LEARNING PLAN

Second Semester, School Year 2022-2023

Course Code & Title: SEEL 120 (Teaching and Assessment of Schedule: MW 3:30-4:30/F 3:00-4:00
the Macroskills)
Name of Faculty: G-Yan D. Mamuyac Room: Room 211/ 209

PHILOSOPHY Total human development with appropriate competencies

VISION A globally competitive university

MISSION Provides high quality instruction, research, and extension

GOAL To lead in transforming human resources into productive self-reliant citizens and responsible leaders

Graduate At DMMMSU we aim to produce highly competent, specialized and globally competitive professionals.
Attributes This is operationalized into graduate attributes that should be attained by the time students will
graduate from the university.
1. Professionally competent
Exemplify the competencies and value required of their professions.
2. Committed and responsible leader
Demonstrate professional, social, and ethical responsibility consistent with their roles as local and
global citizens.
3. Effective communicator and collaborator
Can effectively communicate and work in multi-disciplinary teams.
4. Critical thinker and innovator
Use relevant information and research drawn facts in rendering sound decisions and developing
insights for new knowledge.
5. Reflective lifelong learner
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Engage in lifelong learning for continuous professional growth and development.

6. Responsible environment steward
Manage a sustainable environment, promoting peace and prosperity for mankind.

Core Values SERVICE: Service to our stakeholders

PRODUCTIVITY: Productivity with passion for work
EXCELLENCE: Excellence in our programs through scholarly undertakings
COMMITMENT: Commitment in delivering our mandates
INNOVATIVENESS: Innovation towards attaining operative systems, breakthroughs, and milestone
ADVOCACY: Advocacy in transforming lives
LEADERSHIP: Leadership for transformation, Empowerment, and sustainable development

Program Graduates of BSEd Major in English have the ability to:

Outcomes a. Possess broad knowledge of language and literature for effective learning
b. Use English as a glocal language in a multilingual context as it applies to the teaching of language
and literature
c. Acquire extensive reading background in language, literature, and allied fields
d. Demonstrate proficiency in oral and written communication
e. Show competence in employing innovative language and literature teaching approaches,
methodologies, and strategies
f. Use technology in facilitating language learning and teaching
g. Inspire students and colleagues to lead relevant and transformative changes to improve learning and
teaching language and literature
h. Display skills and abilities to be a reflective and research-oriented language and literature teacher

Course Credit 3 units

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Course Description This course allows the pre-service 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 experience. 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. (CMO no. 75 s. 2017)

Contact 3 hours/ week

Hours/Week

Course None
Prerequisite/s

Course  Demonstration Teachings

Requirements  Lesson Plans/Learning Plans
 Activities, Quizzes and Examinations

Grading System Midterm:

Quizzes - 30%
Written Output - 20%
Assignment - 10 %
Midterm Exam - 40%

Final term:
Quizzes - 20%
Written Output - 20%
Assignment - 20 %
Midterm Exam - 40%

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Midterm Grade = CS + Midterm Exam

Final Term Grade = CS + Final Exam
Final Grade = 40% of Midterm Grade + 60 % of Final Term Grade

Classroom Policies Students are expected to:

1. submit paper work/assignments/projects/requirements on time.
2. religiously follow instructions given by the instructor
3. be organized, disciplined, efficient, and effective in class.
4. fulfill the requirements stated in the course
5. abide by the rules and regulations stated in the student handbook
6. avoid missing activities. Special activities will be given to students who incur excused absences namely
participation in competitions, seminars, workshops, trainings, SBO activities, illnesses, death of loved-
ones, etc.
*Incomplete requirements would mean incomplete grades. Requirements should be completed within one
year; otherwise, incomplete grade will automatically become a failing grade. Re-enrolment in the
subject is advised.

Consultation Hours Monday: 8:00 am -9:00 am, 10:00 am- 1:00 pm

Tuesday: 2:00- 5:00 pm
Wednesday: 4:00-5:00 pm
Thursday: 4:00-5:00 pm

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Learning Outcome/s Learning Content Time Methodology/ies Resources Assessment

Allotment

Recognize important An Overview on the Teaching of 6 hours Lecture/Discussion Books Discussion

concepts in teaching the the Macro Skills paper
Comparing and
macro skills in English; Handout
I. Receptive vs Expressive Contrasting Curriculum
Macro Skills Evaluation
Discuss the connection of PowerPoint
II. Macro Skill Competencies Group Analysis
teaching the macro skills Presentation Reflective
in the English K to 12
with the other language Curriculum Analysis Essays
Curriculum
skills and competencies; LCD Projector
III. Viewing as a New Macro Summative
Lecture-Discussion
Skill test
Identify appropriate
IV. Connection of the Macro
methods and approaches Listing and
Skills with Vocabulary,
to teach the English Classifying
Grammar, and Literature
macro skills; and
V. Review on
Document Analysis
Communicative
List down qualities of an
Competence
effective English teacher
VI. BICS vs CALP
in the macro skills.
VII. Content-Based
Instruction
VIII. Communicative Language
Teaching

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IX. Qualities of an Effective

English Marco Skills
Teacher

Select differentiated The Receptive Macro Skills 9 hours Lecture/Discussion Books

learning tasks in teaching (Listening) Listening
listening to suit learners’ I. Active Listening Skill Strategy Handout Activity
II. Nature and Purposes of
gender, needs, Demonstration construction
Listening
strengths, interests, and III. Listening Comprehension PowerPoint
experiences; and Sub-Skills in Feedbacking Presentation Self-Evaluation
Listening Simulation
IV. Listening Techniques and Assessment
Demonstrate how to LCD Projector
Strategies construction
provide timely, accurate, Learning Plan
V. Approaches in Teaching for Listening
and constructive Construction Listening
Listening (Bottom-Up, Tasks
feedback to improve Materials
Top-Down, Interactive)
learner performance in VI. Lesson Design in Material Selection, Student
the different tasks in Teaching Listening Construction, and Listening Tests Feedback
listening through VII. Materials and Resources Evaluation Construction
simulations; in Teaching Listening
VIII. Performance and Teaching Lesson Plan for
Craft a learning plan Observation-Based Demonstration Listening
Assessment in Teaching
according to the English
Listening Teaching
curricula that is IX. Feedbacking in Assessing Demonstration
developed from Listening
research-based Peer
knowledge and principles

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of listening and the Assessment

theoretical bases,
Summative
principles, methods, and
Test
strategies in teaching
these components; and

Conduct a teaching
demonstration of the
assigned learning
competencies in
listening.

Select differentiated The Expressive Macro Skills 11 hours Lecture-Discussion Books Speaking
learning tasks in teaching (Speaking) activity
speaking to suit learners’ Strategy Handout construction
I. Nature and Purposes of
gender, needs, Demonstration
Speaking Assessment
strengths, interests, and Module
II. Mechanics and Process of construction
experiences; Feedbacking
Speaking for Speaking
Simulation PowerPoint
III. Speech Styles and Tasks
Demonstrate how to Presentation
Registers (Frozen,
provide timely, accurate, One Stay-Team Stray Student
Formal, Consultative,
and constructive LCD Projector Feedback
Casual, Intimate,
feedback to improve Mind Mapping Construction
Aggressive, Passive,
learner performance in Speaking
Assertive)
the different tasks in Learning Plan Activities/
IV. Austin and Searle’s
speaking through Construction Prompts

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simulations; Speech Acts Teaching

(Locutionary, Material Selection, Speaking Tests Demonstration
Craft a learning plan Illocutionary, and Construction, and
Lesson Plan
according to the English Perlocutionary) Evaluation
curricula that is V. Review on Segmentals,
Summative
developed from Suprasegmentals, Modes Teaching
Test
research-based of Communication, Types Demonstration
knowledge and principles of Speech Delivery
of speaking and the VI. Speaking Formats
theoretical bases, (Interaction,
principles, methods, and Transaction,
strategies in teaching Performance)
these components; and VII. Lesson Design in
Teaching Speaking
Conduct a teaching VIII. Materials and Resources
demonstration of the in Teaching Speaking
assigned learning IX. Performance-Based
competencies in Assessment in Teaching
speaking. Speaking
X. Feedbacking in Assessing
Speaking

MIDTERM EXAMINATION (1 HOUR)

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Select differentiated The Receptive Macro Skills 9 hours Lecture-Discussion Books

learning tasks in teaching (Reading)
reading to suit learners’ I. Nature and Purposes of Advocacy Sharing Handout Peer
gender, needs, Reading (Video Clip Viewing) Evaluation
strengths, interests, and II. Reading Comprehension PowerPoint
experiences; and Sub-Skills in Reading Strategy Presentation Reading
III. Reading Techniques and Demonstration Assessment
Demonstrate how to Strategies LCD Projector activity
provide timely, accurate, IV. Approaches in Teaching Feedbacking
Intervention
and constructive Reading (Bottom-Up, Simulation Reading
Strategy
feedback to improve Top-Down, Interactive) Activities
Making
learner performance in V. Goddell’s Reading Skills Concept Attainment
the different tasks in Ladder and Stages of Reading Tests Student
reading through Reading Learning Plan Feedback
simulations; VI. Reading Program and the Construction Graphic Construction
Good Reader Organizers
Craft a learning plan VII. Lesson Design in Material Selection, Lesson Plan
according to the English Teaching Reading Construction, and
Demonstration
curricula that is VIII. Materials and Resources Evaluation
Teaching
developed from in Teaching Reading
research-based IX. Performance and Teaching
Summative
knowledge and principles Observation-Based Demonstration
Test
of reading and the Assessment in Teaching
theoretical bases, Reading Activity Formulation
principles, methods, and X. Feedbacking in Assessing

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strategies in teaching Reading

these components; and

Conduct a teaching
demonstration of the
assigned learning
competencies in reading.

Select differentiated The Expressive Macro Skills 9 hours Lecture Books

learning tasks in teaching (Writing) Writing Tasks
writing to suit learners’ I. Nature and Purposes of Roundtable Handout
Construction
gender, needs, Writing Discussion
of original
strengths, interests, and II. Mechanics and Process of Module
approach to
experiences; Writing Strategy
Teaching
III. Concerns and Strategies Demonstration PowerPoint
Writing
Demonstrate how to in Pre-Writing, Drafting, Presentation
provide timely, accurate, Revising, Editing, Feedbacking Rubrics for
and constructive Proofreading, and Simulation LCD Projector Assessment
feedback to improve Publishing
learner performance in IV. Lesson Design in Concept Attainment Writing Student
the different tasks in Teaching Writing Activities Feedback
writing through V. Materials and Resources Learning Plan Construction
simulations; in Teaching Writing Construction Writing
Lesson plan
VI. Performance and Prompts
Craft a learning plan Portfolio-Based Material Selection, Demonstration
according to the English Assessment in Teaching Construction, and

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curricula that is Writing Evaluation Writing Tests Teaching

developed from VII. Feedbacking in Assessing
Summative
research-based Writing Teaching
test
knowledge and principles Demonstration
of writing and the
theoretical bases, Activity Formulation
principles, methods, and
strategies in teaching
these components; and

Conduct a teaching
demonstration of the
assigned learning
competencies in writing.

Enhance the learners’ The Fifth Macro Skill: Viewing 8 hours Lecture Books Viewing
skills in interpreting I. Nature of Viewing Activity
visual elements, II. Strategies for Active Roundtable Handout Construction
including symbols, Viewing Discussion
Rubrics for
images, and graphics; III. Cultural Awareness through PowerPoint
Assessment
Visuals Strategy Presentation
Develop a critical IV. Practical Application in Demonstration Material
understanding of media Media and
Lesson Planning Evaluation
messages and visuals; Visual Material
Feedbacking
Simulation Group
Acquire strategies to
Discussion:

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effectively incorporate Concept Attainment Strategies for

visual materials into Active Viewing
their lessons; Learning Plan
Lesson Plan
Construction
Employ active viewing
Peer Review
strategies to enhance Material Selection,
understanding and Teaching
Construction, and
engagement; and Demonstration
Evaluation
Develop skills to
critically assess and use Teaching
digital media in Demonstration
educational contexts.
Activity Formulation

FINAL EXAMINATION (1 HOUR)

Prepared by: Recommending Approval: Approved:

G-YAN D. MAMUYAC DR. VANESSA P. CAYABYAB DR. CEDRIC ANTHONY OCHOCO

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Instructor Program Chair Dean

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