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 2
nd
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
a. Behaviorist vs. Cognitivist
Week 3 At the end of the week, the
students will be able to:
- 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
Week 4 At the end of the week, the
students will be able to:
- 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
students will be able to:
- 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
students will be able to:
- Measure their knowledge
regarding the different
approaches in Teaching
English as a Second
Language
Examination
Week 7 At the end of the week, the
students will be able to:
- Observe and immerse in a
real life classroom
environment (Grade 6/High
school)
Class Observation in GAEI
Week 8 At the end of the week, the
students will be able to:
- Discuss and analyze the
examination results
- Share their ideas on the
class observed the previous
week
Feedback on Examination and
Observation
Week 9 At the end of the week, the
students will be able to:
- 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

Week 10 At the end of the week, the
students will be able to:
- 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
Week 11 At the end of the week, the
students will be able to:
- Identify the purpose of a
lesson plan
- Familiarize themselves with
Blooms 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
Week 12 At the end of the week, the
students will be able to:
- Observe and immerse in a
real life classroom
environment (Pre-
Elementary)
Class Observation in GAEI
Week 13 At the end of the week, the
students will be able to:
- 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
Week 14 At the end of the week, the
students will be able to:
- Submit a detailed lesson plan
Demo break (Consultation of Lesson
Plans and Preparation of materials)
that will be demonstrated in
class
Week 15 At the end of the week, the
students will be able to:
- Demonstrate an English
Lesson
- Give feedback on the
assigned teachers
Micro-Teaching:
- Group 1
- Group 2
Week 16 At the end of the week, the
students will be able to:
- Demonstrate an English
Lesson
- Give feedback on the
assigned teachers
- Group 3
- Group 4
Week 17 At the end of the week, the
students will be able to:
- Demonstrate an English
Lesson
- Give feedback on the
assigned teachers
- Group 5
- Group 6
Week 18 At the end of the week, the
students will be able to:
- Demonstrate an English
Lesson
- 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)

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


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