MABINI COLLEGES, Inc.

Daet, Camarines Norte

COLLEGE OF EDUCATION

COURSE SYLLABUS: MC ELT 5

A. Vision
MABINI COLLEGES shall cultivate a CULTURE OF EXCELLENCE in education.
B. Mission
MABINI COLLEGES provides quality instruction, research, and extension service programs at all educational levels as its monumental contribution to national and global growth and
development.
Specifically, it transforms students into:
 God-fearing
 Nation-loving
 Earth-caring
 Law-abiding
 Productive, and
 Locally and globally competitive persons
C. Department/Program: College of Education
D. Course Code: MC ELT 5
E. Course Title: Teaching and Assessment of Macroskills
F. Course Description: This course allows the pre-service English teachers to explore the nature of the macro skills and the theoretical bases, principles, methods, and strategies in teaching
and assessing listening, speaking, reading, writing, and viewing. It aims to provide various strategies for pre-lesson, during lessons, 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.
G. Credit Unit: 3 Units
H. Prerequisite: None
I. Number Of Hours: 54 hours
J. Schedule: MW 4:00 PM-5:30 PM
K. Consultation Hours: Fri.Sat. 11:30 AM-1:00 PM
L. Program Educational Objectives

1
 Graduates of the Teacher Education Program must:
 Demonstrate competence on teaching across the different learning areas in elementary education/demonstrate competence on teaching children with special needs/demonstrate
competence in teaching preschool pupils/ demonstrate competence on teaching in one of the learning areas in secondary schools, particularly, Mathematics, English, Filipino, Social
Studies/ demonstrate competence in teaching Culture and Arts or Physical Education in Basic Education.
 Practice professional and ethical acts in all human relations;
 Participate in research activities;
 Engage in lifelong learning;
 Demonstrate effective organizational communication for sound interpersonal relations; and
 Involve in service-oriented activities.

M. Program Outcomes
Graduates of the Teacher Education Program are able to:
 Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts
 Demonstrate mastery of subject matter/discipline
 Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
 Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
 Apply skills in the development and utilization of ICT to promote, quality, relevant, and sustainable educational practices
 Demonstrate a variety of thinking in planning, monitoring, assessing, and reporting learning processes and outcomes
 Practice professional and ethical teaching standards sensitive to the local, national and global realities
 Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities

N. Course Intended Learning Outcomes

At the end of the semester, the students can:
1. Select differentiated learning tasks in teaching the macro skills to suit learners’ 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 are developed from research-based knowledge and principles of the five language macro-components and the
theoretical bases, principles, methods, and strategies in teaching these components; and
4. Conduct a teaching demonstration of the assigned learning competencies in the macro skills.

O. Learning Plan

2
 TEACHING & LEARNING ACTIVITIES (TLAs)
INTENDED LEARNING TEXTBOOKS/ ASSESSMENT TIME
CONTENTS MATERIALS/
OUTCOMES REFERENCES TASKS ALLOCATION
Asynchronous Synchronous TOOLS
(1.5 hours per week) (1.5 hours per week)
INTRODUCTION TO THE
At the end of the lesson, the COURSE
students can:  Course Outline
 Course requirements and
Student Handbook
 recite the mission and vision policies Read and review the
Discussion via Google Oral Questioning
of Mabini Colleges  Grading System VMGO in the Student
Meet Department’s 3 hours
Handbook
Leaflet
 share their reflections on the Vision, Mission, Goals, and
goals and objectives of Objectives (VMGO) of the
Mabini Colleges institution and the department

CHAPTER 1
Teaching Listening
At the end of the lesson, the  Why Listen Brown, H. D. & Lee, H.
students can:  The Listening Process (2015). Teaching by
 improve listening skills for  How People Listen Principles: An Interactive Reading the modules Discussion of the Online Quiz
other macro skills (to tower  Types of Listening Approach to Language Answering the Guide Guide Questions via
over the stress) (Choosing the Listening Pedagogy. Questions Google Meet
 recognize the importance of Text) Modules 12 hours
listening  Choosing the Listening
 develop activities for active Text Developing activities Checking the
listening with integration to  Sample Activities for for active listening with activities done by
other skills Learning Comprehension integration to other the students
skills

End of Prelim September 13-16, 2023

3
 CHAPTER 2
At the end of the lesson, the Teaching Speaking
students can:  The Nature of The Oral
 Describe the nature of the Communication Process Brown, H. D. & Lee, H. Reading the modules Discussion of the Online Quiz
oral communication process  Principles for Teaching (2015). Teaching by Answering the Guide Guide Questions via
 Identify barriers to effective Speaking Skills Principles: An Interactive Questions Google Meet Modules 12 hours
communication and suggest  Barriers to Effective Approach to Language
ways to overcome them Communication Pedagogy. Recitation
 Use different strategies  Suggestions to Improve
based on the principles of One’s Speaking Ability
oral communication skills.  Oral Communication
Strategies
End of Midterm October 14-18, 2023
Modules 15 hours
CHAPTER 3
At the end of the lesson, the Teaching Reading Brown, H. D. & Lee, H.
students can:  Five Areas of Reading (2015). Teaching by
Online Quiz
 Discuss current perspectives Instruction Reading the modules Discussion of the
Principles: An Interactive Answering the Guide Guide Questions via Graded lesson
on reading and draw out o Fluency
implications in teaching o Comprehension Approach to Language Questions Google Meet presentation
beginning reading o Phonetic Awareness Pedagogy.
 Increase students’ o Phonics The students will
motivation, interest, and o Decoding Demo-teaching deliver a lesson
enjoyment in reading by and will be Sample Lesson
 Profile of Proficient
involving them in interactive evaluated Plan
Reader Barrot, J. (2016). Key
activities according to the
 Stages of Reading Concepts in Teaching Content: 30 %,
 Teach lessons that Instruction Macro skills. Creating a lesson plan Delivery and use
incorporate principles of
effective comprehension Developing of strategy-30%,
strategy instruction (before, instructional materials Mastery of the
during, and after reading) lesson-20%,
Instructional
materials-10%,
Classroom
management-

4
 10%, Assessment
strategy 10%
CHAPTER 4
Teaching Writing
 Principles of Teaching
Marking written
 Explain the writing process Writing Marking written
composition based on composition
 Practice marking written  The Process of Oriented
the rubrics based on the
composition Approach to Teaching
Writing rubrics

End of Pre-final November 15-18, 2023

CHAPTER 5
Assessment Strategies for
At the end of the lesson, the English Brown, H. D. & Lee, H.
students can: (2015). Teaching by
 Reflect on the significance of Assessment of Learning Principles: An Interactive Reading the modules Discussion of the
assessing and evaluating English Approach to Language Answering the Guide Guide Questions via Online Quiz
learning Formative Assessment Pedagogy. Questions Google Meet
 Differentiate traditional and Traditional and Authentic Modules
authentic assessment Assessment Differentiating Checking the
12 hours
formative from Venn Diagram
summative assessment through a scoring Sample Rubrics
through a Venn rubric
diagram

 Develop a scoring rubric for Creating a scoring Rating the rubrics

a written activity rubric for a written
activity

End of Final December 13-16, 2023

P. Suggested Readings/References
Alda, R. et. al. (2022). Teaching and Assessment of the Macroskills. Lorimar Publishing Inc.
Barrot, J. (2016). Key Concepts in Teaching Macro Skills. Available at SSRN 2728876.
Brown, H. D. & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy.

5
 Q. Course Policies
A. Attendance. Students are expected to make every effort to attend class. They are responsible for work missed during excused absences and will have time to make up missed work.
It is students’ responsibility to find out what work they have missed.
B. Class Participation. In class, you will be responsible for asking and answering questions, participating fully in group and class work, and helping the class run smoothly. It is very
important to participate in all class discussions and activities and to use every opportunity the teacher provides to speak English.
C. Examinations, Written Outputs, and Projects. You are required to complete and turn in all class work, examinations, and projects on time.
D. Behavior. Students are expected to follow all school and classroom rules and to treat each other and the teachers in the classroom with respect. Students will receive a review of the
rules on the first day of school.
E. Grading System. Grades will be based on the following:
Periodical Grading % Total Grade %
Major Exam 40 Prelim Period 20
Class Standing 30 Midterm Period 20
Quizzes 20 Pre-final Period 30
Attendance 10 Final Period 20
Total 100 Others 10
Total 100
Prepared by:

FAINA ROSE J. CASIMIRO, MLL

Faculty

Reviewed by:

MARIA TERESA B. RICERRA, Ed.D.

OIC-Dean, CE

Noted:

FE V. CANDELARIA, Ed.D.
OIC-VPAA