being demonstrated. They will also consider how to respond if in a similar situation. Formative assessments include short quizzes to evaluate student understanding of speech act types and functions.

Uploaded by

sah_mandani
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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School Benigno S.

Aquino National High School Grade Level 11


Oral Communication in
Teacher Ronessa M. Mandani Learning Area
Context
Date November 22-23, 2022 (9:30 AM-3:30 PM) Quarter Second

I. OBJECTIVES
A. Content Standard The learner understands the values the functions/ purposes of oral
communication.

B. Performance Standard The learner demonstrates effective use of communicative strategy in a variety
of speech situations.
C. Learning Responds appropriately and effectively to a speech act. EN11/12OC-Ifj-20
Competencies/
Objectives.
Specific objectives: a. describe speech act;
b. distinguish types and classification of speech act;
c. determine the appropriate response in different social setting; and
d. respond appropriately and effectively to a speech act
II. CONTENT
Types of Speech Act

III. LEARNING RESOURCES


A. References Oral Communication in Context - Quarter 1 - Module 7: Types of Speeches
Act
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Material Romana S. Flores., Oral communication in Context, REX
from Learning Resource
(LR) Portal
B. Other Learning Laptop, Television, Presentations, Activity sheets, Blackboard & Chalks
Resources
IV. PROCEDURES
The teacher will ask the students to make a recap of the previous lesson
A. Reviewing previous which is Types of speech styles.
lessons (or) presenting the
new lesson Ask the students what is the highlighted in the previous lesson.

B. Establishing a purpose The teacher will present the objectives of the lesson.
for
the lesson
C. Presenting Examples/ Get Me Right!
instances of the new
lesson Have you ever been misunderstood?

How do you feel every time someone misunderstands you? 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.
D. Discussing new Three Types of Speech Act According to J. L. Austin (1962), a philosopher of
concepts and language and the developer of the Speech Act Theory, there are three types
practicing new skills #1 of acts in every utterance, given the right circumstances or context. These
are:

1. Locutionary act is the actual act of uttering or saying something. This


act happens with the utterances of a sound, a word or even a phrase
as a natural unit of speech. For the utterances to be a Locutionary Act,
consider the following:
• It has sense, and mostly 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.

2. 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;
• issuing an order 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.

3. 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.

E. Developing mastery The teacher will give an examples of speech act and the students will answer
which of the three types of speech style is being describe.
(Leads to Formative
Assessment 3)
G. Finding practical Understanding Speech Act
applications of concepts
and skills in daily living Below is a dialogue from a movie. Analyze the speech act of the characters
shown in the table below.
Suppose
you are in the same situation. What would be your reaction as Gio? Write your
response on a separate sheet of paper.

H. Making generalizations For today, we were able to discuss types of speech act. Can you please
abstractions about the repeat what are they and differentiate them?
lesson
I. Evaluating Learning Famous Lines

Recall your favorite movie/teleserye and its striking lines. Determine the
character’s speech act by filling out the table.

J. Additional activities for Short quiz.


Application or Remediation
Complete the statements by writing the correct word/s.
1. ___________is an utterance that a speaker makes to achieve an
intended effect.
2. The functions 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 act 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 __________.
9. __________ is a philosopher of language and the developer of the
Speech Act Theory.
10. There are five classifications of speech act. These are __________,
__________, __________, __________, and _________.

V. REMARKS

VI. REFLECTION
A. Number of learners who
earned 80% on the
formative assessment
B. Number 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 this 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:
     
RONESSA M. MANDANI
Subject Teacher

Reviewed/Checked: Recommending Approval: Approved by:

JOSE E. CALMA, PhD AURORA S. FRANCIA NELIA Y. ANDRES


MTII, SGH HUMSS Assistant Principal II PRINCIPAL IV

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