Department of Education

Region XII
City Schools Division of Tacurong
VIRGINIA F. GRIÑO NATIONAL HIGH SCHOOL
Griño, City of Tacurong

Semi-Detailed Lesson Plan

Oral Communication
TYPES OF SPEECH ACT
August 20, 2019

Content Standard:

The learner recognizes that communicative competence requires an understanding of speech context,
speech style, speech act, and communicative strategy.

Performance Standard:

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

I. OBJECTIVES
At the end of the lesson, the students should be able to:
a. define speech act;
b. distinguish the types of a speech act;
c. recognize that communicative competence requires an understanding of speech act
d. demonstrate effective use of communicative strategy in a variety of speech situations; and
e. apply learning and thinking skills, life skills and ICT literacy in understanding types of speech
acts.

II. SUBJECT MATTER

a. Topic: Type of Speech Act
b. References: Sipacio, P. J., & Balgos, A. G. (2016). Oral communication in context. Quezon
City: C & E Publishing Inc., Curriculum Guide, and Teachers Manual.
c. Time Allotment: 4 hours
d. Materials: LED TV, Laptop

III. PROCEDURE
a. Preliminary Activities
a.1. Prayer
a.2. Greetings
a.3. Checking of Attendance
a.4. Review of the previous lesson
Motivation

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EDMAR L. PENUELA ANA MARGARITA A. AGAO-AGAO DR. LIGAYA A. CATEDRILLA

Subject Teacher Senior High School Academic Head Principal II

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  The students will answer the Let’s Warm Up activity on page 41-42. After the
exercise, the teacher will check the responses of the students and determine the
average score of the students.

(This activity subtly introduces the concept of speech act by requiring the learners
to analyze a statement and decide the next course of action based on the analysis.)

 The students will do the Self-audit on page 42-43. The teacher interprets the result
to the students.

(the proficiency levels of the student in the Self-audit task provides the teacher with
an insight on how to teach the lesson and which topics have to be emphasized.)

b. Lesson Proper
c.1. Activity (Group Activity)
 The students will do Exercise 1 on page 45 of the book.
The student will watch a video of a telephone conversation.

Video: https://www.youtube.com/watch?v=hpZFctBUHQ

c.2. Analysis
 The students must choose their partner and discuss their answers to the following
questions.
1. What greeting is used by the customer service agent?
2. What form of personal identification is used by the agent?
3. What pre-closing signals are used by the agent?
4. What closing is used by the agent?

 After the exercise, the teacher asks the students what the video all about.

c.3. Abstraction

Definition of Speech Acts

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EDMAR L. PENUELA ANA MARGARITA A. AGAO-AGAO DR. LIGAYA A. CATEDRILLA

Subject Teacher Senior High School Academic Head Principal II

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  The teacher will say that through the interaction of two people, something is
achieved (i.e., the man was able to order flowers) and state that in making speech
acts, the same idea applies: when a speech act is uttered, the action is carried out.

 The teacher will discuss the indirect speech acts as well as indirect speech acts.
After discussing indirect and direct speech act, the teachers ask students to give
more example.
Some indirect speech acts are the following:
1. “Can you check the cabinet for my phone?” - indirectly asks the listener to
check the cabinet.
2. “Do you know if he/she got a 100 on the recent exam?” - indirectly asks the
listener what someone’s grade is.
3. “The window is still open.” - indirectly asks the listener to close the window.

Performatives, p.44
 The teacher will introduce the concept of performative by giving two situations:
1. a couple wed by a judge
2. a couple wed by a beggar
Then, the teacher will ask: In which scenario is the couple legally declared as
husband and wife?

 The following example will be given:

1. baptisms
2. the sentencing of convicted felons

Searle’s Classification of Speech Acts, p.45

 After discussing performatives, the teacher explains that speech acts can also be
classified according to the intention of the speaker and discuss the five
classifications of speech acts.

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.
1. 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.
2. Directive – a type of illocutionary act in which the speaker tries to make the
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EDMAR L. PENUELA ANA MARGARITA A. AGAO-AGAO DR. LIGAYA A. CATEDRILLA

Subject Teacher Senior High School Academic Head Principal II

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 addressee perform an action. Some examples of a directive act are asking,
ordering, requesting, inviting, advising, and begging.
3. Commissive – a type of illocutionary act that commits the speaker to do
something in the future. Examples of a commissive act are promising,
planning, vowing, and betting.
4. 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.
5. Declaration – a type of illocutionary act that 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.
 In addition, the teacher will explain to students that they must also know the idioms
and the centricities in a language to be able to communicate effectively. To illustrate
the teacher may give the following example:
The phrasal verb “ask out” means to invite someone on a date. Without
communicative competence, the sentence “Zack wants to ask Yna out,” might be
interpreted incorrectly to mean that Zack wants Yna to step outside.

c.4. Application
 Group Activity: The students must group their selves into six groups with five
members each. Within 15 minutes, they must prepare a three to four-minute creative
skit which shows at least five examples of Searle's speech act classification.

 The teacher may use the rubric below in assessing the student's performance.
VGE GE SE LE N
Criteria
(5) (4) (3) (2) (1)
1. The presentation is organized.
2. The message is expressed clearly.
3. The choice of words is appropriate for the
audience.
4. Biases are avoided.
5. Ideas are communicated vividly and
meaningfully.
6. Nonverbal cues are appropriate.
TOTAL
GRAND TOTAL /30

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EDMAR L. PENUELA ANA MARGARITA A. AGAO-AGAO DR. LIGAYA A. CATEDRILLA

Subject Teacher Senior High School Academic Head Principal II

Page 4 of 5
 IV. ASSESSMENT
 The teacher asks the students to do Exercise II on Page 46 and encourage students to use
firsthand experiences as examples.

Complete the following table with information related to Searle’s Classification of Speech
Acts.
Example:
Classification of
Specific Situation Example
Speech Act
Chris bought a new gadget, and “I’m the only one in school who
Assertive
he shows it off to his friends. has this new iPhone model.”

Your turn:
Classification of
Specific Situation Example
Speech Act
Assertive
Directive
Comissive
Expressive
Declaration

V. ASSIGNMENT

 The teacher will give a Reinforcement Activity on page 47. Students will then locate and
reflect on where the confusion on the conversation originated.

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EDMAR L. PENUELA ANA MARGARITA A. AGAO-AGAO DR. LIGAYA A. CATEDRILLA

Subject Teacher Senior High School Academic Head Principal II

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