Instructional Material In Language Teaching
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This document discusses various instructional materials and techniques that can be used for language teaching, including graphic organizers, summary frames, and non-linguistic representations. It provides examples of different types of graphic organizers like timelines, concept maps, and cause-and-effect diagrams and explains how they can enhance teaching and learning. The document also discusses techniques for values integration that engage students in oral communication and value education, such as provocative statements, ranking activities, and debate. Finally, it provides the example of a KWL chart and comparison matrix as non-linguistic representations that support language acquisition.
Instructional Material In Language Teaching
- 1. INSTRUCTIONAL MATERIAL IN LANGUAGE TEACHING
- 2. 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.
- 3. “ ” 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.
- 4. 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.)
- 5. 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 General Information General Information General Information
- 6. “ Classroom Instruction That Words w/ English Language Learners”
- 7. EPISODES Use 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. Place Time Duration EPISODECause Person Person Effect Person
- 8. GENERALIZATIONS/ PRINCIPLES Generalization are statements for which examples can be provided. Principle are specific types of generalizations that deals with relationship. GENERALIZATIONS/ PRINCIPLES Example Example Example
- 9. CAUSE/EFFECT SEQUENCE -Used for events that produce a product or an effect. Causes may range from simple and singular. Cause Cause Cause Cause Effect Cause
- 10. Graphic Organizer for Generating Hypotheses Observation ObservationObservation Observation CONCLUSION
- 11. Summary Frame In 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
- 12. 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.
- 13. VALUE INTEGRATION TECHNIQUES/ TOOLS PROVOCATIVE STATEMENT “TO MAKE ENGLISH AS MEDIUM OF INSTRUCTION IN SCHOOLS IS NOT A NATIONALISTIC ACT.”
- 14. VALUE INTEGRATION TECHNIQUES/ TOOLS 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.
- 15. VALUE INTEGRATION TECHNIQUES/ TOOLS “Can we love our country even if we can speak English better than Filipino?”
- 16. VALUE INTEGRATION TECHNIQUES/ TOOLS VOTING - THE TEACHER ASKS QUESTIONS THAT WILL REQUIRE STUDENTS TO TAKE STAND ON ISSUES BY RAISING THEIR HANDS.
- 17. VALUE INTEGRATION TECHNIQUES/ TOOLS RANK ORDERING - WORDS OR STATEMENTS ARE PLACED ON THE BOARD AND THE STUDENTS ARE ASKED TO RANK THEM IN ORDER OF THEIR REFERENCE.
- 18. VALUE INTEGRATION TECHNIQUES/ TOOLS 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.
- 19. VALUE INTEGRATION TECHNIQUES/ TOOLS VALUE CONTINUUM - A VALUE-LADEN STATEMENT IS PRESENTED TO THE STUDENTS.
- 20. VALUE INTEGRATION TECHNIQUES/ TOOLS 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.
- 21. VALUE INTEGRATION TECHNIQUES/ TOOLS UNFINISHED SENTENCES - AN UNFINISHED SENTENCE IS WRITTEN ON THE BOARD AND THE STUDENTS ARE ASKED TO COMPLETE IT BY INJECTING THEIR THOUGHTS ABOUT SOMETHING.
- 22. VALUE INTEGRATION TECHNIQUES/ TOOLS 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.
- 23. 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.
- 24. Non-Linguistic Representations • PICTOGRAPHS • PHOTOGRAPHS • GENERATING MENTAL PICTURES • PHYSICAL MODELS • KINESTHETIC ACTIVITIES • EXPLICIT CUES • TEACHER-PREPARED NOTES • COMPARISON MATRIX • ENGLISH DEBATE
- 25. “K-W-L CHART” K (What I Know) W (What I want to learn) L (what I learned)
- 26. COMPARISON MATRIX FOR “STARS or STARFISH” CLASSROOM EXAMPLE CHARACTERISTICS #1 OCEAN #2 LAND #3 MOUNTAINS SIMILARITIES & DIFFERENCES 1. Color Blue Green Brown Green Gray Brown Green Purple 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.