While teaching in the Philippines, I learned a lot about their education system, curriculum, and lesson plan. In this post is the example of one of my lesson plans that I made during my teaching practice in PSU Integrated School - High School. Have a look!!
Teaching plan or lesson plan is a detailed guide for teaching a lesson. It's a step- by-step guide that outlines the teacher's objectives for what the students will accomplish that day. Creating a lesson plan involves setting goals, developing activities, and determining the materials that will be used.
PSU Integrated High School uses the latest K to 12 Basic Education Curriculum. K-12's implementation began in 2011 when kindergarten was rolled out nationwide. It continued by fully implementing the system for Grades 1 and 7 during the school year 2012-2013, for grade 11 during 2016, and for grade 12 during 2017.
There are four "phases" during the implementation of the new system. Those are:
. Its goal is to finally implement the universal kindergarten, and the "development of the (entire) program".
. Its goal is to promote the enactment of the basic education law, to finally start of the phased implementation of the new curriculum for Grades 1 to 10, and for the modeling of the senior high school.
. Its goal is to finally implement the Grades 11 and 12 or the senior high school, and to signal the end of migration to the new educational system.
. Its goal is to complete the implementation of the K–12 education system.
I. Objectives
At the end of the discussion, the students should be able to:
A. Define speech acts;
B. Identify the types of speech acts; and
C. Understand of the types of speech acts through a written test.
II. Subject Matter
A. Topic: Speech acts
B. Materials:
— Electronic generated slides (PowerPoint presentation)
— Visual aids for intercultural communication
— Laptop and projector
C. References
https://www.thoughtco.com/speech-act-linguistics-1692119 (date retrieved: 19/09/2019 8:22 AM)
https://en.wikipedia.org/wiki/Speech_act (date retrieved: 19/09/2019 8:23 AM)
http://www.coli.uni-saarland.de/projects/milca/courses/dialogue/html/node65.html (date retrieved: 19/09/2019 8:24 AM)
https://www.slideshare.net/EjeSeastres/oral-comm-types-of-speech-act (date retrieved: 19/09/2019 1:05 PM)
III. Learning Procedure
A. Routine
The teacher will ask a student to lead the class prayer. Then, the teacher will ask the class secretary to check the attendance.
B. Motivation
The teacher will let the students play the game “Charades”. The class will be divided into two groups: the left group and the right group. The teacher will let the students name their own group.
Each group will have one representative that will act the words or phrases given by the teacher. The first group who guess the correct words or phrases get the point. The group with the most point win the game. The group representatives only have 30 seconds to act the words or phrases, as well as the other members of the groups to guess the words or phrases.
The words or phrases for the game are: 1) Washing dishes, 2) Angry mom, 3) Asking for money, 4) I’m hungry, and 5) Writing a love letter.
C. Presentation
The teacher will write the topic on the board and will communicate lesson objectives to the students in a conversational manner.
D. Development of the Lesson
The teacher will start the discussion by asking the students what are their understanding about speech acts. Then, the teacher will post the definition of speech acts on the board.
According to Austin (1962), speech acts are the speaker’s utterances which convey meaning and make listeners do specific things. In other words, when someone expresses something, he/she does not only produce utterances containing grammatical structures and words, but he/she also performs an action through the utterances. This action performed by an utterance is called speech acts.
Example: the utterance “You’re fired!” can be used as an action to fire someone from his current job, or “I’m hungry” when someone expresses hunger or requests something to eat.
The teacher will explain the three types of speech acts one by one and give task to every group to produce three utterances of the respective speech acts.
1. Task #1 for Locutionary Acts
The group will be retained. The teacher will start the discussion by asking the students about what is a locutionary act. Then, the teacher will post the definition of locutionary act on the board.
Locutionary act is the act of actually uttering. A locutionary speech act occurs when the speaker performs an utterance which has a meaning in the traditional sense. For example, someone will say “What?” when they’re surprised, or “Don’t go into the water!” as a warning to the listener not to go into the water.
After the teacher explains about locutionary act, the teacher will ask the groups to make three examples of locutionary utterances. Each group must not give the same examples. The examples will be written on a piece of paper and submitted at the end of the session.
2. Task #2 for Illocutionary Acts
The group will be retained. The teacher will start the discussion by asking the students about what is a illocutionary act. Then, the teacher will post the definition of illocutionary act on the board.
Illocutionary act is the active result of the implied request or meaning presented by the locutionary act. For example, if the locutionary act in an interaction is the question "Is there any salt?" the implied illocutionary request is "Can someone pass the salt to me?"
After the teacher explains about illocutionary act, the teacher will ask the groups to make three examples of illocutionary utterances. Each group must not give the same examples. The examples will be written on a piece of paper and submitted at the end of the session.
3. Task #3 for Perlocutionary Acts
The group will be retained. The teacher will start the discussion by asking the students about what is a perlocutionary act. Then, the teacher will post the definition of perlocutionary act on the board.
Perlocutionary act is the actual effect of the locutionary and illocutionary acts, such as persuading, convincing, scaring, enlightening, inspiring, or otherwise getting someone to do or realize something, whether intended or not. For example, the listener in the "Is there any salt?" example has to realize that the speaker’s intention is to ultimately get hold of the salt.
After the teacher explains about perlocutionary act, the teacher will ask the groups to make three examples of perlocutionary utterances. Each group must not give the same examples. The examples will be written on a piece of paper and submitted at the end of the session.
E. Generalization
The teacher will ask the students to sum up today’s discussion and share what he/she has learned. Afterwards, the teacher will sum up the lesson.
Speech acts are the speaker’s utterances which convey meaning and make listeners do specific things. There are three types of speech acts: 1) locutionary acts, 2) illocutionary acts, and 3) perlocutionary acts. Locutionary act is the act of actually uttering, illocutionary act is the active result of the implied request or meaning presented by the locutionary act, and perlocutionary act is the actual effect of the locutionary and illocutionary acts which is getting someone to do or realize something.
IV. Evaluation
The teacher will give 5 questions related to speech acts which the students should answer in a piece of paper and submit it after 3 minutes.
Identify the illocutionary act (intention) of each item:
1. A teacher says “Oh, it’s too hot in here” in a classroom with closed windows and doors.
Answer: She/He wants someone to open the windows or doors
2. A mother says to her children “The dishes aren’t going to wash themselves.”
Answer: She wants her children to wash the dishes
3. Someone on the street says “I think those trash shouldn’t be left lying on the street like that.”
Answer: She/He wants someone to pick up the trash and put it away
4. A woman says “It’s going to be a windy day” to someone next to her at the grocery store.
Answer: She wants to start a conversation with someone next to her
5. A mother says to her daughter “It’ll be better if you clean your room.”
Answer: She wants her daughter to clean her room
V. Agreement/Assignment
The teacher will ask the students to do an advanced reading on the next lesson.
