Teaching English as a Second Language Course Syllabus

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METRO-DAGUPAN COLLEGES

Serafica Street, Mangaldan, Pangasinan

Name of Instructor: DE ASIS, MARIA RIZZA FERNANDINE DELOS REYES Subject Description: Teaching English as a Second Language

Course Description:

This course deals with the objectives, subject matter, materials, trends, problems, and methods of teaching English in different Levels.

Course Objectives:

At the end of the term, the students should be able to:

1. Trace and examine the politico-economic developments affecting the formulation of policies governing the language teaching/learning situation in the Philippines, as well as the developments in linguistics and language learning theories

2. Enumerate and explain the major approaches, methodologies and techniques that have evolved from language learning theories

3. Demonstrate competence and skill in the preparation and execution of lesson plans applying the principles learned from the course

4. Understand, appreciate, and exhibit readiness to take on the role of a Communication Arts (English Teacher)

References:

EDL 121 2nd sem (SY 2012-2013) readings c/o Dr. Romelyn Metila of UP Diliman (College of Education) Week No. Specific Objectives Course Outline Week 1 At the end of the week, the

students will be able to:

- Familiarize themselves with the course

- Identify their level of fluency in the English Language - Become aware of the English

Language situation in the Philippines

A. Context of English Language Education in the Philippines

- Overview of present situation in the Philippines (What are we facing as Teachers?)

Week 2 At the end of the week, the students will be able to:

- Identify the different policies surrounding TESL - Identify the Pros and Cons

of Mother Tongue Based Education

- Differentiate between Acquisition and Learning - Discuss the ideas of the

Behaviorist and Cognitivist Theories

- Impending Policies

1. DECS Order No. 52, s. 1987 2. DepEd Order No. 74, s. 2009 3. MTB-MLE

B. Language Acquisition Theories and the Implications to the Teaching of English as a Second Language

1. Acquisition vs. Learning 2. FLA and SLA

3. Language Acquisition Theories

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- Discuss the different theories of Language Acquisition

- Give examples of situations showing the different theories

b. Acculturation Model c. Monitor Theory d. Interlanguage Theory e. Error Analysis Theory

- Define and differentiate the terms: approach, method, strategy and technique - Analyze the current state of

learners and state the differences from the traditional view on students - Discuss how the

Grammatical Approach and Communicative Approach works

C. Theoretical Models in Language Learning, teaching approaches, and principles of sound language teaching 1. Approach vs. method vs. strategy vs. technique 2. Historical overview of language teaching methodology 3. Dominant approaches to second language instruction a. Grammatical Approach b. Communicative Approach Week 5 At the end of the week, the

- Identify and discuss the 4 Humanistic Approaches - Demonstrate how the

approaches are done in a classroom setting

4. Humanistic Approaches a. Silent Way

b. Community Language Learning

c. Total Physical Response d. Individualized Learning Week 6 At the end of the week, the

- Measure their knowledge regarding the different approaches in Teaching English as a Second Language

Examination

- Observe and immerse in a real life classroom

environment (Grade 6/High school)

Class Observation in GAEI

- Discuss and analyze the examination results - Share their ideas on the

class observed the previous week

Feedback on Examination and Observation

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- Define listening, speaking, interaction, and reading - Identify the different target

skills

- Experience activities that would develop the different skills

- Identify the skills being developed in each activity

D. Teaching strategies, methods and techniques

1. Developing listening and speaking/interaction skills 2. Developing listening skills 3. Developing reading skills

- Define writing, viewing, literature and grammar - Identify the different target

output skills

- Experience activities that would develop the skills

4. Developing writing skills 5. Develop viewing skills 6. Teaching Literature 7. Teaching Grammar

- Identify the purpose of a lesson plan

- Familiarize themselves with Bloom’s Taxonomy of Cognitive Domains - Differentiate between

Enrichment and Engagement Activities

- Submit a detailed lesson plan

E. Lesson Planning 1. Rationale

2. Developing a lesson plan 3. Evaluation of student

performance

4. Remedial and Enrichment Activities

- Observe and immerse in a real life classroom

environment (Pre-Elementary)

Class Observation in GAEI

- Define Classroom Management

- Define Task Management - Discuss and share tips on

how to manage the classroom

F. Classroom Management in the Language Classroom

1. Managing Time and Space 2. Task Management

3. Class Management

- Submit a detailed lesson plan

Demo break (Consultation of Lesson Plans and Preparation of materials)

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that will be demonstrated in class

- Demonstrate an English Lesson

- Give feedback on the assigned teachers

Micro-Teaching: - Group 1 - Group 2

- Group 3 - Group 4

- Group 5 - Group 6

- Give feedback on the assigned teachers - Share their ideas for the

whole course experience

- Group 7

* Summary of the Course

Major Class Requirements:

1. Observation (20 points) + Reaction Paper (30 points)

o 2 class observations (Pre-Elem and Higher Elem/High School)

o Paper should be at least one full page, typewritten and submitted one week after observation. Proper Grammar should be observed.

o Format: Times New Roman, size 12, 1.5 spacing, 1 inch margin 2. Report (50 points)

o Reporters should be present on the day of their presentation o Criteria:

 15 – Comprehension (presents gist clearly, explains the topic correctly and clearly, answers questions satisfactorily)

 10 – Content (scope of report is just right, important points are presented and highlighted)  10 – Creativity (engages the class in meaningful and fun activities, shows authority and

confidence in presentation)

 10 – Materials (provided handouts are clear, concise, and helpful; powerpoint presentations have good text and graphic layout; sources are cited properly)

 5 – Time Management (transition is smooth, materials or equipment are prepared, finished the report within the given time)

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3. Examination (50 points)

o There is only one examination. Students should be present on the day of the examination. Only those with VALID EXCUSES will be given the opportunity to take the exam on a different date. (When student is ill on the day of the exam, present a Medical Certificate)

4. 1 Integrated Lesson Plan (100 points)

o On the Lesson Planning Workshop session, students will be required to submit a lesson plan by pair. This will serve as the Lesson Plan for the Teaching Demonstration at the end of the semester. Only the FIRST and FINAL draft will be graded.

5. Demonstration Teaching (100 points)

o Each student will experience teaching an English Lesson in class. Failure to do so will result in a grade of “Incomplete” at the end of the semester

o Materials should be well prepared, and Literature to be used in class should be consulted first before using it in the lesson.

6. Weekly Outputs (200 points: 20 points each paper)

o Each week, students will be assigned a paper to submit the following week. Late submissions will receive a 5-point deduction for every late week it is turned it. Only one week will be given to submit requirements. Late requirements submitted after one week will automatically receive a score of zero.

o Paper should be at least one full page, typewritten. Proper Grammar should be observed. o Format: Times New Roman, size 12, 1.5 spacing, 1 inch margin

o Note that students should give their own ideas for the paper. Cite sources properly, and avoid completely copying from sources. Should students submit papers without proper citation, a grade of zero will be automatically given.

o Criteria:

 10 – Content (substance of the paper, insights presented)  5 – Organization (transition, clarity, creativity)

 5 – Mechanics (grammar, proper documentation, use of required font size and style, margin, etc.)

7. Class Participation (100 points) o Attendance: 30 points

o Participation in Discussions: 35 points o Participation in Activities: 35 points TOTAL: 650 points Grading System 625 - 650 points 1.0 600 - 624 points 1.25 575 - 599 points 1.5 550 - 574 points 1.75 525 - 549 points 2.0 500 - 524 points 2.25 475 - 499 points 2.5 450 - 474 points 2.75 425 - 449 points 3.0