DAILY School CAMBA NATIONAL HIGH SCHOOL Grade Level 12

LESSON Teacher MARY LYN N. MAGPAYO Learning Area ORAL COMMUNICATION IN CONTEXT
LOG Teaching Dates and Time OCTOBER 23 -27, 2023 Quarter FIRST/WEEK 8

SESSION 1 SESSION 2 SESSION 3 SESSION 4

In this lesson, the students should be able to:
• define speech acts;
• distinguish types of speech act;
• recognize that communicative competence requires understanding of speech acts; FIRST AND SECOND DAY OF QUARTER EXAMINATION
I.OBJECTIVES
• demonstrate effective use of communicative strategy in a variety of speech situations;
• apply learning and thinking skills, life skills, and ICT literacy in understanding the types
of speech acts; and
• reflect on your learning on the types of speech acts.
A. Content Standards Recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative strategy.

B. Performance Standards Demonstrates effective use of communicative strategy in a variety of speech situations.

The learner…
C. Learning Competencies/ Objectives
Exhibits appropriate verbal and non-verbal behavior in a given speech
Write the LC code for each
Context EN11/12OC-Ifj-16
II. CONTENT TYPES OF SPEECH CONTEXT TYPES OF SPEECH CONTEXT
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Materials pages
Jose, L.S. & Larioque R.R. (2016). Oral Jose, L.S. & Larioque R.R. (2016). Oral
Communication in Context for Senior Communication in Context for Senior High
3. Textbook pages
High School. Books Atbp. Publishing School. Books Atbp. Publishing
Corp:Mandaluyong City pp. 105-110 Corp:Mandaluyong City pp. 105-110
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources PowerPoint Presentation, LCD Projector/TV, Manila Paper, Marker
IV. PROCEDURES
• Prayer
• Greetings
• Checking of attendance
A. Reviewing previous lesson or Ask: What are the different types of speech
• FIRST AND SECOND DAY OF QUARTER EXAMINATION
presenting the new lesson acts? How do they differ from one another?
.Review of the previous lesson
Ask…
1. What are the different speech
styles
B. Establishing a purpose for the lesson Ask: Present a conversation between a Filipino
When you say something to a person, and American. Ask students to give their
does he always get the intended meaning observations afterwards.
 of your utterance or does he mostly
misinterpret it?
What do you think is the reason(s) for the
misinterpretation, if any?
C. Presenting examples/instances of the With a partner, take the quiz below and Ask: What could have been the problem
new lesson check if you can discern the meaning with the conversation? Where did the
behind the utterance. You have five problem originate?
minutes to answer the exercise. Encircle
the letter of your answer.

1. Consider the phrase: “I now declare

Martial Law.”
Who among the following can say this
phrase and make martial law actually
happen?
a. President of the country
b. My pregnant neighbor
c. A retired veterinarian
d. A famous rock star

2. What do you think does the speaker

mean when he/she says, “Can you open
the door?”
a. The speaker wants to know if I have
the ability to open the door.
b. The speaker is requesting me to open
the door.
c. The speaker does not make sense.
d. The speaker is asking me a question.

3. You and your friend who has a fever

enter your room. She shivers and tells
you, “It’s cold in here!” How would you
interpret what she said?
a. She feels cold.
b. She wants me to increase the
temperature in the room.
c. She does not feel well because of the
cold.
d. She is complimenting the temperature
in my room.
4. Based on the scenario in item number
3, what would your next action be?
a. I will thank my friend.
b. I will agree with her and say that the
room is cold.
 c. I will increase the temperature to
decrease the coldness.
d. I will ignore my friend.

5. In which of the following statements is

the speaker making a commitment?
a. “I checked her Facebook profile
yesterday.”
b. “I’m in love and I’m happy!”
c. “I promise to love you for better or for
worse.”
d. “I think following my suggestion will get
us a high grade.”
D. Discussing new concepts and practicing Provide examples of an effective Speech
Discuss Speech Acts.
new skills #1 Acts.

E. Discussing new concepts and practicing Discuss social situations in which Discuss social situations in which
new skills #2 each speech style is appropriate to use each speech style is appropriate to use
Identify the illocutionary act in every
statement. Specify the function of the
illocutionary act.
Example: directive - request May I borrow a
pen?
Exercise I (Pair)
____________ 1. Can I take your order?
(Waiter to customer)
1. Watch the first video of telephone
____________ 2. Can I have a slice of
conversations through this link.
Pizza? (Customer to waiter)
Video 1 :
____________ 3. I’m going to finish
https://www.youtube.com/watch?
reading this book tonight. (Friend to friend)
v=hpZFJctBUHQ
____________ 4. Listen carefully, please.
F. Developing Mastery 2. With your partner, discuss your
(Wife to husband) FIRST AND SECOND DAY OF QUARTER EXAMINATION
(Leads to Formative Assessment) answers to the following questions.
____________ 5. Are you going to leave
a. What greeting is used by the customer
the door wide open? (Teacher to student)
service agent?
____________ 6. My pen is not working.
b. What form of personal identification is
(student to classmates)
used by the agent?
____________ 7. Clear your desk by the
c. What pre-closing signals are used by
end of the day. (Boss to secretary)
the agent?
____________ 8. How beautiful you look
d. What closing is used by the agent?
today! (Husband to wife)
____________ 9. The earth is round.
(someone to a group)
____________ 10. I quit. (employee to
manager)
G. Finding practical applications of Work with your partner from the previous After each presentation, the teacher will
concepts and skills in daily living activity. solicit comments and constructive views
Complete the following table with from other groups.
 information related to Searle’s
Classification of Speech Acts.

H. Making generalizations and Randomly call students to give their most

Ask students to reflect on their activities.
abstractions about the lesson important learning for the day.
Pair Activity.
Work with your partner from the Let’s
Work and Learn activity. Watch the
second video below. Pay attention to
details like greetings, personal
Group students into 5. Within 15 minutes,
identification, and pre-closing and closing
prepare a three to four minute creative skit
I. Evaluating Learning signals.
which shows at least five examples of
Searle’s Speech Act.
Video 2: https://www.youtube.com/watch?
v=A2EwBB5McJo Compare the greeting,
pre-closing, and closing in Video 2 to
those in Video 1. How are they
similar or different?
Take a look at the conversation below
where the remark by a native English
speaker could be misinterpreted by a native
Chinese listener.

J. Additional activities for application or The evaluation part will be the John: “I couldn’t agree with you more.”
remediation assignment. Chen: “Oh….” (Thinking: “He couldn’t agree
with me? I thought he liked my idea!”)
In an essay with no less than 500 words,
discuss where the confusion originated.
Use the following format: computerized,
font 12, Times New Roman, spacing 1.5.
V. REMARKS Examination Days
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
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?

Prepared by: Checked by:

MARY LYN N. MAGPAYO JEMILYN P. DELA CRUZ

SHS TEACHER II HEAD TEACHER III / SHS FOCAL PERSON

Noted:

RUBY ROSA C. SAGUM

PRINCIPAL IV
CAMBA NATIONAL HIGH SCHOOL