INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC

COLLEGE OF EDUCATION
Alimannao Hills Penablanca, Cagayan
Course Code : Eng 223 Reviewed by : MYRNA A. PAGULAYAN, Ph.D.
Dean, College of Education
Descriptive Title : REGISTERS IN ENGLISH Date Signed :
Credits : 3 units (3 unit lecture) 3 hours per week

Requisites : None Approved by : PRESENITA C. AGUON, Ph.D.

Vice President for Academic Affairs
Co – Requisites : None Date Signed :

Prepared by : JHOANNA PAULINE C. MAMANSAG, MAEd

Date Signed : S. Y. 2015-2016
VISION: COLLEGE PURPOSES & OBJECTIVES:
The International School of Asia and the Pacific aims to be the premier school in the country
producing globally competent entrepreneur contributing significantly to the upliftment of the “Caring for the FILIPINOS and the people of the world.”
quality of life of the individuals, family community, country and the humanity.

MISSION:
The mission of International School of Asia and the Pacific is the holistic development of the
person – a man conscious of his external destiny, aware of dynamics of change, challenged by
the needs of daily living, cognizant of national and international developmental goals and
ready to meet the demands of life in pursuit of his objectives in whatever socio-economics
level he belongs.

CORE VALUES:

Nationalism Godliness Patience

Trustworthiness Industry

PROGRAM EDUCATIONAL OBJECTIVES (PEO)

The College of Education is dedicated to Education graduates who, within a few years of graduation, are expected to:
I. Possess broad knowledge of language and literature for effective learning
II. Use English as a global language in a multilingual context as it applies to the teaching of language and literature
III. Acquire extensive reading background in language, literature and allied fields
IV. Demonstrate proficiency in oral and written communication
 V. Show competence in employing innovative language and literature teaching approaches, methodologies and strategies.
VI. Use of technology in facilitation language learning and teaching
VII. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and literature
VIII. Display skills and abilities to be a reflective and research-oriented language and literature teacher
(Note: Program Educational Objectives (PEO) are derived from CMO 75, series of 2017)
STUDENT OUTCOMES (SO):

a. Conduct an independent investigation of a selected structure of English in the context of the language classroom
b. Draft a proposal for and implements a community-based English language –or literature-based learning program
c. Show the ability to enrich the curriculum to include an extensive reading list for learning language, literature, and allied fields
d. Construct appropriate assessment tools for the language and literature classroom
e. Conduct a comprehensive language profiling to identify students’ needs
f. Conduct an analysis of assessment results to improve teaching and learning in the language classroom
g. Conduct research concerning the teaching and learning of language and literature

(Note: Student Outcomes are derived from CMO 75, series of 2017)

COURSE DESCRIPTION:

This course develops the level and style of written and verbal communication of Education students by helping them to be aware of the appropriate language to use in a
certain situation. Thus, being aware of the degree of formality of words used.

COURSE OUTCOMES (CO):

A graduate of Bachelor in Secondary Education course must achieve the following after finishing the subject:
1. Can identify and explain the meaning of research.
2. Can distinguish the different types of research according to purpose and method to enumerate and explain various parts of a research paper;
3. Can conduct at least one research in language or in literature
4. Can confidently and correctly speak the English language
5. Manifest appreciation of the important role that research plays in education

VALUE AIMS:
This course will be able to instill and initiate to students the concept of education; thus, this shall enable students to develop their love for writing and searching for new
information in language learning and teaching. They shall develop in them the value of responsibility and love in their studies and their future profession.
GRADING SYSTEM
COURSE REQUIREMENTS The student’s grade at the end of the semester represents the combined
marks for (CS) class standing projects, attendance, etc; Average Quizzes (AQ);
and the Term Test (TT). There are four (4) grading periods namely, Preliminary,
  Regular class attendance and participation Midterm, Semi-Final, and Final Examinations. The school has adopted the
 Quizzes, Seat works, Assignments cumulative grading system, which is computed as follows:
 Term Test
 Research Paper/ Output

CLASSROOM MANAGEMENT
Teachers:
 All teachers are expected to conduct themselves in a professional manner especially 1. Prelim Grade
when dealing with their students. PG= AQ+CS+TT
 Classroom shall be neat and orderly before the class starts. 3
 A permanent seat plan of the students shall be prepared by the subject teacher every
2. Midterm Grade MCA= PG + 2(MG)
beginning of the semester and must be followed during the entire duration of the
MG= AQ+CS+TT 3
semester. 3
 The class should start with a prayer and end with a prayer.
 Teachers must be in their classes 5 minutes before the schedule. 3. Semi-Final Grade
 Teachers should erase the boards before leaving the class and put off all electrical SFG= AQ+CS+TT SFCA= MG + 2(SFG)
appliances including lights and electric fans. 3 3
 The teacher should be the last to leave the room in case there are no more subjects
after his / her class. 4. Final Grade
 He / she should ask students to pick up pieces of papers or plastics before leaving the FG= AQ+CS+TT (FTS x 70% + CTS x 30%)
classroom. 3
 Any damage to the classroom used by teachers should immediately be reported to the FCA= SFG + 2(FG)
3
General Services Office or through the Quality Assurance Moderator for
Administration. LEGEND:
Students:
 All students must come on time and must be in their complete uniform during class PG = Prelim Grade
hours. MG = Midterm Grade
 Strictly NO littering inside the class and no eating while class is going on. MCA = Midterm Cumulative Average
 All students must conduct themselves with discipline throughout the entire class. SFG = Semi – Final Grade
 Shouting or howling is strictly prohibited as it would disturb other classes in adjacent SFCA = Semi – Final Cumulative Average
classrooms or buildings. FG = Final Grade
FCA = Final Cumulative Average
ACADEMIC COUNSELLING TIME: TTH 9:00-10:30 FTS = Final Test Score
CTS = Comprehensive Test Score
TEXTBOOK:
Ariola, Mariano. Principles and Methods of Research 1st ed. Rex Bookstore. 2006

ADDITIONAL REFERENCE:
Murcia, Marianne Celece. Teaching English as a Second or Foreign Language. Heinle and Heinle. 2006

WEBSITE REFERENCES:
www.google.com
Time Teaching and Learning Activities
Intended Learning Outcomes (ILO) Course Contents Assessment Tasks (TA)
Frame (TLA)

PRELIMINARY PERIOD

Week 1 to 4 Registers in English Lecture discussion of the topics

12 hrs lecture At the end of the lesson, the student
is expected to :
A. Have a thorough
understanding about the
definition of Research
B. Trace the nature and
characteristic of research
C. Have an ample foundation as
regards the underlying rules in
the research process
D. Have a knowledge on the
different types or Research and
its functions
through LCD presentation Lecture
A. Definition of Registers in English Brain storming by dividing the
students into 4 groups and giving Brainstorming
topics to discuss, after specific period
of discussion, presentation will be
done in front of the class as group but
B. Nature and Characteristics of Registers in with individual task. Discussion
English
Recitation
C. Value of Registers in English Lecture discussion of the topics
A. General purpose through LCD presentation/hand outs
B. Specific Purpose Lecture
D. Types of Registers in English
A. Basic Discussion
B. Applied
C. Action
Concept
E. Classification of Registers in English Teaching

E. To have an awareness in the Think-Pair-Share

 classifications of Research
Methodology
WEEK 5-9 Compare and contrast methods
15 hrs lec and designs in research
Distinguish types of research in
language teaching examine the
steps for action research
Trace the beginning of language
classroom research
Identify studies on the
globalization of language
classroom Research
Peer Tutoring
PRELIM EXAMINATION
September 17-19, 2018 Quiz Bee
Feed backing
MIDTERM PERIOD
F. Basic Research Method and Design Lecture through
A. Historical LCD presentation
B. Descriptive
C. Experimental Brain storming by dividing the
students into 4 groups and giving
Teacher Modeling
topics to discuss, after specific period
of discussion, presentation will be
G. Research in language Teaching done in front of the class as group but
A. Language Classroom Research with individual task.
B. Teacher Research
C. Action Research Practice Drills
1. Problem
2. Plan for Action
3. Data Collection Peer Evaluation
4. Reflection
I. Development in Language Group work
Classroom Research
A. Classroom Research in Teacher Explaining with visual aid
Cognition
B. Globalization of language Classroom
Research
C. Wash back in language classroom

MIDTERM EXAMINATIONS
October 23-25, 2018
WEEK 10-13 Examine the process in
12 hrslec researching
Conceptualize a research topic
in language that would lead to
problem conceptualization
Examine elements of research
Identify possible topics in
language classroom research
Distinguish between related
literature and related studies
Recognize the process in
analyzing, presenting and
interpreting data
Determine how to summarize
D. Identified topics on language
classroom Research
SEMI – FINAL PERIOD
II. The Research Process Group work Essay
A. Selection and Identification of a
Research Problem Concept Mapping
1. Problem Problem Conceptualization
Problem Identification
2. Elements of a research Problem
Collaborative Work
Lecture
3. Examples of language Research
Problems
Venn Diagram Defense Proposal
B. Review of related Literature
1. Related Literature
2. Related Studies Dyadic Communication
C. Research Design Methods and
Procedures
1. Research Design
D. Analysis, presentation and
 Interpretation of Data

E. Summary, conclusion and

and conclude finding and give
Recommendation
recommendation

SEMI FINAL EXAMS

November 19-21, 2018

FINAL PERIOD

I. Writing and Conduction Individual/

WEEK 14-18 Submit a research paper from Final Defense of Research Paper
15 hrs Language Research peer reading/ critiquing
chapters 1 to 5 or output
FINAL EXAMS-December 14-17, 2018
Comprehensive Exam- Dec. 18-19, 2018

ALIGNMENT OF THE PROGRAM EDUCATIONAL OBJECTIVES TO THE INSTITUTION’S MISSION STATEMENT:

PROGRAM EDUCATIONAL OBJECTIVES( PEO) MISSION STATEMENT
(Found in the CMO per Course)
Holistically Awareness Cognizant Meet the
demands
a b c d
1. have a provision of mastery as called in the secondary school / / / /
curricula;
2. have an integration of theory and practice in the professional course / / /
through observation in actual laboratory classes or
contrived/simulated experiences to provide early exposure to teaching
and related activities;
 3. add subjects on emerging technologies; / / / /
4. have a provision for community exposure through field-based / / / /
experiences;
5. enrich the specialization component; / / / /
6. have a total immersion in practice teaching in the last semester. / / / /

ALIGNMENT OF THE PROGRAM EDUCATIONAL OBJECTIVES TO STUDENT OUTCOMES:

PROGRAM EDUCATIONAL OBJECTIVES

STUDENT OUTCOMES (SO) (PEO)
a b c d e f

1. Have the basic and higher level of literacy, communication, / / / / / /

numeracy, critical thinking and learning skills, needed for higher
learning.
2. Have a deep and principled understanding of the learning processes / / / / / /
and the role of the teacher in facilitating these processes in their
students.
3. Have a deep and principled understanding of how educational / / / / / /
processes relate to longer historical, socio-cultural and political
processes.
4. Have a meaningful and comprehensive knowledge of the basic / / / / / /
matter they will teach.
5. Can apply a wide range of teaching process skills (including / / / / / /
curriculum development, lesson planning, material development,
educational assessment and teaching approaches.
6. Have a direct experience in the field and classroom. / / / / / /
7. Can demonstrate and practice the professional and ethical / / / / / /
requirements of the teaching profession.
8. Can facilitate learning in diverse types of learners and learning / / / / / /
environments, using a wide range of teaching knowledge and skills.
9. Can reflect on the relationships among teaching process skills, the / / / / / /
 processing of learning in students, the nature of the content/subject
matter, and the broader social forces encumbering the school and
educational processes in order to constantly improve their teaching
knowledge, skills and practices.
10.Can be creative and innovative in thinking of the alternative / / / / / /
teaching approaches, take informed risks in trying out these
innovative approaches and evaluate the effectiveness of such
approaches in improving student learning.
11.Willing and capable to continue learning in order to better fulfil their / / / / / /
mission as teachers.

ALIGNMENT OF STUDENT OUTCOMES TO COURSE OUTCOMES:

LEVEL STUDENT OUTCOMES COURSE OUTCOMES

SATISFIED ASSESSED BY
COURSE OUTCOMES

1. review the rules and principles in the correct usage of the varied D A,B,C,D,E,F Term test/ Written
structures of the English language Demonstrations
2. develop confidence in using the English language both in oral and P A,B,C,D,E,F Term test/ Written
written form
3. use English fluently and accurately in speaking and in writing D A,B,C,D,E,F Term test/ Written
Demonstrations
4. use English effectively in various communicative situations D A,B,C,D,E,F Term test/ Written
Demonstrations