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    Mary ann Gatan
    The document discusses strategies for teaching listening and viewing skills. It provides an example of analyzing a multimedia text using a viewing strategy. It then provides a template for designing an instructional activity targeting listening or viewing competencies. An example activity is given where students will interpret and dramatize the story 'The Ugly Duckling'.

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    Quiz

    Uploaded by

    Mary ann Gatan
    14 views3 pages
    The document discusses strategies for teaching listening and viewing skills. It provides an example of analyzing a multimedia text using a viewing strategy. It then provides a template for designing an instructional activity targeting listening or viewing competencies. An example activity is given where students will interpret and dramatize the story 'The Ugly Duckling'.

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    The document discusses strategies for teaching listening and viewing skills. It provides an example of analyzing a multimedia text using a viewing strategy. It then provides a template for designing an instructional activity targeting listening or viewing competencies. An example activity is given where students will interpret and dramatize the story 'The Ugly Duckling'.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    14 views3 pages

    Quiz

    Uploaded by

    Mary ann Gatan
    The document discusses strategies for teaching listening and viewing skills. It provides an example of analyzing a multimedia text using a viewing strategy. It then provides a template for designing an instructional activity targeting listening or viewing competencies. An example activity is given where students will interpret and dramatize the story 'The Ugly Duckling'.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    You are on page 1of 3

    LANGUAGE TEACHING AND LEARNING STRATEGIES FOR LISTENING AND VIEWING

    I.

    Direction: Choose one multimodal text or one visual art to view and interpret. Analyze it using
    one of the strategies below. Write your interpretation in the box after the table.

    Title of multimodal text/artwork: Covid - 19 helpers

    Author: beth bacon and kary Lee

    Viewing Strategy use: printed image

    Summarize below your reaction and interpretation.

    In COVID-19 HELPERS, beautiful, colorful illustrations by Kary Lee and clear,


    comforting words by Beth Bacon help children understand that they are not alone even if
    they are feeling isolated and helpless. In fact, by staying at home during the quarantine,
    they are playing an important role in helping to reduce the coronavirus infection rate.
    II.
    It is time for you to apply what you have learned about teaching listening and
    viewing in the Mother Tongue. Your final task is to create an instructional activity that
    specially targets one or more listening or viewing competencies from the Mother
    Tongue Curriculum Guide. Complete the template on the succeeding page.

    At the bottom of the template, you will find “Process Questions.” Once you are
    done describing your activity, evaluate your classmates using the process questions.

    INSTRUCTIONAL ACTIVITY-LISTENING/VIEWING

    Activity Title: “ The Ugly Duckling

    Target Grade Level: Grade 1

    Time Required: 10am to 11am

    Learning Objectives:

    At the end of the activity, the students are expected to:

    1. interpret the story entitled “ The Ugly Duckling”;


    2. relate the story by having an instinct about the importance of listening; and
    3. dramatize to the class their interpretation of the story

    Activity Description:

    1. The teacher will group the class into two (2)

    2. Each of the members of the group will choose a leader, and the leader
    will be the one who will lead the group.

    3. After 10 minutes of practice, each group will present or dramatize the


    story in front.
    Criteria for grading (if possible, include a rubric if necessary):

    PROCESS QUESTIONS:

    1. Are the learning objectives clearly defined? If not, what suggestions do you have
    to improve them?
    yes? because the instructuctions is very clear
    _____________________________________________________________
    2. Is the instructional activity well-aligned with the learning objectives?
    yes! it is well aligned
    _____________________________________________________________
    3. Does the activity encourage active student engagement?
    yes! because i will group them in two groups to know their listening skills
    _____________________________________________________________
    4. If the student completes the activity, can the teacher determine whether or not the
    student has met the stated learning objectives?
    You will not know whether learners are meeting the stipulated objectives unless they are assessed
    or tested.

    Dateline: April 26,2022

    Time: 2:00 pm

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