English Prototype Syllabi Compendium

Table of Contents
Acknowledgments.................................................................................................................................2 Language Programs and Policies in Multilingual Societies 55

List of Acronyms..................................................................................................................................5 6. Language Learning Materials Development...................................................................61
7. Teaching and Assessment of Literature Studies.............................................................68
Project Background...............................................................................................................................6
8. Teaching and Assessment of the Macroskills.................................................................73
Partner Institutions in the Development of the PPST-based Prototype Syllabi....................................8 9. Teaching and Assessment of Grammar...........................................................................80
PPST-based Prototype Syllabi Priority Programs...............................................................................10 10. Speech and Theater Arts..................................................................................................86
11. Language Research.........................................................................................................92
PPST-based Prototype Syllabi Intended Audience.............................................................................10
12. Children and Adolescent Literature................................................................................100
Guide to the Prototype Syllabi Compendium.....................................................................................11 13. Mythology and Folklore.................................................................................................107
Guide to Reading and Understanding the PPST-based Prototype Syllabi..........................................13 14. Survey of Philippine Literature in English....................................................................114
15. Survey of Afro-Asian Literature....................................................................................124
Features of the Prototype Syllabi........................................................................................................16
16. Survey of English and American Literature..................................................................132
References...........................................................................................................................................17 17. Contemporary, Popular and Emergent Literature..........................................................138
18. Literary Criticism............................................................................................................144
The Beginning Teacher Indicators......................................................................................................18
19. Technical Writing...........................................................................................................149
The PPST-based English Specialization Courses Prototype Syllabi..................................................20
20. Campus Journalism........................................................................................................154
1. Introduction to Linguistics...............................................................................................21 21. Creative Writing.............................................................................................................163
2. Language, Culture and Society........................................................................................29 22. Stylistics and Discourse Analysis..................................................................................171
3. Structures of English........................................................................................................36 23. Translation and Editing of Text.....................................................................................177
4. Principles and Theories of Language Acquisition and Learning....................................47 24. Technology in Language Education..............................................................................183
5.
© 2020. Teacher Education Council and Research Center for Teacher Quality
1
ACKNOWLEDGMENTS
The Project Team
Philippine National Research Center University of New England - Teacher Education Council
Teacher Education Council
for Teacher Quality (RCTQ) SiMERR National Research Center Secretariat (TECS)
The Research Team
John Pegg, PhD Leonor M. Briones Runvi V. Manguerra, PhD
Jennie V. Jocson, PhD Director Secretary, Department of Executive Director II
Deputy Director and Project Leader Education
Joy Hardy, PhD Donnabel B. Bihasa
Ma. Izella D. Lampos Deputy Director Allan B. De Guzman, PhD Senior Education Program Specialist
Senior Research Officer Luzon Zonal Representative
Ken Vine, PhD Jayson A. Peñafiel
Mariam Jayne M. Agonos Principal Research Adviser Rita May P. Tagalog, PhD Education Program Specialist II
Research Officer Visayas Zonal Representative
RCTQ Support Staff Rosanna Marie B. Balbuena
Academic Staff Evelyn G. Chavez, PhD Administrative Officer II
Dyna Mariel B. Bade Mindanao Zonal Representative
Gina O. Gonong, PhD Gerald P. Santos Maricel B. Flores
Director Donnadette S. Belza Lourdes R. Baetiong, PhD Rex Augus M. Fernandez
Part-time Research Officers Language Subject Representative Administrative Assistants
Allan S. Reyes, PhD Beverly E. Estocapio
Senior Program Manager Myrna B. Libutaque, PhD
Executive Assistant
Mathematics Subject
Philip Jay N. Alcoberes, PhD Pamela L. Lamparas Representative
Senior Program Manager Executive Officer
Lorina Y. Calingasan, PhD
PPST-based Prototype Syllabi Emille Christianne B. Magbanua Social Studies Subject
Technical Working Group Nikki Boie B. Pino Representative
Sarah Joy T. Alimboyong
Rosario I. Alonzo, PhD Administrative Assistants
Allen U. Bautista, PhD
Corazon B. Sigua, PhD Ruby Ann G. Gantalao
Twila G. Punsalan, PhD Emil Marco A. Munar
Stella Marie M. Urbiztondo, PhD Administrative Officers – Finance
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2
Prototype Syllabi Writers
Filipino Social Studies Ateneo de Zamboanga University Fr.
Professional Education
Southern Leyte State University Pangasinan State University Karel S. San Juan, SJ, PhD President
Lead Writer for Professional Education
Analiza M. Nares, PhD Belinda S. Velasquez, PhD Fr. Marcos Louis D. Catalan Jr., SJ
Courses
Claire B. Goda, EdD Cheryl C. Mendoza, PhD Vice President for Higher Education
Byron B. Go Silk, PhD, Western Mindanao
Norlyn L. Borong, PhD Rudjane C. Tunac
State University Evelyn G. Chavez, PhD
Leyte Normal University University of the Cordilleras Dean, School of Education
Bukidnon State University Ann
Gilbert C. Galit David Y. Camiwet, PhD
Sheila C. Del Rosario, PhD
Janet P. Espada, PhD Benguet State University
Ritchelle B. Alugar
Rowena N. Ariaso, EdD Values Education Benguet Dr. Feliciano G. Calora Jr., PhD
Rachel Joan T. Toledo, PhD
State University President
Philippine Normal University-Manila Mathematics
Celia M. Ilanan, PhD Arnulfo C. Capili, PhD Dr. Kenneth A. Laruan, PhD
Ateneo de Zamboanga State University Jingle P. Cuevas, PhD Vice President for Academic Affairs
Nancy S. Ramores, PhD
Anita R. Tagadiad, PhD Erlyn Honeylette C. Marquez
Evelyn G. Chavez, PhD Dr. Imelda G. Parcasio, EdD
Western Mindanao State University Saint Louis University - Baguio Dean, College of Teacher Education
Daisy M. Quisel
Bernardita G. Bacang, PhD Maureen Jane O. Bandoc, PhD
Marjorie S. Emmanuel, PhD
Carmelita B. Caramto, PhD Bicol University
Early Childhood Education Xavier University-Ateneo de Cagayan Geraldine S. Wakat, PhD Arnulfo M. Mascariñas, PhD
Melpe J. Cavales, PhD President
Centro Escolar University Pejie C. Santillan, PhD
Maria Rita D. Lucas, PhD Ronald M. Quileste Partner Institution Helen M. Llenaresas, EdD
Rose Aira Mae R. Tayag
Milagros L. Borabo, PhD
Administrators Vice President for Academic Affairs
Physical Education Lorna M. Miña, PhD
University of Asia and the Pacific Angeles University Foundation Angeles University Foundation Dean, College of Education
Angelito Z. Antonio, PhD Jennifer P. Santillan, PhD Joseph Emmanuel L. Angeles, PhD
Jonar T. Martin, PhD Joel President Bukidnon State University
Elementary Education G. Tubera, PhD Oscar B. Cabaňelez, PhD
Archimedes T. David, PhD
President
Ateneo de Naga University Philippine Normal University-Manila Vice President for Academic Affairs
Paolo Jose R. Silang Lordinio A. Vergara, PhD Estela C. Itaas, PhD
Elvira S. Balinas, PhD Vice President for Academic Affairs
Bicol University Salve A. Favila, PhD
Dean, College of Education
Marcia Corazon P. Rico, PhD Mercidita S. Villamayor, PhD
Sixto O. Orzales, PhD Science Dean, College of Teacher Education
Ateneo de Naga University
De La Salle University - Manila Fr. Roberto Exequiel N. Rivera, SJ
English Voltaire C. Mistades, PhD Cebu Normal University
President
Filomena T. Dayagbil, PhD
Cebu Normal University Saint Mary's University - Bayombong Alfredo C. Fabay, PhD President
Lelani C. Dapat, PhD Arlene L. Tabaquero, PhD Vice President for Higher Education
Remedios C. Bacus, PhD Gloria Vicky A. Antonio, PhD Daisy R. Palompon, PhD
Rivika C. Alda, PhD Zayda S. Asuncion, PhD Maria Luz T. Badiola, MA Vice President for Academic Affairs
University of San Jose - Recoletos Ethel L. Abao, PhD
Helmae E. Tapanan, EdD Dean, College of Teacher Education
Ionell Jay R. Terogo
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3
Centro Escolar University Ma. Philippine Normal University – Manila University of Asia and the Pacific Western Mindanao State University
Cristina D. Padolina, PhD Ma. Antoinette C. Montealegre, DA Winston Conrad B. Padojinog, DBA Milabel Enriquez-Ho, RN, EdD
President OIC- Office of the President President President
Teresa R. Perez, PhD Rosemarievic V. Diaz, PhD Amado P. Saquido, PhD
Vice President for Academic Affairs Vice President for Academic Affairs Ma. Carla A. Ochotorena, PhD
Vice President for Research, Planning and
Vice President for Academic Affairs
Maria Rita D. Lucas, PhD Quality Assurance Celerino C. Tiongco, EdD
Dean, School of Education-Liberal Arts- Rita B. Ruscoe, PhD Dean, School of Education and Human Nolan S. Iglesia, EdD
Music-Social Work Dean, College of Teacher Development Development Dean, College of Teacher Education
De La Salle University – Manila Saint Louis University – Baguio Rev. University of the Cordilleras
Br. Raymundo B. Suplido FSC, Fr. Gilbert B. Sales, CICM, PhD Ray Dean D. Salvosa, AB, MPh
President President Other Partners in Pre-service
President
Nancy M. Flores Executive
Projects
Roberto M. Arguelles, PhD
Robert C. Roleda, PhD Vice President
Vice President for Academic Affairs Adamson University
Vice Chancellor for Academics
Central Luzon State University
Felina P. Espique, PhD Rhodora A. Ngolob, PhD
Raymund C. Sison, PhD Don Mariano Marcos Memorial State University
Dean, School of Teacher Education and Former OIC- Vice President for Academic
Dean, Br. Andrew Gonzalez FSC Far Eastern University
Liberal Arts Affairs
College of Education (BAGCED) Negros Oriental State University
Palawan State University
Saint Mary’s University – Bayombong Ramir Austria, PhD
Leyte Normal University Jude Tarlac Agricultural University
Rev. Fr. Fernold G. Denna, CICM Dean, College of Teacher Education
A. Duarte, DPA President President
Evelyn B. Aguirre, DA University of San Jose – Recoletos Rev. TEC and RCTQ also acknowledge all
Moises Alexander T. Asuncion, PhD
Vice President for Academic Affairs Fr. Cristopher C. Maspara, OAR, course teachers, deans, administrators
Vice President for Academic Affairs President
Prof. Lina G. Fabian
Dr. Ma. Teresa B. Tayaban
and personnel from teacher education
Dean, College of Education Dean, School of Teacher Education and institutions, DepEd teachers,
Rev. Fr. Leo G. Alaras, OAR
Humanities Vice President for Academics principals/school heads, supervisors,
Pangasinan State University
Dexter R. Buted, DBA President superintendents and educators who took
Southern Leyte State University Jestoni P. Babia, LPT, EdD
Paulo V. Cenas, EdD Prose Ivy G. Yepes, EdD President
part in the development and validation
Former OIC-Office of the President works. We also acknowledge the Basic
Juanita M. Costillas, PhD
Manolito C. Manuel, EdD Vice President for Academic Affairs Xavier University – Ateneo de Cagayan Education Sector Transformation
Vice President for Academic Affairs Frederick C. Aniga, PhD
Fr. Roberto C. Yap, SJ (BEST) program for funding activities
President that supported the project.
Roy C. Ferrer PhD Dean, College of Teacher Education
Dean, College of Education (Bayambang) Fr. Rene Tacastacas, SJ
Vice President of Higher Education
Rosario DL. Valencerina EdD
Dean, College of Education (Lingayen) Jovelyn G Delosa, PhD
Dean, School of Education
4
4
List of Acronyms
BTI beginning teacher indicator
CLO Course learning outcome
CMO CHED Memorandum Order
COD Center of Development
COE Center of Excellence
ILO Intended learning outcome
IM Instructional material
OBE Outcome-based Education
OECD Organisation for Economic Co-operation and Development
PPST Philippine Professional Standards for Teachers
PSG Policies, Standards and Guidelines
PST pre-service teacher
TEI teacher education institution
TLA teaching and learning activity
TOS table of specifications
5
45
Development of PPST-based Prototype Syllabi on Priority Programs in Pre-Service Teacher
Education
PROJECT BACKGROUND
Rationale
This compendium is one of ten in the series of Prototype Syllabi on Priority Programs in Pre-
service Teacher Education developed through the Philippine National Research Center for Teacher "Teacher
Quality (RCTQ), with the Teacher Education Council (TEC) as lead, in partnership with select qualifications,
Centers of Excellence and Centers of Development in Teacher Education. The Development of teacher's
PPST-based Prototype Syllabi on Priority Programs in Pre-Service Teacher Education Project aims to
further align current teacher education curricula with the Philippine Professional Standards for knowledge and
Teachers (PPST) to ensure that the future educators are geared towards educating students for a long skills, make more
term and sustainable nation building.
difference for
The PPST-based prototype syllabi aim to provide a benchmark that TEIs can adopt or adapt to student learning
enhance their curricula. This promotes shared understanding and expectations of quality pre-service than any other
training throughout the country. single factor."
(Darling-Hammond, 2011)
The Philippine Professional Standards for Teachers (PPST)
The National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST) (DepEd Order No. 42, S.
2017) sets clear expectations of teachers along well-defined career stages. In adopting it, DepEd integrates PPST in all its professional
development programs, learning and delivery systems, and HR systems. The DepEd adoption and integration of the PPST necessitate
that Teacher Education Institutions (TEIs) align their curricula with what the department needs. The new CHED-issued PSGs on
teacher education (2017) are based on PPST to ensure that every graduate of pre- service teacher education programs can cope with the
demands of DepEd. The development of prototype syllabi supports new pre-service teacher education curriculum based on CHED
requirements and DepEd needs.
6
6
Linking Theory to Practice
The developed prototype syllabi do not only respond to the curricular requirements of the PPST and CHED's PSGs. A key feature of the
syllabi is the inclusion of activities that give opportunities for pre-service teachers to put their learnings into practice. This supports
international studies on linking theory to practice. According to Darling-Hammond (George Lucas Educational Foundation, 2001):
"It's hard to learn theoretical ideas in isolation, try to remember them for two years until you get to student
teaching, and then all of sudden be put in a situation where you're supposed to implement something you've never
seen in practice. That doesn't work. That's the old model of teacher education."
The prototype syllabi were anchored on the core principles of the Pre-service Teachers' Practice-based Training (PSTePT)
framework, developed by RCTQ, with TEC as lead, and select COEs and CODs in teacher education. In this framework, practice-
based teacher education training is described as experiential, developmental, formative, integrative and system-based. It is an attempt to
integrate practicum into the course work of pre-service teachers starting from their professional education courses, by recommending
the inclusion of experiential activities in the field like observations, interviews, and other opportunities to demonstrate their
understanding of theories to actual practice.
Partnerships Towards Quality Pre-service Teacher Education

RCTQ and TEC partnered with select teacher education institutions on the development of 10 compendiums of prototype syllabi. Two
to three TEIs collaboratively worked on one compendium/priority program. Three to four writers per institution were sent to attend a
series of writeshops, reviews and validation to finalize the outputs.
7
7
Partner institutions in the development of the PPST-based Prototype Syllabi
CORDILLERA
ADMINISTRATIVE
REGION I
REGION
Benguet State University of the Saint Louis Pangasinan State
University Cordilleras University University
Values Education Social Studies Values
Educatio Social Studies
n
REGION II REGION III
Saint Mary's
Angeles University
University
Foundation
Science Physical Education
REGION V
8
Ateneo De Naga Bicol University
University
*Priority Program in which the institution served as lead writer
Elementary Education Elementary Education
8
REGION VIII
Leyte Normal Southern Leyte

University State University
Filipino Filipino
REGION VII
REGION IX
University of San
Cebu Normal
Jose-Recoletos Ateneo De Zamboanga Western Mindanao
University
University State University
English English Professional Education
Mathematics
REGION X
Bukidnon State
Xavier
University
University
Professional Mathematics
Education
NATIONAL
CAPITAL
REGION
Centro Escolar De La Salle Philippine Normal University of Asia
University University - Manila Science 9
University Professional Education Physical Education and the
Pacific
Early Childhood
Education
PPST-BASED PROTOTYPE SYLLABI PRIORITY PROGRAMS
The priority programs were selected based on various consultations. The prototype syllabi are on the following programs:
 Early Childhood Education  Physical Education

 Elementary Education  Science
 English  Social Studies
 Filipino  Values Education
 Mathematics
PPST-BASED PROTOTYPE SYLLABI INTENDED AUDIENCE

The developed prototype syllabi are intended to assist all TEIs in the
country. Specifically, they were developed to assist community colleges,
colleges in remote areas, and other teacher education institutions to have
further guidance in enhancing their teacher education curriculum.
Through established partnerships with COEs and CODs in teacher

education across the country and the guidance of the Teacher Education
Council, the continuity of the usability and impact of the the PPST-based
prototype syllabi is ensured.
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THE PROTOTYPE SYLLABI DEVELOPMENT PROCESS
The development followed three key phases:
Activities
 Develop the key features of the prototype syllabi
Plannin • Benchmark the syllabi template
• Select partner institutions and syllabi writers
g • Map the pre-service teacher education curriculum to the K to 12 curriculum
Activities
• Review of the Beginning Teacher Indicators of PPST
• Review the Curriculum Quality Audit (CQA) Process for curriculum
Upskilling enhancement
the • Writeshops
Writers • Review and validation of interim outputs (though the TWG, the writing
group and other specialists)
Activities
• Review of interim outputs during the 2018 Teacher Education Council
Review and Convention
Validation • Review of alignment to the PPST through CQA process
• Review and validation with various stakeholders
of Outputs - December 6, 2018 - Review of interim outputs during the Teacher Education
Council Convention with representatives from COEs and CODs
- December-February 2018 – Review of the Technical Working group
- January-February 2019 – Reviews from Partner Institutions
- January 30-February 1 – Review from Non-Partner Institutions
- February 13-16, 2019 – Curriculum Quality Audit review
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GUIDE TO THE PROTOTYPE SYLLABI COMPENDIUM
This compendium is one of 10 in the PPST-based Prototype Syllabi in Pre-service Teacher Education Compendium Series:
Compendium 1: Professional Education Courses

Compendium 2: Early Childhood Education Specialization Courses
Compendium 3: Elementary Education Specialization Courses
Compendium 4: English Specialization Courses
Compendium 5: Filipino Specialization Courses Compendium 6:
Mathematics Specialization Courses Compendium 7: Physical
Education Specialization Courses Compendium 8: Science
Specialization Courses Compendium 9: Social Studies
Specialization Courses Compendium 10: Values Education
Specialization Courses
Each compendium contains prototype syllabi that Teacher Education Institutions (TEIs) could either adapt or adopt. Parts of the prototype
syllabi template were benchmarked from local and international sources and were agreed upon by the Technical Working Group and partner
institutions.
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GUIDE TO READING AND UNDERSTANDING
THE PPST-BASED PROTOTYPE SYLLABI
Each prototype syllabi contains the common parts like:
 Institutional Logo and other information
 Vision, Mission and College Goals
 Class Information/Schedule
 Instructor's Information
 Course Information
These parts were intentionally left blank and will be up to the

teacher education institution, college of education and/or the
faculty handling the course to fill in.
13
13
The remaining parts have been filled in by the technical working group, research team and writers. They are designed to be adopted or to serve
as a benchmark and model that may be adapted by teacher education institutions, colleges of education and/or the faculty handling the course.
Course Description
The course descriptions are enhanced versions of the course
descriptions in the Policies, Standards and Guidelines (PSGs).
Enhancements include additional inputs and/or elaboration using
the language of the PPST to clarify the intent of the course and
make the alignment to the PPST more explicit.
Course Learning Outcomes

The course outcomes use the language of the standards to make
alignment to the standards more explicit. The course outcomes
are constructively aligned with the course description, content
and assessment.
Beginning Teacher Indicator (BTI) coverage
The column for Beginning Teacher Indicators (BTIs) is a new feature in pre-service teacher education syllabi. It shows which BTIs are
addressed/covered by a course. It also shows where BTIs are covered, specifically in the description, course learning outcomes, content and
assessment. Mapping course components to BTIs promotes constructive alignment, that is the intentional alignment of course content,
assessment and feedback to achieve course learning outcomes (Biggs, 2003; Biggs & Tang, 2011). Examining alignment of outcomes, content
and assessment supports constructive alignment in outcomes-based pre-service teacher education.
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Time Allotment
The Time Allotment column indicates the
recommended duration to cover the
content.
Intended Learning Outcomes (ILOs)

The ILOs column presents outcomes
which are specific to the content covered.
It presents what pre-service teachers
should be able to know or do after
covering the topics.
The ILOs are learner-centered rather than

content-centered. They provide guidance
on the focus and intent of the content to be
covered.
Content
The Content column outlines topics to be
covered.
Suggested Teaching Learning Activities Suggested Assessment
Mapping to the CLOs (TLAs)
The Suggested Assessment column indicates
Aside from the BTI coverage, the The Suggested TLAs column indicates recommended formative or summative activities
prototype syllabi also map ILOs and the recommended activities to deliver the to measure the achievement of the ILOs and/or
Suggested Assessment to the content and help facilitate the pre- service mastery of the content covered.
corresponsing CLO/s, to ensure teachers’ achievement of the ILOs.
constructive alignment.
Example: 1.1.1 [A]
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FEATURES OF THE PROTOTYPE SYLLABI
OTHER REQUIREMENTS
Outcome-based Education Philippine
Qualifications Framework
ASEAN Qualifications Reference

Framework
PROTOTYPE SYLLABI
 Outcome-based
 PPST-aligned
 21st Century
Learning grounded
 PQF- and AQF-
compliant
COMPETENCIES
Beginning Teacher Indicators from the

CONTENT
Philippine Professional Standards for
KNOWLEDGE
Teachers
K to 12 Curricula
Program Outcomes and Performance
Indicators from the CHED Policies,
Standards and Guidelines on Teacher
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REFERENCES
Commission on Higher Education. (2017). CMO No. 74, s. 2017: Policies, Standards, and Guidelines for Bachelor in Elementary Education (BEed).
Commission on Higher Education. (2017). CMO No. 75, s. 2017: Policies, Standards, and Guidelines for Bachelor in Secondary Education (BSEd).
Commission on Higher Education. (2017). CMO No. 76, s. 2017: Policies, Standards, and Guidelines for Bachelor in Early Childhood Education (BECEd).
Commission on Higher Education. (2017). CMO No. 80, s. 2017: Policies, Standards, and Guidelines for Bachelor in Physical Education (BPEd).
Department of Education. (2017). Philippine Professional Standards for Teachers.
George Lucas Educational Foundation. (2001). Linda Darling-Hammond: Thoughts on Teacher Preparation. https://www.edutopia.org/linda- darling-
hammond-teacher-preparation
George Lucas Educational Foundation. (2007).What it Means to be a Skillful Teacher: Experts Share Their Thoughts.
https://www.edutopia.org/what-it-means-be-skillful-teacher
Readings on constructive alignment:
Biggs, J. (2003). Aligning Teaching and Assessment to Curriculum Objectives. Imaginative Curriculum Project, LTSN Generic Centre.
https://scholar.google.com/scholar?q=%22Aligning%20Teaching%20and%20Assessment%20to%20Curriculum%20Objectives%22
Biggs, J. and Tang, C. (2011). Teaching for quality learning at university. Maidenhead: McGraw-Hill and Open University Press.
17
THE BEGINNING TEACHER INDICATORS
Domain 1: Content Knowledge Domain 2: Learning Environment Domain 3: Diversity of Learners
and Pedagogy
1.1.1 Demonstrate content knowledge and its 2.1.1 Demonstrate knowledge of policies, guidelines and 3.1.1 Demonstrate knowledge and understanding of
application within and/or across curriculum procedures that provide safe and secure learning differentiated teaching to suit the learners’ gender,
teaching areas. environments. needs, strengths, interests and experiences.
1.2.1 Demonstrate an understanding of research-based 2.2.1 Demonstrate understanding of learning environments 3.2.1 Implement teaching strategies that are responsive to the
knowledge and principles of teaching and learning. that promote fairness, respect and care to encourage learners’ linguistic, cultural, socio-economic and
learning. religious backgrounds.
1.3.1 Show skills in the positive use of ICT to facilitate the 2.3.1 Demonstrate knowledge of managing classroom 3.3.1 Use strategies responsive to learners with
teaching and learning process. structure that engages learners, individually or in disabilities, giftedness and talents.
groups, in meaningful exploration, discovery and
hands-on activities within the available physical
learning environments
1.4.1 Demonstrate knowledge of teaching strategies that 2.4.1 Demonstrate understanding of supportive learning 3.4.1 Demonstrate understanding of the special
promote literacy and numeracy skills. environments that nurture and inspire learner educational needs of learners in difficult
participation. circumstances, including: geographic isolation;
chronic illness; displacement due to armed conflict,
urban resettlement or disasters; child
abuse and child labor practices.
1.5.1 Apply teaching strategies that develop critical and 2.5.1 Demonstrate knowledge of learning environments that 3.5.1 Demonstrate knowledge of teaching strategies that
creative thinking, and/or other higher-order thinking motivate learners to work productively by assuming are inclusive of learners from indigenous groups.
skills. responsibility for their own learning.
1.6.1 Use Mother Tongue, Filipino and English to 2.6.1 Demonstrate knowledge of positive and non-
facilitate teaching and learning. violent discipline in the management of learner
behavior.
1.7.1 Demonstrate an understanding of the range of verbal

and non-verbal classroom communication strategies
that support learner understanding, participation,
engagement and achievement.
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Domain 4: Curriculum and Domain 5: Assessment and Domain 6: Community Linkages Domain 7: Personal Growth and
Planning Reporting and Professional Engagement Professional Development
4.1.1 Prepare developmentally sequenced 5.1.1 Demonstrate knowledge of the design, 6.1.1 Demonstrate an understanding of 7.1.1 Articulate a personal philosophy of
teaching and learning processes to meet selection, organization and use of knowledge of learning environments teaching that is learner-centered.
curriculum requirements. diagnostic, formative and summative that are responsive to community
assessment strategies consistent with contexts.
curriculum requirements.
4.2.1 Identify learning outcomes that are 5.2.1 Demonstrate knowledge of monitoring 6.2.1 Seek advice concerning strategies that 7.2.1 Demonstrate behaviors that uphold the
aligned with learning competencies. and evaluation of learner progress and build relationships with dignity of teaching as a profession by
achievement using learner attainment parents/guardians and the wider exhibiting qualities
data. community. such as caring attitude, respect and
integrity.
4.3.1 Demonstrate knowledge in the 5.3.1 Demonstrate knowledge of providing 6.3.1 Demonstrate awareness of existing 7.3.1 Seek opportunities to establish
implementation of relevant and timely, accurate and constructive laws and regulations that apply to the professional links with colleagues.
responsive learning programs. feedback to improve learner teaching profession, and become
performance. familiar with the responsibilities
specified in the Code of Ethics for
Professional Teachers.
4.4.1 Seek advice concerning strategies that 5.4.1 Demonstrate familiarity with a range of 6.4.1 Demonstrate knowledge and 7.4.1 Demonstrate an understanding of
can enrich teaching practice. strategies for communicating learner understanding of school policies and how professional reflection and
needs, progress and achievement. procedures to foster harmonious learning can be used to improve
relationships with the wider school practice.
community.
4.5.1 Show skills in the selection, 5.5.1 Demonstrate an understanding of the 7.5.1 Demonstrate motivation to realize
development and use of a variety of role of assessment data as feedback professional development goals based
teaching and learning resources, in teaching and learning practices on the Philippine Professional
including ICT, to address learning and programs. Standards for Teachers.
goals.
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THE PPST-BASED ENGLISH SPECIALIZATION COURSES
PROTOTYPE SYLLABI
Document Bases:
CMO No. 75, s. 2017: Policies, Standards, and Guidelines for Bachelor of Secondary Education (BSEd) K to 12
Curriculum Guide English (Grade 1 to Grade 10) [May 2016]
Philippine Professional Standards for Teachers (DO 42, s 2017)
Total Number of Available Specialization Total Number of Available Elective Course

Specialization Courses Course Outputs Elective Courses Outputs
21 21 5 4
Lead Writers:
Secondary Writers/ Reviewers:
20
Introduction to Linguistics
Institution Name of Institution Date Last Revised
Logo College Name Revision Date
Department Semester Adopted
Vision Mission
College Goals
Program Outcomes (from CMO No. 75, s. 2017 p. 4):
6.3.1.a. Possess broad knowledge of language and literature for effective learning
6.3.1.d. Demonstrate proficiency in oral and written communication
Class Information Instructor's Information
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
21
Course Information
Course Name Introduction to Linguistics Course Code
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements
Grading System
Course Description BTIs

covered
This course provides an overview of linguistics as a discipline, its development, levels of structure, and its significance to English language
teaching. The pre-service English teachers will recognize the general structural aspect of language (i.e. phonology, morphology, syntax, 1.1.1
semantics, and pragmatics) and major theories of linguistics in language acquisition, psycholinguistics, sociolinguistics and other related 1.6.1
studies. With this, the course will help future language teachers demonstrate linguistic content knowledge and application across other
languages and use English competently to facilitate teaching and learning in the future.
Course Learning Outcomes BTIs

covered
At the end of the course, the pre-service teachers should be able to:
A. demonstrate content knowledge and application of the structural aspects of language, i.e. phonology, morphology, syntax, semantics,
and pragmatics across languages and other fields through sharing arguments and counter-arguments; 1.1.1
B. use English competently in varied linguistic activities (performing a jazz chant, recording a listening material dialogue, writing
appropriate learning materials); and 1.6.1
C. draw implications of the theories of linguistics to language teaching, learning, and benefit to community and society through a
reflection paper. 1.1.1
Introduction to Linguistics 22
Time Intended Learning Outcomes BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment (ILOs) Activities
Weeks 1-3 At the end of these weeks, the pre- 1. Overview of Introduction to
service teacher (PST) should be able to: Linguistics
1. Linguistics as the Science of
a. discuss the scientific study of Language
language in relevance to 1.1.1 2. Definitions of Language  Roundtable discussion and creative  Group process assessment on the 1.1.1
language teaching, learning, (C) according to Famous presentation on assigned definitions creative presentation of assigned
and benefits to community and Linguists/Theorists of language to connect with language definition
society; 3. Macro Skills of Language linguistics as a science and a
b. differentiate the views on 4. Views and Overview on discipline  Reflection paper on Linguistic 1.1.1
language study in order to 1.1.1 Theories in Language Study Study, Communicative Competence
explain further possible (C)  Behaviorist  Lecture on Linguistics, Language vis-à-vis Language Components and
language origins and language  Innatist/Nativist Definitions, Views on Language implications to teaching, learning,
teaching methods;  Cognitivist Study, and Components of and benefits to community and
c. define, compare and contrast  Interactionist Grammar society (focusing on Personal
the components of grammar; 5. Communicative Competence by Reflection, Organization, and
1.1.1
and D. Hymes Discussion of Linguistic Concepts)
(A)  Table differentiation on the Views
d. share arguments and  Linguistic on Language Study and
contentions on the incidence of  Sociolinguistic
1.1.1 Components on Grammar
various Englishes, NESTs and  Discourse
non-NESTs and standard (A)
 Strategic  Reading and analysis of a
English.
6. Components of Grammar – research paper discussing
An Introduction Communicative Competence
 Phonetics and Phonology
 Morphology  Student-led discussion on World
 Syntax Englishes, NESTs vs. Non-NESTS,
 Semantics and Kachru’s Concentric Circles
 Pragmatics
7. World Englishes – An  Drafting of own reflection paper to
Introduction discuss Linguistic Study,
• World vs. Philippine vs. Communicative Competence vis- a-
Standard Englishes vis Language Components while
• NESTs vs.Non-NESTS sharing implications of these to
8. Kachru’s Concentric Circles language teaching, learning, and
benefits to community and society
 Reading of rubrics for reflection

paper
 Consultation/checking of
reflection paper with instructor
23
Introduction to Linguistics
Weeks 4-7 At the end of these weeks, the pre- 2. Phonetics and Phonology
service teacher (PST) should be able to:
1. Phonetics vs. Phonology vs.
a. differentiate linguistic terms in Pronunciation vs. Articulation
phonology (pronunciation vs. 1.1.1 2. Vowel vs. Consonant Sounds  Lecture on linguistic terms in  Graphic organizers synthesis on 1.1.1
articulation, vowels vs. (A) (Segmentals) phonology differentiating linguistic terms,
consonants, etc.); 3. Vowels and Diphthongs vowels, consonants, and
b. produce vowel, consonant,  Front Vowels  Creating of graphic organizers to diphthongs (segmentals) and
and diphthong sounds 1.6.1 [i], [I], [eI], [ɛ], [æ] differentiate linguistic terms, suprasegmentals
correctly and fluently; (B)  Back Vowels vowels, consonants, and diphthongs 1.6.1
c. identify vowel sounds according [u], [U], [o], (segmentals), and suprasegmentals  Various phonetic and phonological
to placement in the tongue and [ɔ] for future study verbal participation activities
consonant sounds according to 1.1.1  Mid Vowels 1.6.1
place, manner and voicing; [a], [ə],[ᴧ],  Demonstration on the correct  Process assessment on both jazz
(A)
d. produce sounds with proper [Ɨ] production of segmentals and chant presentation and listening
effective voice elements; suprasegmentals
 Diphthongs recording material synthesis
e. present a jazz chant or any
1.6.1 [aU], [aI], 1.6.1
similar speech presentation to
(B) [oI]  Drills on fluency on the production of  Jazz chant class presentation
practice and showcase
4. Consonants segmentals through the following (focusing on Performance Effort,
knowledge and understanding
1.6.1  Place and Manner of oral drills containing the sound/s Accuracy of Phonological
of segmentals and
(B) Articulation focused: Components, and Originality of
suprasegmentals; and
 Voice and Voiceless -sample words Jazz Chant Script) 4.5.1
f. create a teaching-learning
material (i.e. listening Consonants -contrast drills
recording) for phonology  Bilabial [p], [b], [m], [w] -phrases and sentences  Phonological study learning
study. 1.6.1  Labiodental [f], [v] -tongue twisters material (i.e. listening recording
(B)  Dental [θ], [ð] -songs material)
 Alveolar [t], [d], [s], [z], [n], -quotations
[l] -very short narratives
 Palatal ʃ], [Ʒ], [tʃ], [dƷ], -jazz chants and raps
[r], [j]
 Velar and Glottal [k], [g],  Placing phonological symbols on a
[ŋ], [h] favorite song
5. Suprasegmentals
 Drills on fluency on the production of
 Pitch and Tone
suprasegmentals through the
 Rate and Resonance
following oral drills containing the
 Intonation and Emphasis effective voice element focused:
 Juncture -sentences
 Enunciation -conversations
 Effective Voice and -tongue twisters
Paralanguage Elements -situations for original composition
by students
 Group work on creative

presentation of a jazz chant
focusing on assigned vowel,
consonant, and diphthong sounds and
with emphasis on suprasegmentals
 Practices and consultation with

instructor on one’s speech
production
 Drafting of a script containing a

contextual situation which could
apply the segmentals and
suprasegmentals
 Project method – practice and actual

recording of the contextual script to
be used as learning material for
phonological study
Weeks At the end of these weeks, the pre- 3. Morphology

8-11 service teacher (PST) should be able to: 1, Morphemes and Inflections
 Free vs. Bound
a. differentiate linguistic terms in Morphemes (Content  Indirect approach to identifying  Graphic organizers synthesis on 1.1.1
morphology (free vs. bound, 1.1.1 Words vs. Affixes) morphemes and inflections linguistic terms, morphemes,
derivational vs. inflectional, (A)  Derivational vs. through word analysis activities inflections, word formation
etc.); Inflectional Morphemes processes
b. analyze morphologically word  Lexical and Grammatical  Lecture on types of morphemes –
structures to identify thoughtful 1.1.1 Morphemes free vs. bound, derivational vs.  Various oral and written 1.6.1
units of the language; (A) inflectional, lexical vs. grammatical, participation activities in
c. use context clues and word formation processes morphology
vocabulary building 1. Word Formation Processes
techniques to identify and 1.6.1  Prefixes, Suffixes, and  Creating of graphic organizers to  Process assessment on story 1.6.1
analyze English words; and (B) Root Words differentiate linguistic terms, book making
d. create a teaching-learning
 Decodable and Sight morphemes, inflections, word
material (i.e. story book
Words formation processes  Morphological study learning 4.5.1
dictionary) for morphology
1.6.1  Context Clues and material through children story
study.
(B) Vocabulary Building  Group activity and class books (focusing on Use of New
 Synonyms and Antonyms presentation on table completion of Words in Story, Originality of
 Definitions and sample words for prefixes, suffixes, Story, and Appropriateness and
Supporting Details root words, with meanings and Contextualization)
 Lexicography – The context clues
Dictionary
 Sharing decodable and leveled
reading books with sample
decodable and sight words for
teaching literacy/reading
 Answering drill worksheets on

context clues and vocabulary
building
 Short review discussion on

synonyms, antonyms, definitions,
and details
 Analyzing the dictionary and

sample entries
 Drafting of a book containing

appropriate vocabulary lists which
could apply morphological study
 Project method – actual design and

development of a story book to be
used as learning material for
morphological study
Weeks At the end of these weeks, the pre- 4. Syntax

12-15 service teacher (PST) should be able to:
1. Eight Parts of Speech  Answering pre-test on grammar  Pre-test on grammar concepts
a. differentiate linguistic terms in  Nominals (Nouns and concepts – basis for review lecture
syntax (the parts of speech, 1.1.1 Pronouns) on syntax 1.1.1
grammar vs. syntax, etc.); (A)  Verbs  Graphic organizers synthesis on
b. identify the parts of speech in  Modifiers (Adjectives and  Short review discussion on topics linguistic terms, parts of speech, 1.1.1
individual units, phrases and 1.1.1 Adverbs) with low scores in pre-test phrases, clauses, sentences, and
clauses; (A)  Prepositions, rules
c. review the grammatical rules Conjunctions, and  Writing reflection journal on one’s
for competent language 1.1.1 Interjections grammatical competence  Various oral and written
learning; (A) 2. Phrases and Clauses participation activities in syntax, 1.6.1
d. use syntactic rules in creating 3. Sentences  Answering drill worksheets on grammar rules
correct phrases, clauses,  Subject and Predicate phrases, clauses, sentences, and
1.6.1
sentences, and paragraphs; and
(B)  Kinds of Sentences grammar rules  Process assessment on worksheet
e. create a teaching-learning
(According to Use, making 1.6.1
material (i.e. grammar
According to Purpose)  Group discussion and sharing of
worksheet) for syntactic
1.6.1  Sentence Patterns assigned grammar rules, syntax topic  Syntactic study learning material
study.
(B) 4. Grammar Rules with showing of sample texts with through original grammar 4.5.1
 Subject-Verb Agreement incorrect and correct discourses worksheets (focusing on
 Pronoun-Antecedent Appropriateness of Activity in
Agreement Worksheet, Originality of
 Common Usage  Drafting a worksheet on an assigned Texts/Tasks, and Feedbacking
Problems syntax topic which could apply Mechanism)
syntactic study
 Project method – actual design and

development of a grammar
worksheet to be used as learning
material for syntactic study
Weeks At the end of these weeks, the pre- 5. Semantics and Pragmatics
a. differentiate linguistic terms in 1. Word and Sentence Meaning  Story telling of a text containing  Verbal participation on different
semantics and pragmatics 1.1.1 2. Connotative vs. Denotative multiple idioms/history of figures meanings for contexts and people, 1.1.1
(semantics vs. pragmatics, (A) Meaning of speech and idioms review on connotative and denotative
connotative vs. denotative, 3. Figurative Language meaning, figures of speech, and
formal vs. informal, etc.);  Review discussion on connotative idiomatic expressions
4. Idiomatic Expressions
b. analyze language discourses and denotative meaning, figures of
5. Pragmatics and Language
based on meaning and use; speech, idiomatic expressions  Various oral and written
1.1.1 Registers (Formal, Informal,
(A) Conversational, Colloquial, participation activities in 1.6.1
c. use semantic techniques to  Student-led discussion on reasons connotative and denotative
Slang, etc.)
arrive at connotative and why meaning is different for contexts meaning, figures of speech,
1.6.1
denotative; and meaning of and people, differentiating terms idiomatic expressions
(B)
words and sentences stated above
d. create a teaching-learning  Group sharing and creative
material (i.e. funny comic presentation on situations for
1.6.1  Answering drill worksheets on 1.6.1
strip) for semantic and language registers
(B) connotative and denotative
pragmatic study.
meaning, figures of speech,
idiomatic expressions  Process assessment on comic
strip making 1.6.1
 Group discussion, creative
presentation and sharing of  Semantic and pragmatic study
situations which show different learning material (original comic
language registers and functions strip) using an online synthesis
application software (focusing on
 Drafting a comic strip with the use of Originality of Comic Strip,
a Comic Synthesis, Application Appropriateness of Scenes/Elements
4.5.1
Software on a correct and incorrect to Show Semantics/Pragmatics, and
interpretation of a word, figure of Effort in the Use of Software/
speech, idiomatic expression, or Application)
language register which could apply
semantic and pragmatic study  Summative Reflection Paper on
Improving One’s Communicative
Competence in the five
1.6.1
 Project method – actual design and components and its Implications as
development of a comic strip to be an English Teacher and Learner
used as learning material for
semantic and pragmatic study
Suggested References
Anderson, A. & Lynch, T. (1988). Language teaching: Listening. Oxford, U.S.A.: Oxford University Press.
Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs: Prentice Hall Regents.
Department of Education (2012). DepEd K to 12 English Curriculum Guide. Philippines.
Canale, M. (1987). The measurement of communicative competence. Annual Review of Applied Linguistics, 8, 67-84 doi:10.1017/S0267190500001033. Crystal, D.
(2008). How language works. Camberwell, Vic.: Penguin Group (Australia).
Crystal, D. (1995). The Cambridge Encyclopedia of the English Language. Cambridge University Press. Byram,
M. (2013). Routledge encyclopedia of language teaching and learning.
Hall, C. J. (2005). An introduction to language and linguistics: Breaking the language spell. London: Continuum.
Savignon, S.J. (2011). Communicative language teaching: Linguistic theory and classroom practice. 2 December 2011. http://yalepress.yale.edu/ excerpts/0300091567_1.pdf
Terogo, I. R. (2014, October 12). Overview of World Englishes, Philippine English, and Standard English [Scholarly project]. In Academia.edu. Retrieved November 3, 2018, from
https://www.academia.edu/4181981/Overview_of_World_Philippine_and_Standard_Englishes
Terogo, I. J., Elimino, C. A., Tallo, J. P., Sacal, J., & Balahadia, C. M. J. (2018). Linguistic and Sociolinguistic Competence of Senior High School Students. Recoletos Multidisciplinary Research Journal, 6(1).
https://doi.org/10.32871/rmrj1806.01.03
Language, Culture, and Society
Vision Mission
College Goals
6.3.1.b. Use English as a global language in a multilingual context as it applies to the teaching of language and literature
6.3.1.g. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and literature
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
29
Course Information
Course Name Language, Culture, and Society Course Code
Course Requirements:
Grading System

covered
This course allows the pre-service English teachers to explore the inextricable link between and among language, culture, and society and its
implications to the development of English as a global language and the ways by which it is learned and taught. With this, they must 1.1.1
demonstrate content knowledge and application of the lingua franca to cultural, societal, and even pedagogical development through a study 1.2.1
of research-based principles in language and language teaching. Also, they must be able to gain insights of responsive learning environments 6.1.1
in terms of language and community/society needs.

covered
A. demonstrate content knowledge and application of the relationship of language, culture and society in the perspective of English
language teaching; 1.1.1
B. apply research-based knowledge and principles of English language teaching and learning through case presentations and journal 1.2.1
reviews; and 6.1.1
C. demonstrate an understanding of knowledge of language learning environments that respond to community contexts.
Language, Culture, and Society 30

Weeks 1-3 At the end of these weeks, the pre- 1. Review on Linguistic
service teacher (PST) should be able to: Components of Language
a. review concepts in linguistics in 1. Review on Definitions of  Review discussion on the Nature of  Short objective quiz on the Nature of 1.1.1
reference to culture and society; 1.1.1 Language, Macro Skills, Language and Language Study and Language and Language Study and
b. differentiate linguistic terms in (A) Communicative Competence, the Plurality of English the Plurality of English
general language study (L1 vs Views on Language, and
L2, Mother Tongue vs. Native 1.1.1 Components of Grammar  Debate on the Standard English  Debate about Standard English vs 1.1.1
Tongue, Pidgin vs. Creole, etc.); (A) 2. First Language (L1) vs. Second and World Englishes World Englishes (focusing on
c. discuss the plurality of English Language (L2), Native Language arguments formulation)
and its implications to society vs. Mother Tongue vs. Foreign
 Drawing Implications of Plurality of
and language teaching; Language
English to society and language
d. argue as to the need for 3. Pidgins and Creoles teaching
1.2.1
Standard English and World 4. Macro and Micro Linguistic
(B)
Englishes; and Studies
 Creating a differentiation table on
e. relate Philippine English to 5. Prescriptive vs. Descriptive important contrasting literary terms
local/community needs. 6. Diachronic vs. Synchronic
6.1.1
(C) 7. Oral vs. Written Language  Four S Brainstorming Activity about
8. Plurality of English the relationship of Philippine English
6.1.1  Linguistic Universals and to Community Needs
(C) Universal Grammar
 English vs. Englishes
 Standard English
 Common Language vs.
Multilingualism
 World Englishes
 Kachru’s Concentric
Circles (Inner, Outer,
Expanding Circles)
 Philippine English
Weeks 4-6 At the end of these weeks, the pre- 2. Language and Humans
1. Features of Human  Lecture discussion on the  Verbal participation on the 1.1.1
a. recognize the features that Language by Hockett Language and Humans discussion on Concepts of
distinguish human and animal 1.1.1 2. Halliday’s Language highlighting on its features, Language and Humans
languages; (A) Functions functions and the non-human
b. identify the functions of 3. Non-Human communication  Group process assessment on 6.1.1
language distinct to humans; 1.1.1 Communication surveying community and its
(A) 4. Transmission in Animal  Group documentation activity on language needs
Language surveying the community to
determine the relationship of
31
Language, Culture, and Society
c. identify contextual community 6.1.1 5. Animal Consciousness language functions and school  Community and Language Needs 1.1.1
and school learning activities in (C) 6. Experiments on learning activities Assessment Documentation Report
relation to language functions; Languages and Animals (focusing on Completeness of
d. discuss and present how (Viki, Kanzi, Gua, Koko,  Mixed-Pair- Discuss Activity or the Documentation, Discussion Analysis
animals communicate with 1.2.1 etc.) Elbow Partners Activity to deeply on Community’s Needs, and
humans and other animals (B) discuss the ways on how animals Organization)
with or without communicate with humans and other
consciousness; and animals with or without  Case Analysis/Journal Review of
e. imply tenets of language consciousness within an environment an Anthropological Linguistics 1.2.1
teaching and learning through or community. Research on animals/apes
1.2.1
analyzing the (focusing on Interest and
(B)
cases/experiments on apes  Case Analysis on Apes Discussion, Depth of
with human language. Experiment on the language of Understanding with
humans- a research-based Anthropological Linguistics, and
perspective of teaching and Organization of Ideas)
learning a language
Weeks 7-8 At the end of these weeks, the pre- 2. Language and Culture
1. Accounts on the Origin of  Match Mine: Trace What I Say  Formative Assessment on Concepts 1.1.1
a. trace the possibility of language Language Activity- this is to trace the origin of about Language and Culture
origin in a cultural 1.1.1 2. Biblical, Mythological, language in an anthropological through oral participation
(anthropological) perspective; (A) Historical and Scientific perspective
b. recognize sign language as a Accounts  Mastery Test on Language and 1.1.1
language of cultural 3. Otto Jesperson’s Language  Sign Language Appreciation Report Humans and Language and
significance to people with 6.1.1 Origin Hypotheses to people with and without special Culture
special needs; and (C), 4. Semiotics or Sign Language needs
c. identify the different theories 3.1.1 5. Icon, Index, Symptom, Signal,  Sign Language Appreciation 6.1.1
of anthropological linguistics and Symbol  Discussion of research results of Performance (focusing on
and relate them to society and 6. Sign Languages (Finger common theories in language and Creativity of SL Presentation,
language learning through a Spelling, Filipino Sign culture Sincerity of Attitude towards SL
1.2.1
case presentation. Language, other means of SL, Users, and Group Effort)
(B)
etc.)
7. Theories in Language and  Oral participation on research 1.2.1
Culture results in language and culture
 Sapir-Whorf Hypothesis
 Ethnopoetics
 Oral Gesture Theory by
Paget
Weeks At the end of these weeks, the pre- 3. Language and History
1. Historical Timeline of  Historical Timeline of Language  Timeline synthesis on Language and 1.1.1
Noteworthy Linguists (from Activity to trace the development of History Contents as formative
language and the English assessment
a. identify noteworthy linguists 1.1.1 Aristotle to Lowth, Jones, de language in a historical
and their contributions to (A) Saussure, Chomsky) perspective and its noteworthy  Group process assessment on 1.2.1
language that it is today; 2. Historical Development of contributions to language creating a discourse analysis on
b. trace the development of 1.1.1 Language (Evolutionary or progress historical development of English
language and the English (A) Darwinian)
language in a historical 3. Historical Development of  Recognizing the Language Family of  Discourse Analysis Paper tracing 1.2.1
perspective from Anglo- English (from Anglo-Saxon to English including the modern Grimm’s Law and the Great Vowel
Saxon to global periods; Global English) foreign languages Shift in the Historical Development
c. recognize the language family of 6.1.1 4. The English Language Family of English (focusing on Use of
English including the modern (C) Tree  Discourse Analysis on the Theories/Historical Linguistic
foreign languages related to it in 5. Proto Indo-European changes of English from Old to Concepts, Organization of Ideas,
phonology, morphology, syntax, 6. Proto-Germanic Modern Reflection)
and semantics; 7. Old English, Middle English,
d. differentiate the three and Modern English  Sharing of discoveries from the  Class Participation Result during
Englishes according to time 1.1.1
8. Changes in the English analyses made about the the Sharing of Analysis for in-
1.2.1
period – Old, Middle, and Language development of language and its depth discussions
(B)
Modern – through in-depth  Grimm’s Law history to justify its relevance to the
historical linguistics analysis  Great Vowel Shift community
case; and
e. analyze the changes of English
from Old to Modern through
tracing Grimm’s Law and the 1.2.1
Great Vowel Shift in sample (B)
discourses.
Weeks At the end of these weeks, the pre- 5. Language and Society
1. Language vs. Dialect  Defining and differentiating  Open response answering of 1.1.1
a. define and differentiate 2. The Speech Community language terms in sociolinguistics questions on the concepts, terms and
linguistic terms in 1.1.1 3. Linguistic Borrowing and related topics of Language and
sociolinguistics (language vs. (A) Language Contact  Lecture Discussions on the Society as formative assessment
dialect, contact vs. borrowing, 4. Language Variations construct of Language and Society
etc.); 5. Language Registers and Role of Research in  Group process assessment on
b. discuss how language affects 6. Language Shift and Death Sociolinguistics collaborative work/ creative 1.1.1,
aspects in society and vice versa 6.1.1 7. Language and Gender presentation on language 6.1.1
(gender, social class, ethnicity, (C) 8. Language and Social Class or  Team Stray Activity and Creative variations
power, etc.); Ethnicity Presentations on the utilization of
c. recognize the role of research 9. Language and Power language in the different variations,  Collaborative Work/ Creative
in sociolinguistics; (Politeness) sociolects, idiolects, and slangs in Presentation on the utilization of 1.1.1,
d. appreciate how language is 10. Sample Studies in Philippine English languages in the different
1.2.1 6.1.1
alive in the different Sociolinguistics variations, sociolects, idiolects,
variations, sociolects, (B)
11. Philippine Sociolinguistics  Case Study Activity/Journal Review and slangs in Philippine English
idiolects, and slangs in 12. Varieties of Philippine English of researches on language (focusing on Respectful Use of
1.1.1
(A) with Studies (Yaya English by and society through its various Language Variations, Creativity of
aspects
Philippine English through Bautista, Colehiala English by Presentation, and Teamwork and
creative presentations; and Perez) Collaboration)
e. conduct case studies/ research 1.2.1 13. Sociolinguistic Varieties of
presentation on language and (B) Philippine English by Llamzon  Case Study Analysis/ Journal 1.2.1
society through its various (Acrolect, Mesolect, Basilect) Review and Presentation of
aspects. 14. ‘Slanguages’ in the Philippines researches on Sociolinguistics
(Jologs or Salitang Kalye, Beki
Language/ Swardspeak,
Jejemon)
Weeks At the end of these weeks, the pre- 6. Introduction to Ethnography

16-18 service teacher (PST) should be able to: and Ethnolinguistic Research
a. recognize ethnography and 1. Linguistic Borrowing  Lecture discussion on Contents  Short objective quiz on Essential
ethnolinguistic research as 1.1.1 2. Code Switching related to Applied Linguistics Contents of Applied Linguistics 1.1.1
viable tools to improve and (A) 3. Discourses of Language in
advocate languages; Cultural and Social Relevance  Argument report on  Argument Report on
b. argue on codeswitching as a (i.e. Speeches, Meetings, Policy codeswitching as a product or Codeswitching (focusing on 1.2.1
product or sub-form of 1.2.1 Making, Journalism, etc.) sub-form of language Arguments Formulation and
language; (B) Organization of Ideas)
c. point out and produce several  Societal Survey on language issues
language discourses that could 6.1.1 concerning language teaching and  Societal Survey Documentation 6.1.1
help culture and society; (C) learning to show the application of Report on Language Issues
d. draft a language policy that linguistics in culture and society (focusing on Completeness of
could be relevant to culture Documentation, Reflection, and
and social groups in the Effort on Survey)
6.1.1  Reading samples on ethnography
community; and (C) and ethnolinguistic researches
e. discuss language teaching and
 Creative Presentation on 1.1.1,
learning scenarios which show
6.1.1  Writing and producing several Community-Based Language 1.2.1,
application of linguistics in
(C) language discourses to improve Discourses (focusing on Creativity of 6.1.1
culture and society.
culture and for the needs of society Presentation, Teamwork and
Collaboration, and Use of Language
in Relevance to Culture
and Society)
Bragg, N., & Roebl, K. (2016, July). Language, Culture and Society - Application in EFL Teaching [Scholarly project]. Retrieved March 12, 2019, from
https://www.researchgate.net/project/Language-Culture-and-Society-Application-in-EFL-Teaching.
Fromkin, V; Rodman, R and Hyams, N, (2011) An introduction to language. Wadsworth, Cengage.
Holmes, J, (2013), An introduction to sociolinguistics. Harlow: Pearson.
Jandt, F. E. (2010). An introduction to intercultural communication: Identities in a global community. California: Sage Publications
Podur, J. (2002). Society, culture, and communities. Znet Institutional Racism Instructional [Online] Available at http://zmag.org/racewatch/znet race instructional.htm (accessed 6 September 2002).
Stern, H.H. (2009). Fundamental concepts of language teaching. Oxford: Oxford University Press.
Whorf, Benjamin Lee. (1940). Science and linguistics. Technological Review, 42, 229-231, 247-248. Reprinted in J.B. Carroll (Ed.). (1956). Language, thought, and reality: Selected writings of Benjamin Lee
Whorf (pp. 207-219). New York: Wiley.
Structures of English
Vision Mission
College Goals
6.3.1.c. Acquire extensive reading background in language, literature, and allied sciences
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
36
Course Information
Course Name Structures of English Course Code
Grading System

covered
This is a course which provides pre-service English teachers with an in-depth understanding of content knowledge on the grammatical
concepts of the English language. It focuses on developing their ability to use the phonological, lexical, syntactic, and semantic structures of 1.1.1
English in written and oral communication. It further equips them with skills in explaining the form, meaning and use of various English
language structure which are useful in their role as future facilitators of language teaching and learning.

covered
A. explain the form, meaning, and use of various English language structure through small and big group discussion; and 1.1.1
B. demonstrate in-depth content knowledge and understanding of the grammatical concepts of English language structures in designing a 1.1.1
level - specific English enrichment activities.
Week 1 At the end of the week, the pre- service 1. Word: The Definition and
teacher (PST) should be able to: Criteria
 Article reading on How New  Read the research article on 1.1.1
a. discuss how words are Words Are Born by Andy Morphological Awareness and
formed; its mechanism and 1.1.1 Boodle Some Implications for English
process, and (A) (https://www.theguardian.com/media/ Language Teaching and discuss
mind-your- what you think is the importance
of possessing morphological
Structures of English 37
b. reflect on how word meaning 1.1.1 language/2016/feb/04/english- (word formation) awareness and its
changes when used in varied (A) neologisms-new-words) implication to your role as a future
contexts. Then: a Small Group Discussion on the English Teacher
article read using these guide questions: (https://ac.els-
a. How are new words formed? cdn.com/S187704281403777X/1-s2.0-
b. How are words formed? S187704281403777X-
c. How many new words are main.pdf?_tid=d1e8e433-dfed-40b9- b1ea-
created every day? 810eef7774b7&acdnat=1550839426_2
d. What are some mechanisms in 18d0ac988e216826c97ac95c466437
forming new words?
e. Which word formation
process is the source of the
English word modem?  Answer an activity worksheet on
How new words are created
 A Lecture Discussion on Word
Definition and Criteria will follow.
Weeks 2-3 At the end of these weeks, the pre- 2. Grammatical Categories
1. Nouns  Why Nouns Are Important? Have  Give the case of every noun in the 1.1.1
a. describe and analyze meaning,  Classes students write short summaries of following extracts. This may be made
and use of various noun and 1.1.1  Inflection and Declension their favorite books, movies, or TV a general review of the NOUN by
pronoun structure. (A)  Properties shows. Then have them cross out all giving also gender, person, and
2. Pronouns: of the nouns in the story, and write number of all nouns included.
 Properties the story over leaving out all of the Sample Extracts:
 Classes nouns. Have them share the products
of this experiment with the class. (1) The manly part is to do with
Note how confusing the summaries might and main what you can do.-
sound, and discuss with students EMERSON The Conduct of Life
how the experiment can help them
understand the importance of nouns. (2) There is character in spectacles-
Processing of answers follow. the pretentious tortoise-shell, the
meek pince – nez of the school
teacher, the twisted silver framed
glasses of the old villager. Babbit’s
spectacles had huge, circular
frameless lenses of the very best
glass; the ear-pieces were thin bars
of gold.- Sinclair Lewis
Babbitt,ch.1.
 Deconstructing Reading Texts
38
Structures of English
Provide students with any reading (3) Suit the action to the word, the
texts. Have students identify all of the word to the action.- Shakespeare
nouns .Let them recognize the nouns, Hamlet,act iii,sc.2. 1.1.1
their classes, properties, etc. and how
they are formed.  Tell the number and person of each
Make students analyze the meaning personal pronoun in the following
and spelling of words by breaking extracts and decline the pronoun.
them into parts (morphemes). Sample Extracts:
Discussed that some nouns are 1. A friend should bear his
formed from verbs by the addition of friend’s infirmities,
suffixes called nominalisation. But Brutus makes mine
greater than they are.-
SHAKESPEARE Julius
Caesar, act.iv.sc.1.
2. I heard him walking across the

floor
As he always does, with a
heavy tread.- LONGFELLOW
The Golden Legend,pt.ii
3. Let us go then, you and I,

When the evening is spread
out against the sky
Like a patient etherised upon a
table.
-T.S. Eliot The Love Song of
J. Alfred Profrock
Weeks At the end of these weeks, the pre-

4-5 service teacher (PST) should be able to: 3. Adjectives • Recalling adjectives with • In groups, discuss and point out all 1.1.1.
 Classes Adjectives Pop-up the adjectives, including numerals
a. discuss the forms and  Position and articles in the following extracts,
functions of adjectives; and 1.1.1  Properties and state what noun each adjective
point the adjectives in a (A)  Comparison modifies. Note the instances where
reading text.  Numerals the use of article gives to the
Steps in making adjectives pop- adjective the force of a noun. Note
 The Articles
up: comparatives and superlatives
a. Fold a piece of 6 - ½” x 8- Sample extracts:
1/2 “ paper so that it has a
pocket as shown. a. A foot more light, a step more
b. On the left side of the fold, list true,
all the demonstrative, Ne’er from the heath-flower
interrogative, and indefinite dashed the dew.-SIR
pronouns.
c. On the right, complete the WALTER SCOTT Lady of the
sentence, and making sure that Lake, can.i,st. 18.
the verb agrees in number with
the pronoun. This is the • Find it in Your Writing.
best.Those are the best.
• Look through your portfolio to
d. Now, make a list of nouns in
the pocket, so that when you • Find examples of adjectives. Make
sure that they agree in number with
open the paper fully, you get a
the nouns they modify and with the
complete sentence in adjective,
verbs.
noun, and verb all agree in
number.
e. When you open the paper,
the pronouns become
adjectives
• A lecture on adjectives through a

power point presentation may
follow after.

6-8 service teacher (PST) should be able to: 4. Verbs • Show an old map. Then make • In the extracts below do the 1.1.1
• Classes students write three sentences following with a partner:
a. recall and recognize verbs in describing actions of people who (1) Point out all the finite verbs,
various texts; express self using • Properties might have used this old map. Past- infinitives, and participles.
1.1.1
appropriate verbs. i. Voice tense verbs must be used in each (2) Tell which of the verbs are
(A)
ii. Mood sentence. Ask volunteer students to regular and which irregular.
iii. Infinitives read their work (3)Tell the mood and tense of
iv. Tense • Conduct a Diagnostic Test on each finite verb.
v. Person verbs. (4)Explain the use of each infinitive
vi. Number • Making use of the results of the ( with or without to) (5) Give the
• Gerund diagnostic test, the teacher name of each participle. Sample
provides a video-lecture Extracts:
• Conjugation presentation on verbs a. From morn
• Principal Parts
• The Stem and Inflected To moon he fell, from noo to
forms of dewy eve,
• Irregular verbs A summer’s day; and with the
• Linking Verbs setting sun
Dropt from the zenith like a
• Modals
falling start.
MILTON Paradise Lost,
bk.i.1.742
b. How far that little candle
throws his beams!
So shines a good deed in a

naughty world.-
SHAKESPEARE Merchant of
Venice, act v.sc.1
• Write a paragraph about a new

experience you are having. Maybe
you are living in a new place, taking
a new class, or working at a new job.
Describe the situation. How is it
different from what you usually do?
How do you feel in the situation?
Week 9 At the end of the week, the pre- service

teacher (PST) should be able to: 5. Adverbs • Ask students to read a transcript of • Read a diary entry. Find and
• Classes Two TV sports casters talking correct mistakes in the use of
a. evaluate appropriate usage of about a game in their program. adverbs.
adverbs in varied contexts; • Comparison • Direct students’ attention to how • Write a paragraph comparing two
1.1.1
and • Special Uses, the TV sports casters describe and sports figures. Choose either two
(A)
b. narrate and compare ideas Suggestions, and compare the actions of players people that you know or two famous
with adverbs. Cautions during the game. athletes. `
1.1.1
• Lead students to recall what are
(A)
adverbs.
• Provide a short lecture on
adverbs

teacher (PST) should be able to: 6. Preposition • Think-Pair-Share.
• Definition Team up with a classmate to complete • Cloze test. Complete the news item
a. determine appropriate usage this story of an (imaginary) person about the Filipino Boxing
of prepositions; and • Types Champ,Manny Pacquiao.Put in the
1.1.1 who spent three years alone on an
i. Time missing prepositions.
(A) island. Put in the missing
b. use correct prepositions in ii.Place and • Worksheet Designing. As a future
Directions prepositions.
oral and written discourse. 1.1.1 Results shall be shared in class teacher of English, students will
iii. Agents or design a worksheet on each of the
(A) Things Sample text:
grammatical categories. Activities
iv.Phrasal … a Thursday evening… October
should be in varying levels of
Prepositions 1931… about eight o’clock, the ship
difficulty.
‘voyager’ sank.The ship had been
sailing…the end of September, when
she left London,
and was on her way … England…
Australia.The only survivor was a
man called Wilfred, who saved
himself… swimming two miles.He
spent three years…an island…the
middle of the Indian Ocean.
• A lecture on prepositions using a

power point presentation.

teacher (PST) should be able to: 7. Conjunction • Direct Instruction.
• Definition 1. Show the video on this link: • Provide worksheets and class
a. explain the purpose of (https://study.com/academy/le exercises that require students to fill
conjunction; • Types in the blank with an appropriate
1.1.1 sson/conjunction-definition-
and i. Coordinating conjunction then ask them to explain
(A) writing-examples-quiz.html)
b. demonstrate command on ii. Correlative the appropriateness of the chosen
iii. Subordinating 2. As guide, ask the following
the appropriate usage of 1.1.1 after the video: conjunction.
conjunctions in both (A)
speaking and writing. • Putting Everything Together.
a. What can coordinating Make students put together the types
conjunctions join? of parts in the sentence and put these
parts together.
b. Where are
subordinating
conjunctions found?
What is their job?
c. How are various

conjunctions similar and
different?
d. Which conjunctions
are used most often?
e. What would happen if

we didn't have
conjunctions?
teacher (PST) should be able to: 8. Interjection • Explicit instruction highlighting • Give students several feelings 1.1.1
• Definition how interjections are different (e.g. scared, excited, surprised)
a. recognize the purpose and from adjectives; how they are used and ask them to name a
functions of conjunctions; • Rules in writing, and what are its corresponding interjection and use
1.1.1
and (A) interesting features and usage it in context.
b. use interjections that match • Create an interjection worksheet
the context and feelings of the 1.1.1
writer or speaker. (A)
Week 13 At the end of the week, the pre- service 3.Punctuation

teacher (PST) should be able to:
• Change is Coming! • Create dialogues and descriptions of 1.1.1
a. demonstrate an understanding 1. Give students a passage from a action, thoughts and feelings
of punctuation through correct well-known story, with all the demonstrating correct usage of
usage; and 1.1.1 complex and compound sentences punctuation
(A) changed to simple sentences. Give
them the revised version.
b. Identify when each 2. Show the original copy and explain
punctuation is needed. why the revised passage is
1.1.1 ineffective.
(A) 3. In diads, have them dsicuss and
compare the revision with the
original.
4. Discuss how punctuation works!
Week 14 At the end of the week, the pre- service 4. Sentence: Definition and
teacher (PST) should be able to: Types
• A video presentation on the kinds of • Write a play with four characters. 1.1.1
a. construct different types of 1. According to: sentences according to use or Each character can only speak in
sentences; and 1.1.1 • Structure function one type of sentence.
(A) (http://www.youtube.com/watch?v • With these questions as guide,
• Function =x3epNegcz6g) evaluate each sentence
b. improve sentence
structures. 1.1.1 Process Questions: construction.
(A) 1. What are types of sentences (1) Is the sentence grammatically
according to structure? functions? correct?;
2. What is the basic structure of a (2) If not, what is wrong with the
sentence? sentence? Identify the key
3. How do you improve sentence problem(s) with the sentence; and
structure? (3) How would you re-write the
sentence to improve its key
• Modelling Clauses Through problem(s)? Write your own
Shared and Modelled Reading
sentence that corrects the
a. Students have a wide range of problem(s) you identified.
clause combinations read to
them through quality texts with
the clause grouping emphasized
through intonation and pausing.
b. Students identify simple,
compound and complex
sentences (including main and
subordinate clause/s) as they
read or as sentences are read to
students.
c. Students identify the number of
ideas contained within modelled
sentences from texts and then
identify which idea is the main
(independent clause) that can
stand on its own.
(https://education.nsw.gov.au/teaching
-and-learning/student- assessment/smart-
teaching- strategies/literacy/writing/stage-
3/sentence-structure/writing-complex-
sentences#Activities1)
Week 15 At the end of the week, the pre- service 5. Syntax

teacher (PST) should be able to: • Cooperative Learning • Answer a grammar worksheet which
1. Phrases Activity: You Phrase Me Up and Clause highlights on identifying types 1.1.1.
a. point out phrases and • Definition Me Down phrases and clauses and combining
clauses in varied context; 1.1.1  Have students list down phrases and clauses to produce
and • Types simple and complex sentences.
(A) activities they want to invite
b. combine phrases and clauses i. Noun Phrase
ii.Adjective other students to do with
appropriately to produce 1.1.1 them like:
sensible sentences. Phrase
(A) iii.Adverbial activity Student 1 Student 2
Phrase
iv.Prepositional Watch I want to Although
Phrase movies go watch I love
v. Conjunctional
movies watching
Phrase
vi.Interjectional with you movies
Phrase but I
have
2. Clauses things to
• Definition study.
• Types
play
i. Independent
soccer
ii. Dependent
 The student invited must write

his/her reply in the blank.
 Lead students to the discussion
on how the simple have evolved
from one column to the other.
 Provide a in-depth lecture –
discussion on phrases and
clauses.
Week 16 At the end of the week, the pre- service 6. Conditionals

teacher (PST) should be able to: • Definition What if????? • Play the song and let students revise 1.1.1
the conditionals present to describe
• Types the image or idea they see about
a. discuss and illustrate the • Start by asking hypothetical
concept conditionals; and i. Real Conditionals and questions like: themselves.
1.1.1
ii. Unreal Conditionals
(A)
What will you do if it rains today? Sample Song
b. use conditional sentences to 1.1.1 What would you buy if someone Time After Time – Cyndi Lauper
describe an idea or image. (A) gave you 5 million pesos?
What would you have done if you If you're lost you can look--and you will
had fallen in front of everyone? find me, time after time.
If you fall I will catch you--I will be
• Tell students that answering waiting, time after time.
questions like those above
required conditionals.
• Discuss the conditionals and the
types of conditionals.
Weeks At the end of these weeks, the pre- 7. Syntactic Structures

17-18 service teacher (PST) should be able to: • Direct Instruction. • Draw a tree for the following 1.1.1
 Structure of Predication Show students the power point sentences. If any instances of
a. tell the importance of syntax;  Structure of Modification presentation on syntactic structures ; movement are involved, indicate
and 1.1.1  Structure of use the following guide questions for with arrows.
(A) Complementation lecture and discussion: The evil opponent of the plan will
b. describe syntactic structure.  Structure of Coordination Why do we need syntactic claim that the large small eagle is
1.1.1  Structure of depending on the broken
structure?
(A) machine.
Subordination
 Structure of Correlation Who needs it? for what?
 Structure of Negation How do we find syntactic
i. Split Structure structure?
ii. Parallel Structure How do we describe syntactic
iii. Elements of structure? –analysis How do we
Sentence understand sentences?
https://www.learngrammar.net/english-grammar/article
Finegan, E. (1989). Language: Its structures and use. Orlando, FL:Harcourt Brace and Co.
Crystals, D. (1985). Dictionary of linguistics and phonetics. Oxford: Basil Blackwell.
De Saussure, F. (1959). Course in general linguistics. New York: Mc Graw-Hill
Sampson, G. (1980). Schools of linguistics. Stanford: University Press
https://www.theguardian.com/media/mind-your-language/2016/feb/04/english-neologisms-new-words
https://www.teachingenglish.org.uk/sites/teacheng/files/new-words-created-worksheets.pdf
https://ac.els-cdn.com/S187704281403777X/1-s2.0-S187704281403777X-main.pdf?_tid=d1e8e433-dfed-40b9-b1ea-
810eef7774b7&acdnat=1550839426_218d0ac988e216826c97ac95c466437 http://faculty.washington.edu/ezent/aasc.htm
Fernald, J. G.(1979). English grammar simplified. A reference manual for school, home and office. Barnes & Noble Books.
file:///C:/Users/Lelani%20C.%20Dapat/Desktop/syntactic-structure-intro.pdf
Principles and Theories of Language Acquisition and Learning
Vision Mission
College Goals
6.3.1.a. Possess broad knowledge of language and literature for effective learning.
6.3.1.h. Display skills and abilities to be a reflective and research-oriented language and literature teacher.
Section Instructor's Name
Schedule Office Designation
Time Office Hours
Venue Office Telephone
Term E-mail Address
47
Course Information
Principles and Theories of Language
Course Name Course Code
Acquisition and Learning
Grading System

covered
This course provides an avenue for the pre-service English teachers to examine and demonstrate content knowledge on the principles, factors,
and contexts of language acquisition and learning based on theories and research findings. Moreover, this course enables them to explore and 1.1.1
analyze the relationship of language learning principles and theories to classroom practice. They are expected to create a Language 1.2.1
Acquisition Model/Framework integrating the relationship of language acquisition and learning with the view of improving language
instruction.

covered
a. examine the principles, factors, and contexts of language acquisition and learning through various teaching/learning
events/scenarios; and 1.1.1
b. demonstrate research-based content knowledge on the relationship of language acquisition and learning theories to classroom 1.2.1
practice.
Principles and Theories of Language Acquisition and Learning 48

Weeks At the end of these weeks, the pre- 1. The Nature of Language and
1-2 service teacher (PST) should be able to: Learning  Word/Tag Clouding  Students present their word cloud 1.1.1.
Students may create a word cloud and come up with what are the
a. define language and  Definition of Language with Language and Learning as two common concepts related to
learning according to 1.1.1  Definition of Learning big words. language and learning. A rubric will
different authorities; (A) be used to evaluate students’ output.
b. discuss how one’s  Think Pair Share
understanding of language Students may compare their word  The students will synthesize the
determines how once teaches cloud and relate the concepts they discussion they have with their
it; and have formed based on the different groupmates and present this to the
c. share their insights on how definitions of learning and language class. The teacher may use rubric
one’s understanding of the from different authorities. for students’ oral
way a learner learns determine presentation/engagement.
one’s philosophy of education,  Brainstorming
teaching style, approach, Students may brainstorm and
methods, and classroom discuss their answers to the
techniques. following questions:
- How does learning lake
place?
- How can a person ensure
success in language
learning?
- What is the optimal
interrelationship of cognitive,
- affective, and physical
domains for successful
language learning?
- What are the effects of
varying methodological
approaches, textbooks,
materials, teacher
- styles, and institutional
factors?
 Consider the amount of time spent in

classrooms learning a second
language: is there an optimal length
of time required for successful
mastery? Should the learner be
exposed to three or five or ten hours a
week in the classroom? Or a five-to-
seven- hour day in an intensive
language
program? And how "active"
49
Principles and Theories of Language Acquisition and Learning
should a learner be outside of the
classroom?
Weeks At the end of these weeks, the pre- 2. Theories of First Language
3-4 service teacher (PST) should be able to: (L1) Acquisition
 Philosophical Chairs  Students defend their ideas by 1.1.1
a. explain the theories and  The Behavioristic -We acquire language due to nurture. pointing out research-based
stages of first language 1.1.1 Approaches - We acquire language due to nature. findings on language acquisition. A
acquisition; (A),  The Nativist Approach rubric will be used for this activity.
b. examine different cases on 1.2.1  Cognitive theory Depending on whether they agree or
how a child learns their first (B)  The Functional disagree with this statement, students
language; and Approaches move to one side of the room or the
c. cite scenarios on how parents,  Stages in Child Language other. From that spot, students take turns
teachers, and the community Acquisition defending their positions.
helped the development of a
child’s L1.  Case studies
Students present different cases and  Students write the situations and 1.2.1
scenarios on the development of child’s scenarios asked in an index card.
first language They will summarize common
situations raised and present this to
the class. A rubric will be used for
 “Real-World” this activity.
Students discuss in class how parents,
teachers, and the community helped the  Reflection Log
development of a child’s L1. Students -Students write their realizations
point out situations and scenarios after the discussion.
regarding the given topic by writing them
in an index card.
Weeks 5-6 At the end of these weeks, the pre- 3. Schools of Thought in Second
service teacher (PST) should be able to: Language Acquisition
 Socratic Questioning Students summarize the different 1.1.1
a. compare and contrast each  Structural Linguistics and The teacher may discuss the concepts by viewpoints of each school of thought and
school of thought of language 1.1.1 Behavioral Psychology throwing questions to the students 3Whs map once ideas pertaining to the big
acquisition; (A),  Generative Linguistics What is it? (definition) question. A rubric may be used in this
b. examine the teaching 1.2.1 and Cognitive What do others say about it? (research activity.
implications relevant to each (B) Psychology findings and related literature)
school of thought; and  Constructivism: A What is its teaching implications?
c. point out classroom practices Multidisciplinary
that manifest each school of Approach  Affinity Mapping
thought. How are these schools of thoughts
manifested in a language classroom? Students present their ideas to the class. 1.2.1
Students generate responses by writing A rubric on oral recitation/engagement
ideas on post-it notes (one idea per note) may be used.
and placing them in no particular
arrangement on a wall,
whiteboard, or chart paper. Once lots
of ideas have been generated, have
students begin grouping them into
similar categories, then label the
categories and discuss why the ideas fit
within them, how the categories relate to
one another, and so on.
Weeks At the end of these weeks, the pre- 4. Theories of Second Language
7-10 service teacher (PST) should be able to: (L2) Acquisition  Students may watch the video on the  Students give their insights on the
“Benefits of a Bilingual Brain” video
a. discuss the different theories of  The acquisition-learning https://www.youtube.com/watch
second language acquisition 1.1.1 distinction ?v=MMmOLN5zBLY
b. explain the importance of (A)  The natural order
adherence to and utilization of hypothesis  Group Facilitation
the principles behind second - Transitional forms Students may be grouped and each  A rubric may be used to evaluate
language teaching and  The Monitor Hypothesis group is assigned one theory to student’s group discussion/reporting
learning; and - Individual variation in discuss. Students also cite classroom
c. give reactions to research Monitor use practices that is reflective of the
findings where the principles of  The input hypothesis different theories.
L2 teaching and learning create - Statement of the
impact to teachers’ and hypothesis
students’ performance. - Evidence supporting  Case studies  Pen and Paper Test
the hypothesis Students may read different cases on
 The affective filter how a child learns another language
hypothesis other than his/her mother tongue.
 Reflection Log
Students present their own ideas on
-Students write their realizations on
how L2 will be taught and practice
how they think they learned their 1.1.1
in the classroom
L1 and L2. 1.2.1
 Bumper Stickers
 Rubric on writing slogans may be
Students may a write a slogan-like used to evaluate students’
bumper sticker to sum up the entire summarized concepts on what they
unit in one sentence. have learned in the entire unit.
Weeks At the end of these weeks, the pre- 5. The Causative Variable in
11-13 service teacher (PST) should be able to: Second Language Acquisition  Research findings
Presentation/Case Presentation  Students present orally the
a. discuss the variables in L2  The causative variables published researches/cases they
acquisition; 1.1.1  Language teaching: does it Students may search and present have read on L2 Acquisition
(A) help? articles and researches on second highlighting the causative variables
b. cite research-based - When language language acquisition highlighting the
classroom practices that 1.2.1 teaching helps different causative variables.
addresses the different (B) - When language
variable of L2 acquisition; teaching does not  Reflective Activity
c. cite teaching implications for help Students reflect on the following  Pen and Paper Test
each causative variable; and  Exposure variables questions:
d. create their own Language  Age
Acquisition Model or  Acculturation - What are the teaching
Framework that shows the implications for each  Reflection Log
relationship of language causative variable? -Students write their realizations on
acquisition and learning - What cognitive processes are the different concepts highlighted.
theories to classroom we also developing when we
practice. teach language and how might
they contribute to language
learning?
- What affective aspects need to
be taken into account when
conducting a language lesson?
- How do we stimulate students’
interest in language learning?
(e.g. How do we help students
who don’t like reading become
interested in reading in a
language classroom?)
 Students present their created L2
Based from the case acquisition model or framework. 1.1.1
presentations/research findings Rubric will be used to assess their 1.2.1
presentation, students create their output
own Language Acquisition Model or
Framework that shows the
relationship of language acquisition
and learning theories to classroom
practice.
Weeks At the end of these weeks, the pre- 6. Approaches to Language
15-18 service teacher (PST) should be able to: Teaching  Group Facilitation  Group reporting/discussion on the 1.1.1
Students are grouped and each group is different L2 approaches 1.2.1
a. discuss the varied  Present-day Teaching assigned one L2 approach to discuss. Students create an infrographic on
approaches to language 1.1.1 Methods Students also cite classroom practices that L2 Approaches. A rubric may be
teaching; (A) - Grammar-translation is reflective of the different approaches. used to evaluate their output.
b. cite specific classroom - Audio-lingualism
practices wherein each 1.2.1 - Cognitive-code
approach is applied; and (B) - Direct Method  Think Pair Share
c. relate the principles of - Natural approach Students share their insights on the  Pen and Paper Test
interactive language - Total Physical Response different principles of interactive
teaching to classroom - Suggestopedia and language teaching
practices. Desuggestopedia
 The Principles of Interactive  Reflective Activity
Language Teaching - How are language teachers’  Reflection Log
practices (or what we regard as Students write a reflection
"good practices") shaped by highlighting the importance of
different sets of principles and understanding the principles and
ideas? theories of L2 Acquisition to
- What are the various diverse Second Language Teaching
social contexts in which
language teaching takes place
and what effect might it have on
our language teaching
practices?
Brown, D.H. (n.d.). Principles of language teaching and learning. San Francisco State University
Castello, D. (2016). First language acquisition and classroom language learning: Similarities and differences. Retrieved at https://www.birmingham.ac.uk/Documents/college-
artslaw/cels/essays/secondlanguage/First-Language-Acquisition-and-Classroom-Language-Learning-Similarities-and-Differences.pdf
“First Language Acquisition” Retrieved at http://pandora.cii.wwu.edu/vajda/ling201/test4materials/ChildLangAcquisition.htm
Freeman, D. & Anderson, M. (2011). Techniques and principles in language teaching. Oxford University Press 2011 Krashen, S.
(2009). Principles and practice in second language acquisition. University of Southern California
Krashen, S. (2003). Explorations in language acquisition and use: The Taipei Lectures. Portsmouth, NH: Heinemann
Milambiling, J. (2011). Bringing one language to another: Multilingualism as a resource in the language classroom. English Teaching Forum. Retrieved from
https://americanenglish.state.gov/files/ae/resource_files/49_1_4_milambiling-1.pdf
Nacamulli, M. (2015). The benefits of a bilingual brain. Retrieved at https://www.youtube.com/watch?v=MMmOLN5zBLY
Wang, H. & Hill, C. (2011). A paradigm shift for English language teaching in Asia: From imposition to accommodation. The Journal of Asia TEFL. Vol. 8, No. 4, pp. 205-232 Zafar, M.
(2010). Monitoring the 'monitor': A critique of Krashen's five hypotheses. The Dhaka University Journal of Linguistics: Vol. 2 No.4 August 2009 Page: 139-146
Language Programs and Policies in Multilingual Societies
Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
55
Course Information
Language Programs and Policies in
Multilingual Societies
Pre-requisite Subject Course Credit 3 units, 3 hrs/wk. (18 weeks, 54 hrs total)
Grading System

covered
This course allows the pre-service English teachers to survey local and international basic education language programs and policies that
account for issues and considerations relevant to the engagement of teachers in school settings. Moreover, it presents research-based content 1.1.1
knowledge of language policies and programs across countries to exhibit clear understanding of the design, development, and dissemination
of a language curriculum and to discuss how school policies i.e: language policies have shaped and influenced English language teaching in
multicultural setting.

covered
A. demonstrate a research-based content knowledge and working awareness of the local and international language program and policies; 1.2.1
B. demonstrate knowledge in understanding of language policies and programs and their relevance to the engagement of teachers in
school settings; and 1.1.1
C. demonstrate knowledge and understanding of school policies and procedures that shape and influence language teaching in
multicultural setiing. 6.4.1
Language Programs and Policies in Multilingual Societies 56

Week 1 At the end of the week, the pre- service 1. Languages in the Philippines: An
teacher (PST) should be able to: Overview
 Assign students some readings on the  Write a research-based opinion 6.4.1
a. talk about the languages in languages of the Philippines. regarding current issues plaguing
the Philippines; and 1.1.1 Essential Questions: languages in the Philippines.
b. react on issues regarding (B) - Why is the Philippines
current linguistic situations considered a multilingual Note: An Analytic Rubric may be
in the Philippines. 6.4.1 nation? used to evaluate students’ output.
(C) - What are the major languages in
the Philippines?
- What are the current linguistic
situations of the Philippines?
- Using the questions as guide,
discuss with students the
challenges and opportunities of
having multilanguages and
multidialects in the Philippines.
Weeks At the end of these weeks, the pre- 2. Language – in - Education

2-4 service teacher (PST) should be able to: Policy Evolution
 Assign Readings on Language  Make students critic on national
a. discuss significant changes in  Dept. Order No. 25, s. Programs and Policies in the language policies in the
Philippine Language 1.1.1 1974 Philippines Philippines 1.1.1,
Programs and Policies; and (B)  1987 Constitution of the 6.4.1
b. identify relevant issues in Philippines  Brainstorming/Collaborative Note: An Analytic Rubric may be
place that help government 6.4.1  Department Order No.53, Learning: used to evaluate students’ output.
institutions in upholding and (C) s.1987 Constitution- The Using the Guide Questions below,
propagating the national 1987 Policy of Bilingual students work on the answers with
language. Education their assigned group:
 DECS Order No.11,
s.1987- An Act Granting a. What are the policies
Priority to Residents of the governing language use in
Barangay, Municipality or the Philippines?
City where the School is b. What are challenges in the
Located, in the implementation of these
Appointment or policies?
Assignment of Classroom c. What are current issues
Public School Teachers. governing the use of language
 Executive Order No. 335 in public schools?
s.1988 d. Over the years, how have these
 The Language Policy of policies aid government
the Commission on institutions in upholding and
propagating the national
language?
57
Language Programs and Policies in Multilingual Societies
Higher Education (Higher
Education Act of 1994)
 Executive Order No.210
(May 17, 2003)- “
Establishing the Policy to
Strengthen the Use of the
English Language as
Medium of Instruction in
the Educational System”
 DepEd Memorandum
No.81,s. 2003-English
language be used as
medium of instruction
Week 5 At the end of the week, the pre- service 3. Implementation of the
teacher (PST) should be able to: Bilingual Education Policy
 Make students answer the activity Have students gather some studies related 1.1.1,
a. describe how the Bilingual  Early Childhood individually regarding their to the implementation of PBEP and ask 6.4.1
Policy have been implemented 1.1.1  Primary Grades knowledge on the implementation of them to critic on the implementation
in all government and non- (A)  Lingua Franca Project Philippine Bilingual Policy. process and practice as a reaction to the
government institutions; and (1999-2003)  Allow students to form groups to studies read.
b. critic on its implementation discuss their answers and then come Note: A Critical Thinking Rubric may
process and practices up with collective description on be used to evaluate students’ output.
6.4.1 their knowledge on the
(C) implementation of Philippine
Bilingual Education Policy.
 Discuss the implementation of the
PBEP-gaps, issues, challenges, and
development.
Week 6 At the end of the week, the pre- service 4. Multilingualism in the
teacher (PST) should be able to: Classroom
 Do a class language survey.  Translanguaging in the classroom.
a. identify the languages they Students may have more
understand, speak, read and 1.1.1 languages to name.  Students discuss a topic in pairs using
write; and (A) their home language.For these
b. discuss how knowing Legend; students to understand each other,
different languages benefit 6.4.1 U-understand they may say:
them, particularly as future (C) S-Speak
teachers R-Read In Cebuano, we say….
W-Write In Iloilo, it means…
 Discuss the result emphasizing  Give students these reflection
what knowledge of different questions:
languages and culture brings
people’s lives particularly in the 1. How was your experience
classroom. translanguaging?
2. How was it different for you?
Weeks 7-8 At the end of the week, the pre- service 5. Multilingual Philippines
teacher (PST) should be able to:  Essay. 1.1.1,
 Mother Tongue-Based-  Three Part Interview. Make students answer the ff. 6.4.1
a. share their ideas on the Multilingual Education questions:
Mother Tongue-based 1.1.1 Ask the class, what do you think
Multilingual Education; (A) i. Underlying Theories and are the three biggest issues related How must MTB-MLE be
b. demonstrate their Assumptions to Mother Tongue Based implemented in the classroom?
understanding of how MTB- 6.4.1 –Multingual Education?
MLE is implemented in the (C) ii. RA 10533-An Act Enhancing What is required of a teacher in a
classroom; and the Philippine Basic Education Choose the student with the birthday multilingual classroom?
c. convey their understanding of System By Strengthening Its closest to the day Buwan ng Wika is
the MTB-MLE by describing Curriculum and Increasing the celebrated and have them stand and Note: An Analytic Rubric may be
a teacher in a multilingual Number of Years for Basic share their 3 responses to the used to evaluate students’ output.
classroom. Education, Appropriating Funds question for one minute.
Therefor and For Other
Purposes Move clockwise around the room
until all have shared.
iii. DepEd Order 31 s.2012
Continue with a lecture on how
iv. DepEd Order 31 s.2013 the MTB-MLE came to be and
its scientific and legal basis.
 Gaps, Issues, and Challenges in

the implementation of Mother
Tongue Based – Multilingual
Education
Week 10 At the end of the week, the pre- service 6. Language and Millenium
teacher (PST) should be able to: Development Goals  Essential Question:  Make students gather research 1.1.1,
Why is language important in the studies on issues and challenges in 6.4.1
a. explore the importance of Millenium Development Goals? the MDG implementation and how
languages in relation to the 1.1.1 language is important in MDG.
Millenium Development (A) 1. Do a schema checking on  Let them synthesize these studies by
Goals; and students’ awareness and writing a reflection paper. Note: A
b. reflect on practices, issues 6.4.1 knowledge of the Millenium Reflection Writing
and challenges of language in (C) Development Goals. Rubric may be used to evaluate
the MDGs. 2. Ask what role does language students’ output.
play in MDGs
3. Discuss the MDG and why
language is an essential factor
in the realization of the MDGs
Weeks At the end of the week, the pre- service 7. Language and Inclusive Basic
11-13 teacher (PST) should be able to: Education Issues and Challenges
a. conduct a research on  Organize a debate on some issues and  Make students conduct a survey on 1.1.1,
language in the context of 1.1.1 challenges on the role of language students’ and teachers’ extent of 6.4.1
Inclusive Basic Education; (A) and inclusive education. knowledge and awareness on
and Language and its role in Inclusive
b. demonstrate deeper and wider 6.4.1  Wrap up by giving insights on Basic Education.
understanding of Language by (C) Language and Inclusive Basic  Content of the survey
relating it to its role in Education. questionnaire must be checked by
inclusive education. the professor.
 Require students to write a one –
page blog about the survey results.
Weeks At the end of the week, the pre- service 8. From Monolingual to
14-18 teacher (PST) should be able to: Multilingual: Language  Form students into Groups. Each  Have students as a group conduct a 1.1.1,
Programs and Policies Across group shall be assigned a country to comparative analysis of the language 6.4.1
a. explore and share their Asean Countries report about its language programs programs and policies of these
understanding of language 1.1.1 and policies countries including the Philippines
programs across ASEAN (A) Note: A Critical Thinking Paper
countries; and Rubric may be used to evaluate
b. demonstrate deeper and 6.4.1 students’ output.
wider understanding of (C)
language programs.
Igcalinus, T. (2016). Policies, Practices, and Prospects in Mother Tongue-Based Multilingual Education: Synergies for Sustainable and
Inclusive Basic Education in the Philippines.
Why Languages Matter. Language and Millennium Development Goals,SIL International Organization
Batnag, A. E.(2015). Issues in language. Consultations,ncca.gov.ph
Luistro, Armin. DepEd Order 31 s. 2013 & DepEd Order 31 s. 2012 Contravene MTB-MLE Provisions of RA 10533
Language Learning Materials Development
Vision Mission
College Goals
6.3.1.e. Show competence in employing innovative language and literature teaching approaches, methodologies, and strategies.
6.3.1.f. Use technology in facilitating language learning and teaching.
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
61
Course Information
Pre-requisite Subject Course Credit 3 units, 3 hrs/wk (18 weeks, 54 hrs total)
Course Requirements
Grading System

covered
This course engages the pre-service English teachers in the selection, development, production, and evaluation of variety of language
teaching and learning resources based on the identified K to 12 learning competencies. Through these activities, they are able to demonstrate 1.1.1
content knowledge on the principles and procedures of language materials development. Students show competence in employing innovative 4.5.1
strategies on the design and development of contextualized and localized instructional materials that provide opportunities for meaningful,
purposeful language use thereby facilitate language learning and teaching.

covered
A. demonstrate content knowledge on the principles and procedures of designing and developing contextualized and localized materials; 1.1.1
and
B. show competence in the selection and development of language learning materials. 4.5.1
Weeks At the end of these weeks, the pre- 1. Introduction to Materials
1-3 service teacher (PST) should be able to: Development
 Group Discussion  Oral Engagement/ Participation
a. discuss what “materials 1. Defining materials and Students discuss the answers to the Note and present the group’s ideas 1.1.1
development” and 1.1.1 materials development following questions: on the following discussion points.
“materials” are; (A) 2. Current trends and issues in
materials development What is Materials Development?
3. Who should develop the What are ‘materials’?
materials
Language Learning Materials Development 62

b. cite examples of language 4. Principles of second What do others say about the  Learning Log
learning materials used in the language acquisition (SLA) current (positive and negative)  Students write their takeaways based
classroom; relevant to the development trends of materials development? from the discussion of their
of materials (research findings and related groupmates and the teacher.
c. point out the negative and 5. Principles and Procedures literature)
positive trends of materials of Materials Development What should drive materials
development; development?
What are the principles and theories
d. relate the principles and of language teaching and learning
theories of language learning to relevant to materials development?
the development of appropriate
language learning materials;  Brainstorming
and Students discuss on the following
points:
e. provide example materials  Every teacher is a materials
that corresponds to each developer’ (English language
principle of SLA. Centre, 1997) who needs to be
able to evaluate, adapt and
produce materials so as to
ensure a match between their
learners and the materials they
use.
 The most effective ways of
‘helping teachers to
understand and apply theories
of language learning – and to
achieve personal and
professional development – is
to provide monitored
experience of the process of
developing materials’
(Tomlinson, 2001).
 ‘Materials’ ‘include anything
which can be used to facilitate
the learning of a language.
(Tomlinson, 2001).
63
Week 4 At the end of the week, the pre- service 2. Materials Evaluation
1. Definition and principles  Pass the Pointer  Oral Engagement/ Participation
a. evaluate language learning in materials evaluation The teacher projects images of Students identify key
materials used in a basic 1.1.1 2. Qualities each unit of various instructional materials on the features/qualities of an effective 1.1.1
education classroom using (A) material should reflect screen and asks for volunteers to material
the principles in materials 3. Types of materials temporarily borrow the laser pointer
evaluation; evaluation to identify key features/qualities of an
b. examine the K to 12 English effective material.
curriculum and cite materials
used to facilitate mastery of a  Brainstorm a list of universal  Students provide a list of the
specific competency; and criteria universal criteria when evaluating
c. list down specific competencies Students may brainstorm the language learning materials.
from the K to 12 English universal criteria which would
curriculum and identify apply to any language learning  They compare and take note of these
possible language learning materials anywhere for any criteria to that presented by their
materials to be used for these learners. teacher.
competencies. *media-specific criteria
 The teacher presents the assessment *content-specific criteria
points/criteria when evaluating *age-specific criteria
language learning materials and *local criteria
students check if the
features/qualities they have
mentioned in the previous activity
are listed.
Weeks 5-6 At the end of these weeks, the pre- 3. Adapting Materials
1. Teacher-centered and  Vodcasting/Vlogging  Students’ vodcast or vlog is 1.1.1
a. outline the process of learner-centered The teacher may ask students to graded using a rubric. 4.5.1
materials adaptation from 1.1.1 approach to adaptation create a vodcast/vlog on teacher-
different points of view; (A) 2. Key features in materials centered and learner-centered
b. examine range of technology- adaptation approaches to materials adaptation.
based materials and tools 3. Materials and Digital They may interview language
available to classroom Technology teachers on how they select materials
language teachers; and in their classroom.
c. apply the criteria in selecting
and evaluating language  Let’s Explore  Group Presentation on the chosen
learning materials. The teacher may ask students to technology-based/digital language
explore technology-based/digital learning materials
language learning materials and tools
and have these presented in the
classroom.
o Designing materials
 Student Portfolio on the different
using online tools
materials they have explored and
designed
o Creating audio and video
materials (podcasts,
vodcasts, vlogs)
o Interactive web pages
o Language corpora and
concordancing
o Creating stories for
language learning using
ICT (vlogs, blogs,
bubblar,etc.)
o Teaching writing with
technology
(grammarman, eyercize
etc.)
o Computer-mediated
communication and
language learning- mobile-
assisted language learning
(MALL)
 Tutorial
Selected students may be asked to  Classroom Demonstration on how
tutor the class on how to use the these materials will be used. A rubric
materials and tools they have will be used to evaluate students’
presented. performance and output.
Weeks 7-18 At the end of these weeks, the pre- 4. Developing Specific Types of
service teacher (PST) should be able to: Materials
 Group Project  Group Output/Portfolio
a. select appropriate materials 1. Materials for the Students may be grouped according  Students compile/package the
for the specific 1.1.1 Teaching of Grammar to the type of materials they will be different language learning 1.1.1
competencies/macro skills; (A) - Criteria designing. materials they have designed for 4.5.1
b. design and/or improve These materials will be based on the the identified competencies.
(existing) contextualized and 4.5.1 2. Materials for Teaching identified competencies/topics from
localized materials for the (B) Vocabulary the K to 12 English curriculum.
identified K to 12 English - designing input and
competencies; and output activities to
c. produce language learning encourage/help
materials specific for the vocabulary learning and  Class Exhibit
teaching of grammar, fluency development For everyone to be able to see and
vocabulary, reading, writing, explore these different language
speaking, listening, viewing,  Rubric on the classroom exhibits
3. Materials for learning materials, the teacher my
and cultural awareness vis-a- will be used.
Developing Reading ask students to organize a
vis the K to 12 learning Skills classroom exhibit showcasing the
competencies - alternative approach to different
materials for teaching contextualized and localized
reading
materials (traditional and technology-
4. Materials for based) which they have
Developing Writing created/designed specifically for each
Skills competency/topic/macro skill.
- the role of writing
materials
- selecting writing
materials (textbook and
internet creative writing
materials)
5. Developing Materials
for Speaking Skills
- speaking skill and the
need for relevant
materials
- trends in materials for
speaking skills
- utilizing verbal sources
from real life
6. Developing Materials
for Listening Skills
- intake rich activities and
multidimensional listening
skills lessons
7. Materials for
Developing Viewing
Skill
- activities and materials
to strengthen viewing
skills
8. Materials for Cultural

Awareness
- the culture of language
and the language of culture
Alda, R. (2018). Going to the MALL: Mobile assisted language learning in english language instruction. International Journal of English Language Teaching. Volume 60/4 July-August 2018 Rs. 15
Alda, R. (2018). Podcasting tasks and students’ aural-oral skills. International Journal of Language and Education. Volume:7, Issue:4, October 2018 K to 12
English Curriculum Guide Retrieved at www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf
Mozayan, M. (2015). Materials to develop microskills and macroskills: Are there any principles? ELT Voices. Retrieved at http://eltvoices.in/Volume5/Issue_6/EVI_56_1.pdf Poetsch, S.
(2016). Teaching language: Macro skills. Retrieved at https://www.indigoz.com.au/language/teachmacro.html
Qodir, A., Baehaqi, L., & Miftah, M. Z. (2016). “Developing materials of listening comprehension for the English department students”. Journal on English as a Foreign Language. Retrieved at
https://www.ijlter.org/index.php/ijlter/article/download/668/287
Stanely, G. (2013) Language Learning with Technology: Ideas for Integrating Technology in the Classroom. Cambridge Cambridge University Press. Teaching
material development: Speaking. Retrieved at https://rinaaghna.wordpress.com/2012/11/28/teaching-material-development-speaking-2/
Tomlinson, B. (2013). Developing materials for language teaching. Bloomsbury Publishing Plc Retrieved at https://www.academia.edu/36454579/Developing_Materials_for_Language_Teaching
Carolino, C. et.al. (2019). Instructional strategies and materials utilized in teaching viewing as macro-skill by English teachers.Retrieved at http://psurj.org/wp-content/uploads/2019/01/4.- Instructional-
Strategies-and-Materials-Utilized-in-Teaching-Viewing-as-Macro-Skill-by-English-Teachers.pdf
Teaching and Assessment of Literature Studies

Vision Mission
College Goals
6.3.1.b. Use English as a global language in a multilingual context as it applies to the teaching of language and literature.
6.3.1.c. Acquire extensive reading background in language, literature, and allied fields.
6.3.1.d. Demonstrate proficiency in oral and written communication.
6.3.1.e. Show competence in employing innovative language and literature teaching approaches, methodologies, and strategies
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
68
Course Information
Course Name Teaching and Assessment of Literature Course Code
Studies
Pre-requisite Subject Course Credit
Course Requirements
Grading System

covered
This course allows pre-service English teachers to explore the nature of literature and the theoretical bases, principles, and methods and
strategies in teaching and assessing literature. It aims to provide them with various strategies for pre-lesson, during lesson, and post-lesson 4.5.1
which will develop their learners’ higher order thinking skills in the use of the English language and will respond to their various 5.4.1
backgrounds. Also, they are expected to design developmentally-sequenced lesson plans and provide a range of assessment strategies to
communicate learners’ needs, progress and achievement in literature.

covered
A. adapt competency-based learning materials in teaching literature which respond to the various linguistic, cultural, socio- economic,
and religious backgrounds of learners; 3.2.1
B. be familiar with a range of assessment strategies in teaching literature that address learners’ needs, progress, and
achievement which are consistent with the selected competencies; 5.4.1
C. craft a learning plan according to the English curricula that develops higher order thinking skills of learners through the use of literary
texts; and 1.5.1
D. conduct a teaching demonstration of a developmentally-sequenced learning process using innovative teaching principles, skills, and 4.1.1
strategies for teaching literature.
Teaching and Assessment of Literature Studies 69

Weeks At the end of these weeks, the pre- 1. Overview on the Nature of
1-3 service teacher (PST) should be able to: Literature and its Genres
 Review activity on the purposes  Review Test on the Nature of 1.1.1.
a. explain the purposes and 1. Literature as Significant and genres literature studies Literature and its Genres
genres under the literature 1.1.1 Human Experience
umbrella; and 2. Purposes of Literature  Concept Mapping about the  Group process assessment on analysis 3.2.1
b. identify notable authors 3. Prose vs. Poetry vs. Nature of Literature and its of literature competencies and choice
appropriate for literature 1.1.1 Drama Genres of appropriate texts
study in K to 12 English 4. Fiction vs. Non-Fiction
Literature. 5. A Survey of Authors  Trivia quiz on famous Filipino and  Documentation Report and 3.2.1
a. Filipino Authors international authors Presentation of Analysis of Literature
b. International Well-Known Competencies and Choice of
Authors  Class discussion on literature Appropriate Literary Texts (focusing
6. Literature Competencies in overview and famous authors for on Proper Analysis and Critical
English K to 12 literary study Thinking Shown, Teamwork and
Curriculum Collaboration, and Appropriateness
 Group analysis of literature of Literary Texts)
competencies and choosing of
appropriate texts to use for such
competencies
 Presentation of analysis and

choice of texts
Weeks At the end of these weeks, the pre- 2. Teaching Literature – An

4-7 service teacher (PST) should be able to: Overview
 Concept Mapping Activity on the  Graphic organizer as formative 1.5.1
a. recognize important 1. Value of Literature Overview of Teaching Literature assessment on the appropriate
concepts in teaching 4.1.1 2. Factors Affecting methods and approaches in
literature in English; (D) Interests in Literature  Graphic Organizer to compile teaching literature
b. identify appropriate methods 3. Choosing Books and appropriate methods and
and approaches to teach 1.5.1 Reading Materials approaches to teach literature  Peer Teaching in using right 3.2.1
literature; and (C) 4. Models of Teaching books, reading materials and or
c. discuss the right books, Literature  Sharing of experiences in literature comprehensive questions (focusing
reading materials, and 3.2.1 5. Language Model classes and identifying approaches on Appropriate Use of Approach,
comprehension questions in (A) 6. Cultural Model used by former teachers Choice of Learning Material,
teaching literature. 7. Personal Growth Model Comprehension Questions Asked,
8. Approaches to Teaching  Discussion on the differences and and Factor of Literature Focused)
Literature implications on the approaches to
9. Language-Based teaching literature
Approach
10. Paraphrastic Approach
11. Moral-Philosophical
Approach
12. Stylistics Approach
70
Teaching and Assessment of Literature Studies
13. Levels of Comprehension  Preparation for peer teaching activity
Questions using a chosen text and an
14. Assessment Strategies in appropriate approach
Teaching Literature
 Peer Teaching Activity on the right
books, reading materials, and
comprehension questions in teaching
literature
Weeks At the end of these weeks, the pre- 3. Teaching Poetry and Dramatic
8-12 service teacher (PST) should be able to: Poetry
 Designing competency-based  Creation of Original Instructional 3.2.1
a. adapt competency-based 1. Review on the Genres of learning materials in teaching poetry Materials and/or Adapted Literary
learning materials in teaching 3.2.1 Poetry which are responsive to the various Poetic Texts (focusing on
poetry which respond to the (A) 2. Literary Devices linguistic, cultural, socio- economic, Appropriateness and
various linguistic, cultural, 3. Fun Poetry and religious backgrounds of learners Resourcefulness)
socio-economic, and religious  Riddles 5.4.1
backgrounds of learners;  Limericks  Planning, designing and  Designing an Assessment Tool in
b. identify a range of assessment  Haikus implementing assessment strategies Testing Poetry (focusing on
strategies in teaching poetry 4. Shape Poems in teaching poetry that address Validity, Reliability, and
that address learners’ needs, 5.4.1 5. Comprehending Poetry learners’ needs, progress, and Administrability) 1.5.1
progress, and achievement (B) 6. Strategies in Teaching achievement which are consistent
which are consistent with the Poetry with the selected competencies  Making a Learning Plan in
selected competencies; 7. Reading Aloud Teaching Poetry (focusing on
c. craft a learning plan according 8. Choral Reading  Learning Plan Making according to Completeness, Appropriate
to the English curricula that 9. Silent Reading the English curricula that develops Approach Used, and Facilitative
develops higher order thinking 3.2.1,
10. Literary Appreciation and higher order thinking skills of Process) 4.1.1,
skills of learners through the Valuing in/of Poetry learners through the use of poetic
use of poetic texts; and 1.5.1 5.4.1
(C) 11. Lesson Design in texts  Teaching Demonstration in Poetry
d. conduct a teaching Teaching Poetry (focusing on Teacher-Like
demonstration of a 12. Materials and Resources in  Individual Teaching Demonstration Simulation, Preparation, Classroom
developmentally-sequenced Teaching Poetry Management, Learning Environment,
of a developmentally-sequenced
learning process using 13. Assessment in Teaching and Interest and Diligence in
learning process using innovative
innovative teaching principles, Poetry Teaching Poetry)
4.1.1 teaching principles, skills, and
skills, and
(D) strategies for teaching poetry
strategies for teaching
poetry.
Weeks At the end of these weeks, the pre- 4. Teaching Prose and Dramatic
13-18 service teacher (PST) should be able to: Prose
 Designing competency-based  Creation of Original Instructional 3.2.1
a. adapt competency-based 1. Review on the Genres of learning materials in teaching Materials and/or Adapted Literary
learning materials in teaching 3.2.1 Prose prose and drama which are Prose Texts (focusing on
(A) 2. Comprehending Prose responsive to the various
prose which respond to the 3. Strategies in Teaching linguistic, cultural, socio- Appropriateness and
various linguistic, cultural, Prose economic, and religious Resourcefulness) 5.4.1
socio-economic, and religious  Silent Reading backgrounds of learners
backgrounds of learners  Prose Performances  Designing an Assessment Tool in
b. familiarize a range of  Dramatic  Planning, designing and Testing Prose (focusing on Validity,
assessment strategies in 5.4.1 Performance implementing assessment strategies Reliability, and Administrability) 1.5.1
teaching prose that address (B) 4. Literary Appreciation and in teaching prose and drama that
learners’ needs, progress, and Valuing in/of Prose address learners’ needs, progress, and  Making a Learning Plan in
achievement which are 5. Lesson Design in achievement which are consistent Teaching Prose (focusing on
consistent with the selected Teaching Prose with the selected competencies Completeness, Appropriate
competencies 6. Materials and Resources in Approach Used, and Facilitative 3.2.1,
c. craft a learning plan according Teaching Prose  Learning Plan Making according to Process) 4.1.1,
to the English curricula that 7. Assessment in Teaching the English curricula that develops
1.5.1 5.4.1
develops higher order thinking Prose higher order thinking skills of  Teaching Demonstration in Prose
©
skills of learners through the learners through the use of prose (focusing on Teacher-Like
use of prose texts and dramatic texts Simulation, Preparation, Classroom
d. conduct a teaching Management, Learning Environment,
demonstration of a  Individual Teaching Demonstration and Interest and Diligence in
developmentally-sequenced of a developmentally-sequenced Teaching Poetry)
learning process using 4.1.1
(D) learning process using innovative
innovative teaching principles, teaching principles, skills, and
skills, and strategies for teaching prose and
strategies for teaching prose
drama
. (2012). The children’s hour: Stories on childhood. Diliman, Q.C.: University of the Philippines Press.
Abelardo, V. (2013). Literature for today’s children. Manila: Philippine Graphic Arts.
Coody, B. (2002). Using literature with young children. Dubuque, IA: W.C. Brown Publishers.
Glazer, J. I. (2011). Literature for today’s children. New York: Macmillan.
Lynch-Brown, C. (2012). Essentials of children’s literature. Boston: Allyn and Bacon.
Profeta, L. M. (2008). Literature for Filipino children. Quezon City: Ken.
Tomlinson, C. (2012). Essentials of children’s literature. Boston: Allyn and Bacon.

Teaching and Assessment of the Macroskills

Vision Mission
College Goals

Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
73
Course Information
Course Name Teaching and Assessment of the Course Code
Macroskills
Course Requirements
Grading System

covered
This course allows the pre-service English 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, 1.2.1
during lesson, and post-lesson to develop research-based knowledge and principles in teaching the macro skills while using differentiated 3.1.1
teaching to suit learners’ gender, needs, strengths, interests, and experiences. Also, they will be able to identify learning outcomes aligned 4.2.1
with the learning competencies and provide timely, accurate, and constructive feedback to improve learners’ performance in the macro skills. 5.3.1

covered
A. select differentiated learning tasks in teaching the macro skills to suit learners’ gender, needs, strengths interests, and 3.1.1
experiences;
B. demonstrate how to provide timely, accurate, and constructive feedback to improve learner performance in the different tasks in the 5.3.1
macro skills through simulations;
C. craft a learning plan according to the English curricula that is developed from research-based knowledge and principles of the five 1.2.1
language macro-components and the theoretical bases, principles, methods, and strategies in teaching these components; and
D. conduct a teaching demonstration of the assigned learning competencies in the macro skills. 4.2.1
74
Teaching and Assessment of the Macroskills
Weeks At the end of these weeks, the pre- 1. An Overview on the Teaching of
1-3 service teacher (PST) should be able to: the Macro Skills
 Differentiating Receptive vs  Venn diagram as formative 1.1.1
a. recognize important  Receptive vs. Expressive Expressive Macro Skills assessment in understanding
concepts in teaching the 1.1.1 Macro Skills English Macro Skills concepts
macro skills in English;  Macro Skill  Group analysis and identification of
b. discuss the connection of Competencies in the appropriate activities for the  Documentation and Group 1.2.1
teaching the macro skills with 1.2.1 English K to 12 Speaking, Listening, Reading, Presentation of Analyzed Macro
the other language skills and (C) Curriculum Writing, and Viewing competencies Skills Competencies (focusing on
competencies;  Viewing as a New Macro in the English K to 12 Curriculum Critical Thinking Shown,
c. identify appropriate methods Skill Completeness, Teamwork and
and approaches to teach the  Connection of the Macro  Lecture discussion on English Collaboration, and Appropriate
English macro skills; and Skills with Vocabulary, Language Macro Skills Teaching Activities Designed)
3.1.1
d. list down qualities of an Grammar and Literature concepts, approaches and methods
(A) 3.1.1
effective English teacher in  Review on  Reflection Essay on Qualities of an
the macro skills. Communicative Effective English Macro Skills
1.1.1  Listing and classification of
Competence researched activities appropriate for Teacher (focusing on Unique Ideas
 BICS vs. CALP teaching the macro skills Presented, Organization of Ideas, and
 Content-Based Concepts/Approaches Cited)
Instruction  Giving of examples of activities in
 Communicative BICS or CALP, CBI, and CLT
Language Teaching
 Qualities of an Effective  Analyzing a sample lesson
English Macro Skills plan/teaching demonstration of an
Teacher ESL class and identifying approach
and qualities shown
Weeks At the end of these weeks, the pre- 2. The Expressive Macro Skills –
4-7 service teacher (PST) should be able to: Speaking
 Creating summaries and/or mind  Oral participation (OSTS activity) 1.1.1
a. select differentiated learning  Nature and Purposes of maps on the nature and purposes, in sharing important concepts in
tasks in teaching speaking to 3.1.1 Speaking process, speech styles and registers, teaching speaking
suit learners’ gender, needs, (A)  Mechanics and Process of speech acts, phonology review,
strengths interests, and Speaking modes of communication, and  Speaking Task/Performance 3.1.1
experiences;  Speech Styles and formats in speaking (focusing on Confidence,
b. demonstrate how to provide Registers (Frozen, Speaking Simulation, Varied
timely, accurate, and Formal, Consultative,  One Stay-Team Stray activity to Speaking Concepts Applied)
constructive feedback to Casual, Intimate, share the summaries/mind maps
5.3.1
improve learner performance in Aggressive, Passive, made on important concepts in  Speaking Task Feedbacking 5.3.1
(B)
the different tasks in speaking Assertive) teaching speaking Simulation (focusing on
through  Austin and Searle’s Feedbacking Process, Use of
simulations; Speech Acts  Individual/pair/group preparation Rubrics, and Appropriate
and presentation of speaking
c. craft a learning plan according (Locutionary, tasks (storytelling, oration, acting, Tips/Feedback Provided to
to the English curricula that is 1.2.1 Illocutionary, and conversation simulation, role play, Learner)
developed from research-based (C) Perlocutionary) theatrical play, etc.) 1.2.1
knowledge and principles of  Review on Segmentals,  Making a Learning Plan in
speaking and the theoretical Suprasegmentals, Modes of  Pair feedbacking practice and Teaching Speaking (focusing on
bases, principles, methods, and Communication, Types of simulation on speaking task Completeness, Appropriate
strategies in teaching these Speech Delivery) performed Approach Used, and Facilitative
components; and  Speaking Formats Process)
d. conduct a teaching (Interaction, Transaction,  Pair learning plan making in 4.2.1
demonstration of the Performance) accordance to the English curricula  Teaching Demonstration in Speaking
assigned learning 4.2.1  Lesson Design in speaking competencies (focusing on Teacher- Like
competencies in speaking. (D) Teaching Speaking Simulation, Preparation, Classroom
 Materials and Resources in  Teaching speaking demonstration on Management, Learning Environment,
Teaching Speaking the assigned/chosen learning and Feedbacking/Evaluation Process)
 Performance-Based competencies
Assessment in Teaching
Speaking  Feedbacking of instructor to
 Feedbacking in demonstrator on teaching
Assessing Speaking speaking
Weeks At the end of these weeks, the pre- 3. The Expressive Macro Skills –
8-11 service teacher (PST) should be able to: Writing
 Roundtable discussion on the  Oral participation in sharing 1.1.1
a. select differentiated learning a. Nature and Purposes of challenges of writing as a macro challenges and issues in teaching
tasks in teaching writing to suit 3.1.1 Writing skill and teaching writing writing
learners’ gender, needs, (A) b. Mechanics and Process of  Individual/pair/group preparation
strengths interests, and Writing and presentation of writing tasks  Writing Task/Performance 3.1.1
experiences; c. Concerns and Strategies in (writing stories, poems, essays, (focusing on Organization of Ideas,
b. demonstrate how to provide Pre-Writing, Drafting, creative outputs, researches, etc.) Writing Simulation, Varied Writing
timely, accurate, and Revising, Editing, Concepts Applied)
5.3.1
constructive feedback to Proofreading, and  Pair feedbacking practice and
(B)
improve learner performance in Publishing simulation on writing task  Writing Task Feedbacking 5.3.1
the different tasks in writing d. Lesson Design in performed Simulation (focusing on
through simulations; Teaching Writing Feedbacking Process, Use of
c. craft a learning plan according e. Materials and Resources in  Pair learning plan making in Rubrics, and Appropriate
to the English curricula that is Teaching Writing Tips/Feedback Provided to
1.2.1 accordance to the English
developed from research- f. Performance and Learner)
(C) curricula writing competencies
based knowledge and Portfolio-Based
principles of writing and the Assessment in Teaching
 Teaching writing demonstration on  Making a Learning Plan in
theoretical bases, principles, Writing
the assigned/chosen learning Teaching Writing (focusing on 1.2.1
methods, and strategies in g. Feedbacking in
competencies Completeness, Appropriate
teaching these components; Assessing Writing Approach Used, and Facilitative
and
 Feedbacking of instructor to Process)
d. conduct a teaching
demonstrator on teaching writing
demonstration of the
 Teaching Demonstration in Writing
4.2.1
(focusing on Teacher-Like
(D) 4.2.1
assigned learning Simulation, Preparation, Classroom
competencies in writing. Management, Learning Environment,
and Feedbacking/Evaluation Process)
Weeks 12- At the end of these weeks, the pre- 4. The Receptive Macro Skills –
14 service teacher (PST) should be able to: Listening
 Lecture discussion on the  Various objective comprehension 3.1.1
a. select differentiated learning  Active Listening Skill relevance of listening in the tasks in listening as diagnostic and
tasks in teaching listening to 3.1.1  Nature and Purposes of communication process, nature, formative assessments
suit learners’ gender, needs, (A) Listening purposes, sub-skills, and
strengths interests, and  Listening Comprehension techniques and strategies in  Listening Task Feedbacking 5.3.1
experiences; and Sub-Skills in Listening listening effectively Simulation (focusing on
b. demonstrate how to provide  Listening Techniques and Feedbacking Process, Use of
timely, accurate, and 5.3.1 Strategies Rubrics, and Appropriate
constructive feedback to (B)  Approaches in Teaching  Varied teacher-led activities on Tips/Feedback Provided to
improve learner performance in Listening (Bottom-Up, testing listening comprehension Learner)
the different tasks in listening Top-Down, Interactive) and sub-skills
through simulations;  Lesson Design in  Making a Learning Plan in 1.2.1
c. craft a learning plan according Teaching Listening  Pair feedbacking practice and Teaching Listening (focusing on
to the English curricula that is Completeness, Appropriate
1.2.1  Materials and Resources in simulation on listening tasks
developed from research- performed Approach Used, and Facilitative
(C) Teaching Listening
based knowledge and Process)
 Performance and
principles of listening and the
Observation-Based  Differentiating/analyzing listening
theoretical bases, principles,  Making Original Instructional
Assessment in Teaching lesson plans applying bottom-up, 1.1.1
methods, and strategies in Materials in Teaching Listening
Listening top-down, and interactive
teaching these components; (focusing on Appropriateness and
and  Feedbacking in approaches
Assessing Listening Resourcefulness)
demonstration of the  Pair learning plan making in
accordance to the English curricula  Teaching Demonstration in Listening
assigned learning 4.2.1
listening competencies (focusing on Teacher- Like
competencies in listening. (D) 4.2.1
Simulation, Preparation, Classroom
 Pair synthesis of original learning Management, Learning Environment,
materials for listening appropriate and Feedbacking/Evaluation Process)
for learners and the assigned/chosen
competencies
 Teaching listening demonstration on

the assigned/chosen learning
competencies
 Feedbacking of instructor to
demonstrator on teaching
speaking
Weeks At the end of these weeks, the pre- 5. The Receptive Macro Skills –
15-18 service teacher (PST) should be able to: Reading
 Sharing of reading advocacies  Various objective comprehension 3.1.1
a. select differentiated learning  Nature and Purposes of (video or live) by NGOs, famous tasks in reading as diagnostic and
tasks in teaching reading to 3.1.1 Reading personalities, and advocates formative assessments
suit learners’ gender, needs, (A)  Reading Comprehension
strengths interests, and and Sub-Skills in Reading  Class discussion on the relevance of  Reading Task Feedbacking 5.3.1
experiences;  Reading Techniques and reading, nature, purposes, Simulation (focusing on
b. demonstrate how to provide Strategies comprehension, sub-skills, and Feedbacking Process, Use of
timely, accurate, and  Approaches in Teaching techniques and strategies in reading Rubrics, and Appropriate
5.3.1
constructive feedback to Reading (Bottom-Up, Tips/Feedback Provided to
(B)
improve learner performance in Top-Down, Interactive)  Varied teacher-led activities on Learner)
the different tasks in reading  Goddell’s Reading Skills testing reading comprehension
through simulations; Ladder and Stages of and sub-skills  Making a Learning Plan in 1.2.1
c. craft a learning plan according Reading Teaching Reading (focusing on
to the English curricula that is  Pair feedbacking practice and Completeness, Appropriate
1.2.1  Reading Program and the
developed from research- simulation on reading tasks Approach Used, and Facilitative
(C) Good Reader
based knowledge and performed Process)
 Lesson Design in
principles of reading and the
Teaching Reading
theoretical bases, principles, 
 Materials and Resources in Differentiating/analyzing lesson  Making Original Instructional 1.1.1
methods, and strategies in plans applying bottom-up, top-
Teaching Reading Materials in Teaching Reading
teaching these components; down, and interactive approaches
 Performance and (focusing on Appropriateness and
and
Observation-Based Resourcefulness)
Assessment in Teaching  Identifying skills and stages of
demonstration of the
Reading readers in varied situations and  Teaching Demonstration in Reading 4.2.1
assigned learning 4.2.1
 Feedbacking in discussing appropriate strategies for (focusing on Teacher- Like
competencies in reading. (D)
Assessing Reading reading program implementation Simulation, Preparation, Classroom
Management, Learning Environment,
 Pair learning plan making in and Feedbacking/Evaluation Process)
accordance to the English
curricula reading competencies
 Pair synthesis of original learning

materials for reading appropriate for
learners and the assigned/chosen
competencies
 Teaching reading demonstration on

the assigned/chosen learning
competencies
 Feedbacking of instructor to
demonstrator on teaching
speaking
Anderson, R.C. et al. (1985). Becoming a nation of readers: The report of the commission of reading. Washington, D.C.: The National Institute of Education.
Butler, S. M. & McMunn, N. D. (2006). A teacher’s guide to classroom assessment: Understanding and using assessment to improve student learning. USA: John Winley and Sons, Inc. Cruickshank,
D. R., Jenkins, D. B., & Metcalf, K. K. (2006). The act of teaching. USA: McGraw-Hill.
Lang, H. R. and Evans, D. N. (2006). Models, strategies, and methods for effective teaching. USA: Pearson Education, Inc. Norton,
D. E. (2007). The effective teaching of language arts. USA: Prentice-Hall, Inc.
Orlich, D. C., et al. (2004). Teaching strategies: A guide to effective instruction. USE: Houghton Mifflin Company.
Roe, B. D. and Ross, E. P. (2006). Integrating language arts through literature and thematic units. USE: Pearson Education, Inc.
Tompkins, G. E. (2009). Language arts: Content and teaching strategies. USA: Merrill Prentice Hall.
Teaching and Assessment of Grammar
Vision Mission
College Goals

Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
80
Course Information
Course Name Teaching and Assessment of Grammar Course Code
Course Requirements
Grading System

covered
This course equips the pre-service English teachers with an understanding between and among the four types of grammar: functional,
descriptive, prescriptive and pedagogic. Aside from the emphasis on how teaching and assessment vary considering the four types, the course 1.1.1
also provides an avenue to carry out analysis on the role of grammar in achieving communicative competence. Specifically, it allows them to 3.2.1
demonstrate linguistic proficiency as an important factor in promoting their students’ literacy skills. As a manifestation of this competency, 5.1.1
they are required to apply teaching strategies that are responsive to their students’ linguistic backgrounds considering the principles of
formative and summative assessments.

covered
A. design a compendium of assessment tasks-formative and summative, which are consistent with the selected competencies; 5.1.1
B. craft a learning plan that promotes literacy among their students by incorporating their principled understanding of 1.4.1, 3.2.1
assessment of grammar; and
C. conduct a teaching demonstration using innovative teaching approaches and tasks that are responsive to the students’ 5.1.1
linguistic needs.
81
Teaching and Assessment of Grammar
Weeks At the end of these weeks, the pre- 1. Key Terms and Concepts in
1-2 service teacher (PST) should be able to: Managing and Implementing  Getting to Know Me  Crowdsourcing
Standards-based Grammar The class will be given the strips of Students will formulate questions
a. discuss the fundamental Teaching paper with the important terminology which they think are relevant in
terms and concepts 1.1.1 associated with the teaching and understanding the concepts. The
associated to the teaching 1. Grammaring assessment of grammar. They take questions will be posted for the 1.1.1
and assessing of grammar; 2. Grammaticalizing turn in writing and discussing what students to answer/comment.
and 3. Error correction vs they know about them. Feedback and Ability to crowd-source will be rated
b. share the implications of feedback Input will follow after this activity. using a scoring rubric.
one’s knowledge of key 4. Spoken vs written
concepts in the teaching grammar Suggested sources include Mohamed
learning process. 5. Grammatical assessment Benhima (2015). “Grammaring,” The
6. Pedagogical Issues fifth skill in language teaching and
learning.
https://www.moroccoworldnews.c
om/2015/06/160095/grammaring-
the-fifth-skill-in-language-teaching-
and-learning/ and Nan, C. (2015).
Grammar and grammaring: toward
modes for English grammar teaching
in China.
https://files.eric.ed.gov/fulltext/EJ1
084297.pdfdoi:10.5539/elt.v8n12p 79
Weeks At the end of these weeks, the pre- 2. Issues of Grammar Teaching
2-4 service teacher (PST) should be able to: and Assessment
 Symposium  Therefore, I say…
a. justify the occurrence of the 1. Why should we teach The students are to justify why issues 1.1.1
issues identified in teaching 1.1.1 grammar? in teaching grammar occur and
and assessing grammar; and The class is assigned to plan and identify ways to address them. In
2. Pedagogical Issues
b. deduce the relevance and conduct a symposium which theme is addition, they will deduce the
3. Sequencing
implications of understanding on understanding the issues of relevance and implications of
4. Choice of Methods grammar teaching and assessment.
issues in grammar teaching. 5. Patterns and Reasons, understanding issues in grammar
Sufficient time shall be given for teaching.
Not Rules planning, reading and preparing.
6. From Structuralism to
Transformational
Generative Grammar The students may be asked to
7. Fossilization read, How to Teach Grammar.
This file can be accessed in
http://www2.vobs.at/ludescher/pdf
%20files/grammar.pdf.
This will provide them with the

seven arguments for putting
grammar in the foreground in
second language teaching.
 Issues, Issues
The students will be asked to

present and provide justifications of
issues on grammar teaching.
Weeks At the end of these weeks, the pre- 3. Methods of Teaching

5-8 service teacher (PST) should be able to: Grammar
 Group Dynamics  E-portfolio
1. Diagramming sentences
a. design a grammar teaching 5.1.1 2. Learning through writing 5.1.1
portfolio that contain the The class will be given time to The class submits an e-portfolio
(A) 3. Inductive teaching
important elements and complete their Grammar Teaching e- which contains the essence of Unit 3.
4. Deductive teaching Portfolio. Peer review and critiquing This also includes their reflections
sample 1.4.1.
5. Interactive teaching will be done to enhance the contents and/or realizations after the demo-
- assessment tasks;
6. Functional-notional and presentation of the e-portfolio. lecture.
b. design lessons based on the
approach
competencies given; and 1.4.1 5.1.1
7. Situational contexts
c. conduct a demo-lecture on 5.1.1  Micro teaching/Demo-lect A scoring rubric will be used to
8. Using texts, stories,
the assigned method of (B, C) rate the students’ work.
songs and rhymes
teaching grammar. The class will be in groups and
9. PPP
each group identifies who the
demonstrator be. Only a portion/
Modes for Teaching Grammar
segment of the lesson will be
presented to substantiate their
1. Linguistic mode discussion.
2. Story-telling mode
Suggested materials can be

accessed from
https://www.inklyo.com/methods-
of-teaching-grammar/ , and
. http://teach-grammar.com/wp-
content/uploads/2012/07/The-
Grammar-of-Choice+.pdf (The
Grammar of Choice by Larsen-
Freeman
Weeks At the end of these weeks, the pre- 4. Rules for Teaching Grammar
9-11 service teacher (PST) should be able to:  Let’s Watch This  How about this?
1. Rule of context As a lead-in task, the students may The class will construct and
a. construct narratives/ 2. Rule of use be asked to view Effortless English present teaching situation/s that 1.4.1.
situationers that present the 1.4.1 3. Rule of economy Rule 2 Don't Study Grammar present/s the different rules in
different rules in teaching (B) 4. Rule of relevance Rules! By A.J. Hoge from teaching grammar.
grammar. 5. Rule of nurture https://www.youtube.com/watch
6. Rule of appropriacy ?v=Z97aFszFc9M.
Then, challenged them to find its
relevance in the way teachers teach
grammar to non-English speakers.
Input on the rules may be taken

from:
http://www2.vobs.at/ludescher/p df
%20files/grammar.pdf, How to
Teach Grammar.
 Critical Reading and Sharing

Identifying scenarios/ situations
where the rules are observed or
violated.
Weeks At the end of these weeks, the pre- 5. Assessing Grammar

12-18 service teacher (PST) should be able to: Effectively
 Do you remember? Creation of the Compendium 5.1.1
1. Ways to address
a. create a compendium of 5.1.1 grammar in the writing The class, given the grade-level
assessment tasks- both (A) Asking the class how were their competencies, will create a compendium
classroom papers graded or marked for their
formative and summative. 2. Ways to assess grammar of assessment tasks. In this way, they will
error in sentence structure. be able to enrich the K to 12 curriculum.
skill
3. Methods of marking Presentation of compendiums will be done
grammatical errors Showing samples of graded papers during the last week of the semester.
4. Grammar resources to show the ways to address the A scoring rubric will be used to rate
5. Three- Dimensional grammar in writing. To deepen, the students’ work.
Grammar Framework the class may visit
6. Innovations in grammar
assessment https://owl.purdue.edu/owl/teacher
7. Redefining the construct _and_tutor_resources/teaching_re
8. Partial scoring sources/teaching_and_assessing_
9. Social dimension grammar.html ( Teaching and
10. The standard Assessing Grammar In the Writing
Classroom) , and read
Hanse, L. and Keown, K.(2017).

Assessing grammar and language
convention skills.
https://achievethecore.org/aligned
/assessing-grammar-and- language-
convention-skills/.; and
Diane Larsen-Freeman. Teaching

and Testing Grammar. http://teach-
grammar.com/wp-
content/uploads/2012/07/Teachin g-
and-Testing- Grammar. Pdf
Celce-Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL Quarterly, 25(3), 459-480.
http://dx.doi.org/10.2307/3586980
Diane Larsen-Freeman. Teaching and testing grammar. Retrieved from http://teach-grammar.com/wp-content/uploads/2012/07/Teaching-and-Testing-Grammar.pdf Hanse, L. and
Keown, K.(2017). Assessing grammar and language convention skills. https://achievethecore.org/aligned/assessing-grammar-and-

language-convention-skills/
How to teach grammar from http://www2.vobs.at/ludescher/pdf%20files/grammar.pdf
Larsen-Freeman (2012). The Grammar of choice. Retrieved from http://teach-grammar.com/wp-content/uploads/2012/07/The-Grammar-of- Choice+.pdf Larsen-
Freeman. Teaching grammar. Retrieved from https://www.uibk.ac.at/anglistik/staff/freeman/course-documents/tesfl_-_teaching_grammar.pdf
Mohamed Benhima (2015). “Grammaring,” The fifth skill in language teaching and learning. Retrieved from
https://www.moroccoworldnews.com/2015/06/160095/grammaring-the-fifth-skill-in-language-teaching-and-learning/
Nan, C. (2015). Grammar and grammaring: toward modes for English grammar teaching in China. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1084297.pdf , doi:10.5539/elt.v8n12p79
Nozadze, A. (2017). How to make the assessment of grammar skills more efficient? Retrieved from https://jebs.ibsu.edu.ge/jms/index.php/je/article/download/73/81 Purpura, J.
(2013). Assessing Grammar. Retrieved from https://doi.org/10.1002/9781118411360.wbcla147 https://www.inklyo.com/methods-of-teaching-grammar/ Teaching and Assessing
Grammar. https://owl.purdue.edu/owl/teacher_and_tutor_resources/teaching_resources/teaching_and_assessing_grammar.html
Ways to assess grammar skill. https://www.scribd.com/document/265191308/Ways-to-Assess-Grammar-Skill

Speech and Theater Arts
Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
86
Course Information
Course Name Speech and Theater Arts Course Code
Pre-requisite Subject Course Credit 3 Units
Course Requirements
Grading System

covered
This course provides the pre-service English teachers an examination of the process of oral communications and the various forms of speech
arts from public speaking and group discussions to debate, oral interpretation, and dramatics. Therefore, they will be able to demonstrate 1.1.1
content knowledge and application of speech and theater arts while using verbal and non-verbal communication forms and drawing 1.7.1
implications in teaching these language art forms to future students.

covered
A. demonstrate content knowledge and application of oral communications, various forms of speech arts, public speaking, group 1.1.1
discussions, debate, oral interpretation, and dramatics in English language teaching by preparing original written speeches and
scripts; and
B. demonstrate and apply their understanding of verbal and non-verbal communication strategies to speech and theater arts through 1.7.1
performing speeches in different modes.
87
Speech and Theater Arts
Weeks At the end of these weeks, the pre- 1. Speech Arts – An Overview
1. Concepts of Speech and  Lecture discussion and review on the  Oral participation as formative 1.1.1
a. discuss major concepts in Communication process, levels, and modes of assessment on concepts of
speech and communication 1.1.1 2. Levels of Context of communication through filling in a speech and communication
– contexts, modes, (A) Communication Concept Map
processes, and the 3. Modes of Communication  Role Play/Acting Performance on 1.7.1
segmentals and 4. Review on the  Drills and exercises on speech the sounds, communication modes
suprasegmentals; Communication Process sounds and effective voice and processes simple simulations,
b. recognize public speaking as 5. Review on Speech elements (use of contrast drills, and public speaking tasks (focusing
a relevant linguistic activity 1.1.1 Sounds tongue twisters, rhyming songs, on Confidence, Correct Use of
in society; and (A) 6. Focus on the vocal exercises, etc.) Speech Sounds and
c. express speech arts through Suprasegmentals as Tools Suprasegmentals, and Discourse
sound drills, communication for Speech and Theater –  Role play/acting on simple and Strategic Competence Shown)
modes and processes simple Stress, Pitch, Volume, situations with focus on changes in
1.7.1
simulations, and public Enunciation, etc. stress, pitch, volume, enunciation,  Group Slogan synthesis on
(B) 1.1.1
speaking tasks. 7. Public Speaking and other voice elements (i.e. acting relevance of Public Speaking
like a grandparent with low volume (focusing on Creativity, Theme
and flexible small voice, delivering and Meaningfulness, Medium
the valedictory speech) Used, Oneness of Idea)
 Slogan making about public

speaking as a relevant linguistic
activity in society
Weeks At the end of these weeks, the pre- 2. Creative Speech Productions
1. Impromptu,  Pairing Discussions on the  Short objective quiz on the types of 1.1.1
a. discuss the procedure and Extemporaneous, procedure and application of the creative speech productions
application of these different 1.1.1 Memorize, and creative speeches
creative speech productions for (A) Manuscript Speaking  Process Assessment on the 1.1.1
English language study; 2. Argumentation and  Sample Video viewing of speech preparations for creative speech
b. explain the connection of these Debate productions, debate, and oral and production presentations
speeches to other macro skills and 1.1.1 3. Speeches for Special group interpretation
their contextual situations; and Occasion  Individual Performance (Impromptu, 1.7.1
(A)
c. perform creative speech 4. Oral Interpretation  Completing a matrix to distinguish Extemporaneous, Memorize, or
productions with proper verbal 5. Storytelling the similarities and differences of Manuscript Speech, Speeches for
and non-verbal communication 6. Interpretative Reading various types of oral and group Special Occasion, Oral Interpretation
1.7.1
strategies in relation to English 7. Declamation interpretations – Storytelling, Interpretative
language teaching activities. (B)
8. Monologue Reading, Declamation, Monologue)
9. Group Interpretation  Various Speech Productions with presentations with plan and script
10. Readers’ Theater proper verbal and non-verbal
11. Chamber Theater communication strategies in (focusing on
12. One Playlet relation to English language Originality/Appropriateness of
teaching activities Script, Confidence, Use of Public
Speaking Elements,
 Group planning and Gestures/Bodily
implementation of creative oral Actions/Costumes/Props, and
interpretations of adapted Language Mechanics)
appropriate texts for children/
adolescents  Group Performance (Debate, 1.7.1
Readers’ Theater, Chamber
 Organization of a Speech Festival by Theater, and/or Playlet)
the whole class presentation (focusing on
Originality/Appropriateness of
Script, Confidence, Teamwork,
 Feedbacking of instructor on
Gestures/Bodily
actual individual and group
Actions/Costumes/Props, and
performances
Language Mechanics)
 Class discussion on the role of
 Class Portfolio of Original Scripts
speech activities to enhancement of
Produced/Performed
skills in English Language teaching
and learning
Weeks At the end of these weeks, the pre- 3. Theater Arts – An Overview
1. The History and Elements  Lecture discussion on the  Mind map summary notes as 1.1.1
a. recognize drama and theater of Drama overview, history, and role of formative assessment on the
as art, a social activity, and 1.1.1 2. Role of Drama and Theater Arts overview, history, and role of
a way of learning English (A) Theater Theater Arts
language competencies and 3. Theater as an Art,  Biography reading of famous
skills; Socializing Activity, and a theater artists and sharing of  Skype Classroom Oral 1.1.1
b. perform creative drama tasks Way of Learning students’ analysis on artists’ Participation
with proper verbal and non- 1.7.1 4. Drama as a Learning history, passion, work in theater,
verbal communication (B) Medium skills gained, and technicalities  Reflection Paper on Drama,
strategies in relation to English 5. Creative Drama  Group simulation activity on Multiculturalism and the English 1.1.1,
language teaching activities; 6. Role Playing various creative drama styles using Language (focusing on Uniqueness 1.7.1
and 7. Improvisation and unique situations/contexts (i.e. of Ideas, Organization, Language
c. identify the use of drama Pantomime Improv Comedy, Hand Puppets for Mechanics, Use of Theater Terms
and theater to learn 8. Scripted and Non- Children’s Storytelling) and Concepts)
1.7.1
multiculturalism and other Scripted Performances
(B)
related themes. 9. Puppetry and Mask  Skype-in-the-Classroom with two  Group Creative Drama
Making classes from different countries to Performance Presentation
10. Multiculturalism and 1.1.1
discuss and differentiate forms and (focusing on Originality/ 1.7.1
Drama purposes of theater/drama Appropriateness of Script,
Confidence, Teamwork,
 Writing of reflection paper on ‘The Gestures/Bodily
Multifaceted Drama in the English Actions/Costumes/Props, and
Language’ Language Mechanics
 Creative Drama Presentation based

on the given tasks with proper verbal
and non-verbal communication
strategies related to English language
competencies and teaching
Weeks At the end of these weeks, the pre- 4. Theater Production

1. The Theatrical Process  Inviting theater enthusiasts/  Workshop Participation 1.1.1
a. explore the world of theater 2. Audience and Criticism experienced artists to discuss the
– its elements, processes, 1.1.1 3. Theater Space and Theatrical Process  Process Assessment on 1.1.1
creative people in production, (A) Design Brainstorming session for class
sets, script, etc.; 4. Playwriting and  Workshop sessions with invited one-act play production
b. work as a team to plan, Dramaturgy theater enthusiasts/experienced
produce, and perform a stage 1.7.1 5. Scene Design artists on Play Scriptwriting,  Formative Tasks towards Stage Play 1.1.1,
play appropriate to English (B) 6. Theater Acting Acting, and Producing/Directing Production (Script, Producer’s Plan, 1.7.1
language learners; and 7. Directing and Producing a Director’s Notes, Poster and other
c. apply skills in writing, acting, Stage Play  Brainstorming session activity for a Marketing Materials, Play Bill)
directing, and producing an Full Play Show including planning,
original or adapted stage play producing and performing a stage  Original Stage Play Production
with proper verbal and non- 1.7.1
(B) play appropriate to English Presentation (focusing on
verbal communication language learners Originality/ Appropriateness of
strategies in relation to English Script, Relevance to English
language teaching activities.  Consultations and feedbacking Language and/or Issues in Society,
with instructor/invited guests on Confidence, Teamwork applying
plans and implementation of Theater Production Elements,
original Full Play Production Gestures/Bodily
Actions/Costumes/Props, and
 Full Stage Play Presentation applying Audience Impact)
skills in writing, acting, directing,
and producing an original or adapted  Metalog on One’s Experience in
stage play with proper verbal and Preparing and Producing a Stage
non-verbal communication strategies Play and its Relevance to English
in relation to English language Language Teaching (focusing on
teaching activities. Organization of Ideas, Reflection
and Unique Insights, and Language
Mechanics)
Cooper, P., & Blake, C. (1999). Intercultural communication: Roots and routes. MA: A Viacom Company. Diaz,
Rafaela H. (2005). Speech and oral communication. Philippines: National Book Store
Fuentes, Crisanta H. (2011). World of the theatre. Davao City: The Headstart Development Center
Nine Techniques to Delivering Speech with Confidence. Retrieved on November 7, 2012.from http.www. dubililteman.com.techniques todelivering speech. Nuval,
Evarista. (2008). Competence in oral communication and public speaking. Mandaluyong: Books Atbp. Publishing Corp.
Public Speaking. Four Methods to delivering Speech. Retrieved on November 7, 2012 from http:www.ehow.om/info – four methods- delivering speech html. Searle, John R.
(1976). A classification of illocutionary acts. Language in society 5(1), 1-23. Retrieved from http://www.jstor.org/stable/4166848?origin=JSTOR-pdf Shannon, C. & Weaver W.
(1949). The mathematical theory of communication. IL: University of Illinois Press.
Solomon, D. & Theiss, J. (2013). Interpersonal communication: Putting theory into practice. NY: Routledge. Thomas, C.
Language Research
Vision Mission
College Goals
6.3.1.h. Display skills and abilities to be reflective and research-oriented language and literature.
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
92
Course Information
Course Name Language Research Course Code
Course Requirements
Grading System

covered
This three-unit course develops the pre-service English teachers’ skills in applying the principles and approaches in conducting research, an
independent investigation, to find answers to questions concerning contemporary and relevant issues in language education. The emphasis is 1.2.1
on the evaluative aspects of language research and its scientific preparation. In addition, it provides them with an avenue to learn how the 1.3.1
critical review of extant literature in the field can aid in conceptualizing their research topics. Considerably, their content knowledge on the
fundamental aspects of language teaching and learning shall be bases of a scholarly language research.

covered
A. organize research-based information of an identified pressing issue and problem in language teaching and learning to arrive at a concept 1.2.1
paper;
B. show skills in the positive use of ICT to obtain, to organize, and to present relevant information into a scholarly language research 1.3.1
proposal; and
C. conduct research concerning the teaching and learning of English language. 1.2.1
93
Language Research
Weeks At the end of these weeks, the pre- 1. Fundamentals of Language
1-2 service teacher (PST) should be able to: Education Research
 Literature Circles  Summary Paper 1.2.1
a. discuss the importance of 1. What Makes a Good The class will be grouped and The students develops a summary of
understanding the key 1.2.1 Language Research they will be given the time to: the salient points through a summary
concepts, theories, methods (A) 2. Concepts in Language -discuss the fundamentals of a paper. A scoring rubric will be used
specific to language education Education Research language research for them to to rate the students’ papers.
research through a summary 3. Identifying a Research develop and to demonstrate an
paper; Topic understanding of the systematic  Let’s be critical!
b. justify the choice of the topic 4. Parts of a Language process of research; Tasks: 1.2.1
for research by using the Research Paper -explain the systematic process of 1.Offer critical suggestions to
concepts specific to language constructive inquiry by describing fellow class members on the
teaching; and the aspects, stages and process of choice of a research topic.
c. submit a concept paper of developing and writing an 2. Formulate and present
the chosen topic. educational research; and probable research topics
-identify qualities of quality 3. Submit a concept paper of the
papers. chosen topic.
 Organizing and Presenting

Each group presents the concepts in
a unique way. Input and feedback
shall be embedded within the small
and big group sharing.
Task: Explain the fundamental

linguistic phenomena specific to the
teaching of English
Weeks At the end of these weeks, the pre- 2. Writing the Rationale/
3-4 service teacher (PST) should be able to: Introduction  Speaker’s Note 1.2.1
An Introduction to a Research Paper
a. comment on a given sample 1. Parts of a Rationale A speaker/ resource person (A three-page introduction of the
rationale/ introduction 1.2.1 2. Organizing the Rationale maybe invited to talk about the students’ chosen research topic)
b. apply the principles and (A) essentials in writing the -A scoring rubric will be used to rate
concepts in writing a rationale/introduction to a the students’ work.
rationale of a pedagogic research paper.
research in language
education; and The teacher may start with a
sample rationale and have the
class examined it for comments
focusing on the parts: a general
c. justify an effective introduction to the topic and the
rationale/introduction of their thesis statement.
chosen topic.
The students may also be directed to
visit
http://www.crlsresearchguide.org/
17_Writing_Introduction.asp and
https://explorable.com/how-to- write-
an-introduction to find answers to
1. Why do it?
2. When do I do it?
3. How do I do it?
Open forum/ Sharing of Inputs/

Rationalizing the concepts and
essentials in writing an Introduction
Guided Writing and Editing of the

Submitted Paper
Weeks At the end of these weeks, the pre- 3. Writing the Literature Review
1. Purpose of a Literature  Facilitated Learning  Time to Write!
a. use critical reading skills and Review The class, using metacards, 1.2.1
ability in the use of seminal 1.2.1 2. Organizing the Review defines a ‘literature review’. To assess the depth of the
and current literature to support (A) 3. Synthesizing the Related  Learning Corners students’ knowledge and
the chosen topic; Literature 1.3.1
The students will be assigned with understanding of the basic
b. present ways and techniques 4. Citing and referencing a subtopic to be presented in their guidelines for successful academic
in working with electronic 1.3.1 assigned learning corners. writing, they will write their
texts; (B) 1. Purpose of a Literature Literature Review.
c. justify the areas of literature
Review
that supports the research
2. Evaluating Sources
topic; and A scoring rubric will be used to
3. Organization of Related
d. synthesize the related rate the students’ work.
Literature and Studies
literature and studies
4. Elements: Descriptive
observing proper in-text
and Interpretive The focus of the assessment task is to
citation.
The class may visit, evaluate the students’ ability to
https://www.youtube.com/watch?v access and extract relevant
=70n2-gAp7J0 and information from secondary data
https://www.youtube.com/watch?v sources, to complete an initial,
=9la5ytz9MmM to read about cursory review of related literature
and studies, and to narrow the list
Academic Writing: Writing the observing thematic presentation of
Literature Review ideas and concepts.
As an enrichment task, they may
illustrate the structure (with
techniques) in organizing the relevant
literature and studies. In so doing,
they may show evidence of their
understanding of how to conduct a
literature review of a chosen topic
Guided Practice: Writing a
preliminary literature review for
the proposed research topic.
Weeks 7-8 At the end of these weeks, the pre- 4. Methodology in Language
service teacher (PST) should be able to: Education Research
 Learning Together  Methods, Methodology
a. articulate the importance of 1. Design
understanding the elements 1.2.1 2. Locale Given the time to learn and the class 1.2.1
and parts of a research To jumpstart, the class may watch, activities to do, the students submits
(A) 3. Participants
methodology; and Report Writing Made Easy- Research the completed research
4. Instruments Methodology from
b. complete the research methodology’ of their approved
5. Data Collection https://www.youtube.com/watch?v
methodology part of their 1.3.1 concept paper.
6. Data Analysis =-_Q0ylcj1ek.
paper. (B) 7. Ethics in Research
A scoring rubric will be used to 1.3.1
The class will have one session to rate the students’ work.
discuss within their groups the
important sections in Research
Methodology part. They may be
given time to read in advance in
some of the sites that offer helpful
information. Suggested sites include:
https://libguides.usc.edu/writinggui de
https://www.macmillanihe.com/stu
dentstudyskills/page/choosing-
appropriate-research- methodologies/
1. Students may also watch a TED
Talk (of their choice) on research
and research methods.
2. Group Sharing/ Topic
Presentation (on the assigned
part of a research methodology)
3. Note: The class maybe given an
extra time to work on their
paper after the discussion
Weeks At the end of these weeks, the pre- 5. Conducting the Language
9-14 service teacher (PST) should be able to: Education Research
 Group Dynamics
a. demonstrate understanding of 1. Components of Data  Research Proposal 1.2.1
the components, rigor and 1.2.1 Collection Given the time and the input, the
collection of data by sharing (A) Students will be assigned to read students shall submit their 1.3.1
2. Rigors in Research
their insights and realizations; and present their completed research proposal.
3. Collection of Data
b. submit a full research realizations/insights through
4. Data Treatment
proposal; and planning and conducting a
1.3.1  Data-gathering 1.2.1
c. gather the data needed to symposium in the classroom.
(B) The class will gather the data
address the research Group tasking/task assignments
needed to answer the problem
question/objective. will be done by the students.
posed in the study.
1.2.1
(A) (The class maybe given more time to
complete their research proposal.)
 Data-gathering
With the instruments/tools being

checked, the class will embark on a
data-collection. Periodic and regular
follow-up will be done to ensure
timely submissions of output
Weeks At the end of these weeks, the pre- 6. Writing and Presenting the
15-18 service teacher (PST) should be able to: Research Report
 Lecture:  I/We did it!
a. employ the guidelines and APA Format (reference: APA 6th
principles in writing and 1.3.1 ed) The students will submit their 1.3.1
presenting the research (B) www.apa.org completed research paper. A
report; and checklist will be used to initially
b. display positive use of ICT Making Sense of Data check the completeness of
and proper presentation skills 1.2.1 Academic Writing information/sections in their
to organize and to present the (C) Writing Effectively paper. 1.2.1
research report. 1.3.1 Coherence and Paragraphing Note: Categories for checking may
(B) include introduction/ thesis,
content knowledge: quality of
 Roundtable discussion (Preparing for research, content application:
the Oral Presentation) support of thesis and analysis,
conclusion, and writing.
1.3.1
The class shall organize an oral  This is the moment.
presentation of their researches.
Guests and other teachers may be A scoring rubric will be used to
invited to give comments and rate the students’ skills and
feedback. competence in presenting their
Guidelines as to the number of research to an audience.
power point slides, presentation (Note: See sampled of rubric for
time and dress code shall be given oral presentation of research
prior to the conduct of the oral paper.)]
presentation.
Allison, D. (2002). Approaching English language research. Singapore: Singapore University Press. Brown, J. D.,
& Rodgers, T. S. (2002). Doing second language research. Oxford: Oxford University Press.
Dörnyei, Z. (2007). Research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press. Ellis, R.,
& Barkhuizen, G. (2005). Analyzing learner language. Oxford: Oxford University Press
Mackey, A., & Gass, S. M. (2012). Research methods in second language acquisition: a practical guide. Chichester: Wiley Blackwell. Nunan,
D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.
Paltridge, B., & Phakti, A. (Eds.) (2010). Continuum companion to research methods in Applied Linguistics. London: Continuum
https://edubirdie.com/blog/research-paper-introduction. How to write an introduction to a research paper
https://explorable.com/how-to-write-an-introduction. How to write an introduction

http://www.crlsresearchguide.org/17_Writing_Introduction.asp. Writing an Introduction
https://www.youtube.com/watch?v=9la5ytz9MmM. Literature Review. Organizing Your Social Sciences Research Paper: 6. The Methodology
http://libguides.usc.edu/writingguide/methodology
https://www.slideshare.net/mellatimandasari/language-research-method-45369998
http://www.tesl-ej.org/pdf/ej60/sl_research_methods.pdf
https://www.llas.ac.uk/resources/paper/2372
http://npu.edu.ua/!e-book/book/djvu/A/iif_kgpm_Mackey_Second%20Language%20Methodology%20and%20Design..pdf
Children and Adolescent Literature
Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
100
Course Information
Course Name Children and Adolescent Literature Course Code
Course Requirements
Grading System

covered
This course provides a survey of the categories and types of the world’s literature for children and adolescents. Therefore, pre- service
English teachers will be able to demonstrate content knowledge on children and adolescent literature, promote literacy skills through the use 1.1.1
of varied literary texts that suit learners’ gender, needs, strengths, interests and experiences. 1.4.1
3.1.1

covered
A. prepare an annotated reading list of literary selections and genres appropriate for children and adolescents and which will 1.1.1
demonstrate their content knowledge;
B. design literature/reading worksheets for teaching to enhance the literacy skills of future students that begins early in school and 1.4.1
continues through life; and
C. perform an adaptation of a chosen literary text that suits learners’ gender, needs, strengths, interests and experiences. 3.1.1
Children and Adolescent Literature 101

Weeks At the end of these weeks, the pre- 1. Children and Children’s
1-3 service teacher (PST) should be able to: Literature
 Small group discussion on the  Panel discussion and oral 1.1.1
a. expound on children and 1. Personal and Academic important concepts, values, and participation as formative
adolescent literature and its 1.1.1 Values of Literature to development of children and assessment on concepts, values, and
historical development, in (A) Children adolescent literature development of children and
relation to today’s rich 2. Relationship between adolescent literature
repertoire; and Children’s Development  Discussion and timeline making on
b. recognize how language and their Literature the developmental history of children  Creation of an artistic Timeline on 1.1.1
development can be achieved 1.1.1 3. Historical Background of and adolescent’s literature to today’s Historical Development of
through the use of children (A) Children’s Literature rich repertoire Children’s Literature and Adolescent
and adolescent literature. (focusing on Completeness of
 Classical Period –  Trivia quiz on famous children’s Details, Creativity, and Organization
Aesop’s Fables literature and discussion/ storytelling of Ideas)
 Anglo-Saxon Period of these classical tales as
– Epics representative of the periods of
 Medieval Period children and adolescent literature
1. ABC Books
2. Hornbooks
3. Chapbooks
 Puritan Period –
Fairytales, Folktales,
and Legends
 John Newberry Era –
Children’s Books
 Didactic Period –
Books for Teaching
Children
Weeks At the end of these weeks, the pre- 2. Elements of Children and
4-7 service teacher (PST) should be able to: Adolescent’s Literature  Lecture discussion on the  Short quiz on the verbal, visual and 1.1.1
elements of children and other stylistic elements of children
a. identify the elements of A. Verbal Elements adolescent literature and adolescent literature
children and adolescent’s 1.1.1 1. Writer’s Purpose
literature making it a unique (A) 2. Plot  Class analysis of elements of  Individual/pair Stylistic Analysis of a 1.1.1
genre of its own; 3. Characters children and adolescent literature in suitable children and adolescent text
b. analyze the verbal, visual, 4. Setting sample texts with discussion and (focusing on Accuracy of Analyzed
and other stylistic elements of 5. Themes sharing of their purposes, Elements, Organization of Ideas, and
literature in suitable children 6. Style appropriateness, and creativity Language Mechanics)
1.1.1
and adolescent texts; and B. Visual Elements
(A)
 Line  Individual/pair stylistic analysis on  Synthesis of Text Worksheet for
 Color the verbal, visual, and other Children and Adolescent’s 1.4.1
 Shape
102
c. prepare a worksheet for 1.4.1  Texture elements of literature in suitable Literature based on Elements
children and adolescent (B)  Styles children and adolescent texts identified (focusing on Facilitative
literature students to  Illustrations for Self-Learning, Originality,
recognize elements in C. Other Stylistic Elements  Worksheet Making Activity for Appropriateness, and Creativity of
famous texts.  Musical Quality children and adolescent literature Task)
 Action students to recognize elements in
 Humor famous texts
 Story Interest
 Variety of Subject Matter
Weeks At the end of these weeks, the pre- 3. Categories of Children and
8-12 service teacher (PST) should be able to: Adolescent’s Literature (with
suitable texts)
a. identify suitable children and  Guided discussion on the different  Comprehension and literature 1.1.1
adolescent literary texts for 1.1.1 1. Poetry categories of Children and response activities of the sample
each genre which will suit (A)  Mother Goose Adolescent’s Literature literary texts as formative
learners’ gender, needs, Nursery Rhymes assessment on the Categories of
strengths, interests, and  The Owl and the  Identifying suitable children and Children and Adolescent’s
experiences; Pussycat by E. Lear adolescent literary texts other than the Literature
b. prepare learning materials and  Jabberwocky by L. examples presented for each genre
worksheets to introduce/aid/ Carroll based on learners’ gender, needs,  Compilation of an Annotated List of 1.1.1
assess children and 1.4.1  Little Red Riding strengths, interests, and experiences Literary Texts for Children and
adolescent’s learning of (B) Hood by R. Dahl through class/small group discussion Adolescent’s Literature based on
literary texts; and  Life Doesn’t Frighten and note-taking different categories (focusing on
c. perform creative Me by M. Angelou Appropriateness of Literary Texts
presentations, storytelling, 2. Picture Books  Learning Materials Identified, Short
and drama appropriate as Development/Worksheet Making Discussion/Gist/Explanation for
 The Very Hungry
adapted from children and Activity of a chosen/assigned genre each text chosen, and Completeness
3.1.1 Caterpillar by E.
adolescent literature. in Children and Adolescent’s of Work)
(C) Carle
 The Cat in the Hat by Literature
Dr. Seuss  Synthesis of Learning Material/Text
1.4.1
 The Giving Tree by  Storytelling, drama and/or creative Worksheet for Children and
S. Silverstein presentations (i.e Tableau, Puppet Adolescent’s Literature based on
 Where the Wild Stories, etc.) of a chosen/assigned category/genre identified (focusing
Things Are by M. genre or literary text appropriate to on Facilitative for Self- Learning,
Sendak children and adolescent learners’ Originality, Appropriateness, and
gender, needs and interest Creativity of Task)
3. Traditional Literature  Storytelling/Drama/Creative

 Aesop’s Fables Performance Presentation of a
chosen/assigned literary text
 Andersen’s 3.4.1
appropriate for children and
Fairytales
adolescent literature (focusing on
 The Grimm Brothers’
Fairytales
 One Thousand and Appropriateness of Presentation
One Arabian Nights and Text, Creativity and
Stories Resourcefulness, and Ability of
 Other Famous Text to Pursue Children/
Fairytales Adolescent Interest in
 Filipino Folktales Literature/Reading)
 Filipino Legends
4. Modern Fables
 Peter Rabbit by B.
Potter
 Curious George by
M. Rey
 Charlotte’s Web by
E.B. White
 Winnie the Pooh by
A. A. Milne
5. Modern Fantasy
 A Christmas Carol
by C. Dickens
 Alice’s Adventures in
Wonderland by L.
Carroll
 Bridge to Terabithia
by K. Paterson
 Chronicles of Narnia
by C. S. Lewis
 Peter Pan by J.M.
Barrie
 Harry Potter by J. K.
Rowling
6. Realistic Fiction
 Anne of Green
Gables by L.M.
Montgomery
 Diary of a Wimpy Kid
by J. Kinney
 Wonder by R.J.
Palacio
7. Non-Fiction (Biographies
and Essays)
 I Am Malala by M.
Yousafzai
 Anne Frank: Diary of
a Young Girl by A.
Frank
8. Historical Fiction
 Number the Stars by
L. Lowery
 Little House on the
Prairie by L. Wilder
9. Multi-cultural and
International Literature
 Akong Bugsay by A.
Aboitiz
 Stories by L.
Gatmaitan and other
Palanca awardees
 Hidden Figures by
M. L. Shetterly
Weeks At the end of these weeks, the pre- 4. Issues and Concerns in
13-15 service teacher (PST) should be able to: Children and Adolescent’s
Literature  Round Table discussion on the  Class participation during the round 1.1.1
a. discuss the implications of Issues and Concerns in Children table discussion activity on Issues
some issues and concerns in 1.1.1 1. Censorship and Adolescent’s Literature and Concerns in Children and
children and adolescent’s (A) 2. Social Issues Adolescent’s Literature
literature to education, 3. Political Correctness in  Discussion and writing of a critical
language learning, and growth Fables and Tales reflection paper on the impact of  Critical Reflection Paper on Impact 1.1.1
and development; 4. Rewriting/ Deconstruction movie and television versions and of Movie and Television versions
b. analyze the impact of these of Classical Tales other issues in children and and other issues in Children and
issues and concerns to literary 5. Movie and TV Versions adolescent literature Adolescent Literature (focusing on
selection, language teaching Arguments, Organization of Ideas,
1.4.1
and learning materials  Table Completion on the Issues, and Language Mechanics)
development; and (B)
challenges, impacts and action to
c. perform an adapted/ answers some issues and concerns  Formative Assessment on the 1.4.1
deconstructed children and of the genre. issues, challenges, impact and
adolescent literary text which actions to be taken to resolve issues
answers some issues and 3.1.1
(C)  Actual performance on adapted or in children and adolescent literature
concerns of the genre. through identifying of appropriate
deconstructed children and
adolescent literary texts. activities, learning materials, and
literary texts/resources
 Creative Performance Presentation

3.1.1
of a an adapted/deconstructed
literary text appropriate for children
and adolescent literature (focusing
on
Appropriateness of Presentation
and Text, Creativity and
Resourcefulness, and Ability of
Text to Pursue Children/
Adolescent Interest in
Literature/Reading)
Weeks At the end of these weeks, the pre- 5. Teaching Children and
16-18 service teacher (PST) should be able to: Adolescent Literacy through
Appropriate Books and  Group synthesis and presentation of  Graphic organizers as formative 1.1.1
a. recognize how children and Strategies in Literature graphic organizers to discuss assessment on Appropriate
adolescent literature be an 1.1.1 Appropriate Teaching Strategies in Teaching Strategies in Children
avenue to teach (A) 1. Multiculturalism teaching children and adolescent and Adolescent Literature
multiculturalism and media 2. Storytelling and Reading literature
literacy; Aloud  Process assessment on preparation 3.1.1
b. identify strategies and 3. Choice and Types of  Class discussion on the role of Media for storytelling and reading aloud
techniques to storytelling Books and Technology in Children and performance of a suitable literary
1.4.1
and reading aloud for 4. Media and Technology in Adolescent Literature to include text for children and adolescent
(B)
children and adolescents Children and Adolescent literacy/ reading/academic literature
c. prepare an annotated reading Literature development
list of books appropriate to  Storytelling and Reading Aloud
1.1.1 3.1.1
children and adolescent’s  Preparation and presentation of Performance Presentation on
gender, needs, strengths, (A)
Storytelling and Reading Aloud suitable literary texts for children
interests, and experiences; and Simulation on suitable literary and adolescents (focusing on
d. perform storytelling/ reading texts Confidence, Appropriateness of
aloud to children and Material and Presentation, and
adolescents in line with  Finalizing annotated reading list and Literacy Teaching Interest and
competencies from the K to 12 3.1.1 literary worksheets for children and Effectiveness)
English Curriculum Guide (C) adolescent literature
 Compilation of Annotated Reading
List and Literary Worksheets for
1.1.1,
1.4.1
Anderson, N. A. (2006). Elementary children’s literature. USA: Pearson Education, Inc. Duncan,
D. (2009). Teaching children’s literature. USA: Routledge.
Gamble, N. (2013). Exploring children’s literature. Singapore: Sage Publication Ltd.
Parayno, S. M. (1991). Children’s literature. Quezon City: Katha Publishing Co., Inc.
Mythology and Folklore

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
107
Course Information
Course Name Mythology and Folklore Course Code
Course Requirements
Grading System

covered
This course introduces the pre-service English teachers to the exploration of mythology and folklore from different countries to gain insights
into people’s origin, desires, fears, instincts, and needs. With this, they will be able to demonstrate content and research-based knowledge and 1.1.1
principles of mythology and folklore in English language teaching as basis for their creative mythological presentations, narrative reports in 1.2.1
folklore, and an enriched reading list of folkloric literature in the curriculum applicable to teaching and learning.

covered
A. demonstrate content and principles of mythology and folklore from different countries in order to gain insights of people’s 1.1.1
origin, desires, fears, instincts, and needs through a creative presentation; and
B. demonstrate understanding of research-based knowledge and principles in mythology and folklore literatures through a 1.2.1
research of mythologic and folkloric texts in one’s locale.
108
Mythology and Folklore
Weeks At the end of these weeks, the pre- 1. Folk Literature: Mythology
1-3 service teacher (PST) should be able to: and Folklore – An Overview
 Lecture discussion on the  Oral participation as formative 1.1.1
a. describe folk literature as a 1. Folk Literature as a overview of Mythology and assessment on Overview of Folk
relevant artifact of history; 1.1.1 Relevant Historical Folklore Literature and Theories
and (A) Artifact
b. discuss research-based 2. Genres of Folk Literature  Integrating research-based  Summary of Ancient and Modern 1.1.1
theories which help 3. Significance of Studying discussion for in-depth level of Theories through Completed Notes
understand folk literature. 1.2.1 Folk Literature understanding through reviewing of
(B) 4. Theories Related to Folk researches on Mythology and  Journal Review of chosen
Literature Folklore Mythology and Folklore research 1.2.1
1. Ancient Theories with a theory identified (focusing
(Rationalism,  Jigsaw strategy to discuss and on Research-Based Discussion,
Etymological Theory, learn collaboratively on Ancient Relevance to Mythology and
Allegorical Theory, and Modern Theories in Folk Folklore study and teaching,
Euhemerism) Literature Language Mechanics, and
2. Modern Theories Organization of Ideas)
(Naturalism, Ritualism,
 Table completion of notes to clarify
Diffusionism,
and differentiate the theories and
Evolutionism,
their implications to the teaching of
Freudianism, Jungian
mythology and folklore
archetypes,
Structuralism,
Historical-critical
theory)
Weeks At the end of these weeks, the pre- 2. Creation Myths (samples)
1. Gaea (Greek and Roman  Creative tableau presentation of the  Objective quiz on the creation 1.1.1
a. discuss and differentiate the Mythology) creation myths of the different myths
creation myths around the 1.1.1 2. Yggdrasil (Norse cultures/countries
world; and (A) Mythology)
b. conduct a local-based survey 3. Shintoism (Japanese  Discussion of creation myths  Creation Myth Tableau Performance 1.1.1
on the creation myth believed 1.2.1 Mythology) through tableaus Presentation (focusing on
by the community. (B) 4. Dragon and the Egg Resourcefulness and Creativity,
(Chinese Mythology)  Citing similarities and differences Believable Representation of
5. Brahmanism (Hindu of creation myths across Creation Myth, Teamwork, and
Mythology) cultures/the world Effort and Impact)
6. Malakas at Maganda,
Tungkung Langit ug si
 Planning and preparation of  Local-based Survey and Analysis 1.2.1
Alunsina (Filipino
survey on known creation myth by on the believed creation myth by
Mythology)
local community the community (focusing on
Documentation, Analysis Report,
 Presentation of survey results on and Language Mechanics)
creation myths known by local
community
Weeks At the end of these weeks, the pre- 3. The Pantheons and their
7-10 service teacher (PST) should be able to: Counterparts (samples)
a. discuss and differentiate the 1. Greek (Titans, Olympians,  Carousel/One-Stay-Team-Stray  Short objective quiz on Knowledge 1.1.1
pantheons from around the 1.1.1 Zeus’ wives and children, Strategy in sharing the selected and Understanding on the Pantheons
world; and (A) demi-gods) pantheons around the world and from around the world
b. conduct a local-based survey 2. Roman (Saturn, Jupiter, literary texts
on the pantheons believed by 1.2.1 and the other lesser gods)  Character Cards synthesis complete
the community. (B) 3. Norse (Odin, his children,  Planning, preparation, and designing with picture, description, powers, 1.1.1
and the lesser gods) of Character Cards (Yugioh© or weakness, family history, and other
4. Japanese (Izanami, Izanagi, Pokemon©) with the pantheons as relevant information (focusing on
and their children gods) the feature character (may use free Creativity, Description and Details
5. Chinese (the gods of and available Card Maker Included, Appropriate Depiction of
heaven, earth, and the applications online, may also create the Pantheon, and Language
underworld) a new unique pantheon, too) Mechanics)
6. Hindu (the triune god and
the lesser gods)
 Presentation of Character Cards  Local-based Survey on the believed
7. Filipino (Bathala and the
pantheons from around the world
other lesser gods)
 Planning and preparation of (focusing on Documentation, 1.2.1
survey on known pantheons by Analysis Report, and Language
local community Mechanics)
 Presentation of survey results on  Metalog/Reflection paper on

pantheons known by local  the relevance of multiple pantheons
community long time ago and the acceptance of
1.2.1
world religions today
 Discussion sharing on the relevance
of multiple pantheons of the ancient
people and the acceptance of a
God/gods in world religions today
Weeks At the end of these weeks, the pre- 4. Myths Derived from Scripture
11-12 service teacher (PST) should be able to: (samples)
 Legendary Maps making, exhibit,  Formative assessment about the 1.1.1
a. discuss the stories of these 1. Baucis and Philemon and sharing stories of the myths myths on religious scriptures and
myths based on religious 1.1.1 (Abraham and Sarah) based on religious scriptures and historical figures through the
(A) 2. Deucalion and Pyrrha historical figures Legendary Map and exhibit made
(Noah’s Ark)
scriptures and historical 3. Orion (Jonah and the  Literary analysis about relationship  Literary Analysis paper on the 1.2.1
figures; and 1.2.1 Whale) between the myth to its referred relationship between the myth to its
b. analyze the relationship (B) 4. Nissus and Scylla religious scripture or historical figures referred religious scripture or
between the myth to its (Samson and Delilah) historical figures (focusing on
referred religious scripture or 5. The Labors of Hercules Unique and Analytic Ideas,
historical figure. (Samson) Reliable Researches Included,
6. Legendary Personages in Organization, and Language
Myths and History Mechanics)
(samples)
7. Theseus and Africa
8. The Trojan War
9. Fall of Troy, Return of
the Greeks
10. Aeneas and Rome
11. Odysseuss
12. Jason and the Argonauts
13. Pythagoras
14. Hippolyta and the
Amazonians
Weeks At the end of these weeks, the pre- 5. Myths as Explanations of

13-15 service teacher (PST) should be able to: Natural Phenomena (samples
from Greek Mythology)  Reading and answering literary  Answering worksheets on 1.1.1
a. discuss the stories of these comprehension worksheets on the knowledge and understanding of
myths based on relevance 1.1.1 1. Apollo and Daphne myths as explanations of natural the characters, creatures, and myths
with natural phenomena or as A 2. Pyramus and Thisbe phenomena or as allegories discussed
allegory to present-day 3. Cephalus and Procris 1.1.1
realities; and 4. Juno and her rivals  Viewing videos on the myths that  Creative storytelling on the
5. Ceyx and Alcyone explain natural phenomena or are relationship between the myth to its
6. Echo, Narcissus, and allegorical referrer natural phenomena
b. analyze the relationship Clytie
between the myth to its 7. Persephone  Creative storytelling on the  Local-based Survey on the believed
referrer natural phenomena or 8. Myths as Allegories relationship between the myth to its local myths and stories that explain
1.2.1
allegory. (samples from Greek referred natural phenomena and/or natural phenomena or symbolize
B
Mythology) allegory existing conditions (focusing on
 Pygmalion and Documentation, Analysis Report, and
Galatea  Discussion on the role of myths to Language Mechanics)
 Adonis and explain phenomena or to symbolize
Aphrodite an existing condition/ situation
 Cupid and
Psyche  Planning and preparation of survey
 Perseus and on local community myths and
Medusa stories that explain natural
 Meleager and phenomena or are allegorical
Atalanta
 Hercules, Hebe,
and Ganymede  Presentation of survey results on
 Arachne and local myths and stories that explain
Athena natural phenomena or allegorical
 Bacchus and
Ariadne
 Achilles and
Penelope
 Orpheus and
Eurydice
Weeks At the end of these weeks, the pre- 6. Creatures in Mythologies:

16-18 service teacher (PST) should be able to: Then and Now
 Creating Mind maps on the  Objective quiz on creatures in 1.1.1
a. discuss the different mythical 1. Greek and Roman: different mythical creatures and mythologies and plots of local
creatures and other famous 1.1.1 Cerberus, Hecatoncheires, other famous legends and folktales legends and folktales
legends and folktales around A Sphinx around the world
the world; and 2. Chinese and Japanese:  Mind mapping as formative 1.1.1
b. conduct a research of the most Baku, Zouyu, Shijin,  Discussing the creatures and stories assessment on the different
prominent folktales and myths Kitsune, Tengue, Onryo through mind maps made mythical creatures and other
in one’s locality through an 1.2.1 3. Filipino: Aswang, Kapre, famous legends and folktales
understanding of the processes B Tikbalang, Duwende, etc.  Sharing of experienced horror around the world
of literature and analysis. 4. World: Leprechauns, Big stories with local creatures 1.2.1
Foot, Chupacubra, through One Stay-Team Stray  Local-based Survey on the believed
Sandman, Fairies, Elves, activity creatures, fables, tall tales, legends,
Santa Claus, etc. religious folktales, and horror
 Sharing of fables, tall tales, legends, stories (focusing on
5. Legends, Folktales and Documentation, Analysis Report,
and/or religious folktales by invited
Local Color and Language Mechanics)
local persons
 Fables
 Tall Tales 
 Planning and preparation of survey Portfolio/Compilation or Research on 1.2.1
 Legends related to on local creatures, legends, the survey results done in class on
Natural Phenomena folktales, and tall tales which are local myths and folktales (focusing
 Religious Folktales unique and identifiable of the on Analysis of Surveys, Organization
 Horror Stories place/region of Ideas, Implications Included, and
 Modern Cultural Language Mechanics)
References of Myths and  Presentation of survey results on
Folktales local creatures, legends, folktales,
 Research on Local Folk and tall tales
Literature
 Discussing the relevance of
mythology and folklore in
literature, culture, and language
learning
Colin, D. (2010). Dictionary of symbols, myths and legends. London: Hachette Illustrated. De
Beler, A. G. (2012). Egyptian mythology. Rochester, Kent: Grange Books.
Encyclopedia of ancient myths and culture. Hertfordshire: Eagle Editions. (2013).
Harris, S. L. et al. (2013). Classical mythology: images and insights. Mountain View, California: Mayfield Publishing.
Leeming, D. (2015). The Oxford companion to world mythology. Oxford: Oxford University Press.
Littleton, C. S. (2014). Mythology: the illustrated anthology of world myth & storytelling. London: Duncan Baird Publishers. Miles,
Kate. (2015). 1000 facts on myth and legends. Essex, CM: Bardfield Press.
Peterson, A. and David J. (2004). Mythology in our midst: a guide to cultural references. Westport, Conn.: Greenwood Press. Pollard,
M. (2010). Myths and legends of the Philippines. Quezon City: Jacoby Publishing House.
Stambovsky, P. (2014). Myth and the limits of reason. Lanham, Md.: University Press of America.
Storm, R. (2000). Asian Mythology: Myths and Legends of China, Japan, Malaysia and Indonesia. London: Lorenz Books. Sykes,
E. (2002). Who’s Who in Non-Classical Mythology. New York: Oxford University Press.
Thury, E. M. (2015). Introduction to mythology: contemporary approaches to classical and world myths. New York: Oxford University Press.
Wickersham, J. M. (2012). Myths and legends of the world. New York, N. Y.: Macmillan Reference.
Survey of Philippine Literature in English

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
114
Course Information
Course Name Survey of Philippine Literature in Course Code
English
Course Requirements
Grading System

covered
This course enables the pre-service English teachers to demonstrate research-based content knowledge in analyzing the growth and
development of Philippine Literature in English from 1900 to the present along socio-historical events as shown in representative works. 1.1.1
Moreover, it provides them with an opportunity to enrich the K to 12 English curriculum by producing an extensive and grade-specific 1.2.1
reading list to enhance their future students’ reading skills. Particular attention is given to the analysis and appreciation of the cultural
differences and similarities embodied in select literary texts.

covered
A. demonstrate content knowledge of Philippine Literature in English; and 1.1.1

B. demonstrate research-based knowledge in the preparation of an annotated reading list of the selected Philippine literary pieces. 1.2.1
115
Survey of Philippine Literature in English
Week 1 At the end of the week, the pre- service 1. Overview: Philippine
teacher (PST) should be able to: Literature in English  Critical Viewing a. My Daybook 1.1.1
The students will be asked to view, The students organize what they
a. explain the role of literature 1. Role of Literature Teaching Philippine Literature in considered as salient points from the
in understanding the 1.1.1 2. Essence and Functions English from video in a daybook. A daybook is
uniqueness of the Filipinos; (A) 3. Main Divisions https://www.youtube.com/watch?v like a diary or a journal or a ledger
and 4. Literary Genres =5URW1s1Jfuc which contains the transactions-in
b. differentiate the varied types of  Drama to gain a snapshot of Philippine this case, the important
literary genres in the country. 1.1.1  Essay literature in English. ideas/concepts learned within week.
(A)  Poetry (A scoring rubric will be used to rate
 Short story  Dyadic Discussion the students’ daybook entry.)
In pairs, the students explore and
share the essence and functions of
literature, its main divisions, and the
characteristics of the each type of
genre: drama, essay, poetry and short
story.
 Key Points for Discussion:

- readers as active producers of
meaning.
- difference between ‘literature’
and ‘Literature’ (from
http://www.electricka.com/eta
f/muses/literature/literature_p
opups/whats_literature.htm)
- close analytical reading of
literary texts
- four functions of literature:
recreation, recognition,
redemption and revelation
Week 2 At the end of the week, the pre- service 2. Oral Lore from Pre-Colonial
teacher (PST) should be able to: Times (--1564)
b. Search and Share c. FYI! 1.1.1
a. come up with an infomercial that 1. Riddles The class will be given a time to read Each group will present an
presents gist of the oral lore in 1.1.1 2. Proverbs about the oral lore in the Philippines infomercial that presents the gist of
the Philippines. (A) 3. Lo-as and to organize details in a creative the oral lore in the Philippines
4. Myths and Legends presentation. In groups, they will during the pre-colonial period.
5. Epics discuss the nature and characteristics
the oral lore
present during the pre-colonial
period. Their knowledge of the
content shall be presented to the
class.
Weeks At the end of these weeks, the pre- 3. Literature under the Spanish
3-4 service teacher (PST) should be able to: Colonization
 Name Game  Magic 3.
a. share the contribution of the 1. Filipino Writers The class will be given the The students will choose 3 literary 1.1.1
outstanding Filipino writers 1.1.1 2. Literary Pieces (written in description, short biography of the pieces and writes a two-page
during the Spanish era; and (A) Spanish but translated in outstanding Filipino writers during summary of each chosen text.
b. present the summary of the English) Suggested pieces: the Spanish era and they have to (A scoring rubric will be used to 1.2.1
assigned literary piece. 1.1.1 3. Excerpts of Noli Me identify the name of the writer. rate the students’ summary paper.)
(A) Tangere They then will share the
4. El Filibusterismo contribution of these writers to
5. Urbana at Felisa Philippine literature.
6. Maragtas
 Option: Team Task Each
team will choose a
representative who will wear a sash
with the name of the writer.
Another member introduces the
writer by citing important
information about him guided by
the 5Ws and H questions.
Weeks At the end of these weeks, the pre- 4. Literature under the US
5-8 service teacher (PST) should be able to: Colonialism
 Literature Circles  Check it out.
a. trace the historical events 1. Newspaper In each session the students will be The class (individually or in
and development of 1.1.1 2. El Renacimiento in groups, called Literature Circles, groups) designs their linear and
Philippine literature during (A) 3. Philippine Free Press to share about nature, comparative timeline that
the American period; 4. Plays characteristics and literary pieces encapsulates the literature from
b. identify the contributions of 5. Pioneer Filipino English during the three periods: re- pre-colonial era to the American
American period to the Writers during the Period orientation, imitation, self- period.
Philippine literary tradition; of Re-orientation discovery A scoring rubric will be used to
and  Justo Juliano rate the students’ timelines.
c. come with a timeline that (Sursum Corda)
presents the literary pieces  Juan F. Salazar (My
during the American period. Mother” and Air  Close analytical reading
Castles Key Points:
 Proceso Sebastian - Writers in this era wrote all
(To my Lady in forms of literature like news,
Laoag) poetry, stories, plays, essays
6. Literature during the and novels which depicted
Period of Imitation their love of country and
(suggested titles) longing for independence.
 Never mind and - The spirit of nationalism of
Other Poems by the people remained
Procopio Solidum undaunted.
 George Washington - Summary of American Period to
by Bernardo P. the Filipino Literature
Garcia
 Azucena by Marcelo  Supplementary Materials:
de Gracia Concepcion 1. The students may be asked to
 Reminiscences visit,
https://www.youtube.com/watch?v
By Lorenzo E. Paredes =LR7djUKyNwM, to watch,
Philippines during the American
1. Life and Success by Zoilo Colonization to deepen their
Galang understanding of the role of history
2. Filipino Poetry by Rodolfo in shaping the language and
Dato literature of the country.
3. Dead Stars by Paz
Marquez Benitez 2. Assign the class to read,
4. Tales of the Philippines Garcia’s paper on Translation
by Zoilo Galang and the Problem of Realism in
5. Daughters for Sale and Philippine Literature in English
Other Plays by Carlos P. from
Romulo https://journals.ateneo.edu/ojs/ind
 Literature during the ex.php/kk/article/view/1883/1885 as
Period of Self- basis for their reflection paper.
discovery (suggested
pieces)
 Manila: A Collection
of Verses by Luis
Dato
 Bamboo Flute by
Marcelo de Gracia
Concepcion
 Moon Shadows on the
Water by Aurelio
S. Alvero
 My Book of Verses 1.1.1
by Luis Dato
 First Leaves by
Rafael Zulueta da
Costa
 Nuances by Aurelio
Alvero
 Soft Night by
Abelardo Subido
 Poems by Doveglion
by Jose Garcia Villa
 Filipino Love Stories
by Paz Marquez
Benitez
 Philippines Short
Stories by Jose
Gracia Villa
 How My Brother
Leon Brought Home
A Wife by Manuel
Arguilla
 Broken Parasol by
Jose Lansang
 Sunset by Paz
Latorena
 Talanata’s Wife by
Sinai Hamada
 The Filipino Way of
Life by Camilo Osias
 I am a Filipino by
Carlos P. Romulo
 The Radiant Symbol
by Jorge Bacobo
 13 Plays by Wilfrido
Ma. Guerero
Weeks At the end of these weeks, the pre- 5. Literature under the Republic
9-11 service teacher (PST) should be able to:  Mull Over
(suggested titles) “History is not the story of heroes  My Choice: 1.1.1
a. discuss the influence of Note: Use the validated or entirely. It is often the story of The students will choose one of the
English language in shaping 1.1.1 acknowledged translated versions of cruelty and injustice and literary pieces in this period, make
the literature under the (A) the original texts) shortsightedness. There are monsters, an outline of it, and present it to the
Republic; and 1. Isang Dipang Langit by there is evil, there is betrayal. That’s class.
b. present an outline of the Amado V. Hernandez why people should read Shakespeare A scoring rubric will be used to
chosen literary piece. 1.1.1 2. Ang Dapat Paniwalaan by and Dickens as well as history—they rate the students’ outline.
(A) Jose F.Lacaba will find the best, the worst, the
3. Gabi ng Isang Piyon by height of noble attainment and the
Lamberto Antonio depths of depravity”
4. The World is an Apple by -David McCullough,
Alberto Florentino http://thinkexist.
5. Another Invitation of the com/quotations/literature/2.html
Pope to Visit Tondo
6. Valediction Sa Hillcrest
7. Maganda pa ang Daigdig  Lecture
8. Visiting Poverty A. The History of the English
9. The Day the Dancers language in the Philippines
Came B. Significant Developments of
the Period
 Key Points:
A. A new way of writing literature
emerged with the arrival of the
English language in the
Philippines.
B. The Filipinos, being lovers of
languages and natural linguists,
began using English as the new
medium to record their
thoughts, sentiments, ideas and
views, dreams and fears as well
as everyday life- matters.
 Dyadic Discussion
The students discuss the influence of
English language in shaping the
literature under the Republic.
Weeks At the end of these weeks, the pre- 6. Literature after EDSA
12-14 service teacher (PST) should be able to:  Down (the)Memory Lane  Say it!/ Pen it down! 1.1.1
1. Characteristics of Post- The class shares what they know The class responds to the
a. expound on the salient EDSA Literature about EDSA Revolution. Video questions related to the
characteristics of post-EDSA 1.1.1 2. Famous Authors clips may be assigned and students A. salient characteristics of
literature; and (A)  Lilia Quindoza will be asked to give a synthesis of post-EDSA literature
b. compare and contrast the Santiago what the clip is about. B. famous authors and their
themes of the various literary 1.1.1  Charlson Ong Focus: writings
pieces in this period. (A)  Jose Dalisay Jr. A. There are theories that
 Ricardo Lee inform literary production.  Post It 1.1.1
 Danton Remoroto B. There is in the academe an Draw/Sketch the common theme/s
 Marjorie Evasco emerging critical orientation. derived from the varied literary
C. Publishing has been marked by pieces.
 Ruth Elyna Mabanglo
adventurousness and a A scoring rubric will be used to
3. Short Stories
willingness to gamble on rate the students’ work.
 The Very Last Story non-conventional projects.
of Huli by Lilia
Quindoza Santiago
 The Execution by D. Distinct features characterize
Charlson Ong post-EDSA/ contemporary
 Among the literature
Disappeared by
Ricardo Lee  Learning Stations
 Geyluv by Honorio
De Dios The students, in each learning
stations, will present the assigned
literary piece creatively. Time for
supervised study and material
preparation will be given to ascertain
the quality of the performance during
the scheduled presentation in their
respective stations.
 It’s Feedback Time

Both the students and the teacher are
expected to provide constructive
feedback and comprehensible input
to deepen the students’ understanding
of the literary pieces.
Weeks At the end of these weeks, the pre- 7. Literature of the Regions
a. identify the different literary 1. Luzon  Let It be Known  This is It! 1.2.1
pieces in Luzon, Visayas and 1.1.1 2. Visayas Students do an independent close Students prepare an annotated
Mindanao; (A) reading of the assigned literature in a reading list (ARL) of the selected
3. Mindanao
b. describe how are these particular region. Philippine literature from 1900 up to
literature differ in terms of 1.1.1 1. Cordillera literature the present.
type and theme; and (A) 2. Northern Luzon literature
c. prepare an annotated reading 3. Pangasinan literature
list of the selected literary 1.2.1 4. Pampanga literature
pieces. (B) 5. Central Luzon and Southern
Tagalog literature
6. National Capital Region
7. Bicol literature
8. Eastern Visayas literature
9. Central Visayas literature
10. Western Visayas literature
11. Mindanao literature
 Simulation
A tour guide is with a group of
students who are on their
educational tour. As they move
about in the room (of which sections
are labeled with the different
regions), a discussant presents the
summary of the outstanding/popular
literature in that region. Questions
will be entertained during this
simulation activity.
Weeks At the end of these weeks, the pre- 8. 21st Century Philippine
 Interactive Discussions and  Check this out! 1.2.1
a. delineate nature of 21st century 1. Flash Fiction Presentation of Samples on: The students will come up with a
Philippine literature; and 1.2.1 2. Speculative Literature - Philippine Flash Fiction collection of outstanding 21st
b. present samples of 21st century (B) 3. Graphic Novels https://pepulma.wordpress.co century Philippine literature.
Philippine literature. m/tag/philippine-flash-fiction-
anthology/
- Speculative Fiction
- Graphic Novels- to include
fiction and non-fiction and
anthologized work
 Group Sharing and Critiquing

Garcia, J.N. (2014). Translation and the problem of realism in Philippine literature in English, Retrieved from
https://journals.ateneo.edu/ojs/index.php/kk/article/view/1883/1885
Kirong, M. and Tumaneng L. (2014). Philippine literature in English Vol.1, Philippines: TechFactors Inc Lumbera, B.,
& Lumbera, C. N. (1997). Philippine literature: A history & anthology. Philippines: Anvil. Lumbera, B. (2001).
Filipinos writing: Philippine literature from the regions. Pasig City, Philippines: Anvil Pub.
Tayao, M. et al. (2018). 21st Century Literature in the Philippines and the world. Quezon City; C and E Publications
Valdeavilla, R. (2018). The 10 best books in Philippine literature. https://theculturetrip.com/asia/philippines/articles/the-10-best-books-in-philippine-literature/ Vinuya, R.
(2012). Philippine Literature: A statement of ourselves. Grandbooks Publishing, Inc., Metro, Manila.
https://salirickandres.altervista.org/american-period/. American Period
http://www.angelfire.com/la2/litera1/afteredsa.html. Literary Period After EDSA

www.ctflc.org/sites/default/.../12-CSET-Litt.%20I-II- III%2029JuneforWebsite.docx, Literary Forms in Philippine Literature-Council for
Teaching
ncca.gov.ph/about-ncca-3/…on-the-arts…/literary…/philippine-literature-in-english. Philippine Literature in English, National
Commission for Culture and the Arts
https://www.coursehero.com/file/12472943/LESSON-1-INTRODUCTION- TO-PHILIPPINE-LITERATURE-IN-ENGLISH/ Introduction to
Philippine Literature in English
Philippines and Philippine Literature in English. https://www.slideshare.net/ezr001/philippines-and-philippine-literature-in-english
http://nlpdl.nlp.gov.ph:81/CC01/NLP00VM052mcd/v4/v6.pdf. Literature in English
http://jm92-philippineliteraryworks.blogspot.com/2012/09/introduction-philippine-literature_24.html. Philippine Literature
http://nlpdl.nlp.gov.ph:81/CC01/NLP00VM052mcd/v4/v1.pdf. Philippine Literature https://anelepapers.wordpress.com/category/21st-
century-literature-from-the-regions/ 21st Century Literature from the Regions
Survey of Afro-Asian Literature

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
124
Course Information
Course Name Survey of Afro-Asian Literature Course Code
Course Requirements
Grading System

covered
This course deals with an intensive study of the selected literary texts from Asia and Africa, particularly India, China, Japan-the countries in
the southeast region in Asia, and the African nations-south of the Sahara, along socio-historical, philosophical, and literary underpinnings. 1.1.1
Using research-based content knowledge, the pre-service English teachers will be able to understand, analyze, and appreciate the outstanding 1.2.1
characteristics: contexts, dimensions, elements, genres and structures, of Afro-Asian literatures which can lead to promotion of cultural
tolerance. Moreover, they are expected to come up with an annotated reading list of the chosen literary texts and a synthesis paper that
presents their critical interpretation and tolerance of diverse cultures encountered in the study of the select texts.

covered
A. demonstrate content and research-based knowledge of Afro-Asian literature in the preparation of an annotated reading list (ARL); and 1.2.1
B. write a synthesis paper which encapsulates their understanding of the outstanding characteristics of Afro-Asian literature along
various viewpoints and lenses. 1.1.1
125
Survey of Afro-Asian Literature
Weeks 1. African Literature
At the end of these weeks, the pre-
1-2
1. Characteristics of African  Differentiated Tasks Lights, Camera, Action! 1.2.1
a. characterize African Literature The class will be assigned with A scoring rubric will be used to assess the
literature; 1.2.1 2. African Writers and Poets tasks: performance of the students in terms of
(A) 3. African Poems and Short - The Researchers their assigned tasks.
b. share representative literary Stories - The Developers  The researchers organize the
works by early and 1.1.1 4. African Literature - The Discussants materials from various sources.
contemporary African writers; Suggested Literary Pieces: - The Participants  The developers prepare the
and - Africa by David Diop audio/and or visual materials to
- The Assessors
c. discuss the prevailing ethos, - Once Upon a Time by be used during the
- The Monitors
ideas and philosophies behind Nadine Gordimer presentation.
1.2.1
the chosen literary text. - Anticipation by  The discussants share
(A) With the supervision of the
Mabel Dove- teacher, the class conducts a important concepts and key
Danquah meeting to plan for the information
presentation of topics in Unit 1.  The participants listen and ask
Periodic reports shall be questions relevant to the topics
submitted to the teacher with  The assessors provide thought-
details on who does what and provoking questions to be
how. answered by the participants.
 The monitors give intelligent
Focus of the Discussion: and informed feedback on the
- Types and characteristics of performance of each group.
African literature
- Famous African writers
- Sample literary works
o summary
o themes
o philosophy
Weeks At the end of these weeks, the pre- 2. Egyptian Literature

 Types  Literature Circle  Summary Paper
a. trace the historical background  Tales and Love Songs Each is assigned to a topic within The class will summarize and outline
of Egyptian and Arabian 1.1.1  Myths and Legends their group and monitored the plot of the various pieces of
literature; (B) discussion will follow thereafter. African and Arabian literature;
b. summarize selected literary 3. Arabian Literature
pieces; and Discussion Question
 Prose
c. articulate one’s awareness of Why do we always need to consider the Graded recitation on their
 Poetry
how language works in culture of the people when we study - reaction to literature in
literary text and author’s literature? various ways;
style in writing.
Key Points: 1.1.1
types and forms of Egyptian and - reflection on the theme of
Arabian literature the various pieces of
literature;
Suggested Literary Pieces - expression of appreciation for
- The Thousand and One the wisdom imparted by the
Nights various piece of literature;
- The Tale of Sinuhe
(anonymous author)
- The Quran/Koran
- The Arabian Nights by Tahir
Shah
- The Lady and Her Five
Suitors
- Love by Kahlil Gibran
- The Prophet by Kahlil Gibran
- Bewildered Arab by Nour-od-
Din Abd-or-Rahman-e Jami
- The Food of Paradise by Ibn
Amjed
- Count Not Your Chickens
before they Hatched
- To Whom Should I Speak
Today by T. Eric Peet
Weeks At the end of these weeks, the pre- 4. Chinese Literature

Suggested Pieces:  Think and Talk  A Venn Diagram
a. survey the outstanding - The Five Classics Students, in smaller groups, discuss 1.2.1
characteristics of Chinese 1.2.1 and the Four Books the characteristics of Chinese and
and Hindu literature; (A) - A Wife Mourns for Hindu literature focusing on the The class creates a venn diagram
b. compare and contrast the her Husband by forms and structure-e.g. on prose an outlining the similarities and
forms of Chinese and Hindu Confucius poetry. differences between Chinese and
prose and poetry; and Hindu literature. A scoring rubric
c. organize an annotated 5. Hindu Literature Sample group tasks: will be used to rate the students’
reading list of selected Suggested Pieces: -Analysis of the life and teachings of work.
1.2.1
Chinese and Hindu (A) - Mahabharata Confucius
literature. (Ganesha, Vyasa) -Discussion of Confucius Five Books  An Annotated Reading List /
- Panchantantra and Six Principles Annotated Bibliography of the
collection of Fables -Identification of facts and figures selected literary pieces.
by Vishnu Sharma on India and Indian system of
- Panchatantra Stories government The class will choose outstanding
- Bhagavad Gita by -Tracing India’s history from 1947 literary pieces and submits an
Vyasa to present
-Reading India’s religious and
secular works
- Abhilaash (Hindi for -Articulation and appreciation of annotated reading list or an
Desire) by the great epics of India: annotated bibliography.
Rabindranath Tagore Mahabharata and Ramayana
- Gitanjali by Tagore - Studying the life and writings of
- Plays and Poems of India’s great writers
Kalidasa
 Informance
(also called ‘lecture cum
performance’)
A representative shares the
summary of a chosen piece after
describing the historical
background when the piece of
literature was written.
 Signs, Signs, Signs

Each class member will be assigned
to one of the Analects of Confucius
and they will transform such into a
‘slogan’ using the most appropriate
choice and number of words.
For additional input, the class may be

asked to visit
=_B4Z1PB97KY to watch
Mahabharata: Krishna talks to Prince
Arjuna, or
=F-nNTGK0wFw
for Unanswered-Mysteries from
the MahabharataTEDx Talks by
Christopher Charles Doyle.

6. Hebrew Literature
1. Nature of the Hebrew  Group Dynamics An Annotated Reading List 1.1.1
a. perform the differentiated Language, Poetry and The class submits an annotated reading list
Prose Students possible tasks and
tasks that exemplify their 1.1.1 of the selected Hebrew and Persian
2. Masterpieces of the Jews possible outputs:
understanding of Hebrew (B) literature.
and Persian literature; and Suggested Pieces Genesis: - Timelines on the history of A scoring rubric will be used to rate 1.2.1
The Creation Psalm 23 Hebrew and of Persian the students’ work.
The Ecclesiastes literature
b. prepare an annotated The Story of Joseph - Narration of one of the
reading list of the chosen The Story of Ruth parables
literary pieces. The Parables (The Good - Articulation of one’s
Samaritan, The Last Seat, appreciation of the literary
Prodigal Son, Talents masterpieces of the Jews and the
Iranians
- An annotated reading list of
7. Persian Literature the chosen literary pieces
1. Characteristics of Persian - Discussion of the facts and
Literature figures about Iran
2. Persian Prose and Poetry - Singling out of the important
Suggested Pieces: Rubaiyat contributions of the writer to
by Omar Khayyam the growing body of Hebrew
and Persian literature
Hafiz’s Poetry
- Explanation of the different
Rumi’s epic and poems
stanzas of Rubaiyat
Ferdowsi’s writings
- Expounding the poems of
Hapiz, Jami and Sadi
Weeks 8. Japanese Literature

At the end of these weeks, the pre-
11-14
1. Development of Japanese  Peer Mentoring  Writing Haikus 1.1.1
a. characterize Japanese and literature from the As learning buddies, the students The class will submit a compilation of
Korean literature; 1.1.1 beginning up to the will discuss the development of written haikus.
b. compose haikus; and (B) modern period Japanese literature form the
c. write a synthesis paper on the 2. Life and works of beginning up to the modern period
various literary pieces of Japan Japanese authors as well as the life and works of  Synthesis Paper
and Korea. 3. Haikus of Bassho, Buson famous Japanese authors. The class will write a synthesis
and others The teacher may give a paper and pen paper on the chosen literary
Suggested Pieces: test to check the students’ grasp of pieces of Japan and Korea.
 Tale of Genji the the concepts, names and titles of
 The Madman on the literary works.
Roof by Hiroshi
Kikuchi For background on what a haiku is,
 In a Grove”by the students maybe asked to visit
Akutagawa https://www.youtube.com/watch?v
Ryunosuke =VJHCGPp4G4k for features and
structures of a haikus.
9. Korean Literature
 Read and Tell
1. About Korea The students may be assigned
2. Literary Works of Korea with a literary piece to read and to
share.
Understanding Haikus
As a lead-in, the students maybe
given a time to view, Haikus from
=VJHCGPp4G4k
Sample haikus maybe provided

before the class will compose their
own haikus.
Weeks At the end of these weeks, the pre- 10. Vietnam Literature
1. Facts about Vietnam
2. Poetry and Short Stories
a. explain how the Vietnam and
1.1.1 Suggested Piece:
Indonesian literature mirrors
(B), -The Mandarin and the
the customs and traditions of
1.2.1 Flower Festival by P.
the people;
(A) Khiem
b. reason out how literature
affects the history and culture 1.1.1
a nation like Vietnam and (B) 11. Indonesian Literature
Indonesia; and  Creative Presentation
1. Pujangga Lama  Essay, Easy
c. organize an annotated Each group will be tasked to 1.2.1
reading list for all the 2. Traditional Forms present a topic creatively. The class will answer the following
outstanding literature of  syair (traditional (on poems and short stories of essay questions.
Afro-Asian countries. 1.2.1 narrative poetry) Vietnam)
 pantun (quatrains A. Explain how the Vietnam and
(A) Note: These are Vietnamese
made up of two Indonesian literature mirrors
Literature written in English
seemingly the customs and traditions of
disconnected the people;
 Writing an Analysis Paper: B. Provide proofs on how
couplets) Suggested Pieces:
 qurindam literature affects the history
-The Mandarin and the Flower and culture a nation like
(brief aphorism) Festival by P. Khiem Vietnam and Indonesia.
 hikayat (stories, fairy- -Selected Indonesian Literature
tales, animal fables,
 Annotated Reading List 1.1.1
chronicles)
 babad (histories or The students will organize an
chronicles annotated reading list for all the
Suggested Piece: outstanding literature of Afro-
Asian countries.
Everybody has his
Burden (Indonesian
Folktale)
Carpio, R. (2006). Crisscrossing through Afro-Asian literature. Philippines: Anvil Publishing, Inc
Lapid, M. and Serrano, J. (2015). Afro-Asian literature, Manila: Phoenix Publishing House
https://theculturetrip.com/.../the-top-10-contemporary-african-writers-you-should-know, The Top 10 Contemporary African Writers You Should Know
https://www.youtube.com/watch?v=F-nNTGK0wFw,
https://www.acadshare.com/afro-asian-literature-course-synopsis/, Afro-Asian Literature Course Synopsis
https://www.ancient.eu/Chinese_Literature/. Chinese Literature
https://www.bartleby.com/214/0203.html, Nature of the Hebrew language, poetry and prose
https://www.wdl.org/en/item/6881/ Persian Prose and Poetry
https://theculturetrip.com/middle-east/iran/articles/10-must-read-iranian-authors/10 must read Iranian Authors
https://theculturetrip.com/asia/south-korea/articles/a-century-of-tumult-ten-important-modern-korean-authors/ Ten Important Modern and Contemporary Writers from South Korea
https://www.youtube.com/watch?v=VJHCGPp4G4k, Haikus
Survey of English and American Literature

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
132
Course Information
Course Name Survey of English and American Course Code
Literature
Course Requirements
Grading System

covered
This course engages pre-service English teachers in a historical survey of selected literary works produced by understanding English and
American literatures from its beginnings to the 21st century. This way, they will be able to demonstrate content knowledge and application of 1.1.1
English and American literature and use the English language within the context of literature and
English language teaching.
covered
A. apply content knowledge of English and American literature by producing creative works such as original epics, modern 1.1.1
adaptations of texts, etc. that will develop their students’ understanding and use of the English language;
B. demonstrate an understanding of content and research-based knowledge in preparing an annotated reading list of English 1.2.1
and American literature based on an analysis of the texts’ characteristics, motifs, archetypes, and symbols; and
C. identify K to 12 English learning outcomes that are aligned with learning competencies under English-American literature for 4.2.1
annotated readings.
133
Survey of English and American Literature
Weeks At the end of these weeks, the pre- 1. Introduction to English-
1-3 service teacher (PST) should be able to: American Literature  Lecture discussion on Introduction to  Short quiz as formative 1.1.1
English-American Literature, its assessment on the English-
a. describe the characteristics 1. Short Summary of summary, characteristics, common American Literature
and common genres of 1.1.1 English and American genres and K to 12 competencies
English-American Literature (A) Geography, History,  Writing meta-learning logs/short 1.1.1
in relation to English and Language, Society, and  Writing Meta-learning logs/ short reflections on the introduction to
American geography, history, Culture reflections on the learned summary, English-American Literature
language, society, and culture; 2. Characteristics and geography, history, language, (focusing on Reflection and
and Common Genres of society, and culture of English- Organization of Ideas)
b. identify the K to 12 English English-American American Literature
learning outcomes under 4.2.1 Literature  Competencies Analysis or Table 4.2.1
English-American literature 3. K to 12 English Literature  Curriculum review on the K to 12 Summary on the English- American
(C)
as preparation for an Competencies related to English learning outcomes under Literature Curriculum of Grade 9
annotated reading list. English-American English-American literature as (focusing on Analysis of
Literature preparation for an annotated reading Competencies, Matching of
list Literature Competencies to
Relevant Skills like Reading and
Grammar, and Teamwork)
Weeks At the end of these weeks, the pre- 2. Early Periods in English
 Discussion on the relevance of early  Oral participation as formative 1.1.1
a. recognize the early periods of 1. Anglo-Saxon/ Old periods of English literature in the assessment on sharing relevance of
English literature as relevant 1.1.1 English Literature current world history and literature Early English literature
pieces in the current world (A)  Folk Poetry compendium
history and literature  Beowulf  Performance on Creative 1.1.1
compendium;  Caesura and  Creative storytelling (i.e. Acting, storytelling of texts in the Early
b. outline the plot and literary Kennings Use of Puppets, Deconstructed Periods of English Literature
elements of the stories, epics, 1.1.1 2. Anglo-French/ Medieval Story, etc.) and intensive reading of (focusing on Teamwork, Creativity,
poems, sonnets and plays in (A) English Literature selected texts in Early Periods of and Faithfulness to the Literary Text
Old English, Medieval 3. Metrical Tales and English Literature Presented)
English, Renaissance, and Romances
Restoration literatures;  King Arthur and the  Making an outline of the plot and  Formative assessment through 1.2.1
c. produce literary responses for Knights of the Round literary elements of the stories, outlines and graphic organizers of
the definitive selected texts Table epics, poems, sonnets and plays in plot and/or literary elements of the
under the early periods of  Canterbury Tales by Old English, Medieval English, texts
English literature; and 1.1.1
(A) G. Chaucer Renaissance, and Restoration
d. prepare an annotated reading 4. English Renaissance/ literatures  Literary Writing products specific 1.1.1
list under early periods of Elizabethan Period to genre identified/chosen (Epic
English literature. Literature
1.2.1  Writing literary responses (i.e. Writing Rubric, Sonnet Writing
 Shakespearian Epic Writing with Caesura and Rubric, etc.) with criteria on
(B)
Sonnets Kennings, Metrical Romance application of period-specific
Writing, Making a Knight’s Oath,
 Shakespearian Sonnet Writing, Adapted Drama elements i.e. Caesura and kennings
Drama Writing, Original Essay Writing) for for OE epics and poems
 Romeo and Juliet selected texts under the early periods 1.2.1,
5. The Restoration and the of English literature  Annotated Reading List from the 4.2.1
18th Century Literature Early Periods of English Literature
 Puritan Period  Preparation of annotated reading list (focusing on Completeness of
 Neoclassical Period of texts from Early Periods of Details, Appropriateness of Chosen
 On His Blindness by English Literature which will be Texts to Learners and Competencies,
J. Milton appropriate for English Language and Descriptions Included)
Study
Weeks At the end of these weeks, the pre- 3. Later Periods in English
 One Stay-Team Stray activity on  Group oral participation through 1.1.1
a. recognize the later periods of 1. The Romantic Period poems and novels/short stories as a OSTS activity on poems and
English literature as relevant 1.1.1  Odes, Elegies, and Lyric form of discussion on the literary novels/short stories in the later
pieces in the current world (A) Poetry texts periods of English Literature
history and literature  Ode to the West Wind by
compendium; P. Shelley  Value-laden discussion on insights  Oral sharing of insights and learnings 4.2.1
b. outline the plot and literary  I Wandered Lonely as a and learnings from literary texts read as formative assessment on literary
elements of the lyric poems, 1.1.1 Cloud by W. Wordsworth texts read
novels, short stories and non-  Elegy Written in a  Outlining the plot and literary
(A)
fiction prose in the Romantic, Country Churchyard by elements of the lyric poems,  Formative assessment through 1.2.1
Victorian, 20th Century, and T. Gray novels, short stories and non- outlines and graphic organizers of
Contemporary period 2. Victorian Age fiction prose in the Romantic, plot and/or literary elements of the
literatures;
 The Birth of Novels Victorian, 20th Century, and texts
c. produce literary responses for Contemporary period literatures
 Historical Novels
the definitive selected texts
1.1.1  The Shoemaker/ The Tale  Literary Writing products specific to 1.1.1
under the later periods of
(A) of Two Cities by C.  Writing creative literary responses genre identified/chosen (Poem
English literature; and
Dickens (i.e. Romantic Poems, Flash Fiction, Writing, Flash Fiction Writing,
d. prepare an annotated reading
3. The 20th Century to the Adapted Novels) of selected texts Adapted Novel Writing, etc.) with
list under the later periods of
Contemporary Period under the later periods of English criteria on application of period-
English literature. 1.2.1
 Other Novel Types literature specific elements i.e. emotional and
(B)
 Pride and Prejudice by J. imagery diction for Romantic period
Austen  Preparation of annotated reading list poems
 The Lord of the Flies by of texts from Later Periods of
W. Golding English Literature which will be  Annotated Reading List from the
1.2.1,
appropriate for English Language Later Periods of English Literature
4.2.1
Study (focusing on Completeness of
Details, Appropriateness of Chosen
Texts to Learners and Competencies,
and Descriptions Included)
Weeks At the end of these weeks, the pre- 4. Early Periods in American
 Diorama making to picture out and/or  Diorama Making on literary texts 1.1.1
a. recognize the early periods of 1. Early American and summarize the literary texts in the (focusing on Creativity and
American literature as 1.1.1 Colonial Period Literature early periods of American literature Resourcefulness, Faithfulness to
relevant pieces in the current (A)  Folk Oral Literature of the Literary Text, and Choice of
world history and literature the Native Americans  Discussion on the colonial and Scene to Portray)
compendium;  Captured by revolutionary implications as
b. outline the plot and literary Opechancanough by J. portrayed in the literary texts  Oral participation during 1.2.1
elements of the folk literature, 1.1.1 Smith discussion as formative
non-fiction prose, essays, and (A) 2. American Colonial Period  Character portrayal and speech assessment on colonial and
novels in the Early American, and Puritan Literature presentation of selected patriotic revolutionary literary texts
American Colonial, Puritan,  Colonial Non-Fiction speeches
and Revolutionary period Prose and Essays  Character Portrayal/Speech Delivery 1.1.1
literatures;  Sinners in the Hands of Performance Presentation (focusing
 Making an outline of the plot and
c. produce literary responses for an Angry God by J. on Faithfulness to the
literary elements of the folk
the definitive selected texts Edwards Character/Literary Text, Creativity
literature, non-fiction prose, essays,
under the early periods of 3. Revolutionary Period and Resourcefulness, and
1.1.1 and novels in the Early American,
American literature; and Literature Confidence)
(A) American Colonial, Puritan, and
d. prepare an annotated  Autobiography and Revolutionary period literatures
reading list under early Biography  Formative assessment through
periods of American  Patriotic Speeches 1.2.1
1.2.1  Preparation of annotated reading list outlines and graphic organizers of
literature.  The Whistle by B. plot and/or literary elements of the
(B) of texts from Early Periods of
Franklin American Literature which will be texts
 The Gettysburg Address appropriate for English Language
by A. Lincoln Study  Objective quiz to test comprehension
1.1.1
on the literary texts of the Early
American Period
 Annotated Reading List from the

Early Periods of American
Literature (focusing on 1.2.1,
Completeness of Details, 4.2.1
Appropriateness of Chosen Texts to
Learners and Competencies, and
Descriptions Included)
Weeks At the end of these weeks, the pre- 5. Later Periods in American
 Story/Author Talk on selected  Story/Author Talk Performance 1.1.1
a. discuss the later periods of 1. The American Republic literary texts under the Later Presentation to discuss
American literature as 1.1.1 and the Contemporary Periods in American Literature stories/authors in the Later
relevant pieces in the (A) Periods Periods in American Literature
(focusing on Confidence,
current world history and  Regionalism and  Outlining the plot and literary Synthesis of Story/Author
literature compendium; Cultural elements of the novels, poems, Presented, and Relevance of
b. outline the plot and literary 1.1.1 Independence and plays in the American Story/Author to Literary Study)
elements of the novels, poems, (A)  Realism and Republic, Contemporary, and
and plays in the American Industrialization Modern American period  Formative assessment through 1.2.1
Republic, Contemporary, and  The Adventures of literatures outlines and graphic organizers of
Modern American period Tom Sawyer by M. plot and/or literary elements of the
literatures; Twain  Preparation of annotated reading texts
c. produce literary responses for 1.1.1  Dr. Heidegger’s list of texts from Early Periods of
the definitive selected texts (A) Experiment by N. English Literature which will be  Annotated Reading List from the 1.2.1,
under the later periods of Hawthorne appropriate for English Language Later Periods of American 4.2.1
American literature; and  Stopping by Woods Study Literature (focusing on
d. prepare an annotated reading 1.2.1 on a Snowy Evening Completeness of Details,
list under the later periods of (B) by R. Frost  Writing a discussion paper on the Appropriateness of Chosen Texts,
American literature.  A Separate Peace by development and role of English- and Descriptions Included)
J. Knowles American Literature and the job of
2. New American Voices an English teacher in propagating  Compilation of Annotated Reading 1.2.1,
 Beat Generation such masterpieces to 21st century Lists 4.2.1
 Modern and Post- students
Modern Periods  Discussion Paper on the 1.1.1,
development and role of English- 1.2.1,
 On the Road by J.
Kerouac American literature and job of an 4.2.1
 1984 by G. Orwell English teacher (focusing on
Analysis and Understanding of
Relevance of English-American
Literature, Organization of Ideas,
and Language Mechanics)
Agathocleous, T. and Dean, A.C. (2003). Teaching literature: A Companion. New York: Palgrave.
Bercovitch, S. (1994–2005). The Cambridge history of American literature. Cambridge: Cambridge University Press.
Gillespie, S., et al. (2005). World literature: Connecting nations and cultures. Singapore: Pearson.
Gutjahr, P. C. (2003). Popular American Literature of the 19th century. New York: Longman. Lyons,
G. (2003). Literature of the American west: A cultural approach. New York: Longman.
Muller, T. (2017). Handbook of the American novel of the twentieth and twenty-first centuries. Boston: de Gruyter.
Sebastian, E. L., et al. (2006). Readings in world literature. Quezon City: C & E Publishing.
Contemporary, Popular, and Emergent Literature

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
138
Course Information
Course Name Contemporary, Popular, and Emergent Course Code
Literature
Course Requirements
Grading System

covered
This course provides pre-service English teachers with opportunities to acquire extensive reading backgrounds in literature and allied fields
needed in the understanding and evaluation of critical issues in contemporary and popular literature and genres. This course allows them to 1.1.1
demonstrate their research-based content knowledge and its relevance in the teaching learning process 1.2.1
using various methods of literary analysis.
covered
A. discuss research-based content knowledge and critical issues on contemporary, popular, and emergent literature and its relevance in 1.2.1
the teaching-learning process;
B. explain the development of a given genre of popular literature from its beginning to its contemporary practice through a historical 1.1.1
timeline; and
C. use various methods of literary analysis, such as formal, psychological, and /or feminist analysis in writing a response paper 1.1.1
139
Contemporary, Popular, and Emergent Literature
Week 1 At the end of the week, the pre- service 1. Interpreting and Evaluating
teacher (PST) should be able to: Fiction  In groups, students shall collaborate  Gather at least fiction stories and do
2. Types and Elements of in interpreting and evaluating a a literary analysis using the format
a. explain the characteristics, Fiction sample fiction. Lead students to below.
types and elements of 1.1.1 interpret and evaluate its content by
fiction; and (B) providing each group guide  Sample Fiction / Type / Summary /
b. Interpret and evaluate questions for discussion. Analysis
fiction. 1.2.1
(A)  Gather common responses from the
groups and help students identify the
types and elements of Fiction.
 Lecture –Discussion on Fiction
Week 2 At the end of the week, the pre- service 3. Introduction to

teacher (PST) should be able to: Contemporary Literature: Make students conduct literature 1.1.1
reviews on some selected
a. acquaint themselves with 1. Stories 1.Assign students contemporary contemporary stories
styles and concerns of 1.1.1 stories to read off class.
contemporary stories. (B)
2.Have students interpret and evaluate the
story assigned to them using a teacher-
made rubrics and guide questions.
3.Discussion on the styles and

concerns of contemporary stories
Week 3 At the end of the week, the pre- service 2. Poetry

teacher (PST) should be able to:  Read Aloud.
a. analyze elements of Choose a short contemporary  Choose one contemporary poem
contemporary poetry; and poem to read aloud and ask and analyse its elements.
b. trace the history, 1.1.1 students to pay particular  Then make students write a
characteristics, and famous (B) attention during this phase. comparative analysis between
personality in contemporary Essential Question: traditional poetry and
poetry. 1. What are the elements of contemporary poetry.
poetry present in the poem
read?
2. How was the poem different
from the traditional poem you
know?
3. What are its characteristics?
4. Name some famous
contemporary poets?
 Narrate how contemporary

poems/poetry came to be.
Week 4 At the end of the week, the pre- service 3. Drama

 Bring students to watch a  Make students organize a stage 1.1.1
a. examine theatrical structures contemporary drama. drama reflecting the unique
of contemporary drama; and 1.1.1  Make them examine the its elements and theatrical structure of
b. trace the changes and (B) theatrical structure. a contemporary drama.
development of  Ask them to trace the changes and
contemporary drama. development of contemporary drama.
Week 5 At the end of the week, the pre- service 4. Issues and Challenges in
teacher (PST) should be able to: Contemporary literature  Misconception Check.
Discover class preconceptions  Make students gather some issues and 1.1.1
a. Identify issues and challenges about contemporary poetry. challenges in contemporary literature
in contemporary literature; 1.1.1  Then solicit students’ knowledge then write a reaction paper about
and (B) on issues and challenges in these issues and challenges.
b. Explain the development in contemporary literature.
genres in contemporary
literature.
Week 6 At the end of the week, the pre- service 5. Introduction to Popular
teacher (PST) should be able to: Literature  Direct Instruction.  Research on the development of
a. acquaint themselves with the 1. Nature Provide students some readings popular literature. 1.1.1
nature, appeal, and social 1.1.1 2. Appeal about popular literature.  Pick one literary texts under popular
functions of popular (B) 3. c, Social Function  Discuss the nature, appeal and literature and using the guide
literature social function, and development of questions, ask the students to
popular literature describe its nature, appeal, and social
function.
Weeks At the end of these weeks, the pre- 6. Popular Literature Genres
1. Romance  Organize a Photo exhibit displaying  Group students. Each group shall 1.1.1
a. describe the characteristics of 2. Science Fiction the different genres of popular choose a popular literature genre to
popular literature; and 1.1.1 3. Detective Story literature titles and covers. present
(B) 4. Comic books
b. differentiate popular from 5. Comic Strip  Introduce some of these titles and  They must begin their presentation
contemporary literature cover in display to students. by describing the characteristic of
genres.  Discuss the characteristics of their chosen genre and how is it
popular literature and its different from the contemporary
difference from contemporary genre.
literature  Each presentation shall be
evaluated using a rubric.
teacher (PST) should be able to: Popular Literature
 Organize a talk show featuring the  Let students do a comparative 1.1.1
a. react on issues and issues and challenges of popular analysis between contemporary
challenges in popular 1.1.1 literature. and popular literature genres.
literature; and (C)  Prepare possible questions to be
b. conduct a critical analysis asked during the talk show.
between contemporary and  Let students share their opinion on
popular literature. these issues.
Weeks At the end of these weeks, the pre- 8. Introduction to Emerging

14-16 service teacher (PST) should be able to: Literatures
a. determine new emerging 1. Creative Non-Fiction  Student Story Telling.  Group students. Choose one 1.1.1
genres of literature; 1.1.1 2. Hyper Poetry Pre-assign a student to prepare a Emerging literature to create.
b. discuss the elements and (B,C) 3. Chick lit/Chick Literature spoken poetry about any topics and
characteristics of these 4. Illustrated Novel ask him/her to perform in class.  Display students’ creation in an
genres. 5. Graphic Novel Emerging Literature Fair.
6. Text-Talk Novels 1. Let the class describe what
7. Manga kind of genre of literature
8. Digi-Fiction have they witnessed being
9. Doodle Fiction performed.
10. Flash Fiction 2. Continue the discussion by
11. Six-word flash fiction talking about new and emerging
12. Science Fiction literatures, its elements and
13. Blog characteristics.
teacher (PST) should be able to: Emerging Literature  Panel Discussion.  Make students react on some issues 1.1.1
and challenges facing new and
a. examine unique 1. Assign 5 students as experts and emerging literature. Strengthen
characteristics of new 1.1.1 moderators who will be talking claims by citing research studies.
emerging genres of (B) about issues and
literature; and challenges in emerging literature.
(topics are pre assigned to them)
b. discuss issues and
challenges in emerging 2. Synthesis to be done by the
literature. teacher.
Week 18 At the end of the week, the pre- service 10. The Interrelationship of
teacher (PST) should be able to: Contemporary, Popular  Literature Circles.  Make students write a
and Emergent comparative/synergistic essay of 1.1.1
a. discuss the relationship With their literature circles, students the interrelationship among
among contemporary, 1.1.1 will collaboratively discuss the contemporary, popular and
popular and emergent (B,C) interrelationship of the emergent literature.
literature, and contemporary vis-à-vis popular as
b. analyze the parallel with emergent literature. Note: An Analytic Rubric may be
interconnectedness among (A Guide for discussion must be used to evaluate students’ output
literatures like contemporary, given to each group).
popular and emergent
literature. Call on a representative to share
what has been talked about in
his/her circle
Synthesis will be provided by the

teacher
Suggested Reference/s
Heick, T. (2017). 12 strategies for teaching literature in the 21st century.www.teachthought.com

Literary Criticism

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
144
Course Information
Course Name Literary Criticism Course Code
Course Requirements
Grading System

covered
This course provides the pre-service English teachers with opportunities to study the basic approaches to literary theory and criticism and
their application to selected literary works. They will be able to demonstrate content knowledge and application of literary criticism and 1.1.1
critical theory approaches relevant to literature and English language teaching. Moreover, this will allow them to determine instructional 1.5.1
implications in applying literature teaching strategies that will promote critical thinking and other higher order thinking skills through original
critiques of literary pieces.

covered
A. discuss, analyze, and interpret a poetic text demonstrating their content knowledge and applying the basic approaches to literary 1.1.1
theory and criticism relevant to the body of literature and English language teaching;
B. analyze literary periods/movements using a definitive text/author thereby promoting critical thinking and other higher order thinking 1.5.1
skills in literary criticism and critical theory approaches; and
C. write an original critique paper addressing problems in critical theory from the classical to modern times as applied to literary works, and 1.1.1
drawing implications to English language and literature teaching.
145
Literary Criticism
Weeks At the end of these weeks, the pre- 1. Introduction to Literary
1-4 service teacher (PST) should be able to: Criticism
a. review literature studies 1. Review of Purposes and  Review discussion on literature  Diagnostic assessment through 1.1.1
focusing on literary genres; 1.1.1 Benefits of Literature overview, purposes and benefits of objective test/open-ended test on
(A) Studies literature, literary genres, and purposes of literature, literary
b. define literary criticism and 2. Review of Literary Genres literary techniques genres, and literary techniques
identify its purposes; 1.1.1 3. Review of Literary
(A) Techniques  Sharing discussion on literary  Oral participation in sharing and 1.1.1
4. Literary Criticism criticism and purposes through analyzing reviews of literary texts
c. differentiate significant terms 5. Definitions reading and analyzing sample in newspapers and websites
related to literary criticism; and 1.1.1 6. Purposes of Literary reviews from newspapers and
d. show interest in acquiring a (A) Criticism websites  Graphic organizers as formative 1.1.1
deeper understanding of texts 7. Literary Discussion vs. assessment to summarize and
through literary criticism. 1.1.1 Literary Analysis vs.  Creating summary table to differentiate literary criticism terms
Literary Interpretation differentiate literary discussion, and processes
(A)
analysis, and interpretation
 Reflection/Metalog Paper on the 1.1.1
 Identifying the processes involved in Purpose of Literary Criticism in
literary criticism, discussion, Acquiring Deeper Understanding
analysis, and interpretation through a and Appreciation of a Literary
process chart Work (focusing on Reflection,
Organization of Ideas, Use of
 Writing short reflection and/or Literary Criticism Terms, and
metalog on the purposes of literary Language Mechanics)
criticism to acquire a deeper
understanding and appreciation of
a literary work of art
Weeks At the end of these weeks, the pre- 2. Periods and Movements in
 Video viewing on the Overview of  Oral Presentation during reporting, 1.1.1
a. trace the foundations of 1. Overview of Literary Literary Periods and Movements synthesis and analysis of the periods
literature and literary 1.1.1 Periods and Movements and movements of literature
criticism through literary (A) 2. Early Periods of  Report preparation and synthesis on (focusing on Synthesis of Report,
period development; Literature the periods and movements of Choice and Analysis of a Definitive
b. familiarize the intellectual, 3. Classical literature Text in Period/Movement,
linguistic, religious, and 1.1.1 4. Medieval Preparation and Effort, and
artistic influences of (A) 5. Renaissance  Table making as a summary of the Confidence in Oral Reporting)
literatures through the 6. Reformation literary periods and movements in
literary periods and 7. Later/Modern Periods of literature from early period to  Note Table Summary as formative 1.1.1
movements; Literature literary movements assessment on the literary periods
c. identify definite 8. Enlightenment and movements
characteristics of each 1.1.1 9. Romantic  Oral sharing or reporting on the
literary period and 10. Victorian analysis of the periods and  Objective quiz on the Periods and 1.1.1
movement for an in-depth 11. Modern movements in Literature using Movements of Literature
study of literature; and 12. Post-modern definitive texts
d. create a critical analysis of a 1.5.1 13. Literary Movements  Analysis Paper of a text and an 1.5.1
text and an author from a (B)  Metaphysical  Writing a critical analysis paper of a author from a definite literary period
definite literary period or  Symbolists text and an author from a definite or movements (focusing on Literary
movement.  Harlem Renaissance literary period or movements Analysis, Choice of a Definitive Text
 The Beats in Period/ Movement, Organization
 Confessional  Consultation and feedbacking from of Ideas, and Language Mechanics)
 New York School instructor on analysis paper made
 Black Arts Movement
Weeks At the end of these weeks, the pre- 3. Literary Theories and Modern
12-16 service teacher (PST) should be able to: Criticism Schools of Thought
a. trace the developments in 1. Overview of Literary  Lecture-discussion on each of the  Summary outline as formative 1.1.1
literary criticism from 1.1.1 Theories, Modern literary theories and modern assessment of the Literary
traditional to modern times; (A) Criticisms, and Schools criticisms Theories, its construct and
b. familiarize the intellectual, of Thought examples
linguistic, socio-emotional 1.1.1 2. Traditional Literary  Video viewing on the explanation
and artistic influences of (A) Criticism and examples of literary theories  Objective quiz on literary theories 1.1.1
literatures through literary 3. Formalism and New and modern criticism schools
theories; Criticism  Creating graphic organizers to
c. identify definite characteristics 4. Marxism and Critical understand the literary theories,  Group Journal Review of a Sample 1.5.1
of each literary theory for an Theory modern criticisms, and schools of Critical Analysis Paper as formative
1.1.1
in- depth study of literature; 5. Structuralism and thought assessment on the use of literary
(A)
and Poststructuralism theories and movements in
d. create a critical analysis of a 6. New Historicism and analyzing literary texts
 Analyzing and sharing of sample
poetic text through a definite Cultural Materialism
1.5.1 critical analysis papers of famous
literary theory. 7. Ethnic Studies and
(B) literary texts using each of the  Critical Analysis Paper of a Poetic 1.5.1
Postcolonial Criticism
Literary Theories and Movements Text using a Literary
8. Gender Studies,
Theory/Movement (focusing on
Feminism, and Queer
 Group journal review of a sample Appropriateness of Poem and
Theory
critical analysis paper of a literary Theory/ Movement Chosen,
9. Cultural Studies
text with a literary theory/movement Analysis and Discussion,
used Organization of Ideas, and Language
Mechanics)
 Writing a critical analysis of a
poetic text through a definite
literary theory
 Consultation and feedbacking from
instructor on critical analysis paper
made
Weeks At the end of these weeks, the pre- 4. Writing the Literary
17-18 service teacher (PST) should be able to: Criticism Paper  Round table discussion on the  Oral participation rubric during the 1.1.1
essential elements of a literary round table discussion on the
a. identify the elements criticism paper essential elements of a literary
necessary for a literary 1.1.1 criticism paper
criticism paper; (A)  Analyzing and interpreting the
b. apply the structure and structure and techniques in writing a  Literary Criticism Paper of a 1.1.1,
techniques in writing a 1.1.1 literary criticism paper modern text analyzing the 1.5.1
literary criticism paper; and (C) period/movement and identifying an
c. write an original critique  Writing a critique paper addressing appropriate theory/school of
paper addressing problems in 1.5.1 issues and problems in critical thought (focusing on
critical theory. theory with novelty Appropriateness of Text and
(B)
Period/Theory Chosen, Analysis
 Consultation and feedbacking from and Discussion, Organization of
instructor on literary criticism paper Ideas, and Language Mechanics)
made
Baker, W. (1996). Recent work in critical theory: 1989-1995. Westport: Greenwood.
Baldick, C. (2015). The Oxford dictionary of literary terms. Oxford, United Kingdom: Oxford University Press.
Brise, J. and Pavlovski, L. (2001). Twentieth Century Literary Criticism: Criticism of the works of novelists, poets, and playwrights. Detroit: Michigan: Gale Research. Banaag, L.
M.. (2010). Transworld civilizations and literature. Mandaluyong: Books Atbp. Publishing Corp.
Fields, P. & Fowler, R. (2005). The Routledge dictionary of literary terms. London: Routledge.
McGeagh, E. (2001). Poetry Criticism: Excerpts from Criticism of the Words of the Most Significantly and Widely Studied Poets. Detroit, Michigan: Gale Group. Villa, J. G..
(2009). The critical villa: Essays in literary criticism. Quezon City: Ateneo de Manila University Press.
Technical Writing

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
149
Course Information
Course Name Technical Writing Course Code
Course Requirements
Grading System

covered
The course develops pre-service teachers’ technical and scientific writing skills necessary for information and communication across
disciplines using global language in a multilingual context. It will provide them extensive reading background and considerable knowledge 1.1.1
on the components and characteristics that determine technicality of language and concepts in a technical and scientific work. They will
analyze a variety of professional rhetorical situations and write different technical reports to demonstrate their proficiency in the written
communication.

covered
A. analyze technical and scientific paper to display necessary for information and communication across discipline; and 1.1.1
B. demonstrate proficiency in the written communication by writing and revising different technical reports using global 1.1.1
language.
150
Technical Writing
Weeks At the end of these weeks, the pre- 1. Review on the Structure of
1-2 service teacher (PST) should be able to: English with emphasis on:
 Diagnostic Test:  Achievement Test on knowledge of 1.1.1
a. identify their level in the use 1. S-V agreement Part 1: Spelling, capitals Grammar and Sentence Structure
of English language; 1.1.1 2. Sentence structure and punctuation;  Writing Sentences and Paragraph
b. show mastery on the (A) 3. Fragments Part 2 : Verbs, pronouns,  Peer Editing
knowledge and skills on 4. Run-ons adjectives and
grammar and sentence 5. Parallelism adverbs;
structure; and 6. Misplaced and Part 3: Sentence
c. write correctly structured 7. Dangling modifier structure,
sentences and paragraphs in 8. Paragraph sentence
preparation to writing 9. Structure punctuation and
business letters and applying clarity
the different applications in
technical writing.  Rationalize every item in the
diagnostic test.
 Provide a brief review on Grammar
and Sentence Structure
Weeks At the end of these weeks, the pre- 2. Introduction to Technical

 Provide a lecture-discussion on why  Gather samples of technical 1.1.1
a. defines and compares 1. Why study Technical technical writing is important, what writing such as reports, memos,
technical writing to other 1.1.1 Writing technical writing entails, and how it etc.
types of written (A) 2. Technical Writing vs. differs from the type of writing they  In groups,
communication; and Essays are used to.  students brainstorm on the unique
b. discuss the components of 3. Communication characteristics of the example they
technical writing. Continuum  Invite a guest speaker from brought (tone, content, etc)
4. Five Components of business and other industries to  Provide students samples of essays.
Technical Writing talk about how technical writing Make them compare this type of
skills are important to them. correspondence to
technical writing.
Weeks At the end of these weeks, the pre- 3. Five Traits of Technical
a. describe the traits of a  Brainstorming Activity:  Worksheet on the Five Traits of 1.1.1
technical writer. 1.1.1. 1. Clarity Technical writing
(A) 2. Conciseness - In groups, make students,
3. Accessibility create a particular game and Example:
4. Audience Recognition come up with some set of rules
5. Accuracy and mechanics. Sample Activity 1.
6. Five Trait Rubric - Each group gets to play the Reducing Sentences:
game they created and then give
feedback on how easy it was to  Revise the following long
interact with the game manual sentences, making them
shorter.
- Ask if all the other members of
their groups understood clearly I will be calling you on May 31 to
the game they created and the see if you have any questions at
rules they set and what is that time.
understandable and not
understandable with what they
were asked to do.
- Direct students’ attention to a

sample memo
o Sample memo:
 Ask these guide questions:

What don’t you know in this
memo?
What additional information
should the writer have
included for clarity?
 Lead students in the
discussion of the Five Traits
of a Technical Writer
Weeks At the end of these weeks, the pre- 4. Technical Writing

7-18 service teacher (PST) should be able to: Assignments
 Demo-lecture on the different  Individual Output: 1.1.1
a. describe thoroughly each 1. Sales Letters Technical Writing Assignments Write an example of each
technical writing application; 1.1.1 2. Letters of Inquiry technical document. Submit a
and (B) 3. Memos compilation after all outputs are
b. write different applications of 4. E-Mail checked.
technical writing observing the 5. Reports
five traits of technical writing. 6. The Job Search  Group Output:
7. Instructions Create a technical writing module
8. Web Pages and
PowerPoint Criticquing and Feedbacking using
9. Brochures/ standard criteria/rubric of a
10. Newsletters technical report
11. Fliers
12. Grouped Assignments
Abelos, Alex V., et al. (2005). Developing skills in business communication. A workbook in business English with basic technical Writing. Valencia Educational Supply. Baguio City.
Gerson, Stephen M. A teacher’s Guide to Technical Writing. Kansas Curriculum Center Washburn
University Topeka, KS. PDF. September, 2013.
Menoy, Jesus Z. The Simplified Research and Technical Report Writing. Books Atbp. Publishing Corp.
Mandaluyong City. 2009.
Campus Journalism

Vision Mission
College Goals
6.3.1.g. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and literature.
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
154
Course Information
Course Name Campus Journalism Course Code
Course Requirements
Grading System

covered
This course teaches the pre-service English teachers on the skills, principles, and strategies of writing, lay-outing and publishing a campus
paper in traditional and new media formats. Ideas on how to get sources of news and how to be able to collate information from various 1.1.1
sources will also be taught to those taking the course. The pre-service English teachers will be able to demonstrate content knowledge and 1.3.1
application of this allied field while showing skills in the positive use of ICT in Desktop Publishing and ultimately to teaching and learning of 7.2.1
journalism. Lastly, they are prompted to uphold the dignity of teaching and the journalism field through a caring attitude, social
responsibility, respect, and integrity.

covered
A. demonstrate content knowledge and application of the principles, strategies, and language-related skills in journalistic writing and in
teaching this skill to future learners through demo-lecture and workshop; 1.1.1
B. demonstrate positive skills in the use of ICT in writing, doing a layout, and publishing a campus paper incorporating the
general do’s and don’ts of writing various sections of the paper including desktop publishing; and 1.3.1
C. manifest caring attitude, social responsibility, respect, and integrity in pitching a story, writing articles, and publishing a campus
paper. 7.2.1
Campus Journalism 155

Weeks At the end of these weeks, the pre- 1. Overview of Campus
1-4 service teacher (PST) should be able to: Journalism
 Carousel discussion on the  Short objective quiz on History 1.1.1
a. determine the significance of 1. Introduction to Introduction of Journalism and Principles of Journalism
journalism from its history down to 1.1.1 Journalism
its modern cultural relevance; 2. Definition  Survey discussion on media in  Timeline on the History of 1.1.1
b. recognize the principles of 3. Common Media Forms general and blended learning Journalism (focusing on
journalism in sample articles; 1.1.1 4. Overview/Review on videos on Journalism Completeness of Details, Synthesis
c. create implications to the teaching Media Literacy of Timeline, Creativity, and
of Campus Journalism to future 1.1.1 5. History of Journalism in  Writing metalogs/short reflections Language Mechanics)
students through the analysis of the World on the overview of Campus
RA 7079; 6. History of Journalism and Journalism  Oral Recitation as formative 1.1.1
d. convey contentions and possible Campus Journalism in the assessment on Interviewing
solutions to issues in Campus Philippines Sources, Quoting Sources, and
1.1.1  Analyzing sample articles based on
Journalism; and 7. Principles of Journalism Print Media
the principles, characteristics and
e. develop the sense of social 8. Features of a Campus significant roles of campus
responsibility in responding to Journalist  Reflection Paper or Metalog on the
7.2.1 journalists in press freedom 1.1.1
events guided with the principles of 9. RA 7079 – Campus development, role, and issues in
journalism. Journalism Act and the Campus Journalism (focusing on
 Writing implications to the
Press Conference Reflection, Organization of Ideas,
teaching of Campus Journalism
10. The Editorial Board Relevance to Campus Journalism,
11. Issues in Campus and Language Mechanics)
 Blog making or propaganda to
Journalism
present issues in Campus
Journalism with social  Blog or Propaganda to deal with
responsibility, respect and issues in Campus Journalism to instill
1.1.1,
integrity social responsibility, respect, and
7.2.1
integrity (focusing on Impact of
1.3.1,
Blog/Propaganda to Campus
Journalism values, Teamwork, Effort 7.2.1
in the Use of Technology,
and Getting the Message Across)
Weeks At the end of these weeks, the pre- 2. Pre-Writing Concerns in

5-6 service teacher (PST) should be able to: Campus Journalism
 Lecture discussion on the various  Oral Recitation as formative 1.1.1
a. describe the various sections of the 1. Sections of a Campus sections of Campus Paper from assessment on Interviewing
Campus Paper; 1.1.1 Paper choosing a topic up to interviewing Sources, Quoting Sources and
b. identify how to choose a topic for 2. Choosing a Topic and quoting Print Media
writing and publishing in the 3. Researching
Campus Paper; 1.1.1 4. Pitching a Story  Practice and performance of story  Process Assessment on Pitching a 1.3.1
c. produce a story pitch – in video – 5. Interviewing and Quoting pitching to editor (teacher) Story
applying strategies in choosing a Sources
1.1.1
156
Campus Journalism
topic and researching while 6. The Print Media: From  Producing a story pitch in video  News Story Pitch in video form and 1.3.1,
using ICT tools; Topic to Article form applying strategies in choosing using ICT tools (focusing on 7.2.1
d. demonstrate how to do interview a topic and researching while using Relevance of Chosen News to
and quote sources for Campus 1.3.1 ICT tools and with caring attitude Society, Confidence in Presenting
Paper articles through ICT tools; and social responsibility News Pitch, Elements of News
e. trace the print media process consideration Present, Use of Technology, and
from choosing a topic to 1.3.1 Language Mechanics)
publishing the article; and  Demonstration Simulation Activity
f. display a caring attitude and on the process of interviewing and  Demonstration Simulation of 1.3.1
social responsibility in one’s 7.2.1 quoting sources using ICT tools Interviewing and Quoting Sources
story pitch. (recording, audio-visual application using ICT tools (focusing on
softwares) Appropriateness in Interviewing and
Quoting Sources, Use of
 Consultation and feedback with Technology, and Language
instructor on news pitch Mechanics)
 Mini-presscon (news, feature, sports,

editorial, cartooning,
photojournalism, copyreading and
headline writing) to identify editorial
board roles and functions
Weeks At the end of these weeks, the pre- 3. Campus News Writing
 Lecture-discussion on Campus News  Short quiz on the Essentials and 1.1.1
a. trace the different sources and 1. Sources and the Flight of Writing and its technicalities Types of News Writing
process of news topics and 1.1.1 Campus News
events; 2. Essentials of News  Writeshop activity on campus news  Process Assessments on News 1.3.1
b. discuss the elements of news 3. Elements of News writing integrating tact, courtesy, Writing articles using ICT Tools
and principles of journalism 1.1.1 4. Principles of Journalism truthfulness, and respect
which should be present in applicable to News  News Writing Article (focusing on 1.1.1,
articles; 5. Inverted Pyramid  Drafting and finalizing news Journalistic Writing and 7.2.1
c. identify the Inverted Pyramid as a 1.1.1 Structure in News writing articles Organization, Elements of News,
structure in writing news articles; 6. Types of News Relevance of News to Society, and
d. recognize the different types of 7. The Lead  Writing a final news article using Language Mechanics)
news according to area, topic, and 8. Sources and Citation in ICT tools applying the principles,
heaviness; News Writing structure, and strategies learned
e. recognize the lead, its function and 9. Writing the Actual News
1.1.1
its types as an important part of the Article  Consultation and feedbacking with
news article;
instructor and ed-chief/news editor
f. write a news article using ICT tools
1.1.1 of news article made
applying the principles,
structure, and strategies shared; and
1.3.1
g. appreciate tact, courtesy,
truthfulness, and respect in
writing a campus news article. 7.2.1
Weeks At the end of these weeks, the pre- 4. Feature and Science Writing
a. define feature and science 1. Elements of Feature and  Lecture-discussion on Feature  Table analysis on the Elements, 1.1.1
writing; 1.1.1 Science Writing and Science Writing and its Structure and Types of Feature
b. discuss the principles of 2. Definitions technicalities and Science Writing
journalism which should be 1.1.1 3. Principles of Journalism
present in feature articles; applicable to Feature  Writeshop activity on Feature and  Process Assessment on Writing 1.3.1
c. recognize the different types of 4. Structure of the Feature Science Writing with accuracy, Feature and Science articles using
feature articles; 1.1.1 Article creativity and integrity in writing a ICT Tools
d. write a feature/science article using 5. Types of Features campus feature/science articles
ICT tools and applying the 1.3.1 6. Interviewing for Feature  Interview for Feature Article 1.1.1
principles, structure, and strategies 7. Writing the Actual  Drafting and finalizing the feature Checklist to guide writer while
shared; and Feature Article and science writing article doing the interview
e. appreciate accuracy, creativity and
integrity in writing a campus
7.2.1  Writing a feature and science  Feature and Science Articles 1.1.1,
feature/science article.
writing using ICT tools applying (focusing on Journalistic Writing 7.2.1
the principles, structure, and and Organization, Elements of
strategies learned Feature and Science Articles,
Relevance of Articles, and
 Consultation and feedbacking with Language Mechanics)
instructor and ed-chief/feature editor
on feature article made
Weeks At the end of these weeks, the pre- 5. Editorial/Opinion Writing

a. define an editorial and an opinion 1. Essentials of Editorial  Lecture-discussion on Editorial or  Iconic representations on the 1.1.1
column; 1.1.1 2. Editorial vs. Opinion vs. Opinion Writing and its principles, Essentials, Structures, Techniques
b. discuss the principles of Column structures, types and techniques and Types of Editorials
journalism which should be 1.1.1 3. Principles of Journalism
present in editorial articles; applicable to Editorial  Editorial Board Discussion rubric 1.3.1
c. identify the persuasive structure in 4. Editorial Structures  Writeshop activity on Editorial or on deciding an issue for the school
writing editorial articles; 1.1.1 5. Techniques in Claiming Opinion Writing with tact, paper
d. recognize the news peg, different Opinions and Supporting courtesy, truthfulness, and integrity
types of editorials and the Claims
1.1.1 in writing a campus editorial article  Process Assessment on Editorial 1.1.1
techniques in presenting opinions 6. Types of Editorials News Writing using ICT Tools
and supporting claims; 7. Topic Choice/ News Peg
8. Writing the Actual  Editorial Writing Article (focusing 1.1.1,
1.3.1 Editorial Article on Journalistic Writing and 7.2.1
e. write an editorial article using  Drafting and finalizing the Organization, Elements of
ICT tools and applying the Editorial/Opinion writing article Editorial, Relevance of Editorial
principles, structure, and and news peg Issue to Society, and Language
techniques shared; and 7.2.1 Mechanics)
f. appreciate tact, courtesy,  Writing an editorial article using
truthfulness, and integrity in writing ICT tools and applying the
a campus editorial article. principles, structure, and
techniques learned
 Consultating and feedbacking with

instructor and ed-chief/opinion editor
on editorial article made
Week 13 At the end of the week, the pre- service 6. Sports Writing
a. discuss the principles of 1. Essentials of Sports  Lecture-discussion on Sports  Crossword puzzle on the 1.1.1
journalism which should be 1.1.1 Writing Writing including its essentials, Essentials of Sports Writing
present in sports articles; 2. Sports News vs. Sports jargons and sports coverage including Sports Jargons
b. identify the descriptive structure in Feature processes
writing sports articles; 1.1.1 3. Principles of Journalism  Process Assessment on Sports 1.3.1
c. recognize the different types of applicable to Sports  Writeshop activity on sports writing Writing using ICT Tools
sports events and their Writing incorporating tact, creativity, and
corresponding jargons; 4. Jargons in Different respect in writing a campus sports  Checklist on Sports Coverage to
d. write a sports coverage article Sports Events article guide writer while watching a
1.1.1 1.1.1
using ICT tools and applying the 5. The Sports Coverage sports event
principles, structure, and strategies  Drafting and finalizing sports
shared; and
1.3.1 writing articles  Sports Writing Article (focusing on
e. appreciate tact, creativity, and
Journalistic Writing and 1.1.1,
respect in writing a campus
 Writing a sports coverage article Organization, Elements of Sports, 7.2.1
sports article.
using ICT tools and applying the Relevance of Sports News, and
7.2.1 principles, structure, and strategies Language Mechanics)
shared learned
 Consultation and feedbacking with

instructor and ed-chief/sports editor
on sports article made
Week 14 At the end of the week, the pre- service 7. Revising, Editing,
teacher (PST) should be able to: Proofreading/ Copyreading,
and Publishing
 Sharing of insights and  Editing/Headlining articles tasks as 1.1.1
1.1.1 realizations in revising, editing, formative assessment on Copyreading
and Headline Writing
a. discuss the revising up to the 1. Revising and Editing copyreading and publishing
publishing process in campus 1.1.1 Processes in Campus articles  Process Assessment on Revising, 1.3.1
print; Journalism Editing, Proofreading/Copyreading,
b. identify the duties and 2. The Copyreader – Duties  Editing articles using a Word and Publishing using ICT Tools
characteristics of the copyreader 1.1.1 and Characteristics Processing application and other
and editor; 3. Copyreading and ICT tools available  Critique Paper on the Campus
c. use the copyreading and Proofreading Symbols Journalism Processes (focusing on 7.2.1
proofreading symbols in editing 1.3.1 4. Proofreading and  Critiquing Paper based on the the Process Discussion, Organization of
campus articles; Publishing Processes in Campus Journalism Processes Ideas, Relevance of Process to
d. edit articles using a Word Campus Journalism aligned to the principles of accuracy, Campus Journalism, and Language
Processing application to display 7.2.1 respect, and integrity in editing Mechanics)
one’s ICT skills; and campus paper articles
e. display accuracy, respect, and
integrity in editing campus paper
articles.
Week 15 At the end of the week, the pre- service 8. Photojournalism

1. Qualities of Effective  Showing sample photos – winning  Short quiz on Photojournalism, 1.1.1
a. discuss the qualities of an Photos shots in previous Press Cons Captioning and Layouting
effective photo for the campus 1.1.1 2. The Photo Essay
paper; 3. Techniques in  Workshop on photojournalism,  Process Assessment on Photo 1.3.1
b. produce a photo essay applying the 1.1.1 Photojournalism captioning and photo editing by Editing using software
principles and techniques in taking 4. Captioning the staffers-in-charge
photos, captioning, and photo 5. Photo Editing  Photo Essay Presentation (focusing 1.1.1,
editing; on Effective Shots Taken, Creativity 1.3.1,
c. use a Photo Editing software to 1.3.1  Producing photo essay of Theme and Presentation, 7.2.1
show one’s ICT skills; and (captioning and editing) Relevance of Theme to Society, 1.3.1
d. display a caring attitude and Organization, and Language
social responsibility in the 7.2.1 Mechanics)
produced photo essay about a  Photo Editing Activity using a
school/ community issue. software
Week 16 At the end of the week, the pre- service 9. Cartooning and Lay-outing
1. Qualities of Effective  Lecture-discussion and showing of  Analyzing a Political Editorial 1.1.1
a. discuss the qualities of an Cartoons sample cartoons and layouts Cartoon discourse paper
effective cartoon and layout for 1.1.1 2. Techniques in Editorial (focusing on Arguments,
the campus paper; Cartooning  Mini-Workshop on cartooning, and Organization of Ideas, and
3. Qualities of a Good layouting by the staffers-in-charge Language Mechanics)
1.1.1 Layout with the use of ICT tools
b. produce an editorial cartoon 4. Types of Layouts  Output Presentation on original 1.1.1,
applying the principles and 5. Physical Parts of the  Publication Utilization Activity for cartoon and layout made (focusing on 1.3.1,
techniques in cartooning; 1.1.1 Campus Paper Cartooning and Lay-outing Cartooning Technical Techniques, 7.2.1
c. differentiate the types of layouts to 6. The Dummy Relevance of Issue, Effective Use of
be applied in the campus paper; 7. Overview of Desktop  Presentation of Output Activity Symbols, and Organization)
d. identify the physical parts of the 1.1.1 Publishing demonstrating the qualities,
campus paper; techniques and qualities of a good  Requirements Checklist on
e. discuss as an editorial board how the 1.1.1 lay-out Dummy of Magazine 1.3.1.
layout of the campus paper will look
like to tap aesthetic quality and  Producing sample dummy of
functionality; magazine
f. use a Publication Software to 1.3.1
show one’s ICT skills; and  Showing rubrics of Desktop
g. display a caring attitude and Publishing to guide/remind entire
social responsibility in the staff on their major output
7.2.1
produced cartoon about a
school/ community issue.
Weeks At the end of these weeks, the pre- 10. Script Writing and
17-18 service teacher (PST) should be able to: Newscasting
 Video watching on sample  Scriptwriting and Newscasting 1.1.1,
a. identify principles in news 1. TV vs. Radio broadcasting for TV and Radio Performance Presentation (focusing 1.3.1,
broadcasting for television and 1.1.1 Broadcasting on Original Script Made, 7.2.1
radio 2. Principles in  Process meetings for scriptwriting Newscasting Elements Present,
b. discuss the relevance of Broadcasting and newscasting Confidence, Teamwork, and
broadcasting in the spreading of 7.2.1 3. Scriptwriting Language Mechanics)
accurate information and 4. Actual Newscasting  Practice and performance for
propagation of responsible newscasting (TV and/or Radio)  Magazine Publication (focusing on 1.1.1,
journalism in the community and Details in the Sections, Articles, 1.3.1,
country 11. Desktop Publishing  Process meetings and synthesis for Layouting, Use of Photos and 7.2.1
c. publish the final campus paper (Finalizing the Campus Paper) magazine Cartoons, and Overall Impact)
complete with original articles in
the different sections using several 1.3.1
 Publishing the Final and Complete  Campus Magazine Launching 1.1.1,
ICT productivity tools (focusing on Attained Rationale,
Campus Paper 1.3.1,
d. evaluate on the effectiveness and Teamwork and Collaboration, and
social responsibility of one’s 7.2.1
7.2.1  Planning for Magazine Launching Active Participation of
campus paper in the school Stakeholders/Partners)
community
 Magazine Launching
 Class Evaluation Activity on the  Class Evaluation Tool (Self, Peer, 1.1.1,
effectiveness and social and Instructor) on the Campus 1.3.1,
responsibility of one’s campus Paper Publication
7.2.1
paper in the school community
and the entire processes as a
whole
Cruz , Ceciliano- J. (2008). Basic Campus Journalism. Rex Bookstore: Manila.
Cruz, Ceciliano- J. (2010). Campus Journalism and School Paper Advising. 2nd edition. Rex Bookstore: Manila. Khan, R. E.
(2010). Campus Journalism. Anvil Publishing: Quezon City.
Sunggay, R. R. (2014). Ink. Paper. Color. Sounds Pixel: A Campus Journalism Book. MP Princess Digital Solutions: General Santos City.
Creative Writing

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
163
Course Information
Course Name Creative Writing Course Code
Course Requirements
Grading System

covered
This course focuses on the pre-service teachers’ acquisition and application of the theories, concepts, and skills in creative writing to include
biographical sketches, fiction, creative non-fiction, and poetry. The course also integrates the relationship of language and writing as a macro 1.1.1
skill in the teaching-learning process and asks them to prepare original compositions in expository and creative writing. With this, they will
be able to demonstrate creative writing content knowledge and skills as an avenue to embody personal and professional reflection and
learning to improve one’s practice.

covered
A. demonstrate content knowledge and application of the competencies (principles, techniques, and styles) and skills in collecting original 1.1.1
paragraphs following different orders of organization and in writing an expository text of a topic of interest; and
B. perform and produce creative texts (biographical sketches, fiction, non-fiction, and poetry). 1.1.1
Creative Writing 164

Weeks At the end of these weeks, the pre- 1. Creativity and Creative
 Making a slogan on creativity as a  Slogan on Creativity as a 21st 1.1.1
a. recognize creativity as a 21 st 1. What is Creativity? 21st century skill to be developed century skill to be developed
century skill to be developed 1.1.1 2. Creativity as a 21st (focusing on Catchy Slogan Line,
through writing; and (A) Century Skill  Lecture discussion on writing as an Creativity, and Relevance of Art
b. discuss writing as an expressive 3. Why Creativity? expressive macro skill in the K to 12 Elements)
macro skill in the K to 12. 1.1.1 4. What is Creative Writing?
(A) 5. Purposes and Benefits of  Skype-in-the-Classroom Guest Talk  Oral sharing as formative 1.1.1
Creative Writing with a novelist/book writer to assessment about writing as an
discuss benefits of being a writer expressive macro skill in the K to
2. Writing as a Language and technical skills one must has to 12
Macro Skill be able to write and publish
 Competencies Analysis or Table 1.1.1
1. Writing as an Idea, a Skill,  Curriculum review on the K to 12 Summary on the Writing
and an Output/ Discourse English learning outcomes under Competencies and SHS Creative
2. K to 12 English Writing Writing Competencies and SHS Writing Subject (focusing on
Competencies including Creative Writing Subject Analysis of Competencies,
SHS Creative Writing Matching of Literature
Subject Competencies to Relevant Skills
3. Sub-skills in Writing like Reading and Grammar, and
4. Writing Process – An Teamwork)
Overview
Weeks At the end of these weeks, the pre- 3. Pre-Writing

1. Pre-Writing Concerns  Lecture discussion on the different  Graphic organizer synthesis as 1.1.1
a. identify techniques in pre-writing - Role and Audience techniques in pre-writing for creative formative assessment on the
for creative writing; and 1.1.1 - Format and Topic writing techniques in pre-writing for
(A) - Strong Verb/ creative writing
b. present plans as an important Purposes of Writing  Pre-writing tasks to gather ideas
part in the creative writing 1.1.1 (Expressive, Poetic,  Standardized multiple choice test on 1.1.1
process. (A) Conative, the Writing Process, Parts of the
Informative, Essay, Order of Organization
Metalinguistic)
2. Intensive Planning for
Writing
165
Creative Writing
Weeks At the end of these weeks, the pre- 4. Actual Writing (Drafting)
1. Review on the Parts of  Workshop on the types,  Workshop outputs on the different 1.1.1
a. identify types, techniques and the Essay techniques and concerns in types, techniques and concerns in
concerns in drafting for creative 1.1.1  Introduction drafting for creative writing drafting for creative writing
writing; (A)  Body
b. recognize organization and  Conclusion  Group sequencing sentences to  Standardized multiple choice test on
development as an important 1.1.1 2. Arrangement of Ideas create an organized essay Arrangement of Ideas, Order of 1.1.1
part in the creative writing (A)  Transitional Devices Organization, and Types of Essay
process; and  Repetition and Use  Group graphic organizer making on
c. produce essays of different types of Pronouns the types of essay and their  Process assessment on writing
through proper organization and 3. Review on Order of structures one’s topic of choice 1.1.1
1.1.1
development. Organization
(B)
 Chronological  Essay writing on the topic of the  Essay Writing of a topic of one’s
 Spatial/ Descriptive students’ choice with proper choice (focusing on Organization 1.1.1
 Importance organization and development and Development, Relevance of
 Comparison and Topic, and Language Mechanics)
Contrast  Consultation and feedbacking with
 Cause and Effect instructor on one’s essay
4. Organization of the Body
5. Review on the Types of
Essay
 Narrative
(Biographical,
Fictional, Personal)
 Expository (Compare-
Contrast, How-To,
Informative)
 Persuasive (Opinion,
Pro-Con, Problem-
Solution)
 Response to Literature
(Character Sketch, Plot
Summary, Theme
Analysis)
 Research/ Report
Weeks At the end of these weeks, the pre- 5. Revising, Editing, and
8-9 service teacher (PST) should be able to: Proofreading
 Sharing of researches on the  Journal Review on a research in 1.1.1
a. identify techniques in revising 1. Importance of Revising different techniques in revising Editing, Errors, Creativity in
and editing in creative writing; 1.1.1 and Editing in Creative and editing in creative writing Writing, and actual Writing Skill
and (A) Writing (focusing on Discussion,
b. recognize techniques in 2. Review on Proofreading  Short Workshop on the different Organization of Ideas, and
improving creativity for writing. 1.1.1 Marks techniques in revising and editing, Relevance to Creative
(A) proofreading, and generation of Writing/Teaching)
6. Creativity in Writing creative ideas for writing
 Process assessment on improving 1.1.1
1. Simmering  Writing a reflection paper/metalog to text through actual revising, editing,
2. Generating New Ideas improve creativity in writing – proofreading, and generating ideas
3. Improving Imagination for through a ‘Letter to Editor’ style workshop tasks
Creative Writing
 ‘Letter to the Editor’ Reflection 1.1.1
Paper/Metalog on Improving
Imagination in Creative Writing
(focusing on Reflection and
Identified Tips for Improvement,
Organization of Ideas, Use of
Researches to Support Claims, and
Language Mechanics)
Weeks At the end of these weeks, the pre- 7. Writing Fiction and Drama
1. Types of Fiction  Trivia quiz on fictional/drama  Finish the Story Activity Output as 1.1.1
a. recognize techniques and types of 2. Best Examples of Fiction creative texts, their authors, diagnostic assessment
fiction writing; and 1.1.1 and their Characteristics characters, and fan base
b. produce fictional texts creatively. (A) 3. General Reminders for  Analysis on the different
1.1.1 Writing Fiction  Finish the Story activity (oral or techniques and types of fiction 1.1.1
(B) 4. Review on the Parts of a written) as a pre-writing exercise writing used in sample texts as
Story formative assessment
5. Flash Fiction and Short  Lecture discussion on the different
Story Writing
techniques and types of fiction  Fiction Writing – Flash 1.1.1
6. Play Writing writing Fiction/Short Story/Play Writing
(focusing on Uniqueness and Style,
 Creating a summary table to Storyline Organization, and Word
differentiate types of fiction, how Choice)
to write them, and giving examples
for each
 Sharing of examples for each
fictional genre and analyzing their
uniqueness, style of writing, plot
sequence, and other techniques
used through group discussion and
analysis
 Writeshop on Fiction text writing

instructor or an invited fictional
writer on the fiction text made
Weeks At the end of these weeks, the pre- 8. Writing Other Prose Types
1. Non-Fiction Types and  Writing a letter to oneself as an  Letter to Future Self Writing as 1.1.1
a. recognize techniques and types of Best Examples autobiographical entry and diagnostic assessment
non-fictional prose writing; and 1.1.1 2. Characteristics of Creative sending it to one’s future self
b. produce non-fictional prose texts (A) Non-Fiction Prose (through futureme.org)  Analysis on the different 1.1.1
creatively. 1.1.1 3. Creative Letter Writing techniques and types of non-
(B) 4. Writing for Reading  Lecture discussion on the different fictional prose writing in sample
(Expository Writing) techniques and types of non- fictional texts as formative assessment
5. Writing for Speaking prose writing
(Speech Writing)  Non-Fiction Prose Writing – 1.1.1
6. Blog Writing  Identifying characteristics of non- Expository Text, Speech, Blog
fiction prose through analyzing best (focusing on Accuracy of Facts,
examples Attention to Detail and
Creativity/Style, and Organization
 Differentiating non-fiction as of Ideas)
intended to be read or spoken and
debate on which is better in terms of
creativity
 Studying the best blogs or vlogs (in
travel, fashion, gaming, food, or
lifestyle) and discussing why people
are hooked with their
writing/documenting
 Writeshop on Non-fictional prose

writing

instructor or an invited writer on the
non-fiction prose made
Weeks At the end of these weeks, the pre- 9. Writing Poetry
1. Persona/ Enigma in  Writing a poem with an inanimate  Enigma Poem as diagnostic 1.1.1
a. recognize techniques and types of Poetry object as the enigma – focusing on assessment
poetic writing; and 1.1.1 2. Imagery tone of the object towards humans
b. produce poetic texts creatively. (A) 3. Theme and Mood  Paraphrasing famous quotes and 1.1.1
1.1.1 4. Review on Figures of  Lecture discussion on persona, movie lines as formative assessment
(B) Speech and other imagery, theme, mood, figures of
Literary Devices speech, and literary devices in  Objective quiz on persona, imagery,
5. Paraphrasing Sentences poetry theme, mood, figures of speech, and 1.1.1
and Lines in and to Poems literary devices in poetry
6. Modern Poetry Forms (Free  Paraphrasing famous quotes and
Verse, Acrostic, Cinquain, movie lines as exercise in poetry  Writing short modern poetry forms as
Diamante, Concrete Poems, writing and comprehension formative assessment
Senryu, etc.)
1.1.1
7. Poetry Writing  Analyzing sample poetry texts with  Poetry Writing – Metered Poetry,
the usage of the techniques in poetic Modern Poetry (focusing on
writing Imagery, Uniqueness and Style,
Word Choice, and Appropriate
 Discussion and actual short writeshop Tone/Mood of the Poem)
on modern poetry forms
– creating free verse, acrostic,
cinquain, diamante, concrete
poems, senryu, etc.
 Writeshop on Poetic writing

instructor or an invited poet on the
original poem made
Weeks At the end of these weeks, the pre- 10. Judging Creative Writing
1. Elements of Writing with  Discussing the relevance of the  Judging a Creative Writing Output 1.1.1
a. judge students’ texts based on Style and Personality elements of writing with style and (focusing on Analysis of the Writing
fundamental elements of creative 1.1.1 2. Economy of Language personality through reading an Output, Feedback and Tips Provided
writing; and (A) 3. Precise Word Choice and article by a writer on writing to Assist Writer, and Organization of
b. discuss concerns in teaching Colorful Vocabulary Ideas)
creative writing for students. 1.1.1 4. Specific, Concrete, Vivid  Simulation on judging Creative
(A) Detail Writing through Peer  Group discussion/oral participation 1.1.1
5. Pleasing Sound, Rhythm, Collaboration on the concerns in teaching creative
and Variety writing for students as formative
6. Discernable Voice, Tone, assessment
and POV
7. Grading Creative Writing  Lecture discussion on the  Class Organizing and Delivering a
Tasks concerns in teaching creative Seminar-Workshop (focusing on
8. Concerns in Creative writing for students Participation and Team Effort,
Writing for Language Relevance of Topics to Audience,
Teaching and Learning  Conducting a half-day Seminar- Smooth Flow and Organization,
Workshop on Creative Writing to Evidence of Learning from Creative
invited Elementary, JHS, SHS Writing Course, and Impact to
students with Creative Writing Audience)
students as speakers/ organizers
 Class Compilation of Creative
 Compiling best outputs of the Writing Outputs (focusing on
course through a class portfolio Documentation, Choice of Best
Outputs, Reflections, and
Collaboration and Effort)
Baky, M. P., et al. (2010). Boston tapestry writing 2: A revised edition of reflection and beyond. MA Heinle and Heinle. Conrad,
B., et al. (2012). Snoopy’s guide to writing life. Cincinnati, Ohio Writer’s Digest Books.
Koppel, D. M. (2013). The web writer’s guide. USA: Elsevier Science.
Mounsey, C. (2012). Essay and dissertations. Oxford, New York Oxford University Press.
Palmer, R. (2012). Write in style. New Fetter Lanc London Routledge.
Rawlins, J. (2015). The writer’s way. 6th Ed. Houghton and Mifflin Company.
Robitaille, J., et al. (2013). Writer’s resources: From sentences to paragraphs. Boston, MA Heinle Boston.
Smith, M., et al. (2014). Everyday creative writing. Chicago, Illinois NTC Contemporary Publication Group, Inc. Tate,
G., et al. (2010). A guide to composition pedagogies. New York, Oxford University Press, Inc.
Stylistics and Discourse Analysis
Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
171
Course Information
Course Name Stylistics and Discourse Analysis Course Code
Course Requirements
Grading System

covered
This course is a language and style course that will help the pre-service English teachers in exploring primarily literary texts (prose, poetry,
and drama) and acquiring research-based knowledge and skills in discourse analysis. Moreover, it focuses on the relationship between style 1.1.1
and stylistics using stylistic devices and an explanation on how language creates meaning and effect. Therefore, they will be able to develop 1.2.1
critical and higher-order thinking skills in reading and literary studies for their students while employing the conceptual framework and
schema of linguistics and literature.

covered
A. demonstrate content knowledge of the literary, scientific, and technical aspects of language and texts through a stylistic analysis 1.1.1
and discourse analysis; and
B. demonstrate research-based knowledge on language and literature comparison, contrast, and analysis of extended meanings, 1.2.1
purposes of texts and the author, discourse analysis in oral and written forms, and conducting discourse- based researches.
Stylistics and Discourse Analysis 172

Weeks At the end of these weeks, the pre- 1. An Overview of Stylistics
1. Nature and Goals of  Creating a graphic organizer on  Summary table and grouping tasks as 1.1.1
a. define stylistics, style, meaning, Stylistics the overview of stylistics formative assessments on overview of
contexts, expressiveness and 1.1.1 2. Rhetorics and the History stylistics concepts
emotiveness in relation to nature (A) of Stylistics  Lecture discussion using graphic
and goals of the study, history, and 3. Influences: Analogists organizer made on overview of
 Short quiz on the overview of 1.1.1
influences; (Caesar) vs Anomalists stylistics
stylistics
b. discuss and differentiate styles, (Cicero)  Differentiating important terms
meanings, contexts, and devices 1.2.1 4. What is Style? and concepts on stylistics –  Metalog/Short Reflection on 1.1.1
and means in language and (B)  Norm influences, style, meaning, Uniqueness of Styles, Meaning of
literature; and  Individual Style contexts, devices, and means – Meaning, Importance of Context
c. share one’s interest in stylistic  Functional Style through a summary table and Use of Devices and Means
research and study through 5. Denotative vs. (focusing on Reflection,
1.2.1
appreciation of authors’ unique Connotative, Lexical vs.  Analyzing sample texts on their Organization of Ideas, and Word
(A)
styles and literature as an art Stylistic Meaning denotative and connotative, lexical Choice)
form. 6. Linguistic vs. Extralingual and stylistic meanings
Contexts  Grouping task on identifying  Author Analysis Performance 1.2.1
 Microcontext expressive means, stylistic devices, Presentation (focusing on Analysis of
 Macrocontext and functional means in famous Purpose, Style, Meaning, Context,
 Megacontext paragraphs and lines of classical Devices, and Means Used by Author,
7. Expressiveness vs. texts Organization of Ideas, and Word
Emotiveness Choice)
8. Expressive Means,  Writing a Metalog/Short reflection on
Stylistic Devices, and styles, meanings, contexts, and
Functional Means devices and means
 Reading and researching on
famous authors, their works,
styles, and possible stylistic
choices with class sharing and
analysis
 Planning, writing and presenting
one’s Analysis on a selected
author’s purpose, meaning, context,
devices, techniques, and means
across his texts
 Consultation and feedbacking of
instructor on one’s Author
Analysis with focus on purpose,
meaning, context, devices,
techniques, means, and process and
interest in stylistic/author
research
173
Stylistics and Discourse Analysis
Weeks At the end of these weeks, the pre- 2. Literary Prose and Drama
4-7 service teacher (PST) should be able to: Stylistics
 Review discussion on the genres  Standardized reading 1.1.1
a. review prose genres, literary views 1. Review of Prose and and characteristics of prose and comprehension test focusing on
and theories, and devices/ 1.1.1 Drama Genres drama genres and characteristics of prose
characteristics in the light of (A) 2. Survey of Prose and drama as diagnostic
stylistic study; Authors/Dramatists and their  Discussing answers to reading assessment
b. discuss a survey of prose authors, Unique Styles comprehension texts to review
their unique styles and purposes 3. Review of Critical Literary genres and characteristics of  Oral participation on review of
1.2.1 1.1.1
of writing such texts; and Views and Theories prose and drama genres and characteristics of
(B) 4. Characteristics of Prose
c. create stylistic analyses of prose prose and drama, review of
texts which are suitable for G7 to and Drama literary views and theories, and
 Using a graphic organizer/video to
SHS English Literature.  Characters and survey of prose/drama authors
1.2.1 review critical literary views and
Characterization and their works as formative
(B) theories and match these views and
 Setting and Conflict assessment
theories to known authors
 Point of View
 Plot 1.1.1,
 Survey discussion of prose and drama  Prose/Drama Text Stylistic Analysis 1.2.1
 Theme authors and their works – matching of a not so well-known
 Prose and Dramatic authors and their works to specific author/genre/title (focusing on
Techniques competencies, language tasks, Choice of Text, Actual Stylistic
 The Written Drama/ themes, styles, and devices (i.e Analysis – Genre, Elements,
Script choosing Hugo to discuss societal Purpose, Style, Meaning, Context,
5. Prose and Dramatic themes or reading Devices, and Means, Organization of
Meaning O. Henry’s short stories to identify Ideas, and Word Choice)
6. Stylistic Analysis of Prose ironies)
 Planning, writing, and presenting

one’s Stylistic analysis of a
prose/drama text on style, genre,
characteristics, other stylistic
elements, and its suitability for
English literature learners
(according to grade level and/or
age)
 Consultation and feedbacking by

instructor and peers on one’s
Prose/Drama Stylistic Analysis
Weeks At the end of these weeks, the pre- 3. Literary Poetry Stylistics
1. Poetic Forms and  Review discussion on the genres  Analyzing chosen songs focusing on 1.1.1
Genres and characteristics of poetry genres and characteristics of poetry
1.1.1 as diagnostic assessment
a. review poetry genres, language, (A) 2. Survey of Poetry  Analyzing songs in accordance to
devices/ techniques, and meaning Authors and their forms, genres, and characteristics of  Oral participation on review of 1.1.1
in the light of stylistic study; Unique Styles poetry genres and characteristics of
b. discuss a survey of poetry authors, 1.2.1 3. Language of Poetry poetry and survey of poets and
their unique styles and purposes of (B) 4. Rhythm, Meter, and Beat  Citing examples of rhythm, meter, their works as formative
writing such poems; and 5. Types of Feet types of feet, poetic techniques, and assessment
c. create stylistic analyses of poetry 6. Poetic Techniques meaning in chosen songs
texts which could be used for G7 to 1.2.1 7. Poetic Meaning  Poem Stylistic Analysis/ 1.1.1,
SHS English Literature. (B) 8. Stylistic Analysis of  Survey discussion of poets and their Explication of a not so well-known 1.2.1
Poetry/ Poetry works – matching authors and their author/genre/title (focusing on
Explication works to specific competencies, Choice of Poem, Actual Stylistic
language tasks, themes, styles, and Analysis – Genre, Elements, Purpose,
devices (i.e choosing e.e. cummings Style, Meaning, Context, Devices,
to discuss form and shape or reading and Means, Organization of Ideas,
Shakespeare’s sonnets and dramatic and Word Choice)
poems to pinpoint iambic pentameter
measurement)
 Planning, writing, and presenting

one’s Explication of a poem on
form, genre, characteristics, other
stylistic elements, and its suitability
for English literature learners
(according to grade level and/or age)
 Consultation and feedbacking by

instructor and peers on one’s Poetry
Stylistic Analysis/ Explication
Weeks At the end of these weeks, the pre- 4. Linguistic Stylistics and
12-15 service teacher (PST) should be able to: Discourse Analysis
 K-W-L Chart about discourse  Metalog on linguistic stylistics and 1.1.1
a. define discourse analysis and its 1. Definition of Discourse analysis discourse analysis of texts as
related terms and fields; 1.1.1 Analysis formative assessment
b. identify the basics of investigating (A) 2. Genre Analysis  Lecture discussion of concepts on
language through a discourse 3. Coherence and Cohesion Discourse analysis  Oral participation on sharing and 1.2.1
analysis; and 1.2.1 4. Transcription synthesis of sample discourse
c. apply knowledge of discourse (B) 5. Cataloguing and Analyzing  Sharing sample discourse analyses analysis research paper found as
analysis in studying a classroom- Discourse Data and discussing the basics of formative assessment
based language or a popular 6. Identity, Subjectivity, investigating language discourse
1.2.1
culture phenomenon. Power, and Discourse  Discourse Transcription on a
(B) 1.1.1,
chosen classroom language data 1.2.1
7. Discourse Studies in the  Creating a short discourse or a popular culture phenomenon
Classroom transcription on a classroom- based (focusing on Attention to Detail,
language data or a popular culture Effort and Group Collaboration, and
language phenomenon Organization of Transcription)
Weeks At the end of these weeks, the pre- 5. Doing an Oral and/or
16-18 service teacher (PST) should be able to: Written Discourse  Review discussion on the  Oral participation on the review 1.1.1
Analysis Paper relevance and process of discussion on discourse analysis
a. craft a discourse analysis paper of discourse analysis
a relevant issue/ concern in 1.2.1  Process assessment on the 1.2.1
English language (B)  Planning for a full-blown oral/ group’s discourse analysis paper
written discourse using data in the
previous section  Final Discourse Paper Submitted 1.2.1
Report and Oral Defense
 Drafting and finalizing the Presentation (focusing on
discourse analysis paper Relevance of Chosen Language
Issue, Actual Analysis Proper,
 Presenting through a mini- Research Process of Discourse Analysis
conference/ presenting in an Done, and Organization of Ideas)
organized language research
conference
Brise, J. and Pavlovski, L. (2001). Twentieth century literary criticism: Criticism of the works of novelists, poets, and playwrights. Detroit: Michigan: Gale Research. Banaag, L.
M. (2010). Transworld civilizations and literature. Mandaluyong: Books Atbp. Publishing Corp.
Fields, P. and Fowler, R. (2005). The Routledge dictionary of literary terms. London: Routledge.
McGeagh, E. (2006). Poetry criticism: Excerpts from criticism of the words of the most significantly and widely studied poets. Detroit, Michigan: Gale Group.
Translation and Editing of Text
Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
177
Course Information
Course Name Translation and Editing of Text Course Code
Course Requirements
Grading System

covered
This course provides the pre-service English teachers with the principles, methods, and approaches of translation and adaptation of various
literary and non-literary texts. It provides them exercises that require them to translate and adapt texts from one language to another (i.e. 1.1.1
English to Filipino to Mother Tongue). Consequently, they will be able to demonstrate content knowledge and application of translation skills
in providing contextualized materials that develop their learners’ critical, creative, and other higher- order thinking skills.

covered
A. demonstrate content knowledge and application of translation theories and approaches to literary and non-literary texts through 1.1.1
translation (conventional text translation and technology-based translation) using English, Filipino, and Mother Tongue; and
B. compile adapted/translated/contextualized materials that develop English students’ critical and creative thinking skills in
English and other languages. 1.1.1
Translation and Editing of Text 178

Weeks At the end of these weeks, the pre- 1. Overview of Translation
1. History of Translation  Viewing funny videos on erroneous  Timeline task, oral participation, 1.1.1
a. identify the history, purposes, 2. Purposes of Translation meanings or ordeals in translation as group translation task, and TPS as
connections, and theoretical bases of 1.1.1 3. Translation as part of springboard to discuss the hows and formative assessment on overview of
translation as an applied language (A) Applied Linguistics whys of translation translation
context; and 4. Theoretical Bases of
b. discuss the relevance of context Translation (Jakobson,  Timeline task on the history  Short objective quiz on history, 1.1.1
retention as a relevant process in 1.1.1 Holmes, Kelly) purposes, connections, and purposes, connections, and
translation from one language to the (A) 5. Context Retention theoretical bases of translation theoretical bases of translation
other. 6. Principle of Equivalence
7. Fidelity  Lecture discussion on translation as  Summarizing Translation Theories 1.1.1
an applied linguistic study and task, through Mind Maps (focusing on
theories on translation, and context Structure of Mind Map, Creativity
retention and Artistry, and Synthesis of Lesson
on Translation)
 Giving examples of translated
texts to show equivalence and
fidelity from source language to
target language
 Group activity to translate given

short Cebuano text to English and
vice versa
 Think-Pair-Share (TPS) activities on

the relevance of context retention as
a relevant process in translation
from one language to the other
Weeks At the end of these weeks, the pre- 2. Types of Translation and
5-8 service teacher (PST) should be able to: Techniques in Translating
a. describe and differentiate the 1. Interpretation as an Act of  Making a concept map of the  Formative assessment on the different 1.1.1
types of translations in different 1.1.1 Translation different types of translations in types of translations in different
contexts; and (A) 2. Sense-to-Sense and different contexts contexts through concept mapping
b. apply types and techniques in Faithful Translations and doing group activities in the
translating songs, poems, stories, 1.1.1 3. Literal, Legal, and  Group activities to try the types of types of translations
(A) Technical Translations
translation (sense-to-sense vs.
4. Literary Translation
faithful, literal vs. legal vs. 1.1.1
179
Translation and Editing of Text
and non-fiction texts to English, 5. Prose Translation technical, prose vs. poetic,  Interpretation of Translated
Filipino, and Mother Tongue. 6. Poetic Translation interlingual, intralingual, and Poem/Song/Stories Performance
7. Interlingual, Intralingual, intersemiotic) and applying Presentation (focusing on Choice of
and Intersemiotic translation theories/processes Text, Actual Translation
Translation Codes during the tasks Faithfulness, Submission of Written
8. Editing as Part of the Output, Continued Presence of
Translation Writing  Showing sample translated literary Literary Style, and Language
Process works and analyzing them as a class Mechanics)
 Roundtable discussion on the role of

editing in the translation writing
process
 Teacher’s presentation of an
interpretation of a translated song as
model for students’ output
 Literary translation applying the

types and techniques in translating
songs, poems, stories, and non-
fiction texts to English, Filipino, and
Mother Tongue – group/pair
planning, actual translation writing,
practice, and presentation
 Class discussion of choice of literary

translation text in terms of
appropriateness to grade level/
student language tasks, and
competencies
 Consultation and feedbacking of

instructor on one’s interpretation
and translation of a literary text
Weeks At the end of these weeks, the pre- 3. Technology-Based

9-14 service teacher (PST) should be able to: Translation
 Roundtable discussion on the  Differentiation table on 1.1.1
a. describe and differentiate the 1. Translation Applications – technology-based translation technology-based translation
technology-based translation 1.1.1 Benefits and Limitations types types as formative assessment
types; and (A) 2. Computer-Assisted/
Machine Translation  Process assessment on group 1.1.1
1.1.1 3. Dubbing Subtitling and Dubbing task
b. apply technology-based (B) 4. Subtitling  Video presentation on artists’
translations in dubbing and dubbing and subtitling of Filipino  Original Subtitling and Dubbing of a 1.1.1,
subtitling Filipino movies to movies to English and vice versa Filipino/ Cebuano Movie or Episode 1.6.1
English and vice versa. to English and/or vice versa (focusing
 Visiting Amara.org to translate on Effective Use of Technology,
Youtube and similar videos Actual Translation Faithfulness,
through subtitling Effort and Group Collaboration, and
Impact of Final Output)
 Grouping and practice for original
dubbing and subtitling tasks
Weeks At the end of these weeks, the pre- 4. Editing

1. Review on Copyreading  Mind mapping on copyreading, role  Objective quiz on Copyreading 1.1.1
a. discuss copyreading, role of and Proofreading of editors, the style sheet, and use of and Proofreading symbols and
editors, the style sheet, and 1.1.1 2. Role of Editors in a accurate grammar in texts Advanced Grammar and
grammar in order to recognize (A) Publication Composition concerns
editing as an important part of 3. Process of Editing and  Analyzing sample style sheets of
the translation process; and Publishing famous publications  Answering worksheets on 1.1.1
b. compile translated contextualized 4. The Style Sheet grammar review as formative
learning materials in order to 5. Standard English and  Answering worksheets to review assessment on editing
develop critical and creative skills 1.1.1 Review on Grammar grammar rules, avoiding sentence
of English learners. (A) Rules errors, and writing effective  Process assessment or Reflection 1.1.1
6. Editing in the Translation sentences and paragraphs writing on one’s editing endeavor
Process with students having difficulties in
 Actual editing tasks – visiting a writing and composition and trying to
JHS/SHS English class and ask help them out
students on their difficulties in
writing and help them through  Compilation of Translated Texts
editing their compositions (focusing on Appropriateness of 1.1.1
Translated Texts as Learning
 Roundtable discussion on the role of Materials, Organization of
editors, the need for grammar Compilation, and Group Effort and
expertise, and openness in editing Collaboration)
and the writing process as future
teachers and linguists
 Compiling translated texts

appropriate as learning materials to
be used to English language
learners
Haque, Z. (2009). Translating literary prose: Problems and solution. Retrieved on April 26, 2014 from TranslationDirectory.com
Hodges, P. (2013). Literary approach to translation theory. Retrieved on November 5, 2010 from http://www.translationdirectory.com/articles/article2085.php
Technology in Language Education
Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
183
Course Information
Course Name Technology in Language Education Course Code
Course Requirements
Grading System

covered
This course directs the pre-service English teachers to focus on the design, production, utilization, and evaluation of Information and
Communications Technology (ICT) materials for language instruction. It affords them to show their skills in the selection and development of 1.3.1
an ICT-integrated and Project-based Learning Plan and the positive use of a variety of ICT-based resources in facilitating language learning 4.1.1
and teaching. 4.5.1

covered
A. show skills in the positive use of ICT in designing and producing language learning resources; 1.3.1
B. show skills in the development of project/problem-based/inquiry-based collaborative plans and activities using technology tools; and 4.1.1
C. prepare developmentally-sequenced teaching-learning activities that use. 4.5.1
Technology in Language Education 184

Weeks At the end of these weeks, the pre- 1. 21st Century Skills
 Communication Skills  The teacher may ask students to
a. draw connections between  Digital watch the video entitled “Skills
concepts; 1.1.1 skills/Digital Every Child Will Need to Succeed in
b. discuss the importance of Citizenship 21st century | Dr. Laura A. Jana
communication skills in relation 1.3.1 | TEDxChandigarh”
to becoming a good digital (A) https://www.youtube.com/watch
communicator; and ?v=z_1Zv_ECy0g
c. relate the importance of
understanding copyright and fair  Concept Mapping  Concept Map from the videos they 1.1.1
use guidelines as a teacher. Students may be asked to write have watched 1.3.1
keywords from the video in sticky
notes and have these posted on the
board for the teacher to process.
The teacher may then present the 4Cs  Brochure of Communication Skills
of the 21st Century highlighting on and Digital Skills
the importance of Communication
Skills
 MyList
Students list possible answers to the
question “How can one be a good
digital communicator?”
The teacher may then direct students to

watch the video on Becoming a Good
Digital Communicator
https://edu.gcfglobal.org/en/comm
unication  Oral Presentation on the cases of
skills /being-a-good-digital- cyberbullying and plagiarism
citizen/1/
 Case Presentations
The teacher/students may present
a case on cyberbullying or
plagiarism. On plagiarism, the
185
teacher may discuss on Copyright
and Fair Use Guidelines for Teachers
https://www.xavier.edu/library/abo
ut/
documents/Copyright_9-23-08.pdf
Weeks At the end of these weeks, the pre- 2. K to 12 Curriculum

3-5 service teacher (PST) should be able to: Framework
 Socratic Questioning  Oral Engagement/ Participation 1.1.1
a. discuss the principles, outcomes 1. Principles and guidelines What major learning activities will 1.3.1
and guidelines of the K to 12 1.1.1 of an effective language help facilitate the development of 4.5.1
curriculum framework in English; arts and multiliteracies 21st century skills particularly
b. examine the curriculum guide and curriculum communication skills?
come up with an alignment 2. Outcomes of the K to 12 How can ICT help teachers in
matrix; and English curriculum making students acquire the
c. explore and rationalize the use of 3. Components of the English competencies?
ICT in teaching specific nits/topics English curriculum
1.3.1
from the curriculum guide. 4. Alignment of the  Examining the Curriculum Guide
(A),  Alignment Matrix of the language
language and literacy The teacher facilitates the
4.5.1 competencies, learning outcomes,
domains walkthrough of the different
(C) learning activities, and assessment
5. Content standards and components and features of the K to
Performance standards 12 English Curriculum Guide.
Students examine the learning

competencies intended for each year
level and point out some units in the
curriculum guide that focus on the
development of listening, speaking,
reading, writing, viewing, and
cultural awareness.
The teacher may also guide students

to identify specific units that can be
best taught using ICT and have them
rationalize it.
Weeks At the end of these weeks, the pre- 3. Nature of project-based and
6-7 service teacher (PST) should be able to: problem-based approaches in
language teaching
 Case Presentations  Professional Sharing of Articles on 1.1.1
a. compare and contrast problem- 1.1.1 1. Problem-based Students may be grouped and innovations in learning 1.3.1
based and project-based 1.3.1 learning in language have them read research articles that technologies and resources for 4.1.1
learning approaches; (A) acquisition talk about the integration of language teaching 4.5.1
b. analyze sample PBL plans and 4.1.1 2. Teaching English with Problem-based Learning and
local DepEd sample plans; and (B) Projects/Project- based Project-based Learning
c. examine articles on innovations in approach approaches in the teaching of
learning technologies and resources English
for language teaching.
 T-Chart  T-chart showing similarities and
Using a T-chart students show the differences of the two approaches
similarities and differences of the two
learner-centered approaches
Students explain how these two

approaches facilitate language
acquisition and development of
communication skills
 Reviewing Samples of Project-

 Infographics of Problem based
based Learning (PBL) Plans The
learning and project-based
teacher/students may download the
learning plan
sample PBL plans
and local DepEd sample plans to
review. The students compare these
two sets of sample plans. Students  Evaluation/ Observation Log based
identify the technology tools used from the sample PBL plans
and describe how these tools were
used to achieve the competencies
intended.
 Group Activity (2-3 members)

The teacher may let students form
into groups and have them choose  Oral Engagement/Oral
units from the curriculum guide that Presentation
can be integrated with any of the two
approaches. They brainstorm and  Draft of their PBL plan
justify their choices to the class.
 List of the possible tools they will
use in the PBL plans
 Examining Relevant Tools
The teacher directs students to
examine the different
resources/articles in learning
technologies and resources for
English Language Teaching
Mottertam, G (2013). Innovations in
learning technologies for English
Language Teaching
https://www.teachingenglish.org.u
k/sites/teacheng/
files/C607%20Information%20and
%20Communication_ WEB
%20ONLY_FINAL.pdf
The 2013 Free Education Technology

Resources. (2012)
https://www.humber.ca/centreforte
achingandlearning/
assets/files/Teaching%20Resourc
es/2013_EmergingEdTech_
Free-Education-Technology-
Resources-eBook.pdf
Weeks At the end of these weeks, the pre- 4. Writing a problem-

8-9 service teacher (PST) should be able to: based/project-based learning
plan
a. analyze sample learning plans;
and 1.3.1 1. Parts of a Learning Plan  Group Work
b. develop problem-based/project- (A) 2. Developing learning plan Using the same groupings when they  Draft of the PBL plans 1.3.1
based learning plan integrating ICT 4.1.1 integrating ICT from the have to choose an approach and a 4.1.1
from the identified language (B) identified language unit, students can work on for their 4.5.1
competencies 4.5.1 competencies unit planning which should be ICT-
(C) integrated. Each group should
represent a quarter. If possible, no
repetition of units.  Evaluation/ Observation
Log/Matrix showing the different
Students go over the repertoire of parts of the PBL plans
sample learning plans they have
reviewed in the past weeks. The
teacher facilitates the review of the
parts and contents of the learning plan
highlighting the parts where problem-
based/project- based learning
is/should be integrated.
 Alignment Matrix of the language
Let them identify from the sample competencies, learning outcomes,
learning activities, and assessment
plans the main learning activity
that will require students to do
inquiry activities or create projects.
Lead students to the part of the
sample plan where problem or
project activities are indicated. (CMO
No. 75, s 2017)
The teacher should emphasize the

alignment of the project
(performance/product) with the
acquisition of the desired
competencies and outcomes.
The teacher should guide students in

the drafting of the lessons of their
chosen Unit. Students should be
guide on writing the objectives (for
each lesson) - The teacher may
review as well Blooms Taxonomy of
Objectives; the selection of
appropriate ICT-based tools for each
lesson; and give students ample time
in the drafting of their PBL plans for
each lesson of the entire unit chosen.
Weeks At the end of these weeks, the pre- 5. Open-ended tools and their uses
10-12 service teacher (PST) should be able to: in teaching and learning
language skills
a. identify the uses of open-ended
tools (productivity tools) in the 1.3.1 1. Using word in scaffolding  Sharing of Experiences
teaching-learning of language; (A) student learning in a The teacher may ask students to  Oral Participation/ engagement 1.3.1
b. integrate these tools in their PBL language classroom share their experiences in using 4.1.1
learning plans; and 4.1.1 2. Using presentations in open-ended tools as a student in the 4.5.1
c. create instructional materials (B) teaching language skills various courses they already have
using open-ended tools. 4.5.1 3. Using spreadsheets in and describe other ways of using
(C) language learning these tools as they plan learning
4. Using digital storytelling, activities for their PBL learning
blogging, podcasting, plans or language unit.
vodcasting in improving
language skills  Creating sample outputs
5. Other technology tools  Open-ended Tools and Rubric for
The teacher shows samples of evaluating instructional materials
and applications for digital storytelling, blogging,
teaching/learning English
podcasting, vodcasting etc and
(i.e MALL – Mobile guide students how to create these.  Compilation of technology tools in
Assisted Language The teacher discusses on becoming teaching English
Learning, QR code, digital authors, digital storytellers and
Powtoon, Canva, Kahoot creating digital storytelling outputs
etc ) using Claymation/stop motion
animation, becoming podcasters and
vodcasters/vloggers etc.
The teacher may also introduce the

material on 101 Free Tech Tools
for Teachers
created by Lisa Greathouse and
Lori Maldonado
Students create and present to the

class any of these outputs (presented
above) which they can later on
integrate in their PBL learning plans.
Students also create instructional

materials for their chosen unit using
and/or integrating any of the open-
ended tools (using word,
presentation, and spreadsheets).
Weeks At the end of these weeks, the pre- 6. Demonstration of designed

13-18 service teacher (PST) should be able to: Learning Plans
a. showcase through demo  Microteaching

teaching the designed 1.3.1 The teacher discusses the rubric for  Rubric for microteaching and 1.1.1
learning/unit plan; (A) the class evaluating instructional materials 1.3.1
b. evaluate their own teaching demonstration/microteaching and the 4.1.1
demonstration and that of their 4.1.1 rubric for evaluating Instructional  PBL learning plans 4.5.1
classmates; and (B) Materials. The teacher may assign
c. write their reflection log peer evaluators.
highlighting their takeaways after
the demo teaching. The teacher will also process the
4.5.1
(C) strengths and points to improve of the
demonstration activity.
 Reflection Log  Reflection Log
Student may write their reflection on
their microteaching highlighting their
key learning and their area/s of
improvement in terms of how the
macro skills can be strengthened and
their unit planning be improved.
Provide a scaffold question for their
reflection. This can be posted via
the class blog site/website.
Alda, R. (2018). Podcasting tasks and students’ aural-oral Skills. International Journal of Language and Education. Volume:7, Issue:4, October 2018 CMO No.
75 s. 2017 Sample Course Syllabus for TTL2
Greathouse, L. & Maldonado, L. (n.d.). Free tech tools for teachers. Retrieved at https://images.simplek12.com/img/marketing/ebooks/101FreeTechTools.pdf
ICT essentials for teachers based on the UNESCO ICT competency framework for teachers (2015). Rwanda Ministry of Education. Retrieved from
http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Nairobi/ictrwanda.pdf
Introducing project-based learning in your classroom (2016). School Education Gateway. Retrieved from http://academy.schooleducationgateway.eu/en/web/introducing-project-based-learning- in-your-
classroom
Juliani, A. (n.d.). The simple system for planning project based learning experiences. Retrieved from http://ajjuliani.com/simple-system-planning-project-based-learning-experiences/ K to 12 English
Curriculum Guide Retrieved at www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf
Mottertam, G (2013). Innovations in learning technologies for english language teaching. Retrieved from
https://www.teachingenglish.org.uk/sites/teacheng/files/C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf
Project-based learning: A PBL lesson plan for the classroom leader in me (2018). Retrieved from https://www.leaderinme.org/blog/project-based-learning/
SEAMEO Innotech (2014). Mobile technology for teachers: A teacher resource kit for 21st century learning in Southeast Asia. Retrieved from https://www.seameo-innotech.org/projects-
ongoing/mobile-technologies-for-teachers-a-teacher-resource-kit-for-21st-century-learning-in-southeast-asia/
The 2013 free education technology resources. (2012) Retrieved from https://www.humber.ca/centreforteachingandlearning/assets/files/Teaching%20Resources/2013_EmergingEdTech_Free- Education-
Technology-Resources-eBook.pdf
© 2020. Teacher Education Council and Research Center for Teacher Quality
192
The documents presented in this compendium are outputs of the collaborative efforts of the selected Centers of Excellence
COEs) and Centers of Development (CODs) in Teacher Education. The COEs/CODs are lead writers/developers in specific
programs and secondary writers/developers for the rest of the programs.

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Table of Contents

Acknowledgments.................................................................................................................................2 Language Programs and Policies in Multilingual Societies 55

Partnerships Towards Quality Pre-service Teacher Education

REGION II REGION III

Leyte Normal Southern Leyte

 Early Childhood Education  Physical Education

PPST-BASED PROTOTYPE SYLLABI INTENDED AUDIENCE

Through established partnerships with COEs and CODs in teacher

The development followed three key phases:

Compendium 1: Professional Education Courses

 Institutional Logo and other information

 Vision, Mission and College Goals

These parts were intentionally left blank and will be up to the

Course Learning Outcomes

Beginning Teacher Indicator (BTI) coverage

Intended Learning Outcomes (ILOs)

The ILOs are learner-centered rather than

Outcome-based Education Philippine

ASEAN Qualifications Reference

Beginning Teacher Indicators from the

Department of Education. (2017). Philippine Professional Standards for Teachers.

Readings on constructive alignment:

1.7.1 Demonstrate an understanding of the range of verbal

Total Number of Available Specialization Total Number of Available Elective Course

Secondary Writers/ Reviewers:

Program Outcomes (from CMO No. 75, s. 2017 p. 4):

Class Information Instructor's Information

Course Description BTIs

Course Learning Outcomes BTIs

 Reading of rubrics for reflection

 Group work on creative

 Practices and consultation with

 Drafting of a script containing a

 Project method – practice and actual

Weeks At the end of these weeks, the pre- 3. Morphology

 Answering drill worksheets on

 Short review discussion on

 Analyzing the dictionary and

 Drafting of a book containing

 Project method – actual design and

Weeks At the end of these weeks, the pre- 4. Syntax

 Project method – actual design and

Department of Education (2012). DepEd K to 12 English Curriculum Guide. Philippines.

(2008). How language works. Camberwell, Vic.: Penguin Group (Australia).

M. (2013). Routledge encyclopedia of language teaching and learning.

Program Outcomes (from CMO No. 75, s. 2017 p. 4):

Class Information Instructor's Information

Course Description BTIs

Course Learning Outcomes BTIs

Language, Culture, and Society 30

Weeks At the end of these weeks, the pre- 6. Introduction to Ethnography

Fromkin, V; Rodman, R and Hyams, N, (2011) An introduction to language. Wadsworth, Cengage.

Holmes, J, (2013), An introduction to sociolinguistics. Harlow: Pearson.

Program Outcomes (from CMO No. 75, s. 2017 p. 4):

Class Information Instructor's Information

Course Description BTIs

Course Learning Outcomes BTIs

 Deconstructing Reading Texts

2. I heard him walking across the