Oral Communication Module 9 1

SENIOR HIGH SCHOOL
Oral Communication
Quarter 1 – Module 9
Lesson 1: Types of Speech Act
Lesson 2: Categories of Illocutionary Act
Oral Communication- Grade 11
Alternative Delivery Mode
First Quarter- Module 9
Lesson 1. Types of Speech Act
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.
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
Dr. Cartesa M. Perico Assistant Schools Division Superintendent
Dr. Mary Ann P. Flores CID Chief
Mr. Isaiash T. Wagas Education Program Supervisor – LRMDS
Dr. Clavel D. Salinas Division SHS Coordinator
Printed in the Philippines by:
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: cebu.province@deped.gov.ph
i
1
11
Oral Communication
Quarter 1 – Module 9:
ii
1
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.
iii
1
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.
This part aims to check your prior knowledge on

WHAT I KNOW the lesson to take.
WHAT’S IN 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

WHAT’S NEW 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

WHAT IS IT this part. It guides and helps you unlock the
lesson presented.
A comprehensive activity/ies for independent

WHAT’S MORE practice is in this part to solidify your
knowledge and skills of the given topic.
1
iv
WHAT I HAVE This part of the module is used to process your
LEARNED 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
WHAT I CAN DO
of the module.
This activity assesses your level of mastery

ASSESSMENT
towards the topic.
ADDITIONAL ACTIVITIES In this section, enhancement activities will be

given for you to further grasp the lessons.
This contains answers to all activities in the

ANSWER KEYS 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.
1v
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!
1vi
WHAT I NEED TO KNOW
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 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.
11
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.
12
Example:
" Good morning

class! Today, I will
Teacher Formal
present a picture of
a...."
A.
"This is your
prescription for your
hypertension."
B.
" I now declare

Martial Law"
C.
"Raise you right

hand and repeat
after me. Panatang
Makabayan..."
WHAT’S NEW
TABLE FOR THREE. Directions: Supply the table with the different words/phrases
inside the pool. Pick and classify them according to their types.
“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”
13
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
4
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?
___________________________________________________________________
125
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?”
136
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?
ADDITIONAL ACTIVITY/IES
REALIZATIONS TURN. Direction: Write your reflections inside the box.
After completing the tasks of this module, I realize that …
7
14
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.
15 8
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?”
9 the ability to open the door.
A. The speaker wants to know if I have
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.
169
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
WHAT’S IN
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?
WHAT’S NEW
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.”
10
17
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.”
DECLARATION DIRECTIVE
COMMISIVE ASSERTIVE
EXPRESSIVE
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 “
1811
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! “
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.”
19
12
___________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.
Assertive Commissive Directive
Declaration Expressive
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 Real-Life Sample Utterance

Act Experience/Situation
Reading the written report “You can use some
Assertive of my classmate transitional devices to
make the essay more
coherent and cohesive.”
2013
Answer on this table.
Classification of Real-Life Sample Utterance

Illocutionary Act Experience/Situation
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
21
accuracy of answer, spelling and grammar. (5 points)
14
ADDITIONAL ACTIVITY/IES
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.
2215
23
16
WHAT’S MORE
WHAT I KNOW
WHAT’S NEW
1. ASSERTIVE
1. a
2. DIRECTIVE
ASSERTIVE 2. b
3. COMMISSIVE
“Therefore, we have to wear 3. c
4. EXPRESSIVE
masks all the time in 4. b
5. DECLARATION
order…. 5. d
6. ASSERTIVE
DIRECTIVE 6. b
7. DIRECTIVE
“Please see to it that…. 7. c
8. COMMISSIVE
COMMISSIVE 8. d
9. EXPRESSIVE
“Starting today, I will be 9. a
10. DECLARATION
vigilant… 10. c
11. ASSERTIVE
EXPRESSIVE 11. a
12. DIRECTIVE
“I am afraid that this… 12. b
13. COMMISSIVE
DECLARATION 13. c
14. EXPRESSIVE
“I now pronounce you… 14. c
15. DECLARATION
15. a
Answer Key for lesson 2
WHAT
WHAT’S NEW I
LOCUTIONS KNOW
1. “Wash the dishes.”
2. “What is your name?” WHAT’S IN 1. A
3. “Paint your room pink.” 2. C
4. “Sorry for my mistakes.” WHAT’S MORE SECOND BOX 3. C
ILLOCUTIONS A. B 1. DOCTOR 4. B
1. requesting B.B 5. B
2. PRESIDENT
2. asking C. B 6. C
3. STUDENT
3. suggesting D. B THIRD BOX 7. A
4. apologizing E. B 8. B
PERLOCUTIONS F. B 1. CONSULTATIVE 9. D
1. washing the dishes 2. FORMAL 10. B
2. giving your name 3. FROZEN 11. D
3. painting your room pink 12. B
4. accepting apology 13. C
14. D
15. A
Answer key for lesson 1
ANSWER KEYS
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-
k6D3Y8PPtS6GtbDbkqw:1593860251114&tbm=isch&source=iu&ictx=1&fir=UZWkqrgUOdV1
_M%252Cxg7iB_mWB3Xb6M%252C_&vet=1&usg=AI4_-kQBB_4wL-
0qSw2bJYgs4xJhzh3Swg&sa=X&ved=2ahUKEwjO_dqQuLPqAhWJH3AKHQYbCMgQ9QEwAno
ECAoQGw&biw=1350&bih=578#imgrc=UZWkqrgUOdV1_M&imgdii=3OjROVofHhZI2M
For inquiries or feedback, please write or call:

Department of Education: Division of Cebu Province
Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City 6000
Cebu
Telephone Number:(032) 520-3216–520-3217
Email Address: cebu.province@deped.gov.ph
17
24
25
26

Oral Communication Module 9 1

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Oral Communication Module 9 1

Uploaded by

Copyright:

Available Formats

SENIOR HIGH SCHOOL

Published by the Department of Education

Development Team of the Module

Printed in the Philippines by:

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: cebu.province@deped.gov.ph

For the Facilitator:

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

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

Notes to the Teacher!

This part of the module gives you helpful

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

This module has the following parts and corresponding icons:

The first part of the module will keep you on tract

This part aims to check your prior knowledge on

WHAT’S IN This part helps you link the previous lesson to

The lesson to be partaken is introduced in this

A brief discussion of the lesson can be read in

A comprehensive activity/ies for independent

A transfer of newly acquired knowledge and

This activity assesses your level of mastery

ADDITIONAL ACTIVITIES In this section, enhancement activities will be

This contains answers to all activities in the

At the end of this module you will also find:

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

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

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

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

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

This competency is divided into two lessons, as follows:

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

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

" Good morning

" I now declare

"Raise you right

“Wash the dishes” request washing the dishes

Asking “What is your name” giving your name

Apologizing sending apology “Sorry for my mistakes”

LOCUTIONS ILLOCUTIONS PERLOCUTIONS

What are the four types

Three Types of Speech Act

A speech act is an utterance that a speaker makes to achieve an intended effect.

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

“Please do the dishes.”

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

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

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

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

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

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

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

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

WHAT I HAVE LEARNED

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

Answer the following questions:

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

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