Republic of the Philippines

Bohol Island State University

Calape Campus

VISION: A premier Science and Technology for the formation of a world class and virtuous human
resource for sustainable development of Bohol and the country.
MISSION: BISU is committed to provide quality higher education in the arts and sciences, as well as in
the professional and technological fields; undertake research and development, and
extension services for sustainable development of Bohol and the country.
GOALS: 1. Pursue faculty and education excellence and strengthen the current viable curricular
programs and develop curricular programs that are responsive to the demands of
the times both in the industry and environment.
2. Promote quality research outputs that respond to the needs of the local and national
communities.
3. Develop communities through responsive extension programs.
4. Adopt efficient and profitable income generating projects/enterprise for
sustainability.
5. Provide adequate, state-of-the-art and accessible infrastructure support facilities for
quality education.
6. Promote efficient and effective good governance supportive of high quality
education.

CORE VALUES:
1. Search for Excellence (BISU’s commitment to quality education shall be driven and
characterized by excellence in every output and activity it produces/conducts
through interviewing the technical, fundamental and practical knowledge.)
2. Responsiveness to Challenges(As a new found institution of higher learning, BISU is
faced will all the challenges demanded particularly the continuing depletion of the
national government’s financial support along with BISU’s desire for upgrading its
facilities and human resources. Being intellectually diverse and entrepreneurial
creative and innovative, BISU shall beat the odds by capitalizing the creative
collaborations with its individual campuses, the community, local government units
and other sectors available.)
3. Students Access (Being BISU a state-owned university, BISU is committed to
providing public service, by becoming a university that is open and accessible to all
students who merit entrance. This value is the most important consideration by BISU
in its drive to continuously develop, improve and upgrade its facilities and seek more
funds.)
4. Public Engagement (Express BISU’s commitment to search for knowledge-based
solutions to societal and economic problems particularly of Bohol and of the region.
Public engagement is the interpretation of BISU’s commitment to research and
extension by being proactive in introducing changes that will deeply impact on the
improvement of the life of the people.
5. Good Governance (Alongside the current regime’s objectives of good governance in
the delivery of basic services, BISU shall strive to institutionalize a streamlined,
efficient and effective structure and systems that is supportive of the university’s
goals and objectives sans bureaucratic practices.
PROGRAM OBJECTIVES:
BEEd 1. Promote higher literacy, critical thinking, upgraded competencies and skills on basic
education through innovative trainings;
2. Develop student’s research capabilities through relevant researches;
3. Establish a research-based extension program to promote economic, social and
cultural development;
4. Provide the necessary facilities and effective services;
5. Produce academically, socially emotionally morally-equipped and humane educators
in a progressive and student-friendly learning environment.
BSEd 1. Produce academically proficient graduates in their area of specialization;
2. Develop student’s research capabilities through relevant researches;
3. Establish a research-based extension program to promote economic, social and
 cultural development;
4. Provide the necessary facilities and effective services;
5. Upgrade competencies and integrate values within and across the learning and tool
subjects in a progressive and student-friendly learning environment.

PROGRAM OUTCOMES
Common to Teacher Education Performance Indicators

1. Articulate the relationship of  Generate opportunities for reflection on historical, social, cultural and
education to larger historical, political processes as they affect the day to day lives of the students.
social, cultural and political
processes. (NCBTS Domain 1 –
Social Regard for Learning)
2. Facilitate learning using a wide  Actively engages students to sustain interest in the subject matter.
range of teaching methodologies  Implements learner-friendly classroom management procedures and
in various types of environment. practices.
(NCBTS 2-Learning Environment).
3. Develop alternative teaching  Use varied teaching methodologies appropriate for diverse learners.
approaches for diverse learners.
(NCBTS 3-Diversity of Learners).
4. Apply skills in curriculum  Implement and evaluate the curriculum.
development, lesson planning,  Effectively write and carry out the lesson with mastery.
materials development,  Deliver interesting lessons with congruent objectives, subject matter,
instructional delivery and teaching-learning activities, materials and assessment procedures.
educational assessment. (NCBTS
4- Curriculum).
5. Demonstrate basic and higher  Source and organize data and information concerning teaching and
levels of thinking skills in planning, learning.
assessing and reporting. (NCBTS  Analyze and interpret data and information using appropriate tools and
Domain-5 Planning, Assessing and procedures.
Reporting)  Compose and disseminate properly well-written reports (progress
reports, assessment official communications, among others).
6. Practice professional and ethical  Behave in accordance to the Code of Ethics of Professional Teachers.
teaching standards to respond to  Use the community as learning resource.
the demands of the community.
(NCBTS Domain 6 – Community
Linkages)
7. Pursue lifelong learning for  Plans and carries personal and professional advancement.
personal and professional growth.
(NCBTS Domain 7 – Personal
Growth and Professional
Development
PROGRAM OUTCOMES
BSEd 1. Demonstrate in-depth understanding of the development of adolescent learners.
2. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
3. Create and utilize material appropriate to the secondary level to enhance teaching and learning.
4. Design and implement assessments tools and procedures to measure secondary learning outcomes.
BEEd 1. Demonstrate in-depth understanding of the development of elementary learners.
2. Exhibit comprehensive knowledge of various learning areas in the elementary curriculum.
3. Create and utilize material appropriate to the elementary level to enhance teaching and learning.
4. Design and implement assessment tools and procedures to measure elementary learning outcomes.
 Republic of the Philippines
Bohol Island State University
Calape Campus

Vision: A premier Science and Technology university for the formation of a world class and virtuous human resource for
sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well as in the professional
and technological fields; undertake research and development and extension services for the sustainable
development of Bohol and the country.
Goals: To address the needs of strategic sectors, BISU shall:
1. Develop and offer quality and innovative curricular system to meet the human resource requirement of the
strategic sectors;
2. Plan and implement a focused R&D and extension agenda;
3. Enhance institutional capability in resource generation;
4. Promote effective governance and deliver efficient administrative and support service;
5. Develop and promote culture of quality service and excellence.

Course Syllabus

Course Component Major

Course Code Eng 7ed
Course Name The Teaching of Listening and Reading
Pre-requisite Educ Strat 8
Course Credits 3 units
Contact Hours/Week 3 hours
Course Description This course aims to enhance students’ listening and reading skills. Its main
objective is to let students know the nature of language, the listening and
reading and overcome factors that hinders it improvement specially when
using the English language. This course helps the students to develop his
ability to listen effectively and read with good comprehension, pronunciation
and intonation.
Course Objectives At the end of the semester, the student should have attained the following
objectives:
Cognitive:
a. Understand the nature of listening and reading
b. Know the steps to better listening whist overcoming the barriers
c. Implement the correct sequence of instructional strategies for
listening and reading
d. Read with comprehension, correct pronunciation and intonation
Psychomotor:
a. Listen with effectiveness and respond logically
b. Read with comprehension and proper pronunciation, intonation and
diction with emotion
Affective:
a. Appreciate the importance of listening and reading in using the English
language and in a day-to-day conversation
b. Value listening as one of the important ways of having a good
communication and relationship

Methodologies/Strategies/Technique Research, oral and written reports, listening and reading activities based on
s DepED Junior High textbooks, listening to BBC podcasts
COURSE OUTLINE
CONTENT/TOPICS Time Frame Remarks
Orientation (Including VMGO) And Getting To Know Each Other 1 hour
I. CONCEPTS ON LISTENING
Definition of Listening
Reasons Why People Listen
Common Barriers to Listening/Factors that Impede Listening
Characteristics of Effective Listening
Steps to Better Listening
Types of Listening: 12 hrs
1. Marginal/ Passive Listening
2. Attentive Listening
3. Critical/Evaluative Listening
4. Appreciative Listening
Listening Materials/ Activities:
BBC Podcasts

Class Memory Quiz

Labelling Maps (British English)
II. TEACHING LISTENING STRATEGIES/ACTIVITIES
Pre-Listening Strategies
During/While Listening Strategies
Post Listening Strategies 14 hrs
Listening Materials/ Activities:
Picture Description
Conversations in American English With Multiple Choice Questions (MCQs)
Lectures in British English with Fill-In-The-Blanks Exercise
Teaching Demonstrations

III. Concepts on Reading and Strategies

Definition of Reading
Factors that influence reading in second/foreign language
Strategies for Vocabulary Development:
A. Structural Analysis
B. Context Clue
C. Intensive/Extensive Reading 14 hrs
Strategies for Comprehension Development:
A. Pre-Reading Plan
B. Previewing
C. Anticipation Guide
D. QARs – Question-Answer Relationships
E. ReQuest – Reciprocal Questioning
F. Inferencing
G. Paraphrasing
IV. MORE TEACHING READING STRATEGIES/ACTIVITIES
Pre-Reading Strategies
During/While Reading Strategies 12 hrs
Post Reading Strategies

Integration of Values Inquisitiveness, creativity, social awareness, teamwork, confidence, open-

mindedness

Course Requirements Midterm: Prelim and Midterm Exams, comprehensive written output, listening
activities
Finals: Semi-final and Final Exams, comprehensive written report, readers’ theatre
Grading System
Major Exam : 30%
Quizzes : 25%
Activities : 15%
Project/Oral Report : 30%
Total : 100%
References:
https://www.teachingenglish.org.uk/sites/teacheng/files/F044%20ELT
46%20The%20Teaching%20of%20Listening%20Comprehension_v3.pdf
http://info.moe.gov.et/elic/elictlr.pdf
http://www.open.edu/openlearncreate/pluginfile.php/134891/mod_resource/content/3/SE08_AIE_Final.pdf

Designed by:

RAMIL R. GOFREDO
Instructor I
Approved by:
MAE A. EVARDO, Ph.D
Dean, College of Teacher Education
 Republic of the Philippines
Bohol Island State University
Calape Campus

Vision: A premier Science and Technology university for the formation of a world class and virtuous human resource for
sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well as in the professional
and technological fields; undertake research and development and extension services for the sustainable
development of Bohol and the country.
Goals: To address the needs of strategic sectors, BISU shall:
1. Develop and offer quality and innovative curricular system to meet the human resource requirement of the
strategic sectors;
2. Plan and implement a focused R&D and extension agenda;
3. Enhance institutional capability in resource generation;
4. Promote effective governance and deliver efficient administrative and support service;
5. Develop and promote culture of quality service and excellence.

Course Syllabus

Course Component Major

Course Code Eng 20 ed
Course Name Language Curriculum in Secondary Schools
Pre-requisite
Course Credits 3 units
Contact Hours/Week 3 hours
Course Description This course provides and introduction to some of the main research and
practice involved in the evaluation and design of secondary curriculum for
English language education. It does so by looking in turn at each of the main
levels of activity involved, i.e., needs analysis, course design, materials design,
syllabus design and materials evaluation and adaptation. Relevant academic
concepts for each of these areas will be studied, but the main emphasis will be
attempting to understand and use the practical procedures involved.
Course Objectives By the end of the course, the students should be able to:
Cognitive:
a. Differentiate curriculum from syllabus
b. Identify the different types of syllabi
Psychomotor:
a. Write learning objectives for each macroskill
Affective:
a. Appreciate the necessity of a language curriculum to a secondary
school
b. Develop tolerance towards others’ point of view
Methodologies/Strategies/Technique Research, oral and written reports, hard copies of learning objectives for each
s macroskill
COURSE OUTLINE
CONTENT/TOPICS Time Frame Remarks
Orientation (Including VMGO) And Getting To Know Each Other 1 hour
I. CONCEPTS ON CURRICULUM AND SYLLABUS
Definitions of Curriculum
Definitions of Syllabus
Types of Syllabi: 12 hrs
Structural/Formal Syllabus
Notional-Functional Syllabus
Skills-Based Syllabus
II. Types of Syllabi Continued
Task-Based Syllabus
Content-Based Syllabus 14 hrs
Teaching Literature Demonstrations
 III. IDELOGIES OF LANGUAGE CURRICULUM
1. Academic Rationalism
2. Learner-centeredness 14 hrs
3. Social Reconstructionism
4. Cultural Pluralism
Teaching Grammar Demonstrations
IV. Dimensions of Communicative Competence
 Grammatical/Linguistic Competence
 Sociolinguistic/Pragmatic Competence 12 hrs
 Discourse/Textual Competence
 Strategic Competence
Teaching Demonstrations
Integration of Values Inquisitiveness, creativity, social awareness, teamwork, confidence, open-mindedness
Course Requirements Midterm: Prelim and Midterm Exams, comprehensive written output, listening activities
Finals: Semi-final and Final Exams, comprehensive written report, readers’ theatre
Grading System
Major Exam : 30%
Quizzes : 25%
Activities : 15%
Project/Oral Report : 30%
Total : 100%

References:
http://Academia.edu.ph
http:www.edumaxi.com/what-is-strategic-competence
http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/HKEAA_eng_lang_final.pdf
https://www.slideshare.net/nheru/language-curriculum-6-of-16

Designed by:

RAMIL R. GOFREDO
Instructor I

Approved by:
MAE A. EVARDO, Ph.D
Dean, College of Teacher Education
 Republic of the Philippines
Bohol Island State University
Calape Campus

Vision: A premier Science and Technology university for the formation of a world class and virtuous human resource for
sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well as in the professional
and technological fields; undertake research and development and extension services for the sustainable
development of Bohol and the country.
Goals: To address the needs of strategic sectors, BISU shall:
1. Develop and offer quality and innovative curricular system to meet the human resource requirement of the
strategic sectors;
2. Plan and implement a focused R&D and extension agenda;
3. Enhance institutional capability in resource generation;
4. Promote effective governance and deliver efficient administrative and support service;
5. Develop and promote culture of quality service and excellence.

Course Syllabus

Course Component General Education

Course Code Educ Strat 9
Course Name Developmental Reading 2
Pre-requisite Developmental Reading 1 (Educ Strat 8)
Course Credits 3 units
Contact Hours/Week 3 hours
Course Description This course aims to develop and improve students’ abilities of knowing when
to teach and how to teach reading to elementary grades. It also helps students
to develop their reading skill at home and in classroom settings. It focuses on
how to enhance the students’ comprehension in reading and listening as well
as improving critical thinking and analysis. This stresses the value of learning
the concepts of early literacy among emergent readers and writers and the
important factors contributing to literacy development among children. It also
educates students towards emergent literacy. It also provides preservice
teachers with practical perspectives of children’s literacy through actual
observations of their behaviour both at home when these children interact
with their classmates.
Course Objectives At the end of the semester, the student should have attained the following
objectives:
Cognitive:
a. Understand and explain theories and concepts for emergent and early
literacy
b. Develop critical and creative thinking skills
Psychomotor:
a. Develop reading materials helpful for emergent readers
b. Perform a role play related to emergent learners in the classroom
setting or at home
Affective:
a. Value the importance of teaching emergent readers
b. Appreciate the importance in reading
Methodologies/Strategies/Technique Research, oral and written reports, comprehensive written report, group
s discussion oral recitation, role play about emergent learners
COURSE OUTLINE
CONTENT/TOPICS Time Frame Remarks
Orientation (Including VMGO) And Getting To Know Each Other 1 hour
I. THEORIES AND CONCEPTS ON READING
Emergent Literacy
Emergent Readers’ Skills
Phonological Awareness 12 hrs
 Theories in Reading Instruction:
1. Top-Down Method
2. Bottom-Up Method
3. Interactive Model/Metacognitive Approach
How to Find the Main Idea (Skimming)
How to Look for Specific Details (Scanning)
Reading Difficulty and Disabilities:
ADHD and Myopia
Dyslexia and Hyperopia
II. STRATEGIES IN TEACHING READING COMPREHENSION AND FLUENCY
Story Grammar and Story Map
Story Framework and Structure 14 hrs
Cloze Procedure and Predicting Outcomes
Generalizing and Noting Details
Directed Reading Thinking Activity (DR-TA)
Reader’s Theatre
Choral Reading
Teaching Demonstrations
III. MORE TEACHING READING STRATEGIES/ACTIVITIES
Pre- Reading Strategies
While/During Reading Strategies 14 hrs

IV. TEACHING STRATEGIES

Post Reading Strategies
Teaching Demonstrations 12 hrs

Integration of Values Inquisitiveness,, creativity, social awareness, teamwork, confidence, open-mindedness

Course Requirements Midterm: Prelim and Midterm Exams, written outputs, role play
Finals: Semi-final and Final exams, comprehensive written output, developed IMs
Grading System
Major Exam : 30%
Quizzes : 25%
Activities : 15%
Project/Oral Report : 30%
Total : 100%

References:
Buendicho, F. (2010). Developmental Reading 2. Rex Book Store, Inc. Quezon City, Philippines.
Rhyner, P. (2009). Emergent Literacy and Language Development. Promoting Learning in Early Childhood.
The Guilford Press. USA
Bernardo, A. (2013). Developmental Reading 1. Quezon City. Philippines. Rex Book Store, Inc

Designed by:

RAMIL R. GOFREDO
Instructor I

Approved by:
MAE A. EVARDO, Ph.D
Dean, College of Teacher Educatio

Republic of the Philippines

Bohol Island State University
 Calape Campus

Vision: A premier Science and Technology university for the formation of a world class and virtuous human resource for
sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well as in the professional
and technological fields; undertake research and development and extension services for the sustainable
development of Bohol and the country.
Goals: To address the needs of strategic sectors, BISU shall:
1. Develop and offer quality and innovative curricular system to meet the human resource requirement of the
strategic sectors;
2. Plan and implement a focused R&D and extension agenda;
3. Enhance institutional capability in resource generation;
4. Promote effective governance and deliver efficient administrative and support service;
5. Develop and promote culture of quality service and excellence.

Course Syllabus

Course Component Major

Course Code Educ Strat 9
Course Name Creative Writing
Pre-requisite
Course Credits 3 units
Contact Hours/Week 3 hours
Course Description This course provides a study of the forms of discourse stressing their essential
features and characteristics, with a view of developing in the students the
ability to write descriptive writing and opinion essays, to self-correct their
common mistakes in writing and make sentence variations.
Course Objectives At the end of the semester, the student should have attained the following
objectives:
Cognitive:
a. Identify common mistakes in writing
Psychomotor:
a. Write sentences using different figures of speech
Affective:
a. Apply with confidence the techniques in writing opinion essays

Methodologies/Strategies/Technique Research, oral and written reports, own written outputs

s
COURSE OUTLINE
CONTENT/TOPICS Time Frame Remarks
Orientation (Including VMGO) And Getting To Know Each Other 1 Hour
I. Haiku
Descriptive Essay
Sentence Variation:
1. Types of Sentence Structures 12 hrs
2. Varying Sentence Beginnings
Elements of Short Stories: Setting and Scene
II. Common Mistakes In Writing:
1. Fragments
2. Run – on Sentences/Comma Splices 14 hrs
Elements of Short Stories: Characters
Direct and Indirect Characterization
III. Figures of Speech
1. Simile
2. Metaphor 14 hrs
3. Personification
4. Allusion
 5. Alliteration

IV. Non-creative Writing: Essays

Essay Writing Workshop
Elements of Short Stories: Point of View 12 hrs

Integration of Values Inquisitiveness,, creativity, social awareness, teamwork, confidence, open-mindedness

Course Requirements Midterm: Prelim and Midterm Exams, written outputs, role play
Finals: Semi-final and Final exams, comprehensive written output, developed IMs
Grading System Major Exam : 30%
Quizzes : 25%
Activities : 15%
Project/Oral Report : 30%
Total : 100%

References:

Murphy Raymond (2012). English Grammar in Use. The Ediburgh Building, Cambridge CBZ.8RU.UK.Golden
Cup Printing Co. Ltd.
https://www.dailywritingtips.com/creative-writing-101/
http://ctl.byu.edu/sites/default/files/docs/critical_reading_mini-lessons/09
Common_Figures_of_Speech.pdf
https://harrisonaplanguage.weebly.com/uploads/5/8/0/4/58047613/sentence_variation_examples.pdf

Designed by:

RAMIL R. GOFREDO
Instructor I

Approved by:

MAE A. EVARDO, Ph.D

Dean, College of Teacher Education

Republic of the Philippines

Bohol Island State University
Calape Campus
Vision: A premier Science and Technology university for the formation of a world class and virtuous human resource for
sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well as in the professional
and technological fields; undertake research and development and extension services for the sustainable
development of Bohol and the country.
Goals: To address the needs of strategic sectors, BISU shall:
1. Develop and offer quality and innovative curricular system to meet the human resource requirement of the
strategic sectors;
2. Plan and implement a focused R&D and extension agenda;
3. Enhance institutional capability in resource generation;
4. Promote effective governance and deliver efficient administrative and support service;
5. Develop and promote culture of quality service and excellence.

Course Syllabus

Course Component Major

Course Code English 13ed
Course Name Campus Journalism
Pre-requisite None
Course Credits 3 units
Contact Hours/Week 3 hours
Course Description This course aims to educate the students to become skilled writers and critics
in the different areas of journalism for a variety of purposes. It will help
students to develop their awareness of their writings that would make them
interact among writing purposes and audience expectations that would
contribute to effectiveness in journalism. It also focus on developing and
enhancing the inspired campus journalist to write effectively and confidently
as writers across their personal lives, to apply effective strategies and
technique in their own writings and to demonstrate understanding and
mastery of standard written English as well as stylistic maturity in their own
writings.
Course Objectives At the end of the semester, the student should have attained the following
objectives:
Cognitive:
a. Analyze writer’s motives and reasons in writing through critical reading
and thinking skills
b. Identify and develop styles appropriate to varied writing situations
that would help aspired writers to write effectively and confidently.
Psychomotor:
a. Write a well-organized article with good and clear introduction, body
and conclusion
Affective:
a. Appreciate and reflect the importance and the roles of campus paper
and campus journalist
Methodologies/Strategies/Technique Research, oral and written reports, writing news articles and editorial pieces,
s personal writing
COURSE OUTLINE
CONTENT/TOPICS Time Frame Remarks
Orientation (Including VMGO) And Getting To Know Each Other 1 hour
I. OVERVIEW OF CAMPUS JOURNALSIM AND NEWS WRITING
What is Journalism?
Functions of Journalism
Functions of a Campus Paper 12 hrs
Do’s and Don’ts in Writing Campus Paper
Characteristics of a Good Journalist
Elements of a News Writing
Classifications of News Leads:
1. Kinds of Summary Leads
 2. Kinds of Grammatical-Beginning Leads
Winning Tips in News Writing Contest
News Writing Workshop
II. EDITORIAL WRITING
Editorial: Its Definition and Concepts
Parts of the Editorial Page 14 hrs
Other characteristics of an Editorial
Functions of Editorial
Types of Editorial
Editorial Structure
Duties of an Editorial Writer
Crafting the editorial: Suggestions for Students

1. Planning the Editorial

2. Writing the Editorial
III. EDITORIAL WRTING CONTINUED
Some Techniques in Beginning the Editorial
Some Techniques in Ending the Editorial 14 hrs
Some Techniques in Persuasion
Editorial Writing Workshop
IV. COPYEDITING AND HEADLINE WRITING
Editing
Proofreading 12 hrs
Copyediting Symbols
Tips for Editing
Omitting Verbal Deadwoods
Guidelines in Headline Writing
Headline Vocabulary
Mechanics of Headline Writing
Integration of Values Inquisitiveness,, creativity, social awareness, teamwork, confidence, open-mindedness

Course Requirements Midterm: Prelim and Midterm Exams, written outputs, role play
Finals: Semi-final and Final exams, comprehensive written output, developed IMs
Grading System
Major Exam : 30%
Quizzes : 25%
Activities : 15%
Project/Oral Report : 30%
Total : 100%

References:
Khan, Rachel E., (2017), Campus Journalism (2 nd Edition). Mandaluyong City, Philippines: Anvil Publishing
Bulusan, Ferdinand, (2016). Campus Journalism within your reach. Quezon City, Metro Manila: Lomimar
Publishing
Designed by:

RAMIL R. GOFREDO
Instructor I

Approved by:

MAE A. EVARDO, Ph.D

Dean, College of Teacher Education

Republic of the Philippines

Bohol Island State University
Calape Campus
Vision: A premier Science and Technology university for the formation of a world class and virtuous human resource for
sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well as in the professional
and technological fields; undertake research and development and extension services for the sustainable
development of Bohol and the country.
Goals: To address the needs of strategic sectors, BISU shall:
1. Develop and offer quality and innovative curricular system to meet the human resource requirement of the
strategic sectors;
2. Plan and implement a focused R&D and extension agenda;
3. Enhance institutional capability in resource generation;
4. Promote effective governance and deliver efficient administrative and support service;
5. Develop and promote culture of quality service and excellence.

Course Syllabus

Course Component Major

Course Code English 13ed
Course Name Translation and Editing of Text
Pre-requisite None
Course Credits 3 units
Contact Hours/Week 3 hours
Course Description This course aims to enhance students’ awareness towards different languages
and cultures through translation. It will make students to be aware about the
rules of translation, editing and interpreting of text and even know its
differences. It also provides students some activities and exercises for
translation from the source language, English to Cebuano or vice versa. It will
also make students to be aware about the history of translation and the role of
translator.
Course Objectives At the end of the semester, the student should have attained the following
objectives:
Cognitive:
a. Know and understand the purpose, terms, rules and role of translation
b. Relate translation practice to real life situation
c. Explain the significance of translation
Psychomotor:
a. Translate Cebuano into English and vice versa
Affective:
a. Appreciate the value of translation and editing in understanding other
culture
b. Respond positively to the demanding tasks of translating and editing of
texts

Methodologies/Strategies/Technique
s
COURSE OUTLINE
CONTENT/TOPICS Time Frame Remarks
Orientation (Including VMGO) And Getting To Know Each Other 1 hour
I. TRANSLATION
History of Translation
Legal Translation
Direct Translation Techniques: 12 hrs
Borrowings
Calque
Literal Translation

II. TRANSLATION
Oblique Translation Techniques:
Adaptation 14 hrs
 Modulation
Transposition
Equivalence

III. EDITING OF TEXT

Parts of Speech
Phrases 14 hrs
Clauses
Conditional Sentences
IV. EDITING OF TEXT
Spelling Rules
Paragraph Organization 12 hrs
Transitional Devices

Integration of Values Inquisitiveness, creativity, social awareness, team work, confidence, open-mindedness,
culture awareness, tolerance
Course Requirements Midterm: Prelim and Midterm Exams, comprehensive written output,
Finals: Semi-final and Final exams, translation activities and compilation of activities

Grading System
Major Exam : 30%
Quizzes : 25%
Activities : 15%
Project/Oral Report : 30%
Total : 100%

References:
Murphy Raymond (2012). English Grammar in Use. The Ediburgh Building, Cambridge CBZ.8RU.UK.Golden
Cup Printing Co. Ltd.
http://www.ecpdwebinaras.co.uk.
htpp://webapps.towson.edu/ows/moduleSVAGR.htm

Designed by:

RAMIL R. GOFREDO
Instructor I

Approved by:

MAE A. EVARDO, PhD

Dean, College of Teacher Education

Republic of the Philippines

Bohol Island State University
Calape Campus

Vision: A premier Science and Technology university for the formation of a world class and virtuous human resource for
sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well as in the professional
and technological fields; undertake research and development and extension services for the sustainable
 development of Bohol and the country.
Goals: To address the needs of strategic sectors, BISU shall:
6. Develop and offer quality and innovative curricular system to meet the human resource requirement of the
strategic sectors;
7. Plan and implement a focused R&D and extension agenda;
8. Enhance institutional capability in resource generation;
9. Promote effective governance and deliver efficient administrative and support service;
10. Develop and promote culture of quality service and excellence.

Course Syllabus

Course Component Major

Course Code 03235
Course Name Language and Literature Assessment
Pre-requisite Assessment of Student Learning 1
Course Credits 3 units
Contact Hours/Week 3 hours
Course Description This is a three-unit course aims to equip the students with the knowledge and
skills necessary in assessment as an integral part of language teaching process.
It explores the principles and tools of assessing students’ performance and
achievement in language and literature with emphasis on the four macro skills:
reading, writing, speaking, and listening.
Course Objectives At the end of the semester, the student should have attained the following
objectives:
Cognitive: 1. use the principles of language assessment to evaluate an
existing, published or created test
2. match the literary concepts with the given situations
Psychomotor: design their own language assessment task and come up with
corresponding rubrics
Affective: 1. work in groups, collaboratively construct a grammar quiz
2. share orally the importance of integrating these facets in English
with the six macroskills.
Methodologies/Strategies/Technique
s
COURSE OUTLINE
CONTENT/TOPICS Time Frame Remarks
Orientation (Including VMGO) And Getting To Know Each Other 1 hour
I. LANGUAGE ASSESSMENT
Assessing Speaking:
 Imitative speaking task
 Intensive speaking task
 Responsive speaking task
 Interactive speaking ask
 Extensive speaking task Weeks
Assessing Writing 1-5
 Imitative Writing
 Responsive Writing
 Extensive Writing

II. LANGUAGE ASSESSMENT CONTINUED Weeks

Assessing pronunciation 6 - 10
 segmentals
 suprasegmentals
 Internaional Phonetic Alphabet

Assessing vocabulary and grammar

Assessing spelling
 III. LITERARY KNOWLEDGE AND PRINCIPLES OF LANGUAGE and LITERATURE ASSESSMENT
1. Literary Knowledge
 Prose
 Poetry Weeks
2. Principles of Language and Literature Assessment 11 - 15
 Practicality
 Validity
 Reliability
 Authenticity
 Washback

IV. LANGUAGE AND LITERATURE ASSESSMENT TOOLS

1. Checklist Weeks
2. Portfolio 16 – 18
3. Cloze Test
4. Quizzes
5. Rubrics
6. Rating Scales

Integration of Values Inquisitiveness, creativity, social awareness, teamwork, confidence, open-

mindedness, task-orientedness, punctuality, motivation, positivity

Course Requirements Midterm: Prelim and Midterm Exams, comprehensive written output, listening
activities
Finals: Semi-final and Final Exams, comprehensive written report,
Grading System
Major Exam : 30%
Quizzes : 25%
Activities : 15%
Project/Oral Report : 30%
Total 100%

References: Go, M. et al (2010) Language and Literature Assessment: A Comprehensive Guide. Lorimar Publishing Inc.Quezon
City, Metro Manila
Brown, D. (2010). Language Assessment: Principles and Classroom Practice. San Francisco, USA.Retrieved from
scribd.com
(2015) IPA https://www.internationalphoneticassociation.org/
(2014) Suprasegmentals. https://tkacmaz.files.wordpress.com/2014/02/suprasegmentals.pdf
Designed by:

RAMIL R. GOFREDO
Instructor I
Approved:
MAE A. EVARDO, PhD
Dean, College of Teacher Education

Republic of the Philippines

Bohol Island State University
Calape Campus

Vision: A premier Science and Technology university for the formation of a world class and virtuous human resource for
sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well as in the professional
 and technological fields; undertake research and development and extension services for the sustainable
development of Bohol and the country.
Goals: To address the needs of strategic sectors, BISU shall:
1. Develop and offer quality and innovative curricular system to meet the human resource requirement of the
strategic sectors;
2. Plan and implement a focused R&D and extension agenda;
3. Enhance institutional capability in resource generation;
4. Promote effective governance and deliver efficient administrative and support service;
5. Develop and promote culture of quality service and excellence.

Course Syllabus

Course Component General Education

Course Code 03187/03229/03244/03186
Course Name Developmental Reading 1
Pre-requisite Study & Thinking Skills and Reading and Writing in the Discipline
Course Credits 3 units
Contact Hours/Week 3 hours
Course Description This course aims to develop pre-service teachers’ reading skills, particularly in
vocabulary, reading comprehension and paragraph organization. It also let
them develop learning plans incorporating reading activities to tackle with
beginning reading.
Course Objectives At the end of the semester, the student should have attained the following
objectives:
Cognitive: 1. distinguish between major and minor details in a paragraph
2. identify and use context clues to determine the meaning of
words in simple sentences
Psychomotor: 3. take down notes as they read and listen to a lecture,
4. individually present a memorized dramatic monologue
piece based on the give rubric,
Affective: 5. collaboratively work in groups to deliver a choral reading piece,
6. do peer assessment of each other’s presentations
Methodologies/Strategies/Technique
s
COURSE OUTLINE
CONTENT/TOPICS Time Frame Remarks
Orientation (Including VMGO) And Getting To Know Each Other 1 hour
I. VOCABULARY AND COMPREHENSION SKILLS
Context Clues
Word Parts
Skimming Weeks
Scanning 1-5
Scrolling
II. UNDERSTANDING PHRASES
Fact or Opinion Weeks
Comparison and Contrast 6 - 10
Transitional Devices
Connotation and Denotation

III. READING STRATEGIES

Paragraph Structure
Paragraph Organization
Note-taking Weeks
Outlining 11 - 15
Choral Reading
 IV. READING ACTIVITIES
 Dramatic Monologue Weeks
 Directed Reading Thinking Activity 16 – 18

Integration of Values Inquisitiveness, creativity, social awareness, teamwork, confidence, open-

mindedness, motivation, efficiency, commitment, optimism

Course Requirements Midterm: Prelim and Midterm Exams, comprehensive written output, listening
activities
Finals: Semi-final and Final Exams, comprehensive written report, readers’ theatre
Grading System
Major Exam : 30%
Quizzes : 25%
Activities : 15%
Project/Oral Report : 30%
Total 100%

References: 1. Mueller, M. (2004) Study Skills and Strategies. Outlining. Walch Publishing. Portland, Maine, USA
2. Byron, G. (2003) Dramatic Monologue. Routledge. New York, USA
3. Afrane, A. (2017) Techniques of Writing. Woefl Publishing Services. Ghana
4. (2015). 6Sep15Connotation_Denotation.pdf https://www.csun.edu/~bashforth/098_PDF/
5. (2007). Types of Context Clues.
http://www.readwritethink.org/files/resources/lesson_images/lesson1089/

Designed by:

RAMIL R. GOFREDO
Instructor I
Approved:
MAE A. EVARDO, PhD
Dean, College of Teacher Education

Republic of the Philippines

Bohol Island State University
Calape Campus
Vision: A premier Science and Technology university for the formation of a world class and virtuous human resource for
sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well as in the professional
and technological fields; undertake research and development and extension services for the sustainable
development of Bohol and the country.
Goals: To address the needs of strategic sectors, BISU shall:
1. Develop and offer quality and innovative curricular system to meet the human resource requirement of the
strategic sectors;
2. Plan and implement a focused R&D and extension agenda;
3. Enhance institutional capability in resource generation;
4. Promote effective governance and deliver efficient administrative and support service;
5. Develop and promote culture of quality service and excellence.

Course Syllabus

Course Component General Education

Course Code 03220
Course Name Reading and Writing in the Discipline
Pre-requisite Study and Thinking Skills
Course Credits 3 units
Contact Hours/Week 3 hours
Course Description The course reinforces the learner’s writing skills and competence in grammar
structures necessary for writing effective paragraph and compositions. It also
provides necessary information in writing a library research paper and field
research proposal.
Course Objectives At the end of the semester, the student should have attained the following
objectives:
Cognitive: 1. synthesize varieties of sources to come up with an organized
research paper,
2. identify the basic concepts and procedure of research process.
Psychomotor: 1. demonstrate ability to write using the different methods of
paragraph development and forms of discourse.
Affective: 1. share orally the researcher’s qualities and ethics
2. make positive comments on each other’s teaching
demonstrations

Methodologies/Strategies/Technique
s
COURSE OUTLINE
CONTENT/TOPICS Time Frame Remarks
Orientation (Including VMGO) And Getting To Know Each Other 1 hour
I. THE WRITING PROCESS AND METHODS
A. Writing Stages:
Pre-writing
Freewriting
Brainstorming
During Writing
Post Writing Weeks
1–5
B. Methods of Paragraph Development
Definition
Comparison and Contrast

II. INTRODUCTION TO RESEARCH Weeks

Research: Definition and purpose 6 - 10
Researcher’s qualities/ethics
Referencing
 Writing the Research Paper
Statement of the Problem
Literature Background
Research Design

III. BUSINESS CORRESPONDENCE AND READING IN THE DISCIPLINE

Principles of Business Correspondence
Business Letter; Application
Academic Reading: Weeks
Medicine 11 - 15
Biology
Vocabulary and Grammar

IV. READING AND TEACHING DEMONSTRATIONS

Academic Reading: Weeks
Agriculture 16 – 18
Zoology
Vocabulary and Grammar

Teaching Demonstrations

Integration of Values Inquisitiveness, creativity, social awareness, teamwork, confidence, open-

mindedness, courage, positivity, perseverance, innovation
Course Requirements Midterm: Prelim and Midterm Exams, comprehensive written output, listening
activities
Finals: Semi-final and Final Exams, comprehensive written report, readers’ theatre
Grading System
Major Exam : 30%
Quizzes : 25%
Activities : 15%
Project/Oral Report : 30%
Total 100%

References: 1. Murphy Raymond (2012). English Grammar in Use. The Ediburgh Building, Cambridge
CBZ.8RU.UK.Golden Cup Printing Co. Ltd.
2. Gallager, N. DELTA’s Key to the Next Generation TOEFL Test Advanced Skill Practice for the iBT
3. Lougheed, L. (2003). BUSINESS-CORRESPONDENCE A-Guide-to-Everyday-Writing. Retrieved from
scribd.com
4. Cauvery R, et al (2007). Research Methodology. Retrieved from googlebooks.com

5. General APA Guidelines. Retrieved from

https://owl.english.purdue.edu/owl/resource/560/01/

Designed by:

RAMIL R. GOFREDO
Instructor I
Approved:
MAE A. EVARDO, PhD
Dean, College of Teacher Education

Republic of the Philippines

Bohol Island State University
Calape Campus
Vision: A premier Science and Technology university for the formation of a world class and virtuous human resource for
sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well as in the professional
and technological fields; undertake research and development and extension services for the sustainable
development of Bohol and the country.
Goals: To address the needs of strategic sectors, BISU shall:
1. Develop and offer quality and innovative curricular system to meet the human resource requirement of the
strategic sectors;
2. Plan and implement a focused R&D and extension agenda;
3. Enhance institutional capability in resource generation;
4. Promote effective governance and deliver efficient administrative and support service;
5. Develop and promote culture of quality service and excellence.

Course Syllabus

Course Component General Education

Course Code 03219
Course Name Team Sports and Games (PE 4)
Pre-requisite Individual and Dual Sports and Games
Course Credits 3 units
Contact Hours/Week 3 hours
Course Description This course covers the history and materilas used. It also implements a
performance-based approach in developing basic skills and following the rules
and regulations of Filipino traditional games, Futsal/Soccer, Volleyball and
Basketball.
Course Objectives At the end of the semester, the student should have attained the following
objectives:
Cognitive: 1. trace the history of the games
2. identify the materials
Psychomotor: 3. demonstrate the basic rules of the games
Affective: 4. manifest team spirit and helpfulness for the games
Methodologies/Strategies/Technique Reporting, Demonstration, Drills/practicum
s
COURSE OUTLINE
CONTENT/TOPICS Time Frame Remarks
Orientation (Including VMGO) And Getting To Know Each Other 1 hour
I. FILIPINO TRADITIONAL GAMES
A. Patintero
History
Materials
Rules and Regulations

B. Stealing Base Weeks

History 1–5
Materials
Rules and Regulations
II. FUTSAL/SOCCER
History Weeks
Materials 6 - 10
Basic Skills
Rules and Regulations

III. VOLLEYBALL
History Weeks
 Materials 11 - 15
Basic Skills
Rules and Regulations

IV. BASKETBALL
History Weeks
Materials 16 – 18
Basic Skills
Rules and Regulations

Integration of Values Camaderie, Team Spirit, Helpfulness, Appreciation, Enthusiasm, Cooperation,

Determination, Passion, Dependability, Motivation, Fitness
Course Requirements Midterm: Prelim and Midterm Exams, comprehensive written output, listening
activities
Finals: Semi-final and Final Exams, comprehensive written report, readers’ theatre
Grading System
Major Exam : 30%
Quizzes : 25%
Activities : 15%
Project/Oral Report : 30%
Total 100%

References: 1. (2017) Futsal_Laws_of_the_Game Retrieved from https://football-technology.fifa.com/media/1022/

2. (2017) Official Basketball Rules 2017 - FIBA. Retrieved from www.fiba.basketball/OBR2017/v11/15Aug2017.pdf

3. (2017) Official Volleyball Rules - FIVB. Retrieved from www.fivb.org/EN/Refereeing-Rules

Designed by:

RAMIL R. GOFREDO
Instructor I
Approved:
MAE A. EVARDO, PhD
Dean, College of Teacher Education

Republic of the Philippines

Bohol Island State University
 Calape Campus

Vision: A premier Science and Technology university for the formation of a world class and virtuous human resource for
sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well as in the professional
and technological fields; undertake research and development and extension services for the sustainable
development of Bohol and the country.
Goals: To address the needs of strategic sectors, BISU shall:
1. Develop and offer quality and innovative curricular system to meet the human resource requirement of the
strategic sectors;
2. Plan and implement a focused R&D and extension agenda;
3. Enhance institutional capability in resource generation;
4. Promote effective governance and deliver efficient administrative and support service;
5. Develop and promote culture of quality service and excellence.

Course Syllabus

Course Component Major

Course Code
Course Name Language and Literature Assessment
Pre-requisite
Course Credits 3 units
Contact Hours/Week 3 hours
Course Description
Course Objectives At the end of the semester, the student should have attained the following
objectives:
Cognitive:
Psychomotor:
Affective:
Methodologies/Strategies/Technique
s
COURSE OUTLINE
CONTENT/TOPICS Time Frame Remarks
Orientation (Including VMGO) And Getting To Know Each Other 1 hour

Weeks 1 - 5

Weeks 6 -
10

Weeks 11 -
15

Weeks 16 –
18
 Integration of Values Inquisitiveness, creativity, social awareness, teamwork, confidence, open-
mindedness

Course Requirements Midterm: Prelim and Midterm Exams, comprehensive written output, listening
activities
Finals: Semi-final and Final Exams, comprehensive written report, readers’ theatre
Grading System
Major Exam : 30%
Quizzes : 25%
Activities : 15%
Project/Oral Report : 30%
Total : 100%

References:

Designed by:

RAMIL R. GOFREDO
Instructor I
Approved:
MAE A. EVARDO, Ph.D
Dean, College of Teacher Education

Republic of the Philippines

Bohol Island State University
Calape Campus

Vision: A premier Science and Technology university for the formation of a world class and virtuous human resource for
sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well as in the professional
and technological fields; undertake research and development and extension services for the sustainable
development of Bohol and the country.
Goals: To address the needs of strategic sectors, BISU shall:
1. Develop and offer quality and innovative curricular system to meet the human resource requirement of the
strategic sectors;
2. Plan and implement a focused R&D and extension agenda;
3. Enhance institutional capability in resource generation;
4. Promote effective governance and deliver efficient administrative and support service;
5. Develop and promote culture of quality service and excellence.
Course Syllabus

Course Component Major

Course Code
Course Name Language Research
Pre-requisite
Course Credits 3 units
Contact Hours/Week 3 hours
Course Description Develops skills in applying principles and approaches in research to find answers to
questions in language learning and teaching
Course Objectives At the end of the semester, the student should have attained the following
objectives:
Cognitive:
Psychomotor:
Affective:
Methodologies/Strategies/Technique
s
COURSE OUTLINE
CONTENT/TOPICS Time Frame Remarks
Orientation (Including VMGO) And Getting To Know Each Other 1 hour
I. WRITING CHAPTER I

A. Review on the Parts of Chapter I

B. Methods of Collecting Data

Weeks
C. Presentation of Reseach I Outputs 1-5

II. WRITING CHAPTER II, III & IV

1. Definition of Terms
Weeks
2. Presentation, Analysis and Interpretation of Data 6 - 10

3. Summary, Findings, Conclusions and Recommendations

IV. FINALIZATION OF RESEARCH WORK FOR ORAL DEFENSE PRESENTATION

A. Oral Defense
Weeks
B. Submission of Book-bounded thesis 11 - 15

Undergraduate Thesis Oral Defense

Undergarduate Thesis Oral Defense Weeks

16 - 18

Integration of Values Inquisitiveness, creativity, social awareness, teamwork, confidence, open-

mindedness

Course Requirements Midterm: Prelim and Midterm Exams, comprehensive written output, listening
activities
Finals: Semi-final and Final Exams, comprehensive written report, readers’ theatre
Grading System
Major Exam : 30%
 Quizzes : 25%
Activities : 15%
Project/Oral Report : 30%
Total : 100%

References:

Designed by:

RAMIL R. GOFREDO
Instructor I
Approved:
MAE A. EVARDO, Ph.D
Dean, College of Teacher Education

Invertebrates
Vertebrates:
1. Fishes
2. Reptiles
3. Birds
4. Amphibians
5. Mammals

Cryptograms (Seedless)
1. Thallophyta
2. Bryophyta
3. Pteridophyta
Phanerogams (Seed Bearing)
1. Gymnosperms
2. Angiosperms

+639568128369