Certain statement for students to agree or disagree. As they need the guides students become more curious with that material they are about to read. In this way, their interest is stimulated.

Means that materials for the Teaching reading comprehension and cultural awareness.

Sample questions (from nonfiction interesting texts) framed in modeling the QtA will engage students actively with a text

Through guided visualization students come up with mental images as they read thereby creating the connection between their background experiences and that of the author.

Using the teachers questions or prompts posed at the end of the class, students, write their responses to the questions and hand in the exit slip to the teacher before going out from the classroom.

Teachers prepare texts or reading passages for the students to read after the short lecture delivered by the teacher.

Using the ____ Students make predictions, provide explanation and/or revisions.

______, in the form of questions or statements can help or in foresting comprehension help the students navigate reading materials and guide them in understanding the organization structure of a text.

As visual graphic organizer, aid students and deeper comprehension with the use of any graphic organizer. students are engaged in responding yo questions such as "What is it?" "What is like?" "What are some examples?"

Guides students in raising questions about a text making predictions and then reading yo confirm or refute their predictions. Using Prediction logs, students are encouraged to be active readers posing questions and monitoring their comprehension.

It is designed around several questions about a topic as students read or are being ready to, they record answers to the posed questions within the _____. Thereafter, a summary is written at the last row.

Allow each student to summarize main points of each paragraph. students can provide each other with feedback as a wag to their comprehension.

There are varied source of inputs on listening which you can use to enhance listening skills.

Summarize what you have learned in this lesson and tell your classmates how you are able to overcome any learning challenges by posting it in this wall or in your own Facebook wall.

Refer to the suggested framework of Tomlinson (2013) for developing materials for spoken language. Provide 3-5 questions that address the things to be materials for spoken language.

Define authentic materials as exposure to real language and use in its own community.

Radio broadcasts, TV shows and advertisements, documentaries, news reports, movies, telephone, conversation, etc.

Pictures/photographs, art works, stamps, signages and symbols, street signs, picture books, posters, cartoons, infographic, etc.

comics, directories, greeting, cards, invitations cards, journals, magazines, maps, restaurant menus, and recipe, newspapers, notices and bulletin boards, product labels, puppets, calendars, coupons, etc.

Blogs, vlogs, and videos, podcasts, or these digital tools like.

It is said that one has to master the "basics" first before he can become an "expert"

•Conduct dictation exercise from words to sentences •Let students point spelling rules based on your word dictation exercises

•Ask students to complete word tables and word maps •Lets students chunk complex words and label their parts as affix or robot word

lets students identify word students can classify words under style headings

You can also ask students to recall forms and meanings or word from a given context

The teacher reads the story aloud entitled "footmate to youth" by jose Garcia

emphasized the importance of materials evaluation, adaption, design, production, exploitation, and research

The truth of the matter is that about 99 percent of teaching is making teh students feel interested in the material. The other percent has to do with your methods.

Engage students while reading text and help them solidify their understanding of a text

Make the students actively engaged while reading thr text

Know the extent of students understanding of the reading materials

Guide students on how to comprehend materials which they have listened to

Help students learn to make predictions

Train students to assess their understanding while reading

teach students to organize new information

Make students thougthful and active readers

Foster students critical thinking skills

Allow students to make predictions and to validate their predictions

Make the students while reading the text

Help the students develop their reading comprehension skills

Speaking I'll of somebody who is absent

Evaluations one's personality

Saying things/words aren't supposes to say

Passing the task to somebody else

Telling wrong informations

list ot collection of the words