GOV. ALFONSO D.

TAN COLLEGE
Bachelor of Secondary Education

Outcomes – Based Teaching and Learning Plan in

Alfonsos as Lux Mundi: Serving Humanity with Empowered Mind, Passionate Heart and Virtuous Soul
Teaching and Assessment of the Macro
Course Title Course Code
skills
Credit Units 3 units Course Pre-/Co-requisites EL 117 – Literary Criticism

Course Description
(Based on the CMO # 75 Series Develops the application of the principles, methods, and approaches of translation and adaptation of various texts.
of 2017) (EK2, EK3, ES1, ES2, EA2)

At the end of this program, graduates will have the ability to:
a) Possess broad knowledge of language and literature for effective learning
b) Use English as global language in a multilingual context as it applies to the teaching of language and literature
c) Acquire extensive reading background in language, literature, and allied fields
Program Intended d) Demonstrate proficiency in oral and written communication
e) Shows competence in employing innovative language and literature teaching approaches, methodologies, and strategies
Learning Outcomes
f) Use technology in facilitating language learning and teaching
(PILO) g) Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language
and literature
h) Display skills and abilities to be reflective and research-oriented language and literature teacher

At the end of this course, the students should be able to:

a. Identify the basic concepts and procedure of teaching Language Macro Skills
Course Intended b. Present outputs based on the macro skills to be given in various tasks
Learning Outcomes c. Learn and apply effective varied classroom activities in teaching Macro Skills
(CILO) d. apply the strategies of teaching Macro skills through demonstration
e. integrate media tools in learning effective teaching of the skills
f. Strengthen and deepen effective reading, writing, speaking, viewing and writing.

Midterm Essential Learning

 Suggested
Functional Intended Learning Outcomes Assessment
Week Content Standards Declarative Knowledge Teaching/Learning
Knowledge (ILO) Tasks (ATs)
Activities (TLAs)

 Explaining the definition

1-2  Communicative Language
and purpose of
Communicative  Define Communicative Language Written activity
Teaching
Language Teaching Teaching and its purpose in teaching
Demonstrate knowledge of  Task-based Approach Lecture
 Discussing the language macro skills
teaching Macro skills  Integrated Approach Jigsaw
approaches in teaching  Describe the approaches in teaching
 Socio cognitive – Macro skills Language Macro Skills
transformative Approach

 Speaking as a complex
process
3-5  Socio pragmatic point of
view in teaching speaking
 Effective communication
strategies
 Discourse organization and
Demonstrate Competency in structuring
Teaching Speaking Skills  Effective speaking activities
 Role-play
 Group discussion
 Using feedback
 Authentic speech
 Self-evaluation
 Speech
performances
 Assessing student’s  Recall the prior learning about Mnemonic activity
prior knowledge about speaking and its purpose in teaching
speaking language Group discussion
 Defining socio  Explain the socio pragmatic viewpoint Panel discussion
pragmatic viewpoint in and present the strategies which this
teaching speaking skills view points out in teaching speaking
and present how it skills
shaped the strategies in  Constructing own speech about speech delivery and
teaching the skill certain issues Written activity evaluation
 Applying discourse  Present speaking activities through
organization and differentiated instruction demonstration
structuring  Integrating strategies of teaching Differentiated Instruction
 Demonstrate effective speaking skills through teaching
speaking activities demonstration

 Presenting the essence  Discuss the significance of learning Group discussion

 Listening as a complex
of learning Listening listening skills
process
skills  Constructing interpretation out from Oral recitation
6-9 Demonstrate Competency in  Subprocess of Listening the decoded text
Skills
Teaching Listening Skills  Applying the
 Decoding
subprocesses of
 Comprehension
listening skills
 Interpretation
  Reciprocal and Non-  Comparing reciprocal
reciprocal Listening and non-reciprocal  Contrast reciprocal from non- Speech delivery (Dialogue
 Effective Listening listening reciprocal listening through dialogues /Monologue)
Strategies  Discussing and monologues
 Pre – listening comprehension level  Elaborate the functions of effective Lecture
activities through effective listening strategies
 Guided Listening listening strategies  Explain the various listening activities Class forum
 Discovery  presenting effective and how these help in language
Listening listening activities and teaching
Approach how they work in  infer how the metacognitive listening Group brainstorming
 Effective Listening Activities developing listening activities help on enhancing the
 Culture constructs skills listening skills and create possible Reporting
 Discourse clues  discovering and challenges in undertaking them Demonstration
 Pragmatic norms evaluating challenges of  formulate inference, elaboration and
 Topic familiarity metacognitive listening summary from a given content Oral recitation
 Metacognitive Listening activities
Activities
 Evaluating
comprehension
 Planning for
Listening
 Determining  demonstrating the
Listening cognitive listening
Difficulties activities on enhancing
 Cognitive Listening comprehension level
Activities
 Inferencing
 Elaboration
 Summarizing

FINALS

 Present the purpose of the inclusion

 Learning the purpose of
Demonstrate competency in  Inclusion of viewing in the of viewing in language macro skills
the inclusion of viewing
teaching Viewing Skills language macro skills and its implications to the learners Reporting
in language macro skills
 New forms of Literacy  Differentiate the aims of media
 Media Literacy literacy and visual literacy
 Distinguishing the
 Visual Literacy  List and demonstrate classroom Group activity
difference of Media
 Classroom activities for activities that will develop the learner’'
10-12 Literacy and Visual
awareness and use of media Think- pair- share Demonstration
Media Literacy Literacy
 Classroom activities for  List and demonstrate classroom
 Citing and applying
Visual Literacy activities that will develop the learners
various classroom
on becoming visual literate
activities for Media
 Integrate viewing skills in teaching
Literacy
Language

Demonstrate competency in  Reading as complex
teaching Reading Skills cognitive process of
13-15 decoding written symbols
 Subprocesses of Reading
Skills
 Characteristics of Reading
 Factors that have great
influence on reading ability
of learners
 Definition of Writing
 Common activities of
enhancing writing skills
16-18  Common types of writing
 Approaches on teaching
writing
 Product approach
Demonstrate competency in
 Process approach
teaching writing skills
 Genre approach
 Process genre
approach
 Post – process
pedagogy
 Features of Well – written
texts
 Citing and applying
various classroom
activities for visual
literacy
 Assessing student’s
prior knowledge about
reading and enhancing  Recall the previous learning about
reading skills Reading
 Analyzing the  develop reading comprehension
subprocesses to through critical reading Brainstorm
enhancing reading skills  Examine the subprocesses of reading
 Identifying the skills through story analysis Reading activity
characteristics of  Discuss the characteristics of reading demonstration
Reading and the and the essence of learning them Story analysis
essence of learning  Explain the significance of
them understanding the factors that Lecture
 Presenting the influence influence reading comprehension
of the factors in  Integrate reading skills in teaching
acquiring effective language
reading skills
 Defining writing as a
language macro skill
 Sharing the definition and function of
 Applying the common
writing as a macro skill
activities of enhancing
 Constructing well composed
writing skills
paragraphs/essays
 Distinguishing the
 Differentiate the common types of Group discussion
common types of Demonstration
writing and compose writings in
writing
accordance to the type Written activity
 Explain the approaches
 Present the approaches on teaching
on teaching writing
writing and construct a composition
 Demonstration of the
based on the approaches
approaches
 Integrating writing skills on teaching
 Describing the
language
characteristics of
effective writings
Basic Readings
Research Article “Key Concepts in Teaching Macro skills” Jessie Barrot

Extended Readings To be provided

Course Assessment  As identified in the Assessment Task
Course Policies Language of Instructions
 English
 Filipino

Attendance
 As identified in the student handbook
Homework, Quizzes , Oral Recitations /Socialized Recitations, Oral Reports

Special Requirement
Narrative reports, Readings and citations of books read

Grading System
Input -- 30%
Process -- 40
Outcomes-- 30%
100%

Classroom Rules and Regulations

 As identified in the student handbook
Committee Members Committee Leader : Noriel B. Erap, MEd
Members : Rosalina I. Loquias
Consultation Schedule Faculty Member : Jojie Pearl B Entero
Contact Number : 09480587076
E-mail address : jojiebatoon1219@gmail.com
Consultation Hours :
Time and Venue : Institute of Teacher Education

Course Title A.Y. Term of Effectivity Prepared by Approved by Page/s

LOVE H. FALLORAN, Ms. Crim
VP for Academics
6