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Approaches to Teaching Reading: A Philippine Perspective
Approaches to Teaching Reading:A Philippine Perspective
Development of a Four Pronged Approach
1982 Education Act
Program for Decentralized Education
Basic Education Curriculum
Secondary Education Development Program that brought PRODED to the Secondary Education System
3
Subject Nomenclature and Description of English
is concerned with developing in the learners competencies in listening, speaking, reading, and writing.
Pupils achieve the desired level of competence when they are motivated to LEARN and USE the LANGUAGE.English as a subject
Used as content in English for Grades 1 and 2 but NOT to the extent of neglecting the content of English books for grade.Pupils shall be taught appropriate literary materials such as JINGLES, RHYMES, POEMS, DIALOGUES, STORIES, ETC. suited to their GRADE LEVEL or INTEREST.Science and Health will be
is concerned with developing competence in LISTENING, SPEAKING, READING, and WRITING.
English as a subject
LISTENINGis an information-processing act.
SPEAKING includes skills in using the language expressions and grammatical structures correctly in oral communication
READINGis getting meaning from the printed page.-Vocabulary-comprehension-literary appreciation-study skills
WRITINGincludes writing readiness skills, guided writing, functional and creative writing.
The threshold in reading.- At the end of the third grade, every child is expected to be a reader.
GRADE III is considered
recognize differences in speech sounds, word stress, intonation patterns in sentence heard.speak clearly and use appropriate expressions in talkingread with ease and understanding beginners book in Englishwrite legibly information about oneself and simple sentencesAt Grade 1, the learner is expected to
Listen critically to 1-2 paragraphsuse appropriate expressions in varied situations and about places and topics of interestRead critically and fluently in correct thought units, texts for information and entertainment.
At Grade 2, the learner is expected to
Respond properly to environmental prints like signs, posters, commands, and requests.Write legibly simple sentences and messages in cursive form.
At Grade 2, the learner is expected to (continuation)
Listen critically to get information from text heardDemonstrate independence in using the basic language structure in oral and written communicationRead with comprehension
At Grade 3, the learner is expected to
Listen critically to new reports, radio broadcasts and express ideas accurately in oral and written formDemonstrate more independence in the use of language to meet everyday needs.Read independently for pleasure and get information from various text types.
At Grade 4, the learner is expected to
Listen critically to different text typesExpress ideas logically in oral and written formsDemonstrate interest in reading to meet ones various needs.
At Grade 5, the learner is expected to
Listen critically; communicate ones feelings and ideas orally and in writing with a high level of proficiency.Read various text types materials to serve ones own learning needs in meeting a wide range of lifes purposes.At Grade 6, the learner is expected to
Goals in Teaching English Language
Linguistic CompetenceSociolinguistic CompetenceDiscourse CompetenceStrategic CompetenceFour Communicative Competence Areas as Goals
COOKs Open-Ended List of Goals of Language Teaching
Self-developmentA method of training new cognitive processesA way-in to the mother-tongueAn entre to another cultureA means of communicating with those who speak another languageThe promotion of intercultural understanding and peaceThis includes:
Goals in Teaching Reading
Developing students awareness of the reading process and reading strategiesAllowing students to practice the full repertoire of reading strategies by using authentic reading tasksAre identified as
Working with reading tasks in classPractice reading strategies in class and outside of class in the students reading assignments
Are identified as (Continuation)
Encouraging students to evaluate their comprehension and self-rapport their use of language.Encouraging the use of language skills and the use of reading strategies through the target Langauage. Are identified as (Continuation)
Language Acquisition (LA)
The Acquisition Language Acquisition Language LearningThe Natural Order HypothesisMonitor Hypothesis
Monitor Hypothesis
Learned Competence(the monitor)Acquired CompetenceOutput
The Input HypothesisThe Affective Filter Hypothesis
Operation of the Input and Affective FilterFilterInputOutputLAD
8 Principles of Language Learning
Learners can learn a language best when they are treated as individuals with their own needs and interest.1. Learner-Centered
The teacher should design activities which interest the majority if not all of the learners.
(Continuation)
These activities are varied and novel since every class is of unique individuals(Continuation)
Learners learn best when they are provided with opportunities to participate in communicative use of the target language2. Active-Involvement
Learners will learn how to use the language purposefully only by being provided with variety of opportunities
(Continuation)
Learners learn best when they are exposed to communicative data, which are comprehensible and relevant to their needs and interest.3. Immersion
It is exposing them to different language functions such as requesting, interviewing, responding to questions, etc.(Continuation)
Learners learn best when they focus deliberately on various language forms, skills, and strategies 4. Focusing
Limitations in time suggests that teachers should focus on the skills and strategies (Continuation)
Learners learn a language best when they are exposed to socio-cultural data and direct experience of the culture embedded5. Socio-Cultural
Language is linked with the culture that they reflect.(Continuation)
The teachers job is to build a bridge between the learners own culture and the target language.(Continuation)
Learners learn a language best when they become aware of the role and the nature of language and of culture.6. Awareness
Language activities can enable the learners to become aware of the power of language as a means of gaining access to other people(Continuation)
Learners learn a language best when they are provided with appropriate feedback about their progress.7. Assessment
Teachers should encourage the learners to become involved in the assessment process.(Continuation)
Learners learn a language best when they are provided with opportunities to manage their own learning.7. Responsibility
Teachers should foster the development of learning how-to-learn skills(Continuation)
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