SOUTHERN PENINSULA COLLEGE

Corner Padre-Zamora – Labiano Streets

Gil Sanchez, Labason, Zamboanga del Norte

COLLEGE OF EDUCATION

Course Syllabus in Eng 26 – The Teaching of Speaking

Program: BSED
College: Secondary Education
Instructor/Professor: Ro-elle Blanche D. Cano

Vision Mission
Pre-Requisites: A contemporary educational providing affordable To produce capable and competent graduates possessing skills
Unit Credit: 3 units and quality education to the people in the community necessary for the attainment of progressive, dedicated and
and supporting the nation’s effort of attaining peace and progress. successful leaders in the community including the attainment of
No. of Hours: 54 hours quality life and desirable values.
Room: 105

Course Description: This course is designed to introduce the student to advanced speaking skills in language education.
Skills are developing speaking programmes in various educational levels.

DETAILED COURSE OUTLINE

PROGRAM PERFROMANCE COURSE COURSE TOPICS TEACHING ASSESSMENT TIME

OUTCOMES INDICATOR OUTCOMES LEARNING TASKS ALLOTMENT
ACTIVITIES
(TLAs)
 provide your  Intoduction to the course  recitation  2 mins.
 enables the own definitions  What is speaking?  Quizzes
student to have of speaking and  Provide own  Define what  Assignments
 a clearer pronunciation definitions of speaking is.  recitation 1 hour
understanding  describe speaking  Approaches to speaking  Quizzes
of both the different  describe  Assignments
structures and approaches to different  Speaking in action  Reporting
processes that teaching approaches to
underpin speaking teaching
speaking √understand the speaking  develop
effectively relationship  understand the awareness of
 examine the between the relationship  Foreign Language Classroom current
barriers that various between the Categories teaching  recitation 1 hour
inhibit components of various approaches  Quizzes
effective oral spoken components of and  Assignments
communicatio language spoken methodologie
 Reporting
n  explain what language s;
speech acts are  enumerate the  Three areas of knowledge:  identify,
and give three categories  Mechanics compare, and
examples of of foreign  Functions contrast
various speech language  Pragmatics characteristic
acts classroom s of teaching
Three major objectives of of language methods
teaching methods based on
 recognize that  Social (language as a form of differing
speaking communication models of
involves more  Artistic literary (language as a foreign
than mechanics vehicle for artistic creation and language
 understand appreciation teaching and
historical study  Philosophical (linguistic analysis) learning;
of language  Teaching process as a simple  develop good
teaching process understandin
methods g of the
 realize that the extent of the
issue has contribution
pursued three of linguistics PRE-LIM
 major and related  recitation  1 hour
 describe how objectives disciplines to  Quizzes
speaking is  give the  Spoken language amd written foreign  Assignments
taught in three differences of language language  Reporting
 grasp the prominent writing speech. teaching.
underlying language
principles in teaching
order to utilize methods used
them in our over the past
task-based several years  analyze the
activities  identify  learn to speak processes
 extrapolate communication by practicing  Background to teaching speaking involved in
from strategies that grammatical  Target language foreign
classroom language structures and  Behaviourism language
setting and use learners can use use them in a learning and
knowledge to when they conversation. teaching;
implement encounter  Interaction in the language  compare
strategies in difficulties curriculum: Awareness, various
the English  understand the Autonomy, and Authenticity theories of  recitation  1 hour
language pyramid’s base, (Longman, 1996) foreign  Quizzes
community.  distinguish text means language  Assignments
between direct, stretches of learning and  Reporting
indirect, and language of an teaching;
semi-direct undetermined  Principles for teaching speaking
tests of length. Two broad contexts:
speaking  Foreign language (FL)
 Differentiate the context
second  Second language (SL)
language and context
foreign
language
 Recall what is
speaking. MID TERM
  describe how  What speakers do  apply  recitation
speaking is  Introduction knowledge  Quizzes  1 hour
typically taught  Speech Production gained from  Assignments
to beginning  Conceptualization and the course  Reporting
level learners formulation towards an
 identify certain  Articulation increased
skills and  Self-Monitoring and repair understandin
several different  Automaticity g of the
types of  Fluency teaching
knowledge in a  Managing talk practice;
given
conversation
 explain the  appreciate the
differences important role
between of
objective, pronunciation in
analytic, and helping
holistic scoring learner’s
 integrate task of speaking increase their  recitation
based activities tests comprehensibili  Quizzes  1 hour
into the  appreciate the ty when they  Assignments
relevant important role speak English  Reporting
subject areas. of
pronunciation  What Speakers Know
in helping  describe how  Extralinguistic knowledge
learner’s speaking treated  Sociolinguistic Knowledge
increase their as a skill.  Linguistic Knowledge
comprehensibil  share
ity when they considerable
speak English background
knowledge at
all levels of
speaking. SEMI FINAL
  Identify two  Genre Knowledge  recitation
main purposes  Discourse Knowledge  Quizzes  1 hour
of speaking  Pragmatic Knowledge  Assignments
under Genre  Grammar  Reporting
Knowledge  Vocabulary
 Classify  Phonology
speaking genres  Speech Conditions
according to
their general
purposes, the
kind of
participation
they involve,
and the degree
of planning
 use discourse
markers to link
 investigate utterances
sociocultural  describe the
factors and their relationship
role in speech between
production speakers,
 build a including such
framework for factors as
speech delivery relative status
(Posture, facial and familiarity.
expressions,  create short
gestures, eye conversations
contact, vitality, where each
spontaneity & utterance
voice control consists of a
rate, volume, single word or
fluency, short phrase.
 intonation)  explain the
 different factors  initiate,
of speech conduct, and
conditions finalise small
scale
research
projects
 Speaking in Another Language related to
 Differences between L1 topics
 differentiate L1 and L2 speaking covered
and L2.  Communication Strategies
 identify several  What L2 speakers used to
important know
communication  Availability for use:
strategies for implications for teaching
supporting the  Speech Acts
teaching of
speaking.
 Recall the kinds
of knowledge
that proficient
speakers draw
on when
speaking.
 Evaluate how
linguistic
 Relate in real life aspects of
situations. speaker
 knowledge
apply to second
 relate to language
sociocultural and speaking.
personality  Explain what
factors, which speech acts are
undoubtedly  Give examples
impinge on L2 of speech acts
speakers from
varying degrees

FINAL