TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL

ELLs at all levels of English proficiency, and literacy, will benefit from explicit instruction of comprehension
skills along with other skills. Examples of comprehension skills that can be taught and applied to all
reading situations include comprehension skills such as comparing and contrasting, integrate and
interpret information from non-continuous texts, developing an interpretation, and reflecting and
evaluating on the content of the texts which are important for comprehending argumentation reading.

Activity 1
THEME PEOPLE AND CULTURE (#SELFIEHOLIC)/(#SELFIEMANIA)

i. Interpret continuous text and comic strips by writing the

BY THE END answers.
OF LESSON,
STUDENTS ii. Discuss and answer the questions given
CAN:
iii. Present information in a non-linear form i-Think map

i. Skim and scan

ii. 5W1H
iii.ACID

iv. HOTS - Analysing (Take information apart and explore

STRATEGIES/ relationship)
APPROACHES
- Interpreting (Interpret comic strips to answer sets of
questions)

21st Century Learning

vi. Values Good relationships, Respect

LEARNING/ A continuous text

TEACHING A comic strip
AIDS Worksheets
SITUATION Educational
TEXT FORMAT Multiple Mixed - Continuous and Non Continuous
TEXT TYPE Description
COGNITIVE Scan and locate information
PROCESS Represent literal and gist meaning

People & CultureInterpreting information

 ACTIVITIES SKILLS/
APPROACHES

STEP 1
a. Analyze and discuss comic strip with Think, Pair and Share
shoulder partner. (Text 1) with shoulder partner

b. In pairs, answer questions based on the

comic strip given. (Worksheet 1) 21st century teaching
and learning
c. Share answers.

STEP 2
a. Students read the text and identify
unfamiliar words.

b. With face partner, discuss the meaning of Think, Pair and Share
unfamiliar words using a dictionary.

c. Students match the words and their

21st Century
meaning.
Learning
d. Students check their answers.

STEP 3

a. Students read the text. (Text 2) HOTS:

Analyzing
http://www.hercampus.com/school/sacred-
heart/pros-and-cons-selfies

b. In groups:
Generate findings
(i) List down the pros and cons of
selfies
(ii) Tabulate the information discussed
into an i-Think map Present/ Take note
21st Century
c. Share information with others using Gallery Learning
Walk Think and Share
(4 students walk around to get the finding Gallery Walk
from other groups whilst 1 stay and explain
their groups findings to the strayers)

d. Share findings with group members.