E-Engl 1 Modules

College of Education
Teaching English in the Elementary Grades (Language Arts)

E-ENG 1
APPROACHES TO SECOND
LANGUAGE ACQUISITION:
THE GRAMMAR-TRANSLATION METHOD
AND
THE NATURAL APPROACH
Module No. 1 (Week 1)
INTENDED LEARNING OUTCOMES:
 Construct a KWL chart regarding second language acquisition

 Compare and contrast the grammar-translation method and
the Natural approach
 Share the importance of learning how the Second Language is
being acquired
What is Second Language Acquisition?
Second Language Acquisition or SLA has two meanings. In a general

sense, it is a term to describe learning a second language. More specifically, it is
the name of the theory of the process by which we acquire- or pick up- a
second language. This is mainly a subconscious process which happens while
we focus on communication. It can be compared with second language
learning, which describes how formal language education helps us learn
language through more conscious processes.
Example: A learner studying in an English-speaking country may have more

success due to the language they acquire in their part time job than with the
language they learn in their class.
In the classroom
Implications for the language classroom include the ideas that the teacher can
create contexts for communication which facilitate acquisition, that there is a
natural order of acquisition of language, that there are effective filters which
inhibit acquisition, especially for adults, and that comprehensible input is very
important.
In this module the first two approaches involved in the second language
acquisition will be tackled. The following sections will also introduce you to
exercise that will assess your own understanding of SLA.
TOPIC 1
Four Approaches to Second Language

Acquisition:
The Grammar-translation Method and Natural
The Grammar-translation Method
Explain that with the grammar-translation method, we learn facts about the
language, but not how to use it to take part in conversations with other
speakers. This is probably the method‟s main weakness. In contrast, a
communicative approach to Spanish would probably start by introducing
expressions such as the following within a spoken dialogue:
Hola. — Hello.
?Cómo estás? — How are you?
Muy bien, gracias. — Fine, thank you.
?Cuál es tu nombre? — What is your name?
Mi nombre es Fatima. — My name is Fatima.
The Natural Approach

In 1983, Stephen Krashen and Tracy Terrell published The Natural Approach,
which combined a comprehensive second-language acquisition theory with a
curriculum for language classrooms. The natural approach is based on the idea
that we acquire a second language not through consciously studying it or
repeating its structures again and again, but simply by understanding and
processing messages in the second language.
According to the natural approach, how do people acquire a second

language?
• We acquire a second language when we understand spoken or written
messages in the language. Krashen refers to these messages as
„comprehensible input‟.
The language teacher should therefore provide learners with as much
comprehensible input as possible in the classroom. Input can be in the
form of listening or reading, but it must be pitched at the right difficulty
level for students. If it is too difficult, it will not be comprehensible. But if it is
too easy, students will not learn anything new.
• Students can acquire the second language only when they feel relaxed
and motivated. It is therefore essential to provide interesting and
understandable input in an environment in which students feel no stress.
• According to Krashen, language acquisition does not happen when we
study and practice grammar rules. Acquisition happens when we
understand messages. Spending many hours on grammar exercises and
very little time on listening to spoken English is therefore not the best use of
classroom time.
Criticism of the Natural Approach
Krashen says that learners will acquire the second language by understanding
messages that contain structures „a bit beyond‟ their current level of
competence. The problem for teachers is to determine what this level is for their
classes, as students will have different levels of proficiency. How do teachers
provide input that is comprehensible to all their students?
Krashen argues that when the learner is anxious or bored, comprehensible input
fromthe teacher will be blocked out by an „affective filter‟, and the learner will
therefore not acquire the language. However, Krashen does not attempt to
explain how this happens or provide psychological evidence that an affective
filter actually exists in the brain.
Krashen suggests that teachers should use the following techniques to provide
comprehensible input in the classroom:
• „Total physical response’: in this activity, the teacher asks students to perform
certain actions (such as „Put your left hand on your right leg‟ and „Walk to the
board and write your name on it‟). Students have to listen carefully to
commands and respond physically, but they do not have to say anything.
• Use students‟ names and physical characteristics to provide input (such as
„What‟s the name of the student in this group with short, dark hair?‟ and „Is Ali
wearing a Manchester United shirt today?‟).
• Use pictures to focus on learning the names of things and to give information
about items in a picture. (Explain, for example, „In this picture, there are two
nurses. One is standing and the other is sitting‟.)
• Use students‟ personal details to provide language input (such as „Which two
students in our class play basketball?‟ and „Who studies both English and
geography?‟ and „Does As if play the harmonium?‟).
• Read stories to students that they are already familiar with in their first
language (such as children‟s stories, folk tales, or religious stories).
• You could also use texts that contain a mixture of the students‟ first language
plus the target language. The following example would be for English-speaking
learners of Urdu as a second language: „On my way to daftar, I passed a dukan
selling samosei. I bought dou samosei and ate
Exercise 2
Jazz chants
Originally devised by Carolyn Graham in the United States, jazz chants are
based on behaviorists‟ principles that have been modified to present a more
light-hearted, imaginative view of repetition and memorization. The aim is to
practice the real rhythms of English conversation. The following are two
examples that have been prepared for the course. Try them out.
A: Hello. What‟s your name?

B: Hello. My name‟s Dean. What‟s your name?
A: My name is Tom.
B: I‟m pleased to meet you, Tom.
A: I‟m pleased to meet you, Dean.
B: Let‟s have lunch in the school canteen.
A: Do you like ice cream?
B: Yes, I do.
A: How about chocolate?
B: I like that too.
A: Do you like raw onions?
B: No, I don‟t.
A: Will you eat some tomorrow?
B: No, I won‟t.
It is also possible to use the same technique to encourage students to memorize

structures used in short verses. The following is an example of a theme-based
chant to try.
A chant on superstitions
Never break a mirror

Or your luck will disappear
Cross your fingers; don’t spill salt
When a dog howls, death is near
Don’t walk under ladders
An itchy palm means money
Your fate is written in the stars
Don’t laugh—fate’s not that funny
Activities
Activity 2: On the Grammar-translation Method
Spanish English
el the
la the
los the
las the
All nouns in Spanish are either masculine or feminine. In front of masculine nouns in
the singular, use el as the definite article. With feminine nouns in the singular, use la.
el libro — the book

el muchacho — the boy
la camisa — the shirt
la muchacha — the girl
Note that many masculine nouns end in -o, while many feminine nouns end in
-a.
el soldado — the soldier
el zapato — the shoe
el brazo — the arm
la mesa — the table
la puerta — the door
la cama — the bed
For the plural form of nouns in Spanish, add -s. The definite article that precedes
plural masculine nouns is los.
los libros — the books
los muchachos — the boys
The definite article that precedes plural feminine nouns is las.
las camisas — the shirts
las muchachas — the girls
„If el zapato is “the shoe”, how would you say “the shoes”?‟ _______________
„If la mesa is “the table”, how would you say “the tables”?‟ _______________
Ask them to translate the following words into English.

1) el zapato the shoe
2) los zapatos the shoes
3) la mesa _______________
4) las mesas _______________
5) las puertas _______________
6) los brazos _______________
7) el soldado _______________
8) la puerta _______________
9) los muchachos _______________
10) las muchachas _______________
11) las camas _______________
12) el brazo _______________
Activity 1
What do people need to know to speak a second language well? (5
minutes)
Put a tick () on the space provided after each statement if you think it is
what is required to speak a second language well.
a) Knowing how to pronounce words clearly ____

b) Having a native speaker‟s accent ____
c) Having a large vocabulary ____
d) Knowing lots of grammatical rules ____
e) Having a good memory ____
f) Being able to understand what other speakers are saying to you ____
g) Being aware of a wide range of idioms, or common expressions ____
h) Knowing how to communicate with other people in the second language
____
i) Being very outgoing and sociable ____
j) Being able to speak fluently, without making any mistakes ____
k) Knowing how to tell jokes in the second language ____
l) Other (_________________________) ____
Assessment
1. Individual Activity:
Construct a KWL Chart on what you already know, what you want to know, and
what you learned about the second language acquisition.
2. Essay Writing
Compare and contrast the Grammar- translation Method and Natural

Approach.
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REFLECTION
As a future teacher, how important is it to understand how second language is being
acquired? Which one do you prefer between the two approaches discussed? Share its
implications to teaching English in the elementary grades.
ESSAY RUBRIC
CRITERIA Exemplary Proficient Partially Proficient Unsatisfactory (1 SCORE
(4 Points)) ( 3 Points) (2 Points) point)
CONVENTIONS Evident control of Sufficient control Limited control of Minimal control of
(Grammar, grammar, of grammar, grammar, grammar,
mechanics, spelling, mechanics, mechanics, mechanics, spelling mechanics,
usage and sentence spelling, usage, spelling, usage usage, and spelling, usage,
formation) and sentence and sentence sentence formation and sentence
formation formation formation
CONTENT Substantial, Sufficiently Limited content Superficial and/or
(The presence of specific, and/or developed with inadequate minimal content
ideas developed illustrative content content with elaboration or
through facts, demonstrating adequate explanation
examples, strong elaboration or
anecdotes, details, development and explanation.
opinions, statistics, sophisticated ideas.
reasons, and/or
explanation)
ORGANIZATION Sophisticated Functional Confusing or Minimal control of
(The order arrangement of Arrangement of inconsistent content
developed and content with content that arrangement of arrangement
sustained within and evident or subtle sustains a logical content with or
across paragraph transitions order with some without attempts of
using transitional evidence of transitions
devices and transitions
including
introduction and
conclusion)
FOCUS Sharp, distinct Apparent point No apparent point Minimal evidence
The single controlling controlling point made about a but evidence of a of a topic
point made with an made about a single topic with specific topic
awareness of task single topic with sufficient
about a specific evident awareness awareness of
topic of task task
TOTAL
Additional Resources
For additional input on the Second Language Acquisition methods and approaches, click the following
Youtube links:
1. http://www.youtube.com/watch?v=utfHFPC3ky8
2. https://www.youtube.com/watch?v=eTVbdstastl
References
1. Lightbown, P. and N. Spada (1999). How languages are learned. Oxford: OUP.
2. Ur, P. (1996) A course in Language Teaching. Cambridge: CUP
3. Dr. Graeme Cane and Shaista Bano (2012), International and National subject experts guiding
course design. Aga Khan University Centre for English Language
4. http://www.teachingenglish.org.uk/article/second-language-acquisition-sla
MODULE NO.2
NORTH CENTRAL MINDANAO COLLEGE
Maranding, Lala, Lanao del Norte
COLLEGE OF EDUCATION
E-ENG 1: TEACHING ENGLISH IN THE ELEMENTARY GRADES (LANGUAGE ARTS)
1st Semester of A.Y. 2020-2021
Topic
Four Approaches of Second Language Acquisition: The Audio-lingual Method and the
Interactionist Approach
E-ENG 1 COURSE MODULE
Rationale
This module analyses the idea of second language acquisition fromm an interactionist
perspective and through The audio Lingual Method. The field of second language
acquisition has been studied from many angles. This broad scope is due in part to the myriad
disciplinary backgrounds of scholars in the field. This module deals with the interactionist
perspective and, as such, is primarily concerned with the environment in which second
language learning takes place.
Intended Learning Outcomes
ILO 1: Compare and contrast the audio-lingual method and the interactionist
approach
ILO 2: Explain with their own words what they think a successful language learner
should be
ILO 3: Generate as many words as possible from the table provided by the teacher in
an interactionist and audio-lingual activities
Activity/Activities
Lecture, Online Quiz
Discussion
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The Audio-lingual Teaching Method
With the outbreak of World War II armies needed to become orally proficient in the
languages of their allies and enemies as quickly as possible. This teaching technique was
initially called the Army Method, and was the first to be based on linguistic theory and
behavioral psychology.
Based on Skinner’s Behaviorism theory, it assumed that a human being can be trained using
a system of reinforcement. Correct behaviour receives positive feedback, while errors
receive negative feedback.
Emphasis is on the acquisition of patterns in common everyday dialogue.
The Audio-lingual Method was widely used in the 1950s and 1960s, and the emphasis was not
on the understanding of words, but rather on the acquisition of structures and patterns in
common everyday dialogue.
These patterns are elicited, repeated and tested until the responses given by the student in
the foreign language are automatic.
Some characteristics of this method are:
 Drills are used to teach structural patterns

 Set phrases are memorised with a focus on intonation
 Grammatical explanations are kept to a minimum
 Vocabulary is taught in context
 Audio-visual aids are used
 Focus is on pronunciation
 Correct responses are positively reinforced immediately
Modern Usage
The Audio-lingual Method is still in use today, though normally as a part of individual lessons
rather than as the foundation of the course. These types of lessons can be popular as they
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are relatively simple, from the teacher’s point of view, and the learner always knows what to
expect.
Some of the most famous supporters of this method were Giorgio Shenker, who promoted
guided self-learning with the Shenker method in Italy, and Robin Callan, who created the
Callan method.
Developments & Problems
This extensive memorization, repetition and over-learning of patterns was the key to the
method’s success, as students could often see immediate results, but it was also its weakness.
It was discovered that language was not acquired through a process of habit formation.
The method’s insistence on repetition and memorization of standard phrases ignored the role
of context and knowledge in language learning. As the study of linguistics developed, it was
discovered that language was not acquired through a process of habit formation, and that
errors were not necessarily bad.
It was also claimed that the methodology did not deliver an improvement in communicative
ability that lasted over the long term.
The Interactionist Approach
The Russian psychologist Lev Vygotsky believed that language develops entirely from social
interaction with other speakers. Vygotsky claimed that every instance of new learning takes
place within a ‘zone of proximal development’ for the learner. A ‘zone of proximal
development’ refers to the idea that learning can take place only when we are presented
with a new task or item of knowledge that is just beyond our present level of understanding.
Each zone of proximal development is a stage between what Vygotsky called ‘actual’
development and ‘potential’ development, which means between the present stage of
development and the next stage. For Vygotsky, learning is about bridging the gap between
actual and potential development through interaction with an adult or a more expert peer.
According to the interactionist approach, how do people acquire a second language? We

learn a second language by interacting with people who speak that language more
proficiently than we do. Since conversational interaction is the key to language acquisition,
the teacher must provide many opportunities in the classroom for students to interact with
one another and with the teacher. Group work, pair work, and taskbased learning therefore
have important parts to play in the interactionist approach.
Criticisms of the Interactionist Approach
Ellis proposes that sometimes interaction can make the input more complicated or produce
amounts of input which overwhelm learners. According to Ellis, this can happen if someone
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taking part in a conversation uses unfamiliar ways of saying something or gives complex
definitions of a word that was not understood. Ellis comes to the conclusion that the role of
interaction in language acquisition is a complex one. Another criticism of the interactionist
approach is that pushing students to speak in a second language can produce a high
degree of stress among some learners. Krashen claims there are numerous studies which
suggest we can develop extremely high levels of language and literacy competence
without any language production. In the research by Ellis mentioned above, it was found
that the group that did no speaking at all made more gains in vocabulary development than
the group that interacted with a native speaker.
Exercise
Task-based learning: Problem- Solving
1) The dog named Jam is heavier than the dog named Jelly. Copper weighs more than
Snowy, but less than Pumpkin. Snowy weighs more than Jelly. Pumpkin weighs less than
Jam. List the dogs in order of their weights, beginning with the heaviest.
Solution: ______________________________________________________
2) Mr Razzak, Mr Khan, and Mr Sikandar work in the same building. One is a banker, one
is a lawyer, and one is a dentist—but not necessarily in that order. The dentist, who is
Mr Khan’s friend, is the youngest of the three. Mr Sikandar is older than the lawyer. Use
this information to work out each man’s job.
Solution: ______________________________________________________
3) A farmer with his wolf, duck, and a bag of corn come to the east bank of a river, and
the farmer wishes to cross the river to the west bank with all three of his things. There is
a small rowboat at the water’s edge, but of course only the farmer can row. The boat
can hold only two things (including the rower) at any one time. If the wolf is left alone
with the duck, the wolf will eat the duck. If the duck is left alone with the corn, the duck
will eat the corn. How can the farmer get across the river so that all four arrive safely
on the other side?
Solution: ______________________________________________________
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Assessment
1. Compare and contrast the Audio-lingual Method and the interactionist
approach.
2. Word games involving interaction (Word-forming game)
Instruction: Using the nine letters in the box below, try to come up with at
least 30 words using the letters inside the table.
Conditions:
• Each letter can be used more than once in the same word
• Polysyllabic words are worth twice as many points
• Students who can create a word using all nine letters get a bonus prize
T Y L
N R O
E I C
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Reflection
What method/approach do you think is more effective in Second Language
Acquisition? Why?
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ESSAY RUBRIC
CRITERIA Exemplary Proficient Partially Unsatisfactory SCORE

(4 Points)) ( 3 Points) Proficient (2 (1 point)
Points)
CONVENTIONS Evident Sufficient Limited Minimal
(Grammar, control of control of control of control of
mechanics, grammar, grammar, grammar, grammar,
spelling, usage mechanics, mechanics, mechanics, mechanics,
and sentence spelling, spelling, spelling spelling,
formation) usage, and usage and usage, and usage, and
sentence sentence sentence sentence
formation formation formation formation
CONTENT Substantial, Sufficiently Limited Superficial
(The presence specific, developed content with and/or
of ideas and/or content with inadequate minimal

developed illustrative adequate elaboration content
through facts, content elaboration or
examples, demonstrating or explanation
anecdotes, strong explanation.
details, development
opinions, and
statistics, sophisticated
reasons, and/or ideas.
explanation)
ORGANIZATION Sophisticated Functional Confusing or Minimal
(The order arrangement Arrangement inconsistent control of
developed of content of content arrangement content
and sustained with evident that sustains of content arrangement
within and or subtle a logical with or
across transitions order with without
paragraph some attempts of
using evidence of transitions
transitional transitions
devices and
including
introduction
and
conclusion)
FOCUS Sharp, distinct Apparent No apparent Minimal
The single controlling point made point but evidence of
controlling point made about a evidence of a topic
point made about a single single topic a specific
with an topic with with topic
awareness of evident sufficient
task about a awareness of awareness of
specific topic task task
TOTAL
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Resources
https://blog.tjtaylor.net/method-audio-lingual/
http://www.viviancook.uk/Writings/Papers/ISB1981.htm
Prepared By
RONIEL B. ESMAR,LPT
College of Education Faculty
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MODULE NO.3
E-ENG 1: TEACHING ENGLISH IN THE ELEMENTARY GRADES
Topic
Teaching the receptive skills: Listening Skills
Rationale
The listening component of this unit will show Student Teachers ways of helping young
learners improve their listening skills by offering them a combination of extensive and intensive
learning materials.
The reading component of this unit will begin by helping Student Teachers become more
aware of what is involved in the reading process in the beginning stages of language
acquisition (such as how readers perceive and decode letters in order to read words, gathering
meaning from the words in a written text). It will then go on to examine how teachers can help
learners develop their reading skills so that they are able to deal with more complex texts and
become efficient readers who enjoy reading for pleasure. The unit will also introduce Student
Teachers to different types of reading activities that would be suitable for young learners,
including how to use pictures and simple classroom tasks to teach reading.

ILO 1: Explain the difference between extensive and intensive listening
ILO 2: Analyze situations that describes the characteristics of real life listening situations
ILO 3. Realize the importance of understanding the difference between hearing and
listening.
Activity/Activities
Discussion
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Listening Skills
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. As a result, communication breaks down and the sender
of the message can easily become frustrated or irritated.
If there is one communication skill you should aim to master, then listening is it.
Good listening skills also have benefits in our personal lives, including:
A greater number of friends and social networks, improved self-esteem and confidence,
higher grades at school and in academic work, and even better health and general well-
being.
Studies have shown that, whereas speaking raises blood pressure, attentive listening can bring
it down.
Listening is Not the Same as Hearing
Hearing refers to the sounds that enter your ears. It is a physical process that, provided you do
not have any hearing problems, happens automatically.
Listening, however, requires more than that: it requires focus and concentrated effort, both
mental and sometimes physical as well.
Listening means paying attention not only to the story, but how it is told, the use of language
and voice, and how the other person uses his or her body. In other words, it means being
aware of both verbal and non-verbal messages. Your ability to listen effectively depends on
the degree to which you perceive and understand these messages.
Listening is not a passive process. In fact, the listener can, and should, be at least as engaged
in the process as the speaker. The phrase ‘active listening’ is used to describe this process of
being fully involved.
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We Spend a lot of Time Listening
Adults spend an average of 70% of their time engaged in some sort of communication.
Of this, research shows that an average of 45% is spent listening compared to 30% speaking,
16% reading and 9% writing. (Adler, R. et al. 2001). That is, by any standards, a lot of time
listening. It is worthwhile, therefore, taking a bit of extra time to ensure that you listen
effectively.
Based on the research of: Adler, R., Rosenfeld, L. and Proctor, R. (2001)
The Purpose of Listening
There is no doubt that effective listening is an extremely important life skill. Why is listening
so important?
Listening serves a number of possible purposes, and the purpose of listening will depend
on the situation and the nature of the communication.
1. To specifically focus on the messages being communicated, avoiding
distractions and preconceptions.
2. To gain a full and accurate understanding into the speakers point of view and
ideas.
3. To critically assess what is being said.
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4. To observe the non-verbal signals accompanying what is being said to enhance
understanding.
5. To show interest, concern and concentration.
6. To encourage the speaker to communicate fully, openly and honestly.
7. To develop a selflessness approach, putting the speaker first.
8. To arrive at a shared and agreed understanding and acceptance of both sides
views.
Barriers to Effective Listening
To improve the process of effective listening, it can be helpful to turn the problem on its head
and look at barriers to effective listening, or ineffective listening.
For example, one common problem is that instead of listening closely to what someone is
saying, we often get distracted after a sentence or two and instead start to think about what
we are going to say in reply or think about unrelated things. This means that we do not fully
listen to the rest of the speaker’s message.
This problem is attributed, in part, to the difference between average speech rate and
average processing rate. Average speech rates are between 125 and 175 words a minute
whereas we can process on average between 400 and 800 words a minute. It is a common
habit for the listener to use the spare time while listening to daydream or think about other
things, rather than focusing on what the speaker is saying.
Of course the clarity of what the speaker is saying can also affect how well we listen.
Generally we find it easier to focus if the speaker is fluent in their speech, has a familiar
accent, and speaks at an appropriate loudness for the situation. It is more difficult, for
example, to focus on somebody who is speaking very fast and very quietly, especially if they
are conveying complex information.
We may also get distracted by the speaker’s personal appearance or by what someone else
is saying, which sounds more interesting.
These issues not only affect you, but you are likely to show your lack of attention in your body
language.
Generally, we find it much harder to control our body language, and you are likely to show
your distraction and/or lack of interest by lack of eye contact, or posture. The speaker will
detect the problem, and probably stop talking at best. At worse, they may be very offended
or upset.
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Intensive + Extensive Listening: The Recipe for Language Success
What’s Intensive Listening?
Intensive listening focuses primarily on brief listening exercises. While they usually only take a few minutes,
they offer focused, intense practice.
This is because intensive listening focuses mostly on form. When you do intensive listening practice, you’re
paying most attention to pronunciation, grammar and vocabulary, rather than overall meaning.
By focusing on these aspects, intensive listening practice helps students build a groundwork for language
acquisition. Since you’re understanding basic component parts of the language, you can build on these skills
over time.
Because it serves to help listeners understand key foundational aspects of language, intensive listening is
particularly important for beginning and intermediate students.
What’s Extensive Listening?
Extensive listening focuses on longer activities. These may vary from something that’s a few
minutes long to several hours long.
Rather than focusing on individual parts, extensive listening focuses on overall understanding.
With extensive listening, you don’t have to translate each word or focus on grammar rules.
Instead, you simply have to try to understand the audio as a whole.
Because extensive listening focuses on overall understanding, extensive listening helps

students understand spoken language in real-world contexts.
This is particularly important for intermediate and advanced students who are looking to
transition from academic understanding of the language towards full fluency.
Why You Need Both Intensive and Extensive Listening Practice
Intensive and extensive listening focus on very different skills. While intensive listening builds
general, foundational skills, extensive listening focuses on training you to apply these skills to a
real-world context.
Both sets of skills are essential, so it’s important to do both types of listening practice. You
need to know grammar, vocabulary and structure, but you also need to be able to actually
apply your skills.
How Can You Get Both Intensive and Extensive Listening Practice?
 Use at least one resource appropriate for each type of listening. You can use both
intensive listening and extensive listening resources in your regular study routine. Each
type of resource will provide you with a different variety of practice, so using a resource
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MODULE NO.3
from each category will provide well-rounded listening practice. For instance, you
might use a website with audio components (terrific for intensive listening practice) and
audiobooks (helpful for extensive listening practice) in order to ensure you practice
both intensive and extensive listening.
 Listen to music. Listening to music in your target language is fun. It’s easy. And you can
use it for either intensive or extensive listening, which will probably be music to your
ears! If you want to use music for intensive listening, pay careful attention to the lyrics
and how they work together. Note the structure of each phrase. However, you can
easily switch to using music for extensive listening—simply redirect your attention to
understanding the overall meaning of the song.
Exercise
INSTRUCTIONS: Analyze the given situation and give the best answer you can think of with
Cindy’s case which is shown in a scenario below.
If you work in a noisy environment, you might have to ask someone to repeat part of an
instruction.
Cindy works in a very noisy office and often has to ask her supervisor to repeat something.
For example, last week was especially noisy and Cindy had to ask a lot of questions to
make sure she understood properly.
This is what Cindy heard: “Take the documents down to the general office and give them
to Mrs xxxxx.”
This is what Cindy asked: “I’m sorry, who should I give them to?”
Think of some questions Cindy could ask in the following situations:
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E-ENG 1 COURSE MODULE MODULE NO.3
Assessment
1. For Intensive listening:
Listen carefully to the Tongue twister in the video (provided through the link below) and record
yourself while reciting it the same way as how you heard it. Take note of the pronunciation.
https://www.youtube.com/watch?v=2XBtW2Arhsg&feature=share&fbclid=IwAR0sw6nhGIZIM5
9ITvmhXl68VVy98ojA8AtElms-kLb1xobFdai42W5rrA8
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MODULE NO.3
The rubric for grading is provided below.

2. For Extensive listening

Watch the video through the link provided below and in a word document form answer the
following question:
https://www.youtube.com/watch?v=iwSOeRcX9NI&feature=share&fbclid=IwAR26mJP9goplFF
3_OlrV54u_c1wwWh5H4gOXsKF27Z7_ljyqjZRd8eqitq4
Questions:
3. What was the video all about? Share what you heard from the video.
Resources
https://www.skillsyouneed.com/ips/listening-
skills.html#:~:text=Listening%20is%20the%20ability%20to,effectively%2C%20messages
%20are%20easily%20misunderstood.
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MODULE NO.3
Prepared By
RONIEL B. ESMAR,LPT
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MODULE NO.1
Topic
SPEAKING AS A LANGUAGE ART

Rationale
Speaking is a skill that is important throughout life, not just a skill used for success at
school. As a beginning teacher you should be informed about techniques and ideas that will
prove successful in helping your pupils learn to speak with fluency. There are many activities
that will allow youngsters to practice speaking in various formats. It is important that the teacher
practice the art of having something worthwhile to say. The word “worthwhile” is the key. When
the teacher speaks to the pupils, it is necessary to say something that will prove its value to the
pupils. This is a model to aid pupils in knowing they too should speak clearly and fluently.
Teachers may be inclined to talk too much and say too little to pupils. Begin your teaching
career by practicing the art of saying a great deal but talking very little.
Read a story, read the directions from the textbook, read a paragraph from a
newspaper, read the words from a piece of music, or read the math problems, giving the
answers. Each of these activities provides a pupil with a reason for listening to a speaker and
indicates the value a teacher places upon speaking clearly and fluently.
Speaking clearly and effectively can be taught. When teachers plan les¬ sons in
speaking, they indicate that they recognize the importance of speaking as part of
communication skills.
ILO 1: Identify different speaking techniques for the learners

ILO 2: Perform storytelling as a means to enhance speaking skills
ILO 3: Share the importance of learning how to speak communicatively
Activity/Activities
Lecture, Video presentation
Discussion
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MODULE NO.1
CHORAL READING
Choral reading is one of the best ways to provide practice in speaking and reading for
all pupils within a classroom. As a new teacher initiating a speaking program within a
classroom, it is necessary to plan practice exercises that will allow all pupils to participate.
It is difficult for a teacher to provide individual speaking experiences for all pupils. When
choral reading is included in the weekly lesson plan as an integral part of the speaking
program, all students have an opportunity to speak. By using a given choral reading
repeatedly, even pupils who have weak reading skills can begin to join the speaking
process.
To introduce a new choral reading the teacher needs to read the material aloud for
the pupils. Initially, pupils should see the choral reading as a transparency on the overhead
projector or have their own copy at their desks. The second step is encouraging pupils to
read it aloud as a group. The third step is moving to small-group or individual speaking parts.
There are many ways to divide speaking parts in a choral reading. In the teacher’s
initial planning for using a selection for choral reading, the teacher can decide the various
grouping patterns that will prove most effective for the pupils in speaking.
The Pirate
In a tree house high in the air,

Lived a pirate strong and brave.
He sailed the seven seas,
Taming the strongest wave.
At his side was his trusty sword,

His right eye wore a patch.
He was the handsome pirate king,
In a duel he had no match.
The pirate set sail at dawn,

To search for jewels and gold.
He didn’t return for days, and days til,
“Dinner” called mother’s voice bold.
Groupings for the above poem could include:

1. total group reading
2. narrator and small groups
3. one group for each verse
4. Pairs of readers.
Many effective speaking habits can be introduced, such as varying the sound of the
voice for emphasis. Voice control and modulation can often be carried over to classroom
management techniques. In choral verse another important outcome can be the
contrasting and blending of various voices and the effect they have upon the reading. Ask
children: “Do deep voices and high voices blend for a pleasant experience?” Help children
to regroup for blending different voices to achieve different sound groupings.
A choral reading of conversation provides an opportunity for pupils to try many voices,
expressing anger, fear, happiness, or calmness. Favourite choral readings should include
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MODULE NO.1
many types of poems, narrative passages, and conversations. Repeat the favorite ones at
least once a month for increased fluency in speaking.
CONVERSATION: A SPEAKING TECHNIQUE
Activities in conversation should be as progressive in sequence as possible. The first-

grade teacher begins the teaching of how to speak in a conversation. Two toy telephones
allow pupils to converse. The teacher asks one pupil to telephone a second pupil for a
given reason. For example, “Find out what pro¬ gram John watched on television last night.
Did he like the program? Why or why not?”
In second grade, conversation continues as a way of learning to speak to others.
Puppets are an ideal way for children to learn to express themselves and also practice the
art of speaking. At first the teacher encourages free verbal expression using the puppets.
Later conversation may be guided by giving the pupils a problem to discuss and solve. The
problem may center around problems within the school; for example, what can be done
about shoving in the lunchroom? Follow-up questions point out the value of sharing a
conversation, which allows a pupil to learn about someone else’s point of view.
Third grade expands conversation to introducing oneself to a new friend. Pupils begin
the practice of asking questions that draw information from an¬ other person. Each pupil
thinks of important information he or she wishes to share at the introductory meeting. This
type of activity may be planned as a semester activity with pupils practicing once a week.
It may be expanded by introducing one friend to another friend and relating some detailed
type of information about the friend. For example, “This is my friend John. John, this is my
friend, Mary. Mary lives in the Village Apartments. Her favorite game is Scrabble. Do you
play Scrabble, John?”
The make-believe radio or television using a tape recorder is an exciting way for fourth
graders to communicate. Social studies projects can become part of this speaking
experience. While studying the United States or the state in which the pupils live, prepare
interviews or questions to ask another pupil about the state. The interview is a higher level
of conversation in that it calls for one pupil to be prepared with questions and the other
student must respond extemporaneously.
At fifth grade the book review can become a technique to increase conversation.
Two or more pupils can discuss characters within a book. The pupil who has just read the
book begins by describing one or more of the characters. The other pupil(s) ask questions
about the character to form an opinion about the type of person the character is.
Questions should aid the pupil in deter¬ mining whether the character is friendly, outgoing,
helpful to others, physically attractive, has a sense of humor, or other important
characteristics. Both pupils can then converse about why or why not this is a character they
like.
Mealtimes are an excellent place for exchanging ideas and information. Sixth graders
need to practice conversation in which recent events are the subject of discussion. A
simulated experience for conversing not only with their own age group but also with adults
can be an excellent way to learn advanced speaking or conversation skills. Problems
relevant to this age group can be used in the simulation exercises. For example: Should
middle-grade pupils be allowed to select the subjects they wish to study at school? Are 15-
year-olds too young to drive? Should middle graders be allowed to get a job and work?
Building children’s speaking vocabularies should become an integral portion of a
teacher’s instructional program. As a new teacher, plan to read to your pupils daily.
Reading for at least 10 minutes a day provides an opportunity to introduce new words to
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MODULE NO.1
the pupils. Include the pupils in the reading of the story whenever possible. For example,
while reading a sentence, stop and let the pupils supply the next words (context clues).
When more than one word is suggested, have the class pick the best one. Compare with
the word the author used.
Participation with stories or books can follow a sequence of difficulty in the level of
participation. First-grade pupils may interact with the story and reader by providing words
to complete a sentence. In a book about the zoo, the pupils provide the name of the
animal each time the teacher describes the section of the zoo or an animal in it.
Second-grade pupils can be provided with a specific word for which they must give a
synonym. Each time the word beautiful is read, everyone in the class has an opportunity to
say pretty, gorgeous, or another synonym. If the teacher is following a plan that teaches
new vocabulary the pupils are to use in speaking, he or she may contribute attractive,
handsome, or lovely. Then pupils are responsible for using the new word(s) in an oral
sentence.
The task for third graders should be more sophisticated and practice a new interaction.
When the teacher reads a word in the story to practice a certain characteristic, the pupils
practice saying or repeating the word with different voice qualities. For example, words
beginning with the initial h sound receive a medium voice sound when repeated by the
class, or words ending with ing get a high voice sound when the pupils say the word, or
words containing the long u sound should receive a whistle.
By fourth grade, pupils should be serving as speakers for characters within a book. A
designated sound can also be applied to three or four characters. If the character is
Mother, pupils speak softly. Another character is the heroine; she gets an ah sound and
high voice. Father gets an ahem or clearing of the throat with a deep voice. The villain gets
a sneering sound added to his voice.
Fifth graders can use the feelings described or exhibited by the characters within the
book to decide how to modulate their voices to reflect the feeling or mood. For example,
the lady in gray, who looked very sad, should get a soft, sad voice. When pupils read
characters, the voice should indicate the type of characters they are.
A more sophisticated but fun interaction for sixth graders is speaking as the good
person with a soft, dulcet tone and speaking with a sneer to represent the villain. So when
the good person speaks, everyone says “Yeah!” softly. When the villain or suspected villain
appears, students give a soft hiss.
Interaction with the selection being read aids pupils in learning. The teacher allows
interaction for specific selections, not for every book or story presented orally. Do not allow
interaction to become a common occurrence. Keep interaction as a special reward for
supporting certain speaking or reading activities.
STORYTELLING
Storytelling is an excellent means of achieving good speakers. Show children how to

initiate storytelling with an attention-getter. The pupil may begin the storytelling session by
singing an appropriate song or saying a rhyme that may include a finger play. Storytelling
is an art. It provides the speaker with an opportunity to try many voices. Pupils learn the
value of changing voice inflections to gain the attention of their group.
Storytelling should include unusual ways for pupils to maintain the interest of other
pupils. A student can prepare finger puppets to identify story characters. A pupil may use
objects that will call attention to happenings within the story. For example, a miniature
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MODULE NO.1
spinning wheel would add to the story Rumpelstiltskin, a broom could enhance Hansel and
Gretel, or a toy flute could bring the Pied Piper of Hamelin to life.
Flannel boards are an effective way for a pupil to gain a positive attitude toward
speaking while showing the story characters. The illustrations from a book may be cut out
and a flannel strip glued to the back so the figures will adhere to the board.
GIVING VERBAL DIRECTIONS
Directions are difficult to present in sequential order. Pupils need to learn how to
present a string of verbal directions so that a listener can follow them. A brief discussion on
the importance of correct sequencing in directions should provide pupils with the goal of
making a complete set of oral directions. Use a humorous example that shows how strange
directions can become if given out of order. For example: “Get the milk out of the
refrigerator. Pour the milk into the glass. Open the carton. Get the glass out of the closet.”
Verbal directions with multiple steps are difficult to present if pupils do not have a system
for remembering them in order. Pupils can be taught to repeat each step of a verbal
direction, thus allowing the listener to repeat the direction for clarity. As a pupil’s second
part of the direction is presented, the first part of the directions is repeated, adding the new
direction to it each time.
First graders can learn to give two-step oral directions. A pupil should give the
complete direction first. Next, the first step of the direction is repeated. Then the pupils
should say it softly to themselves. Then the teacher says step two of the direction and the
pupils repeat it softly to themselves. This procedure should make pupils more independent
in carrying out the directions because they are applying a technique to the process of
listening.
At the second-grade level, pupils need to present an increased number of verbal
directions. Many fun activities can be used to increase speaking opportunities. For
example, a pupil leader gives the following direction to other pupils. “Listen and then do
the following five things. Go to the door, stand on one foot and hop, touch your ears, hum
the song ‘Ten Little Indians’ while hopping, and stop at the end of the sixth Indian.”
Pair pupils in a peer-teaching experience. Have the lead pupil present oral, multiple
directions for completing a worksheet. For example, color the crayon blue; color the
wagon red; color the doll’s dress yellow; color her socks green.
Another example of giving pupils multiple directions for reading is to present verbally a
series of follow-up activities to complete after reading a chapter or story.
1. Read Chapter 3 of the library book (pick one popular with your own children).
2. Write two questions about something that happened in this chapter. We will ask our
classmates to answer the questions tomorrow.
3. Draw a picture showing two things you might like to do at a (picnic, rodeo, parade—
event from the book).
4. Put your name on your two papers and put them in your desk. When everyone is
ready, we will share our questions and pictures.
Pupils in fourth grade are ready to present verbal directions for locating a place. Begin
by having a pupil give a two-step direction to locate something within the classroom that
is already familiar to the other pupils. Mary says, “John, walk to the large closet in the back
of the room. Look at the things on the second shelf. You will see a small box. Behind the box
is a book. Please bring the book.”
Move to locations outside the classroom. When pupils are ready, have them give
directions for locating a place. Bill says, “Sarah, walk down the hall to the back entrance.
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MODULE NO.1
When you reach the outside, turn to the right and walk to the big oak tree. At the big oak
tree turn left and walk to the large cardboard box. You will find an activity for everyone in
the box.” Sarah follows the directions and her classmates follow Sarah.
Sets of verbal directions should become more complex when presented by fifth
graders. The pupils can be presented with outline maps or they can draw their own maps
following verbal directions. If pupils use a street map, another student may present the
following set of directions orally. Bill will say, “We wish to locate the place where we are
going to build the new firehouse. Using your blue crayon, draw a line that begins at the X
on Garden Street and move along the streets I say until you locate the place where the
new firehouse will be built. Draw a box to represent the firehouse. Here are the directions:
1. Begin at the X on Garden Street and draw a line going north until you reach Main
Street.
2. Turn right onto Main Street and draw your line to Brown Street.
3. On Brown Street, turn left and go halfway down the second block of Brown Street.
This is where the new fire station will be built.” Pupils should practice giving directions
to the school gymnasium, library, or even the principal’s office.

Origami is a simple to complex paper-folding exercise. After sixth grad¬ ers have
practiced the basic steps of origami using a picture and written di¬ rections, they should
be ready to give other pupils oral direction for folding a shape by presenting two verbal
steps at a time. All the steps may be presented verbally two at a time until one pupil has
helped other pupils complete an origami shape. Assure pupils that it may take several
attempts for the direction-giver to provide the directions that will achieve the correct result.
Sixth graders often become involved with activities like salt maps, papier-mache
animals, or building a volcano. After simple activities have been attempted from verbal
directions provided by the teacher, students should select partners and give the directions
for creating one of these more complex forms from verbal directions. Students could place
the directions on an audio tape so other pupils can use them to complete a project.
GIVING DETAILS ORALLY
Children at the first-grade level can begin good reading behaviors that involve their
classmates. When the first story is read to pupils by the teacher, they are shown how to set
a purpose for listening. The teacher gives the pupils some¬ thing specific for which they
should listen. “Find out why Betty spilled the milk.” After the selection has been read, the
pupils are guided in asking and answering questions that help determine if they were able
to listen for details. Second graders continue this experience but are expected to ask more
oral questions about the paragraph or story than the teachers ask them.
By third grade, verbal information can present the pupils with a task to perform. The
pupils should be able verbally to feed back the details of the information needed to carry
out the task. For example: “These materials need to be arranged on the Science table. This
is the way they need to be grouped. All items that are living plant life should be placed on
the left side of the table.
The books about plants may be arranged neatly in the middle of the table. The objects
that are dried plant life need to be placed on the right side of the table.” Before the pupil
undertakes this task, the directions for arrangements on the table should be repeated orally
by the pupil. In later arrangements a pupil or group of pupils should give the directions to
other pupils for arrangement of an exhibit.
Pupils in the fourth grade may increase their ability to speak by pre¬ paring an audio
tape that presents information about a subject. Factual in¬ formation presented as a
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MODULE NO.1
selection in the reading textbook is an excellent source for this audio tape. An example is
a biography of a famous airplane pilot, like Charles Lindbergh or Amelia Earhart. The pupil
includes statements and questions that will motivate other pupils to read the biography.
Noting details is an important skill. Fifth graders may listen to information read orally
from an encyclopedia and make simple notes that can be used to write a descriptive
paragraph. Subjects like spiders, dinosaurs, and horses are usually of interest to this age
group. Next, the teacher encourages the pupils to read a selection from the encyclopedia
themselves, making notes from which they will present information orally to other pupils.
Oral reports on factual information, or oral book reports, provide an opportunity for pupils
to learn to say a “lot” in a limited time frame.
Sixth graders know the telephone is an instrument that is in constant use in our busy
world. We telephone the doctor, the dentist, businesses, family, and friends. We answer the
phone for other people. Taking messages for different types of telephone conversations
has become a must. A variety of simulated telephone conversations can be placed on an
audio tape. Pupils listen to the conversation and respond orally, giving information,
providing ad¬ dresses and telephone numbers, and answering questions. This is a practical
speaking experience that is beneficial in providing better communication.
SUMMARY
We have suggested here many opportunities for developing speaking skills among
children. Most often these have been related to other classroom activities, such as science,
social studies, or reading. Often the verbal interactions that accompany these learning
situations are only incidental, whereas accompanying written activities are planned in
advance. The implication here is that speaking activities also deserve advanced planning
and structure in order to be maximally effective.
Exercise
Instruction watch the video provided by the link below and answer the following questions
in a word document form.
https://www.youtube.com/watch?v=T_vkKUpbxwM&feature=youtu.be&fbclid=IwAR1lGgLk
T6agpuQ-W65OAoBybCqGggrCz4kuM3wUX7kBGI6oXKQ0xn6RZGg
1. What have you observed upon watching Teacher Aileen?

2. What other ways can she possibly allow her students to be engaged more in the
speaking process?
Assessment
Instruction: For 100 points, create a storytelling video for kids using any story of your choice.
The video should have a maximum of 5 minute duration. You can use whatever strategy in
presenting your story. Submit your output through the link provided by the teacher in the
Google classroom.
The Rubric for the presentation will be provided below.
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MODULE NO.1
CATEGORY 25 20 15 10
Duration The storytelling The storytelling The storytelling The storytelling
lasts 3-5 minutes. lasts 5 or 8 lasts 9 minutes. lasts less than 3
minutes. minutes or more
than 9 minutes.
Voice Always speaks Usually speaks Usually speaks Speaks too softly
loudly, slowly and loudly, slowly and loudly and clearly. or mumbles. The
clearly. Is easily clearly. Is easily Speaks so fast audience often has
understood by all understood by all sometimes that trouble
audience audience audience has understanding.
members all the members almost trouble
time all the time. understanding.
Connections/Transition Connections Connections Connections The story seems
s between events, between events, between events, very disconnected

ideas, and feelings ideas, and feelings ideas, and feelings and it is very
in the story are in the story are in the story are difficult to figure
creative, clearly clearly expressed sometimes hard to out the story.
expressed and and appropriate. figure out. More
appropriate. detail or better
transitions are
needed.
Pacing The story is told The storyteller The storyteller The storyteller
slowly where the usually paces the tries to pace the tells everything at
storyteller wants story well, but one story, but the one pace. Does
to create suspense or two parts seem story seems to not change the
and told quickly to drag or to be drag or be rushed pace to match the
when there is a lot rushed. in several places. story.
of action.
Resources
Aulls, M. W. (1978). Developmental and remedial reading in the middle grades.

Boston: Allyn & Bacon. This book contains practical ideas and language
activities that would help new teachers in preparing interesting experiences for
pupils.
Bauer, C. F. (1977). Handbook for storytellers. Chicago: American Library Association.
A richresource of language communication activities, this book contains
sections on storytelling, puppetry, poetry, and reading aloud.
Boothroy, B., and Donham, J. (1981, April). Listening to literature: An all-school
program. The Reading Teacher, 34, 772-774.
Gamby, G. (1983, January). Talking books and taped books: Materials for instruction.
The Read¬ ing Teacher, 36, 366-369.
Nessel, D. D. (1985, January). Storytelling in the reading program. The Reading
Teacher, 378- 381.
Wixson, K. K. (1983, December). Questions about a text: What you ask about is what
children learn. The Reading Teacher, 37, 287-293.
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MODULE NO.1
SUGGESTED READINGS
Smith, J. A. (1973). Creative teaching of the language arts in the elementary school.
Boston: Allyn & Bacon. (Chapter 4.) This book has many creative ideas that will
aid beginning teachers in making their classroom an interesting place to learn.
Van Allen, R. (1976). Language experiences in communication. Boston: Houghton
Mifflin. Top¬ ics of value for new teachers that are discussed in this book include:
discussing and con¬ versing, writing individual books, dramatizing experiences,
and sharing of ideas orally.
Prepared By
RONIEL B. ESMAR,LPT
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MODULE NO.6
E-ENG 1: TEACHING ENGLISH IN THE ELEMENTARY GRADES
Topic
CHILDREN’S WRITING AS A LANGUAGE ART

Rationale
Most of you will be guiding children’s growth in writing. This guidance must go
beyond teaching letters, spellings, and sentence structures; it will involve motivating
creativity in composition. For you to teach writing well, you must know children’s writing. To
know the process of writing involves both knowing the children you are teaching and
making decisions about methods and techniques that help children become independent
writers (Graves, 1983). The purpose of this chapter is to interpret recent findings on the
writing process and children’s development of the writing process so as to guide beginning
teachers in making decisions about classroom instruction in writing.
ILO 1: Identify the stages of the writing process through

ILO 2: Create a minimum of 300 words essay output based on the given theme.
ILO 3: Share individual realization on the guidelines of teaching writing for elementary
graders
Activity/Activities
Discussion
THE WRITING PROCESS

Writing as a Functional Process
According to Briton (1978), there are three major functions of discourse:
1. Expressive writing- the writer writes about his or her own feelings or perceptions
as a means of displaying oneself. This writing tends to be more egocentric.
2. Transactional writing- the writer writes to get things done (for example, to
persuade or to relay information).
3. Poetic writing- the writer produces language and content as an art form such as
in writing stories or poems.
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MODULE NO.6
Most children begin composing with the expressive voice and tend to
remain in the expressive voice for some time. This writing reads “a lot like talk”
and sometimes even contains dialogue. Children’s initial attempts to move out
of the expressive voice are not often completely successful. These attempts are
called “transitional” and should be considered positive signs of growth.
It was found that sixth graders use written language in dialogue
journals for many functions, such as
 reporting opinions;
 reporting personal facts;
 reporting general facts;
 responding to questions ;
 predicting future events;
 complaining;
 giving directives;
 apologizing; thanking;
 evaluating
Demands on the Writer

According to Bartlett (1981, p.3), writers must “juggle” two kinds of tasks:
1. using a consistent overall plan for a discourse, which guides the selection and
arrangement of potential content
2. Turning that potential content into coherent, unambiguous text.
Frank Smith (1982) presents two sides of writing that are in competition with each
other: composition, or putting ideas together, and transcription, or representing the
ideas into conventional form
Bartletts juggling metaphor is also used by Flower and Hayes (1980), because
the act of writing involves juggling the demands on the writer. These include:
1. The demand for integrated knowledge
2. The linguistic conventions of the written texts
3. The rhetorical aspects of the texts (purposes, audience awareness, etc.).
Flower and Hayes (1980) discuss several strategies for “juggling” the constraints on
the writing.
1. “Throw a constraint away”- ignoring specific elements of writing while working on
a draft. For example, not worrying about transitions between paragraphs or
syntactic complexity until a later draft.
2. “Partition the problem” into smaller sub problems. For example, to plan, to write,
and to revise.
3. “Set priorities”- in a letter to grandma, a writer may decide to put less emphasis
on polished syntax and more emphasis on expression of thoughts and feelings; or
a writer can decide on the specific length of the paper in relation to specific
purposes.
The major way for reducing the cognitive demands on writing is to plan, or sketch
out, the process and product of the composition. These can be
1. Plans to do something with written language; essentially language functions
2. Plans to say something; decisions about content
3. Plans for composing; in essence, decisions that guide the writing process.
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MODULE NO.6
Smith recommends two ways for overcoming writing blocks:

1. Do not expect the writing to come out right the first time
2. Accept the block (this is normal)
Aspects of Composing
According to Flower and Hayes (1980), the writer’s world has three main
components: the task environment, the writer’s long-term memory, and the writing
process itself. The first two components provide a context of the writing process
itself, which consist of three main processes:
1. Planning- ideas are generated from long-term memory. From these ideas,
some are selected, some discarded, but generally they are organized into a
writing plan. In addition, goal setting process identify and store criteria for
judging the text in editing, especially related to the overall purposes for writing.
2. Translating- involves the production of language matching the ideas
generated.
3. Reviewing- improves the quality of the text as it relates to the goals of the writer
and the conventions of written language.
a. Reading-
b. Editing- the generating process, may interrupt other processes in brief
episodes but writing proceeds.
Flower and Hayes (1980) codify the composition process in terms of planning,
translating, and reviewing
1. Rehearsing- the writer discovers ideas and plans for the writing. This may
include such activities as jotting down ideas, reading material on a given
topic, and making decision about the organization of the discourse.
2. Drafting- stage implies that both the experienced and the novice writer
develop drafts that will be molded and revised into more refined drafts.
3. Revising- the ongoing stage, it involves reading the text as a reader,
surveying the text for appropriateness of content and style, and editing the
manuscript for final presentation
LEARNING TO WRITE
Early Stages of the Writing Process
1. Awareness of Print (ages 3,4,5)- is termed perceptual learning. Youngsters
seem to be responding to an urge to express something to someone through
print. It examined the language encounters that children have long before
school-related experiences. They expect written language to make sense.
Distinctive features that children use to separate writing from other graphic
displays
a. Nonpictoriality- knowing that features are not writing
b. Linearity- knowing that writing consists of figures arrayed horizontally in
straight line
c. Variety- knowing that to be writing, figures in a display should vary from one
another
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MODULE NO.6
d. Multiplicity- knowing that writing consists of more than one figure.
2. Early writing- discovering and manipulating principles of writing. Marie Clay
(1975) discuss the following principle that can be demonstrated in children’s
early writing. Some of the more important ones are:
a. Recurring principle- writing consists of the same moves repeated over and
over again
b. The generating principle- writing consists of a limited number of signs
(characters) that can be repeated in different combinations
c. The directional principle- writing begins at a top-left position and proceeds
left to right
d. The flexibility principle- there is a limited number of written signs (for
example, both lower- and upper-case alphabet letters), and a limit to a
number of ways they can be made (that is, children will make letters), and
also some signs that are not letters. This principle also relates to the problem
of directionality that some children experience with p, d, b, q, etc.
e. The inventory principle- the child records an exhaustive list of known letters
and/or words for which a copy is not needed in order to reproduce
f. The contrastive principle- two symbols that are similar yet different are
compared
g. Page-arrangement principle- refers to the way print is arranged on the
page.
3. Invented Spellings- demonstrates children’s knowledge of the phonological

and phonemic aspects of language.
a. Letter-name strategy- there is only one rule- each letter used represents a
sound. No such thing as silent letters. Thus, for each letter that a child has
written, a sound is intended.
b. Transitional spelling- where letter-name spelling develops. In here, more
speech sounds are represented
For example, letter name: I L N GLEAD TXS (I live in Goliad, Texas)
Transitional: A MAN ROB SOS THE PLES FID HEM (A man
robbed shoes. The police found him)
4. Composition- children demonstrate strong awareness of the functional,

meaningful, and composing aspects of written language at a very young age.
Children do not learn basic skills prior to composing for meaning; rather,
children develop writing skills in the context of producing meaningful texts.
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E-ENG 1 COURSE MODULE MODULE NO.6
In this writing sample, Peter is writing a list dictated by his father, of the names of players on
the Chicago Cubs. Peter is also writing the letter A, which he knows, but writes the ball
players’ names in his version of cursive writing following the page-arrangement principle:
left to right, top to bottom. Peter at this stage knows that writing is functional in recording
and presenting information. Peter has also produced similar writing samples to function as
directions for fixing or assembling something. Thus, a preschool child in a literate
environment learns naturally the writer-reader connections.
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MODULE NO.6
Rachel prior to entering Kindergarten, drew a picture of her Mommy and Daddy, and she
used what she knew about written language to create an expressive composition. When
asked to interpret (read) the various elements of the text, she related that D= Doctor, K=
Cry, H= Happy. (Note the initial attempts at spelling). The scribble at the bottom of the text
is the topic sentence (a complete sentence, “I am at the doctor”), illustrating the
awareness of the given syntax. When asked why she wrote two K’s, she responded that
she did not like the first one so she wrote the second one. At an early age this child
naturally has an awareness of the role of revision in the writing process. In addition,
drawing a picture is a common rehearsing strategy of young children.
FACILITATING WRITING IN THE CLASSROOM

Guidelines for Facilitating writing in the Classroom
1. Encourage young writers to write about what they know or something they want to
know more about.
2. Honor what a child already knows about writing.
3. Provide many meaningful encounters with print.

4. Allow children free access to a wide selection of writing materials, writing
instruments, and good literature to provide models.
5. Allow time for and give attention to all three stages of writing: rehearsing, drafting,
and revising (Murray, 1980).
6. Become a good listener.
7. Allow for the sharing of writing.
8. Basic writing skills need to be taught in the context of the composition process.
Exercise
In order to in turn teach our students how to write we first possess the basics of English
rules in writing. Thus the following is an example of an English Proficiency test.
Click and answer the EPT link below and screenshot your score at the end of the test.
https://www.transparent.com/learn-english/proficiency-test.html
Submit your screenshot through the “Attach file” button in the Assigned task for this
activity in the Google classroom.
Assessment
For 100 points, write a minimum of 300 words essay with the theme “Your idea of the
perfect day.”
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MODULE NO.6
RUBRIC FOR GRADING

Points)
CONVENTIONS Evident Sufficient Limited control Minimal control
(Grammar, control of control of of grammar, of grammar,
mechanics, grammar, grammar, mechanics, mechanics,
spelling, usage mechanics, mechanics, spelling usage, spelling, usage,
and sentence spelling, spelling, usage and sentence and sentence
formation) usage, and and sentence formation formation
sentence formation
formation
(The presence of specific, developed content with and/or minimal
ideas developed and/or content with inadequate content
through facts, illustrative adequate elaboration or

examples, content elaboration or explanation
anecdotes, demonstrating explanation.
details, opinions, strong
statistics, reasons, development
and/or and
explanation) sophisticated
ideas.
ORGANIZATION Sophisticated Functional Confusing or Minimal control
(The order arrangement Arrangement inconsistent of content
developed and of content of content arrangement arrangement
sustained within with evident or that sustains a of content
and across subtle logical order with or without
paragraph using transitions with some attempts of
transitional evidence of transitions
devices and transitions
including
introduction and
conclusion)
The single controlling point made point but evidence of a
controlling point point made about a single evidence of a topic
made with an about a single topic with specific topic
awareness of topic with sufficient
task about a evident awareness of
specific topic awareness of task
task
TOTAL
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MODULE NO.6
Reflection
What have you realized with the guidelines for facilitating writing in the classroom?
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MODULE NO.6
Resources
Johnson D. & Personke C. (2013). Language Arts Instruction and the Beginning
Teacher: A Practical Guide. PRENTICE-HALL, INC., Englewood Cliffs, New Jersey
07632
Exercise Test
https://www.transparent.com/learn-english/proficiency-test.html
Prepared By
RONIEL B. ESMAR, LPT

COE Faculty
9
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MODULE NO.7
Topic
WRITING AS PROCESS IN THE LANGUAGE ARTS
Rationale
The purpose of this module is to describe the writing process and provide a framework
for developing instructional plans for your classroom. Because one of your goals as a
teacher is to help students become communicators via the written language, this chapter
will include ideas and strategies that emphasize the premise that writing is meaningful
communication and that basic developmental skills are necessary for children to become
skilful writers.
ILO 1: identify the writing process in language arts
ILO 2: write a formal letter following the stages in the writing process
ILO 3: share the importance of proofreading the written output.
Activity/Activities
Discussion
THE WRITING PROCESS
Prewriting Stage:
Prewriting- a crucial stage in the composition process and often comprises about 80
percent of young period. As you prepare lessons keep in mind the process by reflecting on
your long-range goals (usually the product) and your short-range objectives (usually the
process). A long-range project goal may be to learn how to write a term paper, whereas
the daily objective may deal with one step in the process; for example, how to write
footnotes.
An important part of the prewriting period is to motivate children to want to write and to
give them time and help in developing ideas. The steps listed below are often found in the
prewriting stage.
1. Writing environment- Providing a place or an attitude that reflects an atmosphere

where writing is considered an important and effective means of communication.
2. Experiencing- actively involving students in learning that expands on prior
knowledge and introduces new experiences;
Providing instruction and activities that motivate the children to want to
communicate in a written form.
3. Discovering- deciding what is already known and planning for or discovering what it
is that one still needs to know in order to successfully communicate the massage;
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MODULE NO.7
Discovering a need and purpose for communicating in writing. A writer’s general
purpose might be to persuade, inform, or entertain the proposed audience;
Determining the audience for whom the message is proposed. The audience may
be self, personal you, or unknown you. Determining purpose and audience is
necessary for consideration of questions of style.
4. Manipulating- manipulating and playing with language to encourage flow of
imagination;
Examining the many options available for choosing words that best convey the
desired message.
This stage involves exercises in dissecting, expanding, ordering, rearranging,
and changing words in sentences, and sentences in paragraphs. There should also
be instruction in the avoidance of overused or trite words (good, nice, cute),
pejorative words (dumb, stupid), and excessive word repetition.
5. Making Formal Choices- basing choices on audience, purpose, and form of the
composition.
Writing or composing Stage
6. Forming ideas- the jotting down of ideas in a first draft, prose form: These ideas have
been formed, and perhaps even outlined, in the prewriting stage. Now they are
written out in sentence and paragraph form.
7. Making language choices- making decisions about what is to be said and how to
say it based on previous planning regarding audience, purpose, form, and content.
Revision Stage
When the first drafts are completed it is time to revise and rewrite, perhaps once,
even several times.
8. Critical analysis- comparing what was written in relation to audience expectations

and the purpose established earlier.
At this point the writer makes changes before submitting the composition for editing
and evaluation.
Editing and Evaluating Stage
Only after the composition has been revised and rewritten to the point of final draft
should editing and evaluation take place. The emphasis in evaluation should be on
individual growth and meeting the expectations of a given writing assignment.
9. Proofreading- preparing the composition in final form for publication.

10. Formal and informal editing and evaluation- submitting of the writer’s best effort for
correction, evaluation, and feedback.
a. Formal editing may take on the form of a corrected or edited composition,
feedback that reflects acceptance or rejection by the audience, or grades that
reflects the writer’s ability to meet the evaluator’s expectations on specified
criteria.
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MODULE NO.7
b. Informal editing may take on the form of a response from the audience
indicating that the message was understood or appreciated, or by the
audience following through with a set of directions as stated in the message.
Publication Stage
Only after each composition has finally proofread and evaluated it is time for
publication. Because compositions have been written for a variety of purposes and
audiences, a variety of publication forms are also needed. Publication is not just making a
book or writing a paper!
11. Publishing- sharing the written product with the audience for whom it was intended.
Audiences
a. Local contests
b. Friends and relatives
c. Retirement, convalescent homes

d. Hospitals
e. Tourist information centers
f. Other teachers
g. Day-care centers
h. Other classrooms
i. Other schools
j. Sports heroes, authors, etc.
k. School personnel
l. Pen pals
m. Restaurants, historical societies, museums, etc.
n. newspapers
Exercise
Instruction: Put your last name in the space provided for each item if the following
sentences has no grammatical error. Revise the whole sentence if you noticed an error.
1. An important part of my life have been the people who stood by me.
_______________________________________________________________________
2. The two best things about the party was the food and the music.
_______________________________________________________________________
3. In spite of everything, he gave his mother an extravagant gift after the argument.
_______________________________________________________________________
4. In case you haven’t noticed my real name doesn’t appear in the article.
_______________________________________________________________________
5. Before she had time to think about it Sharon jumped into the icy pool.
_______________________________________________________________________
6. I don’t believe its finally Friday.
_______________________________________________________________________
7. The cat was licking it’s tail.
_______________________________________________________________________
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MODULE NO.7
8. The man jumped into a black sedan, and he drove away before being noticed.
_______________________________________________________________________
9. While walking on the sidewalk, Mary found a sparkly girl’s bracelet.
_______________________________________________________________________
10. When Jonathan finally found his dog, he was so happy.
_______________________________________________________________________
Assessment
Instruction: Write an essay with a number of words ranging from 400-800. Choose your own
topic. Provide two entries; first, the draft of your essay and second; the final output after
revising your draft.
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MODULE NO.7
ESSAY RUBRIC

Points)
CONVENTIONS Evident Sufficient Limited Minimal
(Grammar, control of control of control of control of
mechanics, grammar, grammar, grammar, grammar,
spelling, usage mechanics, mechanics, mechanics, mechanics,
and sentence spelling, spelling, spelling spelling,
formation) usage, and usage and usage, and usage, and
sentence sentence sentence sentence
formation formation formation formation
(The presence specific, developed content with and/or

of ideas and/or content with inadequate minimal
developed illustrative adequate elaboration content
through facts, content elaboration or
examples, demonstrating or explanation
anecdotes, strong explanation.
details, development
opinions, and
statistics, sophisticated
reasons, and/or ideas.
explanation)
ORGANIZATION Sophisticated Functional Confusing or Minimal
(The order arrangement Arrangement inconsistent control of
developed of content of content arrangement content
and sustained with evident that sustains of content arrangement
within and or subtle a logical with or
across transitions order with without
paragraph some attempts of
using evidence of transitions
transitional transitions
devices and
including
introduction
and
conclusion)
The single controlling point made point but evidence of
controlling point made about a evidence of a topic
point made about a single single topic a specific
with an topic with with topic
awareness of evident sufficient
task about a awareness of awareness of
specific topic task task
TOTAL
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MODULE NO.7
Resources
Johnson D. & Personke C. (2013). Language Arts Instruction and the Beginning
Teacher: A Practical Guide. PRENTICE-HALL, INC., Englewood Cliffs, New Jersey
07632
Prepared By
RONIEL B. ESMAR, LPT

COE Faculty
6
www.ncmc.edu.ph

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College of Education

Teaching English in the Elementary Grades (Language Arts)

INTENDED LEARNING OUTCOMES:

 Construct a KWL chart regarding second language acquisition

Second Language Acquisition or SLA has two meanings. In a general

Example: A learner studying in an English-speaking country may have more

Four Approaches to Second Language

The Grammar-translation Method

The Natural Approach

According to the natural approach, how do people acquire a second

Criticism of the Natural Approach

A: Hello. What‟s your name?

It is also possible to use the same technique to encourage students to memorize

Never break a mirror

Activity 2: On the Grammar-translation Method

el libro — the book

Ask them to translate the following words into English.

a) Knowing how to pronounce words clearly ____

Compare and contrast the Grammar- translation Method and Natural

Intended Learning Outcomes

an interactionist and audio-lingual activities

Lecture, Online Quiz

The Audio-lingual Teaching Method

Some characteristics of this method are:

 Drills are used to teach structural patterns

Developments & Problems

The Interactionist Approach

According to the interactionist approach, how do people acquire a second language? We

Criticisms of the Interactionist Approach

2. Word games involving interaction (Word-forming game)

CRITERIA Exemplary Proficient Partially Unsatisfactory SCORE

of ideas and/or content with inadequate minimal

Intended Learning Outcomes

Lecture, Online Quiz

Listening is Not the Same as Hearing

We Spend a lot of Time Listening

The Purpose of Listening

Barriers to Effective Listening

Intensive + Extensive Listening: The Recipe for Language Success

What’s Intensive Listening?

What’s Extensive Listening?

Because extensive listening focuses on overall understanding, extensive listening helps

Why You Need Both Intensive and Extensive Listening Practice

Think of some questions Cindy could ask in the following situations:

1. For Intensive listening:

The rubric for grading is provided below.

2. For Extensive listening

SPEAKING AS A LANGUAGE ART

Intended Learning Outcomes

ILO 1: Identify different speaking techniques for the learners

Lecture, Video presentation

In a tree house high in the air,

At his side was his trusty sword,

The pirate set sail at dawn,

Groupings for the above poem could include:

CONVERSATION: A SPEAKING TECHNIQUE

Activities in conversation should be as progressive in sequence as possible. The first-

Storytelling is an excellent means of achieving good speakers. Show children how to

GIVING VERBAL DIRECTIONS