LEYTE NORMAL UNIVERSITY

TACLOBAN CITY

METHODS OF TEACHING
Teaching methods are the means by which the teacher attempts to bring about
the desired learning, basically, method in teaching concerns the way teachers organize
and use techniques of teaching, subject matter, teaching tools, and teaching materials
to meet teaching objectives. It consists of formulating the goals and objectives for
teaching, selecting the subject matter and the teaching procedures that will best achieve
these objectives, carrying out procedures, evaluating success of the learning activities,
and following up their successes and failures.
I. TEACHING ENGLISH
A. Pronunciation Lesson
This is a lesson wherein we teach scientifically the correct production of
English sounds. It involves analysis and imitation. Since the foreign learner of
English has to tackle a lot of sounds foreign to him. It is but necessary that he
does this with precise direction.
Steps to be followed in teaching this lesson;
1. Listening phase
2. Recognition phase
3. Production phase
4. Transition phase
B. Grammar and Correct Usage Lesson
Grammar is a system of rules for effective speaking and writing of a given
language. Improvement is one’s ability to express himself in sentences that are
grammatically correct is an important evidence of growth in language power.
Correct usage is defined as “that quality of speech which is appropriate to the
purpose of the speaker, true the language as it is, and comfortable to the
speaker and listener.” It is largely a master of both understanding and applying
the present accepted rules.
Steps to be followed in teaching these lessons;
1. Preparation- motivation, apperception, introduction and purposing.
2. Presentation- direct or indirect
3. Comparison and Abstraction
4. Application

Ways of presenting structures using the indirect approach;

1. By means of a dialogue 6. By means of a comic strip
 2. By means of a news story 7. By means of an advertisement
3. By means of a letter 8. By means of a picture study
4. By means of a diary 9. By means of a poem, rhyme, or light verses
5. By means of a story
Important things to remember:
1. Grammar and correct usage should be taught for their functional value.
Memorization of rules is of little or no value unless application of those rules is provided.
2. The use of the rules should be the point of emphasis.
3. All grammatically concepts and rules should be taught inductively.
C. Teaching a Poem
Steps to be followed in teaching a poem:
1. Vocabulary development
2. Introduction and Motivation
3. Presentation- (First reading of the poem by the teacher)
4. Discussion
a. Intellectual discussion- (Thought of the poem)
b. Aesthetic Discussion- (beauty of the poem)
5. Reading of the Poem
a. Second reading of the poem by the teacher.
b. Reading of the poem by the pupils
1. Line by line reading
2. Stanza by stanza
3. Reading of the whole poem several times

D. Spelling Lesson
Correct spelling is a requisite of correct written expression. A person
needs to be able to write correctly from memory most of the common words that he
needs in expressing himself in writing.
 Two types of words taught:
1. Words commonly used in practical writing activities of adults. (These words
are found in the word lists.)
2. Words that pupils will need to write in school. (These words would be chosen
by the teacher)
Two methods use in spelling:
1. Study-test method- study, test, study cycle.
(For grades 2 and 3)
2. Test-study method- test, study, test cycle
(For grades 4, 5, and 6)
The spelling program should possess the following aspects:
1. It must provide for the pre-testing of words to determine the words that need to
be studied in the spelling lessons and the type of errors committed in writing the words
as a basis and emphasis I teaching.
2. It must include effective study of words.
a. direct teaching
b. independent study
3. It must provide drills and reviews for the mastery of words.
4. There must be a provision for measuring pupils’ growth and teaching efficiency
in spelling.
Steps to be followed in teaching spelling:
1. Motivation
2. Presentation and Teaching part
a. the teacher pronounces the word that he has shown the pupils.
b. the pupils pronounce the word
c. the pupils syllabicate the word
d. the teacher develops the meaning of the word and the pupils use the
word in sentence.
e. the teacher asks the pupils to visualize the word.
f. the pupils pronounce the word and spell it orally.
 g. the pupils write the word.
3. Generalization (if necessary)
4. Application
The drill method can also be used:
1. Motivation
2. Focalization (do the suggested steps in teaching hers)
3. Repetition
4. Application
E. Oral Composition Lesson
It is of prime importance for pupils to learn to express himself well in oral
form. The school must spend most of the available time in oral composition.
The aims of oral composition are:
1. Spontaneity
2. Enriched experience
3. Extensive vocabulary
Steps to be followed in oral composition:
1. Drill (on the skill)
2. Introduction and Motivation (of the oral composition)
3. Vocabulary Development
4. Setting-up of Standards
5. Modeling by the Teacher
6. Oral Composition
7. Evaluation

F. Writing Composition Lesson

The main Purpose of the written composition is to give practice and
language skills, grammar, punctuation, capitalization, and other language forms through
a meaningful activity.
 The principle involved in written composition lessons are:
1. The topic should be of high relative value.
2. The topic should be concrete and specific.
3. The requirement should be within the experience and comprehension of the
pupil.
4. The composition should not be too long.
5. The selection of the topic should be a partnership activity.
6. The topic should appeal to the children’s interests.
Steps to be followed in formal composition lessons:
1. Purposing
2. Choosing the subject or topic.
3. Discussing the subject or topic chosen.
4. Writing an outline.
5. Writing a rough draft.
6. Correcting the rough draft.
7. Writing the composition in final form.

G. Handwriting Lesson
Why should handwriting be taught?
1. To make pupils write legibly with a desirable degree of speed.
2. To make pupils use writing to express, record, and communicate ideas.
What should be taught?
1. Letter formation (manuscript and cursive)
2. Punctuation
3. Capitalization
4. Indent, slant, spacing, alignment
5. Correct composition of the body, placement of the arm and paper, holding of
the pen, and movement used in writing.
 Steps to be followed in teaching handwriting:
1. Motivation
2. Preparation
3. Presentation and Demonstration
4. Execution
5. Evaluation
E. Dictation Lesson
Why should it be taught?
1. It enables the child to concentrate upon correct usage in written expression.
2. It develops writing accuracy and speed.
3. It provides practice for eye-ear-motor coordination.
4. It pinpoints errors in functional writing.

Steps to be followed in teaching a dictation lesson:

1. Preparation
a. Review of expression
b. Discussion of grammar involved in the material.
c. Motivation
2. Dictation (twice)
3. Re-reading
4. Comparison and Correction

I. Vocabulary Lesson
There is vocabulary development before a poem, story, or song is taught.
There are different ways in developing vocabulary:
1. Using actions
2. Using real objects
3. Using pictures
 4. Using the word in context
5. Using dictionary meaning
6. Using synonyms
7. Using antonyms
Steps to be followed in a Vocabulary lesson:
1. Introductory Activity
2. Developmental Activities
3. Closing Activity or Application

J. Listening Method
There are two basic skills to be developed in listening: auditory
discrimination and auditory comprehension. To do these skills, a teacher may do the
following:
1. Integrate the teaching of listening skills in other English lessons.
2. Give a listening drill before an English lesson.
3. Develop a specific listening skill in one lesson.
4. Use listening games as pop-up activities.
Steps to be followed in developing a listening skill:
1. Introductory Activity
2. Developmental Activities
3. Closing Activity
Steps to be followed when a teacher drills a listing skill: Drill Lesson:
1. Motivation
2. Vocalization
3. Repetition
4. Application
II. TEACHING READING
A. Steps to be followed in teaching a reading skill:
1. Preparation
2. Presentation and Teaching Part
3. Skill Development and Practice Exercise
4. Generalization (if there is)
5. Application
Or
1. Introductory Activity
2. Developmental Activities
3. Closing Activity or Application
B. Steps in teaching dimensional silent/ oral reading:
1. Vocabulary Development
2. Motivation
3. Motive Question/s
4. Actual Reading (oral, silent, or guided oral or silent)
5. Check-up or Discussion (use of dimensional questions)
6. Evaluation
C. Steps in teaching a training lesson in oral reading:
1. Introduction and Motivation
2. Presentation and Analysis
3. Generalization (if there is)
4. Reinforcement exercise
5. Book Application
D. Steps in teaching recreatory reading:
1. Vocabulary Development
2. Introduction and Motivation
3. Motive Question/s
4. Setting up standards
5. Actual Reading (audience or silent reading)
6. Check-up or Discussion
7. Evaluation
E. Steps in Teaching the Language Experience Approach (LEA)
1. Preparation (for the activity such as an observation, field trip, use of
picture, etc.
2. Conducting the observation/field trip.
3. Sharing experiences about the observation/field trip with the aid of
guide questions asked by the teacher, while the she writes the sentences in the
chalkboard.
4. Teacher reads the story written on the chalkboard.
5. Pupils read the story after the teacher, then they themselves.
6. Pupils match the sentence strips with the story on the chalkboard.
7. Pupils re-arrange the sentences strips to form the story.
8. Pupils read the story from the re-arrange sentence strips.
9. Evaluation
III. TEACHING MATHEMATICS
A. Discovery Method
1. Preparation
Purpose: to provide readiness for both subject matter (including
prerequisite skills, vocabulary, and concepts) and interest.
Activities: (formal or informal) on prerequisite skills and vocabulary.
Materials: test (teacher-made or commercial), models, real objects, and
other learning aids are necessary.
2. Exploration and Discovery
Purpose: to lead the pupils to develop the concept (or operation) as a
solution to the problem situation.
Activities: presenting a stimulating problem situation requiring
improvisation of the process, concept, or operation as a means of solving the
problem.
Materials: learning aids as needed to provide the setting; materials as
required for manipulation in exploratory activities.
3. Abstraction and Organization
Purpose: to develop an understanding of the nature of the operation or
concepts in its interrelationship with other operations.
Activities: Development of generalization about the operation (or concept)
and its interrelationship with other operations.
Materials: textbooks and other semi-symbolic manipulative materials.
4. Fixing Skills
Purpose: to make the manipulation of the operation automatic and to
provide learning to assure retention.
Activities: memorization of facts, organization and memorization of tables,
repetitive practice with operation.
5. Application
Purpose: to promote transfer of learning by developing the ability to
recognize the situation using the concept.
Activities: experience in applying the skill or concept to a variety of
situation.
Materials: life and simulated problem situation, model textbooks, and
bulletin boards.

IV. TEACHING SCIENCE AND HEALTH

Approaches to effective elementary science learning:
1. Observation 7. Inviting resource persons
2. Experimentation 8. Using instructional media
3. Exploration/Field trips 9. Collecting
4. Reading 10. Camping
5. Demonstration 11. Rearing and Caring
6. Discussion 12. Growing
Methods used in Teaching Science:
A. Observation Method
1. Motivation
 2. Actual Observation
3. Discussion and Generalization
4. Application
B. Experimental Method
1. Preparation
2. Experimentation
3. Culmination of reports and Discussion
4. Generalization
5. Evaluation
C Demonstration Method
1. Introduction and Motivation
2. Demonstration Proper
3. Synthesis
D. Experimental Method
1. Definition of the Problem
2. Formulation of Hypothesis
3. Experimentation
4. Testing of Hypothesis
5. Generalization
E. Laboratory Method
1. Introduction/Motivation/Orientation
2. Work Period
3. Culminating Activities
F. Lecture Method
1. Introduction
2. Lecture Proper
3. Synthesis
4. Open forum
G. Inductive Method
1. Preparation
2. Presentation
3. Comparison and Abstraction
4. Generalization
5. Application
H. Scientific Inquiry Method
1. Statement of the Problem
2. Formulation of Hypothesis
3. Research Work
4. Testing of Hypothesis
5. Generalization
6. Application
I. Problem-solving Method
1. State the Problem 5. Draw Conclusions
2. Collect the Data 6. Test the Conclusions
3. Organize the data 7. Report the findings
4. Analyze the data
 J. Project Method
1. Purposing
2. Planning
3. Executing
4. Evaluating

V. TEACHING CHARACTER BUILDING ACTIVITIES

1. Introductory Activity 1. Panimulang Gawain
2. Developmental Activities 2. Panlinang na Gawain
3. Closing Activity 3. Pangwakas na Gwain
4. Conduct Assignment 4. Pagbibgay Halaga

VI. TEACHING PHYSICAL EDUCATION

1. Warm-up Activity 1. Panimulang Gawain
2. Lesson Proper 2. Panlinang na Gawain
a. Introduction and Motivation 3. Pangwakas na Gawain
b. Skill Learning and Practice 4. Pagbibgay Halaga
c. Activity
3. Quieting Activity
4. Evaluation

VII. TEACHING ART EDUCATION

1. Introduction and Motivation 1. Panimulang Gawain
2. Presentation and Motivation 2. Panlinang na Gawain
3. Setting-up of Standards 3. Pangwakas na Gawain
4. Actual art activity 4. Pagbibgay Halaga
5. Evaluation

VIII. Pagtuturo sa Sibika, Kultura, Kabaybayan, at Heograpiya

A. Pamaraang Pabuod
1, Paghahanda
2. Paglalahad
3. Paghahambing at Paghalaw
4. Paglalahat
5. Paggamit
B. Pamaraang Pagbalak
1. Paglalayon
2. Pagbabalak
3. Pagsasagawa
4. Pagpapasya
C. Pamaraang Pasuliranin
1. Palalahad ng Suliranin
2. Pagpapakahulugan sa Suliranin
3. Paglilikom at Pagpapahalaga sa Tula
4. Pagbubuo ng Konklusyon
5. Pagpapatunay sa Kinalabasan
 D. Pamaraang Masusi at Mapanuring Pag-iisip (Critical and Analytic
Thinking Method)
1. Pagkilala o Oryentasyon
2. Pagpapakahulugan (Definition)
3. Haka-Haka (Hypothesis)
4. Pagsisiyasat (Exploration)
5. Pagpapatunay (Evidencing)
6. Paglalahat (Generalization)
IX. Pagtuturo sa Filipino
A. Pabuod
1. Paghahanda
a. Pagbabalik-aral
b. Pagganyak
2. Paglalahad
3. Paghahambing at Paghahalaw
4. Paglalahat
5. Paglalapat
6. Pagtataya
B. 5As
1. Activity/ Gawain
2. Analysis/ Pagsusuri
3. Application/Paglalapat
4. Assessment/Pagtataya
C. Steps to be followed in teaching a poem/ Pagtuturo ng Tula
1. Vocabulary development/ Paglilinang ng Talasalitaan
2. Introduction and Motivation/Panimula at Pagganyak
3. Presentation- (First reading of the poem by the teacher)/ Paglalahad
4. Discussion
a. Intellectual discussion- (Thought of the poem)- Intelektuwal na
Talakayan
b. Aesthetic Discussion- (beauty of the poem)-
5. Reading of the Poem (Pagbabasa ng tula)
a. Second reading of the poem by the teacher
.(Pangalawang Pagbabasa ng Tula)
b. Reading of the poem by the pupils
(pagbabasa ng tula ng mga mag-aaral)
1. Line by line reading (Pagbabasa sa bawat Taludtod)
2. Stanza by stanza (Pagbabasa sa bawat saknong)
3. Reading of the whole poem several times (Pagbabasa ng
tula ng makailang ulit)
X.Teaching Technology Livelihood Education
A. Demonstration Method
1. Introduction and Motivation
2. Demonstration Proper
3. Synthesis
B. Inductive Method
A. Preparation
B. Presentation
C. Comparison and Abstraction
D. Generalization
E. Application
F. Assessment

Note: These methods are just some of my compilation. This doesn’t mean that these
are the only methods of teaching. You are not allowed to duplicate this because this is
for classroom use only. Please be guided.