Northern Bukidnon Community College

Kihare, Manolo Fortich Bukidnon, 8703

nbcc.2005@gmail.com

TEACHER EDUCATION PROGRAM

ENG 2: Teaching English in Elementary Grades
Second Semester of A.Y. 2020-2021

Name: Hambre, Michelle P.

Course & Section: BEED-3L

Exercise

Discuss the areas of Language Development. (20 points)

 Phonology

It is the study of the sounds of a language and the laws governing them,
particularly the laws governing the composition and combination of speech sounds in
language. It is that part of language which comprises the systematic and functional
properties of sound in language. It covers the organization or system of sounds within a
language.

 Syntax
It is a grammar of a language that is how we put words in order and how we
change words. It refers to the rules of word order and word combinations in order to
form phrases and sentences. It is a set of structural rules that govern the combination of
words and phrases into sentences, as well as how sentences are combined into
paragraphs.
 Semantics
It is the meaning of the words or it is the study of the relationship between words and
how we draw meaning from those words. It is the meaning and understanding of words,
phrases and sentences in a language.
 Pragmatics
 It is how we use language. Using language differently appropriate for your
listener or how we going to speak in different way base on the age or type of the person.
It is the rules that guide how we use language in social situations. It is the use of
appropriate communication in social situations of knowing what to say, how to say it, and
when to say it.

Assessment

Design a self-made lesson plan in teaching grammar using a story as a spring board.

(20 points)

LESSON PLAN

GRADE LEVEL: # 3rd Grade

TIME: 40 minutes

ACTIVITY: Story Telling

LANGUAGE POINT: Short story (Trip to the Zoo)

TOPIC: Grammar

LESSON: Verb

MATERIALS: Flash cards, short story, board

REFERENCE: http://study.com/academy/lesson/action-verbs-lesson-for-kids.html

https://www.slideshare.net/hulyagulck1993/story telling-lesson-plan-for-toung-
learners

AIMS AND OBJECTIVES

1. Pupils will be able to identify verb from the story.

2. Pupils will be able to recognize the verb from the short story.
3. Pupils will be able to act or demonstrate the verb from the given samples.
4. Pupils will be able to exercise their listening skills.
 5. Pupils will be able to collaborate with their group/classmates.

PROCEDURE

PRE-READING

The teacher will group the class into two groups. Provide five flash cards each group that
contained one verb per flash card. Each member of the group should act/demonstrate what is
given from the flash cards. A group who will perform well, will get the highest points.

DURING-READING ACTIVITY

The teacher wants the pupils to listen and understand what is going on the story. The
pupils should list the verbs they heard from the short story. At first the teacher will read the short
story loud and clear. After the teacher reads the story, it’s time for the pupils to read the story
silently and then they read it one more time. So they can understand which parts that they
missed. After reading the teacher asks some questions to the students about the story. They will
answer the questions by posting the verbs they found from the story and share it to the class.

POST-READING ACTIVITY

The teacher will divide the class by counting one and two. All number one is the group 1
and all number two is the group 2. The teacher will post another short story from the board that
contained 25 verbs. The group will write all the verbs they will find from the story within the
given time of five minutes. The group who will give more or exactly 25 verbs from the story will
be the winner and will get highest additional points.

At the end of the class, the teacher will says that they will list all the verbs that they did
before and after going to school. The pupils should list all the verbs or actions they have done.

Prepared by:

Michelle P. Hambre

BEED-3L
REFLECTION

What is the profound impact of language development and grammar awareness on children’s
preparedness throughout their academic career? (15 points)

For me, the focus on language development and grammar awareness should be on the
early age of the children. Children are like a sponge that has an ability of absorbing and
acquiring language as well as grammar awareness. It is the crucial age were the children will
develop their strong foundation on literacy skills to be prepared for their academic career. At this
stage, children are developing their basic skills level before entering at school for preparedness
and on their success. The basic foundation or the basic skills of the children in language
development and grammar awareness will lead them to enhance and develop more their literacy
skills. Children who are academically ready are those children have strong foundation in literacy
skills so that they would not suffer difficulties in school especially in reading, understanding,
listening and communicating throughout their schooling until they will succeed.