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