KRISTINE JANE T.

ZIPAGAN BEEd- 2A
TASK 1
THE ORAL APPROACH AND SITUATIONAL LANGUAGE TEACHING

1. In your own words, how do you understand oral approach and situational language
teaching?

Situational language teaching is originally called oral approach. It occurs by

following a series of success and failure paths through a realistic situation based on
achieving the main learning objective. Situational language teaching is a
term not commonly used today, but it is an approach developed by British applied
linguists in the 1930s to the1960s, and which had an impact on
language courses which survive in some still being used today (Richards &Rogers, 1986).
The Oral Approach and Situational Language Teaching relied on the structural view
of language. Both speech and structure were seen to be the basis of language and,
especially, speaking ability. To ensure that the language that is being taught is realistic,
all the words and sentences must grow out of some real situation or imagined
real situation. Thus, the meaning of words is tied up with the situations in which
they are used.

2. Review the Activity Representing the Method part in the given lecture. Then make a simple
lesson plan demonstrating the activities. The Lesson Plan consist the Teacher and Student
Activity.

Detailed Lesson Plan in English 2

I. OBJECTIVES
At the end of the lesson, the pupils will be able to:
1. Define verbs.
2. Identify action words happening in the picture.
 3. Construct sentences using common verbs.

II. SUBJECT MATTER

A. Topic: Verbs
B. Reference: Third Edition English This Way 2
C. Materials: Pictures, flashcards, visual aids
D. Values: Cooperation

III. PROCEDURE

Teacher’s Activity Student’s Activity

A. Preparatory Activities
1. Review

Do you still remember our last

lesson? Yes, Ma’am

What is it all about?

Yes, Fritzie? Demonstrative Pronoun Ma’am.

Very good!

What are Demonstrative

Pronouns?

Anyone?

Yes, Jessie? This, That, These, and those

Ma’am.

Precisely!

2. Motivation

Ok class, what do you do during

your vacant time? When you’re at
home? Or during summer days?
 Yes, Lovely? I watch television Ma’am.

What else, Lorraine? My sister and I wash the dishes and

clean the house Ma’am.

When you go to amusement park,

what do you usually do?

Yes, Hernanie? I will ride in the carousel Ma’am.

What about you Angie? Playing around the monkey bars

Ma’am.

B. Developmental Activities
1. Presentation of the Lesson

Ok class, I have here 5 pictures

and all you must do is to say
sentences representing what you
can see in the pictures.

Yes, Cielo?
She is reading books.
 The Chef is cooking vegetables.

What about this Cherry Ann?

She was eating noodles.

What about this picture?

Yes, Julie Ann?

Very good! All your answers are

correct and it has something to do
with our lesson for today.

2. Discussion
Ok class, Let’s go back to the Reading Ma’am
pictures.

What does the girl do in the first

picture?

Yes, Rosel?

Correct!
 Cooking Ma’am
What about the Chef in the second
picture?

Anyone?
Eating Ma’am
Yes, Vanessa?

Very Good!

What about the third picture

Jireh?

Definitely correct!

Ok class, I will show some images

and I will say the action that is Yes, Ma’am!
happening in the pictures.

All you have to do is to repeat or

to act out what the action is.

Is that clear class?

First image (The pupils say jump roping 2x

(Jump roping) and act it out)
Second image
(Calling)

(The pupils say the word calling 2x

and act-out the word calling)

Third image
(Sleeping)
(The pupils say the word sleeping
2x and act it out)

Fourth image
(Running) (The pupils say the word running
2x and act it out)
 Jump roping, calling, sleeping and
running Ma’am.

Ok class, who can sum-up all the

activities they do?

Yes, Jean?

Action words, Ma’am

Precisely!

What do you mean by those

words?

Yes, Angelica?

Verbs, Ma’am.
Correct!

What do you call the words that

show action?

Yes, Valerie?

Very good! Verbs are the words that show

action.
What do we mean by verbs?

Anyone?

Yes, Jessica?

Playing, Ma’am
Definitely!
 Who can give me an example of a
verb? Talking, Ma’am

Yes, Erica?

Good!

What else Mary Millen? Walking and running Ma’am.

Precisely!

Another? Yes Ma’am!

Yes, Godly?
None Ma’am!.
Very good!

Did you now understand verbs?

Are there any questions about

verbs?

3. Application

We are going to play Word

hunting; I will group you into (5). Yes, Ma’am
All you must do is to search for
the word inside the word hunt as I
give you clues for every word that
you are going to look for.
Cry
Is that clear?

Let’s Start! Laugh

1. What did you do when you’re

very sad? Run

2. What did you do when you

 see something funny? Read

3. What did you do when you’re

in a hurry? Eat

4. What did you do when you

see a book?

5. What did you do when you’re

hungry?

Ok class, you may start the word

hunting.

(The teacher collects and check

their work after the activity and
give points to the respective
groups.)

4. Generalization
Verbs are words that show action
Let us see if you really understand Ma’am.
the lesson.

What are verbs?

Yes, Sharlene? Verbs, Ma’am.

 Very good!

What do we call the word that

shows action again?
Cliar Ann?

Precisely!
We should participate actively in
5. Values Integration order for us to acquire knowledge
Ma’am.
Class, if your teacher gave you an
activity, what should you do?

Yes, Domingga?

Very good!

IV. Evaluation

Direction: Fill in each black with the correct verb from the box.

Combing Playing Swims Throws Write

1. The swimmers ________in the pool.

2. The boy _______his name.
3. The runners’ _______around the oval tracks.
4. The Basketball player is _______ the ball.
5. The girl is _______ her doll.

V. Assignment
 Construct five (5) sentences using common verbs.

TASK 2
AUDIO-LINGUAL METHOD

1. Introductory routine

a. What aspects of this activity derive from structural principles?

Selecting short question and answer for practicing. It is because question and
answer drill are one of the audio-lingual method techniques which practice the students
by answering questions.

b. What aspects of this activity are behaviorist?

The behaviorist aspect of this activity is when repetition drill is used. Repetition
of line of dialogue for memorization, and of /h/ sound, expected to be difficult because
absent from first language (contrastive analysis). Overlearning of short phrases, no
opportunity for learner initiative or choice, either in form of utterance or content of
response.

c. Can we talk about conditioning in these circumstances?

Yes, the learners are conditioned to produce an automatic response – Fine, how
are you? - whenever the cue question How are you? is provided. After enough repetition,
they are likely to respond similarly when the teacher arrives in school, for example, or
even on meeting her in the street. The learners tend to memorize the answer to “how are
you” question that is why, when they hear it, they immediately answer back.
2. A what?

a. What type of activity is described here?

A type of activity that is used here is a drill

b. Is the activity meaningful or mechanical?

There is a falsification of meaningful use, since the students are pretending to

have forgotten the new word, but there is no opportunity for the students to alter the
expressions utilized.

c. After presenting and practicing several new animal words, the teacher checks students'
comprehension and memory by presenting 4 flashcards and asking for volunteers to name
the animals. When she points to the bear flashcard, the students chorus 'a what.' What has
happened here? What are the implications for this approach to learning?

The learners have erroneously built up a connection between the word 'what' used
to evoke repetition and the picture of a bear, intended to elicit the word 'bear.' This
example shows the dangers of a purely behavioristic approach to overlearning forms
without paying equate attention to their meaning and use in context.

3. Chain drill

a. Identify the behavioristic and structural aspects of this activity.

Brief questions and answers are drilled, differentiate between two sounds is
highlighted, overlearning by repetition is utilized to help memorization.

b. What other activities might the teacher use to extend the learning produced in this
context?

Have learners produce questions on seeing the flashcards, with another learner
giving the reaction/reply. Include another question such as How old are you? with
another flashcard. The teacher can also set up game, such as 'Fly-swat' where flashcards
for known words or expressions are shown on the board. Teams send one member to
stand back to the board as the teacher calls out one word or expression. The first learner
 to touch the correct card wins. In all these exercises, learners are practicing the
association between the aural form of a word or expression and a meaning, represented
by the flashcard, in a form of stimulus-response pairing reminiscent of B.F. Skinner's
operant conditioning.

TASK 3

TOTAL PHYSICAL RESPONSE

1. What is Total Physical Response?

Total Physical Response (TPR) is a method developed by James Asher in the

1960s. It is a method of teaching language or vocabulary concepts by using physical
movement to react to verbal input. The process mimics the way that infants learn their
first language, and it reduces student inhibitions and lowers stress. The purpose of TPR is
to create a brain link between speech and action to boost language and vocabulary
learning.

It was created with the goal of helping students learn a second language. TPR
helps students learn by associating a physical action with new vocabulary.

2. Benefits of TPR

Total Physical Response (TPR) has many benefits. These include helping learners
understand target languages and aid in long-term retention in a stress-free approach. This
method can be uses to teach vocabulary connected to actions, classroom directions, and
storytelling.  Teachers thoughtfully plan lessons with TPR in mind to promote
 engagement and develop listening fluency. Once there is enough listening fluency
learners begin to speak the target language.

 it provides language acquisition experiences for your students in the classroom

setting. TPR concerns itself with meaning, so your students will have
communicative use of the language, instead of just knowing rules of grammar.
 It helps students remember new phrases or words
 It can be used in both large and small classes
 It doesn’t require much preparation (bye bye worksheets!)
 It gets students excited about learning and involved in the lesson
 It is effective for all age groups and abilities

TPR isn’t only for the teachers though, students who are trying to learn a
language on their own can benefit as well. Associating a movement with new vocabulary
can help you remember it next time. TPR works by helping students understand the
meaning of new words quickly. Teachers can develop TPR centered activities or add TPR
into any classroom activity they already do.

3. How to use Total Physical Response?

a. Prepare

Decide on the vocabulary you will be teaching and think about the most
effective movements to use. You can also take some time to gather any props or
extra materials you will need.

Select the vocabulary that you are going to teach. Gather any equipment,
props or pictures you will need to illustrate the meaning of the words.

b. Teacher Modeling

Show the students the movement and say the vocabulary word. Be sure to
do this a few times so everyone understands what you’re doing.
 Say the new vocabulary word for the students.  As you do this, use
gestures, facial expressions, props or body movement to illustrate the meaning of
the word.

c. Student Modeling

Now it’s time to get your students involved. Choose a few and have them
mimic the action and say the vocabulary word. This will help the rest of the class
understand what you need them to do in the next step.

Have student volunteers mimic the same gestures, facial expressions, use
of props or body movement modeled as you say the word.

d. Student Participation

To ensure everyone understands, have the entire class model the

movement and say the word together. This will get everyone on the same page. It
will also help relieve some of the self-consciousness your students may feel
saying a new word or doing a funny action.

Have all students mimic the same gestures, facial expressions, use of
props or body movement modeled by the teacher and student volunteers. Ask
them to say the word as they are making the movement. Vary this activity by then
doing the action and while students say the word.

e. Writing

Write the word down on the board, or whatever you are using to show
your students new vocabulary. Not doing this earlier helps students focus on the
sounds in the word and your actions, rather than the spelling of it. Writing it down
for them at this point in the process helps students connect the sound with a
written word.

Write the word or phrase where all students can see it so that students can
make the connection between oral and written words.

f. Repetition and Practice

 Continue teaching the rest of your vocabulary in a similar manner. At the end,
be sure to review all the new words and movements with the class.

Teach the next word or phrase using the same method. Review and practice
words with students’ multiple times to ensure learning.  Recycle words regularly to
make sure that students do not forget old words.

When to Use

Total Physical Response (TPR) may be used to teach many types of vocabulary
but works best when teaching vocabulary connected with action. It is an effective strategy
to use with English Language Learners as well as with native speakers when learning
new words.

4. Give at least 5 Total Physical Response Activities

a. Group Singing

A great example of group singing with total physical response is the grade school
classic, “Head, Shoulders, Knees, and Toes”. This song is not only fun to sing but
incorporates movements that students can remember even if they can’t quite get all the
words. This helps them remember the words more accurately after practice, and
reinforces their meaning.

b. Simple Simon Says

This is a great game because your students likely already know it in some
capacity. Simon says to do something, you do it. Teachers in large classrooms typically
have all of the students stand up to start.  Throughout the game, students sit down if they
miss a question, answer incorrectly, or answer when they are not supposed to. This is
useful for reviewing vocabulary from previous lessons or at the end of a complicated
lesson.
 For example, you’ve just taught a lesson on the face (eyes, ears, nose, mouth, etc.)
and you want to make sure your students understand. You can stand at the front of the
class and play “Simon says…” “touch your eyes”, “touch your ears”, “touch your
mouth”.

This game is perfect for all levels, as even students who do not initially
understand the game can catch on quickly. It can also be used for more advanced
vocabulary and can be done at any pace to test quick understanding.

c. Charades

Charades is a helpful game for any learner, not just for language learning.
Charades involves a student getting up and performing for the rest of the class. They are
told a vocabulary word or action that the rest of the class needs to say, and then it’s their
job to get that answer from the class. This helps test the student performers ability as well
as the ability of the class.

You can also let your students get a little competitive by dividing them into
teams. Teams alternate turns, so they can’t guess off of the other performer’s actions.
This helps get your students more involved in the game, as everyone likes a little
competition.

You can do this game with or without preparation, making it a great cool down
activity or quick review game. If you want to prepare, write down your vocabulary (this
works best with verbs) and put them on pieces of paper in a jar for your students to pull
from. If you’re winging it, tell only the student that is performing which action they need
to do.

d. Pantomime Actions

Get your students interacting with them by using this pantomiming activity.
Here’s how it works- think of a series of actions you can do with your props, then get
your students to mimic the actions. Use simple sentences for each action, so your students
can practice extended speaking.

For our example, we’ll use a grocery store scenario-

 “Get a basket”

“Pick up an apple”

“Look at the apple”

“Put the apple in the basket”

This can be extended indefinitely depending on your props and subject matter.
This is a great way to get students practicing speaking and performing TPR at the same
time. For large classes, you may want to set up a few different stations so no one gets
bored watching or doing the same thing.

e. Storytelling sessions

Stories are a great way to put vocabulary in context and get your students to have a
better understanding of what goes on in class. Adding TPR to your story makes it easy for
students who may not have understood the vocabulary the first time around. Plus, it makes it
more engaging.

Choose a story about something that can involve your vocabulary words more than
once. For example: If your class has just learned about the five senses, you can tell a story
about Sally’s first time in the park. Talk about what she hears, sees, and smells and use your
TPR for each vocabulary word multiple times.

At the end of the story, ask a few students to summarize what happened. They can use
the TPR for smells, sees, and hears to help them remember what happened in the story and
practice speaking in full sentences.

f. Have a drama session

Do you sometimes feel like your students are a little dramatic? This is the perfect
activity for them! A great way to test their language and TPR skills is to have them do a little
improv. You’ll play the role of the narrator and decide how the story goes. Choose something
light and easy to follow, like a hero’s journey.
 For this kind of story, you’ll need a hero, a princess, and a villain. For a larger class,
feel free to add more characters but don’t make the story too long or too complicated. You
also can’t forget to leave some of the class in the audience to watch the chaos unfold!

Use some target language you’ve covered in class- ex. “Run away!”, “Wave Hello”,
etc. and have the students in the play act using the TPR you covered in class. Don’t be afraid
to stop the story if someone is confused or doesn’t understand. This activity is all about
putting the vocabulary they learn in class to good use, so make sure they know what they’re
doing.

g. Mime activities

This one’s all about total physical response. Your poor student has completely lost
their voice! They’ll be assigned a partner who has to determine what they need, but they
can’t say a word. You’ll give them a task or phrase they need to make their partner say. For
example, “You’re looking for your dog.” The mime student must convey this entirely
through their actions, and the partner must guess the target sentence.

This is a great way to test your student’s understanding, as they will have to
remember the vocabulary off the top of their heads. This is also a great activity for large
classrooms, as you can pair off students and have them race for first place.

h. Role Play

A simple way to get your students talking and using TPR is to have them roleplay
easy scenarios. This is better for more advanced students that have a little more confidence
speaking. All you have to do is give them a scenario or a few pieces of target vocabulary and
watch them go.

You can do these two ways- you can have two students get in front of the class and
perform, or you can pair them off and have them work more independently. Many students
can be shy or reluctant to speak when learning a new language, so pairing them off and
listening in on a few conversations works well for small classes. No matter what you do
though, make sure they’re up and moving around!
 If your students are reluctant to talk, some teachers find it helpful to set a timer for
how long the scenario has to go on. 30 seconds is a good starting point for most classes, and
you can give them time to prepare before they start.

i. Treasure Hunt with a Twist

This is perfect for classes that love to compete. Group your students into four or five
groups and send them on the scavenger hunt of their lives! Or at least of their day. Instead of
giving your student’s paper clues, give them verbally. Whichever team completes the activity
first wins for that round.

For example, after teaching action verbs, you can ask your students to “go to the back
of the class”, “run to the front of the class”, “find something yellow”, or “jump in place”. Be
sure to keep track of each teams points and award the winner with bragging rights (or candy).

This activity is great for getting everyone practicing total physical response, as teams
cannot earn points unless all members are participating.

We hope this list of fun activities gets you and your class moving. total physical
response is a great language tool for any age or level and can help your students more
quickly remember vocabulary and phrases.

SEMI- DETAILED LESSON PLAN IN ENGLISH III

I. Objectives: At the end of the discussion, the pupils should be able to:
a. Define proper noun
b. Classify proper noun
c. Use proper noun in a sentence
II. Subject Matter
A. Topic: Proper Noun
B. Reference: Internet (http//www.slideshare.net/propernounpresentation)
C. Materials: Cartolina, marker, worksheets, box, message ball, audio, bond paper
D. Values: Participating actively
III. Procedure

A. Preliminary Activities
1. Drill
SWARLT (Start With a Reading-Listening Technique)
Read a story about the lesson and ask questions afterward.
2. Review
What was our topic yesterday?
What was the title of the story you have read?
3. Motivation
 Introduce a game called “Please don’t stop the music” to the pupils.
 Get a small box with 5 questions and a message ball

Questions:

1. What is the brand of your cellphone?

2. What is the capital of Isabela?
3. Who is the President of the Philippines?
4. February 14 is said to be_____.
5. What is the National Bird of the Philippines?

B. Developmental Activities
1. Presentation
  The teacher will show a table with 5 columns labelled as persons, places,
things, animals, and ideas or event.
 Ask the students to write their answers in the activity a while ago in the
corresponding columns.
2. Discussion
 Ask the students if what do they notice about the answers written on the
table
 Ask them if they have any idea about what kind of Noun is being used.
 Ask them what the lesson for today.
 Ask them what proper noun is based on the activity.
 Give examples of Proper Noun
 Present again a table with 5 columns same as presented before
 Group the class into 5 and give 1 envelop to each group which has different
proper noun words inside.
 Give them time to classify the proper nouns and put them in the
corresponding column.

Words

Mrs. Lina Nokia Lara

Mario Acer (laptop) Shark

Pasay City Baptism Converse

Octopus Marcela Christmas Party

Dubai Mother’s Day Ilagan City

C. Application
 Let the pupils think of a proper noun and use it in a sentence.
 Call five pupils and let them recite.
 D. Generalization
 Ask the class the definition of proper noun again.
 Ask them “proper nouns always begin with?”
E. Values Infusion
 Ask the pupils that if the teacher gave an activity, what should they do.
IV. Evaluation
Direction: Underline the proper noun in each sentence.
1. I’d like you to meet my friend Jeremy.
2. We’ll be vacationing in Manila this year.
3. My second-grade teacher was Mrs. Rose, an old battle-axe.
4. We went to Smith’s Furniture and brought a new couch to replace our old one.
5. Do you think the Dolphins will win the game?
6. I’m flying first-class on Emirates Airlines.
7. Thomas Jefferson was a president and philosopher.
8. My best friend moved to Israel to study.
9. When the Titanic sank, the captain went down the ship.
10. My aunt gave me an Acer laptop.

V. Assignment
Direction: Write at least 3 proper nouns names of a person, place, things, animals, and
events.

PERSONS PLACES THINGS ANIMALS EVENTS/IDEAS