Name: Ma.

Lorena Akol Date:11-27-21

Course & section: BA English 2E Score:

MODULE 5

Activity 1

What is Speaking?

The delivery of language using the mouth is referred to as speaking. To speak, we use several different
parts of our bodies to make sounds, including our lungs, vocal tract, vocal chords, tongue, teeth, and
lips. Speaking is a collaborative process of meaning construction that involves the production, reception,
and processing of information.

Some students excel at public speaking, while others

do not. Communication is the foundation of all
societies. It enables us to connect, influence
decisions, and inspire change. While some children
are naturally at ease with public speaking, others are
more apprehensive about standing and speaking in
front of a large group of people. Because many
students have a meek disposition and feel
uncomfortable speaking in front of others, lack of
confidence was the most common cause of public
speaking dread. The instructors play an important
role in providing students with encouragement and
 confidence, as well as in assisting them in overcoming
their fear of public speaking.

Activity 2

A. Instruction: Based on your own understanding, vividly and clearly state your thoughts on the following
questions. 5 points for every item.

Rubrics:

3 points The ideas are clearly stated.

2 points The use of standard grammar is evident.

1. What is your opinion on the line “Speaking is an important macro skill.”?

Speaking and writing are considered productive talents since they require the
creation of words, phrases, sentences, and paragraphs. Reading as a language skill
is critical, yet it is also undervalued. Students rarely concentrate on reading. Half of
the work is done if kids can read and comprehend a text.
Because they are terrified, most kids do not talk in the school's designated language
(in the majority of cases, English). They are terrified of making mistakes, of being
mocked, and of retaliation. However, it is important to remember that if the
teacher does not communicate, the students will not be able to learn. Similarly,
students would miss out on learning if they do not listen and speak.

2. What are the inevitable barriers in learning speaking effectively?

• There is a lack of focus. Avoid using abstract, too formal language, colloquialisms,
and jargon, as these will obscure your message rather than wow people.
 • Using generalizations and stereotypes. Unqualified generalizations by speakers
damage their own clarity and trustworthiness. Take cautious not to fall into the trap
of employing stereotypes or making broad assumptions about complicated systems
or circumstances.
• Making hasty judgments It is usual for people to mix together facts and conclusions.
Do not presume that you understand the reasons for events or that particular facts
must necessarily have specific consequences.
• Confidence is lacking. Confidence can be a significant impediment to good
communication. Shyness, trouble asserting yourself, or a low sense of self-worth
can all make it tough to express your needs and thoughts.
•
3. What are your views on making the IPA as a standard form of learning English?

The IPA gives a consistent, unambiguous way of encoding word pronunciations, which can be
particularly useful when learning a language with very erratic spelling like English (with respect to
pronunciation). The IPA assists us in three crucial areas: articulation place, articulation method, and
voicing. The fundamentals are as follows: To produce sounds, we must alter the structure of our
mouth, tongue, teeth, and throat. The International Phonetic Alphabet (IPA) is a fantastic
instrument for learning how to pronounce words. The IPA standardizes these sounds by assigning
each one its own unique letter or symbol. It breaks them down in such a way that you can learn
about even the smallest distinctions.

4. What is the main factor that can influence learner’s speaking?

The key factor influencing students' speaking skills is affective factors such as nervousness to speak
English and anxiety of making mistakes throughout their speaking performance. ESL students
frequently have to look for the right word. They are unable to locate one that fits the
context/content. This is due to a lack of exposure to a wide range of words. This also leads to a
failure to communicate fluently in English, which leads to a loss of confidence and motivation to
speak. As a result, students employ fillers excessively in their speech and discussion, or they make
incomplete remarks.
Activity 3

Instruction: Make a speaking activity that can be used in teaching speaking inside the classroom. 10 points.

Role play

The locked astronaut

Useful vocabulary: astronaut, expedition, to land, spaceship, to run out of, to take off

Student A: Astronaut #1
You're an astronaut, and you've been assigned to a mission to a distant planet. Your spacecraft has just
touched down, and the other astronaut is already outside. You receive a communication from Earth.
This planet's atmosphere appears to contain a toxic chemical. If your partner reenters the ship, the
entire ship will be poisoned, and you will both perish. You shut the door. By radio, explain the problem
to your companion.

Student B: Astronaut #2
You're an astronaut on a journey to a faraway planet. You went outside to survey the surface after the
spaceship landed. You decide to return to the spaceship after gathering some samples, however the
door does not open. It's locked from within! Ask your companion to open the door using your radio. You
must act quickly since you are running out of oxygen!
Let's take it a step further: they've called again from Earth. There was an error. There is no such thing as
a toxic material. Astronaut #2 enters the building without incident. However, it appears that there is too
much weight on the ship for it to take off and return. One of the two astronauts must remain.

Game Debate

Give each student two cards with the words "agree" and "disagree." Read aloud a contentious remark,
and have each student raise his or her hand to indicate whether they agree or disagree. Select one student
from each side to explain his or her position and take part in a brief debate.