MODULE 6.

CURRICULUM AND INSTRUCTION:

THE TEACHING OF ENGLISH

PREASSESSMENT
A. True or False

Directions: Read the sentences carefully. Write True Directions: True, if the sentence is correct and
False, if it is incorrect.

TRUE 1. Background knowledge plays a significant role in text comprehension, thus, it should be
discussed and shared.

TRUE 2. Appropriateness in language use means knowing what to say about something, how to say
it, to whom, where, and when to say it.

FALSE 3. Performance tasks should assess only the specific skills taught.

FALSE 4. Checklists and anecdotal records document students’ progress; hence, they should be
graded.

FALSE 5. Assessment is done to determine the ratings to be given students in the different subjects.

TRUE 6. The ability to speak fluently cannot be taught directly; rather, it “emerges” independently
in time.

TRUE 7. Conversation is the central focus of language and the keystone of language acquisition.

TRUE _8. Revising is a post writing procedure which involves editing and proofreading.

FALSE 9. A common strategy in responding to literature is making predictions.

TRUE 10. Every individual exhibits multiple intelligences even though some of them may be out of
awareness or underdeveloped.

TRUE 11. One example of a listening activity is a pronunciation drill on minimal pairs.

TRUE 12. The crux of listening is getting the message and interpreting it.

TRUE 13. When one listens to instructions he or she needs to note the specifics and execute them as
directed.

TRUE 14. As a listener, you seldom quote the exact words of the speaker unless you find a word,
phrase, or statement in what was said worth quoting.

TRUE 15. In a conversational exchange, there is a shifting of roles of listener and speaker, usually in
short turns of a few seconds.

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TRUE 16. Critical or analytical listening is called for when viewing TV ads, listening to political
speeches or debates, and in problem-solving situations.

FALSE 17. When listening in real life, there are certain noise “bits” of the discourse that are
unintelligible to the hearer which he or she cannot ignore.

TRUE 18. After establishing the context and activating the background knowledge in the pre-
listening phase, the teacher explains the listening task so that the students know what is expected of
them.

TRUE 19. Students are told beforehand what to pay attention to in a listening text, then they employ
selective listening as the text is presented to them.

FALSE 20. In an informal conversation, it is unnatural for the speaker to repeat words, paraphrase,
or correct himself at some points.

B. Multiple Choice:

Directions: Choose the word or phrase that will best complete each of the following statements.
Write the letter of your answer.

1. The sender and receiver of the message is one and the same person in _____________________.

b.an intrapersonal communication.

2. One of the language-related reasons that are cited for failure to communicate effectively is
__________________.

d.the way the person feels.

3. Live interactions where most individuals are audience rather than sources occur in
____________________.

c.interpersonal communication.

4. One strategy wherein students are asked to say aloud their thoughts as they react to the selection
line-by-line or sentence by sentence is ___________________.

d.think aloud.

5. In a conversation, turn-taking involves the following skills EXCEPT _________________.

b.knowing how to signal that one wants to speak.

6. An effective way of promoting communication in the classroom is by getting students involved in

___________.

a.discussion activities.

7. An example of informal English is the expression ___________________.

d.Thanks for coming.

8. In a conversation, we observe turn-taking conventions by ____________________.

b.recognizing other people’s signals of their desire to speak.

9. The most common form of one-way communication is ____________________.

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 a.speech.

10. One type of oral interpretation concerned with narrating a story or tale by reading or by narrating
it from memory is____________________.

c.storytelling.

11. The foundation for early literacy development is ____________________.

d.phonemic awareness.

12. A holistic, literature-based approach in teaching beginning reading is ____________________.

c.Four-Pronged Approach

13. Knowledge of the alphabetic principle refers to the ___________________

d.understanding that spoken words are made up of phonemes and that those phonemes are
represented in text as letters.

14. One of the main goals of prereading activities is _____________________

b.setting the purpose for reading.

15. Concept mapping is a strategy used in _______________

c.vocabulary development.

16. All of these factors except one (1) influence children's motivation to read. Which one does not
help children develop a desire to read?

d.choice by teachers or parents

17. A benefit of conducting read-aloud is __________________________

c.developing children’s understanding of the patterns and structures of written language.

18. Going beyond the literature after reading enables students to elaborate on the selection by
______________________________________________

c.starting the discussion with the motive question.

19. GPU or Gradual Psychological Unfolding is a discussion technique based on the

_______________________.

c.Socratic Method

20. Critical thinking enables the reader to _____________________________

b.discover the purpose of the author for writing the selection.

21. Writing has a variety of forms which depends on _____________________

b.the purpose for the writing.

22. During this stage, the teacher helps children discover what they already know about the topic and
encourages them to question, select, and order information from a variety of sources.

a.prewriting

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23. The best approach to teach reading and writing is____________________.

d.a combination of approaches

24. Writing is a craft that can be learned and its skills developed through ____________________

c.informed practice.

25. Success at writing encourages ___________________

a.further writing.

26. The writing process is _______________

b.recursive and creative.

27.A test in order to be valid should be _______________

a.reliable.

28. A test that measures the extent of learning in a prescribed domain is ______________

c.an achievement test.

29.______________ are used to collect samples of student work overtime to track student
development.

b.Portfolios

30. The teacher guides students through the pre-writing stage which includes all these activities
except______________

c.proofreading.

LESSON 1 TEACHING LISTENING

ACTIVITY 1.1

1. Here are some classroom activities. Decide which listening activities are and which are not.

a. Learners respond orally to a written exercise.

b. Learners complete a task while listening to a taped conversation.

c. The teacher explains some special arrangement for the following week’s lesson.

d. A learner asks the teacher a question about the meaning of a word.

e. The teacher conducts a drill with the class.

f. A learner formulates a sentence silently before uttering it.

g. Two learners carry out a pair work activity.

h. The teacher tells a story.

i. The teacher converses with the class before the lesson starts.

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j. The class is engaged in a pronunciation exercise focusing on two contrasting sounds.

Letters b and h might fall into the category of listening. All the remaining activities involve
at least one element of listening even though many teachers don’t usually think they are typical
listening tasks. Letter f is perhaps an odd one out in a way, because the listening in this case is to an
internal voice.

SCQ 1.1

How well did you remember what you read? Answer the following questions briefly.

1. What is listening?

Listening is paying attention to what is heard. It is trying to understand the message that is
put across by the speaker and interpreting it.

2. Give at least three reasons for listening. Give examples.

These are the main reasons why people do listening:

a. To engage in social rituals such as chatting with friends or conversing on the telephone.

b. To be able to respond to “controls”. For example, following directions or instructions given orally.

c. To respond to feelings. For example, listening to complaints.

d. To get information. For example, getting the gist of a lecture or a news report.

SCQ 1.2

Rearrange in correct sequence these steps in the listening process.

4 Evaluating what was said based on what the listener knows about the topic.

1 Receiving the message sent by the speaker.

5 Responding to the speaker the moment he stopped talking.

2 Understanding what the speaker means.

3 Recalling what the listener thinks was said by the speaker.

SCQ 1.3

What follows is a checklist of listening activities. Identify each by checking under the
appropriate column.

1. Paying attention selectively and constantly varying the level of attention while engaged in other
tasks simultaneously.

2. Making judgments about which content to select for remembering.

3. Interpreting implied information, attitude and intention.

4. Predicting, comparing what’s heard with what was predicted, and revising predictions.

5. Filtering out any other ambient language or other sounds, but remaining prepared to filter them in
again as and when necessary.

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 6. Getting the gist of a talk.

7. Enjoying the music played over the radio without understanding the words.

8. Performing actions in response to instruction given orally.

9. Identifying a general topic or information given in a listening text.

10. Interpreting music through dance.

11. Rewriting the listening text in different works: either in the same language (paraphrase) or in
another (translation).

12. Discussing a problem that is described orally and writing down a suggested solution.

Marginal Listening Attentive Listening Critical Listening Appreciative Listening

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ACTIVITY 1.2

Make a list of as many situations you can think of where people are listening to other people.
These include situations where they may be doing other things besides listening–speaking but the
essential point is that they need to be able to understand what is said in order to function
satisfactorily in the situation.

Listening Situations

radio news lecture, lesson

introductions seminar

instructions, directions gossip, conversation

meeting, conference watching TV

shopping storytelling

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 theater show loudspeaker announcements

soap opera stage play

demonstration

There are some features that seem to be common to most of the listening situations. Such
features might be associated with the kind of language that is often used and the kind of interaction
that the listener is doing. For example, in most of the situations, speakers are improvising as they
speak. In most of the situations, the listener is responding as well as listening.

LESSON 2 TEACHING SPEAKING

ACTIVITY 2.1

Here is a list of statements with an “Agree-Disagree” continuum below each. Put a cross on
the continuum for each statement to indicate how far you agree or disagree with it.

1. Oral language is the foundation of early literacy development.

Very much agree. Speaking is learned first by a child before the other communication
skills such as reading and writing

2. It is all right to correct a student’s error in grammar on the spot.

Totally disagree. This might be embarrassing to the student. A better way perhaps is to
lead him/her and the rest of the class to discover the error and correct it.

3. The most effective way to cultivate one’s skill in speaking is through pattern practice.

Not very much agree. This is just one of the ways of developing. It takes more than pattern
practice to develop one’s speaking ability. What is important is to be able to use the appropriate
structures in appropriate situations and in appropriate time.

4. Students can easily talk about a topic he is familiar with.

Very much agree. When a student has sufficient knowledge or experience about a topic, he
can practically talk about it.

5. If a student cannot express himself in the target language, he can always use the mother tongue.

Totally disagree. One should not make it an excuse to use the mother tongue instead of using
English. The teacher should always try to help students by rephrasing the question so that they can
stick to the target language.

SCQ 2.1

Tell whether each of the following is psychological noise or physical noise.

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Physical noise 1. Loud talking and laughter of children in the corridor.

Psychological noise 2. A feeling of resentment towards the other person.

Physical noise 3. The blaring stereo music.

Psychological noise 4. Lack of interest on the part of the receiver.

Physical noise 5. The tooting of horns of passing vehicles.

SCQ 2.2

Give two concrete/specific examples of barriers in a communication situation.

 The use of jargon. Over-complicated, unfamiliar and/or technical terms.

 Emotional barriers and taboos. Some people may find it difficult to express their emotions
and some topics may be completely 'off-limits' or taboo. Taboo or difficult topics may
include, but are not limited to, politics, religion, disabilities (mental and physical), sexuality
and sex, racism and any opinion that may be seen as unpopular.
 Lack of attention, interest, distractions, or irrelevance to the receiver. (See our page Barriers
to Effective Listening for more information).
 Differences in perception and viewpoint.
 Physical disabilities such as hearing problems or speech difficulties.

SCQ 2.3

True or False

TRUE1. Motivation is high when learners are eager to speak because they are interested in the topic
and have something new to say about it.

FALSE 2. Language is of an acceptable level when it is grammatically correct and pronunciation of

words is accurate.

TRUE 3. Learners complain that they cannot think of anything to say because they lack the
necessary vocabulary to talk on the topic.

FALSE 4. The use of the mother – tongue by students should always be allowed so that they can
express themselves well during the discussion.

FALSE 5. Students should use high level vocabulary during the discussion so that they will be rated
high in oral performance.

TRUE 6. Students are usually motivated to talk when the topic is highly interesting and the purpose
of the discussion is clear.

TRUE7. Clear instruction on how to go about the activity should be given the class.

SCQ 2.4

Answer True or False

TRUE 1. We use negotiation skills in oral communication.

FALSE 2. Dialogues taught in class must be memorized by the students.

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FALSE3. Too many play rehearsals before performance are time-consuming and should be
discouraged.

TRUE 4. Role plays and other oral communication strategies enhance fluency in the language.

FALSE 5. Group members arrive at a consensus by having different opinions.

TRUE 6. In a dyadic exchange, students pair off and interact with each other as they carry out the
task assigned to them.

FALSE 7. Problem solving is based on the principle of information gap.

TRUE 8. The success of relaying and carrying out instructions depends on correct giving and
interpreting of instructions.

LESSON 3 TEACHING READING

ACTIVITY 3.1

Here is a list of statements with an “Agree-Disagree” continuum below each. Put a cross on
the continuum for each statement to indicate how far you agree or disagree with it.

1. Comprehension resides in the text; so the students should be able to get the meaning of what he
reads.

Totally disagree. The reader brings his prior knowledge and experience to the text before he
is able to make sense of what he reads

2. Comprehension occurs even before the students actually read a selection.

Very much agree

3. The best technique for vocabulary development is through the use of context clues.

Totally disagree. There are varied techniques one can use to develop vocabulary.

4. To assess and build background knowledge, be sure that instruction corrects misconceptions.

Very much agree. This is the very purpose of reading-that is to be able to reconstruct or
revise schema.

5. Students who know more about a topic remember more from a related reading than students who
have limited knowledge.

Very much agree.

SCQ 3.2

Plan a phonics activity to teach any of the short vowel sounds.

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SCQ 3.3

Explain each of these strategies that a proficient reader uses:

1. Connect

Make connections. A good reader is able to draw from background knowledge and personal
experiences while reading to help create meaning from the text.

2. Question

Ask questions. A good reader asks both literal and inferential questions before, during, and
after reading to clarify meaning and deepen understanding.

3. Visualize

Visualize. A good reader is able to create multi-sensory images in the “minds eye” while
reading to help make sense of the text.

4. Infer

Draw inferences. A good reader knows that not all information is included in a text, and is
able to reasonably “fill in”, hypothesize, and predict, based on the evidence on the text.

5. Synthesize / transform

Analyze and synthesize. A good reader is able to break down information and to draw
conclusions based on both the text and his or her thinking

SCQ 3.5

Try out the different techniques in vocabulary development. Why did you choose a particular
strategy for a given word?

The following strategies in vocabulary development may be used.

1. Gasping for air

The best way to unlock the phrase is through demonstration. An alternative is to use context
clues that would give a situation which gasping for air would be experienced.

2. Mermaid

Show a picture of a mermaid. Tell them to describe a mermaid. Ask where a mermaid lives.

3. A harrowing experience

This is best explained by means of context clue. You can also make students recall movies
that have shown such experiences. Another option is to ask them to relate such an experience which
they or persons they know have had.

4. Minute object

This is best unlocked through real object or a picture. Or two objects may be shown from
regular-sized objects.

5. Peace

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 This can best be unlocked by semantic mapping. Students may be asked to give words that
are related to peace.

SCQ 3.6

1. Differentiate between a motivation question and a motive question. Give an example to illustrate.

A motivation question is experience – based.

A motive question is text – based.

Examples:

Story Henny Hen’s New Hat by Jaycee Nuestra

Motivation Question: What do you usually wear on the head for protection or for decoration?

Motive Question : What does Henny Hen wear on her head each day?

SCQ 3.7

Give some fix-up strategies that good readers use during active reading.

Any of these fix-up strategies are used by good readers:

1. Rereading parts or all of the text

2. Looking ahead in the text

3. Stopping and relating the information presented in the text to what one already knows about the
topic

4. Examining other resources addressing the same topic

5. Seeking support from the teacher or from more knowledgeable others

6. Looking at the picture for clues

7. Sounding out an unknown word, saying it slowly, or substituting another word that makes sense

SCQ 3.8

Deadly Winds

Two destructive weather disturbances are tornadoes and hurricanes. We cannot do anything
to stop them but like other weather disturbances, they may be stopped and tracked and people may
be forewarned about them.

Tornadoes are created when warm and cold air masses collide. When the air in a place is
humid with a temperature above 26 c and a cold mass arrives, it is possible that the warm and cold
air masses will hit each other with such a strong force that a tornado will be formed. Tornadoes can

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cover an area from 70-330 m. wide. Although they usually travel with an average speed of 32 to 63
km./hour, the wind velocity may reach up to 300 km./hour. On the whole, tornadoes last less than an
hour. In the Northern Hemisphere, they most frequently occur between April 1 and July 15. While it
is true that tornadoes cannot be predicted, the air conditions that make them possible are known and
so, when these conditions exist, the weather bureaus usually report “tornadoes possible.”

The tropical hurricane is the most devastating of storms. It may occur in any part of the world
but under different names. All hurricanes start at the equatorial region. Those that start north of the
equator travel in the general direction of North, to North West, to North East. Those that start south
of the equator travel in the opposite direction.

A hurricane can cover an area of 800 to 3,200 sq. m. Although it travels only 12 to 14 km.
/hour. The life of a hurricane is about 10 days. When the barometer begins to rise and the wind
changes direction, the worst of the hurricane is over.

1. What weather disturbances are discussed in the selection? KNOWLEDGE

2. Why are these weather disturbances called ‘deadly winds”? KNOWLEDGE

3. Differentiate between a tornado and a hurricane? INTERPRETATION

4. How are people warned when a weather disturbance is approaching? INTERPRETATION

5. What is the importance of tracking weather disturbances? EVALUATION

6. In what countries do tornadoes frequently occur? INTERPRETATION

7. What are the devastating effects of tornadoes? ANALYSIS

8. What should people do in case of a tornado? A hurricane? ANAYLSIS

9. Why are hurricanes considered the most devastating of storms? APPLICATION

10. If people can’t stop these weather disturbances, is there a possibility to lessen their destructive
impact? How? INETRPRETATION

SCQ 3.9

Match each item in Column A with the appropriate description in Column B.

1. Venn Diagram

d. Used for comparing and contrasting characters , setting and personal experiences

2. Story Mapping

c. A summary of a narrative highlighting the character’s attempt to solve a problem

3. Cued Retelling

b. A strategy for retelling a selection orally or in written form

4. Reader Response Journal

a. A written personal reaction to what was read

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5. Discussion Web

e. An interactive activity using a key question to trigger students to reason out and give
conclusions

LESSON 4 TEACHING WRITING

SCQ 4.1

How well did you get each principle?

Explain at least three principles underlying the teaching of writing.

1. Writing literacy starts in the early years of child development. Writing starts with drawing. What
looks like a nonrepresentational scribble to an adult is a picture with a story to a child. From there,
the writing progresses into letters, words, and sentences as the writer gains experience and
knowledge.

2. Writing is a creative act. It involves the use of imagination to produce something original.
However, it also involves certain skills; hence, we talk of writing as a craft which one can learn.

3. Writing experiences should be child-centered. Writing activities should be within the level and
interest of the children. As much as possible, learners should be consulted or involved in the choice
of topics or writing tasks.

LESSON 5 ASSESSMENT
ACTIVITY 5.1

Here is a list of statements with an “Agree-Disagree” continuum below each. Put a cross on
the continuum for each statement to indicate how far you agree with it.

1. Assessment is potentially humiliating to the assessed person.

Teachers should make the purpose of assessment clear to the students and use an approach
that will not really be intimidating to the students.

2. Teachers should give their students only positive feedback, in order to raise confidence and
promote feelings of success; negative feedback demoralizes.

Although positive feedback can boost the morale of the students, they should also be open to
receive negative feedback for improvement. The teacher should be tactful in giving negative
feedback so that students will be challenged to change their weaknesses to strengths.

3. Giving plenty of praise and encouragement is important for fostering good teacher-student
relationships.

Although this is a sound practice for fostering harmonious teacher-student relationship, there
is also a need for the teacher to make students aware of their real standing in class and what they

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must do improve their performance. Actually, there should be a balance in giving both positive and
negative feedback. What matters is the teacher’s sincerity in her intention to help students improve.

4. Teachers should not let students correct each other’s work, as this is harmful to their relationship.

Peer assessment is one practice that should be promoted. There should be clear guidelines to
use for this purpose.

SCQ 5.2

All these statements are false. Change each statement to correct it.

1. Grading alone may motivate students to study hard.

Besides grading, a meaningful and stimulating curriculum motivates students to work hard.

2. Grades serve both as an effective incentive as well as punishment.

Grades are effective incentives but never an effective punishment.

3. Comparing a student to other students is very challenging.

Comparing a student to other students is never helpful particularly for struggling students.

4. Low grades cause most students to work extra hours to attain mastery of skills learned.

Low grades cause students to withdraw from learning.

5. Only exceedingly bright students are able to earn high grades, while struggling ones lose their
chance of achieving success.

All students have equal chances of earning high grades.

6. The best time to grade students is during the learning process.

Never grade students during the learning process.

7. Students should receive extra grade for effort.

A separate grade for effort should never be given.

8. It won’t be fair if a student continues working on a task when others have finished doing their
work

All students are expected to continue working on a task until high quality worked is
achieved.

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