A compilation of assignments on our EM10 subject. Pedagogical questions are from Teaching Principles 2nd Edition by H.D. Brown

1. ASSIGNMENT1
 Whydid teacher askedfor closedtexbooks?Isn’tthe writtenword reinforcing?
Of what advantage was the chalkboard material?Why didshe write it on the
board before class? (insteadof on the spot)?
The teacheraskedfor closedtextbooks sothe studentswon’tmainlydependon
it.The teacherunderstandsthatthe textbookisasupplementsource of
informationonthe topicbutit isnot the onlysource of information.The written
wordsare reinforcingsince itmotivatesthe students.Theymostlikelywould
wantto answerthe writtenwordsonthe boardsince itmay holdreal questions
theywouldbe interestedtoanswer.The advantage of the chalkboardmaterial is
that itis flexible.Itdoesn’tdependtoomuchonthe textbook.Instead,itadapts
to whatkindof studentswouldwantaparticulartopic.The teacherwrote the
questionsbefore classprobablybecauseitwouldsave the teachervaluable
teachingtime.Anotherreasonwouldbe sothe studentswouldgetanideaof
whatis goingto happen andwouldbe at leastpreparedtoanswer.
 What are the pros and cons of asking students“real” questions – about their
own lives,not fictitioustextbookcharacter – in the classroom,especiallyat
this earlystage in the lesson,before studentshave had mechanical practice of
the forms?What if a student who iscalled on can’t respondat all?
One of the prosof askingreal questionsatanearlystage in the lessonisthat
stimulate students’curiosityasitemphasize the use of ideasinsteadof memory
work. It motivatesstudentsastheyfeel involvedinthe learningprocess.When
the teacherasks an individual aquestion,itallowshim/hertoexpress
him/herself,avertingthe monotonythattendstooverwhelmthe teachingof
large classes.Inaddition,the questioningprocesshelpsteacherstoevaluate
students’understandingof the subjectandadjustthe difficultyof the lesson
accordingly.The teachermostprobablyaskedthe questionsevenbefore the
studentshadmechanical practice of the formsto preventthe studentstobe too
consciousof theirgrammar especiallywhenthe questionsenable themto
expressthemselves.The consare because of the highlevel of student
involvementrequired,thismethodcanbe time-consumingif usedinlarge
classes.The successof thismethodalsodependsonthe typesof studentsina
class.What if a studentwhoiscalledcan’trespondatall?Shy studentsusually
do notparticipate indiscussionsandasmall groupof more vocal studentsmay
take overthe discussion.Asa result,otherstudentsmayfeelleftoutandlose
interestinthe subjectaltogether.Itisalsopossible thatstudents’responsesmay
not be audible tothe teacherina large classroom.
 Teacher made “selected”corrections.Howdid she selectwhich errors to and
which onesnot to correct? Shouldn’tall errors be corrected?
The teacher,before the lesson,connectshis/hercorrectionsonhis/her
objectives:ishe/she aimingforthe student’sfluencyoraccuracy of the
language?Fora class discussionforexample,fluencywouldbe appropriate.The
importantthingisthat studentsare expressingthemselvesandthinkingontheir
feet.Notall errorsshouldbe correctedbythe teacher,we shouldacknowledge
theirabilitytocorrectthemselvesduringrecitations.(Self-correctionorpeer
correction) Thispreventsthemfromtoomuchdependencyonthe teacher.The
dangerof over-correctingisthatstudentswill lose motivationandyoumayeven
destroythe flowof the classor the activitybybuttinginandcorrectingevery
single mistake.

2.  Whyweren’tthese words explainedearlier?Whatifsome studentsdidn’t
know them?Or do they needexplainingatall? What isthe advantage of
waiting until some practice time to explainsuch words?
The teacherdecidednotto explainthose wordsbecause he/she believes that
mostvocabularyisacquiredincidentallythroughindirectexposuretowords.
Studentscanacquire vocabularyincidentallybyengaginginrichoral-language
experiencesatschool mdevenathome,listeningtobooksreadaloudtothem,
and readingwidelyontheirown. Providingstructuredread-aloudanddiscussion
sessionsencourage vocabularygrowthinstudents.
Waitinguntil some practice time toexplainthose wordswill helpthe students
knowtheirerrorsand will quicklylearnfromthem.
 Whydid teacher wait until now to “present” the paragraphs about Keiko?
The teacherwaiteduntil now topresentthe paragraphsaboutKeikobecause
he/she doesn’twantthe learningtorevolve onlyonthe lessoninthe book.
He/she wouldfirstwanttoencourage the studentstoinvolve themselvesfirstin
the lesson.
 What purpose doesthe questionsaccomplish?Isn’t it obviouswho is in the
picture and what she isdoing?
The questionsmainobjective istopractice the students’abilitytocomprehend,
and at the same time testtheirabilitytoexpressthemselvesusingthe
secondarylanguage.Some studentsmayhave anotherideaonthe subjectwhich
makesthe topicevenmore interesting.
 What purpose did the right and wrong statementsfulfill?Whydidthe teacher
ask students to volunteerhere rather than calling on them?
The right and wrongstatementsbenefitboththe teacherandstudentsinthe
sense thatit helpedthe teacherassessthe levelof judgementthe students have
and forthe students,itexercisedtheirabilityforpeer-corrections.Ithelpedthe
teacherassessthe strengthsandweaknessesof the classwhenitcomesto these
type of lessons.
 What purpose did readingaloud serve?Whydid the teachercall on students
rather than getvolunteers?Couldthis just as well have beena silentactivity?
Readingaloudisa wonderful tool tohelpstudentslearntoreadsmoothlyand
buildfluencyskills,continuityandconfidence. Readingaloudsharpenstheirear
so that theyare able to detectauthenticdialogueandflowingnarrative.The
teacherchose to call on studentsratherthanget volunteersbecause he/she
wantseveryone tobe able toparticipate.Notjustthose whoare alwaysactive.
 Whydid the teacherask studentsto correct each other?Under what
circumstances isthis appropriate (vs. teacherdirectlycorrecting)?
The teacheraskedthe studentstocorrect each otherto assessthe level of
understandingonthe lessonthe classhave.Italsoexercisedtheirpeer-
correctionabilities.Peer-correctionismore appropriate thanteachercorrection
whenthe teacherwants to check what the rest of the class knows. If,
for example, it becomes evident that no one in the class really knows
where the problem lies then the teacher can take appropriate steps
to explain it to everyone.
 What is the advantage of pair work? Can a teacher control pair work evenif
classesare large (thisclass, of course, isnot)?
Pairwork offersintensive,realisticpractice inspeakingandlistening;andit
promotesa friendlyclassroomambiance thatisconducive tolearning.But

3. beyondthat,pairwork hasanotherimportantadvantage thatactivitiesdone
withlargergroupsdo not have.Pairworkisa wayof gettingeveryoneina
classroomspeakingandlisteningatthe same time. Inotherwords,itisan
efficient,productive wayof spendingpreciousclassroomtime.If ateacherwere
to spend,say,three minutestalkingindividuallytoeachstudentinaclass of,
say,twentystudents,the whole procedure wouldtake anhour.Workingin
pairs,those twentystudentscangetthe same amountof practice inthree
minutes.
The teachercan control pairwork evenif the classesare large if he/she limits
the time of the activity.Thatway,noise produced fromthiskindof activity
wouldbe lessenedandtolerable andwouldnotaffectclasstime.

4. ASSIGNMENT2
Reflections on Language Principles
Based on the questions answered, I could say that when it comes to language, a
teacher should not always aim for grammar perfection. The principle of language
teaching does not revolve on grammar alone but it encourage learners to participate
and know that they too can learn a secondary language. It is more important to
acquire a language than to simply learn it, according to Stephen Krashen.
Language principles does not mean following the textbook mainly because
language is found everywhere. Hence, the textbook is not the sole source of such
learning. It acts as a supplement source but not the only source. Students would find
it more enjoyable and less stressful to learn language while connecting with it. Doing
so would mean them, expressing themselves through different activities that the
teacher gives.
It is also less tiresome to teachers when they teach the students to self-correct.
Doing so would mean them not always correcting their students’ errors. When we
teach them how to correct themselves, we also teach them not too depend on
teachers and textbooks too much, thus, acquiring the language.

5. ASSIGNMENT3-6
III. Instructional Materials in Speaking
 Textbook
 Paper
 Pen
 Recorder
 Speaker
 Laptop
IV. Instructional Materials in Writing
 Textbook
 Pen
 Paper
V. Lesson Plan in Speaking
 Learning Objectives:
At the end of the lesson, the students should be able to:
- Know how to plan an interview.
- Ask proper questions in conducting an interview.
- Familiarize themselves on the different methods of conducting an interview.
 Subject Matter
Topic: Conducting an Interview
Reference: English for Today’s World
Author: Cecilia A. Suarez
Pages: 230 – 232
Materials: Paper, Pen, Recorder, Speaker, Laptop
 Procedure
Introduction:
- Prayer
- Checking of attendance
- The teacher will first introduce the new lesson about conducting interview
Pre-Speaking:
- The teacher will first discuss the different pointers: planning, setting an
appointment by phone call, and conducting the interview.
- The teacher will answer the questions given by students regarding the topic
(if any).
Speaking:
- The teacher will have the class listen to a mock interview
- The teacher will then group the class into pairs and ask the them to prepare a
short role play of the methods in conducting an interview.
- They will also be asked to have it recorded.

6. Post-speaking:
- After conducting their interview, the class will listen to the interview conducted
by each pairs.
- Ask the students how it went.
- Reflect on the different methods they used from planning, setting, and
conducting their interview.
 Evaluation
The teacher will ask the students to answer the following question based on
the interviews they heard. He will have two pairs evaluate each other.
- Are the goals of the interview clearly stated? How?
- Are the implementations of these goals seen in the interview? How?
- Did they use correct speech in conducting their interview? How?
 Assignment:
- Prepare role play of ten students each group: Two TV hosts and eight invited
guests. The topic is on Gender Roles in the Family. To be presented next
meeting.
VI. Lesson Plan in Writing
 Learning Objectives
At the end of the lesson, the students should be able to:
- Define what is to compare and what is to contrast.
- Familiarize themselves with the methods in writing a comparison and contrast
essay.
- Write their own comparison and contrast essay.
 Subject Matter:
Topic: Writing a Comparison and Contrast Essay
Reference: English for Today’s World
Author: Cecilia A. Suarez
Pages: 112-116
Materials: Textbook, paper, and pen
 Procedure
Introduction
-Prayer
-Checking of attendance
-The teacher will fist ask the students if they know the difference between
comparison and contrast.
-Ask a student to go in front and choose two of his/her classmates and formulate
a comparison and contrast of those two.
-The teacher will then introduce their new lesson on writing comparison and
contrast essay.
Pre-Writing
- The teacher will first explain the difference between comparison and contrast.
- The teacher will then ask the students to turn their books to page 112-113
and look at the two methods of developing a comparison and contrast essay.
- The teacher will then explain thoroughly how it is done.
- Ask the class for any questions before proceeding to the activity

7. Writing
- Ask the class to turn their books to page 114 and read the essay, “My Two
Brothers”.
- The teacher will then ask the class what pattern of development was used
based on the discussion.
- Ask the class to write a detailed outline of the essay by following the format of
the appropriate method of development as seen on pages 112-113.
Post-Writing
- The teacher and the class will now assess the essay in the textbook.
- Ask the class where in the essay did comparison and contrast manifest.
 Evaluation
- The teacher will ask the students to write a short comparison and contrast
essay.
- After writing, the students will pass their works and will be checked by the
teacher.
 Assignment
- Answer Activity 6 on page 115-116. Due tomorrow.

8. ASSIGNMENT7
Rubric in Speaking and Writing
 Speaking
Criteria 4 3 2 1 Total
DELIVERY Speechisgenerallyclear,fluidand
sustained.Mayinclude minorlapsesor
minordifficultieswithpronunciationor
intonationbutquicklyrecoversfrom
them.Overall,intelligibilityremains
high.
Speechisgenerallyclear,withsome
fluidityof expression,butitexhibits
minordifficultieswithpronunciation,
intonation,orpacingandmay
require some listenereffortattimes.
Overall intelligibilityremainsgood,
however
Speechisclearat times,thoughit
exhibitsproblemswithpronunciation,
intonation,orpacingandso may
require significantlistenereffort.
Speechmaynot be sustainedata
consistentlevel throughout.Problems
withintelligibilitymayobscure
meaninginplaces(butnot
throughout)
Consistentpronunciation
and intonationproblems
cause considerable listener
effortandfrequently
obscure meaning.Deliveryis
choppy,fragmented,or
telegraphic.Speechcontains
frequentpausesand
hesitations.
LANGUAGE
USE
The response demonstratesgood
control of basicand complex
grammatical structuresthatallowfor
coherent,efficient(automatic)
expressionof relevantideas.Contains
generallyeffectivewordchoice.
Thoughsome minor(or systematic)
errorsor imprecise use maybe
noticeable,theydonotrequire listener
effort(orobscure meaning)
The response demonstratesfairly
automaticand effective use of
grammar and vocabulary,andfairly
coherentexpressionof relevant
ideas.Response mayexhibitsome
imprecise orinaccurate use of
vocabularyor grammatical structures
or be somewhatlimitedinthe range
of structuresused.Suchlimitations
do notseriouslyinterferewiththe
communicationof the message.
The response islimitedinthe range
and control of vocabularyand
grammar demonstrated(some
complex structuresmaybe used,but
typicallycontainerrors).Thisresultsin
limitedorvague expressionof
relevantideasandimprecise or
inaccurate connections.Automaticity
of expressionmayonlybe evidentat
the phrasal level.
Range and control of
grammar and vocabulary
severelylimit(orprevent)
expressionof ideasand
connectionsamongideas.
Some verylow-level
responsesmayrelyon
isolatedwordsorshort
utterancestocommunicate
ideas.
TOPIC
DEVELOPMENT
The response presentsaclear
progressionof ideasandconveysthe
relevantinformationrequiredbythe
task.It includesappropriate detail,
The response issustainedand
conveysrelevantinformation
requiredbythe task.However,it
exhibitssome incompleteness,
The response conveyssome relevant
informationbutisclearlyincomplete
or inaccurate.It isincomplete if it
omitskeyideas,makesvague
The response failstoprovide
much relevantcontent.
Ideasthat are expressedare
ofteninaccurate,limitedto

9. thoughit mayhave minorerrors or
minoromissions.
inaccuracy,lack of specificitywith
respectto content,orchoppinessin
the progressionof ideas.
reference tokeyideas,or
demonstrateslimiteddevelopmentof
importantinformation.Aninaccurate
response demonstrates
misunderstandingof keyideasfrom
the stimulus.Typically,ideas
expressedmaynotbe well connected
or cohesive sothatfamiliaritywiththe
stimulusisnecessarytofollowwhatis
beingdiscussed.
vague utterances,or
repetitions(including
repetitionof prompt).

10.  Writing
Criteria 1 2 3 4 Total
CONTENT/IDEAS Writingislimitedin
communicating
knowledge.Lengthisnot
adequate for
development.
Writesrelated,quality
paragraphs,withlittle or
no details
Writingispurposeful andfocused.
Piece containssome details.
Writingisconfidentandclearly
focused.Itholdsthe reader’s
attention.Relevantdetailsenrich
writing.
ORGANIZATION Writingisbrief and
underdevelopedwithvery
weaktransitionsand
closure
Uses correctwriting
format.Incorporatesa
coherentclosure.
Writingincludesastrong
beginning,middle,andend,with
some transitionsandgood
closure.
Writingincludesastrong,
beginning,middle,andendwith
cleartransitionsanda focused
closure.
VOCABULARY/ WORD CHOICE Language is trite,vague or
flat.
Showssome use of varied
wordchoice.
Purposeful use of wordchoice.
Uses a varietyof wordchoice to
make writinginteresting.
Effective andengaginguse of word
choice.
SENTENCE FLUENCY Many run-onsor
fragments.Little varietyin
sentence structure
Some run-onsor
fragments.Limitedvariety
insentence structure.
Uses simple compound,and
complex,sentences.Frequentand
variedsentence structure
Consistentvarietyof sentence
structure throughout.
CONVENTIONS Inconsistentagreement
betweenpartsof speech.
Many errors inmechanics.
Limitedevidence of
spellingstrategies.
Occasional errorsbetween
parts of speech.Some
errorsin mechanics.Some
evidence of spelling
strategies
Maintainsagreementbetween
parts of speech.Fewerrorsin
mechanics.Appliesbasicgrade
level spelling.
Consistentagreementbetween
parts of speech.Usescorrect
punctuation,capitalization,etc.
Consistentuse of spelling
strategies.

11. Republic of the Philippines
Tarlac State University
College ofEducation
Lucinda Campus, Tarlac City
EM 10:
Teaching of Speaking
and Writing
A Portfolio
Submitted by:
Jon Henry Bello Ordoñez
BSEd 3D1