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1. Other texts can make the meaning of a highlighted literary form more situated
2. Informative texts are taught along with literary texts as a way to connect to other disciplines
3. Informative texts in a theme-oriented learning structure
4. Maximization of various reading strategies that cut across text types
VARIETY OF TEXT TYPES
Ang Pintor Jerry Gracio
Gumuhit siya ng ibon Lumipad ito palayo. Gumuhit siya ng isda, Lumangoy ito sa hangin. Gumuhit siya ng bulaklak Nagkalat ang halimuyak sa dilim. Iginuhit niya ang sarili At inangkin siya ng kambas.
TASK-BASED TEACHING 1. Concurrent addressing of dimensions
of language and literature teaching 2. Situated activities of language use 3. Allows more logical sequencing of
content and performance dimensions 4. Integration of technology and media
literacy activities
1. Due to the focus on the more context-specific use of language
2. Focus on more essential rather than sequential aspects of grammar
3. Impetus to immediately address recurring areas of difficulty in form-focused learning
COMMUNICATIVE GRAMMAR
Learning “Grammars”
1. Elicitation 2. Generalization 3. Controlled Practice 4. Individual Practice 5. Expansion/ Enrichment
Reviving a Teaching Structure
Moving Forward: CEAP Schools and PALT in Focus
www.paltpilipinas.org
SUBMIT A PROPOSAL BY JULY 15! www.paltpilipinas.org
• Paper reading (40 minutes) • Teaching demonstration (60 minutes) • Panel discussion (60 minutes)
TRANSITIONING TO THE K to 12 MTB-MLE PROGRAM
A CEAP-PALT Collaboration
