UNIVERSITY OF THE EAST

COURSE SYLLABUS FOR ENGLISH FOR ELEMENTARY EDUCATION MAJORS

School Year 2017-2018

Course Title: English For Elementary Education Majors

Course Units: 3
Course Description: This course is designed for students majoring in Elementary Education to acquire and develop necessary English
language knowledge and skills to be able to confidently teach their students the language. Oral skills development will be focused on to
prepare the students to deliver instructions clearly.
Course Outcomes
Upon completion of the course, the learner will be able to:
1. demonstrate understanding of the fundamentals of English grammar and vocabulary;
2. develop speaking skills to be able to speak in English fluently with neutral accent and correct pronunciation of words
3. deliver instructions in English confidently

Course Content
Leaning Outcomes Teaching/Learning
Week Hours Topics Assessment
Skills Grammar Activities
 introduce self  Auxiliary vs.
getting to know you
effectively Linking verbs Greeting the class/ rubric in
1st 3 game
 provide short  Degrees of Self-introduction assessing
discussion
descriptions efficiently Adjectives
 familiarize with high  Imperatives
frequency words for  Prepositions
elementary students  Transitional Simon says…
Providing
2nd 3  construct clear words discussion quiz
Instructions
instructions and  Conditionals paired work
handle clarifications
 deal with questions

Prepared by: Bachicha, Ma. Harvie; Francisco, Princess

  acquire research skills to  Modals
rubric in
develop activities to be  Vocabulary Motivational group work
3rd 3 assessing demo
used for motivating building Activities demo
reflection paper
students
4th PRELIMINARY EXAMINATION

 analyze which text  Types of

would be appropriate Sentences
for which grade levels according to
 familiarize with lexile form
discussion rubric in
TH TH  use strategies to  Word
4. 5 –6 6 Developing reading reader’s theater assessing
retell/summarize a text formation
presentation
 familiarize with
strategies that teach
reading comprehension
to students
 gain insight into the  Vocabulary
methods of acquiring building
effective listening skills
in communication
 identify intonation
patterns
discussion rubric in
7TH 3  determine the Developing listening
demo assessing demo
American IPA of vowels
 familiarize with
strategies that
develops the listening
skills of students

 become aware of the  Verb tenses short quiz on

discussion
various barriers to  Subject-verb concept
debate
8TH – 9TH 6 effective communication agreement Developing speaking
speech presentation
as well as the methods rubric in
assessing debate

Prepared by: Bachicha, Ma. Harvie; Francisco, Princess

 of effective  Intervening rubric in
communication expressions assessing speech
 distinguish language  independent presentation
registers and
 identify strategies dependent
to deal with speech clause
difficulties  Misplaced
 perform an modifiers
impromptu speech
10TH MIDTERM EXAMINATION

 become familiar with  Punctuations

the basic principles  Synonyms
of “paragraph and
writing” Antonyms
rubric in
TH  learn and practice the  Citation discussion
11 3 Developing writing assessing essay
key concepts of Essay writing
writing
paragraph writing
 cite references using
the APA format

 identify the  Diction

differences
between analytic,
rubric in
objective and discussion
Assessing student assessing
12TH 3 holistic scoring for rubric analysis
output constructed
performance and designing a rubric
rubric
product-based
outputs
 construct a rubric
 familiarize with  Degrees of rubric in
principles of Adjective discussion assessing peer
13TH 3 Giving feedbacks
feedbacking peer critique critiquing

Prepared by: Bachicha, Ma. Harvie; Francisco, Princess

  explain constructive reflection paper
criticism
 construct an effective
feedback in both oral
and written manner
rubric in
TH
14 FINAL EXAMINATION – DEMO TEACHING assessing demo
teaching

Course References
Textbooks Bardovi-Harlig, K. (2011). Assessing familiarity with pragmatic formulas: Planning oral/aural assessment. In N.R.
Houck & D. H. Tatsuki (Eds.), Pragmatics: Teaching natural conversations. (pp. 7-22). New York: TESOL.

Ur, P. (2009). A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.

Adams, M. J. (1994). Beginning to Read: Thinking and Learning about Print. Cambridge, MA: MIT Press.

Carlisle, J.F. & Rice, M. S. (2002). Improving Reading Comprehension: Research Based Practices and Principles.
Baltimore: York Press.

Harris, T.L. & Hodges, R.E., eds. (1995). The Literacy Dictionary: The Vocabulary of Reading and Writing. Newark,
DE: International Reading Association.

Cunningham, P. M. & Hall, D. P. (1998). Month-by-Month Phonics for Upper Grades. Greensboro, NC: Carson
Dellosa.

Cunningham, P. M. & Hall, D. P. (1994). Making Big Words: Multilevel, Hands-On Spelling and Phonics Activities.
Torrance, CA: Good Apple.

Cunningham, P. M. & Hall, D. P. (1994). Making More BigWords: Multilevel, Hands-On Phonics Spelling Activities.
Torrance, CA: Good Apple.

Prepared by: Bachicha, Ma. Harvie; Francisco, Princess