SAINT MICHAEL COLLEGE OF CARAGA

Brgy. 4 Nasipit, Agusan Del Norte, Caraga Region

Tel. Nos. (085) 343-2232/(085) 283-3113
www.smccnasipit.edu.ph

COLLEGE DEPARTMENT
COLLEGE OF TEACHER EDUCATION

COURSE OUTLINE
TEACHING OF LISTENING AND READING

I. SUBJECT CODE: ENGLISH MAJOR 16

II. SUBJECT TITLE: TEACHING OF LISTENING AND READING

This course has three units that provide the students in-depth understanding, skill, and
exposure of teaching listening and reading in ESL classes. They are trained to achieve
III. SUBJECT DESCRIPTION: communicative competence through various student-centered activities. Hence, it will
build up their confidence and self-esteem in teaching the important macro-skills of
English language.

IV.UNITS/HOURS: 54 HOURS

V. PRE-REQUISITE:

CONTENT TOPIC

Five Main Reasons Why People Listen

1. To be able to engage in social rituals
2. To get information
3. To be able to respond to “controls”
4. To respond to feelings
5. To enjoy
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Five steps in the listening process
1. Receiving
2. Understanding
3. Remembering
4. Evaluating
5. Responding
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PRELIM PERIOD Types of Listening
1. Marginal/Passive Listening
2. Attentive Listening
3. Critical/Analytical Listening
4. Appreciative Listening
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Choosing Listening Text

1. authentic Text
2. Advertisements
3. newscasts
4. weather reports
5. announcements
6. homilies
7, doctor-patients consultation
 8. job interviews
Activities in Integrating Listening with Other Macro Skills (Speaking, Reading, Writing,
Viewing)
1. Pre-Listening
2. Tape Script
3. The TQLR Technique
(Jocson, 1999)

B. Teaching Strategies: Listening

Importance of Listening
The Nature of Listening Skill
Barriers to Listening
How to Become an Active Listener
Levels of Listening Ability
Mapping
Format For Exercises in Listening Comprehension
Suggested Listening Comprehension Activities
 Identification
 Identification and Selection without retention
 Identification and Guided Selection with Short-Term Retention
 Identification, Selection, and Long-Term Retention
 Information Search
MIDTERM
 Passage
 Picture Communication
 Listening for Word Order
 Reflecting Language

Matching Conversations with the Correct Pictures

 Identifying People in a Photograph
 Giving Directions
 Identification of Places
 Looking for a Job
 Following the main points of dialog/narration
 Identifying a situation by listening to a dialogue
 Comprehension of short narratives
 Understanding detailed description of Two Pictures
 Can You Follow Directions?
A. Teaching Strategies: Reading

Meaning and Nature of Reading: Old and New Views

Levels of Comprehension
Three Models of Reading Strategies
Useful Aids to Comprehension
Pronunciation Activities Focused on Communication via Cooperative Learning
SEMI-FINALS Concepts, Theories and Principles of Vocabulary and Reading Comprehension
1. Context Clues in Vocabulary Building
2. Multiple-Meanings of Words
3. Word Associations
4. Collocations
5. Clusters
6. Cline
7. Clipping
8. Acronymy
 9. Blending
10. Reduplication
11. Denotation
12. Generic vs. Specific Words
13. Propaganda Devices

 Sample Activities on Antonyms and Rhyming Words

 Vocabulary on Feelings: Affective Domain
 Factors that Influence the Acquisition of Reading Ability
 Required Reading Skills
 Essentials of Reading Comprehension
 Competencies and Learning Objectives in Reading
 Study Reading Abilities and Skills
 Formulating Objectives Key Phrases to Use With Taxonomy
 Reading Strategies for Specific Purposes
 Strategies for Various Reading Programs
 Goal-Oriented Instructional Model
 An Excellent, Balanced Reading Program
 Methods and Techniques in each Reading Period
 Reading Readiness Period

Linguistic Approach to Reading

-Bloomfield Approach
-Fries Approach
-The Gibson-Richards Linguistic Approach
-Alphabetic Approach
-Phonic Approach
-Phonovisual Method

 Story Grammar: A Structural Approach to Facilitate Comprehension

 Close Procedure Technique for the Improvement of Reading Comprehension
FINALS  Improving Comprehension through Semantic Webbing
 Prototype Instructional Materials using Story Grammar Technique
 Reading Activities for the Development of Reading Comprehension
 Dimensional Approach Material
 Word Recognition Activities
 Some Sample Materials for Remediation
 More Modern Strategies
 Question-Answer Relationship (QAR)
 Mapping Concepts and Stories
 Activate Prior Knowledge
 K-W-L Strategy

*Lesson plan
*Instructional materials
*Assessment tools
*video demonstration
VII. EXPECTED OUTPUTS: *Case study
*remedial instruction program
Performance Task
Tutororial
Pair demonstration
VIII. REFERENCES:
 WRITTEN WORKS
 Short quizzes
PERFORMANCE TASKS
 Mini tasks
IX. GRADING SYSTEM:  Culminating Activities
QUARTERLY ASSESSMENTS
 Prelim
 Midterm
 Semis
 Finals

PREPARED BY:

KENNETH IAN B. BARRERA

INSTRUCTOR

CHECKED BY:

CHARMAINE Q. BEDAYO-ABREA
SUBJECT COORDINATOR

NOTED BY:

DR. GLYNDA L. BACONG

DEAN, CTE