TEACHING AND ASSESSMENT OF MACRO SKILLS

MIDTERMS
L1: TEACHING SPEAKING CASUAL REGISTER
ARTICULATION An informal register used among friends, peers and in
refers to the physical ability to move the tongue, lips, relaxed settings. It is characterized by the use of slang,
teeth, and palate to produce sounds and form words. contractions and colloquial language.

PRONUNCIATION INTIMATE REGISTER

involves the correct way of producing words, including Used in private conversations between close family
the proper intonation, stress, and rhythm. members, partners, or very close friends. It often
includes private language, pet names, and shared
FLUENCY meanings that may not be understood by outsiders.
the ability to speak smoothly and effortlessly without
frequent pauses or hesitations. Why is it important to use the Correct Register?
VOICE MODULATION a. CLARITY AND RESPECT
refers to the variation in pitch, tone, and volume to  Using the appropriate register ensures that your
convey different emotions or emphasize points. message is received as intended and that you
show respect to the audience or situation.
BREATHING
Proper control of breathing is essential for maintaining b. AVOID MISUNDERSTANDINGS
voice quality and energy while speaking.  The wrong register can lead to confusion or
LISTENING & FEEDBACK offense.
Speaking is an interactive process, and listening to
feedback is crucial for effective communication. c. BUILDING RELATIONSHIPS
 Matching the register to the context helps build
MENTAL PROCESS rapport and trust.
The cognitive process involved in formulating and
organizing thoughts before and during speaking.
By understanding and applying the correct
PHYSICAL PROCESS
register in various situations, you can
The physical production of sound through the coordinated
communicate more effectively and appropriately
effort of various body parts, including the respiratory
system, vocal cords, and articulators.
CONTEXTUAL AWARENESS
Being aware of the context in which communication
occurs, including the audience, setting, and purpose of
the interaction.

= SPEECH STYLES AND REGISTERS =

FORMAL REGISTER
Used in professional, academic or official settings where
respect and distance are maintained between the
speaker and the audience.

CONSULTATIVE REGISTER
Situations where the speaker provides advice or
expertise to someone seeking information or help. It is
professional but allows for interaction and feedback.

FROZEN REGISTER
The most formal register often used in ceremonial,
religious, or legal contexts. It involves language that is
set, fix and unchanging.

K&L. S |1
TEACHING AND ASSESSMENT OF MACRO SKILLS
MIDTERMS
L2: SPEECH ARTS SEARLE’S SPEECH ACTS THEORY
JOHN SEARLE, a student of Austin, expanded and
AUSTIN AND SEARLE’S SPEECH ACTS THEORY formalized Austin’s work in his book "Speech Acts: An
is a concept in linguistics that explores how people use Essay in the Philosophy of Language" (1969). He
language to perform actions. The theory breaks down categorized speech acts into five broad categories and
communication into different "speech acts" and explains introduced the idea of Felicity Conditions, which are the
how utterances not only convey information but also conditions that must be met for a speech act to be
perform certain functions. successfully performed.
AUSTIN’S SPEECH ACTS THEORY = SEARLE’S CATEGORY OF SPEECH ART =
J.L. AUSTIN, a British philosopher of language, introduced
the idea of speech acts in his book "How to Do Things Searle classified speech acts into five main types based
with Words" (1962). He argued that when people speak, on the illocutionary force, or the purpose of the utterance:
they are not just stating facts or conveying information;
they are also performing actions. 1. ASSERTIVES
 These speech acts commit the speaker to the truth
1. LOCUTIONARY ACT of the expressed proposition. The speaker is making
 This is the act of saying something. It refers to the a statement or claim about how things are.
production of sounds and words that have a certain  EXAMPLE: "The Earth orbits the sun." Here, the
meaning. speaker asserts a fact they believe to be true.
 EXAMPLE: When someone says, "It's raining," the
locutionary act is simply the act of uttering 2. DIRECTIVES
these words to convey the meaning that water  Directives are attempts by the speaker to get the
is falling from the sky. listener to do something. This can include commands,
requests, and suggestions.
2. ILLOCUTIONARY ACT  EXAMPLE: "Please open the door." The speaker is
 This refers to the intention behind the utterance. It requesting the listener to perform the action.
involves performing an action in saying something,
such as making a request, giving a command, 3. COMMISSIVES
making a promise, or asking a question.  Commissive speech acts commit the speaker to
 EXAMPLE: If someone says, "Can you close the some future action. These include promises, offers,
window?" the illocutionary act is a request (not and vows.
just a question about someone's ability to close  EXAMPLE: "I will finish the report by Friday." The
the window). The speaker is asking for the speaker commits to doing something in the
action to be done. future.

3. PERLOCUTIONARY ACT 4. EXPRESSIVES

 This is the effect the utterance has on the listener.  These speech acts express the speaker’s
It's the action that results from what is said. The psychological state or emotions about a situation.
perlocutionary act refers to how the listener reacts  EXAMPLE: "I’m sorry for being late." The speaker
or feels as a result of the speech act. is expressing regret for their tardiness.
 EXAMPLE: After someone says, "Can you close
the window?" the listener might get up and close 5. DECLARATIONS
the window, fulfilling the speaker's request. The  Declarations bring about a change in the external
action of closing the window is the situation through the act of speaking. These speech
perlocutionary act. acts depend heavily on the context and the authority
of the speaker.
EXAMPLE BREAKDOWN  EXAMPLE: "I now pronounce you husband and
Imagine someone saying: "I promise I'll help you wife." A judge or clergy person’s declaration
tomorrow." changes the social status of the people involved.
 Locutionary Act: The speaker is producing the
sentence, "I promise I'll help you tomorrow.“
 Illocutionary Act: The speaker is performing the
act of making a promise.
 Perlocutionary Act: The listener may feel
reassured and expect help tomorrow.

K&L. S |2
TEACHING AND ASSESSMENT OF MACRO SKILLS
MIDTERMS
= FELICITY CONDITIONS = L3: SPEAKING AND ITS IMPORTANCE

For a speech act to be successful, certain conditions THE IMPORTANCE OF SPEAKING

must be met. These are known as FELICITY CONDITIONS.  SPEAKING is the process of building and sharing
meaning through the use of verbal and non-verbal
For example, if someone says "I apologize," for the symbols in a variety of context (Chaney, 1998).
apology to be genuine:  SPEAKING is complex because speakers are
1. The speaker must truly regret the action. involved in a rapid and dynamic process incurring a
2. The listener must accept the apology. high element of doing various things at the same
3. The context must allow for an apology time (Johnson, 1996).
(e.g., the speaker cannot be forced to apologize).
People speak for the following reasons:
EXAMPLE BREAKDOWN 1. Convey thoughts
If someone says, "I promise to pay you back tomorrow, " 2. Persuade people
according to Searle's classification: 3. Inspire people and spur them into action
 The speech act is a commissive because it What could be other reasons why people speak?
commits the speaker to a future action.
 The felicity condition for this promise to work is Skills need to be developed for effective speaking in a
that the speaker must genuinely intend to pay second language:
back the money, and the listener must believe in 1. VOCABULARY
the sincerity of the promise.  Being a good speaker means constantly expanding
your vocabulary. Reading, watching movies, and
 CONCLUSION playing word games are ways to improve your
 Austin and Searle's Speech Act Theory shows English vocabulary.
that language does more than convey meaning—
it can perform actions. Austin focuses on the 2. GRAMMAR
distinction between saying and doing, while  The fewer grammar mistakes you make, the more
Searle classifies the different types of speech effective is your speech. Aim to be accurate with the
acts that can occur, adding structure to the message you are conveying to be an effective
theory with his categories. speaker.
 These ideas help us understand the deeper
purposes of communication and how we use 3. PRONUNCIATION
language to navigate social interactions.  Pronunciation is divided into two large categories:
a. Segmental
b. Suprasegmental.

Segmental refers to the individual sounds or segments of

speech, such as consonants and vowels. They form the
basic building blocks of spoken language and are crucial
for distinguishing one word from another.

EXAMPLES:
Consonants: Sounds like /p/, /t/, /k/ in words like "pat",
"tap", and "cat".
Vowels: Sounds like /a/, /e/, /i/ in words like "bat", "bet",
and"bit".
Phonemes: The smallest units of sound that can change
the meaning of a word.

Suprasegmental (also called prosodic features) includes

elements like stress, pitch intonation, and rhythm. They
affect the way sentences or phrases are perceived and
are crucial for conveying meaning, emotion, and
emphasis.

K&L. S |3
TEACHING AND ASSESSMENT OF MACRO SKILLS
MIDTERMS
EXAMPLES: MODES OF COMMUNICATION
STRESS: refer to the various methods used to convey information.
Emphasizing a syllable or word. These modes are classified as verbal, nonverbal, and
 For example, in the word "present," stress on the written, among others.
first syllable ("PREsent") indicates a noun (gift),
while stress on the second syllable ("preSENT") 1. VERBAL COMMUNICATION
indicates a verb (to give).  ORAL: Speaking face-to-face, phone calls, lectures.
 WRITTEN: Emails, letters, reports
INTONATION:
The rise and fall of pitch in speech, used to express 2. NONVERBAL COMMUNICATION
different emotions or to distinguish between statements  BODY LANGUAGE: Gestures, posture, facial
and questions. expressions.
 For instance, "You're coming." (statement) vs.  PARALANGUAGE: Tone, pitch, speed of speech.
"You're coming?" (question)  PROXEMICS: Use of space, personal distance

PITCH: 3. VISUAL COMMUNICATION

The highness or lowness of a sound. It can indicate the  IMAGES AND GRAPHICS: Charts, diagrams, symbols.
speaker's mood or the formality of the situation.  VIDEOS: Educational videos, advertisements.

RHYTHM: 4. DIGITAL COMMUNICATION

The pattern of stressed and unstressed syllables in  SOCIAL MEDIA: Posts, messages, tweets.
speech. English, for instance, tends to have a stress-  MULTIMODAL TEXTS: Blogs, websites combining text,
timed rhythm. images, and videos

TYPES OF SPEECH DELIVERY

refer to the different methods a speaker can use to
convey a message during a presentation or speech.
1. MANUSCRIPT DELIVERY
The speaker reads the speech word for-word from a
prepared text. This method is used when exact wording is
crucial, such as in legal proceedings or formal addresses.
 EXAMPLE: A news anchor reading from a
teleprompter.

2. MEMORIZED DELIVERY
The speaker memorizes the entire speech and delivers it
without the use of notes. This method allows for eye
contact and gestures but can seem robotic if not well-
practiced.
 EXAMPLE: An actor delivering a monologue on
stage.

3. IMPROMPTU DELIVERY
The speaker delivers a speech without any preparation. It
requires quick thinking and is often used in situations
where a spontaneous response is needed.
 EXAMPLE: Answering a question in a meeting
without prior notice.

4. EXTEMPORANEOUS DELIVERY
The speaker prepares and practices the speech but uses
brief notes or an outline. This method allows for flexibility
and a more natural delivery.
 EXAMPLE: A church pastor is preaching Bible
message using an outline but not reading
directly from it.

K&L. S |4
TEACHING AND ASSESSMENT OF MACRO SKILLS
MIDTERMS
L4: MODEL OF TEACHING THE SPEAKING CYCLE  This involves analyzing what went well and what
areas need improvement, such as fluency, accuracy,
TEACHING-SPEAKING CYCLE by Goh and Burns (2012) or the use of specific vocabulary or structures.
 a model that provides a systematic approach to  EXAMPLE: After students complete their picture
developing students' speaking skills in language descriptions, the teacher provides feedback on
learning. This model consists of seven stages that their use of descriptive adjectives.
guide both teachers and students through the  The teacher may highlight good examples of
process of preparing, practicing, and reflecting on vocabulary use and also point out areas where
speaking tasks. students struggled with pronunciation or
fluency.
1. FOCUS LEARNERS’ ATTENTION ON SPEAKING
 In this stage, teachers help learners become aware 5. REPEAT SPEAKING TASK
of specific aspects of speaking they need to develop,  Students repeat the speaking task, this time with a
such as fluency, pronunciation, or vocabulary usage. greater awareness of the language, strategies, or
 It sets the stage for what will be focused on in the skills they need to improve.
lesson.  Repetition gives learners the chance to refine their
 EXAMPLE: Before starting a speaking activity, the speaking and feel more confident.
teacher might ask students to listen to a  EXAMPLE: The same pair of students are asked to
recording of a native speaker and identify how describe two different pictures.
they use intonation in questions.  This time, they focus more on using a wider range
 The teacher highlights the importance of varying of adjectives and making their descriptions
intonation for different question types (e.g., clearer, based on the feedback given after the
rising tone for yes/no questions). first attempt.
2. PROVIDE INPUT AND/OR GUIDE PLANNING 6. DIRECT LEARNERS’ REFLECTION ON LEARNING
 At this point, the teacher provides language input or  At this stage, learners are encouraged to reflect on
guides students in planning for their speaking task. their performance and what they have learned.
 This can involve teaching vocabulary, grammar  Reflection can be teacher-led or student-led, and it
structures, or modeling the task that learners will be helps solidify the learning that took place.
engaging in.  EXAMPLE: The teacher asks students to think
 EXAMPLE: The teacher shows students how to about how their descriptions improved during
describe a picture using specific vocabulary the second round of the task.
(e.g., adjectives like "crowded," "spacious,"  Students discuss in small groups how they felt
"vibrant"). more confident, where they noticed progress,
 The teacher models describing an image and and what areas they still need to work on.
provides key phrases like "In the foreground, I
can see..." or "This scene makes me think of…". 7. FACILITATE FEEDBACK ON LEARNING
 In the final stage, the teacher provides detailed
3. CONDUCT SPEAKING TASK feedback on students' progress.
 The learners engage in a speaking task. The task  This can involve giving individual feedback, peer
should encourage them to use the language feedback, or group feedback, focusing on specific
structures or vocabulary introduced in the previous aspects of the speaking task and highlighting areas
stages. The task can be individual, paired, or group- of improvement.
based.  EXAMPLE: The teacher gives personalized
 EXAMPLE: Students are asked to work in pairs to feedback to each student on their performance
describe and compare two pictures, using the in the picture description task.
vocabulary and phrases practiced earlier.  One student is praised for improving fluency,
 One student describes the picture, and the other while another is advised to work on intonation
asks follow-up questions to clarify or seek when asking follow-up questions.
more details.

4. FOCUS ON LANGUAGE/SKILLS/STRATEGIES
 After the speaking task, the teacher helps students
focus on the language or skills that were highlighted
during the task.

K&L. S |5
TEACHING AND ASSESSMENT OF MACRO SKILLS
MIDTERMS
L5: SPEAKING TASKS Pairs of students are given different pieces of information,
and they must communicate with each other to complete
1. ROLE PLAYING a task or solve a problem.
Students act out a scenario or take on roles of specific  EXAMPLE: One student has a map, and the other
characters, professionals, or historical figures. has directions to a location. The student with the
 EXAMPLE: In a business English class, students directions must explain how to get to the
could role-play a meeting where they negotiate location without showing the map.
a contract. One group represents a company,
and the other represents a client. 9. SPEED DATING CONVERSATION
2. DEBATE Students sit in two rows, facing each other. They engage
Students are divided into two groups, each assigned a in short conversations on assigned topics before rotating
position on a given issue. They must defend their partners.
viewpoint with structured arguments.  EXAMPLE: Topics could range from "What's your
 EXAMPLE: Debate on whether social media is dream job?" to "What’s your favorite movie and
beneficial or harmful to society, with one group why?" Each pair has two minutes to discuss
arguing for and the other against. before switching.

3. STORYTELLING 10. PROBLEM-SOLVING ACTIVITIES

Students are asked to narrate a story based on prompts Students work in pairs or groups to discuss and solve a
or their personal experiences. given problem.
 EXAMPLE: Ask students to share an interesting  EXAMPLE: Ask students to come up with a plan
or memorable experience from their childhood, for a community project to help clean up a local
or tell a fictional story based on a prompt. park. They must discuss their ideas and decide
on the best approach.
4. INTERVIEWS
Students pair up, one acting as the interviewer and the 11. ROLE PLAYING
other as the interviewee. They ask and answer questions Students simulate real-life scenarios that require
based on a specific topic. communication, such as a business negotiation or a
 EXAMPLE: One student interviews another as if restaurant situation.
they are applying for a job. The interviewer asks  EXAMPLE: In a restaurant scenario, one student
about qualifications, skills, and experiences. is a customer, and the other is a waiter. The
customer orders food, and the waiter has to
5. PICTURE DESCRIPTIONS take the order and recommend items.
Students describe a picture or series of pictures to their
classmates, focusing on details like people, places, or 12. TALK-SHOW FORMAT
events depicted in the images. Students take on roles of talk show host and guests,
 EXAMPLE: Show students a picture of a busy discussing a specific topic or issue.
market and ask them to describe what is  EXAMPLE: A student host interviews classmates
happening, including details like the setting, about their opinions on technological
actions, and atmosphere. advancements in education.

6. GROUP DISCUSSIONS 13. REPORTING

Students discuss a topic in small groups, exchanging Students listen to or watch a news clip and then report
ideas and opinions, and then present their conclusions to back to the class on what they learned or observed.
the class.  EXAMPLE: After watching a short documentary,
 EXAMPLE: Organize a group discussion on students present a summary and their personal
environmental issues like climate change, views on the topic.
encouraging students to suggest solutions.
14. HOT SEAT
7. PRESENTATIONS One student sits in the "hot seat" as the rest of the class
Students prepare and deliver a short presentation on a asks questions. The student must answer questions
topic, which can be either individual or in groups. based on a role they are given.
 EXAMPLE: Assign students to research and  EXAMPLE: The student in the hot seat takes on
present on a topic related to culture, such as the role of a famous historical figure (e.g.,
“Customs and Traditions in Different Countries”. Cleopatra or Albert Einstein), and the class asks
questions about their life and accomplishments
8. INFORMATION GAP ACTIVITIES

K&L. S |6