KMIA- ONLINE

MODULAR EDUCATION

MODULE
The
Teaching of
English

(paste or design your own cover page)

KMIA-Online Modular Delivery Mode
Year Level: First Year Education
Module 1: (Subject Description)

Working Committee of the Module

Author/s: Noraifa S. Rominimbang

Reviewers: _____________________
_____________________
_____________________
_____________________
Illustrator and Layout Artist: __________________________
Management Team
Chairperson: Dr. Sophia Ampuan Sharief, Ph,D
Founder and Chairman, KMIA

Co-Chairpersons: Prof. Queen Norfatmah A. Sharief

Acting President, KMIA

Members:
__________________________
__________________________
__________________________

Printed in the Philippines by

Khadijah Mohammad Islamic Academy
Office Address: ______________________
Contact Number: ______________________
E-mail Address: __________________________

This instructional material was collaboratively developed and reviewed by

teachers, management and staff, of Khadijah Mohammad Islamic Academy. We
encourage teachers and other education stakeholders to give their feedback,
comments, and recommendations to directly to the school.

We value your feedback and recommendations

 TABLE OF
CONTENTS
Introduction............................................................................................................................i
Module Objectives.................................................................................................................ii
Outcomes ..............................................................................................................................ii
Time Frame...........................................................................................................................ii
Module Icons.........................................................................................................................iii
Pre-Assessment…………………………………………………………………………….iv

UNIT 1: LISTENING
Introduction...........................................................................................................................1
Terminology..........................................................................................................................1
Unit Objectives......................................................................................................................2-3
Listening ...............................................................................................................................5
Activity 1.1............................................................................................................6
Importance of Listening .......................................................................................................5
Activity 1.2.........................................................................................................
Resource File ........................................................................................................................

Unit Summary……………………………………………………………………………..…6
Post- Assessment………………………………………………….……………………...…7-8
Assignment ………….........................................................................................................….9
References …………..........................................................................................................….9

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 INTRODUC
Welcome. You are now part of Khadijah TION
Mohammad Islamic Academy family. As learner, you must
be eager to try out what you have learned as you immerse yourself in the task of educating,
protecting or serving the 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

Unit 1 focuses on teaching listening-what is listening is, why we do listening, and

what the different types of listening are. It also provides sample activities for listening
comprehension.

Unit 2__________________________________________________________

Unit 3 ______________________________________________________________
___________________________________________________________________________

*** (Depends on how many lesson/s are there in your subject matter! The more UNITS
the lengthy the module will become)

i
MODULE OBJECTIVES

The objectives of this module are to

 Help teachers devise and use meaningful activities to develop listening skills in the
classroom, and
 Provide teachers with a variety of listening exercises that engage students in pair
and group work activities to practise meaningful communication in English.

At the start of the module, you are to take the reassessment test to see how much
background information and knowledge you have in English

*** (add more to elaborate)

OUTCOMES
Better Listening you will be able to:

 teach listening skills in meaningful contexts,

 engage your students in real-life communicative tasks to
practise their listening comprehension,
 help your students understand English when spoken at normal
conversational speed,
 enable your students to respond to language functions in
English,
 give your students opportunities to hear English spoken with
standard, accepted pronunciation, and
 familiarise your students with correct word and sentence stress
in English.

TIME FRAME

You will need approximately 15 weeks to finish this module — eight weeks for
formal study and seven weeks for self-directed study — to complete all the recommended
activities.
This is a distance learning programme, thus the time frame is flexible and largely self-
directed.

***(the data presented here are all samples)

ii
 MODULE
ICONS
While working through this module manual you will notice the frequent use of icons
in the margin. These icons serve to “signpost” a particular piece of text, a new task or change
in activity; they have been included to help you to find your way around this module.
A complete icon set is shown below. We suggest that you familiarise yourself with
the icons and their meanings before starting your study.

OBJECTIVES ASSESSMENT

OUTCOMES ASSIGNMENT

TERMINOLOGY UNIT SUMMARY

TIME FRAME LESSON

ACTIVITY ONLINE VIDEO

AUDIO REFLECTION

***(Just copy paste this)

iii
 PRE-ASSESSMENT

*** (Write your Pre- assessment here and it depends how lengthy is your test is.)

iv
 Unit 1:
LISTENING
Introduction

In this first unit of the module on listening, we will illustrate a few activities that you
can use in your classroom to improve your students’ listening comprehension by making
them understand differences in pronunciation. As an English teacher, you might already be
familiar with the phonetic symbols for sounds in English.

_____________________________________________________________________
________________________________________________________________
_______________________________________________________________.

*** (add more to elaborate)

TERMINOLOGY

L1 (First language): The language acquired at birth, normally informally.

Phonetic symbols: The symbols developed by the International Phonetic

Association to represent each distinct sound found in human
languages, such as vowel and consonant sounds.

Phonological: Referring to the sounds of a particular language (e.g., the vowel

and consonant sounds of English).

Weak forms: The unstressed forms of structure/function words like auxiliary

verbs, pronouns and articles in an English utterance.

***(the data presented here are all samples)

1
 UNIT OBJECTIVES

At the end of this unit, you should be able to:

 Explain the listening process;

 Give reasons for doing Listening;
 Differentiate the types of Listening; and
 Prepared varied listening activities for listening comprehension.

ACTIVITY 1.1

*** (paste here your activity or activities if you want)

This is needed for the conditioning of your students…

***(the data presented here are all samples)

2
 LISTENING

Listening is attending to what you consider important. It is trying to get the meaning
of what you hear. To listen successfully to spoken language, you need to be able to work out
what speakers mean when they use particular words in a particular ways in a particular
situations.
(SAMPLE ONLY)

ACTIVITY 1.2

IMPORTANCE OF LISTENING

Listening is attending to what you consider important. It is trying to get the meaning
of what you hear. To listen successfully to spoken language, you need to be able to work out
what speakers mean when they use particular words in a particular ways in a particular
situations.

RESOURCE FILE
If you have trouble playing the video, you can have your students listen to the audio recording
(below) of the same conversation:
Scripts\Module1\Unit1\Activity2\Resource2\Audio\Allen’s Announcement.mp3
(This is depends if you have additional online resources or you can use online video.)

3
 UNIT SUMMARY

In this unit, we looked at a few important aspects of spoken English that JSS students
need to be familiar with. The skill of listening improves only when students have regular
exposure to the spoken form of the language. Also, practising pronunciation of words in
isolation does not help much, as in conversations people tend to speak faster and use certain
conventions like weak forms, for example. To enable students to understand spoken English,
you should use activities involving providing answers both while and after listening.

POST ASSESSMENT

***(Add here your post assessment)

4
 ASSIGNMENT

Using the K-W-L chart given, recall and write the information you remember
regarding the lesson.

What I Know What I Want to Know What I Learned

***(the data presented here are all samples)

5
 REFERENC
ES
Liza R. Almonte et.al, “A Journey Through Anglo-American Literature,”
English Learner’s Material for Grade 9, (Pasig City: Vibal Group, Inc., 2014)
176-177
.
Ruju M.Dumdum, “English 9 Workbook and Teaching Guide” (Western
Visayas-Region VI, Division of Escalante City) 26-27

Emergency Events Database (EM-DAT): The Office of U.S. Foreign Disaster

Assistance (OFDA)/CRED International Disaster Database.

“What are the differences of linear and nonlinear texts?”

brainly.ph/question/1864809
https://brainly.ph/question/1603479

“What are nonlinear texts”. (N.p). (n.d) June 03, 2020

http://www.senate.gov.ph/publications/AAG%202013-04%20-%20Natural
%20Disasters_final.pdf

“Definition of different graphs and charts” Apache HTTP Server Test Page Powered by
CentOS. Accessed May 27, 2020.
https://creately.com/blog/diagrams/concept-maps-for-studying/

https://www.smartdraw.com/bar-graph/

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