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TESOL Module 1 Answer

The document discusses an English lesson being taught to 9th grade students in the Philippines about Anglo-American literature and culture. It notes that the textbook materials contain significant target cultural content and aim to familiarize students with old English words and worlds. The teacher tries to supplement the limited local cultural materials in the textbook by making connections to Philippine literature, such as comparing Romeo and Juliet to Florante at Laura.

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Bobohu Buns
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1K views2 pages

TESOL Module 1 Answer

The document discusses an English lesson being taught to 9th grade students in the Philippines about Anglo-American literature and culture. It notes that the textbook materials contain significant target cultural content and aim to familiarize students with old English words and worlds. The teacher tries to supplement the limited local cultural materials in the textbook by making connections to Philippine literature, such as comparing Romeo and Juliet to Florante at Laura.

Uploaded by

Bobohu Buns
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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In public schools the teachers are encouraged to follow the prescribed curriculum guides (CG), teachers’

guides (TG), and learners’ materials (LM). I am currently teaching the English subject to grade 9
students. Our materials have significant target culture contents. The aim according to content standard
is for “the learners to demonstrate understanding of how Anglo - American literature and other text
types serve as means of connecting to the world.” Through this, the learners are expected to be
familiarized to old English/American words and worlds. To relate our own culture and traditions to the
Anglo–American culture and International culture, there are given questions and activities where the
students have to reflect and state the differences they notice.

There are limited source culture materials in our books so I try to be creative by implementing
localization in my lessons. For example, while learning the story of Romeo and Juliet I can ask them to
think of a Philippine literature that has similar representation; a possible answer is Florante at Laura
(Florante and Laura). Knowing how things were in the past / are in the present can make a huge impact
in shaping our children to be better citizens of the world.

Topic: Modes of Transportation

Objectives: At the end of the lesson, students are expected to differentiate and distinguish
the most common modes of transportation in different parts of the world.

Students' level: Intermediate

Step 1: The teacher starts the discussion by asking students about the modes of transportation in
our country (Philippines). Sample questions: How do you get to school, nearest malls and other
parks? What do you think is the most common vehicle can be seen on the road?

Step 2: Students are grouped into five groups. Each group must research about the modes of
transportation of the country assigned to them and present them in class.

Group 1: Japan
Group 2: United Kingdom (England)
Group 3: United States
Group 4: Thailand
Group 5: United Arab Emirates

Step 3: Each group prepares a visual material, it can be a PowerPoint presentation or


pictures they can post on the board.

Step 4: Each group presents in class. The students compare the modes of transportation in the
Philippines and the country assigned to them.

Step 5: After the presentation, the teacher and students can ask questions.
All PowerPoint presentations prepared by the students can be uploaded to educational sites such as
Slideshare, Course Hero and other sites.

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