Expanded Course Outline in CCEN02-Interactive English

Republic of the Philippines Tarlac College of Agriculture Camiling, Tarlac

Institute of Education

Course Code CCEN02

Course Title Interactive English

Course Description This integrated course for future elementary and secondary educators encompasses the two macro skills (listening and speaking) in communication and grammar in every segment. It features motivating and interactive English activities. It seeks to take learners to a point at which they can use English fluently in the classroom through interpersonal communication with students.

Credits 3 units

Pre-Requisite ENGL01-Study and Thinking Skills ENGLO2-Writing in the Discipline

Course Objectives The course aims to: 1. review grammar skills learned in ENGL00/ENGL01 2. develop the students’ powers of expression in oral communication; 3. encourage students to use English as an effective tool for study; 4. showcase the importance of English in the teaching profession and to global competitiveness; 5. introduce few forms of speech arts like dramatics and public speaking; and 6. provide exercises and activities that integrate different skills such as reading, listening and speaking to give learners the opportunities to work with structure.

Learning Students are expected to: Competencies 1. organize their ideas and see the interrelationships among the ideas of a reading selection or of a speech; 2. decode and encode information in English with accuracy; 3. think and express ideas in English; 4. utilize popular culture to learn English; 5. describe things, people, places and events in English comprehensively; 6. grasp social situations and judge behaviors on film and stories; and 7. self-monitor their improvement in the language based both on given tasks and self-directed situations or activities.

Instructional Modes/ 1. Communicative learning Learning Activities 2. Language Experience Approach 3. Pair/ Group work 4. Dramatization 5. Modeling 6. Film Viewing 7. Madlibs 8. Advertisement design 9. Role playing 10. Debates 11. Song Interpretation 12. Story telling

TOPICS FOR CONVERSATION SKILLS TO DEVELOP Content Coverage I. Introduction a. Cocktail Warm-up b. How's your English?

II. Messages Messages (Preposition development) a. Signs, Labels and Notices a. Prepositions of place and location b. Making Arrangements b. Prepositions of time c. Calls c. Prepositions of time d. E-mails d. Prepositions of place and location e. Survey e. Prepositions (of, at and for) f. Report f. Prepositions (of, at and for)

III.People People (noun and pronoun development) a. Describing people a. personal pronouns (he/she; him/her) b. Job interviews for teachers b. nouns (count v. non-count) c. Songs and singing c. personal pronouns (he/she; him/her) d. News/Gossip/Idioms d. pronouns (relative and others) e. Roles e. nouns (count v. non-count)

IV. Places Places (Preposition development) a. Map Use a. Prepositions of place b. Directions b. Prepositions of place c. Do you dance Over or c. Prepositions of place Under? d. Office Move d. Prepositions of place e. Booking a Holiday e. Prepositions of time

V. Things Things (verb use) a. My Favorite… a. Subject / verb agreement b. The ticket b. Subject / verb agreement c. Buying Things c. Present tense verbs with-s / without-s d. Film Talk / Education movie d. Present tense verbs with-s / without-s viewing e. Verb placement in sentence structure e. Top 10 list (statements versus questions) f. Advertisements/Commercials f. Verb tense (past and future)

VI. Fiction Fiction (fluency listening/speaking strategies) a. Comics/Cartoon This unit will focus on listening and speaking b. short story strategies to develop fluency for classroom c. Your stories/storytelling teaching. d. Rhymes and poetry e. Comedy

VII. Facts of Life (in teaching) Fiction (fluency listening/speaking strategies) a. Education headlines This unit will focus on listening and speaking (debating the day’s news) strategies to develop fluency for classroom c. Radio broadcasting teaching. d. Professionalism and dress e. Classroom management (language in the classroom) f. Encouraging students to speak

Learning Resources 1. CD/DVDs 2. Audio-video equipments 3. TV set 4. LCD projector/laptop 5. Textbooks 6. Newspaper/magazines 7. Internet

References 1. Aspinall, Patricia. Test you Listening. Pearson Education Limited. 2002 2. Celce-Murcia, M. Techniques and Resources in Teaching Grammar. 1991 3. Dean, Michael. Test your Reading. Pearson Education Limited. 2002 4. Swan, Micahel and Catherine Walter. The Cambridge English Course. Cambridge University Press. 1990 5. Teaching English as a Foreign Language (To Large, Multi-level Classes). Peace Corps Information Collection and Exchange Manual 6.www.Altaesl.com 7.www.teslacademy.net

Course Requirements In addition to the following, please visit www.arcy-tca.wikispaces.com:

1. Participation in class activities 2. Pass quizzes and long examinations(Midterm and Finals) 3. Pass Oral Test 4. Submit term project to demonstrate speaking and listening improvement and growth in grammar skills. Projects are to be determined based on class discussion but may include: For speaking: a story telling demonstration for future classroom teachers or a broadcast project For grammar: a daily journal that demonstrates growth in grammar; creation of individual grammar guides that students create based on individual challenges; creation of a dictionary of professional teaching terms with demonstrated uses; 5. Attendance

Course Policies 1. The rule on failing mark for 20% unexcused absences shall be strictly enforced (Chapter 4, Section 2, p. 24 of TCA Student Manual).

2. Short quizzes will be given unannounced; however, schedule for long quizzes shall be announced at least one week prior to its administration. 3. Mid-Term and Final Exams shall be given only to students who have completely or partially settled their accounts for the specified period. 4. Students will be held responsible for all assignments and requirements for the entire content on the course missed regardless of reasons for his absence (Chapter 4, Section 2, p. 24 of TCA Student Manual). 5. Only students officially enrolled in the course will be allowed to attend the class. 6. Talking during examinations, possession of textbooks or notes of any kind (unless authorized), giving or receiving information or any other attempts at communication shall render the offender to disciplinary action (Chapter 5, Section 4, p. 26 of the Student Manual). 7. The professor is not obliged to give a special or late test to any student who fails to take an examination at the regular time, except upon a written request approved by the Dean of the Institute concerned (Chapter 5, Section 5, p. 26 of the Student Manual). 8. Grades of 3.10-4.00 are conditional failures, and must be removed by re- examination before the enrolment for the next term (Chapter 6, Section 1, p. 27 of the Student Manual). 9. When given a grade of INC. (Incomplete) , the student shall complete the grade within one year, otherwise, a grade of 5.0 is automatically given by the registrar. 10. A student under the influence of liquor and/or any dangerous/prohibited drug shall not be allowed entry in the classroom to attend class. 11. All students enrolled in this class is advised to read Chapter 7, pp. 84-93 of the TCA Student Manual for other salient policies and guidelines.

Prepared by ARCELYN N. SANGALANG THOMAS FERREBEE Instructor I US Peace Corps Volunteer

Recommending Approval LUCENA G. GARCIA, Ed.D. ARLENE F. VALDEZ Chair, BEEd Program Coordinator, Academic Program

Approved

NOEL J. POTERO, Ph.D. MARIA TERESA SJ. VALDEZ, Ph.D Dean, Institute of Education Vice-President, ACSA

TCA’s Vision : TCA as Center of Excellence in tertiary education, research, and training for sustainable agro-industrial development

TCA’s Mission: Provision of tertiary education geared towards the: pursuit of a better quality of life thru sustainable agriculture & food security; provision of knowledge, skills, ideas and values to make students productive, effective and competent in agro-industrial development; acceleration of the development of professionals to provide leadership in various agriculture-based disciplines; search for knowledge to harness the bio-diversity resources of the region.

IEd’s Goals : High quality and excellent pre-service and post-graduate teacher education Relevance of pre-service and post-graduate training to national and international standards Effectiveness in conveying knowledge and facilitating teaching-learning processes and activities Efficiency in continuously developing human resource skills, competence, expertise, and leadership for the education sector

BEEd Objectives : To produce graduates who: 1. have a competitive edge in meeting the demands of the basic education industry here and abroad 2. will become professional teachers who are efficient and effective facilitators of learning 3. possess genuine appreciation of human ideas and values of refinement, and commitment to the progress of the nation as well as of all humanity; and 4. will become teachers who are proud of their profession and who appreciate Philippine culture and that of the world.