This module aims to help elementary school teachers gain knowledge and understanding of various approaches, methods, strategies and techniques for achieving learning objectives in English. It discusses the communicative language teaching approach, best practices for beginning reading instruction, and strategies for teaching comprehension skills. The objectives of the module are for teachers to be able to identify, describe, and implement different approaches and methods using effective strategies to achieve learning goals in English.

1. What this module is about ..
This module intended to help the teachers in the Elementary schools gain adequate knowledge and
deeper understanding of a variety of approaches, methods, strategies and techniques to achieve
learning objectives in English. It has two parts.
PART I FOCUS ON STRATEGIES IN TEACHING ENGLISH. It discusses the strategy of communicative
language teaching; the best practice s and approaches in beginning reading; and strategies in teaching
comprehension skills.
PART II is also about strategies, methods and activities of teaching in achieving learning in English.
PART I is divided into three lessons
Lesson 1 – Communicative Language Teaching
In this lesson you will be exposed to the techniques and principles of the communicative
approach in language teaching and how these are applied in classroom.
Lesson 2 – Teaching Beginning Reading
In this lesson, you will be exposed to the best practices and approaches in teaching beginning
reading.
Lesson 3 – Effective Strategies in Teaching Comprehensive Skills
This lesson presents a variety of effective strategies that you may utilize the comprehensions
skills of your pupils.
WHAT ARE THE OBJECTIVES OF THIS MODULE ..
After studying this module, you should be able ti:
 Identify the different approaches, methods, strategies, and techniques in teaching language and
reading
 Describe the nature, procedure, uses , advantages and limitations of these approaches,
methods, strategies and techniques
 Plan and implement lessons utilizing appropriate and effective methods and strategies to
achieve learning objectives in English.
You will note as you understand the activities in this module that the terms approach, method, strategy,
and techniques are interchangeably used. The terms, as used in this module, refer to the orderly,
logical,procedures in doing something, more specifically in ways of teaching or the means or manne r
which something is to be presented or taught. They consist of series of related and progressive acts
performed by the teacher and the pupils to accomplish the objectives of the lesson.
TEST YOUR KNOWLEDGE
Let us see how much you already know about the topics that we are going to discuss in this module
PART A.
1. What is the goal of the teachers who use the communicative approach?
2. In the communicative approach, what is the role of the teaches? What is the role of pupils?
3. What materials and techniques are associated with communicative approach?
4. What are some approaches in teaching beginning reading? Describe briefly each question.
5. How does a dimensional approach help in comprehension skills.

2. PART B.
Identify the term or concept being described in each item.
1. The level of comprehension which involves understanding facts or ideas extracted from the
explicit or stated information given in the text.
2. Comprehension of a reading material that involves not only the ideas directly stated but
also in references, judgments and conclusion.
3. The level of comprehension wherein the reader puts together what he has learned from
selection
4. The level of comprehension that uses how and why question which ask the reader to read
between the lines
5. A strategy that integrates listening, speaking, reading, and writing about the child’s personal
experiences and ideas.
COMMUNICATIVE LANGUAGE TEACHING
Language is the key to all human activities. It is an important aspect of human relationships.
It is used in greetings, conversations, meetings, ceremonies and informal communications.
To be competent users of language children need to develop the skill in using different
purposes.
There are certain patterns in organizing and teaching a language class to result a maximum
production. These are specified in the discussion of the strategies in communicative
language teaching, the principles on which the method is based and the steps and
procedure associated with this approach.
After studying this lesson, you should be able to:
 Discuss the principles in communicative language teaching.
 Identify the strategies in communicative language teaching
 Describe the steps and procedures associated with this approach.
PRINCIPLES TO BE OBSERVED IN COMMUNICATIVE LANGUAGE TEACHING
1. Language learning is not only product-oriented but process-oriented. Process orientation in
language learning emphasize the use of cognitive process.
2. The emphasis in teaching the language is on the actual use of the language and not on the
structure of the language. Grammar is part of language and facilities communication. However,
the rules of grammar alone do not make one proficient in using the language. Grammar rules
are taught not for memorization or mechanical drill exercise but for application in oral and
written communication.
3. The criterion set for appropriateness and the vital question should be: “Is the pupil
communicating?” rather than “ is the pupil speaking correctly?”
4. It is pupil centered not teacher directed. The teacher serves as a mentor or guide in learning.
Varied activities/ materials used in the teaching-learning process are based on real-life
situations.
WHAT PRINCIPLES OF COMMUNICATIVE LANGUAGE TEACHING ARE CONSIDERED IN THE FOLLOWING
OUTLINE?
Lesson Outline
1. Presentation of a brief dialog or several mini-dialogs, preceded by a motivation relating the
dialog situations to the learners expiriences.
2. Oral practice of each utterance of the dialog segment to be presented that day ( entire class
repetition, half class, groups, individuals) generally preceded by a model.

3. 3. Questions and answers based on the dialog topics and situation itself.
4. Questions and answers related to the students personal experiences but centered on the dialog
theme.