NORTHWESTERN AGUSAN COLLEGES

Bay View Hill, Nasipit, Agusan del Norte

COLLEGE DEPARTMENT

BACHELOR IN SECONDARY EDUCATION MAJOR IN ENGLISH

COURSE SYLLABUS
ELT 207 – TEACHING AND ASSESSMENT OF MACRO-SKILLS

Institutional Vision: The Northwestern Agusan Colleges is envisioned of becoming a leading educational institution committed to produce Quality Community Leaders, an effective and efficient partner in
nation building.

Institutional Mission: The Northwestern Agusan Colleges commits to deliver quality education in the community that will make a mark of excellence, self-fulfillment and high degree of integrity making individual a
productive person.

Institutional Objectives:
a. Develops students’ skills and potentials as their vital tools in making life livable.
b. Provides every student adequate training and relevant activities to enhance his/her knowledge, skills, potentials, and values as well.
c. Helps every student realize the importance of trusting the works of the Divine Providence in every endeavor.

I. Course Description:
This course allows the pre-service English teachers to explore the nature of the macro skills and the theoretical bases, principles, and methods and strategies in teaching and assessing listening,
speaking, reading, writing, and viewing. It aims to provide various strategies for pre-lesson, during lesson, and post-lesson to develop research-based knowledge and principles in teaching the macro skills while using
differentiated teaching to suit learners’ gender, needs, strengths, interests, and experiences. Also, they will be able to identify learning outcomes aligned with the learning competencies and provide timely, accurate, and
constructive feedback to improve learners’ performance in the macro skills.

PROGRAM PERFORMANCE INTENDED REQUIRED CONTENT SUGGESTED REFERENCES SUGGESTED SUGGESTED TIME
OUTCOMES INDICATOR LEARNING OUTCOMES-BASED ASSESSMENT OF FRAME
OUTCOMES TEACHING AND LEARNING OUTCOMES
LEARNING (OBTL) (ALO)
PRELIM COVERAGE

WEEKS 1-4 12 hours

A. Demonstrate A. select A. recognize I. An Overview on the Teaching of Anderson, R.C. et al. (1985). • Differentiating Receptive vs • Venn diagram as formative
proficiency in differentiated important the Macro Skills Becoming a nation of readers: Expressive Macro Skills assessment in understanding
oral and written learning tasks in concepts in • Receptive vs. Expressive Macro The report of the commission of English Macro Skills
communication. teaching the macro teaching the Skills reading. Washington, D.C.: The • Group analysis and concepts
skills to suit macro skills in • Macro Skill Competencies in the National Institute of Education. identification of appropriate
B. Show learners’ gender, English; English K to 12 Curriculum activities for the Speaking, • Documentation and Group
competence in needs, strengths B. discuss the • Viewing as a New Macro Skill Butler, S. M. & McMunn, N. D. Listening, Reading, Writing, Presentation of Analyzed
employing interests, and connection of • Connection of the Macro Skills with (2006). A teacher’s guide to and Viewing competencies in Macro Skills Competencies
innovative experiences; teaching the Vocabulary, Grammar and Literature classroom assessment: the English K to 12 (focusing on Critical
language and macro skills with • Review on Communicative Understanding and using Curriculum Thinking Shown,
literature B. demonstrate how the other language Competence assessment to improve student Completeness, Teamwork and
teaching to provide timely, skills and • BICS vs. CALP learning. USA: John Winley and • Lecture discussion on Collaboration, and
approaches, accurate, and competencies; • Content-Based Instruction Sons, Inc. English Language Macro Appropriate Activities
methodologies, constructive • Communicative Language Teaching Skills Teaching concepts, Designed)
and strategies. feedback to improve C. identify • Qualities of an Effective English Cruickshank, D. R., Jenkins, D. approaches and methods
learner performance appropriate Macro Skills Teacher B., & Metcalf, K. K. (2006). The • Reflection Essay on
in the different methods act of teaching. USA: McGraw- • Listing and classification of Qualities of an Effective
tasks in the macro and approaches to II. The Expressive Macro Skills – Hill. researched activities English Macro Skills Teacher
skills through teach the Speaking appropriate for teaching the (focusing on Unique Ideas
simulations; English macro • Nature and Purposes of Speaking Lang, H. R. and Evans, D. N. macro skills Presented, Organization of
skills; and • Mechanics and Process of Speaking (2006). Models, strategies, and Ideas, and
C. craft a learning • Speech Styles and Registers methods for effective teaching. • Analyzing a sample lesson Concepts/Approaches Cited)
plan according to D. list down (Frozen, USA: Pearson Education, Inc. plan/teaching demonstration
the English qualities of an Formal, Consultative, Casual, of an ESL class and • Oral participation (OSTS
curricula that is effective English Intimate, Aggressive, Passive, Norton, D. E. (2007). The identifying approach and activity) in sharing important
developed from teacher in Assertive) effective teaching of language qualities show concepts in teaching speaking
research-based the macro skills • Austin and Searle’s Speech Acts arts. USA: Prentice-Hall, Inc.
knowledge and (Locutionary, Illocutionary, and • Creating summaries and/or • Speaking Task/Performance
principles of E. select Perlocutionary) Orlich, D. C., et al. (2004). mind maps on the nature and (focusing on Confidence,
the five language differentiated • Review on Segmentals, Teaching strategies: A guide to purposes, process, speech Speaking Simulation, Varied
macro-components learning Suprasegmentals, Modes of effective instruction. USE: styles and registers, speech Speaking Concepts Applied)
and the theoretical tasks in teaching Communication, Types of Speech Houghton Mifflin Company. acts, phonology review,
bases, principles, speaking to Delivery) modes of communication, and • Speaking Task Feedbacking
methods, and suit learners’ • Speaking Formats (Interaction, Roe, B. D. and Ross, E. P. (2006). formats in speaking Simulation (focusing on
strategies in gender, needs, Transaction, Performance) Integrating language arts through Feedbacking Process, Use of
teaching these strengths interests, • Lesson Design in Teaching literature and thematic units. • One Stay-Team Stray Rubrics, and Appropriate
components; and and Speaking USE: Pearson Education, Inc. activity to share the Tips/Feedback Provided to
experiences; • Materials and Resources in summaries/mind maps made Learner)
D. conduct a Teaching Speaking Tompkins, G. E. (2009). on important concepts in
teaching F. demonstrate • Performance-Based Assessment in Language arts: Content and teaching speaking • Making a Learning Plan in
demonstration of how to provide Teaching Speaking teaching strategies. USA: Merrill Teaching Speaking (focusing
the assigned timely, accurate, • Feedbacking in Assessing Speaking Prentice Hall. • Individual/pair/group on Completeness, 3 hours
learning and preparation and presentation Appropriate
competencies in the constructive WEEK 5 of speaking tasks Approach Used, and
macro skills. feedback to Prelim Examination Schedule (storytelling, oration, acting, Facilitative Process)
improve learner conversation simulation, role
performance play, theatrical play, etc.) • Teaching Demonstration in
in the different Speaking (focusing on
tasks in • Pair feedbacking practice Teacher Like Simulation,
speaking through and simulation on speaking Preparation, Classroom
 simulations; task performed Management, Learning
G. craft a learning • Pair learning plan making in Environment, and
plan according to accordance to the English Feedbacking/Evaluation
the English curricula speaking Process)
curricula that is competencies
developed from
research-based • Teaching speaking
knowledge and demonstration on the
principles of assigned/chosen learning
speaking and the competencies
theoretical bases,
principles, • Feedbacking of instructor to
methods, and demonstrator on teaching
strategies in speaking
teaching these
components; and

H. conduct a
teaching
demonstration of
the assigned
learning
competencies in
speaking.
MIDTERM COVERAGE

WEEKS 6-9 12 hours

A. Demonstrate A. select A select III. The Expressive Macro Skills – Anderson, R.C. et al. (1985). • Roundtable discussion on • Oral participation in sharing
proficiency in differentiated differentiated Writing Becoming a nation of readers: the challenges and issues in
oral and written learning tasks in learning tasks in a. Nature and Purposes of Writing The report of the commission of challenges of writing as a teaching writing
communication. teaching the macro teaching writing b. Mechanics and Process of Writing reading. Washington, D.C.: The macro skill and teaching
skills to suit to c. Concerns and Strategies in Pre- National Institute of Education. writing • Writing Task/Performance
B. Show learners’ gender, suit learners’ Writing, Drafting, Revising, Editing, (focusing on Organization of
competence in needs, strengths gender, needs, Proofreading, and Publishing Butler, S. M. & McMunn, N. D. • Individual/pair/group Ideas, Writing Simulation,
employing interests, and strengths interests, d. Lesson Design in Teaching Writing (2006). A teacher’s guide to preparation and presentation Varied Writing Concepts
innovative experiences; and experiences; e. Materials and Resources in classroom assessment: of writing tasks (writing Applied)
language and Teaching Writing Understanding and using stories, poems, essays,
literature B. demonstrate how B. demonstrate f. Performance and Portfolio-Based assessment to improve student creative outputs, researches, • Writing Task Feedbacking
teaching to provide timely, how to provide Assessment in Teaching Writing learning. USA: John Winley and etc.) Simulation (focusing on
approaches, accurate, and timely, accurate, g. Feedbacking in Assessing Writing Sons, Inc. Feedbacking Process, Use of
methodologies, constructive and constructive • Pair feedbacking practice Rubrics, and Appropriate
and strategies. feedback to improve feedback to WEEK 10 Cruickshank, D. R., Jenkins, D. and simulation on writing task Tips/Feedback Provided to 3 hours
learner performance improve learner * Midterm Examination Schedule B., & Metcalf, K. K. (2006). The Performed Learner)
in the different performance in act of teaching. USA: McGraw-
 tasks in the macro the different tasks Hill. • Pair learning plan making in • Making a Learning Plan in
skills through in Lang, H. R. and Evans, D. N. accordance to the English Teaching Writing (focusing
simulations; writing through (2006). Models, strategies, and curricula writing on
simulations; methods for effective teaching. competencies Completeness, Appropriate
C. craft a learning USA: Pearson Education, Inc. Approach Used, and
plan according to C. craft a learning • Teaching writing Facilitative Process)
the English plan according to Norton, D. E. (2007). The demonstration on the
curricula that is the English effective teaching of language assigned/chosen learning • Teaching Demonstration in
developed from curricula that is arts. USA: Prentice-Hall, Inc. competencies Writing (focusing on Teacher-
research-based developed from Like Simulation, Preparation,
knowledge and research-based Orlich, D. C., et al. (2004). • Feedbacking of instructor to Classroom Management,
principles of knowledge and Teaching strategies: A guide to demonstrator on teaching Learning Environment, and
the five language principles of effective instruction. USE: writing Feedbacking/Evaluation
macro-components writing and the Houghton Mifflin Company. Process)
and the theoretical theoretical bases,
bases, principles, principles, Roe, B. D. and Ross, E. P. (2006).
methods, and methods, and Integrating language arts through
strategies in strategies in literature and thematic units.
teaching these teaching these USE: Pearson Education, Inc.
components; and components; and
Tompkins, G. E. (2009).
D. conduct a D. conduct a Language arts: Content and
teaching teaching teaching strategies. USA: Merrill
demonstration of demonstration of Prentice Hall.
the assigned the assigned
learning learning
competencies in the competencies in
macro skills. writing
SEMI-FINAL COVERAGE

WEEKS 11-14 12 hours

A. Demonstrate A. select A. select IV. The Receptive Macro Skills – Anderson, R.C. et al. (1985). • Lecture discussion on the • Various objective
proficiency in differentiated differentiated Listening Becoming a nation of readers: relevance of listening in the comprehension tasks in
oral and written learning tasks in learning tasks in • Active Listening Skill The report of the commission of communication process, listening as diagnostic and
communication. teaching the macro teaching listening • Nature and Purposes of Listening reading. Washington, D.C.: The nature, purposes, sub-skills, formative assessments
skills to suit to suit learners’ • Listening Comprehension and Sub- National Institute of Education. and techniques and strategies
B. Show learners’ gender, gender, needs, Skills in Listening in listening effectively • Listening Task Feedbacking
competence in needs, strengths strengths interests, • Listening Techniques and Strategies Butler, S. M. & McMunn, N. D. Simulation (focusing on
employing interests, and and experiences; • Approaches in Teaching Listening (2006). A teacher’s guide to • Varied teacher-led activities Feedbacking Process, Use of
innovative experiences; (Bottom-Up, Top-Down, Interactive) classroom assessment: on testing listening Rubrics, and Appropriate
language and B. demonstrate • Lesson Design in Teaching Understanding and using comprehension and sub-skills Tips/Feedback Provided to
literature B. demonstrate how how to provide Listening assessment to improve student Learner)
teaching to provide timely, timely, accurate, • Materials and Resources in learning. USA: John Winley and • Pair feedbacking practice
approaches, accurate, and and constructive Teaching Listening Sons, Inc. and simulation on listening • Making a Learning Plan in
methodologies, constructive feedback to • Performance and Observation-Based tasks performed Teaching Listening (focusing
and strategies. feedback to improve improve learner Assessment in Teaching Listening Cruickshank, D. R., Jenkins, D. on Completeness,
learner performance performance in • Feedbacking in Assessing Listening B., & Metcalf, K. K. (2006). The • Differentiating/analyzing Appropriate 3 hours
in the different the different tasks WEEK 15 act of teaching. USA: McGraw- listening lesson plans Approach Used, and
tasks in the macro in Semi-Final Examination Schedule Hill. applying bottom-up, top- Facilitative Process)
skills through listening through down, and interactive
simulations; simulations; Lang, H. R. and Evans, D. N. approaches • Making Original
(2006). Models, strategies, and • Pair learning plan making in Instructional Materials in
C. craft a learning C. craft a learning methods for effective teaching. accordance to the English Teaching Listening (focusing
plan according to plan according to USA: Pearson Education, Inc. curricula listening on Appropriateness and
the English the English competencies Resourcefulness)
curricula that is curricula that is Norton, D. E. (2007). The
developed from developed from effective teaching of language • Pair synthesis of original • Teaching Demonstration in
research-based research-based arts. USA: Prentice-Hall, Inc. learning materials for Listening (focusing on
knowledge and knowledge and listening appropriate for TeacherLike Simulation,
principles of principles of Orlich, D. C., et al. (2004). learners and the Preparation, Classroom
the five language listening and the Teaching strategies: A guide to assigned/chosen competencies Management, Learning
macro-components theoretical bases, effective instruction. USE: Environment, and
and the theoretical principles, Houghton Mifflin Company. • Teaching listening Feedbacking/Evaluation
bases, principles, methods, and demonstration on the Process)
methods, and strategies in Roe, B. D. and Ross, E. P. (2006). assigned/chosen learning
strategies in teaching these Integrating language arts through competencies
teaching these components; and literature and thematic units.
components; and USE: Pearson Education, Inc. • Feedbacking of instructor to
D. conduct a demonstrator on teaching
D. conduct a teaching Tompkins, G. E. (2009). speaking
teaching demonstration of Language arts: Content and
demonstration of the assigned teaching strategies. USA: Merrill
the assigned learning Prentice Hall.
learning competencies in
competencies in the listening.
macro skills.
FINAL COVERAGE

WEEKS 16-17 6 hours

A. Demonstrate A. select A. select V. The Receptive Macro Skills – Anderson, R.C. et al. (1985). • Sharing of reading • Various objective
proficiency in differentiated differentiated Reading Becoming a nation of readers: advocacies (video or live) by comprehension tasks in
oral and written learning tasks in learning tasks in • Nature and Purposes of Reading The report of the commission of NGOs, famous personalities, reading as diagnostic and
communication. teaching the macro teaching reading • Reading Comprehension and Sub- reading. Washington, D.C.: The and advocates formative assessments
skills to suit to suit learners’ Skills in Reading National Institute of Education.
B. Show learners’ gender, gender, needs, • Reading Techniques and Strategies • Class discussion on the • Reading Task Feedbacking
competence in needs, strengths strengths interests, • Approaches in Teaching Reading Butler, S. M. & McMunn, N. D. relevance of reading, nature, Simulation (focusing on
employing interests, and and (Bottom-Up, Top-Down, Interactive) (2006). A teacher’s guide to purposes, comprehension, Feedbacking Process, Use of
innovative experiences; experiences; • Goddell’s Reading Skills Ladder classroom assessment: sub-skills, and techniques and Rubrics, and Appropriate
language and and Stages of Reading Understanding and using strategies in reading Tips/Feedback Provided to
literature B. demonstrate how B. demonstrate • Reading Program and the Good assessment to improve student • Varied teacher-led activities Learner)
teaching to provide timely, how to provide Reader learning. USA: John Winley and on testing reading
approaches, accurate, and timely, accurate, • Lesson Design in Teaching Reading Sons, Inc. comprehension and sub-skills • Making a Learning Plan in
methodologies, constructive and constructive • Materials and Resources in Teaching Reading (focusing
and strategies. feedback to improve feedback to Teaching Reading Cruickshank, D. R., Jenkins, D. • Pair feedbacking practice on Completeness,
learner performance improve learner • Performance and Observation-Based B., & Metcalf, K. K. (2006). The and simulation on reading Appropriate
in the different performance in Assessment in Teaching Reading act of teaching. USA: McGraw- tasks performed Approach Used, and
tasks in the macro the different tasks • Feedbacking in Assessing Reading Hill. Facilitative Process)
skills through in • Differentiating/analyzing
simulations; reading through WEEK 18 Lang, H. R. and Evans, D. N. lesson plans applying bottom- • Making Original 3 hours
simulations; Final Examination Schedule (2006). Models, strategies, and up, topdown, and interactive Instructional Materials in
C. craft a learning methods for effective teaching. approaches Teaching Reading (focusing
plan according to C. craft a learning USA: Pearson Education, Inc. on Appropriateness and
the English plan according to • Identifying skills and stages Resourcefulness)
curricula that is the English Norton, D. E. (2007). The of readers in varied situations
developed from curricula that is effective teaching of language and discussing appropriate • Teaching Demonstration in
research-based developed from arts. USA: Prentice-Hall, Inc. strategies for reading program Reading (focusing on
knowledge and research-based Implementation TeacherLike Simulation,
principles of knowledge and Orlich, D. C., et al. (2004). Preparation, Classroom
the five language principles of Teaching strategies: A guide to • Pair learning plan making in Management, Learning
macro-components reading and the effective instruction. USE: accordance to the English Environment, and
and the theoretical theoretical bases, Houghton Mifflin Company. curricula reading Feedbacking/Evaluation
bases, principles, principles, competencies Process)
methods, and methods, and Roe, B. D. and Ross, E. P. (2006).
strategies in strategies in Integrating language arts through • Pair synthesis of original
teaching these teaching these literature and thematic units. learning materials for reading
components; and components; and USE: Pearson Education, Inc. appropriate for learners and
the assigned/chosen
D. conduct a D. conduct a Tompkins, G. E. (2009). competencies
teaching teaching Language arts: Content and
demonstration of demonstration of teaching strategies. USA: Merrill • Teaching reading
the assigned the assigned Prentice Hall. demonstration on the
learning learning assigned/chosen learning
competencies in the competencies in competencies
macro skills. reading.
• Feedbacking of instructor to
demonstrator on teaching
speaking
Prepared by: Approved by:
________________________________ MARIA LUZ J. GOLOSINO, MSTM/Ph.D-CAR
College Instructor AdHoc-Academic Coordinator
Noted by:

FE M. CHIANG,Ph.D
Dean, College of Education
Grading System: Written Works - 30%
Performance Tasks - 60%
Major Exams - 10%
100%