This document outlines an outcomes-based teaching and learning plan for a course on facilitating learner-centered teaching of literature studies. The 3-unit course aims to equip pre-service teachers with techniques for teaching literature to elementary and secondary students. Over 18 weeks, topics will include literary genres and elements, approaches to teaching fiction, drama, poetry, and essays, as well as integrating literature with other skills and assessing literary knowledge. Students are expected to demonstrate understanding of teaching literature, apply principles in various situations, and construct valid lesson plans, culminating in a final demonstration teaching.
This document discusses using literature in language learning and describes two main approaches: a language-based approach and using literature as content. It focuses on the language-based approach and stylistic analysis. With this approach, literary texts are analyzed closely to understand how linguistic features convey meaning and help students interpret the text. Stylistic analysis uses familiar grammatical terms and procedures to help students appreciate literature and expand their language knowledge. The document provides steps for identifying linguistic features in a text and developing questions to help students analyze and understand the text based on those features.
This document provides an overview of lessons in a module on approaches to teaching literature. The module introduces different approaches to teaching literature and applies them in classroom demonstrations. Lesson 1 discusses reading for plot and comprehension, describing key elements of a plot. Lesson 2 covers making inferences and detecting the purpose of paragraphs. Lesson 3 examines identifying themes in literature and analyzing an author's craft through their use of words, phrases, imagery and other devices. Lesson 4 discusses approaching literary theories and giving students chances to interpret texts. Lesson 5 explains Bloom's taxonomy of learning domains.
The document discusses the stylistic approach to teaching literature. It states that with this approach, students take an active role in interacting with, examining, and evaluating the language of texts to interpret meanings intuitively using linguistic features and literary theories. This helps students understand literature's use of language from their own perspective. A stylistic analysis enhances communicative competence as students directly work with the foreign language. When students analyze texts from their own views, they also learn to use language in everyday life.
This document discusses different methods for testing literature and provides examples of each. It begins by outlining reasons to test literature such as eliciting responses, developing literary competence, and exposing students to new intellectual concepts.
Several tips for developing literature tests are then provided, such as using authentic texts, providing linguistic support, focusing on applying skills over memorization, and writing items at the student level.
Common test formats for literature are described, including multiple choice, true/false, gap filling, essays, and oral exams. Advantages and disadvantages of each format are highlighted. The document concludes by emphasizing the importance of testing literature in an authentic way that aligns with classroom activities.
SURVEY OF PHILIPPINE LITERATURE REVIEWER_073502.docxChlaireGongora
This document provides an overview of Philippine literature from pre-colonial to modern times. It discusses oral traditions like riddles, proverbs, and folk tales that were common before colonization. When Spain colonized the Philippines from 1521-1898, new forms like epics, legends, and songs emerged. American colonization from 1898-1946 introduced poetry, sarswela, novels, and short stories. The document also lists influential literary works from other countries/cultures and defines common poetry terms.
Materials evaluation involves systematically appraising the potential value of materials for learners based on their objectives. There are two main purposes of materials evaluation - selecting coursebooks and determining effectiveness. Evaluation can occur before, during, or after use of materials. Pre-use evaluation makes predictions about value, in-use evaluates materials as they are being used, and post-use measures actual effects on learners. Evaluation methods include reviews, surveys, checklists, questionnaires, and scales.
This document discusses a language-based approach to teaching literature. The approach focuses on how specific uses of language in literary texts can improve students' understanding. Key aspects include imaginative and representational language uses, pedagogical value, and how readers understand texts based on linguistic organization. The approach works by analyzing repetition, equivalent words/phrases/images, unique language patterns, and tone/mood. Mastering the language of a text allows for broader understanding and interpretation. Pre-reading and post-reading activities are provided as examples to engage students with vocabulary and generate their own ideas based on what they've read.
This document discusses using literature in language learning and describes two main approaches: a language-based approach and using literature as content. It focuses on the language-based approach and stylistic analysis. With this approach, literary texts are analyzed closely to understand how linguistic features convey meaning and help students interpret the text. Stylistic analysis uses familiar grammatical terms and procedures to help students appreciate literature and expand their language knowledge. The document provides steps for identifying linguistic features in a text and developing questions to help students analyze and understand the text based on those features.
This document provides an overview of lessons in a module on approaches to teaching literature. The module introduces different approaches to teaching literature and applies them in classroom demonstrations. Lesson 1 discusses reading for plot and comprehension, describing key elements of a plot. Lesson 2 covers making inferences and detecting the purpose of paragraphs. Lesson 3 examines identifying themes in literature and analyzing an author's craft through their use of words, phrases, imagery and other devices. Lesson 4 discusses approaching literary theories and giving students chances to interpret texts. Lesson 5 explains Bloom's taxonomy of learning domains.
The document discusses the stylistic approach to teaching literature. It states that with this approach, students take an active role in interacting with, examining, and evaluating the language of texts to interpret meanings intuitively using linguistic features and literary theories. This helps students understand literature's use of language from their own perspective. A stylistic analysis enhances communicative competence as students directly work with the foreign language. When students analyze texts from their own views, they also learn to use language in everyday life.
This document discusses different methods for testing literature and provides examples of each. It begins by outlining reasons to test literature such as eliciting responses, developing literary competence, and exposing students to new intellectual concepts.
Several tips for developing literature tests are then provided, such as using authentic texts, providing linguistic support, focusing on applying skills over memorization, and writing items at the student level.
Common test formats for literature are described, including multiple choice, true/false, gap filling, essays, and oral exams. Advantages and disadvantages of each format are highlighted. The document concludes by emphasizing the importance of testing literature in an authentic way that aligns with classroom activities.
SURVEY OF PHILIPPINE LITERATURE REVIEWER_073502.docxChlaireGongora
This document provides an overview of Philippine literature from pre-colonial to modern times. It discusses oral traditions like riddles, proverbs, and folk tales that were common before colonization. When Spain colonized the Philippines from 1521-1898, new forms like epics, legends, and songs emerged. American colonization from 1898-1946 introduced poetry, sarswela, novels, and short stories. The document also lists influential literary works from other countries/cultures and defines common poetry terms.
Materials evaluation involves systematically appraising the potential value of materials for learners based on their objectives. There are two main purposes of materials evaluation - selecting coursebooks and determining effectiveness. Evaluation can occur before, during, or after use of materials. Pre-use evaluation makes predictions about value, in-use evaluates materials as they are being used, and post-use measures actual effects on learners. Evaluation methods include reviews, surveys, checklists, questionnaires, and scales.
This document discusses a language-based approach to teaching literature. The approach focuses on how specific uses of language in literary texts can improve students' understanding. Key aspects include imaginative and representational language uses, pedagogical value, and how readers understand texts based on linguistic organization. The approach works by analyzing repetition, equivalent words/phrases/images, unique language patterns, and tone/mood. Mastering the language of a text allows for broader understanding and interpretation. Pre-reading and post-reading activities are provided as examples to engage students with vocabulary and generate their own ideas based on what they've read.
Teachers Guide 1st Quarter Grade7 for EnglishDon Joven
Good morning, Sir! How may I help you?
Customer: Hi! I would like to inquire about the new book on Philippine folk literature that was
launched recently. I heard about it on the radio.
Assistant: Yes, of course. The book is entitled "Our Living Heritage: A Compilation of Philippine
Folk Literature" written by Dr. Ishmael Santos. It contains over 500 poems, proverbs, myths, and
legends from different regions in the country.
Customer: Wow, that's a lot! How much does it cost? I want to buy a copy for my niece who is
taking up anthropology in college.
Assistant: The book costs P1,345. But
This document discusses language assessment and evaluation. It defines key concepts related to assessment, outlines principles of assessment and evaluation, and describes different types and purposes of assessment including diagnostic, formative, and summative assessment. Different assessment tools are also discussed, such as observations, anecdotal records, checklists, and rating scales. The goal of assessment is to improve teaching and learning by gathering information on students' knowledge and abilities.
1. The document discusses various approaches to developing reading skills in a second language, including language-based, skill/strategy-based, and schema-based approaches.
2. It examines characteristics of fluent and less fluent second language readers, focusing on vocabulary size, awareness of text structure, use of reading strategies, and automaticity of language processing.
3. Recent research emphasizes the importance of building learners' vocabulary and automatic language processing abilities to facilitate successful reading in a second language.
The document discusses the conceptualization of research, including topic selection. It identifies some key sources for research topics as theory, personal experience, replication, and library immersion. It emphasizes narrowing broad topics by discussing with experts and reviewing secondary sources. For quantitative studies, the topic is initially narrowed, while qualitative studies undergo narrowing throughout the research process. A formal statement for quantitative research identifies variables and relationships, while qualitative statements emerge later as understanding develops.
This document defines and compares three types of literature: contemporary, popular, and emergent. Contemporary literature refers to works written after World War II through the present day that reflect current social and political views. Popular literature aims primarily to entertain large audiences through accessible language and plots. Emergent literature is developing and coming into view as new forms like blogs and manga emerge over time. Examples of each type are provided along with comparisons of their key characteristics.
This document defines rhetoric and discusses its history and uses. It explains that rhetoric was defined by Aristotle as discovering all means of persuasion on a topic. Rhetoric can be used in speeches, which have three main types or genres. There are also many rhetorical devices that can be used in writing, such as alliteration, metaphor, and hyperbole, to draw attention to ideas and emphasize messages. Overall, the document discusses how understanding and using rhetoric can improve communication skills.
The document discusses different approaches to teaching literature: periphrastic, information-based, and moral-philosophical. The periphrastic approach focuses on surface level meaning and is suitable for beginners. The information-based approach uses literature as an information source and involves teacher-centered activities. The moral-philosophical approach incorporates moral values and encourages students to connect themes to their lives. Each approach has benefits like easing comprehension, but also limitations such as over-reliance on teachers or lack of student engagement.
This document discusses materials for developing writing skills. It outlines four key roles of instructional materials: modeling, language scaffolding, reference, and stimulus. When selecting materials, teachers should consider their students' proficiency levels and needs. A variety of materials can be used, including textbooks, internet resources, and teacher-created materials. An effective model for material design includes input text, content focus, language focus, and writing tasks.
This document discusses key concepts in language assessment including testing, assessment, evaluation, and measurement. It outlines principles of assessment such as using a variety of techniques, communicating strategies to students, and using assessment to help students learn. The purposes of assessment are described as assessment for learning, assessment as learning, and assessment of learning. Functions of language tests include measuring learning, diagnosing strengths and weaknesses, motivating students, ensuring effective teaching, and supporting research.
The document discusses dimensions and techniques for effectively teaching literature at different educational levels, highlighting key elements like message, cultural features, characterization, aesthetic techniques, and language use. It also suggests using multimedia and innovative assessment methods to modernize literature education and make it more engaging for learners.
The document discusses various topics related to developing and evaluating language learning materials. It defines key terms like authentic and artificial materials. It also outlines different types of syllabus approaches that can be used in materials like situational and topical. The document provides guidelines for evaluating existing materials using checklists of criteria and describes strategies for developing new materials to fill gaps, such as analyzing objectives, classifying them, finding supplemental content, and reorganizing into a coherent curriculum.
The document discusses two main issues in teaching grammar: teaching large multi-level classes and catering to different learning styles. Teaching large classes has benefits like ensuring interaction and exposure to diverse perspectives, but also challenges such as maintaining control and providing individualized instruction. There are also four different learning styles - concrete, analytical, communicative, and authority-oriented - and teachers should design lessons to accommodate different preferences for learning grammar inductively or deductively.
The document discusses several approaches to teaching literature:
- The skills based approach focuses on developing reading comprehension skills like understanding letters, words, sentences, and paragraphs.
- The information-based approach uses literature as a source of information about history, literary movements, and more.
- The personal response approach encourages learners' emotional and intellectual involvement by relating texts to their own experiences and opinions.
The document discusses different models for teaching literature, including the language model, cultural model, and personal growth model. It provides details on the language model, which focuses on developing students' knowledge of grammar, vocabulary, and discourse through activities like prediction exercises, jumbled sentences, summaries, and role-plays using the text. The language model uses literature as a means for language practice rather than engagement with the text. It takes a reductive approach where activities can be applied to any text rather than focusing on literary goals.
This document defines and explains literary criticism. It begins by exploring the origins and definitions of "critic" and "criticism" from Greek roots. A critic is defined as someone who expresses a reasoned opinion on a subject's value, truth, or technique. Criticism is the analysis and judgment of a literary work. The document then defines literary criticism as the study, discussion, evaluation, and interpretation of literature through various lenses or paradigms. It provides examples of different schools of literary criticism and explains them on a map with four variables: the work itself, the author, other texts, and the audience. The goal of literary criticism is to understand what is important about a text and its influences.
Cognitive code theory in Applied LinguisticsAfshan Khalid
Cognitive Code Theory is a theory of second language acquisition that merged Chomsky's Transformational Grammar with Carroll's cognitive psychology. It views language learning as a conscious process of acquiring mental control over phonological, grammatical, and lexical patterns through analyzing these patterns as a system of rules. The key principles of Cognitive Code Theory are that learning occurs through cognitive memory structures, language learning should involve meaningful practice, and learners should discover grammar rules inductively. While it emphasized understanding language structure over usage, some criticisms are that it is more of a theoretical framework than a teaching method and ignores other influences on learning like culture, biology, and past experience.
This document provides an overview and objectives for a course on contemporary popular literature. It discusses different types of fiction like commercial fiction and literary fiction. It outlines the course content which will cover interpreting and evaluating fiction, types and elements of fiction, and issues in contemporary literature like stories, poetry, and drama. Students will learn methods of literary analysis to analyze contemporary works and discuss their relevance to teaching. The course aims to help students understand contemporary literature and genres and their development over time.
This document differentiates between literary and academic writing. Literary writing is inspired, artistic writing meant for entertainment that uses vivid language and explores deep meanings and concepts. Academic writing is more formal and refers to the style researchers use to communicate within their discipline. It focuses on outlining an argument, researching supporting materials, and summarizing conclusions. Examples are provided of materials classified as either literary or academic writing based on these characteristics.
Literature testing aims to assess students' comprehension and interpretation of literary works. It can be done through oral or written formats, evaluating skills like reading, writing, speaking and listening. Common test questions evaluate students' literal comprehension, ability to reorganize information, make inferences, evaluate aspects of the work, and appreciate its emotional and aesthetic elements. Objective questions include multiple choice, true/false, and matching, while essay questions assess outlining, summarizing, character analysis and judgments of the work. Scoring rubrics consider both the content of students' responses as well as the language and form used to convey their understanding and analysis of the literary text.
This document outlines the course description, learning outcomes, content, and policies for a 3-unit graduate course on Literature-based English Language Teaching. The course will train students on strategies for integrating the teaching of language skills through literature and demonstrate how to create engaging lessons combining literary appreciation and language learning. Students will develop research, teaching, and assessment skills through assignments including presentations, lesson plans, and a midterm exam.
This document outlines objectives and approaches for evaluating teaching materials. The objectives are for participants to become familiar with different materials, reflect on textbook usage, develop criteria for selection and evaluation, and do a needs analysis. It discusses various types of materials and metaphors to describe textbooks. Advantages and disadvantages of textbooks are provided. Two approaches to evaluation are described: impressionistic overview and in-depth examination. Needs analysis factors include program needs, teaching situation, teachers, and students. Guidelines are given for subjective and objective analysis of materials against selection criteria. Outcomes may include materials adaptation, authoring small materials, or integrating published and self-authored materials. Techniques for adaptation include omitting, adding, replacing, and changing at the
Teachers Guide 1st Quarter Grade7 for EnglishDon Joven
Good morning, Sir! How may I help you?
Customer: Hi! I would like to inquire about the new book on Philippine folk literature that was
launched recently. I heard about it on the radio.
Assistant: Yes, of course. The book is entitled "Our Living Heritage: A Compilation of Philippine
Folk Literature" written by Dr. Ishmael Santos. It contains over 500 poems, proverbs, myths, and
legends from different regions in the country.
Customer: Wow, that's a lot! How much does it cost? I want to buy a copy for my niece who is
taking up anthropology in college.
Assistant: The book costs P1,345. But
This document discusses language assessment and evaluation. It defines key concepts related to assessment, outlines principles of assessment and evaluation, and describes different types and purposes of assessment including diagnostic, formative, and summative assessment. Different assessment tools are also discussed, such as observations, anecdotal records, checklists, and rating scales. The goal of assessment is to improve teaching and learning by gathering information on students' knowledge and abilities.
1. The document discusses various approaches to developing reading skills in a second language, including language-based, skill/strategy-based, and schema-based approaches.
2. It examines characteristics of fluent and less fluent second language readers, focusing on vocabulary size, awareness of text structure, use of reading strategies, and automaticity of language processing.
3. Recent research emphasizes the importance of building learners' vocabulary and automatic language processing abilities to facilitate successful reading in a second language.
The document discusses the conceptualization of research, including topic selection. It identifies some key sources for research topics as theory, personal experience, replication, and library immersion. It emphasizes narrowing broad topics by discussing with experts and reviewing secondary sources. For quantitative studies, the topic is initially narrowed, while qualitative studies undergo narrowing throughout the research process. A formal statement for quantitative research identifies variables and relationships, while qualitative statements emerge later as understanding develops.
This document defines and compares three types of literature: contemporary, popular, and emergent. Contemporary literature refers to works written after World War II through the present day that reflect current social and political views. Popular literature aims primarily to entertain large audiences through accessible language and plots. Emergent literature is developing and coming into view as new forms like blogs and manga emerge over time. Examples of each type are provided along with comparisons of their key characteristics.
This document defines rhetoric and discusses its history and uses. It explains that rhetoric was defined by Aristotle as discovering all means of persuasion on a topic. Rhetoric can be used in speeches, which have three main types or genres. There are also many rhetorical devices that can be used in writing, such as alliteration, metaphor, and hyperbole, to draw attention to ideas and emphasize messages. Overall, the document discusses how understanding and using rhetoric can improve communication skills.
The document discusses different approaches to teaching literature: periphrastic, information-based, and moral-philosophical. The periphrastic approach focuses on surface level meaning and is suitable for beginners. The information-based approach uses literature as an information source and involves teacher-centered activities. The moral-philosophical approach incorporates moral values and encourages students to connect themes to their lives. Each approach has benefits like easing comprehension, but also limitations such as over-reliance on teachers or lack of student engagement.
This document discusses materials for developing writing skills. It outlines four key roles of instructional materials: modeling, language scaffolding, reference, and stimulus. When selecting materials, teachers should consider their students' proficiency levels and needs. A variety of materials can be used, including textbooks, internet resources, and teacher-created materials. An effective model for material design includes input text, content focus, language focus, and writing tasks.
This document discusses key concepts in language assessment including testing, assessment, evaluation, and measurement. It outlines principles of assessment such as using a variety of techniques, communicating strategies to students, and using assessment to help students learn. The purposes of assessment are described as assessment for learning, assessment as learning, and assessment of learning. Functions of language tests include measuring learning, diagnosing strengths and weaknesses, motivating students, ensuring effective teaching, and supporting research.
The document discusses dimensions and techniques for effectively teaching literature at different educational levels, highlighting key elements like message, cultural features, characterization, aesthetic techniques, and language use. It also suggests using multimedia and innovative assessment methods to modernize literature education and make it more engaging for learners.
The document discusses various topics related to developing and evaluating language learning materials. It defines key terms like authentic and artificial materials. It also outlines different types of syllabus approaches that can be used in materials like situational and topical. The document provides guidelines for evaluating existing materials using checklists of criteria and describes strategies for developing new materials to fill gaps, such as analyzing objectives, classifying them, finding supplemental content, and reorganizing into a coherent curriculum.
The document discusses two main issues in teaching grammar: teaching large multi-level classes and catering to different learning styles. Teaching large classes has benefits like ensuring interaction and exposure to diverse perspectives, but also challenges such as maintaining control and providing individualized instruction. There are also four different learning styles - concrete, analytical, communicative, and authority-oriented - and teachers should design lessons to accommodate different preferences for learning grammar inductively or deductively.
The document discusses several approaches to teaching literature:
- The skills based approach focuses on developing reading comprehension skills like understanding letters, words, sentences, and paragraphs.
- The information-based approach uses literature as a source of information about history, literary movements, and more.
- The personal response approach encourages learners' emotional and intellectual involvement by relating texts to their own experiences and opinions.
The document discusses different models for teaching literature, including the language model, cultural model, and personal growth model. It provides details on the language model, which focuses on developing students' knowledge of grammar, vocabulary, and discourse through activities like prediction exercises, jumbled sentences, summaries, and role-plays using the text. The language model uses literature as a means for language practice rather than engagement with the text. It takes a reductive approach where activities can be applied to any text rather than focusing on literary goals.
This document defines and explains literary criticism. It begins by exploring the origins and definitions of "critic" and "criticism" from Greek roots. A critic is defined as someone who expresses a reasoned opinion on a subject's value, truth, or technique. Criticism is the analysis and judgment of a literary work. The document then defines literary criticism as the study, discussion, evaluation, and interpretation of literature through various lenses or paradigms. It provides examples of different schools of literary criticism and explains them on a map with four variables: the work itself, the author, other texts, and the audience. The goal of literary criticism is to understand what is important about a text and its influences.
Cognitive code theory in Applied LinguisticsAfshan Khalid
Cognitive Code Theory is a theory of second language acquisition that merged Chomsky's Transformational Grammar with Carroll's cognitive psychology. It views language learning as a conscious process of acquiring mental control over phonological, grammatical, and lexical patterns through analyzing these patterns as a system of rules. The key principles of Cognitive Code Theory are that learning occurs through cognitive memory structures, language learning should involve meaningful practice, and learners should discover grammar rules inductively. While it emphasized understanding language structure over usage, some criticisms are that it is more of a theoretical framework than a teaching method and ignores other influences on learning like culture, biology, and past experience.
This document provides an overview and objectives for a course on contemporary popular literature. It discusses different types of fiction like commercial fiction and literary fiction. It outlines the course content which will cover interpreting and evaluating fiction, types and elements of fiction, and issues in contemporary literature like stories, poetry, and drama. Students will learn methods of literary analysis to analyze contemporary works and discuss their relevance to teaching. The course aims to help students understand contemporary literature and genres and their development over time.
This document differentiates between literary and academic writing. Literary writing is inspired, artistic writing meant for entertainment that uses vivid language and explores deep meanings and concepts. Academic writing is more formal and refers to the style researchers use to communicate within their discipline. It focuses on outlining an argument, researching supporting materials, and summarizing conclusions. Examples are provided of materials classified as either literary or academic writing based on these characteristics.
Literature testing aims to assess students' comprehension and interpretation of literary works. It can be done through oral or written formats, evaluating skills like reading, writing, speaking and listening. Common test questions evaluate students' literal comprehension, ability to reorganize information, make inferences, evaluate aspects of the work, and appreciate its emotional and aesthetic elements. Objective questions include multiple choice, true/false, and matching, while essay questions assess outlining, summarizing, character analysis and judgments of the work. Scoring rubrics consider both the content of students' responses as well as the language and form used to convey their understanding and analysis of the literary text.
This document outlines the course description, learning outcomes, content, and policies for a 3-unit graduate course on Literature-based English Language Teaching. The course will train students on strategies for integrating the teaching of language skills through literature and demonstrate how to create engaging lessons combining literary appreciation and language learning. Students will develop research, teaching, and assessment skills through assignments including presentations, lesson plans, and a midterm exam.
This document outlines objectives and approaches for evaluating teaching materials. The objectives are for participants to become familiar with different materials, reflect on textbook usage, develop criteria for selection and evaluation, and do a needs analysis. It discusses various types of materials and metaphors to describe textbooks. Advantages and disadvantages of textbooks are provided. Two approaches to evaluation are described: impressionistic overview and in-depth examination. Needs analysis factors include program needs, teaching situation, teachers, and students. Guidelines are given for subjective and objective analysis of materials against selection criteria. Outcomes may include materials adaptation, authoring small materials, or integrating published and self-authored materials. Techniques for adaptation include omitting, adding, replacing, and changing at the
This course provides an introduction to educational research with a focus on qualitative approaches relevant to language teaching and learning. The course aims to enhance students' understanding of research concepts and their implications in Colombia. Students will learn about different research approaches and develop skills for critically analyzing issues in EFL classrooms to identify potential research topics. They will also have the opportunity to carry out their own research project or systematize a teaching practicum. Evaluation will include exams, assignments, presentations and a final research proposal or practicum project. The course uses various pedagogical models including content-based instruction, humanistic approaches, and socio-constructivism.
The document outlines the objectives and structure of a Seminar in Applied Linguistics course at the Universidad Tecnológica de Pereira. The course aims to help students reflect on language teaching and learning, become aware of their professional development, and develop critical thinking skills. It will cover topics like approaches to language teaching, bilingualism, language policy, and content-based instruction. Students will complete assignments like analyzing language lessons and programs, proposing content-based instruction plans, and debating language policy cases. Their work, participation, and final presentation will determine their overall grade.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
pedagogical stylistics. A detailed slidesZarqaAshraf
Pedagogical stylistics is the study of how stylistic analysis can be used in teaching to help students better understand literature and language. It examines different learning styles and teaching methods like direct instruction, inquiry-based learning, and project-based learning. Applying stylistic tools can help students comprehend how language is used creatively in texts and appreciate literary works. Current trends in pedagogical stylistics include its use in English as a foreign language, English as a second language, and first language classrooms.
This document provides an overview of the Seminario de Lingüística Aplicada course at Universidad Tecnológica de Pereira. The course is a 3 credit, 3 hour per week seminar that focuses on applied linguistics and its relationship to language teaching. Over the 15 week course, students will explore topics like bilingualism, language planning, approaches and methods in language teaching, and language testing. Assessment will include analysis papers, lesson plans, and an final oral presentation. The course aims to help students reflect on their professional development and apply linguistic theory to their teaching practice.
This daily lesson log summarizes a teacher's literature class for 11th grade students over the course of two weeks. The teacher's objectives are to help students understand and appreciate 21st century Philippine literature from different regions through analyzing texts and adapting them to other forms. Key activities included introducing emerging genres, reviewing elements of literature, analyzing devices and figures of speech, discussing the importance and functions of literature, and formative assessments with exercises. The teacher reflected on students' progress, effectiveness of teaching strategies, and areas where supervisory support could help improve instruction.
This document discusses approaches to assessment and evaluation in a language arts classroom. It outlines the overall expectations and content standards for reading, writing, oral communication, and media literacy. It describes using a balanced approach to formative, summative, and self-assessment to gather evidence of student learning and achievement in relation to expectations. Assessment tools should include a variety of student work and be moderated between teachers to ensure consistency.
Introduction to Literature Teaching Methodology Module (PGCE PT) by Dr Rajend...Raj Bung
This is an introduction slide to the describing the PGCE PT module Literature Teaching Methodology, a blended course offered by the Mauritius Institute of Education, and its requirements
Introduction to ECC.vnbbvhghgkjkgmkbmpptxmuhammadGAG
This document provides information about an English composition and comprehension course taught by Ms. Nawa Sohail. The course aims to improve students' English grammar, reading, writing, and critical thinking skills. Major topics covered include parts of speech, sentence structure, tenses, punctuation, and various types of essays. Students will be assessed through assignments, quizzes, presentations, and a midterm and final paper. The course rules require regular attendance and punctuality, and prohibit disruptive behavior or late assignments.
This document outlines the syllabus for an AP English Language and Composition course. The course focuses on developing students' skills in both reading and writing rhetoric through analyzing various texts and applying rhetorical techniques to their own writing. Students will read both fiction and nonfiction works and engage in both formal and informal writing assignments. The goal is to prepare students for success in a college freshman composition course and on the AP exam through close analysis of model essays and applying concepts like rhetorical devices, organization, and textual support to their own writing. Students will write in multiple formats and receive feedback to improve their skills in developing a mature prose style.
The document is a 6-page course syllabus for a "Teaching and Assessment of Grammar" course. It includes:
- An overview of the course objectives to equip students to understand different types of grammar and demonstrate teaching strategies responsive to students' linguistic backgrounds.
- A weekly schedule outlining 4 topics to be covered across 13 meetings, including methods of teaching grammar, rules for teaching grammar, and assessing grammar effectively.
- For each topic, intended learning outcomes, teaching activities and assessments are described to help students design grammar lessons and a compendium of assessment tasks.
Jillena Rose's curriculum vitae summarizes her education and professional experience. She received an MFA in Creative Writing from Warren Wilson College and a BA in English from Lake Superior State University. Rose has worked at Lake Superior State University since 2009, currently as an Assistant Professor, where she teaches various English and creative writing courses. She also has experience coordinating academic support programs and serving on university committees.
The document describes different types of language syllabi:
- Grammar syllabus focuses on grammatical structures but may neglect other skills.
- Notional-functional syllabus emphasizes communicative functions and meanings.
- Situational syllabus selects real life contexts rather than grammar.
- Skill-based syllabus develops specific skills through listening, writing, and other activities.
- Task-based syllabus assigns meaningful tasks for communicative language use.
- Content-based syllabus uses subject matter content to teach language concurrently.
The document summarizes key aspects of performance-based assessment for the Moroccan Baccalaureate English exam. It defines performance-based assessment and outlines the skills assessed, including reading, writing, speaking, listening, vocabulary, grammar, and language functions. It describes the sections of the exam, including comprehension, language, and writing sections. It provides details on test techniques, rubrics, and scoring criteria for evaluating students' performance.
Language Assessment Strategies(lesson 2)jessaboteros
The document provides information on assessing language skills. It discusses various assessment methods including selected responses, essays, performance assessments, and personal communication. These methods can be used to evaluate skills like writing, speaking, reading comprehension, and vocabulary. The document also explains that a language assessment scheme involves designing a structured approach using multiple methods to comprehensively measure an individual's language proficiency.
This document provides a course syllabus for "Teaching English in the Elementary Grades Through Literature". The course aims to use children's literature to teach English. Over 12 weeks, students will learn how to incorporate different genres of literature like poetry, songs, drama, and short stories into English lessons. Assessment tasks include creating instructional materials, detailed lesson plans, and demonstrating teaching skills. The course intends to help students develop skills in selecting age-appropriate literature and designing activities to engage students and extend their literary experiences.
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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The Teaching Assessment of Literature Studies (3).docx
1. Sumulong College of Arts and Sciences
College Department
Bgy Dalig, Antipolo City 1
OUTCOMES-BASED TEACHING AND LEARNING PLAN FOR FACILITATING LEARNER CENTERED TEACHING
Course Title The Teaching Assessment of Literature Studies Course Code ELT104 - 1
Credit Units 3 Course Pre-requisites
Course Description This 3-unit course is an English course for pre-teachers that details the techniques and strategies in the teaching of literature to students
in both elementary and secondary levels. The students of this course will be brought to a rewarding and worthwhile experience of teaching
literature, and eventually formulate their unique ways of teaching literary texts to equip their students with literary competence, develop
critical thinking skills and a sense of literary appreciation.
Course Intended
Learning Outcomes
At the end of the course, the students should be able to:
1. Identify the elements of literary genres, teaching approaches, strategies, and techniques in the literature.
2. Compare and contrast the extended meanings of the chosen selections as basis for designing interactive lessons;
3. Stimulate the minds and hearts of the learners with the experiential and valid themes of literary selections;
4. Apply in various teaching situations across the curriculum the adaptable principles of teaching applied in literature;
5. Demonstrate teaching observing personal and group classroom management, competencies and performances;
6. Construct valid and reliable lesson designs and instructional directions in the teaching of literature and of the English language.
Duration
Week
Content Standards Course Topics Course Outcomes Performance Indicator Teaching/Learning
Activities (TLAs)
Assessment Tasks
(ATs)
Assessment
Tool
1 To determine
students’
expectations of
the course
1. Orientation Knowledge:
Accustom students to
the program's
educational objectives
Skills:
Institute classroom
rules and policies
Attitude/Behavior:
Conversant with the
College and School
vision mission
Demonstrate
understanding of the
school vision,
mission, and goal by
following the set of
rules and policies.
Online Discussion
2. Sumulong College of Arts and Sciences
College Department
Bgy Dalig, Antipolo City 2
1 - 4 1. Analyze the
components that
makeup literature.
2. Classify the literary
elements according
to its type
3. Differentiate the
literary devices used
by the authors as an
implicit approach in
poetry
Introduction to
Literature
Understanding
Literature
Literary Genres
The Elements of
Poetry, Drama and
Short Story
Literary Figures of
Speech and
Symbols
Knowledge:
● Knowledgeable of the
concept of literature, its
genres, and its
elements
● Distinguished the
elements of poetry
from drama and short
story
● Understand the
concept of literary
figures of speech and
symbols
● Knowledgeable of the
underpinning theories
as an approach in
teaching literature.
● The learners can
have a deeper
understanding of
the concept of
literature, its
genres, and its
elements. As well
as underpinning
theories as an
approach to
teaching literature
Online Discussion via
Google Meet
Summative
Assessment and
Activities Uploaded in
Google Classroom,
Online Discussion via
Google Meet
Summative Assessment
and Activities Uploaded
in Google Classroom,
- Lecture Quiz
- Lecture exercise
- Lecture Quiz
- Lecture exercise
Summative
test via Google
classroom
Summative
test via Google
classroom
3. Sumulong College of Arts and Sciences
College Department
Bgy Dalig, Antipolo City 3
4. Point out the
difference of being
poetic and prosaic
5. Use literary
theories as a guiding
principle in
formulating lesson
plan for literature
discussions
Literary Criticism:
Underpinning
Theories as an
Approach in
Teaching
Literature
• Literary Lenses
Skills:
● Apply the concept of
literature, its genres,
and its elements
● Analyze the
applicability of
elements of poetry,
drama and short story
in reviewing a literary
piece.
Attitude/Behavior:
▪ The student will be
able to apply critical
thinking in dealing with
literary criticism.
PRELIMINARY EXAMINATION
5-9 1. Identify the
reason and
importance of
teaching
literature to
students
2. know the
literary
movements
and
Introduction to the
Teaching of
Literature: Nature,
Goals and
Practice of
Teaching
Literature
The Reading and
Teaching of
Fiction: History
Knowledge:
● Knowledgeable of the
concept of Nature,
Goals and Practice of
Teaching Literature
● Recognized the
concept of the The
Reading and
Teaching of Fiction
The learner can
clearly express and
apply the concept of
Nature, Goals and
Practice of
Teaching Literature
The learners can
apply the Nature,
characteristics and
Techniques in
Teaching Fiction.
Online Discussion via
Google Meet
Summative Assessment
and Activities Uploaded in
Google Classroom,
Online Discussion via
Google Meet
- Lecture Quiz
- Lecture exercise
- Lecture Quiz
- Lecture exercise
Summative test
via Google
classroom
Summative test
via Google
classroom
4. Sumulong College of Arts and Sciences
College Department
Bgy Dalig, Antipolo City 4
development
s of fiction as
a literary
genre
3. discover
various
approaches
in teaching
fiction
4. discover
various
approaches
in teaching
drama
5. discover
various
approaches
in teaching
poetry
and
Developments
Nature,
Characteristics
and Techniques in
Teaching Fiction
The Teaching of
Drama:
Techniques,
Strategies and
Approaches
The Teaching of
Poetry:
Techniques,
Strategies and
Approaches
● Understand the
concept of Nature,
Characteristics and
Techniques in
Teaching Fiction
Skills:
● Apply the concept
Introduction to the
Teaching of Literature
in assessing literary
piece
● Analyze the
appropriate teaching
strategy for different
Nature,
Characteristics and
Techniques in
Teaching Fiction
Attitude/Behavior:
● The student will be
able to appreciate the
Techniques,
Strategies and
Approaches in
teaching drama and
poetry
The learners can
analyze the
techniques,
strategies, and
approaches in
teaching of Drama
and Poetry
Summative Assessment
and Activities Uploaded
in Google Classroom,
Online Discussion via
Google Meet
Summative Assessment
and Activities Uploaded
in Google Classroom,
- Lecture Quiz
- Lecture exercise Summative test
via Google
classroom
5. Sumulong College of Arts and Sciences
College Department
Bgy Dalig, Antipolo City 5
● Realize the effect of
Techniques,
Strategies and
Approaches in
teaching drama and
poetry.
MIDTERM EXAMINATION
10-13 1. discover various
approaches in
teaching Essay.
2. employ various
strategies and
techniques to
make the
teaching of
literature
interesting,
meaningful,
understandable,
and enjoyable for
high school
students
Integrating
Literature with
the Teaching
of other Skills
Testing
Literature
-Purpose:
Knowledge or
Skills test
-Approaches
-Content
-Texts/Stimuli
-Tasks
-Item types
-Marking and
Scoring
Knowledge:
● Understand of the
principles of
Integrating Literature
with the Teaching of
other Skills
● Explain the concept of
Integrating Literature
with the Teaching of
other Skills
● Understand the
concept of Testing
Literature.
Skills:
● Apply the Integrating
Literature with the
Teaching of other Skills
in dealing with
students.
● Analyze own teaching
strategy that
addresses Testing
Literature
The learners can
apply and give
examples of
Integrating
Literature with the
Teaching of other
Skills
The learners
understand the
concepts of Testing
Literature
Online Discussion via
Google Meet
Summative Assessment
and Activities Uploaded
in Google Classroom
Online Discussion via
Google Meet
Summative Assessment
and Activities Uploaded
in Google Classroom
- Lecture Quiz
- Lecture exercise
- Lecture Quiz
- Lecture exercise
Summative test
via Google
classroom
Summative test
via Google
classroom
6. Sumulong College of Arts and Sciences
College Department
Bgy Dalig, Antipolo City 6
Attitude/Behavior:
● The student will be
able to appreciate the
Integrating Literature
with the Teaching of
other Skills
● Appreciate Testing
Literature in improving
the teaching and
learning process.
PREFINALS EXAMINATION
Duration
Week
Content Standard/s Course/Topics Course Outcome Performance Indicator Teaching/Learning
Activities (TLAs)
Assessment Tasks
(ATs)
Assessment
Tool
14-18 1. Create a lesson
plan in
Literature
2. Execute the
lesson plan in
the actual
classroom
environment
Lesson Planning
in Literature
Final
Demonstration
Teaching in
Literature
Knowledge:
● Understand the
principles of Lesson
Planning in Literature
● Understand the
concept of Final
Demonstration
Teaching in
Literature
● Identify the
importance of
motivation and
The learners can apply
knowledge in literature in
Lesson Planning in
Online Discussion via
Google Meet
Summative Assessment
and Activities Uploaded
in Google Classroom,
- Lecture Quiz
- Lecture exercise
Summative
test via
Google
classroom
7. Sumulong College of Arts and Sciences
College Department
Bgy Dalig, Antipolo City 7
student diversity in
Lesson Planning in
Literature
● Skills:
● Apply the concept of
Lesson Planning in
Literature
● Analyze the Final
Demonstration
Teaching in
Literature using
classroom
observation tools
Attitude/Behavior:
● The student will be
able to appreciate the
concept of Lesson
Planning in Literature
● Recognize the
importance of Final
Demonstration
Teaching in
Literature
FINAL EXAMINATION
Project Presentation ( Lesson Planning)
8. Sumulong College of Arts and Sciences
College Department
Bgy Dalig, Antipolo City 8
References 1. Estroga (2014). Introduction to Literature in English. Retrieved from: https://www.slideshare.net/josephestroga/introduction-to-english-literature
2. Garcia (2012). Prose and Poetry. Retrieved from: https://www.slideshare.net/GeraldinGarcia2/prose-and-poetry
3. Gray (n.d.). Human Experience in Texts: Literary Features & Analysis. Retrieved from: https://study.com/academy/lesson/human-experience-in-
texts-literary-featuresanalysis.html#:~:text=Lesson%20Summary-,The%20human%20experience%20in
%20literature%20contains%20themes%20about%20life%20and,%2C%20human %20rights%2C%20or%20conformity
4. Ranker (2020). Filipino Authors from the Philippines Retrieved from: https://www.ranker.com/list/famous-authors-from-philippines/reference
Electronic References https://www.studocu.com/ph/document/urdaneta-city-university/education/l1-teaching-and-assessment-of-literature-studies/23653960
Course Assessment GRADING SYSTEM
Prelim Midterm Prefinals Finals
20% 20% 20% 40%
Course Policies
● Attendance: A student is considered absent if he comes beyond the grace period- 15 minutes for 4 consecutive meetings
● Three is the maximum number of absences.
● Quizzes, recitation, case study, group activity, and a group project.
● The use of mobile phones is allowed for research purposes and computation
Committee Members Cluster Leader:
Members:
Consultation Schedule Faculty Member : EDAURDO C. SUPANGAN JR.
Email-address:supangan.eduardo@scas.ph.education
Consultation Day/s : Online
Time and Venue : Saturday, 3:00-7:00pm, Google Meet
Course Title AY 2022-2023 Prepared by: Reviewed by: Approved by:
Facilitating Learner
Centered Teaching
Second Semester Eduardo C. Supangan Jr. Marlyn M. Aquino, PhDTE
Program Head
Marlyn M Aquino, PhDTE
College Dean
9. Sumulong College of Arts and Sciences
College Department
Bgy Dalig, Antipolo City 9