Republic of the Philippines

City of Taguig
TAGUIG CITY UNIVERSITY
Gen. Santos Avenue, Central Bicutan, Taguig City

College of Education
TCU PHILOSOPHY SOCIAL TRANSFORMATION FOR A CARING COMMUNITY AND AN ECOLOGICALLY BALANCED COUNTRY. 
TCU VISION AN EMINENT CENTER OF EXCELLENT HIGHER EDUCATION TOWARDS SOCIETAL ADVANCEMENT.
TCU MISSION TO NURTURE A VIBRANT CULTURE OF ACADEMIC WELLNESS RESPONSIVE TO THE CHALLENGES OF TECHNOLOGY AND THE GLOBAL COMMUNITY.
In support of the University vision, CED is committed to:
 Promote a culture of academic excellence.
 Advance knowledge through critical insights, creative works and breakthrough research.
 Provide excellent and empowering learning experiences through innovative teaching.
CED MISSION  Develop community awareness through participation and observation that highlight the impact of education, arts, sciences and professional ethics
 Provide a strong elementary and secondary education based on the seamless integration of science, technology and the humanities.
 Develop globally competitive graduates who possess excellent communication skills, leadership quality, and whose profession and works will reflect
honor and integrity.

 Strengthening of scientific literacy, enhancing precision in numerical expression, logical thinking and problem solving and conveying a general
understanding of arts and science as a way of looking at the world.
 Acquisition of deeper understanding on the totality of human experience and empowering students formulate for themselves a human perspective
that integrate all branches of knowledge in a profound understanding of the individual and society.
 Offer a broad range of academic opportunities leading to a career in education. The college aims to produce highly competent educators founded on
CED OBJECTIVES technology and values.
 Creation of a strong awareness of the general social problems and issues with relevance to the Philippines and the global society.
 Developing effective communication skills both in English and Filipino and fostering critical understanding and appreciation of how people give
expression to their intellectual products and their experiences in the world.
 Promoting intellectual leadership and sustaining a humane and technologically advanced community where people of diverse orientation work and
learn together to attain unity, cooperation and excellence in a changing world.
 College of Education
Department of Secondary Education/Elementary Education
Course Title: TEACHING AND ASSESSMENT OF MACRO-SKILLS Course Code: ENG MAJ 18

Pre-requisite: NONE Course Credit: 3

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.

Institutional Learning Outcomes (ILOs) Program Learning Outcomes (PLOs) Course Learning Outcomes (CLOs)

A TCU graduate must be able to
demonstrate the following competencies:
Upon completion of the Bachelor of Elementary At the end of the Course the students should be
Education/Bachelor of Secondary Education, the able to:
graduate must pass the Licensure Examination
for Teachers (LET) and must be able to
demonstrate:

1 Creative and critical thinking
2 Effective communication
1 Possess broad knowledge of language and
literature for effective learning;
2 Use English as a global language in a
multilingual context as it applies to the
teaching of language and literature
1 select differentiated learning tasks in
teaching the macro skills to suit learners’
gender, needs, strengths interests, and
experiences;
2 demonstrate how to provide timely,
accurate, and constructive feedback to
improve learner performance in the different

3 Collaborative and team player
4 Strong service orientation
5 Adeptness in the responsible use of
technology
6 Community engagement
7 Passion to life-long learning
8 High level of leadership and
organizational skills
9 Sense of personal and professional
ethics
10 Global responsiveness and sense of
nationalism
3 Acquire extensive reading background in
language, literature and allied fields;
4 Demonstrate proficiency both in oral and
written communication;
5 Shows competence in employing
innovative language and literature teaching
approaches, methodologies and strategies;
6 Apply critical discovery skills as well as
research skills in solving various problems
related to the teaching using macro skills
7 Inspire students and colleagues to lead
relevant and transformative changes to
improve learning and teaching language
and literature;
8 Display skills and abilities to be a reflective
and research-oriented language and
literature teacher
9 A culture of high quality leadership in the
field of educational management that
meets global standards
10 Creation of modern societies and nation-
states, and their role in a world.
Course Plan
tasks in the macro skills through simulations;
3 craft a learning plan according to the English
curricula that is developed from research-
based knowledge and principles of the five
language macro-components and the
theoretical bases, principles, methods, and
strategies in teaching these components;
4 Conduct a teaching demonstration of the
assigned learning competencies in the
macro skills.
5 Choose activities and strategies that are
responsive to the learner’s needs and
develop their macro-skills
6 Analyze and innovate activities that will
engage learners to use macro skills in
community such as case study.
7 Be skillful and updated in the concept
development of new discoveries in
enhancing learners 5 macro skills.
8 Use macro skills effectively in leadership and
organizational structures / management
9 Distinguish teaching and assessment of
macro skills that will improve student ability
to be globally competitive
10 Apply teaching and assessment of macro
skills in different areas of learning and
teaching.
Wee Topic Learning Activities Resources Assessment
k Outcomes

ORIENTATION Be informed and feel Orientation TCU Student Submission of a written

 TCU Philosophy, proud of VMGO the Manual report on student
Vision and Mission institution Getting to Know Activity CED Student contribution to realize the
 CED Mission and Manual VMGO of the institution
Objectives Internalize the expected Discussion re: Course
1
 CED Policies and outcomes in terms requirements
Procedures learning skills
 Subject/Course acquisition and
Learning Outcomes appreciation of the
course
2-3  recognize important  DifferentiatingReceptive vs Anderson, R.C. et Restricted Essay Test
1. AN OVERVIEW ON concepts in teaching Expressive Macro Skills al. (1985).
THE TEACHING OF the macro skills in Becoming a nation Concept Map
THE MACRO-SKILLS English;
 Group analysis and of readers: The
 Receptive vs. identification of appropriate report of the
 discuss the activities for the Speaking,
Venn diagram as
Expressive Macro commission of formative assessment in
connection of Listening, Reading, Writing, and
Skills reading. understanding English
teaching the macro Viewing competencies in the Washington, D.C.:
 Macro Skill skills with the other English K to 12 Curriculum
Macro Skills concepts
The National
Competencies in language skills and
the English K to 12 competencies;  Lecture discussion on English Institute of Documentation and Group
Language Macro Skills Education. Presentation of Analyzed
Curriculum  identify appropriate
 Viewing as a New Teaching concepts, approaches Macro Skills
methods and
and methods Competencies (focusing
Macro Skill approaches to teach Lang, H. R. and
 Connection of the the English macro  Listing and classification of Evans, D. N. (2006). on Critical Thinking
Macro Skills with skills; and researched activities Models, strategies, Shown, Completeness,
Teamwork and
 Vocabulary,  list down qualities of appropriate for teaching the and methods for Collaboration, and
Grammar and an effective English macro skills effective teaching. Appropriate Activities
Literature teacher in the macro  Giving of examples of activities USA: Pearson Designed)
 Review on skills. in BICS or CALP, CBI, and CLT Education, Inc.
Communicative Reflection Essay on
 Analyzing a sample lesson Norton, D. E. Qualities of an Effective
Competence plan/teaching demonstration of (2007). The English Macro Skills
 BICS vs. CALP • an ESL class and identifying effective teaching of Teacher (focusing on
Content-Based approach and qualities shown language arts. USA: Unique Ideas Presented,
Instruction
Prentice-Hall, Inc. Organization of Ideas, and
 Communicative Concepts/Approaches
Language Tompkins, G. E. Cited)
Teaching (2009). Language
 Qualities of an arts: Content and
Effective English teaching strategies.
Macro Skills USA: Merrill
Teacher Prentice Hall.
4-6 2. THE EXPRESSIVE  select differentiated  Creating summaries and/or Butler, S. M. & Restricted Essay Test
MACRO SKILLS – learning tasks in mind maps on the nature and McMunn, N. D.
SPEAKING teaching speaking to purposes, process, speech (2006). A teacher’s Concept Map
guide to classroom
 Nature and Purposes suit learners’ gender, styles and registers, speech
assessment: Oral participation (OSTS
of Speaking needs, strengths acts, phonology review, modes
interests, and of communication, and formats Understanding and activity) in sharing
 Mechanics and experiences; in speaking using assessment to important concepts in
Process of Speaking improve student teaching speaking
 demonstrate how to  One Stay-Team Stray activity to
 Speech Styles and provide timely, share the summaries/mind
learning. USA: John
Registers (Frozen, Winley and Sons, Speaking
accurate, and maps made on important
Formal, Consultative, Inc. Task/Performance
constructive concepts in teaching speaking
Casual, Intimate, Cruickshank, D. R., (focusing on Confidence,
feedback to improve  Individual/pair/group Jenkins, D. B., & Speaking Simulation,
Aggressive, Passive, learner performance preparation and presentation of
Assertive) Metcalf, K. K. Varied Speaking Concepts
in the different tasks speaking tasks (storytelling, (2006). The act of Applied)
 Austin and Searle’s in speaking through oration, acting, conversation teaching. USA:
simulations; simulation, role play, theatrical
 Speech Acts  craft a learning plan play, etc.) McGraw-Hill. Speaking Task
(Locutionary, according to the  Pair feedbacking practice and Feedbacking Simulation
Illocutionary, and English curricula that simulation on speaking task Lang, H. R. and (focusing on Feedbacking
Perlocutionary) is developed from performed Evans, D. N. (2006). Process, Use of Rubrics,
 Review on research-based  Pair learning plan making in Models, strategies, and Appropriate
Segmentals, knowledge and and methods for Tips/Feedback Provided to
accordance to the English
Suprasegmentals, principles of effective teaching. Learner)
curricula speaking
Modes of speaking and the USA: Pearson
competencies
Communication, theoretical bases, Education, Inc. Making a Learning Plan in
 Teaching speaking Teaching Speaking
Types of Speech principles, methods,
demonstration on the Norton, D. E. (focusing on
Delivery) and strategies in
assigned/chosen learning (2007). The Completeness,
teaching these
 Speaking Formats
components; and
competencies effective teaching of Appropriate Approach
(Interaction, Feedbacking of instructor to language arts. USA: Used, and Facilitative
Transaction,  conduct a teaching demonstrator on teaching Prentice-Hall, Inc. Process)
Performance) demonstration of the speaking
assigned learning
 Lesson Design in competencies in
Orlich, D. C., et al. Teaching Demonstration
Teaching Speaking (2004). Teaching in Speaking (focusing on
speaking.
strategies: A guide TeacherLike Simulation,
 Materials and to effective Preparation, Classroom
Resources in instruction. USE: Management, Learning
Teaching Speaking Houghton Mifflin Environment, and
 Performance-Based Company. Feedbacking/Evaluation
Assessment in Process)
Teaching Speaking
 Feedbacking in
Assessing Speaking
7-8 3. THE EXPRESSIVE  select  Roundtable discussion on Anderson, R.C. et Restricted Essay Test
MACRO SKILLS – differentiated the challenges of writing as al. (1985).
WRITING learning tasks in a macro skill and teaching Becoming a nation Concept Map
 Nature and teaching writing writing of readers: The
Purposes of to suit learners’  Individual/pair/group report of the Oral participation in
Writing gender, needs, preparation and commission of sharing challenges and
 Mechanics and strengths presentation of writing tasks reading. issues in teaching writing
Process of Writing interests, and (writing stories, poems, Washington, D.C.:
 Concerns and experiences; essays, creative outputs, The National Writing Task/Performance
Strategies in Pre-  demonstrate how researches, etc.) Institute of (focusing on Organization
Writing, Drafting, to provide timely,  Pair feedbacking practice Education. of Ideas, Writing
Revising, Editing, accurate, and and simulation on writing Simulation, Varied Writing
Proofreading, and constructive task performed Butler, S. M. & Concepts Applied)
Publishing feedback to  Pair learning plan making in McMunn, N. D.
 Lesson Design in improve learner accordance to the English (2006). A teacher’s Writing Task Feedbacking
Teaching Writing performance in curricula writing guide to classroom Simulation (focusing on
the different competencies assessment: Feedbacking Process,
 Materials and
tasks in writing  Teaching writing Understanding and Use of Rubrics, and
Resources in
Teaching Writing through demonstration on the using assessment to Appropriate
simulations; assigned/chosen learning improve student Tips/Feedback Provided to
 Performance and
 craft a learning competencies learning. USA: John Learner)
Portfolio-Based
plan according to  Feedbacking of instructor to Winley and Sons, Making a Learning Plan in
Assessment in
the English demonstrator on teaching Inc. Teaching Writing (focusing
Teaching Writing
curricula that is writing Cruickshank, D. R., on Completeness,
 Feedbacking in Jenkins, D. B., & Appropriate Approach
Assessing Writing developed from
research-based Metcalf, K. K. Used, and Facilitative
knowledge and (2006). The act of Process)
principles of teaching. USA:
writing and the McGraw-Hill. Teaching Demonstration
theoretical in Writing (focusing on
bases, Lang, H. R. and Teacher-Like Simulation,
principles, Evans, D. N. (2006). Preparation, Classroom
methods, and Models, strategies, Management, Learning
 strategies in and methods for Environment, and
teaching these effective teaching. Feedbacking/Evaluation
components; and USA: Pearson Process)
 conduct a Education, Inc.
teaching
demonstration of Tompkins, G. E.
the assigned (2009). Language
learning arts: Content and
competencies in teaching strategies.
writing. USA: Merrill
Prentice Hall.

9 Midterm Examination Summative Test

10-13 4. THE RECEPTIVE  select  Lecture discussion on the Anderson, R.C. et Restricted Essay Test
MACRO SKILLS – differentiated relevance of listening in the al. (1985). Concept Map
LISTENING learning tasks in communication process, Becoming a nation
 Active Listening Skill teaching listening nature, purposes, sub-skills, of readers: The Various objective
report of the comprehension tasks in
 Nature and to suit learners’ and techniques and strategies
gender, needs, in listening effectively commission of listening as diagnostic
Purposes of
reading. and formative
Listening strengths interests,  Varied teacher-led activities on
and experiences; Washington, D.C.: assessments
 Listening testing listening comprehension
The National
Comprehension and  demonstrate how and sub-skills
Institute of Listening Task
Sub-Skills in to provide timely,  Pair feedbacking practice and Education. Feedbacking Simulation
Listening accurate, and simulation on listening tasks (focusing on
constructive
 Listening performed Butler, S. M. & Feedbacking Process,
feedback to
Techniques and  Differentiating/analyzing McMunn, N. D. Use of Rubrics, and
improve learner
Strategies listening lesson plans applying (2006). A teacher’s Appropriate
performance in the
 Approaches in bottom-up, top-down, and guide to classroom Tips/Feedback Provided
different tasks in
Teaching Listening interactive approaches assessment: to Learner)
listening through
(Bottom-Up, Top-
simulations;  Pair learning plan making in Understanding and
Down, Interactive) • accordance to the English using assessment to Making a Learning Plan
 craft a learning improve student in Teaching Listening
 Lesson Design in plan according to curricula listening learning. USA: John (focusing on
Teaching Listening • the English competencies Completeness,
Materials and curricula that is  Pair synthesis of original Orlich, D. C., et al. Appropriate Approach
Resources in developed from learning materials for listening (2004). Teaching Used, and Facilitative
Teaching Listening • research-based appropriate for learners and the strategies: A guide Process)
Performance and knowledge and assigned/chosen competencies to effective
Observation-Based principles of instruction. USE: Making Original
 Teaching listening
Assessment in listening and the Houghton Mifflin Instructional Materials in
demonstration on the
Teaching Listening • theoretical bases, Company. Teaching Listening
assigned/chosen learning
Feedbacking in principles, (focusing on
competencies
Assessing Listening methods, and Roe, B. D. and Appropriateness and
 Feedbacking of instructor to
strategies in Ross, E. P. (2006). Resourcefulness)
demonstrator on teaching
teaching these Integrating language
speaking
components; and arts through Teaching Demonstration
 conduct a literature and in Listening (focusing on
teaching thematic units. USE: TeacherLike Simulation,
demonstration Pearson Education, Preparation, Classroom
of the Inc. Management, Learning
assigned Environment, and
learning Feedbacking/Evaluation
competencies Process)
in listening.
14-17 5. THE RECEPTIVE  select differentiated  Sharing of reading advocacies Various objective
MACRO SKILLS – learning tasks in (video or live) by NGOs, famous Butler, S. M. & comprehension tasks in
READING teaching reading to personalities, and advocates McMunn, N. D. reading as diagnostic and
 Nature and suit learners’ (2006). A teacher’s formative assessments
Purposes of gender, needs,
 Class discussion on the guide to classroom
Reading strengths interests, relevance of reading, nature, assessment: Reading Task
 Reading and experiences; purposes, comprehension, sub- Understanding and Feedbacking Simulation
Comprehension skills, and techniques and using assessment to (focusing on Feedbacking
 demonstrate how to strategies in reading
and Sub-Skills in improve student Process, Use of Rubrics,
provide timely,
Reading accurate, and  Varied teacher-led activities on learning. USA: John and Appropriate
 Reading testing reading comprehension Winley and Sons, Tips/Feedback Provided to
constructive
 Techniques and feedback to improve and sub-skills Inc. Learner)
Strategies learner performance  Pair feedbacking practice and
 Approaches in in the different tasks simulation on reading tasks
Lang, H. R. and Making a Learning Plan in
Teaching Reading in reading through Evans, D. N. (2006). Teaching Reading
performed
(Bottom-Up, Top- simulations; Models, strategies, (focusing on
Down, Interactive)  craft a learning plan  Differentiating/analyzing lesson and methods for Completeness,
 Goddell’s Reading according to the plans applying bottom-up, effective teaching. Appropriate Approach
Skills Ladder and English curricula that topdown, and interactive USA: Pearson Used, and Facilitative
Stages of Reading is developed from approaches Education, Inc. Process)
 Reading Program research-based  Identifying skills and stages of
and the Good knowledge and readers in varied situations and Norton, D. E. Making Original
Reader principles of reading discussing appropriate (2007). The Instructional Materials in
 Lesson Design in and the theoretical strategies for reading program effective teaching of Teaching Reading
Teaching Reading bases, principles, implementation language arts. USA: (focusing on
Prentice-Hall, Inc. Appropriateness and
 Materials and methods, and  Pair learning plan making in Resourcefulness)
Resources in strategies in
accordance to the English Orlich, D. C., et al.
Teaching Reading teaching these
curricula reading competencies (2004). Teaching Teaching Demonstration
 Performance and components; and
Observation-Based  conduct a teaching  Pair synthesis of original strategies: A guide in Reading (focusing on
Assessment in demonstration of the learning materials for reading to effective TeacherLike Simulation,
Teaching Reading assigned learning appropriate for learners and the instruction. USE: Preparation, Classroom
competencies in assigned/chosen competencies Houghton Mifflin Management, Learning
 Feedbacking in
Company. Environment, and
Assessing Reading reading  Teaching reading demonstration
Feedbacking/Evaluation
on the assigned/chosen learning
Process)
competencies
 Feedbacking of instructor to
demonstrator on teaching
speaking
18 FINAL EXAMINATION Summative Test

Course Grading System for Midterm and Finals

Attendance/Quizzes 30%

Assignment/Projects/Seatwork 20%

Participation/Recitation 20%

Exam 30%

Total 100%

Midterm Grade 50%

Final Grade 50%

PREPARED BY: CHECKED BY: APPROVED BY:

PROF. EDNYLYN JOYCE B. CAPA ___________________________ DR. JENIFER E. TOLANG

Faculty Chairperson Dean