language teaching
Post on 18-Oct-2014
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LANGUAGE TEACHING
Krisha S. Asuncion Erika A. Panganiban
THE NATURE AND
STRUCTURE OF
LANGUAGE
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
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.
THE BUILDING BLOCKS OF LANGUAGE
3. Syntax-a system of rules that governs how words can be meaningfully arranged to form phrases and sentences
PROPERTIES OF HUMAN LANGUAGE
Creative & Dynamic Structured Meaningful Referential Interpersonal
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
COURSE DESCRIPTIONS OF THE
LANGUAGE SUBJECT AREAS AND
GOALS OF 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.
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
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
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
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
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
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
SCOPE AND SEQUENCE OF
LANGUAGE SUBJECTS
DEVELOPING AND
DESIGNING A
LESSON
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
THE TEACHING STRATEGIES SHOULD BE: Interactive Integrated Interdisciplinary Contextualized Experiential Collaborative
DETERMINING LANGUAGE STRUCTURES AND FUNCTIONS
“Language functions are specific uses of language for accomplishing certain purposes” (Hill, 2006)
Language structures refer to verb tenses, adverbs, plurals, possessives and the like.
LANGUAGE FUNCTIONS THAT OCCUR IN CLASSROOMS EACH DAY Agreeing and Disagreeing Classifying Denying Evaluating Hypothesizing Inferring Planning and Predicting Reporting Sequencing Wishing and Hoping
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
INTEGRATING VALUES WITH SUBJECT MATTER
The ultimate purpose for information is formation and transformation
The Three-level Approach to Teaching
VALUES
CONCEPT
FACTS