ENGLISH REVIEWER
UB Graduate Attributes
University of Batangas’ PVMGO
Philosophy
The University of Batangas, a stock non-sectarian,
private educational institution, believes in the pursuit of
knowledge, values and skills necessary to the
preservation and improvement of the Philippine society.
It has faith in the dignity of the human person, in the
democratic process, in the reward for individual
excellence, and in the freedom of a person to worship
God according to his conscience. Thus, the institution
believes that the development of the individual as a
person and a worker is an effective means in building a
better family, community and nation, and a better world.
Vision
We envision the University of Batangas to be a center of
educational excellence committed to serve the broader
community
Mission
The University of Batangas provides quality education by
promoting personal and professional growth, thus enabling
the person to participate in a global, technology and
research- driven environment.
Institutional Objectives
1. Pursue educational excellence in traditional and other
modes of instructional delivery
2. Promote well-being through an integrated process that
will enhance human character and dignity
3. Engage in community services through varied educational
health, economic and environmental projects
4. Ensure institutional improvement through dynamic
programs for human, physical, financial and technology
resources
5. Adopt global perspective to achieve international
competitiveness
6. Commit to productivity and innovation in research,
scholarly and creative activities relevant to national
development
7. Maintain student leadership in academic and co-curricular
activities in south Luzon
Core Values
 Faith in God (Spirit)
 Love of Wisdom (Intellect)
 Service to Fellowmen (Purpose)
B- Builder and Innovator of Knowledge
E-Effective and Efficient Communicator
S-Social, Moral, and Global-Minded Citizen
T-Transformed Life-long Learner
CEDU’S PVMGO
PHILOSOPHY
The College of Education believes in the total
development of individual learner through quality
education anchored by faith in the Divine Teacher.
VISION
The College of Education continues to be a
center of excellence in teacher education.
MISSION
The College of Education provides quality teacher
education programs designed to form committed,
professionally, globally competent teachers who are
prepared for the 21st century challenges and
responsible community leaders and members of strong
ethical values.
OBJECTIVES
The College of Education aims to:
1. Provide programs which meet the 21st century
teaching and leadership needs of the immediate, larger
and global community.
2. Form graduates who are committed, professionally
competent, globally competitive, responsible community
leaders and members, lifelong learners and with strong
ethical values; and
3. Upgrade faculty and staff proficiency through a
continuing personal and professional development
program.
GRADUATE ATTRIBUTES
E – Ethical & Efficient Educators and Effective
Communicators
D– Dedicated Community Servants, Multitaskers and
Life-long learners
U– Universally Competitive with Passion for Excellence
C –Committed, Competent and Innovative
Professionals
Lesson 1 Introduction to Teaching English in the
Elementary Grades
N
The identity of Languages
Foreign languages in the primary school can open
children’s eyes to the world of speakers of other
languages.
Identity is the intrinsic part of language learning.
Through learning another language, learners may also
find out about the cultural practices of native speakers.
The Languages document speaks of language
education being a liberation from insularity. It should
foster pupils’ curiosity and deepen their understanding
of the world.
The Language Curriculum
English is widely used language in the world, with
around 400 million native speakers and a similar
number of bilingual speakers in several dozen partially
English-speaking countries, and hundreds of millions
more users in other countries where English is widely
known and used in business, government, or media.
 A language so widely distributed naturally has
many varieties. These are known as dialects.
 That word doesn't apply just to rural or
uneducated forms of speech; the way we use it
here, everyone speaks a dialect. We
concentrate on one central dialect that is
particularly important: the one that we call
Standard English.
Standard English It is a powerful, flexible, and useful
variety of English, which all speakers and writers should
be able to use.
Spoken English It is affected by historical, regional,
and personal variation.
 Historical Variation: As a living language it is
constantly changing to accommodate to new
situation. This means that Standard British
English gradually invents, borrows, or changes
words, phrases and expressions, grammatical
rules, and conventions of punctuations.
Ex. Grammar:
It is usual for the subject and verb in a sentence to
agree. • They were, NOT They was
• He is, NOT He are
There are complicate spelling and grammatical
conventions about the formation of past tense verb
forms • I feel, NOT I falled.
• She stopped, NOT she stopped
 Regional Variation: Standard English has the
features of a dialect in that it uses particular
words and grammatical forms.
Two main elements:
1. Dialect - is a variety of English that includes
particular words and grammatical rules that indicate the
origins of the speaker.
Ex. The word for shoes worn for PE: daps (South and
Wales); pumps(midlands)sandshoes (Northeast)
2. Accent - this is represented through spelling and
punctuation. It is the way words are pronounced.
Ex. They don’t say owt to me. Owt means anything
 Individual Variation: (personal) The way we
speak English depends not only on which
accents and dialects we have access to; but
also, on the social situation in which we are
speaking. Language register has been used to
describe the way the speakers (or writers) use
different words and grammatical formations
depending on the situation.
Ex. We use certain words and expressions for formal
situations and completely different ones for informal
situation.
The Pedagogy of Languages
It is focused on the development of the four language
skills: speaking, listening, reading and writing and also
viewing.
Planning and Assessment
Language activities need to be planned with
assessment in mind. The learning objectives generate
the lesson opportunities; the assessment opportunities
provide evidence of the extent to which the learning
objectives have been achieved. They need to be taught
in interactive and fun ways.
The types of learning activities must be:
1. Speaking and Listening - activities are highly
dependent upon the teacher and effective use of
resources in the classroom. Most children will need
frequent speaking and listening opportunities since they
will not get these outside the classroom.
2. Reading and Writing - activities are not separate
from speaking and listening. It underpins development
in reading and writing, the link is made clear when
studying the relationship when studying sounds and
written form of the language (phoneme and grapheme
correspondence).
3. Grammar - activities are taught through the language
skills and focus on the function of nouns, verbs,
adjectives and adverbs in particular.
Progression and continuity need to be planned for
carefully ensure that children make substantial progress
in one language. Careful planning is required to secure
learning supported by appropriate resources.
Lesson 2- THE NATURE OF LEARNING ENGLISH
Language is the expression of thought by means of
spoken or written words.
The English word language comes:
➢ from the Latin lingua - the tongue
o But the tongue is not the only organ used in
speaking. The lips, the teeth, the roof of the
mouth, the soft palate (or uvula), the nose
and the vocal cords all help to produce the
sounds of which language consists of. These
various organs make up one delicate and
complicated piece of mechanism upon which the
breath of the speaker acts like that of a musician
upon a clarinet or other wind instrument.
Spoken language
➢ is composed of a great variety of sounds made with
the vocal organs.
A word may consist of one sound (as Ah! or O or I), but
most words consist of two or more different sounds (as
go, see, try, finish).
Long or short, however, a word is merely a sign made
to express thought.
Written words
➢ are signs made with the pen to represent and recall
to the mind the spoken words (or voice signs).
o Written language must, of necessity, be
somewhat fuller than spoken language as well
as more formal and exact.
Language:
➢ is not confined to the utterance of single words.
o To express our thoughts, we must put words
together. We must combine them into groups
and such groups have settled meanings (just as
words have), established (like the meanings of
single words) by the customs or habits of the
language that we are speaking or writing.
The Main Theoretical Approaches to Learning:
1.Behaviorism
2.Constructivism
3.Social Constructivism
Behaviorism ➢ states all stimuli are followed by a
response based on the environment in which the
individual is. (Positive and negative reinforcement).
Brief History:
➢ Dominated the late 19th and early 20th century.
➢ Introspective psychologists: Watson, Thorndike,
Pavlov, Skinner
What Is Knowledge?
➢ As a repertoire of behaviors
What is learning?
➢ Learners will continue to modify their behavior until
they do receive some positive reinforcement.
What does motivation involve?
➢ Explain motivation in terms of schedules of positive
and negative reinforcement.
How should you teach?
➢ Tend to rely on “skill and drill”
➢ Q&A
➢ Verbal praises, good marks&
prizes
➢ Language laboratories
A behaviorist perspective includes an assumption that
student learning behaviors may be shaped by specific
actions (stimuli) that lead to specific responses.
From a behaviorist perspective, reinforcement plays a
vital role.
➢ positive reinforcement (Employing a stimulus to
the environment)
➢ negative reinforcement (Withholding a stimulus
from the environment) increase the likelihood of the
learning behavior occurring on a consistent basis.
Constructivism
➢ indicates knowledge is a construction of the human
being as a product of its relationship with the
environment, its own capabilities, and previous
schemes.
➢ Originally conceived as an alternative theory to the
behaviorist approach
➢ cognitive theories seek to explain how the mind
works during the learning process.
➢ While changes in behavior occur, the cognitivist
attributes these changes to specific mental processes
that may be measured and enhanced.
o Like a computer, the mind takes in information,
processes that information, then uses that
information to produce learning outcomes.
o Central to the cognitive approach is the
understanding that individuals must participate
actively in the learning process rather than just
responding to stimuli.
o Stages of cognitive development determine the
learner’s ability to understand abstract, complex
concepts.
Constructivist Theories
➢ Central to the constructivist approach is the learner
as a constructor of knowledge.
➢ New learning is shaped by past experiences and
constructs/schema the learner brings to the learning
process.
➢ Cultural tools such as speech and writing are first
used in a social context and may lead to higher-level
thinking and learning.
➢ The context or setting of the learning environment
may determine the effectiveness of a learner’s ability to
construct new knowledge.
➢ Encouraging the application of knowledge to new
situations enhances the learner’s ability to transfer
knowledge and increases skill development that may be
universally applied.
Brief History:
➢ Most influential is Jean Piaget, Lev Vygotsky,
bandura, Jerome, Ausubel, Bruner
What Is Knowledge?
➢ Actively constructed by the learner
What is learning?
➢ Learners are guided as they assimilate new
knowledge with the old and to modify the old to
accommodate the new.
What does motivation involve?
➢ Explain motivation as largely intrinsic.
How should you teach?
➢ Advance organizers
➢ Check –up tests
➢ Study questions
➢ Learning journals
➢ Modern web logs
Social Constructivism
➢ is characterized by describing learning as a process
where social interaction is key to obtaining knowledge.
Motivation/Humanist Theories
➢ Humanist theories find their focus in the whole
person of the learner—that is, cognitive and affective
needs of the learner must be addressed.
➢ The growth of the individual over a lifetime must be
considered, and the individuality of each learner is
central to the effectiveness of that growth.
➢ Recognizing that human potential is expansive, and
that the learner brings values and personal perspective
to the learning environment is key.
➢ The learning environment at its best is student
centered and should be personalized to the needs of
each individual student.
➢ These foundational learning-theory domains provide
insight and perspective to our understanding of the
roles of the educator and the student.
Brief History:
➢ Developed by George Herbert Mead, Jonassen,
Merrill & Perkins
What Is Knowledge?
➢ insized the role of language and culture in cognitive
development.
What is learning?
➢ Learners are capable of solving problems and
understanding material
What does motivation involve?
➢ Explain motivation as both extrinsic and intrinsic
How should you teach?
➢ Using collaborative methods
➢ Develop teamwork skills
➢ Peer interaction
Lesson 3- THE THEORIES ABOUT LANGUAGE
ACQUISITION
Language
➢ One of the key topics in the study of learning.
➢ Children’s acquisition of it has received so
much attention.
The Behaviorist Account 1957
psychologist B. F. Skinner
Views of Learning:
➢ Characterized using stimulus – response reward
loop.
➢ Language acquisition simply claims that language
development is the result of sets of habits.
➢ Language utterances served as stimuli and
responses
The Behaviorist Account Skinner’s theory claimed
that:
➢ Language learners receive linguistic input from
speakers around them and are rewarded for their
correct repetitions and imitations.
➢ Through ongoing experience of imitation, reward and
repetition, leaners language becomes progressively
closer to adult language.
The Generative / Innatist Approach 1959
Noam Chomsky
➢His attack was centered on the identification of a
basic problem with the behaviorist account.
➢His language acquisition among young children,
instead of simply imitating what they heard, used this
input data to develop their own rules about how
language was produced.
The Generative / Innatist Approach
➢Second point was that the process of deriving, testing
and adjusting rules of language was so complex.
➢There was a dimension to language acquisition that
was innate. This became known as the LANGUAGE
ACQUISITION DEVICE OR LAD
The Social/interactive Approach
➢Stresses that language is actually a by-product of
communication, which is essentially what human beings
are programmed to do.
➢ ‘Motherese’ a new approach to language acquisition
that stressed the importance of the adult’ s input to
children’s development.
➢It lays on the LANGUAGE ACQUISITION SUPPORT
SYSTEM OR LASS which parents seem to instinctively
operate when faced with the young species.
Most children learn to understand and speak
English before they learn to read and write the
language.
➢Spoken language develops first and is written down.
➢Effective readers and writers use several different
types of patterns in English to read and spell.
Phonological awareness
is the explicit awareness of units of sound and how they
work in speech.
Ex. Children naturally play with sound as part of the
development of speech
Syllable
is a group of sounds that act as a unit of rhythm in
speech and that is usually made up of combination of
consonants and vowels.
Ex. Cat (one syllable) Zigzag (two syllables) Undoing
(three syllables)
Onset
Is the consonant(s) at the beginning of a syllable.
Ex. Go (CV) Cat (CVC) This (CCVC)
Rime
Is the remaining part of syllable, including the vowel or
vowel-like sound (syllable nucleus) and possibly one or
more consonants.
Ex. C- at B-at S-at P-at
The use of analogy maybe a key skill in later spelling.
Phoneme
Is the smallest unit of sound in a word.
Around 44 phonemes are used extensively in English
(the number varies depending on how they are
classified).
Phonemic awareness
Is the awareness of the individual sound in words and is
essential to reading and spelling.
IPA-International Phonetic Alphabet
➢Used by linguists to write the sounds precisely using
symbols in some the dictionaries.
➢The easiest way to group the phonemes of English is
into vowels and consonants
o English speech sounds are produced by
converting a stream of air that is forced out of
 the lungs through the nasal or oral cavities (or because they aim to teach one spelling of each
both) into sound waves. of the consonants and short vowels quickly.

o The 24 consonants sound in most English Consonant digraphs - sounds that need more than
accents are relatively easy to write down using one letter to represent them in the written forms /ch/,
the 21 letters of the alphabet. /th/, /sh/, /ng/, /j/

Ex. Consonant Words in which it appears /p/ pie /b/ by Consonant trigraphs - if there are three letters /j/

Vowels
➢traditionally we have a, e, i, o, u, but also some letters
Vowels we call consonants, usually r, y, and w.
➢ Are another major category of phonemes in English
speech.
➢ Are the most sonorant and audible sounds in spoken
English.
➢ There are 20 or so vowels in English and their sound
quality varies from accent to accent.
➢ Much more complicated to write down and classify
Vowel digraphs
➢ vowels represented by more than one letter

Vowel trigraphs
➢ three or more vowels

Phonics teaching
Visual patterns:
➢Involves teaching children to match sounds
➢are used by adult spellers. Visual strategies include
(phonemes) with letters and combinations of
remembering almost automatically how some words
letters(graphemes) and to blend and segment the
look.
sounds to create or decode words.
Ex. “sight or tricky words” (As, and, because, but,
Ex.
where, a, an, in etc.)
1. The simplest representations of sounds in writing are
the consonants and short vowels.
Teachers use:
2. Most teachers teach the little (lower case) script
before the capital (upper case) script. ➢flashcards, (paper and electronic) whiteboards,
➢spelling tests,
o Teachers usually teach the very common ➢repeated demonstrations,
consonant digraphs ch, th and sh at the same ➢word banks, and
time as children learn the one-letter consonants
➢word books to help children learn more complicated
but important words

Visual strategy for learning spellings that was

suggested by Margaret Peters (1985) is Look,
Cover, Write, Check.
➢this involves children using a fan of paper or book to
look carefully at the word, analyzing its shape and
sometimes tracing it over with a finger or pen then
covering up the word.
➢ Aims to get children to develop a mental picture of
the word.
➢ Resulted in the teaching of handwriting being linked
with the teaching of spelling and spelling tests.
➢ Visual strategy for learning spelling, the ability to use
dictionaries, spellcheckers, and word banks all valuable
skills that even mature writers need. Children must be
taught also these skills.
➢ Good spelling involves knowing:
1. The sound and visual patterns in language, and how
to use them
2. How to check spelling
3. When to make the effort!

In addition to sound
➢symbol patterns, and sight words, there are other
important patterns for children to know if they are to be
able to read fluently and write conventionally.
➢Etymology - relate to the origins of words
Ex. Biscuit (from the Norman French) This word refers
to something which was twice (bi) cooked (Cuit) ➢
➢Morphological patterns - related to the meaning and
grammatical function of words
Ex. Use of –s or –es as a plural suffix

It is important to teach fluent letter formation early in the

teaching of handwriting because poor letter formation
inhibits the correct joining of letters and bad habits in
letter formation are hard to change.