This course will emphasize English as a second language with focus on language teaching methodologies to improve knowledge on the structure and fluency in the English language, and literacy skills, through listening ,speaking, reading, writing and viewing.

1. MC ENG 1
TEACHING ENGLISH IN
ELEMENTARY GRADES
(Language Arts)

2. MELANY A. MANRIZA
Class Instructor
MC TLE 1- Teaching English in Elementary Grades

3. MELANY A. MANRIZA
Class Instructor
MC TLE 1- Teaching English in Elementary Grades
SHORT ORIENTATION
 ATTENDANCE
 STUDENTS’ DISCIPLINE
 CLASSROOM MANAGEMENT
 SUBMISSION OF OUTPUTS/PROJECTS
 NO CP DURING DISCUSSION and
EXAMINATION UNLESS REQUIRED BY THE
TEACHER
 UNIFORM

4. MELANY A. MANRIZA
Class Instructor
MC TLE 1- Teaching English in Elementary Grades

5. MELANY A. MANRIZA
Class Instructor
MC TLE 1- Teaching English in Elementary Grades
GRADING SYSTEM
CRITERIA MC 1-ENGLISH
ATTENDANCE 10
CLASS RECITATION 20
QUIZZES
(Formative/Summative)
10
PRE-MIDTERM/PRE-FINAL 15
MID-TERM/FINAL 25
OUTPUT/PROJECT/PRACTICUM 20
100%

6. MELANY A. MANRIZA
Class Instructor
MC TLE 1- Teaching English in Elementary Grades
Course Description
This course will emphasize English as a second language with
focus on language teaching methodologies to improve
knowledge on the structure and fluency in the English
language, and literacy skills, through listening ,speaking,
reading, writing and viewing. It consists of content-based
lessons that will enhance the students' skills along application
of various teaching strategies in teaching English, the use of
ICT to facilitate the teaching learning process and selecting,
designing and organization of appropriate assessment
strategies. Demonstrating knowledge and skills on content
and pedagogy through lesson presentations is an important
highlight of this course.

7. CONTENT
General Principles in Language
Arts Teaching
The structure of the K to 12
Language arts Curriculum
Five Macro Skills in language
a. Listening
b. Speaking
c. Reading
d. Writing
e. Viewing
Background on Approaches,
Strategies,
Methods and Techniques
 The Approaches for
Language Arts Teaching
a. Communicative
b. Language
Scaffolding
c. Cooperative Learning
d. Situational
e. Functional-notional
Multi-skill
g. Content-based
h. Task-based
Participatory

8.  The Methods of
Teaching Language Arts
a. The Grammar-
translation
b. The Direct method
c. The Audiolingual
method
d. Total Physical
response
e. Community
language learning “The
Silent” way
g. Language experience
method
h. Desuggestopedia
 Learning Strategies and Assessment
technique as applied to teaching
language
 Strategies: -Content language
integrated learning CALL Computer
assisted language learning
 Instructional material selection, design
and development
 Development of learning plans for
English language arts subject
 Lesson Presentation
a. Micro teaching
b. Team teaching
c. Individual teaching

9. Goal:
Identify teaching principles in
language Arts teaching and
explain how these principles are
used in teaching.

10. LANGUAGE
“primary instrument of
thought”
Use to bring ideas into the world
around us and make meaning
out the human experience.
K to 12 English Curriculum or the Language Arts and Multiliteracies
Curriculum

11. ART
is a way of communicating
an idea, whether it is done
through music, paint,
sculpture, or dance. The goal
of “art” is to communicate an
idea

12. The goal of “language arts” is to be
able to use a language proficiently in
order to communicate an idea.
A Language Arts is the art of using
language proficiently to communicate an
idea. It is a very important area in the
education curriculum in which a range of
skills are taught to students for them to
become proficient in using the language.

13. RULES OF LANGUAGE
refer to the principles that govern
word formation, syntax,
pronunciation, and several other
features of the language.
also refer to the grammar or the so
called “correct” or conventional forms
of the language.

14. Guissabi (2017) points out that
“culture is a language itself”.
Language is used by people to
convey everyday ideas, and it
carries with it the culture of the
people using it.

15. UNDERSTANDING SOCIETY
INTERACTION
Learning a language therefore is
not only to read, speak, and
write in another language, but
to learn of another culture.
Language evolves and become richer.

16. The following principles guide the K to 12
English Curriculum in Language Arts Teaching:
1.All language are interrelated and
independent.
2.Language acquisition and
learning is an active process that
begins at birth and continues
throughout life.

17. The following principles guide the K to 12
English Curriculum in Language Arts Teaching:
3. Learning requires meaning.
4. Learners learn about language
and how to use it effectively
through their engagement with
and study text.

18. The following principles guide the K to 12
English Curriculum in Language Arts Teaching:
5. Successful language
learning involves viewing,
listening, reading, and
writing activities.

19. The following principles guide the K to 12
English Curriculum in Language Arts Teaching:
6. Language learning involves
recognizing, accepting, valuing,
and building on learners’ existing
language, and extending the
range of language available to
learners’.

20. The Structure Of The
K To 12 Language
Arts Curriculum

25. FRAMEWORK OF THE K TO 12
ENGLISH CURRICULUM

27. THE LEARNERS IN
THE EYES OF THE
K TO 12 CURRICULUM

28. GENERATION Z
DIGITAL
AGE
computers
Technology/
devices
Digital
Learning/
Work
Other
electronic
media
AI’s
Mobile
phones
Born between 1997
and 2012
dynamic
Tech-savvy
Socially-aware
generation

29. GENERATION Z
Popularized by William Strauss and Neil
Howe in the September 1992
The term describes a cohort of people
born after the year 1997.
Learners of this generation are
generally described as to have used
technology and social media at a very
young age.

30. GENERATION Z
Marc Wensky (2001) calls them
“digital natives” who have
exposed to technologies at a
very young age and are having a
greater understanding of their
basic concepts.

31. Bernice McCarthy proposes a model that
describes four types of learners that teachers
may encounter in the classroom:
1. Imaginative Learner
2. Analytical Learner
3. Common- Sense Learner
4. Dynamic Learner

32. Imaginative Learner (Type
1) “Why do I need to learn this?”
Characteristics:
•Relates learning to personal experience
and feelings
•Enjoys storytelling, reflection, group
discussion
•Learns best through listening and
sharing
•Seeks meaning, relevance, and connection

33. Analytical Learner (Type 2)
“What is the content?”
Characteristics:
•Prefers facts, theories, data, and structured
explanation
•Learns through reading, lectures, and analysis
•Focused on understanding concepts and
logic.

34. Common-sense Learner
(Type 3) “How does this work?”
Characteristics:
•Likes practical applications and hands-on
tasks
•Learns by experimenting, doing, and problem-
solving
•Enjoys figuring out how things work

35. Dynamic Learner (Type 4)
“What can I do with this?”
Characteristics:
•Learns through trial and error, innovation, and
creativity
•Likes risk-taking, exploring new ideas, and
freedom to adapt
•Often questions traditional methods

36. What learning style/s do you
think is more representative of
today's learners? What
behaviors would support the
idea?

37. Group 1. Imaginative Learners
(Ask “Why?” – value emotion, connection, storytelling)
Task: Create a Personal Poem or
Spoken Poetry
Based on themes like identity,
belonging, or dreams.

38. Group 2. Analytical Learners
(Ask “What?” – prefer logic, data, explanations)
Task: Compare and Contrast Task
Prompt: “Compare traditional vs.
modern communication styles.”

39. Group 3. Common-Sense Learners(Ask “How?”
️ 🛠️
– hands-on, practical problem-solvers)
Task: Real-World Scenario Problem
Solving
Prompt: “How can a student reduce
screen time while staying productive?”

40. Group 4. Dynamic Learners
⚡
(Ask “What if?” – thrive on creativity, movement,
risk-taking)
Task: Create a Skit or Short Film
🎭
Task: Students script and act out a scene based on a
situation relevant to their community or culture by
choosing on the following scenario:
 “If a national hero like Jose Rizal were alive today, how
would he use social media to promote change?”
 “How would a town respond if a major typhoon hit and
internet communication failed?”

42. GROUP PRESENTATION
🕺 The TikTok Clap
Do a quick 3-count clap: Clap–
Clap–Snap!
•Say in sync: “That was 🔥 (fire)!”

43. GROUP PRESENTATION
🧠 The Brainy Clap
Tap your head twice (like you're
thinking), then clap three times
and say:
“Bright minds!, brilliant job!”

44. GROUP PRESENTATION
💫 The Fireworks Clap
Clap once, then: Hands up like
sparks — “Fssshhhh!”Clap again —
“Boom!”
Say together: “You blew us away!”

45. GROUP PRESENTATION
🎉 The Rollercoaster Clap
Raise hands slowly while saying
“WooOOooOOO...”
When hands reach the top,
shout: “Amazing job!” (and clap
twice)