4 English Prototype Syllabi Compendium-2 - 042253

Philippine National
Research Center for Teacher Quality
Prototype Syllabi for Pre-serviice Teacher Educatil on

1
Co·mpendium Sanes
Bachelor of1Sec.andaryEducation
English Spe ,alization Courses
Table of Contents
Acknowledgments...................................................................................................................2
5. Language Programs and Policies in Multilingual Societies................................55
List of Acronyms.....................................................................................................................5 6. Language Learning Materials Development........................................................61
7. Teaching and Assessment of Literature Studies................................................68
Project Background.................................................................................................................6
8. Teaching and Assessment of the Macroskills....................................................73
Partner Institutions in the Development of the PPST-based Prototype Syllabi.....................8
9. Teaching and Assessment of Grammar..............................................................80
PPST-based Prototype Syllabi Priority Programs................................................................10 10. Speech and Theater Arts....................................................................................86
11. Language Research............................................................................................92
PPST-based Prototype Syllabi Intended Audience...............................................................10
12. Children and Adolescent Literature....................................................................100
Guide to the Prototype Syllabi Compendium........................................................................11
13. Mythology and Folklore......................................................................................107
Guide to Reading and Understanding the PPST-based Prototype Syllabi..........................13 14. Survey of Philippine Literature in English.........................................................114
15. Survey of Afro-Asian Literature..........................................................................124
Features of the Prototype Syllabi..........................................................................................16
16. Survey of English and American Literature.......................................................132
References............................................................................................................................17
17. Contemporary, Popular and Emergent Literature..............................................138
The Beginning Teacher Indicators........................................................................................18 18. Literary Criticism.................................................................................................144
19. Technical Writing................................................................................................149
The PPST-based English Specialization Courses Prototype Syllabi.....................................20
20. Campus Journalism...........................................................................................154
1. Introduction to Linguistics....................................................................................21 21. Creative Writing.................................................................................................163
2. Language, Culture and Society...........................................................................29 22. Stylistics and Discourse Analysis......................................................................171
3. Structures of English............................................................................................36 23. Translation and Editing of Text.........................................................................177
4. Principles and Theories of Language Acquisition and Learning........................47 24. Technology in Language Education..................................................................183
© 2020. Teacher Education Council and Research Center for Teacher Quality
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ACKNOWLEDGMENTS
The Project Team
Philippine National Research University of New England - Teacher Education Council
Teacher Education Council
Center for Teacher Quality (RCTQ) SiMERR National Research Center Secretariat (TECS)
The Research Team
John Pegg, PhD Leonor M. Briones Runvi V. Manguerra, PhD
Jennie V. Jocson, PhD Director Secretary, Department of Executive Director II
Deputy Director and Project Leader Education
Joy Hardy, PhD Donnabel B. Bihasa
Ma. Izella D. Lampos Deputy Director Allan B. De Guzman, PhD Senior Education Program Specialist
Senior Research Officer Luzon Zonal Representative
Ken Vine, PhD Jayson A. Peñafiel
Mariam Jayne M. Agonos Principal Research Adviser Rita May P. Tagalog, PhD Education Program Specialist II
Research Officer Visayas Zonal Representative
RCTQ Support Staff Rosanna Marie B. Balbuena
Academic Staff Evelyn G. Chavez, PhD Administrative Officer II
Dyna Mariel B. Mindanao Zonal Representative
Gina O. Gonong, PhD Bade Gerald P. Maricel B. Flores
Director Santos Donnadette Lourdes R. Baetiong, PhD Rex Augus M. Fernandez
S. Belza Language Subject Representative Administrative Assistants
Allan S. Reyes, PhD Part-time Research Officers
Senior Program Manager Myrna B. Libutaque,
Beverly E. Estocapio PhD Mathematics
Executive Assistant Subject Representative
Philip Jay N. Alcoberes, PhD
Senior Program Manager Pamela L. Lamparas
Executive Officer Lorina Y. Calingasan, PhD
PPST-based Prototype Syllabi Social Studies Subject
Emille Christianne B. Magbanua Representative
Technical Working Group
Nikki Boie B. Pino
Sarah Joy T. Alimboyong
Rosario I. Alonzo, PhD
Allen U. Bautista, PhD Administrative Assistants
Corazon B. Sigua,
PhD Twila G. Ruby Ann G. Gantalao
Punsalan, PhD Emil Marco A. Munar
Stella Marie M. Urbiztondo, PhD Administrative Officers – Finance
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Prototype Syllabi Writers
Filipino Social Studies Ateneo de Zamboanga University
Professional Education
Southern Leyte State University Pangasinan State University Fr. Karel S. San Juan, SJ, PhD
Lead Writer for Professional Education President
Analiza M. Nares, PhD Belinda S. Velasquez, PhD
Courses
Claire B. Goda, EdD Cheryl C. Mendoza, PhD Fr. Marcos Louis D. Catalan Jr., SJ
Byron B. Go Silk, PhD, Western Mindanao
Norlyn L. Borong, PhD Rudjane C. Tunac Vice President for Higher Education
State University
Leyte Normal University University of the Cordilleras Evelyn G. Chavez, PhD
Bukidnon State University
Gilbert C. Galit David Y. Camiwet, PhD Dean, School of Education
Ann Sheila C. Del Rosario, PhD
Janet P. Espada, PhD
Ritchelle B. Alugar
Rowena N. Ariaso, Values Education Benguet State University
Rachel Joan T. Toledo, PhD
EdD Benguet State University Dr. Feliciano G. Calora Jr., PhD
Philippine Normal University-Manila President
Arnulfo C. Capili, PhD
Celia M. Ilanan, PhD Mathematics Jingle P. Cuevas, PhD Dr. Kenneth A. Laruan, PhD
Nancy S. Ramores, PhD
Ateneo de Zamboanga State University Erlyn Honeylette C. Marquez Vice President for Academic Affairs
Anita R. Tagadiad, Saint Louis University - Baguio Dr. Imelda G. Parcasio, EdD
Western Mindanao State University
PhD Evelyn G. Maureen Jane O. Bandoc, PhD Dean, College of Teacher Education
Bernardita G. Bacang, PhD
Chavez, PhD Daisy M. Carmelita B. Caramto, PhD
Quisel Geraldine S. Wakat, PhD Bicol University
Early Childhood Education
Marjorie S. Emmanuel, PhD Arnulfo M. Mascariñas, PhD
Centro Escolar University
Xavier University-Ateneo de Cagayan Partner Institution President
Maria Rita D. Lucas, PhD
Melpe J. Cavales, Helen M. Llenaresas, EdD
Rose Aira Mae R. Tayag
Milagros L. Borabo, PhD
PhD Pejie C. Santillan, Administrators Vice President for Academic Affairs
PhD Ronald M.
University of Asia and the Pacific Quileste Angeles University Foundation Lorna M. Miña, PhD
Angelito Z. Antonio, PhD Joseph Emmanuel L. Angeles, PhD Dean, College of Education
Physical Education President
Elementary Education Bukidnon State University
Angeles University Foundation Archimedes T. David, PhD Oscar B. Cabaňelez, PhD
Ateneo de Naga Jennifer P. Santillan, PhD Vice President for Academic Affairs President
University Jonar T. Martin, PhD
Joel G. Tubera, PhD Elvira S. Balinas, PhD Estela C. Itaas, PhD
Paolo Jose R. Silang Dean, College of Education Vice President for Academic Affairs
Bicol University Philippine Normal University-Manila
Lordinio A. Vergara, Mercidita S. Villamayor, PhD
Marcia Corazon P. Rico, PhD Ateneo de Naga University
Sixto O. Orzales, PhD PhD Salve A. Favila, Dean, College of Teacher Education
Fr. Roberto Exequiel N. Rivera, SJ
PhD President
Cebu Normal University
English Alfredo C. Fabay, PhD
Science Filomena T. Dayagbil, PhD
Cebu Normal University Vice President for Higher Education President
Lelani C. Dapat, PhD De La Salle University - Manila
Voltaire C. Mistades, PhD Maria Luz T. Badiola, MA Daisy R. Palompon, PhD
Remedios C. Bacus, Dean, College of Education Vice President for Academic Affairs
PhD Rivika C. Alda, PhD Saint Mary's University - Bayombong
University of San Jose - Recoletos Arlene L. Tabaquero, PhD Ethel L. Abao, PhD
Helmae E. Tapanan, Gloria Vicky A. Antonio, PhD Dean, College of Teacher Education
EdD Ionell Jay R. Zayda S. Asuncion, PhD
Terogo
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Centro Escolar University Philippine Normal University – Manila University of Asia and the Pacific Western Mindanao State
Ma. Cristina D. Padolina, PhD Ma. Antoinette C. Montealegre, Winston Conrad B. Padojinog, DBA University Milabel Enriquez-Ho, RN,
President DA OIC- Office of the President President EdD President
Teresa R. Perez, PhD Rosemarievic V. Diaz, PhD Amado P. Saquido, PhD
Vice President for Academic Affairs Vice President for Research, Planning and Vice President for Academic Affairs Ma. Carla A. Ochotorena, PhD
Quality Assurance Vice President for Academic Affairs
Maria Rita D. Lucas, PhD Celerino C. Tiongco, EdD
Dean, School of Education-Liberal Rita B. Ruscoe, PhD Dean, School of Education and Human Nolan S. Iglesia, EdD
Arts- Music-Social Work Dean, College of Teacher Development Development Dean, College of Teacher Education
De La Salle University – Saint Louis University – Baguio University of the Cordilleras

Manila Br. Raymundo B. Rev. Fr. Gilbert B. Sales, CICM, PhD Ray Dean D. Salvosa, AB, MPh
Other Partners in Pre-service
Suplido FSC, President President President
Projects
Roberto M. Arguelles, PhD Nancy M. Flores
Robert C. Roleda, PhD Vice President for Academic Affairs Executive Vice President
Vice Chancellor for Academics Adamson University
Central Luzon State University
Felina P. Espique, PhD Rhodora A. Ngolob, PhD Don Mariano Marcos Memorial State University
Raymund C. Sison, PhD Dean, School of Teacher Education and Former OIC- Vice President for Academic
Dean, Br. Andrew Gonzalez FSC Far Eastern University
Liberal Arts Affairs Negros Oriental State University
College of Education (BAGCED)
Palawan State University
Saint Mary’s University – Bayombong Ramir Austria, PhD Tarlac Agricultural University
Leyte Normal University Rev. Fr. Fernold G. Denna, CICM Dean, College of Teacher Education
Jude A. Duarte, DPA President
President University of San Jose – Recoletos TEC and RCTQ also acknowledge
Moises Alexander T. Asuncion, PhD
Evelyn B. Aguirre, DA Vice President for Academic Affairs Rev. Fr. Cristopher C. Maspara, OAR, all course teachers, deans,
Vice President for Academic Affairs President administrators and personnel from
Dr. Ma. Teresa B. Tayaban
Prof. Lina G. Fabian Dean, School of Teacher Education and Rev. Fr. Leo G. Alaras, OAR
teacher education institutions,
Dean, College of Education Humanities DepEd teachers, principals/school
Vice President for Academics
Pangasinan State University heads, supervisors, superintendents
Southern Leyte State University Jestoni P. Babia, LPT, EdD
Dexter R. Buted, DBA Prose Ivy G. Yepes, EdD and educators who took part in the
Dean, College of Education
President President development and validation works.
Paulo V. Cenas, EdD Juanita M. Costillas, PhD Xavier University – Ateneo de Cagayan We also acknowledge the Basic
Former OIC-Office of the President Vice President for Academic Affairs Fr. Roberto C. Yap, SJ Education Sector Transformation
Manolito C. Manuel, EdD President (BEST) program for funding
Frederick C. Aniga, PhD
Vice President for Academic Affairs Dean, College of Teacher Education activities that supported the project.
Fr. Rene Tacastacas, SJ
Roy C. Ferrer PhD
Vice President of Higher Education
Dean, College of Education (Bayambang)
Jovelyn G Delosa, PhD
Rosario DL. Valencerina EdD
Dean, School of Education
Dean, College of Education (Lingayen)
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List of Acronyms
BTI beginning teacher indicator
CLO Course learning outcome
CMO CHED Memorandum Order
COD Center of Development
COE Center of Excellence
ILO Intended learning outcome
IM Instructional material
OBE Outcome-based Education
OECD Organisation for Economic Co-operation and Development
PPST Philippine Professional Standards for Teachers
PSG Policies, Standards and Guidelines
PST pre-service teacher
TEI teacher education institution
TLA teaching and learning activity
TOS table of specifications
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Development of PPST-based Prototype Syllabi on Priority Programs in Pre-Service
Teacher Education
PROJECT BACKGROUND
Rationale
This compendium is one of ten in the series of Prototype Syllabi on Priority Programs in
Pre-service Teacher Education developed through the Philippine National Research "Teacher
Center for Teacher Quality (RCTQ), with the Teacher Education Council (TEC) as lead, in qualifications,
partnership with select Centers of Excellence and Centers of Development in Teacher
Education. The Development of PPST-based Prototype Syllabi on Priority Programs in Pre-
teacher's
Service Teacher Education Project aims to further align current teacher education curricula knowledge and
with the Philippine Professional Standards for Teachers (PPST) to ensure that the future skills, make more
educators are geared towards educating students for a long term and sustainable nation difference for
building.
student learning
The PPST-based prototype syllabi aim to provide a benchmark that TEIs can adopt or adapt than any other
to enhance their curricula. This promotes shared understanding and expectations of quality single factor."
pre-service training throughout the country. (Darling-Hammond, 2011)
The Philippine Professional Standards for Teachers (PPST)

The National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST) (DepEd Order
No. 42, S. 2017) sets clear expectations of teachers along well-defined career stages. In adopting it, DepEd integrates
PPST in all its professional development programs, learning and delivery systems, and HR systems. The DepEd adoption
and integration of the PPST necessitate that Teacher Education Institutions (TEIs) align their curricula with what the
department needs. The new CHED-issued PSGs on teacher education (2017) are based on PPST to ensure that every
graduate of pre- service teacher education programs can cope with the demands of DepEd. The development of prototype
syllabi supports new pre-service teacher education curriculum based on CHED requirements and DepEd needs.
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Linking Theory to Practice
The developed prototype syllabi do not only respond to the curricular requirements of the PPST and CHED's PSGs. A key
feature of the syllabi is the inclusion of activities that give opportunities for pre-service teachers to put their learnings into
practice. This supports international studies on linking theory to practice. According to Darling-Hammond (George Lucas
Educational Foundation, 2001):
"It's hard to learn theoretical ideas in isolation, try to remember them for two years until you get to
student teaching, and then all of sudden be put in a situation where you're supposed to implement
something you've never seen in practice. That doesn't work. That's the old model of teacher education."
The prototype syllabi were anchored on the core principles of the Pre-service Teachers' Practice-based Training
(PSTePT) framework, developed by RCTQ, with TEC as lead, and select COEs and CODs in teacher education. In this
framework, practice-based teacher education training is described as experiential, developmental, formative, integrative
and system-based. It is an attempt to integrate practicum into the course work of pre-service teachers starting from their
professional education courses, by recommending the inclusion of experiential activities in the field like observations,
interviews, and other opportunities to demonstrate their understanding of theories to actual practice.
Partnerships Towards Quality Pre-service Teacher Education

RCTQ and TEC partnered with select teacher education institutions on the development of 10 compendiums of prototype
syllabi. Two to three TEIs collaboratively worked on one compendium/priority program. Three to four writers per institution
were sent to attend a series of writeshops, reviews and validation to finalize the outputs.
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Partner institutions in the development of the PPST-based Prototype Syllabi
CORDILLERA
ADMINISTRATIVE REGION I
REGION
Benguet State University of Saint Louis Pangasinan State
University the University University
Cordilleras
Values Education Social Studies Values
Education Social Studies
REGION II REGION III
Saint Mary's
Angeles University
University
Foundation
Science Physical Education
REGION V
Ateneo De Bicol University

Naga
University
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*Priority Program in which the institution served as lead writer

Elementary Education Elementary Education
8
REGION VIII
Leyte Normal Southern Leyte

University State University
Filipino Filipino
REGION VII REGION IX
University of San
Cebu Normal
Jose-Recoletos Ateneo De Western Mindanao
University
Zamboanga State University
University
English English Professional Education
Mathematics
REGION X
Bukidnon State
Xavier
University
University
Professional Education Mathematics
NATIONAL
CAPITAL
REGION
Centro Escolar De La Salle Philippine Normal University of Asia
University University - Manila Science 9
University Professional Education Physical Education and the
Pacific
Early Childhood
Education
PPST-BASED PROTOTYPE SYLLABI PRIORITY PROGRAMS
The priority programs were selected based on various consultations. The prototype syllabi are on the following programs:
 Early Childhood Education  Physical Education

 Elementary Education  Science
 English  Social Studies
 Filipino  Values Education
 Mathematics
PPST-BASED PROTOTYPE SYLLABI INTENDED AUDIENCE

The developed prototype syllabi are intended to assist all TEIs in
the country. Specifically, they were developed to assist community
colleges, colleges in remote areas, and other teacher education
institutions to have further guidance in enhancing their teacher
education curriculum.
Through established partnerships with COEs and CODs in teacher

education across the country and the guidance of the Teacher
Education Council, the continuity of the usability and impact of the
the PPST-based prototype syllabi is ensured.
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THE PROTOTYPE SYLLABI DEVELOPMENT PROCESS
The development followed three key phases:
Activities
 Develop the key features of the prototype syllabi
• Benchmark the syllabi template
Planning • Select partner institutions and syllabi writers
• Map the pre-service teacher education curriculum to the K to 12 curriculum
Activities
• Review of the Beginning Teacher Indicators of PPST
• Review the Curriculum Quality Audit (CQA) Process for curriculum
Upskilling the enhancement
Writers • Writeshops
• Review and validation of interim outputs (though the TWG, the
writing group and other specialists)
Activities
• Review of interim outputs during the 2018 Teacher Education
Review and Council Convention
Validation of • Review of alignment to the PPST through CQA process
• Review and validation with various stakeholders
Outputs - December 6, 2018 - Review of interim outputs during the Teacher
Education Council Convention with representatives from COEs and
CODs
- December-February 2018 – Review of the Technical Working group
- January-February 2019 – Reviews from Partner Institutions
- January 30-February 1 – Review from Non-Partner Institutions
- February 13-16, 2019 – Curriculum Quality Audit review
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GUIDE TO THE PROTOTYPE SYLLABI COMPENDIUM
This compendium is one of 10 in the PPST-based Prototype Syllabi in Pre-service Teacher Education Compendium Series:
Compendium 1: Professional Education Courses

Compendium 2: Early Childhood Education Specialization Courses
Compendium 3: Elementary Education Specialization Courses
Compendium 4: English Specialization Courses
Compendium 5: Filipino Specialization Courses
Compendium 6: Mathematics Specialization Courses
Compendium 7: Physical Education Specialization Courses
Compendium 8: Science Specialization Courses
Compendium 9: Social Studies Specialization Courses
Compendium 10: Values Education Specialization Courses
Each compendium contains prototype syllabi that Teacher Education Institutions (TEIs) could either adapt or adopt. Parts of the
prototype syllabi template were benchmarked from local and international sources and were agreed upon by the Technical Working
Group and partner institutions.
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GUIDE TO READING AND UNDERSTANDING
THE PPST-BASED PROTOTYPE SYLLABI
Each prototype syllabi contains the common parts like:
 Institutional Logo and other information
 Vision, Mission and College Goals
 Class Information/Schedule
 Instructor's Information
 Course Information
These parts were intentionally left blank and will be up to

the teacher education institution, college of education and/or
the faculty handling the course to fill in.
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The remaining parts have been filled in by the technical working group, research team and writers. They are designed to be
adopted or to serve as a benchmark and model that may be adapted by teacher education institutions, colleges of education and/or
the faculty handling the course.
Course Description
The course descriptions are enhanced versions of the
course descriptions in the Policies, Standards and
Guidelines (PSGs). Enhancements include additional
inputs and/or elaboration using the language of the PPST
to clarify the intent of the course and make the alignment
to the PPST more explicit.
Course Learning Outcomes

The course outcomes use the language of the standards
to make alignment to the standards more explicit. The
course outcomes are constructively aligned with the
course description, content and assessment.
Beginning Teacher Indicator (BTI) coverage
The column for Beginning Teacher Indicators (BTIs) is a new feature in pre-service teacher education syllabi. It shows which BTIs
are addressed/covered by a course. It also shows where BTIs are covered, specifically in the description, course learning
outcomes, content and assessment. Mapping course components to BTIs promotes constructive alignment, that is the intentional
alignment of course content, assessment and feedback to achieve course learning outcomes (Biggs, 2003; Biggs & Tang, 2011).
Examining alignment of outcomes, content and assessment supports constructive alignment in outcomes-based pre-service
teacher education.
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Time Allotment
The Time Allotment column indicates

the recommended duration to cover
the content.
Intended Learning Outcomes (ILOs)
The ILOs column presents outcomes

which are specific to the content
covered. It presents what pre-service
teachers should be able to know or do
after covering the topics.
The ILOs are learner-centered rather

than content-centered. They provide
guidance on the focus and intent of
the content to be covered.
Content
The Content column outlines topics to

be covered. Suggested Teaching Learning Suggested Assessment
Mapping to the CLOs Activities (TLAs)
The Suggested Assessment column
Aside from the BTI coverage, the The Suggested TLAs column indicates recommended formative or
prototype syllabi also map ILOs and indicates recommended activities to summative activities to measure the
the Suggested Assessment to the deliver the content and help facilitate achievement of the ILOs and/or mastery of
corresponsing CLO/s, to ensure the pre- service teachers’ the content covered.
constructive alignment. achievement of the ILOs.
Example: 1.1.1 [A]
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FEATURES OF THE PROTOTYPE SYLLABI
OTHER REQUIREMENTS
Outcome-based Education
Philippine Qualifications
Framework
ASEAN Qualifications Reference

Framework
PROTOTYPE SYLLABI
 Outcome-based
 PPST-aligned
 21st Century
Learning grounded
 PQF- and
AQF- compliant
COMPETENCIES
Beginning Teacher Indicators from the

CONTENT KNOWLEDGE
Philippine Professional Standards for
Teachers
K to 12 Curricula
Program Outcomes and Performance
Indicators from the CHED Policies,
Standards and Guidelines on
Teacher
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REFERENCES
Commission on Higher Education. (2017). CMO No. 74, s. 2017: Policies, Standards, and Guidelines for Bachelor in Elementary Education (BEed).
Commission on Higher Education. (2017). CMO No. 75, s. 2017: Policies, Standards, and Guidelines for Bachelor in Secondary Education (BSEd).
Commission on Higher Education. (2017). CMO No. 76, s. 2017: Policies, Standards, and Guidelines for Bachelor in Early Childhood Education
(BECEd).
Commission on Higher Education. (2017). CMO No. 80, s. 2017: Policies, Standards, and Guidelines for Bachelor in Physical Education (BPEd).
Department of Education. (2017). Philippine Professional Standards for Teachers.
George Lucas Educational Foundation. (2001). Linda Darling-Hammond: Thoughts on Teacher Preparation.
https://www.edutopia.org/linda- darling-hammond-teacher-preparation
George Lucas Educational Foundation. (2007).What it Means to be a Skillful Teacher: Experts Share Their
Thoughts. https://www.edutopia.org/what-it-means-be-skillful-teacher
Readings on constructive alignment:
Biggs, J. (2003). Aligning Teaching and Assessment to Curriculum Objectives. Imaginative Curriculum Project, LTSN Generic Centre.
https://scholar.google.com/scholar?q=%22Aligning%20Teaching%20and%20Assessment%20to%20Curriculum%20Objectives%22
Biggs, J. and Tang, C. (2011). Teaching for quality learning at university. Maidenhead: McGraw-Hill and Open University Press.
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THE BEGINNING TEACHER INDICATORS
Domain 1: Content Knowledge Domain 2: Learning Environment Domain 3: Diversity of Learners
and Pedagogy
1.1.1 Demonstrate content knowledge and its 2.1.1 Demonstrate knowledge of policies, guidelines 3.1.1 Demonstrate knowledge and understanding of
application within and/or across curriculum and procedures that provide safe and secure differentiated teaching to suit the learners’ gender,
teaching areas. learning environments. needs, strengths, interests and experiences.
1.2.1 Demonstrate an understanding of research- 2.2.1 Demonstrate understanding of learning 3.2.1 Implement teaching strategies that are responsive
based knowledge and principles of teaching and environments that promote fairness, respect and to the learners’ linguistic, cultural, socio-economic
learning. care to encourage learning. and religious backgrounds.
1.3.1 Show skills in the positive use of ICT to facilitate 2.3.1 Demonstrate knowledge of managing classroom 3.3.1 Use strategies responsive to learners with
the teaching and learning process. structure that engages learners, individually or in disabilities, giftedness and talents.
groups, in meaningful exploration, discovery and
hands-on activities within the available physical
learning environments
1.4.1 Demonstrate knowledge of teaching strategies 2.4.1 Demonstrate understanding of supportive learning 3.4.1 Demonstrate understanding of the special
that promote literacy and numeracy skills. environments that nurture and inspire learner educational needs of learners in difficult
participation. circumstances, including: geographic isolation;
chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child
abuse and child labor practices.
1.5.1 Apply teaching strategies that develop critical and 2.5.1 Demonstrate knowledge of learning environments 3.5.1 Demonstrate knowledge of teaching strategies
creative thinking, and/or other higher-order that motivate learners to work productively by that are inclusive of learners from indigenous
thinking skills. assuming responsibility for their own learning. groups.
1.6.1 Use Mother Tongue, Filipino and English to 2.6.1 Demonstrate knowledge of positive and non-
facilitate teaching and learning. violent discipline in the management of learner
behavior.
1.7.1 Demonstrate an understanding of the range of

verbal and non-verbal classroom communication
strategies that support learner understanding,
participation, engagement and achievement.
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Domain 4: Curriculum and Domain 5: Assessment and Domain 6: Community Linkages Domain 7: Personal Growth and
Planning Reporting and Professional Engagement Professional Development
4.1.1 Prepare developmentally sequenced 5.1.1 Demonstrate knowledge of the 6.1.1 Demonstrate an understanding of 7.1.1 Articulate a personal philosophy of
teaching and learning processes to design, selection, organization knowledge of learning environments teaching that is learner-centered.
meet curriculum requirements. and use of diagnostic, formative that are responsive to community
and summative assessment contexts.
strategies consistent with
curriculum requirements.
4.2.1 Identify learning outcomes that are 5.2.1 Demonstrate knowledge of 6.2.1 Seek advice concerning strategies 7.2.1 Demonstrate behaviors that uphold
aligned with learning competencies. monitoring and evaluation of learner that build relationships with the dignity of teaching as a
progress and achievement using parents/guardians and the wider profession by exhibiting qualities
learner attainment data. community. such as caring attitude, respect and
integrity.
4.3.1 Demonstrate knowledge in the 5.3.1 Demonstrate knowledge of 6.3.1 Demonstrate awareness of 7.3.1 Seek opportunities to establish
implementation of relevant providing timely, accurate and existing laws and regulations that professional links with colleagues.
and responsive learning constructive feedback to improve apply to the teaching profession,
programs. learner performance. and become familiar with the
responsibilities specified in the
Code of Ethics for Professional
Teachers.
4.4.1 Seek advice concerning strategies 5.4.1 Demonstrate familiarity with a range 6.4.1 Demonstrate knowledge and 7.4.1 Demonstrate an understanding of
that can enrich teaching practice. of strategies for communicating understanding of school policies how professional reflection and
learner needs, progress and and procedures to foster learning can be used to improve
achievement. harmonious relationships with the practice.
wider school community.
4.5.1 Show skills in the selection, 5.5.1 Demonstrate an understanding of 7.5.1 Demonstrate motivation to realize
development and use of a variety of the role of assessment data as professional development goals
teaching and learning resources, feedback in teaching and learning based on the Philippine Professional
including ICT, to address learning practices and programs. Standards for Teachers.
goals.
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THE PPST-BASED ENGLISH SPECIALIZATION COURSES
PROTOTYPE SYLLABI
Document Bases:
CMO No. 75, s. 2017: Policies, Standards, and Guidelines for Bachelor of Secondary Education
(BSEd) K to 12 Curriculum Guide English (Grade 1 to Grade 10) [May 2016]
Philippine Professional Standards for Teachers (DO 42, s 2017)
Total Number of Available Specialization Total Number of Available Elective Course

Specialization Courses Course Outputs Elective Courses Outputs
21 21 5 4
Lead Writers:
Secondary Writers/ Reviewers:
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Introduction to
Institution Name of Institution Date Last Revised
Logo College Name Revision Date
Department Semester Adopted
Vision Mission
College Goals
Program Outcomes (from CMO No. 75, s. 2017 p. 4):
6.3.1.a. Possess broad knowledge of language and literature for effective learning
6.3.1.d. Demonstrate proficiency in oral and written communication
Class Information Instructor's Information
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
2
Course Information
Course Name Introduction to Linguistics Course Code
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements
Grading System
Course Description BTIs

covered
This course provides an overview of linguistics as a discipline, its development, levels of structure, and its significance to English
language teaching. The pre-service English teachers will recognize the general structural aspect of language (i.e. phonology, 1.1.1
morphology, syntax, semantics, and pragmatics) and major theories of linguistics in language acquisition, psycholinguistics, 1.6.1
sociolinguistics and other related studies. With this, the course will help future language teachers demonstrate linguistic content
knowledge and application across other languages and use English competently to facilitate teaching and learning in the future.
Course Learning Outcomes BTIs

covered
At the end of the course, the pre-service teachers should be able to:
A. demonstrate content knowledge and application of the structural aspects of language, i.e. phonology, morphology,
syntax, semantics, and pragmatics across languages and other fields through sharing arguments and counter- 1.1.1
arguments;
B. use English competently in varied linguistic activities (performing a jazz chant, recording a listening material 1.6.1
dialogue, writing appropriate learning materials); and
C. draw implications of the theories of linguistics to language teaching, learning, and benefit to community and society 1.1.1
through a reflection paper.
Introduction to 2
Time Intended Learning Outcomes BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment (ILOs) Activities
Weeks 1-3 At the end of these weeks, the pre- 1. Overview of Introduction
service teacher (PST) should be able to Linguistics
to: 1. Linguistics as the Science
of Language
a. discuss the scientific study of 1.1.1 2. Definitions of Language  Roundtable discussion and  Group process assessment on 1.1.1
language in relevance to (C) according to Famous creative presentation on the creative presentation of
language teaching, learning, Linguists/Theorists assigned definitions of language assigned language definition
and benefits to community 3. Macro Skills of Language to connect with linguistics as a
and society; 4. Views and Overview on science and a discipline  Reflection paper on Linguistic 1.1.1
b. differentiate the views on 1.1.1 Theories in Language Study, Communicative
language study in order to (C) Study  Lecture on Linguistics, Competence vis-à-vis Language
explain further possible  Behaviorist Language Definitions, Views on Components and implications to
language origins and  Innatist/Nativist Language Study, and teaching, learning, and benefits
language teaching  Cognitivist Components of Grammar to community and society
methods; 1.1.1  Interactionist (focusing on Personal Reflection,
c. define, compare and (A) 5. Communicative Competence  Table differentiation on the Organization, and Discussion of
contrast the components of by D. Hymes Views on Language Study and Linguistic Concepts)
grammar; and 1.1.1  Linguistic Components on Grammar
d. share arguments and (A)  Sociolinguistic
contentions on the incidence  Discourse  Reading and analysis of a
of various Englishes, NESTs  Strategic research paper discussing
and non-NESTs and standard 6. Components of Grammar – Communicative Competence
English. An Introduction
 Phonetics and Phonology  Student-led discussion on World
 Morphology Englishes, NESTs vs. Non-NESTS,
 Syntax and Kachru’s Concentric Circles
 Semantics
 Pragmatics  Drafting of own reflection paper to
7. World Englishes – discuss Linguistic Study,
An Introduction Communicative Competence vis-
• World vs. Philippine a-vis Language Components
vs. Standard while sharing implications of these
Englishes to language teaching, learning,
and benefits to community and
• NESTs vs.Non-NESTS society
8. Kachru’s Concentric Circles
 Reading of rubrics for reflection
paper
 Consultation/checking of
reflection paper with instructor
Weeks 4-7 At the end of these weeks, the pre- 2. Phonetics and Phonology
service teacher (PST) should be able
to: 1. Phonetics vs. Phonology vs.
Introduction to 2
Pronunciation vs. Articulation
a. differentiate linguistic terms in 2. Vowel vs. Consonant
phonology (pronunciation vs. 1.1.1 Sounds (Segmentals)  Lecture on linguistic terms in  Graphic organizers synthesis 1.1.1
articulation, vowels vs. (A) phonology on differentiating linguistic
3. Vowels and Diphthongs
consonants, etc.); terms, vowels, consonants, and
 Front Vowels
b. produce vowel, consonant,  Creating of graphic organizers to diphthongs (segmentals) and
[i] , [I], [eI], [ɛ], [æ]
and diphthong sounds 1.6.1 differentiate linguistic terms, suprasegmentals
 Back Vowels
correctly and fluently; (B) vowels, consonants, and 1.6.1
[u], [U], [o],
c. identify vowel sounds diphthongs (segmentals), and  Various phonetic and
[ɔ]
according to placement in the suprasegmentals for future phonological verbal participation
 Mid Vowels
tongue and consonant 1.1.1 study activities 1.6.1
[a], [ə],[ᴧ], [Ɨ]
sounds according to place, (A)
 Diphthongs  Demonstration on the correct  Process assessment on both jazz
manner and voicing; [aU], [aI],
d. produce sounds with proper production of segmentals and chant presentation and listening
1.6.1 [oI] suprasegmentals recording material synthesis 1.6.1
effective voice elements;
(B) 4. Consonants
e. present a jazz chant or any
 Place and Manner  Drills on fluency on the production  Jazz chant class presentation
similar speech presentation
1.6.1 of Articulation of segmentals through the (focusing on Performance
to practice and showcase
(B)  Voice and following oral drills containing the Effort, Accuracy of Phonological
knowledge and
Voiceless sound/s focused: Components, and Originality of 4.5.1
understanding of
Consonants -sample words Jazz Chant Script)
segmentals and
 Bilabial [p], [b], [m], [w] -contrast drills
suprasegmentals; and
f. create a teaching-learning 1.6.1  Labiodental [f], [v] -phrases and sentences  Phonological study learning
material (i.e. listening (B)  Dental [θ], [ð] -tongue twisters material (i.e. listening recording
recording) for phonology  Alveolar [t], [d], [s], [z], -songs material)
study. [n], [l] -quotations
 Palatal ʃ], [Ʒ], [tʃ], [dƷ], -very short narratives
[r], [j] -jazz chants and raps
 Velar and Glottal [k],
[g], [ŋ], [h]  Placing phonological symbols on
5. Suprasegmentals a favorite song
 Pitch and Tone
 Rate and Resonance  Drills on fluency on the production
 Intonation and Emphasis of suprasegmentals through the
 Juncture following oral drills containing the
 Enunciation effective voice element focused:
 Effective Voice and -sentences
Paralanguage Elements -conversations
-tongue twisters
-situations for original composition
by students
 Group work on creative

presentation of a jazz
chant
Introduction to 2
focusing on assigned vowel,
consonant, and diphthong sounds
and with emphasis on
suprasegmentals
 Practices and consultation

with instructor on one’s
speech production
 Drafting of a script containing a

contextual situation which could
apply the segmentals and
suprasegmentals
 Project method – practice and

actual recording of the contextual
script to be used as learning
material for phonological study
Weeks At the end of these weeks, the pre- 3. Morphology

8-11 service teacher (PST) should be able 1, Morphemes and Inflections
to:  Free vs. Bound
Morphemes (Content  Indirect approach to identifying  Graphic organizers synthesis 1.1.1
a. differentiate linguistic terms in 1.1.1 Words vs. Affixes) morphemes and inflections on linguistic terms, morphemes,
morphology (free vs. bound, (A)  Derivational vs. through word analysis inflections, word formation
derivational vs. inflectional, Inflectional Morphemes activities processes
etc.);  Lexical and
b. analyze morphologically word 1.1.1 Grammatical  Lecture on types of morphemes –  Various oral and written 1.6.1
structures to identify (A) Morphemes free vs. bound, derivational vs. participation activities in
thoughtful units of the inflectional, lexical vs. morphology
language; grammatical, word formation
c. use context clues and 1.6.1 1. Word Formation Processes processes  Process assessment on 1.6.1
vocabulary building (B)  Prefixes, Suffixes, and story book making
techniques to identify and Root Words  Creating of graphic organizers to
analyze English words;  Decodable and differentiate linguistic terms,  Morphological study learning 4.5.1
and 1.6.1 Sight Words morphemes, inflections, word material through children story
d. create a teaching-learning (B)  Context Clues and formation processes books (focusing on Use of New
material (i.e. story book Vocabulary Building Words in Story, Originality of
dictionary) for morphology  Synonyms and Antonyms  Group activity and class Story, and Appropriateness
study.  Definitions and presentation on table completion and Contextualization)
Supporting Details of sample words for prefixes,
 Lexicography – suffixes, root words, with
The Dictionary meanings and context clues
 Sharing decodable and

leveled reading books with
sample
Introduction to 2
decodable and sight words for
teaching literacy/reading
 Answering drill worksheets on

context clues and vocabulary
building
 Short review discussion on

synonyms, antonyms, definitions,
and details
 Analyzing the dictionary

and sample entries
 Drafting of a book containing

appropriate vocabulary lists which
could apply morphological study
 Project method – actual design

and development of a story book
to be used as learning material
for morphological study
Weeks At the end of these weeks, the pre- 4. Syntax

12-15 service teacher (PST) should be able
to: 1. Eight Parts of Speech  Answering pre-test on grammar  Pre-test on grammar concepts
 Nominals (Nouns and concepts – basis for review
a. differentiate linguistic terms in 1.1.1 Pronouns) lecture on syntax 1.1.1
syntax (the parts of speech, (A)  Verbs  Graphic organizers synthesis on
grammar vs. syntax, etc.);  Modifiers (Adjectives and  Short review discussion on topics linguistic terms, parts of speech, 1.1.1
b. identify the parts of speech in 1.1.1 Adverbs) with low scores in pre-test phrases, clauses, sentences, and
individual units, phrases and (A)  Prepositions, rules
clauses; Conjunctions,  Writing reflection journal on one’s
c. review the grammatical rules 1.1.1 and Interjections grammatical competence  Various oral and written
for competent language (A) 2. Phrases and Clauses participation activities in 1.6.1
learning; 3. Sentences  Answering drill worksheets on syntax, grammar rules
d. use syntactic rules in creating 1.6.1  Subject and Predicate phrases, clauses, sentences, and
correct phrases, clauses, (B)  Kinds of Sentences grammar rules  Process assessment on worksheet
sentences, and paragraphs; (According to Use, making 1.6.1
and According to Purpose)  Group discussion and sharing of
e. create a teaching-learning 1.6.1  Sentence Patterns assigned grammar rules, syntax  Syntactic study learning material
material (i.e. grammar (B) 4. Grammar Rules topic with showing of sample through original grammar 4.5.1
worksheet) for syntactic  Subject-Verb Agreement texts with incorrect and correct worksheets (focusing on
study.  Pronoun-Antecedent discourses Appropriateness of Activity in
Agreement Worksheet, Originality of
Introduction to 2
 Common Usage  Drafting a worksheet on an Texts/Tasks, and Feedbacking
Problems assigned syntax topic which could Mechanism)
apply syntactic study
 Project method – actual design

and development of a grammar
worksheet to be used as
learning material for syntactic
study
Weeks At the end of these weeks, the pre- 5. Semantics and Pragmatics
to:
1. Word and Sentence Meaning  Story telling of a text containing  Verbal participation on different
a. differentiate linguistic terms in 1.1.1 2. Connotative vs. Denotative multiple idioms/history of figures meanings for contexts and 1.1.1
semantics and pragmatics (A) Meaning of speech and idioms people, review on connotative and
(semantics vs. pragmatics, 3. Figurative Language denotative meaning, figures of
connotative vs. denotative, 4. Idiomatic Expressions  Review discussion on connotative speech, and idiomatic expressions
formal vs. informal, etc.); and denotative meaning, figures
5. Pragmatics and Language
b. analyze language discourses 1.1.1 of speech, idiomatic expressions  Various oral and written
Registers (Formal, Informal,
based on meaning and use; (A) participation activities in 1.6.1
Conversational, Colloquial,
 Student-led discussion on connotative and denotative
Slang, etc.)
c. use semantic techniques 1.6.1 reasons why meaning is different meaning, figures of
to arrive at connotative and (B) for contexts and people, speech, idiomatic
denotative; and meaning of differentiating terms stated above expressions
words and sentences
d. create a teaching-learning 1.6.1  Answering drill worksheets on  Group sharing and creative 1.6.1
material (i.e. funny comic (B) connotative and denotative presentation on situations
strip) for semantic and meaning, figures of speech, for language registers
pragmatic study. idiomatic expressions
 Process assessment on 1.6.1
 Group discussion, creative comic strip making
presentation and sharing of
situations which show different  Semantic and pragmatic study
language registers and learning material (original comic
functions strip) using an online synthesis
application software (focusing on
 Drafting a comic strip with the use Originality of Comic Strip, 4.5.1
of a Comic Synthesis, Application Appropriateness of
Software on a correct and Scenes/Elements to Show
incorrect interpretation of a word, Semantics/Pragmatics, and Effort
figure of speech, idiomatic in the Use of Software/
expression, or language register Application)
which could apply semantic and
pragmatic study  Summative Reflection Paper on
Improving One’s Communicative 1.6.1
Competence in the five
Introduction to 2
 Project method – actual design components and its Implications
and development of a comic strip as an English Teacher and
to be used as learning material Learner
for semantic and pragmatic study
Suggested References
Anderson, A. & Lynch, T. (1988). Language teaching: Listening. Oxford, U.S.A.: Oxford University Press.
Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs: Prentice Hall Regents.
Department of Education (2012). DepEd K to 12 English Curriculum Guide. Philippines.
Canale, M. (1987). The measurement of communicative competence. Annual Review of Applied Linguistics, 8, 67-84 doi:10.1017/S0267190500001033.
Crystal, D. (2008). How language works. Camberwell, Vic.: Penguin Group (Australia).
Crystal, D. (1995). The Cambridge Encyclopedia of the English Language. Cambridge University Press.
Byram, M. (2013). Routledge encyclopedia of language teaching and learning.
Hall, C. J. (2005). An introduction to language and linguistics: Breaking the language spell. London: Continuum.
Savignon, S.J. (2011). Communicative language teaching: Linguistic theory and classroom practice. 2 December 2011. http://yalepress.yale.edu/ excerpts/0300091567_1.pdf
Terogo, I. R. (2014, October 12). Overview of World Englishes, Philippine English, and Standard English [Scholarly project]. In Academia.edu. Retrieved November 3, 2018, from
https://www.academia.edu/4181981/Overview_of_World_Philippine_and_Standard_Englishes
Terogo, I. J., Elimino, C. A., Tallo, J. P., Sacal, J., & Balahadia, C. M. J. (2018). Linguistic and Sociolinguistic Competence of Senior High School Students. Recoletos Multidisciplinary Research
Journal, 6(1). https://doi.org/10.32871/rmrj1806.01.03
Introduction to 2
Language, Culture, and Society
Vision Mission
College Goals
6.3.1.b. Use English as a global language in a multilingual context as it applies to the teaching of language and literature
6.3.1.g. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and
literature
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
29
Course Information
Course Name Language, Culture, and Society Course Code
Course Requirements:
Grading System

covered
This course allows the pre-service English teachers to explore the inextricable link between and among language, culture, and
society and its implications to the development of English as a global language and the ways by which it is learned and taught. 1.1.1
With this, they must demonstrate content knowledge and application of the lingua franca to cultural, societal, and even 1.2.1
pedagogical development through a study of research-based principles in language and language teaching. Also, they must be 6.1.1
able to gain insights of responsive learning environments in terms of language and community/society needs.

covered
A. demonstrate content knowledge and application of the relationship of language, culture and society in the perspective
of English language teaching; 1.1.1
B. apply research-based knowledge and principles of English language teaching and learning through case presentations 1.2.1
and journal reviews; and 6.1.1
C. demonstrate an understanding of knowledge of language learning environments that respond to community contexts.
Language, Culture, and 3

Weeks 1-3 At the end of these weeks, the pre- 1. Review on Linguistic
service teacher (PST) should be able Components of
to: Language
 Review discussion on the Nature  Short objective quiz on the Nature 1.1.1
a. review concepts in linguistics 1.1.1 1. Review on Definitions of of Language and Language of Language and Language Study
in reference to culture and (A) Language, Macro Skills, Study and the Plurality of English and the Plurality of English
society; Communicative Competence,
b. differentiate linguistic terms in 1.1.1 Views on Language, and  Debate on the Standard  Debate about Standard English 1.1.1
general language study (L1 (A) Components of Grammar English and World Englishes vs World Englishes (focusing on
vs L2, Mother Tongue vs. 2. First Language (L1) vs. arguments formulation)
Native Tongue, Pidgin vs. Second Language (L2),  Drawing Implications of Plurality
Creole, etc.); Native Language vs. Mother of English to society and
c. discuss the plurality of 1.2.1 Tongue vs. Foreign Language language teaching
English and its implications (B) 3. Pidgins and Creoles
to society and language 4. Macro and Micro Linguistic  Creating a differentiation table
teaching; Studies on important contrasting literary
d. argue as to the need for 6.1.1 5. Prescriptive vs. Descriptive terms
Standard English and (C)
6. Diachronic vs. Synchronic
World Englishes; and  Four S Brainstorming Activity
7. Oral vs. Written Language
e. relate Philippine English 6.1.1 about the relationship of
to local/community needs. (C) 8. Plurality of English Philippine English to Community
 Linguistic Universals Needs
and Universal Grammar
 English vs. Englishes
 Standard English
 Common Language vs.
Multilingualism
 World Englishes
 Kachru’s Concentric
Circles (Inner, Outer,
Expanding Circles)
 Philippine English
Weeks 4-6 At the end of these weeks, the pre- 2. Language and Humans
to: 1. Features of Human  Lecture discussion on the  Verbal participation on the 1.1.1
Language by Language and Humans discussion on Concepts
a. recognize the features that 1.1.1 Hockett highlighting on its features, of Language and Humans
distinguish human and (A) 2. Halliday’s Language functions and the non-
animal languages; Functions human communication  Group process assessment 6.1.1
b. identify the functions of 1.1.1 3. Non-Human on surveying community and
language distinct to (A) Communication  Group documentation activity on its language needs
humans; surveying the community to
4. Transmission in Animal
determine the relationship of
Language

c. identify contextual community 6.1.1 5. Animal Consciousness language functions and school  Community and Language 1.1.1
and school learning activities (C) 6. Experiments on learning activities Needs Assessment
in relation to language Languages and Animals Documentation Report (focusing
functions; (Viki, Kanzi, Gua, Koko,  Mixed-Pair- Discuss Activity or on Completeness of
d. discuss and present how 1.2.1 etc.) the Elbow Partners Activity to Documentation, Discussion
animals communicate (B) deeply discuss the ways on how Analysis on Community’s Needs,
with humans and other animals communicate with and Organization)
animals with or without humans and other animals with or
consciousness; and without consciousness within an  Case Analysis/Journal Review of 1.2.1
e. imply tenets of language 1.2.1 environment or community. an Anthropological Linguistics
teaching and learning (B) Research on animals/apes
through analyzing the  Case Analysis on Apes (focusing on Interest and
cases/experiments on apes Experiment on the language Discussion, Depth of
with human language. of humans- a research-based Understanding with
perspective of teaching and Anthropological Linguistics, and
learning a language Organization of Ideas)
Weeks 7-8 At the end of these weeks, the pre- 2. Language and Culture
to: 1. Accounts on the Origin of  Match Mine: Trace What I Say  Formative Assessment on 1.1.1
Language Activity- this is to trace the origin Concepts about Language and
a. trace the possibility of 1.1.1 2. Biblical, Mythological, of language in an Culture through oral participation
language origin in a cultural (A) Historical and Scientific anthropological perspective
(anthropological) perspective; Accounts  Mastery Test on Language 1.1.1
b. recognize sign language as 3. Otto Jesperson’s Language  Sign Language Appreciation and Humans and Language
a language of cultural 6.1.1 Origin Hypotheses Report to people with and without and Culture
significance to people with (C), 4. Semiotics or Sign Language special needs
special needs; and 3.1.1  Sign Language Appreciation 6.1.1
5. Icon, Index, Symptom,
c. identify the different theories  Discussion of research results of Performance (focusing on
Signal, and Symbol
of anthropological linguistics common theories in language Creativity of SL Presentation,
and relate them to society 6. Sign Languages (Finger Sincerity of Attitude towards SL
1.2.1 and culture
and language learning (B) Spelling, Filipino Sign Users, and Group Effort)
through a case Language, other means of
SL, etc.)
presentation.  Oral participation on research 1.2.1
7. Theories in Language results in language and
and Culture culture
 Sapir-Whorf Hypothesis
 Ethnopoetics
 Oral Gesture Theory
by Paget
Weeks At the end of these weeks, the pre- 3. Language and History
to: 1. Historical Timeline of  Historical Timeline of Language  Timeline synthesis on Language 1.1.1
Noteworthy Linguists (from Activity to trace the development and History Contents as
of language and the English formative assessment

a. identify noteworthy linguists 1.1.1 Aristotle to Lowth, Jones, de language in a historical
and their contributions to (A) Saussure, Chomsky) perspective and its noteworthy  Group process assessment on 1.2.1
language that it is today; 2. Historical Development of contributions to language creating a discourse analysis on
b. trace the development of 1.1.1 Language (Evolutionary progress historical development of
language and the (A) or Darwinian) English
English language in a 3. Historical Development of  Recognizing the Language Family 1.2.1
historical perspective English (from Anglo-Saxon of English including the modern  Discourse Analysis Paper tracing
from Anglo- Saxon to to Global English) foreign languages Grimm’s Law and the Great Vowel
global periods; 6.1.1 4. The English Language Shift in the Historical
c. recognize the language (C) Family Tree  Discourse Analysis on the Development of English (focusing
family of English including the 5. Proto Indo-European changes of English from Old on Use of Theories/Historical
modern foreign languages 6. Proto-Germanic to Modern Linguistic Concepts, Organization
related to it in phonology, 7. Old English, Middle English, of Ideas, Reflection)
morphology, syntax, and and Modern English  Sharing of discoveries from the 1.1.1
semantics; 1.2.1 8. Changes in the analyses made about the  Class Participation Result
d. differentiate the three (B) English Language development of language and during the Sharing of Analysis
Englishes according to time  Grimm’s Law its history to justify its relevance for in- depth discussions
period – Old, Middle, and  Great Vowel Shift to the community
Modern – through in-depth
historical linguistics
analysis case; and 1.2.1
e. analyze the changes of (B)
English from Old to Modern
through tracing Grimm’s Law
and the Great Vowel Shift in
sample discourses.
Weeks At the end of these weeks, the pre- 5. Language and Society
to: 1. Language vs. Dialect  Defining and differentiating  Open response answering of 1.1.1
2. The Speech Community language terms in questions on the concepts, terms
a. define and differentiate 1.1.1 3. Linguistic Borrowing and sociolinguistics and related topics of Language
linguistic terms in (A) Language Contact and Society as formative
sociolinguistics (language vs. 4. Language Variations  Lecture Discussions on the assessment
dialect, contact vs. borrowing, 5. Language Registers construct of Language and
etc.); 6. Language Shift and Death Society and Role of Research  Group process assessment 1.1.1,
b. discuss how language 6.1.1 7. Language and Gender in Sociolinguistics on collaborative work/ creative 6.1.1
affects aspects in society (C) 8. Language and Social Class presentation on language
and vice versa (gender, or Ethnicity  Team Stray Activity and Creative variations
social class, ethnicity, power, 9. Language and Presentations on the utilization
etc.); Power (Politeness) of language in the different  Collaborative Work/ Creative 1.1.1,
c. recognize the role of 1.2.1 10. Sample Studies variations, sociolects, idiolects, Presentation on the utilization 6.1.1
research in sociolinguistics; (B) in Sociolinguistics and slangs in Philippine English of languages in the different
d. appreciate how language 11. Philippine Sociolinguistics variations, sociolects, idiolects,
is alive in the different 1.1.1 12. Varieties of Philippine  Case Study Activity/Journal and slangs in Philippine English
variations, sociolects, (A) English with Studies (Yaya Review of researches on (focusing on Respectful Use of
idiolects, and slangs in English by language Language Variations, Creativity of
and society through its various
aspects

Philippine English through Bautista, Colehiala English by Presentation, and Teamwork
creative presentations; Perez) and Collaboration)
and 1.2.1 13. Sociolinguistic Varieties of
e. conduct case studies/ (B) Philippine English by  Case Study Analysis/ Journal 1.2.1
research presentation on Llamzon (Acrolect, Mesolect, Review and Presentation of
language and society Basilect) researches on Sociolinguistics
through its various aspects. 14. ‘Slanguages’ in the
Philippines (Jologs or
Salitang Kalye, Beki
Language/ Swardspeak,
Jejemon)
Weeks At the end of these weeks, the pre- 6. Introduction to Ethnography
16-18 service teacher (PST) should be able and Ethnolinguistic Research
to:
1. Linguistic Borrowing  Lecture discussion on Contents  Short objective quiz on
a. recognize ethnography and 1.1.1 2. Code Switching related to Applied Linguistics Essential Contents of Applied 1.1.1
ethnolinguistic research as (A) 3. Discourses of Language in Linguistics
viable tools to improve and Cultural and Social  Argument report on
advocate languages; Relevance (i.e. Speeches, codeswitching as a product or  Argument Report on 1.2.1
b. argue on codeswitching as 1.2.1 Meetings, Policy Making, sub-form of language Codeswitching (focusing on
a product or sub-form of (B) Journalism, etc.) Arguments Formulation
language;  Societal Survey on language and Organization of Ideas)
c. point out and produce several 6.1.1 issues concerning language 6.1.1
language discourses that (C) teaching and learning to show  Societal Survey
could help culture and the application of linguistics in Documentation Report on
society; culture and society Language Issues (focusing on
d. draft a language policy that 6.1.1 Completeness of
could be relevant to culture (C)  Reading samples on Documentation, Reflection,
and social groups in the ethnography and ethnolinguistic and Effort on Survey) 1.1.1,
community; and 6.1.1 researches 1.2.1,
e. discuss language teaching (C)  Creative Presentation on 6.1.1
and learning scenarios which  Writing and producing several Community-Based Language
show application of linguistics language discourses to Discourses (focusing on
in culture and society. improve culture and for the Creativity of Presentation,
needs of society Teamwork and Collaboration, and
Use of Language in Relevance to
Culture
and Society)

Bragg, N., & Roebl, K. (2016, July). Language, Culture and Society - Application in EFL Teaching [Scholarly project]. Retrieved March 12, 2019,
from https://www.researchgate.net/project/Language-Culture-and-Society-Application-in-EFL-Teaching.
Fromkin, V; Rodman, R and Hyams, N, (2011) An introduction to language. Wadsworth, Cengage.
Holmes, J, (2013), An introduction to sociolinguistics. Harlow: Pearson.
Jandt, F. E. (2010). An introduction to intercultural communication: Identities in a global community. California: Sage Publications
Podur, J. (2002). Society, culture, and communities. Znet Institutional Racism Instructional [Online] Available at http://zmag.org/racewatch/znet race instructional.htm (accessed 6 September
2002).
Stern, H.H. (2009). Fundamental concepts of language teaching. Oxford: Oxford University Press.
Whorf, Benjamin Lee. (1940). Science and linguistics. Technological Review, 42, 229-231, 247-248. Reprinted in J.B. Carroll (Ed.). (1956). Language, thought, and reality: Selected writings of
Benjamin Lee Whorf (pp. 207-219). New York: Wiley.

Structures of English
Vision Mission
College Goals
6.3.1.c. Acquire extensive reading background in language, literature, and allied sciences
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
36
Course Information
Course Name Structures of English Course Code
Grading System

covered
This is a course which provides pre-service English teachers with an in-depth understanding of content knowledge on the
grammatical concepts of the English language. It focuses on developing their ability to use the phonological, lexical, syntactic, 1.1.1
and semantic structures of English in written and oral communication. It further equips them with skills in explaining the form,
meaning and use of various English language structure which are useful in their role as future facilitators of language teaching
and learning.
covered
A. explain the form, meaning, and use of various English language structure through small and big group discussion; and 1.1.1
B. demonstrate in-depth content knowledge and understanding of the grammatical concepts of English language structures 1.1.1
in designing a level - specific English enrichment activities.
Week 1 At the end of the week, the pre- 1. Word: The Definition
service teacher (PST) should be able and Criteria
to:  Article reading on How New  Read the research article on 1.1.1
Words Are Born by Andy Morphological Awareness and
a. discuss how words are 1.1.1 Boodle Some Implications for English
formed; its mechanism (A) (https://www.theguardian.com/media/ Language Teaching and
and process, and mind-your- discuss what you think is the
importance
of possessing morphological
Structures of 3
b. reflect on how word meaning 1.1.1 language/2016/feb/04/english- (word formation) awareness and
changes when used in (A) neologisms-new-words) its implication to your role as a
varied contexts. Then: a Small Group Discussion on future English Teacher
the article read using these guide (https://ac.els-
questions: cdn.com/S187704281403777X/1-s2.0-
a. How are new words formed? S187704281403777X-
b. How are words formed? main.pdf?_tid=d1e8e433-dfed-40b9-
c. How many new words b1ea-
are created every day? 810eef7774b7&acdnat=1550839426_2
d. What are some 18d0ac988e216826c97ac95c466437
mechanisms in forming new
words?
e. Which word formation
process is the source of the  Answer an activity worksheet
English word modem? on How new words are created
 A Lecture Discussion on Word

Definition and Criteria will
follow.
Weeks 2-3 At the end of these weeks, the pre- 2. Grammatical Categories
to: 1. Nouns  Why Nouns Are Important?  Give the case of every noun in 1.1.1
 Classes Have students write short the following extracts. This may
a. describe and analyze 1.1.1  Inflection and Declension summaries of their favorite be made a general review of the
meaning, and use of various (A)  Properties books, movies, or TV shows. NOUN by giving also gender,
noun and pronoun structure. 2. Pronouns: Then have them cross out all of person, and number of all nouns
 Properties the nouns in the story, and write included.
 Classes the story over leaving out all of Sample Extracts:
the nouns. Have them share the
products of this experiment with (1) The manly part is to do with
the class. Note how confusing might and main what you can
the summaries sound, and do.- EMERSON The Conduct of
discuss with students Life
how the experiment can help them
understand the importance of (2) There is character in
nouns. Processing of answers spectacles- the pretentious
follow. tortoise-shell, the meek pince –
nez of the school teacher, the
twisted silver framed glasses of
the old villager. Babbit’s
spectacles had huge, circular
frameless lenses of the very
best glass; the ear-pieces were
thin bars of gold.- Sinclair Lewis
Babbitt,ch.1.
 Deconstructing Reading Texts
Structures of 3
Provide students with any reading (3) Suit the action to the word, the
texts. Have students identify all of word to the action.- Shakespeare
the nouns .Let them recognize the Hamlet,act iii,sc.2. 1.1.1
nouns, their classes, properties,
etc. and how they are formed.  Tell the number and person of
Make students analyze the each personal pronoun in the
meaning and spelling of words by following extracts and decline the
breaking them into parts pronoun.
(morphemes). Discussed that Sample Extracts:
some nouns are formed from 1. A friend should bear his
verbs by the addition of suffixes friend’s infirmities,
called nominalisation. But Brutus makes
mine greater than they
are.- SHAKESPEARE
Julius
Caesar, act.iv.sc.1.
2. I heard him walking across

the floor
As he always does, with a
heavy tread.- LONGFELLOW
The Golden Legend,pt.ii
3. Let us go then, you and I,

When the evening is
spread out against the sky
Like a patient etherised upon
a table.
-T.S. Eliot The Love Song of
J. Alfred Profrock
Weeks At the end of these weeks, the pre-
4-5 service teacher (PST) should be able 3. Adjectives • Recalling adjectives • In groups, discuss and point out 1.1.1.
to:  Classes with Adjectives Pop-up all the adjectives, including
 Position numerals and articles in the
a. discuss the forms and 1.1.1  Properties following extracts, and state what
functions of adjectives; (A)  Comparison noun each adjective modifies.
and point the adjectives in  Numerals Note the instances where the use
a reading text.  The Articles Steps in making adjectives of article gives to the adjective the
pop- up: force of a noun. Note
a. Fold a piece of 6 - ½” x comparatives and superlatives
8- 1/2 “ paper so that it Sample extracts:
has a pocket as shown.
b. On the left side of the fold, a. A foot more light, a step more
list all the demonstrative, true,
interrogative, and indefinite Ne’er from the heath-flower
pronouns. dashed the dew.-SIR
Structures of 3
c. On the right, complete the WALTER SCOTT Lady of the
sentence, and making sure Lake, can.i,st. 18.
that the verb agrees in
number with the pronoun. • Find it in Your Writing.
This is the best.Those are • Look through your portfolio to
the best.
d. Now, make a list of nouns in • Find examples of adjectives.
the pocket, so that when Make sure that they agree in
you open the paper fully, number with the nouns they
you get a complete modify and with the verbs.
sentence in adjective, noun,
and verb all agree in
number.
e. When you open the
paper, the pronouns
become adjectives
• A lecture on adjectives through a

power point presentation may
follow after.

6-8 service teacher (PST) should be able 4. Verbs • Show an old map. Then make • In the extracts below do the 1.1.1
to: • Classes students write three sentences following with a partner:
• Properties describing actions of people who (1) Point out all the finite
a. recall and recognize verbs in 1.1.1 might have used this old map. verbs, infinitives, and
i. Voice
various texts; express self (A) Past-tense verbs must be used participles.
ii. Mood
using appropriate verbs. in each sentence. Ask volunteer (2) Tell which of the verbs are
iii. Infinitives
iv. Tense students to read their work regular and which irregular.
v. Person • Conduct a Diagnostic Test on (3)Tell the mood and tense
vi. Number verbs. of each finite verb.
(4)Explain the use of each
• Gerund • Making use of the results of
infinitive ( with or without to) (5)
• Conjugation the diagnostic test, the teacher
Give the name of each
provides a video-lecture
• Principal Parts participle. Sample Extracts:
presentation on verbs
• The Stem and a. From morn
Inflected forms of
• Irregular verbs To moon he fell, from noo to
dewy eve,
• Linking Verbs A summer’s day; and with the
• Modals setting sun
Dropt from the zenith like a
falling start.
MILTON Paradise Lost,
bk.i.1.742
Structures of 4
b. How far that little candle
throws his beams!
So shines a good deed in a

naughty world.-
SHAKESPEARE Merchant of
Venice, act v.sc.1
• Write a paragraph about a new

experience you are having.
Maybe you are living in a new
place, taking a new class, or
working at a new job. Describe
the situation. How is it different
from what you usually do? How
do you feel in the situation?
Week 9 At the end of the week, the pre-

service teacher (PST) should be able 5. Adverbs • Ask students to read a • Read a diary entry. Find and
to: • Classes transcript of Two TV sports correct mistakes in the use of
• Comparison casters talking about a game in adverbs.
a. evaluate appropriate 1.1.1
• Special Uses,
their program. • Write a paragraph comparing two
usage of adverbs in varied (A) • Direct students’ attention to how
Suggestions, and sports figures. Choose either two
contexts; and
Cautions the TV sports casters describe people that you know or two
b. narrate and compare 1.1.1 and compare the actions of famous athletes. `
ideas with adverbs. (A) players during the game.
• Lead students to recall what
are adverbs.
• Provide a short lecture on
adverbs
service teacher (PST) should be able 6. Preposition • Think-Pair-Share.
to: • Definition Team up with a classmate to • Cloze test. Complete the news
• Types complete this story of an item about the Filipino Boxing
a. determine appropriate 1.1.1 (imaginary) person who spent Champ,Manny Pacquiao.Put in the
i. Time
usage of prepositions; (A) three years alone on an island. missing prepositions.
ii. Place and
and
Directions Put in the missing prepositions. • Worksheet Designing. As a
1.1.1 Results shall be shared in class
iii. Agents or future teacher of English, students
b. use correct prepositions in (A) Sample text:
Things will design a worksheet on each
oral and written discourse. … a Thursday evening… October
iv. Phrasal of the grammatical categories.
Prepositions 1931… about eight o’clock, the Activities should be in varying
ship ‘voyager’ sank.The ship had levels of difficulty.
been sailing…the end of
September, when she left London,
Structures of 4
and was on her way …
England…Australia.The only
survivor was a man called
Wilfred, who saved himself…
swimming two miles.He spent
three years…an island…the
middle of the Indian Ocean.
• A lecture on prepositions using a

power point presentation.

service teacher (PST) should be able 7. Conjunction • Direct Instruction.
to: • Definition 1. Show the video on this link: • Provide worksheets and class
• Types (https://study.com/academy/le exercises that require students to
a. explain the purpose of 1.1.1 sson/conjunction-definition- fill in the blank with an appropriate
i. Coordinating
conjunction; (A) writing-examples-quiz.html) conjunction then ask them to
ii. Correlative
and 2. As guide, ask the explain the appropriateness of the
iii. Subordinating
b. demonstrate command on 1.1.1 following after the video: chosen conjunction.
the appropriate usage of (A)
conjunctions in both
a. What can coordinating • Putting Everything Together.
speaking and writing.
conjunctions join? Make students put together the
types of parts in the sentence
and put these parts together.
b. Where are
subordinating
conjunctions found?
What is their job?
c. How are various

conjunctions similar and
different?
d. Which conjunctions
are used most often?
e. What would happen

if we didn't have
conjunctions?
Structures of 4
service teacher (PST) should be able 8. Interjection • Explicit instruction highlighting • Give students several feelings 1.1.1
to: • Definition how interjections are different (e.g. scared, excited,
• Rules from adjectives; how they are surprised) and ask them to
a. recognize the purpose and 1.1.1 used in writing, and what are name a corresponding
functions of conjunctions; (A) its interesting features and interjection and use it in
and usage context.
b. use interjections that match 1.1.1 • Create an interjection worksheet
the context and feelings of (A)
the writer or speaker.
Week 13 At the end of the week, the pre- 3.Punctuation

to: • Change is Coming! • Create dialogues and 1.1.1
1. Give students a passage from descriptions of action, thoughts
a. demonstrate an a well-known story, with all the and feelings demonstrating
understanding of 1.1.1 complex and compound correct usage of punctuation
punctuation through correct (A) sentences changed to simple
usage; and sentences. Give them the revised
version.
2. Show the original copy and
b. Identify when each 1.1.1 explain why the revised passage
punctuation is needed. (A) is ineffective.
3. In diads, have them dsicuss
and compare the revision with the
original.
4. Discuss how punctuation works!
Week 14 At the end of the week, the pre- 4. Sentence: Definition and
service teacher (PST) should be able Types
to: • A video presentation on the kinds • Write a play with four 1.1.1
1. According to: of sentences according to use or characters. Each character
a. construct different types of 1.1.1 • Structure function can only speak in one type of
sentences; and (A) • Function (http://www.youtube.com/watch?v sentence.
b. improve sentence
=x3epNegcz6g) • With these questions as
1.1.1 Process Questions: guide, evaluate each sentence
structures. (A) 1. What are types of construction.
sentences according to (1) Is the sentence
structure? functions? grammatically correct?;
2. What is the basic structure of (2) If not, what is wrong with the
a sentence? sentence? Identify the key
3. How do you improve sentence problem(s) with the sentence; and
structure? (3) How would you re-write the
sentence to improve its key
• Modelling Clauses Through problem(s)? Write your own
Shared and Modelled
Reading
Structures of 4
sentence that corrects the
a. Students have a wide range problem(s) you identified.
of clause combinations read
to them through quality texts
with the clause grouping
emphasized through
intonation and pausing.
b. Students identify simple,
compound and complex
sentences (including main
and subordinate clause/s) as
they read or as sentences
are read to students.
c. Students identify the number
of ideas contained within
modelled sentences from
texts and then identify which
idea is the main
(independent clause) that
can stand on its own.
(https://education.nsw.gov.au/teaching
-and-learning/student-
assessment/smart-teaching-
strategies/literacy/writing/stage-
3/sentence-structure/writing-complex-
sentences#Activities1)
Week 15 At the end of the week, the pre- 5. Syntax

service teacher (PST) should be able • Cooperative Learning • Answer a grammar worksheet
to: 1. Phrases Activity: You Phrase Me Up and Clause which highlights on identifying 1.1.1.
• Definition Me Down types phrases and clauses and
a. point out phrases and 1.1.1
• Types  Have students list down combining phrases and clauses
clauses in varied (A) activities they want to to produce simple and complex
i. Noun Phrase
context; and invite other students to do sentences.
ii. Adjective
b. combine phrases and 1.1.1 with them like:
Phrase
clauses appropriately to (A)
iii. Adverbial
produce sensible sentences. activity Student 1 Student 2
Phrase
iv. Prepositional Watch I want to Although
Phrase movies go watch I love
v. Conjunctional
movies watching
Phrase
with you movies
vi. Interjectional
Phrase but I
have
Structures of 4
2. Clauses things to
• Definition study.
• Types play
i. Independent
soccer
ii. Dependent
 The student invited must write

his/her reply in the blank.
 Lead students to the
discussion on how the simple
have evolved from one
column to the other.
 Provide a in-depth lecture –
discussion on phrases and
clauses.
Week 16 At the end of the week, the pre- 6. Conditionals
service teacher (PST) should be able • Definition What if????? • Play the song and let students 1.1.1
to:
• Types revise the conditionals present to
i. Real Conditionals and • Start by asking hypothetical describe the image or idea they
a. discuss and illustrate the 1.1.1 questions like: see about themselves.
ii. Unreal Conditionals
concept conditionals; and (A)
What will you do if it rains today? Sample Song
b. use conditional sentences to 1.1.1 What would you buy if someone Time After Time – Cyndi Lauper
describe an idea or image. (A) gave you 5 million pesos?
What would you have done if you If you're lost you can look--and you will
had fallen in front of everyone? find me, time after time.
If you fall I will catch you--I will be
waiting, time after time.
• Tell students that
answering questions like
those above required
conditionals.
• Discuss the conditionals and
the types of conditionals.
Weeks At the end of these weeks, the pre- 7. Syntactic Structures
17-18 service teacher (PST) should be able • Direct Instruction. • Draw a tree for the following 1.1.1
to:  Structure of Predication Show students the power sentences. If any instances of
 Structure of Modification point presentation on movement are involved,
a. tell the importance of 1.1.1  Structure of syntactic structures ; use the indicate with arrows.
syntax; and (A) Complementation following guide questions for The evil opponent of the plan will
 Structure of Coordination lecture and discussion: claim that the large small eagle
b. describe syntactic structure. 1.1.1  Structure of Why do we need syntactic is depending on the broken
(A) Subordination structure? machine.
Structures of 4
 Structure of Correlation Who needs it? for what?
 Structure of Negation How do we find syntactic
i. Split Structure structure?
ii. Parallel Structure How do we describe syntactic
iii. Elements of structure? –analysis How do we
Sentence understand sentences?
https://www.learngrammar.net/english-grammar/article
Finegan, E. (1989). Language: Its structures and use. Orlando, FL:Harcourt Brace and Co.
Crystals, D. (1985). Dictionary of linguistics and phonetics. Oxford: Basil Blackwell.
De Saussure, F. (1959). Course in general linguistics. New York: Mc Graw-Hill
Sampson, G. (1980). Schools of linguistics. Stanford: University Press
https://www.theguardian.com/media/mind-your-language/2016/feb/04/english-neologisms-new-words
https://www.teachingenglish.org.uk/sites/teacheng/files/new-words-created-worksheets.pdf
https://ac.els-cdn.com/S187704281403777X/1-s2.0-S187704281403777X-main.pdf?_tid=d1e8e433-dfed-40b9-b1ea-
810eef7774b7&acdnat=1550839426_218d0ac988e216826c97ac95c466437
http://faculty.washington.edu/ezent/aasc.htm
Fernald, J. G.(1979). English grammar simplified. A reference manual for school, home and office. Barnes & Noble
Books. file:///C:/Users/Lelani%20C.%20Dapat/Desktop/syntactic-structure-intro.pdf
Structures of 4
Principles and Theories of Language Acquisition and Learning
Vision Mission
College Goals
6.3.1.a. Possess broad knowledge of language and literature for effective learning.
6.3.1.h. Display skills and abilities to be a reflective and research-oriented language and literature teacher.
Section Instructor's Name
Schedule Office Designation
Time Office Hours
Venue Office Telephone
Term E-mail Address
47
Course Information
Principles and Theories of Language
Course Name Course Code
Acquisition and Learning
Grading System

covered
This course provides an avenue for the pre-service English teachers to examine and demonstrate content knowledge on the
principles, factors, and contexts of language acquisition and learning based on theories and research findings. Moreover, this 1.1.1
course enables them to explore and analyze the relationship of language learning principles and theories to classroom practice. 1.2.1
They are expected to create a Language Acquisition Model/Framework integrating the relationship of language acquisition and
learning with the view of improving language instruction.

covered
a. examine the principles, factors, and contexts of language acquisition and learning through various
teaching/learning events/scenarios; and 1.1.1
b. demonstrate research-based content knowledge on the relationship of language acquisition and learning theories 1.2.1
to classroom practice.
Principles and Theories of Language Acquisition and 4

Weeks At the end of these weeks, the pre- 1. The Nature of Language
1-2 service teacher (PST) should be able and Learning  Word/Tag Clouding  Students present their word cloud 1.1.1.
to: Students may create a word cloud and come up with what are the
 Definition of Language with Language and Learning as common concepts related to
a. define language and 1.1.1  Definition of Learning two big words. language and learning. A rubric
learning according to (A) will be used to evaluate students’
different authorities;  Think Pair Share output.
b. discuss how one’s Students may compare their word
understanding of cloud and relate the concepts  The students will synthesize
language determines how they have formed based on the the discussion they have with
once teaches it; and different definitions of learning their groupmates and present
c. share their insights on how and language from different this to the class. The teacher
one’s understanding of the authorities. may use rubric for students’
way a learner learns oral presentation/engagement.
determine one’s philosophy  Brainstorming
of education, teaching Students may brainstorm and
style, approach, methods, discuss their answers to the
and classroom techniques. following questions:
- How does learning
lake place?
- How can a person
ensure success in
language learning?
- What is the optimal
interrelationship of cognitive,
- affective, and physical
domains for
successful language
learning?
- What are the effects of
varying methodological
approaches, textbooks,
materials, teacher
- styles, and
institutional factors?
 Consider the amount of time spent

in classrooms learning a second
language: is there an optimal
length of time required for
successful mastery? Should the
learner be exposed to three or five
or ten hours a week in the
classroom? Or a five-to-seven-
hour day in an intensive language
program? And how "active"

should a learner be outside of the
classroom?
Weeks At the end of these weeks, the pre- 2. Theories of First
3-4 service teacher (PST) should be able Language (L1) Acquisition
to:  Philosophical Chairs  Students defend their ideas by 1.1.1
 The Behavioristic -We acquire language due to nurture. pointing out research-based
a. explain the theories 1.1.1 Approaches - We acquire language due to nature. findings on language
and stages of first (A),  The Nativist Approach acquisition. A rubric will be used
language acquisition; 1.2.1  Cognitive theory Depending on whether they agree or for this activity.
b. examine different cases on (B)  The Functional disagree with this statement, students
how a child learns their first Approaches move to one side of the room or the
language; and  Stages in Child Language other. From that spot, students take
c. cite scenarios on how Acquisition turns defending their positions.
parents, teachers, and the
community helped the  Case studies
development of a child’s L1. Students present different cases and 1.2.1
scenarios on the development of  Students write the situations and
child’s first language scenarios asked in an index card.
They will summarize common
situations raised and present this
 “Real-World” to the class. A rubric will be used
Students discuss in class how for this activity.
parents, teachers, and the community
helped the development of a child’s  Reflection Log
L1. Students point out situations and -Students write their realizations
scenarios regarding the given topic by after the discussion.
writing them in an index card.
Weeks 5-6 At the end of these weeks, the pre- 3. Schools of Thought in
service teacher (PST) should be able Second Language Acquisition
to:  Socratic Questioning Students summarize the different 1.1.1
 Structural Linguistics and The teacher may discuss the concepts viewpoints of each school of thought
a. compare and contrast each 1.1.1 Behavioral Psychology by throwing questions to the students and map once ideas pertaining to the
school of thought of (A),  Generative Linguistics 3Whs big question. A rubric may be used in
language acquisition; 1.2.1 and Cognitive What is it? (definition) this activity.
b. examine the teaching (B) Psychology What do others say about it? (research
implications relevant to  Constructivism: A findings and related literature)
each school of thought; and Multidisciplinary What is its teaching implications?
c. point out classroom Approach
practices that manifest  Affinity Mapping
each school of thought. How are these schools of thoughts Students present their ideas to the 1.2.1
manifested in a language classroom? class. A rubric on oral
Students generate responses by recitation/engagement may be used.
writing ideas on post-it notes (one idea
per note) and placing them in no
particular arrangement on a wall,
whiteboard, or chart paper. Once lots

of ideas have been generated, have
students begin grouping them into
similar categories, then label the
categories and discuss why the ideas
fit within them, how the categories
relate to one another, and so on.
Weeks At the end of these weeks, the pre- 4. Theories of Second

7-10 service teacher (PST) should be able Language (L2) Acquisition  Students may watch the video  Students give their insights on the
to: on the “Benefits of a Bilingual video
 The acquisition-learning Brain”
a. discuss the different theories 1.1.1 distinction https://www.youtube.com/watch
of second language (A)  The natural order ?v=MMmOLN5zBLY
acquisition hypothesis
b. explain the importance of - Transitional forms  Group Facilitation  A rubric may be used to
adherence to and  The Monitor Hypothesis Students may be grouped and evaluate student’s group
utilization of the principles - Individual variation each group is assigned one discussion/reporting
behind second language in Monitor use theory to discuss. Students also
teaching and learning; and  The input hypothesis cite classroom practices that is
c. give reactions to research - Statement of reflective of the different theories.
findings where the principles the hypothesis
of L2 teaching and learning - Evidence supporting
create impact to teachers’ the hypothesis  Case studies  Pen and Paper Test
and students’ performance.  The affective filter Students may read different
hypothesis cases on how a child learns
another language other than  Reflection Log
his/her mother tongue. -Students write their realizations 1.1.1
Students present their own ideas on how they think they learned 1.2.1
on how L2 will be taught and their L1 and L2.
practice in the classroom
 Rubric on writing slogans may

 Bumper Stickers be used to evaluate students’
Students may a write a slogan-like summarized concepts on what
bumper sticker to sum up the they have learned in the entire
entire unit in one sentence. unit.

Weeks At the end of these weeks, the pre- 5. The Causative Variable in
11-13 service teacher (PST) should be able Second Language  Research findings
to: Acquisition Presentation/Case Presentation  Students present orally the
published researches/cases
a. discuss the variables in 1.1.1  The causative variables Students may search and present they have read on L2 Acquisition
L2 acquisition; (A)  Language teaching: articles and researches on second highlighting the causative
does it help? language acquisition highlighting variables
b. cite research-based 1.2.1 - When language the different causative variables.
classroom practices that (B) teaching helps
addresses the different - When language  Reflective Activity
variable of L2 teaching does not Students reflect on the following
acquisition; help questions:  Pen and Paper Test
c. cite teaching implications for  Exposure variables
each causative variable;  Age - What are the
and  Acculturation teaching implications
d. create their own for each causative  Reflection Log
Language Acquisition variable? -Students write their realizations
Model or Framework that - What cognitive processes on the different concepts
shows the relationship of are we also developing when highlighted.
language acquisition and we teach language and how
learning theories to might they contribute to
classroom practice. language learning?
- What affective aspects need
to be taken into account when
conducting a language
lesson?
- How do we stimulate
students’ interest in
language learning? (e.g.
How do we help students
who don’t like reading 1.1.1
become interested in reading  Students present their created L2 1.2.1
in a language classroom?) acquisition model or framework.
Rubric will be used to assess
Based from the case their output
presentations/research findings
presentation, students create their
own Language Acquisition Model
or Framework that shows the
relationship of language
acquisition and learning theories
to classroom practice.

Weeks At the end of these weeks, the pre- 6. Approaches to
15-18 service teacher (PST) should be able Language Teaching  Group Facilitation  Group reporting/discussion on the 1.1.1
to: Students are grouped and each group different L2 approaches 1.2.1
 Present-day Teaching is assigned one L2 approach to Students create an infrographic
a. discuss the varied 1.1.1 Methods discuss. Students also cite classroom on L2 Approaches. A rubric may
approaches to (A) - Grammar-translation practices that is reflective of the be used to evaluate their output.
language teaching; - Audio-lingualism different approaches.
b. cite specific classroom 1.2.1 - Cognitive-code
practices wherein each (B) - Direct Method
approach is applied; - Natural approach  Think Pair Share  Pen and Paper Test
and - Total Physical Response Students share their insights on the
c. relate the principles of - Suggestopedia different principles of interactive
interactive language and language teaching
teaching to classroom Desuggestopedia
practices.  The Principles of  Reflective Activity  Reflection Log
Interactive Language - How are language teachers’ Students write a reflection
Teaching practices (or what we regard highlighting the importance of
as "good practices") shaped understanding the principles and
by different sets of principles theories of L2 Acquisition to
and ideas? Second Language Teaching
- What are the various diverse
social contexts in which
language teaching takes
place and what effect might it
have on our language
teaching practices?

Brown, D.H. (n.d.). Principles of language teaching and learning. San Francisco State University
Castello, D. (2016). First language acquisition and classroom language learning: Similarities and differences. Retrieved at
https://www.birmingham.ac.uk/Documents/college- artslaw/cels/essays/secondlanguage/First-Language-Acquisition-and-Classroom-Language-Learning-Similarities-and-
Differences.pdf
“First Language Acquisition” Retrieved at http://pandora.cii.wwu.edu/vajda/ling201/test4materials/ChildLangAcquisition.htm
Freeman, D. & Anderson, M. (2011). Techniques and principles in language teaching. Oxford University Press 2011
Krashen, S. (2009). Principles and practice in second language acquisition. University of Southern California
Krashen, S. (2003). Explorations in language acquisition and use: The Taipei Lectures. Portsmouth, NH: Heinemann
Milambiling, J. (2011). Bringing one language to another: Multilingualism as a resource in the language classroom. English Teaching Forum. Retrieved
from https://americanenglish.state.gov/files/ae/resource_files/49_1_4_milambiling-1.pdf
Nacamulli, M. (2015). The benefits of a bilingual brain. Retrieved at https://www.youtube.com/watch?v=MMmOLN5zBLY
Wang, H. & Hill, C. (2011). A paradigm shift for English language teaching in Asia: From imposition to accommodation. The Journal of Asia TEFL. Vol. 8, No. 4, pp. 205-
232 Zafar, M. (2010). Monitoring the 'monitor': A critique of Krashen's five hypotheses. The Dhaka University Journal of Linguistics: Vol. 2 No.4 August 2009 Page: 139-146

Language Programs and Policies in Multilingual
Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
55
Course Information
Language Programs and Policies in
Multilingual Societies
Pre-requisite Subject Course Credit 3 units, 3 hrs/wk. (18 weeks, 54 hrs total)
Grading System

covered
This course allows the pre-service English teachers to survey local and international basic education language programs and
policies that account for issues and considerations relevant to the engagement of teachers in school settings. Moreover, it 1.1.1
presents research-based content knowledge of language policies and programs across countries to exhibit clear understanding
of the design, development, and dissemination of a language curriculum and to discuss how school policies i.e: language
policies have shaped and influenced English language teaching in multicultural setting.

covered
A. demonstrate a research-based content knowledge and working awareness of the local and international language 1.2.1
program and policies;
B. demonstrate knowledge in understanding of language policies and programs and their relevance to the engagement 1.1.1
of teachers in school settings; and
C. demonstrate knowledge and understanding of school policies and procedures that shape and influence language teaching 6.4.1
in multicultural setiing.
Language Programs and Policies in Multilingual 5

Week 1 At the end of the week, the pre- 1. Languages in the Philippines:
service teacher (PST) should be able An Overview
to:  Assign students some readings  Write a research-based opinion 6.4.1
on the languages of the regarding current issues plaguing
a. talk about the languages 1.1.1 Philippines. Essential Questions: languages in the Philippines.
in the Philippines; and (B) - Why is the Philippines
b. react on issues regarding considered a multilingual Note: An Analytic Rubric may be
current linguistic situations 6.4.1 nation? used to evaluate students’ output.
in the Philippines. (C) - What are the major
languages in the Philippines?
- What are the current linguistic
situations of the Philippines?
- Using the questions as
guide, discuss with students
the challenges and
opportunities of having
multilanguages and
multidialects in the
Philippines.
Weeks At the end of these weeks, the pre- 2. Language – in -
2-4 service teacher (PST) should be able Education Policy Evolution
to:  Assign Readings on  Make students critic on national
 Dept. Order No. 25, Language Programs and language policies in the
a. discuss significant 1.1.1 s. 1974 Policies in the Philippines Philippines 1.1.1,
changes in Philippine (B)  1987 Constitution of the 6.4.1
Language Programs and Philippines  Brainstorming/Collaborative Note: An Analytic Rubric may be
Policies; and 6.4.1  Department Order No.53, Learning: used to evaluate students’ output.
b. identify relevant issues in (C) s.1987 Constitution- The Using the Guide Questions below,
place that help government 1987 Policy of Bilingual students work on the answers
institutions in upholding and Education with their assigned group:
propagating the national  DECS Order No.11,
language. s.1987- An Act Granting a. What are the policies
Priority to Residents of governing language use
the Barangay, in the Philippines?
Municipality or City b. What are challenges in
where the School is the implementation of
Located, in the these policies?
Appointment or c. What are current issues
Assignment of governing the use of
Classroom Public School language in public schools?
Teachers. d. Over the years, how have
 Executive Order No. these policies aid
335 s.1988 government institutions in
 The Language Policy upholding and
of the Commission on propagating the national
language?

Higher Education (Higher
Education Act of 1994)
 Executive Order
No.210 (May 17,
2003)- “
Establishing the Policy to
Strengthen the Use of
the English Language as
Medium of Instruction in
the Educational System”
 DepEd Memorandum
No.81,s. 2003-
English language be
used as medium of
instruction
Week 5 At the end of the week, the pre- 3. Implementation of the
service teacher (PST) should be able Bilingual Education
to: Policy  Make students answer the Have students gather some studies 1.1.1,
activity individually regarding related to the implementation of PBEP 6.4.1
a. describe how the Bilingual 1.1.1  Early Childhood their knowledge on the and ask them to critic on the
Policy have been (A)  Primary Grades implementation of Philippine implementation process and practice
implemented in all  Lingua Franca Bilingual Policy. as a reaction to the studies read.
government and non- Project (1999-2003)  Allow students to form groups to Note: A Critical Thinking Rubric may
government institutions; discuss their answers and then be used to evaluate students’ output.
and 6.4.1 come up with collective
b. critic on its implementation (C) description on their knowledge on
process and practices the implementation of Philippine
Bilingual Education Policy.
 Discuss the implementation of
the PBEP-gaps, issues,
challenges, and development.
Week 6 At the end of the week, the pre- 4. Multilingualism in the

service teacher (PST) should be able Classroom
to:  Do a class language  Translanguaging in the classroom.
survey. Students may have
a. identify the languages they 1.1.1 more languages to name.  Students discuss a topic in pairs
understand, speak, read (A) using their home language.For
and write; and Legend; these students to understand
b. discuss how knowing 6.4.1 U-understand each other, they may say:
different languages benefit (C) S-Speak
them, particularly as future R-Read In Cebuano, we say….
teachers W-Write In Iloilo, it means…

 Discuss the result emphasizing  Give students these
what knowledge of different reflection questions:
languages and culture brings
people’s lives particularly in the 1. How was your experience
classroom. translanguaging?
2. How was it different for you?
Weeks 7-8 At the end of the week, the pre- 5. Multilingual Philippines
service teacher (PST) should be able  Essay. 1.1.1,
to:  Mother Tongue-Based-  Three Part Interview. Make students answer the ff. 6.4.1
Multilingual Education questions:
a. share their ideas on 1.1.1 Ask the class, what do you think
the Mother Tongue- (A) i. Underlying Theories are the three biggest issues How must MTB-MLE be
based Multilingual and Assumptions related to Mother Tongue Based implemented in the classroom?
Education; 6.4.1 –Multingual Education?
b. demonstrate their (C) ii. RA 10533-An Act What is required of a teacher in a
understanding of how MTB- Enhancing the Philippine Choose the student with the multilingual classroom?
MLE is implemented in the Basic Education System By birthday closest to the day
classroom; and Strengthening Its Curriculum Buwan ng Wika is celebrated Note: An Analytic Rubric may be
c. convey their understanding and Increasing the Number and have them stand and share used to evaluate students’ output.
of the MTB-MLE by of Years for Basic Education, their 3 responses to the question
describing a teacher in a Appropriating Funds Therefor for one minute.
multilingual classroom. and For Other Purposes
Move clockwise around the room
iii. DepEd Order 31 s.2012 until all have shared.
iv. DepEd Order 31 s.2013 Continue with a lecture on

how the MTB-MLE came to
be and its scientific and legal
basis.
 Gaps, Issues, and
Challenges in the
implementation of Mother
Tongue Based – Multilingual
Education
Week 10 At the end of the week, the pre- 6. Language and Millenium
service teacher (PST) should be able Development Goals  Essential Question:  Make students gather research 1.1.1,
to: Why is language important in the studies on issues and 6.4.1
Millenium Development Goals? challenges in the MDG
a. explore the importance of 1.1.1 implementation and how
languages in relation to (A) 1. Do a schema checking on language is important in MDG.
the Millenium students’ awareness and  Let them synthesize these
Development Goals; and 6.4.1 knowledge of the Millenium studies by writing a reflection
b. reflect on practices, issues (C) Development Goals. paper. Note: A Reflection Writing
and challenges of language 2. Ask what role does language Rubric may be used to evaluate
in the MDGs. play in MDGs students’ output.

3. Discuss the MDG and why
language is an essential
factor in the realization of
the MDGs
Weeks At the end of the week, the pre- 7. Language and Inclusive Basic
11-13 service teacher (PST) should be able Education Issues and
to: Challenges
 Organize a debate on some  Make students conduct a survey 1.1.1,
a. conduct a research on 1.1.1 issues and challenges on the role on students’ and teachers’ extent 6.4.1
language in the context of (A) of language and inclusive of knowledge and awareness on
Inclusive Basic Education; education. Language and its role in
and 6.4.1 Inclusive Basic Education.
b. demonstrate deeper and (C)  Wrap up by giving insights on  Content of the survey
wider understanding of Language and Inclusive questionnaire must be checked
Language by relating it to Basic Education. by the professor.
its role in inclusive  Require students to write a one –
education. page blog about the survey
results.
Weeks At the end of the week, the pre- 8. From Monolingual to

14-18 service teacher (PST) should be able Multilingual: Language  Form students into Groups. Each  Have students as a group conduct 1.1.1,
to: Programs and Policies group shall be assigned a a comparative analysis of the 6.4.1
Across Asean Countries country to report about its language programs and policies
a. explore and share their 1.1.1 language programs and policies of these countries including the
understanding of (A) Philippines
language programs Note: A Critical Thinking Paper
across ASEAN countries; 6.4.1 Rubric may be used to evaluate
and (C) students’ output.
b. demonstrate deeper and
wider understanding of
language programs.
Igcalinus, T. (2016). Policies, Practices, and Prospects in Mother Tongue-Based Multilingual Education: Synergies for Sustainable
and Inclusive Basic Education in the Philippines.
Why Languages Matter. Language and Millennium Development Goals,SIL International
Organization Batnag, A. E.(2015). Issues in language. Consultations,ncca.gov.ph
Luistro, Armin. DepEd Order 31 s. 2013 & DepEd Order 31 s. 2012 Contravene MTB-MLE Provisions of RA 10533

Language Learning Materials Development
Vision Mission
College Goals
6.3.1.e. Show competence in employing innovative language and literature teaching approaches, methodologies, and strategies.
6.3.1.f. Use technology in facilitating language learning and teaching.
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
61
Course Information
Language Learning Materials
Development
Pre-requisite Subject Course Credit 3 units, 3 hrs/wk (18 weeks, 54 hrs total)
Course Requirements
Grading System

covered
This course engages the pre-service English teachers in the selection, development, production, and evaluation of variety of
language teaching and learning resources based on the identified K to 12 learning competencies. Through these activities, they 1.1.1
are able to demonstrate content knowledge on the principles and procedures of language materials development. Students 4.5.1
show competence in employing innovative strategies on the design and development of contextualized and localized
instructional materials that provide opportunities for meaningful, purposeful language use thereby facilitate language learning
and teaching.
covered
A. demonstrate content knowledge on the principles and procedures of designing and developing contextualized and 1.1.1
localized materials; and
B. show competence in the selection and development of language learning materials. 4.5.1
Weeks At the end of these weeks, the pre- 1. Introduction to
1-3 service teacher (PST) should be able Materials Development
to:  Group Discussion  Oral Engagement/ Participation
1. Defining materials and Students discuss the answers to Note and present the group’s 1.1.1
a. discuss what “materials 1.1.1 materials the following questions: ideas on the following
development” and (A) development discussion points.
“materials” are; 2. Current trends and What is Materials Development?
issues in materials What are ‘materials’?
development
3. Who should develop the
materials
Language Learning Materials 6

b. cite examples of language 4. Principles of second What do others say about the  Learning Log
learning materials used in language acquisition current (positive and negative)  Students write their takeaways
the classroom; (SLA) relevant to the trends of materials development? based from the discussion of their
development of materials (research findings and related groupmates and the teacher.
c. point out the negative and 5. Principles and literature)
positive trends of Procedures of What should drive materials
materials development; Materials Development development?
What are the principles and
d. relate the principles and theories of language teaching and
theories of language learning relevant to materials
learning to the development development?
of appropriate language
learning materials; and  Brainstorming
Students discuss on the following
e. provide example points:
materials that  Every teacher is a
corresponds to each materials developer’
principle of SLA. (English language Centre,
1997) who needs to be
able to evaluate, adapt and
produce materials so as to
ensure a match between
their learners and the
materials they use.
 The most effective ways of
‘helping teachers to
understand and apply
theories of language
learning – and to achieve
personal and professional
development – is to provide
monitored experience of
the process of developing
materials’ (Tomlinson,
2001).
 ‘Materials’ ‘include anything
which can be used to
facilitate the learning of a
language. (Tomlinson,
2001).

Week 4 At the end of the week, the pre- 2. Materials Evaluation
to: 1. Definition and principles  Pass the Pointer  Oral Engagement/ Participation
in materials evaluation The teacher projects images of Students identify key
a. evaluate language learning 1.1.1 2. Qualities each unit of various instructional materials on features/qualities of an 1.1.1
materials used in a basic (A) material should reflect the screen and asks for effective material
education classroom using 3. Types of volunteers to temporarily borrow
the principles in materials materials the laser pointer to identify key
evaluation; evaluation features/qualities of an effective
b. examine the K to 12 English material.
curriculum and cite materials  Students provide a list of the
used to facilitate mastery of  Brainstorm a list of universal criteria when
a specific competency; and universal criteria evaluating language learning
c. list down specific Students may brainstorm the materials.
competencies from the K to universal criteria which would
12 English curriculum and apply to any language learning  They compare and take note of
identify possible language materials anywhere for any these criteria to that presented by
learning materials to be learners. their teacher.
used for these *media-specific criteria
competencies.  The teacher presents the *content-specific criteria
assessment points/criteria when *age-specific criteria
evaluating language learning *local criteria
materials and students check if
the features/qualities they have
mentioned in the previous activity
are listed.
Weeks 5-6 At the end of these weeks, the pre- 3. Adapting Materials
to: 1. Teacher-centered and  Vodcasting/Vlogging  Students’ vodcast or vlog is 1.1.1
learner-centered The teacher may ask students to graded using a rubric. 4.5.1
a. outline the process of 1.1.1 approach to adaptation create a vodcast/vlog on teacher-
materials adaptation (A) 2. Key features in centered and learner-centered
from different points of materials adaptation approaches to materials
view; 3. Materials and adaptation. They may interview
b. examine range of Digital Technology language teachers on how they
technology-based materials select materials in their
and tools available to classroom.
classroom language  Group Presentation on the
teachers; and  Let’s Explore chosen technology-based/digital
c. apply the criteria in selecting The teacher may ask students to language learning materials
and evaluating language explore technology-based/digital
learning materials. language learning materials and
tools and have these presented in
the classroom.  Student Portfolio on the different
o Designing materials materials they have explored and
using online tools designed

o Creating audio and
video materials
(podcasts, vodcasts,
vlogs)
o Interactive web pages
o Language corpora and
concordancing
o Creating stories for
language learning
using ICT (vlogs, blogs,
bubblar,etc.)
o Teaching writing with
technology
(grammarman, eyercize
etc.)
o Computer-mediated
communication and
language learning-
mobile-assisted language
learning (MALL)
 Classroom Demonstration on how
 Tutorial these materials will be used. A
Selected students may be asked rubric will be used to evaluate
to tutor the class on how to use students’ performance and output.
the materials and tools they
have presented.
Weeks 7-18 At the end of these weeks, the pre- 4. Developing Specific Types of
service teacher (PST) should be able Materials
to:  Group Project  Group Output/Portfolio
1. Materials for the Students may be grouped  Students compile/package the
a. select appropriate materials 1.1.1 Teaching of according to the type of materials different language learning 1.1.1
for the specific (A) Grammar they will be designing. materials they have designed 4.5.1
competencies/macro skills; - Criteria These materials will be based on for the identified competencies.
b. design and/or improve 4.5.1 the identified competencies/topics
(existing) contextualized (B) 2. Materials for from the K to 12 English
and localized materials for Teaching Vocabulary curriculum.
the identified K to 12 - designing input and
English competencies; and output activities to
c. produce language learning encourage/help
materials specific for the vocabulary learning  Class Exhibit
teaching of grammar, and fluency For everyone to be able to see  Rubric on the classroom
vocabulary, reading, writing, development and explore these different exhibits will be used.
speaking, listening, viewing, language learning materials,
and cultural awareness vis- 3. Materials for the teacher my ask students to
a- vis the K to 12 learning Developing Reading organize a classroom exhibit
competencies Skills showcasing the different
- alternative approach to contextualized and localized
materials for teaching

reading

materials (traditional and
4. Materials for technology-based) which they
Developing Writing have created/designed specifically
Skills for each competency/topic/macro
- the role of writing skill.
materials
- selecting writing
materials (textbook and
internet creative writing
materials)
5. Developing Materials
for Speaking Skills
- speaking skill and
the need for relevant
materials
- trends in materials for
speaking skills
- utilizing verbal
sources from real life
6. Developing Materials
for Listening Skills
- intake rich activities and
multidimensional listening
skills lessons
7. Materials for
Developing Viewing
Skill
- activities and
materials to strengthen
viewing skills
8. Materials for
Cultural Awareness
- the culture of language
and the language of
culture

Alda, R. (2018). Going to the MALL: Mobile assisted language learning in english language instruction. International Journal of English Language Teaching. Volume 60/4 July-August 2018 Rs. 15
Alda, R. (2018). Podcasting tasks and students’ aural-oral skills. International Journal of Language and Education. Volume:7, Issue:4, October
2018 K to 12 English Curriculum Guide Retrieved at www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf
Mozayan, M. (2015). Materials to develop microskills and macroskills: Are there any principles? ELT Voices. Retrieved at http://eltvoices.in/Volume5/Issue_6/EVI_56_1.pdf
Poetsch, S. (2016). Teaching language: Macro skills. Retrieved at https://www.indigoz.com.au/language/teachmacro.html
Qodir, A., Baehaqi, L., & Miftah, M. Z. (2016). “Developing materials of listening comprehension for the English department students”. Journal on English as a Foreign Language. Retrieved at
https://www.ijlter.org/index.php/ijlter/article/download/668/287
Stanely, G. (2013) Language Learning with Technology: Ideas for Integrating Technology in the Classroom. Cambridge Cambridge University Press.
Teaching material development: Speaking. Retrieved at https://rinaaghna.wordpress.com/2012/11/28/teaching-material-development-speaking-2/
Tomlinson, B. (2013). Developing materials for language teaching. Bloomsbury Publishing Plc Retrieved at https://www.academia.edu/36454579/Developing_Materials_for_Language_Teaching
Carolino, C. et.al. (2019). Instructional strategies and materials utilized in teaching viewing as macro-skill by English teachers.Retrieved at
http://psurj.org/wp-content/uploads/2019/01/4.- Instructional-Strategies-and-Materials-Utilized-in-Teaching-Viewing-as-Macro-Skill-by-English-Teachers.pdf

Teaching and Assessment of Literature Studies
Vision Mission
College Goals
6.3.1.b. Use English as a global language in a multilingual context as it applies to the teaching of language and literature.
6.3.1.c. Acquire extensive reading background in language, literature, and allied fields.
6.3.1.d. Demonstrate proficiency in oral and written communication.
6.3.1.e. Show competence in employing innovative language and literature teaching approaches, methodologies, and strategies
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
68
Course Information
Course Name Teaching and Assessment of Literature Course Code
Studies
Pre-requisite Subject Course Credit
Course Requirements
Grading System

covered
This course allows pre-service English teachers to explore the nature of literature and the theoretical bases, principles, and
methods and strategies in teaching and assessing literature. It aims to provide them with various strategies for pre-lesson, 4.5.1
during lesson, and post-lesson which will develop their learners’ higher order thinking skills in the use of the English language 5.4.1
and will respond to their various backgrounds. Also, they are expected to design developmentally-sequenced lesson plans and
provide a range of assessment strategies to communicate learners’ needs, progress and achievement in literature.

covered
A. adapt competency-based learning materials in teaching literature which respond to the various linguistic, cultural, socio-
economic, and religious backgrounds of learners; 3.2.1
B. be familiar with a range of assessment strategies in teaching literature that address learners’ needs, progress, and
achievement which are consistent with the selected competencies; 5.4.1
C. craft a learning plan according to the English curricula that develops higher order thinking skills of learners through the use
of literary texts; and 1.5.1
D. conduct a teaching demonstration of a developmentally-sequenced learning process using innovative teaching 4.1.1
principles, skills, and strategies for teaching literature.
Teaching and Assessment of Literature 6

Weeks At the end of these weeks, the pre- 1. Overview on the Nature
1-3 service teacher (PST) should be able of Literature and its Genres
to:  Review activity on the  Review Test on the Nature 1.1.1.
1. Literature as purposes and genres literature of Literature and its Genres
a. explain the purposes and 1.1.1 Significant Human studies
genres under the literature Experience  Group process assessment on 3.2.1
umbrella; and 2. Purposes of Literature  Concept Mapping about the analysis of literature
b. identify notable authors 1.1.1 3. Prose vs. Poetry Nature of Literature and its competencies and choice of
appropriate for literature vs. Drama Genres appropriate texts
study in K to 12 English 4. Fiction vs. Non-Fiction 3.2.1
Literature. 5. A Survey of Authors  Trivia quiz on famous Filipino  Documentation Report and
a. Filipino Authors and international authors Presentation of Analysis of
b. International Well-Known Literature Competencies and
Authors  Class discussion on literature Choice of Appropriate Literary
6. Literature Competencies overview and famous authors Texts (focusing on Proper
in English K to 12 for literary study Analysis and Critical Thinking
Curriculum Shown, Teamwork and
 Group analysis of literature Collaboration, and
competencies and choosing of Appropriateness of Literary Texts)
appropriate texts to use for such
competencies
 Presentation of analysis and

choice of texts
Weeks At the end of these weeks, the pre- 2. Teaching Literature –
4-7 service teacher (PST) should be able An Overview
to:  Concept Mapping Activity on the  Graphic organizer as 1.5.1
1. Value of Literature Overview of Teaching Literature formative assessment on the
a. recognize important 4.1.1 2. Factors Affecting appropriate methods and
concepts in teaching (D) Interests in Literature  Graphic Organizer to compile approaches in teaching
literature in English; 3. Choosing Books appropriate methods and literature
b. identify appropriate methods 1.5.1 and Reading approaches to teach literature 3.2.1
and approaches to teach (C) Materials  Peer Teaching in using right
literature; and 4. Models of  Sharing of experiences in books, reading materials and or
c. discuss the right books, 3.2.1 Teaching Literature literature classes and comprehensive questions
reading materials, and (A) 5. Language Model identifying approaches used by (focusing on Appropriate Use of
comprehension questions in 6. Cultural Model former teachers Approach, Choice of Learning
teaching literature. 7. Personal Growth Model Material, Comprehension
8. Approaches to Teaching  Discussion on the differences Questions Asked, and Factor of
Literature and implications on the Literature Focused)
9. Language-Based approaches to teaching literature
Approach
10. Paraphrastic Approach
11. Moral-Philosophical
Approach
12. Stylistics Approach

13. Levels of  Preparation for peer teaching
Comprehension activity using a chosen text and
Questions an appropriate approach
14. Assessment Strategies
in Teaching Literature  Peer Teaching Activity on the right
books, reading materials, and
comprehension questions in
teaching literature
Weeks At the end of these weeks, the pre- 3. Teaching Poetry and
8-12 service teacher (PST) should be able Dramatic Poetry
to:  Designing competency-based  Creation of Original Instructional 3.2.1
1. Review on the Genres learning materials in teaching Materials and/or Adapted Literary
a. adapt competency-based 3.2.1 of Poetry poetry which are responsive to the Poetic Texts (focusing on
learning materials in (A) 2. Literary Devices various linguistic, cultural, socio- Appropriateness and
teaching poetry which 3. Fun Poetry economic, and religious Resourcefulness)
respond to the various  Riddles backgrounds of learners 5.4.1
linguistic, cultural, socio-  Limericks  Designing an Assessment Tool
economic, and religious  Haikus  Planning, designing and in Testing Poetry (focusing on
backgrounds of learners; 4. Shape Poems implementing assessment Validity, Reliability, and
b. identify a range of 5.4.1 5. Comprehending Poetry strategies in teaching poetry that Administrability) 1.5.1
assessment strategies in (B) 6. Strategies in address learners’ needs,
teaching poetry that address Teaching Poetry progress, and achievement  Making a Learning Plan in
learners’ needs, progress, 7. Reading Aloud which are consistent with the Teaching Poetry (focusing on
and achievement which are 8. Choral Reading selected competencies Completeness, Appropriate
consistent with the selected 9. Silent Reading Approach Used, and 3.2.1,
competencies; 10. Literary Appreciation and  Learning Plan Making according Facilitative Process) 4.1.1,
c. craft a learning plan 1.5.1 Valuing in/of Poetry to the English curricula that 5.4.1
according to the English (C) 11. Lesson Design in develops higher order thinking  Teaching Demonstration in Poetry
curricula that develops Teaching Poetry skills of learners through the (focusing on Teacher-Like
higher order thinking skills of 12. Materials and Resources use of poetic texts Simulation, Preparation,
learners through the use of in Teaching Poetry Classroom Management, Learning
poetic texts; and 13. Assessment in Teaching  Individual Teaching Environment, and Interest and
d. conduct a teaching 4.1.1 Poetry Demonstration of a Diligence in Teaching Poetry)
demonstration of a (D) developmentally-sequenced
developmentally-sequenced learning process using
learning process using innovative teaching principles,
innovative teaching skills, and strategies for teaching
principles, skills, and poetry
strategies for teaching
poetry.
Weeks At the end of these weeks, the pre- 4. Teaching Prose and
13-18 service teacher (PST) should be able Dramatic Prose
to:  Designing competency-based  Creation of Original Instructional 3.2.1
1. Review on the Genres learning materials in teaching Materials and/or Adapted Literary
a. adapt competency-based 3.2.1 of Prose prose and drama which are Prose Texts (focusing on
learning materials in (A) 2. Comprehending Prose responsive to the various
teaching

prose which respond to the 3. Strategies in linguistic, cultural, socio- Appropriateness and
various linguistic, cultural, Teaching Prose economic, and religious Resourcefulness) 5.4.1
socio-economic, and  Silent Reading backgrounds of learners
religious backgrounds of  Prose Performances  Designing an Assessment Tool
learners  Dramatic  Planning, designing and in Testing Prose (focusing on
b. familiarize a range of 5.4.1 Performance implementing assessment Validity, Reliability, and 1.5.1
assessment strategies in (B) 4. Literary Appreciation and strategies in teaching prose and Administrability)
teaching prose that Valuing in/of Prose drama that address learners’
address learners’ needs, 5. Lesson Design in needs, progress, and  Making a Learning Plan in
progress, and achievement Teaching Prose achievement which are consistent Teaching Prose (focusing on
which are consistent with 6. Materials and Resources with the selected competencies Completeness, Appropriate 3.2.1,
the selected competencies in Teaching Prose Approach Used, and 4.1.1,
c. craft a learning plan 1.5.1 7. Assessment in Teaching  Learning Plan Making according Facilitative Process) 5.4.1
according to the English © Prose to the English curricula that
curricula that develops develops higher order thinking  Teaching Demonstration in Prose
higher order thinking skills of skills of learners through the (focusing on Teacher-Like
learners through the use of use of prose and dramatic texts Simulation, Preparation,
prose texts Classroom Management, Learning
d. conduct a teaching 4.1.1  Individual Teaching Environment, and Interest and
demonstration of a (D) Demonstration of a Diligence in Teaching Poetry)
developmentally-sequenced developmentally-sequenced
learning process using learning process using
innovative teaching innovative teaching principles,
principles, skills, and skills, and strategies for teaching
strategies for teaching prose prose and
drama
. (2012). The children’s hour: Stories on childhood. Diliman, Q.C.: University of the Philippines
Press. Abelardo, V. (2013). Literature for today’s children. Manila: Philippine Graphic Arts.
Coody, B. (2002). Using literature with young children. Dubuque, IA: W.C. Brown Publishers.
Glazer, J. I. (2011). Literature for today’s children. New York: Macmillan.
Lynch-Brown, C. (2012). Essentials of children’s literature. Boston: Allyn and Bacon.
Profeta, L. M. (2008). Literature for Filipino children. Quezon City: Ken.
Tomlinson, C. (2012). Essentials of children’s literature. Boston: Allyn and Bacon.

Teaching and Assessment of the Macroskills
Vision Mission
College Goals

Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
7
Course Information
Course Name Teaching and Assessment of the Course Code
Macroskills
Course Requirements
Grading System

covered
This course allows the pre-service English teachers to explore the nature of the macro skills and the theoretical bases,
principles, and methods and strategies in teaching and assessing listening, speaking, reading, writing, and viewing. It aims to 1.2.1
provide various strategies for pre-lesson, during lesson, and post-lesson to develop research-based knowledge and principles in 3.1.1
teaching the macro skills while using differentiated teaching to suit learners’ gender, needs, strengths, interests, and 4.2.1
experiences. Also, they will be able to identify learning outcomes aligned with the learning competencies and provide timely, 5.3.1
accurate, and constructive feedback to improve learners’ performance in the macro skills.

covered
A. select differentiated learning tasks in teaching the macro skills to suit learners’ gender, needs, strengths interests, and 3.1.1
experiences;
B. demonstrate how to provide timely, accurate, and constructive feedback to improve learner performance in the different 5.3.1
tasks in the macro skills through simulations;
C. craft a learning plan according to the English curricula that is developed from research-based knowledge and principles of 1.2.1
the five language macro-components and the theoretical bases, principles, methods, and strategies in teaching these
components; and 4.2.1
D. conduct a teaching demonstration of the assigned learning competencies in the macro skills.
Teaching and Assessment of the 7

Weeks At the end of these weeks, the pre- 1. An Overview on the
1-3 service teacher (PST) should be able Teaching of the Macro Skills
to:  Differentiating Receptive  Venn diagram as formative 1.1.1
 Receptive vs. Expressive vs Expressive Macro Skills assessment in understanding
a. recognize important 1.1.1 Macro Skills English Macro Skills
concepts in teaching the  Macro Skill  Group analysis and concepts
macro skills in English; Competencies in the identification of appropriate 1.2.1
b. discuss the connection of 1.2.1 English K to 12 activities for the Speaking,  Documentation and Group
teaching the macro skills with (C) Curriculum Listening, Reading, Writing, and Presentation of Analyzed Macro
the other language skills and  Viewing as a New Viewing competencies in the Skills Competencies (focusing
competencies; Macro Skill English K to 12 Curriculum on Critical Thinking Shown,
c. identify appropriate methods  Connection of the Macro Completeness, Teamwork and
and approaches to teach the 3.1.1 Skills with Vocabulary,  Lecture discussion on English Collaboration, and Appropriate
English macro skills; and (A) Grammar and Literature Language Macro Skills Activities Designed) 3.1.1
d. list down qualities of an  Review on Teaching concepts, approaches
effective English teacher 1.1.1 Communicative and methods  Reflection Essay on Qualities of
in the macro skills. Competence an Effective English Macro Skills
 BICS vs. CALP  Listing and classification of Teacher (focusing on Unique
 Content-Based researched activities appropriate Ideas Presented, Organization of
Instruction for teaching the macro skills Ideas, and Concepts/Approaches
 Communicative Cited)
Language Teaching  Giving of examples of activities
 Qualities of an in BICS or CALP, CBI, and CLT
Effective English
Macro Skills Teacher  Analyzing a sample lesson
plan/teaching demonstration of
an ESL class and identifying
approach and qualities shown
Weeks At the end of these weeks, the pre- 2. The Expressive Macro Skills –
4-7 service teacher (PST) should be able Speaking
to:  Creating summaries and/or mind  Oral participation (OSTS activity) 1.1.1
 Nature and Purposes maps on the nature and in sharing important concepts in
a. select differentiated learning 3.1.1 of Speaking purposes, process, speech styles teaching speaking
tasks in teaching speaking (A)  Mechanics and and registers, speech acts,
to suit learners’ gender, Process of Speaking phonology review, modes of  Speaking Task/Performance 3.1.1
needs, strengths interests,  Speech Styles and communication, and formats in (focusing on Confidence,
and experiences; Registers (Frozen, speaking Speaking Simulation, Varied
b. demonstrate how to provide Formal, Consultative, Speaking Concepts Applied)
timely, accurate, and 5.3.1 Casual, Intimate,  One Stay-Team Stray activity to
constructive feedback to (B) Aggressive, Passive, share the summaries/mind  Speaking Task Feedbacking 5.3.1
improve learner performance Assertive) maps made on important Simulation (focusing on
in the different tasks in  Austin and Searle’s concepts in teaching speaking Feedbacking Process, Use
speaking through Speech Acts of Rubrics, and Appropriate
simulations;  Individual/pair/group preparation
and presentation of speaking

c. craft a learning plan (Locutionary, tasks (storytelling, oration, acting, Tips/Feedback Provided to
according to the English 1.2.1 Illocutionary, and conversation simulation, role Learner)
curricula that is developed (C) Perlocutionary) play, theatrical play, etc.) 1.2.1
from research-based  Review on Segmentals,  Making a Learning Plan in
knowledge and principles of Suprasegmentals, Modes  Pair feedbacking practice and Teaching Speaking (focusing
speaking and the of Communication, simulation on speaking task on Completeness, Appropriate
theoretical bases, Types of Speech performed Approach Used, and Facilitative
principles, methods, and Delivery) Process)
strategies in teaching these  Speaking Formats  Pair learning plan making in 4.2.1
components; and (Interaction, Transaction, accordance to the English  Teaching Demonstration in
d. conduct a teaching 4.2.1 Performance) curricula speaking competencies Speaking (focusing on Teacher-
demonstration of the (D)  Lesson Design in Like Simulation, Preparation,
assigned learning Teaching Speaking  Teaching speaking Classroom Management, Learning
competencies in  Materials and Resources demonstration on the Environment, and
speaking. in Teaching Speaking assigned/chosen learning Feedbacking/Evaluation Process)
 Performance-Based competencies
Assessment in Teaching
Speaking  Feedbacking of instructor to
 Feedbacking in demonstrator on teaching
Assessing Speaking speaking
Weeks At the end of these weeks, the pre- 3. The Expressive Macro Skills –
8-11 service teacher (PST) should be able Writing
to:  Roundtable discussion on the  Oral participation in sharing 1.1.1
a. Nature and Purposes challenges of writing as a challenges and issues in
a. select differentiated learning 3.1.1 of Writing macro skill and teaching writing teaching writing
tasks in teaching writing to (A) b. Mechanics and  Individual/pair/group preparation
suit learners’ gender, Process of Writing and presentation of writing tasks  Writing Task/Performance 3.1.1
needs, strengths interests, c. Concerns and Strategies (writing stories, poems, essays, (focusing on Organization of
and experiences; in Pre-Writing, Drafting, creative outputs, researches, Ideas, Writing Simulation,
b. demonstrate how to provide 5.3.1 Revising, Editing, etc.) Varied Writing Concepts
timely, accurate, and (B) Proofreading, and Applied)
constructive feedback to Publishing  Pair feedbacking practice and 5.3.1
improve learner performance d. Lesson Design in simulation on writing task  Writing Task Feedbacking
in the different tasks in Teaching Writing performed Simulation (focusing on
writing through simulations; e. Materials and Resources Feedbacking Process, Use
c. craft a learning plan 1.2.1 in Teaching Writing  Pair learning plan making in of Rubrics, and Appropriate
according to the English (C) f. Performance and accordance to the English Tips/Feedback Provided to
curricula that is developed Portfolio-Based curricula writing competencies Learner)
from research-based Assessment in Teaching
knowledge and principles of Writing  Teaching writing demonstration  Making a Learning Plan in 1.2.1
writing and the theoretical g. Feedbacking in on the assigned/chosen Teaching Writing (focusing on
bases, principles, methods, Assessing Writing learning competencies Completeness, Appropriate
and strategies in teaching Approach Used, and
these components; and  Feedbacking of instructor to Facilitative Process)
d. conduct a teaching 4.2.1 demonstrator on teaching writing
demonstration of the (D)  Teaching Demonstration in 4.2.1
Writing (focusing on Teacher-Like

assigned learning Simulation, Preparation,
competencies in writing. Classroom Management, Learning
Environment, and
Feedbacking/Evaluation Process)
Weeks 12- At the end of these weeks, the pre- 4. The Receptive Macro Skills –
14 service teacher (PST) should be able Listening
to:  Lecture discussion on the  Various objective comprehension 3.1.1
 Active Listening Skill relevance of listening in the tasks in listening as diagnostic
a. select differentiated learning 3.1.1  Nature and Purposes communication process, nature, and formative assessments
tasks in teaching listening to (A) of Listening purposes, sub-skills, and
suit learners’ gender,  Listening Comprehension techniques and strategies in  Listening Task Feedbacking 5.3.1
needs, strengths interests, and Sub-Skills in listening effectively Simulation (focusing on
and experiences; Listening Feedbacking Process, Use
b. demonstrate how to provide 5.3.1  Listening Techniques and of Rubrics, and Appropriate
timely, accurate, and (B) Strategies  Varied teacher-led activities on Tips/Feedback Provided to
constructive feedback to  Approaches in Teaching testing listening comprehension Learner)
improve learner performance Listening (Bottom-Up, and sub-skills
in the different tasks in Top-Down, Interactive)  Making a Learning Plan in 1.2.1
listening through simulations;  Lesson Design in  Pair feedbacking practice and Teaching Listening (focusing
c. craft a learning plan 1.2.1 Teaching simulation on listening tasks on Completeness, Appropriate
according to the English (C) Listening performed Approach Used, and
curricula that is developed  Materials and Resources Facilitative Process)
from research-based in Teaching Listening  Differentiating/analyzing listening
knowledge and principles of  Performance and lesson plans applying bottom-  Making Original Instructional 1.1.1
listening and the theoretical Observation-Based up, top-down, and interactive Materials in Teaching Listening
bases, principles, methods, Assessment in Teaching approaches (focusing on Appropriateness and
and strategies in teaching Listening Resourcefulness)
these components; and  Feedbacking in  Pair learning plan making in
d. conduct a teaching 4.2.1 Assessing Listening accordance to the English  Teaching Demonstration in
demonstration of the (D) curricula listening competencies Listening (focusing on Teacher- 4.2.1
assigned learning Like Simulation, Preparation,
competencies in listening.  Pair synthesis of original learning Classroom Management, Learning
materials for listening appropriate Environment, and
for learners and the Feedbacking/Evaluation Process)
assigned/chosen competencies
 Teaching listening
demonstration on the
assigned/chosen learning
competencies
 Feedbacking of instructor to
demonstrator on teaching
speaking

Weeks At the end of these weeks, the pre- 5. The Receptive Macro Skills –
15-18 service teacher (PST) should be able Reading
to:  Sharing of reading advocacies  Various objective comprehension 3.1.1
 Nature and Purposes (video or live) by NGOs, tasks in reading as diagnostic
a. select differentiated learning 3.1.1 of Reading famous personalities, and and formative assessments
tasks in teaching reading to (A)  Reading Comprehension advocates
suit learners’ gender, and Sub-Skills in  Reading Task Feedbacking 5.3.1
needs, strengths interests, Reading  Class discussion on the Simulation (focusing on
and experiences;  Reading Techniques and relevance of reading, nature, Feedbacking Process, Use
b. demonstrate how to provide 5.3.1 Strategies purposes, comprehension, sub- of Rubrics, and Appropriate
timely, accurate, and (B)  Approaches in Teaching skills, and techniques and Tips/Feedback Provided to
constructive feedback to Reading (Bottom-Up, strategies in reading Learner)
improve learner performance Top-Down, Interactive)
in the different tasks in  Goddell’s Reading Skills  Varied teacher-led activities on  Making a Learning Plan in 1.2.1
reading through simulations; Ladder and Stages of testing reading comprehension Teaching Reading (focusing on
c. craft a learning plan 1.2.1 Reading and sub-skills Completeness, Appropriate
according to the English (C)  Reading Program and the Approach Used, and
curricula that is developed Good Reader  Pair feedbacking practice and Facilitative Process)
from research-based  Lesson Design in simulation on reading tasks
knowledge and principles of Teaching Reading performed  Making Original Instructional 1.1.1
reading and the theoretical  Materials and Resources Materials in Teaching Reading
bases, principles, methods, in Teaching Reading  Differentiating/analyzing lesson (focusing on Appropriateness and
and strategies in teaching  Performance and plans applying bottom-up, top- Resourcefulness)
these components; and down, and interactive
Observation-Based
d. conduct a teaching 4.2.1 Assessment in Teaching approaches  Teaching Demonstration in 4.2.1
demonstration of the (D) Reading Reading (focusing on Teacher-
assigned learning  Identifying skills and stages of Like Simulation, Preparation,
 Feedbacking in
competencies in reading. readers in varied situations and Classroom Management, Learning
Assessing
discussing appropriate Environment, and
Reading
strategies for reading program Feedbacking/Evaluation Process)
implementation
 Pair learning plan making in

accordance to the English
curricula reading competencies
 Pair synthesis of original

learning materials for reading
appropriate for learners and the
assigned/chosen competencies
 Teaching reading demonstration

on the assigned/chosen
learning competencies
 Feedbacking of instructor to
demonstrator on teaching
speaking

Anderson, R.C. et al. (1985). Becoming a nation of readers: The report of the commission of reading. Washington, D.C.: The National Institute
of Education.
Butler, S. M. & McMunn, N. D. (2006). A teacher’s guide to classroom assessment: Understanding and using assessment to improve student learning. USA: John Winley and Sons, Inc.
Cruickshank, D. R., Jenkins, D. B., & Metcalf, K. K. (2006). The act of teaching. USA: McGraw-Hill.
Lang, H. R. and Evans, D. N. (2006). Models, strategies, and methods for effective teaching. USA: Pearson Education, Inc.
Norton, D. E. (2007). The effective teaching of language arts. USA: Prentice-Hall, Inc.
Orlich, D. C., et al. (2004). Teaching strategies: A guide to effective instruction. USE: Houghton Mifflin Company.
Roe, B. D. and Ross, E. P. (2006). Integrating language arts through literature and thematic units. USE: Pearson Education, Inc.
Tompkins, G. E. (2009). Language arts: Content and teaching strategies. USA: Merrill Prentice Hall.

Teaching and Assessment of Grammar
Vision Mission
College Goals

Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
8
Course Information
Course Name Teaching and Assessment of Grammar Course Code
Course Requirements
Grading System

covered
This course equips the pre-service English teachers with an understanding between and among the four types of grammar:
functional, descriptive, prescriptive and pedagogic. Aside from the emphasis on how teaching and assessment vary considering 1.1.1
the four types, the course also provides an avenue to carry out analysis on the role of grammar in achieving communicative 3.2.1
competence. Specifically, it allows them to demonstrate linguistic proficiency as an important factor in promoting their students’ 5.1.1
literacy skills. As a manifestation of this competency, they are required to apply teaching strategies that are responsive to their
students’ linguistic backgrounds considering the principles of formative and summative assessments.

covered
A. design a compendium of assessment tasks-formative and summative, which are consistent with the selected competencies; 5.1.1
B. craft a learning plan that promotes literacy among their students by incorporating their principled understanding of 1.4.1, 3.2.1
assessment of grammar; and
C. conduct a teaching demonstration using innovative teaching approaches and tasks that are responsive to the students’ 5.1.1
linguistic needs.
Teaching and Assessment of 8

Weeks At the end of these weeks, the pre- 1. Key Terms and Concepts
1-2 service teacher (PST) should be able in Managing and  Getting to Know Me  Crowdsourcing
to: Implementing Standards- The class will be given the strips Students will formulate questions
based Grammar Teaching of paper with the important which they think are relevant in
a. discuss the fundamental 1.1.1 terminology associated with the understanding the concepts. The
terms and concepts 1. Grammaring teaching and assessment of questions will be posted for the 1.1.1
associated to the teaching 2. Grammaticalizing grammar. They take turn in writing students to answer/comment.
and assessing of grammar; 3. Error correction vs and discussing what they know Ability to crowd-source will be rated
and feedback about them. Feedback and Input using a scoring rubric.
b. share the implications of 4. Spoken vs written will follow after this activity.
one’s knowledge of key grammar
concepts in the teaching 5. Grammatical assessment Suggested sources include
learning process. 6. Pedagogical Issues Mohamed Benhima (2015).
“Grammaring,” The fifth skill in
language teaching and learning.
https://www.moroccoworldnews.c
om/2015/06/160095/grammaring-
the-fifth-skill-in-language-teaching-
and-learning/ and Nan, C. (2015).
Grammar and grammaring:
toward modes for English
grammar teaching in China.
https://files.eric.ed.gov/fulltext/EJ1
084297.pdfdoi:10.5539/elt.v8n12p
79
Weeks At the end of these weeks, the pre- 2. Issues of Grammar

2-4 service teacher (PST) should be able Teaching and Assessment
to:  Symposium  Therefore, I say…
1. Why should we The students are to justify why 1.1.1
a. justify the occurrence of the 1.1.1 teach grammar? issues in teaching grammar occur
issues identified in teaching The class is assigned to plan and
2. Pedagogical Issues and identify ways to address
and assessing grammar; and conduct a symposium which
3. Sequencing them. In addition, they will deduce
b. deduce the relevance and theme is on understanding the
4. Choice of Methods the relevance and implications of
implications of understanding issues of grammar teaching and
5. Patterns and understanding issues in grammar
issues in grammar teaching. assessment. Sufficient time shall
Reasons, Not Rules teaching.
be given for planning, reading and
6. From Structuralism to preparing.
Transformational
Generative Grammar
The students may be asked
7. Fossilization
to read, How to Teach
Grammar. This file can be
accessed in

http://www2.vobs.at/ludescher/pdf
%20files/grammar.pdf.
This will provide them with the

seven arguments for putting
grammar in the foreground in
second language teaching.
 Issues, Issues
The students will be asked to

present and provide justifications
of issues on grammar teaching.
Weeks At the end of these weeks, the pre- 3. Methods of Teaching

5-8 service teacher (PST) should be able Grammar
to:  Group Dynamics  E-portfolio
1. Diagramming sentences
a. design a grammar teaching 5.1.1 2. Learning through writing 5.1.1
portfolio that contain the (A) The class will be given time to The class submits an e-portfolio
3. Inductive teaching complete their Grammar Teaching which contains the essence of
important elements and 4. Deductive teaching
sample e-Portfolio. Peer review and Unit 3. This also includes their 1.4.1.
5. Interactive teaching critiquing will be done to enhance reflections and/or realizations
- assessment tasks; 6. Functional-notional
b. design lessons based on the contents and presentation of after the demo-lecture.
approach the e-portfolio.
the competencies given; 1.4.1 7. Situational contexts 5.1.1
and 5.1.1 8. Using texts, stories, A scoring rubric will be used to
c. conduct a demo-lecture on (B, C) songs and rhymes  Micro teaching/Demo-lect rate the students’ work.
the assigned method of 9. PPP
teaching grammar. The class will be in groups and
Modes for Teaching Grammar each group identifies who the
demonstrator be. Only a portion/
segment of the lesson will be
1. Linguistic mode presented to substantiate their
2. Story-telling mode discussion.
Suggested materials can be

accessed from
https://www.inklyo.com/methods-
of-teaching-grammar/ , and
. http://teach-grammar.com/wp-
content/uploads/2012/07/The-
Grammar-of-Choice+.pdf (The

Grammar of Choice by Larsen-
Freeman
Weeks At the end of these weeks, the pre- 4. Rules for Teaching Grammar
9-11 service teacher (PST) should be able  Let’s Watch This  How about this?
to: 1. Rule of context As a lead-in task, the students The class will construct and
2. Rule of use may be asked to view Effortless present teaching situation/s that 1.4.1.
a. construct narratives/ 1.4.1 3. Rule of economy English Rule 2 Don't Study present/s the different rules in
situationers that present (B) 4. Rule of relevance Grammar Rules! By A.J. Hoge teaching grammar.
the different rules in 5. Rule of nurture from
teaching grammar. 6. Rule of appropriacy https://www.youtube.com/watch
?v=Z97aFszFc9M.
Then, challenged them to find its
relevance in the way teachers
teach grammar to non-English
speakers.
Input on the rules may be taken

from:
http://www2.vobs.at/ludescher/p
df%20files/grammar.pdf, How
to Teach Grammar.
 Critical Reading and

Sharing Identifying scenarios/
situations where the rules are
observed or violated.
Weeks At the end of these weeks, the pre- 5. Assessing Grammar

12-18 service teacher (PST) should be able Effectively
to:  Do you remember? Creation of the Compendium 5.1.1
1. Ways to address
a. create a compendium of 5.1.1 grammar in the writing The class, given the grade-level
assessment tasks- both (A) Asking the class how were their competencies, will create a
classroom papers graded or marked for their
formative and 2. Ways to assess compendium of assessment tasks. In
summative. error in sentence structure. this way, they will be able to enrich the
grammar skill
3. Methods of marking K to 12 curriculum. Presentation of
grammatical errors Showing samples of graded compendiums will be done during the
4. Grammar resources papers to show the ways to last week of the semester.
5. Three- Dimensional address the grammar in writing. A scoring rubric will be used to rate
Grammar Framework To deepen, the class may visit the students’ work.
6. Innovations in
grammar assessment https://owl.purdue.edu/owl/teacher
7. Redefining the construct _and_tutor_resources/teaching_re
8. Partial scoring sources/teaching_and_assessing_
9. Social dimension grammar.html ( Teaching and

10. The standard Assessing Grammar In the Writing
Classroom) , and read
Hanse, L. and Keown, K.(2017).

Assessing grammar and
language convention skills.
https://achievethecore.org/aligned
/assessing-grammar-and-
language-convention-skills/.; and
Diane Larsen-Freeman. Teaching

and Testing Grammar.
http://teach-grammar.com/wp-
content/uploads/2012/07/Teachin
g-and-Testing- Grammar. Pdf
Celce-Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL Quarterly, 25(3), 459-480.
http://dx.doi.org/10.2307/3586980
Diane Larsen-Freeman. Teaching and testing grammar. Retrieved from http://teach-grammar.com/wp-content/uploads/2012/07/Teaching-and-Testing-Grammar.pdf
Hanse, L. and Keown, K.(2017). Assessing grammar and language convention skills. https://achievethecore.org/aligned/assessing-grammar-and-
language-convention-skills/
How to teach grammar from http://www2.vobs.at/ludescher/pdf%20files/grammar.pdf
Larsen-Freeman (2012). The Grammar of choice. Retrieved from http://teach-grammar.com/wp-content/uploads/2012/07/The-Grammar-of-
Choice+.pdf Larsen-Freeman. Teaching grammar. Retrieved from https://www.uibk.ac.at/anglistik/staff/freeman/course-documents/tesfl_-
_teaching_grammar.pdf
Mohamed Benhima (2015). “Grammaring,” The fifth skill in language teaching and learning. Retrieved from
https://www.moroccoworldnews.com/2015/06/160095/grammaring-the-fifth-skill-in-language-teaching-and-learning/
Nan, C. (2015). Grammar and grammaring: toward modes for English grammar teaching in China. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1084297.pdf , doi:10.5539/elt.v8n12p79
Nozadze, A. (2017). How to make the assessment of grammar skills more efficient? Retrieved from https://jebs.ibsu.edu.ge/jms/index.php/je/article/download/73/81
Purpura, J. (2013). Assessing Grammar. Retrieved from https://doi.org/10.1002/9781118411360.wbcla147 https://www.inklyo.com/methods-of-teaching-grammar/
Teaching and Assessing Grammar. https://owl.purdue.edu/owl/teacher_and_tutor_resources/teaching_resources/teaching_and_assessing_grammar.html
Ways to assess grammar skill. https://www.scribd.com/document/265191308/Ways-to-Assess-Grammar-Skill

Speech and Theater Arts
Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
8
Course Information
Course Name Speech and Theater Arts Course Code
Pre-requisite Subject Course Credit 3 Units
Course Requirements
Grading System

covered
This course provides the pre-service English teachers an examination of the process of oral communications and the various
forms of speech arts from public speaking and group discussions to debate, oral interpretation, and dramatics. Therefore, they 1.1.1
will be able to demonstrate content knowledge and application of speech and theater arts while using verbal and non-verbal 1.7.1
communication forms and drawing implications in teaching these language art forms to future students.

covered
A. demonstrate content knowledge and application of oral communications, various forms of speech arts, public 1.1.1
speaking, group discussions, debate, oral interpretation, and dramatics in English language teaching by preparing
original written speeches and scripts; and
B. demonstrate and apply their understanding of verbal and non-verbal communication strategies to speech and theater 1.7.1
arts through performing speeches in different modes.
Speech and Theater 8

Weeks At the end of these weeks, the pre- 1. Speech Arts – An Overview
to: 1. Concepts of Speech and  Lecture discussion and review on  Oral participation as 1.1.1
Communication the process, levels, and modes of formative assessment on
a. discuss major concepts in 1.1.1 2. Levels of Context communication through filling in a concepts of speech and
speech and communication (A) of Communication Concept Map communication
– contexts, modes, 3. Modes of Communication 1.7.1
processes, and the 4. Review on the  Drills and exercises on speech  Role Play/Acting Performance
segmentals and Communication Process sounds and effective voice on the sounds, communication
suprasegmentals; 5. Review on elements (use of contrast drills, modes and processes simple
b. recognize public speaking 1.1.1 Speech Sounds tongue twisters, rhyming simulations, and public speaking
as a relevant linguistic (A) 6. Focus on the songs, vocal exercises, etc.) tasks (focusing on Confidence,
activity in society; and Suprasegmentals as Correct Use of Speech Sounds
c. express speech arts through Tools for Speech and  Role play/acting on simple and Suprasegmentals, and
sound drills, communication 1.7.1 Theater – Stress, Pitch, situations with focus on changes Discourse and Strategic
modes and processes (B) Volume, Enunciation, etc. in stress, pitch, volume, Competence Shown) 1.1.1
simple simulations, and 7. Public Speaking enunciation, and other voice
public speaking tasks. elements (i.e. acting like a  Group Slogan synthesis on
grandparent with low volume and relevance of Public Speaking
flexible small voice, delivering (focusing on Creativity,
the valedictory speech) Theme and Meaningfulness,
Medium Used, Oneness of
 Slogan making about public Idea)
speaking as a relevant
linguistic activity in society
Weeks At the end of these weeks, the pre- 2. Creative Speech Productions
to: 1. Impromptu,  Pairing Discussions on the  Short objective quiz on the types 1.1.1
Extemporaneous, procedure and application of the of creative speech productions
a. discuss the procedure and 1.1.1 Memorize, and creative speeches
application of these different (A) Manuscript Speaking  Process Assessment on the 1.1.1
creative speech productions for 2. Argumentation and  Sample Video viewing of speech preparations for creative speech
English language study; Debate productions, debate, and oral production presentations
b. explain the connection of these 1.1.1 3. Speeches for Special and group interpretation
speeches to other macro skills (A) Occasion  Individual Performance 1.7.1
and their contextual situations; 4. Oral Interpretation  Completing a matrix to distinguish (Impromptu, Extemporaneous,
and 5. Storytelling the similarities and differences of Memorize, or Manuscript Speech,
c. perform creative speech 1.7.1 6. Interpretative Reading various types of oral and group Speeches for Special Occasion,
productions with proper verbal (B) 7. Declamation interpretations Oral Interpretation – Storytelling,
and non-verbal communication 8. Monologue Interpretative Reading,
strategies in relation to English 9. Group Interpretation  Various Speech Productions Declamation, Monologue)
language teaching activities. 10. Readers’ Theater with proper verbal and non- presentations with plan and script
verbal

11. Chamber Theater communication strategies in (focusing on
12. One Playlet relation to English language Originality/Appropriateness of
teaching activities Script, Confidence, Use of Public
Speaking Elements,
 Group planning and Gestures/Bodily
implementation of creative oral Actions/Costumes/Props, and
interpretations of adapted Language Mechanics)
appropriate texts for children/
adolescents  Group Performance (Debate, 1.7.1
Readers’ Theater, Chamber
 Organization of a Speech Theater, and/or Playlet)
Festival by the whole class presentation (focusing on
Originality/Appropriateness of
 Feedbacking of instructor on Script, Confidence,
actual individual and group Teamwork, Gestures/Bodily
performances Actions/Costumes/Props, and
Language Mechanics)
 Class discussion on the role of
speech activities to  Class Portfolio of Original
enhancement of skills in English Scripts Produced/Performed
Language teaching and learning
Weeks At the end of these weeks, the pre- 3. Theater Arts – An Overview
to: 1. The History and  Lecture discussion on the  Mind map summary notes as 1.1.1
Elements of Drama overview, history, and role formative assessment on the
a. recognize drama and 1.1.1 2. Role of Drama of Theater Arts overview, history, and role of
theater as art, a social (A) and Theater Theater Arts
activity, and a way of 3. Theater as an Art,  Biography reading of famous
learning English language Socializing Activity, and theater artists and sharing of  Skype Classroom 1.1.1
competencies and skills; a Way of Learning students’ analysis on artists’ Oral Participation
b. perform creative drama 1.7.1 4. Drama as a history, passion, work in
tasks with proper verbal and (B) Learning Medium theater, skills gained, and  Reflection Paper on Drama,
non-verbal communication 5. Creative Drama technicalities Multiculturalism and the English 1.1.1,
strategies in relation to 6. Role Playing  Group simulation activity on Language (focusing on 1.7.1
English language teaching 7. Improvisation and various creative drama styles Uniqueness of Ideas,
activities; and Pantomime using unique Organization, Language
c. identify the use of drama 1.7.1 8. Scripted and Non- situations/contexts (i.e. Improv Mechanics, Use of Theater
and theater to learn (B) Scripted Performances Comedy, Hand Puppets for Terms and Concepts)
multiculturalism and other 9. Puppetry and Children’s Storytelling)
related themes. Mask Making  Group Creative Drama 1.1.1
10. Multiculturalism and  Skype-in-the-Classroom with two Performance Presentation 1.7.1
Drama classes from different countries to (focusing on Originality/
discuss and differentiate forms Appropriateness of Script,
and purposes of theater/drama Confidence, Teamwork,

 Writing of reflection paper on ‘The Gestures/Bodily
Multifaceted Drama in the English Actions/Costumes/Props, and
Language’ Language Mechanics
 Creative Drama Presentation

based on the given tasks with
proper verbal and non-verbal
communication strategies related
to English language
competencies and teaching
Weeks At the end of these weeks, the pre- 4. Theater Production

to: 1. The Theatrical Process  Inviting theater enthusiasts/  Workshop Participation 1.1.1
2. Audience and Criticism experienced artists to discuss the
a. explore the world of theater 1.1.1 3. Theater Space Theatrical Process  Process Assessment on 1.1.1
– its elements, processes, (A) and Design Brainstorming session for
creative people in 4. Playwriting and  Workshop sessions with invited class one-act play production
production, sets, script, etc.; Dramaturgy theater enthusiasts/experienced
b. work as a team to plan, 1.7.1 5. Scene Design artists on Play Scriptwriting,  Formative Tasks towards Stage 1.1.1,
produce, and perform a (B) 6. Theater Acting Acting, and Producing/Directing Play Production (Script, 1.7.1
stage play appropriate to 7. Directing and Producing Producer’s Plan, Director’s
English language learners; a Stage Play  Brainstorming session activity Notes, Poster and other
and for a Full Play Show including Marketing Materials, Play Bill)
c. apply skills in writing, 1.7.1 planning, producing and
acting, directing, and (B) performing a stage play  Original Stage Play Production
producing an original or appropriate to English language Presentation (focusing on
adapted stage play with learners Originality/ Appropriateness of
proper verbal and non- Script, Relevance to English
verbal communication  Consultations and feedbacking Language and/or Issues in
strategies in relation to with instructor/invited guests on Society, Confidence,
English language teaching plans and implementation of Teamwork applying Theater
activities. original Full Play Production Production Elements,
Gestures/Bodily
 Full Stage Play Presentation Actions/Costumes/Props, and
applying skills in writing, acting, Audience Impact)
directing, and producing an
original or adapted stage play  Metalog on One’s Experience in
with proper verbal and non-verbal Preparing and Producing a
communication strategies in Stage Play and its Relevance to
relation to English language English Language Teaching
teaching activities. (focusing on Organization of
Ideas, Reflection and Unique
Insights, and Language
Mechanics)

Cooper, P., & Blake, C. (1999). Intercultural communication: Roots and routes. MA: A Viacom
Company. Diaz, Rafaela H. (2005). Speech and oral communication. Philippines: National Book Store
Fuentes, Crisanta H. (2011). World of the theatre. Davao City: The Headstart Development Center
Nine Techniques to Delivering Speech with Confidence. Retrieved on November 7, 2012.from http.www. dubililteman.com.techniques todelivering speech.
Nuval, Evarista. (2008). Competence in oral communication and public speaking. Mandaluyong: Books Atbp. Publishing Corp.
Public Speaking. Four Methods to delivering Speech. Retrieved on November 7, 2012 from http:www.ehow.om/info – four methods- delivering speech html.
Searle, John R. (1976). A classification of illocutionary acts. Language in society 5(1), 1-23. Retrieved from http://www.jstor.org/stable/4166848?origin=JSTOR-
pdf Shannon, C. & Weaver W. (1949). The mathematical theory of communication. IL: University of Illinois Press.
Solomon, D. & Theiss, J. (2013). Interpersonal communication: Putting theory into practice. NY: Routledge. Thomas, C.

Language Research
Vision Mission
College Goals
6.3.1.h. Display skills and abilities to be reflective and research-oriented language and literature.
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
9
Course Information
Course Name Language Research Course Code
Course Requirements
Grading System

covered
This three-unit course develops the pre-service English teachers’ skills in applying the principles and approaches in conducting
research, an independent investigation, to find answers to questions concerning contemporary and relevant issues in language 1.2.1
education. The emphasis is on the evaluative aspects of language research and its scientific preparation. In addition, it provides 1.3.1
them with an avenue to learn how the critical review of extant literature in the field can aid in conceptualizing their research
topics. Considerably, their content knowledge on the fundamental aspects of language teaching and learning shall be bases of a
scholarly language research.

covered
A. organize research-based information of an identified pressing issue and problem in language teaching and learning to 1.2.1
arrive at a concept paper;
B. show skills in the positive use of ICT to obtain, to organize, and to present relevant information into a scholarly 1.3.1
language research proposal; and
C. conduct research concerning the teaching and learning of English language. 1.2.1
Language 9
Weeks At the end of these weeks, the pre- 1. Fundamentals of
1-2 service teacher (PST) should be able Language Education
to: Research  Literature Circles  Summary Paper 1.2.1
The class will be grouped and The students develops a
a. discuss the importance of 1.2.1 1. What Makes a they will be given the time to: summary of the salient points
understanding the key (A) Good Language -discuss the fundamentals of a through a summary paper. A
concepts, theories, methods Research language research for them to scoring rubric will be used to rate
specific to language 2. Concepts in develop and to demonstrate an the students’ papers.
education research through Language Education understanding of the systematic
a summary paper; Research process of research;  Let’s be critical! 1.2.1
b. justify the choice of the topic 3. Identifying a -explain the systematic process Tasks:
for research by using the Research Topic of constructive inquiry by 1. Offer critical suggestions to
concepts specific to 4. Parts of a describing the aspects, stages fellow class members on the
language teaching; and Language and process of developing and choice of a research topic.
c. submit a concept paper of Research Paper writing an educational research; 2. Formulate and
the chosen topic. and present probable
-identify qualities of quality research topics
papers. 3. Submit a concept paper of the
chosen topic.
 Organizing and Presenting
Each group presents the
concepts in a unique way. Input
and feedback shall be embedded
within the small and big group
sharing.
Task: Explain the fundamental

linguistic phenomena specific to
the teaching of English
Weeks At the end of these weeks, the pre- 2. Writing the

3-4 service teacher (PST) should be able Rationale/ Introduction  Speaker’s Note An Introduction to a Research Paper 1.2.1
to:
1. Parts of a Rationale A speaker/ resource person (A three-page introduction of the
a. comment on a given 1.2.1 2. Organizing the Rationale maybe invited to talk about the students’ chosen research topic)
sample rationale/ (A) essentials in writing the -A scoring rubric will be used to rate
introduction rationale/introduction to a the students’ work.
b. apply the principles and research paper.
concepts in writing a
rationale of a The teacher may start with a
pedagogic research in sample rationale and have the
language education; class examined it for comments
and focusing on the parts: a general
Language 9
c. justify an effective introduction to the topic and the
rationale/introduction of their thesis statement.
chosen topic.
The students may also be
directed to visit
http://www.crlsresearchguide.org/
17_Writing_Introduction.asp and
https://explorable.com/how-to-
write-an-introduction to find
answers to
1. Why do it?
2. When do I do it?
3. How do I do it?
Open forum/ Sharing of Inputs/

Rationalizing the concepts and
essentials in writing an
Introduction
Guided Writing and Editing of the

Submitted Paper
Weeks At the end of these weeks, the pre- 3. Writing the Literature Review
to: 1. Purpose of a Literature  Facilitated Learning  Time to Write!
Review The class, using metacards, 1.2.1
a. use critical reading skills 1.2.1 2. Organizing the Review defines a ‘literature review’.
and ability in the use of (A) To assess the depth of the
3. Synthesizing the Related  Learning Corners students’ knowledge and
seminal and current Literature The students will be assigned 1.3.1
literature to support the understanding of the basic
4. Citing and referencing with a subtopic to be presented guidelines for successful
chosen topic; 1.3.1 in their assigned learning
b. present ways and academic writing, they will write
(B) corners.
techniques in working with their Literature Review.
1. Purpose of a
electronic texts; Literature Review
c. justify the areas of A scoring rubric will be used to
2. Evaluating Sources
literature that supports the rate the students’ work.
3. Organization of Related
research topic; and Literature and Studies
d. synthesize the related 4. Elements: Descriptive The focus of the assessment task
literature and studies and Interpretive is to evaluate the students’ ability
observing proper in-text The class may visit, to access and extract relevant
citation. https://www.youtube.com/watch?v information from secondary data
=70n2-gAp7J0 and sources, to complete an initial,
https://www.youtube.com/watch?v cursory review of related literature
=9la5ytz9MmM to read about and studies, and to narrow the list
Language 9
Academic Writing: Writing the observing thematic presentation of
Literature Review ideas and concepts.
As an enrichment task, they may
illustrate the structure (with
techniques) in organizing the
relevant literature and studies. In
so doing, they may show evidence
of their understanding of how to
conduct a literature review of a
chosen topic
Guided Practice: Writing a
preliminary literature review for
the proposed research topic.
Weeks 7-8 At the end of these weeks, the pre- 4. Methodology in Language
service teacher (PST) should be able Education Research
to:  Learning Together  Methods, Methodology
1. Design
a. articulate the importance of 1.2.1 2. Locale Given the time to learn and the 1.2.1
(A) To jumpstart, the class may watch,
understanding the elements 3. Participants class activities to do, the students
Report Writing Made Easy-
and parts of a research 4. Instruments submits the completed research
Research Methodology from
methodology; and 5. Data Collection methodology’ of their approved
https://www.youtube.com/watch?v
b. complete the research 1.3.1 6. Data Analysis concept paper.
methodology part of their (B) =-_Q0ylcj1ek.
7. Ethics in Research
paper. A scoring rubric will be used to 1.3.1
The class will have one session to rate the students’ work.
discuss within their groups the
important sections in Research
Methodology part. They may be
given time to read in advance in
some of the sites that offer helpful
information. Suggested sites
include:
https://libguides.usc.edu/writinggui
de
https://www.macmillanihe.com/stu
dentstudyskills/page/choosing-
appropriate-research-
methodologies/
Language 9
1. Students may also watch a
TED Talk (of their choice) on
research and research
methods.
2. Group Sharing/ Topic
Presentation (on the
assigned part of a research
methodology)
3. Note: The class maybe given
an extra time to work on their
paper after the discussion
Weeks At the end of these weeks, the pre- 5. Conducting the Language
9-14 service teacher (PST) should be able Education Research
to:  Group Dynamics
1. Components of  Research Proposal 1.2.1
a. demonstrate understanding 1.2.1 Data Collection Given the time and the input, the
of the components, rigor (A) Students will be assigned to read
2. Rigors in Research students shall submit their 1.3.1
and collection of data by and present their
3. Collection of Data completed research proposal.
sharing their insights and realizations/insights through
4. Data Treatment planning and conducting a
realizations; 1.3.1  Data-gathering 1.2.1
symposium in the classroom.
b. submit a full research (B) The class will gather the data
proposal; and Group tasking/task assignments
needed to answer the problem
c. gather the data needed to will be done by the students.
posed in the study.
address the research 1.2.1
question/objective. (A) (The class maybe given more
time to complete their research
proposal.)
 Data-gathering
With the instruments/tools being

checked, the class will embark on
a data-collection. Periodic and
regular follow-up will be done to
ensure timely submissions of
output
Language 9
Weeks At the end of these weeks, the pre- 6. Writing and Presenting the
15-18 service teacher (PST) should be able Research Report
to:  Lecture:  I/We did it!
APA Format (reference: APA 6th
a. employ the guidelines and 1.3.1 ed) The students will submit their 1.3.1
principles in writing and (B) www.apa.org completed research paper. A
presenting the research checklist will be used to initially
report; and Making Sense of check the completeness of
b. display positive use of ICT 1.2.1 Data Academic information/sections in their
and proper presentation (C) Writing Writing paper. 1.2.1
skills to organize and to 1.3.1 Effectively Note: Categories for checking
present the research report. (B) Coherence and Paragraphing may include introduction/ thesis,
content knowledge: quality of
research, content application:
 Roundtable discussion
support of thesis and analysis,
(Preparing for the Oral conclusion, and writing.
1.3.1
Presentation)  This is the moment.
A scoring rubric will be used to

The class shall organize an oral rate the students’ skills and
presentation of their researches. competence in presenting their
Guests and other teachers may be research to an audience.
invited to give comments and (Note: See sampled of rubric for
feedback. oral presentation of research
Guidelines as to the number of paper.)]
power point slides, presentation
time and dress code shall be
given prior to the conduct of the
oral presentation.
Language 9
Allison, D. (2002). Approaching English language research. Singapore: Singapore University Press.
Brown, J. D., & Rodgers, T. S. (2002). Doing second language research. Oxford: Oxford University
Press.
Dörnyei, Z. (2007). Research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. Oxford: Oxford University
Press. Ellis, R., & Barkhuizen, G. (2005). Analyzing learner language. Oxford: Oxford University Press
Mackey, A., & Gass, S. M. (2012). Research methods in second language acquisition: a practical guide. Chichester: Wiley Blackwell.
Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.
Paltridge, B., & Phakti, A. (Eds.) (2010). Continuum companion to research methods in Applied Linguistics. London:
Continuum https://edubirdie.com/blog/research-paper-introduction. How to write an introduction to a research paper
https://explorable.com/how-to-write-an-introduction. How to write an introduction

http://www.crlsresearchguide.org/17_Writing_Introduction.asp. Writing an Introduction
https://www.youtube.com/watch?v=9la5ytz9MmM. Literature Review. Organizing Your Social Sciences Research Paper: 6. The
Methodology http://libguides.usc.edu/writingguide/methodology
https://www.slideshare.net/mellatimandasari/language-research-method-45369998
http://www.tesl-ej.org/pdf/ej60/sl_research_methods.pdf
https://www.llas.ac.uk/resources/paper/2372
http://npu.edu.ua/!e-book/book/djvu/A/iif_kgpm_Mackey_Second%20Language%20Methodology%20and%20Design..pdf
Language 9
Children and Adolescent Literature
Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
1
Course Information
Course Name Children and Adolescent Literature Course Code
Course Requirements
Grading System

covered
This course provides a survey of the categories and types of the world’s literature for children and adolescents. Therefore, pre-
service English teachers will be able to demonstrate content knowledge on children and adolescent literature, promote literacy 1.1.1
skills through the use of varied literary texts that suit learners’ gender, needs, strengths, interests and experiences. 1.4.1
3.1.1

covered
A. prepare an annotated reading list of literary selections and genres appropriate for children and adolescents and which 1.1.1
will demonstrate their content knowledge;
B. design literature/reading worksheets for teaching to enhance the literacy skills of future students that begins early in school 1.4.1
and continues through life; and
C. perform an adaptation of a chosen literary text that suits learners’ gender, needs, strengths, interests and experiences. 3.1.1
Children and Adolescent 10

Weeks At the end of these weeks, the pre- 1. Children and Children’s
1-3 service teacher (PST) should be able Literature
to:  Small group discussion on the  Panel discussion and oral 1.1.1
1. Personal and important concepts, values, participation as formative
a. expound on children and 1.1.1 Academic Values of and development of children assessment on concepts,
adolescent literature and (A) Literature to Children and adolescent literature values, and development of
its historical development, 2. Relationship between children and adolescent
in relation to today’s rich Children’s Development  Discussion and timeline making literature
repertoire; and and their Literature on the developmental history of 1.1.1
b. recognize how language 1.1.1 3. Historical Background of children and adolescent’s  Creation of an artistic Timeline
development can be (A) Children’s Literature literature to today’s rich repertoire on Historical Development of
achieved through the use of Children’s Literature and
children and adolescent  Classical Period –  Trivia quiz on famous children’s Adolescent (focusing on
literature. Aesop’s Fables literature and discussion/ Completeness of Details,
 Anglo-Saxon Period storytelling of these classical tales Creativity, and Organization of
– Epics as representative of the periods Ideas)
 Medieval Period of children and adolescent
1. ABC Books literature
2. Hornbooks
3. Chapbooks
 Puritan Period –
Fairytales,
Folktales, and
Legends
 John Newberry Era
– Children’s Books
 Didactic Period –
Books for
Teaching Children
Weeks At the end of these weeks, the pre- 2. Elements of Children and
4-7 service teacher (PST) should be able Adolescent’s Literature  Lecture discussion on the  Short quiz on the verbal, visual 1.1.1
to: elements of children and and other stylistic elements of
A. Verbal Elements adolescent literature children and adolescent literature
a. identify the elements of 1.1.1 1. Writer’s Purpose
children and adolescent’s (A) 2. Plot  Class analysis of elements of  Individual/pair Stylistic Analysis of 1.1.1
literature making it a unique 3. Characters children and adolescent literature a suitable children and
genre of its own; 4. Setting in sample texts with discussion adolescent text (focusing on
b. analyze the verbal, visual, 5. Themes and sharing of their purposes, Accuracy of Analyzed Elements,
and other stylistic 1.1.1 6. Style appropriateness, and creativity Organization of Ideas, and
elements of literature in (A) B. Visual Elements Language Mechanics)
suitable children and  Line  Individual/pair stylistic analysis
adolescent texts; and  Color on the verbal, visual, and other  Synthesis of Text Worksheet for 1.4.1
 Shape Children and Adolescent’s

c. prepare a worksheet for 1.4.1  Texture elements of literature in suitable Literature based on Elements
children and adolescent (B)  Styles children and adolescent texts identified (focusing on Facilitative
literature students to  Illustrations for Self-Learning, Originality,
recognize elements in C. Other Stylistic Elements  Worksheet Making Activity for Appropriateness, and Creativity of
famous texts.  Musical Quality children and adolescent literature Task)
 Action students to recognize elements
 Humor in famous texts
 Story Interest
 Variety of Subject Matter
Weeks At the end of these weeks, the pre- 3. Categories of Children

8-12 service teacher (PST) should be able and Adolescent’s Literature
to: (with suitable texts)
 Guided discussion on the different  Comprehension and literature 1.1.1
a. identify suitable children and 1.1.1 1. Poetry categories of Children and response activities of the
adolescent literary texts for (A)  Mother Goose Adolescent’s Literature sample literary texts as
each genre which will suit Nursery Rhymes formative assessment on the
learners’ gender, needs,  The Owl and the  Identifying suitable children and Categories of Children and
strengths, interests, and Pussycat by E. adolescent literary texts other than Adolescent’s Literature
experiences; Lear the examples presented for each
b. prepare learning materials  Jabberwocky by L. genre based on learners’ gender,  Compilation of an Annotated List 1.1.1
and worksheets to 1.4.1 Carroll needs, strengths, interests, and of Literary Texts for Children and
introduce/aid/ assess (B)  Little Red experiences through class/small Adolescent’s Literature based on
children and adolescent’s Riding Hood by group discussion and note-taking different categories (focusing on
learning of literary texts; R. Dahl Appropriateness of Literary Texts
and  Life Doesn’t Frighten  Learning Materials Identified, Short
c. perform creative Me by M. Angelou Development/Worksheet Making Discussion/Gist/Explanation for
presentations, storytelling, 3.1.1 2. Picture Books Activity of a chosen/assigned each text chosen, and
and drama appropriate as (C)  The Very genre in Children and Completeness of Work)
adapted from children and Hungry Adolescent’s Literature
adolescent literature. Caterpillar by E.  Synthesis of Learning 1.4.1
Carle  Storytelling, drama and/or creative Material/Text Worksheet for
 The Cat in the Hat by presentations (i.e Tableau, Children and Adolescent’s
Dr. Seuss Puppet Stories, etc.) of a Literature based on
 The Giving Tree by chosen/assigned genre or literary category/genre identified
S. Silverstein text appropriate to children and (focusing on Facilitative for Self-
 Where the Wild adolescent learners’ gender, Learning, Originality,
Things Are by needs and interest Appropriateness, and Creativity
M. Sendak of Task)
 Storytelling/Drama/Creative 3.4.1
3. Traditional Literature Performance Presentation of
 Aesop’s Fables a chosen/assigned literary
 Andersen’s text appropriate for children
Fairytales and
 The Grimm Brothers’ adolescent literature (focusing on
Fairytales

 One Thousand and Appropriateness of Presentation
One Arabian and Text, Creativity and
Nights Stories Resourcefulness, and Ability of
 Other Famous Text to Pursue Children/
Fairytales Adolescent Interest in
 Filipino Folktales Literature/Reading)
 Filipino Legends
4. Modern Fables
 Peter Rabbit by
B. Potter
 Curious George by
M. Rey
 Charlotte’s Web by
E.B. White
 Winnie the Pooh by
A. A. Milne
5. Modern Fantasy
 A Christmas Carol
by C. Dickens
 Alice’s Adventures in
Wonderland by L.
Carroll
 Bridge to Terabithia
by K. Paterson
 Chronicles of Narnia
by C. S. Lewis
 Peter Pan by
J.M. Barrie
 Harry Potter by J.
K. Rowling
6. Realistic Fiction
 Anne of Green
Gables by
L.M.
Montgomery
 Diary of a Wimpy Kid
by J. Kinney
 Wonder by R.J.
Palacio
7. Non-Fiction (Biographies
and Essays)
 I Am Malala by
M. Yousafzai
 Anne Frank: Diary
of a Young Girl by
A.

Frank
8. Historical Fiction
 Number the Stars by
L. Lowery
 Little House on the
Prairie by L. Wilder
9. Multi-cultural and
International Literature
 Akong Bugsay by
A. Aboitiz
 Stories by L.
Gatmaitan and
other Palanca
awardees
 Hidden Figures by
M. L. Shetterly

Weeks At the end of these weeks, the pre- 4. Issues and Concerns in
13-15 service teacher (PST) should be able Children and Adolescent’s
to: Literature  Round Table discussion on the  Class participation during the 1.1.1
Issues and Concerns in round table discussion activity on
a. discuss the implications of 1.1.1 1. Censorship Children and Adolescent’s Issues and Concerns in Children
some issues and concerns (A) 2. Social Issues Literature and Adolescent’s Literature
in children and adolescent’s 3. Political Correctness in
literature to education, Fables and Tales  Discussion and writing of a  Critical Reflection Paper on 1.1.1
language learning, and 4. Rewriting/ Deconstruction critical reflection paper on the Impact of Movie and Television
growth and development; of Classical Tales impact of movie and television versions and other issues in
b. analyze the impact of these 5. Movie and TV Versions versions and other issues in Children and Adolescent
issues and concerns to 1.4.1 children and adolescent literature Literature (focusing on
literary selection, language (B) Arguments, Organization of
teaching and learning  Table Completion on the Issues, Ideas, and Language Mechanics)
materials development; challenges, impacts and action 1.4.1
and to answers some issues and  Formative Assessment on the
c. perform an adapted/ 3.1.1 concerns of the genre. issues, challenges, impact and
deconstructed children and (C) actions to be taken to resolve
adolescent literary text  Actual performance on adapted or issues in children and
which answers some deconstructed children and adolescent literature through
issues and concerns of the adolescent literary texts. identifying of appropriate
genre. activities, learning materials, and
literary texts/resources 3.1.1
 Creative Performance
Presentation of a an
adapted/deconstructed literary
text appropriate for children and
adolescent literature (focusing on
Appropriateness of Presentation
and Text, Creativity and
Resourcefulness, and Ability

of Text to Pursue Children/
Adolescent Interest in
Literature/Reading)

Weeks At the end of these weeks, the pre- 5. Teaching Children and
16-18 service teacher (PST) should be able Adolescent Literacy through
to: Appropriate Books and  Group synthesis and  Graphic organizers as 1.1.1
Strategies in Literature presentation of graphic formative assessment on
a. recognize how children and 1.1.1 organizers to discuss Appropriate Appropriate Teaching
adolescent literature be an (A) 1. Multiculturalism Teaching Strategies in teaching Strategies in Children and
avenue to teach 2. Storytelling and children and adolescent literature Adolescent Literature
multiculturalism and media Reading Aloud 3.1.1
literacy; 3. Choice and Types  Class discussion on the role of  Process assessment on
b. identify strategies and 1.4.1 of Books Media and Technology in Children preparation for storytelling and
techniques to storytelling (B) 4. Media and Technology and Adolescent Literature to reading aloud performance of a
and reading aloud for in Children and include literacy/ reading/academic suitable literary text for children
children and adolescents Adolescent Literature development and adolescent literature
c. prepare an annotated 1.1.1 3.1.1
reading list of books (A)  Preparation and presentation  Storytelling and Reading Aloud
appropriate to children and of Storytelling and Reading Performance Presentation on
adolescent’s gender, Aloud Simulation on suitable suitable literary texts for children
needs, strengths, interests, literary texts and adolescents (focusing on
and experiences; and Confidence, Appropriateness of
d. perform storytelling/ reading 3.1.1  Finalizing annotated reading list Material and Presentation, and
aloud to children and (C) and literary worksheets for Literacy Teaching Interest and
adolescents in line with children and adolescent literature Effectiveness)
competencies from the K to
12 English Curriculum  Compilation of Annotated 1.1.1,
Guide Reading List and Literary 1.4.1
Worksheets for Children and
Adolescent Literature
Anderson, N. A. (2006). Elementary children’s literature. USA: Pearson Education, Inc.
Duncan, D. (2009). Teaching children’s literature. USA: Routledge.
Gamble, N. (2013). Exploring children’s literature. Singapore: Sage Publication Ltd.
Parayno, S. M. (1991). Children’s literature. Quezon City: Katha Publishing Co., Inc.

Mythology and Folklore

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
1
Course Information
Course Name Mythology and Folklore Course Code
Course Requirements
Grading System

covered
This course introduces the pre-service English teachers to the exploration of mythology and folklore from different countries to
gain insights into people’s origin, desires, fears, instincts, and needs. With this, they will be able to demonstrate content and 1.1.1
research-based knowledge and principles of mythology and folklore in English language teaching as basis for their creative 1.2.1
mythological presentations, narrative reports in folklore, and an enriched reading list of folkloric literature in the curriculum
applicable to teaching and learning.

covered
A. demonstrate content and principles of mythology and folklore from different countries in order to gain insights of people’s 1.1.1
origin, desires, fears, instincts, and needs through a creative presentation; and
B. demonstrate understanding of research-based knowledge and principles in mythology and folklore literatures through a 1.2.1
research of mythologic and folkloric texts in one’s locale.
Mythology and 10
Weeks At the end of these weeks, the pre- 1. Folk Literature:
1-3 service teacher (PST) should be able Mythology and Folklore –
to: An Overview  Lecture discussion on the  Oral participation as formative 1.1.1
overview of Mythology and assessment on Overview of
a. describe folk literature as 1.1.1 1. Folk Literature as Folklore Folk Literature and Theories
a relevant artifact of (A) a Relevant
history; and Historical Artifact  Integrating research-based  Summary of Ancient and Modern 1.1.1
b. discuss research-based 2. Genres of Folk Literature discussion for in-depth level of Theories through Completed
theories which help 1.2.1 3. Significance of Studying understanding through reviewing Notes
understand folk literature. (B) Folk Literature of researches on Mythology and
4. Theories Related to Folklore  Journal Review of chosen 1.2.1
Folk Literature Mythology and Folklore research
1. Ancient Theories  Jigsaw strategy to discuss and with a theory identified (focusing
(Rationalism, learn collaboratively on Ancient on Research-Based Discussion,
Etymological Theory, and Modern Theories in Folk Relevance to Mythology and
Allegorical Theory, Literature Folklore study and teaching,
Euhemerism) Language Mechanics, and
2. Modern Theories  Table completion of notes to Organization of Ideas)
(Naturalism, clarify and differentiate the
Ritualism, theories and their implications to
Diffusionism, the teaching of mythology and
Evolutionism, folklore
Freudianism, Jungian
archetypes,
Structuralism,
Historical-critical
theory)
Weeks At the end of these weeks, the pre- 2. Creation Myths (samples)
to: 1. Gaea (Greek and  Creative tableau presentation of  Objective quiz on the creation 1.1.1
Roman Mythology) the creation myths of the different myths
a. discuss and differentiate 1.1.1 2. Yggdrasil (Norse cultures/countries
the creation myths around (A) Mythology)
the world; and 3. Shintoism (Japanese  Discussion of creation  Creation Myth Tableau 1.1.1
b. conduct a local-based 1.2.1 Mythology) myths through tableaus Performance Presentation
survey on the creation myth (B) 4. Dragon and the Egg (focusing on Resourcefulness
believed by the community. (Chinese Mythology)  Citing similarities and differences and Creativity, Believable
5. Brahmanism (Hindu of creation myths across Representation of Creation Myth,
Mythology) cultures/the world Teamwork, and Effort and
6. Malakas at Maganda, Impact)
Tungkung Langit ug  Planning and preparation of 1.2.1
si Alunsina (Filipino survey on known creation myth by  Local-based Survey and Analysis
Mythology) local community on the believed creation myth by
the community (focusing on
Mythology and 10
Documentation, Analysis Report,
 Presentation of survey results and Language Mechanics)
on creation myths known by
local community
Weeks At the end of these weeks, the pre- 3. The Pantheons and
7-10 service teacher (PST) should be able their Counterparts
to: (samples)
 Carousel/One-Stay-Team-Stray  Short objective quiz on 1.1.1
a. discuss and differentiate 1.1.1 1. Greek (Titans, Olympians, Strategy in sharing the selected Knowledge and Understanding
the pantheons from around (A) Zeus’ wives and children, pantheons around the world on the Pantheons from around
the world; and demi-gods) and literary texts the world
b. conduct a local-based 1.2.1 2. Roman (Saturn,
survey on the pantheons (B) Jupiter, and the other  Planning, preparation, and  Character Cards synthesis 1.1.1
believed by the community. lesser gods) designing of Character Cards complete with picture, description,
3. Norse (Odin, his children, (Yugioh© or Pokemon©) with the powers, weakness, family history,
and the lesser gods) pantheons as the feature and other relevant information
4. Japanese (Izanami, character (may use free and (focusing on Creativity,
Izanagi, and their available Card Maker Description and Details Included,
children gods) applications online, may also Appropriate Depiction of the
5. Chinese (the gods of create a new unique pantheon, Pantheon, and Language
heaven, earth, and too) Mechanics)
the underworld)
6. Hindu (the triune god and  Presentation of Character Cards  Local-based Survey on the 1.2.1
the lesser gods) believed pantheons from around
7. Filipino (Bathala and  Planning and preparation of the world (focusing on
the other lesser gods) survey on known pantheons Documentation, Analysis Report,
by local community and Language Mechanics)
 Presentation of survey results  Metalog/Reflection paper on 1.2.1

on pantheons known by local  the relevance of multiple
community pantheons long time ago and
the acceptance of world
 Discussion sharing on the religions today
relevance of multiple pantheons
of the ancient people and the
acceptance of a God/gods in
world religions today
Weeks At the end of these weeks, the pre- 4. Myths Derived from Scripture
11-12 service teacher (PST) should be able (samples)
to:  Legendary Maps making, exhibit,  Formative assessment about the 1.1.1
1. Baucis and Philemon and sharing stories of the myths myths on religious scriptures and
a. discuss the stories of 1.1.1 (Abraham and based on religious scriptures historical figures through the
these myths based on (A) Sarah) and historical figures Legendary Map and exhibit
religious 2. Deucalion and Pyrrha made
(Noah’s Ark)
Mythology and 11
scriptures and historical 3. Orion (Jonah and  Literary analysis about  Literary Analysis paper on the 1.2.1
figures; and 1.2.1 the Whale) relationship between the myth to relationship between the myth to
b. analyze the relationship (B) 4. Nissus and Scylla its referred religious scripture or its referred religious scripture or
between the myth to its (Samson and Delilah) historical figures historical figures (focusing on
referred religious scripture 5. The Labors of Unique and Analytic Ideas,
or historical figure. Hercules (Samson) Reliable Researches Included,
6. Legendary Personages Organization, and Language
in Myths and History Mechanics)
(samples)
7. Theseus and Africa
8. The Trojan War
9. Fall of Troy, Return
of the Greeks
10. Aeneas and Rome
11. Odysseuss
12. Jason and the Argonauts
13. Pythagoras
14. Hippolyta and
the Amazonians
Weeks At the end of these weeks, the pre- 5. Myths as Explanations of

13-15 service teacher (PST) should be able Natural Phenomena (samples
to: from Greek Mythology)  Reading and answering literary  Answering worksheets on 1.1.1
comprehension worksheets on the knowledge and understanding of
a. discuss the stories of 1.1.1 1. Apollo and Daphne myths as explanations of natural the characters, creatures, and
these myths based on A 2. Pyramus and Thisbe phenomena or as allegories myths discussed
relevance with natural 3. Cephalus and Procris 1.1.1
phenomena or as allegory 4. Juno and her rivals  Viewing videos on the myths that  Creative storytelling on the
to present-day realities; 5. Ceyx and Alcyone explain natural phenomena or relationship between the myth to
and 6. Echo, Narcissus, and are allegorical its referrer natural phenomena
Clytie
7. Persephone  Creative storytelling on the  Local-based Survey on the
b. analyze the relationship 1.2.1 8. Myths as Allegories relationship between the myth to believed local myths and stories
between the myth to its B (samples from its referred natural phenomena that explain natural phenomena
referrer natural phenomena Greek Mythology) and/or allegory or symbolize existing conditions
or allegory.  Pygmalion and (focusing on Documentation,
Galatea  Discussion on the role of myths Analysis Report, and Language
 Adonis and to explain phenomena or to Mechanics)
Aphrodite symbolize an existing condition/
 Cupid and situation
Psyche
 Perseus and  Planning and preparation of
Medusa survey on local community myths
 Meleager and and stories that explain natural
Atalanta phenomena or are allegorical
Mythology and 11
 Hercules, Hebe,
and Ganymede  Presentation of survey results
 Arachne and on local myths and stories that
Athena explain natural phenomena or
 Bacchus allegorical
and Ariadne
 Achilles and
Penelope
 Orpheus and
Eurydice
Weeks At the end of these weeks, the pre- 6. Creatures in Mythologies:

16-18 service teacher (PST) should be able Then and Now
to:  Creating Mind maps on the  Objective quiz on creatures in 1.1.1
1. Greek and Roman: different mythical creatures and mythologies and plots of local
a. discuss the different 1.1.1 Cerberus, other famous legends and legends and folktales
mythical creatures and other A Hecatoncheires, Sphinx folktales around the world
famous legends and 2. Chinese and  Mind mapping as formative 1.1.1
folktales around the world; Japanese: Baku,  Discussing the creatures and assessment on the different
and Zouyu, Shijin, Kitsune, stories through mind maps made mythical creatures and other
b. conduct a research of the 1.2.1 Tengue, Onryo famous legends and
most prominent folktales B 3. Filipino: Aswang, Kapre,  Sharing of experienced horror folktales around the world
and myths in one’s locality Tikbalang, Duwende, etc. stories with local creatures 1.2.1
through an understanding of 4. World: Leprechauns, through One Stay-Team Stray  Local-based Survey on the
the processes of literature Big Foot, Chupacubra, activity believed creatures, fables, tall
and analysis. Sandman, Fairies, Elves, tales, legends, religious folktales,
Santa Claus, etc.  Sharing of fables, tall tales, and horror stories (focusing on
legends, and/or religious Documentation, Analysis
5. Legends, Folktales and folktales by invited local persons Report, and Language
Local Color Mechanics)
 Fables  Planning and preparation of 1.2.1
 Tall Tales survey on local creatures,  Portfolio/Compilation or Research
 Legends related to legends, folktales, and tall tales on the survey results done in
Natural Phenomena which are unique and identifiable class on local myths and folktales
 Religious Folktales of the place/region (focusing on Analysis of Surveys,
 Horror Stories Organization of Ideas,
 Modern Cultural  Presentation of survey results on Implications Included, and
References of Myths local creatures, legends, Language Mechanics)
and Folktales folktales, and tall tales
 Research on Local Folk
Literature  Discussing the relevance of
mythology and folklore in
literature, culture, and
language learning
Mythology and 11
Colin, D. (2010). Dictionary of symbols, myths and legends. London: Hachette Illustrated.
De Beler, A. G. (2012). Egyptian mythology. Rochester, Kent: Grange Books.
Encyclopedia of ancient myths and culture. Hertfordshire: Eagle Editions. (2013).
Harris, S. L. et al. (2013). Classical mythology: images and insights. Mountain View, California: Mayfield
Publishing. Leeming, D. (2015). The Oxford companion to world mythology. Oxford: Oxford University Press.
Littleton, C. S. (2014). Mythology: the illustrated anthology of world myth & storytelling. London: Duncan Baird Publishers.
Miles, Kate. (2015). 1000 facts on myth and legends. Essex, CM: Bardfield Press.
Peterson, A. and David J. (2004). Mythology in our midst: a guide to cultural references. Westport, Conn.: Greenwood
Press. Pollard, M. (2010). Myths and legends of the Philippines. Quezon City: Jacoby Publishing House.
Stambovsky, P. (2014). Myth and the limits of reason. Lanham, Md.: University Press of America.
Storm, R. (2000). Asian Mythology: Myths and Legends of China, Japan, Malaysia and Indonesia. London: Lorenz Books.
Sykes, E. (2002). Who’s Who in Non-Classical Mythology. New York: Oxford University Press.
Thury, E. M. (2015). Introduction to mythology: contemporary approaches to classical and world myths. New York: Oxford University Press.
Wickersham, J. M. (2012). Myths and legends of the world. New York, N. Y.: Macmillan Reference.
Mythology and 11
Survey of Philippine Literature in English

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
1
Course Information
Course Name Survey of Philippine Literature in Course Code
English
Course Requirements
Grading System

covered
This course enables the pre-service English teachers to demonstrate research-based content knowledge in analyzing the growth
and development of Philippine Literature in English from 1900 to the present along socio-historical events as shown in 1.1.1
representative works. Moreover, it provides them with an opportunity to enrich the K to 12 English curriculum by producing an 1.2.1
extensive and grade-specific reading list to enhance their future students’ reading skills. Particular attention is given to the
analysis and appreciation of the cultural differences and similarities embodied in select literary texts.

covered
A. demonstrate content knowledge of Philippine Literature in English; and 1.1.1

B. demonstrate research-based knowledge in the preparation of an annotated reading list of the selected Philippine 1.2.1
literary pieces.
Survey of Philippine Literature in 11

Week 1 At the end of the week, the pre- 1. Overview: Philippine
service teacher (PST) should be able Literature in English  Critical Viewing a. My Daybook 1.1.1
to: The students will be asked to view, The students organize what they
1. Role of Literature Teaching Philippine Literature in considered as salient points
a. explain the role of literature 1.1.1 2. Essence and Functions English from from the video in a daybook. A
in understanding the (A) 3. Main Divisions https://www.youtube.com/watch?v daybook is like a diary or a
uniqueness of the 4. Literary Genres =5URW1s1Jfuc journal or a ledger which
Filipinos; and  Drama to gain a snapshot of Philippine contains the transactions-in this
b. differentiate the varied types 1.1.1  Essay literature in English. case, the important
of literary genres in the (A)  Poetry ideas/concepts learned within
country.  Short story  Dyadic Discussion week.
In pairs, the students explore and (A scoring rubric will be used to
share the essence and functions rate the students’ daybook entry.)
of literature, its main divisions,
and the characteristics of the each
type of genre: drama, essay,
poetry and short story.
 Key Points for Discussion:

- readers as active producers
of meaning.
- difference between ‘literature’
and ‘Literature’ (from
http://www.electricka.com/eta
f/muses/literature/literature_p
opups/whats_literature.htm)
- close analytical reading
of literary texts
- four functions of literature:
recreation, recognition,
redemption and revelation
Week 2 At the end of the week, the pre- 2. Oral Lore from Pre-
service teacher (PST) should be able Colonial Times (--1564)
to: b. Search and Share c. FYI! 1.1.1
1. Riddles The class will be given a time to Each group will present an
a. come up with an infomercial 1.1.1 2. Proverbs read about the oral lore in the infomercial that presents the gist
that presents gist of the oral (A) 3. Lo-as Philippines and to organize details of the oral lore in the Philippines
lore in the Philippines. 4. Myths and Legends in a creative presentation. In during the pre-colonial period.
5. Epics groups, they will discuss the nature
and characteristics the oral lore
present during the pre-colonial
period. Their knowledge of the

content shall be presented to the
class.
Weeks At the end of these weeks, the pre- 3. Literature under the
3-4 service teacher (PST) should be able Spanish Colonization
to:  Name Game  Magic 3.
1. Filipino Writers The class will be given the The students will choose 3 literary 1.1.1
a. share the contribution of the 1.1.1 2. Literary Pieces (written in description, short biography of the pieces and writes a two-page
outstanding Filipino writers (A) Spanish but translated in outstanding Filipino writers during summary of each chosen text.
during the Spanish era; and English) Suggested the Spanish era and they have to (A scoring rubric will be used to 1.2.1
b. present the summary of the 1.1.1 pieces: identify the name of the writer. rate the students’ summary paper.)
assigned literary piece. (A) 3. Excerpts of Noli They then will share the
Me Tangere contribution of these writers to
4. El Filibusterismo Philippine literature.
5. Urbana at Felisa
6. Maragtas  Option: Team Task
Each team will choose
a
representative who will wear a
sash with the name of the writer.
Another member introduces the
writer by citing important
information about him guided by
the 5Ws and H questions.
Weeks At the end of these weeks, the pre- 4. Literature under the US
5-8 service teacher (PST) should be able Colonialism
to:  Literature Circles  Check it out.
1. Newspaper In each session the students The class (individually or in
a. trace the historical events 1.1.1 2. El Renacimiento will be in groups, called groups) designs their linear and
and development of (A) 3. Philippine Free Press Literature Circles, to share comparative timeline that
Philippine literature during 4. Plays about nature, characteristics encapsulates the literature from
the American period; 5. Pioneer Filipino English and literary pieces during the pre-colonial era to the American
b. identify the contributions of Writers during the Period three periods: re-orientation, period.
American period to the of Re-orientation imitation, self- discovery A scoring rubric will be used to
Philippine literary tradition;  Justo Juliano rate the students’ timelines.
and (Sursum Corda)
c. come with a timeline that  Juan F. Salazar
presents the literary pieces (My Mother” and  Close analytical reading
during the American period. Air Castles Key Points:
 Proceso Sebastian - Writers in this era wrote all
(To my Lady in forms of literature like news,
Laoag) poetry, stories, plays, essays
6. Literature during the and novels which depicted
Period of Imitation their love of country and
(suggested titles) longing for independence.
 Never mind and - The spirit of nationalism

Other Poems by of the people remained
Procopio Solidum undaunted.
 George Washington - Summary of American Period
by Bernardo P. to the Filipino Literature
Garcia
 Azucena by Marcelo  Supplementary Materials:
de Gracia 1. The students may be asked
Concepcion to visit,
 Reminiscences https://www.youtube.com/watch?v
=LR7djUKyNwM, to watch,
By Lorenzo E. Paredes Philippines during the American
Colonization to deepen their
1. Life and Success by understanding of the role of
Zoilo Galang history in shaping the language
2. Filipino Poetry by and literature of the country.
Rodolfo Dato
3. Dead Stars by 2. Assign the class to read,
Paz Marquez Garcia’s paper on Translation
Benitez and the Problem of Realism
4. Tales of the in Philippine Literature in
Philippines by Zoilo English from
Galang https://journals.ateneo.edu/ojs/ind
5. Daughters for Sale and ex.php/kk/article/view/1883/1885
Other Plays by Carlos as basis for their reflection paper.
P. Romulo
 Literature during the
Period of Self-
discovery
(suggested pieces)
 Manila: A
 Collection
Soft of
Night by
Abelardo Subido
 Poems by
Doveglion by Jose
Garcia Villa
 Filipino Love
Stories by Paz
Marquez Benitez
 Philippines Short
Stories by Jose
Gracia Villa
 How My Brother
Leon Brought Home
A Wife by Manuel
Arguilla
 Broken Parasol
by Jose Lansang

 Sunset by
Paz Latorena
 Talanata’s Wife by
Sinai Hamada
 The Filipino Way of
Life by Camilo
Osias
 I am a Filipino by
Carlos P.
Romulo
 The Radiant Symbol
by Jorge Bacobo
 13 Plays by Wilfrido
Ma. Guerero
Weeks At the end of these weeks, the pre- 5. Literature under the Republic
9-11 service teacher (PST) should be able  Mull Over
to: (suggested titles) “History is not the story of heroes  My Choice: 1.1.1
Note: Use the validated or entirely. It is often the story of The students will choose one of
a. discuss the influence of 1.1.1 acknowledged translated versions cruelty and injustice and the literary pieces in this period,
English language in shaping (A) of the original texts) shortsightedness. There are make an outline of it, and present
the literature under the 1. Isang Dipang Langit monsters, there is evil, there is it to the class.
Republic; and by Amado V. betrayal. That’s why people A scoring rubric will be used to
b. present an outline of the 1.1.1 Hernandez should read Shakespeare and rate the students’ outline.
chosen literary piece. (A) 2. Ang Dapat Paniwalaan Dickens as well as history—they
by Jose F.Lacaba will find the best, the worst, the
3. Gabi ng Isang Piyon height of noble attainment and
by Lamberto Antonio the depths of depravity”
4. The World is an Apple -David McCullough,
by Alberto Florentino http://thinkexist.
5. Another Invitation of the com/quotations/literature/2.html
Pope to Visit Tondo
6. Valediction Sa Hillcrest
7. Maganda pa ang Daigdig  Lecture
8. Visiting Poverty A. The History of the English
9. The Day the language in the
Dancers Came Philippines
B. Significant Developments
of the Period
 Key Points:
A. A new way of writing
literature emerged with the
arrival of the English
language in the Philippines.
B. The Filipinos, being lovers of

languages and natural
linguists, began using English
as the new medium to record
their thoughts, sentiments,
ideas and views, dreams and
fears as well as everyday
life- matters.
 Dyadic Discussion
The students discuss the
influence of English language in
shaping the literature under the
Republic.
Weeks At the end of these weeks, the pre- 6. Literature after EDSA
12-14 service teacher (PST) should be able  Down (the)Memory Lane  Say it!/ Pen it down! 1.1.1
to: 1. Characteristics of The class shares what they The class responds to the
Post- EDSA Literature know about EDSA Revolution. questions related to the
a. expound on the salient 1.1.1 2. Famous Authors Video clips may be assigned and A. salient characteristics
characteristics of post- (A)  Lilia Quindoza students will be asked to give a of post-EDSA literature
EDSA literature; and Santiago synthesis of what the clip is B. famous authors and
b. compare and contrast the 1.1.1  Charlson Ong about. their writings
themes of the various (A)  Jose Dalisay Jr. Focus:
literary pieces in this period.  Ricardo Lee A. There are theories that  Post It 1.1.1
 Danton Remoroto inform literary production. Draw/Sketch the common theme/s
 Marjorie Evasco B. There is in the academe an derived from the varied literary
 Ruth Elyna Mabanglo emerging critical orientation. pieces.
3. Short Stories C. Publishing has been A scoring rubric will be used to
 The Very Last marked by rate the students’ work.
Story of Huli by adventurousness and a
Lilia Quindoza willingness to gamble on
Santiago non-conventional projects.

 The Execution D. Distinct features characterize
by Charlson Ong post-EDSA/ contemporary
 Among the literature
Disappeared
by Ricardo Lee  Learning Stations
 Geyluv by Honorio
De Dios The students, in each learning
stations, will present the assigned
literary piece creatively. Time for
supervised study and material
preparation will be given to
ascertain the quality of the
performance during the scheduled
presentation in their respective
stations.
 It’s Feedback Time

Both the students and the teacher
are expected to provide
constructive feedback and
comprehensible input to deepen
the students’ understanding of the
literary pieces.
Weeks At the end of these weeks, the pre- 7. Literature of the Regions
to: 1. Luzon  Let It be Known  This is It! 1.2.1
a. identify the different literary 1.1.1 2. Visayas Students do an independent close Students prepare an annotated
pieces in Luzon, Visayas (A) 3. Mindanao reading of the assigned literature reading list (ARL) of the selected
and Mindanao; in a particular region. Philippine literature from 1900 up
b. describe how are these 1.1.1 1. Cordillera literature to the present.
literature differ in terms of (A) 2. Northern Luzon literature
type and theme; and 3. Pangasinan literature
c. prepare an annotated 1.2.1 4. Pampanga literature
reading list of the selected (B) 5. Central Luzon and
literary pieces. Southern Tagalog literature
6. National Capital Region
7. Bicol literature
8. Eastern Visayas literature
9. Central Visayas literature
10. Western Visayas literature
11. Mindanao literature

 Simulation
A tour guide is with a group of
students who are on their
educational tour. As they move
about in the room (of which
sections are labeled with the
different regions), a discussant
presents the summary of the
outstanding/popular literature in
that region. Questions will be
entertained during this simulation
activity.
Weeks At the end of these weeks, the pre- 8. 21st Century Philippine
to:  Interactive Discussions and  Check this out! 1.2.1
1. Flash Fiction Presentation of Samples The students will come up with a
a. delineate nature of 21st 1.2.1 2. Speculative Literature on: collection of outstanding 21st
century Philippine literature; (B) 3. Graphic Novels - Philippine Flash Fiction century Philippine literature.
and https://pepulma.wordpress.co
b. present samples of 21st m/tag/philippine-flash-fiction-
century Philippine literature. anthology/
- Speculative Fiction
- Graphic Novels- to include
fiction and non-fiction and
anthologized work
 Group Sharing and Critiquing

Garcia, J.N. (2014). Translation and the problem of realism in Philippine literature in English, Retrieved from
https://journals.ateneo.edu/ojs/index.php/kk/article/view/1883/1885
Kirong, M. and Tumaneng L. (2014). Philippine literature in English Vol.1, Philippines: TechFactors Inc
Lumbera, B., & Lumbera, C. N. (1997). Philippine literature: A history & anthology. Philippines: Anvil.
Lumbera, B. (2001). Filipinos writing: Philippine literature from the regions. Pasig City, Philippines: Anvil Pub.
Tayao, M. et al. (2018). 21st Century Literature in the Philippines and the world. Quezon City; C and E Publications
Valdeavilla, R. (2018). The 10 best books in Philippine literature. https://theculturetrip.com/asia/philippines/articles/the-10-best-books-in-philippine-literature/
Vinuya, R. (2012). Philippine Literature: A statement of ourselves. Grandbooks Publishing, Inc., Metro, Manila.
https://salirickandres.altervista.org/american-period/. American Period
http://www.angelfire.com/la2/litera1/afteredsa.html. Literary Period After EDSA

www.ctflc.org/sites/default/.../12-CSET-Litt.%20I-II- III%2029JuneforWebsite.docx, Literary Forms in Philippine Literature-Council for
Teaching
ncca.gov.ph/about-ncca-3/…on-the-arts…/literary…/philippine-literature-in-english. Philippine Literature in English, National
Commission for Culture and the Arts
https://www.coursehero.com/file/12472943/LESSON-1-INTRODUCTION- TO-PHILIPPINE-LITERATURE-IN-ENGLISH/ Introduction to
Philippine Literature in English
Philippines and Philippine Literature in English. https://www.slideshare.net/ezr001/philippines-and-philippine-literature-in-english
http://nlpdl.nlp.gov.ph:81/CC01/NLP00VM052mcd/v4/v6.pdf. Literature in English
http://jm92-philippineliteraryworks.blogspot.com/2012/09/introduction-philippine-literature_24.html. Philippine Literature
http://nlpdl.nlp.gov.ph:81/CC01/NLP00VM052mcd/v4/v1.pdf. Philippine Literature
https://anelepapers.wordpress.com/category/21st-century-literature-from-the-regions/ 21st Century Literature from the Regions

Survey of Afro-Asian Literature

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
1
Course Information
Course Name Survey of Afro-Asian Literature Course Code
Course Requirements
Grading System

covered
This course deals with an intensive study of the selected literary texts from Asia and Africa, particularly India, China, Japan-the
countries in the southeast region in Asia, and the African nations-south of the Sahara, along socio-historical, philosophical, and 1.1.1
literary underpinnings. Using research-based content knowledge, the pre-service English teachers will be able to understand, 1.2.1
analyze, and appreciate the outstanding characteristics: contexts, dimensions, elements, genres and structures, of Afro-Asian
literatures which can lead to promotion of cultural tolerance. Moreover, they are expected to come up with an annotated reading
list of the chosen literary texts and a synthesis paper that presents their critical interpretation and tolerance of diverse cultures
encountered in the study of the select texts.

covered
A. demonstrate content and research-based knowledge of Afro-Asian literature in the preparation of an annotated reading 1.2.1
list (ARL); and
B. write a synthesis paper which encapsulates their understanding of the outstanding characteristics of Afro-Asian 1.1.1
literature along various viewpoints and lenses.
Survey of Afro-Asian 12
Weeks 1. African Literature
At the end of these weeks, the pre-
1-2
1. Characteristics of African  Differentiated Tasks Lights, Camera, Action! 1.2.1
to:
Literature The class will be assigned with A scoring rubric will be used to assess
a. characterize African 1.2.1 2. African Writers and Poets tasks: the performance of the students in
literature; (A) - The Researchers terms of their assigned tasks.
3. African Poems and
Short Stories - The Developers  The researchers organize
b. share representative literary 1.1.1 - The Discussants the materials from various
4. African Literature
works by early and - The Participants sources.
Suggested Literary
contemporary African - The Assessors  The developers prepare the
Pieces:
writers; and - The Monitors audio/and or visual materials
- Africa by David Diop
c. discuss the prevailing 1.2.1 to be used during the
- Once Upon a Time
ethos, ideas and (A) With the supervision of the presentation.
by Nadine Gordimer
philosophies behind the teacher, the class conducts a  The discussants share
- Anticipation by
chosen literary text. meeting to plan for the important concepts and key
Mabel Dove-
Danquah presentation of topics in Unit 1. information
Periodic reports shall be  The participants listen and
submitted to the teacher with ask questions relevant to the
details on who does what and topics
how.  The assessors provide
thought-provoking questions
Focus of the Discussion: to be answered by the
- Types and characteristics participants.
of African literature  The monitors give intelligent
- Famous African writers and informed feedback on the
- Sample literary works performance of each group.
o summary
o themes
o philosophy
Weeks At the end of these weeks, the pre- 2. Egyptian Literature

to:  Types  Literature Circle  Summary Paper
 Tales and Love Songs Each is assigned to a topic within The class will summarize and
a. trace the historical 1.1.1  Myths and Legends their group and monitored outline the plot of the various
background of Egyptian (B) discussion will follow thereafter. pieces of African and Arabian
and Arabian literature; 3. Arabian Literature literature;
b. summarize selected  Prose Discussion Question
literary pieces; and  Poetry Why do we always need to consider
c. articulate one’s the culture of the people when we Graded recitation on their
awareness of how study literature? - reaction to literature in
language works in literary various ways;
text and author’s Key Points: 1.1.1
style in writing.
types and forms of Egyptian and - reflection on the theme of
Arabian literature the various pieces of
literature;
Suggested Literary Pieces - expression of appreciation
- The Thousand and for the wisdom imparted by
One Nights the various piece of
- The Tale of Sinuhe literature;
(anonymous author)
- The Quran/Koran
- The Arabian Nights by
Tahir Shah
- The Lady and Her
Five Suitors
- Love by Kahlil Gibran
- The Prophet by Kahlil Gibran
- Bewildered Arab by Nour-od-
Din Abd-or-Rahman-e Jami
- The Food of Paradise by
Ibn Amjed
- Count Not Your Chickens
before they Hatched
- To Whom Should I
Speak Today by T. Eric
Peet
Weeks At the end of these weeks, the pre- 4. Chinese Literature

to: Suggested Pieces:  Think and Talk  A Venn Diagram
- The Five Classics Students, in smaller groups, 1.2.1
a. survey the outstanding 1.2.1 and the Four discuss the characteristics of
characteristics of Chinese Books Chinese and Hindu literature The class creates a venn diagram
(A)
and Hindu literature; - A Wife Mourns for focusing on the forms and outlining the similarities and
b. compare and contrast the her Husband by structure-e.g. on prose an poetry. differences between Chinese and
forms of Chinese and Confucius Hindu literature. A scoring rubric
Hindu prose and poetry; Sample group tasks: will be used to rate the students’
and 1.2.1 5. Hindu Literature -Analysis of the life and teachings work.
c. organize an annotated (A) Suggested Pieces: of Confucius
reading list of selected - Mahabharata -Discussion of Confucius Five  An Annotated Reading List /
Chinese and Hindu (Ganesha, Vyasa) Books and Six Principles Annotated Bibliography of
literature. - Panchantantra -Identification of facts and figures the selected literary pieces.
collection of Fables on India and Indian system of
by Vishnu Sharma government The class will choose outstanding
- Panchatantra Stories -Tracing India’s history from 1947 literary pieces and submits an
- Bhagavad Gita by to present
Vyasa -Reading India’s religious and
secular works
- Abhilaash (Hindi for -Articulation and appreciation of annotated reading list or an
Desire) by the great epics of India: annotated bibliography.
Rabindranath Tagore Mahabharata and Ramayana
- Gitanjali by Tagore - Studying the life and writings of
- Plays and Poems India’s great writers
of Kalidasa
 Informance
(also called ‘lecture cum
performance’)
A representative shares the
summary of a chosen piece after
describing the historical
background when the piece of
literature was written.
 Signs, Signs, Signs

Each class member will be
assigned to one of the Analects
of Confucius and they will
transform such into a ‘slogan’
using the most appropriate choice
and number of words.
For additional input, the class may

be asked to visit
=_B4Z1PB97KY to watch
Mahabharata: Krishna talks to
Prince Arjuna, or
=F-nNTGK0wFw
for Unanswered-Mysteries from
the MahabharataTEDx Talks
by Christopher Charles Doyle.

6. Hebrew Literature
to: 1. Nature of the Hebrew  Group Dynamics An Annotated Reading List 1.1.1
Language, Poetry and The class submits an annotated
Students possible tasks and
a. perform the differentiated 1.1.1 Prose reading list of the selected Hebrew
possible outputs:
tasks that exemplify their (B) 2. Masterpieces of the and Persian literature.
understanding of Hebrew Jews Suggested Pieces - Timelines on the history of A scoring rubric will be used to rate 1.2.1
and Persian literature; Genesis: The Creation Hebrew and of Persian the students’ work.
and Psalm 23 literature
The Ecclesiastes
b. prepare an annotated The Story of Joseph - Narration of one of
reading list of the chosen The Story of Ruth the parables
literary pieces. The Parables (The Good - Articulation of one’s
Samaritan, The Last Seat, appreciation of the literary
Prodigal Son, Talents masterpieces of the Jews
and the Iranians
- An annotated reading list
7. Persian Literature of the chosen literary
pieces
1. Characteristics of
Persian Literature - Discussion of the facts
and figures about Iran
2. Persian Prose and
- Singling out of the important
Poetry Suggested
Pieces: Rubaiyat by contributions of the writer to
the growing body of Hebrew
Omar Khayyam
and Persian literature
Hafiz’s Poetry
- Explanation of the
Rumi’s epic and poems
different stanzas of
Ferdowsi’s writings Rubaiyat
- Expounding the poems
of Hapiz, Jami and Sadi
Weeks 8. Japanese Literature
At the end of these weeks, the pre-
11-14
1. Development of  Peer Mentoring  Writing Haikus 1.1.1
to:
Japanese literature As learning buddies, the students The class will submit a
a. characterize Japanese and 1.1.1 from the beginning up will discuss the development of compilation of written haikus.
Korean literature; (B) to the modern period Japanese literature form the
b. compose haikus; and 2. Life and works of beginning up to the modern
c. write a synthesis paper on Japanese authors period as well as the life and  Synthesis Paper
the various literary pieces of 3. Haikus of Bassho, works of famous Japanese The class will write a synthesis
Japan and Korea. Buson and others authors. paper on the chosen literary
Suggested Pieces: The teacher may give a paper and pieces of Japan and Korea.
 Tale of Genji pen test to check the students’
 The Madman on
Understanding Haikus
As a lead-in, the students maybe
given a time to view, Haikus from
=VJHCGPp4G4k
Sample haikus maybe provided

before the class will compose their
own haikus.
Weeks At the end of these weeks, the pre- 10. Vietnam Literature
to: 1. Facts about Vietnam
2. Poetry and Short Stories
1.1.1 Suggested Piece:
a. explain how the Vietnam
(B), -The Mandarin and the
and Indonesian literature
1.2.1 Flower Festival by P.
mirrors the customs and
(A) Khiem
traditions of the people;
1.1.1
b. reason out how literature
(B) 11. Indonesian Literature
affects the history and
 Creative Presentation
culture a nation like  Essay, Easy
1. Pujangga Lama Each group will be tasked to 1.2.1
Vietnam and Indonesia; and
2. Traditional Forms present a topic creatively. The class will answer the following
c. organize an annotated
 syair (traditional (on poems and short stories of essay questions.
reading list for all the
1.2.1 narrative poetry) Vietnam) A. Explain how the Vietnam
outstanding literature of
(A)  pantun (quatrains Note: These are Vietnamese
Afro-Asian countries. and Indonesian literature
made up of two Literature written in English mirrors the customs and
seemingly traditions of the people;
disconnected  Writing an Analysis B. Provide proofs on how
couplets) Paper: Suggested Pieces: literature affects the history
 qurindam -The Mandarin and the Flower and culture a nation like
(brief aphorism) Festival by P. Khiem Vietnam and Indonesia.
 hikayat (stories, -Selected Indonesian Literature
fairytales, animal  Annotated Reading List 1.1.1
fables, chronicles)
 babad (histories or The students will organize an
chronicles annotated reading list for all the
Suggested Piece: outstanding literature of Afro-
Asian countries.
Everybody has his
Burden (Indonesian
Folktale)
Carpio, R. (2006). Crisscrossing through Afro-Asian literature. Philippines: Anvil Publishing, Inc
Lapid, M. and Serrano, J. (2015). Afro-Asian literature, Manila: Phoenix Publishing House
https://theculturetrip.com/.../the-top-10-contemporary-african-writers-you-should-know, The Top 10 Contemporary African Writers You Should Know
https://www.youtube.com/watch?v=F-nNTGK0wFw,
https://www.acadshare.com/afro-asian-literature-course-synopsis/, Afro-Asian Literature Course
Synopsis https://www.ancient.eu/Chinese_Literature/. Chinese Literature
https://www.bartleby.com/214/0203.html, Nature of the Hebrew language, poetry and prose
https://www.wdl.org/en/item/6881/ Persian Prose and Poetry
https://theculturetrip.com/middle-east/iran/articles/10-must-read-iranian-authors/10 must read Iranian Authors
https://theculturetrip.com/asia/south-korea/articles/a-century-of-tumult-ten-important-modern-korean-authors/ Ten Important Modern and Contemporary Writers from South Korea
https://www.youtube.com/watch?v=VJHCGPp4G4k, Haikus
Survey of English and American Literature

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
1
Course Information
Course Name Survey of English and American Course Code
Literature
Course Requirements
Grading System

covered
This course engages pre-service English teachers in a historical survey of selected literary works produced by understanding
English and American literatures from its beginnings to the 21st century. This way, they will be able to demonstrate content 1.1.1
knowledge and application of English and American literature and use the English language within the context of literature and
English language teaching.
covered
A. apply content knowledge of English and American literature by producing creative works such as original epics, 1.1.1
modern adaptations of texts, etc. that will develop their students’ understanding and use of the English language;
B. demonstrate an understanding of content and research-based knowledge in preparing an annotated reading list of English 1.2.1
and American literature based on an analysis of the texts’ characteristics, motifs, archetypes, and symbols; and
C. identify K to 12 English learning outcomes that are aligned with learning competencies under English-American 4.2.1
literature for annotated readings.
Survey of English and American 13

Weeks At the end of these weeks, the pre- 1. Introduction to English-
1-3 service teacher (PST) should be able American Literature  Lecture discussion on Introduction  Short quiz as formative 1.1.1
to: to English-American Literature, its assessment on the English-
1. Short Summary of summary, characteristics, American Literature
a. describe the characteristics 1.1.1 English and American common genres and K to 12
and common genres of (A) Geography, History, competencies  Writing meta-learning logs/short 1.1.1
English-American Language, Society, and reflections on the introduction to
Literature in relation to Culture  Writing Meta-learning logs/ English-American Literature
English and American 2. Characteristics and short reflections on the learned (focusing on Reflection and
geography, history, Common Genres summary, geography, history, Organization of Ideas)
language, society, and of English- language, society, and culture
culture; and 4.2.1 American Literature of English-American Literature  Competencies Analysis or Table 4.2.1
b. identify the K to 12 English (C) 3. K to 12 English Summary on the English-
learning outcomes under Literature Competencies  Curriculum review on the K to 12 American Literature Curriculum of
English-American related to English- English learning outcomes under Grade 9 (focusing on Analysis of
literature as preparation American Literature English-American literature as Competencies, Matching of
for an annotated reading preparation for an annotated Literature Competencies to
list. reading list Relevant Skills like Reading and
Grammar, and Teamwork)
Weeks At the end of these weeks, the pre- 2. Early Periods in
4-6 service teacher (PST) should be able English Literature
to:  Discussion on the relevance of  Oral participation as formative 1.1.1
1. Anglo-Saxon/ early periods of English assessment on sharing
a. recognize the early periods 1.1.1 Old English literature in the current world relevance of Early English
of English literature as (A) Literature history and literature literature
relevant pieces in the  Folk Poetry compendium 1.1.1
current world history and  Beowulf  Performance on Creative
literature compendium;  Caesura and  Creative storytelling (i.e. Acting, storytelling of texts in the Early
b. outline the plot and literary 1.1.1 Kennings Use of Puppets, Deconstructed Periods of English Literature
elements of the stories, (A) 2. Anglo-French/ Medieval Story, etc.) and intensive (focusing on Teamwork,
epics, poems, sonnets English Literature reading of selected texts in Early Creativity, and Faithfulness to
and plays in Old English, 3. Metrical Tales Periods of English Literature the Literary Text Presented)
Medieval English, and Romances 1.2.1
Renaissance, and  King Arthur and the  Making an outline of the plot  Formative assessment through
Restoration literatures; Knights of the and literary elements of the outlines and graphic organizers of
c. produce literary responses 1.1.1 Round Table stories, epics, poems, sonnets plot and/or literary elements of the
for the definitive selected (A)  Canterbury Tales by and plays in Old English, texts
texts under the early periods G. Chaucer Medieval English, Renaissance, 1.1.1
of English literature; and 4. English Renaissance/ and Restoration literatures  Literary Writing products specific
d. prepare an annotated 1.2.1 Elizabethan Period to genre identified/chosen (Epic
reading list under early (B) Literature  Writing literary responses (i.e. Writing Rubric, Sonnet Writing
periods of English  Shakespearian Epic Writing with Caesura Rubric, etc.) with criteria on
literature. Sonnets and Kennings, Metrical application of period-specific
Romance
Writing, Making a Knight’s Oath,

 Shakespearian Sonnet Writing, Adapted Drama elements i.e. Caesura and
Drama Writing, Original Essay Writing) for kennings for OE epics and poems
 Romeo and Juliet selected texts under the early 1.2.1,
5. The Restoration and periods of English literature  Annotated Reading List from the 4.2.1
the 18th Century Early Periods of English
Literature  Preparation of annotated reading Literature (focusing on
 Puritan Period list of texts from Early Periods of Completeness of Details,
 Neoclassical Period English Literature which will be Appropriateness of Chosen Texts
 On His Blindness by appropriate for English to Learners and Competencies,
J. Milton Language Study and Descriptions Included)
Weeks At the end of these weeks, the pre- 3. Later Periods in

7-10 service teacher (PST) should be able English Literature
to:  One Stay-Team Stray activity on  Group oral participation through 1.1.1
1. The Romantic Period poems and novels/short stories as OSTS activity on poems and
a. recognize the later periods 1.1.1  Odes, Elegies, and a form of discussion on the literary novels/short stories in the later
of English literature as (A) Lyric Poetry texts periods of English Literature
relevant pieces in the  Ode to the West Wind by
current world history and P. Shelley  Value-laden discussion on  Oral sharing of insights and 4.2.1
literature compendium;  I Wandered Lonely as a insights and learnings from learnings as formative assessment
b. outline the plot and literary 1.1.1 Cloud by W. literary texts read on literary texts read
elements of the lyric (A) Wordsworth
poems, novels, short  Elegy Written in a  Outlining the plot and literary  Formative assessment through 1.2.1
stories and non-fiction Country Churchyard by elements of the lyric poems, outlines and graphic organizers of
prose in the Romantic, T. Gray novels, short stories and non- plot and/or literary elements of the
Victorian, 20th Century, and 2. Victorian Age fiction prose in the Romantic, texts
Contemporary period  The Birth of Novels Victorian, 20th Century, and
literatures; 1.1.1  Historical Novels Contemporary period literatures  Literary Writing products specific 1.1.1
c. produce literary responses (A)  The Shoemaker/ The to genre identified/chosen (Poem
for the definitive selected Tale of Two Cities by  Writing creative literary responses Writing, Flash Fiction Writing,
texts under the later periods C. Dickens (i.e. Romantic Poems, Flash Adapted Novel Writing, etc.) with
of English literature; and 1.2.1 3. The 20th Century to the Fiction, Adapted Novels) of criteria on application of period-
d. prepare an annotated (B) Contemporary Period selected texts under the later specific elements i.e. emotional
reading list under the later  Other Novel Types periods of English literature and imagery diction for Romantic
periods of English  Pride and Prejudice by period poems
literature. J. Austen  Preparation of annotated reading
 The Lord of the Flies by list of texts from Later Periods of  Annotated Reading List from the 1.2.1,
W. Golding English Literature which will be Later Periods of English 4.2.1
appropriate for English Literature (focusing on
Language Study Completeness of Details,
Appropriateness of Chosen Texts
to Learners and Competencies,
and Descriptions Included)
Weeks At the end of these weeks, the pre- 4. Early Periods in American

to:  Diorama making to picture out  Diorama Making on literary 1.1.1
1. Early American and and/or summarize the literary texts (focusing on Creativity and
a. recognize the early periods 1.1.1 Colonial Period Literature texts in the early periods of Resourcefulness, Faithfulness to
of American literature as (A)  Folk Oral Literature of American literature the Literary Text, and Choice of
relevant pieces in the the Native Americans Scene to Portray)
current world history and  Captured by  Discussion on the colonial
literature compendium; Opechancanough by J. and revolutionary implications  Oral participation during 1.2.1
b. outline the plot and literary 1.1.1 Smith as portrayed in the literary discussion as formative
elements of the folk (A) 2. American Colonial texts assessment on colonial
literature, non-fiction prose, Period and Puritan and revolutionary literary
essays, and novels in the Literature  Character portrayal and speech texts
Early American, American  Colonial Non- presentation of selected patriotic 1.1.1
Colonial, Puritan, and Fiction Prose and speeches  Character Portrayal/Speech
Revolutionary period Essays Delivery Performance
literatures;  Sinners in the Hands  Making an outline of the plot and Presentation (focusing on
c. produce literary responses 1.1.1 of an Angry God by J. literary elements of the folk Faithfulness to the
for the definitive selected (A) Edwards literature, non-fiction prose, Character/Literary Text, Creativity
texts under the early periods 3. Revolutionary Period essays, and novels in the Early and Resourcefulness, and
of American literature; and Literature American, American Colonial, Confidence) 1.2.1
d. prepare an annotated 1.2.1  Autobiography and Puritan, and Revolutionary
reading list under early (B) Biography period literatures  Formative assessment through
periods of American  Patriotic Speeches outlines and graphic organizers of
literature.  The Whistle by  Preparation of annotated reading plot and/or literary elements of the
B. Franklin list of texts from Early Periods of texts 1.1.1
 The Gettysburg Address American Literature which will be
by A. Lincoln appropriate for English  Objective quiz to test
Language Study comprehension on the literary
texts of the Early American
Period 1.2.1,
4.2.1
 Annotated Reading List from the
Early Periods of American
Literature (focusing on
Completeness of Details,
Appropriateness of Chosen
Texts to Learners and
Competencies, and Descriptions
Included)
Weeks At the end of these weeks, the pre- 5. Later Periods in
15-18 service teacher (PST) should be able American Literature
to:  Story/Author Talk on selected  Story/Author Talk Performance 1.1.1
1. The American literary texts under the Later Presentation to discuss
a. discuss the later periods of 1.1.1 Republic and the Periods in American Literature stories/authors in the Later
American literature as (A) Contemporary Periods Periods in American Literature
relevant pieces in the (focusing on Confidence,

current world history and  Regionalism  Outlining the plot and literary Synthesis of Story/Author
literature compendium; and Cultural elements of the novels, Presented, and Relevance of
b. outline the plot and literary 1.1.1 Independence poems, and plays in the Story/Author to Literary Study)
elements of the novels, (A)  Realism and American Republic,
poems, and plays in the Industrialization Contemporary, and Modern  Formative assessment through 1.2.1
American Republic,  The Adventures of American period literatures outlines and graphic organizers of
Contemporary, and Modern Tom Sawyer by plot and/or literary elements of the
American period literatures; M. Twain  Preparation of annotated reading texts
c. produce literary responses 1.1.1  Dr. Heidegger’s list of texts from Early Periods of
for the definitive selected (A) Experiment by English Literature which will be  Annotated Reading List from the 1.2.1,
texts under the later periods N. Hawthorne appropriate for English Later Periods of American 4.2.1
of American literature; and  Stopping by Woods Language Study Literature (focusing on
d. prepare an annotated 1.2.1 on a Snowy Evening Completeness of Details,
reading list under the later (B) by R. Frost  Writing a discussion paper on the Appropriateness of Chosen
periods of American  A Separate Peace by development and role of English- Texts, and Descriptions Included)
literature. J. Knowles American Literature and the job of
2. New American Voices an English teacher in propagating  Compilation of Annotated 1.2.1,
 Beat Generation such masterpieces to 21st century Reading Lists 4.2.1
 Modern and Post- students
Modern Periods  Discussion Paper on the 1.1.1,
 On the Road by development and role of 1.2.1,
J. Kerouac English- American literature and 4.2.1
 1984 by G. Orwell job of an English teacher
(focusing on Analysis and
Understanding of Relevance of
English-American Literature,
Organization of Ideas, and
Language Mechanics)
Agathocleous, T. and Dean, A.C. (2003). Teaching literature: A Companion. New York: Palgrave.
Bercovitch, S. (1994–2005). The Cambridge history of American literature. Cambridge: Cambridge University Press.
Gillespie, S., et al. (2005). World literature: Connecting nations and cultures. Singapore: Pearson.
Gutjahr, P. C. (2003). Popular American Literature of the 19th century. New York: Longman.
Lyons, G. (2003). Literature of the American west: A cultural approach. New York: Longman.
Muller, T. (2017). Handbook of the American novel of the twentieth and twenty-first centuries. Boston: de Gruyter.
Sebastian, E. L., et al. (2006). Readings in world literature. Quezon City: C & E Publishing.

Contemporary, Popular, and Emergent

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
1
Course Information
Course Name Contemporary, Popular, and Emergent Course Code
Literature
Course Requirements
Grading System

covered
This course provides pre-service English teachers with opportunities to acquire extensive reading backgrounds in literature and
allied fields needed in the understanding and evaluation of critical issues in contemporary and popular literature and genres. 1.1.1
This course allows them to demonstrate their research-based content knowledge and its relevance in the teaching learning 1.2.1
process
using various methods of literary analysis.
covered
A. discuss research-based content knowledge and critical issues on contemporary, popular, and emergent literature and 1.2.1
its relevance in the teaching-learning process;
B. explain the development of a given genre of popular literature from its beginning to its contemporary practice through a 1.1.1
historical timeline; and
C. use various methods of literary analysis, such as formal, psychological, and /or feminist analysis in writing a response paper 1.1.1
Contemporary, Popular, and Emergent 13

Week 1 At the end of the week, the pre- 1. Interpreting and
service teacher (PST) should be able Evaluating Fiction  In groups, students shall  Gather at least fiction stories
to: 2. Types and Elements collaborate in interpreting and and do a literary analysis using
of Fiction evaluating a sample fiction. Lead the format below.
a. explain the characteristics, 1.1.1 students to interpret and
types and elements of (B) evaluate its content by providing  Sample Fiction / Type / Summary
fiction; and each group guide questions for / Analysis
b. Interpret and 1.2.1 discussion.
evaluate fiction. (A)
 Gather common responses from
the groups and help students
identify the types and elements
of Fiction.
 Lecture –Discussion on Fiction
Week 2 At the end of the week, the pre- 3. Introduction to

service teacher (PST) should be able Contemporary Literature: Make students conduct literature 1.1.1
to: reviews on some selected
1. Stories 1. Assign students contemporary contemporary stories
a. acquaint themselves 1.1.1 stories to read off class.
with styles and concerns (B)
of contemporary stories. 2. Have students interpret and
evaluate the story assigned to them
using a teacher-made rubrics and
guide questions.
3. Discussion on the styles and

concerns of contemporary stories
Week 3 At the end of the week, the pre- 2. Poetry
service teacher (PST) should be able  Read Aloud.
to: Choose a short contemporary  Choose one contemporary poem
a. analyze elements of poem to read aloud and ask and analyse its elements.
contemporary poetry; and 1.1.1 students to pay particular  Then make students write a
b. trace the history, (B) attention during this phase. comparative analysis
characteristics, and famous Essential Question: between traditional poetry
personality in contemporary 1. What are the elements of and contemporary poetry.
poetry. poetry present in the poem
read?
2. How was the poem different
from the traditional poem you
know?
3. What are its characteristics?

4. Name some famous
contemporary poets?
 Narrate how contemporary

poems/poetry came to be.
Week 4 At the end of the week, the pre- 3. Drama

to:  Bring students to watch a  Make students organize a stage 1.1.1
contemporary drama. drama reflecting the unique
a. examine theatrical 1.1.1  Make them examine the elements and theatrical structure
structures of contemporary (B) its theatrical structure. of a contemporary drama.
drama; and  Ask them to trace the changes
b. trace the changes and development of contemporary
and development of drama.
contemporary drama.
Week 5 At the end of the week, the pre- 4. Issues and Challenges
service teacher (PST) should be able in Contemporary  Misconception Check.
to: literature Discover class  Make students gather some 1.1.1
preconceptions about issues and challenges in
a. Identify issues and 1.1.1 contemporary poetry. contemporary literature then write
challenges in contemporary (B)  Then solicit students’ knowledge a reaction paper about these
literature; and on issues and challenges in issues and challenges.
b. Explain the development contemporary literature.
in genres in contemporary
literature.
Week 6 At the end of the week, the pre- 5. Introduction to Popular

service teacher (PST) should be able Literature  Direct Instruction.  Research on the development
to: 1. Nature Provide students some readings of popular literature. 1.1.1
a. acquaint themselves with 1.1.1 2. Appeal about popular literature.  Pick one literary texts under
the nature, appeal, and (B) 3. c, Social Function  Discuss the nature, appeal and popular literature and using the
social functions of popular social function, and guide questions, ask the students
literature development of popular to describe its nature, appeal,
literature and social function.
Weeks At the end of these weeks, the pre- 6. Popular Literature Genres
to: 1. Romance  Organize a Photo exhibit  Group students. Each group 1.1.1
2. Science Fiction displaying the different genres of shall choose a popular literature
a. describe the characteristics 1.1.1 3. Detective Story popular literature titles and covers. genre to present
of popular literature; and (B) 4. Comic books
b. differentiate popular from 5. Comic Strip  Introduce some of these titles  They must begin their

contemporary literature and cover in display to students. presentation by describing the
genres.  Discuss the characteristics of characteristic of their chosen
popular literature and its genre and how is it different from
difference from contemporary the contemporary genre.
literature  Each presentation shall
be evaluated using a
rubric.
service teacher (PST) should be able in Popular Literature
to:  Organize a talk show featuring  Let students do a comparative 1.1.1
the issues and challenges of analysis between
a. react on issues and 1.1.1 popular literature. contemporary and popular
challenges in popular (C)  Prepare possible questions to be literature genres.
literature; and asked during the talk show.
b. conduct a critical analysis  Let students share their opinion
between contemporary and on these issues.
popular literature.
Weeks At the end of these weeks, the pre- 8. Introduction to Emerging

14-16 service teacher (PST) should be able Literatures
to:
1. Creative Non-Fiction  Student Story Telling.  Group students. Choose one 1.1.1
a. determine new emerging 1.1.1 2. Hyper Poetry Pre-assign a student to prepare a Emerging literature to create.
genres of literature; (B,C) 3. Chick lit/Chick Literature spoken poetry about any topics
b. discuss the elements 4. Illustrated Novel and ask him/her to perform in  Display students’ creation in an
and characteristics of 5. Graphic Novel class. Emerging Literature Fair.
these genres. 6. Text-Talk Novels
7. Manga 1. Let the class describe
8. Digi-Fiction what kind of genre of
9. Doodle Fiction literature have they
10. Flash Fiction witnessed being
11. Six-word flash fiction performed.
12. Science Fiction 2. Continue the discussion by
13. Blog talking about new and
emerging literatures, its
elements and
characteristics.
service teacher (PST) should be able in Emerging Literature  Panel Discussion.  Make students react on some 1.1.1
to: issues and challenges facing
1. Assign 5 students as experts new and emerging literature.
a. examine unique 1.1.1 and moderators who will be Strengthen claims by citing
b. characteristics
discuss issues of new
and (B) talking about issues and research studies.
challenges in emerging 2. Synthesis to be done by the
literature. teacher.

Week 18 At the end of the week, the pre- 10. The Interrelationship of
service teacher (PST) should be able Contemporary, Popular  Literature Circles.  Make students write a
to: and Emergent comparative/synergistic essay 1.1.1
With their literature circles, of the interrelationship among
a. discuss the relationship 1.1.1 students will collaboratively contemporary, popular and
among contemporary, (B,C) discuss the interrelationship of emergent literature.
popular and emergent the contemporary vis-à-vis
literature, and popular as parallel with Note: An Analytic Rubric may be
b. analyze the emergent literature. used to evaluate students’ output
interconnectedness among (A Guide for discussion must be
literatures like given to each group).
contemporary, popular and
emergent literature. Call on a representative to share
what has been talked about in
his/her circle
Synthesis will be provided by the

teacher
Suggested Reference/s
Heick, T. (2017). 12 strategies for teaching literature in the 21st century.www.teachthought.com

Literary Criticism

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
1
Course Information
Course Name Literary Criticism Course Code
Course Requirements
Grading System

covered
This course provides the pre-service English teachers with opportunities to study the basic approaches to literary theory and
criticism and their application to selected literary works. They will be able to demonstrate content knowledge and application of 1.1.1
literary criticism and critical theory approaches relevant to literature and English language teaching. Moreover, this will allow 1.5.1
them to determine instructional implications in applying literature teaching strategies that will promote critical thinking and other
higher order thinking skills through original critiques of literary pieces.

covered
A. discuss, analyze, and interpret a poetic text demonstrating their content knowledge and applying the basic approaches 1.1.1
to literary theory and criticism relevant to the body of literature and English language teaching;
B. analyze literary periods/movements using a definitive text/author thereby promoting critical thinking and other higher order 1.5.1
thinking skills in literary criticism and critical theory approaches; and
C. write an original critique paper addressing problems in critical theory from the classical to modern times as applied to literary 1.1.1
works, and drawing implications to English language and literature teaching.
Literary 14
1-4 service teacher (PST) should be able Literary Criticism
to:
1. Review of Purposes  Review discussion on literature  Diagnostic assessment through 1.1.1
a. review literature studies 1.1.1 and Benefits of overview, purposes and objective test/open-ended test on
focusing on literary genres; (A) Literature Studies benefits of literature, literary purposes of literature, literary
2. Review of Literary Genres genres, and literary techniques genres, and literary techniques
b. define literary criticism and 1.1.1 3. Review of
identify its purposes; (A) Literary  Sharing discussion on literary  Oral participation in sharing and 1.1.1
Techniques criticism and purposes through analyzing reviews of literary
4. Literary Criticism reading and analyzing sample texts in newspapers and
c. differentiate significant terms 1.1.1 5. Definitions reviews from newspapers and websites
related to literary criticism; (A) 6. Purposes of Literary websites 1.1.1
and Criticism  Graphic organizers as formative
d. show interest in acquiring a 1.1.1 7. Literary Discussion  Creating summary table to assessment to summarize and
deeper understanding of (A) vs. Literary Analysis differentiate literary differentiate literary criticism terms
texts through literary vs. Literary discussion, analysis, and and processes
criticism. Interpretation interpretation 1.1.1
 Reflection/Metalog Paper on the
 Identifying the processes Purpose of Literary Criticism in
involved in literary criticism, Acquiring Deeper Understanding
discussion, analysis, and and Appreciation of a Literary
interpretation through a process Work (focusing on Reflection,
chart Organization of Ideas, Use of
Literary Criticism Terms, and
 Writing short reflection and/or Language Mechanics)
metalog on the purposes of
literary criticism to acquire a
deeper understanding and
appreciation of a literary work of
art
Weeks At the end of these weeks, the pre- 2. Periods and Movements in
to:  Video viewing on the Overview  Oral Presentation during 1.1.1
1. Overview of Literary of Literary Periods and reporting, synthesis and analysis
a. trace the foundations of 1.1.1 Periods and Movements of the periods and movements of
literature and literary (A) Movements literature (focusing on Synthesis
criticism through literary 2. Early Periods  Report preparation and synthesis of Report, Choice and Analysis of
period development; of Literature on the periods and movements a Definitive Text in
b. familiarize the 1.1.1 3. Classical of literature Period/Movement, Preparation
intellectual, linguistic, (A) 4. Medieval and Effort, and Confidence in
religious, and artistic 5. Renaissance  Table making as a summary of Oral Reporting)
influences of 6. Reformation the literary periods and
literatures through the movements in
Literary 14
literary periods and 7. Later/Modern Periods of literature from early period to  Note Table Summary as formative 1.1.1
movements; Literature literary movements assessment on the literary
c. identify definite 8. Enlightenment periods and movements
characteristics of each 1.1.1 9. Romantic  Oral sharing or reporting on the
literary period and 10. Victorian analysis of the periods and  Objective quiz on the Periods 1.1.1
movement for an in-depth 11. Modern movements in Literature using and Movements of Literature
study of literature; and 12. Post-modern definitive texts
d. create a critical analysis of 1.5.1 13. Literary Movements  Analysis Paper of a text and an 1.5.1
a text and an author from a (B)  Metaphysical  Writing a critical analysis paper author from a definite literary
definite literary period or  Symbolists of a text and an author from a period or movements (focusing on
movement.  Harlem Renaissance definite literary period or Literary Analysis, Choice of a
 The Beats movements Definitive Text in Period/
 Confessional Movement, Organization of Ideas,
 New York School  Consultation and feedbacking and Language Mechanics)
 Black Arts Movement from instructor on analysis paper
made
Weeks At the end of these weeks, the pre- 3. Literary Theories and
12-16 service teacher (PST) should be able Modern Criticism Schools
to: of Thought
 Lecture-discussion on each of the  Summary outline as 1.1.1
a. trace the developments in 1.1.1 1. Overview of Literary literary theories and modern formative assessment of the
literary criticism from (A) Theories, Modern criticisms Literary Theories, its
traditional to modern times; Criticisms, and construct and examples
b. familiarize the intellectual, 1.1.1 Schools of Thought  Video viewing on the
linguistic, socio-emotional (A) 2. Traditional Literary explanation and examples of  Objective quiz on literary theories 1.1.1
and artistic influences of Criticism literary theories and modern criticism schools
literatures through literary 3. Formalism and
theories; New Criticism  Creating graphic organizers to  Group Journal Review of a 1.5.1
c. identify definite 1.1.1 4. Marxism and Critical understand the literary theories, Sample Critical Analysis Paper
characteristics of each (A) Theory modern criticisms, and schools of as formative assessment on the
literary theory for an in- 5. Structuralism and thought use of literary theories and
depth study of literature; and Poststructuralism movements in analyzing literary
d. create a critical analysis of a 1.5.1 6. New Historicism  Analyzing and sharing of sample texts
poetic text through a definite (B) and Cultural critical analysis papers of famous 1.5.1
literary theory. Materialism literary texts using each of the  Critical Analysis Paper of a
7. Ethnic Studies and Literary Theories and Poetic Text using a Literary
Postcolonial Criticism Movements Theory/Movement (focusing on
8. Gender Studies, Appropriateness of Poem and
Feminism, and  Group journal review of a sample Theory/ Movement Chosen,
Queer Theory critical analysis paper of a Analysis and Discussion,
9. Cultural Studies literary text with a literary Organization of Ideas, and
theory/movement used Language Mechanics)
 Writing a critical analysis of a

poetic text through a definite
literary theory
Literary 14
 Consultation and feedbacking
from instructor on critical analysis
paper made
Weeks At the end of these weeks, the pre- 4. Writing the Literary
17-18 service teacher (PST) should be able Criticism Paper  Round table discussion on the  Oral participation rubric during the 1.1.1
to: essential elements of a round table discussion on the
literary criticism paper essential elements of a literary
a. identify the elements 1.1.1 criticism paper
necessary for a literary (A)  Analyzing and interpreting the
criticism paper; structure and techniques in writing  Literary Criticism Paper of a 1.1.1,
b. apply the structure and 1.1.1 a literary criticism paper modern text analyzing the 1.5.1
techniques in writing a (C) period/movement and identifying
literary criticism paper; and  Writing a critique paper an appropriate theory/school of
c. write an original critique 1.5.1 addressing issues and thought (focusing on
paper addressing problems (B) problems in critical theory with Appropriateness of Text and
in critical theory. novelty Period/Theory Chosen, Analysis
and Discussion, Organization of
 Consultation and feedbacking Ideas, and Language Mechanics)
from instructor on literary criticism
paper made
Baker, W. (1996). Recent work in critical theory: 1989-1995. Westport: Greenwood.
Baldick, C. (2015). The Oxford dictionary of literary terms. Oxford, United Kingdom: Oxford University Press.
Brise, J. and Pavlovski, L. (2001). Twentieth Century Literary Criticism: Criticism of the works of novelists, poets, and playwrights. Detroit: Michigan: Gale Research.
Banaag, L. M.. (2010). Transworld civilizations and literature. Mandaluyong: Books Atbp. Publishing Corp.
Fields, P. & Fowler, R. (2005). The Routledge dictionary of literary terms. London: Routledge.
McGeagh, E. (2001). Poetry Criticism: Excerpts from Criticism of the Words of the Most Significantly and Widely Studied Poets. Detroit, Michigan: Gale Group.
Villa, J. G.. (2009). The critical villa: Essays in literary criticism. Quezon City: Ateneo de Manila University Press.
Literary 14
Technical Writing

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
1
Course Information
Course Name Technical Writing Course Code
Course Requirements
Grading System

covered
The course develops pre-service teachers’ technical and scientific writing skills necessary for information and communication
across disciplines using global language in a multilingual context. It will provide them extensive reading background and 1.1.1
considerable knowledge on the components and characteristics that determine technicality of language and concepts in a
technical and scientific work. They will analyze a variety of professional rhetorical situations and write different technical reports
to demonstrate their proficiency in the written communication.

covered
A. analyze technical and scientific paper to display necessary for information and communication across discipline; and 1.1.1
B. demonstrate proficiency in the written communication by writing and revising different technical reports using global 1.1.1
language.
Technical 15
Weeks At the end of these weeks, the pre- 1. Review on the Structure
1-2 service teacher (PST) should be able of English with emphasis
to: on:  Diagnostic Test:  Achievement Test on 1.1.1
Part 1: Spelling, capitals knowledge of Grammar and
a. identify their level in the use 1.1.1 1. S-V agreement and punctuation; Sentence Structure
of English language; (A) 2. Sentence structure Part 2 : Verbs, pronouns,  Writing Sentences and Paragraph
b. show mastery on the 3. Fragments adjectives and  Peer Editing
knowledge and skills 4. Run-ons adverbs;
on grammar and 5. Parallelism Part 3: Sentence
sentence structure; and 6. Misplaced and structure,
c. write correctly structured 7. Dangling modifier sentence
sentences and 8. Paragraph punctuation and
paragraphs in preparation 9. Structure clarity
to writing business letters
and applying the different  Rationalize every item in
applications in technical the diagnostic test.
writing.  Provide a brief review on
Grammar and Sentence Structure

3-5 service teacher (PST) should be able Technical Writing
to:  Provide a lecture-discussion on  Gather samples of technical 1.1.1
1. Why study why technical writing is important, writing such as reports,
a. defines and compares 1.1.1 Technical Writing what technical writing entails, and memos, etc.
technical writing to other (A) 2. Technical Writing how it differs from the type of  In groups,
types of written vs. Essays writing they are used to.  students brainstorm on the unique
communication; and 3. Communication characteristics of the example
b. discuss the components of Continuum  Invite a guest speaker from they brought (tone, content, etc)
technical writing. 4. Five Components business and other industries  Provide students samples of
of Technical Writing to talk about how technical essays. Make them compare this
writing skills are important to type of correspondence to
them. technical writing.
Technical 15
Weeks At the end of these weeks, the pre- 3. Five Traits of
6-8 service teacher (PST) should be able Technical Writing
to:  Brainstorming Activity:  Worksheet on the Five Traits 1.1.1
a. describe the traits of a 1.1.1. 1. Clarity of Technical writing
technical writer. (A) 2. Conciseness - In groups, make students,
3. Accessibility create a particular game Example:
4. Audience Recognition and come up with some set
5. Accuracy of rules and mechanics. Sample Activity 1.
6. Five Trait Rubric - Each group gets to play the Reducing Sentences:
game they created and then
give feedback on how easy it  Revise the following
was to interact with the long sentences, making
game manual them shorter.
- Ask if all the other members I will be calling you on May 31

of their groups understood to see if you have any questions
clearly the game they created at that time.
and the rules they set and
what is understandable and
not understandable with what
they were asked to do.
- Direct students’ attention to a

sample memo
o Sample memo:
 Ask these guide questions:

What don’t you know in this
memo?
What additional
information should the
writer have
included for clarity?
Technical 15
 Lead students in the
discussion of the Five
Traits of a Technical Writer
Weeks At the end of these weeks, the pre- 4. Technical Writing

7-18 service teacher (PST) should be able Assignments
to:  Demo-lecture on the different  Individual Output: 1.1.1
1. Sales Letters Technical Writing Write an example of each
a. describe thoroughly each 1.1.1 2. Letters of Inquiry Assignments technical document. Submit a
technical writing application; (B) 3. Memos compilation after all outputs are
and 4. E-Mail checked.
b. write different applications of 5. Reports
technical writing observing 6. The Job Search  Group Output:
the five traits of technical 7. Instructions Create a technical writing module
writing. 8. Web Pages
and PowerPoint Criticquing and Feedbacking
9. Brochures/ using standard criteria/rubric of a
10. Newsletters technical report
11. Fliers
12. Grouped Assignments
Abelos, Alex V., et al. (2005). Developing skills in business communication. A workbook in business English with basic technical Writing. Valencia Educational Supply. Baguio City.
Gerson, Stephen M. A teacher’s Guide to Technical Writing. Kansas Curriculum Center Washburn
University Topeka, KS. PDF. September, 2013.
Menoy, Jesus Z. The Simplified Research and Technical Report Writing. Books Atbp. Publishing
Corp. Mandaluyong City. 2009.
Technical 15
Campus Journalism

Vision Mission
College Goals
6.3.1.g. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language
and literature.
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
1
Course Information
Course Name Campus Journalism Course Code
Course Requirements
Grading System

covered
This course teaches the pre-service English teachers on the skills, principles, and strategies of writing, lay-outing and publishing
a campus paper in traditional and new media formats. Ideas on how to get sources of news and how to be able to collate 1.1.1
information from various sources will also be taught to those taking the course. The pre-service English teachers will be able to 1.3.1
demonstrate content knowledge and application of this allied field while showing skills in the positive use of ICT in Desktop 7.2.1
Publishing and ultimately to teaching and learning of journalism. Lastly, they are prompted to uphold the dignity of teaching and
the journalism field through a caring attitude, social responsibility, respect, and integrity.

covered
A. demonstrate content knowledge and application of the principles, strategies, and language-related skills in journalistic
writing and in teaching this skill to future learners through demo-lecture and workshop; 1.1.1
B. demonstrate positive skills in the use of ICT in writing, doing a layout, and publishing a campus paper incorporating the
general do’s and don’ts of writing various sections of the paper including desktop publishing; and 1.3.1
C. manifest caring attitude, social responsibility, respect, and integrity in pitching a story, writing articles, and publishing
a campus paper. 7.2.1
Campus 15
Weeks At the end of these weeks, the pre- 1. Overview of
1-4 service teacher (PST) should be able Campus Journalism
to:  Carousel discussion on  Short objective quiz on History 1.1.1
1. Introduction to the Introduction of and Principles of Journalism
a. determine the significance of 1.1.1 Journalism Journalism
journalism from its history down 2. Definition  Timeline on the History of 1.1.1
to its modern cultural relevance; 3. Common Media Forms  Survey discussion on media Journalism (focusing on
b. recognize the principles of 1.1.1 4. Overview/Review on in general and blended Completeness of Details,
journalism in sample Media Literacy learning videos on Journalism Synthesis of Timeline,
articles; 1.1.1 5. History of Journalism Creativity, and Language
c. create implications to the in the World  Writing metalogs/short reflections Mechanics)
teaching of Campus 6. History of Journalism on the overview of Campus 1.1.1
Journalism to future students and Campus Journalism Journalism  Oral Recitation as formative
through the analysis of RA 1.1.1 in the Philippines assessment on Interviewing
7079; 7. Principles of Journalism  Analyzing sample articles based Sources, Quoting Sources,
d. convey contentions and possible 8. Features of a on the principles, characteristics and Print Media
solutions to issues in Campus 7.2.1 Campus Journalist and significant roles of campus 1.1.1
Journalism; and 9. RA 7079 – Campus journalists in press freedom  Reflection Paper or Metalog on
e. develop the sense of social Journalism Act and the the development, role, and
responsibility in responding to Press Conference  Writing implications to the issues in Campus Journalism
events guided with the principles 10. The Editorial Board teaching of Campus (focusing on Reflection,
of journalism. 11. Issues in Journalism Organization of Ideas, Relevance
Campus to Campus Journalism, and
Journalism  Blog making or propaganda to Language Mechanics)
present issues in Campus 1.1.1,
Journalism with social  Blog or Propaganda to deal with 7.2.1
responsibility, respect and issues in Campus Journalism to 1.3.1,
integrity instill social responsibility, 7.2.1
respect, and integrity (focusing on
Impact of Blog/Propaganda to
Campus Journalism values,
Teamwork, Effort in the Use of
Technology,
and Getting the Message Across)
Weeks At the end of these weeks, the pre- 2. Pre-Writing Concerns
5-6 service teacher (PST) should be able in Campus Journalism
to:  Lecture discussion on the  Oral Recitation as formative 1.1.1
1. Sections of a various sections of Campus assessment on Interviewing
a. describe the various sections 1.1.1 Campus Paper Paper from choosing a topic up Sources, Quoting Sources and
of the Campus Paper; 2. Choosing a Topic to interviewing and quoting Print Media
b. identify how to choose a topic for 3. Researching
writing and publishing in the 1.1.1 4. Pitching a Story  Practice and performance of story  Process Assessment on Pitching 1.3.1
Campus Paper; 5. Interviewing and Quoting pitching to editor (teacher) a Story
c. produce a story pitch – in video – Sources
applying strategies in choosing a 1.1.1
Campus 15
topic and researching while 6. The Print Media:  Producing a story pitch in video  News Story Pitch in video form 1.3.1,
using ICT tools; From Topic to Article form applying strategies in and using ICT tools (focusing on 7.2.1
d. demonstrate how to do interview choosing a topic and researching Relevance of Chosen News to
and quote sources for Campus 1.3.1 while using ICT tools and with Society, Confidence in Presenting
Paper articles through ICT tools; caring attitude and social News Pitch, Elements of News
e. trace the print media process responsibility consideration Present, Use of Technology, and
from choosing a topic to 1.3.1 Language Mechanics)
publishing the article; and  Demonstration Simulation Activity
f. display a caring attitude on the process of interviewing and  Demonstration Simulation of 1.3.1
and social responsibility in 7.2.1 quoting sources using ICT tools Interviewing and Quoting Sources
one’s story pitch. (recording, audio-visual using ICT tools (focusing on
application softwares) Appropriateness in Interviewing
and Quoting Sources, Use of
 Consultation and feedback Technology, and Language
with instructor on news pitch Mechanics)
 Mini-presscon (news, feature,

sports, editorial, cartooning,
photojournalism, copyreading and
headline writing) to identify
editorial board roles and functions
Weeks At the end of these weeks, the pre- 3. Campus News Writing
to:  Lecture-discussion on Campus  Short quiz on the Essentials 1.1.1
1. Sources and the Flight News Writing and its and Types of News Writing
a. trace the different sources and 1.1.1 of Campus News technicalities
process of news topics and 2. Essentials of News  Process Assessments on News 1.3.1
events; 3. Elements of News  Writeshop activity on campus Writing articles using ICT
b. discuss the elements of 1.1.1 4. Principles of news writing integrating tact, Tools
news and principles of Journalism applicable courtesy, truthfulness, and 1.1.1,
journalism which should be to News respect  News Writing Article (focusing on 7.2.1
present in articles; 1.1.1 5. Inverted Pyramid Journalistic Writing and
c. identify the Inverted Pyramid as Structure in News  Drafting and finalizing Organization, Elements of News,
a structure in writing news 6. Types of News news writing articles Relevance of News to Society,
articles; 7. The Lead and Language Mechanics)
d. recognize the different types of 8. Sources and Citation  Writing a final news article using
news according to area, topic, 1.1.1 in News Writing ICT tools applying the
and heaviness; 9. Writing the Actual News principles, structure, and
e. recognize the lead, its function Article strategies learned
and its types as an important 1.1.1
part of the news article;  Consultation and feedbacking
f. write a news article using ICT with instructor and ed-chief/news
tools applying the principles, 1.3.1 editor of news article made
structure, and strategies
shared;
Campus 15
and
g. appreciate tact, courtesy,

truthfulness, and respect in
writing a campus news 7.2.1
article.
Weeks At the end of these weeks, the pre- 4. Feature and Science Writing
to:
1. Elements of Feature  Lecture-discussion on  Table analysis on the 1.1.1
a. define feature and 1.1.1 and Science Writing Feature and Science Writing Elements, Structure and Types
science writing; 2. Definitions and its technicalities of Feature and Science Writing
b. discuss the principles of 1.1.1 3. Principles of
journalism which should be Journalism applicable  Writeshop activity on Feature  Process Assessment on Writing 1.3.1
present in feature articles; to Feature and Science Writing with Feature and Science articles
c. recognize the different types of 1.1.1 4. Structure of the Feature accuracy, creativity and integrity using ICT Tools
feature articles; Article in writing a campus
d. write a feature/science article 1.3.1 5. Types of Features feature/science articles  Interview for Feature Article 1.1.1
using ICT tools and applying 6. Interviewing for Feature Checklist to guide writer while
the principles, structure, and 7. Writing the Actual  Drafting and finalizing the doing the interview
strategies shared; and Feature Article feature and science writing
e. appreciate accuracy, creativity 7.2.1 article  Feature and Science Articles 1.1.1,
and integrity in writing a campus (focusing on Journalistic Writing 7.2.1
feature/science article.  Writing a feature and science and Organization, Elements of
writing using ICT tools applying Feature and Science Articles,
the principles, structure, and Relevance of Articles, and
strategies learned Language Mechanics)

with instructor and
ed-chief/feature editor on feature
article made
Campus 15
Weeks At the end of these weeks, the pre- 5. Editorial/Opinion Writing
to:
1. Essentials of Editorial  Lecture-discussion on Editorial or  Iconic representations on the 1.1.1
a. define an editorial and an 1.1.1 2. Editorial vs. Opinion Opinion Writing and its principles, Essentials, Structures, Techniques
opinion column; vs. Column structures, types and techniques and Types of Editorials
b. discuss the principles of 1.1.1 3. Principles of
journalism which should be Journalism applicable  Editorial Board Discussion 1.3.1
present in editorial articles; to Editorial  Writeshop activity on Editorial rubric on deciding an issue for
c. identify the persuasive structure 1.1.1 4. Editorial Structures or Opinion Writing with tact, the school paper
in writing editorial articles; 5. Techniques in Claiming courtesy, truthfulness, and
d. recognize the news peg, different 1.1.1 Opinions and Supporting integrity in writing a campus  Process Assessment on Editorial 1.1.1
types of editorials and the Claims editorial article News Writing using ICT Tools
techniques in presenting 6. Types of Editorials
opinions and supporting claims; 7. Topic Choice/ News Peg  Editorial Writing Article (focusing 1.1.1,
1.3.1 8. Writing the Actual on Journalistic Writing and 7.2.1
Editorial Article
e. write an editorial article using  Drafting and finalizing the Organization, Elements of
ICT tools and applying the Editorial/Opinion writing article Editorial, Relevance of Editorial
principles, structure, and and news peg Issue to Society, and Language
techniques shared; and 7.2.1 Mechanics)
f. appreciate tact, courtesy,  Writing an editorial article using
truthfulness, and integrity in ICT tools and applying the
writing a campus editorial article. principles, structure, and
techniques learned
 Consultating and feedbacking with

instructor and ed-chief/opinion
editor on editorial article made
Campus 15
Week 13 At the end of the week, the pre- 6. Sports Writing
to:
1. Essentials of Sports  Lecture-discussion on Sports  Crossword puzzle on the 1.1.1
a. discuss the principles of 1.1.1 Writing Writing including its Essentials of Sports
journalism which should be 2. Sports News vs. essentials, jargons and sports Writing including Sports
present in sports articles; Sports Feature coverage processes Jargons
b. identify the descriptive structure 1.1.1 3. Principles of 1.3.1
in writing sports articles; Journalism applicable  Writeshop activity on sports  Process Assessment on
c. recognize the different types of to Sports Writing writing incorporating tact, Sports Writing using ICT Tools
sports events and their 4. Jargons in creativity, and respect in writing a
corresponding jargons; 1.1.1 Different Sports campus sports article  Checklist on Sports Coverage to 1.1.1
d. write a sports coverage article Events guide writer while watching a
using ICT tools and applying 5. The Sports Coverage  Drafting and finalizing sports event
the principles, structure, and 1.3.1 sports writing articles
strategies shared; and  Sports Writing Article (focusing on 1.1.1,
e. appreciate tact, creativity, and  Writing a sports coverage article Journalistic Writing and 7.2.1
respect in writing a campus using ICT tools and applying the Organization, Elements of Sports,
sports article. 7.2.1 principles, structure, and Relevance of Sports News, and
strategies shared learned Language Mechanics)

with instructor and ed-chief/sports
editor on sports article made
Week 14 At the end of the week, the pre- 7. Revising, Editing,

service teacher (PST) should be able Proofreading/ Copyreading,
to: and Publishing
 Sharing of insights and  Editing/Headlining articles tasks as 1.1.1
1.1.1 realizations in revising, formative assessment on
editing, Copyreading and Headline Writing
Campus 16
a. discuss the revising up to the 1. Revising and Editing copyreading and publishing
publishing process in campus 1.1.1 Processes in Campus articles  Process Assessment on 1.3.1
print; Journalism Revising, Editing,
b. identify the duties and 2. The Copyreader –  Editing articles using a Word Proofreading/Copyreading, and
characteristics of the copyreader 1.1.1 Duties and Processing application and Publishing using ICT Tools
and editor; Characteristics other ICT tools available
c. use the copyreading and 3. Copyreading and  Critique Paper on the Campus 7.2.1
proofreading symbols in editing 1.3.1 Proofreading Symbols  Critiquing Paper based on the the Journalism Processes (focusing
campus articles; 4. Proofreading and Campus Journalism Processes on Process Discussion,
d. edit articles using a Word Publishing Processes in aligned to the principles of Organization of Ideas, Relevance
Processing application to 7.2.1 Campus Journalism accuracy, respect, and integrity in of Process to Campus
display one’s ICT skills; and editing campus paper articles Journalism, and Language
e. display accuracy, respect, and Mechanics)
integrity in editing campus paper
articles.
Week 15 At the end of the week, the pre- 8. Photojournalism

to: 1. Qualities of  Showing sample photos –  Short quiz on 1.1.1
Effective Photos winning shots in previous Press Photojournalism, Captioning
a. discuss the qualities of an 1.1.1 2. The Photo Essay Cons and Layouting
effective photo for the campus 3. Techniques in 1.3.1
paper; 1.1.1 Photojournalism  Workshop on photojournalism,  Process Assessment on Photo
b. produce a photo essay applying 4. Captioning captioning and photo editing by Editing using software
the principles and techniques in 5. Photo Editing the staffers-in-charge 1.1.1,
taking photos, captioning, and  Photo Essay Presentation 1.3.1,
photo editing; 1.3.1 (focusing on Effective Shots 7.2.1
c. use a Photo Editing software to  Producing photo essay Taken, Creativity of Theme and 1.3.1
show one’s ICT skills; and (captioning and editing) Presentation, Relevance of Theme
d. display a caring attitude and 7.2.1 to Society, Organization, and
social responsibility in the Language Mechanics)
produced photo essay about a  Photo Editing Activity using
school/ community issue. a software
Week 16 At the end of the week, the pre- 9. Cartooning and Lay-outing
to: 1. Qualities of  Lecture-discussion and showing  Analyzing a Political 1.1.1
Effective Cartoons of sample cartoons and layouts Editorial Cartoon discourse
a. discuss the qualities of an 1.1.1 2. Techniques in paper (focusing on
effective cartoon and layout for Editorial Cartooning  Mini-Workshop on cartooning, and Arguments, Organization of
the campus paper; 3. Qualities of a layouting by the staffers-in-charge Ideas, and Language
1.1.1 Good Layout with the use of ICT tools Mechanics)
Campus 16
b. produce an editorial cartoon 4. Types of Layouts  Output Presentation on original 1.1.1,
applying the principles and 5. Physical Parts of  Publication Utilization Activity cartoon and layout made 1.3.1,
techniques in cartooning; 1.1.1 the Campus Paper for Cartooning and Lay-outing (focusing on Cartooning Technical 7.2.1
c. differentiate the types of 6. The Dummy Techniques, Relevance of Issue,
layouts to be applied in the 7. Overview of Desktop  Presentation of Output Activity Effective Use of Symbols, and
campus paper; 1.1.1 Publishing demonstrating the qualities, Organization)
d. identify the physical parts of the techniques and qualities of a
campus paper; 1.1.1 good lay-out  Requirements Checklist 1.3.1.
e. discuss as an editorial board on Dummy of Magazine
how the layout of the campus  Producing sample dummy of
paper will look like to tap magazine
aesthetic quality and 1.3.1
functionality;  Showing rubrics of Desktop
f. use a Publication Software to Publishing to guide/remind entire
show one’s ICT skills; and 7.2.1 staff on their major output
g. display a caring attitude
and social responsibility in
the produced cartoon about
a
school/ community issue.
Weeks At the end of these weeks, the pre- 10. Script Writing and
17-18 service teacher (PST) should be able Newscasting
to:  Video watching on sample  Scriptwriting and Newscasting 1.1.1,
1. TV vs. Radio broadcasting for TV and Performance Presentation 1.3.1,
a. identify principles in news 1.1.1 Broadcasting Radio (focusing on Original Script Made, 7.2.1
broadcasting for television and 2. Principles in Newscasting Elements Present,
radio Broadcasting  Process meetings for scriptwriting Confidence, Teamwork, and
b. discuss the relevance of 7.2.1 3. Scriptwriting and newscasting Language Mechanics)
broadcasting in the spreading of 4. Actual Newscasting
accurate information and  Practice and performance for  Magazine Publication (focusing 1.1.1,
propagation of responsible newscasting (TV and/or on Details in the Sections, 1.3.1,
journalism in the community and 11. Desktop Publishing Radio) Articles, Layouting, Use of Photos 7.2.1
country (Finalizing the Campus Paper) and Cartoons, and Overall
c. publish the final campus paper 1.3.1  Process meetings and Impact)
complete with original articles in synthesis for magazine 1.1.1,
the different sections using  Campus Magazine Launching 1.3.1,
several ICT productivity tools  Publishing the Final and (focusing on Attained Rationale, 7.2.1
d. evaluate on the effectiveness 7.2.1 Complete Campus Paper Teamwork and Collaboration,
and social responsibility of one’s and Active Participation of
campus paper in the school  Planning for Magazine Launching Stakeholders/Partners)
community
 Magazine Launching 1.1.1,
 Class Evaluation Tool (Self, 1.3.1,
 Class Evaluation Activity on Peer, and Instructor) on the 7.2.1
the effectiveness and social Campus Paper Publication
responsibility of one’s campus
paper in the school community
Campus 16
and the entire processes as a
whole
Cruz , Ceciliano- J. (2008). Basic Campus Journalism. Rex Bookstore: Manila.
Cruz, Ceciliano- J. (2010). Campus Journalism and School Paper Advising. 2nd edition. Rex Bookstore: Manila.
Khan, R. E. (2010). Campus Journalism. Anvil Publishing: Quezon City.
Sunggay, R. R. (2014). Ink. Paper. Color. Sounds Pixel: A Campus Journalism Book. MP Princess Digital Solutions: General Santos City.
Campus 16
Creative Writing

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
1
Course Information
Course Name Creative Writing Course Code
Course Requirements
Grading System

covered
This course focuses on the pre-service teachers’ acquisition and application of the theories, concepts, and skills in creative
writing to include biographical sketches, fiction, creative non-fiction, and poetry. The course also integrates the relationship of 1.1.1
language and writing as a macro skill in the teaching-learning process and asks them to prepare original compositions in
expository and creative writing. With this, they will be able to demonstrate creative writing content knowledge and skills as an
avenue to embody personal and professional reflection and learning to improve one’s practice.

covered
A. demonstrate content knowledge and application of the competencies (principles, techniques, and styles) and skills in 1.1.1
collecting original paragraphs following different orders of organization and in writing an expository text of a topic of interest;
and 1.1.1
B. perform and produce creative texts (biographical sketches, fiction, non-fiction, and poetry).
Creative 16
Weeks At the end of these weeks, the pre- 1. Creativity and Creative
1-2 service teacher (PST) should be able Writing
to:  Making a slogan on creativity as  Slogan on Creativity as a 21st 1.1.1
1. What is Creativity? a 21st century skill to be century skill to be developed
a. recognize creativity as a 21st 1.1.1 2. Creativity as a developed (focusing on Catchy Slogan
century skill to be developed (A) 21st Century Skill Line, Creativity, and Relevance
through writing; and 3. Why Creativity?  Lecture discussion on writing as of Art Elements)
b. discuss writing as an 1.1.1 4. What is Creative Writing? an expressive macro skill in the
expressive macro skill in the K (A) 5. Purposes and Benefits K to 12  Oral sharing as formative 1.1.1
to 12. of Creative Writing assessment about writing as an
 Skype-in-the-Classroom Guest expressive macro skill in the K
2. Writing as a Talk with a novelist/book writer to to 12
Language Macro Skill discuss benefits of being a writer
and technical skills one must has  Competencies Analysis or Table 1.1.1
1. Writing as an Idea, a to be able to write and publish Summary on the Writing
Skill, and an Output/ Competencies and SHS
Discourse  Curriculum review on the K to 12 Creative Writing Subject
2. K to 12 English Writing English learning outcomes under (focusing on Analysis of
Competencies including Writing Competencies and SHS Competencies, Matching of
SHS Creative Writing Creative Writing Subject Literature Competencies to
Subject Relevant Skills like Reading and
3. Sub-skills in Writing Grammar, and Teamwork)
4. Writing Process –
An Overview
Weeks At the end of these weeks, the pre- 3. Pre-Writing
to: 1. Pre-Writing Concerns  Lecture discussion on the different  Graphic organizer synthesis 1.1.1
- Role and Audience techniques in pre-writing for as formative assessment on
a. identify techniques in pre-writing 1.1.1 - Format and Topic creative writing the techniques in pre-writing
for creative writing; and (A) - Strong Verb/ for creative writing
Purposes of  Pre-writing tasks to gather ideas
b. present plans as an 1.1.1 Writing  Standardized multiple choice test 1.1.1
important part in the creative (A) (Expressive, Poetic, on the Writing Process, Parts of
writing process. Conative, the Essay, Order of Organization
Informative,
Metalinguistic)
2. Intensive Planning
for Writing
Creative 16
Weeks At the end of these weeks, the pre- 4. Actual Writing (Drafting)
to: 1. Review on the Parts  Workshop on the types,  Workshop outputs on the different 1.1.1
of the Essay techniques and concerns in types, techniques and concerns in
a. identify types, techniques and 1.1.1  Introduction drafting for creative writing drafting for creative writing
concerns in drafting for creative (A)  Body
writing;  Conclusion  Group sequencing sentences to  Standardized multiple choice test
b. recognize organization and 1.1.1 2. Arrangement of Ideas create an organized essay on Arrangement of Ideas, Order 1.1.1
development as an (A)  Transitional Devices of Organization, and Types of
important part in the creative  Repetition and  Group graphic organizer making Essay
writing process; and Use of Pronouns on the types of essay and their
c. produce essays of different types 1.1.1 3. Review on Order structures  Process assessment on writing 1.1.1
through proper organization and (B) of Organization one’s topic of choice
development.  Chronological  Essay writing on the topic of
 Spatial/ Descriptive the students’ choice with proper  Essay Writing of a topic of one’s 1.1.1
 Importance organization and development choice (focusing on Organization
 Comparison and Development, Relevance of
and Contrast  Consultation and feedbacking with Topic, and Language
 Cause and Effect instructor on one’s essay Mechanics)
4. Organization of the Body
5. Review on the Types
of Essay
 Narrative
(Biographical,
Fictional, Personal)
 Expository
(Compare-Contrast,
How-To, Informative)
 Persuasive (Opinion,
Pro-Con, Problem-
Solution)
 Response to
Literature (Character
Sketch, Plot
Summary, Theme
Analysis)
 Research/ Report
Creative 16
Weeks At the end of these weeks, the pre- 5. Revising, Editing,
8-9 service teacher (PST) should be able and Proofreading
to:  Sharing of researches on the  Journal Review on a research 1.1.1
1. Importance of different techniques in revising in Editing, Errors, Creativity in
a. identify techniques in revising 1.1.1 Revising and Editing and editing in creative writing Writing, and actual Writing Skill
and editing in creative writing; (A) in Creative Writing (focusing on Discussion,
and 2. Review on  Short Workshop on the different Organization of Ideas, and
b. recognize techniques in 1.1.1 Proofreading Marks techniques in revising and editing, Relevance to Creative
improving creativity for writing. (A) proofreading, and generation of Writing/Teaching)
6. Creativity in Writing creative ideas for writing
 Process assessment on 1.1.1
1. Simmering  Writing a reflection paper/metalog improving text through actual
2. Generating New Ideas to improve creativity in writing – revising, editing, proofreading,
3. Improving Imagination for through a ‘Letter to Editor’ style and generating ideas workshop
Creative Writing tasks
1.1.1
 ‘Letter to the Editor’ Reflection
Paper/Metalog on Improving
Imagination in Creative Writing
(focusing on Reflection and
Identified Tips for Improvement,
Organization of Ideas, Use of
Researches to Support Claims,
and Language Mechanics)
Weeks At the end of these weeks, the pre- 7. Writing Fiction and Drama
to: 1. Types of Fiction  Trivia quiz on  Finish the Story Activity Output as 1.1.1
2. Best Examples of fictional/drama creative diagnostic assessment
a. recognize techniques and types 1.1.1 Fiction and their texts, their authors,
of fiction writing; and (A) Characteristics characters, and fan base  Analysis on the different
b. produce fictional texts creatively. 1.1.1 3. General Reminders techniques and types of fiction 1.1.1
(B) for Writing Fiction  Finish the Story activity (oral or writing used in sample texts
4. Review on the Parts of written) as a pre-writing exercise as formative assessment
a Story
5. Flash Fiction and  Lecture discussion on the different  Fiction Writing – Flash 1.1.1
Short Story Writing techniques and types of fiction Fiction/Short Story/Play Writing
6. Play Writing writing (focusing on Uniqueness and
Style, Storyline Organization,
 Creating a summary table to and Word Choice)
differentiate types of fiction, how
to write them, and giving
examples for each
 Sharing of examples for each
fictional genre and analyzing their
uniqueness, style of writing, plot
Creative 16
sequence, and other techniques
used through group discussion
and analysis
 Writeshop on Fiction text writing

with instructor or an invited
fictional writer on the fiction text
made
Weeks At the end of these weeks, the pre- 8. Writing Other Prose Types
to: 1. Non-Fiction Types  Writing a letter to oneself as  Letter to Future Self Writing 1.1.1
and Best Examples an autobiographical entry and as diagnostic assessment
a. recognize techniques and types 1.1.1 2. Characteristics of sending it to one’s future self
of non-fictional prose writing; and (A) Creative Non-Fiction (through futureme.org)  Analysis on the different 1.1.1
b. produce non-fictional prose texts 1.1.1 Prose techniques and types of non-
creatively. (B) 3. Creative Letter Writing  Lecture discussion on the different fictional prose writing in sample
4. Writing for Reading techniques and types of non- texts as formative assessment
(Expository Writing) fictional prose writing
5. Writing for Speaking  Non-Fiction Prose Writing – 1.1.1
(Speech Writing)  Identifying characteristics of non- Expository Text, Speech, Blog
6. Blog Writing fiction prose through analyzing (focusing on Accuracy of Facts,
best examples Attention to Detail and
Creativity/Style, and
 Differentiating non-fiction as Organization of Ideas)
intended to be read or spoken and
debate on which is better in terms
of creativity
 Studying the best blogs or vlogs
(in travel, fashion, gaming, food,
or lifestyle) and discussing why
people are hooked with their
writing/documenting
 Writeshop on Non-fictional prose
Creative 16
Weeks At the end of these weeks, the pre- 9. Writing Poetry
to: 1. Persona/ Enigma  Writing a poem with an  Enigma Poem as diagnostic 1.1.1
in Poetry inanimate object as the enigma – assessment
a. recognize techniques and types 1.1.1 2. Imagery focusing on tone of the object
of poetic writing; and (A) 3. Theme and Mood towards humans  Paraphrasing famous quotes and 1.1.1
b. produce poetic texts creatively. 1.1.1 4. Review on Figures movie lines as formative
(B) of Speech and other  Lecture discussion on persona, assessment
Literary Devices imagery, theme, mood, figures
5. Paraphrasing Sentences of speech, and literary devices in  Objective quiz on persona, 1.1.1
and Lines in and to poetry imagery, theme, mood, figures
Poems of speech, and literary devices in
6. Modern Poetry Forms  Paraphrasing famous quotes and poetry
(Free Verse, Acrostic, movie lines as exercise in poetry
Cinquain, Diamante, writing and comprehension  Writing short modern poetry forms 1.1.1
Concrete Poems, as formative assessment
Senryu, etc.)  Analyzing sample poetry texts
7. Poetry Writing with the usage of the techniques  Poetry Writing – Metered
in poetic writing Poetry, Modern Poetry (focusing
on Imagery, Uniqueness and
 Discussion and actual short Style, Word Choice, and
writeshop on modern poetry forms Appropriate Tone/Mood of the
– creating free verse, acrostic, Poem)
cinquain, diamante, concrete
poems, senryu, etc.
 Writeshop on Poetic writing

with instructor or an invited poet
on the original poem made
Weeks At the end of these weeks, the pre- 10. Judging Creative Writing
to: 1. Elements of Writing  Discussing the relevance of the  Judging a Creative Writing Output 1.1.1
with Style and elements of writing with style and (focusing on Analysis of the
a. judge students’ texts based on 1.1.1 Personality personality through reading an Writing Output, Feedback and
fundamental elements of (A) 2. Economy of Language article by a writer on writing Tips Provided to Assist Writer,
creative writing; and 3. Precise Word Choice and Organization of Ideas)
b. discuss concerns in teaching 1.1.1 and Colorful Vocabulary  Simulation on judging Creative
creative writing for students. (A) 4. Specific, Concrete, Vivid Writing through Peer  Group discussion/oral 1.1.1
Detail Collaboration participation on the concerns in
5. Pleasing Sound, Rhythm, teaching creative writing for
and Variety students as formative assessment
6. Discernable Voice, Tone,
and POV
Creative 16
7. Grading Creative Writing  Lecture discussion on the  Class Organizing and Delivering
Tasks concerns in teaching creative a Seminar-Workshop (focusing
8. Concerns in Creative writing for students on Participation and Team Effort,
Writing for Language Relevance of Topics to Audience,
Teaching and  Conducting a half-day Seminar- Smooth Flow and Organization,
Learning Workshop on Creative Writing to Evidence of Learning from
invited Elementary, JHS, SHS Creative Writing Course, and
students with Creative Writing Impact to Audience)
students as speakers/
organizers  Class Compilation of Creative
Writing Outputs (focusing on
 Compiling best outputs of the Documentation, Choice of
course through a class portfolio Best Outputs, Reflections, and
Collaboration and Effort)
Baky, M. P., et al. (2010). Boston tapestry writing 2: A revised edition of reflection and beyond. MA Heinle and Heinle.
Conrad, B., et al. (2012). Snoopy’s guide to writing life. Cincinnati, Ohio Writer’s Digest Books.
Koppel, D. M. (2013). The web writer’s guide. USA: Elsevier Science.
Mounsey, C. (2012). Essay and dissertations. Oxford, New York Oxford University Press.
Palmer, R. (2012). Write in style. New Fetter Lanc London Routledge.
Rawlins, J. (2015). The writer’s way. 6th Ed. Houghton and Mifflin Company.
Robitaille, J., et al. (2013). Writer’s resources: From sentences to paragraphs. Boston, MA Heinle Boston.
Smith, M., et al. (2014). Everyday creative writing. Chicago, Illinois NTC Contemporary Publication Group,
Inc. Tate, G., et al. (2010). A guide to composition pedagogies. New York, Oxford University Press, Inc.
Creative 17
Stylistics and Discourse Analysis
Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
1
Course Information
Course Name Stylistics and Discourse Analysis Course Code
Course Requirements
Grading System

covered
This course is a language and style course that will help the pre-service English teachers in exploring primarily literary texts
(prose, poetry, and drama) and acquiring research-based knowledge and skills in discourse analysis. Moreover, it focuses on 1.1.1
the relationship between style and stylistics using stylistic devices and an explanation on how language creates meaning and 1.2.1
effect. Therefore, they will be able to develop critical and higher-order thinking skills in reading and literary studies for their
students while employing the conceptual framework and schema of linguistics and literature.

covered
A. demonstrate content knowledge of the literary, scientific, and technical aspects of language and texts through a 1.1.1
stylistic analysis and discourse analysis; and
B. demonstrate research-based knowledge on language and literature comparison, contrast, and analysis of extended 1.2.1
meanings, purposes of texts and the author, discourse analysis in oral and written forms, and conducting
discourse- based researches.
Stylistics and Discourse 17

Weeks At the end of these weeks, the pre- 1. An Overview of Stylistics
to: 1. Nature and Goals  Creating a graphic organizer on  Summary table and grouping 1.1.1
of Stylistics the overview of stylistics tasks as formative assessments on
a. define stylistics, style, meaning, 1.1.1 2. Rhetorics and the overview of stylistics concepts
contexts, expressiveness and History of Stylistics  Lecture discussion using graphic
(A)
emotiveness in relation to 3. Influences: Analogists organizer made on overview of 1.1.1
 Short quiz on the overview of
nature and goals of the study, (Caesar) vs Anomalists stylistics
stylistics
history, and influences; (Cicero)  Differentiating important terms
b. discuss and differentiate styles, 1.2.1 4. What is Style? and concepts on stylistics –  Metalog/Short Reflection on 1.1.1
meanings, contexts, and (B)  Norm influences, style, meaning, Uniqueness of Styles, Meaning
devices and means in language  Individual Style contexts, devices, and means of Meaning, Importance of
and literature; and  Functional Style – through a summary table Context and Use of Devices and
c. share one’s interest in stylistic 1.2.1 5. Denotative vs. Means (focusing on Reflection,
research and study through (A) Connotative, Lexical vs.  Analyzing sample texts on their Organization of Ideas, and Word
appreciation of authors’ unique Stylistic Meaning denotative and connotative, Choice)
styles and literature as an art 6. Linguistic vs. Extralingual lexical and stylistic meanings
form. Contexts  Grouping task on identifying  Author Analysis Performance 1.2.1
 Microcontext expressive means, stylistic Presentation (focusing on
 Macrocontext devices, and functional means Analysis of Purpose, Style,
 Megacontext in famous paragraphs and lines Meaning, Context, Devices, and
7. Expressiveness of classical texts Means Used by Author,
vs. Emotiveness Organization of Ideas, and Word
8. Expressive Means,  Writing a Metalog/Short reflection Choice)
Stylistic Devices, on styles, meanings, contexts,
and Functional and devices and means
Means  Reading and researching on
famous authors, their works,
styles, and possible stylistic
choices with class sharing and
analysis
 Planning, writing and presenting
one’s Analysis on a selected
author’s purpose, meaning,
context, devices, techniques,
and means across his texts
 Consultation and feedbacking of
instructor on one’s Author
Analysis with focus on purpose,
meaning, context, devices,
techniques, means, and
process and interest in
stylistic/author

research
Weeks At the end of these weeks, the pre- 2. Literary Prose and
4-7 service teacher (PST) should be able Drama Stylistics
to:  Review discussion on the  Standardized reading 1.1.1
1. Review of Prose genres and characteristics of comprehension test focusing on
a. review prose genres, literary 1.1.1 and Drama Genres prose and drama genres and characteristics of
views and theories, and (A) 2. Survey of Prose prose and drama as diagnostic
devices/ characteristics in the Authors/Dramatists and  Discussing answers to assessment
light of stylistic study; their Unique Styles reading comprehension texts
b. discuss a survey of prose 1.2.1 3. Review of Critical to review genres and  Oral participation on review of 1.1.1
authors, their unique styles (B) Literary Views and Theories characteristics of prose and genres and characteristics of
and purposes of writing such drama prose and drama, review of
4. Characteristics of
texts; and Prose and Drama literary views and theories,
c. create stylistic analyses of prose 1.2.1  Characters and  Using a graphic organizer/video and survey of prose/drama
texts which are suitable for G7 (B) to review critical literary views and authors and their works as
Characterization
to SHS English Literature. theories and match these views formative assessment
 Setting and Conflict
 Point of View and theories to known authors 1.1.1,
 Plot  Prose/Drama Text Stylistic 1.2.1
 Survey discussion of prose and Analysis of a not so well-known
 Theme
drama authors and their works – author/genre/title (focusing on
 Prose and
matching authors and their works Choice of Text, Actual Stylistic
Dramatic
to specific competencies, Analysis – Genre, Elements,
Techniques
language tasks, themes, styles, Purpose, Style, Meaning,
 The Written
and devices (i.e choosing Hugo to Context, Devices, and Means,
Drama/ Script
discuss societal themes or Organization of Ideas, and Word
5. Prose and reading Choice)
Dramatic Meaning O. Henry’s short stories to identify
6. Stylistic Analysis of Prose ironies)
 Planning, writing, and presenting

one’s Stylistic analysis of a
prose/drama text on style,
genre, characteristics, other
stylistic elements, and its
suitability for English literature
learners (according to grade
level and/or age)

by instructor and peers on one’s
Prose/Drama Stylistic Analysis
Weeks At the end of these weeks, the pre- 3. Literary Poetry Stylistics
to: 1. Poetic Forms  Review discussion on the  Analyzing chosen songs 1.1.1

and Genres
genres and characteristics of focusing on genres and
1.1.1 poetry characteristics of poetry as
diagnostic assessment
a. review poetry genres, (A) 2. Survey of Poetry  Analyzing songs in accordance to

language, devices/ techniques, Authors and their forms, genres, and  Oral participation on review of 1.1.1
and meaning in the light of Unique Styles characteristics of poetry genres and characteristics of
stylistic study; 1.2.1 3. Language of Poetry poetry and survey of poets and
b. discuss a survey of poetry (B) 4. Rhythm, Meter, and Beat  Citing examples of rhythm, their works as formative
authors, their unique styles and 5. Types of Feet meter, types of feet, poetic assessment
purposes of writing such poems; 6. Poetic Techniques techniques, and meaning in
and 1.2.1 7. Poetic Meaning chosen songs  Poem Stylistic Analysis/ 1.1.1,
c. create stylistic analyses of (B) 8. Stylistic Analysis Explication of a not so well-known 1.2.1
poetry texts which could be used of Poetry/ Poetry  Survey discussion of poets and author/genre/title (focusing on
for G7 to SHS English Literature. Explication their works – matching authors Choice of Poem, Actual Stylistic
and their works to specific Analysis – Genre, Elements,
competencies, language tasks, Purpose, Style, Meaning,
themes, styles, and devices (i.e Context, Devices, and Means,
choosing e.e. cummings to Organization of Ideas, and Word
discuss form and shape or Choice)
reading Shakespeare’s sonnets
and dramatic poems to pinpoint
iambic pentameter measurement)
 Planning, writing, and presenting

one’s Explication of a poem on
form, genre, characteristics, other
stylistic elements, and its
suitability for English literature
learners (according to grade level
and/or age)

by instructor and peers on one’s
Poetry Stylistic Analysis/
Explication

Weeks At the end of these weeks, the pre- 4. Linguistic Stylistics
12-15 service teacher (PST) should be able and Discourse
to: Analysis  K-W-L Chart about  Metalog on linguistic stylistics 1.1.1
discourse analysis and discourse analysis of texts as
a. define discourse analysis and 1.1.1 1. Definition of formative assessment
its related terms and fields; (A) Discourse Analysis  Lecture discussion of concepts on
b. identify the basics of 2. Genre Analysis Discourse analysis  Oral participation on sharing and 1.2.1
investigating language through 1.2.1 3. Coherence and Cohesion synthesis of sample discourse
a discourse analysis; and (B) 4. Transcription  Sharing sample discourse analysis research paper found
c. apply knowledge of discourse 5. Cataloguing and analyses and discussing the as formative assessment
analysis in studying a 1.2.1 Analyzing Discourse Data basics of investigating
classroom- based language or a (B) 6. Identity, Subjectivity, language discourse  Discourse Transcription on a 1.1.1,
popular Power, and Discourse chosen classroom language 1.2.1
culture phenomenon. data
7. Discourse Studies in  Creating a short discourse or a popular culture phenomenon

the Classroom transcription on a classroom- (focusing on Attention to Detail,
based language data or a Effort and Group Collaboration,
popular culture language and Organization of Transcription)
phenomenon
Weeks At the end of these weeks, the pre- 5. Doing an Oral
16-18 service teacher (PST) should be able and/or Written  Review discussion on  Oral participation on the review 1.1.1
to: Discourse Analysis the relevance and discussion on discourse
Paper process of discourse analysis
a. craft a discourse analysis 1.2.1 analysis 1.2.1
paper of a relevant issue/ (B)  Process assessment on the
concern in English language  Planning for a full-blown oral/ group’s discourse analysis paper
written discourse using data in the 1.2.1
previous section  Final Discourse Paper
Submitted Report and Oral
 Drafting and finalizing Defense Presentation (focusing
the discourse analysis on Relevance of Chosen
paper Language Issue, Actual Analysis
Proper, Process of Discourse
 Presenting through a mini- Analysis Done, and
Research conference/ presenting Organization of Ideas)
in an organized language
research conference

Brise, J. and Pavlovski, L. (2001). Twentieth century literary criticism: Criticism of the works of novelists, poets, and playwrights. Detroit: Michigan: Gale Research.
Banaag, L. M. (2010). Transworld civilizations and literature. Mandaluyong: Books Atbp. Publishing Corp.
Fields, P. and Fowler, R. (2005). The Routledge dictionary of literary terms. London: Routledge.
McGeagh, E. (2006). Poetry criticism: Excerpts from criticism of the words of the most significantly and widely studied poets. Detroit, Michigan: Gale Group.

Translation and Editing of Text
Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
1
Course Information
Course Name Translation and Editing of Text Course Code
Course Requirements
Grading System

covered
This course provides the pre-service English teachers with the principles, methods, and approaches of translation and
adaptation of various literary and non-literary texts. It provides them exercises that require them to translate and adapt texts from 1.1.1
one language to another (i.e. English to Filipino to Mother Tongue). Consequently, they will be able to demonstrate content
knowledge and application of translation skills in providing contextualized materials that develop their learners’ critical, creative,
and other higher- order thinking skills.

covered
A. demonstrate content knowledge and application of translation theories and approaches to literary and non-literary 1.1.1
texts through translation (conventional text translation and technology-based translation) using English, Filipino, and
Mother Tongue; and
B. compile adapted/translated/contextualized materials that develop English students’ critical and creative thinking skills in 1.1.1
English and other languages.
Translation and Editing of 17

Weeks At the end of these weeks, the pre- 1. Overview of Translation
to: 1. History of Translation  Viewing funny videos on  Timeline task, oral participation, 1.1.1
2. Purposes of Translation erroneous meanings or ordeals group translation task, and TPS
a. identify the history, purposes, 1.1.1 3. Translation as part in translation as springboard to as formative assessment on
connections, and theoretical (A) of Applied discuss the hows and whys of overview of translation
bases of translation as an Linguistics translation
applied language context; and 4. Theoretical Bases of  Short objective quiz on history, 1.1.1
b. discuss the relevance of context 1.1.1 Translation (Jakobson,  Timeline task on the history purposes, connections, and
retention as a relevant process (A) Holmes, Kelly) purposes, connections, and theoretical bases of translation
in translation from one language 5. Context Retention theoretical bases of
to the other. 6. Principle of Equivalence translation  Summarizing Translation Theories 1.1.1
7. Fidelity through Mind Maps (focusing on
 Lecture discussion on translation Structure of Mind Map, Creativity
as an applied linguistic study and Artistry, and Synthesis of
and task, theories on translation, Lesson on Translation)
and context retention
 Giving examples of translated

texts to show equivalence and
fidelity from source language to
target language
 Group activity to translate given

short Cebuano text to English
and vice versa
 Think-Pair-Share (TPS) activities

on the relevance of context
retention as a relevant process
in translation from one language
to the other
Weeks At the end of these weeks, the pre- 2. Types of Translation

5-8 service teacher (PST) should be able and Techniques in
to: Translating
 Making a concept map of the  Formative assessment on the 1.1.1
a. describe and differentiate the 1.1.1 1. Interpretation as an Act of different types of translations different types of translations in
types of translations in (A) Translation in different contexts different contexts through concept
different contexts; and 2. Sense-to-Sense and mapping and doing group
b. apply types and techniques in 1.1.1 Faithful Translations  Group activities to try the types of activities in the types of
translating songs, poems, (A) 3. Literal, Legal, and translation (sense-to-sense vs. translations
stories, Technical Translations faithful, literal vs. legal vs. 1.1.1
4. Literary Translation

and non-fiction texts to English, 5. Prose Translation technical, prose vs. poetic,  Interpretation of Translated
Filipino, and Mother Tongue. 6. Poetic Translation interlingual, intralingual, and Poem/Song/Stories Performance
7. Interlingual, Intralingual, intersemiotic) and applying Presentation (focusing on
and Intersemiotic translation theories/processes Choice of Text, Actual
Translation Codes during the tasks Translation Faithfulness,
8. Editing as Part of Submission of Written Output,
the Translation  Showing sample translated Continued Presence of Literary
Writing Process literary works and analyzing them Style, and Language Mechanics)
as a class
 Roundtable discussion on the

role of editing in the translation
writing process
 Teacher’s presentation of an
interpretation of a translated song
as model for students’ output
 Literary translation applying the

types and techniques in
translating songs, poems,
stories, and non-fiction texts to
English, Filipino, and Mother
Tongue – group/pair planning,
actual translation writing,
practice, and presentation
 Class discussion of choice of

literary translation text in terms of
appropriateness to grade level/
student language tasks, and
competencies
 Consultation and feedbacking of

instructor on one’s interpretation
and translation of a literary text
Weeks At the end of these weeks, the pre- 3. Technology-Based

9-14 service teacher (PST) should be able Translation
to:  Roundtable discussion on  Differentiation table on 1.1.1
1. Translation Applications – the technology-based technology-based translation
a. describe and differentiate the 1.1.1 Benefits and Limitations translation types types as formative assessment
technology-based translation (A) 2. Computer-Assisted/
types; and Machine Translation  Process assessment on 1.1.1
1.1.1 3. Dubbing group Subtitling and Dubbing
task

b. apply technology-based (B) 4. Subtitling  Video presentation on artists’
translations in dubbing and dubbing and subtitling of Filipino  Original Subtitling and Dubbing of 1.1.1,
subtitling Filipino movies to movies to English and vice a Filipino/ Cebuano Movie or 1.6.1
English and vice versa. versa Episode to English and/or vice
versa (focusing on Effective Use
 Visiting Amara.org to of Technology, Actual Translation
translate Youtube and similar Faithfulness, Effort and Group
videos through subtitling Collaboration, and Impact of Final
Output)
 Grouping and practice for original
dubbing and subtitling tasks
Weeks At the end of these weeks, the pre- 4. Editing

to: 1. Review on  Mind mapping on copyreading,  Objective quiz on Copyreading 1.1.1
Copyreading and role of editors, the style sheet, and Proofreading symbols and
a. discuss copyreading, role of 1.1.1 Proofreading and use of accurate grammar in Advanced Grammar and
editors, the style sheet, and (A) 2. Role of Editors in texts Composition concerns
grammar in order to recognize a Publication
editing as an important part of 3. Process of Editing  Analyzing sample style sheets  Answering worksheets on 1.1.1
the translation process; and and Publishing of famous publications grammar review as
b. compile translated 4. The Style Sheet formative assessment on
contextualized learning materials 1.1.1 5. Standard English and  Answering worksheets to review editing
in order to develop critical and (A) Review on Grammar grammar rules, avoiding 1.1.1
creative skills of English Rules sentence errors, and writing  Process assessment or Reflection
learners. 6. Editing in the effective sentences and writing on one’s editing endeavor
Translation Process paragraphs with students having difficulties in
writing and composition and trying
 Actual editing tasks – visiting a to help them out
JHS/SHS English class and
ask students on their  Compilation of Translated Texts 1.1.1
difficulties in writing and help (focusing on Appropriateness of
them through editing their Translated Texts as Learning
compositions Materials, Organization of
Compilation, and Group Effort
 Roundtable discussion on the role and Collaboration)
of editors, the need for grammar
expertise, and openness in
editing and the writing process as
future teachers and linguists
 Compiling translated texts

appropriate as learning
materials to be used to English
language learners

Haque, Z. (2009). Translating literary prose: Problems and solution. Retrieved on April 26, 2014 from TranslationDirectory.com
Hodges, P. (2013). Literary approach to translation theory. Retrieved on November 5, 2010 from http://www.translationdirectory.com/articles/article2085.php

Technology in Language Education
Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
183
Course Information
Course Name Technology in Language Education Course Code
Course Requirements
Grading System

covered
This course directs the pre-service English teachers to focus on the design, production, utilization, and evaluation of Information
and Communications Technology (ICT) materials for language instruction. It affords them to show their skills in the selection and 1.3.1
development of an ICT-integrated and Project-based Learning Plan and the positive use of a variety of ICT-based resources in 4.1.1
facilitating language learning and teaching. 4.5.1

covered
A. show skills in the positive use of ICT in designing and producing language learning resources; 1.3.1
B. show skills in the development of project/problem-based/inquiry-based collaborative plans and activities using technology 4.1.1
tools; and 4.5.1
C. prepare developmentally-sequenced teaching-learning activities that use.
Technology in Language 18
Weeks At the end of these weeks, the pre- 1. 21st Century Skills
to:  Communication Skills  The teacher may ask students to
 Digital skills/Digital watch the video entitled “Skills
a. draw connections between 1.1.1 Citizenship Every Child Will Need to Succeed
concepts; in 21st century | Dr. Laura A.
b. discuss the importance of 1.3.1 Jana
communication skills in relation (A) | TEDxChandigarh”
to becoming a good digital https://www.youtube.com/watch
communicator; and ?v=z_1Zv_ECy0g
c. relate the importance of  Concept Map from the videos they 1.1.1
understanding copyright and fair  Concept Mapping have watched 1.3.1
use guidelines as a teacher. Students may be asked to write
keywords from the video in sticky
notes and have these posted on
the board for the teacher to
process.  Brochure of Communication Skills
and Digital Skills
The teacher may then present the
4Cs of the 21st Century
highlighting on the importance of
Communication Skills
 MyList
Students list possible answers
to the question “How can one be
a good digital communicator?”
The teacher may then direct

students to watch the video on  Oral Presentation on the cases
Becoming a Good Digital of cyberbullying and plagiarism
Communicator
https://edu.gcfglobal.org/en/comm
unication
skills /being-a-good-digital-
citizen/1/
 Case Presentations
The teacher/students may present
a case on cyberbullying or
plagiarism. On plagiarism, the
teacher may discuss on Copyright
and Fair Use Guidelines for
Teachers
https://www.xavier.edu/library/abo
ut/
documents/Copyright_9-23-08.pdf
Weeks At the end of these weeks, the pre- 2. K to 12

3-5 service teacher (PST) should be able Curriculum
to: Framework  Socratic Questioning  Oral Engagement/ Participation 1.1.1
What major learning activities will 1.3.1
a. discuss the principles, outcomes 1.1.1 1. Principles and guidelines help facilitate the development of 4.5.1
and guidelines of the K to 12 of an effective language 21st century skills particularly
curriculum framework in English; arts and multiliteracies communication skills?
b. examine the curriculum guide curriculum How can ICT help teachers in
and come up with an 2. Outcomes of the K to 12 making students acquire the
alignment matrix; and English curriculum English competencies?
c. explore and rationalize the use 1.3.1 3. Components of the
of ICT in teaching specific (A), English curriculum  Examining the Curriculum Guide  Alignment Matrix of the language
nits/topics from the curriculum 4.5.1 4. Alignment of the The teacher facilitates the competencies, learning
guide. (C) language and walkthrough of the different outcomes, learning activities, and
literacy domains components and features of the assessment
5. Content standards and K to 12 English Curriculum
Performance standards Guide.
Students examine the learning

competencies intended for each
year level and point out some
units in the curriculum guide that
focus on the development of
listening, speaking, reading,
writing, viewing, and cultural
awareness.
The teacher may also guide

students to identify specific units
that can be best taught using ICT
and have them rationalize it.
Weeks At the end of these weeks, the pre- 3. Nature of project-based and
6-7 service teacher (PST) should be able problem-based approaches in
to: language teaching
 Case Presentations  Professional Sharing of Articles 1.1.1
a. compare and contrast problem- 1.1.1 1. Problem-based Students may be grouped and on innovations in learning 1.3.1
based and project-based 1.3.1 learning in have them read research articles technologies and resources for 4.1.1
learning approaches; (A) language that talk about the integration of language teaching 4.5.1
acquisition
b. analyze sample PBL plans 4.1.1 2. Teaching English Problem-based Learning and
and local DepEd sample (B) with Projects/Project- Project-based Learning
plans; and based approach approaches in the teaching
c. examine articles on innovations of English
in learning technologies and
resources for language  T-Chart  T-chart showing similarities and
teaching. Using a T-chart students show the differences of the two approaches
similarities and differences of the
two learner-centered approaches
Students explain how these two

approaches facilitate language
acquisition and development of
communication skills
 Reviewing Samples of Project-  Infographics of Problem

based Learning (PBL) Plans based learning and project-
The teacher/students may based learning plan
download the sample PBL
plans
and local DepEd sample plans  Evaluation/ Observation Log
to review. The students compare based from the sample PBL
these two sets of sample plans. plans
Students identify the technology
tools used and describe how
these tools were used to achieve
the competencies intended.
 Group Activity (2-3 members)

The teacher may let students  Oral Engagement/Oral
form into groups and have them Presentation
choose units from the curriculum
guide that can be integrated with  Draft of their PBL plan
any of the two approaches. They
brainstorm and justify their  List of the possible tools they will
choices to the class. use in the PBL plans
 Examining Relevant Tools

The teacher directs students to
examine the different
resources/articles in learning
technologies and resources for
English Language Teaching
Mottertam, G (2013). Innovations
in learning technologies for
English Language Teaching
https://www.teachingenglish.org.u
k/sites/teacheng/
files/C607%20Information%20and
%20Communication_ WEB
%20ONLY_FINAL.pdf
The 2013 Free Education

Technology Resources. (2012)
https://www.humber.ca/centreforte
achingandlearning/
assets/files/Teaching%20Resourc
es/2013_EmergingEdTech_
Free-Education-Technology-
Resources-eBook.pdf
Weeks At the end of these weeks, the pre- 4. Writing a problem-

8-9 service teacher (PST) should be able based/project-based learning
to: plan
a. analyze sample learning plans; 1.3.1 1. Parts of a Learning Plan  Group Work
and (A) 2. Developing learning plan Using the same groupings when  Draft of the PBL plans 1.3.1
b. develop problem-based/project- 4.1.1 integrating ICT from the they have to choose an approach 4.1.1
based learning plan integrating (B) identified language and a unit, students can work on 4.5.1
ICT from the identified 4.5.1 competencies for their unit planning which
language competencies (C) should be ICT-integrated. Each
group should represent a quarter.
If possible, no repetition of units.  Evaluation/ Observation
Log/Matrix showing the different
Students go over the repertoire of parts of the PBL plans
sample learning plans they have
reviewed in the past weeks. The
teacher facilitates the review of
the parts and contents of the
learning plan highlighting the
parts where
problem-based/project- based  Alignment Matrix of the language
learning is/should be integrated. competencies, learning
outcomes, learning activities, and
Let them identify from the sample assessment
plans the main learning activity
that will require students to do
inquiry activities or create
projects. Lead students to the part
of the sample plan where problem
or project activities are indicated.
(CMO No. 75, s 2017)
The teacher should emphasize the

alignment of the project
(performance/product) with the
acquisition of the desired
competencies and outcomes.
The teacher should guide

students in the drafting of the
lessons of their chosen Unit.
Students should be guide on
writing the objectives (for each
lesson) - The teacher may review
as well Blooms Taxonomy of
Objectives; the selection of
appropriate ICT-based tools for
each lesson; and give students
ample time in the drafting of their
PBL plans for each lesson of the
entire unit chosen.
Weeks At the end of these weeks, the pre- 5. Open-ended tools and their
10-12 service teacher (PST) should be able uses in teaching and
to: learning language skills
a. identify the uses of open-ended 1.3.1 1. Using word in scaffolding  Sharing of Experiences
tools (productivity tools) in the (A) student learning in a The teacher may ask students  Oral Participation/ engagement 1.3.1
teaching-learning of language; language classroom to share their experiences in 4.1.1
b. integrate these tools in their 4.1.1 2. Using presentations in using open-ended tools as a 4.5.1
PBL learning plans; and (B) teaching language student in the various courses
c. create instructional materials 4.5.1 skills they already have and describe
using open-ended tools. (C) 3. Using spreadsheets other ways of using these tools
in language learning as they plan learning activities
4. Using digital storytelling, for their PBL learning plans or
blogging, podcasting, language unit.
vodcasting in improving  Open-ended Tools and Rubric for
language skills  Creating sample outputs evaluating instructional materials
5. Other technology tools The teacher shows samples of
and applications for digital storytelling, blogging,
teaching/learning English podcasting, vodcasting etc and
(i.e MALL – Mobile guide students how to create  Compilation of technology tools in
Assisted Language these. The teacher discusses on teaching English
Learning, QR code, becoming digital authors, digital
Powtoon, Canva, Kahoot storytellers and creating digital
etc ) storytelling outputs using
Claymation/stop motion
animation, becoming podcasters
and vodcasters/vloggers etc.
The teacher may also introduce

the material on 101 Free Tech
Tools for Teachers
created by Lisa Greathouse and
Lori Maldonado
Students create and present to

the class any of these outputs
(presented above) which they can
later on integrate in their PBL
learning plans.
Students also create instructional

materials for their chosen unit
using and/or integrating any of the
open-ended tools (using word,
presentation, and spreadsheets).
Weeks At the end of these weeks, the pre- 6. Demonstration of designed

13-18 service teacher (PST) should be able Learning Plans
to:
 Microteaching
a. showcase through demo 1.3.1 The teacher discusses the rubric  Rubric for microteaching and 1.1.1
teaching the designed (A) for the class evaluating instructional 1.3.1
learning/unit plan; demonstration/microteaching and materials 4.1.1
b. evaluate their own teaching 4.1.1 the rubric for evaluating 4.5.1
demonstration and that of their (B) Instructional Materials. The  PBL learning plans
classmates; and teacher may assign peer
c. write their reflection log evaluators.
highlighting their takeaways 4.5.1
after the demo teaching. (C) The teacher will also process the
strengths and points to improve of
the demonstration activity.
 Reflection Log  Reflection Log
Student may write their reflection
on their microteaching
highlighting their key learning and
their area/s of improvement in
terms of how the macro skills can
be strengthened and their unit
planning be improved. Provide a
scaffold question for their
reflection. This can be posted
via the class blog site/website.
Alda, R. (2018). Podcasting tasks and students’ aural-oral Skills. International Journal of Language and Education. Volume:7, Issue:4, October
2018 CMO No. 75 s. 2017 Sample Course Syllabus for TTL2
Greathouse, L. & Maldonado, L. (n.d.). Free tech tools for teachers. Retrieved at https://images.simplek12.com/img/marketing/ebooks/101FreeTechTools.pdf
ICT essentials for teachers based on the UNESCO ICT competency framework for teachers (2015). Rwanda Ministry of Education. Retrieved from
http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Nairobi/ictrwanda.pdf
Introducing project-based learning in your classroom (2016). School Education Gateway. Retrieved from http://academy.schooleducationgateway.eu/en/web/introducing-project-based-
learning- in-your-classroom
Juliani, A. (n.d.). The simple system for planning project based learning experiences. Retrieved from http://ajjuliani.com/simple-system-planning-project-based-learning-experiences/
K to 12 English Curriculum Guide Retrieved at www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf
Mottertam, G (2013). Innovations in learning technologies for english language teaching. Retrieved from https://www.teachingenglish.org.uk/sites/teacheng/files/C607%20Information%20and
%20Communication_WEB%20ONLY_FINAL.pdf
Project-based learning: A PBL lesson plan for the classroom leader in me (2018). Retrieved from https://www.leaderinme.org/blog/project-based-learning/
SEAMEO Innotech (2014). Mobile technology for teachers: A teacher resource kit for 21st century learning in Southeast Asia. Retrieved from
https://www.seameo-innotech.org/projects- ongoing/mobile-technologies-for-teachers-a-teacher-resource-kit-for-21st-century-learning-in-southeast-asia/
The 2013 free education technology resources. (2012) Retrieved from https://www.humber.ca/centreforteachingandlearning/assets/files/Teaching%20Resources/
2013_EmergingEdTech_Free- Education-Technology-Resources-eBook.pdf
© 2020. Teacher Education Council and Research Center for Teacher Quality
192
The documents presented in this compendium are outputs of the collaborative efforts of the selected Centers of Excellence
COEs) and Centers of Development (CODs) in Teacher Education. The COEs/CODs are lead writers/developers in specific
programs and secondary writers/developers for the rest of the programs.
Technology in Language Education 193

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Philippine National

Research Center for Teacher Quality

Prototype Syllabi for Pre-serviice Teacher Educatil on

De La Salle University – Saint Louis University – Baguio University of the Cordilleras

The Philippine Professional Standards for Teachers (PPST)

Partnerships Towards Quality Pre-service Teacher Education

REGION II REGION III

Ateneo De Bicol University

*Priority Program in which the institution served as lead writer

Leyte Normal Southern Leyte

REGION VII REGION IX

 Early Childhood Education  Physical Education

PPST-BASED PROTOTYPE SYLLABI INTENDED AUDIENCE

Through established partnerships with COEs and CODs in teacher

The development followed three key phases:

Compendium 1: Professional Education Courses

 Institutional Logo and other information

 Vision, Mission and College Goals

These parts were intentionally left blank and will be up to

Course Learning Outcomes

Beginning Teacher Indicator (BTI) coverage

The Time Allotment column indicates

Intended Learning Outcomes (ILOs)

The ILOs column presents outcomes

The ILOs are learner-centered rather

The Content column outlines topics to

ASEAN Qualifications Reference

Beginning Teacher Indicators from the

Department of Education. (2017). Philippine Professional Standards for Teachers.

Readings on constructive alignment:

1.7.1 Demonstrate an understanding of the range of

Total Number of Available Specialization Total Number of Available Elective Course

Secondary Writers/ Reviewers:

Program Outcomes (from CMO No. 75, s. 2017 p. 4):

Class Information Instructor's Information

Course Description BTIs

Course Learning Outcomes BTIs

 Group work on creative

 Practices and consultation

 Drafting of a script containing a

 Project method – practice and

Weeks At the end of these weeks, the pre- 3. Morphology

 Sharing decodable and

 Answering drill worksheets on

 Short review discussion on

 Analyzing the dictionary

 Drafting of a book containing

 Project method – actual design

Weeks At the end of these weeks, the pre- 4. Syntax

 Project method – actual design

Department of Education (2012). DepEd K to 12 English Curriculum Guide. Philippines.

Byram, M. (2013). Routledge encyclopedia of language teaching and learning.

Program Outcomes (from CMO No. 75, s. 2017 p. 4):

Class Information Instructor's Information

Course Description BTIs

Course Learning Outcomes BTIs

Language, Culture, and 3

Language, Culture, and 3

Language, Culture, and 3

Language, Culture, and 3

Language, Culture, and 3

Fromkin, V; Rodman, R and Hyams, N, (2011) An introduction to language. Wadsworth, Cengage.

Holmes, J, (2013), An introduction to sociolinguistics. Harlow: Pearson.