COLEGIO DE DAGUPAN FINAL EXAMINATION

SCHOOL OF PROFESSIONAL STUDIES

MASTER IN EDUCATION
(Professor: DR. MELISA G. DEL PRADO)

FINAL EXAMINATIONS (ANSWER SHEET)

LAST NAME: ORBIZO SCORE: _______

FIRST NAME: ANGELICA
MIDDLE NAME: ___________________________
ID NUMBER: 19-1150-668

SUBJECT: MED-ELT 005-008

PROFESSOR: DR. MELISA G. DEL PRADO
DATE SUBMITTED: FEBRUARY 06, 2021

Major in ENGLISH LANGUAGE TEACHING

Instructions: Give precise and straightforward answers to what is being asked. Answer
the courses you enrolled only. Use separate red booklet for each course enrolled and
ensure that you filled up completely the data on the cover of the red booklet. Observe
proper citations.

MED005 - Advanced Academic Writing

1. What type of essays are your students more comfortable writing with and what
kind are they having difficulty with? As a language teacher, why do you think they
find that specific essay quite easy or difficult to write?

Writing an essay is one of the most challenging and difficult aspects to be

developed by the English Language teachers towards the learners. It is common for
students in today's educational system to dislike and/or avoid the writing process. Many
students feel writing takes too long. For some, writing is a very tiring task because there
are so many components which need to be learned. For others, the reason lies in some
processing difficulties, such as dyslexia or dysgraphia. Some facilitators even wonder if
students no longer enjoy the slower, more refined process of written communication
because they spend so much time in other things like browsing the internet or even
playing some mobile games.
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

As we all know, essay is generally a short piece of writing which outlines one’s
perspective or story which views and opinions can be written with supporting facts as
well.
In my four years of teaching, two years from private school and two years here in public
school, I encountered a lot of learners who usually reason out that they do not know how to
write and there are some who tend to write in Taglish (Tagalog-English) sentences.Despite
of those difficulties, some learners still striving hard to write a simple yet with very minimal
grammar errors essays. Some of my learners love to write descriptive essays and narrative
essays because they want to share their real-life experiences specifically memories that
they treasure a lot and some of their stories with regard to their families and even some
cute stories about having this so called puppy love. However, I noticed that when it comes
to argumentative essays, they are having a hard time in writing such most especially that
some of them are not aware of the topic or do not have any idea about different social
issues. There is also a tendency in which they do not know what stand should they need to
justify.
These are also the other reasons why students are having difficulties in writing
according to readingrockets (http://www.ldonline.org/article/5892):

 They have a hard time getting started and feel overwhelmed by the task.
 They need to concentrate to form letters: it is not an automatic process.
 They struggle to organize and use mechanics of writing.
 They are slow and inefficient in retrieving the right word(s) to express an idea.
 They struggle to develop their ideas fluently (poor ideation).
 They struggle to keep track of their thoughts while also getting them down on
paper.
 They feel that the process of writing on paper is slow and tedious.
 They feel that the paper never turns out the way they want.
 They realize that the paper is still sloppy even though substantial time and effort
were spent.
 They are dysgraphic, which causes multiple struggles at the basic processing
levels.
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

 They are dyslexic, which causes very poor spelling and interferes with automatic
use of writing mechanics.

There are many reasons a student may avoid or may have difficulties in writing,
but most relate to the concept that writing is not fun or enjoyable. When writing is not
meaningful, it is difficult to pull together the variety of skills needed to develop
enthusiasm about writing. So, as facilitators, we have to create modalities and other
instructions that would make our students love writing. Students learn to write by
writing, which then gives them the confidence to continue to write and continue to
develop their skills. In spite of our situation in which we are experiencing this
pandemic, the love for writing can still be developed to our learners by giving them
activities that would be more appreciated by them perhaps by requiring them to have
a diary during this time of pandemic or by allowing them to write whatever they want
to write as part of their pratice in writing.

2. What is the difference between a paraphrase and a summary? What effective

writing strategies will you use so that your students will be good in paraphrasing
and in writing summaries?

Paraphasing and summarizing are two related terms when it comes to writing but
quite different in some aspects. Paraphrasing is reading over a text and interpreting it in
one’s own words without changing the meaning of the original text. This excludes
copying of text in any form.It is like grabbing the idea about a topic from another writer’s
work and transform it into your own thoughts and words. It is almost equal to or slightly
shorter than the original form of writing. This type of writing can be used when another
writer’s work has to be used; when quotes are not used in text; when ideas have greater
relevance that the style of writing; and; when you want to simplify the work of another
person.
On the other hand, summarizing is the tool in writing which is used when you need
the main idea of the text. It is a form of the written text in your own words with only the
highlights of the text. It is much shorter than the original text and excludes the
explanation of the text. Only the main idea or the basic information is included.This tool
can be used when only the main ideas of the writer are to be identified; another is when
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

an overview of the whole work is required; when simplification is required; and; lastly,
when the main highlights have to be mentioned.
One of the strategies that teachers can use in teaching how to parapharse is the Four
R’s:

 Reword – Replace words and phrases with synonyms whenever you

can.
 Rearrange – Rearrange words within sentences to make new
sentences. You can even rearrange the ideas presented within the
paragraph.
 Realize that some words and phrases cannot be changed – names,
dates, titles, etc. cannot be replaced, but you can present them
differently in your paraphrase.
 Recheck – Make sure that your paraphrase conveys the same meaning
as the original text.

For example,

Original Text:

At just 8.5 square miles, the Pacific island country of Nauru is one of the
smallest countries in the world. The island was once rich in phosphate,
but most of the resource has been mined, leaving damage to the
environment behind. Nauru has a population of about 10,000 people.

Paraphrased Text:

Nauru is a Pacific island country that is only 8.5  square miles in area. It
is one of the smallest countries on the planet and only about 10,000
people live there. Nauru has mined its once plentiful  supply of
phosphate. This has damaged the environment on the island.
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

In writing a summary, there are some strategies that we can use in

teaching our learners to summarize in a good manner, the following are
stated below:

a. Somebody Wanted But So Then

“Somebody Wanted But So Then” is an excellent summarizing strategy for stories. Each
word represents a key question related to the story's essential elements:

 Somebody: Who is the story about?

 Wanted: What does the main charter want?
 But: Identify a problem that the main character encountered.
 So: How does the main character solve the problem?
 Then: Tell how the story ends.

Here is an example of this strategy in action:

 Somebody: Little Red Riding Hood

 Wanted: She wanted to take cookies to her sick grandmother.
 But: She encountered a wolf pretending to be her grandmother.
 So: She ran away, crying for help.
 Then: A woodsman heard her and saved her from the wolf.

After answering the questions, combine the answers to form a summary:

Little Red Riding Hood wanted to take cookies to her sick grandmother, but she
encountered a wolf. He got to her grandmother’s house first and pretended to be the old
woman. He was going to eat Little Red Riding Hood, but she realized what he was
doing and ran away, crying for help. A woodsman heard the girl’s cries and saved her
from the wolf.

b. SAAC Method
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

The SAAC method is another useful technique for summarizing any kind of text
(such as a story, an article, or a speech). SAAC is an acronym for "State, Assign,
Action, Complete." Each word in the acronym refers to a specific element that should be
included in the summary.

 State: the name of the article, book, or story

 Assign: the name of the author
 Action: what the author is doing (example: tells, explains)
 Complete: complete the sentence or summary with keywords and important
details

This method is particularly helpful for students who are learning the format of a
summary and need reminders to include the title and author's name. However, SAAC
does not include clear guidance about what details to include, which some students
might find tricky. If you use SAAC with your students, remind them of the types of
details that belong in a summary before instructing them to work independently.

Here is an example of SAAC in action:

 State: "The Boy Who Cried Wolf"

 Assign: Aesop (a Greek storyteller)
 Action: tells
 Complete: what happens when a shepherd boy repeatedly lies to the
villagers about seeing a wolf

Use the four SAAC cues to write out a summary of "The Boy Who Cried Wolf" in
complete sentences:

"The Boy Who Cried Wolf," by Aesop (a Greek storyteller), tells what happens when a
shepherd boy repeatedly lies to the villagers about seeing a wolf. After a while, they
ignore his false cries. Then, when a wolf really does attack, they don’t come to help him.
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

In conclusion, a summary is in your own words, but some key words may not
be able to be changed and may contain brief quotations of significant language while
paraphrase is in your own words, but you must change both the words and the
sentence structures of the original passage.These two writing tools are very important in
honing our students’ writing skills that would make them better writers.

References: *Difference Between Paraphrasing and Summarizing | Difference Between 

http://www.differencebetween.net/language/difference-between-paraphrasing-and-summarizing/
#ixzz6lJg4wDHb; https://minds-in-bloom.com/teaching-kids-to-paraphrase-step-by-step/

MED006 – Curriculum and Material Design

1.) A curriculum is considered the “heart” of any learning institution which means
that schools or universities cannot exist without a curriculum. With its importance
in formal education, the curriculum has become a dynamic process due to the
changes that occur in our society. An action plan is a document that lists what
steps must be taken in order to achieve a specific goal. What is the purpose of
making an action plan in your learning area?

“The best teachers are those who think carefully about what they are going to do
in their classes and who plan how they are going to organise the teaching and learning.”
Jeremy Harmer - The Practice of English Language Teaching, 1991.
Indeed, planning is a vital part in the teaching-learning process for without it, no
lesson can be consdered a success. Why do teachers need to plan?
Let us try to imagine starting a journey with no idea where you are going. We,
teachers, are the driver of a bus full of students and although we know to drive them for
a particular period of time, without your map, we have no idea where we want to go or
how to get there. It may still be an interesting journey but it would be very easy to get
lost and our passengers (our students) would not be very happy.
This scenario is very relevant in teaching English language to our learners.
Without some kind of planning, a lesson could be just as chaotic and could leave the
students with no clear idea of what they were doing or why. This kind of uncertainty is
not good for effective learning or class discipline. One of the most important purposes of
planning an action is that the teacher would be able to identify his or her aims for the
lesson. Teachers need to know what it is they hope to achieve in the class and what it
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

is they want the students to be able to do at the end of the lesson that they couldn’t do
before.
Here are the other purposes on why it is essential to plan an action:
a. Planning is a sign of professionalism. Students expect teachers to be
professional. If you are prepared, the students can tell. They also know if
you are not prepared. Planning is a way to help gain the respect of your
students.
b. By planning you are considering your teaching situation and your
particular students. However good your teaching material or course
book may be, it is unlikely that it was prepared for your particular students.
Planning gives you the opportunity to tailor your material and teaching to
your class.
• As we have seen, lessons need to have certain elements and features such as
ESA (Engage, Study and Activate). Every lesson is unique and is made up of different
stages. Lessons can focus on grammar, vocabulary, reading or writing. They may
contain listening and speaking activities and concentrate on introducing new language
items or on revision. The actual content of any lesson will depend on what the teacher
aims to achieve during the lesson, the students and the teaching situation. However
there are some ideas that can be considered for every lesson. Students who are
interested in, involved in and enjoy what they are studying tend to make better progress
and learn faster. As teachers, it is important then to provide students with lessons that
are not only well-structured but which are also interesting and enjoyable. Careful
thought and preparation will help to achieve this.When thinking about an English lesson
it is useful to keep the following three elements in mind:
E-ENGAGE
It is important to engage the students. This means getting the students interested in
the subject, in the class and in the language point and hopefully enjoying what they are
doing. But why is this important? After all, you may feel that students come to school to
learn, not to be entertained.
According Jeremy Harmer, author of The Practice of English Language Teaching -
Lesson Plan, Programme 2 ,” If students are engaged, if they’re genuinely interested
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

and involved in what’s going on, the chances are that they are going to learn better
because they are not just doing what they have to do because they are in school but
they are also actively involved in what’s going on.”
Engaging students is important for the learning process. Engaged students learn
better and are likely to cause fewer discipline problems.
S- STUDY
In any lesson students usually need something to study. In an English teaching
lesson there is a need to be some language focus for the class. Students need to be
introduced systematically to the way that English is put together. The Study element of
a lesson could be a focus on any aspect of the language, such as grammar or
vocabulary and pronunciation. A Study stage does not have to be new language input. It
could also cover revision and extension of previously taught material.
A- ACTIVATE
Simply telling students about the language is not usually enough to help them to learn
it. In order for students to be able to develop their use of English, they need to be given
the chance to produce it. In an Activate stage the students are given tasks, normally
writing and or speaking activities which require students to use not only the language
they are studying that day, but also other language that they have learnt.
Planning encourages teachers to consider these points and ensure they are included
in the lesson.
• Planning gives the teacher a chance to predict possible problems in the class
and think about ways to deal with them. By thoroughly researching the target
language and being prepared for difficult questions, for example, the teacher can feel
confident in the classroom.
Therefore, in planning a course of action, everything will fall into its places. We,
teachers, are guided and directed to what should we do, how to execute our actions and
why we need to implement such actions. In language teaching, it could be quite difficult
most especially that we are still in this scenario, where we cannot hold face-to-face
classes but as a quotation says, learning does not settele in the four corners of the
classroom because learning can be anytime and anywhere. By all means, we can still
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

be efficient English language teachers by modifying our teaching strategies for easy
instruction to our learners.

Reference: https://www.teachingenglish.org.uk/sites/teacheng/files/pub_Action_Plan.pdf

2.) Strategic Intervention Materials are conceptualized and designed to aid the
teacher provide the pupils the needed support to make progress in studies.
These will increase and deepen the skills, knowledge and understanding of the
child in various subject areas not only in science and math but also including
various learning areas in the curriculum. If you will make an intervention to the
least mastered skill encountered by your learners in the curriculum, what
intervention are you going to design? Give a brief discussion on your chosen
intervention material.

STRATEGIC INTERVENTION MATERIAL IN GRAMMAR FOR SENIOR HIGH

SCHOOL STUDENTS OF PIAZ NATIONAL HIGH SCHOOL

Grammar is commonly known as rules of language that guide the combinations

of words and convert complex meanings according to the ordering of such words.
(Odey, et.al., 2014)”It is a system of meaningful structures and patterns that are
governed by particular pragmatic constraints.” (Larsen-Freeman, 2001). In other
definition “grammar is a description of the rules for forming sentences, including an
account of the meanings that these forms convey” (Thornbury, 1999, p13)
Grammar has been regarded as crucial to the ability to use language. As quoted by
Mart (2013) about grammar teaching, Krahnke (1985, p598) suggests that “much of the
effort spent arguing against the teaching of grammar might be better spent on
convincing true believers in grammar instruction that grammar has a newly defined but
useful role to play in language teaching and in showing them what it is.” (Terrell, 1991,
p54). Awoyemi (2013: 34) views it as a complex part of human psychology, a
phenomenon which is orderly, meaningful and creative.
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

Furthermore, grammar is thought to furnish the basis for a set of language skills:
listening, speaking, reading and writing. In listening and speaking, grammar plays a
crucial part in grasping and expressing spoken language (e.g. expressions) since
learning the grammar of a language is considered necessary to acquire the capability of
producing grammatically acceptable utterances in the language (Corder, 1988; Widodo,
2004). In reading, grammar enables learners to comprehend sentence interrelationship
in a paragraph, a passage and a text. In the context of writing, grammar allows the
learners to put their ideas into intelligible sentences so that they can successfully
communicate in a written form. Lastly, in the case of vocabulary, grammar provides a
pathway to learners how some lexical items should be combined into a good sentence
so that meaningful and communicative statements or expressions can be formed. In
other words, Doff (2000) says that by learning grammar students can express meanings
in the form of phrases, clauses and sentences. Long and Richards (1987) add that it
cannot be ignored that grammar plays a central role in the four language skills and
vocabulary to establish communicative tasks.

Grammar gives learners the competence how to combine words to form

sentences. Indeed, grammar knowledge is needed to create fully developed sentences
because with little understanding of how language functions, learners cannot developed
develop their language skills. As Mart (2013) quoted, “Just as there are careful and
effective drivers who do not know what makes a car run, so there are those who,
through practice and skillful observation, have become satisfactory, even effective,
writers with very little understanding of the mechanics of the language. But it follows that
the more you know about the form and function of the parts that make up the larger unit,
the sentence, the better equipped you are to recognize and to construct well-formed
sentences….(Emery, et al, 1978, p. 1)

In K-12 program, the aim for English Language Communications is to

demonstrate communicative competence of the macro –skills –listening, speaking,
reading, and writing. The goal of the current program is to develop language
communicative skills both in oral and written communications.However, this goal seems
to have been dropped and our call for functional literacy to encourage learners is at a
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

crucial stage. The Philippine educational system is still facing various problems such as
scarcity of teachers, poor classrooms and lack of instructional and learners materials,
low student achievements and performances which hinders the students to be an active
makers of meaningful life.

The aforementioned situation prompted us teachers to develop Strategic Intervention

Materials (SIM) as a tool in improving student’s performance especially the slow
learners or students at-risk.

Strategic Intervention Material (SIM) is an instructional material meant to reteach the

least mastered concepts and skills. (Bunagan, 2012) The SIM is focused on improving
student’s skills in writing sentences. It contains series of drills/contextualized activities,
pictures or comic strips which are presented in a way that ideas, instructions,
procedures are clear and easy to understand. These activities are simplified with guide
questions to help the students come up with independent learning.

The use of SIM as prescribed by the Department of Education (DepEd) is one of the
treatments to improve student’s achievement and reduce least mastered skills in all
subjects. Lumogdong (2015), Bruma (2016), Lagata (2008), Doctama ( 2012), and
Gatdula (2015) were among the various researchers who proved that the SIM is
effective in improving the performance of students in different subject areas.

The materials will be patterned from the K-12 learning modules of the Department of
Education with the following parts: Guide Card, Activity Card, Assessment Card,
Enrichment Card and Reference Card.

The Guide Card presents the big picture of the topic. It gives a preview of what students
will learn. The following should be considered in making the guide card: stimulate
interest in the topic and present the focus skills, mention the learning competency and
build on prior learning/prerequisite skills. The concrete outcome or product students are
expected to demonstrate or produce are mentioned in this card.
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

The Activity Card defines the tasks that the learner should undertake in order to develop
a skill. It should translate the focus skills into at least three activities that are organized
based on the sequence of the focus skills in the guide card and have clear directions. It
should also provide examples to concretize the concepts, particularly those drawn from
real life experiences, students can complete independently, in pairs or in small groups,
allow students to make discoveries and formulate ideas on their own.

Assessment Card provides exercises, drills or activities that allow students to assess
their understanding of what they have learned and correct errors when appropriate and
monitor their learning and use feedback about their progress. It is formulated in
standard test formats to give students practice in test-taking techniques. It should also
give clear directions and provides an answer key in a separate card.

Enrichment Card provides activities that reinforce the content of the leson. It provides
opportunities for students to apply what they have learned to other subject areas or in
new contexts and to work independently to explore answers to their own.

Reference Card provides readings that relate content with students’ life experiences. It
should also contains a carefully researched list of resources that: will reinforce
concepts/skills learned, provide additional content not found in the textbook and
students may refer to for further reading.

The proposed materials will be reviewed for further revisions because it contains writing
compositions in order for the learners to further practice their English grammar.

Strategic Intervention Materials are conceptualized and designed to aid the

teacher provide the pupils the needed support to make progress in studies. These will
increase and deepen the skills, knowledge and understanding of the child in various
subject areas not only in science and math but also including various learning areas in
the curriculum.

SIM can give the opportunity to explore various ideas and concepts that would
enrich their understanding of varied subject matters that sharpen their competencies.
Furthermore, the strategic instructional materials  tend to reteach the lessons which are
not so much clear to the learners and to help them gain mastery of the skills.
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

In addition, the designs of the strategic intervention materials are attractive and
eye-catching that is why a lot of teachers are encouraged to use them in the teaching-
learning process.

Overall, The benefit of the strategic intervention materials is not only for the
teacher’s convenience and system in teacher but also for the easy grasp of the
learners.

References:https://cheapjewelryus.com/strategic-intervention-material-Ingrammar-;
http://udyong.gov.ph/index.php?option=com_content&view=article&id=6925:importance-of-strategic-
intervention-materials&catid=90&Itemid=1267

MED007 – Methodology of Teaching Reading and Writing

1. What is the relationship between reading and writing? Can you say that a good
reader is also a good writer? Why?

Reading and writing are two of the macroskills that an individual should developed at
an early age. These two are very vital as learners step into higher level of learnings.
The question is that what is the relationship between the these essential skills? Are
good readers can be considered as good writers as well?
For many years reading and writing were (and sometimes still are) taught
separately.
The close relationship between reading and writing abilities has been generally
accepted through numerous research attempts (Allen, Snow, Crossley, Jackson, &
McNamara, 2014; Parodi, 2007; Tierney & Shanahan, 1991), and the importance of
reading in enhancing writing ability has been largely acknowledged (Carson & Leki,
1993; Grabe, 2003; Tsang, 1996). According to Hirvela (2004), both reading and writing
abilities share common constructs including rhetorical structure and linguistic
characteristics as well as lexical and stylistic features specific to written discourse. In
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

other words, reading and writing are considered literacy skills that have complementary
roles (Llach, 2010). Despite the acknowledged similarities between reading and writing
as cognitively complex skills, there are also remarkable differences (Fitzgerald &
Shannahan, 2000), such as deliberateness and focus of reflection (Grabe, 2001). To
specify, reading tends to require automaticity of subprocesses, whereas writing needs
deliberate awareness of the writer.
Basically let us put this way, reading affects writing and writing affects reading.
According to recommendations from the major English/Language Arts professional
organizations, reading instruction is most effective when tangled with writing instruction
and vice versa. Research has found that when children read extensively they become
better writers. Reading a variety of genres helps children learn text structures and
language that they can then transfer to their own writing. In addition, reading provides
young people with prior knowledge that they can use in their stories. One of the primary
reasons that we read is to learn. Especially while we are still in school, a major portion
of what we know comes from the texts we read. Since writing is the act of transmitting
knowledge in print, we must have information to share before we can write it. Therefore
reading plays a major role in writing.
On the other hand, practice in writing helps children build their reading skills. This
is especially true for younger children who are working to develop phonemic awareness
and phonics skills. Phonemic awareness (the understanding that words are developed
from sound “chunks”) develops as children read and write new words. Similarly, phonics
skills or the ability to link sounds together to construct words are reinforced when
children read and write the same words. For older children practice in the process of
writing their own texts helps them analyze the pieces that they read. They can apply
their knowledge about the ways that they chose to use particular language, text
structure or content to better understand a professional author’s construction of his or
her texts.
However, though these two skills are interrelated, it cannot guarantee the claim
of others that a good reader can also be a good writer unless one can be able to do the
same. As a matter of fact, our learners have the ability to read but when it comes to
writing they could hardly find the right term in writing most especially in composing
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

essays. So for an individual to become a good writer, one must be a wide reader first
because out of reading, you can get some ideas and thoughts that would help you write
something about a specific topic. There are two ways to become a better writer: write a
lot and read a lot. Reading and writing are inseparable.
In general, the better writers have a tendency to be exceptional readers, and
better readers can produce exceptional writing. In addition, a writer who doesn’t read is
like a musician who doesn’t listen to music or a filmmaker who doesn’t watch films. It is
impossible to do good work without experiencing the good work that has been gone
before. A well-read writer has a better vocabulary (refer to Twain’s quote above),
recognizes the nuances of language, and distinguishes between poor and quality
writing. Author and writing teacher, Roz Morris, has a great take on this. “Reading
exposes us to other styles, other voices, other forms, and other genres of writing.
Importantly, it exposes us to writing that’s better than our own and helps us to improve.
Reading—the good and the bad—inspires you.”
Another writer you may have heard of, Stephen King, said: “Can I be blunt on this
subject? If you don’t have time to read, you don’t have the time (or the tools) to write.
Simple as that. “
Reading helps us make connections to our own experiences and emotions
so reading makes you a better writer and a better communicator.Nothing inspires
writers, whether it’s writing a letter, a journal entry, a report or a novel, like reading
someone else’s words.
“ Read, read, read. Read everything—trash, classics, good and bad, and see how they
do it. Just like a carpenter who works as an apprentice and studies the master. Read!
You’ll absorb it. Then write. If it is good, you’ll find out. If it’s not, throw it out the
window.  “      – William Faulkner

References: https://www.k12reader.com/the-relationship-between-reading-and-writing/
https://www.literacyworks.org/news/2015/6/2/why-read-reason-7-the-more-one-reads-the-
better-writer-they-become

2. As a language teacher, you are now dealing with 21 st century students who live
their life at their own fingertips. They easily access everything with just a snap of
their fingers and take advantage on clicking instantly their gadgets. Noticeably,
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

they hate writing. As their teacher, how will you encourage your students to write
and beyond…?

In today’s world of teaching-learning procees, a lot of things can be changed in

various ways because of the influence of technology. As abovementioned, learners
are more fond now of browsing and surfing the net 24/7 and may divert their
attention in other things rather than writing.
Writing is one of the most challenging and difficult aspects to be developed by
the English Language teachers towards the learners. It is common for students in
today's educational system to dislike and/or avoid the writing process. Many
students feel writing takes too long. For some, writing is a very tiring task because
there are so many components which need to be learned. For others, the reason lies
in some processing difficulties, such as dyslexia or dysgraphia. Some facilitators
even wonder if students no longer enjoy the slower, more refined process of written
communication because they spend so much time in different social media
platforms.
As teachers of the English language, we must create learning strategies that
would encourage our learners love writing. Here are the ways on how to encourage
learners love writing and beyond according to Scholasticblogpost.com:

c. Make It All About Them

In the age of Instagram and Snapchat, is it any wonder that students love
writing about themselves? Getting kids to open up about their lives and feelings is a
great way to introduce them to the joy of writing.  Because magazines have so many
stories about children and teens, they provide a perfect springboard into
autobiographical writing activities. In it, students will get to write about the last time
they got in trouble. They can discuss all the details about what they did wrong, what
they learned, and why they’ll never do it again!
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

d. Encourage Students to Share their Opinions

Even if many of your students don’t love to write, they probably like to
express their opinions. That’s why argument writing can be such a powerful tool.
They’re ideal for encouraging students to share their thoughts and beliefs.

e. Enter a Writing Contest

Good written communication is essential to success in school and life, but

many children don’t recognize the value of it. One way to incentivize writing is to
challenge your students to enter a writing contest.

f. Write About a New Content Area

Writing activities that focus on language arts are easy to find, but we often
forget that other content areas are just as ripe for written exploration. Perhaps, by
letting them write about their favorite movies so that they could easily relate and
make connections in their daily lives.

g. Write Your Way Out of a Sticky Situation

Some students love drama!. It can be hard to channel student conflicts into
something positive. But I’ve found a pretty good way with the Sticky Situation
feature your students to put themselves in the shoes of another student. We could
usually read them the dilemma and then have them write a short response about
what they’d do in that situation.
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

h. Write to Reduce Stress

Sometimes the very act of writing can be stressful for students. But what if
you had a writing activity that encouraged students to actually unwind? Research
shows that writing about things, especially things we’re thankful for, reduces stress
and calms us down. Choices (the life skills magazine I mentioned above) has a
great prompt for keeping a gratitude journal . I’ve found that it’s one way to reduce
the anxiety that comes along with writing. It also helps to show kids that writing can
have benefits beyond impressing your teacher. We can use it to express and relax
ourselves!  

Inspiring students is one of the keys in improving our learners’ writing skills.
Writing with a purpose is the primary motivator in producing high quality work. We
as facilitators of the English Language, shoud make authentic writing activities to
encourage them to focus more on their strengths and areas of interest while
simultaneously working to improve their weaknesses.

References: https://www.teachervision.com/25-ways-motivate-young-writers
https://www.scholastic.com/teachers/blog-posts/scholasticcomeditors/2018-2019/6-
Ways-to-Encourage-Student-Writing/

MED008 – Methodology of Teaching Listening and Speaking

1. What is the relationship between listening and speaking? Can you say that a
good listener is a good speaker? Why?

Language has a complicated structure and is difficult to define, but we define it as

the backbone of communication. The essential difference between oral and written
language is that the spoken word is instantaneous and transient with little opportunity to
hear what was said again. Although speaking is involved in expressing and listening is
involved in comprehension, speaking and listening must be considered as activities that
form the communication process, complete each other and cannot be separated.These
two skills constitute the two elements of oral language, and the existence of listening
skills obliges speaking, but in terms of language acquisition listening is prior to
speaking. The close relationship between listening and speaking is taken into
consideration by researchers in two fundamental ways. Firstly, listening is the cognitive
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

process and interpretation of auditory codes; the semantics. Secondly, listening triggers,
supervises and organises speaking. As a matter of fact, listening supervises the
performance of speaking, and is as important as speaking. If we accept the existence of
listening activities during speaking and abstract mental designing during these
interpreting processes, we find a layout in the base data ordered in a complex way and
we can explain why oral expressions are heard and understood in certain ways in some
communication.
In addition, auditory feedback disability or disorder, which results from sensory-
neurologic hearing handicap, causing failures in the ability of the individual to recognize
and correct his or her own speaking deficiencies and mistakes is related to the
supervising and regulating activities of speaking. When speaking at a specific speed,
expressing an idea possibly changing a narrow verb juncture, the fact that we listen and
do not control the choice of the words is a feature of the skill of comprehension, which
forms the cognitive side of listening.The listener knows very little about the structure
types within the comprehension process of the spoken language and uses the syntactic
and semantic knowledge of the language while hearing the speaking input verb by verb.
Without adequate listening skills, sustaining learning processes that might be boring in
first or foreign language education, does not seem possible.Within the process of
language acquisition the necessity for effective listening skills obliges us to reveal
whether the students know how to listen or not. Having good pronunciation allows the
communication to be easily understood and speaking fluently can contribute to the
student’s image.
In conclusion, listening, recording what is heard and interpretation skills form the
basis of speaking performance.

With the abovementioned relationship of speaking and listening, we cannot deny the
fact that some would say that a good listener is a good speaker as well but nonetheless,
this cannot be applied to all. In my viewpoint, one can only be a good speaker if he or
she knows how to listen first because if you are a good listener you will understand the
people around you and you can also reduce the amount of communication errors that
may occur in a certain conversation and most importantly you will achieve a stronger
relationship with whom you are listening to.
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

Many of us think that communication is just about talking. We interrupt, advise,

reassure, judge, analyze, criticize, argue, moralize, threaten, divert, diagnose and so
on, but, good communication requires good listening as well as talking. In fact, since we
have two ears and only one mouth, listening just might be the more important skill.
However, we receive almost no training in good listening and usually do not realize that
really "hearing" someone is not a passive activity. To be good speakers, we must, first,
pay attention through listening. 

References: https://files.eric.ed.gov/fulltext/EJ1151845.pdf
https://specialties.bayt.com/en/specialties/q/280355/would-you-rather-be-a-good-speaker-or-
a-good-listener-and-why-is-this-important-for-a-sales-person/
https://www.jaimebutler.ch/communication-skills-good-listener/

2. Why is it that despite the different oral reading practices, students still feel
anxious when they speak in front of the class? How will you solve the speaking
anxiety of your students? What effective techniques will you implement in your
class now that social distancing and even wearing of mask is just a part of the
“new normal.”

3. duction
4. English has come a long way
with all its high level of uniqueness
and challenges and gained global
status.
5. As it is the language related to
all academic and professional
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

disciplines, English language has

become the unique
6. reflection of all growth and
development in the recent years.
English is spoken in many
countries and it is
7. considered as official language.
English is the only language which
serves as a link language uniting
people at the
8. global level. It is not only a
language of business, industry and
information, but also confers
confidence,
9. imagination and power to
discover, invent, innovate and
create. English is taught as second
language and has also
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

10. become a symbol of better life

in India
Most of our learners today experience some level of speech anxiety when they have
to speak in front of a group; in fact, public speaking is one of their greatest fears. This
anxiety can range from a slight feeling of “nerves” to a nearly incapacitating fear. Some
of the most common symptoms of speech anxiety are: shaking, sweating, butterflies in
the stomach, dry mouth, rapid heartbeat, and squeaky voice.
Language anxiety is the unease feeling, nervousness or a kind of fear due to
individual’s perception in learning or using a second language. It is an expression of
fear, a feeling of disturbance, an emotional conflict during specific language performing
situation. Many students suffer from language anxiety due to various reasons.
According to Horwitz et al.(1986), it is a “distinct complex of self-perceptions, beliefs,
feelings and behaviour related to classroom language teaching arising from uniqueness
of the language learning process”. MacIntyre (1999) defined language anxiety as the
“worry and negative emotional reaction aroused when learning or using a second
language”. The language anxiety is known as situation-specific anxiety. Speaking
anxiety, “one of the most important affective variable that influences foreign language
learning, often has a detrimental effect on the students’ oral performance of
English”(Melough) (2013). The anxiety level varies from person to person according to
the physical and psychological condition and specific situational demands.
Factors causing anxiety can be classified into psychological and physiological
categories. It can be divided into two different groups as Internal and External factors.
Many factors can be responsible for causing anxiety. Some of the identified factors
through this study are language factor, grammar and pronunciation factor, peer factor,
stage fear factor, lack of confidence and shyness.
Language factor is one of the main factors causing anxiety is language factor. This
may include lack of English knowledge which can be a barrier and can cause fear or
anxiety. Some of the evidences where this situation can be seen is when students
expressed it as, ‘I don’t know how to express my thoughts in proper English’, ‘I’ll not
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

complete my sentence but I love English’. In addition, there are students who said, ‘I
can’t speak English language’ and a few others said, ‘can’t use some words’,
‘vocabulary is my problem’, ‘Not fluent in speaking’, ‘I speak English wrongly’ and two
others stated ‘I get confused’. In addition, there are students who says, ‘I can’t speak
English language’ and a few others say, ‘can’t use some words’, ‘vocabulary is my
problem’, ‘Not fluent in speaking’, ‘I speak English wrongly’ and two others stated ‘I get
confused’. Sometimes students ‘couldn’t complete sentence due to lack of knowledge in
words’ (difficulty in vocabulary) , ‘can understand’, I can manage fluency problem
framing questions’, ‘but I felt bad while I am speaking because I know the words and
don’t know how to manage, ‘I don’t know to speak but I can understand’, All the other
identified language factors are factors affecting individuals. Each one of them face
various difficulties like ‘difficulty to face others’, ‘Don’t know to speak English properly’,
“Don’t get the word when I am speaking”, ‘can’t speak English loudly’, ‘not able to
express properly’; these comments to certain extent is highly disappointing as our
learners are in higher level of learning. ‘I am not confident with English’, ‘I am not
confident with the words which I use’.
Another is grammar factor, grammar plays a vital role as an anxiety causing external
factor because it is one of the main predominant factors that the students may have
mentioned. Some of them have said ‘I am scared of grammar’, ‘‘I know to speak
English’, ‘Sometimes I can’t able to frame sentences’,‘ I have to overcome fear while
talking’ and ‘I have fear whether my sentence formation is correct or not’, ‘I have a
problem with grammar, that my words used in the sentence is correct or not’. One of
them stated ‘grammatical errors’ ‘sentence formation’ as difficulty, and another as ‘I
can’t able to frame sentences’. Some students said, ‘I can’t speak flawless,’ ‘difficult
making the sentence’, ‘I make grammatical mistake or fear’, ‘while communicating I’ll
get fear and make some errors in grammar’, ‘I know to speak in English, but I’m afraid
whether I will do any grammatical mistakes’. Apparently, it shows that ‘grammar factor’
plays the major role and it is relatively higher than the other identified factors.
Third, pronunciation factor because pronunciation plays an important role while
speaking. Some of the students revealed that they have difficulties in their ‘way of
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

speaking’, ‘mistakes’ while speaking, ‘pronunciation’, ‘able to manage; but if frightened,

can’t speak even a word voice modulation’.
Peer factor is the inner feel and the thought of peers or classmates evaluation would
always create anxiety among students. A few of them feel that ‘others will think of that
they are wrong while communication to others.
Certainly for some students it is a matter of ‘emotional conflict’ or ‘self-respect’. The
stage fear or fright is mainly due to performance anxiety or fear. It is aroused in an
individual based on the requirement to speak or perform in front of class/ audience.
Practically, the common reason why people face anxiety during their speaking activity is
because of stage fear. This is proved as one of the students expressed that ‘Stage fear’
and ‘difficulty to face others while speaking’ as cause for anxiety. Another student has
stated it ‘stage fear makes me to forget. ‘Speaking is facing the crowd’, ‘I am feared
(scared) to speak when am on the stage’.
Lack of Confidence: The confidence level of the language user is essential to speak
a language without anxiety or fear. Anxiety occurs when a student wanted or forced to
make an impression on the audience but he or she lacks self-confidence on his or her
own capabilities. In fact the students might be lacking L2 lexicon, poor pronunciation
skills or grammar. It is considered as one of the most important factors identified. A few
of them expressed in the following way, ‘I have no confidence to communicate or to
speak’, ‘No confidence’, ‘I won’t speak confidently; because I won’t speak English all the
time’, ‘Not confident while speaking to higher authorities’, ‘normally I speak confidently
but sometimes I feel scared and collaple (perhaps mother-tongue influenced word of the
learner – meaning to say ‘confused’ between words) while I speak to some faculty or
senior persons’.
Shyness Factor: Shyness is also one of the important anxiety causing factors which
affect the students whenever they are expected to use the target language. One student
has given ‘fear’ and ‘shy’ as the factors, whereas another one has mentioned ‘I am
feeling shy to speak or communicate with others’. ‘Shy’ to speak’, ‘I know English, but
shy is the number one problem’; ‘Fear also’.
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

With all that has been said about the factors that may contribute learners’
language speaking anxiety, teachers should seek ways to reduce their students'
anxiety. But how is this best accomplished?
One of the most effective ways to help your students to deal with anxiety is to
attack their negative thoughts. Many anxious students actually provoke their anxiety by
setting unreasonable standards for their performance. Teachers can help students
simply by identifying perfectionist tendencies that keep them from recognizing their
language learning successes. In essence, the teacher should help anxious students to
focus less on what they are doing wrong and more on what they are doing right.
Teachers should plan their lessons from the students' perspective. In other
words, teachers should ask themselves whether an activity may be embarrassing or
anxiety-provoking for students.

Teachers must create opportunities to discuss anxiety because many students

find it tremendously helpful to know that their teacher acknowledges the reality of their
anxiety. Anxious students almost always benefit from finding out that they are not alone
in their struggles. Therefore, teachers are encouraged to discuss language anxiety
openly with their students.

Since we are still facing this pandemic and our school has adopted the Modular
Print as Learning Distance Modality, we can still inculcate these to our learners by
constantly giving them practices that would develop and enhance their oral
communication skills to overcome language anxiety. We may also require them to
atleast practice speaking engagements whenever it is needed not only in English
subject but also to other subjects that would deal with speeches.

In conclusion,teachers need to assume their roles in facilitating the English

language teaching. Before employing strategies to help students overcome foreign
language speaking anxiety, foster motivation, and increase foreign language
performance, we should get to know our students, their attitudes toward oral
production, and to shed light into the reasons that underlie their low performance and
their unwillingness to engage in speaking activities.
 COLEGIO DE DAGUPAN FINAL EXAMINATION
SCHOOL OF PROFESSIONAL STUDIES

References:
https://www.researchgate.net/publication/342226124_A_Study_of_Factors_Affecting_and_Causing_Speaking_Anxiet
y/link/5ee97408a6fdcc73be82a2b3/download
https://files.eric.ed.gov/fulltext/EJ1065743.pdf