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Adventist University of the Philippines - Academy
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Teacher
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Precious Em G. Evora
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Grade Level
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Grade 7
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Learning Area
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English
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Quarter
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First
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I. OBJECTIVES
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Content Standard
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The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.
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Performance Standard
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The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic features of speech effectively in various situations; and observing correct subject-verb agreement.
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Learning Competencies
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EN7RC-I-a-7: Use the appropriate reading style (scanning, skimming, speed reading, intensive reading etc.) for one’s purpose
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Learning Objectives
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Identify the different reading styles
Use appropriate reading style for various text types
Demonstrate understanding of types of reading styles through differentiated activities.
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IFVL
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1 Timothy 4:13 Until I come, devote yourself to the public reading of Scripture, to exhortation, to teaching.
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II. CONTENT
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General Topic
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Types of Reading Styles
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III. LEARNING RESOURCES
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References
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Learner’s Material
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Attachment 1
Attachment 2
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Other Learning Resources
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Websites
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Leggatt C. (2010). Skimming and scanning a key reading comprehension skills. https://www.slideshare.net/cleggatt/skimming-and-scanning
Extensive Reading. (2018). https://www.teachingenglish.org.uk/article/extensive-reading-0
Intensive Reading. (2018). https://www.teachingenglish.org.uk/article/intensive-reading
K-12 Curriculum Guide https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf
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Audio / Video Links
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Teacherrific. (2020). Types of Reading Styles. [Video]. https://www.youtube.com/watch?v=SFDNrddsa3M
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Materials Needed
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News Paper, Magazine, Book, Powerpoint
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IV. PROCEDURE
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Approach
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Task-based Language Teaching Approach is a TESOL approach that has roots in the Communicative Language Teaching method, where the teaching process is done entirely through communicative tasks. To fully acquire language, it must have real meaning by being used in natural contexts. With Task-based Learning, teachers ask students to complete purposeful tasks that elicit the use of the target language.
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