Unit 3 Lesson 5.
I. ACTIVATE
TED ( Technology Entertainment Design) talks have become viral nowadays. This evolution in education
revived the power of storyelling to desiminate ideas and innovations in many aspects of life. Effective
speaking skills requisite to powerful oral presentations.
Recall a TED speaker you heard recently. How about an effective speakers you heard recently? Who is
he/she? What was the speech about?
What makes an effective speaker?
How should we teach young children effective speaking skills?
ANSWER.
A TED speaker I recently heard is Sir Ken Robinson, who discussed "Do Schools Kill Creativity?" His
speech emphasized the need to foster creativity in education, advocating for a shift away from
traditional academic-focused teaching.
An effective speaker engages the audience with clarity, passion, humor, and storytelling, making
complex ideas relatable. They also use confident body language and a clear voice.
To teach young children effective speaking skills, create a supportive environment for them to express
themselves. Encourage activities like storytelling, role-playing, and discussions to build confidence and
make learning enjoyable.
Identify the domain to which the selected competencies belong.
Write OL for Oral Language and PA for Phonological awareness.
1. Use common expression and polite greetings.
2. Tell whether a given pair of word rhyme.
3. Talk about pictures presented using appropriate local terminologies with ease and confidence.
5. Orally a segment a two-three syllable word into its syllabic parts.
5. Listen and respond to others in oral conversation.
6. Use expressions appropriate to the grade level to give opinion in a text listened to, heard or read
7. Use the correct pronounce in place of naming words in sentences.
8. Give meanings of words through pictures clues.
9. Identify the tense of the action word in the sentence.
10. Add or substitute individual sounds in simple words to make new words.
ANSWER.
OL - Use common expression and polite greetings.
PA - Tell whether a given pair of words rhyme.
OL - Talk about pictures presented using appropriate local terminologies with ease and confidence.
PA - Orally segment a two-three syllable word into its syllabic parts.
OL - Listen and respond to others in oral conversation.
OL - Use expressions appropriate to the grade level to give opinion in a text listened to, heard or read.
OL - Use the correct pronunciation in place of naming words in sentences.
PA - Give meanings of words through picture clues.
OL - Identify the tense of the action word in the sentence.
PA - Add or substitute individual sounds in simple words to make new words.
II. ANALYZE
Read and analyze different instructional activities or learning experiences aimed at developing a child's
early speaking skills. For each activity, Identify the language domains and the competencies that is/are
being Targeted by the activity.
1. Play or say a tounge twister then tell the learners that they are going to repeat the sentence bit by bit
after you. Start by asking your learners to repeat the last part of the sentence until they complete the
tounge twister.
Language Domain:
Speaking Competencies:
2. This activity is done by pairs. Give each learners a picture . The picture should be almost the same
with two or three elements missing from each picture. Without showing each other the picture, they
should describe their pictures to each other and try to find which objects are missing.
Language Domain:
Speaking Competencies:
3. Have students listen to stories. Then have them retell the stories aloud. Record their retellings in their
own words to create a language experience chart that can be used for future reading.
Language Domain:
Speaking Competencies:
4. Use role ply cards for students to assume the role of a specific person or character and to act to a
stimulus or prompt as that person.
Language Domain:
Speaking Competencies:
5. Sing or read songs. Children can bring in a favorite song to perform alone or as a group, but make sure
you have heard the song first and can approved it.
Language Domain:
Speaking Competencies:
ANSWER.
1. Activity: Play or say a tongue twister then tell the learners that they are going to repeat the sentence
bit by bit after you. Start by asking your learners to repeat the last part of the sentence until they
complete the tongue twister.
Language Domain: Speaking
Speaking Competencies: Pronunciation, articulation, fluency
2. Activity: This activity is done by pairs. Give each learner a picture. The picture should be almost the
same with two or three elements missing from each picture. Without showing each other the picture,
they should describe their pictures to each other and try to find which objects are missing.
Language Domain: Speaking
Speaking Competencies: Descriptive language, communication, listening, and speaking clarity
3. Activity: Have students listen to stories. Then have them retell the stories aloud. Record their
retellings in their own words to create a language experience chart that can be used for future reading.
Language Domain: Speaking
Speaking Competencies: Storytelling, sequencing events, recall, and fluency
4. Activity: Use role-play cards for students to assume the role of a specific person or character and to
act to a stimulus or prompt as that person.
Language Domain: Speaking
Speaking Competencies: Expressing ideas, creativity, using appropriate expressions and tone, role-
playing
5. Activity: Sing or read songs. Children can bring in a favorite song to perform alone or as a group, but
make sure you have heard the song first and can approve it.
Language Domain: Speaking
Speaking Competencies: Pronunciation, fluency, rhythm, and expression
III. ABSTRACT
ANSWER.
Read the four note card about principles and approaches in the teaching of speaking. Read each
carefully. Fill out the matrix afterwards.
1. Topic: Proficiency-Oriented Teaching of Speaking Skills
Hadley proposes five principles for proficiency-oriented teaching:
Opportunities must be provided for students to practice using the language in a range of contexts likely
to be encountered in the target culture.
Opportunities should be provided for students to carry out a range of functions (tasks) necessary for
dealing with others in the target culture.
The development of accuracy should be encouraged in proficiency-oriented instruction. As learners
produce language, various forms of instruction and evaluative feedback can be useful in facilitating the
progression of their skills toward more precise and coherent language use.
Instruction should be responsive to the affective as well as the cognitive needs of students, and their
different personalities, preferences, and learning styles should be taken into account.
Cultural understanding must be promoted in various ways so that students are sensitive to other
cultures and prepared to live more harmoniously in the target language community.
2. Topic: Current Approaches to the Teaching of Speaking
Speaking and oral interaction is seen as the basis for learning.
Non-native usage as well as native usage both serve as models.
Both accuracy and fluency are a primary goal with a greater tolerance of errors.
Oral proficiency is viewed as dependent upon mastery of lexical phases and conversational routines.
Pair and group activities predominate in the classroom.
3. Topic: Case Study on Singapore Schools' Teaching of Tamil Language
Use local context-based materials, so that the topics are familiar to the students.
Use domain-based vocabulary, that is, words as they are used in real everyday living.
Use age-related content, that is, topics that are relevant to the students at their particular stage in life.
4. Topic: Balance between Fluency and Accuracy in the Teaching of Speaking
According to Mazouzi (2013), learners' activities should be designed based on an equivalence between
fluency and accuracy achievement. Both fluency and accuracy are important elements of communicative
approach.
IV. APPLY
Similar to your Apply Activity for Listening and Viewing, you need to create an instructional activity that
specifically targets one or more speaking competencies from the Mother Tongue Curriculum Guide.
Complete the template on the next page. Follow the same process. The same Criteria for Grading will
also be used.
INSTRUCTIONAL ACTIVITY-SPEAKING
Activity Title:
Time Required:
Target Grade Level:
Type of Student Work: Individual, Pair, or Group Work
Learning Objectives:
At the end of the activity, the students are expected to
1.
Activity Description:
Criteria for Grading (if possible, include a rubric if necessary):
PROCESS QUESTIONS:
1. Are the learning objectives clearly defined? If not, what suggestions do you have to improve them?
2. Is the instructional activity well-aligned with the learning objectives?
3. Does the activity encourage active student engagement?
4. if the student completes the activity, can the teacher determine whether or not the student has met
the stated learning objectives?
ANSWER.
INSTRUCTIONAL ACTIVITY-SPEAKING
Activity Title: Describing My Favorite Object
Time Required: 30 minutes
Target Grade Level: Grade 2
Type of Student Work: Individual
Learning Objectives:
At the end of the activity, the students are expected to:
Describe an object of their choice using simple sentences.
Use appropriate vocabulary to describe the object’s color, size, shape, and function.
Practice clear pronunciation and speaking fluency in front of the class.
Activity Description:
In this activity, each student will select an object that is meaningful to them (such as a toy, book, or
personal item). They will then describe the object in front of the class, focusing on details like its color,
size, shape, and function. The teacher will guide them in practicing key vocabulary words and sentence
structures before they present. After each student has described their object, the class will have the
opportunity to ask questions about the object.
Criteria for Grading (Rubric):
Criteria Excellent (4) Good (3) Satisfactory (2) Needs Improvement (1)
Clarity of Description Clear and detailed description with multiple details Clear description with
some details Basic description with few details Description is unclear or incomplete
Pronunciation Excellent pronunciation and clarity Good pronunciation with minor errors
Use of Vocabulary Uses rich vocabulary accurately Uses basic vocabulary with few errors Limited
vocabulary used Incorrect or very limited vocabulary
Fluency Speaks fluently with confidence Speaks with slight hesitation
PROCESS QUESTIONS:
Are the learning objectives clearly defined? If not, what suggestions do you have to improve them?
Yes, the learning objectives are clearly defined. They focus on speaking fluency, vocabulary use, and
describing an object, which are measurable and achievable.
Is the instructional activity well-aligned with the learning objectives?
Yes, the activity directly targets the objectives by having students describe an object, use vocabulary,
and practice speaking in front of the class.
Does the activity encourage active student engagement?
Yes, the activity encourages engagement by allowing students to choose their own objects and present
to the class, which is interactive and personal.
If the student completes the activity, can the teacher determine whether or not the student has met the
stated learning objectives?
Yes, through observation and the grading rubric, the teacher can assess whether the student has met
the objectives of clarity, vocabulary use, pronunciation, and fluency.
