The practice teachers incorporates ICT in teaching their lessons.
The pupils listen and look intently as the practice teachers explain the
lesson.
IFSU-VPAA-INS-F004 Rev.00(Feb. 04, 2019)
COLLEGE OF EDUCATION
COURSE SYLLABUS
1st Semester School Year: 2020-2021 I. Course Code : Eng 311
II. Course Title : Teaching English in the Elementary Grades (Language Arts) III. Credit Units : 3 Units; time Allotment: 54 hrs per semester
IV. Course Description: This course gives emphasis to English as a second language with main focus on language teaching methodologies to improve knowledge on the structure and fluency in the English language through listening, reading, writing, speaking, and
viewing. It consists of content-based lessons that will enhance the students’ skills along application of various teaching strategies in teaching English, the use of ICT to facilitate the teaching-learning process, and selecting, designing, and organization of appropriate assessment strategies. It likewise highlights the demonstration of knowledge and skills on content and pedagogy through lesson presentations.
IFUGAO STATE UNIVERSITY
VISION
A globally recognized University upholding excellence amidst rich cultural
heritage.
MISSION Produce employable graduates who are morally upright, socially and culturally
responsible professionals through quality, relevant, and
innovative instruction, research, extension, and
resource generation.
COLLEGE OF EDUCATION VISION
An Academic Center producing excellent educators and leaders who are prime movers of peace
and progress MISSION
To provide responsive and committed professional educators
towards social transformation
GOALS
1. To pursue meaningful teaching-learning experiences in the profession
2. To design education- related programs, systems, technology and information towards improved quality of life through research and extension
3. To produce committed, empowered and
accountable members of the society
IFSU-VPAA-INS-F004 Rev.00(Feb.04,2019)
V. Course Outcomes:
The students:
1. demonstrate content knowledge on the structure of English language that refers to grammar in both oral and written form;
2. demonstrate understanding of research-based knowledge and principles of teaching and learning fundamental in language arts education;
3. prepare developmentally sequenced teaching and learning processes to meet curriculum requirements and respond to the learners’ linguistic backgrounds;
4. select, develop, and use varied teaching and learning resources in Language Arts to promote literacy and English language fluency; and
5. design, select, organize, and use appropriate and varied assessment strategies consistent with the curriculum requirements and communicate learner progress and achievement.
VI. Grading System Midterm Grade = 2
3 x Class Standing + 1
3 X Midterm Exam Tentative FG = 2
3 x Class Standing + 1
3 X Final Exam Final Grade = 2
3 x TFG + 1
3 x MG
GOALS AND OBJECTIVES
1. Academic Excellence 2. Strong Research Leadership and Culture 3. Sustainable Extension and Community Engagement 4. Excellent Public Service and Good Governance
BEE OBJECTIVES:
The graduates
1. practice dynamic professional and ethical requirements of the teaching professions;
2. leads socio-economic, cultural, historical and political enrichment through research and extension services 3. manifest respect for
human dignity and sensitivity to diverse learners; and
4. adopts holistic
approaches and life-long skills for a solid
foundation in the elementary education
IFSU-VPAA-INS-F004 Rev.00(Feb.04,2019)
VII. LEARNING ACTIVITY PLAN
Learning Outcomes
The students Course Content Teaching &
Learning Activities Assessment Task Resources References
Time allotment: 1 hr
⚫ Demonstrate
understanding of: a) school and classroom policies; b) grading system
⚫ Appraise the VGMO and core values of the University
A. PRELIMINARY.
INTRODUCTION TO THE COURSE
-School & Classroom policies -Computation of Midterm and Final Grades
-Vision, Mission, Goals and Objectives
-Course description
Independent Study. Self-reflection -Copy of VGMO (Student manual) -Course Syllabus
IFSU Code
Time allotment: 1 hr.
⚫ Discuss the salient features of the K to 12 Language Curriculum
LESSON 1: Introduction to the K to 12 Language Curriculum (ENGLISH) I. Philosophy and Rationale II. Guiding Principles
III. Needs of the Learners: The Context
IV. Outcomes
a) Communicative competence b) Multiliteracies
-Independent Learning
(Modular) -Paper and pencil test
-Module
-K to 12
Curriculum Guide in English
IFSU-VPAA-INS-F004 Rev.00(Feb.04,2019)
Time allotment: 2 hrs
⚫ Elaborate the key concepts underlying the four components of the K-12 Curriculum Guide in English
LESSON 2: Components of Language Arts and
Multiliteracies Curriculum (LAMC)
Component 1: Language Learning Process
-Spiral Progression -Interaction
-Integration
-Learner Centeredness -Contextualization -Construction
Component 2: Effective Language Use
-Understanding Cultures -Understanding Language -Process and Strategies Component 3: Making Meaning through Language
-The Language Arts &
Multiliteracies Curriculum (LAMC)
-LAMC Coherence with the Basic Education Program Goals
Component 4: Holistic Assessment
-Independent Learning (Modular)
-Paper and pencil test
-Reflection paper -Module
-K to 12
Curriculum Guide in English
IFSU-VPAA-INS-F004 Rev.00(Feb.04,2019)
-Characteristics of Assessment
-Content standards for the Integrated Language Arts Curriculum
Time Allotment: 6 hrs
⚫ Discuss the five macro skills and their
importance in promoting literacy skills
⚫ Elaborate examples of teaching strategies that promote the five macro skills
LESSON 3: Five Macro Skills in Language
a. Listening b. Speaking c. Reading d. Writing e. Viewing
-Independent Learning
(Modular) -Paper and pencil test -Module
Haroun Abdoh, G.
(N.D.) Listening skill. Retrieved from
http://www.bchms g.yolasite.com/sp eaking.php
Haroun Abdoh, G.
(N.D.) Listening skill. Retrieved from
http://www.bchms g.yolasite.com/list ening.php
How to Develop the Four Macro Skills. (2014).
Retrieved from http://tetcmacrosk ills.blogspot.com/
IFSU-VPAA-INS-F004 Rev.00(Feb.04,2019)
p/introduction.htm l
Estroga, I. (2012).
Viewing skills (powerpoint presentation).
Retrieved from https://www.slide share.net/joseph estroga/viewing- skill
Time Allotment: 5 hrs
⚫ Differentiate approaches,
strategies, methods and techniques
LESSON 4: Approaches, Methods, Strategies, and
Techniques in Teaching in the K to 12 Curriculum
-Independent Learning
(Modular) -Paper and pencil test -Module
Corpuz, B. &
Salandana
n, G.
(2003).
Principles and strategies of
teaching.
Lorimar Publishing Company Inc.
Corpuz, B. &
Salandana n, G.
(2015).
Principles
IFSU-VPAA-INS-F004 Rev.00(Feb.04,2019)
of
teaching 2 (with TLE).
Lorimar Publishing , Inc.
Time Allotment: 5 hrs
⚫ Provide background information about the different teaching approaches used for teaching English
⚫ Use approaches that support learner understanding, participation, engagement, and achievement toward promoting literacy skills and English language fluency
LESSON 5: Approaches for Language Arts Teaching
a. Communicative b. Language Scaffolding c. Cooperative Learning d. Situational
e. Functional- notional f. Content-based g. Task-based
Independent study Paper and pencil test Module
Bilash, O. (2009).
Content based instruction.
Retrieved from https://bestofbilas h.ualberta.ca/cont ent.html#:~:text=
Content-
Based%20Instruc tion%20is%20an, which%20somethi ng%20new%20is
%20learned.
Zakime, A.
(2018). What is Task-based learning?
Retrieved from https://www.whati
IFSU-VPAA-INS-F004 Rev.00(Feb.04,2019)
selt.com/single- post/2018/01/19/
What-is-Task- based-learning Office of
Research. (1992).
Cooperative learning.
Retrieved from https://www2.ed.g ov/pubs/OR/Cons umerGuides/coop lear.html#:~:text=
Cooperative%20l earning%20is%20 a%20successful,t heir%20understa nding%20of%20a
%20subject.
Time Allotment: 5 hrs
⚫ Discuss how these methods address learners’ diversity in an English class
LESSON 6: Methods of Teaching Language Arts
a. Grammar-translation b. Direct method c. Audiolingual method d. The Designer Methods
-Independent Learning (Modular)
-Paper and pencil test -Module
Victoria State Government Education and Training. (2019).
The language experience approach.
IFSU-VPAA-INS-F004 Rev.00(Feb.04,2019)
⚫ Assess strengths and weaknesses of each method and its implication/s in language teaching
-Community Language Learning (CLL)
-Suggestopedia -Silent Way -Total Physical Response
e. Language experience method
Retrieved from https://www.educ ation.vic.gov.au/s chool/teachers/te achingresources/
discipline/english/l iteracy/readingvie wing/Pages/teach ingpraclangexp.a spx#:~:text=The%
20language%20e xperience%20app roach%20integrat es,based%20on%
20first%20hand%
20experiences.
Corpuz, B. &
Salandana n, G.
(2003).
Principles and strategies of
teaching.
Lorimar Publishing
IFSU-VPAA-INS-F004 Rev.00(Feb.04,2019)
Company Inc.
Corpuz, B. &
Salandana n, G.
(2015).
Principles of
teaching 2 (with TLE).
Lorimar Publishing , Inc.
MIDTERM EXAMINATION (1 HOUR) Time Allotment: 5 hrs.
⚫ Design an activity for an English lesson via the application of CALL
⚫ Craft an assessment activity for an English arts lesson with a rubric
LESSON 7: Learning Strategies and Assessment Technique as Applied to Teaching Language 1. Content language integrated learning thru Computer Assisted Language Learning (CALL) 2. Using Rubric to Assess Language Activities
-Independent Learning (Modular)
Assessment activity with assessment tool (rubric)
-Module
Chi-Fen Emily Chen. (N.D.) Computer
Assisted Language
Learning and Teaching.
Retrieved From:
http://www2.nkfus t.edu.tw/~emchen /CALL/unit1.htm
IFSU-VPAA-INS-F004 Rev.00(Feb.04,2019)
Time allotment: 3 hrs
⚫ Create appropriate instructional materials for teaching English in the elementary
LESSON 8: Instructional Material selection, design and development
-Individual lesson plan writing
Complete instructional material for an English arts lesson
-Module
Corpuz, B. &
Salandana n, G.
(2003).
Principles and strategies of
teaching.
Lorimar Publishing Company Inc.
Corpuz, B. &
Salandanan, G.
(2015). Principles of teaching 2 (with TLE).
Lorimar
Publishing, Inc Time Allotment: 3 hrs
⚫ Prepare a lesson plan applying the principles
LESSON 9: Development of learning plans for English
language arts subject Independent learning Lesson plan sample -Module
Corpuz, B. &
Salandana n, G.
(2003).
IFSU-VPAA-INS-F004 Rev.00(Feb.04,2019)
of teaching and assessment
Principles and strategies of
teaching.
Lorimar Publishing Company Inc.
Corpuz, B. &
Salandanan, G.
(2015). Principles of teaching 2 (with TLE).
Lorimar
Publishing, Inc Time Allotment: 17hrs
⚫ Demonstrate an English language arts lesson using content- based and
pedagogical knowledge appropriately
⚫ Apply
developmentally- sequenced teaching strategies that
LESSON 10: Demonstration -Individual teaching
Individual preparation for demo teaching
Graded Individual demo teaching
-Module
-Elementary textbooks -Internet sources
IFSU-VPAA-INS-F004 Rev.00(Feb.04,2019)
promote literacy skills via an actual teaching demonstration
⚫ Use different
resources which cater to learners of various linguistic backgrounds
⚫ Use appropriate and varied assessment strategies consistent with the curriculum requirements
Final examination (1 HOUR) VIII. References:
Bilash, O. (2009). Content based instruction. Retrieved from https://bestofbilash.ualberta.ca/content.html#:~:text=Content- Based%20Instruction%20is%20an,which%20something%20new%20is%20learned.
Chi-Fen Emily Chen. (N.D.) Computer Assisted Language Learning and Teaching. Retrieved From: http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm Corpuz, B. & Salandanan, G. (2003). Principles and strategies of teaching. Lorimar Publishing Company Inc.
Corpuz, B. & Salandanan, G. (2015). Principles of teaching 2 (with TLE). Lorimar Publishing, Inc.
Estroga, I. (2012). Viewing skills (powerpoint presentation). Retrieved from https://www.slideshare.net/josephestroga/viewing-skill
IFSU-VPAA-INS-F004 Rev.00(Feb.04,2019)
Fki-Aouam, A. (n.d.) The situational approach to language teaching. Retrieved from:
http://pedagogie.aclimoges.fr/anglais/accueil/html/EP/Web4Pages/SitAppLan.htm#:~:text=According%20to%20the%20Situational%20Approach,in%20which
%20they%20are%20used.
Haroun Abdoh, G. (N.D.) Listening skill. Retrieved from http://www.bchmsg.yolasite.com/speaking.php Haroun Abdoh, G. (N.D.) Listening skill. Retrieved from http://www.bchmsg.yolasite.com/listening.php
How to Develop the Four Macro Skills. (2014). Retrieved from http://tetcmacroskills.blogspot.com/p/introduction.html
K to 12 Curriculum Guide in English. (Grade 1 to Grade 10). (2013). Retrieved from https://drive.google.com/file/d/0BwSTMpKEx_-4aWRTNTVXLXFyd2c/view Office of Research. (1992). Cooperative learning. Retrieved from
https://www2.ed.gov/pubs/OR/ConsumerGuides/cooplear.html#:~:text=Cooperative%20learning%20is%20a%20successful,their%20understanding%20of%20 a%20subject.
Victoria State Government Education and Training. (2019). The language experience approach. Retrieved from
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/teachingpraclangexp.aspx#:~:text=The
%20language%20experience%20approach%20integrates,based%20on%20first%20hand%20experiences.
Zakime, A. (2018). What is Task-based learning? Retrieved from https://www.whatiselt.com/single-post/2018/01/19/What-is-Task-based-learning
Prepared by: Checked by: Approved by:
YUVIMIN O. LUMIDAO MARITES L. CHOYCAWEN, MAECED ADRIAN L. ALBANO, PhD
Instructor Chairperson, BEE Campus Director
Teaching English in Elementary
1 | P a g e Compiled by: Yuvimin O. Lumidao and Lhea D. Ildefonso
---
This course gives emphasis to English as a second language with main focus on language teaching methodologies to improve knowledge on the structure and fluency in the English language through listening, reading, writing, speaking, and viewing. It consists of content-based lessons that will enhance the students’ skills along application of various teaching strategies in teaching English, the use of ICT to facilitate the teaching-learning process, and selecting, designing, and organization of appropriate assessment strategies. It likewise highlights the demonstration of knowledge and skills on content and pedagogy through lesson presentations.
At the end of the course, the students are expected to:
▪ demonstrate content knowledge on the structure of English language that refers to grammar in both oral and written form;
▪ demonstrate understanding of research-based knowledge and principles of teaching and learning fundamental in language arts education;
▪ prepare developmentally sequenced teaching and learning processes to meet curriculum;
▪ requirements and respond to the learners’ linguistic backgrounds;
▪ select, develop, and use varied teaching and learning resources in Language Arts to promote literacy and English language fluency; and
▪ design, select, organize, and use appropriate and varied assessment strategies consistent with the curriculum requirements and
communicate learner progress and achievement.