Northwestern University

NORTHWESTERN
Laoag UNIVERSITY
City

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SYLLABUS NWU - ACA - 010

College of Teacher Education

Bachelor of Elementary Education
1st Semester Academic Year 2019- 2020

Course Code : MAJ 122

Course Title : INTERACTIVE ENGLISH

Credit Units : 3 units

Time Allotment : 54 Hours

Pre- – requisite :

I. Vision:

NORTHWESTERN UNIVERSITY envisions itself to be a premier institution of learning in Asia committed to Excellence and
Ethical Formation for Global Relevance

II. Mission:

NORTHWESTERN UNIVERSITY is dedicated to develop individuals to become Highly Competent, Socially Responsible and
Ethically Upright leaders.

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NORTHWESTERN
Laoag UNIVERSITY
City

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III. Institutional Objectives:

Concomitant to its role as a University in which higher learning, research and community extensions are developed and nurtured,
Northwestern University adopts the following objectives where excellence as a way of life is its rallying point.

1. To provide a strong educational foundation by offering and maintaining comprehensive basic/general education programs and
strengthening pillars of knowledge in the academe in order to produce functional graduates who will be able to meet the needs of both
local and global markets.
2. To train and develop students and employees for responsible leadership, effective citizenship and social responsibility through the
inculcation of the ideals of democracy and positive values, manifested by a great concern for their fellow men.
3. To provide a strong and comprehensive human resource development program for professional advancement and to remain
competitive in changing times.
4. To align and harmonize the research and extension programs with the local, regional, national and global thrust.
5. To explore and expand linkages with local and international agencies.

IV. Program Objectives

The College of Teacher Education is committed to the realization of the following objectives:

1. To be conscious of their significant role in the early realization of the social, economic, and the spiritual development goals of the institution.
2. To abide high moral integrity and abide by ethical principles in the pursuit of both professional and personal actuations.
3. To increase social awareness among CTE students by involving them in community outreach seminars.
4. To instill the real meaning of social concern by sharing our surpluses to less fortunate members of society.
5. To help maintain cleanliness and orderliness of the institution at all times by following the 5S principle.

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 Northwestern University
NORTHWESTERN
Laoag UNIVERSITY
City

6. To appreciate the essence of participation, competition and sportsmanship among students through the different activities conducted by the
institution and the college.
7. To develop a research of teachers and students and to ultimately develop a research culture.
8. To develop esprit’ de corps among students.
9. To practice and believe in the principle of human rights as a foundation for sound citizenship participation.

V. Course Description
:
This course is focused on the exercise of communicative skills of students both oral and written as they interact with each other
pertaining to controversial issues in the field of politics, economics, sociology and culture, international relations and other social science
fields. Such interaction may be in the form of argumentation and debate, public speaking, buzz session, round table talk, interview and the like.

VI. Course Outcomes and Relationship to Program Outcomes/ Student Outcomes:

Program Outcomes
After finishing the course, the student must be able to:
a b c d e f
Course Outcome 1.Recite and discuss the IPVMO and Core Values of the University, VMO of the
I E E D
college, Program Educational Objectives and Outcomes, and University policies. D D
Course Outcome 2.Describe the nature and concepts of interactive communication. I E E D D D
Course Outcome 3.Apply strategic conceptual models and analytical techniques in the conduct of
speech delivery, debate, argumentation and interview selecting and effectively using appropriate
tools and frameworks in situational analysis along in relation to oral and written communication.
3.1.environmental scanning,
D D D D
3.2.strategy formulation, D D
3.3.strategy implementation, and
3.4.evaluation and control.
Note: I = Introductory E = Enabling D = Demonstrated

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 Northwestern University
NORTHWESTERN
Laoag UNIVERSITY
City

VII. Program Outcomes (BEEd)

a. Demonstrate in-depth understanding of the diversity of learners in various learning areas.

b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
c. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching.
e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional.
f. Manifest a desire to continuously pursue personal and professional development.

VIII. COURSE PLAN

Learning Outcomes Topics Teaching-Learning Assessment Tools Time Frame/Session
Activities
At the end of the unit the Orientation
students are expected to: 1.University and the CTE Philosophy Group Active Class Week 1
1.state and explain the vision ,Vision, Mission and Objectives dynamics/discussion Participation
and mission of NWU and the 2.Policies on: Written Exam
CTE a. Grading System Powerpoint
2.comprehensively, discuss b Policy on Attendance/Uniform Presentation on the
how the course helps attain c. Retention Policy University
the vision and mission of the d. Honor Students/ Scholarships
CTE and NWU e. English Policy

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 Northwestern University
NORTHWESTERN
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City

At the end of the unit, the Unit I. Why Learn English Recitation Seat work Week 2
students should be able to: A. Why is learning English
1. explain the importance of difficult? Group Dynamics Assignments
English; and B. What are the benefits of being
2. discuss why learning proficient in English? Lecture Discussion Quiz
English is difficult.
Role Playing Major Examination

At the end of the unit, the Unit II. Language and Lecture Discussion Rubric for Grading Week 3-4
students should be able to: Communication Oral Reporting Oral Reports
1. define language; A. Language
2. explain communication as a B. Communication as a Process
process; C. Elements and
2. enumerate the models of D. Models
communications.

At the end of the unit, the Unit III. Basic English Analysis of written Long Tests Week 5-6
students should be able to: Communication Skills and and oral
1. differentiate oral from Concepts communication
written communications2. A. Forms of communications
2.enumerate and define the 1. Written Drills and Exercises Using the different
parts of speech. 2. Oral parts of speech in
. B. Definitions and parts of speech dialogs and story
C. Parts of Speech lines
1 Noun

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a. Cases
b. Gender
c. Number
d. Kinds
2 Pronoun
3. Verb
a. Tenses of verbs
b. Transitive/ Intransitive verbs
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

PRELIM EXAMINATION Week 7

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NORTHWESTERN
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Learning Outcomes Topics Teaching/Learning Assessment Tools Time Frame

Activities

At the end of the unit, the UNIT IV. Current Issues, Problems Group Dynamics Rubric for Grading Week 8-10
students should be able to: and Concerns Class Participation
1.discuss the latest, trends, Participation in class
problems, issues and A. Politics discussions on the Seatwork
concerns in the field of : B. Economics various
a. politics; C. Foreign Relations issues/concerns/ Assignments
b. economics; D. Sociology problems
c. foreign relations; E. Culture Quiz
d. sociology; F. Education
e. culture; G. History Major Examination
f. education; and
g. history.
.
MID-TERM EXAMINATION Week 11
Learning Outcomes Topics Strategies/ Assessment Tools Time Frame/Session
Instructional Tool(s)
At the end of the unit, the Unit V. Application of the different Participation in the Rubrics for Grading
students should be able to: forms and ways of Communication various speech Participation in Group Week 12-17
1. participate in the different A. Group discussion situations Discussions and
ways of communication: B. Impromptu speaking Debate
a. group discussion C. Extemporaneous speaking;
b. impromptu speaking D. Interview; Rubric for Grading
b. extemporaneous E. Public speaking; and Impromptu,

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 Northwestern University
NORTHWESTERN
Laoag UNIVERSITY
City

speaking; F. Debate; Extemporaneous and

c. interview; Public Speaking
d. public speaking; and
e. debate; Oral Examination

Written Examination

FINAL EXAMINATION Week 18

VII. Course Requirements

1. Attendance
2. Written Output/Examination
3. Accomplished Curriculum Evaluation Form
4. Accomplished Activities
5. Proposed Curriculum Design

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 Northwestern University
NORTHWESTERN
Laoag UNIVERSITY
City

VIII. GRADING SYSTEM

Three (3) Periodical Examinations are given every semester, Prelims, Mid-Term, and Final scheduled in the Academic Calendar.

The standard formula in computing grades are as follows:

PRELIM
Prelim Grade = (Class Standing * 60%) + (Prelim Exam * 40%)

MIDTERM
Midterm Grade = (Class Standing * 60%) + (Midterm Exam * 40%)

ENDTERM
Endterm Grade = (Class Standing * 60%) + (Endterm Exam * 40%)

FINAL GRADE
Final Grade = Prelim Grade + Midterm Grade +Endterm Grade

However, the percentage distribution may vary according to the nature of the course/subject.
The Class Standing is the sum of but not limited to recitation, class reports, class participation, term paper, and attendance.

XI. Classroom Management Rules

1. Submission of requirements will be on or before due dates.
2. Wear prescribed uniforms on scheduled days. On free day (Wednesday) wear appropriate dress code relative to teaching profession.
3. No cell phones and other gadgets should be used during class hours and examination.
4. Honesty should be practiced at all times.
5. Complete attendance is encouraged. In case of absences, notification as to the reason should be reported before or upon return.

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NORTHWESTERN
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City

6. Tardiness is discouraged. More than 15 minutes of being tardy would mean being absent.
7. Should students be absent during quizzes, graded recitation and other activities, provisions can be made provided the reasons are valid

Bibliography

Boran, A. (ed.) (2010). Poverty: Malaise of Development? (Issues in the Social Sciences 6). Chester: Chester Academic Press.

Ford, D. C. (ed.) (2010). Fragmenting Family (Issues in the Social Sciences 7). Chester: Chester Academic Press.

D’Artrey, M. (ed.) (2008). Cont_xts?Media, Representation and Society (Issues in the Social Sciences 5). Chester: Chester Academic Press.

Boran, A. & Cox, P. (eds) (2007). Implications of Globalisation (Issues in the Social Sciences 4). Chester: Chester Academic Press.

Bendall, M. &Howman, B. (eds) (2006). Decoding Discrimination (Issues in the Social Sciences 3). Chester: Chester Academic Press.

Boran, A. & Murphy, B. (eds) (2004). Gender in Flux (Issues in the Social Sciences 2). Chester: Chester Academic Press.

Boran, A. (ed.) (2003). Crime: Fear or Fascination? (Issues in the Social Sciences 1). Chester: Chester Academic Press.

Ford, D. C. (ed.) (2010). Fragmenting Family (Issues in the Social Sciences 7). Chester: Chester Academic Press.

Association of American Colleges and Universities (2008). College learning for the new global century: Executive summary with employers’
view on learning outcomes and assessment approaches.

The renaissance of educational debate: Results of a five-year study of the use of debate in business education. Journal on Excellence in College
Teaching, 5(1), 57-67. Gray, F. E. (2010).

Specified oral communication skills desired in new accountancy graduates. Business Communication Quarterly, 73(1), 40-67. Hansot, E. (2004).

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Hearing voices: Rhetoric, imitation, and civic competence. Journal of Education, 185(2), 27- 45.Holtzman, D. M., & Kraft, E. M. (2011).

Skills needed in the 21st century workplace: A comparison of feedback from undergraduate business alumni and employers with a national
study. Business Education and Accreditation, 3(1), 61-75. King, A., &Kuypers, J. A. (2001).

Introduction: Our roots are long and deep. In J. A. Kuypers, & A. King (Eds.), Twentieth-century roots of rhetorical studies (pp. ix-xx). Socratic
dialogue as a tool for teaching business ethics.Journal of Business Ethics, 53, 383- 392. Newman, A. (2013).

Business communication: In person, in print, online. Stamford, CT: Cengage Learning. Toye, R. (2013). Rhetoric:

http.www. daily writings.com

http:// www.colostate.edu/frpyd/speech/rccs/theory 44.htm/

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NORTHWESTERN
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Prepared by:

JURLITA U. BASUEL, PhD.

Professor

Recommending Approval: Approved:

JURLITA U. BASUEL, PhD CHITA A. GONZALES, DBA

Dean, CTE VPAA

Date Submitted: August 20, 2019

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