English 4 REVIEWER

CHAPTER 2 INSTRUCTIONAL PLANNING

• Instructional planning is one of the most crucial skills teachers have
in their arsenal in their teaching journey.
• Algozzine (2006) suggests three major components of instructional
planning namely
(1) deciding what to teach;
(2) deciding how to teach, and
(3) communicating realistic expectations.
1. Assessing learners’ skills.
• Consider that the tasks we provide our learners are within their
abilities.
• Learners are at the center of our classroom decisions.
• Done using various tool such as their diagnostic tests, achievement
tests, or an assessment of the learners' performance in previous
activities.
2. Analyzing instructional tasks.
• By breaking down complex tasks to simpler, manageable ones that
are within the learners' skills and abilities.
3. Establishing logical sequence
• Teacher then, needs to sequence these tasks in a logical and
appropriate manner based again on the learners’ developmental
abilities. This could be done by prioritizing the lower-level ones to the
more complex ones.
4. Considering contextual variables.
 • In deciding what to teach, teachers may need to look into the
contextual variables,
• Long the lesson will take, the availability of materials needed, or the
time of the day the lesson will take place (class schedule).
5. Analyzing instructional groupings.
• Keep them engaged, and have them perform better.
6. Identifying gaps in actual and expected performance.
• This goes to show how important the initial preparations are before
the teacher can even decide what to teach the learners.
Once the teacher has the grasp of what to teach, he/she then decides how
to teach these identified skills. To do this, the following needs to be
considered:
1. Setting instructional goals.
Teachers need to present the goals of instruction to the learners in
unambiguous terms.
2. Selecting instructional methods and materials.
Decisions that would be made for the method and materials would be
guided of course by the topic selected,
3. Pacing instruction appropriately.
Pace is simply how slowly or how quickly the teacher goes through
the material.
4. Monitoring performance and replanning instruction.
It is also important for the teacher to know how to monitor learners’
performance, and use this information to plan the next instruction.
McClymont (2020) further forwards with related components of
instructional planning namely:

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1.Clear objectives. Learners must be able to have a clear view of what are
expected of them in the lesson.
• Should be SMART (Specific, Measurable, Attainable, Relevant, Time-
bound) objectives
2.Learning materials- Availability of necessary materials must be
considered in planning instruction.
3.Active background knowledge- Tapping into the learners' prior knowledge
about the topic, lesson, or material helps make a connection with the
learners.
4.Direct instruction- This is the where the teacher presents the concepts or
skills as indicated in the objectives.
5.Learner practice. Learners must be given the opportunity to practice the
concepts or the skills they learned in class.
• This has a three-step process, including:
A. Guided practice-where learners are given practice with the teacher
leading them;
B. Collaborative practice- where learners are provided with practice
with their classmates. This can be through small or large groups.
C.Independent practice - where the learners are provided with
activities that they will perform on their own.
6. Closure- After the lesson, the teacher then prepares to synthesize the
concepts presented in the lesson.
7. Demonstration of learning- This is also an opportunity to gather data
about the learners performance

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LESSON 6:
Instructional Planning Cycle

Understanding by Design Framework by Wiggin and McTighe (2005)

1. Learning objectives- It is here that the teacher decides the content of
the lesson.
• “What should I teach my learners?”
2. Assessment strategies- Key questions that the teacher needs to
ponder here are:
• "How do I know that my learners have achieved the objectives of the
lesson?"
• "What will be the acceptable pieces of evidence of my learners'
proficiency and understanding?"
3. Instructional activities- At this stage, the teacher now begins to think
about how to teach his/her learners.
• “What enabling knowledge, skills, and values will the learners
need to achieve the objectives?”
• “What activities will the learners need to do to equip
themselves with these knowledge, skills, and values?”

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 • “Which of these knowledge, skills, and values should be taught
or coached, and what’s the best way to teach them?”
• “What materials and resources are needed to best attain the
objectives?”
4. Reflection-At this stage, the teacher reviews what has happened at
the implementation of the plan.

LESSON 7:
Instructional Planning Models for Teaching English

Instructional planning models help define the elements and activities that
would guide the development of instruction.

• The ADDIE model is one of the popular models because of its

simplicity and practicality. The model is traditionally used not just in
classrooms.

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 • Analysis step is where the instructional goals and objectives are
established. The learning environment is also determined, and the
learners’ skills and knowledge are identified.

• Design phase deals with creating an outline of the instruction. This is

where the learning objectives, learning content, strategies to be used,
activities, materials, assessment, and other media needed are put in
place.

• Development phase is where activities, materials, media, and other

content necessary to deliver the instruction based on the design phase
are put together.
• Implementation phase, the instruction is given to the learners and the
teacher should take some time to observe how the learners react to
the instruction provided to them.
• Evaluation phase, the teacher looks into the learners’ score results
and the notes that were taken during the implementation phase.

Kemp Design Model

The Kemp Design Model (also known as the Morrison, Ross, and Kemp
Model) follows a circular structure, and its elements should be taken as
independent elements. One advantage of this model is that teachers
and instructional designers are given the flexibility to begin the design
process from any of the elements rather than work in a linear fashion as
would other models.

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The Kemp Model has nine elements:

• Instructional Problems – Determine the specific goals and identify the

instructional issues that could arise
• Learner Characteristics Identify the traits and characteristics of
learners that should be taken into consideration in the planning
process
• Task Analysis Make course content clear, and analyze the proposed
task components in relation to the goals and purpose of the course
• Instructional Objectives learning outcomes Define the instructional
objectives and the desired
• Content Sequencing – Ensure the instructional content are structured
sequentially and logically
• Instructional Strategies – Design the instructional strategies in such a
way that individual learners would be able learn the content and
attain the leaming outcomes
• Designing the Message Plan the instructional message and the
appropriate mode of delivery

Chapter 2: Language Teaching Approaches: An Overview

Language teaching methodology vacillated between two types of

approaches
1. Getting learners to use a language
2. Getting learners to analyze a language

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 • Teachers used direct approach to convey the form and meaning of the
language, they used annual-oral techniques with no language
textbooks

Two classical language: Greek and Latin were used as lingua francas.
Two kinds of Latin languages in tense of usage
1. Latin was used as a lingua franca
2. Classical Latin was used as a medium of instruction in schools

1.Grammar Translation Approach

• Was perhaps best codified in the work of Karl Ploetz, a German

scholar who had a tremendous influence on the language teaching
professions.
• US called it as Prussian Method (Classical or Traditional)
• Focused on learning Grammatical rules, memorization of vocabulary
and of various declensions and conjugations, translation of texts,
doing written exercises.
•
The Grammar Translation Method (GTM) is primarily focused on enhancing
students’ Ability to read and translate literature while fostering general
intellectual development.
1. Grammar-Translation Approach (an extension of the approach used to
teach classical languages to the teaching of modern languages)
a. Instruction is given in the native language of the students.
b. There is little use of the target language for communication
c. Focus is on grammatical parsing, that is, the form and inflection
of words.

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 d. There is early reading of difficult texts.
e. A typical exercise is to translate sentences from the target
language into the mother tongue
f. The result of this approach is usually an inability on the part of
the student to use the language for communication.
g. The teacher does not have to be able to speak the target
language.

2.Direct Method

Francois Gorien, a Frenchman began to publish in 1880 concerning his work

with the Direct Method.
• He advocated exclusive use of the target language in the classroom,
having been influenced by an older friend, the German philosopher-
scientist Alexander von Humboldt,
International Phonetic Association (IPA) was established by scholar such as
Henry Sweet, Wilhelm Victor and Paul Pansy.
• Direct method is also known As “anti-grammatical Method”
• Direct method uses the target language to be learned
• Direct method is also known as natural method
Proponent; Maximilian Berlitz
He referred to call this method as The Berlitz Method.
2. Direct Approach (a reaction to the Grammar-Translation and its failure
to produce learners who could communicate in the foreign language
they had been studying)
A. No use of the mother tongue is permitted
B. Lessons begin with the dialogues and anecdotes in
modern conversational style.

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 C. Actions and pictures are used to make meanings clear.
D. Grammar is learned inductively.
E. Literary texts are read for pleasure and are not analyzed
grammatically.
F. The target culture is also taught in inductively.
G. The teacher must be a native speaker or have native like
proficiency in the target language.

3.The Reading Approach

Modern Language Association of America
based on the Coleman Report (Coleman
1929),endorsed the Reading Approach to
language teaching.

• Reading” is the process of looking at a series of written symbols and

getting meaning from them reading can be silent (in our head) or
Aloud (so that other people can hear).
• The Reading Method, also known as the New Method or The Reading
Approach, was devised by Dr. Michael Philip West (1888-1973). During
the 1920s or (1941), he worked as an English professor in India.
• Reading approach is like GTM (Grammar Translation Method) since
it also stressed on written Skills. Only the grammar necessary for
reading Comprehension and fluency is taught. But, it was Flexible
approach as far as the teaching is concerned.
•
Reading Approach (a reaction to the problems experienced in implementing
the Direct Approach; reading was viewed as the most usable skill to have in
a foreign language since not many people traveled abroad at that time; also

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few teachers could use their foreign language well enough to use a direct
approach effectively in class.)

A.Only the grammar useful for reading comprehension is taught.

B.Vocabulary is controlled at first (based on frequency and usefulness) and
then expanded.
C.Translation is once more a respectable classroom procedure.
D.Reading comprehension is the only language skill emphasized.
E.The teacher does not need to have good oral proficiency in the target
language

4.Audiolingualism
a reaction to the Reading Approach and its lack of emphasis on oral-aural
skills; this approach became dominant in the United States during the 1940s,
1950s, and 1960s; it draws from the Reform Movement and the Direct
Approach but adds features from structural linguistics [Bloomfield 1933] and
behavioral psychology [Skinner 1957])

a.Lessons begin with dialogues.

b.Mimicry and memorization are used, based on the assumption that
language is habit formation.
c.Grammatical structures are sequenced and rules are taught inductively.
d.Skills are sequenced: listening, speaking, reading, writing postponed.
e.Pronunciation is stressed from the beginning.
f.Vocabulary is severely limited in initial stages.
g.A great effort is made to prevent learner errors.
h.Language is often manipulated without regard to meaning or context.

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i.The teacher must be proficient only in the structures, vocabulary that he or
she Is teaching since learning activities and materials are carefully
controlled.

Audiolingualism is a Language teaching method focusing primarily on

listening and speaking skills

5.Oral – Situational Approach

A reaction to the Reading Approach and its lack of emphasis on oral-aural
skills; this approach was dominant in Britain during 1940s, 1950s, and
1960s; it draws from the Reform Movement and the Direct Approach but
adds features from Firthian linguistics and the emerging professional field of
language pedagogy)

A. The spoken language is primary.

b. All language material is practiced orally before being presented
in written form ( reading and writing are taught only after an
oral base in lexical and grammatical forms has been established)
c. Only the target language should be used in the classroom.
d. Efforts are made to ensure that the most general and useful
lexical items are presented.
e. Grammatical structures are graded from simple to complex.
f. New items (lexical and grammatical) are introduced and
practiced situationally.
5. Cognitive Approach
A reaction to the behavioral features of the Audolingual Approach;
influenced by cognitive psychology [Neisser 1967] and [Chomsky 1959
and 1965])

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 A. Language learning is viewed as rule acquisition, not habit
formation.
B. Instruction is often individualized; learners are
responsible for their own learning.
C. Grammar must be taught but it can be taught
deductively (rules first, practice later) and / or inductively
(rules can either be stated after practice or left as implicit
information for the learners to process on their own).
D. Pronunciation is de-emphasized; perfection is viewed as
unrealistic and unattainable. Reading and writing are
once again important as listening and speaking.
E. Vocabulary instruction is once again important especially
at intermediate and advanced levels.
F. Errors are viewed as inevitable, to be used constructively
in the learning process.
G. The teacher is expected to have good general proficiency
in the target language as well as, an ability to analyze the
target language.
6.Community Language Learning
Community language learning (CLL) is an approach in which students work
together to develop what aspects of a language they would like to learn.
• Developed by Charles E. Curran, a professor of psychology at Loyola
University.
• This method refers to two roles: that of the knower (teacher) and
student (learner).
The listing here is in summary form only.
1. Tape Recording Student Conversation

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 • Students choose what they want to say, and their target
language production is recorded for later
listening/dissemination)
2. Transcription
• Teacher produces a transcription of the tape-recorded conversation
with translations in the mother language - this is then used for follow
up activities or analysis)
3.Reflection on Experience
• (Teacher takes time during or after various activities to allow
students to express how they feel about the language and the learning
experience, and the teacher indicates empathy/understanding)
4.Reflective Listening
• Students listen to their own voices on the tape in a relaxed and
reflective environment)
5. Human Computer
• Teacher is a "human computer" for the students to control - the
teacher stating anything in the target language the student wants to
practice, giving them the opportunity to self correct)
6.Small Group Tasks
• Students work in small groups to create new sentences using the
transcript, afterwards sharing them with the rest of the class)
8.The Silent Way
This method is based on a problem-solving approach to learning, whereby
the students' learning becomes autonomous and co-operative.
• Caleb Gattegno founded The Silent Way as a method for language
learning in the early 70s,
• Teachers using the Silent Way want their students to become highly
independent and experimental learners.

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 • Develop their own inner criteria for correctness” (Larsen Freeman,
1986:62
Typical Techniques
1. Sound-Color Chart
• The teacher refers students to a color-coded wall chart depicting
individual sounds in the target language – students use this to point
out and build words with correct pronunciation)
2.Teacher’s Silence
• Teacher is generally silent, only giving help when it is absolutely
necessary)
3.Peer Correction
• Students encouraged to help each other in a cooperative and not
competitive spirit)
4.Rods
• Rods are used to trigger meaning, and to introduce or actively practice
language. They can symbolize whatever words are being taught and
be manipulated directly or abstractly to create sentences)
5.Self-correction Gestures
• Teacher uses hands to indicate that something is incorrect or needs
changing – eg. Using fingers as words then touching the finger/word
that is in need of correction)
6. Word Chart
• Words are depicted on charts, the sounds in each word corresponding
in color to the Sound-Color Chart described above – students use this
to build sentences)
7.Fidel Chart

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 • A chart that is color-coded according to the sound-color chart but
includes the various English spellings so that they can be directly
related to actual sounds)
8.Structured Feedback
• Students are invited to make observations about the day’s lesson and
what they have learned)
9.Suggestopedia
• This method is based on the idea that the mind has great potential
and can retain information by the power of suggestion. This teaching
method uses relaxation as a means of retaining new knowledge.

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