Tomas del Rosario College

(TRC)
Capitol Drive, San Jose, Balanga City
Telefax No: (047) 791-6152; Tele No: (047) 791-6082

Second Semester A.Y. 2013 2014

SYLLABUS IN ENGLISH 102
Teaching English as a Second Language
Consultation Time: MWF 3:00 4:00
Venue: Education Faculty Office
I. Course Description
The course include the philosophy behind the method of teaching English as a Second Language and the application of this philosophy to
classroom situations.
II. Aims
At the end of the course, the future teacher shall have learned to teach English for meaningful purposes inside and outside the classroom.
III. Objectives:
1. Gain practical introduction to the current state of second language teaching and learning and the theoretical and empirical
background of this state.
2. Manifest knowledge of and competence in current teaching trends and issues, teaching approaches and strategies in teaching and
3.
4.
5.
6.

learning a second language.

Utilize competencies in the cognitive, academic, linguistic and socio-cultural processes for more effective English instruction.
Embody positive values, social awareness and political will that serve as the context of language acquisition.
Select what is true and good in context used as a base of language teaching.
Exercise the competence, commitment and professionalism in the practice of teaching.
Truth and Goodness in Man and for all others through Education

IV. Credit:
No of units: 3 units
No. of hours: 54
No of weeks: 18
V. Course Outline
Learning Objectives

Learning Content

1. Explain the meaning and

nature of language, L1 and
L2.

References

Time Allotment

Ovando 87

Prelim

1. The meaning and

nature of language, L1
and L2, PRISM Model

2. Interpret the PRISM model

of language and

of Language
Acquisition.

Ovando 88-89

Week 1

acquisition.
Methods of teaching

TESL and TEFL

4. Define methodology,
approach, method,

2.1 Methodology,

Celce Murcia
5-6
Ovando 87

and modern approaches to

each

Tupas 132

Technique

5. Characterize traditional

Discuss

ESL or EFL

Approach, Method,

technique, strategy.

6.

of

Learning Assessment

Direct instruction

Test explaining language

Venn Diagram Small

Organized Difference

group discussion

between L1 & L2 Correct

(buzz session) and

interpretation of the

composite reporting

PRISM model

2. Approaches and

3. Differentiate between

teaching language.

Learning Activities

2.2 Characteristics of

Partner work
Week 2

Venn Diagram
(TESL & TEFL)
Concept map

Traditional and

Modern Approaches.
the 2.3 History of Language

Direct instruction

Celce Murcia

Small group

Truth and Goodness in Man and for all others through Education

Organizes properly
prepared on topics
List of characteristics of
approaches depicted in a
concept map
Test on definitions and
characteristics
Matrix of the

Teaching
2.4 Language Teaching
approaches and methods

Approaches

of TESI, and emplify each

of them.

2.5 Some methods of

teaching language (Silent

7. Classify each approach / Way, CCL, TPR,

method
as
to
being Suggestopedia)
traditional modern.

Celce Murcia
3-10

approaches and

Ovando

discussion and

107-111

sharing thru

Week 3 & 4

Ovando
109-110

Simulation or role
playing Journal

Nunan 10 14

writing on the merits

of the approaches/

2.6 Learner Centered

8.

Explain

Learner

Methods and Approaches

Conteredness.
9. Discuss the approaches

Communicative

Language Teaching
Cooperative

and methods and illustrate

their classroom application

10. Discuss the meaning and 3. Teaching / Learning

types

of

learning

strategies, learning styles

methods
(T): 164
Tupas

Small groupgroup

(T 171 172)

Discusiion and

Process Stategies and

Styles

(T 176 177)

teaching
List of approaches /
methods as classified
into traditional or
modern
List of qualities or

Week 5 & 6

instruction

composite reporting

Data on approaches/

Flow charting

flow charts

Simulation

methods depicted in

Proper / realistic
application of the
approaches / methods

Nunan 24-26

Tupas

different aspects of

learner centered

Language Teaching
(T 173 174
Whole Language
Nunan 24 33
Content Based
(T 174 176)
LT (Language
Content Int.)
Task Based LT

composite reporting

methods showing

Midterm

Report Discussion

180-182

Written test on
explanation and

Observation (thru

Truth and Goodness in Man and for all others through Education

discussion of topics

3.1 Language Learning

and tasks

Strategies

11. Prepare activities for each

types studied

3.2 Language Learning

12. Explain the meaning of

bilingual

and

integration
13.

Effect

integration

Content Int.

bilingual

approaches to language
teaching.

Language and
Thematic

of

TESL
Discuss

Approaches Language
-

context and theme in

14.

Styles and Strategies

3.3 Integrative

Interdisciplinary
Art, Music,

Technology
Literature as

Content
Bilingual

Approaches
15. Present and discuss the 4. Teaching the Language
various guidelines.

Modes

integration in actual

(171-192)

- Learning Strategies and

Tasks

field study) of

Nunan

classes

studied

Journal writing on

Journal entries

Week 1 & 2
Celce Murcia

activities observed

359-366
Ovando
113,118-119

Report Discussion

Ovando

Observation (thru

134-137

Field Study) of
Week 3 & 4

Celce Murcia

integration in actual
classes

345-353
Journal writing on
Ovando

based on the guideline.

Language Classroom
Instruction
-

Literature across

discussion of topics
studied
Journal entries

119-124
Celce Murcia

Week 5

Reort Discussion

29-42

Written discussion of
the guidelines

Ovando

activities on the

124-126

preparation of a
sample lesson

Language and
Multicultural

explanation and

activities observed

Cooperative class
16. Prepare sample lessons 4.1 Guidelines for

Written tests on

Partner work on the

preparation of

Truth and Goodness in Man and for all others through Education

Sample lessons
prepared by partners

lessons

the curriculum

Small group
17. Discuss the theories and

discussion

types of listening.

Notes on the various

Nunan

18. Recognize the role of

learners in the listening
process.

199-220
4.2 Teaching Listening

Week 6
Ovando
126

19. Discuss and exemplify

the various strategies for
teaching listening.

Cooperative class

aspects of listening

activity on the

instruction

preparation of a
sample lesson

Observation notes

Partner work on the

Sample listening tasks

preparation of

designed by students

lessons
Small grouped

20. Discuss the nature of

speaking
topics

and

other

related

to

Nunan

speaking.

249-268

Final

Ovando

Week 1

4.3 Teaching Speaking

21.

Explain
tasks

pedagogical

related

to

the

120

Notes on the various

sharing thru

aspects of speaking

composite reporting

instruction

Observation of

Observation notes

speaking thru field

study

Sample speaking tasks

designed by students

teaching of speaking and

Designed sample

apply them.

listening tasks

22. Discuss the theories and 4.4 Literarcy in L1 and

strategies

discussion and class

in

teaching

L2 Teaching Reading

Ovando
127-129

Week 2

Small group

Notes on the various

discussion and class

topics discussed

Truth and Goodness in Man and for all others through Education

sharing
Nunan

reading.
23.

Apply

principles

and

reading classes thru

field study

Ovando

strategies.

24.

Observation of

249-268

129-130

Summarize

Simulation / Role

arguments

approach.
Characterize

different 4.5 Teaching Writing

approaches to teaching

Nunan
271-298

Week 3

Notes on the various

sharing

topics discussed

Observation of

Observation notes

writing lessons
Correct application
Simulation / role

26. Apply teaching strategies

Explain

the

role

modes of language
28. discuss principles and
strategies

used

for

teaching grammar and

activities

play
Small group

of

grammar in the different

4.6 Teaching Grammar

Guidelines for
Language Classroom

Celce Murcia
251-265

Week 4

discussion and class

Notes on topics

sharing

discussed

Observation of

Observation notes

classes in grammar

Inst.

Correct application

apply them.
29. Discuss the purposes of 5. Second Language
assessment

application activities

discussion and class

writing

27.

Proper / Correct

Paly
Small group

for and against process

25.

Observation notes

Assessment

Celce Murcia

Week 5 & 6

Simulation / role

activities

play
Report Discussion

Copies of test materials

515-528

Truth and Goodness in Man and for all others through Education

prepared Final

30. Discuss the guidelines

thru

assessment

and

thru different types of

tests
Actual preparation
of assessments tools
31.

Use

appropriate

assessment

tools

for

language

VI. Course Requirement

-

A rating of at least 75% in all quizzes, test and preliminary, midterm, and final examination.
Active participation in group discussion and other learning activities.
Assignments, projects, written and oral reports.
Attendance of not less than 80% of the number of school hours.
Other requirements as may be deemed necessary.

VII. Course Textbooks / References

A. Textbook Nunan, David, Second Language Teaching and Learning, (Philippine ESP Printers. Inc. 2009)

B. References

Truth and Goodness in Man and for all others through Education

Examination

1.
2.
3.
4.
5.

Ovando and Collier, L2 Teaching in a Bilingual Setting (N.Y: McGraw-Hill, 1998)

Herrell, A.L. and Michael Jordan, 50 Strategies for Teaching English, Language Learners (Ca: Prentice-Hall 2000)
50 Strategies for Improving Vocabulary, Comprehension and Fluency (Ca: Prentice-Hall 2006)
Celce-Murcia, Marianne (ed), Teaching English as a Second or Foreign Language (Singapore: Thomson Learning Asia, 2006)
Tupas, T. Ruanni F.: Second Language Teaching (T.C.: UP Open University, 2002)

VIII. GRADING SYSTEM

Preliminary Grades
Midterm Grades
Final Term Grades
Final Rating

Prepared by:

= 2 (CS) + Long Test

3
= P.G. + M.T.G. + F.T.G.
3

Recommending Approval:

Truth and Goodness in Man and for all others through Education

Approved by:

DR. FELICIDAD C. SINIO

Instructor

MRS. LOURDES L. VALDECAAS

DR. MARINA B. SANTOS

Department Chair

Truth and Goodness in Man and for all others through Education

College Dean