School:  RIZAL NATIONAL HIGH SCHOOL  Grade Level:
  GRADES 1 to 12  Teacher:  MARISSA A. LIM  Learning Area:
  DAILY LESSON LOG  Teaching Dates and Time:  DECEMBER , 2022  Quarter:  2ND
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson
or Presenting the New
Lesson
B. Establishing a Purpose for
 
11
 
ORAL COMMUNICATION 
 
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative
strategy.
The learner demonstrates effective use of communicative strategy in a variety of speech situations.
Responds appropriately and effectively to a speech act. EN11/12OC-Ifj20
ICL – Let the students
Distinguishing types and Determining the appropriate Responding appropriately and contemplate their
Describing speech act
classification of speech act response in different social setting effectively to a speech act learnings on the
lessons.
Oral Communication in Context for Oral Communication in Context Oral Communication in Context for Oral Communication in Context for
Senior High School p. 25 for Senior High School p. 25 Senior High School p. 25 Senior High School p. 25
Oral Communication Oral Communication Oral Communication Oral Communication
in Context Quarter 1 – Module 7: in Context Quarter 1 – Module 7: in Context Quarter 1 – Module 7: in Context Quarter 1 – Module 7:
Types of Speech Act Types of Speech Act Types of Speech Act Types of Speech Act
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
You have learned from your Let the students recall the Let the students recall the previous 1.Pronunciation Drill
previous lesson that each Speech previous lesson. lesson. 2. Review of the past lesson.
Style (i.e. intimate, casual,
consultative, formal, and frozen)
constitutes various uses depending
on the social situation you may find
them appropriate and most fit to
use. Make use of all those insights
for you to be able to broaden your
understanding of the concepts that
will be discussed in this lesson.
Have you ever been Arrange the jumbled letters to Arrange the jumbled letters to form Show the picture to the students. Let
 misunderstood? How do you feel
every time someone
misunderstands you?
the Lesson Recall a conversation you had with
someone who did not understand
what you mean and gave you a
different response.
Communication happens effectively
when the message is passed
clearly; it becomes useful and
meaningful when both the sender
C. Presenting
and the receiver understand the
Examples/Instances of the
idea being put across. Indeed, there
Lesson
could be no valid reasons to ignore
the need for communicating
successfully.
Discuss with the students the
meaning of speech act.
D. Discussing New Concepts A speech act is an utterance that a
and Practicing New Skills speaker makes to achieve an
#1 intended effect.
Suppose you will be given another
chance to go back to the scenario
you have recalled and shared. Is
there anything you would wish to
change in your utterances so that
E. Discussing New Concepts you would not be misunderstood?
and Practicing New Skills #2 What realization have you made
toward responding appropriately to
utterances or statements over a
certain conversation? Write your
response on a separate sheet of
paper.
F. Developing Mastery Answer Activity 1A. React to Me
(Leads to Formative Now! on page 11
Assessment 3)
G. Finding Practical Answer Activity 1B. Famous Lines
Applications of Concepts on page 11
and Skills in Daily Living
form a word.
1. Loucoitarny
2. Ilcolutinaory
3. Pelloicrutorany
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
context.
Locutionary
Illocutionary
Perlocutionary
Discuss the meaning of each
type of acts and give examples
of each.
Answer Activity “Do a Good
Turn Daily!” on page 14.
Let the students give examples
on type of acts on their own.
Let the students apply the
lesson in real-life situation.
a word.
1. Asetsrive
2. Dicetrive
3. Cossimmive
4. Essprexive
5. Dertacalion
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.
Discuss the classified illocutionary
acts into five distinct categories and
give examples of each.
Answer Activity “Create Me A
Story!” on page 14.
Let the students give examples on
their own.
Let the students apply the lesson in
real-life situation.
them describe it.
Watch the first video of telephone
conversations through this link. Video
1 : https://www.youtube.com/watch?
v=hpZFJctBUHQ
With your partner, discuss your
answers to the following questions.
a. What greeting is used by the
customer service agent?
b. What form of personal
identification is used by the
agent?
Discuss the definition and types of
speech acts, as well as indirect
speech act.
Group Activity
Group the pupils into four. Let them
do the activity.
Say that through the interaction of the
two people, something was achieved
(i.e., the man was able to order
 flowers). State that in making speech
acts, the same idea applies: when a
speech act is uttered, an action is
carried out.
Let the students state the meaning What are the types of acts? 1. A speech act is an utterance that a
of speech act. What are the five distinct categories speaker makes to achieve an
of the classified illocutionary acts? intended effect. Some of the functions
which are carried out using speech
acts are offering an apology, greeting,
H. Making Generalizations request, complaint, invitation,
and Abstractions about compliment, or refusal. A speech act
the Lesson 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.
Write a short essay about the Write a short essay about the Write a short essay about the five Take a look at the conversation below
definition of speech act according to types of acts according to your distinct categories of the classified where the remark by a native English
your own understanding. own understanding. illocutionary acts according to your speaker could be misinterpreted by a
own understanding. native Chinese listener.
John: “I couldn’t agree with you
more.” Chen: “Oh….” (Thinking: “He
couldn’t agree with me? I thought he
I. Evaluating Learning
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.
J. Additional Activities for Give the three types of speech act.
Application or
Remediation
V. REMARKS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?

Prepared by:
MARISSA A. LIM
Teacher III
Checked by:
MARLYN C. SUYAT
Head Teacher V