© “The Great” LAZARO & LALLAVE of IV-EC

INTRODUCTION The best practices in this handbook highlight the effective instructional strategies that English teachers in NNHS are using to develop language proficiency among its students. Organized according to language skills, the best practices underscored here are synthesized in order to give the school’s stakeholders an overview on how English teachers promote language learning through modern communicative teaching strategies. RATIONALE: In order to address the communication needs of learners in the basic education, we ensure that daily instruction employs an interactive, integrative, engaging and multi-modal approach. This demands that activities and strategies used by the teachers must be geared toward the development of communicative competence among students which calls for their ability to use the language within specific contexts. Classroom practices should not only develop proficiency of the four macro-skills but also promote higher-order thinking skills that equip students with skills in learning how to learn. Hence, it is essential that teachers have a repertoire of teaching techniques and strategies in order to achieve this entire end in view.

English Week Celebration in NNHS

 In the communicative model of language teaching, instructors help their students develop this body of knowledge by providing authentic practice that prepares students for real-life communication situations.

READING  Making every student a competent reader and a functional learner is the ultimate goal of teaching children learns how to read. NNHS English teachers incorporate principles of effective comprehension strategy instruction before, after and during reading.  Teaching reading as a process: o Use strategies that activate prior knowledge o Help students make and test predictions o Structure help during reading o Provide after-reading applications  Primary instructional emphasis on comprehension  Exposing students to a wide and rich range of literature  Silent reading followed by discussion  Reading aloud to students  Developing vocabulary and word attack skills o Semantic maps o Context clues o Structural Analysis  Evaluation that focuses on holistic, higher-order thinking processes  Reading-writing connection  Social, collaborative activities with much discussion and interaction  Student’s choice of their own reading materials

 Engaging students to real-life communication, authentic activities, and meaningful tasks that promote oral language. o Discussions o Role Play o Simulations o Information Gap o Brainstorming o Storytelling o Interviews o Story Completion o Reporting o Songs, Poems, Rhymes and Chants


 Time for independent reading  WRITING  Teachers engage students in writing activities using the process-oriented approach and other effective strategies that unlock potential difficulties in the pre-writing, actual writing and the post writing stage. 

LISTENING Language learning depends on listening. Listening provides the aural input that serves as the basis for language acquisition and enables learners to interact in spoken communication.

 Class time spent on writing whole, original pieces through: o Establishing real purposes for writing and students’ involvement in the task o Instruction in and support for all stages of writing process o Prewriting, drafting, revising, editing  Learning of grammar and mechanics in context, at the editing stage, and as items are needed  Making the classroom a supportive setting for shared learning, using: o Active exchange and valuing of students’ ideas o Collaborative small-group work o Conferences and peer critiquing that give responsibility for improvement to students  Learning of grammar and mechanics in context, at the editing stage, and as items are needed

 Focus on process o Constructing meaningful messages in the mind by relating what student hear to what they already know (previous knowledge).  Listening for Enjoyment, Pleasure, and Sociability o Listening to songs, stories, plays, poems, jokes, anecdotes, teacher chat.  Listening and Solving Problems o word games in which the answers must be derived from verbal clues o riddles, logic puzzles, intellectual problem-solving o "minute mysteries" in which a paragraph-length mystery story is given by the teacher (or a tape), followed by small group work in which students formulate solutions  Listening, Evaluation, and Manipulating Information o writing information received and reviewing it in order to answer questions or to solve a problem o evaluating information in order to make a decision or construct a plan of action o evaluating cause-and-effect information o summarizing or "gistizing" information received

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