language teaching

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LANGUAGE TEACHING Krisha S. Asuncion Erika A. Panganiban

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Page 1: Language teaching

LANGUAGE TEACHING

Krisha S. Asuncion Erika A. Panganiban

Page 2: Language teaching

THE NATURE AND

STRUCTURE OF

LANGUAGE

Page 3: Language teaching

WHEN IS A SYSTEM OF COMMUNICATION CONSIDERED A LANGUAGE?

When it uses symbols, which are sounds,gestures, or written characters that represent actions,events and ideas

When it is meaningful When it is generative When it has rules that govern

how symbols can be arranged

Page 4: Language teaching

THE BUILDING BLOCKS OF LANGUAGE The organization of language

follows a hierarchical order:1. Phonemes- The smallest distinguishable units in a language2. Morphemes-the smallest meaningful units in a language-usually whole words of meaningful parts of words such as affixes and word stems.

Page 5: Language teaching

THE BUILDING BLOCKS OF LANGUAGE

3. Syntax-a system of rules that governs how words can be meaningfully arranged to form phrases and sentences

Page 6: Language teaching

PROPERTIES OF HUMAN LANGUAGE

Creative & Dynamic Structured Meaningful Referential Interpersonal

Page 7: Language teaching

PURPOSES OF LANGUAGE TEACHING

To teach our students how to communicate effectively

To help our students develop communicative and academic competencies

To develop cultural enrichment and aesthetic appreciation for both English and Filipino

Page 8: Language teaching

COURSE DESCRIPTIONS OF THE

LANGUAGE SUBJECT AREAS AND

GOALS OF LANGUAGE TEACHING

Page 9: Language teaching

ENGLISH AS A LEARNING AREA - ELEMENTARY Course Description – English as a subject is concerned with developing competence in listening, speaking, reading and writing- Learning activities to develop

competence in these phases of communication should be varied, meaningful and realistic.

- At the end of the 3rd Grade, every child is expected to be a reader.

Page 10: Language teaching

EXPECTATION/GOALS IN ENGLISH Access varied information Critically use these varied information in

spoken and written forms Communicate fluently and accurately

orally and in writing- For a variety of purposes- In different social and academic context

at their level- While carrying out activities in everyday

life

Page 11: Language teaching

ENGLISH AS A LEARNING AREA - SECONDARY Course Description - The secondary English Curriculum for

2002 seeks to develop citizenship and to address communication needs of Filipino students for English, which is emerging as the international lingua franca

- Central to the framework of this curriculum is the need for language learning that is contextualized, interactive and integrated

Page 12: Language teaching

EXPECTATION/GOALS IN ENGLISH First year -The student is expected to: Determine how sentences are used to perform

communicative acts Make use of real world knowledge and

experience with emphasis on cross-cultural items

Work at the denotative meanings of a text Identify and explain different literary types

with emphasis on Philippine Literature Show appreciation of art forms and

familiarization with the more common mass media forms

Page 13: Language teaching

EXPECTATION/GOALS IN ENGLISH Second year- The student is expected to: Exhibit skills in utilizing the prosodic features

in oral texts and signals and cues in written texts to follow the development of ideas, show understanding and appreciation of the different genres with emphasis on types contributed by Afro-Asian and Philippine Countries

To manipulate formal devices used to combine sentences to create continuous prose employing different rhetorical patterns

Page 14: Language teaching

EXPECTATION/GOALS IN ENGLISH Third Year-The student is expected to: Utilize a variety of sentences and expository

methods in persuasion and argumentations; break down complex sentences to get the message in different text types: journalistic, scientific, literary and technical

Single out the devices employed in fiction works and non-fiction works used by authors for intellectual, emotional, and aesthetic purpose with emphasis on Philippine and British-American literature

Page 15: Language teaching

EXPECTATION/GOALS IN ENGLISH Fourth Year-The student is expected to: Have acquired skills of assessing,

evaluating and using relevant information to meet their various needs

Respond flexibly to rapidly changing world Have developed listening, speaking,

reading and writing skills Appreciate literature resulting in deeper

understanding of the ideas, experiences and cultures of other people, customs and traditions, as well as values

Page 16: Language teaching

SCOPE AND SEQUENCE OF

LANGUAGE SUBJECTS

Page 17: Language teaching

DEVELOPING AND

DESIGNING A

LESSON

Page 18: Language teaching

STEPS IN LESSON DEVELOPMENT

1. Formulate your lesson objectives2. Think of how you will go about the lesson3. Think of what strategies will you use4. Think of how will you determine if your

students are learning5. Give an assignment

Page 19: Language teaching

THE TEACHING STRATEGIES SHOULD BE: Interactive Integrated Interdisciplinary Contextualized Experiential Collaborative

Page 20: Language teaching

DETERMINING LANGUAGE STRUCTURES AND FUNCTIONS

“Language functions are specific uses of language for accomplishing certain purposes” (Hill, 2006)

Page 21: Language teaching

Language structures refer to verb tenses, adverbs, plurals, possessives and the like.

Page 22: Language teaching

LANGUAGE FUNCTIONS THAT OCCUR IN CLASSROOMS EACH DAY Agreeing and Disagreeing Classifying Denying Evaluating Hypothesizing Inferring Planning and Predicting Reporting Sequencing Wishing and Hoping

Page 23: Language teaching

TYPES AND FORMATS OF A LESSON PLAN Expert teachers may have a brief plan

which may consist of a skeletal outline

Experienced teachers may have more than a skeletal lesson plan

Beginning teachers create a semi-detailed lesson plan

Student-teachers make a detailed and elaborate lesson plan

Page 24: Language teaching

INTEGRATING VALUES WITH SUBJECT MATTER

Page 25: Language teaching

The ultimate purpose for information is formation and transformation

Page 26: Language teaching

The Three-level Approach to Teaching

VALUES

CONCEPT

FACTS