MY TASKS AND

ANSWER SHEET
FOR THE SUBJECT
TEACHING ENGLISH
IN ELEMENTRAY
GRADES

BY: JOHN LEO A. BONDE

BEED III
PRAYER
HELLO! GOOD DAY! IM JOHN LEO A. BONDE
FROM CALAOCAN, BAMBANG NUEVA
VIZCAYA, 28 YEARS OLD. MY HOBBIES ARE
PLAYING THE GUITAR AND PLAYING ESPORTS,
MY MOTTO IN LIFE
 OUTPUTS FROM ALL THE TASKS
(FROM TASK I – TASK IO)

TASK 1: Making slogan campaign promoting the significance of English (20 points)

TASK 2: Writing Reflective Essay (30 points) Read and study Lesson 1 then write an
essay reflecting your own views about the question: “WHY IS IT NECESSARY FOR
YOU AS FUTURE ELEMENTARY ENGLISH TEACHERS TO KNOW AND
UNDERSTAND THE SIX PRINCIPLES IN TEACHING LANGUAGE ARTS ?”

TASK 3: Illustrating and Describing (30 points) Study Lesson 2. Illustrate and
describe the Structure of the K to 12 Language Arts Curriculum

TASK 4: Research and explore (20 points)

TASK 5: Using a matrix or Venn Diagram, compare and contrast approaches,

strategies, methods and techniques (30 points)

TASK 6: Give and Tell.

In a matrix, give the 7 methods of teaching language arts and describe each (35
points)

TASK 7: Select appropriate assessment techniques for English in elementary

grades. (35 points)

TASK 8: Research/Select/Create five appropriate instructional materials for teaching

English in the elementary. (35 points)

TASK 9: Create/Look for a Daily Lesson Log with a lesson in English for elementary.
Revise and integrate at least 5 strategies/techniques learned in Chapter 3. Consider
the 5 macro skills

TASK 10: Demo teach the lesson you developed/revised in Output 9. (100 pts.)
OUTPUT 1: SLOGAN CAMPAIGN

TOGETHER WE CAN
MAKE DIFFERENCE
IN THE LIFE OF
OTHERS THROUGH
ENGLISH
OUTPUT 2: REFLECTIVE ESSAY
English subject is important to be learnt by the students since they are in
Elementary School because it will help them in learning English easier on the next
school levels. Besides that, English has widely use in their daily life. Most of aspects
in their life use English that need their understanding. As teachers striving to create
compassionate and inspiring learning communities, it's vital for us to work on self-
awareness. To provide space for our students to explore their emotions, we need to
practice compassion and understanding for ourselves. Teaching and learning
through an additional language encourages understanding between cultures,
improves students' cognitive ability and prepares them for life beyond school. Most
people are using this language in daily life. It is an important language because we
use this language to communicate with other countries people. English is a common
language and you can use English to become an international person. In this global
era, people are urged to be able to communicate globally
OUTPUT 3: Watch and listen to the discussion of the Framework then come up
with
illustration and description of the Structure and components of the K to 12
Language Arts Curriculum
OUTPUT 4: Sample copy of Curriculum Guide for Elementary focused in English and
one grade level
INTRODUCTION TO THE INTEGRATED LANGUAGE ARTS CURRICULUM FOR
THE PRIMARY GRADES The revised curriculum re-organizes the Integrated
Language Arts Curriculum according to the content standards that must be met by all
students at the end of basic education. This is not inconsistent with the proposed 5
sub-strands of the Language Arts and Multi-literacies Curriculum (LAMC) but fleshes
out the areas that children need to learn and that teachers need to teach in greater
detail. Below is the matrix that presents the spread and alignment of the language
and literacy domains with the 5 sub-strands. Alignment of the Language and Literacy
Domains with the 5 sub-strands Integrated Language Arts Domains LISTENING
SPEAKING READING WRITING VIEWING 1. Oral Language √ √ 2. Phonological
Awareness √ 3. Book and Print Knowledge √ 4. Alphabet Knowledge √ √ √ √ √ 5.
Phonics and Word Recognition √ √ √ 6. Fluency √ √ 7. Spelling √ √ 8. Writing and
Composition √ √ √ √ 9. Grammar Awareness & Structure √ √ √ √ 10. Vocabulary
Dev’t √ √ √ √ √ 11. Reading Comprehension * schema & prior knowledge * strategies
* narrative text * informational text √ √ √ 12. Listening Comprehension √ √ 13.
Attitudes towards language, literacy and literature √ √ √ √ √ 14. Study Strategies √ √
√ √ √ Language Arts Curriculum *Dr. Dina Ocampo, LAT Convenor – version as of
January 31, 2012 Page 3 Using the language and literacy domains will focus the
work of the teachers on developing the above abilities among the children. To put
their expectations into proper perspective, the table below shows what language will
be used as medium of instruction from Kindergarten to Grade 3, what the target
languages are for oral language and literacy development. Schedule of Languages
for Learning and to be learned from Kindergarten to Grade 3 Level Medium of
Instruction Oral Language Development Literacy Development Kindergarten Mother
tongue Filipino; English Mother tongue Grade 1 Mother tongue Filipino; English
Mother tongue Grade 2 Mother tongue Filipino; English Mother tongue and Filipino
Grade 3 Mother tongue Filipino; English Mother tongue, Filipino and English The
skills to be developed within the Integrated Language Arts Curriculum for
Kindergarten to Grade 3 are taught using a iterative approach such that the domains
and skills spiral across the grade levels and across the languages. This will develop
very strong linguistic skills that will serve as the foundation for subsequent learning
of more complex and academic language abilities. The graduate of the Integrated
Language Arts Curriculum is a Multi-literate and Competent Language Learner who
uses his or her competencies oral and printed language use as appropriate to
various situations. S/He will be fluent in at least three languages and may opt to
learn another local or foreign language towards the end of secondary education. The
table below shows how the domains funnel to more specific and complex language,
literacy and learning competencies as the students move from primary, middle and
high school.
OUTPUT 5: Matrix/Venn Diagram
OUTPUT 6: Matrix showing the seven methods of teaching language arts and their
characteristics
The Direct Method
The Grammar Translation Method
The Audio-Lingual Method
The Structural Approach
Suggestopedia
Total Physical Response
The direct method focuses on full
immersion in the classroom
environment where not one word of the
students' native language is spoken.
The focus is not on grammar but
instead on learning through listening
and speaking.
The grammar translation method is a
method of teaching foreign languages
derived from the classical method of
teaching Greek and Latin. In grammar-
translation classes, students learn
grammatical rules and then apply those
rules by translating sentences between
the target language and the native
language.
The Audio-Lingual method focuses on
oral skills. It aims to improve students'
speaking achievement. Language items
are presented to students in spoken
form without reference to the mother
tongue so that they can learn language
skills effectively.
The structural approach is based on the
assumption that language teaching can
best be done through systematic
selection and grading of structures or
sentence patterns. It was widely
implemented in the United States in the
1950s. The basic principle underlying
the approach is: Language is speech,
not writing
Suggestopedia is a language teaching
method originated in the 1970s by
Bulgarian psychologist Georgi Lozanov.
The name combines the terms
"suggestion" and "pedagogy", the main
idea being that accelerated learning can
take place when accompanied by de-
suggestion of psychological barriers and
positive suggestion
Total Physical Response (TPR) is a
method of teaching language or
vocabulary concepts by using physical
movement to react to verbal input. The

Communication Language Teaching
process mimics the way that infants
learn their first language, and it reduces
student inhibitions and lowers stress.
Communicative Language Teaching
(CLT) is an approach that aims to
achieve communicative rather than
linguistic competence through learner
interaction.
OUTPUT 7: List of 5 best appropriate assessment techniques for English in
elementary grades with brief descriptions.

1.Diagnostic assessments (also known as pre-assessments) provide instructors with

information about student's prior knowledge and misconceptions before beginning a
learning activity. They also provide a baseline for understanding how much learning
has taken place after the learning activity is completed
2.Formative assessment is a planned, ongoing process used by all students and
teachers during learning and teaching to elicit and use evidence of student learning
to improve student understanding of intended disciplinary learning outcomes and
support students to become self-directed learners
3.Summative assessment is an assessment administered at the end of an
instructional unit in a course. These assessments are intended to evaluate student
learning by comparing performance to a standard or benchmark. They are often high
stakes, meaning they have a high point value
4.Confirmative assessment is a new approach to continuous quality improvement.
Under this approach, students take assessments even after the educator finishes
executing the instruction in the classroom. The ultimate purpose of confirmative
evaluations is to determine whether the instruction is a success after a year
5.Norm referenced assessment compares the student to the expected performance
against that of peers within a cohort with similar training and experience.
OUTPUT 8: List of five appropriate instructional materials for teaching English in the
elementary with brief descriptions.

PRINT -
Textbooks, pamphlets, handouts, study guides, manuals
AUDIO
Cassettes, microphone, podcast
VISUAL
Charts, real objects, photographs, transparencies
AUDIOVISUAL
Slides, tapes, films, filmstrips, television, video, multimedia
ELECTRONIC INTERACTIVE
Computers, graphing calculators, tablets
OUTPUT 9: Revised DLL (English for elementary) with five strategies/techniques
learned in Chapter 3.

MONDAY TUESDAY

I. OBJECTIVES
The learner… The learner…
demonstrates understanding of useful demonstrates understanding of u
strategies for purposeful literacy learning strategies for purposeful literacy l

A. Content Standards

The learner… The learner…

uses strategies independently in uses strategies independently in a
accomplishing literacy-related tasks literacy-related tasks

B. Performance Standards

ENIPA-111a3-2.2
Recognize rhyming words in nursery
EN1V-IIIa-e-5
rhymes, poems and song heard.
C. Learning Competencies/ Use words that are related to self
Objectives Write the LC for each school, community, and concepts
EN1PA-IIIa-b- 3.1
names for colors, shapes, and num
Give the number of syllables of given
words.

II. CONTENT
Recognize rhyming words Family Members

III. LEARNING RESOURCES Basa Pilipinas TG Basa Pilipinas TG

A. References Pages 10-12 Pages 12-15

1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages

B. Other Learning Resources

Teacher introduces the action son

family Song” in the class. Pupils w
doing the action of the song.
Teacher introduces the song “ Hello , How Song:
do you do?” in the class. Finger family Song
Song: Father Finger, Father Finger
“ Hello , How do you do?” Where are you?
A. Reviewing previous lesson or presenting
Hello, hello, hello How do you do?
the new lesson
Hello, how do you do? Repeat the song. Change father to
I’m glad to be with you * Mother
And you, and you, and you *brother
La la la la la lal *sister
(repeat twice) *baby

Teacher divides the class into small groups

B. Establishing a purpose for the lesson
with 4-6 members. Each group will form a
circle. Members of the group pass around
a special microphone and introduce
themselves to their group mates. Teacher
moves around the room as the pupils do
the activity.
My names is ( teacher’s name) What’s
your name?
Teacher asks the pupils to bring o
homework.
Teacher gives the pupils 1-2 minu
their work.
Pupils also share who in their fam
them to do their homework

Teacher reads the song “ Hello , How do

C. Presenting examples/instances of the new you do?”
lesson While pointing at the words. Pupils then
identify the rhyming words in it.

D. Discussing new concept and practicing Teacher shows pictures of rhyming words Teacher shows a picture of family
 in the class. Then reads the names of the
picture. Pupils say the name of the
pictures after the teacher reads each one.
new skills #1
pictures of father, mother, brothe
and grandparents in the class.
Teacher will post and label the na
each picture.
(family picture)

E. Discussing new concepts and practicing

Present another set of poem. Pupil will
new skills #2
identify the rhyming words

F. Developing mastery (Leads to formative

assessment)

G. Finding
Teacher divides the class into 5 gr
practical/
stanza of the “ Finger Family Song
application of concepts and skills in daily
group. Pupils then sing the part of
living
assigned to them.

H. Making generalizations What do we call to words that have the

and abstractions about the lesson same sound? Who are the members of the fam

I.Evaluating Learning Write / if the two sets of words are rhyme. Connect the words in the Picture.
1. boy-toy
2. can-fan 1. a. Baby
3. mail-pail
4. say-day
5. top-mop 2. b. Brother

3. c. Father

4. d. Mother
 5. e. Sister

J. Additional activities for application or Cut 3 pictures of 3 pairs of rhyming words

Paste your own family picture on
remediation from old magazine. Paste it on your
notebook.
notebook.

V. REMARKS
VI. REFLECTION
A.No. of learners who earned 80% in the
evaluation

B.No. of learners who require additional

activities for remediation who scored below
80%
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson

D. No. of learners who continue to require

remediation
E. Which of my teaching strategies worked Strategies used that work well: Strategies used that work well:
well? Why did these work? ___ Group collaboration ___ Group collaboration
___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises
___ Carousel ___ Carousel
___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
Why? Why?
___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation
doing their tasks doing their tasks
F. What difficulties did I encounter which my __ Bullying among pupils
principal or supervisor can help me solve? __ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
Instructional Materials
__ local poetical composition
G. What innovation or localized materials did The lesson have successfully delivered due
I use/discover which I wish to share with to:
other teachers? ___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
The lesson have successfully delive
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation
doing their tasks