St.

Louis College of Bulanao

Purok 6, Bulanao, Tabuk City, Kalinga 3800

This module is a requirement of the Saint Louis College of Bulanao in response to the implementation of the
Blended Learning way of Instruction.

The learning Material is a property of the College of Education- Saint Louis College of Bulanao, Tabuk City. It
aims to improve students’ performance specifically in their SPECIALIZATION.

Date of Development: July 2022

Resource Location: Bulanao, Tabuk City
Learning Area: Language Learning and Materials Development
Resource Type: Module
Instructors: JENNIFER B. ABELLANIDA

GENERAL INTRUCTION/S:
The module will start with an introduction which will give a general background on the Language Learning and
Materials Development. Series of activities and discussions will encourage you to explore and learn about the topic.
Through this module, the following instruction/s should be followed.

I. This module is exclusively for SLCB students only.

II. Reproduction of this module for commercial purposes is strictly prohibited.
III. You may use this module for any acceptable purposes.

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 1

 St. Louis College of Bulanao
Purok 6, Bulanao, Tabuk City, Kalinga 3800

FINAL COVERAGE
MODULE NO. 1
I. INTRODUCTION Vocabulary is key to English language learning for without it, it would be
difficult for anyone to convey ideas or understand other people. It glues
everything else together from your ideas to the meaning it holds to one's
understanding of these ideas. How many times do you hear the expression
“I'm out of words” figuratively and literally? The acquisition of an
extensive vocabulary serves as good foundation for students to be able to
use English language with mastery.
II. LEARNING At the end of this module, the students should be able to:
OUTCOMES a. Create an instructional materials in teaching vocabulary.
III. COURSE CONTENT MATERIAL FOR THE TEACHING OF VOCABULARY

LEARNING EXPERIENCES
Mastering the vocabulary of a target language also facilitates the acquisition of all other skills like listening,
speaking, reading and writing. Vocabulary has been defined by several experts as: 1) a list of target language
words (Nunan, 2000); 2)a set of lexeme comprising “single words and word idioms” (Richards and Schmidt,
2002) and 3)synonyms to lexis and lexicon (Jackson and Amvela, 2000).

What do you' think are the considerations DIAGNOSE DETERMINE

needed in deciding what materials and resources
are helpful in the teaching of vocabulary?
Educators share so many thoughts on how to
decide on what materials to use for vocabulary
development. These 4 DS will help you remember
how to go about considering materials development
for the teaching of vocabulary. Here are the four Ds: DEVELOP DECIDE

✓ Diagnose to identify the vocabulary level/size (use the given online resources for this) of your
students. Knowing your student's vocabulary strengths and weaknesses will help you decide later on as
to what strategies and materials best suit their level.
✓ Determine student's interest and learning inclinations. Does this student learn better through
flashcards? Or does he/she learn better through associations and context clues? You may use Howard
Gardner's Multiple Intelligence test as well to get an idea as to student's strengths. Banking on students
#hugot and strengths helps increase learning success.
✓ Decide what strategy to use to teach vocabulary for certain groups. Even if they are all in the same
grade level, you might design differentiated activities and choose level-specific reading materials to
cater for these groups. This will also be based on students' vocabulary level and what word focus
(form, meaning and use) you would like to emphasize. Then identify and choose possible learning
materials and resources that will help facilitate teaching and learning vocabulary.
✓ Develop your own materials or a apt already existing materials putting in mind the vocabulary
learning activities which cover the different aspects of knowing a word — form, meaning, and use. As
you do this, you should not forget the data that you got from the previous steps. You also need to
consider availability of such materials or any alternative materials you can use. Again, you can create
your own materials, adapt already existing materials or contextualized these materials according to
your own classroom needs.
Nation (2001) in Tomlinson (2013) laid down the aspects (form, meaning and use), components (spoken,
written, word parts, form and meaning connection, concepts and referents, associations, grammatical

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 2

functions, collocations and constraints on use) and learning activities in the teaching of vocabulary. Check out
the table below and try to think of other possible materials along each learning activity that you can add.
Learning activities are tailored to the different aspects of a word with its corresponding components along
with the possible materials that teachers may use for every learning activity.
SUGGESTED MATERIALS/RESOURCES
LEARNING ACTIVITIES
ASPECT COMPONENT FOR VOCABULARY
DEVELOPMENT
• Let students read aloud
stories, poems, novels etc.
Let them enunciate the
words properly.
Spoken
• Conduct dictation
exercises from words to
sentences
FORM • Let students point spelling
rules based on your word
dictation exercises.
written
DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT
(You may adapt/create your own
materials based from he learning
activities)
✓ Picture Books or Blown-up
Books for High School (Check
out suggested titles of picture
books for high schoolers) or
create your own picture book
featuring local stories!
https://tinyurl.com/y8p57jÅj
✓ You may also use local,
national, or international
short stories or fiction and
non-fiction novels that
students are interested in.
✓ Check out the The Read-Aloud
Handbook (Penguin, 1982, latest
edition is 2013), a best seller
book authored by Jim Trelease.
Listen to his explanation on the
importance of Reading Aloud to
high schoolers in https://tinyurl.
com/ycotkqs3
✓ Try free online applications
(available for mobile and
computer, can be downloaded
for free and available for
Android and Apple) like Osmo
Words for Grades 1-8, Spelling
Bee Word Quiz for Grades 4-12,
Wordscapes for Grades 6-12,
many more or create your own
mobile spelling application
using education app builder at
https://www.appypie.com/educat
ion-app-builder
✓ Try out also these suggested
learning packets for resources
like word map, word web,
scavenger hunt and many more
in a “Word” about vocabulary
3

• Ask students to complete
FORM word tables and word maps.
Word parts
• Let students chunk complex
words and label their part as
affix or root word.
• Have students experience
building complex words and
affixes and root words.
• You can also ask students
to choose a correct form
of a word to be used in
certain context.
• Students may be given
activities in matching
MEANING form and words to their definitions
meaning or vice versa. Let students
connection discuss the meaning of
certain phrases. (You can
start with the most
familiar ones.)
• You may also let students
enjoy by asking them to
draw and describe/label
pictures. (This will
provide them a more
familiar context when they
are formulating their
descriptions.)
• One way to get students
more involved is to probe
DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT
considerations packet
https://education.wm.edu/centers
/ttac/documents/packets/wordab
outvocabulary,pdf.
✓ Teach root words and affixes
(prefix, infix, suffix) using
various materials.
✓ You may let them watch a
movie “Akeelah and the Bee”
✓ Create Greek and Latin word
charts. Check out the list at
https://www.readingrockets.org/
article/root-words-roots-and
affixes
✓ You can also use this site for
free crosswords, boardgames, or
bingo cards
https://www.vocabulary.co.il./ro
ots-words/
https://crosswordlabs.com/
https://myfreebingocards.com/
✓ Sign up (as educator or student)
for free in Vocabulary.com. This
site will help you practice and
learn words according to your
level. For teachers, this will also
serve as . independent practice
for your students which progress
you can monitor https://www.
vocabulary.com/lists/137567/
practice
✓ Use word cards or picture cards
(like Pictionary or Newspaper
Search) to easily grasp meanings
or Four Pics one Word app
available for both Android and
Apple
✓ Riddles are helpful, too. You
can create your own riddles or
check out this for sample riddles
at https://tinyurl.com/ybeu6uqb
(Riddles: Creative Thinking and
Vocabulary Development)
4
 interesting activities like
riddles where they can
solve with a classmate/
peer.
• You can also ask students
to recall forms and
meanings of words from a
given context.
• Ask students to find the
synonyms of words most
commonly used.
• Provide activities where
students point out the
correct meaning of certain
words.
• Provide semantic feature
analysis activities.
concepts and • Provide opportunity where
referents students can ask and at the
same time answer
questions.
• Let students assume the
role of word detectives
where they report certain
words found in their
reading activities.
• Ask student to find word
substitutes.
USE
Associations • Let students explain
connection and create
word maps.
• Students can classify
words, or find word
opposites.
• Have students suggest
word associations and
examples.
• Students can match
sentence halves and
rearrange words to form
Grammatical sentences.
Functions
• Let students find or match
collocates and classify
DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT
✓ You may use WordsAlive Word
Sorts, Dictogloss. Check out
these materials in A "Word"
About Vocabulary
Considerations Packet
https://education.wm.edu/centers
/ttac/documents/packets/wordab
outvocabulary.pdf
✓ Create word maps and mind
maps for your semantic feature
analysis. Check out sample
Semantic Feature Analysis on
Word Knowledge: Semantic
Feature Analysis at https://
tinyurl.com/yatdlg8v
✓ Create words cards for word
charade activities.
✓ Let students create their own
comics strips using this free
online resource
www.makebeliefscomix.com
✓ Let students build a giant
network of associated words
through the Human Brain Cloud
at https://
www.humanbraincloud.com/ for
free
✓ Check our more activities and
sample resources like mind
maps and bumper words in
https://tinyurl.com/yy8scb67.
com
✓ You can create your own
materials for Dictogloss for
sentence structure game, Word
Maze to practice word order, or
putting words together to form
sentences using Wordwall at
https://wordwall.net/
✓ A concordancer can help you
with this accessible at www.
5
 items in a concordance.
Collocations You can introduce to them
how to use a corcondance.
sketchengine.co.uk
(It allows us to enter a word or
phrase and search för multiple
examples of how that word or
phrase is used in everyday
speech or writing ".)

✓ For data-driven language

learning on the Web, check on
www.lextutor.ca

✓ You may also check out a

freeware corpus analysis toolkit
for concordancing and text
analysis and a discipline-specific
corpus creation tool at
http://www.antlab.sci.waseda.ac.
jp/software.html
• Let students identify word ✓ Identify frequency and instances
constraints. of a word using Sketch Engine
at www.sketchengine.co.uk
Constraints on • Students can classify words
use (register, under style headings. ✓ Check out well Paul Nation’s
frequency…) published survival vocabulary
list at
http://www.victoria.ac.nz/lals/st
aff/paul-nation.aspx

A. ASSESSMENT

PASS YOUR ACTIVITIES IN THE FACULTY OFFICE

Designing the Learning Materials

✓ Get a copy of the English Curriculum Guide (CG) for grades 7-10 and scan the different
competencies along the domain Vocabulary Development (VC). You may access the
curriculum guide in https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf
✓ Choose 1comptenecy under VC for each year level (7-10). Take note as well of the
competency targets on receptive or productive vocabulary knowledge as these are important
information in choosing the learning material/s (LM).
✓ Select what to use to facilitate mastery of the competency.
✓ Design your own print-based or computer-based learning materials. You may refer to the
website and links suggested in the above table to start with.
✓ You are expected to produce at least four (4) materials of your own for all grade levels (one per
grade level).

B. Reference:
De Leon, E., et at (2021): Language Learning Materials Development

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 6

 St. Louis College of Bulanao
Purok 6, Bulanao, Tabuk City, Kalinga 3800
FINAL COVERAGE
MODULE NO. 2
I. INTRODUCTION It is said that one has to master the "basics" first before he can become an
"expert'. The goal of any language teaching is communicative competence
which is translated into four components namely: linguistic, sociolinguistic,
discourse and strategic competence. Linguistic competence is represented
by one's knowledge of the system of rules of grammar.

II. LEARNING At the end of this module, the students should be able to:
OUTCOMES A. Construct lesson plan and instructional material using the K-12
curriculum.
III. COURSE CONTENT MATERIALS FOR THE TEACHING OF GRAMMAR

LEARNING EXPERIENCES
There is no language that does not have grammar on Its own. IS difficult to understand and learn a language
without having to understand its grammar. Without it, it becomes difficult to put words together to form a
senseful Utterance Language teachers should not only teach students to memorize the system of rules of
grammar but also teach them how to make this system of rules work to create meaningful exchanges.

What is grammar?
✓ Some experts say that it is a set of rules that govern a certain language. Others say, it is not "rules of a
language" per se because language has existed first even before men started to describe it. It is then a
description of the ways a man can put the elements of language — sound, structure, arrangement,
meaning and function together to form senseful utterances. It tries to explain how words create
limitless meanings and expressions to describe and make sense of the world.
✓ According to David Crystal, "Grammar is the business of taking a language to pieces to see how it
works.'

In learning the English language, teachers should not lose sight of the importance of meaning-making. In the
end, students should be able to express their thoughts as well as understand others using the same language.
The choice of methods in the teaching of grammar should be highlighted anchoring on the students' level and
needs. Moreover, side by side with the teaching methods, is the selection and development of appropriate
materials to assist students' learning and regulate activities that only promote remote learning and
memorization.

Tomlinson (2013) presented several . criteria in selecting and creating materials for the teaching of grammar.
Some of these considerations are taken into account in deciding what materials to use in the classroom
regardless of subject, in the teaching of grammar, some of these considerations are highlighted in this book:
a. the age and level of the learners who will use the materials;
b. the extent to which any adopted methodology meets the expectations of learners, teachers and
the educational culture within which the learners and teachers work;
c. the extent to which any contexts and co-texts which are employed in order to present the
grammar area(s) will be of interest to learners;
d. the nature of the grammatical areas to be dealt with, in terms of their form, their inherent
meaning implications (if any) and • how they are used in normally occur-ing spoken and/or
written discourse;

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 7

 e. the extent to which any language offered to the learners for them to examine the grammar used
represents realistic use of the language and the extent to which activities for learners to produce
language
f. containing the target grammar will result in meaningful utterances and the ones which bear at
least some resemblance to utterances which the learners would be likely to want to produce in
their own, non-classroom discourse and
g. any difficulties that learners can be expected to encounter when learning these areas of grammar,
especially with regard to any similarities or differences inform, function and form/function
relationship, between the target language and their mother tongue.

Moreover. these leaning materials should be tailored to provide not just grammar practice but also
language practice. Aside from giving students materials that help them apply and the set of rules, teachers
should also give them opportunities for communicative practice. Moreover, grammatical structures can be
taught through communicative and contextualized activities such as role playing, storytelling. analytical
activities. problem solving and many others.
Below are the suggested learning materials and activities (offline and online) which you can adapt, recreate or
contextualize. These materials both provide for both grammar practice and language practice.

Authentic Materials
Kilickaya (2()04) in Mestari (2017) define authentic materials asexposure to real language and use in its own
community. These materials which can be in different forms afford students the opportunity to see how
language works for real life and out of classroom context. They see how the target language becomes a tool
for communication in their own community. These can include:
a. audio and video materials: radio broadcasts, TV shows and advertisements, documentaries,
news reports, movies, telephone conversations, etc.
b. visual materials: postcards, pictures/photographs, art works, stamps, signages and symbols,
street signs, picture books, posters, cartoons, •infographic, etc.
c. printed materials: brochures, comics, directories, greeting cards, invitation cards, journals,
magazines, maps, restaurant menus and recipe, newspapers, notices and bulletin boards, product
labels, puppets, calendars, coupons, etc.
d. digital materials: blogs, vlogs and videos, podcasts or these digital tools like.
• Easy-to-use resources for grammar input and independent study
• English Grammar Guide at https://www.ef.com/wwen/englishresources/english-
grammar/
• One Stop English at http://www.onestopenglish.com/
• Perfect English Grammar at https://www.perfect-englishgrammar.com/
• Materials for Teaching Grammar at
https://english.washington.edu/teaching/materials-teachinggrammar
• Free online grammar test to check your skills EF SET exam
https://www.efset.org/
• Online English Grammar Test https://www.arealme.com/online-english-
grammar-test/en/
• Advance grammar s I s rom fragmented to an run-on sentences to complex and
well-structured sentences using Quill Connect at https:// www.quill.org/
• Apply understanding Of the system of grammar rules through contextualized
writing using comics, cartoons and storybooks
Story Bird at https://storybird.corn!
Pixtoon at https://www.pixton.com/
Make Beliefs Comix at https://www.makebeliefscomix.com/ Education
Cartoons at https://www.glasbergen.com/educationcartoons/

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 8

 • Collaborate and share one's outputs and beautiful boards, documents, and
webpages through Padlet at https://padlet.com/
• Use popular and inspiring talks from TED ED at https://ed.ted.com/
• Design visual and printed materials creatively using canva.com piktochart.com,
venngage.com, visme.com infogram.com, vizualize.me snappa.com.

There are actually varied and limitless materials that teachers can use. The most. important thing in using-
authentic materials is to use them in authentic ways making it more fun, interesting, and creative. Researches
have shown how these materials, if used appropriately and with supportive feedback, are effective in
providing real discourse and situational language to students, contributing to meaningful language
acquisition.

A. ASSESSMENT

PASS YOUR ACTIVITIES IN THE FACULTY OFFICE

TASK 1: Designing a Lesson Plan
1. Choose a year level and get a COPY Of the Curriculum Guide.
2. Choose one competency/lesson from the Curriculum Guide under the domain Grammar
Awareness.
3. Design a lesson plan using the format from your school or from the Department of Education.
4. Integrate the use of either traditional or technology-based instructional materials in your lesson.
5. Highlight such integration (in all parts of the lesson -motivation to assessment) in your lesson
design by showing how the use these materials facilitate students' understanding and use of the
language.

TASK 2: Designing the LM

1. Refer to the K to 12 Curriculum Guide.
2. Choose a year level and choose 5 topics.
3. Develop your own traditional and technology-based instructional materials for the Teaching
of Grammar.
4. Create 1 traditional and I technology-based instructional material for each chosen topic.

B. Reference:

De Leon, E., et at (2021): Language Learning Materials Development

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 9

 St. Louis College of Bulanao
Purok 6, Bulanao, Tabuk City, Kalinga 3800
FINAL COVERAGE
MODULE NO. 3
I. INTRODUCTION The ultimate aim of teaching listening and speaking skills to students is not
just for them to know the "what" and the "how", but also the "when"—
when to peak and when to listen.

In a world full of noise, conscious listening becomes very important studies

show that typically a person spends at least 70-80% of his time in some
form of communication. With this time, a person spends at least 40-45%
listening, and 30-35% speaking. However, even though we listen more
frequently, we are rarely taught how to listen consciously. Listening is a
pre-requisite of speaking and foundation to effective communication. In
learning a language, listening is very vital as this is one's access to
information and understanding- a source of input.
II. LEARNING At the end of this module, the students should be able to:
OUTCOMES a. Create online instructional materials.
III. COURSE CONTENT MATERIALS FOR ENHANCING LISTENING AND SPEAKING
SKILLS

LEARNING EXPERIENCES
Listening
There are varied sources of inputs on listening which you can use to enhance listening skills. Listening
materials that most teachers use are from coursebooks that provide activities like dictation, cloze, listening the
rewriting, pronunciation practice, input from recorded scripted dialogues and monologues through recordings
etc. Aside from these ‘scripted text”, Tomlinson (2013) also provided a list of intake-rich materials and
activities. They are given below:

• listening to the teacher reading poems, short stories, extracts from novels, etc. (an activity which could
be used for 5 minutes at the beginning of every lesson);
• listening to teachers delivering a scene from a play; listening to the teacher telling jokes and
anecdotes;
• listening to their classmates and peers reading poems, telling jokes and anecdotes, etc. (but only if they
have prepared and practiced);
• listening to other learners reading aloud 'texts' which they have enjoyed studying; listening to others
delivering a prepared speech on something that interests them (especially if the listeners have a choice
of presenters to listen to);
• watching sports events, news events, documentaries, etc., with commentaries in the target language;
• listening to presentations/discussions/debates on topics relevant to the learners;
• listening to advertisements, radio programs and podcasts, music and watching TV and films
• engaging in discussion with their peers on controversial topics

You can also…

• listen/watch to lectures and speeches like that of TED Talk through https://www.ted.com/talks and
English Speeches at https:(/www, englishspeecheschannel.com/ or from youtube
• listen to online programs like The BBC in http://news.bbc.co.uk/ and
http://www.bbc.co.uk/iplayer/gategories/news
• listen and try out interactive exercises on recent news stories at http://
• Www.breakingnewsenglish.com
• maximize free websites which provides excellent listening practice of the target language at
http://www.listenaminute.com (for intermediate level students)

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 10

 http://www.elllo.org (for higher-level listening exercises)
http://www.bbc.co.uk/worldservice/learningenglish/multimedia/archieve_ent.shtml
http://www.breakgnewsenglish.com/

The goal of developing materials for listening skills is to be able to provide students with varied listening
practice and listening opportunities. Aside from structures listening (listening to perform specific tasks after),
students should also be given opportunities to listen to enjoy.

Listen to Enjoy!

Choose and listen to two podcasts from this repository of best motivational podcasts at
https://resonaterecordings.com/2019/01/best-motivational-podcasts/

Speaking
Tomlinson (2013) provides "a framework for developing materials fo spoken language" namely: "(a)
conceptualizing learner needs, (b) identifying subject matter and communication situations, (c) identifying
verbal communication strategies, (d) utilizing verbal sources from real life and (e)designing skill-acquiring
activities."
(a) conceptualizing learner needs
Just like the teaching of any language skill, it is important to gain baseline data as to student's
needs, interests, proficiency level (through diagnostic and needs assessment), learning style,
motivation, cultural preferences and expectations.
(b) identifying subject matter and communication situations
Given student's preliminary data, teachers can now have a picture as to what kind of instructional
content, learning experiences, materials or resources and strategies they will design to suit to the
profile of the learner.
(c) identifying verbal communication strategies
In the selection and design of materials for the teaching of speaking, the teacher should
incorporate conversational strategies forvarious speech situations and contexts. These materials
provide practice and opportunities where students act upon their Interlocutor’s speech,
employing different communicative strategies.
(d) utilizing verbal sources from real life
To modify materials, besides printed sources such as magazine articles or pictures .'.s a
springboard for communication, course developers can also integrate varied verbal interactions
taken from real life and in the classroom (Tomlinson, 2013) These arc “unscripted” and
“unstructured” materials that provide FOR authentic use of the language.
(c) designing skill-acquiring activities
This time, the teacher creates relevant, appropriate, authentic and contextualized speaking tasks
to help the learners achieve their goal — to become effective communicator. Providing
effective communicative tasks is very important to help students acquire the target skill.
For the past years, there have been an increase in the availability of materials for the teaching of language
skills. Teachers are no longer left in quandary as to where to start and what to do. However, one should also

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 11

take note that spoken language in the real world is dynamic and ever-changing, thus, materials and activities
should address such variations.
***END***

A. ASSESSMENT
The goal of this task is for you to create your own instructional materials . provide a video tutorial on
how to create and use it and upload/share the materials online.
1. Check out this video entitled "Material Development for Listening and Speaking Activity/ ESL
Classroom” accessible at https://www.youtube.corn/watch?v=71-yidyFdrQ

This is an animated video on how to create and use specific instructional materials (Wheel of
Fortune and Class Memory Quiz) for the teaching of listening and speaking.

2. Choose two instructional materials for the teaching of listening and speaking for any grade level.
3. Create a tutorial video using your mobile phone or an animate explainer video using
Powtoon.com Gust like the video provided). The video should contain the what and how of the
instructional material you have created.
4. Upload this video in your class website or in YouTube to add to the repository of instructional
materials for ESL. Don't forget to attach your link in the LMS.

B. Reference:

De Leon, E., et at (2021): Language Learning Materials Development

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 12

 St. Louis College of Bulanao
Purok 6, Bulanao, Tabuk City, Kalinga 3800
FINAL COVERAGE
MODULE NO. 4
I. INTRODUCTION Pre-service teachers must be conscious that in developing their students
reading comprehension and cultural awareness, appropriate and relevant
teaching and learning resources have to be selected, developed and used
including ICT to address learning goals. Tomlinson (2012) Bouckaert, M.
(2015) emphasized the importance of materials evaluation, adaptation,
design, production, exploitation and research including the electronic
delivery of materials to account for the varying needs of the language
learners. This necessitates analyzing lesson content (e.g. realia, text) and
transforming them into teaching resource to aid in the students attainment
of linguistic goals.
II. LEARNING At the end of this module, the students should be able to:
OUTCOMES A. Construct lesson plan in literature and grammar where they can
apply the teaching-learning activities discussed in this module.
III. COURSE CONTENT MATERIALS FOR THE TEACHING OF READING
COMPREHENSION AND CULTURAL AWARENESS

LEARNING EXPERIENCES
The overarching principles that govern materials development are based from the wealth of Second Language
Acquisition (SLA) research and theory. These principles include, but not limited to, affective and cognitive
challenge.
• Affective challenge means that the chosen materials need to engage the students, that they must be
appealing and motivating.
• Cognitive challenge reminds the materials developers the need to help the students feel at ease. This
is achieved when an intelligences and learning styles are considered, hence, humanizing the language
learning using authentic language in authentic use.
Materials for Developing Reading Comprehension and Cultural Awareness
The National Reading Panel, after a rigorous analysis of the extant literature focusing on developing
the students' skills in reading comprehension, has identified prevalent elements supporting such development
of reading skills. These include teacher's preparation, instructional delivery and students' active reading
engagement All these were succinctly captured in the article, What Works in Comprehension Instruction. In
the succeeding table section, the strategies, along with its description and samples, are presented with the view
to illustrate how vocabulary, intention and thoughtful interaction and teacher preparation can better equip the
Students developing reading comprehension which in turn leads to an enhanced understanding of the written
text.
An integrated approach to teaching language involves the cultural aspects language. Pulverness (2003)
in Saniei (2012) emphasized the development of student cultural awareness as inherently attached to language
instructional materials. By this the reading texts and the activities that follow after the reading task will
provide an avenue for the students to make sense of any cultural differences. Consequently this is achieved
when students learn from experience. Another is when they engage apprehension before comprehension. As
students interact with the reading material they also interact somehow with the culture that uses the language.

The ITS (Intention - Teaching - Learning Material and Steps

In deciding what culturally-inclusive materials to be used in developing the students' reading
comprehension, one has to be mindful of the following questions: What is the intended learning outcome of
this lesson? What material best supports the students' realization of the outcome? How may the learning
experience be organized to facilitate students' demonstration of the knowledge, skills and attitude? The
succeeding section, extracted from https://www.readingrockets.org, outline the ITS-intention, teaching-

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 13

learning materials and steps — to guide the teachers in designing/selecting/ utilizing appropriate materials
to develop their students' reading comprehension skills.
INTENTION
If you want to...
• make students' interested in •
the topic
• set the purpose for reading
• allow students to make
predictions and to validate
their predictions
• build the scaffold and build
on students' background
knowledge
ANTICIPATION GUIDE SAMPLE
DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT
TEACHING-LEARNING
MATERIAL
Anticipation Guides
Anticipation guides contain
statements for students to agree
or disagree. As they read the
guides, students become more
curious with that material
they are about to read. In this 3. Introduce .the text.
way, their interest is
stimulated.
STEPS
1. Make the anticipation guide
with 4 to 6 statements (some
true and some false) about key
ideas in the text.
2. Have columns for Yes or No
(Maybe can also be used) after
the statements.
4. Show how to mark the
statements written in the
columns.
5. Draw students' ideas by asking
why the agree or disagree. This
is an opportune time to discuss.
(Note: Accept all answers since
the focus is for the students to
share and to make predictions.)
14
 INTENTION TEACHING-LEARNING
MATERIAL
If you want to... Concept Maps
• teach students how to • Concepts maps, as visual/
organize new info graphic organizer, aid
• students and deepen
• show how to build comprehension. With
connections between the use of any graphic
important ideas organizer, students are
engaged in responding to
questions such as, "What is
it? What is it like? What are
some examples?" Remember
that concept maps are easy to
construct and can be used
within any content area. A
number of concept maps
available online are easy to
make which can support
teaching within and across
content areas.
STEPS
1. Show how to identify mam
points and how to organize
them.
2. Connect ideas arrows or lines to
represent how ideas are
connected to one another.
3. Allow the students to reflect
and share how they have come
with the representations.
Note: Students may use the
concept map to summarize key
points in the materials they
read.

SAMPLE OF CONCEPT MAP

INTENTION TEACHING-LEARNING STEPS

If you want to...
• make students thoughtful and
active readers
• draw student's prior ideas o
teach students to assess their
understanding
MATERIAL
DRTA
(Directed Reading Thinking
Activity)
• As a comprehension strategy,
DRTA guides students in
raising questions about a text,
making predictions and then
reading to confirm or refute
their predictions.
• Using Prediction Logs,
students are encouraged to be
DIRECT. Teachers, using open-
ended questions, draw out
students' attention making them
mindful of the reading material's
basic information: titles, units or
chapters, illustrations and other
pertinent information.
READING. Identify stopping
points and ask students to read,
stopping at each identified point
where they are to give answers
about specific information, assess

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 15

 active readers posing questions
and monitoring their
comprehension.
their predictions and make
refinements, when necessary.
THINKING. Lead the students to
revisit the text and think about
their answers. This time they can
alter, polish or give support to their
previous answers.

Sample guide questions:

✓ How do you find your
predictions now?
✓ What are in the text that
support your predictions?
What will support change of
your previous answer?

SAMPLE OF DRTA PREDICTION LOG

Title:
Author:
Unit/Chapter:
Prediction/s Evidence from the Text

Directed Reading/ Thinking Activity

o I know…
o I think…
o I learn…
o I wonder…

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 16

 INTENTION
If you want to...
• know the extent of students
' understanding of the
reading material
• help students think what
they have learned
• allow students to share
their “what's or how’s”
about the new information
• develop students' critical
thinking
SAMPLE OF EXIT SLIP
In the box, write one new thing you learned today.
Today I learned…
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT
TEACHING-LEARNING
MATERIAL
Exit Slips
Using the teacher's questions or
prompts posed at the end of the
class, students, write their
responses to the questions and
hand in the exit slip (their answers)
to the teacher before going out
from the classroom.
Exit slips are informal assessments
that can quickly measure the
breadth and depth of students'
understanding of the material.
STEPS
1. Prepare the questions/
prompts.
Fisher and Frey in
2004categorized three exit
slips. There are prompts that:
• document learning:
- Example: Write one thing
you learned today.
-Example: Discuss how
today's lesson could be
used in the real world.
• emphasize the process of
learning:
-Example: I didn't
understand...
- Example: Write one
question you have about
today's lesson. world.
• evaluate the effectiveness
of instruction:
-Example: Did you enjoy
working in small groups
today?
2. Ask other exit slips that
students know.
Maybe these can include
aspects on what students want
to learn more or something
that stood out in the materials
or even their wishes related to
the topic.
3. Gather all he exit slips as part
of formative assessment and/or
students' portfolio.
17
Name:________________________
INTENTION
If you want to...
• help students learn to make
predictions
• guide students in expressing
what they are about to read
• help students focus on their
first lines of a play, a story,
poem, or other text and share
what they can tell of them
TEACHING-LEARNING
MATERIAL
First lines
• Using the 'first lines,' students
make predictions, provide
explanation and/or revisions.
Students' attention can be
directed to think what the
first lines mean. With
prompts from the teacher,
they can discuss and revisit
their original predictions.
STEPS
1. Provide the students with
the text. (Be sure the
texts are within their
level or a level higher
than their current reading
level.)
2. Ask them to read
(silently or aloud) the
first line of the text.
3. Draw out
students' predictions
based on the first
sentence.
4. Engage the class in
discussion about the
predictions.
5. Guide them to return
their original
predictions after
reading, assessing their
original prediction and
building evidence
support those prediction
which are accurate.
Students can create new
predictions as well.

Sample worksheet utilizing “First Line”

FIRST LINE
Name: _____________________________________________________________
First Line: ______________________________________________________________
Prediction: ______________________________________________________________

______________________________________________________________
______________________________________________________________
Explanation: ______________________________________________________________
______________________________________________________________
Revision: ______________________________________________________________
______________________________________________________________

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 18

 INTENTION TEACHING-LEARNING STEPS
MATERIAL
If you want to... Inquiry Chart (I-chart) 1. Provide the class with a
blank I-chart and assist
• The I-chart is designed around with topic selection or
• foster students ' critical thinking several questions about a topic. provide the topic.
and reading skills As students read or are being 2. Engage the students in
read to, they record answers to framing questions
• make students ask meaningful the posed questions within the which will be written at
questions about a topic I-chart. Thereafter, a summary the top of each column.
is written at the last row.
Note: The rows are
• allow students to share intended for the
interesting facts information that
students already know.
• assess how much students have The summary of key
learned about a topic ideas will be written at
the last row.

3. Guide students to
resolve conflicting
ideas citing evidences
in the text and from
other sources. They
may also formulate a
new set of questions to
explore based on
incomplete information
or conflicting ideas.

Sample of Inquiry Chart

Inquiry Chart (I-Chart)

Topic:

Question 1 Question 2 Question 3 Question 4 Other New

Interesting Questions
Facts

Source 1

Source 2

Source 3

Summary

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 19

 INTENTION
If you want to...
• Guide students on how to
comprehend materials which
they have listened to
• Build students’ background
knowledge
• Motivate struggling readers to
participate in group and
individual discussion
TEACHING-LEARNING
MATERIAL
Listen - Read - Discuss (LRD)
• Teachers prepare texts or
reading passages for the
students to read after the short
lecture delivered by the teacher. 2.
• After reading, students can be
grouped for discussions where
they can compare, contrast,
explicate and even question
information presented orally.
STEPS
1. Listen. Through a
lecture guided by a
graphic organizer,
present information to
students. Remind them
to listen intently.
Read. Students read
the text. The task and
difficulty level should
be parallel to that
which is presented in
the 'listen' stage.
3. Discuss. Stimulate
students' thinking by
engaging them in an
interactive discussion

INTENTION TEACHING-LEARNING STEPS

MATERIAL
If you want to... Paragraph Shrinking 1. Provide or
introduce the
• The paragraph shrinking material to the
• Help the students develop their template (as shown below) students before
reading comprehension skills allows each student to grouping the
• To help the students do summarize the main points of students.
differentiated reading, pausing, each paragraph. 2. Model how the
summarizing salient points. • Students can provide each other process is done. In
with feedback as a way to their their groups,
comprehension. students take turns
in being the
“coach” and the
“player.”
3. Give students
enough time
(depending on the
length of the
reading material) to
read aloud without
reading a text.
4. Ask students to
summarize after
each paragraph
focusing on the
salient
aspects/elements.

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 20

Sample of Paragraph Shrinking
INTENTION
If you want to...
• Engage students while reading
text and help them solidify their
understanding of a text
• guide students in questioning the
author while reading
• teach students how to critically
assess the author's writing
Sample of QAR
DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT
TEACHING-LEARNING
MATERIAL
Paragraph Shrinking
• Sample questions (from
nonfiction, interesting texts)
framed by the teacher in
modeling the QtA will engage
students actively with
a text.
• Through the QtA, students are
encouraged to ask questions of the
author and the text. Questions
that can be raised include:
What is the message of the
author? Is this message clearly
explained?
STEPS
1. Carefully select a passage
that is engaging and age-
appropriate. These
passages must incite
conversations.
2. Determine appropriate
stopping points. These are
the points where you feel
your students need to
fully understand.
3. Formulate questions for
each stopping point.e.g.
What is the
author purpose in
writing?
Is the message clear?
Does the idea resonate
with you?
4. Present the text together
with the questions you
have created beforehand.
5. Model how to think
through the questions.
6. Let the students formulate
their own questions to the
author and provide
reason/s for asking these
questions.
21
Text Title: Sample questions for
each stopping point.

Source:

No. of stopping points:

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 22

 INTENTION
If you want to...
• train students to assess their
understanding while reading
• help students understand the
organization of the text by
focusing on the key points
• help the students determine
their purpose for reading
Sample Reading Guide
DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT
TEACHING-LEARNING
MATERIAL
Reading Guide
• Reading guides, in the form of
questions or statements, can help
in fostering comprehension, help
the students navigate reading
materials and guide them in
understanding the organizational
structure of a text.
10. Present the text together
11. Model how to think
12. Let the students formulate
STEPS
7. Carefully select a passage
that is engaging and age-
appropriate. These
passages must incite
conversations.
8. Determine appropriate
stopping points. These are
the points where you feel
your students need to
fully understand.
9. Formulate questions for
each stopping point.e.g.
What is the
author purpose in
writing?
Is the message clear?
Does the idea resonate
with you?
with the questions you
have created beforehand.
through the questions.
their own questions to the
author and provide
reason/s for asking these
questions.
23
 INTENTION
If you want to...
• assist students' comprehension
in various texts like narratives
• help students organize
information and ideas
efficiently
• aid students in problem
solving tasks
Sample of Story Map
DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT
TEACHING-LEARNING
MATERIAL
Story Map
• Sequence structures
contribute to students' skill in
comprehending what they
read especially for narrative
texts.
• Teachers prepare and
introduce the transition words
to guide the students'
comprehension as they
sequence events.
• Story ropes, sequence sticks
and story chains help the
students in ordering events
within a story.
STEPS
1. Model the retelling of
stories.
2. Emphasize the structure
beginning, middle and
end.
3. Present the signal word
transition words that
indicate sequence.
4. Provide the sequence
sticks, story chain, story
ropes or similar material
for the students to use in
showing order of the
events.
24
 INTENTION
If you want to...
• provide a framework for
identifying the elements of a
story
• teach how to organize
information and ideas
efficiently
INTENTION
If you want to...
• make the students actively
engaged while reading the text
• students to generate an image
while reading
• help the students create mental
images while reading
DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT
TEACHING-LEARNING
MATERIAL
Story Map
• Graphic organizers can be
used as framework for
students to identify story
characters, plot, setting,
problem and solution, etc.
TEACHING-LEARNING
MATERIAL
Visual Images
Through guided visualization,
students come up with
mental images as they read
thereby creating the
connection between their
background experiences and
that of the author. Teachers
may use graphics, visual
scenes or pictures or simply
a text rich in descriptive
information to elicit students'
active participation.
***END***
STEPS
1. Go over the main
components of a story.
Students organize
information found
beginning, middle and
end. These include
setting, plot, characters
conflict and theme.
2. A sample story m maybe
presented as guide in
completing it.
3. Provide opportunity f
individual and group
practice in completing
story map.
STEPS
1. Choose a material with
rich descriptive
information.
2. As you read, let the
students share the image
they have visualized in
their minds.
3. Let them identify which
words from the text
helped them "draw" the
picture.
(Pictures can relate to
the setting, the
characters or the
actions.)
4. Share how pictures' help
in understanding what is
in the story.
5. Continue reading
pausing each time you
share the new image you
created.
25
 A. ASSESSMENT (SUBMIT IT TO THE FACULTY OFFICE
Construct 1 lesson plan in literature and 1 lesson plan in grammar where you can apply the
teaching-learning activities discussed in this module.

B. Reference:

De Leon, E., et at (2021): Language Learning Materials Development

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 26

 St. Louis College of Bulanao
Purok 6, Bulanao, Tabuk City, Kalinga 3800
FINAL COVERAGE
MODULE NO. 5
I. INTRODUCTION Just like the others, we all want to Improve on our writing skills and be
able to communicate with some level of mastery through our written
works. Hence, as teachers, we spend considerable time in developing our
students' writing skills. It is difficult to imagine how we might teach
students to develop their writing skills without using materials of some
kind.

Study guides are even helpful for students who are known to have plenty of
English writing skills and are looking for ways to further improve on their
skills. As such, teachers do not only focus on the raw knowledge but also
provide the students with amazing concepts that will ultimately improve
their learning skills. Materials, together with teaching methodologies,
represent the interface between teaching and learning. Hyland (2014)
succinctly explained. that “the choice of materials available to teachers is
almost infinite, ranging from YouTube clips to research articles, but their
effectiveness ultimately depends on the role that they are required to play in
the instructional process and on the extent they relate to the learning needs
of students.”
II. LEARNING At the end of this module, the students should be able to:
OUTCOMES A. Fill out the section about the tools needed to support the students in
acquiring the competences.
III. COURSE CONTENT MATERIALS FOR IMPROVING WRITING SKILLS

LEARNING EXPERIENCES
Purposeful planning of teaching and learning activities necessitates an analysis of both the present situation
(current language proficiency level) and the situation (desired language proficiency level). In so doing,
linguistic skills and knowledge gaps can bc identified and addressed accordingly. In the process materials are
needed to assist the students toward the ability to perform linguistic tasks.
In developing students' written skills, the choice of materials is a key consideration. Aside from introducing
texts as authentic models, materials should engage, support and inspire students to continue learning. Hyland
(2014) Pill-ported t, .at materials provide the motivation for students to write and will also assist them towards
using the language they need to write effectively. Table 1 lists the main roles of materials in writing
instruction.
Table 1
Roles of Materials in Writing Instruction
ROLE USE
Model provides sample text exemplars to show forms and
structures of target language
Language Scaffolding provides sources of language examples which can be
used for exercises analysis
Reference provides paper-based information, examples and
discussion of relevant linguistic, stylistic or rhetorical
forms
Stimulus can stimulate writing and reading; maybe web-based
or printed, graphical or realia, audio or video

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 27

 • Models, which are relevant and authentic, present good examples of. target genre and
illustrate the distinctive features of language.
• Language scaffolding provides an avenue to discuss points, facilitate writing and organize
analysis using appropriate words.
• References provide discussion and a wide array of samples of relevant forms.
• Any stimulus can encourage students to think about and use the language.

Text Types
Different forms of writing are often known as text types. In each of the type, the kind of words,
phrases, grammatical patterns, writing styles and structures are very different. For instance, an
advertisement, an email from a friend, or a research article contains different features. At the onset, it
is fundamental for teachers to introduce the various text types and their distinct features.

Representative Resources for Teachers and Students

There are free resources to help improve one's writing skills. Check the out and see how much these can be of
help to you and your students.
• Dave's Internet café (https://www.eslcafe.com/resources/grammar-lessons/)
• BBC English (https://www.bbc.co.uk/learningenglish/)
• Online Writing Lab (OWL) at Purdue (https: WI. urd e purdueæ_owl.html)
• Using English (www.usingenglish.com) o ESL Gold (www.eslgold.com/writing)
• Grammar Monster (http://www.grammar-monster.com)
• Guide to Grammar and Writing (https://guidetogrammar.org/grammar index.htm)
• The Writing Center for Writing Studies (http://www.cws.illinois.workshop/writers/tips/thesis/)
• Get Revising (https://getrevising.co.uk)
• English Practice (https://www.englishpractice.com)
• A Research Guide (https://www.aresearchguide.com)

Apostolovski (2019) labelled as tailor-made materials where teachers are expected to be material developers
who attend to the aspects and sequence of materials to be used in enhancing students’ written skills. Corollary
to this is the model espoused by Hutchison and Waters in 1987 putting emphasis on the four key components:
input, task, content focus and language focus. Figure 1 shows relation between among the four
components.
Situations, topics and information
for engaging communication

CONTENT culminating
communicative activity
and writing assignment
INPUT
text that provides TASK
stimulus for thought
content and purpose
for writing
LANGUAGE

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 28

 opportunities for text
analysis and integration of
new knowledge
Figure 1. Hutchinson and Waters’ Material Design Model
The choice of text to be used as input is of primary consideration. The six broad families of text-types in
Table 2, adapted from the Australian CSWE (Certificate in Spoken and Written English) ESL curriculum, can
help to determine the kinds of texts needed as input.
Table 2
Families of Text Types
Text Types Features Samples
Exchanges Joint construction emails, internet chat, letters
Forms Printed, with respondent space simple and complex formatted text
Procedures Steps to achieve a goal Instructions, procedures, protocol
Information Text Provide news or data descriptions, explanations, reports
Story Text Retel events and respond to them recounts, narratives
Persuasive Text Argue for against a thesis expositions, discussions

With our print-rich environment, examples of these text types can be found in various genres.
Our appliance manuals and furniture with self-assembly manuals provide good examples of
instructions and procedures. Recounts and narratives may be found in biographies, short stories, magazine and
newspaper articles and literary sources. Journalistic materials are also good sources for exposition and
argument texts. However, our materials should not mislead students about the nature of writing Textbooks are
great sources of materials. Consider the textbook's local relevance, that is, suitability to the needs of the
students. In most cases, teachers adapt activities to suit a particular circumstance. In adapting materials for
writing instruction, teachers can add (supplement what the book offers by adding extra readings, tasks or
exercises), delete (omit repetitive or too difficult items), modify (rewrite activities to improve relevance and
clarity) simplify (reduce the difficulty of tasks and/or explanations and reorder (change the sequence of
activities).
On the other hand, Ishutina (2018) summarized academic writing genres which teachers can use aside
from textbooks. These include plans, retellings, annotations, abstracts, reports, reviews, articles, projects,
essays. All samples can readily be accessed in the web. In this era, internet has provided us many advantages.
These include, but not limited to, the following:
• access to an abundance of authentic materials,
• opportunity for collaborative research and writing projects,
• access to dictionaries, corpora, and reference aids, and
• opportunity for student written communication and dissemination of their work to a wider
audience.

In today's technology-driven world, the need to write and interpret what has been written is as
important as ever. However, it takes time to develop strong writing skills. To others, journaling, aside from
having an avenue to share one's thoughts and feelings, is a great way to improve one's writing skills.
Emphasize to the students that you are there and you connect writing tasks to whatever their interests are. Let
us take a look at this example of developing student' skill in composing simple narrative texts (EN7WC-III-a-
2.2).

Learning Competency: Composing Simple Narrative Texts

Level: Grade 7
Code: EN7WC-III-a-2.2

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 29

Materials:
• sample narrative texts
• story prompts, pictures from a magazine or newspaper with different characters or locations and list of
words (these are for modelling how to compose simple narrative texts)
• student-selected pictures (of an event, person, place)

Steps:
1. Teacher models the task by putting the pictures: in a container or mounting the pictures and
words as writing prompts for creating a unique story. The expected product must be clear to the
students. Can there be a better way to learn something than to see someone else doing
2. Students, with the teacher's guidance, do the same by presenting the pictures to the class and
recalling important details associated with them.
3. Expand the opportunity to learn. Give an extended activity- e.g. the class creates a Class Blog
which features their short narratives. In this way, technology is used to their advantage.
4. Provide timely and constructive feedback. The process is as important as the product; hence, the
teacher's feedback and guidance throughout the writing process is important in the attainment of
the intended outcome.
5. Allow students to talk about their writing by giving them time to do so. One way is to structure
and schedule small group discussion around a writing task.
In a capsule, teachers need to look at the improvement of their students' writing as their responsibility. Make
clear to the students to value good, clear and thoughtful writing where grammar is held as important as
structure and content. Most importantly, they realize the importance of using authentic materials as a
springboard and as a model of the target output.
***END***

A. ASSESSMENT
Given the learning competencies (Column 1) and corresponding code (Column 2) fill out Column 3
with the list of materials you need to help the students learn the competencies.

Learning Competency Code Materials Nature of Materials

(made, adopted,
adapted/modified)

Compose a series of journal EN7WC-111-c-

entries 2.8.5

Identify features of personal EN7WC-V1-a-

essays 2.8.4

Organize ideas in one-step EN8WC-lb-1.1.6

word, phrase and sentence
outline forms

Compose effective EN8WC-11a-2.8

paragraphs

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 30

 Use literacy devices and EN9WC-1h-3.6
techniques to craft poetic
forms

Compose forms of literary EN9WC-111a-i-9

writing

Formulate a statement of EN10WC-1c-12.2

opinion or assertion

Expand ideas using EN10WC-1Va-

principles of cohesion and 14.1.1
coherence

B. Reference:

De Leon, E., et at (2021): Language Learning Materials Development

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 31

 St. Louis College of Bulanao
Purok 6, Bulanao, Tabuk City, Kalinga 3800
FINAL COVERAGE
MODULE NO. 6
I. INTRODUCTION The inclusion of viewing as a language macroskill is due to the dominance
of visual media. In this highly visual world, majority of the text we
encounter and create are multimodal. Kress (2010) defined multimodal text
as those where the meanings are communicated by more than one mode-e.g.
still or moving pictures, written text, gestures, use of space etc. There are
also multimodal text like e-posters, videos, digital stories, slideshows and
web pages that may include hyperlinks, while theatre, storytelling and dance
can be classified as live multimodal text. The aforementioned types require
us to perceive, examine, interpret and construct meaning; hence, viewing
has been considered as an added macroskill. Meanings obtained from the
visual images are crucial to improving comprehension of print and non-print
materials.
II. LEARNING At the end of this module, the students should be able to:
OUTCOMES A. Outline the behavior of a pre-service teacher using acrostic.
III. COURSE CONTENT MATERIALS FOR DEVELOPING VIEWING SKILLS

LEARNING EXPERIENCES
Teachers are at the forefront in attaining DepEd's goal of producing graduates equipped with 21st
Century skills including ICT skills. Barrot (2016) concurred that these skills need to be taught as students are
exposed to multimedia every single day. To make it possible, they should have strong media and visual
literacies to understand both print and nonprint materials.
With the right teaching pedagogy coupled with relevant materials, teachers can help students think
about the images they are seeing, train them on how •to analyze and evaluate texts which are multimodal in
nature. Donaghy (2019) succinctly explained what viewing is, why it's important and how you can implement
it in the classroom maintaining that it is about 'reading, analyzing, evaluating and appreciating, visual texts
and images. As a productive skill, it requires students' active engagement as they attend and comprehend
visual media, such as those presented in advertising images, television, films, diagrams and symbols, videos
and drama, and sculpture and paintings.
A number of the texts our students access within and outside the classroom and at home are visual and
multimodal texts which use images. This reality has huge impact on how teachers design teaching-learning to
provide opportunities for the students to develop their viewing skills. As part of the integrated language a
program. viewing supports oracy and literacy. thus, students need to understand that viewing process is as
important as understanding the listening and reading process Like any other processes. there are distinct steps
before, during and after viewing
Generally, teachers:
• begin by asking students to look quietly for a moment at the work of art;
• open the discussion with questions that allow students to make the
• ask the students to support their observations, inferences and informations citing
evidences
• can ask more leading questions;
• can ask whether new information can affect their interpretations; and
• ask the students to summarize the discussion

In other words, language teachers provide assistance to their students they construct meaning!!
through creating or adopting materials that require the latter to analyze, inter, evaluate visual images. In the
process, teachers serve as facilitators and initiators of discussion as they recap observations, vocabulary and
generate additional thoughts.

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 32

Here are what both teachers and students most likely do in the process.
Pre-Viewing
• Prepare to view.
• Acknowledge what is known
and need to be known about
the topic.
• Prepare guide questions before
viewing.
• Identify the goal for each type
of viewing situation.
While-Viewing
• Predict the message and the
meaning.
• Connect what is being said
with the personal
experience and make
associations.
• Determine the main
point/s.
• Take down notes when
necessary.
• Differentiate between fact
and the message that lie
beneath visuals and
between real or imaginary
images.
Post-Viewing
• Organize and summarize
key points and important
details.
• Associate what was viewed
with one’s experience or
needs.
• Evaluate what was seen.
• Arrive at conclusions based
on the details shown.
• Justify personal reactions
or opinions of the
presentation.
• Identify the techniques
used to influenced the
audience.
• Look for other information
from various sources as
needed or desired.

On Critical Viewing
Just like reading, writing and speaking, viewing requires focusing on facts, establishing relationships, making
inferences and doing critical analysis. Messaris (1994) in Leonardo (1996) synthesized research and practice
in order identify four aspects:
• Comprehension of visual media requires visual literacy.
• Visual literacy has general cognitive significances.
• Viewers have to be conscious of the skills required for visual manipulation
• Aesthetic appreciation necessitates visual literacy

In order to help the studets acquire critical viewing skills, teachers may provide, aside from authentic
materials, some worksheets and activities. Samples of these are the following:
A. Cloze Activities.
Cloze tests are done when words or phrases are omitted from the text read or material viewed.
The task of the students is to fill in the missing word/s and phrase/s after listening or viewing.
B. Fact and Opinion Chart
Fact and opinion chart is used when teachers want their students to identify and distinguish
between fact and opinion. In the chart, the main topic or subject is written oil top, the facts on and
opinions are placed on the right column.
C. Graphic Organizers
Graphic organizers are of varied styles and formats depending the purpose, nature of the material
and information required.
D. Picture Description Frame
The prompts are written in the frame while the picture is placed at the center of the frame.

I see… I think…

PICTURE

I wonder… I want to
know…

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 33

E. Pictures Book Studies
The teacher selects various picture books or illustrations for viewing. Elements and interesting
details pertaining to the pictures will be disc such as the author's style and artwork.
F. Puppet Plays
Students may watch or perform puppet shows using the target language Puppet play are powerful
vehicles for developing students' critical skills.
G. Film Viewing
Films help students analyze the texts that they experience outside the classroom. Thev extend
students' vocabulary and experiences as the associate what has been seen with their personal
stories.
H. Talking Chips
Students talk about the materials shown- eg. picture.
1. What does the picture show?
2. What is happening?
3. What do you think this could be?
4. What could have happened before this picture was taken?
5. What do you think will happen next?
6.How did the picture make me feel?
H. Pause Button
Teachers can use the "pause function" in a video and encourage students to share their predictions and their
'what ifs' and critical evaluate key points shown in the video clip.
***END***

A. ASSESSMENT
What behavior must a pre-service teacher have to maximize the learning of the competencies requires
of a beginning teacher? Outline your answer by completing the acrostics, where each line begins with
V-I-E-W.

V-

I-

E-

W-

B. Reference:

De Leon, E., et at (2021): Language Learning Materials Development

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 34