Identifying Materials and Resources and
Applying Strategies in Teaching Prose
Literature
• ‘to write’
• Refers to any written
material form including
medical literature relating
to medicine; religious
literature religion and many
others
Literature
• Serves as repository
and propagator of
culture and tradition
Teaching prose
• Teaching with
reading
comprehension
• Learners are the
most benefited in
teaching prose.
Objectives in teaching prose
• To develop learners’ ability to
read aloud with correct
pronunciation and rhythm
• To enrich vocabulary of the
learners
Objectives in teaching prose
• To enhance learners’ ability
to comprehend the meaning
of the text
• To develop learners’ ability to
enjoy reading short passage
Objectives in teaching prose
• To express ideas orally
and in writing
• To enjoy reading and
writing
1. Set induction with the use of
proper techniques and
reinforcements by the teacher
2. Announce the topic with proper
gestures to reach the student on
topic
3. Explain with proper
illustrations, gestures, and
proper attire
4. Ask one or two
developmental questions to
know students in teaching-
learning process
5. Recapitulate 4-5 questions
after communicating the lesson
with proper reinforcements
6. Ask evaluation questions in the
objective type
7. Provide assignment in essay
type
1. Introduce the prose lesson.
Create interest and attract
students’ attention, ask
appropriate questions to
arouse students for the new
lesson.
2. Teach structures. Guide
students to identify new
structures and highlight
the elements o pattern,
and their order and
nature.
3. Divide text into smaller
units. Break the text into two
smaller, more manageable
units.
4. Teach vocabulary. Use an
object, a model or a picture to
clarify meaning.
5. Model reading (by teacher).
Teacher reads the passage
carefully with correct
pronunciation of the words,
phrases, and intonation.
6. Silent Reading (by students).
Students are given time to silently
read the passage.
7. Test comprehension. Teacher
checks the students’
comprehension ability by asking
questions to students.
8. Test application. Teacher
evaluates students’ achievement
orally in written type
9. Loud Reading (by students).
Students read the taught units
aloud one by one in class.
10. Give assignment. Teacher
gives assignments to students.
1. Motivation
2. Presentation
a. Model reading by the teacher
b. Loud Reading by the Students
c. Difficult words/structures to be
dealt with
d. Silent reading by the students
3. Recapitulation
4. Evaluation
Silent Reading
• Allows a learner to read without
voicing words. It is a time when
learners read quietly alone or
together.
• It reduces cognitive load and helps
the learner to comprehend and
remember what was read because it
allows learners to concentrate better
and absorbs from the text faster.
Prose Performances
•Combination of
music and spoken
words
Modes of Performances
1. Lyric mode – intended for
private contemplation
2. Dramatic mode – characters are
defined
3. Epic mode – combining lyric and
dramatic mode with a narrator
telling about the characters
Dramatic Performance
•An act of presenting
a play or music
•The act of
performing a drama
Dramatic Performance
•Written words are
dramatized using
gestures and
movements
Dramatic Performance
• Very effective strategy
in teaching prose
because it helps
learners’ interaction
skill
Dramatic Performance
• Develops critical
reading, critical
thinking, and creative
writing skills
How to do dramatic performance
1. Connect personal experiences
in the events in the drama
2. Visualize characters while
reading stage directions
3. Evaluate the words and actions
of character
How to do dramatic performance
4. Notice character changes
5. Compare characters
6. Analyze monologues and
soliloquy
7. Read the play aloud
How to do dramatic performance
8. Identify the setting
9. Evaluate how the setting
affects the mood of the play
10. Identify major and minor
conflicts
Features in dramatic performance
1. It should be performed on
stage in front of an
audience.
2. It has to have actors,
dialogues, and actions.
