Republic of the Philippines

City of Lipa
KOLEHIYO NG LUNGSOD NG LIPA
Marawoy, Lipa City
COLLEGE OF TEACHER EDUCATION
First Semester, CY 2020-2021
TEACHING ENGLISH IN THE ELEMENTARY GRADES (LANGUAGE ARTS)
(Course Title)
BEM III
(Course Code)
(Course Prerequisite)

INSTITUTIONAL PROGRAM OUTCOMES

A. Articulate and discuss the latest development in the specific field of practice.
B. Effectively communicate orally and in written both in English and Filipino.
C. Work effectively and independently in multi-disciplinary and multi-cultural teams.
D. Act in recognition of professional, social, and ethical responsibility.
E. Preserve and promote “Filipino historical and cultural heritage” (R.A. 7722).

COLLEGE OF TEACHER EDUCATION PROGRAM OUTCOMES

A. Articulate the relationship of education to larger historical, social, cultural, and political processes.
B. Facilitate learning using a wide range of teaching methodologies in various types of environment.
C. Develop alternative teaching approaches for diverse learners.
D. Apply skills in curriculum development, lesson planning, materials development, instructional delivery, and educational assessment.
E. Demonstrate basic and higher levels of thinking skills, planning, assessing, and reporting.
F. Practice professional and ethical teaching standards to respond to the demands of the community.
G. Pursue lifelong learning for personal and professional growth.

PROGRAM OUTCOMES FOR BACHELOR OF SECONDARY EDUCATION

A. Demonstrate in-depth understanding of the development of adolescent learners.
B. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
C. Create and utilize materials appropriate to the secondary level to enhance teaching and learning.
D. Design and implement assessment tools and procedures to measure secondary learning outcomes.

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COURSE DESCRIPTION
This course will emphasize English as a second language with main focus on language teaching methodologies to improve knowledge on the structure and fluency on the
English language through listening, reading, writing, speaking, and viewing.

Course Credit : 3 units

Total Hours : 54 hours

COURSE OUTCOMES
At the end of the course, students, with 85% competency, are expected to:
1. Prepare activities, games, inquiry experiences, and demonstrations beyond textbook materials for use in teaching and reinforcing skills and concepts with elementary
students;
2. Identify, describe, and use the levels and characteristics of questioning techniques appropriate for use with lessons and integrated thematic units;
3. Incorporate instructional technology into the preparation and teaching of lessons;
4. Develop critical thinking skills which can be applied to all areas of learning; and
5. Prepare activities, games, inquiry experiences, and demonstrations beyond textbook materials for use in teaching and reinforcing skills and concepts with elementary
students.

COURSE OUTLINE
Midterm (27 Hours)
LEARNING OUTCOMES ASSESSMENT TASKS COURSE CONTENT MATERIALS DURATION
(unit-specific*) (content-specific**) (content-specific) (unit-
specific)
 Explore the different principles of A. Teaching by Principles
teaching that actively promotes  Discussion  Cognitive Principles
meaningful language learning  Activities -Automaticity
 Explain the principles that govern  Quiz -Meaningful Learning
effective language teaching-learning -The Anticipation of Reward
 Acknowledge the value of considering -Intrinsic Motivation
language learning and teaching -Strategic Investment
principles for dealing with learners with  Affective Principles 6.5 hrs.
complex linguistic system -Language Ego
-Self-confidence (Brown, 2000.)
 Linguistic Principles
-The Native Language Effect
-Interlanguage

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 -Communicative Competence

 Determine the contextual considerations B. Learner Variable I: Teaching Across Age

in language teaching by addressing the  Discussion Levels
learner variable of age  Activities C. Learner Variable II: Teaching Across (Brown, 2000.)
 Identify and explain the practical  Quiz Proficiency Levels 5.5 hrs.
approaches to teaching children that
contribute to becoming effective (Brown, 2000.)
language teachers
 Formulate an approach to teaching
beginners
 Analyze the building blocks on what D. How to Plan a Lesson
the essential elements of a lesson plan  Discussion  Format of a Lesson Plan
should be  Activities  Guidelines for Lesson Planning (Brown, 2000.) 7 hrs.
 Activate student’s prior knowledge  Quiz
about classroom management
 Acquire the guidelines for lesson
planning through the use pf engaging
strategies designed to focus learning
 Identify the techniques on how to E. Classroom Management
manage an effective classroom  Discussion  The Physical Environment of the
environment  Activities Classroom
 Reflect on how to address the learners  Quiz  Your Voice and Body Language
needs and various factors that affect the  Teaching Under Adverse (Brown, 2000.)
teaching and learning process Circumstances 6.5 hrs
 Construct desired classroom based on  Teacher’s Roles and Styles
four categories.  Creating a Positive Classroom
 Recall pertinent experience to the Climate
effectiveness of teacher’s voice and
body language in teaching

Midterm Examination 1.5 hr.

Final Term (27 Hours)

LEARNING OUTCOMES ASSESSMENT TASKS COURSE CONTENT MATERIALS DURATION
(unit-specific*) (content-specific) (content-specific) (unit-

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 specific)
 Identify the implications of teaching F. Strategies-Based Instruction
strategies in the classroom  Discussion G. Integrating the “Four Skills”
 Encourage, build, and sustain effective  Activities  Content-based Instruction
language teaching strategies through  Quiz  Theme-based Instruction
different instructions based on some  Experiential Learning (Brown, 2000.) 6 hrs.
researchers  The Episode Hypothesis
 Evaluate the different strategies  Task-based Teaching

 Distinguish the factors that affect the H. Form-Focused Instruction

teaching of grammar  Discussion  The Place of Grammar
 Identify the different techniques in  Activities  To Teach or Not to Teach Grammar 6 hrs.
teaching grammar  Quiz  Issues About How to Teach Grammar (Brown, 2000.)
 Provide a structure with regard the  Grammar Techniques
implications of grammar techniques  A “Word” About Vocabulary Teaching

 Distinguish the different strategies  Discussion I. Teaching Language Skills

designed for teaching the four macro  Activities  Integrating the “Four Skills”
skills  Quiz  Teaching Listening
 Promote the retention of knowledge  Teaching Speaking 8 hrs.
through the use of engaging strategies  Teaching Reading
designed to rehearse and practice skills  Teaching Writing
for the purpose of moving knowledge
into long-term memory
 Identify the means of integrating the
four macro skills in language teaching
 Conceive varied ways of applying
techniques in teaching the four macro
skills
 Acquire the knowledge of the theoretical I. Continuing Your Teacher Education
foundation of language learning and  Discussion  “The Good Language Teacher”
teaching  Activities  Classroom Observation
 Distinguish the goals that can provide  Quiz  Classroom Research 5.5 hrs.
continuing career growth to do a better  Teacher Collaboration: Learning from (Brown, 2000.)
job of teaching Each Other
 Pick up a reasonably comprehensive

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 picture of principles and issues in
language teaching and how they apply
into the classroom

Final Examination 1.5 hr.

*Each entry is applicable to the entire unit.
**Each entry is applicable to the Course Content opposite to it.

COURSE METHODOLOGIES
A. Brainstorming F. Radio Drama Listening
B. Game G. Skit/Play/Film Production
C. Film Viewing H. Story Telling
D. Vocal Performance (Choral, Duet, Solo) I. Direct Instruction
E. Poetry Interpretation J. Independent Study

LEARNING ASSESSMENT
A. Assessments
1. Performance - individual and group presentations, recitations, developmental/extended writing tasks, occasional papers
2. Written Output - quizzes, long tests
4. Major Examination - midterm and final term outcome-based evaluations
5. Deportment - attitude, attendance
Final Grade = Midterm Grade (50%) + Final Term Grade (50%)
B. Requirements
1. Compilation of accomplished worktext exercises
2. Performance of the individual and group work pre-plotted on the worktext’s “Engagement Activity” (Exercise section C)
C. Grading Procedure
Midterm Final Term
Class Standing 40 Class Standing 40
Written Output 30 Written Output 30
Major Examination 30 Major Examination 30
Total 100 Total 100

COURSE POLICIES
A. Absences/tardiness beyond six (6) meetings [three (3) for sections which meet once a week] are equivalent to being dropped from the course.
B. Occasional papers, projects, and seatworks must be submitted on time. Otherwise, the grade and/or score apportioned for the task is equivalent to 5.

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C. Presentations must be executed and/or performed in accordance to the set schedule by the instructor. Otherwise, the grade and/or score apportioned for the task is equivalent to
5.
D. Special or make up tasks (assignments, quizzes, long test, occasional paper, projects, seatwork, etc.) are given if and only if reason(s) for failing to submit and take them on time
is/are valid and acceptable.
E. The use of cellphone is prohibited during class hours, unless a special permission is granted. Likewise, the use of any gadget is prohibited unless relevant to the lesson.
F. Supplementary materials and texts will be given as the need arises and will be part of the course content. Likewise, supplementary tasks will be assigned if deemed necessary
and will be part of the course requirement.
G. Competence in English in all written and oral work must be demonstrated.

REFERENCES
Fromkin, et al. (2010). Introduction to linguistics. Singapore: Cengage Learning.
Brown, D. (2000). Principles of language learning and teaching. (4th ed). New York: Longman.
Brown, D. (2001). Teaching by principles: An interactive approach to language pedagogy. (2nd ed). New York: Longman.
Newton, K. (1988). Twentieth-century literary theory: A reader. London: Macmillan.
Skiba, L. (Ed.). (2005). Literature and the language arts (Annotated teacher’s ed.). Minnesota: EMC, Paradigm.
Simpson, P. (2004.) Stylistics: A resource book for students. London: Routledge.

Prepared and submitted by Checked by Approved by Noted by

IRISH C. DIJAN, LPT AQUILINO D. ARELLANO, EdD, PhD AQUILINO D. ARELLANO, EdD, PhD MARIO
CARMELO A. PESA, CPA
Faculty, College of Teacher Education Dean, College of Teacher Education Vice President for Academic Affairs College Administrator

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