Instructional Material In Language Teaching

transcript

CHAPTER VINSTRUCTIONAL MATERIAL IN LANGUAGE TEACHING

INTRODUCTION

In your individual and work groups, you must be acquainted with the content and objectives

of the gauge subjects. It will be easier for you to identify the appropriate instructional materials and activities that you

need for every topic and objective.

Graphic Organizer

A picture worth a thousand word. The use of the different types of graphic organizers enhances teaching and learning

below the different types of graphic organizers meant for different purposes.

TIME SEQUENCE

- Includes a chronology of important events that occurred between two

points in time (e.g.: The events that occurred

between the moment of John F. Kennedy’s

assassinate on November 22, 1963,

and his burial on November 25.)

THE VOCABULARY TERM AND PHRASE

Provides the most important

characteristic of a term or phrase, along with examples that further describes it. Students need to have enough

information to describe the term or phrase

accurately and should have know

misconception about its meaning, though they may have only

surface- level understand.

VOCABULARY TERM or PHRASE

General Information

“ Classroom Instruction That

Words w/ English Language Learners”

EPISODESUse for events that

occurred at a specific time, place,

had specific participants, lasted for specific duration of time, involve the specific sequence of events were caused by specific events and had specific

effects.

Duration

EPISODECause

Person

Effect

Person

GENERALIZATIONS/ PRINCIPLES

Generalization are statements for which

examples can be provided.

Principle are specific types of generalizations

that deals with relationship.

GENERALIZATIONS/ PRINCIPLES

Example

CAUSE/EFFECT SEQUENCE

-Used for events that produce a product or an effect. Causes may range from simple and singular.

Cause Effect

Graphic Organizer for

Generating Hypotheses

Observation

CONCLUSION

Summary FrameIn addition to the graphic organizers are summary frames from Hill’s book on a Classroom Instruction that works with English

Language Learners.

• The Narrative Frame• The Topic Restriction-Illustration

Frame• The Argumentation Frame• The Problem Solution Frame• The Conversation Frame

VALUE INTEGRATION TECHNIQUES/ TOOLS

VALUE INTEGRATION

- IT SHOULD HAVE A PROVOCATIVE

STATEMENT WHEREIN IT HAS TO RAISE AN

ISSUE THAT WILL HAVE A VALUE IMPLICATION

FOR STUDENTS.

PROVOCATIVE STATEMENT

“TO MAKE ENGLISH AS MEDIUM OF

INSTRUCTION IN SCHOOLS IS NOT A

NATIONALISTIC ACT.”

VALUE CLARIFYING QUESTION

- IT IS ALL ABOUT ASKING QUESTIONS THAT WILL SHOW HOW PEOPLE TRULY VALUE THEIR LOVE WHEN IT COMES IN OUR COUNTRY EVEN IF WE

ARE USING ENGLISH AS A SECOND LANGUAGE.

“Can we love our country even if we can speak

English better than Filipino?”

VOTING- THE TEACHER

ASKS QUESTIONS THAT WILL REQUIRE STUDENTS TO TAKE STAND ON ISSUES BY RAISING THEIR

HANDS.

RANK ORDERING- WORDS OR

STATEMENTS ARE PLACED ON THE BOARD AND THE STUDENTS ARE ASKED TO RANK

THEM IN ORDER OF THEIR REFERENCE.

PICTURE WITHOUT A CAPTION

- THE STUDENTS WILL BE ASKED TO WRITE A

CAPTION FOR A PICTURE THAT HAS NO

CAPTION AND THE STUDENTS WILL

EXPLAIN ABOUT IT.

VALUE CONTINUUM

- A VALUE-LADEN

STATEMENT IS PRESENTED TO THE STUDENTS.

DEVIL’S ADVOCATE- DEBATE ABOUT A CERTAIN SITUATION

WHEREIN BEFORE THE CLASS ENDS, TEACHER MAKES CLEAR HIS/HER STAND TO CLEAR ALL

DOUBTS AND CONFUSION.

UNFINISHED SENTENCES

- AN UNFINISHED SENTENCE IS WRITTEN ON THE BOARD AND THE STUDENTS ARE

ASKED TO COMPLETE IT BY INJECTING THEIR THOUGHTS ABOUT

SOMETHING.

CONFLICT STORY- THIS IS BEST EXPLAINED BY THE USE OF THIS EXAMPLE.

SHALL WE ALLOW OUR BEST TEACHERS, NURSES, MEDICAL DOCTORS AND

OTHER PROFESSIONALS TO CONTRIBUTE TO THE BRAIN

DRAIN OR KEEP THEM HERETO COMPETE FOR THE SCARCE

JOB OFFERINGS AND CONTRIBUTE TO UNEMPLOYMENT.

Summary in Values Integration Techniques/Tools

ALL THESE TECHNIQUES DEMAND ORAL

COMMUNICATION. IF WE LEARN LANGUAGE BEST BY SPEAKING IT, THEN THESE

ARE EXCELLENT TOOLS FOR LANGUAGE TEACHING. MORE THAN ACQUISITION OF LANGUAGE SKILLS, THE TEACHER IS ENGAGED IN

VALUE EDUCATION.

Non-Linguistic Representations

• PICTOGRAPHS• PHOTOGRAPHS• GENERATING

MENTAL PICTURES• PHYSICAL MODELS

• KINESTHETIC ACTIVITIES

• EXPLICIT CUES• TEACHER-

PREPARED NOTES• COMPARISON

MATRIX• ENGLISH DEBATE

“K-W-L CHART”K

(What I Know)W

(What I want to learn)

L(what I learned)

COMPARISON MATRIX FOR “STARS or STARFISH” CLASSROOM EXAMPLE

CHARACTERISTICS

#1 OCEAN

#2 LAND #3 MOUNTAINS

SIMILARITIES & DIFFERENCES

1. ColorBlue Green

BrownGreenGray

BrownGreenPurple

They share one color, green.

2. Size Covers 2/3 ot the earth

Takes up a lot of space

Tall They are all different because the ocean covers more of the earth than land and mountains are tall.

3. Sounds More pressure as you go deeper

No more, no less. Less pressure as you go higher.

No similarities. Ocean and mountain are different because the pressure increases as you go lower and decreases as you go higher.

THANKYOU FOR LISTENING!

Instructional Material In Language Teaching

Education