I.

OBJECTIVES
A. Content Standard
The learners recognize that communicative competence requires understanding of speech context,
speech style, speech act and communicative strategy.
B. Performance Standard
The learners shall be able to demonstrates effective use of communicative strategy in a variety of
speech situations..
C. Learning Competencies
The learners respond appropriately and effectively to a speech act.
D. Learning Objectives
At the end of the lesson, the learners should be able to:
1. Define speech acts;
2. Distinguish types of speech act;
3. Recognize that communicative competence requires understanding of speech acts;

II. CONTENT
“Speech Act”

III. LEARNING RESOURCES

A. References:
1. Curriculum Guide
2. Oral Communication in Context for Senior High School by P.J.F Sipacio and A.R.G. Balgos
B. Materials: PowerPoint presentation, laptop, projector, chalk, and learning materials.

IV. PROCEDURES
Teacher’s Hint
A. Preliminary Activities
1. Prayer
2. Greetings
3. Classroom Management
4. Checking of Attendance
B. Lesson Proper
1. Reviewing previous lesson or presenting new lesson
Review the previous lesson
2. Establishing a purpose for the lesson
Lesson Motivation
Watch video clip
3. Present Lesson Objectives
At the end of the lesson, the learners should be able to:
1. Define speech acts;
2. Distinguish types of speech act;
3. Recognize that communicative competence requires understanding of speech acts
4. Present Lesson Discussion
“Speech Act”

5. Developing Mastery
With a partner, take the quiz below and check if you can discern the meaning behind the utterance.
You have five 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.”

6. Application
Group Activity – Group yourselves into five members each. Within 15 minutes, prepare a
three- to four-minute creative skit which shows at least five examples of Searle’s speech act
classifications.
7. Generalization
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 has this new
Assertive
he shows it off to his friends. iPhone model.”

V. EVALUATION
Take a look at the conversation below where the remark by a native English speaker could be
misinterpreted by a native Chinese listener.
John: “I couldn’t agree with you more.”
Chen: “Oh….” (Thinking: “He couldn’t agree with me? I thought he liked my idea!”)
In an essay with no less than 100 words, discuss where the confusion originated.

VI. REMARKS
VII. REFLECTION