Ateneo de Manila University

Loyola Schools
School of Humanities
Kagawaran ng Filipino | Department of Filipino
FILIPINO 11.2 | FILIPINO FOR FOREIGN STUDENTS
INTRODUCTION TO PHILIPPINE CULTURE THROUGH IMMERSION
First Semester, Academic Year 2016-2017
Aristotle J. Atienza
A | Friday | 09:00-11:00 | Kagawaran ng Filipino

Email | aatienza@ateneo.edu
Office | 3rd Floor, Dela Costa Hall
Telephone | 426.6001 local 5321
Consultation | Monday-Friday | 08:00-09:00
_________________________________________________________________________

COURSE DESCRIPTION
As an introductory-level language course, Filipino 11.2 provides the second language
learner with the basic foundations essential in building communication competency in
Filipino through culture learning. The development of the four macro-skills of communication
– listening, speaking, reading and writing – in the target language will be integrated with
specific cultural contexts to gain awareness and understanding about the everyday life of
Filipinos as well confidence in interacting with the Filipino society. The course work includes
activities and drills which support the following component: vocabulary enrichment,
familiarization with the basic expressions, constructions of response patterns and simple
sentences for oral and written communication, and appreciation for Philippine culture.

LEARNING OUTCOMES
At the end of the course, the students should be able to demonstrate a holistic
understanding of Philippine society and culture as complemented by their competency in the
following language skills and communcation situations:

SPEAKING | Express self clearly, effectively, and confidently through utterances of

basic expressions, patterned responses, and simple sentences in Filipino in specifc
situation such as: introducing self and others, exchanging greetings, asking basic
information, answering simple questions, telling time, and buying or requesting for
something. [This can be measured through classroom discussions, dialogues, short
skits/role play, interviews and conversing with the locals, as well as in the
presentations of the interviews and sharing of experience.]

LISTENING | Understand and respond to sentence-length utterances given in

specific contexts such as sharing information about self, reacting to spoken
expressions which reveal emotions, and following simple instructions; Recognize the
meaning of a spoken Filipino word/expression as guided by an applied stress and
intonation. [Within classroom setting, these can be measured through discussions
and recitations, dialogues/ short skits/ role play, and other oral exercises which
involve listening to music, watching video clips, and films, etc. Within community
settings, these can be measured though conversing with the locals and doing
interviews on field trips which the students need to report/ present/ share during
discussion.]

READING | Recognize a number of vocabulary items and signs which appear in

materials in Filipino such as local songs, menus, public signs, tabloids, etc.
Understand simple written instructions and deliver appropriate responses. Deliver
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 skills in comprehending short written texts in Filipino like simple dialogues and
sample communication situations in specific cultural contexts. [These can be
measured through seat works, quizzes, projects and class presentations.]

WRITING | Respond to basic writing needs such as filling out forms about personal
information, expressing short messages on different occassions celebrated in Filipino
context, making a list of ingredients for a particular Filipino dish, etc. | [This can be
measured through seat works, quizzes, exam, and projects.]

CULTURE | Identify objects and practices which are associated to Filipino identity
and traditions (e.g. naming the national symbols of the Philippines, being familiar
with some local celebrations or holidays, etc.). Familiarity and sensitivity, as well as
appreciation of the regional and sectoral practices of showing respect, observing the
taken-for-granted everyday routines of the neighbourhood, of taking a jeepney ride,
buying, eating, and living within communities and host families in both rural and
urban areas. Know the different values of the Filipinos which are connected to their
language and manners in communicating (e.g. words and gestures which show
respect). Appreciate the Filipino culture through various activities outside the
classroom. [These can be measured through class discussions in role plays,
especialy during sharing of experiences, reporting of interviews, the exam and
project.]

COURSE OUTLINE
The following lessons and/or activities are programmed for seventeen (17) weeks.
Sequences and/or scopes of lessons may change due to various circumstances. In cases
like these, proper announcements will be made to the class.

WEEK 1 (ORIENTATION)

WEEK 2 (26 AUGUST) | INTRO LECTURE. PAGSAKAY SA DYIP: A BRIEF

JEEPNEY RIDE THROUGH FILIPINO CULTURE AND PERSONHOOD.

Target Communicative Components: Greetings, leave-takings, expressing need for

repetition, expressions of courtesy, visiting a home.
Activities: Course introduction, discussion, language drills.
Assignments:
1. On your notebook, list the things you buy and its corresponding prices for the coming
week. This weill be shared in class next meeting.
2. Read Alegre, Edilberto N. “We Never Quite Say Goodbye,” in Pinoy Forever: Essays on
Culture and Language. Pasig: Anvil, 1993. 147-148.

WEEK 3 (2 SEPTEMBER) | LESSON 1. THE DEVELOPMENT OF THE FILIPINO

LANGUAGE.

Target Linguistic Components: Palabigkasan (pronunciation); Bilang (numbers).

Target Communicative Components: Expressing curiosity; Shopping: inquiring /
complaning about the price; Expressing time.
Activities: Discussion, language drills, think-pair-share.

WEEK 4-5 (9 & 16 SEPTEMBER) | LESSON 2. PAGPAPAKILALA NG SARILI AT KAPWA:

INTRODUCING ONESELF AND GETTING TO KNOW OTHERS.

Scopes: pangalan (name), edad (age), tirahan (address), kapamilya (family members),
bayan / lalawigang pinagmulan (native land / provincial roots), paaralang pinanggalingan
(former schools), pangarap (dreams / ambitions).
Target Linguistic Components: Basic sentence construction 1 (nouns and pronouns).
Target Communicative Component: Asking peers for biographical information.
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Activities: Discussion, language drills, think-pair-share.
Readings:
1. Alegre, Edilberto N. “The Joy of Being Pinoy,” in Pinoy Forever: Essays on Culture and
Language. Pasig: Anvil, 1993. 38-41.
2. _____. “The Conjunction of Our Selves,” in Pinoy Forever: Essays on Culture and
Language. Pasig: Anvil, 1993. 103-105.

WEEK 6 (23 SEPTEMBER) | LESSON 3. GUSTO AT AYAW; EXPRESSIONS OF

PREFERENCES.

Scopes: Pagkain (food); kulay (colors); libangan (hobbies); gamit (stuffs); damit (clothes /
clothing); awit (songs / music); sine (movies); laro (games / sports).
Target Linguistic Components: Basic sentence construction 2 (demonstratives and
adjectives).
Target Communicative Components: Expressions of preferences, likes, dislikes, needs;
expressions of discomforts.
Assignment: In an A4-sized paper, draw a vicinity map of your neighbourhood here.
Activities: Discussion, language drills, think-pair-share.
Reading: Alegre, Edilberto N. “From Gusto to Mahal: Our Ways of Loving,” in Pinoy Forever:
Essays on Culture and Language. Pasig: Anvil, 1993. 106-107.

WEEK 7 (CALATAGAN)

WEEK 8 (7 OCTOBER) | LONG TEST 1. ORAL EXAMINATION.

WEEK 9 (14 OCTOBER) | LESSON 4. ANG AKING PAMAYANAN: UNDERSTANDING THE

LOCALS.

Target Linguistic Components: Demonstratives, ‘saan’ vs ‘nasaan’ construction, basic

sentence construction 3 (verbal predicates).
Target Communicative Components: Asking for and giving directions.
Activities: Discussion, language drills, think-pair-share.
Assignment: On your notebook, list your plans for the upcoming vacation.

WEEK 10 (VACATION)

WEEK 11 (28 OCTOBER) | LESSON 5. IBA’T IBANG GAWAIN 1: OUR NOTION OF

FUTURE.

Scope: Plano sa bakasyon (plan for future vacation)

Target Linguistic Components: Verbal aspect 1 (infinitive and future / contemplative).
Target Communicative Components: Narrating future plans.
Activities: Discussion, language drills, think-pair-share.
Reading: Alegre, Edilberto N. “Our Passion for Verb-Making,” in Pinoy Forever: Essays on
Culture and Language. Pasig: Anvil, 1993. 111-113.

WEEK 12 (4 NOVEMBER) | LESSON 6. IBA’T IBANG GAWAIN 1: OUR NOTION OF PAST.

Scope: Mga ginawa noong bakasyon (things done during the vacation).
Target Linguistic Components: Verbal aspect 2 (infinitive and past / perfective).
Target Communicative Components: Narrating activities and past experiences.
Activities: Discussion, language drills, think-pair-share.

WEEK 13 (RETREAT)

WEEK 14 (18 NOVEMBER) | LESSON 7. IBA’T IBANG GAWAIN 2: OUR CONCEPT OF

“PRESENT-NESS”.

Scope: Mga gawain sa araw-araw (daily activities).

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 Target Linguistic Components: Verbal aspect 3 (infinitive-imperative and present /
imperfective).
Target Communicative Components: Narrating current / present events.
Activities: Discussion, language drills, think-pair-share.
Assignment: Think of a Filipino food you like most. Ask your family from the praxis
community / Barangka on how to cook / prepare it. In Filipino, list all the ingredients and the
steps needed to cook your favorite Filipino food.

WEEK 15 (25 NOVEMBER) | LESSON 8. PAGKAIN: EATING AS LANGUAGE.

Scope: Iba’t ibang pagkaing Filipino (various Filipino food).

Target Linguistic Components: Verbs and verbal focuses (actor, object, benefactive,
instrumental).
Target Communicative Components: Exposition and giving instructions.
Activities: Discussion, language drills, think-pair-share.
Reading: Alegre, Edilberto N. “Eating as Language,” in Pinoy Forever: Essays on Culture
and Language. Pasig: Anvil, 1993. 206-214.
REQUIREMENTS | CRITERIA
WEEK 16 (2 DECEMBER) | LONG TEST 3. ORAL
EXAMINATION.
25% class participation / exercises
WEEK 17. (9 DECEMBER) | LAST DAY OF CLASSES. 25% assignments
FINAL PROJECT: PRESENTATIONS.
25% quizzes / long tests
Before the semester ends, each student will create a 25% final project / presentation
visual / aural presentation of their experiences and
understanding of the Filipino culture, society, and history using the Filipino language. This
will be presented on the last day of classes. This will serve as their finals.

GRADING
A | 4.0 B+ | 3.5 B | 3.0 C+ | 2.5 C | 2.0 D | 1.0 F | 0.0
SYSTEM

REQUIREMENTS
Attendance. Attendance in a language course is necessary. Since it greatly affects class
participation and activities, students must make a point not to miss any class. However, due
to unavoidable circumstances, any student who fails to attend a class must exert arduous
effort in catching up with the rest.

Class Participation. Active class participation in tasks, activities, and opportunities where the
language is used is required. Such tasks, activities, and opportunities include, but are not
limited to, daily recitation, role plays and groups / pair work, and individual learning
opportunities.

Assignments. Homework (e.g. language exercises, essays / compositions, etc.) is essential.

Individual, in pair, or group assignments will be given frequently. For other details on the
essay / composition style, see the table on the next page.

Quizzes/Long Tests. Quizzes or long tests aim to monitor and assess students’ learning in
each lesson which may be oral and/or written. May be announced and unannounced.

Final Project. Before the semester ends, each student will create a visual / aural
presentation of their experiences and understanding of the Filipino culture, society, and
history using the Filipino language. This will be presented on the last day of classes. This
will also serve as their finals.

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Other activities will include field trips, film / theater viewings, etc.

REQUIRED READINGS FORMAT

Please refer to the course outline.
SUGGESTED READINGS
Listed below are references the
students could use for studying the
Filipino language. These books are
found in the Rizal Library.
Barrios, Joi. Tagalog for Beginners: An
Introduction to Filipino, the National
Language of the Philippines. USA:
Tuttle Publishing, 2011.
Domigpe, Jiedson R. and Nenita P.
Domingo. Elementary Tagalog: Tara,
Mag-Tagalog Tayo! Singapore:
Tuttle Publishing, 2012.
Ramos, Teresita V and Resty M. Cena.
Modern Tagalog: Grammatical Explanations and Exercises for Non-Native
Speakers. Honolulu: University of Hawaii Press, 1990.
Juana de la Cruz 26 Agosto 2016
Filipino 11.2 – Seksyon A G. Aristotle J. Atienza
ESSAYS / COMPOSITIONS
 paper: white A4
 mode: computerized, typewritten, handwritten
 color: black ink
 margin: 1 inch (left, right, top, bottom)
 alignment: left, not justified
 space: double space (not 1.5)
 font and font size: any of the following, arial 11,
garamond 12, calibri 11, times new roman 12
 page number: bottom right
 number of words: 300-500 words
 references: MLA

CLASSROOM POLICIES
Active participation is expected in class. Classes will start on time. Any student who will
show up 15 minutes later than the supposed start of class will be considered half cut. If the
number of cuts goes beyond the limit (3 cutes), the student gets a WITHDRAWN statues.
Students are responsible for any missed lessons, activities, or tests.

All requirements must be submitted on time. Failure to do so will mean a deduction in its
supposed grade (one letter mark lower). Except for presentation purposes, gadgets
(laptops, electronic tablets, mobile phones, etc.) are not allowed during class hours.

Apart from the above policies, academic dishonesty in all forms will not be tolerated and will
be dealt with in accordance to the Ateneo de Manila Loyola Schools’ Code of Academic
Integrity. Read the Loyola School’s Student Guide to the Code of Academic Integrity for a
detailed discussion.