assignment on developing speaking skills pdf

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Developing Materials for Speaking Skills

Bao, D. (2013). ‘Developing Materials for Teaching Speaking Skills’ in B. Tomlinson (Ed.) Developing Materials for Language Teaching – Second Edition. New York & London: Bloomsbury, pp. 407-428. This chapter first highlights some prevalent methodological trends that have infl uenced and shaped many essential components in the development of material design for spoken language. Second, a practical framework is proposed for designing materials for speaking skills. Then, the chapter presents a rational for effective instructional materials for the discussed skills, proposes a set of criteria for evaluating materials for speaking, and fi nally throws light on some methodological aspects that deserve further scholarly attention.

Related Papers

Journal of Education and Practice

Muhammad Basri

Betul Ayse SAYIN

Acquisition of speaking skills is among the most essential language skills for students currently, especially among Turkish students since language competency is measured through speaking. Every language learner desires to acquire correct communicative skills and fluency in speaking, while teachers aim to give the necessary education in speaking, as well. This study reveals the essence of acquiring speaking competency for learners, and how important it is to teach speaking skills with correct methods and methodology. With the questionnaire analysis on Turkish students and teachers at a Turkish university, the theoretical knowledge on " essence " is blended with the questionnaire results provided from students and teachers in order to emphasize the necessity and reach more practical solutions for the current need of learning and teaching speaking.

Alexander Decker

International Journal of Linguistics, Literature and Translation

International Journal of Linguistics, Literature and Translation (IJLLT)

We are living in the age of globalization where everything seems to be digitalized. Although, every year a university produces high number of graduates, yet many students remain stagnant in spite of excelling academically. The primary reason being "Inability to communicate effectively". Interestingly, most of the examination patterns evaluates the writing skills which seems to be the by-product of rote-learning/memorization etc.. In this regard, little or no attention is given to the Speaking Skill in the present scenario of cut-throat competition. This is a serious situation and it needs to be countered with all the possible solutions. This paper attempts to focus on the probable solutions to enhance the speaking skill with emphasis on developing communicative competence.

Shawn Severson

1. Definition of developing “materials” and intended public In its second edition, updated and reworked, to report on the state of the art of materials along with new theory, forms and possibilities, Developing Materials for Language Teaching is more just than a manual for creating course content. This 26-chapter book also serves as a teacher-training manual, providing a rich framework of theory attached to practical examples of teaching materials used in the classroom. In addition, an underlying current flowing throughout the work is a focus on the learner, which could have lent itself to an interesting title change, which would be rendered as Developing Materials for Language Learners. Indeed the designation of materials for language learners would give a clearer perspective of the content, since a superficial read of the table of contents and the title would otherwise lead one to believe that the book serves as an editorial guide for textbook writers and publishers, providing cur...

English Education

Dewi Rochsantiningsih

This study focused on the implementation of using authentic materials in improving the students’ speaking competence in a bilingual boarding of high school in Central Java. The goals of this study are, (1) to describe whether the use authentic materials can improve the students’ speaking competence in class, (2) to reveal the difficulties of using authentic materials in this research. I adopted Classroom Action Research (CAR) which requires four steps, namely planning, implementing, observing, and reflecting. The participants are 26 high school students. The methods of data collection are observation, diary, interview, photograph, pre-test, and post-test. In analyzing data I used (1) constant comparative technique by Burns (1999) (qualitative), (2) descriptive statistic technique (quantitative). After analyzing the data, I found out that the change in improvement of the students’ speaking in class is seen clearly and all the responses from the students are positive. The average scor...

“I don't write any of my material down. I like to improvise and be spontaneous.” - Dane Cook. This paper aims at developing appropriate communicative skills-based materials for the English classroom. The materials used should cater to the learner’s need and the learner’s ability. Materials should be more skill-based than content based. Like a ship that is tossed in a troubled sea sometimes learners as well as teachers are far away from the teaching materials. Further, it elaborates the importance of four basic skills and how each one is interlinked and in what way the four skills pave way to improve the communication skills. Teaching is a wonderful art, but it lies in the heart and the mind of the teacher to use different strategies and styles for different content in order to help the learners to understand properly and acquire the skills and use it effectively. Different structures for different types of content would really help students understand better. This paper is an attempt at identifying, describing and evaluating English learning/teaching materials as used currently in the technological world.

Procedia Computer Science

Jyothi Masuram

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How to Improve Communication Skills: 14 Best Worksheets

“Instead of condemning people, let’s try to understand them. Let’s try to figure out why they do what they do. That’s a lot more profitable and intriguing than criticism and it breeds sympathy, tolerance and kindness.”

But how do we put this strategy into action?

In this post, we’ll give you the tools to be a strategic and effective communicator, no matter your context, by walking you through a range of worksheets, digital activities, and resources to discover better communication.

Before you continue, we thought you might like to download our three Positive Relationships Exercises for free . These detailed, science-based exercises will help you or your clients build healthy, life-enriching relationships.

This Article Contains:

How to improve communication skills, 3 examples of good communication skills, 3 most effective worksheets and tools, 3 games for developing communication skills, assessing your client’s skills: 3 questionnaires & scales, using digital tools to improve communication, how to use quenza: 5 benefits of digital platforms, communication resources from positivepsychology.com, a take-home message.

Whether you’re delivering a presentation to a room full of conference attendees or hashing out a disagreement with your partner, many of the skills you need to achieve your goals in these different scenarios will be the same.

To improve your communication techniques, scholars recommend training in the following skills.

Perspective taking

Defined as a cognitive attempt to consider another’s viewpoint (Longmire & Harrison, 2018), perspective taking enables us to communicate in a way that is likely to resonate with others in the way we intended.

Perspective taking is often referred to as putting yourself in another’s shoes.

For instance, when preparing a presentation, we can take the perspective of our audience by considering their background knowledge on the subject of our talk. By doing so, we can communicate in a way that will match the listeners’ level of background knowledge, rather than leaving them in the dust.

Likewise, we can be intentional about trying to take our partner’s perspective during a disagreement by imagining how our actions might make them feel or by imagining how we would feel if the roles in the conflict were reversed.

Usually, this involves showing empathy to the person you are speaking to and creating space for their emotions.

Self-awareness

Self-awareness involves being able to see yourself clearly and objectively through reflection and introspection . It requires you to separate your sense of identity from your thoughts and emotions.

But why is this important?

According to organizational psychologist Tasha Eurich (Workforce.com, 2020), we can only be as good at influence or collaboration (and a range of other skills) as we are at self-awareness. That is to say, if we work to develop our self-awareness, it can have a ripple effect on our ability to communicate, engage, and empathize with others.

In the example of delivering a conference presentation, self-awareness may help us recognize that we appear withdrawn when speaking to a crowd. This awareness then enables us to amend our behavior and style of communication.

Likewise, in the example of the disagreement with a partner, self-awareness might help us recognize our tendency to grow defensive to perceived criticism in a particular area. Self-awareness can counter this, allowing us to remain open minded and curious in such discussions.

In sum, good communication involves balancing our own perspective with that of others to convey a message successfully and accept feedback .

To empathize is to

“respond to another’s perceived emotional state by experiencing feelings of a similar sort.”

Chismar, 1988, p. 257

Showing empathy is another way to take the perspective of a conversation partner by acknowledging and validating their emotions in a situation.

No matter the situation, there’s usually a place for empathic communication. Let’s look at three scenarios. For each, see if you can identify the more empathic response out of the two response options.

A nasty bruise

• Scenario : You are having coffee with your sibling, and they hold out their arm to reveal a dark welt on their arm. “Check out this bruise from my fall down the stairs!” they say.

Which of the following is the more empathic response?

• Response A : You squint at the bruise. “That’s tiny,” you say. “Look at what I got when I was hit by a bike!”
• Response B : You wince. “Ouch! I can imagine that must have really hurt.”

Problems with Mom

• Scenario : You’re walking down the street in conversation with a friend. He’s been describing a recent conversation with his mother, in which he grew very frustrated. “When she shows up at my house without calling first, it’s stressful for me, but I can’t get her to listen to my point of view.”
• Response A : “I’m sure it’s just because she really wants to see you.”
• Response B : “I can imagine that must be really frustrating if you never know when she’s going to stop by.”

Missing money

• Scenario : You and your friend are at the counter at a coffee shop. As your friend goes to pay, her card gets declined. “I can’t understand where all my money goes after I get paid,” she laments.
• Response A : “I reckon you should make a budget.”
• Response B : “Yeah, it’s annoying when money disappears like that.”

In each of the above scenarios, Response B is the more empathic option. In these responses, the speaker validates the other person’s emotions and reflects them back to the other person.

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Let’s now look at three free worksheets and tools you can use to help develop your clients’ perspective taking, self-awareness, and empathy when communicating.

• Active Listening Reflection Worksheet This worksheet provides a useful summary of the techniques involved in active listening . Once the techniques have been reviewed, clients can practice them in pairs or groups or reflect on a recent conversation with someone in their life to apply their learning.
• Trading Places Worksheet The Trading Places worksheet takes your client through 10 steps to help them imagine a situation from another’s perspective. These steps can be especially useful when a client is struggling to move forward following a disagreement with someone in their life.
• How to Improve Communication in Relationships: 7 Essential Skills This simple leaflet details seven approaches and frameworks to better understand how we communicate and develop our skills in relating to others.

Check out these three games for both children and adults, designed to make strengthening communication with others fun:

• 500 Years Ago In this free worksheet , players attempt to describe modern-day phenomena to their partner, who pretends they have no knowledge of the modern world because they are from long in the past. In each round, the speaker must practice empathic communication and perspective taking by tailoring their language to their old-timey listener.
• Shuffle In this game , five children race to occupy four positions at the corners of a square marked on the floor. As kids play rounds of rock–paper–scissors to resolve disputes, the game will introduce them to the basic principles of conflict and negotiation .
• Where Should We Begin? A Game of Stories In this card game by leading psychotherapist Esther Perel, players take turns drawing cards to tell stories about themselves, their hopes, and their dreams. In doing so, participants can grow closer and share greater intimacy through the power of storytelling.

Communication skills – how to improve communication skills

Want to assess your client’s communication skills? Look at these three useful questionnaires and scales:

• Effective Communication Styles Inventory This test uses 15 forced-choice items to help individuals determine their preferred communication styles, including thinking, doing, collaborating, and creating.
• The Revised Self-Monitoring Scale This scale by Lennox and Wolfe (1984) is a 13-item adaptation of Snyder’s (1974) 25-item Self-Monitoring Scale. This reconfigured scale is a useful way to help clients assess two facets of their communication: their ability to modify their self-presentation and their sensitivity to the expressions of others.
• The Communication Effectiveness Profile This 84-item inventory provides a comprehensive assessment of seven factors contributing to good or bad communication, including empathizing and the ability to read nonverbal cues .

Thankfully, many new tools, games, and approaches are emerging to help facilitate communication training and skill development through virtual channels.

3 Games for your videoconferencing sessions

If you’re looking to improve communication with a small group or work team, here are some fun games and digital interventions you can use to have fun, break the ice, and encourage open communication via video conferencing.

• Synonym challenge Get everyone engaged, expand your vocabulary, and warm up your call participants with the synonym challenge.

Time: About one minute per round How to play : Determine a turn order for each participant in the call. Begin by having the first player say a word. Participants must then proceed in sequence, saying synonyms for that original word without repeating a word already said. The first player to take longer than five seconds to say a word is eliminated from the next round.

• Virtual escape rooms Emerging research has pointed to escape rooms as possible avenues for developing team capabilities and creative problem solving (Adams, Burger, Crawford, & Setter, 2018; Cohen et al., 2020). Why not try one out with your team?

Time: About one hour How to play : With virtual escape rooms, players must work in teams to watch videos, track clues, and cooperate, all to escape a virtual environment or race another team to complete a series of puzzles.

See The Escape Game for a popular virtual escape room provider and more information.

• Virtual murder mystery Break the ice and have fun with role-play at your next video call get-together by solving a quirky murder mystery.

Time: Typically one to two hours How to play : Each participant in a call is assigned a character or role with background information about their motivations and why they might be a suspect in a central murder mystery. Participants must then chat with one another in character to deduce information about the possible murderer (or point the finger at someone else if they are the murderer).

Check out the whodunnit app for a popular virtual murder mystery provider.

A look at Quenza software

If you’re a counselor, therapist, or social worker looking for tools to help your clients improve their communication, be sure to check out the growing library of pre-programmed tools available via the platform Quenza .

We designed this platform in collaboration with the positive psychology community to put leading science-backed worksheets and tools directly into the hands of helping practitioners and their clients.

To illustrate, here are just a couple of communication tools available through the platform, which you can access and try for yourself for just $1 :

• Learning to Say No Living in line with your values means you will sometimes need to make choices that disappoint others. This seven-part mini-lesson will give your clients guidelines and practical advice for respectfully saying no in the service of their personal values.
• Eight Steps to Forgiveness When communication mishaps occur, forgiving others is easier said than done. This essential eight-step lesson is based on the teachings of forgiveness expert Dr. Robert Enright and will help your clients release themselves from the distress of betrayal and hurt feelings.

If you’re curious about using digital interventions as part of your relationship counseling , coaching, or psychology practice, consider how these interventions might interact with other elements of your business.

In general, using digital platforms can streamline many aspects of your workflow while enabling clients to work within an organized digital environment, where all their information is in one place.

Benefits of using digital platforms to deliver care can include the following:

• Access to professional tools to develop digital activities, learning pathways, and lessons
• The ability to sort clients according to groups and initiate actions that affect all group members (e.g., sending homework materials)
• The creation of a centralized location to store clients’ contact information and documentation
• Access to modern security features (e.g., HIPAA/GDPR compliance)
• The ability to connect with other practitioners to share best practice learnings

Quenza offers all these benefits, and new features are always being added. Getting started with the platform takes only three steps:

• Sign up for a 30-day trial .
• View the brief quickstart video .
• Jump into the Activity Builder to begin preparing your first digital activity or browse the platform’s expansion library to select a pre-developed activity for your first client.

To learn more, take a look at the Quenza roadmap for a summary of existing and upcoming features.

17 Exercises for Positive, Fulfilling Relationships

Empower others with the skills to cultivate fulfilling, rewarding relationships and enhance their social wellbeing with these 17 Positive Relationships Exercises [PDF].

Created by experts. 100% Science-based.

Looking for more resources to teach communication skills? Here are some free materials you can use when conducting therapy, coaching, or counseling with groups:

• Listening Accurately Worksheet This handout presents five simple steps to facilitate accurate listening and can help establish some basics for training in effective communication.
• Communicating an Idea Effectively This handout lists three key features of a well-explained idea and strategies for building these into one’s communication.
• Making Eye Contact Exercise This exercise is a fun way to kick off a group training day by warming up people’s non-verbal communication skills.
• 17 Positive Relationships Exercises If you’re looking for more science-based ways to help others build healthy relationships, this collection contains 17 validated positive relationships tools for practitioners. Use them to help others form healthier, more nurturing, and life-enriching relationships.
• Effective Communication in Therapy & Counseling: 17 Techniques This article about communication in therapy is a helpful guide for therapists as it provides a number of techniques that can be used to improve the therapeutic relationship.

Whether you’re the quietest person at a table or a smooth-talking socialite, the ability to put yourself in the shoes of those with whom you speak is key to effective communication.

Likewise, understanding yourself in terms of your strengths and potential biases when communicating can only serve you as you connect with others. Be sure to check out the resources throughout this post to help you or your clients develop these skills today for better relationships tomorrow.

We hope you’ve found this post and the listed resources useful. Let us know in the comments: What’s one technique or skill you’ve used to improve your communication?

We’d love to hear from you!

We hope you enjoyed reading this article. Don’t forget to download our three Positive Relationships Exercises for free .

• Adams, V., Burger, S., Crawford, K., & Setter, R. (2018). Can you escape? Creating an escape room to facilitate active learning. Journal for Nurses in Professional Development , 34 (2), E1–E5.
• Carnegie, D. (2019). How to win friends and influence people . Vermillion.
• Chismar, D. (1988). Empathy and sympathy: The important difference. The Journal of Value Inquiry , 22 (4), 257–266.
• Cohen, T. N., Griggs, A. C., Keebler, J. R., Lazzara, E. H., Doherty, S. M., Kanji, F. F., & Gewertz, B. L. (2020). Using escape rooms for conducting team research: Understanding development, considerations, and challenges. Simulation & Gaming , 51 (4), 443–460.
• Lennox, R. D., & Wolfe, R. N. (1984). Revision of the Self-Monitoring Scale. Journal of Personality and Social Psychology , 46 (6), 1349–1364.
• Longmire, N. H., & Harrison, D. A. (2018). Seeing their side versus feeling their pain: Differential consequences of perspective-taking and empathy at work. Journal of Applied Psychology , 103 (8), 894–915.
• Snyder, M. (1974). Self-monitoring of expressive behavior. Journal of Personality and Social Psychology , 30(4), 526-537.
• Workforce.com. (2020). Build self-awareness to develop influence [Video]. Retrieved from https://youtu.be/yQ7ZfODyafw

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• Sample Assignments

The following list suggests some possible speaking activities and is not meant to limit anyone’s creativity. Other kinds of speaking tasks are certainly possible.

Presentational Speaking

These assignments give students an opportunity to speak to an audience, and they can be done on an individual basis or students could work together as a presenting group. Some formats include:

• Oral reports of research or student papers debates
• Presentation of course content areas Interviews
• Presentation analyzing a problem Oral exam
• Role-playing as part of a simulation

Presentational speaking assignments encourage students to understand course material well enough to communicate it to others. Typically, these assignments emphasize factors such as:

• research, analysis, evaluation of data
• adaptation of materials to meet the demands of the occasion and audience
• determination of a suitable purpose and focus for a presentation
• development of a suitable and clear organizational pattern
• development of arguments to support the speaker’s purpose
• delivery skills suitable to the presentation’s objectives
• listening to and critical evaluation of oral messages

Learning Groups and Class Discussion

Learning group activities give students specific oral tasks, such as analyzing a problem or examining textual material. The assignment is designed so that collaboration by group members is essential to make progress on the task. A speaking-intensive approach to learning groups and class discussion involves more than merely having discussions and using groups in class. To make the class speaking-intensive, instructors must spend time with students talking about the discussion process and the characteristics of good discussions. Instructors also provide opportunities for the class to assess its discussions and for students to examine their own communication behavior as part of the discussion group.

Learning group and class discussion formats include:

• Laboratory groups Student led discussions (whole class)
• Peer reviews Instructor led discussions (whole class)
• Study groups Transcript analysis of group “talk”

Learning group and class discussion assignments emphasize factors such as:

• development of discussion skills that facilitate group progress
• an understanding of and skill in dealing with group conflict
• increased student responsibility for learning in the class
• an awareness of how questioning technique helps or hinders group talk

Task Group Projects

In these assignments, students work together for longer periods of time and may be expected to produce a final report of some sort. Often, task groups have to meet together outside of regular class times in order to work on their assigned projects.

Formats include:

• Problem solving projects Analysis of case studies
• Laboratory groups Research teams
• “Task force” groups, assigned a long- or short-term product goal

Once again, simply assigning student group projects does not make one’s use of these activities speaking-intensive. Instructors must spend time with students talking about the group process and helping students learn how to understand group communication dynamics. Instructors also include opportunities for groups to assess their progress and for students to examine their own communication behavior as part of the group.

Task group assignments emphasize:

• development of communication skills that facilitate group progress
• awareness of and skill in dealing with group conflict
• an understanding of the advantages and limitations of group work

Interpersonal Communication

These assignments involve projects in which two students communicate together for the purpose of achieving some common goal. Typical formats include: Role-playing cases (e.g., managerial issues, clinical interviews, conflict resolution)

One-on-one teaching/tutoring Interviews Interpersonal communication assignments help students:

• gain and improve interpersonal communication skills
• acquire an awareness of and skill in dealing with interpersonal conflicts
• develop listening skills
• Speaking Intensive Program
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Practicum Topic  – Assignments on Developing Speaking Skills—Oral Presentations, Debate, Elocution, Discussion, Brain-storming.

This practicum has the following topics –

Acknowledgement Speaking skills Oral presentation

• Steps of oral presentation
• Role of teacher in oral presentation
• Role of Teacher
• Role of Students
• Nature of elocution
• Elocution and language skill
• Classification of discussion
• Informal discussion
• Formal discussion
• Developing speaking skills through discussion

Brain storming

• Brainstorming and language skill
• Aim of Brainstorming

3 reviews for Assignments on Developing Speaking Skills—Oral Presentations, Debate, Elocution, Discussion, Brain-storming

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Assignments on Developing Listening Skills—Listening to speech, directions

List down few (classroom) learning situations involving insightful learning., school visit to find out communication problem/apprehension in students, survey of schools to see the implementation of various incentives of government to equalize educational opportunities.

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