IMMACULADA CONCEPCION COLLEGE

of Soldier’s Hills Caloocan City, Inc.

Soldier's Hills III Subd.,Brgy 180, Tala, North Caloocan City
Tel. nos: 709-42-25/935-99-86/373-15-12 ;icc_caloocan@yahoo.com.ph

Course Name Teaching English in the Elementary Grades (Language Arts)

Course Credits 3 units
Course Description This course is designed for teaching in the primary level. It will emphasize English as a second language with main focus on language teaching
methodologies to improve knowledge and fluency in the English language in listening, reading, writing, speaking and viewing. Use of content in
the structures of English and Children’s Literature in English will be included. Project-based, task-based learning activities shall be considered.
Contact Hours/week 3 hours
Prerequisite
Course Outcomes 1.
Learn about the methods of teaching English as a second language
2.
Learn about some of the strategies and techniques used to address specific language skills
3.
Learn about the methods of assessing ESL students
Identify the competencies in the different domains of literacy and illustrate how these are developed in the child’s mother tongue and to
4.
his/her second language
5. Use technology in designing integrated lessons and instructional materials that are culturally relevant and developmentally appropriate for
ESL student using children’s literature in English
6. Apply the different strategies in teaching ESL through exercises, well-developed lesson plans and micro-teaching activities
COURSE OUTLINE AND TIMEFRAME
Course Content / Subject Matter
Week 1 - Week 2 1. Overview of the Course
2. Perspectives on First and Second Language Acquisition and Various Factors that Influence Learning
3. The Languages Curriculum in the K-12 Program
• Domains of Literacy and the competencies to be developed in each domain
• Literacy in the mother tongue and the second language/s: Bridging among languages
• K-12 Issues: ESL Standards, Standards-based Instruction and Assessment, Collaborating with Mainstream Teachers and Parents
Week 3 - Week 5 4. ESL and Bilingual Methods of Teaching Children
 5. Standards-Based Unit Lesson Planning
6. The Teaching of Listening, Reading, Writing, Speaking and Viewing
Week 6 Preliminary Examination

Week 7 - Week 9 7. Oral Language Development and Grammar Awareness: Integration of Literature and Skills
• Ways of developing oral language
• Lessons on Grammatical Structure
• Using a story as a springboard in a grammar lesson
• Explicit instruction in a grammar lesson
• Designing a Grammar Lesson
8. Developing Vocabulary and Spelling Skills
• Vocabulary and comprehension skills development
• Spelling
Week 10 - Week 12 9. Developing reading fluency
• The difficulties in oral reading
• Strategies in developing reading fluency
• The relationship of fluency to reading comprehension
10. Developing Composing Skills
• Putting down ideas on paper: The stages of writing development
• The issue on invented spelling and mechanics of writing
• Teaching the mechanics of writing
Week 13 Middle Term Examination

Week 14 – week 15 11. Comprehension: The Ultimate Goal of Reading

• Listening and reading comprehension
• Formulating questions of different levels about selection read
• explicit instruction of composing skills
12. Developing Study Skills
Week 16 – week 17 13. Teaching the ESL Skills in an Integrated Way
 • Micro-teaching Activities
14. Addressing Differences in handling ability differentiated instruction
• Micro-teaching activities
Week 18 Final Examination

Alignment of Course Outcomes with Summative Assessment Tasks

Course Objectives Summative Assessment Task Details

1. Learn about the methods of teaching English as a

second language
2. Learn about some of the strategies and
techniques used to address specific language
skills
3. Learn about the methods of assessing ESL
students
4. Identify the competencies in the different
domains of literacy and illustrate how these are
developed in the child’s mother tongue and to
his/her second language
5. Use technology in designing integrated lessons
and instructional materials that are culturally
relevant and developmentally appropriate for
ESL student using children’s literature in English
6. Apply the different strategies in teaching ESL
through exercises, well-developed lesson plans
and micro-teaching activities
Class Participation and Attendance
Problem Sets and Papers
Reaction Paper
Participation in recitation discussions is part of the communications
intensive component required. Attendance will be taken in recitations.
Most of the questions in these assignments will be asked to draw and justify
conclusions about data that we supply from real languages (sometimes slightly
simplified)—using and extending concepts and analytic techniques discussed
in class and in the readings.
Students will also be required to write a Reaction Paper on one of the Filipino
Literary Works. This paper will be a substantially revised and extended
version of either the first or second paper, reflecting new ideas and
perspectives they have developed through this course.

Quizzes There will be 45-minute quizzes every after lesson.

 Prelim, Mid-Term and Final The exam will cover material from the entire course, and will be a mixture of
Examinations factual questions and problems.

Portfolio
The portfolio should explicitly reflect on the following:

➢ The rationale behind the crafting of outcomes, assessment and

problem sets
➢ The revisions made in the Reaction Paper
➢ The technology tools, ICT resources and other educational technology
facilities utilized in the research paper and problem sets.

Prepared:

MARICRIS T. TOLIBAS
Professor