Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning – DO 42, s.2016)
School: CMU-Laboratory High School Grade Level 11
Teacher: Abalorio, Pamela Andrea
Agpalza, Angel Jan
Aguitong, Jerlove Learning Area: English
Batobalani, Rhejielyn Mae
Belasa, Jessa Mae

Time & Dates: 1 hour Quarter: 3

I. Objectives
A. Content Standards The learner recognizes that communicative competence
requires an understanding of speech acts.
B. Performance Standards The learner demonstrates effective use of communicative
strategy in a variety of speech situations.
C. Learning Competencies EN11/12OC-Ifj-17
(Write the LC code for each) Distinguish the types of speech acts

At the end of the lesson, 75% of the students should:

a. define the different types of speech acts;

b. appreciate the importance of speech acts on a daily
basis, and
c. respond appropriately and effectively to a speech act

II. Content Types of Speech Acts

III. Learning Resources
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages Oral Communication in Context Quarter 1 – Module 7:
Types of Speech Act, pg. 3-6
3. Textbook pages
4. Materials Learning Module, Visual aid through teacher-made
Powerpoint presentation, Laptop, Projector, Chalk,
Cardboard
IV. Procedures Teacher’s Activity Student’s Activity

A. Reviewing the previous lesson or Good morning class. Before

presenting the new lesson starting our discussion today,
(5 minutes) may I ask any volunteer who
can lead the prayer? (A student raises a hand)

Okay, you may now lead the

prayer.
(The student leads the
prayer)
Amen. Amen.

*Checking of Attendance
Okay, please say “present”
when your name is called.

(Proceeds to call the students

one by one.)

It’s so glad to hear that majority

of this class is present for
today’s discussion.

This morning, we will be

discussing the Types of Speech
Acts. But before starting, let us
have a recap first about our
previous lesson, “The types of
speech style”. Now, who can
enumerate the 5 Types of
Speech Styles? Kindly raise
your hand.
(A student raises a hand)

The 5 types of Speech

Styles are intimate,
casual, consultative,
formal, and frozen.

Very well. Now, who can tell me

briefly but precisely the
definition of these speech
styles?
(A student raises a hand)

The intimate type is being

used in talks between two
very close individuals.
The casual style, also
called as informal style, is
used between friends
who have things to share.
The consultative, is an
unplanned speech.
The formal type uses
formal words and
expressions.
And lastly, the frozen
style, which is also known
as fixed speech. This is
used in respectful
situations and formal
ceremonies.

Wow, that’s very good! You

have a very sharp memory.
Indeed, a brief and precise
description.
B. Establishing a purpose for the To help you, students, analyze
lesson discourse easily, use language
(1 minute) effectively, and control
communication well, we will
discuss today the speech acts
—their types, purpose, and
importance.

C. Presenting examples/instances of
the new lesson For example, your brother says
(1 minute) he is hungry. You then, as the
older one, give him food.
Without him saying specifically
that he wants food, you already
knew what to give him.

And that is an example of a

speech act.

D. Discussing new concepts and Now let us first define what a

practicing new skills #1 speech act is.
(15 minutes)
A speech act is an utterance
that a speaker makes to
achieve an intended effect.
Some of the functions which
are carried out using speech
acts are offering an apology,
greeting, request, complaint,
invitation, compliment, or
refusal. A speech act might
contain just one word or several
words or sentences. For
example, “Thanks” and “Thank
you for always being there for
me. I really appreciate it” both
show appreciation regardless of
the length of the statement.

Three Types of Speech Act (The students listen very

well and take down
1. Locutionary act is the notes.)
“utterance” or the act of saying
the actual words to present an
idea.

Example:

Speech Situation: Speakers

need to go to the library, but it
started to rain.

Speaker 1: Let’s go to the

Library.
Speaker 2: I don’t have an
umbrella.

Above are examples of

Locutionary Acts. Both
speakers are uttering words
which expresses ideas. The
Speaker 1’s utterance literally
means that he wants to go to
the library while Speaker 2’s
utterance means that he does
not have an umbrella.

2. Illocutionary act or the

“intention” is the purpose of the
speaker in saying such an
utterance.

Example:

Speech Situation: Speakers

need to go to the library, but it
started to rain.

Speaker 1: Let’s go to the

Library.
Speaker 2: I don’t have an
umbrella.

Using the same example, we

can see that Speaker 1 is
expressing his idea literally. He
is declaring that they should go
to the library. Speaker 2, on the
other hand, is implying an
intent. Given the speech
situation, we can understand
the intent of both speakers.

3. Perlocutionary act or the

“response” is the receiver’s
 response to the speaker’s
intention.

Example:

Speech Situation: Speakers

need to go to the library, but it
started to rain.

Speaker 1: Let’s go to the

Library.
Speaker 2: I don’t have an
umbrella.
Speaker 1: Okay. Let’s just wait
here until the rain stops.

E. Discussing new concepts and Five distinct categories of

practicing new skills #2 illocutionary act: (The students listen very
(10 minutes) well and take down
1. Assertive – a type of notes.)
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.

Example:

“No one makes better pancakes

than I do. “

2. Directive – a type of
illocutionary act in which the
speaker tries to make the
addressee perform an action.
Some examples of a directive
act are asking, ordering,
requesting, inviting, advising,
and begging.

Example:

“Please close the door. “

3. Commissive – a type of
illocutionary act which commits
the speaker to doing something
in the future. Examples of a
commissive act are promising,
planning, vowing, and betting.

Example:
 “From now on, I will participate
in our group activity “

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.

Example:

“I am so sorry for not helping

out in our group projects and
letting you do all the work. “

5. Declaration – a type of
illocutionary act which brings a
change in the external situation.
Simply put, declarations bring
into existence or cause the
situation which they refer to.
Some examples of declarations
are blessing, firing, baptizing,
bidding, passing a sentence,
and excommunicating.

Example:

“You are fired! “

F. Developing mastery (leads to To sum up the types of speech,

Formative Assessment #3) let me give you another
(10 minutes) example.

If you say "I promise to do my

homework" to a teacher, the
locutionary force lies in the
meaning of the words "I
promise to do my homework"
(just as it does in the quotation
of the promise to the friend:
their grammatical and semantic
content is identical). The
illocutionary force lies in your
intent to make a promise; the
perlocutionary force lies in the
teacher's acceptance that a
promise was made.

In a sentence, you have said "I

promise to do my homework"
(locution), you want your
 teacher to believe you
(illocution), and she does
(perlocution).

Now, to test your knowledge, I

will give you sample statements.
Imagine yourselves being the
one the speaker talks to. Share
to the whole class what will be
your response or action after you
hear these statements. Additional
points will be added to the
students who will participate.

Are you ready?

Let’s start. Yes, Ma’am!

1. Teacher: Why is your

classroom so dark?
Expected answer:
Correct answer: I will turn on the lights.
You should turn on the light.

2. A friend: I am so sorry; I didn’t

mean to step on your shoe.
Correct answer:
Accept the apology. Expected answer:
Accept the apology.

3. Your mother: The floor is

dirty.
Correct answer: Expected answer:
You sweep the floor. I will sweep the floor.

Very good, students! Those are

examples of effective
responses for different speech
acts present in different
situations.

G. Finding practical applications of

concepts and skills in daily living Now, why is learning speech
(3 minutes) act important in our day-to-day
communication?
(A student raises a hand)

Yes, dear, you may proceed.

(The student shares her

 own opinion.)

Very well said, dear.

H. Making generalizations and Now class, are there topics or

abstractions about the lesson terms that are unclear to you? If
(5 minutes) none, then let us do a quick and
brief review of the speech acts.

Now, who can describe the

three types of speech acts?

Yes, Dear, please proceed. (A student raises a hand)

(The student proceeds to

answer)
Correct answer:
Locutionary act – what is said /
utterance itself
Illocutionary act – the active Expected answer:
result of the implied request or Locutionary act – what is
meaning presented by the said / utterance itself
locutionary act Illocutionary act – the
Perlocutionary act – actual active result of the
effect of the locutionary and implied request or
illocutionary act meaning presented by
the locutionary act
Well done! Indeed, a brief but Perlocutionary act –
very precise explanation. actual effect of the
locutionary and
Now, who can share to the illocutionary act
class the different types of
illocutionary acts?

(A student raises a hand)

Yes, dear, please proceed.
Assertive
Directive
Commissive
Expressive
Declaration

Very well!

For the five distinct categories

of illocutionary act we have the:

Assertive - which is suggesting

or concluding
Directive – which is the
 requesting or ordering
Commissive – which is
promising or vowing
Expressive – which is thanking,
apologizing, or welcoming, and
lastly,
Declaration – which is the
blessing, baptizing, or
excommunicating.

That is all for today’s

discussion, class. I hope you
understand well all the topics
being incorporated.
I. Evaluating learning
(10 minutes) Now, for your
activity, form a
group with 5
members. Get a ¼
sheet of paper and
write the name of
your members on
the top portion of
your paper.

I will flash a
sentence on the
screen and you
should classify it
as to what type of
illocutionary act it
belongs—if it is
assertive,
directive,
commissive,
expressive, or
declaration.

I will give each

group a cardboard
and a chalk for
your answers. You
are given 10
seconds to write
the answers on
your cardboards.
You should then
raise your
cardboards after
10 seconds.

The group with the

highest score will
be the winner.
Are you ready,
class? “Yes, Ma’am.”

Let’s proceed.

Flashed on the
screen:
1.“Please, go with
me to the library
after this class. We
need to make our
research proposal
for tomorrow.”

Your 10 seconds
starts now!
(The students discuss with their
groupmates and writes their answers
on the cardboard.)
Time’s up! Raise
your answers! (The students raise their answers.)

(The teacher
reveals the correct
answer)

Groups 1 & 3 got

the correct answer!
1 point will be
given to each
group.

Flashed on the
screen
2. “For goodness
sake! You are late (The students discuss with their
again.” groupmates and writes their answers
on the cardboard.)

(The students raise their answers.)

3. “You will be
blessed today!” (The students discuss with their
groupmates and writes their answers
on the cardboard.)

(The students raise their answers.)

4. “Wow, I’m
surprised to see (The students discuss with their
you here!” groupmates and writes their answers
on the cardboard.)

(The students raise their answers.)

5. “Tomorrow, I will
 see to it that I (The students discuss with their
would arrive earlier groupmates and writes their answers
than you.” on the cardboard.)

(The students raise their answers.)

Correct Answers:

1. Directive
2. Assertive
3. Declaration
4. Expressive
5. Commissive

(The teacher
announces the
winner.)

J. Additional activities for application

For your assignment, cut out some utterances/ dialogues
found in magazines and other reading materials at home.
Then, creatively paste these cut-out-strips on your paper
and identify each utterance or locution using the
categories of illocutions.

Rubrics

Creativity – 10 points
(This shows the design of the output which is creatively
displayed using the available materials at home)

Content – 20 points
(This shows the brief explanation or discussion of the
presented idea or concept relevant to the topic)

Correctness – 20 points
(This shows the appropriateness of the information as to
the accuracy of answer, spelling, and grammar)

Pass your outputs on our next meeting.

V. Remarks
VI. Reflection
A. No. of learners who earned 70%
on the formative assessment
B. No. 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