Proposed Speaking Enhancement Intervention Activities

Areas of Objectives Suggested Activities Person’s Expected Outcome

Concern Involved
Motivation At the end of this 1. Brainstorming Instructors Upon completion of this workbook,
to speak workbook, students and students are expected to:
ACTIVITY: FIND YOUR
in/outside should be able to:
ANSWER! Students  discuss the topic through
the class
A. explain their brainstorming before sharing it to
The class will be divided
ideas on a the class;
into a group of five (5)
topic in a members each. The  creatively think of solutions of the
group through teacher will present problems; and
brainstorming; different problems to the  build connections through
B. share to an students which are a bit brainstorming of ideas.
audience the different than their daily
gathered ideas life or the ongoing
to address the academic topics. After
problem; this, the teacher will pick
C. appreciate the a random team number
different ideas and ask the team to state
shared within their answers and state
the purpose of their
the group.
thought behind the
problem. For example,
teachers can ask
questions such as– Which
5 things will you offer to
aliens if they wish to
capture the earth? Why?

42
 With such questions,
students must think
creatively, brainstorm
ideas together with the
group and form their
answers based on their
intelligence and
understanding.
At the end of this 2. Concept Mapping Instructors Upon completion of this workbook,
workbook, students and students are expected to:
ACTIVITY: DIALOG
should be able to:
MAKING! Students  acquire skills in making a dialog
A. develop critical using informal and formal language
The teacher will group the
thinking skills registers;
students into four (4) in
in making a  create a concept map showing a
answering this activity.
dialog using dialog of the expressions using
informal and Directions: Create a informal and formal language
formal concept map showing a registers; and
language dialog of the expressions  make meaningful connections
registers; using informal and formal between concepts or information
B. organize a language registers. using informal and formal dialog.
concept map Afterwards, present it in
logically and front of the class in a form
visually of a conversation. Each
through dialog member must have their
making; and lines to say. Follow the
C. understand the topics for each group
relationships given below. Be guided
between by the context or occasion 43
various ideas
 and see how in the parenthesis.
concepts are Presentation must not be
connected. less than 2 minutes.
At the end of this 3. Storytelling Instructors Upon completion of this workbook,
workbook, students and students are expected to:
ACTIVITY: IT’S
should be able to:
STORYTELLING TIME! Students  define storytelling;
A. identify the  present a story before an
(The teacher will let each
meaning of audience; and
student participate in this
storytelling;  analyze the plot of the story.
activity individually.)
B. create unique
story to tell; Directions: Pick one rolled
C. understand the paper from the jar and
plot of the think of a story, either
story. make one up completely
or tell the truth out from
the story titles written in
each paper. Present your
story in not less than 3
minutes. Some of the
story titles are presented
below:
 A time I was very
late
 A funny story about
my friend 44
 I met someone
 very interesting
 An unusual event
that happened in
my life
 A funny story about
my family
Topical At the end of this 1. Debates Instructors Upon completion of this workbook,
Knowledge workbook, students and students are expected to:
Activity: Yes, Defend
about the should be able to:
Me! Students  determine arguments from the
speaking
A. identify scenario presented in each group;
performanc Direction: The teacher
arguments  demonstrate argumentative
e activity will group the class into
from the two debate; and
two. Each group will play
scenarios  differentiate the two arguments
the scenario of two
presented; presented.
different characteristics.
B. present an
After the role play, the
argumentative
group will choose one 43
debate; and
representative to defend
C. understand the
their play and what is the
difference of
difference of their play
the two
from another group.
arguments.

1st group: asking

permission when going
out with friends. 45
2 nd
group: going out
 without asking
permission.
At the end of this 2. Picture Describing Instructors Upon completion of this workbook,
workbook, students and students are expected to:
ACTIVITY: DESCRIBE
should be able to:
ME! Students  describe the picture shown;
A. identify what is  compare the community shown at
The teacher will
being shown in the picture to the actual community
present a picture of a
the picture; of the students through a Venn
community in front and
B. differentiate diagram; and
ask the students to
community  provide a short description about
describe the picture using
based on the the picture.
the English language.
picture of your
This activity is great for
community;
helping students acquire
and
new vocabulary and
C. formulate a
practice pronunciation.
short picture
description.
At the end of this 3. Interviews Instructors Upon completion of this workbook,
workbook, students and students are expected to:
ACTIVITY: THE JOB
should be able to:
INTERVIEW! Students  recognize the do’s and don’ts of
A. identify the good interviewing skills;
The teacher will
pros and cons  participate in a mock interview; and
schedule a mock
of good  demonstrate the positive
interview, contact local
interviewing interviewing skills.
Human Resources
skills; 46
professionals and invite
B. engage in a
them into the class to
 mock interview conduct 10-minute
with the interviews with each
interviewer; student. The teacher must
and contact enough HR
C. practice good professionals to be able
job interview to get through all the
skills. students in one class.
Each interviewer will be
given the Mock Interview
Evaluation Rubric to use
as part of the student
assessment for this
lesson.
Confidence At the end of this 1. Role Play Instructors Upon completion of this workbook,
before and workbook, students and students are expected to:
Activity: Mock Job
during a should be able to:
Interview Situations Students  apply the good practices in any
speaking
A. identify good interview situations;
performanc Directions: Form a new
practices in  portray the roles effectively in a
e activity interview group of three members.
mock job interview situation; and
situations; Assign a role for each
 accept feedbacks positively.
B. practice the member and take note of
roles in the the responsibilities and
interview the materials that you
process; and need to prepare prior to
C. conduct mock interview.
feedbacking
on each 47
other’s
 performance.
At the end of this 2. Playing Cards Instructors Upon completion of this workbook,
workbook, students and students are expected to:
should be able to: Activity: Play
Intelligently! Students  determine situational questions;
a. distinguish  create their own questions out of
situational In this game, students the given topic; and
questions; should form a group of  develop critical- thinking and
b. generate four. Each suit will reasoning skills.
questions represent a topic. For
thoughtfully instance:
out from the  Diamonds: Paper
given topic; Resume
and  Hearts: Internet
c. value Resume
instances in  Spades: Video
Resume
the given topic
by giving Each student in a group
reasons. will choose a card. Then,
each student will write 4-5
questions about that topic
to ask other people in the
group. There should no
yes-no questions because
by saying yes or no
students get little practice
in spoken language
production. Rather, 48
students ask open-ended
 questions to each other
so that they will reply in
complete sentences.
At the end of this 3. Story Completion Instructors Upon completion of this workbook,
workbook, students and students are expected to:
should be able to: Activity: Complete Me!
Students  complete the story line;
Directions:  generate ideas about the story
45
A. complete the 1. Gather your  develop critical thinking and
players into a circle speaking skills.
story by
on the floor or
adding
around the table.
information or 2. Person one (this
scenarios; could be the
B. distinguish the teacher) starts off
next scenario the story.
situations; and 3. Person two
C. appreciate continuous the
values of story by saying the
creative minds. next sentence.
4. Person three
carries the story on
and so on.
5. Depending on the
size of the group
each player may
have between 2-5
goes each.
6. When the story is
coming to an end,
the last player says
the ending
sentence.

49

50