REMEDIAL INSTRUCTIONS IN SPEAKING PPT.pptx

Remedial Instruction in Reading

1. PRESENTED BY: GROUP 6 S Lesson 4: Remedial Instruction in SPEAKING

2. 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.

3. Secure your internet connection Turn off your microphone Be prepared Listen carefully Online class rules

4. HELP ME I’M TWISTED Direction: Read the following tongue twister with correct diction and pronunciation. PRIMING ACTIVITY

5. “A skunk sat on a stump and thunk the stump stunk, but the stump thunk the skunk stunk.”

6. “Brisk brave brigadiers brandished broad bright blades, blunderbusses, and bludgeons-balancing them baldly.”

7. “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.”

8. Betty bought a bit of butter but the butter betty bought was bitter, so Betty bought better butter to make bitter butter better

9. “ 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.”

10. What can you say about the activity? What are your realizations after doing the activity? Based from the previous activity, what do you think our lesson is all about? Analysis

11. LESSON 4: REMEDIAL INSTRUCTION IN SPEAKING

12. A. What makes speaking difficult (Brown, 2001)

13. CLUSTERING REDUNDANCY REDUCED FORMS PERFORMANCE VARIABLES WHAT MAKES SPEAKING DIFFICULT?

14. 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?

15. 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?

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

17. Interaction The creativity of conversational negotiation. WHAT MAKES SPEAKING DIFFICULT?

18. B. Teaching Pronunciation

19. 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.

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

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

22. 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.

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

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

25. Teaching Pronunciation Tongue Twisters

26. Teaching Pronunciation Developmental Approximation Drills Second language speakers take after steps that English speaking children follow in acquiring certain sounds .

27. 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

28. Reading aloud/recitation Passages and scripts are used for students to practice and then read aloud focusing on stress, timing, and intonation.

29. Recording of learner’s production Playback allows for giving of feedback and self-evaluation.

30. C. The use of Accuracy-based Activities

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

32. Did you like the resources on this template? Get them for free at our other websites VECTORS Contextualized practice The Use of Accuracy-based Activities

33. Did you like the resources on this template? Get them for free at our other websites VECTORS 2. Personalizing language The Use of Accuracy-based Activities

34. Did you like the resources on this template? Get them for free at our other websites VECTORS 3. Building awareness of the social use of language The Use of Accuracy-based Activities

35. Did you like the resources on this template? Get them for free at our other websites VECTORS 4. Building confidence The Use of Accuracy-based Activities

36. D. Talking to Second Language Learners in the beginning level

37. Did you like the resources on this template? Get them for free at our other websites VECTORS 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.

38. Did you like the resources on this template? Get them for free at our other websites VECTORS 5 SPEECH MODIFICATIONS 1. Speak at Standard Speed

39. Did you like the resources on this template? Get them for free at our other websites VECTORS 5 SPEECH MODIFICATIONS 2. Use More Gestures, Movement, and Facial Expressions

40. Did you like the resources on this template? Get them for free at our other websites VECTORS 5 SPEECH MODIFICATIONS 3. Be Careful with Fused Forms

41. Did you like the resources on this template? Get them for free at our other websites VECTORS 5 SPEECH MODIFICATIONS 4. Use Shorter and Simpler Sentences

42. Did you like the resources on this template? Get them for free at our other websites VECTORS 5 SPEECH MODIFICATIONS 5. Use Specific Names, instead of Pronouns

43. EVALUATION DIRECTION: READ EACH QUESTIONS AND TYPE YOUR ANSWERS ON THE CHAT BOX ( WITH YOUR NAME ON TOP)

44. Did you like the resources on this template? Get them for free at our other websites VECTORS It is the acceptable fluency and speed at the moment of speak. __________ Lack of these can make speaking difficult, because it is the right intonation and pronunciation of patterns to send important messages. ____________ One of the teaching pronunciation techniques that provide practice on problematic sounds in the target language through listening discrimination and spoken practice. ___________ Student provide meaningful response to sentence stem. ___________ Passages and scripts are used for students to practice and then read aloud focusing on stress, timing, and intonation. ___________ Second language speakers take after the steps that English-speaking children follow in acquiring certain sounds. ______________

45. Did you like the resources on this template? Get them for free at our other websites VECTORS 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.