UNIVERSITY OF THE EAST
COURSE SYLLABUS FOR ENGLISH FOR ELEMENTARY EDUCATION MAJORS
School Year 2017-2018
Course Title: English For Elementary Education Majors
Course Units: 3
Course Description: This course is designed for students majoring in Elementary Education to acquire and develop necessary English
language knowledge and skills to be able to confidently teach their students the language. Oral skills development will be focused on to
prepare the students to deliver instructions clearly.
Course Outcomes
Upon completion of the course, the learner will be able to:
1. demonstrate understanding of the fundamentals of English grammar and vocabulary;
2. develop speaking skills to be able to speak in English fluently with neutral accent and correct pronunciation of words
3. deliver instructions in English confidently
Course Content
Leaning Outcomes Teaching/Learning
Week Hours Topics Assessment
Skills Grammar Activities
introduce self Auxiliary vs.
getting to know you
effectively Linking verbs Greeting the class/ rubric in
1st 3 game
provide short Degrees of Self-introduction assessing
discussion
descriptions efficiently Adjectives
familiarize with high Imperatives
frequency words for Prepositions
elementary students Transitional Simon says…
Providing
2nd 3 construct clear words discussion quiz
Instructions
instructions and Conditionals paired work
handle clarifications
deal with questions
Prepared by: Bachicha, Ma. Harvie; Francisco, Princess
acquire research skills to Modals
rubric in
develop activities to be Vocabulary Motivational group work
3rd 3 assessing demo
used for motivating building Activities demo
reflection paper
students
4th PRELIMINARY EXAMINATION
analyze which text Types of
would be appropriate Sentences
for which grade levels according to
familiarize with lexile form
discussion rubric in
TH TH use strategies to Word
4. 5 –6 6 Developing reading reader’s theater assessing
retell/summarize a text formation
presentation
familiarize with
strategies that teach
reading comprehension
to students
gain insight into the Vocabulary
methods of acquiring building
effective listening skills
in communication
identify intonation
patterns
discussion rubric in
7TH 3 determine the Developing listening
demo assessing demo
American IPA of vowels
familiarize with
strategies that
develops the listening
skills of students
become aware of the Verb tenses short quiz on
discussion
various barriers to Subject-verb concept
debate
8TH – 9TH 6 effective communication agreement Developing speaking
speech presentation
as well as the methods rubric in
assessing debate
Prepared by: Bachicha, Ma. Harvie; Francisco, Princess
of effective Intervening rubric in
communication expressions assessing speech
distinguish language independent presentation
registers and
identify strategies dependent
to deal with speech clause
difficulties Misplaced
perform an modifiers
impromptu speech
10TH MIDTERM EXAMINATION
become familiar with Punctuations
the basic principles Synonyms
of “paragraph and
writing” Antonyms
rubric in
TH learn and practice the Citation discussion
11 3 Developing writing assessing essay
key concepts of Essay writing
writing
paragraph writing
cite references using
the APA format
identify the Diction
differences
between analytic,
rubric in
objective and discussion
Assessing student assessing
12TH 3 holistic scoring for rubric analysis
output constructed
performance and designing a rubric
rubric
product-based
outputs
construct a rubric
familiarize with Degrees of rubric in
principles of Adjective discussion assessing peer
13TH 3 Giving feedbacks
feedbacking peer critique critiquing
Prepared by: Bachicha, Ma. Harvie; Francisco, Princess
explain constructive reflection paper
criticism
construct an effective
feedback in both oral
and written manner
rubric in
TH
14 FINAL EXAMINATION – DEMO TEACHING assessing demo
teaching
Course References
Textbooks Bardovi-Harlig, K. (2011). Assessing familiarity with pragmatic formulas: Planning oral/aural assessment. In N.R.
Houck & D. H. Tatsuki (Eds.), Pragmatics: Teaching natural conversations. (pp. 7-22). New York: TESOL.
Ur, P. (2009). A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.
Adams, M. J. (1994). Beginning to Read: Thinking and Learning about Print. Cambridge, MA: MIT Press.
Carlisle, J.F. & Rice, M. S. (2002). Improving Reading Comprehension: Research Based Practices and Principles.
Baltimore: York Press.
Harris, T.L. & Hodges, R.E., eds. (1995). The Literacy Dictionary: The Vocabulary of Reading and Writing. Newark,
DE: International Reading Association.
Cunningham, P. M. & Hall, D. P. (1998). Month-by-Month Phonics for Upper Grades. Greensboro, NC: Carson
Dellosa.
Cunningham, P. M. & Hall, D. P. (1994). Making Big Words: Multilevel, Hands-On Spelling and Phonics Activities.
Torrance, CA: Good Apple.
Cunningham, P. M. & Hall, D. P. (1994). Making More BigWords: Multilevel, Hands-On Phonics Spelling Activities.
Torrance, CA: Good Apple.
Prepared by: Bachicha, Ma. Harvie; Francisco, Princess
