Republic of the Philippines

ISABELA STATE UNIVERSITY

Echague Campus

COLLEGE OF ARTS AND SCIENCES

Course Syllabus
2ND Semester, School Year 2018-2019

ELECTIVE 3 TEACHING ENGLISH AS A SECOND LANGUAGE (TESL) 3 UNITS 3 HRS./ WEEK 2nd SEM

VISION INSTITUTIONAL OUTCOMES

A leading research university in the ASEAN region ISU Expected Graduate Attributes

MISSION Communicator (Cm)

Isabela State University is committed to develop globally competitive human, technological resources and  Recognizes and values communication as a tool for conveying and interacting with others and
services through quality instruction, innovative research, responsive community engagement and viable resource fostering their own learning.
management programs for inclusive growth and sustainable development; Inquiry-focused and Knowledgeable (IFK)
 Creates new knowledge and understanding through the process of research and inquiry.
QUALITY POLICY  Demonstrates comprehensive theoretical and technical concepts related to their field of
The Isabela State University endeavors to be a lead university in instruction, research, extension and resource specialization with relevant connections to industry, professional and regional knowledge.
generation through continual improvement of services. Competitive (Cp)
 Initiates and innovates better ways of doing things.
 Promotes quality and productivity

Collaborative and Effective Leader (CEL)

 Works in collaboration with others and manages group functioning to meet common goal.

Lifelong Learner (LL)

 Acquires new skills and adapts to rapid changes in professional and personal environment.

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 GOALS OF THE COLLEGE PROGRAM OUTCOMES
1. Provide quality education in the arts and sciences essential towards transformation of The graduates of Bachelor of Arts in English program must be able to:
students’ mental, social, spiritual and emotional growth, thereby developing them into 1. Provide a comprehensive knowledge of the English language –its origin, growth and
well-rounded individuals. development, structures, and use.
2. Develop students into productive citizens as propelled by their commitment to 2. Enhance the students’ competencies in the use of the English language in real –world
improve the economic and social well-being of the community. contexts
3. Present appropriate strategies of language use through a heightened awareness of how
3. Produce graduates who are locally and globally competitive in their respective fields.
English works in different situations in the Philippines and in Asia and the rest of the world.
4. Cultivate and sharpen students’ capabilities and potentials, making them responsive to
the needs of the society
Course Description:
This course is designed for students who want to be teachers of children, adolescents, and adults. This would introduce them to the field of teaching English as a second language. The various
contexts of ESL and EFL teaching are considered. An introduction to learner variables, second language acquisition, the teaching process, and classroom management are also presented as well as
an introduction to teaching the skill areas, types of curricula, and communicative language teaching.
Prerequisite/s: Basic English Subjects
Course Outcome:
At the end of the course, the students should be able to:
1. Explain the nature of language communication arts and the meaning of TESL
2. Discuss various approaches in teaching English as Second or Foreign Language;
3. Applied principles of effective classroom management;
4. Demonstrate effective ESL teaching strategies;
5. Design and construct instructional materials for teaching / learning ESL;
6. Use multimedia technologies for teaching / learning ESL; and
7. Assess language learners.
Course Plan
Graduate Attributes Program Outcomes Intended Learning Outcomes Learning Content (Topics to be Teaching Activities Learning Activities Assessment Tasks Assessme
(Learning outcome expected discussed) nt Tools
from the Learning Content)
Communitor Speak fluently,  Interpret the vision, mission, I. Class Orientation Brainstorming Interactive listening and Recitation Rubrics for
accurately and creatively goals and objectives of the speaking of the school’s recitation
in English University A. Vision, Mission, Goals, and Interview mission, vision, goals Feedback Sharing and
Objectives of the University and objectives, and participation
 Recite the vision, mission, Lecture policies

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 goals and objectives of the B. Course Overview
University Distribution and
Introduction: Linguistics and its discussion of course
 Define Applied Linguistics application to English as Second / syllabus
and its sub-disciplines Foreign Language Teaching /
particularly on teaching and Learning
learning English as a second
language

Inquiry-focused and Articulate a  Discuss the major II. Teaching English Question and Answer Group Quiz Quiz
knowledgeable comprehensive and differences between as a Second Discussion/Dynamics Rubrics
contextualized view of TESL and TEFL and its Language (TESL) Discussion
the English language implications for vs. Teaching
system and development teaching. English as a
Foreign Language
(TEFL)
Communicator Show competence in  Define teaching, III. The Teaching Lecture Sharing Group work Presentatio
employing innovative method, language and Profession presentation n
language and literature second language. a. Definition of teaching, Discussion Group activity Guidelines
teaching approaches,  Identify the professional method, language,
methodologies and and personal qualities second language
strategies of a teacher and b. The professional and
differentiate technique personal qualities of a
to strategy. teacher
c. Technique vs. Strategy
Competitive Show competence in  Determine the principles IV. Principles and Brainstorming Group Activity Quiz Rubrics for
employing innovative and methods of Methods of presentatio
language and literature teaching. Teaching Presentation/ Lecture Presentation n
teaching approaches,
methodologies and
strategies
Lifelong Learner Display skills and  Identify the different V. Learning Styles, Reporting Pair Share/ Presentation Oral and Written Rubrics for
abilities to be a reflective learning styles, Strategies, and Works oral and
and research-oriented strategies and Motivation in Lecture/ Discussion written
language and literature motivation in language language teaching. activity
teacher teaching; and
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  Apply these styles and
strategies in classroom
setting.
PRELIMINARY EXAMINATION-1.5 HOURS
Competitive Communicate English  Discuss the different VI. Learner Variables: Brainstorming Group Presentation Essay Writing Rubrics for
(both oral and written) learner variables and Proficiency Level, Sharing or giving essay and
fluently, accurately, and how it affects language Age, Gender, and Group Report feedback Recitation recitation
creatively in diverse acquisition and learning; Culture of Origin
social, cultural, academic  Explain the impact of it
and professional settings in learning language.
Communicator Articulate a  Define some basic VII. How Language Brainstorming Role play Presentation Rubrics for
comprehensive and linguistic terms; Works presentatio
contextualized view of  Explain why it is a. How A Second Language Discussion Group Dynamics n
the English language important from ESL/EFL is Learned
system and development teachers know how
language works.
Competitive Show competence in  Understand and VIII. Techniques and Discussion Recitation Reporting Evaluation
employing innovative appreciate the different Principles in presentation for reporting
language and literature teaching strategies in Second Language Lecture Peer Discussion
teaching approaches, communication arts; Teaching
methodologies and and a. The Grammar- Powerpoint
strategies  Be able to use these Translation Method presentation
strategies in teaching b. The Direct Method
process. c. The Audio-Lingual Video presentation
 Identify the importance Method
of these techniques and d. The Silent Way
strategies in teaching e. Suggestopedia
language. f. Community Language
Learning
g. Total Physical Response
h. Communicative
Language Teaching
i. Content-based
j. Task-based
k. Participatory Approaches
l. Learning Strategy
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 Training
m. Cooperative Learning
n. Multiple Intelligences
Collaborative and Inspire students and  Develop the ability to IX. Syllabus / Lesson Brainstorming Pair Tutoring Writing a syllabus/ Writing
Effective Leader colleagues to lead prepare and construct a Planning lesson plan guidelines
relevant and syllabus/ lesson plans a. Types of Lesson Discussion and Lecture Sharing of Ideas and rubrics
transformative changes  Identify the different
to improve learning and types of lessons.
teaching language and
literature
Collaborative and Use technology in  Know the techniques in X. Classroom Brainstorming Actual presentation in Oral and written Guidelines
Effective Leader facilitating language managing a classroom; Management classroom setting performance in oral and
learning and teaching  Use IM’s in teaching, Discussion written
and learn to consider Role Play works
the strategies in Video presentation of
maintaining an excellent classroom
classroom management
management.
 Develop discipline in
every situation and
aspects in learning.
MIDTERM EXAMINATION-1.5 HOURS
Competitive Display skills and  Be acquainted with the XI. Demonstration Discussion Recitation Teaching Demo Rubrics and
abilities to be a reflective different types of Teaching Assessment
and research-oriented lessons in language a. Time-tested Lecture Sharing of ideas form for
language and literature teaching and acquire Method teaching
teacher experience in teaching a. Inductive method Demostration Peer an individual demo
English as a Second learning
b. Deductive method
Language on actual
class demonstration. c. Integrative method
d. Expository method
Actual Presentation of
the Different Method
FINAL EXAMINATION- 1.5 HOURS
Course Requirements: Synthesis Paper and Demo Teaching

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TEACHING DEMONSTRATION
Grading Scheme Grade Equivalent

Class Standing (Quizzes, Recitation, -10% 1.0 98-100

Assignment, Attendance) 1.25 95-97
Reports & Group Participation -10% 1.5 92-94
Demonstration Teaching -15% 1.75 89-91
Prelim Examination -15% 2.0 86-88
Midterm Examination - 25% 2.25 83-85
Final Examination- 25% 2.5 80-82
Total =100% 2.75 77-79
3.0 75-76
5.0 74 and below Failed
INC. Incomplete
References:
 Brown, H. Douglas. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy (3rd ed.). White Plains, NY: Pearson Education. ISBN: 978-0-13- 612711-6,
 Richards, Jack C. and Schmidt, Richard. (2011). Longman Dictionary of Language Teaching and Applied Linguistics, (4th ed.). Harlow, UK: Longman. ISBN: 978-1-408-20460-3
 Harmer, Jeremy (2007). How to teach English, ch. 4, pp. 51-57, ch. 12, pp. 156- 162

CLASSROOM POLICIES:
. 1. Uniform and Dress Code
a. Students should be in proper uniform, wear school ID and appropriate shoes except during laboratory class.
b. On Wednesdays, hip-hop dress and get- ups are not allowed, e.g. shorts, slippers, earrings for males, spaghetti strap
c. PE uniform should be worn only during PE class.
2. Attendance, Tardiness and Absenteeism
a. Minimum of 80% attendance of the total contact hours in the subject is required (checking is done every meeting).
b. Tardiness of 15 minutes is equivalent to one hour period of absence.
c. A minimum of 3 consecutive absences without justifiable reasons requires a promissory note from the college guidance coordinator.
d. 6 consecutive absences in the class means “drop” in the subject.
e. Failure to take the prelim exam preceded by absences means “drop” in the subject.
f. Failure to attend the classes after taking the prelim exam means of grade of 5.0 in the subject.
3. Taking Examinations
a. Cheating and copying are strictly prohibited. When caught cheating during the quizzes and long exams, deduction of points will be imposed during mid-term or final exams, which means a grade of 5.0 in the subject.
b. Borrowing of calculators and other exam paraphernalia is NOT allowed during exams.
c. During mid-term and final exams, only answer sheets, permits, calculators, pens, pencils and erasers are allowed on the desk; other things should be deposited on a place designated by the teacher.
d. Other will be imposed as deemed necessary and agreed upon by between the students and the subject professor.
4. Other Policies

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 a. Cellular phones should be shut off during class hours.
b. Chairs should be arranged before leaving the classroom.
c. Vandalism is strictly prohibited and punishable.
d. No smoking within the school premises.
e. Students under the influence of liquor are not allowed inside the school compound.
f. Any form of deadly weapons should not be brought to school except cleaning/ cutting tools during clean-up days and laboratory classes.
g. Unnecessary noise to the point of creating disturbances is prohibited.
h. Proper grooming should be observed at all times, e.g. short and undyed hair for males.
i. Other policies will be strictly imposed as contained in the student manual.
Prepared by: Checked by: Approved by:

JOHN N. CABANSAG JUANITO P. TANDOC, JR., MAED HELENA B. FLORENDO, PhD

Faculty/ Subject Teacher Department Chair, Languages and Literature Dean, CAS

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