Written Report

WRITTEN REPORT
Topic:The Teaching of Literature

E. The New Curriculum and the Teaching of Literature
F. Materials Preparation in the Teaching of Literature
G. Technology and the Teaching and Learning of Literature
INTRODUCTION
Literature, in its broadest sense, is any written work; etymologically the
term derives from Greek litaritura/litteratura "writing formed with
letters", although some definitions include spoken or sung texts. More
restrictively, it is writing that possesses literary merit, and language
that foregrounds literariness, as opposed to ordinary language.
21st Century learners are now into technology and the new curriculum (K12), because of that the literature will be taught in a new, interactive
and innovative way. In this lesson, you will be able to learn the
difference of K-12 and RBEC and the materials and technologies to be
used in terms of the teaching of literature.
THE NEW CURRICULUM AND THE TEACHING OF LITERATURE
Literature in K-12, more than just text
Wednesday, May 20, 2015
DEPARTMENT of Education (DepEd)-Baguio district head Francis
Bringas emphasized in a recent gathering at the University of the
Philippines-Baguio that neither the Philippine nor world literature was
removed in the new curriculum to give way to the incorporated subjects
from college.
"[Literature] was not removed. It was and will be reinforced," Bringas
said.
He said the K-12 is not only focused on equipping students with technical
knowledge and skills through the four tracks in senior high school, but
1. Textbooks helps the students by giving them another source of
information, some books have activities and quizzes inside, which would
indicate if the students really did learn from the discussion.
2. Poems allows the students to really analyze each line and stanza to
find the meaning underneath all the terms and words that were used.
Giving this as a task would allow the students to express themselves,
their view points about the topic they have chosen.
also prepares them to do "authentic tasks" in life with understanding and

realizations to motivate them to do so.
"Children always want relevance in the topics that they are taught in
school which we have failed to do in the past," he said.
Previously, literature was taken only as part of the study in language.
Literary pieces were studied as literary texts -- pieces with perfectly
used language.
But in the new curriculum, literary pieces will be studied to serve as a
medium for appreciation of culture and life.
In the past, first, second and third year students study Philippine, AfroAsian and British American based on genre.
The objective was to understand the writer's style, the story and its
moral lesson.
But in the new curriculum, Bringas said, "The students should be able to
demonstrate communicative competence through understanding of
Philippine, Afro-Asian, British-American and other countries text types
and a deeper appreciation of their culture."
The objective is to study these texts as the students come to a
realization of valuing themselves and other people from the characters,
learning lessons from the stories' circumstances, and using these lessons
to connect to the world.
They should be able to apply the lessons learned in this "authentic tasks"
or whatever activities or circumstances they have outside the school.
At present, the curriculum for Grades 10, 11 and 12 are still on review
for its implementation, but the district head noted the same objectives
for students are aimed.
Bringas believes the new and more relevant curriculum will not only
prepare the students to college but also in life. (Giovanni Joy Fontanilla)
MATERIALS PREPARATION IN THE TEACHING OF LITERATURE

3. Role Playing this would give the students a chance to show how great
they are at acting, and at knowing or understanding the characters that
they have just read. This would allow them to analyze each and every
character they are about to enact.
4. Book to Film adaptations this gives the students a chance to see
the characters in-life, not just through the pages of the book.
5. Graphic Organizers helps the students in describing the characters

piece by piece, and understand each and every part of the story.
6. Essays just like quizzes and activities, this checks the students
understanding and knowledge of the topic that was discussed; this also
TECHNOLOGY AND THE TEACHING AND LEARNING OF

LITERATURE
Now a days, technology had influence the whole world. In
other words, everything is changing as well as our students. As future
teachers we should use innovative strategies in order to cope up with the
WEB-BASED LEARNING
A variety of basic language skills can be developed with the help of
webbased language learning activities. It is known that; there are four
basic skills in English which are listening, speaking, writing, and reading.
well-designed, easy to learn, user friendly
when the tool is good as support, not as replacement of lectures
E-MAIL
E-mail is a communication tool which is being used in language learning.
For example, literature international key pal projects which enable
students to correspond with native speakers of the target language are
easily implement where participants have the necessary access,
equipment, and foreign contacts. So teachers can create a discussion
topic and send it to students via e-mail when receiving the e-mail
students start to write compositions or essays in English and discuss a
work and then send back to teacher. This helps them to improve writing
skills and vocabulary as well as their ability to practice analyzing a
literary work.
WEBLOGS
Blogging is investigated as a form of personal communication and
expression, with a specific interesting uncovering the range of
motivations driving individuals to create and maintain blogs. Blogging
becomes communicative and interactive when participants assume
multiple roles in the writing process, as writers who write and post, as
readers or reviewers who respond to other writers posts, and as writerreaders who, returning to their own posts, react to criticism of their
allows the students to express their point of view about the story and
the characters.
changes. Technology, in all of its forms is an integral part of students'

lives and they expect to find it in their learning process. Students learn
faster and easier than before by the use of technology; the use of
technology in various fields had been beneficial and successful to reach
some particular goals especially in education and for those who are
learning English and literature.
when the use of diverse tool features, i.e. chat, bulletin board, is
relevant and tied into the specific course structure and content (Storey
et al., 2002)
Technology is developing and changing very fast, and if it is not used
effectively and correctly some problems can be occurred. Technologies
which can be used in education as follows:
own posts. Readers in turn can comment on what they read, although
blogs can be placed in secured environments as well.
INSTANT MESSENGER
Students writing, listening and speaking could be improved if the
above websites are used. Moreover they can make use of them in their
literature classes by asking their efriends' ideas and interpretations
about a literary work. Students of English can have better interaction
with teachers in these virtual environments; they can communicate with
not only teachers but also peers and share information.
SKYPE
Nowadays almost all messenger services have audio functions and
technological equipments such as laptop computers, also have cameras on
them. So students can talk with their instructors and peers far away.
"Skype is a relatively newly emerging technology and the potential
application of it to language and literature learning and teaching needs to
be further explored" (Wu, 2005, p.13).
In addition to improving their literary knowledge by discussing intended
literary works with native or native-like speakers of English, especially
university professors, students can improve their speaking too. Speaking
skills can be developed by using this application.
MOBILE DEVICES
Todays world has been changed over the years and besides technology
has been changed in other words it has been developed. Mobile learning
is one of those technologies which have been used for a few years.
Mobile learning system is available for delivering education to learners

anytime and anywhere they need it. Mobile phones are the most popular
devices among people. The following mobile devices could be used in
teaching both Language and literature.
GROUP 3 QUIZ.
Name:
Date:
Year and Section:
How to Become a High School English Literature Teacher?
ESSAY
Directions: Answer the questions based on what you learned in the
lesson. 5 points each.
1. What do you like the most, the teaching of literature in K-12
curriculum or the RBEC curriculum? Explain briefly.
2. Which of the materials included in the lesson the best suits for the
teaching of literature? Explain briefly.
3. Which of the technologiesshown that you think is not appropriate in
the teaching of literature? Explain briefly
Teaching of Literature
August 6, 2015
st
1 Semester SY 2015-2016
Group 2
Group Leader: Rovina Mae Balbuena
Jerimee Gomez
Jennina Mazo
Racquel Megan Roque
Adlemi Rose Tupaz
Topic: The Literature Teacher
The Literature Lesson Plan
THE LITERATURE TEACHER
Members:
Degree Level
Bachelor's degree, master's degree (required in some state
Degree Field
English literature, teaching
Experience
Student teaching is generally part of a teacher preparation
Licensure and
Certification
Public school teachers are required to be licensed through t
Key Skills
Instructional abilities, communication skills, patience, educa

programs, ability to operate classroom and basic office equ
scanners, printers, televisions and VCRs
Education Required
Most high school English literature teachers earn a bachelor's degree in
English and then pursue state licensing and certification, which may
require a master's degree. High school English literature teachers who
are employed by private schools may not have to fulfill these
requirements. Students interested in becoming high school English
literature teachers will take a number of specialized classes in English
literature while in college. High school English literature teachers have
studied many aspects of English literature and its relation to society,
including major writers, periods and types of writing, plus general
educational theory and practice.
Licensure and Certification
All states require public school teachers to be licensed, which requires
the completion of a bachelor's or master's degree and passing a
licensure exam in their field of study. Students may also require
certification, but this varies by state.
Skills Required
High school English literature teachers should have good presentation

and communication skills to ensure students learn the material presented
as well as they can. High school English literature teachers need good
time management skills because students change classes several times
throughout the day, limiting a teacher's time with any one class. A
general passion for both the written word and teaching is needed to
engage students in the material.
What does an English Literature Teacher do?
As an English literature teacher - sometimes simply referred to as an
English teacher - you'll teach students how to analyze and interpret
English language novels, poetry, short stories, plays and essays. Although
you can teach English literature at the elementary level, middle and
secondary schools may allow you to work solely as an English teacher. You
could also find work as an English teacher at the postsecondary level.
B. Characteristics of a Literature Teacher

He/she must be a lover of literature. you cant teach what you do
not have so as a literature teacher, you must love literature to be able to
teach it
He/she must be able to read. You cant teach what you do not have
so as a literature teacher, you must love literature to be able to teach it.
He/she should be able to explicate. the teacher should be literate
enough so that he/she can help students formulate their own thoughts
by joining the students in the process of clarifying emergent ideas.
He/she should be so well informed that he can branch out from any
given work or body of literature to other related pieces.
He/she should have experienced language
He/she should be sufficiently broad in background and philosophic in
bent to see before and after, both in time and culture. the teacher
should be literate enough so that he/she can help students formulate
their own thoughts by joining the students in the process of clarifying
emergent ideas.
THE LITERATURE LESSON PLAN
I. Subject Matter
II. Objectives(articulate the knowledge and skill you want students to
acquire by the end of the course)
III. Lesson Proper
a. Motivational Activity- this is like a kick start. To give the

students not just the energy but also to give them some inspiration and
clues about the lesson for the day.
b. Background of the Author- for the students to know why the
author wrote that particular story.
c. Vocabulary Development- for the students to discover new words or
know the meaning of some words that seems new to them.
d. Discussion - the main part. This is the part where the teacher
discusses the lesson for the day, the importance of that lesson/topic,
etc.
e. Integration and Valuing- this is reflection time. Time for
the teacher to review to the students the lesson that was taught, its
importance and its values.
f. Application- the teacher will teach the students how to do
this and how to do that but the application is not only for academics and
school work, the students can also apply the lesson inreal life depending
on the topic and the situation.
IV. Assignment(are tasks requiring student engagement and a final
tangible product that enables you to assess what your students know and
dont know.)
QUIZ:
Name: ________________________________
Date:_____________________
Year and Section: _______________________
Teacher:__________________
I.
Direction: Indicate whether the following statements are TRUE OR
FALSE
1. A literature teacher must be a lover of literature.
2. A literature teacher must be able to read accurately, with perception
and penetration.
3. A literature teacher should be well-informed that he or she cannot
branch out from any given work or body of literature to other related
pieces.
4. A literature teacher should be able to explicate.
5. A literature teacher should be insufficiently broad in background and

philosophic in bent.
II.
What are the requirements to become a literature teacher? (give at
least 5)
1.
2.
3.
4.
5.
Why is it important for literature teachers to have technical skills?
III.
QUESTION: Using 3-5 sentences, for you, how will you know if a
lesson plan is an effective one?
TEACHING OF SPEAKING
(ACTIVITIES, ASSESSMENT and MATERIALS & MATERIALS
PREPARATION)
Introduction
Speaking is "the process of building and sharing meaning through
the use of verbal and non-verbal symbols, in a variety of contexts"
(Chaney, 1998, p. 13). Speaking is a crucial part of second language
learning and teaching. Despite its importance, for many years, teaching
speaking has been undervalued and English language teachers have
continued to teach speaking just as a repetition of drills or memorization
of dialogues. However, today's world requires that the goal of teaching
speaking should improve students' communicative skills, because, only in
that way, students can express themselves and learn how to follow the
social and cultural rules appropriate in each communicative circumstance.
In order to teach second language learners how to speak in the best way
possible, some speaking activities are provided below.
Subtopic 1: teaching speaking

What Is "Teaching Speaking?
What is meant by "teaching speaking" is to teach ESL learners to:
Produce the English speech sounds and sound patterns
Use word and sentence stress, intonation patterns and the rhythm of
the second language.
Select appropriate words and sentences according to the proper social
setting, audience, situation and subject matter.
Organize their thoughts in a meaningful and logical sequence.
Use language as a means of expressing values and judgments.
Use the language quickly and confidently with few unnatural pauses,
which are called as fluency. (Nunan, 2003)
How to Teach Speaking?
Now many linguistics and ESL teachers agree on that students learn to
speak in the second language by "interacting". Communicative language
teaching and collaborative learning serve best for this aim.
Communicative language teaching is based on real-life situations that
require communication. By using this method in ESL classes, students will
have the opportunity of communicating with each other in the target
language. In brief, ESL teachers should create a classroom environment
where have real-life communication, authentic activities, and meaningful
tasks that promote oral language. This can occur when students
collaborate in groups to achieve a goal or to complete a task.
Subtopic II: Activities in Teaching Speaking
Discussions
After a content-based lesson, a discussion can be held for
various reasons. The students may aim to arrive at a conclusion, share
ideas about an event, or find solutions in their discussion groups. Before
the discussion, it is essential that the purpose of the discussion each
activity is set by the teacher. In this way, the discussion points are
relevant to this purpose, so that students do not spend their time
chatting with other about irrelevant things. For example, students can
become involved in agree/disagree discussions. In this type of
discussions, the teacher can form groups of students, preferably 4 or 5
in each group, and provide controversial sentences like people learn best
when they read vs. people learn best when they travel. Then each group
works on their topic for a given time period, and presents their opinions
to the class. It is essential that the speaking should be equally divided
among group members. At the end, the class decides on the winning
group who defended the idea in the best way. This activity fosters
critical thinking and quick decision making, and students learn how to
express and justify themselves in polite ways while disagreeing with the
others. For efficient group discussions, it is always better not to form
large groups, because quiet students may avoid contributing in large
groups. The group members can be either assigned by the teacher or the
students may determine it by themselves, but groups should be
rearranged in every discussion activity so that students can work with
various people and learn to be open to different ideas. Lastly, in class or
group discussions, whatever the aim is, the students should always be
encouraged to ask questions, paraphrase ideas, express support, check
for clarification, and so on.
In this activity, students are supposed to be working in pairs. One

student will have the information that other partner does not have and
the partners will share their information. Information gap activities
serve many purposes such as solving a problem or collecting information.
Also, each partner plays an important role because the task cannot be
completed if the partners do not provide the information the others
need. These activities are effective because everybody has the
opportunity to talk extensively in the target language.
Role Play
One other way of getting students to speak is role-playing. Students
pretend they are in various social contexts and have a variety of social
roles. In role-play activities, the teacher gives information to the
learners such as who they are and what they think or feel. Thus, the
teacher can tell the student that "You are David, you go to the doctor
and tell him what happened last night, and" (Harmer, 1984)
Story telling
Students can briefly summarize a tale or story they heard from
somebody beforehand, or they may create their own stories to tell their
classmates. Story telling fosters creative thinking. It also helps
students express ideas in the format of beginning, development, and
ending, including the characters and setting a story has to have.
Students also can tell riddles or jokes. For instance, at the very
beginning of each class session, the teacher may call a few students to
tell short riddles or jokes as an opening. In this way, not only will the
teacher address students speaking ability, but also get the attention of
the class.
Simulations
Simulations are very similar to role-plays but what makes simulations
different than role plays is that they are more elaborate. In simulations,
students can bring items to the class to create a realistic environment.
For instance, if a student is acting as a singer, she brings a microphone
to sing and so on. Role plays and simulations have many advantages. First,
since they are entertaining, they motivate the students. Second, as
Harmer (1984) suggests, they increase the self-confidence of hesitant
students, because in role play and simulation activities, they will have a
different role and do not have to speak for themselves, which means
they do not have to take the same responsibility.
Information Gap
Brainstorming
On a given topic, students can produce ideas in a limited time.
Depending on the context, either individual or group brainstorming is
effective and learners generate ideas quickly and freely. The good
characteristics of brainstorming are that the students are not criticized
for their ideas so students will be open to sharing new ideas.
Interviews
Students can conduct interviews on selected topics with various
people. It is a good idea that the teacher provides a rubric to students
so that they know what type of questions they can ask or what path to
follow, but students should prepare their own interview questions.
Conducting interviews with people gives students a chance to practice
their speaking ability not only in class but also outside and helps them
becoming socialized. After interviews, each student can present his or
her study to the class. Moreover, students can interview each other and
"introduce" his or her partner to the class.

Story Completion
This is a very enjoyable, whole-class, free-speaking activities for
which students sit in a circle. For this activity, a teacher starts to tell a
story, but after a few sentences he or she stops narrating. Then, each
student starts to narrate from the point where the previous one
stopped. Each student is supposed to add from four to ten sentences.
Students can add new characters, events, descriptions and so on.
Reporting
Before coming to class, students are asked to read a newspaper or
magazine and, in class, they report to their friends what they find as the
most interesting news. Students can also talk about whether they have
experienced anything worth telling their friends in their daily lives
before class.?
Picture Narrating
This activity is based on several sequential pictures. Students are
asked to tell the story taking place in the sequential pictures by paying
attention to the criteria provided by the teacher as a rubric. Rubrics can
include the vocabulary or structures they need to use while narrating.
Picture Describing
Another way to make use of pictures in a speaking activity is to give
students just one picture and having them describe what it is in the
picture. For this activity students can form groups and each group is
given a different picture. Students discuss the picture with their
groups, and then a spokesperson for each group describes the picture to
the whole class. This activity fosters the creativity and imagination of
the learners as well as their public speaking skills.
Find the Difference
For this activity students can work in pairs and each couple is given
two different pictures, for example, picture of boys playing football and
another picture of girls playing tennis. Students in pairs discuss the
similarities and/or differences in the pictures.
Suggestions for Teachers in Teaching Speaking
Here are some suggestions for English language teachers while teaching
oral language:
Provide maximum opportunity to students to speak the target language
by providing a rich environment that contains collaborative work,
authentic materials and tasks, and shared knowledge.
Try to involve each student in every speaking activity; for this aim,
practice different ways of student participation.
Reduce teacher speaking time in class while increasing student speaking
time. Step back and observe students.
Indicate positive signs when commenting on a student's response.
Ask eliciting questions such as "What do you mean? How did you reach
that conclusion?" in order to prompt students to speak more.
Provide written feedback like "Your presentation was really great. It was
a good job. I really appreciated your efforts in preparing the materials
and efficient use of your voice"
Do not correct students' pronunciation mistakes very often while they
are speaking. Correction should not distract student from his or her
speech.
Involve speaking activities not only in class but also out of class; contact
parents and other people who can help.
Circulate around classroom to ensure that students are on the right
track and see whether they need your help while they work in groups or
pairs.
Provide the vocabulary beforehand that students need in speaking
activities.
Diagnose problems faced by students who have difficulty in expressing
themselves in the target language and provide more opportunities to
practice the spoken language.
sUBTOPIC III: ASSESSMENt
Part 1: Defining speaking for Assessment Purposes
Values in fair assessment practices:
Transparency- of the meaning and role of the assessment in society.
Coherence between learning, teaching, assessment, and score use
Shared understanding- of the meaning and purpose of the assessment
Validity- of the scores for the intended purpose
Reliability- or consistency of measurement.
Why do we assess speaking skills?
Important part of life

Important part of a language curriculum
Assessment needs to reflect that
Important to define in ensuring fairness
Rubric in assessing Teaching of Speaking:
Apprentice
Vocal ExpressionExpressiveness
(Voice Usage)
Vocal Expression-Audibility
(Appropriateness of the
vocal volume used by the
speaker)
Vocal Expression-Clarity
(Distinctness of the
articulation and pronunciation
of words)
Physical Expression-Eye
Contact
(Degree to which the
speaker maintains eye
contact with the listener(s))
Physical Expression Bodily
Movement
(Movements of the entire
body as well as facial
expression, and to the use of
gestures)
Adaptation to Audience
(Extent to which the speaker
uses language and
conventions appropriate for
the listener/audience).
Support and ElaborationIllustrating, Exemplifying,
Clarifying and Documenting
(The way the speaker works
with each idea).
Basic
Subtopic IV: materials and materials preparation

The materials needed in teaching of speaking are the following:
Tapes of poems, tongue twisters to improve
Files of jokes, riddles, student anecdotes for sharing and resharing.
LearnedPictures, scribbles puppets for conversation starters.
Lab materials
Articles, brochures, poems, application forms, and instruction for use of
equipment.
Audiotapes, videotapes, podcasts, vodcasts
Kinds of instructional materials:
Printed materials
Textbooks
Supplemental materials
Work books
Duplicated outline
Teacher- prepared study guides
Reference books
Pamphlets
Magazines articles
Newspaper
Conclusion
Teaching speaking is a very important part of second language learning.
The ability to communicate in a second language clearly and efficiently
contributes to the success of the learner in school and success later in
every phase of life. Therefore, it is essential that language teachers pay
great attention to teaching speaking. Rather than leading students to
pure memorization, providing a rich environment where meaningful
communication takes place is desired. With this aim, various speaking
activities such as those listed above can contribute a great deal to
students in developing basic interactive skills necessary for life. These
activities make students more active in the learning process and at the
same time make their learning more meaningful and fun for them.
Quiz in Teaching of Speaking:
Direction: Choose the answers from the box.
Name:
1.______________________ is a crucial part of second language

learning and teaching. Despite its importance, for many years, teaching
speaking has been undervalued and English language teachers have
continued to teach speaking just as a repetition of drills or memorization
of dialogues.
2._____________________ The activity wherein the students are
asked to tell the story taking place in the sequential pictures by paying
attention to the criteria provided by the teacher as a rubric.
3. ____________________ This activity helps students to express
ideas in the format of beginning, development, and ending, including the
characters and setting a story has to have.
4.____________________Activity wherein the students will conduct
interviews on selected topics with various people.
5.____________________ The activity which is very similar to roleplays but what makes simulations different than role plays is that they
are more elaborate.
6.___________________ It is the activity wherein the students
pretend they are in various social contexts and have a variety of social
roles.
7. __________________ Students are asked to read a newspaper or
magazine and, in class, they report to their friends what they find as the
most interesting news.
8. _________________ The meaning and role of the assessment in
society.
9.________________ The meaning and purpose of the assessment.
10._______________ The scores for the intended purpose
Interview
Speaking
Validity
Shared
REFERENCES:
understanding
http://www.nclrc.org/essentials/speaking/spindex.htm
Story telling
Simulations
http://writing.colostate.edu/guides/teaching/esl/speaking.cfm
Role
plays
http://www.nclrc.org/essentials/speaking/developspeak.htm
Transparency
WRITTEN REPORT
Subject: Teaching of Speaking, Listening, and Reading
MTH/10:00-11:30am
1st Semester : SY 2015-2016
Day/Time:
Topic: Teaching of Reading

TEACHING OF READING
Reading is one of the most important things that a child should learn,
That's why it is more important to teach Reading effectively. There are
three main goals of Teaching of reading: First, is of course, good
comprehension, second is to give motivation to read and enjoyment of
reading, the last one is to provide a foundation for lifelong habits
through literacy.
APPROACHES TO THE TEACHING OF READING
CLOZE PROCEDURE
Cloze procedure is a method which encourages learners to develop and
rely upon their own ability to predict meaning in what they are reading,
through the use of context clues and their own previous knowledge.
The method involves deleting certain words or letters from a text and
leaving an underlined blank space. Learners can then read the passage to
themselves, guessing at the missing words or letters and filling in the
blanks. It should be emphasized that there are no right or wrong
answers whatever makes sense when read back is okay.
It is important to avoid leaving too many blank spaces because the
reader may become frustrated by the break in the flow of their reading.
About one deletion for every ten words is the maximum recommended.
Read the Cloze passage yourself to check that it isnt too difficult and
that not too much meaning has been lost through deletion.
The Cloze method can be used for a number of different purposes
To assess comprehension. Using Cloze procedure gives a good idea of the
readers potential for understanding a passage. Cloze can test:
word recognition
the use of semantic and syntactical information to predict
ability to seek meaning outside the context of the immediate sentence
To develop prediction skills for reading. It is best to eliminate words
central to the meaning of the passage, so that an appropriate word
should spring easily to mind.
To emphasize grammatical points. In this case it is best to leave out only

those words that are the same part of speech (e.g. adjectives, adverbs,
prepositions etc.).
To highlight spelling patterns. As with grammatical points, you can
eliminate words that begin or end with the same letter combinations,
vowel sounds or rhyming patterns.
PHONICS-BASED TEACHING
The phonics approach tries to create an association in the child's mind
between the 'graphemes' (written symbols) and 'phonemes' (sounds) of
language. Through the use of repetitious exercises to drill this link
between text and sound, teachers aim to build a familiarity and comfort
with the basic building blocks of written texts.
Once the child has achieved this proficiency, teachers then encourage
them to blend the individual written elements together to produce whole
words; this is known as the 'synthetic approach'. As such, synthetic
phonics is described as a bottom-up approach which builds towards
comprehension through a journey from the smallest elements of written
texts.
Advocates of synthetic phonics claim that an emphasis on the child's
ability to 'decode' written texts is essential for creating a foundation on
which an understanding of meaning can be constructed.
Its detractors, on the other hand, decry the rigour and repetition of
phonics, arguing that children are often bored and disengaged by the
slavish focus on rules and individual sound-text associations. The
discipline required for this approach gives it a traditionalist, back-tobasics quality that has a recurring appeal for generations of educators.
MULTI-SENSORY APPROACH
Multi-Sensory approaches teach reading and writing (including spelling)
through using Auditory (hearing), Visual (sight) and Kinesthetic
(movement/touch) pathways. This gives multiple pathways for the
information to reach the brain. It is diagnostic as it involves constant
testing and reflection on the knowledge of the student. It is systematic
and seeks to unite the components of written language. Thus it treats
sound-symbol knowledge, oral language (grammar and pronunciation),
written language conventions and handwriting in an organised and

integrated fashion.
Teaching and learning in this way is an exciting journey of discovery. It
is a fast paced and creative process where learning is fun since each
small step is mastered and the learner is aware of what they have
gained. Everyone now can call themself a success. Confidence is built
through growing mastery of written language. The students can see
themselves as successful learners and this helps each individual learner
gain independence and a great can do attitude. Basal Reader Approach
The basal reading approach is a method of teaching children to read that
employs books, workbooks and activities in a sequence in which each book
or activity is designed to build on the skills learned previously. The word
basal means basis or fundamental.
Role of the teacher:
To determine the scope and mechanics of instructions.
To pre-teach the vocabulary
To model fluent reading
To model reading strategies
Literature- Based Approach
The literature-based approach uses the authors original
narrative and expository writings as the core experiences to support the
children literacy. This also means that literature is the basis for
classroom instructions.
Plans and supports activities that allow the children to do things
naturally does with literature.
Plans and teaches mini-lessons using the literature as a model for a
learning need of skill or strategy.
By reading aloud to students, the teacher models language,
Plays as the decision maker and mentor
.
Language Experience Approach
The language-based approach is a method that promotes reading
and writing through the use of personal experiences and oral language. In
this approach the materials are learner generated, all communication
skills are integrated which are the reading, writing, listening and
speaking, the difficulty of vocabulary and grammar are determined by
the learners own language use and the learning and teaching in his
approach is personalized, communicative and creative.
To model the writing and the thinking by thinking aloud process.
To develop writing skills and introduce different writing genres through
mini-lessons.
To promote reading strategy for them to remember what are they
writing.
To develop purpose of writing.
To demonstrate writing conventions.
Balanced Approach
This is an approach which combines the skills of language
experience approach and basal reader approach. It incorporates all
reading approaches realizing students need to use multiple strategies to
be come proficient readers. It also combines themed, guided instruction
with independent work in reading, writing and oral language. This
develops a balanced approach where the students are learning to
understand the text as well as how to read them.
To encourage the students to develop their interests and abilities.
To create a classroom environment that supports emerging readers and
writers through scaffolding, monitoring, and facilitating classroom talks.
To maintain an environment that places emphasis on meaningful dialogue,
negotiated meaning and understanding facilitates authentic literacy
experiences.
Strategies and Techniques in Teaching Reading
Using Reading Strategies
Effective language instructors show students how they can adjust their
reading behaviour to deal with a variety of situations, types of input, and
reading purposes. They help students develop a set of reading strategies
and match appropriate strategies to each reading situation.
Strategies that can help students read more quickly and effectively
include
Previewing: reviewing titles, section headings, and photo captions to get a
sense of the structure and content of a reading selection
Predicting: using knowledge of the subject matter to make predictions
about content and vocabulary and check comprehension; using knowledge
of the text type and purpose to make predictions about discourse
structure; using knowledge about the author to make predictions about

writing style, vocabulary, and content
Skimming and scanning: using a quick survey of the text to get the main
idea, identify text structure, confirm or question predictions
Guessing from context: using prior knowledge of the subject and the
ideas in the text as clues to the meanings of unknown words, instead of
stopping to look them up
Paraphrasing: stopping at the end of a section to check comprehension
by restating the information and ideas in the text
Instructors can help students learn when and how to use reading
strategies in several ways.
By modelling the strategies aloud, talking through the processes of
previewing, predicting, skimming and scanning, and paraphrasing. This
shows students how the strategies work and how much they can know
about a text before they begin to read word by word.
By allowing time in class for group and individual previewing and
predicting activities as preparation for in-class or out-of-class reading.
Allocating class time to these activities indicates their importance and
value.
By using cloze (fill in the blank) exercises to review vocabulary items.
This helps students learn to guess meaning from context.
By encouraging students to talk about what strategies they think will
help them approach a reading assignment, and then talking after reading
about what strategies they actually used. This helps students develop
flexibility in their choice of strategies.
Integrating Reading Strategies

Instruction in reading strategies is not an add-on, but rather an integral
part of the use of reading activities in the language classroom.
Instructors can help their students become effective readers by
teaching them how to use strategies before, during, and after reading.
Before reading: Plan for the reading task
Set a purpose or decide in advance what to read for
Decide if more linguistic or background knowledge is needed
Determine whether to enter the text from the top down (attend to the
overall meaning) or from the bottom up (focus on the words and phrases)
During and after reading: Monitor comprehension
Verify predictions and check for inaccurate guesses

Decide what is and is not important to understand
Reread to check comprehension
Ask for help
After reading: Evaluate comprehension and strategy use
Evaluate comprehension in a particular task or area
Evaluate overall progress in reading and in particular types of reading
tasks
Decide if the strategies used were appropriate for the purpose and for
the task
Modify strategies if necessary
Using Authentic Materials and Approaches
For students to develop communicative competence in reading, classroom
and homework reading activities must resemble (or be) real-life reading
tasks that involve meaningful communication. They must therefore be
authentic in three ways.
1. The reading material must be authentic: It must be the kind of
material that students will need and want to be able to read when
traveling, studying abroad, or using the language in other contexts
outside the classroom.
When selecting texts for student assignments, remember that the
difficulty of a reading text is less a function of the language, and more a
function of the conceptual difficulty and the task(s) that students are
expected to complete. Simplifying a text by changing the language often
removes natural redundancy and makes the organization somewhat
difficult for students to predict. This actually makes a text more
difficult to read than if the original were used.
Rather than simplifying a text by changing its language, make it more
approachable by eliciting students' existing knowledge in pre-reading
discussion, reviewing new vocabulary before reading, and asking students
to perform tasks that are within their competence, such as skimming to
get the main idea or scanning for specific information, before they begin
intensive reading.
2. The reading purpose must be authentic: Students must be reading for
reasons that make sense and have relevance to them. "Because the
teacher assigned it" is not an authentic reason for reading a text.
To identify relevant reading purposes, ask students how they plan to use
the language they are learning and what topics they are interested in
reading and learning about. Give them opportunities to choose their

reading assignments, and encourage them to use the library, the
Internet, and foreign language newsstands and bookstores to find other
things they would like to read.
3. The reading approach must be authentic: Students should read the
text in a way that matches the reading purpose, the type of text, and
the way people normally read. This means that reading aloud will take
place only in situations where it would take place outside the classroom,
such as reading for pleasure. The majority of students' reading should
be done silently.
Reading Aloud in the Classroom
Students do not learn to read by reading aloud. A person who reads aloud
and comprehends the meaning of the text is coordinating word
recognition with comprehension and speaking and pronunciation ability in
highly complex ways. Students whose language skills are limited are not
able to process at this level, and end up having to drop one or more of
the elements. Usually the dropped element is comprehension, and reading
aloud becomes word calling: simply pronouncing a series of words without
regard for the meaning they carry individually and together. Word
calling is not productive for the student who is doing it, and it is boring
for other students to listen to.
There are two ways to use reading aloud productively in the language
classroom. Read aloud to your students as they follow along silently. You
have the ability to use inflection and tone to help them hear what the
text is saying. Following along as you read will help students move from
word-by-word reading to reading in phrases and thought units, as they
do in their first language.
Use the "read and look up" technique. With this technique, a student
reads a phrase or sentence silently as many times as necessary, then
looks up (away from the text) and tells you what the phrase or sentence
says. This encourages students to read for ideas, rather than for word
recognition.
Reading Comprehension in Grade 7-10
Grade 7
Establish the relevance and unity of the elements of a text vis--vis its
intended purpose and production milieu.
Establish the validity and unity of the details of a text vis--vis its
intended purpose and production milieu.
Grade 8
Identify dominant literary devices and figures of speech that add color
and heighten meaning in the reading or viewing selection.
Grade 9
Ascertain the features of the reading or viewing selection that clarify
its adherence to or dismissal of a particular tradition of literary
production.
Grade 10
Evaluate content, elements, features, and properties of a reading or
viewing selection using a set of text analysis strategies developed in
consultation with peers and the teacher.
Teaching of Speaking, Listening, and Reading
Teaching of Reading
Introduction:
The teaching of reading is very complicated, thats why at an
early age a child must know how to read in order for them to have the
advantages of reading. All teachers teach reading because it is one of
the most important essential in learning a certain subject. Teaching
reading involves activities, assessment, and the materials to be use by
the teacher in order for the students to have the ability to understand
what they are reading.
Subtopic I: Activities in Teaching of Reading
5 Activities for Teaching Reading Strategies
One of the most essential reading skills is scanning for specific
information. By training students to scan the page to look for key words,
they learn to group specific letters together and quickly identify words,
thus improving their fluency over time.
Activities: A good scanning activity is a running race. To do this
activity, prepare 9 or 10 questions about the details of a text; these
questions should not be subjective but have one clear objective answer.
Skimming is an essential skill because it previews the text for the

learner. Just like knowing the topic of a conversation beforehand helps
us be better listeners, knowing the main idea of a text is extremely
beneficial before students begin to read closely.
Activity: Have skimming activities where you copy the text, blocking out
everything but the title, pictures, first lines of each paragraph, and the
last paragraph. From this information, get your students to identify the
main idea and why the author is writing this story. Have
a discussion about what they already know about the text and what they
think they will learn in the details.
Main idea is one of the most difficult skills for students because its one
of the only test questions where the answer cant always be found in an
exact line within the text. Students need to be able to comprehend an
entire text and then decide what is the big picture idea.
Activities: Give students the 6W questions to ask about the authors
purpose after reading an entire text.
Context Clues - Many times students are too reliant on
their dictionaries; they use their dictionaries every time they
encounter an unfamiliar word which disrupts reading fluency and
sentence comprehension. A better and more realistic approach to
help them master unknown words is discovering meaning through
context.
Activity: Choose a made-up word (for example, noubit ) and use it in
many different contextual sentences, and ask students to determine the
meaning of this non-word. Keep the same made-up word for each
sentence, but use appropriate word endings to illustrate the change in
part of speech (i.e. noubits, noubiting, nubition, nubitous, noubitously,
etc).
Like main idea, inferences cant be found directly in the lines of the
text; you must teach your students to read between the lines. Being
good at making inferences relies a lot on critical thinking skills which can
be a difficult thing to teach.
Activity: Using riddles with your students is a good way to illustrate the
importance of inference. Start with something simple like, I love my
job. I go to the hospital everyday, and I take care of my patients. What

am I? Students should easily be able to identify the description of a
doctor/nurse. Ask them how they knew that when you never explicitly
stated what your job was.
These activities are very useful in the teaching of reading, it does not
only enhance their reading skills but also their understanding on a
certain topic they just read.
Subtopic II: Approaches in Teaching Reading

Reading Comprehension
Reading comprehension assessments are the most common type of
published reading test that is available. The most common reading
comprehension assessment involves asking a child to read a passage of
text that is leveled appropriately for the child, and then asking some
explicit, detailed questions about the content of the text (often these
are called IRIs). There are some variations on reading comprehension
assessments, however.
Language Comprehension
Because comprehension is what is being measured, language
comprehension can be assessed in basically the same way reading
comprehension is assessed. With language comprehension assessment,
however, the child should not be expected to read any text. Everything
from the instructions to the comprehension questions should be
presented verbally to the child.
Decoding
As mentioned earlier, oral reading accuracy is one form of decoding
assessment, but it is not a very "clean" assessment. Teachers need to be
aware that, in their early attempts to acquire reading skills, children
apply many different strategies, some of which are hard to detect.
Children often attempt to guess words based on the context or on clues
provided by pictures most of the time, a childs guesses are
inaccurate, and their difficulties with decoding are revealed, but
sometimes the child guesses correctly, making the teacher believe that
the child accurately decoded the word.
Background Knowledge
There are many assessments on the market that measure a childs
general knowledge of facts about the world. Usually some estimation is
made of what one could reasonably expect children in the first grade to
know (e.g. birds build nests in trees, or bicycles have two wheels), and
the child is asked to answer these simple "fact" questions (similar to
what would be found on the old intelligence tests).
Linguistic Knowledge
Linguistic Knowledge is the synthesis of three more basic cognitive
elements -- phonology, semantics, and syntax. Linguistic knowledge is
more than the sum of its parts, but it does not lend itself to explicit
assessment.
Phonology
The most common assessment for phonology involves discriminating
between two words that sound similar. In this assessment, the child is
asked to listen to the teacher say pairs of words and decide if they are
the same word repeated twice (which sometimes, they should be), or if
they are different words. When pairs of different words are presented,
they should only differ by one phoneme (and they should be similar
phonemes, such as /sh/ and /s/ or /d/ and /g/).
Semantics
Semantics is a general term that just refers to "meaning." Vocabulary
specifically refers to the meaning of isolated words, and morphology
specifically refers to the meaning of word parts, but semantics can
generally be applied to the meaning of word parts, whole words,
sentences and discourse.
Syntax
It is difficult to assess a childs syntactic knowledge without using
printed text, but as was the case with semantics, if the child must
process text to take the test, then the test becomes more of a decoding
skills test than a test of syntax. It is possible to make some estimations
about the childs productive syntactic knowledge by listening to the
sentences that the child forms when he or she is talking.
Cipher Knowledge
The best test of the childs ability to sound out regular words is to ask
them to name isolated (out of context) words that they are not familiar
with. This insures that they are decoding them, and not just recognizing
them or guessing based on contextual cues. Some tests simply use real,
regular words that are so rare that it is unlikely that the words are
familiar to the child (e.g. PUN, MOCK, LOOT), but some tests use
invented or made-up words (called pseudowords) to insure that the child
does not have any prior experience with the test items (e.g. PARD, ORT,
SERT).
Lexical Knowledge
First a child learns to sound out words; then the child learns that when
certain words are sounded out, they do not make sense. As we grow, and
as we are exposed to more and more text, we learn new irregular words.
Concepts about Print

A childs writing is a good way to reveal their understanding of the
mechanics of text. Even children that are not writing well-formed
letters can reveal what they know about print very young children who
have some experience with text "write" starting at the top, left corner
of the page, writing in parallel, horizontal lines from left to right, and
from the top of the page to the bottom of the page.
There are variety of measure on how the student very well understand
the subject or the story that he/she read. Reading assessments will help
the teacher to know how they can help their student by teaching
reading.
Phoneme Awareness
Phonological awareness is a general term, and phoneme awareness is a
specific term which is covered by the phonological awareness umbrella.
As such, there are many tests that can be described as phonological
awareness tests, but only a few of those tests are specific enough to
also be called phoneme awareness tests.
Subtopic III: Materials to be Use in Teaching Reading
Knowledge of the Alphabetic Principle

A childs understanding of the alphabetic principle can be assessed very
early, even before the child can read or write simple words. The most
direct approach is to ask the child to write words that you dictate
even if the child can not write the words accurately, her understanding
of the alphabetic principle is revealed by whether or not she writes one
symbol for each sound in the word.
Articles
The most effective way of getting information from magazines is to scan
the contents tables or indexes and turn directly to interesting articles.
If you find an article useful, then cut it out and file it in a folder
specifically covering that sort of information. In this way you will build
up sets of related articles that may begin to explain the subject.
Newspapers tend to be arranged in sections. If you read a paper often,
you can quickly learn which sections are useful, and which ones you can
skip altogether.
When we choose articles for them to read, we must pick something that
theyll get a lesson from.
Power point
Some teachers use power points for the students to read the certain
topic that the teacher will discuss.
Letter Knowledge
Typically, testing a childs knowledge of the letters of the alphabet
involves presenting the child with a page full of letters, and asking the
child to name them. The page usually contains upper-case letters and
lower-case letters, and a few odd characters like the two versions of the
lower case "a" and the lower-case "g". This is not, however, the only
approach to assessing letter knowledge.
Textbooks
These are from school; it is given to the students for them to read and
understand the topics and the teachers guide in reading. The
textbooks are based from the curriculum standards of the school.
These materials are very much useful in teaching reading that can help
the teachers to improve their students reading skills that will allow the
students ti have a high potential in learning.
result? Improved linguistic skills in the form of a richer vocabulary,

correct grammar, improved writing, better spelling and more
articulate oral communication.
Conclusion:
Subtopic IV: Advantages of Developing Reading Ability

Educational Reasons
Reading opens the door to your child's early academic success, imparts
a love of learningand leads to higher grades in every subject. Numerous
studies have shown that strong oral language skills are the basis for
literacy development. When children learn to read at an early age, they
have greater general knowledge, expand their vocabulary and become
more fluent readers. They also have improved attention spans and
better concentration.
Psychological Reasons
A child who learns to read joyfully at home, at an early age, with a loving
parent or caregiver, grows in self-confidence and independence.
Reading promotes greater maturity, increases discipline and lays the
basis for moral literacy. It sparks curiosity about people, places and
things and also satisfies the child's curiosity by providing explanations
of how things work. It exposes the child to a range of problem-solving
techniques. In addition, early reading ignites the child's creativity and
imagination.
Social Reasons
Early readers have the opportunity to relate to their peers on a more
confident, more competent level as they are already being recognized
for their superior accomplishments. Such experiences increase the
child's social status among peers as well as his or her self-image and
self-confidence.
Linguistic Reasons
Children who can read independently and early have more opportunities
to encounter the written word. The sooner children learn how to read,
the more books, knowledge, and ideas they will be exposed to. The
The teaching of reading is essential especially for a language teacher.

Teaching reading is one of the macro skills that is complicated to teach
that is why all teacher must be able to know how to teach to their
students how to read and understand what they are reading. The
purpose of teaching has an access also on literature that would allow
student to appreciate whatever they are reading especially the books
that will help them to improve their skills.
Reading is an activity with purpose, you dont only read because you have
to but because you need to. A person should read in order to gain more
knowledge or information on a certain topic. A teacher should teach
reading because it is one of the only way how you will know the status of
your students.
The purpose for reading also determines the appropriate approach to
reading comprehension. Reading has the advantage of improving a
students academic status, and social status. The purpose(s) for reading
and the type of text determine the specific knowledge, skills, and
strategies that readers need to apply to achieve comprehension.
Quiz:
It previews the text to the learners.
Scanning
Skimming
Context clues
Inferences
A better and more realistic approach to help them master unknown
words is discovering meaning.
Skimming
Scanning
Main Idea
Context clues
It cant be found directly in the lines of the text; you must teach your
students to read between the lines.
Inferences
Main Idea
Context clues
Skimming
One of the most difficult skills for students because its one of the only
test questions where the answer cant always be found in an exact line
within the text.
Main Idea
Scanning
Context clues
Inference
This activity is training students to scan the page to look for key words,
they learn to group specific letters together and quickly identify words,
thus improving their fluency over time.
Context clues
Skimming
Scanning
Inferences
This assessment involves asking a child to read a passage of text that is
leveled appropriately for the child.
Language comprehension
Decoding
Reading comprehension
Letter knowledge
This is the synthesis of three more basic cognitive elements -phonology, semantics, and syntax.
Decoding
Reading comprehension
Letter knowledge
Linguistic knowledge
As we grow, and as we are exposed to more and more text, we learn new
irregular words. What is this called?
Letter knowledge
Lexical knowledge
Cipher knowledge
It can be assessed very early, even before the child can read or write
simple words.
Cipher knowledge
Letter knowledge
Knowledge of the Alphabetic Principle
Typically, testing a childs knowledge of the letters of the alphabet
involves presenting the child with a page full of letters, and asking the
child to name them.
Cipher knowledge
Lexical knowledge
Letter knowledge
Teaching of Speaking, Listening, and Reading
Teaching of Speaking
Group leader: Manalad, Juan Carlos
Members:
Aceveda, Jemalyn Beatriz
Bustillos, Ritchie Anne
Fajardo, Aiya Justeen
Rivera, Vanessa Mae
Tarusanan, Andrea
Introduction:
Speaking is about using our mouth and vocal cords to make
sounds that people understand as language. It certainly involves other
elements like grammar and vocabulary. We used speaking to communicate
to others, of course speaking is part of our daily routine which we cannot
control by our mouth. We speak to express ourselves, we speak to tell
something important to others, and as a future teacher we are not
teaching them to speak, because they already knew it. They are not an
infants or a baby. Our role is to help them to improve fluency in speaking
of English, to enhance proper pronunciation and to develop their
enunciation-saying words, phrases clearly.
Subtopic: Goals of Teaching of Speaking

Goals in teaching of Speaking
Communicative Efficiency
Ability to make themselves understood using their current proficiency.
Organize their thoughts in a meaningful and logical sequence.
To avoid confusion in the message
Use to faulty pronunciation, grammar or vocabulary
Uses word and sentence stress, intonation patterns and the rhythm of
the second language.
To observe the social and cultural rules in each communication situation
Select appropriate words and sentences according to the proper social
setting, audience, situation and subject matter.
Rather than pure memorization, providing rich environment where
meaningful communication takes place is desired.
Subtopic II: Content of Speaking (Gr.7-Gr.9 Competencies)

Grade 7:uses the right stress, intonation, phrasing, tone etc. uses
appropriate verbal and nonverbal turn-taking, turn-giving. Talks about
significant human experiences and ideas on literaty or expositore
reading.
Grade 8: varies the stress, intonation, phrasing etc. uses appropriate
verbal and nonverbal strategies. And provide structure feedback on the
quality of spoken.
Grade 9: Employ effective and appropriate non-verbal communication
strategies Use the appropriate suprasegmentals: pitch, stress, juncture,
intonation, etc. Use appropriate multi-media resources appropriately,
effectively and efficiently
Grade 10: Identify the factors of public speaking Describe and
interpret the ethics of public speaking Employ the techniques in public
speaking in a sample public speaking situation
Subtopic III: strategies for Developing Speaking Skills
Using Minimal Responses
It is predictable and it is often idiomatic phrases that conversation
participants use to indicate understanding, agreement, doubt, and other
responses to what another speaker is saying.
Strategy: Encourage them by helping them to build up a stock of minimal

responses that they can use in different types of exchanges.
Effect: Enables a learner to focus on what the other participant is
saying, without having to simultaneously plan a response.
Recognizing Scripts
Associated with a predictable set of spoken exchanges Greetings,
apologies, compliments, invitations and other functions that are
influenced by social and cultural norms often follow patterns or scripts.
Strategy: Do the transactional exchanges involved in interactive
activities such as obtaining information and making a purchase.
Effect: Making them aware of the scripts for different situations so
that they can predict what they will hear and what they will need to say
in response. Students can also practice in managing and varying the
language that different scripts contain.
Using Language to Talk about Language
Learners tend to pretend that they understand the speaker when
actually they do not and they feel shy or embarrassed to say anything
because they think that there conversation partner has not understood
them.
Strategy: (1) Give students strategies and phrases to use for
clarification and comprehension check. (2) Assure them that
misunderstanding and the need to clarification can occur in any type of
interaction whatever the participants language skill level is. (3) Create
an authentic practice environment within the classroom itself.
Effect: Students will gain confidence in their ability to manage the
various communication situations that they may encounter outside the
classroom.
more active in the learning process and at the same time make their
learning more meaningful and fun for them.
Subtopic IV: Approach to the Teaching of Speaking
The key aim for most learners is spoken fluency. English in
common supports fluency by providing approaches to teaching of
speaking.
As a teacher of speaking we need to draw on more than one approach and
use varieties of instructional tools such as: audiotapes, videos,
multimedia computer technology.
Here are some approaches to the teaching of speaking:
How to boxes that teach key discourse strategies.
Model that provides support for the students.
Tasks that motivate the learners to communicate.
Interesting discussion topics.
Subtopic V: Techniques in Teaching of Speaking
There are 3 main and common techniques in teaching of speaking.
First is the Language input that comes in form of listening activities,
teacher talk and reading passages and it can be in the content oriented
input which focuses on information and descriptions then the other one
is called form oriented input which focuses on ways of using the language
in different purposes with specific competence. The second technique is
called Structured output that focuses on correct form, students can use
different ways of responses provided that the options includes the form
that has been introduced by the teacher. Lastly, the communicative
output which is the main goal is to complete a task, accuracy is not a
consideration unless the lack of it interferes the message.
Conclusions:
Teaching speaking is a very important part of second language
learning. The ability to communicate in a second language clearly and
efficiently contributes to the success of the learner in school and
success later in every phase of life. Therefore, it is essential that a
teachers pay great attention to teaching speaking. Rather than leading
students to pure memorization, providing a rich environment where
meaningful communication takes place is desired. With this aim, various
speaking activities can contribute a great deal to students in developing
basic interactive skills necessary for life. These activities make students
Quiz:
Speaking is key to communication.
True
False
Maybe
I dont know
Speaking is part of what?
Four language skills
Talents
Dreams
Body
In our own language speaking is usually the _______ language skill that
we learn.
First
Second
Third
Fourth
Speaking is the delivery of language through _______ .
Hands
Feet
Mouth
Eyes
Subject: Teaching of Speaking, Listening and Reading.
Date/Time: MTH/8:30-10:00
Semester/School Year:1stsem/SY: 2015-201
Group #:
Group 1
Goals
Instructors want to produce a well-educated student. In terms of
listening, the main goal of an instructor is to produce students with
confidence to fend themselves in communication situations.
Content
In the K-12 English Curriculum Guide for English, the content of listening
are:
Grade 7:
To recognize prosodic features, listen for important points, note the

changes in volume, projection, pitch, stress, intonation, juncture and rate
of speech that affect meaning.
Use listening strategies based on purpose, familiarity with the topic and
levels of difficulty of short text, note specific details/elements of the
text, determine the tone and mood of the speaker or characters, infer
the purpose, make predictions about the content, infer thought and
feelings expressed, Note specific details, Recognize main points and
supporting ideas,Determine the worth of ideas mentioned in the text
listened to, and to recognize main/key ideas and to recognize
signals/cues to determine the order of ideas/events.
Determine the order of ideas as signaled by cues, Follow steps in a
process Identify the persons speaking and addressed, and the stand of
the, speaker based on explicit statements made, Formulate predictions
about the contents of the text, Determine the intentions of speakers by
focusing on their unique verbal and non-verbal cues, Predict the
outcomes of a verbal exchange listened to and their possible effects on
the speakers, and Express appreciation for entertaining texts
(anecdotes, jokes, fables, myths, tales) by recognizing the punch lines
Grade 8:
Listen for important points signaled, Determine how these serve as
carriers of meaning, Note the changes that affect meaning in, volume,
projection, pitch, stress, intonation, juncture, and rate of speech.
Employ appropriate listening skills and strategies suited to long
descriptive and narrative texts, Employ projective listening strategies
with longer stories, Infer dominant thoughts and feelings expressed in
the text listen, Listen to paraphrase information/ideas, Determine the
target audience of a listening text and the objective/s of the speaker,
Use text type knowledge (narrative in literature, instructions,
explanation, factual and personal recount, persuasive, expository) to
process information in a text.
Infer the theme, Judge the relevance and worth of ideas presented,
Employ different listening strategies suited to the topic, purpose, and
level of difficulty of, Judge the relevance and worth of ideas presented,
Determine the stand of the speaker on a given issue presented in,
Distinguish facts from opinion cited in, Employ different listening
strategies suited to the topic, purpose, and level of difficulty of,
Determine various social, moral, and economic issues discussed in,
Predict what is to follow after a segment of a, Infer thoughts and

feelings expressed in a, and Raise questions about the text listened to.
Process speech delivered by making inferences from what has been
listened to
Grade 9:
Process information mentioned in the text, Paraphrase the text, Make
decisions based on what is, Draw generalizations and conclusions from
the material, Compare and contrast information, Make a stand based on
the text, Draw conclusions based on the text, Share personal opinion
about the ideas, Compare and contrast ideas, Judge the relevance and
truthfulness of the ideas listened to.
Perform a task by following instructions, Accept or reject ideas
mentioned, Judge the relevance and worth of ideas presented, Make
inferences from what was said, Anticipate the points that will be made
based on the speakers purpose, Analyze the content and feeling levels of
utterances in persuasive texts, Reflect on the ideas of the speaker,
Recognize faulty logic, unsupported facts, and emotional appeal, Provide
appropriate and critical feedback/ reaction to a specific context or
situation, Get the different sides of social, moral, and economic issues
affecting the nation, Employ analytical, Analyze the stand of the speaker
based on the explicit statement made, Differentiate biases from
prejudices, and Make generalizations.
Infer thoughts, feelings and intentions of, Agree or disagree with the
ideas of, the speaker.
Analyze the content and feeling levels of utterances in, Shift from one
listening strategy to another based on topic, purpose, and level of
difficulty of the argumentative or, Listen to get important information
from argumentative or, persuasive texts.
Grade 10:
Get information that can be used in everyday life from news reports,
speeches, informative talks, panel discussions, etc., Determine the
implicit and explicit signals, verbal, as well as non-verbal, used by the
speaker to highlight significant points, Single out direct and indirect
signals used by a speaker, Point out the effectiveness of the devices
used by the speaker to attract and hold the attention of the listener,
Make generalizations, Show appreciation for songs, poems, and other
listening texts.
Examine how spoken communication may be repaired or enhanced, Switch

from one listening strategy to another to extract meaning from the
listening text, Assess the effectiveness of a material listened to taking
into account the speakers purpose, Assess whether the speakers
purpose is achieved or not, Evaluate listening texts in terms of accuracy,
validity, adequacy, and relevance, Employ analytical listening in problem
solving, Detect biases and prejudices, Determine unsupported
generalizations and exaggerations.
Listen to simplify, reorganize, synthesize, and evaluate information to
expand, review, or update knowledge, Distinguish the important points
from less important ones in a text listened to, Summarize important
points discussed in the text listened to, Raise questions and seek
clarifications on issues discussed in the text listened to., Get different
viewpoints on various local or global issues, React intelligently and
creatively to the text listened to, React to the falsity or soundness of
an argument.
Show appreciation for, Describe the emotional appeal of a listening text,
React intelligently and creatively to the text listened to, Listen to
simplify, reorganize, synthesize and evaluate information to expand,
review, or update knowledge, Get different viewpoints on various local or
global issues, Distinguish the important points from less important ones
in any listening text, Get different viewpoints on various local or global
issues, Distinguish the important points from less important ones in any
listening text, Summarize important points discussed in the text listened
to.
Conclusion:
With this, I can conclude that in the K-12 curriculum guide for
English, just like in the other curriculum guide for other subjects, the
focus of this is the outcome. It focuses on how the students will apply
the things that they learn from the classroom, their classmates and
especially from their teachers.
It is also evident that the comprehension for listening in the K12 Curriculum is mainly focused on listening to texts and then letting the
students give the meaning of these texts the students listen to.
Listening Strategies
Listening strategies are techniques or activities that contribute directly
to the comprehension and recall of listening input. Listening strategies
can be classified by how the listener processes the input.
Top-down strategies are listener based; the listener taps into

background knowledge of the topic, the situation or context, the type of
text, and the language. This background knowledge activates a set of
expectations that help the listener to interpret what is heard and
anticipate what will come next. Top-down strategies include
listening for the main idea
predicting
drawing inferences
summarizing
Bottom-up strategies are text based; the listener relies on the language
in the message, that is, the combination of sounds, words, and grammar
that creates meaning. Bottom-up strategies include
listening for specific details
recognizing cognates
recognizing word-order patterns
Strategic listeners also use metacognitive strategies to plan, monitor,
and evaluate their listening.
They plan by deciding which listening strategies will serve best in a
particular situation.
They monitor their comprehension and the effectiveness of the selected
strategies.
They evaluate by determining whether they have achieved their listening
comprehension goals and whether the combination of listening strategies
selected was an effective one.
Listening Techniques
The best way to improve is to listen to English. A lot. There's no way
around it; you have to spend hours and hours listening to people speaking
English. Listen to things that interest you. If you don't enjoy something,
it's going to be hard for you to continue. You'll get bored and stop.
Other listening tips:
The amount of listening that you do is the most important thing. But you
can also improve the quality of your listening practice. Here are some
things to think about:
Interactive listening is best. In other words, it's better to talk with
someone than just to listen to a recorded TV show, radio program, or
podcast. When you talk to people live, you listen more carefully, and you
also think about how you're going to respond.
Don't just listen to the same kind of English all the time. Don't just
listen to the news, or only watch TV comedies. Expose yourself to a
variety of different kinds of situations and topics.
Try listening
Prefer English captions to subtitles in your native language. When you
read subtitles in your language, it keeps your brain locked into "native
language mode". English subtitles are good, though. They help you to
match words that you know with their natural pronunciations.
Approaches
Most students nowadays use different gadgets that distract
them from learning. Here are some approaches in teaching listening
skills:
Interpersonal Activities
One way for the students to develop listening skills is through
interpersonal activities like interviews and storytelling. First is to
divide the class in smaller groups and then give them tasks to
accomplish. Let one of the students to interview another student
using news articles. In storytelling activity, let the students interact
from one another but first the teacher must provide a story or a
question for them to start the interaction.
Group Activities
In this activity, it requires larger group because its also a
helpful approach in teaching listening skills. For the first part of the
activity, divide the class into five groups and give them a topic for
them to use in their discussion. Encourage the students to ask
clarifying questions during the activity and let them to takes notes if
needed. Then let the students to take notes only after their group
discussion. For the second part, let the students interact with the
other group members without taking notes. It will help them to
improve their listening skills. In addition, this will also help them to
be aware in the time where they can speak and listen.
Audio Segments
Teachers can also teach listening skills by the use of radio or

any other gadgets that produce sounds. First is to let the students
listen to a live broadcast or news and let them to take notes during
the activity. As they gain confidence and experience in this activity,
repeat the process but instruct them to take notes only after the
audio segment has ended.
Video Segments
Like in the Audio segments, this is also a helpful approach
that involves news program, documentary films, interview segments
and other videos that are educational. First, watch the segment
without any sound and discuss it together. Encourage the students to
identify what they think will be the content of the segment. Then,
watch the segment again, this time with sound, allowing students to
take notes if helpful for their skill level. After the completion of
the video segment, you can have students write a brief summary of
the segment, or you can take time to discuss as a group how the
segment compares with the students' expectations.
Instructional Tips
Whatever method you use for teaching listening, keep a few key
instructional tips in mind that will help both the teacher and the
students navigate the learning process. One, keep your expectations
simple, as even the most experienced listener would be unable to
completely and accurately recall the entirety of a message. Two, keep
your directions accessible and build in opportunities for students not
only to ask clarifying questions, but also to make mistakes. Three, help
students navigate their communication anxiety by developing activities
appropriate to their skill and confidence level, and then strengthen their
confidence by celebrating the ways in which they do improve, no matter
how small.
In order for the students to learn and comprehend very well, it is

necessary for them to become effective listeners. Teachers use
different approaches in a non-threatening way for the students to
cooperate with them. Using different and effective strategies and
techniques in teaching will help the students, not just inside the
classroom but they can also use it in their daily life.
1ST SEM: SY 2015-2016
Group #: 6
Topic: Teaching Narratives
A. Goals in Teaching Narratives
B. Strategies in Teaching Narratives
C. Activities in Teaching Narratives
D. Assessment
Group Leader:
Madeline Audrie Tan
Members:
Ritchie-Anne Bustillos
Geenross Ashley Lumbang
Axel Rose Mitchell Retanan
Mary Joy Villalino
INTRODUCTION
NARRATIVE Latin verb narrare, to tell, which is derived from the
adjective gnarus. knowing or skill.
- is any report of connected events, actual or imaginary, presented in a
sequence of written or spoken words, or still or moving images.
Narrative can be organized in a number of thematic and/or formal
categories:
Non-fiction definitely including creative non-fiction, biography,
journalism
Fictionalization of historical events anecdote, myth, legend
Fiction proper literature in prose and sometimes poetry; short stories,
novels and narrative poems and song, etc.
GOALS IN TEACHING NARRATIVES
Stories create a learning situation
Allows our mind to think outside the box of our own experiences and
develop ways to problem-solve.
Allows us to identify with the theme and character of the story and to
see their way of thinking.
It can change a students perspective.
Stories allow expression
Allows us to act out the story with voices and faces, creating ownership
of the story, which is beneficial in relation to what is going on our lives.
Stories exposes us to different worlds and make situations real
It activates background knowledge and invokes emotions which helps us
learn and retain information better and later apply concepts to our lives.
Stories are less abstract and can be very powerful fur putting ourselves
in someone elses shoes and assisting them to see solutions and
alternatives to their problems.
Stories make learning fun
Stories keep the classroom lively for the teacher and when there is
laughter then the students are engaged in learning.
It is more interesting and less boring and definitely piques our interest.
STRATEGIES IN TEACHING NARRATIVES
CHOOSE AN APPROPRIATE TOPIC OR TEXT

Choose a topic that is appropriate for the age of the reader and a text
in which the student can relate.
HAVE A SMALL DISCUSSION
This includes the discussion about the terms used in the text, the plot
settings and the characters of the narrative.
USE ANIMATIONS OR OTHER PICTURE TO CATCH THE READERS
ATTENTION
This will help the readers to visualize the real situation in the text.
COLLECTING AND STUDYING ORAL NARRATIVES
Students can ask adults different narratives and they can study a
recording and transcribe the narrative in it.
RELATE THE STORY WITH THE REAL-LIFE SITUATION
Relate the story in the experiences or events that you encounter.
SHARING OF INSIGHTS
Share your feelings and ideas about the narrative.
INFERRING SPEECH ACTS
Let the students make a role playing to test their knowledge about the
narrative.
Ask students to choose a favorite character from a story, then write

and illustrate and advertisement that aims to convince other readers
why theyll enjoy reading about the character.
Students may want to post their ads on a class bulletin board.
ACTIVITIES IN TEACHING NARRATIVES
FRIENDLY LETTERS
Suggest that students narrate a recent autobiographical incident as part
of a letter to a friend or relative.
CLASS REPORTS
Suggest that as a follow-up to a field trip or science investigation,
students write a sequential narrative about the experience.
IMAGINATION DIARIES
Ask students to project themselves ten or twenty years into the future.
Ask them to write journal or diary entries based on what they predict or
imagine themselves doing in this future time.
POSTCARD MINI-NARRATIVES
Use postcards of your community or state, or repros of photos of local
sites or of your own classs trips or projects as materials.
Ask students to use scrap paper to rough-draft three or four sentences
that narrate in sequence an event related to the picture and then to
write the proofread sentences as the postcard message.
Encourage students to address and send their postcards.
SILENT DIALOGUES
Partners choose a book or story and two characters in it to represent.
The students/characters then write notes to one another about big
issues or events in the story.
Partners may wish to use play-script form.
USING ILLUSTRATIONS
Students choose an illustration in a book theyve finished reading, then
write freely about all that the illustration shows or predicts about the
story.
LITERARY RECIPES
Students choose a book they like, thenusing an index cardlist the
ingredients and directions the writer has used to cook a good story.
CHARACTER ADVERTISEMENTS
ASSESSMENT
In assessing a narrative, you should not focus only on the grammar
and spelling aspect. You also need to criticize what is the content of the
narrative such as the describing of the characters and the setting. You
also need to see if the student starts his/her narrative with an
effective lead. This rubric below is just an example of how can you
criticize a student's narrative but do not be confuse and only stick to
this rubric because you can use your own rubric based on what you want
to achieve and what you want to see in your student's narrative.
NARRATIVE ESSAY RUBRIC
Objective
1. Started using an effective lead
2. Used details to describe

characters
3. Used details to describe the
setting
4. Used quotation marks when
characters spoke.
5. Kept narration clear
0 points
Did not
attempt
1 point
Made some
attempt
2 points
Made an goo
attempt
6. Wrote appropriate paragraphs

(didn't skip lines).
development and the factors that we need to consider in teaching of

literature.
7. Indented paragraphs
The History of teaching of literature

The teaching starts when the printing press was made by
Johannes Gutenberg because of the mass production of books. Mostly
the topic of literature are about religion, morality or values and the
government and when there is a common language that some countries
know and they use it as a key to learn literature. It also serves as a
chance to draw moral, ethical, and philosophical qualities and meanings of
older studies from a richer and broader source of literature not only for
one country. Teaching of literature emphasize three core skills:
analyzing literature, a process which requires logic and reflective
analysis; creativity and imagination with regards to the production of
good writing; and an understanding of different cultures, civilizations,
and literary styles from various time periods.
8. Created Conflict
9. Resolved Conflict
10. Used figurative language to

create a sense of vertical time.
Total: ________________
WRITTEN REPORT
Topic: Teaching of Literature
A. History of Literature
B. Development of the Teaching of Literature
C. Approaches in the Teaching of Literature
D. Strategies in the teaching of literature
INTRODUCTION
Students nowadays have been introduced to many kinds of technologies
and its a great challenge for every teacher and becoming one, on how
they would deal and teach their students in a way that they will be
interested in literature despite of the presence of technologies. The
purpose of this report is to help our teachers with the different kinds
of strategies that they might use in teaching of literature, and introduce
to them the different approaches that may help them conduct a
teaching process that would help their students understand the history,
Development of the Teaching of Literature

What is literature? First of all, any method or approach towards using
literature in the classroom must take as a starting point the question:
What is literature? The Macmillan English Dictionary gives the following
definition: Literature/Noun 1. Stories, poems, and plays especially those
that are considered to have the value as art and not just entertainment
(c) Macmillan Publishers Ltd. 2003 many authors, critics and linguists
have puzzled over what literature is. One broader explanation of
literature says that literary texts are products that reflect different
aspects of society. They are cultural documents which offer a deeper
understanding of a country (Basnet and Mountfold 1993). Other linguists
say that there is no inherit quality to a literary text that makes a
literary text, rather it is the interpretation that the reader gives to the
text (Eagletoon 1983). This brings us to back to the above definition in
the sense that literature is only literature if it is considered as art.
Before doing any study of a literary text with your learners, one idea
would be ask to them what they think literature is. Attached below is a
short discussion lesson you can do with your students on the subject
What is literature? Why use literature? There are many good reasons
for using literature in the classroom.
Here are a few more:

-Literature is authentic material. It is good to expose learners to this
source of unmodified language in the classroom because the skills they
acquire in dealing with difficult or unknown language can be used outside
the class.
-Literature encourages interaction. Literary texts are often rich in
multiple layers of meaning, and can effectively mine for discussions and
sharing feelings or opinions.
-Literature expands language awareness. Asking learners to examine
sophisticated or non-standard examples of language (which can occur in
literary texts) makes them more aware of the norms of language use
(Widdow, 1975 quoted by Lazar 1993).
-Literature educates the whole person. By examining values in literary
texts, teachers encourage learners to develop attitudes towards them.
These values and attitudes relate to the world outside the classroom.
-Literature is motivating. Literature holds high status in many cultures
and countries. For this reason, students can feel a real sense of
achievement at understanding a piece of highly respected literature.
Also, literature is often more interesting than the texts found in course
books.
APPROACHES IN TEACHING LITERATURE
There are three approaches in teaching literature:
Cultural Model
Which is the traditional approach to teaching literature that requires
learners to explore and interpret the social, political, literary and
historical context to a specific text, this model will encourage learners
to understand different cultures and ideologies in relation to their own.
Language Model
This enables learners to access a text in a systematic and methodical
way in order to exemplify specific linguistic features.
Personal Growth Model
This approach attempts to bridge the two other approaches by focusing
on the use of a particular language in a text as well as placing it in a
specific cultural context, learners are encourage to express their
opinions, feelings and make connections between their own personal and
cultural experiences.
STRATEGIES IN TEACHING LITERATURE

The teachers could use different kinds of strategies in teaching of
literature. To help our students in their learning and enables them to
understand the literature in a better and much exciting ways.
These are some useful strategies that still applicable in teaching of
literature:
CHARACTER CHARTS
It can be used to help students organize information about major and
minor characters in a text.
It is a useful tool for writing essays and studying for tests.
It is often used to record information about literacy characters.
CHUNKING
A strategy that helps student breakdown difficult text into more
manageable pieces.
This strategy can divide content into smaller parts that help students
identify key words and ideas.
It develops students ability to paraphrase, and makes it easier for
students to organize and synthesize information
INTRODUCINGA NEW BOOK
It is a pre-reading activity
Is an effective way to introduce students to a new book from a work of
literature to a historical book
Can provide students with context that will help them engage with the
material
LIFE ROAD MAPS (Who we are and where weve come from)
It will help students better understand key life events of historical or
literary figures by focusing attention on the many factors which have
contributed to the array of choices they have made.
This strategy can also be a part of a RESEARCH PROJECT,
ASSESSMENT TOOL, FOCUS ON STUDENTS OWN DECISIONS, and
HELP THEM REFLECT ON KEY CHOICES. Those have shaped their
identity.
READ ALOUD
Reading text aloud provides a way to help all students access the
material and develop students as active listeners.
Listening to proficient readers provides a model for fluent reading and
can help students to recognize how to pronounce unfamiliar words.
This can also encourage class participation and takes the focus off of
the teacher as the only source of information.
READERSTHEATER
In readers theater, group of students are assigned a small portion of
the text to presents to their peers.
Readers theater asks students to create a performance that reveals a
message, theme or conflict represented by the text.
STORY BOARD
This strategy helps students keep track of main ideas and supporting
details in a narrative by having them illustrate important scenes in a
story
Used to help students summarize and retain main ideas of a story they
have read to them.
It is an effective way to evaluate reading comprehension before moving
on to more analytic tasks.
TEXT-TO-TEXT, TEXT-TO-SELF, TEXT-TO-WORLD
This strategy helps students comprehend and make meaning of ideas in
the text.
Can be used when reading any text-historical or literary and it can also
be used with other media as well, including films.
Strategy that helps student develop the habit of making these
connections
Literature is filled with ideas that needed to be explored. Its is
something that the teachers should introduce to his/her students very
well with the use of visuals, role play, watching movies etc. to deepen and
widen their understanding about literature.
We all know that literature can change our thinking, our feeling, or the
way you look at things or view your life. Because there are some books
that deeply influenced and are meant to change lives that helps us to see
our world in new ways. It brings us to a deeper understanding of life.
References:
https://www.facinghistory.org/for-educators/educatorresources/resource-collections/literature-resource-collection/teachingstrategies
TEACHING OF literature
Monday/ Thursday; 1:00pm-2:30pm
1st semester: school year 2015-1016
Group 4
Topic:
Values integration in teaching of literature
Assessment and evaluation in teaching of literature
Group members:
ACEVEDA, Jemalyn Beatriz
MAGPUSAO, Janisa
DE GUZMAN, Emmanuel
SANTIAGO, Franchesca Mayla Beatriz
Introduction
Learning different kinds of values is important for the students in their
lives. Values are the ones which enable us to be a good person in our
society. In literature, values are obtained and taught in different ways.
It is also the goal of the teacher to integrate values in teaching
literature. Also in literature different assessment procedure are made
to know how much the students have learned on the unit in literature and
what more to learn I their studies.
VALUES INTEGRATION in the TEACHING of LITERATURE
Values of Literature
The phrase "values of literature" refers to those qualities of
poems, stories, novels, etc. that make them worthwhile to read. If we
feel our time reading is well spent, we can say that a work has value for
Literature has . . .
if reading it . . .
Entertainment value
Is an enjoyable way to pass the time.
Political Value
Artistic Value
Cultural Value
Historical Value
Philosophical Value
Can change the way p
People live with and influence each other.
Helps us contemplate the nature of beauty and human creativity.

Sheds light on the place and time of the author of the work.
Helps one understand the past and how the world has evolved.
Moral Value
Explores human knowledge, how we know and what we know.
Ethical Value
Teaches a lesson that will inspire the reader to live a better life.
Helps us ask questions related to the standards of a "good" life.
us. If reading the work was a complete waste,

then we might say it has no value for us. And
there is a spectrum between the two
extremes.
Note:This is only an example of a rubric used
in assessing a play of students
It is important to prepare a rubric
appropriate for the activity given. So as a to
be teacher one should know the different
elements in doing a drama rubric, there are
sites where one can make such rubrics for
free. One should not use in appropriate rubric
to avoid misconception of the students and
discouragement. Remember that as a to be
teacher or teacher you are supposed to build
the students confidents, develop many skill
particularly in this topic drama. When
assessing the judge, teacher, etc. should be
careful to the words he/she says for the
students are sensitive, stressed after their
play for there will be problems that they
would face.
ELEMENT
PREPAREDNESS
UN PREPARED
SEMI PREPARED
PREPARED
ORGANIZATION
UN ORGANIZED
SEMI ORGANIZED
ORGANIZED
PROPS AND COSTUMES
NO PROPS OR COSTUME
NO PROPS; HAS COSTUME
HAS CATUME AND PROPS
SETTING (MANIPULATION PF
SOUND,OBJECTS, AND SPACE TO
COMMUNICATE A MOOD,
FEELING, OR SETTING)
LITTLE EVIDENCE OF
MANIPULATION OF
SOUND,OBJECTS, AND SPACE TO
COMMUNICATE A MOOD, FEELING,
OR SETTING
MANIPULATES
SOUND,OBJECTS, AND SPACE
TO COMMUNICATE A MOOD,
FEELING, OR SETTING
MANIPULATES
SOUND,OBJECTS, AND SPACE
AND LIGHT TO COMMUNICATE A
MOOD, FEELING, OR SETTING
SOUND EFFECTS
WRONG CHOICE OF SOUND

WRONG TIMING OF PLAYING THE
SOUND EFFETCS
LITTLE EVIDENCE OF ROLE
DEVELOPMENT
VOICE INAUDIBLE, WORDS
UNCLEAR
RARELY OR INEFFECTIVE USE OF
TONE, GESTURE, FACIAL
EXPRESSION AND VOCABULARY OF
THE ROLE
RARELY SUSTAINS ENGAGEMENT
IN THE DRAMA
CORRECT CHOICE OF SOUND

BUT WRONG TIMING OF
PLAYING THE SOUND EFFETCS
DEVELOPS A ROLE WITH THE
OF OTHERS
VOICE INAUDIBLE, WORDS
CLEAR
USES OF TONE, GESTURE,
FACIAL EXPRESSION AND
VOCABULARY OF THE ROLE
CORRECT CHOICE OF SOUND

AND RIGHT TIMING OF
PLAYING THE SOUND EFFETCS
DEVELOPS ONE OR MORE ROLES
APPROPRIATE TO THE DRAMA
VOICE AUDIBLE, WORDS CLEAR
DID NOT CATCH THE AUDIENCE

ATTENTION, AND DID NOT MOVE
THEIR FEELINGS
DID CATCH THE AUDIENCE

ATTENTION, AND DID NOT
MOVE AUDIENCE FEELINGS
ROLE DEVELOPMENT
LOUNDNESS AND CLEARNESS OF
VOICE
ROLE SOUNDS AND FEELING
PERFORMANCE
AUDIENCE IMPACT
ASSESMENT
SUSTAINS ENGAGEMENT IN
THE DRAMA BUT ONLY FOR A
PORTION
SKILLFULLY AND CONFIDENTLY

ADAPTS ONE, GESTURE, FACIAL
EXPRESSION AND VOCABULARY
OF THE ROLE
SUSTAINS ENGAGEMENT
THROUGHOUT THE DRAMA AND
ENCOURAGES THE
INVOLVEMENT OF OTHERS
DID CATCH THE AUDIENCE
ATTENTION, AND DID MOVE
THE AUDIENCE FEELINGS

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WRITTEN REPORT

Topic:The Teaching of Literature

also prepares them to do "authentic tasks" in life with understanding and

MATERIALS PREPARATION IN THE TEACHING OF LITERATURE

5. Graphic Organizers helps the students in describing the characters

TECHNOLOGY AND THE TEACHING AND LEARNING OF

changes. Technology, in all of its forms is an integral part of students'

Mobile learning system is available for delivering education to learners

How to Become a High School English Literature Teacher?

THE LITERATURE TEACHER

Bachelor's degree, master's degree (required in some state

English literature, teaching

Student teaching is generally part of a teacher preparation

Public school teachers are required to be licensed through t

Instructional abilities, communication skills, patience, educa

High school English literature teachers should have good presentation

B. Characteristics of a Literature Teacher

a. Motivational Activity- this is like a kick start. To give the

5. A literature teacher should be insufficiently broad in background and

Subtopic 1: teaching speaking

In this activity, students are supposed to be working in pairs. One

"introduce" his or her partner to the class.

Important part of life

Subtopic IV: materials and materials preparation

1.______________________ is a crucial part of second language

Topic: Teaching of Reading

To emphasize grammatical points. In this case it is best to leave out only

written language conventions and handwriting in an organised and

structure; using knowledge about the author to make predictions about

Integrating Reading Strategies

Verify predictions and check for inaccurate guesses

reading and learning about. Give them opportunities to choose their

Skimming is an essential skill because it previews the text for the

job. I go to the hospital everyday, and I take care of my patients. What

Subtopic II: Approaches in Teaching Reading

Concepts about Print

Subtopic III: Materials to be Use in Teaching Reading

Knowledge of the Alphabetic Principle

result? Improved linguistic skills in the form of a richer vocabulary,

Subtopic IV: Advantages of Developing Reading Ability

The teaching of reading is essential especially for a language teacher.

Subtopic: Goals of Teaching of Speaking

Subtopic II: Content of Speaking (Gr.7-Gr.9 Competencies)

Strategy: Encourage them by helping them to build up a stock of minimal

To recognize prosodic features, listen for important points, note the

Predict what is to follow after a segment of a, Infer thoughts and

Examine how spoken communication may be repaired or enhanced, Switch

Top-down strategies are listener based; the listener taps into

Teachers can also teach listening skills by the use of radio or

In order for the students to learn and comprehend very well, it is

STRATEGIES IN TEACHING NARRATIVES

CHOOSE AN APPROPRIATE TOPIC OR TEXT

Ask students to choose a favorite character from a story, then write

ACTIVITIES IN TEACHING NARRATIVES

1. Started using an effective lead

2. Used details to describe

6. Wrote appropriate paragraphs

development and the factors that we need to consider in teaching of

The History of teaching of literature

10. Used figurative language to

Development of the Teaching of Literature

Here are a few more:

STRATEGIES IN TEACHING LITERATURE

Is an enjoyable way to pass the time.