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BEST PRACTICES HANDBOOK

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INTRODUCTIONThe best practices in this handbook highlight the

effective instructional strategies that English teachers in

NNHS are using to develop language proficiency among its

students. Organized according to language skills, the best

practices underscored here are synthesized in order to give

the schools stakeholders an overview on how English

teachers promote language learning through moderncommunicative teaching strategies.

RATIONALE:In order to address the communication needs of

learners in the basic education, we ensure that daily

instruction employs an interactive, integrative, engaging

and multi-modal approach. This demands that activities and

strategies used by the teachers must be geared toward the

development of communicative competence among

students which calls for their ability to use the languagewithin specific contexts. Classroom practices should not

only develop proficiency of the four macro-skills but also

promote higher-order thinking skills that equip students

with skills in learning how to learn. Hence, it is essential

that teachers have a repertoire of teaching techniques and

strategies in order to achieve this entire end in view.

English Week Celebration in NNHS

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SPEAKING

In the communicative model of language teaching,instructors help their students develop this body of

knowledge by providing authentic practice that prepares

students for real-life communication situations.

Engaging students to real-life communication, authenticactivities, and meaningful tasks that promote oral

language.

o Discussionso Role Playo Simulationso Information Gapo Brainstormingo

Storytellingo Interviewso Story Completiono Reportingo Songs, Poems, Rhymes and Chants

BEST PRACTICES

READING

Making every student a competent reader and a functionallearner is the ultimate goal of teaching children learns how to

read. NNHS English teachers incorporate principles of

effective comprehension strategy instruction before, after andduring reading.

Teaching reading as a process:o Use strategies that activate prior knowledgeo Help students make and test predictionso Structure help during readingo Provide after-reading applications

Primary instructional emphasis on comprehension Exposing students to a wide and rich range of literature Silent reading followed by discussion Reading aloud to

students

Developingvocabulary and

word attack skills

o Semanticmaps

o Contextclues

o StructuralAnalysis Evaluation that

focuses on holistic,

higher-order

thinking processes

Reading-writingconnection

Social, collaborativeactivities with much

discussion and interaction Students choice of their own reading materials

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Time for independent reading

WRITING

Teachers engage students in writing activities using theprocess-oriented approach and other effective strategies

that unlock potential difficulties in the pre-writing,

actual writing and the post writing stage.

Class time spent on writing whole, original piecesthrough:

o Establishing real purposes for writing and studentsinvolvement in the task

o Instruction in and support for all stages of writingprocess

o Prewriting, drafting, revising, editing Learning of grammar and mechanics in context, at the

editing stage, and as items are needed Making the classroom a supportive setting for shared

learning, using:

o Active exchange and valuing of students ideaso Collaborative small-group worko Conferences and peer critiquing that give

responsibility for improvement to students

Learning of grammar and mechanics in context, at theediting stage, and as items are needed

LISTENING

Language learning depends on listening. Listening provides theaural input that serves as the basis for language acquisition and

enables learners to interact in spoken communication.

Focus on processo Constructing meaningful messages in the mind by

relating what student hear to what they already know

(previous knowledge).

Listening for Enjoyment, Pleasure, and Sociabilityo Listening to songs, stories, plays, poems, jokes,

anecdotes, teacher chat.

Listening and Solving Problemso word games in which the answers must be derived from

verbal clues

o riddles, logic puzzles, intellectualproblem-solving

o "minute mysteries" in which aparagraph-length mystery story is

given by the teacher (or a tape),

followed by small group work in

which students formulate solutions

Listening, Evaluation, andManipulating Information

o writing information received and reviewing it in order toanswer questions or to solve a problem

o evaluating information in order to make a decision orconstruct a plan of action

o evaluating cause-and-effect informationo summarizing or "gistizing" information received