Republic of the Philippines

City of Taguig
TAGUIG CITY UNIVERSITY
Gen. Santos Avenue, Central Bicutan, Taguig City

College of Education

TCU PHILOSOPHY SOCIAL TRANSFORMATION FOR A CARING COMMUNITY AND AN ECOLOGICALLY BALANCED COUNTRY. 

TCU VISION AN EMINENT CENTER OF EXCELLENT HIGHER EDUCATION TOWARDS SOCIETAL ADVANCEMENT.

TCU MISSION TO NURTURE A VIBRANT CULTURE OF ACADEMIC WELLNESS RESPONSIVE TO THE CHALLENGES OF TECHNOLOGY AND THE GLOBAL COMMUNITY.

In support of the University vision, CED is committed to:

● Promote a culture of academic excellence.

● Advance knowledge through critical insights, creative works and breakthrough research.

● Provide excellent and empowering learning experiences through innovative teaching.

CED MISSION ● Develop community awareness through participation and observation that highlight the impact of education, arts, sciences and professional ethics

● Provide a strong elementary and secondary education based on the seamless integration of science, technology and the humanities.

● Develop globally competitive graduates who possess excellent communication skills, leadership quality, and whose profession and works will reflect
honor and integrity.

CED OBJECTIVES ● Strengthening of scientific literacy, enhancing precision in numerical expression, logical thinking and problem solving and conveying a general
understanding of arts and science as a way of looking at the world.
 ● Acquisition of deeper understanding on the totality of human experience and empowering students formulate for themselves a human perspective
that integrate all branches of knowledge in a profound understanding of the individual and society.

● Offer a broad range of academic opportunities leading to a career in education. The college aims to produce highly competent educators founded on
technology and values.

● Creation of a strong awareness of the general social problems and issues with relevance to the Philippines and the global society.

● Developing effective communication skills both in English and Filipino and fostering critical understanding and appreciation of how people give
expression to their intellectual products and their experiences in the world.

● Promoting intellectual leadership and sustaining a humane and technologically advanced community where people of diverse orientation work and
learn together to attain unity, cooperation and excellence in a changing world.

College of Education
Department of Secondary Education/Elementary Education

Course Title: TEACHING AND ASSESSMENT OF MACRO-SKILLS Course Code: ENG MAJ 18

Pre-requisite: NONE Course Credit: 3

Course Description:
This course allows the pre-service English teachers to explore the nature of the macro skills and the theoretical bases, principles, and methods and
strategies in teaching and assessing listening, speaking, reading, writing, and viewing. It aims to provide various strategies for pre-lesson, during
lesson, and post-lesson to develop research-based knowledge and principles in teaching the macro skills while using differentiated teaching to suit
learners’ gender, needs, strengths, interests, and experiences. Also, they will be able to identify learning outcomes aligned with the learning
competencies and provide timely, accurate, and constructive feedback to improve learners’ performance in the macro skills.

Institutional Learning Program Learning Outcomes (PLOs) Course Learning Outcomes (CLOs)
Outcomes (ILOs)

A TCU graduate must be Upon completion of the Bachelor of Elementary Education/Bachelor At the end of the Course the students should be
able to demonstrate the of Secondary Education, the graduate must pass the Licensure able to:
following competencies: Examination for Teachers (LET) and must be able to demonstrate:

1 Creative and critical 1 Possess broad 1 select differentiated learning

thinking knowledge of language tasks in teaching the macro
and literature for effective skills to suit learners’ gender,
learning; CMO No. 75, s needs, strengths interests,
2017 p. 4 and experiences;
(EnglishPrototypeSyllabiCom
pendium P 74)

2 Effective 2 Use English as a global 2 demonstrate how to provide

communication language in a multilingual timely, accurate, and
 context as it applies to constructive feedback to
the teaching of language improve learner performance
and literature; ; CMO No. in the different tasks in the
75, s 2017 p. 4 macro skills through
simulations;

(EnglishPrototypeSyllabiCom
pendium P 74)

3 Collaborative and team 3 Acquire extensive 3 craft a learning plan

player reading background in according to the English
language, literature and curricula that is developed
allied fields; ; CMO No. from research-based
75, s 2017 p. 4 knowledge and principles of
the five language macro-
components and the
theoretical bases, principles,
methods, and strategies in
teaching these components;
and

(EnglishPrototypeSyllabiCom
pendium P 74)

4 Strong service 4 Demonstrate proficiency 4 conduct a teaching

orientation both in oral and written demonstration of the
communication; ; CMO assigned learning
No. 75, s 2017 p. 4 competencies in the macro
skills.

(EnglishPrototypeSyllabiCom
 pendium P74)

5 Adeptness in the 5 Shows competence in

responsible use of employing innovative
technology language and literature
teaching approaches,
methodologies and
strategies; CMO No. 75,
s 2017 p. 4

6 Community 6 Use technology in

engagement facilitating language
learning and teaching; ;
CMO No. 75, s 2017 p. 4

7 Passion to life-long 7 Inspire students and

learning colleagues to lead
relevant and
transformative changes
to improve learning and
teaching language and
literature; and ; CMO No.
75, s 2017 p. 4

8 High level of leadership 8 Display skills and abilities

and organizational to be a reflective and
skills research-oriented
language and literature
teacher. ; CMO No. 75, s
2017 p. 4
9 Sense of personal and
professional ethics

10 Global responsiveness
and sense of
nationalism

Course Plan

W Topic Learning Outcomes Activities Resources Assessment

e
e
k

1 ORIENTATION Be informed and feel proud of VMGO the Orientation TCU Student Submission of a written
institution Manual report on student contribution
● TCU Philosophy, to realize the VMGO of the
Vision and Mission CED Student institution
Getting to Know Activity Manual
● CED Mission and Internalize the expected outcomes in
Objectives terms learning skills acquisition and
 ● CED Policies and appreciation of the course Discussion re: Course
Procedures requirements

● Subject/Course
Learning Outcomes

1- ● recognize important concepts in ● Differentiating Anderson, R.C. Restricted Essay Test

3 teaching the macro skills in English; Receptive vs et al. (1985).
1. AN OVERVIEW ON Becoming a
Expressive Macro
THE TEACHING OF ● discuss the connection of teaching nation of
Skills Concept Map
THE MACRO- the macro skills with the other readers: The
SKILLS language skills and competencies; ● Group analysis and report of the
identification of commission of
● Receptive vs. ● identify appropriate methods and appropriate activities reading. Venn diagram as formative
Expressive approaches to teach the English for the Speaking, Washington, assessment in understanding
Macro Skills macro skills; and Listening, Reading, D.C.: The English Macro Skills
● Macro Skill Writing, and Viewing National concepts
● list down qualities of an effective
Competencies in competencies in the Institute of
English teacher in the macro skills.
the English K to English K to 12 Education.
12 Curriculum Curriculum Documentation and Group
Presentation of Analyzed
● Viewing as a ● Lecture discussion on
Butler, S. M. & Macro Skills Competencies
New Macro Skill English Language
McMunn, N. D. (focusing on Critical Thinking
Macro Skills Teaching
(2006). A Shown, Completeness,
● Connection of concepts, approaches
Teamwork and Collaboration,
teacher’s guide
the Macro Skills and methods
to classroom and Appropriate Activities
with Vocabulary,
 Grammar and ● Listing and assessment: Designed)
Literature classification of Understanding
researched activities and using
● Review on appropriate for assessment to Reflection Essay on Qualities
Communicative teaching the macro improve student of an Effective English Macro
Competence skills learning. USA: Skills Teacher (focusing on
John Winley Unique Ideas Presented,
● BICS vs. CALP • ● Giving of examples of and Sons, Inc. Organization of Ideas, and
Content-Based activities in BICS or
Instruction Cruickshank, D. Concepts/Approaches Cited)
CALP, CBI, and CLT
R., Jenkins, D.
● Communicative ● Analyzing a sample B., & Metcalf, K.
Language lesson plan/teaching K. (2006). The
Teaching demonstration of an act of teaching.
ESL class and USA: McGraw-
● Qualities of an
identifying approach Hill.
Effective English
and qualities shown
Macro Skills
Teacher
Lang, H. R. and
Evans, D. N.
(2006). Models,
strategies, and
methods for
effective
teaching. USA:
Pearson
Education, Inc.
 Norton, D. E.
(2007). The
effective
teaching of
language arts.
USA: Prentice-
Hall, Inc.

Orlich, D. C., et
al. (2004).
Teaching
strategies: A
guide to
effective
instruction.
USE: Houghton
Mifflin
Company.

Roe, B. D. and
Ross, E. P.
(2006).
Integrating
language arts
through
literature and
thematic units.
 USE: Pearson
Education, Inc.

Tompkins, G. E.
(2009).
Language arts:
Content and
teaching
strategies. USA:
Merrill Prentice
Hall.

4- 2. THE EXPRESSIVE ● select differentiated learning tasks in ● Creating summaries Anderson, R.C. Restricted Essay Test
7 MACRO SKILLS – teaching speaking to suit learners’ and/or mind maps on et al. (1985).
SPEAKING gender, needs, strengths interests, and the nature and Becoming a
experiences; purposes, process, nation of Concept Map
● Nature and speech styles and readers: The
Purposes of ● demonstrate how to provide timely, registers, speech acts, report of the
Speaking accurate, and constructive feedback to phonology review, commission of
Oral participation (OSTS
improve learner performance in the modes of reading.
activity) in sharing important
● Mechanics and different tasks in speaking through communication, and Washington,
concepts in teaching
Process of simulations; formats in speaking D.C.: The
speaking
Speaking National
● craft a learning plan according to the ● One Stay-Team Stray Institute of
● Speech Styles English curricula that is developed activity to share the Education.
and Registers from research-based knowledge and summaries/mind maps Speaking Task/Performance
(Frozen, principles of speaking and the made on important (focusing on Confidence,
Formal, theoretical bases, principles, methods, concepts in teaching Speaking Simulation, Varied
Butler, S. M. &
and strategies in teaching these
 Consultative, components; and speaking McMunn, N. D. Speaking Concepts Applied)
Casual, (2006). A
Intimate, ● conduct a teaching demonstration of ● Individual/pair/group teacher’s guide
Aggressive, the assigned learning competencies in preparation and to classroom Speaking Task Feedbacking
Passive, speaking. presentation of assessment: Simulation (focusing on
Assertive) speaking tasks Understanding Feedbacking Process, Use of
(storytelling, oration, and using Rubrics, and Appropriate
● Austin and acting, conversation assessment to Tips/Feedback Provided to
Searle’s Speech simulation, role play, improve student Learner)
Acts theatrical play, etc.) learning. USA:
(Locutionary, John Winley
Illocutionary,
● Pair feedbacking
and Sons, Inc.
practice and simulation Making a Learning Plan in
and
Perlocutionary) on speaking task Cruickshank, D. Teaching Speaking (focusing
performed R., Jenkins, D. on Completeness,
● Review on B., & Metcalf, K. Appropriate Approach Used,
● Pair learning plan K. (2006). The and Facilitative Process)
Segmentals,
making in accordance act of teaching.
Suprasegmental
to the English curricula USA: McGraw-
s, Modes of
speaking competencies Hill.
Communication, Teaching Demonstration in
Types of ● Teaching speaking Speaking (focusing on
Speech demonstration on the TeacherLike Simulation,
Delivery) assigned/chosen Lang, H. R. and Preparation, Classroom
learning competencies Evans, D. N. Management, Learning
● Speaking (2006). Models, Environment, and
Formats Feedbacking of instructor strategies, and Feedbacking/Evaluation
(Interaction, to demonstrator on methods for Process)
Transaction, teaching speaking effective
Performance) teaching. USA:
● Lesson Design Pearson
in Teaching Education, Inc.
Speaking

● Materials and Norton, D. E.

Resources in (2007). The
Teaching effective
Speaking teaching of
language arts.
● Performance- USA: Prentice-
Based Hall, Inc.
Assessment in
Teaching
Speaking
Orlich, D. C., et
al. (2004).
● Feedbacking in
Teaching
Assessing
strategies: A
Speaking
guide to
effective
instruction.
USE: Houghton
Mifflin
Company.

Roe, B. D. and
Ross, E. P.
(2006).
 Integrating
language arts
through
literature and
thematic units.
USE: Pearson
Education, Inc.

Tompkins, G. E.
(2009).
Language arts:
Content and
teaching
strategies. USA:
Merrill Prentice
Hall.

8- 3. THE ● select differentiated learning tasks ● Roundtable Anderson, R.C. Restricted Essay Test
11 EXPRESSIVE in teaching writing to suit learners’ discussion on the et al. (1985).
MACRO SKILLS gender, needs, strengths challenges of Becoming a
– WRITING interests, and experiences; writing as a macro nation of Concept Map
skill and teaching readers: The
● Nature and ● demonstrate how to provide writing report of the
Purposes of timely, accurate, and constructive commission of
Writing feedback to improve learner ● Individual/pair/grou Oral participation in sharing
reading.
performance in the different tasks p preparation and challenges and issues in
Washington,
● Mechanics and in writing through simulations; presentation of teaching writing
D.C.: The
Process of writing tasks
● craft a learning plan according to National
(writing stories,
 Writing the English curricula that is poems, essays, Institute of Writing Task/Performance
developed from research-based creative outputs, Education. (focusing on Organization of
● Concerns and knowledge and principles of researches, etc.) Ideas, Writing Simulation,
Strategies in writing and the theoretical bases, Varied Writing Concepts
Pre-Writing, principles, methods, and ● Pair feedbacking Applied)
Drafting, practice and Butler, S. M. &
strategies in teaching these McMunn, N. D.
Revising, components; and simulation on
Editing, writing task (2006). A
Proofreading, ● conduct a teaching demonstration performed teacher’s guide Writing Task Feedbacking
and Publishing of the assigned learning to classroom Simulation (focusing on
competencies in writing. ● Pair learning plan assessment: Feedbacking Process, Use of
● Lesson Design making in Understanding Rubrics, and Appropriate
in Teaching accordance to the and using Tips/Feedback Provided to
Writing English curricula assessment to Learner)
writing improve student
● Materials and competencies learning. USA: Making a Learning Plan in
Resources in John Winley Teaching Writing (focusing
Teaching Writing ● Teaching writing and Sons, Inc. on Completeness,
demonstration on Appropriate Approach Used,
● Performance the Cruickshank, D. and Facilitative Process)
and Portfolio- assigned/chosen R., Jenkins, D.
Based learning B., & Metcalf, K.
Assessment in competencies K. (2006). The Teaching Demonstration in
Teaching Writing act of teaching. Writing (focusing on Teacher-
● Feedbacking of USA: McGraw-
● Feedbacking in Like Simulation, Preparation,
instructor to Hill.
Assessing Classroom Management,
demonstrator on
Writing Learning Environment, and
teaching writing
Feedbacking/Evaluation
Lang, H. R. and Process)
Evans, D. N.
(2006). Models,
strategies, and
methods for
effective
teaching. USA:
Pearson
Education, Inc.

Norton, D. E.
(2007). The
effective
teaching of
language arts.
USA: Prentice-
Hall, Inc.

Orlich, D. C., et
al. (2004).
Teaching
strategies: A
guide to
effective
instruction.
USE: Houghton
Mifflin
Company.
 Roe, B. D. and
Ross, E. P.
(2006).
Integrating
language arts
through
literature and
thematic units.
USE: Pearson
Education, Inc.

Tompkins, G. E.
(2009).
Language arts:
Content and
teaching
strategies. USA:
Merrill Prentice
Hall.

11 Midterm Examination Summative Test

12 4. THE RECEPTIVE ● select differentiated learning ● Lecture Anderson, R.C. Restricted Essay Test
- MACRO SKILLS – tasks in teaching listening to discussion on et al. (1985).
15 LISTENING suit learners’ gender, needs, the relevance of Becoming a
strengths interests, and listening in the nation of Concept Map
● Active experiences; communication readers: The
Listening Skill
● Nature and ● demonstrate how to provide process, nature, report of the
Purposes of timely, accurate, and purposes, sub- commission of
Listening constructive feedback to skills, and reading. Various objective
improve learner performance in techniques and Washington, comprehension tasks in
● Listening the different tasks in listening strategies in D.C.: The listening as diagnostic and
Comprehensi through simulations; listening National formative assessments
on and Sub- effectively Institute of
Skills in ● craft a learning plan according Education.
Listening to the English curricula that is ● Varied teacher- Listening Task Feedbacking
developed from research-based led activities on Simulation (focusing on
● Listening knowledge and principles of testing listening
Butler, S. M. & Feedbacking Process, Use of
Techniques listening and the theoretical comprehension
McMunn, N. D. Rubrics, and Appropriate
and Strategies bases, principles, methods, and and sub-skills
(2006). A Tips/Feedback Provided to
● Approaches in strategies in teaching these Learner)
components; and ● Pair teacher’s guide
Teaching feedbacking to classroom
Listening ● conduct a teaching practice and assessment:
(Bottom-Up, demonstration of the assigned simulation on Understanding Making a Learning Plan in
Top-Down, learning competencies in listening tasks and using Teaching Listening (focusing
Interactive) • listening. performed assessment to on Completeness,
Lesson improve student Appropriate Approach Used,
Design in ● Differentiating/a learning. USA: and Facilitative Process)
Teaching nalyzing John Winley
Listening • listening lesson and Sons, Inc.
Materials and plans applying
Making Original Instructional
Resources in bottom-up, top- Cruickshank, D.
Materials in Teaching
Teaching down, and R., Jenkins, D.
Listening (focusing on
Listening • interactive B., & Metcalf, K.
Appropriateness and
Performance approaches K. (2006). The
Resourcefulness)
and act of teaching.
● Pair learning
Observation- plan making in USA: McGraw-
Based accordance to Hill.
Assessment the English Teaching Demonstration in
in Teaching curricula Listening (focusing on
Listening • listening TeacherLike Simulation,
Lang, H. R. and Preparation, Classroom
Feedbacking competencies Evans, D. N.
in Assessing Management, Learning
● Pair synthesis of (2006). Models, Environment, and
Listening strategies, and
original learning Feedbacking/Evaluation
materials for methods for Process)
listening effective
appropriate for teaching. USA:
learners and the Pearson
assigned/chose Education, Inc.
n competencies

● Teaching Norton, D. E.
listening (2007). The
demonstration effective
on the teaching of
assigned/chose language arts.
n learning USA: Prentice-
competencies Hall, Inc.
● Feedbacking of
instructor to
demonstrator on Orlich, D. C., et
teaching al. (2004).
speaking Teaching
strategies: A
 guide to
effective
instruction.
USE: Houghton
Mifflin
Company.

Roe, B. D. and
Ross, E. P.
(2006).
Integrating
language arts
through
literature and
thematic units.
USE: Pearson
Education, Inc.

Tompkins, G. E.
(2009).
Language arts:
Content and
teaching
strategies. USA:
Merrill Prentice
Hall.
16 5. THE RECEPTIVE ● select differentiated learning tasks ● Sharing of reading Anderson, R.C. Various objective
- MACRO SKILLS – in teaching reading to suit advocacies (video et al. (1985). comprehension tasks in
18 READING learners’ gender, needs, strengths or live) by NGOs, Becoming a reading as diagnostic and
interests, and experiences; famous nation of formative assessments
● Nature and
personalities, and readers: The
Purposes of ● demonstrate how to provide advocates report of the
Reading timely, accurate, and constructive commission of Reading Task Feedbacking
feedback to improve learner ● Class discussion reading. Simulation (focusing on
● Reading
performance in the different tasks on the relevance Washington, Feedbacking Process, Use of
Comprehension in reading through simulations; of reading, nature, D.C.: The Rubrics, and Appropriate
and Sub-Skills in purposes, National Tips/Feedback Provided to
Reading ● craft a learning plan according to comprehension, Institute of Learner)
the English curricula that is sub-skills, and Education.
● Reading
developed from research-based techniques and
Techniques and knowledge and principles of strategies in Making a Learning Plan in
Strategies reading and the theoretical bases, reading Butler, S. M. & Teaching Reading (focusing
principles, methods, and McMunn, N. D.
● Approaches in
● Varied teacher-led
on Completeness,
strategies in teaching these (2006). A
Teaching Appropriate Approach Used,
components; and activities on testing teacher’s guide
Reading and Facilitative Process)
reading to classroom
(Bottom-Up, ● conduct a teaching demonstration comprehension assessment:
Top-Down, of the assigned learning and sub-skills Understanding
Interactive) competencies in reading Making Original Instructional
and using
● Pair feedbacking assessment to
Materials in Teaching
● Goddell’s Reading (focusing on
practice and improve student
Reading Skills Appropriateness and
simulation on learning. USA:
Ladder and Resourcefulness)
reading tasks John Winley
Stages of
performed and Sons, Inc.
Reading
● Reading ● Differentiating/anal Cruickshank, D. Teaching Demonstration in
Program and the yzing lesson plans R., Jenkins, D. Reading (focusing on
Good Reader applying bottom- B., & Metcalf, K. TeacherLike Simulation,
up, topdown, and K. (2006). The Preparation, Classroom
● Lesson Design interactive act of teaching. Management, Learning
in Teaching approaches USA: McGraw- Environment, and
Reading Hill. Feedbacking/Evaluation
● Identifying skills Process)
● Materials and and stages of
Resources in readers in varied Lang, H. R. and
Teaching situations and Evans, D. N.
Reading discussing (2006). Models,
appropriate strategies, and
● Performance strategies for methods for
and reading program effective
Observation- implementation teaching. USA:
Based Pearson
Assessment in ● Pair learning plan Education, Inc.
Teaching making in
Reading accordance to the
English curricula
Norton, D. E.
● Feedbacking in reading
(2007). The
Assessing competencies
effective
Reading
teaching of
● Pair synthesis of
language arts.
original learning
USA: Prentice-
materials for
Hall, Inc.
reading
appropriate for
 learners and the
assigned/chosen
competencies Orlich, D. C., et
al. (2004).
● Teaching reading Teaching
demonstration on strategies: A
the guide to
assigned/chosen effective
learning instruction.
competencies USE: Houghton
Mifflin
● Feedbacking of Company.
instructor to
demonstrator on
teaching speaking Roe, B. D. and
Ross, E. P.
(2006).
Integrating
language arts
through
literature and
thematic units.
USE: Pearson
Education, Inc.

Tompkins, G. E.
(2009).
Language arts:
 Content and
teaching
strategies. USA:
Merrill Prentice
Hall.

16 FINAL EXAMINATION Summative Test

Course Grading System for Midterm and Finals

Attendance/Quizzes 30%

Assignment/Projects/Seatwork 20%

Participation/Recitation 20%

Exam 30%

Total 100%
 Midterm Grade 50%

Final Grade 50%

PREPARED BY: CHECKED BY: APPROVED BY:

PROF. ARCHIE L. FERRER DR. JENIFER E. TOLANG

Faculty Chairperson Dean