LESSON 1: TEACHING ENGLISH THROUGH LITERATURE Learning Outcome 1: Explain the conceptual framework of teaching English in the elementary level Performance Standards: 1. Discuss the goals, outcomes, standards, teaching approaches and methods 2. Discuss children’s literature in the elementary 3. Explain different pedagogy used in teaching English in the elementary. PHILOSOPHY AND RATIONALE Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is governed by rules and systems (language conventions) which are used to explore and communicate mesning. It defines culture which is essential in understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key learning areas . Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to better understand the world in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of and bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the wider and more diverse communities, and to learn about the role of language in their own lives, and in the lives of people in other cultures, GUIDING PRINCIPLES. « All languages are interrelated and interdependent. 2. Language acquisition and leaming is an active process that begins at birth and continues throughout life. 3. Learning requires meaning. 4. Learners learn about language and how to use it effectively through their engagement with the study of texts. The term ‘text’ refers to any form of written (reading and writing), oral (listening and speaking) and visual communication involving language. 5. Successful language leaming involves viewing, listening, speaking, reading and writing activities. 6. An effective language arts and multliteracies curriculum satisfies the following principles 2. develops thinking and language through interactive learning; b. develops communicative competence and critical literacy;¢. draws on literature in order to develop students’ understanding of their literary heritage; d. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge; e. develops students’ oral language and literacy through appropriately challenging learning; f. emphasizes writing arguments, explanatory/informative texts and narratives; g. provides explicit skill instruction in reading and writing; h. builds on the language, experiences, knowledge and interests that students bring to school; i. nurtures students’ sense of their common ground in using language/s for communication as present or future global citizens to prepare them to participate in school and in civic life, and; j. assesses and reflects the students’ ability to interpret and/or communicate in the target language OUTCOMES 1 Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse. Communicative competence is classified into the following competencies. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules and lexical items b. Sociolinguistic Competence- refers to the learning of pragmatic aspect of various speech acts, namely, the cultural values, norms, and other sociocultural conventions in social contexts. ©. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination of communicative actions) of various types of discourse (oral and written) d. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as self-correction and at the same time to enhance the effectiveness of communication such as recognizing discourse structure, activating background knowledge, contextual guessing, and tolerating ambiguity. Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These include traditional literacy practices using texts as well as new literacy practices using texts of popular culture such as films. Social literacy encompasses how we communicate and exchangemeaning in our society while professional literacy links with the notion of literacy for school of the workplace. ‘The Conceptual Framework of Teaching English COMPONENT 1: Language Learning Process - illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of language learning and therefore serves as guiding principles for language teaching. @. Spiral Progression Skills. grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow students to progress from the foundational level to higher levels of language use. b. Interaction. Language learning will be situated in the context of communication (oral and written). Activities that simulate reablife situations of varying language demands (purposes, topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills ©. Integration. The areas of language leaming - the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in different types either implicitly or explicitly (skills, content, theme, topic, and values integration).d. Learner-Centeredness. Learners are at the center of the teachingteaming process, Teaching will be differentiated according to students’ needs, abilities and interests. Effective pedagogies will be used to engage them and to strengthen their language development. . Contextualization Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For exemple, lessons will be planned around learning outcomes, a theme, or a type of text to help leamers use related language skills, grammatical items/stnictures and vocabulary appropriately in spoken and written language to suit the purpose, audience, context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice. f. Construction Making meaning is the heert of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on and respond to ideas and information. Learners will be provided with sufficient scaffolding so that, they will be able to reach their full cognitive, affective, and psychomotor potentials and become independent learners who are good consumers and constructors of meaning. COMPONENT 2: Effective Language Use- describes knowledge and skill areas which are essential to effective language use (understanding of cultures, understanding language, processes and strategies) which will be developed through language arts (macro-skills). a. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to different cultures of the world, including one's culture. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language. b. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning ¢. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a variety of purposes in a range of contexts Component 3: Making Meaning through Language- shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and viewing; reading, viewing and responding; writing and representing) and the development of thinking skills (critical thinking, creative thinking and metacognition) allowing students to make meaning through language. Component 4. Holistic Assessment: explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school administrators, and curriculum developers.Characteristics of Assessment 1. Proximity to actual language use and performance Assessment procedures should be based on activities that have authentic communicative function rather than ones with little or no intrinsic communicative value. These activities are based on actual performance in authentic situations which the learner is likely to encounter in his or her daily life, 2. A holistic w of language Assessment procedures are based on the notion that the interrelationships among the various aspects of language, such as phonology, grammar, and vocabulary, among others cannot be ignored. Also the four skills of language-listening, speaking, reading, and writing-are seen to be parts of a ‘structurally integrated whale. 3. An integrative view of learning Assessment attempts to capture the leamer’s total array of skills and abilities, It measures language proficiency in the context of specific subject matter. Assessment procedures are based on the idea that various aspects of a learner’ s life, both academic and personal, are integral to the development of language proficiency and cannot be ignored. These dimensions include not only processes such as acquiring and integrating knowledge, extending and refining knowledge, and using knowledge meaningfully, but also issues such as varying student attitudes towards learning. 4. Developmental appropriateness Assessment procedures set expectations that are appropriate within the cognitive, social, and academic development of the leamer. This characteristic of assessment makes it particularly valuable for second language leamers who come from culturally diverse backgrounds and who may have atypical educational experiences. 5. Multiple referencing Assessment entails obtaining information about the learner from humerous sources and through various means. For students, assessment should allow them to see their own accomplishments in terms that they understand and, consequently, allows them to assume responsibility for their learning. Assessment should allow parents to share in the educational process, and offers them a clear insight into what their children are doing in school. For teachers, the primary advantage of assessment is that it provides data on their students and their classroom for educational decision-making. In addition, it reports the success of the curriculum and provides teachers with a framework for organizing student's works.Literature in Teaching The use of literature as a technique for teaching both basic language skills (ie. reading, writing, listening and speaking) and language areas (i.e. vocabulary, grammar and pronunciation) is very popular within the field of language learning and teaching nowadays. Popular in teaching elementary, a variety of researches suggest that Children’s literature is used as an instructional tool( Jacob &Tunnell 1998) and for many years, children's literature played a suplementary role in most elementary cla sstoom (Pearson 2002) ‘There are four main reasons why literature is used inthe classroom. (1990-3) 1. Valuable Authentic Material Literature is authentic material. Most works of literature are not created for the primary purpose of teaching a language. Many authentic samples of language In real-life contexts (j.e. travel timetables, city plans, forms, pamplets, cartoons, advertisements, newspaper or magazine articles) are included within recently developed course materials. 2. Cultural Enrichment For many language leamers, the ideal way to increase their understanding of verbal / nonverbal aspects of communication in the country within which that language is spoken - a visit or an extended stay - is just not probable. For such learners, literary works, such as novels, plays, short stories,tc. facilitate understanding how communication takes place in that country. Though the world of a novel, play, or short story is an imaginary one, it presents a full and colorful setting in which characters from many social / regional backgrounds can be described. 3. Language Enrichment Literature provides learners with a wide range of individual lexical or syntactic items. Students become familiar with many features of the written language, reading a substantial and contextualized body of text. They learn about the syntax and discourse funetions of sentences, the variety of possible structures, the different ways of connecting ideas, which develop and enrich their own writing skills. Personal involvement Literature can be useful in the language leaming process owing to the personal involvement it fosters in the reader.Once the student reads a literary text, he begins to inhabit the text. He is drawn into the text.Reasons as why literature is considered a source of language development inside the classroom Maley (1989) 1. Universality Because we are all human beings, the themes literature deals with are common to all cultures despite their different way of treatment - Death, Love, Separation, Belief, Nature ... the list is familiar. These experiences all happen to human beings. . Non-triviality Many of the more familiar forms of language teaching inputs tend to trivialize texts or experience. Literature does not trivialize or talk down. It is about things which mattered to the author when he wrote them. It may offer genuine as well as merely “authentic” inputs 3. Personal Relevance Since it deals with ideas, things, sensations and events which either constitute part of the reader's experience or which they can enter into imaginatively, they are able to relate it to their own lives. 4. Variety Literature includes within it all possible varieties of subject matter. It is, in fact, a battery of topics to use in ELT. Within literature, we can find the language of law and of mountaineering, of medicine and of bull-fighting, of church sermons and nursery talk. 5. Interest Literature deals with themes and topics which are intrinsically interesting, because part of the human experience, and treats them in ways designed to engage the readers’ attention. . Economy and suggestive power One of the great strenaths of literature is its suggestive power. Even in its simplest forms, it invites us to go beyond what is said to what is implied. Since it suggests many ideas with few words, literature is ideal for generating language discussion. Maximum output can often be derived from minimum input. 7. Ambiguity As it is highly suggestive and associative, literature speaks subtly different meanings to different people. It is rare for two readers to react identically to any given text. In teaching, this has two advantages. The first advantage is that each learner's interpretation has validity within limits. The second advantage is that an almost infinite fund of interactive discussion is guaranteed since each person's perception is different. That no two readers will have a completely convergent interpretation establishes the tension that is necessary for a genuine exchange of ideas. Apart from the above mentioned reasons for using literature, one of the main functions of literature is its sociolinguistic richness. The use of language changes from one social group to another. Likewise, it changes from one geographical location to another. A person speaks differently in different social contexts like school, hospital,police station and theatre (i.e. formal, informal, casual, frozen, intimate styles speech). The language used changes from one profession to another (i.e. doctors, engineers, economists use different terminology). To put it differently, since literature provides students with a wide range of language varieties like sociolects, regional dialects, jargon, idiolects,etc., it develops their sociolinguistic competence in the target language. Hence, incorporating literature inta a foreign language teaching program as a powerful source for reflecting the sociolinguistic aspects of the target language gains importance. Children’s Literature Using children’s literature for literacy instruction in the classroom has a varied history. Traditionally, literacy instruction was mostly confined to controlled-vocabulary, basal-type readers while the classroom use of children’s literature was largely reserved for another purpose—the teacher read aloud Then in the early 1970's, educational researchers began incorporating more psycholinguistic theory into their discussions on reading instruction (Pearson 2002) Becoming a Nations Reader documented the importance of Children’s literature as a crucial component of all elementary programmers (Norton, 2010) emphasizing the importance of children's literature as follows; develops cognitive skills; develops creativity and abstract thinking; develops emotional intelligence; develops personality and social skill; develops moral and value transmits important themes from one generation to the next; provide students opportunities to respond to literature; and give students appreciation about their culture. aogo 2 zo> And to ensure full acquisition of the importance of Children’s literature criteria in the selection should also be considered (Almerco,2074). a. provides challenging experiences suitable for learners age, ability and social maturity; b. broadens leamers understanding of social, historical, geographical and cultural diversity; c. develops sensitivity to and understanding that reflects individual differences such as age, gender, ethnicity, religion, disability, class and political/social values.Types of Literature % |. Poetry- This is often considered the oldest form of literature. Before writing was invented, oral stories were commonly put into some sort of poetic form to make them easier to remember and recite. In this style of writing, words are arranged in a metrical pattern and often (though not always) in rhymed verse. Example: The Little Turtle ( Vachel Lindsay) All Things Bright and Beautiful (C.F. Frances and L Wasson) . Prose- defined as any kind of written text that isn’t poetry (which means drama, discussed below, is technically a type of prose). The most typical varieties of Prose are novels and short stories, while other types include letters, diaries, joumals, and non-fiction. Examaple: A Sound of Thunder The Crucible 3. Fiction- One of the most popular genres of literature, fiction, features imaginary characters and events. This genre is often broken up into five subgenres famtasy, historical fiction, contemporary fiction, mystery, and science fiction. Nonetheless, there are more than just five types of fiction, ranging from romance to graphic novels. Example: The Moon is my Friend Tuko and the Birds 4. Folktale- Another loved genre of literature is folktale. Folktale, which is also 5. Play- is a story created speci referred to as mythology, tells stories of originally oral literature and are meant to pass on particular moral lessons. These tales often have a timeless quality, dealing with common concerns that are relevant despite the time period Example: The Monkey and the Hare The Story of Pina ally for a stage performance. The most renowned author of drama was William Shakespeare—the writer of Macbeth, Hamlet, and Romeo and Juliet. More modem plays include A Streetcar Named Desire and A Raisin in the Sun. Example: Noli Me Tangere Ibong Adarna Let us check! 1 How How does teachers through the following (Principles, Components and Outcomes) affect the concept of teaching English in the elementary. do you apply what you have learned? Teacher Ana will be discussing the the proper use of noun in her Grade 3 Class, can you help Teacher Ana select a literature piece as her material.a. discuss the reason and purpose of your selection, b. relate if your selection satisfies the principles, components and outcomes of teaching English in the elementary Learning Outcome 2: Relate the importance of Educational theories in teaching English in the elementary Performance Standards: 1. Identify different educational theories. 2. Discuss different pedagogy used in teaching English in the elementary, The Educational Theories and Teaching Pedagogy The term “Educational Theory” refers to theories that explain application, interpretation, and purpose of learning and education, Below are five main theories in Education; 1. Behaviorism is a view in which behavior can be explained by external factors and behavioral conditioning can be used as a universal learning process. In behaviorism, the ideas of positive and negative reinforcement are effective tools of learning and behavior modification, as well as a punishment and reward sys tem. 2. Cognitivism is a learning theory developed by Jean Piaget in which a child develops cognitive pathways in understanding and physical response to experiences. In this theory, students learn most effectively through reading text and lecture instruction. 3. Constructivism is the idea that people are responsible in creating their own understanding of the world and using what they know based on previous experiences in the process of linking new information to these experiences. People use these experiences and new information to construct their own meaning. 4. Humanism focuses on the individual as the subject and asserts that learning is @ natural process that helps a person reach self-actualization. Scenarios and role modeling are important factors in humanistic learning, as are experiences, exploring and observing others. 5. Connectivism is a relatively new learning theory, developed and based upon the idea that people process information by forming connections. This theory has developed with the digital and technology age, adapting to advances in these arenas. This new theory suggests that people no longer stop learning after formal education and continue to gain knowledge from other avenues such as job skills, networking, experience and access to information with new tools in technology.Pedagogy refers to the “interactions between teachers, students, and the learning environment and the learning tasks.” This broad term includes how teachers and students relate together as well as the instructional approaches implemented in the classroom. Pedagogical approaches are often placed on a spectrum from teacher-centred to learnercentred pedagogy; though these two approaches may seem contradictory, they can often complement each other in the realisation of educational goals—for example, a teachercentred approach may be useful to introduce 2 new theme, while a learnercentred approach may be necessary to allow students to explore these ideas and develop a deeper understanding Teacher-Centred Pedagogy: Teacher-centred pedagogy positions the teacher at the centre of the learning process and typically relies on methods such as whole-class lecture, rote memorization, and chorus answers (i.e, calland-response). This approach is often criticized, especially when students complete only lowerorder tasks and are afraid of the teacher. However, whole-class teaching can be effective when teachers frequently ask students to explain and elaborate key ideas, rather than merely lecture. Leamer-Centred Pedagogy: This pedagogical approach has many associated terms (e.g, constructivist, student-centred, participatory, active), but generally draws on learning theories suggesting learners should play an active role in the learning process. Students therefore use prior knowledge and new experiences to create knowledge. The teacher facilitates this process, but also creates and structures the conditions for learning. Considerable research and advocacy has promoted leamercentred pedagogy in recent years for economic, cognitive, and political reasons. Some research suggests this approach can be very effective but it is also difficult to measure consistently. It is often challenging for teachers to shift from teachercentred pedagogy to learer-centred pedagogy, and so considerable support may be needed if this is an important goal for a given ‘education systern. Learning-Gentred Pedagogy: "Learing-centred pedagogy” is a relatively new term that acknowledges both leamercentred and teacher-centred pedagogy can be effective, but teachers must consider the local context, including the number of students in the class, the physical environment, the availability of teaching and learning materials, etc. It suggests that teachers should be flexible and carefully adapt their pedagogical approaches based upon the school environment. Effective and Appropriate Pedagogical Approaches: Effective pedagogy can lead to academic achievement, social and emotional development, acquisition of technical skills, and a general ability to contribute to society. Among these varied learning ‘outcomes, academic achievement is the easiest to measure, but the others are also important to consider when trying to reform and monitor ongoing changes to pedagogical practice. Pedagogical effectiveness often depends on ensuring that the approach is appropriate for specific school and national contexts. For example, certain learner-centredtechniques that are effective in classrooms with fewer students may be difficult to accomplish in crowded or under-resourced classrooms (see below). Yet, some strategies have been shown to be more effective than others in a broadly-applicable way. These include the following: a. strong grasp of pedagogical approaches specific to the subject matter and age of the learners (also called pedagogical content knowledge); b. appropriate use of whole-class, small group, and pair wor! ©. meaningful incorporation of teaching and learning materials In addition to the textbook; d. frequent opportunities for students to answer and expand upon responses to question: . helpful use of local terms and languages; f. varied lesson activities; and G. @ positive attitude towards students and belief in their capacity to learn Let us check! Activity 1. Identify if what theory is used in the statements below. 1. Linking concepts together, and linking concept to real world scenarios. 2. Including problem based learning , research and group collaboration. _______3. Involves repeated action, verbal reinforoment and incentive to take part in the learning process. _____4. Involving students in forums and panel discussions. 5. Allowing self paced instruction with peer support and modeling. Acivity 2 Essay : What should be the most widely used pedagogy in teaching English on a Grade 1 class of Mrs. Lim with the topic learning the vowels? and why? How do you apply what you have learned? Explain the illustration bellow.THEORIES PEDAGOGY Lesson 2: THE ENGLISH CURRICULUM Learning Outcome I: Identify the topics in English Literature based on the K-12 Curriculum Guide; Performance Standards Enumerate topics covered in English Literature in the Elementary based on the K-12. Identify the topics in English Literature based on the K-12 Curriculum Guide; Materials: Online materials Module Fact Sheets What do we already know? 1. Recalling the topics you have discussed in elementary, name a few and in what level? What do we need to know? See article 2.1 (K-12 curriculum guide for Grade 1-10) What we have learned 1. What are the domains in the English literature? 2. Give topics that fall in each domain, Learning Outcome It 1. Identify different theories, approaches, guiding principles, methods and strategies in teaching English Literature in the elementary; Performance Standard: 1. Discuss different theories, approaches, guiding principles, methods and strategies in teaching English Literature in the elementary; Materials: Online materialsModule Fact Sheets What do we already know? 1. Differentiate methods, approach design and techniques. What do we need to learn? The history of language teaching in the Philippines, as we know, has a long tradition. Memorization of vocabulary and translation of sentences often formed the major part of such learning process in the past Below are different, approaches, methods and techniques in teaching English in the Elementar The Grammar - Translation Method: This method, also known as the classical method, is one of the oldest or traditional methods of teaching English. In Europe it was used in the teaching of Latin and Greek for several centuries. The emphasis in this method is mainly on translation of Enalish words, phrases, and passages into and from the mothertongue of a learner The Direct Method: The direct method, sometimes also called as the ‘reform’ method, ‘natural’ method, ‘psychological’ method, ‘phonetic’ method,25 and ‘anti- grammatical’ method, was established in France and Germany around 1900, and introduced in India in the early 20th century as a reform which was needed in the methods of teaching English Language-Based Approach: uses literature inclueds techniques and procedure wich are concemed more directly with the study of literary text itself. The aim here is to provide students with the tools they needto interpret a text tand to make a competent critical judgement. Spiral Progression- this apporach means teh basic pmciple are introduced in the first grade and are rediscivered in suceeding grade in more ciomplex form. With this apporach concepts are introduced at an early age and rethaughtin suceeding years in an increasingly sophisticated fasion. Information-Based Approach- to identify the informational and cognitive structures that allow tacit knowledge to be articulated and thus lead to the shared knowledge of the situation described in the story. Interaction - learners can benifit from taking part in interaction because of developmentally hopeful oppurtunities, condition and processes wich interaction can expose to them, this include input, negotiation, output feedback and attention Demonstration Method- a teaching method used to comunicate an idea with the aid of visual media. Itinvolves a step-by-step proces,Bilingual Method: This method was developed by Dr. C.J. Dodson. As the name suggests, the method makes use of two languages- the mother tongue and the target language. Hence, this can be considered as a combination of the direct method and the grammar-transiation method ‘Selection, ‘Gradation’, ‘Presentation’, and ‘Repetition’ are the four cardinal principles of all language teaching methodology. This method has all the four principles in it. Audio-lingual Approach- army method, applied to language intsruction and often with in the context of the language lab, it means that the taecher would present the correct model 0 a sentence and the students wauld have to repeat it Structural Approach: This approach as Kripa K. Gautam states “is based on the belief that language consists of ‘structures’ and that the mastery of these structures is more important than the acquisition of vocabulary. ice structure is what is important and unique about a language, early practice should focus on mastery of phonological and grammatical structures rather than on mastery of vocabulary Integration- allow student to engage in a purposeful relevant learning by doing learner centered activities with in the context of interest Learner-Centeredness- focuses the instruction to the leaner, this shift offers the best expience for the learnerbecause it engages them with in instruction, content and other learners. Suggestopedia: This method was advocated by Dr. Georgi Loznov, a Bulgarian doctor of medicine, psychiatrist and parapsychologist. It is also known as Desuggestopedia, a specific set of learning recommendations derived from Suggestology which loznov describes as a “science... concerned with the systematic study of the non-rational and/ or non-conscious influences” that human beings are constantly responding to. The most conspicuous characteristics of this method are the decoration, furniture, and arrangement of the classroom, the use of music and the authoritative behaviour of the teacher. The claims for suggestopedic learning are dramatic. Structural-Oral-Situational Approach: This approach. popularly known as the SO-S approach, came into being as an alternative to the direct method. It is an outcome of the experiments carried out in the army camps during world War II. It is the presentation and practice of carefully selected and graded grammatical structures of English in effective, meaningful situations, initially through speech and later through reading and writing. Language is viewed as structurally related elements for encoding of meaning, the elements being phonemes, morphemes, words, structures and sentence types. Communicative approach focuses on the significance of language functions because the learner needs knowledge of both meaning andStructural-Oral-Situational Approach: This approach, popularly known as the SO-S approach, came into being as an alternative to the direct method. It is an outcome of the experiments carried out in the army cemps during world War Il. It is the presentation and practice of carefully selected and graded grammatical structures of English in effective, meaningful situations, initially through speech and later through reading and writing Language is viewed as structurally related elements for encoding of meaning, the elements being phonemes, morphemes, words, structures and sentence types. Communicative approach focuses on the significance of language functions because the learner needs knowledge of both meaning and functions. it lays emphasis on functional, communicative and social interactive activities. It also lays emphasis on the semantic aspect of the language. In order to improve the ability of reading comprehension, it is essential that the leamer knows the semantic aspect of the language. See article 2.2 (classroom techniques in teaching English) What have you learned? 1 What are the different approaches in teaching English in the elementary 2. What are thedifferent methods? 3. What are thedifferent techniques? How do you apply what you have learned? 1 Learning Outcome What is the importance of identifying different approaches, method and techniques as a teacher? Familiarize appropriate instructional materials in teaching English Literature in the ‘elementary based on Dale’s Cone of Experience; What we need to learr Instructional Materials also known as teaching/learning materials are defined as resources that organize and support instruction such as text books, tasks and supplementary resources (Remillard & Heck 2014). It refers to the human and nonhuman material and facilities that can be used to ease, encourage, improve and promote teaching activities, they are materials used in the process of instruction