COURSE

SYLLABUS
PROGRAM: GENERAL EDUCATION
COLLEGE: EDUCATION
Prepared by: Reviewed by: Recommending Approval by: Approved by:

Giovanni A. Alcain,LPT,CST Heidi Ivy Fabelico, Ph,D Heidi Ivy Fabelico, Ph,D MA. ROSSINI L. BALILI, BSA,MAED,ED.D/GENER A. BALILI,Ph.D
College Professor Dean, BSBA Department Dean, BSBA Department President/VPAA

COURSE /CODE: ENG6 COURSE TITLE: TEACHING ENGLISH AS A SECOND LANGUAGE

CREDIT UNIT (S): Three (3)
PRE-REQUISITE(S):
LECTURE: 54 hours LABORATORY: None
NAME: Giovanni A. Alcain
DEGREE: BSED-English ( MAT-Eng. Ongoing)
CONTACT NUMBER: 09384021615
EMAIL:Giovannialcain101@gmail.com
CONSULTATION TIME/PLACE: 8am-5pm @5th floor JHS Faculty

VISION
“PCT is the center of excellence that provides innovative programs and services geared towards global competitiveness through quality training and education to
various local and foreign stakeholders.”

MISSION
“PCT is a new generation college that provides secondary, tertiary and vocational education, skills certification and manpower industry. It features competency
based approach and laddered programs with strong industry linkages serving diverse students, professional industry partners through modern and innovative
programs and services.”

GOALS
To achieve its mission, the College aims to:
a. Create competitive advantages in the marketplace that are not only unique and valuable but also difficult for competitors to copy or substitute
b. Invigorate curricula and teaching methods to improve learning outcomes and produce graduates that meet global demands
c. Prepare profession - ready learners who can contribute to the socio-economic development of their community
d. Ensure the PCT is a great place to learn and work
 e. Ensure a diverse healthy community that reflects the mission and culture of PCT

COURSE DESCRIPTION: This course aims to introduce students to the basic concepts, principles and theories of Teaching English as a Second Language
(TESL) and help students develop the skills and techniques they need to become effective ESL teachers. Students will be reading about various approaches to
TESL. It will examine their theoretical foundations, pedagogical principles, classroom procedures, and their strengths and weaknesses. Furthermore, it will also
be involved in activities that help them develop important TESL skills and techniques. Some of these activities include demonstrative teaching, analyzing
textbooks and tests, writing lesson plans, watching TESL video tapes, interviewing ESL students, exploring TESL resources on the Internet.
CURRICULUM MAP

Subject Classification: Professional Course

Legend
Program Outcomes Specific to BS Education. L Learning of competency
Subject Description
PO1 PO2 PO3 PO4 PO5 P Practice of competency
TEACHING ENGLISH AS A SECOND O Opportunity of development
L P P L O
LANGUAGE

TARGETED JOB POSITIONS: Teacher/Educator

INSTITUTIONAL GRADUATE OUTCOMES (IGO): After graduating from PCT, students shall be able to:

GO1 Generate ideas, design, systems or information with resourcefulness, imagination, insight, originality, aesthetic judgment, teaching approach and technique
to meet current and emerging needs and can use innovative methods and technologies to solve problems and making decisions in the educational paradigm.
GO2 Acquire the self-confidence and self-discipline to pursue their intellectual curiosities with integrity in both their personal and professional lives.
GO3 Obtain the knowledge and communication skills necessary to access evaluate and interpret ideas, images, and information critically in order to
communicate effectively, reach conclusions and solve problems.
GO4 Respect the inter-relatedness of the global environment, engages with diverse people, and acknowledges the significance of their daily actions relative to
broader issues and events.
GO5 Take responsibility for their own impact on the earth by living a sustainable and ethical lifestyle.
PROGRAM INTENDED LEARNING OUTCOME: A PCT Graduate of Education should be able to:

PO1 Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;
PO2 Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes;
PO3 Have a deep and principled understanding of how educational processes relate to larger historical social, cultural and political processes;
PO4 Have a meaningful and comprehensive knowledge of the subject matter they will teach;
PO5 Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment and
teaching approaches;
PO6 Have direct experience in the field/classroom (e.g. classroom observations, teaching assistance, practice teaching);
PO7 Demonstrate and practice the professional and ethical requirements of the teaching professions.

COURSE INTENDED LEARNING OUTCOME:

CO1 Trace and examine the politico-economic developments affecting the formulation of policies governing the language teaching/learning situation in the
Philippines as well as development in linguistics and language learning theories;
CO2 Enumerate and explain major approaches, methodologies and techniques that has evolves from language learning theories;
CO3 Demonstrate competence and skill in the preparation and execution of lesson plans applying principles learned from the course;
CO4 Understand, appreciate, and exhibit readiness to take the role of communication arts or second language teacher;
CO5 Carry out investigations in schools on how to teach English grammar and writing, vocabulary or pronunciation);
CO6 Actively and independently participate in seminar discussions by presenting delimited research topics within second language acquisition;
CO7 Critically assess new teaching methods and learning strategies in second-language acquisition;
CO8 Know specialized techniques and have the ability to evaluate the effectiveness of teaching materials, procedures, and curricula, as well as professional
literature regarding teaching English as a second language and multiculturalism.

COURSE OUTLINE AND TIME FRAME

WEEK COURSE CONTENT/ SUBJECT MATTER
1 Classroom Management
2 Learning Strategies
3 Teaching Methods
4 Lesson Planning
5 English Grammar
6 Contemporary Issues In English Language
7 Teaching Grammar
8 Teaching Vocabulary
9 Teaching Pronunciation
10 Young Learners
11 Adult Learners
12 Teaching Auditory Language Skills – Speaking & Listening
13 Teaching Literacy Skills – Reading & Writing/ Learner Feedback & Development

LEARNING PLAN
COURSE LEARNING PLAN
Time Student Learning Outcome (SLO) Topics Teaching Learning Student Assessments Resource Materials
Frame At the end of the lesson the students will Activities (TLAs)
be able to:
Week 1 Gain behavioral, social and academic Structure/Preparedness Lecture Graded Recitation Reference books
success in a structured environment that
caters to tolerance, exemplary behavior and Rule-Based Behavior Interactive discussion Written/Electronic Quiz Graphics and videos
learning; presentation
Academic Achievement Videos presentation: Evaluation of
Prompt and assist students to understand https://youtu.be/tc5- Group/individual output Electronic Modules
the procedures and expectations of the Effective/Differentiated 7Y2ApyM Outputs
teacher and classroom through positive Instruction TESL
reinforcement, high expectations and https://youtu.be/pznn Experiential Exercises exercise/sample
discipline instills independence and 8 Crucial Elements of handouts
WqrFL5M
enhances student growth; Superb ESL Classroom
Management https://youtu.be/Pz-
Describe how to plan for effective classroom Online references
management; fvQp2ZCg

Explain the goals of classroom management. https://youtu.be/Qf8c

bQGknPI

Week 2 Use learning strategies in the ESL class; What is a strategy? Lecture Graded Recitation Reference books

Familiar with the strategies suitable to Krashen’s Natural Interactive discussion Written/Electronic Quiz Graphics and videos
different the type of learners; Approach presentation
Videos presentation: Evaluation of
Gain the importance of teaching young and What has been learned https://youtu.be/SyJ_ Group/individual output Electronic Modules
adult learners strategically. about the effectiveness pNaazso Outputs
of strategy instruction? TESL
https://youtu.be/8pZa Experiential Exercises exercise/sample
Why is it important to handouts
6R3rmRQ
teach children to be Reflection
strategic?
Online references
Additional Ref:
http://esl.fis.edu/teachers/
support/method.htm
Week 3 Identify and explain historical and Total Physical Response Lecture Graded Recitation Reference books
sociological foundations of educational (TPR)
programs for TESL learners; Interactive discussion Written/Electronic Quiz Graphics and videos
The Direct Method presentation
Apply different methods in ESL class to Videos presentation: Evaluation of
effectively transmit the language proficiency Audio-lingual Method https://youtu.be/1NL Group/individual output Electronic Modules
of students; mZ1DwF9E Outputs
Communicative Language TESL
Understand and use different teaching Teaching (CLT) https://youtu.be/Pz0T Writing inputs/Reflection exercise/sample
methods in TESL in the demonstration. paper handouts
PDUz3FU
Task-based Language
Learning
Online references
The Natural Approach
Week 4 Identify the different salient parts of lesson Title–Subject Connection Lecture Graded Recitation Reference books
plan;
Interactive discussion Written/Electronic Quiz Graphics and videos
Make and effective learning objectives in Physical materials list presentation
ESL class; Videos presentation: Evaluation of
Additional Ref: https://youtu.be/7Fq0 Group/individual output Electronic Modules
Utilize and evaluate applied techniques to https://youtu.be/tZmJbwhy L_Eli1E Outputs
develop students’ academic language -Ek TESL
proficiency (speaking, listening, reading, and https://youtu.be/oPRc Reflection Paper exercise/sample
writing) in school and or blended learning handouts
R58daIY
settings.

Online references
Week 5 Recognize and understand the meaning of Introduction of English Lecture Graded Recitation Reference books
targeted grammatical structures in written Grammar
and spoken form; Interactive discussion Written/Electronic Quiz Graphics and videos
Part of Speech presentation
Use targeted grammatical structures Videos presentation: Evaluation of
meaningfully and appropriately in oral and Structure of English Group/individual output Electronic Modules
written production; https://youtu.be/EsDs Outputs
Additional Ref:
 https://bergen.edu/wp- WYzp0dY TESL
Apply the appropriate grammar lesson to the content/uploads/CIE- Experiential Exercises exercise/sample
different level of ESL students. Prior_American- https://youtu.be/ERo handouts
Language-Program- _zFM4P04
Grammar.pdf
Online references
Week 6 Describe global issues to multicultural The language lexicon Lecture Graded Recitation Reference books
diversity as an element of global education
and the role of the teacher in addressing Curriculum Issues Written/Electronic Quiz Graphics and videos
diversity among learners; Journal Entry presentation
The Cultural Issues Evaluation of
Identify opportunities in the teacher Group/individual output Electronic Modules
exchange program for the development of Additional Ref: Outputs
world-class teacher; https://youtu.be/W7aMJlw Videos Presentation: TESL
XgtE https://youtu.be/T6Hb Reflection exercise/sample
Designate global application of technology in handouts
JEGTdjU
the classroom.
Online references

Week 7 Write the importance and function of Teaching Grammar Lecture Graded Recitation Reference books
grammar in the TESL;
WHAT IS THE ROLE OF Written/Electronic Quiz Graphics and videos
Reflect the share thoughts from the videos GRAMMAR IN ESL AND Interactive discussion presentation
presented in teaching grammar in ESL; EFL CONTEXTS? Evaluation of
Videos Presentation: Group/individual output Electronic Modules
https://youtu.be/1KXz Outputs
Interpret the other concepts entail in HOW IS GRAMMAR Q1S3wqM TESL
teaching grammar. PRESENTED? Experiential Exercises exercise/sample
Additional Ref: handouts
https://youtu.be/PAbGCV2
oBPki
Online references
Week 8 Discuss the important factors in teaching Vocabulary Teaching Lecture Graded Recitation Reference books
vocabulary to ESL students;
Word Connection Board Exercise Written/Electronic Quiz Graphics and videos
Apply skills learned from teaching grammar presentation
in classroom and or blended learning setting; Significance Interactive discussion Evaluation of
Creative Group/individual output Electronic Modules
Context Clues Videos Presentation: Outputs
https://youtu.be/qH7F TESL
Word-Rich Environment R4Qx1Ec Reflection exercise/sample
handouts
https://youtu.be/pzIv0
2E9vU8
Online references
Week 9 Know about the important elements in Teaching Pronunciation Lecture Reference books
teaching pronunciation;
Vowel/ Diphthongs Interactive discussion Graphics and videos
presentation
Adapt the skills learned from teaching Consonants/ Voicing Videos Presentation
pronunciation or hybrid learning; Electronic Modules
Aspiration https://www.youtube.
com/watch?v=6kPyJ Graded Recitation TESL
Apply the proper elements of English Unreleased consonants UDTo0A exercise/sample
pronunciation Written/Electronic Quiz handouts
The sounds between
words Evaluation of
https://www.youtube. Online references
Group/individual output
com/watch?v=VmbZ
Syllable stress Outputs
n5GHF6w
Sentence stress Reflection
Week 10 Explain how to teach English to young Teaching Young Learners Lecture Graded Recitation Reference books
learners;
Interactive discussion Written/Electronic Quiz Graphics and videos
Characteristics of Young presentation
Know some characteristics of young learners Learners Creative Evaluation of
and how these characteristics help you Presentation PPT Group/individual output Electronic Modules
teaching them; Outputs
Teaching Techniques and Video Presentation: TESL
Strategies to Use with https://www.youtube. Experiential Exercises exercise/sample
Apply the teaching method or strategies Younger Learners handouts
com/watch?v=qe8M
you’ve learned in teaching young learners
Oev4jew
through Online references

Week 11 Prepare a lesson that appropriate to different 8 Ways in Teaching Adult Lecture Graded Recitation Reference books
level (beginner, intermediate, and advance) Learner
of adult learner; Board Exercise Written/Electronic Quiz Graphics and videos
Tips and Tricks in presentation
Reconstruct learning materials from young Teaching ESL to Adult Interactive discussion Evaluation of
learner content to adult learner content in Learner Group/individual output Electronic Modules
TESL; Video Presentation: Outputs
https://youtu.be/zg9N TESL
Enumerate the characteristics of adult uVmWabo Experiential Exercises exercise/sample
learners. handouts

Online references
Week 12 Recognize and correct common grammatical Teaching Listening Lecture Written/Electronic Quiz Reference books
errors: subject-verb agreement, word forms,
verb forms, and countable and uncountable Teaching Speaking Interactive discussion Evaluation of Graphics and videos
nouns; Group/individual output presentation
Types of Listening Video Presentation: Outputs
Use listening texts as sources for language https://youtu.be/RLT Electronic Modules
input through listening to short, controlled Additional Ref: Cveq0RKo Experiential Exercises
texts containing high-frequency language https://www.pathstoliterac https://youtu.be/5gGc TESL
items; y.org/strategies/activities- ByGChSI exercise/sample
develop-auditory-skills handouts
https://youtu.be/LF7z
Respond to another student’s utterances by
sz8fi64
 using a small repertoire of follow-up http://sps-elp.com/goals- https://youtu.be/22gz
questions and responses. objectives/ec2-speaking/ vSindTU Online references

Week 13 Expand lexical knowledge and Develop Teaching Reading Lecture Written/Electronic Final Reference books
reading confidence, fluency, speed and a Exam
positive attitude towards reading; Teaching Writing Graphics and videos
Video Presentation: Evaluation of presentation
Gain an awareness of different stages in the https://youtu.be/JE9_ Group/individual output
Students feedback
process of writing - planning (including listing vUaGxNg Outputs Electronic Modules
and organizing ideas using graphic
organizers), drafting, and proof-reading Additional Ref: https://youtu.be/nbZU Final exam TESL
drafts; https://www.readnaturally. exercise/sample
com/research/5- KAamXDU
handouts
components-of-
reading/comprehension https://youtu.be/OrLn
L4GkvrA Online references
Review
Total: 54
COURSE REQUIREMENTS
1. Major examinations
Mid-term Examination
Final Examination
2. Activities, seat works and short quizzes
3. Reflection papers
4. Sample speaking tests and handouts
5. Class attendance
GRADING SYSTEM ( BASE 50)
Major Examinations 25%
Other Requirements 75%
Total 100%

Major Examinations (75% passing rate)

Midterm Examination 10 %
Final Examination 15 %
25%
Other Requirements:
Activities, Performance tasks 50 %
 Short quizzes, reflection papers
Handouts, and sample tests 25%
Total 100%

Note: 75% passing rate

CLASSROOM POLICIES
Attendance
Students are not allowed to have 20% or more absences of the total class hours; otherwise, they will be graded as follows:
Dropped (if majority of the excessive absences are excused)
Failed (if majority of the excessive absences are unexcused)

Classroom decorum
Students are required to:
1. wear their identification cards and observe proper dress code at all times;
2. turn off or put in silent mode their cellular phones during class hours;
3. maintain cleanliness and orderliness of the room at all times; and
4. Come to class on time.

Examination/ Evaluation
1. Quizzes may be announced or unannounced.
2. Long examinations are always announced.
3. Cheating is strictly prohibited. A student who is caught cheating will be given a score of”0” for the first offense. For the second offense, he/she will
automatically fail the subject.
4. Examination permits are required during midterm and final examinations.
5. Students who missed exams, laboratory exercises, or quizzes may only be excused for any of the following reasons:
a. participation in a University/College-approved field trip or activity (must be cleared one week in advance);
b. personal illness (must present medical certificate); and
c. Death or serious illness in the immediate family (must present death or medical certificate).

REFERENCES

Ashworth, M. (1998). Figures and funding. In Blessed with bilingual brains. Vancouver: Pacific Educational Publishing.
Buckley, J., (1998). Fit to print: the Canadian student’s guide to essay writing. Toronto: Harcourt Brace.

Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL Quarterly, 25 (2), 279–295.

Pergason, K. (1991). Planning lessons and units. In M. Celce-Murcia (Ed.) Teaching English as a second or foreign language . New York: Heinle and Heinle.

Skierso, A. (1991). Textbook selection and evaluation. In M. Celce- Murcia (Ed.) Teaching English as a second or foreign language . New york: Heinle and Heinle.

Internet:

https://bit.ly/2z8t1Fp

https://busyteacher.org/20224-6-popular-esl-teaching-methods.html

https://www.nu.edu/ourprograms/schoolofeducation/teachereducation/courses/tel601/

https://www.aeseducation.com/what-is-a-lesson-plan

https://bergen.edu/wp-content/uploads/CIE-Prior_American-Language-Program-Grammar.pdf

https://wac.colostate.edu/resources/teaching/guides/sl/eslsyllabus/

https://ched.gov.ph/wp-content/uploads/2017/10/CMO-24-s-2017.pdf

https://cehd.gmu.edu/assets/syllabus/EDRD615-001-04F-Kilmer.pdf

https://www.naesp.org/communicator-may-2015/4-components-effective-vocabulary-instruction

http://www.theteflcertificate.com/freeteflcourse/?fbclid=IwAR2gIw8pzlcIT5klWvBg0QMgrzMssau9D8Ns7k8HA9PavyCSD_KdQh-7Yjw