Republic of the Philippines

GABRIEL TABORIN COLLEGE OF DAVAOFOUNDATION, INC.

Lasang, Davao City

TEACHING AND ASSESSMENT OF THE MACRO SKILLS

EL 107
(First Semester; S.Y. 2023-2024)

REINA LYN E. ELEGIO

Instructor
 GABRIEL TABORIN COLLEGE OF DAVAO FOUNDATION, INC.
Lasang, Davao City

OBE SYLLABUS
S.Y. 2023-2024

Course Title Teaching and Assessment of the Macro Skills

Course Code
Credit Units 3 units
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.
Pre-Requisite

Vision: Gabriel Taborin College of Davao Foundation, Inc., a Catholic Educational Institution, anchored on the Spirituality of the Holy Family,
envisions a society that promotes the evangelical values of peace, solidarity, fraternal relationships, and respect of the environment.

Mission: Gabriel Taborin College of Davao Foundation, Inc. commits to form graduates who are academically competent, technologically
skillful, socially committed and spiritually mature.

Institutional Graduate Attributes (IGA):

1.) Innovative
2.) Effective Communicator
3.) IT Proficient
4.) Committed
5.) God-centered

Institutional Graduate Outcomes (IGO):

1.) Utilizes critical thinking and creative skills by providing solutions in consideration of ethical, socio-cultural, and environmental
concerns;
2.) Uses English language effectively in both oral and writing in the workplace and the community;
3.) Incorporates advancement of information technology to perform tasks effectively and efficiently;
4.) Performs work beyond the demands of duties and responsibilities with passion and commitment; and
5.) Lives-out the spirituality of the Holy Family in the family, the workplace, and the community.
Program Educational Objectives (PEO):

Three years after graduation, GTCD Education alumni shall:

1.) have advanced their practice or achievement in the field of Elementary/Secondary Education and/or other endeavors
supported by their acquired education;
2.) strive to be globally competitive through:
a.) living by the GTCD mission values, pursuing continuing education, and practicing continuous quality improvement in
their personal lives; and
b.) continuously scanning, adopting, and building on the best practices in their fields
3.) uphold dignified personality and manifest genuine enthusiasm and pride in teaching as a noble calling.

Program Outcomes (POs):

By the time of graduation, the Elementary and Secondary Education students must have:

1.) Articulated and discussed the latest developments in the specific field of practice;
2.) Effectively communicated orally and in writing using both English and Filipino;
3.) Worked effectively and independently in multi-disciplinary and multi-cultural teams;
4.) Acted in recognition of professional, social, and ethical responsibility;
5.) Preserved and promoted “Filipino historical and cultural heritage”;
6.) Articulated the relationship of education to larger historical, social, cultural and political processes;
7.) Facilitated learning using a wide range of teaching methodologies in various types of environments;
8.) Developed alternative teaching approaches for diverse learners;
9.) Applied skills in curriculum development, lesson planning, materials development, instructional delivery and educational
assessment;
10.) Demonstrated basic and higher levels of thinking skills in planning, assessing and reporting;
11.) Practiced professional and ethical teaching standards to respond to the demands of the community;
12.) Pursued lifelong learning for personal and professional growth;
13.) Demonstrated in-depth understanding of the development of elementary/adolescent learners;
14.) Exhibited comprehensive knowledge of various learning areas in the elementary/secondary curriculum;
15.) Created and utilized materials appropriate to the elementary/secondary level to enhance teaching and learning;
16.) Designed and implemented assessment tools and procedures to measure elementary/secondary learning outcomes; and
17.) Demonstrated a service orientation in one’s profession.

Course Intended Learning Outcomes (CILOs):

At the end of the course, the pre-service teachers should be able to:
1. Select differentiated learning tasks in teaching the macro skills to suit learner’s gender, needs, strengths interests, and experiences;
 2. Demonstrate how to provide timely, accurate, and constructive feedback to improve learner performance in the different 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 components; and
4. Conduct a teaching demonstration of the assigned learning competencies in the macro skills.

INSTRUCTIONAL MATRIX:
I. Instructional Matrix:

Week Student Learning Course Content/ Teaching and Learning Assessment Tasks Resources
Outcomes Subject Matter Activities (TLAs) (ATs)
1st trinal
Week 1 - 3 At the end of these weeks, 1. An overview on the  Differentiating  Venn diagram as Module
the teacher should be able Teaching of the Receptive vs Expressive formative assessment
to: Macro Skills Macro Skills in understanding
a. Recognize important  Receptive vs.  Group Analysis and English Macro Skills
concepts in teaching the Expressive Macro identification of concepts
macro skills in English; Skills appropriate activities for  Documentation and
b. Discuss the connection  Macro Skill the Speaking, Listening, Group Presentation of
of teaching the macro skills Competencies in the Reading, Writing, and Analyzed Macro Skills
and competencies; K to 12 Curriculum Viewing competencies competencies
c. Identify appropriate  Viewing as a New in the English K to 12 (focusing on critical
methods and approaches to Macro Skill Curriculum thinking shown,
teach the English Macro  Connection of the  Lecture discussion on completeness,
Skills; and Macro Skills with English Language Macro teamwork and
List down qualities of an Vocabulary, Skills Teaching collaboration, and
effective English teacher in Grammar and Concepts, Approaches appropriate activities
the macro skills. Literature and Methods. designed)
 Review on  Listing and classification  Reflection essay on
Communicative of researched activities Qualities of an
Competence appropriate for teaching Effective English Macro
 BICS vs. CALP the macro skills Skills Teacher
 Content-Based  Giving of examples of (focusing on unique
Instruction activities in BICS or ideas presented,
 Communicative CALP, CBI, AND CLT organization of ideas,
Language Teaching  Analyzing a sample and
Qualities of an Effective lesson plan/teaching concepts/approaches
English demonstration of an cited)
 Macro Skills Teacher. ESL Class and
identifying approach
and qualities shown.
Week 4-6 At the end of these weeks, 2. The expressive  Creating Summaries  Oral participation
the teacher should be able Macro Skills - and/or mind maps on (OSTS activity) in
to: Speaking the nature and sharing important
a. Select differentiated purposes, process, concepts in teaching
learning tasks in  Nature and Purposes speech styles and speaking.
teaching speaking to suit of Speaking registers, speech acts,  Speaking
 learners’ gender, needs,  Mechanics and phonology review, Task/Performance
strengths interests, and Process of Speaking modes of (focusing on
experiences; Speech Styles and communication, and Confidence, Speaking
b. Demonstrate how to Registers (Frozen, formats in speaking. Simulation, Varied
provide timely, accurate, Formal, Consultative,  One Stay-team Stray Speaking Concepts
and constructive Casual Time, activity to share the Applied)
feedback to improve Intimate, summaries/mind maps  Speaking Task
learner performance in Aggressive, Passive, made on important Feedbacking
the different tasks in Assertive) concepts teaching Simulation (focusing
speaking through  Austin and Searle’s speaking on Feedbacking
simulations; Speech Acts  Individual/pair/group process, Use of
c. Craft a learning plan (Locutionary, preparation and rubrics, and
according to the English Illocutionary, and presentation of AppropriatebTips/Feed
curricula that is Perlocutionary) speaking tasks back Provided to
developed from  Review on (storytelling, oration, Learner)
research-based Segmentals, acting, conversation  Making a Learning Plan
knowledge and Suprasegmentals, simulation, role play, in teaching speaking
principles of speaking Modes of theatrical play, etc.) (focusing on
and the theoretical Communication,  Pair feedbacking completeness,
bases, principles, Types of Speech practice and simulation Appropriate Approach
methods, and strategies Delivery) on speaking task used, and facilitative
in teaching these  Speaking Formats performed. process)
components; and (Interaction,  Pair learning plan  Teaching
d. Conduct a teaching Transaction, making in accordance demonstration in
demonstration of the Performance) to the English curricula Speaking (focusing on
assigned learning  Lesson design in speaking competencies teacher-like simulation,
competencies in Teaching Speaking  Teaching speaking preparation, classroom
speaking.  Materials and demonstration on the management, learning
Resources in assigned/chosen environment, and
Teaching Speaking learning competencies feedbacking/evaluation
 Performance-based  Feedbacking of process)
Assessment in instructor to
Teaching Speaking demonstrator on
 Feedbacking in teaching speaking.
Assessing Speaking
2nd
Trinal
Week 7-11 At the end of these weeks, 3. The Expressive  Round table discussion  Oral participation is
the teacher should be able Macro-Skills Writing on the challenges of sharing challenges and
to: writing as a macro skills issues in teaching
a. Select differentiated  Nature and Purposes and teaching writing writing
learning tasks in of Writing  Individual/pair/group  Writing
teaching writing to suit  Mechanics and preparation and Task/Performance
learners’ gender, needs, Process of Writing presentation of writing (focusing on
interests, strengths, and  Concerns and tasks (writing stories, Organization of Ideas,
experiences; Strategies in Pre- poems, essays, creative Writing Simulation,
b. Demonstrate how to writing, Drafting, outputs, researches, Varied Writing
 provide timely, accurate, Revising, Editing, etc.) Concepts Applied)
and constructive Proofreading, and  Pair feedbacking  Writing Task
feedback to improve Publishing practice and simulation Feedbacking
learner performance in  Lesson Design in on writing task Simulation (focusing
the different tasks in Teaching Writing performed on Feedbacking
writing through  Materials and  Pair learning plan Process, Use of
simulations; Resources in making in accordance Rubrics, and
c. Craft a learning plan Teaching Writing to the English curricula Appropriate
according to the English  Performance and writing competencies Tips/Feedback
curricula that is Portfolio-based  Feedbacking of Provided to Learner)
developed from Assessment in instructor to  Making a Learning Plan
research-based Teaching Writing demonstrator on in Teaching Writing
knowledge and  Feedbacking in teaching writing (focusing on
principles of writing and Assessing Writing Completeness,
the theoretical bases, Appropriate Approach
principles, methods, and Used, and Facilitative
strategies in teaching Process)
these components; and  Teaching
d. Conduct a teaching Demonstration in
demonstration of the Writing (focusing on
assigned learning Teacher-Like
competencies in writing. Simulation,
Preparation, Classroom
Management, Learning
Environment, and
Feedbacking/Evaluatio
n Process.
3rd Trinal
Week 12- At the end of these weeks, 4. The Receptive  Lecture discussion on  Varioud objective
14 the teacher should be able Macro Skills- the relevance of comprehension tasks
to: Listening listening in the in listening as
a. Select differentiated  Active Listening Skill communication process, diagnostic and
learning tasks in  Nature and Purposes nature, purposes, sub- formative
teaching listening to suit of Listening skills, and techniques assessments.
learners’ gender, needs,  Listening and strategies in  Listening task
strengths interests, and Comprehension and listening effectively. feedbacking simulation
experiences; Sub-skills in  Varied Teacher-led (focusing on
b. Demonstrate how to Listening activities on testing feedbacking process,
provide timely, accurate,  Listening Techniques listening comprehension use of rubrics, and
and constructive and Strategies and sub-skills. appropriate
feedback to improve  Approaches in  Pair feedbacking tips/feedback provided
learner performance in Teaching Listening practice and simulation to learner)
the different tasks in (Bottom-Up, Top- on listening tasks  Making a Learning Plan
listening through Down, Interactive) performed. in Teaching Listening
simulations;  Lesson Design in  Differentiating/ (focusing on
c. Craft a learning plan Teaching Listening analyzing listening Completeness,
according to the English  Materials and lesson plans applying Appropriate Approach
 curricula that is Resources in bottom-up, top-down, Used, and Facilitative
developed from Teaching Listening and interactive Process)
research-based  Performance and approaches.  Making original
knowledge and Observation-based  Pair learning plan Instructional Materials
principles of listening Assessment in making in accordance in Teaching Listening
and the theoretical Teaching Listening to the English curricula (focusing on
bases, principles,  Feedbacking in listening competencies. Appropriateness and
methods, and strategies Assessing Listening  Pair synthesis of original Resourcefulness)
in teaching these learning materials for  Teaching
components; and listening appropriate for Demonstration in
d. Conduct a teaching learners and the Listening (focusing on
demonstration of the assigned/chosen teacher - like
assigned learning competencies. simulation,
competencies in  Teaching listening preparation, classroom
listening. demonstration on the management, learning
assigned/chosen environment, and
learning competencies. Feedbacking/Evauation
 Feedbacking of Process)
instructor to
demonstrator on
teaching speaking.
Week 15- At the end of these weeks, 5. The Receptive  Sharing of reading  Various objective
18 the teacher should be able Macro Skills- Reading advocacies (video or comprehension tasks
to: live) by NGOs, famous in reading as
a. Select differentiated  Nature and Purposes personalities, and diagnostic and
learning tasks in of Reading advocates. formative assessments
teaching reading to suit  Reading  Class discussion on the  Reading Task
leaners’ gender, needs, Comprehension and relevance of reading, Feedbacking
strengths interests, and Sub-skills in Reading nature, purpsoses, Simulation (focusing
experiences;  Reading Techniques comprehension, sub- on Feedbacking
b. Demonstrate how to and Strategies skills, and techniques Process, Use of
provide timely, accurate,  Approaches in and strategies in Rubrics, and
and constructive Teaching Reading reading. Appropriate
feedback to improve (Bottom-Up. Top-  Varied teacher-led Tips/Feedback
learner performance in Down, Interactive) activities on testing Provided to Learner)
the different tasks in  Goddell’s Reading reading comprehension  Making a Learning Plan
reading through Skills Ladder and and sub-skills in Teaching Reading
simulations; Stages of Reading  Pair feedbacking (focusing on
c. Craft a learning plan  Reading Program practice and simulation Completeness,
according to the English and the Good on reading tasks Appropriate Approach
curricula that is Reader performed used, and facilitative
developed from  Lesson Design in  Differentiating/ Process)
research-based Teaching Reading analyzing lesson plans,  Making original
knowledge and  Materials and applying bottom-up, Instructional Materials
principles of reading and Resources in top-down, and in teaching reading
the theoretical bases, Teaching Reading interactive approaches. (focusing on
principles, methods, and  Performance and  Identifying skills and Appropriateness and
 strategies in teaching Observation-based stages of readers in Resourcefulness)
these components; and Assessment in varied situations and  Teaching
d. Conduct a teaching Teaching Reading discussing appropriate Demonstration in
demonstration of the  Feedbacking in strategies for reading Reading (focusing on
assigned learning Assessing Reading program Teacher-Like
competencies in reading. implementation Simulation,
 Pair learning plan Preparation, Classroom
making in accordance Management, Learning
to the English curricula Environment, and
reading competencies Feedbacking/Evaluatio
 Pair synthesis of original n process)
learning materials for
reading appropriate for
learners and the
assigned/chosen
competencies.
 Feedbacking of
instructor to
demonstrator speaking.

II. POLICIES:
Good manners and right conduct in the classroom.
1. Prayer. Each class begins and ends with a prayer.
2. Greeting. Students greet the teacher.
3. Attendance. Only for valid reasons can students be excused from class.
4. Promptness. Students are expected to come to class on time. More than 15 minutes is considered absent.
5. Participation. As much as possible, students are to participate in class discussions and activities.
6. Intellectual Integrity. Honesty is the best policy.
7. Use of cellphones. All cellphones are put in silent mode inside the classroom. Texting and answering calls are to be done at
designated areas in the campus.
8. Energy conservation. Lights and fans are put off by the one nearest the switch after every class.
9. Submission of requirements. Haste makes waste. Class requirements are to be submitted on time.
10. Courtesy. Respect for others is practiced at all times and in all places.
III. COURSE REQUIREMENTS:

 Projects to be submitted on the following dates:

IV. CONSULTATION PERIOD:

 Monday to Saturday
o 3:00 pm to 4:30 pm

V. GRADING SYSTEM:
Learning in this course will be evaluated with the use of the following measures:

Written Tasks - 20%

Performance Tasks - 40%
 Examination - 40%
Total - 100%

VI. REFERENCES:
Book: Janet
Prepared by: Checked and Approved by:

REINA LYN E. ELEGIO, LPT DONNABEL T. LIBADISOS, Ed. D

Instructor Program Head