Republic of the Philippines
Department of Education
Schools Division of Abra
La Paz District
LA PAZ INTEGRATED SCHOOL
Lesson Plan in English for Oral Communication in Context
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
La Paz Integrated School
Grade Level
11
Jermay S. Javier
Learning Area
Oral Com.
OCTOBER 18, 2023 10:00-11:00
Quarter
First
The learner:
recognizes that communicative competence requires understanding of speech context,
speech style, speech act and communicative strategy.
B. Performance Standards
The learner:
demonstrates effective use of communicative strategy in a variety of speech situations.
C. Learning
Competencies/Objectives
D. Integration
E. Strategies
II. CONTENT
Responds appropriately and effectively to a speech act - EN11/12OC-Ifj-20
Values
Group Work
A. Learning Resources
Textbook:
Oral Communication in Context
Learner’s Materials:
Module
Teacher’s Guide:
Lesson Guide in Oral Communication in Context
B. Learning Materials
Power Point Presentation.
Online quiz
C. Values Integrated
Sensitivity of words uttered
III. Procedures
A. Preliminary
Activity
B. Review
A. Prayer
B. Greetings
C. Checking of Attendance
Guess Me: The teacher will flash pictures of prominent speakers while the learners
identify the Types of Speech According to Purpose they represent.
C. Developing
Activity
A. Motivation
The learners will draw a phrase from a box and they need to act it out using the
emotion of an emoticon that they will also draw from another box while all the
remaining learners will guess the emotion it portrays.
� � � � � �
What will you do?: The teacher will bring out a glass and will act specific
scenarios while the learners answer the question: “What will you do?”
The teacher will ask the following questions:
D. Activity
B. Analysis
Why did you pick the glass in that specific scenario?
Why did you keep in mind the idea of a glass in that specific scenario?
Why are your actions differ in each of the scenarios?
The teacher will build a connection between the activity and the lesson
C. Abstraction
The teacher will then discuss the 3 Speech Acts

The three components of a communication, from a pragmatic point of view, are:
o
Locution--the semantic or literal significance of the utterance;
o
Illocution--the intention of the speaker; and
Perlocution--how it was received by the listener.
Locutionary Acts
Locutionary acts are, according to Susana Nuccetell and from Gary Seay (from
Philosophy of Language: The Central Topics) 2007, “the mere act of producing some
linguistic sounds or marks with a certain meaning and reference.". Locutionary act refers
to any utterances that may contain statements or words about objects. It may be a word,
or even a phrase that has a meaning.
o
Illocutionary Acts
Illocutionary act is the acting part of the speech act. It carries a directive for the
audience. It may be a command, an apology, an expression of thankfulness or just an
answer to a question for the information of other people in the communication process.
Perlocutionary Acts
Perlocutionary act is the third aspect of speech acts. It is a speech act that produces an
effect, intended or not, achieved in an addressee by a speaker’s utterance. Perlocutionary
act can bring about a consequence to the audience. They have an effect to the listener in
feelings, thoughts, or actions such as changing someone’s mind. Unlike illocutionary
act, perlocutionary act can project a sense of fear in the audience.
Consider the following utterance, “By the way, I have a CD of Debussy. Would you like
to borrow it?” Its illocutionary function is an offer, while its intended perlocutionary
effect might be to impress the listener, or to show a friendly attitude, or to encourage
interest in a particular type of music.
D. Application
Activity:
The teacher will let the student draw a locution and illocution phrases then
perform them.
E. Generalizatio
n
What do you think is the relevance of our activity on emoticons to our lesson?
The meaning of a word or phrase can alter depending on how one says it. So always be
wary not only about the words we utter but also the way how we say them.
IV. Evaluation
Group Quiz: The teacher will divide the learners into 3 groups and each of the
members of the group will take turn in answering questions online.
V. Assignment
The Teacher will ask the learners to do an advance reading on the different the
categories of Illocutionary acts.
Prepared and Demonstrated by:
Noted by:
JERMAY S. JAVIER
Teacher I
La Paz Integrated School
NELMA T. VELASCO
Master Teacher I