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SENIOR HIGH SCHOOL

Oral Communication

Quarter 1 – Module 9 Lesson 1: Types of Speech Act

Lesson 2: Categories of Illocutionary Act

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Oral Communication- Grade 11 Alternative Delivery Mode First Quarter- Module 9

Lesson 1. Types of Speech Act

Lesson 2: Categories of Illocutionary Act First Edition, 2020

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Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio

Development Team of the Module Writer: Cyril Quiño Bitoon Editor: Desiree T. Roberts Reviewer: Dr. Clavel D. Salinas

Marivic M. Yballe (Moderator) Illustrator: Cyril Q. Bitoon Layout Artist: Cyril Q. Bitoon Management Team: Dr. Marilyn S. Andales Schools Division Superintendent

Dr. Leah B. Apao Assistant Schools Division Superintendent

Dr. Ester A. Futalan Assistant Schools Division Superintendent

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Dr. Mary Ann P. Flores CID Chief

Mr. Isaiash T. Wagas Education Program Supervisor – LRMDS

Dr. Clavel D. Salinas Division SHS Coordinator

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Department of Education, Region VII, Division of Cebu Province

Office Address: IPHO Bldg., Sudlon, Lahug,Cebu City 6000 Cebu Telefax: (032) 520-3216–520-3217 E-mail Address: [email protected]

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11

Oral Communication Quarter 1 – Module 9:

Lesson 1: Types of Speech Act Lesson 2: Categories of Illocutionary Act

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Key Message

For the Facilitator:

Learning is a constant process. Amidst inevitable circumstances, Department of

Education extends their resources and looks for varied ways to cater your needs and

to adapt to the new system of Education as a fortress of Learning Continuity Plan. One

of the probable solutions is the use of Teacher-made Educational Modules in teaching.

You are reading the Oral Communication: First Quarter Alternative Delivery Mode

(ADM) Module on “Responds appropriately and effectively to a speech act

(EN11/12OC-Ifj-20)” as written and found in the K-12 Most Essential Learning

Competencies.

The creation of this module is a combined effort of competent educators from different

levels and various schools of Department of Education-Cebu Province. In addition, this

module is meticulously planned, organized, checked and verified by knowledgeable

educators to assist you in imparting the lessons to the learners while considering the

physical, social and economical restraints in teaching process.

The use of Teacher-made Educational Module aims to surpass the challenges of

teaching in a new normal education set-up. Through this module, the students are

given independent learning activities, which embodies in the Most Essential Learning

Competencies based from the K-12 Curriculum Competencies, to work on in

accordance to their capability, efficiency and time. Thus, helping the learners acquire

the prerequisite 21st Century skills needed with emphasis on utmost effort in

considering the whole well being of the learners.

In addition to the material in the main text, you will also see this box in the body of the

module:

Notes to the Teacher!

This part of the module gives you helpful tips, suggestions or strategies that will make the learning process easy and efficient to the learners.

As the main source of learning, it is your top priority to explain clearly on how to use

this module to the learners. While using this module, learner’s progress and

development should be recorded verbatim to assess their strengths and weaknesses

while doing the activities presented independently in safety of their homes. Moreover,

you are anticipated to persuade learners to comply and to finish the modules on or

before the scheduled time.

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For the Learner:

As a significant stakeholder of learning, Department of Education researched and

explored on innovative ways to address your needs with high consideration on social,

economic, physical and emotional aspects of your well being. To continue the learning

process, DepEd comes up with an Alternative Delivery mode of teaching using

Teacher-Made Educational Modules.

You are reading the Oral Communication: First Quarter Alternative Delivery Mode

(ADM) Module on “Responds appropriately and effectively to a speech act

(EN11/12OC-Ifj-20)” as written and found in the K-12 Most Essential Learning

Competencies.

This module is especially crafted for you to grasp the opportunity to continue learning

even at home. Using guided and independent learning activities, rest assured that you

will be able to take pleasure as well as to deeply understand the contents of the lesson

presented; recognizing your own capacity and capability in acquiring knowledge.

This module has the following parts and corresponding icons:

The first part of the module will keep you on tract

on the Competencies, Objectives and WHAT I NEED TO KNOW Skills expected for you to be developed and

mastered.

WHAT I KNOW

This part aims to check your prior knowledge on

the lesson to take.

This part helps you link the previous lesson to

the current one through a short exercise/drill.

The lesson to be partaken is introduced in this

part of the module creatively. It may be through

a story, a song, a poem, a problem opener, an

activity, a situation or the like.

A brief discussion of the lesson can be read in

this part. It guides and helps you unlock the

lesson presented.

WHAT’S MORE A comprehensive activity/ies for independent

practice is in this part to solidify your

knowledge and skills of the given topic.

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WHAT’S IN

WHAT’S NEW

WHAT IS IT

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WHAT I HAVE

LEARNED

This part of the module is used to process your

learning and understanding on the given topic.

A transfer of newly acquired knowledge and

skills to a real-life situation is present in this part

of the module.

ASSESSMENT This activity assesses your level of mastery

towards the topic.

In this section, enhancement activities will be

given for you to further grasp the lessons.

ANSWER KEYS

This contains answers to all activities in the

module.

At the end of this module you will also find:

References: Printed in this part is a list of all reliable and valid resources used in

crafting and designing this module.

In using this module, keep note of the fundamental reminders below.

1. The module is government owned. Handle it with care. Unnecessary

marks are prohibited. Use a separate sheet of paper in answering all

the given exercises.

2. This module is organized according to the level of understanding.

Skipping one part of this module may lead you to confusion and

misinterpretation.

3. The instructions are carefully laden for you to understand the given

lessons. Read each item cautiously.

4. This is a Home-Based class, your reliability and honor in doing the

tasks and checking your answers are a must.

5. This module helps you attain and learn lessons at home. Make sure to clearly comprehend the first activity before proceeding to the next one.

6. This module should be returned in good condition to your

teacher/facilitator once you completed it.

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WHAT I CAN DO

ADDITIONAL ACTIVITIES

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7. Answers should be written on a separate sheet of paper or notebook

especially prepared for English subject.

If you wish to talk to your teacher/educator, do not hesitate to keep in touch with

him/her for further discussion. Know that even if this is a home-based class, your

teacher is only a call away. Good communication between the teacher and the student

is our priority to flourish your understanding on the given lessons.

We do hope that in using this material, you will gain ample knowledge and skills for

you to be fully equipped and ready to answer the demands of the globally competitive

world. We are confident in you! Keep soaring high!

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Using this learning resource, you are ought to respond appropriately and effectively

to a speech act (EN11/12OC-Ifj-20) as inculcated in the K-12 Most Essential

Learning Competencies.

This competency is divided into two lessons, as follows:

Lesson 1: Types of Speech Act

Lesson 2: Five Categories of Illocutionary Act

At the end of this lesson, you are expected to achieve the following objectives for this

session:

classify the three types of speech act;

give the correct utterances or locutions out from the given illocutions

or functions;

write a response based on the context of the dialogue by considering

the types of speech act;

promote positivism and optimism in completing the tasks.

WHAT I KNOW

CHOOSE NOW. Directions: Read each item below. Then, identify the speech style

referred in each statement and encircle the letter of the correct answer.

1. This speech style is commonly used only between or among close family members

or individuals. The language used in this style may not be shared in public.

A. Intimate B. Casual C. Consultative D. Frozen

2. It mostly occurs in ceremonies. Common example is the Preamble of the

Constitution.

A. Intimate B. Formal C. Frozen D. Casual

3. This style is the standard one. Acceptable language is a must in this style.


4. This is used in formal settings. Unlike the consultative, this is one- way

communication.


5. This style is common among peers and friends. Jargon, slang or the vernacular

language are used.

WHAT I NEED TO KNOW

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6. You and your teacher is talking about your recent absences and missed quizzes.

This conversation is an example of ______________.


7. You have a serious talk with your father about your problem in school. He gave you

a helpful advice and you felt easy afterwards. This is an example of ____________.


8. Your class valedictorian delivered his speech to the graduates. This setting is an

example of _________.


9. You and your friends are sharing about your summer experience. This conversation

is an example of _____________.


10. You deliver your campaign speech during the SSG election. This is an example of

_________.


Identify the speech style appropriate for the following situations.

11. Giving a last-minute instructions to players.


12. Talking to a superior


13. Leading a prayer before meal


14. Talking and laughing about a memorable experience


15. Disclosing a personal problem to your parents


WHAT’S IN

LINK ‘EM UP. Directions: Read the utterances which are found in the first box. Then,

identify the possible speaker of the utterances and write your answer on the second

box. On the third box, write the possible speech style used in the communicative

setting.

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Example:

A.

B.

C.

TABLE FOR THREE. Directions: Supply the table with the different words/phrases

inside the pool. Pick and classify them according to their types.

" Good morning class! Today, I will

present a picture of a...."

Teacher Formal

"This is your prescription for your

hypertension."

" I now declare Martial Law"

"Raise you right hand and repeat

after me. Panatang Makabayan..."

WHAT’S NEW

“Wash the dishes” request washing the dishes

Asking “What is your name” giving your name

Suggesting “Paint your room with pink color” painting the room pink

Apologizing sending apology “Sorry for my mistakes”

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Three Types of Speech Act

LOCUTIONS

ILLOCUTIONS PERLOCUTIONS

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

WHAT IS IT

What are the four types

of speech styles?

Three Types of Speech Act

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.

According to J. L. Austin (1962), a philosopher of language and the developer of

the Speech Act Theory, there are three types of acts in every utterance, given the

right circumstances or contexts.

These are:

1. Locutionary act is the actual act of uttering.

“Please do the dishes.”

2. Illocutionary act is the social function of what is said.

By uttering the locution “Please do the dishes,” the speaker requests the

addressee to wash the dishes.

These are some of the functions: asking, requesting, suggesting, giving and

many others.

3. Perlocutionary act is the resulting act of what is said. This effect is based on

the particular context in which the speech act was mentioned.

“Please do the dishes” would lead to the addressee washing the dishes

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WHAT’S MORE

SAY IT. Directions: Give the correct utterances or locutions based on the given

illocutions or functions. Check the box of your best choice.

A. Making a commitment

A. “You look great after you spent quarantine at home.”

B. “I promise to love you for better or for worse.”

B. Giving an apology

A. “You have to understand me. It was not my fault.”

B. “I’m sorry, I didn’t mean it to happen.”

C. Making a complaint

A. “Your leche flan tastes good. Keep it up!”

B. “I can’t stay outside anymore. It’s too hot for me.”

D. Greetings

A. “I hope to see you again.”

B. “Happy birthday! May you have more birthdays to come!”

E. Invitation

A. “Please stop apologizing. You are already forgiven.”

B. “I would be expecting you for my birthday party tonight.”

F. Request

A. “I will be expecting to see you in my office right after this meeting.”

B. “Please send me the files after this meeting.”

WHAT I HAVE LEARNED

WRITE TO DEFEND: Read and answer the questions that follow. Explain your answer

briefly.

1. What are the three types of speech style? How do they differ?

___________________________________________________________________

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2. Why is it important to understand clearly the conveyed utterances?

___________________________________________________________________

3. How can we assure that misinterpretation and misunderstanding of the utterances

be avoided?

__________________________________________________________________

4. What will you do if misunderstanding and misinterpretation of the utterances

occur?

___________________________________________________________________

5. Do you usually think before you speak? How important is being tactful with our

words and thoughts?

___________________________________________________________________

WHAT I CAN DO

TO BE HONEST. Directions: Make a short reflection about the concepts of speech act

and relate your reflection to real life contexts.

A. How could I become sensitive to the feelings of others that I may not hurt their

feelings through my words?

B. What is the significance of this line “With the fulness of my heart, my mouth

speaks” to the learning I gained today

C. I would like to become an effective speaker, so I would…

ASSESSMENT

EXPRESS AND IMPRESS. Directions: Write a response based on the context of the

dialogue by considering the types of speech act. (15pts.)

A.

Speaker 1: “Where would you go from here?”

Speaker 2: “____________________________________”

Speaker 1: What will you there?”

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Speaker 2: ____________________________________”

Speaker 1: “Would it not be risky for you to go there alone?”

Speaker 2: “___________________________________”

Speaker 1. “Can I go with you?”

Speaker 2: _______________________________________

Speaker 1: “Why not? I want to go there as well.”

Speaker 2: _______________________________________

Speaker 1: “Okay, just be careful. You know we can never tell who is infected

or not.”

Speaker 2. _______________________________________

B.

Speaker 1. “I think we should go now. It’s getting late already.”

Speaker 2. “ ______________________________________”

Speaker 1. “Precisely, this library will close a minute from now.”

Speaker 2: _______________________________________

Speaker 1. “We can finish this project at home. Anyway, I have taken the

important notes of our project.”

Speaker 2. _______________________________________

Speaker 1. “I’m sure your mother will understand if you would burn the midnight

oil tonight.”

Speaker 2. ______________________________________

Speaker 1. Okay, let us now return these books to the librarian.”

Speaker 2: ______________________________________

Answer the following questions:

1. What did you learn from the two sets of conversation?

2. Why is there a need to communicate our ideas properly?

3. Is there a communication breakdown from the two sets of conversations?

4. How did you manage to have a meaningful conversations as implied in set A and

B?

REALIZATIONS TURN. Direction: Write your reflections inside the box.

ADDITIONAL ACTIVITY/IES

After completing the tasks of this module, I realize that …

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WHAT I NEED TO KNOW

Good day dear learner!

This module is solely prepared for you to access and to acquire lessons befitted in

your grade level. The exercises, drills and assessments are carefully made to suit

your level of understanding. Indeed, this learning resource is for you to fully

comprehend “Responds appropriately and effectively to a speech act

(EN11/12OC-Ifj-20)”. Independently, you are going to go through this module

following its proper sequence. Although you are going to do it alone, this is a guided

lesson and instructions/directions on how to do every activity is plotted for your

convenience.

Using this learning resource, you are ought to respond appropriately and effectively

to a speech act (EN11/12OC-Ifj-20) as inculcated in the K-12 Most Essential

Learning Competencies.

Lesson 2: Five Categories of Illocutionary Act

At the end of the lesson, you are expected to achieve the following objectives for this

session:

identify the Five Categories of Illocutionary Acts;

explain each category through a schematic diagram;

create a creative artwork focusing on the five categories of

illocutionary acts;

promote positivism and optimism in completing the tasks.

WHAT I KNOW

CHOOSE NOW. Directions: Read each item below. Then, identify and encircle the

letter of your best choice.

1. What type of speech act that refers to the actual act of uttering.

A. Locutionary B. Illocutionary C. Perlocutionary D. Commisive

2. What type of speech act which refers to the social function of what is said.


3. What type of speech act which is the result of what is said.

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4. Consider the statements, “Please take your prescriptions religiously. They are

important to your health.” Who would have said these statements?

A. Lawyer B. Doctor C. Engineer D. Driver

5. What do you think does the speaker say when he/she says, “Wear your masks all

the time.”

A. The speaker wants you to stay inside the room.

B. The speaker wants you to wear your P.E uniform every Friday

C. The speaker wants you to stay outside.

D. The speaker is requesting you to wear your masks all the time.

6. In question no. 5, which is an example of a locution?

A. He/ she says. B. “Wear your masks all the time.”

C. The speaker is requesting. D. The addressee is expected to wear masks.

7. Which of the following is an example of illocutionary?



8. Which is an example of perlocution?



9. “Would you agree, if we would change the title of our research?” What do you think

is the illocution of this utterance?

A. asking B. requesting C. inviting D. acting

10. What is the function shown in question no.4?

A. asking B. inviting C. requesting D. appreciating

11. 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.

12. 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.

13. Based on the scenario in item number 12, what would your next action be?

A. I will thank my friend.

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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.

14. 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.

15. 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

LET ‘EM TALK. Directions: Write a dialogue based on the illustrations below. Be

creative in making a storyline. Then, answer the questions that follow.

FOLLOW- UP QUESTIONS: Answer briefly.

1. What was the conversation about?

2. Were the speakers had a meaningful conversation? Why?

3. Describe how the types of speech act were being used in the conversation?

4. What help the speakers to achieve a meaningful conversation?

5. Were they able to agree with what they were discussing? Why?

IDEAS INSIDE THE BOX. Directions: Fill in the box the utterances which would belong

to the categories of illocutionary act as proposed by John Searle (1976). Write the

utterances inside the box of your best choice.

UTTERANCES:

1. “Therefore, we have to wear masks all the time in order to avoid infection of this

virus.”

WHAT’S NEW

WHAT’S IN

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2. “Please see to it that physical distancing is always observed in our school.”

3. Starting today, I will be vigilant in protecting myself from that deadly virus.

4. I am afraid that this “new normal” condition might change the landscape of

education.”

5. “I now pronounce you husband and wife.”

ASSERTIVE

DIRECTIVE

COMMISIVE

EXPRESSIVE

DECLARATION

WHAT IS IT

What are the five

distinct categories of

illocutionary 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. 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 “

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WHAT’S MORE

I for Identify. Directions: Identify the following utterances based on the five classifications of illocutionary acts: Assertive, Directive, Commissive, Expressive and

Declaration. Write your answers on the space provided for you.

__________1. “Take a few steps before you pose.”

__________2. “Please, go with me to the library after this class. We need to make our

research proposal for tomorrow.”

__________3. “Tomorrow, I will see to it that I would arrive earlier than you.”

__________4. “Thank you for accompanying me. You’re such an angel today.”

__________5. “God bless you and your family.”

___________6. “For goodness sake! You are late again.”

___________7. “Can you hold this key for a minute? I need to go to restroom.”

___________8. “From now on, I will always wear my face mask when I will go outside.”

___________9. “I’m a little bit upset on the delay of delivery of my wristwatch which I

ordered a month ago.”

___________10. “You will be blessed today!”

___________11. “I’m pretty sure that I have the most perfect handwriting among our

classmates.”

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 state of affairs which they refer to. Some examples of declarations are blessing, firing, baptizing, bidding, passing a sentence, and excommunicating. Example: “You are fired! “

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___________12. “If I were you, I would start making our project before our teacher

would set the deadline.”

__________13. “I promise to help you making the project after the tournament.”

__________14. “Wow, I’m surprised to see you here!”

__________15. “I choose you to be the leader of our group.”

WHAT I HAVE LEARNED

WRAP IT: Explain each classification of the illocutionary act by completing the diagram

below. Use words/phrases.

WHAT I CAN DO

COMPLETE THE TABLE. Directions: Complete the table with the following information

related to Searle’s Classification of Speech Acts. Make it sure that real-life

experiences are shown in the samples.

Example:

Classification of Speech

Act

Real-Life

Experience/Situation

Sample Utterance

Assertive

Reading the written report

of my classmate

“You can use some

transitional devices to

make the essay more

coherent and cohesive.”

Assertive Commissive Directive

Declaration Expressive

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Answer on this table.

Classification of

Illocutionary Act

Real-Life

Experience/Situation

Sample Utterance

ASSERTIVE

DIRECTIVE

COMMISSIVE

EXPRESSIVE

DECLARATION

ASSESSMENT

CUT AND PASTE. Directions: 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 locutions using the categories of illocutions.

Rubrics

(3Cs) Creativity- This shows the design of the output which is creatively

displayed using the available materials at home. (5 points)

Content- This shows the brief explanation or discussion of the presented

idea or concept relevant to the topic. (5points)

Correctness- This shows the appropriateness of the information as to

accuracy of answer, spelling and grammar. (5 points)

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WRITE IS RIGHT. Direction: Write a short personal essay of your journey in

completing the modules for the first quarter of this subject. Make it creative and

personal.

ADDITIONAL ACTIVITY/IES

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Answer key for lesson 1

Answer Key for lesson 2

ANSWER KEYS

WHAT

I

KNOW

1. A

2. C

3. C

4. B

5. B

6. C

7. A

8. B

9. D

10. B

11. D

12. B

13. C

14. D

15. A

WHAT’S IN

SECOND BOX

1. DOCTOR

2. PRESIDENT

3. STUDENT

THIRD BOX

1. CONSULTATIVE

2. FORMAL

3. FROZEN

WHAT’S MORE

A. B

B.B

C. B

D. B

E. B

F. B

WHAT’S NEW

LOCUTIONS

1. “Wash the dishes.”

2. “What is your name?”

3. “Paint your room pink.”

4. “Sorry for my mistakes.”

ILLOCUTIONS

1. requesting

2. asking

3. suggesting

4. apologizing

PERLOCUTIONS

1. washing the dishes

2. giving your name

3. painting your room pink

4. accepting apology

WHAT I KNOW

1. a

2. b

3. c

4. b

5. d

6. b

7. c

8. d

9. a

10. c

11. a

12. b

13. c

14. c

15. a

WHAT’S NEW

ASSERTIVE

“Therefore, we have to wear

masks all the time in

order….

DIRECTIVE

“Please see to it that….

COMMISSIVE

“Starting today, I will be

vigilant…

EXPRESSIVE

“I am afraid that this…

DECLARATION

“I now pronounce you…

WHAT’S MORE

1. ASSERTIVE

2. DIRECTIVE

3. COMMISSIVE

4. EXPRESSIVE

5. DECLARATION

6. ASSERTIVE

7. DIRECTIVE

8. COMMISSIVE

9. EXPRESSIVE

10. DECLARATION

11. ASSERTIVE

12. DIRECTIVE

13. COMMISSIVE

14. EXPRESSIVE

15. DECLARATION

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REFERENCES

Electronic File:

Oral Communication in Context for Senior High School- DepEd Module

Online Sources:

https://www.google.com.ph/search?q=computer+drawing+images+download&sxsrf=ALeKk

007FAs0dJ-

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