LESSON 1

PRODUCTIVITY SOFTWARE
APPLICATIONS FOR
LANGUAGE TEACHING AND
LEARNING
Objectives Know the various types of open-ended tools

Identify the uses of open-ended tools in

teaching and learning languages skills

Appreciate the uses of open-ended tools in

teaching and learning languages skills
OPEN-ENDED TOOLS
AND THEIR
USES IN TEACHING
AND LANGUAGE
SKILLS
 OPEN ENDED TOOLS

open ended tools or productivity software

applications are ICT tools which help the teachers and
the learners make their learning together concrete,
efficient, encouraging, and meaningful.

As describe by Palmer (2015), teachers need to

demonstrate 21st Century characteristics to be able
to meet the demands of the 21st Century learners
 OPEN ENDED TOOLS

1. create a learner-centered classroom and make

instruction personalized because learners have
different personalities, goals and needs;
 OPEN ENDED TOOLS

2. facilitate the students’ productivity skills so they can

produce, when assisted and given the chance, movies
that are helpful to enhance their language proficiency;
 OPEN ENDED TOOLS

3. learn new technologies since technology keeps on

developing and learning a tool once is not an option for
teachers;
 OPEN ENDED TOOLS

4. go global to allow students to learn languages,

culture, and acquire communication skills virtually;

5. be smart and allow the use of devices as aids to

language acquisition;
 OPEN ENDED TOOLS

6. do blogging. This will give teachers real experience to

see the value of writing for real audience and
establishing their digital presence.
 OPEN ENDED TOOLS

7. go digital to help promote the “go paperless”

advocacy and to help level up the language learning
experience of the students through digital discussion
and alike;
 OPEN ENDED TOOLS

8. collaborate with other educators and students to

give opportunity for the sharing of great ideas beyond
a conversation and paper copy;

9. use web chats to share research and ideas and stay

updated in the field

10. connect with like-minded individuals through using

media tools like the social media
 OPEN ENDED TOOLS

11. introduce project-based learning to allow students

to develop their driving questions, conduct research,
contact experts, and create their projects for sharing
with the use of existing devices present;
 OPEN ENDED TOOLS

12. build positive digital footprint that aims to model

appropriate use of social media, produce and publish
valuable content, and create shareable resources;
 OPEN ENDED TOOLS

13. code as it today’s literacy which helps boost

students’ writing skills as the feeling of writing a page
with HTML is amazing;
 OPEN ENDED TOOLS

14. innovate to expand their teaching toolbox for the

sake of their students by engaging social media for
discussions and announcements and using new
formats like TED talks in presenting their lessons; and

15. keep learning.

 USING WORD
IN SCAFFOLDING STUDENT
LEARNING
IN A LANGUAGE
CLASSROOM
 LESSON 1

A. USING WORD IN SCAFFOLDING STUDENT LEARNING IN A

LANGUAGE CLASSROOM

To appreciate the value of Word Applications in

scaffolding student learning, we have to explore how
these are maximized by teachers. In education,
scaffolding is used to refer to various forms of
support given to assist, guide, or facilitate the learning
process (World Links, 2008). Examples of scaffolding
for learning that are usually prepared using word
applications are learning plans, assessment tools,
templates and forms, graphic organizers, and others.
 Reading Comprehension Strategies

ACTIVITY 1:
CREATING LEARNING PLANS USING
WORD APPLICATIONS

With the ubiquity of word-processing software

applications ability of students to quickly use
them, it is not difficult to encode and package
learning plans. This activity will help you plan,
organize, share, implement, and enhance your
learning plans in teaching your language
courses.
 Lesson 1

STEP 1

Testing Your Knowledge of

Word Processing Software
Applications

Begin this activity by citing the existing word

processing software applications familiar to
the students.
 LESSON 1

TYPES OF WORD PROCESSING

APPLICATIONS

LOUISE BALLE

HTTPS://ITSTILLWORKS.COM/PURPOSE-WORD-PROCESSOR-1155.HTML
 Types of Word Processing Applications BY Louise Balle

MICROSOFT WORD

WORD PERFECT
 Types of Word Processing Applications BY Louise Balle

LOTUS WORD PRO

IWORK PAGES
 Types of Word Processing Applications BY Louise Balle

OPEN OFFICE WRITER

ADOBE INCOPY

ABIWORD

MICROSOFT WORKS AND SCRIVENER.

INCLUDE GOOGLE DOCS AND MICROSOFT

OFFICE WEB APP

 LESSON 1

10 FREE MS WORD ALTERNATIVES

YOU CAN USE TODAY

INVESTINTECH (2020)

HTTPS://WWW.INVESTINTECH.COM/RESOURCES/ARTICLES/
TENWORDALTERNATIVES/
 Types of Word Processing Applications BY Louise Balle

XODO

DROPBOX PAPER
 Types of Word Processing Applications BY Louise Balle

OFFICE ONLINE

GOOGLE DOCS
 Types of Word Processing Applications BY Louise Balle

ETHERPAD

ZOHO
 Types of Word Processing Applications BY Louise Balle

APACHE OPENOFFICE

LIBREOFFICE
 Types of Word Processing Applications BY Louise Balle

JARTE

WPS OFFICE
 Types of Word Processing Applications BY Louise Balle

SOFTMAKER FREE
OFFICE
 Lesson 1

STEP 2

Viewing the Essential

Parts of Learning Plans

Although there are varied formats and contents of

learning plans across all schools in the world, a learning
plan has essential parts that are non- negotiable which
must be considered by any teacher. Learning plans can
be good for a semester like a syllabus in the tertiary
education.
 Lesson 1

INTEL TEACH UNIT PLAN 2007

 Lesson 1

INTEL TEACH UNIT PLAN 2007

 Lesson 1

INTEL TEACH UNIT PLAN 2007

 Lesson 1

INTEL TEACH UNIT PLAN 2007

 Lesson 1

INTEL TEACH UNIT PLAN 2007

 Lesson 1

INTEL TEACH UNIT PLAN 2007

 Lesson 1

INTEL TEACH UNIT PLAN 2007

 Lesson 1

INTEL TEACH UNIT PLAN 2007

 Lesson 1

INTEL TEACH UNIT PLAN 2007

 Lesson 1

DEPARTMENT OF EDUCATION (DEPED)

 Lesson 1

DEPARTMENT OF EDUCATION (DEPED)

 Lesson 1

DEPARTMENT OF EDUCATION (DEPED)

 Lesson 1

MASUSING BANGHAY ARALIN SA FILIPINO

Pamagat ng Aralin:

Pangalan ng Guro:

Pamantayang
Pangnilalaman

Pamantayang
Pang ganap
 Lesson 1

MASUSING BANGHAY ARALIN SA FILIPINO

 Lesson 1

ALIGNMENT OF COURSE LEARNING OUTCOMES

WITH GRADUATE ATTRIBUTES

COURSE LEARNING
GRADUATE ATTRIBUTES
OUTCOMES
 Lesson 1

COURSE LEARNING OUTCOMES VS PROGRAM

LEARNING OUTCOMES MAPPING TABLE
 Lesson 1

COURSE LEARNING PLAN

 Lesson 1

FINAL COURSE REQUIREMENT/S

 Lesson 1

STEP 3

Sharing the Features of Word

Applications for Scaffolding
Student Learning

By analyzing the special features of Word

Applications used in the samples of learning plans,
answer the following discussion questions
 Lesson 1

QUESTION

What are the advantages of developing

learning plans using a word-processing
software application?

Based on the example, what are the

special features of Word application
software that are beneficial in organizing
the information required in learning
documents?
 Lesson 1

QUESTION

Require additional features of word

applications do you think are beneficial in
preparing the following in your language
class:
a. Pamphlets for learning a second language or a
foreign language;
b. Brochures for the different macro skills;
c. Charts and graphs for language acquisition
activities;
d. Worksheets for language drills; and
e. Language assessment tools?
PREPARING PROCESS GUIDES &
GRAPHIC ORGANIZERS
USING WORD PROCESSING
SOFTWARE APPLICATIONS
 Lesson 1

STEP 1

The relevance of Providing Process Guides

and Graphic Organizers in Language
Teaching

Discuss the relevance of using process guides

and graphic organizers to allow students to
become more efficient and productive in
performing their learning tasks. Provide examples
on how to guide them through the process of
writing, reading, listening, and speaking.
 Lesson 1

STEP 2
Examples of Process Guides as Scaffold in
Language Teaching and Learning
Brainstorm and analyze some examples of process guides in language
teaching and learning. Follow the procedures below for the
brainstorming activity.

1. In a small or large group, select a leader and a recorder (they maybe

the same person)

2. Present the question or idea to be brainstormed: What are some

specific examples of process guides that you need to prepare as a
reception scaffold in teaching reading?
 Lesson 1

STEP 2
Examples of Process Guides as Scaffold in
Language Teaching and Learning
3. Present the following sample steps of teaching teaching reading
and let the students research and develop a guide for each step. Let
them use word application creatively in introducing the guides. In the
development of the process guides, they may use charts and graphs.
or graphic organizers. Package the process guide using pamphlets or
brochures. The steps are:

a. teach the sounds of individual letters; b. teach the sound blends;

c. teach whole words; d. present meanings; e. teach word parts; f. put
words in contexts; and g. teach reading comprehension
 Lesson 1

STEP 2
Examples of Process Guides as Scaffold
in Language Teaching and Learning

4. To enhance your process guide, you may consider

completing the following graphic organizers identified
according to different purposes (Ware, nd, cited by World
Links, 2008):
STEP 2
STEP 2 compare and contrast two or more concepts
STEP 2 To describe a concept
STEP 2 To describe a concept
STEP 2 To make decision
STEP 2 To show causes and effect
STEP 2 To show causes and effect
STEP 2 To show sequence (as in process)
STEP 2 To identify basic components
STEP 2 To identify basic components
 STEP 4

Presentation of the Process Guides and

or Graphic Organizer
After developing your process guides and or
graphic organizer packaged in a brochure, present
these to your classmates. Your brochure will be
evaluated using the brochure rubric (Rubistar,
2007) below.
STEP 4
STEP 4
 USING
PRESENTATION IN
TEACHING
LANGUAGE SKILLS
 USING PRESENTATION IN TEACHING LANGUAGE SKILLS

in language teaching and learning, presentation

software applications have a lot of uses. it can be
used as a presentation tool in an innovative skill
integration task, and the other as a novel writing
tool. In both cases, students can use the language
actively for speaking, listening, reading and
writing. (Schcolnik & Kil, 1999)
 USING PRESENTATION IN TEACHING LANGUAGE SKILLS

1. present their language reports with audio, visual images and animations:
2. develop and present their group projects using real world visual presentations:
3. present charts, tables, graphics and others that are useful to facilitate students
understanding of any language concepts;
4. show data stored in graphic organizers that cannot be fully presented by a
presented material;
5. develop digital stories or storybooks;
6. show results of any survey, questionnaire and other forms of language
assessment activities;
 USING PRESENTATION IN TEACHING LANGUAGE SKILLS

7. articulate and crystallize their ideas using the special features of presentation
software apps;
8. experience language learning process through the integration of contents in the
presentations;
9. enjoy developing their projects; thus, are highly involved;
10. commit to the quality of their work, both content and form, because they don't
only present what their classmates hear but what they also see;
11. present information in condensed form and focusing on salient points because of
the limited area in slide presentations; hence, avoiding digression and drifting;
12. innovatively communicate their ideas and express themselves in ways they feel
comfortable.
 Lesson 1

IDENTIFYING MAIN IDEAS

Specifically, the integration of presentation software

applications into language teaching and learning is very
beneficial in developing the students' four language skills.
In their study, Schcolnik and Kol (1999) were able to
present how presentation software activates the four
macro skills:
 Lesson 1

READING

In our courses, students first read some academic

articles on a topic of their choice, knowing that they will
have to present their conclusions in class. They analyze the
articles critically, compare and contrast the ideas
presented, synthesize, and evaluate. Finally, they select
highlights for inclusion in their presentations. This process is
comparable to the process students go through when
reading to write a paper. In both cases, reading to transmit
information requires clarification of ideas and presentation
of those ideas in such a way that others will understand.
 Lesson 1

WRITING

When composing slides, students have to condense the

Writing they have gathered to present only the main points.
In information minimalistic writing, key concis in words have
to be retained, while the chaff is discarded. This
information reduction process is in itself a difficult but
very profitable language task. While writing a minimal list of
points on the screen, students can organize a suitable
sequence for the points and divide the points into slides. At
the same time, students need to take into consideration
slide layout.
 Lesson 1

WRITING

A slide cannot be too cluttered, the size of the font has

to be large enough, and the location of the elements on the
screen has to be balanced. All these force students to re-
read, re-evaluate, and re-write what they have written
again and again.
 Lesson 1

SPEAKING

The material that students have read, organized, and

summarized has to be presented orally to convey a clear
message to an audience of peers. Just as they would in a
purely oral presentation, students have to rehearse' the
pronunciation of difficult words, time themselves, and make
sure that they have all the English lexicon needed for their
speech. The added value of computer presentations is that
the repeated revisions of their slides (to be seen by all of
their peers) give students extensive exposure to the
content of their 'talk', helping them remember what they
want to say and giving them more self-confidence.
 Lesson 1

SPEAKING

Many students have had no experience speaking in front

of an audience in their native language. The computer mode
seems to minimize their tension and feelings of insecurity
when having to speak in English.
 Lesson 1

LISTENING

The class listens to the oral presentation. Listening to a

non- native speaker is not easy, and visual elements
facilitate comprehension. We give the listeners a task
requiring them to write down three new facts that they
learned about the subject and one question to ask the
speaker at the end of the presentation. When listening for
a purpose, the listening is focused and thus perhaps made
easier.
 Reading Comprehension Strategies

CONNECT
Other studies confirm that the use of presentation
software facilitates the acquisition of the four macro
skills. Brooks and Gavin (2015) stressed that most
teachers recognize the spoken component of presenting,
as students are required to speak when giving their
presentations, Moreover, they are required to research
and plan out their presentations for a properly
structured academic presentation.

In doing so, students are required to use their reading

and writing skills. Students also have the opportunity to
practice their writing skills when they are asked to give
presentations that include some type of visual
component.
 Reading Comprehension Strategies

CONNECT
When they are preparing for these presentations
students will have to write out the appropriate
information on their poster or in their PowerPoint
slides.

Finally, students have the opportunity to practice

their listening skills when they act as the audience
members for the other groups' presentations. If these
students are given a simple task to do during the
presentation or are expected to use the knowledge
disseminated through the presentation for a specific
purpose, this will allow them to use this opportunity to
practice their listening skills.
 Reading Comprehension Strategies

CONNECT
The communicative nature of
presentations also allows audience members
to improve their listening skills more than
listening to a tape or a lecture would because
they can confirm their understanding by
asking questions and interacting with the
presenters