CURRICULUM AND INSTRUCTION: THE TEACHING OF ENGLISH

MODULE 6.1 CURRICULUM AND INSTRUCTION: THE TEACHING OF ENGLISH Teacher Induction Program Teacher Education Council, Department of Education Ofelia Oracion Flojo, M.A.T. Writer Bernadette S. Pablo, M. Ed. Reviewer/ Editor All rights reserved. This module may not be reproduced in any form without the permission of the Teacher Education Council, Department of Education. TEACHER INDUCTION PROGRAM MODULE 6.1 Curriculum and Instruction: The Teaching of English Welcome. You are now part of the DepEd family. As a novice teacher, you must be eager to try out what you have learned as you immerse yourself in the task of educating the future citizens of the land. Your primary concern as a beginning teacher is to be able to teach English effectively using developmentally appropriate classroom practices. This module will help you understand certain issues affecting language and language learning and reflect on them. As you go through this module, you sharpen your self-awareness as a teacher and gain confidence that will enable you to make classroom decisions that will most benefit the learners. Brief Description of the Module Lesson I focuses on teaching listening--what listening is, why we do listening, and what the different types of listening are. It also provides sample activities for listening comprehension. Lesson 2 deals with the nature of the oral communication process, the barriers to effective communication, and suggestions to improve one’s speaking ability. Lesson 3 focuses on teaching reading which anchors on the five areas of reading instruction, namely; phonemic awareness, phonics and decoding, vocabulary and word recognition, fluency, and comprehension. Each of these elements, together with the development of higher order thinking skills, is vital if children are to become successful, thinking, and literate adults. Varied strategies are provided that illustrate effective classroom practices to enable students to read for meaning. It also stresses the role of reading in the content areas. The sample lesson plans show how these strategies work to foster active and engaged reading. Lesson 4 deals with the teaching of writing and how it can be made more interesting and meaningful to students. It discusses the nature of writing and specifically explains the writing process. It includes varied activities that will surely encourage children to generate ideas and organize them into writing. It also gives suggestions for marking written compositions. Lesson 5 focuses on assessment, both traditional and authentic. It provides sample assessment and evaluation instruments for classroom use. Sample tests are provided to serve as models in constructing language tests. i OBJECTIVES This module presents a systematic program of study intended for teachers of English in the BEC. It maintains a consistent link between theory and practice by providing learning activities to illustrate and test theoretical ideas. As you go through the different lessons, you will be able to analyze how the different theories of language are translated into practice. At the end of this module, you are expected to: 1. Reflect on the different aspects of communication and acquire skills for effective English instruction; 2. Adopt practical strategies that will enhance the students’ skills in listening, speaking, reading, writing, and literature; 3. Discuss learners’ problems and needs and come up with developmentally appropriate strategies to help them achieve success; and 4. Use alternative processes in assessment and evaluation. At the start of the module, you are to take the preassessment test to see how much background information and knowledge you have in teaching English. This module is self-instructional. You can read, analyze concepts and ideas presented, and reflect on them. The Activities and Self-Check Questions will help you assess how you progress as you go through the module. If you need help and further clarification, you can ask the assistance of a mentor or facilitator in your school. It has been recommended that as much as possible, the mentor is one of your peers or colleagues. He or she may also be your department head or principal. Your answers to the Self – Check Questions (SCQ’s) and Activities may be self-evaluated by your mentor or facilitator if you so desire. These will be part of your formative evaluation. DO NOT WRITE YOUR ANSWERS IN THE MODULE. YOUR ANSWERS SHOULD BE WRITTEN IN A SEPARTE NOTEBOOK. ii ... - tailieumienphi.vn