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    Module 10: Mastery of The Structures of The English/Filipino

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    Yrrehc Cawis
    This document discusses approaches to teaching language and lesson plan structures. It covers: 1) Two prevailing approaches to teaching language - the structural approach which teaches grammatical rules step-by-step, and the communicative approach which focuses on meaningful communication. 2) The typical components of a language lesson plan - objectives, subject matter, procedures which lists steps to meet objectives. 3) The transfer stage of learning, where oral language is transferred to printed language. Features include teaching decoding in isolation using manipulatives and worksheets in small ability groups. 4) Specific techniques for teaching decoding like the Fuller and Marungko techniques which provide a sequence of letters and sounds to allow blending and reading more

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    Module 10: Mastery of The Structures of The English/Filipino

    Uploaded by

    Yrrehc Cawis
    140 views3 pages
    This document discusses approaches to teaching language and lesson plan structures. It covers: 1) Two prevailing approaches to teaching language - the structural approach which teaches grammatical rules step-by-step, and the communicative approach which focuses on meaningful communication. 2) The typical components of a language lesson plan - objectives, subject matter, procedures which lists steps to meet objectives. 3) The transfer stage of learning, where oral language is transferred to printed language. Features include teaching decoding in isolation using manipulatives and worksheets in small ability groups. 4) Specific techniques for teaching decoding like the Fuller and Marungko techniques which provide a sequence of letters and sounds to allow blending and reading more

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    module 11 and 12

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    This document discusses approaches to teaching language and lesson plan structures. It covers: 1) Two prevailing approaches to teaching language - the structural approach which teaches grammatical rules step-by-step, and the communicative approach which focuses on meaningful communication. 2) The typical components of a language lesson plan - objectives, subject matter, procedures which lists steps to meet objectives. 3) The transfer stage of learning, where oral language is transferred to printed language. Features include teaching decoding in isolation using manipulatives and worksheets in small ability groups. 4) Specific techniques for teaching decoding like the Fuller and Marungko techniques which provide a sequence of letters and sounds to allow blending and reading more

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    140 views3 pages

    Module 10: Mastery of The Structures of The English/Filipino

    Uploaded by

    Yrrehc Cawis
    This document discusses approaches to teaching language and lesson plan structures. It covers: 1) Two prevailing approaches to teaching language - the structural approach which teaches grammatical rules step-by-step, and the communicative approach which focuses on meaningful communication. 2) The typical components of a language lesson plan - objectives, subject matter, procedures which lists steps to meet objectives. 3) The transfer stage of learning, where oral language is transferred to printed language. Features include teaching decoding in isolation using manipulatives and worksheets in small ability groups. 4) Specific techniques for teaching decoding like the Fuller and Marungko techniques which provide a sequence of letters and sounds to allow blending and reading more

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    of 3

    Cawis, Cherry B.

    November 7, 2015
    MALED 1

    Module 10: MASTERY OF THE STRUCTURES OF THE ENGLISH/FILIPINO


    LANGUAGE (MSE/L)

    I) Prevailing Points of View in Teaching a Language


    A. Structural Approach – stresses the teaching of grammatical, lexical,
    phonological andf functional units of the language step by step
    i. stream of drills
    ii. sequence of grammatical structures
    B. Communicative Approach – the goal is not to explicitly teach the component parts or rules of
    the language. Instead, this approach contextualizes language learning in the experiences of the child.
    – The focus is on making the language meaningful and on getting the student to communicate in the
    target language. Learners are encouraged to discuss issues and express opinions on various topics of
    interest to them in the target language.
    i. new trend
    ii. more spontaneous
    iii. more communicative

    II) Lesson Plan Structure


    A. Objectives
    - often phrased in behavioural manner
    - focuses on the language skill the teacher wants to develop
    B. Subject Matter and Materials
    - Identifies the content of the lesson
    C. Procedure
    - Lists in a step by step manner by which the children will be led to
    fulfilling the objectives set.
    i. Presentation Lesson
    o Starts the lesson
    o Teacher demonstrates or models
    o Content = story
    ii. Generalization
    Teacher encourages the students to make generalizations on how to
    use that particular language structure correctly.
    iii. Practice
    Opportunities of practicing the newly learned language form is used.
    iv. Evaluation
    Aims to monitor and evaluate how well a child is learning

    Module 12 : THE TRANSFER STAGE


    Charles Fries – coined the term “transfer stage”
    Transfer stage – refers to the process of transferring oral language into printed
    language.
    I. Features
     The child learns the rudiments of decoding in a sequential and systematic
    manner.
     Taught in isolation of the three other prongs.
     The content of the lessons:
     Early writing
     Phonemic awareness
     Beginning reading
     Use of manipulative materials and worksheets
    - to provide practice for newly acquired abilities
    - Examples:
    Labels of commodities
    A workbook
    A story book
    Street signs
    Etc.
     The class is sub-divided into small groups according to their decoding proficiency.

    II. The Fuller Technique


    - one among the many that recommend a sequence of sounds to be learned by
    beginning readers
    - premise: we need to work with a child who needs special or systematic phonics
    instruction so that he may learn to read better
    ABC’S OF READING
    a. Methods:
    i. Alphabet
    ii. Combination of the alphabet
    iii. Phonetic
    iv. Whole word
    b. Materials
    Whole words (but the grouping of words takes advantage of the phonetic approach)

    Note: Vocabulary development always preceded the reading lessons and is determined by the
    words listed in the succeeding lessons.

    III. The Marungko Technique


    - The equivalent of the Fuller for the Filipino language.
    - It is also a phonics sequence which also provides the teacher with a sequence of
    letters and sounds.
    - ALLOWS FOR IMMEDIATE BLENDING OF SOUNDS
    - As more letters are added to the child’s repertoire out linguistic sounds, the more
    words he is able to read.

    Note: Filipino children learn to read in their own language so quickly that the materials that a
    teacher must prepare need to be too many.

    IV. Lesson Plan Structure


    A. Objectives
    - States the goal of the day’s plan particular to the decoding/encoding/comprehension
    skill being developed.
    B. Subject Matter
    - Specifies the sounds or combination of sounds for the lesson.
    C. Materials
    - Enumerates the materials to be used
    D. Procedure
    - gives step by step instructions for teaching

    i. Presentation Lesson/Review Lesson


    -explains how a new letter will be introduced or reviewed
    ii. Practice Exercises
    -states activities for oral or written work that will enhance the skill being
    developed
    iii. Mastery Exercises
    -enumerates activities for oral or written work that are slightly more
    difficult

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