MODULE

2
As you take your journey on this lesson, you are
expected to:

Understa LEARNING OUTCOME:

 Demonstrate understanding of the
nature of reading and writing and

nding the
the theoretical bases, principles,
methods, and strategies in teaching
these components
 Apply skills and strategies gained

K to 12 from reading and writing instruction

principles and techniques

Curriculu LEARNING OBJECTIVES:

 Explain the significance of learning
and teaching of reading and writing

m skills
 Apply speaking and listening ideas to
create a specific activity for a

Guide in classroom setting.

English
1| Teaching and Assessment of Macro Skills
Module 2: Lesson 1- Listening
Introduction
Listening is the ability to accurately receive and interpret
messages in the communication process. Listening is key to all
effective communication. Without the ability to listen effectively,
messages are easily misunderstood.
In this module, you will be learning the goals, types purposes and
tips in establishing good listening skills and activities.

I. What is Reading?
Reading is a process of constructing meaning through the dynamic interaction
among the reader’s existing knowledge, the information suggested by the written
language, and the context of reading situation.
The good writing teacher is one who provides models of powerful and effective
writing. Teachers can use attractive and well-written culturally relevant story
books, perhaps selected in consultation with the students themselves. Among the
selection criteria teachers can use are that the main characters in the book come
from students’ own culture and are portrayed in a positive light (e.g. not
submissive, abusive, or weak). The book should also be historically accurate and
reflect ideas from the perspective of students’ own social context.

II. FACTORS THAT INFLUENCE READING IN A SECOND /

FOREIGN LANGUAGE
1. Cognitive development and learning style orientation at the time of beginning
second/foreign language study
2. Language proficiency in the first language
3. Metacognitive knowledge of the first language structure, grammar, and syntax
4. Language proficiency in the second/foreign language
5. Degree of differences between the first language and the second/foreign
language
6. Cultural orientations

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 7. Cognitive development and learning style orientation at the time of
beginning second/foreign language study
8. Language proficiency in the first language
9. Metacognitive knowledge of the first language structure, grammar, and
syntax
10.Language proficiency in the second/foreign language
11.Degree of differences between the first language and the second/foreign
language
12.Cultural orientations
•

III. THE CONCERNS OF TEACHING READING

1. Schema activation
2. Vocabulary development
3. Comprehension development
4. Understanding text organization
5. Application
A. Schema Activation
TECHNIQUES:
 Brainstorming
 Previewing a passage
 Constructing a graphic organizer, web, or outline from a passage heading for
use in note taking
B. Vocabulary Development
TECHNIQUES:
 Wide reading approach
 Direct instruction
 Superficial instruction

PRINCIPLES OF VOCABULARY INSTRUCTION:

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 1. Be enthusiastic about content area language
2. Remember that learning involves making connections between what we
already know and new information.
3. Limit the number of words taught in each unit; concentrate on key concepts.
4. Teach concepts in semantically-related clusters, so that students can see
clearly the associations among related concepts.
5. Use mental imagery and symbolic representations techniques to help
students think about new words.
6. Model how to use graphic organizers.
7. Allow students to have enough practice in working with strategies and
graphic organizers so that their use becomes a habit.
8. Use dictionaries and glossaries appropriately.
9. Repeatedly model how to determine a word’s meaning in text materials.
Basis for Choosing Words for Explicit Vocabulary Instruction
1. High frequency words
2. Academic words/content area words
3. Technical words
4. Literary words
5. Low frequency words

C. COMPREHENSION DEVELOPMENT

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TECHNIQUES:
Students need to learn the following:
 Text type (narrative or expository)
 Genre
 Hierarchy of ideas
 Significant details in narratives and expository texts
 Use of graphic organizers
Application
TECHNIQUES:
 Valuing
 Appreciating
 Relating lessons to own life
 Linking lessons to explain real-life contexts
 Responding creatively using multiple intelligence
Format of a Language Lesson
1. The perspective
2. The simulation phase
3. The instruction/participation phase
4. The closure phase
5. The follow-up phase
D. PRINCIPLES FOR DESIGNING EFFECTIVE AND
INTERESTING READING LESSONS
1. The reading materials are interesting for the students.

5| Teaching and Assessment of Macro Skills

 2. The major activity of the reading lesson is students reading texts.
3. Activities and exercises reflect the purposeful, task-based interactive nature
of real reading.
4. Activities and tasks allow the learners to bring the knowledge and
experiences to the reading passage.
5. Instructional activities have a TEACHING rather than a testing focus.
6. A variety of different reading activities are used during each lesson
7. Lessons should be divided into pre-reading, during reading, and post-reading
phases.
STRAGIES IN TEACHING READING
• For Vocabulary Development
A. Structural Analysis
B. Context Clue
C. Intensive/Extensive Reading
D. Pleasure Reading

STRAGIES IN TEACHING READING

• For Comprehension Development
A. Activating Prior Knowledge
B. Anticipation Guide
C. ReQuest
D. K-W-L
E. Mapping
F. PLAN

E. STRUCTURAL ANALYSIS

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 • The process of breaking up words into its meaningful components.
Example:
Word: BIOLOGY
Bio means life; Logos means the study of

Context Clue
We find clues in the text by determining the:
1. Definition Statements
2. Synonym
3. Antonym
4. Summary
5. Examples
6. Simile
7. Apposition
8. Groupings

Pleasure Reading
• It is another way of making students read, but the materials or selection that
they have brought are for themselves or for sharing with friends and
classmates.
Characteristics of Writing
 Permanence
 Production time
 Distance
 Orthography

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  Complexity
 Formality
 Vocabulary
What Writers Need to Know
1. Content knowledge – concepts involved in the subject area
2. Context knowledge – knowledge of the context in which the text will be
read
3. Language system knowledge – knowledge of those aspects of the language
system necessary for the completion of the task
4. Writing process knowledge – knowledge of the most appropriate way of
preparing for a scientific writing task

• Module 2: Lesson 2- Speaking

Introduction

“Speech is the most basic means of communication.” We are

literary speaking everyday and as a future educator, this is the
skill that you must develop the most. Teachers act as the bridge to
help learners learn, and the best way to do it is to speak and
facilitate.
In this module, you will be learning about the goals, nature,
factors and some types of speaking

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 • Speaking in a second language or foreign language has often been viewed as
the most demanding and challenging of the four skills.” (Bailey and Savage,
1994)
What specifically makes speaking in a second language or foreign language
difficult.
• A number of features of spoken language includes reduced forms such as
contractions, vowel reduction, and elision; slang and idioms; stress, rhythm,
and intonation (Brown,1994).
• Students who are not exposed to reduced speech will always retain their full
forms and it will become a disadvantage as a speaker of a second language.
• Speaking is an activity requiring the integration of many subsystems.

The Goal of Teaching Speaking

• The goal of teaching speaking skills is communicative efficiency. Learners
should be able to make themselves understood, using their current
proficiency to the fullest.
• They should try to avoid confusion in the message due to faulty
pronunciation, grammar, or vocabulary, and to observe the social and
cultural rules that apply in each communication situation.
• To help students develop communicative efficiency in speaking, instructors
can use a balanced activities approach that combines language input,
structured output, and communicative output.

The Nature of Speaking

 Oral communication is a two-way process between speaker and listener (or
listeners) and involves the productive skill of speaking and the receptive
skill of understanding (or listening with understanding).
 Both speaker and listener have a positive function to perform. In simple
terms, the speaker has to encode the message he wishes to convey in

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 appropriate language, while the listener (no less actively) has to decode (or
interpret) the message.

Different views of speaking in language teaching

1. Conversational discourse
2. Teaching pronunciation
3. Accuracy and fluency
4. Affective factors
5. The interaction effect

Factors that Influence Learners’ Speaking

1. Native Language
2. Age
3. Exposure
4. Innate phonetic ability
5. Identity and language ego
6. Motivation and concern for good pronunciation

Problems that language learners face during speaking

1. Native Language
2. Age
3. Exposure
4. Innate phonetic ability
5. Identity and language ego
6. Motivation and concern for good pronunciation

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Eight factors that can make speaking difficult
1. Clustering
2. Redundancy
3. Reduced forms
4. Performance variables
5. Colloquial language
6. Rate of delivery
7. Stress, rhythm, and intonation
8. Interaction

Speaking Tasks for Communicative Outcomes

• Imitative Speaking
• Intensive Speaking
• Responsive Speaking
• Interactive Speaking
• Extensive Speaking
Imitative Speaking
• Student simply parrots back a word or phrase or possibly a sentence
• Tasks:
- Word repetition
- Pronunciation drills (stress, intonation)
Intensive Speaking

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 • One step beyond speaking to include any speaking performance that is
designed to practice some phonological or grammatical aspect of language
• Tasks:
- direct response
- read-aloud
- sentence/ dialogue completion tasks
- oral questionnaires
- - picture-cued tasks
Responsive Speaking
• Short replies or student-initiated questions or comments ( a good deal of
student speech in the classroom is responsive)
• Tasks:
- question and answer
- eliciting instructions and directions
- paraphrasing a story or a dialogue
Interactive Speaking
• Transactional dialogue - carried out for the purpose of conveying or
exchanging specific information
• Interpersonal dialogue – carried out for the purpose of maintaining social
relationships
• Tasks:
- Interviews
- Role play
- Discussions
- Games

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 - Conversations
- Information gap activity
- Telling longer stories
- Extended explanations
Extensive Speaking
• Usually for intermediate to advanced levels; tasks involve complex,
relatively lengthy stretches of discourse
• Tasks:
- Oral reports
- Summaries
- Short speeches
- Picture-cued storytelling
- Retelling a story or a news event

Stages in a Speaking Lesson

• The Presentation Stage
• The Practice Stage
• The Production Stage

What have I learned?

Directions: Write TEN (10) points that you learned/liked about

listening.
1.
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 2.
3.
4.
5.
6.
7.
8.
9.
10.

Directions: Make an appropriate task to be conducted to the

following classroom settings.
1. You are a Grade 1 teacher with 15 pupils. You want to develop
their initiative speaking.
What activity will you do?
How will you do it?
2. You are a Grade 7 teacher with 50 students. You want to develop
their interactive speaking.
What activity will you do?
How will you do it?
3. In your Teaching and Assessment of Macro skills class, you are
assigned to conduct an activity that focuses on extensive speaking
to your classmates.
What activity will you do?
How will you do it?
4. You are a private school teacher with 25 grade 5 pupils in your
English class. What will you do to improve their intensive
speaking?
What activity will you do?
How will you do it?

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 5. Half of your 40 students in Grade 8 has low responsive speaking
skills.
What activity will you do?
How will you do it?

Listening and Speaking Activity

1. Find a partner (this can be your classmate, a friend, or a family
relative) and record an audio conversation with them. Choose five (5)
topics to talk about. Here are some suggestions.
 Jobs/Careers
 At home
 My Favorite photographs
 Color
 Yes/No Questions
 Telephone Call
 I'm Busy on Friday
 A Hot day
 Traveling
 Gardening
 School stuffs
 Traffic Rules

2. Each of you must ask/give at least five (5) or more questions/statements for
each topic. This means that pair 1 will be asking/giving 5 or more
questions/statements for pair 2, and at the same time, pair 2 will also be
asking/giving five (5) or more questions/statements for pair 1 to answer. Make it
sure to stick to the topic.

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3. Submit 5 audio files in MP3 format (you can have it compiled as a one file or
submit it as different files) with your name (include your partner’s name if you
have chosen your classmate as your partner) and your topic, ex.
FloresMhelRyan_SarandinMarwin_Module2Output_AnimeTopic.

4. Ask your Pair to submit it for you. If you want to have your output graded on
your gmail account, you can submit it too.

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