REMEDIAL

INSTRUCTION IN
SPEAKING
BY: GROUP 2
PRIMING ACTIVITY

HELP ME I’M TWISTED

Direction: Read the following tongue

twister with correct diction and
pronunciation
"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
 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?
 WHAT IS
SPEAKING?
SPEAKING IS A COGNITIVE AND
LINGUISTIC SKILL THAT HELPS US
HUMAN BEINGS EXPRESS OUR
THOUGHTS, FEELINGS, OPINIONS,
ETC. TO SOMEONE.
 REMEDIAL SPEAKING
A. WHAT MAKES SPEAKING DIFFICULT

B. TEACHING PRONUNCIATION

C. THE USE OF ACCURACY BASED ACTIVITIES

D. TALKING TO SECOND LANGUAGE LEARNERS IN THE

BEGINNING LEVEL
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A. WHAT MAKES SPEAKING

DIFFICULT
Internal factors - in speaking are those that originate within the
speaker themselves and influence their ability to communicate
effectively.
1.Physiological- relate to the physical aspects of speech production.

 Respiratory system - the lungs provide air necessary for speech. Issues
like asthma or lung capacity can affect breath control and vocal
quality.

 Vocal Cords- these muscles vibrate to produce sound. Problems like

vocal nodules or polyps can cause hoarseness of difficulty speaking.

 Articulator- the tongue, lips, teeth and palate work together to shape
sounds . Difficulties with articulation can lead to speech impediments.
BY: ROSANA L. CORTES
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2. Cognitive- relate to the mental processes involve in speaking.

 Language Processing: Difficulties understanding and organizing

thoughts into coherent sentences. This could be due to language
learning challenges, cognitive impairments, or even simply feeling
overwhelmed in a conversation.

 Memory and Retrieval: Struggling to remember words, names, or even

basic grammar rules. This can be particularly challenging for those
with memory issues or anxiety.

 Planning and Sequencing: Difficulty organizing thoughts into a logical

and coherent flow. This can lead to rambling, disjointed speech, or
difficulty expressing complex ideas..
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3. Emotional- emotions significantly influence how we speak.

 Anxiety and Fear of Public Speaking: This can lead to physical

symptoms like trembling, sweating, or rapid heartbeat, making it
difficult to speak clearly and confidently.

 Shyness and Social Anxiety: Some people find it difficult to speak up in

social situations, even if they have something important to say.

 Lack of Confidence: Feeling unsure about one's knowledge or abilities

can hinder the ability to speak clearly and persuasively.
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4. Linguistic- these factors relate to the knowledge and understanding of language .

 Vocabulary- having a wide vocabulary allows you to express yourself

more precisely and effectively.

 Grammar- understanding and using correct grammar makes your

speech more understandable and professional.

 Pronunciation- speaking clearly and correctly with the right sounds and
intonation.
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EXTERNAL FACTORS THAT CAN CONTIBUTE TO DIFFICULTIES IN SPEAKING:

1.Limited Opportunities for Practice:

 Lack of speaking practice: Students may not have enough

opportunities to practice speaking in the target language, which is
crucial for developing fluency and confidence.

 Limited exposure to authentic language: Exposure to real-life

conversations and situations where the language is used naturally is
essential for developing speaking skills.

 Insufficient speaking activities in the curriculum: If the curriculum

doesn't prioritize speaking activities, students may not get the chance
to practice and improve their skills.

BY: ELOISA DALANON

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2.Unsupportive Learning Environment:

 Negative classroom atmosphere: A classroom where students feel

judged or afraid to make mistakes can discourage them from
speaking.

 Lack of teacher support: Teachers who don't provide adequate

guidance, feedback, or encouragement can hinder students' progress.

 Unfavorable physical setting: A noisy or uncomfortable classroom can

make it difficult for students to focus and engage in speaking
activities.
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3.Societal and Cultural Factors:

 Social pressure to speak "perfectly": Some students may feel pressure

to speak fluently and without errors, which can lead to anxiety and
reluctance to speak.

 Cultural differences in communication styles: Differences in

communication styles between the target language and the student's
native language can create challenges.

 Limited access to language resources: Students may not have access

to dictionaries, online resources, or other tools that can help them
improve their speaking skills.
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According to Brown (2001), factors that make speaking difficult include

clustering, reduced forms, performance variables, colloquial language,
rate of delivery, stress, rhythm, intonation, and interaction.

These factors are:

 Clustering: Fluent speech is phrasal, not word-by-word, which can be

challenging for learners to grasp.

 Reduced Forms: Spoken language often uses contractions and

shortened forms (e.g., "gonna," "wanna"), which can be confusing for
learners.

 Performance Variables: Learners may struggle with the spontaneity

and real-time nature of speaking, leading to hesitations and errors.

 Colloquial Language: Informal language, slang, and idioms can be

difficult for learners to understand and use correctly.

BY: MARIEL DANAO

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 Rate of Delivery: Native speakers often speak quickly, making it

difficult for learners to process the information.

 Stress, Rhythm, and Intonation: These aspects of spoken language can

convey meaning and emotions, but they can also be challenging for
learners to master.

 Interaction: Speaking involves responding to others and taking turns in

a conversation, which can be difficult for learners who are not used to
this dynamic. Speaking is an interactive process in constructing
meaning that involves the production, reception, and processing of
information .
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B. TEACHING PRONUNCIATION
Teaching pronunciation is the process of helping language learners improve their ability to
speak a language with accurate sounds, intonation, and rhythm. It's a crucial aspect of
language learning, as clear pronunciation enhances communication and understanding.

Why is Pronunciation Important?

 Improved Comprehension

 Increased Confidence

 Real-Life Application

BY: CHRISTINE FUENTES

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Teaching pronunciation is an integral part of language learning. By using a variety of
methods and activities, teachers can help learners develop clear and accurate
pronunciation, leading to improved communication skills and increased confidence.

1.LISTEN AND IMITATE

Learners listen to a model provided by the teacher and then repeat or imitate it.

A.) Listen - to pay attention to sound; hear something with thoughtful attention.

2. Intimate characterize by a close or warm personal relationship; very private or

personal; suggesting informal warmth or privacy

Examples: ◦ "They shared an intimate moment together." ◦ "The restaurant had an

intimate atmosphere, perfect for a romantic dinner." ◦ "She confided her most
intimate secrets to her best friend." The phrase "listen and intimate" might be used
in a context where someone is emphasizing the importance of being attentive and
understanding in a close relationship. For example, a speaker might say: "In a
successful relationship, it's important to listen and be intimate."
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2. PHONETIC TRAINING

Articulatory descriptions, articulatory diagrams,and a phonetic alphabet are used.

Examples of Phonetic Training:

 Learning the International Phonetic Alphabet (IPA)

 Ear Training

 Sound Production Exercises:

 Syllable Stress and Intonation

Phonetic training is a valuable skill that can be benefit anyone who wants to
improve their communication skills.
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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.

Minimal pair drills are a pronunciation practice technique that uses pairs of words that
differ by only one sound. These drills help language learners distinguish between similar
sounds and improve their pronunciation accuracy.
Examples of Minimal Pair Drills:

Minimal Pairs for Consonant Sounds:

 /b/ vs. /p/: bat vs. pat, bed vs. ped, big vs. pig

 /d/ vs. /t/: dog vs. tog, day vs. tay, do vs. to

 /f/ vs. /v/: fan vs. van, fine vs. vine, free vs. vree

 /s/ vs. /ʃ/: see vs. she, sun vs. shun, sock vs. shok
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Minimal Pairs for Vowel Sounds:

 /ɪ/ vs. /i:/: ship vs. sheep, hit vs. heat, pin vs. peen

 /e/ vs. /ɛ/: bed vs. bet, pen vs. pet, ten vs. tet

 /æ/ vs. /ʌ/: cat vs. cut, bad vs. bud, man vs. mun

 /ɒ/ vs. /ɔ:/: cot vs. caught, hot

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4.CONTEXTUALIZED MINIMAL PAIRS

The teacher established the setting or context then key vocabulary is presented.
Students provide meaningful response to sentence stem. This technique involves
presenting key vocabulary within a specific setting or context. Students then
respond to a sentence stem using the target vocabulary. This helps them
understand the meaning and pronunciation of the words in a meaningful way.

5.VISUAL AIDS

These materials are used to cue production of focus sounds. Visual aids are used to
cue the production of focus sounds. These can include pictures, objects, or even
hand gestures. They provide a visual representation of the sound, making it easier
for students to understand and produce.

BY: LOVELY GUARDAME

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7. DEVELOPMENTAL APPROXIMATION DRILLS

Second Language speakers take after the steps that Englsih-speaking children follow
in acquiring certain sounds.

8. PRACTICE OF VOWEL SHIFTS AND STRESS SHIFTS RELATED BY AFFIXATION.

 Vowel shift: mime (long i) mimic (short i)

Sentence context: Street mimes often mimic the gestures of passersby.

 Stress shift: PHOtograph not photography

Sentence context: I can tell from these photographs that you are very good at
photography.

BY: NICHA MAE GUERRERO

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9. READING ALOUD/ RECITATION

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

10. RECORDING OF LEARNER’S PRODUCTION

Playback allows for giving of feedback and self evaluation.

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C. THE USE OF ACCURACY-BASED

ACTIVITIES ACCURACY
Accuracy refers to how correct learners' use of the language system is, including their use of
grammar, pronunciation and vocabulary. Accuracy is often compared to fluency when we talk
about a learner's level of speaking or writing.

Example:
A learner might be fluent (make their meaning clear) but not accurate
(make a lot of mistakes).

BY: DAILYN DURA

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FLUENCY

Fluency refers to how well a learner communicates meaning rather than how many mistakes
they make in grammar, pronunciation and vocabulary. In other words, the ease with which a
learner can speak and how well they can communicate without pauses or hesitations,
without needing to search for words or phrases, without having to consider the language of
what they are about to say.

ACCURACY-BASED

When we focus on accuracy-based activities we:

•focus on forming correct examples of language use.

•produce language in a controlled way.
•deal with grammar explicitly.
•insist on receiving grammatically correct and complete sentences.
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•practice language out of context.

•practice small samples of language.
•do not require authentic communication.

1.CONTEXTUALIZED PRACTICE
In contextualized practice, the situated activity should be appropriate and follow target
language sociocultural norms. This will help make learners aware of how to select the best
ways to express themselves in the given context and also how to react to what is said to
them appropriately and successfully.

2.OPPORTUNITY TO PERSONALIZE LANGUAGE

Personalization happens when activities allow students to use language to express their
own ideas, feelings, preferences and opinions. Personalization is an important part of the
communicative approach, since it involves true communication, as learners communicate
real information about themselves.
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3.BUILDING AWARENESS OF THE SOCIAL USE OF LANGUAGE

This involves understanding social conventions in interaction. Communication strategies are

directly taught and practiced through contextualized activities.

4. BUILDING CONFIDENCE

The key is to create a positive climate in classroom where learners are encouraged to take
risks and engage in activities.
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D. TALKING TO THE SECOND LANGUAGE

LEARNERS IN THE BEGINNING LEVEL

To effectively educate beginning English learners, start with simple instructions and use
visual aids and expressive body language to improve comprehension. Engage children
in short chats and role-playing exercises to help them improve their speaking and
listening abilities. In addition, provide multiple opportunities for reading and writing
short phrases to reinforce learning.

BY: ANGILBERT LANGUIDO

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Some of the effective strategies are:

1.Simplify your words

 Use brief sentences: Avoid complex grammatical patterns and lengthy sentences.

 Choose common vocabulary: colloquial or concentrating on commonly used words and

phrases. (e.g., he is a genius.) Instead of saying, he is a (versatile) person, and his brilliance
is a (phenomenon). Just use the simple one.

Speak slowly and clearly: Give learners enough time to digest what you're saying and don't
rush them.

 Pronounce words clearly: learners can hear and understand the language's sounds.
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2.Use authentic objects and visual aids

Show rather than tell: Explain your points with movements, objects, and images. Use real
objects: To give learning more substance, use actual items or resources associated with the
lesson's subject. (e.g., maps, news, and movie clips).

3.Encourage communication and practice.

 Encourage questions and responses: Give learners the opportunity to practice speaking and
listening. (e.g.,What do you know about the current issue between Duterte's and Marco's
supporters?)

 Use repetition: Repeat important words and phrases to help students understand the
lesson.

 Provide group activities: it allows students to connect with one another and practice
utilizing the language. Let them use their first language: to express themselves and
understand the topic more quickly.
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4.Be Patient and Supportive

 Acknowledgment: Give feedback and acknowledge a learner's efforts, even if their language
is not perfect. (e.g., saying good and paraphrasing the language that they have used to
understand their mistake with their own. Don't correct their mistake directly if necessary.

 Establish a nurturing environment for learning: Encourage students to take chances and
fail without worrying about being judged.

 Keeping an eye: Before they feel comfortable speaking, some students may require some
time to get used to and comprehend the new language.

 Celebrate accomplishments: Give students credit for their efforts and achievements to
boost their confidence.
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When teaching second language learners at the beginning level, it's important to
make adjustments to your speech to help them understand. This is called speech
modification. Cary (1997) suggests that teachers need to make speech
modifications as a form of instructional support when teaching with second
language learners.

1. Speak at standard speed. This means providing more and slightly longer pauses
to give students more time to make sense of the utterances.

Example:
Instead of saying "Let's go to the park," you would say "Let's... go... to the... park."
Instead of: "The cat is sleeping on the bed." ◦ Try: "The... cat... is... sleeping... on...
the... bed."
Instead of: "What is your name?" ◦ Try: "What... is... your... name?"

2.Use more gestures, movement, and facial expressions. These provide emphasis
on words and give learners extra clues as they search for meaning.

BY: APRILLE YVETTE A. HERMOCILLA

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2. Use more gestures, movement, and facial expressions. These provide emphasis
on words and give learners extra clues as they search for meaning. Nonverbal
communication can be very helpful for language learners. By using gestures,
moving around, and expressing yourself with your face, you give learners additional
clues to help them understand.

Example:

When saying "Let's go to the park," you could point to the door, then pretend to
walk, and smile.

When saying: "Hello," wave your hand.

When saying: "Goodbye," wave your hand and smile.

When saying: "Thank you," bow your head or nod.

When saying: "I don't understand," use a confused expression and shrug your
shoulders.
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3. Be careful with fused forms

Why should we be careful when speaking to second-language learners?

Examples of Fused Forms

1. "Gonna" (going to)

Example: I'm gonna call you later.
2. "Wanna" (want to)
Example: Do you wanna go to the park?
3."Gotta" (got to / have got to)
Example: I gotta finish my homework.
4."Lemme" (let me)
Example: Lemme see that book.
5."Dunno" (don’t know)
Example: I dunno where he went.-

BY: SHINA L. INOPIA

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4. Use shorter, simpler sentences

Why is using shorter and simpler sentences significant when talking to second-language
learners at the beginning level?

Example 1

Long & Difficult:

"If you could possibly provide me with some assistance regarding the assignment that was
given to us by the teacher yesterday, I would greatly appreciate it.

" Short & Simple: "Can you help me with yesterday’s assignment?“

Example 2

Long & Difficult:

"Due to the fact that it is raining heavily outside at the moment, I am unable to go to the
store to purchase the groceries that we require.

" Short & Simple: "It’s raining, so I can’t go to the store."

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Example 3

Long & Difficult:

"The instructions provided in the user manual must be followed carefully in order to ensure
the proper and safe operation of the device.

" Short & Simple: "Follow the manual to use the device safely.“

5. Use specific names instead of pronouns

Why do we need to use specific names instead of pronouns?

Example 1

With Pronouns (Confusing): "She said she will meet her at her house after she finishes
work."
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Example 2

With Pronouns (Confusing): "He told him that he forgot his book at his place."

Example 3

With Pronouns (Confusing): "They said they will bring their project to school, but they are
not sure if they finished it."
THANK YOU!