Speech Laboratory Activities in English 10

The use of speech laboratory in language learning is a great help. It allows

student to learn by applying the fundamentals of oral communication focusing on
the articulation, pronunciation, accent, voice control, and blending of words.

Because good and effective communication skill is indispensable for the

success of any student and professional, there should be the use of speech
laboratory as a language learning aid.

The learners were tasked to use speech lab as part of their learning activities to
develop:

 Their language fluency including pronunciation, articulation, accent, stress,

and blending of words;
 Their ability to make meaning through language in a real-world setting;
 Their confidence in speaking;
 Their speaking ability under different lesson activities such as oral
communication activities; and
 Their mastery of using the language as they reach succeeding learning
endeavor especially in oral communication.

Activities/Lessons
1. Expressing Refusal, Complaint, and Reprimand
The learners were tasked to share and express their ideas in a particular
communication setting such as expressing refusal, complaint, and reprimand.
Certain communication situations were presented.

2. Using Figurative Language to Express Feelings and Emotions

The learners’ ability to use language beyond literal meaning was a focus in
this learning activity. Interactive discussion and application of the lesson
were the focus, ensuring that the learners can communicate effectively using
figurative and creative language.

3. Using Analogy to Express Thoughts and Ideas

The learners shared particular analogies and explained them as part of their
ideas and thoughts. In this lesson, the learners were allowed to express their
ideas regarding their particular view of a situation in their lives, thus, letting
them communicate with a purpose.

4. Using Idioms in Oral Communication

The learners expressed and shared particular idioms in participating in a
group and individual discussion. Their ability to speak idiomatically, and
explaining further what these idiomatic expressions convey.
5. Interactive Discussion of a Particular Topic/Supporting an Opinion
 The learners were tasked to express their opinions regarding particular
issues, situations, and topics and supported their opinions.

6. Formulating, Asking, and Responding to Questions in an Open Forum

The learners formulated, asked, and responded to certain questions in a class
discussion and open forum.

Communicative Styles Used

Formal Style
The learners used this kind of communicative style particularly in the
interactive learning activities such as in expressing refusal, complaint, and
reprimand; in using analogy to express thoughts and ideas; in asking and
responding to questions.

Casual Style
The learners used this kind of communicative style specifically in interactive
learning discussion such as expressing thoughts and supporting opinions,
elaborating statements based on a particular issue, and using idiomatic
expressions.

Intimate Style
The learners used this kind of communicative style in interaction between
and among themselves in a particular communication situation such as peer
learning and discussion of a certain topic or issue. The learners were then
used expressions that convey close relationship between and among
themselves.

Other Speech Laboratory-Aided Language Learning Activities

-Reading aloud of different literary texts such as poems, essays, and

informational article to develop language fluency among learners

-Different language practices such as mechanical practice, meaningful

practice, and communicative practice (drills)

-Other real-world oral communication situations such as rhetoric, debate,

and/or presentation

-Interactive discussions that require language spontaneity among learners,

thus, letting them speak out their ideas as natural as possible, considering
the proper articulation, stress, intonation, phrasing, blending of words, and
even diction.
-Other oral communication activities that focus on learners’ language fluency
(and even language proficiency, when specific instructions are given)
Prepared by:

Mark V. Hortaleza
Subject Teacher