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Remedial

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23 views45 pages

Remedial

Uploaded by

Ryan Gunay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Lesson 4: Remedial

Instruction in
SPEAKING

PRESENTED BY: GROUP 6


Opening Prayer

Lord, we offer to you our class today. We pray that through your divine
guidance, we would learn how to listen attentively to the inputs of our
teacher. May we participate actively in the discussions and activities so
we could learn more while having fun. May we value each other’s
contributions as a building block towards harmony and peace.
In Jesus name we pray Amen.
Online class rules

Secure your internet connection


Turn off your microphone
Be prepared
Listen carefully
PRIMING ACTIVITY

HELP ME I’M TWISTED

Direction: Read the following tongue twister with


correct diction and pronunciation.
“A skunk sat on a stump and
thunk the stump stunk, but the
stump thunk the skunk stunk.”
“Brisk brave brigadiers brandished
broad bright blades, blunderbusses, and
bludgeons-balancing them baldly.”
“I wish to wish the wish you wish
to wish, but if you wish the wish
the witches wish, I won’t wish the
wish you wish to wish.”
Betty bought a bit of butter but the
butter betty bought was bitter, so
Betty bought better butter to make
bitter butter better
“Silly Sally swiftly shooed seven silly
sheep. The seven silly sheep Silly Sally
shooed shilly-shallied south. These sheep
shouldn’t sleep in a shack; sheep should
sleep in a shed.”
Analysis

1. What can you say about the activity?


2. What are your realizations after doing the
activity?
3. Based from the previous activity, what do you
think our lesson is all about?
LESSON 4: REMEDIAL
INSTRUCTION IN
SPEAKING
A. What makes speaking difficult
(Brown, 2001)
WHAT MAKES SPEAKING DIFFICULT?

1.CLUSTERING
2.REDUNDANCY
3.REDUCED FORMS
4.PERFORMANCE VARIABLES
WHAT MAKES SPEAKING DIFFICULT?

COLLOQUIAL LANGUAGE
 Make sure the students are reasonably well acquainted with the
words, idioms and phrases of colloquial language and that they get
practice in producing theses forms
WHAT MAKES SPEAKING DIFFICULT?

Rate of Delivery
 Another salient characteristic of fluency is a rate of delivery. One of
the task in teaching spoken English is to help learners achieve an
acceptable speed along with other attributes of fluency.
WHAT MAKES SPEAKING DIFFICULT?

Stress, rhythm, and intonation.


 The stress timed rhythm of spoken English and its intonation patterns
convey important message.
WHAT MAKES SPEAKING DIFFICULT?

Interaction
 The creativity of conversational negotiation.
B. Teaching Pronunciation
Teaching Pronunciation

There are techniques and practice, materials (as cited in


Murcia ,Briton, and Goodwin, 1996) in teaching pronunciation
which have been used traditionally and continues to be utilized
in speaking classes.
Teaching Pronunciation

Listen and imitate


 Learners listen to a model provided by a teacher and then repeat or
imitate it.
Teaching Pronunciation

Phonetic training
 Articulatory descriptions, articulatory diagrams, and a phonetic
alphabet are used.
Teaching Pronunciation

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.
Teaching Pronunciation

Contextualized minimal pairs


 The teacher established the setting or context then key vocabulary
is presented. Students provide meaningful response to sentence
stem.
Teaching Pronunciation

Visual aids.
 These materials used to cue production of
focus sounds.
Teaching Pronunciation

Tongue Twisters
Teaching Pronunciation

Developmental Approximation Drills


 Second language speakers take after steps that English
speaking children follow in acquiring certain sounds.
Practice of vowel shifts and stress
related by affixation
 Vowel shift: mime (long i) mimic (shift i)
Stress shift: photograph photography
Sentence context: I can tell from these photographs that you are
very good at photography
Reading aloud/recitation
 Passages and scripts are used for students to practice and then
read aloud focusing on stress, timing, and intonation.
Recording of learner’s production
 Playback allows for giving of feedback and self-evaluation.
C. The use of Accuracy-based
Activities
The Use of Accuracy-based Activities

• Accuracy precedes fluency.


• Hedge (2000) describes how to make accuracy-
based activities meaningful.
The Use of Accuracy-based Activities

1. Contextualized practice
The Use of Accuracy-based Activities

2. Personalizing language
The Use of Accuracy-based Activities

3. Building awareness of the


social use of language
The Use of Accuracy-based Activities

4. Building confidence
D. Talking to Second Language
Learners in the beginning level
D. TALKING TO SECONDARY LANGUAGE LEARNERS IN THE
BEGINNING LEVEL

Carry (1997) suggests that teachers need to make


speech modifications as a form of instructional
support when teaching with second language
learners.
5 SPEECH MODIFICATIONS

1. Speak at Standard Speed


5 SPEECH MODIFICATIONS

2. Use More Gestures, Movement,


and Facial Expressions
5 SPEECH MODIFICATIONS

3. Be Careful with Fused Forms


5 SPEECH MODIFICATIONS

4. Use Shorter and Simpler


Sentences
5 SPEECH MODIFICATIONS

5. Use Specific Names, instead of


Pronouns
EVALUATION

DIRECTION: READ EACH QUESTIONS AND TYPE YOUR ANSWERS


ON THE CHAT BOX ( WITH YOUR NAME ON TOP)
1. It is the acceptable fluency and speed at the moment of speak. __________
2. Lack of these can make speaking difficult, because it is the right intonation and pronunciation
of patterns to send important messages. ____________
3. One of the teaching pronunciation techniques that provide practice on problematic sounds in
the target language through listening discrimination and spoken practice. ___________
4. Student provide meaningful response to sentence stem. ___________
5. Passages and scripts are used for students to practice and then read aloud focusing on stress,
timing, and intonation. ___________
6. Second language speakers take after the steps that English-speaking children follow in
acquiring certain sounds. ______________
This presentation is presented by:

Agnes Karen M.
Bobier Abegail S.
Cueto LeaMae F.
Jarabejo Matt Raniel P.
Mendoza Leslie B.
Purca Meryl Ann C.

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