BEST PRACTICES HANDBOOK

© “The Great” LAZARO & LALLAVE of IV-EC

INTRODUCTION
The 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 school’s stakeholders an overview on how English
teachers promote language learning through modern
communicative 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 language
within 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

 SPEAKING READING

 In the communicative model of language teaching,  Making every student a competent reader and a functional
instructors help their students develop this body of learner is the ultimate goal of teaching children learns how to
knowledge by providing authentic practice that prepares read. NNHS English teachers incorporate principles of
students for real-life communication situations. effective comprehension strategy instruction before, after and
during reading.
 Engaging students to real-life communication, authentic
activities, and meaningful tasks that promote oral  Teaching reading as a process:
language. o Use strategies that activate prior knowledge
o Discussions o Help students make and test predictions
o Role Play o Structure help during reading
o Simulations o Provide after-reading applications
o Information Gap  Primary instructional emphasis on comprehension
o Brainstorming  Exposing students to a wide and rich range of literature
o Storytelling  Silent reading followed by discussion
o Interviews  Reading aloud to
o Story Completion students
o Reporting  Developing
o Songs, Poems, Rhymes and Chants vocabulary and
word attack skills
o Semantic
maps
o Context
clues
o Structural
Analysis
 Evaluation that
focuses on holistic,
higher-order
thinking processes
 Reading-writing
connection
 Social, collaborative
activities with much
discussion and interaction
BEST PRACTICES  Student’s choice of their own reading materials
  Time for independent reading

WRITING
 Teachers engage students in writing activities using the
process-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 pieces
through:
o Establishing real purposes for writing and students’
involvement in the task
o Instruction in and support for all stages of writing
process
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’ ideas
o Collaborative small-group work
o Conferences and peer critiquing that give
responsibility for improvement to students
 Learning of grammar and mechanics in context, at the
editing stage, and as items are needed
LISTENING
 Language learning depends on listening. Listening provides the
aural input that serves as the basis for language acquisition and
enables learners to interact in spoken communication.
 Focus on process
o Constructing meaningful messages in the mind by
relating what student hear to what they already know
(previous knowledge).
 Listening for Enjoyment, Pleasure, and Sociability
o Listening to songs, stories, plays, poems, jokes,
anecdotes, teacher chat.
 Listening and Solving Problems
o word games in which the answers must be derived from
verbal clues
o riddles, logic puzzles, intellectual
problem-solving
o "minute mysteries" in which a
paragraph-length mystery story is
given by the teacher (or a tape),
followed by small group work in
which students formulate solutions
 Listening, Evaluation, and
Manipulating Information
o writing information received and reviewing it in order to
answer questions or to solve a problem
o evaluating information in order to make a decision or
construct a plan of action
o evaluating cause-and-effect information
o summarizing or "gistizing" information received