MODULE 3

Speaking about Myself

Trainer: Dr. Marianjeanette G. Laxa

Pre-test

Take the pre-test first before you proceed with this

module. Read instructions carefully.
Pre-test

Direction  Hello! May I introduce

myself? I am Christine Park.
Which of the  It is a pleasure to meet you.
 Hi, Stephen! Meet my friend
following expressions
John - he’s visiting us for
do you think are good month.
ways of making  Hey! Are you Ellaine? I’m
introductions? Tick Johnmark Saga.
(√ ) or cross (X) the  Hello. I’m Jenny Lax. May I
box appropriately. join you?
Pre-test

Thank you for completing the pre-test. Now, let's get

ready with our lesson!
Introduction

Students are at a transitional stage of life as they mature

from childhood to adulthood. At this point, you are more
interested about “you” at any other time, and you are trying
to learn to come to terms with your physical and emotional
self.
Introduction

Expressing your thoughts and feelings is important, but

you may lack the ability to project yourselves with
confidence in front of other people, especially in a different
language. In this module, we will introduce some activities
that will develop your ability to talk about yourself in
English.
By sharing facts regarding oneself through information-
gap activities, you will learn to use English appropriately in
both formal and informal situations.
Intended Learning Outcomes

 develop the confidence and skills you need to express

yourself appropriately and fluently in English
 use interesting texts, conversations, stories and other
materials as resources for promoting fluency in spoken
English
 improve your ability to perform language functions in
English
 organise your thoughts better and express yourself clearly
and logically in academic situations
Terminologies

 Information–gap Activities - these are activities that are

designed to be done in pairs or groups so that each partner
has some information on a given topic that the other does
not. They find the missing information through
discussion. Activities like these create situations for
genuine communication to take place.
Terminologies

 Competence - this is the ability to use a language

spontaneously in various situations. In language studies,
this term is also used to refer to the underlying knowledge
of the sounds, words and structures of a language.
 Flashcards - these are paper cut-outs containing a series
of pictures that are flashed one at a time for students to
describe, identify, pronounce or spell for language
practice.
Making Introductions

One of the first things you have to do when you step out
of the real world is to introduce yourself and others.
School, which serves as the only place most students can
communicate using English, offers few opportunities for
students to make introductions. This leads to hesitation and
embarrassment when students are expected to use English in
public.
 Making Introductions

Direction. Identify which of the following expressions are good

ways of making introductions. Just write (√ ) or cross (X) the
item appropriately.
Hey! How’re you?
 Hi, Musa! Meet my friend Rahila - she’s visiting us for a week.
 May I introduce Mrs Abida Raheem? She’s our new English
teacher.
 Let’s meet for lunch on Saturday!
 Hello, nice to meet you!

1/3
Making Introductions

 Hello. I’m Catherine Smith. May I join you?

 Hi! Have we met before? I’m Catherine.

 My name is Catherine Smith. What is your name?

 How do you do?

 Rahila, I’d like you to meet Catherine Smith. Catherine, this

is my good friend Rahila Yasmin.

2/3
Making Introductions

 Friends, I’m honored to introduce to you Professor Rod

Macintosh from the university. Professor Macintosh will
speak to us today about global warming.

 Hello, friends! I am Rod Macintosh from the University of

South Africa, and I’m honored to be here today.

 Hello! How’s life?

 Hey! Are you Rod Macintosh? I’m Catherine Smith.

3/3
Making Introductions

Sample conversation:

Walter: Hello, Liz! How have you been?

Elizabeth: Walter! Good to see you. Meet my husband,

Tony. Tony, this is Walter Kimolo — the friend from Nairobi
I was telling you about.

Tony: Hello, Mr Kimolo. I’ve heard a lot about you from

Liz.

Walter: Good to meet you at last, Mr. Price. It’s kind of Liz
to say good things about me!
Making Introductions

Tony: Call me Tony!

Elizabeth: Are you here alone, Walter? Isn’t Mrs. Kimolo

here?

Walter: Sorry — so rude of me! Jane, dear, come and say

hello to the Prices... Liz, Tony — my wife, Jane.

Jane: How do you do?

2/3
Making Introductions

Elizabeth, Tony: How do you do?

Jane: I’d like to introduce my sister, Gillian. Gillian —

Elizabeth and Tony Price.

Gillian: Glad to meet you, Elizabeth, Tony. Are you

Walter’s colleagues?

Elizabeth: No, Gillian — Walter’s an old friend.

3/3
ACTIVITY 1
Making Introductions

Direction. Ask anyone from your family or friends to make a

group of four. Every member chooses one of the four
information cards shown in the slide. Using the information
on the card, you have to introduce yourself to your small
group. More so, you should try to introduce a member to the
whole group using the information the member gets from his
card.
From this, you are to create a conversation. The activity
should include appropriate responses as well.
ACTIVITY 1
Making Introductions

William Ponce
Doctor, Nairobi Central Hospital
(Cardiologist: Specialist in heart diseases)
Miriam Que
Dean, Liberal Arts
Paradise State University
John De Leon
(Famous) Actor
National Film Award winner
Connie Laxa
Captain, women’s Volleyball Team
Manila
ACTIVITY 1
Making Introductions

To give you an idea of how this activity should be

done, you can play the audio file or read the sample
conversation in my previous slides. Make sure everyone
gets the chance to speak. Note: Kindly send an audio
recording to your trainer for this activity
Sharing Personal Information

As teenagers stepping into adulthood, you are likely to

welcome opportunities to share personal information such as
your family or hobbies. Sharing facts about oneself is also a
skill you need to develop in order to communicate with
people in both formal and informal situations.
The next activity is meant to develop your confidence in
speaking and your ability to articulate your feelings.
ACTIVITY 2
Sharing Personal Information

Directions. Find out three similarities and differences

within your small group of four. (i.e., anyone from your
family or friends)
For example, all of you enjoy spending time watching
videos online (common interest of the group). But when it
comes to social networking, two members prefer Facebook
while others choose Twitter (members of your small group do
not have in common).
ACTIVITY 2
Sharing Personal Information

Kindly jot down all facts you will get from this activity.
Afterwards, you will have to exchange information within
the group. To give you an idea of how this should be done,
play the audio file or you may go back to my previous slides
to read the transcript of the sample conversation. Note:
Kindly send an audio recording to your trainer for this
activity
ACTIVITY 2
Sharing Personal Information

Student 1: What are your hobbies? I like to watch football on

TV, play the guitar in my free time and just hang around with
friends. Oh, I also like to sleep a lot, especially on Sundays. I
hate waking up on Sunday mornings to go to church.
1/4
ACTIVITY 2
Sharing Personal Information

Student 2: Me too. Mother has to push me out of bed every

Sunday morning! I love sleeping too! I wish I could play the
guitar — I don’t know how. I like to spend my free time
working in my uncle’s garage — I love cars, you know!
That’s why I never get time to watch TV. I don’t miss it,
actually — and I have many friends at the garage.
2/4
ACTIVITY 2
Sharing Personal Information

Student 1: Okay, let me write this down. Common things —

we both love sleeping, we like talking to friends, we don’t like
going to church. Okay — we have three things in common.
3/4
ACTIVITY 2
Sharing Personal Information

Student 2: Yeah. And you like watching TV, you like football
and you play the guitar. I don’t like these. I love cars, I work in
my uncle’s garage in my free time, and what’s the third point?
Student 1: Was it about friends? Oh, I remember: your friends
are from the garage, mine are from school. Okay, we have our
list ready!
4/4
Describing Feelings and Opinions

Describing feelings and opinions is a common activity we

do in our home languages. Students will probably be excited
about sharing their thoughts and beliefs with others.
This exercise will help them articulate their feelings and
opinions in a polite and appropriate manner.
Describing Feelings and Opinions

This preliminary discussion is meant to prepare you to

express your opinions logically and clearly.
What do you make of the statement “Tea is a better
drink than coffee.”?
If you drink neither coffee nor tea, describe and provide
reason why you like your favorite drink.
Describing Feelings and Opinions

When you want to share your opinion, say...

1. I feel that...
2. In my opinion,...
3. I think...
4. I'd like to share my feelings on this.
5. What I think is....
6. If you want my opinion, I'd say...
1/2
Describing Feelings and Opinions

When you are agreeing or disagreeing with someone,

say...
1. I agree with what you said about...
2. I'm afraid I have a different opinion about this.
3. I'm glad we feel the same on this.
4. I’m sorry, but I don’t agree with you here.
2/2
ACTIVITY 3
Describing Feelings and Opinions

Direction. Now that you are given a guide on how to

express your thoughts, the list of topics is shown below. Your
group may choose as many topics as you can. You may now
start with your discussion.
Never forget to write down the member's response to
each question thrown at him, and vice versa. When the time
is over, summarize all information and exchange responses
within the group. Note: Kindly send an audio recording to
your trainer for this activity .
ACTIVITY 3
Describing Feelings and Opinions

 School children should not be allowed to watch TV as it

will make them lazy and inattentive towards their studies.
 Girls are more serious students than boys.
 Parents should listen to their children’s views rather than
just forcing children to listen to them.
 School should be over by noon so that children have time
to take an afternoon nap and play until evening.
1/2
ACTIVITY 3
Describing Feelings and Opinions

 Keeping the streets clean is not our business; there are

officers to take care of that.
 Girls should help with housework as they need to learn
how to be a good housekeeper after they get married.
 Examinations should be abolished. Everyone should be
allowed to get into the next grade.
 Reading and writing in English are more important than
listening and speaking in English.
2/2
Conclusion

In this module, we looked at ways in which you can speak

effectively by sharing opinions and introducing yourself and
others. These activities are aimed at helping you develop self-
confidence while speaking, and also enabling you to use
appropriate words spontaneously.
Discussion with a partner helps you express yourself
without being self-conscious. Speaking activities such as
these should become a regular part of classroom learning so
that you can develop your communication skills.
Post-test

To assess your learning, you have to take this posttest

before you proceed to the next module. Read instructions
carefully.
Post-test

Direction  Hello! May I introduce

myself? I am Christine Park.
Which of the  It is a pleasure to meet you.
 Hi, Stephen! Meet my friend
following expressions
John - he’s visiting us for
do you think are good month.
ways of making  Hey! Are you Ellaine? I’m
introductions? Tick Johnmark Saga.
(√ ) or cross (X) the  Hello. I’m Jenny Lax. May I
box appropriately. join you?
Posttest

Congratulations for completing the posttest! This will be

evaluated by you trainer. See you on the next module!
MODULE 3

Speaking about Myself

Thank you!