Remedial Instruction in Speaking

2. Pick a Basket

3. What comes into your
mind when you heard
the word speaking?

4. For you what is
pronunciation?

5. What do you think
are the reasons that
makes speaking
difficult?

6. Remedial Instruction In
Speaking (1-2)

7. Objectives
At the end of the lesson, students should be
able to:
 Discover what is speaking and pronunciation;
 Realize what makes speaking difficult; and
 Apply the importance of teaching pronunciation in
speaking.

8. Speaking
 is the action of conveying information or expressing
one’s thoughts and feelings in spoken language.

9. Pronunciation
 is the way in which a word or a language is spoken.
This may refer to generally agreed-upon sequences
of sounds used in speaking a given words or
language in a specific dialect or simply the way a
particular individual speaks a word or language.

10. 1. Clustering – Fluent speech is phrasal, not word by word. Learner can
organize their output cognitively and physically through such clustering.
2. Redundancy – The speaker has an opportunity to make meaning clearer
through the redundancy of language.
3. Reduced forms – Contractions, elisions, reduced vowels all form special
problems in teaching spoken English.
4. Performance Variables – Process of thinking as you speak allows you to
manifest a certain number of performance hesitations, pauses, backtracking
and corrections.
A. What makes speaking difficult

11. 5. Colloquial Language – make sure your students are reasonably well
acquainted with words, idioms and phrases of colloquial language and that
they get practice in producing theses forms.
6. Rate of Delivery – one of your task in teaching spoken English is to help
learners achieve an acceptable speed along with other attributes of fluency.
7. Stress, Rhythm and Intonation – are important characteristics of English
pronunciation. The stress-timed rhythm of spoken English and its intonation
patterns convey important messages.
8. Interaction – learning to produce waves of language in a vacuum without
interlocutors would rob speaking skills of its richest component (the
creativity of conversational negotiation)
A. What makes speaking difficult

12. 1. Listen and Imitate – learners listen to a model provided by the
teacher and then repeat or imitate it.
2. Phonetic training – articulatory descriptions, articulatory diagrams
and a phonetic alphabet are used.
3. Minimal Pair Drills – these provide practice on problematic sounds
in the target language through listening discrimination and spoken
practice. Drills begin with word level then move to sentence-level.
4. Contextualized Minimal Pairs – the teacher established the setting
or context then key vocabulary is presented. Students provide
meaningful response to sentence stem.
B. Teaching Pronunciation

13. 5. Visual Aids – these materials are used to cue production
of focus sounds.
6. Tongue Twisters – are a collection of words or phrases
that are difficult to say correctly. They are also a great
tool for language learners to use to practice their English
pronunciation.
7. Developmental Approximation Drills – second language
speakers take after the steps that English speaking children
follow in acquiring certain sounds.
B. Teaching Pronunciation

14. 8. Practice of Vowel shifts and stress shifts related by affixation
A technique based on rules of generative phonology )Chomsky
& Halle, 1968) used with intermediate or advanced learners. The
teacher points out the rule –based nature of vowel and stress shifts in
etymologically related words to raise awareness; sentences and short
texts that contain both members of a pair may be provided as oral
practice material.
B. Teaching Pronunciation

15. 9. Reading aloud or recitation – passages and scripts are
used for students to practice and then read aloud focusing on
stress, timing and intonation.
10. Recording of learners production – playback allows
for giving of feedback and self-evaluation.
B. Teaching Pronunciation

16. Let’s Play!
The class will be divided into two (2) groups.
Each group will create a short role play of a
classroom on which Teaching Pronunciation is
involved.
GROUP 1 : Tongue Twister
GROUP 2 : Reading Aloud/Recitation

17. Let’s Ponder!
1. Why is clustering makes the speaking
difficult?
2. What is an example of colloquial language?

18. Share your Insights!
Why is teaching pronunciation important in
speaking?

19. Care For A Friend
(Dedicated to all the homeless shelter dogs)
Help care for a friend
find a home, help him mend.
Has a heart of gold
has to move- he’s told
Find a place, a nice new home
where people care – he can roam.
His eyes are lonely, can’t you see
just wants love, somewhere to be.
Holds no grudges, has a happy heart
looking for a family, a brand new start.
Care for your friend, any way you can
a helping hand, a ride in a van.
Just a warm wish, tossed his way
may be all he needs to make his day.
Let’s Apply!

20. 1. What is the poem all about?
2. To whom do you think the author dedicated the
poem?
3. Do you agree that a dog is a man’s best friend?
Let’s Apply!

21. What I have Learned?
Directions: Identify what is being asked in the following questions or
statements. Write your answers on a ¼ sheet of paper.
__________ 1. It is the speaker has an opportunity to make meaning
clearer through the redundancy of language.
__________ 2. What do you called the materials are used to cue
production of focus sounds?
__________ 3. these provide practice on problematic sounds in the target
language through listening discrimination and spoken practice. Drill
begin with words level then move to sentence-level.
__________ 4. it is fluent speech is phrasal, not word by word. Learner
can organize their output cognitively and physically through such
clustering.
__________ 5. Learners listen to a model provided by the teacher and
then repeat or imitate it.

22. Assignment
In ½ sheet of paper, answer the question.
 What are the use of Accuracy-Based
Activities?