The document outlines principles for effective teaching and learning of language. It discusses beginning with clear objectives, encouraging student-set goals, and the importance of motivation. It also emphasizes learning as a social and integrative process that incorporates listening, speaking, reading and writing. A conducive learning atmosphere that encourages active participation and handles errors tactfully is important. Learning should be an active, reflective process where students construct their own meaning and make real-world connections through performance-based assessment.

1. PRINCIPLES OF TEACHING
AND LEARNING
LANGUAGE

2. 1. Begin with the end in mind
With the specific objective in mind , our lesson
becomes more focused . We do not waste nor
kill time for we are sure of what to teach , how
to teach and what materials to use.

3. 2. Encourage your student to personalize
the learning goals identified for them.
When students set their own
personal targets, they will
become more self-motivated

4. 3. Motivation is essential in learning
Learning is an experience which occurs inside the
learner and is activated by the learner.

5. 4. Learning is in social activity

6. 5. Teaching language is more
effective and learning more
powerful when it is integrative

7. • Incorporate the four language art
 Listening
 Speaking
 Reading
 Writing
• Consider varied strategies for all multiple
intelligences and learning styles.
• Apply interdisciplinary and multidisciplinary
teaching.

8. • Connect your lessons to the life experiences of
your students.
• Incorporate effective, research-based
instructional strategies for teaching.
• Integrate values in your lessons.

9. 6. A conducive learning
atmosphere is a sine qua non of
the teaching-learning process

10. Gerald J. Pine and Peter J. Horne
describe a facilitative learning
atmosphere as one that:
• Encourages people to be active.
• Promotes and facilitates the individual’s
discovery of the personal meaning of ideas.
• Emphasizes the uniquely personal and
subjective nature of learning.
• Sees difference as good and desirable.

11. Gerald J. Pine and Peter J. Horne
describe a facilitative learning
atmosphere as one that:
• Consistently recognizes people’s right to make
mistakes.
• Tolerates ambiguity
• Looks at evaluation as a cooperative process and
emphasizes on self evaluation.
• Encourages openness of self rather than
concealment of self.

12. Gerald J. Pine and Peter J. Horne
describe a facilitative learning
atmosphere as one that:
• Encourages people to trust in themselves as well
as in external sources
• Gives respect to people
• Accept people for who they are
• Permits confrontation with self and ideas

13. • In addition, a facilitative class
atmosphere is created when language
errors are handled tactfully. Filipino and
English are second language to almost all
students especially the latter. We expect
errors in the learning process. Correcting
this errors tactlessly adversely affects the
learning atmosphere .

14. Hill’s advise is:
grammatical errors should never be overtly
corrected nor it is always appropriate English
usage. The best way to provide corrective
feedback when grammar or pronunciations
errors are made is simply to model the correct
English without overtly calling attention to the
error. Overtly correcting grammar or
pronunciation can generate anxiety, which in
turn can inhibit natural language acquisition.

15. He has a long hair.

16. Possible teacher’s response :
• “He has long hair”
• “No article”
• “I’m sorry, I didn’t understand”
• “A long hair is just one single hair, like you find
in your soup. For the hair on your head you
wouldn’t use an article ; you would say he has
long hair.”
• “Oh, he has long hair ,has he?”

17. 7. Learning is an active process in
which learners uses sensory input
and constructs meaning out of it.
Learning is not passive acceptance
of knowledge which exits ‘out
there’ but that learning involves
the learner’s engaging with the
world.

18. 8. Learning is Reflective

19. 9. The approach that allows for
‘mote time , more depth with
fewer , more complex topic’ is
more desirable

20. 10. Emphasize on self-evaluation

21. 11. Make use of an integral
performance assessment that
makes the connections between
earning styles , intelligence, and
the real world explicit in that way
that is useful to both students and
teachers

22. 12. Emphasize on real world
application that favors realistic
performance over out-of-
context drill items.

24. END 

25. PREPARED BY:
LIANE A. ARGENAL