Republic of the Philippines

Southern Leyte State University-Laboratory High School

San Isidro, Tomas Oppus Southern Leyte
A.Y.2014-2015

A NARRATIVE REPORT
Presented to the
OFFICE OF THE TEACHER EDUCATION

In Partial Fulfilment
Of the Requirements in
Educ 402: Student Teaching

Submitted by:
MULDEZ, ROMELO V.

Submitted to:
PROF. LESLIE ELISA S. COBILLA

March 2015
 Republic of the Philippines
Southern Leyte State University-Tomas Oppus
San Isidro, Tomas Oppus Southern Leyte

TEACHER EDUCATION DEPARTMENT

APPROVAL SHEET

This Narrative Report on the Internship Experiences is prepared by ROMELO V. MULDEZ

In partial fulfilment for the Degree of BACHELOR OF SECONDARY EDUCATION major in
ENGLISH is hereby approved.

Recommending Approval:

___________________________
PROF. LESLIE ELISA S. COBILLA
Supervisor, Practice Teaching

Approved:
___________________________
DR. STELLA MARIE D. CONSUL
Dean, Teacher Education Dept.
 DEDICATION

Time flies so fast. It is indeed nostalgic looking back on all the things happened during
those four exuberant years. Who would have thought that I am now on last academic year in my
college life which is about to bid goodbye and can’t hide just how thrilled I am while writing this
dedication since our much awaited Graduation Day is fast approaching. In line with this I,
Romelo V. Muldez am again compiling all the knowledge I have learned while having my
Practice Teaching- a course guiding us and molding us in becoming professionals in or career as
future Educator. I am compiling not just the knowledge, and also the experiences and
unforgettable memories I had, making me come up with this Narrative Report.

This Narrative Report is lovingly dedicated to my parents, Rodolfo Guarte Muldez Sr.
and Editha Mullet Valmorida and my siblings, Rodelo, Meschel, Rodolfo Jr.,Riel, Richard and
Richie who served us my inspiration, my strength and motivation in fulfilling my dreams and in
accomplishing this portfolio successfully.

I also want to dedicate this portfolio to the rest of the Muldez, Dadap, Tidalgo,Valmorida
clan and all the people who have also supported our family along this journey of mine towards
becoming an educator- a molder of young minds.

And above all, to my Almighty Creator who granted this miracle of achieving my dreams
in life and all the people who believed in me that I can make. This is all for you.
 ACKNOWLEDGEMENT

I would like to express my warmest gratitude to all those who helped me in the
completion of this portfolio and those who became a big part of my college life.

To my Arts and Letters family, MaamVioleta, MaamTibus, MaamBendulo, Sir Paler,

Maam Ampo, Maam Borong and others for their guidance, encouragement, and their inspiring
words to motivate me to develop and become effective teacher; for their undying support and
patience for their words which lightened me up towards right direction.

To my cooperating teacher in Laboratory High School, Sir Joseph for all the things he
taught me; for sharing his experiences and giving his time and effort in giving me pieces of
advice; for his concern, encouragement and guidance.

To my students in Laboratory High School, grade-7 for giving me love and for treating
me as real teacher; for being my younger brothers and sisters, friends at the same time for giving
me unique experiences I never thought would have.

To my DAFENHS family for the wonderful and challenging experiences you have shared
with me during my internship.

To the Cobilla family, who really believed in me and saved me from frustrations in life.

Grateful acknowledgement is expressed to my beloved parents Rodolfo Guarte Muldez

Sr., Editha Mullet Valmorida and my siblings for being my motivation to always do my best in
everything I do and to always soar higher; for their hard work just to be able to send me to
school; for their patience, love and undying support; for being always there for me in times of
laughter and when things weren’t so great; for always showing the world and making me feel
how much they are proud of me; for teaching and guidance which make me become as what I am
now

And most of all, to the Author of my life- My Heavenly Father.

 Narration of Experiences

Introduction

A Transition from a Student to a Teacher

If you will come to think of it, being a student isn’t an essay role, what more is to be a
teacher? But what makes more challenging is when these two words – student and teacher –
smashed together, ending up with “student- teacher.”

The courses Field Study, Curriculum Development and Practice Teaching prepared me
for a transition from being a student to a student-teacher. These courses provided me to
experience of how was it to become a real teacher through my observation period in SLSU-
Laboratory High School and Don Agustine F. Escano National High School during my Field
Study subjects,

To be a student teacher or to have practice teaching is an integral and important part of all
teacher training programs. It is a practical and hands-on type of work that will really prepare and
train would be teacher in the real battle field of teaching that is why it is highly valued compared
the other courses during the training of future teachers like me.

The student teaching experience is frequently cited having the highest impact on future
teaching behaviors of candidate teachers. And for me, my student teaching experience was the
most meaningful portion of my professional preparation as an educator.

By glancing in this narrative report, you will have a glimpse of what took place during
my student teaching period- the learning and experiences which are bitter yet fruitful; the
hardships and struggles I’ve gone through as I strive to reach my goal of becoming a full pledge
teacher; the memories that will forever remain carved in my heart; and the fulfilment and the
joys of my teaching experience.

I’d be happy to share with you all these experiences in my journey and may you also be
inspired to follow the steps of our great teacher- Jesus Christ.
Orientation

Orientation was made before the deployment of the different assigned school whether in
or out campus. In my orientation experiences I learned about what and why about Practice
Teaching Program.

What is Practice Teaching Program?

The teaching education curriculum of any teacher training institution has a very valuable
component which a senior education students undertaken for one semester. This is student
teaching which is considered the keys phase of the student teacher education program. Many
educators view it as the most important experience in the professional education of a prospective
teacher. Here the future teachers get a “feel” of the school and a “feel” of the teacher.

It is a program where the prospective teacher will obtain exposure and firsthand
experience in all aspects of teaching. It is in the student teaching where they will be challenged
in knowing themselves better in understanding the nature and aspirations of their students, an
acquiring the basic teaching skills in making a critical analysis of the various problems related in
teaching, in keeping themselves abreast current trends and practices in their field of
specialization, and many others. It is here where they will put into practice the many principles
and theories which they have learned in the classroom. Exhibiting a positive attitude toward
realizing their goal in becoming the effective involved and happy teacher they want to be.

This orientation was indeed very beneficial to us because in this phase we were learned
the do and don’ts being a practice teacher. We were also taught and reminded on how we are
going to pass this course.

This orientation was also made colorful on the impromptu made by our supervisor,
Professor Leslie Elisa S. Cobilla. Student teachers were so surprised when their names were
called to be the emcee, to be the welcome talk and others. That was indeed very fruitful,
challenging and full knowledge yet very enjoyable experience.
Description of the School Plant

SLSU- TOMAS OPPUS LABORATORY HIGH SCHOOL

On- Campus

Southern Leyte State University-Tomas Oppus known as College, became a State

University under R.A. 9462 dated March 7, 2004. Its first President was Dr. Federico R. Flores,
followed by Dr. Jude A. Duarte as the first Campus Administrator, followed by Dr. Prose Ivy G.
Yepes and at present it is headed by the third Campus Administrator, Dr. Lilibeth S. Tindugan.

According to Guinoo(2006), the integration of the school in the university system has
widened its educational horizon in the field of specialization guided by its mission: dedicated to
produce agents of change imbued with core values of competence, commitment and spirituality
and uphold excellence in instruction, research, extension and production for sustainable socio-
economic growth and development and its vision: shall be a globally competitive and values
motivated institution for social transformation.

Southern Leyte State University- Tomas Oppus Laboratory High School is a complete
secondary school with one section per year level. This school year, the said school was headed
by Prof. Leslie Elisa S. Cobilla. The students in the SLSU- Tomas Oppus Laboratory High
School were carefully chosen from among those who got the average of 85% above as its general
average.

According to the school policy, its main purpose is to serve as training ground for the
Bachelor Secondary Education (BSED) and Diploma in Basic Education Teaching (DBET)
student who will undergo classroom and participation and practice teaching.
Off- Campus

DON AGUSTIN F. ESCAṄO NATIONAL HIGH SCHOOL

Don Agustin F. Escaṅo National High School is located at Bogo, Tomas Oppus Southern
Leyte about 250 meters from the national road. The name of the school was taken from the
owner of the land who donated for the realization of of the said school.

The school has five buildings with catering the needs of the studentry. It has a computer
room with 100 computer units easily accessible for the students use in their TLE subject. The
school is a recipient also of a e-math classroom with computers.

The school was opened through patronage of the barangays surrounding barangay Bogo.
At present, Don Agustin F. Escaṅo National High School is headed by its energetic head teacher
in the person of Mrs. Lilia G. Capistrano.

The school is guided by the following core values: Maka-Diyos, Makatao at Makabansa.
Don Agustin F. Escaṅo National High School envision to offer quality education which produce
graduates imbued with human values participative to an to any school activities and a God-
fearing Filipino.

The school is guided with its school’s mission to provide Quality Education to all with
dedicated and competent teachers and school manager working in harmony with very supportive
stakeholders- to inculcate basic knowledge and to make every citizen a well rounded personality.
 LOCATION MAP OF SOUTHERN LEYTE STATE UNVERSITY – TOMAS OPPUS

San Isidro, Tomas Oppus, Southern Leyte

CAMPUS MAP
SLSU-TOMAS OPPUS
N Legend:
A power plant
B covered walk
C old administration building
49.30 m
D garage
20.00 m
15
10 5
E flagpole
32
32 30 25 20 Fa supply property building
SLSU-Junior Fb warehouse of supply office
A G academic building
D
Laboratory B C
H multi-purpose building
I bulletin board
RAMP

J guardhouse 1
High School 6 5 Fa
K basketball court
E L stage
Fb M library building
N student center and
G
X B Student's Publication Office
5 O arts and science building
4
P new administration building
3
98.20 m

Q ladies dormitory 1
R ladies dormitory 2
N
W S president cottage
ad
RAMP

32 b 3 T garage
l ro

Wa U farm house
ntia

30
5 V dairy shed
7 1
e

Wa Home Economics Building

fer

2 M 5 Wb Accreditation Center
cu m

H
32 X High School Building
cir

Y Arts and Science Building II

I L
25 5 Z Guard House 2
d U national road
oa J 30 15
r 32 25 20 circumferential road
y V pathways
ga
10
a n lot boundaries
30
ar
20
b ramp for disabled persons
Y

proposed street lightings

15 Roads and Sport Facilities
25
1 Sipak Takraw Court
20 5 2 Badmenton Court
O 3 Volleyball Court
15
P 4 Track and Field Oval
10 6 Q R S 5 Earth Road
10 5 6 Parking Area
z T 7 Value Lane
N
5 at 5
io 5
5 na
l
Ro
ad 5

TO SOGOD
CONTOUR LINES 5

H - 32 m.
L - 5m.
Interval - 5m.
BARANGAY SAN ISIDRO, TOMAS OPPUS
Organizational Set-up Description

SLSU- TOMAS OPPUS LABORATORY HIGH SCHOOL

San Isidro,TomasOppus, Southern Leyte

Southern Leyte State University- Tomas Oppus Laboratory High School is headed by a
principal with the several instructors originally coming from the university. The principal is
appointed by the university through the recommendation of the Professional Education
Department since the Laboratory High School serves as the training ground for the DBET and
BSED practitioners.

Since most of the instructors are coming from the university, most of the teachers are
graduates of masteral degree and doctoral degree. It has a section each year level with an average
of 40 students per level.
ORGANIZATIONAL FLOW CHART OF SOUTHERN LEYTE STATE UNIVERSITY

LABORATORY HIGH SCHOOL

PROF. LESLIE ELISA S. COBILLA

LHS Principal

MRS. CHERYLIZA P. LUZON, MS. MIRASOL O. ABELLANIDA

MAEd Grade 8 Adviser
Grade 7 Adviser

MR. REX M. LUCINO MS. JOVILLEA D. TOMAUB

Grade 9 Adviser 4th Year Adviser
 III.PROFESSIONAL EXPERIENCES

Methodological Strategies Employed in the Teaching of Various Subject

Areas

According to Lardizabal, methodology refers to the orderly, logical procedure in doing

something in a way of teaching.

In the field of educative process, teachers are confronted of diverse intelligence coming
from our students. Thus, this calls for the right method used by the teacher the classes so that
he/she must be able to encourage the students into learning process. Those in the lower years
should be versatile, prolific, and flexible to reach out the learners following the step from the
simple to complex, concrete to abstract and familiar to unknown.

Choosing the right method is very essential to impart learning since it determines the
progress of learning from the students.

During my internship in the Lab High school, topic guides is already there, since the
school is adapting already the K to 12 programs, I really need to dig in my understanding and
knowing to my learning in order for me to cater their needs, considering the multiple
intelligences and individual differences of my learners. This realization and experience help me a
lot to use also my own methods and strategies.

In my case, I prefer to use the inductive method jiving with several of activities because
students should cater there different needs and discover important roles and truth for themselves
through careful; observation they get from my discussion and activities given. In this manner,
they are learning without much help from their teachers helping them plant new ideas and
concepts in their minds. This also serves as a way of encouraging them to think critically and
creating or establishing their own theory related to the subject matter.
Comparison of the Strategies Employed in the On- Campus and Off-Campus

As always, strategies differ depending on the needs of the students since a teacher should
rely on the nature of the child.

Since I was teaching two sets of learners, I see to it that my strategies are also different

On my first shifting, I was assigned in SLSU-Tomas Oppus Laboratory High School. I

was teaching English for Specific purposes and Speech Communication, I used role playing for
literature and simulation for grammar. Strategies that were used and applied for them were really
more on cognitive, affective and psychomotor. These were evident in the different activities
engaged in the teaching learning process.

My second and last shifting was in Don Agustin F. Escaṅo National High School. Unlike
in SLSU-TO Laboratory High School which I had only one Student Teaching Mentor in the
person of Mr.JosephAṅaveza, I have three different Student Teaching Mentors who differs also
in their strategies

Although their strategies influence me yet still stick to the standard of which to look for
the needs of the students. My strategies used this time were different because most of my
students were average and even lower capacities. Often times I use review, type study method,
inductive and deductive method because I need to discuss the basic concepts related to my
lessons so that they can cope up.

My class management was neither too lax nor too strict because my objectives were to
make the students feel comfortable inside the classroom. This was also my way of encouraging
them to cooperate with my class especially in the group discussion and group activities since I
believe learning takes place in that kind of atmosphere.
Description and Comparison of Practices Employed in:

Enforcing Discipline

According to the World Book of Dictionary discipline is to train, bring to a condition on

order and obedience and to bring under control.

In on-campus internship, disciplining students was not really that hard, for the reason that
they were discipline students. Most of them were from different municipality of Southern Leyte
and graduated Valedictorian, Salutatorian and honor students. In my first day of school also, I
already told them my first rule which is to respect. On the other hand my students in grade 7
know how to mingle with us practice teacher and they treat us also like their real teacher.

The same thing with my out-campus experience, I always stressed to them the importance
of the word RESPECT and by that, disciplining students was not really hard for me.

Grading

Since the school is adapting the K to 12 programs our choice is to follow the grading
system designed and that is KPUP which stands for Knowledge, Process, Understanding and
Product/Skills of the learners. These are the four areas to focus of my students in getting grades.
Like, the Don Agustin F. Escaṅo National High School was also using the same grading system
only that the school add plus 60 to the grades of the students.

Remediation

I had not encountered much remediation in my practice teaching at the SLSU- Laboratory
High School because most of them were fast learners. What I had do to the students is to
encouraged them to ask questions about the lessons that they do not understood whenever we
had vacant time. I let myself open for consultation to the students.

On the Don Agustin F. Escaṅo National High School I had a student in fourth year with
anemia but very interested in his studies, what I did is to visit him in there house and make the
one on one discussion about the lesson. I do love doing extra miles because teaching is my
passion and vocation then.

Improving Study Habits

I encouraged the students to study by giving those assignments almost every session and
giving activities at the end of every discussion so that they will be obliged to study.

Testing

In my off and on-campus, I had employed test that requires higher order thinking skills
since these students were fast learners.

In connection to the K to 12 programs I didn’t just give my students the traditional paper-
pencil testing, I always give them practical testing right after my discussion to check whether I
need to reteach the lesson or move on to the next topic. This will jive also the trend in the K to
12 programs to check the knowledge, process, understanding and product of my learners.

Description of Innovative Program/Cooperative

Effective teaching would only be realized when there is good facilitation and guidance
and assistance. This much enriched with the help of innovative program. This innovative
program includes conferences, symposium, seminars and trainings.

Realia, models and other forms of instructional materials aid the realizations of effective
teaching- learning process. This enables the learners to participate and grasp the lesson easily.

The cooperating teacher checked the lesson plans of the student teachers and gave good
suggestions and constructive criticisms that would help the student teachers improve their way of
teaching and imparting knowledge to the learners that they would be effective.
 IV. Social and Communication Experiences

Experiences with the School Personnel and Faculty

The people who constitute anorganization have multifarious personalities, different

backgrounds, needs, values, and perceptions. That is why flexibility of attitudes is important in
order to maintain professional relationship with each other.

In my on-campus, I was assigned in Grade-7 under the advisory of Mrs. Cheryliza P.

Luzon. She is too kind to me in fact she offer us stay in her H.E. room. My Student Teacher
Mentor was Mr. Joseph Anaveza, he is a very good STM because he always wanted us to realize
the trend in the real world of teaching career that is why he taught things for us to be equipped
enough after our internship. Lesson wise in the class demonstration, he always make sure that
everything should be in order. He alfways reminded us that although the students we taught were
homogeneous we were still above them and we know better. Thus, we need to remain our
authority over them.

In my off- campus, I have two Student Teaching Mentors, each of them have different
personalities but the two of them were very dedicated of helping me to become better teacher in
the future.

On the other hand, our interpersonal relationship was good because we can talk with
them of whatever problems we have in their school. The principal was also approachable. We
called her “Mommy”.

I am very thankful for all the advices that my STM did, it really helps me to improve my
professional qualities.
Participation in the Various Social Activities Initiated by the School

One of the multi tasks of a teacher is participating to the various social activities and
functions. This will help us know and adjust to every individuals involved in the school.

In my on- campus we facilitated three major social activities, first the science camp. I
was the in charge for venue for the pictorials. It was held in Maasin City Zoo. It was successful
with the help of my co- practice teaching and the manager of the said zoo. During the Bb.
Agham pageant I was chosen to be one of the emcee, it was a very privileged and honor to do
such prestigious event. And for the second major activity was the “2nd Honors and Consultation
Program. We facilitated the whole program. And lastly was the Christmas Portfolio with the
students and the faculty and staff. And again I was chosen to be the emcee of the said event and
aside from that I choreograph the annual Christmas Tableau with the help of my co-grade 7
practice teacher.

During my off-campus, our school was assigned to design the venue of the ManCom
(school heads meeting). That was very challenging but we did it. I was also task to decorate the
PTA meeting held at the DAFENHS.

It was indeed a meaningful experience with the various activities initiated by the school.

Description of Community Activities Involving the School, Staff,

Students and other Personel

Getting along with other is not always as easy as one, two, and three. It requires careful
and discreet manner to adjust with their individualities.

In my experience, it’s good to be amiable and affable teacher because less effort is
needed to befriend and knowing your learners, we need to build a barrier in order to maintain the
student to teacher no bias relationship. However, we are not living in a perfect society that is
why adjustment is always required.
 I didn’t find it hard to mingle with my students because they were also approachable and
friendly also.

Benefits Derived from such Experiences

Every experience marks what we become and what we do in the future. My experiences
during my internship so far taught me a lot of things that made me a better teacher in the future
and a better individual.

Students were not mere learners and participants in our lives as teachers. They were the
persons who teach us what life was all about. They made us cry, they made us laugh and they
helped us. Through them we see the real scenario of our impoverishing society.

This made my conviction stronger that I was not only a teacher who injects knowledge
but also someone that can change many lives through my influence towards students. This really
proves that teaching is a noble profession.

Inspired by what Zulueta (2006) cited in the story about Mrs. Thompson and Teddy
Stanford as Mrs. Thompson said to Teddy “I never know what teaching is. It is you who teach
me how.” I was amazed and inspired to be like her.
 V. EVALUATION OF EXPERIENCES

Insights Gained of All the Phases of Student Teaching Program

Prior to actual teaching, we were already trained and taught different theories in dealing
with our Student Teaching Mentors, personnel, staff, students and community. Those enduring
times were worth enough to equip me to the training ground of internship.

What I learned best and tried to put into my heart was time management and punctuality.
One of the good qualities of a professional was he/she knew how to budget time and always
arrive on time. It was a deep conviction that changed and still changing me to possess the said
traits.

Lastly, I realize everyone has its own role to play its not on how great he performs but on
how he tried to perform. My students taught me a lot to live not only for myself but also with
others.

Problems Encountered During the Internship Period

Problem is a companion of the word improvement. We find problems because we want

improvement.

These are just few problems we encountered during the internship.

A. STUDENT- RELATED PROBLEMS

 Illiteracy Problem
 Slow Learners
 Cutting Classes
 Lack of Discipline
 Absenteeism
 Poor study Habits
  Tardiness
B. SCHOOL- RELATED PROBLEMS
 Lack of Adequate School Facilities
 Lack of Budget/ Finance
 Lack of Teachers for Specific Subjects
 Lack of Reference Books
C. COMMUNITY-RELATED PROBLEMS
 Lack of Parents Support

Suggestions and Recommendations

For improvements, I aid some suggestions and recommendations. These are the
following:

1. The parents must always know their children’s performance in the school.
2. They must give encouragement to their children.
3. The teacher must be dedicated to his/her profession and avoid too must
tardiness.
4. The teacher must bear in mind the individual differences of their students.
5. The teacher must have interpersonal skills in class management and effective
communication.
6. The principal must be strict in implementing punishment to those teachers
who are not doing or performing their job well to point that the students’
education suffers.
7. The principal as well as the teachers must always give high regard to good
moral and values.
8. The principal must not be bias between teachers and students.
9. The government must give held to the sentiments of teachers with regards to
the delivering educational of public high school.
10. The government must allocate enough budgets to the education of public high
school.
 REFERENCES

A. Books
1. Lardizabal, Amparo S. et.al 1991./Principles and Methods of Teaching.
3rd edition. Quezon City : Phoenix Publishing Inc.
2. The Webster’s International Encyclopedia, Vol. I
3. World Book Dictionary, Vol. III
4. Zulueta, Francisco 2006 Principles and Methods of Teaching.

B. Books
The Modern Teacher, VolLII, No. 4 Sept. 4II, No. 4 Sept. 2003. Problems Affecting the
Educational System

C. Unpublished Materials
Narrative Report of Student Teachers
1. Grace Joy L. Acub ( March 2007 )
 A Semi-Detailed Lesson Plan in Speech Communication

ROMELO V. MULDEZ MR. JOSEPH M. AÑAVEZA

Student teacher Cooperating teacher

I.OBJECTIVES:

As a result of this class, students will be better able to:

a. Understand the general guidelines for Public Speaking,

b. Connect with audience while Public Speaking by being aware of their body language,
eye contact and vocal cues and
c. Feel that they are all capable of effective public Speaking.

II.SUBJECT MATTER AND MATERIALS:

 PowerPoint presentation
 Box with folded strips
 chalk

A.SUBJECT MATTER:

The General Guidelines for Public Speaking

REFERENCES:

 http://www.write-out-loud.com/public-speaking-
exercises.html#sthash.LNan1u7S.dpuf
 Speech and Drama by Estelita C. Pangilinan and Myrna J. Dilig page 147

III.PROCEDURES:

A.INITIAL TASKS:

Activity 1: (Speaking Exercise)

Breathe:

The first of these public speaking exercises focuses on breath because in order to
speak well, we need to breathe well and that means fully using the lungs. Being anxious or
nervous is often expressed through shallow breathing and that in turn affects the voice. It
pushes the tone up, reducing its range and effectiveness.

Try this:
  Stand with your feet a comfortable shoulder width apart.
 Support the weight of your body through your hips and legs rather than locking your
knees.
 Consciously release and relax your shoulders.
 If you're holding your stomach in, let it go.
 Place your hands on your stomach. When you are breathing well your hands will rise on
an in-breath and fall on an out-breath.
 Breathe in through your nose to the count of 4. Count slowly: 1 - 2 - 3 - 4. As you inhale
feel your diaphragm, and see your hands, rising.
 Breathe out through your mouth to the count of 4 and now feel your diaphragm
expanding and see your hands lowering.
 Do several rounds of inhale and exhale to a 4 count while making sure you keep your
shoulders, stomach and legs relax.
 Once you have mastered the 4 count, increase it. Through regular practice you will soon
be able to extend it for a 8 or even 10 count.

Hum, Ha and Yawn:

Humming, ha-ing and yawning are all good to relax and tune your vocal
equipment.

Hum a single note, simple tune or a scale gently making sure your lips and cheeks
are relaxed. You'll feel the vibrations resonating through your face and throat.

To 'ha' take in a full breath and on its release say 'haaaaaaa' gently until you run
out of air. Make sure your mouth is open and relaxed. Repeat several times.

Yawning releases tension in the jaw and if you're at all anxious, this is a place
you'll feel it. Let the tension go by opening your mouth and yawning widely without
strain. Add sound. 'Ahhh' - until all the air is gone. Repeat until your throat and jaw are
relaxed.

Activity 2: (Sounding Real)

Let the students read the sentences using different tones/ facial expressions:

1. I’m really happy now. (happy)

2. Can we go now? (bored)
3. Spare me piece of bread. (sad)
4. Leave me alone! I don’t need you anymore! (angry)
5. Hey, let’s go. Hurry up, can’t wait to see him. (excited)
 Do you understand with the message?
 Why can you say so?
Activity 3: (Know them More)

Let the students observe the two practice teacher to introduce themselves in front of
the class. The other practice teacher will do it fluently and accurately while the other will do it
not confidently (no eye contact, stammering and nervous).

1. Are the two speakers good enough in introducing themselves?

2. Why do you think so?
3. What do you think they could do better?
4. How many of you get nervous when you speak in public?
5. Why do you get nervous when you speak?

B.YOUR TEXT:

In most studies, the fear of public speaking is the number 1 fear of the American
people. Death is number 2. As Jerry Seinfeld would say, that means that at a funeral, most
people would rather be in the coffin than delivering the eulogy.

How many of you have fear in public speaking? What do you do when you are nervous
and you have to speak?

It is important that we recognize what characteristics make effective public speakers.

Today, we are going to review the skills required and each of you is going to have the chance to
practice using them.

Let’s talk about what skills are required. And it does require skills. Some of you may
think that public speaking is a gift that some people have and most don’t. Isn’t it? Anyone can
become a good public speaker and we’re going to talk about how.

THE 6 “BEs” OF EFFECTIVE PUBLIC SPEAKING:

1. Be Organized!

a. Being prepared breeds confidence.

b. Write down key ideas on a note card to keep your thoughts straight.

c. Research. Don’t just fake it!

2. Be Clear! (Words)

a. Simple is best!
 b. If you don’t understand it, neither will your audience.

c. Avoid fillers: uh, um, like, mmm…

d. Avoid repetitive phrases: “let’s see…,” “let me think,” “another thing”

e. Silence is not your enemy! Pausing to collect your thoughts or take a deep breath is
okay.

3. Be Direct! (Eyes)

a. Make eye contact.

b. Don’t be afraid to look down to collect your thoughts but be confident. You know
the material

d. Make your audience believe!

4. Be Open! (Body Language)

a. Posture. Standing up straight makes you look like you are in control.

b. Open arms.

c. Using your hands can be very effective!

d. Chin up!

5. Be Vocal! (Voice)

a. volume, VOLUME, VOLUME

b. Enunciate

c. Speak TO your audience!

d. No mumbling!

e. Slow down!

6. Be Yourself!

a. Your audience will forgive your nervousness, but they will be turned off by fake
modesty or bravado.

More Speech Tips:

 a. Don’t point out your own mistakes or apologize. You are the expert on this topic
during the time your speech is made!

b. Look the part! If the occasion calls for a tuxedo, don’t show up in shorts and sandals.
No matter how well you speak, the audience may have trouble focusing on anything but
your clothes.

c. Know your arguments! Confidence comes from feeling prepared. Avoid reading
every word to your audience from a speech or index card.

d. If you stumble don’t repeat sentences or phrases unless they are pivotal to what you
are saying.

e. Finish your speech before your audience does. Leave them wanting more.

f. BE CONFIDENT! You can do this!

(In this phase, I will encourage the students to actively participate in the discussion)

C.YOUR DISCOVERY:

Activity 1: (1 Minute Speaking)

1. I will write down various topics that will be relatively easy for the students to
talk about for at least a minute. (there is a list attached) Topics should be
simple so that students can focus on eye contact, body language and gaining
confidence.

2. Cut each topic out and fold it up.

3. Use a hat or other container and place all the topics inside.

4. Explain to the students that they will each be speaking on a random topic for
a minute in front of the class. The topics are folded so students are unaware
what they are drawing before they do it.

5. First, ask for volunteers. If no students volunteer begin walking around the
room and randomly choose students. Place the hat or container by them and
ask them to draw.

6. Students should walk to the front of the room and announce their topic
before beginning their speech.
 7. When the speech is over, ask the student what he/she did well and what he
she would like to improve upon.

8. Open it up to the rest of the class for positive feedback. (While kids are
making speeches, put words, body language, voice, and eyes on the overhead.)
After each speech ask students to provide some positive feedback on those
areas, as well as other things they may have noticed.

9. Repeat this same process until every student in the class has had an
opportunity to speak.

Topics for One-Minute Speeches:

 Politics  Family
 Religion  Money
 College  Abortion
 Summer: What are you going to do? What  Prayer
would you like to do?  God
 High school  Favorite teacher
 Parents  Christmas
 Siblings  Ambition in life
 Cheating in school  Favorite motto
 Your pet  Favorite hobby
 Favorite television show? Why?  Favorite subject
 Favorite foods  National hero
 Getting good grades  Friend
 Music  Favorite place
 Vacations  Favoritemovi
 Favorite memory
 Video games

D.YOUR DISCOVERY:

As evidence of understanding the lesson, let the students summarize the general guidelines for public
Speaking. Be sure the one who do it may apply the 6 Be’s in effective public speaking.

E.MY TREASURE

Let the student reflect the statement,” Everyone is capable of effective public speaking”. Call students
to answer.
 A Semi-Detailed Lesson Plan in English Fourth Year

ROMELO V. MULDEZ February 2015

Student teacher Date

MRS. OLIVIA O. OBUS 7:30-8:30&8:30-9:30

Cooperating teacher Time

I.OBJECTIVES:

Charting the course in this lesson, the students are expected to:

d. define modal verbs;

e. identify its usage in the situation/ sentences;
f. engage in gap filling exercise and;
g. replicate the topic by making reflection out of the topic.

II.SUBJECT MATTER

Modal verbs and its usage

REFERENCES:

Anglo-link.com

MATERIALS:

 PowerPoint presentation
 Chalk
 Audio-visual presentation

III.PROCEDURES:

A.INITIAL TASKS

Activity 1: Hear me

Let the students watch a song video presentation with the modal verbs in
its lyrics. Let them write the verbs found in every song and ask them what kind of
verbs they have. Stress to them the meaning of verbs and its kind. Tell the
 students to listen attentively because after the discussion and presentation there
will be gap filling activity.

B.YOUR TEXT:

Discuss this to the students using power point presentation and audio-visual presentation

Modal Verbs

Modal and Modal Phrases (Semi-Modals)

A modal is a type of auxiliary (helping) verb that is used to express: ability, possibility, permission or
obligation. Modal phrases (or semi-modals) are used to express the same things as modals, but are a
combination of auxiliary verbs and the preposition to. The modals and semi-modals in English are:

1. Can/could/be able to

2. May/might

3. Shall/should

4. Must/have to

5. Will/would

Can, Could, Be Able To

Can, could and be able toare used to express a variety of ideas in English:

Ability/Lack of Ability

Present and Future:

can/can’t + base form of the verb

1. Tom can write poetry very well.

2. I can help you with that next week.

3. Lisa can’t speak French.

 am / is / are / will be + able to + base form of the verb
am not/ isn’t / aren’t/ won’t be + able to + base form of the verb

1. Mike is able to solve complicated math equations

2. The support team will be able to help you in about ten minutes.

3. I won’t be able to visit you next summer.

Past:

could / couldn’t + base form of the verb

1. When I was a child I could climb trees.

was / were + able to + base form of the verb

wasn’t / weren’t + able to + base form of the verb
hasn’t / haven’t + been able to + base form of the verb

1. I wasn’t able to visit her in the hospital.

2. He hasn’t been able to get in touch with the client yet.

Note: Can and could do not take an infinitive (to verb) and do not take the future auxiliary will.

 Incorrect: I can to help you this afternoon.

 Correct: I can help you this afternoon.
 Correct: I will (I’ll) be able to help you this afternoon.

Possibility / Impossibility

can / can’t + base form of the verb

1. You can catch that train at 10:43.

2. He can’t see you right now. He’s in surgery.

could + base form of the verb

1. I could fly via Amsterdam if I leave the day before.

Ask Permission / Give Permission

Can + Subject + base form of the verb (informal)

 1. Can you lend me ten dollars?

Can + base form of the verb (informal)

1. You can borrow my car.

Could + subject + base form of the verb (polite)

1. Could I have your number?

2. Could I talk to your supervisor please?

Make a suggestion – To make a suggestion use:

Could + base form of the verb (informal)

1. You could take the tour of the castle tomorrow.

May, Might

Formal Permission / Formal Prohibition

may / may not + base form of the verb

1. You may start your exam now.

2. You may not wear sandals to work.

Polite Request

May + subject + base form of the verb

1. May I help you?

Possibility / Negative Possibility

may/ might + base form of the verb

1. We may go out dinner tonight. Do you want to join us?

2. Our company might get the order if the client agrees to the price.

may not / might not + base form of the verb

1. Adam and Sue may not buy that house. It’s very expensive.
 2. They might not buy a house at all.

To Make a Suggestion (when there is no better alternative)

may as well / might as well + base form of the verb

1. You may as well come inside. John will be home soon.

2. We might as well take Friday off. There’s no work to be done anyway.

Polite Suggestion

might + base form of the verb

1. You might like to try the salmon fillet. It’s our special today.

Shall, Should, Ought to

To Offer of Assistance or Polite Suggestion (When you are quite sure of a positive answer)

Shall + subject + base form of the verb

1. Shall we go for a walk?

Note: Shall is only used with I or we. It is used instead of will only in formal English.

To Offer of Assistance or Polite Suggestion (When you are not sure of a positive answer)

Should + subject + base form of the verb

1. Should I call a doctor?

A Prediction or Expectation that Something Will Happen

should/shouldn’t + base form of the verb

1. The proposal should be finished on time.

2. I shouldn’t be late. The train usually arrives on time.

To Give Advice

should / ought to + base form of the verb

1. You should check that document before you send it out.

 2. You ought to have your car serviced before the winter.

To Give Advice (about something you think wrong or unacceptable)

shouldn’t + base form of the verb

1. James shouldn’t teach him words like those.

Must, Have to, Need to, Don’t have to, Needn’t

Necessity or Requirement

Present and Future:

must / have to / need to + base form of the verb

1. You must have a passport to cross the border.

2. Elisabeth has to apply for her visa by March 10th.

3. I need to drop by his room to pick up a book.

Past:

had to / needed to + base form of the verb

1. I had to work late last night.

2. I needed to drink a few cups of coffee in order to stay awake.

Note: have to and need to are often used in the same context, but many times, need to is used to express
something that is less urgent, something in which you have a choice.

Almost 100% Certain

must + base form of the verb

1. Thomas has lived in Paris for years. His French must be very good.

To Persuade

must / have to + base form of the verb

1. You must try this wine. It’s excellent.

2. You have to visit us while you’re in town.

Prohibited or Forbidden

must not / mustn’t + base form of the verb

1. You must not drive over the speed limit.

2. You mustn’t leave medicines where children can get to them.

Lack of Necessity

don’t /doesn’t /didn’t + have to + base form of the verb

1. You don’t have to park the car. The hotel valet will do it for you.

2. Tim doesn’t have to go to school today. It’s a holiday.

3. You didn’t have to shout. Everyone could hear you.

needn’t + base form of the verb

1. You needn’t worry about me. I’ll be fine.

Modals: Will / Would

will / won’t + base form of the verb

1. John will pick you up at 7:00am.

2. Beth won’t be happy with the results of the exam.

Polite Request or Statement

Will / Would + base form of the verb

1. Will you please take the trash out?

2. Would you mind if I sat here?

3. I’d (I would) like to sign up for your workshop.

Habitual Past Action

Would/Wouldn’t + base form of the verb

1. When I was a child, I would spend hours playing with my train set.

2. Peter wouldn’t eat broccoli when he was a kid. He loves it now.

 C.YOUR DISCOVERY:

Activity 1: gap filling exercises

Let the students answer the following exercises with their classmates. Use this every
after the discussion. It can be by column or by the whole class depending on the students’
interests.

Here are the following exercises.

Exercises: Can, Could, Be able to

Fill in the correct form of can, could or be able to as in the examples.

1. Ben could not help his little brother with his homework yesterday.

2. Can I call you later tonight?

1. _______ Tony run long distances when he was a boy?

2. ______ you please call a tow truck for me? My car broke down. (polite)

3. The students _______ to buy their textbooks today. The bookstore is all out of them.

4. ______ you teach me how to fix my computer? You’re so good at it.

5. ______ you ______ reach the customer if you call him at 4:00 his time?

Answers:

1. Could

2. Could

3. aren’t able

4. Can

5. Will/be able to

Exercises: May / Might

Fill in the correct form of may or might as in the example.

 1. May I sit here?

1. They ______ finish the project on time. The main engineer is ill.

2. You _____ want to stop by the museum gift shop on your way out.

3. _____ I have your autograph?

4. He _______ visit the Louvre. He’s in Paris anyway.

5. You ______ park your car here. It’s reserved for guests of the hotel only.

Answers:

1. might not

2. might

3. May

4. may as well

5. may not

Exercises: Should, Shouldn’t, Ought To

Fill in should, shouldn’t or ought in the following sentences as in the example.

1. He shouldn’t encourage such bad behavior.

1. You _____ get your teeth cleaned at least once a year.

2. The house ______ be ready to move into by next month. It’s almost finished.

3. Ron ________ to improve his attitude. If he doesn’t, he might get fired.

4. ________ I get your jacket? It’s cold in here.

5. You ________ put your feet on the table. It’s not polite.

Answers:

1. should

2. should

3. ought

4. shall

5. shouldn’t
Exercises: Must, Have to, Need to, Don’t Have to, Needn’t

Fill in the blanks with one of these modals:

must, must not, have to, has to, don’t have to, doesn’t have to, needn’t as in the examples.
There may be more than one correct answer.

1. Shira doesn’t have to drive to the airport. She’s going by taxi.

2. You must speak politely to the customers.

1. You ______ tell Anna about the party tomorrow night. It’s a surprise! (must not, need to, doesn’t have to)

2. Tina _______ register for her classes on Monday, otherwise she won’t get a place in them. (doesn’t have
to, mustn’t, has to)

3. You ________ send that fax. I’ve already sent it. (must, will have to, don’t have to)

4. A dog ______ get special training in order to be a guide dog. (must, need to, don’t have to)

5. Jeremy _______ get up early tomorrow. His class was cancelled. (mustn’t, doesn’t have to, don’t need to)

Answers:

1. must not

2. has to

3. don’t have to

4. must

5. doesn’t have to

Exercises: will, would

Fill in the blanks with one of the following words: will, won’t, would, wouldn’t.

1. Will you please help me lift this box?

1. I ______ like to order the onion soup please.

2. The manager _______ be pleased to hear that a customer slipped on the wet floor.
 3. _______ it be okay if I slept here tonight?

4. When Igor lived in Russia, he ________ call his mother as often as he does now.

5. I can assure you sir, the order ______ be shipped out tonight.

Answers:

1. would

2. won’t

3. would

4. wouldn’t

5. will

D.YOUR FINAL TASK:

As evidence of understanding the lesson, let the students answer the following questions in a ½
sheet of paper.

Exercises – All Modals

Fill in the blanks with the correct form of the following modals:
can, could, be able to, may, might, shall, should, must, have to, don’t have to, need to
- You may have to make the modals negative according to the context of the sentence.
- There may be more than one possibility.

1. He has to take his car to be serviced. The brakes are squeaking.

2. Would you please save me a seat at the dinner event?

1. If you are sick, you ________ go to work. You’ll infect everyone there.

2. Drivers _______ stop at red lights.

3. You _______ finish the proposal today. You can finish it tomorrow.

4. She ______ hear much better with her new hearing aids.

5. ______ I order us a bottle of wine?

6. Sam ______ pick his daughter up from school. She’s taking the bus home.

7. You _____________ smoke here. It’s a smoke-free building.

8. You ________ eat so many sweets. They are bad for you.
9. _________ you mind walking a little faster? We’re going to be late.

10. I’m sorry. I _______ help you. I don’t know how to do it.

Answers:

1. shouldn’t

2. must

3. don’t have to

4. can

5. shall

6. needn’t

7. mustn’t

8. shouldn’t

9. would

10. can’t

E.MY TREASURE

Assignment:
Make a reflection out of the topic discussed. Write it on a short bond paper.