BACHELOR OF SECONDARY EDUCATION (ENGLISH)

COURSE SYLLABUS
Teaching and Assessment of Macro Skills (EL 107)
Second Semester A.Y. 2020-2021

RSU VISION
A research-based academic institution committed to excellence and service in nurturing globally competitive workforce towards sustainable development.

RSU MISSION
Romblon State University shall nurture an academic environment that provides advanced education, higher technological and professional instruction and technical expertise in agriculture
and fisheries, forestry, engineering and technology, education, humanities, sciences and other relevant fields of study and collaborate with other institutions and communities through
responsive, relevant, and research-based extension services.

QUALITY POLICY

Romblon State University commits to provide higher education through quality instruction, research, production, and community-based extension services that meet or exceed the
requirements and expectations of the university’s stakeholders. It will comply with the international standards, applicable statutory and regulatory requirements and continually improves the
Quality Management Systems effectiveness through periodic monitoring and evaluation toward sustained remarkable outcomes.

PROGRAM OUTCOMES

1. To develop relevant expertise and deliver quality education for total development of BSED students;
2. To produce globally competitive BSED students skilled in their major field of specialization and BEED graduates with skills geared towards enhancing employability and
satisfying manpower needs;
3. To develop creativity and scientific approaches and encourages innovative ideas in the academe in order to provide efficient and effective services in the elementary level;
4. To develop research competence among BSED students in order to contribute to the general advancement knowledge;
5. To facilitate the development of skills and attitudes necessary for success of the Pre-service Secondary teacher who shall be employable locally and abroad;
6. To extend educational and entrepreneurship expertise for community development; and
7. To develop students’ moral character, critical thinking, aesthetic, environmental and cultural values

“We Educate. We Inspire. We Change Lives.”

 Course Name Teaching and Assessment of the Macroskills
Course Code EL 107
Course Credits 3 units
Course Description This course introduces the students to the academic subject that guides them to different theories, principles and approaches in language
instruction. This course will also assist English major students to have a grasp of the emerging trends in language teaching and become relevant to
the current K12 English curriculum. This will further help them equip with the necessary pedagogical skills to be applied in helping their future
learners enhance the five important macroskills for communication. Furthermore, the course will also expose the students to the appropriate
assessment strategies used in measuring the level of each learner’s macroskill. Lastly, the course will help them develop creativity and
resourcefulness as they pay attention to the development of both receptive and productive skills of their learners.
Prerequisites none
Course Outcomes Gain indispensable content knowledge and understanding of the principles for effective language teaching and learning. Have a sense of familiarity
with the current K12 Curriculum Guide in English as implemented in the Department of Education. Acquire a variety of approaches for teaching the
macroskills to English language learners in the secondary level. Learn a range of assessment strategies to be applied in the teaching of language
skills i.e. listening, speaking, reading, writing, and viewing. Demonstrate their grasp of the course content through facilitating related classroom
activities that will assess each language skill of English language learners

Learning Plan
Week Learning Outcomes Learning Content Teaching/Learning Activities Assessment Tasks
1 Analyze the current K12 Curriculum The K12 Curriculum Guide in English 1.Download the Module for Week 1. Reaction Paper Rubrics, Forum
Guide in English as implemented in the  Philosophy and Rationale 2.Download and read the Course Syllabus, posts, Online quiz
Department of Education through a 1-  Guiding Principles Schedule of Activities, Course Materials
and assigned readings for Week 1.
page reaction paper.  Needs of the Learners: The Context
3.Participate in the Forum for Chapter 1.
 K12 Basic education Curriculum 4.Attend to the Readings of Module 2 and
Outcomes Content Lectures
 Conceptual Framework of Language 5. Accomplish the assessment tasks
Arts and Multiliteracies Curriculum
(LAMC)
2 Create a concept map highlighting the Shifting Paradigms 1.Download the Module for Week 2 Concept Map, Concept Test,
Shifting Paradigms of English  Shifting English Varieties 2.Attend to the Readings of Module 2 and Forum posts, Online quiz,
language Teaching  Shifting English Informants Content Lectures Rubrics
 Shifting English Targets 3. Accomplish the assessment tasks
 Shifting English Language Teaching
Strategies

“We Educate. We Inspire. We Change Lives.”

 3 Evaluate a Class-demo audio and write  Contemporary Approach in teaching 1. Download the Module for Week 3 Audio Listening, Podcasts, Analysis,
an analysis about it Macroskills 2. Attend to the Readings of Module 3 and Forum posts, Online quiz
 The Teaching and Assessment of Content Lectures
3. Accomplish the assessment tasks
Listening
4 1. Download the Module for Week 4
Create a demo-video showcasing the  The Teaching and Assessment of Demo video, Reaction Paper
teaching and reading strategies Teaching and Reading 2. Attend to the Readings of Module 4 and Rubrics, Forum posts, Online
Content Lectures quiz
3. Accomplish the assessment tasks
5 Write a 1-page essay reacting on  The Teaching and Assessment of 4. Download the Module for Week 5 Essay writing Rubrics, Forum
the trends of teaching and Writing and Viewing 5. Attend to the Readings of Module 5 and posts, Online quiz
assessment of Writing and Content Lectures
Viewinng Accomplish the assessment tasks

Suggested Readings and References Bao, Xiaoli (2017) International Journal of English Linguistics; Vol. 7, No. 2
Barrot, J. (2014b). A macro perspective on key issues in English as second language (ESL) pedagogy in the postmethod era: Confronting
challenges through sociocognitive transformative approach. The AsiaPacific Education Researcher, 23(3), 435–449.
Cummins, J. (1991) The Acquisition of English as a Second Language in Spangenberg-Urbschat. K and Pritchard, R. (eds.) Reading Instruction for
ESL Students Delaware: International Reading Association
English Curriculum Framework (1998) Australia
K to 12 English Curriculum Guide (2016)
PNU LET Reviewer (2014): A Refresher Course
Malicsi, Jonathan (2014). Shifting Paradigms: A Prescription for Language Teaching. Department of Linguistics, UP Diliman

Course Requirements Finished module assessment tasks, demo video, reaction paper
Grading System Major Outputs……..…………………………………………………….…………………………………………………….………..40%
Other Requirements (Attendance to Course Forums, Quizzes, and Assignments……..…………………………………50%

Step 1- Raw scores will be converted to % using the formula:.

Rating = (Score Obtained + Highest Possible Score) x 50 +50
Step 2- The True Final Grade (TFG) will be determined by adding all the equivalent percentage of the four course requirements
Reference: CED Operations Manual

“We Educate. We Inspire. We Change Lives.”

 Classroom Policies The Following policies must be observed by students enrolled in this subject:
1. DOWNLOAD AND COMPLETE THE ASSESSMENT TASKS OF THE MODULE
2. SUBMIT OUTPUTS ON TIME. REFER TO THE FACEBOOK GROUP FOR DEADLINES
3. INFORM THE TEACHER RIGHT AWAY IF PROBLEMS ARE ENCOUNTERED ABOUT THE MODULE.

Prepared by: Checked by: Approved by:

MHEL RYAN F. FLORES DONNA BEL F. SY JUN P. DALISAY, Ph.D., RGC

Faculty, College of Education Chairperson, BSED Department Dean, College

“We Educate. We Inspire. We Change Lives.”