1.  Other texts can make the meaning of a highlighted literary form more situated

2.  Informative texts are taught along with literary texts as a way to connect to other disciplines

3.  Informative texts in a theme-oriented learning structure

4.  Maximization of various reading strategies that cut across text types

VARIETY OF TEXT TYPES

Ang Pintor Jerry Gracio

Gumuhit siya ng ibon Lumipad ito palayo. Gumuhit siya ng isda, Lumangoy ito sa hangin. Gumuhit siya ng bulaklak Nagkalat ang halimuyak sa dilim. Iginuhit niya ang sarili At inangkin siya ng kambas.

TASK-BASED TEACHING 1.  Concurrent addressing of dimensions

of language and literature teaching 2.  Situated activities of language use 3.  Allows more logical sequencing of

content and performance dimensions 4.  Integration of technology and media

literacy activities

1.  Due to the focus on the more context-specific use of language

2.  Focus on more essential rather than sequential aspects of grammar

3.  Impetus to immediately address recurring areas of difficulty in form-focused learning

COMMUNICATIVE GRAMMAR

Learning “Grammars”

1.  Elicitation 2. Generalization 3. Controlled Practice 4.  Individual Practice 5.  Expansion/ Enrichment

Reviving a Teaching Structure

Moving Forward: CEAP Schools and PALT in Focus

www.paltpilipinas.org

SUBMIT A PROPOSAL BY JULY 15! www.paltpilipinas.org

•  Paper reading (40 minutes) •  Teaching demonstration (60 minutes) •  Panel discussion (60 minutes)

CONTACT US FOR YOUR SCHOOL’S LANGUAGE

TEACHER TRAINING NEEDS.

efermin@mc.edu.ph pac.palt2013@gmail.com

TRANSITIONING TO THE K to 12 MTB-MLE PROGRAM

A CEAP-PALT Collaboration