CHAPTER I THE NATURE, GOALS, AND CONTENT OF THE LANGUAGE SUBJECT AREAS

English and Filipino  Language subject areas  Tool subjects

LESSON I THE NATURE AND STRUCTURE OF LANGUAGE

The Criteria of Language as a system of communication y Uses symbols e.g. sounds, gestures, or written characters that represent objects, actions, events and ideas y Meaningful y Generative y Has rules The Building Blocks of Language 1. Phonemes 2. Morphemes 3. Phrases 4. Sentences  Syntax Properties of Human Language y Creative and dynamic y Structured y Meaningful y Referential y Interpersonal Purposes of language teaching  To help our students develop communicative, cognitive, academic competencies, cultural enrichment and aesthetic appreciation for both English and Filipino.

LESSON II COURSE DESCRIPTIONS OF THE LANGUAGE SUBJECT AREAS AND GOALS OF LANGUAGE TEACHING (lifted from the Primer on The Basic Education Curriculum prepared by the Department of Education) ENGLISH- Elementary COURSE DESCRIPTION English as a subject is concerned with developing competence in: 1. Listening  Information-processing act  Includes skills in auditory discrimination and cognitive comprehension.

2.

3.

4.

Speaking  Includes skills in using the language expressions and grammatical structures correctly in oral communication. Reading  Getting meaning from the printed page.  Includes skills for vocabulary development, levels of comprehension, literary appreciation and study skills. Writing  Includes writing readiness skills, guided writing, functional and creative writing.

GOALS o Access varied information o Critically use these varied information in spoken and written forms o Communicate fluently and accurately orally and in writing - For a variety of purposes and - In different social and academic contexts at their level - While carrying out activities in everyday life. EXPECTED COMPETENCIES At the end of: GRADE I  Recognize differences in speech sounds, word stress, intonation patterns.  Speak clearly and use appropriate expressions in talking  Read comfortably beginners books  Write legibly information about oneself, common words and simple sentences in manuscript form GRADE II  Listen critically 1-2 paragraphs  Use appropriate expressions in varied situations  Read critically and fluently in correct thought units, texts for and respond properly to environmental prints like signs, posters, commands and requests  Write legibly simple sentences and messages in cursive form. GRADE III  Listen attentively to get information from text heard  Demonstrate independence in using the basic language structure in oral and written communication  Read with comprehension GRADE IV  Listen critically to news reports, radio broadcasts, and express ideas logically in oral and written forms  Demonstrate more independence in the use of language to meet everyday needs  Read independently for pleasure and get information from various text types GRADE V  Listen critically to different text types  Express ideas logically in oral and written forms  Demonstrate interest in reading GRADE VI  Listen critically  Observe proper behavior  Communicate one s feelings and ideas orally and in writing with a high level of proficiency  Read fiction and non-fiction materials

FILIPINO-Elementarya DESKRIPSYON Ang asignaturang ito ay lumilinang sa mga kasanayan sa: 1. Pakikinig  Masusing pagkilatis at mabisang pang-unawa 2. Pagsasalita  Nahahasa ang wastong pagbigkas, paggamit ng mga pahayag at istrukturang panggramatiko 3. Pagbasa  Nalilinang ang husay sa pagpapalawak ng talasalitaan, pagkilala sa mga salita, pag-unawa at kasanayan sa pag-aaral at pananaliksik 4. Pagsulat  Napapaganda ang sulat-kamay, naiaangat ang kasiglahan sa antas ng pagkatha at kasiya-siyang kaayusang pansulatin MITHIIN o Nagagamit ang Filipino sa mabisang pakikipagtalastasan (pasalita at pasulat) o Nagpapamalas ng kahusayan sa pag-aayos ng iba t ibang impormasyon at mensaheng narinig at nabasa MGA INAASAHANGBUNGA SA BAWAT BAITANG UNANG BAITANG  Nakabibigkas at nakababasa ng mga alpabeto at mga simpleng salita nang may wastong tunog  Nakagagamit ng magagalang na pagbati sa pang-araw-araw na pag-uusap  Naisusulat ang sariling pangalan at nakasusulat ng mga payak na pangungusap IKALAWANG BAITANG  Nakapagsasabi ng pangunahing diwa ng napakinggan  Nakapaglalarawan ng mga tao, bagay, pook  Nakababasa nang may wastong paglilipon ng mga salita  Nakasusulat nang kabit-kabit na mga titik na gumagamit ng wastong bantas IKATLONG BAITANG  Nakapagsasalaysay ang mag-aaral ng buod ng napakinggan/nabasa  Naibibigay ang sariling palagay tungkol sa isyung pinag-uusapan  Nakababasa at naipaliliwanag ang kahulugan ng mga salita  Natutukoy ang pagkakaiba ng opinion at katotohanan  Nakababasa ng mga pag-unawa  Naisusulat ang mga idiniktang iba t ibang anyo ng teksto IKAAPAT NA BAITANG  Nakapagpapahayag ng sariling ideya at kaisipan tungkol sa mga narinig  Nakapagbibigay rin ng reaksyon at nakalalahok sa iba t ibang talakayan  Nakagagamit ng matalinhagang salita at mga ekspresyongtuwiran at di-tuwiran  Natutukoy ang mga pangyayaring nag-uugnay sa sanhi at bunga ng mga pangyayari at napagsusunudsunod ang mga ideya at sitwasyon  Nakikilala ang iba t ibang bahagi ng babasahin at nakasusulat na ng maikling komposisyon IKALIMANG BAITANG  Nakapagbubuod ng nabasa at napakinggan  Nakabubuo ng iba t ibang pangungusap  Nakagagamit ng iba t ibang sanggunian sa paghahanap ng impormasyon at nakasusulat na ng iba t ibang pahayag at sulatin na may 15-20 pangungusap

IKAANIM NA BAITANG  Nakapag-aayos ng napakinggang teksto at nalilipat ang impormasyon tungo sa iba pang anyo ng pagpapahayag  Nagagamit ang iba t ibang pangungusap sa pagpapaliwanag  Nakapagbibigay solusyon sa mga suliranin batay sa karanasan at mga natutuhang kaalaman sa anomang siwasyon  Nakasusulat na ng ilang uri ng salaysay o dayalogo sa tulong ng mga ideya/tala na binuo ng klase

LESSON III SCOPE AND SEQUENCE OF THE LANGUAGE SUBJECT AREAS English-Elementary LISTENING GRADE I y y y y Auditory Discrimination Intonation Following directions - 1-2 Step Directions Comprehension - Noting details - Getting main idea - Making Inference - Evaluating Ideas - Predicting - Outcomes - Sequencing Events SPEAKING GRADE I y y Pronunciation Expressions -Courteous Expression -Grammar Structure -Nouns -Pronouns  Personal  Possessive  Object  Reflexive  Indefinite -Verbs  Tenses GRADE II GRADE III GRADE IV GRADE V GRADE VI GRADE II GRADE III GRADE IV GRADE V GRADE VI

READING GRADE I    Readiness Skills Word Recognition -Building Sight Vocabulary Vocabulary Development -Phonetic Analysis -Contextual Clues -Structural Analysis -Synonyms/Antonyms Comprehension Skills -Noting Details -Getting Main Idea -Figurative Language -Sequencing Events -Perceiving Relationship -Predicting Outcomes -Making Inferences Evaluating Ideas -Making Judgment -Following Directions -Literary Appreciation Study Skills -Parts of the Book -Dictionary Skill -Organizing Idea -Information from Newspapers Skimming and Scanning GRADE II GRADE III GRADE IV GRADE V GRADE VI

WRITING GRADE I  Writing Readiness Skills -Manuscript -Cursive Mechanics of Writing -Spelling -Punctuation -Capitalization Composition Writing -Copying from a model -Making greeting cards -Writing from dictation -Simple Sentences and Short Paragraphs -Writing from a given stimuli -Writing letters GRADE II GRADE III GRADE IV GRADE V GRADE VI

 

Making Announcements, Slogans, Diaries -Telegrams, Advertisements Filling up of forms Narrative -Essays -Biographies -Short Stories -Minutes of Meeting

CHAPTER II PRINCIPLES OF TEACHING AND LEARNING LANGUAGE

LESSON I MULTIPLE INTELLIGENCES (MI)

COMPARISON OF VIEWS ON INTELLIGENCE OLD VIEW Intelligence was fixed Intelligence was measured by a number NEW VIEW Intelligence can be developed Intelligence is not numerically quantifiable and is exhibited during a performance or problemsolving process Intelligence can be exhibited in many waysmultiple intelligences Intelligence is measured in context/real-life situations Intelligence is used to understand human capacities and the many and varied ways students can achieve

y y

y y

y y y

Intelligence was unitary Intelligence was measured in isolation Intelligence was used to sort students and predict their success

y y y

MULTIPLE INTELLIGENCES AS DISPOSITIONS Disposition/Intelligence Verbal-Linguistic Intelligence Sensitivity to: The sounds, meanings, structures, and styles of language Inclination for: Speaking, writing, listening, reading Ability to: Speak effectively (teacher, religious leader, politician) or write effectively (poet, journalist, novelist, copywriter, editor)

Logical-Mathematical Intelligence

Patterns, numbers and numerical data, causes and effects, objective and quantitative reasoning

Spatial Intelligence

Colors, shapes, visual puzzles, symmetry, lines, images

Bodily-Kinesthetic Intelligence

Touch, movement, physical self, athleticism

Finding patterns, making calculations, forming and testing hypotheses, using the scientific method, deductive and inductive reasoning Representing ideas visually, creating mental images, noticing visual details, drawing and sketching Activities requiring strength, speed, flexibility, hand-eye coordination and balance

Musical Intelligence

Tone, beat, tempo, melody, pich, sound

Listening, singing, playing an instrument

Interpersonal Intelligence

Body language, moods, voice, feelings

Noticing and responding to other people s feelings and personalities

Intrapersonal Intelligence

One s own strengths, weaknesses, goals and desires Natural objects, plants, animals, naturally occurring patterns, ecological issues

Naturalist Intelligence

Setting goals, assessing personal abilities and liabilities, monitoring one s own thinking Identifying and classifying living things and natural objects

Existential Intelligence

Human existence

Listening, giving advices

Work effectively with numbers (accountant, statistician, economist) and reason effectively (engineer, scientist, computer programmer) Create visually (artist, photographer, engineer, decorator) and visualize accurately (tour guide, scout, ranger) Use the hands to fix or create (mechanic, surgeon, carpenter, sculptor, mason) and use the body expressively (dancer, athlete, actor) Create music (songwriter, composer, musician, conductor) and analyze music (music critic) Work with people (Administrators, managers, consultants, teachers) and help people identify and overcome problems (therapists, psychologists) Meditate, reflect, exhibit self-discipline, maintain composure, and get the most out of oneself Analyze ecological and natural situations and data (ecologists and rangers), learn from living things (zoologist, botanist, veterinarian) and work in natural settings (hunter, scout) Speak effectively (priest, ministers)

LESSON II LEARNING STYLES

THE FOUR LEARNING STYLES

Sensing (S)

Sensing-Thinking (ST) MASTERY STYLE

Sensing-Feeling (SF) INTERPERSONAL STYLE

Thinking (T) Intuitive-Thinking (NT) UNDERSTANDING STYLE Intuitive-Feeling (NF) SELF-EXPRESSIVE STYLE

Feeling (F)

Intuition (N)

LESSON III PRINCIPLES OF TEACHING AND LEARNING LANGUAGE 1. Begin with the end in mind With specific objective in mind, our lesson becomes more focused. We do not waste nor kill time for we are sure of what to teach, how to teach and what materials to use. Encourage your students to personalize the learning goals identified for them. Motivation is essential in learning. Learning is a social activity. Teaching language is more effective and learning is more meaningful when it is integrative.        6. Incorporate the four language arts Consider varied strategies Apply interdisciplinary and multidisciplinary teaching Teach language structure and form Connect your lessons to the life experiences of your students Incorporate effective, research-based instructional strategies for teaching Integrate values in your lessons

2. 3. 4. 5.

A conducive classroom atmosphere is a sine qua non of the teaching-learning process.             Encourages people to be active Promotes and facilitates the individual s discovery of the personal meaning of ideas Emphasizes the uniquely personal and subjective nature of learning Sees difference as good and desirable Consistently recognizes people s right to make mistakes Tolerates ambiguity Looks at evaluation as a cooperative process and emphasizes on self-evaluation Encourages openness of self rather than concealment of self Encourages people to trust in themselves as well as in external sources Gives respect to people Accepts people for who they are Permits confrontation with self and ideas

7. 8. 9.

Learning is an active process. Learning is reflective. An approach that allows for more time, more depth with fewer, more complex topics is more desirable.

10. Emphasize on self-evaluation. 11. Make use of an integrated performance assessment. 12. Emphasize on real word application that favors realistic performances over out-of-context drill items.