PRELIMINARIES

GRADUATE ATTRIBUTES
Effective Communicator, Design Thinker, and Results-driven Professional
(Mission, Vision, Core Values)
COURSE OUTCOME Design worksheets about word order, grammar, phrase, structure rules, word classes, constituency, adjuncts, compliments, specifier, and tree drawing that can be used in English subjects of
JHS and SHS.
CONTENT Introduction and Overview I. Syntax d. Word Classes f. Adjuncts
a. Word Order e. Constituency g. Compliments
b. Grammar h. Specifier
c. Phrase Structure Rules

ASSESSMENT Propose creative methods on explaining the
five main aspects of language (i.e. syntax,
semantics, morphology, phonetics, and
phonology) to secondary education students.
TIME FRAME WEEK 1 - Session 1 (90 minutes)
ACTIVITIES EXPLORE
(STRATEGIES) The students will watch a video lecture about
the introduction and overview of linguistics.
FIRM UP/DEEPEN
The teacher will lead the class discussion by
asking the following questions:
1. What are the five main aspects of
language?
2. How these aspects differ from one
another?
TRANSFER
The students will be working in pairs, and they
will be proposing a creative activity on
explaining the five main aspects of language
(i.e. syntax, semantics, morphology, phonetics,
and phonology) to secondary education
students.
RESOURCES Introduction and Overview of Linguistics:
https://youtu.be/DF679Ks8ZR4
Worksheet designing about word order, grammar, phrase, structure rules, word classes, constituency, adjuncts, compliments, specifier , and tree
drawing that can be used in English subjects of JHS and SHS.
WEEK 1 - Session 2 (90 minutes)
The students will watch a video lecture about
word order, grammar, and phrase structure
rules.
The teacher then will lead the class discussion
by asking the following questions:
1. What is the nature of the structure of
sentences?
2. How do we know if a sentence is
grammatical?
3. What is the concept of Phrase
Structure Rules?
Assignment:
Make your own examples of each topic
discussed.
Syntax 1: https://you.be/Q9LpTZQeZs
WEEK 2 - Session 1 (90 minutes)
EXPLORE
The students will watch a video lecture about
word classes, and constituency.
FIRM UP
The teacher then will lead the class discussion
by asking the question:
1. How do word classes and
constituency work?
Assignment:
Make your own examples of each topic
discussed.
Syntax 2: https://you.tbe/0mGhB0hHleY
WEEK 2 - Session 2 (90 minutes)
The students will watch a video lecture about
adjuncts, compliments, and specifier.
The teacher then will lead the class discussion
by asking the following questions:
1. What is an adjunct and how it works?
2. How do compliments work in a
sentence?
3. What are the specifiers?
4. How to do tree diagramming?
Assignment:
Make your own examples of each topic
discussed.
Syntax 3: https://you.tube/qQYvMG2sQwl

TIME FRAME WEEK 3 – Session 1 (90 minutes)

ACTIVITIES DEEPEN
(STRATEGIES) The students will:
 1. Be working in pairs, they will be discussing with their partners the three assignments from week 1’s session 2, and week 2’s sessions 1 and 2. They are expected to analyze each other
work;
2. Exchange works with the other pair; and
3. Post their works around the classroom and let everyone double checks their respective assignment.
TRANSFER
The students be working individually as they design worksheets about word order, grammar, phrase, structure rules, word classes, constituency, adjuncts, compliments, specifier, and tree drawing
that can be used in English subjects of JHS and SHS, they are expected to submit it on the preliminary examination scheduled dates.

COURSE OUTCOME Design creative methods to make secondary education students understand the concept of ambiguity, entailment, paraphrase, contradictions, Grecian maxims, implicature, presupposition,
and thematic role.
CONTENT II. Semantics e. Grecian Maxims h. Thematic Roles
a. Ambiguity f. Implicature
b. Entailment g. Presupposition
c. Paraphrase
d. Contradictions
ASSESSMENT Design an output (informative video, tutorial video and/or the likes) ambiguity, entailment, paraphrase, contradictions, Grecian maxims, implicature, presupposition, and thematic role that is
intended for secondary education students.
TIME FRAME WEEK 3 - Session 2 (90 minutes) WEEK 4 - Session 1 (90 minutes) WEEK 4 - Session 2 (90 minutes)
ACTIVITIES EXPLORE
(STRATEGIES) The students will watch a video lecture about ambiguity, The students will watch a video lecture about Grecian Maxims, The students will watch a video lecture about thematic role.
entailment, paraphrase, and contradictions. implicature, and presupposition.

FIRM UP
The teacher then will lead the class discussion by asking the The teacher then will lead the class discussion by asking the The teacher then will lead the class discussion by asking the
following questions: following questions: following questions:
1. What are the homophones, homonyms? 1. How do we explain the link between utterance and 1. What role a participant plays in the situation
2. How ambiguity works in a language? meaning? described by the predicate?
3. What are the sentential semantics? 2. What are implicatures?
3. How does presuppotion works in a language?

Assignment: Assignment: Assignment:

Make your own examples of each topic discussed. Make your own examples of each topic discussed. Make your own examples of each topic discussed.
RESOURCES Semantics 1: https://you.tube/3B-lwKlba8 Semantics 2: https://you.te/u__bC-1tXac Semantics 3: https://youtu.be/qDDIrCF2B_4

TIME FRAME WEEK 5 – Session 1 (90 minutes) WEEK 5 – Session 2 (90 minutes)
ACTIVITIES DEEPEN UNIT TEST
(STRATEGIES) The students will: The students will have an 80-item unit test covering the topics:
1. Be working in pairs, they will be discussing with their partners the three assignments  Syntax
from week 3’s session 2, and week 4’s sessions 1 and 2. They are expected to analyze o Word Order
each other work;
 2. Exchange works with the other pair; and o Grammar
3. Post their works around the classroom and let everyone double checks their o Phrase Structure Rules
respective assignment. o Word Classes
TRANSFER o Constituency
The students be working individually as they design worksheets about word order, grammar, o Adjuncts
phrase, structure rules, word classes, constituency, adjuncts, compliments, specifier, and tree o Compliments
drawing that can be used in English subjects of JHS and SHS, they are expected to submit it on o Specifier
the preliminary examination scheduled dates.
 Semantics
o Ambiguity
o Entailment
o Paraphrase
o Contradictions
o Grecian Maxims
o Implicature
o Presupposition
o Thematic Roles

TIME FRAME WEEK 6

ACTIVITIES TERM EXAMINATION
(STRATEGIES) (Submission of the Preliminaries’ Final Outputs)
*** end of preliminaries ***
 MIDTERMS
GRADUATE ATTRIBUTES
Effective Communicator, Design Thinker, and Results-driven Professional
(Mission, Vision, Core Values)
COURSE OUTCOMES Design written and/or oral activities about free and bound morphemes, derivational and inflectional morphemes, and Design stand-alone instructional materials about word
morphological changes that can be used in various JHS and SHS English Subjects. formations intended for JHS and SHS students.
CONTENT III. Morphology c. Derivational Morphemes f. Word Formation
a. Free Morpheme d. Inflectional Morphemes
b. Bound Morpheme e. Morphological Changes
ASSESSMENT Written and/or oral activities designing about free and bound morphemes, derivational and inflectional morphemes, and Stand-alone instructional materials designing about word
morphological changes that can be used in various JHS and SHS English Subjects. formations intended for JHS and SHS students.
TIME FRAME WEEK 7 - Session 1 (90 minutes) WEEK 7 - Session 2 (90 minutes) WEEK 8 - Session 1 (90 minutes)
ACTIVITIES EXPLORE
(STRATEGIES) The students will watch a video lecture about free and bound The students will watch a video lecture about derivational and The students will watch a video lecture about the different
morphemes. inflectional morphemes, and morphological changes. word formations.
FRIM UP
The teacher then will lead the class discussion by asking the The teacher then will lead the class discussion by asking the The teacher then will lead the class discussion by asking the
following questions: following questions: following questions:
1. How does a small unit of meaning changes language? 1. What are derivational and inflectional morphemes? 1. How to compound words?
2. How free morphemes and bound morphemes differ 2. How does internal change works? 2. How to clip words?
from one another? 3. What is a suppletion? 3. How blending works?
4. What is reduplication? 4. How to use backformation?
5. How to put stress in a word? 5. How to make acronyms?
6. Is onomatopoeia a word formation process?
Assignment: Assignment:
Make your own examples of each topic discussed. Make your own examples of each topic discussed. Assignment:
Make your own examples of each topic discussed.
RESOURCES Morphology 1: https://you.be/jMfS4LyTnE Morphology 2: https://youtu.be/XHp8Xz4TRFA Morphology 3: https://youtu.be/Q7_W_u4j7DI
TIME FRAME WEEK 8 – Session 2 (90 minutes) WEEK 9 – Session 1 (90 minutes)
ACTIVITIES DEEPEN UNIT TEST
(STRATEGIES) The students will: The students will have a 40-item unit test covering the topics:
1. Be working in pairs, they will be discussing with their partners the three assignments  Morphology
from week 7’s sessions 1 and 2, and week 8’s session 1. They are expected to analyze o Free Morpheme
each other work; o Bound Morpheme
2. Exchange works with the other pair; and o Derivational Morphemes
3. Post their works around the classroom and let everyone double checks their o Inflectional Morphemes
respective assignment. o Morphological Changes
TRANSFER o Word Formation
The students will be working individually in designing written and/or oral activities about free
and bound morphemes, derivational and inflectional morphemes, and morphological changes
that can be used in various JHS and SHS English Subjects, and works in pairs in designing
stand-alone instructional materials about word formations intended for JHS and SHS students.
They are expected to submit their outputs in the midterm’s examination scheduled dates.

COURSE OUTCOME Design a tutorial video about phonetics and the basic of transcriptions.
CONTENT IV. Phonetics b. Consonants – Production and Transcription c. Vowels – Production and Transcription
a. Phonetics and Basic of Transcription
ASSESSMENT Tutorial video making about phonetics and the basic of transcriptions.
TIME FRAME WEEK 9 - Session 2 (90 minutes) WEEK 10 - Session 1 (90 minutes) WEEK 10 - Session 2 (90 minutes)
ACTIVITIES EXPLORE
(STRATEGIES) The students will watch a video lecture about phonetic and The students will watch a video lecture about consonants – The students will watch a video lecture about vowels –
basic of transcription. production and transcription. production and transcription.

The teacher then will lead the class discussion by asking the
following questions:
1. What are the types of phonetics?
2. What is the basic transcription?
3. What are the different word classes?
FIRM UP
The teacher then will lead the class discussion by asking the
question:
1. How consonants sounds are produced?
2. What are the transcriptions of each consonant letters?
The teacher then will lead the class discussion by asking the
following questions:
1. How vowels sounds are produced?
2. What are the transcriptions of each consonant letters?

Assignment: Assignment:
Assignment: Make your own examples of each topic discussed. Make your own examples of each topic discussed.
Make your own examples of each topic discussed.
RESOURCES Phonetics 1: https://youtu.be/-FHQJEo38Vk Phonetics 2: https://youtu.be/49R49e-04xU Phonetics 3: https://youtu.be/WWVMNPvAMYUa

TIME FRAME WEEK 11 – Session 1 (90 minutes) WEEK 11 – Session 2 (90 minutes)
ACTIVITIES DEEPEN UNIT TEST
(STRATEGIES) The students will: The students will have a 40-item unit test covering the topics:
1. Be working in pairs, they will be discussing with their partners the three assignments  Phonetics
from week 9’s session 2, and week 10’s sessions 1 and 2. They are expected to analyze o Phonetics and Basic of Transcription
each other work; o Consonants – Production and Transcription
2. Exchange works with the other pair; and o Vowels – Production and Transcription
3. Post their works around the classroom and let everyone double checks their
respective assignment.
TRANSFER
The students will be working by pairs as they design a tutorial video about phonetics and the
basic of transcriptions. They are expected to submit the videos on the week after the midterm’s
scheduled dates.

TIME FRAME WEEK 12

ACTIVITIES TERM EXAMINATION
(STRATEGIES) (Submission of the Midterm’s Final Outputs except for the tutorial video)
*** end of midterms ***
 FINAL TERM
GRADUATE ATTRIBUTES
Effective Communicator, Design Thinker, and Results-driven Professional
(Mission, Vision, Core Values)
COURSE OUTCOMES Construct worksheets about minimal pairs, phonemes, allophones, syllable structure and sonority hierarchy that can be used in English subjects of JHS and SHS.
CONTENT V. Phonology d. Syllable Structure
a. Minimal Pairs e. Sonority Hierarchy
b. Phonemes
c. Allophones

ASSESSMENT Construction worksheets about minimal pairs, phonemes, allophones, syllable structure and sonority hierarchy that can be used in English subjects of JHS and SHS.
TIME FRAME WEEK 13 - Session 1 (90 minutes) WEEK 13 - Session 2 (90 minutes) WEEK 14 - Session 1 (90 minutes)
ACTIVITIES EXPLORE DEEPEN
(STRATEGIES) The students will watch a video lecture about minimal pairs, The students will watch a video lecture about syllable The students will:
phonemes, and allophones. structure, and sonority hierarchy. 1. Be working in pairs, they will be discussing with their
partners the three assignments from week 13’s
sessions 1 and 2. They are expected to analyze each
other work;
2. Exchange works with the other pair; and
3. Post their works around the classroom and let
everyone double checks their respective assignment.
FRIM UP TRANSFER
The teacher then will lead the class discussion by asking the The teacher then will lead the class discussion by asking the The students will work individually as they construct
following questions: following questions: worksheets about minimal pairs, phonemes, allophones,
1. What are minimal pairs? 1. What is the structure of syllables? syllable structure and sonority hierarchy that can be used in
2. What is the difference between a phones and 2. How sonority hierarchy works in syllables? English subjects of JHS and SHS.
allophones? 3. How setting up syllables works?
3. What are the examples of variations?

Assignment: Assignment:
Make your own examples of each topic discussed. Make your own examples of each topic discussed.
RESOURCES Morphology 1: https://you.be/jMfS4LyTnE Morphology 2: https://youtu.be/XHp8Xz4TRFA
COURSE OUTCOMES Produce an informative video (an instructional material) discussing phonological features, phonological rules and derivation to JHS or SHS students.
CONTENT V. Phonology g. Phonological Rules and Derivation
f. Phonological Features
ASSESSMENT Production of an informative video (an instructional material) discussing phonological features, phonological rules and derivation to JHS or SHS students.
TIME FRAME WEEK 14 - Session 2 (90 minutes) WEEK 15 - Session 1 (90 minutes) WEEK 15 - Session 2 (90 minutes)
ACTIVITIES EXPLORE DEEPEN
(STRATEGIES) The students will watch a video lecture about phonological The students will watch a video lecture about phonological The students will:
features. rules and derivation. 1. Be working in pairs, they will be discussing with their
partners the three assignments from week 14’s
session 2, and week 15’s session 1. They are expected
to analyze each other work;
2. Exchange works with the other pair; and
3. Post their works around the classroom and let
everyone double checks their respective assignment.
FRIM UP TRANSFER
The teacher then will lead the class discussion by asking the The teacher then will lead the class discussion by asking the The students will work in pairs as they produce an informative
questions: following questions: video (an instructional material) discussing phonological
1. How does a classes chart look like; how does it works? 1. What are the rules in Phonology? features, phonological rules and derivation to JHS or SHS
students.
Assignment:
Make your own explanation of each topic discussed. Assignment:
Make your own explanation of each topic discussed.
RESOURCES Morphology 1: https://you.be/jMfS4LyTnE Morphology 2: https://youtu.be/XHp8Xz4TRFA

TIME FRAME WEEK 16 – Session 1 (90 minutes)

ACTIVITIES UNIT TEST
(STRATEGIES) The students will have a 100-point oral unit test covering the topics:
 Phonology
o Minimal Pairs
o Phonemes
o Allophones
o Syllable Structure
o Sonority Hierarchy
o Phonological Features
o Phonological Rules and Derivation
COURSE OUTCOMES Design a lesson in any of the English subjects in JHS and SHS that linguistics is a big part of.
CONTENT Linguistics in Junior and Senior High School English Subjects
ASSESSMENT Lesson plan designing in any of the English subjects in JHS and SHS that linguistics is a big part of.
TIME FRAME WEEK 16 - Session 2 (90 minutes) WEEK 17 - Session 1 (90 minutes) WEEK 17 - Session 2 (90 minutes)
ACTIVITIES TRANSFER
(STRATEGIES) The students will work individually as they design lesson plan The students will work individually again as they design lesson The students will be consulting their lesson plans to their
for one of Junior High School’s English Subjects. They are plan, this time it is for one of Senior High School’s English teacher. Thus, the teacher will give suggestions and comments
expected to look for a specific lesson where that can Subjects. They are expected to look for a specific lesson where in the works of the students.
emphasize their understanding in linguistics as future English that can emphasize their understanding in linguistics as future
teachers. English teachers. Lesson Plans are expected to submit on the final examination
scheduled dates.

TIME FRAME WEEK 18

ACTIVITIES TERM EXAMINATION
(STRATEGIES) (Submission of the Final Term Outputs)
*** end of final term***