Republic of the Philippines

Tarlac State University

COLLEGE OF TEACHER EDUCATION
Center of Development in Teacher Education
Lucinda Campus, Tarlac City

Written Report
in EEd Eng 1
Teaching English in Elementary Grades

THE FOUR SPEAKING SKILLS

(Speaking)

Submitted by:

Gabriel, Joyce E.
BEEd 2E

Submitted to:

Castro, Norbina Genever M.

Professor

Academic year 2020-2021

1st Sem
 I. Objectives:
At the end of discussions, students will be able to:
 Define what are speaking skills all about.
 Recognize the value of speaking skills by giving examples.
 Create a Venn diagriam to show the differences and similarities of each skill.
II. Discussion
Terminologies
 Speaking is the action of conveying information or expressing one's thoughts and
feelings in spoken language.
 Speaking skills are the skills that give us the ability to communicate effectively.
These skills allow the speaker, to convey his message in a passionate, thoughtful,
and convincing manner.
Speaking skills also help to assure that one won't be misunderstood by those
who are listening.
 There are three kinds of speaking situations in which we find ourselves:
o Interactive speaking situations include face-to-face classes and online
classes, in which we are alternately listening and speaking, and in which we
have rhe chance to to ask for clarification, repetition, or slower speech from
our conversation partner.
o Some speaking situations are partially interactive, such as when a student is
giving a speech in front of the class, rhere the convention is that the audience
does not interrupt the speech. The speaker nevertheless can see the audience
and judge from the expressions on their faces and body language whether or
not he or she is being understood.
o Few speaking situations may be totally non-interactive, such as when a
teacher films himself/herself for class introduction, reciting a poem and
singing.

The Four Speaking Skills

A. Fluency
It is about how comfortable and confident you are in speaking. Fluency is the flow and
efficiency with which you express your ideas, particularly when speaking.
In designing speaking activities or instructional materials, it is also important to
recognize the very different functions speaking performs in daily communication and the
 different purposes for which the students need speaking skills. The following speaking
fluency activities make use of repetition and rehearsal and are discreet activities.
o In role plays activities, students are assigned roles and put into situations that they
may eventually encounter outside the classroom. As role plays imitate life, the range
of language functions that may be used expands considerably.
o Jigsaw activities are more elaborate information gap activities that can be done with
several partners.
o In storytelling the students should briefly summarize a tale or story they heard from
somebody beforehand, or they may create their own stories to tell it to their
classmates.

B. Vocabulary
A vocabulary, also known as a wordstock or word-stock, is a set of familiar words within
a person's language. A vocabulary, usually developed with age, serves as a useful and
fundamental tool for communication and acquiring knowledge.
Introducing and practising vocabulary in class can be done in a variety of enjoyable and
motivating ways such as:
o Morning Message. If you are into the responsive classroom thing, you can definitely
use the morning message to increase the student word power.
o Guess what it is. Place a number of flashcards on the board. Describe one of the
cards without saying its name, for example, 'It's big.... It's got wings... It can't fly but
it can run...' The team that guesses the correct card wins a point.
o Word of the day. Students begin thinking of how they use the word. They look at
their own vocabulary to create a sentence where the word will fit. They think about
the time and place to use such a word.
C. Grammar
Grammar is the whole system and structure of a language or of languages in general, usually
taken as consisting of syntax and morphology (including inflections) and sometimes also
phonology and semantics. In simple words, grammar is the study of the way words are used to
make sentences. An example of grammar is how commas and semicolons are supposed to be
used.
The following strategies are sure to give your grammar lessons that extra edge they need to be
truly effective—and enjoyable.
o Get Visual. As much as I love reading and writing, even I have to admit that sometimes,
words just aren’t enough. A picture, after all, is worth a thousand—or so they say.
Sometimes visual aids are necessary for helping your elementary students grasp
something as conceptual as grammar in concrete terms.
o Get Playful. Grammar is surprisingly easy to turn into a game—and doing so makes it so
much simpler to both teach and learn!
 o Get Creative. Working with examples is especially important when it comes to teaching
grammar in elementary school. Seeing the rules of writing in action helps illustrate the
purpose and importance of those rules. However, as tempting as it is to simply use cut-
and-dried examples straight from a textbook or other basic resource, a far more engaging
lesson plan will involve thinking a bit farther outside the box.

D. Pronunciation
It is defined as how you say a word. Pronunciation is vital to proper communication because the
incorrect use of pronunciation inevitably leads to the message being misunderstood by the
recipient. Pronunciation of the letter sounds in words as well as syllable emphasis on parts of
words will more often than not change the words meaning and context drastically thereby
irreversibly altering the meaning of the sentence being communicated.
The following strategies are sure to give your pronunciation lessons more interactive and
innovative.
o Tounge twisters. A sentence or series of words that is hard to say correctly. These are a fun way
to work on one or two sounds at a time to get the pronunciation just right. Start by saying the
tongue twister slowly, then try to speed up. Once you can say a tongue twister through, try to
say it twice or three times in a row for a bigger challenge.
o Nursery rhymes. These are important for language acquisition and help with speech
development.

III. Evaluation
Multiple choice. Encircle the correct answer.
1. In this kind of speaking situation, we have the chance to ask for clarification,
repetition or slower speech from our conversation partner.
a. Non-interactive
b. Interactive
c. Partially interactive
d. Fully interactive

2. These skills allow the speaker to convey his message in a passionate,

thoughtful and convincing manner.
a. Grammar skills
b. Speaking skills
c. Vocabulary skills
d. Fluency skills

3. Pronunciation isn't really important because even if you mispronounced some

words, it won't affect or change the meaning.
 a. True
b. False
c. Both a and b
d. Sometimes true

4. Tounge twisters and singing nursery rhymes are classroom activities that can
develop the ________ skills of the students.
a. Grammar
b. Vocabulary
c. Fluency
d. Pronunciation

5. Also known as a word-stock, is a set of familiar words within a person’s

language.
a. Vocabulary
b. Dictionary
c. Memorized words
d. Word bank

IV. References
 https://studentreasures.com/blog/3-best-strategies-for-teaching-grammar-in-
elementary-school/
 https://english.binus.ac.id/2018/10/11/the-four-speaking-skills/
 https://www.slideshare.net/mobile/zeal_eagle/speaking-skills-24884424