Eep Module-1

Instructor: Gretchen Mae D. Rosal 1st Semester S.Y.
2020-2021
I. INTRODUCTION
Welcome to our class! I hope you have a great day today. I am Ma’am
MODULE 1 Gretchen and I am looking forward to an amazing teaching and learning
experience with all of you. This course is designed to develop students'
competence in speaking and listening. Come on, let’s start!
LESSON: Speaking
SCHEDULE: WEEK 1
Learning Outcomes: At the end of this lesson, you are expected to:
1. answer the survey form about Foreign Language Classroom Anxiety Scale;
2. identify scenarios where listening and speaking are utilized;
3. introduce yourself by showcasing your Best Fashion Statement through video presentation;
4. share a motivational video about self-worth through video presentation;
5. re-enact your favorite scene from any Decent English Movie through video presentation; and
6. reflect on what you have learned and enjoyed in this module
Learning Resources:
1. uls-clms.online
2. Unit Module
3. Computer/Laptop/Cellphone
4. Zoom Meeting / Google Meeting
A. Motivation: Answer the question. Use the “Answer sheet” for correspondence-based learning.
Have you tried introducing yourself in front of a crowd? How was it?
_____________________________________________________________________________________________
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Many are confident to speak in front of a large crowd. However, a large number of students like you experience
anxieties that hamper you to effectively express yourselves in English.
Before we proceed, kindly accomplish the survey about the Foreign Language Classroom Anxiety Scale
(FLCAS) developed by Horwitz, Horwitz and Cope (1986). This survey aims to measure the extent of your language
anxiety, specifically when speaking in English language. This will also enable you to employ language learning
strategies that best suit you.
The FLCAS is consist of 33 items. It includes the following subscales: Communication Apprehension, items 1,
4, 9, 14, 15, 18, 24, 27, 29, 30 and 32; Test Anxiety, items 3, 5, 6, 8, 10, 11, 12, 16, 17, 20, 21, 22, 25, 26 and 28; and
THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR
POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED. 1
Instructor: Gretchen Mae D. Rosal 1st Semester S.Y. 2020-2021
Fear of Negative Evaluation, items 2, 7, 13, 19, 23, 31 and 33. Each item is rated on a 5-Point Likert Scale with the
options for each item ranging from Strongly Agree to Agree, Neither Agree nor Disagree, Disagree to Strongly Disagree.
The FLCAS is a key reversed which means that for the positive worded items, Strongly Agree is given a score
of 5 while the option Strongly Disagree is given a score of 1 and for the negative worded items (2, 5, 8, 11, 14, 18, 22,
28, 32), the option Strongly Agree is given a score of 1 while Strongly Disagree is given a score of 5.
All points were summed up and students who scored 33 to 75 show a low level of anxiety, those with score of
76 to 119 display a medium level of anxiety, and those above 120 points reflects a high level of anxiety.
B. Survey: Answer all the questions in the survey. Use the “Survey Sheet” for correspondence-based learning.
INTERACTION:
Learning English Language is transformation. Today, English is viewed as a language that gives an individual
access to the world. Some want to study in prestigious English- Speaking Universities; some want a high flying career
with international connections. Others just want a better chance in life and move to wherever the money seems to be
(Maxem, 2010.)
English Language is expressed in four ways: listening, speaking, reading, and writing. These are also called
the macro skills of communication. When learning a new language, the best way to do it is to be engaged as they are
all interconnected. Since these are listening and speaking, the more you practice or exercise, the better you become.
M1 Activity 1:
Recall your understanding of the 2 Macro Skills. Where do you usually use these two macro skills? Identify
five scenarios in each category. For correspondence-based learning, use the provided answer sheet. (20
points)
Listening: Speaking:
2
Macro
Skills
The 2 Macro Skills
Listening
There are three modes of listening: competitive, passive and active. Active listening is considered the most
effective because the listener is not only listening with interest, but actively acknowledging listening by brief responses.
Most individuals are not as skilled at listening as they think. Depending on the study, listeners likely remember 25 to
50 percent of what they hear, according to Mindtools. Giving the speaker your undivided attention and not focusing on
what you are going to say in response while he is talking is a good way to ensure you hear more of what is being said.
Speaking
Speaking can be an intimidating experience, even in your native tongue, let alone when learning a new
language. The best way to learn how to speak, though, is by practicing, so put your inhibitions aside and strike up a
conversation whenever you are given an opportunity to do so. When speaking, be aware of your pace and try not to
mumble, speak clearly. Consider being expressive when you talk; avoid a monotonous tone. Expression adds interest
and depth to what you are saying and it will keep your listener interested.
https://www.theclassroom.com/four-macro-skills-communication-8313176.html
Do you have any question or clarification? Feel free to ask me by writing your
question/concern on the back part of the answer sheet.
For now, have a short break. When you return, we will focus our discussion in Speaking.
SPEAKING- Speaking has 3 Main Purposes: to inform, to persuade, and to entertain.
To Inform- It concerns helping audience obtain information that they do not have. Subsequently, audience can
use this information to comprehend or figure out something or to carry out a new task or advance their skills.
The goal is to gain knowledge- this is the ultimate characteristics of informative topics.
To Persuade- Persuading means trying to hold the listeners, to embrace a standpoint, or to take up a behaviour
that they would not have done if not. It includes a call for action on the part of the audience to make some
change in their behaviour or thinking.
To Entertain- The concluding general-purpose that people have for speaking is to entertain. Entertainment
speaking focuses on the subject and event of the speech. An entertaining speech can be informative and
persuasive at its origin.
10 ways to Overcome Language Anxiety
Some people can dive straight into foreign language conversations with a small vocabulary, lots of confidence,
and enthusiastic hand gesturing. However, for many of us, those conversations can be frightening. The good news is
– there is hope!
Read on to discover our top tips on how to overcome your fear of speaking in a foreign language:
Step 1: Understand your fear

Anxiety reduces your brain’s ability to get on with its normal tasks properly, such as processing language in
real time. With the added complexity of using a new vocabulary and grammar, you may feel your brain shutting down.
To relax, take a deep breath, gather your thoughts and remember that no one expects you to speak perfectly when it
is not your native language.
Step 2: Identify your problem areas
When you’re not used to speaking in a foreign language, your brain needs time to process incoming words,
translate them, think of a response and translate these.
Rather than trying to formulate an answer in your head while the other person is still talking, clear your mind and truly
listen to what they’re saying. Then take a moment to gather your thoughts and answer – when in doubt, put all your
effort into listening.
Step 3: Practice your listening
Working on your listening ability by listening to the radio or watching TV in your target language will help your
speaking skill. You can improve your vocabulary and pronunciation through listening alone, but it is not a substitute for
real conversation.
Step 4: Let go of the need for perfection
You will never speak a language fluently without speaking a broken version of it first! The sooner you start
talking, the sooner you will reach a conversational level.
It may be frustrating to feel like you’re making mistakes, but this will ultimately be outweighed by the reward of using
the language long-term. So embrace your mistakes.
Step 5: Smile
You’ll get a much better response if you approach the conversation with a smile. After all, most native speakers
are delighted when a foreigner makes effort to speak their language, especially if they can see that it’s difficult for him!
So start every conversation with a friendly hello and a smile.
Step 6: Seek out one-on-one conversations
One-on-one conversations are easier. Private lessons are ways to ensure you get this experience, while also
benefiting from input from an expert.
Step 7: Control the speed of the conversation
If you speak slowly and clearly, this could encourage your conversation partner to match your speaking rhythm.
If the person you’re speaking to doesn’t get the hint, it never hurts to ask them politely to speak a bit slower – you’re
still learning after all.
Step 8: Don’t be discouraged when a conversation doesn’t go well
Some people you speak to will be more patient than others, some are more understanding, and some are
simply better at understanding foreign accents. When you encounter someone who’s impatient or rude to you while
you’re trying to speak their language, don’t be discouraged.
Step 9: Practice basic, everyday conversations
If you’re lacking confidence in the language you’re learning, these conversations should be your first step.
These conversations will help boost your confidence so you can move onto broader topics.
Step 10: Visit places where the language is spoken as often as you can
It goes without saying, but living and studying abroad in full immersion is hands-down the best way to increase
your fluency and reduce your fear of speaking in a foreign language.
https://blog.esl-languages.com/blog/learn-languages/afraid-fear-speaking-foreign-language/
III. INTEGRATION
M1 Activity 2: Speak to Inform

To know more about you, come up with a video presentation that showcases your Best Fashion Statement.
Describe it in English and limit it to 3 minutes. Be creative as possible. For correspondence-based learning, submit
your output in a Rewritable CD with name, year, and course or upload it in your Google Drive and send its link through
email. Be guided by the rubrics below.
Rubric for Speak to Inform

CRITERIA VGE (10pts) GE (8pts) SE (6pts) LE (4pts) N (2pts)
1. The video talks about the
owner with accurate information
2. The ideas are original and
presented in a creative way.
3. The layout of video clips,
graphics, texts, and audio are
organized, clear, and well-thought
out.
4. The video is within the time
limit.
5. The video follows the overall
guidelines.
Legend: VGE- To a very great extent; GE- To a great extent; SE- To some extent; LE- To a little extent; and N- Not at all
M1 Activity 3: Speak to Persuade

Your task is to come up with a Motivational Video about the question below. You must speak in English and
limit your presentation in 2 minutes. For correspondence-based learning, submit your output in a Rewritable CD with
name, year, and course or upload it in your Google Drive and send its link through email. Be guided by the rubrics
below.
In this world dominated by a seemingly unstoppable influx of
technology, how do you value your self-worth?
Rubric for Speak to Persuade

1. The video provides accurate
information.
2. The ideas are original and
organized, clear, and well-
thought out.
limit.
5. The credits section is
provided. It includes credits for
video clips, images and music.
M1 Activity 4: Speak to Entertain

Our world needs some good vibes today.
Now, re-enact your favorite scene from any Decent English Movie. Presentation must be between 1-2 minutes
only. For correspondence-based learning, submit your output in a Rewritable CD with name, year, and course or upload
it in your Google Drive and send its link through email. Be guided by the rubrics below.
Rubric for Speak to Entertain
1. The video provides accurate
information.
2. Dialogues are delivered and
organized, clear, and well-thought
out.
limit.
5. The credits section is provided.
It includes credits for video clips,
images and music.
M1 Reflection:
Reflect on what have you learned and enjoyed in this module. (20 points)
1. I learned that…
2. I enjoyed most the activity on ______________________________ because…
Summary:
In this lesson, we focused in speaking. According to Ralph Waldo Emerson “Speech is Power: It
persuades, it converts, and it compels.” Therefore, we must continue speaking. Let’s speak to inform, to
persuade, and to entertain. Go and confidently speak because you can!
References:
The 4 Macro Skills. Retrieved from

https://www.theclassroom.com/four-macro-skills-communication-8313176.html
10 Ways to Overcome Language Anxiety. Retrieved from

https://blog.esl-languages.com/blog/learn-languages/afraid-fear-speaking-foreign-language/
Name:__________________________________________ Course/Year:_________________________
Date submitted: _________________________________
Foreign Language Classroom Anxiety Survey
(Adapted from Horwitz’ Study)
Instruction: Please read the following items below relative to Foreign Language Classroom Anxieties
you usually experienced as a student in your English Classes. Check the number which most
accurately describes your response.
5- Strongly Agree
4- Agree
3- Neither Agree nor Disagree
2- Disagree
1- Strongly Disagree
Questionnaire 5 4 3 2 1
1. I never feel quite sure of myself when I am speaking in my

English class.
3. I tremble when I know that I am going to be called in my English
Class.
4. It frightens me when I don’t understand what the teacher is
saying in my English Class.
6. During my English class, I find myself thinking about things
that have nothing to do with the course.
7. I keep thinking that the other students are better in English than
I am.
9. I start to panic when I have to speak without preparation in my
English class.
10. I worry about the consequences of failing my English class.
12. In English class, I get so nervous, I forget things I know.
13. I am embarrass to volunteer answers in my English class.

15. I get upset when I don’t understand what the teacher is
correcting.
16. Even if I am well prepared for my English class, I feel anxious
about it.
17. I often feel not going to my English class.
19. I am afraid that my English Teacher is ready to call me in my
English class.
20. I can feel my heart pounding when I am going to be called in
my English class.
21. The more I study for my English test, the more confused I get.
23. I always feel that the other students speak English language
better than I do.
24. I feel very self- conscious about speaking English in front of
other students.
25. English class moves so quickly, I worry about getting left
behind.
26. I feel more tense and nervous in my English class than in my
other class.
27. I get nervous and confused when I am speaking in my English
class.
29. I get nervous when I don’t understand every word the English
teacher says.
30. I feel overwhelmed by the number of rules you have to learn to
speak English.
31. I am afraid that other students will laugh at me when I speak
English.
33. I get nervous when the English teacher asks questions which I
haven’t prepared in advance.
For items 2, 5, 8, 11, 14, 18, 22, 28, and 32 were worded reversely. Therefore, range of score will be
reversely labeled.
5- Strongly Disagree (SD)

4- Disagree (D)
3- Neither Disagree nor Agree (NAD)
2- Agree (A)
1- Strongly Agree (SA)
Questionnaire 5 4 3 2 1
2. I do not worry about making mistakes in my English class.

5. It wouldn’t bother me at all to take more English Language
Classes.
8. I am usually at ease during my English Class.
11. I don’t understand why some people get upset over English
class.
14. I would not be nervous speaking English with native
speakers.
18. I feel confident when I speak in my English class.
22. I don’t feel pressure to prepare very well in my English class.

28. When I am on my way to English class, I feel very sure and
relaxed.
32. I would probably feel comfortable around native speakers of
English.
Result:_______________________________________________________________________________________

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Instructor: Gretchen Mae D. Rosal 1st Semester S.Y.

The 2 Macro Skills

SPEAKING- Speaking has 3 Main Purposes: to inform, to persuade, and to entertain.

10 ways to Overcome Language Anxiety

Step 1: Understand your fear

M1 Activity 2: Speak to Inform

Rubric for Speak to Inform

M1 Activity 3: Speak to Persuade

Rubric for Speak to Persuade

M1 Activity 4: Speak to Entertain

The 4 Macro Skills. Retrieved from

10 Ways to Overcome Language Anxiety. Retrieved from

1. I never feel quite sure of myself when I am speaking in my

12. In English class, I get so nervous, I forget things I know.

13. I am embarrass to volunteer answers in my English class.

5- Strongly Disagree (SD)

2. I do not worry about making mistakes in my English class.

22. I don’t feel pressure to prepare very well in my English class.

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