The National Teachers College

629 F Nepomuceno St., Quiapo, Manila

SCHOOL OF TEACHER EDUCATION

EL105 – TEACHING AND ASSESSMENT OF THE MACROSKILLS

2nd Semester, SY 2019-2020

Section/Year Level: 2-2 BSED ENGLISH Units: 3

Room: 411 Time: 04:00pm – 07:00pm
Professor: Mr. Rey Albert Pagsuyuin Day: Saturday
Submitted by: Malangay, Manilyn L.

 Week 10 (March 14, 2020)

LISTENING SKILL (GRADE 8)

Competency Subject Matter Appropriate activity

 Listens to validate Communicative context  Information Gap

information, opinion, or In this activity two learners
assumption in order to share information to complete
participate well in a a task. In one-way gap
specific communicative activities, one learner has all
context or situation. the information (e.g., one
learner describes a picture
and the other learner draws
it). In two-way gap activities,
both learners have some
information and must share it
with the other to complete the
task.

The game plan:

1. Pre-teach and practice

vocabulary and structures
for the particular task.
Learners should also be
familiar with question and
answer formulas (e.g.,
“What time is ___” and
“It’s at ___”), and ways to
ask for clarification (e.g.,

READING SKILL (GRADE 9)
Competency
 Ascertains the features of
the reading or viewing
selection that clarify its
adherence to or dismissal
of a particular social
issue, concern, or
disposition.
“Excuse me, can you
repeat,” or “I’m sorry, I
don’t understand”). These
can be introduced in the
beginning days of a class,
and recycled, adapted,
and extended over time.
2. Explain the information-
gap procedures by
modeling a sample gap
activity with an able
volunteer from the class.
3. Have learners work with a
partner. One learner in
each pair gets Handout
“A” and the other gets
Handout “B”. Ask two
learners to model the
asking and answering of
questions in the gap
activity before the whole
class begins the activity.
Evaluation: Walking around
the room observing learners
during the activity will let
you know how well
individual learners use and
understand English in the
activity.
Subject Matter Appropriate activity
Features of the  Categorizing and
reading/viewing selection reviewing
Students brainstorm ideas
about a topic, categorise the
ideas into key concepts. They
review and revise their ideas
after reading the text.
Learning focus
This strategy helps students
identify, and later check,
expectations of what they
might read in the text. It helps
them collect a variety of
information, and provides a
framework for processing this
information. It provides a
focus while reading the text,
and encourages participation
and sharing of ideas and
information, as well as
independent action and self-
monitoring.
Suggested implementation
1. Explain to students that
they will be reading a text
about the topic later.
2. Brainstorm to generate
and record as many ideas
about the topic as
possible. Write the ideas
on a chart (see also
variations, below).
3. Ask students to sort the
ideas into categories and
label these (the labels
must come from the
students rather than from
you). The categories that
emerge will usually be
key concepts about the
topic. If they are not,
draw out the key
concepts.
4. Ask students to read the
text.
5. Ask students to revise
their ideas based on their
reading. Discuss the
appropriateness of their
initial ideas as well as any
adjustments they have
made.
  Week 12 (April 18, 2020)
Persuasive Essay about “Homeworks”
Should students have homework? The latest studies into student health say they should
have much less. When teachers give too much homework, it’s very stressful for young minds,
who should be freer to enjoy themselves and grow up naturally without worries and stress.
Parents’ help with homework is another reason to avoid assigning too much. If children
are confused, they will simply go to their parents, who frequently end up doing most of the
homework for them. It’s far better to thoroughly learn with supervision from a teacher, with most
or all of the work done in class. When teachers assign too much to be done every evening, it just
stresses students out and makes the situation where parents do the work inevitable.
Homework should be reduced, although it should not be banned altogether, and children
should do the vast majority of their work during school lessons. That’s better for teachers, better
for parents, and better for students. So next time you plan your lessons, be sure to consider
what’s best.
Argumentative Essay about “Homeschooling”

Most of the parents who prefer homeschooling are those who do not feel like the quality
of education offered in educational institutions is good enough and does not deeply cover the
curriculum, as the parents prefer. There are many reasons why a parent may prefer
homeschooling to education in schools, such as social factors. Educational institutions have been
plagued by numerous social problems such as bullying and antisocial behavior. To prevent their
children from being bullied or being pressured into uncouth behavior by peers, some parents
have made it their duty to supervise the company with which their children interact, and
homeschooling provides the best environment that enables the parents to pay close attention to
the social behavior of their children.

The quality of schooling that educational institutions offer is another reason that pushes
some parents to prefer homeschooling. Many schools are not strict on the number of students
allowed in each class, and this has resulted in a situation where some schools have classes with
too many students per class. When the students in a class are many, the teacher may not have
enough interaction with each one of the students and as such, may even miss identifying any
special needs that a student may have.

Some educational institutions are also never given enough funds to operate and this easily
results in a situation where teachers may not have enough tools to teach the students. In other
cases, the teachers may even be demoralized, due to the lack of sufficient resources, and this can
easily affect the way the teachers teach the children in class. Parents who select homeschooling
never worry about such issues, because they get to pay the teachers nicely and also offer all the
teaching tools needed.

Yet, another reason for homeschooling is to offer the children subjects or units that may
not be offered in educational institutions that are accessible to the parents. For instance, a parent
may want their children to access certain religious classes together with the normal curriculum.
If the parent cannot find a school that will offer those extra classes, a parent may decide to home
school their children and offer their children the customized education.
  Week 14 (April 18, 2020)
Writing Skill (GRADE 7)
Competency
 Determines features and
properties of written
language and accordance
to a specific register or
level of formality.
SPEAKING SKILL (GRADE 8)
Competency
 Provides structured
feedback on the quality of
Subject Matter Appropriate activity
 Grammar Poems
Grammar poems are short
poems about a topic that
students complete using
various grammar prompts.
This form of guided writing is
very effective and helps
students notice various
syntactical elements of the
language.
Put the grammar poem on the
board with blanks. Here are
some examples but it could
Written language be on any topic (country,
famous person, my home, this
school, etc.). Fill out as a
class with one student filling
it in. Then, students copy the
poem and complete with their
own ideas. Change as needed
to stress different
grammatical elements. And
of course, afterwards
SHARE. Present some to the
class and display on a bulletin
board. Your students will be
proud of them!
Subject Matter Appropriate activity
Spoken Discourse  Dialogue
Present a short dialogue, or
 part thereof, with a
consciousness-raising activity
helping the students notice a
particular language feature
(e.g. weak forms). Drill the
dialogue chorally and then
have the students in pairs
answer questions such as:
o Who are the two
people? Make up their
names.
o How old are they?
o What is their
relationship?
o Where are they?
o What time is it?
o Why...? (2-3
spoken discourse based questions)
on a prepared manuscript  
or performance script. Once they finish, put two
pairs together and have them
discuss their answers. The
purpose of this stage is to find
any logical inconsistencies
and fix them by supplying
additional explanations. The
students can form new groups
and continue in the same way
until they are satisfied with
the outcome which they can
then present. Finally, drill it
again chorally and
individually in pairs. Also,
consider whether any of the
situations presented may be
suitable to act out!
 Week 15 (April 25, 2020)
  Week 17 (May 09, 2020)

SPEAKING SKILL (GRADE 7)

Competency Subject Matter Appropriate activity

 Talks about significant Literary/Expository  Story Frames

human experiences and
ideas on literary or Similar to story maps, story
expository reading, frames are visual
listening or viewing representations that focus
selections in unrehearsed students' attention on the
individual and group structure of a story and on
modalities. how the content of the story
fits its structure.

Students use story frames as a

way to activate their
background knowledge of the
elements of story structure
and thus to organize and learn
new information from a story.
Simple story frames require
students to provide basic
information about the
sequence of events in a story:

 The problem in the

story is ______.
 This is a problem
because ______.
 The problem is solved
when ______.
 In the end ______.

More complex frames might

involve having students
supply more detailed
information by summarizing
sequences of actions or
events, or providing factual
information to explain
problems or motivations.
 The procedure encourages
students to interact with each
other, asking questions,
seeking clarifications, and
sharing evaluations. Again, as
with story maps, the
procedure can be simplified
for use with younger students
— it has been used
successfully with grade-one
students *— or made more
sophisticated for use with
older students.

And again, as with the other

procedures that have been
described, the procedure is
introduced through explicit
instruction, with the teacher
first explaining why story
frames are useful, then
modeling when and where to
use them, guiding students
through practice
opportunities, and providing
corrective feedback along the
way.

LISTENING SKILL (GRADE 8)

Competency Subject Matter Appropriate activity

 Employs projective Listening strategies  Follow the directions

listening strategies when This activity provides
listening to descriptive excellent English listening
and longer narrative texts. practice which will prepare
students to ask for directions
in a foreign country. It allows
students to gain audio rather
than visual practice with
receiving directions, giving
them the ability to understand
step by step instructions.

The game plan:

1. Provide students with a
street map, either a real
one or something tailored
to the activity and their
level. You can even go
crazy and create a big one
for the classroom floor!
2. Split the students into
teams, and have one
person go at a time.
3. Read instructions for the
student to follow, such as
“go straight two blocks.”
To win a point, the
student must successfully
navigate the map until
they find the right store,
the lost friend or the
buried treasure.