English For Eta Chers

MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BCAED-SYL-ENGL 05
COLLEGE OF TEACHER EDUCATION

Revision No. 1 Page 1 of 12
SYLLABUS IN ENGL 05 - ENGLISH FOR TEACHERS
Effectivity Date August 12, 2020
VISION OF THE A premier Philippine university by 2028.

UNIVERSITY
MISSION OF THE To develop virtuous human capital and sustainable innovations in a knowledge-driven global economy.
UNIVERSITY
CORE VALUES Knowledge – Upholding knowledge as empowerment, we aim to develop intelligent individuals who can make informed decisions.
Inclusivity – We support and encourage diversity and collaboration, engaging in programs that promote growth and development for all sectors of society.
Professionalism – Reared in a merit-based environment, we commit ourselves to the highest standards of ethics and professionalism.
Spirituality and Social Responsibility – We are committed to providing holistic development that inculcates love and service to God, humanity and the
environment.
INSTITUTIONAL Anchored on the university’s Vision, Mission, and Core Values, the Mariano Marcos State University institutional learning outcomes are qualities that MMSU
OUTCOMES graduates must possess.
MMSU graduates should be able to:

1. Demonstrate adequate knowledge, skills, and attitudes to be effectively integrated into a knowledge-driven global economy;
2. Maintain a high degree of ethics, professionalism, discipline and accountability;
3. Communicate effectively and articulate ideas through various modalities and in diverse contexts;
4. Commit themselves to lifelong learning and personal development to achieve excellence;
5. Analyze problems and issues critically, and develop ideas and innovative solutions to respond to the needs of local, national and global communities;
6. Display spiritual values through respect for and service to God, humanity, and country;
7. Practice social and environmental responsibility;
8. Collaborate with and maintain harmonious relationships with others;
9. Respect multicultural diversity;
10. Engage in activities that promote growth and empowerment for all sectors of society;
11. Make informed, intelligent, fair and equitable decisions; and
12. Show appreciation for and contribute to the development and preservation of cultural heritage.
GRADUATE ATTRIBUTES Anchored on the university’s Vision, Mission, and Core Values, MMSU graduates must be:
1. globally competent;
2. professional;
3. effective communicator;
4. lifelong learner;
5. innovative;
6. spiritual;
7. socially responsible;
8. collaborative;
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
9. respectful to diversity;
10. empowered;
11. critical thinker; and
12. culturally responsive.
COLLEGE GOALS 1. Provide quality professional preparation for teachers in the basic education levels.
2. Offer adequate instruction in the elementary, secondary, and collegiate levels.
3. Undertake research and extension on relevant areas to improve the quality of higher education in particular and the quality of life in general.
4. Conduct continuing education and training of teachers and allied clients through the various programs of the Center for Teaching Excellence and
Graduate Education Program.
5. Develop innovative materials for instruction and training.
PROGRAM OUTCOMES Bachelor of Physical Education (BPEd)
a. PO1 – Disciplinal Knowledge: Apply scientific and evidence–based practices critical to the educational and learning processes; to demonstrate adequate
knowledge, skills and attitudes to be effectively integrated into a knowledge-driven global economy; to maintain a high degree of ethics,
professionalism, discipline and accountability.
b. PO2- Movement and Competency Proficiency
1. Demonstrate skillful performance in a variety of physical activities
2. Adapt performance to a variety of physical activity settings: (e.g. formal classes, recreational, and competitive)
3. Commit themselves to lifelong learning and personal development to achieve excellence.
c. PO3- Curriculum and Program Planning, Implantation, Monitoring and Evaluation.
1. Critically examine the curriculum (e. g. content, pedagogy and assessment) and enhance (e.g. innovative) them necessarily
2. Plan and implement safe and effective physical activity programs to address the needs of individual and groups in school and/ or non-school
settings.
3. Monitor and evaluate physical activity programs in school and/or non- school settings.
4. Use appropriate assessments in, as and for students or client learning
5. Use information, media and technology in pedagogy and for lifelong learning
6. Make informed intelligent, fair and equitable decisions.
d. PO4- Professional Accountability and Responsibility:
1. Demonstrate firm work / professional ethics.
2. Cultivate solidarity by working and dealing with/ relating to others harmoniously
3. Promote the advancement of the profession by making sense of and getting involved in current discourse that impact on the profession.
4. Pursue lifelong learning for personal and professional development.
5. Analyze problems and issues critically, and develop ideas and innovative solutions to respond to the needs of local, national and global
communities, and to respect multicultural diversity.

6. Display spiritual values through respect for and service to God, humanity and country.
7. Practice social and environment responsibility, and respect multicultural diversity
8. Show appreciation for and contribute to the development and preservation of cultural heritage
9. Collaborate with and maintain harmonious relationship with others.
10. Engage in activities that promote growth and empowerment for all sectors of society.
e. PO5- Communication
1. Communicate effectively with PE practitioners, other professional and stakeholders
2. Use oral, written and technology formats deftly
3 Communicate effectively and articulate ideas through various modalities and in diverse contexts.
4. Collaborate with and maintain harmonious relationship with others.
COURSE OUTCOMES At the end of the course, the students must have:
1. applied the fundamentals of English grammar either in oral or written;
2. enhanced their speaking skills to enable them to use general, social and professional language;
3. developed their reading and reading comprehension skills;
4. improved their writing skills to enable to respond to input, applying information to a specified task; and
5. used English accurately, meaningfully and appropriately in oral and written discourses.
COURSE SYLLABUS
COURSE CODE ENGL 05
COURSE TITLE ENGLISH FOR TEACHERS
CREDIT UNITS 3
COURSE PREREQUISITE
COURSE DESCRIPTION This course aims to develop would-be teachers’ general capacity to a level that enables them to use English in their professional and
academic environment. It further equips them the basic study and thinking strategies to enhance their reading comprehension skills.
Likewise, it aims to provide them the fundamentals of English grammar for effective communication in oral and written discourse.
CONTENT OUTLINE AND TIMEFRAME

TIME FRAME COURSE CONTENT /SUBJECT MATTER
Chapter I: Study Strategies and Thinking Skills

A. Remembering Information
B. Underlining / Highlighting
C. Note taking while Reading
8 hours
D. Skimming and Scanning
E. Outlining
F. Paraphrasing and Summarizing
G. Test-taking Strategies
Chapter II: Reading Techniques and Reading Comprehension Skills
A. Critical Reading
3 hours B. Functional Reading
C. Active Reading
Chapter III: Basic Writing in English

A. Common Sentence Errors
1. Subject-Verb Agreement
2. Fragments
3. Run-On Sentences and Comma Splice
4. Dangling and Misplaced Modifiers
5. Faulty Parallelism
6. Faculty Coordination
B. Writing a Good Paragraph
1. Elements of an Effective Paragraph
15 hours
2. Topic Sentence and Thesis Statement
C. Written Discourses
1. Expository
2. Descriptive
3. Narrative
4. Argumentative
D. Mechanisms to Avoid Plagiarism in Written Work
1. Online Plagiarism Checkers
2. Citations and Referencing Styles
3. Licensing, Copyright, and Intellectual Property

1 hour Midterm Examination

Chapter IV: Fundamental Writing Skills in the Teaching Profession
A. Writing Business Letters
1. Parts of a Business Letter
2. Business Letter Formats
3. Application Letter
4. Resume vs. Curriculum Vitae
15 hours
5. Request Letters
B. Office Presentations and Publications
1. Informative/Instructional Flyers and Brochures
2. PowerPoint Presentations
3. Information Sheets/ Handouts
4. Audio-Visual Presentation (e.g. OBS)
Chapter V: Basic Speech and Oral Communication in English
A. English Phonology
1. The Speech Mechanism
2. The Phoneme
3. The Vowel Phonemes
4. The Consonant Phonemes
5. Suprasegmental Phonemes and Prosodic Patterns
11 hours B. Speech Production
1. Stress
2. Intonation Patterns
3. Pitch and Volume
4. Voice Projection
5. Facial Expression, Gestures, and Movements
6. Turn-taking strategies
C. Oral Communication and Language Functions
1 hour Final Examination
LEARNING PLAN:
Desired Learning Outcomes Teaching and Learning Assessment Task Resource Time Values Infused/
Course Content/Subject Matter
(DLO) Activities (TLA’s) (AT’s) Materials Table Competencies
At the end of the unit, the students must have: Chapter I: Study and Thinking
Strategies 1. Lecture and 1. Paper and LCD projector 8 Uphold the value

1. identified basic study and thinking strategies; and discussion of pencil test hours of independence
A. Remembering concepts Laptop and autonomy in
2. used study and thinking strategies to efficiently Information 2. Class learning
search for and generate information. B. Underlining / Highlighting 2. Independent reading participation Slides
C. Note Taking while activities applying presentations Exhibit
Reading study and thinking 3. Written responsible and
D. Skimming and Scanning strategies outputs Handouts ethical use of
E. Outlining (Reaction resources in
F. Paraphrasing and Paper and/or Adapted texts studying
Summarizing Critical related to
G. Test-Taking Strategies Response teaching
Paper) profession
Worksheets
At the end of the unit, the students must have: Chapter II: Reading Techniques
and Reading Comprehension 1. Discussion of 1. Oral LCD Projector 3 Appreciate the
1. distinguished the functions of critical, functional Skills concepts participation hours values embedded
and active reading; and Laptop in printed
A. Critical Reading 2. Individual and group 2. Paper and materials through
2. applied basic reading techniques and skills to B. Functional Reading reading sessions pencil test Slides applying the
understand and interpret texts in English. C. Active Reading presentation various reading
3. Outputs from strategies
reading Copies of
sessions adapted texts
(Reading Logs related to
and/or teaching
Reflection profession
Paper)
Worksheets
At the end of the unit, the students must have: Chapter III: Basic Writing in
English 1. Discussion and 1. Paper and LCD Projector 15 Recognize,
1. applied standard grammar rules in various writing lecture method pencil test hours respect, and
tasks given; A. Common Sentence Errors Laptop appreciate the
1. Subject-Verb 2. Group work 2. Class grammatical rules
2. written a synthesis paper of article/s focused on Agreement participation Slides in the English
issues and concerns in the teaching profession 2. Fragments 3. Individual learning presentation language in order

following standards in the English language; 3. Run-On Sentences 3. Written to produce

and Comma Splice 4. Peer coaching for outputs: Handouts effective
3. demonstrated mastery on documenting and citing 4. Dangling and peer checking a. Sample discourses
sources of information used in writing the Misplaced Modifiers paragraphs Copies of
academic paper; and 5. Faulty Parallelism 5. Analyzing sample b. Compositions, adapted texts Exhibit
6. Faculty Coordination paragraphs, essays, related to intellectual
B. Writing a Good Paragraph compositions, and and/or teaching honesty and
4. evaluated a synthesis paper taking into account academic
1. Elements of an articles profession academic
the concepts learned from the chapter. papers
Effective Paragraph integrity in
2. Topic Sentence and 6. Writing Worksheets creating written
Thesis Statement paragraphs, essays, 4. Performance outputs in the
C. Written Discourses and compositions test Assessment English language
1. Expository Rubrics
2. Descriptive (Holistic/
3. Narrative Analytic)
4. Argumentative
D. Mechanisms to Avoid
Plagiarism in Written
Work
1. Online Plagiarism
Checkers
2. Citations and
Referencing Styles
3. Licensing, Copyright,
and Intellectual
Property
At the end of the midterm examination, the students Midterm Examination on the
must have: following lessons: 1. Application of 1. Paper and Test 1 Demonstrate
concepts and skills pencil test questionnaire hour honesty and time
1. satisfactorily followed instructions provided in the A. Study and Thinking learned through a for midterm management in
test paper; and Strategies test-taking task examination taking a
B. Reading Techniques and classroom
2. correctly answered at least 75% of the items in Reading Comprehension Answer sheets examination
the test administered by the teacher in-charge Skills and pen
C. Basic Writing in English

At the end of the unit, the students must have: Chapter IV: Fundamental
Writing Skills in the Teaching 1. Discussion and 1. Paper and LCD Projector 15 Exhibit
1. determined the parts, formats, and kinds of Profession lecture method pencil test hours professionalism
business letters that are necessary in the teaching Laptop through creating
profession; A. Writing Business Letters 2. Writing business 2. Written well-written
1. Parts of a Business letters for authentic outputs: Slides business letters
2. identified the various forms of office Letter situations a. Application presentation
presentations and publications that are vital in 2. Business Letter letter Display creativity
Formats 3. Creating multimodal b. Resume Handouts and innovation
facilitating classroom instruction;
3. Application Letter materials for various c. Request through
4. Resume vs. presentation letter Sample multimedia
3. written business letters considering concepts and Curriculum Vitae platforms business presentations
standards learned; and 5. Request Letters 3. Class letters and
B. Office Presentations and performance instructional
4. created an instructional material that is useful in Publications a. Creating materials
facilitating teaching and learning in a classroom 1. Informative/Instructi multimod
setup. onal Flyers and al Worksheets
Brochures materials
2. PowerPoint b. Presenting Assessment
Presentations PPTs or Rubrics
3. Information Sheets/ IMs (Holistic/
Handouts Analytic)
Audio-Visual
Presentation (e.g.
OBS)
At the end of the unit, the students must have: Chapter V: Basic Speech and
Oral Communication in English 1. Discussion and 1. Paper and LCD Projector 11 Show cultural and
1. produced the speech sounds in English in a lecture method pencil test hours intercultural
comprehensible manner; and A. English Phonology Laptop awareness in
1. The Speech 2. Practice Drills 2. Class communicative
2. applied the concepts in speech production Mechanism participation Speakers situations
through effectively performing communicative 2. The Phoneme 3. Simulations,
tasks that manifest language function/s in the 3. The Vowel dramatizations, 3. Oral tests Slides Promote
Phonemes and/or role plays presentation harmonious
teaching profession.
4. The Consonant 4. Performance interpersonal
Phonemes assessment Worksheets relationships

5. Suprasegmental through the use

Phonemes and Handouts and of respectful and
Prosodic Patterns adapted ethical
B. Speech Production reading communication
1. Stress materials
2. Intonation Patterns
3. Pitch and Volume Assessment
4. Voice Projection Rubrics
5. Facial Expression, (Holistic/
Gestures, and Analytic)
Movements
6. Turn-taking
strategies
C. Oral Communication and
Language Functions
At the end of the final examination, the students must Final Examination on the
have: following lessons: 1. Application of 1. Paper and Test 1 Demonstrate
concepts and skills pencil test questionnaire hour honesty and time
1. satisfactorily followed instructions provided in the 1. Fundamental Writing learned through a for final management in
test paper; and Skills in the Teaching test-taking task examination taking a
Profession classroom
2. correctly answered at least 75% of the items in 2. Basic Speech and Oral Answer sheets examination
the test administered by the teacher in-charge Communication in and pen
English
Textbooks/References
Adler, R., Elmhorst, J. M., & Lucas (2012). Communicating at work: Strategies for success in business and the professions.
Anderson, K. & Tompkins, P. (2015). Practicing communication ethics: Development, discernment and decision-making. UK: Routledge.
Axelrod, R. & Cooper, C. (2013). The St. Martin’s guide to writing: 10th edition. Bedford: St. Martin’s Publishing.
Biber, D. & Conrad S. (2009). Register, genre, and style. Cambridge: Cambridge University Press.
Bullock, R. & Goggin, M. (2013). The Norton field guide to writing, 3rd edition. Norton and Company.

Chase, R. & Shamo, S. (2013). Elements of effective communication, 4th edition. Washington, Utah: Plain and Precious Publishing.
Dainton, M. & Zelley, E. (2015). Applying communication theory for professional life: A practical introduction, 3 rd edition. Sage Publications.
Lehman, C. & DuFrene, D. (2011). Business communication. Mason, Ohio: South- Western Cengage Learning.
Lucas, S. (2011). The art of public speaking. New York: McGraw Hill.
Malicsi, J. (2010). The English linguistics project: English manual. Mandaluyong City: Anvil Publishing, Inc.
Malicsi, J. (2014a). The English linguistics project: Critical thinking in written communication. Mandaluyong City: Anvil Publishing, Inc.
Malicsi, J. (2014b). The English linguistics project: English workbook. Mandaluyong City: Anvil Publishing, Inc.
Malicsi, J. (2016). The English linguistics project: Oral communication strategies. Mandaluyong City: Anvil Publishing, Inc.
Miller, K. (2004). Communication theories: Perspectives, processes, and contexts, 2 nd edition. New York: McGraw Hill.
Searles, G. (2014). Workplace communication: The basics, 6th edition. Boston: Allyn & Bacon.
Wallace, C. (2005). Critical reading in language education. Basingstoke and New York: Palgrave McMillan.
COURSE REQUIREMENTS PERFORMANCE STANDARD (ASSESSMENT CRITERIA)

Accomplished Worksheets Class Standing (Attendance, Quizzes,
Reading Logs and/or Reflection Papers Recitations, Long Exams, etc.) 25%
Oral Performances (Simulations, Dramatizations, and/or Role Plays) Major Outputs or Projects 30%
Written Outputs Midterm Examination
a. Paragraphs Written in Standard English 20%
b. Reaction Papers / Critical Response Papers Final Examination 25%
c. Academic Papers -------------------------------------------------------------------
d. Business Letters Total
e. Multimodal Instructional Materials 100%
f. Reference Lists following APA Format

COURSE POLICIES Students enrolled in this course are expected to observe the following rules:
1. Per University policy, excused/unexcused absences should not exceed 20% of the assigned number of hours for a 3-unit
course (54 hours in this subject) equivalent to about 11 hours of lecture sessions. More than 20% absences incurred
during the semester would mean being dropped from the class roll.
2. In this course, attendance is essential. You will be doing a number of learning tasks individually or collaboratively. As
such, when you are absent from class, you actually miss a lot. Absent students will be responsible for finding out what
material was covered and what assignments were made. No make-up will be given.
3. Mobile phones should be on silent mode in class; take an important/urgent call outside. Use electronic devices only
when needed for reports or the like.
4. Academic integrity must be integral in all course-related work. All academic work submitted must be the result of
independent thought and research. Utilized sources in work, whether print or non-print, should be properly
acknowledged via the assigned referencing style. Plagiarism is a major offense.
5. All assignments should be handed in on or before due date as specified by the teacher-in-charge. All assignments are
requirements, not optional. Non-submission of such requirements would mean a zero mark. All assignments should be
completed on or before the last day of the semester.
6. Other course policies are stated in Student Handbook under Student Conduct and Discipline (Student Handbook
Revised Edition 2014, p. 80)
7. Consultation, whether scheduled or not, especially in the days or weeks before submission of a requirement is highly
encouraged.
CONSULTATION PERIOD 4:00 – 5:00 MWF

FACULTY-IN-CHARGE LOUIE B. VILLANUEVA
Academic Rank: Assistant Professor III
PRC #: 1093821
Mobile: +63 9959912236
Email Address: lbvillanueva@mmsu.edu.ph
PREPARED BY: RECOMMEND APPROVAL: APPROVED:
JOHN PAUL C. VALLENTE ROSABEL L. ACOSTA ELIZA T. SAMSON PRIMA FE R. FRANCO

Faculty, Secondary Education Department Chair, Secondary Education Department Dean Vice President for Academic Affairs



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MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BCAED-SYL-ENGL 05

COLLEGE OF TEACHER EDUCATION

VISION OF THE A premier Philippine university by 2028.

MMSU graduates should be able to:

PROGRAM OUTCOMES Bachelor of Physical Education (BPEd)

communities, and to respect multicultural diversity.

COURSE CODE ENGL 05

COURSE TITLE ENGLISH FOR TEACHERS

CONTENT OUTLINE AND TIMEFRAME

TIME FRAME COURSE CONTENT /SUBJECT MATTER

Chapter I: Study Strategies and Thinking Skills

Chapter III: Basic Writing in English

Disclaimer: Reproduction of this document is allowed subject

1 hour Midterm Examination

Disclaimer: Reproduction of this document is allowed subject

Disclaimer: Reproduction of this document is allowed subject

following standards in the English language; 3. Run-On Sentences 3. Written to produce

Disclaimer: Reproduction of this document is allowed subject

Disclaimer: Reproduction of this document is allowed subject

5. Suprasegmental through the use

Disclaimer: Reproduction of this document is allowed subject

COURSE REQUIREMENTS PERFORMANCE STANDARD (ASSESSMENT CRITERIA)

Disclaimer: Reproduction of this document is allowed subject

CONSULTATION PERIOD 4:00 – 5:00 MWF

PREPARED BY: RECOMMEND APPROVAL: APPROVED:

JOHN PAUL C. VALLENTE ROSABEL L. ACOSTA ELIZA T. SAMSON PRIMA FE R. FRANCO

Disclaimer: Reproduction of this document is allowed subject

Disclaimer: Reproduction of this document is allowed subject

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