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Eed ENG 1- syllabus- Teaching English In Elementary

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Teaching English in Elementary Grades (University of Cebu)

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COLLEGE OF TEACHER EDUCATION

BACHELOR OF SPECIAL NEEDS EDUCATION- EARLY CHILDHOOD EDUCATION

PART A: COURSE FRAMEWORK

Course Code: Eed ENG 1 Course Title: Teaching English in Pre-Requisite(s):

Elementary
Course Credit: 3 Lecture Units: 3 Laboratory Units: 3

Course Description: This course will emphasize English as a second language teaching with main focus on language teaching
methodologies to improve knowledge on the structure and fluency in the English language, and literacy skills, through listening, speaking,
reading, writing and viewing. It consists off content-based lessons that will enhance the students’ skills along application of various
teaching strategies in teaching English, the use of ICT to facilitate the teaching learning process and selecting, designing and
organization of appropriate assessment strategies. Demonstrating knowledge and skills on content and pedagogy through lesson
presentations is an important highlight of this course.

CTE VISON
The College of Teacher Education envisions as a premiership in the teaching and learning, advancement of knowledge through research, technology-
driven learning opportunities, and transformational leadership in service which prepare future teachers to become exemplars in educational and related
services which improve the lives of individuals in a changing and complex global society.

MISSION
The College of Teacher Education prepares qualified, caring and effective educators to meet the needs of diverse learners, equips the skills in
developing holistically the innovative minds of young individuals, trains to deepen and extend knowledge about the formation, social, emotional,
intellectual and physical aspects of the students through a meaningful and engaging learning environment which is responsive to the needs of the
community and the quality of life of the society.

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PART A: COURSE FRAMEWORK

PROGRAM-LEVEL STUDENT LEARNING OUTCOMES: COURSE-LEVEL STUDENT LEARNING OUTCOMES:

By the end of the four-year program, students can: By the end of the semester, students can:

1. provide respectful and meaningful learning experiences and

collaborative opportunities for students with additional needs and their 1. demonstrate content knowledge on the structure of English
families. language that refers to grammar in both oral and written form;
2. respond effectively to educational needs of students with additional 2. demonstrate understanding of research-based knowledge; and
needs. principles of teaching and learning fundamental in language arts
3. create safe, inclusive, culturally responsive learning environments for education.
students with additional needs.
4. use knowledge of general and specialized curricula to individualize
learning for students with additional needs.
5. use evidence-based instructional strategies to maximize learning
opportunities for students with additional needs.
6. use multiple methods of assessment and multiple data-sources to make
sound educational decisions for students with additional needs.
7. demonstrate reflective thinking and professional self-direction.

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PART B: COURSE SYLLABUS

Topics and Time Topic-Level Student EPGA / Values & Assessment Strategies Outcomes-Based
Allotment Learning Outcomes (SLO) Social Issues (AS) Assessment/Results/Evidence
Interdisciplinary (OBARE)
Integration
PRELIM PERIOD At the end of the semester the
(Week 1-4) students can:
 Lecture-discussion  Oral Discussion
 Discuss concepts and Criteria for Oral discussion:
I. General Principles a. Identify teaching principles Innovative. principles of
in Language Arts in language Arts teaching and Students show language Arts Content- 60%
Teaching explain how these principles creativity in in doing teaching.
are used in teaching. the performance-  Brainstorming using Delivery-20%
task activities the talking circle
strategy Organization and
II. The structure of b. Describe and discuss the Globally  Lecture-presentation Correct usage-20%
the K to 12 Language salient features of the K to 12 Competitive. Shows  Problem-based
arts Curriculum Language Curriculum confidence in learning Class impact-10%
discussing the  A walk through
concepts and about the structure of  Participation in the talking
III. Five Macro Skills c. Discuss the five macro skill principle of the K to 12 circle- 10%
in language and their importance within language arts Curriculum  Creative presentation of
a. Listening the English teaching area and
 4As Approach outputs by group with the
b. Speaking in promoting literacy skills. Transformative use of rubric
(activate, acquire,
c. Reading Leaders. Students
apply and assess)
d. Writing d. Demonstrate examples of shall be conversant
 Lecture-group
e. Viewing teaching strategies that in English in
presentation
promote the five macro skills delivering the roles
 Talking circles
in the play
 5Es Learning models

MID-TERM • Lecture-discussion
PERIOD a. Differentiate Globally
(Week 5-8) approaches, strategies, Competitive. • Discuss the tenets of • An objective type of test
methods and techniques Students shall be the different models • An essay type of test
from each other conversant in asking in teaching language

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IV. Background on and answering arts along • Narrative reports on the

Approaches, questions in the approaches, classroom observation
Strategies, Methods b. Give examples of related activities strategies , methods made
and Techniques Approaches, strategies, and techniques
methodologies and techniques • The narrative
V. The Approaches that can be used in Language Transformative • Reality Pedagogy
for Language Arts Arts Leaders. Students • Participation to Talking
Teaching shall perform • Lecture-presentation Circles
a. Communicative assigned tasks with with peer discussion
b. Language c. Provide background excellence, Criteria for participation in
Scaffolding information about the persistence and • Classroom talking circles
c. Cooperative different teaching approaches determination observation
Learning used for teaching English Content – 40%
d. Situational • Video- lecture Delivery- 20%
e. Functional- Innovative. presentation Organization- 20%
notional Students shall be • Response to questions-
f. Multi-skill skillful in talking • Talking circle and 20%
g. Content-based d. Select approaches that circle and class class sharing
h. Task-based support learner understanding, sharing
i. Participatory participation , engagement and • Classroom
achievement towards observation
VI. The Methods of promoting literacy skills and
Teaching Language English language fluency • Making Graphic
Arts Globally Organizer that shows
a. The Grammar- Competitive. diff. methods in
translation e. Explain the process of Students shall show teaching English
b. The Direct different methodologies used confidence in language arts
method in teaching English for the speaking with
c. The Audiolingual elementary people and in
method making
d. Total Physical presentations.
response f. Determine how these
e. Community methods address learner’s God-Loving.
language diversity in an English class Students shall show
learning honesty in video-
f. The Silent way g. Assess the methods used in lecture presentation
g. Language an actual teaching through
experience classroom observation
method

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h. Desuggestopedia
SEMI-FINAL  Refection paper about the
PERIOD  Video- lecture classroom observation
(Week 9-12) presentation made.
a. Identify and discuss God-Loving.  Graded simulation
VII. Learning learning strategies for an Students shall show  Talking circle and
Strategies and English lesson modesty in class sharing  Grading of the students’
Assessment performing outputs (completed
technique as applied b. Select appropriate differentiated tasks  Classroom instructional materials on
to teaching language assessment technique to observation display
assess the extent of
Strategies: -Content learners’ mastery  Making Graphic  Individual writing of
language integrated Organizer that shows sample lesson plans/
learning c. Articulate constructive diff. methods in session plans using
CALL Computer feedback to improve Globally teaching English different techniques in the
assisted language learners’ performance Competitive. language arts different parts of the lesson.
learning Students shall show
d. Select and/or create expertise in TOS  Lecture- discussion  Pair work-peer critiquing of
appropriate instructional and TEST sample lesson/session plans
materials for teaching QUESTION  Process Oriented
VIII. Instructional English in the elementary preparation fro Guided Inquiry
material selection, English Subjects Lessons( POGIL)
design and e. Prepare developmentally
development sequenced teaching and
 Classroom
learning process to meet observation
the curriculum
requirements of English
 TOS and Test
arts teaching
Question preparation
f. Apply teaching principles,
for English subjects
IX. Development of strategies and assessment
learning plans for technique knowledge in
 Think-pair-share
English language arts lesson plan preparation
subject g. Write a lesson design for a
given subject-matter in  Critiquing of sample
English language Arts assessment tools

 Post-conference (
demo-teacher and
observer)

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FINAL PERIOD a. Demonstrate an God-Loving.  Demo-teaching  Graded lesson presentation

(Week 13-16) English language arts Students shall show The students deliver a lesson in
lesson using content- modesty in demo-  Post-conference front of jurors who will evaluate
X. Lesson based and pedagogical teaching (demo-teacher and their performance through the
Presentation knowledge effectively observer following criteria:
b. Apply Innovative.
a. Micro teaching developmentally Students shall be Content: 30 %
b. Team teaching sequenced teaching skillful in demo- Delivery and use of
c. Individual strategies that promote teaching strategy30%
teaching literacy kills through Mastery of the lesson-20%
an actual teaching Globally Instructional materials-10%
presentation Competitive. Classroom management_10%
Students shall show Assessment strategy 10%
c. Use varied learning confidence during
resources responsive to the demo
learners with different
linguistic backgrounds
d. Use appropriate and
varied assessment
strategies consistent
with the curriculum
requirements and
communicate learner
progress and
achievement

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PART C: COURSE MAP

PROGRAM LEARNING PROGRAM EDUCATIONAL INSTITUTIONAL

COURSE OUTCOMES OUTCOMES OBJECTIVES LEARNING
OBJECTIVES
(ELGAS)
PL PL PL PL PL PL PL PE PE PE PE PE PE PE IL IL IL IL IL
O1 O2 O3 O4 O5 O6 O7 PEO1
O2 O3 O4 O5 O6 O7 O8 O1 O2 O3 O4 O5

1. demonstrate content
knowledge on the
structure of English √ √ √ √ √ √ √ √ √ √ √ x √ √ √ √ √ √ √ √
language that refers to
grammar in both oral
and written form;

2. demonstrate
understanding of
research-based
knowledge; and
principles of teaching √ x √ √ √ √ √ √ √ √ √ x √ √ √ √ √ √
√ √
and learning
fundamental in
language arts
education.
PART C: COURSE MAP
TOPIC-LEVEL

COURSE STUDENT
TOPIC OUTCOMES LEARNING OUTCOMES

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Students can: CSLO 1 CSLO 2

1. Identify teaching principles in language Arts teaching and explain how these principles are used in teaching. √ √
2. Describe and discuss the salient features of the K to 12 Language Curriculum √ √
3. Discuss the five macro skill and their importance within the English teaching area and in promoting literacy skills. √ √
.
4. Demonstrate examples of teaching strategies that promote the five macro skills √ √

5. Differentiate approaches, strategies, methods and techniques from each other √ √

6. Give examples of Approaches, strategies, methodologies and techniques that can be used in Language Arts √ √
.
7. Provide background information about the different teaching approaches used for teaching English √ √
8. Select approaches that support learner understanding, participation, engagement and achievement towards
promoting literacy skills and English language fluency; √ √

9. Explain the process of different methodologies used in teaching English for the elementary √ √
10. Determine how these methods address learner’s diversity in an English class
√ √

11. Assess the methods used in an actual teaching through classroom observation; √ √

12. Identify and discuss learning strategies for an English lesson √ √

.
13. Select appropriate assessment technique to assess the extent of learners’ mastery √ √
14. Articulate constructive feedback to improve learners’ performance √ √

15 Select and/or create appropriate instructional materials for teaching English in the elementary √ √

16. Prepare developmentally sequenced teaching and learning process to meet the curriculum requirements of
English arts teaching √ √

17. Apply teaching principles, strategies and assessment technique knowledge in lesson plan preparation √ √
18. Write a lesson design for a given subject-matter in English language Arts √ √
19. Demonstrate an English language arts lesson using content-based and pedagogical knowledge effectively √ √

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20. Apply developmentally sequenced teaching strategies that promote literacy skills through an actual teaching
presentation √ √

21. Use varied learning resources responsive to learners with different linguistic backgrounds √ √

22. Use appropriate and varied assessment strategies consistent with the curriculum requirements and communicate
√ √
learner progress and achievement
LEGEND: CLSO = Course Student Learning Outcome √= Outcome is Reflected X= Outcome is not reflected

Suggested List of References

English Guide, K to 12 Curriculum . Department of Education

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Corpuz ,Brenda B. and Salandanan , Gloria G. Principles of Teaching ( with TLE ). Quezon City,Lorimar Publishing, 2015.
Nunan,D(2004). Task-based LanguageTeaching. (Cambridge Language Teaching Library). Cambridge University Press.
https://www.teachingenglish/org.uk/article/content-language-integrated-learning https://www.fluentu.com/blog/educator/language-teaching-
approaches/ http://esl.fis.edu/teachers/support/method.htm htts://prinzessinnadia.wordpress.com/2013/02/01/ict-english-language-teaching-and-
learning/ https://www.education.vic.gov.au/school/teachers/teachingcourses/discipline/english/literacy/Pages
http://www.onestopenglish.com/methodology/teaching-articles/teaching-approaches/ https://www.brown.edu/academics/education-
alliance/teaching-diverse-learners/home/strategies

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