UNIVERSITY OF CALOOCAN CITY

Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

COLLEGE : College of Education

COURSE : TEACHING AND ASSESSMENT OF THE MACROSKILLS
COURSE CODE : ENGL 506
PREREQUISITE : MS 112, ENGL 501

I. INSTITUTIONAL VISION:
The University of Caloocan City aims to have a quality higher institution with stakeholders imbued with relevant knowledge, skills, and
values for the attainment of communitydriven, industry sensitive, environmentally conscious, resilient, globally competitive university in and
for the love of God, country and people.

II. INSTITUTIONAL MISSION:

The university calls to develop God-loving, people-driven, patriotic, industry sensitive, environmentally conscious, globally competitive and
resilient graduates.

III. INSTITUTIONAL GOALS:

1. To be a sought after educational institution integrating quality, competence and servant hood that will produce successful and well
rounded pool of graduates in their chosen careers and endeavors.
2. To yield graduates that will continue to uplift the already strong ideals of the City of Caloocan through the promotion of desirable values
as love (of God, people and self), environmental consciousness, and resiliency, and
3. To prepare graduates in becoming highly abreast and competitive in a fast-paced, globalized economy through awareness on national
issues, trend and ASEAN integration.

IV. COLLEGE OF EDUCATION VISION:

A quality teacher education institution in a perpetual quest of producing teachers and school leaders imbued with character and intellect
and guided by strong sense of integrity, excellence, ecological consciousness, and community service.

V. COLLEGE OF EDUCATION MISSION:

To develop future educators and school leaders that will:

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

a. Deliver exemplary instruction and leadership in the field of education;

b. Exhibit resiliency and competitiveness in any learning environment;
c. Engage in scholarly researches that support sustainable development; and
d. Promote environmental and community-driven services for the general welfare.

VI. BSE-ENGLISH PROGRAM VISION:

The BSE-English department embraces its mission to prepare the learners to become competent English Educators and committed
professionals who are equipped with necessary knowledge, skills and values to be productive and responsible citizens of the global community.

VII. BSE-ENGLISH PROGRAM MISSION:

The BSE-English department is actively engaged in the teaching and learning process, research, community, and understanding of language,
cultural awareness and literature through cultivation of critical thinking, effective writing, creative and logical thinking and high-quality
instruction.

VIII. BSE-ENGLISH PROGRAM GOALS AND OBJECTIVES:

• To prepare and equip learners to be critical thinkers, effective writers, and articulate speakers in literature and language through
critical literacy which is the capacity to interpret, analyze, synthesize, evaluate and conceptualize literary and social context;
• To strengthen community engagement through collaboration, research, service and civic participation, and;
• To enhance innovative and effective teaching that respond to current trends through a periodic review of curriculum and instruction
and develop benchmarks to measure innovative and effective teaching.

IX. COURSE DESCRIPTION: TEACHING AND ASSESSMENT OF THE MACROSKILLS

Explores the nature of reading, listening, speaking, and writing, the theoretical bases, principles, and methods and strategies in teaching
and assessing the macro skills. It aims to familiarize students with various strategies for teaching reading, listening, speaking, and writing.

X. COURSE EXPECTED OUTCOMES:

1.Apply the skill and strategies of a successful listener.
2.Apply the skills and strategies of a successful speaker.
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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

3.Apply the skills and strategies of a successful reader.

4.Apply the conventions of formal and informal writing in English.
5.Use different strategies in assessing listening, speaking, reading, and writing.
6.Demonstrate the different strategies on teaching in a demonstration lesson

XI. COURSE MAPPING

PROGRAM
OUTCOMES
COURSE OUTCOMES

PO

PO

PO

PO

PO

PO

PO

PO
1

8
1. Apply the skill and strategies of a successful listener. I P P D D D D D

2. Apply the skills and strategies of a successful speaker. I P P D D D D D

3. Apply the skills and strategies of a successful reader. I P P D D D D D

4. Apply the conventions of formal and informal writing in English. I P P D D D D D

5. Use different strategies in assessing listening, speaking, I P P D D D D D

reading, and writing.

6. Demonstrate the different strategies on teaching in a I P P D D D D D

demonstration lesson

Legend:
I – Introduced (The students get introduced to concepts and principles)
P – Practiced (The students practices the competencies with supervision)
D – Demonstrated (The students demonstrate the competencies across different settings with minimal supervision)
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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

XII. COURSE OUTLINE AND TIMEFRAME:

TIME COURSE CONTENT
Week 1 Introduction: English Teaching Today: What do I Need to Know?
Week 2 The Lesson, The Text, and The Task
Week 3 - 5 Teaching Listening Skills
Week 6 Assessing Listening
Week 7 - 9 Teaching Speaking Skills
Week 10 Assessing Speaking
Week 11 - 13 Teaching Reading Skills
Week 14 Assessing Reading
Week 15 - 17 Teaching Writing Skills
Week 18 Assessing Writing
One week or an Allotted for the Midterm and Final Examination
equivalent of (3)
three hours

XIII. LEARNING PLAN

DESIRED LEARNING TEACHING AND ASSESSMENT TIME
COURSE CONTENT/ SUBJECT REFERENCES/
OUTCOMES (DLO’S) LEARNING TASKS FRAME
MATTER TEXTBOOK
ACTIVITIES(TLA’S) (AT’S)

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

Unit I: English Teaching Today: 1. Gather Ur, P. (2012) A Course in Lecture and discussion Recitation 6 hours
“What Do I Need to Know?’ information about the English Language about the different
background of the Teaching. teaching priorities in
1.Teaching Priorities facilitating English
English language. United Kingdom:
lesson in the class and
Cambridge
the role of English as an
2.English as an International 2. Determine the University Press international language.
Language functions of English as
Brown, D. ( 2001) Presentation and
an international Small Group Discussion:
3.Language Acquisition Teaching evaluation of
language. Elaborate the application
Theories and by Principles: An of different language students’ group
Teaching Methodologies Interactive acquisition theories in a task.
3. Analyze the Approach to Language
3.1Intuitive Acquisition classroom situation.
different language Pedagogy, 2nd edition,
3.2Habit-Formation acquisition theories 4. NY: Individual Research:
3.3Cognitive Process
Present a portfolio on Addison Wesley Prepare a portfolio
3.4Skill-learning
the different teaching Longman discussing the content Checking of
methodologies in and use of the following
Teaching methodologies Portfolio using the
teaching English. teaching methodologies:
3.5Grammar-Translation Patel, M.F., & Jain, P. teacher-made
1. Grammar-
3.6Direct Method ( 2008) rubric.
translation
3.7Audio-Lingualism English Language 2. Direct method
3.8Communicative Approach Teaching (
3.9Post-Communicative 3. Audio-lingualism
Methods, Tools &
Approach 4. Communicative
Techniques)
approach 5. Post-
Jaipur: Sunrise Publishers
communicative
&
approach
Distributors

1. Analyze some key

principles to remember
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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

in choosing the three

Unit II: The Lesson, the Text, important Lecture and discussion
and the about the principles in
Task choosing the lesson, the
1.The Lesson text, and the task.
1.1 The Lesson: Different
Perspectives
Ur, P. (2012) A Course in
English Language
Teaching.

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

1.2 Functions of the Teacher concepts in teaching United Kingdom: Recitation: Sharing
in the English: the lesson, the Cambridge University of Insights about
English Language Lesson text and the task. Press the principles in
1.3 Interaction Patterns in the Group Dynamics:Lesson choosing the
Lesson 2. Prepare a sample Plan lesson, the text,
1.4 Lesson Preparation lesson, text, and tasks Making and the task in an
Brown, D. ( 2001)
1.5 Written Lesson Plans following the key Create a sample lesson English class.
Teaching in English following the
2.The Text principles. by Principles: An principles highlighted in
2.1What is a Text?
Interactive the discussion.
2.2Teaching the Text: The Goals Approach to Language
2.3Comprehension of Content Use of rubrics in
Pedagogy, 2nd edition,
2.4Comprehension Tasks assessing the
NY:
Lesson Plan.
3.The Task Addison Wesley
3.1The Language-Learning Task Longman
3.2Task Evaluation
3.3Organizing Tasks
Patel, M.F., & Jain, P.
( 2008)
English Language
Teaching (
Methods, Tools &
Techniques)
Jaipur: Sunrise
Publishers &
Distributors

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

Unit III :Teaching Listening Skills 1. Explain the goals Ur, P. (2012) A Course in Lecture and discussion Sharing of insights 3 hours
1.Goals and Problems in and problems in English Language about the goals and about the different
Teaching teaching listening. Teaching. problems in teaching goals and
Listening listening. problems in
United Kingdom:
2.Design Features which Can 2. Distinguish the Cambridge University teaching listening.
Contribute to a Successful design features which Press
Listening Text can contribute to a
3.Design Features which Can successful listening
Contribute to a Successful text and task. Presentation of
Listening Task output
4.Different Types of Listening (Venn Diagram) in
Activities front
4.1 No Overt Response

-Stories 3. Analyze the Brown, D. ( 2001) Individual task: Use a of the class.
-Songs different types of Teaching by Principles: Venn Diagram explaining Critiquing of
-Entertainment: Films, listening activities. An Interactive the design features output.
Theatre and Approach to Language which can contribute to a
4. Demonstrate a Pedagogy, 2nd edition, successful listening and
Video
NY: task, then explain their
4.2 Short Responses sample
Addison Wesley similarities and
-Obeying Instructions listening activities in
Longman differences.
-Ticking Off Items the class. Presentation of
-True/False selected
-Detecting Mistakes 5. Assess students’ Patel, M.F., & Jain, P. Draw lots: The teacher representatives for
-Cloze mastery on the topic ( 2008) chooses some the demonstration
-Guessing Definitions about teaching English Language representatives from the of some listening
-Skimming and Scanning listening. Teaching ( class who demonstrate a activities.
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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

Methods, Tools & sample listening

4.3 Longer Desponses Techniques) activities.
-Answering questions Jaipur: Sunrise Quiz about
-Note-taking Publishers & teaching listening.
-Paraphrasing and translating Distributors
-Summarizing
-Long gapfilling

4.4 Extended Responses

-Problem-Solving
-Interpretation
-Dicto-Gloss
3 hours
Question and
Unit IV:Assessing Listening 1. Take organized Ur, P. (2012) A Course in Listening to audio clips of answer activity
1.Dictation notes on listening English Language different passages using pen and
2.Repetition passages. Teaching. paper.
3.Text and Comprehension Answer some worksheets
United Kingdom:
Questions 2. Discuss and about the passages
Cambridge University
4.Taking Notes respond to content of a
Press Checking students’
listening passage orally
and in writing. worksheets.

Brown, D. ( 2001)
Teaching by Principles:
An Interactive

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

3. Apply the different Approach to Language

strategies in assessing Pedagogy, 2nd edition,
listening. NY:
Addison Wesley
Longman Presentation and
Small group activities
Evaluation of
for assessing
Group activities.
Patel, M.F., & Jain, P. listening. Create a
( 2008) listening activity
using the different
English Language
assessment in
Teaching (
listening.
Methods, Tools &
Techniques)
Jaipur: Sunrise
Publishers &
Distributors

Unit V: Teaching Speaking Skills 1. Elaborate the Ur, P. (2012) A Course in Lecture and discussion Pen and Paper test 3 hours
1.Goals and Problems in goals and problems in English Language about the goals and about the goals
Teaching teaching speaking. Teaching. problems in teaching and problems in
Speaking speaking. teaching speaking.
United Kingdom:
2.Practical Principles for the 2. Create a lesson Cambridge
Design of following the
University Press
Speaking Activities principles in designing Individual Task: Create a Checking of
speaking activities. Brown, D. (2001) sample speaking lesson portfolio using a
3.Topic-Based and Task-Based
following the principles Teacher-made
Speaking Activities Teaching by
3.Differentiate topic- in constructing a rubric.
Principles: An
based from task-based speaking activities.
4.Different Speaking Activities Interactive
speaking activities.
-Dialogues Approach to Language Sharing of insights on Write a critique
-Describing Pictures Pedagogy, 2nd edition,
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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

-Picture Differences 4. Demonstrate the NY: the difference of topic- paper on the
-Things in Common different speaking Addison Wesley based from task-based advantages and
-Role Play activities. Longman speaking activities. disadvantages of
-Solving a Problem topicbased and
task-based
Patel, M.F., & Jain, P. speaking activities.
Prepare to read it
( 2008)
in front of the
English Language class.
Teaching (
Methods, Tools &
Techniques)
Jaipur: Sunrise
Publishers &
Distributors

Group Task: Create a Showing of videos

video demonstrating the in the class and
different types of evaluating the
speaking activities. contents of the
video.

Unit VI: Assessing Speaking 1. Deliver an Ur, P. (2012) A Course in Lecture and Discussion Pen and Paper test 3 hours
1.Interview effective techniques in English Language about the effective about the effective
2.Picture Description assessing speaking. Teaching. techniques in assessing techniques in
speaking.
3.Spontaneous Speech United Kingdom: assessing
2. Present the Cambridge
4.Group or Pair Discussions speaking.
strategies in assessing University Press
speaking. .
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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

3. Determine Brown, D. ( 2001) Small Group

students’ mastery on Teaching by Differentiated Works:
the topic about Principles: An Each group prepares an
teaching and assessing Interactive activity in assessing
speaking. Presentation and
speaking. Approach to Language
grading of Group
Pedagogy, 2nd edition,
NY: Group 1: Present an Act Tasks.
Addison Wesley of
Longman Doing an Interview
Group 2: Picture
Quiz about
Description
teaching and
Patel, M.F., & Jain, P. Group 3: Spontaneous
assessing
( 2008) Speech
speaking.
English Language Group 4: Pair Discussions
Teaching (
Methods, Tools &
Techniques)
Jaipur: Sunrise Publishers
&
Distributors

Unit VII: Teaching Reading 1. Analyze the meaning Ur, P. (2012) A Course in Lecture and discussion Recitation: One by 3 hours
Skills 1. What is Reading? of reading. English Language about the meaning of one sharing of
2.Beginning Reading: Phonemic Teaching. reading and beginning information about
Awareness United Kingdom: reading focusing on the meaning of
phonemic awareness. reading, beginning
3.Practical Principles for Cambridge University
reading, and its
Beginning Press practical principles.
Reading

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

4.Different Tasks for Beginning 2. Compose a Brown, D. ( 2001) Collaborative Group Task Preparation and
Reading specific reading lesson Teaching by Principles: :Lesson Plan for demonstration of
-Letters in Words applying the principles An Interactive Beginning group
- Cognates Approach to Language Reading tasks.Critiquing of
for designing an
Pedagogy, 2nd edition, the Lesson Plan
- Phrases and Short activity for beginning Each group prepares a
NY: developed by
Sentences reading. sample reading lesson
Addison Wesley for beginning reading different groups.
Longman and choose a task using
5.Fluent Reading 3. Make use of the
5.1Characteristics of Fluent the suggested activities
different tasks for for beginning reading.
Reading beginning reading. Patel, M.F., & Jain, P.
6.Extensive Reading ( 2008)
6.1Problems in Extensive 4. Distinguish the English Language Individual task: Create a Recitation: Each
Reading difference of fluent Teaching ( student reads the
chart showing the
6.2Practical Tips in Extensive reading from extensive Methods, Tools & output and
difference of fluent
Reading reading. Techniques) elaborate the
reading from extensive
Jaipur: Sunrise Publishers content of his/ her
reading. Explain the
& written work.
content of your chart.
Distributors

MIDTERM EXAMINATION

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

Unit VIII: Assessing Reading 1. Recognize the Ur, P. (2012) A Course in Recitation: Sharing 3 hours
1.Reading Aloud different strategies in English Language Lecture and discussion of information
2.Cloze Test assessing reading. Teaching. about the different about the different
3.Text and comprehension United Kingdom: assessment in reading. assessment in
questions 2. Organize an Cambridge reading and their
4.Jumbled Paragraphs activity using the University Press application in an
different assessment in English class.
reading. Brown, H. Douglas.
Teaching by Principles:
An Interactive
Approach to Language
Pedagogy, 2nd edition,
NY: Addison Wesley Demonstration and
Longman, 2001. Small Group evaluation of
Differentiated
Works: Each group
prepares

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

3. Create a portfolio Patel, M.F., & Jain, P. an activity showing an performance task
using the different ( 2008) assessment in reading. using a rubrics.
assessment in reading. English Language Group 1: Reading
Teaching ( Aloud
4. Assess students’ Methods, Tools & Group 2: Cloze Test
mastery on the topic. Group3: Text and
Techniques)
Comprehension
Jaipur: Sunrise
Questions
Publishers &
Group 4: Jumbled Presentation and
Distributors
Paragraphs Checking of
Portfolio

Individual Task: Create a

portfolio about the
different assessment in
Quiz about the key
reading.
concepts in
teaching and
assessing reading.

Unit IX: Teaching Writing Define what is writing. Ur, P. (2012) A Course in Lecture and discussion Pen and Paper test 3 hours
Skills 1. What is Writing? English Language about the meaning of about the meaning
1.1 Characteristics of Writing 1. Analyze the Teaching. writing and its of writing and its
1.2 Formal and Informal Writing different characteristics characteristics.
United Kingdom: characteristics.
2.Beginning Writing: the Letters of writing. Cambridge
University Press
2. Examine the Sharing of information
2.1 Beginner Writer Tasks about the difference of
-Copying difference of formal Brown, D. ( 2001)
formal from informal
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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

-Colour Copying from informal writing. Teaching writing. Presentation and

-Thoughtful Copying by Principles: An grading of group
-Transliteration 3. Identify the tasks Interactive tasks.
-Dictation that focus on beginning Approach to Language Collaborative Group Task:
-Completion writing. Pedagogy, 2nd edition, Identify the different
NY: tasks for
Addison Wesley
Longman

Patel, M.F., & Jain, P.

( 2008)
English Language
Teaching (

-Labeling 5. Prepare a Methods, Tools & beginning writing then

compilation of tasks Techniques) prepare an example for
3.Different Tasks that Promote that promote fluent Jaipur: Sunrise each task. Checking and
Fluent writing and process Publishers & grading of
Writing writing. Distributors Individual Task: Prepare compilation.
-Creative Writing a compilation of tasks
-Instructions that focus on fluent
-Interpersonal writing and process
Communication writing.
-Description
-Responses to Literature
-Persuasion
-Information

4.Process Writing

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

Unit X: Assessing Writing 1. Determine ways Ur, P. (2012) A Course in Lecture and discussion Recitation about 3 hours
1.Compositions on how to assess English Language on the ways on how to the different
2.Brief Descriptions compositions, brief Teaching. assess the assessment in
descriptions and United Kingdom: compositions, brief writing.
3.Dialogues
descriptions and
dialogues. Cambridge
dialogues.
University Press
2. Apply the
Checking of
assessment on a
Collaborative Group group’s
worksheet. Task: The teacher worksheets.
provides some
3. Determine worksheets on different
student’s mastery on compositions, brief
the topic about descriptions, and
teaching and assessing dialogues.
writing.
Brown, D. ( 2001)
Teaching by Principles:
An Interactive
Approach to Language Quiz about
Pedagogy, 2nd edition, teaching and
NY: assessing writing.
Each group prepares an
Addison Wesley
assessment on the
Longman
different texts applying
the ways on how to
assess writing.

XIV. REFERENCES
1. Ur, P. (2012) A Course in English Language Teaching. United Kingdom: Cambridge University Press

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

Patel, M.F., & Jain, P.

( 2008)
English Language
Teaching (
Methods, Tools &
Techniques)
Jaipur: Sunrise
Publishers &
Distributors

FINAL TERM EXAMINATION

2. Brown, D. ( 2001) Teaching by Principles: An Interactive Approach to Language Pedagogy, 2nd edition, NY:
Addison Wesley Longman
3. Patel, M.F., & Jain, P. ( 2008) English Language Teaching ( Methods, Tools & Techniques) Jaipur: Sunrise
Publishers & Distributors
4. https://www.slideshare.net/mynampyeonbaekhyun/macro -skills-and-communicative-competence

XV. GRADING SYSTEM XVI. COURSE REQUIREMENTS

Class Standing - 50% 1. Quizzes
Major Examinations - 50% 2. Midterm and Final Exam
TOTAL - 100% 3. Attendance
4. Performance Test

XVII. CLASSROOM POLICIES

1. Attend class regularly.
2. Submit all the assignments, daily log and researches on time.
3. Participate actively in group discussion.

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

XVIII. AUTHOR/S
Prepared by

Prof. ROMMEL R. CONDINO

Instructor

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

NOTE:
*** This syllabus can be revised according to your best judgment.
If revisions or improvements were made, kindly notify the dean or the department head concerned.
As your suggestions/recommendations are important to us, you may send your revised copy to collegeofeducationucc@gmail.com

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