LAUNCH
Teachers often share their thoughts and experiences about the challenges of teaching speaking. This difficulty arises
because speaking involves a combination of various skills required in a speech act.
As future English teachers, do you feel the same way? Can you recall how your teachers taught speaking in your English
classes? What strategies were the most effective in helping you learn to speak English, and which ones do you still
remember today? Finally, how can we effectively teach speaking to encourage our students to communicate with
confidence?
Teaching speaking in English is often one of the most challenging aspects of language instruction. It is not just
about knowing words or understanding grammar but using the language in real-time, expressing thoughts clearly, and
having the confidence to communicate effectively. Many teachers struggle with this because speaking involves multiple
skills at once: pronunciation, fluency, vocabulary, and even social interaction. As future teachers, we might feel the same
hesitation when thinking about how to teach speaking in a way that truly helps students.
Thinking about my high school days, I remember how Mam Lorelyn approached speaking lessons. She didn’t
just rely on textbooks or grammar drills; she made sure we were actually using the language in meaningful ways. One of
the most effective strategies she used was classroom debates. At first, many of us were shy, worried about making
mistakes or sounding awkward. But Mam Lorelyn encouraged us to focus on expressing our ideas rather than speaking
perfectly. Over time, we became more comfortable, and speaking in English felt less like a task and more like a natural
part of learning. Another strategy that stood out was storytelling. Mam Lorelyn would often ask us to share personal
experiences or make up short stories. She didn’t interrupt us to correct mistakes; instead, she waited until we were
finished and gave us feedback in a way that made us feel supported rather than criticized. This approach helped us build
confidence because we weren’t afraid of being wrong—we just focused on speaking.
So, how do we, as future teachers, make our students speak? First, we need to create a supportive and
encouraging environment. Many students hesitate to speak because they fear making mistakes or being judged. Like
Mam Lorelyn, we should remind them that errors are part of learning and that the goal is communication, not perfection.
Second, we should use interactive activities that require students to speak naturally. Role-plays, group discussions,
presentations, and even games can make speaking feel less intimidating. The more students practice speaking in real-life
scenarios, the more confident they become. Third, we should model good speaking habits ourselves. Mam Lorelyn
always spoke clearly and confidently, and that encouraged us to do the same. If students hear their teacher speaking
fluently and naturally, they are more likely to develop similar habits.
Patience and consistency are key. Learning to speak a language fluently takes time. By providing regular
opportunities for speaking, offering constructive feedback, and celebrating progress, we can help students develop strong
speaking skills. At the end of the day, the goal isn’t just to teach English—it’s to help students use English in real life.
Speaking is a skill that improves with practice, and as future teachers, our role is to create the right opportunities for
students to grow. Just like Mam Lorelyn inspired us, we too can inspire our students to speak with confidence.
Task 11: Below are the oral language and fluency competencies for Grade 7, as outlined in the K to 12 English
Curriculum Guide (May 2016). Suggest a speaking task that students can perform to develop these competencies and
explain why the task is effective.
A. Competency: Utilize appropriate prosodic features of speech, including pitch, stress, juncture, intonation,
volume, projection, and the rate or speed of speech, in various oral communication situations.
Speaking Task:
Podcast or Vlog Presentation
– Students will create a short podcast or vlog episode discussing a topic of their choice (e.g., a personal
experience, a social issue, or a review of something they like). They must apply proper pitch, intonation, stress,
and pacing
Reasons to make
why the task istheir delivery engaging and effective.
effective
Encourages authentic self-expression in a real-world format.
Helps students develop fluency and natural speech patterns in a conversational style.
Promotes confidence in speaking to an audience, whether online or in person.
Mimics modern communication methods that students can use outside the classroom.
B. Competency: Use verbal and non-verbal cues in conversations, dialogs, and interviews.
Speaking Task:
"Survival Conversations" Challenge – Students will participate in real-life simulated scenarios, such as
ordering food at a restaurant, asking for directions, making a complaint at a store, or introducing themselves in a
networking event. They must use appropriate verbal and non-verbal cues to ensure effective communication.
Reasons why the task is effective:
Provides real-life speaking practice that students can apply in everyday situations.
Develops both spoken communication and active listening skills.
Encourages natural interaction using tone, facial expressions, and gestures.
Builds confidence in social and professional settings where verbal and non-verbal cues matter.
Task 13. Prepare a learning design anchored on the teaching speaking cycle of Goh and Burns. You may choose any of
the performance standards in the K to 12 English curriculum given below.
Performance Standard (Grade 9 - 3rd quarter)
The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
Speaking Task:
Students will stage a one-act play, utilizing verbal and non-verbal strategies, including ICT resources for sound and
effects.
Integration with the Teaching-Speaking Cycle:
1. Focus learners’ attention on speaking – Analyze theatrical performances.
2. Provide input and guide planning – Teach dramatic conventions and character portrayal.
3. Conduct speaking tasks – Rehearse lines and stage movements.
4. Focus on language/skills/strategies – Work on articulation, projection, and dramatic delivery.
5. Repeat speaking tasks – Adjust based on feedback.
6. Direct learners’ reflection – Discuss strengths and areas for improvement.
7. Facilitate feedback on learning – Perform the play with a post-performance discussion.
Why this task is effective:
Strengthens expressive communication.
Promotes collaborative learning.
Integrates technology to enhance engagement.
Prepared by:
MELCHOR, RICA M.
BSEd English III
Submitted to:
LEO J. GUTIERREZ
Instructor
