TEACHING &

ASSESSMENT
OF THE
MACRO SKILLS
 UNIT II: THE EXPRESSIVE MACRO SKILLS – SPEAKING

I. INTRODUCTION

Among the four macro skills, speaking is regarded as the most basic and the most
essential. As social being, man needs to communicate and interact with other people. Being
able to express oneself in the target language gives one an edge over those who are
incapable of expressing themselves.
One must know what to say about something, how he/she will say it, and to whom,
where, and when to say it. It requires a lot of exposures to different situations in order to
gain confidence and the proficiency to use language in order to function effectively.

II. OBJECTIVES

 Select differentiated learning tasks in teaching speaking to suit learners.

 Demonstrate how to provide timely, accurate, and constructive feedback.
 Craft a learning plan in teaching speaking.
 Conduct a teaching demonstration of the assigned learning competencies in speaking.

III. INSTRUCTION TO THE LEARNERS

Before we start any discussions or activities always remember the following:

 Be ready with a pen and writing pad or notebook. You will need these things in all your
activities.
 Follow all the instructions in every activity prepared for you. Look for assistance, if
needed. You may ask your instructor or classmates for further clarification.
 Study carefully the examples; keep in mind all the important concepts and discussions.
 In case you encounter difficulty, do not hesitate to seek help from others who are
knowledgeable on the topic.

IV. LEARNING ACTIVITES

Directions: Here is list of statements about oral language skills. On the space
provided, write A if you agree with the statement, and write D if you disagree.

_____1. Oral language is the foundation of early literacy development.

_____2. It is all fight to correct a student’s error in grammar on the spot.
_____3. The most effective way to cultivate one’s skill in speaking is through pattern practice.
_____4. Students can easily talk about a topic they are familiar with.
_____5. If a student cannot express himself/herself in the target language, the student can
always use the mother tongue.
 Directions: Let us check your understanding on some key concepts on oral
communication. Identify whether the statements are TRUE or FALSE. Write your
answers on the space provided.
________1. Failure in communication happens when the message is not understood and
responded to as intended.
________2. Motivation is high when learners are eager to speak because they are interested in
the topic and have something new to say about it.
_______3. Language is of an acceptable level when it is grammatically correct and
pronunciation of words is accurate.
_______4. Teachers should allow the students to use mother tongue so that they can express
themselves well during the discussion.
_______5. Students should be encouraged to use high level vocabulary during the discussion in
order to gain higher rating in oral performance.
_______6. Highly interesting topics and clear purpose of discussion can motivate students to
actively engage in the discussion.
_______7. Giving clear instructions on how to go about the activity is vital element in successful
speaking activities.
______8. Students oftentimes complain that they cannot think of anything to say due to lack of
vocabulary to talk on the topic.

LESSON 8: NATURE AND PURPOSES OF SPEAKING

The Nature of Oral Communication Process

Communication employs both verbal and non-verbal media. Four essential elements are
needed for a speech act to take place:
1. the sender or source;
2. a message;
3. a receiver; and
4. a response or feedback.
There are instances when communication is blocked due to noise. There are two types of
noise:
1. Psychological Noise. It originates from the sender and/or the receiver of the
message. It affects how the sender expresses his message how the receiver reacts to it.
2. Physical Noise. Affects the intelligibility and clarity of the message.

Barriers to Effective Communication

There are many factors that cause communication breakdown. Many of these are
language-related as follows:
 Mispronunciations. Wrong pronunciation of a word can greatly affect the meaning of
the message and can lead to confusion.
  Lack of awareness of the variety of English pronunciations of a given word.
Varieties of English have their own distinct pronunciations that can sometimes lead to
misunderstanding if one is not aware of how other countries utter English. This is
because non-native speakers tend to localize English words and create a distinct
variation of these words.
 Different meanings attached to a word. A word may have denotative meaning and
connotative meaning. Denotative meaning is the definition provided in dictionaries while
connotative meaning is based on personal meaning associated to a word.
 Psychological factors. Our own emotions can affect delivery or reception of the
message. Our reactions to a message may be influenced by our opinion of and feelings
for the sender of the message.
 Delivery of the message. Our manner of delivery such as the volume of one’s voice
and the rate of speaking may have an effect on the intelligibility and clarity of the
message.
 Situation or setting. The condition of the place where you are in such as physical
noise, size of the room, and size of the audience may impede communication.

The Purpose of Speaking

When speaking, the first question you should ask, “What am I trying to achieve?” You can
seek to inform, persuade, or entertain. Here are 4 types of speaking this spectrum.
1. Informative Speaking. Informative speaking seeks to inform. Its goal is to let
listeners understand something in the same way that the speaker understands that
subject. The speaker is sharing meaning and ways of understanding. There are three
types of informative speaking:
a. Description speeches – describe objects or events
b. Exploration speeches – clarify ideas
c. Demonstration speeches – teach a process
2. Invitational Speaking. It’s often similar to informative speaking, but adds judgment
into the mix. It’s an invitation to listeners in agreement or evaluation of some sort. This
evaluation may be an idea, another person, an event, an object of some kind, an event
or anything else that which judgment may be applied.
3. Dispositional Speaking. It’s more persuasive in intent than invitational speaking that
it seeks to gain agreement on an attitude, value, or belief.
4. Actuation Speaking. Seeks to get people to act, to perform in some way. This can be
easy for simple actions and hardest of all for actions that the person may not normally
undertake. It can be considered to be the ultimate in persuasive speaking.

Characteristics of a Successful Speaking Activity

 More learner talk. It is desired that a big part of the period allotted to the activity is
occupies by learner talk.
 Even participation. Classroom discussion is participated in by everyone in the class
and is not monopolized by a minority of talkative students.
  High motivation. Eagerness to participate is influenced by the interest of the students
in the topic and the opportunity to share new information or ideas about it.
 Acceptable language. Learners express themselves in utterances that are relevant,
easily comprehensible to each other, and of an acceptable level of language accuracy.

Problems with Speaking Activities

1. Inhibition. Speaking demands certain degree of real time exposure to an audience.
Learners are not confident enough to speak in a foreign language in front of an audience for
fear of committing mistakes and of being criticized or embarrassed.
2. Nothing to say. Learners often complain that they are not knowledgeable about a certain
topic, they cannot think of anything to say.
3. Low or uneven participation. Class discussions are sometimes dominated by some
learners that leave others with little time to share or not at all.
4. Mother tongue use. Most learners tend to use the native language instead of the target
language due their lack of competence in speaking the language. They also find it easier
and feel more natural expressing themselves using their native tongue.

What a teacher can do to help solve some of the problems:

 Use group work. This increases the amount of learner talk in a limited period of time and
lowers learner inhibitions. Learners may still occasionally shift to the first language, but the
amount of time for positive, useful oral practice is likely to be more than a whole class set
up.

 Base the activity on easy language. The level of language needed for discussion should
be lower than that used in intensive language learning activities. The language should be
easily recalled and produced by the learners so they can speak fluently.

 Make a careful choice of topic and task to stimulate interest. The clearer the
purpose of the discussion, the more motivated the learners will be.

 Give some instruction or training in discussion skills. Clear instructions on how to go

about the activity should be given. A chairperson for each group should be appointed to
facilitate group interaction and to ensure that everyone contributes to the discussion.

 Keep students speaking the target language. A monitor for each group may be
assigned to remind the group participants to speak English.
Oral Communication Strategies
 LESSON 9: SPEECH STYLES
According to Martin Joos (1976), a linguist and German professor, Speech Styles
refers to the form of language which a speaker used in a communication that is characterized
by the level of formality. There are five types:
1. Frozen Style. Also known as fixed speech. It is the highest form of communicative
style which is often used in respectful situations or formal ceremonies. It uses the
complex grammatical sentence structure and vocabulary that are only known by experts
in that field.
2. Formal Style. This type uses formal words and expressions and is mostly seen in
writing rather than speaking. It disallows the use of ellipses, contractions, and qualifying
modal adverbials.
3. Consultative Style. It is basically unplanned speech since the speaker uses the
participation and feedback of the listener. The speaker will supply background
information, while the listener participates continuously.
4. Casual Style. Also known as the informal style. It usually used between friends, or
even insiders who have things to share. In this type, there is a free and easy
participation of both speaker and listener.
5. Intimate Style. It is used in talks between two very close individuals. It is described by
an economy of words, with a high chance of nonverbal communication. Like casual,
there is also a free and easy participation of both speaker and listener.

LESSON 10: PASSIVE, AGGRESSIVE, AND ASSERTIVE COMMUNICATION

It is important for us to be able to correctly identify our own and others’ styles of
communication. You can use the following descriptors to help recognize your current styles of
communication, and to find some new ways to try.
 Passive Communication happens when you are not expressing honest feelings,
thoughts, and beliefs. You are allowing others to violate your rights. And you are also
expressing your thoughts and feelings in an apologetic, self-effacing way – so others easily
disregard them. You also violate your own rights. And lastly, you show a subtle lack of respect
for the other person’s ability to take disappointments, shoulder some responsibility, or handle
their own problem.
Aggressive Communication happens when you stand up for your personal rights and
express your thoughts, feelings and beliefs in a way that is inappropriate and always violates
the rights of the other person. You maintain your superiority by putting others down. When you
feel threatened, you attack.
Assertive Communication is a way of communicating our feelings, thoughts, and
beliefs in an open, honest manner without violating the rights of others. It is an alternative to
being aggressive where we abuse other people’s rights and passive where we abuse our rights.

LESSON 11: SPEECH ACTS

Speech acts are the speaker’s utterances which convey meaning and make listeners do
specific things (Austin, 1962). According to Austin (1962), when saying a performative
utterance, a speaker is simultaneously doing something. There are three types of speech act:
1. Locutionary Speech Act occurs when the speaker performs an utterance (locution),
which has a meaning in the traditional sense. This happens with the utterance of a
sound, a word, or even a phrase as a natural unit of speech.
2. Illocutionary Speech Act is not just saying something itself, but the act of saying
something with the intention of stating an opinion, confirming, or denying something;
making a prediction, a promise, a request; issuing an order or a decision; or giving an
advice or permission.
3. Perlocutionary Speech Act is seen when a particular effect is sought after from the
speaker, the listener, or both. The response may not be physical or verbal and elicited
by: inspiring or consulting, persuading or convincing, and by deterring or scaring.

LESSON 12: REVIEW ON SEGMENTAL AND SUPRASEGMENTAL

In linguistics, a segment is any discrete unit that can be identified, either physically or
auditory, in the stream of speech”. The term is most used in phonetics and phonology to refer
to the smallest elements in a language.
SEGMENTAL = PHONEMES
Phoneme is the smallest unit of speech distinguishing one word (or word element)
from another, as the element p in “tap”, which separates that word from “tab”, “tag”, and
“tan”.
Suprasegmentals, also called prosodic feature in phonetics, is a speech feature such
as stress, tone, or word juncture that accompanies or is added over consonants and vowels.
These are not limited to single sounds but often extend over syllables, words, or phrases. These
are those articulatory features which are superimposed over more than one segment (i.e. vowel
or consonant); they include stress and intonation.
STRESS
Every word spoken in isolation has at least one stressed syllable. In articulatory terms,
stress involves a rise in air pressure; an increase in the activity of the respiratory muscles
forces more air out of the lungs during the articulation of a particular syllable. There may also
be an increase in the activity of the larynx, resulting in higher pitch.
Examples:
Abominable patriarchy executive confidential

INTONATION
Intonation is a meaningful suprasegmental feature of speech. It refers to patterns of
pitch variation in a sentence. The pitch patterns of intonation are similar to tunes distributed
over sentences in an organized and systematic way. They affect the meaning of the sentence as
a whole by indicating different sentence types, such as statements or questions.
Examples of Rising Intonation
 Are you SCARED?
 Is this YOURS?
 Have you read this BOOK?
 Are you ready to START?
 She is ten years\ OLD.
 He doesn’t have a \CAR.
 I haven’t read this \BOOK.
Examples of Falling Intonation
 We live in \MOScow.
 I don’t want to \CALL her.
 They left for Manila \YESterday.
 I’d like a sandwich and a cup of \COFfee, please.

LESSON 13: MODES OF COMMUNICATION

1. Interpersonal Communication. It is the process by which people exchange
information through verbal and nonverbal messages. It is an unmediated mode of
communication that occurs when we interact and attempt to mutually influence each
other, simultaneously, in order to manage relationships. It is usually applied to spoken
communication that takes place between two or more individuals on a personal or face
to face level
2. Interpretive Communication. Also referred to as the “one-way communication”. The
information conveyed by the sender is interpreted by the receiver in its original form.
The target has to understand the message in both written and spoken form keeping
various aspects in mind.
3. Presentational Communication. Another type of one-way communication, which
facilitates interpretation by members of another group where no direct opportunity for
the active negotiation of meaning between members of the two groups exists. With this
 mode of communication, a person is speaking to an audience that can be rehearsed,
pre-prepared, or scripted.
4. Multimodal Communication. Referred to as communication through varied modes
such as verbal, written, gestures, etc. There are different modes under multimodal
communication and it is popularly used in higher education to accentuate the learning
experience for students. Here are the major 5 modes of communication:
 Linguistical or Alphabetic: Either written communication or spoken
communication
 Gestural: Using Gestures
 Visual: Pictures, Videos, Info graphics
 Aural: Audio, Music Sounds
 Spatial: Physical coordination, positions, proximity

LESSON 14: TYPES OF SPEECH DELIVERY

1. Impromptu Delivery. This is delivery with little or no preparation. Impromptu delivery
happens when you get called on to answer a question in a class or a police officer pulls
you over for speeding…...you have to give answers fast, without the benefit of a lot of
advanced planning. We all deliver a speech with impromptu style from time-to-time, but
some speakers do this better than others.
2. Extemporaneous Delivery. When speaking extemporaneously, you have meticulously
researched, organized, and practiced your speech ahead of time…….but it SOUNDS
TOTALLY NATURAL. To accomplish this, a speaker takes all of this well-organized
information and places it into outline form.
3. Manuscript Delivery. This is the type of delivery used primarily by formal speakers,
politicians, business executives, etc. when they prepare their speeches well in advance.
Manuscript delivery takes all of that research, organization, and outlining work and then
uses it to WRITE OUT THE SPEECH so it looks just like paper. Then, the speaker reads
the speech off of the paper.
4. Memorized Delivery. Memorized delivery is the step beyond manuscript delivery. The
speaker writes the speech out…...and then memorizes the manuscript so he/she has no
notes, no manuscript, no “help” up there in front of the audience.

A. Directions: Identify the illocutionary act (intention) in each time.

1. A friend says to another friend, “Why don’t you like to sing?”

2. A father says to his child, “Why don’t you spend less time watching TV?
3. A child says to her playmate, “Yippee! Cookies!”
4. A doctor says to a patient, “I advise you to stop smoking”.
5. A passerby says to a motorist with a flat tire, “Let me help you with that.”
6. A mother says to her daughter, “Who washed the dishes?”
7. A police officer says to man who was speeding, “You’re under arrest.”
8. An umpire says, “Strike three!”
9. One friend says to another, “I swear, I won’t see Derek again.”
10. A parent says to her child, “I forbid you to leave your room.”

B. Four problems have been identified in conducting speaking activities. There are
inhibition, nothing to say, low or uneven participation, and mother tongue use. What
strategies can you employ to address each problem? Choose from the suggested oral
communication strategies presented and discuss how these can be done. Use the matrix
below.
Problem Strategy to address the Procedure
problem
1. Inhibition
2. Nothing to say
3. Low or uneven
participation
4. Mother tongue use

C. Write a lesson plan in teaching speaking.