PART I

METHODS and
STRATEGIES
in Teaching English

Prepared by:
Ms. Mari Lina Georgia Cipriano

ENGLISH SUPREMACY
A

T methods & strategy

1. Pronunciation Lesson
e E 2. Grammar and Correct Usage Lessons
n
c 3. Teaching a Poem
g
h l 4. Spelling Lesson
5. Oral Composition Lesson
I I 6. Written Composition Lesson
n S 7. Handwriting Lesson
H
g 8. Dictation Lesson
9. Vocabulary Lesson
10. Listening Lesson
A

T READING

1. Steps to be followed in teaching a

e E reading skills.
n
c 2. Steps in teaching dimensional silent/oral
g reading:
h l
3. Steps in teaching a training lessons in
I I oral reading:

n S 4. Steps in teaching recreatory reading:

H
g
5. Steps in teaching the Language Experience
Approach (LEA)
1

T PRONUNCIATION
e E LESSON
n
c Steps to be followed in teaching this
g lesson:
h l
1. Listening Phase
I I 2. Recognition Phase
n S 3. Production Phase
H 4. Transition Phase
g
2

T GRAMMAR AND CORRECT

e E USAGE LESSONS
n
c Steps to be followed in teaching these
g lessons:
h l 1. Preparation- motivation, apperception,
I I introduction, or purposing
2. Presentation- direct or indirect
n S 3. Comparison and Abstraction
H 4. Generalization
g 5. Application
2
GRAMMAR AND CORRECT
USAGE LESSONS
T Ways of presenting structures using the indirect
e E approach, by means of a:
n
c ✓ dialogue
g
h l ✓ new story
✓ diary
I I ✓ story
✓ comic strip
n S ✓ advertisement
H
g ✓ picture study
✓ poem rhyme, or
light reverse
2
GRAMMAR AND CORRECT
USAGE LESSONS
T
e E
n
c
g
h l Important things to remember:
✓ Grammar and correct usage should be taught for their
I I functional value. Memorization of rules is of little or no

n S value unless application for these rules is provided.

✓ The use of the rules should be the point of emphasis.
H
g ✓ All grammatical concepts and rules should be taught
inductively.
3

T TEACHING A POEM
e E Steps to be followed in teaching a poem:
n
c
g
h l
I I strategy
n S
H
g
3
TEACHING A POEM
T Steps to be followed in teaching a poem:

e E 1. Vocabulary Development
2. Introduction and Motivation
n
c 3. Presentation – (First reading of the poem by the
g teacher)
h l 4. Discussion
a. Intellectual discussion – (thought of the poem)
I I b. Aesthetic discussion – (beauty of the poem)
5. Reading of the Poem
n S a. Second reading of the poem by the teacher
b. Reading of the poem by the pupils
H
g 1. line by line reading
2. stanza b stanza
3. reading of the whole poem several times
4

T SPELLING LESSON
e E Two methods used in teaching spelling:
n
c 1. Study-test method
g
h l – study, test, study cycle
(for Grades II and III)
I I
2. Test-study method
n S – test, study, test cycle
H
g (for Grades IV, V and VI)
4
SPELLING LESSON
T The spelling program should possess the following
aspects:
e E 1. It must provide for the pre-testing of words to
n
c determine the words that need to be studied in
the spelling lessons and the types of errors
g
h l committed in writing the words as a basis for
emphasis in teaching.
I I 2. It must include effective study of the words.
a. Direct teaching
n S b. Independent study
H 3. It must provide drills and reviews for the
g mastery of words.
4. There must be a provision for measuring pupil’s
growth and teaching efficiency in spelling.
4
SPELLING LESSON
Steps to be followed in teaching spelling:
T 1. Motivation
e E 2. Presentation and Teaching Part
a. The teacher pronounces the word that
n
c he has shown the pupils.
g b. The pupils pronounce the word.
h l c. The pupils syllabicate the word.
d. The teacher develops the meaning of
I I the word and the pupil use the word in
sentences.
n S e. The teacher asks the pupils to visualize
the word.
H
g f. The pupils pronounce the word and
spell it orally.
g. The pupils write the word.
3. Generalization (if necessary)
4. Application
4
SPELLING LESSON
T

DRILL METHOD
e E
n
c
g
h l
1. Motivation 2. Focalization
I I
n S
H
g

3. Repetition 4.Application
5

T ORAL COMPOSITION
e E LESSON
n
c The aims of oral composition are:
g
h l ✓ Spontaneity
I I ✓
✓
Enriched experiences
Accurate sentence structure
n S ✓ Extensive vocabulary
H
g
5

T ORAL COMPOSITION
e E LESSON
n
c Steps to be followed in teaching oral composition:
g
h l 1. Drill (on the skill) 4. Setting-up of
Standards
2. Introduction and
I I Motivation (of the 5. Modelling by the
oral composition) Teacher
n S 3. Vocabulary 6. Oral Composition
H
g Development
7. Evaluation
6

T WRITTEN COMPOSITION
e E LESSON
n
c The main purpose of a written composition is
g to give practice in:
h l ✓ language skills
I I ✓
✓
Grammar
Punctuation
n S ✓ Capitalism
H ✓ other language forms through a
g meaningful activity.
6
WRITTEN COMPOSITION
LESSON
T
The principles involved in written composition
e E lessons are:
n
c 1. The topic should be of high relative value.
g
h l 2. The topic should be concrete and specific.
3. The requirement should be within the
I I experience and comprehension of the pupils.
4. The composition should not be too long.
n S 5. The selection of the topic should be a
H partnership activity.
g 6. The topic should appeal to the children’s
interests.
6

T
e E WRITTEN COMPOSITION
n
c LESSON
g
h l Steps to be followed in formal composition lessons:

I I
n S 1.
2.
Purposing
Choosing the subject or topic
H
g 3.
4.
Discussing the subject or topic chosen
Writing an outline
5. Writing a rough draft
6. Correcting the rough draft
7. Writing the composition on formal form
7

T HANDWRITING LESSON
e E Why should handwriting be taught?
n
c ✓ To make pupils write legibly with a
g desirable degree of speed.
h l
I I ✓ To make pupils use writing to express,
record, and communicate ideas.
n S
H
g
7

T HANDWRITING LESSON
e E What should be taught?
n
c 1. Letter formation ( manuscript or cursive );
g
h l 2.
3.
Punctuation;
Capitalization;
I I 4. Indention, slant, spacing, alignment; and
5. Correct position of the body, placement of
n S the arm and paper, holding of the pen, and
H movement used in writing.
g
7

T HANDWRITING LESSON
e E Steps to be followed in teaching
n
c handwriting:
g
h l
1. Motivation
I I 2. Preparation
n S 3. Presentation and Demonstration
H 4. Execution
g 5. Evaluation
8

T DICTATION LESSON
e E Why should it be taught?
n
c
g 1. It enables the child to concentrate upon
h l correct usage in written expression.
2. It develops writing accuracy and speed.
I I 3. It provides practice for eye-ear-motor
n S coordination.
H 4. It pinpoints errors in functional writing.
g
8

T DICTATION LESSON
e E Steps to be followed in teaching a dictation
n lesson:
c
g 1. Preparation
h l a. Review of expressions
I I b. Discussion of grammar involved
in the material
n S c. Motivation
H 2. Dictation ( twice )
g 3. Re-reading
4. Comparison and correction
9
VOCABULARY LESSON
T There is vocabulary development before a poem,
story, or song is taught. There are different ways of
e E developing vocabulary:
n
c 1. Using actions
g
h l 2. Using real objects

I I 3. Using pictures
4. Using the word in context
n S 5. Using dictionary meaning
H
g 6. Using synonyms
7. Using antonyms
9

T VOCABULARY LESSON
e E Steps to be followed in a vocabulary
n
c lessons:
g
h l
1. Introductory Activity
I I 2. Developmental Activities
n S 3. Closing Activity or Application
H
g
10
LISTENING LESSON
T There are two basic skills to be developed in listening:
auditory discrimination and auditory comprehension. To
e E do these skills, a teacher may do the following:
n
c
g 1. Integrate the teaching of listening skills in
h l other English lessons.

I I 2. Give a listening drill before an English

lesson.
n S 3. Develop a specific listening skill in one
H lesson.
g 4. Use listening games as pip-up activities.
10

T LISTENING LESSON
e E
n Steps to be followed when developing a
c listening skills:
g
h l
1. Introductory Activity
I I 2. Developmental Activities
n S 3. Closing Activity or Application
H
g
10

T LISTENING LESSON
e E Steps to be followed when a teacher drills
n
c a listening skills.
g
h l
1. Motivational
I I 2. Focalization
n S 3. Repetition
H 4. Application
g
PART II

METHODS and
STRATEGIES
in Teaching Reading
Prepared by:
Ms. Mari Lina Georgia Cipriano

ENGLISH SUPREMACY
1

T Steps to be followed in teaching a reading skills.

e R 1. Preparation
E 2. Preparation and Teaching Part
c 3. Skills Development or Practise
A
h D Exercise
4. Generalization (if there is)
I I 5. Application or
1. Introductory Activity
n N 2. Developmental Activities
g
g 3. Closing Activity or Application
2

T Steps in teaching dimensional silent/oral

reading:
e R
E
c 1. Vocabulary Development
A 2. Motivation
h D 3. Motive Question/s
4. Actual Reading (oral, silent, or guided
I I oral or silent)
n N 5. Check-up or Discussion (use of
g dimensional questions)
g 6. Evaluation
3

T
Steps in a training lessons in oral reading:
e R
E 1. Introduction and Motivation
c 2. Presentation and Analysis
A
h D 3. Generalization (if there is)
4. Reinforcement and Motivation
I I 5. Book application
n N
g
g
4

T
Steps in teaching recreatory reading:
e R
E 1. Vocabulary Development
c 2. Introduction and Motivation
A
h D 3. Motive Question/s
4. Setting up standards
I I 5. Actual Reading (audience or silent
reading)
n N 6. Check-up or Discussion
g
g 7. Evaluation
5 Steps in teaching the Language Experience Approach
(LEA):
1. Preparation (for the activity such as an observation,
T field trip, use of picture, etc.)
2. Conducting the observation/field trip.
e E 3. Sharing experiences about the observation/field trip
n
c with the aid of guide question asked by the teacher,
while she written the sentence on the chalkboard.
g
h l 4. Teacher reads the story written on the chalkboard.
5. Pupils read the story after the teacher, then by
I I themselves.
6. Pupils match the sentence strips with the story on the
n S chalkboard.
H 7. Pupils re-arrange the sentence strips to form the story.
g 8. Pupils read the story from the re-arranged sentence
strips.
9. Evaluation