ASSIGNMENT 1

Why did teacher asked for closed texbooks? Isn’t the written word reinforcing? Of what advantage was the chalkboard material? Why did she write it on the board before class? (instead of on the spot)?

The teacher asked for closed textbooks so the students won’t mainly depend on it. The teacher understands that the textbook is a supplement source of information on the topic but it is not the only source of information. The written words are reinforcing since it motivates the students. They most likely would want to answer the written words on the board since it may hold real questions they would be interested to answer. The advantage of the chalkboard material is that it is flexible. It doesn’t depend too much on the textbook. Instead, it adapts to what kind of students would want a particular topic. The teacher wrote the questions before class probably because it would save the teacher valuable teaching time. Another reason would be so the students would get an idea of what is going to happen and would be at least prepared to answer.

What are the pros and cons of asking students “real” questions – about their own lives, not fictitious textbook character – in the classroom, especially at this early stage in the lesson, before students have had mechanical practice of the forms? What if a student who is called on can’t respond at all?

One of the pros of asking real questions at an early stage in the lesson is that stimulate students’ curiosity as it emphasize the use of ideas instead of memory work. It motivates students as they feel involved in the learning process. When the teacher asks an individual a question, it allows him/her to express him/herself, averting the monotony that tends to overwhelm the teaching of large classes. In addition, the questioning process helps teachers to evaluate students’ understanding of the subject and adjust the difficulty of the lesson accordingly. The teacher most probably asked the questions even before the students had mechanical practice of the forms to prevent the students to be too conscious of their grammar especially when the questions enable them to express themselves. The cons are because of the high level of student involvement required, this method can be time-consuming if used in large classes. The success of this method also depends on the types of students in a class. What if a student who is called can’t respond at all? Shy students usually do not participate in discussions and a small group of more vocal students may take over the discussion. As a result, other students may feel left out and lose interest in the subject altogether. It is also possible that students’ responses may not be audible to the teacher in a large classroom.

Teacher made “selected” corrections. How did she select which errors to and which ones not to correct? Shouldn’t all errors be corrected?

The teacher, before the lesson, connects his/her corrections on his/her objectives: is he/she aiming for the student’s fluency or accuracy of the language? For a class discussion for example, fluency would be appropriate. The important thing is that students are expressing themselves and thinking on their feet. Not all errors should be corrected by the teacher, we should acknowledge their ability to correct themselves during recitations. (Self-correction or peer correction) This prevents them from too much dependency on the teacher. The danger of over-correcting is that students will lose motivation and you may even destroy the flow of the class or the activity by butting in and correcting every single mistake.

Why weren’t these words explained earlier? What if some students didn’t know them? Or do they need explaining at all? What is the advantage of waiting until some practice time to explain such words?

The teacher decided not to explain those words because he/she believes that most vocabulary is acquired incidentally through indirect exposure to words. Students can acquire vocabulary incidentally by engaging in rich oral-language experiences at school md even at home, listening to books read aloud to them, and reading widely on their own. Providing structured read-aloud and discussion sessions encourage vocabulary growth in students.Waiting until some practice time to explain those words will help the students know their errors and will quickly learn from them.

Why did teacher wait until now to “present” the paragraphs about Keiko?

The teacher waited until now to present the paragraphs about Keiko because he/she doesn’t want the learning to revolve only on the lesson in the book. He/she would first want to encourage the students to involve themselves first in the lesson.

What purpose does the questions accomplish? Isn’t it obvious who is in the picture and what she is doing?

The questions main objective is to practice the students’ ability to comprehend, and at the same time test their ability to express themselves using the secondary language. Some students may have another idea on the subject which makes the topic even more interesting.

What purpose did the right and wrong statements fulfill? Why did the teacher ask students to volunteer here rather than calling on them?

The right and wrong statements benefit both the teacher and students in the sense that it helped the teacher assess the level of judgement the students have and for the students, it exercised their ability for peer-corrections. It helped the teacher assess the strengths and weaknesses of the class when it comes to these type of lessons.

What purpose did reading aloud serve? Why did the teacher call on students rather than get volunteers? Could this just as well have been a silent activity?

Reading aloud is a wonderful tool to help students learn to read smoothly and build fluency skills, continuity and confidence. Reading aloud sharpens their ear so that they are able to detect authentic dialogue and flowing narrative. The teacher chose to call on students rather than get volunteers because he/she wants everyone to be able to participate. Not just those who are always active.

Why did the teacher ask students to correct each other? Under what circumstances is this appropriate (vs. teacher directly correcting)?

The teacher asked the students to correct each other to assess the level of understanding on the lesson the class have. It also exercised their peer-correction abilities. Peer-correction is more appropriate than teacher correction when the teacher wants to check what the rest of the class knows. If, for example, it becomes evident that no one in the class really knows where the problem lies then the teacher can take appropriate steps to explain it to everyone.

What is the advantage of pair work? Can a teacher control pair work even if classes are large (this class, of course, is not)?

Pair work offers intensive, realistic practice in speaking and listening; and it promotes a friendly classroom ambiance that is conducive to learning. But beyond that, pair work has another important advantage that activities done with larger groups do not have. Pair work is a way of getting everyone in a classroom speaking and listening at the same time. In other words, it is an

efficient, productive way of spending precious classroom time. If a teacher were to spend, say, three minutes talking individually to each student in a class of, say, twenty students, the whole procedure would take an hour. Working in pairs, those twenty students can get the same amount of practice in three minutes.

The teacher can control pair work even if the classes are large if he/she limits the time of the activity. That way, noise produced from this kind of activity would be lessened and tolerable and would not affect class time.

ASSIGNMENT 2

Reflections on Language Principles

Based on the questions answered, I could say that when it comes to language, a teacher should not always aim for grammar perfection. The principle of language teaching does not revolve on grammar alone but it encourage learners to participate and know that they too can learn a secondary language. It is more important to acquire a language than to simply learn it, according to Stephen Krashen.

Language principles does not mean following the textbook mainly because language is found everywhere. Hence, the textbook is not the sole source of such learning. It acts as a supplement source but not the only source. Students would find it more enjoyable and less stressful to learn language while connecting with it. Doing so would mean them, expressing themselves through different activities that the teacher gives.

It is also less tiresome to teachers when they teach the students to self-correct. Doing so would mean them not always correcting their students’ errors. When we teach them how to correct themselves, we also teach them not too depend on teachers and textbooks too much, thus, acquiring the language.

ASSIGNMENT 3-6

III. Instructional Materials in Speaking

Textbook Paper Pen Recorder Speaker Laptop

IV. Instructional Materials in Writing

Textbook Pen Paper

V. Lesson Plan in Speaking

Learning Objectives:

At the end of the lesson, the students should be able to:

- Know how to plan an interview.- Ask proper questions in conducting an interview.- Familiarize themselves on the different methods of conducting an interview.

Subject Matter

Topic: Conducting an InterviewReference: English for Today’s WorldAuthor: Cecilia A. SuarezPages: 230 – 232Materials: Paper, Pen, Recorder, Speaker, Laptop

Procedure

Introduction:

- Prayer - Checking of attendance- The teacher will first introduce the new lesson about conducting interview

Pre-Speaking:

- The teacher will first discuss the different pointers: planning, setting an appointment by phone call, and conducting the interview.

- The teacher will answer the questions given by students regarding the topic (if any).

Speaking:

- The teacher will have the class listen to a mock interview- The teacher will then group the class into pairs and ask the them to prepare a

short role play of the methods in conducting an interview.- They will also be asked to have it recorded.

Post-speaking:

- After conducting their interview, the class will listen to the interview conducted by each pairs.

- Ask the students how it went.- Reflect on the different methods they used from planning, setting, and

conducting their interview.

Evaluation

The teacher will ask the students to answer the following question based on the interviews they heard. He will have two pairs evaluate each other.

- Are the goals of the interview clearly stated? How?- Are the implementations of these goals seen in the interview? How?- Did they use correct speech in conducting their interview? How?

Assignment:

- Prepare role play of ten students each group: Two TV hosts and eight invited guests. The topic is on Gender Roles in the Family. To be presented next meeting.

VI. Lesson Plan in Writing

Learning Objectives

At the end of the lesson, the students should be able to:

- Define what is to compare and what is to contrast.- Familiarize themselves with the methods in writing a comparison and contrast

essay.- Write their own comparison and contrast essay.

Subject Matter:

Topic: Writing a Comparison and Contrast EssayReference: English for Today’s WorldAuthor: Cecilia A. SuarezPages: 112-116Materials: Textbook, paper, and pen

Procedure

Introduction

-Prayer-Checking of attendance-The teacher will fist ask the students if they know the difference between comparison and contrast.-Ask a student to go in front and choose two of his/her classmates and formulate a comparison and contrast of those two.-The teacher will then introduce their new lesson on writing comparison and contrast essay.

Pre-Writing

- The teacher will first explain the difference between comparison and contrast.- The teacher will then ask the students to turn their books to page 112-113

and look at the two methods of developing a comparison and contrast essay.- The teacher will then explain thoroughly how it is done.- Ask the class for any questions before proceeding to the activity

Writing

- Ask the class to turn their books to page 114 and read the essay, “My Two Brothers”.

- The teacher will then ask the class what pattern of development was used based on the discussion.

- Ask the class to write a detailed outline of the essay by following the format of the appropriate method of development as seen on pages 112-113.

Post-Writing

- The teacher and the class will now assess the essay in the textbook.- Ask the class where in the essay did comparison and contrast manifest.

Evaluation

- The teacher will ask the students to write a short comparison and contrast essay.

- After writing, the students will pass their works and will be checked by the teacher.

Assignment

- Answer Activity 6 on page 115-116. Due tomorrow.

ASSIGNMENT 7

Rubric in Speaking and Writing

Speaking

Criteria 4 3 2 1 TotalDELIVERY Speech is generally clear, fluid and

sustained. May include minor lapses or minor difficulties with pronunciation or intonation but quickly recovers from them. Overall, intelligibility remains high.

Speech is generally clear, with some fluidity of expression, but it exhibits minor difficulties with pronunciation, intonation, or pacing and may require some listener effort at times. Overall intelligibility remains good, however

Speech is clear at times, though it exhibits problems with pronunciation, intonation, or pacing and so may require significant listener effort. Speech may not be sustained at a consistent level throughout. Problems with intelligibility may obscure meaning in places (but not throughout)

Consistent pronunciation and intonation problems cause considerable listener effort and frequently obscure meaning. Delivery is choppy, fragmented, or telegraphic. Speech contains frequent pauses and hesitations.

LANGUAGE USE

The response demonstrates good control of basic and complex grammatical structures that allow for coherent, efficient (automatic) expression of relevant ideas. Contains generally effective word choice. Though some minor (or systematic) errors or imprecise use may be noticeable, they do not require listener effort (or obscure meaning)

The response demonstrates fairly automatic and effective use of grammar and vocabulary, and fairly coherent expression of relevant ideas. Response may exhibit some imprecise or inaccurate use of vocabulary or grammatical structures or be somewhat limited in the range of structures used. Such limitations do not seriously interfere with the communication of the message.

The response is limited in the range and control of vocabulary and grammar demonstrated (some complex structures may be used, but typically contain errors). This results in limited or vague expression of relevant ideas and imprecise or inaccurate connections. Automaticity of expression may only be evident at the phrasal level.

Range and control of grammar and vocabulary severely limit (or prevent) expression of ideas and connections among ideas. Some very low-level responses may rely on isolated words or short utterances to communicate ideas.

TOPIC DEVELOPMENT

The response presents a clear progression of ideas and conveys the relevant information required by the task. It includes appropriate detail, though it may have minor errors or minor omissions.

The response is sustained and conveys relevant information required by the task. However, it exhibits some incompleteness, inaccuracy, lack of specificity with respect to content, or choppiness in

The response conveys some relevant information but is clearly incomplete or inaccurate. It is incomplete if it omits key ideas, makes vague reference to key ideas, or demonstrates limited development of

The response fails to provide much relevant content. Ideas that are expressed are often inaccurate, limited to vague utterances, or repetitions (including

the progression of ideas. important information. An inaccurate response demonstrates misunderstanding of key ideas from the stimulus. Typically, ideas expressed may not be well connected or cohesive so that familiarity with the stimulus is necessary to follow what is being discussed.

repetition of prompt).

Writing

Criteria 1 2 3 4 Total

CONTENT/IDEAS Writing is limited in communicating knowledge. Length is not adequate for development.

Writes related, quality paragraphs, with little or no details

Writing is purposeful and focused. Piece contains some details.

Writing is confident and clearly focused. It holds the reader’s attention. Relevant details enrich writing.

ORGANIZATION Writing is brief and underdeveloped with very weak transitions and closure

Uses correct writing format. Incorporates a coherent closure.

Writing includes a strong beginning, middle, and end, with some transitions and good closure.

Writing includes a strong, beginning, middle, and end with clear transitions and a focused closure.

VOCABULARY/ WORD CHOICE Language is trite, vague or flat.

Shows some use of varied word choice.

Purposeful use of word choice. Uses a variety of word choice to make writing interesting.

Effective and engaging use of word choice.

SENTENCE FLUENCY Many run-ons or fragments. Little variety in sentence structure

Some run-ons or fragments. Limited variety in sentence structure.

Uses simple compound, and complex, sentences. Frequent and varied sentence structure

Consistent variety of sentence structure throughout.

CONVENTIONS Inconsistent agreement between parts of speech. Many errors in mechanics. Limited evidence of spelling strategies.

Occasional errors between parts of speech. Some errors in mechanics. Some evidence of spelling strategies

Maintains agreement between parts of speech. Few errors in mechanics. Applies basic grade level spelling.

Consistent agreement between parts of speech. Uses correct punctuation, capitalization, etc. Consistent use of spelling strategies.

Republic of the PhilippinesTarlac State UniversityCollege of Education

Lucinda Campus, Tarlac City

EM 10: Teaching of Speaking

and WritingA Portfolio

Submitted by:

Jon Henry Bello Ordoñez

BSEd 3D1