MARIE PARCON | BEED III

MIDTERMS
TEACHING ENGLISH IN THE ELEMENTARY GRADES (LANGUAGE ARTS)  Complex sentences  Compound sentences
Combined independent Use two or more independent
GENERAL PRINCIPLES IN LANGUAGE ARTS TEACHING clauses with subordinate clauses together with
General principle 1: give priority to sounds clauses. conjunction.
The sounds of English should receive priority. Sounds
 Example:  Example:
should be given their due place in the scheme of teaching. Sounds should not
be presented in isolation. They should appear in proper expressions and
Because I am working now, we The bell rang and the music
sentences spoken with the intonation and rhythm which would be used by a will eat later. began.
native speaker.
PHONETICS General Principle 8: The Oral Way
 The study of speech sounds. Divided into three (3):  Experts believe that the oral way is the surest way to language learning.
 Articulatory - how speech sounds are produced by the human Prof. Kittson rightly observes, “Learning to speak a language is always the
shortest road to learning to read and write it.” Prof Palmer also writes,
speech apparatus.
“We should refrain from reading and writing any given material until we
 Acoustic - how speech sounds are heard have learned to use its spoken form.”
 Auditory how speech sounds are transmitted and perceived General Principle 9: Priorities of Language Skills
General principle 2: present language in basic sentence patterns  Listening (with understanding), speaking, reading, and writing is the four
Present, and have the students’ memories, and basic sentence patterns used fundamental skills. Listening and speaking are primary skills, while
in day-to-day conversation. From small utterances, the students can easily pass reading and writing are secondary skills. Reading and writing are
on to longer sentences. In the case of learning the mother tongue, the reinforcement skills. They reinforce what has been learned through
student’s memory span can retain much longer sentences than those of a understanding and speaking. Understanding and speaking speed up
foreign language. The facility thus gained in a foreign language enables the the reading process. Writing should be introduced after reading.
learners to expand their grasp of the language material in respect of sounds General Principle 10: Multiple Line of Approach
and vocabulary items.
 The term “multiple lines” implies that one is to proceed simultaneously
General Principle 3: Language Patterns as Habits from many different points towards the same end. We should reject
Real language ability is at the habit level. It does not just mean knowing about nothing except the useless material and should be selected judiciously
the language. Make language patterns a habit through intensive pattern and without prejudice all that is likely to help in our work”. In teaching a
practice in a variety of situations. The students must be taught to use language language, it implies attacking the problem from all fronts.
patterns and sentence constructions with appropriate vocabulary at a normal General Principle 11: Language Habit through Language Using
speed for communication.
 A language is best learned through use in different contexts and
General Principle 4: Imitation situations. Prof. Eugene A. Nida rightly observes, “Language learning
Imitation is an important principle of language learning. No learner by himself means plunging headlong into a series of completely different
ever invented language. Good speech is the result of imitating good models. experiences. It means exposing oneself to situations where the use of
The model should be intelligible. language is required.” Another expert expresses a similar opinion by
General Principle 5: Controlled Vocabulary saying: “Learning a language means forming new habits through intensive
Vocabulary should be kept under control. Vocabulary should be taught and practice in tearing and speaking. The emphasis should always be on
practiced only in the context of real situations. language in actual use”.
General Principle 6: Graded Patterns General Principle 12: Spiral Approach
“To teach a language is to impart a new system of complex habits, and habits  The “spiral” approach to language learning should be followed.
are acquired slowly.” (R.Lado, 2013) So, language patterns should be taught Previously taught vocabulary and structures should be reintroduced
gradually, in cumulative graded steps. in subsequent units
General Principle 7: Selection and Gradation whenever logical or possible. This is “the spiral approach.
Selection of the language material to be taught is the first requisite of good General Principle 13: Use Mother-tongue Sparingly
teaching. Selection should be done in respect of grammatical items  The mother tongue should be sparingly and
a vocabulary and structures. judiciously used during teaching English. Of course, at the early stage, some
explanations will have to be given in the pupil’s mother tongue. Students
Selection of language items should involve: mustn’t use their mother tongue in the classroom
 Frequency  Coverage  Learnability General Principle 14: Naturalness
 Range  Availability  Teach ability  The mother tongue is learned easily because there is a natural
environment for learning it from the very beginning, the child listens to
Gradation of the language material, means placing the language his parents, and he rises and sleeps with the same language.
items in an order. General Principle 15: Learning by doing
Types of Gradation  This principle emphasizes acquiring skills by doing. Two
 Phonetic grouping- represents the way people use sounds in learners of the same group and age may differ a lot because of their practice.
their speech. so, the students
should be motivated for self-indulgence.
 Lexical grouping- grouping according to lexical situations.
 Grammatical grouping- grouping according to similar patterns.
THE STRUCTURE OF THE K-12 LANGUAGE ARTS CURRICULUM
 Semantic grouping- grouping according to meaning.
 The curriculum designed to provide a unified framework that
 Structure grouping- how the selected items fit one into the
allows easy transition from acquiring and learning one language to
other sounds into the words, the words into phrases, the
another.
phrases into the clauses and sentences, and the sentences
into the context.
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MACRO-SKILLS 4 elements of speaking skills

 Learning English is fun and enjoyable, but is never easy. However, we can learn VOCABULARY GRAMMAR
English in many ways. Some people tell us to read novels, listen to English radio or To develop our speaking skills, we Grammar includes lots of
songs, watch movies and English shows or practice the language by speaking in first need to know the right important areas for spoken
public. Others learn to write fluently in English because of constant practice.
words. language such as an
 Listening, speaking, reading, writing, and viewing are five-macro skills in the
language. If we want to be an effective speaker or writer, we must develop our understanding of tenses and the
five- macro skills. As a teacher, especially teachers of young learners, we are tasked correct way to structure
to help our students to develop those macro skills. Elementary teachers play a sentences.
crucial role since they will start the learning process of students. It is expected that PRONOUNCIATION FLUENCY
after graduating in elementary, students in junior high school must be well-learned Understanding how to correctly Ability to speak fluently and
in these skills. pronounce words. accurately
Language
 a body of words or symbols, and the systems for their use Teaching strategies
common to a people who are of the same community or nation, Grade 1-3 Grade 4-6
the same geographical area, or the same cultural tradition.  Oral reward  Role play
 Picture describing  Brainstorming
Macro-skills  Story telling  Interview
 “Language skills”
 provide structure and relevance to the information you wish to Reading
convey to the recipient.  “Reading is a process of constructing meaning from written texts.
It is a complex skill requiring the coordination of interrelated
Oral Skills Literacy Skills sources of information” (Stanley, 2007)
Receptive Skills Listening Reading
Viewing Science of Reading
Productive Skills Speaking Writing  It refers broadly to research in a variety of fields that relates to
how a child’s brain learns to read.
Listening
 It is a mental operation involving processing sound waves, 5 essential components of reading
interpreting their meaning, and storing them in memory. 1. Phonemic Awareness
 how to break apart and manipulate the sounds in a word.
4 types of Listening
DEEP LISTENING CRITICAL LISTENING Skills of Phonemic Awareness
It involves paying attention to Critical listening involves using  Rhyming  Blending  Segmenting
both verbal and nonverbal cues, systematic reasoning and careful
 Manipulating  Alliteration
such as the words being used, the thought to analyze a speaker’s
speaker’s body language, and message and separate fact from
their tone. opinion
FULL LISTENING THERAPEUTIC LISTENING
Full listening involves paying close Therapeutic listening means
and careful attention to what the allowing a friend, colleague, or
speaker is conveying. family member to discuss their
problems

Ineffective Listening
Selective Listening Inattentive Listeners Defensive Listening
Selective listening is don’t give speakers Defensive listeners
like listening with a their full attention. hear innocent
highlighter statements yet 2. Phonics
perceive them as  Mapping sounds in words to written letters.
personal attacks.
Phonics is learned through:
Strategies for Effective Listening  Explicit instruction
 Make eye contact.  Ask follow-up questions.  Games and activities
 Be present and attentive.  Don’t interrupt.
3. Fluency
Speaking  Transform deliberate strategies for word recognition and
 Speaking is an Action of conveying information or expressing one's comprehension into automatic skills.
thoughts and feelings through spoken

2 types of speaking
FORMAL INFORMAL
 MARIE PARCON | BEED III

 Children expand their sight words vocabulary.

 Children remember how words are read and spelled.

Writing
 "Writing" is the process of using symbols (letters of the alphabet,
punctuation, and spaces) to communicate thoughts and ideas in a
readable form.
 Writing renders language visible. Whereas speech is ephemeral,
writing is concrete and, by comparison, permanent. Both speaking
and writing depend upon the underlying structures of language.
 It can foster the learner’s ability to summarize and use the
Increase fluency with: regular reading
language freely.
4. Vocabulary
Structures of Language
 Having an increasing knowledge of words and their meaning.
 Reading vocabulary refers to the words we need to know to
understand what we read.
 Writing vocabulary consists of the words we use in writing.
 Listening vocabulary refers to the words we need to know to
understand what we hear.
 Speaking vocabulary consists of the words we use when we speak.

To build vocabulary: read a lot of books, focus on common sight words

(the, is, be and etc.)

5. Comprehension
 Understanding the meaning of what is read.
 The understanding and interpretation of what is read. To be able Writing can be classified according to several criteria:
to accurately understand written material, children need to be  Material Composition (e.g., chalk on a blackboard),
able to  Intended Audience (e.g., a letter to family),
 (1) decode what they read;  Formality (e.g., business letter vs. personal letter),
 (2) make connections between what they read and what they already  Purpose (e.g., advertising vs. journal article),
know; and  Genre (e.g., mystery story vs. newspaper article).
 (3) think deeply about what they have read.
5 Types of Writing
Skills of Comprehension 1. Creative Writing
 Summarizing  Sequencing  Inference  Creative writing is a form of writing that uses imagination,
 Comparing and  Drawing originality and ideas to create works that are not factual. It is
contrasting conclusions usually set out in prose or verse. It may be fiction or non-
fiction, but it must include an element of novelty. Creative
The 3 levels of Reading Development writing is often associated with poetry, novels, short stories
Level 1: Letter and sounds and plays.
Alphabet Knowledge is the understanding of letter forms, letter names 2. Informative Writing
and letter sounds.  Informative writing is a form of writing that informs. It is used
 26 letters that are represented by 42 sounds. to transmit knowledge and information about a topic to the
 Handwriting instruction requirements. reader. A common type of informative writing is an essay.
 Individual Alphabet Considerations  The key elements of an informative essay are:
o Fonts to be used  An introduction that presents the main idea of the
o Keywords essay.
o Colors of vowels and consonants  Body paragraphs that develop and explain each point
o Illustration made in the introduction.
 Intro paper  A conclusion that summarizes what has been said in
the body paragraphs.
Level 2: Phonics Decoding 3. Persuasive Writing
Decoding phonics is the process of working out how to say (‘‘sounding  Persuasive writing is a type of writing that intends to
out’’) an unfamiliar written word. influence the reader’s attitudes or actions. In other words, it
attempts to convince the reader of an idea.
Level 3: Orthographic mapping
 Is the mental process we use to permanently store words for
immediate, effortless retrieval. 4. Descriptive Writing
 Is the process we use to take an unfamiliar printed word and turn
it into an immediately recognizable sight word.
 MARIE PARCON | BEED III

 Writing that allows readers to see, hear, and feel what a 3 steps in viewing
writer is describing. It uses sensory details to convey images 1. Pre- viewing
in the readers’ minds. The purpose of descriptive writing is to 2. During viewing
help readers imagine what a person or place looks like and 3. After viewing
feels like.
5. Expository Writing The Visual Thinking Strategies (VTS)
 Expository writing uses facts and information to communicate The approach works in the following way:
ideas.  Students silently examine carefully selected art images
 Expository writing is a method of communicating fact-based  The teacher asks these three open-ended questions
information and ideas in a written format. 1. What’s going on in this picture?
2. What do you see that makes you say that?
These has four main goals for student achievement: 3. What more can we find?
1. To write clearly and creatively to convey a message  Students then …  The teacher …
2. To communicate ideas, thoughts, feelings, and experiences.  Look carefully at the image  Listens carefully to each comment
3. To understand that writing is a reflective and interactive process.  Talk about what they observe  Paraphrases student responses
4. To understand the different purposes, audiences, and forms for writing  Back up their ideas with evidence demonstrating language use
 Listen and consider the views of  Facilitates student discussions
Efficient Ways to Improve Student Writing others  Encourages scaffolding of
 View the improvement of students’ writing as your responsibility.  Discuss many possible observations and interpretations
 Let students know that you value good writing. interpretations  Validates individual views
 Regularly assign brief writing exercises in your classes.  Construct meaning together  Links related ideas and points of
agreement/disagreement
 Provide guidance throughout the writing process.  Reinforces a range of ideas
 Don't feel as though you have to read and grade every piece of
your students' writing. TEACHING APPROACHES, STRATEGIES AND METHODS, TECHNIQUES
 Find other faculty members who are trying to use writing more
effectively in their courses. Approaches In teaching English (Language Arts)
Approaches
Viewing  A set of principles, beliefs or ideas about the nature of learning,
 An active process of attending and comprehending visual media, which is translated into the classroom.
such as television, advertising images, films, diagrams, symbols, The structural Approach
photographs, videos, drama, drawings, sculpture and paintings.  It understands language as a set of grammatical rules that should
be learned one at a time in a specific order. It focuses on
Why viewing is important? mastering these structures, building one skill on top of another,
 Enhances skills when students attend to nonverbal instead of memorizing vocabulary. This is similar to how young
communication and visual elements of performance, video, children learn a new language naturally.
television, film, and multimedia presentations. The Natural Approach
 Enhances reading when students attend to visuals accompanying  This approach aims to mimic natural language learning with a
print (e.g., charts, diagrams, illustrations); specific textual focus on communication and instruction through exposure. It de-
techniques (e.g., layout, color, symbols); and the assumptions, emphasizes formal grammar training. Instead, instructors
perspectives, and quality of a variety of media (e.g., photos, plays, concentrate on creating a stress-free environment and avoiding
video). forced language production from students.
The Situational Approach
Visual Representing in the Classroom  This approach views language as a purposeful means of achieving
There are many ways to represent ideas visually. goals in real-life situations.
 Drawing  Video  Multimedia  The method employs oral practice of sentence patterns and
 Formatting  Webpages and  Photographs
structures related to these specific situations. It often uses props
information with web-based
word processing correspondence and realia in practice activities.
program

 News writing
 Adjective
The Lexical Approach
 An approach based on the notion that language comprises lexical
unit. Grammar is secondary and is acquired through learning
these chunks.
 The method focuses on learning sets of phrase-level, multi-word
vocabulary and linguistic frames.
 Techniques could include searching texts for lexical units,
collocation matching games, lexical drills and chants, story-telling,
role plays using fixed and semi-fixed expressions, activities with
de-lexical verbs and examining concordances.
The Functional notion Approach
 MARIE PARCON | BEED III

 This teaching method first of all recognizes that language is  Visualization made while reading will texture a scene with details
purposeful communication. The reason people talk is that they that the text may not spell out an indication of successful text
want to communicate something to someone else. comprehension.
 Teaching specific grammar patterns or vocabulary sets does play a
role but the purpose for which students need to know these Methods in teaching English (language and arts)
things should always be kept in mind with the functional-notional Methods
Approach to English teaching.  Procedural dimension of learning
The test teach test Approach  The pedagogy focuses on the effective way of presenting the
 This style of language teaching is ideal for directly targeting subject matter
students’ needs. It’s best for intermediate and advanced learners.  Immersion
o There are three stages:  Completely surrounding yourself with the language you are
o A test or task of some kind that requires students to use the learning
target language. How can we immerse?
o Explicit teaching or focus on accuracy with controlled practice  Use an online language immersion program (e.g., fluentU)
exercises.  Total Physical Response
o Another test or task is to see if students have improved in their
 It is also known as TPR, this teaching method emphasizes aural
use of the target language.
comprehension. Gestures and movements play a vital role in this
method. (e.g., “Stand up” “Catch the ball” “Sit down” “Jump three
Strategies in Teaching English (Language Arts)
times”
Strategies
 Communicative
 Are the practices teachers use to engage their students in better
 Is the most widely used and accepted method in today.
learning.
 It emphasizes the learner’s ability to communicate various
Conduct research
functions, such as asking and answering questions, making
 Is an inquiry-based process that involves identifying a question,
request, describing, narrating and comparing.
gathering information, analyzing and evaluating evidence, drawing
Activities:
conclusions, and sharing the knowledge gained.
Composing a dialogue about when and where to eat dinner, for
Context Clues
instance, or creating a story based on a series of pictures.
 The meaning of a word can often be gleaned from clues in the
 Task-based Learning
surrounding context. These strategies can help students meet
 Task-based learning is a refinement of the communicative
standards related to vocabulary acquisition and word use.
approach and focuses on the completion of specific tasks through
Drafting
which language is taught and learned.
 Students develop a more cohesive text, explain and elaborate
 Community Language Learning
their ideas, and explore a topic, guided by purpose, genre, and
 In this type of classroom, the teacher serves as a counselor rather
content area.
than an instructor.
Fluency
Silent way
 Reading with accuracy, speed, and understanding.
 The students learn best when they discover rather than simply
 Allow students with tools for repeated readings.
repeat what the teacher says.
 E.g., E-books, audiobooks etc.
So how does one teach in silence?
Presenting
 You’ll need to employ plenty of gestures and facial expressions to
 Classroom presentations encourage purposeful speaking and
communicate with your students;
engaged listening.
 as well as props.
Pre-writing
 Functional-notional
 Prewriting involves setting goals, exploring topics, and beginning
 The functional-notional approach recognizes language as
to organize ideas. Planning gives students a writing “road map” to
purposeful communication. That is, we use it because we need to
follow.
communicate something.
Reviewing
 Teachers using the functional-notional method must evaluate how
 Students learn about the “craft” of writing during reviewing. Good
the students will be using the language.
writers review and rewrite text many times, making it more
 For example, very young kids need language skills to help them
interesting, informative, and/or convincing.
communicate with their parents and friends. Key social phrases
Self questioning
like “thank you,” “please” or “may I borrow” are ideal here.
 Readers ask themselves questions about a text. Asking and
 Reading
answering questions like "what's important here?" and "who's
 With the reading approach, simply help your students build their
speaking now?" helps readers interact with the text and engage
vocabulary.
prior knowledge.
 OTHER METHODS
Semantic web
 Computer Assisted Language Learning (CALL)
 Semantic maps (or graphic organizers) are maps that can visually
o Computer Assisted Language Learning (CALL)
display a word or phrase and a set of related words or concepts.
o A number of commercial products (Pimsleur, Rosetta
Summarizing
 Summarizing is to express the most important facts or ideas about Stone) and online products (Duolingo, Babbel) use the
something or someone in a short and clear form CALL method. With careful planning, you can likely
Visualizing employ some in the classroom as well.
 Suggestopedia
 MARIE PARCON | BEED III

o Suggestopedia
o The idea here is that the more relaxed and comfortable
students feel, the more open they are to learning, which
therefore makes language acquisition easier.

Technique
 Teaching techniques can be defined as an integrated organization
that includes a set of materials, devices, tools, and educational
attitudes that the teacher uses to clarify an idea or to change a
vague concept in order to contribute to a better state of the
educational process.

Drill
 A drill is a classroom technique to aid memorization by way of
spaced repetition. Drills promote the acquisition of knowledge or
skills through repetitive practice. Drill is a useful technique to
introduce a new lesson and to familiarize learners with new
concepts.

Repetition
 Repetition is something that classroom teachers routinely use to
organize students into a cohort, to move from presentation to
practice and to purse a response.

Substitution Activity
 A classroom technique used to practice new language. It involves
the teacher first modelling a word or a sentence and the learners
repeating it. The teacher then substitutes one or more key words,
or changes the prompt, and the learners say the new structure.

Spoken Dialogue
 Through dialogue students are able to practice and express their
thought orally in the target language. Teaching by using dialogue
can help students to develop their conversation skill in common
practice in most English classes. English has become the primary
language of communication.

Situation Role Play

 give students the opportunity to assume the role of a person or
act out a given situation. These roles can be performed by
individual students, in pairs, or in groups which can play out a
more complex scenario.

Pair Work or Group Work

 Working in pairs and smaller groups can significantly improve
learning and help students become more successful. In this way,
students are more included in the learning process as the usual
pace of the lesson changes with students becoming the focus of
attention.